Title: “The passion that lit a hundred burning passions: A teacher’s story of toil and triumph”

Author: Yvonne Burbos-Gera (Senior Education Program Specialist – HRDS)

Date Published: September 22, 2019

Teaching has always been considered a noble profession that requires great passion. Being a
teacher in the Philippines is a far more interesting story to tell. The challenges abound and one’s
passion can truly be tested, and if one prevails, a diamond in the rough emerges.
For the past three decades, Teacher Jacquelyn Rachel L. Tapdasan has spent most of her life
teaching. Starting as a classroom teacher, Teacher Jacky always believes that teaching is not just
a profession, but a personal calling.
“I’m passionate about teaching because I come from a family of teachers, and I’m surrounded
with passionate people. Even if I have a son with special needs, I continue to teach and use this
as an inspiration to help my learners grow and succeed,” Teacher Jacky shared.

In 2003, Teacher Jacky’s normal life as a classroom teacher changed when she accepted the
challenge of being the Non-Formal Education (NFE) Coordinator in the District of Naga III in
the province of Cebu. Being an NFE Coordinator meant that she would leave the comforts of
teaching in a classroom to provide education to learners in far-flung areas inaccessible to formal
basic education system. Every week, she traveled to Sitio Cabuan, which is 14 km from the town
proper, to conduct basic literacy program (BLP) to out-of-school youth and adults.
Being an NFE Coordinator in Sitio Cabuan gave Teacher Jacky the chance to meet its resident.
She coordinated with the barangay officials and looked for partners in implementing the life
skills trainings such as basic dressmaking, manicure and pedicure, and welding and fabrication.
Her efforts paved the way for non-formal education in the remotest sitio in Naga City.

Jacquelyn Rachel L. Tapdasan, Teacher II and District Alternative Learning System (ALS)
Coordinator, has spent 30 long years in nurturing minds, touching hearts, and transforming the
lives of young Filipino learners in the remotest areas of Naga City, Cebu.
Source: https://www.deped.gov.ph/2019/09/22/the-passion-that-lit-a-hundred-burning-passions-
a-teachers-story-of-toil-and-triumph/

Title: “A Teacher by Heart: A UNICEF worker’s journey from academe to development work
and how she wears a teacher’s hat to uphold children’s right to quality education”
Author: Mel Tan
Date Published: September 20, 2023

MANILA, 20 September 2023 – Back in college, I had the privilege of having weekly
interactions with street children in Cubao and Lingap Center through our organization called
Musmos. It made such a huge impact on my life that I thought of pursuing a teaching career after
college. Unfortunately, the school’s hiring officer did not see my course as a good fit for
teaching. I was told to apply my college training in the corporate world, and so I did.
However, the tug to teach never left me, so after three years, I resigned from my Makati job
and heeded the call. I started as a part-time teacher assigned to two high school classes while
pursuing my Master’s degree. I secured a full-time post the year after and stayed on for nine
more years, teaching ICT applications and coding. I also took on a variety of roles during my

