April 4, 2022

(Monday)

Lesson: The School as a Community

“The problem of education is everybody's problem. As building literacy is our

collective responsibility , so too is improving of our school's, our collective
responsibility. We must build bridges between the school and community.”

- Florencio Abad (Former DepEd Secretary)

Since Group 6's reporters, Mr. James Louie Balansag and Mr. Regie C.
Balasabas, were not yet ready to report on their assigned topic, The School
as a Social System, Mr. Nicolas A. Blanca and his co-reporter Ms. Ivy Marie
Aguilar, presented their report, The School as a Community, in the remaining
30 minutes. Mr. Nicolas A. Blanca, like the previous reporters, greeted us with
cordial pleasantries. It was then followed by a game called "Picture Analysis,"
which served as an icebreaker. He then told us to express our thoughts on the
images that would be displayed on our individual screens. Ms. Geralyn G.

Malinao responded to the first image, which was about school. I volunteered
to answer the second picture, which was a community question. Similarly, I
and Ms. Malinao got the correct answer.
 Mr. Nicolas Blanca, the group's first reporter, began his report by quoting
one of former DepEd Secretary Florencio Abad's famous quotes, which
stated, "The problem of education is everyone's concern." Building literacy is
a shared obligation, and strengthening our schools is a shared responsibility
as well. We need to develop bridges between the school and the community,"
he says, before going on to explain the terms "school" and "community." He
described school as an institution for teaching and learning, according to his
report. While community refers to a group of people who live in the same area
and are subject to the same rules. The school and the community are the
lifeblood of effective and powerful forces that can foster a healthy climate for
mutual benefit and improvement.
 Within his report, he also mentioned DepEd Order 54 series of 2009,
which is headed "Revised Guidelines Governing Parents-Teachers
Associations (PTA) in the School." Parents-Teachers Association (previously
known as Parents-Teacher and Community Association) is a non-profit
organization founded by parents and teachers (PTCA). The Parent-Teacher
Association (PTA) is a formal organization of parents and teachers founded to
involve parents in their children's academics as well as to assist and improve
educational systems. PTAs provide parents and teachers with a joint platform
to work for the advancement of the school, teaching, and everything else that
influences a child's physical and intellectual progress. PTA meetings allow
both parents and teachers to participate, discuss, and resolve any concerns
that may arise. For students, parent-teacher associations are critical. This
association ensures the student's complete growth and seeks to suit his
demands. This organization meets the needs of not just students, but also
instructors and parents. Teachers cannot be confident that their teaching is
meeting their students' learning needs unless they know their students well
and are aware of their accomplishments. As a result, parent-teacher
associations aid in a child's overall development by allowing teachers and
parents to fully comprehend their children's requirements and progress.

Teachers, parents, and the community were all given emphasis. First,
teachers continue to enrich kids' home experiences, so reinforcing the positive
personal traits and characteristics that have already been created. Teachers
are like second parents to their students. They mold our thoughts and assist
us in recognizing our abilities and aspirations. For some teachers, teaching is
simply a way to make ends meet. Others, on the other hand, consider it their
life. Some individuals feel that the major function of teachers is to teach
youngsters how to behave and to judge right from wrong. Teachers, on the
other hand, serve as second parents to their students. They are the ones who
correct the students when something goes wrong, just as they do with their
own children. Teachers have a major impact on the lives of the students
under their care.

Second, the parents. They are their child's first teachers, and they are in
charge of their development of values, attitudes, and habits. Parents are our
life's first teachers, and we all learn a great deal from them. They are a child's
first affection and always protect them from any problems. They ensure that
we receive the best of everything and that they love us with all of their hearts.
We all learn different things from our parents, and each of us learns in a
unique way. They accept us as we are and are willing to do anything and
everything for our own good.

Finally, the community where here's the sense of belonging. Members of

the community, such as local government officials and civic organizations,
were approached to ask for their help or active engagement in school
activities. The idea that the community plays a significant role in children's
education has a long history and is a major topic of educational reform.
Community members working together on the ground (e.g., neighbors along
the school path) can protect the safety of staff, children, and family members.
Community agencies that collaborate across systems (e.g., child welfare, law
enforcement, and libraries) provide protective factors that can help students
be more resilient while also addressing difficulties more quickly and
effectively. Schools with strong community ties can foster a secure and
supportive atmosphere both inside and beyond the classroom.

