PINOY TEACHERS NETWORK

Fundraising for Book Outreach, Philippines

2015-09-13T07:31:00.001-07:00

#giveback #dogood I still remember the destruction caused by Hurricane Haiyan in Central Philippines in November 8, 2013 and until now I still feel the urge to help as much as I can.

Starting today, I'm raising $150K to send 40,000 books and I hope you will join me. Our project with First Book takes an important step towards helping children in Central Philippines recover from the devastation of their schools and educational resources by replacing lost/destroyed books. You don't have to be a millionaire to make a significant difference; even small donations have the potential to drastically improve a student's quality of life.

Global Teacher Migration and Mobility Survey

2012-12-06T16:44:00.001-08:00

December 06, 2012

To our Filipino Teachers around the world,

Please take the survey and forward this message to our colleagues who are teacher migrants.

Education International has given the American Federation of Teachers (AFT) Educational Foundation a grant to conduct research on global teacher migration and mobility. Through the research, we hope to help EI identify best practices for international teacher migration as well as highlight issues of concern and expose abuses. We also want to help our union colleagues around the world develop and promote strategies for positive union engagement with migrant teachers.

To better understand the motivation and experience of migrant teachers around the world, we have developed an online survey designed for individual teachers to complete and submit. Survey responses are collected anonymously; however, teachers may include their names and contact information if they wish to receive the results of the survey, along with the completed report, and be entered into a drawing for an iPad.

If you could fill this out and share with it other teachers in your network, whether they are working in the U.S. or elsewhere, that would be extremely helpful. The link to the survey is here, and if for any reason anyone would prefer to print out the survey and mail it, that is no problem either.

Maligayang pasko at maraming salamat po!

PGCPS Teacher Migrants standing up!

2011-07-15T08:08:00.000-07:00

On the issues of Pinoy Teacher Migrants in PGCPS

2011-04-10T08:27:00.000-07:00

Going through The Washington Post’s 4.4.11 article, “US Dep’t of Labor orders MD. School system to pay millions to mostly Filipino teachers” is like reading a familiar history story. On August 12, 1901, a group of 500 American teachers, the Thomasites, came to the Philippines to help establish the country’s public school system, to teach basic education, and to introduce innovative and effective way of teaching kids. My research tells me that the U.S. government spent about $105,000 for the expedition in 1901. More American teachers followed the Thomasites in 1902, making a total of about 1,074 stationed in the Philippines. I have seen the reverse of this happening right now; actually, I am experiencing it. According to the AFT report “Importing Educators”, “On the international level, UNESCO estimates that 18 million new teachers are needed by 2015 to meet ‘Education for All’ goals and ensure universal access to primary education for students in all countries in the world”. In the past few years, I have seen hundreds of teachers from the Philippines coming to different parts of the US, including PG County Public Schools with this mission: to teach the American school children.

It was not easy for the Filipino teachers to make this righteous decision and accept this noble challenge for they had to give up their homes, sell their properties, and make a sacrifice to be away from their loved ones. They did not have to, but unfortunately, they paid a very high price for this, approximately $15,000 out of their pockets. The Philippine government did not deploy and pay them to come here; it was their personal decision to make a difference to the American students. These Filipino teacher migrants stayed true to their mission, they reached out to everyone in the community and were able to pull in some 21st Century resources and help the students maximize their potential. Even PGCPS attested to the fact that “without these Filipino teachers, Maryland’s most precious resource – our children - would have been denied access to quality public education”.

I am pleased to hear that my fellow Filipino teachers are making a positive impact in their school district. What is alarming is that according to The Washington Post’s article, “DOL investigation found out that the teacher migrants, who were hired between 2005 and 2010, paid fees ranging from $190 to $320 to file their visas; spent about $1,000 in immigration attorney fees; and shelled out another $3,500 in placement fees. Hundreds also paid a $500 anti-fraud filing fee.” Where did the rest of the approximately $15,000 that each teacher pay for go? Shouldn’t PGCPS have policies in place for hiring international teachers to avoid these kinds of violations and exploitations? It is an irresponsible act of negligence if they do not have one.

I hope that the proper county authorities would go to the bottom of this to help find out what went wrong and who did wrong. I still believe in the fairness and sense of propriety of PGCPS in reaching an equitable end to this sorry affair.

- Maria Angala, NBCT -

Filipino teacher migrant, Washington DC

STATEMENT OF SOLIDARITY (TDC's 5th Anniversary):

2011-04-07T21:35:00.000-07:00

The Pinoy Teachers Network (PTN) in the USA would like to congratulate the Teachers Dignity Coalition (TDC) and all of its local sites in all parts of the Philippines on this important occasion of its 5th anniversary. Since its inception in 2006 the TDC has been the torch that lights the way of our teachers in the Philippine public schools during this time of struggles in our profession.

There will be no justice unless the dignity of all people in every profession is respected. In the past five years, the TDC has been challenged to protect the rights of every public school teacher from unfair labor practices, arbitrary and capricious terminations and to uphold the dignity and respect in the teaching profession.

From the words and example of the TDC and PTN teacher leaders, we come to a new appreciation of the Filipino teaching profession that brings with it the spirit of solidarity and collaboration, commitment to share our wealth of knowledge and experiences with each other, the building-up of the common good, and concern of the rights of all Filipino teachers everywhere around the world.

Let us strive to honor our God Almighty and our Filipino national heroes and by serving as a voice for those who are voiceless in the four corners of our classrooms and the hallways of our schools. We must continue to organize and mobilize ourselves, fuel the flames, and empower each other. We need to make everyone in our country aware, most especially those who are making decisions that directly affect our teaching profession, that we are not mere instruments but the key players in the education arena.

Please know that each of us Filipino teacher has a voice that must speak out loudly and cry out for justice. Our students are counting on us, for they have been let down too often, we must stand up and speak up our concerns.

To the TDC Teacher Leaders, do not be intimidated by this responsibility; it is a blessing to be in a position to help another. The only way we can fail is to stop using our voices on behalf of the voiceless.

Let’s keep the fire burning…kayang kaya basta sama sama!

In solidarity,

Marisol Cribe-Angala, NBCT

PTN, Washington DC

Statement by AFT President Weingarten On International Recruitment of Teachers in Prince George's County, Md.

2011-04-04T21:57:00.000-07:00

For Immediate Release

April 4, 2011

Contact:

John See

202/879-4458

jsee@aft.org

Statement by Randi Weingarten,

President, American Federation of Teachers,

On International Recruitment of Teachers in Prince George’s County, Md.

United States Department of Labor investigators today announced they have found that Maryland’s Prince George’s County Public Schools willfully violated federal labor laws. More than a thousand teachers paid thousands of dollars in illegal fees before coming to the United States, according to the Labor Department.

WASHINGTON—It is appalling that a school district illegally and unfairly exploited workers who came from other countries to teach in American schools, and it is especially troubling that this exploitation occurred just a short drive from the nation’s capital.

This isn’t the first example of this type of abuse. A 2009 AFT report called attention to abuses in international teacher recruitment, and the AFT filed state and federal complaints last year on behalf of Filipino teachers working in Louisiana. The AFT has been actively pushing for legislation to regulate the recruitment industry, and is participating in a MacArthur Foundation-funded effort to develop a code of ethics for the international recruitment of teachers. Our goal is to create a systemic fix to keep such abuses from happening again. If proactive regulations had been in place to stop the bad actors, Prince George’s County Public Schools would not be spending millions in back pay now.

