My most memorable experience

has got to be the SAD Workshop

experience last 07-08. The whole
5 days of the workshop proved
fruitful as much as stressful as it
was. It showed how 2 minds can
collaborate to make the meat of
the workshop (meaning the con-
tent) ---> that would be Tan-

pathways
an introduction
tan and me! It showed how the
variation of facilitators (mean-
ing having NSTP, Pathways Core,
and PEERs personnel as facis)
could not offset the matter being
taught, and thus proved that any-
one can faci in the SAD workshop.
It also showed how willing, ready,
 The computation for the final grade is as follows:
Final Grade = (scores in the problem sets + quizzes, seatworks, etc + midterms +
finals)/5
Pathways to Higher Education

history
Grade Range: 100 > A ≥ 92 > B+ ≥ 86 > B ≥ 77 > C+ ≥ 69 > C ≥ 60 > D ≥ 50 >

Social Awareness Development Workshop

Course Description

The Social Awareness Development (SAD) Work- shop In October 2000, a group of Ateneo college students taking up
aims to develop the participants’ knowledge of their Theology under Mr. Harvey Keh wanted to do some concrete
current socio-economic situation through the u s e
of a 3-day workshop and culminating proj- ect.
action after learning about the concepts of social justice, equal-
Once that knowledge is brought out, the pro- gram ity, and brotherhood. With the social problems they have been
aims to motivate the participants into devel- o p - exposed to, they came up with a program called Alay Ni Ignacio.
ing their own solutions to the current situa- t i o n
of the country. Each of the 3 days of work- shop
revolves around discussing and expound- i n g Alay Ni Ignacio is a summer instructional program for ac-
on the issues of knowing (1) who the Filipi- no is, ademically gifted but financially disadvantaged students
(2) what problems the country is currently expe-
riencing, and (3) how they can solve these prob-
from public high schools. It provides supplementary Math,
lems in their own concrete ways. For their culmi- nating English and Science classes, as well as spiritual mentor-
ing, self-awareness workshops, career guidance and oth-
er extra-curricular activities. These endeavors are aimed
Grading system at increasing the participants’ chances of entering and
obtaining scholarships to good colleges and universities.
1. Attendance = 10%

a) Present Before the Breaks - 5% From this student-led organization sprung Pathways to High-
b) Present After the Breaks - 5% er Education Program. In 2002, the Ateneo de Manila Univer-
2. Participation = 40% sity started Pathways with the help of the Ford Foundation.
To date, it has helped bridge over 500 deserving but finan-
a) Taboo (day 1) - 5%
b) Make your Superhero (day 1) - 5% cially challenged students to quality colleges and universities
c) Spider Web (day 2) - 5% while nurturing another 500 high school students to enter
d) Ideal Community (day 3) - 5%
e) If We Had Power (day 3) - 5% and complete college and contribute positively to society.
f) Kapamilya, Leave or No Leave
(day 3) - 5%
g) Group Discussions - 10%

3. Creative Output = 50%

a) Reflection Paper - 15%

i. Reflection Paper 1 - 5%
ii. Reflection Paper 2 - 5%
iii. Reflection Paper 3 - 5%
b) Pledges - 15%
c) Panel Defense - 20%

