2. The community and its effects on the school.

This is the opposite of the first and pre-supposes that the community should help

the school. In the past, the municipality supported the elementary schools and was

responsible for teachers salaries and other expenses. But the municipal board had a

say in the running of the school. Since politicians control the school board, the effect of

the community on the school maybe gleaned from the answers to some questions.

3. The community as resource for the school.

The school may function independently, but use the resources of the community

on three levels:

(1) Observation level in which the school just studies the kind of resources available in the

community.

(2) Participation level in which the school makes use of the resources of the community for

work education projects. For example clay may to be used for pot-making, ribs of the

coconut leaves for broom, etc.

(3) Community improvement wherein the school works on community problems and

contributes to the solution problems. An example is the Sariling Sikap projects initiated

by the government to alleviate the economic crisis.

Educative Effects of the Community

If the school and the community can work together, there will be no disparity in the

graduates turned out by the school and the needs of the community. Then there will be

less unemployment.

The environment is changing. Culture is changing and so lifestyles. Inventions and

discoveries are being made. What should school teach in changing community? The

curriculum always lags behind.

 Many agencies in the community influence the young such as industry,

urbanization, invention, mass media, etc., and not always for good. More and more

responsibilities are being given to the teachers in the school, such as census takers,

election inspectors, NCEE examinees etc.

Evaluation of the School

How effective are our schools? Schools may be evaluated from three points of

view:

1. Point of view of physical environment.

In what kind of environment is the school located? Is it flexible and beautiful? Conducive

to learning? Healthy? Peaceful? There are some schools that do not even have a

campus and where students have their P.E and CAT on the streets. Some schools

situated bordering streets where the noise of traffic is a constant distraction and where

teachers and pupils have to shout to hear each other. A good environment is necessary

get maximum results in learning.

2. Point of view of human relationships. This is the most important as feelings and

emotions have a lot to do with learning. According to the law of effect, one learns better

and retains longer what is learned under pleasant conditions. The minimum requirement

of a school are teachers and learners. However, no matter how good the environment, it

cannot compensate for poor teachers. It is not enough to have rapport between teacher

and class. Teachers and superiors must also have good also exist between teachers, so

that they will cooperate in undertaking school activities and in upholding school morale.

3. Point of view of social climate or atmosphere.

This is the product of 1 and 2. What kind of atmosphere is there in school? Is it

oppressive or is it too free? Is there a quiet, peaceful atmosphere? Are there rallies,

demonstrations, discontent? What do teachers and students do? Are they just loitering

and gossiping? Is the library frequented by students? What kind of discipline is there?
 A school who rates high in all three points of view is a good school.

Educational Implications

1. Since the school is a very important national institution, schools runs by foreigners

should be clarify supervised by DECS with reference to curriculum, teachers, owners,

etc.

2. There should be better screening of teachers, not only as far as academic qualifications

are concerned, but also with reference to character, emotional maturity and ideology.

3. The school and community should work together so that the kind of graduates turned out

will be leaders not only in the academe, but also in the community.

4. The school should find out the manpower needs of the community and give the training

needed.

5. The community should make its resources available to the school and the school

premises should be made available to the community.

6. The government should not always make use of teachers for its projects as this lessens

the time teachers devote to instruction.

7. Parents should invited to school activities that will show them what the school is doing.

8. To foster better relations between school and community, parents may be involved in

some school projects and activities.

REFERENCES

Cook, Lloyd Allen Cook, Elaine Forsyth. A Sociological Approach to Education, 3rd ed.

New York: Mc-Graw Hill Book Co., Inc. 1960. Chapter 8.

Stanley, William O., Smith B. Othanel, Benne, Kenneth D. and Anderson, Archibald W.,

Social Foundations of Education. New York: The Dryden Press, Inc. 1956, Section B.
Brossard, James H.D. The Sociology of Child Development. New York: Harper, 1954.