Name: Rodolfo Perez Yabut

Age: 23

Birth Date: December 4, 1995

Birth Place: Caloocan, Metro Manila

Address: Barangay Mabua, Tandag City, Surigao del Sur

School: Jacinto P. Elpa National High School

Subject Taught: MAPEH 7 and MAPEH 8

Educational Background:

Primary: Pandanon Elementary School - 2009

Secondary: Tarlac National High School-Annex - 2013

Tertiary: Surigao del Sur State University-Man - 2017

Bachelor of Secodary Education
Major in Filipino

Graduate School: Surigao del Sur State University - Present

Master of Arts in Filipino Language Teaching
 In my first of teaching before the Teachers Induction Program of DepEd
Tandag City Division. I’ve dealt with issues that were hard to foresee from my formal teaching. Even
though I’m completing a teaching preparation program geared towards teaching in high-needs schools,
I before the TIP, my first year in the classroom has been full of new experiences and challenges. I’m
teaching 7th and 8th grade living environment, and constantly figuring out what works best for my
students, many of whom are at different academic levels and struggle with basic reading and writing
skills. One of the concerns I had coming into my first year was how to balance the common core
standards.

Before I began participating in the New visions of this Teachers Induction

Program of DepEd Tandag City Division, I had no idea what to expect what will be tackled during the
TIP. I quickly realized that this Teachers Induction Program was a great opportunity for me. I’ve learned
so many lessons from being in this community peer teachers and experienced educators. In other
experiences, I’ve noticed that teachers complain about all the reasons outside their control that
students aren’t succeeding; but this TIP was so refreshing because it felt like everyone was there for a
common cause, with open minds, talking together about how we could help our students. In my
Teachers Induction Program, I learned a basic teaching cycle in which we introduce a topic and then do
an activity around the content. I still find planning my lessons challenging at times, but I realized that I’m
so fortunate to work at a new vision school, where I have the opportunity to get this type of support.
 The resources that I have access to through the pilot of TIP personnel are extremely useful,
and I appreciate the built-in flexibility. I find it measuring to know that someone has gone through all the
resources available and picked out good options for us based on our students and the way we want to
teach living environment. Now that I’m becoming more comfortable with how I want to lead my class,
I’m able to choose from these lessons I’ve learned depending on what skills I’m focusing on. I’ve also
found that there are options for differentiated learning, to adapt to students at different levels especially
those that struggle with reading. Moreover, new visions picks really interesting and thought provoking
resources. For instance, in my class I’m raising the question of how healty it is to eat bugs. I think hthat
students get more excited and engaged when they have an intriguing question like this, and its helpful
for developing writing skills.

A well-planned induction program takes into account the school environment and the highest
priority needs of new teachers. It’s impossible to learn all the particulars at once, so spacing out
conversations around systems, collaborative planning, curriculum, teaching and learning and
assessment over the year is prudent. With more time to absorb and process infromation, new teachers
can begin to undesrtand how the pieces of the whole fit together.
 Now, I feel optimistic about the balance between common core and
standardized test preparation. I feel that the lessons in my class are building skills that will help
students succed on tests, but also put them on track for succeeding long term. With this type of
Induction Program, I enlightend on how the students have to think critically everyday, noy just on one
bonus question in a test. I think that is so important because it will help prepare students as they go
forward college.

Relationships are crucial to a supportive induction program. There is no

way to know what will be the most pressing issues for teachers without getting to know them and their
experiences. Getting to know new teachers outside of induction program is important; cooperation with
them are a great way to take the induction program rolls around, teachers should feel safe to share
what they are going through and whats coming up in their classroom. A trust between the person
running the program and new staff members is a key to meet the Educational Vision, Mission, and
Goals of Department of Education.