MOVs

Republic of the Philippines
Department of Education
REGION III-Central Luzon
SCHOOLS DIVISION OF ZAMBALES
SUBIC CENTRAL SCHOOL
MINUTES OF MEETING
1st Quarter
The meeting started at 4:00 pm at Grade IV- Camia classroom. I started the meeting by welcoming the
parents, gave the attendance sheets, introduce myself and their different subject teachers. We discuss the
following agendas such as:
 Schedule and Requirements
 Classroom Policies
 Behavior of Pupils
 Struggling Readers
 Transferees
 Election of Homeroom PTA Officers
 Classroom Project
 Grading System
 Distribution of Cards
Prepared by: Reviewed by:

ANALYN E. FORTIN JUDITH O.
PASUSTENTO
Teacher III Master Teacher II
Approved by:
AURORA F. DE LUNA, EdD

Principal IV
MINUTES OF MEETING
Facebook: Subic Central School

2nd Quarter
parents and gave the attendance sheets. I gave a brief explanation about pupils schedule to avoid late comers
and their different requirements and suggest to recycle for them not to spend too much for those
requirements. I also stated some important classroom policies for awareness such as keeping their classroom
clean and organize, making sure that pupils are ready physically and mentally in attending to school
everyday and they should also respect and obey their teachers at all time. We also talked about the behavior
of pupils and gave them advise to seek help and and talk to teachers if there are problems. I also seek help to
parents to guide or have a follow- up at home most specially our struggling readers. I stated some of the
classroom problems and parents came up for a classroom project that will surely give benefit to students and
parents are willing to contribute for it. Afterwards, I also discuss a brief explanation about the grading
system making sure that parents can easily understand and lastly the distribution of cards.

PASUSTENTO
Approved by:

Principal IV
MINUTES OF MEETING
3rd Quarter
parents and gave the attendance sheets. We discuss the following agenda such as:

 Christmas Party
 Distribution of Cards
We talked about the upcoming Christmas Party of pupils. Parents agreed to donate foods for the pupils
Christmas Party and for the exchange gift they agreed to have worth 100 pesos of a unisex gift excluding the
gift wrapper. All parents agreed with the Christmas Party plan.
Lastly is the distribution of cards.

PASUSTENTO
Approved by:

Principal IV
MINUTES OF MEETING
4th Quarter
parents and gave the attendance sheets.
We discuss about the pupils First Communion to be held at St. James Church. Then, the attire and
requirements were also discussed. It was said on the meeting that Boys will wear white polo and black pants
and Girls will wear white dress or school uniform. They also have to submit their Baptismal Certificate as

their requirement. Afterwards, we discussed about their schedule of confession and practice. It was said that
their confession will be 10:00 am at St. James Church and their General Practice will be 9:00 am also in the
church and they are required to bring their pack lunch for it will be a whole day practice.

PASUSTENTO
Approved by:

Principal IV
REFLECTION/JOURNAL ENTRY
1st Quarter
Today, I had the opportunity to implement my learner-centered teaching philosophy in my lesson plan, and
it was an incredibly rewarding experience. The focus of my approach was to create an inclusive and
engaging learning environment where the needs and interests of the learners were at the forefront. Through
this approach, I aimed to empower my students and foster their active participation and ownership of the
learning process.
To begin with, I carefully designed the lesson plan by considering the diverse learning styles, backgrounds,
and interests of my students. I wanted to ensure that the content was relevant and meaningful to them, so I
incorporated real-life examples, interactive activities, and collaborative learning opportunities. By doing so,
I aimed to tap into their prior knowledge and experiences, making the learning process more relatable and
engaging.