We are grateful that the United States Department of Labor has investigated, and is enforcing these laws. We will continue to work with federal, state and local officials to end exploitative recruitment and to support all teachers in our public schools.

###

The AFT represents 1.5 million pre-K through 12th-grade teachers; paraprofessionals and other school-related personnel; higher education faculty and professional staff; federal, state and local government employees; nurses and healthcare workers; and early childhood educators.

ABS CBN EXCLUSIVE: 500 gurong Pinoy posibleng masibak sa Maryland

2011-03-29T18:13:00.000-07:00

http://www.abs-cbnnews.com/video/global-filipino/03/29/11/exclusive-pinoy-teachers-us-face-ax#ooid=5pZmhjMjrDrux4sxue3Oha8c4qFdak1H

Daan-daang Pinoy na guro ang ni-recruit sa Pilipinas para magturo sa Maryland, USA.

Puno ng pangarap, dinala rin nila ang kanilang pamilya sa Amerika.

Sa isang iglap ay gumuho rin ito, nang sabihin sa kanila ng mga opisyal ng Prince George County School na hindi na ire-renew ang visas ng mga gurong nasa "non-critical positions" tulad ng elementary education, music, at language .

Kakulangan naman ng budget ang idinahilan sa desisyon.

Ang paniwala ng mga gurong Pinoy: diskriminasyon ang dahilan ng pagkasibak.

Sabi ni Arnedo Valera ng Migrant Heritage Commission, "Meron prima facie evidence dito ng discrimination against international teachers because wala silang objective criteria and standard to lay off their personnel."

Sa tantiya ng samahan ng mga Pinoy sa Maryland, posibleng umabot sa mahigit 500 guro ang kailangang bumalik sa Pilipinas ngayong taon.

"Masakit, kasi dumating kami dito, nag-promise ang school na 'We will take care of you,'" sabi pa ng isa sa mga nasibak na guro.

Nasa panganib din ang trabaho ng iba pang Pilipinong guro sa ibang estado ng Amerika.

Ayon kay Bing Cardenas Branigin ng Asia America Initiative, "Wala na kasing pera ang gobyerno so ibang state... Maryland ito, maaring tamaan 'yong sa Texas din, sa California, mga hired teachers natin."

Tinututukan naman ng Overseas Workers Welfare Association o OWWA ang sitwasyon ng mga Pinoy na guro sa Amerika.

Umaasa naman ang OWWA na maisasalba din ang kanilang trabaho sa tulong ng ilang international group sa Amerika. Henry Omaga-Diaz, Patrol ng Pilipino

Pinoy teachers in the Metro DC Area, this one's for you!

2011-03-26T16:50:00.000-07:00

Create your free online surveys with SurveyMonkey, the world's leading questionnaire tool.

3 Docus on Pinoy teachers in US...

2011-03-26T16:41:00.000-07:00

By Ruben V. Nepales

Philippine Daily Inquirer
First Posted 18:45:00 03/18/2011
Filed Under: Entertainment (general), Cinema

(Editor’s Note: Inquirer.net is posting an expanded version of Ruben V. Nepales’ column published on the Saturday Special Section, March 19 issue of the Philippine Daily Inquirer upon the request of the author himself.)

LOS ANGELES – Ramona Diaz is a driven filmmaker. Even before she showed her much-awaited documentary, “The Learning,” in a special screening at the San Francisco International Asian American Film Festival, Ramona had already announced a new project. She will direct a film adaptation of Rafe Bartholomew’s bestselling book, “Pacific Rims: Beermen Ballin’ in Flip-Flops and the Philippines’ Unlikely Love Affair with Basketball.”

Of course, Ramona has that other much-anticipated docu, “Don’t Stop Believin’: Everyman’s Journey.” “I'm actually deep into editing that film about Journey and its Filipino front man, Arnel Pineda,” Ramona told us recently via e-mail. “We hope to be done by the end of the year. And I've just started development on ‘Pacific Rims…’”

In addition to these projects, Ramona is the executive producer of Michael Collins and Marty Syjuco’s “Give Up Tomorrow,” which debuts at the Tribeca Film Festival next month.

But we’re especially glad that Ramona, whose credits include the award-winning “Imelda” and “Spirits Rising,” has finally finished “The Learning,” which we first wrote about in 2006. The film follows four Filipinas, part of a group of teachers – mostly women – from the Philippines who were recruited to teach in inner-city schools in Baltimore, Maryland. Aside from Baltimore, where Ramona is based, she shot the four women in Metro Manila and in their respective hometowns in Cebu, Sorsogon, Pampanga and Cagayan de Oro.

Ramona plans to dedicate the first screening of “The Learning” in Manila to Miguel V. Fabie, who passed away last year. Miguel, the cinematographer of Lav Daz’s “Batang West Side,” did the first shoot of “The Learning” in the Philippines. Miguel, Gabriel Goodenough and Gretchen Hildebran are credited as the film’s cinematographers.

Born and raised in the Philippines, Ramona moved to the US when she was 16. Below are excerpts of our email interview with the busy filmmaker:

How was the special presentation screening of “The Learning” at the San Francisco International Asian American Film Festival? And what thoughts were in your mind as you finally watched the film with an audience?

The screening went very well and was very well attended, considering there was no press (on purpose) because of its special screening status. The official premiere will be in Baltimore, where the story is set. The four teachers, Angel Alim-Flores, Rhea Espedido, Dorotea Godinez and Grace Amper-Gonzales, will attend.

As I watched, I really felt that I had made the film that I set out to make – an honest, sometimes brutally so, portrait of life in America, which is not always pleasant. “The Learning” is actually my homage to the Bagong Bayani, the OFWs who toil all over the world. The film will be broadcast on “POV” on PBS in the fall. “POV” is one of the most prestigious documentary series in the US so I'm very flattered that “The Learning” was chosen out of thousands of submissions. I'm hoping that Fil-Ams across the country will tune in in droves.

What were among the interesting or surprising questions or comments during the Q and A that followed?

What surprised me most were not the questions in the Q and A but the reaction during the screening. The audience laughed so much – in a good way, in all the right places. All the things that my editor and I thought were funny, the audience got. But one of the best comments I received after the screening was, “You made us cry and laugh, and sometimes you made us laugh and cry at the same time.” And the film does that. It's a roller coaster ride.

Have the four teachers featured in the film seen it?

Yes, I made sure to show the film to them before screening it publicly. They were very moved and laughed so much at everything, but it may have been mixed with nervous laughter. It is always a strange thing to see yourself on the big screen

Can you give an update on the four teachers – Dorotea, Angel, Grace and Rhea?

All four of them are still teaching and living in Baltimore. Angel married her long-time boyfriend, Anj. Grace was joined in Baltimore by her husband and son and has since given birth to her second child. Rhea is now divorced. Dorotea has gotten tenure and was joined by her husband and three sons earlier this year.

Of the estimated 600 Filipino teachers originally hired to work in Baltimore City, about how many are still there? How many have returned to the Philippines? Is the program considered a success?

I am not sure of the exact figures but the attrition rate has been very low. I think the fact that most of the teachers are still in the city speaks to the success of the program. The Filipino teachers are treasured by the Baltimore City Public School System (BCPSS).

