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“The eternal God is thy refuge, and underneath are the

everlasting arms: and he shall thrust out the enemy from
before thee; and shall say, Destroy them.” Deut. 33:27

It is with great joy that we bring you our 2021 Educator’s Convention.
While all around us there is the sadness for those who have departed
the battle, we can be assured that God is still in control. He has called
us into a battle and His will is being accomplished.

In this time of struggle, we turn to His Word for consolation and encouragement.
The passage I placed at the top of this page has been a blessing to me. As I
analyzed it, several things stood out:

1. The words that have been added to the English translation and are missing in the Hebrew
2. The progression of the thoughts
3. The final command

Here it is again and I leave out the missing words, so please read the passage like this:

The eternal God - refuge,

and underneath - the everlasting arms:
and he shall thrust out the enemy from before thee;
and shall say, “Destroy”.

The first line is so powerful in that there is no verb. It is a bold declaration of the truth that when the enemy
comes, we have a “den, habitation, (dwelling) place, refuge” according to the Strong’s Hebrew Concordance.
His description is “ETERNAL”! His protection is secure.

The work of God’s hands is based on the strength of His “everlasting arms”! No attack by the enemy of our faith
can penetrate that protective shield and refuge. How magnificent a portrayal of God’s securing love for us.

Our trust is not in our strength or ability. He will deal with our every enemy. If FEAR, His promises and abiding
presence are there for us. If physical attack, His thrusting arm will push it away. If death, He is standing with
open arms to welcome us to the home He has prepared.

With the provisions He has made for us, He now gives us a command. It is not as if we should simply be at
ease in the matter. He says, because of what I have provided for you, it is for you to be actively involved.
“DESTROY”! There is no cause for the abandonment of our duties. Our enemy, the worker of ignorance, fear and
despondency, is to be destroyed. The question is HOW are we to accomplish this?

Verse 29 says: “Happy art thou, O Israel: who is like unto thee, O people saved by the LORD,”! Our strength is
the joyful living in the light of His Presence, Power and Protection. Yes, when all around there is fear, panic and
confusion, The joy of the Lord is our strength!

It is our prayer that the material and instruction from the 2021 EdCon will be the encouragement for you to
move forward in your service for His great mission training up a generation who will shine in the darkness.

In His Service,

Rev. Delbert Hooge

Executive Director, SOTP®

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 TABLE OF CONTENTS
GENERAL SESSIONS
• “THE ARM OF THE LORD & OUR HANDS”
The Principles of Education 1: Education Reflected in God’s Design .............................................. PAGE 2

• “THE FINGERPRINT OF GOD”

The Principle of Education 2: The Wonder of Individualization ......................................................... PAGE 6

• “ALL HANDS ON DECK”

The Practice of Education 1: Maximizing Student Engagement in the Remote ................... PAGE 11

• “THE HAND OF DISCIPLINE”

• The Practice of Education 2: The Balance of Nurture and Control ................................................ PAGE 14

• THE HAND THAT ROCKS THE CRADLE RULES THE WORLD

Strengthening Parental Partnership .................................................................................................................. PAGE 17

• “INTO THY HANDS”

Cultivating Personal Dependence on God ................................................................................................... PAGE 52

MANAGEMENT TRACK
• EQUIPPING, MOTIVATING, AND RETAINING STAFF .................................................................................... PAGE 20

• RAISING UP YOUR NEXT LINE LEADERSHIP ....................................................................................................... PAGE 24

COUNSELLING TRACK
• ESTABLISHING GUIDANCE ADVOCATES ............................................................................................................ PAGE 28

• DEALING WITH KIDS FROM DYSFUNCTIONAL FAMILIES .......................................................................... PAGE 34

ACADEMIC TRACK
• MOTIVATIONAL TOOLS FOR STUDENTS
IN THE REMOTE DELIVERY MODE ............................................................................................................................. PAGE 39

• COMMUNICATION TOOLS
WITH PARENTS IN REMOTE LEARNING ................................................................................................................. PAGE 43

TECHNOLOGY TRACK
• BRIDGING THE TECHNOLOGY GAP ......................................................................................................................... PAGE 46

• USING TECHNOLOGY FOR GROUP EVENTS ....................................................................................................... PAGE 49

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 THE ARM OF THE LORD –
AND OUR HANDS
REV. DELBERT HOOGE

INTRODUCTION:
1. The work that Nehemiah and the Jewish repatriates were engaged, rebuilding the walls
of Jerusalem, was ordained of God, proven by the extra-ordinary way Nehemiah’s inter-
action with the King had transpired.

2. It was also the hand of God to equip the builders in such a magnificent way. – Neh. 2:7-
8 says: Moreover I said unto the king, If it please the king, let letters be given me to the
governors beyond the river, that they may convey me over till I come into Judah; 8 And
a letter unto Asaph the keeper of the king’s forest, that he may give me timber to make
beams for the gates of the palace which appertained to the house, and for the wall of
the city, and for the house that I shall enter into. And the king granted me, according to
the good hand of my God upon me.

3. It behooves us to understand how God’s hand operates so that we will be strengthened

in our hands as well.

a. 1 Kings 8:42 _______________________________________________________________________

b. Psa. 89:10 _________________________________________________________________________
c. Psa. 89:13 _________________________________________________________________________
d. Psa. 136:12 ________________________________________________________________________
e. Isa. 40:10 _________________________________________________________________________
f. Jer. 21:5 __________________________________________________________________________
g. Jer. 32:21 __________________________________________________________________________

4. We can agree that there was much made of God’s Hand and Arm!

5. Consider Psalm 139:14 ______________________________________________________________

6. I will lay out some ways the human hand shows its relationship to education.

7. We will have a wonderful time in the EdCon this year.

8. Let’s begin with a word of prayer.

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I. THE WORK OF THE HAND
A. The versatility of our hand

B. Numbers in the hand

C. The Mechanics of our Hands

D. Opposition of Digits is Unique

E. Massive Brain Appropriation

1. About a quarter of the motor cortex in the

human brain is devoted to the muscles of
the hands.

2. This is usually illustrated in this drawing

from Dr. Wilder Penfield’s monograph
“The Cerebral Cortex of a Man”:

II. THE LESSONS FROM THE HAND:

A. By the hand comes https://www.researchgate.net/figure/The-Penfield-Map-al-
so-known-as-the-Homunculus-http-wwweatonhand-
com-hw-homuncgif_fig5_260186245

1. BLESSING -
a. Luke 13:13 __________________________________________________________
b. Luke 24:50 _________________________________________________________
c. John 20:20, 25 _____________________________________________________

2. CURSING – Mark 14:65 _________________________________________________

B. By the hand we are set apart from all others – Everyone unique.

C. By the hand we learn the dependence on another for operation

1. A child is held by the hands at birth - Psalms 139:9, 10

2. A feeling of safety and protection by the holding of the hand

3. By the hand we provide personal hygiene, grooming, feeding and labor for our-
selves and other’s benefit. Matt. 27:24

D. By the hand we protect family and country - Mark 8:22, 23

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III. THE ANALOGY OF THE HAND TO EDUCATION
A. It gives us a powerful grip but also allows us to manipulate small objects with great
precision.

B. The versatility sets us apart from every other creature on the planet.

C. Through habitual use and training even a single finger can support the entire body
weight.

OBSERVATIONS:
1. MUSCLES REPRESENT PRINCIPLES of EDUCATION

2. TENDONS REPRESENT PROCEDURES of EDUCATION

3. The HAND REPRESENTS THE PRACTICE of EDUCATION

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 Red = muscle God’s Strength
Arrows pointing

White = tendon Educator

Connecting muscle to
bones in the hand

https://www.redbubble.com/fr/shop/cubital+ant%C3%A9rieur

The yellow are the

nerves.

https://m.media-amazon.com/images/I/61t9cPnCl1L._SL1500_.jpg

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 “THE FINGERPRINT OF GOD”
The Principle of Education 2: The Wonder of Individualization

REV. ERICH BERNARD SANTOS

Objective:
Participants will analyze the purposefulness and individuality of each person/student.

