Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 1
On March 8, I was able to participate in Project SMILE, which was conducted at Jose P.
Pastor Elementary School. This session was led by our practice teacher, Lovely Alotaya, with the
Practice Teacher Leah Mari Ramos. It was a very significant and enlightening experience for me
since I was tasked to work closely with two learners, Dracel and Mikaela, who both had different
learning styles, strengths, and weaknesses. Through my interaction with them, I developed
greater understanding of the significance of differentiated instruction, emotional intelligence in
teaching, and the importance of reflective practice. Dracel immediately caught my attention as a
very sociable and enthusiastic learner. Right from the start of the session, he was keen to engage
in discussion and exhibited very good verbal and interpersonal skills. He was voluble, curious,
and liked articulating his ideas out loud. Once we moved into the activities using language,
however, it was clear that he had difficulty with reading English. This appeared to undermine his
confidence, and I observed that he grew quieter and more reserved. It was a sharp contrast to his
initial energy. Even more, during the energizer portion of the session, which involved a dancing
activity, Dracel was unusually shy and hesitant to join in. I could tell that he felt vulnerable,
maybe because of fear of embarrassment or past experiences. Conversely, Mikaela was very
reserved when the session started. She was reluctant to participate in group work and did not like
to make eye contact. She was nervous and unsure of herself. But as the lesson went on and she
relaxed into the activity flow, I started to get a glimpse of a different Mikaela. I learned that
Mikaela was smart and competent she could read and do math with a decent level of skill. Her
scholarship was never a doubt, but instead her deficiency in believing she could succeed was
what stood between her and performance. Being softly encouraged and reinforced, she
progressively began participating actively and even presented answers as needed. Watching her
change even during such little time was awe-inspiring.

Learning from this encounter, learners are not passive vessels to receive and store information.
They are students with varied personalities, emotional requirements, and individual learning
styles. Students such as Dracel, who excel socially and verbally, can still require specific
intervention in literacy and structured support to develop confidence in their weaker areas. For
him, the application of visually stimulating, literacy-focused teaching materials would not only
enhance understanding but also alleviate anxiety and create a more positive learning experience.
He needs to feel successful in order to stay motivated and engaged. Conversely, Mikaela brought
to mind the unobtrusive fortitude that characterizes many students. Her knowledge base was
adequate, but she required support and a positive learning environment to allow her abilities to
emerge. In students like her, it's essential to provide emotionally safe learning spaces and to
structure activities with increasing complexity and challenge. Rewarding feedback, a supportive
teacher presence, and cooperative learning exercises can encourage reluctant learners to become
more confident without overwhelming them.

In addition, this session enhanced my admiration for the strength of instructional materials (IMs)
that are not just creative but also reflective, created with a profound understanding of the
background, needs, and potential of the learner. IMs have to do more than transmit content; they
ought to provoke curiosity, stimulate engagement, and provide differentiated routes to
achievement. No matter if it is through visual aids, games that are interactive, learning tools
personalized, or culturally responsive texts, reflective IMs can positively influence learner
achievement and motivation.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 2

On March 15, I attended Lesson 2, where the Practice Teachers were Lander Calaluan and
Frances Raiza Aguilar. This session was a strong learning experience for me, not just because of
the content and materials presented but also because of the classroom dynamics and lessons I
learned regarding teaching presence and student engagement. Among all the observations that I
made, there was one student, Kid Princess Janella, who especially caught my attention as a
shining example of energy, enthusiasm, and participation. Her energy in class left a profound
impression on me, and it transformed my way of thinking about how motivating both the teacher
and the learner is crucial in learning.

The instructional materials utilized in the lesson were surely well-constructed, with artistic
touches like puppets, computer images, and student-made posters. These materials were clearly
intended to capture the students' attention and excite them, particularly in topics like narration
and building vocabulary. There was a clear evident that the lesson had been planned carefully,
aimed at presenting content in an enjoyable and accessible form for children to learn. In spite of
this engaging content, I found it was clear where there was an apparent mismatch between the
resources in use and how the lesson was being taught by the two educators. Although the IMs
(instructional materials) were creative and new, the teachers' energy did not catch up with the
enthusiasm needed to actually bring the materials to life. There was an obvious lack of
excitement in the way that they delivered, and this caused a disconnect within the classroom
dynamic. The teachers used a droning tone of voice, little changing in speed or emotion.
Consequently, the materials, although engaging in presentation, failed to completely engage the
students' interest or kindle the spark of curiosity they were meant to.

