ADS & ODS 1996
Operation Manong: A 25 Year Glimpse (Summer 1997)
An Eye Opening Experience (Summer 1997)
Senior Spotlight (Summer 1997)
A New Ilokano Instructor (Summer 1997)
FAHSOH: May 1, 1997 Meeting (Summer 1997)
Congratulations and Farewell (Summer 1997)
Acknowledgements (Summer 1997)
Where Have All the Nice Folks Gone? (Fall 1997)
ESP and PREP: Summer '97 (Fall 1997)
Future Teachers Workshop (Fall 1997)
Operation Manong Celebrates 25 Years (Fall 1997)
1997 Justice Ben Menor Scholars (Fall 1997)
Operation Manong: A 25 Year Glimpse
by Grace Federizo
One time I stopped by Operation Manong (OM) to type the minutes from a Friends of Operation Manong (FOOM) meeting. When I was there that day, I couldn't help reminiscing about my student days at OM and thinking about how much OM changed my life. When I immigrated from the Philippines, I wanted to continue my college education at UH-Manoa. I went to a military recruitment office to receive some information because I heard that I'd be able to finish my college education through the military.
After I had already enlisted with the military, a friend, a previous OM volunteer took me to their office. I met Manang Melinda, the OM director at that time and Ronel, one of the student coordinators, who told me that I'd only be able to continue my college education after I sever my ties with the military. After several meetings with Ronel and Manang Melinda, they explained to me what to expect if I enrolled at UHManoa and they helped me to withdraw from the air force.
I started as a full time student at UH-Manoa in Fall 1990. I really wanted to work with OM but it was too late because all the student workers completed their training. After a few months, I received a call from Gina, OM's Pre-Freshman Enrichment Project (PREP) coordinator, offering me a job as her assistant.
As PREP assistant coordinator, I had many responsibilities: I visited different schools to do follow-up on several PREP students (monitor their academic and personal progress), I was assigned to Waipahu High School to help out with SLEP (Student with Limited English Proficiency) renamed ESLL (English as Second Language Learners) classes, I worked closely with a Waipahu High School counselor who set up meetings for me to speak with minority students who had college potential, I planned two PREP camps and I was a summer teacher's aide for PREP ninth grade.
Before OM moved to the Student Services Center, the student workers and staff shared four small offices in the portables next to the Ethnic Studies Department. I have a lot of memories working as a student at OM, especially of the UH-Manoa students I worked with and the full time staff. The staff was always available to talk when I was confused about something. I also remembered our Wednesday meetings, because this was the only time we got to talk with other OM workers. At that time, thirty students worked for OM.
Although I eventually graduated from UH-Manoa, I continued to be connected with OM. I remained active with OM through the Friends of Operation Manong (FOOM), a non-profit group that helps raise funds for OM's programs. People wonder why I don't get tired of helping out with FOOM, but I'm proud to say that I will never forget all the help I received from OM. Now, I'm back at OM working full-time and one of my main responsibilities is to organize the upcoming 25th year reunion. Participating in FOOM and working as a full time staff for OM are several ways I can give back to OM what the program has given to me.
After 25 years, Operation Manong's mission remains the same, to encourage underrepresented students to pursue and succeed in higher education and to promote cultural diversity and tolerance in the community. OM conducts student service programs and activities which ensure equal access and opportunity to higher education for ethnic groups and communities underrepresented in higher education. UH-Manoa student volunteers and student assistants are trained to plan and implement the various programs and activities of OM.
In 1971, Operation Manong was organized by a group of University of Hawai'i faculty and students, members of the Filipino community and the State Immigrant Services Center who saw a need to assist Filipino immigrant school children. They chose the Ilokano word manong which is a term of respect for an older person. In Hawai'i, this word has been used in a derogatory way implying ignorance and illiteracy toward Filipinos. Operation Manong tutors wanted to restore the original positive meaning of the concept. Therefore, the tutors acted as manongs and manangs to younger students.
