About Me

Handling high-performing students in the Science, Technology, and Engineering (STE) curriculum at Camarines National High School presents both challenges and opportunities for innovative teaching. To address their advanced abilities while maintaining engagement, I integrate a balanced approach called gelling, which combines teacher-centered and learner-centered strategies. My instructional methods include direct instruction, the Socratic method, and cooperative learning, ensuring a dynamic and adaptable classroom environment. Additionally, I incorporate gamified activities to promote motivation and enjoyment in learning. Given my students’ inclination toward technology, I also introduce them to various online platforms to enhance their academic experience.

On the other hand, I also advocate for being an effective glocal teacher. While it is important to be globally competent, it is equally essential to remain locally grounded. This means not only equipping students (or ourselves as educators) with skills and knowledge that align with global standards but also ensuring that their education reflects their own cultural and societal context. I adopt a multidisciplinary approach that integrates Filipino-authored materials and concepts relevant to our heritage. For example, when addressing learning competencies influenced by Western perspectives, I make sure to incorporate discussions that highlight Filipino values, traditions, and history. This is because I believe education should not be limited to global standards alone; rather, it should be a pursuit of excellence that deeply values and preserves our cultural identity.

Furthermore, in my teaching, I value non-violent communication (NVC), especially when handling conflicts. It helps resolve issues productively and efficiently, ensuring that emotions don’t hinder the conversation. I also incorporate behaviorism and other theory-based approaches when teaching language or disciplining students. I avoid authoritarian methods, such as intimidation, because they build resentment rather than promoting genuine respect. As a teacher, I believe it’s essential to be a positive role model and bridge the gap between myself and my students. Another practice I prioritize is differentiated instruction, which opens a space for a free-flowing exchange of ideas and creates a productive teaching-learning environment. These practices are core to how I engage my students and ensure that both their emotional and intellectual needs are met.

My advocacy in education is, therefore, centered on creating a student-centered, culturally relevant, and dynamic learning environment that addresses the diverse needs of my students. I firmly believe that education should not only equip students with the skills and knowledge to excel in a globalized world but also help them stay deeply connected to their local context, culture, and heritage. This balance between global competence and local grounding is essential, and I am passionate about ensuring that my students understand the value of their own cultural identity while developing the necessary skills to thrive in the wider world.

I also advocate for the integration of multiple teaching philosophies to adapt to the unique needs of each student. I believe that no single teaching philosophy is sufficient on its own, so I draw from progressivism, constructivism, humanism, and behaviorism to create a flexible, context-driven approach that promotes curiosity, critical thinking, and personal growth. Thus, my classroom is a space where students feel valued, respected, and empowered to take ownership of their learning. I aim to create an environment where they are not just absorbing information but actively engaging with it, building upon their previous knowledge, and collaborating with their peers. At the heart of my advocacy is the belief that every student is unique and deserves an educational experience that supports their individuality while guiding them toward their full potential.

This video features my reflections on Field Study 1, highlighting the knowledge gained, values instilled, and skills developed throughout the experience. 

This video features my reflections on Field Study 2, highlighting the knowledge gained, values instilled, and skills developed throughout the experience.