Power to Change the World

Teacher Student image

A teacher has the power to change the world one student at a time. However, such power differs from one teacher to another.  To those who have taken on the vocation, a long road awaits.  For those who persevere with passion and embrace the mission, much will be given to them.

A teacher has to be first and foremost a learner.  One cannot give what one does not have.  One cannot teach what one has not learned.  For a teacher to continue on the road to teaching, learning is pursuit that does not stop.  A body of water that becomes stagnant dies whereas one that receives and gives flourishes with life.  It is the law of nature. And, the same is evident in teaching.

I thought that my education would stop over college.  However, as a professional, I learned that there are specialized courses needed to be abreast with the chosen field of occupation.  Ours is an age that is marked with changes.  And the rate of these changes have accelerated.  Relevance is temporary.  With the advances in technology, knowledge today is obsolete tomorrow.  In order for teachers to be lifelong learners, it is imperative for the individual to acknowledge his thirst for learning and that learning is a part of life regardless of age or educational attainment.

Teachers, like other professional, have many options to pursue their professional development.  This may in the form of higher education.  They can pursue masteral or doctoral studies.  Schools that employ them provide In-service training programs.  Conferences and seminars are available that may range from curriculum planning, instruction, classroom management and other relevant topics. Learning from mentors and coaches are also good avenues for learning.

Filipinos are social people.  The same is true for teachers.  Learning can further be encouraged through professional learning communities.  These are communities that can be organized within the school to promote horizontal and vertical articulation.  PLC’s built among different schools can provide bigger scopes and issues to learn from.  Learning communities can provide relevant, meaningful and timely answers to questions and concerns that teachers may be struggling with.  It is also a good support system for teachers especially those who are in their first five years of teaching.

Effective teaching can sustain its effectivity if it grows with the students and the bigger learning environment.  A teacher who loses his or her touch with the present loses outlook towards the future. Too much familiarity and comfort with ones lessons would result to a decay in the learning process.  Thus, a teacher should take care to learn.  And this includes, learning from their students, too.

I believe when teaching becomes a two-way process between a teacher and students, learning and effective teaching transforms into the kind of power that can change the world.

Image credit. Teacher and students. Retrieved last June 25, 2016 from http://www.celtcorp.com/resources/2/82796681.jpg

My TPI Result


Calculated survey results:
Transmission Total: (Tr) 34.
B = 13; I = 10; A = 11.
Apprenticeship Total: (Ap) 40.
B = 14; I = 15; A = 11.
Developmental Total: (Dv) 38.
B = 11; I = 14; A = 13
Nurturing Total: (Nu) 41.
B = 13; I = 15; A = 13.
Social Reform Total: (SR) 43.
B = 13; I = 15; A = 15.
Beliefs total: (B) 64
Intentions total: (I) 69
Action total: (A) 63
Mean: (M) 39.2
Standard Deviation: (SD) 3.06
Dominant Threshold: (HIT) 42.26
Recessive Threshold: (LOT) 36.14
Overall Total: (T) 196


Reflecting on Your TPI Results

  • Examine Your Profile Sheet

Among the Five Perspectives, Nurturing and Social Reform are the highest with total of 41 and 43 respectively. They are followed by Apprenticeship with 40.

  • Note the Height and Range of Your Overall Scores

My scores fall under 30’s and 40’s.

  • Check the Differentiation among Your Perspectives

My highest score is in Social Reform with a score of 42 while the lowest is Transmission with 34.  There are marked differences in the scores but the differences are not large. My profile is somewhat flat.

  • Identify Your Dominant, Back-Up, and Recessive Perspectives

My Dominant perspective is Social Reform. Back-up perspective is Nurturing and Apprenticeship. My Recessive perspective is Transmission.

  • Check for Internal Consistency

The three sub-scores: a Belief sub-score, an Intention sub-score, and an Action sub-score have little difference. Thus, what I do (Actions), what I want to accomplish (Intentions), and why I feel that is important or justified (Beliefs) are consistent and aligned except for Examine any Internal Discrepancies. Apprenticeship, Developmental and Transmission have slightly higher differences or three or more points.

I would like to reflect on this further between which sub-scores: Beliefs and Actions? Between Intentions and Actions? Between Actions and Intentions? I wish to identify explanations to these differences with regards to expectations, pressure from work (and school — UPOU), standards, integrity gap and so on.

21st Century Teacher


When I was a student in high school, teacher centered learning was the norm.  It was not called teacher centered learning then.  We do acknowledge that the teacher is the central authority. The fountain of learning has to be respected and heard.  It is that one voice of authority that is followed.

