FilSciHub Essay GRAND WINNER: Feed the Mind While Nourishing the Heart

An essay by Teacher Jumar R. Velasco of Ragay Science and Math Oriented High School, Ragay, Camarines Sur.

I am a product of public school system, literally honed by modern day heroes despite the crowded classroom, and scarcity of teaching and learning resources. My teachers were able to accomplish a herculean task by nourishing my full potentials and by using the free education to break the cycle of poverty. They basically taught me to dream big and I am now returning the favor.

I have been teaching high school mathematics for 17 years but unlike others, my teaching career in the field of numbers was quite unplanned. Eager to land a job after college and passing the board, I applied in a barangay high school wherein the available item was for a mathematics teacher. Since I believed that learning was organic that could grow exponentially or could go free-fall once unleashed, I accepted the challenge and took the opportunity. I received my baptism of fire and taught the subject for the first time, no testing of waters at all. At first, I was really struggling to deliver every single lesson each day but with the help of colleagues and regular trainings being offered by the Department of Education I was able to gradually learn the content and pedagogical aspects of teaching mathematics. I started to hone young math enthusiasts in that barangay high school to participate in math competitions. Initially, they barely obtained a score of 2 in a 50-item test in the MTAP elimination round but due to their persistence and dedication manifested during weekend review sessions they eventually made it to the MTAP Division Finals.

Richard Feynman, an American physicist, once said “If you want to master something, teach it.”. MTAP training sessions and teaching the subject greatly helped to improve my mathematical skills. Aware of the problems being experienced by my students during our discussion on exponential functions, compound interest, exponential decay and other topics that required scientific calculators, I launched a venture dubbed as Donate-a-Calculator project. This project aimed to provide students with scientific calculators during our discussion on the topics that were virtually impossible to comprehend without the aid of such technological teaching tool by soliciting from my friends, former classmates, brethren, and individuals who were willing to be part of this undertaking. The project  generated 60 scientific calculators. In July, 2014, eleven years after serving in that barangay high school, I decided to request for transfer in Ragay Science and Math Oriented High School, a municipal science high school, to explore greater challenges and opportunities. I didnt know, perhaps I was just eager to share my never ending thirst for knowledge and to use education as I did to break the cycle of poverty. This has been the driving force for me to continue teaching and hope to inspire students as I never failed to instill positive outlook towards life in every discussion we had.

Considering that I would be teaching intellectually-inclined students from what was once dubbed as “the cradle of the most brilliant minds of the municipality of Ragay”, I was forced to raise the bar by devoting extra time and effort learning more about mathematics. In 2016, I applied for the DepEd-MTAP scholarship for MA in Curriculum Design, Development and Supervision, major in Mathematics, and passed the qualifying exam. I was on study leave for one year. To me, the most challenging aspect of teaching mathematics is not the content or the target competencies prescribed by the education department because all these can be acquired through scholarships or regular trainings, but the instilling and honing of the affective domain of education and teaching them to dream big. In the prelude of DepEd’s Vision it is vividly envisioned that our students should learn the desirable values and competencies for them to realize their full potentials. The framers of this Vision intentionally focused values formation first before learning the competencies. The driving force must come from within.  It is really a challenge for us to teach and inculcate the love for numbers among our students. These can be done by utilizing technological teaching aids for better grasping the content. Unlike in barrio high school, my current station has almost enough teaching aids such as multimedia projectors, scientific calculators and laboratories among others. Asking for help from our colleagues whenever we’re in uncharted waters also helps a lot. Furthermore, information is just a click away nowadays. One can now access Facebook pages or groups devoted to help science and mathematics teachers.

One of my best practices perhaps is incorporating technology such as Geogebra and scientific calculator with time-tested teaching strategies. I am a huge fan of explicit way of teaching, conceivably the most effective way to teach mathematics although some might disagree because there’s no such thing as one size fits all in teaching students with varied learning styles. Explicit teaching basically operates using I do, We do, and You do stages of teaching and learning process. For instance in discussing the concepts of Conics, I do the introduction of the new lesson, making meaningful connections of concepts to real life and supply the necessary skills for them to do the related task by modeling the step-by-step process. Next step is providing guided practice and asking thought-provoking questions that will synthesize bits of learning to become a bigger chunk of wisdom. All exercises in this stage are done by pair or in trio thus, giving way to share each student’s thought on how to solve the problem at hand.  Finally, allowing the students to generalize the whole concept by working independently in the succeeding exercises.

I believe that the students should take part in the assessment of learning, thus, I have been giving them the chance to compute their grades through Portfolio Assessment since day 1. The summary sheet of their quizzes, activity sheets and major exams contains the computation of their temporary grades and should be signed by their parents. In this way, I think, I am promoting trust on classroom assessment among parents and students alike. Also, this helps in monitoring their progress in different components of assessment of learning.

In a single instance, a certain child has failed to submit her portfolio on time which resulted to 83% final rating for that quarter. To inculcate the virtue of time management and fairness, I refused to accept her portfolio even if there was an attempt to submit it right at my doorstep after the stipulated deadline. She was frustrated and her mother was irate, complaining that her child might be eliminated from the STE program of the school because of her grade. The child that failed to submit the requirement was my very daughter. She’s one of the reasons why I requested to transfer because I wanted to teach her personally. As to my weakness as a math teacher, I would like to improve my understanding on higher mathematics such as calculus, pre-calculus and statistics since I am almost a self-taught teacher with no formal training on these fields during my college years.

The BAKIT List of WONDER & WANDER

An essay by Teacher Maybele L. Roa of Nangka High School, Nangka, Marikina City

Even as a child, my older siblings always told me that I’m always curious, a wonder kid, always asking why this and why that, earning my monicker, the Bakit girl in the house. “Are all ladybugs red only?”, “Why we get weak when we don’t eat?, “What happens when we drink softdrinks?” were some questions asked by a five-year old me, that left my family also wondering if I AM really just a kid then. Perhaps, just a “smart” egg among the brood, they say.

Fast forward to high school, my interests go merely beyond the Streptococcus, valence electrons, black hole, and acceleration I heard of. Thanks to my Science (Biology) teacher who shook the life in me, no pun intended. By college, I become a certified Bio-kid, what my block mates used to call ourselves, being Biology majors. A medical degree flew in a farther distance, dragged by financial constraints. Education dropped by to say hello, stayed for good, promised adaptability, therefore, license was on the line. English subject was my first love, but Science became my great constant, so I pursued the latter. Years later as a teacher, seeing the curious, “scientific” looks in my learners brought back the memories of probably how I looked like then. Knowing that my students learn, ask questions, smile after the answers, and that crumpled look of asking question again about the why’s, the wonders, and when they can wander the world, made me realized that I got my career right- being a Science teacher.

Teaching STEM, specifically Science in the Philippines is quite challenging. Motivations are always chased and nurtured, while goals are listed and gazed upon, up until its fruition. Lack of resources improved my creativity. Students’ comprehension is a standard to meet, therefore, unpacking of misconceptions are laid on the table, and labeled for its applications in life.

