Salac, Marcial Bonnie M.

32 G. Del Pilar st., Kalayaan Village, San Fernando, Pampanga 2000 Mobile Phone: 09177462081Home Phone: (045) 861 75 33E-mail: bonnie.salac@gmail.comPRC License #: 0992979

Objective

Encourage active learning and group participation in the classroom, therebyhelping students to become productive and successful citizens.

Educational Attainment

Year Graduated Degree Completed/ School Address

June 2014 - Present Doctor of Philosophy major in Educational ManagementHoly Angel UniversityAngeles City, Pampanga

April 2014 Master of Arts in Educational ManagementHoly Angel UniversityAngeles City, Pampanga

October 2006 Bachelor of Secondary Education Don Bosco CollegeCalamba, Laguna 4028

March 2002 High School DiplomaDon Bosco AcademyMabalacat, Pampanga

Professional Background

University Choirmaster June 2014 - Present DHVTSU

College Marshal / Dean of Discipline

June 2014 - Present DHVTSU

Instructor 1 April 2012 - Present DHVTSU

College Instructor April 2011 - April 2012

St Nicolas College

College Instructor(English and Personality Dev’t)

Nov 2009 – April 2011 STI San Fernando

Call Center Agent Nov 2008 – June 2009 Teletech Pampanga

Youth Animator & Formator 2007 - 2008 Don Bosco Formation Center, Lawaan, Cebu

Values Education Teacher 2007 - 2008 Lawaan National High School, CebuTabunok Night High School, Cebu

Volunteer in a Street Children Center

2006 - 2007 St. John Bosco Parish (PUGAD), Makati

English Teacher (Vocational School)

October 2006 – 2nd Semester

Don Bosco Manpower Training, Laguna

English Teacher (High School)Practice Teaching

June 2006 – September 2006

Don Bosco College High School Department

Values Education Teacher

Ethics Teacher

2003 – 20042004 – 2005

2005 – 2006

Bunggo National High SchoolBubuyan National High School

Don Bosco Manpower Training, Laguna

Seminars / Training Attended / Extra Curricular Activities

CCP Choral Workshop October 21, 2014 Philippine Madrigal Singers

In-Service training May 26, 2014 DHVTSU

Echo Seminar on GAD May 30, 2013 DHVTSU

K-12 Seminar March 2, 2012 Holy Angel University

Qualitative Data Analysis

September 17, 2011

Holy Angel University

Seminar – Workshop on Academic Research

May 27, 2011 St. Nicolas College of Business and Technology

Good Corporate Governance March 12, 2011 Holy Angel University

Corporate SocialResponsibility – A StrategicManagement Tool

February 24, 2011 Holy Angel University

Management of Family Business February 5, 2011 Holy Angel University

Nature, Impact and Prevention of Plagiarism

December 4, 2010 Holy Angel University

Finishing Course for Call Center Agents

June 25 – July 9 2009 Asia Works Inc. Training Solution4th flr., Freluz Bldg.,Olongapo-Gapan Road, City of San Fernando Pampanga

Salesian Novice 2007 - 2008 Don Bosco Formation Center, Lawaan, Cebu

DB Center for Lay Adults and Youths (Participant)

2007 - 2008 DB-CLAY, Don Bosco Formation Center, Lawaan, Cebu

Basic Youth Ministry Seminar January 2008 CLSP, Talamban, Cebu

Prayer Seminar 2007 Don Bosco Sacred Heart Novitiate, Cebu

Human Sexuality Seminar 2007 Don Bosco Sacred Heart Novitiate, Cebu

Seminary Formation 2002 - 2007 Don Bosco College, Canlubang, Laguna

Missionary Seminar November 2006 Don Bosco Seminary

SCYM Servant Leadership Camp (Facilitator)

March 2005April 2005July 2005April 2006

Antipolo, RizalTabor House, Pansol, LagunaTabor House, Pansol, LagunaAntipolo, Rizal

Mass Media Seminar October 2003 Don Bosco Seminary

Personal InformationBirth Date: January 31, 1986Civil Status: SingleNationality: Filipino

References

Fr. Renato Molina, SDBDon Bosco Provincial House, Makati0927-644-6567

Mrs. Keena Marie SibugSta. Rita, Pampanga0932-881-1215

Ms. Norma Maita Del RosarioAngeles City, Pampanga0933-515-3221

21st Century LearnerMarcial Bonnie Salac

In the era of information explosion and the post modern ideology, the trend of changing the

curriculum is on its peak. Teachers and students alike might be left behind if either is not able to cope

with the said trend. But how can teachers be ready to be a 21st century teacher?

