In terms of education, there are no exceptions. Everyone has the right to discover and learn new things. As Dr. Jose P. Rizal once said, “Youth is the hoe of our future.” emphasizing that children have the potential to make a significant difference in the future.

A proper education allows indigenous children and adults to exercise and enjoy their economic, social, and cultural rights. It also strengthens their ability to exercise their social rights, allowing them to influence political approach measures for advanced assurance of their fundamental freedoms.

There are two types of education in the Philippines; formal and non-formal. Children have the right to better education. It underlines the need for education for all people. A substantial proportion of indigenous peoples live in remote places across the country, with little access to innovation and high-quality education.

When it comes to education, indigenous people have some of the lowest literacy rates. Serving their needs in far-flung locations is a challenge for me, as typical education programs fail to take into consideration their cultures, languages, and contemporary realities.

I was encouraged to practice teaching as a PLSB teacher after passing the Licensure Examination for Teachers (LET). Unexpectedly, at Kalikasan Elementary School, I would be able to educate several tribes. Aetas and Igorots make up the student population. I knew it would be exciting and challenging as I accepted the opportunity.

To begin with, the long-awaited moment has arrived, I entered the compound of the management of the indigenous school scheme. I was greeted by a group of katutubo students with warm smiles, loud voices, and unpredictable vernaculars. It was my first time meeting and teaching indigenous people, si I was both excited and nervous. Maybe I’d seen some katutubo before and just didn’t realize it There are physiological differences between indigenous people and other Filipinos.

As they mingled with me, I noticed that I was in the position of being their role model for educational leadership, I admire them for going to school every day despite their poverty. It sparked my interest and motivated me to create an extreme learning environment for these children.

Indigenous peoples have distinct cultures and practices. A geographically distinct community with distinct traditions and identities.

I Promote spiritual values as a teacher of native students. they have different religions, as you may have guessed. Spiritual beliefs assist students in developing skills that will allow them to serve their fellow humans. It emphasized their trust in God as the source of their achievements.

Indigenous learners’ knowledge and values must be taught to school children. I highly encouraged them to respect one another. It promotes love and support. Furthermore, discrimination was strongly discouraged. The school emphasizes two morals; wisdom and humility.

The facilitation of learning plays an important role in education. My main goals were to improve students’ critical thinking and capabilities. Teaching indigenous children was challenging, but through training, I was able to develop both my professional and personal skills.

Teaching isn’t confined only to the four walls of the classroom. The indigenous students love to show off their talents and skills. They have unwavering faith in any activity I assign them. they are very friendly and diligent. That is why, as a learning facilitator, I want to promote the success of my native students. They deserved to learn through various educational methods and to be successful in the future.



Teacher III – Palayan City Central School, Division of Nueva Ecija.

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