Our education system may still be experiencing “birth pains” when it comes to Science and Technology, but I’m optimistic that we are getting there. I’m using this optimism to at least deliver my daily teaching goals to the best I can and I have. My current environment is both enabling and limiting. Enabling in such a way it pushes me to seek, collaborate, and engage to other Science teachers for other effective teaching strategies. Somehow, creating professional connections are bonus. I make use of the available resources that we have or resort to alternatives. And whenever I saw that my students appreciated my effort for preparation and learned very well, everything is so worth it. I’m always looking forward to every single day of teaching. Every moment of my teaching life is also a learning experience for me. I emphasized to my students that I, too, can learn from them as well. And more than the topics we are discussing, I want to impart valuable lessons and life-long skills they can practically use. Those are, I think, enough motivations for me to be an educator.

On the other hand, my environment can be limiting too. First, a family support at my students’ end is quite challenging. Most of them come from poor families, living in slum areas, where majority of the people did not finish their studies. I have stories of abuse that hamper my student’s concentration while studying, lest her safety. It’s also very common to have working students, that greatly affect my student’s performance in school, because he is either too tired from work; or no salary, hence, no fare or baon. I accepted that these are way beyond my control, but I always assure them that they can count on me, to whatever help they need, in a way that I can. My students can depend on me giving encouraging words, up to sharing my food or materials with them whenever possible. Second challenge that I encounter is I guess the dilemma of any Science teacher: exposure to international standards of teaching Science along with the equipment and place needed to execute such lessons. Simple trip to planetarium or field study, or anything that needs to go beyond the four-sided classroom are met by various requirements. Mind you, in our school’s population of at least 2,000, we only have one laboratory room, cramped with materials. And we are not yet talking about a space supposedly for, say, specimen collection, or area for Investigatory Project. But I will not lose hope, and I will try to work out some things one at a time. Third, it’s about our curriculum, specifically in Senior High School. I’m not sure if there is duration for the curriculum to change in certain number of years, but I just hope that our education department thoroughly consider the teachers’ evaluation of topics. We, the teachers, are the so-called front liners in delivering the lesson; therefore, we have the say which topics should be emphasized to attain the learning competencies for effective learning. And whenever these challenges are coming up, I just look at my students or to their outputs and remember the precious learning time that we had and will have.  

My dream for every Filipino STEM teachers is worldwide collaboration and opportunity, and flexible curriculum. Our society is changing so fast that we need to cope up, much more, to the demands of the world. Filipinos’ ingenuity, diligence, open-mindedness are already there, but we need a ground for exploration of what we can do more, what we can achieve more.  STEM teachers never run out of Bakit list themselves, for example, “why am I still teaching?” or “what on Earth am I here for?” Just kidding . And in order to address a thousand and one why’s of their learners, STEM teachers should be steadfast in upholding the wonder of curiosity, and wander on everything around them, which they can pass on to their learners who look upon them like constellations in the sky.

Hypothetically, I will choose myself to be my loved ones’ science teacher. Modesty aside, I see myself as one happy, energetic teacher. And I guess the universe conspire me to be such. I believe in the power of positivity in a learning space. I throw some hugot lines every now and then, or thoughts to ponder, and relate it to our lesson. Your crush is not an axis, thus, your world should not rotate only for them. Or, life is like a tide, it has its high and low. Some laughs won’t hurt a bit if placed accordingly. Of course attaining the learning objectives is very important, but I also accentuated values and practical applications. I just want my students to see Science as fun, useful, and memorable.

As any ordinary educator, I still have my low points, if that’s what you called it. I’m being meticulous to students’ outputs because I want to accelerate their capabilities which sometimes they are not aware of. I’m particular to timeliness, because time is so precious to do other important things which can lead them to a greater distance. I still have a fair share of sermon, because a diamond needs sharpening in order for its brilliance to shine.

I’m lucky enough to have my ikigai: I love teaching, and I’m passionate about teaching and learning Science which I believe I’m good at. What the world needs is a compassionate teacher which I maintain to be. I have a stable profession, a fulfilling vocation that make my life more meaningful, probably answering my previous why I’m still teaching. Yes, I’m far from being a perfect teacher, and I guess no one will be, but I will be just a perfect me for my learners.

The Science of Dreams

An Essay by Teacher Lorenz James R. Diamante of Eduardo Cojuangco National Vocational High School, Paniqui, Tarlac

Oneirology. It is the scientific study of dreams. This new branch of science is daring, yet realistic. People dream as they sleep, but I for one learned that dreams are not just exclusive when you are sleeping. They can happen anytime, anywhere. But most of the times, a dream starts within the four corners of a classroom.

Science came from the Latin word “Scientia” which happens to be synonymous to the very reason why I was inspired to teach—knowledge. As early as a Grade 2 pupil, I already adored the idea of learning. Knowing that knowledge can be passed on to the next generation, and that it is a lifelong process and I can be part of it? That enkindled the educator in me; it was my “Eureka!” moment. A moment when I realized that this is it, this is the profession that I hope to fulfill until the last day of my life. But, that inspiration grew deeper as my adoration for the idea of learning and sharing it to other people evolved into something way more important—dreams. Our generation and perhaps the generation before this one was taught with the same idea when it comes to dreams; dream high! However, as a stepped in to the public education system of the Philippines and started my first day as a teacher, the dreamer in me was challenged by the realities the system is facing. My motivations as a teacher, and once as a province boy who always wanted to become a teacher and explore the world helped me to power through the day-to-day challenges of teaching. There are days that I get to lose my grip on my “why”, but I always get through it through one motivation—the dreams of my students. Sometimes, it is hard to keep on finding meaning to what you are doing especially if you already achieved your own dream. To stay motivated despite the feeling of having lost in the void, like the universe, definitely is no easy task. But, everything changed when my mind set changed as well, the moment I started to dream with my students, that is the time I was also able to see the path I must head on, just like how stars align and form a constellation. And I must say it is nothing but beautiful.

With this I get to concretize my motivation: I want to serve as one of the pillars that will support my students’ journey throughout their lifetime. I want to continue to learn together with them, especially in the world of Science and bring out the scientists in them. There is no perfect learning environment. At least, that is what I strongly believe in. But there are however environments that will enable or limit a child’s learning, and my school here in Paniqui, Tarlac is not an exception to those. Our learning environment is both enabling and limiting to some extent. Enabling in a sense that students are encouraged to invest on their education, but limiting to strive only within the borders of our province. Although many teachers and parents encourage their kids to learn as much as they can in school, it is unfortunately not as strong as the encouragement teachers and parents endorse to students on studying outside our province. As STEM students, they are supposed to be immersed with opportunities where they can explore and learn things that are related to their future. Unfortunately, we barely have doors of opportunity for STEM students to get inspiration from and at least experience learning, hands-on. This is one of the many challenges that STEM teachers in the Philippines face, especially those who are in the provinces. There is not as much opportunity for students to actually go into after they finish senior high school. Also, there are barely tertiary education schools who offer science or math-related programs where students can vie for.

