In our current situation, teaching is hard. We need to find alternative ways and solutions that will help us deliver quality education and overcome these trials posed by the pandemic.

            Due to COVID-19 pandemic, the traditional face-to-face learning in classroom is not allowed. Therefore, different learning delivery modalities were introduced so that schools have options depending on the COVID-19 restriction and particular context of learners in the school or locality.

            This then brought discomfort and offered a different level of challenge, especially to teachers teaching skill-based subjects like Technology and Livelihood Education (T.L.E.). It requires the skills of the students rather than the knowledge that they process. It may be a bit common but T.L.E. can be a difficult subject at times. For this reason, teachers struggle in finding the easiest possible way in delivering the skills even without face to face.

            The teachers are coming up with ideas, like making video demo presentations for students so that they can see detail by detail on how things should be done, or parents can go to school to record the actual demonstration of the teacher. When it comes to actual performance, learners are then prompted with several puzzles in following the given procedures for settings are probably different. In the usual set-up, that is in the laboratory where materials, tools, and equipment are readily available, students perform exactly what is expected of them. However, since direct contact between the teacher and students is prohibited, students will be obliged to turn a portion of their house as the laboratory. This leads to several related questions about how they will perform in a place where the set-up is somehow different from the prescribed one.  How can we answer these questions?

            RA 10533 ,“Enhanced Basic Education Act of 2013”, an act enhancing the Philippine Basic Education System by strengthening curriculum and increasing the number of years for Basic Education, presents different approaches that could be utilized in different subjects most especially in T.L.E..  These are 1. Constructive Approach 2. Collaborative approach 3. Integrative approach 4. Inquiry-based approach 5. Reflective approach.

 In the new normal, we need to think of possible ways on how to help our students do their activities using localized products, materials, and equipment available in their houses. In doing so, their performances would be far better. But how can they localize the materials for our students? This is possible only when they can figure out substitutes in the absence of the needed materials assuring that it will have the same outcome.

For instance, in teaching hair and scalp treatment, in the absence of cosmetic materials they can use local products like kalamansi, coconut milk (kakang-gata and aloe vera or any fruit in season. Furthermore, in Perming, they can use cassava or kamias stalk, plastic or garbage as client’s PPE and members of the family can be of great help for being the subject of treatment. In Carpentry, repairing their worn-out furniture in their house is a concrete example of its application.  In Agriculture, they can plant and grow their vegetables in a garden within their backyard, while in Cookery, they can use the readily available ingredients and their kitchen will be the laboratory area. This is also applicable in other areas of specialization and other skill-based subjects.

            It may seem difficult, but with passion and dedication, we will be able to surpass these ordeals brought by the pandemic. Not only that we hope and pray for the betterment of everyone but also, we wish that everything will be back to normal. #