Star Teacher

Going above and beyond her call of duty, one teacher makes a difference in the lives of her students and out of school youth.

In a small barangay in Taguig, where most families live below the poverty line, one teacher knew that despite financial hindrances, education must be within reach. Such is the determination of 61-year old Remelita Estanislao, Master Teacher and Grade Chairman of Napindan Elementary School in Taguig City. She has now been teaching for 37 years and working with out-of-school youth as the District Coordinator of the Alternative Learning System (ALS). Coming from a family of fishermen and second of 10 siblings, she has experienced first-hand the struggle of parents to send their children to school.

“Our barangay is composed of families of fishermen, farmers, vendors, and factory workers. There are many students who graduated from elementary but very few are able to continue studying through high school, much more through college. Parents cannot support the transportation allowances and tuition fees of their children,” says Estanislao. The lack of a high school within their vicinity is another stumbling block for parents who would like to send their children to secondary education. “Students have to travel to nearby town Pasig or to Taguig proper just to attend secondary school,” she adds.

Pressing Problems, Simple Solutions

“Once there was a mobile teacher assigned to our barangay, and we shared stories about how we observed the growing number of youth dropping out of school because of financial hindrances,” she relates. Then came the privilege to be assigned by her school to the ALS program where she had the opportunity to gather the out-of-school youth, orient them about the program, help them all throughout the review and exams, and eventually guide them in the acceleration process.

Tackling the problem of out-of-school youth is not for the faint-hearted. Often, the children themselves do not believe they need to be helped—the biggest obstacle of all, according to Estanislao. “The fact that the youth do not admit they are illiterate may be because of pride and self-esteem. It is very hard for them to realize that. Some try to attend the program until they get the Acceleration Equivalency Test, but the problem is the requirements. Since they are required to submit documentation such as a Certificate of Live Birth and photos, they neglect submitting them thinking that we teachers should take care of it,” she shares.

Along with other teachers, she has resorted to shouldering the transportation expenses and snacks for the kids just so they can take their exam for the program. But she soon found out that the best way to deal with it is through communication. “To handle these frustrations, I just talk to them heart-to-heart, inspire and convince them personally, and tell them the advantages it will bring if only they strive to finish the program.”

Always Room for More

Now a District Coordinator of the ALS, she has been assigned to no less than nine schools in the district which she visits every Saturday to observe literacy classes. “Aside from this, I have Project-Reach Integrated-School-In-a-Box (ISB) at a farawaybarangay of Lower Bicutan. This is a flexible learning intervention program for out-of-school youth, mostly street children of different ages and grade levels,” she says. She does all these on top of her regular job as Master Teacher in Napindan Elementary School where she assists the principal in the implementation of school policies, checks lesson plans of teachers, leads discussions on professional ideas or problems related to classroom instruction, orients and gives support to new teachers, helps plan, implement, and evaluate school activities, and many more.

With so much on her plate, she does not seem to have a weary bone in her body. In fact, she is constantly ready to heed every call for help, especially during times of crisis. She says, “During typhoons, it always floods in our barangay.Classrooms are used as evacuation centers. Classes will be suspended for weeks or even months. When classes resume, it will be on shifting schedule just to accommodate all students. Very few pupils come to school, thus hampering their studies. To make matters worse, evacuees do not leave immediately because they are supported by relief goods while staying in evacuation centers. They destroy the room’s decors, dirty the desks and leave the mess for teachers to clean. To help the school during these times, I volunteer to make the shifting schedule, assign classrooms and coordinate with the barangay hall to announce all throughout the barangaythat classes will resume. More importantly, I help the students by giving remedial instructions to cope with the competencies missed during suspension of classes.”

Strong and Steadfast

Even at the age of 61, Estanislao takes steps to always be smartly dressed in school and on other occasions, such as when going to the District Office. She attributes her strength to taking food supplements, vitamins, and walking on her way to school. Her daughter, Concepcion Bernabe, says they have been encouraging their mother to retire for health reasons, but her passion for teaching will not allow it. “She sometimes gets sick but she keeps telling us that she can still teach and that many students need her. She also thinks of the school saying there are only a few new teachers who are as dedicated as the old teachers.”

Despite her own children’s worries, they are proud of the difference their mother has made in other people’s lives. “If you ask the graduates of the school who their favorite teacher was in elementary, one hundred percent will tell you Mrs. Estanislao is their favorite! Every year, she has students who win inter-school contests in different subjects. Because she is very much concerned about the students, she really takes time to give them reviews and rehearsals. She even gives food or snacks to pupils who do not have baon for the day,” says Bernabe proudly.

Though she receives a little honoraria from the Local School Board, the real reward comes from seeing her learners pass the acceleration and equivalency test and pursue formal schooling. While some students featured her in their school paper and sent letters to give thanks, she is very happy that there are also several who have taken it upon themselves to pay it forward. “Others went abroad and even donated materials for school use as a token of appreciation. Some parents who were my former students have endorsed their children to me and they are now my pupils,” she beams.

