Category Archives: Malaybalay Pines

Division of Malaybalay City needs steadfast reading mentors

A sincere cry for help from learners all over the division is heard. The reading proficiency of more than one-half of the pupils in the entire division is frustration level (Phil. IRI 2011-12 post test). Concerted effort of all stakeholders in education is badly needed—teachers, parents, school heads, barangay officials, and DepEd officials have a role to play as mentors.

Every stakeholder is enjoined to assist in the strengthened implementation of reading intervention practices to address the dire need.

The following reading interventions contained in the Division Feeding Program (StoFeeP) are anchored on the objectives and targets of Every Child A Reader Program (ECARP). They could be modified to suit your learners. You may also add to the list and share it with others.

 1. Teacher- Initiated Read aloud Sessions (TIRAS). Daily, teachers should read aloud – share good literature and specific content books. Stop occasionally to reread an interesting passage, to think aloud and express delight over a humorous part, to emphasize a drama and suspense, and to ask for prediction are all effective strategies to use in engaging readers in the selection.

PROCEDURE:

  1. Select an appropriate book/ story based on a specific purpose. Plan questions that will be asked and the point that will be emphasized before, during and after reading.
  2. Provide an enjoyable reading experience for the students.
  3. Invite the students to listen to the story and tell them the reason why the book was selected. Engage them in the lesson.
  4. Introduce the text to the students; discuss the title, content, author, and illustrator. Emphasize needed points or ask planned questions.
  5. Read the story with expression, interrupting the reading at selected points to    emphasize a point by doing a think aloud, asking a question, or allowing children to make personal connection.
  6. Discuss what the students have learned, providing an opportunity for    students to extend understanding, link their prior knowledge to new concept and information presented in the text, and make connection to other literature.

2. School- Based Story Club (SBSC). Organize Story Clubs in the classroom,grade level, school level with the following activities, namely: Read-to-a-Friend (Peer Story Reading), Peer Tutoring, Book Exchange, etc.

3. This involves provision of Read-Aloud materials to be used by reading teachers throughout the division as supplementary reading materials.

4. Drop Everything and Read (DEAR). Before classes start in the morning or in the afternoon, The learners stop whatever they are working on and convene for fifteen minutes to read a story/stories prepared beforehand.

5. Read, Enjoy, Then Sing It (RETSI). This calls for creativity and ability of the teacher to write poetry based on the reads aloud narratives which will be set to music using very familiar and appropriate melodies.

6. A Word A Day (AWAD). Pupils choose a word they find difficult to understand from passages and stories they read. Teacher writes the most difficult word for the day. The word is unlocked. Pupils use the word in sentences, in stories they create and in their conversation during the day. Evaluation through fun activities or language games is conducted every Friday.

7. An Idiom a Day (ID). Teacher or a Pupil presents an idiom from a reading selection in any subject area. The class unlocks the meaning of the idiom. The idiom is used by pupils in their conversations/ dialogs.

8. Summer Reading Camp (SRC). Organize fun, exciting and enjoyable activities for school children to learn while having fun and frolic during summer vacation (45 hours or more).

Steadfast endeavour is necessary to achieve our goal. Everyone’s commitment and dedication is of gargantuan importance to help the learners move from non readers and/or frustration level to instructional level , then move on to independent level.—JDZamora

 

The Perks of a Multi-grade Teacher

I was a mono-grade teacher with a minimal number of pupils for many years. But I never felt a sense of fulfillment the way I feel now that I am handling a multi-grade class of Grades I and II. These grade levels might be the most difficult and the most challenging grade levels to handle in a multi-grade set up nonetheless, this is where I became a better teacher.

I was transferred to Bendolan Elementary School as a Grade I teacher on January 1999. It felt great to know then that I could go home daily since the school is not really that far from the city proper. However, as the years went by, teaching became just an ordinary routine. There was not much challenge to spur me on and the feeling of boredom began. I prayed hard to God to help me be alive again and be happy in the profession that I have chosen, to perform my duties and function not only as employment but rather as a vocation.

The prayer was answered but not in the nicest way I could imagine. On June 2010, our Grade II teacher who was also the Officer In-Charge of the school was promoted and was assigned to another school. Although we were all sad because we’ll be missing her, a sense of excitement filled me to think that as the new Officer In-Charge of the school I’ll be handling Grade II which she had left behind. Since her item was not filled yet, I took over the two grade levels, Grades I and II.

That same month I found out that I was going to have a baby. I was so happy since my son is already 10 years old and at last he’ll be having a sibling soon. However, we found out that it was a risky pregnancy and I was ordered by my ob-gyn to have bed rest. Luckily, we were given a teacher aide at the beginning of the school year.

Teaching a multi-grade class is a tough job – mastering two lessons for the two grade levels; preparing multiple instructional materials; and handling a huge class of two different grade levels.

