Passion for teaching

Contents

1 THE ROAD TO BEING A TEACHER

An Impulsive Decision 2
Nancy Pascual

The Visionary 6
Ma. Elena Eleperia

Adapting to Students 9
Felecitas Pado

Discipline and Perseverance 12
Maria Utanes

Teacher Aurelia Ballitoc: This is My Story 16
Aurelia Ballitoc

Living in the Crossroads: From a Chemical Engineer to a Teacher 18
Mary Lyn Dominguez

2
COMMITMENT TO THE TEACHING PROFESSION

A Teacher Until the End 24
Allan Canonigo

Transforming People’s Lives: Inside and Beyond the Classroom 28
Mohana Ratnam-Eswaran

The Vision to Help the Philippines 36
Rogelio Opulencia

3 RESEARCHING FOR THE BETTERMENT OF STUDENTS

The Urge to Serve 42
Aurora Zuñiga

Am I Really an Action Researcher? 48
Saowanee Yuthtamanop

4 INITIATING CHANGE THROUGH INNOVATIONS
AND TECHNOLOGY

Knowing One’s Students 54
Trixie Marie Sison

Innovating for Development 59
Maria Eljie Mabunga

Technology and Innovations: Tools for Better Understanding 63
Ester Raagas

Introducing a Paradigm Shift through Innovations 66
Glendale Lamiseria

Polishing Diamonds: How Datuk Yap Transformed Tawau Technical School 73
Mary Yap Kain Ching

The New Chalk and Talk 83
Norizan Ahmad

Haji Alias Abu Bakar Stewardship at MKJB: 87
Leveraging on Partnerships for School Success
Haji Alias Abu Bakar

5 THE IMPORTANCE OF LANGUAGE IN EDUCATION

Not the Typical 21st Century Teacher 104
Schedar Jocson

Medium of Instruction in Teaching: A Critical Tool for Understanding 110
Ma. Isabel Pefianco-Martin

6 BENCHMARKING BEST PRACTICES

Learning from Other Nations 110
Chea Vuth

Feels Like Home 114
Slamet Nugraha

Foreword
In line with the continuing effort of SEAMEO INNOTECH to foster constructive dialogue and
consultation on various education issues and concerns affecting the Southeast Asian Region,
the Third Regional Education Forum was conducted last March 22-24, 2011 with the theme:
Rediscovering the Passion for Teaching in Southeast Asia.

This three-day forum actively engaged the participants into a continuing conversation about the
core factors that enable teachers to sustain their motivation, commitment and passion for teaching.
The participants, composed of outstanding teachers themselves and senior education personnel
responsible in teachers training and development, were able to define the Success Profile of a
passionate/ motivated teacher. This Success Profile lists the specific 1) Competencies ---set of
knowledge, skills, values required of a teacher to passionately and successfully carry out his/her
tasks and responsibilities; 2) Personal Attributes ---general characteristics and personal traits of
a teacher which set her/him apart from the other professions and 3) Experiences --- necessary
experiences that a teacher must/should go through as part of his/her learning journey contributing
to continuous professional enhancement.

The Forum was also highlighted by the sharing and exchange of teacher development policies,
strategies and programs to further sustain teachers’ passion for teaching. Resource panelists from
both the government and private sector shared their respective programs and strategies on how to
recognize and take care of ‘outstanding, committed and highly motivated teachers’ which triggered
further discussion and conversation on how to sustain teachers’ passion for teaching.

The outstanding teachers who participated in this Forum reported that they are able to ignite their
passion in the teaching profession as they go through self reflections and self-development and
when they are recognized and rewarded for good performance. Teachers also put premium on the
importance of making available for them reliable data and information about the students and their
progress to enable them to make important decisions about student learning. Teachers take pride
in being part of defining the school vision and direction and when they are given the opportunity
to participate in realizing said vision. Sustaining the teaching profession involves many interrelated
factors and these factors should be carefully looked at by the Ministry particularly the unit in-
charge of teacher training and development.The part of the Ministries of Education responsible for
teachers training and development are expected to ensure work-life balance among the teachers
and to be concerned about their individual well-being. Among the other suggestions to sustain the
passion of the teachers are: 1) clarity in teachers’ career path in the profession 2) incentives and
benefits system in place 3) opportunity for the teachers to interact and learn from each other 4)
professional development programs. The teachers must also be provided with the opportunity to
subscribe to continuous learning and discovery of new knowledge either through formal education
and training or by going through other development programs. Other professional development
programs beyond the formal system must also be encouraged by the Ministry. This includes
providing opportunities for teachers to collaborate and learn from their peers in a professional
learning community setting, providing them enough time within the school day to work together
and reflect on their practices.

The need to upgrade the status and image of the teachers will enhance teachers’ self-confidence
and motivation to stay on the post. Rewards and recognition system should be in place, selection
and screening criteria and qualifications need to be clearly defined and should also be aligned
with teachers’ professional development programs. The criteria must include passion, values, and
attributes of passionate and effective teachers. On the other hand, the MOEs should ensure
that accreditation of teachers is rigorously done and that they should provide a customized core
curriculum to build proficiency of pre-service teachers aligned with the requirements of the
Ministry.

Quality teachers should be aptly recognized through an honest-to-goodness performance-based
grading and portfolio assessment which is tied to their professional development.

Educators at all levels must work together to help teachers sustain the fire of their passion for
teaching. The MOEs must seek to continuously partner with the private sector in terms of jointly
addressing some of the identified needs of the teachers. However, there is a need to ensure the
quality of program design and its delivery and the uniformity in the professional development
curriculum should be achieved based on the standards and policies of the MOE.

Overall, the three-day forum provided critical insights on the core factors of a passionate and
effective teacher and coming up with consistent and coherent strategies to sustain and nurture
the PASSION of educators in the teaching profession as valuable inputs to the respective MOEs on
how to take care and multiply the number of ‘outstanding educators’ in the region.

1 The Road To Being A
Teacher

Nancy Pascual
An Impulsive Decision

Dr. Nancy Pascual with her special children students during a parade in celebration of National Autism Conciousness Week

How an impulsive decision to take an MS Degree on
Special Education led to a life-changing opportunity.
Sometimes a person makes well-thought of decisions in life that seem to lead nowhere
and sometimes, a person makes impulsive decisions that lead to the perfect spot. This
was exactly what was experienced by Dr. Nancy Pascual, a part-time Filipino professor,
a former Special Education (SPED) teacher and school principal, and an all-time SPED
advocate.

The Influences

Dr. Pascual says if there were significant people in her life who influenced her to be an
educator, they would be her parents and siblings. Her parents, both farmers, worked
hard to send their children to college and eventually live a better life than what they
had. They succeeded in doing so, says Dr. Pascual, the youngest of eight siblings. She
believes she was blessed having not only her parents as inspiration but all her siblings
as well since she saw them as role models.

Her parents reminded them to mould people so that they, in turn, will mould children
in the future. She said that this lesson was instilled in her mind and that she decided
to be a teacher to ensure that the Philippines will have good teachers for her own
children.With that simple premise, she decided to be a teacher. Later, she would realize
that she stayed in the profession not for that reason alone but because she was happy
and contented with what she was doing.

2 Passion for Teaching

...this number may be small for some, but handling 16
students with disabilities was like handling 60 learners
in regular school.

Besides her family, Dr. Pascual says her sixth grade teacher, Ms. Lavina Laforga, a
Metrobank Outstanding Teacher, influenced her in many ways. Ms. Laforga always
brought out her best in everything she did so that she can automatically bring light to
other people’s lives. Dr. Pascual also did the same especially in teaching, as she found
this practice effective since she was able to influence the lives of many of her students.
Her former professors at the Philippine Normal University Graduate School—Dr.
Yolanda Quijano and Dr.Teresita G. Inciong—also inspired her as they gave themselves
selflessly to their students and colleagues, sharing their teaching experiences in
touching lives.

The Journey

After completing the degree of Master of Arts in Educational Management at the age
of 25, she decided not to take a PhD at once as she felt that she was too young for
it. So she enrolled in another graduate course, this time at the Mariano Marcos State
University, a school located in the northern part of the country. Without any other
degree in mind, she specialized in SPED, without even knowing where she would use
it. However, because she was asked to be the guardian of her nieces and nephews in
Manila, she transferred to Manila, without finishing her degree and earning only 15
units. While in Manila, she continued teaching basic education in a public school in
Pasay City.

