The Educators’ Link is a monthly publication by Aloysian Publications that provides a platform for teachers to publish literary, journalistic, scientific, and research articles. It aims to support professional growth, foster academic writing, and encourage knowledge sharing among educators. The journal aligns with DepEd Order No. 66, s. 2007, recognizing the value of scholarly work in the promotion and advancement of teaching and related positions.
Si Inday Badiday ay isang batang makulit at madalas pasaway. Lagi niyang pinapainit ang ulo ng kanyang mga magulang na sina Nanay Mimay at Tatay Boboy. Tamad siyang gumawa ng mga gawaing bahay, lalo na sa pag-aaral. Isang araw, nagsimula na ang klase ngunit si Inday Badiday ay nahuli sa paggising. “Inday! Bumangon ka na, baka mahuli ka sa klase!” sigaw ni Nanay Mimay. “Nay, tinatamad pa ako. Huwag na lang kaya akong pumasok,” sagot ni Inday. Sa pagpupumilit ni Nanay, napilitan si Inday na maghanda at lumakad papuntang eskwelahan. Habang naglalakad, marami siyang nakasalubong na tao. Sa bukid, nakita niya ang magsasaka na nag-aararo. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng magsasaka. Napaisip si Inday: “Gusto ko bang maging magsasaka?” Sa tabing-dagat, nakasalubong niya ang mangingisda na naglulunsad ng bangka. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng mangingisda. Naisip niya: “Gusto ko bang maging mangingisda?” Sa pamilihan, bumili siya ng pagkain. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng tindera. Naisip niya: “Gusto ko bang maging tindera?” Nang may sunog, nakita niya ang mga bombero na tumulong. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng bombero. Naisip niya: “Gusto ko bang maging bombero?” Habang naglalakad, hindi namalayan ni indaya ang nakausling bato sa daan. Siya ay nadapa at nasugatan ang tuhod. Tinulungan siya ng nars. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng nars. Naisip niya: “Gusto ko bang maging nars?” Sa daan, isang pulis ang tumulong sa kanya upang makarating sa eskwelahan. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” sabi ng pulis. Naisip niya: “Gusto ko bang maging pulis?” Sa wakas, nakarating si Inday sa klase. Ang paksa ng kanilang guro ay tungkol sa mga taong tumutulong sa komunidad. Naalala niya ang lahat ng nakasalubong niya—magsasaka, mangingisda, tindera, bombero, nars, at pulis. “Inday, mag-aral ka nang mabuti. Gusto mo bang maging katulad ko?” tanong ng guro. Napaisip si Inday: “Gusto ko bang maging guro?” Pag-uwi, masaya niyang sinabi sa mga magulang: “Nay, Tay, mag-aaral na ako nang mabuti. Hindi na ako magiging pasaway. Gusto kong tuparin ang aking pangarap.” At mula noon, naging masipag na si Inday Badiday sa kanyang pag-aaral. Ang kanyang pangarap: “Gusto kong maging GURO.”
“Everybody, stretch and bend!” “Sir? I’m tired! We’ve been practicing ‘stretch and bend’ for two weeks now!” “Jireh, this is for the upcoming Culture and Arts Fest. Exciting, right? Come on! Stretch and bend!” “Oh, I don’t understand, Sir Michael. Honoring? Heritage? Treasure? Is this a thesis title?” That’s Jireh, a BPED first-year modern student with sharp eyes always glued to her phone, messy hair, and always questioning tradition, along with everything else. “Emphasize those hips! Jireh, just focus and sway properly!” “Ugh! I hate this folk dance! Why should I exert effort? It won’t go viral—too boring! All I gained was muscle pain. No extra grade, no allowance increase! Tell me, why should I care? Can’t we just do a TikTok dance instead? That would earn millions of views in my reels! My followers would love it for sure! Right, classmates?” She looked around, expecting everyone to agree with her. Now… there was no one. The room suddenly fell into darkness. “You should care, child.” She trembled but composed herself, as if confident. “Excuse me, who are you? Who’s there? A judge? A coach? The spirit of the grading system?” “I am Twinkle. Not a judge, not a coach, not a terror college professor. I am the voice of your culture. And yes, I have been watching.” “I’ve been struggling! Imagine traveling from Rotonda just to master ‘stretch and bend’ for two weeks straight. No excitement at all!” While she was explaining, she didn’t realize that she had already met the Spirit of Culture. “Tell me, child, why do you laugh at tradition?” “Laugh? No, I’m just confused! Why wear old costumes when my OOTD is already trending? Why dance steps from the past when TikTok updates so fast? Look at this! See? Culture is… slow.” “Slow? Child, your dances came from your roots, from gratitude and survival. Slow does not mean weak. Slow means deep.” “So you mean when I dance during the festival, I’m not just sweating for nothing?” “Yes, my child. You sweat for history, for identity, for the future watching you. This festival is not a show. It is a promise.” She paused, staring at the dark room. “Maybe that’s the problem,” she whispered. “Trends make me famous for a moment, but culture makes me part of something bigger. Now I fully understand, Twinkle. This is not just a costume. Not just a competition. Not just ordinary attendance. It is every university declaring: we remember who we are!” That’s right! A legacy of pride, because a university that forgets its culture may produce graduates, but never roots. “Fine! I will stay and dance. But… can I have one request? Free snacks, please?” The room filled with exchanged laughter. “Come on, everybody! Stretch and bend—from the top!” “This is it! This is not just a festival. This is the Culture and Arts Festival.”
The Effect of Repeated Reading for Kindergarten Learners on the Development of Letter Recognition
This study aimed to determine the effect of Repeated Reading for kindergarten learners on the development of letter recognition in Silangan Elementary School, Taguig City for the school year 2020-2021. One-group pretest-posttest research design was used in the study. There were twenty five (25) kindergarten learners who took part in the study. The 15-tem test is adapted from the Self-Learning Modules of learners, thus it does not undergo content validity. Descriptive statistics such as mean, percentage and t-test were utilized in the study. The kindergarten learners posted a mean score of 4.00 and 12.92 in pre-test and posttest respectively. It can be said that there is no significant difference in the level of letter recognition of the kindergarten learners before and after the utilization of Repeated Reading as an intervention. This is attributed to the result of t-test where the t-sat is 12.59 and t-critical 2.07 value. It can be concluded that the Repeated Reading as reading intervention is effective in improving the letter recognition of kindergarten learners.
Repeated Reading, Letter Recognition, Kindergarten, Reading Intervention, Pretest-Posttest
Digital Pedagogy, Research Productivity, and Clinical Teaching: Key Drivers of Nursing Students’ Academic Performance
Nursing education increasingly integrates digital pedagogy, faculty research engagement, and clinical teaching strategies to enhance student learning outcomes. This study aimed to determine the influence of digital pedagogy implementation, faculty research productivity, and clinical teaching efficacy on the academic performance of nursing students. A descriptive–correlational research design was employed involving faculty members and 150 nursing students, utilizing validated survey instruments and academic performance records. Descriptive statistics and multiple regression analysis were used to analyze the data. Findings revealed that digital pedagogy was implemented at a moderately high level, faculty research productivity was moderately evident, and clinical teaching efficacy was generally effective, while students demonstrated satisfactory to very satisfactory academic performance. Regression analysis showed that research-related variables significantly predicted academic performance, explaining 90.3% of the variance, with research engagement in teaching, research productivity, and research mentorship support emerging as significant predictors. Digital pedagogy and clinical teaching efficacy did not significantly predict academic performance. The study concludes that while research engagement influences academic outcomes, its impact depends on pedagogical alignment and balance within instructional practices, underscoring the need for structured integration of research, digital tools, and clinical teaching in nursing education.
