Search and Growth Center Conducts Seminar on Management Skills for Class Advisers

Classroom advisers participate in a communications skills exercise, one of the activities during the seminar on Homeroom Management Skills. (photo by Celso Cuizon Jr.) Classroom advisers participate in a communications skills exercise, one of the activities during the seminar on Homeroom Management Skills. (photo by Celso Cuizon Jr.)
By: Angilly C. Librea
Grade 11- Elizabeth Class Adviser

As the new school year begins, the homeroom management skills seminar for the advisers and newly-hired teachers of Assumption College of Davao (ACD) was held last July 9, 2016. The seminar, which is part of the student services of the Search and Growth Center, was designed to: (1) develop and maintain desirable student-teacher relationship; (2) promote desirable ideals, habits and citizenship; and (3) expedite the handling of administrative routine.

The speaker, Dr. Mary Ann Rose C. Bartolo, discussed the importance of the inclusion of the homeroom period in performing the vital role of the class advisers as the second parents of the students who are at an age where proper guidance is needed during the transition from adolescence to adulthood. She also encouraged the teachers/advisers to design doable and efficient guidance activities that would allow wholesome and integrated interactions among classmates and between the adviser and the students.

More often than not, students may be overly shy or even terrified of being singled out in class. Some may overly be fearful of their performance due to the perceived threat of failure. Unlike any other academic subjects, homeroom time should be used as a perfect venue for the students to express themselves freely. During this time, students should not only be evaluated according to the quality of their responses but also on the quantity of how much the students have shared about themselves.

Among many other information shared, Dr. Bartolo made a point on the use of structured learning experiences activities that would allow the students to get involved in the learning process without actually exerting too much mental effort to understand and master the knowledge, craft, or skill that the task promotes. Each step, everything the students are to do in the activity should ease the accomplishment of the stated goals of the experience. The activities should support the goals and the discussions should support and continue the learning from the activities.

At the end, the speaker reminded the teachers to maximize the homeroom time in building a harmonious relationship with the students and not in reprimanding and collecting of return slips and/or room payments. For a child who struggles in school, this relationship may be the most important ingredient in his success and eventually overcome the child’s personal struggles.