In 1972, OM received a grant from the Presbyterian Church and other community groups to hire two part-time university students to coordinate volunteer student tutors. That same year, ACTION, a federal agency, awarded planning funds to two University faculty to write a proposal for a "University Year for ACTION" grant. The objective of this grant was to provide training and academic credit for community field work. OM received the funds from November 1972 to December 1975 to hire three part-time staff and an average of thirty tutors per semester. The project was administered by the Social Science Research Institute.
The project was established as a response to the influx of immigrants to Hawai'i since the liberalization of the U.S. Immigration Law in 1965 and the Indochinese Refugee Act. During that time, approximately 7,000 immigrants came to Hawai'i every year from Hong Kong, Japan, Korea, Laos, Philippines, Samoa, Taiwan, and Vietnam. About half of the immigrants come from the Philippines. OM provided tutorial assistance to new Filipino immigrant students in the public schools. Since 1976, Operation Manong has been funded by the State of Hawai'i through the University of Hawai'i.
At present, Operation Manong is under the University of Hawaii's Office of Student Affairs, through Student Equity, Excellence and Diversity (SEED). The tutors (now student assistants and volunteers) continue to provide assistance to immigrant students in the public schools which now include Chinese, Korean, Samoan, Vietnamese and Laotian. OM also provides services such as college presentations, campus tours and other follow-up activities to other ethnic groups underrepresented in higher education, including Hawaiians, African Americans and Hispanic Americans.
Presently, there are four full time staff, eighteen student workers, and fifteen UH-Manoa student volunteers that continue to maintain and support Operation Manong's projects.
Since 1972, approximately 700 UH-Manoa students have participated as OM workers and volunteers. On August 16,1997, Operation Manong will hold its reunion, celebrating 25 years of service. It is a timely event for everyone to share with fellow alumni and members of the community your experiences with OM and to acknowledge the impact OM has had to the larger community. There will also be food, entertainment, games and a tour of the new Operation Manong office. This is a family and a community celebration so please let others know.
Operation Manong's 1972-1987 Souvenir Booklet
Operation Manong'6 Tenth Year Reunion Souvenir Booklet
Operation Manong's Fall 1995 Brochure
25th Year Reunion
Saturday, August 16,1997
Campus Center Ballroom
University of Hawai'i at Manoa
10:30 a.m. to 2:30 p.m.
For more info, call 956-7348.
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An Eye Opening Experience
by Albert Bolosan
The friars used to control the land? The Americans did that? Philippine theater was used to spark nationalistic ideas among the Filipino people? How did they survive? Why did they take the risk? These are some of the questions raised by students in Asian Studies 491P (topics in Philippine studies, Performing The Centennial: 100 Years Of Philippine Performance) taught by Chris Millado.
A dozen students went on a journey, exploring the Philippine theater and its impact on the Filipino culture.This journey was more than a trek through theater, but also a discovery of history, culture, values, and identity. For myself and many of the students in this class Philippine history was a whole new world.
Most of us were clueless to the events that occurred during the Philippine Revolution. We felt ashamed and angry when we learned about the harsh treatment Filipinos received during the Philippine American War at the hands of the United States. Despite these mixed emotions and conflicts, we were proud of those who performed seditious plays at the risk of imprisonment.
In addition to the classroom, Chris Millado brought us field trips. We went to the Waipahu Plantation Village to understand the Filipino experience during the reign of sugar. We also visited an art gallery, operated by a Filipino artist. The artist envisioned the art gallery as a place for other artists to exhibit their work.
Aside from teaching, Chris also worked on directing another version of his play, Singgalot: Ties that Bind . A majority of his students were part of the cast. Performing the history that we've learned in class provided us a clearer understanding about the hardships Filipinos suffered abroad.
All of the students who took the class learned an important aspect of Philippine history that many don't know about, the importance of performance and theater to culture. It is through the plays, parades, dances, pageants, songs, and movements that provide Filipinos the structure for which values, beliefs, and culture are passed on from one generation to the next. For all us, our eyes were opened wider and we are now able to see the larger picture of what it means to be Filipino.
