POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Open University System, Quezon City Campus

In partial fulfillment of the requirements in MEM 644

(Education in Community Development)

Submitted by:
Leader: Alvin Phil Christer H. Cuada

Members:
1.
2.
3.
4.
5.
6.

Arlyn F. Perin
Romilo M. Pasquin
Adelhen O. Rosales
Roseo T. Caburian, Jr.
Jamaica Ann B. Gatan
Charmaine Shane M. Sixon
Submitted to:
ROGELIO L. REYES
MEM 644 Professor

June 2014
ACKNOWLEDGEMENT

The authors wish to express their sincerest appreciation and gratitude to some people who
did so many wonderful inputs in terms of generosity, kindness, and cooperation, thus making
possible the completion of this module.

Sir Batoy, their professor, for the strong motivation, encouragement, concern, valuable
criticisms, and quality time spent in their online and off-line tasks;
The people behind the EAP Program of Nuestra Senora Dela Paz y Buenviaje namely
Father Joel, brothers Don and Jeff, tita Pearl and tita Cora for granting them the time to
interview stakeholders and distribute questionnaires to be able to collect needed data in
preparation for the creation of the modules included in this compilation;
The EAP recipients, for their generous help in giving the needed data and information;
Above all, to the Almighty JESUS CHRIST, for His provisions, blessings, guidance and
protection. To Him be the highest Praise and Glory!

A.H.C.
A.F.P.
R.M.P.
A.O.R.
R.T.C.
J.B.G.
C.M.S.

INTRODUCTION
Intelligence plus character-that is the goal of true education.
Martin Luther King Jr.

In the Kawangs of Matandang Balara where residents are mostly concerned about the
lack of basic needs such as electricity, water supply, decent dwelling, and daily sustenance,
2

parents of school-age children and young adults find it difficult to dream big dreams. This is not
true though for the children and adolescents of Old Balara. These young people see the light at
the end of the tunnel because concerned individuals, community developers, committed
educators, and the parish priest and staff of Nuestra Senora Dela Paz y Buen Viaje Parish hold
the torch high for them to serve as their beacon as they find their way towards their dream to be
educated and to be morally upright.
Most people think that education is just a requirement one needs to take to gain viable
future. But for the young recipients of the Educational Assistance Program (EAP) of Nuestra
Senora Dela Paz y Buen Viaje Parish, education is like a gold that needs to be treasured. Just as
their parents have mostly lost hope due to incapacity to send children to school, God sent angels
in the form of concerned fortunate citizens such as the Ayalas, passionate church workers like
Father Joel and staff, community organizers like Sir Batory, and a team of committed educators
taking up Education in Community Development course. He didn't allow these little dreamers to
just be stuck by what they just have in life. He revealed His plans to the underserved,
disadvantaged, and depressed in the shape and form of the aforementioned groups and
individuals.
The EAP Program offers an equal opportunity, chance, and future to young men and
women of Matandang Balara by assisting them financially with their school needs and by
providing regular character formation sessions. It enables them follow their ambitions and forge
their way out of their predicament. It allows them to find their spaces, their faces, and their
meaning in the society that they live in.

Cognizant of the many benefits of the Educational Assistance Program of Nuestra Senora
Dela Paz y Buen Viaje, our team which is composed of committed educators in different school
levels from the Education in Community Development class of Professor Rogelio Reyes went to
Matandang Balara, gathered information, interviewed current EAP recipients and implementers,
created surveys and analyzed data, researched and planned religiously week after week during
summer time of 2014 to create modules for youth empowerment as requested by the coordinators
and as found needed for the EAP recipients.
It is in our highest hopes and deepest prayers, that through the modules that we have
developed using the framework of SEARCH Institutes 40 Developmental Assets, the
implementers of the Educational Assistance Program will be able to provide what Martin Luther
King, Jr. knowingly professed as the goal of true education by not only assisting the children to
hone their intelligence but also by providing a venue where they can mold their characters so that
in the end, they too, can become beacon bearers who will light the path of the ones who will
come after them.

HISTORY OF
BARANGAY MATANDANG BALARA
3rd District, Quezon City

The Origin of Barrio Balara

4

Barangay Matandang Balara is one of the small divisions of Barrio Balara together with
Barangay Pansol even before the Spanish regime up to the Commonwealth era. During those
times there was no road yet except for grassy paths where only people and an animal cart can
actually pass through. It is still under the town of Marikina, province of Rizal. People during
those times did trading at Marikina.

Later on, Former President Manuel L. Quezon declared that some parts of the province of
Rizal will become part of Quezon City. Barrio Balara, then became a part of Quezon City. There
was a plan to make the University of the Philippines at Quezon city and unfortunately it was
located in the center of Barrio Balara. The old chapel of Nuestra Senora dela Paz Y Buen Viaje is
situated in the area which is now known as Area II under the University of the Philippines. The
fiesta of the barrio in honor of the patroness is on the second Tuesday of the month of May
which became a tradition. The people believed that they can surpass all challenges and hardships
through the mercy of the patroness.

In 1938, the construction of University of the Philippines begun but the chapel remained
where it was initially situated. Streets and buildings were built but was stopped because of the
war in December 8, 1942. In 1945, after the war, the U.S. Army continued the construction of
U.P. Campus. The chapel and the houses were transferred afterwards by the U.S Army outside
the U.P compound where at present they are situated at the stretch of Tandang Sora Ave.

In 1949, The U.S Army left the U.P. Compound while the students of U.P.-Padre Faura
transferred to the said premises. From that time on U.P. Compound was known as U.P Diliman
not U.P Balara. Today the land of Barrio Balara is divided into U.P Diliman, MWSS, Capitol
Hills Golf Course and some other private subdivisions and villages.

The remaining part of the Barrio Balara, by the virtue of Quezon City Ordinnce No. 5068
S.62 was formed into a barangay and known as Barangay Matandang Balara on May 10, 1962.
The officials of the Barangay during that time are the following:

Tiniente Del Barrio

Gregorio Maximo

Brgy. Kagawad

Ignacio Juanson
Roman Perez
Melencio Bernardino
Alfred Aceo
Ricardo Benjamin
Constancio Anoza

Brgy. Secretary

Simplicio Ubalde

Through the years, Barangay Matandang Balara goes with the flow of changes and
development. Path walks were converted into concrete streets, and there were water and
electricity. At present there are 61 urban poor organizations blessed with socialized housing by
the National Home Mortgaged Finance Corporation (NHMFC). This was done so that they will
not be called squatters in their own barangay.

Today Commonwealth Avenue, Luzon Avenue and Tandang Sora Avenue become centers
of commerce. Commercial buildings were built like Parian Commercial Center, Berkeley Square,
Royal Place Mall, Puregold Building and some more. Brgy. Matandang Balara also become the
center of major streets of Quezon City like Zuzuaregui Road and C-5. We cannot deny the fact
6

that in the event of continuing programs and development Brgy. Matandang Balara will always
be faced with new trials and challenges which it always surpassed in order to have a better
community to dwell in.

HISTORY OF
NUESTRA PAZ Y BUEN VIAJE
(Beloved Patron of Balara)

Several hundred years ago there was a couple who was not blessed by a child. For this
reason the husband kept on nagging his wife.

One day while the husband was on the field, a very beautiful lady asked the wife to travel
somewhere. It was amusing because they are using a torn banca until they reached a church. The
lady gave the wife a picture and told her to keep and cherish it.

The wife named, Rafaela, told the story to the people of Balara. Mystified, the people
built a small chapel made of cogon. From then on, the lady in the picture became the Patron of
barangay Balara. Stories reached other places and people started to come to the chapel. Many
pilgrims to this chapel said that they dreamt of the lady and taking a bath in a well near the
chapel. The ill and sick got well upon taking a bath in the well. This incident took place in 1924
and the well could still be seen near Area II of U.P. Near Commonwealth Avenue.

Other people said that there was a beggar going house to house and asked to visit her in
the Feast Day of Balara every second Tuesday of May. She likewise mentioned that her house is
dilapidated. Accordingly, the lady beggar is Nuestra Senora dela Paz Y Buen Viaje because
people said the beggar looked like the picture of the Virgin. The patron of Balara is also the
patron of Antipolo having their Feast day in the first Tuesday of May.

Every morning of the Feast day, the faithful can be seen dancing in a procession as a
symbol of good and peaceful voyage.