Expected Outcome:
Participants will demonstrate their understanding and excitement of God’s process in
developing a strong generational example.

I. THE FOUNDATION: EACH CHILD IS CREATED IN THE IMAGE OF GOD

A. INDIVIDUALITY IS GOD’S __________________.

Genesis 1:26
And God said, Let us make man in our image, after our likeness: and let them have dominion
over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the
earth, and over every creeping thing that creepeth upon the earth.

Genesis 1:27
So God created man in his own image, in the image of God created he him; male and
female created he them.

“Fingerprint (is the) impression made by the papillary ridges on the ends of the fingers
and thumbs. Fingerprints afford an infallible means of personal identification, because
the ridge arrangement on every finger of every human being is unique and does not
alter with growth or age.”

https://www.britannica.com/topic/fingerprint

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God values individuality. And so should we. However, there seems to be a confusion
between individuality and individualism. What many celebrate as individuality is
actually individualism.

B. INDIVIDUALIZATION VS. INDIVIDUALISM

1. Individuality is _________________.

• Individualized Learning

“One of the benefits of the A.C.E. core curriculum is that each student may progress
through the PACEs at his own rate. Because the curriculum is fully individualized, students
learn the best way – individually. Each student learns essential academics and explores
truths about God and His world without being pressured to keep up with a group. Keep
in mind that each one has strengths and weaknesses.”

“Why the A.C.E. School of Tomorrow Program Works.” A.C.E. Administration Manual, p. 26

• “The Theory of Multiple Intelligences”

This theory suggests that traditional psychometric views of intelligence are too limited.
Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences, where he suggested that all people have different kinds of “intelligences.”

Kendra Cherry, “Gardner’s Theory of Multiple Intelligences,” Very Well Mind, July 28, 2021,
https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161, (accessed August 22, 2021).

• “Differentiated Instruction”

Differentiation means tailoring instruction to meet individual needs. Whether teachers
differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.

Carol Ann Tomlinson, “What is Differentiated Instruction,” Reading Rockets, n.d.,

https://www.readingrockets.org/article/what-differentiated-instruction? (accessed August 21, 2021)

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 INDIVIDUALIZATION IS BIBLICAL EDUCATION.
The foundation: Each one created in the image of God.

2. Individualism

In individualistic cultures, people are considered “good” if they are strong, self-
reliant, assertive, and independent. This contrasts with collectivist cultures where
characteristics like being self-sacrificing, dependable, generous, and helpful to others
are of greater importancev

Kendra Cherry, “Individualistic Cultures and Behavior,” Very Well Mind, December 11, 2020, https://www.verywellmind.com/
what-are-individualistic-cultures-2795273, (accessed august 22, 2021)

A doctrine that the interests of the individual are or ought to be ethically paramount;
the conception that all values, rights, and duties originate in individuals.

https://www.merriam-webster.com/dictionary/individualism

“The religious individualism characteristic of contemporary religiosity may be defined
as ‘the view that the individual believer does not need intermediaries, that he has the
primary responsibility for his own spiritual destiny, that he has the right and the duty
to come to his own relationships with his God in his own way and by his own effort.’”

Dominika Motak, “Postmodern Spirituality and the Culture of Individualism,” Inscripta Instituti Donneriani Aboensis, January
2009, https://journal.fi/scripta/article/view/67348, (accessed August 22, 2021).

“Individualism aims to break up your tribe. Individualism aims to pit you against your
friends, colleagues, acquaintances in a winner-take-nothing race to the bottom. While
individuality is amping up the things that are uniquely ours, individualism is the culture
where we are separated from the whole and forced to see ourselves as separate, a
culture that is readily apparent everywhere from Instagram profiles to salary negotiations
to political and military history . . .”

Shane Breslin, “Individuality and Individualism: The Key Differences”

https://www.shanebreslin.com/daily/individuality-and-individualism-difference/

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II. THE CHALLENGE: RESPONDING TO THE ______________ NEEDS OF
EACH INDIVIDUAL STUDENT

A. WE NEED TO BE SENSITIVE TO THE SITUATION OF EACH _____________.

B. WE NEED TO ASSESS THE SITUATION OF EACH _____________.

C. WE NEED TO ADDRESS THE _____________ DEVELOPMENT OF EACH

CHILD.

Erik Erikson’s Stages of Psychosocial Development

Psychosocial development is just a fancy phrase that refers to how a person’s individual
needs (psycho) mesh with the needs or demands of society (social).

Timothy J. Leg, “Erikson’s 8 Stages of Psychosocial Development, Explained for Parents,”

Parenthood, Healthline, April 28, 2020, https://www.healthline.com/health/parenting/erikson-stages, (accessed August
22, 2021).

“The fifth stage of Erik Erikson’s theory of psychosocial development is identity vs.
role confusion, and it occurs during adolescence, from about 12-18 years. During this
stage, adolescents search for a sense of self and personal identity, through an intense
exploration of personal values, beliefs, and goals.”

Saul MacLeod, “Erik Erikson’s Stages of Psychosocial Development,” Simply Psychology, 2018, https://www.simplypsychology.
org/Erik-Erikson.html, (accessed August 22, 2021).

D. WE NEED TO ADDRESS THE ________________ NEEDS OF THE STUDENTS.

III. THE OPPORTUNITY: TO ________________ BIBLICAL FAITH

TO THE NEXT GENERATION

A. BIBLICAL FAITH CHAMPIONS BOTH INDIVIDUALIZATION AND COMMUNITY.

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 B. PRINCIPLES OF INDIVIDUALITY WE NEED TO MODEL TO OUR STUDENTS:

1. Personal ______________.

2. Self-______________.

Doing the right thing to do even if no one is watching.

3. Love of ______________.

4. Love for the ______________.

Closing:
THE WONDER OF INDIVIDUALIZATION IS THIS:

• We are individuals, created in the image of God.

• But our lives are _______________________ to each other.

• God brings people together for the purpose of accomplishing His plan for each
individual.

• In other words, God’s plan for your life is connected to God’s plan for that child
in your Learning Center.

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 “ALL HANDS ON DECK”
THE PRACTICE OF EDUCATION 1:
MAXIMIZING STUDENT ENGAGEMENT
IN THE REMOTE SETTING
MRS. HARRIET BARRERA

Our objective for this session is for us to understand the fundamental __________________and
_________________ of administration and school staff in crafting ways to maximize student
__________________________ in the remote setting.

The term “All hands on deck” is a ________________________ term used on board a ship.
“Hands” is another word for ________________; “deck” is the main level of on board a ship.
The command is issued by the captain in an ________________________ when everyone needs
to be on deck to work.
The command implies both _______________________ and ________________.

It’s “All hands on deck!” to maximize student engagement as we help them to navigate
through the remote setting and maintain their learning.

Student engagement is defined as “the student’s psychological ________________________
in and effort directed toward learning, understanding, or mastering the knowledge, skills,
or crafts that academic work is intended to promote” (Newmann, Wehlage, & Lamborn,
1992, p. 12).

This definition is a rephrasing of the third law of learning in the School of Tomorrow Procedures
Manual 1: “The pupil must receive ________________________ through encouragement and
support, and ________________________through guidance and discipline, in order to assimilate,
use, and experience the educational material.”

Why are most students not engaging during the remote setting?

1. Circumstances of students’ lives have ________________________.

2. Students are dealing with ________________________ and trauma.

3. The content isn’t accessible.

4. Students need more ________________________ and support.

5. Our ________________________ for engagement have not changed.

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Predictors of Engagement
Most research studies show that there are two predictors of student engagement –
________________________ relationships and ________________________ mindsets.

A. Positive relationships
For the student, there are three ways to engage academically:

1. Student to ________________________. Our PACEs provide the needed elements for this
type of engagement.

2. Student to ________________. The social relationship that bonds students together has
to be reinforced continuously and creatively during a remote setting.

3. Student to ________________________ (teacher). Of the three, this was rated by students

as the most valued for learning. We need to be more intentional to consistently
communicate this.

