Last Meeting

Our lesson today, April 3, is on LP 6. We sang the song Becky (to the sound of Bingo), and to start off easy, we read the wordless picture Masayang Maglaro sa Ulan. I asked her to interpret the story for me and she understood it well. Then I allowed her to color two pages of the picture because she really enjoys coloring.

The second activity was to group the pictures I had printed out into four groups depending on the starting letter of the picture – m, a, s, or l. But before we did that, I first asked her to identify the names of the picture and write down the words. She have always had a hard time with writing down words and identifying letters so I focused the whole of the session in this part of the activity.

She had a harder time on words that ends with consonants, such as manok, atis, sapatos, araw, and mansanas, because of her preconception that syllables always end in vowels. I tried to correct that throughout the lesson. It took us a longer time on this part than expected because aside from that, she still does not know all the letters of the alphabet. When she stops writing for a while, I try to mouth the next letter that she needs. When she still doesn’t know, I let her write letters on another part of the paper and I tell her whether she’s right or not. Some of the letters that she wasn’t familiarized still are w, k, l, t, and b. For every correct word that she gets, I put a check mark beside it and that gets her working on the following words. Compared to last week’s session, she was willing to listen more and was more confident in writing.

After writing down, we proceeded with grouping the words. I asked her to paste picture under the column with which the word starts. When she finished, she mostly got the correct answers. Misplaced were the pictures of the sapatos, sala, and libro. When I asked her again to group the words, she then got them right after naming the pictures.

As the last activity, I let her color the wordless picture again to relieve the stress from all the words. Then, we finished the session as most of the other tutees were also finished with theirs. This was the last meeting that I had with Pamela as I was absent the next meeting, April 17, and she did not attend anymore after that.

From the very first few sessions, I guess I went easy on her a little more. We had fewer activities before that required her to write down words, only letters, and when she was stuck, I helped her more. On the last few meetings, the things that needed more improvement was much more apparent; she first needs to know the basics, like the alphabet. Though we spent about three meetings focusing on her writing, she still needs a lot of improvement but her confidence in writing increased. Compared to the first sessions, she was more attentive to the lesson but also more lively.

I hope that all the meetings that we had helped her and by next year, she will already know how to read and write. 😀




Pamela was absent last meeting because apparently, her dad asked her to care for her sick older sister (Grade 4). So before we started on to the lessons, I asked her again if she remembers my name, which is Niquitta, and she said my name was ‘Teacher Ate Shikita’ (huhu), which was really funny.

I didn’t teach the stuff from last meeting because I forgot my materials from then in the dorm. And so, we started on today’s lesson with the wordless picture book ‘Masayang Maglaro sa Ulan’. I held the book in my hand and asked her what she thinks is happening in the story and allowed her to flip the pages after. She knows how to use the book and based on her story-telling, she understood the story well.

We moved on to reading the book ‘Kapag Sabado’. I asked her to read the title of the story and she still can’t read it altogether, although she correctly recognized the syllables ‘ka’ and ‘sa’. When she opened the book, she immediately recognized Santino. I read the words while we read the story. She correctly answered the questions I asked afterwards although I had to help her remember the fruits mentioned. When I enumerated all the words that started with the letter S in the story and asked her what she noticed about the words, she said that they’re ‘maganda’ (haha). I corrected her and she was able to write the big and small letters correctly.

Next was supposedly the use of the cube. I didn’t use a cube, instead, I had the pictures laid out on a paper since I know she can’t perfectly read yet, I asked her to tell me what those pictures were. She gets it right when she knows the picture but guesses when she doesn’t. She also isn’t reading the words below the pictures indicating what those pictures were. So I covered the pictures first and asked her to read them for me. She reads the first two letters and then guesses the rest of the words and so I had to let her tell me the sound of each letter and read them altogether. She doesn’t know some of the letters yet. We took a long time on this part.

The last activity that we did was the use of the tachitoscope. I asked her to show me the word ‘mama’ and she didn’t get it right. So I asked her to write down the word first on paper and show it to me and she got it right. We also did the word ‘sama’ and she got them with some difficulty. When I asked her to write down the word ‘ama’, she wrote it down as ‘PaPa’. She writes down and recognizes words based on memory and not because she knows them and so I corrected her. The real challenge was asking her to write the word ‘am’. It’s two letters long but she writes it down as ‘ama’ and she does so repeatedly because she is under the impression that each letter is read with the letter a attached to them. For example, she reads the letters s and m as ‘sa’ and ‘ma’, respectively. That’s why she was having a hard time with the tachistoscope. We ended our meeting here.

