FORTRESS
Special Issue
Excellence Beyond Words
THS studes turn fantasy to reality
By Rhean Kimberly Esteban
Rapunzel, Belle, Cinderella, and other beloved Disney characters surprised the students of Tibag High School, bringing joy, laughter, and a wave of nostalgia. This unforgettable event was part of the culminating program for National Reading Month, Filipino Values Month, and Career Month, held on November 22. With the theme “Commitment: Honing Values and Discipline in Reading towards Future Success.”
The program started with a grand parade featuring teachers and selected students dressed as iconic characters from their childhoods. This parade, a nostalgic walk down memory lane.
Furthermore, Tibag High School students also showcased their creativity and talent through a series of spectacular performances. JHS students dazzled the audience with their engaging Readers’ and Chamber’s Theater performances, expertly bringing each story to life and evoking emotions. On the other hand, SHS students followed with powerful musical theater adaptations of The Greatest Showman and Into the Woods, leaving the crowd both moved and overjoyed.
One of the highlights of the event was the “On-the-Spot Literary Character Cosplay” competition, where students amazed everyone with their resourcefulness. Each grade level participated, creating impressive costumes from recycled materials like plastics, bottles, newspapers, magazines, and even leaves. The students’ artistic talent shone as they transformed literary characters into iconic, larger-than-life representations.
This momentous event reminded everyone of cherished memories created with their favorite childhood characters, bringing them back to life in everyone’s hearts. The event was not just a celebration for the students; it was an inspiration, a reminder of the power of collaboration and imagination.
NEWS
November highlights Simultaneous Celebrations at THS
By King Cyrus N. Tiqui
November 4, 2024, Tibag High School - With the guidance and support of Dr. Rebecca K. Sotto, OIC-School Head, a simultaneous KickOff Program was held at THS covered area to engage students for a month-long celebration of different programs and activities organized by the English, ESP, and Guidance and Counselling Program. Dubbed as COMMITMENT: Honing Values and Discipline in Reading towards Future Successes, this endeavor aims to inculcate the culture of reading and literacy while observing Filipino values that could influence future career paths to take.
“This is our commitment. Through reading, we can hone our Filipino values, discipline a tool to achieve our dreams for future success.” -Dr. Sotto amplified.
Language Dept. to promote literacy through NRM Celebration
Anchored to the DepEd Memorandum No. 173, s. 2019 and in congruence to Division Memo 360 s. 2024 ELLIPSIS... Navigating the Unknown through the Infinite Power of Reading, Under the supervision of Dr. Ana Marie Mercado THS English department lined up several activities that could inculcate the love of reading.
Each grade level is enjoined to conduct literary competitions such as reader’s theater, speech choir, chamber’s theater, oratorical, haiku and musical theater and other competitions that promote literacy and communicative competence.
materials are now in use
By James Denzel B. Guiao
As early as September, Tibag High School’s language teachers launched the initial phase of Project RESCUE 2.0 to improve students’ reading skills and comprehension. The program primarily targets those who struggle with decoding words and seeks to help them build confidence and proficiency in reading.
The classes use Project RESCUE 2.0 materials, which include modern digital tools like interactive slides, assessments, and games to make lessons more engaging. These tools encourage active participation and provide instant feedback to support student progress.
Sir Joel Madayag, the Discipline officer amplified programs such as Honesto — “Truthfulness and respect to elders must be observed to Tibag High School students at all times”. He remarked.
In addition, contests such as slogan, poster, bulletin board, belenismo/parol making and other value-laden activities are already lined up for students to participate in.
Guidance Program to heighten
By Ivan Brix Soliman ESP,
T“The materials help keep the students interested, encourage active participation, and provide instant feedback, all of which are essential for their progress in reading,”
Ma’am Alyza Ortiz explained. The materials helped her create a fun learning environment to maintain students’ enthusiasm during their classes.
