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The CDC Newsletter | Ateneo de Manila University Grade School | SY 2008 - 2009
by Maria Soccoro A. Ignacio

The PSYCHOLOGICAL EDUCATION PROGRAM (PEP) in RETROSPECT
Dr. Ruiz and some of the teachers identified the developmental needs of the students and formalized the objectives. These steps were her primary basis in preparing the Guidance exercises. All of these were incorporated in the subject that we now know as the Psychological Education Program (PEP). From September-March of the same school year, Dr. Ruiz conducted the weekly Guidance classes in Grade 3. The Guidance classes involved exercises that helped the students know and understand more about their feelings, ideas, beliefs, and values. After much evaluation, the Guidance classes proved to be an overwhelming success in Grade 3. Because of this, it was also recommended for Grades 4-7 students. Some teachers and other members of the community wonder what the PEP is. It involves a sequence of carefully designed and planned activities which seek to meet the developmental needs of the students. The approach is process – oriented and experiential in nature. The child is seen as the center of the learning process. Furthermore, The PEP is anchored on Piaget’s Theory of Cognitive Development and Havighurst’s Theory of Developmental Tasks. The Theory of Cognitive Development serves as a guide in selecting age-appropriate lessons. On the other hand, Havighurt’s theory of developmental tasks provides the direction, unity and, sequence of activities in PEP.

The Psychological Education Program (PEP) has been a vital part of the Guidance Program for many years. As one of the major services of the Child Development Center (CDC), the Guidance classes serve as an avenue by which we help the students know themselves better, improve their relationships with their families and friends, eventually developing better people in them. Through this article, allow us to walk you through the beginnings of the Psychological Education Program. The late Dr. Naomi Ruiz, the Guidance Coordinator then, envisioned a Guidance Program that would be personally meaningful to the children. She wanted more effective ways to reach and touch the lives of majority of the students. Realizing this vision entailed a lot of preparation and hardwork. In school year 1972-1973, the exploratory work began. It started with the Grade 3 students. First she met with all the Grade 3 teacher. She explained to them the rationale of the project and oriented them on how it will be done. With her persistence and determination plus the support of the Administration and Grade 3 teachers, Guidance classes were allotted each week for the Grade 3 sections. This marked the start of the Guidance classes!

The MOVErs (SY 2008 - 2009) are Mac Ignacio, Ane Ortilla, Bless de Asis, Grace Santos, Nancy Tan, Jeannie Kuon, Ana Moran, Mae Dael, Bambi Cabrera, Polly Pelayo, Nerie Cabacungan, Celeste Marasigan, Annie Grafilo and Cindy Rosario. Our special thanks to Mara Perez for the layout of this issue

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After more than 30 years, the PEP continues to be an important part of the Guidance Program. The PEP is a product of all the reports made by the past and present guidance counselors. As what Dr. Ruiz said, “the important thing for us is to be awake and alert to the challenges of the times.” At present, the CDC is called to explore new frontiers and respond to the challenges of the times. As part of this process, the CDC counsellors and staff underwent Strategic Planning sessions last March 16 and 18, 2009. As part of data gathering, we gave a Needs Assessment Survey to the students and teachers. We also benchmarked with other schools namely,

Assumption (San Lorenzo, Makati), San Beda (Alabang), and De La Salle Zobel. Focused Group Discussions were likewise conducted among students, teachers, and parents. Dr. Ruiz had a dream. We are challenged to keep that dream alive! With the continued support of the administration, teachers, students, and parents, we hope to respond to the call for a more dynamic and meaningful way of helping our students in becoming better persons.
Source: Paper on the Third Asian Conference – Workshop in Guidance and Counseling. July 26 -31, 1980. Satya Wacana University, Salatiga, Central Java, Indonesia

