THE HILLSIDE CHRONICLE_SY 2022_2023_ISSUE 1

Early data in Math, English see gap of 4.32% in F2F exams, master teachers say

By Johndel J. Gibe

MASTER teachers at Ponciano Bernardo High School noticed a gap in learners’ test scores in Mathematics and English after conducting diagnostic examinations face-to-face (F2F) for the first time since the COVID-19 pandemic.

“Now that learners are back to F2F examinations, their mean scores in Mathematics and English are lower than 70 percent,” Cecilia Regala, a master

teacher in Mathematics told The Hillside Chronicle

“For Mathematics and English, there was a decrease in overall proficiency level to nearly proficient, with a composite mean of 26.97 and an MPS of 70.68% with a gap of 4.32%, which falls short of the standard performance target of 75%,” she added.

Following a memorandum from the Schools Division Office of Quezon City dated September 13, which advised schools to conduct school -based diagnostic test for SY 2022-2023.

CABADIN DELIVERS FIRST SOSA AFTER 55 YEARS; vows to support DepEd’s ‘MATATAG’ agenda

By Neil Brandon D.L. Vildad

AFTER 55 years, Dominga P. Cabadin, the 24th School Principal, delivered the first State of the School Address (SOSA) that laid out her plans for Ponciano Bernardo High School. Cabadin vowed to support DepEd’s new agenda, “MATATAG: Batang Makabansa. Bansang Makabata.” It can be noted that on January 30, at the unveiling of the agency’s education agenda, Vice President and Education Secretary Sara Z. Duterte stated that the MATATAG will include four essential components. As outlined in the report, the MATATAG, according to Duterte, “will focus on making curriculum relevant to produce competent and job-ready, active, and responsible citizens;

PBHS implements ACLDM amid sweltering heat

By Neil Brandon D.L. Vildad

AMID sweltering heat, Ponciano Bernardo High School has implemented the Adjusted Curriculum Learning Delivery Modality (ACLDM) as a measure to protect the health and well-being of teachers and learners.

With extreme temperatures in mind, school principal Dominga Cabadin has decided to shift to blended learning.

“The choice of an alternative method of instruction was determined after consultation with teachers, learners and their parents,” said Cabadin to The Hillside Chronicle.

PBHS gears up PPAs to fuel LRCP; sustainability measures underscored

By Iya Beatriz C. Perez

PONCIANO Bernardo High School unveiled its learning recovery and continuity plan (LRCP), which includes various programs, projects, and activities (PPAs) as a measure to address the learning loss from the lack of face-to-face classes for two years because of the pandemic.

The LCRP features four strategic initiatives that were conceptualized using outcomes-based and data-driven decision-making to make up for learning loss.

Flor Abel M. Vilog

Teachers empowered on assessment, competency gaps

By John Vincent M. Manatad

PONCIANO Bernardo High School recently conducted a week-long mid-year In-Service Training (INSET) participated in by teachers that highlighted the competencies needed to analyze data, bridge the gaps, and

evaluate learner achievement and progress.

School Principal Dominga Cabadin ensured that the participating teachers’ and competencies were enhanced consistent with the standards set by the Philippine Professional Standards for Teachers (PPST).

With the mantra, ‘’Together, We Can Recover,” resonating through the PPAs, the four-point LRCP seeks to recover learning loss through effective instruction delivery and learner performance, learning and development, budget for accelerating instruc tion, and sustainability mechanisms.

PBHS learners take new online international assessment in Mathematics

By Samantha Nicole P. Jorillo

LEARNERS in Ponciano Bernardo High School from Grades 7 to 10 took the new online international test of functional academic skills (TOFAS) last February 24.

TOFAS is a free online international mathematics academic skill assessment to help learners evaluate, compare their essential

academic ability on global scale, and identify the next step towards improvement.

TOFAS was administered by the Department of Education (DepEd) in partnership with the JTB Asia Pacific Philippine Corporation and SPRIX Japan last February 20 to 24.

A total of 888 learners from Grades 7 to 10 took the TOFAS online test, consisting of 100 multiple-choice questions

LRCP IMPLEMENTATION PHASE. The cycle shows the three phases of implementation to fully and successfully operationalize the contextualized Learning Recovery and Continuity Plan (LRCP) of Ponciano Bernardo High School.

DESIGN BY:

Key initiatives focus on closing gaps in reading, numeracy skills Project implementers: One child at a time

By John Vincent M. Manatad

ALTHOUGH Ponciano Bernardo High School returned fully for face-to-face instruction last August 22, the suspension of in-person classes had a negative impact on student achievement, and project implementers continue to focus on closing gaps in the reading and numeracy skills of Grade 7 learners.

In their progress reports during the schoolbased mid-year in-service training for teachers on February 9, Cristine Joy Gloria, Cristhy May Fojas, Danica Errazo, and Mayren Billalba highlighted the percentage of learners needing high levels of support in their reading and numeracy development and expressed their concerns over the findings.

PROJECT IRACE

Christine Joy Gloria, the project implementer of IRACE (Intensive Reading and Comprehension Enhancement), revealed that 47 out of 212 Grade 7 learners who took the Philippine Informal Reading Inventory (Phil-IRI) Pretest or 22% are under “frustration reading level,” and the majority of them are reading at

Grade 4 Level. Three out of the 47 frustrated readers were identified as “struggling readers,” she added.

Gloria said, “The Phil-IRI results showed the three identified Grade 7 learners are really struggling. By sharing the data with the children’s parents, they could see which words and letter combinations are challenging for them. This gave the parents much more confidence in their ability to help their children.”

PROJECT MAMASUBASA

Project implementer of MAMASUBASA (Magaaral ay Matuto Sumaya at Magbasa) Cristhy May Fojas also shared the same sentiments.

Fojas confirmed that the three identified Grade 7 learners who are struggling in English are the same students who have reading problems in Filipino.

The findings indicate that 25% of the 212 Grade 7 students who completed the Phil-IRI pretest, or 12%, fall below the “frustration reading level,” and most of them read at their grade level. Among the 25 frustrated readers, three were classified as “struggling readers,” she said.

“Results of the Phil-IRI made it abundantly evident that the three learners identified do not have

It is possible to teach learners about the joys of food - Trinidad says

By Michaela M. Atencia

“IT is possible to teach learners about the joys of food, and doing so will prepare them for a lifetime of healthy eating,” Feeding Program Coordinator Marlon Trinidad told The Hillside Chronicle

The objective of the school-based feeding program, according to Trinidad, is to provide free meals to the 35 student-beneficiaries from the different grade levels.

“In our feeding program, the beneficiaries are provided with a packed lunch consisting of a balanced and nutritious meal with fortified rice, meat, fruits, vegetables, and juices,” said Trinidad.

“We serve them complete and creative dishes. We have rice, a main dish, and a side dish. For example, a fried chicken coated with powdered malunggay and a dessert such as mamon, calchee, or biscuit,” he said.

Trinidad went on to say, “The school can

By Neil Brandon D.L. Vildad

break the cycle of malnutrition in the lives of these learners with the feeding program.”

He also told The Hillside Chronicle that the schoolbased feeding program, through stakeholder engagement, can ensure the weekly and consistent provision of healthy meals that the beneficiaries can enjoy at school.

“The school can ensure a generation of healthy and nourished learners at Ponciano Bernardo High School with the support of our stakeholders,” Trinidad said.

“This school year, we have a lot of sponsors. Since the feeding program is school-based, 35% of the canteen sale is used for three-day feeding. 35% of the canteen sales are budgeted on Tuesdays. The GPTA is sponsoring the program on Wednesdays while meals on Thursdays are being sponsored by the Rotary Club of Murphy. Sometimes, Barangay Kaunlaran would also donate a sack of rice,” he told The Hillside Chronicle.

any major problems that may be keeping them from acquiring the necessary reading skills. It is their confidence that needed a boost,” said Fojas.

PROJECT MFO

Danica Errazo and Mayren Billalba, implementers of Project MFO (Mastery of Fundamental Operations) showed that 42 out of the 194 Grade 7 learners who took the Grade Appropriate Mathematics Assessment (GAMA), or 22% are identified as “nearly proficient.”

“Kung alam naman nila ang fundamental operations hirap sila na matandaan ang mga rules ng number signs, may math anxiety lalo na kung naka-experience sila na mapahiya ng masungit na teacher, boring ang subject.” (If a student already knows the fundamental operations, they are unable to memorize the number signs, especially those who have math anxiety.)

Furthermore, if a student experiences being publicly shamed by a teacher, it will result in them being bored by the subject, or even hating it.), said Billalba.

ENCOURAGING PROGRESS, TARGETED SUPPORT

Citing the results of Phil-IRI and GAMA which showed the poor performance of Grade 7 learn-

ers in reading and numeracy also underscores the value of education and the part that stakeholders of the school play in helping learners advance academically, the project implementers said.

I-RACE and MAMASUBASA featured three essential components, such as literacy program (Mastering the Big Six), individual reading recovery program (Helping Learners-at-Risk) and reading enrichment program (Attaining Culture of Reading).

Following the projects’ implementation plans, each learner is given a thirty-minute targeted intervention lesson in a dedicated space on four days during the week.

Project implementers generally have a fifteen-minute break between learners during which time they document learning and plan for the following day. By the end of the intervention, each learner is then provided with ongoing in-class support.

The project implementers said in order to support the success of the learners in reading and numeracy, the PBHS community all needs to work together to change lives, one child at a time.

PBHS receives three-star for WinS

According to WinS Coordinator Corine Ular, this program encourages students and teachers to “adopt excellent hygiene habits that will protect them from disease-causing germs and viruses while in school.”

“The WinS program of PBHS offers a holistic approach to implementing hygiene and sanitation practices among learners and a clean environment in and around our school to keep learners safe and healthy,” Ular said.

By Jewel F. Acuna

BY meeting the WinS national standards, Ponciano Bernardo High School received a three-star rating for its Wash in Schools (WinS) program from the Schools Division Office Quezon City (SDOQC) Monitoring and Evaluation (M&E) team last March 23.

Based on the results of SDOQC M&E, PBHS successfully met the 5 crucial indicators stipulated in DepEd Order No. 10 series of 2016 titled “Policy and Guidelines for the Comprehensive Water, Sanitation, and Hygiene (WASH) in Schools (WinS) Program.”

PBHS complied with “access to safe drinking water, availability of sanitary pads, gender-segregated toilets, supervised daily group handwashing, and the availability of group handwashing facilities with soap,” the SDOQC M&E read.

The WinS program is a three-star grading system that was implemented by the Department of Education (DepEd) in 2016 to assess public schools in the areas of safe drinking water, gender-segregated toilets, group handwashing facilities with soap, daily group handwashing, and access to sanitary pads.

Cabadin revives PRAISE after seven years

DOMINGA Cabadin, principal of Ponciano Bernardo High School, revived the Program on Awards and Incentives for Service Excellence (PRAISE) after seven years.

This move is in line with the Revised Policies on Employees Suggestions and Incentive Awards System (ESIAS) provided under CSC Resolution No. 010112 and CSC MC No. 01, S.

2001, which was adopted by the Department of Education (DepEd) referred to as PRAISE.

The proposed PRAISE in Ponciano Bernardo High School is named “Project GAWAD.”

“The objective of GAWAD is to recognize and reward Department Heads, Master Teachers, teachers, and non-teaching personnel for their achievements, exemplary services, and contributions to the effectiveness and improvement

of our school operation,” said Cabadin during the launching of GAWAD launch last May 5.

English department head Pierre Angeli Mercado explained the guidelines of GAWAD during the launching.

Mercado outlined seven awards for the GAWAD, such as Most Outstanding Head Teacher, Most Outstanding Master Teacher, Most Outstanding Teacher, Most Outstanding

Non-Teaching Personnel, Most Efficient Teacher, Principal’s Award, and Perfect Attendance.

Five department heads, three master teachers, 28 teachers, and 12 non-teaching personnel are vying for the different awards outlined by Mercado. PBHS has not organized PRAISE since 2016.

Pierre Angeli Mercado, now English department head, was hailed as PBHS Most Outstanding Teacher 2016.

Figure 1. Reading level of Grade 7 learners in English based on Phil-IRI 2022 (Pre-test)

Figure 2. Reading level of Grade 7 learners in Filipino based on Phil-IRI 2022 (Pre-test)

Figure 3. Numeracy level of Grade 7 learners in Mathematics based on GAMA 2022 (Pre-test)

Cop speaks during project SAFE launch; BIDA reiterated

By Nathan Ezekiel Garote

POLICE Executive Master Sergeant Hermogenes Amaga Jr. from the Quezon City Police District Station 6 came to Ponciano Bernardo High School to conduct a seminar about the new anti-illegal drugs advocacy program on March 21.

The program was jointly done with the launching of SAFE project at PBHS dubbed as “Ligtas na Paaralan Tungo sa Mataas na Kinabukasan.”

During his lecture, Amaga emphasized that BIDA (Buha’y Ingatan, Droga’y Ayawan) is an “intensified and more holistic campaign that underscores the government’s continued intensity in the war against drugs within the framework of the law, with respect for human rights, and complemented by rehabilitation and socioeconomic development.”

He added that the BIDA program aims to reduce drug demand by empowering the communities, engaging them in anti-illegal drug activities, heightening aware-

ness of the ill effects of illegal drug use, and promoting health and wellness and environmental protection.

Before the seminar ended, the police officer ex-

New scribes end drought in journalism; earn spots in district confab

By Kim Danielle Oropesa

FOUR neophyte writers of The Hillside Chronicle put a hold on the drought in campus journalism by pocketing awards in the 2022 District IV Secondary Schools Press Conference held at Eugenio M. Lopez Jr. Center for Media Arts Senior High School on December 10.

The Hillside Chronicle has not been actively involved in school press conferences since 2018. Despite the limited time and resources for training, The Hillside Chronicle campus journalists made Ponciano Bernardo High School proud after the 2-year hiatus from face-to-face conferences.

Samantha Jorillo, copyreader, notched 2nd place in copyreading and headline writing. John Vincent Manatad, associate editor, snatched 4th place in editorial writing. Neil Brandon Vildad, the news editor, took 10th place in news writing. Iya Beatriz Perez, editor-in-chief, landed 10th place in column writing.

