KWENTONG TEACHER || 𝗙𝗶𝗳𝘁𝗲𝗲𝗻 𝗬𝗲𝗮𝗿𝘀 𝗮𝘀 𝗮 𝗧𝗲𝗮𝗰𝗵𝗲𝗿: 𝗔 𝗝𝗼𝘂𝗿𝗻𝗲𝘆 𝗦𝗵𝗮𝗽𝗲𝗱 𝗯𝘆 𝗗𝗶𝘃𝗶𝗻𝗲 𝗣𝗿𝗼𝘃𝗶𝗱𝗲𝗻𝗰𝗲 𝗮𝗻𝗱 𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀 𝘄𝗶𝘁𝗵 𝗔𝘂𝘁𝗶𝘀𝗺

By: Marebon M. Seronay
Teacher VII
Butuan City Special Education Center

“There are many ways of serving God. Every one has his special talent to be employed in sanctifying his own soul and in helping build the Kingdom of Christ on earth. One has one vocation; another has another.”

𝗧𝗵𝗲 𝗦𝗶𝗴𝗻𝘀 𝗼𝗳 𝗮 𝗖𝗮𝗹𝗹𝗶𝗻𝗴

It was indeed Divine Providence that brought me to where I am today. Some may consider it coincidence or luck, while to others, it may mean nothing at all. But I have been given visible signs of this calling—and believe me, there has been more than one.

𝗧𝗵𝗲 𝗳𝗶𝗿𝘀𝘁 𝘀𝗶𝗴𝗻 was the date of my birth. I was born on January 29, 1989, and that day happens to be the feast day of St. Francis de Sales, the patron saint of teachers.

𝗧𝗵𝗲 𝘀𝗲𝗰𝗼𝗻𝗱 𝘀𝗶𝗴𝗻 was my birth month, which I later discovered is also the month when Autism Awareness is observed.

𝗧𝗵𝗲 𝘁𝗵𝗶𝗿𝗱 𝘀𝗶𝗴𝗻 came as early as when I was seven years old. Even then, I already loved being in front of a class. I would daydream about entering a classroom with a stick in my hand, imagining myself as a child-teacher to my classmates in my very own classroom at Urios College Grade School. But as the years passed, that dream gradually faded, and I eventually forgot all about it.

𝗧𝗵𝗲 𝗳𝗼𝘂𝗿𝘁𝗵 𝘀𝗶𝗴𝗻 was my fondness for children. I have always been naturally drawn to them. They have never failed to bring me joy and wonder. Perhaps that is why it is said that they are great in heaven. My first nephew was like my first child, and during parties, I would gather all the children and play with them. Later, when I entered married life, I was not surprised that God blessed me with six children.

𝗧𝗵𝗲 𝗳𝗶𝗳𝘁𝗵 𝘀𝗶𝗴𝗻 came when I was graduating from fourth-year high school. During lunch breaks, I would spend time in the prayer room of Urios College High School, asking God what career I should pursue. I reflected on the talents and skills I had been given: I loved to sing, dance, write, do arts and crafts, gather people, and organize activities. I was also involved in almost every organization in school—except, of course, the Boy Scouts and CAT.

I laid all these things before God in prayer, hoping they would help me discover the career I was meant to pursue. Eventually, I came to the conclusion that perhaps I was being called to become a teacher.

My initial reaction was, “No, no way!

I had wanted to work in an office and have my own personal space, wear corporate attire with matching shoes and bags, enjoy quiet moments to work, and, with my melancholic temperament, have time for reading and reflection.”

So, at that time, I did not answer God’s call. I took a different path and chose Nursing because my mother insisted that I follow my sister’s profession. At that time, Nursing was also very popular and in demand.

But after my first semester in Nursing, I failed a math subject. It was then that I decided to shift courses because I also realized that I did not like dealing with blood or anything related to Biology, and I could not bear the thought of taking that subject again.

Little did I know that the “F” on my grades would become the U-turn that led me back to God’s calling to become a teacher.

