UNIVERSITY OF CALOOCAN CITY

College of Education

NARRATIVE REPORT
SECTION I: BRIEF HISTORY OF THE SCHOOL

BRIEF DESCRIPTION OF THE SCHOOL AND ITS HISTORY

Kalayaan National High School Started when Mrs. Esmelita P. Ulangca, the principal of Bagong
Silang High School, felt an urgent need of an annex school in order to accommodate the heavy influx of
enrolment of of students who were already spilling in the classroom and many were being refused due to
the overcrowded class size. In view of this situation, she made a request to Congresswoman Aurora “Nene”
Henson for an annex school and later endorsed the request to Congressman Roberto Guanzon Jr. who
worked out the feasibility of this plan to Congress.

In 1996, the construction of two (2) three-storey buildings with 9 classrooms each were constructed
in Phase 10, Bagong Silang Caloocan City with a total land area of 19,121 square meters. When the first
building was almost completed and ready for a venue of instruction, the first enrolment commenced on May
21, 1997 where the first batch of 1,450 first year enrollees were organized into 14 sections with 18 teachers
from Bagong Silang High Schoo. Mrs. Ulangca designated Mrs. Nenita Mercado, Head Teacher IV to take
charge of the school. Despite of the absence of facilities only the buildings, the school tried to offer the bet
to its clientele/learners.

As the classes went on, another three-storey 15-classroom building was also constructed. When
the second three-storey building was on its completion and ready for use, 300 second year and 212 third
year students from Bagong Silang High School and residents of Phase 10 were transferred to the new site.
Along with them were eight teachers. In this, Kalayaan National High School Offered wider services in
educating the youth. The concerted effort, support and assistance of the parents led by Mrs. Nida Soriao,
the community and other sectors were the lifeblood of the new school.

The first inauguration of the said buildings was held February 6, 1998 with the presences of
Congressman Guanzon, the city and division officials and the elementary and secondary principals. In June
29, 1998 a Division Memorandum No. 97 s. 1998 was issued to inform the field that the establishment of
Kalayaan National High School (formerly Bagong Silang High School Kalayaan Annex) as per Republic Act
No. 8644 entitled “An Act Establishing a National High School in Bagong Silang, Caloocan City to be known
as Kalayaan National High School and Appropriating Funds Thereof, lapsed into law on May 30, 1998

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 UNIVERSITY OF CALOOCAN CITY
College of Education

VISION, MISSION, AND GOALS (VMGOS) OF THE COOPERATING SCHOOL

Mission:

Kalayaan National High School shall be known as an academically performing school in the
Division of Caloocan City that responds to the needs of values-laden and globally competitive students.

Vision:

Kalayaan National High School is committed to honing students’ Academic excellence and well-
rounded personality through an array of innovation and opportunities provided by the school as a friendly
learning environment.

Philosophy:

Kalayaan National High School believes that all teachers can develop the optimum and maximum
skills of every students.

LIST OF ADMINISTRATORS AND FACULTY MEMBERS

MA. NIMFA U. DAVID

Principal

Ricarte S. Ramirez Jr. Felino V. Guevarra Dennis R. Campos Aida S. Merdegia Gemma D. Abonita
AP Master Teacher ESP Master Teacher English Master Teacher Fil Master Teacher Science Master Teacher

Rowena P. Depalac Erika T. San Juan Anjeli E. Garcia Leo L. Alonzo Roberto F. Olivia
Gaylie C. Baculpo Garry P. Devis Mona C. Dela Cruz Jennifer M. Brita Ever John M. Aspril
May R. Sajul Trisha D. Lagao Luz D. Nofre Mylen M. Estrada Irene D. Dulnuan
Renante V. Batiles Ricardo P. Nada Rolito N. Casimero Marianne H. Lirio Gennie D. Rolda
Cheryl A. Estrada Arlene P. Gajardo Leahren A. Sucaldito Jennis S. Baldoz Janessa J. Nada
Junel B. Cuenca Nikki F. Ada Janine N. Andallo Eliser R. Carino Mirasol M. Abejuela

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 UNIVERSITY OF CALOOCAN CITY
College of Education

SCHOOL FACILITIES

1. REGISTRAR
This is where an administrative professional works to assist
students with enrolment and withdrawal of classes. It's also where
they keep track of students' records and perform other
administrative and clerical duties as needed.