Moreover, structured associations were also elaborated. Brigada Eskwela

and the School Governing Council are two of them. The origins of Brigada
Eskwela may be traced back to Republic Act 8525, which was passed under
the presidency of President Ramos. The Adopt a School Program was
created to foster volunteerism and public-private collaboration in public
schools. RA 8525 allowed tax breaks for private school interventions. Brigada
Eskwela, or School Brigade, is a nationwide volunteer activity that began in
2003 and is also known as National Schools Maintenance Week. A DepEd
(Department of Education) program aimed at bridging the department's
resource limitations by developing partnerships with local communities.
Thousands of parents, alumni, civic groups, local businesses, non-
government organizations, teachers, students, and individuals are mobilized
and brought together by the initiative to conduct classroom repairs,
maintenance work, and clean-up in public elementary and secondary schools.
Given the program's success, it was made a permanent activity in the school
calendar in 2008, with all schools across the country required to conduct the
program weeks before the start of the school year.

The School Governing Council, on the other hand, provides a forum for
parents, students, teachers, community stakeholders, and the school head to
collaborate in order to continuously improve student learning outcomes. The
School Governance Council is a governing body that is representative of the
community and the school, but it is controlled and managed by the Board of
Education. The Council is in charge of making choices on the school's
strategic direction, such as approving the school's strategic plan, updates,
annual budget, and resource allocations. Manage the Request for Flexibility
process, assist in the appointment of the principle (in the event of a vacancy),
and provide annual principal performance feedback.
 April 6, 2022

(Wednesday)

Lesson: The School as a Community

“ Life never stops teaching, so we must never stop learning.”

-Anonymous

Our thirteenth virtual meeting will take place tonight. Another night of new
discoveries. We began at around 6:30 p.m. The reporter, Mr. Nicholas A.
Blanca, started us off with a prayer. Following that, he extended his heartfelt
greetings to us 3along with our valued educator, Dr. Edmark Ian L. Cabio.
Because the reporter was unable to complete his report at the previous
meeting owing to a lack of time, he will continue his remaining topics this
evening. Before he continued his discussion, he gave a recap of his prior
report, and to provide a twist, this activity was named "I chose you."
He then introduced the mechanics of the activity to us. He wanted six
volunteers from our class, who would pick a number from 1 to 6. Each one
has its own set of subtopics for the volunteers to discuss. I volunteered to

participate on this activity. Mr. Jude Ronniel B. Versa, Mr. Jessiejune Leones,
Ms. Rhona Lee C. Amarante, Ms. Judelyn P. Abella and Mr. Joseph E.
Empiales also presented to volunteer themselves. We all explained and
performed a fantastic job with our assigned numbers and our corresponding
topics. After then, Mr. Nicholas Blanca addressed his final two topics, School
Activities Involving the Community and Instructional Centers for Materials. He
starts by imparting us about the School Activities that involve the community.
In his report, he discussed many school groups such as NSTP, Tree Planting,
Outside Community Service, Segregation, and Fund Raising activities. All of
these were explained one by one.

 NSTP

NSTP is a program that aims to increase young civic awareness and

defense preparation by instilling a service and patriotism ethic while receiving
training in one of the three (3) program components. Its numerous
components are specifically designed to increase the youth's active
participation in the country's overall well-being. Graduates of the NSTP are
encouraged to take an active role in the development of the School-Based
National Service Reserve Corps (SBNSRC) and to volunteer in the planning
and implementation of community projects and programs established with the
adopted and partner communities (Section 3, RA 9163). Reserve Office
Training Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare
Training Service are three program components (CWTS). ROTC is a program
established under Sections 38 and 39 of RA No. 7077 to provide military
training to students at the tertiary level in order to motivate, train, organize,
and mobilize them for national defense readiness. While LTS is a program
that prepares students to teach literacy and numeracy skills to school
children, out-of-school youth, and other segments of society in need of their
services (Section 3, RA 9163), it is also a program that prepares students to
become teachers of literacy and numeracy skills to school children, out-of-
school youth, and other segments of society in need of their services. (RA
9163, Section 3). CTWS, another programs component refers to programs
that contribute to the general welfare and betterment of life for community
members, as well as the enhancement of community facilities, particularly
those devoted to improving citizen health, education, environment,
entrepreneurship, safety, recreation, and morals (Section 3, RA 9163).

