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A routine classroom observation turned
tragic on January 7 when a 58-year-old public high school teacher in Muntinlupa
City collapsed before her students and later died in hospital, leaving the
education community in shock and disbelief.
In the aftermath,
some teachers and netizens expressed on social media that rated classroom
observations should be abolished, arguing that they increase stress and
anxiety. Many suggested that classroom observations should instead emphasize
mentoring and coaching rather than numerical evaluation.
In response, the
Department of Education clarified in its latest advisory that classroom
observation should be conducted in a supportive and respectful manner. It
emphasized that observations are no longer the sole basis for evaluating
teacher performance and that policies are under review to ensure the process is
collaborative and focused on instructional improvement rather than inducing
stress.
Within the DepEd
RPMS cycle, classroom observation is a vital part of performance monitoring. It
allows school leaders to closely examine instructional practices, ensure
alignment with curriculum standards, and safeguard the quality of teaching and
learning in classrooms.
If both the teacher
and the observer clearly understand its purpose: to uphold instructional
quality and support effective teaching and learning, why should classroom
observation be a source of anxiety?
Educational research
shows that anxiety around classroom observation often stems from misperceptions
of its purpose rather than the process itself. Studies indicate that when
observations are framed as collaborative, transparent, and aligned with professional
growth, teachers are more likely to perceive them as constructive and less
threatening (Danielson, 2013; Goe, Bell, & Little, 2008).
Considering the
recent incident, it might seem that the classroom observation process is being
blamed for the teacher’s untimely death. However, other factors, such as the
teacher’s existing health condition at the time of the observation, must also
be considered. Research highlights that pre-existing conditions, such as
cardiovascular issues, chronic fatigue, or stress-related illnesses, can
increase physical vulnerability during routine tasks, including classroom
observations (Kyriacou, 2001; Montgomery & Rupp, 2005). Attributing such
tragedies solely to professional processes overlooks the complex interplay
between personal health and work-related demands.
If routine
professional tasks are constantly linked to such tragedies, there is a risk
that teachers, and workers in other fields, might begin to fear essential
aspects of their work. For instance, lesson planning, a fundamental
responsibility of every teacher, could be unfairly seen as hazardous. If this
perspective prevails, any routine duty inherent to a job might be perceived as
potentially fatal, undermining both professional practice and rational
assessment of workplace risks.
Ultimately, while
the tragic passing of Teacher Agnes Buenaflor is a sobering reminder of life’s
fragility, it should not overshadow the essential role of classroom
observations in maintaining and enhancing educational quality. These
observations are not mere formalities—they are crucial tools for nurturing
effective teaching, fostering professional growth, and ensuring that every
learner experiences meaningful and well-guided instruction.
Rather than casting routine educational
practices as threats, the focus must remain on supporting teachers’ well-being,
promoting collaborative learning, and upholding the standards that transform
classrooms into spaces of excellence. In honoring her memory, the education
community can reaffirm its commitment to both teacher welfare and the enduring
pursuit of quality teaching and learning.
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