Latest / The Christian Reeve Podcast / Darhen Eve Concepcion | The Christian Reeve Podcast | #102 |

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Darhen Eve Concepcion | The Christian Reeve Podcast | #102 | · The Christian Reeve Podcast

• 0:02
  Hello and welcome to another episode of the Christian Reef
• 0:06
  podcast. Today's guest is a middle school
• 0:08
  teacher all the way from the Philippines and name is Doug,
• 0:11
  Henton Eve conception. I think that got that, right?
• 0:14
  Welcome to the show. Thank you very much.
• 0:17
  It's the first year, I'm very excited for today.
• 0:20
  Did I get your name right? Did I get it right?
• 0:21
  Well, it's actually Darren, it's a silent h.
• 0:27
  My last name is actually Like spill, it sounds Spanish, its
• 0:33
  conception. So, that's how you say it.
• 0:36
  You're gonna say like, in the run-up to because, obviously, I
• 0:39
  always do my research up front with with my podcast guest.
• 0:42
  So I would have done this probably months ago at this
• 0:44
  point but I did keep looking at your name and I was just like,
• 0:48
  this is a really unique name even for the Philippines, this
• 0:51
  is a pretty unique name and I did.
• 0:53
  It, is there like a story behind this?
• 0:55
  Is there. Like I don't know, like, please,
• 0:57
  if there is anything behind this, please tell us.
• 1:00
  Yes, I'd love to know. Well, well, the word or the
• 1:03
  named Aaron is pretty much very common, especially for boys, but
• 1:07
  for girls it's not really that usual.
• 1:10
  So my mom's name is the Nida and my dad's name is Serene and they
• 1:16
  so they had that and grin because Sharon is my dad's
• 1:20
  nickname. So it's Darren.
• 1:23
  And his nickname actually has an H in it.
• 1:25
  So it's not partying, but it's rhen, so, Mixed it together and
• 1:31
  then my second name is actually from the Bible.
• 1:34
  My parents are both religious back in back way back.
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  So me and my sisters and brothers named are all like a
• 1:46
  mix of their name and then the other half was from the Bible.
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  So there's that. Would you consider yourself very
• 1:54
  onion siblings to be very religious is it kind of passed
• 1:56
  down? Well, since my mom Um, my dad
• 2:00
  was an old Deacon in our church and my mom was actually a choir
• 2:05
  member and I have a brother who's a pastor.
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  He actually graduated from a bible college and both my older
• 2:14
  sisters are graduates from Bible colleges but they are not as
• 2:20
  involved like and full-time in the ministry as they were before
• 2:23
  because we had to move church. And yes, it is interesting
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  because like I said, I've had a few people in the Life in the
• 2:30
  Philippines and it's kind of a mixture summer religious.
• 2:33
  Some are not, I do kind of get the impression that religion is
• 2:36
  quite a big deal in the Philippines at least as far as
• 2:39
  Christianity is concerned that it, can you tell us a little bit
• 2:42
  more about that about the kind of I suppose, Outlook of
• 2:46
  Christianity in Philippines. That generally how it's regarded
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  based on. What I know what I learned from
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  school before, even the Spaniards came to colonize the
• 2:57
  Philippines. They were actually Like the
• 3:00
  Filipinos had their own Gods and Goddesses pretty seem similar to
• 3:06
  how Romans and Greeks did it. But I forgot, I forgot how well
• 3:11
  we call that they actually prayed to small statues like
• 3:16
  album, Rock statues and they had that.
• 3:19
  But um, when the Spaniards came to the Philippines, led by
• 3:23
  Magellan a few years back, they did insist that As have
• 3:30
  Christianity as their religion, same.
• 3:34
  But I think pretty much how other colonizers went there.
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  Like, they're enforcing their own religion and they're all our
• 3:41
  own costumes. That's how the Philippines
• 3:44
  became Christians in a sense. But our religion, specifically,
• 3:49
  the Baptist religion religion murder.
• 3:51
  Well, the the name itself sounds very, very traditional.
• 3:57
  I think they pretty much like just just went on as time, went
• 4:02
  by Americans came here and share that with.
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  So there's a bit of a small percentage of My Religion
• 4:10
  specifically, but Catholicism is the biggest one here in the
• 4:14
  Philippines and obviously, since you since you're a
• 4:18
  schoolteacher. So obviously you do a lot of
• 4:20
  the, the youth coming into into society.
• 4:24
  And in Philippines, what, what kind of the I suppose the
• 4:27
  outlook for young people here in the Philippines right now like
• 4:31
  is religion a big part of their lives or do you think it's maybe
• 4:35
  something that's not as I don't say popular because I feel like
• 4:38
  that's the wrong word. But like yeah, in a way kind of
• 4:41
  yeah. Do you know?
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  Because I like hearing here in the UK, obviously Christianity,
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  for many years was was very important and very big and still
• 4:48
  to this day. There are a lot of, you know,
• 4:50
  churches and there's that that presence there.
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  But I would say like, most people certainly my age and
• 4:56
  younger. Having me on really religious at
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  all. It's like, not as big as the
• 5:03
  deal in most people's lives. I mean, I know it's it religion
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  is kind of a very individualistic thing some
• 5:08
  people. Yeah.
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  So some people celebrate it, you know, publicly, you know, it's
• 5:13
  different. But what's the kind of vibe in
• 5:15
  for the Youth in the Philippines as far as religion is concerned
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  a lot. Well, coming from my experience
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  like being a middle school and high school teacher A lot of my
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  kids but have their religion very very innate in them because
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  their families are like like for for some they're like evangelos
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  evangelos Christians and they go to that church.
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  And every Sunday and Saturday, they go to Sunday Services,
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  youth, youth services, but for people like in my community
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  itself since Catholicism is something that's innate with the
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  tradition, I think so. The kids just like, you know,
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  when you fill up a form and then they ask what religion are you?
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  And just they just write Catholicism but they're not
• 6:03
  really big practitioners or they, they're not really devote
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  catalytics and I think that's it does vary from family to family.
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  You'd see some houses that have like prayer prayer sections in
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  the house, like a Mary, and like the Jesus, and some of them even
• 6:22
  have a joke or running joke in the Philippines, is that when
• 6:26
  you go to a broad and you see a family who looks Mexican.
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  But when you come into the dining room, you'd see you'd see
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  The Last Supper wallpaper in their, in their dining room?
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  That's a, yeah, it's a wallpaper or like, kind of a painting.
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  So that's a very good day. So that's very, very Filipino.
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  I got to say, that's, that's a first for me religious
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  wallpaper, I've never heard of that before.
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  I guess it's a thing, isn't it? There must be.
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  There must be a market for these things you know.
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  Yeah. Odds and ends and stuff because
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  obviously there's like Trinkets and ornaments and stuff that
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  people direct the great their houses.
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  But I can't imagine having a religious wallpaper.
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  Yeah, some of them were like, you know, how 3D paintings would
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  be like in the middle of like a centerpiece On The Rise.
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  That's how it looks like here in the Philippines and for people
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  who can't afford the painting or a wallpaper we have This big
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  calendar that has a picture of the Last Supper in it and
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  there's like the calendar below and that's what's in the middle
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  of the dining area. So that's pretty much a Filipino
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  thing. Excellent, excellent.
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  Just just a different question entirely, but what would you say
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  to your opinion personally, like what are the best and worst
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  things about life in the Philippines?
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  How do you think? I think I'm not going to be the
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  first person to say this. This the best thing is the
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  people Philippines are very hospitable, very, very bright.
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  And if you compare them to like other people, you'd notice a
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  Filipino right away especially when there's a celebration.
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  And one of them is holding a karaoke mic because a lot of
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  Filipinos are either very good at speaking, or very good at
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  singing. So parties are never boring and
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  sometimes, I think you've seen some videos where for Nurse go
• 8:27
  here in the Philippines and they party with the Filipinos.
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  It see like how Filipinos would smile even though they don't
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  know what they're smiling about, okay?
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  It's all part of how how Bugsy and how bright the personality
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  of Filipinos are one thing as well is.
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  I don't know if you have seen this and then use like whenever
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  there's like typhoons and the Philippines like flooding and
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  stuff like that when I see other countries do that.
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  At newscast, you would see like a lot of people like looking so
• 9:00
  in distress and like bringing their homes to like, safe
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  evacuation centers, but will you go here in the Philippines?
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  You start filming them. Even though they just got
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  flooded or their houses, like literally got struck and broken
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  by the typhoon. You'd see them waving at the
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  camera is like hi, we're awesome.
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  And it's very exciting to see that.
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  Um, I think it's also very great to see that Filipinos even
• 9:25
  though some of them Mauro FW H, FW Zoar, overseas overseas
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  Filipino workers, even though they have a hard time abroad in,
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  they're missing their families because there are Filipinos
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  there who share the same exact tree of Being Sunny and bubbly
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  and helping each other out. It helps them get through to
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  tough times. I think so that's just like
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  basically we're we're the best thing in the Philippines like
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  you can say the food or anything but like when there's two
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  people, you know, Filipino I was like straight up or like good
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  you're in a good place. So there's that.
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  And what about the worst things things?
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  You're not so hot on. I would say this again.
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  This is in my opinion, there are two things.
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  It's basically educational system as a teacher.
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  It's trucks. My heart the most because I
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  believe that our kids deserve the best kind of education, but
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  Somehow, since it has been a very difficult time for you to
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  Philippines to adjust since every country is like globally
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  competing and stuff like that, right?
