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A Compilation of Narratives, Personal Reflections
and Documentations of Community Interaction
submitted to the Center for Christian Formation Office
Second Semester
Academic Year 2016 - 2017
By
11 – STEM – B
March 2017
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TABLE OF CONTENTS
I. INTRODUCTION AND PRELIMINARY PAGES OF DISCUSSION
A. Studies of Society, Culture and Traditions
B. Self and Socialization
C. Marriage and Family Life
D. Church of the Poor
II. NARRATIVES
A. Programme Proper
B. Household Narratives
III. INDIVIDUAL PERSONAL REFLECTIONS
IV. PHOTO DOCUMENTATION
V. SYNTHESIS OF THE EXPERIENCES
VI. ACKNOWLEDGEMENT
VII. APPENDICES
A. Copy of the Project Proposal
B. Copy of the Programme Schedule and Invitation
CD of the photos and videos of the whole activity
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STUDIES OF SOCIETY, CULTURE AND TRADITION
Society is defined as “a system of relationships that exists among the individuals of the group.” By Merriam-Webster. Similar laws and values help to bring a society together and give it structure. A society somehow works toward a unified goal.The individual is the main component of a group and a sstem of groups create a society. No two societies are the same much like a fingerprint, they all have their differences. The society in the Tawid-tawid community has a particular system of living unbeknownst to the Grade 11- STEM- B students. A society has its culture of its own. Culture is the characteristics and knowledge of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. It is a common thing you will find in each member of the society. Culture has its own belief system, way of communication, values, rules and norms that are followed. Every culture is different from one another because it is like a story in which the author (or the member of the society) made their own. Society also may have traditions and these traditions they have can define their culture but tradition are interchangeable. Culture and Tradition are different in some way. Tradition often include the passing down of a hereditary customs that can range from cooking recipes to family hierarchies, family legends and vacation destinations. These customs are rarely in written form and are most often passed down the generations by word of mouth. Tradition can be change because people are gradually improving their livelihood. This can affect the culture and tradition of a society because people start thinking in a rational way.
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Socialization
Socialiationis not just one way process in which social instutions and culture affect the way you behave, feel and think. To be fully member of a society, an individual has to acquire and learn all the necessarry social roles and skils required of a competent member of that society. Also social determinism is a doctrine says individual has no choice but to follow certain factors that control their behavoirs. Before that, in this topic people learn how to be capable of changing the society because they have freedom and also this how it takes place through interaction with many individuals, groups, and social institutions. People will explore how socialization is not only critical to themselves as they develop, but how it is a lifelong process through which they become prepared for new social environments and expectations in every stage of their lives.
Self
Self is a person’s essential being that distinguishes them from others. Socialization is a process where human infants begin to acquire the skills to perform as a functioning member of the society and this is also the most influential learning process one can experience. There are two sociologists who originated a theory called “symbolic interactionism” where the process of interaction in the formation of meanings for individuals, and under these theory has three core principles; meaning, language and thoughts. A movement of part of the body is called gesture, this is the first way of communication in animals base from Mead. Humans also theorized that they begin their understanding through play and game. Play is when the child starts to take different roles he/she observes in the society, and game is when a person develop a full sense of self. The mind develops through the use of symbolic gestures and later on, through languages. Here comes “Me” and “I”. Me is considered as the socialized aspect of the individual, it represents the past phase of the self, while I is considered as the future phase of self. Their didactic relationship with each other is, they create the self.
