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TRANSCRIPT
A Tale of Perseverance, Hope,
Faith and Love(AN AUTOBIOGRAPHY)
(Name of the Author)
1
A Kaingin Boy and DECS-PEPT alumnus turned an Outstanding Teacher by the
Metrobank Foundation (2003), International Visitor Leadership Awardee by United States
Embassy (2004) and Outstanding Young Man by Jaycees Philippines (2006)
Table of Contents
Foreword . . . . . . . . . . 4
Acknowledgment . . . . . . . . . 6
Dedication . . . . . . . . . . 8
Introduction . . . . . . . . . . 9
Chapter I Seeing the Light of My Life . . . . . 13
Chapter II Life with a Stepmother . . . . . 17
Chapter III Elementary Years of my Life . . . . . 35
Chapter IV High School Years of my Life . . . . 39
Chapter V The Ladder of Higher Education . . . . 48
Chapter VI Life with SMC as a Teacher . . . . . 55
Chapter VII Textbook Writing . . . . . . 64
Chapter VIII Other Teaching Adventures and Escapades . . . 69
Chapter IX Love of My Life . . . . . . 80
Chapter X On-the-Air Teaching and Online Teaching . . . 84
Chapter XI 2003 Metrobank Foundation Outstanding Teacher . . 88
Chapter XII Education Tour in the United States of America . . 98
Chapter XIII Climbing the Hierarchy of the Educational Organization 103
Chapter XIV Growth and Development and Employees . . . 123
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Chapter XV The Outstanding Young Men (TOYM) . . . 128
Chapter XVI Stations of the Cross . . . . . . 132
Chapter XVII Marriage Encounter Experiences . . . . 135
Chapter XVIII Columbian Squires under the Knights of Columbus . . 138
Chapter XIX Reyes Clan Reunions . . . . . . 141
Chapter XX My Home Province . . . . . . 144
Chapter XXI Epilogue . . . . . . . 150
Appendices Tribute, Pictures, Scripts and Letters . . . . 152
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Foreword
Life is a metamorphosis. It transforms. It transcends. It changes. The favorable
direction of the metamorphosis depends solely on the person, recognizing that there are many
people who would help him and remembering that there is One up there sculpting events for him.
This book highlights the very colorful experiences of Samuel Soliven y Reyes who was
raised in a downtrodden family. His mother was the second lawful wife of his father. His father
had three legal wives who all died of illnesses. His father got a fourth wife without the blessing
of a wedding ceremony. His exposure to routine mountain activities in Bansing like
pagkakaingin, rattan gathering, edible fern collecting, and others served as the trials that jacked
him up to what he is today. Regardless of socio-economic status, going to school and earning a
teaching degree propelled him. And so, he soared to greater heights. He became an outstanding
teacher in the Philippines by the Metrobank Foundation, International Visitor Leadership
Awardee, one of The Outstanding Young Men in the Philippines by the Jaycees and a nominee
for The Outstanding Young Persons of the World.
His life is a metamorphosis for the better. It is full of inspiration.
The youth is bombarded with an array or spectrum of problems. Vices like alcoholism,
smoking, drug addiction, and others are resorted to when these problems are not handled well.
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Parental guidance is important. Adult supervision is needed. An inspiration must be provided to
the youth so that they remain steadfast in facing the many ups and downs of life. This book can
be their source of inspiration. It can provide them a sense of direction and meaning in life.
Parents also encounter various challenges in raising their children. Rich or poor, this
book can give them an idea that nothing is impossible with God because the life featured here
only reflects of the tremendous hardships which were converted to successes.
Indeed, this book shows a positive transformation of life. It also depicts that poverty is
not a hindrance to success only when the person is willing to handle ordeals and sacrifices. He
does not complain of pains because there is gain in pain.
The youth deserves a reading material like this. May they find time to read this?
The readers will definitely journey with the writer while enjoying this autobiography
document. And in one way or the other allow them to reflect on their own lives.
Anivel L. Soliven
Author’s wife
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Acknowledgment
The weaving of the experiences in this book would not have been possible without the
many people whom the author met along his way.
Soliven family, for helping recall the memories;
Mateo and Laureta families, for their numerous assistance, most especially to Emmy
Keane Laureta and Aivy Mhyr Laureta;
SMU family, for his continuous professional upliftment;
SMU High School and Science High School family for the colorful experiences in the
school;
ME family, for the nurturance of the sanctity of marriage and the nobility of the family;
Columbian Squires family, for the meaningful integration of his life to the youth
including his social responsibility and moral obligation to them;
Reyes Clan and Soliven Clan, for having served as his benchmark of perseverance and
hope;
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Students, for the many wonderful experiences that affirmed and tested his passion for
teaching; and to
God, the Father, for all the miracles in his life.
The Author
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Dedication
In the darkest years of my life, you provided me light.
In the saddest days of my life, you provided me inspiration.
In the downfall of events, you extended me support.
In the unbearable moments of my life, you embraced me with comfort.
I will forever cherish every second of my life.
I will forever sing the songs that you sung for me.
I will always keep in my heart, the love you clothed me.
My dear Anivel, forever wife of my life…
My dear Samuel Riemann…
My dear Samuel Heinrich…
My dear Samuel Levine
You made my life complete. This autobiography, the story of my life, is a gift for you.
Treasure it. Share it.
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Introduction
The most painful experience in my life was the death of my mother, Inang Balbin. I
would always treasure the first seven years of my life together. In her death, I always believed
that she was always there assisting me in pains and sorrows. I believe that she has stayed with
me throughout my life. Her death only meant physical separation. She was near and hugging
me all the time.
The happiest moment in my life was meeting my wife Anivel. With her, I realized a love
that is sustained through a marriage. “In sickness or in health, for richer or for poorer, till death
do us part”, we said. And we changed the last phrase, “till life after death”. Our three kids as
living mementos of our love with each other, namely: Samuel Riemann, Samuel Heinrich and
Samuel Levine have made life even worth living for.
Life is full of mysteries and miseries. This was my first impression. As I looked back
over the days of my life, I would still affirm this.
Having been born in a poor family let me realize how unlucky I was. After a deep
reflection, I had sensed that there is more to life than being poor.
I was born in Bonfal East and lived there for sometime. With the death of my mother, I
had to join my father with my cruel stepmother in a mountainous part of Bansing. With soft
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bones at age 9, I had to help in various livelihood activities no matter how hard they were or
inappropriate they were for me – pagkakaingin, rattan gathering, soft broom making, edible fern
collecting – through the tall and sloppy mountains of that place.
But going to school was a more serious matter. Though I had to walk several kilometers
from home in Bansing to Bonfal East in the dawns of Monday, studying had inscribed in me the
longing of knowledge and ideas. I had a better feeling over classroom lessons and activities.
Then on a Friday after the classes, I had to go back to Bansing and would still walk several
kilometers up and face hard and dangerous physical activities just to help earn for our living.
I studied. I learned. I prayed. I worked. I played but compared to an ordinary boy of
my age, I believe I was deprived of this. But the games of life made me think and believe there
are reasons for all of this.
I finished elementary as Valedictorian. I emerged as a dropout in high school but
recovered through the Philippine Education Placement Test of the Department of Education. I
graduated from High School in top 6.
The work challenges in Bansing prepared me well for a library working scholarship in
college at Saint Mary’s College (now a University). I worked for four hours in exchange for free
tuition fees. I also emerged as an academic scholar. All these made me grab the much-coveted
college diploma.
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I became a teacher. I became a licensed teacher. I taught General Science and Math. I
tried my best to teach the youth in the best that I could. My life has served us my best
instructional material.
The ordinary things I have done in teaching captured the attention of the
Metrobank Foundation and awarded me as an outstanding teacher in 2003, featured me in the
book “Ten Outstanding Filipino Teachers, 1985-2004”. The heart that I put in the things that I
do in the classroom was also recognized by the US Embassy in the Philippines through the
International Visitor Leadership Award in 2005. The things which I believed were very little
contributions in the field of education were seen by the Jaycees Philippines and awarded me as
one of The Outstanding Young Men in 2006.
God’s gifts to me are enormous. He gave me countless blessings. Now, I am the
Principal of SMU High School/Science High School, a PAASCU-accredited school. This
position has given me an expanded opportunity to serve the youth. I must handle them with care.
Life with SMU is a lot better now than in Bansing. But Bansing will always remind me
of my origin.
Still, life is a mystery. We will never know what happens next. Please pray for me as I
journey with the people of Nueva Vizcaya, most especially with SMU, with the students, parents,
faculty and staff of SMUHS/Science HS. Thanks to my wife Anivel and my three kids (Samuel
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Riemann, Samuel Heinrich and Samuel Levine) for their understanding. Thanks to my Tatang,
my Inang and to all my stepmothers. Thanks to all the people in my way up.
Read on and enjoy the details…
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Chapter I
Seeing the Light of my Life
I saw the light of my life in November 1969 in Bonfal East, Bayombong, Nueva Vizcaya.
My father is Leopoldo Manuel Soliven, Sr. and my mother is Balbina Corpuz Reyes. In the
father side, my grandparents were Teodora (Apong Rupin) and Apong Islaw and in the mother
side, my grandparents were Esperanza (Apong Lucia) and Faustino (Apong Paus). I have a
brother named Leopoldo, Jr. who was born three years later after I was born.
As to the exact date of my birthday, I experienced confusion. First, I was told by my
mother that I was born on November 2. I used this date for almost 10 years. When I saw my
baptismal certificate, I discovered that my birthday was November 22, 1969. So, I used this
birthday for a while. Because I need to secure my certificate of live birth at the Registrar’s office
of the Municipality of Bayombong in August 1986, I came to know that I was born on November
25, 1969.
I think that I started to grasp my environment when I was five years old. It came to my
senses that we lived in a two-storey galvanized house with wood as walls and floor. This was
situated in Purok 3. Families that served as our neighbors included among others the Vasquez
family, Reyes family, Camangian family, Daang family and Dacquel family.
My father was a plain farmer and my mother was a plain housewife. Both did not finish
their elementary schooling because of poverty.
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I recognized later that I had a half-sister named Melinda (Manang Indang) who was born
five years earlier than I. So, my mother was the second legal wife of my father.
Manang Indang lived with us. She was in Grade V.
The Sufferings of my Mother (January - December 1976)
My parents enrolled me as Grade I in Lingay Elementary School. I could not yet write my
name. I did not know the basics of ABC’s and 123’s then. In fact, I learned to write my name
SAMWEL not through pencil and paper but through the pointed part of a knife and soil in the
front yard of our house. As days passed by, I already knew how to write my name with its
correct spelling through the help of my Grade I teacher, Mrs. Josie Aguirre.
My mother started to suffer anemia. She was hospitalized. My father sold the upper part of
our house so that an amount could be spent for her medicine. I noticed that she became well for
sometime. But that was temporary. Her anemic condition persisted. She needed blood
transfusion. I remember the time when she drank fresh blood of dog directly from the opened
wound at the neck of a dog. But, it did no good. We prayed hard to God.
Eventually, she became very weak. She even slid on a wooden part of our house which
caused the skin of her leg to fold. She was rushed to the hospital. In December 1976, she was
terribly ill.
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On December 10, 1976 my mother’s heartbeats impulsively went on and off. I saw the
white part in her eyes dominate the black part. I was crying loud then. It became louder. I also
saw my Manang Indang and my brother crying. Then, many of our neighbors rushed to our
house. My mother died in the arms of my father. We prayed for her.
It was a very painful experience because the most caring mother in my life suddenly
disappeared. I knew that she had plans for me but she was not able to fulfill it. How difficult it
is to live without her love and embrace.
At the age of seven, I could not handle the difficulties brought about by the death of my
mother. My brother was barely four years old. And life became more disturbing. I noticed that
my father frequently come home late in the evening drank. According to our neighbors, he also
goes to the mountain to till a piece of land. There were times that my brother and I had to stay in
the house of our Apong Paus and Apong Lucia. There, our father would fetch us. I could
vividly recall one dawn that our father would put a head of bangus in his pocket just for us to
have a viand in the morning.
I learned how to fix myself alone in going to school. My brother would simply go
elsewhere. Sometimes, my father could not find time to prepare fully our needs because of farm
works. We lived in poverty – isang kahig, isang tuka. My father is a farmer without a farm but
he tried his best to feed us honestly out of the small amount he got in exchange of being hired by
farm owners in transplanting, weeding and harvesting. My Tatang is a not-so-perfect father.
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Our faith to Him was put to test. Thanks to my parents, they inculcated in me the love of
God – that He loves the poor.
At a young age, I had learned how to pray the Holy Rosary with the mysteries during the
Stations of the Cross of the Lenten season in our place. I recall at about six in the evening, we
would see tables lined up along the sides of the streets. Each table is arranged by family
members. The images of a Holy Cross with Jesus Christ nailed, Mama Mary, Holy Rosary beads
and a glass with flowers. I was an active member hopping from one table to another and pray a
decade per table.
As years passed by, I was designated as a prayer leader of the Holy Rosary. Having faith
in Him is important.
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Chapter II
Life with a Stepmother
In 1978, my father felt the need for another woman in his life. Her name is Paulina
Norberte. I called her Aunt Conching. They were legally married through the blessing of a
Mayor. I was 9 years old then and my brother was 6 years old. Our new family lived in the
mountainous part of Bayombong particularly Bansing now more popularly known as
Amococcan. This place is about 15 km from Bonfal East. We had to cross several rivers and
hurdle hills and mountains to reach our place which was a valley.
Manang Indang was also with us. Indeed, the children of the first two legal wives of my
father joined this new family.
At first, I could not adjust. I would cry and utter the name of my mother. I pitied my six-
year old brother. We would cry. We were longing for our mother. If she would have still been
alive, life would not be like this.
Our new house was the mother house of Aunt Conching. It was a hut made up of six big
wooden posts. Its floor was made up of bamboo. The walls were made up of the leaves of arikit
(looks like giant crown leaves of pineapple). The roof was made up cogon grass. The hut looked
old and almost worn. In our new home, I saw the Norberte house as the immediate
neighborhood. The Reyes house was about 15 meters away from ours. Another house was in
another hill. It was totally strange to live there.
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I could feel that our stepmother disliked me. She disliked us.
The first night was a nightmare. I could not sleep. I could hear the sounds produced by
the crickets. I feared the unusual sounds of wild birds. It was very silent.
Eventually, I was able to adjust with the realities in our new house. We were taking care
of cows and carabaos not our own. These were just entrusted to us to take care so that when
these can be sold, we would get a certain percent share.
On January 24, 1979 our half-sister was born. Her name is Milagros.
My daily chores in Bansing tested my physical capability. I still had soft bones but did
my best to do them. I had numerous activities to surpass and these served as daily routines.
It would still be dark if our stepmother woke us up. She would require us to fix the
pillows and blankets. By this time, breakfast would be ready. We would yawn in front of the
dining table. If my stepmother would see us, she would demand that we should move fast so that
we could start the daily work routines. She would stare at us while eating. She was frank
enough to say that we eat a lot. She would hide delicious foods. Sometimes, she would not eat
with us.
Taking Care of Animals
Then, we would untie the carabaos and cows and bring them to a place with robust
grasses. We would transfer them at two-hour intervals. Then they would be brought to shaded
areas at noontime. At about three o’clock in the afternoon, we would bring them to another
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place with robust grasses. Then, bring them to the creek for them to drink and to take a bath.
Finally at around six o’clock in the evening, the carabaos and cows would be in their respective
trees for resting and sleeping.
Fetching Water
Part of my daily routine was to check the jar faucet out of clay. It should be full. I would
assume that our water is potable. Together with an emptied and cleaned rectangular can of
cooking oil, I need to walk half a kilometer to fetch water and pass through a hill. From our
house, I had to walk uphill. Then walk downhill until I would reach the water source. A half-cut
bamboo along its length is posted through a moist soil. Up that moist soil is a big and tall tree.
So, water would flow through the bamboo slot.
The can would then be put below the bamboo slot to catch the flowing water. During
rainy season, the can would be full easily. During dry season, it would take several minutes
before it will be full.
When the can was full, I would bend my knee and put the can on the lap. From the lap, I
would carry the can and rest it on my shoulder. Finally, I would exert more force to bring it on
top of my head. I would start to walk uphill again. I would also stop for a while to catch up with
my breath. This would be repeatedly done until I reached the house. I would uncover the jar
then pour the content of the can to the jar. If the jar is not yet full, I had to go back for another
round or two. There were times wherein the objective was to reduce the number of rounds of
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water fetching. With the can full of water on the head, a galloon of water would be held by the
hand simultaneously.
Other household responsibilities
Daily, I had to cook our lunch and dinner. Our stove made use of fire woods with three
big stones arranged in a triangular form. Our viands would usually be vegetables. We would
seldom eat pork and poultry products. I had to wash and clean kitchen utensils also. Other
times, I had to bring our cooking paraphernalia to the creek to remove the soot on the kettle. I
had to wash clothes regularly also during weekends.
I had to take care also of my half-sister. I would help her take a bath. I would feed her
and assist her at home.
Pagkakaingin Routine
We did farming in the slopes of the mountains. We had five places of pagkakaingin. We
had to walk uphill and surpass around 10 hills to reach the farthest kaingin. The nearest was
only several meters away.
In pagkakaingin, we needed bolos with long handles. We use these to cut blade grass,
small trees and other thriving plants. Sometimes, it would take 5-6 persons to prepare a kaingin
with a total area of 2500 square meters a day. After a day of cutting, the area would be left for
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drying. It would take one week of drying. Then burning took place. It was risky because
sometimes the fire would extend beyond the area of kaingin.
After the burning process, the area would be left again. After 2-3 days, the clearing of
the area would come next. The soil had to be exposed by removing all the remnants in the
burning process.
Planting came next. The seeds that we planted depended on the seasonal ones. Most
often, we would plant corn and vegetables. We would wait for the seeds to germinate. When the
plants had grown, we would see unwanted plants to have grown also. So, weeding of unwanted
plants had to be done. The plants would bear flowers then fruits until the harvesting season.
The waiting period was quite long. The daily routines were ordeals because we had to
stay in the kaingin even at the hottest time of the day. At other times, we had to stay in the
kaingin even during heavy downpour.
During the harvesting days, we had to undergo the same morning rituals. To catch up
with the market period in Bayombong or Solano, we had to wake up three o’clock in the morning
and harvest. Then, we had to walk and bring the harvest to the market just in time for the selling
time like seven o’clock. These products had to be carried through the head and shoulders.
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After selling the products, we should buy the basic needs – rice, kitchen needs, and many
more. We would go back to the mountain with the basic needs carried through the head and
shoulders.
Terrace Farming
When I was at age 16, my parents and our neighborhoods decided to patiently create a
canal that would direct part of flowing water from a water falls about two kilometers away down
to a potential farm near hut. Since our hut was located on a slope of a hill, the remaining portion
of the hill could be transformed into rice terraces.
Using digging tools, we dug patiently the soil and form rectangular regions of dimensions
approximately eight meters by 10 meters. About 3-4 congruent rectangular regions were created
on the same slope while about 5-6 rectangular regions were made from the lowest portion of the
hill until the top of the hill that could be reached by the newly-made form of irrigation.
Then we tilled the soil. We plowed the field. We transplanted.
During the time when grains were nearly ripe, I had experienced watching the field
seeing to it that birds do not eat the grains until harvesting time.
In gathering the palay grains, I helped my parents cut the upper portion of the palay
plants and systematized them. Since no rice thresher machine was available, palay grain
collection was done by setting aside a place with sewn palay sacks and at the middle was a
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wooden device that looked like a hollow triangle prism with a height of one-half meter. On one
face were parallel wooden plates nailed on one face of the prism. There were one-inch gaps
between the plates.
I would then get a bundle of palay that my two curved palms can manage and hold. I
would hit them on the hollow prism such that the grains that fell passed through the spaces
between the parallel plates.
Using a winnowing fan, the palay grains collected would be freed from rice straws and
stalks. They would be put in sacks. The sacks of palay grains would be piled up.
In one harvesting season, we could have six to seven cavan of palay. We had two
harvesting seasons in a year.
In rice milling, we had two options. The first option was to bring a cavan of palay down
to Bayombong market where a rice mill is found. The second option was to pound dried palay
using a mortar and pestle out of wood. The second option was time-consuming and energy-
exhausting.
In the pounding method, I had to put about one-fourth kilogram of dried palay in the
mortar. The pestle was used to pound it. The milling can be faster if the tempo of the pestle can
be increased by alternately using the left and right hands or if there are two or three persons
involved with one pestle each. Then, the pounded rice mixture was put in a bilao to separate the
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rice and the rice hull. There were several times of pounding dried palay before enough rice
would be ready for cooking just for one meal.
Rattan gathering
In Ilocano, this is called panaguwway. From our house, we had to climb the tallest
mountain in that place. We had to wake up at around five o’clock and started to trek. We had to
pass through sloppy hills, mountains and forests and crossed creeks. We had stopovers for rest,
drink water through the creek and ate lunch along the way. It would take us around seven hours
before reaching the unexplored cave where we had to stay, dine and sleep.
In a clear night, we would see and appreciate the star patterns on the sky and enjoy
shouting wishes for the shooting stars. The calmness of the night would portray the peacefulness
of the surrounding as the sound produced of the water in the creek coordinate with the rustle of
the leaves as the wind blew.
Early in the morning, we would cook our food for breakfast and lunch. The breakfast
would be eaten in the cave. The lunch would be packed and carried along the way. Then, off we
had to go for another three hours of climbing and hiking through the thick forest. At the peak of
the tallest mountain, we would see the rattan tops. Personally, I would trace its roots and check
if it is long enough to be cut. If long enough, I would cut a foot away from the roots. Using this
end, I would pull the rattan by gripping one foot every time until the rattan top would be reached.
Its tendrils would cling firmly to the branches of the trees. With my force, these would give up
eventually. I would cut the thorny leaves and scrape the skin of the rattan to remove finer thorns.
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I would then cut one meter away from its softest part to get the shoot and the desired length of
the rattan. About 20 pieces of rattan with varying lengths, about 15 meters each, would be
gathered. The rattan shoots would be collected.
Each of the 20 pieces of rattan would be bent at the middle as U-shaped. They would be
securely tied. Two handle rattan strips would be made which would be inserted to the shoulders.
I would then pull the bent pieces of rattan together with the shoots. They served as my tails as I
moved along from one place to another in the forest. In the part of the part where I had to move
down a slope, I had to hold firmly to the trees and branches because my loose tail of bent rattan
pieces would accelerate and bump my butt. On the other hand, I would have difficulty in pulling
them in my way up on a sloppy part. Certainly, the component pull of gravity made it difficult.
I had to be strong enough to hurdle that encounter. So, a series of downward movement and
upward struggles had to be met. Then, my other companions and I had to send signals by
shouting to communicate a message to them so that we would gather in a certain place for us to
move in convoy as we go home with the rattan as loose tails.
The rattan shoots would be brought down to the market immediately for selling.
During the rainy season, it would be more difficult because the way up and down was
slippery. Jumping leeches of the size of a matchstick might land on any part of the body or head.