First of all, the teacher should have a global recognition of the diversity of people of their

religion and culture. The teacher should be a symbol of tolerance, but active reflective practitioners who

can do the reflection and action.

Becoming a global teacher is all about adapting the way that you teach and the educator that you

are both inside and outside the classroom. There are many ways that you can do this but they do not

simply happen overnight. Many will involve you thinking long and hard about certain aspects of

teachings. You may even have to re-invent the way you view your role as a teacher.

Another great step to take is to make your classroom more global friendly. If the walls are just

plain bare concrete then consider decorating them with global posters and maps of the world.

International calendars also help to continue their education about the world. The world is a colorful

place, so make sure the inside of your classroom reflects this. Make global content part of your

teaching.

Having these basic requirements would enable the teachers produce the 21st century learners,

who are ready to face the challenges of the world.

Assessment Marcial Bonnie Salac

Every time I hear the word ASSESSMENT, I can’t help myself but to think of one thing… the

NAT (National Achievement TEST). Hearing from my teacher-friends who are complaining about what

their bosses would tell them to do. You guess it right getting good score in the said exam.

What implication might arise if school would cut corners just to get a passing mark? Is it about

the money? Or maybe Fame?

The NAT is designed to assess the level of the students’ thinking capacity. The same exam’s

result is used to design the future curriculum. Curriculum comes from the Latin word currere meaning

race track. But come to think of it, using an unreliable source of assessment to design a curriculum that

is difficult in the current level of students’ ability. I can compare it to a horse running in a course full of

obstacles. Hence, the result of congested curriculum in the country.

For me assessment should not be taken lightly. It should be the teachers’ best friend especially in

determining the position of each student. In the approach of Hilda Taba (grassroots approach) in

designing a curriculum, Assessment is the trailblazing activity that would determine the content of the

lesson. We Filipinos should not be NIGAS KUGON and be strong enough to persevere in whatever the

result of the assessment would be and design a lesson that is fit to the needs of the students and society.

Make yourself LOVABLE

Marcial Bonnie Salac

“To teach by precepts and example in terms of excellence and personal integrity.”

In my years of teaching it is really difficult to set an example to my students. My master then

told me “what is knowledge if you do not have values?” Whenever I feel proud of myself it always

struck me and contemplate “did I make an impact to my students (although sometimes I call them

STUPIDENTS).” But who am I? Who are we (teachers)? What should we do?

Many times I would ask myself, "How can I make my class understand my lessons?” “Will they

able to pass this exam?” or “Are they going to be participative in class?” The effectiveness of our

teaching strategy boils down to our own way of relating to our students.

In one of my classes I asked my students to write an essay about their ideal teacher. The students

gave countless characteristics like good looking, funny, artistic, and many more. Some of these

characteristics are unrealistic. They might be asking for ideal teachers but what we can offer are REAL

and HUMAN teachers. Nevertheless, it made more realize that students, in general, are looking for a

teacher who can understand and love them. At that point I was able to understand that students are

craving for love and attention.

Majority of us cannot deny that sometimes we complain our students' behavior and we get

affected by the situation. Why? Because the mere fact that we cannot understand the real situation of the

students, that only tells us that we don't know our students well. Ignorance of our students' situation

won't give us a clear judgment. Yes, it is very human to become angry but that would not solve the

problem, it will just make the situation worst.

The great father and teacher of the young, Don Bosco said, "education is a matter of the heart."

This beautiful philosophy would require a lot of effort to acquire. Nevertheless the following points

would help us achieve teaching through our heart.

