Assessment of DepEd’s Core Values

Krizialane O. Banzon

Long ago in history, education started to play a significant role in humankind. It is said to come from the idea of childhood as the time for learning — knowing fundamentals of life and loading one’s intelligence, which later became widespread in various places and led to development and evolution of public education consequent to societies’ needs. According to researches, education’s primary purposes are to instruct youths in religious doctrines; prepare them for government systems; protect their beloved territories; and to innovate the world into a better place to live in.

As the educational system develops globally — leading to continuous alteration of norms, practices, economic and political management, and people’s way of living, there are ethics humanity should keep while the world is in metamorphosis. We believe that education makes no sense if people do not know how to live with morality; so to ensure integrity of society, particularly youths, the Department of Education mandated DepEd Order No. 36, S. 2013 enacting the official adoption of Department of Education Vision, Mission, and Core Values (DepEd VMV) with the objective to shape students into being competent and knowledgeable enough  in different areas to conquer everyday life and contribute meaningfully in our country’s progress. Furthermore, Values education has its huge part on fulfilling the said mandate as stated in DepEd order No. 41, S. 2003. This DepEd order was issued to effectively reinforce the role of every values education teacher as they look forward on meaningful integration of values development — assuring that the lessons are purposely planned and not incidental or pass time lessons in the process.

Since we are living in the advent of technology and social media which had made information available anytime anywhere, the way we communicate and acquire knowledge had changed — affecting our lifestyles and putting great pressure on our education sector. It results to elevating our skills and going beyond our limits in order to produce something new in the world. Still, what is essential to being a human being has not changed.

Emphasizing DepEd Core Values — Maka-Diyos, Makakalikasan, Makatao, at Makabansa, show that education’s motives remain the same, setting clear directions in achieving the balance development of mind and body in conjunction with the spirit that can strengthen human personality. In this fast-paced world, Values Education or Edukasyon sa Pagpapakatao (EsP) is necessary to strengthen the moral fiber of society. Inner transformation would be the key to achieve not only DepEd Vision Mission but also a brighter future for everyone. With its behavior statements and indicators, as provided criterions by the department, teachers are able to assess their students’ performance in accord with the values they display inside the classroom —enabling them to monitor areas needing enhancement and greater effort to nurture learners.

Teaching values is equivalent to teaching other major subjects. It heightens as educators induced cognitive, behavioral, and affective dimensions. This subject helps students to understand responsibility to themselves, to their family, fellowmen, country, world, and to God. Having EsP on our education curriculum somehow inculcates what we believe as foundation of humanity through leading youth in the epitome of living. At young age, a person couldn’t fully comprehend the concept of humanness but could be taught basics of upright being that in due course would lead to common good.

Values Education might sounds like a petty subject or something we could deal even with closed eyes but should not be taken for granted especially when people are turning into power-greedy creatures in different ways — setting aside conscience, human and social accountabilities, and having no remorse upon the destruction they bring in the community for personal gain. Values Education or EsP could make huge impact on instilling the morals we ought to have as we grow old and be a reminder how we should live whilst we do in a place full of temptations, trials, and inhumanness. 