However, despite the teachers’ subdued energy, Janella’s contagious enthusiasm reminded me
that motivation in the classroom is not a one-way street. While normally the teachers are
considered to be the source of instruction and guidance, students themselves can also affect the
classroom environment in very influential ways. Janella's enthusiasm to engage and her positive
behavior were a clear exhibit of how one student's motivation can be a factor that has an impact
on the rest of the class. Her ability to engage with the material, even in the midst of low energy
from her, was a strong reminder that learning is a shared endeavor. She was not merely a passive
recipient of the lesson but an active collaborator in defining the classroom environment. This
realization taught me that students also have a critical role to play in creating a learning
environment. Reflecting on this experience, I came to understand that my job as a teacher
extends beyond the provision of content; I need to create a setting where students are empowered
to make contributions, speak up, and own their learning. I came to understand that motivation is
everybody's business. It is not something that is to be solely demanded from the teacher or the
student it calls for collaboration between the two. A teacher may provide the framework, but it is
the students who bring the enthusiasm to the mix.

This experience also made it clear how central passion and optimism are in teaching. As a future
teacher, I now realize that regardless of how difficult the lesson or classroom situation may be, I
am always responsible for injecting energy, positivity, and enthusiasm into my teaching. The
effect of these attributes on students cannot be emphasized enough. Just as Janella lit up the
classroom with her unrelenting enthusiasm, I want to be an inspiration and motivator to my
future students. I desire for my students to sense that they are in their classroom learning space
where not just taught, but also encouraged to be inquiring, questioning, and engaged entirely in
the process of learning.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 3

Teaching has so many advantages, one of which is being excited during classes with the
students. On March 15, Domingo Reyes and I led a lesson with the children, involving them in
different games and interactive activities. It was truly rewarding to see how really interested and
keen they were to participate. Their sparkling eyes, intent faces, and infectious laughter made the
room so upbeat with good vibes that it became less of a classroom and more of a community of
shared smiles and learning.

We as educators strongly feel that learning ought to be enjoyable. We have witnessed how
learners become more intense, intent, and driven when classes are taught in an artistic and
pleasant way. The games we had prepared were not just for fun these were tools of engagement,
reminding the students of the lesson content as they shared time freely expressing themselves
and interacting with one another. Their laughter and smiles were enough reward for us to
indicate that our preparation and hard work had been worth it.

At the conclusion of the session, as a small expression of gratitude and encouragement, we

distributed small rewards in the way of toys. It was lovely to see watching their faces brighten
up, not only due to the toys, but because they had been seen, heard, and valued. It spoke to me
about how sometimes the most minimal actions could make the biggest difference, particularly
when coupled with sincerity and love.

That experience reminded me of what teaching is really all about. Teaching is more than
standing before a class and imparting information. It's more than lesson plans, tests, and report
cards. At its heart, teaching is connection. It's about touching the minds and hearts of young
people, and touching them in a way that helps them feel like learning is cool. It's about making
moments that students will remember not only for what they learned, but for the inspiration and
joy they experienced along the way.

Witnessing their smiles that day instilled in me an even greater sense of purpose. It re-ignited my
passion for teaching and reminded me why I entered this profession to begin with. It made me
understand that with each day that I walk into a classroom, I am empowered to impact lives not
only academically, but emotionally. I am able to make learning significant, happy, and
memorable. Going forward, I am more dedicated than ever to crafting lessons that transcend the
ordinary. I want to keep discovering new and sincere ways to connect with my students to make
learning not only a necessity, but a significant aspect of their lives. Because when students love
learning, they don't merely learn facts they develop confidence, creativity, and curiosity. And as
a teacher, there is no better reward than to know that you helped develop those qualities.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 4

On March 22, 2025, I was able to monitor and assess the teaching performance of Teacher
Christian King Adalin and Teacher Claudine Capisonda. In line with my task, I thoroughly
evaluated their preparation, classroom management, instructional delivery, and overall teaching
presence during the session. One of the first concerns that I encountered was related to their
learning plan. When I looked at their printed study materials, I saw that the printout was not well
formatted. Parts of the document were truncated, while others seemed to be missing altogether.
This made it very hard to track the intended sequence of their lesson. Due to this, it was hard to
keep up and know the order of their activities. In actual observation, this confusion in their
documentation caused confusion since it was not clear at any moment what aspect of the lesson
was being carried out. A properly prepared learning plan is necessary not only for the teachers
themselves but even for evaluators and observers to have a clear understanding of the objectives,
strategies, and transitions involved in the session.

