THE GIRL WHO SAT AT THE BACK “I thought I knew who I was.” Before college, I thought I already knew what I was capable of. During senior high school, I was an honor student and a classroom president. Those experiences made me believe that I was doing well. I became more confident, and I felt that I was good enough. Then college happened. Suddenly, I was surrounded by people who were just as capable as I was— some were honor students, some were valedictorians, and some were already experienced leaders. And somehow, I became the girl who sat at the back. I was quiet. I was shy. I usually stayed with the people I already knew. I was afraid of answering incorrectly, speaking in front of others, and making mistakes. I kept comparing myself to everyone around me. Looking back, I realized something: I wasn't actually beneath them. I was simply afraid to try.
THE FIRST THING COLLEGE TAUGHT ME “Sometimes, you discover yourself by being placed outside your comfort zone.” College did not immediately make me confident. Instead, it showed me the things I still needed to improve. As an English major, one of the biggest challenges I faced was communication. I knew that English would become an important part of the teacher I wanted to be, but I was not always confident speaking it. There were moments when I paused because I could not immediately find the right words. Sometimes, I relied on simple vocabulary. Sometimes, I became nervous because I was thinking too much about whether I was saying something correctly. But those struggles also became part of my growth. Through presentations, writing activities, discussions, research, and classroom experiences, I slowly learned how to express myself more clearly. I realized that being good at English does not happen overnight. It takes reading. It takes practice. It takes making mistakes. And most importantly, it takes the courage to keep speaking even when you are not yet confident.
THE PAGES STARTED TO CHANGE “I was learning more than English.” As I continued studying BSE English, I realized that my major was teaching me more than language and literature. It was teaching me how to understand people. My studies helped me see English as something connected to culture, communication, society, and the way people understand the world. Every presentation challenged me to communicate. Every writing activity helped me organize my thoughts. Every lesson plan taught me to think like a teacher. Every classroom activity taught me to become more creative. Every research task taught me to question, reflect, and look for better answers. And every group activity taught me that learning is not something I have to do alone. Little by little, the Program Objectives stopped feeling like requirements written on paper. They started becoming part of me.
WHAT MY PROGRAM OBJECTIVES TAUGHT ME PO1 & PO2 — KNOWLEDGE AND COMMUNICATION “I learned that English is more than a subject.” My major helped me understand language and literature more deeply while also challenging me to communicate my ideas. I am still improving, especially when it comes to speaking and vocabulary, but I can see how much I have changed since I was a freshman. PO3 — READING AND EXPRESSION “I found my voice by continuing to use it.” Through reading, writing, presentations, discussions, and classroom activities, I became more comfortable expressing what I think. I learned that having something to say is important—but learning how to communicate it clearly is just as important.
PO4 & PO5 — THE TEACHER IN ME “Knowing English is not enough. I have to know how to teach it.” Lesson planning, teaching demonstrations, activities, and practice teaching showed me that teaching is more than knowing the subject. A teacher needs to know how to explain. How to adjust. How to become creative. How to understand learners. And how to make students feel that learning is possible for them. PO6 — TECHNOLOGY “Technology became another tool in my teacher's toolbox.” Presentations, digital resources, and technology-based activities helped me understand that technology can make learning more engaging and accessible. I don't want to use technology just because it is available. I want to learn how to use it meaningfully.
PO7 — TRANSFORMATION “I used to think leadership meant being in front.” My leadership experiences changed that idea. I learned that leadership is not about being above everyone else. It is about listening. It is about taking responsibility. It is about considering other people's ideas. It is about working together. Leadership taught me that sometimes, the best way to lead is to stand with people—not above them. PO8 — REFLECTION AND RESEARCH “My weaknesses became pages I could learn from.” One of the most important things I learned was that I do not have to hide the things I still struggle with. My difficulty communicating confidently in English became something I could reflect on. Instead of seeing it as proof that I was not good enough, I began seeing it as something I could improve. Research and reflection taught me to ask myself:
What can I do better? And more importantly: What can I learn from this experience? PO9 — THE TEACHER I AM BECOMING “I am still learning, and that is okay.” Becoming a teacher is not simply about knowing enough to teach someone else. It is also about continuing to learn yourself. I am learning to communicate better. I am learning to become more responsible. I am learning to work with different people. I am learning to use technology creatively. I am learning to reflect on my mistakes. And I am learning that teaching is a profession that requires continuous growth.
THE MOMENT EVERYTHING STARTED TO MAKE SENSE “For one day, my dream felt real.” Then came practice teaching. For a moment, I was no longer just a student imagining myself as a teacher. I was actually standing in front of learners. I prepared my lesson. I created instructional materials. I made activities. I prepared a presentation. I gave quizzes. I prepared rewards. I interacted with students. And I stood in front of a classroom. I was nervous. I knew I still had weaknesses. But I was happy. Because for that moment, I realized: This is what I have been working toward. My childhood dream was no longer just a dream. It was beginning to become my reality.
IS THE PVMO EVIDENT IN ME? “I may not have noticed it at first, but I was already becoming what it asked me to become.” As a third-year Education student, I can say that the PVMO is evident in me through the changes I have experienced in college. Its emphasis on quality education, personal and professional growth, technology, research, and service can be seen in the way I continue to learn, communicate, take responsibility, work with others, and prepare myself for the teaching profession. I see it not because I have already become the perfect teacher, but because I am learning to become one. My teaching demonstrations, research activities, use of technology, leadership experiences, and classroom encounters have helped shape not only my skills but also the kind of person I want to be. The PVMO is evident in me because I am continuously learning, improving, and preparing myself to use education to serve others.
MY BIGGEST REALIZATION I used to think that I needed to become confident before I could become the teacher I wanted to be. College taught me the opposite. Maybe confidence comes because we keep trying. Maybe communication improves because we continue speaking even when we are nervous. Maybe leadership develops because we are willing to take responsibility. Maybe good teaching develops because we are willing to make mistakes and reflect on them. And maybe becoming a teacher is not about finally becoming perfect. It is about becoming better.
WHO AM I NOW? “I am still LJ, but I am no longer the same LJ who entered college.” I am still learning. I still have moments when I become nervous. I still have things I need to improve, especially in communication and vocabulary. But now, I can speak more confidently. I can participate. I can approach people. I can take responsibility. I can lead while listening to others. I can stand in front of a classroom. I have discovered that I am capable of more than I once believed.
WHAT'S NEW? I am more willing to step outside my comfort zone. I am learning to trust my abilities. I am becoming more comfortable communicating with others. I am learning to see my weaknesses not as limitations, but as areas for growth. And I am beginning to see myself not only as a student, but as a future teacher.
WHAT CAN YOU EXPECT FROM ME? You can expect someone who is still learning but willing to learn. Someone who may not always have the right answer, but is willing to find it. Someone who will continue improving, creating, reflecting, and trying. Someone who wants to become a teacher who does not simply teach English, but helps learners believe that they can learn, too.
WHAT DO I WISH TO BE? I wish to become a teacher who is knowledgeable but humble, confident but willing to listen, creative but purposeful, and capable but always willing to learn. I want to become the kind of teacher I once needed—the kind who makes students feel that they belong, that their voice matters, and that they are capable of becoming more.
THE GIRL WHO SAT AT THE BACK IS STILL HERE “I am still LJ.” But I am no longer hiding at the back. I am still growing. I am still learning. I am still figuring things out. But now, I am willing to step forward. And I can finally say: I BELONG HERE. And this is only another page of the teacher I am becoming.