The Challenges on Indigenous People’s Education

Teaching pupils in the highland barangay of the city is quite challenging as a teacher has to acquaint and familiarize with the dialect and culture of the folks including their children. This I had experienced when assigned in the far flung school. For more than a decade I mingled with indigenous people and have noted and encountered some problems. First, it felt me uneasy and uncomfortable traversing muddy road and high terrain leading to school. There were inadequate facilities conducive to learning, congested classrooms for multi grade pupils, inadequate textbooks and insufficient school supplies were some big problems I have encountered.

Second problem dealt on the language used by my IP pupils. During my first day of teaching I could hardly require my pupils to speak. I found out that adults have their own language and pupils have their own. I was upset as I admitted that it was a failure on my part and even deprived them of the right and privilege to use their own mother tongue or local language. It was impossible for us to understand each other as I did not even know how to speak their own dialect. In fact I did not understand the words they told. I devised a simple strategy a forcible one. I insisted that they speak “Tagalog” or “English” in such a way that we can communicate and later understand each other. Much to my dismay there was no positive result. They just stared at me. I knew very well that what I did was a violation as an educator. They are preserving their dialect as a part of their culture. Innocence of their dialect and culture is no excuse to get them. In an instance I required them to look at me once I talk to them. Unknowingly it was disrespectful on the part of indigenous children to look at adults directly. So unique was their culture but I came to know their ways gradually.

Even if they browsed on many textbooks still they cannot find reflection of themselves their family and culture. It was unwritten or unrecorded culture they have to preserve as centuries passed by. Good things are that they still exist despite being marginalized in their own likings. The answer and solution to this I know I lie in the hands of effective school leaders. I believe in the notion that goes this way “there are no ineffective pupils only inefficient teachers”. The no child left behind policy states that “Parents of children who are attending poorly performing schools that are not improving can send their children to other better performing school is practical.

A new teacher may necessarily adjust to system if he wants to get the cooperation of his pupils who certainly come from diverse culture. Let it be known that respect is not imposed, it is earned. Multi-cultural education varies from the traditional way teaching. It needs broader knowledge and understanding to make pupils respond positively.