B. Learning mindsets
For students to develop intrinsic motivation, we need to begin with the following:

1. Create a sense of ________________.

• Make our students feel ________________________.

• Personalize each recognition so that students know that you “see” them.

• Pray for each student by name. Know what they are praying for.

• Be creative and proactive in identifying and finding solutions to challenges which

individual students are facing.

• Let’s remind ourselves that social time is as important as academic time.

• Let’s respect our students and not be guilty of “________________________.”

“Adultism is a disease we all have that builds with age… My experience is still guided by the
fact that I am upper income, middle class, and I can carve and control my spaces. And I
am in a position of power. So when we say things to young people like, ‘Get over it!’, ‘Deal
with it!’ ‘It’s not that big of a deal.’ – that’s our adultism creeping in of not honoring what
that young person is going through and diminishing their everyday lived experience.”
(From a video interview with a teacher)

2. Connect their work to ________________________ and relevance.

• Deliberately and regularly ________________________ the purpose of goal-setting,

finishing goals, having these goals checked.

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REMEMBER:

“Once a teacher, forever a student!”

“Who dares to teach, must never

cease to learn.”
– John Cotton Dana

It’s “All hands and the ________________ on deck!”

This means regardless of job description.
This means TEAMWORK.
This means sacrifice, ________________________, and humility.
But this is when potential ________________________ among our ranks arise; this is when
________________________ emerge.

According to a survey-based research study, “Student engagement increases student
________________________, enhances student ________________ to learn, reduces the sense
of ________________________, and improves student ____________________ in online courses.”
(Martin and Bolliger, Online Learning Journal, March 2018)

MOST OF ALL:

When our students are engaged, they will LISTEN when we speak of matters which pertain
to their ________________________.

And each time, we have one more opportunity to meet the primary objective of Christian
education – leading our students to a ________________________ Jesus Christ.

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 THE HAND OF DISCIPLINE
THE PRACTICE OF EDUCATION 2: THE BALANCE OF
NURTURE AND CONTROL
PASTOR JONIE C. BRASILEÑO

Many of us, if not all of us, have been so focused on setting up our remote learning equipment
and methods and in how to make the school survive the extreme difficulty we are all in.

What we are doing now is much needed and rightfully so. However, the very important
discipline policies that we have practiced for many years before the pandemic have
somehow taken a back seat.

I believe we need to put a ______________________ back on what we should place a

______________ in – ______________. Discipline. Godly control. We are to remember that we
cannot teach children that we cannot control.

ATTY. JOSEPH NOEL M. ESTRADA: “If we don’t make students ______________ for their bad
behavior or poor ____________________________________ they will never value their education.
If students do not learn how to respect their teachers now, they will never respect authorities
when they grow up.”

1. THE HAND OF __________________.

Proverbs 22:15. Foolishness is bound in the heart of a child; but the rod of correction shall
drive it far from him.

God is a God of order. There can only be order if there is __________________. Therefore,
God is a God of discipline. He has given us a very strong recommendation in His Word
about the need for discipline.

We have to understand that this pandemic is not a reason to ___________________ the

law of the Lord. Yes, we are in very difficult times that require changes in our strategies.
But whatever new strategy we implement in our schools and our ministries, the law of the
Lord must be __________________.

2. THE HAND OF THE ________________________.

Allow me to quote from the article, Legal Rights of Parents and Teachers Should
Complement Each Other, in the Philstar Global. The author of this article quoted Atty. Ulan
Sarmiento, and here are some excerpts:

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 About the special authority of parents and school teachers. “Before the Family Code of
1986 - 1987 took effect loco parentis was required of teachers; meaning that another
set of parents could __________________ by taking full responsibilities as parents over the
children. It was a weighty responsibility imposed on teachers who must answer for any
negative influence, which may hurt the child while inside the school.”

“Today, it has been modified to ‘____________ __________________ __________________’ by

the new concept of the Family Code. Teachers no longer become substitutes but rather
they are __________________ __________________ parental authority and responsibility over
the children in school, simultaneously with the natural or biological parents.”

“The Family Code also states that generally, parents have no legal right to __________________
with the operation of the school, nor the __________________ the teachers handle and
teach their children. The only exception is when evidence clearly show that the way of the
institution is contrary to law, public morals, public policy, good customs and public order.”

3. THE HAND OF THE ________________________.

Handling behavior challenges in the classroom was difficult during face-to-face
instruction before the pandemic. Now, the pandemic made things even more
________________________.

All of us in Christian education must be reminded that our primary role is to be a

__________________ __________________ to students. And as mentors, we need to be
consistent with the hand of authority that is delegated to us.

Here are a few suggestions as to what the teacher can do for the students:

a. __________________. Remind your students about the rules. Start the day by setting
clear __________________ expectations and mentioning them frequently.

Even if you are sure that your students already know the rules and what is expected of them,
regularly reminding them, clarifying rules and expectations help avoid misunderstanding
or misbehavior while increasing cooperation, __________________ and positive behavior.
Refer to them before all school activities.

b. ________________________. Praise those students who are doing well and those who
are complying with the rules. By doing so, it will encourage those who disregard the
rules to change their ways.

Provide praise to the __________________ we want to see more of.

c. __________________ . This is when you extend your hand of __________________ and
__________________. It means to say that you are very firm with the rule, but at the
same time you are correcting them with love, and you are dealing with them with
compassion.

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 Yes, I believe in correcting in private and praising in public. You can privately call them,
you can send a private message or text to the student.

Yes, we do our best to be patient and to be compassionate. We do our best to choose
kind words even when we are about to explode. We do our best to practice restraint. But
there are times when we can get so frustrated because of the continued misbehavior
of the student.

Remember, you cannot ________________ without having ________________ over the child.

d. __________________.
ATTY. JOSEPH NOEL M. ESTRADA: “Education is a __________________ but it also comes
with the __________________a student to 1) Study well to meet the academic standards
of the school; and 2) Follow school rules and regulations. Failure to fulfill this duty, the
student may be deemed to have waived his or her right to continue with his or her
education.”

e. ________________________. I don’t know if this is applicable in your school or your

city but this is what we do in GSCA. When the student has shown continued
__________________ to the authority of the teacher and persists in refusing to
__________________, the situation is then brought to me.

f.__________________. When classes are about to start, only school-approved apps are
displayed in the screen of the iPad. When classes are done, all the hidden apps will
be restored by the school.

In closing, let us never lose sight of our calling – and that is to __________________ to the
students that God has entrusted to our schools.

Sometimes, our hands are __________________. Sometimes, we get discouraged and we

get complacent. But we can rejoice in the fact that the all-powerful hand of God will
__________________ us and will see us through.

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 THE HAND THAT ROCKS THE
CRADLE RULES THE WORLD
Strengthening Parental Partnership
MRS. LORA HOOGE

The Bible tells us in Proverbs 22:6 that we are to “___________ up a child in the way he should
go: and when he is old, he will not depart from it.”

The concept is that motherhood or parenthood has a ___________ ___________ on the world.
History tells us of both horrific and wonderful influences that parents have had on molding
the lives of their children.

There is an African proverb that says “It takes a ___________ to raise a child”.

In the past, parents sent their children ________ the school, entrusting academic progress
to ‘the school’ and collecting the children at the end of the day. Today, children remain at
home and ‘remote learning’ has become the ‘___________ ___________’.

INSIGHTS TO HELP:
1. Parents must take charge i.e. be the ___________ (not a friend, but a friendly parent!

2. Assure the child that you are there to help in any way you can. The younger the child, the
___________ help they will need.

3. Provide as large a ___________ as possible. More than a phone. Everything is easier to

read on a large screen. Young children especially need to see letters being read as large
as possible.

4. A central docking ___________ for all gadgets to be turned in to the parent at bedtime.
INSIST on this.

5. Establish the policy that the use of the internet is a ___________, NOT a right.

6. Bedtime (bathing, reading, snacking accomplished) by ___________ For high school

students possibly 10 P.M. Doctors recommend 8 hours of sleep.

7. Wake up in the morning with sufficient time for bathing, a healthy protein filled breakfast
and fully alert and ___________ for opening exercises at 7:30.

