Organization and Management

    The interviewee, Sir Richard Raqueño, shows a strong awareness of potential geologic hazards affecting the school, including heavy rainfall, earthquakes, typhoons, and floods. He emphasizes the importance of safety protocols, preparedness plans, and collaboration with local authorities. His experience in conducting earthquake drills and using visual aids to educate students is commendable, as it promotes hazard awareness and preparedness. Notably, the interviewee highlights the importance of staying updated on the latest information and being adaptable, two critical qualities for handling dynamic hazard situations effectively.

    Moreover, Sir Richard Raqueño offers practical strategies for addressing economic and psychological challenges in the classroom. He stresses the significance of creating a safe and inclusive environment, differentiating instruction, and providing counseling or referrals for psychological support. His emphasis on community engagement and collaboration with local organizations demonstrates a commitment to addressing these challenges effectively. Furthermore, he highlights the importance of fostering a positive psychological environment by offering praise, feedback, and empathy, which can contribute to students' emotional well-being.

    To sum up, the interviewee appears well-prepared and knowledgeable about both geologic hazards and strategies to support students facing challenges. They exhibit qualities of adaptability, leadership, and a commitment to continuous learning, aligning with the qualities of a "hazard hero" teacher. Their responses reflect a strong dedication to the safety and well-being of students, making them a valuable asset to the school community.

21st Century Literature

"MY LIGHTHOUSE"

    In the heart of Paoa, within the bustling halls of Advance Public Elementary School [APES], I am student Dorina Rabot, there was a teacher who influence me and forever changed my life as a young girl. Teacher Marites Organo was not just a teacher; she was a guiding light, a mentor and above all a second mother to me. I was in the 6th grade when my journey of self-discovery began.   

    I was a quiet young girl, unassuming student who often felt overshadowed by more outgoing classmates. I had always loved singing, but I kept my passion hidden, a secret melody in my heart. One fateful day, Ma’am Marites Organo decided to organize a talent showcase for our class. The excitement in the room was palpable, but my heart filled with trepidation. I didn’t think I had any talent to showcase. As the talent day approached, Ma’am Organo hesitantly approached me. With a quiver in my voice, I said, "Ma’am, I don’t think I have any talents to show’’. Ma’am Organo’s warm eyes locked with mine, her reassuring smile radiating kindness. "Dorina’’, she said, "everyone has a unique talent, sometimes hidden even from themselves. Don’t be so hard on yourself dear”.

    Taking Ma’am Organo’s words to my heart, I decided to give it a try. On the talent day, I stood before my classmates, my voice trembling with uncertainly, I began to sing my favorite song, "HESUS’’. As my voice filled the room, a magical transformation took place. Ma’am Organo’s eyes lit up with amazement. She saw the hidden gem in my voice, a talent that was waiting to be nurtured. After my performance, Ma’am Organo approached me, her voice full of excitement, "Dorina, you have a beautiful singing talent. I can’t wait to help you develop it’’, she said to me. With Ma’am Organo’s guidance, my life took on a new purpose. I joined the school choir, started vocal lessons and soon my confidence soared. I began to participate in school talent shows, and my performances never failed to captivate the audience. In the front row of every show, there was always Ma’am Organo, cheering for me like a proud mother.

    But Ma’am Organo’s role in my life extended far beyond music. She became a mentor in all aspects of my education, ensuring I excelled my subjects. Our bond deepened, and I began to see Ma’am Organo as a second mother. She was always there for me to provide guidance, support, and care. Not only in singing but also in broadcasting, Ma’am Organo discovered me and encouraged me to join journalism.

    As the school year came to an end, I had not only discovered my singing talent but also grown into a confident, well-rounded student. Ma’am Organo’s love and guidance had transformed me into a shining star. Our connection remained strong even after I moved on to higher grades.

    Years later, I pursued a successful singing career and never forgot the teacher who had discovered my talent, nurtured my skills, and treated me like her own daughter. Ma’am Organo remained a cherished influence in my life, a beacon of light guiding me towards success.

    In the end, this story is a celebration of a remarkable teacher’s ability to change my life. Ma’am Marites Organo not only imparted knowledge but also recognized my unique talent and treated me with love and care, as if I were her very own daughter during our time at APES in 6th grade.