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  We're trying our best to strive to be like them when in
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  actuality, there's a very big difference with the resources
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  and how how we should be handling our own communities
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  before trying to build up the competence to go against people
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  abroad. So So, yeah, mainly educational
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  system is kind of like a heartbreak for me as a teacher.
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  Yeah. Okay.
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  One thing I was going to ask you about that.
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  I haven't really asked because this is okay, I'll go a couple
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  of friends that are from the Philippines.
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  And one thing that they've all kind of is the fact that like,
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  when you're dealing with foreigners, not always, but a
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  lot of the time, there's this kind of like, I don't even know
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  how to put it. Basically, they just not been
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  treated very well by foreigners. So like, obviously hospitality
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  is a big thing in the Philippines naturally.
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  It's a tourist destination and such.
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  But generally, there's been like many experiences of people not
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  being treated very well by foreigners in the Philippines.
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  Can you speak to that like, what's your kind of experience
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  of foreigners in the Philippines, either visiting or
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  Or just another, maybe people that you can business River, or
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  whatever? Maybe, maybe even teachers that
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  are from overseas, like, talk to us a little bit about foreigners
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  in the Philippines. Well, if I'm not mistaken
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  because here in the Philippines and where I used to teach as a
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  ver, is a place where a lot of foreigners would stay, right?
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  So, they're pretty much a lot of foreigners.
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  Every now and then, but I do not have directly a personal
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  experience. Them.
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  But I have talked to people online, which in my opinion hat
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  word, not really the best. Because like, for example, when
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  you like, you're having a very good conversation and all of a
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  sudden, you say, oh well, where are you from?
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  And that person would do. I'm from America.
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  I'm from this place and I would say, oh, I'm from the
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  Philippines. Yeah, the first thing that they
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  usually say is, wow, you speak you speak English, very rare
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  very well for Filipino, and I'm saying, Inking trusting, it's
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  because it's because it's our second language.
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  It's something that we use every day unlike any other countries
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  that only use one language. And then the next thing was
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  like, um, so what's going on? There are sometimes they would
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  comment on why is your country like that?
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  And sometimes you think, what do you mean by like that?
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  And I know there's a lot of things that's not really good.
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  But sometimes, when you hear about that, It kind of It kind
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  of like you kind of started thinking, what Foreigner think
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  about my country. Why why do they start asking
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  like that? A very reasoned experience, was,
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  I'm trying to look for work specifically in China and then
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  in Korea. Oh, cool.
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  I had to talk to, I had to talk to a recruitment center and
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  there was this guy and he said, oh, I loved your CV Ella, I
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  loved all everything and you have the certificates.
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  Can you tell me more about yourself, and And I said, well,
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  I'm Darren, I'm 23 and I'm from the Philippines and then I said,
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  would there be a problem? He said for China China's not
• 14:04
  giving any work work permits for you because during the pandemic,
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  just just back up a second. When you, when you said that,
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  did you use that specific phrasing?
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  You said, will there be a problem?
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  Um, well, not necessarily I literally said, hi.
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  My name is Darren. I'm 23.
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  And I'm from the Philippines. Yeah, emailed me about a job
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  opportunity. Um, I was hoping if you can tell
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  me more and then he said, because I'm from the Philippines
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  because China is not providing. Or I think it's the, it's the,
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  what you call this. The Chinese Embassy is not
• 14:39
  giving work permits from your country at the moment because
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  they are denying entry, I cannot help you with that.
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  And then she, and when he said, but for Korea, he said they
• 14:50
  preferred native speaking Americans.
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  And I, again, I started Well, I guess it's just a preference,
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  but sometimes I've also heard how people would reject even
• 15:02
  though you have a lot of good things on your CV, they would
• 15:05
  reject him. Because first, you're from the
• 15:07
  Philippines, like, I don't know what to deal with that.
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  And I know it's difficult, it's very difficult to feel like that
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  because you know, that you're capable of doing a job but
• 15:19
  because you're a Filipino or you're from the Philippines,
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  you're being restricted to what you can.
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  And ooh, so just like what they said, you need more experience.
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  But how am I going to have the experience if you're not letting
• 15:32
  me to have that? Yeah, so yeah.
• 15:35
  So that's, that's something we have that exact problem here in
• 15:38
  the UK. Hey, this is, this is this is
• 15:43
  faster coy. So is a circle.
• 15:44
  It's like, oh, yeah. For instance, what will be quite
• 15:47
  common is you get a degree, your come out of University and the
• 15:53
  most like plausibly. Supposing that you go to
• 15:56
  university, 18 straight out of school and let's say you did a
• 16:02
  year in business as well. So as for years, you know, the
• 16:06
  degree plus, you know, the suppose you really apply
• 16:10
  yourself and you get internships in the Summers and the all that
• 16:14
  stuff. It cumulatively speaking that's
• 16:17
  under the two years worth of experience.
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  I mean at best you can probably get about a year and a half,
• 16:22
  maybe a year in seven or eight months in total.
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  Total. So when you come in and you
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  start into the job market after graduation, you start looking
• 16:29
  for jobs, they start asking for like 3 to 5 years experience and
• 16:34
  start. Well, how can I possibly gotten
• 16:36
  that? And then it's goes to your point
• 16:37
  before about. Well, they say you need
• 16:39
  experience and it's like, well, how can I get it if you don't
• 16:42
  give it to me? I have experience.
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  And it's not always, just not enough and it's like, yeah, that
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  often annoys me because let's be real here whenever you go into
• 16:52
  any job. Interview job situation.
• 16:55
  It doesn't really often matter how much experience you have,
• 16:58
  because they get a teacher anyway.
• 16:59
  It does matter for certain professions, like, if you're a
• 17:02
  doctor or something, then it absolutely matters.
• 17:04
  But for business, you can, you can train someone up fairly
• 17:08
  fairly quickly. It really depends more on the
• 17:11
  person, like, how quick they are in the uptake and and and so on
• 17:15
  and so forth. And that's the frustrating part
• 17:18
  for me as well. You know, I mean, I've been
• 17:20
  unemployed for a year and a half now, and I have a degree in four
• 17:23
  years experience in My field and, you know, I hear the same
• 17:27
  thing all the time or you just don't have enough experience.
• 17:29
  You don't have enough experience and I just I just laugh at that.
• 17:32
  Now, I thought I just think it's they did they just lied you they
• 17:36
  just you know I mean and it's it's annoying as well because
• 17:40
  employers don't have to like you're always told as an
• 17:44
  employee or candidate, you know you need to be very very honest,
• 17:48
  you can't lie, you can't exaggerate blah blah blah you
• 17:51
  know, you need to be honest. But then the companies and never
• 17:54
  actually Just in their hiring process and they do plenty of
• 17:57
  things to discriminate against people.
• 18:00
  You know, I'm sure you've dealt with that as well.
• 18:01
  You're going to be like that. I bet you based on what you told
• 18:04
  me about applying for places like Korea and China.
• 18:07
  I bet you there's things in their forms that don't
• 18:10
  outwardly. Say, you know, we don't want
• 18:12
  people from this particular background or this particular
• 18:14
  age range, or something like that.
• 18:17
  But they'll be something in there that will imply that, and
• 18:20
  you just, you just know. You're like, okay, yeah, because
• 18:23
  it's like, they can't spell it out.
• 18:25
  Doubt. But they it's like, okay we want
• 18:27
  these particular people, but we can't legally say that.
• 18:31
  So we've gotta try and find a way to discriminate so that we
• 18:35
  get what we want. Yeah.
• 18:37
  So it's pretty much like filtering using euphemism.
• 18:40
  So another thing was, I tried to apply for like jobs in silent or
• 18:47
  in like Vietnam and there's like specified album.
• 18:50
  There would be like, I would be like, oh, I like this job.
• 18:53
  That's this. This, like, This for me and then
• 18:56
  below, when you see the requirements, it would say
• 18:59
  native speakers of English only specifically from these
• 19:03
  countries. And I had realized Philippines
• 19:05
  is not invite own in the end that like list of places and
• 19:11
  sometimes I would I would say like I mean I'm pretty much very
• 19:15
  confident on like how I would speak in the language but then
• 19:19
  again it falls back to you. Like I started thinking that
• 19:23
  well some people Who who are Native Americans?
• 19:27
  Do not have an experience in teaching.
• 19:29
  What about that? Are you still going to accept
• 19:31
  them? Because because they're just
• 19:33
  native speakers. Instead for those people
• 19:35
  actually have currently I have like three years of experience
• 19:39
  including this year and it's kind of a bummer actually.
• 19:44
  Because specially my goal in teaching is to teach kids to
• 19:49
  communicate because a lot of Asian countries are like South
• 19:53
  East, Asian, Asian countries, and Tickler are not very good in
• 19:57
  English, but my aim is to help them communicate themselves so
• 20:01
  that they can some send themselves out into the world
• 20:04
  and be able to like share their culture, share their
• 20:07
  experiences. But if it's only my nationality
• 20:11
  that holds me back to do that, then that sucks because I cannot
• 20:15
  do what I love to do and I cannot help those kids that I
• 20:19
  want to help. So yeah, very much pretty,
• 20:21
  pretty much like every work or job that you Have there's always
• 20:25
  that barrier like you cannot change.
• 20:28
  So, yeah, before we get into it, because obviously, but the main
• 20:31
  thing I want to talk to you about obviously is your career
• 20:34
  as a middle school teacher and why plenty of questions on that.
