WORK IMMERSION PORTFOLIO

A partial fulfilment in the Subject Work Immersion

Submitted to:

Mr. Alexander Grande

Submitted by:

Joshua Myles R. Custodio HUMSS1220

January 9, 2020
 ACKNOWLEDGEMENT

This portfolio would not be possible if I was not born in this world. Hence, I would like to
acknowledge God for giving me everything in this life and even for giving me the opportunity
to live.

For my mother, who, throughout her pregnancy, took daily medications that helped me to hold
on to her and live, and caring for me until I become what I am today.

My father who has always been beside my mother and supported our family in terms of security,
love, food at the table, and other things I cannot put into words.

Mam Ann Tasarra who let us, senior high school students do our immersion in their facility and
Sir Alexander Grande who took care of us in terms of our safety, guided us in our innocence and
our ignorance, our schoolworks, and so on.

To my fellow co-trainees who became my moral support, when there are times that are not
quite exciting, they put all the fun in our vacant times, who helped me in every way such as the
instructions and paperworks which I only have little knowledge of.

All the teachers who I have been with, and all the teachers who taught today, I salute them for
their efforts and their sacrifice for us students... thank you.
 DEDICATION

I dedicate this portfolio first and foremost to my parents who have been behind my back,
supporting me in their own ways. I also dedicate this to my teachers since I was young, learning
every little thing that I needed to learn to face challenges in my life; to the junior high school
teachers who let us experience things that I would always go back to and remember. Lastly, for
everything that happened to me now, and all that would happen to me tomorrow, to the one
who guides, the one who has the power, to the almighty God the Father, the son and the Holy
Spirit, everything I do is in your name.
PART I: IMPORTANT POINTS IN

WORK IMMERSION
 INTRODUCTION

Work Immersion is one of the course requirements for graduation. A Senior High School
student has to undergo Work Immersion in an industry that directly relates to the

student’s postsecondary goal. Through Work Immersion, the students are exposed to and
become familiar with work-related environment related to their field of specialization

to enhance their competence. Specifically, the students are able to: (i) gain relevant and
practical industrial skills under the guidance of industry experts and workers; (ii)

appreciate the importance and application of the principles and theories taught in school; (iii)
enhance their technical knowledge and skills; (iv) enrich their skills in

communications and human relations; and (v) develop good work habits, attitudes,
appreciation, and respect for work. These prepare them to meet the needs and challenges

of employment or higher education after graduation.

 OBJECTIVE OF THE WORK IMMERSION

Work immersion will help develop among the learners life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership
building, DepEd hopes that the Partner Institutions will provide learners with work immersion
opportunities, workplace or hands-on experience, and additional learning resources. It aims to
make the learners:

1. Appreciate the importance and application of the principles and theories learned in
school;

2. Enhance their technical knowledge and skills;

3. Enrich their skills in communications and human relations; and

4. Develop work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have already acquired almost all the
competencies and skills that would prepare them for the curriculum exits (higher education,
employment, middle-skills development, and entrepreneurship). Work immersion provides
them with an avenue to test themselves and apply what they have learned in a non-school
scenario. In work immersion, learners are not only able to apply their previous training but are
also able to experience the social interactions in a work environment. Their experiences during
work immersion will develop many skills and values that would help them as they transition
from high school to real life.
 Values and Attributes of a Student in a Work Immersion

As a student who is in a work immersion, here are some values and attributes that will
help you propel and have a meaningful experience.

1. Responsible

In a work environment, there are targets to be achieved on a daily or monthly basis. As such, it
is important to do your part in the whole process. Ensure that you deliver your work with quality,
commitment and on time.

For example, if a certain project was given to you, do your research. Do it accurately. If there
are any difficulties, inform your supervisor ahead of time.

2. Adaptable

In a work environment, there are dynamic activities and processes.Be ready to accept change.
For an instance, due to lack of budget, you were assigned to find sponsorship for a marketing
event. You might want to learn how to network and how to negotiate in the process of asking
for sponsorship.

3. Professional

Even though you are just a student in a work immersion, it would be great to exhibit
professionalism. Come to meetings and work on time. Dress up properly. Watch your language.
Comply with company policies.