A Teacher’s Dream

Estanislao continues to have high hopes for her school and her students. “My vision for Napindan Elementary School is for it to be a model school—a school whose graduates have fully mastered the academic competencies, are work-oriented, creative and critical thinkers. For the out-of-school youth, my vision for them is to continue their studies to make them productive citizens, to function effectively as a member of the family, community, and nation, and for the Alternative Learning System leaders to be more committed and dedicated to help the out-of-school youth,” she shares.

For an ordinary teacher who hails from a fisher folk clan, there is no extraordinary formula for making a difference. Only three things come to mind: dedication, perseverance, and humility. Until when does she see herself teaching? She quickly answers, “As long as I can manage doing all my work, I will continue doing it to the best of my ability.”

One principal’s heart and passion fire up a love for reading in Aguho Elementary School.

An Unexpected Road

When one does something wrong in school, one dreads being sent to the principal’s office. But not at Aguho Elementary School in Pateros. When Principal Ligaya Gepollo arrives or passes in the hallway, students flock towards her or wave excitedly at her. There’s an undeniable aura of positivity that one feels around this well-loved principal.

Gepollo did not plan to be a teacher. The 46-year-old mother of two, hailing from a family of educators, admits that she initially wanted to become a lawyer. Due to financial constraints, however, Gepollo decided to study education—a more affordable alternative.

What seemed to initially be a case of unfortunate circumstances has proven to be an honor and blessing to Gepollo. She has earned the love and respect of countless students and colleagues in the academe with her superb example, dedication, and undeniable charm.

Heart and Passion

During her early years as a teacher, Gepollo took an active participation in performing onstage. Being passionate not only for education but also the arts, she joined the Harambee Theater and later was put in charge of school theatrical organizations in Matarinao, Eastern Samar, where she acted in fiestas and taught children how to act or depict characters in plays.

Gepollo’s lively personality and engaging character also made her a favorite emcee or host of the events or celebrations of friends and loved ones.

The list of Gepollo’s skills seems endless, as she even taught non-academic skills such as music and physical education. She also became a chess trainer for the Palarong Pambansa, where young provincial talents are discovered and groomed for international competitions, including the Asian Games, Southeast Asian Games, and Olympic Games.

Despite the flurry of activity and achievements, it was not such a smooth-sailing journey for Gepollo who has been teaching for over 25 years. Even with her sheer talent and ability to put her passion into work, she admits that there are always several difficulties faced by teachers such as herself. These did not stop Gepollo from pursuing her goal of becoming a better educator. In fact, it further fueled her determination to shape the minds and hearts of young students.

Room for Improvement

Gepollo feels extremely blessed for the assistance, training, and inspiration offered by groups such as Sa Aklat Sisikat Foundation (SAS). Gepollo was invited to join an SAS training program which aims to provide strategies on how to encourage students to read through activities such as dance, storytelling, and action songs.

Such valuable information and training provided Gepollo with the knowledge and inspiration to start her own reading program at her school. Since then, she has implemented numerous changes to promote the habit of reading in her students.

“Every room has a reading corner full of Sa Aklat Sisikat books,” she shares with a smile. “The students should experience what it’s like to use a library.” There are lists of the books available and students can be awarded a medal once they read a certain number of books. Teachers man the reading room and big sisters or brothers from higher grade levels are tasked to provide assistance, guidance, and answers to questions of students from grades one and two.

An SAS program which Gepollo is truly grateful for is the Petron Gurong KaakbayConference, of which she was one of the five lucky participants chosen from Aguho Elementary School. Only outstanding teachers from affiliate SAS schools are entitled to join the said program. Among the highlights Gepollo experienced was meeting her idol Boy Abunda, whose mom was a teacher. Other activities included a pampering session, makeover, and personality development, which Gepollo absolutely enjoyed.

Taking the Lead

Gepollo wanted to be a principal since 2000, but she would always falter in her resolve because of external factors. She also felt she wasn’t assertive enough. “Kung wala kang personality or connection, mahirap.” She felt as if her contemporaries were far superior when it came to vying for the coveted position.

With hard work and meeting the requirements of the National Educators’ Academy of the Philippines (NEAP), such as passing the NCR-sponsored qualifying test, Gepollo eventually achieved her goal when she became principal of Aguho Elementary School on December 11, 2009.

Once she was principal, SAS invited her to take part in the HSBC Principals LEAD (Leadership Enhancement and Development) Program. Gepollo admires SAS’s support for teachers and feels privileged that principals like her are able to share in their advocacy.

Forward-Bound

Looking after 465 students each day, Gepollo wants her students to be able to utilize the facilities more, encouraging a love for the school. “Now we have a home economics classroom, a special service room, and an SAS room. There’s also a computer room to make the children become more computer-literate,” says Gepollo, who desires to revolutionize Aguho Elementary School.

“My vision is to make the school a vibrant and child-friendly school, which advocates excellence through opportunities.”  Gepollo does not do all these for recognition but as an act of being true to and giving all of herself.

Gepollo believes that teachers are a vital part of their students’ lives. “The most important role of an educator is to influence lives for the better, to stand for something that matters and, above all, to make a difference,” she shares. “You touch lives. You are a venue of change for the better. You are a part of shaping the minds of these children for their futures.

