What is Teaching to Me

There were mixed reactions when I informed my family, co-workers and superior that I would be taking the Professional Teaching Certification (PTC) at UP Open University. My wife reacted by saying that it was a good opportunity to spend my leisure time wisely, hinting that my study is a kind of a “hobby”. Some of my co-workers remarked that it was too late for me to have a teaching job. The boss was surprised that the course was quite irrelevant to my job as an accounts and financial officer. He suggested a Master of Business Administration instead.

(Image from http://online2.byu.edu/?career=teacher-high-school)

Naturally, all the above remarks sunk into my mind as I prepared the documents to be submitted to the UPOU Registrar Office. Questions as to my intentions were swirling in my mind as I contemplate if this decision was an intelligent move. At 54, is it worth my effort, time and money to get into this kind of learning? Do I still have the energy and the time to practice what I will be learning? Why teaching.

(Image from http://www.icodel.org/home/aboutUPOU.html)

“Why not teaching?”, echoed my mind as I went to the nearby bank to send my $ 100 deposit for the PTC course. I thought many have regarded teaching as the noblest of all professions and yet they raised their eyebrows when they knew that you were wishing to be one.  While in the queue, I realized that teaching was in my veins all along. In elementary, I used to be called by my adviser to teach the class when she was attending important meeting in the school. In Grade V, I was the one writing the lecture on the board. During school vacation, I used to make test papers to be answered by my siblings and cousins. I taught my younger brothers and sister the ABC and 123 when they were entering the first grade. I admired all my teachers in Mathematics and I wished to be one of them.

During my fourth year in high school, my preference of a career changed. Belonging to the top 5 of the graduating class, I chose BS in Accountancy as my course in the UPCAT.  This was expected of so many because my grades in Mathematics were high and the result of the NCEE also proved that. Teachers were the most admired and trusted professionals during that time. However, it was a job that was often associated with low performing students. The remark like “magtitser ka na lang!” was a common suggestion to students who got average percentile mark in the NCEE. It is ironic that although they were put in high pedestals, teachers were somewhat identified with low intelligence. This high expectation for bright students and low preference for teaching as a career prevented me from taking education in college.

Now in my prime, my dream of becoming a teacher still raised some eyebrows. Teaching is a “libangan” as my dear wife wanted to suggest. It is neither a career worth taking by an old man nor a professional development getaway as my superior hinted. With these dispiriting remarks, I still enrolled in the PTC program because I strongly believe that facilitating others to acquire knowledge, skills and attitudes does not have an expiration date. Sharing what you know and how to do things are commendable virtues that are looked up to in the community. Being a part of a child’s learning and eventual success in life is worth more than a fat payday envelope. Assisting adult learners in my community to gain elementary and/or high school diploma through the Alternative Learning System reinforces and motivates me to pursue my dream of becoming a teacher.

Teaching as a craft

The debate on whether teaching is a craft or a profession has been going around for the last century. Many scholars and researchers have labeled teachers as craftspeople or professionals depending on their orientations. Barrie R.C. Barrell (1993) for one totally rejected the notion of the craft metaphor after analyzing that none of the six characteristics of craft as defined by Robin George Collingwood fits to the responsibilities of a teacher. To tag teaching as a craft, it is but imperative to give the meaning of the word. According to the Oxforddictionaries.com, a craft pertains to skills needed to perform one’s responsibilities. With this definition and its underlying implications, I strongly believe that teaching is a craft because of the specialized knowledge, skills and attitudes possess by the teachers in carrying out their work. Not yet a teacher, I based my conclusion on my experiences as a student observing and taking note of my teachers who had gone an extra mile.

As craft involves creativity and techniques, Mr. Famisan, my elementary teacher in Mathematics, did not only present mathematical concepts and formulas but also explain them concretely by giving numerous examples and their underlying principles. For example, instead of just saying that in dividing fractions the first term should multiply the inverse of the second term, he also explained the reasons for such mechanism. This added information made our understanding of the concepts more precise. Miss Yandoc, my high school Geometry teachers, often clarified theorems and postulates by connecting them to real life scenarios. For example to discuss the concept of congruency of triangles, instead of just drawing the triangles on the board, she told us to cut out triangles of different types and sizes and compared them. In most occasions, she articulated these concepts in Filipino. My FIC in Theories of Learning at UPOU, Professor Juachon, also exemplified what a good craftsperson she was by modifying the organization of the modules and curtailing some of them to focus on the ones most interesting to students. She also gave timely feedback to correct and/or enhance our understanding of the lessons. Indeed, the above educators epitomize the characteristics of the craftspeople when they utilize not only specialized techniques and strategies in delivering contents and learning activities but also common sense to address what are required in unforeseen circumstances.