Flor Abel Vilog, school paper adviser of The Hillside Chronicle, told the winning journos that “winning is not the end of a student’s career as a journalist but the beginning of a broader and a wider path if one pursues career in journalism.”

Vilog continued to say, “Continue to bring out what others need to know, show fairness in any news, and show wisdom in every article you write and share.”

The press conference was joined in by at least 300 campus writers and school paper advisers from public and private secondary schools in the fourth district of Quezon City.

FromtheFRONTPAGE

CABADIN... taking steps to accelerate delivery of basic education facilities and services; taking good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and giving support to teachers to teach better.”

In her first SOSA, Cabadin tackled her key result areas (KRAs) on strategic leadership and management, curriculum management, human resource development, resource management, and partnership and linkages as priorities for her administration aligned to DepEd’s ‘Matatag’ agenda.

Furthermore, she made a point about the constructing a new school building that received the most applause. “Tayo ay nakapagpasa na ng proposal para sa construction ng bagong building, (We have already submitted the proposal for the construction of a new school building) Cabadin remarked.

Master teacher Flor Abel Vilog described Cabadin’s first SOSA as “data-driven.” “Her SOSA is datadriven not dull because when you set specific targets then you establish the benchmarks by which your administration will be evaluated. Promises have receipts. The KRAs are quantifiable,” Vilog explained.

Vilog argued that Cabadin was also right to base each of her initiatives on a strategy for strengthening the school after the pandemic because only a strong and resilient school would generate the resources needed to successfully implement the various projects, programs, and activities (PPAs). “Before dazzling us with programs, she gave us a check on school operating budget (SOB),” he said, noting how the speech was organized. Vilog added that Cabadin has clearly spelled out a roadmap for school governance.

Cabadin called on teachers, learners, parents, and school partners to help her fulfill the programs she had outlined in her first SOSA. “Children are the priority. Change is the reality. Collaboration is the key,” she said.

ACLDM... Cabadin also cited other points of consideration such as the “mandatory wearing of face mask that adds up to suffocation which leads to dizziness, irritation, and collapse or break down of some learners.”

Ponciano Bernardo High School has start-

IN BRIEF

Enego wins third place in division-based tagisan sa sipnayan

By Neil Brandon D.L Vildad

JESSIE A. Enego of Grade 10 Aguinaldo won third place for the individual category in the division-based tagisan sa sipnayan held last March 23 at San Bartolome High School with the theme, “Mathematics for Everyone.”

ed executing blended learning since May 8. Learners attend in-person classes every Monday, Wednesday, and Friday, and they complete online and offline learning activities on Tuesday and Thursday.

ACLDM is operationalized in consistent with DepEd Memorandum, OASOPS No. 2023-077 or Reiteration of the Implementation of Modular Distance Learning as provided in DepEd Order No. 037, s. 2022, and Division Memorandum No. 418, s.2023 or Approval of Requests for Changes in Curriculum Delivery Modalities in Response to Unfavorable Weather Conditions. The Curriculum Implementation Division and the School Governance and Operations Division will monitor the application of ACLDM by the schools.

EARLY... Ponciano Bernardo High School administered in-person diagnostic assessments for Grades 7 to 10 in all learning areas last September 19-20.

According to Regala, a diagnostic test is a tool that lets a teacher know learners’ knowledge about a topic before lessons begin, and the teacher uses this early data to create a realistic roadmap that addresses any gaps of knowledge. While most learning areas show gains, analysis of the results of the diagnostic test can’t explain why scores in Mathematics and English decline, the master teachers stated. Regala said that the drop in scores might be because the learners had yet to be accustomed to F2F exams. “The unexpected change clearly indicated lower results from their online quizzes because this will be the first time the students had taken on-site examinations,” she said.

Flor Abel Vilog, a master teacher in English, said the discrepancy in the scores may possibly have been influenced by learners’ anxiety when taking pencil and paper tests. “The reason why there is a difference in the students’ performance is probably because they have been doing assessments online for a while now and are feeling anxious about having to take an exam in a classroom once again using pen and paper,” he remarked.

Vilog mentioned additional factors that may have contributed to lower scores, such as arriving early for the F2F examinations and not having a support person there throughout the exam. Despite the discrepancies in the test scores, the master teachers argued that holding major exams in person would decrease cheating and allow for a more accurate assessment of learners’ success over time. “In some ways, doing this will also guarantee their learning, improve their test-taking techniques, and give them greater confidence,” Vilog remarked.

The quick turnaround in getting results of the diagnostic assessments, which the school administered face-to-face this year – a challenge in itself – has helped teachers identify the least mastered competencies and intervene early. “We would love to understand

pressed his gratitude to all the attendees for their endeavor in helping the Philippine National Police (PNP) in drug abuse prevention and protection of the environment.

Master teachers recognized as finalists in 3rd SDOQC FIRE

By Michaela A. Marabut

THREE master teachers of Ponciano Bernardo High School (PBHS) were recognized last March 8 as finalists in the 3rd Schools Division Office Quezon City (SDOQC) Festival of Innovation and Research in Education (FIRE).

Flor Abel Vilog, master teacher in English; Cecilia Regala, master teacher in Mathematics; and Berlito Pangindian, master teacher in Araling Panlipunan were acknowledged for their completed basic research entitled “Performance Level of Proficient Teachers in Results-Based Performance Management System: Basis for Proposed Learning and Development for Teachers.” The completed innovation project of Vilog entitled “Project AIDE: Assessment in Distance Education” was also cited.

Around 24 teacher-researchers and innovators participated in the 3rd SDOQC FIRE that took place at Quezon City Science High School.

PBHS allows 100% f2f classes

By Neil Brandon D.L Vildad

AFTER more than two years of forced school closures due to the COVID-19 pandemic, Ponciano Bernardo High School (PBHS) allowed 100% resumption of the traditional five days of face-to-face (f2f) classes since August 22.

This was based on Vice President Sara Duterte’s initial order as concurrent secretary of education. Through the Department of Education (DepEd) Order No. 34, S. 2022, she issued the directive released on July 2, detailing the calendar of activities for the school year 2022-2023.

Face masks no longer required in PBHS open areas

By Neil Brandon D.L Vildad

WEARING face masks in outdoor areas of Ponciano Bernardo High School (PBHS) is now optional following the new outdoor mask-wearing policy of the national government.

The school made the move a day after President Ferdinand Marcos Jr. signed Executive Order No. 3 on September 12, which made voluntary the wearing of face masks in open spaces, outdoor areas, and crowded spaces with good ventilation.

this and to track our areas of progress,” Vilog said.

LRCP... Learner-focused, outcomes-driven, and sustainable programs were crafted to recover learning through interventions in literacy (English), literacy (Filipino), numeracy, and socio-emotional learning (SEL).

Two reading literacy programs were developed, such as Project IRACE (Intensive Reading and Comprehension Enhancement) and Project MAMASUBASA (Mag-aaral ay Matuto Sumaya at Magbasa) for English and Filipino respectively.

IRACE and MAMASUBASA aim to improve the reading proficiency level of Grade 7 learners by at least one grade level above based on the baseline data, increased academic performance from ‘nearly proficient’ to ‘proficient’ and attained culture of reading.

Both IRACE and MAMASUBASA include three essential components, such as the literacy program (Mastering the Big Six), an individual reading recovery program (Helping Learners-at-Risk) and a reading enrichment program (Attaining Culture of Reading).

Meanwhile, Project MFO (Mastery of Fundamental Operations) was proposed to improve the numeracy skills and academic performance of Grade 7 learners identified as “needing support” and to help learners attain at least 75% proficiency level in Mathematics.

Furthermore, Project LIKAS (Ligtas na Kaisipang Sikolohikal) was formulated to address mental health through the provision of mental health services, school-based program to support early identification and prevention of poor mental health as well as integration of psychosocial support and socio-emotional learning to reach vulnerable learners at PBHS.

Sustainability strategies, such as the inclusion of the LRCP in the School Improvement Plan (SIP), Annual Implementation Plan (AIP), and bolstering stakeholder support, among others, are woven into the fabric of the different PPAs.

Despite the fact that learners were already having difficulty mastering fundamental skills prior to the COVID-19 outbreak, School Principal Dominga Cabadin focused on the effects of the prolonged absence of in-person classes on learners’ performance.

Cabadin urged stakeholders to bolster support and intensify the participation of partners in various programs at the school. “It takes a village to raise a child. Together, we can recover,” she said.

The LRCP of Ponciano Bernardo High School was presented to the stakeholders of the school during the 2022 Brigada Eskwela Kick-Off on August 8.

TEACHERS...Held in February, the training on data analytics focused on helping teachers work collaboratively to analyze and utilize assessment data.

Furthermore, the training equipped teachers with strategies for teaching enhancement and practices for uplifting performance dubbed as “STEP UP” project for teachers.

Meanwhile, focusing on addressing competency gaps among teachers, a mid-year review on the implementation of Individual Performance and Commitment Review Form (IPCRF) for school year 2022-2023 was conducted after the INSET.

Follow-up training on data analytics was also conducted by the Schools Division Office of Quezon City (SDOQC)

Some teachers and master teachers of Ponciano Bernardo High School took part in the recently concluded development of division-based assessment tools aligned with the Structure of Observed Learning Outcomes (SOLO) framework conducted by SDOQC.

LEARNERS... that can be finished in 40 minutes on a desktop, tablet, or Android smartphone.

The learners were tested on computational skills, which include decimals, fractions, integers, equations, polynomials, systems, and quadratic equations.

TOFAS does not affect the learners’ grades or go on their school form 9 (SF9), rather serving as a tool for teachers to know on which topics to focus or provide extra help.

Maria Isabel Kim from Grade 7 Maagap said, “Ang TOFAS para sa akin ay okay lang sa pangkabuuhan. Hindi nya naaapektuhan yung grades ko at masaya rin pag-aralan ito lalo na tumatahimik ang klase pagdating sa Mathematics. Pero hindi ko masasabi na sumasangayon ako rito o tinatanggihan ito.” (The TOFAS is fair overall. It does not affect my grade, Mathematics class is cool, and everyone is working quietly. I would not say I approve of it, but I am not opposed either).

On the other hand, Carl Parrosa of Grade 10 Mabini acknowledged that he did like the concept of TOFAS but said that it was not the best approach to force students to recall all they had learned and pack it into a test while claiming that it was a gauge of their progress, but everything has room for improvement.

PHOTO BY: Cassandra Villacorte

BIDA ADVOCACY MATERIALS. Some students at Ponciano Bernardo High School receive information, education, and communication (IEC) materials on BIDA (Buha’y Ingatan, Droga’y Ayawan from Police Executive Master Sergeant Hermogenes Amaga Jr. after the seminar on March 21.

PBHS dethroned as brigada eskwela best implementing school

By Michaela M. Atencia

THE small high school category has a new champion after Lucresia R. Kasilag Senior High School defeated Ponciano Bernardo High School (PBHS) in the 2022 Search for Brigada Eskwela Best Implementing Schools to claim their first-ever win in the contest.

It can be recalled that Ponciano Bernardo High School was hailed as the best implementer of Brigada Eskwela 2021 for the small high school category. Despite the hardship of losing, the PBHS community played their hearts out to put Brigada Eskwela 2022 into action.

Brigada Eskwela Coordinator Armida Anota said, “Sadya naman pong ganoon po ang competition. Minsan winner, minsan loser. Ang mahalaga po ay ang patuloy na pagtanggap ng hamong bayanihan sa ating mga stakeholders.”

Last August 8, PBHS kicked-off the 2022 Brigada Eskwela in preparation for the school

STUDENT SPOTLIGHT

A return to tradition:

Glimpse of

opening. The activity carried the theme: “Brigada Eskwela: Tugon sa Hamon ng Ligtas na Balik-Aral.”

This year’s national Brigada Eskwela was notable for the concerted efforts being made to get schools ready for the 100% return to face-to-face instruction.

However, the Department of Education (DepEd) announced that it would stop recognizing the best implementers of the public school maintenance program for school year 2022-2023 by way of DepEd’s Memorandum No. 20, s.2023.

“There will be no certificates of recognition given to school heads and teachers, which have corresponding points for outstanding accomplishment for promotion and office/individual performance,” read the DepEd memo.

Instead, all public schools that adopted the Brigada Eskwela, according to the DepEd memo, will be given certificates of appreciation for their adherence to the campaign and for their efforts to collaborate with partners to prepare for the opening of classes.

Teachers undergo scout training; lead joint school-based indoor camp

By Nathan Ezekiel Garote

SEVEN teachers of Ponciano Bernardo High School (PBHS) attended the 3-Day Basic Training Course for Outfit Advisors on October 28 to 30 at Novaliches High School.

The teacher-participants were Jeffrey Presto (Araling Panlipunan), Mark Joseph Jambalos (Filipino); Cristhy May Fojas (Filipino), Antonette Alvaro (TLE); Christian Ondoy (Science); Mayren Billalba (Mathematics); Flor Abel Vilog (English).

The purpose of the basic training course for outfit advisors was to equip the participants with the fundamental knowledge and abilities necessary for adminis-

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tering the scouting program within a scout unit, assist the youth in reaching their full potential, and foster the development of their academic abilities, self-confidence, ethical standards, leadership abilities, and civic responsibility that will have an impact on their adult lives.

The three-day course focused on the fundamentals of scouting. These included course organization and routine, smartness and good order, history of scouting, fundamentals, and ideals of scouting, WOSM and the BSP Structure, introduction to the life cycle of adults in scouting, youth program and the BSP Scouting Family, understanding the young people, and the senior scouting program.

Following the 3-day basic training course, the seven

new outfit advisors of PBHS led the conduct of the joint school-based indoor camp last November 25, 2022.

Hundreds of scouts from Ponciano Bernardo High School and Pedro Tuazon Senior High School stormed the PBHS covered court for the joint school-based indoor camp.

The camp aimed to revive the Boy Scout Movement after two years due to the pandemic.

New outfit advisor Jeffrey Presto led the scouters as they competed against one another in various games and obstacle challenges.