What steps have been taken to provide support to the transplanted teachers in light of two Filipino teachers who committed suicide?

I'm not sure that I can speak about this with any authority because I have not really followed closely what is being done since the two suicides. What I can say is that it may be dangerous to assume that the two teachers committed suicide because of the hardships of teaching in the US – it's inaccurate and irresponsible to assume that. I knew personally one of the two teachers, Fe Bolado, because she was one of the teachers I had filmed originally. Fe was a super smart and innovative math teacher. Why she chose to leave us so early will ultimately remain a tragic mystery.

Is the US still actively recruiting foreign teachers for its public schools?

I do not think US school districts are still actively recruiting aboad because of massive budgetary cuts that the public school educational system has had to deal with in recent years.

What’s the latest on “Don’t Stop Believin’: Everyman’s Journey”?

We wrapped production last September as the band went back into the studio to finish their album, “Eclipse,” which is coming out this May. We have also started a crowd funding campaign which is the hottest and hippest movement in independent film financing these days – going to the fans (of the band, of independent filmmaking, etc.) to raise money to finish the film. If you log onto indiegogo.com and look up “Everyman's Journey,” you will find the details. Every donation is attached to perks so someone can give as low as $10 to as high as $10,000. Every little bit helps, of course. And to top it all, it's tax deductible!

What can you tell us about one of your next projects, a full-length docu version of Bartholomew’s “Pacific Rims…”?

I'm just at the very beginning of what is typically a marathon process. Rafe and I are collaborating to adapt his book into a film. Rafe is coming on as producer-writer, I will be the producer-director, while Marty Syjuco is a producer. It's a look at the Filipino national character through the prism of basketball. We hope to be in the Philippines sometime this year to start shooting a fundraising trailer. I am still searching for an executive producer. Do you know anyone who is into Pinoy hoops?

Email the columnist at rvnepales_5585@yahoo.com.

Research on Teacher Migration

2011-03-26T16:23:00.000-07:00

YOUR READING ASSIGNMENT: The American Federation of Teachers recently issued a report, "Importing Educators: Causes and Consequences of International Teacher Recruitment," which estimates that 19,000 teachers were working in the United States on temporary visas in 2007.

http://www.aft.org/pdfs/international/importingeducators0609.pdf

In The name of Democracy

2011-02-28T00:54:00.001-08:00

I was driving to school this morning reflecting about the series of protests happening across the nation, the uprising in Egypt, and the 25th Anniversary of our bloodless revolution in the Philippines. I recall printing out a write up by a group of highschool Filipino students who created a website in remembrance of our People Power and the fall of a dictator..."In The Name of Democracy" -

For three days, men, women and children filled the streets of EDSA holding on frail hope. For those brief moments, they feared for their security, their lives, their future.

Rumors were spreading all over that the forces from the loyalists were coming in from the north to silence the cry of the people through bullets and shells. The prayers grew louder; anxiety filled the air.

From above, the citizens of Manila resembled ants swarming on the entire stretch of EDSA. Most of the streets were blockaded and trees were cut down to serve as makeshift anti-tank barricades. Curious civilians climbed the 25-ft. light posts to have a glimpse over the crowd. Along the curbs, women attended to the thirsty, hungry and the weary. Men stood vigilant and served as perimeter guards just in case loyalist troops decided to attack. Priests and nuns prayed and comforted people as they made their way through the population with rosaries at hand..

Tanks were on the other edge of EDSA, and the people had no hesitation to meet them with bare hands and prayers. Soldiers aboard the vehicles climbed out and were ordered to shoot. Most either shot in the air or were simply shocked at the amount of sacrifice ordinary people are willing to gamble. Tears rolled down their eyes as they were greeted with food and comfort from the rebels.

As Marcos proclaimed his presidency atop the balcony of the Malacañang, little did the remaining supporters realize that their would-be president was already arranging his plans for Hawaii.

All these events happened 14 years ago and are still alive in the hearts of many Filipinos who were there to experience it first hand.

This is the EDSA revolution – the peaceful cry for freedom.

Today, the Wisconsin Assembly has passed legislation that would curb collective-bargaining rights for most public employees, including teachers. This is a call to action. We must be activists in defense of our faith, our jobs, and our security. We can't turn a deaf ear to those who casually malign our beliefs. We can't daydream while the political, economic and cultural agendas are crafted and imposed by others. The complacent and the apathetic are the weakest among us. The strongest among us must get up and speak up.

We can influence the world through our prayers, our words, and our example. We are one million strong, we will keep the spirit of unity and solidarity in our hearts, and minds, and actions...in the name of democracy.

Sincerely,

Maria Angala, NBCT
Filipino Teacher, Washington DC

Congrats, Gay Mateo, NBCT (Little Rock, AR)

2011-01-08T16:20:00.000-08:00

Three teachers in the central Arkansas area were awarded classroom grants by the Arkansas State Teachers Association, one of them is our very own Emma "Gay" Halili-Mateo, NBCT. Gay, who teaches special-needs students, will use the grant to purchase Leveled Reader Books for her class. CONGRATS, Gay!!!

Read article

PINOY TEACHERS SURVIVE MARYLAND SCHOOL LAY-OFFS

2011-01-02T18:34:00.000-08:00

Thursday, December 2, 2010

Filipino teachers in Prince George’s County have largely escaped deep budget cuts that have led to the lay-off of hundreds of teachers and school support staff.

“There has been some cost-cutting, and yes some Filipino teachers were affected but they have been minimal,” explained Dr. Carlo Parapara, president of the Maryland-based Pilipino Educators Network (PEN) and Special Education (SPED) teacher in Upper Marlboro.

PG County has been hiring teachers from the Philippines since 2004. There are now over 600 of them, not counting their family members.

The PEN was formed only last February and swore-in the maiden set of officers three weeks ago.

Parapara explained that PEN aims to be the public voice of Filipino teachers in PG County.

Their objectives include uniting Filipino educators in the county for mutual assistance; help them understand their rights and responsibilities; facilitate professional development; and help promote Philippine culture and traditions.

Parapara said Filipino teachers in PG County are flourishing despite the economic recession.

Grace Genova, an English for Speakers of Other Languages (ESOL) teacher, concurred with his assessment.

They attributed this to the fact that the vast majority of Filipino teachers have kept their certifications current and performed well in their jobs.

The PG County Board of Education had eliminated hundreds of jobs – 300 of them teaching positions – slashed bus service and expanded class sizes to cope with budget cuts.

The $1.66 billion budget approved at the start of the 2010-2011 school year represented a 2.6 percent reduction from the previous year.

Parapara said they only get to know of a Filipino teacher who’s been laid off or transferred to another school through the grapevine or if the affected mentor goes to them for help.

He explained they arrange for legal advise for those who want them.

Based on that, he said the number of displaced Filipino teachers has been minimal.

He said they are more concerned with the reduction in training opportunities.

This appears to be one of the secrets of Filipino educators in making themselves recession-proof.

“Most of our teachers are pursuing higher studies,” Parapara averred.

Most of them entered the United States on an H-1B visa which is valid for three years and can be extended for another three years.

The first batches of Filipino educators are near the end of the H-1B visa validity but even here, they’re not worried.

Parapara said 95 percent of the Batch 2005 mentors – to which he belongs – have already received their immigrant visa, the so-called green card.