Then came the final sign: October 5, 2011. On that day, I finally received the position I had applied for at Butuan City Special Education Center. That same day happened to be the celebration of World Teachers’ Day.

If I put all of these signs together, the picture becomes difficult to ignore: I was born on the feast day of a patron saint for teachers, hired on a day when teachers are celebrated, born in a month associated with the celebration and awareness of people with Autism, naturally drawn to children, and led, even in high school, to discern my calling inside the prayer room. Taken together, these signs leave me with little doubt: I am called to teach.

𝗧𝗵𝗲 𝗕𝗹𝘂𝗲 𝗥𝗼𝗼𝗺

My first assignment was as a Grade II Fast Learner adviser. Every day, as I walked up the stairs to my classroom, I would pass by a small room with blue carpets and surrounded by blue foam. I had this feeling that I wanted to be there, although I did not know why.

Perhaps it was because I loved small spaces, serenity, and things that were unique. I hoped that, if I were someday assigned to handle learners with special needs, that would be the room I would have. Somehow, the room seemed to be inviting me and calling me.

Then, to my surprise, just a year after I began teaching Fast Learners, the teacher handling Learners with Autism decided to retire. I was next in line to handle learners in Special Education.
And guess what?

The blue room that I had been aspiring to have turned out to be the very room of the teacher who had decided to retire.
That was the beginning of my journey with learners with Autism.

𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀’ 𝗝𝗼𝘂𝗿𝗻𝗲𝘆𝘀 𝗧𝗵𝗮𝘁 𝗧𝗼𝘂𝗰𝗵𝗲𝗱 𝗠𝘆 𝗟𝗶𝗳𝗲

Looking back and reflecting on my journey as a teacher of learners with Autism since 2013, I have encountered many memorable experiences and extraordinary individuals who deserve to be celebrated. Their stories are also a source of inspiration for teachers, parents, relatives, friends, and perhaps the entire community.

Here are some of them.

𝗞𝗲𝗶𝘁𝗵: “𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗠𝗮𝗲”

Learners with Autism have emotions that we may least expect. Although they may have difficulty expressing and showing their emotions, they can form meaningful connections and remember the people who have made an impact on their lives.
I had one learner whom I recommended for General Education after a year under me. I thought he would eventually forget me.

But one day, he visited me.

He was no longer the little five-year-old who could not sit still, who struggled to speak clearly, and who could not even let go of his toy cars and clay. He was now a teenager.

I shouted as if I had just seen a celebrity:
“It’s my Keith Neco T. Rosales!”
He still remembered me. According to his mother, he had never forgotten me. Every time they passed by the SPED Center, he would always say, “Teacher Mae.”

Even though the lack of eye contact and the awkwardness of seeing me were still there, I felt that he truly valued me.
Deep inside, I told myself, they do care. They do miss people. I even felt ashamed for thinking that he would forget me.

Today, Keith is a senior high school student at Agusan Colleges. His journey has been made possible through the unwavering support of his family—especially his mother, who served as his shadow teacher when he entered Inclusive Education—as well as the teachers of Butuan Central Elementary School, his classmates who accepted and treated him like a brother, and the community that understood him and never discriminated against him for being different.

𝗞𝗮𝗶𝗿𝗼𝘀: 𝗙𝗿𝗼𝗺 𝗟𝗲𝘁𝘁𝗲𝗿𝘀 𝘁𝗼 𝗦𝗲𝗻𝘁𝗲𝗻𝗰𝗲𝘀

My next extra-miler is Kairos Shimei Q. Presillas.

Kairos and Keith were classmates. I witnessed their struggles as they learned to write their names and were introduced to reading.

I made many boxes to help her memorize the letters of her name, and I can truly say that all the effort was worth it. She is now able to write sentences and paragraphs.

The letters that were once difficult for her to read became some of her greatest achievements. She can now read and spell without difficulty!

I lost contact with her after recommending that she enroll in a private school as part of her transition to General Education. When I traced her during Autism Week in 2023, I discovered that she was doing well at Sacred Heart School of Butuan.