During the lesson, I adopted a facilitative role rather than a didactic one. I encouraged open dialogue and
active participation, allowing students to ask questions, share their thoughts, and explore different
perspectives. By doing this, I aimed to create a safe and inclusive space where everyone's voice was valued
and respected. This approach not only empowered the students but also fostered a sense of ownership and
responsibility for their own learning.
One aspect of learner-centered teaching that I emphasized was individualized support. I recognized that each
student had unique strengths, challenges, and learning preferences. I took the time to understand their needs
and provided tailored guidance and resources to help them achieve their learning goals. By offering
personalized support, I aimed to promote student autonomy and self-directed learning.
Moreover, I encouraged collaboration and peer learning within the classroom. I organized group activities,
discussions, and projects that required students to work together, share ideas, and collectively solve
problems. This fostered a sense of community and encouraged students to learn from one another's
perspectives and experiences. It was heartening to witness the students actively engaging with their peers,
displaying empathy, and embracing diverse viewpoints.
In addition to the classroom setting, I also extended my learner-centered teaching philosophy to community
work. I sought opportunities for students to connect their learning to real-world issues and make a positive
impact. We organized a community service project where students applied their knowledge and skills to
address a local environmental challenge. By integrating community work into the curriculum, I aimed to
instill a sense of social responsibility and encourage students to become active contributors to society.
Overall, implementing a learner-centered teaching philosophy has been an enriching experience. It has not
only allowed me to witness the growth and development of my students but also reinforced my belief in the
transformative power of education. By placing the learners at the center of the learning process, I have seen
firsthand how they become more motivated, engaged, and empowered to take charge of their own learning.
As an educator, this has reaffirmed my commitment to fostering a student-centered approach and continually
adapting my teaching practices to meet the evolving needs of my students.

PASUSTENTO

Approved by:

Principal IV
2nd Quarter
Today, I had the opportunity to put my learner-centered teaching philosophy into practice during my lesson
plan and community work. It was an enriching and rewarding experience to witness the impact of this
approach on my students and the community as a whole.
In designing my lesson plan, I aimed to create an environment that fosters active participation, collaboration,
and critical thinking among my students. I wanted them to take ownership of their learning and become
active contributors rather than passive recipients of knowledge. To achieve this, I incorporated various
learner-centered strategies into the lesson.
Firstly, I started the lesson by engaging the students in a discussion about their prior knowledge and
experiences related to the topic. By doing so, I acknowledged their existing knowledge and provided them
with a platform to share their thoughts and ideas. This approach not only helped to build rapport but also
allowed me to assess their understanding and tailor the lesson accordingly.
Next, I employed cooperative learning strategies, such as group work and peer teaching, to encourage
collaboration among the students. I divided them into small groups and assigned them tasks that required
them to work together, exchange ideas, and solve problems collectively. This approach not only fostered
teamwork but also promoted communication skills and critical thinking.
To cater to the diverse learning needs and preferences of the students, I incorporated multiple instructional
methods and resources. I used visual aids, hands-on activities, and technology-based tools to ensure that the
lesson catered to different learning styles. This approach allowed students to engage with the content in a
way that resonated with their individual strengths and preferences.

Throughout the lesson, I adopted a facilitator role, guiding and supporting the students rather than lecturing
them. I encouraged them to ask questions, explore different perspectives, and reflect on their own learning
process. By doing so, I aimed to develop their metacognitive skills and empower them to become self-
directed learners.
Beyond the classroom, I also applied the learner-centered teaching philosophy in my community work. I
organized a workshop where community members could actively participate in learning activities related to
a social issue of importance. Instead of being passive recipients of information, the participants were
encouraged to share their experiences, voice their opinions, and collectively brainstorm solutions. This
approach fostered a sense of ownership and empowerment among the community members, leading to
meaningful discussions and actions.
Overall, the application of a learner-centered teaching philosophy in both my lesson plan and community
work proved to be highly effective. The students and community members actively engaged in the learning
process, took responsibility for their own education, and developed a deeper understanding of the subject
matter. Witnessing their growth and seeing the positive impact of this approach on their confidence and
motivation was truly inspiring.
As an educator and community worker, this experience reinforced my belief in the transformative power of
learner-centered teaching. It highlighted the importance of creating a supportive and inclusive learning
environment that values the unique strengths and perspectives of each individual. Moving forward, I am
committed to continuing my journey as a learner-centered educator and advocate, striving to empower my
students and community members to become lifelong learners and active agents of change.

