The CDC Newsletter |

MOV Ateneo de Manila University Grade School | SY 2008 - 2009

The PSYCHOLOGICAL EDUCATION

PROGRAM (PEP) in RETROSPECT
by Maria Soccoro A. Ignacio

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!
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 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
(from page 1)

After more than 30 years, the PEP continues to be an Assumption (San Lorenzo, Makati), San Beda (Alabang),
important part of the Guidance Program. The PEP is and De La Salle Zobel. Focused Group Discussions were
a product of all the reports made by the past and likewise conducted among students, teachers, and
present guidance counselors. parents.

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,
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.

MOV -2
CDC asks... Middle School students

resilience is...
to complete this sentence:

MOV -3
 MS Students on Becoming Men-for-Others
1. What is your understanding of a man-for-
others?
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 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
MOV -4
1. What is your understanding of a man-
for-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-for-
others?
  A man-for-others must be
compassionate, generous, giving, and
must be very religious.
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
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 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
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.
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 man-
for-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? 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. One of my sacrifices is going to Mass everyday.
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.

-Jaime Ignacio “Jigo” M. Sison |5-Biak-na-Bato - 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)
MOV -5
 Grade 1 Question:
Who among your classmates is
a guardian of God’s creation?
Why?
“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

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

MOV -6
 CDC
HEAD
Team
PREP

Maria Socorro A. Ignacio Suzana Selena S. Ortilla

Gr. 1 - 3rd - 4th Q Gr. 1 - 1st - 2nd Q Gr. 2 Gr. 3

Mary Grace S. Santos Ma. Blesila G. De Asis Roberta L. Tan Jeannie T. Kuon

Gr. 4 Gr. 5 Gr. 6 Gr. 7

Ananena Y. Moran Patricia Barbara Ann P. Cabrera Florinda Paula V. Pelayo

Marie Grace S. Dael

Gr. 7 CDC Staff

Psychometrician CDC Staff

Nerissa G. Cabacungan Maria Celeste A. Marasigan Cindy G. Rosario Annaliza B. Grafilo

MOV -7
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
MOV -8
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
underdogs. We were a relatively small team and you get down in trouble … It’s not the end of the world.
we were up against the mighty superpowers - But it’s an experience that you learn from...When you fail,
Adamson Falcons. you get the tears, you get the hurt, and use it to make
you stronger. As they say, “What doesn’t kill you only
It was Game 1 of makes you stronger.” He thinks that
the finals and there was 12 it is through sports that values are left
seconds left on the clock. intact. It’s character formation. Trials
The defense was right under and challenges will always come the
my nose. He was pressuring best thing is to face them. This is not
me so I had to turn around. limited to sports alone but in all aspects
When I got to the left side of life.
near the three point line, I
saw my teammate Paolo According to Jai, the Ateneo taught
Dizon set up a screen for him to go out of the box, to think outside
me. Using the screen, I had and live out of the box, to go down the
to cross the ball over. The podium or stage and go out into the
defender jumped in front real world and share to other people.
of me. There was no more It is through experience that they learn
time left so I had to take my and it is these lessons that they will
chances and shoot the ball. I remember and they will use throughout
had to be courageous. I had their lives.
to be resilient. Fortunately, it
went in with only 0.9 seconds On the Team
left. We won the game and
everyone was so happy. The Ateneo Blue Eagles college
basketball team or the “Team” has also
What I really learned, been a source of inspiration and support
aside from just winning the for Jai. They began as individuals then
game, was that you have to turned into brothers - a family. Relying
take your chances. All of you on each other to achieve their goals
guys have your dreams right now. You probably the “Team” felt that they have become champions. Their
don’t know what you want to be in life when you coach, Norman Black, would tell them “all teams or
grow up. But you have to take your shot. Who individuals during their journey or their long way to their
knows? It might go in, it might not. If my shot didn’t goals or what they want to achieve, adversity will always
go in, it will just be another learning experience. be there. You need to get over adversity and take things
Pero nalaman ko, kailangan mong habulin ano’ng you learn and move on. This makes successful teams,
gusto mo, just to have a chance to succeed. If you successful people.”
don’t take that shot... if you don’t study for your
exams... what’s gonna happen? For sure you’re Jai also showed a video of the team’s training in the
gonna fail. Like my uncle Chot Reyes loves to USA. Here he shared the experience of Tonino Gonzaga,
say, “If you show up in your battle, you’ve already a player who practiced an extra hour to become a better
accomplished 50% of the task.” player. His hard work, courage and resilience fueled the
drive of other players to improve their game.
On sports and
other activities Courageous volunteers