Digital pedagogy, Research productivity, Clinical teaching efficacy, Academic performance, Nursing education
Voices from the Seats: A Qualitative Action Research on Junior High School Students' Real - Time Perceptions of Classroom Arrangement During Class Discussions in Fishing Village Comprehensive National High School
This qualitative action research, titled Voices from the Seats, investigates junior high school students’ real-time perceptions of classroom seating arrangements during class discussions at Fishing Village Comprehensive National High School, a coastal institution serving a fishing community. Grounded in participatory action research principles, the study amplifies student voices through innovative, immediate data collection methods, including think-aloud protocols, reflective journals, and momentary feedback cards, to capture authentic experiences amid dynamic discussions. The research addresses a critical gap in educational literature: while prior studies link seating configurations to engagement and interaction, few prioritize students’ lived perceptions in real-time, particularly in resource-constrained rural settings. Traditional row seating often reinforces passive learning and teacher-centered dynamics, whereas flexible arrangements like clusters or semi-circles may promote collaboration, equity, and cultural responsiveness essential for indigenous and low-income learners facing educational barriers. This inquiry aligns with organizational behavior theories emphasizing spatial influences on motivation and participation. Conducted over one semester with 45 Grade 9 students, the study iteratively redesigned classroom layouts based on emerging themes: front-row privileges fostered visibility but isolation; circular setups enhanced peer dialogue and inclusivity, though noise challenged focus; and U-shaped formations balanced teacher oversight with student agency. Key findings highlight preferences for adaptable, student-centered arrangements that accommodate diverse learning styles and community values, such as communal fishing practices mirrored in group-oriented seating. Implications urge educators to co-design spaces with students, fostering empowerment and relevance in discussions. Limitations include small sample size and context-specificity, suggesting scalability through mixed-methods validation. Ultimately, this empowers voices from the margins, advancing equitable pedagogy in Philippine public schools.
Classroom seating arrangement, Student perceptions, Qualitative action research, Junior high school, Class discussions, Participatory methods, Think-aloud protocols, Reflective journals, Fishing community, educational equity, Spatial dynamics, Collaborative learning, Rural education, Student engagement, Inclusive pedagogy
LEVEL OF UNDERSTANDING SIMPLE INSTRUCTION AND ACADEMIC PERFORMANCE IN ENGLISH 102
This descriptive research was conducted to determine the level of understanding of simple instructions and academic performance in English 102 among the 82 third-year BSIT students majoring in automotive technology and electrical technology students of Northern Iloilo Polytechnic State College. The identified respondents were distributed to the different categories as follows: the entire group, were 82 students, 41 Electrical technology students, and 41 automotive technology students. This study used the instrument based on the subjects’ manual that was subjected to validation to determine the level of understanding of simple instructions. The instruments undergo content validity and reliability testing with a Cronbach’s Alpha coefficient of 0.756 reliability. The statistical tools used were frequency counts and percentages, means, t-test, and Pearson’s r. The result of the study showed that the level of understanding simple instructions of third-year BSIT students when taken as a whole was very good. The academic performance of the third-year BSIT students when taken as a whole was fair, and when classified as to field of specialization, the electrical technology was fair, while the Automotive technology was good. There was a significant difference in the level of understanding simple instructions when classified by field of specialization. There was a significant difference in the academic performance of third-year BSIT students in English 102 when classified according to field of specialization. There was no significant relationship between the level of understanding simple instructions and the academic performance in English 102 of the third year BSIT students. A significant difference was noted in the level of understanding of simple instructions when classified according to the field of specialization. It can be concluded that the Academic Performance in English 102 of the third year BSIT-ET and AT was not affected by the level of understanding simple instructions.
Placido Del Mundo Elementary School: A Leading Institution in Science and Journalism Excellence
Located in Barangay Talipapa, Quezon City, Placido Del Mundo Elementary School is recognized for its outstanding academic and journalism achievements. In the past three years, the school has demonstrated strong performance in Science High School entrance examinations and has received national awards in campus journalism. Science High School Entrance Test Passers Placido Del Mundo Elementary School is renowned for preparing students to qualify for Science High Schools, thereby establishing a strong reputation for academic excellence. • SY 2024–2025: 1 passer to Philippine Science High School Main Campus, 16 to Quezon City Science High School, 6 to Caloocan National Science and Technology High School, 15 to Caloocan City Science High School, with additional passers to Malabon and Navotas Science High Schools. SY 2023–2024: 5 passers to Philippine Science High School, 19 to Quezon City Science High School, 15 to Manila Science High School, 22 to Caloocan City Science High School, and 15 to Caloocan National Science and Technology High School. SY 2022–2023: 11 passers to Caloocan City Science High School, 14 to Quezon City Science High School, 32 to Caloocan National Science and Technology High School, with additional passers to Manila Science High School. These outcomes demonstrate the school's effective preparation and support systems, which enable students to succeed in competitive entrance examinations. Journalism Achievements Placido Del Mundo Elementary School also excels in campus journalism. Its official publications, The Paradigm (English) and Panulat ni Juan (Filipino), have achieved national recognition. NSPC 2024–2025 (Vigan City, May 18–23, 2025): The Paradigm won 2nd Best News Page, while Panulat ni Juan secured 4th Best News Page in Filipino. NSPC 2023–2024 (Cebu City, July 8–12, 2024): The Paradigm was awarded 1st Place Best School Paper in the country, 3rd Place Best Feature Section, and 3rd Place Best Editorial Section. Panulat ni Juan earned 2nd Place in the Best Science and Technology Section. The school has consistently dominated district, division, and regional competitions, further cementing its reputation as a perennial winner in journalism. A Dual Legacy Placido Del Mundo Elementary School continues to serve as a model of excellence through its achievements in Science High School entrance examinations and national journalism competitions. These accomplishments reflect the dedication of its teachers and the exceptional abilities of its students in Quezon City.
Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its Contribution to Silver Lining Education in the Province of Rizal
This study dealt on the Career Outcomes of the Graduates of Master of Arts in Education of Tomas Claudio Colleges and its contribution to Education in the Province of Rizal. It involved 94 respondents who are purposively selected due to their accessibility, knowledge and experiences which are all related to the study. Questionnaire checklist was used as a research instrument to determine the extent of acquisition to the respondents’ career outcomes with respect to the security of higher position, passing eligibility exam for higher academic position, administrative designation, leadership roles and honors and awards received. Mixed research design was used in the study since both quantitative and qualitative data were secured by the researchers to answer the identified sub-problems. Findings of the study revealed that majority of the MAEd graduate respondents are 30-39 years of age. There are more female than males, a number are holders of teacher III position. Most of them are monitoring officers like ASDS, Principals, Head teachers, Master Teachers, and Department Heads. They have attendance in the regional and national level seminars and trainings, and they are from public schools who are teachers and monitoring officers in the elementary level. It further revealed that the graduate respondents of MAEd program perceived that they gained positive career outcomes as proven by the mean of 3.36 interpreted as Acquired. The most perceived Career outcome is security of higher position. There is no significant difference on the extent of perceived career outcomes of the teacher respondents in terms of age, civil status, academic position, designation, seminars and trainings attended, school assignment and level handled, yet there is significant difference in terms of sex. As to contributions to the province, they mentioned of service as caterers during calamities like typhoons, service in preserving culture and environment, school-community partnerships and resource speakers in programs and projects. For their suggestions, the first three are student-driven suggestions with knowing students’ interest, background and learning style, ensuring system responsiveness and professional growth through workshops, seminars and other academic undertakings and applying culturally responsive teaching by validating students’ culture and encouraging sharing. Based on the findings of the study, the conclusion crafted was most of the elicited profile of the teacher respondents have no bearing on the extent of their career outcomes since many of the experience promotion after finishing their MAEd degree, a number passed the NQESH for principal, and skill test for supervisors and they were also designated as department head, grade teacher leader and coordinators of school projects and programs. The study came up with the following recommendations: Teachers in basic education and in tertiary level may be continuously motivated to push through and finish Master’s program like Master of Educational Management, and may may be encouraged to engage in leadership roles that are not only limited in school level; thus, they may extend services to the community, municipality and provincial level. They may also be encouraged to join different contests, such as research, best teacher contests and others to develop more their confidence and personality.