Translated by: Jamaica Ann Gatan

EDUCATIONAL ASSISTANCE PROGRAM (EAP)

History

In July 2008, Mrs. Lolita Escano, a former resident of Ayala Heights Village, turned over
to Corazon Valencia the administration of 89 scholars of St. Peter Parish supported by donations
from residents of Ayala Heights Village. The scholarship program was started in 1999 with
couples Ben and Lolit Escano pioneering the effort with authorization from Father Jerry
Tapiador, Parish priest, and support from residents of Ayala Heights Village.

Policy then: A donor supports a specified scholar; If the donor fails to contribute to the
fund, the scholar will not receive any allowance for the school year; Grade requirement for
scholars was 85%.

For school year 2009-2010 under the educational assistance program (EAP) of St. Peter
Parish, Cora Valencia of Ayala Heights and Alice Hizon of Filinvest 1 were assigned as EAP
coordinators of the parish by Father Antonio Labiao, new parish priest. Policy change: All
donations go to a fund that will scholars in general ( i.e., no longer specific beneficiaries unless
requested by a donor). EAP rules were established. Great requirement was lowered to 82%.

With the establishment of new parish at Filinvest 1, Alice Hizon was assigned as EAP
coordinator for Filinvest 1 for SY 2011-2012, leaving cora Valencia as remaining EAP
coordinator for St. Peter. St. Peter Parish supported the Filinvest Parish EAP program by
subsiding the allowances of its EAP beneficiaries for 6 months.
9

For SY 2012-2013 An EAP Commitee of St. Peter shrine was created, consisting of
representatives from various ministries: Mrs. Cynthia Tamayo-SSDM Head, Mrs. Cynthia
Santos-Family and Life, Donald Geocaniga-NCE, Perly Suarez-Capitol Golf, Sr.Eoilsa/Jazz of
PCWC, and Analyn Angeles-St. Peter Program Office. Active members of EAP Committee
Donald Geocaniga, Perly Suarez, Analyn Angeles and Cora Valencia.

For SY 2013-2014, with the establishments of New Parroquia de la Nuestra Senora de la

Paz y Buen Viaje covering the area of Old Balara, St. Peter Shrine and the new Parish agreed to
have EAP Programs. Part of the EAP funds maintained with the Security Bank Commonwealth
branch was given to St. Peter Shrine to fund the latter's program for the SY 2013-2014 involving
66 beneficiaries (17 Elementary, 20 High School and 29 College).

The program provides monthly financial assistance (distribution of allowance every

second Sunday of the month) to poor but deserving students from the informal areas covered by
St. Peter Shrine and the new Parroquia de la Nuestra Senora de la Paz y Buen Viaje. The
beneficiaries receive a monthly allowance to help in schooling-related expenses like
transportaion, snacks and school supplies. A core element of the program is the participation of
beneficiaries/parents in Cathecism/Values Formation classes and shrine/parish activities.

The selection of beneficiaries follows EAP set rules for screening and verification.

The campaign for funding starts in April of each year with distribution of EAP brochures,
hanging streamers at the church facade and parish chapels, announcements during mass and
letters of solicitation to selected individual donors. The EAP program is now on its 16th year.

10

SUMMARY REPORT - School year 2008 to 2014

School year

2008-

2009-

2010-

2011-

2012-

2013-

2009

2010

2011

2012

2013

2014

No. of EAP Beneficiaries

89

191

270

132

137

66

Elementary

22

54

99

40

64

35

High School

43

88

100

42

36

19

College

24

49

71

50

37

12

Elementary

N/A

10

12

13

High School

N/A

22

22

13

College

N/A

Elementary

P300

P300

P300

P300

P300

P300

High School

P400

P400

P400

P400

P400

P400

College

P500

P500

P700

P700

P700

P700

Elementary

P4000

P4000

P4000

P4000

P4000

P4000

High School

P5000

P5000

P5000

P5000

P5000

P5000

College

P6000

P6000

P8000

P8000

P8000

P8000

No. of Graduates

Allowances per month:

Annual Donations

Prepared by: Corazon F. Valencia

Approved by: Rev. Fr. Joel Buenviaje, Parish Priest

Present

1. EDUCATIONAL ASSISTANCE PROGRAM- Total allowances for SY 2013-2014 given

to 66 beneficiaries.

11

Elementary

35

less 5 conditional

30

Allowances

P300/mo

High School 19

less 6 conditional

13

P400/mo

College

12

less 1 stopped

11

P700/mo

Total

66

54

EAP fund subsidy given to St. Peter Shrine for allowances of 67 beneficiaries for SY P374,000

2. READING/WRITING PREPAREDNESS PROGRAM Teachers Mel Dinio and

Teacher Vicky

For children aged 4-12; Saturday and Sunday afternoon classes; 10 sessions

Batch 1 Last quarter 2013

32 children

Batch 2 Jan-MArch 2014

27

Batch 3 To start on March 29

30 (estimated)

3. ENGLISH LESSON FOR THE YOUTH Sunday classes by Ms. Criselle Ann Fulgar
Feb 2-April 12; 2 hour afternoon session, 18 students from 1st year to 4th year college

Course Outline

1. Orientation
2. Four Macro skills (Listening, Speaking, Reading and Writing
3. Introduction to Listening, Internal and external barriers in

listening

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4. Introduction to Speaking
5. Tips in improving speaking Integrated lesson simple present
tense
6. Speaking lessons part 3 Integrated lesson
7. Simple Continues tense
8. Speaking and listening workshops
9. Part 2 of speaking and listening workshop
10. End of cycle 1

Plan to start Cycle 2 first week of May for two weeks Monday-Friday- time of classes to be
announced

4. EARIST (Eulogio Amang Rodriguez Institute of Science and Technology) 45

Participants
Transportation and Food allowance for two semesters are still budgeted.

Basic Computer

Food and Beverages

12

Electrical Installation

Basic Accounting

Housekeeping

Culinary Arts

13

Computer Hardware

Reflexology

Food processing

Drafting with Cad

Fashion Designing

Computer Programming

Future

I. Scope of the Program

1. Coverage.
The EAP is open to all deserving Filipino students who:
a. are in the elementary, high school and collegiate level
b. permanently reside in the coverage of Nuestra Senora Y dela Paz Buen Viaje
Parish;
c. upon evaluation, belong to families with a monthly income belowthe poverty
threshold and as classified by the Parish profiling system.
The parish will provide educational assistance in the form of monthly cash aid for
the
derived from

student's daily expenses in transport and food allowance. Funds will be

donations, tithing of parishioners and sponsorships.

2. Partner Schools:

Students of elementary and secondary levels shall pursue their studies in public
schools

recognized by the Department of Education (DepEd), whereas,

14

college applicant must

pass the entrance examinations of either public or

private colleges and universities

recognized by the Commision on Higher

Education (CHED).

II. Eligibility

To be eligible for the program, the applicant:

1. must be Catholic parishioner of Nuestra Senora de la Paz y Buen Viaje

2. must belong to a family with a monthly income below the poverty
threshold and as classified by the Parish profiling system.
3. must have an average grade of at least 82% or 2.5
4. must be of good moral character
5. both parent/beneficiary must be active in attending paris activities and
formation programs
6. may be receiving scholarship grant from other institutions but must not be
receiving grants in the form of cash allowances (for college students on a
case to case basis)

III. Application Requirements

Interested and eligible applicants must submit the following documents to Parish Program
Office:

1. A filled-up EAP application for (available in Parish Program Office)

2. Photocopy of latest school report
3. Proof of enrollment.registration
15

4. Assessment/recommendation of Kawan Coordinator/officers

5. Baptismal and Birth Certificates original and photocopy

IV. Selection Criteria and Mode of Selection

1. Upon receiving the application, Kawan EAP Coordinators of SSDM/EAP

Committee members shall conduct home visitations/interviews to validate
applicant's data.
2. The EAP committee shall review/evaluate the applications (based on
agreed criteria) and select beneficiaries.
3. Names of approved beneficiaries will be posted in the parish bulletin
board and each Kawan will be informed though Kawan Head/EAP
coordinators.