Aside from the learning plan, another area that needed improvement was their classroom
management. Throughout the session, the classroom environment seemed somewhat
disorganized. The students were noticeably noisy and appeared disengaged during several parts
of the lesson. It seemed that the teachers had some difficulty in maintaining students’ attention
and in implementing effective strategies for managing classroom behavior. This hindered the
smooth progression of the lesson and affected the overall learning atmosphere. In addition, I
noticed that the instructors were not sufficiently energized and enthusiastic in their presentation.
There were instances during the session when their tone and attitude seemed mechanical and
detached, which might have helped trigger the students' states of distraction. Teachers'
confidence and energy are vital ingredients in engaging students' interests and maintaining their
attention over the course of a lesson. A strong and confident classroom presence usually equates
to a more lively and interactive learning environment.

Despite the noted problems, I am strongly convinced that both Teacher Christian King Adalin
and Teacher Claudine have the potential to develop and improve their teaching practice. Their
present performance indicates the need for better preparation and more confidence in their
functions as teachers. I highly recommend that they make sure all study materials are complete,
well-printed, and well-organized during subsequent classes. I also suggest that they make more
effective classroom management strategies a priority and strive to develop a more enthusiastic
and lively teaching style. Through sustained effort, commitment, and eagerness to enhance, I am
positive that such teachers will be able to upgrade their teaching. More preparation, more energy
in delivery, and more confident style surely will make a considerable difference not just in their
performance but also in learning for their students.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 5

On March 22, I was privileged to observe Practice Teachers Gen Mylin Camo and
Cherremie Mata during the conduct of Lesson 5 in their respective classrooms. The lesson gave
meaningful observations on their teaching methodologies, classroom atmosphere, and specific
learner needs.
One of the most striking features of the observation was the apparent difficulty both teachers
experienced in controlling the class properly. Throughout the lesson, it was apparent that a
number of students were not fully engaged in the learning process. Some were distracted, talking
among themselves, or not paying close attention to the lesson being delivered. This lack of
engagement appeared to affect the flow of the lesson, resulting in occasional disruptions and a
reduced level of focus across the class. The instructors tried to refocus students several times but
their methods failed to work all the time, which indicates the need for more effective classroom
management skills.

Classroom management is an inherent part of efficient teaching. Not only does it guarantee a
learner-friendly environment but also allows each student to be engaged and concentrated. In this
case, there was no doubt that Practice Teachers Gen Mylin Camo and Cherremie Mata are yet to
acquire strategies in dealing with many classroom scenarios. They could possibly need more
mentorship or behavioral management workshops with a focus on positive reinforcement as well
as student engagement strategies oriented to various types of learners. Besides concerns at a class
level, I also noticed an individual case on one of the students, Dracel. Throughout the lesson, it
became clear that he was facing challenges in some areas of learning. Specifically, he had
challenges in writing numbers accurately some of which were even written in the reverse
direction. Additionally, his spelling abilities seemed to be at a lower level than would be
expected at his grade level, showing deficits in his core literacy skills. These problems could be
reflective of learning difficulties or merely a requirement for more structured and concentrated
instruction. Dracel's experience underscores the value of differentiated instruction and tailored
assistance in class. Each student learns at their own rate and has specific areas of strength and
weakness. Towards this end, it is critical that Practice Teachers Gen Mylin Camo and Cherremie
Mata engage more universalistic teaching approaches in response to such individuality. This
could be through employing remedial tasks, multi-sensory instructions, or reserving particular
time for one-to-one support for students such as Dracel.

