PROJECT PAGTABANG: AN EXTENSION PROGRAM OF KAPISANAN SA FILIPINO

(KAPFIL)

NARRATIVE REPORT

BOLUSO, NORBERTO B.
MAIDO, JESIE D.
BARTOCILLO, GENEROSE S.
BILLONES, APRIL JOY T.
BRILLANTES, JENNY M.
CALOYLOY, MARY MARJORIE D.
CAMPOS, MARIENEL D.
DEITA, CARMEL JOY B.
DELGADO, JONALYN C.
DEMINGOY, ANGELICA D.
DEMINGOY, KRISHA MAE D.
DUMALI, ARMELA V.
PROPONENTS

MARCH 4, 2024
DATE SUBMITTED
 TABLE OF CONTENTS

GOAL ----------------------------------------------------1
ROLE ----------------------------------------------------- 1 - 2
AUDIENCE ----------------------------------------------- 2 - 3
SITUATION ----------------------------------------------- 3 - 4
PRODUCT ------------------------------------------------ 4
STANDARDS --------------------------------------------- 5 - 7

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I. GOAL

Reading is the process of deciphering meaning from a succession of

written symbols. When we read, our eyes acquire written symbols (letters,
punctuation marks, and spaces) and our brain converts them into words,
sentences, and paragraphs that communicate with us.

Remedial lessons are intended to enhance you, specifically in school

topics in which you have performed poorly. Recently, the word has come to
refer to courses given to students who are not equipped for regular job. The
reading and comprehension skills of students at Maayon National High
School (MNHS) are the main focus of this remedial course. It is crucial that we
all learn to read and comprehend as members of our nation. Furthermore, if
our brains are not ready for understanding, reading knowledge is insufficient.
The pagtabang project was implemented to impart knowledge that
participants could use in their daily lives in addition to teaching reading.

II. ROLE

In the realm of education, the importance of addressing diverse

learning needs is paramount. One facet of this challenge involves the
provision of remedial education for students who may be struggling
academically. Student teachers, individuals embarking on their journey in the
teaching profession, play a pivotal role in the facilitation of remedial classes.

As facilitators, our role is to collaborate with experienced educators to

conduct thorough assessments of students' academic capabilities. Through
this collaboration, they assist in the identification of specific areas where
students are grappling with concepts, forming the foundation basis for
targeted remediation. Next is to differentiate instruction. Understanding that
a one-size-fits-all approach is not effective in remedial education, student
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teachers implement differentiated instruction. They modify lesson plans,
tailoring teaching strategies to accommodate diverse learning styles and
abilities, ensuring that each student receives the support they require.
Additionally, facilitators maintain transparent communication channels with
students, parents, and supervising teachers. Regular updates on student
progress, challenges, and strategies for improvement foster a collaborative
educational environment and demonstrate commitment to student success.

In conclusion, our role in teaching remedial classes is multifaceted and

integral to the academic success of students facing challenges. Through
collaboration, adaptability, and a commitment to personalized education,
student teachers contribute significantly to create an inclusive and
supportive learning environment, ensuring that every student has the
opportunity to thrive academically.

III. AUDIENCE

In this remedial classes students will serve as our audiences. We cannot

deny the fact that students nowadays experiencing a disruption in education.
In line with this, we believe that through this program we can enhance the
literacy skills of students in Maayon NHS. The cultivation of literacy skills is not
merely an academic pursuit; it is a cornerstone for personal, social, and
professional success.

Literacy serves as the gateway to knowledge, unlocking a world of

information and ideas. Proficient reading and writing skills enable students to
access a diverse range of subjects, fostering intellectual curiosity and a
lifelong love of learning. Literacy empowers individuals to navigate an ever-
expanding repository of human knowledge. Literacy is not a static skill but a
dynamic tool for lifelong learning. Students with strong literacy skills are more
likely to engage in continuous self-improvement, seeking out new information
and skills throughout their lives. Literacy lays the groundwork for a lifelong
pursuit of knowledge and personal development.