Ma’am Nerida Sunga, a JHS English teacher, noted improvements in students’ reading confidence. “I’ve seen significant progress in the students, especially in their confidence with reading. While it’s not always an instant fix, personalized support helps them overcome their specific
career choice
The Career and Guidance counseling program emphasizes the importance of choosing the right track from Senior High School to college courses to enroll in. Activities such as career orientation and counseling are just few of the many roles the office partakes.
Best practices and Senior High School tracks were shown through an audio-visual presentation.
o amplify the values and reading month celebration, ESP and English department joined hands in extending assistance to selected THS students who need literacy improvements through an in-house outreach program.
The English Department administered reading sessions such as storytelling, games, and small group discussions to enrich phonics and comprehension among the attendees. On the other hand, the ESP Department prepared hearty and nutritious meal in conducting their feeding program.
challenges. Most students show steady improvement, which is very encouraging,” she shared.
To track progress, teachers assigned to handle the classes work closely with parents, providing regular updates and progress reports. This partnership ensures that students receive consistent support both at school and at home.
Project RESCUE is helping Tibag High School students overcome reading challenges and boosting their academic confidence by combining effective teaching methods, digital tools, and strong parent-teacher collaboration.
“This November, we will be conducting orientation to prepare you for future your career.” Ma’am Joana Maninang shared. Furthermore, community linkages such as Project Tutor, feeding program, ALS, and reading interventions will be included. These areas of discipline are committed to work hand-in-hand in enriching foundational skills that would contribute to lifelong learning.
The event was also attended by the Local Government Unit represented by Kagawad Mark Campos who extended his support by giving inspirational message. There were also parents who assisted their children in hope of getting teaching strategies they can use at home.
As we draw closer to the end of the Reading and Values month celebration, events as such will not end just yet; hence, it will be continued for the months to come within and outside the school community to ensure that learners will give more importance in inculcating values whilst combatting illiteracy.
Special Issue | The Fortress
READING MONTH CELEBRATION
SCHOOL-BASED COMPETITIONS
Grade 7
In celebration of Reading Month, all THS 7th-grade students had the chance to experience performing Reader’s Theater using Philippine Literary pieces.
The two-day activity served as a students’ performance task and a competition entry. Here, level teachers acted as the jury in which classroombased winners proceeded to the school-wide contest.
The winners in the Reader’s Theater competition were from Grade 7-Plaridel: Aira Mae V. Reyes, Samantha R. Ramirez, Mateo Ismael Busquit, Lee Ardy Gomez, Jennica M. Carlos with their piece, The Turtle and the Monkey by Dr. Jose P. Rizal.
Grade 8
On November 19, from 10:00 AM to 12:30 PM, the Grade 8 students of Tibag High School gathered at the school library for an exciting Chamber Theater contest. Each section performed the piece “Why Women Wash the Dishes,” showcasing their acting skills and creativity.
The event,
By Haifa D. Urbina
judged by Sir Glenn S. Soriano, was a testament to the students’ talent and teamwork. After a series of compelling performances, the Maria Ressa section secured first place, followed by Euler in second place, and Gauss in third place.
Grade 9
In line with the celebration of 2024 TCSD English Olympics: Ellipsis. The Grade 9 sections showcase their talents, creativity, and teamwork through a Theatrical Speech Choir. Thoughtfully, the participants deliver the piece effectively leaving the judges and audiences an impactful impression. Confidently, Grade 9 Newton among the participating
sections declared the champion because they showed mastery, confidence, and originality. With the event’s objective, the students positively accepted the challenge and enjoyed the performance. The students are looking forward to more activities like this.