Presenting the New CDC Coordinator
by Mrs. Ane Ortilla MAC, in the Ateneo Grade School, MARICOR, at the Immaculate Conception Academy, SOCKY, as a student in UST, and BABY, to her family. Whatever name she is called – she remains MARIA SOCORRO AZARIAS IGNACIO, the new coordinator of the Child Development Center. Mac completed her elementary education at the Immaculate Conception Parochial School. She took her secondary education and early college years at the University of Santo Tomas. She then transferred to the College of the Holy Spirit to finish her undergraduate studies with a degree in Psychology. Right after college, she worked as a psychometrician in the Philippine Psychological Corporation. This explains her vast exposure to psychological testing. However, she realized that the corporate world was not for her so she tried to find her niche in the academe. She transferred to Immaculate Conception Academy in Greenhills where she worked as a Guidance Counselor. It was while she was in ICA that she started her graduate studies in the Ateneo. She took the course Master of Arts in Education major in Guidance and Counseling. In 1992, Mac transferred to the Ateneo Grade School where she was first assigned as a Grade Three counselor. In the 16 years that followed, she has moved from one grade level to another. Many people do not know that Mac is an only child. Psychologist Alfred Adler once said, “the only child tends to be spoiled and pampered.” Well, all I can say is that Mac is one living exception to this theory. She is certainly not spoiled and has very little need for nurturing. She is DEFINITELY hardworking and dedicated. Finally, Mac is rigid and disciplined, especially when it comes to her health. Even if it means going home late, Mac always finds time for her daily walking along Masterson Road and works out regularly at the Moro Lorenzo Gym. It has been a good year with Mac at the helm of everything we do in the Child Development Center. With the school year coming to an end, we would like to take this opportunity to thank her and wish her good luck and best wishes as she leads us in the years to come.

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CDC asks...

resilience is...

Middle School students to complete this sentence:

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MS Students on Becoming Men-for-Others
1. What is your understanding of a man-forothers? He is a person that cares for others before he takes care of himself. 2. What are the traits of a man-for-others? He is caring, generous and understanding. 3. Who do you think is a model of a man-for-others in school? Why? Outside school and why? Kent Alonzo. He’s a man-for-others because he always takes care of his brother as well as me. He joins GK visits and helps me sometimes. 4. Do you consider yourself as a man-for-others? Why? Yes. Yes, because I often take care of my siblings at home. I donate to Bigay-Puso frequently. I always think whether my siblings are fine or not. When asked who inspired him to be a man-for-others, he said: “Ang Nanay ko kasi matulungin. Siya lang po ang sinusundan ko. Lagi akong nakatawa – it is my way of spreading joy.” When informed that Ms. Dael recommended him, he smiled: “Nagulat po ako. Natural lang kasi na tumulong ako palagi. Hindi ko po alam na napapansin ni Ms Dael.” - Matthew “Matt” M. Mandanas | 7 – Bellarmine 1. What is your understanding of a manfor-others? A man-for-others gives his all in whatever he does especially if it is for the greater good of God and others. 2. What are the traits of a man-forothers? A man-for-others must be compassionate, generous, giving, and must be very religious. 3. Who do you think is a model of a manfor-others in school? Why? Outside school and why? One model of a man-for-others is Father Kit Bautista. He never fails to give a helping hand to anyone who needs it. Outside school, I think my father is an ideal man-for-others. He also endures several hard tasks for the sake of my family. 4. Do you consider yourself as a man-for-others? Why? At times yes, at times no. I tend to help a lot but also fail to help sometimes. - Jose “Stanley” F. Magno IV | 7 – Xavier

1. What is your understanding of a man-for-others? A man-for-others is someone who helps other students when they need help. 2. What are the traits of a man-for-others? A man-for-others must be responsible & resilient. 3. Who do you think is a model of a man-for-others in school? Why? Outside school and why? One model of a man-for-others is Roy Fua. When our classmates would need help in their studies, he is there to help them. He is also very responsible. For example, he and the others are working on a project, he influences others to cooperate in doing the project. Outside school, my Dad. Because he plans for his band’s (Side A) concerts. He’s a very responsible man. I always see him working. 4. Do you consider yourself as a man-for-others? Why? Yes. For example, when my classmates don’t want to volunteer in recitation, I would volunteer to recite. When there are projects to do, I would initiate and influence others to cooperate to get the work done. - Nathaniel Reihann “Nate” B. Gonzalez | 5 – Malacañang

