Jessyrine L.

Degrano December 13, 2024

BTLED- AFA 3A
PERFORMANCE TASK 5
A. 1. Make an Interview. With the use of the interview protocol below, ask
two
persons among the stakeholders. Record your interview data and
prepare a report.
Name of the Interviewee: JAIME PARADO Interviewer: JESSYRINE DEGRANO

Name of School: MARGA ELEMENTARY SCHOOL

Category: (check only)

Student: ________ Teacher: _________ School Head: _______ Parent:
_________
Community: ___/___ LGU: _________Govt. Agency:_______ Non-Govt.
Agency_______

Early in the morning, I went to Mr. Parado’s house so that I could catch him before he
went on duty in the barangay. When I asked my first question- If he knows about the curriculum
that is being thought in school, Mr. Parado responded, “As a Barangay Tanod, I understand
that the school focuses on basic education, teaching fundamental subjects such as Math,
Science, English, and Filipino. There are also programs promoting values education,
environmental awareness, and physical fitness, which are essential for holistic development.”
I asked Mr. Jaime why he chooses to get involved in school activities despite his busy
schedule. He responded with a warm smile, “I get involved because I believe in the importance
of education for the youth. It's also part of my role to support community initiatives and help
maintain peace and order during school events.” His passion for helping the younger
generation was evident in the way he spoke about his responsibilities. Mr. Jaime emphasized
that by being present during school activities, he not only fulfills his duty as a Barangay Tanod
but also strengthens the bond between the barangay and the school, creating a safer and more
nurturing environment for the students.
When I asked if he thought these activities contribute to the students' learning
achievement, he nodded confidently. “Yes,” he said, “these activities enhance the students'
learning experiences. Events like brigada eskwela foster a sense of teamwork and
responsibility among students while maintaining a conducive learning environment.” He
explained that these community-driven activities teach students valuable lessons that extend
beyond the classroom, shaping their character and instilling a sense of pride in their school.
Curious about the specific ways he felt his involvement made a difference, I asked Mr.
Jaime to share his most significant contribution. Without hesitation, he recounted his
experience during the brigada eskwela campaign. “I organized community volunteers to clean
and repair the school grounds. This ensured the students had a safe and clean environment,
which directly supports their focus and productivity in learning,” he said. His eyes lit up as he
described how the entire community came together, united by a shared goal of improving the
school for the children.
Finally, I inquired if he would like to continue participating in school activities in the
future. Mr. Jaime's response was firm and sincere. “Yes, I would like to continue contributing
because education is vital for the future of our children and community. My involvement not
only helps the school but also strengthens the connection between the barangay and
educational institutions, ensuring a safer and more supportive environment for the students.”
As I listened to Mr. Jaime’s reflections, it became clear how deeply he values education and
community service. His dedication serves as a testament to the positive impact that
collaboration between barangay officials and schools can have on shaping the future of the
community.
 Name of the Interviewee: ELMA MAGORA Interviewer: JESSYRINE DEGRANO

Name of School: TUBOD NATIONAL HIGH SCHOOL

Category: (check only)

