LESSON 3:

SCHOOL AS A VEHICLE FOR SOCIAL MOBILITY

Change is the only constant thing in this world. We know that many things are
changing feelings, relationship, environment, physical features, manners, and a lot
more. But do you know of anything that really affects our lives? Is it your family?
friends? classmates? teachers? school? Are you amenable that the school is an agent
of change? Do all the inputs you gained in your lessons really change you? Did it
make you a better person or not? Did it really affect you or not so that at the end you
will realize that the existence of schools really matters.
To be an agent of change globally, the school must adapt to changes of all
sorts whether expected or unexpected. If there is a felt need to revisit their mission
and vision, then by all means, it must be done in order not to be left behind in this
fast-changing world.
Everyone in the academe is challenged to equip themselves with the 21"
century skills if lasting and meaningful change is to be achieved. If this is achieved,
those skills will contribute to the holistic development of the learners. The learners
are the beneficiaries of any change that will be introduced and implemented. It is in
this context that confronting the risks that any school will experience must be dealt
with objectively.

Essentials for Transformative Education

Transformative education cannot be simplified into the mere acquisition of
skills since its impact is for life as it connects the heart and the mind and finds its
meaningful and lasting application in the exercise of one's rights not just for self-
gratification but in the service of humanity. It commits itself to the following guides:
1. Must be anchored on the country's educational goals. One will never get
lost if Article XIV - Education, Science and Technology, Arts, Culture and
Sports from the 1987 Constitution will be subscribed to by every administrator and
teacher.
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 2. Must be functional. Every learning experience provided to the students inside
and outside the classroom must be relevant and meaningful.
3. Must settle for quality. The name of the game here is excellence. The teacher
himself and aspire to go out of the box four walls of the classroom or herself must
be the epitome of setting the tone for excellence so much that he or she exposes the
students to work activities that will challenge their creativity and resourcefulness.
4. Must build upon the identity of the learner as a unique individual. Do
you think that transformation is possible to learners denied of affirmation from his
or her family and community?

The Social Psychological Model

The pivotal role of school in socializing students for social participation in adult
and in a global society cannot be denied. How does a student learn socially via the
school influence? Understanding the model below will shed light on optimizing that
social learning could be inculcated among the learners and in the end makes their
presence felt as societal and global citizens.

Social Holistic
School Participation and
Figure Integrated
1.1: The Social Psychological Model
Source: Serrano, 2019

As the model emphasizes, knowledge as the only learning outcome can no

longer be the basis in this millennial period. It extends to the development of values
and attitudes and skills and competencies as provided by the school through
meaningful social participation. Said participation is not via classroom participation
alone but the entire school culture and atmosphere which bring about a holistic and
integrated change in the learner.

Study of Attitudes and Behaviors in School

The Theory of Planned Behavior (TPB) is one of the most widely cited and
applied behavior theories. It is one of a closely interrelated family of theories, which
adopts a cognitive approach to explaining behavior focusing on individuals' attitudes
and beliefs.
Applying it to school as the most effective socializing institution, it enables the
learners to facilitate their adjustments individually or by group so as relative harmony
will be achieved. The positive or negative evaluation of the behavior and its expected
outcomes, and subjective norms, which are the social pressures exerted on an
individual resulting from their perceptions of what others think they should do and
their inclination to comply with these are never overlooked.

Student's Motivation
Meltzer (2002) pointed out that one of the most difficult and challenging
aspects of teaching is how to motivate your students. It should not be overlooked from
the beginning of the lesson until its end. It is a fact that students who are not motivated
will not learn effectively and meaningfully. They will have the tendency to have
lapses in their retention of vital
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 information; hence, hindering them from active participation and worst of all may
resort to disruptive and overly aggressive behavior without a cause.
While motivating students can be a difficult task, the rewards are more than
worth it. Motivated students are more excited to learn and participate actively in the
different classroom activities. So, it will be a beautiful scenario in any classroom
setting that a class is full of motivated students whose learning is both enjoyable and
collaborative made possible by the teacher who really cares. Some students are self-
motivated, with a natural love of learning.

Student Subculture
Moffit (2015) cited that subcultures are those groups of values and norms that
are distinct from those held by the majority.
Mangilinan (2015) cited that there is a need to reshape the curriculum so that it
can be culturally responsive to the background of students.

Development of Normative Systems within School

Hess (2014) cited that every school has a culture that distinguishes it from
others. As universally recognized, culture is that informal code of behavior that dictates
"how things really happen" around here versus "what should happen." It is this
informal or normative culture that ultimately defines how effective administrators and
faculty will be in addressing bullying and other student-related issues.

REFERENCES

Mangilinan, A. (2015). The Growth of Student Subculture. Retrieved from

https://prezi.com/3rqob6egopgw/the-growth-of-student-subcultures/
Moffitt, (2015). The Performance of the Child in School Services therefore as one of
the earliest. Retrieved from https://www.coursehero.com/file/p39f8c1g/The-
performance-of-the- child-in-school-serves-therefore-as-one-of-the-earliest/
Serrano, E.D. & Cajigal, R.M. (2020). The Teacher and the Community, School
Culture and Organizational Leadership, ADRIANA Publishing Co., Inc.
Serrano, E., & Paez, A. (2015). Principles of teaching. Adriana Publishing Co., Inc.
Quezon City, Philippines.
Sharma, A (n. d.). 7 essential functions of a school as an agency of education.
Retrieved from http://www. preservatives. com/education/7-essential-
functions-of-a-school-as-an-agency-of-education/2615 on January 5,2019.
Williamson R. & Blackburn, B. (2010). Rigorous schools and classrooms:
Leading the way. Larchmont, NY: Eye on Education

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