2. GUIDANCE CENTER

This is where they provide counselling and guidance to students.

Counselors keep track of students' progress and provide support
as needed, such as assisting them in understanding themselves
and their needs, solving difficulties, making realistic decisions,
improving abilities and skills, and adjusting themselves and their
environment in a healthy manner.

3. “SAFE WASH”

This can be used by anyone who wants to wash his/her hands.

It’s a great measure to prevent the spread of the Covid-19.

4. BUILDINGS

The “Kalayaan National High School” has a total of eight (8)

buildings, enough to accommodate a huge number of
enrolees each year.

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 UNIVERSITY OF CALOOCAN CITY
College of Education

NARRATIVE REPORT
SECTION II: NARRATIVE EXPERIENCES

INTRODUCTION

This section is mainly discusses about the experiences I had during the internship period. This
includes observations, learning and teaching activities, and other ancillary services I had which are deemed
important for my personal growth and professional growth.

OBSERVATIONS AND ACTIVITIES

The first week of our internship program was allotted for the face to face orientation, and a week of
observation. In online set-up, my cooperating teacher used a Learning Management System called Google
Classroom. I think, this is better than just requiring students to submit activities in group chats. My
cooperating teacher also injected videos, pictures, and audios for the students to be more motivated. She
used platforms such as Facebook Messenger for instruction and Google Meet for the synchronous classes.
From the start of my internship to end, I observed that there is really a problem with regard to students’
attendance, especially in lower sections. I often had five to fifteen students per classes except for 2 which I
mostly have 30+ students. Also, I noticed that, the more I act strict, the more they hesitate to participate.
That is why, I had to adjust and be as natural as I could to connect with my students build rapport for them
not to be afraid of me as their teacher and the subject I am teaching them.

ACTUAL TEACHING ACTIVITIES

After a week of observation, I had the chance to start teaching the five sections I was handling. I realized
that, preparing for the lesson, presentation, and delivery are more challenging than having to face them
each week. I had to keep thinking which strategy would best benefit me and these students. For the
delivery of lesson, I use either Canva or Power Point Presentation. Just like my cooperating teacher, I also
strive to integrate multimedia in the discussion to meet the diverse needs and interests of my students. It’s
a good thing that my brother has a board that allows me to annotate the presentation. This is helpful
especially in grammar lessons. I was able to explain the rules better while allowing them to see the
changes step-by-step. On the other hand, for the evaluation parts, I often use Quizziz, and other games
which are familiar to them (ie Who wants to be a millionaire, Fact or Bluff). In the duration of internship
program, I was only able to teach five topics because there were holidays. Nonetheless, I learned a lot
from this experience and I enjoyed my journey as student-teacher.

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 UNIVERSITY OF CALOOCAN CITY
College of Education

ANCILLARY SERVICES AND OTHER SCHOOL ACTIVITIES

One of the students’ requirements for Fourth Quarter is the accomplishment of Reading Program.
On April 19, I, my co-interns in Grade 9 were invited to a virtual meeting with the Grade 9 teachers of
Kalayaan National High School. We were oriented about the program and informed of the responsibilities
we will be doing. At the beginning of school year, they asked the students to accomplish a Reading
Comprehension Test. From the result of their test, students will be categorized. The Category 1 and 2 will
take a series of 50-item comprehension questions. They will have to meet the required score which is 38
before taking another set of selection with questions in the next level. They cycle continues until they pass
the level 5. But, the level five is composed of 100, so they need to obtain a score of 75. For those who are
in Category 3, they will just answer a 250-item comprehension questions and they need to get a score of
188. Lastly, for students under Category 4, they will be asked of they preferred books in the catalogue and
they will read the book they have chosen. After reading, they will retell the story. Having said that, we were
required to message every students in each sections individually. Some of the students are responding, but
some are not. Although the task seems tedious, I just enjoyed the process.