After four years, her school division decided to offer SPED classes in response to
the national program goals of EFA (Education for All). Dr. Pascual’s superintendent,
knowing that she had earned some units in SPED, assigned her to handle such classes.
She accepted the challenge.

At first, she handled eight students, who had conditions/manifestations of autism,
cerebral palsy, intellectual disabilities, and attention deficit hyperactive disorder
(ADHD). The next thing she knew, she had 16 students all of whom had disabilities.
She said this number may be small for some, but handling 16 students with disabilities
was like handling 60 learners in a regular school. Each student needed individualized
instruction depending on his/her disabilities. Each of them needed extra care and
attention and handling them together as a class was indeed a great challenge.

Her engagement in SPED classes continued for eleven years. She was transferred to
a regular school, but this time as principal. She committed to help the special children
become independent individuals, and seeing them improve fulfilled her fully and
enriched her as an individual.

Passion for Teaching 3

The SPED Teacher

While teaching at a SPED School, Dr. Pascual decided to finish her Master’s Degree
in Special Education, specializing in teaching children with intellectual disabilities.
Completing the units required for the course made her feel more equipped and
confident to teach students with disabilities.

Although her specialization was in teaching learners with intellectual disabilities, she
also had to handle students who were visually impaired, hearing impaired, autistic, and
had cerebral palsy who were also enrolled in her class. Thus, she decided to enroll
in classes on Sign Language and Braille Reading and Writing. She also continuously
attended various seminars and training programs on handling other disabilities so that
she could adapt lessons appropriate for her students. She said that through these
learning opportunities, she was able to focus on the abilities of the students, surface
their strengths, and address their better weaknesses.

As a teacher, Dr. Pascual follows the 3Ds—direction, dedication, and discipline. With
direction, she makes sure that she is working towards a goal. In the case of teaching
special children, she makes sure that her students, regardless of age, are equipped
with life skills as they learn to be independent individuals. Dedication, she says, should
be the number one qualification of a teacher, especially in teaching special children.
With dedication she always does her job with sincerity, as it enable her to address
or provide certain steps to solve a problem. With discipline, she believes that before
she could discipline her students, she should first discipline herself. She often shows
her students the importance of discipline as it is a big step for them to be able to be
independent people.

In handling special children, Dr. Pascual says that she uses differentiated learning as
some of her students are at extremes—being either very fast learners or very slow
learners. She also considers an important factor: the students’ family resources. Thus,
she organized the parents who wait for their children to finish class and involved them
to help prepare instructional materials or serve as room aides. In this way the parents
won’t have to buy the required instructional materials or pay a room aid.

What is her biggest challenge as a SPED teacher? She says it is having each special
child moved to regular classes and be like any other child in a regular school and
late on helping that child become employed and independent. She also considers the
parents’ acceptance or non-acceptance regarding their child’s conditions as one of
the challenges. Some parents, she says, are still in denial about their children needing
special care. To be able to address this, she would talk with the parents and equip
them with knowledge and skills in handling their child, so that they can supplement the
child’s learning acquired in school.

Yet another challenge is having to transform the belief and attitude of school heads and
teachers towards children with special needs. Sometimes, she would ask her former
students with special needs to visit regular schools with so that people may see and


understand that special children can be useful to the society. At other times, she would
invite parents of special children to talk at seminars and orientation sessions so they,
the school heads and teachers, may see their role in the providing of appropriate
education for independence.

Why She Stayed

Many people ask why Dr. Pascual stayed for a long time teaching special children. They
said that even if she teaches these children, they could never be normal and would just
end up as liabilities. Instead of listening to their advice, Dr. Pascual decided to stay in
the profession and she continues equipping learners with special needs with the skills
to become regular citizens. She is always out to prove to them that they are wrong in
thinking that people with disabilities are worthless; in fact, they could even be better
than regular people, she adds.

She says that she will do everything to help these children become equipped with life
skills. As a teacher, she believes that teaching special children could be one of the best
experiences for teachers as they are able to apply and exercise almost all the theories
that they have learned in school.

With that impulsive decision of taking special education, Dr. Pascual was led to a job
she was very passionate about. It led her to her life. Dr. Pascual’s stint in regular classes
may have made her happy, but teaching special children, she says, made her feel more
fulfilled than ever.

Dr. Nancy Pascual with her students during one of the school camps.


Ma. Elena Eleperia
The Visionary
Who would have thought that Dr. Elena Eleperia, the present principal of the only
maritime high school in the Philippines, was, in fact, afraid to teach? In her defense,
she explained it was a natural reaction even for any other fresh graduate female
teacher facing a male-dominated class with students who were almost of the same
ages she was! She was then about to start her profession as a teacher and there she
was imagining herself as the helpless teacher who was able to do nothing while her
students bullied her or did not respect her. According to her, those first four years at
school were the most challenging years of her teaching life as she was still learning the
different twists and turns in her career.

On Being Tough

Teaching at the John B. Lacson Foundation Maritime University at Iloilo City, she had
a hard time to deal with the individual differences of her then students. As a first
time teacher, she wanted everything to run smoothly. She wanted to be the perfect
teacher that every student dreamt of having as she wanted to address what each
student needed and wanted. However, she later found out that this was impossible.
She then stopped trying to please them individually and treated them as a whole group.
Through this method, she was able to be fair to her students and was able to address
their needs as a group. She also learned how to admit her mistakes and to face the
consequences that these entail.

Though it was hard and definitely challenging to be a young teacher, she made it a point
to establish respect and authority to her students. She sees to it that she was firm in
every decision that she made so that other people would have nothing to say against
her. She believed that integrity would help her sustain the respect that her students
were giving to her. Having students with almost the same age as hers back then, she
was also courted by some of her pupils. However, she always put into her mind that
teachers must not go beyond their limitations as she did not entertain these suitors.

Having some free time before her classes start, she takes time to visualize her students
and the classroom situation. She imagines the different scenarios that might happen in
class as she also visualizes how she would address these. Eventually, this visualization
process became a habit and she did it every time she was about to stand in front of
class. This method made her confident in what she is doing and prepared her in case
the scenarios she imagined happen. This also made her realize that having a vision is
important for a teacher to be able to execute changes and be optimistic in what she is
facing in the class. The fact that she had a vision of the class management made her go
through a less bumpy road in her teaching career.


Voicing Out Concerns

During her early years as a teacher, Dr. Eleperia had a principal who was a dictator
who was feared by everyone and whose orders—good or otherwise—were followed
without hesitation. However, when he was not around, the faculty, staff, and students
voiced out many concerns, but because of fear, they never brought these concerns
to management. She knew that the faculty and staff had the right to speak up, but
she also kept quiet for fear of losing her job. After a few years, however, she realized
that something had to be done about the situation. So she talked to the principal and
voiced out the concerns of the school. Since then, the principal realized his mistakes
and started to listen to his people.

Teaching Through the Heart

Dr. Eleperia says that she is not the typical teacher who settles for the traditional chalk
and talk style of teaching. She says that teachers must know how to innovate and to
improve their own skills and knowledge so they can likewise improve their students’
skills and knowledge. When introducing a lesson, she sees to it that her students will
find the lesson useful in their life. She also presents lessons in a simple manner so that
they can easily grasp the main idea. With resourcefulness and creativity, she prepares
in advance all instructional materials including the course of study and learning plan to
ensure that everything will go smoothly.

As for classroom activities, Dr. Eleperia engages her students in cooperative and
collaborative learning through the use of student-centered activities such as reporting,


...the profession is definitely not financially rewarding
but is very fulfilling. It is also a very gratifying career as
the society in general looks at teachers as respectful
and trustworthy role models.

film showing, role playing, field trips, navigational trips,and simulation, among others.
Various group work activities, she says, enable them to develop not just their knowledge
of the lesson but also their social as well as critical thinking skills. By talking with
students casually during break time, she gets to know them better and eventually adapt
her teaching style to their traits. She also believes that being a teacher goes beyond
the formal classroom setting as it involves being a second parent to her students or
“one of them”.

Believing that the simplest way to teach a student is through the heart, she also makes
sure that she knows her students by name so that they would be encouraged to
participate in class and to develop their potentials to the fullest.