To add to this fact, there is also a challenge on how to conjure a strong intrinsic motivation to students for them to pursue science-related programs in college. Except that there are not many schools who actually offer science-related programs, only prestigious once, students are struggling to find resources to support their studies, more depressingly their futures. For example, not many students have the luxury to afford review centers for college admission tests. In our school, there are only few students who actually apply for science or engineering programs (even STEM students), or to be more accurate take the liberty to even apply for it, due to the lack of access to quality books and materials for review. We have to face the fact that not everything is learned inside the classroom, that is why I and my co-teacher rolled out a program named: S.U.C.C.E.E.D. Program - Students Upgrading Competencies for College Examinations and Educational Development. The program aimed to help aspiring STEM students, but was later on opened to other strands a chance to review for upcoming college entrance tests (CETs) and even for scholarship programs such as the DOST scholarship  program.  The program mainly focused on Science, Math, and English Proficiency. What we saw in the students was promise, a potential that can be honed to its utmost quality, a coal that can be turned into a diamond someday. When we saw such gap between the students’ willingness to learn more, and their lack of access, we cannot help but do something, thus the implementation of the program. STEM teachers need support in these kinds of programs in order to provide both technical learning, but more importantly to instil life skills to these young scientists and mathematicians.

I fully understand that not all these challenges are solvable, after all, the entire problem in the Philippine education system is a wicked problem—there is no single solution. We cannot solve the problem of poverty in our students. Never. But what we were able to gauge is their willingness to risk whatever they can for the sake of their dreams. The bearable problems include: lack of books, and resources, laboratory facilities and equipment Why? Because science teachers and scientists share a common attitude—resourcefulness. These problems can be tackled, but what are worrisome are problems such as lack of vision on someone’s dream because of scarce opportunity. Everyone is a dreamer, and one everyone is a dreamer, everyone should work hard to achieve their goals, but sadly not everyone can actually do it, but this is when a teacher or better yet an educator is needed the most.

The strengths I would share to my colleagues out there are the following: patience, grit, and passion. Patience to continue the vision of turning little kids to scientists, chemists, engineers, doctors and to have the fortitude to never give up on their attitudes and potentials no matter what. To have grit to help the students become the best version of themselves. Lastly, to share their passion to their students enabling them to be inspired enough to chase for their dreams. The weakness I would hope to improve on is to better address how the students and teachers can bridge the enormous gap between the students learning of basic scientific and mathematical knowledge, in a way that students’ mental health would not be as compromised as it is today. I hope to make learning as a safe space for my students to discover themselves and realize the potentials they possess. Ultimately, I hope to serve as one of the educators who happen to be enablers of students’ passion and love for science and math.

Dream big! Aim high! This has always been a thought that was etched in my mind ever since when I had my “Eureka!” moment and realize my aspiration to become an educator. But I say otherwise to my students; I say: dream deep. Dreaming high is pointless for there will always be gravity which will pull you down. There will always be pressure which might break you down. I say to them, dream deep because only in going deep beneath your heart you will find the core of your true desire as a person. A burning core that will keep the flame of motivation blazing. In this way, students are not pressured to dream high, just like their peers, but they are encouraged to follow whatever passion they want. Be it high, or low, as long as this is the genuine desire of their hearts. In light of all the uncertainties and challenges that a Filipino youth faces today, I solemnly believe that every Filipino child deserves an adult who will believe in them, and will put their trust upon them, that someday they will be turning their dreams into reality. And I know that I am not alone in this belief. The best time to be become believers of young scientists’ dreams is today. This is how I turn my dreams into science— the science of my dreams.

21st Century STEM Educators: Alchemists of the Present

An essay by Teacher Guiarmiya M. Haron of Sultan Mastura National High School (Calsada, Sultan Kudarat, Maguindanao)

“Each day is a different experience, and getting to see my students grow, and learn to improve themselves is a very satisfying thing.”

As a young girl I always dreamed about becoming a teacher because my teachers were able to make learning so much fun. As I got older, school was not as easy for me but my teachers always took the time to help me understand what was being taught. My teachers fostered within me a desire to learn, challenge myself and explore. I would like to share this passion with my students. I believe that I can encourage children to explore their world and learn about all the interesting things going on around them.

Another reason I would like to teach science is that I would like to make learning fun. Teaching science will give me many opportunities to capture my student's attention. I believe I can make science an interesting and fun subject for our future generations. If you know science thoroughly, then you are the best for science teacher job in any school. High school is the first place where you can particle your science concepts. The growing mind of a high school student is full of enthusiasm and curiosity that creates a fertile place of science study. High school is the staring steps to implement core concepts and theory. Students in high school become quite matured to understand the complexity of science. They are stable enough to handle different chemical and other lab instruments. If you have good command on science as well as an impressive teaching style and zeal to teach then the high school will be the best place for you.

The love of science and learning new things will be the main goal in my classroom. Hopefully, I will prepare my students for future academic learning and promote a lifetime of learning for them. Anytime I get discouraged, I will remember my past teachers and how much their support meant to me. The state of science education for students is at an important crossroads.

As the first decade of the 21st century comes to a close, we are faced with enormous scientific challenges that the youth of today will have to confront. Some of these issues include the expanding HIV/AIDS pandemic, global climate change, world hunger, space exploration, and the development and implementation of alternative sources of energy. Whereas the need for scientific advances is at its peak, student learning about science in school is facing critical challenges

            In my years of teaching this field, I was able to deliver my goals as their science teacher precisely. I designed my over-all evaluation with twin goals in mind. One is to provide in-depth, formative evaluation of the program (not of the mentors and mentees) for the project staff and those involved in the program’s effectiveness. And the other is to promote reflection and sharing of progress, learning, and experiences among all learners within the program. As a long time science teacher, I must say that the educational system and the school environment don’t limit my capacities and capabilities to pursue my teaching goals in a way. But, some of my complex issues in the field of science education include the availability of appropriate textbooks and classroom resources; the preparation and training of science teachers (including both pre-service training and in-service professional development); political and religious opposition to cutting-edge science instruction; the need to meet standards and to prepare students for standardized examinations; and the dramatically increasing use of the internet as a source of information. Given these and other issues, it is extremely important to understand, acknowledge, and build upon the abilities of adolescent learners, while at the same time tailoring instruction to address the unique challenges that I faced. On the contrary, some of these challenges and hindrances specifically the availability of appropriate textbooks and classroom resources were figured out and unraveled by the school administration and the DepEd and also by me. I resolved this problem through our modern technology. We all know that technology has also paved way for more accessible information about such science instruction.

            More than just changing the curriculum, the government needs to invest in teachers and facilities to improve the competency of Filipino students and encourage them to enter science and technology professions, according to education reform advocates. In my opinion, what we, science teachers, really need is we need higher salaries and benefits for teachers. If the salaries are too low, then you can’t expect to hire the best ones for the job. K-12 would be rendered meaningless if basic science teaching is not improved.

            “Strength doesn’t come from what you can do. It comes from overcoming the things you once thought you couldn’t.” People who know their strengths are likely to build on and make use of them, while those who know of their weaknesses may take extra steps to overcome them. For me, an understanding of strengths is especially important. I am aware of what I’m good at and what could use improvement may also be better qualified to help my students do the same.