4. Remarkable Work Ethics

Work ethics is the set of work principles you live by. Show to your colleagues and supervisors
that you are dedicated to your job in the immersion. Avoid complaining about tasks given to
you. Be honest. Avoid giving excuses. Do not submit sloppy work. Stay focused on what need to
be done.
PART II: THE WORKPLACE
 COMPANY PROFILE

Notre Dame of Dadiangas University - Integrated Basic Education Department

LAGAO (NDDU– IBED LAGAO) is a Catholic private University preparatory school for High
School, Elementary and Pre-school students, run by the Marist Brothers of the Schools or FMS
(Fratres Maristae a Scholis). Also, it is a Catholic Educational Institution that seeks to actualize
its Vision-Mission by providing guidelines for the members of its community.

Further, it offers a broad spectrum of academic programs through its colleges. It consists
of three campuses in Gensan — the main campus along Marist Avenue, the Notre Dame of
Dadiangas University-Integrated Basic Education Department or NDDU-IBED Lagao Campus
and the Espina Campus. NDDU has been a member of the Notre Dame Educational
Association, a group of Notre Dame Schools in the Philippines under the patronage of
the Blessed Virgin Mary.
 BRIEF HISTORY OF NOTRE DAME DADIANGAS UNIVERSITY
Integrated Basic Education Department
HIGH SCHOOL

Notre Dame of Lagao was founded in 1947 by the Oblate Fathers in response to the
educational needs of the community in those post-war days. It was a co-educational school then.
In 1952, four Marist Brothers led by Br. Joseph Damian Teston, FMS took over the first group.
Brothers Edmund Concrad, Michael O’keefe and Dennis Herman were in the first group. The
Marist Brothers invited the Dominican Sister of Siena to take care of the girls, thus, creating two
separate departments, the Boy’s Department and the Girl’s Department.

In the early days, Lagao drew students from all the surrounding barrios and sitios
reaching as far as Kiamba, Glan, and Tupi. Many students travelled to the school from the
neighboring Dadiangas. Although the Brothers secured a truck to relieve these students of
Dadiangas of the arduous daily trek, it was not sufficient. So bold step was taken-an annex to
Notre Dame of Lagao was opened in Dadiangas. Thus, the seed for what is now Notre Dame of
Dadiangas University was planted in 1953.

The first Brothers working in Dadiangas used to reside in Lagao. By 1958, the Brothers
again invited the Dominican Sisters to take over the administration of the girls ‘department at
Dadiangas. In 1959, the Brothers moved the boys’ high school department to a new site and
gave the original site to the Sisters for the Notre Dame of Dadiangas for girls.

From 1959 to 1981, the Marist Brothers operated two schools, the Notre Dame of Lagao for
boys catering to high school student and the Notre Dame of Dadiangas College catering to
elementary, high school and college students.

In 1982, the initial phase of merging the Boys’ Department of the ND Dadiangas and the
ND Lagao was initiated. From SY 1983-1984 to SY 1985-86, the full merging of both schools was
completed. The school was named Notre Dame of Dadiangas College High School Boys’
Department, Lagao Campus. With the evolution of time, co-educational was deemed necessary
for a whole-rounded development of a student’s life. NDDC succumbs to this necessity. Thus, it
caters to both high school boys and girls starting school year 1998-199. It was named Notre Dame
of Dadiangas College High School Department, Lagao.

The high school department pursued PAASCU accreditation in school year 1997-1998
with the prelimary survey. The three-year accreditation was granted on May 4, 2001.

In school year 2002-2003, the IBED structure was conceptualized with the aim to fully
articulate the programs and activities of the basic education department having both
elementary and high school in one campus. The restricting of the Elementary and High School
Department as IBED specifically aims to articulate coherently the Marist Culture as stated in the
vision-mission and objectives of the school ; to align curricular,co-curricular and extra-curricular
programs and activities so as to form the desired graduates of the Marist institution; to have a
coordinated implementation of programs/policies related to basic education personnel and to
maximize resources by sharing personnel, facilities and equipment.

The First PAASCU Resurvey Visit was on August 23-24, 2004. The clean five-year
reaccreditation was granted on January 31, 2005.

On June 26, 2006, CHED has granted NDDC a University status, thus, it was named
Notre Dame of Dadiangas University. Living up to the expectation of the community from a
newly-declared University, School Year 2008-2009 was full of big events in the academic life of
the school.

The Second PAASCU Resurvey Visit was on October 12-13, 2009. The High School
Department was granted five-year reaccreditation on November 25, 2014.

At present, the High School Department is now called Notre Dame of Dadiangas
University Integrated Basic Education Department Junior High School Lagao Campus.

“It is not what you think, it is how you think. Let do it the Marist way,” is the motto that
instigated the Marist Community to pursue the International. Organization for Standardization
(ISO) 9001:2008 Certification. The institution went through the first stage of certification on
November 12, 2013 and was followed by the second stage on December 12-14, 2013. On February
20, 2014 the school was granted an ISO certification.

