MICAH EMILLE VERZOLA – Teach Peace Build Peace Movement

Peace Education Leadership Towards a Peaceable School

Dr. Azcayah Sacar, Principal of Barimbingan Central Elementary School, has always strived to excel as a mother and as a leader, in the school, she is leading. As a person who always strives to give what is best for her family, she also continues to aspire to be a good leader to the school community.

Challenges have always been there, but Ma’am Azcayah shared that this pandemic has made connection difficult, not just with the learners but also with the school community including the parents and the different stakeholders. During module distributions, attendance of parents is inconsistent and schedules are not being followed and in some instances, teachers who reach out to the parents to assist the learners face the challenge of being unwelcomed by the parents because of the risk of getting COVID-19. These made her more determined to bring about a solution to these challenges and to make the school feel more like a close-knit community.

Joining the Peace Education Leadership Formation Course for Educators, Ma’am Azcayah shared that the most impactful session for her was the session on understanding bullying. This has reshaped her perception of making a school safe from all kinds of violence and handling it proactively. Bullying is a kind of violence that should not be taken lightly because it is one of the associated risks in terms of recruitment in violent groups because for the victim, a study entitled When Kids Hurt Other Kids: Bullying in Philippine Schools by Margaret S. Sanapo, a common reaction is being angry with their bullies and this is a motivation to seek retaliation and for the bully who seeks to have power over those who seem weaker. These vulnerabilities increase the likelihood of children being enticed by groups with ideologies of inflicting violence and harm towards another person. In the same study, it was said that teachers’ interventions are short-term.

Having an Anti-Bullying Policy increases accountability among the school community. This also makes the students aware of the school’s efforts and with this, they will also know how to interact with their peers in school and who to go to for conflict resolution and conflict transformation.

Before the Peace Education Leadership Formation Course, her understanding of excellence in leadership was about accomplishing all requirements and compliances. But upon learning about Peace Education, another lens was introduced. It has added the component of fostering relationships with the community. Ma’am Azcayah emphasized that she now makes it part of her goal to establish a deeper relationship with the stakeholders in her school community. Learn to process with them and peacefully negotiate when necessary.

This is now her definition of a Peaceable School. A school where people do not just get along but we’re striving for the safety and well-being of children are prime. This is what gave a growing desire to establish strong Anti-Bullying policies in school that promote Peace Heroism with the children. She shared that there was no Anti-Bullying Policy in their school before. This endeavor is a milestone for the school in strengthening measures and making sure the whole school is part of making the school community more peaceable for the learners, teachers, parents, and other members of the school community.

While many forms of conflict do exist and it is inevitable, this is a step towards making meaningful relationships within the school community. Safety for the learners also means establishing a deeper and ever-growing relationship between the parents, who are key to the learners’ ability to learn especially now when physical connections are limited. This is a strong start to their journey as a school and Ma’am Azcayah is determined to strengthen the commitment through Peace Education Leadership.

September 30, 2021 / by MICAH EMILLE VERZOLA

Empowered Peace Educator, Proactive Learners and Peace Champions

Teacher Ommo Hani, from Maharlika Integrated School, has experienced living in diverse communities. Having spent her childhood years in Manila, spent her college years in Marawi City and presently living in and teaching in a school in an interfaith community in Taguig, where most of the members of the community are Muslims.

With her exposure to several kinds of conflict growing up, including armed conflict, violences relating to religious beliefs, discrimination, and community conflicts such as RIDO, her understanding of conflict and peace has been shaped by those experiences – viewing peace as the absence of such conflicts and violences inflicted towards other people.

Taking pride in being an educator, she sees and understands her role in shaping the minds of children not just from learning in the classroom but also the way they relate with them. Admittedly, she mentions employing discipline methods in the classroom that are, in her words, “old fashioned.” When getting mad at her students for certain misbehavior, she did not know how to handle some situations in a calm manner which she says affects her physical health and mental well-being sometimes. Learning from the Peace Education Leadership Formation Course, she shared that she learned how to refrain from being mad as a reflex response whenever her students misbehave and that Peaceful Classroom management not only affects what’s inside the classroom but also life outside the classroom.