1. What is your understanding of a man-forothers? A man-for-others is someone who is good to people even though others are not good to him. 2. What are the traits of a man-for-others? A man-for-others must be understanding, responsible, loving, and kind. 3. Who do you think is a model of a man-for-others in school? Why? Outside school and why? One model of a man-for-others is Micah Tanjuatco. When his friends have problems, he readily goes out of his way to help. Outside school, my Lolo, Antonio Yatco. We fondly call him “Dad”. He was very kind and understanding. He would buy any food that I wanted every time we’d visit him. Even though he would have other things to do, he’d still find or make time for us. 4. Do you consider yourself as a man-for-others? Why? Sometimes I do. Sometimes I don’t. I think I was able to make people laugh, cheer them up when they’re sad. - Antonio Ignacio “Nacio” D. Yatco III | 6 – Malvar

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1. What is your understanding of a man-for-others? A man-for-others is someone who always puts others in front of himself. For example, when you both like the same thing, you let the other person have it instead of you getting it. 2. What are the traits of a man-for-others? A man-for-others has leadership skills. He can tell others what is the right thing to do. He is also generous by giving others a chance. He is also kind. He shows this by respecting others. 3. Who do you think is a model of a man-forothers in school? Why? Outside school and why? Within school, Fr. Kit is a model of MFO. He leads the school, puts others in front of himself and respects everyone. Outside, my Dad is a model of MFO. My Dad supports the family and also lets us have things we want. 4. Do you consider yourself as a man-for-others? Why?Yes, I consider myself a man-for-others. I was a former Class President and now I’m the Treasurer of the class. I try to convince others to give (donations) and I also show respect. -Jaime Ignacio “Jigo” M. Sison |5-Biak-na-Bato

During an activity in PEP, some of his classmates have mentioned him to be their model for being a MAN-FOR-OTHERS. He responded by saying, “Thank you but I hope that you would also consider yourselves as well.” 1. What is your understanding of a manfor-others? Being a man-for-others means being kind to everyone and thinking of everyone else before himself. 2. What are the traits of a man-for-others? The traits are being generous, giving up their time, being open to everyone. 3. Who do you think is a model of a man-for-others in school? Why? Outside school and why? Models in school: a. Father Unson because he contributes to the school when he says Mass and he also sings during Mass. b. Zachary Cruz because he is helpful and friendly even though he is a new student. Model outside school: My mother because even though she works, she still manages to give time for me and takes care of me especially when I am sick. 4. Do you consider yourself as a man-for-others? Why? Yes, I help people sometimes. I show humility and generosity. One of my sacrifices is going to Mass everyday. - Simon Godfrey “Simon” T. Rodriguez | 4 – Dumagat

1. What is your understanding of a man-for-others? Being a man-for-others means helping people in need. 2. What are the traits of a man-for-others? The traits are being responsible, being caring for others, and having the patience in doing things. 3. Who do you think is a model of a man-for-others in school? Why? Outside school and why? Model in school: Teachers because they are willing to do anything to teach the students. Model outside school: Lolo in the States because even though he is strict, he remains nice and talks to his grandchildren regularly. He also helps poor people. 4. Do you consider yourself as a man-for-others? Why? Sometimes. I also learned leadership skills from my father who is the boss for a big company. He said that we should “be a better person to everyone.” - Anton Miguel “Anton” O. Alonte | 5 – Pasong Tirad

How can you be a more resilient young man?
“I practice resilience in my life by trying my best to triumph no matter how many times I have faltered.” - Rafael Carlos C. Aniceto (7-Canisius) “I can apply resilience by not backing down when I am faced with a difficult challenge and take a chance and do my best regardless if I win or lose.” - Jose Enrique B. Gomez (6-Burgos) “I can be resilient in my life by learning from my mistakes and by finding a way to solve my problems and standing up again instead of complaining about my current situation.” - Jose Benedict Luis C. Alvarado (6-Del Pilar) “I will keep my hopes up. I will treat my problems the same way I play videogames. If I fail once, I just try and try until I solve my problem.” - Jose Roberto P. Sto. Domingo (6-Luna) “I can practice resilience by trying to calm myself down. I reflect with a positive attitude and understand the circumstances. Then, I think of a solution to the problem that will not lead to trouble.” - Ralph Martin S. Fernandez (6- Mabini) “I should face my difficulties focusing on the solution and never give up to achieve it.” - Adrian B. Cortes (4-Bagobo) “I can show resilience in coping with difficulties by showing courage in it.” - Gabriel Dan E. Lagmay (4-Subanon) “I will do the challenge and be the best I can to make it better. When I’m in a group and one person is not helping I’ll encourage him to do it, and I’ll ask him why he’s not helping. We should work as a team to finish the challenges that we cannot do.” - Gabriel Luis T. Ilagan (4-Maguindanao) “Like when a person has an apple but wants an orange, and another person has an orange but wants an apple, so they exchanged their fruits to be satisfied.” - Khristian Ivan F. Mauricio (4-T’boli) “I can show resilience by making ways to solve problems and never giving up. Don’t panic. Always go for the best and always have faith in God that your problem will be solved, so you’ll always be relaxed.” - Robert Earl C. Mabulay (4-T’boli)

