Service Learning

Clarenz S. Dela Rosa

Pre-Service Teacher

Bachelor of Secondary Education

Major in Science
Degree
Name: Clarenz S. Dela Rosa Course & Year: BSED – Science 4
Tutee: Creazyl Fe S. Dela Rosa Grade and Section: Grade 2 - Molave
Tutee’s School: DepEd RXII Koronadal Central Elementary School 1
 Date Time Activity Remarks and
Documentation

START END

March 5:30 7:30 Identify

12/,025 main ideas
and
supporting
details.

Worked on tutee’s
assignments and other
subject requirements.
Tutee had problems
with understanding

March 3:30 5:40 Read &

13, 2025 Retell

We Chose a short story and ask

the student to retell it using their
own words. Use by utilizing
guiding questions: “Who are the
characters?”, “What happened
first?”, etc.

March 3:30 5:40 Picture Talk

14, 2025
 Show a photo and ask the
student to describe it
using full sentences.
March 5:30 7:30 Vocabulary
15, 2025 Jar

With the help of my

brother we Introduce 3–5
new words. Then the
tutee writes the words on
paper, put them in a jar,
and randomly pull one
out to use in a sentence.

March 8:30 10:30 Nature

16, 2025 Walk
Notebook
 We went outside , observe
things in nature, and draw or
label them.

March 9:00 11:00 Painting

17, 2025

We were invited to hang out

with the neighbor’s and at that
time they had a painting
assignment luckily I have a
little background in
watercolor.

March 5:30 7:30 Modules/

18, 2025 Assessments

Helped the tutee understand and answer

activities in her self-learning module. She
struggled with identifying main ideas, so we
practiced using underlining and summarizing
strategies. I also guided her through checking
her answers and explaining her reasoning.
March19, 5:30 7:30 Sorting Game
2025

Reviewed previous lessons and helped the

tutee prepare for her upcoming assessment in
Science. We used visual aids to explain
concepts like plant parts and their functions.

March 5:30 7:30 Flash Cards

20, 2025

The tutee had difficulty with multiplication.

We revisited foundational skills using skip
counting and repeated addition. I noticed
improvement after practicing with flashcards
and games.
 January 4:30 5:30 Living Things Linking
15, 202025 and Their function to
Environment: form
Parts and enhances
Functions of understanding
Animals of animal
adaptations.

January 4:30 5:30 Living Things Linking

21, 202025 and Their function to
Environment: form
Parts and enhances
Functions of understanding
Plants of animal
adaptations.
December 4:30 5:3 Living Relating
2, 202025 0 Things and plant parts to
Their everyday
Environme items builds
nt: Parts familiarity
and and
Functions retention.
of Plants

December 3:30 5:30 Force and Repetition of

15, 202025 Motion: themes
Effects of reinforces
Force on knowledge
Objects and
encourages
mastery.

January 9, 4:30 5:3 Forces Hands-on

202025 0 Affect demos make
Motion abstract
physics
concepts
easier to
grasp.
December 6:00 5:0 Esoil 2023
28, 2023 0

Esoil tree planting and clean-up drive is an

initiative that happens annually in T’boli, led by
our senior, Sir Ismil, where the JSEG actively
participates in promoting environmental
stewardship through hands-on activities. This
event not only fosters a sense of responsibility
among the youth but also strengthens
community bonds as we work together to
protect and preserve our natural resources for
future generations.
February 6:00 5:0 Esoil
23, 202025 0 202025

The annual Esoil Tree Planting and Clean-Up

Drive in T’boli, led by our dedicated senior Sir
Ismil, continues to be a meaningful tradition
that unites the community in environmental
action. In the coming year, the JSEG will once
again take an active role in promoting
environmental stewardship through hands-on
activities. This initiative not only cultivates a
deeper sense of responsibility among the youth
but also strengthens the spirit of unity as we
work together to protect and sustain our natural
resources for generations to come.

REFLECTION
 Tutoring a relative has been an enriching and rewarding experience that
offered me a unique perspective on teaching and learning. Unlike formal educational
settings, this experience was deeply personal, requiring a balance between familial
connection and educational guidance.

One of the key lessons I learned was the importance of patience and
adaptability. Working with someone familiar to me meant I had to tailor my approach
to their unique learning style and personality while maintaining a supportive and
constructive environment. It wasn’t just about delivering knowledge; it was about
fostering confidence and creating a safe space for questions and mistakes.

The experience also emphasized the significance of communication.

