Readiness of School Heads and Teachers in the Implementation of Mother Tongue in Grade I

2689 Words Feb 24th, 2013 11 Pages
CHAPTER I
THE PROBLEM

Introduction
“Children need to have access to and control over the language of power both in school and in society in order to overcome the current inequity in the world.” * Prof. Roderick Motril Aguirre, Professor De La Salle University

Teaching as a profession assumes different meanings and definitions and it is always depending on the practitioners’ ultimate goal. Accepting it as an art does not lessen the concern for the methods and techniques employed in transmitting knowledge.
Teaching should be adjusted to the needs of the learners. As such, it is imperative to determine first the difficulties and needs so that whatever materials a teacher purports to design should be in accordance with these
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The MTB-MLE shall be implemented in two (2) modes: as learning/subject area and as a medium of instruction. The Mother Tongue (MT) as a subject will focus on the development of beginning reading and fluency from Grade 1 to 3. The learners’ Mother Tongue (L1) shall be used as medium of instruction (MOI) in all domains/learning areas from Kindergarten through Grade 3 except Filipino (L2) and English (L3). The L1 will continuously be used as MOI in a transition or bridging process (L1-L2-L1 or L2-L1-L2) through Grade 3. The L2 will be introduced in the first semester of Grade 1 for oral fluency and reading and writing will be introduced in the 2nd Semester of Grade 1. The four (4) macro skills, namely: listening, speaking, reading and writing will continuously be developed from Grades 2-6. The existing MTB-MLE regional training team organized for the model schools shall be the same team that will be responsible for the division and school-based training of teachers on the MTB-MLE for the K to 12 Basic Education Program (BEP). The members shall be expanded to include trainers in the Kindergarten. All of these teachers shall have