General Mathematics

 

Oral Communication

 

Komunikasiyon at Pananaliksik sa Wika at Kultura Ng Pilipino

“BITUIN SA DILIM NG KAMANGMANGAN”

Guro, kami ay taos-pusong nagpapasalamat sayo

Sa iyong pagtuturo,

Kami’y patuloy na natututo

Sa mundo na puno ng dilim

Ikaw ang aming tanglaw

Tila bituin na nagbibigay

Liwanag sa aming araw

Ang iyong gabay sa bawat landas

Taga payo sa bawat pangarap

Sa bawat problema, ikaw ang sangkap

Sa bawat hirap, ikaw ang siyang sandigan

Nagturo ka ng mga tunay na halaga

Hindi lamang sa mga libro

Kundi sa buhay mismo

Guro, salamat sa walang sawang pagtuturo

Ang iyong pagsisikap ay walang hanggan

Binuksan mo ang daan patungo sa kaalaman

Tulad ka ng bituin na hindi naglalaho

Ikaw ay hindi namin malilimutan

Sa pag-aalaga at pagmamalasakit,

Ikaw ang ilaw na patuloy na gumagabay

Mga aral at kabutihan mo’y mananatili

Sa puso’t isipan, habang ako’y nabubuhay

Business Mathematics

"Behind the Desk: The Teacher and His Salary Secrets"

CATEGORIES	PERCENTAGE OF THE EXPENSES	VALUE
Groceries	16%	₱4,640.00
Transportation	4.20%	₱1,218.00
Utilities (Electricity, Water, Internet, etc.)	48.10%	₱13,949.00
Savings	10%	₱2,900.00
Entertainment/Leisure	14%	₱4,060.00
Miscellaneous (Any other necessary expenses)	7.7%	₱2,233.00
		Total:  ₱29,000.00

 

Earth and Life Science: Survey Questionnaire

Survey Questionnaire: Community Geologic and Hydrometeorological Hazard Assessment for Educators

Thank you for participating in this survey. Your insights will contribute to our understanding of potential geologic and hydrometeorological hazard, preparedness, and the role of educators in educating and spreading awareness within the community.

Section 1: Personal Information

1.1 Name (Optional): _____________________________

1.2 Age:__________

1.3 Gender: __________

Section 2: Personal Experiences with Hazards

2.1 Have you personally encountered any geologic or hydrometeorological hazards in your school/community? (e.g., earthquakes, floods, landslides, storms)

- [ ] Yes 

- [ ] No  

RESULT: 100% of the respondents answered Yes.

Section 3: Identifying Hazards in the School/Community

3.1. Are there any specific geologic or hydrometeorological hazards that you believe your school/community is most susceptible to:

(e.g., earthquakes, floods, landslides, storms):

- [ ] Yes

- [ ] No

RESULT: 100% of the respondents answered Yes.

 3.2. If yes, please check the hazards you believe your school community is susceptible to:

- [ ] Earthquakes

- [ ] Floods

- [ ] Landslides

- [ ] Hurricanes/Cyclones

- [ ] Tornadoes

- [ ] Tsunamis

- [ ] Volcanic Activity

- [ ] Other (please specify): ________________________

RESULT: 100% of the respondents answered Earthquake.

                  85% of the respondents answered Floods.

                  73% of the respondents answered Landslides.

                  87% of the respondents answered Hurricanes/Cyclones.

                  53% of the respondents answered Tornadoes.

                  78% of the respondents answered Tsunamis.

                  92% of the respondents answered Volcanic Activity.

3.3. What do you believe are the potential impacts or challenges these hazards might pose to the school/community? (Please select all apply)

- [ ] Property Damage

- [ ] Disruption of daily life

- [ ] Safety concerns for residents

- [ ] Utility Interruptions (e.g., power, water)

- [ ] Evacuation challenges

- [ ] Other (please specify): ______________________

  RESULT: 100% of the respondents answered Property Damage.

                    100% of the respondents answered Disruption of daily life.

                    100% of the respondents answered Safety concerns for residents.

                    100% of the respondents answered Utility Interruptions (e.g., power, water).

                     100% of the respondents answered Evacuation challenges.

Section 4: School Community Preparedness

4.1 In your opinion, is your school community adequately prepared for potential geologic and hydrometeorological hazards like earthquake?

- [ ] Yes

- [ ] No

RESULT: 98% of the respondents answered Yes.