Sports To end his talk, Jai once

became a big again asked for volunteers
contributor to share their experiences
to Jai’s life. of courage and resilience.
Through his Hopefully, hearing from their
training as a peers’ experiences will inspire
basketball everyone to be more resilient
player he in their lives.
has learned
the value of CLOSING REMARKS | Ana
discipline, Moran
sacrifice,
commitment, We are truly thankful to Jai
courage and Reyes for the meaningful
resilience. and interesting insights and
These are the personal experiences he has
values he willingly shared to the Grade
believes one 4 & 5 students. He emphasized
needs to succeed in life. the importance of having the values of courage, hard
work, determination, and resilience. His talk has once
He said, “sports and life are connected to again confirms that Experience is the Best teacher in life.
each other. You can learn a lot in the classroom... All of the challenges, achievements, as well as failures
but when you get out there in the playing field, we encounter are deemed important and contributory to
there are things you learn on your own, more than the development of our true self. Each decision we make
what was taught to you… If you get into sports, in life defines who we are and what we can do better as
you develop yourself fully. When you lose, when good Christians.

MOV -9
AMAZING RACE
FIRST PLACE SECOND PLACE THIRD PLACE

TEAM J TEAM K TEAM L

Jason C. Saavedra Jospeh Renz B. Banaag Zachary Phillip F. Cruz

4 – Maguindanao 4 – Bagobo 4 – Dumagat
Adhel Christian M. Medina Nicholas David Star T. Maralit Samuel Gerard T. Amistad
5 – Biak-na-Bato 5 – Mendiola 5 – Kawit
Irwin Jacob J. Serrano Anton Heinrich L. Rennesland Nicanor Ma. Joaquin W. Montoya
6 – Agoncillo 6 – Bonifacio 6 – Rizal
Gabriel Jose F. Perez Juan Alfredo C. Robles John Carlo C. Ramos
7 - Brebeuf 7 – De Britto 7 – Campion

POSTER MAKING CONTEST WINNERS

GRADE 2

FIRST PLACE SECOND PLACE THIRD PLACE

2 – HALCON 2 – TAAL 2 – ARAYAT

Franco Emilio Daez Miguel Pantig Iñigo Paquito Aligora

Manuel Miguel Garrido Lance Pua Brian Bob Guzman
Jose Miguel Joaquin Cobie Puno Neil Angelo Mendoza
Joaquin Manuel Marco Elgin Charles Que Jericho Alexander Perez

GRADE 3

FIRST PLACE SECOND PLACE THIRD PLACE

3 – DIEGO SILANG 3 – MARIKUDO 3 – SOLIMAN

Lucas Sebastian Abaya Carlo Gabriel Delos Reyes Rebi Alberto Andres
Aldrin Benedict Camba Alfonso Luis Estacio Joeneil Francisco Currameng
Albert Gabriel Datingaling Moro Rodrigo Lorenzo Jaime Rafael Lee
Matt Tristan Santiago John Looie Sales Luis Sebastian Orallo

GRADE 6

FIRST PLACE SECOND PLACE THIRD PLACE

6 – ABAD SANTOS 6 – JACINTO 6 – LUNA

Mikhail Jeremiah De Dios Aaron Matthew Almanzor Claudio Clement Canlas

Philippe Jefferson Galban Michael Dan Lagmay Jose Rafael Mendoza
Juan Uriel Imao Luis Mari Javier Lorenzo Miguel Lorenzo Panagsagan
Gilberto Andre Ulep Carlo Miguel Perez Emanuel Soriano III

GRADE 7

FIRST PLACE SECOND PLACE THIRD PLACE

7 – REGIS 7 – BREBEUF 7 – PIGNATELLI

Jean Carlo De Castro Alfonso Carlo Ancheta Carl Antione Tobillo

Juan Kyle Nathan Lim David Martin Cuajunco Lexander Michael Punay
Edric Matthew Manahan Benjamin Mari Limjap Florenzo Lamela
Marlon Valdez Mark Alexander Vega Johanes David Yanos

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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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