Aside from classroom management challenges before, she has also raised the concern in terms of the increasing vulnerability of children and exposure to many violent narratives. Teacher Ommo Hani shared that some children from Marawi City who experienced the devastating effects of the war have enrolled in Maharlika Integrated School. Being a close-knit Muslim community, Maharlika Village in Taguig was home for Muslims who seeked refuge and home after the Marawi Siege happened where many were displaced and children were greatly affected and vulnerable. Teacher Ommo Hani had some students in her class who were from Marawi City. Knowing and experiencing the cultural differences between Metro Manila and Marawi City, she has observed among the students some adjustment difficulties – she saw that the students felt fear and experienced challenges in connecting with other students. This has resulted in some bullying cases and fights among students in their school. She has seen this as possibly a way for children to defend themselves from feeling like they are “othered” which makes her believe that strategies in handling bullying and banter is not only essential for the school but also for the formation of the child and the child’s response to the difficult situations he/she faces. Teacher Ommo Hani shares her appreciation for Restorative Chat, she says “I’m always thinking about practicing the Restorative Chat ever since I have learned about it from the Peace Education Leadership Formation Course.

“That strategy not only is about resolving conflict but it more importantly empowers the children to resolve conflicts because they can voice out what they want and the resolution comes from them.”

Other than that, she also shared stories where other students can’t afford to go to school. This, Teacher Ommo Hani shares, has opened the opportunity for the children and youth in their community to be recruited by what she has termed “extremist groups” and offer the students money. Presently, she shared that she does not hear active recruitment from violent groups but she believes that anytime, it can happen again and children continue to be at risk especially in a difficult time in this pandemic.

Moving forward, she is motivated to share what she has been learning from the Peace Education Leadership Formation Course. Teacher Ommo Hani is looking at opportunities to immediately apply what she has learned and hopefully other teachers can also experience the formation course. She shares..

“I am thinking of ways how I can integrate my learnings when I teach, and I am ready to even conduct activities even once a month with my learners. And hopefully other teachers can do this too because we all have to be reminded that we need this not only for our school but more importantly, how we engage with the learners for them to also champion peace.”

August 13, 2021 / by MICAH EMILLE VERZOLA

Developing Inner Peace through connecting with the communities

The journey of each volunteer is what makes the Teach Peace Build Peace Movement a success. Everyone in the organization has the heart for peacebuilding – a recipe that makes up a true peace hero.

Jude Villaruz started as an Artist for Peace. His first experience as a facilitator was with the Civil Military Operations School Philippine Army. This is where he became more interested in volunteering for the organization. Jude shares, “Before, I did not know about TPBPM’s sessions and initiatives in the communities in Mindanao and Porac. I was surprised to know about it and I appreciated TPBPM more after that. It just proves that TPBPM has the commitment to children, teachers, and parents.”

KUYA JUDE TOGETHER WITH THE SECRETARIAT TEAM

It has also become an avenue for him to meet more volunteers. “I was surprised to know that there are so many volunteers and that inspired me – seeing them doing really well as facilitators, and they all inspired me to do more.”

Jude’s unforgettable moment as a facilitator was in Sapang Uwak, Porac, Pampanga where TPBPM conducted Peace Education Sessions for five consecutive Saturdays. Jude interacted with the children apart from being heading the logistics of the program. The Peace Mission in Sapang Uwak had different sessions for the children including interactive Peace Games, sessions about cultivating inner peace, and recognizing one’s ability for Peace Building, among many others.

KUYA JUDE DURING THE GROUP ACTIVITY IN PORAC PAMPANGA

One of the challenges of facilitators in the community of Sapang Uwak is that the children are not eager to participate in activities because they are shy. They still had to be convinced to participate. “I have seen the changes from them being so shy. Now, they’re the ones chasing us. They even want to answer first during activities.” It was a complete change from how it was before. The children became more comfortable with the I TEACH PEACE Facilitators and started to treat them as their Ates and Kuyas.

“What changed me was the challenges I saw in the community which I also experienced before. It made me embrace the community more because seeing the children improve is worth it.”

The Schools and Communities of Peace Heroes Formation Program (SCPHFP) aim to not just institutionalize Peace Education in schools and communities but also address different types of conflicts that the children are exposed to. In communities like Sapang Uwak, children are exposed to discrimination which hampers their confidence and ability to express themselves. The interactive Peace Activities are an avenue for them to take pride in their culture and live in a peaceful Aeta community. This changed how Jude sees the mission of TPBPM and how the SCPHFP contributed to the improvement of the children.

“Before I am not deeply connected to the mission of the organization. But now, I think I matured a lot. I became more proactive and I developed my inner peace. I now appreciate what other people do for me, especially those who encourage me in TPBPM.”