V. Benefits and Allowances of Students

The students shall be given monthly cash allowances for a period of ten (10)
mnths from

June to March. The monthly cash allowances per student shall be:

a. P500 for grade school

b. P600 for high school, and
c. P1,000 for college students

VI. Roles and Responsibilities

16

1. Parish/Parish Pastoral Council shall undertake a Fund Campaign to establish

awareness and engage as many donors as possible. Request will be
for donations of:
a. P6,000 for grade school beneficiaries
b. P7,000 for high school beneficiaries, and
c. P11,000 for college beneficiaries (or multiples) to cover one student for one school
year. The P1,000 difference between the donation and the cash allowance for every
student shall be used for catechetical, values formation, personal development and other
miscellaneous expenses in dministering the program. Any other amount of donation will
be welcome.

2. EAP Committee which shall consist of 1. EAP Coordinator

2. EAP Committee member
3. EAP Committee member

a. Submit every month a list of beneficiaries to the Parish Finance Council. The
composition of the list of beneficiaries may be modified from month to month due to changes in
the enrollment status, grade deficiencies, etc.

b. Distribute the monthly allowances at the Parish on the 2nd Sunday of every
month, with the student's identity being verified through the school ID or registration form.
Distribution of allowances shall coincide with the Sunday catechism class and Formation talks
that the benefiaries are required to attend. Parents of beneficiaries may claim their children's
allowance with written authorization from the student and presentation of student's
ID/registration form.

17

c. Conduct an annual evaluation of policies and rules and regulations of the

program.

d. Deliberate on issues/concerns that may arise in the implementation of the

program and recommend appropriate actions to the SSDM Committee Head and Parish Priest.

e. Prepare the annual budget of the program

f. Assist the Parish in resource mobilization

3. EAP Committee Members/ Kawan EAP Coordinators shall

a. Conduct home visitations/background investigation to validate applicant's data

b. Recommend to EAP Committee the beneficiaries of the program

c. Coordinate parish activities related to EAP

4. Parish Office shall

a. Source and prepare application forms for the program

18

b. Accept duly accomplished application forms/agreement to be signed by parents

of beneficiaries on terms and conditions and qualification requirements such as yearly report
cards and periodic report cards.

5. Parish Finance Council shall

a. Provide the required total amount of allowances for the month based on list submitted by EAP
Committee

b. Administer fund donations for EAP

6. Student Beneficiary shall

a. Accomplish application form

b. Submit a copy of the yearly/periodic report card or grades to the Parish/Kawan

Head

c. Attend catechism classes, values formation classes and other developmental

activities organized by the Parish for students. Parents of EAP beneficiaries are also required to
attend values formation talks and other activities of the Parish for EAP parents

d. Maintain an average grade of 82% for elementary and high school students and
2.5 for college students.

VII.

Terms of Educational Assistance Program

19

1. To continue to avail of the monthly cash allowance aid, he student must maintain
a general average of at least 82% or 2.5. Students who do not meet this standard
may loose the educational support if after a conditional period of one year the
students failed to improve their grades.
2. Beneficiaries must be enrolled in authorized schools. In case the student
discontinues his/her studies, the student will no longer be entitled to the cash
allowances.
3. The student shall not have any other cash grant with any other local government
units, congressional offices and other institutions.

By EAP Committee, April 2014

The
Simple
Path

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The fruit of silence is prayer

The fruit of prayer is faith
The fruit of faith is love
The fruit of love is service
The fruit of service is peace.
~ Mother Teresa

MY JOURNAL
(Arlyn F. Perin)
Community development is a very interesting topic in our masteral. Before I thought that
like NSTP in the undergrad course , we are going to conduct a community service in a certain
area. But when Sir Batoy discussed about it. I was enlightened that it is the other way around.
Our group was assigned to take the documentation of the EAP, a scholarship program of
the Nuestra Senora dela Paz Y Buenvaje, a certain parish in the Old Balara Q.C. This parish

21

offers scholarship to the less fortunate out of school youth around the place. The scholarship
started almost a decade but then, there is no such documentation being done.
Three things that I like in our group is that first, all of us in the group are very
cooperative , in such a way that it is very convenient to work with one another, most especially
with Mr.Roseo Caburian, a man whom we can consider as a walking encyclopaedia. It is really
a nice experience bonding with them. Second, that we are lucky enough that the community that
was assigned to us is very much accommodating, the implementors of the program do not
hesitate to lend us time and gave every details that we need for our study, and the scholars are
very much cooperative also.
I came up to realizations that, still there are lot of people around who are willing to help
without expecting anything in return. The scholars are lucky enough that they belong to this
program, though we cant help them financially, the fact that they saw us reaching for them and
mingle with them , we know that we brought hope and happiness for them even for a short
period of time. Giving them the encouragement that no matter how hard life isstill they
shouldnt stop dreaming, that quitting has no space in life if they really want they goal to be
achieve.
We asked the implementors of the program, in what way our group can help and they said
that by providing a seminar workshop for the scholars about self-empowerment and confidence.
So the group agreed that we have to make a module about the 40 developmantal assets.I was
assigned to work on the module about the self-empowerment and social competencies. The time
that weve meets the scholars, each of them has certain burden in life, they have their own stories
on how they live their life daiIy. They have different experiences that drives them to be a better
person, and their own ambition and way to achieve all of those. Rendering the workshop with the
used of these modules will really help them not only to be emotionally and socially confident but
really to be a better person.
I was very thankful for to be a part of this group, with the help of our leader Mr.Alvin
Cunada and Mr. Roseo Caburian who help us all the way to polish, and finish the whole module,
22

a material that can be used by the next batch of Community Development student to render the
workshop for the scholars.

So much to be thankful for

Jamaica Ann B. Gatan
Truly that there are so many things to be thankful for. Things in us, things around us. I
realized it when I started to see in my own two eyes what others have not, what I have.
May 2, 2014, we visited Nueztra. I saw group of young people depending on the
scholarship (EAP) program the church is offering. That time, because it is friday, they are
waiting for Brother Don to release their allowances so it is actually a perfect timing for us to
implement our tasks that day. I saw how passionate they are in studying but really have no luck
in sustaining their desires and yes in terms of money. I saw also doubts and fear in their eyes if
23

they still have a future or the other way around, not. Their only source of income is through EAP
program. Honestly speaking, poverty is their biggest struggle for them. Though they desire
much, but still they have this doubt in mind to reach it because of poverty. But I am inspired by
the book I have read, The A Framework for Understanding Poverty by Ruby K. Payne, Ph. D.
She said that the only thing that will move them out from poverty is education and relationship. I
shared it immediately with my group so that we know where will we start. We decided to build
first connection and have relationship with them.
The day we met them was so inspiring for us teachers because they were so responsive of
the connection we want to build from them. We are so touched the way they trusts us because to
tell you honestly, one of them actually shared his life. He shared how he strived for his future
through this EAP program is offering him. That's only a part of what had happened the whole
day. Let me share you the process we have been through before we reach this end of that day.
What happened the whole day? First, we plan and discuss the plan on how everything
will go all through out the day. Second, we pray for the success of our group activity. Lastly, we
go straight to Nueztra to implement what we have planned.
It is somehow a fulfillment to each and every one of us (our group) to meet the college
scholars of Nueztra. They were so attentive and full of respect.
After the energizer, we had a little bit of sharing of testimonies in life, when it comes to
education and dreaming big. Because as what we have noticed, they are all somehow have a
doubt about their future. So what we did was, we get their attention by letting them feel that we
are one of them through our testimonies.
Success! We made everything that we planned. We surveyed. We interviewed Brother
Don about the history and all and we are done!
You know what, since I really have no experience in teaching, I can say t is really
different to understand a student most especially when your not confident in reaching them and
24

the most important is, if you have no any connection with them. I can say I was able to project
my self well and do my job perfectly.
As I was saying, I am blessed because I am this. Bachelor's degree graduate and currently
taking Masters with Sir Batoy and others. I take this opportunity as serious as possible because I
saw to young people how hard to pursue your career dreams f in the first place, you cannot afford
it.
All in all. I feel blessed.
Will never stop planning
Jamaica Ann B. Gatan
May 9, 2014 our group once again meet. We were so happy to know that what we are
doing is actually right. But somehow, we've got bad news and it is all about the Module thing.
Our leader told us to just focus of creating our own module rather than implementing it
due to time limit. But still nothing can stop us in making our goal to help young people kahit
man lang sa module we would be able to extend our help towards them.
The whole day of May 9, we just brainstorm and gather ideas on how the module will
work out. We tackled each chapter, we revised, and we finalized. It is such a great joy in us to
compile all chapters with so much learning.
At the end of the day, I can say that the module are ready for implementation. It will
surely teach young scholars of Nueztra to be inspired in finishing their studies. They will dream
big, they will soar high. Through that module they will be able to learn new things and will value
what they are learning. I noticed that most of the college scholars are broken family. In this
module it will also be taught how to have confidence, how to deal with problems and how to
overcome one.

