Entrepreneurship as a way of Fostering Personal Growth

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“One of the things that occurs when you grow in size is you lose a bit of your entrepreneurship and innovation. We wanted to try to get some of that back.”
Mark Woodward
Entrepreneurship has now become one of the most popular topic in the world of business and education. What exactly is Entrepreneurship? Entrepreneurship as defined in most resources is innovation, a change in the process of doing things and converting ideas to marketable goods and services. The goal of innovation is positive change, to make someone or something better.
Education plays an important role in developing the Entrepreneurs of the Future because of the constantly changing needs of the times. The Childlink Youth Entrepreneur Development Program works on the premise that the foundation to developing future entrepreneurs is developing the values and drawing out the creativity of each child that will set them apart from the average individual.
The school adopts the 10 Important Qualities that a successful entrepreneur must possess because inculcating the values is the most important building block to developing the young entrepreneur. These qualities adopted by the school were written by Josephine C. Bernardino.
1. Honorable
* Has integrity, is upright, is courageous, acts on convictions
* Does not adopt “ an end justify the means” philosophy that ignores principles
2. Keeper of Promise
* Worthy of trust
* Fulfills commitments and abides by what is agreed upon
3. Caring
* Kind and compassionate
* Shares and serves others, helps those who are in need
4. Responsible Citizen
* Obeys laws, exercises all democratic rights and privileges
* Socially conscious, public servant
5. Accountable
* Accepts the responsibility for decisions and consequences of actions
* Sets the examples for others
6. Pursues Excellence
* Develops and maintains a high degree of competence
* Diligent, reliable, industrious
7. Respectful
* Courteous, prompt, and decent
* Demonstrates respect for human dignity, privacy, and the right to self-determination of all people
8. Fair
* Open-minded and willing to admit own mistakes
* Does not take undue advantage of another’s mistakes or adversities
9. Loyal
* Faithful to family, friends and to the people in the community
10. Honest
* Truthful and sincere
* Does not cheat, steal, lie or act deviously
The process of teaching these values is a long term process. It is for this reason that every effort should be done to maximize every opportunity for developing a good partnership between the home and the community to help ensure a standard of positive development for each child.

How is Creativity Developed?

Here is an illustration of creativity as taken from an excerpt from the Little Prince by Antoine de Saint Exupery

In the book it said: “Boa constrictors swallow their prey whole, without chewing. Afterward they are no longer able to move, and they sleep during the six months of their digestion.”
In those days I thought a lot about jungle adventures and eventually managed to make my first drawing, using a colored pencil. My drawing Number One looked like this:

(see drawing)

I showed the grown ups my masterpiece, and I asked them if my drawing scared them. They answered, “Why be scared of a hat!” My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. Then I drew the inside of the boa constrictor so the grown ups could understand. They always need explanations.
The grown ups advised me to put away my drawings of boa constrictors, outside or inside, and apply myself to geography, history, arithmetic, and grammar. That is why I abandoned, at the age of six, a magnificent career as an artist. Grown ups never understand anything by themselves, and it is exhausting for children to provide explanations over and over again.

Creativity is innate and it can be developed by careful planning through education. It is necessary that parents and teachers provide healthy conditions at home and in the school. This would enable children to express themselves and contribute something new for the society.
* Freedom to Respond: Children generally respond to teachers in a usual and routine manner. Parents and teachers should encourage children to respond in their own way. They may be allowed to say what they would like to say. This would lead to creativity. If there is problem in the class, let every child respond in his own way. The teacher should keep in view that every child has a contribution to make. Allow them to think in various directions and express their creativity.
* Satisfy the “Ego” of the Child: All of us have a “self ego”. We want to be recognized by others. This “ego” is all the more stronger at the childhood stage. We as parents and teachers should try to provide opportunities to satisfy it.
* Encourage Original Ideas: If we find that a child achieved his original ideas about a particular aspect of life, we should encourage it. Constant submission to facts suppresses the originality of the child. It has been correctly said “Uniformity is the enemy of originality”.
* Remove Hesitation and Fear: Most of the times children are kept under strict control. They fear their parents and are afraid of speaking their mind. This kills the initiative of the child. Originality is only possible when we give enough freedom to children to express their own views.
* Provide Suitable Atmosphere: The watchwords for the provision of this type of atmosphere are: Sympathy, liberty and proper provision of co-curricular activities in the school.
* Developing Special Habits: Children require special habits to be creative. These habits are hard work, persistent effort, self-reliance, and self confidence.
* Let the Children Meet Creativity: Give the children the opportunity to explore and try new things without being very critical.