1
stay at the Ateneo de Manila High School. The experience was a mix of laughter and tears, but it
was
definitely a journey of learning and growth, both personally and professionally. I cherished
interacting with my students and seeing them flourish – some of whom I still connect with from
time to time. I would like to think that I was able to inspire them to believe in the goodness of
life and to equip them with practical life skills.
The opportunity to explore outside the academe came with my foray into government work. I
joined the Commission on Information and Communications (now DICT), where I became part
of a team that managed eSkwela, a multi-awarded digital learning solution for the Alternative
Learning System (ALS). This allowed me to gain expertise in ICT in Education and expand my
horizons by working with DepEd and local education networks. The success of eSkwela paved
the way for local and international recognitions, one of which came from the UNESCO Regional
Bureau for Education (Bangkok). Fortunately for me, this opened the door for an international
consultancy post, as part of UNESCO Bangkok’s ICT in Education team. In 2019, I decided to
head back to the Philippines to take the opportunity to work again with the ALS community. As
an Adolescent Development Specialist at UNICEF Philippines, I focus on providing technical
assistance in non-formal education, adolescent participation, and skills development.
You have probably heard, “You can take the teacher out of the classroom, but you can’t take
the classroom out of the teacher.” Being a teacher sticks with you. Since I took to heart the Jesuit
value of cura personalis that advocated care and concern for the holistic development of each
student, there have been many instances in my line of work that bring out the teacher in me and
my passion for caring for children.
Working at UNICEF still allows me to wear a teacher’s hat. My background helps me
visualize what proposed education policies and programme designs look like at the classroom
level. For instance, I took inspiration from my teaching days when UNICEF was developing a
socio-emotional learning (SEL) intervention for children in conflict with the law (CICL). I was
able to use the interdisciplinary model practiced in school to advocate for an integrated
intervention where different adult roles (i.e., ALS teachers, social workers, psychometricians,
and house mothers) reinforce and support one another to benefit the children. I was very much
involved in the module design and development. Despite several implementation challenges
during the pandemic, the intervention got positive reviews. The children who benefitted from it
shared that the programme positively influenced their thinking, attitude, behavior, and
relationships with others. Seeing how the modules can benefit more children, the local teams
proposed to roll out the modules through their community-level programmes. The success of the
intervention led to the inclusion of the SEL modules as one of two learning packages endorsed
by the Juvenile Justice and Welfare Council to develop life skills among CICL.
I don’t dream of a perfect world, but I want a world where children can be children. For them
to “live” and enjoy their childhood, they should feel safe, secure, and supported. I want them to
be excited about life and the opportunities that they can take. My sincere hope is for all duty-
bearers to genuinely prioritize effective and efficient ways to facilitate children’s development
and well-being.
Source: https://www.unicef.org/philippines/stories/teacher-heart

Title: “Beyond chalk and talk: The inspiring story of Albay’s model teacher”
Author: Gladys Serafica
Date Published: October 5, 2023

DARAGA, Albay – Elgie Radaza believes in second chances.

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 Hailed as “Philippines’ Woman of Dedication and Most Innovative Alternative Learning
System Teacher of the Year” in the 2023 Dangal ng Lahi Awards, Radaza is an advocate of the
transformative power of education to make a difference in a student’s life.
“Gusto kong mabigyan ulit ang mga learner na nawala sa formal na sistema ng edukasyon
dahil sa ibat-ibang rason ng second chance. Kung mahirap ka, hindi hadlang ang kahirapan para
baguhin mo ang buhay (I want to give a second chance to learners who have dropped out of the
formal education system due to various reasons. If you are poor, poverty is not an obstacle to
changing your life. If you want to succeed, what you need is determination)," she said.
Turning setbacks into comebacks
Radaza, the daughter of a farmer and a housewife in a brood of 10, knew all too well what it
was like to be poor at an early age. But instead of wallowing in self-pity, she had her mind set on
a specific goal: She would be the first college degree holder in the family.
It is her testimony as somebody who was able to make it despite the insurmountable challenges
in life that have made her a beacon of hope for her students.
Nicole Shane Mendaza, 23, an ALS passer who was forced to quit formal school due to
teenage pregnancy, remembers her former teacher with so much fondness.
“Sobrang thankful po ako sa kanya dahil siya po ang tumayo bilang pangalawang magulang
ko. Siya po ang gumabay at nagpalakas ng loob ko upang matupad ang aking pangarap na
mairaos ko ang pag-aaral. Tiwala lang sa sarili ang lagi nyang payo sa akin dahil walang ibang
tutulong kundi sarili ko lang. (I am very thankful to her because she served as my second parent.
She guided me and encouraged me to fulfill my dream of completing my education. She would
always advise me to trust myself because no one will help me but myself)," she said. Radaza
believes that more than the information that the teacher is giving, it is his or her influence that
really counts in the grand scheme of things.
“Most of my learners have encountered so many hardships and difficulties in life, yet they
choose to rise above these challenges. As a teacher, it is my duty to help them believe that they
can do it and be there for them when they achieve their dreams,” she said in the vernacular.
In her 14 years of service as an ALS teacher, Radaza could no longer remember the names and
faces of all the out-of-school children, out-of-school youth, and out-of-school adults that she has
mentored. One 64-year-old grandmother, however, who is working for a local barangay council,
stands out from the crowd.
“She is very special to me because, despite her age, she has a dream and is very willing to
learn. She values me as a teacher. She diligently does her modules, and she listens to my advice.”
Asked why she has such a strong affinity for this senior learner, she said it is because she
reminds her of her mother, who instilled in her the value of education when she was young. Her
mother, who passed away at the age of 82, only finished Grade 4.
Radaza’s story is a testament to the power of education to create a ripple effect on the lives of
individuals. Through her second chance philosophy, she empowers her students, making them
believe that they are not defined by their circumstances and that their future lies in their hands.