• 20:37
  But one of the things you sort of said, in that intrigued me a
• 20:40
  little bit about this idea that, you know, And I think the same
• 20:44
  thing exists here in the UK. There's this kind of stigma that
• 20:47
  teaching is like really easy and I couldn't disagree more with
• 20:50
  that. And like, I've never been a
• 20:52
  teacher. I have been in situations where
• 20:54
  I've had to teach people things, but like, I've never been a
• 20:59
  teacher, and over the years, you know, I've studied in many
• 21:04
  capacities, you know, School sixth form, College College
• 21:08
  University, I've done business courses, I've done all sorts of
• 21:12
  stuff. Cough.
• 21:13
  And obviously throughout the years of had all sorts of
• 21:16
  teachers some woman, amazing, some were awful and some I
• 21:21
  couldn't even believe were teaching.
• 21:24
  I just, I can't believe this is how, how, how did you get this
• 21:27
  job? But the biggest problem with the
• 21:31
  people that couldn't teach is as you say, like, The communication
• 21:36
  issue. I feel like to be a good
• 21:38
  teacher. You need to be a good
• 21:39
  communicator. You need to be able to know how
• 21:41
  to command a room full of people, how to get their
• 21:44
  interest, how to retain their interest.
• 21:48
  So I guess, I guess part of my question to you is like, as it
• 21:52
  comes to like, Your teaching style or how you kind of go
• 21:58
  about. Being a teacher like, what's
• 22:03
  your style at? How do you retain the attention
• 22:06
  of everyone in the room and come on that room?
• 22:09
  And like how do you approach that?
• 22:12
  Well I would like to share first that I have been teaching kids
• 22:16
  from ages 6 to 16 because I've taught grades.
• 22:22
  I'm not sure how the grading like the levels would be in your
• 22:26
  country but in my in my country it goes from grades.
• 22:30
  And to 10. So I have taught kids from great
• 22:35
  from levels. Grade 2 to 10, I would taught
• 22:38
  English and I've taught spelling I've taught literature to these
• 22:42
  kids that you've been taught theater acting to these kids.
• 22:45
  Wow. And one thing that I would like
• 22:50
  to share for those people who do not know, kids are very
• 22:55
  different like from one another. There's no one way to retain.
• 23:00
  And their attention. And I'm speaking from my, my
• 23:06
  experience because I have kids in my classroom that no matter
• 23:10
  how many times you ask them to stand up and let's play a game,
• 23:15
  they're not going to do it because it's something that they
• 23:18
  don't like, but when it's quiet time and when they're reading on
• 23:22
  their own, it's somewhere that they excel in to and they enjoy.
• 23:26
  So one thing it's a big misconception that oh I can
• 23:29
  teach Classroom full of like, I, my, my smallest class is like
• 23:35
  eight kids for high school and that's on high school, but my
• 23:39
  grades 2 & 3 are both 23 and 24. So that's 23.
• 23:46
  Different Kids versus you, how would you handle it?
• 23:49
  One of the things that I usually do is I play music.
• 23:54
  Number one, kids love music. It works from levels, like,
• 24:00
  Grades 1, 2 3. I asked them for like, solid,
• 24:04
  five minutes to dance, and to sing and to run around.
• 24:09
  Yeah, I can see. I can see the Curiosity in your
• 24:12
  eyes, like, yeah. Because I've never experienced
• 24:14
  that, like, I think that's like a really good, okay.
• 24:17
  Like, I've seen examples online of teachers, doing things to
• 24:21
  kind of, you know, interrupt or talking at people focus again.
• 24:26
  So, essentially what you're saying is like, okay, I've got
• 24:28
  room for the kids there. Really loud.
• 24:30
  I need them to focus on this particular thing.
• 24:32
  So you got. All right, guys, five minutes.
• 24:35
  Let's put this music on. Let's have a dance, technically.
• 24:39
  That's not how you do it. It's more of because when you
• 24:42
  start off the school year you give them like the routine.
• 24:46
  So when we say routine you, these are the things that you
• 24:49
  follow like the flow of the cost.
• 24:51
  So for me there my Energizer like literally that's how I like
• 24:56
  my Energizer is to play a song or two either.
• 25:00
  Play a game or like I let them do what they want for five
• 25:03
  minutes. Because first, if you're dealing
• 25:07
  with a bunch of kids who have high energy in the beginning of
• 25:10
  the class, most likely, their energy will stay up up until the
• 25:14
  end of the class. But the thing is, these kids
• 25:17
  need time to talk to their classmates.
• 25:21
  These kids need to like level their energy down so it's not
• 25:25
  always going to be 100%. You want them to be at least 80
• 25:29
  their away. But not too rowdy.
• 25:32
  So what I would do them at what I what I would do with them is I
• 25:36
  would play a song and I would say okay everybody let's play
• 25:38
  freeze dance and you'd see, kids running around dancing and I do
• 25:44
  not just stand there and watch them I danced with them, right?
• 25:48
  Because we build connections as a teacher, always remember that
• 25:53
  you're not just teaching them, you're building connections with
• 25:56
  them. I always receive this thing,
• 25:59
  like, with my If they would say, featured ours, they love your
• 26:03
  class so much and they're expecting you to be their
• 26:05
  teacher for the next school year because your classes are so fun.
• 26:09
  But the real thing is that these are just kids, these are kids
• 26:14
  who want to have some fun. These are kids who want to learn
• 26:17
  and not feel pressured. So first, I do that with my
• 26:20
  class and then me do reviews. And then during this session
• 26:24
  times, I only like have a short very short discussion time and
• 26:29
  then Assessment will be a game. So instead of me asking to do
• 26:35
  paper and Pen tasks, I would ask them to stand up, like, raise
• 26:39
  their hands or give five things about this topic.
• 26:45
  What are the three things that you learned in this topic?
• 26:47
  Give it to me in 10 seconds. So it's fun for them.
• 26:51
  But at the same time, you know, that they're learning one of,
• 26:56
  one of my students love to play. Give me five things and Five
• 27:00
  seconds. So I think I would like to
• 27:03
  challenge you to that. Are you a very big fan of
• 27:05
  Pokemon? Yeah.
• 27:08
  Big fan of Pokemon. No, massive fan.
• 27:11
  I was a massive fan when I was younger, you know, just like
• 27:15
  first three, four generations. Yeah.
• 27:18
  Well, if that's the case, this is very simple.
• 27:20
  I'll give you three categories. All right?
• 27:23
  So what I'm going to do is I'm going to, I'm going to give you
• 27:26
  five seconds to name five things in that specific category.
• 27:30
  Okay, so let's have like a very easy like trial round?
• 27:34
  I would say, name name five fruits name five fruits, that is
• 27:45
  color. Red.
• 27:48
  Go 500 Rupees to Apples one. Well, I thought we were doing
• 27:57
  Pokemon know that Was just a trial around 62.
• 28:02
  What we're going to do because I thought you were talking about
• 28:04
  poker and I was like fruits and Pokémon like what?
• 28:08
  No, no, this is a trail around. Okay, okay, I messed up.
• 28:12
  Okay. Alright so I think I'll need to
• 28:15
  give you 10 seconds so let's how I'm so bad at the same five
• 28:22
  Pokemons okay? That that are That are.
• 28:30
  Fire type go, Charizard magma, three motors and exhale belly.
• 28:40
  I got it. I got it.
• 28:43
  See, you know how, you know, how it makes you feel like so
• 28:48
  excited and so pumped up makes me feel stressed.
• 28:52
  Now, just some, some of the kids love that because first, I would
• 28:58
  not necessarily do that immediately Me not so how I
• 29:01
  would do it is first name five. Boogie mans that you know blah
• 29:05
  blah blah blah. And then another one named 10
• 29:08
  name, two kids in class who also likes Pokemon.
• 29:11
  Fantastic cover. And then then, then the next
• 29:16
  question would be what are the different types of nouns that we
• 29:19
  learned yesterday? So that's how I would do it.
• 29:24
  It's very fun actually. And you see the kids I think
• 29:26
  it's it's kind of evil because I can see the panic in the It's
• 29:30
  kind of fun but at the same time you appreciate that, they're
• 29:35
  trying their best. And that's what really matters
• 29:37
  is, it's really fun. I miss my kids really well done.
• 29:41
  That's that's that's awesome. Yes, that's it.
• 29:44
  What you can tell, I can tell that you're a teacher, not a
• 29:46
  good teacher because you get the get the vibe from certain people
• 29:48
  and I remember like any time I'd ever step into a classroom like
• 29:53
  that that initial meeting with that teacher.
• 29:55
  You I mean you can always tell what The Vibes and I think more
• 29:58
  importantly if someone wants to Be a teacher and enjoy being a
• 30:01
  teacher. Then they're going to be a good
• 30:03
  teacher because I'll have that passion and stuff and the drive
• 30:06
  to do and do things like that. Have fun with it.
• 30:08
  I think it's important to have fun with it because a lot of
• 30:12
  teaching has to be, you know, we need to do this exercise.
• 30:16
  We need to do this to ya, nothing and I used to hate and I
• 30:19
  was terrible subjects. Like mathematics for instance, I
• 30:22
  was awful, but there were a few teachers here and there, once in
• 30:28
  a blue moon, that will come around and make it it fun.