• Touch the heart of the child before injecting any lesson. In this way students will be studying

out of love and not because of obligation. As a result it wouldn't be difficult for us to teach,

whether it is about the lesson or about life.

• The biggest question now is 'HOW?' very simple yet difficult. Loving-kindness is the answer.

It is the only key that would open the hearts of the students. It promotes genuine mutual love

between teacher and student. It is not just mere love but genuine love that is shown to each

student equally. A few insignificant number of students can blatantly oppose the teacher who

gives authentic love toward the students.

• "Teacher sa loob, kaibigan sa labas."This is a step toward connecting to our students. A

teacher, inside the classroom, that facilitates in intellectual pursuit and a friend that can be

laughed with. However, we should always remember that there are limitations and should

clearly define the boundaries because it might result in over familiarity.

• Love for everyone. A problem that might arise would be particular friendship. This has been

a problem ever since schools were invented. We will not be able to achieve loving-kindness

if it is only applicable to a person or to a group of people. Prudence is a key factor in

showing your love to everyone.

• Convincing students that we have confidence in their ability to improve. If we always

encourage our students to do what is appropriate and right the students will be able to grow

in their own field. If we always give positive reinforcement to the actions of the students they

will be able to know that someone is appreciating their work. A simple tap at their backs

would be enough for them to know that they did a great job.

• No need for motivation your presence would be enough. Students tend to seek motivation. It

is very human that we would look for stimulus to get in to the action. However, even though

we give motivational activities to our students, it seems not enough. To solve this problem,

make yourself as the major motivation of the students to learn, not because you are good

looking but the values that you impart to the students.

• Love entails suffering. Being an educator would require a lot of love and innumerable

sufferings. We know that these exhortations are next to impossible but then loving is not

impossible. A teacher of mine in college gave this quotation:

Something to suffer something to offer;nothing to suffer, nothing to offer;many things to suffer, many things to offer.

What is ETHICAL?

Marcial Bonnie Salac

“Που να σταθώ και με ένα μοχλό να κινήσω τον κόσμο ολόκληρο”

Ἀρχιμήδης

“Give me a [firm] place to stand and I will move the earth” (Archimedes, 260 BC). In the

discussions about the existing laws that are related to education are eye openers. It made me realized that

most of the things I do in school are unconstitutional. It made me reflect that if someone [student or

parent] could have known the laws I could be facing serious problems.

I was assigned as the Dean of Discipline and eventually the College Marshall of the CoEd. In my

stints I encountered delicate issues such as improper uniform, eating inside the room, loitering, cutting

classes, misunderstanding among classmates, suicide attempt, minor theft, major theft (if there is such a

case) and others. Since I was just basing my judgments using the University Manual I thought I was

doing the right thing.

However, in the lesson we had last week it dawned on me that some rules and regulations in the

Manual are unconstitutional (maybe). I am definitely torn between two lovers: the rules according to the

manual and the rules according to the law. In my heart I want to see everything in order especially the

students under me, who eventually become teachers in the future, that I want them to look good with

their clean haircut versus the right to express themselves; that I want to see uniformity versus the right to

go to class; that I want to see clean rooms versus the right to eat.

Knowing the laws is an avenue for me to stand in a firm place and with such stance I will be able

to move everything. Equipping myself with the laws will protect me from any subpoena.

As part of this reflection paper I would like to add this reflection about my journey as a teacher

incorporating the things I have learned and the things I need to learn…

“The ship is safest when it’s in port, but that’s not what ships were built for.”

- The Pilgrimage (Paulo Coelho)

We are meant for greater things in life. Man was created by God with unlimited talents and if

you are abnormal (amputee, sick, mental illness) this is not a good reason for you to be exempted. We as

human beings are tasked to go out in our shell and discover the world. This requires a deep

understanding of our selves and an adequate knowledge of our own capacity. It also requires us to

maximize the things that are useful to us; Nietzsche once said “if it doesn’t kill you, it will help you.”

All these things around us are useful in our growth, but how do we grow? We have to sacrifice and

make our way out of our comfort zone in that way we may have the capacity to see things in a different

perspective.