At the start, I really found it very difficult. It even took me quite some time to accept the reality that I really have to handle a multi-grade class. My health became quite unstable.

Luckily, due to the reshuffling of the Division’s School Administrators in the beginning of School Year 2010 -2011, our school was clustered with Laguitas Elementary School. Our new school head was the Division Multigrade Coordinator . She shared a lot about multigrade teaching since she was also a multigrade teacher before she became an administrator.

Moreover, she presented to us the new and updated budget of work in the different learning areas which is used in multigrade lesson planning. So I was not only taught of the proper way in making a road mapping during the lesson but also the updated processes used in a multigrade class. It focused on the process of determining the teaching scheme or way of teaching   before writing a lesson plan. It is quite hard to understand at first but ones you get the grasp of it, each of the five (5) schemes will help  make the planning of the lesson easier; the delivery of the lesson lighter; and enjoyable on the part of the children.

A classroom program was prepared for each of us in the school. The combination class of Grades I & II has two subjects each day, one in the morning and another in the afternoon which means that I was going to prepare only two (2) lesson plans a day – one in the morning and another in the afternoon, or only ten (10) lesson plans in a week. Other types of programs  were also presented.

Since I had to face the challenge, I learned to accept what was given to me, I opened my self to the reality and gave more time in making this tough task lighter to provide  wonderful experiences to the pupils. I learned to stick to the situation and upgraded myself. I made more attractive materials with the aid of technology to make the process easier. I provided the pupils colored reading materials with the help also of some materials given to us from the Maintenance and Other Operating Expenses (MOOE) like cartolina, bond papers and folders. I made flip charts for the children to see pictures and read words more clearly.

Making these materials gave me a feeling of fulfillment knowing that I am gaining more ideas as I make these tools. It is also overwhelming to hear people’s appreciation of the materials that I made. I noticed that as I was doing these things, I have gradually embraced the multigrade advocacy.

I brought to school my own television set, bought educational CDs for the children to watch during free time, and made my own “Pangtawid Ulam Program” for those children who do not have “ulam” for lunch . Along with it are their favorite -sugar, vinegar, soy sauce, salt and catsup.  This may just be very simple act of sharing but it helped  my pupils. The passion of making the lives of these little children better grew even bigger.

There are more benefits which I gained in teaching multi-grade. One of these is pride of gaining the trust and confidence of the children who returned after dropping out or after leaving school.  Now, these children come to school enthusiastically and regularly.

Another bonus is this,  for the first time in my entire teaching career all the children will finish  school year  2011-2012. No one dropped out of school.

Furthermore, our new school head encouraged me to join  the district level Search for The Most Outstanding Multigrade Teacher for the School Year 2011-2012. She helped assess my documents.

During our second Division Training-Workshop for Multigrade Teachers which was held on December 16-18, 2011, I was given the chance to have a demonstration teaching which gave me more confidence. It is like taking steps in fulfilling my dreams. After the demonstration teaching several teacher-participants approached me and asked how I made the materials that I used in my demonstration teaching. The feeling was great. I was given a chance to share the things that I do, and the things that I never thought I could doing.

After the Seminar-Workshop, the group decided to form the Division Multigrade Teachers Club and the group chose me as president of the club. I really could not believe it! I only knew few of the participants, but this?!  Unbelievable! How could this big number of teachers put their trust on me. It was a first time experience. When I was asked to say something after the election, I just could not say anything. I still could not believe it.

The challenges which go with multigrade teaching brought deeper satisfaction to me as a teacher. It even made my dreams and aspirations come true. It is only this time that I understand how important my role is in the lives of the children. I believe it is never too late to excel.

I thank God for helping me through all  the difficulties. I thank God for answering my prayers and I will keep on praying for more challenges, strength, knowledge and wisdom to go on as a teacher .wherever I may be in the coming years.

– by Rulyn B. Crusio, Multigrade Teacher, Bendolan Elementary School

 

DepEd officials and IP leaders gather for meeting of minds, showcasing of best practices

“Sayuda daw Buntula/ Pag-amul-amul” was the working title of the gathering last February 12 at Nasuli, Bangcud, Malaybalay City.

Implementers and Stakeholders in Indigenous People and Muslim Education gathered together to strengthen its partnership for Indigenous People and Muslim Education.

DepEd Regional Office team was headed by Regional Director Luz S. Almeda.

Local government Unit was ably represented by Mr. Russell Aquino from the provincial government office.

Malaybalay City Division was  represented by five of the staff and teachers, namely: Dr. Cora T. Asa, OIC- Assistant Schools Division Superintendent; Benjamin E. Macario, Division ALIVE (Arabic Language and Islamic Values Education) Coordinator; Josie D. Zamora, Division IP (Indigenous People) Coordinator; Ethyl Jane B. Lussier, IP Teacher; and Romsic Salfuden, a MCCS ALIVE Teacher.