25

The group are just so excited knowing that this module will help a lot of young scholars
of Nueztra not just for the present time but they would be able to carry it out for the rest of their
lives.

Community Development in Education

Journal On the Profile Sketch of the EAP
of Nuestra Senora dela Paz y Buenviaje
Roseo Torres Caburian, Jr.
Journal Entry #1
April 29, 2014
Due to distance and familiarity with the rendezvous for the initial meeting of our
community development community service, I was tasked by Alvin Cunada, our group leader, to
sit down with key persons in the Educational Assistance Program of Nuestra Senora dela Paz y
26

Buenviaje (NSDPB). In attendance were Fr. Joel, the parish priest; Professor Batoy, who
assumed his roles as our MEM Education in Community Development mentor and department
head of the Quezon City Hall SYDP; Rein, a staff of Sir Batoy; and brother Don, the seminarian
in charge of the weekly formation sessions with the EAP recipients.
During the meeting, a plethora of information was shared. I simply listened to the
dialogue mostly between Sir Batoy and Fr. Joel while enjoying the cinnamon roll and mango
iced tea courtesy of the latter at the Highlands Coffee Shop in UP Town Center. Later on, I was
able to muster enough courage to ask questions to be able to make sense of the details. Below is
how I chunked and chewed what I gathered.
Purpose of the Coordination
To gain support of teachers who are taking MEM Education in Community Development
course by documenting the college scholarship of Old Balara Community Parish: Nuestra
Senora dela Paz y Buenviaje. Our first task is to get BKP (Buhay Karanasan Pangarap)
profiling via journal writing of incumbent scholars;
To put together documents which will be analyzed to find out areas for improvement of
the program and for empowerment of recipients;
To create a literature for possible programs that will generate funds to sustain the
scholarship central fund; and
for our document to serve as a springboard for long term partnership between PUP OUS and the
Old Balara community to synchronize efforts of the community stakeholders
General Required Actions
Document the programs historical profile
Fr. Joel shared a brief overview of the program. He narrated that Ayala Heights and St
Peter sowed the maiden seeds of the educational assistance program for the informal settlers in
Old Balara. Eventually, Fr. Joel included the Out of School Youth (OSYs) and then encouraged
the group to help in sustaining the central funds by generating money for the purpose e.g. selling
dyaryo, bote and the likes find young people who currently are walang mukha at pangarap in
the kawangs of Old Balara community.
27

Scholarship
It is not a traditional scholarship but a financial assistance in education
It should be equity-based. Students must have their own savings effort to empower
themselves which they themselves will propose based on their skillset. The ultimate goal is to tie
up efforts of the scholars with other groups in Quezon City to achieve character formation and
financial literacy. It was mentioned by Sir Batoy that a group of scholars from another site
bought a projector for rent to generate funds and help out their educational assistance program.
Vision
It is hoped that the pool of scholars will form a cohesive network that will eventually
have a shared vision and objective.
It was made clear that the literature our MEM group will create will eventually be
forwarded to the progenitors of the project to reignite their interest in sustaining the program.
The paper will also hopefully inspire scholars to protect and safeguard the program
I left the meeting with a huge smile in my face and a happy heart. Not because the meeting ended
with free lunch in Salu-Salo at the UP Town Center but because I sat down with people who truly
want to make a difference in the lives of the deprived, depressed and underserved young people
in the community to attain their goals and better their lives through education.

28

From left to right: Sir Batoy, Rein, Fr. Joel, Bro. Don, and Roseo
Journal Entry #2
May 2, 2014
To gather the baseline profile of the Educational Assistance Program (EAP) recipients of
NSDPB, all the members of our group went to meet with the current and past recipients
as well as implementers of the program. The main goal of the group was to touch base
with the community to know areas in which we can offer our help as educators. We
started meeting at KFC Tandang Sora at 9 A.M to update one another and prepare our
tools.
During our preparatory meeting, Alvin shared with the group the schedule and
PowerPoint presentations that Sir Batoy gave to the group leaders and then I echoed to the
team the information I gathered in my meeting with Father Joel et.al. The chart below shows
the actions we hoped to accomplish and the task of each member in connecting with our
assigned community.
Required Action
Schedule
document the journey of the Friday on May 2 at 1 PM

People-in-charge
29

scholarship

program

(simula and gains including

BKP journals)
college scholars
(look

for

patterns

and

consolidate: ilan ang babae

o lalaki, profile of family
financial status ie single
parent/both working, type
of job, annual income, age,
school, course ie vocational
or 4-year course, current

c/o Aica, Analyn and

year, # of years as recipient

Adelhen

of scholarship)
process the challenges via
interview

with

the

implementers
(buong

kwento,

umpisa,

sustain, covered expenses,

obligation,
expand,

requirements, May 2 onwards

c/o Rommel and Roseo

accomplishment,

pangarap or wish list)

interview old scholars on
the impact of the program
on their
lives before,
during and after

May 2

c/o Charm and Alvin

and ask them

how they can
pay the good
deed forward

30

as

teachers

specific

who

skillset,

have

identify

areas for activities (module

development,

formation

materials,

reflection

session or training needs

analysis,
strategy)

mentoring
for

education.

community - as scheduled by

This

action

All members

Sir Batoy

should be based on the wish

list of the implementers and
the

suggestions

previous

of

scholars.

the
Team

will create a proposal and

follow it up with actual
collaboration.
After the session with the EAP recipients and the implementers, we regrouped and
debriefed to synthesize what we learned about our community. Based on the observation of
Adelhen, Aica, and Analyn during their Buhay, Karanasan, at Pangarap session, the recipients
seem to need a seminar-workshop on self-esteem, family support, and empowerment. This
observation was fortified by the request of brother Don when he expressed that the EAP
recipients have been attending weekly formation sessions before getting their weekly allowances.
However, he mentioned that he needed help in facilitating sessions on youth leadership,
empowerment,

self-esteem

and

the

likes.

During the debrief, I shared with the group the concept behind the 40 Developmental Assets. I
told the group that we can possibly adapt the 8 categories of the 40 Developmental Assets and
create modules about support, empowerment, boundaries & expectations, constructive use of
time, commitment to learning, positive values, social competencies, and positive identity. I
promised

to

share

more

information

by

sending

materials

via

e-mail.
31

It felt good that everything I learned and enjoyed doing back while I was teaching in the
U.S.A. is resurfacing again. Empowering young people by helping them to be the change that
they want to see in the world as Mahatma Gandhi professed is dear and near to my heart.

From right to left: Aica, Adelhen, Charm and Analyn during the journal writing about the
recipients BKP (Buhay Karanasan, at Pangarap) profile

During the Ice Breaker Activity

From right to left: Rommel, Bro. Jeff, Roseo

and Bro. Don

Journal Entry #3
May 5, 2014
32

Since tita Cora and tita Perl, coordinators of the NSDPB EAP, were only available to
meet on May 5th (Tuesday), some of the group members specifically Alvin, Charm, Rommel and
myself arranged to meet with them to get information about the Old Balara community profile,
assessed needs of the community, history of EAP, reports and insights about the EAP since its
inception, and wishes and requests for assistance from the MEM group by the implementers. We
also showed the community profile that Adelhen acquired from her sources. It was previously
noted by brother Don that it was difficult to get information from the incumbent barangay
officials since a community profile was not turned over by the previous administration. We
thought that it would be good to validate the details in the paper with the actual observation of
community stake holders.
During the meeting, we were informed that the group that we met on May 2 nd were not
specifically recipients yet of the new Educational Assistance Program but that they were also
being helped by the parish with some forms of assistance but not yet as proposed in the revised
concept and procedure of the upcoming EAP for school year 2014-2015. We were informed that
applicants are still being screened.
After introducing ourselves and informing tita Cora and tita Perl of what has transpired so
far, we asked the EAP coordinators about possible ways we, as educators, can assist them in
fortifying the EAP. We mentioned that we could help them in terms of module development,
formation of materials, conducting reflection session or training, needs analysis, or sharing
mentoring strategy among others.
Since one of the requirements that they will want the future EAP recipients to take part of
is a year-round-monthly session on various topics that will mold better character, the
coordinators requested for modules for at least seven of the ten sessions. They mentioned that
three have been identified but they need suggestions on the rest. Upon hearing their request, we
discussed with them the research made by SEARCH Institute on the assets that young people
according to the study must have to thrive and be successful in their family, school, and
community. We informed them that we could adapt the concept behind the 40 developmental
33