Student: ________ Teacher: _________ School Head: _______ Parent: _____/___
Community: ______ LGU: _________Govt. Agency:_______ Non-Govt.
Agency_______
Early in the morning after my interview with Mr. Parado, I visited Mrs. Elma’s house
nerby hoping to speak with her before she began her daily chores. She kindly welcomed me
and agreed to answer a few questions about her involvement with Tubod National High School,
where her child studies. When I asked about her understanding of the school’s curriculum, she
thoughtfully explained that the school focuses on teaching essential subjects like Math,
Science, English, and Filipino. Mrs. Elma also highlighted that the school organizes activities
aimed at instilling good values, promoting environmental care, and encouraging physical well-
being. “I see how these lessons not only teach knowledge but also help my child grow as a
person,” she remarked with a warm expression, reflecting her appreciation for the school’s
efforts.
Moving on, I inquired if she takes part in school activities. Mrs. Elma nodded with a
smile and shared, “Yes, I do my best to join events like brigada eskwela, PTA Meetings and I
always attend programs particularly if my child had awards”.
I asked what motivates her to participate. Mrs. Elma’s voice softened as she replied, “I
get involved because I want to be part of my child’s education. I know it matters, and by helping
out, I show my child that school is important. It also feels good to see parents and teachers
working hand in hand, almost like one big family supporting the children together.”
To gain a deeper understanding, I asked if she believes these activities positively
impact the students' performance. With confidence, she responded, “Yes, I believe they do. A
clean and organized school makes the children feel more at ease, and seeing their parents
involved pushes them to take their studies more seriously. It reminds them that education is
something we all care about.”
When I asked about a particular experience where her participation made a difference,
Mrs. Elma recalled a brigada eskwela event where she and other parents painted the school
fences and repaired classroom furniture. “When the students returned, their smiles said it all.
They noticed the improvements and started taking better care of the school. I felt proud
knowing I contributed to that positive change,” she shared fondly.
To conclude, I asked if she plans to continue assisting with school activities in the
future. Without hesitation, Mrs. Elma replied, “Of course, I will continue for as long as I can. It’s
not just for my child but for all the children. When parents and schools collaborate, it makes a
real difference in shaping the students' future.” As I left Mrs. Elma’s home, I felt inspired by her
dedication and the genuine care she has for her child’s education. Her simple yet heartfelt
contributions reflect the powerful role parents play in enhancing the school experience.
2. Reflect on this question and answer below.
If all the stakeholders contribute positively in the curriculum implementation, do you
think, curriculum change or development will succeed? Why? Or why not?
Yes, I think changes in the curriculum will work if everyone involved helps out. When
teachers, parents, students, community members, and government agencies work together,
the curriculum fits the needs of students and the community better. Teachers know what works
in class, parents can support learning at home, and the community can make a safe and helpful
environment.
Working together makes sure the changes are practical and well-supported. When
everyone is involved, they feel responsible and want it to succeed. But if there's no cooperation
or if people resist, even the best plans can have problems. Positive involvement from everyone
creates a strong foundation for lasting changes in education.
DOCUMENTATION:
Jessyrine L. Degrano December 13, 2024
BTLED- AFA 3A

PERFORMANCE TASK 6
Instruction:

1. Interview a teacher in basic education. (50 pts)

I interview Mrs. Mary Anne G. Ignalig in Tubod National High School. She is a grade
10 adviser and these are her responses in the given questions in the interview.
Every day, she created several teaching plans to guide her lessons and ensure that
her students achieve the learning objectives. First, she prepares lesson plans that outline the
topics they will cover, the activities involved, and the materials needed for the day. Second is
design interactive group activities to engage students and promote collaborative learning and
third is develop assessments such as quizzes or short reflections to check the understanding
of her students at the end of each lesson. According to her these plans help keep the class
organized and ensure that learning remains structured and purposeful.
In implementing the mentioned plans, she said that she implemented those plans by
following the lesson flow, adapting as needed based on the students’ responses and
engagement. She introduced the topic, conduct activities, and allow room for discussions to
make the learning experience more interactive and she emphasize that flexibility is essential,
as sometimes she needs to modify parts of the plan to better fit the students' pace or interests.
To evaluate the effectiveness of these plans, Mrs. Bales observe how well students
grasp the lesson through their participation and performance in assessments. Gather feedback
by asking students questions or letting them share what they learned at the end of the day in
which through this it helps her see which methods work best and what areas needs
improvement.
When assessing learning, she used a combination of formative and summative
assessments. Conduct regular quizzes, oral recitations, and project-based tasks. She also
encouraged self-assessment and peer evaluations, allowing students to reflect on their own
progress and learn from each other in which she mentioned that this holistic approach gives
her a clearer picture of their development and learning gaps.

2. Reflect on the information given by the teacher in your interview above.

“Is the teacher’s life a series of planning, implementing, and evaluating? Will this
improve teaching? Why?”

Upon reflecting in the interview, it’s clear that a teacher’s life revolves around planning,
implementing, and evaluating. This continuous cycle is essential for improving teaching
practices and ensuring student success. By consistently reflecting on what works and what
doesn’t, teachers can refine their strategies and adapt to their students' needs. Ultimately, this
process not only enhances the quality of education but also fosters growth, both for the teacher
and the students.

Documentation