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ACCEPTANCE OF CHALLENGE

The field of education is replete with catchphrases embodying the vision and mission of
every teachers and the organization as a whole. Expressions such as Education for All, Nobody
is Left Behind, and Accessible Quality Education are some of the unforgettable phrases
pervading educational journals and discussions. These are terse phrases that urge us to action.
These are meant short for easy recall so that educators and learners alike can recite them from
heart and strive to live these ideals. These are excellent words to reflect on our own practice and
gauge our own standing relative to these ideals.
With the recent implementation of the K to 12 program in our educational system, it is
high time that we ask the same question. How far have we gone? Are we nearer to our goal, or
still far? Has the K to 12 implementation ushered us forward towards these ideals? Or has it
doomed us towards an immovable iceberg like a Titanic waiting to sink? Has K to 12 program
steered us towards the wrong direction? Unfortunately, that I cannot answer for now because its
too early to say that we have failed. But in amidst the sea of doubts and uncertainty, there’s one
thing I am certain, we teachers are in-charge of that massive ship called EDUCATION and we
have the great responsibility of steering our pupils safely ashore towards our common goal.
As a math teacher, we face myriad problems in achieving that goal. How do I effectively
teach Math so that all pupils can have a better understanding of the subject matter? Our challenge
is getting all children in the same ship of education and learning. Nobody should be left behind.
As a relatively new teacher, it is disheartening to hear reports from fellow teachers who are
veterans in the teaching profession of the deteriorating quality of pupils. Like you, I also felt
frustration when more than half of my class could not pass a quiz after I have repeated the same
lesson. These are the children who are unable to get inside the ship and I am at a loss on what to
do with them.
And I begin to doubt myself, am I to blame for their failure? Or should I point my fingers
towards them for their indifference in the subject? I realized that pointing-fingers is a futile
activity because it leads us nowhere. It will only sap away our precious energy and still remain
stranded, unable to move. In order to move forward, we should think forward by adopting a
positive outlook towards teaching and learning. Instead of blaming our pupils or other teachers,
we should rather ask ourselves, how can I teach better next time? How can I teach so that all
pupils can get in the same ship and not be left behind? This fruitful activity has given me the
answer to that question.
Dear teachers, more than ever, we are called on for greater responsibilities. Each one of
us should cease being a mere passenger in the great journey of education. Our supervisors are
urging each one of us to move forward and take the helm of the ship of education and steer it
towards distant vistas. My question is, do you accept the challenge? Dear teachers, do you accept
the challenge?
What you hear is a wave of resounding yes from committed elementary math teachers of
the Division of Iloilo City. In behalf of the elementary mathematics teachers of the Division of
Iloilo City, we accept the challenge of crafting the best module in mathematics for the pupils of
Division of Iloilo City. Dear teachers, together, let us assume our role as captains in the ship of
Education and be masters of its destiny because we have the power to change the course of our
children’s education one module at a time.