“My advice for teachers is to give themselves to teaching, to go beyond their best,” Gepollo stresses. “Teaching is not just a job; it’s a profession and a mission. You will make a difference in the country and in the lives of your students. The joy of teaching is getting what you expected and even more.”

One man’s dream revives a forgotten Filipino consciousness and sets sail to inspire the youth.

The Philippines was once revered as a majestic seafaring region during the pre-colonial times. Filipinos already had a thriving civilization with their villages (called “barangays”) and would trade with neighboring locales throughout the archipelago. The “Balangay,” also referred to as “Balanghai,” is a wooden watercraft built by natives in Butuan, Agusan del Norte. It displayed the brilliant craftsmanship of early Filipinos when it came to maritime travel, as well as flourishing business relationships with nearby islands. It was also the first ancient boat to be excavated in Southeast Asia in the late 1970s, carbon dated to 320 A.D. It was originally used to transport 50 to 60 people at a time.

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Teacher Marlyn Gerio thought that working overseas would be her ticket to a more comfortable and financially rewarding life. Instead, her life turned into a nightmare.

I never dreamed of going out of our country because the values of frugality, dedication, commitment, and service were very much inculcated in my value system when I was in college at Philippine Normal University (PNU). But life became tougher—my four growing children would soon be in college and I couldn’t stretch my last peso anymore. My classmates and friends encouraged me to try my luck in another country. When I found an ad for teachers in a well-known broadsheet that offered an attractive salary and privileges, I applied via e-mail. It was for a teaching post at IMH Academy (International Music House) in Kuching, Sarawak, Malaysia. Although I already doubted some of the e-mails they sent me, I still pursued my application. The director of IMH Academy told me to trust them because we were sisters in Christ.

I went there in January 26, 2009. I arrived in Kuching at 9:30 PM. Surie, one of the school’s staff, picked me up at the airport and brought me to the house where one blind music student and a utility female worker also stayed. The house was old and the roofs leaked whenever it rained. The accommodation was very poor. Since it was the New Year holiday, I just stayed in my room with nothing but my clothes and MYR 81 (around PHP 1,100) in my pocket. They left me with only biscuits and coffee. Nobody checked if I was eating or not. I felt so depressed and pitied myself because I was deprived of basic needs.

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A community in Kapangan, Benguet, shows that real concern for the future and concerted effort can result in modern day miracles.

It was a miracle!” is how Prof. Jimmy Fong, NGO representative of the Laginia-Anton Inc., describes the school that the community in Barangay Taba-ao, Kapangan, Benguet, was able to put up together. The Laginia-Anton clan spearheaded efforts to build a high school in their community—in a span of only six months.

Taking baby steps

In the past, students from Taba-ao who wanted to pursue secondary education had to stay at a boarding house or with relatives in Lomon, where the two high schools, St. Teresita’s High School and Kapangan National High School, were located. Those students whose families could afford it, studied at the provincial capital in La Trinidad, or in Baguio City. But the costs of lodging, transportation, and food could become prohibitive.

On September 30, 2006, an informal meeting was held at the Laginia-Anton Center. Some 53 parents, whose children were part of the graduating class of the Tabaao Elementary School, were in attendance, as were some of the teachers. “We computed the expenses that they would eventually incur. To go to high school at Lomon, each child had to spend P20 for transportation every day—plus school supplies and the like.” That’s already very hefty for this mostly-agricultural community.

Taking the expenses into consideration, they decided that they wanted, for their children’s sake, to establish a high school in their community. Nothing too ambitious, “we planned to borrow a classroom from the Taba-ao Elementary School for the freshman class,” says Prof. Fong. Most of them also agreed to pool their resources and regularly contribute to pay the salary of the teachers that need to be hired. They also pledged to, later on, donate more of their resources and labor to build classrooms on lands that had already been donated for educational purposes by generous residents. “We were determined to have the school opened by June 2007,” Prof. Fong relates. They then submitted a proposal for the high school, endorsed by the barangay council, to the Local School Board of Kapangan.

Inspiring a community

Kapangan is located 38 kilometers away from Baguio City. To get there, you either ride a bus or jeepney, or drive for about two hours on relatively rough terrain. The majestic Mt. Dakiwagan stands stalwart, as if standing guard over the town. From Taba-ao, its outline looks like an almost-perfect cone.

This is home to an NGO that is, according to Prof. Fong, “a consolidation of community service efforts and other philanthropy work of individual members of the clan, to give back to the community.” Laginia-Anton Inc. had been providing scholarships for students of their hometown Taba-ao since 1979. “In the beginning, they granted scholarships to the top graduating elementary student only. In recent years, they have been granting scholarships to the upper half of the graduating class,” says Prof. Fong. That meant 20 to 25 students for whom they paid tuition and matriculation fees to study at St. Teresita’s, the Catholic High School some five kilometers away. “But in effect, that meant that the other half of the class would not be able to go to high school at all. Very few, if any, went on to the Kapangan National High School,” relays Mrs. Josefa Salinas, president of Laginia-Anton.

