UST Rector Rev. Fr. Richard G. Ang, O.P., Ph.D. and RCBNES Superintendent-Director Rev. Fr. Albert N. Delvo, Ph.D. signed the Memorandum of Agreement (MOA) last March 14 at the Lourdes J. Custodio ICD Room, Albertus Magnus Building.
Vice-Rector for Religious Affairs Rev. Fr. Pablo T. Tiong, O.P. and College of Education Dean Assoc. Prof. Pilar I. Romero, Ph.D. were among those who witnessed the event.
Beginning the partnership, the College started with a lecture series for the academic staff and students of the Good Shepherd Cathedral School, one of the six integral member schools of RCBNES, in Fairview, Quezon City.
Assistant Dean Asst. Prof. Louie B. Dasas, LPT, Ph.D. facilitated a session on 鈥淐reativity and Innovation: Secret Sauce to STEM Teaching鈥� for the STEM academic officials and staff of the school.
Senior High School (SHS) students also participated in parallel sessions, including 鈥淭eaching Young Learners and the Power of Transforming Lives鈥� by Elementary Education Chair Assoc. Prof. Carmina S. Vicente, Ph.D. and Elementary Education academic staff Asst. Prof. Eleanor Marie L. Bahrami-Hessari; 鈥淒imensions of Leadership鈥� by Secondary Education Chair Asst. Prof. John Christian C. Valeroso, Ph.D.; and 鈥淐areers in Food Technology: Expectations versus Reality鈥� by Food Technology Chair Ms. Essence Jeanne L. Del Castillo

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Walk through their emotions
The behavioral and the emotional aspects of children are two of the most complex things that are observed, according to Bahrami-Hessari. In her experience, both as an educator and as a mother herself, she recommended the parents to allow the children go through their emotions, especially when they are crying.

“When children are really emotional, they cannot really process anything we say. Let them go through the course of those emotions. When they are done, we help them walk through what happened,” she said.

Looking at boredom in a positive light

According to Bahrami-Hessari, when a child directly expresses boredom to his/her parents or teachers, it is a positive sentiment. Contrary to popular belief, boredom, she noted, is essential to children not just in acquiring certain skills, but on how they independently deal with the boredom that they experience.

鈥淭he key to help kids learn how to manage their boredom is to help them develop independence and feel that they have control over the choices they make [and] what they want to do about that boredom,鈥� she said. 鈥淏oredom allows our children to manage their frustrations and regulate their emotions; it helps a lot in their development of planning strategies, including problem solving, flexibility, and organizational skill. In the process, boredom also fosters that creativity of self-esteem and original thinking,” she added.

Likewise, Bahrami-Hessari encouraged the parents to take a proactive approach than to be reactive in helping children go through the course of boredom. 鈥淪it aside [鈥 with your child to create a list of activities that they enjoy,” she said. “[Ask them], ‘What part of your list do you want to do right now?’ so you have that kind of go-to set of activities that you can do,鈥� she added.

Moreover, Bahrami-Hessari said that it is helpful to make a visual chart of activities that follow a schedule since open-ended time could bring discomfort and frustration to children, making them feel uncertain on what activity would commence.

“It gives them that independence because all they have to do is to refer to that visual schedule. It will assure them that they are not endlessly or aimlessly moving through the course of the day and not knowing what to do. It helps them also to stay on task. It provides them a sense of structure and also time,” she added.

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Choices within limits
To help children boost their motivation in performing tasks, Bahrami-Hessari said the parents must also provide them with choices within limits.

鈥淲hen we give children choices, they feel more motivated and accomplished with the task at hand. Let your child play a role in setting rules and in making their schedule. Make sure that both of you and your child agree on the set time and place, and even at the parts of the schedule. This can eliminate a lot of homework decisions between you and your child,鈥� she said.

“[Providing the children with] choice is something that we grown ups tend to forget. We tend to take over their choice, it is like as if the kids do not have a choice anymore.” she said.

Bahrami-Hessari handles professional and specialization courses in the College of Education鈥檚 elementary education programs, specifically the Special Needs Education program.

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On Learning Management Systems

According to Bahrami-Hessari, the faculty members in the University were trained yearly to develop their teaching methods through a learning management system, which enabled them to utilize new features and more modern ways of teaching the curriculum in online classes.

鈥淸UST] has had for the longest time a learning management system setup for online learning. Even in the previous semesters, there are some general education courses that are offered partly online,鈥� she said. The University has been providing Blackboard e-learning services, named the UST Cloud Campus,听through the UST Educational Technology Center.

