Pushing forth ideals
My weekly routine will have to be revised and my social activities will likely need to be postponed now that classes have already begun.
June 21 marks my first day of school this year — no longer as a student, but as a teacher.
This is my first professional teaching experience and I am grateful that, at the very least, the college dean has been very accommodating of me and I was granted to devise my own course outline and teaching methods. I had been invited to teach since last year, and though I was willing, I could not commit because my work schedule then was not regular.
I am teaching part-time a class of junior religious education and pastoral communication majors. These students are under the scholarship program of my former university in connection with the celebration of its centennial year in 2012, but I am quite certain the organizers and facilitators of the project do not know I am teaching the scholars. These students were meticulously screened based on their involvement in their respective parishes and communities, as they are being formed into future catechists, religious education teachers, campus ministers, and community leaders.
Perhaps mainly because it is my first time, I am very enthusiastic about the course. As well, “Communication and Social Change,” the subject I teach, is the backbone of my passion in media practice. My course heavily relies on the application of communication theories so I need not be discussing too much theories and concepts, something my students seem to glorify.
I have utterly believed that communication is a powerful tool in catalyzing social reforms if only it is being used not merely to inform and to entertain but to empower. My goal is to inculcate this ideal to my students, who, in about two years, will likely be relating with groups of people and sharing God’s words.
I have high hopes in this class and I pray that even if we will be meeting only nine times in the whole semester, if my calculations are right, I will be someone they remember for inspiring them to be better individuals. •
Sidenote: Day one left me nearly voiceless and with about a hundred pieces of paper to read and score. Ah!
June 21 marks my first day of school this year — no longer as a student, but as a teacher.
This is my first professional teaching experience and I am grateful that, at the very least, the college dean has been very accommodating of me and I was granted to devise my own course outline and teaching methods. I had been invited to teach since last year, and though I was willing, I could not commit because my work schedule then was not regular.
I am teaching part-time a class of junior religious education and pastoral communication majors. These students are under the scholarship program of my former university in connection with the celebration of its centennial year in 2012, but I am quite certain the organizers and facilitators of the project do not know I am teaching the scholars. These students were meticulously screened based on their involvement in their respective parishes and communities, as they are being formed into future catechists, religious education teachers, campus ministers, and community leaders.
Perhaps mainly because it is my first time, I am very enthusiastic about the course. As well, “Communication and Social Change,” the subject I teach, is the backbone of my passion in media practice. My course heavily relies on the application of communication theories so I need not be discussing too much theories and concepts, something my students seem to glorify.
I have utterly believed that communication is a powerful tool in catalyzing social reforms if only it is being used not merely to inform and to entertain but to empower. My goal is to inculcate this ideal to my students, who, in about two years, will likely be relating with groups of people and sharing God’s words.
I have high hopes in this class and I pray that even if we will be meeting only nine times in the whole semester, if my calculations are right, I will be someone they remember for inspiring them to be better individuals. •
Sidenote: Day one left me nearly voiceless and with about a hundred pieces of paper to read and score. Ah!
