DGES: getting ready for Printing, sorting, distribution, and

retrieval of modules
· REMALYN B. MIRANDA
Since the learning modules were decentralized, DepEd currently has no exact numbers on
how many have been printed or being printed because this will depend on the needs on the
ground.
For the first month of the upcoming school year, DepEd said that at least 700 self-
learning
modules will be used to cover the lessons across all grade levels in basic education. Modules in
the subsequent months are currently being prepared. San Antonio said that the data on the
numbers of students who will be using various alternative learning modalities are “still being
consolidated.”
Initial data from DepEd as of the first week of July showed that most students prefer to
use the “modular” approach among the blended and distance learning options. This is after the
month-long
enrollment period in public schools last June when students were asked their preferred learning
delivery mode through a survey form.
Without face-to-face classes, DepEd will implement blended and distance learning where
the combination of the various distance learning modalities such as printed modules, offline
digital modules, online, and TV and radio-based instruction will be used by students and teachers
when classes start on October 5, 2020.
The Dabbac Grande Elementary School teachers prepared the printing and sorting of
Self-learning Modules that was taken from the Bannag Portal and was Quality Assured coming
from the Division of Cagayan.
As experienced by the teachers, it was hard to print and sort modules considering the
number of learners, inadequacy of printing materials and
malfunctioning of printers due to the number of
modules produced. These are the considerations made to continue the learning of the learners,
but teachers find ways and means to address the problem with the help of the
parents and stakeholders. After the printing and sorting of modules, distribution and retrieval of
modules are given to the learners every Mondays.
 Some may have considerations on the pupils who are far from the school and given an
advance module to cope up with the objectives in a week.
Nonetheless, teachers find time to do some innovations to address the preparation
of the learning materials given to the learners.

Dges conducts Oplan Balik Eskwela in the New Normal

-Rema T. Borgonia
 
The Dabbac Grande Elementary School supports the opening of Balik Eskwela . It aims to
provide a safe and clean learning environment for Filipino Learners. With the theme: “Pagpapanatili ng
Bayanihan Tungo sa Kalidad na Edukasyon para sa Kabataan”.

Last June 1 to July 15, 2020, the teachers, parents, the barangay officials headed by the barangay
captain Danny C Villanueva Sr. and the community started the activity with a motor parade around
Dabbac Grande, Baggao, Cagayan followed by a preliminary. instructions were announced by the
principal before the start of housekeeping and cleaning of the school ground and classrooms.
 
It is a usual practice that is to ensure that before the start of classes for the school year 2020-
2021, the classrooms and its surroundings are already fixed and prepared.
 
In relation to the activity, the school principal Ma’am Melinda A. Antonio together with teachers
toriented the parents and the community about the difference of educational learning for this year.
 
Since we are guided by the health protocols implemented by the Inter-agency Task Force (IATF)
the school also adheres to guidelines set by the government.

DGES celebrates National Arts Month

Even in this time of new normal, the Dabbac Grande Elementary School still participated in the
celebration of arts and culture.

The annual celebration of National Arts Month started with the signing of Presidential

Proclamation 683, in 1991, declaring February as National Arts Month. Over the years, National

Commission for the Culture and Arts (NCCA), as well as private and government agencies, has

been organizing events and activities to highlight the artistic brilliance of the Filipinos.

It aims to conserve, promote, and popularize Filipino artistic creations; integrate the arts

in the community life; and harness the arts as catalysts for values education.

The celebration is mainly composed of different contested events: Kindergarten- Pearly Shell

dance, Grade 1- Manang Biday dance, Grade 2 Katuday song, Grade 3- Maalaala mo kaya

song, Grade 4- Kapaligiran, Grade 5- Please be careful with my heart song and Grade 6- Daniw.

All in virtual manner participated by different schools in Baggao South District headed by the

Program-chair, Estrella D. Dimaya, Ph.D.

The activity was indeed full of excitement as they showcase their talents in the different

categories. Really, the objective of the activity is to provide opportunities for harnessing and

strengthening the learners to express themselves towards the culture of a true Filipino.

DGEC supports gulayan sa kabahayan

Dabbac Grande Elementary School amid the ongoing pandemic, launch a search for

gulayan sa kabahayan in every grade level this carries on with their health and nutrition as well

as environmental preservation advocacies.

”
 Likewise, the Gulayan sa Kabahayan aims to strengthen the integration of environmental

education in the school curriculum.

With the ongoing health crisis, the teachers and parents alike are eyed to plant the

vegetable seeds in any available space of each learner in their backyard.

After a month the teachers of Dabbac Grande ES conducted an evaluation about the

Gulayan sa Bahayanan, the grade 2 pupil of mam Rema T. Borgonia won the school level

category.

Cleanliness is everyone’s concern. A neat, clean surrounding or community promotes a good attitude in

everyone. When things are orderly and clean, everyone benefits in some way. In like manner, a clean

environment ensures the health and safety of everyone including pupils, teachers and also parents

specially in this time of pandemic. To secure a clean, mosquito-free and conducive environment for the

pupils and teachers.