Leaving an indelible mark

Radaza’s impact extends far beyond the four corners of her classroom in the Anislag
Community Learning Center. To Dave, her second eldest son, she is a “wonder woman” for her
ability to maintain a cheerful disposition and a calm demeanor despite her personal struggles.
As a mother of five, who is now the family's sole breadwinner after her husband figured in a
motorcycle accident in 2017, her selfless attitude to “put the needs of her family first” speaks
volumes about her character. To Jemah Brecia, her former mentee and now co-teacher, what sets
Radaza apart is her unwavering pursuit of academic excellence. “Up until now, she has
consistently and diligently taught her students. Even though there are so many changes and
challenges in the curriculum, she always delivers,” she said.
3
 For Bryan Advincula, an ALS teacher from another school, Radaza’s legacy is her infectious
attitude toward work that is driven by her passion and dedication to serving the needs of her
students.Radaza has received numerous accolades for her outstanding contribution to the field of
education.

In 2022, she was a finalist in the “Most Inspiring ALS Teacher’ during the Albay Recognition
of Unconditional and Genuine Action for Nobility (ARUGAN) Awards. Just this year, she was
also hailed as one of the Dangal ng Lahi Awards winners.
More than the awards, however, Radaza believes that the real reward is seeing her students
achieve their dreams.
“Watching my students become successful is the greatest reward of being a teacher,” she said.
(PNA)
Source: https://www.pna.gov.ph/articles/1211207

Title: “A Day in the Life of a Teacher: All The Things Teachers Do”
Author: Questen Reynolds
Date Published: May 9, 2023

Happy Teacher Appreciation Week! This time of year is truly special to me. For 7 years, I
worked as a classroom teacher. It was the hardest job I ever loved. Supporting my students
academically, contributing to a positive school culture and communicating with families and
community members, all made teaching such a wonderful professional experience. In my role as
a Design Principal at Education Elements, I no longer work in the classroom, but I use the skills
to support school leaders and districts.
As the school year comes to a close, it is important to honor the hardworking teachers who
commit their lives to shaping future generations. Teachers are the backbone of our society. They
validate our identities, encourage excellence and motivate strong habits. We’ve all been affected
by a teacher who helped shape the trajectory of our lives. The teacher who encouraged us to
pursue that college major, helped us study for a test or join a specific team all deserve
recognition. They commit time, effort and resources that are often hidden, yet have a profound
impact on their practice. The recent COVID pandemic made teaching even more challenging and
yet teachers rose to the challenge. Teachers did this all the while making a national average of
$56,483.

