Like a thief in the night, COVID-19 came without an invitation. And what more can be expected from a thief? It quickly robbed people’s freedom to live normally and to work and perform their basic daily functions the way they were used to, especially during the periods of lockdown and isolation. Sadly, the pandemic hit the world rock-bottom and showed in crystal clear how vulnerable human lives are during the extenuating circumstances.
The Philippines is definitely without exemption. As the threat of the contagion continuously brings fears and anxieties to each and every individual, not discounting the absence of the vaccine, the Department of Education had to declare a work-from-home (WFH) arrangement to its employees in NCR starting March 16, 2020, as stipulated in DepEd Memo No. 043 s. 2020. The department clearly exhibited its commitment to uphold health and safety of the workers as the primary concern, which is a commendable gesture. Yet, the big question is, will there be work sufficiency and academic productivity in telecommuting, considering the heightened expectations on achieving quality outcomes in education?
Queries regarding the plight of education in the new normal situation had been flooding over social media for the past couple of months, undoubtedly coming from the learners, parents, educators, and even politicians. Questions such as: “Will there be the opening of classes? What learning modalities will be utilized? How can teachers prepare for the migration from face-to-face to possible blended learning? If online classes will be required, will there be assistance given to the students who lack gadgets and internet connection at home? What modifications will be explored in the curriculum implementation? How can teachers be trained? Are the skeletal work schedules safe for the reporting employees?” simply implied the uncertainties in the situation. Yet, one thing is left certain in education, that is- there will be no school shutdown. Learning must continue and teachers must teach. This was manifested by Education Secretary Leonor M. Briones on an online press briefing when she stated, “Education must continue even in times of crisis, whether it may be a calamity, disaster, emergency, quarantine, or even war.”
With the consideration of the much-anticipated opening of classes on August 24, 2020, teachers officially reported back to duty virtually last June 1, 2020. From that day on, preparations for the opening of classes were intensified both in the division offices and in schools. Of course, business might not have remained to be as usual but adjustments had to be done to ensure that learning will never be compromised; likewise, the health, safety, and well-being of the teachers and all DepEd employees are considered. It is a good thing to note that the Division of Parañaque City has always been leading the entire division with strategic anticipation so as to be prepared for whatever issues that might arise. And also, it has always been very responsive to the needs of its employees. Now, what have been the impacts of the work-from-home set-up to most of the employees?
Period of Adjustment
From the viewpoint of the school head of Parañaque National High School-Main Dr. Gerry A. Lumaban, the work-from-home setting is relatively new; likewise, he admitted that it is quite challenging, especially in managing school operations, not to mention the health and safety protocols required by the COVID-19 Inter-Agency Task Force (IATF) that schools must adhere to. As a school leader who is in the frontline in ensuring that education continues, he has nothing but to hold onto his first-hand experiences and embrace some turnaround adjustments for him not to be left behind. Now that technologies are used intensively as a means of communication, and also as mediums to continue school operations, Mr. Lumaban believes that there is no recourse than to embrace the trend. He even considered himself as one of the “accidental and techie pretenders”; yet, he has been learning so much and trying to adapt. Upon his assessment of the situation, he voiced out his commitment to not only develop and strengthen teachers’ competence in undertaking distance education but also find a way to assist learners in their technological needs. He said, “Work-from-home is ideal for other industries but in an educational setting, it will take time before we can finally adjust.” For him, learning must be working. He emphasized that “We can make a difference in ensuring that learning is working while teachers are dispensing learning through distance education, even when they work at home.”
Unlocking Flexibility
Another impact of the work from home to most of the employees is the test of their flexibility. Unlike the physical reporting to duty that allows one to focus during working hours, working remotely is far different since disruptions are on the way. And this is exactly what Dr. Arlyn M. Brigola, Education Program Supervisor in EsP and Coordinator of Senior High School, has experienced so far. According to her, having less exposure to the virus is one advantage of this kind of set-up. Another benefit is that she is able to work at her own pace. However, working from home and working at her own pace also lead her to do multi-tasks due to the multiple loads that confront her. In view of that, she saw the ease of having the support staff in the office that provide assistance in the clerical works during the usual physical reporting to work unlike WFH that she tends to do most of the work all by herself. Apart from channelling and attending to routing calls, she also mentioned that attending to the needs of her family at home has made her situation more different. Dr. Brigola admitted that it is quite exhausting attending to both work and family obligations; nevertheless, she simply looks at the bright side of it. She said, “No complain about it! It’s mother’s role. Besides, I am learning the technology side of it and find every day as a learning opportunity.”
Opportunity to Step Up
Jovelyn C. Milaor, Master Teacher I from San Antonio Elementary School-Silverio Annex, sees the situation as an opportunity to step up. As a master teacher whose role primarily rests on mentoring and ensuring that the curriculum standards are delivered with quality, she firmly believes that the situation should not be taken for granted. She mentioned that the upskilling sessions through webinars have already become part of her everyday routines. She noted, “Master teachers should assist the school heads and extend much effort in planning in order to have a smooth transition of the teaching and learning process using the default mode, which is modular instruction.” Needless to say that collaboration and strong partnerships are positive forces that can bring a ray of hope amidst this challenging situation.