I could not forget the time when one leech stuck itself at the back of my ear and another on one
my legs. When these have sucked enough blood they would just fall unnoticed. Then slowly,
blood would rush. I had to tie a cloth around to stop bleeding.
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Basket Weaving and Selling
When the pieces of rattan had been brought home, these would be straightened the
following day. Along this length, each would be cut into 4-5 strips depending on the diameter of
each rattan. Some lengths would be cut across into 5-6 pieces and split into strips and would
serve as frames.
Each of these strips would be smoothened in preparation for the weaving proper. The
long strips would then be put as a circumference as the frame is bent forward until a shallow
cylinder-like basket is formed. Strips would be put along the circumference until the cylinder
reached a height of approximately two–three feet. Ears as handles of the basket would be
created. For a 20-piece rattan, about 8-10 baskets would be formed. It would take about two
days to weave the 20-pice rattan.
During the market day in Bayombong, these baskets would be piled up and to be brought
down for selling to the tinapa vendors in the market. The payment would be used to buy basic
needs.
We could normally have rattan gathering and weaving twice a month.
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Collecting Banana Blossoms, Harvesting and Ripening Bananas
Bananas of different varieties abound in our place. These included tumuc, cantong,
dippig and damilig. Tumuc is green when ripe. Cantong is yellow and smells sweet when ripe.
Dippig and damilig are also called saba. They turn yellow when ripe.
Planting bananas could be done anytime of the year. Ownership of banana orchards
depended on whether the soil where they grew was the possession of the Norberte’s,
Camangian’s or Reyes’. Only the blossom of saba is considered edible.
When banana blossoms appeared, we had to wait before all the young fruits that could
develop to mature ones would appear. Then, the blossom would be removed using a long and
slender bamboo where the other end was pointed. From the ground, the pointed bamboo would
be aimed at the part between the blossom and the fruit. Hit that part with concentration until the
blossom would fall. Removing blossoms helps the fruits grow bigger and firmer.
The saba blossoms could be sold in the market. So, collecting saba blossoms was
another livelihood adventure. I needed a pasiking, a woven container with a strip of a rattan as
handle usually put at the back through the shoulder, to store the collected saba blossoms. I could
walk a kilometer or more in looking for saba whose blossoms were ready to be removed. For
half day, I would be able to collect 8-10 blossoms. These were brought home to be sold in the
market the following day.
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Collecting saba blossoms could be done once a week from one place to another. I could
go farther if I wished to as far as six to eight kilometers through hills away from home.
Banana fruits would mature around one month. To get the entire clusters of fruits, I had
to cut slowly that part of the plant such that when the upper part would bow down, the fruits will
not hit the ground. I would gently lift the entire clusters through the middle then using a bolo,
cut the part that connect to the top of the banana. Each of the clusters of fruits then would be
removed by aiming the pointed part of the bolo on the connection. I had to press the bolo down.
I would push the cluster down and give an upper jerk to remove the cluster. Sap would rush out.
The sap could make stains on the clothes.
These collected clusters of bananas would be prepared for the ripening stage – naturally
or artificially. The artificial method was usually used because we need to sell them after two or
three days. Sacks were laid down at the bottom of the tiklis. Chunks of calcium carbide or
kalburo which were bought in the market would be placed at the bottom. The clusters of
bananas were arranged in the container. The container was covered. There would be heat build
up that caused faster ripening.
Then, I had to carry the big basket of heavy ripe bananas on my head. These would be
sold in the market in exchange of our basic needs.
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Collecting Gabi/Taro and Gabi Shoots (monthly)
This was another experience. Gabi/Taro also comes in different varieties. These
included galyang, red edible gabi, green edible gabi, lampakan, wild gabi or pikaw. Some grew
in creeks and in falls. Others need to be planted in the farm.
Once in two months, I would tour the sides of creeks for grown gabi. Nobody really
owned them. If it happened that these were ready for harvesting, I could collect them without
someone to be informed or asked permission to. There were also gabi wherein only the shoots
needed to be gathered. The longest shoot which simply crawled through the ground may reach
one meter long. More than a hundred shoots could be collected. There were times that we
complained of itchiness in the hands because cleaning these shoots needs to be done in running
water. They were bundled and sold to the market.
Collecting Flowers of Grasses and Soft broom-making (Walis-tambo)
This experience was seasonal. It only happened every January of the year. These tall
grasses have leaves wider than the blade grass. I had to hike more than three kilometers from
home to be able to reach the places where these grasses thrive. They mostly grew in the slopes
of the mountains. More or less 50 sticks could be gathered in one place. Several meters away
from this place were other places where these flowers could be gathered. It would take me half
day to gather about 200 sticks of the flowers.
29
These sticks would be spread under the sun. At the end of the day, these were smashed
carefully on the grounds to remove the very tiny flowers. After 2-3 days, these were ready for
the soft broom making.
Some strands in the lower portion of each stick had to be removed and arranged orderly.
Strips of rattan would be smoothened and used to weave creatively with the strands removed and
the available strands in each stick. The handle would be creatively designed also. I could make
4-5 walis-tambo and were sold in the market of Bayombong.
Collecting Edible Fern or Pako (once every after two weeks)
Ferns simply grow everywhere in the mountain creeks or banks. No one owns them but a
certain time interval has to be observed before these could be picked. I would collect edible fern
once a month.
Edible ferns have different varieties, too. Others grew in plain soil. Some could be
gathered very small with around one-half foot long. Others were big with more than one foot in
length. Others had leaves already opened while others were still curled.
I had to walk more or less six kilometers through mountains to reach the creeks and the
place where ferns were found. Along the creeks, slippery rocks had to be conquered. The
dangers of being bitten by snakes were always there. Along the way, I had to be discriminatory
and observant because edible and non-edible ferns mixed up. These ferns also grew with other
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grasses and plants. The collected pako were then bundled. These were sold in the market of
Bayombong.
Collecting Ant Eggs (April and May of every year)
Most of the ants that we would normally see were red and black. Some were small while
others were bigger. I also had enjoyed eating eggs of big red ants that thrive and lay eggs in
trees. Aside from that, I had tried selling them also in the market.
Collecting ant eggs was difficult and challenging. The months of April and May are
considered the best time to collect them. I had to walk more than a kilometer on hills where trees
with big red ants were found. With me were a bundle of dried cogon grass, match, a long and
slender dried bamboo with a basket tied on its tip and a bilao.
Once a tree with big red ants was found, I had to locate ants’ houses where eggs were
laid. Their houses consisted of leaves which they especially assembled. If the leaves in the ant’s
house were already brown or dried, the eggs could already be collected.
I had to position the long bamboo with basket towards the ants’ house with eggs. As
soon as the house was disturbed many red ants would surface with their tails lifted indicating
anger, perhaps. Some also would walk through the bamboo towards me. I would then create a
hole through the house by inserting the bamboo. I would send a vibration through the bamboo
and would eventually vibrate the house. The eggs would fall then to the basket. If red ants
would get through my hands, they would start biting me. I had to move very fast. I removed
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some ants on my hands and brought the bamboo with basket away to a safe place. I would set a
fire using the cogon grass and started killing the red ants using the flame. The eggs in the basket
would then be transferred to the bilao. Flames would be passed over the eggs to kill the
remaining alive ants. After which, the eggs would be put in a safe container.
I could collect several cups of eggs. Some were sold to the market of Bayombong.
Other livelihood adventures
Because of basic needs, we needed to exhaust all possible means to survive. Other
experiences that tested our lives included among others the following.
Gathering guava fruits. There were many guava trees in the hills near our place.
Their fruits were ready for harvest during the month of July and August. Several
baskets could be gathered. The fruits may be picked while I was on the ground.
Sometimes, I needed to climb tall guava trees especially when the fruits were at the
tall and long branches. These were sold in the market of Bayombong or Solano.
Collecting snails. Edible snails were also gathered in creeks. They were also cooked
and served during meal time.
Wild ampalaya tops and fruits. During rainy season, other plants grew in the kaingin.
These included wild ampalaya. Since nobody owned these, the tops and fruits could
be gathered anytime. These were sold in the market.
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Fish hunting. I had to walk a kilometer to reach a creek where fish abound. Using a
fish hunting device with a pointed wire and rubber plus goggles, I would hit fish
hiding under the stones in the water. The collected fish would serve as food in our
kitchen.
Edible fungi gathering. During rainy season, our kaingin had lots to offer aside from
the plants we planted. Edible fungi, generally called mushroom, would grow. In the
dead cut trees especially giant ferns, brown fungi abound. This is called kudet in Ilocano.
These had to be patiently gathered using the bare hands. Usually they grew 1-3
centimeters tall and 1-2 centimeters wide. As part of the meal, it is usually best to boil
them and to be mixed with ampalaya leaves. It would be a soup full of nutrients.
In addition there are also mushrooms in the hills. In Ilocano, we call them “uong
parang”. It is pinkish and slightly sweet when boiled together with leafy vegetables.
There are other mushrooms which cluster and grow abundantly in one part of the kaingin.
Indeed, these were some of the sources of our foods.
Seasonal fruit harvesting. There were also fruit-bearing trees around our nipa hut like
tamarind, santol, mango, coffee, etc. During the fruit-bearing season, the fruits were
sold in exchange of basic needs.
Bamboo shoots (rabong). Bamboo shoots were also seasonal. It was quite difficult to
gather 3 or 4 shoots. These were chopped and sliced thinly. The bamboo strips
would be blanched. The water would be removed and would be sold in cups.
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Edible Salagubang / farm beetles. These could be caught only at around six-seven
o’clock in the evening during the days of April and May. We had to walk 15
kilometers down and crossed river just for this. Normally, salagubang would fly
around and landed on plants. They, too, were attracted to a dried cocoa-fiber which
was previously immersed for days in an odorous mud. Farm beetles would cling to
this fiber.
Salagubang served as food. It could be sold to the market. In fact, salagubang came
from an edible worm.
Truly, the plants and vegetables that we ate served as nourishment and unknowingly
these had made our physical development better and promising.
These routines served as my ordeals until the age of 20.
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Chapter III
Elementary Years of my Life (1976-1982)
Practically, my schooling underwent the negative scrutiny of my madrasta, Aunt
Conching. She would not like me to go to school. But, my father gave the nod that I would
continue my elementary schooling.
Elementary years
In grade III, I had to stay in the house of Apong Paus and Apong Lucia in Bonfal East,
more popularly known also as Lingay. It was a hut of practically the same design as the one in
Bansing.
I only had an old pair of t-shirt and short pants for school. Another old pair with holes in
them would be used at home after the school. Sometimes, we had to eat plain rice. Water and
salt would be added to it. Other times, there were vegetables.
It was an oral agreement that I had to go to school from Monday to Friday. I must go to
our house in Bansing after class dismissal on a Friday afternoon or very early in the morning of
Saturday to help in exchange of some food support. I would experience the nagging mouth of
my stepmother if I would arrive in Bansing late, say at seven o’clock in the morning. It would
take one and one-half hours to walk from Lingay to the mountains of Bansing.
35
Manang Indang decided to go to the family side of her mother when she got sick. Our
madrasta did not seriously help her recover from her sickness.
Upon reaching our house in the mountain, the work routine must go on – gather rattan in
the tallest mountain, collect edible ferns or remove unwanted plants in the kaingin. My
madrasta would tell me that I had to work hard in exchange of the little rice and a pack of tinapa
she would give to Apong Lucia. But, there were times wherein she would not give any food
support even if we continuously helped them in the kaingin and rattan gathering.
I also learned that my madrasta would give monetary support to her nephews and nieces,
the children of her older brother. I complained to myself. I could not do anything. There were
times that I cried because of poverty. I could not help but cry and utter my longing to my real
mother. I prayed. I continued my studies even if I had to walk barefooted. I emerged as 5 th
honors in Grade IV. Apong Lucia accompanied me on stage.
The life ordeals in Bansing continued.
Because life was becoming difficult in Bansing, my father and my stepmother decided to
bring us in San Bernabe, Maddela, Quirino in 1980. We stayed in the house of Apong Rupin and
Apong Ago. It was a family with five more adults like Uncle Erning, Uncle Lino, Aunt
Mayyang, Aunt Belen and her family.
36
I was enrolled as Grade V in San Bernabe Elementary School in SY 1980-1981. I
realized that in one classroom, the Grade V and Grade VI pupils were under one teacher only. It
was a new experience. My brother entered Grade I. In one classroom also, Grade I and Grade II
pupils were in the same classroom.
But life was difficult. There were times that we would simply eat pure milled corn or
boiled kamoteng kahoy. My parents did not give us the much needed rice support. We were
contented to what would be served on the table. I had to help in planting corn and peanuts.
Because we have other relatives in San Bernabe, they invited me to stay with them.
However, I did not last long there. Another relative adopted me.
At the end of the school year, I emerged as third honors.
My grandparents complained about the absence of support from my parents in Bansing.
They decided to bring us back to Bansing.
So, we went back to Bansing. The usual difficulties persisted. I had to sacrifice. I even
went to school with just a pair of attire. I could remember one instance wherein my short pant
did not have buttons or zipper.
37
I finished Grade VI in Lingay Elementary School as Valedictorian. My Grade VI music
teacher predicted that I would become a good Music teacher someday. But, I fell in love with
Mathematics. I enjoyed the lessons on surface area and volume of spatial figures.
My Apong Lucia accompanied me on the stage. My father and stepmother were there,
too. A photographer captured that graduation moment in my life. But, we did not have money
to claim those pictures. That’s why I do not have any remembrance of that graduation day.
38
Chapter IV
High School Years of my Life (1982-1988)
Going to school was never easy. But, my high school life tested me most. I enrolled
enthusiastically as a first year high school student at the Nueva Vizcaya General Comprehensive
High School (NVGCHS). I took the classification test. I was classified in section 2 out of 17
sections. More or less 500 students were enrolled as first year.
NVGCHS is near Nueva Vizcaya State Institute of Technology (now Nueva Vizcaya
State University). It is also near the Division Office of the Department of Education Culture and
Sports (DECS now DepEd). At their center is the Dumlao Stadium or grandstand. It is in this
stadium that athletic activities were held like Provincial Meet and even CAVRAA meet or the
Cagayan Valley Regional Athletic Association Meet. The main stadium consisted of spans of
bleachers on the second floor. About 15 steps of bleachers were there. In fact some of the
bleachers were used as spaces for our PE classes.
The routine during school days was Lingay to NVGCHS, NVGCHS to Lingay and on
Saturdays, Lingay to Bansing. During Sunday afternoon, Bansing to Lingay.
As a high school student, I always experienced financial difficulties. It is true that the
fare was only fifty centavos but I could not afford to have this amount. The only thing that I
could do to enter school was to walk a distance of about five to six kilometers from Lingay to
NVGCHS. I had to wake up around 5:30AM and eat plain rice with salt. I also had to prepare
39
my baon, plain rice and one boiled egg or sometimes one tinapa. I put my baon in a plastic
nylon bag, knitted, with rainbow color and holes together with my notebooks and books. Then, I
would take the road going to the river bank in Sta. Rosa, at the back of the Provincial Capitol,
and at the back of Saint Mary’s College. I would then take the road straight to the Saint Dominic
Cathedral and dropped by there for a prayer. After this, I would take the road going to NVGCHS
for my classes. I would arrive very early. So, I would do the classroom chores and clean the
class zone.
During lunch time, I would go to the highest step of the bleachers of the Dumlao stadium.
Alone, I would eat my lunch there.
After lunch, I would go to the library and read.
After my afternoon classes and cleaning responsibilities, I would go home alone by
taking the same path that I took in going to school. I never forgot to say a little prayer at the
Saint Dominic Cathedral.
One day as I reached home, my Apong Lucia told me that my stepmother who went to
the Bayombong market did not leave any money or any food for us. I would simply cry. I liked
to get angry but no word would come from my mouth. Only the negative emotions haunted me
and crashed me.
40
So, I had to sell ice candies on a weekend. This was a disobedience of the instruction by
my stepmother that I had to go to Bansing. I approached our rich neighbors and asked them to
allow me sell their ice candies. Using a box with 100 ice candies, I would go around and shout
for many times the phrase, “Ice… candy….!” At the end, I would get a very small commission,
five centavos every ice candy sold.
To further augment this little commission, I joined my cousins in selling pan de sal at the
Esteban Bakery in Bonfal West. I had to sleep in the bakery together with 10 or more kids over
a cartoon on the concrete floor then woke up at around three o’clock in the morning to prepare
myself to get the pieces of pan de sal I ordered. The owner would ask us to line up as she listed
down our names and the pieces of pan de sal. Normally, I would sell 100 – 150 pieces at P1.00
each with an expected commission of 25 centavos each.
It was still dark when I left the bakery. The others had to take their own way to their
barangay. As I walked along the street I would shout, “pan…de…sal!” many times with
intervals of 30-45 seconds. If I heard somebody calling my attention, I would immediately run
to him. I would continue shouting pan de sal as I walked along the streets of Lingay, Sta. Rosa,
Capitol grounds, until the streets near the St. Dominic Cathedral where the pan de sal would be
nearly all sold. By the time I had sold everything, I walked in going to the bakery to submit and
to show my total sales. I would then get my commission. I went home and prepared myself for
the school.
41
Since I had an amount in the pocket I would walk one kilometer to the highway and take
a ride through a jeep with a fare of 50 centavos. Some of the money left would be used to buy
my school supplies or sometimes buy viand at lunch time.
This was my routine almost daily except weekends wherein I had to go to Bansing to do
kaingin works.
I remember the time when in two consecutive weekends, I personally decided not to go to
Bansing. Instead, I sold pan de sal and ice candies on a Saturday and washed my clothes along
the river. On the Sunday of the second weekend, my stepmother came down from Bansing and
looked for me in the house of Apong Lucia. She was told that I was washing my clothes in the
river. She came to me and saw me washing my clothes. She shouted at me angrily. I would
explain my side but she did not listen. She got the palo-palo used to hit clothes and hit me at the
back. I cried and ran away from her.
From then on, I had to go back to Bansing and work regularly after the afternoon classes
on a Friday. The usual routine of going to the tallest mountain in our place to gather rattan and
fern would take place. I had to help clean the vegetable plants in the kaingin. I would go to
Lingay afternoon of Sunday of early morning of Monday but to catch up with the classes at
NVGCHS.
The selling of pan de sal continued. My stepmother has remained stingy. She would
give assistance but not enough to sustain our daily needs.
42
In school, I could cope with the lessons. My favorite subject was Math under Mrs. Ruth
Ruben. My adviser was Mrs. Nerissa Galvez. At the end of SY 1982-1983, I finished first year
high school but I had an outstanding balance of P30.00. We could not afford to pay it. I went on
a Summer 1983 vacation in Bansing to do the usual chores.
In SY 1983-1984, I could not enroll as Second Year high school student. I did not have
my report card. I looked for Mrs. Nerissa Galvez, my adviser, but I could not find her. The
classes started and I was not enrolled. I joined the section where most of my first year
classmates were classified but I was denied by the adviser because according to her my name
was not in the list. I was terribly upset. No teacher dared listen to my problem. All that I did the
following days of that school year was to pretend. I pretended that I was attending classes in
second year. I would look like a regular student. I could enter the school campus but I did not
have any classroom. I would simply stay in the campus idling. I would go to the grandstand
without any purpose. I would walk along the streets going to the Bayombong market and read
comics. As days passed by, my pretensions had to go on. I hated what I had been doing. I knew
that it was wrong. I could not reveal my problem to my parents because for sure my stepmother
would be furious at me. I kept my secret.
As a pretending second year student, I went to the market very frequently. I helped sell
slippers with a gift of P2.00. I helped wash plates in a small restaurant in exchange of a free
lunch.
43
The SY 1983-1984 was full of pretensions. I said sorry to the Lord in times of going to
the Cathedral for prayers. I would even ask Him to do miracles for me. But, the school year was
over without anything repaired. I went back to Bansing to work in Summer 1984.
In SY 1984-1985, I enrolled as first year high school again using my Elementary
Certificate. In the middle of the SY, I decided to drop out.
In SY 1985-1986, I decided not to enroll. Instead, I spent the days in Bansing. The usual
work was there. It was terribly difficult. Life was indeed miserable. I was invited to go to
Lupao, Nueva Ecija during palay harvest season. Nothing good happened to me there. I went
back to Bansing. Another invitation came. I went to Tumauini, Isabela during palay harvest
season. Still, nothing good happened to me there. I went back to Bansing.
In SY 1986-1987, I requested that I would enroll again. With my stepmother resisting
the decision, my father supported me. However, I enrolled as first year again. So, I was decided
to really continue my studies. I had been through many faces of hardships, difficulties, and
torments. This time, I must do it differently. At home, they knew that I was in Third Year.
But a twist came in the fourth week of June 1986. Mrs. Nerissa Galvez arrived and saw
me in the library one morning. She inquired about my year level. She was surprised when she
learned that I was enrolled in first year. In the afternoon, she showed me my card. According to
her, she kept it in her drawer. She required the P30.00 balance. I paid it. She helped me enter in
44
second year, section 2 under Mrs. Milagros Cabading. I thanked God for this though it did not
solve entirely my problem.
So, I studied seriously as a second year student. Some of our neighbors in Lingay who
were studying at NVGCHS knew that I was only in Second year. How I wish I could really do
something so that the expectations of my parents would be met.
On the bulletin board of the main building of NVGCHS, I saw an announcement inviting
students regarding the Philippine Educational Placement Test (PEPT). This is a program of the
then Department of Education, Culture and Sports. By that time, I was already 17 years old and
only in Second Year. Normally, a 14-year old student is in this year level. I was three years
older than most of my classmates. This qualified me to apply for the PEPT.
I approached the Guidance Counselor in the person of Mrs. Flora Blas. According to her,
all forms had been released to those who went to see her. She advised me to go to the Division
office. I courageously inquired about. Fortunately, I got an application form, filled it up and
submitted it to the Division office. In November 1986, I took the Philippine Educational
Placement Test. I prayed hard with the hope that I would make it.
At the end of the school year, I ranked 8th among all second year students. I was awarded
two ribbons – as an honor student and as Most Worthy Boy in class. I was very happy then.
45
Still, life was difficult. Financial problems persisted. The usual difficult experiences in
going to school remained. But, this had served as my reason to always enter the Cathedral and
say a prayer.
In Summer 1987, I again went to Bansing for the usual routine.
In SY 1987-1988, I enrolled as Third year student. I was promoted to section 1. My
parents then knew that I was in Fourth year high school. They knew I would be graduating soon.
I was terribly upset then. My hope to meet their experiences depended on the results of the
PEPT. The school year already started and our third year lessons already began for the first
week of classes in June.
I visited the Division office and inquired about the results of the PEPT. The officer-in-
charge handed me a certificate. I curiously went over the paper. Then, I came across the phrase
“you may now be admitted to the next higher year level.” I could hardly grasp its meaning. I
went over the results per subject. In every subject result, I was at the 4 th year level. I then
realized that “you may now be admitted to the next higher year level” meant I could already
enroll in first year college. I sat in one spot outside the Division office because I could not
believe what I read. I thanked God for his wonderful gift to me. I decided to stay in the Fourth
year. I wanted to repair damages.