• 30:31
  Like, I never forget there was this teacher when I was in
• 30:33
  primary school and he was a substitute teacher and I really
• 30:38
  wish you would have been a full-time teacher, because he
• 30:40
  was amazing. And I remember one time I mean,
• 30:43
  you can't do this sort of stuff now, but back then it to get
• 30:46
  people inspired by mass, because everyone's sitting there like
• 30:49
  this Mass, like how can you be excited?
• 30:51
  Some people like maths, but most people are not going to be
• 30:53
  excited about maths and I was terrible mess and he be like,
• 30:56
  come on guys, this is easy. Come on like three times for,
• 31:00
  you know, For each other. Come on.
• 31:01
  You got you got you got you got this, you got this and then he
• 31:03
  literally he goes Ellie. Come here.
• 31:04
  Come to the front of the room and so she's like Standalone.
• 31:07
  Oh giggle. What's going to happen?
• 31:08
  What's gonna happen is like that three times for it's easy.
• 31:10
  It's easy and he just picks up this girl up and puts her up
• 31:14
  against the bodies. Like look, three times, four
• 31:15
  equals Ellie. But what is Ellie?
• 31:17
  What does she represent? Come on.
• 31:18
  And like a got people guessing because they were like, oh, and
• 31:20
  he said, I'm not gonna, I'm not gonna put it down until you tell
• 31:23
  me what the answer is, but it got people happy at got people
• 31:30
  excited. Cited about the subject and, and
• 31:32
  that, that taught me from a young age that you can make
• 31:35
  anything interesting. Anything at all in life, as long
• 31:39
  as, you know, how to engage with people, how to communicate, and
• 31:43
  how to kind of get people excited about something, you
• 31:46
  know, Miss all about how you engage with people.
• 31:48
  If you just talk in a monotone away like yes, and the next
• 31:52
  page. Yes, no.
• 31:53
  We're doing multiplications and fractions and to page five
• 31:58
  hundred and PDX just like the who's going to be inspired by
• 32:02
  that? No one is.
• 32:03
  I mean you could even be talking about some really interesting
• 32:06
  like I don't know what kids into now you can we talk about
• 32:11
  Fortnight and they'd be like yes today I'm going to talk about
• 32:14
  for tonight and it's somewhat you could be I bet I bet I could
• 32:17
  give me a hundred pounds. I'll make Fortnight boring.
• 32:20
  It's possible, it's true. I think I've also experienced
• 32:27
  because what we call it now is like traditional Channel
• 32:30
  teaching where the teacher is going to be the center of
• 32:34
  attraction in the classroom. So mainly you the teacher is the
• 32:39
  teacher, is the Fountain of Knowledge.
• 32:41
  But nowadays on how, how I was taught in my university, is that
• 32:48
  kids are not a blank slate. They are fires to be ignited.
• 32:53
  There's like that's two different things.
• 32:56
  So you may say that you well, maybe for a Kinder and like
• 33:00
  please School. That's all that's the case
• 33:01
  because my they are like blank slates.
• 33:04
  But for four levels, four, five and six and they're actually
• 33:09
  very, very smart on their own. So I had sometimes my kids,
• 33:14
  guess what? We're going to learn today based
• 33:17
  on the game and like them fix it, putting putting them in that
• 33:21
  kind of setup where they have to use their brain, gives them
• 33:25
  their reward of finding. Oh, we're gonna learn this today
• 33:28
  and I'm so excited about it. It um my trainer would say my my
• 33:34
  supervisor at the time I think last year she was saying you
• 33:37
  know what, we don't want to teach kids, what to learn, we
• 33:42
  wanted to teach kids, how to learn because there's a
• 33:46
  difference when we teach oh, um ABCDEFG, we just teach alphabet
• 33:52
  like that but we do not teach them how to spell ball that's
• 33:57
  going to be a difficult thing because they can recognize the
• 33:59
  letters. They don't don't know how to
• 34:01
  spell if they know how to spell, it would be easier for them and
• 34:05
  that's how education should be. We're not teaching them all.
• 34:10
  This this, this this and this, you know, how I think we both
• 34:13
  have the same experience where traditional teachers would like,
• 34:15
  okay, this is the topic, these are the details about the.
• 34:20
  Okay, let's take an exam, that's it.
• 34:22
  That's how it's gonna be. But nowadays, we should be
• 34:26
  encouraging kids to think because Cuz they can be they can
• 34:31
  be book smart but when it comes to a time that they have to
• 34:34
  apply all these knowledge and they don't know how to do these
• 34:37
  stuff. This is how we can see that our
• 34:39
  educational system has failed us.
• 34:41
  And yeah it's very challenging how to do about as well.
• 34:46
  I think sounds like you did a very good job.
• 34:48
  I mean, yeah, I agree. I agree.
• 34:50
  A lot of those points you've made think that in general, any
• 34:56
  type of teaching, you know, it is more about the technique then
• 35:02
  then the actual content itself, I mean, yeah.
• 35:05
  You know, you going to I'll especially as you get older as
• 35:08
  well, you know, you need to be teaching kids or like adults
• 35:13
  even, you know, that they need. Need to learn themselves.
• 35:16
  You know, I remember when I was in 6th orm which is the ages
• 35:20
  between 16 to 18, they began to teach us, Independent Learning,
• 35:25
  but not quite. I mean, because that age, they
• 35:27
  really should be preparing you for University because that's
• 35:29
  what's going to be like at Uni, but it's true.
• 35:32
  When I got to UNI, I just had to relearn how to learn and you
• 35:35
  have to do it yourself. They're like, well, we'll give
• 35:38
  you, you know, later. I realized that things like your
• 35:42
  reading list is actually the Lecturers way of saying, hey,
• 35:47
  here's a bunch of resources that are going to help you with your
• 35:49
  exams and your let, sorry your your future papers, but
• 35:55
  obviously you naively. Go into it.
• 35:57
  Thinking oh I've got read all of this stuff.
• 36:00
  Oh my God. How am I going to do that?
• 36:01
  You're not supposed to read all of it supposed to pick and
• 36:03
  choose and that forms the basis of your arguments and stuff.
• 36:07
  But yeah, they they don't really teach you at school like things
• 36:12
  like critical thinking or or like Ended learning.
• 36:16
  It's something you have to learn yourself, which I think is
• 36:18
  crazy, because at some point in school, you do need to be taught
• 36:23
  how to learn independently because that's how you're going
• 36:25
  to be learning for the rest of your life.
• 36:28
  You know, it's not, it's not going to be like school.
• 36:29
  You're even if you do a course and it's funded by the business
• 36:33
  that you work for, whatever like you still have that 90% of the
• 36:36
  work you have to like control everything and and be in charge
• 36:41
  of like how you learn that stuff.
• 36:43
  Like the material is going to be given to you.
• 36:45
  But you still need to, you know, absorb it properly and use it
• 36:49
  properly so but yeah, let's move it forward.
• 36:55
  One question away. I did want to ask, you actually
• 36:56
  is how long our lessons typically in the Philippines.
• 37:02
  Because here in the UK, it takes me about an hour when I was at
• 37:07
  school. It was like, we had 50-minute
• 37:08
  sessions, and I believe there's a statistic that says that the
• 37:14
  average human, In being can only retain their attention for about
• 37:18
  20 minutes on any given thing. So, I was just wondering like,
• 37:23
  how long on average are lessons in the in the Philippines.
• 37:26
  And what do you think is the optimum time?
• 37:29
  We'll what's the, what's the best time for a length of a
• 37:34
  lesson? I said, well on my work, we used
• 37:39
  to have an hour sometimes. Like, if there are extra things
• 37:44
  to do, Hour and a half. But that doesn't mean that like
• 37:48
  we take the entire one hour or like the entire 1 hour and 30
• 37:53
  minutes to teach. So, so, mainly one of the things
• 37:59
  just like what I said earlier, instead of me doing the our like
• 38:02
  the whole our teaching, it's like five minutes before your
• 38:07
  preparation time and then you prepare your materials and then
• 38:10
  me do the lesson for like 15 minutes and then we Do the
• 38:15
  exercises during the length of the lesson.
• 38:19
  I find that very easy to do and much better because again, just
• 38:23
  like what you said kids do can like, especially I like adults
• 38:28
  can try their best to retain their attention.
• 38:31
  But these are kids that we are talking about this.
• 38:34
  These are both for Elementary and high school, I do not let my
• 38:39
  kids be bored or do something that's stagnant.
• 38:44
  Instead I tried Keep them dynamic because when they're
• 38:47
  Dynamic, their brain is also working.
• 38:49
  So, but in public schools, I used to do my field study there.
• 38:58
  We had an hour for classes, and then same with my old school.
• 39:03
  We have one hour, but some classes would take 30 minutes.
• 39:08
  So that's like, um, like the Arts subjects or like the
• 39:12
  secondary ones. Um, I think I think students
• 39:17
  should be able to reach their capacity.
• 39:21
  Not necessarily in the entire one hour because the brain can
• 39:24
  only handle a little at the time.
• 39:26
  So if we can give like a specific time to teach and then
• 39:30
  themselves exploring the lesson and then you assisting them,
• 39:34
  that would help them to create more knowledge of the topic.
• 39:40
  Excellent. Get all their, this is
• 39:44
  completely different avenue on going with this.
• 39:46
  But there any things related to how schooling is conducted in
• 39:52
  the Philippines that are unique to your particular culture and
• 39:58
  Country. Because obviously every country
• 39:59
  has its own things. Like, for instance, I know that
• 40:02
  it's quite common in countries like Japan I believe to the
• 40:07
  class to basically, Ali clean and tidy the room together
• 40:10
  before they leave, like, at any points at the end of a lesson
• 40:15
  before they go for the summer holidays.
