When Parents Speak Up: A Lesson on Quality Education and Constructive Feedback

In a recent instance that quickly turned into a meaningful conversation, a concerned mother reached out to us about the qualifications of her child’s teacher. The issue stemmed from an online class where, during a live session, the teacher flashed several questions onscreen—some of which contained glaring grammar errors.

“Hindi ko po sinasadyang makialam,” she began, “pero napansin ko po na mali-mali ang grammar sa mga tanong. Nababahala lang ako kasi baka ito rin ang matutunan ng anak ko.”

Her message was sincere and respectful, not demanding answers, but expressing genuine concern. As parents, especially in today’s more involved and transparent learning environment, this type of feedback is becoming more common—and more valuable.

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A Closer Look: Why Feedback Like This Matters

Education, after all, is a shared responsibility. While schools are expected to deliver quality instruction, parents also have the right—and often, the responsibility—to speak up when they notice potential issues that could impact their child’s learning.

In this case, the grammatical errors observed were not simply typographical mistakes. They were structurally flawed questions that may cause confusion or reinforce incorrect usage. For example:

• “What is the importance of clean the environment?”
• “Why we need help each other?”

To a young learner, especially one still building their foundation in English, such errors can become part of their permanent language pattern if not corrected. And if the source of information—the teacher—is inconsistent with proper usage, the risk multiplies.

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The Real Issue: Teacher Qualification or Systemic Challenge?

It’s easy to jump to conclusions and blame the teacher outright. But it’s worth taking a step back and asking bigger questions:

• Are teachers being given the proper training and support they need?
• Are schools offering enough professional development in language instruction?
• Are there quality assurance systems in place to monitor online materials?

In some cases, the teacher may be underqualified or may not have had adequate training in English grammar. But in others, they may be overloaded with administrative work, lacking time to prepare thoroughly, or unaware of the depth of the errors in the materials they are using.

It’s important not to shame or attack, but to ask: How can we help teachers do better, so students can learn better?

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Learning from the Experience: Lessons for All Stakeholders

This incident, though small on the surface, opens the door to broader lessons for everyone in the education community:

1. For Parents: Speak Up, But Kindly

Raising concerns is a right, but it must be done with respect. Constructive criticism—not public shaming—leads to change. The mother in this situation did exactly that. She reached out directly, without broadcasting her frustrations online, allowing the school a chance to listen and improve.

2. For Teachers: Always Keep Learning

Nobody is perfect, and mistakes happen. But it’s also important for educators to treat every comment or observation as an opportunity to grow. Language, especially grammar, plays a huge role in how students think and communicate. Checking and double-checking materials before presentation isn’t just about perfection—it’s about professionalism.

3. For Schools and Administrators: Quality Assurance is Key

There should be systems in place to review materials, especially for online and self-paced learning modules. Peer reviews, curriculum evaluations, and random audits are not signs of distrust—they’re safeguards to ensure that the learning students receive is accurate and consistent.

4. For the System as a Whole: Invest in Teachers

Many public and even private school teachers in the country are overworked and underpaid. With the rise of online learning, the demand for tech-savvy, language-proficient, and flexible educators has increased. But without investing in their growth and welfare, mistakes like these will persist—not out of carelessness, but due to systemic neglect.

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Moving Forward: It’s Not About Blame, It’s About Building Better

Let this story remind us that feedback is not an attack—it’s a gift. When parents care enough to raise their voice, when teachers care enough to listen, and when schools care enough to act, we all move closer to the kind of education system our children deserve.

As the concerned mother said at the end of her message, “Wala po akong ibang gusto kundi matuto ng tama ang anak ko.” That is, ultimately, what every parent wants. And it’s what every teacher should strive for. Mistakes are forgivable. But ignoring the lessons they bring—that’s where real failure begins.