Keenness makes one “see” things differently like the ability of clairvoyance. This metaphor stemmed from the certain savvy I’ve had with QUT nearly six years ago. The Institute enriched me with deep, meaningful insights, concepts, and theories. Indeed, these experiences gave me much know-how to take on more challenges as an educator, researcher, community leader, and environmentalist.
Idleness is never an alternative to a visionary like me. Whenever I take the helm for the team, I lead it as I walk my talk. Since 2015, my division has been honing student-researchers and teacher-advisers who have the integral knowledge to compete, and dominate Regional Science and Technology Fairs. Some were even winners, not only qualifiers, of national competitions. We made it achievable through the rock-hard persistence of students and the erudition of people in the field. Teacher-advisers are rendered better as we encourage them to participate in the Professional Development programs. We also published a compendium of scientific researches called Uswag— a local term that means “moving forward.” Progress. This may not be much, but it is the honest work of many people who have spent time and effort to contribute to the ever-growing field of science.
COVID-19 changed everything. This is proven not to be a hindrance for me to share my passion in taking other teachers for mentoring, rather, a primetime to reach out to others. Together with my graduate studies students, we helped a group of indigenous people in our province, Manide– a tribe that is very close to my heart. We have provided social ameliorations as well as simple culture, tradition, and practice-based lectures on life skills and basic health habits. To be able to witness the simplicity of their way of life was truly life-altering.
As a visionary educator, I continue to search for what I consider new and essential. I indelibly patronize “thinking together” and “thinking about thinking together”. It is my particular conviction that collaboration is the essence of philosophical inquiry. Grounding of philosophical inquiry in graduate studies catalyzed a more thoughtful, compassionate, and ethical educational experience among my students. I inspire them to be champions in applying innovative methods in teaching by constantly fascinating them with intellectually safe communities of inquiry to develop their abilities to think for themselves in tried-and-true ways. These are all outcomes of my unending learnings and reflections as I try to embolden others to be the corps d’elite of the next generation of learners and educators.