• 40:16
  Whatever. That's very common thing.
• 40:18
  But like other countries don't do that.
• 40:20
  So is there anything specific to to the Philippines that you do
• 40:23
  that? Maybe other countries don't?
• 40:27
  Well, I would say, like this is from when I was in elementary
• 40:31
  school, this is about the lunch and stuff.
• 40:34
  I know that like schools other schools have free lunches
• 40:38
  others. We'll have paid lunches, but in
• 40:40
  the Philippines and I was in second third grade, we would
• 40:43
  have Trace that have soups and like different kinds of stuff
• 40:47
  and goodies in them. So what would happen would be of
• 40:51
  there would be a leader who would collect all the money from
• 40:55
  the kids. So you pay 10 pesos?
• 40:58
  I'm not sure, I'm not sure, but this is like for the entire
• 41:01
  classroom. So the the leader would collect
• 41:04
  10 pesos 10 pesos, each student, I'm not sure what.
• 41:08
  How much is the conversion, but that's like very small.
• 41:11
  So for that 10 pesos, he get five pesos for a cup of soup and
• 41:17
  then you have to choose from the tree.
• 41:21
  Usually kids who go first, are the one who gets like the good
• 41:25
  stuff because here in the Philippines you cannot let kids
• 41:29
  like go around. Like in lunchtime.
• 41:31
  I know some countries but send out their kids till recess,
• 41:34
  like, send out to cafeteria. But here in the Philippines we
• 41:37
  would take the food. Wood in the classroom.
• 41:40
  And that's where we divide everything.
• 41:42
  So if you are last in line, there's a big percentage that
• 41:46
  you're going to be the one who's going to get the stuff that
• 41:48
  other kids didn't want. So that's how it would be.
• 41:54
  Well, the soup pretty much is the is good, like good, like
• 41:57
  traditional Filipino foods. We have, we have porridge and
• 42:00
  then sometimes we'd have noodles and then other stuff.
• 42:04
  But mainly, I think that's number one that That other
• 42:09
  countries don't have because you guys that like other countries
• 42:12
  but have different types of lunches.
• 42:14
  But us we have good bait then bestest and that's actually
• 42:17
  required and the teacher will count it at the end of the day
• 42:21
  and she would say this is not enough somebody did not pay
• 42:27
  because you have to like literally return the money like
• 42:31
  all the word I like like all the foods worth and that money.
• 42:34
  So the teacher would have to pay for it if somebody doesn't does
• 42:38
  And pay for it. And yeah, I think it's kind of
• 42:41
  unique because it's a very good experience.
• 42:44
  You'd see kids running out into recess that.
• 42:47
  They're really just looking at the tray and they would say, oh,
• 42:50
  I want this one. I have to be in line for this
• 42:52
  one and that's very exciting. Like, it brings back a lot of
• 42:56
  memories. It's cool.
• 43:01
  Why did you actually decide to become a teacher?
• 43:03
  But what was the suppose? What drives and motivates your
• 43:07
  what initially going to fit. You just think.
• 43:09
  Okay, I want to become a teacher.
• 43:12
  Actually, I did not pick teaching at first.
• 43:18
  Well, I'll give you like a very short story.
• 43:20
  Well when I was when I was 12 I was volunteering in church and I
• 43:25
  volunteered as an assistant teacher in vacation bible
• 43:29
  school. So that's Are we teach kids
• 43:32
  every summer for a week? Bible stories and then we'd have
• 43:35
  a pretend graduation and stuff like that and I was teaching,
• 43:40
  I'm not sure if I'm teaching the primary school around.
• 43:43
  It's like seven six year olds and you know how 12 year old
• 43:49
  kids would just follow the leader around my sister.
• 43:52
  My sister was the main teacher and I was the assistant teacher.
• 43:55
  I would be the one who would be picking up the kids from like
• 43:59
  their houses because that's how we do it.
• 44:02
  It's a very secluded area where houses are like next to each
• 44:05
  other and then we have to pick up the kids and bring them into
• 44:08
  one place. And then that's where we do all
• 44:10
  the stuff and then you send them home just like that as well.
• 44:13
  So I would pick up. Yeah, I would pick them up every
• 44:17
  day like for stop by every day for one week and then kids would
• 44:21
  hold my hand. Like, we're walking like,
• 44:23
  Beecher what are we going to learn today, teacher?
• 44:25
  What are we going to do? Is the food great today?
• 44:28
  And like, Yeah, I'm Very happy with that.
• 44:32
  But after one, after that week, there was a graduation and there
• 44:36
  was this one kid, she was very very small and she was tugging
• 44:40
  on my shirt and she said, teacher teacher, let's play
• 44:43
  more. I didn't think about it as much
• 44:47
  but I just started thinking, wow, it feels great to be called
• 44:51
  teacher. That's a very, it's very cute
• 44:53
  because it came from a little kid and I said, oh maybe this
• 44:56
  could be a thing. But when I moved on into
• 44:59
  college, I I actually have this sheet of paper where I can tick,
• 45:04
  which course I'm going to get. I didn't even know that it was.
• 45:07
  That was it? Like it just listed the are
• 45:10
  available courses in the school and then there's this and I'm
• 45:13
  thinking oh these are the available courses in the school.
• 45:15
  That's great. And then all of a sudden the
• 45:18
  person next to me says oh this is where you're going to choose
• 45:20
  your course or your major and oh is that so and then I just
• 45:25
  started looking at the paper and I'm like I think I'll take HRM
• 45:29
  because I like a hotel management.
• 45:31
  Because I want to learn how to like, do businesses as well as
• 45:35
  like cook and all of that stuff. And then next is marketing
• 45:39
  because I said, oh, when we when we go to marketing, you think of
• 45:41
  like business ideas and like how to advertise stuff.
• 45:45
  And then the last one that I had was Bachelor of secondary
• 45:49
  education, major in English and I said, you know what, I'm going
• 45:53
  to pick this one because I'm good at English, that's
• 45:55
  literally how it was. And then when I got to the
• 45:58
  register she said there are No more slots for HRM, I'm sorry.
• 46:03
  Okay. And then I said, okay then let's
• 46:06
  pick the next one. Oh, there's no more slots for a
• 46:09
  out for marketing as well. And I said, oh, okay, then I'll
• 46:13
  pick this one. And she said, are you sure you
• 46:16
  want to teach like, are you want to be in the College of
• 46:18
  Education? And I was just thinking, yeah, I
• 46:21
  sure can bring it because I'm good at English.
• 46:23
  And then and then I graduated from being and an educator and
• 46:29
  I'm just glad because I think it was a long time coming like I
• 46:34
  was I was just, I was just trying to evade it as much as
• 46:38
  possible but I guess I it would sound cheesy but if God wants
• 46:43
  you to actually do it, he's gonna find a way to bring it.
• 46:47
  Like, pull you back to where he wants you to be, because I
• 46:51
  dreamed of becoming a lot of things.
• 46:53
  But at the end he decided to like put me in that and that
• 46:56
  situation. I'm so so glad that I had that.
• 47:01
  Of course. And that's how I became a
• 47:02
  teacher. I want to prove you a little bit
• 47:05
  on this because What I'm hearing is that you're saying, perhaps
• 47:12
  this is meant to be perhaps its fate if you want to call it
• 47:16
  that. Yeah.
• 47:18
  But okay, you said it's not your first choice.
• 47:22
  You didn't say that. It was necessarily something
• 47:25
  that you disliked, you would have preferred to do other
• 47:28
  things. Now, another thing that's why
• 47:29
  you're actually quite quite still quite Young on you, but
• 47:32
  22:23 somewhere, that's when you 38 turned 23, last Wednesday.
• 47:38
  Oh well, happy belated birthday. Thank you. so, do you okay?
• 47:48
  Obviously, you enjoy being a teacher.
• 47:50
  That much is common front from the conversation.
• 47:52
  We've already had, but like Is it something that you feel?
• 47:58
  Okay, this is what I want to do for the rest of my life.
• 48:00
  This is I'm happy doing for the rest of my life.
• 48:03
  Or are you kind of like, Let's see where this goes for the time
• 48:07
  being and maybe there's other things that I want to do with my
• 48:12
  life because I've been, where you are, where you are.
• 48:16
  Like I've been in that situation because right now, you know, so
• 48:20
  been unemployed for a year and I'm looking for, basically, I'm
• 48:23
  trying to pursue acting and music podcasting, and many other
• 48:27
  things. But I went through this process
• 48:29
  of, you know, went to UNI got the degree worked in the field
• 48:34
  for 33 years. and afterwards, I was like, This is what I want to
• 48:40
  do. It's like it's a good job.
• 48:43
  I like I know I can do it, I can do it well but I don't I don't
• 48:47
  feel. I'm not filled with like passion
• 48:49
  every day. I don't wake up every morning
• 48:50
  and go. This is it for me now obviously
• 48:54
  again you like what you do you are passionate about what you do
• 48:58
  but whether or not it's what's right for you in your particular
• 49:02
  life is maybe start for debate. So where do you kind of sit on
• 49:07
  that? Like what do you Is there
• 49:09
  anything else you want to do? If your life, are there other
• 49:11
  things you want to do? Or maybe, maybe even you do want
• 49:15
  to keep pursuing teaching, but you want to move it forward and
• 49:18
  maybe go elsewhere with it? Like what do you want to do with
• 49:21
  your life? Well, when I was younger, I've
• 49:25
  always dreamed of becoming a singer.