Notre Dame of Dadiangas University was recommended by the TUV Nord Philippines,
Inc. the maintenance of certification of ISO 9001:2008 during its first surveillance audit on
December 10-11, 2014. With this, the university foresees a more dynamic school imbued with the
rich Marist tradition of providing quality Christian education to all-faithful to its motto, “In order
to educate children you must love them.”
 NDDU VISION-MISSION STATEMENT

VISION

Notre Dame of Dadiangas University is a Catholic, Filipino Institution of Academic

Excellence established by the Marist Brothers of the Schools(F.M.S- Fratres Maristae a Scholis)
characterized by St. Marcellin Champagnat’s ideals of simplicity, humility, and quiet zeal for
God’s work as inspired by the Blessed Virgin Mary. The school is dedicated to the formation of
persons in all levels of learning, who, as Christian leaders, competent professional, community-
oriented citizens and culture-sensitive individuals will actively participate in building a peaceful
and progressive nation.

MISSION

As a CATHOLIC EDUCATIONAL INSTITUTION, NDDU shares in the church’s mission

of evangelization by integrating life and faith

As a FILIPINO INSTITUTION, NDDU seeks to preserve Filipino culture and propagate

love of country and its people.

As an institution of QUALITY EDUCATION, NDDU aims leadership in curricular

programs, multi-disciplinary programs, and research and community service.

As a MARIST INSTITUTION, NDDU promotes the core values of Family Spirit, Marian
Spirit, Simplicity, Presence, and Preference for the Least Favored, Love of Work and Integrity of
Creation.

As a COMMUNITY ORIENTED INSTITUTION, NDDU aims to respond to the

challenges of the locality (SOCSKSARGEN Area) it is serving
 COMPANY ORGANIZATIONAL CHART

IBED ORGANIZATIONAL CHART

IBED Director Principal

Guidance Counselor Registrar

Librarian/IMC In-
Charge
CIS Coordinator

CM- Coordinator

Student Activity
Campus Peace In
Charge

Clinic In- Charge Sports Coordinator

Physical Plant In-

Charge

Asst. Principal Grade Asst. Principal Junior Asst. Principal Senior

School High School High School

IBED FACULTY

STUDENTS/ PUPILS
 NDDU CORE VALUES

Family Spirit-

Champagnat’s great hope was that people in the Brothers’ schools would relate to one another
as members of a loving family with Mary being our Mother.
Marian-

In a Marist School, our model in following Jesus is Mary, whose virtues we try to live.
Simplicity-

This value is about being real, transparent and honest in our relationships. It should also
characterize our lifestyle and activities as we avoid excesses or luxuries.
Presence and Participation-

Being present at classes and activities and taking an active part are Marist ways of getting to
know each other.
Preference for the Least Favored-

Working with those the margins of society was at the beginning of the Marist Brothers’
Congregation. This spirit continues in Marist schools today.
Love of Work-

We recognize the dignity of work, as it offers us purposes in life and self-fulfillment, as well as it
contributes to the well-being of family, community, and nation.
Integrity of Creation-

Being aware that humans and all living and non-living matter are creatures of God, we care
for our land and its resources, knowing that we are all interdependent.
Quality of Education-

Competent, knowledgeable, ethical. As a Marist School, NDDU aims to provide an education

that is academically excellent and that harmonizes faith, culture and life.
 COMPANY’S SERVICES DESCRIPTION

A. GUIDANCE SERVICES

A.1. Orientation

The orientation service aims to acquaint students with the school services, program,
policies, rules and regulations. It also aims to facilitate the students’ adjusted toward teachers
and classmates.

The orientation service also aims to increase the parents’ awareness on the school
programs, policies, rules and regulations. It also sets the NDDU-IBED Lagao Campus educators
to the Marist Charism and distinct Marist Pedagogy and to deepen the family spirit among
members of the community.

A.2. Testing

The Testing service helps the students know themselves better (their personality, interest,
aptitudes and career inclinations) through defined diagnostic procedures.

A.3. Individual Inventory Record

The Individual Inventory Record or IIR aims to gather pertinent data and information
useful in knowing and understanding students to be able to assist them better.

A.4.Career Guidance

Career Guidance aims to facilitate career awareness to students and to be able to assist
them in their prudent choice of career.