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Grade 1 Question:

“He is Shawn. He always doesn’t hurt bugs and plants and other of God’s creation.” – Gabriel Curtis M. Yap, Tanguile “Marcus is a guardian of God’s creation because he take care (takes care of) what God made in the world.” – Adriel Nicholas C. Que, Tanguile “Jake. He cleans everyday because he likes cleaning and doing things good (doing good things).” – Samuel O. Marbella, Guijo “Kim is a guardian of God’s creation because he helps clean the environment of God.” – Raphael Jose M. Sin, Tanguile “Gio because he does not step on plants, on insects and he is nice and good to others as well.” – Lorenzo Mateo G. Matienzo, Banaba “One of my classmates is Reece CN 28 takes care of God’s creation by taking care of the plants because he wants to save the world.” – Enrico Miguel D. Pilapil, Mulawin “Stanley/no. 18 sets a good example of a guardian of God’s creation! Because he is nice and he takes care of the plants.” – Pedro Martin D. Hortaleza, Lauan “Pippen because he takes care of ants.” – Thristan Renee G. Ison, Lauan “Miguel Agosino. He obeys his mom and dad and his sisters. He cleans, waters the plants, take (takes) care of he’s (his) pets.” – Jose Miguel C. Atadero, Acacia “I choose Marco because he takes care of animals.” – Emilio Anton T. Bello, Guijo

Who among your classmates is a guardian of God’s creation? Why?

GRADE 2 Question for MOVE: Who among your classmates is a friend like Jesus? Why?

“My classmate that (who) is like Jesus is Marco Borja because he knows what is right (the right thing) to do.” – Jose Alfonso F. Cordero, Banahaw “Carlo Gesmundo is a friend like Jesus. Because he always help (helps) me every time I’m in trouble” – Fitzroy Rafael T. Ebarle, Banahaw “Ralph De Leon and Miguel Bartolome, because Ralph is always nice and Migs because he cares for me.” – Pete Andrei V. Fabricante, Banahaw “1. Pio Arreola. 2. Ralph De Jesus. Because we always talk and we tell secrets to each other.” – Daniel Stephen N. Banting, Halcon “Paulo Maligalig because he always makes me laugh and happy all the time. Joaquin Miguel because he always shares to me.” – Joaquin Manuel D. Marco, Halcon “Paulo Murga because we always talk(.) he (He) is also my columate (column mate), group mate and LEAP mate(.) we (We) have fun together(.) he (He) is a friend like Jesus because he is nice. Ram Mendoza. He was my classmate (in) Nursery, Kinder and Grade 2 and he is one of my bestest friend (best friends). He is a friend like Jesus(.) he (He) loves his brother very much.” – Fernando Ricardo J. Martinez, Makiling “Gio Bongolan because he helped me when I was stuck at my tent and he is nice to me everyday.” – Trevor Michael J. Singson, Mayon “I know a lot of my classmates is (are) a friend like Jesus but one of them Pal, are you a is Ram because he is a very kind, helpful and friendly person to people.” – friend like me? ü Paolo Rafael P. Murga, Makiling

GRADE 3 Question for MOVE: “Who among your classmates is a brother to all? And why?”