Going Beyond the Profession

Dr. Eleperia says teaching is one of the most fulfilling careers as long as one puts his/
her heart to it. Dr. Eleperia explains that originally she did not want to be a teacher
and that she only pursued her degree in BS Education to be able to have a job right
after graduation. However, she never imagined that she would eventually love the
profession as much as she does today. Adding, she says this profession is definitely not
financially rewarding, but it is a very fulfilling and a very gratifying career as society in
general considers teachers as respectful and trustworthy role models.

As principal of John B. Lacson Foundation Maritime University High School Department,
Dr. Eleperia incessantly helps students become responsible members of the society
through the use of different innovations and strategies to fit the needs and expectations
of these future seamen.


Felecitas Pado
Adapting to Students

Knowing your students inside and out is definitely an
advantage of a teacher.
Teachers could be an instrument in making a great change in the society.This is what Dr.
Felicitas Pado believes. Teachers, says the professor from the College of Education of
the University of the Philippines in Diliman, can greatly impact on children’s lives—and
when these children eventually become responsible members of the society, somehow,
the teacher’s influence would leave a mark on them. In effect, Dr. Pado adds, teachers
are a crucial factor towards making the country a better place to live.

The Eye Opening Experience

Among the first eye openers for Dr. Pado was her first teaching experience in public
schools. After a teaching stint in a private school and while waiting for an extension
class, she was assigned in a poor barangay (village) school, which could be reached
through a jeepney ride, a boat ride, or a one-kilometer hike through rice fields. She
spent two months in this school teaching a combination class consisting of Grade 1
and Grade 2 children. She recalls that it was definitely challenging as she was teaching
two classes of different grade levels in one classroom. She was almost tempted to treat
the two classes as one group. However, she affirms that she resisted this, knowing
fully well that the lesson might be too easy for the higher level but too difficult for
the lower level—and thus, neither would achieving any learning at all. This made her
experience, first-hand, the difficulties that teachers in far flung barangays had to go
through to be able to help their students learn, especially now since there are already
multigrade classes—that is, one teacher handles not only two but even three different
grade levels in one classroom!

It was also during this time when she encountered poor families who desperately
wanted to send their children to school in the hope would take them out of poverty.
Indeed, this was an inspiration for her to reach out to the majority of learners in the
public schools.

Pursuing a Teaching Career: A Choice?

Dr. Pado wanted to become an accountant, not a teacher. However, due to the
inspiration and persuasion of her mother as well as the good teachers that she had
and her high school classmates who talked about pursuing an education degree, she
decided to become a teacher—and an excellent one at that. In fact, she was awarded
as one of the Most Outstanding Teachers in the country by the Metrobank Foundation,
among other awards that she received during her 41 years in the education sector.


Dr. Pado confessed that had she pursued her original dream, she would not have been
as happy and as fulfilled as she is now in her present career.

The Teaching Style

Dr. Pado believes that students have individual differences—they have diverse learning
styles, multiple intelligences, and distinct mental capabilities. These students, she says,
learn best if the teacher acknowledges and addresses these diversities through the
use of varied teaching styles. As a teacher, she therefore tries her best to discover
and acknowledge the individual differences of her students as she knows that they are
capable of learning provided that their needs are met. When she was teaching basic
education, the first thing that she did was to know the individual differences among her
students. Then, she would plan various activities that would address these differences.
Moreover, during such activities, she would adjust to the students’ preferred learning
styles. She narrated that she once had a student who could never get his spelling right
when asked to write the words nor when asked to use the alphabet blocks. However,
when she asked the student to spell out the word by hopping from one letter to
another on an alphabet mat, he could do it perfectly. In this case, she tried to adjust
her teaching style to the learner’s learning style and continued to do so throughout
the school year.

Dr. Pado also spent many years teaching beginning readers and, therefore, she could
say with certainty that every child is capable of learning to read. She mentioned that
she was very lucky to be employed in a laboratory school of the University, where the
teachers were expected to be innovative and to think out of the box. She believes
that there are numerous ways by which a student may learn, aside from that of the
traditional chalk and talk. For example, to help them learn how to read, she would
first try to find out their reading level. Then, she would group the students according
to their reading ability. She then plans lessons and activities that would address the
reading needs of each group. Moreover, she would always make sure to pay equal
attention to each group as the slow, average, and fast learners improve according to
their own pace.

Now that she is teaching graduate and undergraduate courses in the College of
Education, she likewise takes into consideration that her students come from different
backgrounds—different schools, work culture, and learning styles. She says that in
her graduate classes, she lets her students share with their classmates their work
experiences so that they can learn from each other’s stories. Since she handles
undergraduate and graduate courses on teaching strategies, she shares her teaching
experiences to them. She also employs scaffolded teaching, which starts with inputs
through lectures, discussions, readings, related studies, and actual observation of
classes. Then, this is followed by guided practice through workshops and exercises.
The presentation of outputs is then followed by constructive feedback for them to
improve their way of teaching. Finally, these future teachers would be required to apply
what they have learned by conducting a microteaching.


Since the day Dr. Pado entered the teaching profession, she knew that she would be instrumental in
developing the future of the country.

Dr. Pado believes that teaching means helping the students discover their potential
and realize that learning is an enjoyable activity. Among the hardest challenges that Dr.
Pado had to go through as a teacher is motivating reluctant learners and making them
realize that they have the potential to do better. She also says it is heartbreaking for
her to give a student a failing grade as she feels that that would be like destroying the
student’s future. Thus, she usually gives her students a second chance.

The Teacher She Is

Dr. Pado’s students describe her as very knowledgeable of the subjects that she handles;
fair; very approachable; always prepared for class; presents factual, research-based, and
updated information; and last but not the least, among the best professors. All of these
are impressive descriptions of a teacher who believes that the satisfaction of being a
teacher goes beyond financial satisfaction as she feels good to know that she has done
something good to make the world a better place: by producing good people.


Maria Utanes
Discipline And Perseverance

How discipline and perseverance helped Mrs. Maria
Utanes reach her dreams and help students who have
been in her shoes.

“Clearly, the best part of being a teacher is the opportunity to help children and change
lives.” These words come from Ms. Maria Utanes, a teacher of 32 years and now a
newly promoted principal of Masambong High School in Quezon City, Philippines.

Teaching Journey

Mrs. Utanes graduated from the Philippine Normal College finishing her Bachelor of
Science in Education in 1974. Then, she earned her Master of Arts in Mathematics
Education at the University of Santo Tomas in 1989.

From 1974 to 2006, she served as a teacher of physics and mathematics teacher at
Manuel Roxas High School (MRHS). In that span of over three decades, she worked as
chairman for the Mathematics Department (1999-2006) and was later appointed as
the head of the same department (2006) until she was assigned to be the school head
of Masambong High School (2011).

Throughout her career, Ms. Utanes taught her students with passion and commitment
and she says she wouldn’t have survived the profession without her skills in logical
and critical thinking, problem-solving, management, and quick thinking skills. She takes
pride in her work; strives for quality education and academic excellence; and practices
fairness among her students.

Very much dedicated and committed to her profession, she sees teaching as a profession
that can yield something amazing when the right ideas and beliefs are implemented in
the classroom. She says that being a teacher is not easy, but it is definitely gratifying.

As a teacher, she makes it to a point that she takes note of the principle of
multipleintelligence and understands that each and every child has his/her own special
talents and skills. She also ensures that what is taught in the classroom is not left
there, but should rather go beyond the walls of the room and should be applied by the
students to real life situations.


The New Leader. Mrs. Utanes posing with students of Masambong National High School during the annual Brigada Eskwela.

Ms. Utanes says she was inspired to become an educator by a former teacher, Mr.
Pedro Miñano. She narrates that she was raised by only her mother and so they had
to live thriftily to be able to survive. At an early age, she knew how to be innovative as
she needed to save money to be able to continue her studies. During one examination
period, she brought a banana leaf and a stick to serve as an alternative for a scratch
(draft) paper. She only brought one paper to serve as her answer sheet for the exam,
as they could not afford another one. Mr. Miñano, seeing his student struggling to
write on a banana leaf, was moved to pity and gave her an extra sheet. Ms. Utanes was
touched by the gesture and was inspired to become like him—a teacher touching the
lives of poor children who strive to learn and excel despite financial limitations.

For two decades, she was a teacher, like her mentor, Mr. Miñano, making a difference
in the lives of her poor students and teaching them how to battle poverty and to rise
above it despite all the obstacles that might come in one’s life.