Datu Victorino Saway headed the team from Lantapan .  The group rendered a cultural presentation of indigenous music and dances. Cameras of participants rolled for an hour to document the rhythmic music and graceful dances of the team.

Messages which followed were all for the promotion of peace and unification in this region and island.

One special feature of the gathering was the signing of commitment wall for the environment—to plant bamboos in the river banks.

Booths were also set outside the hall. Unpublished sample of big books and other instructional materials written in the mother tongue were displayed as well as native products and crops from the area. Some were put on sale and were sold out before the program ended.

MC conquers 5th place in 2012 RSPC

NSPC qualifiers who attended the competitions in Puerto Princesa, Palawan last April 9-13 are : Elyne Jean Chome, Elaine Iris Virtouso,  Rustin Ocab, Cindy Joy Daloan and Judy Jo Macale. They were chaperoned by their advisers, namely; Mrs. Loudes Dacut, Mrs. Emma Tabanag, Mrs. Florence Dublas with Mrs. Ma. Concepcion Reyes, the Division Filipino Coordinator.

In its third year of participation in the Regional Schools Press Conference (RSPC), the City Division of Malaybalay bagged the fourth runner up for over-all standing (2nd runner up in Filipino and 4th runner up in English).

The three-day conference was conducted in San Agustin Institute of Technology, Valencia City on January 12-14.

 

Event
Category
Name
School
Coach
 1st
Feature Writing
 Filipino
Elynen Jean Chome
Managok National High School
Florence Dublas               
 1st
Sports Writing
 English
Elaine Irish Virtucio
Managok National High School
Florence Dublas               
 2nd
Sports Writing
 Filipino
Ivanne Jaireh Melendez
Malaybalay City Central School
Lourdes Ducot  
 2nd
Feature Writing
 Filipino
Allen Mae Apolinares
Malaybalay City Central School
Lourdes Ducot  
 3rd
Sports Writing
 English
Rustin Vincent Ocab
Malaybalay City Central School
Jerry Java
3rd
Editorial Cartooning
 Filipino
Cindy Joy Daloan
Dalwangan Elementary School
Emma Tabanag               
3rd
Photojournalism
 English
Judy Jo Macale
Bukidnon State University
Cecille Improgo
4th
Sports Writing
 Filipino
Shailal Leyson
Bukidnon National High School
Edelina Ebora
5th
 News Writing
 English
Sherizah Maguale
Bukidnon National High School
Eva Boncales
5th
Editorial Writing
 Filipino
Ashtin Francesca Bolivia
BukidnonState University
Cecille Improgo
6th
Feature Writing
 English
Ma. Teresa Flores
Malaybalay City Central School  
Jerry Java
7th
Copyreading & Headline Writing
English
Vashanta Recca Rojas
Kalasungay Central School
Evernold Berial
7th
Editorial Cartooning
 Filipino
Realino Linaban
Bukidnon National High School
Edelina Ebora
2nd
Radio Broadcasting
Filipino 
 
Malaybalay City Central School  
Lourdes Ducot
 
Radio Broadcasting
Filipino 
Best Infomercial
Malaybalay City Central School  
Lourdes Ducot
3rd
Collaborative Publishing
English
 
Malaybalay City Central School  
Jerry Java
 
Collaborative Publishing
English
Best in Feature Page
Malaybalay City Central School  
Jerry Java
2nd         
Tagisan Ng Talino
 
 
Bangcud National High School       

 

Winners of Regional Kindergarten Festival Talents

Malaybalay City DepEd Family  congratulates the  Chamber Theater participants of San Isidro College Kindergarten for winning the national championship round.

 The regional search was conducted last January 27, 2012 at Vicente Chavez Memorial Central Elementary School. All the 1st place winners joined the National Competition on February 3-5, 2012 at Bayugan City, Agusan Sur, CARAGA Region.

 The festival was conducted in support of the flagship Program K to 12 of the Department of Education (and with a firm belief that kindergarten is an essential vehicle in the development of a strong foundation of literacy, and showcase the potentials od preschool children to strengthen their confidence and self-esteem the regional search finally choose the Region X representative to the national competition for the Kindergarten Festival of Talents for public and private Schools.

1st
Vocal Solo
1st
Creative Dance
1st
Chamber Theater
2nd
Storytelling (Fil)
2nd
Drawing
3rd
Story Rdg. (Eng)
3rd
Story Rdg.  (Fil)
4th
Storytelling (Engl)
4th
Drawing
4th
Story Reading (Eng)
5th
Storytelling (Fil)
5th
Story Reading (Fil)
5th
Chamber Theater
5th
Nursery Rhyme
7th
Vocal Solo
11th
Nursery Rhyme