 Tree Planting

ROAD to 2020 (Rainforestation Organizations and Advocates) is an

environmental movement that began in 2005 with the goal of restoring
Philippine rainforests using native tree species such as narra, apitong, and
lauan, as well as sustaining the provision of ecological goods and services by
2020 through an informed and engaged public. Planting trees can help
ecosystems become more resilient, reduce the consequences of climate
change, and give people and governments more time to adjust to changing
conditions. Planting native seedlings in ecologically appropriate regions can
also assist to mitigate soil and biodiversity loss while also improving human
well-being. It also provides a chance for all Filipinos to come together and
contribute to the restoration of our natural forests.

Trees contribute significantly to a clean environment by improving air

quality through the process of photosynthesis, which involves the production
of oxygen and the absorption of carbon dioxide. It helps to mitigate the effects
of the sun, rain, and wind by absorbing pollutants such as carbon monoxide,
sulfur dioxide, and nitrogen dioxide and letting the rain wash them away. It
also helps to ameliorate climate change by absorbing and filtering the sun's
radiant energy, acting as a shield from falling rain, and preserving warmth by
screening off the harsh wind. Tree roots help to keep the soil in place and
prevent landslides by preventing erosion. It also collects and stores rainwater,
reducing runoff and silt accumulation after storms. It also aids in the recharge
of groundwater supplies, the prevention of chemical movement into streams,
and the prevention of flooding. Its fruits supply sustenance, while its fallen
leaves produce excellent compost and increase soil quality. Spending time in
nature improves cognitive function, memory, and discipline. A walk in a park
full of trees can also help to relieve tension and empower one's mood. There
is little doubt that participating in tree-planting activities benefits communities.
It is critical that we continue to care for our shelter by planting new seedlings
that will help us achieve a long-term future.

 Segregation

Waste segregation at the source is the most important step for the
environment and for reducing garbage accumulation in landfills. Segregation
after garbage collection takes longer, costs more, and might harm the
environment if recyclable waste is disposed of in landfills. The most
straightforward solution to this problem is to practice good on-site trash
segregation by using clearly marked bins for different types of waste (Wet &
Dry). Wet waste mainly refers to organic waste generated by restaurants,
while dry waste comprises paper, wood, metals, glass, and other materials. If
source segregation is achieved to 100 percent, 80 percent of it can be
recycled. Our government believes that instilling this source segregation habit
in children early on will help them grow up to be responsible and
environmentally conscientious adults.

 Other Community Service

Volunteering is one of the most well-known outside community service

activities. It is unpaid labour done for the benefit and advancement of a
community by an individual or group of people without receiving any form of
remuneration. It's also a fantastic chance to meet new people, particularly if
you're new to the area. It deepens your ties to the community Volunteering
offers a number of advantages, the first of which is that it connects you to
others. The impact on the community is one of the most well-known
advantages of volunteering. Volunteers who are not compensated are
frequently the glue that ties a community together. Volunteering allows you to
connect with your community while also helping to improve it. Even modest
acts of kindness can make a significant difference in the lives of people,
animals, and organizations in need. Volunteering also has a two-fold benefit: it
can assist you and your family as well as the cause you choose to support.
Volunteering allows you to make new acquaintances, extend your network,
and improve your social skills.

Second, it is beneficial to both your mind and body. Volunteering has

numerous emotional and physical health benefits. It can provide you a healthy
boost in terms of self-esteem, self-confidence, and life satisfaction. You're
helping people and the community, which gives you a natural sense of
achievement. Your volunteer work can also provide you with a sense of pride
and identity. And the better you feel about yourself, the more likely you are to
see your life and future aspirations in a favorable light.

Third, you may be able to develop your career. If you're thinking about
changing careers, volunteering might help you get experience and meet
individuals in the sector. Volunteering allows you to practice vital job skills
such as teamwork, communication, problem solving, project planning, task
management, and organization, even if you have no plans to change careers.
After you've refined these talents in a volunteer role, you might feel more
comfortable expanding your wings at work.