46
I presented the certificate to my adviser. I was helped to be admitted to fourth year. At
first, I was accepted in the 5th section. However, my second year adviser before requested that I
would be admitted in section 2. My adviser was Mrs. Myrna Macabitas.
I told the entire story to my parents.
That same school year I studied hard. I took the National College Entrance Examination
(NCEE) to be able to enroll in a four-year course. Even if I missed Geometry and Chemistry and
other third year subjects, I remained in love with Mathematics. I liked Physics too.
I emerged as #6 out of the more or less 500 graduates in March 1988. I had two ribbons
for the curriculum honor and as Most Worthy Boy in class. I did not receive an Honorable
Mention honor because I did not go through the Third year curriculum per DECS Order. I
accepted it. I was very thankful of the turns and twists of events.
My Manang Indang accompanied me to receive my ribbons. My stepmother
accompanied me on stage to receive my high school diploma.
It is true that of all the ordeals and sacrifices that I went through, God has remained there
for me. I would consider these as miracles of my life.
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Chapter V
The Ladder of Higher Education (1988-1992)
My stepmother did not like me to enter college. According to her, she could not afford it
because college education is quite expensive.
I learned that I had cousins who were enrolled in college as student librarians. I sought
help from them so that I could also avail the same. In fact, I was advised to apply as scholar of
the Scholarship Development Fund (SDF) of Saint Mary’s College (SMC). They said that the
SDF would only start in the next school year. But, I was eager then to start my college
education. I applied as student librarian. I passed the screening. So, I started my college
education in Summer 1988. My dream was to become an Electrical Engineer but SMC did not
have such a course. Instead, I enrolled in Bachelor in Secondary Education or BSEd.
I had to report in the second shift from 11:00AM–3:00PM. This meant four hours of
library duty. My work assignment as sentinel in the Periodicals Library included among others
the inspection of the things that students and teachers bring inside the library. Students who
would enter the Periodicals Library had to leave their things to me to be deposited in the counter.
Outside the shift was the time to enter my classes. We also had general cleaning once a week
and we had to go home around 7:30PM after cleaning. At the end of the term, we would report
for general cleaning.
48
Just the same, financial difficulties kept on haunting me. The usual routine in going to
Bansing continued. My stepmother would also give little amount but not really enough for our
daily subsistence. Just the same, I had to walk from Lingay to SMC.
Poverty was not a hindrance to pursue my course. Studying was my business. I emerged
as President of the Reading Club in SY 1988-1989. That meant that becoming a student-
librarian was not a hindrance to become active in co-curricular activities. It was in fact an
advantage because I had access to many reading materials and references related to the course I
chose.
During the second semester, there was a military encounter with the New People’s Army
somewhere in Paitan. It was reported that the NPA was dispersed. A weekend after that
encounter, I was in Bansing. I fetched water at around 6:00PM. As I went home with a can full
of water on my head, I noticed that my Tatang was talking with a group of armed men. One
approached me and brought a rifle to my side. My Tatang told him that I am his son. So, the
man moved away from me. My Tatang invited them to our house. We cooked food for them.
They shared their ideologies. After eating, they went away.
Life was quite difficult. In my second shift of duty, I would seldom eat for lunch. After
my classes, I would report immediately to the library for work. Our Chief Librarian, Mrs. Alice
G. Natino, would go around the library to inspect. When she passed by in my area as sentinel,
she would ask if I already ate lunch. After several interview questions, Madam Alice deduced
that I needed help. She decided to give me free lunch every school day. This one lasted for one
49
and one-half years. I would go and eat in a restaurant which Madam Alice had contacted. Every
weekend, Madam Alice would go to the restaurant and pay. There were times that Madam Alice
invited me to their house to do just little household work. She understood the plight of my life.
In the second semester of SY 1989-1990, I also started enrolling major subjects for my
course. Ever since, I love Mathematics. So, I took Mathematics as my major. I took General
Science as my minor.
In Summer 1990, my friends in the library, namely Reynante Bartolome and Alex Tomas
and I emerged as Grand Champion in the College Bowl which was held in DZNC Bombo Radyo
in Cauayan, Isabela. It was an academic contest aired over the radio in the fields of Science,
Mathematics, English and other subjects including current events and information.
During the first semester SY 1990-1991, I was given a different library work. I was in
BSED 3 then. I had to process mechanically the books and serve overdue notices and others.
The work there was a little bit difficult considering the fact that the Education course was
becoming very demanding. So, I resigned as a student-librarian during the second semester. It
was a difficult decision.
I approached Rev. Fr. Herman Sanderink, CICM for help. He granted me financial
assistance during the second semester of SY 1990-1991. Because my grades were high and the
average was qualified for academic scholarship, I enjoyed 50% tuition fee discount. Fr.
Sanderink’s assistance and the discount helped me continue my studies.
50
In May 1991, I became a member of the Bayanihan ni Cristo. It was an encounter with
God. It was time for me to reflect regarding the many sacrifices and difficulties in my life. I
became an active helper in the St. Jude chapel in Lingay.
During the first semester of SY 1991-1992, I again qualified for half-tuition fee discount.
I was in BSEd 4 that time.
In June 1991, my stepmother died. It coincided with the eruption of Mount Pinatubo.
This natural occurrence sent dust particles in the nearby regions. The dust particles could have
triggered asthma, bronchitis and other lung diseases.
I promised to my stepmother that I would send her daughter, my half-sister, to school
once I would finish college.
It was time for the Student Teaching program in the High School department. I was
elected as President of the Class Year Organization for Fourth Year. I was elected as President
of the Student Teachers’ Organization (STO). I was elected as the Auditor of the Student
Central Council. I realized that many trusted me. I realized that many believed in me. For these
reasons, I did my best to be of service to all. I did my best to propel our organizations to greater
heights.
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Our Observation and Participation subject or Student Teaching 1 was focused on getting
inside a classroom as I observed the teaching strategies of the cooperating teacher. I had two
cooperating teachers that time – Mrs. Leticia Magbual for Chemistry and Mrs. Araceli Balico for
Mathematics. I also took the comprehensive examination in Mathematics, my major and
General Science, my minor.
In the Observation and Participation class, I was allowed to get inside the classroom to
observe how activities are done by the teacher and his students. Classroom management was the
most challenging. Motivating students to focus was a critical one. When students get interested
in the lesson, it is best to start the content of the lesson. I also had a chance to see the creativity
of the teacher in introducing his subject matter, how she elicits answers from the students.
Despite the many sacrifices in Bansing I managed to finish the first semester.
During the second semester of SY 1991-1992, I felt that financial problems had
remained. These became worst. In the on-campus teaching, I could hardly make both ends
meet. I almost wanted to give up and stopped the second semester of the practice teaching
program.
In addition, my father wanted to get another wife. I requested my Tatang to help me
finish my course first. But, he did not listen. I was very angry at them. They stayed together
without the blessing of a wedding ceremony. They went to Bansing and worked there as
partners like husband and wife.
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On November 25, 1991, Mrs. Clarita Ubando, our Supervising Instructor, talked to me
regarding the invitation of Saint Catherine’s School of Bambang for a substitute teaching in
Mathematics since the teacher was on maternity leave. It was my birthday. I believed it was the
best gift I received. I was even told that I would receive a substitution salary. Instead of having
on-campus teaching in SMC High School, I was allowed to have my substitute teaching in lieu
of the on-campus and off-campus teaching in SCS. In SCS, I taught Mathematics I and Science
and Technology I. I was also given a chance to teach Grade V Elementary Mathematics. I still
had Integral Calculus as my last academic subject. I had to rush back to SMC to attend my class.
I was so very happy to have received my salary as a substitute teacher. I spent it wisely for the
remaining months of my college education. I also shared it with my half-sister Milagros who
was at that time already in Grade VI.
At the end of the SY, the Principal Sr. Priscila Gapuz, sfic invited me to join a field trip
in La Union, Baguio and Ilocos. She also invited me to apply as an SCS High School teacher.
During my final semester in BSEd, I was nominated for the Search for Honoring the
Outstanding Student Teachers (HOST) at the national level by Dr. Purita P. Yoshiy, our Dean in
the College of Education. I did my best to prepare the documents. We sent them to Manila for
the preliminary screening. Unfortunately, I did not make it.
Another nomination came. I was chosen by the school through Mr. Herminio Belarmino,
Jr as one of SMC’s nominee for the Region 2’s Search for The Outstanding Students of the
Philippines (TOSP). Just like in the HOST, I had to prepare documents related to academics and
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leadership. I made a document better than the earlier one. Then, I was informed that I qualified
for the Regional elimination to select the TOSP, Regional Level.
So we went to DECS Carig City for the Regional Search. There was a showcase of
talent. I delivered a declamation, “Tulawit ng Isang Bata”. I also had an interview by the Rotary
Club of Tuguegarao, one of the major sponsors of the activity. Eventually, I emerged as one of
the top 10 awardees. Three out of five SMC’s nominees made it. The 10 awardees served as
Region 2’s nominees for the National Search. Unfortunately, we did not make it to the National
Finals. The experience was rich. I realized that I was so lucky indeed to have been part of this
Search.
During the Graduation day on March 21, 1992, I was awarded as the Most Outstanding
College Student of Saint Mary’s College. It was awarded by the Nueva Vizcaya Bankers’
Association. At last, I finished BSEd. I thanked God for His continuous guidance. I requested
my Tatang and my new madrasta to impose the hood on me. This was the day that put closure
to my misgivings to my father and his partner.
I then asked myself questions like, “Where will I work?” “What school will hire me as a
teacher?” I almost decided to see Sister Gapuz, the SCS High School Principal.
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Chapter VI
Life with SMC as a Teacher (1992-2005)
But Fr. John Van Bauwel, the SMC President, invited me to teach in the Elementary
department. However, my supervising instructors who are high school teachers convinced Fr.
John that the High School needed me more. Fr. John approved it and told me to teach
Chemistry. I accepted the challenge considering the fact that I am a minor in General Science.
In SY 1991-1992, I became part of the faculty and staff of SMC High School. I taught
Chemistry and Science and Technology I. My practice teaching experiences in SMC under the
College of Education and substitute teaching experiences in Saint Catherine’s School had helped
me adjust to my teaching assignment. Since I was given Chemistry as a teaching load I had to
enroll in the Certificate Program in Chemistry. This helped me gain confidence in teaching
Chemistry. It took me two years to teach Chemistry.
In addition, I passed the Professional Board Examination for Teachers in 1992 with a
rating of 79.0 and the Career Service Professional Examination in the same year with a rating of
86.
As promised to my stepmother, I enrolled my half-sister Milagros in SMC High School
as first year high school.
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In my first year of teaching, my advisory class was III Explorer. This was the cream
section of the third year level. The best students were there in my Chemistry class. On the other
extreme, I was given the last section of the First Year Level. So, I had to borrow and read lots of
books to make myself better in terms of content. I believe that mastering the content of my
subject matter first gives me a better analysis of the methodology to employ. I was strict. I was
a disciplinarian. I simply bore in mind that my students are friends, my own children, my own
brothers and sisters, who deserve to be handled with care.
I finished the SY 1991-1992 and passed the initiation tests. Many of my students thanked
me. I believe that my best instructional material was my self and my experiences. Interwoven to
these were the lessons in Chemistry and General Science. Some of my III Explorer students had
a chance to visit my place in Bansing.
In SY 1992-1993, I started taking up units for my Master of Arts in Teaching Secondary
Mathematics at SMC Graduate School. As the SY neared its end, I was told by Fr. John that I
would be sent to study Master of Science in Physics at the College of Science at the University
of the Philippines, Diliman, Quezon City under the Department of Science and Technology’s
Engineering Science Education Program (DOST-ESEP). With me was Mr. Ronald Ramos.
In 1994, SMC was elevated to a University. It eventually became known as Saint Mary’s
University (SMU).
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In Summer 1994, Ronald and I went to Quezon City. In my whole life, it was the first
time that I set my feet on the grounds of this place. The pace was quite different. It was good,
Ronald was quite familiar with the different places in the city. I would always watch his back so
that I would not get lost. I learned from him how fast I should move so that I would be in proper
pacing with the people there. Off we went to the UP Diliman campus from Cubao at the
Baliwag Bus station. Ronald would orient me that we were heading toward PHILCOA. In
PHILCOA we dropped off and looked for a jeep going to the campus. I was amazed about the
UP compound. We were stopped in the UP Shopping Center. We prayed in the UP Catholic
church then we proceeded to the Ipil Residence Hall. There, we stayed for the processing of our
scholarship papers.
I learned that my program would start in SY 1994-1995. Ronald started his MS
Mathematics in Summer 1994. So, I went home and enrolled a subject for MAT Mathematics in
SMU.
In SY 1994-1995, I formally started my Physics program at the College of Science. I
realized that the subjects were too difficult for me. I discovered that my Mathematics
background for the Physics program at the National Institute of Physics was not really enough. I
was advised to take up MA Physics leading to MS Physics.
It was difficult. It was challenging. I survived the first semester. I survived the second
semester. However, I was told that my ESEP scholarship would be discontinued. So, I went
back to SMU during the first semester of SY 1995-1996. I was told that my new DOST
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scholarship would be under the Science Education Institute. So, I went back to UP Diliman to
continue my studies not for MA Physics anymore but Master of Arts in Education (MAEd) in
Physics. It was pursued in the College of Education.
I have learned and enjoyed the UP Diliman culture. The IKOT and TOKI rides could
attest to it. I would also jog around by passing through the Sunken Garden and Oblation. I had
experiences studying in the College of Science and College of Education. The respective Deans
then were Dr. Danilo Yanga and Dr. Lilia Rabago.
Eventually, the Physics subjects that I finished in SY 1994-1995 were all carried. That is
why I needed only a semester and a summer to finish the academic requirement for the MAEd in
Physics.
In 1996, my half-sister Milagros finished high school. She enrolled in college but failed
to finish a degree.
In SY 1996-1997, I enrolled thesis writing. I requested for teaching loads in Physics
particularly in two sections where I would teach and gather data for my experimental research.
In Summer 1997, I taught Enrichment Program in Physics Teaching in SMU.
In SY 1997-1998, I requested that I would be given a teaching load in SMU High School
while I was writing my thesis.
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I finished MAEd Physics in October 1998. I was formally conferred the degree in April
1999. My thesis adviser was Dr. Vivien Talisayon, the critique was Dr. Mildred Ganaden and
one of the panel members was Dr. Henry Ramos. My thesis editor was Dr. Lilia Rabago and the
Dean who signed my thesis approval sheet was Dr. Leticia Ho. It was a four-year long of
learning with the premier University of the Land. Thanks also to Dr. Ester Ogena and Dr. Julieta
Savellano. My friends Angie, Jo and Rey had made my stay full of memories and fun.
In 1999, I was nominated for the Search for Dr. Juan Salcedo Jr. Science Education
Awards. Two of the criteria were passing scores in the Critical Thinking Test and Competence
Test in Physics. The other criteria were the teaching portfolio and interview. The tests were
given at the DOST Regional Office in Tuguegarao City. In the high school category, I was the
only one who passed the said tests. Eventually, I became the Regional nominee at the National
level.
The finals took place at the University of the Philippines-Institute of Science and
Mathematics Education Development (UP-ISMED). One of the interviewers was Senator Raul
Roco. I emerged as a Runner-up.
The Search gave me another opportunity to share myself to the Science and Math
teaching community. It also affirmed my teaching skills and creativity.
My interest in teaching then has become more passionate. A typical class scenario in my
classroom would see students very much involved in the lesson that I prepared. It was not free
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from “academic noise” because it had made them more interactive. I had considered cooperative
learning via multiple intelligences and learning in almost each session to let them recognize that
learning is not at all confined to individualism but rather teamwork.
In Science teaching, constructivism had been integrated in my lesson. The making of
science investigatory or science research projects allowed me to disturb the imagination of my
students. I could always share what I know. But, letting them decide on what to investigate or
experiment is giving them freedom to integrate their interest in the concepts that I introduced
them. Eventually, our traditional Local Science Fair at the school level made everyone excited
to share to others and other viewers their projects, their experiences, their excitement and their
fulfillment. This type of learning is life-long. Indeed, teaching is not simply dispensing ideas
for students to consume, rather, students must create new ideas, innovate, invent and discover.
These will then be shared to others.
I also devised a teaching sequence that made use of S.P.I.R.I.T. in making classroom
dynamics meaningful. The use of SPIRIT may connote many things. It may speak of our
religious affiliation and reference or our soul. In the light of teaching, SPIRIT is an acronym
which means
S Strategy
P Promoting
I Intelligences
R Relationships
I Integrative and Interactive
T Thinking
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This teaching strategy recognizes the importance of the Multiple Intelligences, namely:
logical-mathematical, visual-spatial, verbal-linguistic, kinesthetic, intrapersonal, interpersonal,
naturalistic and musical.
This also considers the importance of relationships in the classroom: teacher-to-student
relationship, student-to-student relationship and student-teacher-instructional material
relationship.
The Intelligences and Relationships make any subject matter interesting for the
development and enhancement of the HOTS or Higher Order Thinking Skills. Thinking is also a
key idea in this teaching strategy. It should be creative and critical. It should be integrative and
interactive.
The teacher facilitates thinking through the SPIRIT.
Below is my sample SPIRIT lesson plan.
Core: Science and Technology
Objectives: Perform the candle activity, write the changes in the burning of a candle, classify the changes in the students’ own ways, differentiate chemical from physical changes, and relate personal experiences on changes in matter.
Subject Matter: Changes in matterRelate the Core to: Math, English, Social Studies, PEHM, Filipino
A. Pre-Workshop/Lesson SessionGrouping Activity: Group yourselves according to the month of birthday.Group formation: non-linear but flexible
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MI determination: the students with MI of Interpersonal may be the leaders. Those with Verbal-Linguistic can be the secretaries.
Needed: candles and matchbox, sheets of paper (for each group)
B. Workshop/Lesson ProperLight the candles. While observing, write observations during burning of candles.
Note: The English teacher can evaluate the proper use of subject-verb agreement.
C. Classroom InteractionHow many observations did you have?Which group has the least/greatest number of observations?What multi-level questions would you like to ask concerning your observations? Write them down. (It is important for teachers to teach students how to craft questions.)
Let us engage the class in a question-and –answer session. Teachers are free to react to the “anatomy” of the questions before giving answers.
D. Wrap-UpHow were the observations classified?What are the changes in matter? Compare them.
E. Real-Life ConnectionsWhat are some of your personal encounters in nature on changes in matter?
How did they affect you?
Group yourselves according to MI and do the following:Logical-mathematical: Design an activity sheet to determine the density of a
cylindrical candle.Visual-spatial: Prepare a poster depicting “The Candle and Its Scientific
Symbolism.”Verbal-linguistic: Prepare a poem entitled “The Lighted Candle in the
Environment.”Kinesthetic/Intrapersonal: Prepare choreography to show the effects of a
burning candle.Musical: Prepare a jingle on “Science of a Burning Candle.”
Note: The group presentations can be set for the following week. After every presentation, exert efforts for dynamic interaction. Rubrics for assessment should be presented.
For me, Math teaching is not only arriving at a correct numerical answer with the proper
unit. There is more to it than getting a final answer. I could still remember my Math I class
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wherein I had to bring every day sets of materials for my students to tinker and play with. After
each game, the math would be shared by the students with proper guidance. Seldom do I nag
about the concepts because students themselves could readily relate to them.
There was also a day where I merged my two Geometry classes and we had a Geometry
day. It took place a month before the end of the school year. It was a fun and exciting day. We
also involved their other teachers in other subject. The day was started with a Geometry prayer
followed by the Geometry Opening Remarks. The life of Euclid was dramatized. Games on
Geometry added color to the day. We also ate our snacks and lunch critical of the various
geometric shapes, planes and spaces. At the end of the day, we watched the movie “Revelation”
which featured the use of geometric figures in search of the truth regarding our Savior, Jesus
Christ.
In April 2003, I was conferred the degree Doctor of Philosophy in Science Education,
major in Mathematics. I graduated as Likha awardee and with honors. These degree and awards
would serve as a testimony of my persistence to improve myself professionally and personally.
These may be considered as values added to the quality I deliver.
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Chapter VII
Textbook Writing
Because of my passion to Science and Math teaching, I got inspired in writing my first
book. It was entitled, “Science Research Manual”. It delved on the processes of making
investigatory projects. In SY 1999-2000, it became my reference in teaching Physics with
Research. This was published by the SMU Publishing in 2001 with a revision in 2006. It aimed
to hone the research skills and capabilities of high school students. It would also assist the
students to create, invent, discover and innovate new knowledge. Now, it is a book called
“Science Research and Statistics” with an International Standard Book Number (ISBN).
Later, I wrote my other book. It was entitled, “High School Geometry through Practical
Work and Portfolio Making”. This was published by the SMU Publishing in 2003 with a
revision in 2006. It aimed to develop the reasoning abilities of students in geometry and to make
geometry learning enjoyable through portfolio making and practical work.
These became textbooks in SMU HS and Science HS. Let me share some more about
them.
Worktext in High School Geometry with Focus on Practical Work and Portfolio Making
Geometry is a subject feared by many high school students. One fundamental reason for
this psychological misconception is the inability of some teachers to approach it in an interactive
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manner. They tend to introduce the various topics in a very theoretical way like getting familiar
with postulates and theorems. Thus, students get the impression that central to geometry
learning is proving theorems.
The scenario just presented is indicative of the traditional approach to learning geometry.
Indeed, this work text in high school geometry is seen as an initial step at SMU High
School/Science High School to break that traditional technique in learning this subject.
Moreover, this material regards the geometry students and their teacher as partners in
discovering geometric concepts through practical work and portfolio making. In practical work,
students discover among themselves some concepts and principles through manipulation. On the
other hand, portfolio making allows the students to become more creatively responsive to
enhance their learning.
Students must be actively involved in the learning process because they are energetic. It
is therefore the role of the teacher to design/look for activities that would enhance the
investigative and manipulative skills of the students. It is still his/her role to tap the creative
powers of the students. Thus, opportunities to develop these powers must be creatively planned.
The cover of this material emphasizes the fact that geometry is itself an integral part of
nature and man’s activities. Nueva Vizcaya is such a lovely paradise, the Luneta of the North.
The map of Nueva Vizcaya shows geometric partitions of its land area. One can find
approximated polygons of various dimensions. Solid figures abound in Nueva Vizcaya. The
citrus and other fruit products, the vegetables, rice and corn grains come in various solid shapes.
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The stalactites and stalagmites in its caves have their own geometric beauties worth
safeguarding. The blue sky in Nueva Vizcaya also projects various geometric shapes because of
the periodic changes in the cloud patterns. The bottom of its rivers definitely contains fishes of
different geometric forms. Truly, God must be the greatest geometer in the universe, the
cartographer of Nueva Vizcaya.
The different man-made structures that abound around us are excellent evidences of
man’s creativity, innovativeness and inventiveness using geometry as the main tool. Indeed,
students must realize that geometry must be a fascinating and an enjoyable subject matter. But,
realization comes only when these students have cooperatively worked hard through practical
work and that they have patiently regarded the portfolio items as opportunities for creative
expressions.