“I think Cholo is a brother to all, because in basketball he doesn’t hog the ball, he helps and also teaches us. He also tells us like jokes or tips in video games. He is really a brother to all.” - Joaquin B. Salvador, Soliman “My classmate Konni Kamil Delos Reyes. He is a brother to all because 1.When he brings his ball he always let (lets) everybody join. 2.When he buys pizza he let (lets) everyone have. 3.When I need help he’s always there for me and everybody. 4.When he have (has) a new pen he always let (lets) us borrow. 5.When somebody cheats he doesn’t get angry. I’m proud to be his friend.” – Paolo I. Laxamana, Soliman “Arvin, he helps us, he is friendly and he is kind. He gives money to those in need. Sometimes he share (shares) his (money) to those who are hungry.” – Ferdinand J. Alarilla, Jr., Sikatuna

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HEAD Maria Socorro A. Ignacio

CDC Team
PREP Suzana Selena S. Ortilla

Gr. 1 - 3rd - 4th Q Mary Grace S. Santos

Gr. 1 - 1st - 2nd Q Ma. Blesila G. De Asis

Gr. 2 Roberta L. Tan

Gr. 3 Jeannie T. Kuon

Gr. 4 Ananena Y. Moran

Gr. 5 Marie Grace S. Dael

Gr. 6 Patricia Barbara Ann P. Cabrera

Gr. 7 Florinda Paula V. Pelayo

Gr. 7 Nerissa G. Cabacungan

Psychometrician Maria Celeste A. Marasigan

CDC Staff Cindy G. Rosario

CDC Staff

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Annaliza B. Grafilo

Jai Reyes Speaks About Resilience
OPENING REMARKS | Mac Ignacio Fr. Kit Bautista, Mrs. Amante, Mrs. Martinez, Mr. Salvador, fellow teachers, young gentlemen of grades 4 and 5 – Good morning! The world continues to change and it is happening fast! •take the case of the cellphone – what you think is the “coolest” model may be a thing of the past in a few months from now because a newer model comes in •this is also true with the computer games that you are fascinated with today. Give it a few months or a year, a new set of computer games will be introduces in the market. But change does not just happen around us, it happens within us. Many of these changes bring challenges, learnings and growth. At this point young gentlemen of grades 4 and 5, let us back track a bit. Imagine yourselves 10-11 years ago. Ten to eleven years ago, you were still babies. As babies, people really didn’t expect much from you. But even then, you had you share of difficult moments – how will I tell Mom or Dad that I’m hungry or that my diaper is wet or I have a tummy ache! Looking back at it now, you might say you had simpler concerns, simpler problems. But things have changed! You have grown and things are a little bit different now! AS young gentlemen, people begin to expect some things from you. You still continue to experience some difficult moments – but your concerns take on a different form. In grade 4 or 5, you may begin to experience concerns about yourself, your studies, friends, family or even girls. Some concerns are easier to handle than others, and you end up feeling good about yourself. But some are more challenging! Sometimes the can make you feel helpless. But you know what? As you grow older you are blessed with greater ability to handle obstacles or unpleasant situations that come your way. As they say “Life has its ups and downs.” We all experience pleasant and unpleasant things in life. But we also have the ability to turn difficult situations to learning opportunities which can make us a better person. As we celebrate our Guidance Week, we have invited an Atenean who, just like anyone you, had experienced trials in life but saw challenges as learning experiences. How did he do it? That is what he will share with us this morning. As you listen and enjoy his sharing, there are two things I would like you to think about: 1.What did you learn from his sharing? 2.How can you apply or use this learning to make you a better person and improve your relationship with others? Turn that Frown Upside Down – take every difficult moment as a chance to grow, to be a better person! Once again a pleasant morning and happy new year to all! AN ATENEAN’S EXPERIENCE Jose Antonio “Jai” Reyes is a student of the Ateneo de Manila University since he was in Grade School. A “true blue” Atenean, he has shown heart in the game of basketball as well as in life. Believing that resilience and courage are great contributors to success, he shared some of his experiences to the Grades 4 and 5 students. On courage and resilience Before he began his talk, Jai asked for four volunteers. The boys were asked to squat and remain in that position indefinitely. When they first went up the stage, the students felt nervous because they did not know their task. However, after knowing what they were going to do, they did not give up and endured until the end. This challenge posed as Jai’s example of “courage” and “resilience”. He pointed out that having the heart to accomplish the task motivated the boys to do their best. Jai emphasized that resilience is coupled with courage. He said these concepts go hand in hand. “For me, courage is not the absence of fear. It is the presence of fear, but the ability to act properly in the midst of the fear. That is what courage and resilience means to me.” The following is an excerpt from Jai’s talk Let me tell you my own story of resilience. This happened when I was in second year high school… as part of the UAAP Juniors Team. We were fortunate enough to reach the championship. We were the

