Significant Learning for Indigenous Children

By: IVY PRINCESS C. MANLAPAZ

Teacher III-Palayan City Central School

There are no exceptions in terms of education. Everyone has the right to explore and learn. Dr.
Jose P. Rizal once said, “Youth is the hope of our future”. Highlighting that, the children could
make a great difference someday.

Suitable education enables indigenous children and adult learners to exercise and enjoy economic,
social, and cultural rights. It additionally fortifies their capacity to practice their social rights so
they can impact political approach measures for advanced assurance of their basic freedoms. In
the Philippines, there are types of education; formal and non-formal education. Children are
entitled to have a better education. It emphasizes that education is for all. There are a large number
of indigenous individuals who live in distant areas around the nation with restricted admittance to
innovation and quality education.

In terms to education, the indigenous people are among those with the lowermost literacy rates. It
is a task for me to serve their needs in far-flung areas, and standard education programs miscarry
to take into account their cultures, languages, and current realities.

Year 2012 when I successfully passed the Licensure Examination for Teachers. I was advised to
practice my teaching profession as PLSB Teacher. Unexpectedly, I would be able to teach different
tribes at Kalikasan Elementary School. Students consist; aetas and igorots. As I embraced the
opportunity, I discerned that it would be full of excitement and defies.

To start with, the awaited moment has arrived. I entered the compound of the management of the
school scheme of the indigenous people. I was welcomed by the group of Katutubo students with
warm smiles, loud voices, and unpredictable vernaculars. I was very pleased and nervous at the
same time. It was my first time to meet and teach indigenous people. Perhaps, I had encountered
some Katutubo before yet I just didn’t notice. They have physiological dissimilarity between
indigenous people and other Filipinos.

As they intermingled with me, I observed that I was in the place of being their exemplary leader
of their education. Their desires to learn were inside them and it’s unbreakable. Being their teacher,
I admire them because; despite poverty they went to school every day. It took my interest and
motivates me to build learning’s with extreme heights for these children.
Indigenous people have their unique cultures and practices. A community that maintains
geographically distinct traditions and identities.
Being a teacher of native students, I promote spiritual values. Knowing that, they have different
religions also. Spiritual beliefs help students develop skills to be of service to their fellow human
beings. It emphasized their faith in God for their achievements.

School children must have the knowledge and values for indigenous learners. I highly encouraged
them to respect one another. It stimulates love and support. Also, discrimination was extremely
discouraged. Wisdom and humility are morals that are also highlighted in the school.

Facilitation of learning plays an important role in education. Wherein, my major purposes were to
uphold the critical thinking and capabilities of my students. Teaching indigenous children was
challenging but through training, it developed my professional and personal attributes.

Teaching doesn’t confine only in the four corners of the classroom. Indigenous students love to
show their talents and skills. They have boundless confidence in any activities that I gave to them.
They are very friendly and diligent. That’s why, as a facilitator of learning, I want to promote the
success of my native students. They deserved to learn through different educational practices and
become successful in the future.