This work text presents every chapter with a biblical passage. The teacher and learners
have to reflect on each passage as part of the lesson to let the students feel the connection
between geometry and prayer. Communication with the Lord in every endeavor makes learning
more meaningful.
It is hoped that this material will improve the geometry attitudes of students through
hands-on, minds-on and hearts-on activities.
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Science Research and Statistics
I can still remember the line - … “do not only consume knowledge but you should also
create new knowledge”- uttered by no other than our very own President Emeritus, Fr. Jessie M.
Hechanova, CICM (1998 - 2005) when he motivated every faculty member and student to
develop the culture of research in the university during the 2nd Book Launching Ceremony
sponsored by the Research Center under the directorship of Dr. Efren B. Mateo. Our President
further stated that “the SY 1999-2000 is the (beginning) year of research in the University”.
These two lines inspired me to continue and enhance my science research teaching and
influenced me to write a science research manual which can be used by both students and
teachers that they may create and appreciate new knowledge.
The focus of this manual is “how to make a science research project or investigatory
project”. Every school year, an annual search for Outstanding Science Researches sponsored by
the INTEL Philippines, Department of Science and Technology (DOST) with the help of the
Department of Education (DepEd) is held, where the elementary schools and high schools
showcase their investigatory projects in the provincial, regional, and national levels. An
international level competition for the high school is included.
As a member of the panel of evaluators in the Provincial Science Fair for the SY 1997-
1998 to SY 1999-2000, I observed that though science research projects were truly good, the
students/pupils found them difficult to discuss their projects and the principles behind these. It
could be that the students did not have a thorough understanding of the projects because the
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teachers might not have oriented them well about scientific investigations. The young minds
have to know everything about their projects.
Participating in the Philippine Science Fair is a good exercise. However, what is most
important are the development of an excellent attitude towards science research and the
improvement of higher-order thinking skills (HOTS) among students/pupils. It is for this
purpose that this book on Science Research and Statistics is written. Through this book, the
students must be able to understand that Science Research is an activity that employs the mind,
the heart, and the hands as shown in the cover.
I hope that students and teachers will find this book useful. Let us be one in doing
science research projects as our response to modernization bearing in mind everyone has creative
abilities.
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Chapter VIII
Other Teaching Adventures and Escapades
As a Science and Math teacher, I made myself busy exploring other means to make
teaching creative.
I made model lesson plans. These include the Classroom Coordinate System and
Equations which relate teaching and learning styles in high school mathematics; Environmental
Education in Mathematics which connects mathematics in environmental science;
Electromagnetic Induction to show how current is induced in a circuit using magnetic concepts;
Light Emitting Diodes to discuss electronics using practical work; Exponential Functions in
order to derive functions using manipulative and Conservation of Linear Momentum that
discusses conservation of momentum using demonstration
I also wrote several modules in teaching Modern Physics. These modules helped me
teach the theory of special relativity, atomic physics, nuclear physics and particle physics.
Generally, these topics are very challenging to present to the students. The modules helped the
students comprehend better the Modern Physics concepts.
Workbooks are also important. So, I wrote the following to aid me in my teaching. I
compiled some. These include Understanding Sound and Sound Phenomena in a Scientific Way
for Elementary Teachers to discuss sound waves and their properties; Laboratory Activities in
HS Geometry: A Compilation to make learning HS geometry activity-oriented; Think, Imagine,
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Solve and Rethink to solve calendar of problems to hone students’ thinking and solving skills;
Activity Book on Sound for HS students to develop the conceptual foundations of learning sound
phenomena; A Compilation of Mathematical Activities for 1st to 4th year teachers to make Math
learning activity-oriented; Selected Topics in Physics and Chemistry to make integrated Physics
and Chemistry learning meaningful; and .Investigations in High School Physics to make HS
Physics learning activity-oriented.
Since brochures can also help enhance teaching, I made the following: Manual of
Procedures in Using the Laboratory Facilities to serve as guide in borrowing, using and
returning of equipment from the science, math, and computer laboratories; Summarized
Philippine Secondary Schools Learning Competencies to serve as guide in the learning
competencies in science and mathematics; National Secondary Aptitude Test (NSAT) Reviewer in
Math to review concepts in First year high school mathematics; and Licensure Examination for
Teachers (LET) Reviewer in Physical Sciences, Physics and Chemistry to help them recall their
science concepts.
I had some activities in the high school that needed my knowledge and skills in statistics to
evaluate them. These include the Science Research Scale to determine the attitudes of students
in making science research projects; Science Research Competency Test to know their
achievement in Science Research; Science Research Manual Evaluation Tool to determine the
readability and comprehensibility of the Science Research book. In Geometry, I made a Motion
Geometry Competency Test to evaluate the Module about the Geometry and Arts of Glides,
Flips, turns and Expansions.
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Because field trip has been integrated in the curriculum, I constructed a Field Trip Evaluation
Instrument to follow-up the students and teachers’ experiences about the educational outing.
I was also engaged in making researches in the field of education. Most of my researches
were focused on teaching particularly in Science and Mathematics. Some of my researches
included the following: Science and Mathematics Performance of Science Curriculum Students
of SMUHS (1993); Teachers’ Performance and Understanding of Newtonian Concepts (1997);
Levels of Awareness on Welfare and Benefits Among Selected SMU Teachers and Public School
Teachers: A Preliminary Survey (1999); and NSAT-R and HS Performance of SMU High School
(2000).
I was also given a chance to present some researches in national and international
audiences. It was an opportunity for me to share in a national community of Physics enthusiasts
my research undertakings. My thesis entitled Patterns of High School Students’ Explanations of
their Predictions and Observations on Sound (1998) was orally presented in the 19th National
Physics Conference on October 24 to 26, 2001 at Saint Mary’s University in Bayombong. The
Samahang Pisika ng Pilipinas of the College of Science in the University of the Philippines
sponsored the Congress. In the same national gathering, I had a poster presentation of my paper
focused on the Effect of Science Fairs on the Understanding of and Attitudes Toward Science
Research (2001).
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In another gathering of Physics educators, I presented my dissertation paper entitled
Physics Teachers’ and Students’ Attributes and Verbal Interactions on the Concepts and Pre-
Calculus Mathematics of Statics and Kinematics (2003) in the APPTEA Physics Education
Conference in UP NISMED on April 15 – 17, 2004. This also qualified for presentation in the
22nd SPP Physics Congress in Bohol, October 2004
At the international level, I had two researches that were considered for presentation in the
Hawaii International Conference in Education (HICE). These were Teaching Styles of High
School Physics Teachers (2002) on January 7-10, 2003 in Honolulu, Hawaii and Magnifying
Lenses of a Scientific Teacher (2006) in January 2007. Unfortunately, I was not able to go to
these conference dates because of financial difficulties.
Teaching devices are also important. They contribute to the fun and excitement in
teaching. Because of this, I tried my best to make instructional devices in my areas of
concentration. These included the following in the field of Mathematics: Teaching Vortex
Tessellations Using MS PowerPoint to introduce vortex tessellation-making using computers;
Teaching Escher-Type Tessellations Using MS PowerPoint to introduce Escher-type tessellation-
making using computers; Six Taped Lessons on History and Philosophy of Mathematics to visit
the life, love and death stories of selected mathematicians and scientists; and BINGEO: A Game
Approach in Learning HS Geometry to introduce recreational geometry.
In addition, I also had the following for Science and Technology teaching: Twelve Taped
Lessons in General Science Using the Ilocano Language with Sample Scripts to explore science
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concepts in Ilocano through the SMU-on-the-Air; Newton’s Cradle to study momentum,
conservation of momentum and conservation of Energy; Logic Gate Circuits to study the AND
gate, NAND gate, OR gate, NOR gate, etc; Barbecue Stick Generator to study transverse waves
and properties of waves like reflection; Magnetic Field Line Map to study the various field maps
of magnets at different orientations; Parallel Force Demonstrator to study parallel forces, torque
and rotational equilibrium; Cubes as “Atoms” to study randomness of decay; Color Addition
Wheels to study color combination and interference; Water Timer to serve as a substitute of a
timer; U-tube Manometer to study pressure difference in liquids; Water Displacement Kit to
study density and buoyancy; Energy Game board to study energy concepts; and Improvised
Hydroelectric Power Plant Model to study energy transformations.
I have always been a regular contributor also in our SPECTRUM, the official publication
of our high school. I also enjoyed writing essays,
I also enjoyed writing essays. Some of these were: Education of Males and Females
(March 1999); Relationship of the PEEL and the NSAT in English Among SMUHS Seniors
(2001); The Schools I Will Always Treasure (July 2000); The Senatorial Candidates and their
Relationships with Mother Earth and Environment (Summer 2001) and Reflection/Sharing in
One of the Seven Last Words of Jesus Christ (Summer 2002).
I was also invited various speaking activities
I had inspired students to make science research projects. Some won major awards in
division and regional science fairs. Some also reached the national science fair.
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I served as club adviser of the Marian Young Scientists’ Club, Marian Mathematical
Society and PSYSC.
I received various Certificates of Recognition Received as Adviser/Coach/Trainer of
Students.
I also crafted proposals for my school. These were approved and implemented. One
major proposal was the Creation of SMU Science High School According to DECS Order No.
69, s. 1993.
I was enrolled then in a subject for my Doctor of Philosophy major in Science Education.
I was challenged to critique our already established Science curriculum. Eventually, I prepared
the documents according to the DECS Order and sent these to the Bureau of Secondary
Education in Manila. They responded that the same documents had to be submitted to the
Regional Director of DECS Region II.
In December 2000, I received an approval letter giving a go signal that we could offer the
SMU Science High School bearing in mind that it already got a Government Recognition in
1975. In SY 2001-2002, SMU had starting it two high school programs, namely: SMU Science
High School with advanced subjects in Science, Mathematics and English. In 2005, we saw the
first graduates to march on stage.
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Thereafter, I initiated the restructuring of the high school curricular. I consulted
stakeholders to introduce curricular changes.
Other value-added innovations that I introduced were the following: Academic Advising
(2004); Revised Honors System Guidelines (2004); Semestral Scheduling of Selected High
School Subjects (2004); Vacant Time Remediation (2002); Adoption of Two Transmutation
Tables (2002); Manual of Procedures in Conducting Outreach Programs (2005); and Supervisory
Plan for Instruction (2005).
I was also instrumental in the curricular development for the Master of Arts in Teaching
major in Physics in May 2001 for Saint Mary’s University. I crafted the courses and their
syllabi. In 2005, I was the adviser of the first graduate in MAT Physics in the person of Mr.
Cesar Medula.
Upgrading myself was another important thing. I had to update myself of the current
developments in education through trainings, workshops and seminars.
In 1990-2000, I attended the following: Seminar-Workshop on Science Teaching by the
DOST-SEI; Modern and Innovative Technologies for Asian Physics Education by the Asian
Physics Education Network; National training Program on Practical Work in High school
Physics for Leader Trainers; Science Workshop and Computer-Based Science Laboratory
Equipment; Seminar-Workshop on Principles of Designing In-Service and Workshop Learning;
Asian Seminar on Open Learning and Distance Education); Whole Brain teaching-Learning
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Processes in the 21st Century; Seminar on Videoconferencing; Seminar-Workshop on Electronic
Mail (e-mail); Intensive Training for High School Physics Teachers; Computer Integration
Program Win 98, MS Word, MS Excel, MS PowerPoint for Computer-Aided Learning.
In 2001 to 2006, I joined the following: Seminar-Workshop on Environmental
Education; Regional Seminar-Workshop on Qualitative Research; Trainer’s Training on
Supervision of Instruction; Regional Seminar-Workshops on Teaching Learning Styles; APEC
Workshop on Digital Content Development; Seminar on Developing Quality Kids; CEAP
Regional Assembly; Seminar-Workshop on Effective Leadership for Secondary Schools
Administrators; Foundations of Leadership Excellence; PAASCU General Assembly; e-
training; Teacher Competency Formulation; Preparing A Five-Yr Development Plan:
VMOKRAPISPATRES; Online Teaching and Learning; Refinement of Core Competencies in
Science and Mathematics; and Seminar on Learning Packages.
My life was not only confined to the classrooms and trainings. I also had a chance to
share myself in professional activities and organizations related to teaching. I was an active
member of the Faculty and Employees Association of SMUHS from 1992-1998. I became Vice
President in 1999 and President in 2000.
I was also the Business Manager of the Science Club Advisers Association of the
Philippines in 1997.
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As a Metrobank Foundation’s Outstanding Teacher in 2003, I became a member of the
Network of Outstanding Teachers and Educators (NOTED) and the International Visitor
Program – Philippines in 2005.
In 2006, I was also elected as the President of the Nueva Vizcaya Private School
Administrators Association (NVPRISAA).
I also shared my time and energy in helping teachers and students in seminars.
In 1992-2002, I served as a Cooperating Teacher in the Student Teaching Program of
Saint Mary’s University. I was also invited as a Guest Speaker in different Commencement
Exercises and Recognition programs.
I was a trainer in the Seminar-Workshop on Physics and Math Teaching; Project RISE for
Batches 1 and 2; Demonstration Teaching in Secondary Math; Provincial Science Fair; Lecture-
Demo in Science and Technology; Enrichment Training Program for HS Physics Teachers;
Project RISE 1998; Familiarization Training in HS Physics Lab Equipment; Local Science Fair
of Philippine Science High School; Seminar on Science Research; Regional Training on the
Practical Work Approach in Teaching Science and Mathematics; Seminar-Workshop on
“Developing High Order Thinking Skills among Pupils” for Coaches; Seminar on
Computerization of Grades Using MSEXCEL; Seminar-Workshop on Item Analysis Using
MSEXCEL; Training on Investigatory Project; Seminar-Workshop on Supervision of Instruction
and Art of Questioning; In-Service Training on Supervision and Peer Mentoring; Regional
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Seminar-Workshop on Teaching Learning Styles; Seminar-Workshop on Teaching Strategies in
General Science; and Seminar-Workshop on the Strategies in Teaching Mathematics and
Production of Instructional Materials.
In 2003 to 2006, I remained to be active in my legacy to help others. I was a trainer or speaker in
the following: Seminar-Workshop in Making Science Research Projects for Southern Nueva
Vizcaya Private High Schools; Inspirational Message for the Provincial DAMA-SciDama and
Science Quiz; Inspirational Message for the Local Science Fair of SMU Grade School; Regional
Math Training at SMU; Aldersgate Speaker; Seminar on Outstanding Performance; Lecture on
Electro culture: Trends and Challenges in Physics Research; S. P. I. R. I. T in the Classroom;
Orientation in using the LCD Projector; Leadership Integrity and Trustworthiness seminar;
Physics Tricks Gimmicks and Magic; and Seminar-Workshop on Virtual Electronics
I could not forget the day April 19, 2004 when I was invited to be a speaker in the DepEd’s
UNESCO’s Celebration of Education for All: Children Missing an Education in DepEd Central
Office in Pasig City. It was my first time to be in that Office of the DepEd Secretary.
I was warmly welcomed by Dr. Benito and Dr. Villagracia of the NETRC. I learned that Dr.
Villagracia is an alumnus of SMU. According to him, the DepEd Librarian read in the feature
story of Matthew Estabillo of the Starweek magazine that I am a product of the Philippine
Educational Placement Test. So, they contacted. In my story, I moved into tears the DepEd
employees because they realized that I truly inspired them, that I almost missed education.
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I was given a certificate of appreciation citing me as an outstanding PEPT alumnus. Thanks to
PEPT.
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Chapter IX
Love of My Life
Love has many faces. Love in the family, love among brothers and sisters, love for the
poor, love for the community, etc. Love in the opposite sex is another thing. For many, it is in
this type of love that many commit wrong decisions.
Because of my difficulty in adjusting to the UP culture and being away from my
hometown, I sent letters to my relatives and friends. I started sending love letters and gifts to
Miss Anivel M. Laureta. I courted her. While studying in UP, I kept on going home so that I
would see her. Eventually, I became very special to her. I married her in the Catholic church in
1995. That time, I was 26 years old and Anivel was 24 years old. My love for her gave birth to
three children – Samuel Riemann, Samuel Heinrich, and Samuel Levine. Their second names
are names of scientists and mathematicians.
Samuel Riemann
He was born on August 12, 1996 at the Veteran’s Regional Hospital. We named him so
because of my interest in Mathematics. Riemann was a surname of the non-Euclidean geometer
who proposed the concept of elliptical or spherical geometry. My wife and I were very happy
for this cute and chubby baby He has given us. Parenting started to become a challenge. The
happiness that we felt was overflowing. We were very patient and caring in addressing all his
physical, social and emotional needs. When he cried at night, I would carry him in my arms and
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did waltz. I had to sing lullabies and sometimes Ilocano songs. There were times wherein I had
to bring him in front of the mirror to pacify his cries.
When he was four months old, we noticed that he could hardly suck his milk. He kept on
coughing. He had difficulty of breathing. We brought him to the pediatrician. We advise to
give his medicine regularly. However, we noticed that he had sudden change in his skin color.
He was grasping his breath. So, we rushed him to the hospital. Riemann was diagnosed with
pneumonia with asthmatic component. He was confined for about two weeks.
Eventually, my son developed his asthma. I admit it, asthma runs in my family. I am
asthmatic.
Samuel Heinrich
He was an April Fool’s baby. He saw the light of this world on April 1, 1999 at the
Veteran’s Regional Hospital. We named him after Heinrich Hertz, a physicist. My wife took
her long to deliver Heinrich. The obstetrician had to inject a drug to improve the dilation. After
long hours of waiting, Heinrich was born. Heinrich grew to be a happy boy.
Just like Riemann, we love him very much. All their needs were provided. We would go
the Capitol grounds for sight seeing and in the Children’s park for playing.
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Samuel Levine
Samuel Levine was born on February 4, 2002. His delivery nearly caused the death of
him Mom. He, too, almost died. We thanked God because they were safe some hours after.
This third delivery was also complicated since as a husband, I was not allowed to join her in the
room where I could have offered more assistance to my wife. In my wife’s first two deliveries, I
was near her to help her. The nurses said, it was a new hospital policy.
Levine grew up to be an active boy. So, we were already five.
My wife and I had to juggle work and family. We need to extend quality attention to
them. We would go to the mass regularly. We would enjoy eating outside from Jollibee,
Greenwich to Choking. I thank God for this family.
One after the other, our sons entered the nursery and grade schools. They grew up to be
responsible learners. They all loved Mathematics. In fact, they love Science, Math and
Language and also with the other subjects.
Lately, Samuel Riemann emerged as the Valedictorian. Samuel Heinrich ranked second
in the entire Grade III pupils and Samuel Levine ranked sixth in his class.
While honors are not the prime objective in going to school, these could inspire them to
become more intelligent and most especially of good moral character.
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My family keeps me strong and inspired. My wife and I would like to keep the bonding
stronger every year with the hope that our children will grow with it and live with it.
I thank God that the friendship I had with my wife bloomed and prospered without the
hassles of immature deeds, actions and decisions. Our love story exemplifies “love waits”, and
“love is a decision”. Love in the opposite sex for us must wait. One must process his/her
feelings properly to handle them properly. To us, a man can court a woman for a serious
relationship after finishing college.
Our love story may be an ideal love story. It may be a love story worth emulating by
many. As husband and wife, we like to nurture this marital relationship with lots of love and
care.
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Chapter X
On-the-Air Teaching and Online Teaching
Over the Radio
In 1999, I was offered a slot to teach Science over the radio just for 30 minutes. It was
called Pagadalan iti Tangatang or School-on-the-Air. It was a joint project of DWRV
Bayombong, Saint Mary’s University through the Kalinga Mission Center and the Provincial
Government of Nueva Vizcaya. Its target clientele were the out-of-school youth and currently
enrolled students most especially to those in schools in the mountains of Nueva Vizcaya and
Quirino. The subjects taught were Science, Mathematics, English and Filipino. It lasted for
three years.
Through this radio program, I was given a chance to teach on-the-air Science and
Technology using Ilocano. I was able to communicate science concepts, principles and
application to the Filipino youth clearly regardless of the location: upland or lowland. I believed
that in my own little way of serving, I let the students and out-of-school youth experience how it
is to be taught at home with a school subject using the dialect. Many claimed that Science and
Technology in Ilocano was easy to understand. Although at some points of the lesson, I had to
use English also.
A typical radio session included me as the teacher and a radio host or two. We were in a
booth. The station ID of DWRV would be played. The SMU Hymn would be played also with
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the welcome and introductory messages of the host in Ilocano. He would then invite me to greet
the listeners in Ilocano, too.
Then, I would start helping my radio listeners as students review the previous lesson in
Ilocano. I would ask a series of questions in Science using English. We would also check their
answers. I would then ask them to reflect on their scores if they passed or not.
After that, I introduced a new lesson in Science using Ilocano. Down-to-earth
experiences related to use would be used so that the listeners could relate well to the lesson at
hand. I would interact with the radio host seemingly as a student and being part of the listeners
as my students.
At the end of the lesson, I would provide a synthesis of the lesson. Then the session
would end.
This science teaching experience made me realize that teaching is not confined to the four
walls of the classroom. I recognized that there are many out-of-school youth out there deprived
of actual learning in the classroom, but efforts like this would somehow quench their thirst for
education. In fact, we received some letters of affirmation from the listeners.
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Online Teaching
In 2005, I was invited to give my share for the HS Math 3 (Geometry) textbook for online
learning. This was written with the help of UP NISMED. This was used to help non-math
majors in teaching Geometry via Internet.
In 2006, I was a part of the team composed of Dr. Moises Alexander T. Asuncion, Dean
of School of Education in our University and Mrs. Gloria Vicky T. Asuncion, Director of the
Regional Science Training Center (RSTC) that taught Mathematics II to High School Math
teachers in the Philippines. Prior to the start of teaching online, we were oriented to the
VCLASS software to be used in teaching. We were told about the content, lesson design,
delivering the lesson, posting questions, giving replies and assessing the online learners by
articulating the online learner’s textbook. The Department of Science and Technology – Science
Education Institute (DOST-SEI) and University of the Philippines Open University (UPOU)
sponsored the said online program. Then, we were given the master list of participants. The
textbooks were also distributed to the learners.
On the first day of online learning, we had a chance to introduce ourselves to each other.
It took us one week for this because we had to wait for the other students to respond. I
discovered that our online students came from Luzon, Visayas and Mindanao. Others shared
their difficulty of accessing the internet. Many also failed to connect maybe because of the
absence of internet facilities in their place.
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As a High School Principal and at the same time online teacher, I had to open the
VCLASS system after school hours. As teachers, we posed questions for a particular Math
content. We invited the online learners to post their answers. Everyone else in the online class
was invited to react to the posted answers. They could either support or contradict their ideas
bearing in mind Netiquette, the guidelines for a dynamic and friendly online interaction. The
frequency of posting and substance of sharing were some of the bases in assessing the learner’s
participation and performance.
Integrated to the content were teaching approaches and strategies that could be
considered effective not only in the virtual classroom but also in the traditional classroom. Thus,
each online learner was required to post a lesson plan on how to teach effectively a Math II topic.
The plans were critiqued and assessed.
