TEACHING AND LEARNING AT DIGOS CITY NATIONAL HIGH SCHOOL: AN UNFORGETTABLE EXPERIENCE IN THE SEA TEACHER PROGRAM

 School Profile

Digos City National High School (DICNHS) is an educational institution founded in August 1946, originally known as Digos Junior High School. The school is located at Rizal Avenue, Zone II, Digos City, Davao del Sur, Philippines. The vision of DICNHS is to develop students' talents and abilities in a variety of fields, including academic, sports, arts, and technical. To meet the diverse needs of students, the school offers a variety of specialization programs. The Science, Technology, and Engineering (STE) program is aimed at students who have academic talent, especially in science and mathematics. The Special Program for Sport (SPS) is designed for students who have an interest and talent in sports and athletics. In addition, the Special Program for the Arts (SPA) is aimed at those who are talented in the visual arts, music, dance, and other creative fields. For students interested in practical and technical skills, there is a Tech-Voc Program. Meanwhile, the General Section (GenSec) is for other students that doesn't specialise anything. However, some GenSec students called "Pilot sections" have foreign language subjects that they study. They study 3 languages such as Spanish, Korean, and Chinese as additional subjects to their regular subjects.

DICNHS is equipped with complete facilities to support the teaching and learning process. The facility includes a state-of-the-art science laboratory, a library with an extensive collection of resources, classrooms equipped with modern teaching aids, a sports field, an art studio, and a technical workshop. All of these facilities are designed to support the programs offered, such as STE, SPS, SPA, and Tech-Voc. In the 2024-2025 school year, DICNHS has about 10,000 students, demonstrating the public's popularity and trust in this school. In addition to academic activities, DICNHS also offers a variety of exciting extracurricular activities, including science fairs, sports competitions, art fairs, and technical skills workshops. The main strength of DICNHS lies in the diversity of programs offered, which are able to meet the diverse needs and interests of students, thereby creating an inclusive learning environment and supporting the holistic development of students.

Academic Support System

Digos City National High School (DICNHS) has a comprehensive academic support system to assist students in achieving academic success. The school provides various forms of academic assistance, including remedial classes designed to help students who need additional understanding in the subject matter. In addition, peer tutoring is also available, where students can help each other and learn together, as well as teacher-led review sessions to reinforce students' understanding of the material that has been taught.

To further improve learning outcomes, DICNHS implements special programs such as the National Mathematics Program (NMP), which aims to improve students' basic mathematics skills. The program is designed to build a strong foundation in mathematics, so that students can be better prepared for future academic challenges. In addition, there is also a National Reading Program (NRP) that focuses on improving students' reading skills, vocabulary, and comprehension. This program is very important to help students develop the literacy skills necessary in various aspects of learning.

DICNHS also provides guidance and counseling sessions that aim to support students' academic and personal development. These sessions provide a space for students to discuss the challenges they face, both in terms of academics and personal issues, so that they can receive the support they need to overcome those issues.

As part of exam preparation, schools conduct summative tests before the actual quarter-final exams. These tests serve to train and assess students' abilities, giving them the opportunity to identify areas that need improvement. Teachers also provide review materials, practice tests, and focused lessons to help students prepare for exams. With this comprehensive academic support system, DICNHS is committed to ensuring that every student has the opportunity to reach their full potential in a supportive learning environment.

Teaching System

Digos City National High School (DICNHS) implements a teaching system that focuses on a student-centered approach, which is the standard in education in the Philippines. In this system, teachers act as facilitators who assist students in the learning process, while students are expected to take responsibility for their own learning. This approach encourages students to be actively involved in the learning process, and teachers use a variety of teaching methods, including lectures, group work, hands-on activities, and project-based learning. In this way, students not only receive information, but also actively engage in their learning.

The school adapts a student-centered approach to meet a variety of learning styles and individual needs of students. In this context, teachers no longer function as mere conveyors of information, but as guides who help students find the knowledge and skills they need. Teachers at DICNHS serve as role models and symbols of the future for students, providing inspiration and support in their educational journey.

The use of technology in the classroom is also an important part of the teaching system at DICNHS. Despite limited technological resources, the school strives to integrate digital tools and television monitors into the learning process to enhance the learning experience of students. However, it should be noted that some classrooms may not be equipped with such technological facilities, which can affect the effectiveness of teaching.

