Teaching
The Why and How and Some More
A Brief Background
Born into a family of educators, I initially thought I would pursue a career in medicine or diplomacy. However, as I neared college graduation, my mother and uncle—both teachers—encouraged me to consider the path of academia. Their guidance, along with my growing passion for research and education, ultimately led me to teaching.
I have extensive teaching experience across multiple institutions, having served as a faculty member at Polytechnic University of the Philippines (PUP), University of Santo Tomas (UST), De La Salle University (DLSU), Far Eastern University (FEU), and FEU Institute of Technology. Over the years, I have taught courses such as Political Communication, Writing for New Media, Strategic Campaign Development, Media Criticism, and Philippine Politics and Governance across undergraduate, high school, and graduate levels.
Beyond the classroom, I am deeply committed to mentoring students, particularly in the areas of media discourse, political communication, and public trust. My pedagogy is student-centered and interdisciplinary, integrating critical discourse analysis, case studies, and experiential learning methods to help students engage with real-world problems. Through my teaching, I am to equip students with the critical thinking skills and analytical tools necessary to navigate and challenge dominant narratives in media and politics.
Beyond the classroom, I am deeply committed to mentoring students, particularly in the areas of media discourse, political communication, and public trust. My pedagogy is student-centered and interdisciplinary, integrating critical discourse analysis, case studies, and experiential learning methods to help students engage with real-world problems. Through my teaching, I am to equip students with the critical thinking skills and analytical tools necessary to navigate and challenge dominant narratives in media and politics.
My Teaching Philosophy
I believe that education should awaken the “conqueror” within each student—the drive to challenge limits, think critically, and transform society. My teaching is guided by a fundamental principle: students should not settle for the minimum, nor should their educators. I challenge students to engage deeply with ideas, push past intellectual and creative comfort zones, and take ownership of their learning. However, I do not demand more from students than I am willing to give myself. Going beyond the minimum is a shared commitment—I provide rigorous yet supportive mentorship, guiding students not only to excel within my courses but to thrive beyond them. Whether through extra-curricular research projects, conference presentations, or professional development opportunities, I encourage students to see themselves as emerging scholars and leaders capable of shaping their fields.
Shaped by my upbringing in Santa Maria, Bulacan, my experiences with ADHD, and my academic journey across diverse contexts, I emphasize inclusive, student-centered, and experiential learning. I strive to create a dynamic and participatory environment where students engage with real-world problems, collaborate, and reflect on their growth. As an educator, I see myself not just as a lecturer, but as a mentor and guide—fostering resilience, curiosity, and a mindset that empowers students to navigate and reshape the world.
I believe that education should awaken the “conqueror” within each student—the drive to challenge limits, think critically, and transform society. My teaching is guided by a fundamental principle: students should not settle for the minimum, nor should their educators. I challenge students to engage deeply with ideas, push past intellectual and creative comfort zones, and take ownership of their learning. However, I do not demand more from students than I am willing to give myself. Going beyond the minimum is a shared commitment—I provide rigorous yet supportive mentorship, guiding students not only to excel within my courses but to thrive beyond them. Whether through extra-curricular research projects, conference presentations, or professional development opportunities, I encourage students to see themselves as emerging scholars and leaders capable of shaping their fields.
Shaped by my upbringing in Santa Maria, Bulacan, my experiences with ADHD, and my academic journey across diverse contexts, I emphasize inclusive, student-centered, and experiential learning. I strive to create a dynamic and participatory environment where students engage with real-world problems, collaborate, and reflect on their growth. As an educator, I see myself not just as a lecturer, but as a mentor and guide—fostering resilience, curiosity, and a mindset that empowers students to navigate and reshape the world.
Teaching Beyond the Classroom
I am interested in speaking, facilitating, and delivering workshops on my research areas of interest, particularly qualitative research, critical discourse studies (CDS), and their teaching. Of particular interest to me is the propagation of CDS in the Philippines, and I welcome opportunities to introduce and discuss this approach with students, educators, and institutions.
If your class, students, or school are keen on learning more, feel free to reach out through the contact form in the navigation tab above.
I am interested in speaking, facilitating, and delivering workshops on my research areas of interest, particularly qualitative research, critical discourse studies (CDS), and their teaching. Of particular interest to me is the propagation of CDS in the Philippines, and I welcome opportunities to introduce and discuss this approach with students, educators, and institutions.
If your class, students, or school are keen on learning more, feel free to reach out through the contact form in the navigation tab above.