overview
The Pathways to Higher Education Program identifies bright
but financially underprivileged public high school students and
equips them with the necessary skills, both academic and non-
academic, to ensure they get a fair chance at a college education.
Pathways aims to help these participants to gain access to
higher education through working with individuals and insti-
tutions that provide scholarship programs. Pathways assists
them as well with the major difficulties that they face in their
pursuit of a college education. These are mainly the lack
of academic preparation for college, inadequate family in-
come, lack of self-esteem and lack of educational resources.
These key considerations are often what drive today’s stu-
dents to drop out of college even after they are given schol-
arships. To address these issues, Pathways aims to pro-
vide access to education by providing holistic formation not
only for the individual scholars but for their families as well.
While maintaining good relationships with individuals and
institutions that provide scholarships for the students, Path-
ways engages their parents in support groups, values for-
mation, and livelihood opportunities, giving them a stake in
their children’s education and augmenting the family income.
The individual scholar and the participant family will also be
given values formation/education program, allowing them
to grasp and thus concretize what they are striving towards.
To accomplish this crucial task, Pathways endeavors to
engage academic institutions, government, the business
community, socio-civic organizations, and individuals, to
come together and contribute to the effort. In the end,
society as a whole will benefit from the pathways that it
provides for today’s students and tomorrow’s leaders.
Chemistry
course description
The general aim of the subject is to provide the pathways high school students a firm background
and understanding of general chemistry. The subject aims to be more than the usual 3rd year
high school chemistry by providing advanced lectures and problems; and interesting demos
and activities. The subject seeks to develop the students’ critical and analytical thinking skills.
Coverage:
First Semester
I. Measurements
II. Matter and its changes
III. Atom and the periodic table
IV. Chemical Bonds
Second Semester
I. Chemical reactions and equations
II. Stoichiometry
III. Gas Laws
Grading System
Workbook/Quizzes 30%
Participation 20%
Assignments 20%
Midterms/Finals 30%
100%
Grade Range: 100 > A ≥ 92 > B+ ≥ 87 > B ≥ 80 > C+ ≥ 74 > C ≥ 68 > D ≥ 60 > F
Math
course description
The mathematics component of the Pathways Enrichment Classes aims to help
the 3rd year participants of Pathways to Higher Education in their preparation for
the college entrance examinations. It follows a non-traditional format in that it
takes a problem-solving framework. In this manner, the solutions and approaches
to the problems presented in class shall be generated through active discussions
and sharing of knowledge in mathematics of each and every student. On the other
hand, the tutors shall serve as facilitators in the development of the critical and
analytical skills of each student through problem solving.
Grading System
The final mark of the student will be based on the following requirements:
Problem Sets (6 problem sets worth 25 points each) 150 pts
Quizzes, Seatworks, etc. 150 pts
Midterm Exam 100 pts
Final Exam 100 pts
Total 500 pts
 i.
2.
Absent: 30 mins after the start of the first class
Other special cases
Pathways Youth
a. Drinking, smoking, public display of affection, drugs, porno-
graphic materials, deadly weapons, gambling, etc. is not allowed at any
point of time. Going Places
b. Students should only bring materials related to the Enrichment
Classes (i.e paper, pencil, ball pen, books related to the lessons in class)
by Solvie Nubla
c. Students are prohibited from forming intimate relationships with (reprinted from www.admu.edu.ph 02/28/08)
their tutors, mentors, or any staff.
d. Students must be always mindful and respectful to the people
around them. They are encouraged to use words such as po, ho, or opo. The beneficiaries of Pathways to Higher Education, an organi-
*For any misdemeanor, the student will make an appointment with Ate
Jaymee for a kumustahan. Failure to do so may result to the student’s zation that helps academically gifted but financially under-
voluntary vacation from Pathways. privileged public high school students obtain a college educa-
tion, are going places. To date, here are their recent successes:
Archie Dolit (V-BS ECE, Ateneo) was part of the Ateneo team
that won second place in the recent Smart-SWEEP contest held in

English
Cebu, Philippines. The team received a cash prize of Php300,000
while Ateneo received an equivalent amount in the form of grants.
The SWEEP Innovation and Excellence Awards is one of the major
course description initiatives of telecommunications giant Smart under the company’s
pioneering industry-academe partnership, SWEEP, that seeks to help
raise the level of technology and engineering education in the country.
The course explores the means by which the student communicates using the Eng- Reginald Bueno (II-BS Educational Psychology, De La
lish language in both written and oral forms. It begins with a review of using verbs,
pronouns, and prepositions correctly then goes to phrases, clauses, and eventual- Salle University) as a student ambassador will be go-
ly to constructing sentences. After the sentence, the student will then be taught how ing on a 10-day visit to Japan as part of the Japan-East
to write effective paragraphs and essays. Sample paragraphs and essays will be given Asia Network of Exchange for Stu-
to further the student’s understanding of non-fiction writings in English. The last unit
will tackle fiction, beginning with the short story, then moving on to adaptation, and dents and Youths (JENESYS) Program.
finally, the play. Lessons on fiction will serve to introduce the students to the explic-
itly creative side of writing in English, and make them appreciate the language more.
Reggie was selected by the National Youth Commission in con-
junction with the Japan International Cultural Center (JICC) of the
Embassy of Japan and the Japan International Cooperation Center
Grading System
(JICE). The JENESYS Program, funded by the Japanese government
ORALS and in partnership with the ASEAN Secretariat, aims to deepen un-
15% Oral Quizzes (2 minimum)
20% Recitation and Class Participation
derstanding of the different facets of the Japanese society includ-
5% Play (performance) ing politics, diplomacy, economics and culture. It also aims to form
the basis of future vision and construct firm solidarity among Asian
WRITTEN
15% Midterm evaluation countries which will promote mutual understanding of the future
15% Final evaluation generation of ASEAN and East Asia Summit member countries.
15% Papers (3 minimum)
10% Play (written script)
5% Written Quizzes (2 minimum) Mitchie Boncodin (II-AB International Studies, Miriam College)
!
will spend her first semester of junior year at the Royal Mel-
bourne Institute of Technology (RMIT), University of Australia on