The Dabbac Grande Elementary School supports the “Clean-up Drive ” and “Operation Tumba ” Program of

the barangay.

The Clean-up Drive is designed to bring together multi-sectoral taskforce to work together in

promoting a clean environment and implementing preventive measures to keep the pupils and DGES

teaching staff from mosquito-related diseases.

The annual clean-up drive for the School Year 2020-2021 were participated by volunteer parents,

barangay officials, teachers, TUPAD, and other stake holders. Among the activities done were cleaning

the front area of the school, picking up of rubbish and plastic bottles, cleaning the back areas of the
classrooms and disposing mosquito habitats like tires, bottles, and drums.

Nonetheless, the school is a place for education, it is also a place where learners can socialize and develop

skills that will help them later in life. The importance of cleanliness in school cannot be overlooked nor for

granted. If we only take this by heart then, there is no better place than to have clean surroundings.

DGES joins the National Virtual INSET for Teachers

- Merly M. Tolentino
 
In line with the DepEd Order No. 012, s. 2021 (Amendment to DepEd Order No. 030, s.

2020), 15-19 March 2021.

Dabbac Grande Elementary School teachers attended the five day Virtual In-service

training for Teachers last March 15-19, 2021

The aim of this activity is to further expand the participants’ skills and knowledge on

different digital teaching materials, systems, and approaches that are useful in delivering quality

instruction.

(insert all the activities participated by the teachers)

It was indeed full of knowledge gained by the teachers as they go on teaching the learners

with the new trends and strategies of teachings.

The training was intended to cater the problems of the teachers for the New Normal

situation.

 
 Dges receives a 2-classroom building

 
Dabbac Grande Elementary School is a recipient of a two-classroom building from the DPWH-

Cagayan First District Engineer Office under Atlanta Construction allocated Php. 2, 960, 000.00 for the

construction which started February 8, 2021. After the evaluation and inspection of the school

represented by Engineer Clayford Aguinaldo from the Provincial Office.

The school finally given the Two Classroom Building. But with the current building erected given

by the Municipal Government of Baggao, the provincial government decided to let it be demolished for

the new building.

Considering the lack of space in the school and it is the only space where the new building will be

erected, the Barangay Captain, Danny C. Villanueva Sr. approved the demolishment of the building

through the proper knowledge of the Municipal Office.

Each classroom has a prefabricated structural steel and metal wall frame, two doors front

and back, steel windows and the structure has been designed to comfort to ‘Yolanda” type of building.

(lessen the informations taken from the internet ang go directly to the activity of the

school)

The FGD was conducted to localized the informations in the SLM to preserve the cultural and
social identities of the
 
Due to the in adequacy of informations and activities in the Self-learning Modules (SLM)

the teachers find ways and means to localized the informations in the SLM appreciating the

cultural and social identities of the learners. Learners will indeed

understand the lesson if the information is taken from their locality.

To address the needs, the Dabbac Grande

Elementary School teaching staff come up with the Focus Group discussion on the preparation of

Localized materials conducted last October 26, 2020.

The grade 6 adviser, Ernest Hans S. Maigue shared his idea on the Guidelines and

Technicalities on preparation of Localized materials to his fellow teachers.

After the discussions, teachers started to conceptualized materials which is applicable to

their learners. Some had localized stories for the young learners, paragraph for the higher grades

and other learning materials.

Consequently, the Localized SLM/LAS materials would be beneficial to learners as it

would make the materials more familiar and thus more enjoyable for them.

 (please read D.O #14 s. 2020)

June 1, 2020, Dabbac Grande Elementary School conducted the remote enrolment for the School

Year 2021-2022.

Each grade level advisers prepared the necessary documents and the area for enrolment.

The teachers contacted the learners through phone call by their previous adviser during the

enrolment period and accomplished the form.

For those parents who were not able to enrol their children remotely. They were allowed
to come to school to enrol their children. The strict observance of physical distancing and

minimum health standards were observed during the enrolment . The “No Face mask or Face

Shield, No Entry Policy” was implemented.

Moreover, the teachers were tasked to update the enrolment every day in the Learners

Information System (LIS).

(include also the data to be collected during the remote enrolment)

Spg election
-Ernest Hans S. Maigue
The Commission on Election of Dabbac Grande
Elementary School administered the SPG Election last March 10, 2020.
As usual election is different from this year since it is administered virtually, the SPG
Adviser , Ma’am Merly M. Tolentino made a prior announcement of set of standard on the
qualification to safe guard any candidate aspiring for any position more so on major position
relatively. The adviser reiterated to say that each aspiring candidate has to file candidacy
immediately after said policy been posted and implemented. Consequently, the aspirants had not
felt any hardship in filing their candidacy. Nonetheless, they expected for its immediately
approval by the Commission on SPG Election without vain.
Concurrently, the aspirant’s expectation was granted. So, there was a short simple
campaign . done by the two parties headed by Lance Nielsen R. Asuncion and Angel Marie I.
Advincula. The election proper was administered by the chairman, each advisers of the different
grade levels will cast votes on the Group Chats
After the casting of votes the board of canvassers counted the vote on the group chat and
proclaimed the winners the following day without delay. The result of the said election was done
honestly and the results wholeheartedly accepted the winners and the losers as well. And here is
the result of the SPG Election:
President: Lance Nielsen R. Asuncio
Vice– President: Mary Joselle Pinson
Secretary: Kris angel campo
Treasurer: Angel Claire Cariaga
Auditor: Kim Gavanes
P.I.O; Freddie Mar Danao
 