Grade 10
Marky Jay P. Biagtas, a grade 10 student represented Tibag High School in the recently concluded English Olympics: The Power of Oratorical Composition and Presentation Eliminations held via MS Teams last November 20, 2024. Based on Division Memorandum No. 360 s. 2024 also known as 2024 TCSD English Olympics: The Power of Lexicons and National Reading Month Celebration, oratorical contest is one of the contests conducted by the Tarlac City Schools Division. It conducted an elimination round among the 18 secondary schools of Tarlac City and the top 5
will be selected to proceed to the division finals which will be held on December 4 and 5, 2024 at the Sampaguita Hall and Ilang-ilang Hall of TCSD. Participants were given 2 hours to write and present their piece through video recording and submit it through Google Drive. Documentation and contest pieces were also required to be uploaded. The TCSD will announce winners through a memorandum.
Biagtas confidently wrote and presented his oratorical piece with the guidance of his coach, Mr. Norlan Agdeppa, the support of Dr. Ana Marie Mercado, HT I of the English Department, and the help of Ms. Gladys Sebastian, who served as the videographer.
The result is expected to be released on November 25-29, 2024.
Grade 12
Grade 12 students showcased their talents in a musical theatre performance during the culmination of the month-long celebration of Reading Month.
Students from 12 Shakespeare and 12 Herodotus took the stage with performances of Into the Woods and The Greatest Showman. Dressed in extravagant costumes, the students captivated the audience with their performances. Notable characters such as Cinderella, Rapunzel, Red Riding Hood, P.T. Barnum, and Lettie Lutz were portrayed during the performance.
EDITORIAL & OPINION
According to the Organisation for Economic Cooperation and Development (OECD), the outcome of the Programme for International Student Assessment (PISA) resulted in Filipino students’ worst landing at the 79th country who failed in reading comprehension and second lowest in both mathematical and scientific literacy. Based on the recent reports, one of the main reasons why Philippines PISA 2022 result planked is because of the curriculum concerns. The curriculum that the Department of Education has implemented is the main problem why students are not prepared for the demands of PISA.
To begin with regards to the recent reports, the curriculum makes it heavier for the students. The curriculum requires several learning materials that weigh the students to carry and endure. On the other hand, students can gain more knowledge as they accomplish those school tasks, but is it really an answer for them to be competent? If it is heavier, it is way more difficult for them. No one would enjoy uncontrollable schoolwork.
In addition, there are a lot of irrelevant subjects and school tasks to which the students really need to be competent. Honestly speaking, there is no doubt that the more subjects there are, the
RANDOM RUMINATION
WHO IS AT FAULT?
more demanding the system is. It could be said that these subjects may improve their vocabulary and widen their knowledge by seeing through them. It is a way for them to understand different aspects; however, the irrelevance of the subjects would not help in any way because there are different and lighter ways for them to have a broader knowledge regarding other matters.
Lastly, the passing percentage of the curriculum is getting higher each year. This
The Department of Education is aiming the reduction of the Senior High School core subjects. It is said in the news that the 15 core subjects will be adapting to just five or six. K–12 has been an important part of our country’s education and was declared few years ago, and reducing the core subjects in Senior High School would cause lightweights to the lives of SHS students.
I, as a SHS learner myself, I am in favor of the said soon-to-be declaration. 15 core subjects is not a joke to all of us who are risking our own mental health to accomplish our school tasks to pass. Those core subjects are drowning me from saving my mental stability in order for me to get higher grades. I am aiming to learn not just to pass.
The decreasing of this type of subjects is beneficial for all of the SHS students who are craving for much lighter and less agony carried by them especially those who just stepped up to Grade 11. They did not have much time to adjust but to deal with the dropped heavy and culture-shocking piles of schoolworks. Also, if I am speaking in a realistic manner, there can be a lot of alternative subjects that
drains not just the system up but also the learners themselves. It might be a reason for them to take it as a motivation to perform well, but most of the time, this leads them to the pressure of hitting that target. They would feel that it is already the system’s mandate, and it is considered an obligation to dart the percentage to pass. They do not get to enjoy their lives as students because of it. There are ways to cope with the ineffable hardship that learners experience, like
are way more useful to the learners’ career.