Since the program was yearlong, we had to cover all the topics and see to it that all
requirements were assessed. In fact, a midterm examination was conducted not in a virtual
venue but in the place of the RSTC where all online learners enrolled had to personally appear.
The online teaching and learning were worthwhile. It made me realize the importance of
exploring other possible ways to educate people. In the end, the ultimate benefactors of this
endeavor are the students.
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Chapter XI
2003 Metrobank Foundation Outstanding Teacher
Since I have embraced the many ups and downs of teaching, I did ordinary things in it –
caring and loving all the students entrusted to me even though a few are not lovable, promoting
peace and justice through physics and math lessons even though many dislike y = mx + b, TSA =
6s2, V=IR, F= ma and d = vit + ½ at2 and letting my students eat together in our geometry day
foods of different geometries. Well, that is teaching after all - sharing my life with my students.
Take note of S-A-M; SAM for Science and Mathematics. In the teaching-learning process,
SAMUEL means Science and Mathematics United for Effective Learning.
Annually, the Metrobank Foundation conducts the Search for Outstanding Teachers in
the Philippines. I tried to apply for it in 2002. I made it to the National Finals but failed to
emerge as a winner.
I consider each year as a blessed year because every day is a day created by God whether
the experiences are good or not for I believe that the good overshadows the bad. But year 2003,
“the year of the horse”, was ONE of my MOST BLESSED YEARS because I was declared as
2003 Metrobank Foundation Outstanding Teacher. I nearly got this outstanding teacher award in
year 2002 and I believe that God gave it to me in 2003 maybe because it was the Diamond
Jubilee year of our beloved Saint Mary’s University.
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Let me share some nerve shaking, blood pressure-elevating but inspiring moments along
this award.
January to February 2003 at the midst of writing my dissertation, I was asked to fill-in a
nomination form from Metrobank Foundation by Dr. Norma B. Baliton, our principal. Along the
nomination form were (a) my essay about the teaching profession, (b) results of my yearly
evaluation as a teacher (c) my teaching load and (d) recommendation letter of Madam Norma.
March 2003. This was the month when I had my pre-oral and final dissertation defenses.
So timely that I also received a letter informing me that I made it to the next round of the 2003
Search for Outstanding Teachers. Metrobank Foundation required me to submit relevant
documents on my (a) personal qualities and character (b) my instructional competence and
teaching effectiveness and (c) professional and community involvement.
April 2003. I was conferred the degree Doctor of Philosophy in Science Education,
major in Mathematics. It was April 28 when I submitted two volumes of documents to the
Metrobank Foundation.
May 2003. I served as the Officer-in-Charge of the SMU High School and Science High
School. I was also asked to teach “Sound and Sound Phenomena” to the Elementary Science
participants of the project RISE (Rescue Initiatives in Science education) for 6 hours.
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June 2003. The first week was a busy week because all teachers were involved in revising
the 2003 Student Handbook. It was June 10 when I went to the University of La Salette in
Santiago City to attend a reorientation seminar about the ESC, a government-subsidized program
for Private High Schools. There, I brought one sentiment on the number of slots available for
every private high school. To my delight, I was told that SMU High School and Science High
School could avail of 30 slots for year 2003. I went home very happy to surprise those whom I
left in school. But I was the one surprised. The background investigator from Metrobank
Foundation was interviewing some of my colleagues.
July 2003. I received a congratulatory letter from Metrobank Foundation informing me
that I made it to the semi-final stage of the Search. On July 10, my wife and I met the contenders
from National Capital Region, Luzon. Visayas and Mindanao. In this stage, I picked up
randomly a competency in High School Physics then I constructed a lesson plan with a time limit
of 30 minutes. Then, I chose from mixed materials the most appropriate instructional materials.
After that, I was escorted to a room where the preliminary board of judges was. I was restless
and quite nervous. I was interviewed for 10 minutes and executed my teaching plan for 15
minutes. After surviving that stage, I was told that I made it for the final interview on the 17 th. I
thanked God for this as I also thanked Him for having given me my lucky charm, my wife.
Prior to the final interview, I had an appointment with Gov. Rodolfo Agbayani. I asked
him about various developments and problems in Nueva Vizcaya which I could possibly
interweave in my answers during the final interview.
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On July 17, the exaggerated feelings revisited me. I trembled. There were butterflies in
my stomach. It was very cold in the room because of the aircon but I needed an electric fan to
make my feet colder. Again, I was escorted to the chamber for the interview by seven
distinguished men chaired by Senator Ramon Magsaysay, Jr and co-chaired by DepEd Secretary
Edilberto de Jesus plus five others.
The core and follow-up questions asked included the following: (a) Who among our
world leaders would you cite as the role model to your students? Why? (b) Do you like President
Gloria Macapagal-Arroyo to change her mind? Why? (c) What are the causes of low esteem
among Filipino teachers? (e) How do you balance your work as a teacher, father and husband?
Thank God, I was able to answer these questions in PURE ENGLISH. I was even able to
make the panelists laugh. TWICE!
On July 30, I was in my II- Ecologists class. Around 3:30pm, Manang Paz, our in-charge
of the science laboratories, came and asked me to go to the Principal’s office. I saw a car parked
in front of the newest building and I also saw Madam Charo, the Secretary to the Principal,
waving her hand.
That time, the sky started to release the initial volume of water from its possession. I got
inside the Principal’s office and I saw Madam Letty Tiongson, the Metrobank Solano Branch
Manager with one of her co workers. She handed me an envelope and asked me to open it
immediately. The greetings said, “Mabuhay and Congratulations!” Having read that, I said “we
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won”! Then I sat and tears started to flow. That time, the sky had poured out heavily rejoicing
also with tears. My childhood and teenage life started to roll back, my difficulties, my trials, and
my ordeals. How I wish my mother was still alive. Then, Madam Norma congratulated me and
everyone did the same. I called up my wife and told her that we made it. We were very happy.
Then, we went to the President’s office. Fr. Jess our University President, and the three vice
presidents including the Secretariat were so happy, too.
August 2003. I became an instant celebrity! I had streamers hung around congratulating
me. My co-teachers in the high school and college also congratulated me. My roommate during
my UP days who is in Leyte sent me a congratulatory message. Madam Angie at DOST-SEI and
Dr. Ganaden, my UP Professor also congratulated me. Some of my classmates in high school
and college were also very happy for me. My aunts, my children, my cousins and neighbors
extended their congratulatory messages. The Philippine Star and Philippine Daily Inquirer also
featured us, the 12 outstanding teachers for 2003.
What else could I say? My award is for my family, relatives and friends, for the Marians,
and for the Novo Vizcayanos.
September 2003.
September 1. In a very fitting ceremony during the 103rd anniversary of Civil Service in
the Philippines, Gov. Rodolfo Agbayani, the heads of offices and employees of the Provincial
Capitol honored me by giving me a Plaque of Recognition.
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September 2. Two other awardees and I had a TV guesting in “Breakfast” at Studio 23 of
ABS-CBN. .Then, the awardees had their initial meeting. After which, we were congratulated
personally by the Metrobank Foundation personnel. Reporters from Philippine Star and
Philippine Daily Inquirer interviewed us. We also had photo sessions.
Moreover, I received congratulatory messages from different political leaders of our land
including the senators and some congressmen.
In the afternoon, we prepared ourselves for the awarding ceremony in Malacanang
Palace. Fr. Jess, Madam Mercy and my wife were with me in receiving my gold medallion. It
was my first time to set my feet on its grounds. It was also my first time to say “Thank you”
personally to a President of the Land. After the ceremony, Fr. Jess, Madam Mercy, and my wife
were given a chance for a casual photo opportunity with the President.
September 3 at 8 AM, we had a thanksgiving mass. It was followed by a Winners’
Forum. In that activity we were given a chance to know each other. With the help of the
Guidance Counselor of Manila Doctors’ College, we individually traced our “life’s maps” that
included our experience as winners in the Search. According to the Metrobank Foundation
personnel, this year’s batch is the MOST DRAMATIC because most of us had humble
beginnings. After lunch time with the officials of the METROBANK group of companies, we
were given tokens. After that, we prepared our “coat of arms” serving as our legacy to the
teaching profession as outstanding teachers. After that we had a practice at the Metrobank
auditorium.
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Matthew Estabillo from the Philippine Star also interviewed me, I was featured in the
September or October issue of the STARWEEK. Metrobank Foundation endorsed me to him
because maybe, they found my life story as a possible source of inspiration to young people
especially the poor ones.
September 4. We had taping for the Dee’s Day program of Deedee Siytangco of RPN 9.
Then we went to the Philippine Star for courtesy call with Mr. Miguel Belmonte, the President
and CEO of the Philippine Star. We were toured to the different offices that are in-charged of the
different sections of the newspaper. We also saw how the newspapers were printed. Then, we
had snacks with Mr. Belmonte. Metrobank Foundation donated P50,000 to Mr. Belmonte’s
foundation called “Operation Damayan”.
After that, we had a courtesy call with Dr. George S. K. Ty, the owner of Metrobank and
Metrobank Foundation Inc. We personally narrated our own stories and thanked him for
accepting us as part of the Metrobank Family.
September 5. It was the 41st Foundation Anniversary of Metrobank with the theme,
“Moving Forward, Hand in Hand”. Former President Corazon C. Aquino was our Guest of
Honor. Senator Ramon Magsaysay, Sec. Edilberto de Jesus, MMDA Chairman Bayani Fernando
and the high ranking officials of Metrobank and Foundation, Inc. were all there. With me were
Dr. Olivia B. Valle, Dr. Evangeline B. Escobar, Dr. Norma B. Baliton, Dr. Leopoldo G. Saquing
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and my wife. The highlight of this was the formal conferment of the awards to the 12
outstanding teachers. I led the prayer.
Then, the awarding of trophies to the awardees came. Every awardee was featured with
MS PowerPoint plus a narration of our beginnings, our accomplishments and achievements. In
my experience of going to the stage, it seemed that I was flying with a smile while the narration
about me was going on. President Aquino handed me my trophy with a smile, shook hands with
her. DepEd Sec. de Jesus handed me the envelope containing my check of P125 000.00.
After the awarding, we had photo opportunity with the high ranking visitors and guests.
It was followed by a dinner cocktail, which according to Metrobank Foundation, Inc., was their
blow out to us and our blow out to our guests and visitors.
September 6. We had a radio guesting at DWIZ, a radio station. There, I was given a
chance to air my concern about high school physics education. I appealed to the curriculum
developers of the DepEd to review once more the move to make HS Physics as an elective. It
should be a basic subject because after high school, students might not be given a chance
anymore to learn at least that Physics is everywhere.
September 10. It was Intramurals Day when I was paraded in Bayombong and Solano
through a motorcade as a tribute to me. I felt so much overwhelmed, elated and flattered
especially that the administrators, my colleagues, my students and their parents at SMUHS and
SMU Science HS were one with me in that very momentous event. The Nueva Vizcaya Private
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Schools Administrators also honored me in this same day together with the Department of
Education of Nueva Vizcaya headed by Dr. Victoria Tablang, the Superintendent.
September 23. I was honored by the Regional Council headed by each Chair, Hon. Gov.
Lara from the Province of Cagayan together with the Regional Directors of Region 2 at the
Malabing Multipurpose Cooperative in Malabing, Kasibu.
My Personal Reflection and Tribute to my Loved ones. I was born a simple and poor boy
without mother at 7, with stepmother and a Bansing boy at 9. Many say, “mother knows best”
but I could not give a deeper testimony for that. According to my wife, my mother is my
guardian angel-that is what I am believing right now. So my guardian angel knows best. I
equally salute my father for giving me a chance to struggle with life. Thank you, Tatang. Of all
the trials, difficulties and hardships that I’ve been through, I did not have any regrets. They were
all part of what I am now. God has made all events and things possible through the people
whom I met along the way. The good people I’ve met helped me grow. They are my
inspiration.
The challenge. I’ve been through lots of challenges and many more are still there. I am
praying hard to the Lord for His guidance to help me to continue my mission in this world-
educate people. Since I made it, I believe teachers who are better than I from SMU Grade
School, High School, and Science HS, SMU College and also those from public high schools
equally deserve to join and win in the said Search for Outstanding Teachers. I encourage them to
join because the award will open up more opportunities professionally and personally.
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True enough, “If you plan for a year, sow palay. If you plan for a decade, plant trees. If
you plan for a lifetime, EDUCATE PEOPLE.”
The Metrobank Foundation Search considered my personal and professional life story.
Here are some of the things that the judges saw and evaluated.
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Chapter XII
Education Tour in the United States of America
The United States Embassy in the Philippines, in partnership with the Metrobank
Foundation, considered the teaching credentials and teaching performance evidences of the
twelve outstanding teachers. After careful deliberation, they chose me and another one in
Mindanao as their awardees for the 2004 Thomasites Legacy International Visitor Award. The
award is given in honor of the American teachers who came to the Philippines and instituted an
American-based Philippine Educational system. Thus, I was conferred this award in September
2004 in time for the awarding ceremonies of the next batch of outstanding teachers for 2004.
I also received a congratulatory message from DepEd Secretary Florencio Abad.
In addition to the awarding ceremony was the launching of the book entitled, “Ten
Outstanding Filipino Teachers, 1985-2004” wherein I was featured as one of the ten. This was
written by Dr. Queena-Lee Chua of Ateneo de Manila University who was also a 2003
outstanding teacher in the College category.
After the awarding, I was invited by Rebekkah Drame of the US Embassy to discuss the
details of my International Visitor award. I was told that attached to the award is a three-week
educational tour all-free in several states of the United States of America. The tour was
scheduled in the third week of April 2005 until the first week of May.
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I was very excited then to process all my travel documents like passport and tourist visa.
On April 17, 2005 I was in the National International Airport for my flight. It was my
first time to go to a foreign land with diverse peoples and cultures.
When we arrived at the Reagan airport, my companion and I were fetched by Mr. Wladek
Kopinski who acted as the English Language officer throughout the program.
We were brought to our hotel in Washington, DC then he toured us after some rest. The
following day, we were brought to the office of the Phelps Stokes Fund for the briefing. The
specific objectives of the project were: to examine the federal, state, and local levels of the U. S.
government and their respective roles in the public school system and local school districts; to
learn about the challenges facing schools in the United States, and effective problem-solving
strategies used to face them; to provide an overview of the latest trends in elementary and
secondary education, emphasizing how to prepare youth to become successful and responsible
citizens; to experience the diversity of the United States through gaining additional insights on
the teaching of English as a second language, and the importance of cross-cultural
communication; and to review the American educational system with the purpose of gaining
insights on how to implement improvements in the Philippine Educational system.
We visited various schools and offices in different states like University of Maryland for
their International Digital Library, National Science Foundation in Virginia, Capitol Hill,
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Supreme Court, White House, Washington Monument, Lincoln Monument, etc in Washington,
DC.
We were also oriented by the Department of Education for their federal law on NCLB
(No Child Left Behind - with focus on Reading and Mathematics for the grade levels including
Science for High School).
I was also given a chance to meet Hans Mikhail R. Hipol, my former student in
Geometry, together with his parents Jun and Analyn and brother Hector. They toured me in their
home in Maryland and treated me for dinner in a Chinese restaurant.
In Little Rock, Arkansas we visited University of Arkansas where we got ideas on how
would-be teachers are being trained. We experienced Filipino Family Hospitality in Harrison,
Arkansas. Joel Sebag and family have been helping many people in the Philippines since Joel is
connected with ABS-CBN foundation. The Mayor of Arkansas also came to see us and awarded
us a Certificate of Honorary Citizen of Harrison.
In Utah, we were impressed about the population of Mormons. We were given a chance
to observe a Mormon classroom wherein the teacher taught the Scriptures. We also saw a choir
performance at the Mormon Tabernacle.
In Salt Lake City, we were toured in HORIZONTE - a school for months old until 87
years old. It is the most creative school curriculum that we saw.
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In San Diego, California we met a Principal whose passion to teaching is very evident.
Her management skills were being admired by her teachers. Another Filipino Family hospitality
made us feel the warmth of Filipinos abroad. In fact, San Diego is 8% Filipinos.
The 21-day experience allowed us to peep into the ways US Americans do their share in
educating the youth. We admired the class size of schools, the teachers' benefits, the school
environment, the kind of state and federal support, etc.
We all know that the Philippine Education system was once influenced by the American
Education system. The clientele of US schools enjoy so many benefits. Ours also enjoy benefits
but our Filipino learners deserve more attention in a loving and caring manner.
We believe, we can still do many things to improve our Philippine schools. Poverty may
be the most threatening factor to deliver quality and relevant education. It is high time perhaps
that the government allocates more financial resources to schools. Maybe, it is also a good idea
that the provincial and municipal governments create more programs to help build better schools
in the future.
At this juncture, I thank Dr. Ty, Dr. Mapa, Sir Chito, Irene and the other MBFI staff of
the Search for Outstanding Teachers for the wonderful experience. I also like to thank Mrs.
Marilou Apolinario, Mrs. Rebekah Drame and our Hon. Ambassador of the US Embassy in the
Philippines. Of course to Roya Schwarz and Madam Jean Vander Woude at the US Department
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of State. Thanks also to Her Excellency Gloria Macapagal-Arroyo and His Excellency George
W. Bush for this rare opportunity. And above all, to God the Almighty, for making all things
possible. Thank you, Lord.
After my US tour, I was invited by the IVP Phils Alumni to attend its gathering in
Tagaytay City on November 11, 2005. I was given a chance to share my US experiences and
discuss with them how I was chosen for the US visit most especially my life. After the sharing,
the other IVP alumni would come to me and express their appreciation.
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Chapter XIII
Climbing the Hierarchy of the Educational Organization
Later, I was assigned as the Coordinator in Science and Mathematics. This assignment
gave me an opportunity to lead a group of Science and Mathematics teachers. I grabbed this
chance to propose to the Bureau of Secondary Education the creation of a science high school in
Saint Mary’s University. In 1975, the DECS gave Government recognition to open the Science
Secondary Course. The proposed SMU Science High School would serve as a major curricular
revision of the Science curriculum.
With the help of DECS Regional office, SMU was granted a permit to open the SMU
Science High School. Since SY 2001-2002, SMU has two high school programs, namely: SMU
Science High School and SMU High School. The SMU Science High School has advanced
subjects in Science, Mathematics and Languages. SMU High School follows the Revised Basic
Education Curriculum
In SY 2004-2005, I was appointed as Assistant Principal. I took this opportunity to
propose various innovations in the teaching profession. These included the following:
demonstrated on the proper use and care of the LCD; introduced the semestral scheduling of
selected subjects to apparently reduce teaching preparations of teachers and reviewing
preparations of students; adoption of the new guidelines for the honors system of SMU High
School and Science High School wherein there are two sets of Valedictorians, Salutatorians and
Honorable Mentions; crafting of the vision-mission and objectives of SMUHS / Science High
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School; integrated the Revitalized Homeroom and Guidance Program schedule in the class
schedule; enhanced the monitoring of CHSF program or Clean, Healthy, Safe and Friendly
program.
I also got involved in the blessing of the Internet Digital Laboratory with
teleconferencing facilities; students’ participation in the regional and national science fair as
conducted by the Department of Education.
We involved the parents in the academic advising sessions. A parent or two were invited to
talk about youth-related topics in the classroom. This aimed to inspire students to study harder
in preparation for the periodical tests.
SY 2005-2006: Students Are Our First Priority
In SY 2005-2006, I became the principal. I was the youngest so far to have assumed the
principalship of this more than 70 years old CICM High School. The Metrobank Foundation
invited me to talk about my life experiences, outstanding teacher experiences and US Education
experiences in Puerto Princesa City, Palawan. In December 2005, I was awarded as Outstanding
Alumnus of Nueva Vizcaya General Comprehensive High School during its Centennial Jubilee.
Some of the significant events that happened during my first year as a High School
Principal included the following:
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Paghahanda para sa SY 2005-2006. The Faculty and Staff and I reviewed the events of SY
2004-2005 and crafted the plan for the SY 2005-2006. The Student Handbook was reviewed
and eventually revised. Series of echo seminars were conducted. Articulation between and
among elementary and high school teachers was integrative. It ended with an Academic
Session.
Blessing of the new HS Stage. It coincided with the Opening of the SY. This was another
donation of our benefactors from Belgium through Fr. Gerry Bouckaert, CICM. The multi-
purpose stage will witness the various academic and non-academic events in the lives of our
students.
Mass of the Holy Spirit. This is the first Holy Mass of the new school year. It was meant to
enrich the spirituality of the faculty and staff, teachers, and students.
PTA Meeting for the Parents of First Year High School Students. The parents were introduced to
the 4C’s of Marian Culture of Competence, Creativity, Community-Supportiveness, the code
of discipline and other school policies.
PTA General Assembly. The School and PTA Annual Reports were presented to the faculty &
staff and parents for their comments and suggestions. The PTA Central Board Officers were
elected.
Presidential Installation. This school year saw the change of Presidential leadership. Fr.
Manuel D. Valencia formally assumed his post as President of SMU and Fr. Jessie M.
Hechanova as President of Saint Louis University of Baguio City.
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PAASCU Visit. PAASCU means Philippine Accrediting Agency of Schools, Colleges and
Universities. It is involved in evaluating the quality and relevance of education that a school
offers. The June-October 23, 2005 preparations for this level II reaccreditation of our school
challenged us to unite our efforts for the best. Every stakeholder had his/her own share in
giving assurance to the quality and relevant education that the school offers. The October 24
& 25 visit was meaningful and fruitful. Lots of changes for the better were introduced with
the hope that they will be sustained.
Recollections and Retreats including Field Trips. These are part of the spiritual formation of our
students. Students are exposed to the ups and downs of life and the meaningful ways of
handling family and personal problems. The field trips gave them also the chance to relate
theories and practices beyond the four walls of the classrooms.
CHSF policy. The stricter monitoring of the CHSF implementation has been consistently
observed. The penalty-based monitoring has allowed every student to be extra watchful of
litter in the classrooms and corridors.
Creation of the SMUHS/Science HS Website. The website was created to reach out to its
growing number of stakeholders here and abroad. Its address, http://hs.smu.edu.ph, contains
important information and announcement of SMUHS/Science HS.
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Noise-free policy. Noise distracts learners and teachers in their teaching-learning adventures.
This policy communicates to students the value of sensitivity and respect to the rights of
every learner and teacher of a noise-free environment.
Panagyaman 2005, Bayombong Town and Patronal Fiesta, Northern Vicariate, CAVRAA.
SMUHS/Science HS needs to network, link and associate with the external communities
through sports, contests and other activities. SMUHS/Science HS was adjudged Champion
in the Street Dancing Competition and in the Northern Vicariate. The Street Dancing
exhibition during the CAVRAA allowed SMUHS/Science HS to perform in a Regional
gathering of people.
SMUHS/Science HS Intramurals. This student-centered sports activity (with Bible Quiz and
Academic Quiz) served as a catalyst for a more energetic and dynamic relationships between
and among the teachers and students. One remarkable part was the participation of some of
the parents in the ball game exhibition.
Blessing of the Florentina Building. The grand blessing of the newest and tallest edifice in the
high school was on March 31. It was attended by key priestly and academic officials led by
Dr. Alejandro Roces, BOT Chairman and Fr. Romeo Nimez, the CICM Father Provincial.
