From the Philippines to the NEK

Science and Mathematics Teachers
North Country Union High School, North Country Supervisory Union

Three teachers are honored to serve, bringing competence, commitment, generosity, passion, kindness, and a student-focus to their practice. We spoke with Mathematics and Science teachers from the Philippines who recently moved to Vermont under a cultural exchange visa. We discussed their teaching backgrounds and journeys here, their passion for teaching, various approaches and strategies, and their motivations for staying in the profession.

Teachers’ individual journeys to Vermont from the Philippines were ambitious, rigorous, and complex. Daryl Paderogo, Nina Tangcalagan, and Jhocel Yabo each spoke with passion about her practice; they are honored to have this opportunity to teach in the United States and are particularly happy to be in Vermont. Strong in content, pedagogy, and experience, they are a benefit to NCUHS. We look forward to visiting them on site in their classrooms once the school year is in full implementation.

Daryl Paderogo had been teaching for about six years in the Philippines when offered the opportunity to come to the United States.

We all have been teaching for a full year now at North Country. The opportunity was given to us last year. For me, it came as a surprise to be teaching at all in the United States. Although I'd been applying for several months or years prior, I hadn't gotten any principal interviews, prior to my invitation from our science coordinator and principals.

Paderogo is a science teacher whose invitation almost came too late, early July, but she was able leave her home teaching position, secure all her documentation, and arrive in Vermont in time to begin the 2024-25 school year!

So, it was luck, and I would say God has given me a blessing in disguise. Sometimes opportunity knocks and you just must be ready.

Nina Tangcalagan had been teaching science in the Philippines for 10 years and was seeking teaching positions here in the United States during the summer. Influenced by a close friend and former roommate to apply here in Vermont, she began her quest.

I could see through my friend’s posts how beautiful Vermont is, how kind people are, even the students are. I applied to all the job openings in different parts of Vermont. And luckily, the first school district able to see my application was the North Country Union High School. I was interviewed around November, and they wanted to hire me for January 2024. But it was the middle of the school year in the Philippines, so I could not resign in the middle of the school year. I had to decline the offer, but I told them that if it's still open in the summer, I would reapply. And, you know, maybe this was really for me because the position was still open! They interviewed me again … and gave me the job offer. So that's why I am here.

Jhocel Yabo had been teaching mathematics for 20 years in both public and private schools in the Philippines, middle and high school levels.

I considered it my lucky day when after submitting applications, waiting, checking my email for updates, …I received this opportunity to come to North Country, a blessing, to come over here.

Steeped in content and deep understanding of how students learn, they are honored to have the opportunity to teach here. They are on cultural exchange J-1 Visas, which last for up to three years. These are extendable for two additional years, after which they will need to go back to the Philippines and stay there for two years. The process can begin again after that time.

You know, there’s a home rule. We need to share what we have learned here, what we have acquired here, share it with our students in the Philippines. And then after that we can reapply again.

People have been welcoming. We think Vermont is a special place. Every place in the United States is not like this, but [Vermont’s] a pretty state, and people are nice and very complimentary of students.

Teaching is their passion, a compassion, their chosen work, and their commitment to the profession. Miss Jhocel, Miss Nina, and Miss Daryl presented detailed portraits of their purpose and tenure; what lured them into teaching, what keeps them in their profession, why they continue to teach year after year. They hold a deep calling, a clear sense of purpose, loving compassion for their students, and continued passion for their practice.

They discussed their love of teaching, emphasizing that it is not primarily about the salary but rather about shaping young minds and making a difference in students' lives. Miss Nina shared her joy in seeing students learn and succeed; Miss Jhocel and Miss Daryl highlighted their motivation to inspire students, particularly with the content of science and mathematics, and to help them overcome challenges.

So, for me, teaching is not just about the salary. It is a compassion. It's like a passion because teaching is not an easy job. Maybe some will think that it's just easy, but it's not, because you are managing young minds, you're managing students.

…the passion to mold young minds to become better and competent citizens in our country back in the Philippines, and here in the US. It makes me happy to see the joy or smiles on the faces of my students once they learn something, discover something. It, it really gives me joy. It really makes me wants me to continue doing this. The smiles of my students, those things keep me going and teaching.

It's also a joy knowing that you are part of the community pool of educators molding, shaping the young minds of students. ...when someday they become professionals and you know that you were a part of that journey, of their journey.