            I believe that life is a learning experience and being able to recognize our own strengths and weaknesses can help us become better individuals, whether it is positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. I’ve always loved technology, and I am the first person to download a new app and give feedback to coworkers about which tech tools and gadgets work best in the classroom, and which are a waste. In fact, I recently started a small newsletter in which I review teaching software, programs and apps for other teachers. I encourage my students to use technology, and have noticed that they engage more if they can do it with their tools. One more strength that I can share to my fellow science teachers is being passionate, passionate to educate young ones. Science teachers must manifest this attitude and character in order to see the development of the students. We also need to instill to ourselves to love the STEM Education even more. With this, you’ll bear the fruit of your labor, you’ll harvest your hard works and sacrifices and see the bright side of your success. I felt that the strengths I was given reflected me well. Overall, I think that they show that I try and see the best aspects of everyone and want them all to be heard and seen. I think that they show how much I want to learn and connect the world around me and help others do the same. All of these strengths will be vital in my classroom so I can help my students come together to learn and grow. It is my job to use my strengths to find the strengths in others. My weakness is that I can be too critical of myself, often thinking I could have done my academic tasks better, leading to burnout and negative self-talk. Seeing the growth and progress of my own students, I have been inspired to develop my teaching skills. The desire to become more myself so that I can better help others is at the heart of my passion for science education. I just love science and learning about how things in our world come about.

             Challenges and weaknesses could either make our break us but we know we always embody the power of turning lead into gold. At the end of the day, it boils down to how we pull together despite our differences. We, STEM Educator, are alchemists of our own kind. We are much tougher with our backs against the wall. Regardless of how this challenges burns us to the ground, we will rise from our ashes and rebuild the empire that our country has always been.

Science: A World of Wonders Unmasked

An essay written by Teacher Gretchel D. Bancod of Bintawan National High School, Solano, Nueva Vizcaya

Elon Musk, co-founder and CEO of sustainable energy-oriented tech company Tesla, reportedly named his newest baby boy X Æ A-12 Musk. X Æ A-12 Musk? Seriously? Much as it hurts the eyes to read, it seems even harder to decipher. The baby’s mother Grimes explained in her tweet, "X, the unknown variable, Æ, my elven spelling of Ai (love &/or Artificial intelligence), A-12 = precursor to SR-17 (our favorite aircraft). No weapons, no defenses, just speed. Great in battle, but non-violent + (A=Archangel, my favorite song) (metal rat)”. What a jumble of well-intended meanings in an unconventional name. X Æ A-12- indecipherable at first glance, but with the symbols explained, its beauty unfolds.

The initial bewilderment, confusion, then gradual comprehension leading way to a mature sense of wonder the information above evokes can safely encapsulate my journey as a science teacher. A dreamy high school student with interests leaning far more into the literary and artistic pursuits, it wouldn’t have come as a surprise that I almost flunked Physics in high school. I passed, though barely, and got relegated to second best in our graduating class due in part to my dismal rating in the said subject. Due to this, I jokingly told my friends that I’ll just study hard and replace my Physics teacher as payback for the experience. Little did I know that the joke would be on me as, due to a series of circumstances, I ended up making good on my words. After our high school graduation, family problems and lack of financial means relegated my college chances to almost nil. Just when I was thinking of ditching school and looking for work instead, the news came that I qualified for the DOST-SEI RA 7687 Scholarship grant. And lo! Under the stipulations, the best choice of degree course I could take at my target academe was…Physical Science education. And it all went uphill from there.

When I started teaching science right after graduation, I could say that the struggle was real. Trained in college to conduct experiments and scientific investigations with sufficient laboratory equipment and substances at my disposal, I was soon in limbo as I tried to replicate said setup using localized materials as I delivered the subject matter to public school students. Each day seemed to be an uphill struggle to think of ways to create content, procure needed equipment, and localize if necessary without compromising the quality of learning gained by my students, especially in chemistry. Teaching the concepts were fine, but when it came to laboratory activities, outcomes simply could not be relied upon to be accurate due to a.) insufficient equipment, b.) lack of specific chemicals (and if available, these chemicals were already past their date of expiry), c.) students’ predilection to perform mediocrely in large groups, and d.) any or all combinations of the aforementioned. Teaching Physics was a little better since equipment could be easily improvised or accessed in the locality. However, struggles emerged in the application of physical concepts to solve word problem sets. In my opinion then, as it is now, the difficulty is rooted in students’ poor foundation in mathematical skills and reading comprehension. That was in the RBEC- Revised Basic Education Curriculum. Now, in the K-12 Curriculum, the problem with localization was addressed a bit because the learning competencies point towards the use of readily available and accessible materials. However, the problem with students’ group outputs and poor performance in word problem solving prevailed.

Nevertheless, as a Filipino science educator, I have been honed by experience to deal with such difficulties in the best way I can. Sponsored trainings and seminars provide materials such as teachers guides and curriculum guides which I use in delivering learning competencies and assessing the extent to which these are retained. Since the K-12 curriculum is anchored on the principle of EFA-Education for all- and No Child Left Behind policy, the level at which competencies are delivered have been custom-fit for the below average student. Also, rewards for and recognitions of student achievement have shifted to minimize competition and encourage self-growth. As for those who still experience difficulty, I personally customize remedial lessons and activities to at least bring the concerned learner to knowledge and comprehension level. For the most part, such approaches are successful. However, the millennial mindset of entitlement of some learners, and parents too, hinder real growth and genuine interest to learn. Grounding on the CPP (Child Protection Policy), parents nowadays tend to take their children’s side when it comes to reinforcements and penalties imposed by teachers to enforce discipline and focus in the class.  A gesture, a word taken in the wrong context, can cost a teacher his/her license or at the very least, the respect of the self-entitled class.

In view of these, what a Filipino science teacher needs the most, aside from adequate laboratory facilities, research funding, and accurate learner reference materials, are sufficient preparatory time and, in a greater sense, the legislative backing to combat ill-discipline, mediocrity, and complacency among students and administrators alike. Just giving back to teachers the freedom to pass or fail a student without the threat of administrative sanctions is a good start. Others may say it was never removed in the first place. However, the child-friendly policies, the insistence that no learner may be left behind, and all other congruent edicts have indirectly curtailed this freedom.

On a positive note, science teaching in the Philippine setting is rife with possibilities. Throughout my growth as a science teacher, I have been continuously challenged to enhance my content knowledge and pedagogical skills to cope with the changing demands of the millennial classroom. With the new normal of Philippine science education looming in the horizon, I am even more motivated to enhance my technological, pedagogical, and content knowledge in my chosen field. My willingness to learn and capacity for improvement has given me valuable know-how which I can easily share with equally growth-oriented colleagues. Sometimes though, I perform poorly at networking as well as in applying pedagogy to address lack of interest in students. To balance it, I make myself available for one-on-one mentoring for students with genuine passion for the subject. In general, I am the type of science teacher who teaches and learns enthusiastically and reflectively but feels hindered by existing edicts when it comes to enforcing authority to aptly force students to be receptive.