Ingredients: 3 cups of Unconditional Love 2 cups of Patience 1 heaping cup of Respect 2 tablespoons of Support 1 cup of Shared Laughter 3 teaspoons of Daily Hugs A dash of Honesty Endless sprinkles of Togetherness Instructions: Start with love as your foundation and gently fold in patience. Stir in respect until well combined. Slowly add support and honesty, making sure to mix with care. Sprinkle laughter liberally and never forget the daily hugs. Simmer over time spent together, seasoned with shared memories. Serve warm, every day, with open hearts and listening ears
In rooms where patience gently grows, And learning moves at its own pace, Hands are held, and hearts are known, Each child seen, each child embraced. Letters bend and numbers sway, Lessons change from day to day, Not to fit a narrow mold, But to let each mind unfold. Progress comes in steps so small, A smile, a word, a brave first try, Yet in these moments, quiet and tall, Dreams are learning how to fly. Teachers listen more than speak, Finding strength in what seems weak, Seeing light where others miss, Turning effort into bliss. Special education is not apart, It is inclusion, love, and art— A promise kept, a path made true, Where every child belongs, learns, and shines through.
Division Achievement Test Results: A Basis for A Proposed Enhancement Program for First-Year High School Mathematics
This study aims to assess Mathematics Instruction in five secondary schools in the division of Manila. Results of the study would serve as a basis for a Proposed Enhancement Program for First Year High School Mathematics. A questionnaire was constructed by the researcher and used as the main data gathering in determining the teachers/students’ level in First Year High School Mathematics. The questionnaire was validated by the researcher’s adviser, reader, and statistician and three other experts from each of the following disciplines: Mathematics, Education and Research. Data were presented, analysed, and interpreted with the use of the following statistical tools and techniques: frequency, percentage, mean, standard deviation, weighted mean, Person product-moment correlation coefficients (r) and t-test. The study revealed that: (1) The students’ level of performance in the Division Achievement Test showed that the students did not reach the 75 percent mastery level. This result showed that the students were weak in Mathematics and they did not master most of the required skills in the subject; (2) the strengths and weaknesses of the students in Mathematics revealed that out of 50 items only 5 were mastered, while 45 items were not mastered. This shows that teachers should focus more on the strategies of teaching Mathematics and how they will make their lessons better appreciated by students so that they will produce more significant learning outcomes; (3) the respondents’ appraisal of the teaching of Mathematics, in terms of the extensiveness of classroom management, teacher/ department heads/ principals projected a grand weighted mean of 4.02 with a verbal interpretation of “very effective”. Students and a grand weighted mean of 3.64 which had an interpretation of “very effective”.
Beyond the Blackboard: A Teacher’s Journey in Nurturing English Learners
Teaching is not merely a profession—it is a commitment of the heart, especially when it involves molding young minds to communicate, express, and understand the world through the power of language. As an English 6 teacher, my daily reality is filled with both triumphs and trials. But amidst every challenge lies an opportunity to inspire, to innovate, and to ignite a lifelong love for learning in my students. The Struggles Behind the Smiles One of the recurring challenges I face is the limited vocabulary of many of my learners. Their struggle with unfamiliar words creates a barrier that hinders not just comprehension, but more critically, self-expression. This often results in low confidence in speaking, where fear of grammatical errors overshadows the courage to participate. I've seen bright ideas silenced—not because students don’t think, but because they don’t have the words to say what’s on their minds. Equally challenging is the diverse learning levels within a single classroom. Some pupils are naturally fluent, while others grapple with basic sentence construction. Balancing this diversity requires careful planning, endless patience, and a flexible approach. Maintaining their engagement, especially during grammar drills or long reading passages, is another hurdle. With distractions lurking at every corner—whether from gadgets, social media, or simply restlessness—keeping students attentive is an art in itself. Meeting Challenges with Creativity and Compassion But challenges, no matter how overwhelming, are not roadblocks—they are invitations to innovate. To address vocabulary limitations, I incorporate word games, vocabulary walls, and daily word lists that make learning new words fun and non-intimidating. I strive to normalize mistakes in my classroom and encourage students to speak up without fear of judgment. Each attempt, each stumble, is met with encouragement, because I believe confidence is not taught—it is nurtured. To cope with mixed learning abilities, I design differentiated activities, from visual aids to hands-on tasks, ensuring that each student finds a way to connect with the lesson. My strategies vary from using interactive storytelling to employing group dynamics that foster collaboration. Every lesson is an opportunity to bridge gaps, not just in learning, but in self-belief. Best Practices that Make a Difference My classroom thrives on student-centered learning. Learners are not passive receivers of information—they are active participants. Discussions, collaborative projects, and role-playing activities are staples in my lessons. I believe in the power of integration, where English doesn’t exist in isolation but connects with Science, ESP, or TLE, making lessons more meaningful and practical. Positive reinforcement plays a vital role in shaping behavior and boosting participation. Tokens, stars, and simple praise go a long way in motivating learners. For students who continue to struggle, I carefully weave in the mother tongue during explanations, ensuring no one gets left behind. Innovation also defines my teaching philosophy. I use gamification to turn abstract grammar rules into exciting challenges. Through project-based learning, students create outputs that apply English skills in real-world contexts—be it a short skit, a poster campaign, or a reading log. Small Wins, Big Impact Every step forward is a victory. I take pride in being promoted to Teacher II in September 2024, a recognition of my dedication and service. I also spearheaded a school-based reading project aimed at supporting struggling readers. Through consistent interventions—be it remedial reading sessions, phonics drills, or guided reading groups—I have witnessed non-readers blossom into functional readers. These are the silent victories that keep me going: the once-quiet child who now volunteers to read aloud, the learner who writes their first paragraph without hesitation, the group who completes a project with pride. A Call for Stronger Support As much as we teachers strive to do more with less, we need systemic support. I humbly urge the Department of Education to focus on three key areas: Teacher Workload Management – Minimize excessive clerical tasks so we can focus on what truly matters: teaching and mentoring. Increased Education Budget – Invest more in classrooms, instructional materials, and teacher salaries to create an environment conducive to innovation and learning. Strengthening Early Literacy Programs – Literacy is the foundation of all learning. Prioritize reading programs, especially in the primary grades, to ensure no child is left behind. Final Thoughts Teaching English to Grade 6 learners is not without challenges—but it is a journey filled with purpose. It is a daily commitment to open doors, expand minds, and plant seeds of confidence that will grow long after they leave our classrooms. Because in the end, our job as teachers goes far beyond the blackboard—we are builders of dreams, one word at a time.
IMPLEMENTATION OF THE MATATAG CURRICULUM: BASIS FOR PROGRAM RECOMMENDATION
This study examined the implementation of the MATATAG Curriculum in public elementary schools in the 1st congressional district of Capiz during the school year 2024–2025. It measured the level of implementation in areas such as teachers’ competence, learning delivery, classroom assessment, time allotment, and the medium of instruction, and compared the results based on teachers’ age, sex, educational attainment, years of teaching experience, current position, and type of school. Using a descriptive research design, data were gathered from 310 MATATAG teachers selected through purposive and stratified sampling. Statistical tools such as the mean, standard deviation, t-test, and ANOVA were used to interpret the data. Findings showed that the MATATAG Curriculum was generally “Fully Implemented” across all categories. However, significant differences were observed in classroom assessment based on age and years of teaching experience, and in time allotment based on current position and experience. More experienced teachers and those in higher positions demonstrated stronger performance in these areas. Despite the overall positive results, teachers highlighted the need for more training and support, particularly in handling assessments and managing instructional time effectively. It can be concluded that teachers improved their classroom assessment and time management skills as they gained more teaching experience. In response, the study recommended the development of an intervention program focused on improving classroom assessment practices and time management. It also offered suggestions for policymakers, school leaders, teachers, and future researchers to further strengthen curriculum implementation and ensure the continued success of education reforms under the MATATAG program
Flexible Learning Perspectives of Selected Stakeholders at Tandang Sora National High School as Contextual Inputs in the Development of Learning Action Cells for Grade 9 Science
The notion that the educational system of today uses a variety of shifting techniques, such as the distance learning component using flexible learning scheme, to give students learning continuity throughout their academic careers. The study aimed to determine the opinions of a selected number of stakeholders from a public school in Quezon City regarding the implications of flexible learning as a factor in making science learning action cells for ninth graders. A mixed-method research design was used to gather both numerical and descriptive values from all participants related to the study's topic using validated survey instruments to identify any correlations between respondents' answers. With a reliability score of 0.9, the science 9 learning assessment, stakeholder perspectives on online and modular learning, and group learning situation models using a flexible learning scheme and validation process all showed no discernible differences. By averaging the scores of 4.39, study found that stakeholders' opinions with regards to the use of digital education, self-paced modules, and adaptable learning scheme for science learning assessments strongly agreed on the adaptability of using multimedia learning resources efficiently. The study also showed a significant level of flexibility, with a median data value of 3.91 indicating that science lessons were enhanced by the implementation of flexible learning with parental guidance. Finally, the validation process showed that activities should be tailored to each student's learning style with a high degree of average mean value of 5.00. Planning of programs for each school were highly recommended.