When I started teaching, I thought them if the intent of the teacher focuses on the student, that is already student centered teaching.  I was wrong.  Skills and techniques, not just perspectives have to shift in order to accommodate this new type of learning.  In addition, student centered learning is a must in 21st century classrooms.  What is 21st century classroom without a 21st century teacher? Nothing.  And so, I had to rethink the way I have been teaching.

I want to be a teacher who is relevant and contemporary, effective yet agile.  There are three things that I would like to start this year to become the 21st century teacher that I want to be.

  • Set-up my classroom management system. Tomorrow is the first day of school.  I am preparing my seat plan, my student-empowered directory and classroom rules.  I will start with a class that has high potential for student centered learning.  They are one of the best, if not the best among their grade level of eight sections.
  • Reapply my Quad system. Student centered learning is driven by group activities.  However, so much time is spent in grouping, arranging the chairs and giving instructions.  I will incorporate the system in the first week of class so it will be easier to replicate in the next lessons.
  • I will start my Reflective Teaching journal. I do need to have at least an hour to write my notes and feelings about my classes.  This way, I have a reference for the changes I plan to do during the academic year.

There are several more in my list.  But, I will post them in the future once they are piloted and tested.  Here’s to a new, crazy and innovative classroom.



Image. http://www.schoolimprovement.com/wp-content/uploads/2015/06/Four-Ways-to-Help-Teachers-Move-to-Student-Centered-Learning.png




I am relearning to teach for meaningful learning.

Two years ago, after twenty years in the corporate world, I decided to teach. It would make sense to teach in college.  I have corporate training under my belt.  But no, I didn’t teach higher education.  Maybe I missed my catechetical classes that I taught before I went to college.  Kids are darn cute and I get that funny impulse to smile and scream at the same.  The screams are often in my head though. And they are nice screams, like ice cream.  Anyway, I did not teach pre-school or in grade school.  So, that leaves me with high school.  Yes, that special time in our lives when anything and everything can happen.  When inquisitiveness is at its highest and the sense of fear somehow gets lost is the background. Yes, I decided to teach high school students Economics.

My first year was tough to say the least.  Everything was new.  The benefit and bane of a second career is the learning curve.  Most of the new teachers are half my age.  However, God took note of that early on and blessed with a frame that can blend with teens. During the Intramurals, I helped my class in the ballroom dancing competition by doing a split. Did I mention it was my first time to do a split in my entire life.  Needless to say, I passed my first year as a teacher with a number of discoveries about myself and the teaching profession

I am an Economics major.  Content knowledge is not a problem although I had to brush up on my basic principles. Pedagogical knowledge is a concept to me including educational contexts.  The learners of today are so different.  Millennials would not appreciate lectures that would run for an hour (Nevid, 2008).  I need to throw away my previous ideas of transferring knowledge and adopt new strategies in this age of limited attention spans and increased emphasis on student engagement.  It was necessary to get to know my students…fast.

Before my first year as a teacher ended, I was given an administrative position.  It also meant that I will not teach.  This year, I am back to teaching.  And, I am excited!

My courses under UPOU helped me a lot during these transitions.  I maintained my focus as a teacher.  In my last course, I learned to appreciate the K to 12 system.  The past few months were spent about the new curriculum.  During our In-service Training, I got to integrate more frameworks and valuable insights as to how I would approach teaching this year.  I will teach Economics again.  In addition, I will be integrating financial literacy in the revised curriculum. I was a registered financial consultant.  I worked for the financial services industry for eighteen years.  I can see the stars aligning.

I was motivated to take the jump and be a teacher because of my values in life.  I redirected my life towards meaning and fulfillment.  The way I teach is influenced by this purpose.  And, I can almost the feel the energy behind each learning opportunity as I draft my plans for the year.  Each performance output will help my student become a 21st century learner.

And so, I teach again.  I face a relearning curve.  And, I am ready to jump and take on another adventure in teaching and learning.


Teaching – Learning To Teach, Methods For Studying – KNOWLEDGE BASES OF. (n.d.). Retrieved June 05, 2016, from http://education.stateuniversity.com/pages/2489/Teaching.html

Nevid, J. S. (2008). In pursuit of the “perfect lecture.” In B. Perlman, L. I. McCann, & S.H. McFadden Eds, Lessons learned: Practical advice for the teaching of psychology (Vol. 3, pp. 181–188). Washington, DC: Association for Psychological Science.