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Operation Manong congratulates the Pre-Freshmen Enrichment Class of 1991 for completing their high school education. To share in your achievements, we have published your recent accomplishments and future endeavors. Congratulations again and good luck!! (We are still waiting for responses from the rest of you.)
He will attend Windward Community College
Extracurricular Activities: Varsity and JV Basketball
Regina Domingo Pasion
She will attend UH-Manoa to pursue a degree in Travel Industry Management.
Extracurricular Activities: Student Crimestoppers, Chair Aloha United Way's Youth Day of Caring, Hiking Club, Sec & Treas Travel Industry Academy, President & Member Teen Center Peer Mediator Coalition for a Drug-Free Hawai'i, Peer Facilitator Honors: $2,000 Scholarship, American Hawai'i Cruises Honors Graduate, Governor of the Month.
He will be attending the University of Massachusetts to pursue an engineering degree.
Extracurricular Activities: Boy's Volleyball and Soccer, Math Team, Hawai'i Upward Bound
Honors: Summa Cum Laude, M.M. Scott Scholarship, Ellison Onizuka Savings Bond
He will be attending Pacific University (Oregon) or the University of Washington to pursue a
degree in Physical Therapy with a specialization in pediatric practice.
Extracurricular Activities: Elem Leadership Training Conference, Windward District Student Council Student Body President
Honors: Mamoru and Aiko Takitani Foundation Scholarship, NASSP Principal's Leadership Award, Honor Roll-15 quarters.
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A New Ilokano Instructor
by Karen Corpuz
University of Hawai'i students who are planning to enroll in an Ilokano language class may be seeing a new face. Julius Soria, a Spring 1996 UH-Manoa graduate with a B.A. in Accounting, will be teaching Ilokano 301 this upcoming fall semester. In Spring 1997, Julius substituted for Ilokano 202 while Precy Espiritu, the coordinator of the Ilokano Language Department, went on sabbatical.
Julius was born and raised in the Philippines. He came to Hawai'i when he was fifteen-years-old. He graduated from Leilehua High School in 1991. Since high school, Julius tried to be involved with cultural- related activities. When he was a senior at Leilehua, he attended the Sariling Gawa Youth Camp, which promotes cultural awareness and ethnic pride in high school students. He attended Leeward Community College and later transferred to UH-Manoa. Julius was also a past Operation Manong tuition waiver recipient for three semesters. Currently, Julius helps coordinate the Ilokano language club, Timpuyog , and its newsletter entitled, Timek ti Timpuyog .
Julius heard about the position when he was taking Ilokano 401 during his last semester (Spring 1996) at the university. Precy recommended Julius to apply for the position after he worked as an Ilokano 102 teaching assistant. Julius never expected to be teaching at the university because he thought education and business were two completely different fields of study. Despite these reservations, he took the opportunity to apply. At first, he thought that he would not be able to teach the language, but with help from the Ilokano professors, he has adapted and he works well with his students. He enjoys teaching because it allows him to be creative in developing his own classroom activities. He looks forward to the challenge of teaching an advanced Ilokano class next semester.
As well as teaching Ilokano at the university, Julius also works for the Hawai'i State Federal Credit Union and Foodland supermarket. When asked if he still envisions himself teaching in the future, Julius says he would like to continue teaching Ilokano at the university. He plans to return to school to obtain a Masters degree in English as a Second Language (ESL).
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FAHSOH: May 1, 1997 Meeting
by Deanna Espinas
Helen Nagtalon-Miller and Lyna Burian were participants in Hawai'i Community Foundation's (HCF) April workshop on Kauai focusing on grant writing. They worked very hard on developing a mission statement for FAHSOH. This mission statement clarifies what our group is about and what we stand for. A strong mission statement is important because it keeps a group focused, and makes it easier to seek individual and community support for future projects.
The mission of the Filipino-American Historical Society is to provide for Filipinos and others, through historical and cultural publications and programs, opportunities to be educated about and to learn to appreciate and understand Filipino- Americans, their experiences, treatment, roles, and status in Hawaii, and their contributions to Hawai'i.