Sailing is the most difficult task that we should do in our life. We are the captain, the sailors and

the ship. We determine the place where we go. The ship (you) carries a treasure within that differs from

the other ship. We should not allow anyone to get it from us. It is our duty to protect it. The captain is

our mind, the sailor is our body, the ship is our very heart and the treasure is our own talents. The

compendium of these three and the cooperation each and one of them, would allow us to be strong and

steady even in the darkest storm in our life.

Our purpose here on earth is not just to eat, drink, and have fun, sleep and other things that a

mediocre man do, we have to do some work that would push ourselves to the limit and with that we

would be proud of ourselves that we accomplished something in our life. Why should we allow

ourselves to remain stagnant in our port? We have to sail in the vastness of our soul and discover the

richness of our life. Every island that we see in our life becomes a new discovery of our self and be a

better person in the coming days of our life.

Towards a Capampangan Student Leadership Model

Marcial Bonnie Madla Salac

Holy Angel University

Abstract

This study will probe into the leadership styles of Capampangan Student-Leaders. This will enable the

investigator to highlight the Capampangan Student-Leaders experiences and to examine their paradigm in relation

to their leadership experiences, which would produce a Capampangan Student-Leadership Model. This study will

be using qualitative method, which included in-depth, open-ended, semi-structured interviews and journaling.

Samples will be five (5) students who are serving as Presidents in their respective Student Council from different

universities/colleges. The data collected from interviews and from their journals will give the investigator the

image the participants’ leadership experiences and their in-depth meaning.

Towards a Capampangan Student Leadership Model

Student governance has been in existence as an integral part of higher education. However, little is

understood about the lived experience of students involved in student organization, and specifically those who

participate in leadership positions within student government organizations such as the student council president.

CMO #21 s. 2006 Sec 33.2.1 states “The HEI must recognize the right of the students to govern themselves and to

be represented in appropriate student councils, or board or regents or trustees.”

Astin (1997) claimed that it is imperative to form the youth during their college days to become future

leaders. Leadership as defined by Merriam and Webster is the power or ability to lead other people. Amirianzadeh

et al. (2010) postulated, “Leadership is considered to be a part of lifelong learning and multidimensional

constructs involving competency (skills, ability, attitude, knowledge, and behavior), experiences and processes.”

In the words of Sheltzer et al (2005), developing students’ leadership skills is a major objective of the

higher education, which commits considerable time and resources to student leadership development programs

and initiatives. Hence, the Philippines as declared in its constitution “the State shall establish, maintain and

support a complete adequate and integrated system of education relevant to the needs of people and society.”

However, it is equally important to determine how a Student-Leader perceives leadership in a student

organization.

Sheltzer et al. (2005,) claimed “student involvement helps connect them to their institution, and foster

many positive relationships and learning opportunities not available within the classroom.” Abrahamowicz (1988)

asserted “students who were members of student organization seemed to have connected with their university in a

special way.”

The primary purposes of this study are to highlight experiences of Capampangan students who are serving

as presidents of the university student council and to examine the meanings these individuals construct out of their

leadership experiences.

Research Questions

For this study, the investigator will seek how participants perceived their experiences as leaders within a

student organization. This study will seek to discern the meanings that participants placed on their involvement in

student organization.

Embodied in this general inquiry are the following, more specific questions that will be explored through

the points of the study’s participants:

1. What do Capampangan students gain from participation in student organization?

2. What are the perspectives of the participants toward their experiences, and their expected

outcomes?

3. What meanings do the participants derive from their experience and how do those meanings

affect their lives?

Method

Research Design

This study will use qualitative methods, which included in-depth, open-ended, semi-structured interviews

and journaling. The sample will be made up of students who are serving as presidents of the student council. From

the data derived through the interview and journaling processes, an overall picture of the experiences of the

participants and the meanings that the participants construct of their experiences will be drawn.

When the results are established, several themes regarding the participants’ experiences as student

presidents will emerge from the data, which include: positive and negative facets of their presidencies, stress as a

substantial element during their time in office, dissimilar experiences of women and minority students, varied

experiences regarding relationships and conflicts with members of the campus community, the multiple roles

required of a student council president, and personal approaches to leadership that a student council president

must possess and hone.