The idea of establishing a high school in their community entered Mrs. Salinas’ mind two years ago. The parents of a young girl who would have qualified for a scholarship approached her. “Umiiyak sila. Magaling ‘yung bata, but they could not afford the transportation expenses to go to the school,” she recalls. “So I thought: how about others who cannot afford to send their children to school despite the scholarship?”

Mrs. Salinas relays the present difficulty the pupils from Taba-ao have to undertake to attend high school: “The children have to leave their homes very early to catch the jeep that will take them to school, and then they get home from school very late, at 6 pm. Sometimes, because of typhoon and strong rains, they miss their classes.” The problems of distance and transportation, not helped by the terrain and weather, recurred year after year. That triggered Mrs. Salinas to think, “if we have the school here, and it would be cheaper for all, then maybe we can provide free education for everyone, instead of just a few students.”

Realizing a dream

At the meeting of the Local School Board in January of 2007, the proposal of the people of Taba-ao was raised. Representatives of public high schools in attendance were asked which would consider making the proposed high school its extension. Mariano S. Alodos, Ed. D., Vocational School Administrator II, administrator of the Gov. Bado Dangwa Agro-Industrial School Balakbak, Kapangan, four kilometers away, immediately indicated that they wanted to ‘adopt’ the soon-to-be-opened school. This meant that the curriculum to be offered at the extension would be the same as GBDAIS—which includes vocational classes. When the students graduate, they will receive two diplomas: a high school diploma and vocational course diploma.

Dr. Alodos committed three of their teachers and other materials. He also attended to the processing of the paper work to get approval of the proposal from the Department of Education. He assigned GBDAIS faculty and Taba-ao resident Dr. Cherrelene A. Comom as Teacher-in-Charge.

Good news travels fast, and when this piece of news reached residents of Taba-ao and nearby barangays, from the expected 40 students from the Taba-ao Elementary School, the number of enrollees ballooned to 89! According to Dr. Comom, “We were only expecting one section but we had to open another one to accommodate all of them!” This also meant that more teachers and classrooms were needed.

The Ugnayang Pahinungod of the University of the Philippines, through the Gurong Pahinungod (GP) program sent three volunteers to Taba-ao: Andres Domogo, Kristine Gacad, and Sacha Weygan. A few more rooms, which were not being used, were allocated by the Taba-ao Elementary School for GBDAIS-Taba-ao Extension use. The community came together to repair and repaint them. “When they considered one room ‘condemned’, we resurrected it,” narrates Prof. Fong. On June 4, 2007, the official first day of school, the DepEd-Cordillera granted approval of the extension.

Facing challenges ahead

The parents of the GBDAIS-Extension students do not need to pay tuition and matriculation fees, only P315 for miscellaneous fees. Laginia-Anton Inc. provides the salaries of the three teachers (the allowance of the GP volunteers are provided by UP) and other resources and facilities, including use of the clan’s extensive library.

Still, they are far from being fully equipped, but they have made do with their resources. Dr. Comom relates how, during the Intrams, “the pupils had to go to a different barangay’s basketball court because there is no court in Taba-ao. For track and field, they run the length of the Amburayan Bridge.” They share use of the elementary school, such as running up and down the stone steps for Physical Education classes and holding assembly at the school grounds after the elementary students. They also share the rest rooms.

When asked what materials the school still needs, Dr. Comom ticks off a long list: our own building, computers, science equipment, sports equipment, industrial tools, agricultural equipment, electrical supplies, audio visual equipment, and kitchen supplies.

Before the end of the school year, the community had to face a new challenge: finding resources to accommodate the now 87 students who will be in second year high school come June 2008.

“We have no funding yet, but we are soliciting for the first high school building. The plans are already prepared,” relays Prof. Fong. Through a Contract of Usufruct, a 5,000sqm lot within the Tabaao Elementary School campus has been delineated for construction of the new building. It will consist of two floors with a total of six rooms and comfort rooms.

“The goal is to finish at least three classrooms by June to accommodate the students,” adds Prof. Fong. And with the community’s determination and concerted effort, there is no doubt that their dream will soon become a reality.

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STRENGTH IN NUMBERS

Inspired? Your community can pool together to make things happen, too—whether it’s to build a school or any other worthwhile endeavor.

1. GOT TO HAVE FAITH. “We believed that we could make it happen,” says Prof. Jimmy Fong. However daunting the task, there’s a lot to be said for leaving no room for doubt when you’re pursuing an important goal.

2. PERSEVERANCE PAYS. Of course, a positive mindset should be accompanied by unwavering effort. Even when you encounter challenges, you must push on. Prof. Fong always says, “Don’t quit!”

3. EVERYBODY NOW. Dr Comom says, “Hindi mahirap para sa amin kasi may suporta, especially from the Taba-ao Parents, Teachers, and Community Association and Laginia-Anton. They have the will and the resources to help us.”
4. SHARE. Dr. Comom acknowledges the value and power of community spirit: “There was a wave of sharing—sharing of resources, of knowledge, of time and energy. Every one contributed.”