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 Indeed the development of literacy skills in students is not just an
educational imperative; it is a societal investment with far-reaching
implications. Literacy is the key that unlocks doors to knowledge,
communication, critical thinking, and success across various facets of life. As
educators and stakeholders, our commitment to nurturing the literacy skills of
students is not only a gift to individuals but a catalyst for the collective
advancement of society.

IV. SITUATION

Our remedial teaching is quite difficult for us at first because some of us

has no experience on how to manage or handle a student's in primary school
since we are a college students taking Bachelor of Secondary Education.
Some of us struggle on how to approach and teach the students in their level
of comprehension. But it reminds us of our objectives why we are in Maayon
NHS and that is to help the slow learners and provides them the necessary
help and guidance to overcome their problems in reading and
comprehension.

All of us build a strong relationship to our students and because of that

we figure out some of the factors why our student has a problem in reading
and comprehension. Due of pandemic the students encounter different kinds
of problem some of them cannot identify letters and read. Others have a
confusion about the meaning of words and sentences. Inability to connect
ideas in a passage or glossing over detail and they have difficulty
distinguishing significant information from minor details.

Through our experiences we learned a lot of things that surely we can

use in the future when we are in the field of teaching. Such as the teacher
must have a determination, love and long patience in teaching. Also the
teacher must know the differences of his/her students in terms of their level of
comprehension for him/her to identify the fast learners and slow learners for
the better education.

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 In terms of our instructional materials, we were not able to utilize
laptops and power point presentations due to the unavailability of projectors
but it doesn't mean that we became less in imparting knowledge to our
students, instead we used printed pictures, charts, cartolinas, and folders for
us to catch more their attentions. It was a grateful and best experience
especially knowing their selves and their capabilities, family backgrounds,
and skills. By that we also learned from them and it was great even a small
time we spent from them we discovered a lot. We wish and hoping that out
students will retain and applied what they learned from us and remember us.
Otherwise, we had encountered a lot of barriers during remedial reading but
it was not enough to capture our goal. We did it not only for our grades but it
is our mission and responsibilities to impart knowledge to students who are in
need. It was difficult for us, first timers. But still, we gave our best shot to
surpass it and our dedication didn't fail us. It was undoubtedly hard, but also it
was fun and very fulfilling experience at the same time.

We encountered a lot of problems from the beginning up to the last of

our project, from the travel hour adjustment, Budget allotted, Unpredictable
adaptability, Company culture understanding and pressure from keeping up.
But this problem, We experience will enable us to grows as professional
individuals, this experience will serve as like a training ground to apply the
competencies what we have learned in the school and enhance it through
our engagement and involvement in the operation.

V. PRODUCT

The extension program was held in Maayon National High School

located at Brgy. Pob. Tabuc, Maayon Capiz. This aims to help those non-
readers students to learn how to read and write at some point of time. It is
also beneficial for us as facilitator of this activity in such a way that we are
able to distinguish how can we be able to help those who aren’t able to

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read and grasp lessons being shared and discussed to them. Through this, the
weaknesses of these students were being discovered.

V. STANDARDS

To make this project possible to accomplish, we the facilitator

established a criteria and guidelines to be followed. Below are the said
criteria.

Indicator Score

5 4 3 2 1

Excellent Very Good Fair Poor

Good

Phonemic Awareness -

Ability to recognize and

manipulate individual

sounds in spoken

language

Phonics Skills -

Understanding the

relationship between

letters and sounds, and

applying this knowledge

to decode words

accurately

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Vocabulary

Development -

Acquisition and

comprehension of a wide

range of words, including

sight words, academic

vocabulary, and domain-

specific terminology

Reading Fluency -

Ability to read text

smoothly, accurately, and

with appropriate pacing,

expression, and

intonation

Reading

Comprehension -

Understanding and

interpreting the meaning

of texts, including literal

comprehension,

inferential understanding,

and critical analysis

Reading Strategies -

Application of effective

reading strategies, such

as predicting,

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summarizing,

questioning, making

connections, and

visualizing, to enhance

understanding and

retention of text

Lifelong Reading Habits

- Cultivating a love for

reading and fostering

lifelong reading habits,

including independent

reading, leisure reading,

and continued learning

through reading

Total
100%

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