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The Value of Face-to-Face Classes: An Argumentative Exploration of In-Person Learning
Table of contents, effective communication and engagement, social interaction and collaboration, personalized learning and motivation, holistic development, 1. real-time interaction, 2. non-verbal communication, 1. peer learning, 2. networking opportunities, 1. tailored instruction, 2. motivation and accountability, 1. soft skills enhancement, 2. emotional connection.
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Face-to-face classes during COVID-19: a call for deliberate and well-planned school health protocols in the Philippine context
Philip joseph d sarmiento.
Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines
Cora Lyn T Sarmiento
Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines
Rina Lyn B Tolentino
Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines
Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. In a recent correspondence published, the authors reminded every country of their responsibility to come up with strategies to reopen schools safely. This paper reiterates the adherence of school health protocols as significant in the delivery of face-to-face classes following national and international guidelines in mitigating the effects of COVID-19 pandemic as a public health crisis.
Schooling is one of the most affected aspects of human life due to coronavirus disease-2019 (COVID-19) pandemic. Since the rise and threat of the pandemic, many countries around the world have decided to temporarily close schools that have affected millions of students. 1 Consequently, students who are mostly children have been facing a learning crisis due to the pandemic. 2 In a recent correspondence published in this journal, the authors cited that every country has the responsibility to come up with strategies to reopen schools in a safe manner. 3
In the Philippines, the government’s Department of Education has come up with guidelines to implement online and modular distance learning delivery of instruction. 4 This is to safeguard students from being infected by the disease. However, plans to conduct the pilot implementation of limited face-to-face delivery in low-risk areas of COVID-19 transmission for January 2021 have been approved by the president 5 but later recalled 6 due to the threat of the new strain of COVID-19. Predicaments are raised whether the country is ready to open its schools for students to go for face-to-face learning despite having been one of the longest and strictest lockdowns in the world.
School reopening for face-to-face interactions must be carefully planned to ensure the safety of students as well as teachers and school staff in a staged fashion especially in following physical distancing. 7 , 8 Planning and execution of school health protocols during this pandemic must be supported by the truthful data 9 being given by various institutions. Last 11 December 2020, the World Health Organization (WHO) has published a checklist to support school reopening and the preparation for the possible resurgence of COVID-19. 10 WHO cited that ‘The checklist is aligned with, and builds upon, existing COVID-19-related WHO guidelines and is structured around protective measures related to: 1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4) environmental cleaning and ventilation; and 5) respecting procedures for isolation of all people with symptoms.’ 10 The checklist helps policymakers and school officials to enhance compliance and adherence to public health protocols in the time of the pandemic. 10
In conclusion, school health protocols in conducting face-to-face classes must be planned carefully following national and international guidelines to ensure that students will be safe or at least mitigate the effects of COVID-19. After all, students’ lives matter as education does to them. That is the responsibility of every government to ensure its fulfillment.
Acknowledgment
No funding was received from this paper.
Contributor Information
Philip Joseph D Sarmiento, Christian Living Education Department, Holy Angel University, Angeles 2009, Philippines.
Cora Lyn T Sarmiento, Sto. Rosario Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.
Rina Lyn B Tolentino, Angeles Elementary School, Department of Education-Schools Division of Angeles City, Angeles 2009, Philippines.
Conflict of interest
The authors declare no conflict of interest in this paper.
Authors’ contribution
All authors contributed to all aspects of the manuscript.
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Face-to-face classes
A rare consensus among experts from different disciplines point to the protracted suspension of classes, followed by the restrictions on face-to-face (F2F) instruction, as the biggest blow inflicted by the pandemic on education and society. The public agrees with the experts. Everyone wants the resumption of F2F instruction at the soonest possible time. No one wants or needs it more badly than the poorest families who have maintained the abiding faith in education as the “great equalizer” that will enable their children to escape the poverty trap.
Children have better learning prospects when parents are involved in their education. But the poor must look to the government to educate their children. If they are not literate themselves, they cannot help their children learn to read, much less to cope with the different, progressively more difficult subjects in the curriculum. They also tend to have more children requiring attention. Even if they had the ability and will, their available time must go to the more urgent task of providing shelter and food for the family. Whatever its limitations, Department of Education (DepEd) schools at least assume responsibility for the children for a portion of the day and permit their parents to earn a living.
