NSTP-02 Accomplishment Report

ACCOMPLISHMENT

REPORT

GROUP 2 ODGE6

NO STOPPING THE PINOYS:
NO STOPPING THE LEARNING

ANCIETO, MARY GABRIELLE D.
BUNALES, CHRISTINE DANIELLE V.
GANA, GERARD MATTHEW G.
GALANG, ANN GABRIELLE M.
MARAVILLES, MEL PATRICK H.
REGONAY, JOSEAHANN JOY P.
UY, MIKELLE CAILEEN Q.
YODICO, JACKELYN T.

PROFILE OF
THE CENTER

Onesimo Bulilit Foundation

390 Fraternal Street Quiapo,
Manila Philippines


(02) 735 1161 /

[email protected]



https://bulilit.onesimo.ch/

THE BENEFICIARIES
OF THE PARTNER
CENTER

The Onesimo Bulilit Foundation centers on providing service in the most crowded
areas in Manila, including Quiapo, Divisoria, and Tondo. The Partner Center
primarily focuses on out-of-school children who are left unsupervised for hours on
the streets.

They concentrate on these three types of street children:

Children of street families
Working street children who sell, beg and get involved in minor crimes in the
streets without parental supervision
Street children who live and make a living on the street, are run-aways,
abandoned or have parents in jail.
Children who are physically and sexually abused in their homes.

PROGRAMS
& SERVICES

Community-Based Program (EAP & CEAP)

The Child Sponsorship Program (CSP) assists street children aged 7 to 22 in
finishing their formal education, improving their abilities, and achieving their
goals. Their educational requirements, such as school supplies, uniforms, and
allowances, have been met. The Student Center has created a welcoming and
safe space for tutorials, skill development, and empowerment. Also, parents are
encouraged to participate in the program and are assisted in carrying out their
parenting duties.

Community-Based Program – Outreach & Advocacy

Street children and out-of-school youth (7-16 years old) in Quiapo and Tondo. Its
aims are to provide a variety of services that help beneficiaries achieve their
compassionate goals. Development of child rights advocates and young leaders
who are active agents of transformation in their families, schools, and
communities. Children at risk received support from their families, and every
effort was made to embolden and strengthen families to care for their own
children.

Community-Based Program – Drop-In Center

The Drop-in Center is an esteemed place of the foundation where vulnerable
street children aged 6 to 14 years old can feel safe as the program aims to
supply their basic needs. Under this program, they are also encouraged to learn
healthy life habits and have motivation in school. In coordination with their
parents or guardians, their situation is and will be assessed for further actions to
be prepared.

PROGRAMS
& SERVICES

Residential Care Program – Precious Home

7-14 year old children in need of temporary shelter, nurturing, attention,
and special protection from abuse and neglect. The children in the shelter
live in a home-like setting, attend school, learn adaptable life skills, and
grow in a setting that offers positive experiences and opportunities for
their growth and development.

Foster Care

This program focuses on establishing a stable and caring home
environment through foster home and adoption. It concentrates on children
below 18 years old who require alternative and individualized parental
care.

Community-Based Program – Crisis Intervention

Onesimo Bulilit Foundation’s Crisis Intervention Program serves as an
action center that focuses on catering walk-in individuals and/or families
who are in dire need of assistance. Under this program, comprehensive
services are offered. These include urgent response to rescue and
protection, monetary and material aid, and service referrals for medical,
psychological, and other needs.

CONTACT Fr. Fernando C. Garay & Ma’am Jobelle Saronicman
PERSONS

Identified Needs of
the Partner Center

We got on a call with Onesimo Bulilit Foundation and they asked
us to help out with subjects such as English and Math since
those were the ones in which the students had struggled.

During the meet and greet we asked the kids on what math and
english topics they were struggling with, and with that that's
how we have gotten the topic to teach them which is algebra
and figure of speech.

To help the kids with the topics that they were struggling with.
Algebra and Figure of speech were the main topics we taught
the students.

We assisted the kids for 2 weeks with the topics they were
struggling with, which are algebra and figure of speech.

OBJECTIVES OF
THE GROUP

SPECIFIC Teach and familiarize the kid beneficiaries with
concepts covering the subjects English and Math,
S particularly Figure of Speech and Algebra.

MEASURABLE Engage the students in a meaningful and
enjoyable alternative ways of learning, through
M games, interactive activities, and assessments.

