Senior High School Work Immersion PDF

TANZA NATIONAL TRADE SCHOOL SENIOR HIGH SCHOOL – ACADEMIC TRACK SENIOR HIGH SCHOOL WORK IMMERSION EXPERIENCES AT SCHOOL CLINIC, Inc. S.Y. 2022-2023 A Narrative Report...

TANZA NATIONAL TRADE SCHOOL SENIOR HIGH SCHOOL – ACADEMIC TRACK SENIOR HIGH SCHOOL WORK IMMERSION EXPERIENCES AT SCHOOL CLINIC, Inc. S.Y. 2022-2023 A Narrative Report Submitted to the Faculty of the Tanza National Trade School (TNTS) Senior High School (SHS) Department Tanza, Cavite In partial fulfilment of the requirements for the subject Work Immersion ABM August 25, 2024 APPROVAL SHEET This Narrative Report on the 10th day entitled, SENIOR HIGH SCHOOL WORK IMMERSION EXPERIENCES at Antonio B. Del Rosario Memorial Elementary School, prepared and submitted by has been assessed and recommended for acceptance and approval to meet the requirements for the Work Immersion.  NARRATIVE PRESENTATION PANEL Approved by the panel on Narrative Presentation: Ms. Maricel Oropilla Ms. Maricel Escat ________________________ _________________________ Work Immersion Teacher, PANEL Work Immersion Teacher, PANEL DR. CRESCENCIA TARINAY CANUBAS Chairman-Work Immersion Head Accepted and approved in partial fulfilment of the requirements for Senior High School. A Narrative Report on Work Immersion submitted to the faculty of the Tanza National Trade School – Senior High School Department, Tanza, Cavite. In partial fulfilment of the requirements for the Work Immersion prepared under the Chairmanship of Dr. Crescencia Tarinay Canubas  CERTIFICATION BIOGRAPHICAL DATA Mickyla Jane S. Onsana is a 18-year-old, she was born on November 2, 2006, at Trece Martires City. She is a Grade 12 student Academic strand of ABM in Tanza National Trade School. She has a 3 siblings and child of Onsana Michael M. and Jeanelyn Sardiñola S. Her father is a Ramp service agent and her mother is a house wife. She spent her kindergarten in Punta Elementary School, awhile later she spent her Elementary in Punta Elementary School also. She studied for six years in high school at Tanza National Trade School-MAIN where she took a Computer System Servicing course and successfully completed it in 2023. Still at the same school, she pursued Senior High School in which she took the Academic strand of Accountancy Business and Management. ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to our dedicated immersion instructor and the staff at Antonio B. Del Rosario Memorial Elementary School. Without their guidance and constant encouragement, day 10 of our Senior High School Work Immersion would have been incredibly challenging. I also want to extend my thanks to the Class Officers of ABM Malthus, our adviser, and all our subject teachers for their understanding, support, and flexibility in adjusting the schedule for our online sessions.  Lastly, a sincere thank you to the personnel at Antonio B. Del Rosario Memorial Elementary School for generously sharing their time, imparting their knowledge, and being there to listen to our concerns throughout these past ten days of online work immersion. Mickyla Jane S. Onsana TABLE OF CONTENTS PAGES TITLE PAGE……….……………………………………………………… 1 APPROVAL SHEET……………………………………………………… 3 CERTIFICATE OF COMPLETION…………………………..………….. 3 BIOGRAPHICAL DATA...………………………………………………... 5 ACKNOWLEDGEMENTS……………………………………………….. 6 TABLE OF CONTENTS………….………………………………………. 7 INTRODUCTION…………………………………………………………... 8 BACKGROUND OF THE WORK IMMERSION PARTNER…………… 8 HISTORY, MISSION & VISION OF PhRIME, INC…………..………….. 8 OBJECTIVES……………………….…………………………………….. 10 ORGANIZATIONAL CHART…………………………………………….. 11 LOCATION MAP………………………………………………………..… 13 NARRATIVE SUMMARY OF EXPERIENCES…………………………. 14 APPENDICES…………………………………………………………….... 18 Even LOCATION MAP  NARRATIVE SUMMARY OF EXPERIENCES Cooperation and contact with fellow learners. ISSUES THAT THE TRAINERS HAVE EXPERIENCED The most prevalent problem that students have encountered is a lack of electric fan; as a result, some of them are experiencing of headache because of the heat that can cause a heat stroke. RECOMMENDATION Provide more electric fan for the students, there so many ways on how they will prevent heat stroke like; provide more electric fan, lessen the time of class, etc. Encounters with partner organizations, trainees, and immersion instructors. ISSUES THAT THE TRAINERS AND THE FACULTY MEMBERS HAVE EXPERIENCED. The speaker's use of sophisticated vocabulary is too consistent, making it difficult for learners to keep up and understand what the discussion is about. Narration of daily narratives DAY 1 On our first day in work immersion, my team and I arrive late for our designated area because we are waiting for a teacher. Then, we are given the rooms we're going to be in for our immersion and meet with Ma'am Margaret, informing us that we sit in the back of their class. Calm and kind students who talk nonstop, but aside from that, we do not have many things to work on at that time of the day-we just have to call their names, see if they can read according to their grade level. DAY2 In addition to being excited about what task I will be assigned on my second day, I am getting to know the students better. I have started learning their names and their skills as third-graders, and I have discovered that while some of them pick things up quickly, others require more time and effort to learn things like basic reading and letter writing. DAY3 Since time was not adequate, I had to carry out what I was doing on the second day so my third day was teaching some students who had not read yet, reading and writing to them which was great fun since they wanted to learn. DAY 4 Day 4 is jam-packed with joy from everything I do. Their warm hugs and big smiles capture my heart and are such a stress reliever. They call me "sissy," and I'm also growing closer to their teacher, who instructed me to feed them during lunchtime. DAY 5 The saddest yet most grateful aspect is that my assigned space has changed, which means I have to say goodbye to familiar faces and meet new teachers and students. They are kind but reserved, and they even offered me some food. The teacher has assigned me a task that involves writing on a blackboard, and the students will react to what I write there. DAY 6 The students' sf10 is a morning task. Then I teach them to write and read normally since they cannot read and write but that time their skill and knowledge have improved much. Apart from that, I go another class and teacher says me that I would enter all the scores of her class students till 4'o'clock. DAY 7 It's been seven days of continuous rain for my immersion; I keep missing many classes because the majority have already been canceled. We wanted to try their canteen dinner before our daily task. Well, everything is all right, even if I have a fever yet, for my task's the same; it is still here, but it is then that I noticed how them improve regarding anything I've taught them. DAY 8 Although it is still raining, the immersion is pushing through, and kids are still feeding me. The teacher gave me permission to have a break once I had finished my assignment, and then we discussed life and plans for the future. Then I offered to feed them and key their grades in the laptop. DAY 9 We did not visit any rooms today because we had an event here at school but helped the instructors get up a stage for their event. I can clearly tell how much work the students put into it, especially my group members, and how eager they were to have a neat-looking stage for tomorrow. DAY 10 The saddest part of the whole work day immersion is that most students are absent because of heavy rain and assumed class suspension. Maybe this is because I won't get the chance to formally say goodbye to them, and they don't know it's our last day for the work immersion. Actually, I miss my groupmates and how we all have lunch together. This heavy feeling I am unable to explain at the moment because my first goal now is to get through this work immersion as fast as possible. APPENDICES EVALUATION SHEET TRAINING PICTURES UPDATED RESUME (Attach your updated resume) RESUME