Ability to Pay Attention May Predict College Success, Study Says By: Julie Rasicot

Could learning how to pay attention be more important to success in school than academic performance?
That seems to be the conclusion of a new study from researchers at Oregon State University which suggests that kids who pay attention and persist with a task have a 50 percent better chance of completing college.
The study, published online last August 9, 2012 in Early Childhood Research Quarterly, asked the parents of 430 preschoolers to rate their kids’ abilities to pay attention, follow directions and complete tasks. The kids were then assessed at age 7 on their reading and math abilities, and again at age 21.
The researchers discovered that “children who were rated higher by their parents on attention span and persistence at age 4 had nearly 50 percent greater odds of getting a bachelor’s degree by age 25,” a university news release said.
“Our study shows that the biggest predictor of college completion wasn’t math or reading skills, but whether or not” kids were “able to pay attention and finish tasks at age 4,” early child development researcher and lead study author Megan McClelland said in the release.
The researchers stress that the good news is that these behavioral skills can be taught, so parents have another way to help their kids be successful in school.

Character Education for the Digital Age Taken from the Educational Leadership (ASCD) February 2011 | Volume 68 | Number 5 Written by Jason Ohler

Should we teach our kids to have two lives, or one?

Our current technological trajectory promises unfathomable, roller-coaster innovation with no braking system. While the ride is exciting, it moves so quickly that we typically don’t have time to think about the possible unintended consequences that might accompany it. The result is that we find ourselves unable to effectively respond to hot-button issues like cyberbullying and sexting because they seem to come out of nowhere.

Our challenge is to find ways to teach our children how to navigate the rapidly moving digital present, consciously and reflectively. How we meet this challenge depends on how we address the following fundamental question about teaching our digital-age children: Should we teach our children as though they have two lives, or one?

The “two lives” perspective says that our students should live a traditional, digitally unplugged life at school and a second, digitally infused life outside school. It says that the digital technology that kids use quite naturally is too expensive, problematic, or distracting to use effectively and responsibly at school. It says that issues concerning the personal, social, and environmental effects of a technological lifestyle are not important in a school curriculum, and that kids will have to puzzle through issues of cybersafety, technological responsibility, and digital citizenship without the help of teachers or the education system.

In contrast, the “one life” perspective says the opposite, that it is precisely our job as educators to help students live one, integrated life, by inviting them to not only use their technology at school, but also talk about it within the greater context of community and society.

If we want to pursue a future that celebrates success not only in terms of abundance but also in terms of humanity, we must help our digital kids balance the individual empowerment of digital technology use with a sense of personal, community, and global responsibility. School is an excellent place to help kids become capable digital citizens who use technology not only effectively and creatively, but also responsibly and wisely. But we can only do that if we help them live one life, not two.


Emotional intelligence consists of a variety of characteristics that we either already have (if we are lucky) or need to develop. These characteristics include self-awareness-being able to identify what you are feeling and why you are feeling it; self-regulation-being able to control your emotions even when you find yourself in difficult situations; motivation-being able to move forward even when your feel discouraged; empathy-being able to understand how others might feel, even if quite different from you; and social skills – being able to get along well with others through showing that you are both listening and understanding how they feel about things. Learn more on how to teach and lead your children with emotional intelligence during the Parenting Seminar this July 14, 2012 at the Social Hall, Sacred Heart Center, D. Jakosalem St., Cebu City.


I appreciate all the challenges that Childlink has given me from the past. Now, I am ready and totally confident to face and complete all the challenges that I need to overcome.

– Amiel Theodore Chan


Thank you CLC family for being part of my life for 10 years and not only 10 years but FOREVER.

– Jonnalyne Salbo


Thank you for the full support from the parents, teachers and good friends for without you we would not have the strength to carry on.