assets to formulate modules. Tita Cora asked if they can have the modules ready by June. We
responded affirmatively. But we said that it will be the next batch of Sir Batoys class who will
implement the modules since our summer class will conclude in the first week of June.
While it is true that our class in Education in Community Development will end in June, I
feel in my heart of hearts that the members of our group will be involved not only in training the
future facilitators of the module but also in seeing through the effects of the partnership we have
initiated.
As a side request, brother Don showed a video of Joey Velascos sa Kambas ng
Lipunan. He mentioned that Fr. Joel would like to inquire if its also possible for our group to
assist in the creation of a video documentary featuring the efforts in the NSDPB EAP. After
viewing the documentary, we measured the time and skills of our group against the requirements
of creating a documentary video similar to the one that brother Don showed to us. Aica and I
would like to volunteer to assist in the creation of the video sometime in the first semester even if
the efforts meant none at all on our grades in class.
Despite the many challenges this new partnership with NSDPB EAP posts, I am thrilled at how
our efforts will impact the oppressed in the kawangs of Old Balara. The degree of its effect
may be uncertain especially since the module developers will not be the session facilitators. One
thing is for sure though, every time I/we connect with the children and adults involved in the
EAP, I/we definitely get to comprehend even better the praxis involved in community
development.

34

From right to left: Bro Don, Rommel, Roseo, tita Perl, tita Cora, Charm, Bro. Jeff, and
Alvin

MY JOURNAL ENTRY
By: Alvin Phil Christer H. Cunada
DAY 1 / May 2, 2014

35

This is how it started; we held a group meeting with my group mates to make
arrangements, plans and objectives before going in the community. We have decided to divide
the group into three parts on conveying the survey on the scholars and implementers.
After wrapping up the meeting, we went to the church Nuestra Senora dela Paz to meet
the the implementers and talked about ourselves and knowing the history of the church. Then we
met the scholars afterwards and opened ourselves to make them comfortable with us. When it
was about time, we asked them to fill up a question form that we made and also, one by one, we
asked them to share themselves while we are surveying the implementers.
What I liked that happened on this day that the people were so accommodating and
hospitable enough to welcome us and the place was wide enough for us to execute our field
work. Ive learned that the children were living in a secluded place and most of them have
broken families. I also learned that money isnt everything that runs life, but good education
does.
Are the children satisfied with the scholarship? Do they have comments/suggestions
about the program?
DAY 2/ May 6, 2014
We already pushed through of what has been started, so we had to clarify the details on
what we can help for the community. So we had a meeting with the implementers, Fr. Joel, Tita
Pearl, Tita Cora and Brother Don.
Weve brought up the suggestion of Brother Don that they need self-empowerment from
the scholars. The implementers agreed on his request and we explained that our deadline is fast
approaching. Thus, Tita Cora suggested that we should be the ones who will make the module
and it will be continued thereon by the next batch by implementing the seminar workshop that
we first agreed on.

36

The meeting went smooth, the profile of the church and its history was given by Tita Cora and
now we are moving on to the next page, processing a module.
What I liked on the meeting is that everyone is open to share their knowledge on what we
need to know about the program and the school. Ive learned that making clear clarifications is
much better that pushing through a project without the consent of the head. Is this the right time
to meet the scholars for the program? Has the evaluation process done so that they can pursue
their dreams and careers?

Lets Make a Positive Contribution to our Community

(Charmaine Shane M. Sixon)

37

One of the requirements of MEM 644 with Sir Batoy is to give service in a particular
community. Our group was then assigned in a Parish Church named Nuestra Seora dela Paz
Buenviaje to document the Scholarship Program they are offering. After the meetings between
Sir Batoy and the implementers, our leader set a schedule for a meeting about our tasks to be
done.
May 2, 2014, the day to start a positive contribution in Nuestra Seora dela Paz
Buenviaje. We gathered at KFC Tandang Sora to plan how to document the said scholarship
before going to the Parish. Our leader started to discuss what the scholarship is all about and how
can we help them improve it. After discussing, every one of us picks a task to be done upon
going to the Parish.
Alvin and I were assigned to have an interview on the graduates of the EAP Program. We
made questionnaire to be filled-up by the graduates including how the scholarship help them
achieve their dreams.
After our group finished doing the tools that we will use to gather information, we then
proceed to Nuestra Seora dela Paz Buenviaje.
Smiles of gratefulness! That is the expression which is so evident in the faces of the
people we met at the Parish.
We started our tasks by giving an energizer and since we noticed that the scholars are
quite shy to respond to us, we decided to share the story of our lives with them for them to know
that we are also living imperfectly.
And boom! We had an effective strategy; they started to share their experiences in life.
But as I heard their stories I almost cried because I admit that I live my life getting all the things
I want and yet there are people who are unfortunate to have those things. My conscience
bothered me this day.
After the sharing, we proceed to our assigned tasks, but unfortunately, the assigned task
with me and Alvin has not been made because the graduates of the said scholarship didnt came,
so Alvin and I helped our group mates distribute the survey forms to the current EAP recipients .
The three things that I like; having my energetic group mates, knowing them, and became
my friends; meeting the scholars and seeing in their eyes the eagerness to educate their selves;
and of course I really appreciate the hospitality of all the members of the Parish.

38

The two things Ive learned today is that I should appreciate things that I have because
there are a lot of people who are unfortunate to have those things and I should not put myself
down to all the struggles that I may encounter instead I should use it to reach the impossible
dreams.
One concern that flashes into my mind is that education really plays an important part in
everyones life so grab it and use it to have a better future.
Accomplished!
Do What We Can!
(Charmaine Shane M. Sixon)
As what John Wesley said Do all the good you can, by all the means you can, in all the
ways you can, in all the places you can, at all the times you can, to all the people you can, as long
as ever you can. And thats what our group is aiming for; to do what we can!
As what Sir Batoy told us, What the Parish wants us to do, should be followed. And
that gave us a little confusion of what should be done, Should we focus on the documentation of
the Scholarship or the request of Bro Don to have a workshop about self-confidence and
empowerment?
To solve the problem, our leader talked to Sir Batoy regarding this and he said that; You
should talk to Father Joel, and whatever he wants you to do, that will be your project.
Roseo was then assigned by our leader to communicate with the implementers to arrange
a schedule to discuss that matter.
May 6, 2014, the day the implementers (Father Joel, Bro Don, Tita Cora, Tita ) gave us
their time to finalized what they want us to do. As we talk to the implementers, they made me
realized that serving others does more than just affect the community around you, it illuminates
aspects of yourself that you would otherwise not see, and it gives you opportunities to learn how
to relate to other people on another level.
After tita Cora gave us all the necessary documents we need, we agreed to have a module
to enhance the personality of the EAP recipients as well as their parents.

39

We are then challenged to make the module because we know that from this, we can
contribute to their future.
After the meeting with the implementers, our group decided to have a sort of discussion
about the module. We go to UP Town (Tea Rocks) to decide what kind of module will fit the
recipients.
Since Roseo has been part of Youth Summits in America, he gave us a background about
the 40 Developmental Assets. From what he told us, we decided to make a module of it. Thus,
reflecting the module of 40 Developmental Assets which will really contribute to the
enhancement of the personality of the EAP scholars.
Three things I like that happened today is that finally our group has now a clear goal to
reach; the efforts that the implementers showed us, as they gave us all the necessary information
we need for the said program; and of course I appreciate the activeness of all my group mates.
The first thing I learned today is that planning is really important in implementing a
project for it helps us save time, effort and money because it reduces the chances of failure and I
also learned that in making a project/program we should consider the demands of the
community.
One question that I have today is Can we really make a module of the 40 Developmental
Assets?

JOURNAL
Adelhen K. Rosales
40

My thoughts and insights about todays fulfilled learning experience. I AM BLESSED.