To begin, Financial Literacy is purposeful because this leads the students to understand and use their financial skills in decisions of money and resources such as earning, budgeting, investing, debt management, and others. Compared to the “inclined” subjects based on the learners’ tracks, this subject is helpful for them because K–12 curriculum aims to prepare the high school graduates for the field of employment.
Additionally, Agriculture is also fruitful and functional. Agriculture is the backbone of the economy — our resources for food, fuel, income, and employment. Some people belittle agriculturists especially those who are farmers but through this subject, students may be knowledgeable to appreciate and learn the importance of agricultural work.
Despite all of these reasons, this may gain different reactions from people — parents, learners, and teachers who will be affected. It could be said that it will be a huge adjustment to those who are in the midst of their journey in Senior High School but nobody must take away their reception of narrow and
compression of subjects, minimal learning materials to allow the students to enjoy while learning, and lessening the tight and high passing percentage of every school task. The curriculum speaks to them; it takes them away from the life they want to fulfil as an individual due to the curriculum’s higher demand of time and effort because once you pour out even just a bit of attention from it, the instance of failing might occur.
lighter academic works and the rights to be mentally stable and mentally unoccupied. It is not yet late to save their mental health.
In declaring this plan, there will be scattered advantages for all of the learners in Senior High School such as more mental health stability, and gaining less burden to carry. In reduction of these subjects, alternative subjects might as well be implemented like Financial Literacy and Agriculture. What could be worse than letting the students be drained and drowned in the so called “learnings” if they lift heavy weights in academics. It is not yet late to save our mental health.
Those core subjects are drowning me from saving my mental stability in order for me to get higher grades. I am aiming to learn not just to pass.
EDITORIAL & OPINION
Reading Between the Lines
Despite changes to the Department of Education’s curriculum, the Philippines still struggles with low scores in Math, Reading, and Science, according to the PISA 2022 results. After a poor performance in 2018, teachers have worked hard to improve students’ literacy, aiming to help them become
passionate readers and better at math. Yet, there seems to be little improvement in these three subjects.
Reading plays a key role in improving students’ academic success. If you’ve made it this far in my article, you’ve already shown your reading ability. But it’s not just about reading; it’s also about reading comprehension—the ability to understand and make sense of what you’ve read.
However, many Filipino learners struggle with reading comprehension. So, why is this such a widespread problem?
Some may blame social media, but it’s not just the internet that’s the issue. The real problem is a learner’s ability to understand what’s written, whether in social media posts, articles, or other forms of text. Without strong comprehension, the message is lost.
Teachers also play a crucial role. Unfortunately, only a few teachers have received specialized training in teaching reading. That’s why continuous professional development is essential. Teachers can’t effectively teach what they haven’t fully learned themselves, so training should be a top priority.
Additionally, the education system faces challenges like limited resources, which put more pressure on teachers. While teachers are doing their best with what they
brush up on values every Friday.
Though let’s be transparent for a second, one day a week isn’t going to close years of learning gaps. That’s like, going to the gym once a week and expecting to look like Vin Diesel.
As a student who loves going to school for the love of learning, this extended meaningful activity is something I look forward; However, I would appreciate it more if reading skills would be hammered and my fellow students would pay much attention and exert extra effort in accomplishing tasks.
If Friday is the only time of week where we focus on reading, then results would hardly show. Reading needs regular practice like brushing your teeth—once a week just won’t cut it.
Plus, while values and peace education are nice, they’re more like the sprinkles on top—not the main course that struggling readers really need.
So, does Catch-Up Friday help us catch up? Maybe a little, but it’s more of a polite nod to the problem than a full-on solution.
have, parents must also play a role. Supporting children with life skills at home and tracking their progress can make a big difference. When reading starts at home, it becomes a natural habit. Parents can create a positive environment where reading is fun, not a chore. Reading together also strengthens the bond between parent and child. By taking an active role in teaching reading early on—and continuing to support their child’s learning— parents help boost academic growth and build strong communication and emotional connections.
