At 24, I found myself stepping into a faculty room surrounded by educators whose years of experience, accomplishments, and expertise far exceeded my own. What initially made me question whether I deserved a place among them eventually became one of the most meaningful reminders that every great journey begins with the courage to start, the humility to learn, and the willingness to grow.
A New Chapter, A New Calling
On August 5, 2026, I officially began a new chapter in my professional journey as an Instructor under the Bachelor of Science in Information Systems (BSIS) Program at Richwell Colleges, Inc. (RCI). Becoming a college instructor was both an exciting opportunity and a responsibility that I knew would challenge me in ways I had never experienced before. It marked a significant milestone in my career, not simply because I was entering the field of higher education, but because I was taking on the responsibility of helping students develop the knowledge, skills, and confidence they would need in their future professions. I am sincerely grateful to Richwell Colleges for placing its trust in me and allowing me to become part of an institution dedicated to shaping future professionals.
Yet, behind the excitement of this new beginning was something I had not fully anticipated: the uncertainty of whether I was truly ready for it.
The Youngest Person in the Room
I have to admit that there were numerous moments when I questioned myself.
Am I really ready to become a college instructor?
Do I have enough knowledge and experience to stand in front of a classroom and teach?
What makes me qualified to take on a responsibility as important as educating future professionals?
These were questions that crossed my mind long before I officially began teaching.
When I first came across the job posting for the instructor position, something about it immediately caught my attention. It felt like an opportunity that was calling me to take a chance on myself, even though I was uncertain whether I had everything it would take to succeed.
I knew that I still had much to learn. I was aware that my professional experience was relatively limited compared with that of people who had already spent years in academia or the information technology industry.
Nevertheless, I submitted my application.
Looking back, I realize that this simple decision was already an important step in my personal growth. It meant allowing myself to pursue an opportunity even when my confidence had not yet caught up with my aspirations.
But the real challenge to my confidence came when I finally entered the faculty room.
One thing immediately became apparent: I was the youngest person in the room.
Around me were educators who had already built remarkable careers. Some had spent years working in the industry, developing practical expertise and gaining experiences that I had only begun to explore. Others had dedicated years of their lives to teaching, mentoring students, and contributing to education.
Some had already completed their master’s degrees, while others had earned doctoral degrees—academic accomplishments that reflected their years of dedication, discipline, and perseverance.
I remember feeling a mixture of admiration, excitement, pressure, and intimidation.
The more I learned about their qualifications and professional experiences, the more I became aware of how much I still had to accomplish.
At one point, I found myself silently asking:
“Who am I to deserve a place in this room?”
I looked at the people around me and saw years of experience, advanced education, professional achievements, and expertise. Then I looked at myself and saw someone who was only beginning to build his career.
For a moment, I allowed those comparisons to make me feel small.
But eventually, a different realization changed how I viewed my place among them.
At least I am in the room.
And perhaps, for someone who is only beginning his journey, that is already something worth being grateful for.
You Do Not Have to Be the Most Experienced to Belong
“Being the youngest in the faculty room does not mean I am the least deserving. It means I have the privilege of learning from people who have already walked the paths I am only beginning to explore.”
This realization gradually changed my perspective.
I began to understand that being surrounded by people who were more experienced, accomplished, and knowledgeable than I was should not become a reason to question my worth. Instead, it should become a reason to feel inspired.
After all, being the least experienced person in a room does not mean that you do not belong there. Sometimes, it simply means you are in an environment where you have the greatest opportunity to grow.
The educators I admire today did not become experts overnight.
Before they accumulated years of teaching experience, they also stood in front of their first classrooms. Before they earned their postgraduate degrees, they were also students trying to understand complex concepts, complete requirements, and overcome academic challenges.
Before they became confident professionals, they also experienced uncertainty, made mistakes, received corrections, and discovered lessons through experience.
Their accomplishments are not evidence of how far behind I am. They are reminders of what years of persistence, commitment, and continuous learning can make possible.
And perhaps that is one of the most important lessons I am beginning to understand: we should never compare our beginnings with someone else’s years of progress.
Knowledge takes time to develop. Experience must be earned through practice. Wisdom comes from facing challenges, learning from mistakes, and remaining open to perspectives beyond our own.