A.5. Recruitment

Recruitment service facilitates the recruitment of enrolees through defined

strategies and procedure.
A.6. Follow-Up
 The Follow-Up service involves the monitoring of students who have problems in
academic and behaviour. This also includes the monitoring of graduates to strengthen
the linkage to the Alumni.
A.7. Counselling
The Counselling service facilitates self-help among students in a dynamic and
systematic way by providing them an opportunity to discuss problems confidentially with
a trained counselor or with peer groups.

B. CAMPUS MINISTRY SERVICES

The Campus Ministry provides opportunities to all students and personnel to
strengthen their faith. It plans and implements activities that strengthen their knowledge
about God and that witnesses their faith and zeal.
B.1. Monthly Mass
B.2. Recollections
B.3.Retreats
B.4.Celebration of Feast Days
B.5 Sacraments of Baptism, Reconciliation and Confirmation
B.6. Symposium on Social Issues and Inter Faith Dialogue
B.7. Baccalaureate Mass

C. HEALTH SERVICES
The school health services are cantered in the school clinic which the school attends
to on a regular basis.

The health services include procedure to:

C.1. appraise the health status of students
C.2. counsel students concerning appraisal findings
C.3. encourage immediate institutions or remedial measures for defects that can be
corrected.
C.4. provide emergency care and first –aid treatment for the sick and the
injured.
 D. LIBRARY SERVICES

The library is the Learning Resource Center of NDD-IBED. It participates effectively in

the school program to meet the academic needs of students and teachers and other personnel
by providing library materials and services most appropriate and meaningful.

It also offers the Library Instructional Program. The Library Instructional Program (LIP)
is a special program aimed to develop students’ skills on the use of library resources. The different
topics taken up in LIP are followed up during library periods in all year levels where students
are assisted in their choice of library materials for classroom assignments or research work.

E. CANTEEN SERVICES
The canteen services include breakfast, snacks and lunch. The canteen is open from 7:00
A.M to 6:00 P.M on school days.
 THE SCHOOL SEAL

The school seal is the insignia of Notre Dame of Dadiangas University, which is depicted by the
symbols and colors below.

The Cross is a symbol of the school’s commitment to Christian and Catholic Education:
Christ centered and community oriented.

The Letter “M” and The Twelve Stars are Marian trademarks; the school is run by
the Marist Brothers of the Schools whose spirituality a based on Mary and whose main mission is
to bring “All to Jesus through Mary”

The Waves stand for Sarangai Bay. These symbols signify that the school is responsive
to the needs of the locality especially of the SOCKSARGEN area.

The Three Violets are symbols of Marist identity. These stand for the three virtues of
Mary, namely: modesty, humility and simplicity. The three violets also signify the school’s
commitment to serve the youth especially the least favored.

The Leaves area symbols of the school’s commitment to relevant and quality education.

The Rope is a symbol of unity and solidarity in the school campus and outside
community.

Green and Gold are two colors that symbolize the integral vision and spiritual mission
of the schools through Marist education.

Green symbolizes life and hope. Life is a continuous growth for human fullness and hope
that God will put order to everything we do.

Gold symbolizes quality and truth.

 INSTITUTIONAL OBJECTIVES

NDDU is Catholic educational institution which seeks to develop the spiritual, intellectual,
social, aesthetic and physical abilities of the students through systematic instruction and practice.

NDDU is concerned with creating a Christian community among the members. Therefore,
NDDU offers religious instruction and provides opportunities for apostolic zeal and witnesses.

NDDU is committed to further national development. Students are made aware of their
rights and responsibilities as citizens and are given opportunities to participate in institutional
and community development.

NDDU contributed in improving the quality education in the region of SOCCSKSARGEN.

As an institution of higher learning, NDDU seeks to foster cooperation and innovation among
educational institutions in the regions.

And as a Marist School, NDDU loves in the spirit of Saint Marcellin Champagnant, dedicated
to the Christian education in accord with the Marist motto: ALL TO JESUS THROUGH MARY,
ALL THROUGH MARY TO JESUS.
 COMPANY PARTNER

(TESDA)Technical Education and Skill Development Authority

Technical Education and Skills Development Authority (TESDA), a

government agency tasked with developing and overseeing the country’s
vocational and technical education programs and policies. TESDA provides
direct training programs which are divided into four distinct training
modalities: School-Based Programs, Center-Based Programs, Community-
Based Programs, and Enterprise-Based Program

PAASCU stands for Philippine Accrediting Association of Schools, Colleges and Universities. It is
a private, voluntary, non-profit and non- stock corporation which was
registered with the Securities and Exchange Commission on November 5,
1957.
PAASCU is a service organization that accredits academic programs which
meet standards of quality education.

