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
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.

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 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.

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

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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.

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

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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 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
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accurately

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

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as predicting,

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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