Distance Learning, Multimedia Resources, Modalities, Flexible Learning, Insights
Pragmatic Approach in Teaching Araling Panlipunan 10
Pragmatism represented an approach prioritizing practicality, benefiting educators and students. Educators employed dynamic, project-based learning techniques, focusing on topics relevant to students' daily experiences. However, there was a research gap regarding this approach's impact on teaching Araling Panlipunan 10. To address this gap, a study aimed to create a lesson guide for teaching Araling Panlipunan to grade 10 students, enhancing their knowledge and skills. The objectives included assessing academic performance through pre-tests and post-tests, identifying significant differences, evaluating the pragmatic approach's effect, exploring the experimental group's experiences, and developing a lesson guide. The study used a quasi-experimental method, with descriptive quantitative and qualitative approaches, involving 60 grade 10 students from Pinagbayanan Integrated National High School, divided into control and experimental groups, with the latter receiving pragmatic teaching. Data collection included questionnaires, interviews, and tests, analyzed using statistical tools such as Frequency and Percentage Analysis, Dependent and Independent T-tests, and Thematic Analysis. Findings revealed generally low pre-test scores but significant post-test improvements in the experimental group, indicating the pragmatic approach positively affected students' grades. The experimental group's experiences highlighted the effectiveness of pragmatic teaching in creating an engaging and applicable learning environment despite initial challenges. The contextualized lesson guide outlined objectives, content, outcomes, and student learning, integrating pragmatism into teaching. Recommendations included DEPED integrating pragmatic methods into the Araling Panlipunan curriculum, providing teacher training, allocating resources for interactive tools, encouraging collaborative learning, and using the contextualized lesson guide in classrooms.
Pragmatic Approach, Araling Panlipunan, Academic Test Performance, Effect and Experiences, Control and Experimental Group
The Leadership Challenges for Master Teachers: Innovation, Involvement and Implementation
Elementary master teachers are the key person who helps school leaders in managing the school. They are challenged with different constraints in innovation, involvement and implementation in performing their task. Therefore, they need to continuously grow personally and professionally to become well rounded leaders in sustaining their numerous roles such as being instructional leaders, change agent, curriculum experts, community builders and researchers among others. This study employed quantitative and qualitative research methods. For quantitative study, ranking scale was used to determine the most innovate and utilized by the respondents, and simple statistical treatment using weighted mean, standard deviation and ranking in analyzing the data of master teacher’s involvement. For qualitative study, an open-ended question was used to elicit the answers from the respondents just to encourage meaningful answer using the subject's own knowledge or feelings. The significant statements were coded using the repertory grid to facilitate the cool and warm analysis and find the common themes. The findings revealed that master teachers are encountered varied challenges in performing their task, However, in spite of those challenges they were able to engaged in innovating strategies and materials to meet the needs of the education system. They are also highly involved in varied activities conducted in and out of the school. Therefore, the study yielded instructional leadership framework for master teachers’ is presented whilst, innovations and involvement must be enhanced or sustain through sustainability instructional leadership developmental programs for master teachers.
innovation, involvement, implementation, challenges, leadership
Crafting Success: Enhancing SHS TVL Students' Performance in Food and Beverage Services through Customized Learning Activity Sheets (CLASs) for TESDA's NCII Assessment
The study assesses the effectiveness of customized learning activity sheets for senior high school (SHS) technical-vocational-livelihood (TVL) students in food and beverage services, specifically preparing for the TESDA NCII Assessment. Using a mixed-methods approach, it reveals a significant positive impact on students' knowledge and skills. Statistical analysis indicates a highly significant improvement in post-assessment scores. Qualitative data highlights improved comprehension and heightened confidence. The study emphasizes the potential of customized sheets as valuable tools for enhancing SHS TVL students' performance, offering practical insights for educators and broader implications for TVL programs.
Teachers Awareness and Implementation of Child Protection Policy of Juliano C. Brosas Elementary School: Basis for A Project Proposal
Every institution has a responsibility to defend the rights of every citizen. It is unknown how many instances of child abuse, child labor, exploitation, and mistreatment affect our students both within and outside of school buildings. This study evaluates the school's understanding and application of its child safety policy. To gather information about respondents' awareness of the Child Protection Policy and the extent to which it is being implemented in the educational institution where they work, the researcher employed a descriptive research design that included quantitative data. 46 members of the school's teaching staff are the study's responders. In the study, total enumeration sampling was used. With this method, which is a deliberate sampling strategy, the researcher chooses to look at the entire population that possesses a particular set of traits. The Survey Questionnaire on Awareness and Implementation of the DepEd Child Protection Policy in Schools, created by Macatimpag (2018), was the tool used by the researcher. However, the researcher employed Microsoft Excel software to evaluate the data. The outcome demonstrated that teachers' understanding of its execution and level of awareness was low, and that it was only implemented. The entirety of the kid protection policy was also put into practice. Finally, when creating plans, programs, and initiatives to develop instructors' capacities and raise teaching standards, the school may consider the highlighted features
Comic strip entitled “Damgo Makapabag-o” is a sequence of drawings in boxes that tells us an amusing story about “Knowledge, Attitude, Practices of Public Elementary School Learners on Solid Waste Management”. Nowadays solid waste management is one of the crucial problems worldwide due to the increasing volume and complexity of waste associated with the modern economy posing a serious risk to ecosystem and human health. Even in schools, neglecting of proper waste segregation and poor solid waste management is evident. As an educator we can innovate several learning activities and materials suited to learners that they may use to value the importance of solid waste management in our daily lives. This Comic strip has been developed, to encourage the learners enhance and progress their proper knowledge, attitude and practices in conserving our Mother Nature and school environment from bad habits in solid waste management. Are you happy if you see a clean and green environment? The key is in your hand. Do you want to be like Miko and Mika in the comic strip? Value the proper waste segregation and disposal. The essential of 3Rs, Reuse, Reduce and Recycle, it’s an efficient way to save the earth and our lives because in nature nothing is wasted.