Explaining concepts in ways that were relatable and easy to understand required me
to refine my explanations and use practical examples. This not only improved my
teaching skills but also deepened my understanding of the subject matter.

Additionally, tutoring strengthened our relationship. It allowed us to connect

on a different level, building trust and mutual respect. I gained insight into their
struggles and aspirations, which made me more empathetic and supportive in helping
them achieve their goals.

However, the process wasn’t without challenges. Balancing the dual roles of
tutor and relative required setting boundaries and maintaining professionalism to
ensure productive sessions. At times, it was necessary to address distractions or
moments of frustration with care and understanding.

Beyond the academic benefits, this experience had a profound impact on our
personal relationship. It gave us the opportunity to connect on a different level—one
rooted in trust, mutual respect, and shared goals. I began to see their challenges not
just as academic obstacles but as reflections of deeper struggles with confidence,
motivation, or even stress. This insight helped me become more compassionate and
more effective in my support, reinforcing the idea that teaching is as much about
emotional guidance as it is about intellectual development.

That said, the process did come with its fair share of challenges. Navigating
the dual roles of tutor and relative was not always easy. There were moments when
personal dynamics interfered with the learning process, and I had to be intentional
about setting boundaries and maintaining a level of professionalism to keep our
sessions productive. Addressing distractions, discouragement, or even occasional
resistance required a calm, understanding approach—one that acknowledged their
feelings while gently steering them back toward their goals.

Despite these hurdles, the experience was ultimately transformative. It not

only strengthened my belief in the power of education but also reinforced the
importance of patience, empathy, and relationship-building in any teaching context.

Tutoring my relative taught me that learning is most effective when it happens

in an environment where one feels supported, understood, and empowered.
 As I continue on my journey as both a learner and a mentor, I carry these
lessons with me. They remind me that effective teaching extends far beyond the
transfer of knowledge—it’s about inspiring confidence, nurturing curiosity, and
helping others believe in their own potential. This experience has affirmed my
commitment to becoming an educator who leads with heart, listens deeply, and strives
to make every learning moment meaningful.

MY TEACHING PHILOSOPHY
 As a teacher, my goal is to create a learning environment that fosters
motivation and engagement, making class content accessible and meaningful for
students. I firmly believe that motivation is the key factor in a student’s ability to
succeed. To support this, I aim to tailor my teaching methods to different learning
styles and connect lessons to real-life experiences, making the subject matter more
relevant and compelling. Understanding how students absorb, process, and apply
information allows me to create lessons that truly resonate with them.

At the core of my teaching philosophy is pragmatism. I strive to equip

students with a strong foundation of knowledge and essential skills, preparing them
to navigate the challenges beyond the classroom. However, I recognize that no
single teaching approach can fully prepare students for every future endeavor. For
this reason, I embrace multiple teaching philosophies, integrating various strategies
to meet the diverse needs of my students. My ultimate goal is to be a dynamic and
adaptable educator who can provide the best learning experience for all.

Beyond academics, I see my role as a teacher as one that nurtures students’

confidence in their ability to learn and ask meaningful questions. I want them to
develop a strong sense of integrity and pride in their work. To achieve this, I must
remain flexible and open to growth, continuously refining my methods while staying
true to my core beliefs about effective teaching. I am committed to using every
available resource to empower my students and guide them toward success.
For me, effective teaching is about evaluating each situation, considering the needs
of my students, and choosing the most suitable approach to achieve learning
objectives. My personal teaching philosophy takes a backseat to what best serves
my students because ultimately, great teaching is about understanding learners,
recognizing their unique needs, and adapting instructional methods accordingly.

I view teaching as a profound act of servant leadership, where educators are

not only experts in their field but also caretakers of their students' growth. I take this
responsibility seriously and strive to leave a lasting impact on my students, ensuring
they walk away with more than just knowledge. I want them to appreciate
themselves as learners, take pride in overcoming challenges, and develop the skills
necessary for success in all areas of life.

I acknowledge that I am not perfect, and I remain aware of my own

limitations. However, I am committed to constant self-improvement. I will work
tirelessly to remove obstacles that hinder learning and build pathways to deeper
understanding. I will prioritize teaching methods that enhance student learning
rather than relying on what is easiest or most comfortable for me. Above all, I will
treat each student with respect, optimism, and fairness, recognizing that my success
as an educator is ultimately measured by their growth and achievements

Submitted by: Approved by:

 CLARENZ S. DELA ROSA DR. LYNOU R. ZACAL
PST’s Signature over Printed Name FS Supervising Teacher