SOCIALIZATION AND DEVIANCE: ESSENTIALISM AND REDUCTIONISM
Deviance is a variety of forms of human conduct that have been defined or reacted to by the members of society. According to sociologist, deviance is a violation of society’s or a group’s norms or rules that calls forth censure, condemnation, or a punishment for the violator. Sociology of Deviance is the study of social forces and processes involved in the formulation of such evaluative standards, violation of those standards, and reactions to such violations. In ancient times, deviance can be viewed as Essentialism which means that deviance is an inherent property of an individual or the act that merits social control and regulation. Deviance can be seen in Religious language and Imageries, Spiritual Maladies like Demonic Possessions and Demonology where it is proposed that criminals were possessed by demons that forced them to do wicked things beyond their control. While in the modern times, deviance can be seen as Reductionism where it happens when one explains a phenomenon or an event purely on a single cause or in a single perspective to the exclusion of other explanations. So if explaining deviant behavior solely by biological means is reductionist, it is equally reductionist to explain all deviant acts as cultural. The Biological Model of Deviance is the earliest attempt to come up with a scientific explanation of deviant behavior. It is used in criminology in which crimes are the products of biological factors like the shape of the body, the shape of the skull, heredity and genes. There are certain researches that explain a lot about deviance. First, Cesare Lombroso the father of criminology. He is an Italian physician and criminologist, who provided the earliest attempt to explain the nature of criminal behavior. For Lombroso, criminals are distinguished from non-criminals by their atavistic characteristics and physical stigma like sloping forehead, ears of unusual size, asymmetry of the face, excessive length of arms, and asymmetry of the cranium. He wrote a book entitled: The Criminal Man (1876) in which he used racial hierarchy theory to explain criminal behavior. Lombroso’s research compared intraspecies variation to interspecies variation. 1. Born criminals are primitive-like characteristics 2. Insane criminalsexamples are: Idiots, Imbeciles, Paranoiacs, Epileptics and Alcoholics 3. Occasional criminals or criminaloids are criminals who have predispositions to commit crimes. 4. Criminals of passion are criminals who commit crimes because of emotional motivations. Next is William Sheldon who proposed a theory of crime which traces criminality and deviance to certain body types. He associated “temperaments” to body types. First, endomorphs tented to be soft, fat people. Second, mesomorphs were of muscular and athletic build. Third, ectomorphs had a skinny, flat, and fragile physique. Sheldon concluded that most of the offenders tented to belong to the second type. He believed that criminal behaviors were inherited from the family. And lastly, Franz Joseph Gall the father of Phrenology that explains the existence if deviance through the Shape of Skulls. It was believed that the “mind” was made up of specific functions or faculties: lower or active propensities (crime causation), moral sentiments, and intellectual faculties. Crime is caused by overdevelopment of some parts of the brain and underdevelopment of other parts. Criminal behavior is caused by the overdevelopment of the lower faculties of the brain. In having a good society, there must be the presence of Social control where it refers to the many ways in which our behavior, thoughts, and apperance are regulated by the norms, rules, laws, and social structures of society. While Conformity is a behavior that is the same as the most other people in the society.
Prepared by:
Kimberly Esmena
Mikaela Allado
IsabelitaCuaderno
Grade 11 STEM-B
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THE CONTEMPORARY FAMILY
Family Today: Declining or Changing?
Definitions, Types and Descent
Family
• a group consisting of parents and children living together in a household.
• In the context of human society, a family is a group of people affiliated either by consanguinity (blood relation), affinity (a natural liking and understanding of someone), or co-residence or some combination of these.
Traditional Definitions
• Filipinos are family oriented. The anak-magulangcomplex and the kamag-anak relationship are very important to Filipinos. Family centeredness supplies basic sense of belonging, stability and security.
THE PROBLEM OF DEFINING THE FAMILY
Declining Marriage rate and increasing rate of cohabitation
Increasing annulment rate
Increasing number of cases of domestic violence
Increasing number of women entering the labor force
· Article I of the Philippine Family Code fixes the definition of marriage and the resulting family based on the Union:
· Marriage - the legally or formally recognized union of two people as partners in a personal relationship, also called as matrimony or wedlock
v PHILIPPINE FAMILY CODE (it is the general law that governs family and property relations in the Philippines) excludes same-sex marriage and polygamous (one or more spouse) union.
v Illegitimate child - are children who are born out of wedlock. The child must use the surname of his/her mother.
v Cohabitants - to live together as if married, usually without legal or religious sanction.
- to live together in an intimate relationship.
- they’re not recognized as ‘official’ families.
Difference of Family and Household
According to The Census Bureau:
Family and Household are different concepts and not interchangeable.
Familyhas two or more members who live in the same home and are related by birth, marriage or adoption; while, household consists of one or more persons living in the same house, condominium or apartment. They may or may not be related.
*Family members who are separated by distances, especially overseas Filipino workers, cannot be considered as family.
TYPES OF FAMILIES
• Nuclear Families
- Approximately half of all families with youngsters under age 18 are composed of two biological parents and their children.