In terms of curriculum, DICNHS uses a single reference that follows the established curriculum guidelines, although there are variations in its application for some programs. The teaching methods used vary based on the subjects taught. For example, in the Engineering-Vocational (Tech-Voc) program, teaching focuses more on practical applications, while in the Arts (SPA) program, creative exploration is the main focus. On the other hand, the Science, Technology, and Engineering (STE) program emphasizes on advanced problem-solving. With this diverse approach, DICNHS strives to create a dynamic learning environment that is responsive to the needs of students.

Materials and Other Learning Resources

Digos City National High School (DICNHS) provides a variety of learning resources that are important to support the teaching and learning process. The main resources available at this school include textbooks, workbooks, laboratory equipment, and art supplies. To help students who are having difficulty understanding the lessons, the school also provides additional modules specifically designed to meet their needs. With this module, students who may not be able to attend the lessons in person can learn in a way that is more suitable for their abilities.

Although DICNHS strives to provide digital resources and e-learning platforms, the availability of such resources is still limited. This depends on the existing infrastructure, the level of use, and the ability of students to access technology. Schools realize the importance of technology integration in education, but challenges in terms of resources are obstacles that must be overcome.

In terms of updating learning materials, DICNHS updates every year to ensure that the materials used remain relevant and in accordance with educational developments. However, for books, television, and other materials, updates are only made if the budget is available, which can affect the availability of newer and better resources.

In addition to the resources provided by the school, students are also encouraged to take advantage of external resources. They are encouraged to use the library, access online materials, and utilize community expertise as an addition to their learning. In this way, DICNHS seeks to create a rich and diverse learning environment, which not only relies on internal resources, but also harnesses the potential that exists outside the school to support students' academic development.

Measurement and Evaluation System

Digos City National High School (DICNHS) implements a comprehensive system of measurement and evaluation to assess students' academic performance. Assessment at this school includes a variety of methods, including summative tests, quizzes, projects, presentations, and practical demonstrations. With this diverse approach, DICNHS strives to provide a more holistic picture of students' abilities and understanding of the subject matter.

The evaluation system at DICNHS also includes a combination of written exams, assignments, and student work. Every student is required to submit a product or performance assignment every three months for each subject as one of the graduation requirements. This not only encourages students to actively participate in the learning process, but also provides an opportunity for them to demonstrate their understanding and skills that they have learned.

Evaluations are conducted on a regular basis, including quarterly exams and ongoing classroom assessments. This way, schools can monitor students' progress on a regular basis and provide the necessary feedback for improvement. Teachers at DICNHS are well trained in accurate and fair assessment methods. They use clear rubrics, guidelines, and criteria to ensure that assessments are conducted in a transparent and objective manner. With this structured system of measurement and evaluation, DICNHS is committed to ensuring that every student is assessed fairly and gets the opportunity to reach their full potential in a supportive learning environment.

Curriculum

Digos City National High School (DICNHS) follows the Philippine K-12 curriculum, which is designed to provide a comprehensive and structured education for students from elementary to secondary levels. The curriculum covers a wide range of subjects that aim to develop students' academic, social, and practical skills. However, currently, the Philippine government is implementing the MATATAG Curriculum, which is an innovation in the education system. Grade 7 of secondary education is a pilot year for this curriculum, which aims to ease the learning burden of students by emphasizing the most essential competencies. The MATATAG curriculum focuses on teaching the most important material, so that students are not burdened with excessive information and can better understand the essence of each lesson.

The curriculum at DICNHS is standardized, but it is also tailored to the local needs and interests of students. This adjustment is important to ensure that the education provided is relevant to the student's cultural and social context. Some of the content and competencies in the curriculum are aligned with the beliefs, culture, and traditions of the local community, so as to avoid discrimination and preserve cultural heritage for future generations.

The school also implements cross-curriculum programs, especially in the fields of Science, Technology, and Engineering (STE) and Arts (SPA). The program integrates several subjects to create a more holistic learning experience. In lessons, teachers are expected to incorporate certain subjects into other lessons, so that students can see the interconnectivity between different disciplines. The lesson plan or modules used should also clearly list the subjects being integrated, so that students can understand the relationships between different concepts.