For Q1, invlude the folowing:

1.Oplan Balik Eskwela in the New normal
2" Conduct of Remote enrolment
3. Crafting of school BELCP
4. Orientation of parents and stakeholders
5. LDM SLAC
6. FGD on the preparation of localized SLM/LAS
7. Printing, sorting, diatribution and retrieval of modules
8. Monitoring and supervision of home-based learning activities
9. Preparation of work week plans
10 Alternative work arrangement

For Q2:
1. Attendance to INSET, National Virtual INSET
2. Administration of assessmnent tests
3. Implementation of interventions
4. . Arts and Culture Celebration
5. 5. Virtual Recognitions
6. 6. #7 and 8 sa taas
7. Search for Gulayan sa Kabahayan
8. DGES as recipient of a two classroom building At iba pa
For the feature page, you may present an article about the ff:
effect of the pandemic in education
parents role in educating their children in the new normal
Challenges of Teachers in the Delivery of Instruction in the New Normal

Crafting of School BELCP

In the development of this Basic Education - Learning Continuity Plan (BE-LCP), inputs
from different units and field offices of the Department of Education. In the integration of inputs
into the BE-LCP, the schools were guided by the following principles:
1. Protect the health, safety and well-being of learners, teachers and personnel, and prevent the
further transmission of COVID-19.
2. Ensure learning continuity through K-12 curriculum adjustments, alignment of learning
materials, deployment of multiple learning delivery modalities, provision of corresponding
training for teachers and school leaders, and proper orientation of parents or guardians of
learners.
3. Facilitate the safe return of teaching and non-teaching personnel and learners to workplaces
and schools, taking into consideration the scenarios projected by the Department of Health
(DOH) and the Inter-Agency Task Force for the Management of Emerging Infectious Diseases in
the Philippines (IATF), complemented by other credible sources, and balanced with DepEd’s
own risk assessments.
4. Be sensitive to equity considerations and concerns, and endeavor to address them the best we
can; and 5. Link and bridge the BE-LCP to DepEd’s pivot to quality and into the future of
education, under the framework of “Sulong EduKalidad” and Futures Thinking in Education. In
developing the BE-LCP, the Department analyzed data on basic education, as well as the
epidemiological picture for the incoming school year, to make informed decisions.
The Dabbac Grande Elementary School designed the School-Based BELCP with a legal
framework responsive to the new normal, keeping in mind the constitutional mandate to uphold
the right of all citizens to quality education at all times.
The school also reviewed and assessed the programs, projects and activities outlined in the
plan and to ensure the proper implementation.
Communications shall play a major role in implementing the BE-LCP with the appreciation
and support of our parents, Barangay Officials and stakeholders.
 LDM2 School Learning Action Cell
Dabbac Grande Elementary School conducts School Learning Action Cell (SLAC) on
Learning Delivery Modalities (LDM2) last October 30, 2021.
The first stream LDM1 (Learning Delivery Modalities 1) is focused on the implementation
and management of the alternative delivery system at all levels of the education system, and
intended for the school and division leaders. This course we are taking is LDM2 (Learning
Delivery Modalities 2) intended for teachers and is focused on the instructional implications
using these alternative LDMs.
The school come up with a Learning Action Cell to address the needs of teachers. The
Program Chair, Ernest Hans S. Maigue, Teacher III designated the topics of the teachers for
review and to have a professional discussion on the topics. These were the topics discussed by
the teachers in the SLAC;
Module 1, Course Orientation (Remalyn B. Miranda) ,Module 2, Most Essential Learning
Competencies (Janet T. Aglibao), Module 3A, Lesson Design and Assessment in the Modalitie
(Merly M. Tolentino), Module 3B, Learning Resources (Rema T. Borgonia and Felivita C.
Parel), Module 4, Planning for Continuing Professional Development and LAC Planning (Jane
Janice B. Cariaga and Analizel B. Dalire), and Module 5, Building the Teaching Portfolio
related to the implementation of the Modalities (Ernest Hans S. Maigue).
The Coach is tasked to provide guidance and support to the school LAC as they go through
the course activities. As a result, the teachers were now ready to improve and implement the
Learning Delivery modalities considering the policies and COVID-19 response framework and
Provide guidance to the parents, learners and other stakeholders in the implementation of the
LDM2.
 SEARCH FOR GULAYAN SA PAARALAN DURING THIS COVI-19 PANDEMIC

DABBAC GRANDE ES- Amid the ongoing pandemic, launch a search for gulayan sa kabahayan in every
grade level this carries on with their health and nutrition as well as environmental preservation
advocacies.