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 UNIVERSITY OF CALOOCAN CITY
College of Education

NARRATIVE REPORT
SECTION III: EVALUATION OF EXPERIENCES

INSIGHTS GAINED FROM ALL THE PHASES OF TEACHING INTERNSHIP

Orientation sessions are important. It is through orientation that we were able to meet our
cooperating teachers and Grade 9 master teacher even if it was done virtually. The orientation we had was
a great opportunity to get to talk with them about the tasks we were about to do and how to do them. It also
made a room for the clarification and/or limitation of things especially in our current educational set-up.

In everything that we do, we must first observe before taking part in it. Observation helped me to
be familiarized with the classroom routines, teaching strategy of my cooperating, and the conduct of the
students. This will help clear my mind to avoid biases because I will be able to know them first. It was
through observation that I was able to adjust for me to make a connection with my students.

Indeed, teaching is the noblest profession. I have witnessed how challenging it is to become a
teacher, especially in online classes. I myself have also experience it from the preparation of lesson,
presentation making, delivery, to evaluation facilitating. However, I feel that the hardships were all worth it.

I also realized that readiness is the key. Luckily, I had an ample time preparing for my
demonstration teaching which made be become satisfied with the result of my performance. I was able to
plan ahead, and think of the possible ways to deliver my topic.

Lastly, one of the things that helped me survive the internship program is the guidance of my
cooperating teacher. I became open to my struggle and my cooperating teacher has given me advice. Also,
she provides feedback which I think is very important for me to know my strengths and improve my
weaknesses.

PROBLEMS ENCOUNTERED IN TEACHING INTERNSHIP

One of the notable problems that I encountered in the teaching internship is the students’
attendance. I have experienced teaching for two hours with having only one student in the google meet. I
have been very vocal about this problem, and even to my cooperating teacher. However, I just tried to
understand their situation. To address this problem, I always message them a day before our schedule,
and an hour before our synchronous class. I just use words which they know such as “G”? “arat”, or
anything. I even triend asking one of the students and she told me that this problem is also faced by other
teachers, even in different subjects.

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 UNIVERSITY OF CALOOCAN CITY
College of Education

Another problem that I encountered is their lack of participation. What I was doing is I rephrase the
questions, give clues, or code switch from time to time just so I will be able to encourage them. And if they
answer, I let them know that I appreciate it. Also, every time we have classes, I was always telling them
that it is never wrong to commit mistakes. I encourage them to try and try for them to learn better.

Since we are in online set-up, connection problem is inevitable. During the internship period, I
experienced two classes which was interrupted because of internet problem. But, luckily, the connection
returns in less than five minutes. When I first experienced that problem, I always have a back up load so
the classes will not be interrupted anymore.

SUGGESTIONS, REACTIONS, AND RECOMMENDATIONS

I am honestly satisfied with the result of the program. Although I understand that there are a lot of
things to be considered, however, I just wish that there are also a face-to-face classes.

NARRATIVE REPORT
SECTION IV: REFERENCES

Borado, M.L. & Borabo-Din, H.G. (2022). Teaching Internship. Lorimar Publishing.

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UNIVERSITY OF CALOOCAN CITY
College of Education

NARRATIVE REPORT
SECTION V: APPENDICES

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 UNIVERSITY OF CALOOCAN CITY
College of Education

NARRATIVE REPORT
SECTION VI: CURRICULUM VITAE

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 UNIVERSITY OF CALOOCAN CITY
College of Education

NARRATIVE REPORT
SECTION VII: CERTIFICATE OF COMPLETION

(Attach your certificate of completion here. Be sure that it is signed by all designated signatories.)

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