- Nuclearization of the families the process of growing predominance of nuclear families over extended families in both rural and urban areas
• Single Parent Family
- a person who has a dependent child or dependent children and who is widowed, divorced, or unmarried.
• Cross Generational Family
- Two or more adults from different generations of a family, who share a household.
• Extended Families
- A family that extends beyond the nuclear family, including grandparents, aunts, uncles, and other relatives,
Descent
• the origin or background of a person in terms of family or nationality.
2 types of Descent Groups
UnilinealDescent -is a system of determining descent groups in which one belongs to one's father's or mother's line, whereby one's descent is traced either exclusively through male ancestors (patriline), or exclusively through female ancestors (matriline).
• Matrilineal Descent - matriline is a line of descent from a female ancestor to a descendant in which the individuals in all intervening generations are mothers – in other words, a "mother line".
• Patrilineal Descent - also known as the male line, the spear side, agnatic kinship, is a common kinship system in which an individual's family membership derives from and is recorded through his or her father's lineage. It generally involves the inheritance of property, rights, names, or titles by persons related through male kin.
2. Ambilineal Descent - is a system containing both unilineal descent groups – i.e. both patrilineal and matrilineal groups – in which one belongs to one's father's and/or mother's descent group (lineage).
• Neolocal residence - residence is a type of post-marital residence when a newly married couple resides separately from both the husband's natal household and the wife's natal household.
• Patrilocality - patrilocal residence or patrilocality, also known as virilocal residence or virilocality, are terms referring to the social system in which a married couple resides with or near the husband's parents.
MARRIAGE
Marriage is the union of a man and a woman who make a permanent and exclusive commitment to each other. According to Edward Westermarck (Finnish philosopher and sociologist) He defined marriage as “a relation of one or more men to one or more women which is recognized by customs or law and involves certain rights and duties of both in case of parties entering into the union and in the case of children born of it.” Marriage is at the center of every kinship system. Kinship means the state of being related to the people in your family.
There are 2 kinds of marriage in Kinship system:
1. Endogamy- the custom of marrying only within the limits of a local community, clan, or tribe.
2. Exogamy- a practice of marrying outside one’s group.
Marriage as a union of individual establishes consanguineal. Consanguineal means related by blood. They are related by consanguinity, if they have a common ancestor or one is a descendant of the other. For example is the child or parent, grandchild, sister, brother, or grandparent etc. Affinity means a family relationship through marriage of a relative. For example is the spouse, mother-in-law, father-in-law, son-in-law, daughter-in-la, stepson, stepdaughter etc.
In today’s generation, our society has accepted the same-sex marriage which is the marriage between two people of the same biological sex or gender identity. Equal marriage is the legal recognition of same-sex marriage or the possibility to perform a same-sex marriage. In October 1989, Denmark became the first country in the world to legally recognize same-sex unions, after passing a bill legalizing “registered partnerships”. In 2003, Belgium became the second country to grant legal recognition to same-sex marriage.
There are 2 types of marriage:
1. Polygamy- marriage that includes more than two partners.
Example:
Muslims, Islam, Nepal
a. Polygyny- When a man is married to more than one wifeat a time.
b. Polyandry- When a woman is married to more than one husband at a time.
c. Conjoint marriage- If a marriage includes multiple husbands and wives.
2. Monogamy- a form of relationship in which an individual has only one partner.
Example:
Romantic Love
Issues on Family
Ø Families and Domestic Violence
o Family Violence – It is when someone uses abusive behavior to control and/or harm a member of their own family, or someone with whom they have an intimate relationship with.
o Domestic Violence – It is the abuse by one person of another in an intimate relationship.
Which can lead to:
DIVORCE AND REMARRIAGE
§ Divorce – A court order saying that a man and woman are no longer a husband and a wife.
§ Annulment – a judicial statement saying that there never was a marriage between the man and the woman.
§ Legal Separation – A decree that gives the husband and wife the right to live separately from each other, but are not allowed by the law to remarry.
The Lesbian, Gay, Bisexual and Transgender (LGBT) Families
Here are some dominant ways that individuals in same-sex households come to parent children:
Ø Through the prior relationship with a different sex partner that resulted in the birth of a child
Ø Through adoption
Ø Through the use of assisted reproductive technologies
Ø Becoming a partner to someone who has done one or more of these things
Transnational Families: Virtual Connection
- Families who live apart but who create and retain a sense of collective welfare and unity.
