DEPARTMENT OF EDUCATION

Division of Pangasinan
Malasiqui School District
Abonagan Elementrary School
NARRATIVE REPORT: Second Periodic Test
I administered the second periodical test (teachers midtest) for my pupils last
October 27-28, 2014 in the school as scheduled.
To assist the pupils during the examination, I read each question to the pupils
one by one to ensure that each question is understood and that the scholastic success
of each pupil in the said evaluation activity is made optimal.
The allotted time for each subject is observed, but accommodations and
adjustments are always made especially for pupils where additional time were needed
to give more time to assist pupils who display and are known to have poor reading and
other learning disabilities, so that they can cope well with the examination and help
them advance in their learning outcome.
It is always a joy to see that pupils grow in learning, and that each day they learn
some thin is an assurance that their future gets brighter. Nothing is more fulfilling than
this for a teacher; that her sacrifices and her efforts are paying off.
The photocopied reproduction of the test questionnaires distributed and
administered to, and later retrieved from the pupils, were charged free and thus the
payment for the reproduction were siphoned or charged from every teachers own
pocket, as has been the sad practice since time immemorial, as most pupils come from
families who have limited financial capabilities and whose often inadequate financial
capacities force them to put premium on other basic survival needs and leave almost all
their responsibilities of teaching their children to their teachers.

Submitted by:

TERESITA P. BULATAO
Master Teacher III

DEPARTMENT OF EDUCATION
Division of Pangasinan
Malasiqui School District
Abonagan Elementrary School
NARRATIVE REPORT: PEER TUTORING
As a sincere gesture of orienting as well as helping peers in the academe
especially those who are new in the teaching profession, I tutored Ms. Janice Espiritu, a
newly hired grade III elementary grades teacher.
Ms. Espiritu was mentored on teaching methods and strategies, classroom
management and on basic knowhow on making instructional materials. I exchanged
ideas with her as regards her knowledge and vicarious experience in practice teaching
on how to teach Dolch words in English to pupils, a very basic yet critical topic in
teaching young children how to pronounce syllables and words clearly and properly .
This skill is also necessary so as to aid young learners from spelling words.
This peer mentoring went on every 12:30 in the afternoon, and Ms. Espiritu
applies the knowledge and skills taught to her at 1:00 to 1:30 in the afternoon of the
same day. This routine of peer mentoring and Ms. Espiritus application of her learned
skills went on daily.
I also gave her instructional materials such as charts of Dolch words to serve as
her samples that can she readily use in her class, and upon which she can pattern her
development of her own instructional materials as well.
While newly licensed teachers hade practice teaching experience in their BS
Teacher education program during their college years, the need to provide mentoring to
new, young teachers on how to make instruction is paramount, not only to make sure
that it is effective, but also efficient, motivating, interactive, engaging, inclusive and fun,
if the goal is make teaching truly a successful one. After all, teaching is not educating if
it is not effective.
Submitted by:

TERESITA P. BULATAO
Master Teacher III

DEPARTMENT OF EDUCATION
Division of Pangasinan
Malasiqui School District
Abonagan Elementrary School
NARRATIVE REPORT: PEER TUTORING
As the adage goes, experience is the best teacher. And what better way to help
new teacher learn how to teach well if not better, than to learn it from teachers, whose
competencies in rearing school children have been continuously honed by experience.
I tutored Ms. Yolanda Abaoag, a newly hired grade III elementary grades teacher in the
hope of helping her become better at teaching and to make her professional career a
rewarding one.
I asked Ms. Abaoag as for her knowledge and skills in teaching and started from
there. I re-oriented her on the basic principles of teaching and gave her tips on how to
more effective manage pupils especially those who need extended assistance, and
taught her how to make alphabet charts with pictures. These simple yet effective
instructional materials are necessary in providing fast learning for pupils by way of
enabling them to learn the name of the subject in the picture as well as how it is
properly spelled. This peer mentoring went on every 12:00 noon till 1:00 in the
afternoon, and Ms. Abaoag applies the knowledge and skills taught to her on the same
day to serve as review or enhancement session for her pupils on language learning in
their mother tongue. This routine of peer mentoring and Ms. Abaoags application of her
learned skills went on daily.
While newly licensed teachers had practice teaching experience in their BS
Teacher Education when they were in college, the need to provide mentoring to new,
young teachers on how to make instruction not only effective, but also efficient,
motivating, interactive, inclusive and fun, is essential. This peer mentoring is necessary
because the K to 12 is relatively new and that this curriculum puts emphasis on
strengthening the knowledge, molding the proper attitude and improving skills in the
mother tongue.
Submitted by:

TERESITA P. BULATAO
Master Teacher III