Written by Vincent Sito and Nicolene Delos Santos |
If we were asked to name the most meaningful part of our year, we would choose our time in Lindawan, those afternoons spent with young readers, the quiet breakthroughs in every session, and the shared moments that reminded us why we chose to serve. What began as a simple outreach quickly grew into an experience that shaped our perspective on teaching, learning, and community.
When we first met the students, their hopeful eyes carried a kind of trust we immediately felt responsible for. We walked in thinking we were there to teach, but we soon realized we were stepping into something deeper. Each session became an avenue for discovery, revealing the unseen corners of learning where struggles, gaps, and possibilities quietly lived.
We saw learners wrestle with letters, pause before difficult words, and gather the courage to read aloud despite uncertainty. Their challenges were visible, and sometimes heartbreaking, yet their determination shone brighter. Every time they tried again after a mistake, we witnessed courage. Every hesitant sentence they pushed through reminded us that learning is a journey, not a race.
As student-instructors, we learned the power of patience and intentional support. Repeating sounds, breaking passages into smaller parts, and celebrating small victories, these simple strategies slowly transformed hesitation into confidence. Eventually, we understood that progress is not measured only by speed or correctness, but by persistence, self-belief, and the small sparks of understanding that grow over time.
Through this outreach, our roles evolved. We were no longer just volunteers; we became guides, encouragers, and companions in each learner’s growth. And in that process, we grew too, gaining empathy, a deeper sense of purpose, and a clearer picture of the educators we aspire to become.
This journey also made us realize that our small actions contribute to much larger global efforts. By strengthening children’s foundational reading skills, we supported SDG 4: Quality Education, ensuring that learners have better access to literacy and lifelong learning. And by working hand in hand with teachers, parents, and barangay leaders, we embodied SDG 17: Partnerships for the Goals, showing that real progress happens when communities unite. In our own simple ways, we became part of a collective movement toward equitable, empowered, and inclusive education.
We left as advocates for hope, literacy, and community.
What we found in Lindawan was more than a reading program. It was mutual growth. It was courage shared between learners and mentors. It was the realization that teaching is both a responsibility and a privilege.
Our time in Lindawan will stay with us, a reminder that every child carries potential, every struggle carries a lesson, and every act of service carries the power to change us for the better.