Since no one disputes the importance of resuming regular F2F instruction, why make an issue of a mandatory requirement for all schools to reopen for in-person classes by a certain fixed date? Especially when the government is also relaxing precautionary measures against the pandemic, such as the waiver of the requirement for the vaccination of schoolchildren and the dispensation of the rule on social distancing in the classroom.
Regardless of their concerns about education, parents will still give priority to life over learning. If they fear that school attendance will mean severe risks of COVID infection, they will keep their children at home. Parents also have to worry about dealing with the potential costs of medical treatment for their children and themselves, which most of them are unprepared to bear. This is also the concern of teachers, most of whom prefer F2F education. Should parents make the understandable decision to keep their children at home because of health concerns, what would DepEd do? Punish the parents? Or the children?
From statements by DepEd and other government officials, whatever date the agency prescribes for F2F classes cannot be cast in concrete. The date must still be subject to confirmation by health authorities that the pandemic is under control. Since this assessment will likely be made on an area-by-area basis, we can also expect the local government authorities, presumably with more grounded information on health conditions, as well as the concerns of their parents and teachers, to have a better basis for deciding on the issue.
The pandemic has proven the futility of one-size-fits-all policy prescriptions. People respond differently to the virus; different areas have better protection or more resources to deal with the infection. Not all schools require the same level of precautionary measures. Having declared its resolve to restore “normal class conditions,” DepEd could have indicated a date during which it expects most schools to reopen, while empowering local authorities to determine the extent to which it will implement F2F instruction.
Why the mandatory requirement for in-person classes should apply to all private schools, which account for less than 15 percent of elementary education enrollment, also needs explanation. Children in preschool and up to Grade 3 doubtless need mainly in-person classes. Private schools that have responded best to the pandemic challenge have discovered that a blended system may work better for older students—even apart from the savings in time and money for those who have to struggle with inadequate public transportation facilities to get to school.
Some schools have invested in the acquisition of online learning resources, the development of curricula and pedagogy, and teacher training for blended education. Why should they be prohibited from building on their investments to deliver a better system to their students? DepEd must establish some checks on the academic performance of hybrid systems. But education’s “new normal” apparently need not require universal, daily campus attendance at all levels for F2F instruction.
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Edilberto C. de Jesus is professor emeritus at the Asian Institute of Management.
Business Matters is a project of the Makati Business Club ( [email protected] ).
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Blended learning remains in DepEd’s version of limited face-to-face classes
As the Department of Education (DepEd) endeavors to expand the limited face-to-face classes, Education Secretary Leonor Briones reminded stakeholders that schools will still implement blended learning.
“Our version of face-to-face will not be like the face-to-face teachers are used to,” Briones said in a statement issued Tuesday, Dec. 28.
This, she explained, is because it is “still blended with other methodologies” since the risk assessment from the Department of Health (DOH) remains “very crucial.”
“So if there will be any changes, we should be able to adapt,” Briones said.
Meanwhile, Briones said that while DepEd recognizes that face-to-face is “very important” in the learning process, the safety of the learners and teachers as well as of the other stakeholders in the community should be taken into consideration.
“So whether it will be one hour a week or two days a week, the version of face-to-face is also influenced by the degree of the risk, the necessity, and the importance of teachers working hand in hand,” Briones said.
During the pre-taped “Talk to the People” aired on Tuesday, Briones told President Duterte that DepEd will proceed with its plans to expand further the face-to-face implementation since the pilot run has been “very successful.”
https://mb.com.ph/2021/12/28/deped-to-proceed-with-its-plans-to-expand-further-the-implementation-of-face-to-face-classes/
DepEd started the pilot run of limited face-to-face classes in November mainly to “address difficulty in monitoring and assessing learning progress remotely.”
The pilot implementation of in-person classes, DepEd said, also aims to “mitigate inequalities and unevenness in access to technology, household resources, and student skills for self-learning.”
Face-to-face classes, DepEd explained, will also allow the resumption of activities that “cannot be done at home” such as the workshop requirements, among others.
DepEd said that the resumption of face-to-face classes, even on a limited basis, can “address needs of learners” with no adult in the family qualified to provide instructional partnership with the teachers and “ease negative mental health and child development impact” of the lack of face-to-face interaction and socialization among children.
“With resumption of face-to-face classes, schools can help in the enforcement of health standards in school setting, and better delivery of ancillary services,” DepEd said.
Home / Essay Samples / Education / Online Classes / An Argumentative Essay About Face to Face Classes
An Argumentative Essay About Face to Face Classes
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- Topic: Character , Of Mice and Men , Online Classes
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