Prepared by:
Kathleen Salvatera
Danielle Razon
Sydney Umali
Grade 11 STEM-B
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The Church of the Poor
Poverty is evident on the streets and in the areas of the Philippines. But what does the Church mean by the 'Church of the Poor'?
Poor doesn't only refer to those who are poor in material things, but it also includes poor in health, poor in spirit, or poor in something else. We are all poor ourselves. But it is not God's will for anyone to be poor.
The Church of the Poor is define as those whose members of the Church as being merciful and compassionate to the poor, those who have special love for the poor. But it is not exclusive only for the poor, for Christ have shown love to each and everyone regardless of their status.
But what does this tells us? We are called to be the Church of the Poor. To uplift those who are poor, to bring them closer to Christ. We are all called to serve the poor and the needy. The Church of the Poor is one where the poor are accepted, and are not deprived of their right to receive the spiritual goods of the Church.
According to PCP II, "The Church encompasses with her love all those who are afflicted by human misery and she recognizes in those who are poor and who suffer the image of her poor and suffering founder. She does all in her power to relieve their need and in them she strives to serve Christ." (131)
In our society today, injustice and crime is evident in the society . For that reason, the Church cannot remain silent. As the Church of the Poor, we are called to defend those who are oppressed even if it means persecution from the rich and the powerful. The Church of the Poor also means vindicating and evangelizing the poor. Also the poor in the Church will become evangelizers.
There is a PCP II because there is a need for revitalization and renewal of Catholic faith. Many Filipinos are used to see the poor. But what do we do to help them? The Church seeks for the need for integrated spirituality. The very act of ignoring the poor tells us that we have became insensitive to the injustices in the society. We no longer care for the least as long as we are not co concerned. We, as the Church needs to move forward, to follow Christ. Ti utter His word for others, to love with His love, to live with His life. Ti cease following Him is to betray our very identity.
The Church of the Poor is one community that strives to feed the needs of the poor, serving the poor and defend the poor. When the Church becomes truly the Church of the Poor, the poor will feel at home in the Church. The poor will be equal to each and everyone. "The Church will then become truly a communion, a sign and instrument, for the unity of the whole Filipino nation." (136)
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PROGRAM NARRATIVE
Name of Activity : Community Interaction
Date : February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
On Feb. 11, 2017, a group of forty-five grade eleven students were scheduled to do a community interaction with the Tawid- Tawid community. That group of students which is better known as Grade 11- STEM- B, were given a half week preparation prior the said event. The program was planned, the flow of the event was arranged, and the partners for the community interaction thought- out what they will be doing. Everyone was exerting their best and fullest efforts. Within a few days of preparation, we were glad and relieve to be able to plan it all out and hoping to execute it well.
Before 7 o’clock was our call time in our classroom. Everyone was busy as a bee. Everyone was doing something. Some were giddy and some cannot contain their anticipation. At 7 o’clock, we went to the Cathedral to attend the Eucharist not only for a safe and successful event but also for the enlightenment of each one of us for the community interaction and even after that. After the mass, we went back to our classroom, fixed our pop- up books, did finishing touches in our plans and made sure everything is set and off we went. It was a, I guess, a 15- minute drive towards OLPS Tawid- Tawid extension. When we arrived, we immediately climbed up the slightly steep path towards the school and there, we saw few of the children we were assigned to. To entertain the kids, the boys talked to them, showing them magic tricks, asking them random questions and immediately the kids grew fond of them. Then, couples of minutes past and the number of children increased and soon enough, they were complete. We started the program, of course, with an opening prayer for guidance, enlightenment and abilities to do all things well. To set the mood and make the kids engaged with us and the activities, Kuya Gab danced with the beat of “Micronutrient Deficiency” with the kids imitating him and it somehow put them in a good and active mood to be able to participate in the activities and fun games we prepared for them. The first game was “The boat is sinking” and the kids were funny because they would hugged each other just to group themselves of the right number of members. After the first game, was the story telling of the first group which is the “Story of a Scarecrow”. The kids enjoyed it because they were so giddy and jumpy throughout the story- telling. After, another game which is the “Jack en Poy Evolution”, it’s like pick-pak-boom with a twist. And again, the second story telling of the story entitled “The Mechanical Ballerina” with the story tellers looking cute with their match up and twin clothes. They were so dear to the kids. Then, the last game was the “Pabitin” in which goodies and loot bags were hung and the kids will jump and reached for the bags to claim as their prize. Last but not the least of the stories we had in store for the children was the “Story behind the world’s colors”. The kids were engaged with the story because of the colorful illustrations and representations of the stories. All of the three stories were accompanied with role playing so the kids will visualize and imagine what the stories were all about. The remaining loot bags were given to the children and then we went to the house of the kid we were assigned, well not really assigned because we were also the ones who chose the kid we will be with whom we grew fond of during the course of the program.
