When I graduated from the degree Bachelor of Science in Medical Technology, I never thought that I would end up teaching. I imagined myself then, working as a “sophisticated vampire” – “:sucking” blood from other people and assaying this specimen for the Human Immunodeficiency Virus ( HIV), lipid profile , and Hepatitis B surface Antigen (HBsAg), among others. Little did I know that I would end up eventually -just like my parents – in the academe.

At first, necessity was the reason for my enlistment to what people tagged as one of the noblest professions. What I was earning then as a Medical Technologist could hardly contribute in helping finance the family’s expenditures. Having been informed by a friend that teaching in a university would bring in more money; I tried my luck applying as an instructor.

Life is ironic indeed because in 1992, I enrolled in the Graduate school and simultaneously began teaching. I was tasked to handle the major subject that I had hated most when I was in college – Clinical chemistry 1 & 2. I had no alternative but to accept because it was the only subject available.

The first few days of teaching were a baptism of fire. I wanted to impress my students so I studied like crazy before the semester came. Although I was apprehensive, I pictured myself confident infront of my students with my mastery of the topic, dishing out uncommonly heard of “medical jargon”. How naïve and pompous of me though, for as I came to learn later on, teaching was not only a didactic process but also the development of the person as a whole being; the intellectual , the physical and most importantly , the moral/spiritual facets of a student’s personality.

Image by Amrit Goswami

Eventually, what at first was a source of income became an entirely challenging and self-fulfilling endeavor. I discovered that to become an “excellent instructor” one need not be a genius! In fact, teachers with average IQ’s usually came out the “BEST” teachers. Although mastery of the subject matter was a basic requirement, teaching “with a heart” was more important.

As ever, the carrot method or positive approach always worked best than the stick or negative approach; especially for problem students or “bad eggs” .  I came to learn that these “Problem students” were not really “bad”, but were only lost souls who needed somebody  who could empathize or sympathize with them. They merely wanted a listening ear in their melancholic moments. When they felt that someone considered them a significant segment of society; they gained self-confidence and became more productive and participative not only in the class but in their own communities as well.

There were times that I faltered and would like to give up when confronted with stubborn students, piles of paper work and a tight schedule; but I tried hard to look at it as an ultimate challenge that needed to be conquered and indeed these were conquered! with patience, determination and yes …LOVE. Love was the absolute formula a teacher has to possess for students to excel and succeed. Whenever a seemingly “problem student” succeeded, the self fulfillment I felt during those times was an all time high that could hardly be described in words.

Presently, I am still teaching and will undoubtedly be, for as long as I can; and I humbly acquiesce – at last! That without teachers, all the other professions would not exist. In conclusion, may I attach a Decalogue that I have composed.

Decalogue of a teacher

Lord let me not forget that I am a teacher, and as such;

1. I am the pen that writes indelibly on their blank minds.
2. I should always look for the positive trait of a student for there will always be one.
3. If I have to criticize a student, may I do it constructively and in private for they also have “egos” like I do.
4. I should provide enough democratic space so that they could express themselves and be heard, for I am aware that I do not have the monopoly of information and intellect. They learn from me and I learn from them.
5. I am not more intelligent than my students, but only “ahead” of them in terms of the length of my education.
6. I am only a facilitator of their learning process and that each student has his own learning style which I have to consider in order to maximize his potential; for there will always be one aspect in which they will excel. Each has his own God given talent.
7. I know that learning is a dynamic process and I should update and enrich my knowledge through continuous study and research.
8. I act as their surrogate parent. Let me see my child in each of them.
9. I should treat each student as I would have treated you. Allow me to see your image in each student and nurture them with love, compassion and understanding.
10. I am not only responsible for facilitating their acquisition of knowledge but also for their total personality development for God and humanity.