Like Keith, she is now a Grade 12 student and is currently enrolled at Libertad National High School.

Another success story made possible through the support of her parents, teachers, classmates at Sacred Heart, and the community to which she belongs.

𝗡𝗶𝗰𝗼𝘀: 𝗙𝗶𝗻𝗱𝗶𝗻𝗴 𝗛𝗶𝘀 𝗢𝘄𝗻 𝗣𝗮𝘁𝗵

Next is Oscar Nicholas D. Torralba.
During our meetings and interviews, Nico’s mother and I would discuss what the family envisioned for his academic transition after Butuan City Special Education Center.

We both already knew that Nicos was academically ready. He had developed the behavior needed to sit through an entire session and had become independent in going home, buying his own food, and taking care of himself while in school.

I understood, however, that the family wanted to carefully consider the next step before deciding. They took the time they needed to determine what would be best for Nicos and what kind of learning environment would allow him to continue to thrive.

Then the pandemic came, and schools were shut down.

When time came to decide, the family eventually chose a different path for Nicos. Instead of enrolling him in General Education, they decided to let him take ALS, which was an option I had previously recommended to the family.

In just one year, Nicos graduated from ALS Elementary and proceeded to ALS Junior High School in the following years.
My heart leaped for joy when his mother sent me photos of his graduation.

𝗔𝗹𝗲𝘅: 𝗙𝗶𝗻𝗱𝗶𝗻𝗴 𝗣𝘂𝗿𝗽𝗼𝘀𝗲 𝗶𝗻 𝗜𝗻𝗱𝗲𝗽𝗲𝗻𝗱𝗲𝗻𝗰𝗲

Lastly, there is the very familiar Alexander A. Hidalgo, whom many people may recognize from SM and Robinsons.
Back when he was still studying in SPED, he would come to school carrying a heavy bag full of coins.

That made me wonder, “Where did he get all of these?”I later found out that they came from his sideline as a barker at Robinsons for taxis and multicabs.

At times, I would reflect that perhaps I could have done more for Alexander. He had already reached the age of 25, which is the maximum age for learners to be enrolled at Butuan City Special Education Center. I suddenly realized that it was never for me—even as his teacher—or even for his parents to decide what would truly make him happy.

For Alex, he finds meaning and purpose in being independent and being able to take care of himself.

After all, one of the ultimate goals of Special Education is to help learners develop the skills they need to become as independent and self-reliant as possible. Looking at where Alex is now, he can live almost entirely by himself and sustain his needs through his small income.

He even brings a pasalubong for his mother when he gets home.
How heartwarming!

𝗘𝘃𝗲𝗿𝘆 𝗟𝗲𝗮𝗿𝗻𝗲𝗿 𝗛𝗮𝘀 𝗮 𝗣𝗮𝘁𝗵

Knowing these students, we can say that the goal for every learner with disabilities is to become self-reliant, purposeful, and productive members of their families, communities, and society—and they truly can achieve this.

They may have chosen different paths, but they are all moving toward their own goals.

This is how I will continue to journey with my students: to help prepare them to exit school ready to face the challenges of the real world.

It takes a village to raise a child, but it also takes a village to journey with students who have Autism. Raising them is not enough. We have to be there for them through the different stages and milestones of their lives—in every trial and in every achievement.

𝗙𝗶𝗳𝘁𝗲𝗲𝗻 𝗬𝗲𝗮𝗿𝘀 𝗟𝗮𝘁𝗲𝗿

After 15 years of answering God’s call and teaching learners with Autism, I can somehow confirm that part of who I am, part of what I have, and most of the things I am drawn to have led me to the vocation of teaching.

What I once resisted, God had already prepared for me.

What I once thought was a coincidence, I now see as Providence.

And what I once thought was simply a classroom has become a place where I have witnessed courage, growth, resilience, love, and countless little miracles.

Perhaps that is what a vocation truly is.
Sometimes, God calls us long before we understand where He is leading us.
And sometimes, we only recognize His hand when we look back and realize that, all along, He was already leading us home.

END