To solve the literacy crisis, teachers, parents, and the community must work together. By doing so, we can create a stronger learning environment that builds not only reading skills but also critical thinking and problemsolving abilities. After all, “it takes a village to educate a child.”
Supporting children with life skills at home and tracking their progress can make a big difference.”
Or, if Fridays are all we have, let’s go all-in. Make them serious, full-blown reading workshops where kids and students actually feel they’re making progress.
It’s saddening that to some students, there were Fridays that looked dragging.
May the curriculum inculcate more readings and value-laden activities that could help challenged ed students be more involved and engaged.
Catch-Up Fridays is a decent start, but catching up takes daily commitment, not just a casual Friday fling.
Catch-Up Fridays, the Department of Education’s new plan, is supposed to help students boost their reading skills and
If DepEd really wants students to improve, why not focus on daily reading practice and targeted support throughout the week?
if Fridays are all we have, let’s go all-in. Make them serious, full-blown reading workshops where students actually feel they’re making progress.
By Rhean Kimberly Esteban
Research proved that many Filipino students struggle with reading and writing compared to other Southeast Asian students. Nowadays, even many Senior High School (SHS) students can barely put together a formal paper. It’s like full sentences are their worst enemy. There have been many programs including curriculum enhancements, but there is seldom good news when it comes to students’ writing improvements.
Social media has played a crucial part on this. Why bother with actual words when you can just throw in emojis and call it a day? Since many students are digital natives, it is saddening that it is seldom to see the youngsters hold and read books anymore. Apparently, it’s way easier to scroll through TikTok than crack open a novel.
And you can tell by their writing. Without reading, students are missing out on learning how to structure their thoughts and build good sentences which you can tell by their writing.
Schools aren’t totally off the hook either. Writing doesn’t always get the attention it needs in class, and students end up just brushing it off as just another task to stress about.
It’s not the teachers’ fault though; there’s just a lot to cover. But maybe writing deserves more space in the spotlight.
Here’s the thing: writing matters. Whether it’s for a future job, to communicate clearly, and anything of that kind. Writing is a significant part of one’s life.
We can’t just brush this off. If students can’t write a proper essay, it’s going to hurt them a lot later on.
A simple and easy fix? Start reading more, even if it’s just a little bit every day. It’ll make a huge difference—though maybe try not to read nonsensical materials.
Anyhow, if we don’t get on this soon, we’ll end up with a generation that’s great at memes but struggles with writing anything longer than a caption.
Editor-in-Chief: Precious V. Pacheco | Associate Editor-in-Chief: King Cyrus M. Tiqui | Managing Editor: Rhean
Kimberly Esteban | News Editor: Haifa D. Urbina | Features Editor: Seanree L. Medina | News Writer: James Denzel B. Guiao | Correspondents/Contributors: Ivan Brix I. Soliman, Ezra May Angela Henares, Magin Delos Reyes, Jhamille
Anne V. Cuenca, Denmarl Dilag | Cartoonist: Elaine Robles | Photojournalists: Rycest Lorraine R. Tiqui, Mary Rose Oliveros, Jewel Princess Celis, Glydel S. Fider | Layout Artist: Marky Jay Biagtas School Paper Adviser: Algene Mae S. Calma | School Paper Co-adviser: April S. Candelaria | Consultants: Dr. Ana
Marie DC. Mercado, Edsel L. Natividad OIC School Head - EPSVr in Araling Panlipunan: Rebecca K. Sotto, PhD
By Rhean Kimberly R. Esteban
Words WindowsOpen to Worlds A
In a world where words are the most powerful tool you can possess and comprehension makes them useful, Sherry Ann De Jesus, a grade 9 student of Tibag High School, faces obstacles—she is having difficulty deciphering them. She sits by her wall each morning, reading words that should feel familiar yet remain a mystery. As she traces the letters with her finger, her determination is fueled by a desire to learn and understand the world around her. She added this practice to her daily routine to get better at reading and use words to her advantage before opening her windows and starting her battle with how everyday life works.
