THE TEACHING PROFESSION
School and
Community Relations
“It takes a village
to raise a child”
– African proverb
The school and the community are the mainsprings of effective and
powerful forces that can create a wholesome climate for mutual gains and
betterment. They can forge a kind of partnership where both are willing to
share information as well as responsibilities to the best interest of the children
while in school. Likewise when dealing with members of the community.
Parents from the community are ready to offer much- needed
assistance in terms of resources while teachers are equally committed to spend
time, effort and expertise in serving the school children. Ensuring strong
alliance is guaranteed to foster sound academic practices in the school, civic
mindedness and public accountability in the community. A positive affiliation is
an overwhelming bond that all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community
residents stand to experience and enjoy some teaming up will be suggested.
A. The Teachers, Parents and the Community
Parents are the first teachers in the home. They are
responsible for the development of values, attitudes and habits that
will be needed as their children associate with the classmates in
school. Such inculcations are likewise beneficial when they work and
play with neighbors and the community at large.
Teachers in the schools continue to enrich the students’
experiences at home, thus strengthening the valuable, personal traits
and characteristics initially developed. In the end, the contrived
attention and efforts of both “ custodians “ are accorded
acknowledgement and recognition by members of the community.
A. The Teachers, Parents and the Community
The members of the community, in addition to the
parents, include the local government units , the non-
government agencies, civic organizations and all the residents.
They are highly motivated to participate in the school activities
and projects that will likewise redound to the uplifting of the
moral and quality of life in their own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate
attitude that are expressed in their love and unending sacrifice
in guiding the young. Despite conscious effort, children
experience difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self discipline
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to their
home.
a. A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.
b. Positive attitudes of kindheartedness and patience are developed through modeling
c. Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
e. Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them
f. Extremes of behavior need detailed consideration of past experiences in school and at
home
3. Values developed
Values and strong inclinations are instilled starting from
the home and are developed further in the school. Some of the
most desirable are
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence
Students exhibiting exemplary traits must be given due
recognition. Awards conferred upon responsible and well-
behaved students set examples that are emulated.
4. Interests
Special interest and innate talents noticed
at a young age such as heightened prosperity for
music and drama, athletics and the arts must be
attended to by sensitive mentors and guardians
in order to provide them with continued
opportunities to attain full realization of their
natural gifts.
B. School and Community
The school is usually located at the center of the town or
city. As such, it is subjected to daily scrutiny by the members
of their community. Seeing their students at play or work,
personnel busy with everyday tasks and teachers with the
usual eyeful watch, everyone passing by witnessing such would
feel proud of their school. The community would in turn show
their gratitude and appreciation by keeping their school’s
surroundings clean and comfortable for their children and by
sharing resources whenever needed.
1. Collaborative relationships
a. The school officials actively participate in community projects
such as literacy assistance project for out-of-school children and house
campaign for healthful practice.
b. The municipal/city officials are likewise ready to provide help
not only in improving the physical facilities of the school but also paying the
salaries of teachers who for the moment do not have teacher items. There
are a number of school-board-paid teachers in the country. During historic
celebrations in both places, participation by each is easily elicited with such
positive and civic consciousness activities enjoyed by the school and the
community, a strong feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations
(formerly referred to as Parents Teachers and Community
Associations ) with the officers coming from both their members.
They undertake projects and activities aimed at promoting a
harmonious and enjoyable relationship among themselves. Regular
meetings are conducted to discuss activities that are intended to
improve /assist conditions prevailing in both. A strong spirit of
cooperation is exhibited as well as sharing of expertise and material
resources. Representations during town or school affairs create
strong ties among the members, thus helping hands are volunteered
in times of needs.
The Brigada Eskwela is another example of collaboration among
school, parents and community. Brigada Eskwela conducted at the
beginning of the school year is now institutionalized at the Department of
Education and has resulted to strong partnership of the school with the
community. This is DepEd’s National School’s Maintenance Week meant to
help schools prepare for the opening of classes with the assistance of
education stakeholder by repairing and cleaning public schools nationwide.
Brigada Eskwela aims to revive the bayanihan spirit among Filipinos by
engaging the participation of education stakeholders in the community.
With the implementation of School-Based Management (SBM) the
School Governing Council ( SGC) per school has been organized. The
School Governing Council ( SGC) is more than the PTA in the sense that
the SGC shares in the task of policy making in the school with the school
head leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances
and compliance with ordinances afford ample
protection and disciplinary measures deserved by all.
Beautification of the community through tree
planting in every household and cleanliness through
proper waste disposal are voluntarily undertaken by
both, thus creating a disciplined and wholesome
community.
4. Values exhibited
Outstanding school personnel as well as
barangay officials are honored. This serves as a
motivation for both parties and their followers to
continue with their commendable practice. Values of
nationalism and unity are developed through the
examples demonstrated by the school and government
officials. Respect for authority and self- discipline are
modeled for the young to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of
instructional materials. The clean rivers, town library,
factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls
offer enjoyable entertainment for all. The parks and beaches
become relaxation areas for school children together with the
teachers and families. Professionals and practitioners from the
community can be invited as resource speakers during the
observance of significant school rites.
Reference
Bilbao, Purita P., Corpuz, Brenda B., Llagas, Avelina T.,
Salandanan, Gloria G. (2012) The Teaching Profession. Lorimar
Publishing, INC.