I sometimes fail to be grateful. I should make an effort every day, to recognize the blessings I've
come to take for granted. That I should focus on what I have rather than on what you don't have
I AM REALLY BLESSED. And in turn after being exposed to these kids even for just a day of
bonding with them, hearing their life stories I have realized that GOD really has a plan for each
one of us, and that I can help make a difference ~ our group can make a difference through this
project we have with Sir Batoy. After making all our plans for them I wish these EAP recipients:

can gain a clearer overview of what their futures will be

an insight of their own strengths and weaknesses

learning strategies in life
will become more capable in planning for overcoming lifes difficulties

will understand and appreciate the importance their family, friends and community in
improving themselves

plan their future based on past experiences and be LIFELONG LEARNERS

I was pleased with how it turned out, and I hope our EAP recipients enjoyed our sharing this
afternoon.

The core values of community development

Romilo M. Pasquin
41

A community is a group of people in a certain area who have their own lifestyle,
organization and way of striving for life. but what does a community really mean? in studying
community development I've learned that community develop through certain needs, for me its
because of poverty and need for surviving. meaning a community is a group of people with
certain needs to alleviate poverty and to live with their values.
In my life I've been to community service, i became vice president of a certain
organization, adviser, secretary and member. dealing with different people made me a better
person. but this learning changed when i had my studies with sir batoy. he made us realized the
true meaning of serving the community.
Nuestra Seora De la Paz Y Buenviaje Parish of Old Balara had their Educational
Assistance Program. this program assisting their community in financial needs with the studies
of the youth. the main objective of the program is to lessen the expenses of the family in every
day life. they helped them by providing the half of the tuition and giving them allowances. the
first time i met the organizing staff i felt the sincerity in them. they never hesitate to help in
knowing the program not just because we need in our studies but because their doing it for the
benefit of their recipients. we had our sharing in achieving our dreams that may help the young
one to achieve theirs. i believe that through openness will lead someone to unlock their fear to
share.more than that, it made me see the eagerness of each youth to finish their studies. after that,
we had a interview with the implementors regarding how the program started.
The second meeting we had, i met mam cora, mam pearl, father joel and the undying
support of bro don and bro jeff. here, they stated to us what does the program is all about, what
does the program require and need. they also told us some of the benefits of the program and
how these recipients help in return. in the other hand, we also share our help in building a more
active program of NSDLB Parish by providing them the process documentation they need. this
meeting made me see things in a wider perspective. how these people work not for themselves
but for the young ones who live within the community. through that, i can use the word SAHIG
according to Prof. Nam Ugaddan of University of the Philippines. the word means SACRIFICE,
42

ACCOUNTABILITY HUMILITY INTEGRITY GENEROSITY. these values is seen to the eyes

of each implementers and i believe with that values will make the program successful.
Knowing and be there in the community made me feel one of them. they treated as one of
them actually. I've realized that the core values of community development is by reaching out
your hands and your whole body. the openness is just a key to develop rapport with all the
members and the implementers. the commitment to help and the passion in helping and reaching
out are the main objective to develop and prosper certain community. i believe now with these
core values a community will be a better place to each one of us. i salute each one of them and i
hope i can still help them after these study and i will.

43

The
Making
God has given
each of you some special
abilities; be sure
to use them to help each other, passing on to
others Gods many
kinds of blessings.
-1 Peter 4:10

44

Module
on
40 Developmental
Assets

45

External Category 1: Support

1. Family Support: Family life provides high levels of love and support.
2. Positive Family Communication: Young person and her or his parent(s) communicate
positively, and young person is willing to seek advice and counsel from parents.
3. Other Adult Relationships: Young person receives support from three of more non-parent
adults.
4. Caring Neighborhood: Young person experiences caring neighbors.
5. Caring School Climate: School provides a caring encouraging environment.
6. Parent Involvement in schooling: Parent(s) are actively involved in helping young person
succeed in school.
Facilitator Directions:
Supplies: Student Journals, pen/pencils, notebook paper, shields
Activity 1 Shields in Battle
Time: 5 mins
Instructions:
1. Ask for a volunteer to stand in front of the group.
2. Ask participants to name influences in our society that put young people at risk.
What are negative influences that BOMBARD them that could potentially tempt them
away from a healthy life? What are negative influences that you must avoid or navigate
every day?
3. Have each group member write their ideas on a sheet of paper. Then wad it up and
throw it at the volunteer in the front. Some might be closer, some might be farther.
4. Ask:
How did it feel to have all those negative factors coming your way?
Were you hit?
What did you think your chances of success were?
What would have helped protect you from harm?
5. Repeat with others holding up the shields of : parents, teachers, religious leaders, peers,
neighbors, sports, art, church, friends, etc.)
Activity 2 Conversation Topics
Time: 10 mins
Instructions:
Even in the most caring families, some topics are more difficult to discuss than others.
1. Turn to page 5 of your journal.

46

2. At the bottom of that page is a list of words. Write those words in the chart, either under
the category of Easy to Talk about in My Family or Difficult to Talk about in My
Family, according to your family dynamics.
3. Once you finish, look at your two lists.
4. Overall, do you feel good about the number of topics you can easily talk about in your
family?
5. How can you raise difficult issues?
Activity 3 (Optional) Neighbor Search
Time: 10 mins
Instructions:
Who are your neighbors? What do they contribute to a safe and enjoyable place to live?
1. Turn to page 6 of your journal.
2. Look at the chart on that page.
3. Fill in names of people who live in your area who fit each description. You cant use the
name of anyone who lives in your house, and you can only use each name twice!
4.

If you have trouble with this, take some time to make connections with the people
around you.

5. Share with at least one other person at the table two people if time permits.
Closure:
Time: 5 mins
1.

If you need support, how can you identify people who can support you? How do you
ask for support?

2. What do you plan to do as a result of this session?

External Category 2: Empowerment

7. Community Values Youth: Young person perceives that adults in the community value
youth.
8. Youth as Resources: Young people are given useful roles in the community.
9. Service to Others: Young person serves in the community one hour or more per week.
10, Safety: Young person feels safe at home, school, and the neighborhood.
47

Facilitator Directions:
Supplies: Student Journals, pen/pencils, powerade bottles, slips of paper
Activity 1 Geese Lessons
1. Turn to page7 of your journal.
2. Read Geese Lessons placed in the right brad of your folder. Students may want to fill
in the blanks.
3. Have students act it out with kazoos as you read it a second time.
Activity 2 - POWERade
Instructions:
1.

Notice the empty plastic drinking bottles, POWERade, labeled with the 4 assets in this

category:
Community Values Youth
Youth as Resources
Service to Others
Safety
2. Using the YELLOW slips of paper, write down ways each asset is built at your school or
community one idea per slip. Note: each student will need 4 slips of paper one for
each asset.
3. Using the WHITE slips of paper, write down ways you would like to see each asset built
at your school or in your community one idea per slip.
Example:
4. Take turns sharing and placing your ideas in the appropriate bottle.
5. You are creating a new product called, EMPOWERade.
Time: 5 mins
1. How are you a resource to your community?
2. How could you be a resource to your community?
3. What do you plan to do as a result of this session?

48

External Category 3: Boundaries and Expectations

11. Family Boundaries: Family has clear rules and consequences and monitors the young
persons whereabouts.
12. School Boundaries: School provides clear rules and consequences.
13. Neighborhood Boundaries: Neighbors take responsibility for monitoring young peoples
behaviors.
14. Adult Role Models: Parent(s) and other adults model positive, responsible behavior.
15. Positive Peer Influence: Young persons best friends model responsible behavior.
16. High Expectations: Both parent(s) and teachers encourage the young person to do well.
Facilitator Directions:
Supplies: Student Journals, pen/pencils
49

Activity 1 Boxes of Risk (page8 of student journal)

Time: 15 minutes
Instructions
3.

Show the groups the three concentric squares and say, These boxes represent three
emotional states. The outer box represents comfort, the middle box represents a feeling
of risk, and the inner box is where you feel a sense of danger. What are your thoughts
about these three?

4.

Read the scenarios and ask participants to step into the box that represents you
personally.

5.

Statements:
1. You are asked to climb to the top of an extension ladder.
2. Your teacher really likes your project and asks you to give a presentation to the class.
3.

Someone comes to you distraught because she is pregnant unexpectedly, and has
come to you for help.

4.

You become aware that someone is in a dangerous home situation, but he hasnt yet
told you. You are concerned for his safety.

5.

You heard someone make a derogatory remark, and you thought it was inappropriate.
You are concerned for his safety.

