Report 3

INTRODUCTION
The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school. Likewise, when dealing with members of the community.
Parents from the community are ready to offer much- needed assistance in terms of resources
while teachers are equally committed to spend time, effort, and expertise in serving the school
children. Ensuring strong alliance is guaranteed to foster sound academic practices in the school,
civic mindedness, and public accountability in the community. A positive affiliation is an
overwhelming bond that all stakeholders are willing to be part of.
BODY OF THE REPORT
In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.
A. The Teachers, Parents and the Community

Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their children associate
with the classmates in school. Such inculcations are likewise beneficial when they work
and play with neighbors and the community at large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the
end, the contrived attention, and efforts of both “custodians “are accorded
acknowledgement and recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units, the non-government agencies, civic organizations and all the residents.
They are highly motivated to participate in the school activities and projects that will
likewise redound to the uplifting of the moral and quality of life in their own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self-discipline
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school, or the teacher may pay a
visit to their home.
a. A calm and friendly face-to-face exchange of observations could straighten
some disturbing interactions ending with a promise of undertaking remediation
in both quarters.
b. Positive attitudes of kindheartedness and patience are developed through
modeling
c. Regularity in attendance and doing daily assignments need strong motivation
and encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence
and strengthen determination to continue the good work.
e. Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them
f. Extremes of behavior need detailed consideration of past experiences in school
and at home
3. Values developed
Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are:
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence Students exhibiting exemplary traits must be given due recognition.
Awards conferred upon responsible and well-behaved students set examples
that are emulated
4. Interests
Special interest and innate talents noticed at a young age such as heightened
prosperity for music and drama, athletics and the arts must be attended to by sensitive
mentors and guardians in order to provide them with continued opportunities to attain full
realization of their natural gifts.
B. School and Community

The school is usually located at the center of the town or city. As such, it is
subjected to daily scrutiny by the members of their community. Seeing their students at
play or work, personnel busy with everyday tasks and teachers with the usual eyeful
watch, everyone passing by witnessing such would feel proud of their school. The
community would in turn show their gratitude and appreciation by keeping their school’s
surroundings clean and comfortable for their children and by sharing resources whenever
needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/city officials are likewise ready to provide help not only in
improving the physical facilities of the school but also paying the salaries of
teachers who for the moment do not have teacher items. There are a number of
school-board-paid teachers in the country. During historic celebrations in both
places, participation by each is easily elicited with such positive and civic
consciousness activities enjoyed by the school and the community, a strong
feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as
Parents Teachers and Community Associations) with the officers coming from both their
members. They undertake projects and activities aimed at promoting a harmonious and
enjoyable relationship among themselves. Regular meetings are conducted to discuss
activities that are intended to improve /assist conditions prevailing in both. A strong spirit
of cooperation is exhibited as well as sharing of expertise and material resources.
Representations during town or school affairs create strong ties among the members, thus
helping hands are volunteered in times of needs.
The Brigada Eskwela is another example of collaboration among school, parents,
and community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership of
the school with the community. This is DepEd’s National School’s Maintenance Week
meant to help schools prepare for the opening of classes with the assistance of education
stakeholder by repairing and cleaning public schools nationwide. Brigada Eskwela aims
to revive the bayanihan spirit among Filipinos by engaging the participation of education
stakeholders in the community.
With the implementation of School-Based Management (SBM) the Supreme
Student Government (SSG) per school has been organized. The Supreme Student
Government (SSG) is more than the PTA in the sense that the SSG shares in the task of
policy making in the school with the school head leading.
3. Public Safety, Beautification and Cleanliness

Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification of the
community through tree planting in every household and cleanliness through proper
waste disposal are voluntarily undertaken by both, thus creating a disciplined and
wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This
serves as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for authority and
self- discipline are modeled for the young to follow.
5. Instructional Centers and Materials

The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning centers
for field trips. Recreational areas and concert halls offer enjoyable entertainment for all.
The parks and beaches become relaxation areas for school children together with the
teachers and families. Professionals and practitioners from the community can be invited
as resource speakers during the observance of significant school rites.
SUMMARY
Many of today's leaders in education, business and community development are coming
to realize schools alone cannot prepare our youth for productive adulthood. It is evident schools
and communities should work closely with each other to meet their mutual goals. Schools can
provide more support for students, families, and staff when they are an integral part of the
community. On the other hand, agencies can make services more accessible to youth and
families by linking with schools, and they can connect better with and have an impact on hard-
to-reach clients. Appropriate and effective collaboration and teaming are seen as key factors to
community development, learning and family self-sufficiency.
School-community partnerships can interconnect together many resources and strategies
to enhance communities that support all youth and their families. They could improve schools,
strengthen neighborhoods and lead to a noticeable reduction in young people's problems.
Building such partnerships requires visioning, strategic planning, creative leadership, and new
multifaceted roles for professionals who work in schools and communities.
CONCLUSION
Community-engagement strategies are also widely considered central to successful

school improvement by many individuals and organizations that work with public schools and
even in the private schools. Because some communities may be relatively uninformed about or
disconnected from their local schools, a growing number of educational reformers and reform
movements in recent decades have advocated for more inclusive, community-wide involvement
in an improvement process. The general theory is that by including more members of a school
community in the process, school leaders can foster a stronger sense of “ownership” among the
participants and within the broader community. In other words, when the members of an
organization or community feel that their ideas and opinions are being heard, and when they are
given the opportunity to participate authentically in a planning or improvement process, they will
feel more invested in the work and in the achievement of its goals, which will therefore increase
the likelihood of success.
REFERENCES
https://lancaster.unl.edu/community/articles/communityschools.shtml
https://www.edglossary.org/school-community/#:~:text=Generally%20speaking%2C%20the
%20growing%20use,community%20in%20important%20decisions%20related
THE TEACHING PROFESSION By: Bilbao, et.al. pages 80-84.

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INTRODUCTION

BODY OF THE REPORT

A. The Teachers, Parents and the Community

B. School and Community

3. Public Safety, Beautification and Cleanliness

5. Instructional Centers and Materials

Community-engagement strategies are also widely considered central to successful

THE TEACHING PROFESSION By: Bilbao, et.al. pages 80-84.

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