A grand campfire was held to cap off the event. The activity ended with the awarding of certificates and a clean-up drive activity.

PBHS learners reflect on school closures

By Mikaela Mia Miranda

LAST August 22, around 900 learners returned to Ponciano Bernardo High School (PBHS) for their first in-person classes since the COVID-19 pandemic hit two years ago. Because the virus is continuously spreading and evolving, PBHS learners reflected on what had changed since then and what safety measures they still take.

There were policies and procedures in place at the beginning of the pandemic to guarantee public health. During the pandemic, it became customary to wash hands as often as possible, wear masks or gloves to carry out everyday activities like grocery shopping, and isolate oneself from the community.

As the number of COVID-19 cases increased,

Russel Ann Loveria of Grade 9 Del Rosario recalled how terrifying it was to step outside for the first time.

Brandon Vildad from Grade 9 Aguilar also recalled feeling anxious. “Being aware that my mother occasionally had direct contact with people who were infected with the virus increased my worry, according to Vildad, who works in the healthcare industry.”

Many PBHS learners developed new interests and talents during the pandemic to help them cope with their worry. Carl Zaldy Castro of Grade 8 Kamagongsaid he began to exercise more. The biggest factor that led her to where she is today, according to Maria Ysabelle Kim of Grade 7 Maagap was “having a solid support system and family during the pandemic.”

Kim mentioned how she spent a lot of time with her family during the first lockdown. “I have

come to appreciate how precious and important those moments were now that we are no longer in lockdown. If there was any benefit to the epidemic, that would be it,” she added. Although Covid may seem like a thing of the past, the virus is still active and instances are continually growing. Desa Denise Jarlego from Grade 10 Aguinaldo said she would continue to take the necessary steps to stop the spread of COVID by always having a hand sanitizer on her. To prevent the pandemic from occurring again, Arnie Justine Anota from Grade 9 Aguilar said that everyone should continue to use the same hygienic measures they did during the lockdown.

“I realize that many of us want to move past the epidemic and get back to normal, but in order to accomplish that, we must all continue to prioritize our health.”

QC councilor swears in newly elected club, organization officers

By Aikee Jarelle Azares

QUEZON City Councilor Irene Belmonte led the mass oath taking in Ponciano Bernardo High School (PBHS) last September 30 of all the newly elected student leaders from the different club organizations, General Parent Teacher Association (GPTA) and School Governing Council (SGC).

Belmonte encouraged the newly elected club and organization officers to fulfill their duties in the best interests of PBHS and the student body rather than for their own well-being at the oath taking ceremony.

“In order to promote the best interests of the students, I hope and pray that you carry out your duties autonomously, critically, and independently as an academic exercise,” she stated.

PHOTO BY: Abel Vilog

NEW OUTFIT ADVISORS: (from left to right) Jeffrey Presto, Cristhy May Fojas, Mayren Billalba, Christian Ondoy, Mark Joseph Jambalos, Flor Abel Vilog, and Antonette Alvaro during the Basic Course Training for Outfit Advisors at Novaliches High School last October 28 to 30.

PHOTO BY: Myra Saycon

GRAND CAMPFIRE. To cap off the joint school-based indoor camp, a grand campfire was held at PBHS covered court, November 25.

PHOTO BY: Aikee Jarelle Azares

CREATING A SAFE LEARNING ENVIRONMENT. Some parents join the PBHS community in creating a safe learning environment for the learners during the Brigada Eskwela Kick-Off, August 8.

PHOTO BY: Aikee Jarelle Azares

MASS OATH TAKING. Newly elected officers of the Supreme Student Government (SSG) at Ponciano Bernardo High School is sworn in by Quezon City Councilor Irene Belmonte during the mass oath taking, September 30.

Pangindian retires from PBHS after 38 years

By Stephanie Nicole B. Frias

AFTER 38 years, Berlito Pangindian, who came to Ponciano Bernardo High School (PBHS) as a history teacher in 1984, retired as Master Teacher I on December 8.

“The whole 38 years were productive,” Pangindian told The Hillside Chronicle.

As a history teacher, Pangindian recalled some highlights of his career, one of which was being assigned to conduct a national demonstration teaching during the launch of the Graft and Corruption Prevention Education (GCPE) teaching exemplars. According to Pangindian, his demonstration teaching was aired on national television on March 2, 2007. Former Ombudsman Ma. Merceditas N. Gutierrez and former DepEd Secretary Jesli A. Lapus served as observers in the demonstration teaching of Pangindian.

Several faculty members and students at PBHS shared their feelings about Pangindian’s retirement as well as their unforgettable memories with him.

Araling Panlipunan Chairman Jeffrey Presto said, “I remember sir Lito as my very good mentor. Si sir, mukhang mataray pero napakabait niya at napaka-thoughtful niya bilang chairman.” (Sir looks calm but he is very kind and very thoughtful as the chairman).

Science teacher Mary Joy Umerez said, “Sir Lito is a big brother to me. He is a dependable friend. He is also a sensible man to everyone. When I started my career in Ponciano in 2006, it was he who gave me the warmest welcome in the fourth year (Grade 10) level, and he also served as my co-adviser.”

English department head Piere Angeli Mercado said, “Sir Lito is a man of wisdom. He knows what to say at the right time. Siya din ang tumatayo na guidance…guide ng teachers…ng mga bata on discipline and responsi-

bility.” (He is also the one who stands for guidance...the one who guides the teachers and the learners on discipline and responsibility).

Master teacher Cecilia Regala said, “Sabay kaming naging master teacher noong 2011. Doon lang ako medyo naging close sa kanya kasi matagal na siyang teacher ng fourth year. Ako kasi noon ay third year. As a teacher, si Lito walang naboboring na students sa kanya dahil talagang hinahaluan niya ang kaniyang lesson na ang bata ay matutuwa.” (We were both promoted as master teachers in 2011. It was only then that I became a bit close to him because he had been a grade 10 teacher for a long time, and I was in the third year. Besides, when it comes to students because we follow each other, there is nothing boring about him because he really mixes up his lesson so that the students will be happy).

ESP teacher Christine Joy Jabagat said, “As a mentor, si sir Lito hindi siya yung tipo na magtuturo base sa libro kundi base sa experience, yung galing sa puso. Yung ang tumatak sa akin. Kasi hanggang ngayon , yung mentoring ni sir talagang hindi natatapos sa classroom, pati sa buhay niya sa labas ng klase.” (Sir Lito is not the type of teacher who will teach based on books, he will teach based on experience, what really comes from the heart. Because until now, his teaching really does not just end in the classroom, but also in his life outside of class).

Deyniele Angelique of Grade 9 San Juan said, “One of the things I learned from him is that you need to be calm in any situation. Sometimes, his lectures are boring, but I find his subject subject exciting because I like history.”

John Vincent Manatad of Grade 10 Aguinaldo said, “He is great at teaching and you will feel comfortable when you are with him during class hours. He will make you laugh, and he is hands-

on when it comes to teaching that will make us understand the lesson. He is determined that we learn from him before he leaves the classroom.”

Before arriving at Ponciano Bernardo High School, Pangindian served as a history teacher at Trinity College. After retirement, Pangindian plans to take care of his grandchildren and go back to his hometown - Malolos, Bulacan.

While many teachers and students may remember Pangindian for support and guidance, many more have fond memories of his jovial nature.

Introducing new faculty: A Q&A with newest PBHS members

By Suri Lei An Sumbrero

THE start of the new school year brings with it both unfamiliar and new realities. Ponciano Bernardo High School (PBHS) is no stranger to welcoming new faculty and staff, but this year PBHS has welcomed three new members. The Hillside Chronicle gathered responses outlining the goals and aspirations of the new staff members at PBHS as part of The Hillside Chronicle’s introducing PBHS new teachers’ series.

As part of the coverage for School Year 20222023, The Hillside Chronicle spoke with the newest

School.

John Michael: 3 years

Question 2: What were you doing before you came to PBHS?

Marlon: I was Teacher III, a Science teacher in senior high school at Meycauayan, Bulacan.

Arianne: I was a former senior high school teacher. I was a barista at Starbucks. I was an employee at the Land Transportation Office (LTO).

John Michael: Former teacher at Milestone Innovative Academy

Question 3: What motivated you to choose teaching?

short-term goal is to enroll in a master’s program.

John Michael: To impart skills, knowledge, and wisdom to the young minds of my learners.

Question 5: What do you look forward to the most this school year?

Marlon: I am looking forward to each of the Science department teachers receiving an award.

Arianne: Since I’m new here at PBHS, I’m looking forward to meeting my new students.

John Michael: New experiences, new knowledge, and skills.

Question 6: Is there anything you are excited about

members of the PBHS faculty and staff: Marlon Marvilla (Science department head), Arianne Ticala (TLE teacher), and John Michael Lachama (Filipino and MAPEH) to learn more about their backgrounds, aspirations, and future expectations.

Question 1: How long have you been an educator?

Marlon: I started teaching at college in 2006, I was part of Deped SHS in the Division of Meycauayan, Bulacan, last 2015. So, 2006 up to present was my educator year.

Arianne: For almost 3 years, 3 years in private and 1 month in public here at Ponciano Bernardo High

Marlon: I have always wanted to share my knowledge with others to inspire them. It is my duty to share my knowledge with them, not just with me.

Arianne: Because I love teaching. My passion is teaching.

John Michael: Teaching provides me the opportunity to help my learners achieve their goals and become successful in life.

Question 4: What are your goals for this school year?

Marlon: Hopefully, by this school year, the Science department can produce research and innovation.

Arianne: Of course, to exercise my passion, and my

becoming a new member of the PBHS community?

Marlon: Of course, I especially wanted the culture, since I’m from Bulacan, there’s a big difference in students, atmosphere, and culture. So, I wanted to be exposed not only there but also here in Manila.

Arianne: Of course, first are the students, the culture, the teachers & the principal. One thing that I’m excited about is what I will learn here at our school.

John Michael: I’m excited for a new experience and I understand the PBHS community will help me grow professionally.

Private colleges, PBHS team up to intensify career guidance

By Kian Macabuhay

To equip the Grade 10 learners in choosing their career paths, and address job mismatch and underemployment, at least 15 private colleges in Metro Manila participated in the in-person Career Guidance Program of Ponciano Bernardo High School (PBHS) last April 14.

PBHS collaborated with 15 private colleges in Metro Manila whose mission is to safeguard and support the future of the current generation, such as ICCT Colleges, System Plus Computer College Quezon City, World Citi

Colleges Quezon City, Mary The Queen College of Quezon City, FEU High School Manila, St. Joseph College of Quezon City, JBEST Cubao, Samson College of Science and Technology, JCSGO Christian Academy, Technological Institute of the Philippines Quezon City, APEC Schools, PHINMA Republican College, Immaculate Cathedral Conception School, Manuel L. Quezon City University, and ABE Cubao.

The partnership strives to improve the shared objective of the education sector and the labor force by educating students on the awareness and information essential to preparing them for future professional aspirations based

on their interests, aptitudes, desires, skills, and values.

Ms. Cassandra M. Villacorte, guidance teacher at PBHS who organized the event, said Grade 10 learners will be able to open new opportunities and have their questions answered by being exposed to a broad range of careers and professionals in that career field, which is what she hopes to achieve.

“The career guidance program of the school gives Grade 10 learners one more opportunity and creates a wonderful learning environment,” she added.

By Brandon Vildad

‘The whole 38 years were productive, but it’s time to say goodbye’

PHOTO BY: Aikee Jarelle Azares

IT’S TIME TO SAY GOODBYE: Master teacher Berlito Pangindian during his send-off party last December 8, where he

Marlon Marvilla Science department head

Arianne Ticala TLE teacher John Michael Lachama Filipino and MAPEH teacher

THE HILLSIDE CHRONICLE

IYA BEATRIZ C. PEREZ

Editor-in-Chief

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SAMANTHA NICOLE P. JORILLO

Associate Editors

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Managing Editor

STEPHANIE NICOLE B. FRIAS

Circulation Manager

NEIL BRANDON D.L. VILDAD

News Editor

MICHAELA M. ATENCIA

Feature Editor

KATE ELIZABETH C. VELASCO

Science Editor

JOHNDEL J. GIBE

Sports Editor

NEIL BRANDON D.L. VILDAD

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Photojournalist

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Correspondents

F2F: A Silver Bullet

THE Department of Education (DepEd) made its strongest push for the resumption of 5 days of face-to-face classes in the country by way of Memorandum Order No. 034, series of 2022, containing the calendar of activities for school year 2022-2023, and which was made public on July 2.

In the memorandum, DepEd recommended five days of in-person classes, a blended learning approach, and complete remote learning until October 31, 2022.

The DepEd also ordered that after November 2, 2022, no school shall be allowed to implement purely distance learning or blended learning except for those implementing Alternative Delivery Modes as provided in DO 21, s. 2019 (Policy Guidelines on the K to 12 Basic Education Program).

Forcing more F2F classes is necessary. While most schools, teachers, learners, and parents have been able to adapt to remote and blended modes of learning, in many circumstances, F2F is still the best option.

Worth emphasizing is the benefit of F2F for those who struggle with learning difficulties.

Furthermore, we are already seeing statistics that show learning poverty has gotten worse. In a recent study, the World Bank emphasized how global learning poverty has drastically grown because of school closures and other disruptions.

The World Bank also revealed that, even before COVID-19, the Philippines was one of the countries with the worst levels of global learning poverty.

According to the data from 2019 quoted in the report, “90.9% of Filipino children are unable to read and understand a simple passage by age 10.”

Dear Reader,

The World Bank also said, “We risk a catastrophe in terms of learning and human capital if we don’t take prompt action to address learning poverty.”

It added the futures of hundreds of millions of children throughout the world, as well

for combatting learning gaps and losses. The transition to F2F classes will not go smoothly as planned, so we must give teachers and learners the space they need to stumble, regain their feet, and take any pauses they need before returning to school again.

as their communities, are in danger “if they do not learn the fundamentals of literacy, together with numeracy and other essential skills.”

Forcing F2F classes is an achievement. Indeed, returning to the pre-pandemic ways of teaching and learning is a silver bullet

Letter from the Editors

“ Indeed, returning to the pre-pandemic ways of teaching and learning is a silver bullet for combatting learning gaps and losses. ”

Have a strong opinion about current PBHS events? Share it!