6. You are caught in the middle of a conflict between two close friends.
7.

Your teacher has an idea for the class that you do not think will work, and you need
to speak up and voice your disagreement.

8.

You have a dream for a new project or business. The economy is bad. How
comfortable are you going after your dream?

9.

You have news to give your friends and family that you know will shock them. How
comfortable are you in being honest and sharing your news?

10. Someone is gossiping about another person in a hurtful way, and you know you need
to tell her to stop.
Discussion:
1. What puts people in risk mode?

50

2. How do we help people move out of their comfort zone, a place where it is easy to
become lazy or apathetic?
3. Danger is where we are in defense and/or survival mode. How do we move people
out of danger and into the risk area?
4. What can you do to pull yourself out of comfort and into risk mode for the sake of
learning and growing?
5. What are you willing to take risks for? Are there common factors that make it easier
to take risks?
**Most effective learning happens when people are in risk, not in comfort or danger. For what
will you take a risk today?

Activity 2 At What Age?

Time: 10 mins
Instructions:
1. Turn to page 9 of your journal.
2. Survey the chart of activities on that page with the participants.
3. Ask participants to complete the chart by writing down at what age they will allow
children to do those activities if they were the parents.
4. Ask participants reasons for their responses.
Closure
Time: 5 mins
1. Why are boundaries important?
2. What boundaries do you need to set in your home, school and/or neighborhood?
3. How do you know if your peers are providing positive advice/influence?

51

External Category 4: Constructive Use of Time

17. Creative Activities: Young person spends three or more hours per week in lessons or
practice in music, theater, or other arts.
18. Youth Programs: Young person spends three or more hours per week in sports, clubs, or
organizations at school and/or in the community.
19. Religious Community: Young person spends one or more hours per week in activities in a
religious institution.
20. Time at Home: Young person is out with friends with nothing special to do two or fewer
nights per week.
Facilitator Directions:
Supplies: Student Journals, pen/pencils, 3 sets of Time Jars supplies ( jar, balls of two sizes,
pebbles, rice)
52

Activity 1 Category Knowledge

Time: 10 mins
Instructions:
1.

Each participant should fill out the first 5 columns in the daily planner on page 10.

2. Assign each participant with two partners to share his/her journal.

3. Make each small group reflect on which asset in external category 4 they spend much
time for and spend so little time for.
4.

Tell participants to fill out the sixth column in their planner to identify activities that will
allow them to constructively use their time considering assets #17-20.

Activity 2 Time Management Demonstration

Time: 10 mins
Instructions:
1. Spread a clean butcher paper on your table.
2. Give each small group (same grouping as the first activity) a marker and a sheet of paper.
3. Give each small group a set of time management demo supplies (jar, balls, pebbles and
rice). Tell the group that the jars represent the amount of time they have in one Friday,
and the balls, pebbles, and rice represent things they need or want to do that Friday.
4. Tell youth to think about the next Friday and decide what the big balls might represent
that day --- the things that are absolutely essential for them to do. Tell them to write these
priorities on their paper.
5. Ask youth to think about what the smaller balls would represent next Friday --- the things
that are fairly important to do. Tell them to write these on the paper as well. Then, have
them think about things that need to be done but dont have to completed by next Friday.
Tell them to write three of these things - represented by the pebbles on the paper.
6. Finally, have them think about what things they would like to do if they have time next
Friday the rice. Have them write three of these things on the paper.
7. Next, explain that all of us have things we really like to do, and then ask one of members
of their small group to pour their rice into the jar. Now tell another member to add the
rest of the balls and pebbles. What happens? Challenge the third member of the small

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group to figure out how to make it all fit into the jar. (If youth have trouble figuring out
how to do this, suggest that they put the big balls in first.)
Discussion Questions:
Time: 5 mins.

What did you learn about planning from this activity? (If no one mentions it, say that

things will only fit if the big things go in first.)

What responsibilities would your big rocks represent if you were doing a time jar for an

entire week? Why are they the same or different?

What are the smaller rocks that keep getting in the way of your big rocks?
How can you act in ways that reflect your biggest, most important priorities?

Note: Do not forget to request your participants to clean up and put the time management
supplies together in the same way they received the materials.

Internal Category 5: Commitment to Learning

21. Achievement Motivation: Young person is motivated to do well in school.
22. School Engagement: Young person is actively engaged in learning.
23. Homework: Young person reports doing at least one hour of homework every school day.
24. Bonding to School: Young person cares about her or his school.
25. Reading for Pleasure: Young person reads for pleasure three or more hours per week.
Facilitator Directions:
Supplies: Student journal, pen/pencils, wall signs
Activity 1 Category Knowledge
Instructions:
1.

As the facilitator reads the comments, students will line up accordingly to their
preferences under the signs on the wall.

On a scale of 1-5, with 1 the lowest and 5 the highest,

a. I feel motivated to do school work.
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b. I am actively engaged in learning.

c. I do at least 1 hour of homework each day.
d. I care about my school.
e. I read for pleasure at least 3 hours per week.
Activity 2 Personality Inventory (Time: 20 mins.)
1. Each student will complete the personality inventory on page 11 of their journal.
2. Once the participants are done, read the following to the participants with emphasis on
some key ideas:
If most of your answers are a, you probably tend to be a visual learner. You enjoy
reading and its easy for you to learn from written descriptions, instructions, and charts or
graphs. You may like to color-code things as you organize them. When someone
demonstrates how to do something, you can then do it yourself.
If most of your answers are b, you probably tend to be an auditory learner. You enjoy
discuss- ing information and its easy for you to learn from conversations with others.
You may like to talk things out to find the solution to a problem. When someone tells
you how to do something, you can then do it yourself.
If most of your answers are c, you probably tend to be a kinesthetic learner. You enjoy
being active and moving, and its easy for you to learn new things by doing hands-on
experiments and projects. You may like to draw diagrams or pictures as notes to help you
remember information. When you figure out how to do something by trial and error, you
can remember how to do it again.
Did you discover that you have some characteristics of each learning style? This is
normal, because you have been exposed to many ways of learning in school. Most
people, however, have one style that is dominant. How could you use this information
about your learning style to help with your schoolwork?
3. Discussion: How does your personality affect your engagement/motivation at school?
4. What qualities are most important at school?
5. Is it possible to need characteristics from one personality for success in school?
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6. What types of personalities do each need in order to be successful in school?

Closure: Time: 10 mins
It is NOT how smart you are, but how you are smart. (Facilitators will use this as an example to
lead the discussion.)
4. What motivates you? How can you motivate yourself when you are bored?
5. Based on your pre-summit session with your teacher-sponsors, what is your learning style
or what are your multiple intelligences? (Examples: visual, auditory, kinesthetic, sensory,
interpersonal). If you do not know, how will you find out?

Internal Category 6: Positive Values

26. Caring: Young person places high value on helping other people.
27. Equality and Social Justice: Young person places high value on promoting equality and
reducing hunger and poverty.
28. Integrity: Young person acts on convictions and stands up for her or his beliefs.
29. Honesty: Young person tells the truth even when it is not easy.
30. Responsibility: Young person accepts and takes personal responsibility.
31. Restraint: Young person believes it is important not to be sexually active or not to use
alcohol or other drugs.
Facilitator Directions:
Supplies: Student Journals, pen/pencils, crayons/markers, paper plates, copies of Whats Great
about
Me handout
Activity 1 Paper Amy/Whats Great About Me
Instructions:
1. Give each participant a paper plate, crayons, and markers.

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2. Ask participants to draw a smiley face in the middle of a paper plate and give Amy
some curly hair. Participants should name their paper student maybe their own name
or the name of a friend.
3. Give the group a story or scenario similar to the following:
This is my 12-year-old friend Amy. (Hold up the paper plate with the smiley face on it.
Like every young person, Amy should have the opportunity to feel loved and capable and be
encouraged by others. Unfortunately, on any given day thats not typically what happens.
Heres how a day goes:

Amy gets up late and throws on whatever clothes are lying around her room. She
gets on the bus, and one of the other children starts snickering and pointing at her

holey tennis shoes and mix-matched clothes. (Rip off a piece of Amy.)
As Amy gets to school, she rushes to get off the bus and away from the girl who
teased her about her shoes. She leaves in such a rush that she forgets her math book
and has to run back to get it. The principal sees her hustling into school right before
the bell rings and says, Almost late again, Amy. I suppose Ill be seeing you in my
office later, if this is any sign of how your day is going to go. (Rip off a piece of

Amy.)
Amy runs down the hall trying to get into her classroom on time and trips over her
shoelaces, falling down in the hall. Other children point and laugh: Look at Amy

Shes such a klutz! (Rip off a piece of Amy.)

