Republic of the Philippines

PALOMPON INSTITUTE OF TECHNOLOGY

Palompon, Leyte

NATIONAL SERVICE TRAINING PROGRAM

CIVIC WELFARE TRAINING SERVICE
Second Semester, SY 2023 – 2024

MY NARRATIVE
REPORT

Submitted by:

CHARLS NIÑO O. TAMPUS

Student, CWTS – KINDNESS

Submitted to:

ENGR. KYLE RUSKIN M. PORAZO

NSTP-CWTS Instructor

MY NSTP-CWTS JOURNEY
I. MY NSTP-CWTS OVER-ALL EXPERIENCE

My NSTP-CWTS journey has been nothing short of transformative. From the very
beginning, I found myself immersed in a community of passionate individuals dedicated to
making a difference. Whether it was listening to a class discussion, participating in a school
activity like doing the recycle challenge, doing a pre-assessment survey or organizing outreach
programs like community immersion, every moment was an opportunity to to learn new things
and contribute meaningfully to society.

II. THE THINGS / LESSONS THAT I LEARNED FROM MY NSTP CLASS

Throughout my NSTP-CWTS class, I learned invaluable lessons that extended far beyond
the confines of the classroom. I discovered the true power of collaboration and teamwork,
realizing that by working together, we can achieve remarkable things. Moreover, I gained a
deeper understanding of the social issues affecting our communities and the importance of
empathy and compassion in addressing them.

III. DID I FIND MYSELF A BETTER PERSON NOW? EXPLAIN

Absolutely. My NSTP-CWTS experience has fundamentally changed me for the better. Not
only have I developed practical skills and knowledge, but I've also grown as a person. I've
become more compassionate, more socially aware, and more committed to making a positive
impact in the world. My NSTP-CWTS journey has not only enriched my academic experience
but has also shaped me into a more empathetic and responsible member of society.

A LETTER TO MY NSTP INSTRUCTOR

Dear Sir Kyle,

I hope this letter finds you well. As my NSTP-CWTS journey comes to

a close, I wanted to take a moment to express my deepest gratitude for
your guidance, support, and mentorship throughout the course.
From the very beginning, your passion for community service and dedication to making a difference have
been evident in every aspect of our NSTP-CWTS class. Your commitment to fostering a culture of active
citizenship and social responsibility has inspired me and my fellow classmates to strive for excellence in
our endeavors.

Through your guidance, I have not only gained practical skills and knowledge but have also cultivated a
deeper sense of empathy, compassion, and civic duty. Your unwavering support and encouragement have
empowered me to step out of my comfort zone, challenge myself, and become an active agent of positive
change in my community.

Thank you once again for your invaluable contributions to my personal and academic development. Your
passion, wisdom, and guidance have left an indelible mark on my NSTP journey, and I am immensely
grateful for the impact you have have done.

Warm regards,

Charls Niño O. Tampus

NSTP-CWTS ACTIVITIES CONDUCTED

No. 1

I. NAME OF THE ACTIVITY

Recycle Challenge

The Recycle Challenge was an immersive activity designed to promote environmental

awareness and encourage recycling practices among students. In this activity, we used 1.5-
liter plastic bottles to create functional and aesthetic trash bin. The process involved
collecting, cleaning, and cutting the plastic bottles, then assembling them into a sturdy trash
bin. This initiative was more than a craft project; it was a creative way to raise awareness
about recycling and repurposing materials to reduce waste. The Recycle Challenge allowed
 us to engage with the principles of sustainability and explore innovative ways to address
environmental issues.

II. RATIONALE/ OBJECTIVE OF THE ACTIVITY

The main objective of the Recycle Challenge was to foster environmental consciousness
and encourage sustainable practices within the PIT campus community. By repurposing
plastic bottles into trash bin, the activity aimed to reduce plastic waste while demonstrating
the potential of recycling. It served as a practical example of how everyday materials can be
transformed into useful items, emphasizing the importance of creativity and resourcefulness
in environmental conservation.