8. Study habits are being formed that will take your child through their education years
and into professional life. Therefore:

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 It is of utmost importance that parents provide:

a. A work station area- free of ______________________ (TV, music, household

conversations)

b. Connectivity that is as _________________ as possible (notifying school staff

immediately through text when problems arise)

c. Snacks and meals readily available per ______________ schedule. AWAY from
the work station.

d. Age appropriate oversight while children are interacting with school staff.

School staff recommendations for parents:

(for the most successful academic experience and progress.)

1. Report immediately on status of poor connectivity. (This frees staff to move to the next
student in line.)

2. Keep a _______ on the child- that they are engaged and being productive
(_____________________or talking to friends).

3. Be available to assist the child (especially the elementary child). Children WANT to please.
(Complement them on having a good attitude and their daily academic production.)

4. When possible assist academically. When unsure, be quick to message the ______________
Supervisor.

5. Check to see that goals are completed each day. Complement, appreciate and reward
this!

6. Goals should never be the same on _______ consecutive days. (Only when/if approved
by the Supervisor.)

7. Make sure that homework (unfinished goals) is accomplished ______________ the next
school day. Allot time for homework as needed. (Limited or no TV or game time till
homework is accomplished.

8. Be present (if needed during Pace Tests) but ___________ _____________ _____________
students. Tests are a measure of the student’s retention and mastery.

9. Be mindful of written instructions in PACEs and see that students are following them
properly. This will save time for the Supervisors and make more time available for _______.

10. Make sure the Star Chart is properly ________________. We need three stars per subject
per quarter.

11. When in doubt about progress or procedures, immediately text your child’s Supervisor.
Keep the channels of_____________________ open. You are part of “the village”.

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12. Be the adult. Insist on proper posture, attitude and __________________ with on-line
procedures.

13. Make a plan to congratulate and reward a day of accomplished goals. (The normal
incentives given at school are not available. Parents need to notice, appreciate and
reward consistent goal achievement. These rewards should be both _________________
and _______________.)

14. Pay attention and _____________ on reports given by your child’s Supervisor and/or
Monitor. Communicate. Ask questions. Be involved and knowledgeable about what each
day has in store.

15. Prior to Self Tests and Pace Tests assist in _____________________ Pace content. The
objectives of the PACE are on the inside front cover. Students should be quizzed on the
contents of Check-Ups and Self Tests. Mastery is required. If the parent is confident that
mastery has taken place, there is little chance of a Pace Test failure.

16. Plan something special for attaining Honor Roll A or B status.

Plan ahead and inspire achievement.
This can be an outing, a special meal or a gift, but should be notable.
Give cash toward something the child wants.
Appreciate the hard work accomplished each day that resulted in this honor.
Honor Roll is a mark of excellence!

17. ____________________________ with your child’s Supervisor.

ADDITIONAL THOUGHTS:
1. Have you explained the Annual ______________Banquet or Event – virtual or in person!
This is an important item that makes the dreary day to day realities of school really
special!

2. Send the _____________________ of each award.

3. Encourage the parents to go over what each child can ‘go for’ with the child.

4. Challenge them to check off and make a ______________ of what they will strive for
this year. What needs to be done this quarter, this week, each day?

5. Cast the ______________ of what CAN happen.

6. Propose a letter or Zoom meeting of administration and parents (maybe by L.C.)

7. ______________ what is required to have the most successful student in this setting.

REJOICE THAT SOT HAD A PLAN TO CONTINUE THE EDUCATION OF OUR CHILDREN!

19
 EQUIPPING, MOTIVATING,
AND RETAINING STAFF
MANAGEMENT TRACK
PASTOR JONIE BRASILEÑO

School year 2020-2021 was a massive challenge to all of our school ministries. Many of us
were heavily affected and maybe some of you have thought of closing the school.

It is part of the great blessing that God bestowed on us that my staff is still with me. I
really admire their ____________________ and ____________________ as we went through the
last school year and the summer period.

As the administrator, I fully understand that the school ministry that God has entrusted
to me is about people. The greatest asset of GSCA is the people who make the wheels of
Christian education in our vicinity roll. As their leader, I constantly ask the Lord to guide me in
how to take good care of my staff.

As leaders in our respective ministries, we certainly want our teachers and staff to
stay with us until the rapture. But there are things that we need to do and implement in our
schools so that our teachers will want to stay with us.

JOHN C. MAXWELL: “ __________________ to the people, and they will tend to the
business.”

1. AS YOU FOLLOW CHRIST, __________________ .

In 1 Corinthians 11:1, Paul urged the Christians in Corinth to be followers of him, even as he
also followed Christ. Jesus Christ is our Great Leader, and as we follow Him, we can also urge
our school staff to follow us.

By the grace of God, we can all be leaders worth following.

ARISTOTLE: “We are what we repeatedly do. __________________ then, is not an act,
but a habit.”

20
 Excellence is not a spur of the moment action because we got so inspired by something
we saw or heard, but it is a day to day routine that we constantly seek to improve, as we
strive to do our very best for the Lord.

a. Be a __________________ leader.

TRAVIS JANKO: “Leadership is one of the main factors in employee motivation. Supportive
leaders work closely with the employees. If you trust the employees and listen to them, it
will keep them __________________. It will also drive them to develop new talent.

Good leaders serve as good role models. Leaders should hold themselves to a superior
standard of accountability which sets an __________________ for all.

Supportive leadership implies that the leader’s expectations will influence how the
employees will see themselves.

The people who you consider unlikely to succeed have a high likelihood of failure. You
could increase productivity with an assumption that your employees are
__________________ and __________________.”.

SAM WALTON: “__________________ everything your associates do for the business.

Nothing else can quite substitute for a few well-chosen, well-timed, sincere words of
praise. They’re absolutely free and worth a fortune.”

b. Be a __________________ leader. Be consistent in your decision-making. Be steady

when it comes to Bible principles. Be compassionate, but firm.

Proverbs 3:5-6. “Trust in the Lord with all thine heart; and lean not unto thine own
understanding. In all thy ways acknowledge him, and he shall direct thy paths.”

2. AS YOU LEAD THE STAFF, __________________.

a. ___________________________.

Staff members will stay with your school ministry if they have a reason to. So if you
want to keep your good people and keep them motivated, it’s worth giving them the
benefits that they deserve.

21
 b. __________________.

c. __________________.

TONY HSIEH:
“We think it’s important for employees to have fun... it drives
employee __________________.”

d. __________________.

e. __________________.

It’s not just about the act of recognition, but the principle: If people feel that their efforts
are appreciated, they will feel compelled, __________________ to continue working hard.

Give credit where credit is due. Never take credit for a staff member’s work. Don’t allow
anyone to take credit for others’ work.

IAN HUTCHINSON:
“Your number one __________________ are your people. Look after employees
first and then customers last.”

ANNE M. MULCAHY: “Employees who believe that management is

__________________ about them as a whole person – not just an employee – are
more __________________, more satisfied, more fulfilled. Satisfied employees
mean satisfied customers, which leads to profitability.”

3. AS YOU LOVE THEM, __________________.

Making some time regularly to listen to anything from concerns to ideas will not only
make your staff happy, it will also provide you with much-needed __________________
on the school ministry from the people who help keep it running.

BRYANT H. MCGILL:
“One of the most sincere forms of __________________ is actually listening to
what another has to say.”

22
a. __________________ __________________.

LYNDON JOHNSON: “You aren’t __________________ anything when you’re

talking.”

I also understand very well that two or more minds are much better than one.

I get better ideas from the Supervisors and the Monitors. And even from our guard
and from our janitor who is deaf, I get ideas that are much better than mine. It may be
unusual or funny to some of you but that is the reality in our school.

Every employee should feel that they are __________________ as an individual. Make
sure that your entire workforce is given the opportunity to express themselves.

Never allow your position at the top to __________________ your ability to listen.

ANDY STANLEY:
“Leaders who refuse to listen will soon find themselves surrounded by people with
nothing to say.”

b. __________________ __________________.