“Through the program, we basically teach our children on how to live. While they are temporarily
learning from their homes, they can be more productive by planting vegetables. And, after months or in
a few weeks, they can eat their homegrown product.”

Likewise, the Gulayan sa Kabahayan aims to strengthen the integration of environmental education in
the school curriculum. This will sustain environment consciousness and action among learners while
instilling them the values of unity, teamwork, volunteerism, nationalism and community service for
environment protection and conservation.

With the ongoing health crisis, the teachers and parents alike are eyed to plant the vegetable seeds in
any available space of each learner in their backyard. After a month the teachers of Dabbac Grande ES
conducted an evaluation about the Gulayan sa Bahayanan, the grade 2 pupil of mam Rema T. Borgonia
won the school level category.
 DGES as recipient of a Two Classroom Building

After the evaluation of the school represented by Engineer Clayford Aguinaldo coming from the
Provincial Office.
The school finally given the Two Classroom Building. With the current building erected given by the
Municipal Government of Baggao, the provincial government decided to let it be demolished for the new
building considering the lack of space in the school.
A two-classroom building implemented by DPWH- Cagayan First District Engineer Office under
Atlanta Construction allocated Php. 2, 960, 000.00 for the construction which started February 8, 2021.
Each classroom has a prefabricated structural steel and metal wall frame, two doors front and back,
steel windows and the structure has been designed to comfort to ‘Yolanda” type of building

.DGES celebrates National Arts Month

Even in this time of new normal, the Dabbac Grande Elementary School still participated in the
celebration of arts and culture. The annual celebration of National Arts Month started with the
signing of Presidential Proclamation 683, in 1991, declaring February as National Arts Month.
Over the years, National Commission for the Culture and Arts (NCCA), as well as private and
government agencies, has been organizing events and activities to highlight the artistic brilliance
of the Filipinos. It aims to conserve, promote, and popularize Filipino artistic creations; integrate
the arts in the community life; and harness the arts as catalysts for values education.
The celebration is mainly composed of different contested events: Kindergarten- Pearly
Shell dance, Grade 1- Manang Biday dance, Grade 2 Katuday song, Grade 3- Maalaala mo kaya
song, Grade 4- Kapaligiran, Grade 5- Please be careful with my heart song and Grade 6- Daniw.
All in virtual manner participated by different schools in Baggao South District headed by the
Program-chair, Estrella D. Dimaya, Ph.D.
The activity was indeed full of excitement as they showcase their talents in the different
categories. Really, the objective of the activity is to provide opportunities for harnessing and
strengthening the learners to express themselves towards the culture of a true Filipino.

CLEAN-UP DRIVE

Cleanliness is everyone’s concern. A neat, clean surrounding or community promotes a

good attitude in everyone. When things are orderly and clean, everyone benefits in some way. In
like manner, a clean environment ensures the health and safety of everyone including pupils,
teachers and also parents specially in this time of pandemic. To secure a clean, mosquito-free
and conducive environment for the pupils and teachers.
The Dabbac Grande Elementary School supports the “Clean-up Drive” and “Operation
Tumba” Program of the barangay.
The Clean-up Drive is designed to bring together multi-sectoral taskforce to work
together in promoting a clean environment and implementing preventive measures to keep the
pupils and DGES teaching staff from mosquito-related diseases.
The annual clean-up drive for the School Year 2020-2021 were participated by volunteer
parents, barangay officials, teachers, TUPAD, and other stake holders. Among the activities done
were cleaning the front area of the school, picking up of rubbish and plastic bottles, cleaning the
back areas of the classrooms and disposing mosquito habitats like tires, bottles, and drums.
Nonetheless, the school is a place for education, it is also a place where learners can socialize
and develop skills that will help them later in life. The importance of cleanliness in school cannot
be overlooked nor for granted. If we only take this by heart then, there is no better place than to
have clean surroundings.
 "EFFECT OF THE PANDEMIC IN EDUCATION"

The COVID-19 pandemic has spread across the globe, affecting almost all countries. The
COVID-19 pandemic has wreaked havoc on education systems on a scale unprecedented in
human history. The world's student population has been affected by the closure of colleges,
universities, and other learning spaces.
Educational activities have been greatly disrupted by social distancing and restrictive
movement policies. The reopening of schools after the restrictions have been lifted is another
problem, as several new standard operating procedures have been implemented. The
consequences are far-reaching, and they have had an effect on learning this academic year and
will continue to do so in the coming days. Face-to-face instruction has been phased out at a
number of schools, colleges, and universities.
There is concern that the 2020 academic year, or much more in the future, will be lost.
Innovation and implementation of alternative educational systems and evaluation methods are
urgently needed. School systems and governments will attempt to establish alternative modalities
of education during the period of necessary social distancing, but those will most likely work
well for children whose parents have more education, who have other social advantages, and
who have access to resources, including online connectivity and devices, so they can continue to
enjoy structured opportunities to learn.
The COVID-19 pandemic has given us the ability to lay the groundwork for digital learning.
Transitioning from conventional face-to-face learning to online learning can be a completely
different experience for both learners and educators, which they must adjust to because there are
few to no other options. Educators are delivering quality education across multiple online
channels, which is a paradigm change. No doubt for some children the disruption caused by the
pandemic will be a time of experimentation, of greater autonomy for their own learning, of more
self-direction, of experiencing productive collaborations between their teachers, guiding them
through the power of online education, and their parents.
Despite the difficulties faced by both educators and learners, online learning, distance
learning, and continuing education have become a panacea for this ongoing global pandemic.
 Challenges of teachers in the delivery of instruction in the new normal.