Education is a basic human right. However, this is not true for ALL people, as many LSENs or learners with special educational needs still struggle to access quality education that they deserve. In the Philippines, acquiring access to quality education is still an uphill climb for LSENs. Despite having laws, such as Republic Act 7277 (Magna Carta for Disabled Persons of 1992) and Republic Act 11650 (Inclusive Education Act of 2022), which are aimed to ensure that LSENs receive appropriate, accessible, and inclusive education, various challenges persist. One of the main barriers is the limited infrastructure and resources. Only a few public schools have SPED centers, which limits access to specialized support and services for LSENs. Schools lack teaching materials tailored to the needs of learners, assistive devices, and PWD-friendly facilities, such as ramps, elevators, etc., for those with physical or mobility impairment. With a limited number of SPED centers, the proximity of the school to the learner’s residence brings financial burden on families due to transportation costs. Moreover, the scarcity of SPED centers means a limited number of trained special education teachers. In addition, most schools lack trained teachers who can adequately address the diverse needs of LSENs. Because teachers are not equipped with the knowledge and skills essential to support LSENs, learners fail to receive the quality tailored instruction that they need. Furthermore, the biggest obstacle would be poverty and familial attitude. Philippines is a developing country and many LSENs are living in poverty. Sending their child with special educational needs to SPED centers, especially to schools situated far from their residence entails much financial burden. Likewise, the family’s mindset of ableism is the greatest barrier. For some, LSENs pursuing an education is futile and a waste of their time and money since they believe that persons with disabilities and special needs are rarely able to land a job. Equitable and quality education for learners with special educational needs goes far beyond than merely accepting them in schools. The Philippines has still a lot more work to do to address these barriers. A comprehensive approach that requires thorough policy reform, increased investment in resources and training, and overall shift societal and familial attitude require sustained efforts and genuine commitment. Only though this can the Philippines realize its vision to provide every learner, regardless of their abilities, access to meaningful learning opportunities and achieve their full potential.
A small ant by the name of Sabby lived in a vibrant ant colony under a magnificent oak tree. Sabby had a big heart and an even bigger clumsiness. Whereas other ants moved with accuracy, Sabby stumbled on sticks and tripped on stones, creating much hullabaloo. Even though she was clumsy, Sabby was always willing to help. On a sunny day, the queen ant decreed there would be a special celebration to honor the colony's success. Everyone was thrilled but also preoccupied with food preparation and decorations. Sabby wished to share, so she went to collect crumbs from a picnic area nearby. She pictured the yummy goodies she would return with. But as she was rushing, she tripped on a small stone and scattered the crumbs all about! Feeling embarrassed, Sabby picked herself up and sighed. Just then, she noticed a small ladybug struggling to lift a heavy leaf. Without thinking, she rushed over to help. "Let me assist you!" she said, and together they managed to move the leaf. The ladybug smiled gratefully. "Thank you, Sabby! You’re so kind, even if you are a bit clumsy!" Encouraged by her words, Sabby just went on her way. She picked up more crumbs, but while she turned around to go back home, she bumped into a line of industrious ants and they all fell down. Instead of scolding her, though, they laughed and said, "Sabby, you always bring laughter with your antics!" When Sabby eventually went back to the colony, she was with a small crumb that she was able to rescue. Despite its size, her friends applauded her. "You tried your best, Sabby!" they exclaimed, acknowledging her effort. As the event started, Sabby saw that the younger ants were being left out. They sat and observed as the older ants played games and told stories. Sabby felt a pang of sympathy. She rounded up the young ants and suggested a game of her own—an obstacle course! With her clumsy nature, Sabby led them through the course, making it exciting and a fun experience. Laughter resounded around as all of them struggled, stumbled, and cheered one another. Sabby’s generous spirit and playful nature transformed the event into a cheerful celebration. In the evening, the queen went over to Sabby and complimented her. "Your compassion and capacity to unite everyone is a gift, Sabby. Never undervalue the strength of your heart." After that day, Sabby was called the Clumsy Ant with a Big Heart. Sabby accepted her clumsiness, realizing that it was actually her kindness that mattered most. When the world was full of busy and serious people, Sabby showed them that laughter and friendship were the sweetest of all treasures. Moral Lesson of the Story At times, it is not perfection but kindness and the capacity to spread happiness in others.
Si Adaw ang bata nga babaye nga mahilig maglagaw. Nasadyahan gid siya nga mamasyar sa lain-lain nga lugar. Ang iya gid paborito nga kadtuan amo ang uma kung sa diin nagaistar ang iya Lolo kag Lola. Isa ka adlaw sang Sabado, naglisensya si Adaw sa iya nanay. “ Nay pwede bala ako makakadto sa Lumbia, sa Uma kanday Lolo kag Lola?” pamangkot ni Adaw.. “ Sige anak pero kinahanglan magpaupod ikaw kay tatay mo, kag maghalong gid. Indi gid magkalipat magsuksok sang imo facemask kag maghugas permi sang imo kamot. Pahanumdom ni Nanay..“Yehey, sige nay himuon ko gid ina, Salamat nanay”. Naglakat na ang mag-amay pakadto sa uma. Pag-abot didto, naghugas si Adaw sang iya kamot kag dasig nga nagbisa kay lolo kag lola. Dayon nagwa si Adaw sa balay. Nakita niya ang puno sang Paho, Santol kag Bayabas nga nagapung-pong ang bunga. Dali-dali nga nagsaka si Adaw sa puno,nagpamuksi sang bunga kag nagkaon. Tuman gid ang kalipay ni Adaw samtang yara sa ibabaw sang puno. Sunod nakita ni Adaw ang bukid sa luyo sang balay ni lolo kag lola. Dasig nga nagpanaog si Adaw sa ibabaw sang puno, nagkuha sang paklang sang lubi kag nagpadulhoy sa bukid. Nagpaligo man siya sa suba. Kasadya gid ang nabatyagan ni Adaw samtang yara sa uma. “ Tay mabalik naman kita diri sunod semana ha?” Magasakay naman ako sa karosa ni lolo, magakaon sang manamit nga alupe nga luto ni lola, kag magaham-pang sa akon mga abyan. Hambal ni Adaw. “Sige anak basta maghalong gid, kag panumdumon gid ang bilin ni nanay. Salamat tay.. Kag malipayon nga nagpauli ang mag-amay sa ila balay.
In the quiet strength of her embrace, roots took hold— Anchored deep in love, through stories untold. She weathered storms with unwavering grace, Planting seeds of hope in every place.​ Through sleepless nights and endless days, She guided with wisdom, in countless ways. Her sacrifices, the soil where dreams would grow, Nurturing spirits to let ambition flow.​ She taught them strength, instilled with care, To face the world, its trials to bear. Her sacrifices, deep and wide, Became the roots where they reside.​ With gentle hands, she crafted wings, Teaching resilience and the joy life brings. Each lesson imparted, a feather in flight, Preparing them to soar to limitless height.​ Now she watches as they ascend the sky, Her heart alight, no longer asking why. For in their journey, her love remains, In every triumph, her legacy sustains.​
Picture Stories Towards Enhanced Reading Comprehension Skills
Reading is fundamental to functioning in today's society. There are many adults who cannot read well enough to understand the instructions on a medicine bottle. That is a scary thought - especially for their children. Filling out applications becomes impossible without help. Reading road or warning signs is difficult. Even following a map becomes a chore. Day-to-day activities that many people take for granted become a source of frustration, anger and fear. Reading is a vital skill in finding a good job. Many well-paying jobs require reading as a part of job performance. There are reports and memos which must be read and responded to. Poor reading skills increase the amount of time it takes to absorb and react in the workplace. A person is limited in what they can accomplish without good reading and comprehension skills. Why is reading important? It is how we discover new things. Books, magazines and even the Internet are great learning tools which require the ability to read and understand what is read. A person who knows how to read can educate themselves in any area of life they are interested in. We live in an age where we overflow with information, but reading is the main way to take advantage of it. Reading develops the creative side of people. When reading to children, stop every once in a while and ask them what they think is going to happen next. Get them thinking about the story. When it is finished, ask if they could think of a better ending or anything that would have improved it. If they really liked the story, encourage them to illustrate it with their own drawings or to make up a different story with the same characters. Get the creative juices flowing! Reading is fundamental in developing a good self-image. Non-readers or poor readers often have low opinions of themselves and their abilities. Oftentimes, they feel as if the world is against them. They feel isolated [everybody else can read - which isn't true] and behavior problems can surface. They can perform poorly in other subjects because they cannot read and understand the material. Often the reader tends to "give up." There is an old saying, "The pen is mightier than the sword." Ideas written down have changed the destiny of men and nations for better or worse. The flow of ideas cannot be stopped. We need to read and research to build on the good ideas and expose the bad ideas before they bring destruction. Only by reading can we be armed in this never-ending, life-and-death struggle. Picture stories are enjoyable, they set the scene or context, they inform us, they interest us, and they are a key resource. To be even more specific, picture stories are also common in everyday life. Look at the cartoon strips in newspapers or comic books and the enjoyment which we derive from them. Picture stories are often neglected or used in a very predictable way in learning, usually as a starting point for a narrative speaking and ultimately writing activity, but they can also be of key importance in the communicative and interactive reading lesson. As well as enjoying pictures they also form a key resource for accessing the different learning styles that each student has. Using pictures really appeals to visual learners who may suffer in a speaking and listening based classroom. They also offer an opportunity for movement and a multi-dimensional perspective which will reach our kinaesthetic learners. Pictures aren't based on level. Of course we can choose certain pictures to access a certain area of vocabulary if we wish but any picture can be the base of any kind of activity at any level. Reading stories can restrict our students but an elementary learner can access the most complex story through pictures so lower levels don't 'miss out' on the 'exciting' stories that the higher levels are looking at. Of course, as we take our enjoyment from pictures in everyday life so our students take enjoyment from the pictures in the story. They will add a touch of intrigue to the class and make the lesson much more dynamic as imaginations are aroused. This is especially useful with those students who find it difficult to use their imaginations. The picture story provides a support and ideas which the students can then build on more easily than inventing their own story all together. Having realized the value of pictures in enhancing the child’s comprehension of a reading text, this study has proposed an innovation in instruction using picture stories. Finally, why is reading important? Reading is important because words - spoken and written - are the building blocks of life. You are, right now, the result of words that you have heard or read and believed about yourself. What you become in the future will depend on the words you believe about yourself now. People, families, relationships, and even nations are built from words.