So how do teachers rise to the challenge every day? What might a typical day look like?
Seeing it all laid out may give you even more appreciation for all that teachers do. Here’s a list of
what a day in my life might look like as a middle school teacher:
 Wake up early (5:00 am!)
 Drink coffee or tea to start the day
 Prepare the classroom and lessons
 Update the white/chalkboard
 Lesson question and standard
 Positive intention
 Homework
 Quote of the Day
 Arrange lesson materials
 Sharpen pencils
 Organize books

4
  Greet students at arrival (7:00am)
 Teach engaging and culturally responsive lessons
 Encourage students to task risks answering challenging questions
 Affirm students for their participation
 Assess student mastery of the lesson
 Correct off task behavior
 Record lesson for practice growth
 Schedule time to review lesson video
 Grade exit tickets (formative assessments)
 Input data into tracker
 Share data with coach
 Plan to reteach a lesson based on the data
 Celebrate students (yay!)
 Sanitize and organize classroom
 Adhere to COVID protocols
 Support common times (recess, lunch etc)
 Play sports/games with students
 Encourage healthy eating habits
 Bond with students (throughout the day)
 Provide advice and resources
 Connect with students
 Build relationships
 Advocate and encourage students
 Hold students accountable to poor choices
 Communicate with parents (throughout the day)
 Positive and instructive calls
 Students say their good-byes! (4:00pm)
 Attend grade team and school meetings (4:30pm or later)
 Meet with other teachers to create initiatives for students
 Outside of school hours (after 6:00pm and on weekends)
 Grade additional assessments
 Apply lesson feedback to lesson plans for the upcoming week
 Contact families
 Check inbox for emails
This list by no means represents all teachers. However, it paints the picture of how teachers
rise to the challenge to support their students and school community. Noticeably missing are the
times teachers take to eat, drink water and go to the bathroom. It is not uncommon for a teacher
to go the day without drinking water or eating a proper lunch. Teachers often sacrifice their
personal needs for their students. Someone once said, “Teaching is the one profession that
creates all other professions.”- Unknown. Teachers deserve more than a week. They deserve to
be celebrated everyday. This week, but every day after, find a teacher and thank them. You can
thank them with your kind words or gestures: a gift card, food or a mug to name a few ideas.
Source: https://www.edelements.com/blog/a-day-in-the-life-of-a-teacher-all-the-things-
teachers-do?fbclid=IwZXh0bgNhZW0CMTEAAR0_e6bb73mvV6VyXLfXm3eE-
CbXQX05UhXs1DdeZYzR8xkZ7Hj6cS8NIL4_aem_h8SAaVMQltG9F2epg6btxw

Title: “The impact of preschool attendance on student outcomes at school in the Philippines”
Author: Dominique Russell
Date Published: August 31, 2022

International research shows that preschool education plays an important part in preparing
children for school.

5
 A recent longitudinal study in the Philippines has followed a cohort of 4,500 public
elementary school students for 5 years. The study found that children who attended preschool
consistently outperformed those who did not in literacy, mathematics and social-emotional skills.
The Philippines Early Childhood Care and Development (ECCD) Longitudinal Study was
funded by UNICEF, the Philippines Department of Education and the Australian Government.
The research was conducted by the Australian Council for Educational Research (ACER) and
involved case studies, student assessments and questionnaires completed by students, teachers
and school leaders.

The impact of preschool on learning at school

The aim of the study was to assess the impact of the introduction of the Kindergarten year
into the Philippines’ K-12 Basic Education System. Data was collected at 6 points: at the start of
Kindergarten, the end of Kindergarten and at the end of Grade 1, 2, 3 and 4.
“This study found preschool and day care made a positive difference to learning for the first 5
years,’ the report reads. ‘Even at the end of Grade 4, students who attended preschool and day
care prior to attending Kindergarten outperformed those who did not in literacy, mathematics and
social-emotional skills.”
However, the authors caution that the quality of preschool teaching and learning remains
unclear. “In the case studies, no mention was made of explicit teaching of social-emotional skills
and general cognitive skills. These skills were an implied by-product of attending preschool and
day care and interacting with other children,” they write.

Social-emotional skills of children

A unique feature of the study was the measurement of students’ social-emotional skills, and
the exploration of the relationship between social-emotional skills and literacy and mathematics
achievement.
“Social-emotional skills were measured as it is now well-known that children draw on a range
of skills to succeed at school,” the researchers explain. “A child who can manage her emotions
can use this skill when persisting on a mathematics task. Children who can recognise emotions in
themselves and others, can use these skills to resolve a disagreement when working on a group
project.”
The study found that in general, children’s social-emotional skills were rated by teachers as
medium to high. It was also clear that girls outperformed boys. As well as this, it was found that
students’ social-emotional skills did not seem to develop over time, and those with high social-
emotional skills outperformed students with medium or low social-emotional skills in literacy
and mathematics.