Teachers must ensure that the quality of learning remains, even with the absence of face-to-face
classes. The challenge to teachers is to make the instructional design meaningful, memorable,
motivational and measurable. Teachers must adapt intelligently with a keen sense of sensitivity to the
online format. They must build a rich activities that keep students engaged.

They have to embrace and master the technology that would establish connection and interaction at
a different level toward a rich learning environment.

Another challenge for teachers in delivering instruction in the new normal is the modular way of
learning. These problems include teaching the learners, where it is difficult for teachers to reach out all
the learners at home.

The difficulty of developing the skills of the learners because students remain at home while
learning the lessons. Majority of public school students rely on the printed modules rather than video
lessons, as many lack reliable internet access.

Lastly, the challenge for teachers in reproducing and distributing the printed modules forcing them
to dip into their own pockets to provide the materials for their students.

Just like the learners, the teachers are also experiencing the plights they are facing in these most
pressing times of blended learning.

The delivery of instructions have shifted from face-to-face to going online, digital and modular
approach. In the face-to-face set-up, they could just give instructions knowing that majority of the class
would immediately grasp the intended meaning.

However, the new normal made it harder for teachers do give instructions because the learners are
in different locations. Communicating with the students has becoming uneasy because not all of them
could be reached instantly through call, text, or messenger. No matter how the teacher wants to give
them the information they need; it is the unstable internet connection, network problem, and mode of
transportation that hinder them.

This time, the teachers have to consider that not all students have the same level of understanding.
So, some of the teachers are not expecting that they will immediately be understood based on their
literal instructions.
 For them, the challenges are just part of their jobs...At least, they are trying and doing their best to
teach the students even in situations like this.

As to greater challenges are the maximum tolerance and intensive patience they should always
possess.

PARENTS ROLE IN EDUCATING THEIR CHILDREN IN THE NEW NORMAL

Educators play potent roles in the teaching and learning process. Likewise, the parents of the
learners are essentially part of the processes related to educating their children.

More than the significant roles of the teachers in the field of education, the parents have more
important roles in teaching their son/s or daughter/s, especially in the advent of the pandemic.

Their roles are to providing their children their needs in terms of food, shelter, clothing, medicine,
and other essentials that satisfy their physical needs.

More than their needs in terms of physical, the more emerging concern of the parents at present is
on addressing the mental health of their children.

As research are suggesting, the mental health of some of the students is now on the brink of
collapsing due to loaded modules, pressure in online classes, beating deadlines, expectations from their
teachers, family, and friends. Also considered worth mentioning are the psychosocial and socio-
economic standing of the parents and children which are affecting the way they thrive with education.

At present, the parents should not just be looking to how their children are doing, but they should
be going more in-depth by talking to them whole-heartedly. Identify their problems to help them in
coming up with concrete solutions and come up with interventions to ease their burden.

In addition, it is best to provide their children with a home-friendly environment where they can
study their lessons without intervening variables like shouting and quarreling at home.

The parents should also be looking into possibilities on how to handle the pressure being felt by
their children. They should know that what they are going through is never easy.

Thus, the parents should be more understanding, this time. They should be better parents than
before. They should understand that face-to-face classes are still far from reality considering the surge
of the Covid-19 cases. They should be doing means to connect with the teachers at all cost.
 CONDUCT OF REMOTE ENROLMENT

June 1, 2021, Dabbac Grande Elementary School conducted the remote enrolment for the School
Year 2021-2022.

The teacher prepared the necessary documents and the area for enrolment. The teachers contacted
the learners through phone call by their previous adviser during the enrolment period and accomplish
the form.

For those parents who are coming to school. The strict physical distancing and minimum health
standard is observed during the enrolment to enroll their kindergarten and transferred in son or
daughter. The “No Face mask or Face Shield, No Entry Policy”.

Moreover, the teachers will be updating the enrolment every day in the Learners Information
System (LIS) since the enrolment will only last up to June 30, 2021.
 Implementation of Intervention

New Normal brought us

Metacognition and self-regulation are often known as ‘learning to learn’ strategies. Pupils are
taught specific strategies for setting goals, monitoring progress and evaluating their learning.

Taylor (1999) defined metacognition as

Knowing what is already known.

Understanding what the task in hand requires.

Knowing what knowledge and skills will be needed to complete the task.

Being able to choose which existing knowledge or skills is needed in a situation.

Applying these principles effectively.

Zimmerman (2000) identified three phases in self-regulation, which are cyclical

Forethought and planning:

Analyse the learning task.

