Everyone knows that teaching demands significant personal investment. It requires both intellectual and emotional commitment. Teaching loses its heart without commitment and passion. Sustaining such passion is intimately connected with their commitment; and commitment is related to the sense of professional and emotional identity. It is this combination of the emotional and intellectual which results in teaching at its best. Teaching loses its heart without commitment and passion.

Passion is defined in the Oxford Dictionary (1989) as ‘any kind of feeling by which the mind is powerfully affected or moved’. It is a driver, a motivational force emanating from strength of emotion. People are passionate about things, issues, causes, and people. Being passionate creates energy, determination, conviction and commitment. Passion can lead to enhanced vision which is the determination to fulfill a deeply held goal. Bringing a passionate self to teaching everyday of every week of every school term and year is a daunting prospect. It is stressful not only to the body but also to the heart and soul, for the process of teaching and learning are rarely smooth, and the results are not always predictable. Sustaining this passionate commitment is yet very challenging.

There are many factors which help or hinder effective teaching and learning. The primary factor in good teaching depends much on the inner qualities of the teacher such as the continuing strive for excellence in herself, caring for and fascination with growth, and a deep commitment to providing the best possible opportunities for each student. Other significant factors are the family histories and circumstances of the parents, the students, and behavior in the classroom, the leadership and learning culture of the school, the perceived relevance and value of the curriculum, the teacher’s knowledge, skills and competencies and the effects of government policies. In these changing times, teaching requires more than a content knowledge and classroom competencies. To teach effectively and to keep it going on is not easy and even more difficult to achieve without the proper support from the school administrators.

Teaching in large colleges and state universities offers exceptional opportunities for both experienced and beginning teachers. It is a rewarding lifestyle choice that gives the teacher a tremendous opportunity to continually develop skills in an environment that is encouraging and supportive. However, there is also a big difference (problem) between those who teach in the most disadvantaged communities or areas of extreme socio-economic deprivation than others. Our country has thousands of dedicated teachers that brave poverty, dangerous roads and shoddy facilities to bring education to the country’s most remote areas.

Teaching in more rural areas is no easy task. It is recognized that many students in rural and remote areas have limited opportunity to interact with hands-on experiences designed for students (such as museum exhibits or science centers) and sourcing of science resources locally can be very difficult. Schools in the very remote areas with crumbling facilities often offer none of even the most basic supplies like electricity and tap water and teachers have to put chains on their motorcycle tires in order to ride the muddy roads to work.

The teaching of science, particularly in introductory chemistry at both the secondary and the postsecondary levels has been a big challenge to teachers. One of the problems encountered by teachers in teaching chemistry and other pure sciences has been the laboratory course which is intended to provide the student with “hands-on” experience into the workings of chemistry and to compliment the main lecture course. Oftentimes the teaching of vital laboratory skills and techniques has been left in the hands of untrained teaching assistants. But the major problem is when the teacher handling the subject is less competent in the sense that his field of specialization is different. Somehow it could create a feeling of inadequacy at being unable to engage in thorough learning of the subject.

It is a fact that our system of education lacks the strength to implement its mission and in addressing this kind of situation. However, it is very fortunate to know that there are other institutions whose advocacy is to help alleviate this situation. One of them is the Foundation for Upgrading the Standard of Education, Inc. (FUSE). The workshops and trainings given by FUSE are very significant in helping improve the standard of education and also in uplifting the morale of the teacher and also helping them to become more prepared and equipped as devoted educators and even train them to be future trainers.

The teaching resource materials provided by FUSE, such as reference books, Telecourse Video-CDs and Teaching Support Materials are a very effective alternative approach in understanding thoroughly the concepts in science and arts, in the absence of facilities and materials needed to carry out effective learning. These materials promote a deeper comprehension and understanding of the principles, and to provoke a shift towards scientifically acceptable concepts. Students learn more profoundly from a multimedia explanation presented in both words and pictures than in words alone. With improvements in multimedia and computer technology, the teacher can facilitate faster learning because visualization tools allow the student to visually demonstrate the dynamic nature of the submicroscopic world and be able to relate it to the macroscopic or phenomenological level or real world.

Despite the circumstances in accepting the challenges in helping to upgrade the standards of education, it is very astounding to know that the FUSE, hand in hand with the educators, never cease to continue rekindling and igniting the passion in unselfishly educating the Filipino youth.

Founded by Dr. Lucio C. Tan on December 1, 1994, FUSE seeks to improve the skills in English, Science and Mathematics teachers. Its programs include regular teacher training workshops; a post-graduate scholarship program for Science and Engineering teachers; production and distribution of telecourses in English, Elementary Science, Chemistry, Physics and Math; and a host of other educational programs in partnership with government and private learning institutions.