Encourage initiative and creativity and watch your ministry __________________ as
thinking outside of the box becomes the norm.

Every staff member contributes to the ministry. Empowering them to excel in their
role, no matter how large or small, creates a sense of belongingness that will lead to
meeting and exceeding expectations.

In closing, let us all remember that because God called us to this ministry, He is very
willing to equip us with the wisdom needed to manage our schools and to find ways
to __________________ and __________________ our staff in such a way that they will
choose to stay with us.

23
RAISING UP YOUR NEXT LINE LEADERSHIP
Management Track

REV. ERICH BERNARD SANTOS

Lesson Objective:
Participants will understand the importance of succession planning in the school ministry.

Expected Outcome:
Participants will be able to identify the factors to consider in succession planning.

Introduction
“What do you value most?”
“Who do you trust to carry on the work?”

THE TWO IMPORTANT QUESTIONS WE HAVE IN THIS SESSION ARE:

1. Are you raising up the next leadership of your school?

2. If you die today, who will take your place?

FOUR BASIC PRINCIPLES IN SUCCESSION PLANNING

I. PLANNING YOUR _______________ STARTS TODAY.

A. There is a time to start working and a time to __________.

John 20:21
Then said Jesus to them again, Peace be unto you: as my Father hath sent me,
even so send I you.

Mark 3:14
And he ordained twelve, that they should be with him, and that he might send
them forth to preach. . .

24
 B. As we grow older, we realize that the ____________ comes rushing in
on us.

“Success without a successor is not success.”

“Success without a successor is failure.”

II. _________________ IS A NON-NEGOTIABLE RESPONSIBILITY OF A

SUCCESSFUL LEADER.
A. Succession planning is the ________ of leadership development.

“In most companies, the two practices (succession planning and leadership
development) reside in separate functional silos, but they are natural allies because
they share a vital and fundamental goal: getting the right skills in the right place.”
- Jay A. Conger and Robert M. Fulmer

Jay A. Conger and Robert M. Fulmer, “Developing Your Leadership Pipeline,” Harvard Business Review, December 2003/
https://hbr.org/2003/12/developing-your-leadership-pipeline

`
“. . . a relational experience in which one person empowers another by sharing God-
given resources.” - Paul Stanley and Robert Clinton

Paul Stanley and Robert Clinton, Connecting. (Colorado Springs: NavPress, 1992)

B. Mentoring involves the ___________ not just the position.

FAVORITISM?

Favoritism: the practice of giving unfair preferential treatment to one person or group at
the ___________ of another.

“If I am spending more time with people I am targeting and developing for leadership,
I am not playing favorites. I am preparing for succession. I am planning for the future.”
- EBS

C. Some people are not meant to be with you ___________-___________.

25
III. LETTING GO IS NOT NECESSARILY A SIGN OF ________________ –
IT IS A SURE SIGN OF STRENGTH.

A. We need to allow the orderly ____________ of power and authority.

B. The fear of letting go is usually an issue of ____________ more than an issue of

trust.

`
“Pride tightens the grip on leadership; humility relaxes and lets go.” – Hans Finzel

Hans Finzel, The Top Ten Mistakes Leaders Make (Wheaton: Victory Books/SP Publications, 1994), 157

C. Give room for _________________.

“The biggest room in your school is the room for improvement.”

“Potential successors may not necessarily do things the same way we do.
Nevertheless, ______________ them.” - EBS

Acts 20:36-38
And when he had thus spoken, he kneeled down, and prayed with them all. 37 And they all
wept sore, and fell on Paul’s neck, and kissed him, 38 Sorrowing most of all for the words
which he spake, that they should see his face no more. And they accompanied him unto the
ship.

IV. SUCCESSION PLANNING INVOLVES PREPARING FOR A FUTURE YOU

MAY POSSIBILY ______ BE A PART OF.

Hebrews 11:13
These all died in faith, not having received the promises, but having seen them afar off, and
were persuaded of them, and embraced them, and confessed that they were strangers and
pilgrims on the earth.

26
 A. Some of us may see our dreams come true, others may not live to.

B. ____________ on the future even if you will not be a part of it.

Deuteronomy 34:4
And the Lord said unto him, This is the land which I sware unto Abraham, unto Isaac, and
unto Jacob, saying, I will give it unto thy seed: I have caused thee to see it with thine eyes, but
thou shalt not go over thither.

Deuteronomy 34:9
And Joshua the son of Nun was full of the spirit of wisdom; for Moses had laid his hands upon
him: and the children of Israel hearkened unto him, and did as the LORD commanded Moses.

C. ____________ well by raising up your next line leaders.

2 Timothy 2:2
And the things that thou hast heard of me among many witnesses, the same commit thou
to faithful men, who shall be able to teach others also.

Are you raising up the next leadership of your school?

If you die today, who will take your place?

27
 ESTABLISHING GUIDANCE
ADVOCATES
COUNSELLING TRACK
MR. RYAN NAVARRO

Main Objective: Participants will learn how to start a systematic guidance program
facilitated by guidance advocates.

Expected Learning Outcome: Participants will identify basic processes in establishing

guidance program in the school setting.

The main goal of establishing a _____________________________ is to support students’

spiritual, academic, social, emotional, and personal growth. To reach this goal, every school
should have a registered guidance counselor or an advocate in the absence of a registered
counselor, to craft and provide the services to students and in extension, even to the school
staff.

The HOLY SPIRIT is our advocate and role being. The guidance advocate should be patterned
to the role of the Holy Spirit.
John 14: 26 NIV “But the Advocate, the Holy Spirit, whom the Father will send in my name, will
teach you all things, and will remind you of everything I have said to you.”

The following verses will provide us the work of the Holy Spirit in our life as disciples of Jesus:
a) He _____________________________ us. (Acts 1:8)
b) He _____________________________ us. (1 Corinthians 12:4-7)
c) He _____________________________ us in all truth. (John 16:13)
d) He _____________________________ us. (John 16:7)
e) He _____________________________ us.(John 14:26)

Therefore, our work as guidance advocates in the life of our students are the following:

a) To empower students to make guided and ________________________ sound decisions.

b) To equip students with _____________________________ and knowledge about their

God-given identity, talents, gifts, skills, and uniqueness.

c) To guide students in _____________________________through different seasons,challenges,

and struggles in life.

d)To comfort students with God’s _____________________________ truth regarding the

different storms of life.

28
 e) To teach students how to develop _______________________ skills to help them deal
with problems they might encounter both inside and outside the school.

Remember that as guidance advocates, we don’t take part in handing out

_____________________________ to the students. Our role is to help students understand and
process why the behavior is unacceptable which may result to punishment by authorities.
Handing out discipline or taking part in it would be difficult for us to establish and maintain
rapport that is needed in guidance and ministry time.

Different Guidance Services

a) _____________________________ Service - The intentional and purposive delivery of

information to students; the primary purpose of which is to enable students to use
said information to reasonably guide their choices and actions both inside and
outside the school. This service is made available to learners. These certain kinds of
information are not ordinarily provided by the instructional program or during the
regular period of instruction.

b) _____________________________ - The intention to secure information about students

aiding to craft programs that is responsive and relevant to their needs. It will help
diminish the number of drop-outs by knowing the causes/reasons why students
leave school. It would also be beneficial to students as they adjust to their student life.

c) _____________________________ (by Registered Psychometrician)

d) Guidance / Counseling / _____________________________ – The core of the guidance

program,which is a form of intervention, that leads to a more effective behavior. This
is done by having a pressing need to talk to the student or pupil urgently.

- Group Counseling/Ministry Time - a group activity aimed to assist EACH INDIVIDUAL

member of the group to solve his/her problem and make adjustments on how he/
she behaves in the group.

- Individual Counseling/Ministry Time - the counseling service is now more focused

on one individual – how he/she studies, plays, or behaves in a group.

e) _____________________________ - a set of services specifically designed to assist

students in their career and planning choices. It creates awareness and appreciation
of the different stages of life and professional careers. It cultivates proper attitude
towards deciding or choosing regarding work life.

f) _____________________________ – the tapping of agencies, organizations, or individuals

that may be of better assistance in the counselee’s resolution of problems and
attainment of goals.

g) _____________________________ – the appraisal of how counselees are doing to

determine whether further assistance is necessary.

