Children's Education and Welfare Program 2016-2017 by PASALI Philippines Foundation

OVERVIEW SECTION he Respect Education Program started as an advocacy campaign in 2012 to promote interculturT al understanding among the children in schools and

aims to decrease number of bullying cases especially in areas where diverse culture exists. It later evolved into an approach that aims to improve the quality of education by creating a learning environment where every child feels safe, accepted and capable of fully developing him/herself. This became a child motivational learning program and sees as an effective peace building activity for the children. This kind of development has acquired many positive feedbacks from different stakeholders primarily from the Department of Education (DepEd) Region XII which later explored possibilities of integration in the curriculum. Strengthening its partnership with DepEd-XII, the Respect Education became the main program to support access of the school children to quality education in the areas of coverage of Pasali Philippines. In 2015-2016, the approach of REP offers opportunities for teachers on how to maximize the potentials of their students in a more interesting, productive and meaningful manner. It also provides an alternative in classroom management that is helpful in dealing with large number of children in one class and giving them confidence to test their individual capabilities. This urges Pasali to bring the program to a higher level through the support of Porticus, with an upscale and enhanced modules that provide more capacity strengthening to teachers, increase participation of parents and community as they also play a vital role in the develop-

PAGE 1 |OVERVIEW SECTION

ment of the child and teacher-students from Sultan Kudarat State University (SKSU) - College of Education in Palimbang who are trained on creative pedagogy approach and will be able to practice their learning in the target schools in Palimbang. There are series of activities conducted since the start of the project last April 2016, among of which are the a) Project Launching to schools and Orientation of Respect Program, b) Pool of Trainers Formation and Training of Trainors (TOT), c) School-based Teachers Training that are incorporated during School’s Learning Action Cells (SLAC), d) Training of SKSU-Palimbang College of Education graduating students, e) Follow-up coaching and mentoring to schools for hands-on application of the modules and its methodologies, and f) Strengthening of school organizations such as Parents-Teachers Association (PTA). The “Implementation of Value-based Teaching thru Respect Education Project” is a higher level of be implmented in 10 elementary schools within Region 12. It is a twelve-month project with the following activities to be conducted: Pool of Trainers formation; Schoolbased Teachers’ Training; Partnership with Respect Education Foundation (REF) of Netherlands and Philippine Eduation Theater Association (PETA); Training of SKSU-Palimbang College of Education Students; Follow-up coaching and mentoring; and Provision of materials and resources.

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PAGE 3 |INFOGRAPH

INFOGRAP| PAGE 4

School heads and teachers expressed their warm and heartfelt gratitude for the charitable help extended to them amidst the difficult trail. In total, around 1,450 children benefitted said endeavor. In behalf of our beneficiaries, Pasali Philippines acknowledges the unwavering generosity and support of Emmanuel and Jinkee’s Heart Foundation, Vice Governor’s Office of Sarangani Province, RD Foundation, Fleur Pharmacy, and several anonymous donors for making this happen.

TNKK: Schoolchildren in Gensan, Palimbang and Sarangani Province provided with school supplies

asali Philippines, as the convener of TNKK (Tulong Niyo Kinabukasan Ko), facilitated the distribution of school supplies including bags and other educational learning materials to students among its recipient primary and integrated schools in General Santos City, Sarangani Province, and Palimbang Municipality on June 21, 24 and July 21, 25-26, 2016. With the accompaniment of Palimbang Local Government Unit Municipal Councilor on Committee of Education, Mr. Redford Muhidin and his team, Pasali successfully reached out to 8 Northern and Southern Palimbang, Sultan Kudarat Elementaryand Integrated Schools, namely: 1. Wasag Elementary School 2. Langali Integrated School 3. Maganao Elementary School 4. Dionisio Cagadoc Sr. Memorial School 5. Doña Catalina Elementary School 6. Kiponget Elementary School 7. Kanipaan Elementary School Extension 8. Napnapon Day Care Center Joined by Emmanuel and Jinkee’s Heart Foundation, TNKK has also been successfully accomplished in 4 focused schools in Sarangani Province and General Santos City (SarGen), with 2 schools each, subsequently: 1. Oliverio Elementary School 2. Nomoh Integrated School 3. Lozano Elementary School 4. Changco Elementary School PAGE 5 |TNKK: Schoolchildren in Gensan, Palimbang and Sarangani Province provided with school supplies

