Stories are not instant. Like plants, they need care, repetition, and real action before they shape how we live.
International Children’s Book Day • April 2
🌱 Building a story is not magic. It’s more like gardening.
You don’t just put something in the ground and expect flowers the next day. You water it. You come back to it. You protect it from being ignored.
📖 Stories work the same way.
A child does not change just because they read once. It takes repetition. Real examples. Small chances to live out what they read. A story about kindness needs moments where kindness is practiced. A story about truth needs room where honesty is chosen, even when it costs something.
✨ Reading well is not the final goal. Living well is.
If many people build stories with meaning, and if those stories are supported by action, patience, and example, something begins to change. Not all at once. Not by magic. But in time, the world blooms. 🌸
A shift to three terms promises better learning time, but the real issues in the system remain unchanged.
What lies behind the shift to a trimester system in Philippine basic education
For those who’d rather listen.
The Philippine government has approved the shift to a three-term school calendar starting School Year 2026–2027, replacing the traditional four grading periods. The change aims to provide longer, more uninterrupted learning time and reduce disruptions caused by weather and other interruptions that often cut instructional days short. The policy primarily applies to schools under DepEd, including private institutions, although private schools may be given some flexibility to adjust or align based on their own systems.
Teachers’ groups have also expressed opposition to the plan, saying that changing the calendar does not address the deeper issues in the education system. They point to long-standing problems such as heavy workload, lack of resources, and inefficient systems that continue to affect both teachers and students.
Here’s what’s really going on in the public school system:
1. Not fully digitalized
Many public schools still rely on: • printed forms • manual encoding • repeated submissions
Digital tools exist, but: • they are not unified • sometimes require double work • not all schools have reliable devices or internet
This leads to duplicated tasks.
2. Heavy paperwork load
Teaching is only one part of the job.
Teachers also handle: • reports (daily to quarterly) • student tracking • attendance records • compliance documents • event documentation
A significant portion of time goes into paperwork rather than teaching.
3. Limited support staff
In other systems, teachers have: • administrative assistants • classroom aides
In many public schools, teachers handle these roles themselves.
Even simple tasks become time-consuming without support.
4. Compliance-driven system
The system often prioritizes: • documentation • reports • proof of work
over: • actual learning outcomes
If something is not documented, it is treated as if it did not happen.
5. Infrastructure gaps
There are also: • not enough classrooms • limited learning materials • large class sizes (sometimes 40–60 students)
These conditions affect teaching quality.
6. Gap between training and reality
Training programs exist, but they are often: • too theoretical • not aligned with real classroom conditions
Teachers are left to adjust on their own.
The real issue
Teachers are carrying multiple roles within a system that prioritizes compliance over efficiency.
On the trimester plan
If these are not addressed: • workload • systems • tools
then changing the school calendar will not resolve the core issues.
It only changes the schedule while the same problems remain underneath.
