The Real Basic

The Real Basics

          For teaching  in the Basic Education for fifteen years, I guess I can say that I know “THE REAL BASICS”.  Education graduates are the next batch of facilitators and activators of learning. Even if the role of teachers transformed from being the controller and source of knowledge to a guide, motivator and trainer of independent learning, their presence is still very much needed in the process. As a provider of graduates who shall carry this noble task, we tend to ask ourselves – “What kind of graduates do we produce?” From the number of subjects to be taken in Professional Education, it seems like everything is important, everything must be remembered, and everything has to be applied. Are we expecting our future teachers to master everything? What are the real basics of teaching in the Basic Education?

       Once you get there after being hired as a probationary teacher, you have to show your guts, they are expecting something from you. Mastery of the subject matter, lesson planning, teaching strategies, writing test questions and classroom management are just some of the expectations of your colleagues and coordinators. But, actually when you are already there just remember these three things:  develop a sense of commitment to the profession, empathy with students, and cordial relations with the colleagues.

       Developing a sense of commitment is knowing the teacher’s obligation to the profession. Once we enter in this course, after the series of activities and practices done inside the classroom and up to practice teaching, we have to embrace everything attached to it.  Name it and a teacher would do it. It is a job where rest is just an option, because work is always there, just waiting to be done. Have you ever thought of while you are resting, sitting on your couch, watching TV or browsing your Facebook account, at the same time you are checking quizzes and test papers? How about while lying on your bed, you are planning the activity that your students will be doing in your class the next day? How about while washing dishes, you are thinking of a strategy that is most appropriate for a particular topic and considering also the diversity of your students? How about while you are on your way to the market, and you are thinking of what motivation could be catchy? Want more examples? Ask a teacher.

       Empathy with students has something to do with our understanding towards their feelings. Students at their young age, experience a lot of things in their lives. Frustration is one of them. It could be problems from home wherein conflicts among family members exist; classmates who bring pressure; or teachers who can’t make their lessons easily understood. What can we do as teachers? Make the experience of the students inside your class develop their potential and self-confidence. Teachers bring a big impact to the lives of the students. Students see hope in us, let us not fail them.

        Cordial relations with the colleagues is something that really need to be given attention. Many teachers don’t develop commitment to the institution because of the pressure coming from co-teachers. The demand of “pakikisama” is very evident for an entrant to get the sympathy of others. It takes effort, patience and strong determination. Colleagues are always grouped into three: those who will challenge you, those who will help you and those who won’t mind your existence. These are the kinds of people who are waiting for you in the field.

       Teachers should never consider the idea that teaching is a career. For fifteen years of practice in education, for me teaching is far more than a career; it comes with a very noble responsibility of preparing the next generation to survive the demands of the time and become catalysts of social transformation. I am not saying that we don’t expect gains in return, in fact to some it is their bread and butter. Fifteen years ago, after graduating, I tried teaching as a job. As years passed by, I did not realize that I have given my life to it. At the start, I wanted to perform well for my superiors to know that I am good. Now, I am giving my best, I am doing my best and I sacrifice a lot not to get appreciation from my superiors but because I want my students to get the kind of education that they deserve. Now, when I am giving advice to new the teachers, I would always tell them that once they did something better for their students, they are also doing the same thing to their superiors and to the school.

        Schools should provide a structured program for novice teachers through a mentoring program. According to a study, teachers who were provided with multiple supports, were less likely to move to other schools and less likely to leave teaching occupation altogether after their first year. Some forms of assistance and support, however, did not appear to increase beginners’ retention (Ingersoll and Smith). Becoming a teacher does not end to being competent to the area of the study or being used to the school environment but most of all is being a person with good values. Together with the effectiveness of a teacher in the subject, a personal character must also be visible along the teaching. This is what each teacher should strengthen to his/her teaching. Look at the leaders we have now in our country, all of them graduated from prestigious universities with honors but how they are performing their duties and responsibilities? They all have the skills and knowledge but personal values are sometimes missing and if seems like their conscience is not  bothering them anymore.

       Everything must start within. If all teachers possess commitment and values, our students and colleagues will definitely imbibe them. Create a positive difference in everything we do. This will only happen if we are doing THE REAL BASICS.

                                                                                        –Joseline Manuel-Santos, Ph.D.