PASALI CO-FACILITATES ADOPT-A-SCHOOL PROGRAM

earning that there are still many IP communities who are deprived of the government’s basic social services, the Area-Based Standards Network-(ABSNET) SarGen Chapter orchestrated this year’s conduct of Adopt-a-School Program at IP Calay Primary School, Brgy. Lun Masla, Malapatan, Sarangani Province on 22nd of June 2016. This is a one day “bridging-the-gap” effort collaboratively extended by the networks’ NGO members. In partnership with Emmanuel and Jinkee Heart’s Foundation, Sarangani Vice-Governor’s Office, RD Foundation, Fleur Pharmacy and other private individuals, Pasali Philippines, co-facilitated this annual endeavor through distribution of school bags, supplies, and learning materials to around 90 Kinder, Grades I and II pupils. Creating an almost full package of school-based intervention, other NGO ABSNET members were also able to extend services like free medical check-up and medicines by the Hearts and Brains Foundation with Dr. Roel Cagape, Christian Light Foundation, Mother and Child Foundation. And apparently, it was found out that almost half of the medical recipients were inflicted with HEPA B, dominantly, young pregnant women and children. “This is a great challenge for the Provincial Government of Sarangani Province that must be immediately addressed”, Dr. Cagape stressed out. While the Family Planning Organization of the Philippines and Saint Gemma’s Orphanage conducted child-friendly space activities amongst the children. International Care Ministry sponsored the feeding. And the Department of Social Welfare and Development Office XII facilitated the distribution of kilos of rice and grocery items to recipient families. Present also that day were partners from Marcellin Foundation, Salvation Army, and other Sarangani and Gensan- based NGO representatives that extended support in their simplest and noble ways. Finally, Adopt-a-School Program is an annual endeavor by various civil society organizations as members of ABSNET SarGen with the active support of the Department of Social Welfare and Development of Field Office XII.

PASALI CO-FACILITATES ADOPT-A-SCHOOL PROGRAM | PAGE 6

began from the initiative of Respect Education Foundation (REF) Netherlands to integrate “respect value” in teaching methodologies and has earned evident outcome in several selected schools in Netherlands. Pasali Philippines Foundation, through its partnership with CORDAID, in working with children of diverse cultural backgrounds over the past five years, sees the need to link with REF to directly involve children and teachers of both primary and secondary schools which promotes culturally sensitive approach and cultivate tolerance and respect society that is suitable with the many cultural differences in Mindanao. The Respect Education Program (REP) started only from 4 schools during the pilot year to 12, 15, 21, and 35 schools respectively on the succeeding years. REP has garnered noticeable consistent effectiveness throughout the years.

PROJECT LAUNCHING

Value-based teaching thru Respect Education

As the CORDAID funding support in Asia end, in 2015, another funding partner - PORTICUS, an international organization which foster human dignity, social justice and sustainability, shared interest in pursuing the Respect Education Project continuity. For the pilot year under partnership with PORTICUS, only 10 recipient schools will be closely handled and monitored. All REP handled schools has undergone keen assessment and comparative evaluation as to which institutions need more educational assistance. And among 35 schools, the 10 focused schools consist of: two (2) from Sarangani Province; two (2) from General Santos City, and six (6) from (Northern) Palimbang Municipality, Sultan Kudarat Province. The partnership with PORTICUS commenced on April 2016. And after relevant period of preparation, the REP has been formally launched on July 20-21, 2016 to SarGen schools namely: Malapatan and Malandag, Sarangani Oliverio Elementary School Nomoh Integrated School General Santos City Lozano Elementary School Changco Elementary School The Project launching at Northern Palimbang was graced by Palimbang Local Government Unit Municipal Councilor on Committee of Education, Mr. Redford Muhidin, his team, and Barangay Officials on July 25-26, 2016 to 6 remaining schools namely: Wasag Elementary School Langali Integrated School Maganao Elementary School Dionisio Cagadoc, Jr. Elementary School Doña Catalina Integrated School Kiponget Elementary School

PAGE 7 |PROJECT LAUNCHING Value-based teaching thru Respect Education

PROJECT LAUNCHING Value-based teaching thru Respect Education | PAGE 8

Mr. Regan B Dagadas

Madrasah Education, Multigrade Coordinator DepEd Region XII

Mr. Redford Mohidin

Sangguniang Bayan Member/ Commitee Chair on Education-LGU, Sultan Kudarat

“When the team started to coordinate with us, we inform them that when we work with the teachers at a school level, you are going directly to your target school. It is a must and essential for the team to make sure the intervention is aligned with the K-12 program of the Department because it is currently being implemented with the strong policy support from the national government so it is important the support by the team, thru Respect education program is aligned with the K-12. I am happy to see that the team is acknowledging it.”

“The first time I heard about ‘respect’ I truly know that the program is good not only for the next generation. I’ve seen during the conducts in Northern Palimbang how children enjoyed, how they were overwhelmed about the respect education program because all of its program are in line with education. Their interest in attending classes is redoubled because of Respect Education Program.” “For me it is a good result for children and it will be easier for them to learn about education because teachers are geared with complete trainings. Unlike before, when Respect education arrived, aside from their (teachers) seminars in Deped, the program will be added in their learning’s in that case children will learn quicker.”

“When you hear the word ‘respect’ it automatically gives us the idea to blend well with everyone you are dealing with everyday, all people –all walks of life. It is not asked it is actually earned, how you treat others, how you relate with other people, basically that’s my first impression about respect education.”

“We are thankful that Repsect Education arrived here in Palimbang to help children as your prime purpose, for us, as elected Officials, we are truly thankful for your contribution. The first time I joined you in Northern Palimbang, the children really upgraded in terms of learning, they are happy to see you, you are somehow very close. Those indications gave impact that they really like Respect Education that is why the Municipality of Palimbang is truly thankful.”

“One of the basic problems of schools is bullying, with this Respect education as being mainstreamed in Deped, with its presence, this area (Bullying) will be given attention. Perhaps we could reduce, if not totally eradicate, bullying so that children would feel safer and would enjoy the environment they are in.”

“Respect education, as I look at it, would definitely contribute well in shaping the relationship and values of the students all because it place vital role in creating an atmosphere wherein the school would encourage more learners to participate or join. This will not only “To Pasali Philippines Foundation, We, here from Palimbang, are rebe inculcated among our children but as well among teachers that ally thankful. From the time you arrived here, you carried the name they should be setting a good example –as role model. Respect edof ‘Respect Education’. From that very moment, we are truly thankful. ucation would play a vital role in creating a better atmosphere in You had given school supplies for children. We hope that your help and every school.” support here in Palimbang will not waver it’s because, we, in LGU are “Pasali Foundation, thank you so much for your support. your partner.” You have seen our needs as your own and with that we are very thankful. I do believe that there will be more projects, like this, for the department of education, specifically here in General Santos City. How we wish to see that thru this synergy that we are doing right now, we will continue to effect this change to the school populace and of course I would like to express in behalf of our schools division superintendent, Sir Gildo G. Mosqueda, I would like to congratulate you for this program and hopefully you will not grow tired of helping us, partnering with us, in the field of education.”

Mr. Herven Allado

Senior Eductaion Program specialist and networking and social mobilization coordinator DepEd General Santos Divission

PAGE 9 | TESTIMONIALS/FEEDBACK SECTION

“ The program is quite good because it actually addressing the need of our teachers especially in remote locations and in my day-to-day interaction and coordination with Pasali team, I learned that the program is really supportive for our teachers in the region. The program led by Pasali Foundation is implemented not on regional skills but in targeted areas, targeted divisions and schools.” “We learn that the program is focusing on the support for teachers and there is actually a good balance in engaging the teachers with that support from the technical staff of Pasali providing our teachers with technical assistance in terms of developing curriculum materials, improving their skills in pedagogy and incorporating the cultural awareness among our teachers and students as well. We are also happy to see Pasali team working very closely with our teachers, in the school level working with them side-by-side in the implementation of the program. They are actually immersing, the team is immersing at the school level, working very closely with the teachers and sometimes they work with the students, they act as teacher aids.” “Thank you so much for our Pasali Team, we consider you as one of our dynamic development partners helping us in the implementation of our curricular programs. And we are happy to see that your team is also working with our schools, directly with our school teachers and principals on reaching children in hard-to-reach communities. You are one of our strong partners in delivering education programs especially in remote locations. We are also thankful that you have chosen DepEd Region XII, you have selected schools in the remote locations because they need our support like the K-12 program. Thank you Pasali Foundation team for taking this challenge to work with Deped Region XII.”

“When I first heard the ‘respect education’ I was truly confused what the targets were. But as soon the conducts were done there I understood that the respect doesn’t just focus on the word respect but also to develop the multiple intelligences of a child and at the same time for teachers, it indeed gave help through the knowledge of the facilitators. It is a big impact for the Department of Education.” “Absenteeism was rampant in our school but when Pasali was introduced, many students came back and they were encouraged to participate in school activities. The methodologies were not just focus in one subject but it could also be used in any subjects.” “I observe that the recipient teachers of the Respect Program are eager to do well in their class, they are encouraged to teach well because there are many techniques being given to them which they want to adapt in their class activities for the students.” “Pasali Philippines, I want to thank you because you join us in your program even though we are in the far-flung area. We have seen the effects of your help and programs that you’ve given to us, not only for us teachers, but also for pupils and parents as well. We hope that many of your programs will still be provided here especially for the students who really need help from you.”

Mr. Gene Casipe District Personnel/Teacher, Palimbang Sultan Kudarat

TESTIMONIALS/FEEDBACK SECTION | PAGE 10

“From the word “Respe ct” our impr garding wi ession reth the Prog ram is to le know how t the childre to respect th n eir classmat as their Pa es, as well rents, even teacher for enhance th them to eir studies and to prev which is a ent Bullyin problem of g sc ho ol, in this wa will know wh y, they at is right or wrong an be mold to d they will be better st udents.”

the ar that was d the Semin “When we di e word Reth r te un co at I en r, first time th . As a teache ion Program act spect Educat ex e th t no but that’s we know a lot me is the hear. REP for word that we y school we dl en fri ild th ch same idea wi .” nt de stu ect each need to resp n Akhad Saidi

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erent n use diff h her we ca rding wit ga “As a teac re es yl es and st ally ci pe techniqu es t os ucation m K-12 currespect ed w in the we are no s ay gies for ad te now need stra of we truly vantage riculum, ad he T . ’ learning ent cenud st students is lieve, hod, I be e activity this met y give th will simpl u group yo ve d, gi tere te, you ill facilita uts.” tp and we w ou r ei th d check work an

. I hope erything ho ovides ev maybe, w d “Pasali pr an er ng ill last lo r curricuou that it w in d de e will be ad ue becaus knows, it ’ll contin ost ay that it m pr t I . bu m lu teachers t just for this is no ildren.” ch r fo ly especial chvarious te troduce grate y they in te ll in ua d ct “A n use an at you ca for niques th bject but specific su a in ly amazing , not on ay pl e ik d bjects. L is fun an all the su at there realize th e W . ” ce e. ra me tim at the sa learning

“Before when Respect is not yet introduced, we observed that the children didn’t have interest about the contents of the program and we teacher weren’t aware also on the details of Respect education. Now that we already have the respect education, teachers are now aware that children should be treated as unique individuals’ not common children that only need to be taught. We have to love them for them to learn.”

ities in of activ as a lot e use in K-12 h b , n ow ca n k ucation mple in “As we pect ed for exa the Res on say everywhich the less in of d n s a rt t pa ames ities, g differen “ . iv ts ct a en e stud tion, in ates th motiva ly motiv u tr It thing.

“Before when Respect is not yet introduced, we observed that the HannahchilDafielmotto dren didn’t have

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“I am very lucky beca use I was ch the Respec osen to atte t Educatio nd in n Training especially Program Se in our scho minar ol, I learne teacher. W d a lot as a futu e talked ab re out the 9 gences of a multiple in child and tellith er e I understa can give im nd portance on how we the word ‘R should deal espect’, how with differe we nt attitudes pupil, class of our futu room situa re tions and ho our professio w we shou n as teache ld live rs.”

Campus Councilor, Sultan Kudarat State University

“Before I was really very shy, I don’t talk to my classmates, I don’t participate in class discussions but when Respect education came I learn how to mingle with my classmates, to share my stories to them and we always sit in front and now participate in class activities. I realize it was truly fun to have friends. Respect is a great help. I hope that in every school there will be Respect Education Program so that children will learn to socialize with their classmates and boost their confidence, too!”

“Before I was really very shy, I don’t talk to my classmates, I don’t participate in class discussions but when Respect

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Mae Ann Student, Langali Integrated School

“ I was not being oriented on this its only in my observation what respect education is and that is all about education program set by the Pasali Foundation which is a great help to our learners.”

“We are very tha nkful for PASALI for they contributed a lo t not only in structure infrabut also with the educatio n of our children.”

“Before I was teaching in a traditional way –mo nopolizing students, now , because of Respect Edu cation Program I learn vari ous kinds of strategies, techniques which Pasali gave as well as PETA that mak es me well motivated and effectiv e teacher. The students learned how to play games, to stand on their own and they can now express what they want to say. Before ther e were racial discrimination, but now, because of REP they have respectt for each othe r they now have unit y to accomplish their work they became friendly too.”

“For me the goal of Respect Education Program is to inculcate to future educators’ mind that there should be peace and harmony in our community so that even we are in diverse culture, there will be unity.”

“So far, LAC session is very important because it is regional wide, that is why one o the activities of Pasali Foundation is helpful and vital in the part of the teacher that can be implemented when they return to their classrooms. The activities like the teaching strategies are helpful that why I told my teachers they are going to implement it in their classes not only in grades 4-6 but from kinder to grade 6.” Lilibeth B. Deypalubos

Principal, Changco Elementary School

“Please continue the recurrent conducts of seminars. I heard that not only students benefited in these seminars but also teachers, these are actually good because there are still a lot of teachers who are not yet aware how to handle the students.”

Karen Peñafiel

Campus Guidance, Sultan Kudarat State University

g to othis ‘sharinntribute t s o m e ike m n co “What strt you learn, you cactivities that a a h e w h T ’, . in rs le e er peop pplicable it with othre were not only as Barangay offiwe did heut also, like me, a with the people schools b also apply them rangay.” cial, I caning with on our Ba I’m work nsayan dul Panga Jerwin Ab School ry ina Elementa BO, Don Marsil

Hannah Dafielmotto

Campus Councilor, Sultan Kudarat

State University

n pro“As a teacher, the Respect Educatio cially espe ents stud for help big gram is a This is the IP students, waray or Manobo. of their time for our students to get out is learner REP of oach appr the e sinc ls shel te” icipa part can them of all centered,

Jover Faeldoña

KinderTeacher, Don Marsilina School

various tech ey introduce e “Actually th and integrat e us n ca you all niques that bject but for a specific su race. not only in g in az am , . Like play ing the subjects n and learn at there is fu We realize th time.” at the same or Emely Dist entary renzo Elem Teacher , Lo

t our “Continue to suppor at you school and we hope th things can still have a lot of achers to share with our te ssroom for us to use in our cla strategies.” Doicura Martin

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PTCA, Nomoh Integr

Ian Ilisan entary School Teacher, Kipongat Elem

“From the word “Res pect” our im the Program pression re is to let th garding w e children ith classmates know how , as well as to respect th ei their r Parents, to enhanc even teache e their stud r for them ie s an d to prevent problem of Bullying w school, in hich is a this way, or wrong an they will kn d they will ow what is be mold to right be better st udents.” “Regarding with the te aching stra thing that tegy, REP we never has taught imagined us motivate th that we ca n actually e students do to to be motivat at first, it ed. Like th is just a ga e ice breake me but th r, at least st e lesson is udents will being follo be given id wed up, taught on eas about that day.” the topic to be

“From the word “Respect” our impression regarding with the Program is to let the children know how to respect their classmates, as well as their Parents, even teacher for them to enhance their studies and to prevent Bullying which is a problem of school, in this way, they will know what is right or wrong and they will be mold to be better students.”

Marry Je an Teacher , Cat Imusa alina Elemen tary

School

Elementary

Akhad Saidin

Teacher, Sultan Kudarat State University

PAGE 11 | TESTIMONIALS/FEEDBACK SECTION

TESTIMONIALS/FEEDBACK SECTION | PAGE 12

It’s a beautifully crafted 45 minute MTP co-produced with the expertise of Philippine Educational Theaters Association (PETA) and the CEWP Facilitators. This production showcases actual situations in Mindanao which has been greatly affected by history and has incurred divergence in cultural and tribal views and belief throughout the evolution of generations. Furthermore, these differences has caused detrimental effects specifically discrimination in employment and cross-religion marriages; even bullying in education, extra-curricular activities, and treatment in other forms. Eventually, a quoted line from one of the characters “dapat nating tulungan ang isa’t isa dahil nasa iisang bangka lang tayo (we should help each other because we are in the same boat…)” and “ang Mindanao ay para sa Mindanao (Mindanao is for Mindanao)” express oneness despite the differences and instead of wars to own Mindanao, settlers should unite and protect of their land to preserve a tranquil abode. A mobile Theater Production performed by PETA-trained Children’s Education and Welfare Program (CEWP) facilitators

This Mobile Theater Production will be used as an advocacy act of the program to promote “RE-

he main purpose of REP is to integrate val- MAGKANAWONG: the carrier title of REP’s mobile ue-based teaching techniques in the formal cur- theatre production (MTP) is a cebuano word which

riculum and to embed deeper understanding about means “look alike (physically).” However, this does respect in all aspect of everyday living to cultivate

not literally mean likelihood in physical features but

helpful improvement into current generations’ val-

rather deeper than the surface meaning. In its goal

ues. In line with this, an idea came up to generate

to convey a more relatable and easily understood

a short theatrical production summarizing the core term, “Magkanawong” was then used to signify simmessage that this project aims to deliver – equality

ilarity or “equality,” as human beings despite the

amidst culture, tribe, and religion diversity.

differences.

PAGE 13 | MAGKANAWONG

SPECT” as the key to achieve peace and harmony among various tribes, confirming that there is “unity in diversity”. The first showcase of this production was held last July 15, 2016 at Milbuk Central Elementary School with an approximate 100 audiences which includes teachers and students of both elementary and highschool. This artistic campaign will be performed to a minimum of ten (10) schools and events in and around General Santos City, Sarangani Province and Palimbang, Sultan Kudarat.

MAGKANAWONG | PAGE 14

Creativity in Education Training for K-12 teachers

his year’s mode of implementation for Respect Education Project involves more on strengthening schools’ internal teaching ability and less on external facilitation. With this, series of trainings are prepared for recipient teachers and Sultan Kudarat State University (SKSU) College of Education students It is one of the project’s aims to capacitate the teachers to handle a class incorporated with value-based teaching methodology and contributes to leading educational aims in K-12 and the 21st century skills.

3) Recognize the definition, handles, core principles, approaches and strategies of creative pedagogy and Respect Education. The training involved various exercises which were mostly in workshop forms. Some of these were image building, salin-awit (song composition), dance choreography, conflict exercises, and other acquaintance and realization games. These drills work towards unleashing and enhancing creativity in aspects of sound and music, body movements, visual arts, writing, and interactive abilities of the teachers and soon-to-be teachers.

Pasali’s Children’s Education and Welfare Program Facilitators , in partnership with The Philippine Educational Theater Association-School of People’s Theater (PETA) represented by its School Program Director, Wilson Billones, and Facilitators Maria Rosario Bustamante and Raul Alfonso, successfully conducted the “Creativity in Education Training for K-12 Teachers” last September 2-4, 2016 at Palimbang Central School, Palimbang, Sultan Kudarat. It was participated and completed by 16 elementary and integrated school teachers from 6 focused schools in Palimbang, and 26 SKSU BEED graduating students. This three-day workshop focussed on the use of creative and culture-based teaching strategies in the classroom. At the end of this course, it aims for the participants to 1) identify context of the Philippine education, teachers and students vis-à-vis the existing education curriculum; 2) Realize the creative, experiential, integrative, participatory and dynamic approaches to the learning process and PAGE 15 |Creativity in Education Training for K-12 teachers

SKSU Graduating BEED Students undergo Training on Creativity in Teaching with Respect Methodologies

o diversify the intercultural understanding in education and fulfill explicit basic needs of students, Pasali, once more, launched “Creativity in Teaching with Respect Methodologies Training for K-12 Teachers” last November 4-5, 2016 at Sultan Kudarat State University, Poblacion, Palimbang, Sultan Kudarat. It was participated by 7 Faculty Personnel and 55 Graduating BEED Students of SKSU.

Along with this, in view of the fact that the main purpose of this workshop is to embed Respect Education in all aspect of everyday living, a beautifully crafted 45 minute REP’s mobile theatre production co-produced with the expertise of Philippine Educational Theaters Association (PETA) and the Children’s Education and Welfare Program Facilitators was showcased this time entitled “MAGKANAWONG” which showcases actual situations in Mindanao which has been greatly affected by history and has incurred This two-day training aims for the participants to: divergence in cultural and tribal views and belief 1.Recognize the importance of creativity and critical throughout the evolution of generations. This term thinking in education; was then used to signify ‘equality’ as individuals re2.Appreciate the creative techniques and methods gardless of the differences. Certainly this workshop that will enrich the learning process in the classroom; transcended on augmenting teachers and soon-tobe teachers’ ingenuity. and 3.Come up with a sample creative lesson plan in different subjects integrating the Respect methodologies and creative approaches. Since the first phase of this training was done last September 2-4, 2016, this time, Pasali spruced up the training by adding topics such as creative lesson plan formulation, elements of artistic expression, integrated Theater Arts such as Creative writing, Creative Sound and Music and even Creative Body movement that supersede the traditional way of teaching. This event was facilitated by Pasali’s Children’s’ Education and Welfare Program Facilitators and co-facilitated by 10 selected previously trained SKSU BEED students (September 2-4, 2016).

SKSU Graduating BEED | PAGE 16

PASALI’S FACILITATE THE CHILDREN’S CONGRESS IN GENERAL SANTOS CITY

ast November 28, various Local Councils for Protection of Children (LCPC) of General Santos City and co-member agencies converged in the Children’s Congress 2016 held at Venue 88, Mabuhay Road, GSC.

HOST SCHOOL BASED PTA STRENGTHENING

eld in various recipient public schools within General Santos City and Sarangani Province, Pasali Philippines Foundation tapped the partnership of PTA (Parents-Teachers-Association) as copeace advocates in the promotion of equality and understanding thru the Respect Education Program in every school campus.

Cluster 3 included San Jose Elem. School, Datu B. Balunto High School and NASA Elem. School and was held on November 8 at the last mentioned school. Cluster 4 included Conel Elem. School, A. Biscayda Elem. School and Upper Labay High School held on November 9 at Conel Elementary School.

Thus, the School-Based PTA Strengthening Orientation-Workshop was productively conducted on Nov 7, 8, 9 &10, 2016. Participants in this event were the Principals and 15 GPTA’s (5 PTA Executive Officers and the BOD’s that include the teacher-secretary and BOD teacher-member) per school.

The strengthening activity, as well, involved various workshops including Group Dynamic to appreciate the value of one’s leadership, unity, and communication in the organization, facilitated by Pasali’s CEW Facilitators and staff. The teachers appreciated the use of these exercises as it can be integrated With the aid of DepEd Gensan Division by issuance in their classes. PTA officers also got the opportunity of memorandum represented by Mr. Herven Allado, to ask and be clarified with the arising issues in their currently, a Senior Education Program Specialist for academe based on the DepEd Order #54. FurtherSocial Mobilization and Networking, Pasali success- more, Formulation of the Work and Financial Plan fully reached out to 12 Schools, grouped in 4 clusters: was made by the participants to the purpose of extending technical assistance to the organization in Cluster 1 included Bawing Elementary School, Chang- coming up both an Objective and Output-based co Elementary School and Bawing High School, held Work and Financial Plan for the AY 2016-2017 that on November 7 at Bawing Elem. School. will serve as basis for the monitoring and assessment before the academic year ends. Cluster 2 for the School-based PTA Strengthening included Labangal National High School, Lozano Elementary School and Banisil Elementary School and was held on November 10 at Labangal National High School. PAGE 17 |P A S A L I

HOST SCHOOL BASED PTA STRENGTHENING

Through collaborative efforts of the City Social Welfare and Development Office, Family Planning Organization of the Philippines, International Care Ministry, RD Foundation, the 26 Barangay Council for the Protection of Children of GSC and Pasali Philippines Foundation gathered in an activity in line with the celebration of the Children’s Month hosted by the Local Council for the Protection of Children (LCPC) of GSC to which Pasali has been a member since 2009. This annual event for children is done to respect, uphold and fulfill the rights of the children. In particular, the Children’s Congress hopes to empower and gather the united voice of the children from diverse economic and cultural background so as to build an advocacy that addresses the pressing issues raised by the youth towards the state. With the theme, “Isulong de Kalidad na Edukasyon Para sa Lahat ng Bata”, Pasali became the prime organization in facilitating the Children’s Congress as its “Magkanawong” play became the highlight of the said event. This Mobile Theater Production was performed by PETA-trained Children’s Education and Welfare Program Facilitators.

It showcases actual situations in Mindanao which has been greatly affected by history and has incurred divergence in cultural and tribal views and belief throughout the evolution of generations summarizing the core message that this project aims to deliver – equality amidst culture, tribe, and religion diversity. This was the first time for Pasali staff to facilitate mainly the city’s big event for children. After which, from being stage actors, Pasali staff turned facilitators of the Children’s Congress thru the workshops to around 150 in-school and out-of-school children and youth participants using the group dynamics activities and Respect Education approaches in the small group discussion. Magkanawong Play became the basis for the plenary discussion during the workshop. Taking a different approach in promoting respect, the event has drawn the participants’ attention and action by the way of theater performance leading to equality in education despite differences.