29
Crafting Programs on some of the services:

a) Responsive – the programs are according to what is needed by the student for
a particular time and season of their life in respect to their developmental stage.
Through the process of interview, observation and research,we can obtain information
on what is needed by the student body either as a whole or for a specific grade or
year level.

b) Relevant – the manner of presentation and execution of the program in relation to

the student’s life, culture, generation, and surrounding environment.

30
 Guidance Program
(School Year 20XX-20XX)
Services Activities Objectives Strategies Target Date Evaluation
Information A. Orientation 1. Orient new parents on the different 1. Individual interview with A. May –August The students were aware of the
agreements they have with the school. new students and parents. 2020 educational system being used by
Services B. Couch Series 2. Parents-Teacher the school and the different
2. Orient parents about their Conference B. Every middle policies of the school.
responsibility and the school’s 3. Parents – Teachers week of the
responsibility for the success of the Fellowship quarter The parents were aware of their
child. 4. Group orientation with responsibility to their child and to
new students. the school as well as the prepared
3. Orient new students on the policies,
5. Student Quarterly Talk activities or programs for the
mission, vision of the school, and the
students for the school year.
system they will use in school.
4. Equip students with different
The students were aware of the
knowledge regarding different life skills,

31
different struggles, psychosocial
coping strategies, and psychosocial
issues.
issues.
5. Get information on the needs of the
The school was able to provide
student body in terms of programs and
responsive and relevant programs
additional services.
and additional services
Interview A. Routine 1. Update information. 1. Individual interview with All year rounds The students were able to voice
Interview 2. Identify possible areas of students out their struggles and issues in
counseling/ministry time. every aspect of their student life.
B. Exit Interview 3. Discuss his future plans.
4. Assess needs to be addressed before The students were aware of the
he/she leaves. different courses and career paths
5. Solicit comments/suggestions that they can take base on
regarding school. collective considerations of their
academic performance, strengths,
weaknesses, economic capability.
 Testing A. Diagnostic 1. Know the level of the child and place 1. Conduct diagnostic test to A. May-August 1. Transferee students were placed
Test him/her at the right level in the all transferee except those 2020 at their level in the curriculum.
curriculum. who use the ACE System of
Education. B. As Scheduled
B. Emotional,
Behavioral, c. All year round
Cognitive Test
Counseling A. Individual 1. Empower students to make guided 1. Conduct individual and All year round 1. The students were aware of
Ministry Time and biblically sound decisions. group counseling to students their struggles and recognize the
/Ministry 2. Equip students with biblical truth and with emotional, spiritual, need for help.
Time b. Group knowledge about their God-given social, mental help. 2. Parents were aware of their
Ministry identity, talents, gifts, skills, and 2. Conduct Parents-Teacher child’s performance in school in all
uniqueness. Conference to help the areas of the child.
3. Guide students in navigating through parents and the student 3. At the end of the year, the
different seasons, issues, challenges, overcome the problem. students who received ministry
and struggles of life. 2. Conduct a seminar or Life time showed improvement.
4. Comfort students with God’s timeless Talk regarding time

32
and timely truth with regards to the
different storms of life.
5. Help parents understand the
challenges and struggles of the students
and provide valuable support.
Vocational A. Personality- 1. Help students in choosing their
Based Test Senior High School Strand base on
/ Career different information that is available
Services b. RIASEC TEST
2. Help students know the ideal courses
C. Academic available for them in college/university
Review based on their personality and God-
given skills and talents.
management, goal setting.
3. Conduct individual talks to
students and their parents
regarding the different
senior high school strands.
1. Conduct a career-talk All year round 1. The students were aware of
their personality and God-given
2. Provide available skills and talents and academic
information regarding performance.
admission requirements 2. Processed on time the
application for admission or
3. Assist in accomplishing entrance examination.
admission or entrance
examination requirements

4. One-on-one career testing

and advising.
 Follow up Follow up. 1. Record student progress in problems
encountered.
2. Know how counselees who have
been counseled are doing, to determine
whether further assistance is
necessary.
1. Talk to the student, All year round At the end of the school year,
parents, and teachers of the student’s progress was evident.
student to know his
performance and progress in
the class.
2. Follow-up counseling for
students who have
undergone counseling and
still need it

33
 DEALING WITH KIDS FROM
DYSFUNCTIONAL FAMILIES
Counselling Track
MRS. LORA HOOGE

Psalm 2:12 …..Blessed are all they that put their trust in Him (the Lord).

I will attempt to first give some definitions that should help guide us through this subject.
Following are observations to guide you as an educator.

Please NEVER make a pronouncement or judgement regarding the families in your care. We
are not counselors or practitioners! We CAN and should recognize weaknesses and give
assistance when possible.

Definitions:

Family: a group of one or more parents and their children living together as a unit.

Traits of a healthy family?

1. good ________________
2. care
3. __________________
4. commitment
5. __________________
6. support
7. love and caring for other family members
8. providing security and a sense of __________________
9. open __________________
10. making each person within the family feel important, valued, respected and esteemed.

A functional family encourages all family members to attain optimal growth, and
provides a safe space for _____________________. There is mutual respect between
family members, and everyone has each other’s back.

34
Dysfunctional means unable to deal adequately with normal social relations. Not operating
normally or properly.

A dysfunctional family is a family in which conflict, misbehavior, and often child neglect or
abuse on the part of individual parents occur ___________________________ , leading other
members to accommodate such actions. Some abuse comes in strange clothing; it can
be the lack of consistent boundary establishment. One family I know was dysfunctional in
that the mother never would not allow anyone to discipline her children. No teacher was
ever trusted and the children grew up manipulating authorities against their parents. The
children are now anti God and anything that their parents as missionaries preached or
practiced.

Children sometimes grow up in such families with the understanding that such a family
dynamic is normal. Dysfunctional families are primarily a result of two adults, one typically
overtly abusive and the other codependent (excessive emotional or psychological reliance
on a partner), and may also be affected by addictions (such as substance abuse, including
alcohol), or sometimes by an untreated mental illness.

Dysfunctional parents may emulate or over-correct from their own dysfunctional parents. In
some cases, the dominant parent will abuse or neglect their children and the other parent
will not object, misleading a child to assume blame.

Simply put, a Dysfunctional Family arises when

1. conflict, neglect, and misbehavior are __________________ and everlasting

2. families have anxious systems within them

3. there is a tremendous amount of emotional __________________ within the family

members

4. it sometimes means that it is coupled with child neglect and abuse

5. dysfunctional families assume that this situation is __________________, (as they are
exposed to that environment regularly) and do not know the different aspects of dealing
with a dysfunctional family.

35
Common Characteristics of Dysfunctional Families
1. Lack of __________________
2. Lacking Empathy
3. Prone to Addiction
4. Mental Issues
5. __________________ Behavior
6. __________________
7. Criticism
8. Lack of Independence and privacy

Relationships Between Dysfunctional Family Members

In a dysfunctional family, there is often apathy, child abuse, and neglect involved to some
degree. Children who come from dysfunctional families often have _________ ________
__________________, and grow up thinking that such behavior is normal. Dysfunctional families
have adverse effects on child development.
It should be noted that all families face stress including:
1. ___________________________ concerns
2. relationship issues
3. children’s __________________ problems
4. lack of cooperation
5. lack of __________________ as a couple
6. lack of time for yourself
7. household __________________
8. over-scheduled activities
9. lack of time for __________________
10.work problems
11. __________________ for not being able to do it all

In a functional family, there is mutual __________________ between family members,

and everyone has each other’s back. In dysfunctional families, there is tension and
__________________ among the parents and children.