A teacher from Kibungan, Benguet reveals the challenges and joys of teaching in a remote mountain area.

The first time I went there, I had to trek for 12 hours. I got sick afterwards. I was vomiting! It was due to a combination of factors: the heat and over fatigue, and then it rained,” relates 22 year-old Daisy Allay about her assignment to the Bekes Barrio School in Tacadang, Kibungan. Bekes is the farthest sitio of the municipality, located at the boundary of Ilocos Sur and Benguet.

The municipality of Kibungan is some 62 kilometers north of Baguio City. It is a mountainous area, with lush forests and mighty waterfalls. It is sometimes referred to as the “Swiss Alps of the Philippines.” However, most of the barangays can only be reached on foot. It is so high up that some areas can experience temperatures of zero degrees Celsius.

Making sacrifices

“I didn’t expect the trail going there to be so difficult! It’s very steep—almost 90 degrees! Footholds were merely carved into the rocks. It’s very slippery during the rainy season, and very dangerous. That’s also when there are many leeches!” Daisy says. But the trek on the way there was not the only challenge to this young teacher.

“There is no electricity in Bekes. People use car batteries in case those who have cell phones need to charge them,” she says. “There are solar panels in the school, with just enough energy to provide light to the classrooms.” This makes for a very simple life.

Most of the school’s population belongs to the Ibaloi tribe. Their way of life is based on the land. Each household grows rice and vegetables for its own consumption. But because there is no road leading to markets like La Trinidad and Baguio, they are not able to make money out of the produce.

Daisy has 35 students in her grade 3 class. “They have no school uniform. No ID. It’s a barrio school after all. But it’s sad because some of the students, ‘di man lang nagpapalit ng damit. Only two of them have slippers.”

Right now, there are 148 students enrolled in the school, from grades 1 to 6— save for one grade level. “There is no grade 4 class because we lack a teacher. If there was another teacher, then someone could handle that class and we could offer all grade levels.

“We also lack funding, so we decided to sacrifice the grade 1 level next year. Anyway, there is a daycare center in the area,” Daisy shares.

Starting out

After graduating with a Bachelor’s degree in Elementary Education from the Benguet State University in 2005, Daisy became a substitute teacher in a school at the provincial capital of La Trinidad, Benguet. She taught there for three months. Later on, she volunteered as a teacher at the Kibungan Central School.

In June 2004, her appointment as elementary school teacher was approved. Initially, she took a post at the Kibungan Central School, which was near her home at the Poblacion of Kibungan. However, after two weeks, she found out that a teacher had retired, and as a result, she had to be transferred to Bekes. “According to DepEd rules, new teachers are assigned to the farther locations,” says Daisy. So by the end of June, she shared a cottage, constructed by the barrio parents, with the rest of the teachers of the Bekes Barrio School.

Coping

Petite and frail-looking Daisy has several responsibilities because she has been assigned as Teacher-in-Charge. “I have to make reports and go to the Kibungan Central School at the Poblacion every end of the month to attend meetings,” she says. This task is a great challenge for her. Since there is no electric current in the area, there is no computer either. All they have is a rickety, old, broken typewriter.

The problem with living so far from home is the loneliness she experiences. With no friends or family members close by, she has grown close to the teachers and parents in the community.

“Naiisip ko minsan, mas maganda ‘yung ibang trabaho,” Daisy, who received a state scholarship, admits. “I didn’t know you could take up nursing under that. I didn’t find out until after I had already graduated.” This does not mean that she is seriously entertaining a career change, however.

Daisy started taking her masters degree last summer as well. However, the remoteness of her location and her schedule prevent her from taking classes during the school year.

Making the most of things

Daisy finds satisfaction and fulfillment in teaching her pupils. “Compared to the students at the Central School, mas mababait sila. They are more obedient and industrious. They are not exposed to television, so they don’t have distractions.” Her students’ diligence inspires Daisy. “Life is hard, so they persevere in their studies.”

Daisy’s heart is so touched by the children that she has taken it upon herself to solicit from friends and relatives for their needs. She ticks off her mental list: “They need clothing, medical assistance, slippers, toothbrushes, and nail cutters.” For this, she goes to faraway La Trinidad and Baguio, a trip that takes around four hours by public transport, to claim donations on her pupils’ behalf.

Although resources are scarce, Daisy has also organized the Journalism Club. “It will be a good preparation for them for high school, to learn to research and interview.” But it is not easy without a computer, printer, or copy machine. Sometimes, they get discouraged because there is no funding from the school or their parents. “We can’t expect any more financial support from them. After all, life is difficult. But we try to make all activities local, so that we will not incur too many expenses.” Daisy is enjoying this extra-curricular activity though. She even plans to introduce other activities next year such as scouting.

When asked if she thinks she will stay long, she responds with a shy smile characteristic of her tribe, and a short “Oo naman.” She has found joy and fulfillment in her new home. “I like that there’s a continuity of learning. While my pupils are learning from me, I also develop, because I need to read and do research to teach them well. You deal with different personalities and you have to try to understand each of them.”