Grade Range: 100 > A ≥ 92 > B+ ≥ 86 > B ≥ 81 > C+ ≥ 76 > C ≥ 71 > D ≥ 65 > F
Mitchie Boncodin (II-AB International Studies, Miriam College)
will spend her first semester of junior year at the Royal Mel-
bourne Institute of Technology (RMIT), University of Australia on
full scholarship. Miriam College’s International
ies Department nominated Mitchie after conducting com-
prehensive screening and deliberations on the
Stud-
en-
tire sophomore batch of IS majors at Miriam College.
Archie, Reggie and Mitchie are just some of the students nurtured
by the Pathways program since they were in high school. Through
academic and self-enhancement programs and partnerships
forged with universities, foundations and like-minded individuals,
Pathways to Higher Education now see these students slowly grow
into confident, successful young adults now giving pride not just
to their families, but to their schools and the country as well.
Archie Dolit and Reggie Bueno are scholars under the Offices of
Admission & Aid of the Ateneo de Manila University and De La
Salle University respectively. Mitchie Boncodin, meanwhile, is a
scholar of the Jayme-Card-Ayala-Pathways (JCAP) Scholarship
Fund. JCAP was initiated by US-based Filipina and distinguished
Miriam alumna, Dr. Josefina Jayme-Card as her way of giving
back to the Philippines. Ayala Foundation and Ateneo-Pathways
to Higher Education manage the program in the Philippines.
House Rules
for Pathways
Enrichment Classes
1. Attendance
a. Students are only allowed FIVE (5) absences from all Enrichment Classes throughout
the year. Incurring more than five absences would mean removal from Pathways.
b. Absences are ONLY to be used for emergency cases such as: sickness, death in the fam-
ily, or conflict with academic schedules, and should be supported with the necessary docu-
ments (i.e. excuse letter, medical certificate, letter from the school coordinator, etc.)
nonetheless, A CUT IS STILL A CUT.
2. Attire
a. Boys – no sando
b. Girls – no strapless shirts, mini skirts, micro skirts, plunging neckline, tubes, short
shorts
c. For all – no pambahay, and please wear footwear at all times
d. No jewelries (only a simple watch and a pair of simple earrings)
3. Cellphone
a. Mobile phones should not be used during classes and should be kept
in silent mode at all times.
i. If important: inform tutors and ask for their permission before
leaving the class or using the cell phone
ii. If caught: cell phones will be confiscated by the tutor who will
4. Electronic Devices
a. Any electronic device (Game Boy, PSP, MP3, MP4, camera, PDA, lap-
top and any XYZ) can only be used before or after classes unless used
for presentation
5. Loitering
a.Students must not loiter in school grounds before or after classes.
b. After dismissal, the students have 10 minutes to leave the sc hool.
6. Class Decorum
a. The classroom must be clean after classes.
b. No littering
c. No vandalism
i. Late: 10 mins. after the start of the first class. Eating/drink-
ing during class time is up to the discretion of tutors
As third year participants they must/will be:
a. interviewed; Pathways staff will interview the students and fill out
the Student Rating Sheet (55 out of 100 points; which is 80% of their
Pathways Grade)
b. visited at their homes; their parents interviewed (45 out of 100
points; which is 80% of their Pathways Grade)
c. attend the Social Awareness Development, Enrichment Classes for
Chemistry, Math and English, every Saturday and other official Path-
ways meetings or Enrichment Program activities. They are only allowed a
maximum of 5 excused absences (considered excused are absences due to
school contests and illness with medical certificate).
During the summer, incoming fourth year students will be asked to:
a. submit a photocopy of their Third Year report card showing an aver-
age grade of 85% or higher and still with no grades below 80%
b. attend the Loyola Student Center (LSC) review classes during the
mornings
c. attend the Alay Ni Ignacio (ANI) advance summer classes in the
afternoons
Fourth Year High School – after the summer, incoming fourth year
students will be evaluated using the following criteria:
a. Student Rating = 55% of the 80% of their Pathways Grade
b. Family Rating = 45% of the 80% of their Pathways Grade
c. LSC Rating = 20% of their Pathways Grade
d. ANI Rating = only those students who will graduate from the ANI
program will be considered as Pathways participants
and those who will get the passing Pathways Grade will be the
Fourth Year participants who will/can :
a. attend the Self-Enhancement Workshops
b. take the Career Inventory Test
c. benefit from the College Talks
d. benefit from the Career Talks
e. take the entrance tests of our partner universities and colleges for
free (except for State Universities like UP and PUP). Pathways will be
the one to submit their application forms for them.
f. attend the College Preparatory Classes during summer
Pathways is Love
Kauuwi ko pa lamang galing sa Pathways Anniversary Din-
ner (‘di lamang dinner yun ha, may program din sila). Ang saya
ko. Nakita ko ang mga naging estudyante ko, at grabe, ang galing.
Para lamang malaman ninyo, isang batch ko lamang naranasan maka-
pagturo sa ANI. Incoming sophomore ako noon, sa 3A ng ANI ‘05 (3 ANI
at 4 ANI pa lamang ang sections noon). Dahil isang section lamang tala-
ga ang naturuan ko sa tatlong taon ko sa ANI, sobrang espesyal ng mga
batang iyon sa akin. Masasabi ko na ako pa nga ata ang mas maraming
natutuhan galing sa kanila. Dahil sa kanila, nagkaroon ako ng paniniwala
sa sarili ko na kaya ko. Noong mga unang araw, natatakot ako na baka
hindi ko magawa ng mabuti ang pagtuturo. Natakot ako lalo na’t CL ang
hawak ko--formation ito. Puso nila mismo ang hawak ko. Natakot ako na
baka magkamali ako. Pero nakaraos ang isang summer, at sa panahon
na magkakasama kami ng mga estudyante ko, nakita ko ang kanilang
paglago. Mula sa pagiging mga mahihiyain, mayroon nang nakapagre-
recite sa class. Mula sa pagiging maiingay at ayaw makinig, naging mas
considerable na sila at mas nakikisama na. Sa loob lamang ng ilang ling-
go na pagsasama namin, malaki ang pinagbago nila--at pati na rin ako.
Hinding-hindi ko malilimutan ang araw na ipinakilala ako ng estudyante
ko sa nanay niya “Ma, si Ate Jaymee, teacher ko”--teacher raw. Noon
lamang ako natawag na ganoon, at ibang-iba pala ang pakiramdam.
Ngayong gabi, nakita ko silang muli. Ang estudyante kong hindi nagsasal-
ita noong simula ng term, aba may solo sa play nila kanina. Ang isa sa
pinakamagagaling sa klase, sa Ateneo mag-aaral next year. Nakatataba
ng pusong makita sila kung nasaan na sila ngayon. Ang tanging hiling ko
lamang ay sana magpatuloy silang gumawa ng mabuti, at sana ipakita at
ipadama rin nila ang pagmamahal na nakuha nila (mula sa ANI at mula
sa Pathways) sa iba pang kapwa nila. Hindi ba’t napakaganda noon? :)
ANI at Pathways--Salamat. :)
by Jaymee Duran

