Roselle Ambubuyog Commencement Speech

Summary

The speaker reflects on their transformative experience at Ateneo, where they learned the value of striving for excellence from a mentor's encouragement to aim for an 'A' despite already having a high grade. They recount overcoming challenges as a blind student, participating in activities like fencing and ballroom dancing, and adapting to academic requirements with the support of faculty. The narrative also touches on the speaker's advocacy for the blind, their unexpected selection as class valedictorian, and the realization of their inspirational role within the community.

Takeaways

• 📚 The speaker learned the value of striving for excellence from Dr. Fleur de Lisa Francisco during their freshman year at Ateneo.
• 🏆 The speaker achieved a B+ in Math21 and was encouraged to take the final exam to potentially raise their grade to an A.
• 🎯 The speaker aimed for a score of 189 out of 200 on the final exam, which they achieved, despite the challenge of high-stakes questions.
• 🔍 The speaker's experience with a small mistake on the final exam (forgetting to indicate a hollow point on a graph) led to a valuable lesson in attention to detail.
• 👩‍🏫 Dr. Francisco's mentorship was tough but influential, instilling a commitment to excellence and not settling for 'good enough'.
• 🧪 Accommodations were made for the speaker's blindness in science labs, such as using braille labels and tactile models, rather than exemptions.
• 🤺 The speaker's determination to participate in physical activities like fencing and ballroom dancing, despite concerns, shows their spirit of inclusion.
• 👥 Students initially had difficulty adjusting to a blind classmate but eventually came to view the speaker as a source of motivation.
• 🎬 The speaker's humor and resilience were evident when joining friends for a movie, turning a potentially awkward situation into a bonding experience.
• 🌟 The speaker chose to engage in extracurricular activities that were meaningful given their blindness, such as advocating for the blind and training them in adaptive technologies.
• 🏅 Despite initial reluctance, the speaker was chosen as class valedictorian, reflecting the respect and admiration of their peers and the community.

Q & A

What lesson did the speaker learn early in their freshman year at Ateneo?

The speaker learned the importance of striving for excellence and not settling for good enough, as emphasized by Dr. Fleur de Lisa Francisco when she encouraged the speaker to take the final exam to potentially raise their grade from a B+ to an A.

What was the score required on the final exam for the speaker to achieve an A grade?

The speaker needed to score 189 out of 200 on the final exam to achieve an A grade.

Why did the speaker's teacher, Dr. Francisco, encourage them to take the final exam?

Dr. Francisco encouraged the speaker to take the final exam to challenge them to strive for excellence and not to settle for a B+ grade, even though it was already a high grade.

How did the speaker's experience with Dr. Francisco influence their academic performance?

The experience motivated the speaker to commit to excellence, leading to achieving straight A's in five terms and a total of 49 A's throughout their academic career.

What accommodations were made for the speaker in their chemistry and physics laboratory work?

The speaker was not exempted from laboratory work and was provided with modifications such as Braille labels on lab equipment and the use of modeling clay and bendable wires to create 3D representations instead of drawing them.

Why did the speaker decide to take up fencing and ballroom dancing?

The speaker wanted to make the most of their time at Ateneo and participate in activities despite their blindness, showing determination and a desire for inclusion.

How did the speaker's classmates initially react to having a blind classmate?

Initially, some classmates were resentful and distracted by the speaker's use of Braille during tests, but over time they became more accustomed to it and found the speaker's determination inspiring.

What was the speaker's approach to extracurricular activities and student organizations?

The speaker chose to engage in activities where their blindness was significant and worked with organizations to train blind students and advocate for the inclusion of the disabled in education and employment.

Why was the speaker initially reluctant to be class valedictorian?

The speaker was reluctant to be class valedictorian because they did not want people to think they were selected due to their blindness making them seem special, rather than for their achievements.

What changed the speaker's mind about accepting the role of class valedictorian?

The speaker was influenced by a fellow summa laude candidate who submitted an essay in support of the speaker, and by Dr. Quinn Alicia, who convinced the speaker of the inspiration their story provided to the community.

What was the main message the speaker hoped to convey in their speech?

