Find vs Found

One morning at the academy, I was asked to explain why I had written "found" in an assignment that required students to provide the past tense of verbs. At the time, I simply apologized for the mistake. In hindsight, I realized that "found" can also function as a present tense verb, with "founded" as its past form. However, I was unable to justify it that way because my actual intention was to use the past tense of "find," but I had mistakenly written "found" instead.

Subject Matter Knowledge

Now that I have studied the twelve principles of effective teaching and learning, I recognize that my limited subject matter knowledge contributed to the situation I encountered. While I am confident in my ability to speak and write in English, I have come to understand that teaching the language requires a deeper level of mastery. At the very least, I should have taken the time to thoroughly review and verify the accuracy of the verbs I included in the assignment. As I reflected in my response to Learning Task 1, "This principle involves more than just delivering facts and information; it requires a clear and thorough understanding of the content being taught."

Furthermore, through observing my colleagues who held degrees in education and/or possessed formal teaching licenses and experience, I noticed a distinct level of confidence and professionalism in how they approached classroom challenges—particularly those aligned with Principle 12, which emphasizes continuous professional development. They seemed more adept at employing strategic methods to navigate difficult or unexpected situations, often drawing from both training and experience.

Interestingly, this reminded me of a video I recently came across on a social media platform. In the clip, a senatorial candidate was asked what specific legislation he intended to propose if elected. Rather than providing a direct response, he redirected the question back to the reporter, inviting her to share her opinion, which he said he might consider incorporating into his platform. This approach was strikingly similar to a strategy I had encountered in my high school days. When students posed questions that caught our teachers off guard, they would sometimes redirect the question back to the class or ask the student for their thoughts instead of giving an immediate answer.

At the time, I didn’t recognize this as a deliberate instructional strategy. However, upon reflection, I now see it as a thoughtful technique—one that can promote critical thinking, classroom engagement, or provide the teacher with a moment to process or revisit the topic later. This realization further highlights the importance of pedagogical training in equipping educators with subtle yet effective strategies for maintaining both credibility and student-centered learning.

As a former ESL teacher

During my time as an ESL teacher at a Korean language academy, I had the opportunity to work with a remarkably diverse group of learners in terms of age. My students ranged from as young as six years old to adults in their fifties and beyond. This wide age span presented unique instructional challenges, particularly when teaching older learners who were encountering the English language for the first time. Many of them had spent their entire lives speaking only their native language, and as a result, adjusting to a new linguistic system—both in pronunciation and comprehension—was understandably difficult.

Unlike in traditional classroom settings where instruction is often grouped by age, the academy's curriculum was tailored to each student’s level of English proficiency rather than their age. This approach emphasized the importance of differentiated instruction, as students—regardless of age—had distinct learning styles and responded to various teaching strategies in different ways. I observed that some learners excelled when material was presented visually, others responded well to musical or rhythmic patterns, while some learned best through bodily-kinesthetic activities or movement-based engagement.

To address this diversity, I frequently integrated playful and interactive elements into my lessons, even with adult learners. This method not only made the content more engaging but also helped students absorb complex language structures more naturally. Surprisingly, even older students responded positively to these activities, often expressing that it made learning less intimidating and more enjoyable. This experience reinforced the idea that effective teaching is not only about delivering content but also about understanding how individuals learn best, regardless of their age or background.

I recall that before commencing each lesson, I made it a point to check in with my students and ask how they were feeling. On one particular occasion, one of my students became emotional and began to cry. He confided in me that he was feeling overwhelmed due to the pressure of studying multiple subjects and, more poignantly, because he deeply missed his parents. In that moment, I provided him with the space and encouragement to express his emotions freely. While I was attentive to his emotional well-being, I was also subtly observing and assessing his English communication skills in a natural, conversational context. Rather than immediately redirecting him to the lesson, I allowed him the time he needed to regain composure and communicate his readiness to proceed. Although this meant that we might fall behind the scheduled lesson time, I recognized that prioritizing his emotional state was crucial to creating a supportive learning environment. That moment reminded me that meaningful education often requires patience, empathy, and a willingness to adapt to the learner's needs.

Realization

As I worked through this e-journal for Module 1, I came to a meaningful realization: during my time as an ESL teacher—despite not having a formal education degree or a professional teaching license—I had already been applying several of the twelve teaching principles in my practice. These principles had been guiding my instructional approach intuitively, shaped by hands-on experience rather than formal pedagogical training. However, encountering these principles now in a structured, theoretical context is an entirely different and enlightening experience. Understanding them through an academic lens has deepened my appreciation for their significance and practical application in the classroom.

Reflecting on this, I now understand more clearly why my application for a Senior High School teaching position in 2016 was not successful. During my demonstration teaching, I lacked the depth and intentional application of several key principles—specifically Principles 1, 5, 8, and 9. At the time, I did not have the conceptual clarity or pedagogical grounding to implement them effectively. This insight has been both humbling and motivating, reinforcing the importance of continuous learning and professional development in becoming an effective educator.

I initially perceived teaching as a straightforward process of conveying information—essentially similar to delivering a class presentation or reporting in front of an audience. However, I have since come to realize that teaching encompasses far more than the simple transfer of knowledge.

It is a complex and dynamic practice that requires a thoughtful integration of both science and art. On one hand, it draws heavily from a foundation of knowledge, theory, and experience.

On the other, it demands empathy, passion, and a deep understanding of the learner’s needs—qualities that reflect the heart of a true educator.

This balance between intellect and compassion mirrors the core values of the University of the Philippines: "Utak at Puso"—the mind and the heart working in harmony.

Catrina E. Coralde, RN, MPH

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