Snack Pie atbp.
by Luz Eugenio
Snack pie, snack pie
Ang sarap ng Snack pie!!!
Snack pie, snack pie
Nakakaumay!!!
Tuwing naaalala ko ang kantang ‘yan, naiisip ko ang ak-
ing ANI days. Pero bago pala maging bahagi ng ANI, du-
malo muna ako at ang aking mga kapwa mag-aar-
al sa Pathways Enrichment classes tuwing Sabado.
Enrichment classes? Naku, ‘yan yung mga Sabado na talaga na-
mang nakakapagod. Tipong nagrereklamo na nga ako dahil su-
mali pa ako sa Pathways gayong hindi naman malinaw sa ‘kin ang
mapapala ko. Nakakapagod, dagdag gastos at sayang sa oras.
Ayan... ayan ang mga reklamo at hinanaing ko dati. Pero tinapos
at pinagtiyagaan ko pa rin. Subalit ang totoo, habang tumata-
gal ang pagiging bahagi ko ng Pathways, pagdalo sa enrichment
classes at workshops, syempre unti-unti ko nang naiintindihan at
nalalaman ang maitutulong at kahalagahan nito sa ‘kin. Unang-
una, pagdating sa akademiko, mas nadagdagan ang aking kaala-
man sa Ingles, Literatura at Matematika; pangalawa, sa pakikip-
agsalamuha sa ibang tao, nagkaroon ako ng mga bagong kakilala,
mga bagong kaibigan—ang aking mga kaklase at tutors tuwing
Sabado; pangatlo, natuto akong ma-appreciate ang efforts na
ginawa ng mga tutors at ng mga taong nasa likod ng programa.
Hindi lang sa Enrichment classes at workshops nagtatapos ang
Pathways. Meron ding mga advanced classes bawat summer tuwing
hapon. At sa kadahilanang ako ay incoming 4th year high school na
noon, may mga review classes din para sa mga entrance exams.
Summarized Pathways Screening
and Selection Criteria
Second Year High School – Alay Ni Ignacio volunteers will look at the
grades and the income of the family.
Requirements:
a. 85% or higher average, no grades below 80 = photocopy of First Year
report card should be submitted
b. accomplished ANI application form reflecting annual per capita in-
come that is not higher than Php 40,000 (which means that for a family
of three the maximum acceptable total income would be Php 120,000;
for a family of four: Php 160,000 ; for a family of five: Php 200,000, and
so on). For this purpose only, family should only include the parents or
guardian and the children. Other relatives are not to be included in the
count of family members just to justify a big per capita income.
c. two accomplished recommendation forms sealed in letter envelopes
with signature
When considered as second year applicants they must:
a. take and pass the ANI diagnostic exam
b. attend the ANI Orientation Seminar (for students and parents)
c. attend and graduate from ANI’s advanced summer classes program
Third Year High School – second year participants who graduated from
ANI will be qualified to apply as the third year Pathways participants.
They will be asked to take a diagnostic exam, attend the Pathways Kids’
OrSem and submit the following:
a. photocopy of Second Year report card showing an average grade of
85% or higher and still with no grades below 80%
b. accomplished Pathways Form (7pages; short)
c. Income Tax Return (ITR) of parents/guardian or an equivalent docu-
ment stating the source/s of family’s income and estimated amount for
those who are not filing their income tax
d. Community Tax Certificate (CTC)
e. Proof of Billing (Electricity or Water)
f. Certificate of Live Birth with registry number
g. Sketch of how to get to their residence from Ateneo (to be used for
our home visits)
Subalit, pagkatapos ng pagdalaw sa mga bahay at pakikipag-
kwentuhan sa mga magulang naaalala ko na ang kabuluhan
ng mga pang-araw-araw na gawaing tila walang katuturan.
Kapag natutuklasan ko na ang mga estudyante palang maku-
lit sa klase, pasaway at masayahin ay nagtitipid ng maliit
nilang baon mula Lunes hanggang Biyernes para may pama-
sahe sila pagdating ng Sabado papuntang enrichment class-
es, nagagawa ko nang kalimutan ang pagod. Nakakabalik
na ko sa pagpa-file, pagreply sa e-mail at text messages, at
iba pang gawain sa opisina nang may panibagong pasensya.
Sa home visit, kapag nakasalamuha ko ang mga pamilyang
nais makaahon sa kahirapan, kapag narinig ko ang mga pan-
garap para sa mahusay na edukasyon at simple subalit mag-
inhawang pamumuhay, naalala ko na ulit ang dahilan kung
bakit ako nagtrabaho sa Pathways. Nandito nga pala ako para
makatulong kahit papaano sa mga karaniwang tao, hindi
mayaman, hindi artista, hindi pulitiko. Sila na may mga sim-
pleng pangarap subalit may matibay na paniniwala na sa ka-
nilang sipag, t’yaga at sa kaunting tulong ng kapwa, maaabot
nila ang minimithing pagbabago at makakaahon sa hirap.
Ayan, balik na ‘ko sa aking ANI days. Ang “Snack pie.”
Snack pie, snack pie
Ang sarap ng snack pie
Snack pie, snack pie
Nakakaumay!!!
‘Yan ang kanta namin noong ANI days, kasi Snack pie palagi ang
aming kinakain tuwing break. ‘Di naman sa nagrereklamo, pero
napagkatuwaan lang talaga ng section namin na gawin ang kan-
ta. May pambawi pa nga dun, ang dasal naman na parang ginaya
lang namin sa Madeline. Eto yung, “Mahal namin ang tinapay,
mahal namin ang mantikilya at higit sa lahat, MAHAL namin ang
SNACK PIE!” Wow! Ang sarap talaga alalahanin yung mga araw
na iyon! Marami rin kasing nabuong mga malalim na ugnayan
sa amin. Tipong open na talaga kami sa isa’t isa, may “Zone of
Trust” pa nga kami tuwing homeroom eh. Isang araw din napag-
usapan namin na mag-overnight at talaga namang yung gabi na
yun ay bonding, super saya at mas nakilala pa namin ang isa’t isa.
Sa lahat lahat, sa kabila ng kapaguran, sa hirap ng dinanas sa
mga tutors dahil sa hirap ng quizzes at exams… eto ako, naka-sur-
vive pa rin at nanatiling participant ng Pathways at volunteer na rin.
Kung tutuusin, marami pa talaga akong natutunan sa aking mga
kamag-aral, sa aking mga kapwa Pathways participant, sa aking
mga kapwa Pathways volunteer, sa aking mga tutors, sa aking
mentor, sa mga Pathways staff at sa iba pa. Hindi ko man maisa-
isa ito sa ngayon, alam ko at sigurado ako na meron at marami ito.

