INTIMATE LINK BETWEEN GOOD TEACHING AND EFFECTIVE PERSONAL FORMATION
By “educational task” I mean both academic and personal formation.
The personal formation program for parents will not work if the teachers are mediocre or bad. The bad teachers will drive good parents away from the school. They will gut the formative message of the school.
On the contrary, when teachers are good, parents are positively disposed to receive the personal formation program of the school. “This is a school that walks its talk,” they say.
The worst enemy of a school is the mediocre teacher. The bad teacher is easily recognizable; the mediocre teacher is not, and by the time he is recognized, it may be too late. It may be very hard to remove him from the school from a legal point of view.
Mediocre teachers in a PAREF school are living contradictions of the spirit of St Josemaría Escrivá. How could his message about the sanctification of work be taken seriously by students or even the public at large in the face of mediocre teachers?
This does not mean that all teachers in PAREF schools should be Toy Estreras. To paraphrase St Josemaría, they may not be saints but they should be trying to be saints. They should be trying to be a Toy Estrera.
Good teachers are naturally attractive. Even before Toy was appointed a mentor—and he was not a mentor for many years—students, teachers, and parents would go to him for advice. Excellence in teaching and excellence in forming character go together.
A good teacher would not necessarily make a good administrator. The temptation is to value a good administrator more than a good teacher. This temptation must always be resisted. In crude material terms, the good teacher must be paid as much as the good administrator.
A good administrator does not have to be a good teacher. His work is necessary, but would be reduced to empty managerial efficiency if he had poor or mediocre teachers.
A school burdened with mediocre teachers is a sad, tragic affair. It will suffer from many problems, many of which will not be related to education.
Ideally, the school administrator should know how to recognize excellence in teaching even if he himself is not an excellent teacher. When the focus of a school becomes efficiency and not education, then that school is lost; when its focus becomes keeping financially afloat, then it has already drowned. The focus must always be on teaching and learning.
I DON’T TEACH SUBJECTS, I TEACH PEOPLE
Mr Estrera’s lapidary statement is well worth repeating: “I teach people, not subjects.”
This is so true of basic education, of grade school and high school. It may not apply as forcefully to college and graduate education, but its truth cannot be challenged in basic education.
I used to advise excellent teachers who were more interested in their subject matter than in their students to go teach instead in the university, where I am sure they did very well.
The good teacher is interested in forming the mind of his student, and that interest will lead him to form his senses, his memory, his imagination, his powers of attention, his reading, his writing, his speaking. It will lead him to form the student in all the virtues needed for learning. And it can lead him, as I have seen it do many times in the past, to interest him in the student’s parents or friends, in their values and attitudes, as influences on the student’s ability to learn.
The good teacher is an effective classroom manager. He does not stop teaching in the classroom, but continues to do so in the corridors, in the cafeteria, in the chapel, on the playing field.
The good teacher knows how to correct. He does not make himself into a caricature, a character in a B-film about high school students. The good teacher is wise in his relations with children and adolescents.
In other words, the good teacher, even if he focuses exclusively on academic formation, imparts a very deep and strong personal formation. All virtues are linked to one another, and so the virtues needed for learning lead to virtues needed for living.
THE TEACHER TRAINER PAR EXCELLENCE
A school can be said to have matured only when it has established a teacher training program. You need a small group of teacher trainers for such a program, which is why such a program takes a long time to set up: good teacher trainers are hard to come by and take a long time to develop.
When a school loses its good teachers for whatever reason, the school can be set back by several years and rendered mediocre. It is very hard to develop good teachers.
The good teacher trainer knows not only how to teach well, but also how to teach teachers how to teach. The latter skill is harder to find than the former.
A teacher training program can be called “serious” only when it involves classroom observation and when classes are observed from beginning to end. Because of this, the serious teacher training program always involves to a certain extent sacrificing the good teachers, meaning, their teaching load is lessened, which is of course sad as far as the students are concerned. But it is an investment.