Sherry Ann, a shy yet determined 14-yearold who used to struggle with reading, decided she would not let her challenges hold her back. She knew words could open new possibilities, so she worked hard to improve. With the help of her family and teachers, Sherry Ann began her journey to become a better reader, determined to leave her days as a “nondecoder” behind.
At 10, Sherry Ann realized that she could not keep up with her classmates, struggling with reading even the words that others could easily read.
Sherry Ann frustratingly remarked, “I wonder why my classmates could read faster and easier than me, even though we were the same age.” She felt left behind by her classmates. It weakened the fire in her heart. She watched her classmates step forward while feeling stuck in the moment—she felt pressured and afraid of being left out by everyone.
Every day was a tough battle for Sherry Ann. “I felt a little sad and lost hope because I felt like the only one who couldn’t read properly while my classmates were getting better at it,” she said.
She always appeared reserved, lost in deep thoughts that made others hesitant to approach her. “Being shy was one of the reasons why I used to have a hard time building a friendship with others before.” But the truth was, she was just shy around other people. Although she is different whenever she is with her family and close friends—she is bubbly and full of life.
Despite her shyness, Sherry Ann’s determination never stopped. She sought help from her teacher and willingly participated in reading recitations, her
hand was always raised from the back row whenever she was present.
She promised herself “I also need to help myself to get better; that’s why I always take the chance to read.”
With the help of her parents, Sherry Ann’s spare time was dedicated to reading. She surrounded herself with tons of interesting books, enjoying milk and cookies as she flipped through each page, laughing and sometimes crying along with the stories.
“When my parents are helping with my reading at home, it becomes our bonding as well, and that makes me happy too,” she said.
Brave enough to open her windows and face the world, Sherry Ann uses the new words she unlocked. These words became her weapons for everyday life—from reading directions to telling right from wrong in texts and following instructions. This newfound skill helped her a lot in her daily activities.
“I didn’t expect that reading would be such a big help for my everyday life. I thought knowing how to read was just enough.”
Days, weeks, months, and even years passed, but her eagerness to learn new words never faded. She continued pasting words on her wall, bringing books to school, and spending her spare time reading. Every page brought a smile to her face. She now enjoyed reading and no longer felt the frustration she once experienced.
Sherry Ann’s
journey taught us that the key to becoming a better version of ourselves lies in the courage to open the windows of our minds, for within each window lies a world waiting to be discovered.
“Reading changed me, and my perspective on the world has changed as well—the world seems clearer to me now, knowing how to read and understand everything i see whether on the signs in the posts or the encouraging quotes and slogans posted on every wall i walked by. Reading became my way of disassociating myself for a while whenever i felt a lot of pressure in my mind—it has become my stress reliever and an escape to the world sometimes,” she quoted.
Every Teacher is a Reading Teacher
By Seanree Medina
At Tibag High School, every teacher takes on the role of a reading teacher, no matter what subject they teach. This commitment comes from a shared understanding of students’ challenges, especially with the school’s language teacher shortage.
Non-language teachers have volunteered to help students learn to read and decode words, recognizing that these skills are necessary for success in all learning areas.
The project, which began in September 2022 and will run until May 2025, is designed to address the issue of non-readers at Tibag High School. It targets students identified as struggling readers based on assessments by Filipino and English teachers. Once identified, these students are paired with volunteer teacher tutors, who meet with them for one hour each week. Materials for the sessions are provided, and the project involves the collaboration of non-language teachers, who are also trained to teach reading.
Project Tutor, headed by Ma’am Merlina S. De Jesus, Master Teacher I of the Science Department, aims to teach reading to students who are not yet readers. This project is open to all subject teachers across learning areas.