Setting

The study will take place within the province of Pampanga with selected private and public universities

and colleges. Pampanga is chosen to elicit the emerging Leadership models among Capampangan students.

Participants

The participants were purposefully selected in order to ensure that appropriate individuals, with relevant

experiences, participated in the study. The participants were selected based upon predetermined criterion. This

criterion is that the participants are elected presidents of their University/College Student Council. The

participants were solicited through a networking relationship with the researcher at the respective research site.

Procedure

The participants are invited to participate in this study though letter (see appendices). If the co-

investigators decided to participate, they will be asked to take part in two (2), forty-five (45) to ninety (90)

minutes informal interview and will be asked to maintain a journal for a period of eight (8) weeks wherein they

complete a single entry every other week for a total of four (4) entries.

The interview will take place in a public location such as coffee shop. The interview will take place in a

span of 2 months at a date, time and location that is convenient for the co-investigators. Each of the interviews

will be audio taped. The tapes will be used to transcribe the interviews. The journaling will take place during the

time in between the initial and follow-up interviews.

Ethical Considerations

A letter will be presented to the co-investigators. The letter states the objectives of the study and that all

information that the co-investigators will give will be kept confidential. The co-investigators will be assured that

the said study would not give the students physical and mental harm. Moreover, participation in research is

voluntary. The co-investigators have the right not to be in this study. If they decide to be in the study and change

their mind, they have the right to drop out at any time. They may skip questions or stop participating at any time.

Conclusion

This study was conceptualized because I see the potential of molding the new generation of leaders.

However, identifying the ROOT or the identity of a Capampangan Leader is the foremost task of this study.

Going back to “WHO we ARE” would enable us to get in touch with our unique sense of leadership.

Though young leaders especially the SK was tainted with political controversies, I believe there is still a

way to revert the problem. Thus, this study, if completed, would pave the way to rectifying the emerging problem

of the society.

References

Abrahamowicz, D. (1988). College involvement, perceptions, and satisfaction: A study of membership

in student organizations. Journal of College Student Development

Amirianzadeh, M. et al. (2010). College Student Leadership Competencies Development: A Model.

International Journal for Cross-Disciplinary Subjects in Education. Retrieved from

http://www.infonomics-society.org/IJCDSE/CollegeStudentLeadership

CompetenciesDevelopment_AModel.pdf

Astin, A. (1997). What matters in college? Four critical years revisited. Pennsylvania State University:

Jossey-Bass.

Leadership (n.d.).In Merriam Webster Online, Retrieved October 4, 2014, from http://www.merriam-

webster.com/dictionary/leadership

Sheltzer, J. et al. (2005). Four Dimensions of Student Leadership: What Predicts Students' Attitudes Toward

Leadership Development? College Student Affairs Journal. Retrieved

http://files.eric.ed.gov/fulltext/EJ957015.pdf

Appendix A

INTERVIEW QUESTIONS

This study will investigate the question, how do participants perceive their experiences as leaders within a student

governance organization? (The point of the interview is to have informants elaborate on their perspectives. So, I

will ask only a few questions but probing each in depth).

1. Tell me about yourself. Share with me some background information about yourself:

a. Describe yourself as a student

b. Describe your cultural background and upbringing.

c. How did you come to study at this college?

2. Define leadership.

3. Define student government.

4. Describe your role as a student council president.

5. Describe an average day as a student council president.

6. What lead you to become the president of the student council?

7. What is it like for you to be the president in your college's student council?

8. Would you give me some of the details of your work as a student council president?

9. Identify your most prominent memories of your experience as a student council president.

a. What are some specific examples?

b. What made these examples important to you?

c. What did you learn from these experiences?

10. What dimensions, incidents, and people intimately connected with the experience stand out for

you?

11. How did the experience affect you?

12. What changes do you associate with the experience?

13. How did the experience affect significant others in your life?

14. Have you shared all that is significant with reference to the experience?

15. Choose an alias for yourself by which you will be known in the study.