9/27/2013

PERSEF3 Orientation
Gerald B. Pearanda,
M.Sc.
MONDAY 1:30 to 4:00 p.m. A1803 (PERSEF Office)
Counseling and Educational Psychology Department (CEPD)
gbpenaranda@yahoo.com gerald.penaranda@dlsu.edu.ph

HOLISTIC DEVELOPMENT:

Wellness Wheel

Lasallian Formation and Action Framework

Manages self effectively Vision-driven Resilient Person of integrity Competent Collaborator Socially responsible Strong sense of volunteerism Strong sense of fairness and justice Nationalistic Ecologically sensitive Gender sensitive

The whole is greater than the sum of its parts.

Leadership

Social Engagement

Lasallian Spirituality Faith-driven Zeal for service Person of communion

What is PERSEF3?
An integrative course in the Lasallian Core Curriculum taken by all students in their final year Provides students with the opportunity to assess their development as individuals and to plan the rest of their lives as Lasallians in the community Designed to complement the students academic and spiritual growth, PERSEF covers basic topics in each of the Five Themes of Total Personal Development: 1. Emotional Maturity 2. Interpersonal Relationships 3. Career Development 4. Service Commitment 5. Leadership Skills

DLSU Grading System

97 100 93 96 89 92 85 88 80 84 75 79 70 74 69 Excellent Superior Very Good Good Satisfactory Fair Passed Failed 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.0

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PERSEF GRADING SYSTEM

Output
Classroom Activities (20%) Papers (20%)

40% 20% 20% 20%

RUBRIC FOR ATTITUDE, RECITATION AND CLASS PARTICIPATION

Attitude, Recitation & Class Participation Attendance and Punctuality* Self-Evaluation*

TOTAL

100%

* Attendance includes OCCS Intervention, which is equal to 2 PERSEF meetings.

Perfect attendance w/no late = 100%. More than 2 absences and one late = Failed (0.0) in PERSEF Final Grade

Excellent Good Average Fair Poor

94 to 100% 86 to 93% 78 to 85% 70 to 77% 69% & below

* Is forfeited if the student is absent during the last meeting

Rubric for Attitude, Recitation, and Class Participation

Excellent 94-100 The student fully, actively, and meaningfully participated in the activities and discussions The student participated and recited even without being asked He/she made significant contributions to the discussions by expounding on a personal idea and/or by constructively commenting on the idea presented by another group mate Student willingly and dutifully performed the tasks assigned by the group The student exemplified teamwork and cooperation by respecting and acknowledging the efforts and skills of team members

Rubric for Attitude, Recitation, and Class Participation

Good 86-93 The student actively participated during class discussions but waited to be asked before doing so He/she contributed to the flow of the discussions by pitching in relevant ideas, opinions and suggestions and expounding on them when asked to do so Performed the tasks assigned by the group and assisted/guided others in his/her area of expertise He/she acknowledged the skills and efforts of group mates; adhered to team norms on the attainment of group goals; and worked towards the attainment of group goals by continuing on what others have started

Rubric for Attitude, Recitation, and Class Participation

Average 70-77 The student participated only on topics of his/her liking and made little or minimal effort in participating in topics he/she did not like He/she contributed ideas and suggestions but did not fully expound on them The student personally chose and insisted which task to perform during group activities He/she accomplished the tasks by him/herself without consulting others in the group The student equated teamwork and cooperation with how others acknowledged his/her personal skills and efforts The student worked towards the attainment of group goals only when required to do so

Rubric for Attitude, Recitation, and Class Participation

Fair 70-77 The student participated only when he/she was prodded to do so He/she gave ideas that are not clearly though of and only for the sake of saying he/she contributed something Able to accomplish group tasks only when prodded by group mates or teacher to do so The student showed little enthusiasm for group work and cooperation The student resisted the idea of having to adhere to team norms Worked towards the attainment of group goals only when assured of what reward to expect

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Rubric for Attitude, Recitation, and Class Participation

