My most unforgettable teacher

Title

Language

English

Year

1947

Rights

In Copyright - Educational Use Permitted

Fulltext

l!~y M~~t ~nfo~get_t~~le · :: TEACHER· e ~-:·~ ~'"' Ci By SOLEDAD L. GARCES ~~~~~:.~-· One interesting little fact can not tJ,~:~' escape .the notice of .even the most cas/~~: ' sual observer of class programs of ,~'\: ' · · school con'vooo.tions at a C€rtain private ~\ ; · · school in Manila. One will readily note ir'' ~-; that the entire school population from ~(. ·.:, _ the littlest kid in the kindergar.te~ up ~-;;:•:: . have remarkable. mastery of the PamJ;!_,..; · · bansang Awit ng Pilipinas, the Tagalog ~· . -~ version of which i_ s invariably sung on ~; -·~- · all occasions, for it is just one of the ~.f · •• • various ways the school adopts to teach ~li';J!:•· nationalism, the subject that is accord~ ·~. ... ~~~}· . . ed _ the most .prominence in the currie~·;: ulum of that school. That is because the ij)(" · · ~~ ~ -. '.:7~7 ~~/ ·. · .. .... r·. ~· ;., ..... moving spirit within the school, this teacher I now wri~e of, believes that the most important phase of presentday education is nationalism - genuine Filipinism. She _ thinks that, ·above all else, the pupil -should be led to discover his true ·Filipino self, the origin of his race, the culture that is his by heritage, the potentialities as well as the limitations of his own country and nation, and the ideals and aspirations of his own' people. And the pupils m~st not only know these, but they must learn to appreciate and love all that valuable inheritance their forefathers have handed down to them through the centuries. Next to nationalism, she believes in tr-aining for the demoeratic way of life. The student government and other self;ruling organizations ·in school are some of the proper tools to attain this end. She does not believe that demo~racy put in~ p_ractice by the students will fesse~ their respect for teachers and other school authorities. On the other - ha~d; these devices if properly utili~ed' will be the. fairest fields for training young citizens to respect .c~nstituted authorities, teachers including. Provid- . ing knowledge that prepares the student for the life that awaits him when; he st~ps out of the school into the world, is the next·important education- ·· al objective, ·according to her •. Like other educators, she deplores the outmoded educational system we ·now· . have. Having to .educate students that· are getting used to the wbirlwind tempo of the atomic age, in accordance with an educational pattern that was ideal when airplanes did not exist even in the wildest dreams, is simply absurd. "We need changes along social studies, social sciences," she said. "And when I say social studies, I don't mean units in Oriental history, world history, etc. I ~ean that the student should be taught the imperative need for him to get along with his neighbors, his associates; that students be made to see that they are integral parts of their community, that their little con{munity is a P'art of the country, that their country; is a part of the world; and that the sucooss ' or failure of that big world hinges on · the success or failure of the smallest integral components, themselves and. the others. Students must be made conscious, as never before, of the great responsibility for the happine~s or' woes • of the world as a result of the friendly or belligerent • attitude they take toward others. That is the additional stress on social studies I am referrin~ ': .,. . 'FOR MODERN OPTICAL NEEDS-SEE KEEPSAKE OPTICAL-80 Escolta 13 *I· ,:·1 ,J ;· ·~--·-::I : . ..-. :J ,"'-:· !'JrO .!:: " ;.!.•_!.,. '.·· 14 -t - I ·b ..,.' \ I ' ) • J ' •. • ~ ' • ' I • -~;~ ~;d··which "req-qires -;immediate atten- .. not' tackl~ another . cou~se. One who ':J;;..· • ?.,.:~~~~~' in our:_ s~}looi ~curricuhim." To -this ~~ects '·to· make' ;teaching :a~· a ;te~;li~g·::~;;:? ~- e~d she thinks that more 'emphasis should stone to another course will not make .a .. ~ ·.1 ·;: '' be laid on group work,_ project methods good teacher either. 1he urge to teach, ,.~ ; · or teaching and other communal activi- she said, should 'come from ·within, for '· ,. ~' .. •:ties wherein -the st'udents have to put to teach should ·be ·a sponteneous desire ' their heads together to work for a• com: -a calling, just as ministry is, and feel~' ·.·. h · t d ing that-· irresistible call is the first of '. :.,;·S:mon. goal. In such cases.. t e s u ents '~ 'Will_ realize the value of fellow .f~eling the signs that a teachel: will succeed as :r for others.and of a harmonious relation- one. ~.~ship ~ith th;m. , . ,, } As · the head of a teacher-traif!ing ·m- · I ' .. • stitution, she is positive that mastering P, the cardinal principles of education, -;,, the pedagogical tenets a~d educationNext to personal attitude as for success in teaching is academic paredness . • Then good health, A teacher · \vill find that poor health will always stand on the way to efficient service Jn teaching as elsewhere. · · ' . ~· ~- < • al ideolqgies alone do not make for a < gooQ teacher. According to her, the ~- · ~upcess of ~ teacher depends, first of \, · all, on her personal · attitude toward . ;- tea<;hing. · One who thinks of being a teacher because the teacher course is short, or that it is the course that her . limited means can afford, has the slightShe also thinks that a good teacher .. ·.)~ must possess emotional maturity. Thi's · - ', :~ ,;hould enable a teacher to view the problems of the clas.>room from a de,, - est chance to ma~e a good teacher out of herself. Neither will one be a good t7acher if she decidE;s to 'ta~e up teaching as her occupation because she is convinced that her mental equipment rates ju.:;t average or below, and that she can ··- ·. ~·:_ ••········.·.···.·· .. • .. ·.· .. HAVE YOUR HEALTH CHECKED! X-Ray Examination of the Heart and Lungs, Khan or 'Vasserman test for VD., Routine Test for Blood and Urine, And 10 Other Examinations of the Body. ALL FOR PlO.OO TREATMENT WITHOUT OPERATION • Appendicitis • Rheumatism 0 H c.rnias • t'; Hemorrhoids tached point of view, such that little things can not harrass her. In this connection, as stabilizer in a class, a teacher should be endowed' with a happy dis~ position that can not tip off balance on the slightest provocation, 'a disposition that doe.:; not fail to shed cheer and warmth in spite of trifles,· unpleasant though these may be. Lastly, a good teacher should have attained that much of spiritual and moral development which places her on a level by which ~er own teaching, ~er , very presence oan exert a soul~lifting influence on those she teaches, on those around her. I am referring to Mrs . . Flora A. Ylagan, National Teachers College. ,,

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