ATTAINABLE With the given timeframe, the project will only
be conducted with a limited number of
A sessions and within a limited time.

RELEVANT The group aims to teach the kids lessons that
they might find difficult during their regular
R academic setting.

TIME-BASED By the end of July, the group aims to
accomplish the 2-session discussions, held
T on Saturdays from 2:00-3:30pm in the
afternoon.

BRIEF DESCRIPTION OF
THE APPROVED
PROGRAM OF ACTION

WEEK 1 FIGURE OF SPEECH LESSON PLAN

The Lesson Plan for English Figures of Speech includes the following: a
pre-assessment - to assess the knowledge of the students prior to our
discussion, the lesson proper - discussing six (6) types of figures of speech
and its uses, providing examples and Filipino translation, followed by an
activity - a two-part multiple choice questionnaire and lastly a post
assessment, to evaluate the knowledge gained during the session.

WEEK 2 ALGEBRA LESSON PLAN

The Lesson Plan includes the topics of basic Algebra. To teach these
topics we used Canva to make a powerpoint presentation. We also
prepared a written output for the students that includes the lesson
that we prepared in the powerpoint presentation. As well as a part
where the students may be able to answer some questions related to
the things we taught them.

ACTUAL
ACTIVITIES

INITIAL PROJECT PLANNING STEP

INITIAL PLAN OF THE 01
PROJECT

STEP FINALIZATION OF THE
PROPOSAL
02
FINALIZATION OF THE PROJECT

PREPARATION OF STEP
MATERIALS
03
PREPARATION OF HANDOUTS AND
POWERPOINT PRESENTATION

STEP WEEK 1 DICUSSION FIGURE
OF SPEECH
04
IMPLEMENTATION OF THE ENGLISH
SESSION

WEEK 2 DISCUSSION STEP
ALGEBRA
05
IMPLEMENTATION OF THE MATH
SESSION

ACTUAL
ACTIVITIES

WEEK 1 : FIGURES OF SPEECH ACTIVITY

ACTUAL
ACTIVITIES

WEEK 1 : FIGURES OF SPEECH ACTIVITY

ACTUAL
ACTIVITIES

WEEK 1 : FIGURES OF SPEECH ACTIVITY

ACTUAL
ACTIVITIES

WEEK 1 : FIGURES OF SPEECH PRE ASSESSMENT & POST ASSESSMENT

ACTUAL
ACTIVITIES

WEEK 2 : ALGEBRA PRE ASSESSMENT & POST ASSESSMENT

ACTUAL
ACTIVITIES

WEEK 2 : ALGEBRA PRE ASSESSMENT & POST ASSESSMENT

ACTUAL
ACTIVITIES

WEEK 2 : ALGEBRA PRE ASSESSMENT & POST ASSESSMENT

ACTUAL
ACTIVITIES

WEEK 2 : ALGEBRA PRE ASSESSMENT & POST ASSESSMENT

PROBLEMS &
DIFFICULTIES

PROBLEMS AND DIFFICULTIES
ENCOUNTERED WITHIN THE GROUP

PROBLEMS AND DIFFICULTIES HOW WE ADDRESSED THE PROBLEM

Conflict in schedule. We were able to address it by just changing the
meeting day every week depending on
As a group, we find it difficult to meet at a everyone's availability.
particular schedule. Although we set a specific
day and time, sometimes it is not met.

Work distribution. Eventually, we were able to address it by
monitoring who work on what and to encourage
Some members contribute little to no the members to contribute more.
participation, and some really do their best to
contribute to each activity

PROBLEMS AND DIFFICULTIES ENCOUNTERED
WITH THE PARTNER BENEFICIARIES

PROBLEMS AND DIFFICULTIES HOW WE ADDRESSED THE PROBLEM

For the sessions proper, participants were struggling We were able to address this by recapping
to enter the meeting room due to wifi issues. We tried multiple times during the session for the people
our best to accommodate this, however, some who were just entering the session, instead of
students weren’t able to properly participate because only doing it once at the end of the session like
of this. we had originally planned.

Another problem we ran into both during the sessions Based on what happened with the meet and
and the meet and greet is that we were not sure of greet, we tried to monitor and make a list of the
the numbers and names of the students who were students attending the sessions, and keep track
attending, so we were struggling to check if the right of it to see if the same students entered the
students were in the session. second session.