Finally, it makes your life more enjoyable and fulfilling. Volunteering is a

simple and enjoyable method to discover new interests and passions.
Volunteering for a cause that you care about can be a soothing and uplifting
break from your daily grind of work, school, and family obligations.
Volunteering can also help you rekindle your creativity, enthusiasm, and
vision, which you can use to your personal and professional lives.
 Fundraising Activities

A fundraising event is one that is held to raise funds and awareness for a
charitable organization's objective. Every event may be transformed into a
fundraising event or a way to raise funds. Concerts, silent auctions, half
marathons, community cookouts, and other events fall into this category. A
fundraising event (also known as a fundraiser) is a one-time or ongoing event
or campaign with the primary goal of raising funds for a cause, charity, or non-
profit organization. Fundraisers at schools assist with the purchase of more
classroom supplies, extracurricular activities, and critical tools such as
computers, printers, science equipment, art and music programs, and more.
These events, on the other hand, can be enjoyable learning opportunities for
students of all ages.

The Instructional Centers for Materials was also highlighted. According to his
report, the community can provide a wealth of educational materials.
Community professionals and practitioners may be invited as resource
speakers for the commemoration of effective education rites.
 April 11, 2022

(Monday)

Lesson: The School as a Community

“ There is no doubt that when family engagement is developed in true

partnership, it has the ability to positively impact students’ academic, social
and emotional growth.”

-Kelli Cedo

It's a blessed Monday evening. Thank you, Lord, for the wonderful
weather. Another evening brought new discoveries, which in turn taught me
valuable life lessons that I may apply in my daily life. We got started on
schedule this evening, at precisely 6:30 p.m. Mr. Nicolas A. Blanca led the
opening prayer and extended heartfelt greetings to all of us. He gave a quick
review of his previous discussions. Ms. Ivy Marie Aguilar, his co-reporter, was
then introduced to us. She was supposed to report at the last meeting on
Friday, April 6, 2022, but owing to her sluggish internet connection and
inclement weather, she will be sharing her report with us tonight. She then
presented us to her allocated sub topic,"The Keys to Successful School-
Family Community Partnerships, Epstein's Six Types of Involvement". She
also provided a brief outline of what the her subtopic encompasses.

As per her report, Joyce Epstein's Model is the most influential model in
school and family partnership, and it consists of six types of practices. The
Framework of Six Types of Involvement—also known as the "School-Family-
Community Partnership Model"—was first established by Joyce Epstein and
associates in the early 1990s and has undergone adjustments since then,
while the core aspects of the framework have remained consistent. One of the
most significant frameworks in the field of school, family, and community
engagement and cooperation is Epstein's Framework of Six Types of
Involvement. Epstein's thesis of overlapping circles of influence is the
foundation for the Framework of Six Types of Involvement. The idea differs
between an interrelated view of school, family, and community impacts and a
separate perspective of influence. Epstein illustrates his point with an
example:

“In some schools there are still educators who say, ‘If the family would just do
its job, we could do our job.’ And there are still families who say, ‘I raised this
child; now it is your job to educate her.’ These words embody a view of
separate spheres of influence. Other educators say, ‘I cannot do my job
without the help of my students’ families and the support of this community.’
And some parents say, ‘I really need to know what is happening in school in
order to help my child.’ These phrases embody the theory of overlapping
spheres of influence.”

In other words, the most effective school-family-community partnerships—

those that have the greatest positive impact on a student's social, emotional,
cognitive, and educational development and thriving—recognize that the three
primary "spheres" of influence are mutually reinforcing—or mutually
undermining—one another. Epstein expands on the theory by outlining how
genuine school-family-community connections (i.e., ones that are mutually
beneficial) operate in practice:

 Family-Like Schools: “In a partnership, teachers and administrators

create more family-like schools. A family-like school recognizes each
child’s individuality and makes each child feel special and included.
Family-like schools welcome all families, not just those that are easy to
reach.”

 School-Like Families: “In a partnership, parents create more school-

like families. A school-like family recognizes that each child is also a
student. Families reinforce the importance of school, homework, and
activities that build student skills and feelings of success.”

 School- and Family-Like Communities: “Communities, including

groups of parents working together, create school-like opportunities,
events, and programs that reinforce, recognize, and reward students for
good progress, creativity, contributions, and excellence. Communities also
create family-like settings, services, and events to enable families to
better support their children.

