First and foremost, I believe that teaching is a vocation rather than a profession. I was called to educate people who are expected to be holistically prepared for life. Thus, as an educator I see to it that each aspect of their personalities is nurtured so that whatever future the Divine Providence has set for each of them, they would fulfil. Earning for a living is a priority, yes, but this does not prevent me from doing volunteer jobs and working beyond my schedule should the need arise.
Multiple intelligences encompass a class thereby making me observe creativity and inventiveness in teaching the English subject. Adjustments are utilized for topics to suit the needs and understanding of my class in general. One activity, different talents for one lesson, these I follow as I want each member of the class to comply with my requirement at the same time provide them an opportunity to express themselves in the best way they can. This learning process eliminates discrimination among students, builds camaraderie, and trust in one another. As for those who are regarded slow learners, the strategy builds their self-esteem and gives them an insight that each of them is given importance. Therefore, participation is encouraged and the advocacy that there would be no student left behind is fulfilled.
As an academic coordinator, I support learner-centered principle as I understand the importance of making dependable leaders out of students. To demonstrate these I give them collaborative and participatory processes which may eventually lead them to empowerment. As we discuss lessons I give them tasks such as reporting to class a certain literary piece or news related to the lesson or any of their experiences which would contribute to their complete understanding of the topic discussed. I make them lead in class or school activities and see to it that they are given credit to what they do.
I am aware that my students will take an active part in the community and the world. Thus, I instill in them the understanding of the importance of autonomy. I make them generate their own goals and evaluate their own progress by engaging them in activities, which would let them demonstrate their sense of responsibility, love for literacy and concern for others. The application of these is my letting them join me in online courses, which are related to our lessons. Through each course, opportunities to finish the task alone, to monitor their progress, to connect with fellow students from other countries, to hone their communication skills in the language taught and to experience 21st century skills emphasized in the K-12 curriculum are given to them.
I address absenteeism by giving my students pieces of advice that would make them realize the importance of coming to school. Negative effects of illiteracy, irresponsibility, and apathy are cited as I see opportunities to impart them in our lessons. Consequently, they are given ideas that their detachment from other member of the class, loitering and absenteeism would lead them to developing such values – illiteracy, irresponsibility and apathy – which would eventually exempt them from success and opportunities offered by education. I entice them to look beyond what we are taking up for them to understand their worth as a person, as a member of the school community and the world as a whole.
I believe students learn more by motivation rather than by compulsion. Thus, as I teach I connect our lessons to real life situations for them to see that what they do in the classroom takes place outside of it. World literature is rich in selections which speak of aspirations, difficulties and triumphs of individuals that when emphasized would be inculcated upon young minds and would eventually inspire them to strive for success. Sometimes, I even share to them my very own experiences for them to realize that there is nothing impossible for a person who takes the challenge that life offers.
I espouse respect and the power of listening. So, I demonstrate both by letting them exercise freedom of expression through journal writing and blogging. After each lesson, I give them time to write their reflections of the lesson or on any observation in connection with it on their journal. Afterwhich a short group sharing among them is provided as I actively supervise the interaction. Should they seek my participation I willingly join them. Since everyone is given the chance to share as others listen, my students learn the value of respect and listening which, nowadays, are hardly practiced. As for blogging, I make them respond to a question based on the literary selection discussed and to which each of them can relate. Then, the blog articles will be read and commented on by their classmates.
I advocate leading by example. As Edgar Guest writes:
“And the best of all the preachers
Are the men who live their creeds,
For to see good put in action
Is what everybody needs.”
With all these, I am confident that I do not just teach to make a living but to respond to and fulfil the DepEd’s challenge “Education for All.”
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