Learning Styles of Kindergarten in the 21st Century
Jefferson V. Nisay

        Kindergarten is a foundation stage of preschoolers to learn as they are schooling for the first time; and according to the National Education Association, it is the bridge between early childhood care and elementary school — making it a very important year for students while requiring some special knowledge and approach from teachers.
        Simple as it may sound, kindergarten starts at the age of three with a need of high tolerance when it comes to child’s behavior, understanding, and attention span. Child development experts say that, on average, a four- or five-year-old child could stay focused on a task for two to five minutes times` the year of their age — meaning to say that kids have the attention span between four to 20 minutes or longer, depending on their given task and situation. “Attention span has to be contextualized as it could be elastic subject to time— morning, midday, before naptime, before bedtime”, stated by Neal Rojas, M.D., a developmental behavioral pediatrician at the University of California, San Francisco. The attention a child gives to a task also depends on whether he is or not enjoying, thus, having a huge impact in their learning process and progress. “The first time you introduce an activity that is more important to you than to the child, you are testing your creativity and flexibility as a teacher,” Dr. Rojas added.
        Traditional teaching materials such as workbooks could be overwhelming for children so it would be better to make your own ABC book as suggested by Doty, according to O’Hanlon, 2013. Since we are in the 21st century, even preschoolers are exposed to technologies to the point that there are ones who could really use gadgets without the guide of elders. Hence, modern method would be more advisable as it relies with hand-on materials approach and the presentation of materials starts with the whole, and then moves to the parts while the traditional method is the other way around. 
        “Traditional method emphasizes on basic skills while modern method emphasizes on big ideas”, cited on an article UK Essay entitle Traditional versus Modern Methods of Effective Teaching. Assessment in students is seen as a separate activity and occurs through testing in a traditional setting. On the other hand, evaluation in a modernized teaching is seen as an activity incorporated with teaching and learning, and befalls through portfolios and observation (Brooks and Brooks, 1999). As a learning style of Millennial, a constructivist approach to teaching involves a more interacting, student-based of teaching where students learn through group participation similar to OBTL (Outcome-Based Teaching and Learning).
        Moreover, coloring, singing rhyme songs, dancing and a lot of traditional kindergarten activities are classical but the students’ attention would be caught by the modern teaching materials such as watching videos/lessons in television or computer; use of Lego and geo boards, and even playing I Spy and Red Light Green Light, board and memory games can strengthen their attention muscles. 
        Kindergarten teaching assess students academically and emotionally in order to set goals for the class and individual students. It is an important aspect to maintain the kids’ focus and align their interests on to what they should learn while enjoying their childhood learning. Nevertheless, the teaching style of kindergarten is more effective when it is inclined with the century’s standards and norms of today ‘til tomorrows ahead.

Gulayan sa Paaralan: Importance in Feeding Program

Neriza P. Cabreta

 “Kumain ng gulay upang humaba ang ‘yong buhay”— a common and famous line of Filipinos when it comes in eating vegetables for a healthy meal.

Health, being one of the major focus of our government, gave way to the issuance and implementation of Gulayan sa Paaralan Program (GPP) through DepEd Memorandum No. 293,s.2007  to support the hunger mitigation and to  encourage both public elementary and secondary schools in instituting school gardens to ensure continuous supply of vegetables for the School-Based Feeding Program (SBFP) and other feeding programs as well. This program was sustained in DepEd Memorandum No.95, s.2018 “to address malnutrition and promote vegetable production and consumption among school children” according to Education Secretary Leonor Briones.

GPP’s objective “is to promote food security in schools and communities, through self-help food production activities and values among learners and appreciation of agriculture as a life support system” — Briones said. The said program is a big help in SBFP as the schools does not only depend on the outside market for the food they’ll be feeding to students but rather assure to themselves that they wouldn’t run out of it. Having vegetable gardens within school not only serve as food basket but also became a learning field of students as it may be a laboratory for learners to discover and familiarize themselves with the nutrition and health benefits that it provide.

Vegetables as part of healthy diet, nourishment, and wellness also show-case small-scale food production and inculcate among the learners the values of gardening, good health and nutrition, love of labor and caring for others. As they realize that the food they eat is what they plant themselves, the program does not only feed them with literal food but nourish them with knowledge and good perspective in planting too.

Tomatoes, okra, eggplant, and leafy veggies such as malunggay, water spinach (kangkong), malabar spinach (alugbati), alagaw, sweet potato tops are usually main ingredients in a healthy meal. Vines such as bittergourds, bottlegourds, squash, patola, string beans and winged beans make pretty much of a menu and for a hot healthy soup. Sayote, Calamansi, Chinese Spinach (pechay). Gulayan sa Paaralan helps lessen budget needed to buy ingredients for these could be found in the inside the school premises which is proven more beneficial than buying everything in the market. Squah soup, misua with alugbati, adobong sitaw, and steamed leafy vegetables are only some of the menu that could be offered to the students with these school-planted foods.