Set goals towards completing the task.

Performance and monitoring:

Use strategies to make progress in the learning task.

Evaluate the effectiveness of the strategies.

Monitor motivation for completing the task.

Reflection on performance

Evaluate performance on the learning task.

Manage the emotional response to the learning process.

 There are many models of how to implement metacognition and self-regulation in the classroom.
One cycle that can be used to develop these metacognitive and self-regulation skills is outlined by Alite
and Alistair Smith (2007).

The idea behind interventions, is that they fill the gaps in a child's learning and allow them to return
to class and keep up with the work being taught by the class teacher.

I. Introduction:

Teachers play a crucial role in nation building. Through quality teache frs, the Philippines can develop
holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to
development and progress. This is in consonance with the Department of Education vision of producing: “Filipinos
who passionately love their country and whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality
learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for
long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12 Reform and the
ASEAN integration, globalization, and the changing character of the 21st century learners necessitate improvement
and

 adaptability of education, and a call for the rethinking of the current teacher standards.

As a part of the school’s mission to upgrade teachers’ competencies in teaching, the school conducted LAC
Session on Philippine Professional Standard for Teachers so that they may have basis in preparing their Result-
Based Performance Management System (RPMS)

II. Objectives:

The objectives of PPST is to:

a. set out clear expectations of teachers along well-defined career stages of professional development from
beginning to distinguished practice;
b. engage teachers to actively embrace a continuing effort in attaining proficiency; and
c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional
development.
 
III. Activities Undertaken:
¨ Discussed the scope of PPST .

¨  Presented the 7 domains, 37 strands and 4 different career stages.

¨ Identified classroom activities that are linked in each domain/strand

 
 
 IV. Problems Encountered:
The LAC Session was successfully conducted because all the participants were patiently
listened.
 

V. Conclusion:
PPST allow teachers’ growing understanding, applied with increasing sophistication
across a broader and more complex range of teaching/learning situations.

VI. Recommendation:
It is recommended that there should be a seminar workshop on how to go about the
strands in the domains before implementing it.
 
 VII. Pictorials:

SLAC SESSION on Self-Assessment Tools (SAT)

 

I. Introduction:
Self-assessment is the process of looking at oneself in order to assess aspects that are important to
one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement.
Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their
uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to
enhance their certainty of their own self-knowledge.

However, the self-assessment motive could be seen as quite different from the other two self-evaluation
motives. Unlike the other two motives through self-assessment people are interested in the accuracy of their current
self view, rather than improving their self-view. This makes self-assessment the only self-evaluative motive that may
cause a person's self-esteem to be damaged.
 

II. Objectives:
a. Define SAT-RPMS;

b. Familiarize teachers with the different SAT-RPMS forms and its purpose and;

c. Accomplish the SAT-RPMS and prepare the IPCRF-Developmental Plans based on the results of the SAT-RPMS

 
III. Activities Undertaken:
¨ Discussed how to do the self-assessment tool for Teacher I-III or Proficient Teachers

¨ Distributed a copy of SAT the Part I (Demographic Profile) and Part II Objectives

¨ Accomplished the given copy based on their self– assessment

 
 

IV. Problems Encountered:

No problem encountered during the session because it is very easy to accomplish the form as long
as you know your strengths and weaknesses
 
V. Conclusion:
Self– Assessment Tool (SAT) help us to discover our strengths and weaknesses and this will be our basis
to improve ourselves .

 VI. Recommendation:
It is strongly recommended that there should be a link that we can download to give comments and
suggestions for us to improve our weaknesses based from our accomplished SAT

 VII. Pictorials:
 

SLAC SESSION on Portfolio Preparation and Organization

 

I. Introduction:
 Portfolio is a tool judiciously and carefully crafted to appropriately showcase the work of a professional
while providing evidence of career growth. The key to the portfolio process is in understanding the relationship
between collection, selection and reflection. A portfolio only begins to take shape as you select and arrange the
evidence contained in your collection with a particular audience or purpose in mind. Then, when you go on to
compose reflections exploring the meaning of the evidence, your work folder or scrapbook is transformed into a
potentially powerful document – your professional portfolio – representing a self-aware professional.

A professional teaching portfolio offers you a means of presenting your case coherently. Your portfolio
design can showcase your strengths and abilities in a way that is both professional and uniquely your own. It
includes a variety of documents to highlight your professional achievements in a cohesive manner, and may be in
paper or electronic format.

 
 II. Objectives:

The objectives of Portfolio Preparation and Organization is to:

a. recognize the importance of preparing and using of portfolios;
using of portfolios;
b. Identify the parts of an effective portfolio; and
c. know how to compile and present portfolio in a professional manner.
 