Daisy believes that as a teacher, she must always strive for self-improvement. “I try to acquire more skills during summer vacation or my vacant time because a teacher must be well-rounded. It’s important to develop and improve yourself. Also, you have to be prepared to sacrifice part of your salary for the benefit of your pupils.” And Daisy Allay definitely knows the value of self-sacrifice.

Public school teacher Alethea Florido recounts her struggles and successes, working abroad and fulfi lling her dreams.

I fell in love with teaching at an early age. Since both my parents were physics teachers, I grew to love the subject. I also liked the feeling of fulfi llment and happiness that I saw in both of them, especially when they met former students who were already professionals but still remembered them and respected them.

I spent my Elementary and High School years at Canossa, Sta. Rosa, Laguna, and I pursued my dream to become a teacher at the Philippine Normal University, where I got my BS Physics for Teachers degree under the DOST (Department of Science and Technology) Scholarship in 1998.

Early Teaching Years

I worked for a year in Colegio San Agustin, Biñan, Laguna while I prepared to take my Licensure Exam for Teachers. I passed the exam and was one of the Top 10 board passers. I then applied for a teaching position at the Division of City Schools of Manila and was assigned to V. Mapa High School to teach Physics.

On my fourth year of teaching at V. Mapa, I was tasked to do a demonstration lesson in physics where I had to show other teachers innovative teaching strategies infused in my lessons. After my demo, a fellow public school teacher approached me and told me to apply for the Visiting International Faculty (VIF), an international-exchange program for U.S. schools and teachers worldwide. Because of all the class work, I forgot about it. The thought of going abroad never really crossed my mind, because I had other plans at the time.

After a few months, I met the teacher again when we became classmates in an enrichment physics course at De la Salle University offered for free to public school teachers. During lunchtime, she dragged me to the nearest Internet café, showed me the website, and urged me to apply. I fi nished the application online and went home.

On the Road to the U.S.

Less than two months after I applied online, VIF called me at home for a phone interview. After answering their questions about teaching, they said they liked me and scheduled me for an interview for when they visited the Philippines for recruitment.

On May 5 (my birthday!), I was scheduled to do a demo class in Westin Philippine Plaza. Our car broke down on the way there and I was late. I did my best even if I was sweating from running. Luckily, I was picked by the Charlotte-Mecklenburg Schools (CMS) HR representative from North Carolina. There were 10 applicants but only two of us were chosen. After the demo, we had to enter another room to be interviewed by a panel. Questions about classroom management, teaching, and many more were asked. Before I left, I signed a hiring contract with CMS. I rode the bus on my way home to Laguna, hardly believing what had just happened.

That same month, I received supporting papers from VIF for my visa application. I was scared because I heard of cases when teachers were denied a visa. During my interview, I was asked several questions about why I wanted to go to the U.S. and I was also asked to demonstrate a lesson on the three laws of motion. After explaining everything, the consul said. “I believe the students in the U.S. will love you! Good luck! I am giving you three years in the U.S.”

The Journey Begins

I left for the U.S. on July 25, 2004. Mixed emotions churned inside me. I was scared to travel by myself—I had five connecting fl ights and I was afraid I would miss one and fail to reach my destination. I also felt sad about leaving my parents and my sister. I lived with them for all my 27 years and this was the fi rst time I would be separated from them. I was excited about everything that was going to happen, but also terrifi ed of the things I wasn’t accustomed to doing.

Many fears and apprehensions clouded my mind the week before I left. As I packed my suitcase, I thought about whether or not I made the right decision. I had a full life in the Philippines—friends, a loving family, a good career. I was afraid of going to the U.S. and leaving everything behind. I also had a fear of failure. What if I was just a great teacher to my Filipino students? What if I wouldn’t be good enough for my students there?

I arrived in the U.S. and was assigned to teach in Garinger High School in Charlotte, North Carolina. I taught grades 9 to 12, the high school equivalent in the Philippines. The students in the U.S. were very different from my students back home. The school I was assigned to was a Challenge school, catering to low-income families and inter state city kids. The school was located in a dangerous side of town.

During the fi rst few weeks, I met the administration, my colleagues, some parents, and students—they were not friendly. I was so scared of them at fi rst. I was living with other VIF Filipino teachers at the time; they were in nice schools and the staff was friendly to them. At fi rst I thought I was so unlucky. But I told myself that God would not give me things I couldn’t handle.

One Struggle After Another

I had a difficult time during my fi rst year of teaching. I was still getting used to everything in the U.S. and my classes were driving me crazy. I came to the U.S. with all my Filipino strategies and I realized that they couldn’t work on their own. The kids here were very different. In this school, you either sink or swim. My main problem was classroom management. As the weeks passed, there were more and more fi ghts. My class was worse than those in movies such as Freedom Writers and Dangerous Minds. This was real. I saw blood on the fl oor of my classrooms. It was a jungle. I was on the verge of giving up and quitting but I did not want to go back to the Philippines a failure.

After two months, I observed other teachers’ classes to see how they handled their students, studied books on management, attended training sessions, and asked other teachers for help. I was determined to do whatever it took to succeed. After those times of change, my students saw a different me. Even I saw a big difference in me—I became strong, consistent, and firm. I gave them tough love.