• 49:29
  Yeah, it's kind of I guess I lost that kind of passion for
• 49:35
  music. It's mainly because like a lot.
• 49:38
  Of people would say, I think it's actually sad that I listen
• 49:41
  to them because if I hadn't I would have probably pursued it.
• 49:46
  They would say, oh, you're not really that good to compete on
• 49:49
  like, on TV shows or oh, you know what the music Courier or
• 49:54
  the music industry in the Philippines is a very difficult
• 49:57
  place to be. And I just like, got lost in my
• 50:01
  butt. So I think we were talking about
• 50:05
  this with my we were, we were talking with my Sir, because my
• 50:08
  sisters are actually teachers to, we were talking about it and
• 50:14
  she said, you know what, once you're a teacher, there's
• 50:16
  nothing else that you know how to do.
• 50:19
  It's not it's not a negative thing but it's kind of you see
• 50:24
  yourself just being there because first you love the kids
• 50:29
  second, you want to see them grow, you want to see them
• 50:32
  become their best and it's never boring and education like
• 50:37
  believe me. Every single year would be like
• 50:39
  a different set of kids. There would be a ton of
• 50:43
  different things to do different things to handle, and I can see
• 50:46
  myself doing this for the rest of my life.
• 50:49
  Mainly because again, my goal in life is to teach how to
• 50:53
  communicate to other people and, and to, I think, because my
• 50:59
  experiences, as a student has been very difficult, I also want
• 51:04
  to see kids who are like, who were like struggling, like me.
• 51:08
  Not to have the same things happen to them.
• 51:11
  So if I felt like I was alone and I was being bullied, I don't
• 51:17
  want to see another kid, like see another kid, he bullied.
• 51:20
  And that same way or like them feeling alone.
• 51:23
  That's why I can see myself like being in this position like for
• 51:27
  the rest of my life and like I'm really in love with the how
• 51:31
  teachers work what they do and how you see this kid looks like
• 51:36
  watching flower. Growing and it's a really, it's
• 51:40
  really fun and anxiety because you don't know what you're going
• 51:43
  to get. Like, this kid can be a lot of
• 51:46
  kids would be troublemakers but I had actually one student who
• 51:50
  would lash out in class every now and then and then he's very
• 51:56
  good and digital art. He would he would send me stuff
• 51:59
  and say teacher, what do you think of this?
• 52:02
  And I'm his advice or he was, he was very, he was a very, very
• 52:06
  challenging case. And all.
• 52:08
  But one thing that I said was, I would help him because I can see
• 52:13
  potential potential in him. And that's how each teacher
• 52:17
  would think. Or I think I can speak for
• 52:20
  everybody, but that's how I see teaching seeing things like grow
• 52:25
  into bigger things, like you can, you can be the most
• 52:29
  negative kid in class, but your teacher still sees the best in
• 52:32
  you and then one day, maybe your teacher would see you like grow
• 52:36
  into that person that she thought.
• 52:38
  Thought that you were going to be.
• 52:39
  Um, these are kinds of kind of instances that I understand and
• 52:45
  this is what keeps me going and teaching because not everybody
• 52:49
  believes in that kid and if you believe in that kid and give
• 52:52
  that kid a opportunity, he or he or she can reach his best
• 52:56
  potential or he's his best self and that's like literally the
• 53:02
  fire that ignites my teaching and like my heart to teach kids.
• 53:06
  Awesome. So how do you kind of approach a
• 53:10
  situation where, you know, you get a kid who's unruly?
• 53:13
  Obviously, you can kind of put two and two together that
• 53:15
  envelope. Maybe there's bad home life
• 53:17
  there. Maybe there's a, you know, a bad
• 53:20
  relationship, the mother the father, there's always going to
• 53:22
  be an underlying issue for why they're acting the way they are.
• 53:25
  But what's your process for d for sort of handling those kids?
• 53:28
  And then kind of get them on side as well, wedding them over
• 53:31
  and getting them where they need to be.
• 53:35
  One thing that I learned is and I think I do adults should do
• 53:38
  this to. I've also given this tip for
• 53:42
  other people who are having like a hard time handling their
• 53:46
  stresses. Is that you have to map out your
• 53:50
  emotions and your feelings and then your situations.
• 53:52
  So what it would look like on paper is this is my emotion,
• 53:58
  what is causing it? So that's that's the thing.
• 54:02
  If it's something that you can control, what is something that
• 54:06
  you can do about your About it. So it's kind of you helping out
• 54:11
  the kid too. Yes, you're validating their
• 54:14
  feelings but at the same time you're helping them manage it.
• 54:19
  I had this conversation with my student.
• 54:24
  He was a very good student for like first term and then all of
• 54:27
  a sudden after our mid tests, like in mid-quarter tests, he
• 54:32
  all of a sudden changed his attitude like he started
• 54:36
  refraining to join. Group activities or even if he
• 54:40
  would, he would be on low energy which is very unusual because
• 54:43
  he's a very cheery kid. And I said, how are you doing?
• 54:47
  What's up? And he would say teacher I'm
• 54:49
  okay. And then I learned that his
• 54:53
  parents were going to going through a tough time.
• 54:56
  They were planning for divorce and something like that.
• 54:59
  And he would often feel like he's very sensitive about it and
• 55:05
  he has also taught of like - like so.
• 55:08
  Like I'm putting this on the table because this is what I
• 55:10
  have experienced. He would say, teacher have had.
• 55:13
  I've been having suicidal thoughts and I said probably why
• 55:17
  your oldest kid? He's 12.
• 55:21
  Yeah he used phone. Yeah and you see this these are
• 55:26
  things that you don't like as a teacher.
• 55:29
  Like if you're a normal person you would say, oh being a
• 55:31
  teacher is easy. But if you were in the place
• 55:34
  where you have a student that's like that you're torn, Queen
• 55:38
  staying within the line of being a teacher or being something
• 55:42
  more for that student. What we did was every day I
• 55:47
  would talk to him, like, I would like, before class.
• 55:50
  We would meet on zoom and I would say Hi.
• 55:52
  How are you doing? What's up?
• 55:54
  And then he would say teacher, this is what I'm feeling and I
• 55:57
  would say, why are you feeling like that?
• 55:59
  If there's something we can do about it?
• 56:02
  And I'll teach her because I feel bad about this, and this
• 56:05
  and this and then I would help him out.
• 56:09
  Actually discussing it to him slowly because one miss like,
• 56:14
  like one thing that we misunderstand is that kids can
• 56:17
  immediately understand things especially their feelings, but
• 56:22
  as adults, we know how complex emotions can be.
• 56:25
  And these kids should not be thinking like that instead of
• 56:29
  just saying, no, you're going to be okay.
• 56:31
  And I like people like a lot of my students would do this to
• 56:35
  him. He would say, oh, I'm feeling
• 56:36
  sad today and he, and They would say, oh you're going to be okay
• 56:39
  because good things are happening and love abla and I
• 56:43
  can see the the the sadness in his eyes and for him thinking, I
• 56:46
  don't know when no one's going to understand me because I'm
• 56:49
  going through this and they're not.
• 56:51
  So as a teacher my main role is for him.
• 56:58
  To let him understand what he's feeling and for him to
• 57:01
  understand that he's not alone even though I don't know what
• 57:04
  he's going through. I can help him out through being
• 57:07
  just There with him. So we would play Roblox or like
• 57:11
  we would, we would play Roblox together and he would talk to me
• 57:15
  about how he's feeling and how he's doing.
• 57:18
  I don't know what happened to him now, because he move into
• 57:22
  another school, but I know that every time like during his
• 57:27
  birthday, I sent him a message. I said, I'm proud of you because
• 57:30
  you're always trying your best to go to school even though we
• 57:32
  have this problem and I'm really really happy that you're trying
• 57:37
  and that's what Otters. And he said, feature, thank you.
• 57:39
  I appreciate you very much. That line is like a sense of
• 57:44
  relief for me, because I know that this kid is doing better.
• 57:48
  I understand that he sees what like the efforts are.
• 57:52
  And I think a lot of teachers should have that to like,
• 57:57
  because some teachers would just say, oh, it's online classes.
• 58:00
  It's it doesn't matter, but it matters more like our emotional
• 58:05
  support to our students are matters more.
• 58:08
  Now, because they do not have social interactions, their
• 58:11
  friends are far away from them, their secluded inside their
• 58:14
  houses. And my role is not just that
• 58:19
  small to them, we should be doing the best for these kids
• 58:24
  and touching their hearts. So yeah, I've have sorry, I've
• 58:30
  had sessions with my kids when I was still teaching as well.
• 58:34
  I've seen somebody who has cuts on their wrists.
• 58:37
  And I don't know how to handle that.
• 58:40
  We had called their parents and then everyday I'd have her check
• 58:44
  up on like her friends. Um, I feel sorry for that kid
• 58:51
  sometimes, but right now and I see it, she's doing well.
• 58:55
  And if we hadn't done anything for her, she might have gotten
• 58:58
  somewhere else. Oh yeah, yeah.
• 59:01
  No. I just take a minute to say.
• 59:06
  Sorry. It's fun.
• 59:07
  It's fun. Yeah, it's going to take a
• 59:09
  minute to just say That well done.
• 59:14
  You know what I mean? For going the extra mile.