M- Maraming bagay ang sa amin ibinahagi A- Angkop na pagtuturo at walang atubili H- Hanggang sa ako’y matuto, at sa isip ay ibaon A- Ang mahalagang aral, dadalhin sa paglaki. L- Lalo na mga alaala ng gurong di makasarili. N- Nang unang mapasok sa aking paaralan, A- Ako’y isang batang walang kamuwang-muwang. G- Ginawa niya ang lahat upang ako ay matuto U- Ubod ng sipag, may tiyaga at may puso. R- Regalo ko sayo’y taos pusong pasasalamat, O- Ordinaryo ka man sa iba, sa akin ika’y isang ALAMAT.
Moulders... Educators... Nation-builders... Words that describe the individuals who took on the challenge of teaching, the noblest of all professions. History tells us that wherever there is a spring of knowledge, civilization and culture blossomed. In an ideal world, teachers are treated with deep respect and held in high esteem. Realistically? Teachers are often unappreciated, underpaid, and overworked. Nowadays, being an educator and intellectual does not carry the same privileges and station that it once had. I should know, I am one. Modern day teachers in the Philippines are mostly occupied with being cogs in the bureaucracy rather than being mentors. The goal of educating the next generation and creating a competent workforce for the country is mostly lost. Nowadays, we give away medals like candy and shower the students with awards and recognition despite some of them painfully not meeting the standards. Being a teacher has become a job, a means to make ends meet. As with all things, there are always exceptions. Some mentors keep the fire and passion of nurturing young minds in their heart of hearts. And yes, it is sad that these kinds of people have become the exception and not the majority. The formula of putting a premium on quality education and the pursuit of knowledge has always worked in elevating a nation, as demonstrated by the ancient Greeks and every other noteworthy dynasties across human history. Basically, education is the art of passing what is known from previous generations to the next. This accumulation of knowledge leads to breakthroughs and development when applied properly. A mentor conveys the previously accumulated information to the mentee. Hence, it can be said that the development of human civilization hinges on the teachers and their ability to empower their students. What happens when teachers have become so jaded that they have lost sight of their purpose and its impact on the future? Sub-standard graduates, incompetent workers, dumb leaders. As each student inevitably becomes a part of society, their level of education will have an effect on whatever role they have taken. Not all of them will be leaders, or prime movers. Most of these graduates will take on entry-level jobs and eventually work their way into bigger roles but will probably stay within the industry where they first started. With the current educational setup, our country is producing a whole generation of Filipinos who have high grades in school. It looks good on paper, "No child left behind" sounds like a noble battle cry. In reality though, one has to wonder what percentage of every batch the necessary level of competence will actually have to perform in the real world. From my perspective as a teacher, I understand the day-to-day struggles that the typical Filipino educator faces. Through it all, we grind through each school year while seeing the quality of students turn out steadily declining. Is it because the system is broken? Perhaps it's the policies that don't make sense and do not translate well into real-world applications? Whatever the problem is, I believe the Department of Education is continuously doing its best to address it. This is not a scathing review of our educational system. This is my way of calling for a reality check, and focus the spotlight on the humble public-school teacher. Why can't we elevate our educators to a higher status and correspondingly hold them to a higher standard? Uplifting the moulders will have exponentially positive results on the caliber and quality of graduates they produce. I firmly believe that empowering the ma'ams and sirs of the Philippines will work wonders for our country. If you nurture the roots, you will reap the fruits. To my fellow mentors, it is time to re-ignite the lost passion, rediscover our true purpose and reclaim our dignity as the original influencers of society. Let us prioritize educating our students with the goal of making them into valuable members of the community. By moulding the next generation into well-rounded and productive individuals, we are creating a reliable and competent workforce for years to come. We hold the key to rebuilding our country. We know better, so we should do better. For our sake, for the sake of our children, for our children's children, do not give up on this generation. We build tomorrow by showing up with purpose and genuinely caring about educating our students, one school day at a time.
Hindi na makatulog ang batang si Joel sa sobrang excited sa bakasyon ng kaniyang pamilya sa Isla de Gigantes. Binisita nila ang kanyang Lola Lina na dito naninirahan. Dapithapon na kasi ng sila'y dumating sa isla kaya't hindi na nakapaglibot pa. "Hayyyy, hindi na ako makapaghintay na magtampisaw sa malinaw na tubig at maglaro sa gilid ng dalampasigan kasama ang aking mga pinsan" , nakangiting saad nito sa kanyang sarili. Sa kalagitnaan nang masayang pagpaplano ni Joel sa kanyang mga maaring gagawin kina umagahan sa isla, pumasok ang kanyang ina, " Matulog kana anak at maaga pa tayong bukas", sabi nito at agad-agad ding lumabas. Kahit na alam ni Joel na hindi na siya masyadong makatulog dahil sa galak ay humiga pa rin siya sa kanyang higaan at pinilit na ipinikit ang kanyang mga mata. Ilang oras nang nakahiga si Joel ay hindi pa rin siya dindalaw ng antok kaya nagdesisyon siyang tumungo sa kusina at uminom ng gatas. " Nasaan ba ang gatas dito nina Lola?", tanong ni Joel sa sarili. Habang naghahanap si Joel naabutan ito ng kanyang Lola Lina na tila nagising sa ingay na dulot nang kanyang