To accomplish its mission FAHSOH's programs and activities include the identification, collection and preservation of historical and cultural materials, and the dissemination of information about them. This dissemination is accomplished by the initiation of educational projects by FAHSOH or other groups to do research, publish, produce audiovisual materials, and to sponsor forums, panel discussions, lectures, exhibits and plays to further the aims of the Society.
We are fortunate to have had the technical assistance of HCF staff members, Christine Quemuel and Penny Levin. They strongly advised that before any group embarks on a grant writing project, a committee needs to plan out in detail what is required to accomplish various tasks.
If you are interested about learning about our group, please call or join us at our next meeting of FAHSOH scheduled for Sunday, June 19, 1997 at 4:00 p.m., UH-Manoa, Operation Manong, Student Services Center, room 309. Future plans call for expanding our photo exhibit to include the Centennial Celebration of Philippine Independence from Spain (lOOth Anniversary, June 12, 1998); assisting with a commemorative handbook for the Waipahu Centennial Celebration; collaborating on a video project with Irwin Yamamoto of Leeward Community College (based on our 1996 Traveling Photo Exhibit); cosponsoring of a historical docudrama, "Katipunan, the cry of the people."
For further details and information about FAHSOH, please contact Helen Nagtalon- Miller at 988-3620.
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Another Successful Year for BIN-I
by Leizel Yagyagan
The semester is ending and our BIN-I volunteers are saying good-bye to their tutees. BIN-I, a program coordinated by Operation Manong, provides college students, undergraduate or graduate, an opportunity to appreciate volunteerism and to gain a sense of personal responsibility through community involvement.
This spring semester, there were fifteen hardworking volunteers assigned to various volunteer sites, such as Waipahu Intermediate School, Farrington High School and Pearl City High School. Our tutors attended a mandatory training session on February 18 - 21,1997 before volunteering at their assigned sites. During the training sessions, the tutors learned the history of Operation Manong, OM rules and regulations, tutoring, group management and ethnic awareness. The ethnic awareness part of the training was important because the students would be working with minority students from different ethnic backgrounds.
In addition to attending a training session, our volunteers were required to commit 1-4 hours a week at their sites. Our volunteers were assigned to work with ESLL (English as a Second Language Learner) students. The teachers at the sites asked the volunteers to help the students with their reading, writing, vocabulary or simple mathematical problems.
Throughout the semester, our BIN-I workers kept in frequent contact with their assigned volunteers to follow up on their progress.
Operation Manong held a luncheon on May 9, 1997 at Student Services Center as our way of showing our appreciation to the BIN-I volunteers. At the luncheon, volunteers were given a certificate and had the opportunity to meet the other volunteers as well as to share their experiences. One volunteer said, "I found the experience satisfactory and I liked working with the kids."
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Congratulations and Farewell
by Grace Luna
Two outstanding student workers, Rod Labrador and Yaohua Yan will be graduating this spring and will be leaving at the end of this summer's projects.
Yaohua Yan has been working with Operation Manong since April 1994 as an English as a Second Language tutor in the high schools. In 1996, he taught the Elementary Summer Program. Currently, he is involved with the BIN-I Project and other projects in the Educational Enhancement Programs. Yaohua will be graduating with his second masters degree in educational foundations.
Rod Labrador has been working with Operation Manong since January 1997. He is also involved with the BIN-I project. This summer, he will be one of the teachers for the Elementary Summer Program. He will be graduating with his masters in Asian Studies.
All of us at Operation Manong extend our congratulations to you both and our best wishes in your future endeavors.
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Congratulations to Adrianne B. Guerero for the wonderful job she has done as Operation Manong's Interim Director the past two years. Aside from her duties as OM director, she has always found time to be supportive and understanding to all the OM workers. Thank you for all your advice and your friendship. Congratulations to Clement Bautista who will be receiving his M.A. Public Policy this Spring 1997 at the University of Chicago. Welcome back to OM.
Thank you OM for all the knowledge and the friendships from these past two years.
