SHARING insights of Dr.Maria Leticia Jose C. Basilan, EPSvr-Batangas SDO, CaLaBaRZon, from the 5-day NEAP Training Program, in Baguio City, on Sept 28, 2025-October 3, 2025
“Good morning to our dear DepED Central Office people and to our technical working group… To all the supervisors, principals, master teachers, fellow teachers, and to all my newly found friends and colleagues gathered here today. It is truly an honor to stand before you and to share my insights after this meaningful journey we have taken together.
As the first day commenced, I really wondered how this training would transpire for the whole week. What brings these topics into the table? At first glance, the sessions seemed like almost independent topics—each one could be taught or ignored in the teaching of Values Education. Siguro ay humina at bumagal ang neurons ko dulot ng lamig ng Baguio…para magtagni-tagni ang lahat. But as I reflected on each day, I realized I was slowly unlocking the secret of the matrix—that every topic, though seemingly separate, was actually connected, forming a complete picture of what it means to teach — not just with competence but also with conscience and character.
On the first day, we revisited the lives of our modern and historical heroes. This was a timely reminder that teaching itself is a form of heroism—quiet, consistent, and transformative. Just like our heroes, we too are called to make daily sacrifices, often unseen but deeply impactful. The session on resilience and self-discipline reminded us that before we can light the path for others, we must first cultivate discipline within ourselves. In Values Education, this means living out the virtues we teach—patience, integrity, and perseverance—because students learn more from what we do than what we say.
The second and third days deepened our understanding of diversity, equity, and inclusion, as well as promoting peace and justice. These were eye-opening because they showed us that education is not just about academics; it is about creating safe, inclusive, and just spaces for learners. As teachers, we become the models of acceptance and fairness. As master teachers, we mentor colleagues on how to translate equity into classroom practices. As principals, we build school cultures where diversity is respected. And as supervisors, we ensure that policies truly protect the rights and dignity of every learner. In this, Values Education becomes the heartbeat of the school community—reminding us that education is not only the transfer of knowledge but the transformation of character.
As we moved forward, the focus on integrity in social and digital spaces became very relevant. In today’s world, where our students are digital natives, we as teachers must be their digital guides—promoting responsibility, respect, and ethical decision-making. Teachers must teach digital citizenship, master teachers must mentor others in navigating technology with integrity, principals must ensure responsible use of ICT in schools, and supervisors must champion programs that uphold ethics in the digital sphere. After all, Values Education must not stop at the classroom door; it must extend to the online spaces where our students now spend much of their lives. The final sessions on sustainability, the integrity of creation, and community engagement reminded us that education cannot be confined within the four walls of the classroom. Our work extends to the community and to the environment, shaping citizens who will protect not only society but also the future of our planet. As teachers, we plant the seeds of stewardship; as master teachers, we nurture best practices in sustainable education; as principals, we lead schools in greening and outreach initiatives; and as supervisors, we ensure that these values are integrated into every learning plan. Indeed, Values Education compels us to care not only for people but for creation itself.
Then I looked again at the title of this training: “Building Teachers’ Expertise: Enhancing Teacher’s Competence in Content and Pedagogy.” The content was easy to see—it was written in the program itself: heroism, resilience, inclusion, peace, justice, integrity, sustainability, and community engagement. These were clear and tangible. But I asked myself: Where is the pedagogy? At first, it was difficult to point out. Was it hidden in the lectures? Was it in the sequencing of topics? Or in the methods used by the facilitators? Yes they were used by the facilitators, and so, what’s new?
What is new and significant is this realization:— the pedagogy was not something handed to us directly. It was something we discovered reflectively. It was a pedagogy that unfolded in the process itself—in the way we were asked to reflect, to connect, to engage, and to see values not just as concepts but as lived realities. Just like in teaching Values Education, pedagogy is often invisible but powerful. Values are not just taught—they are caught. And this training modeled that truth- what truth? THAT VALUES ARE CAUGHT, TAUGHT, AND LIVED.
This whole training emphasized a powerful truth: teaching is not just about imparting lessons, but about shaping lives, values, and communities. From nationalism to advocacy, every session equipped us to become educators who are both responsive to the present– and visionary for the future.
And perhaps you remember—at one point during our discussions, a cockroach appeared, crawling across the room. Many of us laughed, some were startled, but all of us noticed. That cockroach was like a silent teacher. Why? Because it reminded us that learning is never perfect, classrooms will always have interruptions, and life will always throw unexpected challenges. But just like in that moment, we can either panic, ignore, or find meaning. As Values Educators, we are called to transform “ipis moments” into teachable moments—showing our learners that resilience, adaptability, and calmness in the face of distraction are also values worth learning. Even the smallest disturbance can remind us of the bigger lessons in patience and perspective.
As we end, let us carry forward the challenge: to embody what we have learned, to be models of integrity and resilience, and to continue advocating for peace, justice, and sustainability in our schools and beyond. Teachers, master teachers, principals, and supervisors each have unique roles, but together, we form a chain of influence—one that can build not only competent learners but also compassionate citizens.
And so, I return to the title of this training: content and pedagogy. The content we studied is clear, but the pedagogy was revealed in the way we experienced and reflected on it. That is the genius of Values Education—it is never only taught; it is lived, practiced, and reflected upon. Truly, this experience strengthens our conviction that teaching is both a profession and a mission—one that builds not only minds but also hearts and character.
And to my newly found friends from different parts of the Philippines—you are the true pedagogy. In your stories, your laughter, your questions, and your quiet commitment, I have seen that values are not only taught in lectures but lived in relationships. You are the reminder that pedagogy is not just about strategies, but about people—teachers who inspire, colleagues who journey together, and communities that learn from one another.
Kung garine ang training palage, ug kagaya ninyo ang mga kauban, pirting kalipay nako ug pirting pasalamat sa Ginoo kay gihatagan ko Niya ug pirting pagkanindot ug gwapo nga mga bag-ong amigo. Daghang salamat. Thank you. Amping Kanunay.”. – Dr.Maria Leticia Jose C. Basilan