ìWhat in the world am I
here for?î
(from a Purpose Driven Life)
by Aylin Bello, Anne Felias and Karen Magtubo, ed.
After another long Saturday at Pathways, one cannot help but say,
“What do I really get from this?” If you have never asked yourself that, well,
maybe now is the right time to be asking yourself: what do you get from being
in Pathways?
As a student/participant
• Edge – you get advanced lessons which help you get ahead academi-
cally. Also, you get the chance to ask questions to your Ates and Kuyas about
things you’re having difficulty with at school.
• Exercise! – Not only physical exercise by going to the Enrichment
classes, but you also exercise your brain cells. This helps you stay “updated”
with your school lessons even during the weekends. Pathways sure gets you
off the couch and keeps you from adding extra fat lumps from all-day TV at
home.
• Extra-curricular points – Yes, for those aspiring to be honor students in
school (well, you should all be) these extra credit are added papogi points to
your credentials.
• Discover yourself – Through the non-academic activities that Pathways
also provides, you get to discover hidden talents or characteristics you may
not think you have. You may do something really well without you knowing it.
• New Friends – You’ll be meeting classmates from different schools.
You’re expanding your network of friends whom you can go to for help or for
some bonding time.
• The Ate/Kuya you never had – Always been the oldest in the family?
Having all Ates or all Kuyas all your life? Well, in Pathways, you’ll have a good
mix of both! Ates and Kuyas are not only your tutors but your friends as well.
They can help and guide you with practical tips in school and in life to help you
get through Pathways and high school as well.
• Discipline – By training yourself in handling a heavy work load, you
train and prepare yourself for college. Just when you think you’re not getting
anything from reading and writing and doing all kinds of activities in Pathways,
in the long run, you will be disciplined to take on greater tasks ahead of you.
• A lifetime of memories – This is probably the best you can ever get
from Pathways. You create memories and history with your classmates and
tutors. You build relationships to stand the test of time. In the future, when
you look back at your time in Pathways, it’ll give you smiles across your faces,
knowing that that time was well spent.
Malaking preparasyon ang home visits:
Igu-grupo muna ang mga estudyante ayon sa lugar na tinitirhan
nila. Madali lang sana kung malaking kategorya tulad ng Paya-
tas, QC at Marikina. Pero malawak ang Quezon City at Marikina
at may mga address sa Payatas na hindi nakalagay sa mapa.
Kapag naigrupo na, magpasign-up sa volunteers at sa
Pathways staff; piliting magkatugma ang mga bakan-
teng oras at araw. Tawagan ang mga pamilya para ip-
aalam ang takdang araw na dapat manatili sila sa ba-
hay. Linawin kung may malabo sa mapa, siguruhing
malinaw ang instruction kung paano makarating sa kanila.
Madalas, hindi makontak ang number. May mga par-
ticipants naman na wala talagang telepono. Hu-
manap sa directory ng kaklase nilang maaar-
ing makontak at ipagbilin ang detalye ng home visit.
Swerte mo kung hindi magka-cancel ang volunteer o ang
staff bago ang araw ng home visit. Minsan may magulang
din na makikiusap ilipat ang schedule ng pagbisita sa kanila
para hindi na mag-leave sa opisina o pabrika. Okay lang
‘yun, gawan mo ng paraan kasi mahirap kumita ng pera.
Ihanda ang mga home visit forms, transportation al-
lowance report, pantanghalian, pamasahe at ipagdasal
na lang na maging maayos sana ang biyahe. Sa kabi-
la ng lahat ng preparasyon, ihanda ang sariling may
mga bahay pa ring daratnan na wala ang magulang, hin-
di daw nasabihan o kaya ay lumipat na sa ibang lugar.
Interesanteng karansan ang home visit kahit mainit ang bi-
yahe at mausok sa daan. Exciting harapin ang isang araw
sa labas ng opisina kahit nakakakaba kapag naliligaw ka na.
Nakakapagod ang gawaing ito pero
may haplos na dulot sa puso ko.
Kapag kasi tumatambak na ang files na dapat ayusin, reports
na dapat gawin, mga mensahe sa email at text na dapat
sagutin, nakakalimutan ko kung bakit nga ba ako napunta ng
Pathways. Ginagampanan ko na lang ang isang tungkulin at lu-
milipas ang mga araw at buwan na parang basta nagdaan lang.