With these in mind, if I were to be a loved one’s, say my daughter’s, science teacher, I would still be glad because she shall experience learning in a supportive and engaging environment where even though the teacher acts as a facilitator, she still displays the same hunger for learning as the student. I love my child above all, and as a parent I’d want what would make her happy and at the same time what would equip her with valuable knowledge and life skills. More than a wonderfully cryptic name such as the one Elon Musk gave his baby, I (or whoever her science teacher may be in the future), with the right foundation, support, and attitude, could adequately give her that.

Laws of Motion Towards Being a Teacher

An essay by Teacher Francisco T. Alcala Jr., University Science High School - Central Luzon State University

Isaac Newton proposed the laws of motion and it is one of the most fundamental law anyone who dedicates his life to science and technology should know but Isko took them to the next level by relating them to his real life.

First Law of Motion: anything at rest will stay at rest unless acted upon an external force. Just like how Isko spent his High School days, sitting quietly all day in one of the corners of the classroom. Not even putting efforts to be on the top of the class, but just the right amount of work to pass the subjects he won’t even find interesting. Not moving. Until their science teachers took his attention, and started to move him. He became fascinated to the wonders of science. And just like how a body won’t move, a body will not stop moving, unless another external force acted on it.  He checks not just the corners of their classroom, but looks deeper now on the sides of this wonderful world. He spent the four years of his life, loving science and keeping himself curious of many things. His science Senseis are like lightbulbs to his premature body, in the classroom he prefers to an incubator. On the four years that he was taken into the warmth and light of his mentors, he felt complete and ready to be an independent college student. Until graduation came, and another external force acted on his life, and stopped him from his smooth sailing life blown by science.

Isko, took different jobs to not allow himself to get stuck on the sad world he then belonged to. He became a merchandiser, a tutor, a service crew and factory worker. He instilled on his mind that he will stay that way forever. No turning back…college will be set aside for his future life.

Luckily, another external force pushed him, he waited for that for two whole year, and with tears of happiness he thanked his sister without her knowing. The light that once he saw on his teachers, were relived on his sister. He again felt the warmth he missed so much. His life continued with another force to move him again.

Second Law of Motion: the acceleration of an object is equal to the force that acted upon the object over its mass. That strong force his sister gave Isko to made him pursue his undergraduate course in the same field that he loved when he is in high school and even under the dilemma of what branch of science to choose didn’t stopped him. He decided to  took Bachelor of Science in Secondary Education major in Physical Science, where his bias on chemistry and physics will be retained. He accelerated through every subjects he needs to take, and along the way built his principles in teaching. Until he finally finished his degree, and venture through the world of the noblest profession.

Third Law of Motion: any action has an equal and opposite reaction. Isko didn’t even wait until he got his diploma on the stage and excitedly applied to different schools, and successfully entered the workforce. He was overwhelmed not by the idea of getting his first salary and first job- he had them before, but to the lessons he wanted to teach his students. But the force of enthusiasm and joy he had as well as idealisms he gained throughout his college journey, is now tackled by the reality of the real classroom and student setting. He had no idea his student teaching experience will not be enough artillery to win the fight. His expectations of are shattered. As if the force his sister gave him last time has now lost its effects, and the friction applied by the real world became greater.

His students are not showing the characteristics he expects them to have. His approaches in teaching are ineffective. Their attention span is shorter than what he thought of. His voice has volume but seemed to have no authority. It’s his real struggle to make every lesson interesting to his student, because he knew that not everyone are that into science. Often his students will give him the uninterested looks once stating the day’s lesson, Stoichiometry, Chemical reaction, Kinematics, Diastrophism, etc. etc. Some are even bored by the activities after discussion. These made him sad. Until he saw Juan, Pedro and

To minimize the damage, his fragile mind and heart gets, he accepts that his ways and principles in teachings gathered from the school is not enough. Isko looked for what to improve in his strategies, studied more motivational activities and collaborative tasks. Revised his chalk-talk to more learner centered approach. Learned that collaboration and teamplay, as well as hands-on activities will be more effective for the learners, so he adjusted. He realized that he is still inside the incubator, but one thing has changed, he should now be the light source. He should be the one who gives warmth to his students. And step by step, though self-proclaimed as it may, he sees himself improving.

Lastly, as Isko applies the process of plan-teach-reflect, to every lessons, every concept, activities and assessments he is moving towards improvement of his whole teaching experience. Now, though science is still one of his class’ most hated subject, he knew, that one or maybe two or three in his class, are being enlightened to the wonders of science. Though the light and warmth he has can’t reach everyone in the incubator, he knew that there is someone who he can.

This is the story on how Isko who started a a student that won’t move until inspired by others, to being a STEM educator which acts to give his students the push they need to move towards their goals.

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.

My STEM Teaching-scape: A journey of what works, what doesn’t, and what matters

Louie B. Dasas, University of Santo Tomas Senior High School

 When people ask me why I became a teacher, I always answer: “I believe I was destined to be a STEM teacher.” Two things were central to me growing up: teachers and schools. Almost all of family members were teachers. The house where I spent most of my childhood was a 10-meter distance away from my school. Being “destined” to teach is really more of an understatement. My decision to become a STEM teacher roots deeply on my love for Science. Growing up, I found excitement in chanting “Bawat bata may tanong, ba’t ganito, ba’t ganun? Hayaang buksan ang isipan… sa science or agham!” Yes, I was a hard-core Sineskwela fan who pondered about how the world works and why it works the way it does. My pursuit of STEM teaching as a career was never an easy path as I struggled to prove to people that I made the right decision. Since I did fairly well in my Science subjects, people always told (and convinced) me I can pursue a medical career. But I found teaching having more impact than high salaries or prestige. I found personal mission in making students wonder about the world the same way I did growing up. 

I have been teaching for 13 years now and I can say STEM teaching in the Philippines is not a walk in the park. Like other teachers, STEM teachers juggle daily stresses of lesson plan preparation, other school assignments, problematic students, and difficult parents. But what makes STEM teaching particularly challenging is given that students’ perceptions of STEM classes are affected by practices that teachers do in the classroom (Barlow & Brown, 2020; Bernardo et al., 2008). The inherent stigma of STEM being difficult makes it particularly challenging. Being a STEM teacher goes beyond simply teaching STEM. It also demands a unique identity rooted on professional and personal characteristics (El Nagdi et al., 2018). I continue to realize that successful STEM teaching roots from successful STEM learning. 

I recall one school year when I had was assigned to handle a Biology class of a ‘difficult section’. I found my students to struggling to understand fundamental concepts and apply relevant science skills. I found a number of them failing my examinations and not remembering a simple concept we discussed in class. This served as a ‘teachable moment’ for me. I got to learn about STEM teaching better. I had to reconceptualise my teaching repertoire putting aside the bucketful of theories and principles I learned about STEM content and pedagogy. In pursuit of what works, I had to learn by heart. 

The first few weeks involved trial-and-error and constant search for what works best in my classroom. I realized that reading is indispensable to the STEM teaching profession. I found myself reading about both STEM content and pedagogy. I began using snippets of ideas from articles I read into my own teaching practices in the classroom. I used inquiry questions and did demonstrations. I also made my students use web simulations and interactive animations. Slowly, I began to change my way of approaching STEM teaching and gained more confidence (Rosicka, 2016). Making my students genuinely interest and motivated to learn – this for me is what works. 