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NARRATIVE
Name of Activity : Community Interaction
Date :February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
Grade 11 – STEM-B’s Community Interaction was held last February 11, 2017. We were tasked to create a program for the Children and the main event for the program is the story telling. Prior to the event, my group brought groceries for the family that we will be assigned. The feeling of seeing the children happy as our group tell our stories and share the Big Book that we carefully handmade was very uplifting even though we’re not really sure if they can understand the story because they were still in Kinder. The Children were very excited to bring us to their homes but we are nervous because we’re unsure if the food which I will help cook will come out delicious.
It was quite a long walk from the school to their house. We passed through challenging and muddy passages. We were sweating and tired when we reached their homes but the happiness of the children made us forget our tiredness. The first thing that we did when we arrived in their house was prepare the ingredients and materials that we will need as we cook. L J, the girl that was assigned to us, suddenly became energetic. She was usually silent when we were at the school. LJ and her sister Rachelle were very ecstatic to taste the food that we would made. Sadly, it took us about two hours to cook the food due to the difficulties that we face because we were not used on cooking using charcoal. It was true that their water supply comes from the well so when we ran out of water so we went to the well. LJ and Rachelle even accompanied us. Rachelle, the eldest child, was the one responsible in getting water from the well. Luckily, the well was a short walk from their house. There were children doing their laundries and taking a bath in the area of the well. No adults were present. When we were about to go back, Rachelle instinctively carried the heavy gallon of water but we took it from her.
The food was ready by 1:00 pm. The children hurriedly ate their food. We would like to think that it’s because the food was delicious but in reality it maybe because it was past lunchtime. The mother mentioned that LJ’s favorite food is Tinola, the dish that we cooked. She said that she was very pleased with what we cooked.
We learned more of their lifestyle as we interviewed them. Their father comes home at 8pm. They have plans to move to Palawan, the hometown of the father, but the mother doesn’t want that. “Mahirap lang kami pero hindi ko naranasan magtanim ng palay” was what she said when we expressed her distaste in provincial living. She’s more used in the more urban lifestyle. The mother was a housewife and she said that the lifestyle of a housewife was boring. I also learned about the children’s likes and dislike.
At 3:00 pm, we served them pancakes. The children were very happy because it was their first time they ate a pancake. When we were about to go, the children seems to not want to let us go so they accompanied us back to school. They held our hands as we walk to the school. They stayed with us in the school for bit before Ms. Valerio asked the children to leave the classroom. During our sharing, we then realized the variety in lifestyle of the tawid-tawid people
Prepared by:
Clarisse Jossil Alago
Shadrach Helig
Danielle Eldridge Razon
11 – STEM – B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date :February 11, 2017
First, we attended the mass at 7am. After that, we went to Tawid-Tawid. Our class first had an energizer (Micronutrient Deficiency Dance) which was led by Kalingking. After that, we presented our pop-up books. We had our storytelling and started getting closer to the kids. While the storytelling was going on, the group members acted each scene through role play. Every time a story book was finished, there were games to keep the children energized like— Piñata, Jack and Poy, and also “magic shows”. When the games were finished, our class gave the giveaways to the kids.