He said he plans to stay five more years in PG County before embarking on a major career move.

The majority of Filipino teachers have expressed the desire to stick it out in PG County although some plan to move “to a less difficult” school, he said.

“There’s a reason they hired teachers from the Philippines,” Parapara explained, “No one here wanted to fill the positions. So, some of our teachers also want to try other schools or even schools in other states.”

But even as they continue to plot their future, Filipino teachers are confident they have found a home in Prince George’s County.

Teachers finally receive bonus

2010-12-31T10:05:00.000-08:00

ABS CBN MANILA, Philippines - It is Christmas after all for teachers.

The Teachers’ Dignity Coalition (TDC) reported today that teachers from almost all 16 Department of Education (DepEd) regions have been receiving their P10,000 Productivity Enhancement Incentives (PEI).

"We appreciate the efforts made by the DepEd leadership to ensure that there would be a merry Christmas for its half million employees, most of them teachers who are selflessly and tirelessly performing their tasks for the entire year, who deserve to be rewarded,” TDC chairperson Benjo Basas said.

Last week, DepEd Secretary Armin Luistro said there may be delays in the release of the bonus of teachers.

Department of Budget Management (DBM) Circular 2010-3 dictated that the PEI should have been released as early as December 15.

Basas noted that this is also the first time that the DepEd released the full amount of P10,000.

“Since year 2007, the PEI or Performance Bonus is divided into two tranches, the P7, 000 normally comes several days before Christmas or New Year and the P3,000 from agency savings could come as late as February of the following year,” Basas said.

TDC monitoring as of Wednesday night, however, revealed that teachers in some areas are still waiting for their PEI including those from Taguig, Paranaque, Tacloban, Iligan, Isabela, Cagayan, Negros Occidental, Camarines Sur, Albay, Sorsogon, Davao Oriental, Zamboanga Sibugay, Gen. Santos City, South Cotabato and Cotabato City.

“We hope that everyone will receive this Christmas bonus within this day so every family of Filipino teachers will be celebrating a bountiful noche Buena tomorrow night,” Basas said.

English Speaking Robots Become South Korea's Newest Teachers

2010-12-30T13:10:00.000-08:00

Government invests 1.58 billion won (1.37 million dollars) into the test program.

Twenty-nine egg-shaped teachers are the wave of the future in South Korea. As part of a four-month pilot program sponsored by the South Korean government, 3-feet high telepresence bots have started teaching English to elementary school children in the country.

Developed by the Korea Institute of Science and Technology (KIST), the Engkey robots are handled remotely by English-speaking teachers in the Philippines. The robots sport an avatar face on a TV display panel and are wheeled around each classroom as they speak, read books, dance and interact with the children.

According to KIST senior scientist Sagong Seong-Dae, cameras detect the facial expressions of the English speaking teachers in the Philippines, who can see and hear the students via remote, which then reflect them on the face of the avatar.

"Well-educated, experienced Filipino teachers are far cheaper than their counterparts elsewhere, including South Korea," said Sagong.

Kim Mi-Young, an official at the Daegu city education office said that some robots may be sent to remote rural areas of South Korea shunned by foreign English teachers. Both Kim and Sagong indicate that the robots will be used as reinforcements. Kim added that the experiment was not about replacing human teachers with robots.

"We are helping upgrade a key, strategic industry and all the while giving children more interest in what they learn."

Kim also noted that having robots in the classroom makes the students, especially shy ones, more active in participating.

"The kids seemed to love it since the robots look, well, cute and interesting. But some adults also expressed interest, saying they may feel less nervous talking to robots than a real person," said Kim.

The South Korean government plans to expand the program in all 8,400 kindergarten classrooms by 2013.

To The Filipino Teachers

2010-01-20T02:25:00.001-08:00

Dear colleagues,

It is Martin Luther King, Jr's birthday today here in the US, and as I was reading once more his immortal speech "I Have A Dream", a movie of the same slavery, bondage, injustice and oppression that our Filipino ancestors endured was playing in my mind. I guess I am presently too preoccupied with so many trivial things happening around me that I have buried our history into my subconscious. As if reminding me, a voice of our own heroic leader back home in the Philippines resonated in my head...

...At the vanguard of progress in this part of the world I stand - a forlorn figure in the eyes of some, but not one defeated and lost...

...Out of the lush green of these seven thousand isles, out of the songs of the farmers at sunrise when they go to labor in the fields, out of the limitless patience of teachers in the classrooms, I shall make the pattern of my pledge:

I am a Filipino born of freedom and I shall not rest until freedom shall have been added unto my inheritance - for myself and my children's children - forever. - Carlos P. Romulo

It is no coincidence that CNN's 2009 Hero of the Year is a Filipino Teacher. Indeed it runs through our veins...heroism, valor and persistence is the insignia of our race.

Are you a Filipino Teacher? Here's an invitation...

DC Pinoy Teachers Support Group Session

2009-02-12T07:23:00.000-08:00

How are you coping with your work? Getting better? Good. Don't forget to relax and pamper yourself during weekends and holidays, we also need to take care of ourselves so we can better perform what is expected of us in the classroom.

WHAT: Monthly DC Pinoy Teachers Support Group Session on Special Education Protocols and other Legal Issues

WHEN: February 21, 2009, 9:30 am- 12:00 am

WHERE: Jefferson Middle School Room 118

801 7th Street SW Washington DC 20024 (Green Line: Waterfron/ SEU)

WHO: Toni Sanao (SPED Coordinator/ SPED Teacher, Tacoma) and Jean Mata (SPED Teacher, Anacostia) will be our facilitators

Questions to ask yourself/ others as a new teacher:

- do you keep a reflection journal with you?

- do you keep a parent contact log?

- how do you modify your students' work?

- how much do you know about IDEIA? Inclusion or LRE?

Please be ready to:

- share your classroom experiences as a teacher (answer questions above).

- ask our facilitators your questions at the end of their presentation.

Please call or email back if you have questions or any concerns. See you all on Saturday!

Thank You – DCPS Pinoy Teachers Support Group Meeting

2009-01-24T19:30:00.000-08:00

TO: George Parker
President
The Washington Teachers Union

Dear Mr. George Parker,

It was very enjoyable to speak with you and to your Chief-of-Staff, Mr. Clay White, yesterday at the WTU Executive Boardroom about some of our most pressing concerns as newcomers in the DC Public Schools System.

Right now the challenges that we are faced with, on our quest to make a difference, seem all uphill. But with the assistance from the WTU and with our focused efforts to become exemplary DCPS educators we will survive and thrive.

We feel the sense of urgency that is enveloping the school system and rest assured that we will respond with great enthusiasm to bring about the change that is needed for our students to achieve at their optimum potential.

Once again, thank you and we are looking forward to a positive collaboration.

Respectfully yours,
DCPS Filipino Educators

HBO Documentary: Hard Times at Douglass High

2008-06-23T17:19:00.000-07:00

TO: Dear Baltimore City, Prince George’s County and District of Columbia Public School Teachers
FROM: Donald Mooers
DATE: June 23, 2008
SUBJECT: “Hard Times at Douglass High”: ON AIR TONIGHT
HBO, Monday, 6/23 at 9:00 PM (Eastern Time)

Dear friends:

I write to you both as your immigration attorney and as a grateful Citizen of the United States . As I have told many of you on several occasions, you and your certified teacher colleagues from the Philippines and elsewhere are helping to rescue America ’s educational system from the depths of despair. Thank you for doing what you do.