The Hillside Chronicle has returned to publication after a decade-long hiatus, and this time, it has an update! We are bringing back “Letter to the Editor,” an opinion section that publishes and features viewpoints from all throughout Ponciano Bernardo High School (PBHS) and beyond.

We encourage submissions from anybody for this part, which is focused on highlighting the thoughts and emotions of our readers rather than the campus writers and contributors to our publication. Perspectives on current PBHS events and community issues are especially welcome. Additionally, we would love to hear your opinions on the topics we have covered. Write to us if you have strong feelings about something we have reported. We will read your contributions with pleasure.

Send your letters to the editors with the header “LETTER TO THE EDITORS” and your subject line to opinion@pbhshillsidechronicle.com for consideration.

We look forward to hearing from you soon.

Sincerely,

The Hillside Chronicle Editorial Staff

BENARDIANS SPEAK: What do you think of ChatGPT

To understand how they got to know CHATGPT, perceived opportunities and threats, and reasons for using it, The Hillside Chronicle conducted a semi-structured interview with five (5) learners and (5) teachers at Ponciano Bernardo High School using purposive and convenience sampling techniques. The purposive sampling was based on the participants who have used ChatGPT at least once in their education. Meanwhile, the convenience aspect of the sampling sought to engage the learners who were willing and were relatively free. Some responses in the semi-structured interview are provided in Extracts 1 to 6.

Grade 7

“Well, I watch a lot in Youtube. I go to a lot of social media. Somewhere, somehow, I just come across the term. I think it’s okay. It’s cool. It’s very helpful but I won’t recommend using it since it’s lessening our values. It’s lessening our opportunities to learn and to work harder for something since it’s an AI that can do things almost everything faster than us. So, we will lose the value of taking the time to work hard for something.”

Grade 8

“There was this one time that I used it to ask for information. It can tell you all the questions you ask. It is not trustworthy. It gives ideas but that’s it. If students were to use it as basis for their topics, it is not recommendable because you won’t know if it’s true or not.”

Grade 9

“It’s an AI that can give information on topics that we don’t grasp so we could widen our knowledge about them. It helps us learn topics that we do not understand.”

Grade 10

“It is an AI that can make everything you ask it for, from essays to mathematical equations. Somewhat, because when I do not understand a problem, I tend to go to the site for help, and it usually explains it better than most. As a tool, it has some benefits but if you were to abuse it, you will never learn and will continuously depend on it which in turn, will result in no learning”

Teacher

“My concerns about ChatGPT are mainly about the learning of the students, it will be compromised. In what way? Students will depend on it to create, make or to do his or her projects especially in essay writing and constructing English. Students will no longer think on their own, and depend on what the site says, and they will no longer discover their capabilities.”

Teacher

“I actually don’t have any idea about it. I just got to know about it when you told me something about it. I think that ChatGPT would be something that all students, not just the students but teachers can use. Of course, it’s just a matter of time on when the students and we, teachers learn to use it.”

Art by Mikaella Mia Miranda

Dominga P. Cabadin

Cassandra M. Villacorte

Flor Abel M. Vilog Contributors

Flor Abel M. Vilog School Paper Adviser

Piere Angeli B. Mercado English Department Head

Dominga P. Cabadin School Principal

“

Where are the initiatives to construct more educational facilities for students or the resolve to offer more educational resources to public schools?”

dang, whose attempts to give education were highlighted in the report of Atom Araullo entitled “Letter from Tawi-Tawi.” In his report, Araullo described that teacher Sidang was “jumping on boats to visit several residences built on stilts in order to be able to teach young, intelligent students.”

Unknown Future

NELSON Mandela once said, “Education is the most powerful weapon you can use to change the world.” I have been exposed to this quotation for a very long time now. In fact, it has been incorporated into the English textbook for Grade 10 that I am using in class. In an ideal society, every learner would have access to education as a fundamental right. But that ideal society does not exist. And in our country, education is a right.

Recently, I had the opportunity to talk to the implementers of the English and Filipino literacy programs at our school. They revealed that a significant number of Grade 7 students find it difficult to read words and texts in both English and Tagalog. Data provided to me reported that the majority of the Grade 7 students who took the Philippine Informal Reading Inventory (PhilIRI) pretest last September 2022 are classified as “frustration readers,” which means that they barely understood the meaning of the texts they read. However, this is only a brief summary of the difficulties experienced by students in the Philippines. Children seldom get the chance to attend school. In remote places, for instance, volunteer teachers are required to visit each student individually, which unquestionably consumes a significant amount of their time and work in exchange for a meager budget. This was the case with the teacher Si-

Inflation to starvation

“BAKIT tumaas ang presyo?” (Why did the price hike?). This question regularly comes up when I go shopping with my parents, for some basic goods. For instance, if the cost of the meat alone is high, how much more so if the usual onions, which give your meal a fresh flavor, cost almost the same amount as the meat? Would you still buy onions, or would you wait to buy them until your next shopping trip to save money? You will think twice for sure. Onions need to be reasonably priced as they are a staple food and a key component of almost every Filipino recipe.

However, the rising cost of onions per kilogram now allowed for the feeding of an entire family. Over the previous few months, onion prices have progressively increased. It just cost 170 pesos as of last September 2022. The fact that it went from being worth 300 pesos in November to 700 pesos in December is enough to make people cry without even slicing it.

On December 7, 2022, the government announced that prices of basic goods and services in the country rose by 8 percent in November from a year ago - the fastest pace of inflation in 14 years - due mainly to higher food prices. This gloomy development comes fewer than three weeks

Teacher Feedback System: A ‘must-have’

All students should be provided with a consistent, standard method of providing feedback to their teachers so that we may practice advocating for our education to reduce missed instructional time and student dissatisfaction. For teachers and administrators to have access to this input year-round and to get notifications, students should be able to provide their feedback at any time during the school year.

Teachers have a significant impact on how their students expect to graduate from high school as they create their motivations and aspirations. No matter how effectively a teacher may teach, without the chance to openly express our concerns, students will only have a limited relationship with their teachers. Some students may feel uncomfortable asking questions or asking for help because of the lack of communication, which will impact success rates for both teachers and students.

Implementing a structured feedback system would enable teachers and administrators to identify probable reasons for lower and greater success rates. While students are aware of their areas of weakness, teachers may be unaware that certain students find their teaching to be unproductive. Because teachers may more easily learn from and enhance their teaching techniques, this knowledge will be crucial in improving educational systems.

The establishment of such a system would be essential to its success even if it would have significant advantages.

Sadly, it appears unlikely that these issues will be solved very soon. Even though the current administration allocated P852.8 billion for the education sector, vowed to prioritize skills training to improve STEM education, and vowed to review the K to 12 curriculum, these measures hardly address the prevailing problems with an education that people like teacher Sidang and her students face. It is also important to note that recent problems in the education sector have included expensive computers, confidential funds totaling P500 million, and a shortage of funding for special education. Despite a promise made by President Ferdinand “Bongbong” Marcos Jr. during his campaign, the salary increase for public school teachers has been rejected.

Where are the initiatives to construct more educational facilities for students or the resolve to offer more educational resources to public schools? This puts the future of education in our society, as well as the future of our children and young adults, who are meant to be the future of our country, in danger.

The moment has come for the current education leaders to decide on their priorities. Why not ensure that all children enjoy one of their fundamental rights, the right to education, instead of advocating for mandatory ROTC to inspire, train, organize, and mobilize the students for national military preparedness? The need to address education in our country will always be relevant and critical. This should serve as a call to the government to tackle the problems with education. Without that, the future is unknown.

The government must uphold its word and ensure that no one goes hungry.” before Christmas, when Filipino families customarily get together to enjoy the holiday season over supper with whatever feast they can afford. It is likely that there will be a little less food on tables across the nation for the Noche Buena meals.

According to the Philippine Statistics Authority (PSA), food prices were the main factor in the acceleration of inflation, which rose to 7.7 percent in October 2022 from 6.9 percent in September 2022. Prices of vegetables, tubers, etc., soared to 16 percent from 3.5 percent in September 2022, while that of meat products went up to 11.5 percent from 9 percent.

Inflation in November 2022 is at an almost 14-year high since December 2008 when it hit 7.8 percent; that year saw a financial crisis dampening economies around the world.

During the Christmas season, that piece of news does not sound merry. If onions are already considered quite expensive, how can the typical Filipino afford to eat a simple yet healthy and balanced diet?

Sadly, in this era of high costs, a healthy diet would rank low on the list of priorities for individuals who were already struggling to make ends meet. Stunting and malnutrition are problems that could only get worse as a result, particularly among children from low-income families. Hunger among the poor could possibly worsen as a result of the circumstances.

Back in August 2022, the National Economic and Development Authority committed “to ensure that there is sufficient and healthy food on the table of every Filipino” as it anticipated inflationary prices due to the Russia-Ukraine conflict and other factors.

The government must uphold its word and ensure that no one goes hungry as the Filipino people brace themselves for worse times to come.

“

We need to implement a standardized teacher feedback system to encourage students to exercise their right to speak out,”

All students should have the option of anonymity to make sure they feel comfortable providing feedback to teachers. An anonymous feature would be helpful for students who are concerned about their academic achievement in case their criticism is linked to them, particularly in competitive schools where grades are prioritized. Students may speak openly without being concerned about it affecting their results if there was an anonymous mechanism in place.

Even if exaggerated or misleading claims may be made when a student is anonymous, a large-scale system will ensure that the majority of the valid feedback much outweighs the small percentage of incorrect ones.

To that end, it is important to consider a deeper issue if students feel compelled to purposely hurt their teachers by making untrue feedback. It is equally crucial to permit administrative scrutiny. Teachers might not take feedback seriously if the administration is not keeping an eye on the system, which would be counterproductive.

Administration ought to be changed to do this if enough of the same criticism is received so they can step in.

In an ideal educational setting, connections between students and teachers would be mutually beneficial, allowing both to benefit from ongoing feedback and growth.

Generally speaking, allowing students to provide feedback to their teachers communicates to them that their problems are heard and that their perspectives are valued. Students learn to avoid conflict instead of standing up for what they believe in is right when they are penalized for expressing their valid concerns.

We need to implement a standardized teacher feedback system to encourage students to exercise their right to speak out, especially when the issues on their minds will not only affect their performance in high school but also their lives after graduation. This is especially important at Ponciano Bernardo High School, which places a strong emphasis on academic growth and stimulating learning environments.

“You’re nothing, but a second-rate trying hard copycat!” Most people have heard this iconic line made famous by Cherrie Gil in the 1985 film Bituing Walang Ningning. In fact, there have been countless parodies of this reeling scene in Filipino comic shows and even in modern Dubsmash videos.

Humans naturally desire to achieve greatness and being inspired by someone else’s accomplishment may be quite motivating. But we have all experienced the opposite side of this and know what it is like when someone claims your work as their own. This is also true for many artists who are dissatisfied with the rise in popularity of AI art generators.

According to some, utilizing this type of art for contests or business purposes amounts to theft from other artists. Defenses also point out that AI tools require far less expertise than modern art does. Additionally, conflict develops when AI-generated art is used by internet trolls as a platform to spread misleading information because AI gives people the power to create realistic-looking but fake photos. How will this impact me and other visual artists, I wonder? Art generators are not only unjust to modern artists, but they are also discouraging to potential future artists.

As a person who has considered a career in art, knowing that my work may be used in this manner makes me hesitant about choosing this path.

Not

The future of education is a topic that many people are worried about after a rapid explosion in artificial intelligence technologies. A recent development is OpenAI’s free-to-use ChatGPT assistant, which can write short stories or even code computer programs, all according to a user-specified prompt.

However, ChatGPT has faced institutions with another educational dilemma. Students may now utilize machine learning to create essays that are on par with those produced by humans in terms of quality. The Hillside Chronicle believes that artificial intelligence may improve education if utilized properly by providing important research and promoting a focus on actual, meaningful learning for students, even though ChatGPT makes it harder to detect academic dishonesty.

Hence, to understand the perception, intention, and awareness of ChatGPT among the learners at Ponciano Bernardo High School during the School Year 2022-2023, The Hillside Chronicle conducted an anonymous online closed-ended survey using Google Form which was answered by 150 learners from Grades 7 through 10. The results of the online survey were followed up using a semi-structured interview with ten (10) learners who were selected purposively and conveniently. The Hillside Chronicle discussed the findings from the analyzed quantitative and qualitative data.

Regarding perceptions, The Hillside Chronicle found that most learners expressed their opinions of ChatGPT in favorable ways. Its value in fostering students’ growth and enhancing academic activities informed the use intents. As a result, ChatGPT is pushing educational transformation and a shift away from conventional ways of instruction delivery. It is undeniable that students’ support for integrating ChatGPT into the educational system is modeled by their satisfaction with using new technologies, the im-

Anonymous participation mechanism should be implemented

The stillness in the classroom is deafening as the teacher examines the students for a response. My thoughts are racing as I consider breaking the ice with the response I am doubting. While we wait for someone to step up and offer an answer, my students make eye contact with one another. I hold my hand firmly on my desk because I am concerned about potential criticism from others.

I can count on one hand how many times I have asked a question in class throughout the past academic years. Despite my teachers’ encouragement to participate, a small number of students always wind up being the only ones.

In most cases, self-doubt persuades me that the answer I have in mind is incorrect. No matter how small, I cannot take the chance of embarrassing myself in front of 40 students and the teacher, knowing that if I provide the wrong answer, everyone will see that I was self-assured enough in my inadequate response to volunteering. At the end of the day, this nagging sense of humiliation will keep me from raising my hand again.

Even though I am confident that my peers will quickly forget about my useless response, the nagging fear that my mistakes would damage their opinion of me prevents me from speaking.

According to a 2020 study by Crizjale Ahmad entitled, “Causes of Students’ Reluctance to Participate in Classroom Discussions,” the main reason why some students avoid participating in class is the fear of embarrassment.

Furthermore, Ahmad’s research (2020), better performance in the classroom was associated with higher involvement. Academically, focus group participants who engaged in less active learning generally performed worse than those who did.