Amy, red faced, gets to her seat and sits down. Her neighbor, Jill, tells her that shes
not talking to Amy today because she saw her talking to that new girl, Trish, and that
she hasnt decided if Trish is okay or not. So if Amy is going to be friends with Trish,

then she cant be friends with Jill. (Rip off a piece of Amy.)
Amy is feeling really low. Her clothes are rumpled, her shoes arent right, the
principal doesnt believe in her, shes a klutz, and now Jill is mad at her just because
she was nice to a new student. (Rip off a piece of Amy.) She thinks to herself,
Whats wrong with me that others have to pick at me and dont see anything good in
me? I must be stupid or something. (Rip off a piece of Amy.)

Wrap-up:

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The words we say affect others greatly. Amy is all torn up. It will take a lot of work to
put Amy back together. It can be done, but it takes extra effort --- time, nice words, sincere
compliments, encouragement, and, of course, tape, for Paper Amy. Even with all the work,
Paper Amy will still have little cracks that will be sensitive to certain comments; she wont be as
whole as if none of the unkind words, teasing, and bullying had taken place.

How might Amys day have been made better? What could have been said or could

be said now to make Amy whole?

What could the people Amy encountered have done differently to have a positive

impact on her?
What could Amy do to make herself stronger and more resistant to negative factors?
What strategy can we adopt to ensure that we make supporting and encouraging
youth a priority for our work? For our community? What will help us remember to
give priority to this too little valued aspect of positive youth development?

4. Give each participant a copy of Whats Great about Me handout.

5. Ask each participant to cut out words that they feel will allow them to help Amy.
6. With their cut out words, ask participants to put together Amy by taping the words at the
back of the their student. The cut out positive words should be placed at the back using
clear tapes.
Activity 2 Instructions:
Time: 20 mins
1. Students will each pull a Jenga piece out of the tower. If their piece has an asset, the
student will give an example of the positive value.
2. The game will continue until the tower falls. Discussion should include how positive
values support our goals and dreams. Also, discussion might include how the absence
of a positive values will bring your world crashing down.
Activity 3 Values
1.

Participants will turn to page 12 in their journals. They should write three values that are
most important to them.

Closure: (Students may write ideas in journal on page 12.)

Time: 10 mins
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Affirm yourselves for your positive values.

6. I am proud of myself when I
_________________________________________________.
7. I will continue to strive to
___________________________________________________.
8. I will impact ______________________ by maximizing the positive value of
___________.
9. Which positive value do you need to develop to attain your goals? Why?

Internal Category 7: Social Competencies

32. Planning and Decision Making: Young person knows how to plan ahead and make choices.
33. Interpersonal Competence: Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence:

Young person has knowledge of and comfort with people of

different cultures/racial/ethnic backgrounds.

35. Resistance Skills: Young person can resist negative peer pressure and dangerous situations.
36. Peaceful Conflict Resolution: Young person seeks to resolve conflict nonviolently.
Facilitator Directions:
Supplies: Student Journals, pen/pencils, signs
Activity 1 Injustice and Me
Time: 5 mins.
Instructions:
1. Ask the following questions to the participants: Have you ever been in a situation in
which you were treated unfairly? Have you ever been insensitive or unfair to someone
else? Answer these questions by checking the box that shows how often you have been
part of these types of situations on page 13 of the student journal.
2. Allow the participants some time to share their responses with their shoulder partners.
3. Ask the participants: What have these experiences taught you?

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Activity 2 Paint Me a Picture

Time: 15 mins.
Instructions:
1. Divide the whole group into two small groups.
2. Tell both groups that in this activity they will only be using their bodies and personal
effects to illustrate a scene. Each small group will create each scene in 30 seconds. When
the facilitator whistles or says freeze, both groups should freeze/pause.
3. The facilitators will deliberate on which group painted the scene more elaborately. If
allowed by the participants, facilitator may take a picture of the winning scene for
reference in a later discussion.
4. The facilitator may choose the number of scenes to call out depending on remaining time
considering the discussion that should take place after the activity. Facilitator begins with
the stem Paint me a picture of and then begins to count 1-30.
- racial discrimination
- gender discrimination
- others
- disability discrimination
- poverty
- sexual orientation discrimination
- hunger
- cultural discriminations
- age discrimination
5. After calling out scenes, ask volunteer to share which among the scenes earlier has impact
on him/her the most. If volunteer is comfortable, ask why.
6. Once a volunteer finishes sharing. Call out the name of the scene again and then ask the
participants to raise the sign that shares their opinion about it. They may either raise:
- I am really concerned about this.
- Ive made a lot of progress in this area.
- I still have a lot of work to do.
- This injustice is not as serious as it sounds to me.
Closure:
Time: 5 mins.
1. How does this activity reflect our lives and our experiences in community building or
working together as a team?
2. Sometimes it can be difficult to share with others what is precious to us. We wonder,
Will others care as much as I do? and Will they work to protect it? This is what
trust and responsibility are all about. We have to be willing to let others share our
trials as well as our triumphs.
What are the things we care deeply about with regard to young people? What strengths
do we hope young people have? What do we hope to protect within them?
3. What resistance skills do you use when you are being unfairly labeled?
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4. What peaceful conflict resolution skills do you use when someone else is being
unfairly label.
Internal Category 8: Positive Identity
37. Personal Power: Young person feels he or she has control over things that happen to me.
38. Self-Esteem: Young person reports having a high self-esteem.
39. Sense of Purpose: Young person reports that my life has a purpose.
40. Positive View of Personal Future: Young person is optimistic about her or his personal
future.
Facilitator Directions:
Supplies: Student Journals, pen/pencils, markers/crayons
Activity 1 Inflated or Deflated
Time: 10 mins
Instructions:
1. Give each youth a balloon.
2. Tell them to blow once into the balloon each time you mention something that helps them
feel good about themselves and let out a little air each time you mention something that
makes them doubt or feel bad about themselves.
Then say the following statements:
Someone

takes your needs seriously

gives you a hug
laughs at your jokes
takes advantage of you
discriminates against you
trusts you with a secret
believes you can do something and tells you so
rejects you
thanks you for doing something for her or him
expects too much of you and you cant meet those expectations
calls you names
ignores you
forgives you
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invites you to do something exciting

Discussion Questions:
-

How did you feel as you watched your balloon become bigger? Smaller?
Did some people deflate their balloons quietly while others did so loudly? Why? How is

that similar to how people act in real-life situations?

What would your balloon look like right now if I asked you to inflate it to match your level of

self-esteem? Would it be large or small? Why?

How can we encourage each other to keep our balloons large and full?

Activity 2 - A Thousand Points for Life

Time: 5 mins
Instructions:
1. Tell participants to imagine what it would be like if they could order the life they want on
an internet shopping site.
2. Now, ask them to imagine that they have just received a gift card worth 1,000 points, and
they have to spend it all to choose the things they want in life, but they cant overspend.
3. On page 14 of their journal, ask them to mark which things they would click into their
life cart.
4. Allow participants to share their list with a partner.
5. Ask the participants to draw a symbol of the following:
a. My GREATEST accomplishment
b. My future goal or dream
6. Share with each other! Make sure to clap and hoop-lah for each other.
Closure: (Students may write ideas in journal on pages 9-10.)
Time: 5 mins.
5. My future looks bright. I want to ______________________________________.
6. My life has a purpose. I will __________________________________________.
7. I am in control of my life. I will make the choice to _______________________.
8. I feel super-good about myself, and I am getting better!

Service
Reflection

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Blessed is the man who makes the Lord his

trust,
who does not look to the proud,
to those who turn aside to false gods.
Many,O Lord my God, are the wonders You
have done.
The things You planned for us
no one can recount to You;
Were I to speak and tell of them,
they would be too many to declare.
Sacrifice and offering You did not desire,
but my ears You have pierced,
burnt offerings and sin offerings You did not
require.
Then I said, Here I am, I have come
it is written about me in the scroll.
I desire to do Your will, O my God;
Your law is within my heart.
~ Psalm 40:4-8

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