Thirdly, despite our group distributing the handouts We allowed them to fill in the worksheets on
ahead of time, the students did not have them with their own time, and asked them to submit it
them during the English session. after the sessions instead of checking it
during.

RECOMMENDATION
TO THE NEXT BATCH

The subject NSTP may sound easy at first with NSTP 1 being more of
just discussions as well as a few group projects. Coming into NSTP 2 I
do recommend having more of an open mind and being more active in
the first few sessions of the class. Regarding the latter part of NSTP 2
where you and your group mates will have to teach a class, get to
know your group mates well and be comfortable with them. You will
be working together with a lot of different types of projects.
Teaching students from our partner Onesimo Bulilit Foundation has
been one of the most challenging projects that you and your group
will tackle. Always communicate with your group mates and don’t be
afraid to ask questions and ask for help. When the day of teaching
comes, be prepared for everything. Students might not respond as
much as you think. Students might come late to your session as well.
Communicate with your group members to help each other out in
these situations. Lastly I would like to recommend that you should
have fun and enjoy your time with the students.

NSTP 2 has been part of the foundation to my college journey. NSTP
2 helped my communication skills to improve more. Our NSTP 1 and
NSTP 2 had a big difference but both of them gave an improvement
to myself and I am happy with the experiences I have gained in the
course. Moverover, NSTP 2 was more challenging than the NSTP 1
because NSTP 2 was more on the actual of what we have prepared
in NSTP 1. I am happy to teach kids from our partner Onesimo Bulilit
Foundation especially the topic that they were struggling in because I
myself when I was their age I did struggle with those topics also, now
that I have the knowledge of the topic I am happy to share it with
them. Lastly, clear communication to your group mates is one key
factor for the success of the group and it’s work and activity that are
submitted by group.

REFLECTION

A SHORT REFLECTION FROM EACH MEMBER

As a group, we were glad to In general this experience was
have the experience of teach more than beyond amazing.
kids from a partner Teaching the kids from our
beneficiary and sharing our partner center was a humbling
knowledge with them. as well as fun. 2 sessions of
Although it was short, we teaching was very short but I
hope that they were able to do hope that the kids not only
gain something from our learned from our lessons but
session. also had fun !

Even though we faced a lot of Never knew this will be very
challenges while creating this challenging and stressful but
project. I enjoyed the sessions satisfying and fun. I'm glad to
that we prepared and it was have this chance to experience
fun meeting the students. sharing knowledge and
teaching them. Though it was
Teaching the students was short, I hope they enjoyed it
such a fulfilling experience, and learned something from us.
overall. Though the times that
we interacted with them was I think my biggest takeaway
limited, I’m grateful to take from this experience is the
part in implementing this importance of passing down
project. I also hope that the knowledge we have to
students was able to enjoy the others, especially during times
lessons we've imparted. when school or access to
education is a struggle. It’s
important to work as a
community to help make the
future of learning better.

DOCUMENTATION

Project Timeline

WEEK PLANNED WAYS FORWARD DATE OF SESSION
WEEK 1 ACTIVITIES
WEEK 2 Program Outline July 16, 2022
English Tutorial, Lesson Outline Saturday
Figures of Speech
Activities
Handouts

Math Tutorial, Program Outline July 23, 2022
Algebra Lesson Outline Saturday

Activities
Handouts

Project Flow

WEEK 1: Figure of Speech WEEK 2: ALGEBRA

Opening Prayer 2 mins Opening Prayer 2 mins

Opening Remarks 3 mins Opening Remarks 3 mins

Ice Breaker 20 mins Discussion 25-30 mins

Lesson 30 mins Interactive Activity 10 mins

Activity 20 mins Ice Breaker 5-10 mins

Ice Breaker 20 mins Individual Activity 10-15 mins

Assesment 20 mins Recap 5-10 mins

Kamustahan 5 mins Kamustahan 5 mins

Closing Remarks 2 mins Closing Remarks 2-3 mins

DOCUMENTATION

WEEK 1: Figure of Speech

Opening
Prayer

Ice
Breaker

Lesson

DOCUMENTATION

WEEK 1: Figure of Speech

Assesment

Closing
remarks

DOCUMENTATION

WEEK 2: Algebra

Opening
Prayer

Discussion

Interactive
Activity

DOCUMENTATION

WEEK 1: Figure of Speech

Ice
Breaker

Individual
Activity

Recap

NSTP-02

GROUP 2 ODGE6