We must create a better participation system that allows students to openly share their thoughts and uses anonymity to promote involvement since engaged students do better academically.

The constant worry of being evaluated is also removed when students conceal their identities during a conversationTo implement anonymous participation, teachers should keep

I find the work involved in creating the prompts required to produce these photos to be quite intriguing. The ability to aggregate the volume of images uploaded to the web intrigues me greatly. While it is true that image warping and odd proportions are signs of AI art, technology is rapidly improving. How can AI-generated art be distinguished from works created by real artists? This is even more challenging because many AI applications do not place watermarks on artwork. This makes AI art horrifying and thrilling to think about. Given the novelty of AI, it is the misuse of art, rather than its false creation, that is where the true problem lies. Therefore, navigating this new world of AI-generated art requires clear government regulation and protection of artists’ rights to their work.

It is the misuse of art, rather than its false creation, is where the true problem lies.”

proved results they bring and the excellent user experience.

From the qualitative data, The Hillside Chronicle discovered that social media has a positive impact on the learners. Evidently, as stated by the respondents, writing, mathematical, and information-seeking abilities had greatly increased. These benefits aligned with the justifications for implementing ChatGPT.

As a student, I believe AI is only a threat to education if educators and policymakers fail to see the danger that the educational system itself poses to meaningful learning.

Further, education may face risks far greater than an army of intelligent chatbots unless educators and governments overhaul present teaching methods. Education can only envision a future where learning may flourish if we are prepared to push the boundaries of tradition and strive for change. Undoubtedly, ChatGPT is the technology of the future, and we think that education needs to change to reflect that. Therefore, students should not be discouraged from using this tool. ChatGPT will support underprivileged students around the country in their quest for a better education and a better life.

ChatGPT is the technology of the future, and we think that education needs to change to reflect that.”

hold of the technology we used during remote learning. We were compelled by the pandemic to adopt technology in the virtual classroom that we had never truly used before. These include the anonymous components of Pear Deck and Padlet. The greatest digital whiteboards for debates in the classroom are Padlets, whereas the best interactive slide displays for lectures are Pear Decks. As we return to the pre-pandemic ways of instruction, we must acknowledge how these tools may enhance both the teaching and learning processes.

Some would contend that engaging in public participation fosters public speaking abilities that are beneficial in the real world. Although it is true, passive participants are students who do not actively participate. Students get more comfortable with the concept of sharing their opinions with others when we enable anonymous involvement, which increases the likelihood that they will do so in a public setting.

Therefore, in order to help students learn public speaking, teachers should still include formal presentations and discussions in the curriculum. Nevertheless, the provision of an anonymous participation mechanism should be made available for students who are still having self-esteem issues during discussions.

“

The provision of an anonymous participation mechanism should be made available for students who are still having self-esteem issues during discussions.”

By Michaela M. Atencia

FROM HOME Narratives of learners

March 2020, Ponciano Bernardo High School (PBHS) shifted away from face-to-face instruction and toward other modes of instruction, including modular distance learning (print and digital), online distance learning, and blended learning, due to the COVID-19 pandemic. PBHS learners have suffered greatly because of the abrupt shift in educational practices from traditional instruction to distance learning. PBHS had considerable success setting up various learning delivery modalities, but it has been acknowledged that the sudden migration from traditional learning to remote learning has caused a lot of difficulties, especially as voiced out by the learners. PBHS started implementing the progressive expansion phase of face-to-face classes in February 2022. Then, the school resumed the traditional five days of face-to-face classes on August 22, 2022. This was based on Vice President Sara Duterte’s initial order as concurrent secretary of education. Through the Department of Education (DepEd) Order No. 34, S. 2022, Duterte issued the directive released on July 2, detailing the calendar of activities for the school year 2022-2023. Resuming face-to-face classes under the new norm requires extensive preparations since schools that offer face-to-face instruction must meet the requirements of the School Safety Assessment (SSAT), a directive issued by the interagency task force on safe school reopening (Philippine Joint Memorandum Circular 1, s. 2021). Hence, the government and school administrators need to ensure that the school reopening will lead to normalcy rather than contribute to the COVID-19 surge. However, the enormous task lies with the teachers, who are at the forefront of the reopening of classes. Hence, I am inspired by the purpose of describing the difficulties in distance learning as voiced out by the learners. Likewise, I find it important to understand the difficulties faced by teachers when classes resumed following the COVID-19 closures. PBHS learners and teachers reflected on the difficulties they ran into teaching and learning at home and in school.

Learners’ dilemma

Unstable internet connectivity

One of the most recurring difficulties experienced by learners in distance learning is unstable internet connectivity. Most of the time, this problem is caused by geographic location. Grade 10 learner Jewel Acuna said, “Finding a reliable internet connection is difficult for me because I reside in Antipolo. Keeping up with Google meetings and messenger group chats is challenging. Other times, the weather makes things worse. Sometimes it takes me up to an hour to open my Google Classroom. I occasionally climb our rooftop to turn in my performance tasks.”

Inadequate learning resources

The insufficiency of learning tools is another issue that learners often mention. Most learners just use phones; therefore, they require extra gadgets. “In order to study and properly complete my requirements, I would need a laptop,” said Grade 10 learner Mikaela Mia Miranda. Other learners struggle with the little storage that their current technology provides. “Due to apps like Google Meet, there is not enough memory on my phone,” Grade 7 learner Maria Ysabelle Kim remarked.

Vague learning contents

The learners also admitted that one challenge they have with distance learning is the vagueness of the lesson contents. “Despite our best efforts, we are still unable to absorb the lesson from the Google Meet,” said Grade 8 learner Carl Zaldy Castro. Additionally, the learners struggle with the instructions written in the modules. “The module is difficult for me to understand, and some of the directions are unclear to me,” added Castro.

Overloaded lesson activities

The learners further revealed that they struggle with distance learning because there are too many activities in the lessons. Grade 10 learner Kate Velasco said, “Every week, there are a ton of submissions between one and three activities per subject. The daily and weekly activities differ from one another.” Sometimes the learning value of the lesson is lost due to this issue. “Since there were so many exercises, I simply completed the activities in the modules without paying any attention to the lesson,” Velasco added.

Limited teacher scaffolds

Moreover, the learners mentioned that they only receive learning support from some of their teachers. Some teachers, in their opinion, could not be approached. “When we have confusion, there are those teachers who seem to be impossible to approach. Our teacher is unavailable, so we submitted the wrong answer or format,” said Grade 10 learner Desa Denise Jarlego.

Poor peer communication

Furthermore, the learners experience issues with distance learning in terms of interacting with their classmates. This problem arises more frequently in group activities. Grade 7 learner Francheska Vildad mentioned, “I find it challenging when my classmates don’t cooperate well in group activities.” Other learners are reluctant to ask their classmates questions. “Since I am aware of everyone in my class, I have no need to ask them. They also have trouble,” she added.

Conflict with home responsibilities

While comfort may be found at home, learners have expressed difficulty juggling family obligations with distance learning. It keeps their schedules apart. “At home, I am also in charge of the household chores. The implication is not that we spend all our time at home,” Grade 10 learner Ged Moises Garcia remarked. Family obligations interfere with their concentration. “I cannot devote my complete attention to studies since I still have obligations at home,” Garcia said.

Poor learning environment

The learners likewise expressed difficulties with distance learning when it comes to their learning environment. They do not find their homes a conducive place to study. Grade 8 learner Ma. Kharol Ydith Tocoyo said, “At home, there is no suitable location for studying. I find it difficult to concentrate.”

Financial related problems

The learners further struggle with distance learning in terms of its financial demands. It requires internet expenses. “I need to use the internet for the online class, but I don’t have the necessary financial assistance,” said Grade 9 learner Arnie Justine Anota.

Compromised physical health

Moreover, the learners feel as though their physical health is being sacrificed because of the problems, they face with distance learning. As a result of using the devices, they complain of headaches and eye strain. “I stare at my phone all day and even till midnight to complete the assignment, which strains my eyes and gives me headaches,” said Grade 9 learner Russel Anne Loveria. They also complained about not having enough time to rest. “I lose sleep since the 4G signal typically appears around midnight. I may download and submit my work,” she added.

Mental health struggles

Lastly, the learners experience mental struggles caused by the requirements of distance learning. Sometimes they overthink things and end up feeling sick. Grade 7 learner Janelle Ong said, “I feel sick thinking about the challenging lessons, hectic schedules, and sluggish internet with no one to chat with.” Other times, they consider making a concession. “I occasionally struggle with lack of motivation and attention, and I entertain the thought of quitting,” added Ong.

PHOTO BY: Brandon Vildad

ONLINE DISTANCE LEARNING: Brandon Vildad, a Grade 9 learner shows how he attends synchronous online class from his home in Barangay Kaunlaran, Quezon City.

TO SCHOOL learners and teachers

Based on the narratives, it is evident that when alternative learning modalities are employed to deliver lessons, PBHS teachers and learners find it challenging to adapt and change. I am aware that millions of teachers and learners struggle in a similar manner to the teachers and learners at PBHS without any kind of support system. One suffering child, a parent, teacher, or mentor can better comprehend what might be happening by listening to the experiences of others.

Teachers’ dilemma

Struggling Readers

“Reading proficiency is declining,” English teacher Christine Joy Gloria claimed. This was echoed by another English teacher, Candelaria Sendol, who said, “During the first week, some of my students cannot read. We try our best to move down to their level, where students are split into fast learners and slow learners.” Other teachers have resorted to generating extra reading materials for their classes instead of utilizing the module or strictly adhering to the curriculum. “We have sets A and B, and for set A I have created a module. For set B, I have downloaded Marungko materials,” Cristhy May Fojas, a Filipino teacher said.

Mentally and Socially Unprepared

Another common challenge encountered by teachers is having students who are mentally or socially unprepared for face-toface classes. Mathematics teacher Mayren Billalba observed that throughout the class, “the students were practically sleepy, hungry, uninterested, and insistent on leaving.” This shows that the learners’ adaptation to face-to-face classes is still proving challenging. Some learners have been seen to feel uneasy in a classroom setting with a teacher. “Students’ attention is still divided because of how long they were away; adjustment takes time. Some of them are scared mentally.”

Maintaining health protocols

According to the teachers, they need to remind their students from time to time, even while classes are in session, to maintain minimum health protocols. MAPEH teacher Christine Joy Jabagat mentioned, “I need to remind the students about the health precautions every day by having them observe social distance, wash their hands, and use alcohol before entering the classroom.” Edukasyon Sa Pagpapakatao (ESP) teacher Cassandra Villacorte agreed, saying, “I must always remind them about the health protocol because I cannot prevent them from sitting together.”

Teaching strategy during the new normal

It is no longer appropriate to do group work, which was quite helpful in developing student engagement. As English teacher Myra Saycon stated so well, we must include the students in the teaching and learning process if we want to ensure that they will learn. “No group actively participated in the teaching and learning process since we are still following the health standard.” Another English teacher, Claudia Andrea Bueno, mentioned that they were looking for efficient and effective teaching strategies.

Time management

Lastly, the teachers also encountered a problem with time management. Some teachers admitted that they experienced stress and exhaustion throughout the last period of their classes.

PHOTO BY: Cristhy May Fojas

AFTER-CLASS READING INTERVENTION: Cristhy May Fojas, a Filipino teacher and implementer of Project MAMASUBASA (Mag-aaral ay Matuto Sumaya at Magbasa) shows how she tries to help a Grade 7 learner reads beyond class hours.

Success is never too late: THE STORY OF RODEL

By Flor Abel Vilog

Some children are ready to learn to read by age six or seven, and some take much longer, just like Rodel, a nineteen-year-old Grade 7 student at Ponciano Bernardo High School.

I am especially interested in how students spend their time outside of the school day. In interacting with Rodel, he shared many stories, revealing the importance of family in his daily experiences.

What does literacy look like in the home of Rodel? Here is what he shared.

It was about noon, and Rodel, who was a nine-year-old boy at the time, was tired of toiling on the soil in the rice field in Catbalogan, Samar, his hometown. For almost four years, this has been his way of life since his father died.

“Rodel, lunch is ready,” said his mother, who had just finished cooking.” “Come on, let’s eat.”

“Mother, you eat first. I will just serve myself later,” Rodel replied.

Thoughts began to cross his head while he worked on his farm activities. “What if I did not stop studying?”

Rodel was nine years old when he dropped out of school, and he was in the first grade. As soon as he entered school, it became immediately apparent to him that he had a serious problem, even at an early age. The easiest topics in first grade were the ones he had trouble with. He failed to complete most of his work. It was a combination of struggling with the material itself, particularly anything involving reading, and boredom. He tried everything to avoid going to school since he disliked every minute of it. From that time on, he assigned himself to substitute for his father in the farm activities. His mother disagreed, but he insisted because he knew his mother was already old and could hardly work on the farm. He promised to go back to school as soon as everything on the farm was fixed. But four years had already passed, and going to school was impossible, as he thinks now.

Then tears came out of his eyes. Rodel remembered that when he was twelve, his hometown was hit by a typhoon, with flash floods occurring. Their house was totally damaged. He did not expect such massive devastation in his hometown. His family was not prepared. The following day, his family took the free flights to Metro Manila offered by the military and took their chances. His family just needed to escape the devastation and hunger.

But life in Manila was not easy for Rodel and his family as well. He explained, “Isang beses lang kami kumain sa isang araw. Minsan ay nakikita ko ang sarili kong kumakatok sa kapitbahay, humihingi ng pagkain. Ang aking labing-isang mga kapatid at ang aking ina ay pinili na mamuhay ng kanilang sarili. Naghiwalay kami ng landas. (We only had one meal a day. I occasionally find myself knocking on the neighbor’s door to request food. My mother and my 11 siblings, and I all decided to live our own lives. After that, we parted ways)

That day, Rodel had come to realize something. “I do not want

my future family to go through this kind of hardship. I don’t want my future wife to have trouble managing the monthly allowance because I have nothing more to provide; I don’t want my future kids to attend school without “baon.” (daily allowance). I don’t want my future children to endure the hardship of working the land on a farm and turning animals out to pasture only to provide for the family.” His dream of becoming a policeman once again lingers in his mind. He asked for God’s message, trying to feel the will of God for his life. He prayed hard and meditated before going to bed.