The speaker hoped to encourage reflection on personal experiences and choices, and to inspire commitment to excellence and the pursuit of challenges ahead.

Outlines

00:00

📚 Pursuit of Excellence in Ateneo

The speaker recounts a pivotal moment in their academic journey at the Ateneo, where Dr. Fleur de Lisa Francisco encouraged them to strive for an 'A' despite already having a high grade. This led to a deeper understanding of the value of commitment to excellence. The speaker also discusses the accommodations made for their disability, such as Braille labels and alternative assignments, and the initial resistance from fellow students that eventually turned into motivation and understanding. The narrative emphasizes the importance of not settling for 'good enough' and the impact of a caring mentor.

05:00

🎬 Embracing Normalcy and Advocacy

The speaker shares experiences of social integration, such as going to the movies with friends who learned to describe the visual aspects to them, leading to a deeper bond and a shift in their peers' perspectives. They also discuss their choice to engage in activities that highlight their blindness, such as working with blind students and advocating for the disabled community. The speaker's reluctance to be class valedictorian due to their disability is addressed, with encouragement from faculty to embrace the recognition as a deserved honor and an inspiration to others.

10:01

🌟 Reflecting on Life's Journey

In this concluding paragraph, the speaker encourages the audience to reflect on their own life experiences and the people who have shaped them, considering how these have prepared them for future challenges. It serves as a call to introspection and an acknowledgment of the collective experiences that lead to personal growth and readiness for life's adventures.

Keywords

💡Excellence

Excellence refers to the quality of being exceptionally good or outperforming ordinary standards. In the context of the video, excellence is a core theme as the speaker reflects on the importance of striving for the best rather than settling for mediocrity. The speaker's determination to achieve an 'A' despite initially being content with a 'B+' in a math class exemplifies this pursuit of excellence. The mentor's encouragement to aim for a score of 189 out of 200 in the final exam further underscores the message of always pushing boundaries.

💡Commitment

Commitment is the state or quality of being dedicated to a cause, activity, or another person. The video emphasizes the importance of commitment to personal growth and academic achievement. The speaker's decision to take the final exam to improve their grade, despite already having a high grade, demonstrates a commitment to academic excellence. This commitment is also reflected in the speaker's engagement with various activities and organizations, showing dedication to personal development.

💡Inclusion

Inclusion is the act of including or involving someone or something as a part of a group or whole. The video discusses the speaker's experiences with inclusion in academic and extracurricular activities, despite being a blind student. The speaker's participation in chemistry and physics lab work with modifications, such as using braille labels, illustrates the concept of inclusion. It shows how the educational institution made efforts to ensure that the speaker was not excluded from any part of the learning experience.

💡Adversity

Adversity refers to a state or instance of serious or continued misfortune, typically one that results from adverse conditions. The video script touches on the speaker's encounter with adversity in the form of physical disability, yet it also highlights the resilience and determination to overcome these challenges. The speaker's experiences, such as being underestimated in physical education or needing to adapt to new ways of learning, exemplify how adversity can be faced and managed.

💡Mentorship

Mentorship is a relationship in which a more experienced or knowledgeable person helps guide a less experienced or less knowledgeable person. In the video, mentorship plays a crucial role in the speaker's academic journey. Dr. Francisco's advice and encouragement to strive for an 'A' in the math class is a prime example of mentorship. This guidance not only impacts the speaker's academic performance but also instills a value of striving for excellence.

💡Perception

Perception is the way in which something is regarded, understood, or interpreted. The video discusses how the speaker's peers initially perceived her due to her blindness, which was often based on misconceptions or lack of understanding. For instance, the speaker mentions how a classmate was initially annoyed by the sound of her writing in braille but later found it motivating. This change in perception illustrates the importance of challenging and evolving one's understanding of others.

💡Resilience

Resilience is the capacity to recover quickly from difficulties; toughness. The video script highlights the speaker's resilience in the face of challenges, particularly those related to her blindness. The speaker's ability to adapt to academic requirements, such as creating 3D representations of molecular geometry instead of drawing them, showcases her resilience. This concept is central to the narrative as it demonstrates the speaker's ability to not just cope but thrive in her academic and social life.