The Commission on Higher Education (CHED) is the key agency

mandated to promote quality higher education and to ensure accessibility
to those who may not be able to afford it. CHED ensures that the country’s
human capital stays competitive by upholding academic freedom and
fostering intellectual growth.
 TUV Rheinland Certificates certify the safety standard compliance
and qualifications of products, management systems, manufacturing
processes, and personnel. It achieved its ISO/ IEC 17025 accreditation to
test various household appliances, audio-video products and luminaires
from the Department of Trade and Industry (DTI)
- Philippine Accreditation Office (PAO)

University Mobility in Asia and the Pacific (UMAP) is a voluntary

regional association of government, non-government and/or university
representatives of the higher education sector established in 1993 to
enhance cooperation and exchange of people and expertise through
increased mobility of higher education students and staff

The Bureau of Immigration (BI) is principally responsible for the

administration and enforcement of immigration, citizenship, and alien
admission and registration laws in accordance with the provisions of the
Philippine Immigration Act of 1940.

The Catholic Educational Association of the Philippines

(CEAP) is the national association of Catholic Educational Institutions in
the Philippines founded in 1941. The CEAP is commissioned to advance
and promote the teaching function of the Catholic Church. Promotes
religious instruction as an essential element of Catholic education, there
by contributing towards character formation and citizenship building.

Philippine Association for Graduate Education focused its efforts

on establishing rules and standards through the encouragement and
promotion of development programs, projects and activities in research,
scholarship, faculty and staff development, curricular relevance and
refinement, among others, in support of national graduate education
goals.

COMPANY TARGET CLIENTELE

The institution was set to provide quality education to elementary, Junior and Senior

High school students.

 LOCATION OF THE COMPANY

NDDU-IBED LAGAO is in Tiongson Extn. Lagao 9500, Gen. Santos City

 SCHOOL RULES AND REGULATIONS

A. Uniform
1. All students should be in complete uniform during class days, activities and
examination days.
The regular uniform shall be:
1.1 Boys
a. Plain Khaki pants with one inch green stripes along the side; military or
straight cut with conservative pocket (corduroy, denims and rugged d pants
are not allowed)
b. Plain white straight cut polo shirt with name patch sewn above the left
pocket
c. Underskirt-plain white sando
d. Black leather shoes
e. Plain white socks
f. School ID with NDDU official sling

BOY’S UNIFORM

 Name Patch above left pocket

 Plain white polo skirt straight cut at the bottom
 1 inch green stripe
 Khaki pants reaching the shoes
 Black leather shoes

GIRL’ S UNIFORM

1.2 . Girls:
a. White blouse with name patch sewn in the left side
b. Necktie
c. 2 inches hemline without pleats
d. Skirt-round pleats (3 inches below the knee)
e. Back Blouse
 1.3 . P.E Uniform
Boys:
a. White shorts
b. P.E T-shirt
c. Rubber shoes and plain white socks
Girls:
d. Green jogging pants
e. P.E T-shirt
f. Rubber shoes and plain white socks

P.E Uniform is worn only during P.E. period.

There should be no adornments on the uniform (e.g. patches, embroidered and

tattered designs, metal buttons, stickers, vandals, etc.)

When students are given the privilege of not wearing the school uniform,
decent attire is required. (NO: BACKLESS, SLEEVELESS, SPAGHETTI STRAPS,
PLUNGING NECKLINE, RUBBER SLIPPERS, AND MINI-SKIRTS.)