 Home
Visit
101
by Len de los Santos
“Number 12, 14, hayun 29, 32, 41? Bakit walang 35? Nasa Milag-
rosa St. pa ba tayo? Campo na ba talaga ito? E sabi sa sketch may
mosque tayong dadaanan, tapos Dinorado St., tapos sari-sari store.
E ang dami nang sari-sari store ah, bakit wala yung number 35?...”
Ganito minsan ang kwento ng pakikipagsapalaran kapag panahon
ng pagho-home visit sa mga third year high school students ng
Pathways. May application form na dapat i-fill out tuwing OrSem,
may malinaw na instructions (at least, malinaw para sa kara-
mihang nakasunod) kung ano ang gagawin at may nakahiwa-
lay na pahina ng form para sa sketch na dapat nilang gawin.
“Gawin ninyong starting point ang Ateneo o Katipunan. I-as-
sume n’yo na walang alam sa lugar ninyo ang pupunta at ang
mapa na iginuhit n’yo lang ang tanging gagabay sa kanya.
Siguruhing may malinaw na landmarks at tama ang mga deta-
lye, numero at pangalan. Mula Ateneo hanggang sa address n’yo.
Sa likod ng sketch isulat kung paano makarating sa bahay. Gawing
specific ang instructions at i-update kami kung may pagbabago.
Halimbawa: Sakay ng jeep sa Aurora na byaheng La-
muan, yung dadaan sa Roosevelt-Lamuan. Magpapababa sa
Roosevelt, tumawid sa kanto, maglakad hanggang makita
ang Tony’s Hatchery. Kung hindi kayo magaling gumawa ng
mapa, ipagawa sa nanay o tatay, basta siguraduhin ninyong
makakarating kami sa inyo gamit ang sketch na ‘yan ha.”
Sa kabila ng mga ganito ka-partikular na mga tagubilin,
may mga sketch pa rin na kulang ng isang kanto sa draw-
ing, o gumamit ng landmark na puno ng sampalok sa
isang mahabang kanto na marami iba’t ibang puno. Lag-
ot ka kung hindi mo alam ang itsura ng puno ng sampalok!
May mga pagkakataong naikot na yata namin ang buong ba-
rangay kahahanap ng berdeng gate ng isang berde ring ba-
hay at hindi pa rin namin makita. Katanung-tanong sa
paligid, mauuwi kami sa isang pulang gate para lang mal-
amang nagpalit ng pintura ang pakay naming pamilya.
As a volunteer:
• Review – As you teach these kids lessons you have learned before, you
also get reviewed and these lessons are refreshed in your mind. It’ll help you
retain and re-learn some things you might have already forgotten but may still
prove useful to you.
• Training – Not always confident in speaking in front of a crowd? Now
is your chance to practice! While being able to help these kids, you’re also
helping yourself develop skills in communication and in socializing as well. You
may also apply the different theories you learn in school to find out that these
theories actually prove to be true.
• Resume plus! – Yes, this will look good on your resume, and that’s
what we need to get good jobs in the future.
• Teach some, learn some – You may think you know better than these
kids, but they also have something to share. Be that academic or not, it’s al-
ways a two-way highway, you teach them something and you learn from them
in return.
• Someone to call you Ate/Kuya – Youngest in the family? Only child?
Ever longed for the sweet sound of Ate or Kuya that you don’t get at home?
Here at Pathways, you’ll get more siblings that you ever wished for! Pour on
them the love and care an older sister/brother gives to her/his younger sib-
lings, and you’ll also get tons of love in return.
• Understanding – We come from different walks of life, and Pathways
provides an avenue for us to understand lives and conditions different from
what we are used to. We are exposed to the reality of life, to what’s out there,
to what we’ll eventually face when we venture out to the “real world.”
• Self-fulfillment – Knowing that in some little way, you are helping al
leviate the worsening condition of Philippine education, it will give you a sense
of fulfillment, that you are doing your part and actively taking part in nation
building. Having the feeling that you taught them a lesson today, that you de-
livered what you wanted to say, will put your head in the clouds and will keep
you coming back for more.
• A lifetime of memories – just as participants/students collect memories
they’ll keep life-long, you form these memories with them. And years from
now, it’ll also put smiles across your faces, knowing that even for a while, you
touched a kid’s life.
Pathways First Aid Kit
by Aylin Bello, Anne Felies and Karen Magtubo, ed.

