Veritas Lucis

❞𝑮𝒓𝒂𝒅𝒆𝒔 𝑨𝒓𝒆 𝑵𝒐𝒕 𝑱𝒖𝒔𝒕 𝑵𝒖𝒎𝒃𝒆𝒓𝒔: 𝑮𝒓𝒂𝒅𝒆 𝑫𝑶 𝒅𝒆𝒇𝒊𝒏𝒆 𝒀𝑶𝑼.❞

It is time to face the uncomfortable reality: the things that are said in education like ‘grades do not determine your worth’, 'grades don't define you', 'number lang yan' are simply clichés that everyone runs to when they fail in order to make the swallowing of their failure nicer. It is a mantra trying to water down the clear truth of the educational system: IG defines them. When he insists that the grades are mere digits, the student harbours a pernicious illusion. Those numbers are not labels; those are commitment, effort, and hard work on the ice. These are the signs that indicate if a learner is competent or just another ‘rider’, ipinasa ng sistema, o kinaawaan ng g**o.

A low IG can just be a sign of a struggle in school but screams out failure to have drive to succeed, for they cannot hide behind "it's just a number." The truth is right in their faces, "Hindi lahat ng nasa ranking, mataas ang marka", "at lalong hindi lahat ng mataas ang marka, matalino at magaling".

What they essentially must learn, therefore, is that the first grades are entering the existence of an academic persona. This means that a good IG places them in the capable people category which makes them think that they are really trying for something that makes them purposeful. A weak IG therefore places them in the category of go along, get along, flow with the tide without any focus or reason. It's a miserable place to be. 70 IG is 80 QG, hindi ka pumasa, ipinasa ka ng sistema.

Romanticizing failure only nurtures a generation that feels entitled to pass without proving their worth. Some people even comment grades are but numbers; this makes them emulate the culture of carrying out shallow and half baked efforts.

On the other side, these people are also good in another thing, to criticize their educator for a low grade than they expect. Mga taong masyadong bilib sa sarili. It's so ironic to hear from these people when comments like this. However, it is more frightening to see people who don't know for themselves their own selves.

In truth, grades matter. They are not just something that can be written on a transcript- they are the character in a student, and the things he or she will bring to his or her future. They must come out from behind the masks where grades does not apply to them; they do. They are forced into accountability for their performance, or else they watch their complacency bite them. It owes nothing to anyone; it rewards the performance. It is also about the time they stepped up or get left behind.

-Arthur Pencilgon of "Pencilbur"
Writer of the Round Desk, Class of Papermot

Clout Leadership: The Rot Of Popularity and Competence

Ideal would it be if it is the competent, the skilled, and the passionate ones who should lead. But what we usually find is far from ideal. Instead of competence, popularity is prominent. Nakikita natin na "di naman yan magaling," pero nanalo. Bakit? "Nanalo lang kasi sikat."

Clout leadership is a disturbing phenomenon. The leaders are not elected based on qualifications and the things one can bring to the table. Instead, famous, connected, and well entitled they are elevated. "Bata kasi yan ni ano, or even 'recommended of the previous president.'" These candidates take up leadership positions - not for service - but for the privilege involved.

It’s a vicious cycle. During every election period, we hear students call for a more reasonable, capability based assessment of candidates. Leaders should be chosen based on skills and vision, and not because of social status, they say. Yet still these same students who preach competence fall into the hype. Eventually, in voting they select the popular kid, the kid who has the craziest cheerleaders, the candidate that has amassed the most online following.

How are the opposition going to win? When the entire environment works on popularity over substance, it’s a legitimate question. Already, in the microcosm of student councils, we’ve seen the disparities between what should be a merit driven system deteriorate into further inequalities between students. How come, if this is the state of things at schools, where the fabric that becomes our national leadership is being woven, we can expect anything else.

This is systemic. School elections, designed as a training ground for democracy, are, instead, creating a fake fame which breeds a culture of mediocrity. The more we allow this, the more we normalize a superficial standard of leadership that values clout over competence.

Life is a journey filled with choices, and while mistakes are an inevitable part of that journey, they often come with lessons that can shape who we are. However, not all mistakes lead to growth; some can leave us with deep regrets that linger long after the moment has passed. As teachers, we understand this all too well. We’ve seen how a single misstep can alter the course of a young person’s life, and we strive to protect our students from the burdens of regret.

It’s essential to recognize that while mistakes can be valuable teachers, they should not be celebrated indiscriminately. Each regret carries a weight, reminding us of paths not taken and opportunities missed. Our role as educators is not merely to allow students to stumble; it is to guide them toward choices that foster their growth and well-being.

We respect our students when we challenge them, even if it means they may not understand or appreciate our guidance in the moment. Age does not guarantee perfection; instead, it bestows the wisdom of experience. We draw from our own journeys, sharing insights that can illuminate their paths and steer them away from potential pitfalls.

As their second parents, we hold a sacred responsibility to nurture and protect our students. We must sometimes make difficult decisions for their safety and growth, even if it means facing their disappointment. In those moments, let them know that our love and concern drive our choices. Our hope is to equip them with the tools they need to navigate life’s complexities, so they can one day reflect on their decisions with pride rather than regret.