Beyond promoting recycling, the Recycle Challenge sought to instill a sense of

teamwork and collaboration among us. By working together on a common project, we
developed problem-solving skills and learned the value of cooperation in achieving shared
goals. The activity also provided a platform for raising awareness about broader
environmental issues, encouraging us to think critically about our own consumption habits
and how we can contribute to a more sustainable future.

III. PROJECT SITE/DURATION

This activity was conducted inside the PIT campus, specifically in our CWTS classroom.
The entire activity lasted for approximately an hour and a half, allowing sufficient time for us
to create their trash bins and engage in discussions about sustainability and recycling.

IV. BENEFICIARIES

The primary beneficiaries of this Recycle Challenge were the students participating in the
activity, who gained valuable insights into the importance of recycling and environmental
conservation. The larger PIT campus community also benefited from the trash bin created
during the activity, which could be used to promote proper waste disposal and reduce litter on
campus. In addition to the students, the activity engaged faculty and staff who supported and
facilitated the project, further promoting a culture of sustainability within the campus
community.

V. CONCLUSION

The Recycle Challenge proved to be a rewarding and impactful experience for everyone
involved. It not only fostered environmental awareness among us but also encouraged
creativity and teamwork. Through the process of creating trash bin from plastic bottles, we
learned valuable lessons about recycling and sustainability, which can be applied in our daily
lives. The collaborative nature of the activity helped build stronger connections among us and
faculty, reinforcing the importance of working together for a common cause.

Overall, the Recycle Challenge had a positive impact on the PIT campus community. It
served as a catalyst for discussions about environmental issues and inspired us to think
critically about their role in promoting sustainability. The activity demonstrated that small
actions, like repurposing plastic bottles, can make a significant difference in reducing waste
and protecting the environment. Going forward, the lessons learned from this experience will
continue to influence the attitudes and behaviors of those involved, specifically us,
contributing to a more sustainable and eco-friendly campus culture.
VI. DOCUMENTARIES

NSTP-CWTS ACTIVITIES CONDUCTED

No. 2

I. NAME OF THE ACTIVITY

Pre-Assessment Survey

The Pre-Assessment Survey was a critical step in understanding the needs and challenges
of the people living Guiwan II, Palompon, Leyte. This activity involved conducting face-to-
face interviews with residents to gather information about their socio-economic conditions,
education, healthcare, employment, and other relevant aspects of their daily lives. The
objective was to gain insights that would guide the subsequent work immersion and
community engagement activities, ensuring that our efforts were tailored to meet the actual
needs of the community. By engaging with residents directly, we aimed to build a foundation
of trust and open communication, setting the stage for a successful and impactful work
immersion experience.

II. RATIONALE/ OBJECTIVE OF THE ACTIVITY

The main objective of the Pre-Assessment Survey in Community was to gather accurate
and relevant information to guide our upcoming immersion activities. By conducting this
survey, we sought to understand the specific needs, concerns, and aspirations of the people
living in Guiwan II. This information would help us design targeted activities that could
address the community's most pressing issues, ranging from education and employment to
healthcare and basic necessities.
 Additionally, the survey aimed to establish a connection between the work immersion
team and the community. By engaging residents in open dialogue, we could build trust and
create a sense of collaboration. The activity also served as a learning opportunity for us,
allowing us to better understand the socio-economic realities of the community and the
challenges they face daily. This understanding was crucial for ensuring that our work
immersion activities were meaningful and beneficial to the people we aimed to serve.

III. PROJECT SITE/DURATION

This activity was conducted outside the campus, specifically in Lopez Street, Guiwan II,
Palompon, Leyte. The survey involved door-to-door interviews and took place over a period
of several hours, allowing ample time to engage with a significant number of community
members and gather a wide range of information.