If you are a teacher, it really comes from the heart. It's a meaningful journey to be a teacher.

Even in the Philippines, there are still a lot of students who are really struggling with mathematics; it's not only here. I think it's a common problem. They don't like numbers. I feel excited playing with numbers, and I want them to feel that way. I want them to see the beauty of numbers. That's what I'm always saying to them. That I'm not giving up on you, so you should not give up on yourself. You have this! You should not give up on your dreams. And I want students to have this kind of dream.

All three have developed strategies for welcoming and including all students. They have created classrooms, an environment, an atmosphere conducive for learning for all. Daryl emphasized the importance of diagnostic tests at the beginning of each lesson or unit to assess students' knowledge levels, allowing her to strategize instruction and tailor content to different learning abilities. She explained that grouping students based on their learning levels, helps in providing appropriate materials and pacing. Nina agreed with the significance of diagnostic tools and shared her teaching strategies, including collaborative and independent work, one-on-one help, and incorporating laboratory work for science classes, to ensure all students are engaged and supported. Jhocel shared her teaching strategy, which includes whole-class reviews, smaller group discussions, and various activities such as games and technology-based exercises, to engage students and accommodate different learning styles. Daryl, Nina, and Jhocel all displayed both the belief in and implementation of continuous assessment, assessment driven instruction, and pacing, and differentiated learning.

It's very important when you are teaching a lesson, to give a diagnostic pre-test, a formative test. At the end of the lesson [assessments] will help you to know the level of understanding, the knowledge that the students acquired from your teaching. And it'll really help you to start, where to move on for your next lesson, or to go back and give enrichment activities.

I also let my students do collaborative and independent work. Some students can do independent work, and some would like to do collaborative work, so I allow them, and then I roam around my classroom providing, help for the students.

I provide one-on-one help to those students who really need help. I have some 504 students who really need my help. I really give my time to them. And then, most of the time my students will do like collaborative work.

We do activities, use some games because I find the students are more engaged. Scavenger hunts, puzzles…

Some groups will do the technology, some groups will collaborate, and some groups will have the one-on-one discussions with me, especially those who are struggling working with a group, those who just want to work alone.

One discussion focused on teaching strategies and emotional supports in the classroom. Nina shared her approach of allowing students to take breaks for wellness when they aren’t ready to learn and explained how she uses flex blocks to help students catch up on missed work. Daryl and Jhocel mentioned a seminar on emotional management for students, which taught teachers how to address emotional challenges without burdening students. The conversation highlighted the importance of providing emotional support alongside academic instruction, particularly for students facing trauma or poverty.

Daryl emphasized the importance of balancing love and firmness in teaching, stating that while teachers should support students, they should also clearly communicate the consequences of not participating in learning.

These teachers' passion and creative approaches are praiseworthy. Nina added that teaching requires compassion, passion, and a vocation for molding young minds, and suggested focusing on past positive experiences to overcome challenging moments in the classroom.

I did not force them. Sometimes they don't want to do work. They're tired. They have problems. I do not force my students and most of the time they were asking for a wellness break, going to see their counselor. I just allow them. And then when they came back or see seeing, sometimes they miss some lesson. I’ll just call them in our “A” block, the flex block at the end of the day, for them to catch up what they have been missing. That's very respectful.

We should not force them, if they are not ready to learn. But we should also be the authorities. And this, I believe, is a part of my philosophy, we don't force kids to learn, but we make sure that they understand the consequences of not learning.

But, at the same time, we are second parents to them. You make sure that they know they are loved. But as second parents, love would not suffice. I think there should also be firmness to what you truly believe in.

You must be firm as well in your beliefs as a teacher. And I think there should be a good balance between loving as a second parent and managing the class and knowing what learning truly means and should mean for the students.

All three are extremely grateful for this experience, and for their professional careers.

For me, teaching is a compassion, you should be passionate about it. And teaching also is a vocation, one of molding young minds, the love of teaching and the love of children. So that's what motivates me and keeps me going and doing this job.

We are grateful to be hired in the school. You know, we are honored. Our colleagues are very kind, helpful, very supportive of us even, the administrators, so we're just grateful to be here. It's the kind of opportunity to touch and to be part of their lives.

We love the students very much, very much, and that's why we continue to be teachers.