The good teacher trainer does not create clones of himself. He respects the personality of his co-teacher and tries to find the best style in which to teach, one that fits his co-teacher’s personality. He studies the strengths and limitations of his co-teacher and teaches him to make good use of those strengths and to helps him to overcome those limitations or at least to neutralize them.
The good teacher trainer is patient.
Although I am a great fan of one-on-one teacher training, there is something to be gained with talks and workshops. Toy used to say that he learned to teach from Southridge, not just in Southridge but from Southridge. He could only have been referring to talks and workshops.
Those talks and workshops were usually based on philosophical anthropology or psychology, not on education books. When there was something from education books we cited, it was because we looked into the anthropology or psychology behind it and tried it out first to see if it worked. We never stopped at just enunciating philosophical or psychological principles. We brought them down to their logical conclusion in real life with regard to subjects taught and subjects learned, with regard to students and parents
Most teachers in basic education are fresh graduates. In that case, teacher training is also helping teachers know what they should do the rest of their lives. Are they meant to teach or should they do something else? If they are good teachers, do they have other talents which perhaps they should pursue? How is their family’s economic condition? Do they need to support younger brothers and sisters, meaning, should they look for a higher-paying job?
Part of teacher training in the PAREF school is trying to win over the new teacher to the PAREF vision, to fire him up with enthusiasm. It is a work of proselytism.
That work, if the teacher is young, means also winning over his parents. It is surprising just how aggressive parents are in the lives of young men in their twenties. We used to invite the parents of young teachers to some school activities.
Teachers do not work in isolation; they are part of a community. But good teachers could be loners, or people with very particular tastes for friends. This was perhaps our biggest challenge: to develop a sense of camaraderie among teachers. This was a big challenge because good teachers tend to have a very defined personality that was not necessarily excited about mixing with others. Precisely, what excited most good teachers was the classroom—their students. That was their world.
Sports activities can help, but only to a point. What do you do with those who don’t play sports or who don’t like the sports the majority play? We had other activities for the formation of teachers: film appreciation, art appreciation, even a course on poetry appreciation. The faculty birthday celebrations were important, and a yearly outing, an excursion to far-away places like Vigan or Puerto Princesa or Banawe or Naga.
So camaraderie had to be understood as breaking down walls, not necessarily so that teachers would leave their individual worlds which were the classroom, but so that at the very least they could see from their world into those of others. They would notice others.
It helped to discuss problematic students. It helped to share teaching problems. Much more difficult was getting people to share teaching techniques. What if the other teachers didn’t think well of their colleagues techniques? Also, there is always the danger of striking others as being mayabang.
The real test of camaraderie came when particular teachers needed help, when teachers were paired together and asked to take care of school celebrations.
Good students can be corrupted by rewarding them materially: we tell this to parents. The same thing is true of good teachers. Good teachers are paid justly. They should not be “incentivized” (to use a dreadful term) materially.
The motivation of good teachers to remain teaching should never be money or fame or friendship with the rich and famous.
The motivation of the good teacher is sheer love for his students, which is revealed in his patience.
Good teachers are rewarded with respect—not necessarily through trophies or public recognition. Ideally, among the school officers there should be someone who understands the craft of teaching very well. That person’s respect will be golden in the eyes of the good teacher.
Toy appreciated what he called “little things” in our treatment of teachers. I am almost sure he was referring to our practice of bringing out teachers who were good and who had just gone through a very stressful time because of teaching. Tonton Torralba and I would bring them to a good restaurant, and we would end up just talking. This was something we did not announce, something we did discreetly.
We also celebrated certain birthdays with a gift: the 5th birthday, the 10th. The gift would not be something “generic,” like a ballpen or necktie. We would choose something that fit the person. Again, this was not something done publicly, although people would see the gift on the teacher’s table.
Justice and respect are the foundation of the school’s care for teachers.
