Patricia Ershelle Feliciano

BLL 122 - P

Literature Teaching in Practice: A Literature Teacher Case File

While studying AB English in 2015, Mr. Nikko Capote worked as a part-time tutor at

Nagpayong High School in Pasig City. His immersion in a community of public school students

with different stories, some with no choice but to balance a life of work and education, made him

realize the impact that a good educator can make in a student’s life, as well as the impact that a

student’s life can leave in an educator. Thus, after earning his bachelor’s degree in English at the

Central Colleges of the Philippines (CCP) in 2016, he began working as a 21st Century

Literature teacher at STI College Marikina.

In 2018, he started pursuing a master’s degree in English Language Teaching at the

Polytechnic University of Manila (PUP). He also began teaching tertiary literature courses in the

same year, namely Philippine Literature and World Literature, at the Pamantasan ng Lungsod ng

Marikina (PLMAR). His master’s education has immensely expanded his knowledge in English

literature besides honing his instructional skills, such as classroom management and materials

development. With his increased expertise in the field, he was able to teach Reading and Writing

at a public high school, Valeriano E. Fugoso Memorial High School, where he works until now.

When asked about the meaning of literature, he recalled how one of his college professors,

Professor Lacsamada, used to describe it as “the twin sister of history” (Capote 2020). Now a

literature teacher himself, Mr. Capote understands the significance of literature in daily life. He

sees it as more than a piece of written work, but as a way by which history can be preserved.

Whether fiction or nonfiction, literature is mutually able to capture and influence an entire
society’s collective consciousness and culture. Indeed, for Mr. Capote, literature is the twin sister

of history.

Now with five years of experience in literature teaching, Mr. Capote believes that what

makes a good literature teacher is first and foremost mastery of the subject matter. Anyone can

read and appreciate literature, but it takes a certain set of technical skills and level of expertise to

teach it. This is why he continues to embark on a journey of self-improvement by continuing his

master’s education, and attending teaching workshops and seminars all while he works.

Approaches, methods, and techniques in literature teaching are constantly evolving, especially in

today’s digital era of education; thus, it is important for literature teachers to keep themselves

abreast of recent developments in the field. But beyond this, Mr. Capote believes that a good

literature teacher must have the ability to “share authentic experiences in a sincere manner”

(Capote 2020). Everyone has a story to tell, and inspiring the students to tell theirs begins with

the teacher sharing their own.

It appears that Mr. Capote uses a more personal style of teaching, perhaps stemming from

the very reason he started pursuing a teaching profession in the first place: the hope to instill

lifelong learning in students. He believes this is achievable by making the class “relatable” —and

by, this he means by relating the class materials, e.g. the reading list and class activities, to pop

culture and other relevant events that the students would enjoy. For instance, he once tasked his

students to analyze Shakespeare’s Romeo and Juliet alongside ABS CBN’s Pangako Sa’yo.

Despite being written in different time periods and in opposite parts of the world, the “us against

the world” theme is prevalent in both texts. Mr. Capote said he received many interesting takes

from this activity, some even from students deemed as “irresponsible” by other teachers.
 Mr. Capote ended the interview with a simple piece of advice to literature teachers (or

anyone who wishes to be one): love what you do. Literature teaching is not a mere profession but

a craft that requires dedication, patience, and, well, love. There are always students who act

uninterested, or who do not believe in themselves, but it is the teacher’s job to tap into their

interests and help them realize their stories. “Who knows?” he said, “maybe the next Lualhati

Bautista or Nick Joaquin is in your class” (Capote 2020).

References:

Capote, Nikko. 2022. Interview by Patricia Ershelle Feliciano. Marikina City. September 11,

2022.