Tonight, viewers across the country will get a first-hand view of the challenges that many of you face each day in your classrooms. HBO Films produced a documentary called “Hard Times at Douglass High”, which covers the 2004 – 2005 school year at one of the Baltimore City Public Schools where Filipino H-1B teachers have been assigned. One of the recurring messages throughout the movie is that Baltimore City faces a critical shortage of qualified teachers – it is not by coincidence that Filipino teachers began arriving to work in the School System for the 2005 – 2006 academic year.

I hope that each of you has the opportunity to watch the documentary this evening. If you are not able to watch it, below is the description from HBO.com that also includes the dates and times when “Hard Times” will be re-broadcast.

On Friday, June 20, I attended the World Premier of “Hard Times at Douglass High” at the 2008 SilverDocs Film Festival. Many of the individuals, including the then-principal and the Douglass Marching Band, were in attendance with me. It is because of the profound impact of watching this powerful documentary that I recommend it to your viewing.

I also suggest that you forward my e-mail on to your colleagues and friends – it is important that they too understand some of the challenges that you have faced as you have helped turn around the educational systems in the school systems where you work.

Once again, I thank you for the service that you are providing to your students and the schools where you teach. You are truly unsung heroes, and I consider it an honor to have the opportunity to assist you through the complex and convoluted US immigration system.

Sincerely,
Don Mooers
****************************************
HARD TIMES AT DOUGLASS HIGH
Rated TV14: ADULT CONTENT, VIOLENCE, ADULT LANGUAGE
Running Time: 112 minutes
Genre: Documentary

At Frederick Douglass High School in Baltimore , MD , the expectations raised by the No Child Left Behind Act have reached a critical point. Shot over the course of one year, this film looks at this storied institution at a time when its very existence has been put in doubt. Oscar®-winning filmmakers Alan and Susan Raymond delve into the classrooms, corridors and offices of Douglass High. Their focus: to look at the challenges facing teachers and students as this inner-city school copes with the looming specter of sanctions in the wake of the 2002 education-reform act designed to raise academic standards. (TV14) (AC,AL,V)
Director(s): SUSAN RAYMOND, ALAN RAYMOND

SCHEDULE:
Mon 6/23 09:00 PM HBO - EAST
Mon 6/23 11:00 PM HBO LATINO - EAST
Tue 6/24 12:00 AM HBO - WEST
Tue 6/24 01:00 AM HBO2 - EAST
Tue 6/24 02:00 AM HBO LATINO - WEST
Tue 6/24 04:00 AM HBO2 - WEST
Wed 6/25 11:00 PM HBO - EAST
Thu 6/26 02:00 AM HBO - WEST
Thu 6/26 09:00 PM HBO - EAST
Thu 6/26 09:00 PM HBO LATINO - EAST
Fri 6/27 12:00 AM HBO - WEST
Fri 6/27 12:00 AM HBO LATINO - WEST
Sat 6/28 02:30 PM HBO - EAST
Sat 6/28 02:30 PM HBO LATINO - EAST
Sat 6/28 05:30 PM HBO - WEST
Sat 6/28 05:30 PM HBO LATINO - WEST
Sun 6/29 11:30 AM HBO SIGNATURE - EAST
Sun 6/29 02:30 PM HBO SIGNATURE - WEST
Sun 6/29 09:00 PM HBO SIGNATURE - EAST
Mon 6/30 12:00 AM HBO SIGNATURE - WEST
Wed 7/2 11:50 PM HBO2 - EAST
Thu 7/3 02:50 AM HBO2 - WEST
Sun 7/6 08:00 AM HBO - EAST
Sun 7/6 08:00 AM HBO LATINO - EAST
Sun 7/6 11:00 AM HBO - WEST
Sun 7/6 11:00 AM HBO LATINO - WEST
Tue 7/8 02:30 PM HBO - EAST
Tue 7/8 02:30 PM HBO LATINO - EAST
Tue 7/8 05:30 PM HBO - WEST
Tue 7/8 05:30 PM HBO LATINO - WEST
Fri 7/11 11:00 AM HBO2 - EAST
Fri 7/11 02:00 PM HBO2 - WEST
Wed 7/16 04:30 P HBO SIGNATURE - EAST
Wed 7/16 07:30 PM HBO SIGNATURE - WEST
Sat 7/26 07:00 PM HBO SIGNATURE - EAST
Sat 7/26 10:00 PM HBO SIGNATURE - WEST

U.S. HIRING PINOY SENIORS AS PUBLIC SCHOOL TEACHERS

2008-03-19T10:23:00.000-07:00

MANILA, MARCH 19, 2008 (STAR) By Mayen Jaymalin - Instead of going into retirement, many Filipino senior citizens are getting a new lease on life by landing high-paying teaching jobs in the United States.
The local recruitment industry yesterday reported an increasing number of Filipino teachers, including those above 60 years old, employed in various American public schools.
Isidro Rodriguez of the Green Life Care International and Worldgoal Corp. said his agency has deployed to the US at least 20 Filipino senior citizens and 15 others now applying for teaching jobs.
“Age is not really a problem for American employers as long as they can prove that they are able to do their teaching job well,” Rodriguez said.
The oldest they have deployed so far was a 67-year-old teacher.
Sixty-year-old Erlinda Panares, a BS psychology graduate, said she was hired to work as special education teacher for three years at a public school in Virginia and received a monthly pay of $5,700.
Panares is encouraging other Filipinos to work as teachers there because American schools provide not only high pay but also better working conditions for foreign workers.
However, Panares said she opted to return home after four months because she was very homesick.
“If only I have my family around I would continue working there because they have good working conditions,” she said.
According to Rodriguez, the only challenge in deploying Filipino senior citizens is that they could not stay for more than a year because of homesickness.
“It’s a challenge but I am not discouraged to deploy senior citizens because for them it’s not the pay that is really important but that they were able to prove that despite their age they can still teach young people,” he explained.
Even for young teachers, Rodriguez said employment opportunities in the US are very bright. “The recruitment of teachers for deployment in various states in America is now a big business, in fact, even bigger than that of nurses.”
Meanwhile, Rodriguez belied reports that he is into illegal recruitment and human trafficking activities.
Contrary to television reports, Rodriguez said, he has a license from the Philippine Overseas Employment Administration (POEA) and all those he deployed have permanent jobs.
“There are few instances that a worker would have to wait for a month after arrival before he or she could work but all those I have deployed are now employed,” he said.

