Quality Public School Teacher (1)

22 July 2013

The story of a young public school teacher who currently teaches at the Culiat Elementary School inspired the writing of this article. She is Miss Sabrina Ongkiko, a product of both the School of the Holy Spirit in Quezon City, and the Ateneo de Manila University in Loyola Heights.

I was made aware of her story through a “TEDx ADMU Ignite the Nation” video, titled “Our Return on Investment” (https://www.facebook.com/photo.php?v=10151709575874686&set=vb.804644685&type =2&theater) shared to me by my daughter Consuelo who herself also received from SHS, both her elementary and high school education, and also from Ateneo, both her undergraduate and post graduate diplomas.

Incidentally, TED, which is an acronym for Technology, Entertainment and Design, is a private non-profit organization devoted to spreading worthwhile ideas, started in 1984 by Richard Wurman, but since 2002 owned by Sapling Foundation. This is done through annual conferences held in the USA, Europe and Asia, where the “world’s most fascinating thinkers and doers” (e.g. nobel prize winners, and the likes of Bill Clinton, Al Gore, Bill Gates, Larry Page and Sergey Brin of Google, etc.) are challenged to tell their stories about their ideas/life within an 18 minute slot. The best of these talks (numbering about 1,500 as of May 2013, and growing weekly) which by now has broadened its scope beyond the original 3 disciplines, are then made available online worldwide for free since 2006, through TED.com, and as of November 2012, these talks, reportedly,  have already been viewed 1 billion times. Meanwhile, TEDx is that program of the foundation that gives individuals, communities and organizations (like the ADMU) the opportunity to independently organize TED-like events at the local level (http://www.ted .com/pages/about).

Going back to Miss Ongkiko’s story, I understand that she worked as a Jesuit volunteer immediately after finishing her BS Biology and was assigned for one year in Iloilo where she gave education situationers to the youth. This exposure made her aware of the problems in the field of public education like the shortage in classrooms, chairs and textbooks; the small percentage of students who complete elementary education, and even a smaller percentage finishing high school; and the effort and hardship experienced by the parents and students in pursuing their hope of achieving their dreams.

Back in Ateneo after completing her assignment as a Jesuit volunteer, Miss Ongkiko was asked by her mentor if she wanted to be a teacher, and described the kind of teacher needed for the country. Surprised, she asked why she was being asked that, when her mentor was well aware that she was  then preparing to enter medical school. To this, the mentor, while looking her straight in the eye, told her that she (the mentor) “believes that Miss Ongkiko can be a good teacher”. And because her mentor believed she can, she decided to become one and is now experiencing firsthand the problems that she only used to relate when, as a Jesuit volunteer, she was giving education situationers to the youth.

In her almost 18 minutes talk, Miss Ongkiko started by reading a letter, to her CES students, that she purposely prepared for the occasion. She told them that the glitter in their eyes reveal that they are happy being in school, and enjoying learning; and that because of this, she does not believe that they are incapable of coping with the challenges of, or no longer interested in attending, school. She advised them not to listen to comments that they are not capable, or good for nothing, because it is not true. She stressed that they are at present still very young, and that it won’t be long before they’ll realize, and be surprised with, their potential. They also should not allow themselves to be the cause that would restrain their potential from developing.

She emphasized that she believes in them because she knows they are good, and that they are capable of achieving what they aim for themselves. She assured them of her help for as long as they, in turn, help themselves and encouraged them to hold on tight to their dreams and never give up. Someone’s dream, she said, should start while still young (and not when already old), and for which its achievement should be worked on and strived for; and in the same breath committed her participation in the effort.

She also acknowledged that there is no certainty with the future but advised her students to just do their best now, and together they can eventually reach set goals. She also expressed hope that during the time that she is their teacher, her students would realize that there is a safe place (school) that they can go to when troubled, and that there is someone who is concerned about them, ready to accept them and who cares for them.

She advised them not to grow up being angry, because despite life being harsh and difficult, it could still be rich with love and the difficulties lighten by hope.

In closing, she thanked her students because even if she is the teacher, she also learned a lot from them. She feels that because of them, she became a better teacher and also a better person. She also acknowledged that here students were the reason for her being where she is now, and gave meaning to her being a teacher.

The final part of this article will follow in the next column. Meanwhile, comments/reactions will be appreciated and can be sent through this writer’s email (sl3.mekaniko@gmail.com) or through this writer’s blog (http://mekaniko-sl3.blogspot.com).