After that, each team in our class were assigned to the children whose house we were supposed to go to. Our duo failed to find our dearest temporary child because there were not enough children in the venue. Later, Mr. Briones and his partner lead us to the house of our lucky children. When we reached the kubo or house, Ate Rose, the mother of the children we were assigned to welcomed us. There are 5 members of the family and it was Ate Rose (the mother), Emmanuel (the eldest son), Reyman (the 2nd son), Adrian (the youngest) and Arman (the father). For lunch, we prepared the Adobo Humba and it took almost 1 hour to cook. After eating, we washed the dishes. At about 2:00 pm, we went outside and strolled with the kids. They took us near the river and then we played “who-could-throw-the-farthest-stone” with the kids. It was then time for merienda, so we prepared some tuna sandwiches for them. After that we went uphill to a place that looked like a cliff to where they said they’d usually play. We saw a beautiful overlooking view. We watched the four children do ostrich shadows with their hands and do different kinds of choreography. We also took pictures there and talked with each other. At 3:20 headed back to the school. We then bid goodbye and made our closure when it was time to go.
Prepared by:
AlgeromeSescon and Denise Asuncion
11 – STEM – B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date : February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
After our classmates read a story to the children, we are tasked to pick one student and be with their family for the rest of the day. So we picked a girl, her name is Misha, at first she seems so quiet to us and she behaves well but when we arrived at their house she is so energetic and joyful, its seems like she is happy to see us. So misha’s mother guided us to their home, the distance of their house to the school is quite far. The name of Misha’s mother a Mary Jun, a house wife, unfortunately her husband is not home because he is working as a guard.
So we Interviewed misha’s mother about their life , how the parents fulfill misha’s needs, their family background and their insights as a member of the Tawid-Tawid community. While we are conducting an interview the mother spoke more about education and it seem she highly value education above else, she told us how hard life is in the province when she was a young girl. She also told that us that without learning we can’t achieve the dreams we want for ourselves, for her we can’t accomplish anything if we don’t have strategy in life. After the interview we prepared the food we will eat for our lunch, we prepared a pork based food that is called ���liempo” so the mother went to her neighbor to borrow a grill and then we cooked the food. After we ate our lunch , the mother of misha forbid us to wash the plates because there is a superstition that doesn’t allow the visitor to wash the plates. Around 4 o clock we should go back to the school and prepare ourselves to went back to our school, unfortunately we are unable to take the merienda in the house, our merienda is french fries and fried oreos, because we don’t have much time and we must go back and regroup at once. Being with someone’s family taught us one thing, no matter how hard life is, we should all help one another especially if one need’s the attention of the whole family. Living a life that is simple makes life more joyful and happy because we can understand life in simple way. So we bid our farewells to each other to misha and to the mother of misha, we were amazed because misha didn’t cry when we left her, she still had her smile on her when we left.
Prepared by:
Mary Nicole G. Barnedo
Joshua Santos
11- STEM - B
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NARRATIVE REPORT BY PAIR
Name of Activity : Community Interaction
Date : February 11, 2017
First thing we did is interact with the family members. We asked several questions to them. We watched television together. Then when lunch time came, we cooked for our lunch. Our dish is “Giniling na Menudo”. I’m the one who cooked our dish and Arvin cooked the rice. First, I forgot how to cook the dish but we are lucky that Tita Lily beth helps us to cook for it. She taught the steps. After we cooked our food, we ate together. Then after we eat our lunch, I washed the dishes for them. After I washed the dishes, Arvin and I helped the children to take a bath. We went to the so called “sapa”. Arvin is the one who gets the water and I’m the one who puts shampoo to the children. After we helped them to take a bath we went back to their house. We rest for awhile. We played inside their house. We interview them again. Then when meryenda came, Arvin cooked pancake for our meryenda. It is the first time of Arvin to cook. Then after we eat our meryenda, we went outside and roam around. We went to other blocks. After we roam around outside we went back to their house and say good bye because it is time to go back. We took a selfie with the whole family. When we are in one classroom we shared our experiences to the whole class with Ms. Valerio. Then after that we finally go home.