It was a hard, yet temporary goodbye for the children of Sapang Uwak during the last day of the Peace Education Sessions. But the facilitators assured them that they will come back to the community and will continue to guide them in their journey as Peace Heroes.

At the heart of every selfless volunteer is the commitment to lend a hand. From being an Artist for Peace to becoming an I TEACH PEACE Facilitator, Jude’s journey is a story of a volunteer who has the heart that seeks growth, who sees every challenge worth pursuing, especially if it is for peace.

October 24, 2018 / by MICAH EMILLE VERZOLA

MONA DOMATO: From a peaceful heart to a peaceful school

The Teach Peace Build Peace Movement (TPBPM) regards peace as a transformational experience. Every individual who lives in peace radiates the same mindset to others. This holds true for one of the I TEACH PEACE Champions from Sugod Central Elementary School, Mona Domato.

For Teacher Mona, developing her inner peace has helped her get to know herself more – as a person and as an educator. She shares, “I got to know myself deeper… It’s so hard when our minds are occupied.”

Teacher Mona believes that the best way to impart knowledge to her learners is to have a nurturing heart. She recalled that before she became part of TPBPM, nurturing relationships with her learners was not her priority. But with her involvement with TPBPM through her Peace Education Journey, she shared that she started to understand and connect with her learners more. “I became more understanding towards the learners, and started to build a relationship with them for them to love learning.” She showed them enthusiasm for learning and they, in turn, gave the same.

Together with the other I TEACH PEACE Champions of Sugod Central Elementary School, Teacher Mona spearheaded the Bully-free Classroom Campaign to shine the spotlight on bullying, one of the issues affecting their students.

Teacher Mona shares, “Peace education is very important because if not for it, there will be no wisdom. What is the importance of education if people are not peaceful with themselves and with others? Peace education helps with educating children and raising pressing issues for the teachers.”

Building a stronger school community and a more peaceful environment for children means fostering a transformational journey for teachers too. For someone like Teacher Mona, it is not enough to just tell children what peace is – but also, show them how peace can be a way of life.

October 19, 2018 / by MICAH EMILLE VERZOLA

Teacher Raihani: A Teacher for Peace

It is very important that we capacitate our teachers in integrating peace into their lesson plans. Our children need a peaceful environment in schools and we must act even in our own little ways to make it happen. Teachers are the bridges of peace in their own communities, in our country, and in the world and it is very vital that we support and encourage them in teaching peace in their own classrooms.

Watch the story of Teacher Raihani Salido of Tatak Elementary School ( Mamasapano) on her peace journey with the Teacher Leaders for Peace Formation Program last December.

—-

Help us create a nation of peace builders:

DONATE AND SUPPORT OUR PEACE PROGRAMS:
https://teachpeacebuildpeace.com/…/don…/

VOLUNTEER AND BE PART OF OUR FAMILY:
http://bit.ly/tpbpmvolreg

Contact the TPBPM Secretariat at +639158480230 or email secretariat@teachpeacebuildpeace.com for more ways on how you can help.

Video: Rhadem Camlian Morados

March 10, 2018 / by MICAH EMILLE VERZOLA

Building a Peaceful Home: A Parents for Peace Reflection

Before I became a Parent Ambassador last 2016 I already knew TPBPM because my eldest daughter is actively engaged with the organization’s programs but when I was selected to be part of the Parent’s Formation Session and SCPHFP as a whole, all I thought was for it to be a simple parenting seminar. When I first attended, I just told myself that it is for compliance; but never expected that it will have a significant impact in my life – personally and in keeping my family’s good relationship.

The way I discipline my children and to be a good parent are some of the things that I learned in my SCPHFP Journey. In our house, especially my husband, he practices ‘face the wall’ but during my sessions in SCPHFP, I learned that it is much better to apply the ‘face-to-face’. As a parent and as a human being per se, I am not perfect, and sometimes I can’t avoid giving punishments towards my kids; but I also learned that as much as possible, we need to discipline our child most peacefully and positively.