Innovations

As Ms. Utanes rose to ranks in her teaching career, she made sure that she implemented
innovations that would ensure learning of her students. As a Head Teacher for Math,
she implemented the use of modules. Since teacher’s absenteeism could not be avoided
at times, such intervention should be implemented so that the learning process of the
students would not stop. With these modules, a teacher is able to finish the scope and
sequence based on a given time table; these also controlled—indirectly—the loitering
of students.


Very much dedicated and committed to her profession,
she sees teaching as a profession that can yield
something amazing when the right ideas and beliefs
are implemented in the classroom.

Moreover, knowing how hard it was to be a poor student, she also implemented
the “Twenty Pesos a Day, Helps a Drop-out Program” which helps students who are
financially constrained to finish their education through the help of the donations of
volunteer teachers.

The Teaching Style

In her class, Ms. Utanes makes each lesson as realistic as possible. Knowing the
perception of most children that math is boring, she makes it fun by relating the
lesson to real things that the children can see. For example, if they are about to
discuss sequence, she lets her students go out and look for leaves and study their
arrangements or she would let her students make a bracelet or necklace using the
principle of sequence based on the color of the elements to be used.

She also makes use of techniques such as peer-teaching, math games, and manipulations
in problem solving. She believes that the use of peer-teaching is a mutually beneficial
process as both parties would be able to share their knowledge, ideas, and experiences.
Being more comfortable with each other, compared to that of the teacher-student
relationship, they are able to share more ideas without much hesitation.

Math games are also played. For example, when the topic is sequence, she writes
the first two numbers on the board and then whoever guesses the third number is
awarded three points. If no one gets the right answer, she writes the correct answer
and the class has to guess the fourth number, and so on.Then, she lets another student
explain what rule of sequence was applied. The student who is able to recite the rule
is also given extra points. She thinks that such games allow for practice and repetition,
which often leads to stronger mental math reflexes and skills.

While discussing about polygons, she would distribute a geo board and rubber bands
and the students would form different kinds of polygons.Through this activity, students
learn by doing.


Mrs. Utanes discussing matters as a Head Teacher for Mathematics

Disciplining and Understanding Students

Teachers, like mothers, always encounter problems with their students. One day, she
caught some of her students using illegal drugs within the school premises. Though it
was hard for her since she treated her students as her own children, she called the
police and they did the necessary actions to rehabilitate the students.

At first, it was disheartening to see the situation happening in front of her eyes, but
she knew she had done the right thing. Despite the personal threats she received, she
continued doing what she knew was right. After months of rehabilitation, the students
continued their education and are currently successful in their own chosen fields of
specialization.

Cutting classes was also one of the problems encountered by Ms. Utanes as a school
teacher. To curb this, she would require the concerned student to explain in writing
his/her reason for cutting class. Then she would talk to the student privately. Usually
she would discover personal problems as reasons. And often, the student would thank
her for being a second mother and showing concern.

Although Ms. Utanes no longer teaches, she continues to be committed to her
profession, this time as a principal. She says that through her position, she ensures that
each and every teacher teaches effectively so that each child would be committed to
academic excellence.


Aurelia Ballitoc
Teacher Aurelia Ballitoc:
This is My Story
I started teaching in 1983 after topping the competitive examination of the Philippine
Department of Education, Culture and Sports (now Department of Education) given
by the Ifugao Division. The test was given to all applicant teachers, in addition to the
usual pre-qualification standards of holding a degree and passing the board.

I was assigned to the most remote barangay in the municipality of Lagawe, where there
was no access to transportation. Each week, my husband, carrying our provisions on
his shoulder, and I, carrying our second child on my back, would start off very early in
the morning and hike for seven hours to reach my school.

I taught a combination class of Grades 3 and 4. It was difficult to teach Math, English,
Filipino and other subjects in a combination class because it meant preparing a lot of
written activities. However, I was able to do it well because the passion of teaching was
strongly burning inside me. I didn’t mind the sleepless nights I spent preparing for all
my visual materials since I felt that every effort that I exerted was all worth it.

In 1995, I organized a journalism club in compliance with the Campus Journalism Act
of 1991, or Republic Act 7079, which aimed to promote campus journalism in the
elementary and secondary levels. I trained my students in the barrio school to write
news stories, editorials, feature, and sports articles, both in English and in Filipino. My
students would always win in the press conferences where we would join. I noted that
at this point, my efforts were slowly being recognized.

In 2000, after teaching in the barrio school for seventeen years, I was transferred to
the biggest school in the capital town of Lagawe, the Lagawe Central School. On top
of my teaching workload, I was assigned as the school paper adviser. From the time I
started handling the school paper up to the present, the school has been winning in
the press conferences, from the division to the regional levels. Campus journalism is
indeed one of my passions and I plan to keep on organizing the journalism club until
I retire.

I believe that as a teacher, I have the responsibility to become a second mother to my
students. Whenever I see that my students are not fetched from school, I offer them
some money for their fare and make sure that they reach their homes safely through
letting them ride a tricycle of a trusted friend.


I teach because I think I was created to be able to make a difference in the lives of my
students. I try to understand each and every student I handle. However, when they
do something wrong or neglect their responsibilities, I do not tolerate them. I am
certain that I do not play favorites. I always tell my students that even if they happen
to be the children of the governor or even the president of the country, they are not
exempted from doing their duties as students. In my classroom, all of them are just
regular students.

One innovation that I use to be able to get the attention of my students is by reading
fables to them. I regard this as my secret weapon and it works like magic. Since my
students really look forward to this period. Through this intervention, students also
learn about the lesson from each fable.

I am also committed to develop my students’ skills in reading and computing. After
conducting the annual Philippine Reading Inventory (PHIL-IRI), I make sure that those
students who belong to the frustration reading level join me every Friday afternoon
in the program that I dubbed as Friday Reading Program. The program is attended not
just by my Grade 4 students, but all of the students of our school! During the program,
we all read together using the books lent by the library hub.

Ms. Aurelia Ballitoc explaining to her students the events that would happen during school’s
culminating activity in celebration of the Nutrition Month.


In 2009, due to the efforts that I have exerted in my profession, I was awarded as the
Most Outstanding Reading Teacher of the Cordillera Administrative Region (CAR). I
was so happy when I heard the good news. I believe that I was given the award because
of the many projects that I have introduced to the school, like making indigenous
stories in English. I have also served as a tutor to a group of pupils during vacation time
to help them read.

The award given to me boosted my morale as an educator. I was so happy that even if
I was previously employed in a barangay school, I was recognized for being an effective
teacher who could be at the same level of the teachers from the city. Recently, I also
applied for the position of Values Supervisor in our Division with the aim of being a
role model to teachers and help rekindle their passion for teaching. If, however, I will
not be considered for the position, I would still be happy since I would be able to
directly touch the lives of my students, and I will do so until the day I die.

Mary Lyn Dominguez
Living In The Crossroads From A
Chemical Engineer To A Teacher

Giving up the high salary and the prestige of being a
Chemical Engineer to be a full-pledged teacher

It was almost 11 years ago when Ms. Mary Lyn Dominguez found herself at the
crossroads of her life. She was then a chemical engineer assigned as a quality control
analyst at a well-known corporation in the country. For five years, she could not shake
off the feeling that there was something missing in her life.

Looking for that missing piece, she applied as a part-time teacher at the Educational
Research and Development Assistance (ERDA) Technical Vocational School. Luckily, she
was given a chance to try the teaching profession though she had neither education
units nor teaching experience. The said school served as a good training ground for
her. Being a former Chemical Engineer, she was able to share her experiences in the
field and insights to her students.

After two years of teaching and after she was advised to take education units to
be able to get a stable teaching job, she left her post and went into soul-searching.
She decided to be a volunteer teacher at Tuloy sa Don Bosco Alabang (Welcome
to Don Bosco Alabang) where she served street children and out-of-school youth
and where she met battered and sexually abused, most of them whom came from


Bonding with the student council officers at Enchanted Kingdom, a
famous theme park in the Philippines

dysfunctional families.While teaching science and math to these students, she was also
teaching them proper hygiene and good manners. She realized how the student in the
institution really sought love from their elders. For two years, she worked not just as a
volunteer or a teacher but more of a social worker, a counsellor, and a mother. It was
here, she says, where the flame of her love for teaching really ignited.