– Harryl Marte Sanchez


I believe I have become a student who has a goal to become successful in life because of Childlink. Childlink has taught me good values that helped me determine what is right and wrong in making difficult decisions. CLC is my family and my home.

– Maria Louise Joy Boyles


Thank you schoolmates for all your friendships because I felt like we are one family.

– Fadhli Bhatkal


I am very thankful for the LOVE and SACRIFICES the teachers have unconditionally given to us students.

– Jack Anthony Panis


I am thankful for the understanding, kindness and patience the teachers have consistently showed to me.

РNikki Louise Yba̱ez


Thank you my dear friends and teachers for you made my school life a rollercoaster ride. You have been with me through all the ups and downs. Life would not have been wonderful without you.

– Jerica Eliesa Juarez


I am thankful for the numerous opportunities that the school has given that helped me develop my skills and talents that made me become what I am today.

– Erika Danielle Olan

A GRADUATE’S TESTIMONY By: Erika Danielle Olan

High school is a part of everyone’s life. “It could be as chaotic as having to go through swarms of wild animals each and every day, or as smooth and peaceful as a sail through Seine River in Paris. Nevertheless, a life in high school is memorable, something that you can never forget. And I will never forget.

I don’t think I can pick a specific thing or person I’m going to miss most; I’ll miss everything about Childlink. I’ll miss the little things: the daily flag ceremonies; the early morning rush; the fire drills and career orientations; the chitchats in the comfort rooms; the uniforms we’ve worn for so long that they seem like our second skins; the gossips and dramas of being in high school; our crushes (eeep!); the new books and supplies we buy before school starts; the first few days of school; the memorable conversations; the things and places we pass by everyday that we seem to take for granted, like the peace pole and the bulletin board; hanging out during dismissal; clearance week; the adorable preschoolers; those free days; the topics of the week’s we get on Fridays and the occasional communication letters; Student Council elections, from the campaigns to the speeches to the actual day of elections; being part of the bridges staff; the games we beg our teachers to play during class; class picture week; and the role plays and class activities we have to do. I’ll miss our subjects, no matter how I hated some; I’ll miss choir and music and Chinese class and PE, and all the events the Modern Dancing class had to dance in; I’ll miss the places in the campus, especially the canteen, the most frequented place in the school campus where students can hang out during recess, lunch breaks, and dismissal time. The camaraderie, the mere sense of relaxation and mingling, the short absence of worries regarding school works while munching on food. Sigh. The canteen was our haven. I’ll miss the school activities: Language Week, Family Day, Peace day, Nutrition month, Music Jam, Teenpreneur,  the leadership trainings and the annual scouting activities. Believe it or not, and I hate to admit this, but I’ll really miss the lectures and seatwork and projects and quizzes our teachers used to bombard, oh, I mean give us, and the excuses we used when we didn’t do what we were supposed to do; I’ll miss the cramming and staying up late for schoolwork and studying we did, when our hands would hurt after writing what seemed like a whole novel everyday. I’d really miss the School Play and the months of rehearsals and the hectic workload that always came with it. I’d miss trying to bend school rules (they never ended up well), and constantly anticipating the next weekend or vacation or any occasion wherein school would be cut short or cancelled. I’ll miss the challenges and in general, the intense pressure of a high school schedule. I’d miss being a kid and having those fairytale adventures in the playground. I spent my whole life in Childlink; it’s my second home. I grew up in its walls and grew up with the people. I guess they are what I’m going to miss the most. The camaraderie, the friends I had, my schoolmates, the teachers, and the staff. I’d miss the feeling of always belonging, being able to talk to anyone about anything and everything; everyone was your friend, everyone felt like family. I treasure the times I spent with friends going to Chu-un or buying snacks outside school or walking around V. Rama. We did things just for the heck of it, and we made great memories.

The end of my high school life is drawing nearer and nearer. If I could only stop time in its tracks, I would. Most people would not understand why I’d miss the things they probably actually hated about school. Some students want their school life to end quickly, but it feels different when it’s actually a reality. I would honestly give anything to relive my high school days all over again. So to all the incoming highschoolers, and all the ones still in high school, just enjoy the ride and cherish the time you have left in school.