Earlier in school, a co-teacher of mine asked me how long have I been teaching already. Without so much as a wink, I told her 5 years. Then, I was pleasantly amazed at how shocked she was with my answer.

It was not until she asked me again if I knew the fifth graders when they were still in first grade that I realized how long 5 years are. Sheesh! It was the first time I’ve ever seen it that way. Normally, when I think about all the high schoolers having been under me at one time or another in the past 5 years, I feel nothing more than nostalgia. Sometimes, I even brag about being able to describe each and every student all the way from the senior class to the freshman class this year. This time, however, it was different.

Somehow, the difference between the first graders and the fifth graders are just more pronounced and undeniably more obvious than the difference between freshmen and seniors. And having to witness the change from one to the other, apparently makes you a certified old teacher. Huhu!

I can’t believe 5 years have already passed. But then again, just like what they say in the movies, time flies when you’re having fun! (Just wish I could say the same for the whole 5 years though! Hehehe!)

The Event…

During the third trimester of the school year, our school launches a unique program for the sciences known as the science expo. It is an elaborate event that gives a chance to students to showcase their creativity and understanding in the specific field of science of their choice (Biology, Chemistry, Physics, etc.)

During this time, science classes give way to research and brainstorming. (Yehey! No lessons for the teachers!) Students, in all grade levels, are asked to make models - those that either explain a concept or those that represent new inventions. For half of the trimester, they are required to find out everything that they can about their topic of choice or invention, build a model, and organize a presentation that will impress anybody who asks about their project. Yes a killer presentation, because at the end of the trimester, all projects will be judged based on how well they are defended by their creators.

Science teachers play the role of advisers - pointing the students in the right direction to make their research more relevant, encompassing and efficient. I, being dominantly a physics teacher, accepted only advisees who are working on inventions. Why? Mainly because of attitude.

My take…

You see, students working on inventions generally are more motivated than those working on models that explain concepts. I guess it’s because of additional incentives. I often tell my advisees, work on an invention on a premise that they will be sold. Make your inventions in such a way that people who see them would want to buy them instantly. Why so? Because it’s only practical. If you would like to invent something, wouldn’t you at least want to get compensated for it? I tell them, some inventors settle for fame and glory while others settle for money. The bottom line is, whether it’s fame or cash, inventors would still appreciate compensation.

In this age, why not teach the kids that studying can actually bring them monetary rewards aside from the usual annual recognition on stage? Call me conservative, but I’ve been brought up thinking that school was to prepare you for a good job when you grow up and that we should study hard so that we can get nice-paying work after we graduate. (aside from the helping of others and the country ideals of course) What I’m trying to do here is just breaking that chain of thought for the new generation. I’m making my students realize that their thoughts and ideas right now need not be set aside for future use (when they’re already working) but that they can be utilized already.

Coming up with inventions and such is the same as working. Heck, in some companies they hire people who will be assigned to such tasks as inventions or innovations. Right? Young as they are, our students’ creations can not and should not be taken lightly. This is what I’m trying to plant in their minds. I mean if they can come up with brilliant ideas, would it be wrong to equate pennies for their thoughts?

I just bet Thomas Edison would not agree to that…