I remember how it all began. My friend was looking for a physics tutor for a student from Woodrose. My first question was: “Woodrose? Ano ‘yon? Saan ‘yon?” Needless to say, I had not heard of this school before. But looking back, I am thankful for that phone call. One referral led to another and another until I met the family that encouraged me to apply in Woodrose. And, despite its distance from my home back then, I decided to give it a try.
I fell in love with Woodrose the moment I saw it. It is not a typical school. Away from the noise of busy streets, its atmosphere seemed to be conducive to serious study. It was such a well-maintained school and the campus was clean. There was also a certain elegance that permeated the school. The teachers who were there that summer were welcoming. Everyone was smiling and the few who happened to pass me by while I sat, waiting, asked me if I had been attended to. I was so impressed by the atmosphere and community that when I was told that I had been accepted for a position in the school, I felt very lucky indeed.
And, as it turns out, I later realized that it might not have been just luck that brought me to Woodrose, but something more. I discovered that the center I visited a few times in my early college years and Woodrose are connected. Back then however, I was so busy studying to make the grade in college that the spirit of the center did not really leave a lasting impression on me.
Thirty years later, I definitely cannot say the same thing about not being able to understand and be moved by the spirit of Woodrose. I’ve been a classroom teacher, a homeroom adviser, an administrator, a mentor, a mentee, and a parent. And in all these aspects, Woodrose has touched my life.
As a teacher, I have been privileged to have had in my class many, many fine young ladies. 30 years ago some of them began to teach me how to teach. I’d like to think that I was technically competent, but teaching was more than delivering lessons in class and making sure that students learned the lessons taught. From them, I learned that true teaching only works when the teacher looks into the heart, understands, and respects what she sees. Insights gained from my daily conversations with them on any topic, especially those outside the lesson, helped me prepare to deal with my own children. A few of these young ladies eventually became the mentor and teachers of my daughter, and one even became my immediate boss. Such is the cycle of life. Thank God they did not get back at me for giving them a hard time when they were my students!
As a parent, I took to heart the philosophy of the school: integral formation and parents as the primary character educators of their own children. Years ago, we had a chance to transfer my son to a school which could hone his strengths more but eventually we decided to stay in the PAREF system. My husband and I believed then that we could support him academically, since we were both educators by degree. But we both wanted a school where there is unity of criteria between the home and the school, where values we adhered to are likewise upheld. We wanted character building to be as important as academic formation. We wanted the opportunity to collaborate with the teachers to bring out the best in our children. We wanted a school that could help us develop our children in all aspects: spiritually, socially, morally, physically – not only academically. These are hard to find anywhere else.
The support given by the school for professional and personal development undertakings is one of Woodrose’s best features. I have benefitted from the countless seminars and trainings – in-house, local, and international - and from the scholarship for continuing education. The school is committed to keeping teachers up-to-date in their respective fields anddeveloping them so that they become instructional leaders. I have been given responsibilities which I consider opportunities for growth. Sometimes I doubted myself but the assurances and support I received from my colleagues pushed me to achieve more than I initially thought I was capable of. I guess our growth depends a lot on how much we are willing to go out of our comfort zone. And in all of these choices, I was always free to decide.
Woodrose extends its program of integral formation to her teachers and employees as well. Here in this institution, I met genuine, selfless people who care about me not just as a professional, but who are also concerned about my personal and spiritual growth. The warm, understanding, and caring relationship with my mentor provides stability and balance in my work and family life. And it is because of such consistent personal care that I found my Faith again – that and the fact that the means of formation are always available.
In one closed-door session with the high school faculty and the accreditors during the PAASCU visit last February, a question asked was: “In one word, what is Woodrose to you?” Spontaneously, the faculty members answered “Family”. No ManCom or middle management member personally witnessed this for we were excluded from this group interview. We were just informed about it after. And yes, that’s exactly what it is. Woodrose is a family – in good times and in bad. In good times, we always find an excuse to celebrate – be it as simple as sharing a new concoction from someone’s kitchen to something as momentous as placing in a licensure exam or completing graduate studies with honors. But it is when you feel down that you most appreciate being a part of this family. My Woodrose family was there at the lowest points in my life, when I lost both my parents. I got so much emotional support from my colleagues. And even in the seemingly smaller problems in life, I have always known that I can count on the prayers of my Woodrose family. When people from my school say they will pray for you or for your intentions, it is never lip service. They will really pray for you and you will feel the power of those prayers being lifted up for you.