Preparation is the Key
The shift from the physical to online enrolment may have been full of challenges especially for the Guidance offices and Record sections in the public schools since it is not the typical enrolment procedure. Yet, for Lemark B. Viloria, a newly designated Registrar and assigned as a focal person of the enrolment of PNHS-Main, one of the biggest schools in NCR in terms of population, it takes a proactive and visionary worker to combat anxieties and fears caused by the transition. He has always been very grateful for the support he gets from his school head, especially when he was trusted to take the lead in the online record-keeping of the school up until the online-based enrolment system had to be planned and put into a realization starting June 1, 2020. He confidently claimed, “Had we not done this online-based system in our records in school, our school could have been in a state of shock because of a sudden shift, but fortunately, we were prepared.” Time travel from home to school or office has been waived so it definitely saves time. Indeed, WFH set-up has been giving him ample time to accomplish his tasks. He is one but proud advocate of “Education must continue no matter what happens”.
Blending and Adapting
Garry C. Tabungar, a Master Teacher II in Araling Panlipunan, who has been teaching for quite a long time admitted that he was used to the old system which is the face-to-face teaching. Given the choice, he would still prefer the actual classroom scenario. Yet, he is aware of the necessity of the WFH for teachers. For him, the challenging part is on the use of technology due to his poor eyesight. In addition, he is amenable to not being a computer savvy. Yet, it is never too late to challenge himself despite his age-and that resulted to a long list of video lessons that he created and uploaded on his You Tube channel. He seized the opportunity of WFH to explore and learn the technology, specifically in preparing learning materials- all for the love of teaching, of course for the meaningful learning of his students. He said, “Making video lessons was not easy since I have to memorize everything and the recording and editing come with difficulty,” and he added, “I even involve my family in the editing of my videos.” But just like the famous maxim that goes “Our difficulty can be our greatest opportunity”, Mr. Tabungar firmly believes that with the grace of God, everyone can surpass the hardships brought upon by this pandemic. Indeed, for teachers who have been in the service for so many years, there is more to discover and explore in teaching.
Review of Commitment
The shift from face-to-face to distance learning through modular instructions is not new to Alternative Learning System (ALS) people, according to Emerson O. Sabadlab, Education Program Specialist II in ALS, since blended, remote and flexible learning modalities are the features of the program. Yet, he attested that the pandemic has considerable impacts in the delivery of instruction to the ALS learners. He reiterated their basic function as implementers. He pointed out, “As Alternative Learning System (ALS) implementers, we make sure that “the least”, “the lost” and “the last” will be given the second chance to finish their basic education and regain their essence in our society.” Definitely, they remain to be true to their call from the very start. He continued, “We will utilize various modalities and platforms just to deliver quality and basic education to our leaners…anytime, anywhere, and anyhow.”
Reflection and Realization
For Dr. Rodrigo C. Morales, Education Program Supervisor in English, WFH is the best possible option for someone like him who belongs to “comorbidities” or people with pre-existing health conditions, and is considered vulnerable. As one who has been very busy capacitating the English teachers on module writing, teaching methodologies, and assessment strategies in the new normal situation, he has remained optimistic despite his admittance that the remote work is very unusual and quite challenging, especially in terms of using the technology and in the accomplishment of pertinent reports and documents. However, he added that there are very important lessons in life that he realized. He claimed, “This pandemic has taught me to become more prayerful and value health and life more than anything else.”
Strengthening Work Values
“I am grateful for this alternative scheme that DepEd provided for both the teaching and non-teaching personnel,” said Sheryl M. Roque, Administrative Officer IV of SDO Parañaque. She added that the adherence to continue service goes hand in hand with prioritizing the health and safety of all its personnel. She also expressed concerns on how to be able to maximize the productivity and effectiveness of all personnel despite the limited monitoring by the Direct Supervisors or Unit Heads, which she likewise pointed out as one big challenge. On one hand, she emphasized the importance of work ethics regardless of what working scheme there is to follow. She said, “We are encouraged to practice honesty, integrity and professionalism while in the performance of service whether it be physical reporting or WFH alternative arrangement.”
The common denominator among the employees of SDO Parañaque in terms of the impacts of the WFH arrangement is the fact that they are learning awfully a lot on technologies. They clearly manifested the vitality of technology in the delivery of their functions, which has led them to explore and try out new techniques in order to cope with the demands of the remote working. These technologies and online platforms have already been available to us for so long; yet, were disregarded and left underexplored since businesses in schools and in offices were carried out the usual way, with less dependence on technology. In the new normal setting, these technologies and online platforms are potentially utilized and maximized. Eventually, educators start to build virtual communities in order to make communication and information dissemination quick and productive.
Indisputably, the WFH setting is a new dimension in the exercise of duties and responsibilities. But looking at the bright side of the situation, there will always be plausible ways on how to adapt. Primarily, there is a need to adjust expectations. Change is inevitable. To embrace change is definitely a strong commencement to wider opportunities and possibilities. Indeed, WFH set-up paves a way for educators to gain insightful discoveries and meaningful experiences. The call for unity, initiative, and willingness to contribute for the welfare of the learners is loud and clear. Everyone must heed the call.
Taken from the encouraging words of the Schools Division Superintendent Dr. Evangeline P. Ladines when she said that “Let our presence be felt by our students”, it is only when the students feel and experience that their needs are addressed that working from home will be just a normal exercise of duty in the new normal situation.
by Ritche Loria Gallego-Beloy
Head Teacher III
PNHS-Main