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Where Have All the Nice Folks Gone?
by Clement Bautista
There are a lot of mean-spirited folks around - especially in influential positions. They're not mean in the sense that they take pleasure in beating up on helpless creatures (although a few of them might), nor are they mean in the sense of constantly finding ways to unexpectedly turn the screws on other people (although a few of them would). No, the meanness I am referring to is when people know something is wrong, know that something can be done about it and even know that they personally can be effective in righting the wrong, but instead they decide to perpetuate and justify it. This is the sort of spirit that is casting its shadow in the courts, in the mainstream press, and in an increasing number of state legislatures regarding affirmative action.
The history of racism in the United States is not only one of its more embarrassing legacies, it is also one of its most persistent and self-defining, despite democracy myths proclaiming the contrary. Racism in the United States would not be such a problem if everyone just believed some people are just not as worthy as others and that these less worthy people also deserve less. The fact that they get less would then present no problem - either to American mythology or to our own conscience.
If everyone starts off with a "fair-shake" in society, the fact that shake ends up unequally distributed points to some deficiency in those who have less. Ironically, those who believe some people do not have a fair shake in society, regardless of individual or group characteristics, argue the same fundamental logic and use the same dialogue as those who believe everyone has a fair shake. Arguments on both sides are motivated by and defined through notions of individualism.
"Everyone has an identical set of inalienable rights, and what they do with these rights is up to them - as long as they don't bother anyone else." As unattractive as this statement might sound to the ear, it is nonetheless one of our most coveted and guarded tenets. It is also one of the most fallacious and, yes, mean-spirited notions guiding the misguided.
A community, whether a nation, state, town or neighborhood, exists not because individuals lead autonomous lives of quiet (or noisy) desperation, but because individuals interact and have a need for that interaction. The quality of these interactions, not the attributes of individuals, define the sense and meaning of a community. The affirmative action debate, both pro and con, must be couched in social not individual terms. Needless to say, individual rights are socially defined. What is at issue, then, is not individual rights but social equity and decency.
While the identification of subgroups in the population and comparing how they fare in society is one method of assessing social inequities, it only shows gross differences and does not illuminate inequities in processes. In this regard, Operation Manong will undertake a study of such interactions which provide and promote access to higher education. It is hoped that this study will not only provide a more sophisticated view of these inequities but also provide society (and the university) with information and guidelines for action and accountability.
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ESP and PREP: Summer '97
by Clement Bautista
If you saw a bunch of students around the UH-Manoa campus this summer who looked too young to be attending college, they were probably involved in Operation Manong's Elementary Summer Program or Pre- Freshman Enrichment Project. Like last year, both of these programs were held on the UH- Manoa campus for six weeks.
Twenty-seven students, ages 6-9 years old, participated in the Elementary Summer Program, otherwise known as ESP. ESP's goal this year was to engage and empower students in becoming critical thinkers. With the theme "Who Am I and Who Are You?," teachers developed a curriculum that actively challenged students with philosophical questions about the meaning of life. Unit lessons included attitudes and beliefs, culture, sense of place and role in the community. These lessons were reinforced with field trips to places such as The Queen's Medical Center, Bishop Museum, IMAX Theater, and Diamond Head.
This was the first year that ESP implemented the Collaborative Apprenticeship Learning (CAL) approach, a teaching pedagogy that the Pre- Freshman Enrichment Project (PREP) has been using for the past three summers. In addition, multi-learning was incorporated by dividing the students into two groups and encouraging them to help each other master the concepts and activities introduced in class.
While ESP was taking place in one corner of the UH-Manoa campus, PREP was also going on at the same time in other parts of the campus. This summer marked PREP's tenth year. Through the years, many changes have been made to PREP. These changes have included the name, curriculum, themes and teachers. A change that took place this year was the move from having 7th, 8th, and 9th grade classes to having 6th, 7th, and 8th grade classes. This move down one grade level was made due to the fact that many incoming 9th grade students do not return to PREP because they are in a transition period from middle to high school. They are usually busy taking summer classes in the high schools they will be attending.