In addition, DICNHS integrates a global perspective into the curriculum through subjects such as social sciences, science, and the arts. It aims to increase students' cultural awareness and understanding of global issues. The school also celebrates important days such as United Nations Day and ASEAN Day, which serve to introduce students to an international perspective and foster a sense of concern for global issues. With this comprehensive and diverse curriculum approach, DICNHS is committed to preparing students to become competent individuals and ready to face the challenges of an increasingly connected world.

Teaching Plan

Digos City National High School (DICNHS) has a system of developing teaching plans that are structured and responsive to the needs of students. The school's teaching plan is developed based on the applicable curriculum and tailored to the specific needs of students, with input from the program coordinator. This ensures that each lesson plan is relevant and can cater to the different learning styles that exist in the classroom.

Teachers at DICNHS create daily lesson plans that serve as a blueprint for the discussions and activities that will be carried out on that day. This plan includes a specific time scope, so that teachers can manage their time effectively and ensure that all planned material can be delivered properly. In addition, teachers are given the flexibility to modify the lesson plan to suit the student's learning style. Activities, motivation, and application of the material can be adjusted to match students' interests and preferences, making the learning process more engaging and effective.

To ensure that the lesson plan remains relevant and in line with the learning objectives, reviews and feedback are conducted on a regular basis. The principal and department head also conduct classroom observations to assess the teacher's performance in teaching, to ensure that the learning objectives are achieved and the lessons are in line with the expected competencies. Before being used by teachers, the lesson plan is also checked by each department head to ensure the quality and suitability of the material to be taught.

The lesson plans at DICNHS are not only reviewed, but also updated periodically to reflect best practices and student learning outcomes. This process involves careful assessment by the school, including the principal and department heads of each subject area. With this systematic and collaborative approach, DICNHS is committed to providing a high-quality learning experience and supporting students' academic development optimally.

Teaching Methods

The teaching methods used at Digos City National High School (DICNHS) focus on a student-centered approach. Teachers act as facilitators, using various techniques such as problem-based questions, group discussions, project-based learning, and practical activities to actively engage students in the learning process.

Learning Materials and Innovation

The school provides a variety of teaching materials, including textbooks, modules, and props. Innovations in the use of technology, although limited, are also applied to improve the learning experience, such as the use of digital tools and online resources.

Sources of Learning and Technology

Learning resources at DICNHS include libraries, online materials, and community expertise. Schools strive to integrate technology in learning, although infrastructure and accessibility are challenges.

Authentic Assessment

Authentic assessments are conducted through a variety of methods, including projects, liveliness, presentations, and practical demonstrations. Students are required to submit performance products or assignments at regular intervals, reflecting their understanding of the material.

Other aspects that support the learning process at DICNHS include extracurricular activities that enrich the student experience and support the development of social and leadership skills.

Teaching Plan

The teaching plan is prepared based on the curriculum and adjusted to the needs of the students. Teachers have the flexibility to modify lesson plans to suit students' learning styles and ensure interconnectedness between subjects. In preparing a lesson plan, teachers need to do several preliminary activities before entering the core material. This activity aims to provoke students' interest and help them identify the material to be studied on the day

Planning for Teaching

Teaching planning is carried out by considering the learning objectives and needs of students. Teachers design a structured and clear lesson plan.

Preparing Lesson and Materials

Teachers prepare teaching materials and teaching aids necessary to support the learning process, including the selection of relevant and interesting learning resources, such as textbooks, videos, and other digital resources. This preparation also includes the use of simple props that can help explain complex concepts in a more visual way. In choosing teaching materials, teachers must ensure that the content is in accordance with the curriculum and learning objectives, as well as consider the level of difficulty to match the student's ability.

Teaching in Class

Teaching in the classroom is carried out by applying diverse methods to engage students. Teachers interact with students and encourage active participation during lessons.

Measurement and Evaluation

The measurement and evaluation process is carried out regularly to assess student progress. The assessment is carried out using clear rubrics and criteria to ensure fairness. The assessment covers various aspects, such as student activity in class, daily assignments, project grades, and final exams. The school implements an assessment system that is divided into four quarters in a school year, where each quarter ends with a final exam. Before the final exam each quarter, students will also take part in summative exercises designed to help them prepare and understand the material that has been taught. With this approach, it is hoped that students will be able to obtain constructive feedback and continue to improve their academic performance throughout the year.

