Written by Apple Jade Locutan, Crystal Jade Meyer, & Michelle Angelica Yeshia Gatchallian
“Education is not preparation for life, education is life itself.” -John Dewey
There really is a big difference between expectation and reality. During our first two weeks of internship at our cooperating schools, what we once learned in theory became real in practice. Entering the classrooms, meeting learners, and working with cooperating teachers opened our eyes to the true demands of the teaching profession. We experienced pressure, self-doubt, and moments of uncertainty, but we also felt fulfillment whenever learners listened, participated, and showed interest. These early days reminded us that teaching is not just about delivering lessons but about building connections, managing real classroom situations, and responding to the needs of diverse learners. As John Dewey said, education is not preparation for life but life itself, and in these first weeks, we began to live the life of teachers.
More than personal growth, our experiences also made us realize that our role as future educators contributes to SDG 4: Quality Education, which promotes inclusive and equitable education for all. Inside the classroom, we became more conscious of creating opportunities where every learner, regardless of ability or background, can participate and succeed. We also recognized that teaching is connected to SDG 10: Reduced Inequalities, as we strive to support learners who need additional guidance and ensure that no student feels left behind. Through small yet meaningful actions, encouraging participation, adapting lessons, and giving feedback, we take part in advancing these global goals within our own school communities.
Our experiences allowed us to apply what we learned about content, planning, classroom management, and assessment, reflecting the Philippine Professional Standards for Teachers in meaningful ways. We learned the importance of creating a safe and respectful learning environment, being flexible when plans do not go as expected, and becoming more learner-centered in our teaching. In doing so, we also promote SDG 16: Peace, Justice, and Strong Institutions, particularly by fostering respectful classrooms built on fairness, empathy, and positive discipline. With guidance from our cooperating teachers, we realized that teaching is a continuous process of learning, reflection, and improvement. There were mistakes along the way, but each mistake became a lesson that shaped our confidence and strengthened our commitment to grow as future educators. Through collaboration with teachers and fellow interns, we practiced teamwork and shared responsibility, reflecting the spirit of SDG 17: Partnerships for the Goals, as education thrives through cooperation and collective effort.
From our first week of teaching experience in the public school, we gradually came to understand why teaching is regarded as the noblest profession. Beyond delivering lessons and academic knowledge, teachers are expected to go beyond the four walls of the classroom and take part in molding the values, attitudes, and character of their students. In shaping responsible and informed individuals, we contribute to SDG 3: Good Health and Well-Being, as we support learners’ emotional safety and mental well-being through encouragement and understanding. We realized that intelligence alone is not sufficient preparation for becoming a teacher; one must also possess emotional strength, patience, compassion, and physical endurance to respond to the diverse needs of learners. Teaching demands understanding, flexibility, and a genuine concern for students’ well-being. Truly, teaching is not merely a job performed for a living, but a vocation and a dedicated passion that requires commitment, sacrifice, and love for learning and service.
We had our ups and downs, but we survived, and more importantly, we chose to stay. We are still here, not giving up, and taking every experience, whether good or challenging, as a pillar that strengthens us to do better. These first two weeks are only the beginning, and there are many more days to go, many more lessons to learn, and many more challenges to face. As future educators, we carry with us the responsibility of contributing to SDG 4: Quality Education and becoming agents of transformation in our communities. We move forward with humility, courage, and hope, committed to becoming teachers who inspire and serve. As Confucius reminded us, it does not matter how slowly you go as long as you do not stop, and with this mindset, we continue our journey to become a beacon of positive change for the learners we will guide in the days ahead.