💡Empathy

Empathy is the ability to understand and share the feelings of another. The video touches on the importance of empathy in the speaker's interactions with her peers. As the speaker's classmates become more accustomed to her methods of learning, such as writing in braille, they develop empathy for her situation. This empathy is crucial for fostering a supportive and inclusive environment, as it allows classmates to better understand and appreciate the speaker's experiences.

💡Valedictorian

A valedictorian is the student who delivers a farewell speech at a graduation ceremony and is often the student with the highest academic achievement in their graduating class. In the video, the speaker's election as class valedictorian is a significant event that reflects her academic success and the respect of her peers. The speaker's initial reluctance to participate in the selection process, fearing that her blindness might be the reason for her selection, highlights the complex interplay between personal achievement and perceptions of others.

💡Inspiration

Inspiration is a feeling of enthusiasm and desire to do something, often inspired by someone or something. The video conveys the idea that the speaker's journey and achievements have been an inspiration to others. The speaker's academic success and active participation in various activities, despite her disability, serve as an example of overcoming challenges and achieving excellence. The speaker's story is meant to inspire others to reflect on their own journeys and to strive for their own personal excellence.

💡Reflection

Reflection is the act of thinking deeply about something, often in order to gain a better understanding or to consider possible implications. The video script concludes with a call to reflection, encouraging the audience to look back on their own experiences and consider how these have shaped them. This reflection is presented as a means to understand one's journey and to prepare for future challenges. The speaker's own reflections on her time at the Ateneo and the lessons learned are central to the narrative, demonstrating the value of introspection.

Highlights

Learning a valuable lesson early in freshman year about striving for excellence.

Dr. Fleur de Lisa Francisco's influence on the decision to take the final exam.

The importance of aiming for a score of 189 out of 200 on the final exam.

Achieving an 'A' in the course after taking the final exam.

The realization of the significance of the 'A' grade earned.

The role of a teacher in inspiring commitment to excellence.

Overcoming the fear of discrimination as a disabled student.

Participation in chemistry and physics lab work with modifications.

The humorous incident of being discouraged from fencing due to safety concerns.

Adapting to ballroom dancing as a physical education activity.

Students' initial reactions and eventual acceptance of a blind classmate.

The experience of watching a movie with friends and their support.

Choosing extracurricular activities where being blind was significant.

Working with organizations to train blind students and advocate for the disabled.

Being selected as class valedictorian and the impact of the community's vote.

The decision to embrace the role of valedictorian and its inspirational impact.

Encouraging reflection on personal growth and preparation for future challenges.

Transcripts

pleasure one of the most

valuable lessons i learned in the ateneo

happened

early on in my freshman year with dr

fleur de lisa

francisco and math21

she informed me that my pre-finals grade

was a b plus high enough that i could

choose

not to take the final exam unless i

wanted to try

raising that b plus to an a i assured

her i was happy

with the b-plus even though i was not

especially as i was confident of getting

a's in all my other classes

that term she told me to give myself

some time to think about it

intrigued that she seemed to be urging

me not to give up easily

i asked her what was the score i needed

in the final exam for that a and she

said

189 out of 200.

as you know a single question in a math

test could be worth 20

points so even if i got all but one

problem answered correctly that may

still not be

enough i took the finals

and got an a

much later much later i found out

that i scored 190 in that test

the four point deduction was for

forgetting to indicate a hollow point on

a graph

yes i still remember that dr

francisco was a tough mentor but also

one of the best i had

that was the first of the five terms

in which i got straight a's and that

a was only one of 49 i got yes

i also remember that number as it

annoyed me that i did not make it a

nice round 50.

