…that scientific theory should be extrapolated and proven true in life’s greatest atrocities;
…that mathematical calculation should equate the poor and the oppressed with those basking in opulence;
…that language and the spoken words should break the silence of the dumb and set them free.
Because the world outside the four walls of the school is one humongous laboratory teeming with God’s living creation, it is my dream that once my students are out of the narrow confines of the school corridors, these young minds will have realized that real life is lived outside by real people in a more than surreal world.
…open their eyes and make them see that not a single scientific theory can ever justify the pains and irreverent losses of life in treacherous killings and senseless war;
…open their minds and make them realize that not a single mathematical logic can ever equate the poor and the opulent;
…open their ears and make them hear that not a single spoken language can ever set free the dumbfounded;
…open their eyes and open their ears and make them realize what real life is.
To accomplish these, I must do the following:
I will blind my students with prudence to make them see the repercussions tomorrow of their actions today;
I will flood them with temperance to make them rein and take hold of their passions and dispassions;
I will have them gain fortitude to make them win life’s seemingly intractable battles;
I will treat them with justice to make them deal fairly with themselves, their neighbors and God;
I will skill them with sound cognition, manual dexterity and unwavering determination for real life is not for the imbecile, the lazy and the indecisive.
These tall orders I set on myself can only be realized in holistic development and integral formation of my students. These can only be done in an environment that puts premium on diversity, in an atmosphere that encourages students to fail and redefine failures to become vehicles of success.
My instructional approach therefore should simulate real outside world. Team building and cooperation among students and teachers are not just encouraged but are must in order for all to have a full grasp of real life situations. The teacher becomes a facilitator of learning, a co-partner in the pedagogical process. In no way will he permeate sarcasm and cast doubts in the minds of the students.
Learning is structured and modular to fit in the core of my tasks. In the center of the educative process is the student. The curricula, school activities, classroom discussions and lesson plans are designed to insure total transformation of the students into Marian leaders molded from the harmonious intermarriage of global and scientific pedantry and the time-tested Christian virtues of prudence, justice, fortitude and temperance.
My instructional supervisory behavior revolves around collaborative decision making for a more cohesive and efficient organization. I have to maintain a highly motivated group of pedagogues acting as my co-equals by satisfying not only their basic wants for maintenance but rather indemnifying their autonomy and actualization needs. The spirit of collegiality, openness and friendly bantering of ideas and opinions permeates the organizational climate because of two way communication. My leadership style is eclectic – facilitative and transformative. I draw inspirations from Nehemiah, the biblical figure who rebuilt the fallen walls of Jerusalem in just fifty-two days which originally was built for more than a hundred years. Institutional changes move subtly from contentment before the issue of change is raised to chaos when the answers of the problem come then ultimately to self-renewal when confusions are settled.
Though my dreams, my visions seemed afar but a flicker of hope shines through. Gargantuan they may be, but I have to surmount the challenges and face the odds of the tasks in hand. Inspired by the humble servanthood of Mother Ignacia and the fiat of the Virgin Mother, I know I can and I more than know that I will and I should.
…that mathematical calculation should equate the poor and the oppressed with those basking in opulence;
…that language and the spoken words should break the silence of the dumb and set them free.
Because the world outside the four walls of the school is one humongous laboratory teeming with God’s living creation, it is my dream that once my students are out of the narrow confines of the school corridors, these young minds will have realized that real life is lived outside by real people in a more than surreal world.
…open their eyes and make them see that not a single scientific theory can ever justify the pains and irreverent losses of life in treacherous killings and senseless war;
…open their minds and make them realize that not a single mathematical logic can ever equate the poor and the opulent;
…open their ears and make them hear that not a single spoken language can ever set free the dumbfounded;
…open their eyes and open their ears and make them realize what real life is.
To accomplish these, I must do the following:
I will blind my students with prudence to make them see the repercussions tomorrow of their actions today;
I will flood them with temperance to make them rein and take hold of their passions and dispassions;
I will have them gain fortitude to make them win life’s seemingly intractable battles;
I will treat them with justice to make them deal fairly with themselves, their neighbors and God;
I will skill them with sound cognition, manual dexterity and unwavering determination for real life is not for the imbecile, the lazy and the indecisive.
These tall orders I set on myself can only be realized in holistic development and integral formation of my students. These can only be done in an environment that puts premium on diversity, in an atmosphere that encourages students to fail and redefine failures to become vehicles of success.
My instructional approach therefore should simulate real outside world. Team building and cooperation among students and teachers are not just encouraged but are must in order for all to have a full grasp of real life situations. The teacher becomes a facilitator of learning, a co-partner in the pedagogical process. In no way will he permeate sarcasm and cast doubts in the minds of the students.
Learning is structured and modular to fit in the core of my tasks. In the center of the educative process is the student. The curricula, school activities, classroom discussions and lesson plans are designed to insure total transformation of the students into Marian leaders molded from the harmonious intermarriage of global and scientific pedantry and the time-tested Christian virtues of prudence, justice, fortitude and temperance.
My instructional supervisory behavior revolves around collaborative decision making for a more cohesive and efficient organization. I have to maintain a highly motivated group of pedagogues acting as my co-equals by satisfying not only their basic wants for maintenance but rather indemnifying their autonomy and actualization needs. The spirit of collegiality, openness and friendly bantering of ideas and opinions permeates the organizational climate because of two way communication. My leadership style is eclectic – facilitative and transformative. I draw inspirations from Nehemiah, the biblical figure who rebuilt the fallen walls of Jerusalem in just fifty-two days which originally was built for more than a hundred years. Institutional changes move subtly from contentment before the issue of change is raised to chaos when the answers of the problem come then ultimately to self-renewal when confusions are settled.
Though my dreams, my visions seemed afar but a flicker of hope shines through. Gargantuan they may be, but I have to surmount the challenges and face the odds of the tasks in hand. Inspired by the humble servanthood of Mother Ignacia and the fiat of the Virgin Mother, I know I can and I more than know that I will and I should.
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