Epstein's approach is officially known as the Framework of Six Types of

Involvement for Comprehensive Partnership Programs and Sample Practices.
When discussing the framework, Epstein and her collaborators emphasize
that each type of involvement is a two-way partnership—ideally, one that is
co-developed by educators and families working together—rather than a one-
way opportunity determined unilaterally by a school. The six types of
involvement are parenting, voluntary communication, learning at home,
decision making, and collaborating with the community. The reporter further
extended and illustrated these points while providing us with real-life
instances to which we may relate.

 Parenting
Type 1 involvement occurs when family practices and home environments
support “children as students” and when schools understand their children’s
families. It assist families in understanding child and adolescent development,
and in setting home conditions that support children as students at each age
and grade level. It also aid schools in understanding families.

 Communicating
Type 2 involvement occurs when educators, students, and families “design
effective forms of school-to-home and home-to-school communications.”

 Volunteering
 Type 3 involvement occurs when educators, students, and families “recruit
and organize parent help and support” and count parents as an audience for
student activities.

 Learning at Home
Type 4 involvement occurs when information, ideas, or training are
provided to educate families about how they can “help students at home
with homework and other curriculum-related activities, decisions, and
planning.”

 Decision-Making
Type 5 involvement occurs when schools “include parents in school
decisions” and “develop parent leaders and representatives.” Include families
as participants in school decisions, governance, and advocacy through
PTA/PTO, school councils, committees, action teams, and other parent
organizations.

 Collaborating with Community

Type 6 involvement occurs when community services, resources, and
partners are integrated into the educational process to “strengthen school
programs, family practices, and student learning and development.” It involves
coordinate resources and services for students, families, and the school with
businesses, agencies, and other groups, and provide services to the
community.

Moreover, her report emphasized Public Safety, Beautification, and

Cleanliness. According to her, peace and order, safety in public
transportation, and adherence to ordinances provide ample protection and
disciplinary measures that everyone deserves. Both actively participate in
community beautification through tree planting in every home and cleanliness
through correct garbage disposal, resulting in a disciplined and healthful
neighborhood. Values and strong inclinations are implanted in children
beginning at home and are subsequently reinforced in school. Respect for
elders, authority, and others' rights, readiness to share a profound sense of
responsibility, perseverance, self-discipline, and principles of nationalism and
unity are among the most desirable. She concluded her report by saying one
of African Proverbs' famous quotations, "It takes a village to train a child."
Reflection

School is the basis on which a child's knowledge is built. It allows

youngsters to gain information in a variety of disciplines of education, such as
individuals. It also functions as their second home. In many cases, community
involvement in school operations has aided in increasing children's access,
retention, and attendance rates. Education is a social activity in which the
community, in addition to the school, serves as a facilitator and partner.
Successful schools recognize the necessity of cultivating positive and
harmonious relationships with the communities in which they are located. It is
critical to develop a school atmosphere where community people feel
accepted, respected, trusted, heard, and needed in order to increase
community participation in education. Thus, the school as well as the
community play an important role as wellsprings of effective and powerful
energies that can foster a healthy climate for mutual benefit and improvement.
Parents, teachers, and the community all play a role in the success of the
school.

Nobody can deny that parents are the best and most important teachers
for their children. They were the spark that ignited our learning abilities, as
they taught us how to walk, talk, and later in life, how to read and write. They
also played an important role in the real-world teaching of life experiences.
Parents are the only people who know their child early in life, surrounding him
or her with care and affection, and, of course, providing him or her too much
time to teach them early skills. Waving, chatting, eating, walking, and
education are just a few examples. Education is a highly significant aspect of
everyone's life since it allows them to grow into adults who are well-educated.
Parents are, without a doubt, their children's best teachers. Why? Because
parents are responsible for providing assistance, material items, attention,
love, and, most importantly, information to their children, and children spend
the majority of their time with their parents.

My parents have taught me a lot of valuable lessons. My mother imparted

in me the importance of never being overburdened with obligations, and she
was always there for all of us. She demonstrated what love and caring are all
about and always led me like a candle in the dark, ensuring that I got the best
of everything. On the other hand, my father taught me to be fearless in the
face of adversity. He always told me the concept of devotion, and I believe his
prayers are the reason for all of my blessings. The most important thing I
learned from my father is that he believes that a little is all that is required to
live a happy life. Both of my parents taught me the value of hard work. I even
learned great life lessons from them.