The next day, Rodel woke up with the decision to go back to school. He set out to find someone who would pay for his schooling in exchange for helping them out around the house. “Bahala na! (Come what may!) Maybe I can arrange things with my “amo” (boss). This is for my future. This is for my family’s future. I want to give the best for them. Besides, I know that God will never forsake me.”

time keeping up and came nearly close to failing many classes. His classmates who were six or seven years younger than him continuously bullied him throughout elementary.

“Paano ako nakarating sa halos pagtatapos ng elementarya habang ako ay hindi marunong bumasa at sumulat? (How did I go from being functionally illiterate to almost graduating elementary?)

“Mahirap sabihin, anumang oras, na hindi ako marunong magbasa. Hindi ako marunong magbasa ng mga libro sa English, mahabang babasahin. Nangangahulugan ito na ang karamihan sa mga babasahin ay lampas sa aking makakaya, sa totoo lang, mayroon pa rin. (I could not read in the usual sense. I could not read English books or lengthy articles which meant that most of information written in English was out of my reach, and to be honest, some of it still is)

“Sa aking mga taon ng pag-aaral sa elementary, karamihan ay pinaniniwalaan ko ang aking mga guro na talagang tamad ako, o tanga. May mali talaga siguro sa akin.(During the most of my elementary, I mostly agreed with my teachers when they said that I must be stupid or lazy. I must have a problem).

Having found someone who could finance his schooling in exchange for him working as their house helper, Rodel finally returned to school as a first grader again. He was twelve years old when he walked into first grade. Entering first grade was the hardest time in his life.He divided his four hours of sleep each night between job and study.

“Wala akong friends, wala akong life. (I have no friends. I don’t enjoy life). Pero hindi ako makareklamo (But I could not complain),” he admitted. Afterward, it was clear he was not going to graduate elementary on time. He had failed two English subjects, so he would end up needing to take Grade 3 and Grade 4 English all at the same time in the fifth grade or repeat Grade 5.

Entering fifth and sixth grades were even more difficult for him because classrooms were shut down due to the COVID-19 pandemic. According to Rodel, instruction was delivered to him through offline modular distance learning. He described what it was like to learn under a new learning set up amid a raging pandemic. For him, attending offline modular classes wore him down.

“Kapag nasa bahay ako, ganap na malayo sa eskwelahan, parang mas katulad ito ng isang tamad na pakiramdam,” Rodel claimed.

“Karaniwan akong nakakaramdam ng stress at pagod at ayaw ko nang magkaroon pa ng anumang gawain sa paaralan,” he added.

But even before the school shut down, Rodel hardly remembers having any connections that lasted over a long period of time with anyone interested in knowing the real causes of his struggle especially in reading. Most of his elementary teachers either felt he was stupid or lazy, or they gave up on him. He had a difficult

Then came seventh grade. At present, Rodel, now 19 years old, is currently enrolled in Grade 7 at Ponciano Bernardo High School. According to his reading teacher, Mrs. Gloria, “Rodel still has a difficult time trying to read a text.

As Rodel stated so well, because he could never read during the formative years of his young life, he did not read any of the usual books that other students generally read. He was utterly unprepared for it and immediately recognized he was in serious trouble.

“Dahil hindi ako marunong magbasa sa mga taon na binubuo ang aking pagkabata, hindi ako nagbasa ng alinman sa mga karaniwang aklat na madalas binabasa ng ibang mga estudyante.”

Halfway through seventh grade, Rodel started to rely too much on the text’s words and less on the narrative’s meaning. It became obvious that he would need extra assistance after moving him back a few reading levels to improve on his reading fluency in English,” said Mrs. Gloria.

Mrs. Gloria further explained, “I came to the conclusion that Rodel would benefit from daily individual guided reading lessons with word work in the classroom and a 30-minute individual session after comparing his reading profile and observations.”

“I have casual discussions regarding Rodel’s development at least once a week and perhaps even more frequently. I congratulate him when he completes his tasks on his own, and I come up with solutions when the text presents difficulties. Rodel succeeds in reading when we are on the same page because we have the same expectations, as I have seen,” she added.

Like Rodel, I am aware that millions of Filipino children and young adult struggle in the absence of any form of help. What a reading adventure!

At what age should a child learn to read? What really goes on in a struggling reader’s home life?

“ he could never read during the formative years of his young life,”

Art by Mikaella Mia Miranda

From Experience to Advocacy MIND GARDENING

By Cassandra M. Villacorte

We all need to care for the garden, that is the mind. Deciding even when you do not take any action is still a choice. Bad ideas are like weeds; they spread by exploiting our deeply rooted anxieties as fertilizer. Many of us choose to accept our own challenges as inescapable facts rather than admitting to them. I can speak from experience since my soul has been at battle with this phenomenal state of thinking. A war that I have been fighting since I was young and will continue to fight for years to come. It may be difficult to understand advocacy, therefore I have found it useful to use some metaphors to direct our efforts. Simply put, mind gardening advocacy involves cultivating the mind to make it fertile and creating only the greatest ideas that ensure success, happiness, and the best of health. It sanitizes the mind and cleanses it of any negative thoughts and emotions, including anxiety, fear, uncertainty, annoyance, and disappointment. It also involves the same stages as any type of home gardening.

1The Preparation Step

when we genuinely embrace who we are - imperfections, failures, faults, and sins included - we become who we are. Let us fully accept all our flaws, such as the fact that our bodies and faces are not what most people would consider to be flawless. Another appropriate example is not having the extraordinary skill that makes us famous or being born into a poor family. Let us also be kind to ourselves and overlook our previous mistakes. In other words, let us start loving and believing in ourselves, no matter what our situations in life may be.

2The Cultivation Step

the purposeful application of good practices and the daily mindful fitting of the mind with wise words, such as thanking God each morning for another day to live and enjoy the wonderful things that life has to offer. Furthermore, it entails speaking and thinking positively. Life is an echo; we must always keep it in mind. We get what we say and do. Positive feedback always comes back to us when we compliment someone. It also entails leading a healthy lifestyle, which includes getting adequate rest and sleep, exercising, and eating a balanced diet.

we need to engage in meaningful reading or engage in meaningful conversation with those who have important positions in the government or in the community, such as lawyers, officials, priests, and teachers. Our intellectual and personal development depends on their ideas.

4The Sowing Step

the act of planting or feeding the mind with uplifting ideas and success stories.

5The Weeding Step

getting rid of any unwholesome

and unfavorable emotions, including low self-esteem, anxiety, and emotional baggage. We must perform habit-forming activities with consistency at this step as well. First, read daily verses from the Bible that inspire you. Begin each day by giving thanks to God for the gift of life, which is denied to many, particularly during this pandemic. Thirdly, tell yourself every morning as you take a bath that you are a brand-new person, bursting with vigor and eagerness. Assume that the Creator of heavenly bodies, the Source of miracles, sees you as blameless, faultless, and adored. Focusing on the deficiencies and making them into strengths, it also entails being aware of our strengths and limitations. We apply hot water to the soil to destroy the germs in it, much as when we do our own gardening at home.

6The Harvesting Step

enjoying the sweet rewards of leading a happy life.

3The Application of Fertilizer Step

The contributor to this article is Cassandra M. Villacorte, chairman of the Edukasyon sa Pagpapakatao (ESP) department at Ponciano Bernardo High School. Currently, she is the implementer of Project LIKAS (LIGTAS NA KAISIPANG SIKOLOHIKAL), a school-based advocacy program that integrates psychosocial support and socio-emotional learning with the goal to promote well-being among learners from Grade 7 through Grade 10 at Ponciano Bernardo High School. She also attended a face-to-face training of trainers on WE CARE (Wellness, Engagement, Coordination, Advocacy, Resilience, and Education) Program at Great Eastern Hotel, Quezon City conducted by the Schools Division Office Quezon City - School Health Section on May 25-26, 2023 at Great Eastern Hotel, Aberdeen Court in Quezon City.

“ Be amazed and prepared for the significant positive change that will come about in your life because of this mind-gardening advocacy.”

Art by Mikaella Mia Miranda

Through the Eyes of a Visionary Leader

THE ‘GREEN’ FUTURE OF PBHS

By Dominga P. Cabadin

Schools across the country are already experiencing climate impacts, which will only continue to increase in the future. For instance, in May this year, reports from the Department of Education (DepEd) revealed seven students from San Jose National High School in Occidental Mindoro had trouble breathing, which resulted in fainting. Ten of them complained of headaches, and two were sent to the hospital.

Consequently, climate change is a fact that we must all deal with. The report from Inquirer.Net read: “President Ferdinand Marcos Jr., in his speech at Villamor Airbase in Manila on December 15, 2022, said he would call on various government institutions to implement a “climate-smart and climate-resilient Philippines.”

How can we accomplish such a significant task? How can we make a greener and more sustainable school that can improve the learning experience of our learners? What shall we begin doing today?

Pledge

Encourage our learners to make a pledge or commitment to recycling, minimizing trash, and conserving energy. Learners are more likely to remember to take it seriously when it is in writing and displayed in a prominent location at school.

Build a green community

To develop a common vision for the green future of our school, the whole involvement of the PBHS community is what we need right now.

Hold a green club

Identify learners who are motivated to make our school more environmentally friendly. As soon as they have established small steps, assist them in thinking more about “green goals.” Furthermore, help our learners become “green champions” by allowing them to create presentations on the most important lessons learned and achievements at school. The entire community benefits from spreading sustainability.

Schedule a zero-waste day

Make it daily, weekly, or monthly. Make it a fun challenge with a little reward, so our learners will be enthusiastic and completely on board.

The contributor to this article is Dominga P. Cabadin, the 24th and current school principal of Ponciano Bernardo High School. One of the key initiatives for her administration is Project BEST (Beautification and Enhancement of the School Totality).

Big changes are underway at Ponciano Bernardo High School.

MINDFUL MONDAY: SCIENCE BEHIND AND MIND GARDENING ADVOCACY

By Samantha Nicole P. Jorillo

DOPAMINE AND YOU

Understanding the impact of phone addiction

By Neil Brandon D.L Vildad

Alearner’s life is typically one of stress. It is easy to get caught up in the bustle of it all between their demanding education, several extracurriculars, and household chores. It is crucial to occasionally break away from this pace and pay attention to one’s surroundings and thoughts. According to scientific evidence, this state known as a”mindfulness” improves lifestyle and health in general.

The idea of mindfulness has gone a long way since its beginnings as a Buddhist practice in East Asia. Cassandra Villacorte, chairman of the Edukasyon sa Pagpapakatao (ESP) and guidance teacher currently incorporates two minutes of a guided mindfulness practice every Monday in her ESP lesson. The activities are intended to aid Grades 9 and 10 learners in unwinding and reducing tension at the beginning of the week.

The concept for Mindful Monday was first put forth by Flor Abel Vilog, a master teacher in En-

glish who currently serves as mentor of Villacorte.

“We encourage learners at Ponciano Bernardo High School to take some time to just rest and breathe since we are aware of how anxious learners are owing to the rigorous curriculum,” Vilog told The Hillside Chronicle

The majority of the feedback on Villacorte’s Mindful Monday series has been favorable. According to May Villafuerte from Grade 9 Aguilar, she finds serenity in it. “I feel motivated and ready to do learning activities,” said Villafuerte. “It’s good that Ma’am Villacorte is concerned about our mental health,” she added. “Many of the Grade 9 students in this class are forward-looking, and although that is wonderful, Villacorte emphasized the importance of the present moment.” I know I am doing it because learners come in and praise me for what I’m doing, but I still believe we can do more,” Villacorte told The Hillside Chronicle

Some learners could, however, choose to ignore the activities and carry on with their classwork and chats. “Sometimes, my classmates are too disruptive, so I can’t hear the task,” said Joshua Pingul from Grade 10 Mabini. Even though it may seem inefficient to focus on nothing

but your breathing and thoughts as you wait to go to work, the benefits of mindfulness extend well beyond the brief time you devote to it. Understanding mindfulness and how it affects our brain physiology can help us appreciate its benefits.

Studies show that mindfulness techniques may help people manage stress, cope better with serious disease, and reduce anxiety and despair, according to a newsletter published by the National Institute of Health on June 3, 2022. Numerous practitioners of mindfulness report feeling more at peace, more energized, and more confident. The anterior cingulate cortex, the part of the brain most crucial for developing motivation, receives more blood flow when mindfulness is practiced.

Arnie Anota from Grade 9 Aguilar stated, “The mindfulness announcements make me feel more motivated to work in school.” “The more awareness you practice, the better. Two minutes of mindfulness should have a respectable impact. It’s great when learners do things mindfully throughout the day when they are awake. If learners respond wisely in all circumstances, they will be saved from negative perceptions that burden the mind,” Villacorte said.

MY classmates put their hands in their pockets to pull out their phones as the lunch break nears its end. The contagious atmosphere of giggling and laughing fades away as our classroom becomes silent. The only thing I can do now is bring out my phone because the screen has destroyed the energy in the room. People of all ages and from all walks of life can be impacted by addiction. Dopamine, a basic neurotransmitter that our bodies produce to cause us to experience joy or happiness, lies at the center of it all. When a person makes a three-pointer or earns an additional five Instagram followers, dopamine causes a surge of delight. However, addiction may develop when the body produces excessive amounts of dopamine.

In the video clip uploaded by the Queen City Podcast Network on Facebook on June 10, 2022, Dr. Anna Lembke, a professor of psychiatry at Stanford University of Medicine and chief of the Stanford Addiction Medicine Dual Diagnosis Clinic joined the “Champagne Problems Podcast” on their latest episode titled, “Finding Balance in a Dopamine Nation.” As explained by Dr. Lembke in the podcast, “Everybody passively creates dopamine, and depending on what they are doing, their bodies release more or less of it. These starting points represent the typical levels of a person’s bodily processes, or homeostasis. When homeostasis is upset, a person’s body works to restore dopamine levels to normal. As a result, once the first dopamine dosage wears off, people have less baseline dopamine, which frequently makes them feel unhappy.” The come-down, according to Dr. Lembke, causes people to seek out even more dopamine-inducing activities, further lowering their dopamine levels at rest. When the first dopamine high wears off, attempting to experience that surge of happiness really results in a depressive state.