Prepared by:
Arvin Caliwan
Jem Bernadine P. Sindac
11-STEM-B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date :February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
We had our community interaction on February 11,2017 in the community of tawid – tawid. After the programs we prepared for the children, we will pick a child that we would serve together with his/her family. The child that we picked was named Zaiji Dayandante, who lives in Block 1 together with the eight members of his family. When we arrived in their house the first thing that we do is to prepare the ingredients for lunch. We decided to cook adobong manok for their lunch. Since they don’t have gas on that time we just use charcoal and wood in cooking the rice as well as the adobo. It is really hard to use the wood in cooking so they show us how to do it. While waiting for the food to be cooked we had a small conversation with Zaiji’s mom about their lives, their way of living and some things about them. When the food was cooked, we prepare the table so that the family could eat together with us. We were happy because the food that we cooked was good and they like it, since it is only our first time cooking that kind of dish. After eating we clean the table and Jimwel was assigned to clean the dishes while Mika would help Zaiji do his homework. After we do all our task we ask to interview the mother of Zaiji, in our interview we learned their family background and how they live in that area, where do they get the resources that they needed, things about Zaiji, and about their community. After the interview, since the mother was already done with all the houseworks, we roam around the community with Zaiji and look for him while he plays with his friends. As we roam around in the community, we saw the well where they get their water some are washing the clothes there and some are taking a bath, we also went to the river and it was really hard to walk there and there are places that are so dangerous, but those people who are living there is already used to walk in there. After going there we decided to go back to Zaiji’s home because we need to prepare for their meryenda. We decided to made pizza roll for their meryenda. We fried the ham and combine all the ingredients for the pizza roll. While the kids were watching we saw how they are eager to eat the food, we also prepared iced tea for their beverage. We were happy because they were satisfied of what we prepared for them, we enjoyed what we had done and the time is not really enough because after the meryenda it is already our time to go back to the school for our sharing and reflections.
Prepared by:
Mikaela Cruz and Jimwel Ricafort
11 – STEM – B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date : February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
February 11, 2017 was the date of our community interaction. When we arrived the school, we entertained the children and executed the games we had for them. During the course of the first game, three girls were eliminated and one girl approached me and my partner so we asked her if she was out of the game and what her name was and from there, we grew fond of each other. She doesn’t want to let us go and when we’re not within her sight she will go wailing just to find us. She was so adorable.
After the last game and the program was finished, we were assigned to different children whom we chose ourselves and in our case, Jennifer. My partner was a bit worried with what the house would be like and it turned out fine. Their house and their kind of living were good and not that lacking. They have enough, not too much and not so little. We immediately prepared the ingredients for the meal we’ll prepare for the Vilo Family (Jennifer’s family). We were nervous and worried because we’re thinking what if we fail our chicken curry, what if it becomes too salty or too creamy, what if the rice becomes too watery and sticky and so many what ifs. We were checking the rice from time to time because we were so worried it may be raw or too watery. Fortunately, it turned out well. When it was time to cook the curry, my partner was so giddy cooking it but when we were cooking it, my partner was scared of putting the ingredients which might make the food salty. I, myself, was scared too because he doesn’t know how to cook but thankfully, it was a good turnout. It was not the best meal but it was our hard work and effort so it was still satisfying to be able to do it. After lunch, we did the interview. We interviewed Jeniifer;s mother who was so comfortable talking with. Then we interviewed Jennifer too who was such a clingy and jolly kid. Since, we just finished watching a movie, I told them to stroll and roam outside so we went to LJ who was Jennifer’s playmate and also the kid whom some of my classmates were taking care of. we played with the kids and we went to a well which really do not look like a well but the kids were happy playing while taking a bath. Thirty minutes before 3 o’clock, we went back to Jennifer’s house and cooked their merienda. Jennifer’s mother was so kind not wanting us tired and doing house chores. Few minutes before we leave and go back to the school, Jennifer was asking me every minute if when we are leaving and saying that she’ll miss us. So, she just accompanied us to the school so she can be with us. but before going to the school, we bumped with our classmates with their kids and they played with each other. When it was past four o’clock, we decided to go back to the school. The kids had to leave and Jennifer was teary eyed and I, myself, too. We had the sharing of our experiences then we head back to OLPS.
Those little kids taught us a lot and most especially their families. The purpose of the event was to help those families in Tawid- Tawid but in reality, they were the ones who helped and taught us more as individuals as students and as daughters and sons. Truly, a day can change our lives forever.
Prepared by:
Jennah Faye De Leon
Christian Royce Ramos
11 – STEM – B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date : February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
On February 11, 2017 (Saturday) we had this community interaction in OLPS Tawid-tawid Community Extension School. Throughout the ride our feelings are mixed up; we feel excited, nervous at the same time. When we got there already saw the children and the smile on their faces, it seems like they're happy and excited on what would be happening. While the program is ongoing it really shows that they are because they're being participative all throughout our program.
