Written by: Apple Jade Locutan, Crystal Jade Meyer, Jay Vee Lloyd Gayao & Jasmine Muñoz |
Our deployment on August 20, 2025, for the BEACON Community-Based Field Study was a defining moment for our cohort of Bachelor of Secondary Education (BSEd) students of the University of Baguio’s STELA. We were eager to embody the mission of BEACON, Becoming Empowered Advocates of Competence and Outcomes through Nurturing Learning Communities. Yet, before this experience, our view of the profession was shallow: “When people used to ask us what we were enrolled in, we’d often answer with a casual, almost dismissive tone: ‘Teacher lang.'” This immersive field study shattered that simplistic view, revealing the true gravity of teaching as a calling.
The experience immediately presented unexpected challenges that forced us to align rapidly with professional standards. As secondary education specialists, teaching Grade 1 pupils was our first hurdle, requiring us to adapt lesson planning for early learners—a direct application of PPST Domain 3: Diversity of Learners. Furthermore, the limited time allotted for each literacy session demanded effective time management and a clear focus on essential skills
The difficulty, however, did not lead to regret. There was never an idea wherein “I regret joining this”; instead, that very exposure to complexity boosted our determination to commit to these students. “Teaching is never easy at first, but the moment you see your students learn and grow, every struggle becomes worth it.” Our time in Lindawan reaffirmed that the true essence of teaching lies beyond the classroom and is tied directly to PPST Domain 6: Community Linkages and SDG 4: Quality Education.
The intimate encounters with our learners cemented our purpose. “Each small hand that touched us and held the pencil reminded us of the real meaning of teaching. Those tiny hands may be small, but they hold big dreams and endless possibilities.” We realized that teaching is sharing unconditional love and patience, and that our service is essential to ensuring these children’s rights to foundational literacy.
The field study fundamentally shaped our identity. “Through this outreach, we realized that teacher identity is shaped not only by what we learn in our field of specialization, but also by our willingness to serve where we are needed.” The word “lang” no longer holds any space in our definition of this career. “After this experience, we were not able to say ‘lang’ to this profession again.” We are now ready to serve as dedicated, fully empowered literacy advocates.
