NARRATIVE "i oe t ‘as Se! SUBMITTED BY: wa Savok Extalane SUBMITTED To: Dv, Rechaud Movalaslas = helen neem aera ee Paar ca eres eee as ee ene ee Re eee meee on are ee ei ean en Pace ee rena eee ee es eee eee eee ce reat tee a er eae a eke ee eee cy eae a ee cay 5. Limited Time: Structured schedules with limited time for each session oe ee ea 6. Teacher-Student Ratio: In large classes, the ideal teacher- Pere pe ie ie ee a eee eee Pieper ee @ www.teamreymondLTs.com URS-TAYTAY @ @teamreymondits CAMPUS eeeeTRe Pees erm ase ee ca oes See eneenteteg Ss tee erected Peete reer ereacen hereo er enerete era recognizing consonants and vowels, learnin Per eee Ea ccgi Roce ene rn ability, Individualized Tutoring: The narrative Pets reenter tree Pena reer eee Seat eon EES struggling with reading. The objective is to errs retain ty coer ete ce ney Deere ne ener renee rd eer eee eS cet Tec Te eee eae eed Pest tects ona eeerte ets eten sures Pett Onecare Rratta geen vs rete antec tere et ReetCe ria eee ere tei yen ene ts fete neces Beemer eS Cone Sen ete eee meet Peeters rect et Uses Cece trast Rete ated etree nt Reenter aay acquired skills at home. Caen etre t eet Semen caret) Beer a see erent ener See Rca eee eae Peres econ tennessee eeOn a wonderful Wednesday, I, Sarah Eatalane, was with the I: BTLED ICT Literacy Training Service (NSTP) prograna, The sky was painted with anticipation as the sun rose, and I was excited to shar@our experiences from our third visit to San Juan Elementary School. ~ el Without delay, the teacher gave us tasks. Our job was to help kids who had trouble reading. Luckily, we had important work to do. I focused on'Symon Luzaro, a 6- year-old. I helped him read letters, vowels, and write the alphabet. Symon found it hard at first because he didn't know the sounds of the alphabet/Bworked hi make him understand, teaching him the alphabet since he was j ma Symon was a bit shy, but he listened well. I told him not to be scarédlor embarrassed, saying I'm not just beautiful but also kind. He felt comfortable with me, following my instructions, and I believe he will keep learning. While teaching Symon, the room was noisy with energetic kids inside and outside, But I liked how Symon didn't get distracted easily. He was patient and obedient, unlike some other kids. At 11 am, I finished teaching Symon. He thanked me, and thanked him back, telling him not to forget what he learned and to keep studying home because he can learn quickly. On our third day, I saw challenges, especially with the lively Grade 1 stu were noisy even after the teacher's warnings. The classroom was messy, a1 teaching materials were not organized. After snack time, the room got even With many kids, each had their own discussions, showing the teacher couldn’ control them all. I noticed these challenges not to criticize but to understand thé natural difficulties. Despite the issues, the kids were friendly and easy to be with. They weren't shy and followed instructions. At exactly 11 am, our team said goodbye to the kids and the teacher. But my day didn't end there; I had another session. I went to the second floor to be with Zian Tampelic in Grade 5 to keep him from being bored during our free time. I saw Zian teaching a child to read, so I also talked to the Grade 5 teacher, saying I want to teach a child in that class. The Grade 5 student I tutored struggled with reading, even in Filipino, but that was okay. I saw potential for improvement in the future. We finished before 1 pm. The teacher was friendly, even giving us leftover bread from the feeding program. We thanked her, and it became our snack. ‘Thinking about the day, it was full of experiences, each one contributing to the purpose. Another Wednesday, like a beautiful song, gave us a chance to make kids happy and learn about true volunteerism — helping without expecting anything in, return. The echoes of that Wednesday, a reminder that in the big picture of givi and learning, every small thing adds its unique melody to the grand song of kindness.