• 59:17
  I think must both perform myself and I'm sure many of the people
• 59:22
  listening to this will agree. Like you know, not not many
• 59:25
  teachers will often go to those lengths to make sure that, you
• 59:28
  know, their students happy safe and on the right track.
• 59:32
  I mean, you know, I've had teachers not with the in that
• 59:38
  sense but like, I do remember one time, Let's go for a
• 59:43
  particularly difficult time. I was probably about 13 14 and
• 59:48
  that was just various things going on in my life.
• 59:50
  And I didn't really feel like this, the school, I felt like
• 59:53
  the school system was failing me.
• 59:55
  I was a smart kid with a system that was very hit and miss.
• 1:00:00
  Like there were some teachers that took me seriously, but a
• 1:00:02
  lot of them were like, aw, he's just a troublemaker.
• 1:00:05
  He's just, they didn't, they didn't see through that which I
• 1:00:08
  think, as a teacher you have to see through that and get to the
• 1:00:11
  root of it and And as you say that, bring them out and kind of
• 1:00:15
  help them to flourish, you can't just discard them.
• 1:00:18
  And I remember I was, I was failing this business.
• 1:00:22
  That's a failing that I was just not doing very well and I
• 1:00:26
  remember sitting down with this teacher.
• 1:00:28
  So shout out to mr. Nelly you're awesome.
• 1:00:32
  And she I would have been 13 14. It was the beginning of this
• 1:00:35
  course and I was doing very badly and she just sat me down.
• 1:00:39
  And she another thing as well, she's a mother, and I think that
• 1:00:43
  being a parent often helps when you're a teacher.
• 1:00:46
  Not always, it's not essential, but I do think it helps with
• 1:00:49
  your perspective and knowing how to communicate and how to
• 1:00:53
  approach children as well. And basically, Italy.
• 1:00:57
  She said, what do you want to do with this?
• 1:00:59
  And as I already mean and she's like, you know, best case
• 1:01:04
  scenario, what would you want to do?
• 1:01:05
  And I just sarcastically said like, oh I want to Ace the
• 1:01:08
  course, get the highest possible marks, you know, because I just
• 1:01:11
  knew it was impossible and she just turned and looked at me and
• 1:01:15
  just and just dead place. Just said, okay, we're going to
• 1:01:18
  need to work very hard then and I was just shocked.
• 1:01:21
  I was like, wait, what? Like, because I, I expected her
• 1:01:25
  to just be like, oh, okay. Let's let's focus on a more
• 1:01:28
  realistic. Got something like that.
• 1:01:29
  Right? But she's like no like, you
• 1:01:31
  know, If you want it way, we can workout plan and we can make
• 1:01:34
  this happen. And I was just like oh okay.
• 1:01:38
  And then I got excited then I was like, oh and then I started
• 1:01:41
  working my ass off and within a year I was a seeing the course
• 1:01:48
  and I finished the course with the highest marks possible.
• 1:01:54
  I took the next version of the course in a level between 16 to
• 1:01:57
  18 a stack course and had her as one of my main teachers
• 1:02:01
  throughout that whole Time. And yeah, she really helped me
• 1:02:05
  sort of turn things around and with my attitude and everything.
• 1:02:08
  And I guess my whole point with this is that, you know, if you
• 1:02:12
  go the extra mile for students, you really show that you care
• 1:02:15
  and you show that you're invested in them sky's the
• 1:02:19
  limit, really, it's true. It's about giving people
• 1:02:22
  confidence. And yeah, I had very low
• 1:02:24
  self-esteem, sounds like many of the kids that you're dealing
• 1:02:26
  with have that as well. You know, their parents are
• 1:02:28
  failing them, they don't know, they don't have people turned
• 1:02:31
  around to them and And they can become.
• 1:02:34
  And that's really what you need. You need people to turn around
• 1:02:36
  to you and tell you. Hey, anything is possible.
• 1:02:39
  You just need to believe in yourself and work hard.
• 1:02:44
  It's hard to say like yeah, well done on that.
• 1:02:46
  Well, don't forget an extra Mars as awesome.
• 1:02:50
  Now. I've got two questions back to
• 1:02:53
  back and you already kind of, I think, summed up a lot of maybe
• 1:02:58
  the better more positive things, but I want to ask you these two
• 1:03:01
  questions back-to-back. First firstly, what are the best
• 1:03:06
  things about teaching? So straight away.
• 1:03:08
  Just off the top of your head. You know what the main things
• 1:03:10
  about teaching in like, okay, this is awesome.
• 1:03:12
  Let's think about it. Everyday is not the same.
• 1:03:18
  It's mainly because a lot of jobs, nowadays would be like,
• 1:03:23
  very, very rude Canary. And like that's why people get
• 1:03:26
  burned out because it's the same thing over and over again.
• 1:03:29
  And they feel like, it's a dead end because there's nothing to
• 1:03:32
  it. But in education, just like what
• 1:03:35
  I said every year, there's like this set of kids and it's not
• 1:03:41
  just one sec. It's like when you're teaching
• 1:03:43
  when I was teaching in physical school, I had five classes in a
• 1:03:49
  day so that's like five sets of different students and in every
• 1:03:53
  single class, there's just this small thing or maybe this big
• 1:03:56
  thing that would make you laugh or like love the kids more.
• 1:04:01
  I'm a very, I'm a very emotional teacher.
• 1:04:05
  I would say, because I attached my eyesight, I attached myself.
• 1:04:08
  I tend to attach myself to my kids, but my first advisory
• 1:04:12
  classmen was the Grade and these were kids who actually knew Vine
• 1:04:19
  Line memes. And there was this one time we
• 1:04:23
  were, we were having exams, and I said, okay, if you guys want
• 1:04:27
  to relax, let's watch a video and then I let them use my
• 1:04:30
  laptop and they searched up videos there and then they
• 1:04:33
  started playing this compilation of Vine memes.
• 1:04:37
  And I said that's this, that's my saying that that's the humor
• 1:04:41
  that I like and these kids like that, too.
• 1:04:44
  To and we find ourselves, like me.
• 1:04:46
  Personally, I find myself having fun with the kids and sometimes
• 1:04:53
  kids, will ya little meme references even though you tried
• 1:04:57
  to be serious, and like they're having exams and then somebody
• 1:05:00
  just yell samim reference and we all start laughing.
• 1:05:03
  It's something that you cannot pay with money.
• 1:05:06
  And then I also have these kids because I have my, the youngest
• 1:05:13
  that I was teaching with. Graders.
• 1:05:15
  And then the next one was the 3rd graders every time they see
• 1:05:19
  me, they will yell. Mommy, grape is here and II,
• 1:05:24
  don't know, I guess I started calling them grapes because
• 1:05:27
  every time I walk into their classroom, they start hugging me
• 1:05:30
  and they start piling together and look, they look like grapes
• 1:05:34
  and they would like, hi Mommy group.
• 1:05:36
  Good morning, what are we going to do today?
• 1:05:38
  And then the other cosford at the second graders and they say,
• 1:05:42
  why do they keep calling you mommy grape?
• 1:05:44
  Okay, we're going to call you mommy mango.
• 1:05:46
  And those kinds of little stuff are like the best things and
• 1:05:50
  it's just rewarding to like, see the kids grow.
• 1:05:53
  And just these are things that you enjoy every day and memories
• 1:05:58
  and like, seeing the smile. And the kids faces are something
• 1:06:01
  that cannot be paid by money or like, compensated, with anything
• 1:06:05
  else. So yeah, there's that.
• 1:06:07
  And after such a great answer, such a positive answer, I feel
• 1:06:10
  bad asking this next question. What are the worst things about
• 1:06:16
  teaching? Okay.
• 1:06:21
  I would say it's a parent. You actually like, you have like
• 1:06:27
  specifically in private schools especially when you're working
• 1:06:32
  in a very expensive, private school.
• 1:06:35
  And for example, I'm I've had I've haven't had an advisory
• 1:06:40
  class that had a problem, but I had students in the The other
• 1:06:44
  grade levels who, who were saying that, why is my kids
• 1:06:48
  grade like this? He's been doing all the work and
• 1:06:51
  he's been doing his best, but when you the grades do not
• 1:06:54
  reflect it sometimes you cannot just say.
• 1:06:56
  Oh ma'am. It's because your kid didn't
• 1:06:58
  really match what they're trying to tell you because this is an
• 1:07:02
  online class. They're still not doing their
• 1:07:04
  best. You cannot say that or just
• 1:07:07
  dealing with entitled parents. Um, yeah, I would not say
• 1:07:12
  they're like kind of Karen But they're just likes it.
• 1:07:15
  Like you find yourself in a position where this parent is
• 1:07:20
  saying, my kid this good? Why is he not doing?
• 1:07:23
  Well, there's a problem with you instead though, instead of the
• 1:07:27
  kid or like, um, we often solve this with, it's not always
• 1:07:32
  allowed. But you showed the grades that
• 1:07:34
  the parents and like the school records at you.
• 1:07:36
  And say, mom, even though you say that he did this, this is
• 1:07:39
  what my records show and sometimes you find Parents, who
• 1:07:44
  would say I would pull out my kid from this school and you
• 1:07:48
  cannot do anything about it. I cannot say, please don't go
• 1:07:52
  because I will lose my job. I cannot say that sometimes I
• 1:07:56
  think my supervisor would say my old supervisor said to me one
• 1:08:00
  time, if they say they want to pull their kid out of the
• 1:08:04
  school, then they can pull them out of the school because that's
• 1:08:06
  their choice. We're doing our 100% best,
• 1:08:10
  between you find parents, like some of them would yell at you.