36
What can you as a Pastor, Supervisor or Monitor do to assist a child living in
a dysfunctional family environment?

1. Make a special __________________ to befriend the child.

2. Establish a non-academic relationship with the child. Not a friend, but a friendly adult.

3. Find out their likes and dislikes

a. What makes them __________________, what makes them sad?

b. Do they have a pet? What kind? What is its name –encourage them to __________________
about it
c. If they could change one thing in their life, what would it be?

d. Do they know and view Jesus Christ as a __________________?

4. Make their academic progress your __________________ assignment. (Attention that you
may not be able to give to every student.) This means giving the attention that may not
be received from a parent. Could include an early morning call or text – getting them
ready for the academic day ahead.

5. Make a special effort to __________________ with the parents. Encourage them with tips
on how to encourage and assist their child.

6. __________________ that they may not know what this means or how to do it (having not
received it themselves.)

7. Consider a zoom call where the parent can observe your discussion of academic
progress and how you ask questions and encourage without being critical or demeaning.

8. __________________, meaning: an experienced or knowledgeable person helps a less

knowledgeable or experienced person. This amounts to coaching.

9. Ask God to help you ‘rock this cradle’ and be a “part of the village” that can
___________ ______ _____________ in this child’s life.

10. Jesus said, suffer the little children to come unto me……….SO lead them to
__________________ and rely on him. To not lean on their own understanding, but in ALL
their ways, acknowledge HIM!

11. Personally and privately __________________ your ‘walk’ with this child. Watch him/her
grow and accomplish ‘making a difference in this one child’s life.’

37
II Sam. 22:31 As for God, his way is perfect; the word of the LORD is tried: he is a buckler to all
them that trust in him. .

Psa. 18:30 As for God, his way is perfect: the word of the LORD is tried: he is a buckler to all
those that trust in him.

Psa. 20:7 Some trust in chariots, and some in horses: but we will remember the name of the
LORD our God.

Psa. 37:5 Commit thy way unto the LORD, trust also in him; and he shall bring it to pass.

Psa. 73:28 But it is good for me to draw near to God: I have put my trust in the Lord GOD, that
I may declare all thy works.

Psa. 91:2 I will say of the LORD, He is my refuge and my fortress: my God; in him will I trust.

Psa. 118:8 It is better to trust in the LORD than to put confidence in man.

Pro.3:5 Trust in the LORD with all thine heart; and lean not unto thine own understanding.

Isa. 50:10 Who is among you that feareth the LORD, that obeyeth the voice of his servant, that
walketh in darkness, and hath no light? let him trust in the name of the LORD, and stay upon
his God.

Nah. 1:7 The LORD is good, a strong hold in the day of trouble; and he knoweth them that
trust in him.

Determine that you will be a staff member that rocks this child’s cradle and part of the
village that makes a difference in his/her life.

38
 MOTIVATIONAL TOOLS FOR STUDENTS
IN THE REMOTE DELIVERY MODE
ACADEMIC TRACK
MRS. LEONORA DALUGDUG

What is motivation? According to Scott Foresman Advanced Dictionary, motivation is an act

or process of furnishing with an _________________or _________________of action. According to
Google, it is the reason one has for acting or behaving in a particular way. For me, motivation
is doing something we enjoy doing whether someone else is interested in doing it or not.

What is _________________ Motivation?

Intrinsic motivation is the act of doing something without any obvious external rewards.
Someone does it because he _________________ doing it. He is interested in the activity itself,
not because there is an incentive or pressure to do it, such as a deadline.

How about _________________ Motivation?

Extrinsic motivation is the outward influence for drive and for working a task. This is a
_________________ behavior. This is used to influence the intrinsic motivation to complete a
task. We need to increase the interest and enjoyment of a specific behavior.

MOTIVATIONAL TOOLS FOR STUDENTS IN THE REMOTE DELIVERY MODE

A. _________________ in your everyday morning exercises.

39
B. Online “Mine” _____________________________

C. _______________________ System

D. _________________ (Question Cards) in the morning

E. Question Cards every time they ask something.

F. Daily FGs Stickers and posters (Canva)

G. _________________ Activities (Games)

40
 Participating in the competition, and
focusing on the camaraderie and how
well you are performing is what we
promote with our Tri-weekly activities
and competitions through zoom and
other online games like Kahoot. We
could design the Kahoot games using
our own questions. There are many
interactive games on the internet like
Skribblio and Gartic phone.

41
H. _________________

I. Use _________________ to tickle the interest of your students.

J. _________________ quizzes.

In conclusion, the key here is to find ways for our students to _________________ and have
_________________ learning while achieving our objectives for learning. Learning does not
need to be a race in a competition. The ultimate motivation is to hear our God say, “Well
done, good and faithful servant; you have been faithful over a few things, I will make you
ruler over many things. Enter into the joy of your lord.”

Good day and God bless!

42
 COMMUNICATION TOOLS WITH
PARENTS IN REMOTE LEARNING
ACADEMIC TRACK
MISS. KAREN GRACE ROMERO

INTRODUCTION

“The success of the school depends upon ____________________ parent-staff
communication. The communication between the parents, or the child’s legal guardian,
and school staff requires much less time than interacting with students. Yet, this
involvement is very significant.”

I. DAILY COMMUNICATION WITH PARENTS

A. CREATE A ____________________ FOR COMMUNICATION WITH PARENTS

Presentation of a sample template:

1. We want our communication with the parents to be ____________________ and

consistent.

2. The template is divided into the possible ____________________and the corresponding

message to be sent to the parent.

3. The important thing is to make sure that the ____________________ is delivered.

4. Categories:

a. ____________________

b. ____________________ Students

c. Mini-Class ____________________

d. Senior High School Students.

43
 B. INNOVATE A ____________________REPORT SYSTEM FOR GOAL-SETTING AND HOMEWORK.

1. Discover what works best for your school.

a. Learning Management Systems (LMS)

b. Other Digital Platforms

2. A sample Daily Report System

II. ____________________ COMMUNICATION WITH PARENTS

A. IMPORTANT TIPS IN COMMUNICATING WITH PARENTS

In communicating with parents, the use of text messages or personal messaging

must done with utmost care. There will be times when a voice call or video conference
is more appropriate. Or better yet, a well-thought and written out email. Please keep
these tips in mind:

1. When writing a message to a parent, ____________________ it directly on your

messenger or text box. Compose the message on a separate app (Notes, Notepad,
Word, etc. or on a piece of paper!) This will give you the benefit of re-reading and
revising when necessary. This will also help eliminate wrong (predictive words!)
or unfinished messages sent.

2. Before composing a message, make sure you are calm and you are
____________________ not reacting to a situation involving the student. Better
delay your message than regret having sent a bad message.

3. Read what you have written carefully ____________________. Analyze it if it sounds

too cold or harsh if read aloud. If so, then perhaps a voice call or video call would
be a better mode of communication to better convey the tone of your message.

4. DO NOT make a call if you are ____________________. Just like tip number 2, make
sure you are calm.

5. Before making a call, send a text message first asking if it is alright to call them.
Some parents might be at work or busy at that time, so ask when it is convenient
to give them a call. Set a day and time.

6. If there is a ____________________ that needs to be made, an official letter via

email would be better so that there would be a thread of communication on file.

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 B. DRAFT A “SUPERVISOR’S ____________________ FOR PROGRESS REPORT CARDS” CHART

1. The Sample Supervisor’s Remarks for Progress Report Cards Chart was designed by
Pastor Erich Santos for our school to make the lives of our teachers easier. The Chart
is grouped into 5 categories:

a. For ____________________ performance

b. For ____________________ performance

c. For ____________________ performance

d. For ____________________ ____________________ performance

e. For ____________________ performance.

2. This Chart is designed to assist the supervisor in filling out the remarks section of the
Progress Report Cards. These are ____________________ and can be modified.

3. It is very important to have at least one “positive remark” or if possible, use the
____________________ psychology of School of Tomorrow.

4. With this as a guide, the Supervisor may make several remarks by mixing and
matching the sentences in the same group.

For those interested in getting a copy of this and the Template for Communication with
Parents, you may email me at principal@jesusflockacademy.com.