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underdogs. We were a relatively small team and we were up against the mighty superpowers Adamson Falcons. It was Game 1 of the finals and there was 12 seconds left on the clock. The defense was right under my nose. He was pressuring me so I had to turn around. When I got to the left side near the three point line, I saw my teammate Paolo Dizon set up a screen for me. Using the screen, I had to cross the ball over. The defender jumped in front of me. There was no more time left so I had to take my chances and shoot the ball. I had to be courageous. I had to be resilient. Fortunately, it went in with only 0.9 seconds left. We won the game and everyone was so happy. What I really learned, aside from just winning the game, was that you have to take your chances. All of you guys have your dreams right now. You probably don’t know what you want to be in life when you grow up. But you have to take your shot. Who knows? It might go in, it might not. If my shot didn’t go in, it will just be another learning experience. Pero nalaman ko, kailangan mong habulin ano’ng gusto mo, just to have a chance to succeed. If you don’t take that shot... if you don’t study for your exams... what’s gonna happen? For sure you’re gonna fail. Like my uncle Chot Reyes loves to say, “If you show up in your battle, you’ve already accomplished 50% of the task.” On sports and other activities Sports became a big contributor to Jai’s life. Through his training as a basketball player he has learned the value of discipline, sacrifice, commitment, courage and resilience. These are the values he believes one needs to succeed in life. He said, “sports and life are connected to each other. You can learn a lot in the classroom... but when you get out there in the playing field, there are things you learn on your own, more than what was taught to you… If you get into sports, you develop yourself fully. When you lose, when

you get down in trouble … It’s not the end of the world. But it’s an experience that you learn from...When you fail, you get the tears, you get the hurt, and use it to make you stronger. As they say, “What doesn’t kill you only makes you stronger.” He thinks that it is through sports that values are left intact. It’s character formation. Trials and challenges will always come the best thing is to face them. This is not limited to sports alone but in all aspects of life. According to Jai, the Ateneo taught him to go out of the box, to think outside and live out of the box, to go down the podium or stage and go out into the real world and share to other people. It is through experience that they learn and it is these lessons that they will remember and they will use throughout their lives. On the Team The Ateneo Blue Eagles college basketball team or the “Team” has also been a source of inspiration and support for Jai. They began as individuals then turned into brothers - a family. Relying on each other to achieve their goals the “Team” felt that they have become champions. Their coach, Norman Black, would tell them “all teams or individuals during their journey or their long way to their goals or what they want to achieve, adversity will always be there. You need to get over adversity and take things you learn and move on. This makes successful teams, successful people.” Jai also showed a video of the team’s training in the USA. Here he shared the experience of Tonino Gonzaga, a player who practiced an extra hour to become a better player. His hard work, courage and resilience fueled the drive of other players to improve their game. Courageous volunteers To end his talk, Jai once again asked for volunteers to share their experiences of courage and resilience. Hopefully, hearing from their peers’ experiences will inspire everyone to be more resilient in their lives. CLOSING Moran REMARKS | Ana

We are truly thankful to Jai Reyes for the meaningful and interesting insights and personal experiences he has willingly shared to the Grade 4 & 5 students. He emphasized the importance of having the values of courage, hard work, determination, and resilience. His talk has once again confirms that Experience is the Best teacher in life. All of the challenges, achievements, as well as failures we encounter are deemed important and contributory to the development of our true self. Each decision we make in life defines who we are and what we can do better as good Christians.