Part 4: Challenges for a “Non-native” (L2) ESL Teacher

2008-03-04T03:19:00.001-08:00

by: Rolly Obedencio, ang ating ULIRANG GURO in Thailand
** Part 1
** Part 2
** Part 3

Another trying experience was on the use of educational technology. My boss provided the teachers the needed facilities and equipment, like built-in moving LCD, projectors, computers and other high-tech gadgets. The money and effort spent rippled back as many of the students became motivated to study the moment my class period would come. Their language skills significantly developed as indicated in their achievement progress report.
As a result, the most daring experience was when my boss at this first school gave me the credits, confidence and recommendation to train a group of top 50 Thai ESL teachers reviewing for their national test, using their material on phonology from the British Council, with those audio-visual electronic devices. (I wondered why my boss preferred me to seven L1 teachers in teaching phonology. I entertained the thought that, perhaps, they were busy finishing the students’ marks). I was impressed how good those Thai teachers were at producing British sounds. That week-long review workshop sponsored by E.R.I.C towards the end of the school year was worth attending, since I learned a lot from them, too.
Knowing my financial constraints, my boss was so nice to me to suggest that I find a part-time job around. I found one at a language school. The owner was a very kind Chinese Thai. We had different levels of learners—students and professionals. This business-oriented school gave a chance to L2 ESL teachers, especially Filipinos.
I got a much better offer from one of the Catholic schools towards the fourth quarter of 2006. I felt, however, I had to finish the whole year as indicated in the contract. Besides, the relationship I established with my boss was a test whether to leave or not. It was hard to say goodbye to the former one, but I had to, since my family needed this new one. It was a different challenge here than before.
Language barrier is has been a big test for me at this new school this year 2007. I don’t have a Thai counterpart with me to translate some words and ideas. I haven’t learned much Thai, since the previous school was so strict in speaking only English once we were within the school premises. My partner is also a foreign teacher. Both of us have to divide the class into two smaller ones and teach them just by ourselves. I have to use every means available—a real EFL/ESL teaching, which is short of the comfort I was used to at the previous government school. There isn’t any better technology than the former school. I have to use the conventional way: whiteboard, marker, photos, and other audio-visual materials that take a week or two to request. Besides other aids, I have to use my own notebook computer to present in small classes of about sixteen to 20 students per class.
There are more foreign teachers, about fifty, at this new school. Most of the teachers are Filipinos. There is a challenge as to how I relate myself to each of them. There is a big tendency to speak in our vernacular once I’m with them on campus, even if our head had announced to speak English at school, especially in front of the students, faculty and parents. On one hand, I’m cautious not to be ostracized by fellow Filipinos and branded a half-cooked Filipino-American (“Fil-Am”). On the other hand, I’m careful of not losing my job, since some of my boss’ staff members sometimes show some questionable stare to any foreign teacher who speaks any vernacular. These Thai staff members were just silent, but I have been wondering what has been going on in their minds.
After midterm, my foreign co-teacher and I were busy calculating the marks of the students. While he was encoding the marks into the computer, our Thai coordinator, who happened to be seated next to him, kept on telling him to doctor the marks to pass the students. I couldn’t believe what I saw with my two eyes. I was told by my other co-teacher not to intervene, or I would be history like the previous teacher the last year. I couldn’t understand this system. To me it’s grave dishonesty. Trying to understand that system led me into internet search and I have figured out that there is such “No Fail” policy among primary and secondary schools, and that the same problems many of the foreign teachers encounter at their respective schools. I later understood that the “no fail” policy is for special case with special students—students with learning disabilities. However, the way it is implemented by some Thai teachers seems questionable, in that, able students are given passing marks too when they failed the tests because of their negligence to study or do the tests. I have observed that students don’t dare to strive during midterm and final tests, because they know they are not going to fail the test anyway. I don’t see any feeling of urgency on the part of the Matthayom 2 and 3 students to strive or pass the tests. It seems that tests or exams don’t mean anything to them but just an ordinary daily activity. They even sleep during tests. Some students noisily play some musical instruments, or throw balls inside the classroom. Some do some makeup on their faces in front of their mirror for the whole period. They keep on cheating openly no matter how I warn them not to. After three times of warning, I couldn’t help but take some action, by getting some test papers and let them retake in our faculty office. I’m not sure what’s going on in the minds of these fourteen and sixteen year old students.
Recently, a group of Thai teachers proved themselves a better match to the way foreign L2 teachers performed during our English Camp. There was a clash of strategies, management and implementation of programs between the two groups of teachers. Thai kids seemed to be more active and participative with their Thai English teachers than with the foreign teachers on the second night. There was a threatening statement from one of the organizers that if foreign L2 teachers are not cooperative and able to handle the students, then the Thai organizers might employ their local teachers only for the next English Camp.
Keeping the job is important to me and for my family at this time. My conscience tells me not to be complacent at all times. While I do make a distinction between workplace and home, I make sure that all the requirements at schools are done within the specified time. I also have to be sensitive to both Thai teachers and students’ expectation. This is not often easy, since I may not be able to please every one of them. There is always a second thought of looking for a better job, just in case.
There may be more unexpected challenges ahead. Predicting them to some degree ahead of time may be helpful. For instance, I honestly don’t expect that I will be an ESL teacher throughout life for some reasons beyond my control. For instance, some schools may prefer to hire younger, more able and appealing teachers. Before this happens, at least I have some other options, such as taking an area within educational domain, but not restricted to ESL teaching. I like to explore and broaden my skills in the area of education, and not just language teaching. Hence, the present degree in educational leadership I’m pursuing might help me a lot. This is a branch of educational administration, but the emphasis is on looking for some new ways education can take turn. Therefore, I learn not to be traditional and stick to what is commonly accepted norm, but respond to any need in any situations.
At present, there is a need for self discovery for more potentials and skills for better challenges in the future. Whatever future thing this profession may offer, I must be ready to face every challenge with willingness, confidence and determination to move on, because this is what I know about what it takes to be an L2 ESL teacher.

Rolly Cainglet Obedencio, MA-Religion (Biblical Studies-Old Testament and Ancient Near Eastern Languages), ESL teacher, Assumption College Thonburi. Rolly has been teaching ESL in the Philippines, China and Thailand for about nine years. He has earned a Certificate in TESOL. He is presently pursuing his second MA in Educational Leadership. He lives in Bangkok at the moment.

Part 3: Challenges for a “Non-native” (L2) ESL Teacher

2008-02-29T17:40:00.000-08:00

by: Rolly Obedencio, ang ating ULIRANG GURO in Thailand
** Part 1
** Part 2
Continuation... As I came in close contact with many Filipino applicants in the middle of the year, English proficiency over qualification was their major challenge. Some of them came to the training center, because they had been fired by their employers when their accent had changed in the middle of the year. (I just wonder whether accent was the real reason of their being fired). They thought that there was nothing wrong with their accent. My boss, however, said, that they had a terrible accent. The training center had to retrain and market them at the end of the course after they would have acquired the near native-like accent.

Teaching skills necessary for a Thai environment were easy for those Filipino teacher-trainees. They had been educated in their college years. In my observation, not many of those schools where I had interviews asked for a TESOL/TESL/TEFL certificate, though. So, TESOL/TESL/TEFL certificate wasn’t a big deal for me at my job interviews, except at this first school I worked for. The training I received paid off when my boss wanted me to demonstrate in each class, especially the visiting groups of students, teachers and administrators from other schools, what a certified TESOL teacher had to offer in the entire year.

Students at that government school were mostly slower and much larger in number than those at private schools. So I had to dumb down my approaches to an average of 37 students each class. Some of them in grade 12 couldn’t respond to some personal questions, such as name, age, or occupation. There was the slowest section among grade 12 students that every teacher, local or foreign, just gave up. I had to provide them a positive atmosphere that they would risk speaking up without any hesitation. My boss was very glad that these students were able to open their mouth, speak up, and have a meaningful conversation with me in the middle of the term. It was satisfying.

