ABSTRACT
This qualitative-phenomenological study was conducted to determine the experiences and challenges of learners and teachers in the implementation of shifting of classes as bases for policy recommendation. The study found that the experiences of learners and teachers include balancing time for school and personal matters and difficulty in adapting to the schedule. Numerous challenges emerged such as overlapping tasks or activities for learners, limited class time, lack of sleep, consecutive scheduling of classes, and inconsistent attendance of learners. In facing these challenges, learners and teachers adopted the following coping strategies: proper time management, having positive mindset and adapting appropriate learning and teaching strategies, and regular communication with the learners and parents. A policy recommendation titled Enhanced Implementation of Shifting of Classes with Support Systems was formulated. Suggestions were provided to improve the implementation of shifting of classes.
Keywords: Experiences and Challenges of Learners and Teachers, Implementation, Shifting of Classes, Policy Recommendation
INTRODUCTION
The implementation of class shifting in many public schools across the country is a response to limited classroom space and the high number of enrolled learners. Teachers have to adjust in terms of teaching strategies in dealing with diverse learners and providing their learning needs in both shifts. Since then, the researcher has developed an interest in exploring the experiences and challenges encountered by both learners and teachers in the implementation of class shifting.
In the Philippines, the Department of Education (DepEd) issued DepEd Order No. 62, s. 2004, titled "Adoption of Double Shift Policy in Public Schools to Address Classroom Shortage”. For the school year 2004–2005, the Department of Education (DepEd) implemented a double-shift system in the Philippines to accommodate the increasing number of enrollees while maximizing the use of available classrooms and facilities. In 2008, DepEd issued DO 54, s. 2008, reiterating the Policy on Double Shifting of Classes and emphasizing strict compliance, as only a small percentage of schools had adhered to the original 2004 directive. The policy aims to address persistent challenges, particularly classroom shortages and overcrowded class sizes.
A good quality education is crucial in not just improving and developing the lives of the learners and teachers but also the society they belong to. Learners and teachers play a critical role in the successful implementation of this system.
In the implementation of shifting of classes, it’s hard to finish one topic in one meeting. A lot of distractions happen inside the classroom that consumes time from the forty-five-minute class. These distractions include misbehavior of learners, dirty and unarranged seats inside the classroom, some learners ask permission to go to the clinic or go home because of health reasons, not being able to eat their snacks, unfinished activities from the previous subject, and emergency or unannounced meetings. With these, one lesson can be finished in at least three days. The class schedule is tiring not just for the teachers but also for the learners. Eight subjects come one after another, and it goes continuously with only fifteen-minute break after the fourth subject. It’s exhausting because teachers have three to four consecutive classes. Entering the next class while still running out of breath is the scenario for every day. For learners, some of them are already tired during the fifth or sixth subject. Some don’t listen and are already out of focus for the class. Their fifteen-minute break is also not enough to buy food and eat inside the room. The morning shift starts very early in the morning, at 6:00 AM. First period teachers’ concern is the attendance during their classes. Some learners come late or can’t attend their first period classes anymore, but present on their second period classes.
With all these downsides, there are still advantages on having only half-day classes. Morning shift teachers can go home early and do their lesson plans, learning materials, activities, improve their presentations, or have time for themselves to recuperate. For learners, they can also do their assignments, activities, performances tasks or outputs, and have a nap in the afternoon. Similarly, afternoon shift teachers and learners have the whole morning to finish whatever tasks they need to do before going to school.
Despite the advantages and disadvantages of the shifting of classes, the most important aspect remains the consistent presence of teachers and learners, who come together daily to share knowledge and engage in meaningful learning experiences.
This study aims to explore the experiences and challenges encountered by both learners and teachers in the implementation of the shifting of classes.
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