In 2016, I was given the opportunity to lead a group of STEM teachers and shepherd Grade 11 and 12 STEM students. This was a daunting task because I was assigned to lead a diverse group of teachers composed of seasoned teachers and beginning teachers. In addition, the University of Santo Tomas Senior High School, fondly called “USTSHS”, is the largest Senior High School in the Philippines in terms of student population. Way back, it had approximately 10,000 Grade 11 and Grade 12 students. I was challenged to lead more or less 5,000 STEM students. Indeed, STEM teachers and student were more than just a number. This stage in my career made me realize valuable lessons about STEM teaching. Observing STEM teachers in the classroom, revisiting STEM lesson plans, and engaging in casual conversations to a number of very diligent STEM students, I have come to realize a number of things pertaining to what doesn’t work in STEM teaching. 

STEM teaching demands a completely distinct teaching paradigm that differs a lot from the disciplinal teaching of Science, Technology, Engineering, and Mathematics. As I interacted with STEM teachers, I realized that the inherent preference for teaching according to discipline is a major challenge for STEM teachers in the Philippines. I encountered teachers who deliver lectures for 2 hours without giving opportunities for students to ask questions and clarify concepts. Literature describes STEM education as an interdisciplinary approach to teaching and learning that removes the traditional barriers separating the four disciplines of science, technology, engineering, and mathematics, integrating them into real-world, rigorous, and relevant learning experiences for students (Vasquez et al., 2013). It was my duty that my STEM teacher colleagues realize this fact. I had to journey with them as they shifted paradigms into becoming STEM educators. I understood that I cannot turn my visions into reality alone. Instead, developing my vision involves merging it into a shared vision with my colleagues (Taylor et al, 2014). 

My interactions with STEM students also made me ponder on the fact that conventional teaching such as lectures simply doesn’t work (Wieman, 2014). The same problem was shared in a forum spearheaded by the National Academy of Science and Technology (NAST) in 2016 where teaching styles of STEM teachers were argued to be a sustaining factor in teaching STEM. I was challenged to look for other ways to such as using active learning (Freeman et al., 2014) and engaging in inquiry-based teaching. 

Being a STEM teacher and STEM teacher-leader, I realized the important role of learning about and with others. STEM teachers need to understand how students, whether D-gen, N-gen, millennials, Xennials, think and behave in order to make them learn STEM better. Teachers must use their students’ passions to ignite their interest and motivate them to learn even the most difficult concepts in STEM. This can only be achieved if a STEM teacher takes time to learn about his students – learning about others. 

I also found out that effective STEM classroom teaching requires dialogue. A STEM teacher must learn how to deal with his colleagues of diverse backgrounds, age-group, and educational philosophies. STEM teaching requires one to skilfully master the art of negotiation, compromise, and cooperation. The growing interest towards social groups that make STEM teachers come together and talk about their own classroom experiences. Since “effective STEM teaching is broad and multifaceted, different types of teacher knowledge integrate to inform a teacher’s decisions for planning, enactment, and reflection on his/her STEM instruction” (Chan et al., 2019, p. 44). This therefore calls for a unified means that allows STEM teacher enrich their knowledge-bases. STEM teachers teaching STEM teachers. Successful STEM teaching revolves around the central construct of successful social interactions that allow a commonplace for learning and sharing of best practices – learning with others. 

As I continue to journey in my career as a STEM teacher, I carry with me robust insights from both theoria and praxis. I derive these from continuously looking for opportunities to learn, relearn, and unlearn skills and concepts. I acquire insights from interactions I have with dynamic STEM teachers here and abroad, both seasoned and beginning teachers. This is a basic STEM teacher need – casual collisions. STEM teachers need opportunities to engage in meaningful discourse with other STEM teachers.

After 13 years of teaching, I am yet to learn more. I continue to hone my ever-evolving teaching-scape drawn from propositions from theories and research, strategic insights from classroom experience, and valuable mentoring and support from others. As a STEM teacher, this for me is what truly matters. 

References: 

Bernardo, A.B.I., Limjap, A.A., Prudente, M.S. et al. Students ’ perceptions of science classes in the Philippines. Asia Pacific Education Review, 9(3), 285–295. https://doi.org/10.1007/BF03026717 

Barlow, A., Brown, S. (2020). Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses. International Journal of STEM Education, 7(18), 1-15. https://doi.org/10.1186/s40594-020-00214-7 

Chan K.K.H., Yeh YF., Hsu YS. (2019). A Framework for Examining Teachers’ Practical Knowledge for STEM Teaching. In Y.S. Hsu and Y.F. Yeh (Eds.) Asia-Pacific STEM Teaching Practices. Singapore: Springer. 

El Nagdi, M., Leammukda, F. & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools International Journal of STEM Education, 5(36), 1-13. https://doi.org/10.1186/s40594-018-0136-1 

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 

National Academy of Science and Technology (2016). Forum on the challenges and opportunities in the implementation of the K12 STEM curriculum. https://www.nast.ph/index.php/13-news-press-releases/258-forum-on-the-challenges-and-opportunities-in-the-implementation-of-the-k-12-science-technology-engineering-and-mathematics-stem-curriculum 

Rosicka, C. (2016). From concept to classroom: Translating STEM education research into practice. Melbourne: Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1010&context=professional_dev 

Vasquez, J.A., Sneider, C. and Comer, M. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics. New York: Heinemann. 

Taylor, C. M., Cornelius, C. J., & Colvin, K. (2014). Visionary leadership and its relationship to organizational effectiveness. Leadership & Organization Development Journal, 35(6), 566–583. https://doi.org/10.1108/LODJ-10-2012-0130 

Wieman, C. E. (2014). Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences, 111(23), 8319–8320. https://doi.org/10.1073/pnas.1407304111 

The APETALA1 of a Teacher

Teacher Jumar S. Ortiz, Sta. Maria National High School (San Nicolas, Pangasinan)

“Where flowers bloom so does hope.”

            The above statement is articulated by Lady Bird Johnson. This statement tells us that flowers signify that there is hope.

            How delightful it is when someone presents you with flowers, freshly wrapped and inventively arranged. Flowers have been part of our lives. We are using flowers to beautify our environment, to ignite romance, to please God as offering, and even as a source of food. But do we know how they come into bloom?

            Flowers come into bloom with the help of the gene named APETALA1. This gene triggers the reproductive development of a plant, telling it when it is time to start blossoming. Plants blossom at different times because several factors, including weather, temperature, and the amount of sunlight the plant receives, all of which influence its reproductive development. Information about these conditions is relayed to APETALA1, which activates when it senses that the timing is right to commence flowering.

            Not only flowers need APETALA1 to bloom, even we teachers need APETALA1. Grown and raised in a farming barrio, I am fascinated by green crops especially the flowering ones. Observing how these plants come to bloom gives a very soothing and pleasing experience. This experience has inspired me later on in wanting to pursue a college degree where I could explore more on the beauty of nature. However due to financial constraints and course availability, I ended up enrolling Education. Though not my first choice, I easily fell in love with the course. I specialized in biological science, where I got the opportunity to somehow explore my fascination of plants in blossom.