With the phase out of the 9th grade class, PREP started this year with its first group of 20 incoming 6th grade students. They joined 20 new 7th graders and 15 returning 8th graders. All of the PREP participants were selected from elementary and middle schools in Kalihi, Nanakuli, Waimanalo and Waipahu.
The PREP themes were "Islands: Microcosms of the Universe" for the 6th grade class, "The Role of Linguistics in Language and Communication" for the 7th grade class and "Paradigm Shifts and Relativity" for the 8th grade class. Six UH-Manoa students were hired to teach in PREP. Each class was assigned two teachers who worked on the curriculum together and had to team teach during the summer session.
Students in the 6th grade class learned about the scientific migration theories for Hawaii, Samoa, Japan and the Philippines, creation of the world (volcanoes, formation of islands, plate tectonics, solar system), and the peoples and cultures of Hawaii (cultural and scientific beliefs, similarities and differences). The class went on field trips to Bishop Museum, Waipahu Plantation Village, and the IMAX Theater. In the afternoon, students learned Hypercard on the Macintosh computers.
The 7th grade class covered linguistics (phonetic symbols), symbolic and visual languages, mass communication (television, radio, media censorship, character portrayals, advertising), verbal communication (animal communication, articulation) and nonverbal communication (facial expressions, proximity and space, gestures, sign language), which included a visit from Miss Deaf Hawaii. Teachers reinforced the lessons on mass communication by taking the students to OLELO Community Television, KSSK and KNDI. Students also went to the Honolulu Zoo to observe animal communication.
The 8th grade class was introduced to paradigm shifts, the history of science (examining the different theories), astronomy (space science, solar system, universe, galaxies), religions (comparing and contrasting Christianity, Islam, Hinduism and Buddhism), and stereotypes and idols (cultural stereotypes, icons, their effects). Students visited the Astronomy Institute and Academy of Arts. The 8th grade curriculum also included afternoon sessions on creative drama. This included introductions to creative dance and drama (mime and movement, improvisation, action-motivation, theater space), play writing (props, costumes, character, scripts), paper mache' mask making, and a visit to Kennedy Theater.
Programs ended with an ESP Open House, held on August 1st, and a PREP Recognition Night, held on August 9th, in the Campus Center Ballroom. During both events, families got to take a look at all the different student projects and enjoy drama productions by the students.
The Elementary Summer Program teachers were Albert Bolosan, Fern Mead, Roderick Labrador and Leizel Yagyagan. The Pre-Freshman Enrichment Project teachers were Shehzi Khan (8th grade), Bonnie Kim (8th Grade), Grace Luna (7th grade), Michael Maiava (6th grade), Zaida Navarro (7th grade) and Silvan Uyehara (6th grade).
Elementary Summer Program
Pre-Freshman Enrichment Project
Charles Hoomana III
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Future Teachers Workshop
by Ferdenan Damo
Underrespresentaton of minority educators in all areas of the teaching field encouraged the Department of Education and University of Hawaii to establish the Future Teachers Workshop in 1992. Professional under representation coupled with the growing populations of underrepresented students in Hawaii's schools exacerbates the need for underrepresented educators for the growing student population. Inadequate role modeling can inhibit all students from their potential development. Lack of role models also perpetuates an ethnically based class system detrimental to the growth of a democratic and diverse society. By introducing underrepresented high school students to teaching, it is hoped that these students will aspire to seek teaching as a career and provide role models to both the underrepresented and general student population.
For FTW 1997 recruitment was island wide and began in November 1996. Also DOE administrator, Elizabeth Wong, distributed information and engaged in FTW recruitment on the neighbor islands. Participants who were eventually accepted to FTW came from various high schools which included Farrington, Waipahu, 'Aiea, Waiakea (Big Island), Kalani, and McKinley, High Schools. Unfortunately, as with the 1996 school year, the DOE did not have its annual Teaching as a Career Club Conference (the last TAAC conference was held in 1995), preventing dissemination of FTW information to TAAC participants - the target population for FTW. After a weeks worth of training in late May the workshop began on June 10th on the Campus of UH-Manoa, and proceeded successfully until July 11.