B. Haircut

 Boys must have 2 by 3 inches student haircut

 2 inches above the ear
 3 inches above the nape

Notes:
>Haircut inspection for boys are done every second week of the month by the Level
Coordinator, adviser or CPI.
> Girl’s hairstyle must not cover her face.
A. Attendance
1. A student who has been absent must present an excused letter signed by his/her
parents/guardians to secure an admission slip from the Campus Peace In-charge.
Only authorized signature will be honored.
 2. An excused absence is given for valid reasons such as sickness, calamities, accident
and death in the family.
3. A student who has been absent is responsible for any lesson, class work or activity
given during his/her absence. A student automically loses whatever credits or points
given in the class during his/her unexcused absence.
4. A student who has incurred absences of more than 20% of the required school days
for the school year will not be given any academic credit. (DepEd Order #8 Series of
2015)
5. A student whose attendance is irregular (at least 10 days absences) may manifest
neither an interest in school nor the physical stamina that school work requires. Thus,
he/she may be placed on probation or advised to be dropped from school.
6. The school is responsible for the student’s whereabouts during the school day. A
student may leave the campus provided that a permission is granted by the Campus
Peace In-Charge (CPI) and he/she must be fetched by his/her parent/guardian. In
the absence of the CPI, the Principal or the Assistant Principal or the Level
Coordinator may issue an off-campus slip.
7. No student may be called out of class except when he/she is given an Official Call Slip
signed either by the Principal, the CPI, the Guidance Counselor or the School Nurse.
Any personnel who requests students to go out of the classroom for official business
should present a letter approved by the Assistant Principal.
8. A student who cuts class, off campus is considered absent. He/She must be
accompanied by his/her parent or guardian to the CPI the next day.
9. A student is considered tardy when he/she comes after the official time (7:30 A.M). A
student is considered half day absent already when he/she comes after the first period
in the morning. He/She is also considered absent the whole day if he/she comes after
the first period in the afternoon.
10. Three accumulated tardiness in a month is considered one day absence.

B. Punctuality
1. A student who is late must secure an admission slip from the CPI before joining his/her
class.
 2. A student who has at least three successive tardiness or with accumulated six tardiness
in a month will be placed under probation. His/hers parents will be called for
conference by the CPI.
3. A student who is late in between periods is considered tardy. Thus, he/she has to
secure an admit slip from the CPI.
4. In absence of the CPI, the Level Coordinator will sign the admit slip taken from the
CPI office.

E. PASSES

1. OFF-CAMPUS PASS
Off-campus pass is a form issued by the CPI to the student who shall be fetched by
his/her parent/guardian from the campus within school hours. It must be signed by
the Homeroom Adviser/Subject Teacher and approved by the Campus Peace In-
Charge (CPI).In the absence of the CPI, the Principal or the Assistant Principal or
Level Coordinator may issue an off campus pass.
2. CALL SLIP PASS
This form is issued either by the CPI, Principal, Assistant Principal, School Nurse or by
the Guidance Counselor for specific concern.
3. ADMIT- TO- CLASS-PASS
Admit-to-Class pass is given to a student after a transaction within the CPI, Principal,
Assistant Principal, School Nurse or by the Guidance Counselor.

4. VISITOR’S PASS/ID
This is given by a security guard to anyone who wishes to see a student, teacher or
any school personnel for important purposes. He/She must log in at the guard.
5. GADGET PASS
A gadget pass is given by a personnel to a student who is assigned to bring in school
a laptop or camera for classroom instruction/ activity. It must be requested one week
before an activity.
F. Consultations/ Appointments/ Conferences
1. Consultations and conferences with school personnel should be scheduled ahead of
time.
2. Consultations with the teachers are done in the afternoon after class hours and only
inside the campus.
3. Appointments must be done through the office of the Principal through phone,
messenger or letter.
4. Parents/Guardians/Visitors who wish to see any personnel regarding school matterss
should secure a visitor’s ID and pass slip from the security guard. The pass slip should
be signed by the security guard, Principal/Asst. Principal, and the personnel
concerned. The pass slip must be returned to the security guard upon exit.
5. Parents/Guardians who wish to see their child /ward should make an appointment
with the CPI. They must secure a visitor’s ID and pass slip from the security guard
upon exit.
6. Parents/Guardians/Visitors who wish to have appointment with any office for
business transaction must secure from the security guard a visitor’s ID and pass slip. It
must be signed by the office-in-charge and be returned to the guard upon exit.

G. Care of Property
1. Students must take care of the school properties, facilities and their own personnel
belongings.
2. The student who caused damage to any school property must pay the cost of repair
or replacement. Damaged property must be reported to the adviser or persons in
authority as soon as possible.
3. Students who find other’s property shall turn it over to the CPI. Lost
valuables/belongings must be reported to the CPI.
4. Laptop, cameras and the like may be brought to school when needed in the lesson
and in any school related activity provided there is a gadget pass issued by the
teacher in-charge.