Different Thai teachers seated in each of my classes posed another challenge too. They were not there to teach, but to help control the class as were told. However, they were just seated there as observers and evaluators, taking notes of my strategies and management. The mood of the class would naturally change if looked at a different perspective by an observer seated at the back row of the classroom. I didn’t underestimate Thai teachers with me in my classes. They were the eyes and ears of my boss. I had to overcome that little uneasy feeling, until I got used to it that they became my friends and partners. (You would receive presents if you got much approval from them, though).

The foreign teachers, not only the local Thai teachers, posed a challenge to me. There were about six L1s (first language speakers of English) and four L2 foreign teachers, of which two were Filipinos (including me), one was a Hollander and an overqualified Indian, having a Ph.D. in English Literature. There was a fast turnover of teachers after the middle of the first term. The Hollander left with a promise to return, but he never came back. He had his personal reasons. He was replaced by someone from Scotland.

Let me give emphasis about this strange Scottish teacher who was discriminatory. He asked me, “Are you teaching pronunciation?” “I don’t if it’s not a part of my lesson objective,” I said. He retorted “How can you not teach English without pronunciation?” I replied with a subdued one, “I do teach it if it is a part of my objective.” He raised his voice, “What kind of English can they learn from a non-native speaker? Students should learn from me, because I’m a native English speaker.” I smiled and said, “Well, I’m bloody sure my students have learned from me. I don’t have problems teaching pronunciation, though. My co-teachers can attest to what I have done.” He continued patronizing me by saying in a Scottish way “D’you have a ‘paddow’ (i.e. paddle) on your boat?” “Sorry, what did you say?” I asked. He said acerbically, “a flat thing used for rowing a boat.” I grinned and said, “Ahh, a paddle. What is that supposed to mean?” Instead of answering, he asked another question, “Which prestigious university did you graduate from?” I politely said, “Just a small college at the top of the mountains in the southern part of the Philippines.” He said, “I graduated at Cambridge University with a degree in History.” I asked, “What was your thesis about, and tell me your main variables.” He was surprised to say and ask me, “I wrote about the World War II, but what’s a variable? I have never heard of that word. That’s bloody difficult question.” I smiled and winked at him, “I understand, don’t worry. Forget about that.” The following week came. He didn’t show up. I inquired. I was told by my boss that he was fired, because he didn’t know how to teach. Each period was wasted by a mere series of drill of rote pronunciation without communication, and that students couldn’t understand him of his accent. He complained about why I should be favored by the students and teachers when I’m not a native speaker. My boss just said that the Scottish teacher had nothing to offer comparable to my skills and qualification. I pitied him. He became history.

Except me, another bunch of teachers replaced our batch in our regular program the following term. After the Scottish teacher left, a very handsome young Swedish guy came. Girls giggled as if tickled by their laughter in class. He also lasted for two weeks, because he had nothing to offer but his handsome face. He was replaced by an excellent South African. An experienced British teacher replaced another British colleague of mine. His English was not without errors, but his teaching skills were impressive. My boss requested me to find very good teachers of any nationality. I surely found some among the Filipinos. They were ranked according to accent, skills, experience and qualification during their job interviews. The best one among them was hired. (To be continued...)

Part 2: Challenges for a “Non-native” (L2) ESL Teacher

2008-02-28T17:27:00.000-08:00

by: Rolly Obedencio, ang ating ULIRANG GURO in Thailand
** Part 1 of his story)
** Part 3 of his story
** Part 4 of his story
Continuation...The experience in China was so rich that I was able to teach six university classes, three middle school classes, six elementary classes, and one kindergarten class for one year. Yet I felt that something was lacking. Towards the later part of my stay in China, I came to realize that I needed more formal TESL training to certify my experience and observations. I had enough experience, and I wanted more certification to qualify for better opportunity and possible positions. TESL/TEFL training schools, however, are scarce to find in China and if there are, the training fee is too high.
While I was in quest of more knowledge in honing my teaching skills, I considered Thailand. After much searching on the net, I ended up in Thailand, the place where I thought the training ground for more rigorous TESL.

Few months before coming to Thailand, I was faced with another challenge--job hunting. I never wasted time. My goal was to individually send about three hundred résumés in a month, an average of about ten applications a day. Filling the employers’ inboxes, I might be guilty of sending unsolicited emails. Responses were varied, such as about nationality, accent, color and others. Some common phrases were: “Native speakers only”, “Good accent, but you are brown”, “No more vacancy, but I can recommend you to my friend of your good accent“.

I have observed that the employers’ first preference of teachers was definitely not the Filipinos, but the so-called “native speakers” of English (L1). The second is any L2 whites. The third could be the blacks, and the fourth could be the Filipinos and other Asians. This preference of nationality, race and color was not new to me, since I had met it China. I wouldn’t mind if language schools or any business-oriented institutions make their preference of teachers on color, race or nationality. It’s business anyway. However, it irks me a little when a school is an established institution of higher education, either a privately owned or a government type, which does not consider applicants by skills, experience and qualification. To me, this is close-mindedness and a lack of education. These types of schools don’t have any values in education, but look at an educational institution as a mere business industry.

I was forced to devise my marketing strategies to sell myself at a job interview. Usually, I don’t send résumés right away if they aren’t needed; Instead, I make a call to get an interview, which I got more interviews through it. When the person on the other line gives a go signal, it’s the time to get ready for a more impressive actual presentation, loaded with answers to objections. I was determined to inject some “anesthetic” ideas when I unearthed an interviewer’s objections before he/she could articulate them. I had to be proactive, or else I would lose the opportunity. I wonder why I didn’t have any teaching demos at those interviews, when those other applicants with me did. I reckon I had five memorable interviews in my first week in Chonburi: at two high schools and at a university in Chonburi, through phone call with EF-Chiangmai, and at a secondary government school in Bangkok. I wanted the one in Bangkok, because of my preference of place.

In my second week, I decided to attend a TESL/TEFL/TESOL certificate course at a training school in Bangkok. I was happy that I met a lot of Filipinos who wanted to do the course, too. Most of them were education majors, but were shy when any white folk was present in class. Our L1 professor had to boost these teachers’ self-esteem (EQ), as he believed was the primary secret in achieving success. Methodologies, strategies, management and other techniques were discussed. There was heavy emphasis on accent, as the professor claimed that it was this other reason that Filipinos have to improve to get and maintain a decent job. I was given the privilege to train some of them on phonology. I was glad that those who endured the course got their decent job.

Salary was another challenge. I had the skills, experience, qualification, yet my boss-to-be at a government school wanted to negotiate the salary I wanted to a much lower rate than that of the whites. We were in a kind of tug-of-war or seesaw situation when each of us was pulling each other to his end or to my end. We met at the center when he asked me whether I had any TESOL certificate. It was good that he graduated a Master in TESL at a nearby university. He understood my concerns, and we closed the deal to a little lower salary than that of those white teachers. It was worth it. I got the job. (To be continued...)

Part 1: Challenges for a “Non-native” (L2) ESL Teacher

2008-02-27T07:53:00.000-08:00

by: Rolly Obedencio, ang ating ULIRANG GURO in Thailand

Teaching English as a Second Language (TESL) can either be a chosen or a fortuitous career. For many, TESL has been a chosen profession planned since before entering college, to finishing courses leading to a baccalaureate degree in TESL or its related degree in education until landing a TESL job. For some, TESL is a result of their serendipitous discovery in quest of their calling, a case of this writer, a second language speaker of English (L2), or the so-called “non-native” speaker of English (which is commonly interchanged with the ambiguous “non-native English speaker”).