I may not possess the same credentials or professional experience as many of my colleagues today, but I can bring something equally important to the beginning of this journey: the willingness to listen, the humility to recognize what I do not yet know, and the determination to become better every day.
Rather than allowing my colleagues’ achievements to intimidate me, I want them to inspire me to pursue my own professional and academic growth.
I want to learn from their experiences, seek their guidance, observe their practices, and gradually build the competence and confidence that come with dedication to the profession.
I may be the youngest in the faculty room today, but I do not intend to remain the same person who first walked through its doors.
Finding Mentors, Colleagues, and a Place to Belong
As I begin this journey, I recognize that meaningful opportunities are rarely made possible through our efforts alone.
Behind every new beginning are people who choose to recognize our potential, extend their trust, and give us the chance to prove ourselves.
For that reason, I would like to express my heartfelt gratitude to Richwell Colleges, Inc. for welcoming me into its academic community and giving me the opportunity to serve as one of its instructors.
I am especially thankful to Dr. Jonelle, Sir Gil, Ma’am Ryah, Dean Luz, and RCI President Sir Bob for the trust, support, and opportunity to become part of the institution’s faculty.
Thank you for seeing potential in someone who is still at the beginning of his professional journey. Your confidence in me is something I deeply appreciate, and it motivates me to approach this responsibility with sincerity, dedication, and a genuine commitment to continuous improvement.
To my fellow faculty members, thank you for making me feel welcomed and for creating an environment where I can learn not only through formal professional development, but also through everyday conversations, shared experiences, and the wisdom you generously offer.
Being surrounded by accomplished educators is both a privilege and a responsibility. Your knowledge, achievements, and dedication to your students continue to remind me of the standards I should aspire to uphold.
I am equally grateful to my fellow new instructors, trusted confidants, and RCI batchmates, Sir Joshua and Sir Onad.
Thank you for making the beginning of this teaching journey feel lighter, warmer, and less overwhelming. Having people with whom I can share the excitement, uncertainties, challenges, and small victories of being a new instructor makes this experience even more meaningful.
There is something comforting about knowing that you are not navigating an unfamiliar journey alone.
Whether through simple conversations, shared laughter, words of encouragement, or moments of understanding, your companionship has made this new chapter more memorable.
To everyone who has made me feel that I have a place in this institution, thank you.
You have reminded me that belonging is not always about having the most impressive credentials or the longest experience. Sometimes, it begins with being welcomed, supported, and given the opportunity to grow.
Becoming the Educator I Hope to Be
Taking on the responsibility of becoming a college instructor has given me a new perspective on what it means to be a professional.
I am beginning to realize that teaching is far more than standing in front of a classroom, presenting lessons, explaining theories, or assessing what students have learned.
Teaching is a responsibility that requires not only knowledge and competence, but also patience, empathy, integrity, and a sincere commitment to helping others succeed.
As an instructor in the field of Information Systems, I hope to contribute to the development of students who are not only technically capable but also critical thinkers, responsible professionals, and individuals who understand how technology can create meaningful improvements in organizations and communities.
I know that fulfilling this responsibility will not always be easy.
There will be lessons that require more preparation, questions that challenge my understanding, situations that test my patience, and moments when I will need to acknowledge that I do not have all the answers.
But I want to approach these moments not as evidence of my inadequacy, but as opportunities to become a better educator.
I want to remain the kind of instructor who is never too proud to admit that there is still something to learn.
I want to be someone who listens to students, understands their individual circumstances, appreciates their efforts, and recognizes that learning does not happen at the same pace for everyone.
Most importantly, I hope that my students will see me not simply as someone responsible for delivering lessons or assigning grades, but as someone who genuinely wants them to learn, improve, and succeed.
Because if there is one thing I have learned from being the youngest person in the faculty room, it is that every person deserves the opportunity to grow into something greater than what they are today.
That includes my students.
And that includes me.
Learning to Grow Without Comparing My Beginning to Someone Else’s Success
This new chapter is teaching me to view personal and professional growth with greater patience and humility.
For many young professionals, myself included, it is easy to feel pressured when surrounded by people who seem to have already accomplished so much.