H. Off-Limits
The following areas are off limits:
 1. The Brothers’ Residence and its surroundings;
2. The Pre-Novitiate House and its surroundings;
3. The Marist Sisters’ residence and its surroundings;
4. The faculty room and lounge;
5. The offices except for official business; and
6. The elementary classroom and canteen

I. Safety Measures
1. Students may leave the campus during school hours provided that an off-campus
slip is issued by the CPI, the Principal, the Assistant Principal or the Level Coordinator.
2. Campus curfew is at 5:30b P.M. except for the Science Curriculum which is at 6:00
P.M. and Alternative Education students at 7:00 or 8:00 P.M.
3. Admittance of student on weekends requires parent’s permit to be collected by the
teacher or moderator concerned.
4. Appropriate measures may be adopted so that only students, faculty members,
school personnel and other persons who have legitimate business with the school are
allowed to enter the school premises.
5. Bags, packages and other containers may be subjected to security at the school gate,
school premises or in the classroom.
6. Only the vehicles with NDDU stickers are allowed to enter the school.
7. Information of any kind regarding students enrolled is never given. Such information
may be secured under special circumtances only with the approval of the Principal.
8. No student may participate in any outside activity as a representative of NDDU-
IBED JHS Lagao without being authorized in writing by the Principal or his/her
authorized representative.
9. No off-campus activity may be recognized as a school activity without approval
form the Asst. Principal and Principal.
10. If the teacher is not in the class at the scheduled time, a class officer must immediately
report to the Assistant Principal. The student should wait quietly inside the classroom.
The class officer will maintain order until the teacher arrives.
11. Confiscated gadgets are deposited at the Principal’s office. Parents must retrieve such
confiscated gadget personally.
 12. Any involvement from the classroom to another place of activity (and vice-versa)
must be done in silence and in order with the students forming one or two lines. The
class officers must help in the supervision of the class.
13. Any deadly weapons such as knives, guns, ice picks and other sharp objects and the
like are prohibited.
14. The school does not recognize any fraternity, gang or organization which threatens
the safety of the whole community.
J. Class Behavior
Students are expected to:
1. Fall in line at 7:25 a.m. They should be inside the classroom at exactly 7:30 a.m.
2. Pray with reverence, respect and attention before the class begins.
3. Refrain from eating during class hours.
4. Keep their classroom and the corridors clean, neat and orderly at all times.
5. Avoid boisterous conduct such ad whistling, shouting, running, teasing and any action
which distract any on-going activities.
6. Put in silent mode/turn off their keypad phones during class hours and in between
periods.
7. Follow the Six Golden Rules which are the primary classroom assertive discipline.
7.1 Pray reverently.
7.2 Follow instructions.
7.3 Ask permission.
7.4 Maintain cleanliness and orderliness in the classroom.
7.5 Stay at your seat.
7.6 Don’t disturb.
 K. Offenses and Sanctions

A student who commits any offense is subjected to the following levels of sanctions.

Level Sanction
1 Verbal Warning
2 Letter to Parents( Written Warning) and
deduction of 10 points in the general
behaviour of the Conduct grade
3 Conference with parents/guardiance, CPI,
adviser/guidance counselor, C in Conduct
4 Conference with parents/guardiance, CPI,
adviser/guidance counselor, C in Conduct, 2-
day suspension from class.
5 Conference with parents/guardiance, CPI,
adviser/guidance counselor, C in Conduct, 3-
day off-campus suspension.
6 Administrative proceedings and dismissal.
 PART III:

MEMORANDUM OF

AGREEMENT

(MOA)
 PART IV:

ACTIVITY REPORT
 DAILY ACCOMPLISH REPORT

IMMERSION JOURNAL ENTRY # 1

December 2, 2019

The students that were assigned at the same week had come together and joined

to ride on tricycle to NDDU-IBED. The rooms does not show the section because of the

earthquake. The students and I came to the assistant principals office in order to make sure and

ask where the rooms of the sections assigned to us. The room that is assigned to me was the

computer lab 2. Before going into my own room I had to guide my co-workers or the students

who were the same schedule as I am to their rooms because I was an alumnus at the same time

the representative student in week 1.

IMMERSION JOURNAL ENTRY # 2

December 3, 2019

The room was cold so I planned to bring jacket. It was also air conditioned so my

sweat in my back would become dry and could lead me to coughing, because of that I planned

that the next day I would change my uniform into extra shirt that I would bring. I asked the

every subject teachers that came to the class and all I gathered was Ynzle Collina, Victor

Lomocso, Kaye Alforque, Jane Duay, Karen, Jeanne Trinidad, Homey Angel S. Arsenal. I had

difficulty in doing the task where I need to ask for the 2nd subject teacher in the afternoon for

their signature in our time in because he was new, and he was not familiar so I need to push

through my shyness and ask for his name, his subject, and his signature. It was simpler for the

next subjects and some teachers such as Victor Lomocso because he was familiar.
IMMERSION JOURNAL ENTRY # 3
December 4, 2019
I did not ask if it was a violation but I took the risk of changing my clothes in

order to avoid having phlegm that would eventually leads into cough and if not cured by my

own immune system, taking of anti-biotics. Nothing was quite happening. The class was the

same. They are still noisy and do not quite respect the teacher in front. Whenever they are asked

for recitation, they tend to ask others for help to their other classmates. The students did not

care even if I was observing in the back, they still go on their own doing if the teacher is out or

waiting for the next subject teacher. I had the urge to make them silent but as I was getting

ready to raise my voice the president reprimanded her classmates and the next subject teacher

got in.