May this building remind us always of and uphold the Florentina spirit.
Completion of the Phase II of the HS Digital Internet Lab. The HS Digital Internet laboratory is
now in its new location – first floor of the Florentina Building. It has 30 computer units
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wired with the net. This Digital Internet lab is funded by West Flanders in Belgium. This is
a legacy on the enhancement of learning through advancement in technology as a delivery
medium.
Family and Cultural Show and PTA Projects. The Family and Cultural Show on March 30
allowed students, parents and teachers to showcase their talents in singing, acting and
dancing. The income raised will be used to buy guitars for the Music curriculum, lighting of
high school grounds and construction of study shades.
Transaction permit. Parents, guardians and other visitors need to get and fill-in a transaction
permit before they will be entertained in the offices and in the faculty room. This will at
least prevent untoward incidents caused by outsiders.
Innovative Efforts to Improve Instruction. Classroom instruction is the major academic service
delivered to students. The school had introduced the semestral scheduling of subjects for
SMU Science HS (all year levels) and SMUHS (first year only) to apparently de-load the
students. The periodic Academic Advising Session also helped students in their preparations
for the periodical/preliminary exams with the excellent tandem of parents as speakers and
advisers as facilitators. The remedial lessons prior to the periodical test have facilitated the
review of concepts discussed previously in class. Learning styles have been meaningfully
integrated in the curriculum through the lesson plans and syllabi.
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Student Achievement/Awards. The students brought home honors to their school.
SMUHS/Science HS emerged as the Highest School Pointer in the 2005 Division Schools
Press Conference wherein Kathrine Cazzandra reached the national level in Kalibo, Aklan.
For 3 out of 4 years now, we have grabbed the championship in the Division Math Challenge
by the Metrobank Foundation-MTAP-DepEd, Team Category.
Faculty and Staff Achievement. I am truly thankful to the Lord for having given me partners
whom I worked with for the entire school year. Working with them has been a journey and I
will treasure it forever. I hope that the sense of volunteerism and commitment will still
overrule us despite the challenging demands in the workplace.
Alumni projects and services. The HS alumni remain to be active partners of SMUHS/Science
HS in the physical and instructional improvement of the HS. In fact, Batches 1980 and 1971
had their alumni homecoming in December 2005.
On May 31, 2006 SMUHS/Science HS was awarded a clean Level 2 Accredited status
for the next five years, 2006-2011. The results meant that the school passed the criteria in the
areas of Faculty, Instruction, Library and Audio-visual, Laboratories, Physical Plant,
Student Services, Administration and School & Community and had meaningfully
interwoven these standards to the Purposes and Objectives (our vision-mission). Thus,
SMUHS & Science HS have kept the quality and relevance of Catholic Secondary Education.
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SY 2006-2007: Faculty and Staff deserve Appreciation
The SY 2006-2007 was another great year to all the stakeholders of this CICM High
School. We survived the challenges, surpassed the difficulties, jubilated with our outstanding
accomplishments and celebrated togetherness. Our journeying together towards our common
vision distills and purifies our intentions of building a school we can call it our second home and
family, the SMUHS/Science HS. We have been constantly shaping its school culture.
School culture is about our shared beliefs, virtues, customs and traditions in our high
school whose CICM roots were inspired by Mama Mary, our patroness. Thus, we cry for a
culture of competence, culture of commitment, culture of creativity and culture of Christian
Discipleship.
A desirable and positive school culture is inspired by a meaningful grasp of leadership by
the stakeholders. Effective leadership is radiating and exerting influence on people to inspire
them to work for their common vision-mission, goals and objectives. One form of leadership is
school leadership. Who are the school leaders? In the case of SMUHS/Science HS, school
leadership is not only confined to the HS Principal. Sharing the leadership with him include the
teacher leaders, office staff leaders, student leaders, parent leaders and alumni leaders.
Our school culture is partly written and unwritten. The written school culture is
contained in school handbooks and pronouncements all anchored on Education Law and the
Private Schools and on the policies and guidelines of the Department of Education. The
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unwritten school culture is much more than the written ones and it should be anchored on the
ideals of this school.
Problems and conflicts may intoxicate our school culture. These are like “dirt” collected
along as we move towards the vision. They must be handled with care because they test
accountability, responsibility, commitment and dedication to our school. The collegial way of
solving problems and conflicts encourage creativity, tactfulness and calmness since meaningful
resolution of conflicts binds people. Hence, the positive school culture encourages greater
achievement and productivity.
Any person who drops by in the vicinity of the high school sees the image of Mama
Mary, the SMU logo and the message “SMU is a home of competent, creative, and committed
Christian disciples.” These deliver a clear message of what the school values and preserves.
Upon entering the high school campus, a visitor will be entertained by a courteous security guard
who lets him sign in the logbook and issues a transaction permit. The no ID, no entry policy
insures the security and safety of students, teachers and visitors. Only the Principal can permit a
student to go out of the campus for emergency reasons.
Once inside the campus, one could feel the warm embrace of the majestic and beautiful
F, L, A, S and C buildings. The Marian park invites everyone to fill it with moments of joy and
fun. The trees in the landscape shower peace, support and comfort. The plants give a
welcoming aura. The paved and tiled grounds usher everyone to meet others in a friendly and
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caring way. Moreover, the stage declares the value of rituals and gatherings to unite and
celebrate.
When one goes to the classrooms, he observes diversity. The classrooms (like F302,
A303, S201, C202), are witnesses to the many wonders of formal and informal learning. They
are witnesses of the pains and gains, rituals and celebrations of student learning. They are
witnesses of the teachers’ noblest mission and educational apostolate. The classroom is a place
of love, a haven of hope and a cradle of spiritual enhancement. The classroom culture is part of
the school culture. It is one of the most dynamic aspects of the school culture. Beyond the
classroom culture are also interactions and practices which create an atmosphere of socialization
and exploration.
When one visits the offices, he notices people on tasks. The offices and facilities through
the staff deliver non-instructional services that complement instructional ones. These include
guidance and counseling, chapel, medical and dental, discipline, library, internet, audio-visual,
canteen, payment and records, science laboratories and maintenance. The unique interactions
here promote the general welfare of the students and teachers. Furthermore, the offices of the
coordinators are venues for instructional leadership, instructional improvement and curricular
innovations.
In the faculty room, one sees the embodiment of special parental authority to the
administration, faculty and staff. The faculty room is the seat of professional dynamics like
faculty and staff meetings. It is a place for social and academic interactions like peer mentoring
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and coaching and sharing creative strategies and instructional innovations. It is also a venue to
understand and appreciate individual differences and for deepening of relationships. The school
culture among professionals invites them to render selfless and efficient service.
In SMUHS/Science HS, one appreciates the beauty of having a shared and working
vision of forming a community of competent, creative and committed Christian disciples. Its
culture is positive. It is not perfect because not a single school culture will ever achieve
perfection. There will be threats to the culture but they should be properly addressed so as not to
destroy the culture.
My students have remained a top priority but the faculty and staff much deserve
appreciation for their numerous and selfless services to this high school. Encouraging words of
praised, special notes of thanksgiving and giving symbols of gratitude are all that is needed to
heighten the spirit and motivation of my employees.
SY 2007-2008: Promoting SMU High School and Science High School as a Safe and
Peaceful School
In SY 2007-2008, I emphasized to my 1089 students the importance of character and
competence to achieve success. Without character or competence, or both, their stay here will
not be fruitful. We have academic and non-academic policies that would be observed in order to
safeguard their general interest and general welfare. They should obey them.
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As much as possible, we do not like any student to be hurt physically and emotionally in
this school. We do not like any student to be picked by someone in the corridors, canteen,
restrooms, classrooms, library, staircases, laboratory rooms, grounds and other place in the
school. We do not like any student to be scandalized in any form. We do not like any student to
be harassed. We totally reject physical and emotional violence.
Students are our responsibility. We are responsible not only to their academic growth but
also to their social development. The following are some of the measures that we adopted to
protect them from physical and emotional harm.
No ID, No entry policy. ID’s should be worn at all times so that we can distinguish them from
others.
Transaction Permit Policy. Any visitor (parent or otherwise) cannot just see the students in the
classroom without the transaction permit duly signed by the security guard and the Principal.
No cell phone policy. They are here to study not to tinker on their cell phones during school
hours. We welcome its usefulness but not the possible troubles they bring to the learners,
their school and their schoolmates.
No MP3/4, iPOD policy. The school is not the best place for gadgets like this.
CHSF-SWM policy. CHSF means Clean, Healthy, Safe and Friendly while SWM means Solid
Waste Management. Learners deserve a clean and caring environment. Students must
contribute to this advocacy.
Noise-free policy. They deserve a peaceful environment. Everyone must make every corner of
the school a convenient space for study and interaction.
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Vacant Periods as Library Periods Policy. We do not like students to spoil any moment of their
school time. The library is the heart of the school. They must seek refuge in it through
books and magazines.
No-to-Gang Policy. Students are requested not associate themselves with groups or
organizations not recognized by the school.
No-to-Bullying Policy. In no instance that they hurt their classmates or schoolmates in any form
like saying bad words, uttering derogatory remarks, threatening, etc.
Anti-Vandalism Policy. Students must take good care of their properties. They are ours. They
will help us deliver quality and excellent services.
Anti-sexual Harassment Policy. Girls and boys are equally important in this school. They
should not comment on the sexuality of each other which may negatively disturb him/her.
Offensive words with sexual connotations should not be used as jokes to downgrade a
person.
No to Tricycle Overloading Policy. Tricycles are the most common vehicles to bring us home or
to school. Students and drivers make sure that the tricycle is not overloaded. It is extremely
dangerous to patronize overloading. Safety is the foremost concern.
We solicit the cooperation of parents in promoting SMUHS/Science HS as a safe and
peaceful school. Their parents know that their school is doing its best to safeguard the general
welfare of their children. However, we request them to synergize with us. They are requested to
motivate their children observe these policies for their safety. We urge them to communicate to
us very frequently regarding students’ behavior and academic performance.
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Let me share the historical sketch of SMUHS and Science High School.
In June 1934, Saint Mary’s High School unfolded its portals to intermediate graduates to
train them further for broader fields of endeavors with Rev. Father Godfrey Lambrecht as
Director and Sister Margareth Hermus as Principal. It opened with an enrolment of 40 first year
students. Thus, in March 1938, thirty-three seniors (16 boys and 17 girls) solemnly marched to
get their much - coveted diplomas.
From SY 1934-1935 to SY 1956-1957, Saint Mary’s High School was co-educational. The
SY 1957-1958 saw the separate school compounds of boys and girls with the Boys’ High School
housed in the convent annex (present quarters of the Prelate of Bayombong) and the Girls’ High
School in the ten-room building in front of the Sisters’ Convent, now the Lunduyan Pastoral
Center.
In the SY 1968-1969, Saint Mary’s High School became co-educational once again. During
the SY 1969-1970, a new curriculum, the Science Secondary Curriculum, was added to the High
School General Curriculum in order to cater to the growing needs of the country’s technological
development. It was in the SY 1973-1974 when the first batch of the Science Secondary
Curriculum graduated.
From 1973 onward, all high school classes were held at the Saint Mary’s High School
buildings located behind the Saint Dominic’s Cathedral.
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On December 8, 1985, the laying of the cornerstone of the SMU High School Science
Laboratory building took place. Ready for higher leaps in educational endeavors, this new
building was blessed and inaugurated on July 26, 1986
Saint Mary’s College High School Department underwent Level I Accreditation in 1988 by
the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) to
manifest its sincere mission to quality education. With the issuance of DECS Order No. 73, s
1992, Saint Mary’s High School enjoys the benefits of Level 2 accreditation status.
In April 1992, a new building was started and finally blessed on December 8, 1992 which
now houses the Science High School classrooms, the Multi-purpose Hall, the Medical and
Dental Clinics, and the Guidance Counselor’s Office.
In 1994, DECS Secretary Armand Fabella formally approved the elevation of Saint Mary’s
College to Saint Mary’s University, which gave birth to the name of Saint Mary’s University
High School.
In the quest for academic excellence, Saint Mary’s University High School (SMUHS)
underwent a formal and rigorous evaluation by the PAASCU on September 11-12, 1995. After
three years, on October 17 and 18, 1999, the PAASCU revisited the high school, which resulted
to its Level II Re-accreditation status for 5 years.
During the SY 2000-2001, the curriculum developers of the high school applied for a
permission to operate the SMU Science High School pursuant to DECS Order No. 69, s 1993.
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This has been a major revision of the science curriculum since 1970. The DECS
Regional Director approved its implementation for SY 2001-2002 through a letter dated
December 15, 2000. Thus, SMU now has two high school programs: SMU Science High
School and SMU High School.
In April 2002, the new administration building was constructed. This was blessed on
January 24, 2003 to house the Technology and Home Economics classrooms, High School
chapel, some administration offices, faculty room, and some classrooms. Furthermore, the
school playground was paved in April 2003.
On February 10, 2005, the High School Digital Internet Laboratory with teleconferencing
facilities was blessed to serve as an international linkage with West Flanders, Belgium through
the initiative of Fr. Gerry Bouckaert, CICM in partnership with the political leaders of the said
province under the governorship of Hon. Paul Breyne. This laboratory serves as High School
students’ and faculty’s window to the world.
In April 2005, the new stage was built and at the same time the main and old building
was partly demolished for the phase two building construction. The HS stage was blessed on
June 15, 2005. The Florentina building, a 4-storey structure, was blessed on March 31, 2006. It
houses the High School Library and Digital Internet Laboratory, eight classrooms, offices and a
multipurpose roof deck. Furthermore, the Assistant
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On May 8, 2006 SMUHS/Science HS successfully passed the PAASCU Reaccreditation,
Level 2. The PAASCU evaluation was on October 24 & 25, 2005.
On November 28, 2006 the Marian community launched the yearlong celebration of the 100
years of CICM in the Philippines.
Through the generosity of Belgian benefactors, the CICM Centennial building was
erected in April 2006. It was blessed on December 23, 2006 and coincided with the General
Alumni Homecoming.
In a Regional Deped letter dated March 11, 2007, SMUHS/Science HS was granted a
permit to issue diplomas even without Special Orders provided that it maintained its clean slate
accreditation.
On April 26, 2007, the library extension was built for the reading section.
Thus, from modest beginnings, Saint Mary’s University High School/Science High School is
growing and is developing in human resources, facilities and services as its sincere commitment
to the mission of Christian education. These can be attributed to the CICM priests and lay
people who worked hard for its existence and continuing development.
Truly, SMUHS and Science HS should not loose track of the many people who
contributed to its growth and development. Thus, the CICM priests, SFIC sisters and lay people
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who served as architects in various capacities are as follows: Fr. John Van Bauwel, CICM
(Director, 1948-1952); Fr. Paul De Bevere, CICM (Director, 1952-1953); Fr. Godfrey
Lambrecht, CICM (President, 1952-1953); Fr. Cornelio Tonus, CICM (President,1954-
1958); Fr. Albert Engels, CICM (Director,1956-1957); Fr. Tom Letschert, CICM (Director,
1957-1958); Fr. George Hantson, CICM (President,1958-1962); Fr. Peter Van de Walle,
CICM (Director,1959-1960); Fr. Paul Catry, CICM (President,1960-1961); Fr. Paul Foulon,
CICM (Director, 1961-1963); Fr. Cornelio Tonus, CICM (President, 1962-1967); Fr. Joseph
Van Den Daelen, CICM (President, 1967-1968); Fr. John Van Bauwel, CICM (President,
1968-1997); Fr. Jessie M. Hechanova, CICM (President, 1997-2005); and Fr. Manuel D.
Valencia, CICM (President, 2005-Present)
The following served as principals in SMUHS as a coed campus: Sr. Margaretha Hermus
(1934-1935); Sr. Albana Wolf, cfic (1935-1937); Sr. Margaretha Hermus (1937-1941); World
War II (1941-1946); Sr. Albana Wolf, cfic (1946-1947); Sr. Constancia Villanueva, cfic (1947-
1948); Sr. Virgilia Soriano, cfic (1948-1957);
There was a time in which the high school was offered separately for boys and girls. The
Principals were: Sr. Ines Sarmineto, cfic (1957-1960, Girls’ HS); Sr. Alice (1960-1966, Girls'
HS); Mr. Fernando P. Andrada (1957-1966, Boys' HS); Sr. Virgilia Soriano, cfic (1966-1968,
Girls' HS); Mr. Fernando P. Andrada (1968-1970, Boys' HS);
Then, the school went back to coed. The Principals were: Mr. Fernando P. Andrada (1969-
1970); Mr. Delfin Naui (1970-1973); Mrs. Juliana Lazaro (1973-1976); Mr. Lovenio Cara (1976-
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1980); Mr. Jose Ramos, Sr (1980-1991); Mr. Geronimo Salem, Jr (1992-1998); Mr. Jose Ramos,
Sr (1998-2001); Dr. Norma B. Baliton (2001-2005); and Dr. Samuel R. Soliven (Assistant
Principal, 2004-2005); Dr. Samuel R. Soliven (Principal, 2005 – present)
Indeed, this CICM High School has gone through lots of challenges in the educational
arena. It has produced great people with big hearts. It has been inspiring hearts and souls. It has
touched the lives of the poor, the less privileged and the mainstreamed. Many alumni have been
coming to share their memories and to express their gratitude to it. In the occasion of the
centennial anniversary of the CICM in the Philippines, I had crafted a poem dedicated to my dear
SMUHS and Science HS.
Here it goes…
Beloved SMU High
SMU High School department, we adore you.
We appreciate and admire you so.
You are God’s gift from the CICM,
A noble home, a nurturing haven
In the towering mountains of life
We feel your charm and tender loving care.
In our darkest moments, you provide us light.
You embrace us so tight.
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Your Christian ways strengthen us.
To empower others is a must.
Mama Mary’s spirit keeps aflame
Inspiring souls with might and fame
We become competent and creative
Through the rays of your love
We promise our commitment to the poor
And radiate peace and hope to all the people
Onward march we go everywhere
Spread your mission dear Alma Mater
When we go back to you one day
A fulfilled man, a great Marian
We give you thanks, St. Mary’s
For the guidance and sacrifices
We give you thanks, dear Beloved
We raise our hearts to you ‘til the end. #
Truly my high school subscribes to the SMU’s vision-mission of forming and animating
competent, creative and community-supportive Christian disciples.
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Chapter XIV
Growth and Development of Employees
As Teachers
The moment a person becomes a teacher, he brings to the school his philosophy of life
and his own philosophy of teaching. He is full of idealism, energy, vigor and dreams. He has a
personal vision, ambition, mission and aspirations. He knows, too, that the school has a vision-
mission. Thus, the teacher grows in a school culture and the school becomes part of his system.
He is a stakeholder of the school and a co-owner of the school’s vision-mission.
Before I became a teacher, I underwent the stages of conception and birth. My mother
took good care of me in her womb, and my parents and other people taught me the basics during
my childhood, then in the stages of adolescence. Through thick and thin, my parents sent me to
college while I pursued a degree in education. The teacher education institution where I finished
the education course instilled in me educational theories, principles and practices and a yearlong
training in student teaching. During my formative years, my parents remained a constant guide,
nurturing and caring me.
From conception to infancy then to adolescence, the person who is now teacher will
continue to follow the stages of growth and development, up to late adulthood. In a Filipino
culture, the parents continue to extend assistance to him in the different stages.
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Analogous to stages of growth and development, let me present my ideas on how a
teacher should grow in a school. The teacher education institution is the mother’s womb while
the school where the teacher teaches resembles his parents and relatives who show care and love
for him.
Conception Stage
In human development, it takes nine months before a baby is born. In teacher
development, it takes four to five years before a teacher is born. It is important that the teacher
education institution gives the education student the needed training and guidance to prepare him
to become a teacher with meaningful educational and teaching philosophies.
Babyhood (year 1 to year 3)
For human development, an infant is ideally breastfed. Every member of the family is
focused on him. When he cries, his parents cuddle him and sing him sweet lullabies. Many
people are worried when he is sick.
In teacher development, a teacher in the infancy period deserves orientation, a warm
welcome to the school family and strong moral support from the staff and administration. The
school assures him of love, understanding and guidance. His co-teachers must care for him,
respect him for his differences and appreciate him for joining the family. Despite the challenges
of teaching, he comes to realize that when problems arise, he has a family to lean on, who are
ever supportive and caring. Of course, his family does not spoil him.
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Childhood (year 4 to year 12)
In human development, a child has acquired independence in many physical activities
and has improving language facility. He becomes socially responsible and attends spiritual
activities.
In teacher development, a teacher has gained momentum in teaching. One can see him
with improved abilities in handling classroom situations, classroom, discipline, classroom
atmosphere. He is not resistant to supervision. He finds time for social interactions not only
with his students but also with his peers and mentors. He does things with creative prowess. He
looks at graduate school education as a venue for professional advancement and a way of sharing
his personal life and professional experiences. He derives joy from attending seminars and
workshops or he firmly believes that teaching is dynamic, not static. He reaches out to others in
the community, voluntarily. There may be times of “sibling rivalry” and professional conflict
but these are readily solved through collegial means. The school remains watchful and extends
understanding to everyone because every teacher follows the natural stages of physiological and
psychological development.
Adolescence (year 13 to year 19)
In human development, an adolescent becomes more exploratory and even more
energetic. He has increasing independence but still seeks attention from his loving parents. In
teacher development, the teacher feels happy in his chosen career. He continues to inspire young
minds and his teaching philosophy is deeply rooted in service. Since his school demands
commitment, he believes that service is the foundation of his teaching career. He likes to talk
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about more creative ways of improving the situations in school in a proper forum with teachers,
parents, students and administration including the community. He has integrated in a more
meaningful manner his family life and school life.
Adulthood (year 20 and onwards)
In teaching development, he is becoming a symbol of a true educator. He has touched the
lives of many students, his peers and mentors and most especially the less privileged in the
community.
He, too, is very much involved in mentoring. He is a model of a contented teacher
because his school remains loyal to him. His creativity, competence and commitment continue to
glitter and this radiates to his students and to this contemporaries. His life is marked with
intellectual and moral excellence. His family (his wife and his kids, if any) is very proud of him
as a teacher so that even if the financial return is minimal, it is enough to sustain their daily
living. The school stands firm in its commitment to nurture him and regard him as a person and
not as an object in a garment factory.
Finally, in the stages of growth and development of a teacher, it is important that the
school gives its best to make the teacher grow. High salaries may not actually be the reason why
teachers work in schools. It is maybe the happiness they derive from teaching, because the
schools are there to extend them much-needed care and assistance. Learner-centered schools
should also be teacher-centered schools, for schools do not exist if neither the learner4s nor the
teachers are present.
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I am a teacher who passed victoriously along the stages of the growth and development
of a professional teacher. As a principal who was once a teacher, I will do my very best to assist
the new teacher. This world needs committed and dedicated teachers. Modeling is important.
Non-teaching Personnel
The other significant people in the workplace also undergo growth and development.