Being a son of a farmer, nothing comes easy, you have to work hard to achieve the blossom of your labor. The privations I experienced keeps me grounded when I became a teacher. It influenced my APETALA1, my motivation for teaching. Teaching science is never easy, it is challenging but also rewarding. The biggest challenge that science teachers face is creating lessons that will not only get students to learn but hold their interest to dig further and create their own learning. This task is certainly not easy but it leads to the so called “light bulb” moment for students. Creating this moment for my students excites me and drives my APETALA1.

Teaching science in the public school constantly tests my ability to deliver a blooming learning among my students. The scarcity of appropriate textbooks and other classroom resources such as laboratory materials and equipment, learning gadgets and internet connectivity, plus the limited training for science teachers challenges me every day. The socio- economic status of our learners that affects their attendance and drive to learn and the changing perspective of students towards learning also adds to the challenge.

The above cited conditions activate my APETALA1 to thrive as a teacher. I used my resourcefulness in accessing and downloading valid content from the web and sharing to my students to address the lack of textbooks. As a flexible science teacher, I use alternative materials, those that are locally available for our science experiments. Currently, I am in the process of developing my own open educational resources to address the problem of internet connectivity.  As teacher, I do not only deliver instruction but also motivates my students to learn. It is good that our school has support mechanism from our stakeholders to somehow provide for our needy students.

It is also essentially helpful to attend webinars like the ones conducted by Filipino Science Hub that nourish us teachers to bloom in our delivery of instruction especially now that we are moving towards the “new normal” in education. These webinars do not only armor us teachers with content and teaching strategies but also boost our morale.

Today's teachers face enormous challenges. The increasingly complex and fast changing technology-based society forces teachers to also to rapidly adjust their strategies to meet the higher academic standards of today. In addition, teachers of today are given demanding teaching loads with the greatest number of extra duties but are lowly compensated. Furthermore, educating the most diverse student body in history requires us teachers so much to the level of exhaustion. These situations constraint our APETALA1 as teachers thus, we need nourishment and strong support from the government and other entities concerned.

The government must ensure the welfare of teachers. Aside from a just remuneration, teachers must also be provided fair working hours. Authorities must create new approaches in professional development to capacitate teachers. Schools must foster collaboration among teachers to ease the burdens of teaching. But aside from these, what teachers need the most is appreciation. A simple way of showing us worth will make a great difference in our APETALA1 as teachers.

A good teacher is someone who uses different teaching styles that works best for his students. He also possess effective classroom management skills and utilizes research to improve his class. Only teachers with strong APETALA1 are able to manage his class well.

            As a science teacher, I utilize my flexibility and resourcefulness in delivering the curriculum. In as much as possible, I contextualized my lessons for my students to relate and create their own meaningful learning. I source for locally available and alternative materials for our activities just to not skip important learning competencies. I use my creativity and inventiveness coupled with sense of humor in designing lesson to boost my students’ interest. Though I know I still have lot to learn as young science teacher like the utilization of research in science class but with my APETALA1 for teaching I know I will be a good science teacher someday.

The hope of a blossoming future lies on quality education. Quality education depends on good teachers. Teachers can only be good if they are highly motivated. Therefore, if plants need APETALA1 to blossom, so are teachers!

Teaching: A Holistic Approach to Nursing Tomorrow’s Hope

Marjim Marc C. Arafiles, Cherished Moments School (Bari, Mangaldan, Pangasinan)

“When you grow up, you should pursue medicine. You’ll earn lots of money when you become a doctor.” These were the words of my mother when I was still in elementary school. My favorite subject then was Mathematics and I hated Science because of my very strict Science teacher. I even entered several Mathematics competitions, both inside and outside the school campus, and won some of them. But you have to admit, the thought of getting rich is a very tempting one. I just shrugged the idea of becoming a doctor and thought that maybe a better and higher-paying career will be available by the time I get older. Science, then, would still be my least favorite subject. 

High school came and something happened that would steer my path towards the Sciences. My aunt suffered from Dengue fever and no one else was available to take care of her. They entrusted me – of all people – to watch over and take care of her while she stayed in the hospital. I thought it was going to be simple – sit down, watch some television programs, and give the needed medicine when the time came – but I soon found out that it was going to be more complicated than that. Because she was weary all the time, I needed to assist her in everything she does. I would feed her, bathe her, carry her in and out of bed, clean the room, arrange and organize her medicines, and many more tasks that were tiring for me to do. I was so tired that one time when my parents visited, they mistook me as the patient as I was lying down on the bed while my aunt was having a diagnostic test somewhere in the hospital. But as I pondered on that fateful experience at the hospital, I felt a sense of confidence that I can take care of others. That I can learn things I did not know before and apply them. That I can, one day, become a nurse. This experience eventually led to my decision to take up Nursing instead of Engineering when I enrolled in college. From then on, I was exposed to the sciences of nursing. It helped me to answer problems, to think critically, and to choose practices that were evidenced-based.

During one of our Nursing Care Management classes, our instructor asked for a volunteer to explain some concepts in front of the class. I did so and my instructor and classmates were all impressed. My instructor even said that when I graduate, I should try to apply in the academe. There were also times when I would hold tutorial sessions for my classmates who were having difficulty in certain nursing subjects. All of these would gradually mold my teaching skills. When I earned my license in Nursing, I eventually decided that I would not be working inside the hospital but that I would dedicate my time to imparting what I know to others. When the Senior High School program started in the Philippines, the school where I was working assigned me to be a Chemistry teacher. I’ve been teaching science subjects since then.

When I started teaching as a Chemistry teacher, I imagined classrooms full of equations on the board and messy activities inside the laboratory. I was excited to reinforce topics that were already discussed during their Junior High School days. I even imagined myself being praised by future scientists, nurses, doctors, engineers, and many other professionals thanking me for being their teacher once. But I found out that it would take a lot of effort to make my expectations a reality. As days went by, I would transition from a teacher-centered pedagogy to a student-centered one. Many times I’ve encountered students not knowing the prerequisite knowledge to learn a more advanced topic in chemistry and other fields of science. I would then make adjustments to my learning plan to review the students catching up while letting those who are ready to learn and apply new knowledge. I would assess my students using different forms of assessment. A mixture of classroom and laboratory activities is beneficial in reinforcing the knowledge garnered by the students.

The availability of facilities and paraphernalia are very essential in reinforcing learning for our students. Observation is a key skill for learning science subjects; therefore, students should be constantly observing in real life what the teacher is teaching. This was a challenge for me during my very first year of teaching because I never allowed my students to work in the laboratory. This is because of the lack of equipment, but also because I do not feel confident in my laboratory skills back then. When I transferred to a school with sufficient equipment, things changed dramatically because I was able to let students perform laboratory activities on a monthly and even weekly basis. The availability of the equipment boosted my confidence because I was able to find time to conduct the activity first before letting my students do them. One thing I did to solve this problem was to just talk openly to your superiors. I was fortunate enough to have superiors who were understanding enough to grant my requests when it comes to laboratory equipment and other learning resources.