Students’ literacy and numeracy skills

The study also shared key insights into the literacy and mathematics skills of children.
The researchers note that while in general, literacy skills improved each year, the
improvement did not align with the pace of the curriculum. This gap between skills and
curriculum expectations became most pronounced at Grade 3.
“Most students in this study are still learning to read at the end of Grade 4. The pace of
teaching and learning did not appear to meet students’ needs. They likely required more time to
practice and consolidate essential reading skills such as letter sound relationships and decoding,”
the report reads.
The story was similar for mathematics skills, however the gap between curriculum
expectations and student skills was most pronounced earlier, in Grade 2.

6
 “We need to ensure that teachers are provided with the guidance, training and opportunities to
develop and use different strategies and resources to support different children’s learning needs.”

Learning in different languages

The report also presents insights into the impact of the Philippines Mother Tongue-Based
Multilingual Education (MTB-MLE). The Philippines was the first nation in the region to
implement a national policy requiring mother tongue language education for all students up to
the end of Grade 3 before transitioning to Filipino and English in Grade 4.
“It is unique in its ambitious parameters – the Philippines Department of Education produces
teaching and learning resources in 19 mother tongue languages which covers 80 percent of the
population. However, performance across language groups differs, as our study showed.”
Specially, the longitudinal study found that for literacy, students who were tested in Filipino
scored higher than students tested in English. However, scores from students tested in English
were not far behind those tested in Filipino. The researchers say this finding is impressive,
because English may rarely be spoken at home.
Source: https://www.teachermagazine.com/sea_en/articles/the-impact-of-preschool-attendance-
on-student-outcomes-at-school-in-the-philippines

Title: “Teaching and learning activities: Everyday science in the early years”
Author: Jo Earp
Date Published: June 04, 2020

A new research-based series encourages early years educators to take advantage of

teaching and learning opportunities in everyday activities to improve young children's scientific
knowledge, skills and understanding.
Science in the early years, published by the Australian Council for Educational Research
(ACER), includes four free resources that educators can use to develop children's science inquiry
skills and monitor their learning. The step-by-step activities – exploring plants, mixing liquids,
floating and sinking, and light and shadows – can also be used by parents whose children are
learning at home.
The series was co-authored by ACER Research Fellow Christine Rosicka and ACER
Senior Research Fellow Gayl O'Connor. It's aimed at helping preschool and Foundation to Year
2 educators incorporate the latest research into science learning and development into their
learning programs.
‘Science isn't just about learning facts, it is a way of thinking and developing skills so
that we can understand the world,' Rosicka and O'Connor say. ‘Introducing science in the early
years can harness children's curiosity and build on their knowledge of science concepts, which is
further developed as they experience the world around them.'
The authors emphasise that science in the early years doesn't have to be daunting for
teachers, or students. ‘It need not involve additional work to develop new activities, or money for
special or new equipment. Many common activities in early years education, such as painting,
classifying, cooking, building and sorting, have a basis in science.' The important thing, they
explain, is to highlight and discuss the scientific nature of these activities.

7
Links, integration and learning from mistakes
The first paper in the series, Early years science and integration, discusses the importance
of science in the early years. It illustrates how science relates to broader outcomes in the Early
Years Learning Framework (EYLF) and the subject-specific strands of learning in the Australian
Curriculum – and links between the two. The paper also explores how integrating science into
other aspects of learning can help develop literacy and numeracy skills.

Science inquiry skills are a key aspect of the EYLF and F-2 Australian Curriculum, but
the authors say they don't need to be taught in isolation – cleverly integrating science into current
teaching programs means that science skills and content can be covered simultaneously.