III. Activities Undertaken:
¨ Identify the necessary requirements (MOV) for each objective and KRA

¨  Organize documents in a portfolio based on assigned RPMS Tools

¨ Appreciate a well-organized portfolio

IV. Problem Encountered:

The LAC Session was smoothly conducted because all the participants enjoyed the given activity in
arranging the KRA and MOV in the Portfolio

 
 V. Conclusion:

Portfolio Preparation and Organization is NOT simply a gathering of all the lesson plans, papers, and
assignments completed during a designated time period that has been placed in a notebook/scrapbook but it must be
an organized goal-driven exhibit providing evidence of understanding and performance. teacher

VI. Recommendation:
 Based on the results, observation and feedback from the teachers, the following suggestions are
recommendations:
1. A LAC Session on preparing different MOV in every KRA.

2. SLAC shall be conducted in one whole day , at least a month, to have more time to discuss other issues and
concerns.
 
 
 
 

 Change: The new world order?

-ERNEST HANS S. MAIGUE

"The only constant in life is change." - Heraclitus

The Greek philosopher who said aforementioned adage has reminded us on how life should be
perceived. The 'Heraclitean flux' or 'change' is on equal footing with death, as they are constant
and inevitable.
We are still fettered by the pandemic called Covid-19 that was originated in Wuhan,
China, a fatal virus which mainly targets the respiratory system. It has risen exponentially and
spread across the globe. As a result, it has sent ripples of anxiety, fear, hopelessness, economic
downfall and unemployment. On a daily basis, our eyes are fixated on the Covid statistics, as if
we are waiting for the final result of a National election. To date, we have almost 37, 000 of
Covid cases in the country. Its toll will continue to skyrocket as there is no vaccine yet for such
virus.

As early as mid of March of this year, the President has declared a total lockdown,
disallowing the air, sea and land travel to and from Manila. From community to general to
enhanced to modified enhanced quarantine, the world that we live in became steep, and the air
that we breathe continued to suffocate us. There is a time for everything, from buying necessities
down to travel procedures. Police and barangay officials roamed around the vicinity to check if
the minimum health and security standards are met.
Such scenario leads us back to the Heraclitean philosophy, that one can never step in the same
river twice. What does that mean in our current scenario? It means that the same world that we
live in today, may be different tomorrow.

The pandemic changed the routine that we are accustomed to, like, for example, wearing
face masks and observing social distancing. The streets, churches and other tourist destinations
and establishments that were usually swarmed by people have now become like a ghost town.
The usual class that requires physical interaction between teachers and students has now become
a virtual session. The usual work that some are used to have transitioned to a work not related to
their previous. Why? Because we are bound to live no matter what.
Our characters have also changed as we approach the 'new normal'. Other people take advantage
of the pandemic; transport vehicle drivers clamor for permission to operate; people without
stable income beg for support from the government and charitable institutions; OFW's request to
be repatriated; and others (security, logistics, medical, etc.) gamble with their life to deliver
social and medical services.

We are all in this together, regardless of age, gender or race. Anyone can be part of the
change. There's no time to blame the government's negligence, because, we, as Filipinos, are
resilient in nature. How many crises and bad weathers have we faced and won? Let us fall back
again to our battlecry, "Virus ka lang; Pilipino kami!”
Now is not the time to let our hopes wither. Now is not the time to surrender. Now is not
the time to think only of personal gains. We should all live so that others may live, too.
This is the new normal; the new norm that must be practiced! It must then be understood that this
'change' is just a minor tweak in our normal life, nothing has changed at all, except the fact that
we need to protect ourselves at all costs.
Thus, the only way by which we can triumph over this virus is that, CHANGE MUST BE
IN ORDER! The new normal will become normal if we constantly adhere to the required
medical and security protocols. And also, let us not forget to help others and pray for others,
though how skimp or abundant the things we offer to them.

 
 
 
 
 
 ORIENTATION OF PARENTS
Dabbac Grande Elementary School teaching staff together with the school head
conducted parents' orientation on the new learning modalities last July 6, 2020.
The orientation was done per zone strictly following and observing the prescribed health
safety protocols. It is indeed a need to orient all parents and guardians as they play big roles in
the alternative learning strategies that will be implemented considering that face-to-face has a
very slim chance to be approved due to the increasing number of Corona Virus Disease 2019
confirmed cases nationwide.
Aside from this, parents and guardians asked questions, doubts, inquiries as well as on
how to go about the learning modalities, so we really need to orient them. The guidelines set by
the school following the Inter-Agency Task Force (IATF) health protocols were discussed
thoroughly in order for them to be guided accordingly. The orientation of using the media on the
implementation of the alternative delivery mode that will be adopted this school opening. The
basic information that parents and learners should know, especially on the learning materials and
the modalities that they will adopt. Self-learning modules, activity sheets, textbooks and other
learning materials will be given to the learners. For online learning there will be an official chat
box or messenger per group of classes where teachers will upload the recorded discussion for the
day. And Alternative delivery mode depends on the choice of the parents and the learner, and if
what is applicable in their respective areas.
Moreover, teachers will still be responsible in teaching the learners using their preferred
modality with the help of the parents, guardians and knowledgeable others that could help in the
implementation of the New normal learning.
 Printing, sorting, distribution, and retrieval of modules
 