As a teacher, I am always looking for ways to make the classroom experience lively and engaging. I would insert a few comments jokingly now and then and it would ease up the tension inside the classroom. Activities and assessments would not only be limited to written works but I would let my students choose from a variety of outputs. This technique helps both learners and teachers. Teachers should know how to involve every student in every lesson. We need to reach out to students by knowing their strengths and empowering them to use these strengths to help them to learn. Teachers should also be innovative by embracing changes and advancements in technology and other disciplines.

To my fellow teachers, be your student. A school is a place of learning – both for students and teachers. Never limit yourselves to activities and assessments that are available in only one source, rather, go out of your comfort zones and explore how you can help your students grasp the concepts being introduced to them.

Let us remember also that we are teachers not just in the classroom but everywhere we go. We are looked up to by society, so we should set good behaviors and examples for everyone. When we constantly improve ourselves, we would be able to look back and see that we do have the potential to be great. I may not be the doctor that my mother wanted me to become. But I know that I will be a great influence on several doctors and other professionals in the future.

How does STEM influence and contribute to my teaching profession?

Christopher H. Punzalan (Jesus Christ King of kings and Lord of lords Academy, Inc., Dasmariñas City, Cavite, Philippines)

How does STEM influence and contribute to my teaching profession?

How does STEM influence and contribute to my teaching profession?

Third Prize - Filipino Science Hub Essay Writing Competition

Education plays a big role in the achievement of sustainable environment for both the present and future generations. The ambition of the United Nations to attain the 17 sustainable development goals in 2030 has been my great inspiration to enter and stay in the teaching profession. Back when I was in my college years, I belong to an engineering technology program which is a ladderized diploma course to attain a degree in technology, engineering or education. Without a doubt, our field of study has concentrated on machines, equipment, devices and mathematical equations. My actual plan that time was to enroll in a civil engineering program when I looked forward to building my own house in the future. In contrast, I just pursued and finished a course in power plant engineering technology where I acquired an opportunity to be mentored by my sciences professors. While pursuing my course, I became a student assistant, helping my professors with simple paper works. When I finished the ladderized program, I was informed by my professor to continue my studies and attain a degree. I had some second thoughts on what program would I be choosing between engineering and education. In order to help myself in selecting the right program, I applied in a manufacturing company as an engineering assistant to gauge my interest in that field. After a while, I decided to go back to the university and enroll in the technical education program. By talking with my professors about my plans, I got the inspiration which had driven me to become a teacher. While finishing the education degree, I also worked as a science laboratory technician which increased my interest toward natural sciences. From then, I was mentored by my former physics professor who is an environmental scientist.

It was the main point of my life when I realized that I should seek a teaching profession in the area of natural sciences to uphold my goals on environmental conservation and education. I believed that a STEM educator has the great responsibility to change the perspectives of the present generations as environmental stewards in dealing with the current degradations that exist.

My motivations and goals were impacted by the day-to-day challenges of teaching STEM in the Philippines like the available opportunities, resources, subsidy, mentorship, and the environmental conditions. I am working in a small private school which we all know has a limited capacity in providing such opportunities as compared with government and big schools in the country. This situation did not discourage me to leave our school but it cultivated my motivation to propose educational programs that aimed to advance the STEM literacy and practices in our school community. The limited resources and subsidy for us teachers did not stop me to think of innovative solutions which were adapted from impressive schools in the country. I stood for what I believed would contribute good impacts for my students, colleagues and school’s stakeholders. When I entered this career, I already planned to take my graduate studies in science education and that expanded my horizons to be mentored by other experienced professionals in the field of education.

My graduate studies experiences enlightened my teaching personality to diverge in other advocacies like the community-based education projects that we organized to address the environmental issues. These occasions endorsed me to meet and work with the grassroots, other professionals and institutions.   Because of my eagerness to facilitate my proposed programs for the benefit of our students and the entire school system, our school administrator and principal enabled my teaching goals. There were times when my proposals were rejected because of the school priorities and lack of resources. Eventually, it did not hinder my goals and I tried to look for alternative strategies in order to accomplish them.

As I have worked as the STEM Club coordinator in our school, a student-organization which I founded that builds educational programs inclined toward sciences, mathematics and environmental literacy, I was tasked to facilitate projects inside and outside our school to promote STEM learning of our students. I was able to organize various projects within the school including the literacy building program, annual celebration of STEM month, waste segregation and reduction policies, science investigatory projects exhibit, and STEM forums and campaigns. Likewise, our organization has facilitated outdoor projects such as community clean-up drive, coastal clean-up, tree planting activity, outreach program, and STEM field exposures with the help of various NGOs and government agencies. These achievements were the outputs of challenges and limitations which I faced during the planning and preparations. Though, there were also other teaching plans which were hindered by trials like the support from our school management, the students, and external organizations. There was also a time when our proposed field activity was cancelled because of the typhoon but it did not prevent me from reorganizing it to raise the learning competencies of our students. I also considered the volume of work given by my supervisors as a challenge like the time when I was working with a certain program in our school while dealing with my daily classes and supervising other students.

These specific chances molded my professional capacities to become a versatile STEM educator. In this regard, the Filipino STEM teachers need to be provided with resources in various ways. It does not only depend on physical materials but also on the different opportunities and support which they can receive. Being a Filipino STEM teacher is a mission to uphold the proficiencies of oneself, his students, and the entire nation. A Filipino STEM teacher is evidently challenged to work using limited resources given that our country is rich in scientific assets that could possibly solve the exponential problems.

I would choose myself to become my loved one’s science teacher because I believe that it needs both a concerted effort and inspiration to promote the scientific attitudes of the humanity. It also leaves positive impacts when a family is knowledgeable about science and technology in order to practice doable solutions for the betterment of the environment.

The strengths which I would like to share with my fellow STEM teachers are my personalities of being a resourceful, opportunity-seeker and goal-oriented.

It is again a need for the Filipino STEM teachers to be given with enough resources in order to teach effectively but they should instil the values to look for these means. As a teacher, we should also be an opportunity-seeker and goal-oriented to become professionally advanced in dealing with the problems in education system. Lastly, I would like to improve my teaching and research skills which are necessary in this profession that encounters varying issues that need to be resolved. This is the reason why I pursued my graduate studies and considered to join abundant professional development programs. I would also like to enhance my teaching philosophy to educate the learners through a proactive and sustainable environment with the integration of STEM education. This can be done by incorporating my philosophy to impart to a wider audience my advocacy for the environment. I do consider that through proper education, goodwill, and principles, the learners can adapt and participate in building the nation in a sustainable environmental setting. I know in some reasons that my students who are future leaders of today’s nation will have the enough skills to gather significant accomplishments and projects that will become their assets in cultivating the motherland.

As a teacher, I will enthusiastically offer quality education by guiding my students in a resilient and sustainable environment where they can interactively cooperate in solving problematic issues of the community and the country with the application of STEM concepts. I will let them incorporate different subjects and areas of interest for them to apply this special and meaningful skill in their future career and life principles.