They include the Prefect of Discipline, Guidance Counselor, Librarian, Internet Administrator,
Cashier, Registrar, Nurse, Dentist, Campus Minister and Secretary to the Principal. They play
roles in the school that supplement the classroom services delivered to the students. Moreover,
the security guards, janitor and carpenter see to it that the campus is clean, safe and peaceful.
Indeed, they all contribute to the general welfare of everyone.
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Chapter XV
The Outstanding Young Men (TOYM)
In 2006, I got interested in 2006 Search for The Outstanding Young Men (TOYM) as
sponsored by the Junior Chamber International – Philippines (JCI Philippines). JCI Philippines,
as an organization, has the following goal and mission: to contribute to the advancement of the
global community by providing young persons with the opportunity to develop leadership skills,
social responsibility and fellowship for a positive change. This mission finds basis in the The
JCI Creed which believes.
That faith in God gives meaning and purpose to human life:
That the brotherhood of man transcends the sovereignty of nations;
That economic justice can best be won by free men through free enterprise:
That government should be of laws rather than of men;
That earth’s great treasure lies in human personality;
And that service to humanity is the best work of life.
My accomplishments as a teacher and as a Principal became part of my work evidences
for the Search. I submitted my work portfolio in July 2006 in the field of Education.
While I was in a field trip in Bohol on November 9-11, I received a text message from
the TOYM foundation informing me that I qualified for the National Finals of the 2006 Search
on November 24, 2006.
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Prior to the final interview on November 24 at the Development Bank of the Philippines,
we were told that out of the 56 nominees nationwide they chose 15. Then, they short-listed it to
12.
Upon learning that 7 out of 13 finalists made it in 2005, I had a feeling to be eliminated.
The other 11 contenders included: Bo Sanchez, two Mt. Everest climbers, two UP-PGH doctors,
a microbiologist in UP Diliman, a BBC News-Asia Reporter stationed in Singapore, PAGIBIG
CEO, and a sculptor.
In the interview, we were asked about our careers as young adults, our impact not only to
the organization but also to the community and nation as a whole.
After the final interview, we were told that the TOYM Foundation would confer the
awards to the 12 of us. Not a single national finalist was eliminated. During the lunch break, the
TOYM Foundation formally announced the 12 TOYM awardees and the formal conferment
would be on December 6, 2006 at the Malacañang Palace. As TOYM awardees, we were
nominees for the 2007 The Outstanding Young Persons of the World (TOYP-World).
My co-awardees were: Windell Rivera (Science and Technology-Microbiology),
Vivienne Tan (Business Education/Entrepreneurship), Dr. Mariella Sugue-Castillo (Medicine-
Child Protection), Federico “Rico” Hizon (Broadcast Journalism), Michael Cacnio (Sculpture)
Dr. Rafael Consunji (Medicine Community Service), Mountaineer Romeo Roberto "Romi"
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Garduce (Sports), Eugenio Isabelo Tomas Sanchez Jr (Community Development), Heracleo
"Leo" Oracion (Sports), Louis Benedict Hernandez (Business Leadership), Romero “Miro”
Quimbo(Government Service)
I was invited to submit my application for the TOYP-World in August 2007. The TOYP
program of Junior Chamber International (JCI) serves to recognize up to ten individuals between
the ages of 18 and 40 who exemplify the best attributes of the world’s young people.
Nominations are received in each of the ten categories listed below.
Honorees selected in past years had represented the heights of progress in all human
endeavors. Many had gone on to even greater achievements. All had continued to serve humanity
in a great variety of ways.
JCI would honor The Outstanding Young Persons of the World of 2007 at an Awards
Ceremony the week of November, 5 – 11, 2007, during the 62nd JCI World Congress in Antalya,
Turkey. The ceremony highlighted each winner’s career in narrative form and provided a stage
from which the honorees challenged and inspired young people from around the world. For each
honoree, there was a video presentation profiling his/her accomplishments, followed by the
trophy presentation, and an acceptance speech.
Young men and women were nominated in one of ten categories for the TOYP honor.
Honorees were selected by an international panel of distinguished judges. The categories were:
(1) Business, economic, and/or entrepreneurial accomplishment, (b) Political, legal, and/or
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governmental affairs, (3) Academic leadership and/or accomplishment, (4) Cultural
achievement, (5) Moral and/or environmental leadership, (6) Contribution to children, world
peace, and/or human rights, (7) Humanitarian and/or voluntary leadership, (8) Scientific and/or
technological development, (9) Personal improvement and/or accomplishment; and (10)
Medical innovation
I applied in the category “personal improvement and/or accomplishment”.
Unfortunately, I did not make it to the Finals based on an email I received in November 2007.
Indeed, life is a series of ups and downs.
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Chapter XVI
Stations of the Cross (1992 to present)
Every Holy Friday, thousands of Catholic devotees troop the Bangan Hill to experience
the passion and death of Christ in the Calvary. The year 2004 marked its 25 th anniversary and
the re-enactment has maintained its spiritual magic. This has been initiated by the St. Dominic
Parish with its long-term Director, Dr. Rupert Rigor, Jr.
As I reflect on the meaning of life in relation to the Stations of the Cross, I feel so lucky
to be part of the re-enactment because it has inspired me to go on despite the wavy and rough
conditions I met along the way.
I have been part of the re-enactment every Holy Friday since 1991 in varied roles as
follows:
1991 - The Man Station 1
1992 - Jew 2 Station 1
1993 - Pontius Pilate Station 1
1994 - The Good Thief Station 12
My involvement was discontinued for a while because of my graduate studies at the
University of the Philippines in Diliman.
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2003 - Remorse of Judas Station 13
2004 - Satan’s Threat Station 14
2005 - Satan’s Threat Station 14
2006 - Double Standards Station 15
2007 Pontius Pilate Station 1
2008 Double Standards Station 15
How did the specific roles affect me? My roles as “the Man”, “Jew 2”, and “Pontius
Pilate” reminded me that I am a sinner. As “Good Thief”, it has inspired me to go on with life
bearing in mind the “The Seven Last Words” of Christ. I carried my cross and allowed myself to
be nailed just like Jesus Christ. My role as Judas instilled in me that though material wealth is
important, it is not enough without Jesus. The “Satan’s Threat” had allowed me to bring to the
Catholic devotees that evil deeds do not work forever. Lastly, the “Double Standards” had
allowed me to let people choose between Satan and Jesus Christ. These experiences have
humbled me. They have become part of my life and my family life. They have given me lessons
to deepen further my Catholic faith.
Even before, I have seen the passion and death in my life. I lived in Bansing,
Bayombong, Nueva Vizcaya. This is a mountainous part and we had to walk about 10
kilometers up to reach this place. Because we were poor, I experienced the lowly dynamics of
life in this place. Pagkakaingin was our main source of livelihood. We gathered rattan and
weaved them into baskets to be sold in the market. There were times also that we gathered
edible ferns and collected banana blossoms to be sold just the same in exchange of the basic
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necessities in life. Sometimes, we engaged in carabao logging. We knew it as illegal but what
could we do if the strongest hit of poverty made our lives very miserable.
Because of the Stations of the Cross, I have made my life a little better now. I thank the
parish for having given me the chance to enjoy a life that is grounded on the Catholic faith. I
also want to see my children drawing strength from the lessons of the re-enactment.
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Chapter XVII
Marriage Encounter Experiences (2003 to present)
The family is the foundation of a society. In a Christian family, the marriage vows of the
husband and wife make the spirituality of the family grounded on the Catholic faith. As a
married couple, we consider these vows as symbols of a strong marital relationship and nutrients
for a happy family.
The Marriage Encounter made these vows fresher and comprehensive. Before, we were a
bit reluctant of joining the Marriage Encounter weekend. If not for the motivation of Ninang
Alice and Ninong Honesto Natino, we could have not experienced this very meaningful
encounter with Jesus in our married life.
It was on September 11-13, 2003 when we had the ME weekend seminar. We were fresh
from the awarding ceremony of the 2003 Outstanding Teachers by the Metrobank Foundation in
the first week of September. We were scheduled for a very rare opportunity of TV guesting at
the ANC of the ABS-CBN with Ces Drilon on the 12 th day of September at 10pm. When we
received the invitation of joining the ME weekend seminar, we weighed decisions between the
national TV appearance and the ME weekend seminar. Eventually, we chose the Marriage
Encounter weekend seminar. It was a decision we will never forget.
Our ME class was a revival. ME had existed from 1968 to 1984 in our place. There
were 22 classes in this span of time. We called our class a revival class. It is in fact ME class
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23. The Marriage Encounter, indeed, has played an important role in the community. Thanks to
Fr. Jess Fernandez, SJ the founder and inspiration of ME in the Philippines–Tuklasan
Foundation.
My wife and I were the Assistant Coordinating Couple for Class 23.
We claimed that the experience was excellent. It allowed us to rediscover ourselves as
husband and wife, as father and mother and as married couple in the community. Thanks to the
inspiration of the team couples. In the end, we were challenged to continue the apostolate and
inspire other couples with the ME spirit. We, too, were challenged to meet as a class and
continue the husband-wife dialogue.
Inspired with the Sept 11-13 experience, our class met for dialogues and at the same time
planned for the next ME weekend encounter. We did caroling together with our little kids to
raise funds for the Class 24. In February 2004, we were able to hold the 2nd revival (or ME class
24).
As our classes continue to grow, our impact in the St. Dominic Parish is also improving.
The different classes help one another to support the next sponsoring class in the conduct of ME
weekend seminar.
In December 2005, we had a general assembly. It aimed to gather the classes 1– 25 for a
reunion. It started with a mass and continued with exciting activities and games. The
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presentation and discussion of the ME’s Constitution & By-Laws drew attention with active
participation and decision-making. Eventually, it was approved. The general assembly ended
with the election of officers. Couple Greg and Ruby Nuestro were elected as Couple President.
My wife and I were chosen as the Couple Secretary. The General Assembly made every
encountered couple feel the need to enhance the Marriage Encounter in the community.
As an encountered couple, we had sworn to support continuously the ideals of the said
movement. Since empowering the marriage is empowering the family, we had to conduct
tangible effects of the marriage encounter that are favorable to our family. We were able to hold
a Christmas Program with our family in December 2006. We were able to support many
activities of the parish.
Indeed, living a meaningful life on earth cannot be quantified. The happiness in life
cannot be bought by money. Happiness is in the heart of every encountered couple. Happiness
is found in every family. Happiness has to be shared to others. Happiness is founded on God’s
love. This is Marriage Encounter. This is us!
As of today, the Marriage Encounter has crafted plans that are parish-based and family-
based. The ME is a co-sponsor of the Second Sunday of the Month Mass at 8:30am in the
Cathedral. It shall continue to uphold the dignity of marriage and the dignity of the family. It
shall radiate its warmth and affection to the community and the Catholic Church.
Wanted: ME couples! Anyone?
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Chapter XVIII
Columbian Squires under the Knights of Columbus
In 1991, I became a formal first degree member of the Knights of Columbus or K of C,
SMC council. It was Dr. German Boceta who invited me to be part of it. His constant prodding
helped us conduct various activities that allow me understand my faith and social responsibility.
When I graduated from college, I did not have a chance to work closely with my brother
knights.
In 2000, I was invited to join the K of C Fr. Lambrecht council, #3706 under the St.
Dominic Parish of Bayombong, Nueva Vizcaya. I joined the second degree exemplification and
eventually I became an active member once more. Grand Knight Leopoldo G. Saquing
appointed me as the Chief Counselor of the Columbian Squires Circle 1846. As a teacher, I did
my best to encourage high school Catholic gentlemen to join the Circle. A good number joined
it. I organized them, planned with them and executed all activities in our Action Plan.
As Chief Counselor of the Columbian Squires, I inculcated in the minds of the young
men the importance of reaching out to the less privileged people. We had several activities. The
acts of giving were imbibed among the younger generation. The Columbian Squires were seen
reaching out to the people near the river. They also crossed the river through a river boat to
reach the others especially the young ones.
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Another idealism of the Columbian Squires is to promote physical development of the
Squires. I was with the Columbian Squires in conducting the Volleyball Mix Tournament. It
was an invitational activity among the youth of the different barangays of Bayombong, Nueva
Vizcaya. The Volleyball Mix was an innovation of circle 1846 where in every game 3 boys and
3 girls per team are allowed to play. It was attended by the Sangguniang Kabataan (SK) and a
Barangay Captain.
I really tried my best to inspire the youth to live with a dynamic relationship with God
and His creation. I had exemplified with the youth the importance of living with the wonders of
God’s creation. The “Takbo para sa Kalikasan” allowed the youth to appreciate the goodness of
nature. The Columbian Squires were also seen participating in the procession during the
patronal fiesta of St. Dominic, the Patron Saint of Bayombong. After each spiritual encounter,
the Columbian Squires celebrate life through a dynamic interaction with their brothers using
sports since these make them bind.
Other activities where I served as their buddy were attending First Sunday Mass,
Exemplification, Free Throw Championship, Invitational Basketball Tournament, Caroling, Alay
Pamasko sa Labbo and Puso Mo’y Alagaan Seminar
If the youth is properly guided through modeling, this culture will surface and will
become the most effective strategy to motivate the teenagers, the bully, the unruly and the non-
conformists. The younger generation of today has to be constantly directed for them to see a
better future. In fact we had activities that revealed that the youth are dynamic, cheerful, happy,
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and motivated. We would see these if we provide them activities to experience, to remember and
to enjoy.
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Chapter XIX
Reyes Clan Reunions
In December 2002, I was given a chance to meet some of my cousins in the Reyes side.
We conceptualized a Reyes Clan Reunion. At first, we enumerated the immediate family
members that bind us together – Apong Along, Apong Basil, Apong Bona, Apong Paus, Apong
Ago and Apong Ikkang. Apong means Lolo or Lola. All except Apong Paus were dead.
Apong Paus is the husband of Apong Lucia. From eldest to youngest, their children are
Uncle Rudy, Aunt Linda, Aunt Aunor, My Inang Balbin, Aunt Juaning, Uncle Crispin and Uncle
Basil. Uncle Rudy and Inang Balbin are already dead.
In the meeting were Insan Osias and Insan Danny, grandsons of Apong Along and
Manong Immong and Manong Mariano, grandsons of Apong Basil. The others did not have
representatives.
The primary objective was to gather all children and grandchildren of the Reyes Clan just
for the sake of getting to know one another and to know their current conditions and situations at
that very moment.
We scheduled April 23 and 24, 2004. So, we disseminated the information.
The economic status of Reyes Clan, on the average, is very much below the poverty
level. Others thought that we would charge them. Manong Mariano made a pledge that he
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would purchase a pig for the said occasion. The other relatives were told that they could bring
any local dishes like boiled vegetables, pinakbet, ginataang gabi, etc.
The long awaited day came. Many relatives came.
We had prayer meeting first at the St. Jude Chapel. Then, we went to the venue. It was
in a farm. It was not planting season then. Since it was Summer, it was hot. But the high
temperature did not hinder us to gather.
As relatives came, we would see smiles on their faces. Long lost relatives, so to speak,
became the very popular ones. The kids were just silently observing what was going on.
Perhaps they could decipher yet the meaning of this gathering. A good number came. My
Tatang and his fourth wife were there also.
The day was filled with memories. I emceed the first ever reunion. After the prayer song
and the National Anthem, I mentioned the objectives. I used Ilocano because the people are
more adept at it. I called on each major family to go at the center of the gathering. I assigned the
eldest child to introduce everyone. Picture taking here, picture taking there took place. There
were parlor games, songs and dances. Well, I requested the elders to open any alcoholic
beverages only at around three o’clock in the afternoon when all minor children are no longer
around. They listened to me.
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Then, we ate our snacks. Later, we ate our lunch. There was a long line. But everyone
was able to get its share.
We decided that there is a business meeting. There were proposals. One was to hold the
reunion yearly in April. Others proposed a mortuary aid fund. So, we created a deciding body.
There was an election of officers. I was elected as the President. We named our association as
Reyes Class Association or REYES CA.
The yearly reunion materialized. The proposed mortuary aid is in full swing. There was
minimal contribution of P60.00 a year.
On April 27, 2008 we had our 5th Reyes Clan Reunion. The Reyes clan is growing and
becoming stronger. Financially, it is still much below the poverty level. Money cannot buy
happiness. God is at the center. We are willing to be gathered for the sake of a common purpose
– staying together amidst the challenges of life.
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Chapter XX
My Home Province
Let me now share my gratefulness to my beloved province.
Our province, Nueva Vizcaya, is considered as the Luneta of the North. This is so
because of the very excellent landscape of our Provincial Capitol in Bayombong. If one would
come from the South going to North, the demarcation land between Nueva Ecija and Nueva
Vizcaya would showcase a towering landmark which gives a 360o appreciation of the richness of
the mountains. The trees and wildlife of the province convince every visitor of its warm
embrace since the breeze would envelope him. Nueva Vizcaya is seated at the center of
formidable mountains. It is located in the north central part of Luzon. Isabela and the Mt.
Province bound on the north, Tayabas on the south, Pacific Ocean on the east, and Pangasinan
and Mt. province on the West. The map below shows the geographical location of my province.
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Our province has lots of tourist attractions, not only for its wonderful mountains but also
for the forests and rolling hills, plains, and valleys. It is surrounded with mountain ranges: the
Sierra Madre on the east, Caraballo on the south, and the Cordillera on the west, including Mt.
Pulag National Park, the country's second highest peak.
Several principal rivers such as Magat, Matuno, Marang, Sta. Fe and Sta. Cruz also give
additional beauty to Nueva Vizcaya. The Lion-Alayan Cave is a large horizontal cave system
with an array of stalactites, stalagmites and columns coupled with draperies, where water flows
towards an underground river. One can also visit the historic Spanish churches of St. Dominic
Cathedral and Dupax Del Sur Church.
Nueva Vizcaya’s major industries are both agricultural and industrial like logging and
sawmill. Rice, corn and vegetables are the main agricultural products of the province, but they
are shifting into root crop, vegetable and fruit farming. They are also active in trade commerce.
It takes about four hours to drive from Manila to Nueva Vizcaya by passing along the
main highways of Bulacan.
Nueva Vizcaya belongs to Region 2. It is in the Cagayan Valley region. It has a land
area of 6961.1 square kilometers. There are 15 municipalities with Bayombong as the capital
town. The other municipalities that constitute Nueva Vizcaya are: Alfonso Castañeda,
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Ambaguio, Aritao, Bagabag, Bambang, Bayombong, Diadi, Dupax del Norte, Dupax del Sur,
Kayapa, Kasibu, Quezon, Santa Fe, Solano, and Villaverde.
There are churches and religious shrines. The more popular ones included the Dupax del
Sur Church which is made up of brick, lime, coral, river rock and wood, plastered with stucco.
The St. Dominic Cathedral in Bayombong was razed twice but was rebuilt. It maintains the
original 18th Century Spanish-style facade.
We also have historical sites. The Dalton Pass shrine served as a strategic pass and was
the site of a major battle during the World War II. The Kiran Pass has a monument erected by
the Japanese to commemorate the gallantry of soldiers on both sides.
At present the following are the other major attractions: hanging footbridge of Ambaguio,
Lion-Alayan Cave in Kasibu, the Nueva Vizcaya Provincial Capitol, the Oldest Acacia Tree in
Luzon, The Zigzag Road of Sta. Fe and the Villa Margarita Resort.
The Bangan Hill in Bayombong has been declared as one of the National Parks. It has
become a center of spiritual enrichment especially during the Lenten season wherein the Passion
and Death of Christ are dramatized wherein I am a part.
I am proud to be a Novo Vizcayano! I love my province.
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Every May 24th of every year, we, the people of the 15 municipalities of Nueva Vizcaya
are in a festive mood. Dubbed as PANAGYAMAN, this weeklong festival showcases the rich
culture of the Novo Vizcayanos. The celebration is a thanksgiving activity with deep spiritual
meaning. This celebration further unites the lowland and upland people and enjoins everyone to
feel the many wonderful blessings that God has abundantly showered on the province. In fact,
Nueva Vizcaya which consists of nearly 50% of tribal groups has been consistently adjudged one
of the best if not the best province in the Philippines. It is flattering to note that Nueva Vizcaya
has been transformed constantly from a 4th class to second class and eventually a first class
province.
As a happy Novo Vizcayano and as an educator, I cannot help but reflect on the role
which education, particularly formal education, has been playing for the development of the
province. What education-related factors must have contributed to the notable achievements and
accomplishments of the province?
That “education is life”, according to John Dewey is not debatable. Philosophically
speaking, the ultimate goal of education is to produce just and loving people. This idea
emanated from the family, strengthened in the school, and carried over to the community. Thus,
there is a rigid triangular partnership formed by the family, the school and the community. The
school is an extension of the family while the school should be looked at as an integral part of
the society. The government therefore evolves as a necessary ingredient to look into the
dynamic and productive delivery of services to the people.
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Upon birth, a child becomes exposed to his/her society. At age 5, his/her parents send
him/her to school. Ideally, the child finishes elementary education at age 11 and high school
education at age 15. After 4 or even more years, the child is supposedly armed with proper with
proper knowledge and values to practice his/her profession and serve the people in the society.
He/She becomes an epitome of goodwill and service. Normally, the child spends 15 years in
formal education. These fifteen long years of preparation must have been the child’s passport to
find a place in the government as a service-oriented individual. Usually, the child practices
his/her profession upon reaching 20 years of age.
The schools produce annually teachers, doctors, lawyers, nurses, engineers, agriculturists
and others whose orientations are geared towards service. All professionals must have passed
through the hands of teachers. Undoubtedly, teaching as a profession is the heart of all
professions. Teachers are found in schools. They are the second parents, the school being the
second home. Teachers must be truly heroes and heroines because of the Herculean tasks they
perform. Indeed the schools have been greatly influencing every aspect of the society.
For smooth sailing, every country stipulates a provision in its constitution mandating
everyone to avail of formal education. It convinces everyone that education is indispensable. As
an expectation, the people leading a country should be properly educated and learned. Thus, a
country is very lucky if the people running it possess the necessary education. Specifically, a
province is very lucky if the Congressman, the Governor, Vice Governor, Board Members, the
Mayors, Vice-Mayors, Municipal Councilors, Barangay Captains, Barangay Caraways,
Sangguniang Kabataan and the constituents have all been educated and learned.
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Nueva Vizcaya is indeed a very lucky province. Its government officials including the
private organizations officials through the leadership of Congressman Carlos M. Padilla,
Governor Luisa Cuaresma and Vice Governor Jing Gambito must have acquired a meaningful
and relevant education and learning. Not surprisingly, they have been models in the province, in
the Philippines and in the world. We look forward to the idea that the Novo Vizcayanos possess
the same.
The PANAGYAMAN is symbolic of the role of education in the society. And it is
through this occasion where everyone reflects upon the importance of good governance and
development.
Through the PANAGYAMAN festival, I speak of my gratefulness to this province.
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Chapter XXI
Epilogue
Person. Tao. Personhood. Pagiging Tao, Pagpapakatao. Whatever we call it,
personhood is about me, about you, and about us in relation to the Lord.
I must admit it but I am not a voracious reader of novels and other types of stories. I
simply love reading professional books in my field of specialization. But, I have two favorite
stories – the story of Christ and the story of my life as a human being.