IV. BENEFICIARIES

The primary beneficiaries of this immersion activity were the residents of Guiwan II. By
participating in the pre-assessment survey, they had an opportunity to voice their needs and
concerns, ensuring that the upcoming work immersion activities would be designed to
address their unique circumstances. Alongside my classmates, I worked to ensure that the
survey was comprehensive and inclusive, involving a diverse range of community members.
The insights gained from the survey would benefit not only the residents but also our
immersion team, guiding our efforts in a way that maximized positive impact.

V. CONCLUSION

The Pre-Assessment Survey was a crucial step in laying the groundwork for meaningful
engagement with the residents of Guiwan II. Through this survey, we gained valuable
insights into the daily lives of the community members, their challenges, and their
aspirations. This understanding allowed us to design targeted activities that would address
their needs and contribute to their overall well-being. The survey also helped establish a sense
of trust and collaboration between our team and the community, fostering a spirit of
cooperation that would be essential for the success of the work immersion.

In conclusion, the pre-assessment survey not only provided us with the information we
needed to design effective community immersion activities but also deepened our
understanding of the socio-economic landscape in Guiwan II. This experience underscored
the importance of engaging with communities at a grassroots level, listening to their voices,
and collaborating with them to create meaningful change. The knowledge and connections
gained from this survey will undoubtedly contribute to the success of our future work
immersion activities and our ongoing commitment to community development.

VI. DOCUMENTARIES
 NSTP-CWTS ACTIVITIES CONDUCTED
No. 3

I. NAME OF THE ACTIVITY

Community Immersion

Community Immersion is an interactive activity designed to engage with local

communities and address their needs through direct involvement. This activity focuses on
building meaningful relationships and providing tangible support to community members.
Our immersion at Guiwan II, near the barangay hall, included various activities such as
literacy reading sessions, tutoring, coloring exercises, and a feeding program for children.
Over the course of two hours, we worked collaboratively to create a positive and enriching
experience for the beneficiaries, promoting education, socialization, and basic needs
assistance.

II. RATIONALE/ OBJECTIVE OF THE ACTIVITY

The main objective of this immersion activity is to foster a strong sense of community
engagement while addressing specific needs identified through prior assessments. By
immersing ourselves in Guiwan II, our goal was to build connections, provide educational
support, and deliver essential resources to the community. This initiative aimed to create a
bridge between our group and the residents, allowing us to contribute positively while
gaining valuable insights into the community's challenges and aspirations.

Additionally, the activity was designed to promote values of empathy, teamwork, and
social responsibility among the participants. By engaging in direct service activities like
tutoring and feeding programs, we hoped to make a meaningful difference in the lives of the
children and their families. The experience provided a platform for learning, growth, and
personal development, enabling us to understand the importance of community involvement
and the impact it can have on broader societal issues.

III. PROJECT SITE/DURATION

This activity was conducted at Guiwan II, near their barangay hall. The duration of the
activity was approximately two hours, allowing for a comprehensive immersion experience
that included various educational and social activities.

IV. BENEFICIARIES

This immersion activity aimed to benefit the children of Guiwan II, who were the
primary beneficiaries. Through our engagement, we provided them with educational support,
recreational activities, and a feeding program. Alongside my classmates, I worked to ensure
that our activities were inclusive and beneficial, focusing on the needs of the children while
also interacting with their families and other community members. The aim was to create a
supportive environment that fostered learning, socialization, and a sense of community.
V. CONCLUSION

The Community Immersion activity at Guiwan II was an enriching and impactful

experience for both the participants and the community. It allowed us to directly engage with
the children, providing educational support and essential resources while building lasting
connections. The interaction with the community was rewarding, as we could witness the
positive effects of our efforts and the joy it brought to the children and their families. This
activity also highlighted the importance of giving back and being actively involved in
supporting those in need.

Overall, the immersion experience reinforced the significance of community engagement

and the value of teamwork in addressing social issues. It served as a reminder that even small
acts of kindness and support can have a profound impact on a community. This activity not
only benefited the children of Guiwan II but also enriched our understanding of the power of
community and the importance of contributing to a more inclusive and compassionate
society.

VI. DOCUMENTARIES