IMMERSION JOURNAL ENTRY # 4

December 5, 2019

To be honest I am kind off an introvert, so students did not took notice of me,

but one student greeted me and I greeted back for formality. I planned to gain their trust but

it was too much short of time, so I did not put too much effort, instead I observed the class, and

every student there is. I imagined myself back into that grade which is grade 7 where I want to

know if I was that noisy back then. The class was so noisy, and the president did not much control

the class. Even the working students in the lab were complaining how noisy the class was, so I

decided to raise my voice instructing them to lower their voices, that they were not only

disturbing me, the working students, the teacher that was in charge of the lab, they even disturb

other classes that was going on to other rooms. They were actually reprimanded by one teacher
and warned them that if they became very noisy one more time, they would be reassigned into

another room. So I reminded them of that warning.

IMMERSION JOURNAL ENTRY # 5

December 10, 2019

I was still assigned with the same class after becoming absent during my

supposed last duty which is December 6, because of sudden attack of migraine, where the extra

heat given by the Sun during that time and the room where I need to observe was cold. I asked

permission with our supervisor and let me do my last day today. There is no duty during

December 9 because the school celebrated its family day and the day after that would be no

class. They only had regular class and continued on regular lessons. They became more behaved

since the last time I observed, maybe because another observer came to their class because of

college students where the course they chose was education. I observed a little and during our

break I observed the campus and where I could walk with my break. I visited the areas where

once I stayed at the field, the court where varsity players had their practices, the classrooms

where I too have been, the trees, the plants, the garden behind our grade 10 rooms, the labs,

the library, it gives me a feeling of nostalgia, and I was imagining images that shows the things

I used to do, and what activities I used to have with my classmates and with my friends.
 PART V:

REFLECTION
 Work Immersion 2019-2020: NDDU-IBED LAGAO

There are a lot of things I have learned during the week was given to us in
observing new and old teachers that were educating students in different grade levels. This
immersion did not only gave us the opportunity to learn new many things but also to realize
what we need to do for the future and the new generations to come as we become the
educators of the country and with the help of God and opportunities the world.

During the week where I observed classes I begin to realize how important the
lessons that the teachers were delivering even though the students were still so young. I also
remembered the times where I was too at that age and when I did not gave too much care for
the lessons. Now that I was observing I really said to myself, I should have listened attentively,
because when I was that age, I listened but only when I became interested. I am one of those
students where I do not put too much effort in anything at all but still either passes or get high
grades even becomes honor, not like others where they put much effort just to maintain their
grades.

The place not only reminded me where I was from, but also reminded me of
where to go, what to do with the opportunities, and most important of them all is the memories
I gained with the best of people and the best of friends. I thank the school for giving me lessons
I’ve learned, teachers I’ve admired, and the friends I’ve loved.

Problem Encountered

1. First problem that we encountered was the distance, location of the immersion place.

From our university to Notre Dame of Dadiangas University – Integrated Basic

Education is 3.6 kilometers which may take more or less 13 minutes, but it does not
 measure the traffic that occurs in the streets between KCC, GAISANO, ROBINSONS,

which if we do not rush from our classes, there is a high possibility that we would be late.

2. Second problem was the location of rooms, luckily for me, an alumnus of the university,

although because of the earthquake some sections are not on their proper classrooms so

we had to go to principal’s office and ask for the locations of sections that we were

assigned.

Suggestions and Recommendations

I recommend that for the future generation, the facility must give free time for the
students where the one doing the immersion could experience a little of teaching, or recording
of scores, checking papers, and such that we, the students could apply in the future.

Secondly is the time of the immersion period, it is so short that we cannot absorb things
effectively. There are only little things that we could do in one week, in the future I suggest that
it must take at least a month.

Third is the scheduling of students doing their immersion. There are only five students
that could enter the facility in one week, where we are assigned in completely different sections,
the school may had made it one month and for at least 30 students do the immersion so they
could absorb the learnings and effectivity of teaching.