After the morning session, we were assigned on different children and their family would be the one, where we will immerse ourselves in but the number of children who attended in the program is not equal to the number of our group, so we just waited on what family will be assigned to us. The family assigned to us is the Banicod family. Their house is really far from the school (TCES), we walked for like 20-30 minutes to get there. When we arrived there, I felt their warm welcome they conversed and entertained us. After that we already prepared our food for lunch, we take turns in cooking. So, while I am looking around the house I saw this little girl playing with her "ate". I talked to them and asked their names. So they introduced theirselves to me, Aubrey (little girl) and Alex (Aubrey's cousin) I said I wanna play with them after we take our lunch, and Alex excitedly replied with a yes. After taking our lunch together, we cleaned and took a rest and just talked to the people around the house. Then, I asked Alex and Aubrey if they wanna go out and play with other children and they didn't answered me, instead they find and put their slippers on and asked permission from their mother. While they're busy preparing, I asked my groupmates (Mikko & Kent) if it's okay, if they'll do the interview without me and they agreed.
While we're walking (Aubrey, Alex & me) I saw a boy following us, so I asked them if they know him and they said yes, it was Alex's brother so I called him and let him join us. We're going back to tawid-tawid, while on our way I saw Kathleen and Raffy. They called me, and asked where will we go because they also want to go out, so I invited them to come with us. While walking
with them we also met our other classmates who are walking around the street until we became a big group and we decided to go somewhere. Our feets lead us to a river where we also met our classmates who are in groups. So I spent the afternoon there with the kids and my classmates, who are playing around and there we shared our experiences. While I am not around the house Mikko started the interview with Nanay Marilyn and then at 1 o’clock, Mikko and Kent went out to river with the kids and they played with the rocks around. When they are already finished playing, they went to another place and played “airplane” while the kids were playing Kent is the one looking around if the place is safe for them, after checking the place they went around and shared some stories. After the kids and I finished playing, we went back to our
houses to eat merienda, as soon as we arrived on the house I prepared our merienda. Then we bid goodbye to the family and thank them and they said that they're thankful that we came.
We were quite surprised that when we're about to go back to the school, because those kids still accompanied us knowing that they're all tired. We felt happy and touched because I think that is their way of saying thank you. Before we ride in our car, we took group-fie and had our last group hug and I told them I'll see them again soon.
That day we were so happy because we feel like, for a day, we became a big sister/brother, a friend and a blessing to other people.
Prepared by:
Hazel Dela Rosa Nathaniel Kent Pablo Mikko Tuquero
11 – STEM – B
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HOUSEHOLD NARRATIVE
Name of Activity : Community Interaction
Date :February 11, 2017
Venue : Tawid-tawid Community Extension School (TCES)
Last February 11, 2017, Our Lady of Peace School decided to have a program called “Community Interaction”. The said program will be held at the Tawid-tawid Extension School. Before we go to the family of the kinder students, We prepared some programs like reading the pop-up book we made, parlor games, etc. We choose Keisha Gocotano to be the familythat we will be helping for some of their household chores and interview some information about them.
We go out from the school at 11:00 and their house is quite far making our walk for 5 minutes. As we got byto their house, we quickly prepare the ingredients that we need for our lunch. We don’t know how to cook and ask Lola Mercy and Tatay Angelo to help us to cook the Chicken Adobo and we interviewed them some information about them. While the chicken is still boiling, we helped Keisha and her Tita Angel to do some of their homeworks. After we finished doing their homework, we helped Keisha to clean their house – folded their clothes, swept the floor, and cleaned Keisha and her father’s bedroom. The Adobo is finished and we eat. After eating, We insist to help Lola Mercy to her laundry. We finished the laundry and hang it. After we do the laundry, Keisha and her Tita Angel came and we played some games. We asked her some information about her and unexpectedly she told us her bad experience of her tatay Angelo but then she told us that after that happened her Tatay Angelo never did it again. At 3:30 in the afternoon, we ready the food for their mirienda and prepared some for her family. We say our goodbyes to each other and leave their house at 3:45 and we go back to tawid-tawid extension school.
Prepared by:
Christian Carlo Obando
Reyshelle Marie Estrabo
11-STEM B
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