Welcome to a new year with Pathways to Higher Education! As we open
a new school year filed with fun and learning (yes, we will learn while
having fun), it is best to prepare ourselves for whatever lies ahead of us.
Here are some tips which can help you survive Pathways:
• Eyes on the prize – Like what the Wildcats always say, “Keep
your head in the game!” Remember that whatever endeavor you pursue,
• Be open to new experiences – You will be immersed in experi-
without a goal in mind, that’s like driving with a blindfold on. Remember
ences you’ve never encountered before; you will be put in situations you
that your goal is not only to have fun, but also to get satisfactory grades
never thought you’ll be in; and you will meet different kinds of people
to meet your requirements. Keep that in mind.
you may not have mingled with before. Be open to these new experi-
• Put your heart into it – Commitment is one of the most difficult
ences, let the experience move inside you, do not let your insecurities
things to give, but commitment will take you all the way from the start
inhibit you. For if you try to resist indulging in these new experiences,
‘til the end. This is what will keep you on track, what will weigh you
you will miss quite a lot.
down when you feel like flying away, what will make you want to wake
• Just be yourself – Don’t try to impress other classmates or tutors
up to go to every Saturday session. How badly do you want to be a
by putting up a mask. Show us the real, beautiful you!
Pathways participant? Do you want to be here bad enough to sacrifice
• Don’t treat Saturday Enrichment Classes as a burden – Do not
your Saturday afternoons studying even more, after one whole week of
think of Saturday Pathways sessions as something you go to just be-
brain-draining school work? Think about it.
cause you have to. You have to want to go there. Think about the friends
you will be seeing, new things to be learned and more bonding moments
with your classmates and tutors. Find that something that would make
you want to attend the Enrichment classes every Saturday.
• Enjoy it while it lasts – You start with the Orientation, a few
weeks pass, and you won’t even notice it but the Saturday Enrichment
Classes are over! So, instead of wanting to end it right away, savor each
moment you spend with your tutors and classmates. To make each ses-
sion more memorable, treat it as if it’s the last.
• Do not be too GC – Yes, we need to do well during the classes to
be able to continue as a Pathways participant, but all work and no play
will make your life extremely plain and boring. Have some fun! It’s not
the sole job of the tutor to make the class fun, but yours too. Try to find
ways to make your Enrichment classes fun and exciting. Do not let a
session pass without making at least one classmate or tutor smile. ☺
• Time is diamond – Yes, time is worth more than gold, it’s dia-
mond. It may sound like a cliché but manage your time wisely! Juggling
Pathways with your high school work load is difficult, but not impossible. !
Self-discipline is the key. Allocate enough time for each task to be done
with good quality. Also, allot time for fun and leisure. All work will cook !
your brains dry.
Pathways 25

