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.