"The Reversal of Favoritism and Fairness in the Eyes of Students"

In the corridors of our educational institutions, unseen by many, a silent conflict brews—one that pits the principles of fairness against the allure of favoritism. It’s a clash that, unbeknownst to most students, plays out daily between teachers who uphold the ideals of justice and professionalism and those who blur the lines between educator and friend.

On one side of this divide stand the principled educators. These individuals remain steadfast in their commitment to guiding students not just academically, but in shaping their character. They enforce rules with consistency, maintain professional boundaries, and strive to treat all students equitably, regardless of personal feelings. Their goal is to instill a sense of discipline, to prepare students for the real world where fairness and merit should ideally dictate outcomes. These educators believe that education is not just about imparting knowledge, but also about cultivating a sense of responsibility, respect, and integrity.

Yet, paradoxically, these principled educators often find themselves treated with contempt by the very students they seek to uplift. Their attempts to maintain discipline and fairness are misunderstood, seen not as acts of care but as harshness or even a lack of empathy. In a twisted turn of perception, students who have become accustomed to leniency may view fairness as an impediment to their comfort, branding these educators as out of touch or overly strict.

On the opposite end are the overly familiar educators who, rather than setting a clear boundary between teacher and student, choose to be seen as a friend. These individuals abandon the structure that education requires, allowing personal connections to influence their professional responsibilities. They may overlook misbehavior, reward mediocrity, or offer undue leniency, all under the guise of being approachable and understanding.

In the eyes of many students, these overly familiar educators are often held in high esteem. They are admired not for their teaching prowess, but for the favoritism they show—favoritism that can manifest as better grades, special treatment, or simply a more relaxed classroom environment. These educators become popular, not because they inspire or challenge their students, but because they make life easier for them, blurring the lines between fairness and favoritism, professionalism and partiality.

This reversal of roles—where fairness is vilified and favoritism is glorified—poses a troubling question about the values being internalized by students. When fair treatment is perceived as unprofessional, and favoritism is seen as a sign of respect, what message are we sending to the next generation? That bending the rules in your favor is more admirable than upholding them? That true leadership is about winning favor rather than earning it through consistent and just actions?

As educators, parents, and a society, we must reconsider the signals we are sending. The challenge lies not just in changing student perceptions, but in reinforcing the idea that fairness and justice, though sometimes uncomfortable, are the bedrock of a functioning and equitable society. Those who adhere to these principles should be celebrated, not scorned. They are the ones preparing students not just for tests, but for life—where fairness, not favoritism, should always be the guiding light.

Unveiling the Fallacy of "No Child Left Behind": Sacrificing Comprehension for Uniform Graduation

In the pursuit of equal educational opportunities for all, the 'No Child Left Behind' policy emerged with the noble intention of ensuring every student reaches graduation. However, its one-size-fits-all approach has inadvertently sacrificed the depth of comprehension among students, undermining the very essence of education.

While the policy aims to ensure that no student lags behind in the race to graduate, the unintended consequence has been a dilution of academic standards. The focus on standardized testing and meeting predetermined benchmarks has transformed classrooms into mere assembly lines, where the goal is not true understanding but ticking boxes on a predetermined checklist.

This policy, while successful in pushing higher graduation rates, has led to a concerning trend where students may pass through the system without acquiring a solid understanding of the material. Education is not just about crossing the graduation finish line; it's about equipping individuals with the knowledge and skills necessary for a dynamic and ever-evolving world.

Comprehension, critical thinking, and a genuine love for learning are casualties of this well-intentioned yet misguided policy. Students are taught to memorize facts and regurgitate information rather than fostering a deep understanding of the subjects. The rush to meet graduation quotas has led to a system where the emphasis is on pushing students through the system, rather than nurturing intellectual curiosity and a passion for knowledge.
In this pursuit of uniformity, the diverse learning styles and paces of individual students are neglected. Education is not a one-size-fits-all endeavor, and the NCLB policy fails to acknowledge the unique needs and strengths of each student. The consequence is a generation of graduates who may hold diplomas but lack the skills and knowledge necessary for real-world success.

Let us dismantle the shackles of uniformity and embrace a system that celebrates diversity in learning. Only then can we truly claim that no child is left behind, not just in terms of graduation statistics, but in the cultivation of a lifelong love for learning and the ability to comprehend and contribute meaningfully to the world. The time has come to liberate education from the constraints of misguided policies and ensure that no child is left behind, intellectually and academically.

We find ourselves at a critical juncture where it's imperative to shift our focus from mere graduation rates to fostering genuine comprehension and critical thinking. The Ministry of Education must spearhead a revolutionary change in policy that emphasizes personalized learning, acknowledging and accommodating diverse learning styles and paces.

A new policy should encourage educators to tailor their approaches, allowing students to delve into subjects at a pace that suits their individual needs. It's time to embrace a system where the emphasis is on mastery, not just completion. Let us cultivate a generation of students who not only graduate but do so with a profound understanding of the subjects they've studied.

This editorial calls on the Ministry of Education to champion a policy that fosters a love for learning, one that encourages curiosity and critical thinking. By nurturing a diverse range of talents and learning styles, we can ensure that no child is left behind intellectually, providing them with the tools needed not just to graduate but to excel in a complex and interconnected world. It's time for a paradigm shift, redefining our educational priorities for the benefit of both the individual and society at large.