In the future, I suggest that Practice Teachers Gen Mylin Camo and Cherremie Mata engage in
targeted professional development to improve their classroom management and frequent
reflection on their teaching practices. They should also implement a more learner-centered
teaching practice, which can address the differentiated needs of their students. For students who
have certain learning difficulties, such as Dracel, early intervention and constant monitoring will
be essential to facilitate their learning and make sure that they are not left behind. In summary,
although there were areas that need to be enhanced, this experience was a positive learning
opportunity for both the instructors and myself. With proper facilitation, material, and
commitment, I firmly believe that Practice Teachers Gen Mylin Camo and Cherremie Mata will
also develop further in their teaching profession and become effective teachers who are
responsive to all their learners' needs.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 6

I had the chance to witness Practice Teachers Vernalyn Andal and Aieszia Clare Magmanlac
on March 29 as they taught Lesson 6 during their teaching practicum. The session offered useful
observations on both the strengths and weaknesses of their teaching strategy and classroom
interactions. One of the greatest challenges witnessed during the session was how the teachers
grappled to sustain good classroom management throughout the lesson. Right from the
beginning, one could see that keeping the learners disciplined and keeping them focused on the
lesson was a recurring worry. At intervals, the direction of the lesson was interrupted because of
sidechats, distractions, and the overall lack of organization among certain of the students. These
distractions made it challenging for the teachers to maintain a unified and well-flowing lesson,
both in terms of its presentation and reception by the learners. The challenge of classroom
management seemed to have a bearing on the general learning process, as the attention of
numerous students fluctuated. Despite the best efforts of Teachers Verna and Yassi, the lack of
established routines and consistent strategies to address disruptions meant that their authority
was not always acknowledged or respected by the class. To address this, the practice teachers
could benefit from more training in proactive classroom management techniques such as setting
clear expectations, using visual or verbal cues for attention, and implementing positive
reinforcement strategies. These habits would go a long way in developing an organized setting
where learning could happen more efficiently.

That being said, there are some highlights from the lesson that should be pointed out. One of the
highlights was a student named Princess J., who showed exceptional participation and interest.
Her interest in responding to questions and providing meaningful inputs during class discussions
acted as a good example to her classmates. Her energy was what helped to brighten the class
environment, even in the face of difficulties with classroom management. Students such as
Princess J. illustrate the need to foster participation and leadership in the classroom because they
can get others to engage more.

Later in the day, a celebration in honor of Women's Month was held. This activity reflected
another aspect of the practice teachers' abilities—namely their creativity and initiative. The
pupils positively engaged in different theme-connected games that encouraged awareness and
appreciation of the role and contribution of women in society. It was pleasing to observe the
learners having fun as they engaged in activities that were both entertaining and enlightening.
The celebration not only gave the students a break from the learning routine but also became a
worthwhile experience that helped impart social values and cultural sensitivity to the pupils. The
meticulous planning and organization of the celebration of Women's Month were a good
reflection of the practice teachers' commitment to creating a balanced learning environment. It
could be seen that they had taken the effort to make the occasion memorable and applicable,
showing them to be capable of relating the curriculum to actual events and values. This type of
initiative is a good sign of potential and enthusiasm for teaching, qualities that will stand them in
good stead as they continue to develop professionally.

Overall, although there are clear areas for development—specifically classroom management
and maintaining student attention—the observation also uncovered the commitment, creativity,
and potential of Practice Teachers Verna and Yassi. With sustained support, training, and
reflective practice, they can become better teachers. Their willingness to stage a worthwhile
Women's Month celebration is an indication that they are able to craft significant learning
experiences outside the textbook. It is imperative that they now shift their attention towards

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

reinforcing classroom control so that academic and extracurricular activities can thrive side by
side.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 7
On April 5 2025, I was privileged to witness Lesson 7, which dealt with the subject of
comparing numbers. The session was led by Practice Teachers Fatima Adolfo and Darlene Mari.
This observation proved to be a very rewarding experience as it demonstrated effective teaching
strategies, good preparation, and a stimulating classroom atmosphere that greatly facilitated
student learning. One of the most admirable things about the lesson was the quality and creativity
of the instructional materials employed. Teachers Fatima Adolfo and Darlene Mari used colorful,
interesting, and well-designed learning aids that immediately caught the attention of the students
at the start of the class. Not only were these instructional materials visually attractive, but they
also had a functional purpose they made abstract mathematical concepts such as comparing
numbers more understandable. The clarity and readability of the visual aids facilitated chunking
the lesson material into consumable bits, which is particularly important for beginners. This
revelation made me see the potential of well-designed instruction materials (IMs) to improve
understanding and maintain student interest.