paghahalungkat. " Bakit gising kapa, apo? ", tanong nito habang papalapit kay Joel. "Ah, eh hindi po ako makatulog Lola eh, kaya naghanap ako nang maiinom na gatas", tugon naman ni Joel. Ibinigay sa kanya ng kanyang Lola Lina ang gatas na nasa itaas pala ng tukador at agad nakangiting nagsalita, "Apo, matulog kana agad ha at naway maging masaya ka sa aking kakaibang regalo para sa iyo". Pagkatapos nang saad ng kanyang Lola Lina ay ipinatong nito ang kanyang makulubot na kamay sa ulo ni Joel at agad na itong umalis. Nagtaka si Joel sa isinaad ng matanda dahil wala naman itong naibigay na regalo sa kanya ngunit ipinagwalang bahala niya iyon, " Talagang makakalimutin na si Lola", nakangiti at pa iling-iling sabi nito at agad na umakyat sa kwarto habang umiinom nang gatas. Pagkarating ni Joel sa kwarto ay tila nagpupumilit nang pumikit ang kanyang mga mata. "Sa wakas inaantok na ako", sabi pa nito. Ipinatong ni Joel ang ngayo'y wala nang laman na baso sa maliit na lamesa sa gilid ng kanyang higaan at tuluyan na nga siyang nakatulog. Nagising si Joel sa kalagitnaan ng kanyang mahimbing na pagtulog dahil parang nababasa siya. Idinilat ni Joel ang kanyang mata at bigla siya kinabahan dahil nakita niya ang kanyang higaan na palutang-lutang sa malawak at asul na karagatan. Ni walang isla na masisilayan mula rito. " Ano'ng nangyayari?" kisap mata niyang saad habang pailing-iling na tila hindi makapaniwala sa nangyayari. Hindi pa na ayos ni Joel ang sarili ay may narinig siyang malalakas na tinig na tila nag-uusap. "Malapit na ba tayo?" isang malaking tinig ng babae ang kanyang narinig na nagsalita mula sa kanyang likuran. Dahan-dahan siyang lumingon at manghang-mangha sa nakita. May dalawang malalaking tao na naglalakad patungo sa kanyang kinaroroonan. Isang lalaki at isang babae, ang lalaki ay may dalang isang malaking bandi na tila may lamang mga gamit, kakaiba din ang kanilang kasuutan at ang malalim na asul sa dagat ay hanggang tuhod lamang ng mga ito. "Mga Higante! Ahhhhhhhhhh!" natatakot na sigaw ni Joel. Nanginig sa takot si Joel at mas lalong nadagdagan ang kanyang takot nang makita niyang dumako ang atensiyon ng mga ito sa kanya. "Magandang araw bata", saad nang babaeng gigante na kailangan pang yumuko para makausap siya. W...wag mo po akong saktan", utal-utal na sabi ni Joel. "Hindi kami masasama, ako nga pala si Gigatuna", saad nang babaeng higante "at siya naman si Gigantilyo ang aking asawa", sabay turo sa lalaking higante sa kanyang tabi. "Magandang umaga bata", saad naman ng lalaking Gigante. "Kami ay naglalakbay upang makahanap ng bagong tahanan", nakangiting dagdag pa nito at nagpatuloy na kanilang paglalakad. Tumango na lamang si Joel dahil tila biglang nawala ang kanyang dila dahil sa hindi parin mawalang kaba. Pinanuod na lamang niya sina Gigantuna at Gigantilyo na naglalakad palayo sa kanya. Ngunit hindi pa nakalayo ang dalawang higante ay namataan ni Joel ang tila namumuong lakas ng panahon na makakasalubong ng dalawa. "Aaahhhhhhh!" lakas na sigaw ni Joel nang biglang kumidlat na may kasamang sumisigabong na kulog na nagmumula sa maitim na kalangitan. Bago pa makasigaw ulit si Joel nakita na niya sina Gigantuna at Gigantilyo na nahihirapan dahil sa lakas nang hangin at ulan. Naabutan na pala ang dalawa. Kitang- kita ni Joel ang pagsitapunan ang mga dala nilang mga gamit sa loob ng bandi. Ang malaking isang kapares ng sapatos ni Gigantilyo ay biglang tumilapon. Sumunod naman na tumilapon ang dala nilang dalawang pomelo o cabugao, isang maliit at isang malaki. "Tumakbo na kayo", pasigaw na sabi ni Joel na tila biglang bumalik ang umurong na dila matapos masaksihan ang lahat. Ngunit tila wala nang lakas ang dalawa at hindi na ito umaalis pa sa kanilang kinatatayuan. "Ahhhhhhhhhhhhh", "Waahhhhhhhh", tila hindi mawari na malalakas na sigaw nang dalawa habang piniplit na ilakad ang mga paa. Nagsitapunan na rin ang iba pa nilang malalaking gamit na dala. Kalaunan ay bumigay na si Gigantuna, bumagsak ang kanyang katawan sa asul na tubig ngunit dahil sa kanyang laki ay nakikita parin ang malaking bahagi ng kanyang katawan. Sa tagal at lakas nang hangin at ulan si Gigantilyo ay humandusay narin sa gilid ni Gigantuna. Magkaharap ang dalawa na nakahadusay at nakapaligid sa kanila ang kanilang naglalakihang mga tumilapon na gamit. Walang magawa si Joel kundi ay umiyak, " Huhuhuhu" , hagulhul nito " Paano na lang ako nito, kung si Gigantuna nga at Gigantilyo ay hindi nakayanan ang unos ako pa kaya na maliit?", dugtong pa nito habang tinititigan ang papalapit na malakas na ulan at hangin na nagtumba sa mag-asawang gigante. Umiyak na lamang nang umiyak si Joel. Hanggang sa nakaramdam ito nang mahinang pagtapik sa kanyang balikat " Anak!" "Anak!" sunod-sunod na tinig ng kanyang ina na tila tinatawag siya....At si Joel ay dumilat na ng kanyang mga mata. Inilibot ni Joel ang kanyang mga mata at nakita niya ang kanyang ina na nakaupo sa gilid ng higaan gayundin ang kanyang Lola Lina na may nakapang-asar na ngiti. " Hay, panaginip lang pala ang lahat ang akala ko ay totoo na" isang malalim na buntong hininga ang kanyang pinakawalan. " Ano ba kasi ang iyong napanaginipan at tila takot ka? " tanong nang ina. " Wala po iyon Mama", nakangiting tugon ni Joel. " O, siya bumangon kana riyan at tayo ay maaga pang mag Island Hopping sa mga kapuluan nang Isla de Gigantes" sabi nang ina nito " bilisan mo at lilibutin pa natin ang hugis tao na kapuluan ni Gigantuna at Gigantilyo gayundin ang Way Dahon na hugis sapatos, ang Cabugao Gamay(maliit) at Cabugao Dako ( malaki), tiyak na mamangha ka sa mga hugis nito" dagdag pa nito at agad na lumabas ng pinto. Nanlaki ang bagong gising na mga mata ni Joel dahil sa sinabi ng ina. Ang lahat na tinuran ng kanyang ina ay nakita niya sa kanyang panaginip kung paano ito nabuo at kung saan ito nanggaling. "Nagustuhan mo ba ang aking kakaibang regalo, mahal kung apo? "sabat ng kanyang Lola Lina na may malapad na ngiti, " Isang maligaya at kakaibang pagbabakasyon sa Isla de Gigantes aking apo".dagdag pa nito na hindi parin nawawala ang ngiti sa mga labi.