In general, Gulayan sa Paaralan plays an important role in the sustenance of School-Based Feeding Program as it provides a reassuring healthy menu for students and help the administration raise nutritional status while teaching values and importance of agriculture in a subtle manner.

Called ‘Natural’ but not from the Nature All Alone

By Mildred N. Montañez 

Would you blame nature’s upheaval resulting to loss of lives and properties when you have the ways to save yourself beforehand? Or you would simply hold on to your dear life when natural hazards are approaching few kilometers away?

           People tend to point their fingers to the environment after a literally breathtaking catastrophe — probably asking Mother Earth what made them deserve such a mishap. Consequently, our human instinct would make us sympathize but realization and studies would tell you that it is humanity’s doing which exacerbates the damage brought by inevitable natural hazards.

           Globalization. Urbanization. Competition. These are the general factors induced by the Earth’s inhabitants that act as catalysts between humans and the course of nature. During these processes, humans lose control in creating a technologically-advanced world as they put nature’s welfare at stake. Progress is surely for our development as we continuously adapt with the fast changing and inflating society. We, on the other hand, seem to overlook the importance of nature that enables us to survive and thrive.

          Usually, trees are the first thing that rings in our minds as we say nature; and how is our agricultural system helping to reduce the natural disaster and mitigate its impact? Deforestation is nevertheless causing a great impact on global warming and to the destruction of animal habitats. In addition, it also disrupts the water cycle as it is responsible for extracting groundwater from the earth and returning it in the atmosphere —and that affects the water cycle balance.

            Air Pollution has increased exponentially since industrialization and smoke-emitting technology were invented and extensively used everywhere. Similar to deforestation, air pollution contributes to global warming as it has cumulative effect in the average global temperature the Earth is supposed to maintain.

            Deforestation; engineering of rivers, riverbanks, and other bodies of water; shaping the fields into subdivisions and cities; improper waste management and filling in wetlands; as well as undermining the climate bring forth more than strong winds and gigantic waves as we unknot the threads of multifaceted ecological havens. That in no time will add up to the cannon of disaster right after natural hazards come our way. Unfortunately, most of the times, disasters wipe places out and leaves nothing but the remains of once was a paradise.

            Measures are established as development choices are made and fulfilled each day. We have the opportunities to avoid foreseeable disaster impacts. But what is happening is that we alter so many natural systems to the extent that we disregard nature’s ability to keep us safe from its own wrath.  We’ve been told hundreds of times that natural hazards are acts of nature and what comes after that are adversities we, especially the poor ones, could barely shield ourselves from. Its impact falls extremely on them who live in vulnerable areas and has few, if not totally none, resources to prepare for or recover from calamities.

           Disasters are also the result of negligence and reckless development — poor design and construction of buildings and establishments hidden in deceivingly well-built façade but doesn’t assure capacity to withstand earthquakes, alleviate the bearings of floods and survive typhoons. There are engineers and scientists who have capacities to avoid disaster, reduce its risks, and come up with smart solutions for the betterment of people but we know that it has a price. It, being affordable for everyone everywhere is far from possible. So, it turns out that what should be obligatory becomes elective — setting aside the idea of what might happen as natural occurrences arrive.

           Economic factors, insufficient protection of assets and resources, lack of public information and awareness, especially of those who live in isolated, far-flung areas are other causes of hazards turning into disaster. These could determine or assess how much impact a happening could make to a certain place. Furthermore, disaster risk reduction should be sustainable as it includes preparedness, management and improvement in their respective areas. The management should be well- handled and it is a must to have maps of every place within the vicinity, particularly for evacuation centers. These temporary settlements must not only be the safest place but should also guarantee the safety of evacuees and that the basic needs are amply met.

           Choices are given to us long way before any hazard could occur. It is in our hands how not to only reduce but rather prevent a hazard to becoming a disaster that would make our country suffer. Disaster risk reduction doesn’t and will not happen overnight. We could choose to take care of our environment by how we live our lives and do the most that we can to improve our surrounding; build skyscrapers and balance it with extensive reforestation, dynamic farming and wildlife protection. Natural hazards are followed by ‘natural’ disaster and that disaster, though called natural, isn’t only nature’s doing. For nature could harm us to an extent but it is us who pull the intensity lever of the disaster way beyond what nature does.