Just as impressive was how the two teachers controlled the class during the course of the lesson.
The pupils were clearly listening, focused, and keen to respond. Routines in the classroom were
strong, and transitions from one activity to another were orderly and efficient. Teachers Fatima
Adolfo and Darlene Mari were clear and consistent in their communication, and they projected a
warm but authoritative demeanor that commanded respect from the students. Their skill at
keeping the students in line while creating a positive and supportive classroom atmosphere made
a big impact on the overall success of the lesson. The numerous positive highlights of the day, I
witnessed a truly impressive student by the name of JM. JM displayed not only an astute
comprehension of the information presented but also displayed impeccable behavior in the
classroom. He was among the very first to eagerly raise his hand to answer a question, and he
replied with poise and accuracy. What was more commendable about his performance was that
he was willing to assist his peers during the activity. His leadership, cooperative attitude, and
kindness were evident, and he was a good role model for his peers. Students such as JM are
proof of the advantages of a well-managed and caring classroom environment where students
feel encouraged to assist each other.

My observation today was replete with rich lessons and real-world applications that I will bring
with me into my own future teaching practice. I saw how much of an effect it is to take time and
effort to develop innovative and meaningful instructional resources. These materials serve not
just to beautify the classroom, but to connect abstract ideas with tangible knowledge.
Furthermore, the observation reinforced the need for effective classroom management. When
students are active, well-mannered, and directed with clarity, they stand to gain more
academically and socially. Summing up, Practice Teachers Fatima Adolfo and Darlene's teaching
session was exemplary for effective lesson presentation. Their employment of creative IMs and
their perfect classroom management made the learning environment productive and fun. I exited
the classroom not merely inspired but also with new thoughts and techniques under my belt
which I hope one day to be able to employ and modify as a teacher. This experience solidified
that teaching well is part creativity, part structure, part empathy, and part ongoing growth and
I'm eager to go on building all these facets.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Pablo Borbon Campus
Rizal Avenue Ext., Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc.
1995
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

National Service Training Program

Journal 8

On April 12, 2025 was a day to remember indeed. It was the culmination of weeks of
dedication, hard work, and preparation the graduation day of the children. The atmosphere was
filled with excitement, nervousness, and most of all, with joy. As I had the privilege of
witnessing this momentous occasion, I couldn't help but feel an overwhelming sense of pride and
fulfillment. I was first put in charge of the stage committee. My job was to assist in setting up the
stage, to make sure that everything was fine, and to help facilitate the smooth running of the
program. But as the day went on, I ended up filling various roles. I assisted the cleaning
committee in cleaning up spaces that were in disarray. I assisted the food committee as well,
coordinating and serving meals, ensuring that each graduate and guest was fed. In those
moments, I became an actual multitasker getting anything and everything done to keep the event
on track.

There were times of stress, particularly with the food. There were some minor hiccups, such as
delays in serving and small shortages. But rather than allow stress to overwhelm us, we decided
to remain calm. We collaborated, communicated well, and helped each other to sort out the
issues. It was a lovely example of teamwork and shared responsibility. Everyone who was
involved gave their best, and in the end, everything worked out just right. In spite of the hectic
environment and the extensive agenda of activities, what really made the day so memorable for
me were the kids the stars of the show. I will never forget their faces: wide grins, shining eyes,
and looks of sheer happiness. They were radiating pride, obviously overjoyed at having achieved
this milestone. Looking at them in their graduation robes, full of hopes and aspirations for the
future, touched my heart. Their laughter filled the corridors, and their energy illuminated the
whole venue.

That instant, seeing them march, accept their certificates, and enjoy the celebrations with their
families, brought to mind why we do what we do. All those efforts, all-nighters, and endless
preparations were truly all worth it. I was proud to have been along for the ride with them to see
how far they have progressed and to enjoy the satisfaction of their accomplishment. This
experience didn't only make me proud; it also taught me lessons about flexibility, teamwork, and
the value of sincere service. It reminded me that sometimes, the greatest moments arise from
leaving your comfort zone and embracing whatever is required in the moment. This wasn’t just a
graduation ceremony it was a celebration of growth, perseverance, and hope. And I’m deeply
grateful to have been part of it.

Leading Innovations, Transforming Lives, Building the Nation