As she was starting her own family, Ms. Dominguez tried another teaching job, this time
as a college instructor teaching physics and chemistry at the University of Perpetual
Help.At the same time, she was also taking graduate studies in Mathematics Teaching at
the Technology University of the Philippines (TUP). And once again, she found herself
at the crossroads—whether to teach college or high school students.

Finally, she decided work as a physics teacher in Don Bosco Mandaluyong. As it was
her usual practice, she whole-heartedly shared to her students what she had learned
in her previous jobs as a chemical engineer while teaching math and science. Through
this, she was able to make her lessons more realistic to students.

Her big break came when she was assigned as co-curricular activities coordinator and
student council adviser. Through these growth opportunities, she was able to mold
student leaders as well as serve the entire student body while enjoying being a math
teacher.

A year later, she was appointed as Assistant Principal for math, science, and physical
education. As her career shifted to administration, she took note that her new mission
was to share and guide her co-educators. However, because teaching is her real passion,
she requested to be given a teaching load.

Perspectives as a Teacher

Though it has been a long journey for Ms. Dominguez to be where she is now, she says
that the adventure was all worth it. For her, teaching is an endless pursuit of learning.
She believes that as a teacher, one should have a continuous desire to upgrade oneself


Being a former Chemical Engineer, she was
able to share her experiences in the field and
insights to her students.

since the profession requires not just to educate the students but also to keep up with
the generation’s learning styles and technological skills and new trends.

Teaching is not just a noble profession, she says; it is a mission, for it is not salary-driven
but rather commitment and dedication-driven.

Teacher. Mother. Friend. That is how her students know her. Believing that these
children long for someone to talk to, she would listen to them, especially when they
open up to her about problems on peer pressure and relationships with their friends
and family members. However, if she thinks she is not the proper person to give them
advice, she would refer them to the right persons.

Teaching Strategy

Having experienced being in the real world before entering the academe, Ms.
Dominguez believes that students become more interested to learn math and science
concepts when they see how they can apply them to their daily lives. Hence, she sees
to it that her students just do not memorize facts or formulas, but really understand
the concepts and apply them through class activities. She wants her students to

The student council adviser with the fresh graduate student council officers during
the commencement exercises


Posing with the Rotary Club Organizers during the Science Caravan organized
by the said organization in Mandaluyong City

develop their interest in learning the two no-so-loved subjects of math and science.
This is a challenge to myself, she adds.

The Use of Technology in the Classroom
While continuing her graduate studies, Ms. Dominguez was able to realize that
technology-based instruction is a must for the present generation of learners.
Wanting to become a more effective teacher, she equipped herself to become more
proficient in the use of mathematics and science software, the Internet, and other
software that could be used to aid in the teaching and learning process. She also
makes use of the Understanding by Design framework in teaching as well as attends
various seminars to upgrade her knowledge and teaching skills.

She believes that the use of technology in teaching mathematics will make a
difference in the learning and discipline of students. Since majority of the students
in this age are very much interested in the latest technologies, their use should be
maximized. Moreover, with technology and other innovations, multiple intelligences
of students will be further improved.
Today, as Assistant Principal for Academic Affairs, she plans to integrate technology
as part of their curricular program in mathematics in coordination with the school’s
technical department. Wanting to make her constituents techno-savvy, she has
offered a seminar on information literacy for teachers, which would include the use
of mathematics software.

Looking back, Ms. Dominguez believes that she, the chemical engineer-turned-teacher
has yet to face other challenges. By making people understand that technology, like
math and sciences should not be feared but rather embraced, Ms. Dominguez is
optimistic that Philippine education will soar high in the future.


2
Commitment To The
Teaching Profession

Allan Canonigo
A Teacher Until The End

The prospect of being a School Administrator could be
enticing for other teachers, but not for Mr. Allan Canonigo

Mr. Allan M. Canonigo believes that he was born to be a teacher and not anything
else—not even a school administrator. Once appointed as the Principal of Margen
National High School in Leyte, Philippines, he felt terrible as he realized that he should
be in the classroom and directly teaching students.

Being Strict is Good

Being the typical dominant male, Mr. Canonigo is a strict teacher. A strict but nice
teacher, he says. As he typically conducts an expectation check at the start of the
semester or school year, he always makes sure that what was agreed on that day is
implemented in the classroom throughout the school year/semester. Like a father to
his children, he said that he is strict because he cares so much for his students. He
also wants them to set high expectations for themselves so that they will strive more
in life. Through the discipline he requires each and every student to have, he is able to
make his students appreciate mathematics and life in general, as he always sees to it
that despite his strictness, his students enjoy every lesson.

Mr. Canonigo
while teaching
his students
to use the
Geometry
software for
their activity on
verifying the
properties of
quadrilaterals.


Though he believes that his experience as a
school head was terrible in general, it was still a
blessing for him, as it was through this experience
that he realized that he did not want to be
anything more than being a teacher.

In terms of teaching styles, he bases them on the students’ learning styles and attitudes
towards Mathematics, as students typically hate it. However, in whatever style he
decides to use, he always puts into consideration the students’ personal background.
He first works on getting the attention of the students for them to be able to be
motivated to learn. Once this is done, he believes that half of his battle is already won,
as there is already an assurance that the students will learn. He then proceeds to the
teaching and facilitation process wherein he usually lets his students engage in group
work as this enables them to improve their social skills and at the same time learn
from the activity.

When asked what teaching is for him, he says that the profession demands a lot of
things—energy, resources, time—and that one should be tough enough to learn how
to handle troublesome and challenging students. Teachers should have an alert mind
but a kind heart as well as have the integrity and persistence to be a great educator.
Teachers should also make their students feel that teachers can be trusted as second
parents and friends and that they must understand their students—their language,
interests, among others—to be able to catch up with them, without compromising
the teaching standard. He also believes that teachers must be able to improve their
knowledge and skills to also be able to improve their teaching competencies.

As a math teacher, he believes that learning mathematics should not be made difficult
unless the students are doing pure research on the subject. In fact, mathematics can be
made enjoyable. To improve his teaching competencies, he attends various seminars,
trainings, and workshops. He also works hard every day, even beyond office hours, to
be able to enrich the learning of his students. As he challenges his students to become
above average, he also ensures that he is also as such.

In his situation, he says that he sometimes takes a lot of time in dealing with and in
getting to know his students. Having been a shy-type student, he understands why some
students are timid. With patience and determination on how to handle his students,
he makes sure that he is always honest, persistent, and consistent in whatever he does.


A typical day in a classroom. Mr. Canonigo uses various techniques to teach his students geometry.

When he was still new in the profession, he was labelled as a terror and many students
did not want to be in his class. One time, a set of incoming fourth year students
wrote a petition letter asking the school officials not to let Mr. Canonigo be their
Math teacher. This action was done because of the feedback of his previous students,
whom he had challenged to do better. Since they were not used to having strict and
challenging teachers, they feared him and later despised him for his ways. Eventually
the students who petitioned succeeded in not having him as their teacher. However,
he did not take it personally. Ironically, some of the former students who said negative
things about him found time to visit him to thank him for teaching them how to be
disciplined and responsible persons—lessons which they were able to utilize in life. As
years went by, he learned how to deal with the different kinds of students and started
to show kindness and care, but still with persistency and consistency in observing and
implementing discipline in class.

Though he received a lot of negative feedback regarding his being strict, he never
regrets being one as he knows that he is able to challenge his students to do their
best and be trained to be good college students in the next few years—and eventually
better citizens of the nation. He always instills in his students that being average is
never enough.They have to push their limits and be excellent individuals as they should
not be medicores, but rather smart risk takers.

The Balancing Act

One of Mr. Canonigo’s challenging experiences as a teacher, was the time he had to
balance his time between his mother who was suffering from cancer and keeping his
teaching job. As he loved his mother dearly, he made sure that he had enough time
to spend with her. Although he wanted to take a leave to be able to look after his


mother all the time, he decided not to, since it would mean having no pay and thus,
no additional money to pay for his mother’s hospital bills and medicine. Thus, he did
a balancing act of being a good son and a good teacher. But it was not easy. Later on,
he asked the principal to allow him to leave after handling his classes, in case he was
needed in the hospital. The principal, being an understanding person, allowed him to
do so.