that a meant more than the rest

though not because i worked hard for it

but because i almost missed it had it

not been for a teacher who cared enough

to make me remember why it should

why i should always commit myself to

excellence

and never settle for good enough

my fear that teachers would be

discriminatory condescending

or indifferent towards a disabled

student

did not become a reality they knew

i wanted to make the most out of my time

in the ateneo

so they did not exempt me from doing

chemistry and physics

laboratory work on my own they

allowed modifications like when my

father

stuck braille labels on lab equipment i

could use

or when i brought modeling clay and

bendable wires

to create rather than draw 3d

representations of molecular geometry

there was some preliminary discussion

about exempting me from physical

education

then one registration day they found me

in the queue

signing up for fencing

they said please not fencing you might

accidentally kill your instructor

my dad who was accompanying me that day

said

that's what i told her when she asked

first if there's a class in

archery

no worries though i did ballroom dancing

that term

and the instructor survived to give me

an a

students on the other hand took a while

to get used to

having a blind classmate someone who

became a friend

only in my third year told me that

initially

he resented my taking the test in the

same room

and on the same schedule as the rest of

the class

apparently since i was writing my

answers in braille

which means punching small holes into

paper with a pointed stylus i was

in his words making noise that

distracted

others when he grew accustomed to this

sound however

he admitted i was motivating him to

study harder for the exams

saying when i no longer hear you make

any sound i realize you're done

with a six problem math test but i'm

still stuck on number three

i suppose the other students saw me as a

bit of an

oddity simply because they did not know

how to relate

to someone with a disability there were

some who thought

that i would be offended if they used

words like see

and look until i pointed out that it

would sound

sordid if instead of saying i'm looking

forward to seeing you again

they would hit me with i'm feeling

forward to touching you again

others fascinated to hear me talk about

the latest

film releases were curious enough to ask

me to go with them when they see a movie

one weekend

so off we went i could sense how nervous

and awkward they felt

especially when the ticket lady asked me

if i was

joining them to break the tension and

remind everyone how i could still enjoy

the movie despite being blind

i replied yes i'm with them but maybe

you could charge me

just half the ticket price since i will

only get the audio and not the visual

experience

i explained to my new friends how they

could help me watch the film

by describing whatever is happening and

whoever is speaking

they gamely told me everything in

excruciating detail

getting louder and more excited

particularly when describing the fight

sequences

and the love scenes we had lots of fun

and i think that was also when they

began seeing me

in a new perspective as someone with

special needs but who was normal after

all

when it came to my extracurricular

activities and joining student

organizations

i chose a different path it started when

the ateneo asked

me to meet with young people

children mainly who lost their eyesight

due to cancer kidney disease or

some other cause and to help them and

their families cope with their altered

circumstances

i realized then that i wanted to do

activities where my being blind was

significant

i worked with organizations outside the

ateneo to train blind high school and

college students in the use

of specially adapted technologies i also

did some advocacy work speaking to

parents of blind children about sending

them to school

and to other school administrators and

even to small business owners who had

questions about teaching

or hiring the disabled most of these

personal projects were not linked with

any student group in the ateneo however

there were people then not knowing about

these projects

who criticized me for being part of only

a few student organizations

and activities when i was selected class

valedictorian i was not aware

that graduating seniors were invited to

vote for whom they wanted to be their

valedictorian

so i was surprised when i was asked to

submit my credentials

and an essay on a topic i cannot recall

anymore

when i heard that it was possible to opt

out of the screening process

i decided not to submit the required

documents

one evening i received a phone call

from then associate dean of student

affairs

mr rene salvador san andres

who told me they were waiting for me to

hand in my papers

not wishing to be difficult i finally

did as asked

and even showed up for the interview

with the committee on standards

i found out later that not only did i

get

most of the student votes but that one

of the candidates

interviewed a fellow summa laude

from the school of humanities

submitted an essay not on the designated

topic

but one titled why i think

rozelle ambobuyog should be class

valedictorian

this person whom i've never met during

our four years in the ateneo

gave up the chance to be class

valedictorian herself

and made me see how foolish my

reluctance

was in this matter in a conversation

with dr quinn alicia to whom i will

always be grateful for teaching me more

than just

probability theory and statistics i

confess that i did not want people to

think

i was selected to be valedictorian

because my blindness

made me seem special she assured me that

i deserved this distinction

for what i had achieved and advised me

not to underrate the inspiration i have

given

to the ateneo community for there was

much

that people can learn from my story

i hope she was right much of this speech

is a testimonial because i wish to

encourage you to do

what i have just done to look back at

your life in the last

four or five years and discover the

experiences

the people the insights the choices

that brought you to this point today and

then reflect on how all of these have

prepared you

for the life and challenges ahead