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AMAZING RACE
FIRST PLACE TEAM J Jason C. Saavedra 4 – Maguindanao Adhel Christian M. Medina 5 – Biak-na-Bato Irwin Jacob J. Serrano 6 – Agoncillo Gabriel Jose F. Perez 7 - Brebeuf SECOND PLACE TEAM K Jospeh Renz B. Banaag 4 – Bagobo Nicholas David Star T. Maralit 5 – Mendiola Anton Heinrich L. Rennesland 6 – Bonifacio Juan Alfredo C. Robles 7 – De Britto THIRD PLACE TEAM L Zachary Phillip F. Cruz 4 – Dumagat Samuel Gerard T. Amistad 5 – Kawit Nicanor Ma. Joaquin W. Montoya 6 – Rizal John Carlo C. Ramos 7 – Campion

POSTER MAKING CONTEST WINNERS
GRADE 2 FIRST PLACE 2 – HALCON Franco Emilio Daez Manuel Miguel Garrido Jose Miguel Joaquin Joaquin Manuel Marco GRADE 3 FIRST PLACE 3 – DIEGO SILANG Lucas Sebastian Abaya Aldrin Benedict Camba Albert Gabriel Datingaling Matt Tristan Santiago GRADE 6 FIRST PLACE 6 – ABAD SANTOS Mikhail Jeremiah De Dios Philippe Jefferson Galban Juan Uriel Imao Gilberto Andre Ulep GRADE 7 FIRST PLACE 7 – REGIS Jean Carlo De Castro Juan Kyle Nathan Lim Edric Matthew Manahan Marlon Valdez SECOND PLACE 7 – BREBEUF Alfonso Carlo Ancheta David Martin Cuajunco Benjamin Mari Limjap Mark Alexander Vega THIRD PLACE 7 – PIGNATELLI Carl Antione Tobillo Lexander Michael Punay Florenzo Lamela Johanes David Yanos SECOND PLACE 6 – JACINTO Aaron Matthew Almanzor Michael Dan Lagmay Luis Mari Javier Lorenzo Carlo Miguel Perez THIRD PLACE 6 – LUNA Claudio Clement Canlas Jose Rafael Mendoza Miguel Lorenzo Panagsagan Emanuel Soriano III SECOND PLACE 3 – MARIKUDO Carlo Gabriel Delos Reyes Alfonso Luis Estacio Moro Rodrigo Lorenzo John Looie Sales THIRD PLACE 3 – SOLIMAN Rebi Alberto Andres Joeneil Francisco Currameng Jaime Rafael Lee Luis Sebastian Orallo SECOND PLACE 2 – TAAL Miguel Pantig Lance Pua Cobie Puno Elgin Charles Que THIRD PLACE 2 – ARAYAT Iñigo Paquito Aligora Brian Bob Guzman Neil Angelo Mendoza Jericho Alexander Perez

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Guidance Week Highlights

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☺ Adopt this teacher’s creed: “Don’t blame. Don’t shame. And let everyone play the game.” ☺ Don’t rely on others for approval or validation. You know when you’ve done the right thing, and your students know when you’ve helped them. That should be enough. ☺ To teach, stay teachable! ☺ Do something different this summer. Who knows? It might just make you a better teacher. ☺ Put off procrastinating. You can’t teach students anything tomorrow. You can only teach them today. ☺ Keep up with the latest technologies. Learn from the kids if you have to. ☺ Admit it when you don’t know something, and never hesitate to ask for help when you need it. Students are more comfortable learning from real- life human beings than from icons. ☺ Be physically rested and mentally rested for each day. Students always have lots of energy. You should too. ☺ Be aware of your body language. Sometimes your posture, gestures, or facial expressions speak louder than your words. ☺ Remember what it was like to be a student. This perspective will change the way you teach. ☺ All teachers make mistakes. Good teachers admit them. Be one of the good ones. ☺ Think about the teachers who inspired you the most. You can’t be them, but you can find ways to be more like them. ☺ Remember that each class of students is like a farmer’s annual crop. Some are better than others, but they all take the same loving care in order to get the highest yield. ☺ Spend time with people who aren’t teachers. If teachers talk to other teachers, they begin to think that school and schooling are all that matter. They aren’t. Kids know that. You should too. ☺When you fall behind and more work is piling up, refuse to panic. Just do the next thing and then the next. Keep it up. Things will get better. ☺Look your best. You’ll feel better and teach better.---> ☺Thank God you’re a teacher. It doesn’t get any better than that. ☺ ☺☺☺ ☺ ☺ ☺☺ ☺ ☺ ☺ ☺ ☺

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