As his mother’s health slowly deteriorated, Mr. Canonigo says he felt like a saw going
back and forth, from hospital to school and back. But, he adds, God is always good.
Though he was going through a lot of trials, a blessing came his way: he was awarded
by the Metrobank Foundation as one of the Outstanding Teachers of 2004. Moreover,
another blessing came into his life five months after the death of his mother—he was
appointed as school principal.

Blessing in Disguise

For Mr. Canonigo, accepting his new assignment as principal while suffering from the
loss of his mother, did not feel right. In his own words, he said that he felt so terrible
that he thought of quitting.

On his first year as principal, Mr. Canonigo realized that handling people, especially
those who were older than he was, was not his forte. Elders in the Philippines are
respected, Mr. Canonigo explains, and so he encountered difficulties in instructing
them what to do.

Moreover, the school where he worked was too far from the city. Thus, he needed to
travel a long way to be able to go to work. In addition, because the campus did not have
any fence, students who cut classes and other people including vendors could step out
or enter freely. Also, most of the students were not serious in their studies and that
few teachers were dedicated to their profession as they either came late to class or
not at all. To remedy the problem of absent teachers, Mr. Canonigo would handle the
class and teach the subjects even if these were not his field of specialization.

However, Mr. Canonigo never gave up with the help of the parents of the students,
he spearheaded the building of a fence around the school premises, which resulted
in a relatively peaceful situation on campus. Moreover, a four-room building was also
provided by the local government to address the need for more classrooms. When
funds were not enough for the use of the school, Mr. Canonigo would dig into his own
pocket to cover the expenses.Though he believes that his experience as a school head
was terrible in general, it was still a blessing for him, as it was through this experience
that he realized that he did not want to be anything but a teacher, that all he really
wanted to do in his life was to touch the lives of his students—to make a change in
their lives and to make a difference in the society.


A Teacher Trainer

Even before Mr. Canonigo was promoted to Master Teacher, he has shown a potential
as a teacher to both students and other teachers. He started to get involved in
teacher training at DepEd-Ormoc City Division. He later became a trainer in the
national training of teachers in mathematics, mentor training program, among others.
Moreover, he initiated a one-week training program for secondary and elementary
teachers in his hometown in coordination with the local government and invited well-
known personalities in the field of education to be with him in this program. At the
training he met his elementary and high school teachers who were very proud to see
him as their trainer.

Aside from teacher-training, Mr. Canonigo has also taught in a graduate school where
he handled courses for teachers who were taking their graduate studies in mathematics
education.

Through the years, his passion for helping other teachers has been evident in his active
and continued participation in different teacher training programs.

At present, Mr. Canonigo engages in part-time teaching in one of the universities in
Manila. However, he knows that he will be permanently back in front of a class, teaching,
until his last breath.

Mohana Ratnam-Eswaran
Transforming People’s Lives,
Inside and Beyond the Classroom

“I just sat there, and I just looked at them, and I said
it’s worth the time and effort that I have actually spent
because I could have just stopped at the classroom level,
but I didn’t.”

I have been a teacher for 21 years and I never really envisioned myself being one when
I was a child. As an adventurous kid, I was hooked on aircraft back then. I then set my
mind that I would be an aircraft engineer in the future. However, my mother did not
approve of my ambition. Being the stereotypical Indian mother, she said that I should
pursue a career which is outnumbered by women—like being a teacher.The next thing
I knew, I was married to a man from the air forces and I was in front of my students
teaching about logarithms.


The Influences and The Adventures

I did not become a teacher just because of my mother’s wishes, though I admit that
it affected my decision to be one. Who doesn’t want to make his/her parents happy,
anyway? However, I believe I became an educator because I felt something inside of
me wanting to transform other people’s lives the way my mentors transformed mine.
But I did not just wake up one day wanting to become one. It was a step-by-step
process and many people and events contributed to it.

First among them was my secondary school principal, Mrs. Margaret Mary Joseph.
She was a very influential and kind educator. She cared for each and every student
in the school and felt like she was responsible for our growth. Thus, she held weekly
assemblies to talk about life, responsible living, and women for others. She was a good
speaker and was very inspiring. She personally told me not to quit despite the financial
constraints that I was experiencing back then. She saw something in me that I didn’t—
she knew I would be a good teacher someday and she greatly contributed to what I
am now. She even provided me financially in the form of a bursary to be able to ensure
that I would continue my studies.

When I finished secondary school, I went back to my alma matter to serve as a relief
teacher. When I received my first salary, I gave it to Mrs. Joseph wholeheartedly and
told her to give it to other children who needed the same help that I did. It was
through her and the relief teaching that I developed my passion in the profession.

Though Mrs. Joseph molded
me into the teacher that I am,
it was Ms. Chan who inspired
me to become a mathematics
teacher. She was a very tough
and disciplinarian educator.
Everyone feared her, but I didn’t;
instead, I respected her. She
was the typical teacher who
used chalk and talk and did not
use any technology to inspire
students to learn mathematics.
In her class, nonsense talk was
prohibited. She also enforced
rules regarding neatness—
whether in writing or
presenting. Through her, I also
learned that to be respected,
one has to be presentable. I
have also developed the skills
in discipline and neatness that
she has enforced on us and
have brought it up to now.

I believe I became an educator because I felt
something inside of me wanting to transform
other’s lives the way my mentors transformed mine.

A Teacher in Action

When I enter the classroom, one of the students stands beside me and tells his/her
classmates to greet me a good day. They then stand up and do as instructed. I return
the greeting with a smile and then start the lesson with a story.

I am a disciplinarian yet an approachable teacher. Though I usually crack jokes and
socialize with my students, I demand respect from them. I teach them that there are
times for fun and there are times for seriousness and that I am sometimes a friend,
sometimes a teacher.

Being a former student, I put myself in my students’ shoes. I usually sense the ground
if they are ready to learn for the day. I believe that for effective learning to occur,
relationship building must come first.

Since I handle mathematics, I saw the need to make a way to be able to catch my
students’ interest. Ever since, I have been hearing students questioning the need to
learn about advanced mathematics—logarithms, trigonometry, calculus, and algebra,
among others. Even I, myself, ask about it sometimes. But, there is really a reason why
we need to study such things and, believe it or not, it is related to our everyday lives.
This why I start each lesson with a story related to current events and to the topic
for the day—for them to be able to see the importance of learning the mathematical
lessons and applying it to their everyday lives. I find that children like to connect with
stories because they are very real.

It has been my daily habit to read newspapers and watch the news. From these media,
I get inspiration on what story to tell my class. One day, as I was about to introduce
logarithms, China was devastated by an earthquake. I then started the lesson by
telling them about the disaster and how it killed many people in the country. Then,
I connected it to logarithms and how the Richter scale works through logarithmic
equations. Afterwards, we discussed how important it is to use sturdy materials when
building structures. Later on the discussion went to corruption and how the people
who were in-charge of building the structures in the country corrupted the funds
which led to the destruction of buildings during the earthquake.

In one of my advanced mathematics classes, I produced a Learning Experience Module
so that the students would be able to appreciate the importance of logarithms more
through studying earthquakes. I assigned them to research on the different aspects of
the earthquake, from the movement of the plates to the current events in China with


Ms. Eswaran during the Third Regional Education Forum held at SEAMEO INNOTECH
regarding the Passion for Teaching

regard to the disaster. They actually exerted a lot of effort by going online to research
about it. Later on, I asked them to present in the class what they have learned and its
connection to the subject. By the end of all the presentations, many of them were able
to appreciate the fact that being Singaporeans, they will never experience having an
earthquake since the country does not fall in the fault line. Aside from this, many of
them appreciated that every subject is connected to each one, though it may not be
obvious.

As I saw that my students were very interested about the earthquakes, I brought
them to a polytechnic institution which has an earthquake simulator. I also requested
a speaker among their faculty to teach my students how to build structures. After
the field trip, I divided them into groups and gave them materials to create their own
structures. After six months of working on their miniature structures, we tested it on
the earthquake simulator and I told them that the last structure to fall would be the
winner. They were so excited and so engaged with the activity.

Inspiring Students To Dream For Their Future

Wherever I go, I look for opportunities for my students. One day, when I accompanied
my daughter to a dentist for her braces, I was observing the dentist and I was amazed
at how brilliant he was in his profession. I then asked him if he would allow my students
to observe him while working. He gave me the contact numbers of the persons who
I should ask permission from and then, later, I was able to send four students to rub
shoulders with the dentist himself as well as some first year medical student interns.