Who says Christmas should be cold?

By John Vincent M. Manatad

Even if it is starting to resemble Christmas, why does it still seem like summer? Christmas may not be as freezing as it was in the past since the “Philippines is one of the countries most impacted by climate change,” a Science teacher told The Hillside Chronicle.

Grade 10 Science teacher Mary Joy Umerez at Ponciano Bernardo High School remarked that the Philippines and other developing nations were frequently the victims of the negative impacts of other countries’ high carbon dioxide (CO2) emissions.

As of 2016, China and the United States collectively accounted for more than 40% of global CO2 emissions, each releasing more than 10,065 million tons of CO2 and 5,416 million tons of CO2. According to the report of the Emissions Database for Global Atmospheric Research (EDGAR) in 2022, the COVID-19 pandemic was a major factor in the 5.3% decline in worldwide fossil CO2 emissions in 2020 compared to 2019. The world’s CO2 emissions returned to their pre-pandemic levels in 2021, when they

nearly reached the level of 2019 at 37.9 GT, which is just 0.36% less than in 2019. The 2022 EDGAR report read, “In 2021, China, the United States, India, Russia, and Japan remained the world’s largest CO2 emitters. With 126, 922, 662 tons of CO2 emissions, the Philippines came in 36th place, accounting for 0.35 percent of global emissions.

“I think that the emissions are negligible to our country. But what do you observe when it comes to disasters brought about climate change? We, alongside the developing countries suffer,” Umerez told The Hillside Chronicle.

By 2050, the Philippines should prepare for temperature increases of 1.8 to 2.2 degrees Celsius, according to the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA).

“The intensity and the bitterly cold temperature abruptly halted, and they are now gradually fading away. Climate change is the cause. Therefore, especially around Christmas, we are truly feeling the consequences of climate change,” Umerez said.

“In the past, here in Ponciano Bernardo High School, when the Christmas season hits, we no longer need to use electric fans, but the longer it gets, the hotter the weather gets,” she added.

Actions versus Climate Change

In the article titled “What you need to know about the COP27 Loss and Damage Fund” that was published by the UN Environment Program on November 29, 2022, it was stated that the “United Nations Climate Change Conference or COP27 agreed to establish a “Loss and Damage Fund” to aid countries vulnerable to the climate crisis in their disaster response and resilience efforts.”

But for Umerez, the fund served as nothing more than a temporary fix to placate weaker nations. “What if the countries that we considered developed, experience the disasters of climate change? Will they be able to give the support and aid for countries that need them the most especially the Philippines?” she said.

By seeing the comedown when my classmates put their phones down, I have discovered how to determine whether they are hooked to social media. Because my classmates were constantly looking at their phones, they could not truly be present while I was with them. They constantly appear joyful when using their phones, but after they are done, they appear distant. I can tell this is because social media’s initial thrill has worn off. In experience, after recognizing I was wasting too much time online, I have even gone as far as to Google how to limit my screen time. Having an accountability buddy truly helps me restrict my phone use after some study and research.

Before the podcast ended, Dr. Lembke suggested that we should manage the spaces we use our gadgets in, establish time restrictions, and follow digital manners. “And by taking these steps, we may achieve balance and see that life is significantly better when we are not addicted,” she said.

Art by Mikaella Mia Miranda

PHOTO BY: Cassandra Villacorte

MINDFUL MONDAY: Cassie Villacorte, an Edukasyon Sa Pagpapakatao (ESP) and Guidance teacher, guides through her students in making their Monday a day to calm and rejuvenate through integration of the ‘Mind Gardening Advocacy’ in her lesson.

LEARNERS’ PERCEPTION, INTENTION, AWARENESS OF CHATGPT AT PBHS TECH RESEARCH:

By John Vincent M. Manatad

EEducational institutions have benefited from and faced obstacles because of the introduction and development of technologies like artificial intelligence. For higher educational institutions, artificial intelligence, such as OpenAI’s Chat Generative Pre-Trained Transformer (ChatGPT), has introduced new advantages, difficulties, and demands. In the Philippines alone, few reports have been made about how students see and plan to use ChatGPT especially in the public junior high schools. Hence, to understand the perception, intention, and awareness of ChatGPT among the learners at Ponciano Bernardo High School during the School Year 2022-2023, The Hillside Chronicle conducted an anonymous online closed-ended survey using Google Form which was answered by 150 learners from Grades 7 through 10. The results of the online survey were followed up using a semi-structured interview with ten (10) learners who were selected purposively and conveniently. The purposive sampling was based on the participants who have used ChatGPT at least once in their education. Meanwhile, the convenience aspect of the sampling sought to engage the learners who were willing and were relatively free. The results of the close-ended survey research are provided in Figures 1 to 3:

Findings from the survey questionnaire

Figure 2. Intention to use ChatGPT

Figures 1 and 2 show the results for the construct of perceptions and intentions to use, and the percentage of seventy-three (73%), as revealed in Figure 1, translates to learners being inclined to agree that ChatGPT is an “opportunity to learn,” indicating a strong agreement of respondents’ intentions to use ChatGPT for their academic activities, a total of forty six percent (46%), as shown in Figure 2. Figure 3 indicates where the learners got to know about ChatGPT. The respondents provided varied responses which most dominantly related to social media or thirty seven percent (37%). Others indicated that their relatives introduced them or three percent (3%).

Findings from the semi-structured interview

The Hillside Chronicle carefully studied the transcripts of the interview data in order to determine the qualitative element. The first question centered on the learners’ familiarity or understanding of ChatGPT. The results provided valuable information since they revealed how the spread of ChatGPT had affected learners’ education. Some responses are shown in Excerpt 1 and Excerpt 2. Even though there are several discussions on ChatGPT’s opportunities and threats, the respondents also voiced their worries. The learners’ answers favored the opportunities of ChatGPT to them. Excerpt 3 includes the answer.

Excerpt 1:

“

“

Well, I watch a lot on Youtube. I go to a lot of social media. Somewhere, somehow, I just come across the term. I think it’s okay. It’s cool. It’s very helpful but I won’t recommend using it since it’s lessening our values. It’s lessening our opportunities to learn and to work harder for something since it’s an AI that can do things almost everything faster than us. So, we will lose the value of taking the time to work hard for something.”

Excerpt 2:

There was this one time that I used it to ask for information. It can tell you all the questions you ask. It is not trustworthy. It gives ideas but that’s it. If students were to use it as basis for their topics, it is not recommendable because you won’t know if it’s true or not.”

Excerpt 3:

“

It is an AI that can make everything you ask it for, from essays to mathematical equations. Somewhat, because when I do not understand a problem, I tend to go to the site for help, and it usually explains it better than most. As a tool, it has some benefits but if you were to abuse it, you will never learn and will continuously depend on it which in turn, will result in no learning.”

Discussion, Conclusions, and Implications

The purpose of the anonymous online survey conducted by The Hillside Chronicle is to find out the perception and intentions of the use of ChatGPT by learners in Ponciano Bernardo High School. The Hillside Chronicle discusses the findings from the analyzed quantitative and qualitative data.

Regarding perceptions, most learners expressed their opinions of ChatGPT in favorable ways. Its value in fostering students’ growth and enhancing academic activities informed the use intents.

As a result, ChatGPT is pushing educational transformation and a shift away from conventional ways of instruction delivery. It is undeniable that students’ support for integrating ChatGPT into the educational system is modeled by their satisfaction with using new technologies, the improved results they bring using new technologies and the excellent user experience.

From the qualitative data, it is clear that social media has a positive impact on the learners. Evidently, as stated by the respondents, writing,

By Iya Beatriz C. Perez

mathematical, and information-seeking abilities had greatly increased.

The Hillside Chronicle aimed to investigate how students at Ponciano Bernardo High School perceived and intended to utilize ChatGPT.

The Hillside Chronicle was driven by the very small number of studies and the necessity to report from a specific setting via the perspective of students especially in public junior high schools in the Philippines.

Furthermore, The Hillside Chronicle found that the learners intended to use ChatGPT and supported its implementation in education because their use was made easier by their experience.

The findings also revealed that learners have a favorable opinion of ChatGPT because it produces good results.

Moreover, the results indicated that social media was the main source of students’ awareness of ChatGPT, and they were more aware of its opportunities than its threats.

Numerous implications for educational methods and future research may be drawn from this survey research.

Despite the fact that there were 150 participants, the quantitative data was insufficient to clearly link perceptions and intentions to utilize ChatGPT in learning.

The Hillside Chronicle suggests that other research might broaden their scope by using a larger sample size than theirs.

Additionally, utilizing ChatGPT as a tool, the findings serve as a platform for other institutions to examine the future paths of education.

Finally, in order to document the range and depth of worries concerning ChatGPT in education, The Hillside Chronicle suggests separate quantitative and qualitative investigations of the current issue that involve other constructs and demographic variables.

TECH REVIEW: Tiktok as new ‘Key Search’ concerns PBHS research manager

Many teenagers thought TikTok was just another social networking site for dancing videos and pop music when it first started in 2016.

However, TikTok is currently renowned for being a creative outlet and an increasingly available search engine for Generation Z after becoming widely famous in 2020.

In September 2022, the New York Times even proclaimed that “For Gen Z, TikTok is the New Search Engine.” “Nearly 40% of Generation Z prefer researching topics on TikTok over platforms such as Google,” the New York Times report read.

In that same month, however, Gelo Gonzalez in his report for “Rappler. com,” reported that “about 20% of TikTok’s search results, according to a US-based website run by journalists who monitor internet disinformation.”

According to Flor Abel Vilog, the school research manager and English teacher teaching research in Grade 10 at Ponciano Bernardo High School, Generation Z utilizes TikTok as a study tool because of its ease and convenience. “TikTok appeals to Gen Z since it does not demand a lot of attention, in my opinion, because of our extreme-

ly internet-attuned upbringing and our reliance on instantly digestible media and information.,” Vilog said. “TikTok is a quick and easy method to get a lot of information on a variety of topics,” he added.

Anthony James Segui, a Grade 10 learner from section Mabini argued that he finds it appealing in many ways as when he searches on TikTok, a variety of comments from people with various viewpoints appear. “When you use Google to research anything, you often receive highly specific search results in articles, but your query may not actually be addressed,” Segui said. “On TikTok, you may choose what you want to listen to while researching different topics while hearing from actual people.”

Chad Mejarito of Grade 10 Del Pilar said he looks Google for news and TikTok for lifestyle advice. “Instead of learning from a random individual, I would prefer to do it from a reliable news source. However, I like to use TikTok to do searches for more aesthetic matters in my life, such as where I want to eat or where to purchase clothes,” Mejarito remarked.

Vilog said in addition to lifestyle advice, TikTok is an app that individuals use to learn about news. “I discover that a lot of individuals use TikTok as a medium to share information on political activism and movements. If they think that particular candidates win elections for a reason,

or if they think that a candidate will be a good or awful governor, senator, or member of the house, they may make predictions,” he said.

Also, Segui explained because of its interactive features, TikTok is a helpful search engine. He asserted that TikTok is the most effective at bringing together viewers and producers among the major social media platforms. “You may always post a question in the comments on TikTok, making it interactive. A response to your query may then be included in a subsequent video made by the content creator. If you like, you may ask the same individual for follow-up information, which is thrilling,” Sequi said.

However, Vilog said compared to conventional search engines, TikTok might provide its less-experienced users with more false information. In addition to TikTok, Vilog advised Grade 10 learners to conduct their own research on reliable websites.

According to Vilog, the major problem with TikTok and the propagation of false information is that individuals frequently make claims about a variety of distinct individual issues and group them together under a single heading. Because of this, it is challenging to have a fruitful conversation regarding the material provided on TikTok. Vilog also said TikTok content frequently contains prejudices and personal beliefs.

Figure 1. Perception of ChatGPT

Figure 3. Awareness of ChatGPT

Art by Mikaella Mia Miranda

PBHS returns to in-person intramurals for 2023

By Kian Zayin Macabuhay

Two years after the COVID-19 outbreak, Ponciano Bernardo High School (PBHS) dressed up the covered court as the one-day in-person celebration of the Intramurals 2023 got underway last March 6.

Alfonso Lester Anota from Grade 10 Aguinaldo led the torch lighting and relaying ceremony that signaled the start of the 2023 Intramurals at PBHS.

Following the lighting, the torch was passed through the coordinators of Grades 7 to 10 namely Marlon Maravilla, Maria Cherrie Sta. Ana, Piere Angeli Mercado and Melani Santos respectively. The event was spearheaded by the MAPEH department headed by Pedro Dela Cruz. In his welcome message, Dela Cruz emphasized the importance of sports activities for the learners’ overall growth and well-rounded junior high school life journey. “The intramurals this year provide players with entertaining, secure, and organized activities that promote social, mental, and physical development,” he said.

The highlight of the event was the search for Mr. and Ms. PBHS Intramurals 2023. Wearing their sportswear with wit and passion, Jim Cesar Soriano and Desa Denise Jarlego were hailed as Mr. and Ms. PBHS Intramurals 2023.

To culminate all their learnings in their MAPEH classes, learners from Grades 7 to 10 competed in various sports activities.

The basketball and volleyball games were two of the most highly anticipated segments of the intramurals. After a review of scores, players from the grade 9 and grade 10 levels emerged as the champions in basketball and volleyball games respectively.

Badminton players from different grade levels also trooped the PBHS covered court to play their hearts out. The badminton game was played in doubles. With proper stance and eye-hand coordination to successfully hit the shuttle cock, Rex Ann Dela Cruz, and Justic Jewel Cris-

A cup of horror and prejudice

THE Fédération Internationale de Football Association (FIFA) World Cup is so well-known that it would be impossible for you to not know about it. Millions of football fans eagerly anticipate the FIFA World Cup with fierce devotion as one of the largest worldwide athletic events to ever take place; after all, it only happens once every four years. Even someone like me, who could previously only imagine how the sight of 22 sweating athletes tossing a ball to one another with their feet would enliven spectators with an almost blinding fervor, could readily comprehend the significance and holiness of the occasion.