We see their titles, qualifications, experiences, and achievements, and sometimes forget the years of hard work, challenges, sacrifices, and uncertainty that made those accomplishments possible.
We become so focused on how far others have progressed that we overlook the significance of how far we have already come.
But I am learning that another person’s success does not diminish the value of my own progress.
Their achievements are not deadlines I have failed to meet. They are possibilities that remind me of what dedication and perseverance can achieve over time.
At 24, I know that I am only at the beginning of a much longer journey.
There are still qualifications I hope to earn, competencies I want to develop, professional experiences I wish to gain, and personal limitations I need to overcome.
And I am beginning to appreciate that there is nothing wrong with being a work in progress.
I do not need to have everything figured out today.
What matters is that I remain intentional about my development, accountable for my responsibilities, and willing to improve even when progress feels slow.
Every class I handle, every lesson I prepare, every challenge I encounter, and every conversation with my colleagues has the potential to teach me something valuable.
I want to build a career defined not merely by the titles I hold or the credentials I acquire, but by the quality of my work, the integrity of my actions, and the positive difference I can make in the lives of the people I serve.
I may not be the educator I aspire to become just yet, but every day offers me another opportunity to become a little closer to that person.
For Everyone Who Has Ever Questioned Whether They Belong
If you have ever walked into a room and immediately felt that everyone around you was more experienced, more accomplished, or more qualified than you, I hope this experience reminds you of something important.
Do not confuse being inexperienced with being undeserving.
There will be moments when you find yourself surrounded by people whose achievements seem far beyond your own. You may question whether you are ready, whether you are good enough, or whether you truly deserve the opportunity standing before you.
But remember that every expert was once a beginner, every accomplished professional once had something to prove, and every meaningful career began with someone taking a chance on an uncertain future.
You do not need to know everything before you begin.
You do not need to be the smartest person in the room to make a meaningful contribution.
And you certainly do not need to have the same accomplishments as everyone around you to recognize the value of your own potential.
Instead of feeling threatened by people who know more than you, learn from them.
Instead of allowing their achievements to discourage you, let those achievements expand your understanding of what is possible.
Ask questions. Accept corrections. Seek guidance. Stay curious. Work with integrity. Be willing to start small, and give yourself the time and patience that genuine growth requires.
Above all, never allow the fear of being the least experienced person in the room to prevent you from entering it.
Sometimes, the very room that makes you question your abilities is the room that will teach you how to become the person you have always wanted to be.
From Questioning My Place to Appreciating the Opportunity
When I first entered the faculty room, I saw people whose knowledge, experience, and accomplishments made me question whether I deserved to stand alongside them.
Today, I am learning to see that same room differently.
I see mentors from whom I can learn, colleagues whose dedication I can admire, opportunities that will challenge me to improve, and a professional community that can help shape the educator I hope to become.
The qualities that initially made me feel intimidated are now among the reasons I feel grateful to be here.
I still have moments of uncertainty, and I know there will be many challenges ahead. But I am no longer expecting myself to become an experienced educator overnight.
Instead, I am choosing to embrace the process of learning, making mistakes, seeking guidance, and gradually developing the knowledge, confidence, and wisdom that this profession demands.
I am grateful to have been given this opportunity at this stage of my life, and I hope to honor the trust placed in me through dedication, humility, and meaningful service to my students and the institution.
As I continue this journey, I want to remember that I am not here merely to prove that I deserve a place in the faculty room.
I am here to learn, to contribute, to become better, and eventually to extend the same encouragement and guidance to others who are just beginning their own journeys.
Never be ashamed of being the youngest, the newest, or the least experienced person in the room. Your beginning does not make you less worthy of the opportunity, and someone else’s achievements do not make your potential any less meaningful. Be grateful for the chance to stand among people you admire, humble enough to learn from them, and courageous enough to believe that you, too, can grow into someone others will one day look up to. Because success is not about entering a room as the most accomplished person—it is about having the courage to enter, the humility to keep learning, and the determination to become better than the person who first walked through its doors.
And perhaps, one day, I will look around that same faculty room and realize that the people who once made me wonder whether I belonged were the very people who helped me discover the educator I was capable of becoming.
Today, I may be the youngest in the faculty room. But I am exactly where I need to be to begin becoming someone greater. 🎓🌱💙