Isang guro si Fe sa Elementarya, nakapasok sa pagtuturo sa edad na 25 gulang. Maraming napagdaanan na hirap bago makapasok pero hindi siya natinag. Lumaki si Fe sa hirap na ang ikinabubuhay ng magulang ay pangingisda lamang. Panglima sa siyam namagkakapatid si Fe. Noong June 28, 2018 ay natagpuan at ikinasal si Fe sa kanyang kasintahan na si Ariel isang pulis. Biniyayaan sila ng isang babaeng anak noong taong 2019. Bumabyahe ng isang oras si Fe na nakamotorsiklo mula sa bahay niya papunta sa paaralan. Humaharap sa mga bata na tila walang pagud sa kanyang mukha. Dumating ang taong 2022, sinubok ang katibayan ni Fe, buntis sa pangalawang anak ngunit namatay naman ang kanyang asawa sa hindi maipaliwanag na sakit. Dito nagsimula ang maraming katanungan ni Fe sa Panginoon, “bakit asawa ko pa ang kinuha mo?”, “Paano na ako, kami ng mga anak ko?” Ngunit dahil sa mga taong nagbibigay lakas sakanya ay nagpatuloy sa pamumuhay si Fe kasama ang kanyang dalawang anak na babae na si Kia at Kaye. Araw-araw gumigising si Fe na may kalungkotan ang puso nawala na ang taong kasama niya sana sa hirap at ginhawa. Ngunit ina at guro siya, hindi mo makikitaan ng kalungkutan o sakit ang mga mata niya pero sa kaloob-looban ng puso niya ang sakit na hindi nakikita nino man. Anong tibay ng puso’t katawan ni Ma’am Fe bumabyahe ng mahigit isang oras papunta sa paaralan kung saan siya nagtuturo, init at ulan hindi iniinda makapagturo lamang sa mga bata na may kasiyahan. Hindi niya ginagawang dahilan ang mga problemang dumating sa buhay niya para hindi maibigay ang quality education na kailangan ng bawat bata na kanayang tinuturuan. Pagdating ng hapon uuwi siyang pagud sa kaniyang mga anak, pagud ay napapawi dahil sa yakap at halik na salubong ng mga anak. Ang tangi niyang kayamanan na naiwan ng kanyang mahal. Ito ang nagbibigay lakas sa kanya upang magpatuloy sa buhay, nawalan man siya ng isa mayroon naming pumalit na dalawa. Alam natin na iba parin na may katuwang sa buhay ngunit kung plano ng Panginoon ay iba sa ating plano wala talaga tayong magagawa. Ngayon, si ma’am Fe ay marami ng naipundar material man na bagay o lakas sa pagharap sa mga hamon ng buhay. Hindi natitinag sa mga masasamang salita kanyang naririnig bagkos ito ang nagbibigay lakas sa kanya na magpatuloy at gumawa ng tama. Balikan ang mga magulang na naghirap para makapagtapos ka sa pag-aaral. Nag-iisa man siya bilang isang ina at ama na sa mga anak pero ang Diyos ay kasama niya. Babaeng matibay handa sa anumang hamon ng buhay. Mga kababaihan ating tularan si Ma’am Fe nagging matibay sa kabila ng hirap, sakit at pagud na kanyang pinagdaanan. Babae tayo! Hindi babae lang.
Exemplary Teacher, Worthless as a Mother and Wife
In a public school in the northern part of Iloilo, there is a teacher named Mrs. Lessara. Ma'am Lessara got married at the age of thirty. She married a fellow teacher from the neighbouring town. Her husband can be considered a godsend for her because of his kindness, diligence, thoughtfulness, loving nature, and above all, his faith in God. It is said that both of them are nearing the age of being left behind in marriage. However, as fate would have it, while they were continuing their studies in "Graduate School" at a prestigious University in the northern part of Iloilo, their paths unexpectedly crossed. For an unknown reason, their long-dormant feelings were suddenly awakened, and their almost barren hearts came back to life. Before long, they were standing in front of the altar, both promising before God and man to become a complete couple. As a result of their love, Ma’am Lessara gave birth to a very healthy baby boy, named Highianisel Tom, which sounds like the international name of Typhoon Yolanda, "Haiyan," because it was only a few days after she gave birth that this typhoon struck. At the age of one year and two months, another baby girl followed, whom they named Eunaire Rich. Despite having two children who are almost the same age, Ma’am Lessara wholeheartedly fulfils her duties at school. She was assigned to teach two grades, or a multigrade class, the third and fourth grades in their school due to the shortage of teachers. She was also assigned as the Teacher-in-charge of their school and the Multigrade coordinator of the district. She spent almost all her time on her work, teaching, preparing school reports, and sometimes district reports. In providing solutions to problems at school, with fellow teachers, with students, in creating projects, and attending seminars and meetings. She was admired for her dedication to work. When a district-wide evaluation was conducted in each school, she was recognized as one of the most outstanding and effective teachers in the entire district. Because of the certificate she received, she further increased her diligence in teaching. Sometimes, she would go to bed past midnight after finishing the reports she needed to submit the next day. In addition to this, she also prepares for the classes of two grades for the next day and sometimes takes on tasks assigned by the barangay. Ma’am Lessara is truly an exemplary teacher. However, despite being an exemplary teacher, her irresponsibility as a mother and wife was hidden. It can be said that she merely gave birth to her children and just left them to their nannies. It's still morning and she's already at school, and it's almost dusk by the time she gets home. Upon arriving home, she would only eat and immediately face her schoolwork that she brought along. It's lucky if she can kiss and carry the children for 20 minutes. After the tasks, due to fatigue and sleepiness, she will sleep in her room while her children are beside their nannies. When they get sick, the doctors always ask why their nanny is always the one with them and where their mother is since its Saturday. Ma'am Lessara is actually attending district meetings. Once, her nanny called him to buy milk because the children's milk was already gone, and her teacher companion was surprised that she didn't even know about the children's milk and even asked the nanny what she should buy. That's because she always relies on her husband to buy milk and the children's things. When she was in the city and the nanny texted her to buy clothes for the children because their clothes were getting tight, she quickly showed the picture of her children to her colleague and asked what size would fit her children. To make matters worse, when her husband comes home, he is also the one who does the laundry and serves her food. She can't even think of serving her husband, who only comes home on Saturdays and Sundays. He always gets scolded when things don't go her way. She can't even manage to wash the children's bottoms. As time goes by, her children gradually grow up. One day, it was her eldest child's birthday. Mrs. Lessara tried to lie down next to her eldest child while they were sleeping. But she was greatly shocked when she tried to hug her child, only to be pushed away and hugged by the nanny instead. In the morning, when she was about to leave, she tried to kiss the children, but they would only kiss her when she gave them money. If there isn't any, they would run away from her. The children of Ma’am Lessara are really very distant from her. It became even more noticeable when, every time, the children would constantly say the word "Papa" even though they only saw him once a week. Whenever they hear the sound of their father's approaching motorcycle, they immediately shout "Dad is here" and run to greet him. But when Ma'am Lessara arrives, even if the children are right in front of her, it's as if nothing happened, unless she has a gift or money to give. Ma’am Lessara was deeply saddened when she realized her shortcomings towards her children and husband. Sometimes, he would tell her, "You, you have no time for your family anymore. “It seems like you've forgotten us, just to fulfil your job." Even though her husband understood, he still held a grudge against her. Mrs. Lessara just cried and thought that it wasn't too late. He can still catch up to make amends and fill the gaps in her duties to her husband and child. She told herself that she should be fair to both work and family because it is very painful to be a stranger to her own children and husband.
In a little neighborhood, there lived a boy named Dray. He was bubbly, sweet, and smart. He was only five years old, but already knew what he wanted to become when he grew up - a fire-fighter just like his uncle. Every day, he wears his red costume and helmet, plays as a fire-fighter as he rides on his toy cart around the living room, and sprays imaginary flames with his plastic water canister. Then, every night before going to sleep, he would put his toy fire trucks beside his bed. As he lay on his bed, he pulled up his blanket and glanced at his toy fire trucks before closing his eyes. In his mind, he imagines himself riding on a real fire truck and saving the world. One night, as he drifted off to sleep, something magical happened. When he opened his eyes, he realized he was no longer in his bedroom. He found himself standing in front of the fire station, dressed in a firefighter uniform, with a helmet on his head and boots on his feet. Suddenly, the ring buzzed, notifying that there is an emergency. A man appeared in front of him, wearing the same uniform as he was. The man smiled at him and said, “We need your help, Dray. There’s a call for help, someone needs us”. He felt excited and nodded bravely. He was amazed to see the big fire truck in front of him, flashing its red lights and blaring its siren. They climbed onto the fire truck and headed to someone’s home. They arrived and searched the area. Dray found out that there was smoke in the backyard. He ran as fast as he could to take a closer look and saw a flame flickering near the pile of leaves and wood. Without hesitation, he immediately grabbed a hose, turned it on and sprayed the flame until the smoke faded and the fire was out. “You acted fast and did the right thing, you are a brave boy”, the man said. As they went back to the station, everyone clapped and praised him for what he had done. The chief handed him a shiny badge and tapped his shoulder for doing a great job. Dray smiled and felt honored as he received his badge and put it on his uniform, beaming with so much happiness and pride in his heart. The next morning, as his mother wakes him up. He realized it was just a dream, but he felt it was so real. At that moment, he smiled, looking at his toy fire trucks, and told his mother and himself, “I will become a real fire fighter someday”.