The World Cup this year, however, is overshadowed by several instances of human rights abuses and censorship that have occurred in Qatar, the tournament’s host nation, even if it is still being celebrated and anticipated with the same fervor as previous tournaments. Many have accused the World Cup’s organizers of corruption and yielding to bribery, and even the news that Qatar

PBHS boys’ varsity competes in first Camp Tamtam; secured third place in basketball

By Kian Zayin Macabuhay

BOYS varsity basketball team of Ponciano Bernardo High School (PBHS) traveled to Far Eastern University (FEU) High School in Manila City to participate in the first Champ Tamtam Sports Edition 2023 last April 29.

Following the friendly matches, awards were given to the top athletes in each sports category. Boys’ varsity players from PBHS won 3rd place in basketball category: Shellbyn Mandolado (Point Guard) from Grade 10-Mabini; John Paul Malicdem (Shooting Guard) from Grade 10-Bonifacio; Justine Soliven (Small Forward) from Grade 10- Mabini; Jim Cesar Soriano (Power Forward) from Grade 10- Aguinaldo and Anthony James Segui (Center) from Grade 10- Mabini

Players from seven junior high schools in Manila, including PBHS competed in this year’s Camp Tamtam Sports Edition 2023 in basketball, table tennis, and chess: Camp Gen. Emilio Aguinaldo High School, Carlos P. Garcia High School, Florentino Torres High School, Potter and Clay Christian School, Ramon Magsaysay High School, and Lakan Dula High School.

“Camp Tamtam 2023 not only gives students chances to showcase their skills but also highlights the value of teamwork and sportsmanship in any competition, much like a real Tamaraw athlete would,” read in the invitation letter of FEU high school.

had won the bid to host the event has been plagued by controversy.

Despite all the accusations of corruption, Qatar began construction as soon as the announcement was made, unveiling its great plans and strategies to build eight football stadiums in time for the sports event. However, they hid the fact that the tens of thousands of migrant laborers would eventually be subjected to modern-day slavery, which would cause premature and readily avoidable deaths.

One Amnesty International report has an experience from a migrant metalworker who compared his situation in Qatar to a jail. The workers were threatened with punishments if they ever voiced an objection in addition to being made to put in long hours in the oppressive heat of the country’s desert climate. Another Time article on the same horrific treatment claims that tens of thousands of workers have gone home in coffins without saying anything to their loved ones.

Furthermore, the issues do not stop with the appalling working conditions faced by foreign laborers. Regarding its severe dislike of the LGBTQ+ community, Qatar has never been silent. In QATAR, homosexuality is really regarded as a crime that is punished by death. This is a significant issue since the host nation is often expected to be inclusive of all people regardless of ethnicity, sexual orientation, gender, and religion. Though FIFA President Gianni Infantino made sure to reaffirm his support for the group, perhaps booting a player off the field for standing out for homosexual rights is not exactly what I would call pro-LGBTQ+.

Jan Vertonghen of Belgium expressed regret about the conditions that the athletes had to play in and that he was afraid to even bring up the topic of human rights. It is unreasonable, even cruel, to impose that level of dreadful control over groups of athletes who only want to represent their nation in the largest sport competition.

By saying that he “wants to appear on the pitch tomorrow,” Vertonghen brought home the point that these decisions have only served to worsen an already difficult situation for everyone concerned.

When it comes down to it, there is never a justification for enjoying yourself at the price of other people’s lives or morality. It feels so out-of-date to even discuss the fundamentals of acceptance and human rights in this day and age; there is no place in these kinds of places for abuse, discrimination, or homophobia.

Even though this year’s World Cup is being hailed as one of the most exciting and unforgettable in World Cup history, it feels almost criminal to enjoy it knowing that it was built on the blood of tens of thousands of migrant laborers and the denial of human rights. Football is a popular sport all around the world. Its inclusiveness and accessibility to everybody, regardless of background, is part of what makes it so beautiful. In the event that you take something away, a portion of its heart and spirit also vanishes. Abuse, injustice, and outright murder that have taken place during this period should never happen again and should tarnish the FIFA World Cup’s legacy for all time.

Abuse,

Intramurals 2023: A glimpse of future world-class athletes

School (PBHS) last March 6 has

Chard Jhandrie Hemady

tal from Grade 7 Masunurin; Marchela Pascua and Mary Grace Alonzo from Grade 8 Acacia; Azalea De Jesus and Rhianne Nejal from Grade 9 San Juan emerged as winners.

PHOTO BY: Iya Beatriz Perez

TORCH LIGHTING AND RELAYING. Alfonso Lester Anota from Grade 10 Aguinaldo leads the torch lighting and relaying ceremony that signals the start of the 2023 Intramurals at Ponciano Bernardo High School, March 6.

injustice, and outright murder that have taken place during this period should never happen again and should tarnish the FIFA World Cup’s legacy for all time.”

THE 2023 Intramurals at Ponciano Bernardo High

seen future world-class athletes emerge. It takes a significant amount of practice, repetition, and thinking to

Another Grade 7 learner from section Masunurin, Chard Jhandrei Hemady, showed a glimpse of how he could play against Grade 10 basketball players. He tallied 11 markers, including highlight-worthy dunks, on top of two rebounds, two steals, and an assist.

Alfonso Lester Anota

In, men’s volleyball meanwhile, a 16-year-old Grade 10 learner from section Aguinaldo, Alfonso Lester Anota, has been regarded as the best striker with his versatility and skill on the court, playing in multiple positions such as outside hitter, opposite spiker, and setter.

PHOTO BY: Armida Anota BOYS’ VARSITY BASKETBALL: (from left to right) Justine Soliven (small forward), Jim Cesar Soriano (power forward), Anthony James Segui (center), Shellbyn Mandolado (point guard) and John Paul Malicdem (shooting guard).

Stress, tension affect sports performance

PBHS players, coaches discuss benefits, detriments of nerves in athletic competition

By Kim Danielle G. Oropesa

THE Philippines has its own martial arts sport that it can be proud of, just as Japan has karate and Korea has taekwondo. Arnis, often referred to as kali or eskrima, is a term used to describe a category of Filipino martial arts that emphasizes the use of weapons such as blades, sticks, or homemade weapons. As an extension of the body, arnis uses its weaponry. Arnis thus requires a certain set of fundamental body movement techniques.

Ponciano Bernardo High School (PBHS) Arnis athlete Cassandra Rangasa, a Grade 10 learner who represented Quezon City (QC) Arnis team in the recently concluded DepEd-National Capital Region (NCR) Palaro Arnis Meet 2023, said her performance is sometimes hampered by anxiety. “My anxiety would frequently get the better of me,” Rangasa said. Rangasa claimed that demands from the outside might also affect an athlete’s nerves. Stress may build up and lead to mistakes while teammates, coaches, and onlookers are watching a player. Internal pressures, though, Rangasa added, can impact performance.

If you discover that you are playing terribly, you begin to play even worse.

According to Rangasa, there are two types of anxiety such as “adrenaline, which results from knowing that you and other people want you to succeed, and nervousness caused by your own fear of failing. If you discover that you are playing terribly, you begin to play even worse.”

However, Rangasa claimed that she has altered numerous aspects of her thinking to better manage stress while playing. “I can be sure that if I play poorly, someone else will have also. By adopting this mindset, I am able to accept that I erred,” she said.

One of the key responsibilities of a coach, according to PBHS coach Christine Joy Jabagat, is to make sure that the players have the proper attitude for playing. “I make an effort to reduce their pressure as much as I can,” Jabagat said. “I reassure them that they can accomplish everything they set their minds to.”

Arnis coach Corine Ular said sports anxiety is typically attributed to feeling unprepared. “Players that are playing under pressure, in my opinion, are those who do not completely understand what to do,” Ular said.

According to coach Ular, it is the duty of coaches to get their athletes ready for situations with a lot of pressure. “Every time we practice, we make an effort to simulate game conditions,” she said.

Coach Jabagat said nerves can obstruct the body’s biological processes if an athlete experience stress. “One of the problems with adrenaline is that it will cause an increase in respiration and heart rate,” she said.

According to Jabagat, having knowledge of these changes might help you fight them. “You must be able to control your emotions, slow down your heartbeat, and tune out any external distraction,” she said. Jabagat said as adrenaline may assist athletes in making the winning shot, tension can also be advantageous.

While adrenaline can have advantages and disadvantages, a Grade 10 basketball player from section Mabini, Justin Soliven said he utilizes it to enhance his performance because it is important for several sports, such as basketball.

“Iyong adrenaline mo ay makakatulong sa iyo dahil wala kang mararamdaman. Kaya naman kapag nakuha mo iyong bola, patuloy ka lang tumakbo hanggang makapuntos ka,” Soliven remarked. (You do benefit from the adrenaline since you are unable to feel anything. You simply keep running until you score after receiving the ball).

PBHS ARNISADORS REPRESENT QC IN NCR PALARO 2023

By Johndel J. Giibe

FOLLOWING the division meet, arnis athletes of Ponciano Bernardo High School became part of the Quezon City Arnis team that competed in the DepEd-National Capital Region (NCR) Palaro Arnis Meet 2023, which was held at Caloocan High School from April 24-28.

Beyond Going Fit

Relevance of PE in the “Now” Normal

By Brandon DL. Vildad

DO you frequently have back discomfort, neck and leg pain, or insomnia along with mental and physical strain throughout your in-person classes?

You should probably take your physical education lessons more seriously if you are lifting your eyebrows because you think I can read minds.

Looking back, completing Physical Education through distance learning has proven extremely challenging for others due to the pandemic’s reduced opportunities for physical engagement. Due to an unfit PE environment, a lack of desire, camera shyness, exhaustion, or academic weariness, and regrettably a general distaste of the component, many students would struggle with this subject.

The importance of physical education in fostering children’s overall development cannot be overstated. Along with molding students’ minds and personalities, education also tends to keep them physically fit and healthy, promote their self-esteem, and instill sportsmanship.

The purpose of physical education, as stated by Republic Act No. 5708, also known as “The Schools Physical Education and Sports Development Act of 1969,” is to impart to young people a proper understanding of the significance of physical development along with mental development through individual and social activities.

Because of this, the Department of Education (DepEd) and the Philippines Sports Commission (PSC) agree to maintain physical education (PE) in blended learning modalities. In 2020, Senator Pia Cayetano argues that DepEd must be creative in teaching physical education, such as employing multiple media channels like television and instructional videos on YouTube, to keep the spirit burning in the hearts of people when they are at home. “We need to keep promoting Physical Education and regular exercise among our children,” Cayetano said.

Even in the “now normal,” physical education is something we cannot just disregard.

The PE subject, however, which enables students to achieve, develop, and maintain their fitness goals, desired lifestyle, and physical gift to sports is pushed at the backseat, without giving it a chance to show what lies beyond its promise of physical fitness, because of youth participation in physical activities rapidly declining as a result of sedentary lifestyle and immersion to technology. “

Even in the “now normal,” physical education is something we cannot just disregard.”

ta and Rangasa hoped the PBHS dominant performance in the sport can help recruit aspiring arnisadors.

“I hope other learners in Ponciano will learn to love arnis, because this is our sport,” said Estuesta.

“We must love arnis, support it, and learn it in school since this is really ours,” Rangasa remarked.

IT was a clean sweep for Ponciano Bernardo High School (PBHS) on the first day of the 2023 Division Palaro Arnis Meet held at Ernesto Rondon High School, with two gold medals in the men’s and women’s arnis combative event on March 12.

Grade 9 learner Jalile Romel Estuesta’s opening performance set the tone from the get-go, as he conquered host school Ernesto Rondon High School in the finals of the men’s extra lightweight division.

Although disadvantaged in height, Grade 10 learner Cassandra Rangasa towered over Justice Cecilia Munoz Palma High School and Ernesto Rondon High School in the bantam weight category.

After an emotional win, Estues-

Following the division meet, Estuesta and Rangasa became part of the Quezon City Arnis team that competed in the DepEd-National Capital Region (NCR) Palaro Arnis Meet 2023, which was held at Caloocan High School from April 24 to 28, 2023.

Representing Quezon City, Estuesta and Rangasa got off to a great start in the DepEd-NCR Palaro Arnis Meet. Estuesta and Rangasa lost their second rounds against Pasay City and Valenzuela City but managed to score against Manila City and Caloocan City respectively.

To date, Estuesta and Rangasa are the first varsity members of Ponciano Bernardo High School that represented Quezon City in the 2023 NCR Arnis Meet.

For students to benefit from PE classes, it does not need to take up a lot of time or space. Regular participation in physical education programs helps students stay on track to develop a habit of exercising, which may help fight obesity, lower their chance of developing heart and lung disease, and boost their immunity to viruses.

The quality of one’s sleep and mood will both increase with physical fitness. According to the study entitled “Physical Education and Stress: A Person-Environment Fit Perspective,” conducted by Cimene, et al. (2020), those who are less engaged in exercising physically are more prone to suffer from sleep disorders including insomnia, which can lead to tension, anxiety, and mood changes. Exercise aids in the production of endorphins, dopamine, serotonin, and other neurotransmitters that assist relieve general discomfort and mental stress brought on by academic pressure.

Additionally, after receiving a boost to their self-esteem and character development in their gym lessons, students who wish to become sports athletes need to study the principles of PE. Additionally, it instills in them discipline and crucial life lessons.

According to the International Platform on Sport and Development (2021), “Sport has been used as a practical tool to engage young people in their communities through volunteering, resulting in higher levels of leadership, community engagement and altruism among young people.”

Is it already too late? Undoubtedly not.

Physical education activities are constantly available to students. Drop your eyebrows and go to your feet. Concentrate on your physical education lesson. Put on something comfier. Get your mat ready. Make your body warmer. In the “now normal,” grin to see a better version of yourself.

“

“ You must be able to control your emotions, slow down your heartbeat, and tune out any external distraction,”

Cassandra Rangasa Extra Lightweight

Jalile Romel Estruesta Grade 9 Aguilae

Bantamweight Grade 10 Aguinaldo