I believe that for effective learning to occur,
relationship building must come first.


In another instance, as I was having my personal check-up, I asked my doctor if he
would allow some students to work with him for a day. He hesitantly said no, but later
on, I was able to encourage him to inspire my students. Four of my students, as well as
my son, who had no opportunity as such in his school, were given the chance to live
as a doctor for a day. After that experience, my son wanted told me he to be a doctor.

By showing them the lives of people in the different professions, I want my students to
realize that learning should not be confined in the classroom as there are many more
things that could be learned in the real world. I also want to empower them to be
able to have the vision that they could practice their desired professions in the future
if they study hard.

The Teens and Sexuality Education

Having been appointed as the Students’ Welfare Head in Regent Secondary School, I
was very concerned on how teenagers nowadays handle the different issues they are
facing. In this stage of confusion and exploration, I knew that they needed guidance
which may not be given by their own parents.

“Sexuality education,” a part of the Singaporean curriculum, addresses problems
and issues concerning the different challenges and curiosity concerns in the life of
a teenager. This is one of the most important subjects in the school as it brings out
issues which are very close to the heart of the students. As such, I ensured that the
teachers selected to teach the subject had the necessary skills and knowledge to be
able to handle sthe sensitive issues.

Before the subject is officially started, a set of rules is introduced to the students.
The rules and regulations in class revolve on values on respecting others’ questions
and opinions and making sure that everyone will be comfortable in sharing their own
experiences with the class.

Through showing them the lives of people in the different
professions, I want my students to realize that learning should
not be confined in the classroom as there are many more
things that could be learned in the real world.

I was able to address various student issues including the proper use of social networking
sites—what information should be shared and what shouldn’t—relationships, and
other related issues. We also addressed the issues based on the RISE values system
of the school—Respect for oneself and others, Integrity, reSilience, and Empathy. As
Sudents’ Welfare Head, I knew that I had to be a good listener and that I shall take


I am also very proud to say that I am able to
transform lives and mould the future generation—
the leaders of tomorrow.

advantage of certain situations to be able to make them teachable moments for the
students.

I also teach the students to be good citizens so that they will not be a menace to the
society. I always reiterate to them that being intelligent is always not enough. One must
have a good character and everything else will follow.

We also talk to parents regarding this program. In the Asian culture, parents are not
comfortable talking to their children about sexuality issues; in fact, they are the ones
who should be guiding their children in these matters. They need guidance. They need
light for their path. Otherwise, they may take the wrong one.

The Perks of Being an Educator

I have never thought that I would enjoy the teaching profession as much as I am doing.
As a teacher, I learned that I love working with kids so much. I never thought that you
could learn so much from a child. They have the capability to improve a fully grown up
person in different aspects. No other career can give you as much satisfaction as being
a teacher. It is like being a famous actress!

Being a teacher for sometime, I believe that the greatest reward a teacher gets is
when former students give thanks for the impact that you have brought to their lives.
In fact, I have been featured in the television due to this as one of my former students
became a big star in our country. When she was asked who her greatest teacher was,
she answered that it was me. Because of her answer, I was featured on the “One Deed,
One Lifetime” Show which showcased how help reciprocated in my life—how Mrs.
Joseph inspired me and how I returned the favor by teaching her child.

I believe that one of the perks of being a teacher stems from the perception of Asians
regarding teachers. Being appreciative people, we tend to put teachers on a pedestal,
and thus, the society looks up to educators. In addition to this, I am also very proud
to say that I am able to transform lives and mould the future generation—the leaders
of tomorrow.

However, I am not a perfect teacher. I also make mistakes and I sometimes doubt my
competencies. Besides, multitasking in being a mother, a teacher, a daughter, and a wife
is not that easy. Along with this, every year and every class I handle has a different
story, which is unique in their own ways. Sometimes, I have to stop to be able to renew
myself to become a better educator.


Like Being a Ms. Universe... Even better!

Throughout my existence, I have been dreaming of going to the Istana, the official
residence of the Singaporean President. Like any other presidential residence, it has
tight security and anyone cannot easily enter it.

This dream finally came true in 2010 when I received the President’s Award for
Teachers (PATs) with the theme: Teachers who are Leading, Caring, and Inspiring. It
was magical! It was as if the whole world was conspiring with me and that I won the
Ms. Universe title. In fact, it could be even better!

In the latter part of 2009, I was informed by our Vice Principal that she had nominated
me for the award. I was shocked and flattered at the same time. I was confused why
she nominated me when in fact, there were a lot of commendable teachers in the
school. I have always been the silent worker that I am and I did not ever expect that I
would be recognized for my efforts.

After knowing about the nomination, I continued living my life as if nothing happened. I
did not expect that I would get it since there were 9,700 nominees for the award and
only four would be chosen. There was a very slim possibility that I would be among
the four to bring home the bacon. The probability of winning was even smaller than
that of winning the lottery!

However, I was later informed that I was short listed.They asked me to write an article
about being an educator, so I made one and did not make much of a big deal out of it.
Being shortlisted was already an honor; I did not ask for more. But, still, God kept on
blessing me, and I was later asked to come in for an interview.

While preparing, I felt that everybody was supporting me. I felt so loved, even through
the simple words of encouragement from a sales lady and a hair dresser, whom I barely
knew. My husband also did not leave my side as I was preparing for the interview.

During the interview proper, surprisingly, I was not nervous because I came there not
to bring home the award but for the learning experience that I could later share to
my students—bringing home the award was just a plus. Upon reading the invitation for
the interview, I realized that it has been a long time since I was interviewed and that I
need to teach my students to be prepared for such occasions.

In a span of a week’s time, I received a congratulatory e-mail from the Ministry of
Education (MOE) informing me that I was one of the four winners of the award!
Congratulatory notes and calls came in from various people. I felt like I was on top of
the world as everybody rejoiced with me. I consider it not as my individual achievement,
but the achievement of the people around me as well—my family, my colleagues, and
my students.

Later on, we went to the Istana for the awarding. I was elegantly dressed. Being a very
simple person, who is not used to putting on makeup, I had to look at my best during


the ceremony. Everyone praised me for looking good. I even thought that I look like a
princess—and I felt like one too!

During the ceremony, it was ecstatic. My family was there. My mother was very proud
of me as she was in tears. I had the chance to meet big time people in the country
who I never dreamt of being with. It was one of the greatest moments of my life and I
was very happy that I was able to inspire many co-teachers to give their best in their
respective deliverables—even if it means going beyond their comfort zones. Besides
the plaque, monetary awards were also given to us, the awardees, as well as a study
tour to Germany to be able to benchmark best practices.

After receiving the award, my life changed in the sense that there were lots of
opportunities to share my experiences and the lessons I have learned as a teacher. I
was invited to talk several times in schools, in communities, and to teachers. Through
this, I was not just able to touch the lives of my students but other students, teachers,
and parents as well.

Being a teacher is not just being a teacher—but it entails being a mother, a friend, an
explorer, and an inspiration to your students. I honestly could not imagine myself in
another profession, but if I were not a teacher, I would probably be a motivational
speaker or a trainer—a profession similar to being a teacher who connects and
changes the lives of people. Changing lives for the better is my passion and no one can
stop me from doing it!


Rogelio Opulencia
The Vision To Help The Philippines

He taught them to have a vision and that poverty is
never a hindrance to be successful—as it never stopped
him to succeed in life.

Seeing how passionate he is as a teacher, you would not think that Mr. Rogelio
Opulencia never dreamt of becoming a teacher. It was his mother who dreamt to be
an educator but because she could not pursue her ambition, she wanted one of her
children to fulfill it for her. Being the obedient son, Mr. Opulencia gave in to the request
of his mother. Given a choice, however, he would have wanted to be a businessman.
However, he never regretted following the advice of his mother.

As Mr. Opulencia was taking up secondary education, his father was diagnosed of
emphysema and his had to drop their livelihood of selling meat so she could devote her
time to taking care of her husband. Having only his elder brother as the breadwinner
of the family, Mr. Opulencia decided to continue his parents’ business, using as capital
his savings of 3,000 pesos. In two months, his small investment grew to 20,000 pesos.


He then thought that touching the lives of others would be
more fulfilling than thinking of his own financial growth.