C. PLAN FOR GROUP ACTIVITIES THAT WILL SERVE AS CONNECTION TOOLS WITH YOUR
PARENTS

1. Aside from the periodic PTC, organize other virtual activities for parents:

a. Kapihan at Kumustahan Zoom Fellowship

b. Parenting Webinars
c. Virtual Family Fun Day

2. Add elements of surprise in your group activities.

a. Prepare fun games, activities, and ____________________.

b. Use other GAME apps or ____________________ for group activities.
c. Invite a ____________________S guest in webinars.

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BRIDGING THE TECHNOLOGY GAP
TECHNOLOGY TRACK
MR. TIMOTHY JONSEL ERMITAÑO

WHAT IS OUR GOAL?

Create a connection between the digital _______________ and the digital _______________.

LET’S BUILD THAT BRIDGE!

1) _______________STAGE –This stage is crucial because this is the level where we determine
what kind of bridge we are building with the kind of resources on-hand. Let’s consider
the following questions.

a. WHAT IS MY CURRENT TECHNOLOGICAL _______________?

b. WHAT ______________________________ ARE READILY AVAILABLE?

Within Reach Somewhere Out There Stored Away

c. WHAT SOFTWARE OR APPLICATIONS AM I CURRENTLY ________________________ WITH?

d. WHO CAN ___________________________ ME BUILD THIS BRIDGE?

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2) ___________________________ STAGE –Let’s look at the topography of the gap between
POINT A (us) and POINT B (student) to properly determine areas to anchor our bridge
and start the building process.

a. __________________ – How well do you know your students?

b. __________________ – How often do they see you?
c. __________________ – What is your existing policy regarding technology?
d. __________________ – How well do you know your tools?

3) __________________ STAGE – Now that the foundation has been laid down, and initial
contact with our students is slowly being realized, it’s time to stabilize the bridge.

4) __________________ STAGE –To guarantee that our bridge is still functional, consider the
following items:

a. __________________ UPDATE – Look into current technological advancements that

are relevant to our field.

b. CURRENT CULTURAL __________________ – Be sensitive in what’s happening in current

events that might be affecting the perception of your students.

c. INDIVIDUAL STUDENT __________________ –Since we are individualized, our connection

is per student.

d. __________________ REINFORCEMENT – Be firm with your policies and learn them by

heart.

LET’S START CROSSING THE BRIDGE

• Building the bridge will not be easy. __________________ it will not be easy either.

• Crossing the bridge to meet our students in the level of their technological adeptness
will be frightening…but we need to __________________ the process!

• In the end, technology remains to be a __________________.

• If the gap remains after all of this, then maybe God is __________________ us to take
the leap.

47
HERE ARE SITES WE ARE WORKING ON TO UPDATE YOU AND GIVE YOU
THE NEEDED SUPPORT IN YOUR CHRISTIAN EDUCATION JOURNEY WITH
SCHOOL OF TOMORROW® PHILIPPINES:

www.schooloftomorrow.ph news.schooloftomorrow.ph

support.schooloftomorrow.ph pioneer.schooloftomorrow.ph

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 USING TECHNOLOGY FOR
MAXIMIZING GROUP EVENTS”
TECHNOLOGY TRACK
MR. JEMUEL OCAMPO

“I cannot say whether things will get better if we change;

what I can say is they must change if they are to get better.”

“Trust in the Lord with all thine heart; and lean not unto thine own understanding. In all
thy ways acknowledge him, and he shall direct thy paths. – Proverbs 3:5-6

I. Introduction:
“So many changes! Where should I begin?”
UNDERSTANDING THE NEED FOR ALTERNATIVES

A. Change is ____________________.

- The world adjusts to its need.

- The “need” for alternatives.

B. Change is ____________________.

- Humility takes precedence in every change.

C. Change can ____________________.

- 2020: Year of great Change.

• School Events are part of School Life.

• School Events reflect the School Atmosphere.

“For the pupils, the most important thing about school-wide events is
their social significance and atmosphere”.

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II. “What can I use?”
TOOLS OF CHANGE IN REGARDS TO ORGANIZING SCHOOL/GROUP EVENTS

- We are still in a global pandemic that requires us to adjust to distance learning.

A. ____________________ Tools

“Collaborative learning has been shown to not only develop higher-level thinking
skills in students, but boost their confidence and self-esteem as well.”

1. Zoom Meetings

2. Google Meet

3. MS Teams

- Maximize the use of Breakout Rooms and “Share Screen”

4. StreamYard

B. ____________________ Learning Platforms

A tool that delivers and presents questions to students. It is set up as a game that
students can play either individually or in groups.

1. Kahoot!

2. Quizizz

“There are many similarities between the two platforms but each has a slightly
different focus: Kahoot is teacher directed, it displays the questions and answers on
the teacher’s device; whereas Quizizz is student directed, it displays all the information
on the student’s device.”

“____________________ is important because online learners seem to have fewer

opportunities to be engaged with the institution.”

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III. Why’s/ Wise in using these?

A. School Events/ Activities

1. Foundation Day

– C.T. (Zoom, GMeet, StreamYard)

2. “Month” Celebrations

- C.T. (Zoom, GMeet, StreamYard)

3. Competition

– GBLP (Kahoot!, Quizizz)

4. Parent-Teacher Orientations

– (Breakout Rooms, StreamYard)

5. Workshops

– C.T. (Zoom, GMeet, StreamYard)

B. Ministry

1. Chapels

2. School Retreats

3. Online “Camp”

“The Holy Spirit empowers us to minister beyond space.”

C. Christian Mandate

1. As Educators

- Learning never stops. Pandemic or “No” Pandemic

2. As Ministers

Preach the word; be instant in season, out of season; reprove, rebuke, exhort with all long
suffering and doctrine. 2 Timothy 4:2

“We adapt and use the changing technology of our world to proclaim the
Never-Changing God of the Bible.”

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 INTO THY HANDS
“Father, into thy hands I commend my spirit…” - Luke 23:46

REV. DELBERT HOOGE

INTRODUCTION:
1. We saw in the introductory message that the ______________ and arm of the Lord is
often spoke of in Scripture.

2. Nehemiah ties the “Hand of the Lord” and human effort illustrated by the hand together
in our theme scripture, Neh. 2:18.

3. We saw that the hand has a very unique ______________in human anatomical structure.

4. Our hands have just a few muscles, only connected to the thumb and little finger.

5. The hand’s strength is derived from a unique connection of ______________from muscles

in the arm and the bones in the hand.

6. The analogy of the hand as education is a wonderful study that should have made us
realize several things:

a. The Christian ______________ as pictured by the TENDONS, is therefore dependent on

the relationship that we have with God as a vital part of the educational process.

b. We should have a deeper appreciation of our ______________ in the educational

process.

c. But, perhaps above all we should see our ______________ on the Lord for the
accomplishment of the education of our students.

d. As Christian educators it is exciting to know that God has included _________ in the
process of developing a strong generational example of a people equipped to
accomplish His purposes.

e. We should more deeply realize how each of our ______________ is being equipped to
accomplish a variety of tasks for God’s glory.

52
THE PICTURE OF THE HAND:

Bones, Tendons, Muscles (pointed to)

Red = muscle God’s Strength

Arrows pointing

White = tendon Educator

Connecting muscle to
bones in the hand

https://www.redbubble.com/fr/shop/cubital+ant%C3%A9rieur

Our closing thoughts today will be to focus, not on the educational aspect, but rather on the
dependence that each of us MUST have with our source of strength to accomplish the task
of educating the next generation.

I. THE _______________ OF HIS STRENGTH

A. For proper _______________

B. For personal _______________

C. For perpetual _______________

D. For _______________ accomplishment

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II. THE _______________ PASSAGE
A. _______________ DANGERS

B. UNSEEN _______________

C. DIVINE _______________

III. THE NEED FOR OUR _______________ _______________

A. The tendons are _______________

B. The tendons are _______________ for granted

C. The tendons are absolutely _______________ part of GOD’s PLAN!

D. Therefore God will _______________ the tendon

E. And wrap them in the _______________ of His love and the Spirit of
comfort

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NOTES:

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