• 1:08:15
  Yeah, and I don't know, sometimes what to do because
• 1:08:18
  they're like so angry and mad at me and I cannot say anything
• 1:08:22
  mean to them. I'm just gonna say I'm so sorry.
• 1:08:25
  Okay, let's work that that out. We can schedule a tutorial
• 1:08:28
  session and stuff like that. Sometimes you have to take
• 1:08:30
  responsibility even though it's not necessarily your fault.
• 1:08:35
  Um also I think the rowdy kids like those people who are like
• 1:08:39
  just literally mean to other kids.
• 1:08:42
  I wouldn't say in my A school in my old school, I wouldn't say
• 1:08:46
  that I have found kids who bully others?
• 1:08:50
  But I have observed and I also experienced bullying bullying
• 1:08:57
  when I was in school. So it's kind of difficult to
• 1:09:01
  face that kind of things because I first I have I have
• 1:09:04
  experienced that but also sometimes it's the frustration
• 1:09:08
  of is it, is it a problem with the family or is it just the
• 1:09:14
  Dealing with something or is it something wrong with me
• 1:09:17
  teaching? Sometimes it's like kind of
• 1:09:19
  frustrating in that kind of way. So bullying and Rowdy students
• 1:09:23
  are like, kind of in the negative side of teaching and
• 1:09:30
  what some things about being a teacher, that maybe the average
• 1:09:33
  person might not know. Huh.
• 1:09:38
  It's more than just standing inside the classroom and yelling
• 1:09:42
  at your kids. It's that's not how you do it.
• 1:09:46
  The net is exactly what teacher was it like they would
• 1:09:50
  especially this um this quarantine period And when
• 1:09:56
  everybody else had to turn into online classes, people would
• 1:10:00
  say, why are the teachers like so relaxed?
• 1:10:02
  And this time it's so like hectic.
• 1:10:05
  It's so stressful. It's because parents and like,
• 1:10:08
  not Hands-On, parents, finally experience what we experienced
• 1:10:12
  in real life, like there would be a problem with assignments or
• 1:10:16
  like they're missing some things.
• 1:10:19
  Usually, when the student approaches the teacher, we
• 1:10:21
  immediately know what to do. Because based on experience, we
• 1:10:24
  all actually know how to address that.
• 1:10:26
  But parents they would say what is homeschooling so difficult.
• 1:10:33
  And like sometimes I just Makes me smile, because sometimes
• 1:10:37
  teachers are underpaid, but when parents see how difficult it
• 1:10:43
  must be for teachers to actually handle physical school.
• 1:10:47
  It's just a fun experience to like, see them.
• 1:10:49
  Like so angry sometimes, but then again, it's a matter of how
• 1:10:58
  you handle and how you see the profession itself.
• 1:11:00
  Again, it's not about you yelling at your kids and yelling
• 1:11:03
  at your kids never work. Yeah.
• 1:11:06
  Something event yelling at your kids, never work.
• 1:11:09
  It's um, kids nowadays are very different to how we were as
• 1:11:14
  kids. I would say a lot of us were
• 1:11:16
  afraid of our parents, but because school systems have been
• 1:11:22
  child-centered. It's more of approaching how the
• 1:11:25
  child would respond and how we want the ideal ideal things to
• 1:11:31
  come out of the child without forcing them to.
• 1:11:35
  And And yeah, so I, when I get mad with my class, I do not yell
• 1:11:39
  at them because they know that I don't yell.
• 1:11:42
  But when I say, you have to finish that on time, they know
• 1:11:47
  that there's something in them that says, oh, no teacher is
• 1:11:50
  mad. Yeah, there's something I told
• 1:11:54
  my sister this because she's in the ninth grade.
• 1:11:58
  Do you ever yell at your students?
• 1:12:00
  I say, no, I never yell at my students.
• 1:12:02
  I thought that them sternly and into a point that they
• 1:12:05
  understand because Not dumb. You understand when somebody is
• 1:12:08
  upset, and you should know when somebody is upset, especially
• 1:12:13
  using like voice and two Nations and like, facial expressions.
• 1:12:17
  And then students should be also taught boundaries.
• 1:12:21
  And these are things that parents already have in their
• 1:12:23
  houses. Like they yell at their kids
• 1:12:26
  sometimes or like they do not do that.
• 1:12:28
  They don't have that boundary son but for teachers it's a
• 1:12:32
  whole different situation. That's why there's a big
• 1:12:34
  difference and that's How difficult teaching is?
• 1:12:38
  So, yeah. Tiffany advice for aspiring
• 1:12:42
  teachers. Teaching will Tire you out
• 1:12:49
  teaching will like voice? Yeah, I would say that in, it's
• 1:12:56
  kind of like a precaution or like, teaching will Tire you
• 1:13:02
  out. Yeah.
• 1:13:03
  But no matter how difficult it is, you will always find your
• 1:13:08
  way to stay in that situation. Especially when when When your
• 1:13:14
  heart is in it. And when you really care for
• 1:13:16
  your students, so get ready and buckle up because this is the
• 1:13:21
  best job ever. That's it, I'm like, hands down.
• 1:13:26
  I must say this, this whole the so discussion is not going
• 1:13:30
  exactly how I thought it would like spected us to talk in depth
• 1:13:33
  about teaching. But you really, you really sold
• 1:13:35
  teaching very well. I must say, I thought you, I
• 1:13:38
  think, I think there's a lot of people that probably come away
• 1:13:39
  from this thinking that, maybe I'll consider that, you know,
• 1:13:45
  Yeah, I'm going to switch up and going to throw something that
• 1:13:47
  you that I always throw all of my guests.
• 1:13:50
  It's not, it's got nothing to do with teaching.
• 1:13:54
  What's the biggest life lesson that you've learned so far?
• 1:14:00
  When you've experienced bad things, you don't want them to
• 1:14:04
  happen to others as like you can save this, you can say this as a
• 1:14:10
  teacher, I think I can see it as a person because I've gone
• 1:14:14
  through a lot like I've I've lost interest in everything that
• 1:14:19
  I like I've felt bullying. I Like my dish aiming at some
• 1:14:25
  point and you're if you're in that position and you see others
• 1:14:29
  go through that, you don't want that to happen.
• 1:14:33
  Through them or in other words, like when you love somebody, you
• 1:14:36
  don't want them feeling that kind of pain sometimes.
• 1:14:41
  We just want to avoid in that like in that place like they
• 1:14:47
  were moments that I've lost my sense of self like what I was
• 1:14:50
  passionate about and what I like because of these bad things.
• 1:14:54
  I think as a person, and if I've ever met, or if I actually have
• 1:14:59
  a student who has gone through, like battling with depression,
• 1:15:04
  she was very young, she she lost everything that she have ever
• 1:15:09
  wanted and like all the passion just was gone and she stopped
• 1:15:13
  going to class and I realized I also have gone through that
• 1:15:18
  where I felt like my life was very rude Canary and I just
• 1:15:21
  didn't I just wanted everything done.
• 1:15:24
  And in an instant and there was nobody that I could talk to
• 1:15:29
  about it because first, sometimes we feel like it's it's
• 1:15:34
  not as important as we think it would be.
• 1:15:36
  And when I saw that situation happen to others, it just felt
• 1:15:40
  like, no, I have to step in have to help this person.
• 1:15:43
  So because we don't want to feel that always remember to help
• 1:15:47
  others regardless of what they're going through going
• 1:15:50
  through and just be there for them.
• 1:15:54
  Um, it doesn't have to be a very big help.
• 1:15:55
  You just have to be there for them because specially during
• 1:15:59
  this quarantine period, everybody feels alone at some
• 1:16:04
  point. Like, you can, you can be on
• 1:16:07
  video calls in your class but that the end of the day when
• 1:16:10
  you're sitting inside your room, you kind of feel that loneliness
• 1:16:13
  just wash over you. So you'll be there for anybody
• 1:16:17
  because you don't want to feel the same pain that like you have
• 1:16:21
  experience and just pass on That passed on to others, thanks for
• 1:16:26
  sharing. And with as we draw things to a
• 1:16:29
  close for today, do you have any upcoming projects or maybe some
• 1:16:32
  final thoughts that you'd like to share with us?
• 1:16:34
  Well, I'm currently teaching teaching ESL to Korean so that's
• 1:16:40
  pretty much what I'm up to. So if you guys, if you have
• 1:16:46
  people, you want to invite a like learn English like
• 1:16:48
  conversational English, please find our tutorial Center its
• 1:16:53
  place And learn tutorials, you can find it easily on Facebook
• 1:16:56
  and on Instagram. So if you guys want to learn
• 1:16:59
  English from me and from other teachers, it can go ahead and do
• 1:17:02
  that. Excellent.
• 1:17:04
  Yeah, massive, thank you for appearing on the show and
• 1:17:07
  discussing your life as a teacher.
• 1:17:09
  So it's been a fascinating insight and yeah, I've really
• 1:17:12
  enjoyed it. Thank you so much.
• 1:17:14
  Thank you very much as well. Thank you for the opportunity.
• 1:17:16
  It's very fine. My pleasure.
• 1:17:19
  And to everyone listening to the Christian week, podcast be safe,
• 1:17:23
  be well. Thank You for listening.
• 1:17:25
  And as always, I'll see you in the next one.