Many people believe that the major function of teachers is to teach

children how to behave and to decide what is right and wrong. Teachers, on
the other hand, serve as second parents to their students. They are the ones
who correct the pupils when something goes wrong, just like they would with
their own children. Teachers have an important role in influencing the lives of
the children in their care. Speaking with a student can assist a teacher gain a
deeper understanding of the kid's circumstances. Some of them come from a
shattered family, while others are orphaned and live with relatives. When
students experience challenges or difficulties at school, the teacher, acting as
a second parent, may opt to make a home visit to help them solve the
problem. Home visits also assist teachers in better understanding why
students act in certain ways. Some students will freely tell their instructor
about an issue they are having at home. Teachers, as second parents, shall
provide suitable direction to their students. When a pupil perceives that their
teacher values what they do, they are more likely to trust them. In exchange,
students should respect their professors by being disciplined and putting out
good effort in their studies; this way, students can achieve success in their
lives while also making their parents and teachers proud of them.

Children are like wet cement; everything they are taught is etched on
them. A teacher's relationship with a pupil should be more personal than
professional. A teacher inspires students to strive for greater success. A
teacher should educate in such a way that students like learning. The teacher
should never be insulted by students. Rather, they must treat them with
respect. The teacher's attitude toward the students lays the groundwork for
this. Students must complete assigned assignments on promptly and with a
positive attitude. This is one of the ways you may express their gratitude to
their teacher and give him or her confidence in his or her abilities.A teacher
cannot guarantee a student's success. "Practice makes perfect," as the cliché
goes. When the student-teacher interaction is positive, pupils mature into
sincere human beings. Teachers indeed serves as our role models, second
parents, and unfailing guide for the rest of our life. As an educator in the near
future, I envision myself as a competent instructor that will not hesitate to
point the errors of my beloved students. I am going to assist them in walking
in the right direction as well as provide them with life skills.I believe that a
teacher molds the heart and intellect of students A teacher is also someone
who assists students in learning and give them her full support while
preparing them for their future.

Finally, the community. In the twenty-first century, communities must

operate in an increasingly dynamic environment that necessitates innovation
and adaptability. Students will require sophisticated linguistic, technical, and
interpersonal skills to succeed in today's possibilities as well as those that will
emerge in the future. School–community partnerships, particularly those
involving links with local businesses, community leaders, and other people,
are well positioned to help schools prepare kids for adulthood. Community
organizations can provide students with opportunities and tools that show how
they can be involved in their communities while still pursuing their post-
secondary objectives and other interests.

Hence, Parents, Teachers, and the Community are all intrinsically linked.
Participation of parents and the community does not happen overnight. Parent
and community involvement must be prioritized in schools, and students must
value and accept each other's uniqueness. To guarantee that every student is
a successful learner, schools, families, and communities must work together
to support all students in a learning environment. Positive family and school
interaction builds a collaboration among all schools, allowing students to
achieve their full academic and life potential. Stay-at-home mothers coming to
school to assist when needed, or a businessman swinging by to check what's
going on on campus, are not the only examples of parent and community
involvement. School, family, and community involvement is a collaborative
effort that includes goal-oriented activities for students of all ages that are
linked to academic performance and development. Many schools want to
build a strong and positive parent involvement community, but many are
unsure how to effectively involve parents in helping students achieve
academic success. Parents want the best for their children, even if they are
unsure of how to help them achieve success. Students bring a variety of
qualities to school that the teacher may or may not recognize, but parents are
aware of the numerous accolades about their child that teachers must
embrace. When the family and teacher form a partnership in the child's
education, they begin to work together to ensure that the student gets the
most out of his or her education. As what Joyce Epstein once said and I
quote, “The way schools care about children is reflected in the way schools
care about the children’s families. If educators view children simply as
students, they are likely to see the family as separate from the school. That is,
the family is expected to do its job and leave the education of children to the
schools. If educators view students as children, they are likely to see both the
family and the community as partners with the school in children’s education
and development. Partners recognize their shared interests in and
responsibilities for children, and they work together to create better programs
and opportunities for students.”