A Glimpse: My Philosophy of Education
Mary Grace C. dela Cruz

    In my more than ten years of teaching, I have met different kinds of learners. Some are fortunate meaning that they can afford to be sent in a private school and their needs are well provided. But some are underprivileged meaning that their parents/ guardians cannot afford to give their needs in their education. And their basic needs are hardly provided. They even need to work to help their parents in providing for their necessities.  But one thing is common among them, as I reflect on it. They are beloved children of God that they must be given an equal opportunity in education.  Every pupil / child should be given a quality education because education will design their future. A concrete design will help them to be the best that they can be but an abstract or a vague design will lose their direction and they will be at lost in the journey of life. At lost because they don’t know what they want to be or to do.

    From this perspective, much of the burden is given to me as a teacher. There’s a need for me to design activities that will suit the learning needs of my pupils. Generally, pupils will learn when they perceived that the activity, they are doing is meaningful or interesting to them. Open and trustful conversation are needed to attain this goal because in doing so, I must touch their core where their interest and meaning in life lie.

    There are also some things that I should shun from doing or that I should sacrifice like lowering down my expectations and accepting their nature as a normal child or as hyperactive child. I should also have a listening heart and to be patient with them because they are from different families and environment.

    With these, in the future, slowly but hopefully surely, the pupils / children entrusted in my care will thank the way education made them of what they are.

    These are not easy to attain but I will not be the one who will do these alone. This is God’s plan ….. these are God’s children …… and I am just His    collaborator. I pray that He   will continue to journey with me to attain / reach this goal which is to be an   integrated   educator in the future.


To care is to Educate
 Mary Grace C. dela Cruz

    Education opens our mind to many things that we have not been exposed to before. 

    This is what my students learn when we first decided to initiate and participate actively in environmental protection through our YES – O or Youth for Environment in Schools Organization. 

    Saving the environment is such a big responsibility. It is the responsibility of everyone. Everyone should contribute and should do something to care or even save it. We in our school through the YES – O club is committed to care for the environment since it is really one of the needs of today. The way our environment is being destroyed would lead to the destruction of the life of this planet. It is then necessary that we should care and save Mother Nature.

    Thus, to show our commitment to care for our environment and to the other mandated programs and activities of our club as stated in DepEd Order No. 93 s. 2011, we set our goals and summarized it in one quote “Clean, plant and be loved!”.

    Our first goal is CLEAN to protect your health. Here we focused on the awareness campaign on health-related concerns such as dengue. We have Dengue Awareness Orientation in all grade levels. We also have four o’clock cleaning habit in which our pupils together with their teachers that supervised them in cleaning the school premises. Oplan Linis Kontra Dengue is done with the community. Another activity in cleanliness is the waste management wherein we have a seminar in solid waste management initiated by the barangay council and the waste segregation. We also have SMRF or School Material Recovery Facility wherein we segregate our school wastes.


    Next is PLANT trees to save mother earth. Since we really need to plant trees, we launched the Adopt and Plant Mangrove Activity in the Balanga City Wetland and Nature Park. Here we usually plant mangroves in the designated part of the wetland. This will also protect the residents of the coastal area especially during typhoons.


    BE aware than be sorry is our third goal. This is for Disaster Risk Reduction and Management. We have our earthquake drills, evacuation drills by the community and the City Rescuers Seminar.


    LOVE your own. Since Balanga City Wetland and Nature Park is just few blocks away, we always join the Ibong Dayo Festival. We also do field trips from time to time not just to enjoy seeing / observing the migratory birds and the mangroves but also to clean the coastline.


    Our commitment to our goals is also the commitment that we give to everyone. A commitment to help them realized how significant is to care for our environment and how important are the trees and mangroves to the sea animals and to the community especially to the fishing village.


    This is our share to support and promote the new thrust of the Department of Education which is “Tayo para sa Kinabukasan”.