“The master teachers from various learning areas spearhead the project. It was challenging, especially when working with
students beginning to learn phonetics and letter sounds. However, there is a deep sense of fulfillment in watching these students progress from letters to words, sentences, and eventually paragraphs.” Ma’am Merlina stated. Her dedication to this initiative highlights the importance of early literacy skills and underscores the transformative power of education in shaping students’ confidence and academic growth. Despite the obstacles faced along the way, her ability to witness tangible progress in her students’ reading and writing skills fuels her passion for teaching.
Ma’am Blessie, a TVL teacher who teaches reading, said, “Every day, we can see students struggling with reading, making it harder for them to understand lessons.” After all, without reading, students may find it hard to understand information.
“Reading is an important skill that affects how well students learn in subjects like Math, Science, and History. If students can’t decode words they might miss important information, which leads to confusion,” which is also added by Ma’am Blessie. Teachers teach reading because it is one of the important skills needed in learning. This motivates the teachers of Tibag High School to work together believing that teaching reading should be a team effort.
“Our goal is to have zero non-decoders.” Every teacher expressed this shared aspiration.
The teachers are determined to overcome the reading challenges faced by the students. Even though teaching reading is challenging for them, they believe that every word that students learn can make a big difference. To achieve this goal, Tibag High School teachers unite to help every non-decoder student learn the power of reading.
“Every teacher is committed to this project because it will benefit both teachers and students, enabling them to learn better in their respective subjects.” Ma’am Blessie concluded. The idea that all teachers are reading teachers highlights the shared commitment to students’ success. It also demonstrates the value of teamwork in education. Most importantly, it emphasizes that every teacher plays a role in helping students acquire and develop the reading skills they need for a brighter future.
As the project moves forward, Tibag High School continues to believe that teaching reading is something everyone should be involved in, not just one person. The school encourages everyone—teachers, students, and staff—to work together and share the responsibility of improving reading skills. By building a strong sense of teamwork and commitment, the school is helping students become better readers and setting them up for a successful future in their studies.
The Path to Letters and Words:
ave you ever experienced reading a comicseries and failed to understand some scenes because you missed an episode? That is truly frustrating! The struggle is real; but, have you ever fathom how small the world can be to people who struggle arranging letters to form a word to read? Which is more frustrating?
Episode 1: The Sign
It was the month of August, and all is going back to its normal state. Schools re-opened their gates, facemasks are no longer obligatory, no temperature check, and no more 3-meters apart. I passed by a boy and noticed the confused look on his face. I know he is trying to utter a word. The tongue is trying; there were attempts, but no word comes out. He could barely produce a sound when reading even the basic words.
This continued for days as I walked by each morning. With an unhappy face and a tired shoulder, the boy enters the room full of people of
By
A Journey to a Thousand Letters:
Friday will come. I went to see the nice lady every day. Ah! I know now her name. She is Ma’am Algene.
She taught me how to count the days, name the letters, produce their sounds, and use them in words. She even taught me about punctuation marks. Besides meeting Ma’am Algene every Friday, the school also asked us to keep the new words we learn every day in a bottle; we call it “Word Bank”. A talk show with a mystery reader, and my favorite, Breakfast Fun Friday.
Slowly, school was becoming more fun–even reading. Even though I didn’t understand most of my teacher’s lessons, the letters were starting to make sense now.
I felt like I was becoming like Deku, slowly getting stronger and figuring out how to put the puzzle pieces together.
Episode 5: Finding My Way
It has been eight months since I first started attending Tibag High School. At first, I thought I would have to drag myself through each day for the whole year. But now, each day is getting better. There are still words I don’t understand, but I won’t stop here. I’ll continue to learn and grow, one letter at a time. As the saying goes, “A journey of a thousand miles begins with a single step.” The good news is that I can now write my name. By the way, my name is Kevin, and I’m a bit different, but that’s okay.
Rhean Kimberly R. Esteban