On the question of synchronous vs. asynchronous classes, Bahrami-Hessari said asynchronous sessions were much preferred over live sessions and suggested that lectures must be delivered 45 minutes at maximum. She stated that part of their adjustments was to upload recorded lectures and activities so that students can revisit the modules in their most convenient time.

鈥淲e take into consideration connectivity issues [鈥 and at the college level, we have students who are working,鈥� Bahrami-Hessari said. Apart from the scholarship grants automatically continued by the University this first term, some students 鈥渟till need to have extra income, and most of them have applied for jobs that they are doing online.鈥�

In the field of elementary and special education

鈥淲e are trying to show our students that the future of your field is this and so we expose them to a lot of other individuals who were doing online teaching whether in special [education] or early childhood as a job. We invite them [international lecturers] as speakers in the classroom, and it is actually easier to do now because you can even invite international speakers because it is boundless,鈥� she added.

Bahrami-Hessari underscored that one advantage of the online learning system is its ability to hone students to be independent learner. 鈥淪ince students were given so much independence, they feel more empowered in their own learning, and so it allows them to focus,鈥� she said.

Bahrami-Hessari handles professional and specialization courses in the 鈥檚 elementary education programs.

Revisit the roundtable discussion here: 

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As part of the 55th anniversary celebration of research in the University, the Education Studies Research Interest Group of the Research Center for Social Sciences and Education (RCSSED) in cooperation with the Learning
Resource Unit for Inclusive Education of the University, conducted a Disability Awareness and Sensitivity Training for high school teachers and other education stakeholders held at the SWR of the Thomas Aquinas
Research Complex.

The activity was part of the multi-year project aimed at supporting public schools in implementing inclusive education and addressing key issues in the education of children with disability. The training was designed to help inculcate the value of helping and accommodating students with learning disabilities. One of the highlights was an exercise that allowed the participants to experience the feeling of having a learning disability.

On hand were experts from the University, namely, Mr. Hubert Ramos, , , and , who shared not only their technical knowledge but their experiences as well.

Inang Kalikasan Art Exhibit
In a parallel event, the Environmental Science students of the raised the environmental awareness of the Thomasian community through their artwork mounted at the Inang Kalikasan 2018 Art Exhibit.

The exhibit, which was also a way to showcase the giftedness and creativity of the Fine Arts students, was sponsored by the Sustainability Research Interest Group of the RCSSED as part of the celebration of the 55th anniversary of research in the university.

It was inaugurated by , and RCSSED Director The members of the Research Center for Social Science and Education (RCSSED) Sustainability Research Interest Group (RIG) include (AB); Asst. Prof. Rhodoralyn C. Lintag (AB); Assoc. Prof. Maria Rosario Virginia C. Garcia, Ph.D. (Science); RIG Lead (AB); Education RIG member Assoc. Prof. Moises Norman Z. Garcia, Ph.D. (Science) and Arch. Rizalito M. Mercado (Architecture).

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Profiling

The researchers, led by Asst. Prof. Maripia P. Rabacal of the College of Education, are now in the Profiling stage, and they are visiting eight areas in the country (2 from the National Capital Region, 2 regions from Luzon, 2 regions from Visayas, and 2 regions from Mindanao), to determine the needs of the children. Such data will aid in the development of modules, for the data will show the most common learning disabilities.

Development of Manuals

Aiming to make the project responsive to the various needs of the beneficiaries, manuals designed to develop different skills are being produced. This phase deals with the 鈥淒evelopment of Pre-referral Intervention Manual in:

• Gross Motor Skills
• Fine Motor Skills
• Cognitive Skills
• Communication Skills
• Social Emotional Skills
• Self-Help Skills鈥�

These manuals are anchored on the idea of remaining relevant to the context of the learner, thereby increasing the materials鈥� applicability and efficiency of use. The manuals will likewise be based on best practices inclusive education.

Teacher Training

Once the two previous stages are done, the researchers will go around the country and conduct training to public school teachers, equipping them with the ways to profile and modules to use when teaching the children with special needs.

Deployment and Monitoring

Finally, the screening tools, modules and the trained teachers will be deployed in the field to promote inclusive education for these children with special needs. As this is being done, the researchers will conduct periodic monitoring activities to aid the implementers.

The Prime Movers

This project, funded by an external agent, is being implemented by several sectors in the University: the , , , , and the Research Center for Cultural, Educational and Social Issues.

The team is composed of the following:       

Project Leader: Asst. Prof. Maripia P. Rabacal

Members                   

• Asst. Prof. Marichou Beltran听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
• Asst. Prof. Bernard Saldivar
• Ms. Eleanor Marie L. Bahrami-Hessari听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
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• 听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
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• Asst. Prof. Georgina Mojica听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听听
• Mr. Hubert Ramos, MClAud

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