When I graduated from the Asian Institute of Management in the 1980s, I received a call that would quietly alter the trajectory of my professional life. Dr. Mari-Jo Panganiban Ruiz, then chair of the Management Engineering Department at the Ateneo de Manila University, asked if I could take over a course in managerial accounting. The regular instructor had accepted an overseas posting, and she needed a temporary substitute.

What I thought would be a short-term engagement turned into a teaching journey that has spanned almost four decades. Though my teaching was part-time and occasionally punctuated by breaks, it became a steady and meaningful part of my personal and professional growth. In hindsight, I realize that what drew me back semester after semester was simple: the students. Their curiosity and intellectual energy challenged me to prepare rigorously, to remain current, and to master my subject fully.

As my career advanced—from researcher and analyst, to heading a small government financial agency, and later serving as an executive vice president of a major financial institution—I always made time to teach. The classroom provided a welcome balance to the demands of high-stakes leadership. It reminded me that beyond the numbers, policies, and reports, there were young minds eager to learn, to question, and to grow.

A saying on campus captured this perfectly: “Don’t just sell soap, build people.” Though I began as what one might call an “accidental teacher,” embracing the role allowed me to fulfill a quiet calling: to help shape not only the skills but also the aspirations of those who passed through my classes.

Teaching honors students in Management Engineering and Advance Mathematical Finance courses was as demanding as it was fulfilling. Many of my students were exceptionally talented, unafraid to challenge assumptions or probe the most complex aspects of a lesson. This dynamic kept me on my toes and, in turn, honed my professional acumen. The discipline of teaching consistently sharpened the same skills I relied on in my executive roles.

Later, my journey expanded to the MBA program at De La Salle University where I was doing my DBA. There, the classroom dynamic shifted. My students were young professionals—executives, doctors, lawyers, mid-career specialists, and even members of religious communities—who approached learning with clear goals and deep motivation. The exchange of ideas was rich and mutual; I found myself learning as much from their professional insights as they did from my lectures.

The Covid-19 pandemic introduced unprecedented challenges to education. At De La Salle, I witnessed first-hand how structured support and innovative training empowered faculty to adapt to remote learning platforms such as Canvas. What stood out most during that time was not the technology itself but the resilience and commitment of both students and teachers to keep the spark of learning alive despite physical distance.

What, then, makes teaching so deeply rewarding? For me, it is the privilege of witnessing former students excel in their chosen paths. Over the years, I have seen them grow into leaders—bank officers including a president, company heads, key executives, senior government officials, entrepreneurs, broadcast/media executives, and even a celebrated musical director. These moments affirm the words of educator William Arthur Ward:

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

Teaching, at its essence, is about inspiring—and, in turn, being inspired.

To those who have ever contemplated stepping into a classroom, even in a part-time capacity, I would strongly encourage it. The rewards are manifold. Nothing tests and deepens one’s mastery of a field like explaining it to others. Engaging with younger generations exposes you to fresh perspectives and emerging trends. Lessons extend beyond lectures; they influence choices, values, and lives. Teaching is one of the most meaningful ways to give back—a chance to invest in people, not just processes.

As I approach what may be the final chapter of this teaching journey, I am filled with gratitude. To the students who have challenged and inspired me; to the Ateneo and De La Salle communities for providing platforms to serve; and to mentors and colleagues who guided me along the way.

At Ateneo, my thanks go to the late Dr. Mari-Jo Ruiz, Mr. Vic Reventar, Fr. Francis Reilly, S.J., and Dr. Ramon Reyes; and to the chairs of the Management Engineering and School of Management programs—Ms. Annie Vistro, Mr. Pyth Brion, Mr. Eddie Mendoza, Dr. Darwin Yu, Prof. Mike Tan, and Prof. Aldo Tong.

At De La Salle University, my gratitude extends to Dr. Lydia Echauz, Dr. Philip Juico, Dr. Liberty Patiu, Dr. Johnette Perez, and Prof. Marycris Albao, who welcomed me into the fold and supported my growth as an educator.

What began as a temporary assignment has become one of the most fulfilling endeavors of my life. Teaching has taught me that education is not only about imparting knowledge but about nurturing potential, fostering curiosity, and building futures.

To anyone presented with the opportunity to teach—even part-time—I would say: take it. The classroom has a way of giving back far more than you could ever give.