 DepEd Undersecretary for Curriculum and Instruction Diosdado San Antonio said that
the printing of self-learning modules is currently “ongoing.” To speed up the printing of learning
materials, he said that these are “decentralized at the field offices,” particularly in regions,
divisions, and schools.
Since the learning modules were decentralized, DepEd currently has no exact numbers on
how many have been printed or being printed because this will depend on the needs on the
ground.
For the first month of the upcoming school year, DepEd said that at least 700 self-
learning modules will be used to cover the lessons across all grade levels in basic education.
Modules in the subsequent months are currently being prepared.
San Antonio said that the data on the numbers of students who will be using various
alternative learning modalities are “still being consolidated.”
Initial data from DepEd as of the first week of July showed that most students prefer to
use the “modular” approach among the blended and distance learning options. This is after the
month-long enrollment period in public schools last June when students were asked their
preferred learning delivery mode through a survey form.
Without face-to-face classes, DepEd will implement blended and distance learning where
the combination of the various distance learning modalities such as printed modules, offline
digital modules, online, and TV and radio-based instruction will be used by students and teachers
when classes start on October 5, 2020.
The Dabbac Grande Elementary School teachers prepared the printing and sorting of
Self-learning Modules that was taken from the Bannag Portal and was Quality Assured coming
from the Division of Cagayan.
As experienced by the teachers, it was hard to print and sort modules considering the
number of learners, inadequacy of printing materials and malfunctioning of printers due to the
number of modules produced.
These are the considerations made to continue the learning of the learners, but teachers
find ways and means to address the problem with the help of the stakeholders. After the printing
and sorting of modules, distribution and retrieval of modules are given to the learners every
Mondays.
Some may have considerations on the pupils who are far from the school and given an
advance module to cope up with the objectives in a week.
Nonetheless, teachers find time to do some innovations to address the preparation of the
learning materials given to the learners.
FGD on the preparation of localized SLM/LAS

Due to the in adequacy of informations and activities in the Self-learning Modules (SLM)
the teachers find ways and means to localized the informations in the SLM appreciating the
cultural and social identities of the learners. Learners will indeed understand the lesson if the
information is taken from their locality.
To address this need, the Dabbac Grande Elementary School teaching staff come up with
the Focus Group discussion on the preparation of Localized materials which was conducted last
March 8, 2021.
The grade 6 adviser, Ernest Hans S. Maigue shared his idea on the Guidelines and
Technicalities on preparation of Localized materials to his fellow teachers. After the discussions,
teachers started to conceptualized materials which is applicable to their learners. Some had
localized stories for the young learners, paragraph for the higher grades and other learning
materials.
Consequently, the Localized SLM/LAS materials would be beneficial to learners as it
would make the materials more familiar and thus more enjoyable for them.
 

Monitoring and supervision of home-based learning activities

he primary purpose of progress monitoring in RTI is to determine which students are not responding adequately to
instruction. Progress monitoring also allows teachers to track students' academic progress or growth across the
entire school year.

Alternative Work Arrangement

Alternative work arrangement allows the teachers to work from home, skeleton work force or other off-
site location provided that teachers must be readily accessible during working hours and must be able to respond
to directives, request and queries through agreed modes of communication with the school head.

Teachers who are part of the alternative work arrangement accomplish reports in monitoring and
evaluating the performance of the learners and other school related activities.
 The Dabbac Grande Elementary School teaching staff together with the Ma’am Melinda A. Antonio the
School Principal who initiated the scheduling of the Alternative Work Arrangement. The accomplishment Report
reflects the actual days of attendance to work from home or skeleton work force and time log per day with
corresponding weekly output will be collected.

Para saakin mahirap ang home-based learning kasi hindi lahat ng bagay pwedeng pag-aral at matutunan ng wala
ang guro.

Ang COVID19 ay isang uri ng virus na kinakatakutan ng lahat na nakaapekto ng lubha sa

mga tao at maging ang pag-aaral ng lahat. Kaya nagdesisyon ang kagawaran ng edukasyon na
ipatupad ang home-based learning sa pamamagitan ng modular at online class. Pero ang tanong
ng karamihan, Gaano ba ito ka epektibo? Ang aking pananaw bilang isang mag-aaral, ang mga
magagandang dulot ng home based learning ay ang mga sumusunod: Hindi na kailangan pang
lumabas o makihalobilo sa ibang bata para masigurong ligtas, matuto sa sariling ka-
isipan,pwedeng pag-aralan ang katanungan sa modulehindi na kailangang gumising pa ng maaga
para pumasok, at pwedeng mag-aral sa bahay kasama ang mga magulang
Bilang istudyante nakikita kong epektibo ang nasabing home-based learning dahil natuto
akong magsumikap na gawin lahat ang mga dapat kong gawin sa modules ko at natutung maging
independent sa pag-aaral. Sa kabila ng lahat, modular man ngayon o face to face na pag-aaral
nasa pagsusumikap parin ng mga mag-aaral iyan katulad ko. Balang araw malalampasan din
natin ang pagsubok ng pandemya na ito at muling matututo sa loob ng apat na sulok ng silid
aralan dahil wala pang nakakatalo sa pagtutoro ng mga magigiting na guro.