by Pricila Rondina de Guzman

Synergy allows differences in approaches to Values Education to merge into a singular effort that will yield optimal benefits for learners. When combined with traditional learning strategies, the efficiency of Values Education pierces the boundaries of the classroom.

 Goals of Values Education

According to the Department of Education, “the goal of the Values Education Program (VEP) is to provide and promote Values Education at all levels of the educational system for the development of human person committed to the building of a just and humane society and an independent and democratic nation.”

From this we can derive that Values Education is a critical component in improving society as a whole. To achieve this end, it becomes essential for Values Education to extend beyond the confines of the classroom. But how can we do this if the thrust of the school environment differs from the family environment where the learner resides?

 Triangle of Education

If you subscribe to the idea that education is a continuing pursuit, then you must likewise agree that it does not begin and end in our schools. To achieve a holistic approach to learning in general and values education in particular, we must look at the three components of individual learning.

One side consists of the learner, the other is the school (including its teaching and non-teaching staff), and the third is the family environment. We must consider all of these to promote an efficient approach to Values Education.

 Extending Values Education outside the confines of the classroom requires the cooperation of the family and the environment where the learner is. Unfortunately, it is quite challenging to align the visions of the school system with that of the family. While one thrives in a structured approach every school year, many families rely on a less informal approach with survival as the end in mind.

 So how can we create a synergy where parents and educators can work cooperatively to benefit learners?

 Teachers as Advocates

There are many approaches that can be pushed forward to achieve the type of synergy required to extend the efficiency of Values Education outside the confines of the classrooms. However, what I want to present is something that we have done successfully in more than one institute of learning.

 I only recently became aware that I was a solo parent through a chance meeting with a solo parent advocate. It was surprising to learn that there was a law that provided programs and benefits for solo parents like me since the year 2017. This discovery prompted me to find out how many more solo parents were unaware of their benefits like me.

 Since I was teaching Values Education at Talipapa High School in Caloocan City, my inquiry began in our school environment. I was amazed that there were more of us than I first imagined. I felt I had to do something to help people understand how the school impacts the lives of learners belonging to solo parent families. Teachers need to be aware how solo parent families operate.

 Reinforcing Values Education

To create a substantial impact, we had to address the disconnect between the Values of educators and parents. We embarked on a program that created a multiplier force of advocates that increase Values of Education for children of solo parents and help them improve their performance in the school environment.

 Most teachers were surprised to learn of the challenging family lives of these students, which often resulted in poor academic performance. By creating a deeper understanding among the educators, they improved the way they communicated with the solo parents and their children. This extended the learning environment outside the confines of the classrooms and ensured the partnership of both educators and parents in improving learner proficiency.

 This may be a simple approach to achieving synergy in Values Education, but, as we have proven, it is an effective one. At the moment, this template has been applied to other schools in and outside of Caloocan City and yielded similar results.

 We cannot measure the impact of our efforts, no matter how simple, because it will transcend our lifetime.

About the Author:

Pricila R. De Guzman is Secondary School Teacher at Deped Caloocan since 1992. She graduated Bachelor of Science in Education as an Special Awardee for Academic Excellence from Arellano University. She then gained units for  Master of Arts in Education major in Guidance and Counseling at Bulacan State University.