Below is my personal account of the challenges I have met as an ESL teacher, coming from a different perspective. Some teachers of similar experience may find this article meaningful. Any positive implication elicited from reading this brief memoir is sufficient for me to say, “mission accomplished”.

I was introduced into TESL profession through what I call the “backdoor”, when a group of Koreans in a graduate school in the Philippines approached me to teach them English conversation to supplement their English grammar courses for Michigan Test sometime in 1999. I told them that I didn’t have any formal training in TESL or its related field, and that my degree was purely in the area of theological education, particularly Biblical Studies (Old Testament emphasis). These Koreans assured and gave me confidence that I had the skills and proficiency in teaching a language, even ESL, since some of them had seen me teach a Biblical Hebrew class (when I was temporarily requested by our professor to teach a group of masters and doctoral seminary students while he was on vacation in the USA for several weeks).

Consequently, I took the challenge. Sweat dripped from my scalp when I found out that TESL is different from teaching Biblical languages. While teaching biblical languages is confined to grammar, vocabulary, syntax, reading, exegesis, translation and interpretation, ESL seems to be more student-centered in developing language skills. I thought the ordeal was just for a few days. More sweat rolled down my younger baby face then when more Korean parents introduced their children to me. Oh, my! My limits were tested, as these Korean kids didn’t know ABC. I was forced to use common sense in catering to the needs of these young learners, groping into darkness in search for appropriate strategies and activities suited for their learning styles and needs. (Teaching graduate students seemed easier, though, because I could easily identify myself with them). There was no translator, so I was forced to use a Korean-English-English-Korean dictionary, photos, gestures, games, and other visual aids. They easily learned if I used their “Hangul” (the Korean alphabetic writing system) and its transliteration into English alphabet when they asked how to pronounce words. Some kind of bibliographic and experimental research was needed for me to grasp some basics of TESL. I learned to adapt to the level of these kids in a short period of time. Tens and hundreds of students came until I couldn’t accommodate all of them to my schedule, as some of them wanted to study as early as 5:00 A.M. and as late as 11:00 P.M. These Korean students studied like machine. They were killing me. It was fun, though, because they became my friends. And the joy of teaching continued into weeks, months, and six years as more demand arose to teach several levels of students from kindergarten to adults. It was funny that they wanted American accent, yet most of them couldn’t follow exactly its pronunciation after a period of study.

Another challenge came when I received a call from a group of Chinese evaluators to teach ESL at a language school in China for a year from 2005 to 2006. No longer on proficiency and experience (since I got the job through them), challenges were on teaching Chinese students from kindergarten to university levels in a Chinese way. What on earth was their style? My boss would just wake me up anytime without advanced notice and preparation and take me for demos to any schools around. There was no lesson plan required. Any books pulled from anywhere would do, and it’s the teacher’s job to adjust his/her teaching style to the student’s learning level and styles. I told my boss that I didn’t need those books, since they didn’t fit the students’ level. I would rather make my own plans and curriculum.

I soon discovered that the boss was marketing me to these schools so she could make a teaching contract with them. I was often scrutinized by a big crowd of students, teachers and administrators, as if a foreign ESL teacher was an expert in applied linguistics. They threw unexpectedly very hard questions ranging from phonetics (including Chinese ‘Pinyin’), proficiency, teaching methodology and strategies, classroom management, and cultural backgrounds, which were beyond my understanding and ability. I felt I was placed in a fighting arena with these Chinese gladiators. I had no choice but to “dance” with them to meet their expectation, using my common sense, or else my boss wouldn’t make a contract with those schools. After the question-and-answer portion, the interactive audience seemingly turned into a throng of political campaigners and voters with their loud shout, whistles and applause. The whole amphitheater was abuzz. I had never been in my life that I felt like I was running for president, because of the accolade they granted. Surely, my boss signed a contract with them. And that was not the first time. Soon, I came to know that in China, schools from kindergarten to university hire ESL teachers from language schools.

Every Saturday night, foreign teachers of different language schools would go to a park to participate in an informal program called “English Corner”. Students of all ages from different schools would gather around and ask varied questions, such as “What is your favorite color?” “What Chinese food do you like?” “Are you married?” “How do you like Chinese girls?” “How can we speak fluently like an American?” As with other foreigners, I had to respond favorably, or they would say “your accent is bad” and I would lose the gathering students. They often asked me the written phonetic symbols and enunciation of some words.

It’s funny that Chinese wanted spoken American English, while most of their books were written in British. So, I had to modify some written symbols to represent and produce the American sounds. As young as kindergarten kids, Chinese students are well-versed in Pinyin (a system for transliterating Chinese ideograms into the Roman alphabet) and many of the IPA (International Phonetic Alphabet) symbols to produce the Chinese sounds. Like Koreans, Chinese are meticulous in phonetics. (To be continued...)

** Part 2

** Part 3

** Part 4

Covering the Filipino teacher suicides

2008-02-24T08:18:00.000-08:00

by Sara Neufeld, Baltimore Sun
My story in today's paper was one of the hardest I've had to write in a long time.
As those of you who have been following The Sun's education coverage for awhile may remember, I spent the 2005-2006 school year following Aileen Mercado, a teacher from the Philippines who at the time was living 10,000 miles away from her husband and three kids. Aileen lived in the Symphony Center apartment building near the Meyerhoff along with 70-plus other Filipino teachers, and I got to know many of them that year, including Fe Bolado. (An archive of my series is posted here.)

I met Fe on the same day I met Aileen, in July 2005 at Fallstaff Elementary School. The first batch of Filipino teachers was in orientation, and I was there to pick one to trail for the year. For a little while that day, I actually considered making Fe my subject, but I decided against it because I wanted a teacher who'd left young children behind in the Philippines. But I'd see Fe at the teachers' weekly prayer meetings (which often turned into karaoke nights). I sat with her in the hall at Symphony one evening as she waited, dressed in a white skirt and top and wearing more makeup than normal, to record a Christmas video message for her boyfriend back in the Philippines. That boyfriend became the husband whose infidelity sent her into an emotional tailspin.

When Aileen called me in tears on the morning of May 25 to say Fe had killed herself, the only comfort I could offer was that newspapers don't normally cover suicides. When she called on the night of Nov. 8 to say it had happened again, I could no longer offer such comfort. Another suicide, done the same way, I knew my editors would say it was news.

I didn't know Irene Apao, but it was terrible to see the pain her death has caused on a community I've come to care very much about. And it was terrible, getting back in touch with some of Fe's friends, hearing about the sleepless nights and nightmares and stress-releated illnesses they've experienced since she died.

Learning of my plans to write a story, many of the Filipino teachers were afraid it would reflect badly on the program that's brought more than 400 of them to teach in Baltimore. I hope that's not the case. As the story points out, Baltimore's foreign teacher program has actually become known around the country for the intensive support it provides. Many administrators attest to the good that Filipino teachers are doing for the city schools.

The suicides have sparked efforts to raise awareness about mental illness, which is highly stigmatized in the Philippines. I hope that those prevention efforts pay off, and that there won't be an occasion for me to write about this subject again.

A Filipino television segment about Irene's death is here.