My first year was probably the most dramatic and most challenging—but it made me a better person and a better teacher. I began to understand why my colleagues never smiled. They needed to instill discipline in the kids. Most of our students are from broken homes, have learning disabilities, or are considered “drug babies.” Many girls are pregnant and most kids just hate the world. In our school, you won’t get anything across unless you earn the students’ respect. Smiling at them and being nice to them doesn’t work. Being consistent with your rules and being fi rm with them—that will make them respect you.

During my second year, I had a different struggle. Since the school came from a low socio economic class, the students also had low scores in achievement tests. Because the students felt like nobodies, they didn’t care if they graduated high school or not. Fighting this problem was worse than instilling discipline. Giving my students hope was one of the most diffi cult things I had to do.

I told them stories of my students in the Philippines—how some would walk miles just to get to school, how they didn’t have individual books, and sometimes, they would even ask for my lunch because they were hungry. I told my students it wasn’t their fault that they were poor, but if they die poor—that was their fault. They were given free education. The only reason they wouldn’t succeed was because they chose not to.

I was assigned to handle the Science Olympiad Team. It was hard at fi rst because a few teachers told me that we didn’t stand a chance—that joining competitions was only for “the intelligent schools.” We joined a few events, brought home fi ve medals, and advanced to state level. When we came back, it brought a lot of hope to the Garinger kids. We went on to the state competition and placed 12 out of 60 schools in the state of North Carolina.

Touching Lives

In Garinger, I learned not to be so close to the kids, but I know they felt how much I cared for them when they saw how I prepared for our lessons or competitions. I know I’ve touched their lives and I always tell them that they have touched my life too. I always tell them, “I don’t care about the color of your skin but the color of your socks!” Some kids treat me like a friend or a mom. I know they feel that even if the world does not believe in them, I believe in them.

During the graduation of my students, one of them told me that she never imagined she could do anything great, that I opened a lot of opportunities for her. A parent cried and embraced me when we won at the Science Olympiad. She said, “These kids need more teachers like you to make them understand that they can make it through life.”

One of my last projects was to bring all the physics classes and my science team to Carowinds, an amusement park, to learn physics. I asked for help from the district and Carowinds management and they gathered all their engineers to answer the students’ questions and tour the water park and rides. The Supervisor of Science in CMS thanked me and told the kids that she was proud of me. The media was even there to fi lm our trip. My kids were so excited; they felt like celebrities! I felt I gave them a lot of memorable experiences during their high school years. I knew my students had a lot of potential. Somebody just needed to remind them to do something about it.

Looking to the Future

In Garinger, they gave me a Wildcat award. It’s an award for teachers who did something excellent for the school. I also won as one of the Cultural Educators of the Year for VIF. This award was given to teachers who shared their culture with students, parents, teachers, and the community. I felt honored by these awards, but more than that, I loved that I learned and grew during my stay in the U.S. and I am happy to have shared a big part of myself with others. I know I did not only make my family proud, but my country too.

Right now, I am still deciding whether I will go back and teach in the Philippines or stay in the U.S., since in the three years I was part of the VIF program, I met someone. He is also Filipino but he was born in the U.S. (But that’s another story!) Right now, I am still praying for the future.

This experience has been one unexpected, unplanned part of my life that changed everything. Wherever I will be in the next few years, I still wish to become a better person and to help more people in education.

A young high school graduate tells us how one teacher touched his life.

It was the first day of first year high school in Ateneo. The discomfort of having unfamiliar people around me in a totally unfamiliar place loomed. The silence bell rang. The Section A students moved to their seats. As a sign of what was to come in the next four years, the class failed to observe the bell. But we fell silent as an old man walked spiritedly into the class, black bag in hand. He greeted us in a voice that didn’t seem to belong to his small, old frame: “Hi, guys, good morning!”

He introduced himself as Mr. Pagsi. The Mr. Pagsi, I thought to myself, as I had heard many stories about him and his accomplishments from parents and friends alike. He said, “First things first,” and made us all stand up. He brought us to the chapel at the core of the high school campus, where he conducted his first lecture. It wasn’t at all about English, the subject he was supposed to teach. It was about God. He taught us, I remember, about Alpha and Omega and how that described the nature of God. Because to Mr. Pagsi, English was just the wrapper of a much bigger gift, something different for each of those who opens it.

Stories and Passages to Remember

I haven’t  met a better storyteller than Mr. Pagsi. Many were the times when he’d sit in the middle of the classroom and we’d gather round him like little children listening to a pretty Grade School teacher tell us stories. He would capture the emotion, the subtext, the intent of a story by subtly changing his manner of speaking. His eloquence was such that he stimulated us to create vivid mental images of the stories he was telling. From the suspense of Richard Connell’s “The Most Dangerous Game” to the grace of Antoine de Saint-Exupéry’s The Little Prince, he had us hooked. And of course, it helped that we had daily quizzes consisting mostly of fill-in-the-blanks questions such as, “What is essential is _______ to the ____.” That, of course, is from The Little Prince (and the answers are “invisible”and “eye”).