The first three weeks of the workshop was spent introducing FTW participants to pedagogy, philosophies of education and classroom management styles. The course also covered the history of institutional education, multi-cultural education and lesson planning. All concepts learned in FTW were supported through ethnic awareness exercises, educational games and lesson reinforcements activities. One participant said, "I liked learning the different aspects of teaching philosophies, techniques and styles." Also, the Vygotskian collaboration based pedagogy FTW curriculum implemented made course contents understandable and enjoyable.
One significant change to this year's FTW was the added responsibility of teaching aides. This summer TAs Patrick Galamay and Joanne Marquez were responsible for preparing a unit plan and teaching that plan to FTW participants. Their unit was composed of lessons which covered professional relationships between teacher/student, teacher/parent and teacher/peer. Because TAs are recruited due to their interest in teaching, future workshops will surely see more leadership roles for teaching aides.
The last week of the workshop was spent at August Ahrens Elementary School. Principal Florentina Smith was gracious enough to enable the FTW participants to observe and participate in individual classrooms under specific teachers. Each participant observed and participated in activities and applied what was learned during the past month of the workshop.
"I learned a lot," said one student, "and I got to work with children." Participants also praised the teacher and his TAs who did much to make FTW a positive experience. Overall, FTW participants commented that, "It was an awesome class, one of my favorite classes, I learned a lot and gained so much, and I am a different person because of FTW."
Future Teachers Workshop Participants
Huynh (Wendy) Ha Bich
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Operation Manong Celebrates 25 Years
by Grace Federizo
On August 16, 1 997, old friends, past workers, and volunteers of Operation Manong attended OM's 25th year reunion at Campus Center Ballroom. When guests arrived that day, they were greeted with souvenir mugs, booklets, t-shirts, and photo displays spanning the twenty-five years OM has been in service.
Our own OM student worker, Patrick Funai, performed with his band, Mixed Plate, as everyone mingled, reminisced, and enjoyed their lunch. Media people from the Honolulu Advertiser, Star Bulletin, and Channel 2 News were also there to cover this memorable occasion.
Operation Manong was presented with proclamations from Governor Ben Cayetano, Council member Donna Mercado Kim, and Representative Dennis Arakaki. Dr. Amy Agbayani, Robin Companiano, and Emme Tomimbang, three of the most prominent OM alumni, spoke about their experiences at OM and how OM influenced their lives positively. Dr. Agbayani was one of the founders and is now director of Student Equity, Excellence and Diversity (SEED). Campaniano was one of the first student coordinators and is now President and CEO of AIG, the largest insurance company in Hawaii. Tomimbang was also a student coordinator and is now a successful television producer.
Guests were entertained with skits and dances performed by the Elementary Summer Program participants and OM student workers. Throughout the reunion, lucky guests were also awarded door prizes donated by generous businesses. A slide show culminated the day's events and guests were invited for a tour to the Operation Manong office.
A lot of planning and hard work was put into the success of the reunion. Early in the Spring semester, reunion members were already collecting pictures from OM's past, updating alumni lists, and writing letters to prospective donors. The hard-working reunion committee included Grace Federizo, Albert Bolosan, Karen Corpuz, Patrick Galamay, Grace Luna, Joanne Marquez, Gloria Perlas, and Leizel Yagyagan.
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1997 Justice Ben Menor Scholars
by Grace Federizo
Friends of Operation Manong (FOOM) recently awarded one thousand dollars each to three outstanding University of Hawaii freshmen: Puacita Hakela Carlin from Seabury Hall in Maui; Rowena Celesma T. Romano from Campbell High School; and Liewelyn C. Rosario from Lana'i High School.
The Justice Ben Menor Scholarship was initially set up in 1989 by the Operation Manong Alumni and Friends Association This scholarship is named in honor of the first Filipino Americans to serve as a Hawaii state senator an Supreme Court justice Ben had dedicated himself to making the courtroom a more humane place for all. Since 1994, the scholarship has been administered by FOOM.
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