B8 Activities

Enrichment Classes NOVEMBER 2008

Calendar 15 B8 Activities
22 B7 SEW 3
JULY 2008
22 B8 Activities
29 B8 Enrichment
05 Classroom Manage-
Class 8
ment
Training and Batch 8
Orsem (PM)
DECEMBER 2008
12 Opening of B8
Enrichment Class
06 B8 Enrichment
19 B8 Enrichment
Class 9
Class 2
13 B8 Christmas Party
26 Batch 7 SEW 1
(AM)
JANUARY 2009
26 B8 Enrichment
Class 3
10 B8 Activities
17 B8 Enrichment
AUGUST 2008
Class 10
24 B7 SEW 4
02 B8 Enrichment
24 B8 Enrichment
Class 4
Class 11
09 B8 Enrichment
31 B8 Enrichment
Class 5
Class 12
16 B8 Enrichment
Class 6
FEBRUARY 2009
23 B8 Enrichment
Class 7
07 B8 Enrichment
30 B8 Activities
Class 13
14 B8 Enrichment
SEPTEMBER 2008
Class 14
21 B8 Enrichment
06 Volunteers’ Home
Class
Visit
Last Day
13 B8 Enrichment
21 Evaluation and
Midterm Exam
NSTP Processing
27 B7 SEW 2
28 Enrichment Final
27 Sem-ender Evalua-
Exams and Post-test
tion and Processing
MARCH 2009
OCTOBER 2008
07 LSC Diagnostic
04 B8 Activities
Exam (AM)
11 B8 Activities
07 B8 Enrichment
18 B8 Activities
Class