Another way Woodrose has touched my life is by teaching me how to look at work. I have always been a hardworking person. I have always given my best in the things that I do. In my eyes, my output was an extension of me. I wanted it to be perfect, if possible, because I thought it defined me. Nothing really wrong with that, I guess. But looking at the work that I do as an offering to God elevates it. Indeed, in Woodrose you will find a true embodiment of what St. Josemaria said: “For there is no human undertaking which cannot be sanctified, which cannot be an opportunity to sanctity ourselves and to cooperate with God in the sanctification of the people with whom we work” (cf. Christ Is Passing By, n. 122). We work with the slogan “Hindi pwede ang pwede na.” I’ve learned to pay attention to details, even those that perhaps no one will notice, because this work is for the glory of God.
May I make it clear, however, that not everything turned out the way I imagined it to be when I first stepped onto its grounds. Woodrose was only 10 years old when I joined and I only had four years of teaching experience behind me. I practically grew up in and with this school. It took a little while for me to understand what she was trying to say and do for I was a reluctant learner. My head was so full of how things 'should be', that there was very little room for how things 'were'. But through all the obstacles, Woodrose herself has helped me to see things through, with the loving and generous support of my colleagues, with the true spirit of the community, and with all the graces that are made available to us in school.
For all that my Woodrose family has done for me, I would like to take this opportunity to pay tribute to my colleagues for their support and friendship. They are exemplars of selfless dedication and of what it is to serve faithfully and with humility. Their desire to always reach out to the poor and marginalized is inspiring and edifying. I thank them too, for the notes of appreciation, words of encouragement, sharing of resources, and time. But mostly for their sincerity and trust. I will also be eternally grateful for what you have done for my family, especially for my three children. I hope they make you proud. I say the same to our brother school Southridge.
Thank you also to the members of the PAREF School Board, the PAREF Central ManCom, and PAREF Board for always keeping in mind the best interest of the teachers.
As I said earlier, this journey started with a single phone conversation. And it is because of that phone call that I have been blessed with the opportunity to grow and develop in my calling as an administrator, teacher, wife, and mother.
[A speech given by Mrs. Divine Adajar, Assistant Principal, Senior High School, PAREF Woodrose on the occasion of PAREF's 40th anniversary, 13 August 2016.]
Photo: PAREF Southcrest
Rappler August 15, 2015
MANILA, Philippines – Young Filipino students continued their winning streak in international math contests by taking home 27 medals in two competitions held in China.
At the China Girls Mathematical Olympiad (CGMO) – one of the toughest math contests today – held in Shenzhen in Guangdong, China, from August 10 to 14, the 5 delegates from the Philippines all won medals.
Winning silver medals are:
Bagging bronze medals are:
Last year, the Philippines won two silver and 2 bronze medals in the said tilt. (RELATED: PH kids win 138 medals in Hong Kong math challenge)
"I congratulate our young girls for winning in this year’s CGMO," said Simon Chua, president of the Mathematics Trainers Guild Philippines (MTG).
Participating countries and territories in the CGMO are the United States, Singapore, Russia, Singapore, Malaysia, Indonesia, Macau, Hong Kong, the Philippines, and China, which topped the contest.
Meanwhile, the Philippine team won 3 gold and 19 bronze medals, plus 30 merit awards at the 2015 World Mathematics Invitational (WMI) in Guilin, China from August 8 to 12.
Countries that joined this year's WMI are China, Taiwan, Thailand, Malaysia, Korea, Macau, and the Philippines.
According to the Mathematics Development Academy of the Philippines, the Filipino medalists are:
The following kids took home Merit Awards: