2nd Semester Facilitators Manual SY 1011 (Revised)

Facilitator’s Manual V 10 -11

2nd Semester

Introduction to Ateneo Culture and Traditions Program

Ateneo de Manila UniversityLoyola Schools

Homeroom Adviser Student Facilitator

I n T A C T 2 0 1 0 – 2 0 1 1

To All Homeroom Advisers and Student Facilitators

It is our joint mission to actively and directly contribute to the Freshmen’s formation. To guide you in this endeavor of assisting them in their adjustment into the Ateneo, we are thus providing you with this set of Instructional Materials.

This contains various information and modules which will aid you in the effective facilitation, processing, synthesis, enrichment and deepening of the array of topics lined-up for them.

Thank you for your generosity with your time and talents and for the modeling you provide to the youngest in our community.

Ad Majorem Dei Gloriam,

InTACT Team

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Contents

The 2nd Semester InTACT Program (p. 2)

Tips in Handling an InTACT Class (p. 3)

InTACT Classes Calendar (p. 5)

Program Syllabus (p. 9)

Modules (p. 11)

Freshman Academic Support System (p. 51)

InTACT Program Contact Information (p. 54)

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The INTRODUCTION to ATENEO CULTURE and TRADITIONS PROGRAMOffice of the Associate Dean for Student Affairs

Loyola Schools

2 nd Semester Component: The Self In Relation to Others

The 2nd Semester component of the InTACT Program is a continuation of the 1st

Semester component. As the 1st semester was largely focused on raising the self-awareness of the freshmen, the 2nd semester aims to further this journey. This semester, we aim to raise the self-awareness of the freshmen through their interaction and relationships with others; these primarily being their block mates, their classmates.

The 2nd Semester component also starts their journey of being socially involved. A major feature of the 2nd Semester is the Exposure Trip or Community Insertion. This provides the freshmen a glimpse and a closer encounter of the lives and cultures of communities outside of Ateneo and their usual circles. The primary aim of the Community Insertion is to provide the freshmen a chance to interact with the members of the community and for the freshmen to gain an appreciation of the community’s culture. Hopefully, from this appreciation will stem a raised awareness of their own gifts which they may use in the service of others, as well as the recognition that there is much to learn and gain from people and communities around them.

The 2nd Semester highlights the following objectives in terms of KSAs:

Knowledge1. be aware of the concept of “professionals with and for others”

Skills1. be able to sensitively act and sensitively respond to others’ circumstances and

needsAttitudes

1. have developed a sense of community and belonging2. have an inclination towards service and leadership

Implementation

In the 2nd Semester, the Student Facilitator is given a chance to step-up in facilitating the sessions for the class. They now take a more engaged role in handling the class while still under the guidance and mentorship of the Homeroom Adviser. Though the Student Facilitators are to be given the floor during the 2 nd

Semester, the Homeroom Advisers should still be present in order to properly mentor, observe, and give helpful feedback to aid the Student Facilitator’s continuing development.

Below are some reminders for the HA and the SF: The SF is not to do anything without consulting his/her HA first. The HA is advised to be more open to the ideas of his/her SF, while providing the

necessary guidance and mentoring.

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The HA is not to delegate all the tasks and leave the moderation of the class to the SF.

The SF is to ensure that the HA is kept abreast of matters in relation to the class.

Teamwork and communication are essential in the working relationship between the HA and the SF for them to be effective in moderating the class. Having such is good modeling for the freshmen.

Some Tips in Handling an InTACT class

Be a FACILITATOR!

Take your students from WHERE THEY ARE.

ENGAGE your students and let them be CO-LEARNERS.

Go for the “one – two” punch! Go for the MIND and the HEART with whatever you do and say to your class.

Make your approaches SIMPLE, CREATIVE, LIGHT and ENJOYABLE and your points PRACTICAL, RELEVANT and SIGNIFICANT for your students.

ASSESS your students’ needs so that you can act and respond appropriately.

If upon assessment, you feel that the prescribed modules are not apt to the needs of your freshmen, CUSTOMIZE the modules to make them more suitable for your class – just KEEP THE OBJECTIVES INTACT.

IMPORTANT NOTE:

While we in the InTACT Committee encourage creativity, and while we realize the value of tailoring the activities to best fit your respective classes, we would also like to be updated of any changes you plan to implement.

We are therefore asking all Homeroom Advisers and Student Facilitators to submit a copy of the module changes you want to implement, subject to the approval of the Coordinator and the Committee, at least three (3) working days before the targeted session. Kindly send all proposals to the following email address: [email protected]

We will be providing everyone a soft copy of the manual to make module editing and proposal writing more convenient. Rest assured that the Committee will respond quickly and give you immediate feedback concerning the modules that you will be sending us.

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Other than being a means for the Committee to stay updated of what is going on in the various classes, this may also be an effective means of collecting well-designed modules which may benefit everyone, especially the Freshmen. Of course, the Committee will ask permission from the author of each module before forwarding it to other formators, or before including it in any of the program’s instructional materials.

DESIGNING AN ACTIVITYBy Juan A. Kanapi, Jr.

I. LEARNING ISSUE

(“felt need” vs. “packaged request”)1. What is happening which makes you dissatisfied and desirous of the

package?2. What do you expect to see/hear/measure that will indicate that the

problem/concern is resolved?3. Which of the concerns can be responded to by training/SLEs? Is it the

best option?

II. LEARNING OBJECTIVES

(specifies aspects of the learning issue to be learned)

Knowledge Objective: theories, frameworks, insights that you expect them

to learn in the learning issue (“I think”)

Skills/Behaviors: new behaviors/ways of doing things/system of

working (“I see”)

Attitude/Orientation: the spirit behind the new behavior/or leads new behavior to persistbelief or attitudes that support the desired

behavior.

III. LEARNING ACTIVITY

(“create the feeling and thinking to experience the learning issue”) Structured experience Translation of ordinary, everyday experience into a shortened

experience in the here-and-now

IV. PROCESS QUESTIONS

(based on the learning objective)

3 General Types of Questions:4. Data gathering questions – must have basis on the learning activity5. Interrelation questions – leads to conclusion about the learning issue in

general 6. Insight questions – how conclusions are related to back-home or real-

work situations

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V. THEORY INPUT

Purpose:7. To organize data8. To expound learning9. To contrast learning(if theory is not relevant or in conflict so much with learning, scrap your theory)

Source: Lecture of Dr. Juan A. Kanapi, Jr. in the Seminar in Group Process, 1994

Some More Tips… ALWAYS PLAN and COLLABORATE with your Homeroom Adviser/Student

Facilitator - you are partners!

Having your class stay in a CIRCLE/SEMI-CIRCLE seating arrangement is often effective and complementary to the facilitation process.

In addition to the nametags the students will be wearing during the first few sessions of the semester, the HA/SF could also prepare a seat plan with

pictures.

Have a section Beadle. EMPOWER and COLLABORATE with your students!

Have a CLASS DIRECTORY (birthdays, numbers and email addresses) as soon as possible. Create or join a section Yahoo!Group for easier communication.

Know the demographic profile of your class – who are scholars, dormers, etc. The Student Information Sheet provided by the program should be a good

start.

Occasionally, hold your sessions at a different venue – go OUTDOORS!

Make MEMORIES with your class and DOCUMENT these (through pictures etc.)!

ENJOY what you are doing and let your students enjoy with you!

InTACT Classes Calendar

IMPORTANT NOTE: The sessions for the 2nd semester have been plotted on these specific dates (a different set for each group: Mon, Wed, Fri) having taken into consideration holidays, etc. In the event that there will

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be further cancellation of classes or institutional schedule changes, expect an updated schedule/calendar from the InTACT Coordinator. Otherwise, these sessions are to push through on their assigned dates, and are to be given by the designated deliverer (specific individuals, offices, or groups).

FYI: The holiday(s) we took into consideration in plotting out all the schedules for the 2nd Semester are as follows…

November 19, 2010 – Faculty Day (Friday Group) February 7, 2011 – President’s Day (Monday Group)

REMEMBER: If you are getting lost with your dates, kindly notify the InTACT Coordinator immediately. If you wish to make any changes in your schedule or other logistical matters, please consult with the InTACT Coordinator first.

Schedule for Monday Group

2nd Semester Sessions and Events DateTo be given

by

I am back (Housekeeping) Nov. 15 SF

I am a student (Academic Policies and Procedures Revisited)

Nov. 22 SF

I am loved (Prayer Session 4) Nov. 29 LS OCM

I am unique (Supplemental Self-awareness Session) For the week of Dec. 6-10, HAs and SFs have the option to either give this supplementary session during their designated class time, or to not hold a regular classroom session and instead schedule Individual/Group consultations.

I am called to be a leader (Leadership Module) Dec. 13 SF

Christmas Party Dec. 20 is the date allocated for your class to hold their Christmas party, but the block can also opt to have a different venue and date for this provided HA and SF approval and supervision. Regular InTACT classes resume after the break, beginning with the Friday group on January 7, 2011.

I saw (Community Module) Jan. 10 LS OSCI

I saw (Orientation and Planning) Jan. 17 SF

I am moved to love (Prayer Session 5) Jan. 24 LS OCM

I saw (Exposure Trip) - Equivalent to three sessions Jan. 29 SF

I saw (Processing Session) Jan. 31 SF

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I am InTACT (Synthesis: Classroom Session) Feb. 14 SF

I am InTACT (Synthesis: Plenary Activity/Program Closing ) – Equivalent to three sessions

Feb. 18, 2011 for ALL InTACT classes Specific time, venue and other details TBA

Year-end class celebration The class may set the date & venue for this provided HA & SF approval & supervision.

For everyone’s reference: SF – Student Facilitator LS OCM – Loyola Schools Office of Campus Ministry LS OSCI – Loyola Schools Office for Social Concern and Involvement

Schedule for Wednesday Group


by



Nov. 24 SF

I am loved (Prayer Session 4) Dec. 1 LS OCM

I am unique (Supplemental Self-awareness Session) For the week of Dec. 6-10, HAs and SFs have the option to either give this supplementary session during their designated class time, or to not hold a regular classroom session and instead schedule Individual/Group consultations.


I am called to be a leader (Leadership Module) Jan. 12 SF



I am moved to love (Prayer Session 5) Feb. 2 LS OCM

I saw (Exposure Trip) - Equivalent to three sessions Feb. 5 SF

I saw (Processing Session) Feb. 9 SF


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Schedule for Friday Group


by



Dec. 3 SF

I am loved (Prayer Session 4) Dec. 10 LS OCM




I am moved to love (Prayer Session 5) Jan. 21 LS OCM

I saw (Exposure Trip) - Equivalent to three sessions Jan. 22 SF

I saw (Processing Session) Jan. 28 SF

I am called to be a leader (Leadership Module) Feb. 4 SF


Originally, for the week of Dec. 6-10, HAs and SFs were given the option to either give the supplementary Self-awareness session (I am unique) or schedule Individual/Group consultations. As Faculty Day will be on Nov. 19, we have made adjustments to the Friday schedule, moving down their first three sessions (prayer session will be on Dec. 10), and allotting this final week prior to the plenary activity/program closing for consultations.

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2 nd Semester Program Syllabus : SY 2010-2011

The Introduction to Ateneo Culture and Traditions (InTACT) Program is a year-long subject for all freshmen of the Loyola Schools and is the first Non-Academic Program that our students go through.

The InTACT Program aims to provide the Ateneo College Freshmen with an Ignatian Perspective (Ignatian Pedagogical Paradigm) – that is a way of proceeding from experience, reflection, and action, which they can use to cope with the demands of college life.

The program addresses aspects of Academics, Socio-Cultural Awareness and Psycho-Spiritual Awareness in an integrated manner.

At the end of the program, the freshmen are expected to gain the following in terms of knowledge, skills and attitudes. Specifically, the students should:

Knowledge1. know about the specific academic requirements of a freshman and the academic

support systems which they may avail of2. know about both their rights and responsibilities as students of the Ateneo3. know about and have an understanding of their own Learning Style, as well as other

Learning Styles4. know about and have an understanding of their own personality type as well as other

personality types5. gain greater awareness of their immediate and, if possible, long term goals 6. be aware of the concept of “professionals with and for others”7. be introduced to the fundamental aspects of Ignatian spirituality and the life of St.

Ignatius8. gain an understanding of God’s personal love9. identify experiences of being loved by God

Skills1. be able to express and set goals which they are to actively pursue 2. be able to set priorities and manage their time in a balanced and efficient manner in

order to achieve the goals they set for themselves3. be able to balance both their rights and responsibilities as Ateneans 4. be able to sensitively act and sensitively respond to others’ circumstances and needs

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5.be able to reflect on their personal experiences as freshmen following the Consciousness Examen

6. develop the capacity to quiet down in prayer7. articulate their experience of God

Attitudes1. be disciplined in adhering to their priorities in proper pursuit of their goals2. be disciplined in adhering to their responsibilities as Ateneans, mindful of the rules

and regulations of the school3. be conscious and vigilant of their rights as Ateneans, and to actively defend these

when the situation calls for it4. be open to approaching others for consultation and assistance5. have developed a sense of community and belonging6. have an inclination towards service and leadership7. foster openness to the loving presence of God8. develop an open disposition to prayer9. appreciate the value of prayer in one’s personal life

Grading System

As a non-academic subject, you will be given either an S (Satisfactory) or U (Unsatisfactory) grade at the end of each semester. The composition of the grade is as follows: 40% Completion and submission of requirements and 60% Participation. Your grade will be reflected on your Grade Card and Official Transcript of Records.

Being a one (1) unit subject, a student is allowed a maximum of three (3) cuts per semester. Exceeding three (3) cuts will merit a U grade. Apart from absences, you may incur cuts depending on other rules/guidelines given by your Homeroom Adviser.

It is also very important to note that students who do get a U (Unsatisfactory) grade at the end of a semester will not be allowed to enlist for NSTP the following year. In the event that a student does incur such a mark, certain measures will be implemented.

Note: Other than the sessions and events with dates specified below, your class’ particular session flow will vary depending on whether your InTACT class falls on a Monday, Wednesday, or Friday. Kindly consult your HAs and SFs for your class’ designated schedule.

2nd Semester Sessions and Events

I am back (Housekeeping)


I am loved (Prayer Session 4)

I am unique (Supplemental Self-awareness Session) - Given upon discretion of the HA and SF.

I am called to be a leader (Leadership Module)

I saw (Community Module)

I saw (Orientation and Planning)

I am moved to love (Prayer Session 5)

I saw (Exposure Trip) - Equivalent to three sessions, scheduled on the following Saturdays: Jan. 29, 2011 for those with Monday InTACT Classes Feb. 5, 2011 for those with Wednesday InTACT Classes

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Jan. 22, 2011 for those with Friday InTACT Classes

I saw (Processing Session)

I am InTACT (Synthesis: Classroom Session)

I am InTACT (Synthesis: Plenary Activity/Program Closing ) – Equivalent to three sessions Feb. 18, 2011 for ALL InTACT classes Specific time, venue and other details TBA in class

Individual/Group Consultations - Equivalent to one session, consultation schedules set by the HA & SF.

Christmas Party - There are dates allocated for your class Christmas party, but you can also opt to have a different venue and date for this provided HA & SF approval and supervision.

Year-end class celebration - Again, the class may set the date and venue for this provided HA and SF approval & supervision.

For concerns, please approach your Homeroom Adviser and/or your Student Facilitator. You may also contact the program through [email protected] or inquire at the ADSA Office, Window 1 - Formation, ground floor Xavier Hall.

Session: I am back (Housekeeping)

Session Objectives: For the freshmen to be able to share their thoughts and feelings about the 1st semester For the freshmen to be able to share their expectations for the 2nd semester For the freshmen to get an overview of the 2nd semester and see what activities await

them

Opening Prayer (1 min): SFs are to prepare a personal prayer for the class.

Housekeeping (5-10 mins): Should you need more time to discuss these matters though, please do so and adjust the session accordingly. Do manage your available time to focus on what you deem most pressing for your respective classes.

Attendance Checking.

For classes who still need to iron out their 2nd Semester schedules and venues, you may use this session to do so. Kindly follow the trouble shooting guidelines sent via email. Be sure to update the InTACT Program of your finalized class schedules and requested venues so that we can facilitate making these permanent for the rest of the 2nd Sem.

If your class still doesn’t have their InTACT Shirt ready, remind them of the InTACT Shirt project you discussed with them last semester. Go over the details with them and make arrangements for shirt production (See 1st Semester Facilitator’s Manual, the back Logo has already been sent via email). Every class should choose a design already and have the shirts made and ready to wear for this will serve as their uniform during the upcoming Exposure trip and eventually, during the Program Closing event.

Take this opportunity to notify your freshmen of the InTACT Photo contest and Fashion Show, both part of the Program’s Closing event. More details will be announced some time during the semester. For now, instruct your students to begin

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taking photos of their experiences as a block. They can also start thinking of who among the block they would want to represent them and wear their class shirt during the Fashion show. They are to select one boy and one girl to model during the event.

Activity: “Paint me a picture!” (20-25 mins)

Divide the class into 2-4 groups (relative to your class size). Give them 5 mins. to discuss among themselves and select a significant experience that they all shared during the first semester. Afterwards, have the groups take turns presenting their shared significant experience in the form of a “still picture”. They are to pose and freeze in front of the class, and their block mates have around a minute to guess what event or experience is being portrayed. Afterwards, the group members are to share their thoughts and feelings about the experience that they selected. The activity ends once all groups have had their turn.

The processing of this activity will come in the form of a very brief ‘kamustahan’. You may take off from the experiences that they have just shared. Given that the activity performed focuses on their most salient memories from the 1st semester, we now take this opportunity to ask them what it is that they expect or look forward to for this coming semester.

Overview of the 2nd Semester (10-15 mins)

You may distribute the syllabus at this point.

2 nd Semester Component: The Self In Relation to Others

The 2nd Semester component of the InTACT Program is a continuation of the 1st Semester component. As the 1st semester was largely focused on raising the self-awareness of the freshmen, the 2nd semester aims to further this journey. This semester, we aim to raise the self-awareness of the freshmen through their interaction and relationships with others; these primarily being their block mates, their classmates.

The 2nd Semester component also starts their journey of being socially involved. A major feature of the 2nd Semester is the Exposure Trip or Community Insertion. This provides the freshmen a glimpse and a closer encounter of the lives and cultures of communities outside of Ateneo and their usual circles. The primary aim of the Community Insertion is to provide the freshmen a chance to interact with the members of the community and for the freshmen to gain an appreciation of the community’s culture. Hopefully, from this appreciation will stem a raised awareness of their own gifts which they may use in the service of others, as well as the recognition that there is much to learn and gain from the people and communities around them.

The 2nd Semester highlights the following objectives in terms of KSAs:

Knowledge1. be aware of the concept of “professionals with and for others”

Skills1. be able to sensitively act and sensitively respond to others’ circumstances and needs

Attitudes1. have developed a sense of community and belonging2. have an inclination towards service and leadership

Some points to stress: Knowing one’s self is a journey; a continuous and life-long one. Knowing one’s self is a discovery process, but for it to be greater it has to be intentional.

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In the process of getting to know others, we get to know ourselves as well. There are things we can teach and give others and there are things we can learn and

gain from them. The path differs for each person, but we are co-journeyers nonetheless.

At this point, you may continue going over the rest of the syllabus, especially the calendar of activities for the 2nd semester. This should give the freshmen an idea of what the upcoming InTACT sessions are all about.

Closing Prayer (1 min): Ask for a volunteer to close the session with a prayer.

Session: I am a student (Academic Policies and Procedures)

Session Objectives:

For the students to be reminded of academic policies of the Loyola Schools especially those affecting freshmen

For the students to revisit their grades/academic performance during the first semester For the students to be aware of basic academic processes in the Loyola Schools

Prayer (1 min):

Housekeeping (3 mins): Attendance check Collection of past/late requirements Announcements

Recap of First Semester Advisory Marks Module

Instructions: Briefly discuss the following points that were part of the Advisory Marks Module taken up during the First Semester.

The Quality Point Index (QPI)

What is the Quality Point Index (QPI)?QPI or Quality Point Index is the weighted average of your grades for a particular

semester. This determines promotion, honors, graduation and separation from the University.

How to Compute for your QPIAs mentioned above, the QPI is the weighted average of your grades for a particular

semester. This weighted average is arrived at by dividing the sum of the equivalent of the letter grades by the sum of the number of units taken for that semester. You may use the table below for this.

QPI Computation Table

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Course Cat. No. Letter Grade

Number Equivalent

Number of Units

X =X =X =X =X =X =

NU (Total Number of

Units)

TP (Total Points)

TP / NU = Semestral QPI

You may also use the table in reverse to determine what grade combinations you need in order to be a Dean’s Lister, etc.

What are the equivalents of each letter grade I get?Letter Grade Point Equivalent Letter Grade Point EquivalentA 4 C 2B + 3.5 D 1B 3 F 0C+ 2.5

What do the other letters in my grade sheet mean?W Withdrawal without permission, equivalent to 0 pointsWP Withdrawal with permissionS Satisfactory performance in a non-academic subjectU Unsatisfactory performance in a non-academic subjectNE No final examinationINC Incomplete

General Reminders regarding the QPI

What is the Yearly QPI?The Yearly QPI is the minimum that has to be reached at the end of each and every school year. The following are the Yearly QPI that must be reached for promotion/graduation:

Freshman QPI = 1.80Sophomore QPI – 1.90Junior/Senior QPI = 2.00

What are the required QPIs for honors:Semestral Honors:First Honors = 3.70 – 4.00 QPI for the semesterSecond Honors = 3.35 – 3.69 QPI for the semester

Graduation Latin Honors:Summa Cum Laude = 3.87 – 4.00 cumulative QPIMagna Cum Laude = 3.70 – 3.86 cumulative QPICum Laude = 3.50 – 3.69 cumulative QPI

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Honorable Mention = 3.35 – 3.49 cumulative QPI

Revisiting of First Semester Grades/Academic Performance

Note: The Student Facilitator/Homeroom Adviser is supposed to guide the freshmen through this simple revisiting activity. Through this activity, the freshmen are expected to: (1) revisit and reflect on their academic performance during the previous semester, (2) to generally determine in which subjects thy do well and which they need to improve upon, and (3) to make “academic plans” for the present semester.

Two options are given here in presenting this section to your freshmen. Option A is for InTACT sections composed of more introspective students while Option B is for InTACT sections composed of more extroverted students.Option A (For Introspective Classes)

Instructions: Ask the freshmen to answer the following questions on a piece of paper:1. List down all your grades from the previous semester that you remember.2. In which subject/s did you do well? Why do you think you did well in this/these

subjects?3. In which subjects do you think you need to improve on? How do you think you can do

this?4. What concrete plans can you make for this semester for you to be able to perform

better/get better grades in your classes?

After everyone has answered the aforementioned questions, ask them to form pairs and share their answers to questions 2 to 4 with their partner.

Option B (For Extroverted Classes)

Instructions: This option will take the form of a discussion amongst the members of the class as moderated by the Student Facilitator/Homeroom Adviser. You may use the following questions as starting points in the discussion:

1. How were your grades during the previous semester? Any As? Bs? Fs?2. In which subject/s did you do well? Why do you think you did well in this/these

subjects?3. In which subjects do you think you need to improve on? How do you think you can do

this?4. What concrete plans can you make for this semester for you to be able to perform

better/get better grades in your classes?

Academic Processes and Procedures in the Loyola Schools

Note: The following section contains basic academic processes that students may have to avail of at some time during their stay in the Loyola Schools. Most of the contents of this section may also be found in the LS Undergraduate Student Handbook. (All pages indicated are for the 2010 Edition of the LS Undergraduate Student Handbook.)

I. DOUBLE MAJORING – A double degree/majoring usually involves an AB concentration and a BS concentration. In general, the school does not encourage this practice of double majoring. However, it is allowed on a case-to-case basis if the Department Chairperson involved will endorse it. (For the procedure on double majoring, please refer to p. 166.)

II. LEAVE OF ABSENCE - A student may apply for leave of absence if he/she wishes to temporarily separate himself/herself from the university for non-academic and

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non-disciplinary reasons. (For the procedure for applying for an LOA, please refer to p. 168.)

III. LOAD REVISION – Load revision simply means changes in a student’s program of study, list of subjects, etc. This is done through the Load Revisions Form which is the official record that documents the changes requested by the student after he/she has been officially enrolled. The following are examples of processes that may be done through load revision:a. Addition of course(s) – page 170b. Change of course(s) – page 171c. Change of concentration – page 171d. Change of section(s) - 172e. Overloading course(s) or the permission to do so – page 174f. Taking a/n advanced/deferred final exam - 174g. Withdrawal of course(s) – page 175

IV. APPEAL FOR PROBATION - An appeal for probation may be done when a student did not obtain the required QPI for his/ her year. (For the procedure for appealing for probation, please refer to page 176.)

V. REQUEST FOR CHANGE OF GRADE - This applies to students who think that there was a miscalculation of the final grade or typographical error in the transfer of grade to the official grade sheet by the teacher. (For the procedure for requesting for a change of grade, please refer to p. 177.)

Reminder: Distribute copies of the Academic Procedures FAQ before dismissing your class.

Closing Prayer (1 min)

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Session: I am loved (Prayer Session 4)

“IGNATIAN MEDITATION” The Value of Myself

Session Objectives: At the end of the session, we hope the students will: Be introduced to the Ignatian MEDITATION Gain an understanding of God’s personal love Articulate their experience of God Appreciate the value of prayer in one’s personal life

Materials: CD player Song: Ang Panginoon ang Aking Pastol Instrumental CDs Sacred Space Prayer Journal

Grace to ask for: My Loving God, I beg for the grace of inner silence and stillness, so that I can listen to you telling me how much you love me.

A: PrayerPERSONAL PRAYER OF PEDRO ARRUPE

Grant me, O Lord, to see everything now with new eyes,

to discern and test the spirits

that help me read the signs of the times,

to relish the things that are yours, and to communicate them to others.

Give me the clarity of understanding that you gave Ignatius.

B: Prelection

Introduction of the session(The facilitator will give a preview of the session with emphasis on…)

PRAYER is communication with our God.

Ignatius taught that the key to a healthy spirituality was twofold: Find God in all things and constantly work to gain freedom to cooperate with God’s will. We need to listen to our hearts and allow God to bring to our attention the things we need to respond to.

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In reading Scripture, we believe that God communicates with us through the medium of Scripture passages, so the bible is called “The Sacrament of the Word”.

THE IGNATIAN MEDITATION

Ignatian Meditation is praying over the scripture. It is noticing any word, phrase or line of the Bible passage that attracts your attention.

Steps:

1. Read the passage slowly for several times.2. If any word, phrase or line attracts your attention, stay with it for as long as you can,

relish it. This word, phrase or line is God communicating with you.3. Talk to God about your reflections, insights and feelings.4. End with an Our Father.

The facilitator gives an overview of the chosen passage: Psalm 23 – The Good Shepherd

Jesus the Good Shepherd

Jesus is the good shepherd to His believers just as the shepherds were of their livestock.

A shepherd tended his flock day and night. He would gather the sheep into a sheepfold at night for their protection. The sheepfold was a pen, a cave, or an area backed by stone walls. Since there were no doors, the shepherd would often sleep or sit in the opening, ready to guard his sheep from harm.

Jesus illustrates how the shepherd cares for his flock, protecting them from weather, thieves, and predatory animals. He loved and shielded them and if necessary, he would lay down his life for them.

Jesus is that loving protector and caretaker for His flock. The good shepherd is there to save the sheep from any that would destroy them.

Jesus came not to merely be the hired keeper but came as the only one, who was and is, completely committed to us -- even to His own death and resurrection. Jesus is the good shepherd who lays down His physical life for you and me.

How does it feel knowing Jesus as the good shepherd and you as the sheep?

Invite the students to prayer.

C: Prayer Proper (Note: More time should be spent for prayer reflection…)

The facilitator will help the students be disposed to prayer. Invite the students to open themselves so God can enter.

(Instrumental Music will be played)

Breathing Exercise – Inhale-exhale (breathe in life, breathe in love, breathe in God…)

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As you relax into God's presence, take a moment to greet the Lord. Ask God to give you the grace to see what God desires for you. Let the Spirit guide you.

Sign of the Cross

SCRIPTURAL READING: Psalm 23- Good Shepherd

The LORD is my shepherd; I shall not be in want.He makes me lie down in green pastures,

he leads me beside quiet waters, he restores my soul. He guides me in paths of righteousness for his name's sake.Even though I walk through the valley of the shadow of death,

I will fear no evil, for you are with me; your rod and your staff, they comfort me.You prepare a table before me in the presence of my enemies.

You anoint my head with oil; my cup overflows.Surely goodness and love will follow me all the days of my life,

and I will dwell in the house of the LORD forever.

Moment of Silence

As you bring your prayer to a close, perhaps you might take a few minutes to speak to the Lord about your experience. Be candid - tell God what and how you feel.

What word, phrase, or line in the passage moved or touched you?

How do you feel about it?

What insights or realizations did you gain?

How would you respond to God’s message for you?

Together: OUR FATHER

D: Processing

What happened in your prayer experience?

What feeling was evoked in you?

Were there difficulties encountered? How did you address them?

What learnings and insights did you gain in your prayer?

(Dyad/triad sharing is encouraged. Some volunteer students may be asked to share to the rest of the class.)

E: Synthesis (Note: You may paraphrase/summarize the story.)

THE SHEPHERD

A Modern Parable about our Search for Happiness

Matthew Kelly

”Once upon a time, on a glorious summer’s evening, there was a banquet. More than six hundred guests had traveled from all over the world to attend this lavish affair. There were movie stars and musicians; artists and politicians; princes and princesses; fashion designers and beautiful models; men and women who owned businesses large enough to be

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small countries; and a handful of others, of no particular note, who had endeared themselves to the host over the years.

The people enjoyed a sumptuous meal and a wonderful selection of the finest wines the world had to offer. When the guests had finished their dinner, but before dessert was served, the host stood up and welcomed his guests. He then explained, “This evening, instead of music, and speeches, and dancing, I have invited one of England’s most celebrated Shakespearean actors to perform for us.” The people graciously applauded, and the actor stood, moved towards the center of the banquet hall, and began to speak. He spoke eloquently and powerfully. For thirty-five minutes he moved about the banquet hall, brilliantly reciting famous passages from the writings of William Shakespeare.

“Oh, I am but fortune’s fool…”

“To be or not to be- that is the question: Whether ‘this nobler in the mind to suffer

The slings and arrows of outrageous fortune or to take arms against a sea of troubles…”

“Shall I compare thee to a summer’s day? Thou art more beautiful and more temperate…”

“… Neither a borrower nor a lender be, for loan oft loses both itself and a friend.

And borrowing dulleth the edge of husbandry. This above all, to thine own self be true,

And it must follow as night follows day Thou canst not then false to any man.”

After each brief episode the audience erupted in applause, and their applause echoed up through the castle and spilled out into the moonlit courtyards.

“Tis but thy name that is my enemy: Thou art thyself…

What’s in a name? that which we call a rose

By any other name would smell as sweet;

So Romeo would, were he not Romeo call’d,

Retain thy dear perfection which he owes…”

“If we shadows have offended, Think but this and all is mended,

That you have but slumbered here while these visions did appear…”

With this, the closing passage from A Midsummer-Night’s Dream the actor took a bow and announced that he was finished. The guest clapped and cheered and called for an encore. The actor rose to his feet once more to oblige his eager audience. “If anyone has a favorite Shakespearean passage, if I know it, I would be happy to recite it,” he said. Several people spontaneously raised their hands. One man asked for the soliloquy from Macbeth. Another for the balcony scene from Romeo and Juliet. And then a young woman asked for The Fourteenth Sonnet. One after the other, the actor brought these passages to life-boldly, brilliantly, tenderly, thoughtfully- each excerpt matched perfectly with its corresponding emotion.

Now, an elderly gentleman towards the back of the banquet hall raised his hand and the actor called on him. As it turned out, the old man was a priest. “Sir,” he said standing in his place to be heard, “I realize it’s not Shakespeare, but I was wondering if you would recite for us The Twenty-Third Psalm.” The actor paused and looked down as if he were remembering some event far in the past, perhaps a moment in his childhood. Then he smiled, and spoke up saying, “Father, I would be happy to recite the Psalm on just one condition and that is, when I finished, you too will recite the Psalm for us here tonight.” The priest was taken aback. He hesitated. He was a little embarrassed now and looking down he fidgeted with the tablecloth. But he really wanted to hear the actor recite the Psalm. So finally, he smiled and agreed saying, “Very well.” The crowd hushed in anticipation and the actor began in his powerful and eloquent voice.

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The Lord is my shepherd there is nothing I shall want…”

When the actor finished reciting the Psalm the audience rose to their feet in ovation. They clapped and cheered like they would never stop clapping and cheering, and their adulation echoed through the castle and out into the midsummer’s evening. After several minutes, the guests finally settled and returned to their seats. Then the actor looked down the banquet hall to where the old priest was sitting and said, “Father, it’s your own now.” As the priest stood up at his table a whirl of whispers raced around the room. Shifting in his place, the old priest looked down, placed one hand on the table to steady himself, and took a deep breath. A look of vivid recollection came across his face. He seemed to slip away to some other place. Then in a voice that was gentle and deeply reflective, he began…

”The Lord is my shepherd there is nothing I shall want.”

“He lets me lie down in green pastures. He leads me beside peaceful waters.

He restores my soul. He guides me along the way of righteousness as befits his name.

Even though I walk through the valley of the shadow of death, I will not be afraid.

For the lord is with me at my side. His rod and his staff comfort and protect me.

He prepares a table for me in the presence of my enemies. He anoints my head with oil.

My cup overflows. Surely goodness and mercy will follow me all the days of my life.

And I will line in the house of the Lord, forever.”

When the priest was finished not a sound could be heard in the banquet hall. Nobody clapped, nobody moved, and nobody spoke. A profound silence had descended upon the castle. Women wiped tears from their eyes. Men sat staring open-mouthed. A tear slipped from the eye of the host. And as the humble old priest gently sat down, every set of eyes in the banquet hall was fixed upon him. The faces of the guests were covered with awestruck amazement. The actor was perplexed. He wondered why the priest’s gentle words had touched the people so deeply. Then like a shaft of light passing across his face, it dawned on him. Seizing the moment, the actor stood back up and said, “My friends, do you realize what you have witnessed here tonight?” They gazed back at him with a communal stare of wonderment. They knew they had witnessed something profound, but were uncertain of its meaning. The actor continued… “Why was the old man’s recital of the Psalm so much more powerful than my own? “As I see it- The difference is this, I know the Psalm, but Father, he knows The Shepherd.”

Get to know the Shepherd. Stop trying to put together a master plan for your life… for your happiness… Instead, seek out The Master’s Plan for your life… for your happiness… Allow Him to lead you, to guide you, to be your companion, your friend, your coach, your mentor…He will lead you to green pastures… He will restore your soul…Your cup will overflow…”

F: Closing Prayer

Song: Ang Panginoon ang Aking PastolDanny Isidro, SJ - Fruto Ramirez,SJ

Ang Panginoon ang aking pastol Madilim na lambak man ang tatahakin ko,Pinagiginhawa akong lubos Wala aking sindak, Siya’y kasama ko.

Ang hawak niyang tungkod ang siyang gabay ko.Handog niyang himlaya’y sariwang pastulan Tangan niyang pamalo, sigla’t tanggulan ko. Ang pahingaan ko’y payapang batisan, (refrain).Hatid sa kalul’wa ay kaginhawahan,Sa tumpak na landas, Siya ang patnubay.

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(refrain )

Session: I am unique (Suplemental Self-awareness Session)

Note: For the week of Dec. 6-10, HAs and SFs have the option to either give this supplementary session during their designated class time, or to not hold a regular classroom session and instead schedule Individual/Group consultations.

Session Objectives:

For the freshmen to re-assess their first semester in terms of their social and academic adjustments using the results of their personality (MBTI) and learning styles (ILS) tests.

For the freshmen to re-assess how they managed themselves during the first semester identifying what were of most help to them and to make adjustments to areas that needs improvements.

Specific objectives

To identify specific areas in academics and socialization that students feel they performed adequately in

To identify specific attitudes and approaches that aided in the student’s academic adjustments and to their social life

To identify specific areas in academics & socialization that they experienced difficulty in

To identify specific attitudes and approaches that impeded student’s social and academic performance

To come up with concrete action points that can help student’s improve further their study habits and social skills

Materials

Any notebook or piece of paper Ballpen Sample of the activity sheet

Session Flow

A. INTRODUCTION

The first semester was a trial period for all of us. During the last semester, we were able to see what aspects of college were manageable or difficult for us. We were probably also able to see that some of our old habits and behavior are no longer as effective as they used to be back in high school. When we have seen what works and what doesn’t, then we can make changes accordingly. This is one way of looking at the idea of adjustment.

This session, we will take a look at the academic and social aspects of our college life last semester. We will assess how well we have adjusted in these areas. Through this activity, we will hopefully be able to think of better ways to deal with the academic and social demands of college life.

B. ACTIVITY

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On a piece of paper or in a notebook, instruct the students to make two (2) quadrant (refer to sample attached). The first quadrant will be labeled as “ACADS” and the second quadrant “DEALING WITH OTHERS.”

The meaning of each section for the first quadrant (ACADS)are as follows:

o “What I was good at” – areas in academics that I performed well in (e.g. specific subjects such as English, time management, group work, creative projects, etc.)

o “What I found difficult” – areas in academics that I had trouble doing (e.g. problem solving in Math, literary analysis in English, sharing my ideas in class, understanding disorganized lectures, etc.)

o “What helped” – attitudes and approaches that I helped me in the areas that I did well in (e.g. regular study time, breaking down requirements into smaller tasks, using visual aids when studying, group study, eating while studying, etc.)

o “What didn’t help” – attitudes and approaches that did not necessarily help or even impeded my academic performance (e.g. playing music while studying, too much gimiks, cramming, reviewing in my room, memorizing without understanding the concepts, etc.)

Fill each section with as many items as they can think of. Ask them to be as specific and concrete as possible in answering the different sections. Give them 10 minutes to answer all the sections.

On the second quadrant (labeled “Dealing with Other’s”), instruct the students to fill up again each section with as many items as they can think of. Ask them to be as specific and concrete as possible in answering the different sections. Again give them 10 minutes.

The meaning of each section in Activity 2 are as follows

o “What I was good at” – areas in socialization that I performed well in (e.g. making people laugh, having deep conversations, one-on-one conversations, talking about fashion, persuading people, etc.)

o “What I found difficult” – areas in socialization that I had trouble doing (e.g. small talk, being in big groups, being around loud people, establishing rapport, resolving conflicts with others, etc.)

o “What helped” – attitudes and approaches that I helped me in the areas that I did well in (e.g. telling jokes, smiling a lot, saying thank you, talking about common interests, listening, maintaining eye contact, playing DOTA with friends, keeping an open mind, etc.)

o “What didn’t help” – attitudes and approaches that did not necessarily help or even impeded my ability to deal with people (e.g. lack of confidence, shyness, boasting, going home right after class, talking only about myself but not listening to the other person, sarcasm, criticizing people often, etc.)

C. PROCESSING

Conduct a plenary discussion and ask the students to share what they wrote down. It may help if you make a copy of the activity sheets on the board wherein you could write down the responses they share.

Based on their responses in the sections “What I was good at” and “What helped”, assist the students in describing specific attitudes and behavior that aided in their

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social and academic adjustment. Point out that these are things they could continue doing or develop further.

Based on their responses in the sections “What I found difficult” and “What didn’t help”, assist the students in articulating specific difficulties and which attitudes and behavior were unhelpful in their social and academic adjustment. Point out that these are things they could either improve on or discontinue.

Ask them for ideas about how to deal with their social and academic difficulties. You could also ask the students for ideas about how they could use their strengths to compensate for their weaknesses.

D. SYNTHESIS

This activity is meant to illustrate to you how to assess your performance in various areas in your lives.

Awareness is the first step in making changes. When you know that there is a problem, you can work on finding out what the problem is and then work on it.

It is important to be specific and concrete when identifying helpful and unhelpful attitudes and behavior. By being specific and concrete, you will know what particular attitudes and behavior you need to continue, develop, change, or discontinue.

Our strengths can be used to compensate for our weaknesses.

Adjustment is easier for some, while others find that it takes them longer.

If you feel everything is too much to handle on your own, don’t hesitate to ask for help.

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ACADS

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Subjects I am good at

Subjects I had difficulty in

What helped me in my studies

What didn’t helped in my

studies

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DEALING WITH OTHERS

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What others liked about me

What helped me make friends

What kept me from being with

others

What I can improve on

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Session: I am a leader (Leadership Module)

This session is being crafted by the LS Office of Student Activities and will be sent to you via email. Kindly wait for the said file. Please take note of where this module is situated in your designated session flow for the assigned date to hold this particular session varies depending on whether your InTACT class falls on a Monday, Wednesday or Friday.

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Session: Christmas party

Session Objectives: For the class to celebrate the upcoming Christmas season together

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Session: I saw (Community Module)

NOTE: This session is to be given by the LS Office for Social Concern and Involvement but the HA and SF should still be present to join the class. It will be a plenary session wherein all InTACT Classes are to go to (Venue: TBA) during their respective timeslots.

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The whole idea of this session is for the class to celebrate the yuletide season together. It is up the joint efforts of the HA, SF, and the class to make this session happen. There is an option to set a different venue and date for this given the HA’s & SF’s approval and supervision.

Enjoy your time together! Merry Christmas!

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[All InTACT Classes of the same time slot, e.g. 7:30-8:30 will congregate at the specified venue during their usual InTACT Hour to take part in this plenary]

Session Objectives:

Define a community Identify characteristics, systems, values that can be seen in a specific community Define concept of Professionals-for and with-others Recall the I SAW theme

Opening Prayer

Introduction

We are gathered today in this plenary to share and to listen. This session is called My Community. We will define it and give character to it.

Strategies

A. Where do I belong? 1. Instructions will be flashed on the screen. 2. Group according to where you are living in the metro e.g San Juan, Manila, QC,

Marikina, etc.3. Group according to what word/s could best describe your city or province.

B. Input1. Definition of community

(From Wikipedia. date browsed 15 Sep 2010/1:40 pm)

In biological terms, a community is a group of interacting species sharing a populated environment. In human communities, intent, belief, resources, preferences, needs, risks, and a number of other conditions may be present and common, affecting the identity of the participants and their degree of cohesiveness.

In sociology, the concept of community has led to significant debate, and sociologists are yet to reach agreement on a definition of the term. There were ninety-four discrete definitions of the term by the mid-1950s. Traditionally a "community" has been defined as a group of interacting people living in a common location. The word is often used to refer to a group that is organized around common values and is attributed with social cohesion within a shared geographical location, generally in social units larger than a household. The word can also refer to the national community or global community.

The word "community" is derived from the Old French communité which is derived from the Latin communitas (cum, "with/together" + munus, "gift"), a broad term for fellowship or organized society.

Since the advent of the Internet, the concept of community no longer has geographical limitations, as people can now virtually gather in an online community and share common interests regardless of physical location.

2. How to integrate with My community In your own villages, communities, dormitories/condominiums, etc. there are

initial policies or rules that requires you how to civilly or properly relate with everyone living in that place. It somehow pushes us to the understanding that certain respect to persons’ welfare should be upheld.

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The InTACT exposure trip areas are not different from where we live or reside. It may physically differ but still they bear the same meaning of a community (as barangays, centers, shelters or institutions).

The places you will be going to will at least bring their own character, value system, norms that can be identified as specific to them. We invite you to keenly observe them as you integrate during your exposure trips.

Here are some of the scenes you may or may not encounter during your exposure trip (integration or what if…video will be played)

3. Professional-with and for-others As the future awaits the managers, bosses, and public figures in you your

InTACT introduces you to a concept for which your skills and expertise may benefit so many people.

Professional with – Loyola Schools provides you the avenue to collaborate; we are reminded that yes we can do it alone but there are also other brilliant minds out there – involving them in the process will greatly impact change.

Professional for – ultimately, we go down from the hill to serve not our own. We acknowledge our brilliance and excellence but we also owe this to our KAPWA TAO, KAPWA FILIPINO.

4. I SAW…There is a big difference between Looking and Seeing. Looking involves the eyes sweeping on its immediate physical surroundings. It involves the temporal vision grasping at what the light reflects. Seeing on the other hand is looking beyond the physical and temporal surroundings. It involves noticing minute details of physicality—its shape and form. It is about perceiving one-second movements and emotions, and openly accepting the composition of a [subject].

For this year’s InTACT exposure trip, we hope that the students will go beyond looking at the community merely through its physical attributes. It desires to open their eyes and make them more aware of the culture and characteristics of the community, seeing it through the lens of a professional-for-and-with-others. Through their experience, we anticipate a development in their integration with other people, leading to manifestations of their responsibilities in society.

C. SummaryYour InTACT block is your immediate community and the Ateneo is your bigger community (teachers, professionals, staff, organizations, barkada, etc.). Through InTACT you will also encounter communities outside your immediate sphere of connections. Your exposure trip will bring you to greater realities of life other than your home, school and friends. This will be the start of your exposure to different types of communities through NSTP PLUS, JEEP and PRAXIS.

Closing Prayer

Session: I saw (Orientation and Planning)

Session Objectives:

At the end of the session, the students will be able to: Identify the (1) objectives and theme of the exposure trip and (2) policies and

guidelines of the exposure trip

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Recognize the characteristics of their respective community/institution Accomplish the Planning Worksheet for the exposure trip.

Materials Puzzle activity materials (blindfolds and puzzle pieces) Supplementary materials:

a. “I saw” theme & objectives (from the Community Module)b. Area Profilec. Schedules of the following: Exposure Trip, Processingd. Area Visit Report of the Student Facilitator

Planning Worksheet (see template below) Student Waivers Presentation/Logistical materials (e.g. visual aids, masking tape, Manila paper, Pentel

pens, laptop, LCD projector)

Flow

The facilitator can conduct the session according to his/her own style and the block’s dynamics, for as long as the orientation and planning objectives are met.

I. Opening Prayer (1 minute)

II. Housekeeping (3 minutes)

- AttendanceNOTE: Students who are absent during this session will not be allowed to join the exposure trip unless s/he is provided with a make-up orientation by the student facilitator and given a specific task/assignment for the activity. List of students who won’t be able to participate in the exposure must be forwarded to the Office for Social Concern & Involvement.

- Collection of past and late requirements (if any)- Announcements

III. I SAW theme & objectives (10 minutes)

To serve as an energizer and a review of the exposure theme and objectives, a simple activity is suggested below:

Participants (the block): - divide into groups (number of groups may vary according to block size, so

long as number of members ranged from 4-6 only; activity is not keen on having equal members per group if block size won’t allow)

Materials:- Blindfold per group (can be brought by participants)- Puzzle pictures per group(can be obtained through OSCI)

Instructions:1. Setup three (3) stations.

1st station:where the participants will fall in line2nd station: where the puzzle pieces will be scattered3rd station:where the puzzle pieces will be dropped & assembled

2. Ask for a group representative who will be waiting at the 2nd station.

3. On the signal, first participant on the line will put on the blindfold and go to the 2nd station. S/he may be guided only by instructions from the group members on the line (e.g. to your left….right…straight…etc.).

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4. Upon reaching 2nd station, the waiting group representative will be the one to give instructions to the blindfolded group mate in picking up a puzzle piece. Thereafter, guide can hold his/her group mate in helping him/her reach the 3rd station.

5. At the 3rd station, guide will instruct the blindfolded group mate to drop the puzzle piece. Guide is cautioned not to hold or touch his/her group mate and puzzle piece upon reaching the 3rd station.

6. After dropping the puzzle piece, blindfold can now be removed. The one previously blindfolded will go to the 2nd station to serve as the next guide. Former guide at the 2nd station will run to the 1st station, return the blindfold and go at the back of the line.

7. Next participant on the line will put on the blindfold and do the same. Process is repeated until the last puzzle piece is picked.

8. As the last piece is dropped at the 3rd station, all group members on the line can run to the station to help give instructions in arranging the puzzle. Only the blindfolded group mate can touch and move the puzzle pieces.

9. Once the puzzle is solved, group should shout what image or statement prevails (the exposure theme, “I SAW”). First to finish wins.

10. Do a short processing of the activity.

Processing: (Facilitator can ask some members of the block)

A. Being blindfolded. (The feeling)

What was the feeling of going somewhere without seeing anything or having a clear grasp of what to see or expect?

This may be a semblance of what we may feel in having our exposure trip. We might even feel hesitant because we are unsure of the area we are to go to…of the people…of what will happen.

B. Being guided and being part of the group. (Being with others. Fostering integration skills)

What was the feeling when a group mate guided us through the 2nd and 3rd

station? Being with others cheering or giving instructions from the line?

Despite our apprehension or hesitancy, let’s find assurance and joy that we are to go to our exposure areas with our block and that the student facilitator and/or homeroom adviser will be there to guide us. We also look forward to a meaningful bonding with our block and knowing other people in the area.

C. Being the guide. (Being FOR-and-WITH-others. Developing sense of responsibility).

When we assumed the role of being guide at the 2nd station and during the puzzle solving at the end, we tried to help our blindfolded group mate, in one way or another.

At the 2nd station, we may have made our blindfolded group mate feel that we are here FOR him/her by giving instructions. We even journeyed WITH him/her to reach the 3rd station. During the last part of the activity, we joined the efforts of our other group mates in being a guide. We may have felt that we are responsible for each other as a group.

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Over-all, we did the activity as a group. There is a need to know and recognize each other, to cooperate and develop sensitivity to better work with each one and to find joy in being for-and-with others.

D. Solving the puzzle as a group. (Sense of community. Seeing the big picture)

When we gathered together to solve the puzzle, there is a sense of team spirit, belongingness and community. People join together to achieve a desired result.

Through the exposure trip, we hope to see the block as one of our communities in the Ateneo and furthermore, see the area as a picture of a bigger community we may not even be aware of… or that we may have been a member of…. or should be responsible for. The exposure trip aims to broaden our perception and understanding of a community.

Just as the image of the puzzle was unclear at the start, we hope that the exposure trip will also make us see the bigger picture of ourselves, our block, of the area, what we can do, and of the different situations around us. Seeing the big picture help us become whole and INTACT.

Review of the exposure objectives: (just have a rundown of the four statements)

1. Explain the concept of professionals-for-and-with others2. Identify the different characteristics and culture of a community 3. Foster integration with one's community 4. Exhibit a deeper sense of responsibility

IV. Policies and Guidelines (5 minutes)

(See attachment # 1 for the content or refer to the OSCI-provided CD)

V. Presentation of the Area (8 minutes)

The student facilitator may prepare a powerpoint presentation about the area, based on the area profile which can be obtained from OSCI-InTACT formators and the information gathered by the student facilitator during his/her area visit.

VI. Planning proper (20 minutes)

The facilitator can present the planning worksheet below and let the block decide on how to proceed and accomplish this worksheet. However, he/she can follow the guide below if this can aid him/her administer the planning session.

1. List down on the board the area details and concerns that should be considered in the planning (item c, d, e, f of the area presentation above).

2. Present the timeframe for the exposure. Have the block look into the missing parts of the program.

(See attachment # 2 for the example or refer to the OSCI-provided CD)

3. While all of the members of the block will be joined into the groups of the clients (serving as their buddies), there are certain roles and tasks which

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should be performed separately or spearheaded by some. Identify persons-in-charge for these.

(See attachment # 3 for the example or refer to the OSCI-provided CD)

4. Gather and document all the ideas and the agreements made. If it can be done, finalize the plan with the block and start to fill-out the planning worksheet. (If not, the facilitator may just consolidate the session’s output and follow-up on the block regarding finalization and tasking)

TIMEFRAME

ACTIVITY MATERIALS TO

PREPARE

PERSON or COMMITTEE in-charge

CLARIFICATIONS with OSCI

Formators / REQUESTS from

the Area8:00 assembly /

attendance checkVenue: cornfield

8:15 ETD: ADMUTravel

9:00 ETA: Area

PROGRAM:

11:30 Salu-salo food, trash bags

12:30 CULMINATING ACTIVITY:

1:00 Clean-upHeadcountETD: Area

Student Facilitator

2:00 ETA: ADMU

ETD: Expected Time of DepartureETA: Expected Time of Arrival

VII. Quick Integration Tips(2 minutes)

Have the block read this aloud while filling in the missing letters. Ask them the statement that will be formed from the missing letters.

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“I AM INTACT.”The theme of the InTACT program.

The exposure trip aims to help the students realize this.

VIII. Distribution of waivers (2 minutes)

Submission: ________________________

IX. Open Forum / Review & Reminders (2 minutes)

X. Closing Prayer (1 minute)

NOTES:

Before the session, you may opt to consult the OSCI formator-in-charge regarding transportation and exposure trip concerns. This will help you account the necessary information and considerations regarding the exposure.

After the session and thorough finalization of the plans, please submit to the formator-in-charge the following: a. soft copies (if any) of your presentations; b. accomplished planning worksheet (a week before the block’s exposure). These will be included in the official documentation of the InTACT program.

Do check and follow-up on the block regarding the execution and completion of their assigned tasks.

Orientation & Planning Module Attachments

Attachment # 1:

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Policies and Guidelines

Since this is an official school activity, all policies and guidelines in the student handbook will also apply while in the area.

Attendance

Students are to complete the ½ day exposure activity in the area. Absence from the exposure is equivalent to three (3) cuts.

Students are required to attend the orientation to be given by the student facilitators. NO ORIENTATION. NO EXPOSURE TRIP.

Uniform

InTACT block shirt, maong pants and rubber shoes must be worn during the exposure activity.

No uniform, no exposure trip. No wearing of jewelry.

Demeanour

Avoid the use of cellular phones in the area. Students are not allowed to use their cars going to and from the area. Jeepneys

will be provided for each block. Students should only bring materials related to the area work (this will depend on

the block’s prepared activities for the area). Absolutely NO SMOKING going to and from the area and while in the

community/institution. Do not bring large amount of money to the area. Bring enough money for

emergency needs only. If you encounter any problem with your contact person or with anyone from the

community, bring it to the attention of your Student Facilitator/Formator immediately.

Please communicate in Filipino. Integrate yourself with the people in the community.

Attachment # 2:

8:00 am - assembly/attendance check at cornfield8:15 am - time of departure / travel to area9:00 am - time of arrival in the area

- Meeting the area contact persons- Set-up of the venue

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- Tour (if agreed upon with area)- Assembly of the clients, grouping, giving of name tags

9:20 am - opening activities- Prayer- Introductions/opening remarks by:

* Area contact person* Block representative

9:30 am - ice breaker: _________________________ Other activities:

1. ____________________________2. ____________________________3. ____________________________4. ____________________________

NOTES: 1. Determine number of activities which can occupy the vacant schedule,

considering duration of each activity.2. Choose set of activities from those proposed by area.

-The block may also want to have a simple ‘kwentuhan’ with the clients to know and learn more about them (prepare simple guide questions)

-It is best if after every activity, a value or a learning will be drawn out and emphasized

-Think of activities wherein the clients and members of the block can JOINTLY participate

3. Decide whether activities will be done effectively in plenary (whole group) OR in small groups. Can also be a combination of both.

4. Have a balanced number and good sequence of active & slow-down activities.

11:30 am - salu-salo12:30 pm - culminating activity: __________________________

- Block may want to do a presentation or a - Community singing with the clients. - Tokens can also be distributed during this part of the program- Acknowledgements & goodbyes- closing prayer

1:00 pm - clean-up1:15 pm - headcount / departure from the area2:00 pm - time of arrival in Ateneo

Attachment # 3:

- Emcee/s: ____________________- Prayers (opening & closing): _______________, _______________ - Materials, prizes, tokens: _______________, _____________ - Finance (if there will be collection of money): ___________________- Ice breakers head (optional if emcee/s will need assistance or would like a substitute in

facilitating the activity): _________________

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- Activity head/s (optional if emcee/s will need assistance or would like a substitute in

facilitating the activities): _______________, ________________- Culminating activity head (optional if emcee/s will need assistance or would like a substitute in facilitating the activity): _______________

- Documentation: student facilitator - ETC.

Session: I am moved to love (Prayer Session 5)

“IGNATIAN CONTEMPLATION”

Session Objectives: At the end of the session, we hope our students will: Be introduced to the Ignatian CONTEMPLATION Gain an understanding of God’s personal love Articulate their experience of God Appreciate the value of prayer in one’s personal life

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Materials: CD player Instrumental CDs Song: Prayer For Generosity Sacred Space Prayer Journal

Grace to ask for: My Lord God, I beg for a deep, interior knowledge of your person, your values and your way of loving, so that I can all the more fall in love with you, follow you and learn to love as you love.

A. Opening Prayer:

CENTER OF OUR HEARTS

O God, what will you do to conquer the fearful hardness of our hearts?Lord, you must give us new hearts, tender hearts, sensitive hearts,

to replace hearts that are made of marble and of bronze.

You must give us your own heart, Jesus.Come, lovable Heart of Jesus.

Place your Heart deep in the center of our hearts and enkindle in each heart a flame of love

as strong, as great, as the sum of all the reasons that I have for loving you, my God.

O holy Heart of Jesus, dwell hidden in my heart, so that I may live only in you and only for you,

so that, in the end, I may live with you eternally in heaven.Amen.

- St. Claude La Colombiere SJ

B. Prelection:

Introduction of the session(The facilitator will give a preview of the session with emphasis on…)

PRAYER is an encounter with my God.

Ignatian Contemplation “Contemplation is the fundamental prayer in Ignatian Spirituality. It is being present to the mystery of an event and to its meaning. It is not about discovering ideas or finding practical conclusions, it is about being present to a scene in such a way that the scene produces its effects in the depths of our hearts.

Ignatian contemplation is about becoming more deeply in love with God. It is a "looking long" at Jesus in the Gospels, his words, his actions, his attitudes, his way of being, the quality of his presence. It is letting the beauty, the truth, the mystery of his person and personality sink deeply into our hearts. When they do, we are affected, we are changed, we are transformed and lifted to his level of beauty and truth. We feel more acquainted with Jesus, more in touch with him. In other words, we have fallen more deeply in love with him. Contemplation does not bring the Gospel down to our level, it lifts us up to the level of the

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Gospel. Looking long lets the mystery penetrate to the depths of the heart and transforms us into Christ.”

Larry Gooley, SJGuideposts - A Resource Handbook for Christian Life Community, 2006

"Ignatian contemplation is focused, not on losing oneself in God, but on finding oneself in God. Contemplating is ordinarily understood as 'gazing upon' the divine. In this gazing, the emphasis is not on the relationship between oneself and God, but rather is on being absorbed in God, lost in God, taken up into God.

For Ignatius, the focus is always on relationship. Contemplating the Gospel mysteries is the privileged way to come to know Jesus more clearly so as to love him more dearly and follow him more nearly.”

David Fleming, S.J.

“Ignatian contemplation makes use of guided imagery and active imagination within a selected gospel text. It is advisable to choose an action filled passage, so that it brings one’s personal desires, inclinations, emotions, problems, shadows, etc. into focus in prayer, without planning to air these.”

-Savio Rodrigues SJ

Ignatian Contemplation on your favorite Jesus gospel story.With this method, one primarily uses the active imagination upon a particular event in Jesus’ life. The Gospel story is the guided-imagery context for the imagination.

Steps:

1. Enter the story as if you were there.2. Become part of the mystery either by being yourself or assuming some other role

except Jesus.3. Be present and allow yourself to interact with the other individuals especially

Jesus in the event by the use of your senses.4. Allow the event to unfold itself through your imagination.5. Talk to Jesus.6. End with an Our Father.

Invite the students to prayer

C. Prayer Proper

The facilitator will help the students be disposed to prayer. Invite the students to open themselves so God can enter

(Instrumental Music will be played)

Breathing Exercise – Inhale-exhale (breathe in life, breathe in love, breathe in God…)

As you relax into God's presence, take a moment to greet the Lord. Ask God to give you the grace to see what God desires for you.

Let the Spirit guide you.

SCRIPTURAL READING: John 1: 35-39 (Come and See)

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The next day John was there again with two of his disciples.When he saw Jesus passing by, he said, "Look, the Lamb of God!"When the two disciples heard him say this, they followed Jesus.

Turning around, Jesus saw them following and asked, "What do you want?" They said, "Rabbi" (which means Teacher), "where are you staying?"

"Come," he replied, "and you will see." So they went and saw where he was staying, and spent that day with him.

It was about the tenth hour.

(Before starting the contemplation, the facilitator may read Jn 1:35-39. Instruct them that this is a guided contemplation, that the facilitator will guide them. They just have to listen to the suggestions of the facilitator, or what he will say, and using their imagination; the students will imagine and follow the facilitator’s suggestions. Then the students are asked to settle down, sit in a comfortable position, and when they are ready, to close their eyes. The following is the suggested text of the contemplation.)

In the name of the Father, and of the Son, and of the Holy Spirit. Amen.

You may now close your eyes… take a few deep breaths and listen to your breathing… inhale… exhale… inhale… exhale…inhale… exhale… Feel your body relaxing. If there are some parts of your body that feels tired or not properly rested, please relax it now. Continue to take deep breath… inhale… exhale… inhale… exhale…

As you listen to your breathing, slowly listen to the sounds around you… listen to the sound of the electric fan… feel the soft breeze produced by the fan touching your body… feel the coolness of the air produced by the fan… continue deep breathing as you listen to the sound of the fan and feel the soft breeze. Listen also to the chirping of the birds, the sound of crickets outside… focus your attention on them.

Now, imagine that you are standing at the bank of a river, a shallow river. Look around the surroundings of the river. Listen to the soft breeze of the wind, the chirping of the birds… of crickets… Feel the cool breeze as the soft wind touches your body. As you look around, you see trees, small and big, at the bank of the river. You even see a few birds perched at some branches of the trees. There is also an abundance of green grass at the bank of the river. And you notice some flowers, small, some are yellow, some are red. You also notice big rocks at the bank of the river and in the river. You look at the river now. The water is shallow. And it is very clean. You remove your shoes, and slowly you go into the river. Feel the cool, clean water of the river touching your feet. Feel the coolness refreshing your whole body. The water is flowing slowly and gently. You touch the water with your hand. You even splash some of the water on your face. Feel the gentle coolness of the clean water. Continue to feel the small, smooth pebble touching the soles of your feet. Continue to enjoy the gentle and cool water, the soft breeze and the relaxing sound in the river.

Feeling the coolness of the water, you start walking up the river. You can feel much strongly now the pebbles touching the soles of your feet. You continue to walk slowly. Then from afar, you hear a sound of people talking. You look and see from afar, a group of people, some are standing at the bank of the river, a few in the river. One of them is standing on a big rock. You continue to walk, and as you come nearer the group of people, you realize that the man standing on the rock is John the Baptist, and the people around him are listening to him and are being baptized by him. You continue to come nearer to John. Observe him. How does he look like? What is he wearing? What is he talking about? Observe him as he slowly cups water from the river and pours it on the heads of the people who come to him for baptism. Then John looks up, looks at you; he smiles at you, and invites you to come near him. You come near John the Baptist. Feel his presence. Observe him more closely, see how

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he looks like. Observe his face, his gentleness, his strength, his kindness, his goodness, and his care for the people. You continue to stand beside John and to observe the people coming to him for baptism, how he cups water from the river and pours it on the heads of the people.

Suddenly you hear a commotion from the crowd standing at the bank of the river. You look up to see what is happening. Then you see why. The people are talking about a man who just arrived. They are giving way to the man coming down the river towards John. Of course, you realize that it is Jesus. Look at Jesus. Observe him. See how he looks like. Look at his face. Look at his eyes. Notice love, gentleness, and compassion from his eyes. Observe Jesus. How he walks, what he is wearing. As he comes nearer John, you also observe him more closely. Feel the presence of Jesus. Feel how your heart pound as he comes nearer… and looks at you straight in the eye. Look at him. He smiles at you. You smile back. Feel how much he cares for you and loves you.

Continue to be present beside John as you observe Jesus coming to John and John greeting Jesus. How do they greet each other? They know that they are cousins, and it’s been a long time since they have seen each other; they missed each other. Observe them, how they care for each other. Listen to their conversation. What do they say to each other… Then you see Jesus bowing down… John cups water from the river… pours it upon the head of Jesus. John looks up to heaven and feels the presence of God… Feel too the presence of God… After this, Jesus bids farewell to John. They hug each other, say goodbye to each other, and Jesus turns around. But before he starts walking out of the river, he looks at you again, with so much love and kindness… and you look at Jesus, feeling so much love. Jesus then starts walking, slowly, out of the river, to the bank of the river. The people once again give way for Jesus. You continue to stand beside John and observe Jesus slowly walking away. Then John speaks to you: “Behold the Lamb of God”. You hear John, but you continue to watch Jesus leaving. You feel John touching your shoulder.. you look up at him… and he tells you, while pointing at Jesus: “Behold the Lamb of God.” Sensing that John wants you to follow Jesus, you start walking out of the river, and follow Jesus. You still see Jesus, you can see his back. As you follow Jesus, notice the path that you are passing by. The path is small and dusty. You see a few trees around, and you hear a few birds chirping. The surrounding soil is dry and somewhat barren. There are no houses around. You continue to see the back of Jesus as he continues walking. You start walking faster to catch up with Jesus. Slowly you are gaining ground, and Jesus is now very near you. You continue to observe how he walks, his back, his hair. Then, as you continue to observe him, Jesus stops and turns around to face you. You smile. He smiles at you. He is happy that you are here with him. Observe his face, how he looks at you with so much love. His love and goodness. Feel his care for you. You continue to look at his eyes, as Jesus lovingly asks you, “Yes? What are you looking for?” Then, you ask him, “Rabbi? Where are you staying?” Jesus smiles at you, and says to you, “Come and see”. And so, Jesus puts his arm on your shoulder and you start walking with Him. Walk with Jesus. Enjoy his company. And talk to him. Now is your time to talk to him personally, alone… enjoy this moment, your moment with Jesus. Talk to Jesus. Tell him what you want to tell him. He is listening to you now.

(GIVE SOME TIME OF SILENCE FOR STUDENTS TO TALK TO JESUS– about 1-2 minutes, depending on their disposition – if they have entered the meditation or

not)

Without noticing it, as you are walking and talking with Jesus, you have now reached a crossroad. Jesus stops walking and faces you. You know that it’s time to go back now. You don’t want to go back just yet, but it’s time for you to part ways. And so, you say your goodbye to Jesus now. How will you say your goodbye? Jesus wants to give you a hug. Jesus,

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because of his great love for you, embraces you tightly. Allow yourself to be embraced by Jesus. Feel the warmth of his embrace, the comfort and peace. Feel him taking away your pains and problems as he embraces you. Just be there in his embrace… you have a few minutes now to say your goodbye.

(GIVE SOME TIME OF SILENCE).

It’s time for you to go. Jesus lets go of his embrace, but continues to look at you lovingly. Then, he puts his hand into his pocket, and takes out something from his pocket. He holds your hand and places something on your hand. Jesus tells you that this will always remind you of Him, that he is always with you and in you. Look at the gift that Jesus has given you. What is it? Continue to hold, and bring it with you when you go back. And so, you start to turn around and start walking. After a few steps, you look back and look at Jesus. He is still standing there, looking at you, smiling at you, waving at you. You wave back. You continue to walk. Again, you turn around if Jesus is still there, and he is! Still looking at you, smiling and waving. You smile and wave back.

And you continue walking. You are now back at the river. There are no people anymore. John is not there anymore. You go into the river again, and feel the coolness of the water on your feet. You feel relaxed and at peace, knowing that you had a moment with Jesus. You observe the surroundings of the river; you see the trees, the grass, the flowers again. And you hear the chirping of the birds and the crickets. You listen to all the sounds you hear, even the soft breeze that blows through the leaves of the trees and the grass. Continue to listen to the soft breeze… and feel the breeze… and slowly, be aware of your breathing once again. Take a few deep breaths… inhale… exhale… inhale… exhale… inhale… exhale… Now, slowly, you may open your eyes….

In the name of the Father, and of the Son, and of the Holy Spirit. Amen.

D. Reflection points:

Describe your experience with Jesus. What feelings were evoked in you?

What was Jesus’ gift for you? What is the meaning of the gift in your life?

What learnings and insights did you gain in your prayer?

(Dyad/ triad sharing is encouraged. Some volunteer students may be asked to share in the big group.) E. Synthesis:

When Jesus invited you to come and see, you encountered Him in a personal way – His person, His values and His love for you. You have been gifted. Each one received a unique gift and this gift that you will bring with you is meant to be shared with others. As Ateneans, who are formed and challenged to become men and women for others, it is our call to be gift to others too.

“Blest are those who are cheerful givers.”

(The facilitator will connect their prayer experience to their future exposure experience in NSTP as they reach the second year.)

F. Closing Prayer:

Song: WHO AM I? Casting Crowns

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Who am I? Who am I?That the Lord of all the earth, That the eyes that see my sinWould care to know my name, Would look on me with loveWould care to feel my hurt. And watch me rise again.

Who am I? Who am I?That the bright and morning star, That the voice that calmed the sea,Would choose to light the way, Would call out through the rain,For my ever wandering heart. And calm the storm in me.

Bridge: (Bridge, Chorus)2xNot because of who I am,But because of what you've done. I am yours.Not because of what I've done,But because of who you are. Whom shall I fear

Whom shall I fearChorus: I am yours.I am a flower quickly fading, I am yours.Here today and gone tomorrow,A wave tossed in the ocean,A vapor in the wind.

Still you hear me when I'm calling,Lord, you catch me when I'm falling,And you've told me who I am.I am yours.I am yours.

Session: I saw (Exposure Trip)

Session Objectives:

For the freshmen to actively interact with the members of the community

GUIDELINES FOR THE EXPOSURE TRIP INSTRUCTIONS FOR THE STUDENT FACILITATORS

This enumerates the following: (1) Basic requirements and standard procedures during the exposure trip; (2) List of particularities that the SF needs to know about their area to ensure smooth

implementation of the activity.

A. Basic Requirementsa. Before leaving ADMU

i. Set a minimum of 15-minute waiting period before the actual departure time

ii. Make sure that materials for the planned activities have been prepared and loaded in the jeep

iii. Know what to do when a student is wearing inappropriate clothes

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iv. Give the final reminders (e.g. tasks, do’s and don’ts of the area, etc)b. While in the area

i. Introduce the group to the people in the communityii. Make sure that the InTACT students:

1. Participate in the planned activities2. Interact with the people

iii. Ensure that everyone will be able to eat during the meals iv. Know how to:

1. Approach students who violate certain policies/guidelines (e.g. smoking, doing the do’s and don’ts of the area, etc.)

2. Handle students who are complainingv. Give a word of gratitude to the people in the area before leaving (the

InTACT block may opt to present something e.g. song, dance as a sign of gratitude)

c. During return and upon arrival at ADMUi. Make sure that all students returning on campus has arrived by

conducting a head count

B. Standard Proceduresa. Before Leaving ADMU

i. Checking of Attendance before leaving ADMUii. Checking of the materials for the activities

b. While in the areai. Headcountii. Monitor activities (see if they are followed and executed accordingly)

c. During return and upon arrival at ADMUi. Headcountii. Know the policy on dropping off students on the way back to ADMU

(written permit is required)iii. Final check and signing of transportation/attendance sheetiv. Turn over the attendance sheet to the drivers

C. Particularities (Per Area)a. ETA, ETDb. Venuec. Foodd. Educational and interactive activities and advocaciese. Clients (age, special concerns)f. Specific/ special instructionsg. Instructions of the area/ organization/ institution

D. Additional Remindersa. Things to bring:

i. Materials for the activityii. Extra Shirt and Toweliii. Water

b. Submit documentations to the assigned OSCI formator one week after the exposure trip

NOTE: All activities that will be conducted in the area should be:1. Carefully planned according to the expressed needs of the institution2. Checked by both the InTACT Homeroom Adviser and Student Facilitator3. Counter-checked by an assigned OSCI formator (see planning session and student

facilitators’ training CD)

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Session: I saw (Processing Session)

Session Objectives:

To reflect on their exposure trip experiences To express their feelings, insights and realizations To be aware that each one of them has a role in building a community

I. Opening Prayer (2min)

II. Housekeeping (8min)

III. Activity: Glasses (17min)

Materials: meta cards shaped as glasses, pens or markers

1. Remembering

a. Distribute the meta card glasses to the students.b. Make the students sit in a comfortable position and Instruct them with the

following:i. The first part will require your focus and silence. This will be done

in 5 min only.

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ii. In 5 minutes, list down at the back part of the glasses ALL that you saw during your exposure trip. This may include the people in the area, materials, movements, emotions etc.

2. Processing Questions

a. On the first lens:i. From all that you saw during your exposure trip, what insights or

realizations do you have about the community that you have been with?

b. On the second lens: i. What was your assigned role during the exposure trip? How did this

help in the over-all planning and implementation of your program for the community?

IV. Reflection and Sharing (20min)

1. The students can be divided into smaller groups (from as little as two groups or as much as 5 groups) given that a facilitator is available for each group.(*The SF or HA may ask help from OSCI if they need more group facilitators)

2. Each student may briefly share his or her answers to the group for the first and second lenses.

V. Synthesis (5min)

1. Weave the salient points shared by the students.

2. Synthesis points:

a. During the first part of the activity, you listed down what you have seen during your exposure trip. What came out on the list may indicate your initial impressions, which for most of the time may be of physical nature. (Cite examples of physical things that they may have seen during the exposure trip).

b. We are blessed with the faculty of seeing. All of you were able to see different materials, people, emotions and actions during the exposure trip. But more than what you saw with your naked eyes is your capacity to perceive the real meaning and interrelation of these things.

We are not saying that the physical is not good or is unimportant. These are tools that communicate to us the very meaning of things. But we have to use these tools to become more aware of ourselves and of other people.

c. Ateneo hopes to develop in you the capacity of seeing through the lens of a professional-for-and-with-others. (Show a set of glasses as illustrated at the appendix part of this module).

i. A professional-for-and-with-others have eyes that see with openness and generosity. These eyes are open to integrating with other people in the community—may it be in the immediate community of blockmates, family, friends) or external communities (like the people in the exposure trip, random people you meet etc)—regardless of their age, gender, social status and other labels. Thus, a professional-for-

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and-with-others develops the ability to include people outside of one’s circle. These are people who use their skills to enhance other people’s opportunities and to include these people in building a better society.(Point to one of the lenses of the glasses labeled Insights on community)

ii. These are also eyes that see oneself as part of the community. During the exposure trip, you were assigned specific roles. These roles were given to you because you had an ability to carry it out better than the others. It would also be good to note that no matter how big or small your role was, it helped in creating a successful program for the community. (Point to one of the lenses of the glasses labeled Role)

d. InTACT is just the start of the four-year Integrated Non-academic Formation Program (INAF) of Ateneo. Over the years, you will be exposed to different communities and surrounded by diverse sets of people. After your exposure trip, we invite you to become open and generous in dealing with these communities of people. Moreover, we hope that in these dealings you will be reminded that you play a role in society that will either help unite or divide it.

VI. Closing Prayer (2min)

VII. Appendix

Copy of the glasses:

Session: I am InTACT (Synthesis: Classroom Session)

Session Objectives:

Revisit and assess achievement of the objectives of the InTACT program Assess their growth and development as individuals and as a block since the start of

the school year Recall and appreciate memories shared by the block inside and outside the InTACT

program Close the program on a positive note of friendship and unity…being InTACT

Pre-Session Preparation:

The SF should prepare an enlarged picture of the complete block (such as the ORSEM picture) that has been cut into pieces like a puzzle, each piece corresponding to a member of the block. The pieces should have double-sided tape attached to them at the back.

The SF (with input from the HA and possible assistance of the class beadle) is also encouraged to prepare a video presentation or Powerpoint slideshow showing formal and informal activities shared by the block this school year.

At least a week before this session, the students should be instructed to each bring a 1/4 illustration board and writing materials. Attached to the board should be his/her favorite picture from a block activity, whether inside or outside InTACT.

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Session Proper:

Opening Prayer (2 minutes):

The SF/HA is encouraged to focus on wrapping up a year spent together in this prayer and/or to use an inspirational video on friendship and unity.

Solving the Block Puzzle (15-20 minutes):

The students are invited to share their thoughts on how they have become intact individually, as a block, and as a community (society). Each student is then made to randomly choose a puzzle piece from a container. The piece is a photo of a blockmate, part of a larger block picture. Each student is instructed to write a message to the blockmate on the picture. The students then work together to put together the puzzle on a piece of illustration board provided by the SF.

Farewell Video (5 minutes):

The video prepared by the SF can be supplemented with a short message from him/her and from the HA.

Messages (20-25 minutes):

The students can now be given time to write their messages on each other’s illustration boards. The SF can either allow them to do this in whatever way within the allotted time, or arrange the class in a circle and have them pass the boards in a clockwise direction every 30 seconds. In any case, should the time not be sufficient, this activity can be continued at a later time, perhaps during a block lunch or dinner.

Closing Prayer of Thanks (2 minutes) BEFORE PARTING:

The students should be reminded of the final InTACT session, the concert/synthesis, and of the preparations needed for the event (e.g. models for the fashion show, photos for the contest, etc).

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Session: I am InTACT (Synthesis: Plenary Activity/Program Closing)

***SPECIFIC DETAILS FOR THE SAID PLENARY EVENT TO FOLLOW***

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Session: Year-end Class Celebration (to be scheduled by the HA, SF, and the class)

Session Objective: For the class to celebrate the end of the 2nd semester and their freshman year

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Freshman Academic Support System (FASS)

The Freshman Academic Support System (FASS) was created to address the growing rate of freshmen that do not meet the 1.80 minimum freshman Quality Point Index (QPI) required by the University at the end of their first year. FASS was a project of the Office of Admission and Aid, under the guidance of its director Fr. Nemesio S. Que, S.J.. It was in 2006 that FASS was migrated to fall under the Introduction to Ateneo Culture and Traditions (InTACT) Program.

The philosophy of FASS is that freshmen are not failing because of low IQ, rather, these students are doing poorly in their academics because of other reasons. Among others, these reasons include: maladjustment to college life, peer pressure, overconfidence, poor resource management, etc. The fact that these students passed the Ateneo College Entrance Exam indicate that they posses sufficient academic prowess and potential as required by the University.

The essence of the program is for freshmen to realize that there are existing procedures and support systems for those who encounter academic problems. When approached, InTACT Homeroom Advisers (HAs) and Student Facilitators (SFs) should be ready and willing to help our freshmen. HAs and SFs should be able to (1) help the student pinpoint the source of their academic difficulty, (2) provide the freshmen with options on how to deal with their concerns, and (3) remind the freshmen to keep themselves on track. All these can be achieved through consultations between the HA/SF and the student.

The system’s principal objective is to allow more freshmen to reach sophomore year through the monitoring and mentoring of those that are in danger of not meeting the required freshman QPI. Freshmen who receive a First Semester QPI of 2.0 or below are automatically enlisted under FASS. HAs and SFs are then informed who in their class are included. However, in order to establish greater resiliency and

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independence in our students, FASS should not be advertised, rather, it should only be a support system readily available to those that seek academic assistance.

Our Roles as Homeroom Advisers and Student Facilitators

As HAs and SFs, our primary role is to be able to help our freshmen adjust to the different aspects of college life, be it academics, social needs, etc. However, we also know that we cannot provide quick solutions to these problems and difficulties. What we can aim for is to help our freshmen identify the source and generate ideas on how he/she can perform better academically and in the end, be able to cope with the rigors of college academics.

The main avenue for us to be able to do this is through the individual/group consultations that we regularly have with our freshmen. Observing classroom interactions is also a good way to gauge if a student is having difficulty or not.

Areas of Difficulty and Guide Questions for Each Area

When consulting with your freshmen regarding their poor academic standing and performance, the first step is to get to the root of the problem. These problems are usually, but not limited to, one of the following three areas: (1) difficulty in understanding the subject matter, (2) difficulties concerning the teacher, or (3) personal problems. It is important to determine why a student is performing poorly because sometimes, even the freshmen themselves may not be aware of the reason.

Once you have a general idea of what the problem is, you may use the suggested guide questions to find out more about the circumstances and other factors that may have contributed to the student’s poor performance.

Area of Difficulty 1: Difficulty in Understanding the Subject Matter

Examples: Student does not understand the lesson even after studying or careful

explanation Student does not understand the lesson even if others in the class

understand it

Guide Questions: Do you think any of the following will help you?

o Consulting with you teachero Joining group study sessionso Asking your classmates to tutor youo Reviewing with study aides other than those provided in classo Joining student tutorial classes or review programso Outside help or tutoring

How much time do you usually spend studying and/or doing your homework?

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Area of Difficulty 2: Difficulty Concerning the Teacher

Examples: Student has trouble keeping up with the pace of the teacher Student has trouble with the delivery of the information or the way the

teacher gives the lectures/discussions

Guide Questions: Why do you think you are having trouble with your teacher? Do other students have the same sentiment regarding the teacher and

his/her teaching style? Do you think talking to your teacher will help? Do you think it would help if you talked or consulted with the department

chair or other teachers from the same department? Do you think it would help if you attend other sections of the same course?

(Sections not taught by your teacher.)

Area of Difficulty 3: Difficulty because of Personal Problems

Example Set 1: Pertaining to ‘Self’ Problems Student is lazy and lacks the motivation to study Student has bad study habits Student does not do/submit the required class work Student has trouble adjusting to a new environment

Guide Questions: Do you think talking to someone (friends/family) about your problems will

help? How about a Guidance Counselor or a Campus Minister? Can you think of anything that will motivate you to do better academically? How do you find your new environment (college)? Have you been able to

adjust to it?

Example Set 2: Pertaining to Personal Problems with Others Student is experiencing family problems Student is experiencing conflict with peers or block mates

Guide Questions: Do you think it would help if you talked about your problems to…

o The people involved?o A friend or family member?o A Guidance Counselor?o A Campus Minister?

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Concerns? Questions? Feedback? Looking for a friendly chat?

Contact US!

JC CapunoInTACT Coordinator0928-5049774, [email protected], [email protected] of the Associate Dean for Student Affairs, Xavier Hall

Rachelle GutierrezInTACT Student Facilitator Spokesperson

[email protected]

Office of the Associate Dean for Student Affairs, Xavier Hall

Michelle SeverinoCampus Minister0915-3386164 [email protected] Office of Campus Ministry Office, MVP-CSL

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Ronnie RodriguezCounselor

426-6001 loc. [email protected]

LS Office of Guidance and Counseling, Social Science Building

Ophalle AlzonaOSCI-InTACT Team Leader [email protected], [email protected] Office for Social Concern and Involvement, MVP-CSL

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“We accomplish in our lifetime only a tiny fraction of the magnificent enterprise that is God’s work. Nothing we do is complete, which is another way of saying that the kingdom always lies beyond us… This is what we are about. We provide yeast that produces effects, far beyond our capabilities. We cannot do everything, and there is a sense of liberation in saying that… We are workers, not master builders; ministers, not messiahs. We are prophets of a future not our own.”

- Oscar Romero

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2nd Semester Facilitators Manual SY 1011 (Revised)

Documents

Transcript of 2nd Semester Facilitators Manual SY 1011 (Revised)