A Teacher’s Compass

An essay by Teacher Arianne Frias Molina, Mangaldan National High School, Mangaldan, Pangasinan

Playing teacher-teacheran with my cousins, helping other people with their math homework, joining quiz bees, meeting inspiring teachers, being an Iskolar ng Bayan, and working part-time as a tutor – all these and many more allowed me to kindle and nurture a profound feeling of love for sharing my knowledge with other people. This feeling of incalculable value has been my compass in this journey of seeking happiness and finding my purpose in life. This compass led me to the noble profession of teaching, in which I have the power to enlighten minds, touch hearts, and shape characters.

            As an Iskolar ng Bayan, I have embraced the advocacy of influencing the Filipino STEM students to understand what it means to build a nation together, to include in their dreams the country’s prosperity, to engage in lifelong learning, and to become critical-thinkers. This advocacy is my North Star in performing my duties as a teacher. In fact, this bright light always reminds me of all the beautiful reasons why I should keep going despite all the challenges that I have to face.

As a calculus teacher, the biggest challenge that I encounter every year is encouraging each learner to take accountability for his own learning. I believe that for learning the subject to be effective, it must be intentional and intensive. That means he must endure a heuristic process of solving as many routine and non-routine problems as possible in order to achieve a high level of mastery of each lesson. Apparently, such task would require him to devote his time to studying calculus. On the negative note, not all learners are willing and ready to do it.

First, there are those who do not take it seriously, because they believe that they do not need to know those things to become nurses or doctors or whatnot. Second, some even question the need to exert much effort for studying. Third, others spend too much time playing computer games and browsing the social media. Fourth, there are learners who do not have the desirable resources to extend their learning at home. Fifth, some lost their motivation to study because they are broken and hurting within. This list goes on, but at least let me share how I try to address those that I mentioned.

For the first one, I emphasize that the curriculum was designed by education experts, and that these learned individuals would not offer such subject if they deem it unnecessary. To give them a specific example, I tell them that some biological processes (i.e. bacterial growth and decay) can be modelled mathematically, and calculus is instrumental to exploring them.

For the second one, I remind them that their education is free and that the country is paying for it. Then, I jump right off to discussing with them the outstanding debts of our country. I do it to let them see the bigger picture. I do it to help them understand why they are expected to become productive and socially contributing citizens. I do it to make them realize that doing their best in school is appreciated as their involvement in building a strong nation.

For the third, fourth, and fifth, my voice in the classroom is not powerful enough to handle problems of such severity, that is why I am thankful beyond words for having the privilege of working in an environment that promotes a culture of collaboration to accomplish a common goal.

Aside from the regular meetings with our heads, my co-teachers and I hold formal and informal sessions to share some observations and to brainstorm on various ways to help our learners. For instance, we discuss how we can guide those who are distracted by their smartphones and other gadgets. Likewise, we talk about how we can make things easier for our learners who are going through some difficult times, especially those who have personal, financial, and family problems. We also consider tapping other stakeholders to support our endeavors that concern the education of our learners.

I think every STEM teacher needs to have this, besides high level of proficiency in one’s specialization and extensive knowledge of pedagogy. Everyone should be open for communication. Because the classroom is a diverse environment, we have to widen our horizon by soliciting the perspective of one another. While It is true that one of our perennial callings is to mold our learners into people who are understanding, we must not forget that they need to be understood first.

I strongly believe in this, and I consider it a strength to have an open mind that is willing to learn what is going on in someone else’s mind, without any judgment or prejudice. As a teacher, I consider it a superpower to feel empathy for people who come from the different walks of life. I believe that my experiences in life prepared me into what I am now – a steward of a great gift –- and I dream to share this to my fellow STEM teachers if given the chance.

Being in the field for almost four years now, I realize the magnitude of things that I still need to master in time. Although I recognize that my knowledge and experience cannot match the expertise of those who have been teaching all their lives, I would still choose myself to be the teacher of my loved ones, because I can say with pride and honor that I am doing my best to deserve the respect that I receive from the society.

I believe that the universe has a lot in store for me, and it is yet to reveal many lessons in the years to come – and I am ready to tread this chosen path, for I know that my heart’s compass will never fail me.