SERIOUSLY FUN LEARNING

SERIOUSLY FUN LEARNING Dianna Gutierrez “Instead of studying inside the restricting space of classrooms, children are more encouraged to move around and experiment on available materials outdoors. We cultivate their spirit of independence and their capacity for cooperation.” As a school leader, Dianna Gutierrez believes in following a child-centered approach in schools—allowing children to be truly children.

PHOTO FROM DIANNA GUTIERREZ

My name is Diana Gutierrez. I used to be a shy and timid student. I would have stayed in my shell, if not for my education in this school that nurtured me. My vivid memories and deep loyalty to it have driven me to becoming its head. I have always felt the duty to come back and help sustain its caring environment and unique approach. Today, I am the principal of this school called JASMS— Jose Abad Santos Memorial School. It was once my old school. Today, it is our school. JASMS is non-profit, co-educational, and teaches the JASMS way: locally developed and pioneering nontraditional and progressive educational philosophy. Our mission is to develop young one’s attitude, behaviour,

relationship and depth of wisdom as they grow into personhood, into maturity. “A child grows up only once. Let his childhood be a happy one.” These are the words of JASMS Founder, Doreen Gamboa. And ever since, this is what JASMS is. British psychologist Doreen Barber Gamboa married a Filipino and came to live in the Philippines. In 1933, together with Mrs. Priscilla Abaya, they set up a preschool in the fenced-in area around the gymnasium of the Philippine Women’s University. They fondly called it “the PWU Pre-school.” Then PWU President Francisca Tirona Benitez, sponsored this novel, “child-centered”

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experiment in childhood education. It’s a totally different, almost radical, educational approach in the 1930s. But how child-centered is JASMS? Here, children are allowed to be truly children. They play vigorously, explore their surroundings, and learn from one another. Instead of studying inside the restricting space of classrooms, they are encouraged more to move around and experiment on available materials outdoors. It is learning by doing that cultivates both their spirit of independence and their capacity for cooperation. Traditionally, the task of education was left entirely up to the schools. But JASMS is different. Here, parents participate. They are always involved in designing school programs and activities. Volunteer help from parents on field trips, library help, supervision of playground, and resource persons in classes. Their observation of children and participation with teachers is a form of parent and teacher bonding. Moreover, children partake in the formation of the curriculum. They have a chance to suggest how they would like to learn particular topics and what activities they would want to go through. They can also suggest related topics which interest them. It is also inquiry based where children’s curiosities and passions become the basis of their exploration of their environment, their projects and their assessment. Parents and children feel the very essence of JASMS: its friendliness and warm relationships, its absence of rigid pressures to conform to set standards, and its joy of learning. JASMS always encourages collaboration rather than

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competition, as well as an emphasis on group living in democracy. JASMS believes that every child is precious to God. Children here have the sense of autonomy and respect their own urges for growth while still being aware of others and their needs. We take care of their well-being and meet their needs to understand and appreciate their home and community, extending it to the world at large. We hone their communication skills and nurture their sense of cooperation with their fellow children. How do we do it? Learning to be free. This is JASMS pioneering progressive approach. Part of this is to help students know what they can accomplish versus what they aim to achieve. We have rubrics that students and teachers create and use together to assess their progress. There is no ranking or competition for grades, nor do they compete against each other. Without competition, they take care of each other compassionately, especially those with less abilities and special needs. When the school year begins, students get the chance to create their own rules and regulations inside the classroom. They all know, agree, and understand these rules and regulation, that’s why every student abides by them. Students do most of discussions and interactions by themselves, while teachers facilitate discussions to make sure everyone is engaged and heard. We allow students to discover their interests and share them with their classmates during class hours. Students also elect their own leaders, and leadership rotates

every 2 weeks or every month to give everybody a chance to become a leader. JASMS classrooms are huge and spacious. Every one of them has a mini library, a discovery area, and “chill out” area where students can just relax. Students don’t sit on armchairs. Instead, they use triangular tables for Grade 4 to Grade 12, which they can play and put together into whatever puzzle shapes they want. This makes students interact with each other. We only have 25 students per class. This number gives teachers more time to individualize instruction and grading system. Students and teachers work together to design grading rubrics, standards and requirements they need for the next quarter. We also listen to student’s interest and use them so they can also come up with what lessons they want and how to pursue them. To get ready and rested, we give little kids an hour to nap. For the older kids, they have a 30-minute break to dance, stroll, sit or just chat with their friends. They can also do sports, dance or play instruments, and form band groups. We also have a very strong parentteacher partnership. We believe that a well-rounded education is learning both at school and at home. Parents become our partners in molding the minds of their children. Hence, parents’ active role in their children’s school life is so important. They become our resource speakers, guests, teacher-aide, etc. Most importantly, students are in touch with nature. In fact, we have a mini farm on the sixth floor of the school building. Children take care of butterflies, chickens, ducks, and birds. They observe these animals as they grow and multiply.

We also have vertical gardens where children experiment on aquaponic and hydroponic farming. There’s a market day for kids to harvest their vegetables they organically planted and use them in their Home Economics classes. Kids also cook their own dishes, and they are all extraordinary. They do this by combining different dishes and create unique, edible and delicious recipes. We also have a small carpentry shop. Here, kids can tinker with the different tools to create something they have envisioned, like furniture, tables, chairs, cabinets etc. There was a time when the kids tried to venture out on designing furniture for their room. They drew their designs first and then asked our inhouse carpenter to help them in cutting and measuring the wood needed for the cabinets and the shelves. They started building their bag racks, book shelves and even a mat rack. It took a while before they could finish their project, but it turned out very nice. In fact, we are still using them now. Safe and fun learning environment As early as kindergarten, students are exposed and critically think new ideas, however right or wrong. We make the school safe and nonjudgmental, to encourage students to speak their minds, ask questions, and challenge the status quo. We affirm their explorations, passions, and curiosity. For example, a child once asked: Why do we need to study numbers? Who invented this? Can a world exist without numbers? From these kinds of questions, lessons stem out and we respond to questions slowly.

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JASMS is one big family. This is one of our secrets. From the University President resident to teachers, security guards, and utility personnel, all belong to one family. We all work together to make the school safe and fun. We all work together to make JASMS our students’ second home. Proudest moments I am proud, always proud of my students, when they can choose to go to a school that they want. I am extra proud of my students with special needs. All of them get into colleges and graduate 4-year courses.

JASMS graduates can choose to go to their school of choice. Our students with special needs get into 4-year courses and thrive in traditional schools. And they all graduate from big universities with flying colors. This is an affirmation of the strong foundation that has prepared them well, for their future and their chosen path. Because of all these, I am proud of my students. I am deeply proud of my school. Our school.

JASMS graduates have no trouble getting into traditional high schools and colleges. They survive and thrive in their new environment. Seeing them graduate from big universities with flying colors is an affirmation that we have given them a strong foundation that prepares them for the future that they want.

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