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PASALI RESPECT FACILITATORS GO TO PETA CENTER

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his enabled the facilitators to experience and appreciate the production processes, both on stage and offstage, for the enhancement of their Mobile Theater Production and furthermore share Respect Education and Mindanao’s culture.

he 9-day experience was truly worthwhile. Pasali facilitators were warmly welcomed and treated both as visitors and partners. This immersion program provided various opportunities. Specifically, theatrical -related questions were answered and clarified when they met the PETA members, staff, and teacher-artists. They were also made familiar to the different parts of the building during their tour at the entire PETA center. The institution’s historical struggles and pursuits, including the significant individuals behind its triumphs and advocacies, were shared to them during their library work.

mong the unforgettable and exciting part of this immersion was the privilege to witness two amazing actual stage plays, “The Tempest: Reimagined” and “A Game of Trolls”. Both portrayed realities that were experienced by typical and elite members of Filipino society. After which, an enriching linking and learning conversation with the stage actors and some production staff followed.

oreover, the facilitators were able to observe 3 classes of weekend workshop rehearsals and got to experience the so-called “shadowing” where they sat, observed, asked and worked with the production and technical teams that were behind the above-mentioned plays. In addition, discussion on Curriculum Orientation and Consultation was also facilitated by PETA artist-teachers. This was apparently a refresher that summarized the noble accomplishments of the Pasali-PETA partnership.

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hilippine Educational Theater Association (PETA) offered Pasali Respect Facilitators an inspiring 9-Day Immersion last December 3 to 12 which was held at the PETA Center, New Manila, Quezon City. The event, mainly organized and initiated by the former’s Program Executive Director, Mr. Wilson Billones, exposed the seven facilitators to a variety of theatre performances focusing on the different forms of staging and theatre techniques. PAGE 19 |PASALI RESPECT FACILITATORS GO TO PETA CENTER

inally, mixed emotions of excitement and anxiety surfaced during series of rehearsals up to the final showcasing of the “Magkanawong” play - a Mobile Theater Production of Respect Education Program. This instance resulted to a shorter version of a 45 to 20-minute show to cater even non-school-based venues and events. Helpful insights and recommendations were also shared by some of the PETA members and artists to further improve the play. This performance was a breakthrough for the Pasali team in giving their best amidst audience from different walks of life and experience to play along with the theatrical lights and other effects inside one of the most-admired theater center in the Philippines. Though tired and exhausted, this once in a lifetime experience has surely afforded the Pasali facilitators with new learnings that will help them inspire and touch more lives of less privileged children especially of IP and Moro communities in Mindanao.

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PASALI CONDUCTS COACHING AND MENTORING TO TEACHERS

asali initiates a project goal aiming to encourage the teachers to develop and adopt creative approaches in teaching in an extent to utilize and even maximize the synergy of Respect methodologies in their daily teaching.

What’s more is to enhance their teaching method, develop their creative lesson plan and promote active participation of the learners. So far, this initiative was found applicable in the following subjects: Science, Filipino, HEKASI, English and Mathematics. This also facilitates a wholesome learning experience for the children. Teachers in the target schools have already tried it and are able to sustain the use of such methodology.

Coaching and mentoring to teachers the program’s form of implementing this year’s project goal that states, “To integrate Respect Education teaching strategies in the formal curriculum of DepEd Region XII”. The system offers practical techniques to help teachers maximize their po- At the end of the day, both teacher and the tentials. It is a one-on-one follow-up coaching learner benefit from the approach session between the Pasali facilitator and the recipient teacher prior to the actual application inside the classroom. This intervention aims to enhance the lesson plan to make it more creative by employing group dynamics that connect with the topic and by adopting Respect methodologies in the process. The coaching and mentoring session gives teachers opportunities to be exposed to different teaching approaches as well as understanding children’s individual intelligences. PAGE 21 |PASALI CONDUCT COACHING AND MENTORING TEACHERS

PASALI INTERVENE IN THE SCHOOL LEARNING ACTION CELL (SLAC)

nline with the implementation of Republic act No. 10533, the Department of Education issues the policy on the School Learning Action Cell (SLAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. LAC is supported by DepEd Order No. 35, series of 2016. This advocacy of the Department of Education implies that every teacher should be properly guided and equipped with the know-how of teaching and learning process through revisiting and reviewing some areas or concerned in performing the duties and responsibilities of an effective and efficient teacher Seizing this opportunity, therefore Pasali Philippines Foundation offers its effort thru a 3-hour session on Creativity on Education every 2nd and 4th Friday of the month. This session combines topics such as Respect Methodologies, Tools of a Teacher, Elements of Artistic Expression, Rules of Improvisation, Integrated Theater Arts, and Creative Lesson Planning. Its aim is to allow the teachers appreciate the use of creative and culture-based teaching strategies in the classroom. This is done by coming up with creative lesson plans integrating Respect Education methodologies while utilizing group dynamics

As the process goes, the facilitators conduct the activity creatively with much of exercises that can be used also by the teachers in their daily teaching. The bottom end of this activity is to persuade the teachers to become innovative in their teaching approaches where each child feels safe, accepted, and able to partake in a wholesome and rewarding learning environment.

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