Research shows that developing the science inquiry skills of observing, predicting,
checking, recording and communicating can teach young children that it is acceptable to fail and
that learning can come from making mistakes. ‘Young children are more accepting of mistakes
and failure and fostering these characteristics from a young age through the experimental nature
of science provides opportunities for children to learn from failure,' the paper says. ‘Introducing
science activities to young children and allowing them to make mistakes could build their
confidence to take risks in their later education. Scientific learning from the early years also
supports young children's development of critical thinking skills.'

Supporting and developing early science understandings

Part two of the series, Science inquiry skills, explores how to incorporate science
contexts and content in the early years, why science inquiry skills are important, and strategies
for developing these skills in young learners.
It highlights research suggesting children have started to reason and think in ways that
support science understandings, even before they start kindergarten. Science inquiry skills also
describes children as active learners who make meaning from their experience – so it's important
to go beyond simply entertaining or amazing them with science, and develop their skills and
understanding early on.
The authors say an inquiry-based approach allows children to design and carry out their
own investigations, while the strategy ‘observe, predict, check, and record' can be used to
scaffold activities. ‘Science at this level should also include activities in which children can
experiment to test their ideas, measure, collaborate and communicate.' They add that, whatever
the approach, it is important to be consistent so that skills and understanding can be developed
across different concepts.
When introducing young learners to science inquiry skills, the paper says teaching should
be intentional and explicit (such as modelling questioning and prediction), and help students see
themselves as scientists and successful learners.
Finally, the authors remind educators they shouldn't just be focusing on science inquiry
skills: ‘… it is also vital that “science content” (topics) and “concepts” (understandings and
relationships) are introduced in early years science learning.' The paper shares examples of
common topics, such as the classification of living things, and some cautions when introducing
the topic to young learners.

Knowing what children can do and understand

In the third paper, Monitoring children's learning, Rosicka and O'Connor explain the
importance and value of monitoring young children's science learning, and share
developmentally appropriate methods of monitoring.

8
 ‘It is important for educators to invest their time in improving their knowledge of what
children can do and understand,' the authors say. ‘Evaluating children's science understandings
helps educators to plan for the science skills and knowledge that need to be covered.' Educators
can use this knowledge to correct misconceptions and adapt future teaching and learning
activities to better meet children's needs.
Methods to monitor young children's science skills and knowledge include educators
creating ‘learning stories' featuring write ups and photos, using narrative stories and cartoons to
inspire discussions, and children creating drawings and models. The paper says monitoring tasks
can be incorporated into activities, so that educators can respond to children's actions and discuss
their understanding. Keeping portfolios and recordings of discussions and activities has been
found to help educators gain a better understanding of a child's abilities.
Monitoring tasks should be linked to early years science learning outcomes and focus
only on science skills and knowledge (rather than, for example, numeracy or literacy skills).
Educators are reminded that effective tasks provide children with the opportunity to apply the
skills they have learnt and show what they know.

Professional development and working together with children

The final instalment in the series, Educator facilitation, focuses on the critical role of
educators as facilitators of science learning, strategies for facilitating learning, and how
educators can build their own skills and confidence in this area.
Facilitation can include providing active, hands-on learning opportunities, modelling and
supporting children's language, or scaffolding their interactions with provided materials – such as
use of equipment in a science corner. ‘For example, the proper use of a balance scale might not
be obvious to young children. Once they are shown it works there is a greater chance that
children will develop a related inquiry skill (observing, describing, comparing, questioning,
predicting),' the paper says.
Rosicka and O'Connor emphasise that early years educators aren't expected to know
everything across all science topics, and instead should be open to working together with
children to help make connections and find answers collaboratively. On the topic of professional
learning, they say educators should be supported by both pre-service and in-service professional
development programs, while centre-based or school-based learning opportunities is another
strategy to consider.
Source: https://www.teachermagazine.com/sea_en/articles/teaching-and-learning-activities-
everyday-science-in-the-early-years

Title: “9 Ways to Recognize and Appreciate Teachers”

Author: Megan D’Ambrosio
Date Published: April 25, 2022

Next week is Teacher Appreciation Week. Although we at Education Elements believe

that teachers should be celebrated on any day that ends in a “y”, we also are excited to join in the
Nationwide celebrations next week. As a former teacher, a little “thank you” went a long way, a
gifted morning coffee fueled me to empower my students through testing season, and a card
highlighting my impact reminded me of my “why.”
In fact, according to McKinsey data from 2021 – although compensation, work-life
balance and health were all critically important – employees noted the importance of feeling
valued by their organizations and managers, and feeling a sense of belonging.