When she was having a hard time writing down the correct words, she was not anymore willing in participating in the activity and looks away and so I had to call her attention back. But when she gets it right, she regains her willingness. We ended our meeting with her being able to write down the word ‘am’ correctly and she looked so happy when she was able to. We weren’t able to reach the last part, Phase Reading, and so we weren’t able to finish Lesson 4.

Today’s objective was to see if we would be able to finish two lessons per meeting. From the previous meetings, we were able to finish one lesson per meeting and we weren’t able to finish today’s most probably because we started off late. While we were still in the tachistocope part, the others were already finished and were playing around. I think the pace of one lesson per meeting is just right for my student but is not for others. I taught another student, Ian, last meeting because Pamela was absent, and our lesson went kind of boring because he already knows how to read and is not challenged by the lesson. While Pamela is still having a hard time reading words, Ian is already able to read stories. While I think the lesson is just right for Pamela, I think that other tutors need to adjust theirs and increase the difficulty.

Overall, although we weren’t able to finish two lessons, today went well and Pamela is reading better.


Day 1 of Learning

The community is found within the UP Diliman campus and compared to the small area where it is found, there are many people and the houses are built near one another. The school where we are assigned to teach is a walking distance of the homes. There are many stores just in front of the school.

Inside, there are surprisingly a lot of students and once we entered the building, I was surprised by the noise. It was a loud and incomprehensible noise coming from each classroom. This is my first time coming to this school, thus, those who came to the school last week were the ones who entered since they are the ones known by the students, and most of us stayed outside. When they entered, they were greeted warmly by the students, smiling at them while waving their hands.

When the students were called outside, they were so cute. They don’t seem afraid, rather they look excited that they got out of their classroom. They listened to us and followed us when we asked them.

My student’s name is Phoemela Kate Refran. When I first talked to her and asked her name, she correspondingly replied with a smile. She answers while smiling when asked other questions although she always turns to look around and see what her classmates are doing. She seems to be trying to figure out why we’re all doing this and want a friend to share her experience with.

When I first met her, I didn’t know what to think but I saw that she got a 10 out of 20 compared to their highest at 13 and lowest at 4 in the pre-assessment test – not low but not too high either, that’s what I thought. At least I will still have many things to teach her.

After the introduction and the warm-up exercises, I asked her to write her name and while she spelled out her name correctly, there were no spaces in between her first and last names. Also, her name is Phoemela but she pronounces it as ‘Pamela’. I asked her to write her name while pronouncing it but she pronounced and wrote down her name independently. I think that while she does both correctly, she still does not know how to associate them.

In the assessment test, she does not always get the correct answer but she’s not doing poorly either. Her strength is in the Oral Language section. She responds to the questions well. From that, I learned that her favorite past-time is drawing and she does so with her friend Jasmine. Her favorite color is pink. She also did well in the free writing where she drew a house, her dad, and a tree. We read the storybook just fine and she enjoyed the tapping test.

She knows most of the alphabet and how to pronounce them but there are some letters that she does not know of. She mismatched the letters J, Q, V, and D to their respective lowercases. There are also some letters that she needs guidance on how to pronounce. When asked to write all the big letters that she knows of, she wrote a little more than 10 with some small letters included. On the Oral Reading section, she reads some words that she that she is familiar with correctly such as ‘ito’, ‘ang’, ‘ni’, and ‘may’ but when she reads out the word ‘mesa’, she reads it as ‘lamesa’ repeatedly. As for the other words, each letter has to be pronounced before she can read it as a whole.

During the duration of the assessment, every after an activity, she looks into what her other classmates are doing and is easily distracted with the students near us. She listens well to me and the instructions but it was a challenge for me to hold her attention after each activity. Also, the gym is full and thus, I have to speak in a loud voice just for her to hear me. Since there were no tables or chairs, she had to crouch down to do her activities.

At the end of the session, she surprisingly asked me whether I’ll be coming back tomorrow. It made me happy that although I did not do too well as a tutor, at least I have left an impression on her.

Overall, we both have many things to learn – she needs to learn how to read her alphabet and I need to know how to contain her attention. With the assessment, I knew both our strong and weak points and with that, I hope that we can make the most of our next meetings with what be both learned today.