Mr. Pagsi also made us memorize MPs, or Memorable Passages. An example of an MP is a short poem that goes this way: “Though you have time but for a line, make that sublime; not failure, but low aim is crime.” The philosophy behind the MP? Mr. Pagsi said that he was filling our minds with beautiful things at an early age, not necessarily when we can relate with them. At the time in our lives when we actually can relate with the lines, we’ll remember them and turn out the better for it.

The Teacher’s Model

Mr. Pagsi often told us that he believed the patron saint of teachers should be St. John the Baptist. Why? Because St. John the Baptist was the model of what a true teacher should be like: someone who, when he taught, inspired his students not to look at him and admire him, but to look at Jesus. Mr. Pagsi was one such teacher, never forgetting to remind us that all we have is hiram, that we owe everything we have and are to God, who can so easily take it away from us the moment He wills it.

Mr. Pagsi often reminded me over the course of my four years in high school and in Dulaang Sibol (the Ateneo High School theatre group that he founded 51 years ago and which I was part of) that I was “breathing in.” As I was graduating, he asked, how will I “breathe out”? One way was by becoming a teacher for Sibol-Hesus, a tutoring program again founded by Mr. Pagsi where volunteers go to various public schools in Quezon City to teach English, math, music, and public speaking to the students willing to take part.

All Used Up

In one of our Sibol-Hesus meetings, we discussed whether or not to create a curriculum for our students. Technically speaking, Mr. Pagsi said, a curriculum is necessary, but it is by no means to be treated as Bible truth. The curriculum, he said, is in the eyes of each boy and girl you teach. One look into their eyes, and you will know what they truly need. If you love the students you teach, you will know exactly what to teach and how, and why.

This was coming from a man who has, for 80 years on June 12, 2007, been living out his ambition “to be like a used up toothpaste tube, all squeezed out, twisted whichever way, folded many times over, scraped clean of all the beautiful things God has given me for giving away.”

From a man who told us, “Love your calling with passion, it is the meaning of your life.”

At the end of the meeting, Mr. Pagsi said that the key to good teaching is simply this: to love your students, to love them into excellence. I couldn’t help but nod, because from him, I experienced exactly what he was speaking of.

For Principal Carmelita Rongavilla, retirement spells the start of new challenges ahead.

On July 16, barely a month after another  school year stared, Alabang Elementary School Principal Carmelita C. Rongavilla retired after 44 years of service in the public school system. “I am turning 65 so it’s actually a compulsory retirement,” she explains. Ma’am Gemma, as fellow teachers fondly call her, spent 15 years as a teacher before she was elevated to administrator status, which she held for another 29 years.

Finding her calling

Ma’am Gemma initially wanted to be a doctor but her family couldn’t afford to send her to medical school. She enrolled at the Philippine Normal College instead to become a teacher. “When I took the test, I was praying na sana hindi akong makapasa,” she chuckles, “but I guess I was destined to be a teacher. I found out that I enjoy teaching and up to now, I take pleasure in my work.”

As an educator, she derives satisfaction from the amount of knowledge her pupils learn. On the other hand, being a principal propels her to seek overall excellence in the school where she serves. “I not only have to focus on pupils and teachers’ performances, but also on the parents and the community as a whole. The objective is to make sure to involve everybody in the school’s activities and achievements.” According to Ma’am Gemma, what she is most proud of, however, is being able to help large numbers of children learn.

Overcoming challenges

Every job comes with difficulties and being a principal is no different. Ma’am Gemma admits that being school administrator means facing various concerns. “Kung wala, that makes work dry and boring,” she acknowledges. For instance, from a handful of 23 teachers in the beginning, she now has 150 under her supervision. “So imagine how many different personalities, attitudes, and priorities I have to deal with!”

Over the years, one lesson she has learned is that every problem always has a solution. “And at the end of every school year, there is that feeling of satisfaction when you know that you have done all you can and you did it well.” As to having regrets about her journey over the years, she says there are none. “If I had any, I wouldn’t have stayed here.”

Looking ahead

After retirement, Ma’am Gemma doesn’t plan on being idle. She’s looking forward to having time for things she wasn’t able to pursue in years, “I can find time to finally relax!” she says with a smile, “And go around the Philippines for pleasure for a change.” She further aims to supplement her retirement benefits by doing consultancy work in the field of sports, aside from volunteering her services in scouting where she has served as Council Training Commissioner of the Boy Scouts of the Philippines since the year 2000.

“I also have this vision of helping manage a center or foundation where I will teach readiness skills to underprivileged six-year-old children.  I want to help equip them for formal education when they enter grade one.” She intends to coordinate with leaders of the eight barangays in Muntinlupa and look for sponsors to fund the worthwhile project.

Indeed,  coming to an end of a chapter in one’s existence doesn’t mean that one should simply stop and let life continue around oneself. Ma’am Gemma is proof that her love for teaching will not end when she leaves the school system, where she has spent more than half her life. She will simply go on to look for further challenges where she will definitely, once more, find the fulfillment that is constantly within her reach.