My life was a misery and a mystery. It was tempered with perseverance, hope, faith and
love. Thanks to my parents, they inculcated in me the love of God – that He loves the poor.
After having gone through many typhoons in life, I have likened my family to a dying
tree. I was like a trunk that fell from this tree. But, SMC (Saint Mary’s College, now a
University) picked this trunk up and put it in the sculpting process. Many people held my hands
and helped me survive the tests of life. I am a living sculpture of times and events.
Life in a civilization with SMU is a lot better now than in Bansing. But Bansing will
always remind me of my origin. Still, life is a mystery. But my personhood timeline is still open
to all possibilities. I will forever cling to my Savior and Lord. I am always ready to carry my
cross.
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My mission is not yet over. The journey has not yet ended. I shall open my arms wide
enough to integrate my life with the people around me. I know that we are breathing dust
particles relative to the celestial sphere but capable of influencing others to make their lives
better.
Ten years from now, I like to see myself still engrossed working with the youth in any
capacity. There are many young minds around who need love and care, understanding and
patience. Since they are the hope of the land, the adult like me must see to it that they are given
enough attention.
I thank God for having given me this life spent quite differently. I shall pass this world
only once. So, I have to offer my body and soul bread for others most especially the poor, the
underprivileged and the disadvantaged.
God is indeed great. To God be the glory!
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A Tribute to Dr. Samuel R. SolivenSeptember 10, 2003
Mrs. Emily D. CabantingGrade School Teacher
Sir Doc SamYou are once the Bansing ManInspired by povertyHas struggled and reached your sovereigntyWe really salute you for good destiny
A tribute we must implore nowFor you, Dear Sir Sammy, we vowFor inspiring everyone about your great tribulationOf what we feel for you is great adorationFor every minute of the day you’re our inspiration
Man of honor and pride, you are to usYou’re really a man of seasons that never lastYou are like a fountain that always splash.That never surrenders when about to crashBut transcend your dignity that flash
Up, up you go for a fruitful ambitionService you must carry on a your vision-missionKeep up the values you have with good reasonKeep on pouring your high sense of responsibility to allThank you for your high sense of respect to us
Exemplar you are in all everything you do and sayYou are just like magicThat always gives logicTo everyone who would follow your footprintsYou light up the lives of othersOf directing them whatever that matters
Loving and loyal you areFor all the benefits that you provideExtending a help that we may abideMaking us aware and awake of your life that glideFor God’s glory you are His craft, best teacher of the Land
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Sample Script: SCRIPT FOR THE SCHOOL-ON-THE-AIR (Science and Technology)December 26, 1999
Greetings:Kayatko man nga kablaawan iti napnuan ragsak ken kappia a Paskua ken nabunga nga
baru a tawen iti baru nga milenyo amin nga pagayam ken estudyante mi iti tangatang nga pakairamanan dagiti agad-adal ken mangisursuro kadagiti nadumaduma nga pagadalan ditoy Nueva Vizcaya wenno Region 2 nangnangruna iti Saint Mary’s University (college, high school and elementary). Ipeksak met ti kablaaw ko kadagiti amin nga kakabagyak dita Lingay, ni Tatangko dita bantay ken dagiti ingungutek iti biag, ti kapisi ti pusok (ni Anivel), ni Samuel Riemann ken Samuel Heinrich. Kablaawak met ni Inang kasta met kada Manong Chris ken Manang Keane dita Ibung. Sapay koma ta adda kayo dita abay dagita radio yo ken dumngeg ditoy School-on-the-Air babaen iti CESP iti Saint Mary’s University.
Ita ket December 26, 1999 maikapat nga Domingo iti daytoy Bulan. Iti subject tayo ngarud ita nga Domingo ket Science and Technology. Kas innak imbaga iti umuna nga paset daytoy nga subject, dagiti napapateg nga ideya ken konsepto ket mailanadda babaen iti Ingles. Kalpasanna intay ilawlawag nga nalaing babaen iti Ilokano wenno Filipino. Sapay koma ta adda bullpen ken papel dita abayyo tapno maisurat yo dagiti napapateg nga science information nga intayo pagsasaritaan ita.
Sakbay nga ruggian tayo nga adalen dagiti baro nga topiko tayo ita, nasayaat unay nu intay sublianan dagiti objectives nga innak inbinsabinsa idi maikapat nga Domingo iti Nobyembre.
Manamnama tayo nga (1) mapagsupadi yo iti Science and Technology; (2) maibinsabinsa ken makaited ehemplo kadagiti “branches iti Science” (3) maibinsabinsa dagiti “steps in using the scientific method” (4) makaited it nagan dagiti Filipino scientists ken maammuan dagiti kontribusyon da iti panagduras iti pagilian nga Pilipinas ken (5) maibinsabinsa dagiti sumagmamanu nga “scientific attitudes”.
Anamungandak siguro nu ibagak nga dagiti objectives (1) ken (2) laeng iti nalpas. Ngarud, kalpasen iti kumurang nga maysa oras nga intay panagiinnadal, malpas tayo iti objectives (3), (4) ken (5).
Review
Bueno gagayyem, nasaysayaat siguro nu ag review tayo kadagiti science concepts ken principles nga intay inadal iti napalabas babaen iti daytoy sumaganad nga saludsod nga addaan dua nga parte. Part I (Identification) ken Part II (True or False)
Part I. Identification
1. If refers to “an adventure of the whole race to learn, to live in and to love the universe. To be apart of it is to understand oneself, to begin to feel that there is a capacity within man far beyond what he felt he had, of an infinite extension of human possibilities, not just on the material side.
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2. This is the process of using the senses to talk about a scientific phenomenon. For example, using the eyes to be able to say that the sun has risen or using the nose to tell that your neighborhood is cooking pinakbet.
3. Whom should you approach if you want to know more about the plants that robustly grow in your backyard and the animals that thrive in your surroundings?
4. Salt, vinegar and the medicines are chemicals. In what branch of physical sciences do we study about their properties?
5. The invention of the television was due to science principles like electricity, magnetism and electronics. Television must be a part of what?
Part II. True or False
6. Science does not involve the study of the natural environment.
7. Zodiac signs like Sagittarius, Leo, Gemini are specific star patterns (also known as constellations) in the sky. They are studied in astronomy.
8. The refrigerator as a technological innovation is a process.
9. You love fruit-bearing trees. To know more about them, consult books in botany.
10. The process of making vinegar out of natural ingredients like pineapple and banana is part of technology.
Nu ti bilang iti umno nga sungbat wenno score mo ket9-10: Excellent; sapay koma ta agtalinaed nga nangato ti score mo7-8: Very Good; sapay koma ta kalikagumam iti nangatngato pay nga score5-6: Good; siguradok nga ad-adun tu ti maalam nu kanayon iti inka panagdengngeg0-4: Needs improvement; saan ka nga maawanan iti namnama ket ugaliem latta iti makiinnadal ditoy nga programa
Lesson 1. The Scientific Method
Maysa nga kinapudno nga kada tao addaan daytoy iti parikut. Iti nagdumaanna, adsusupadi iti klase dagiti parikut. Mabalin nga pinansiyal, emosyonal, pisikal, mental ken daddumapay nga pakairamanan dagiti wagas nga inkay ar aramaten tapno masulbar iti maysa nga problema? Kadagiti panpanunutenyo ita, ti “trial and error” siguro iti kangrunaan. Ngem ammoyo kadi nga adda iti naisangsangayan nga wagas nga pangsulbar iti nadumaduma nga parikut. Addaan daytoy iti napapateg nga addang. Daytoy ket maawagan “Scientific Method”.
What is scientific method? This is the logical approach to the solution of a problem?
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Kayatna a sawen, masapul nga adda surutem nga nagsasaruno nga addang a pangasulbar titi maysa nga problema. Manipud iti S & T book nga innak kinunsolta, addaan 7 nga steps wenno addang ti scientific method. Intayo ngarud binsa-binsaen dagiti sumaganad nga 7 nga addang.
(a) Problem Identification (Ania daydiay parikut?)
Iti napalabas nga noche Buena, nalabit adu dagiti parikut nga simmangbay kenka. Maysa kadagitoy ket no kasano nga agpaut dagiti sobra nga makan nga inka insagana. Mabalin met nga iti parikut ket no kasanu nga ikkaten dagiti sebo kadagiti paryok wenno kaserola yo. Adu iti mabalin nga kunaen nga parikut. Ngem napateg unay nga nalawag dita panunot mo nu anya daydiay parikut nga inka sulbaren. Ngamin adda dagiti parikut nga nalaka nga sulbaren. Adda met dagiti naririgat nga parikut nga rumbeng nga inka pagbalinen nga simple babaen iti ink panangrangrangkay iti daytoy. Ngamin iti maysa nga parikut ket addaan iti galad nga maawagan TOMAS. The problem should be time-bound, observable, measurable, attainable, specific.
Intay man ikkan iti naananay nga panawen nga tarataren daytoy ehemplo nga parikut, “Why is seawater salty?” makuna tayo kadi nga adda iti daytoy nga problema iti galad maawagan TOMAS?
(b) Hypothesis Formulation (Naisangsangayan nga pugtu)
A hypothesis is an educated guess or a possible solution to the problem based on what one has read about the problem. Adda dagiti parikut nga bigla lattan nga adda rumuar nga ideya maipanggep iti pannakasulbar na. Daytoy diay kunkunatayo nga “hypothesis formulation” wenno panagpugtu babaen kadagiti padas tayo wenno babaen kadagiti nabasbasatayo. Sige man ania dagiti hypotheses mo maipanggep iti problema tayo “why is seawater salty?” mabalin nga iti pugtu nga sungbatyo ket maysa kadagitoy:
“Base iti maysa nga legend”“Adda narunaw nga asin”
“Kinunana ni Manong ko, kinaban kaban kano nga asin iti natinnag idi”
Since a hypothesis is a possible solution or an educated guess we cannot declare it the correct answer. As persons with sound science minds we must consider the next step.
(c) Gathering of Facts Related to the Problem
Datoy nga addang ti scientific method ket liklikanna dagiti kunkunatayo nga tsismis. Daydiay pagsasao nga kunatayo iti Filipino, “ang maniniwala sa sabi sabi, walang bait as sarili”. Tapno maliklikantayo daytoy, mismo nga datayo iti mangipamuspusan iti intay pannakaammo dagiti sumagmamano nga kinaagpaysuanan maipanggep iti parikut. Ngarud, rumbeng nga agresearch ka. Nu agresearch ka masapul nga ukagem dagiti libro, pagiwarnak wenno journals nga adda pakainaiganna iti problema. Masapul met ngarud nga maibinsa binsa dagiti possible nga materyales nga inka aramaten para iti sumaruno nga addang. Masapul met nga addaan ka iti procedure. O, ania ngay iti possible nga maisurat tayo no ania iti komposisyon ti seawater.
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Seawater is a solution. A solution is has a solute and solvent. For seawater, the solvent is water while the solutes involves salts like sodium chloride (rock salt, potassium chloride, etc
Ania ngay dagiti umno nga suruten tapno, mapaneknekan nga asin nga agpayso dagiti natunaw. Kaspangarigan ta adda dita sanguanam iti maysa litro (adda iti lata) nga seawater. Dagiti dadduma pay nga materyales ket dagiti sumaganad: dalikan wenno stove.
Isaang iti maysa nga lata iti dalikan. Rumbeng unay nga awan iti kalubna daytoy tapno libre daytoy nga agalingasaw. Pagburuken agingga awan mabati nga danum This is the process of evaporation, the changing of liquid gas.
(d) Experimentation
Dagiti nabasam babaen kadagiti libro ket agbalin giya tapno makasurat ka iti naan-anay nga sungbat iti problema. Ngem saan nga umanay daytoy. Rumbeng nga adda iti experiment nga mangpaneknek nu agpayso dagiti inka naduktalan maipanggep iti problema idi ag res research ka pay.
Ita, isaganam amin nga kasapulan para iti panag-experimento. Nu madaman iti experiment, rumbeng nga isurat mo amin nga inka makita, maangut,marikna, mangngeg ken maramanan. Rumbeng nga nakasurat da amin dagitoy. Be as objective as possible. Just write what you see. Do not give your reasons.
You may observe the physical and chemical properties (outside appearance and characteristics which can cause an entire change in the composition of matter) of the substances involved. Observations which answer the question “how much” are quantitative observations. On the other hand, questions which answer “what” are know as qualitative observations.
Adalen dagiti sumaganad nga observations ken nibaga nu quantitative daytoy wenno qualitative. o The color of the seawater is slightly cloudyo Seawater is salty in taste.o The distillate water is clear o The temperature of the seawater is 30 C.o The mass of seawater is 1kg.o The taste of the residue left in the can is salty.
(e) Analysis and Interpretation of Results
Iti sumarunonga addang ket mainaig met laeng iti napalabas nga addang. Ania ngamin dagidiay naduktalen idiay step (d)? Nu anniaman dagidiay, masapul nga maysamaysaenda nga ilawlawag iti daytoy nga step.
Kaspangarigan,
Observation. The taste of the residue left in the can is salty.Analysis and Interpretation
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Freshwater was separated from the salt through evaporation and condensation processes. Since salts are nonvolatile substances, they remain in the can even after the drying process. The taste of the residue in the can is salty. This indicates that salts are recovered from seawater.
(f) ConclusionIti tunggal parikut, adda latta kaibatugan na nga sungbat a mangsulbar iti daytoy. Kas
inkay naadal, masapul nga lasatentayo dagiti addang tapno magun od tayo iti kasayaatan nga solusyon. Iti daydiay parikut tayo iti step (a), addaanen iti sungbat ditoy step (f). iti sungbat iti parikut ket rumbeng nga ababa laeng ken maawatan. Ngem, rumbeng nga kumbinsido daytoy.
Kas sungbat iti parikut “Why is seawater salty?” Seawater is salty because it contains dissolved salt materials.
(g) Application
Saan nga agpatingga ti scientific method iti step (f). rumbeng nga maammuan tayo nu ania iti paka iaplikaran na daytoy nga naamuan tayo.
Iti daytoy nga ehemplo tayo, iti nagpintas unay nga application na ket nu awan iti freshwater ngem adda iti seawater. Rumbeng nga panunutem nu kasano nga alaem daydiay asin manipud iti naapgad nga danum.
Kunaenyo siguro nga natrabaho unay. Agpayso dayta. Ngem nu saan mo kayat iti sinsinan nga pannakasulbar iti maysa nga scientific wenno non scientific problem, be patient to use it. This is a basic tool in solving and even in making many things.
Lesson 2: Scientific Attitudes
Inkayo naammuan nga natrabaho iti scientific method. Natural na dayta. Ngem no kanayon mo nga aramaten daytoy nga pagsulbar kadagiti personal wenno pisikal nga problem, maallukuy mon to ta riknam ket kunaem to nga effective ken efficient daytoy. Mainaig iti panangaramat ti scientific method ket dagiti napapateg nga ugali wenno SCIENTIFIC ATTITUDES nga masapul nga adda kadatayo nu kayattayo nga naballigi tayo iti daytoy nalatak nga lubong iti siyensiya. Ammoyo kadi nga iti tunggal scientist ket addaan daytoy titi naisangsangayan nga karisma tapno naballigi iti inna panagtakwat (discovery) ken panagpartuat (imbento). Kas kuna iti maysa nga libro “just like cooking a recipe, application of the scientific method in our scientific inquiries becomes fruitful if we spice it up with scientific attitudes. Good working attitudes will solve whatever difficulties we may encounter in answering our problems – be it academic, social or moral problems in life. Scientific work makes us more systematic, patient and persevering, humble, open-minded, honest and curious.
What makes a scientist?
Damagenkayo man amin nga estudyante mi iti tangatang. Ania iti kayatyo nga pagbalinan nu maikkankayo iti gundaway nga makaadal? Nalabit kayat yo iti agbalin nga
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doctor, accountant, PMAyer, computer engineer, nurse, lawyer, physicist, chemist, biologist ken dadduma pay.
Kasano tayo kadi nga maammuan nu dakkel iti posibilidad na nga magun od yo dayta arapaap mo nga pagbalinan. Sigurado, matulunganka babaen iti career guidance. Well, there are ways in making an objective evaluation or assessment of one’s personality traits that will help in one’s career decisions.
Kaspangarigan, kayatmo iti agbalin nga scientist. Sungbatam man ngarud dagiti sumaganad nga saludsod babaen iti Yes or NO. sige, usarenyo dagita lapis ken papel yo.
1. Do you love science subjects?2. Are you inquisitive about what you observe?3. Are you willing to make investigations, even if they will demand much of your time,
patience and creativity?4. Are you not afraid to shoulder responsibilities and challenges?5. Are you objective in your work?6. Do you seek accuracy, especially with measurements and other scientific processes?7. Are you committed and dedicated to the tasks of seeking the truth and serving men?8. Do you get fulfilled by engaging yourself in scientific work?
Nu iti sungbatmo kadagitoy walo nga saludsod ket puro nga Yes, dakkel iti chance mo nga agbalin ka nga scientist. Ngem nu adda maysa wenno ad –adu pay nga NO, nalabit nga adda iti kayat mo nga pagbalinan ngem saan nga nasisita nga mainaig iti kina scientist.
Adda iti maysa nga panagadal kadagiti biag ken aramid dagiti scientists. Daytoy nga panagadal ket indauluan ni Michael Sveda, maysa nga gangannaet. Insurat ni Michael Sveda dagiti particular nga ugali nga mangiladawan kadagiti scientists. Kinuna nga dagitoy nga ugali da ket mabalin nga ik-ikutan met kadagiti agtutubo nga babbai ken lallaki.
Mabingay dagitoy nga ugali iti dua. Intay ida ammuen babaen kadagiti ehemplo nga intay mapanunot.
Umuna: Professional Traits Possessed by All Scientists
(1) Imagination (Ilocano:Parmata). Includes the formation of a new idea from things experienced or observed separately; some kind of a mental “putting together” or synthesis. This also includes inventiveness and originality.
Maysa nga ehemplo nga maited ko ket dagiti produkto dagiti estudyantek manipud IV Mariner ken IV Pioneer idi nagpanunotda kadagiti orihinal nga investigatory projects. Masapul ti imahinasyon iti naananay nga panawen tapno mapanunot dagiti umno nga partuaten. Maysa kadagitoy nga projects ket iti Improvised Chalk Dust Collector nga First Place iti Local Science Fair ken Second Place iti Provincial Science Fair. Daytoy ket bunga ti nauneg nga parmata tapno makaimbento.
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(2) Curiosity (inquisitive, managsaludsod, mausisa) Apay nga ti mantika ket tumpaw iti danum? Apay nga rumbeng nga tarakenen tayo iti aglawlaw tayo? Apay nga adda iti gengened?
(3) Critical Outlook. Careful judgment
Adu dagiti maipatpatalastas ita nga produkto manipud kadagiti radio, pagiwarnak ken telebisyon. Saan nga dagus nga mamati kadagitoy. Wen, maibilangda dagitoy nga produkto kas technology. Ngem, rumbeng nga takkuatem nu adda kinaagpaysuananna dagiti ibagbaga dagiti promoters.
(4) Thoroughness/Accuracy (careful about details, check and recheck of scientific findings)
Karbengan iti tunggal scientist nga ipakaammo dagiti napartuat wenno naduktalan na. Dagiti dadduma nga scientist ket addaan met karbengan nga intuodenda dagiti kinaagpaysuanan dagiti naduktalan dagiti padada nga scientists.
(5) Willingness to Study and Work Hard (kinagaget)
Remember this : A highly gifted person who happens to be lazy probably accomplish less than someone who may be less gifted but who is willing to work. Kayatna a sawen, ti kinagaget ket maysa a puunan tapno agballigi.
(6) Scientific Hunch “kutob”
(7) Thrill of Finding Something New
(8) Power of Concentration
Maikadua: Professional Traits Not Possessed by All Scientists
(1) Keen Powers of Observation
(2) Ability in Mathematics
(3) Seeing Relations Between Apparently Unrelated Things
Adu dagiti pasamak iti aglawlawtayo nga nagkikinnabit da. Kas pangarigan, daydiay blackout nga napasamak sabay iti gingined. Patta-patta nga ti rason ti blackout ket dagiti dikya wenno jellyfish. Adda ngata kinaagpaysuanan na daytoy? Kinuna da pay nga dagiti dikya ket nagipaltiing nga adda sumangbay nga gingined. Adda ngata kinaagpaysuananna daytoy?
Tandaanan yo daytoy: “Do not claim that two things are related if you have not done scientific experimentation to prove this.”
(4) Good Physical Coordination Maibilang kadagitoy ket dagiti panagaramat kadagiti iti microscope, telescope, computers ken dadduma pay.
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Read the conclusive part on Sveda’ study
Lesson 3: Filipino Scientists
Nalabit nga nu damagek kadakayo dagiti kabisado yo nga artista saan nga umanay dagit 10 nga ramay ti ima tayo iti inkay mainaganan. Wen a ta kanayonyo isuda nga mabuya iti telebisyon wenno pagsinyan. Kasta met kadagiti pagiwarnak.
Possible met nga adu dagiti maibaga yo maipapan kadagiti bannuar wenno heroes tayo nangnangruna no maipanggep ditoy pagilian tayo. Wen a ta manipud pay elementary, nadakdakamaten dagiti manursuro maipanggep kadakuada.
Scientists ngay? Adu met ni Albert Einstein, ni Alexander Fleming, Wright Brothers, Alexander Graham Bell, Isaac Newton, Charles Darwin ken dadduma pay.
Filipino scientists ngay? Nalalatakda kadi kadatayo. Siguro rumbeng nga maamuanyo nga adu kadagiti Filipino scientists nga Limmatak met iti sangalubungan. Dapat ma inspire tayo iti daytoy nga kinaagpaysuanan.
Adtoy man dagiti sumaganad nga Filipino scientists ken dagiti kontribusyon da iti panagdur-as ti Pilipinas. (see text)
Siguro, maysa nga rason nu apay nga mas nga tuladen dagiti agtutubo tayo dagiti artista agsipudta kanayon nga maipakpakita da iti TV ken pagiwarnak, maipangpanggeg da iti radyo. Nu kastoy koma met nga publisidad iti maipaay kadagiti scientists tayo, Filipino man wenno gangannaet, mabalin nga ad-adu ti mapatanur tayo nga scientists.
Last words……..
Iti pagadalan kasta met iti komunidad nga ayan tayo, dagiti agtutubo ket kunaen tayo nga unsung scientists. Nu addaan kayo iti science project, wenno aniaman nga partuat nga mangpadur-as iti panagbiag tayo, numanpay simple dakkel daytoy nga kontribusyon iti lugar tayo. Mabalin nga daytoy ti rugrugi tapno inka pasingiden iti panagpartuat mo. Ania ti ammotayo, maysa kayon to kadagiti nalalatak nga scientist iti sumarsaruno nga henerasyon. Let us be inspired by these modified words o Albert Einstein:
“Bear in mind that the wonderful things you learn in school, in the community and in this SMU- on-the-Air are the works of many generations, produced by enthusiastic efforts and infinite labor in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it on to you children.”
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