9
 Next week is about giving teachers that little bit of extra credit that they have very much
earned. The last few years gave us a glimpse into the true magicians that teachers are, now it’s
our turn to provide a small token of magic! It’s not too late to plan a little something to celebrate
the teachers in your life.

So, below are a few concrete ideas of ways you can ensure your teachers get recognition they
deserve next week and beyond:

 Time. Offer to cover a teachers lunch/recess/arrival/dismissal duty, so they can enjoy a few
moments to catch up on planning or take a moment to breathe.
 Brief interruption. Bring a smoothie/coffee/ice cream cart, rolling by classrooms. The act of
surprise is one teachers always enjoy!
 Praise from a student. Film a video, take a picture, capture student quotes, prompt students
to share gratitude. Include students in celebrating teachers’ successes to emphasize the
impact they have each day.
 Food. Find out what a teacher's favorite snack or coffee is. Teacher fuel is always a favorite!
 Public praise. Celebrate specific accomplishments through shout-outs on twitter or signs
outside the classroom door.
 Private praise. Send in a handwritten note, email or simply pick up the phone to thank a
teacher. Share a specific example of impact.
 Gift Cards. Teachers spend so much of their own money on school supplies from Amazon
and Target. Help them by giving back! Teacher’s also work late nights and could use a meal
in the classroom one evening via a local meal delivery service card such as DoorDash or
UberEats.
 Anything handmade. If your child is too young to write a thank you, have them draw a
picture or make something for their teacher’s desk that shows how they have made a
difference.
 Ask what they may need. I’ll never forget when a parent simply asked me what I needed for
my classroom. Post it notes, highlighters, and a few glue sticks later, I was able to enhance
my lesson the next day!
Source: https://www.edelements.com/blog/9-ways-to-recognize-and-appreciate-teachers

10
 REFERENCES

 Department of Education (DepEd). (2019, September 22). The passion that lit a hundred
burning passions: A teacher’s story of toil and triumph. Department of Education.
https://www.deped.gov.ph/2019/09/22/the-passion-that-lit-a-hundred-burning-passions-
a-teachers-story-of-toil-and-triumph/

 Tan, M. (2023, September 20). A teacher by heart. UNICEF Philippines.

https://www.unicef.org/philippines/stories/teacher-heart

 Serafica, G. (2023, October 5). Beyond chalk and talk: The inspiring story of Albay’s
model teacher. Philippine News Agency. https://www.pna.gov.ph/articles/1211207

 Reynolds, Q. (2023, May 9). A day in the life of a teacher: All the things teachers do.
Education Elements. https://www.edelements.com/blog/a-day-in-the-life-of-a-teacher-all-
the-things-teachers-do

 Teacher Magazine. (2024). The impact of preschool attendance on student outcomes at

school in the Philippines. Teacher Magazine.
https://www.teachermagazine.com/sea_en/articles/the-impact-of-preschool-attendance-
on-student-outcomes-at-school-in-the-philippines

 Teacher Magazine. (2024). Teaching and learning activities: Everyday science in the
early years. Teacher Magazine.
https://www.teachermagazine.com/sea_en/articles/teaching-and-learning-activities-
everyday-science-in-the-early-years

 Huneck D'Ambrosio, M. (2022, April 25). 9 ways to recognize and appreciate teachers.
Education Elements. https://www.edelements.com/blog/9-ways-to-recognize-and-
appreciate-teachers.

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