WEEK 1 2

TOPIC Orientation (First Meeting) Resilience and Coping Skills Learning Assertiveness Part 1 Learning Assertiveness Part 2 Vocational Discernment Interdependence

PERSEF3 Topics

Poor

69 below The student refused to participate despite prodding from group mates and/or teacher Most of the time, the student did not participate in the discussion he/she was doing something else The student failed to contribute any idea or suggestion He/she failed to perform the task assigned to him/her The student did not believe that teamwork and cooperation is needed in the attainment of group goals

3 4 5 6

7
8 9 10 11 12 13

Community Development
(free cut for the corporate case study/CD Plan) Ethical and Servant Leadership Part 1 Ethical and Servant Leadership Part 2 (free cut for the OCCS Career Seminar and Community Development Implementation) Writing Personal Statement of Principles and Foundation (P&F) Integration (Last Meeting Be Present for Self-Rating)

Breakdown of Outputs
TYPE OF ACTIVITY Classroom Activity1 Classroom Activity2 Classroom Activity 3 Classroom Activity 4 Classroom Activity 5 Classroom Activity 6 Classroom Activity 7 PAPER Midterm Paper Final Paper TITLE OF ACTIVITY Specific Strategies for Improving Coping Assertiveness Role Playing Assertion Techniques Examples Vocational Discernment Game-Making Interdependence Challenge Activities Influence Tactics Simulation Ethical Leadership Brainstorming Output TITLE OF PAPER Interview for Vocational Discernment (done in triad) Corporate Case Study on Interdependence (done with a group)

Guidelines for PERSEF Papers

1. Submit on time 2. Always indicate: Student Name, PERSEF Year Level and Section, Teachers Name, Date Submitted 3. Follow instructions 4. Avoid grammatical and conventional errors 5. Engage in reflective thinking: Speak for yourself by using I, me, myself 6. Homework papers must be encoded always 7. Keep handouts and returned papers in your portfolio

Be in the HERE and NOW

When you are in PERSEF, be in PERSEF body, mind, and spirit. FOCUS! Assignments and studying for other subjects are not to be done during PERSEF class There would be no need for electronic gadgets (laptops, PSPs, MP3 players, cellular phones, etc.) in this class. Keep them inside your bags and do not use them in the entire duration of the class The classroom is not an extension of your bedroom. Get enough sleep at home so you will remain AWAKE in your classes.

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Written Outputs
Use either BLACK or BLUE pen only for activity sheets and no other color Maintain handwriting legible

ATTENDANCE
You are expected to be always present and come on time for your PERSEF class so as not to miss graded classroom activities; Maximum allowable unexcused absences for PERSEF is two (2) meetings of absence and (1) meeting late. Thus, if you have met the maximum, you do not need to report to class because you are automatically Failed (0.0) anyway; If you are late by 31 minutes, you are already considered absent. You do not need to come to class anymore as you will be marked absent already; Medical certificates are coursed through the University Clinic

Use technology. Do not let technology use you. Remember your sense of timing and propriety.

Its OK to do this at home, or when alone.

But you should know the difference when you are with other people

I do not conduct exorcism of possessed people

When going out, have the basic courtesy of

ASKING FOR PERMISSION

Bring your UGLY eyes-rolling behavior somewhere else. Be prompt to return.

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Ralph W. Sockman, Christian writer

LISTEN = SILENT

True communication does NOT happen with

two or more mouths talking at the same time

PERSEF is

When we listen intentionally, we learn from

Learning by

others, we protect their emotional boundaries, and we invite them to genuinely listen to us when it is our turn to speak

THE HABIT OF COMMUNICATION

The letter is the most important letter in the alphabet!

To understand

To stand under

Why, Why Questions and

SPEAK YOUR MIND!

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Non scholae, sed vitae

(not of school, but of life)

Bring the right attitude in your PERSEF class because it talks about YOU!
People seem not to see that their opinion of the world is also a confession of character.
Ralph Waldo Emerson