As a student by night and a businessman by day, Mr. Opulencia was able to help his
parents and elder brother sustain their living as well as send his four younger siblings
to school. Furthermore, he saw himself through college, graduating with a degree in
BS Education, major in history in only three-and-a-half years time, instead of four. A
month later, he was employed at his alma matter, Laguna College of Business and Arts
(LCBA), as a substitute teacher. Most of his students back then were house helps and it
was a challenge to keep them enrolled. He made sure that all of them were motivated
to learn and happy with what they were doing. He always reiterated to them to look
forward to the future. He taught them to have a vision and that poverty is never a
hindrance to be successful—as it never stopped him to succeed in life.

In as much as he had an alternative source of income, he did not get his salary for the
first six months saying the time was not enough for his students to learn much from
him. His meat business allowed him to live decently, anyway, being able to touch the
lives of others and inspire them in his own little way was even more than enough.

At this time, though he taught his students excellently, he still had not developed
the love for his profession. In fact, he was thinking of learning it and focusing on his
business instead. His business was then booming and it could have made him rich. But
due to the insistence of his parents, he continued to be a teacher and later dropped
the business. He then thought that touching the lives of others would be more fulfilling
than thinking of his own financial growth.

While showing exemplary performance, he was advised by his then District Supervisor
to transfer to a public school. He was hesitant at first because of the negative things he
had heard about the public school system. In the end, he said he would give it a shot.
He was later assigned to teach at Los Baños National High School (LBNHS).

Being a teacher in a public school entailed more responsibilities. First, he had 80 to
more or less 100 students in comparison to the 20 students he had in the private
school. Of course, more students were harder to handle. In fact, on his first two days
at school, he lost his voice. Also, there were limited facilities as there was a scarcity of
rooms, books, and even teachers. However, there were more growth opportunities as
well as financial rewards in the public school.

It was in LBNHS where Mr. Opulencia realized that he had developed his love for
teaching and that he cared about his students more than he cared about himself. He
was willing to sacrifice a lot—his time, resources, money—just to be able to touch the
lives of his students—to make them learn and help them become responsible citizens
of the nation. As he would say, he does all of this for his country for he believes that


however small his contributions are for the country, these could become a big thing
when put together with the contributions of concerned citizens like him.

Being a strict-looking person, Mr. Opulencia is looked upon by students as simply that:
strict-looking. When he enters the classroom, his students grow silent. He believes
that this strictness would be able to help his students become disciplined citizens of
the nation. But under that stern facade is a father who never forgets his “children’s”
welfare.

In class, he uses the chalk and talk style—but with a pinch of “magic.” People have
noticed that when he speaks, they would surely listen to him—however long that
lesson is, however soft his voice may be, and however gloomy the weather might be.
He also makes sure that his students learn from him by asking them to always be
involved in class discussions through recitation. He further reminds his students to do
ordinary things in an extraordinary way.

As a history teacher, he enjoys narrating historical events as if he was telling a bedtime
story to his children. He usually blurts out historical facts that ordinary people wouldn’t
know, and this effectively catches the students’ attention. He also conducts different
activities in class such as contests, games, creation of posters, role playing, fieldtrips,
online activities, and chapter summaries.

He says he avoids scolding students inside the class. Whenever he catches one of his
students not listening to him while teaching, he would just stop talking and look at
him/her, or he would just lower his voice. Through this method, he is able to catch the
attention of the students and make them realize that they should instead listen to the
teacher for them to learn and because he does not want to embarrass misbehaving
students in front of the class, he usually jtalks to them after the class.

One of Mr. Opulencia’s most challenging experiences was the time he was assigned to
be the adviser of the section considered the “worst” in school. The records showed
that most of the students in that class were at risk of dropping out, used illegal drugs
and have violated school policies, and had troublesome parents.

As adviser, he did his best to steer his students clear of trouble, but as the year
progressed, and as expected, happened his students kept absenting themselves from
class while others violated school rules. When they were brought to the guidance
office for disciplinary action, Mr. Opulencia went with them. At the meeting, he later
discovered that these students did not really choose to be where they were. They
had very big family problems they could not handle. One of the students had a father
who was in jail, another had to get a part-time job as gasoline boy to be able to study,
another could not be sent to college, and son on.

Through perseverance and understanding, he tried to personally help these students
go through the obstacles they were encountering in life. As many of their teachers
were already giving up on them and were, in fact, already giving them failing grades, Mr.


Opulencia talked to each of them to ask for understanding and consideration. He also
sought the help of parents and peers to collaborate on giving them moral support.
With this supportive team built around them, the students were provided with good
influence. Everyday, he related something inspirational to them for them to absorb and
reflect on; he also developed supplementary materials and activities during his free
time to be enable his students catch up with the lessons. These self-paced and user-
friendly materials were later on noticed by a private publisher and published them.

Through the strategies Mr. Opulencia introduced, he eventually made his students
succeed in life without asking for anything in return. He made them set a vision to
graduate in high school so as help their families get out of poverty and he inculcated
in them the mindset of drawing up their objectives in life on which they will base their
actions that would bring them to success. Fortunately, all of his students—all 101 of
them—were very cooperative and were able to graduate that school year. Moreover,
on their graduation day, his advisory class, the then worst section, was awarded as
the outstanding classroom while Mr. Opulencia was awarded as the most outstanding
teacher.

Although Mr. Opulencia had never aspired to be an educator in the first few years of
his life, he had always been a passionate and dedicated teacher. Aside from teaching
history classes, he has also been assigned as student council adviser and coach for
various inter-school competitions wherein he helped students bag many awards and
prizes.With these additional tasks came more responsibilities and sacrifices—time and
resources—but he he never regretted being a teacher—a passionate and excellent
teacher and a modern hero.

Today, Mr. Opulencia is an Education Supervisor working for the improvement of the
education sector, but he has never forgotten that his heart will forever belong to
teaching.


3
Researching for
the Betterment of
Students

Aurora Zuñiga
The Urge to Serve

“Very dedicated and committed to her profession, she
says that teaching is her life.”

Being the school head of the University of the Philippines Integrated School (UPIS) is
not a simple job. The title carries with it prestige, but it also entails the challenge of
being a leader in the basic education sector.

This was what Dr. Aurora Zuñiga had to deal with as she assumed the post of Principal
in UPIS, one of the most excellent basic education providers in the Philippines from
2008 to 2011. Before she became a school principal, however, she started as a simple
teacher, living a simple life in the province.

Addressing the Need of Indifferent Schools

It was no surprise that Dr. Zuñiga, who comes from a family of educators, followed the
samepath that her parents had then. Her parents were very dedicated and committed


...she said that she believes that her role
is not just to teach Mathematics but more
importantly, good moral values.

teachers who later on became a principal and a district supervisor in the Tarlac
province.As a child, she played school with the neighbourhood children and she always
assumed the role of a teacher. She also remembers seeing her mother laboriously
preparing visual aids and lessons plans each night, without any complaint about the
workload.

After earning her bachelor’s degree in Elementary Education at the Philippine Normal
University (PNU) graduating cum laude, Dr. Zuñiga, formerly Ms. Cruz, served as a
public school teacher in Tarlac, from 1968 to 1978; later on she became a District
Math Coordinator.

Very dedicated and committed to her profession, she says that teaching is her
life. She further believes that teaching is a very noble profession that may not be
financially rewarding but has otherwise given her self-fulfilment by knowing that she
is instrumental in developing her students’ good habits of learning, thinking, behaving,
and valuing.

In her 43 years of teaching, she has met students from a wide spectrum of abilities,
personalities, and characteristics. She takes note of these traits so as to adapt her
teaching style to each type of student.

When she encounters of students with learning difficulties, she tries to find the reasons
behind their poor performance or their behavioral problem. She investigates through
consultations with other teachers or interviews with parents and their classmates.
She also confers with guidance counsellors if there are relevant data which may have
affected the situation of the child.

As for slow learners, Dr. Zuñiga also spends extra time with them, even sitting, with
them while answering math exercises or problems so she can identify error patterns.
Then she plans a particular strategy to address a specific learning difficulty. She also
gives students exercises in varying degrees of difficulty to reinforce their learning skills.
When a student shows signs of improvement, she acknowledges his/her progress in
front of the class to boost the students’ self-esteem and interest to learn.

Handling Problems and Pressure

When the father of one of Mrs. Zuñiga’s students consulted her about the child’s
grade, she showed him how the daughter earned the grade of 69, supporting this with


Passion for teaching

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