Based on this context, I learned how to value communication and having a dialogue with my kids. More than giving and sharing about peace to us parents and to our children, you also give happiness. Whenever we talk in our house about TPBPM, all we can remember are good memories, which creates pure and genuine smiles that fill our place. With all the good and happy memories that we have, TPBPM is there. Whenever we have school activities, the organization is always mentioned if you are going to be with us and/or join us. Both Maharlika and TPBPM developed a sense of belongingness, that we are all part of one big family; that no matter who you are – rich or poor, Christian or Muslim, black or white, TPBPM will welcome, embrace and accept you. For my kids, whenever you are here, conducting an activity, my children always go home with a big smile. They share with us what they have learned and what your activity was all about.

“As a parent, I am happy because there is a support system, which helps build my child’s inner peace that I never thought of before. I remember Dr. Usman’s words, that when a child has inner peace which they gained at home, no matter where that child is, s/he will bring it anywhere and will reflect in the way they behave and act.”

For me, while they are young, we need to invest and create that ‘inner peace’ within them. I realized that more than just attending the said sessions and workshops, I came into building better relationships. We in the family are now closer, and my kids are far more open to us. I also always share with other parents that I am a member of TPBPM, and that I am proud to be a Peace Hero and Parent Ambassador.

March 10, 2018 / by MICAH EMILLE VERZOLA

PEACE MISSION UPDATE: TEACHERS – LEADERS AND BEARERS OF HOPE TOWARDS BUILDING PEACEFUL COMMUNITIES

“As educators, we are the key in promoting peace to our learners… we hold the key in transforming them into holistic individuals that will soon be peace advocates in their own community.” I TEACH PEACE Champion, Raima Cabaro shares during the Formation Session for Teachers.

Davao City, January 30, 2018 – Teachers are deemed as one of the most important influences in a child’s life but rarely recognize their role in peace building. Teacher Raima Cabaro shares that she has realised that educators are the key in promoting peace. As individuals who are part of shaping the lives of their learners, they too have an important role to play in shaping learners to be proactive peace builders in their communities.

As Teach Peace Build Peace Movement (TPBPM) pursues the second year of their flagship model program, Schools and Communities of Peace Heroes Formation Program, six selected schools from Marawi City, Lanao del Sur, and Lanao del Norte were gathered for the Formation Session for teachers with the theme Teacher Leaders for Peace: Beginning a Journey of Creating a Community of I TEACH PEACE Champions. The schools selected were Pidsandawan Elementary School, Sapakan Central Elementary School, Balo-i Central Elementary School, Saguiaran Central Elementary School, Sugod Central Elementary School, and Camp Bagong Amai Pakpak Elementary School. Each school has been selected with the help of several partner institutions.

Each community and school has a different story and hold different experiences. The Formation Sessions are designed for the context of each community; it covered several topics that helped the participants cultivate inner peace and equip them will skills of conflict resolution, conflict transformation, proactive citizenship peace building, and resiliency. It has also covered topics that will help teachers on peaceful classroom management.

One of the esteemed speakers mentioned that they are not only peace educators but peaceful educators as well. I TEACH PEACE Champion, Mona Domato from one of the selected schools from Marawi City has shared that in being a Peace Champion,

“It is when we desire not only our own inner peace and happiness but as well as of others; it is when we dream and hope of an environment full of love, respect, and unity.”

This has proved that being in a conflict-affected area does not mean they have succumbed to the negative realities that armed conflict brings but rather they are bearers of positivity and hope for their community to make peace a reality, especially for children who are affected by different forms of conflict.

The participants have also gone through sessions on introspection and reflection. In these sessions, the participants were able to strengthen their relationship with their co-teachers as they learn deeper about each other. Their strengthened relationship has not only made them closer but also made them understand each other’s stories better and they have gained a better perception of their challenges as individuals and as a school and how they can transform these challenges into opportunities for transformation.

The Formation Session did not only aim to impart knowledge but more importantly build a community upholding the values of a family relationship; sharing to the participants that beyond making their schools conducive for learning, it is also necessary to make it a peaceable learning school and environment for learners; and a place where the school community can be proactive peace builders and pursue growth as one community.

Teachers have a great role to play beyond imparting academic learning, it is also to foster peaceful relationships among the members of the school community to build progressive and peaceful communities.

The journey does not stop after the Formation Session but rather it is just the beginning, together with the Kapatiran Schools. As each school and each teacher developed a Peace Education Development Plan, this will strengthen each schools’ commitment towards making Every Filipino Child and Youth a Peace Builder. One Child, One School, and One Community at a time.

February 20, 2018 / by MICAH EMILLE VERZOLA

Author: MICAH EMILLE VERZOLA