Blog Entry 003: March 6, 2017

Hello again! Only posting this week because we didn’t have class last week due to the suspension of classes in San Vicente Elementary School. Classes were suspended because of the national transport strike that occurred that day.

Last session, I’ve noticed that Don has become more playful and while it is good that he’s somewhat active, I feel that it takes some of his interest in the lesson we were discussing at the time. But, as usual, that wasn’t a hindrance to his excellent performance in our tasks. He also observed that all the other kids were doing the same activities as we were. When I asked him if he wanted me to give him extra activities, he declined politely.

I’d say that he understood the lessons very well, but he doesn’t show any interest in learning advanced lessons or supplementary lessons. He differentiated the things that started with the letters “Aa” and “Mm” properly and he found the activity where he was supposed to color the things starting with “Aa” and “Mm” in particular colors very easy and even joked about it saying it was just in alternating order.

When we read the prescribed books, I had to guide him with the wordless storytelling, but he was able to fill out the blanks I laid out for him. He showed understanding of the story and how the character felt in the scenarios that happened in the story.

He still doesn’t show much initiative in learning more about literacy, but I’ve observed that he performs very well in our tasks. Hopefully, our future activities would make him more interested in learning more about it.

The challenges I faced during last sessions was getting him immersed in our activity. Although he did show more interest in it than he had in our previous sessions, I feel that it still isn’t enough to make him actively chase after more knowledge about literacy.

I tried facing the challenges by making my materials look more interesting and it worked a bit. Hopefully next session, I will be able to get his attention easier and make him enjoy the lessons more.


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Blog Entry 002: February 20,2017

Last week’s session was a bit more challenging than the one two weeks before. While performing the task, my student was clearly bored and his mind was elsewhere. He did accomplish the tasks I asked him to do, but I needed to call his attention several times in the middle of tasks. I don’t think he found the tasks particularly interesting, but he wasn’t that hard to deal with either. As usual, he was nice enough to me as his teacher. I observed that he was best friends with a fellow student named Denver. When we were done with the tasks, he seemed like he wanted to play, like the other students are teachers were playing, but when I asked him which group we should join, he didn’t really feel like joining others. When he and Denver got together again, they started playing and running around with only the both of them.

He listened relatively to the story I told him and was able to recognize the things that started with the letter “Mm” Sound. He was able to draw his favorite foods and determine whether or not they started with the letter “Mm” sound. I had to guide him with the wordless story-telling because he was having trouble constructing the story. He was able to follow my lead and we finished the story with him recognizing whether the character had a happy or sad emotion.

He didn’t seem that we was interested in learning more of the lesson that the task taught him. He was cooperative enough, but not to the extent that I’d think he’s enthusiastic about what he’s learning. He did what he had to do and that’s that. He didn’t show initiative in literacy learning at all which is something we need to work on.

He misspelled a few words, such as spaghetti, and since we didn’t have much time during that session, I plan to note the words he misspelled, write it all down, teach it to him, and let him keep the handout. Other than that and his passivity to learn new things about literacy, he performed rather well.

As I said, my biggest challenge in teaching literacy is keeping his attention on the task and making him more excited about the lessons, to the point where he would want to learn more than the required lessons. Sadly, at the time, I didn’t know what to do in such situation, but he might be more excited if I could integrate games into the task, at the very least, so he wouldn’t get bored.

I haven’t noticed any change in my student’s learning nor have I noticed any change in my teaching yet, but last week’s session was only our third one-on-one session and we’re still progressing. I look forward to more teaching sessions to come to develop his literacy skills, him as a student and a person, and me as a teacher and “ate”.



Blog Entry 001: February 13, 2017

Last February 13, 2017, we went to San Vicente Elementary School to conduct our first one-on-one session with the student assigned to us. The community we are working with is a small yet simple one. Going to the school, we passed by some houses, a bridge, and a lot of small sari-sari stores and carinderias along the way. There were also a few chickens and stray dogs around the area where we walked.

The school we’re working with is a public elementary school. First, we entered the gate that led us to the waiting shed for the parents waiting for their children to be dismissed and for students waiting to be permitted to enter the school premises. From what we saw, the school has three buildings and a covered court. The classrooms were big enough for the students for each section and the student-teacher ratio was at a satisfactory level.

The first time we went to the school was for the site visit. We didn’t get to encounter much children then, but a few smiled at us and acknowledged our presence. The second time was when we conducted the mass assessment exam.

As you would expect of elementary students, they were noisy and very playful. Although I went to a different school, it reminded me a lot of how life was when I was in elementary. It seemed like a long time ago and I felt a happy seeing the students because it reminded me of how my friends and I were like, too. Most of the students were behave enough, but there were some who caused trouble and a few who noticeably copied answers from their classmates.

After checking the assessment exams, our professors determined the students who needed supplementary lessons. In other words, they determined the students whom we can help with our literary training service. We gathered the chosen students from each classroom and led them to the gym where the one-on-one session would be held.

The name of the student I was assigned to is Don Miguel. I had met him before during the mass assessment exam and my first impression of him was that he wasn’t that bad at the exam and that he was behave enough not to start or get involved in a ruckus while we were there.

He performed rather well in the first one-on-one session we had which was an assessment exam to understand where they’re having trouble with. He opened up to me when I asked him a few personal questions about his favorite game, how it is played, who he plays with, and the like. He listened to me while I was telling the story Ang Pamilya Ismid and answered the follow-up questions satisfactorily. Though he got confused with some of the letters, he correctly answered most of the alphabet questions wherein he was asked to identify, pronounce, and match the big letters to the small ones. He was also able to read and recognize the test that involved familiar logos of products or services.

There were times when he seemed either bored or distracted while we were conducting the session. We also weren’t able to finish the exam because he urgently needed to go to the comfort room. Everything considered, he performed nicely and was able to answer the questions properly.

From the results of what we were able to finish last meeting, I was able to get to know my student a bit more than our initial introduction. I also have an idea of what he is able and unable to do at the moment, which is helpful for me to match my pace of teaching.

This experience gave me an opportunity to interact more closely with a student which is very much like making a new friend, a much younger friend in this case. I felt happy while reading the story to him and I hope that I can help in his growth and literacy development.