Other aspects noted in teaching observation include classroom management and interaction between teachers and students, which contribute to a positive learning atmosphere.

Procedures of Teaching

The teaching procedure at DICNHS follows systematic steps that include planning, implementation, and evaluation. Here is my experience in teaching that reflects the procedure:

1. Planning: Before starting teaching, I prepare a lesson plan that includes various activities to support learning. In this lesson plan, I plan the topic to be taught, namely "Solve Linear Equations Represented by Bar Models to Find the Unknown".

2. Opening Class: Before starting the material, I opened the class with a prayer and asked how the students were doing to create a familiar and comfortable atmosphere.

3. Review of Previous Material: I reviewed the previous material, namely "Translate the Following Verbal Phrases to Algebraic Expressions". To reinforce students' understanding, I gave a "Match It" activity, where students were asked to connect columns A and B which contain verbal phrases and algebraic expressions.

4. Interactive Activities: Next, I carried out the "Algebraic Thinking Challenge" activity. In this activity, students are asked to identify the value of symbols that contain statements in everyday life, such as "Clover years in a century" and "A square has love sides".

5. Find the Unknown activity: I then gave a "Find the Unknown" activity, where students were asked to determine the value on the unknown piece of pie by connecting it with the other part.

6. Questions to Arouse Interest: After the activity, I asked some questions to the students to provoke their interest in the material to be taught.

7. Presentation of Learning Objectives: Before entering the core material, I write "Objectives" on the board to explain the goals I want to achieve that day.

8. Introduction to Materials: I explain "What's the Linear Equations?" to give you a rough idea of the linear equation model. Then, I gave an explanation related to the bar model in the "Solving Problems with Bar Modelling" activity, accompanied by examples of problems and their solutions.

9. Learning App: I divide students into three groups, where each group is given a problem to solve. They were asked to solve the problem in the form of bar modelling.

10. Homework: At the end of the session, I give "Assignment" as a student's assignment at home to deepen their understanding.

11. Closing of Class: I end the class by summarizing the material that has been taught and giving students the opportunity to ask if there is anything they have not understood.

This teaching experience was very enjoyable and gave me the opportunity to interact with students and see their progress in understanding the material being taught.

Purposes of Practicum

Practicum has various important objectives in the development of teaching skills. One of the goals was to apply the theories that had been learned in class to real situations, so that I could understand how those concepts work in practice. Additionally, practicums provide opportunities to develop pedagogical skills, including teaching techniques, classroom management, and interaction with students. Through this experience, I was also able to self-reflect on the teaching methods used, evaluate the effectiveness of the approaches taken, and make improvements in the future. The practicum also helped build my confidence in my ability to teach and interact with students. In addition, collaborative experiences with fellow teachers and school staff broadened my professional network, while an introduction to the school environment helped me understand the dynamics and culture that existed.

Procedures of Practicum

The practicum procedure begins with initial preparation, where I draw up a teaching plan and study the curriculum to be taught. In the early stages, I made observations of the class I was going to teach to understand the teaching methods used by other teachers and the dynamics of the students. Subsequently, I taught gradually under the guidance of a supervisor, slowly taking over more responsibilities as my confidence increased. During the practicum, I carried out various activities that had been planned in the lesson plan, including material introduction, discussions, and group activities. After each session, I gather feedback from the tutor and students to evaluate the effectiveness of teaching and areas that need improvement. The reflection process is carried out after each session, where I adjust the teaching methods and activities based on the feedback received. In addition, I document the experiences, challenges, and successes experienced to be used as evaluation and learning materials in the future.

Outcomes of Practicum

The results of this practicum are very significant in my development as an educator. I have experienced an improvement in my teaching skills, including the ability to deliver material clearly and engagingly. In addition, I gained a better understanding of the needs and characteristics of students, which helped me in adjusting my teaching approach. The practicum also improved my classroom management skills, including techniques to keep students' attention and create a positive learning environment. I learned to work closely with fellow teachers and school staff, which strengthened my communication and collaboration skills. The reflection process carried out during the practicum encouraged me to continue to learn and develop as an educator. My confidence in my ability to teach and interact with students has also increased. In addition, the practicum provided valuable experience that prepared me to enter the world of work as a competent teacher and ready to face challenges in the field. I have also managed to build a professional network with peers and mentors who can provide support and guidance in the future.