Cutting back hours

I recently learned that some schools in Cebu City have shifted their usual class schedules to cope with the extreme heat. Teachers reasoned that their students are having a hard time adjusting to the environment. Imagine listening to one teacher in a room of 40 or more students. When I was in high school, I experienced being in a classroom with 54 students, plus student teachers. The heat was different back then, but overcrowding has always been a concern.

As announced by the state weather bureau, the extreme El Niño is nearing the Pacific and the Philippines. It is something we have feared or laughed at, especially with the symbolism of the pail. The framework for classes has been made clear through an executive order outlining guidelines on when to suspend classes. At the onset, however, it does not figure out what will happen to learning once the heat continues to increase. Suspending classes is one thing. Making sure students can still learn is another.

We go back to the analogy that we are in the same ocean but in different boats. Our experiences will differ once the heat hits. For private schools, it could mean running air-conditioning units at full blast all day. For the rest, modular learning might be an option. But it is as if there is no heat inside the home as well. I do not know which conditions are worse. A student in a crowded classroom may be struggling just as much as one finishing modules in a poorly-ventilated house.

If we cut back hours for learning, it would mean a shift in the way classes are administered. Children may be forced to wake up earlier or stay out late, disrupting their day-to-day activities. A shorter school day does not mean a lighter burden for students, teachers, and parents. Lessons still have to be delivered, requirements completed and learning gaps addressed. Teachers will have to adjust activities to fit a shorter schedule without compromising what students are expected to learn.

Water will also become a major problem, which could affect learning. Students need water to stay hydrated, and schools need a reliable supply for daily operations. It is difficult to expect children to concentrate when they are uncomfortable, thirsty, or worried about the heat.

Unless there are concrete steps to take, it seems like the response is lagging. Adjusting class hours may be necessary, but it should be part of a larger plan. Schools need to assess their facilities, provide workable learning arrangements, and communicate clearly with parents and students. Local governments and education officials must consider the unequal conditions in which children are expected to learn.

The heat is not going to affect everyone in the same way. We can shorten the school day, but we cannot afford to shorten our attention to the problem. We have to ask whether our classrooms and homes are prepared for what is coming, and whether our response is keeping pace with the rising temperature in practice.