                  2% of the respondents answered No.

4.2 Are you informed about the evacuation plans in the school/community in case of a hazard?

- [ ] Yes

- [ ] No

RESULT: 91% of the respondents answered Yes.

                  9% of the respondents answered No.

4.3 On a scale of 1 to 5, with 1 being very unprepared and 5 being very prepared, how would you rate your school/community level of preparedness for these hazards?

- [ ] 1 (Very Unprepared)

- [ ] 2 (Unprepared)

- [ ] 3 (Neutral)

- [ ] 4 (Prepared)

- [ ] 5 (Very Prepared)

RESULT: None of the respondents answered Very Unprepared.

                  None of the respondents answered Unprepared.

                  None of the respondents answered Neutral.

                  85% of the respondents answered Prepared.

                  15% of the respondents answered Very Prepared.

4.4 How satisfied are you with the hazard preparedness training provided by the school?

- [ ] 1 (Very Dissatisfied)

- [ ] 2 (Dissatisfied)

- [ ] 3 (Neutral)

- [ ] 2 (Satisfied)

- [ ] 1 (Very Satisfied)

RESULT: None of the respondents answered Very Dissatisfied.

                  None of the respondents answered Dissatisfied.

                  None of the respondents answered Neutral.

                  15% of the respondents answered Satisfied.

                  85% of the respondents answered Very Satisfied.

4.5 Has your school/community conducted any drills or exercises related to geologic or hydrometeorological hazards in the past year?

- [ ] Yes

- [ ] No

RESULT: 100% of the respondents answered Yes.

                  None of the respondents answered No.

Section 5: Educators Role in Preparedness

5.1 Do you believe educators play a crucial role in educating the school community about geologic and hydrometeorological hazards?

- [ ] Strongly Agree

- [ ] Agree

- [ ] Neutral

- [ ] Disagree

- [ ] Strongly Disagree

RESULT: 100% of the respondents answered Strongly Agree.

                  None of the respondents answered Agree.

                  None of the respondents answered Neutral.

                  None of the respondents answered Disagree.

                  None of the respondents answered Strongly Disagree.

5.2 Have you actively participated in educating students about these hazards?

- [ ]  Yes 

- [ ] No

 

RESULT: All the 5 teachers answered Yes.

5.3 If yes, please select the types of education or awareness programs you have conducted or been a part of. (Select all that apply.)

- [ ] Drills

- [ ] Workshops

- [ ] Presentations

- [ ] Classroom discussions

- [ ] None

RESULT: 100% of the respondents answered Drills.

                  100% of the respondents answered Workshops.

                  100% of the respondents answered Presentations.

                  100% of the respondents answered Classroom discussions.

                  None of the respondents answered None.

5.4 Do you feel that teachers and staff at your school are accessible and approachable during hazardous situations?

- [ ] Yes

- [ ] No

RESULT: 100% of the respondents answered Yes.

                  None of the respondents answered No.

Section 6 Stories and Testimonies

Please check the boxes to indicate if you can share any personal experiences or stories related to exceptional commitment or dedication as an educator during past geologic or hydrometeorological events:

- [ ] I have witnessed exceptional commitment or dedication as an educator during hazard events

- [ ] I can share personal experiences or stories of dedication.

- [ ] I don't have any experiences to share

RESULT: 100% of the respondents answered I have witnessed exceptional commitment or dedication                      as an educator during hazard events.

                  100% of the respondents answered I can share personal experiences or stories of dedication.

                  None of the respondents answered I don't have any experiences to share.

6. Have you ever been involved in a situation where a teacher or staff member took prompt action to address a potential hazard?

- [ ] 5- (Yes, and it was handled exceptionally well)

- [ ] 4- (Yes, and it was handled adequately)

- [ ] 3- (Yes, but it could have been better)

- [ ] 2- (No, but I would feel confident if it happened)

- [ ] 1- (No, and I  would not feel confident if it happened)

RESULT: 90% of the respondents answered 5- (Yes, and it was handled exceptionally well).

                  10% of the respondents answered  4- (Yes, and it was handled adequately).

                  None of the respondents answered 3- (Yes, but it could have been better).

                  None of the respondents answered 2- (No, but I would feel confident if it happened).

                  None of the respondents answered 1- (No, and I  would not feel confident if it happened).