PASUSTENTO
Approved by:

Principal IV

3rd Quarter
Today marks a significant milestone in my teaching journey as I immersed myself in the realm of learner-
centered education. In my ongoing quest to create a meaningful impact on my students and the community, I
have wholeheartedly embraced the learner-centered teaching philosophy. With an unwavering commitment
to empowering my learners, I sought to integrate this approach into my lesson plan and community work,
and the outcomes have been nothing short of inspiring.
In my lesson plan, I began by shifting my perspective from being the sole authority figure in the classroom
to becoming a facilitator of learning. I aimed to nurture a collaborative and inclusive learning environment
where students could actively participate and take ownership of their educational journey. To achieve this, I
designed activities that encouraged critical thinking, problem-solving, and creativity. Rather than delivering
lectures, I engaged my students in discussions, encouraging them to voice their ideas, ask questions, and
contribute to the collective learning experience.
I vividly remember a particular lesson where I introduced a project-based learning activity to my students.
The objective was to explore environmental sustainability and its impact on our local community. Instead of
dictating the parameters of the project, I entrusted my students with the freedom to choose their research
topics, devise strategies, and propose solutions. Witnessing their excitement and sense of agency was truly
remarkable. Students enthusiastically delved into the project, collaborating, conducting research, and
ultimately presenting their findings to the class. Their presentations were not merely recitations of facts but
authentic expressions of their passion and dedication to making a difference. The classroom transformed
into a vibrant hub of learning, brimming with diverse perspectives and creative solutions.
Beyond the confines of the classroom, I realized the immense potential of learner-centered teaching in
community work. I sought opportunities to extend my teaching philosophy to the wider community,
engaging students in meaningful and relevant projects that addressed real-world issues. Together, we
embarked on a community service initiative centered around promoting literacy among underprivileged
children. Instead of simply collecting and donating books, I empowered my students to design and
implement a comprehensive literacy program. They collaborated with local libraries, organized reading
sessions, and created interactive learning materials. Witnessing their genuine empathy and commitment to
improving the lives of others was profoundly moving.
In both my lesson plan and community work, I have come to understand that the essence of learner-centered
teaching lies in recognizing and honoring the uniqueness and individuality of each learner. By providing
autonomy, fostering a supportive environment, and tailoring learning experiences to students' interests and
needs, I have witnessed remarkable transformations unfold. The learners have become active participants,
not passive recipients, of education. They have developed critical thinking skills, creativity, and a lifelong
love for learning.

As I reflect on my journey, I am reminded of the immense power of learner-centered teaching. By

embracing this philosophy, I have not only inspired my students but also nurtured a deep sense of
empowerment within them. I am grateful for the opportunity to witness their growth and development as
they take charge of their learning. This experience has affirmed my belief that the true purpose of education
is not simply to transmit knowledge but to ignite the flame of curiosity and empower individuals to shape
their own futures.
Moving forward, I remain committed to further refining and expanding my learner-centered approach. I will
continue to explore innovative teaching strategies, seek collaboration with fellow educators, and listen
attentively to the voices of my learners. Together, we will embark on a journey of growth, empowerment,
and transformation, making a lasting impact on the lives of those we touch.
Today, I celebrate the triumphs and lessons learned on this path toward learner-centered education, knowing
that it holds the key to a brighter and more empowered future for all.

PASUSTENTO
Approved by:

Principal IV
4th Quarter
Today, I had the opportunity to implement my learner-centered teaching philosophy in both my lesson plan
and community work, and I am filled with a sense of fulfillment and pride. It was an enlightening experience
that reinforced my belief in the power of putting learners at the center of their own education.
In designing my lesson plan, I strived to create an environment where my students felt empowered, engaged,
and motivated to take ownership of their learning. I carefully considered their interests, needs, and diverse
learning styles to tailor the activities and materials to their individual preferences. The aim was to foster
active participation, critical thinking, and collaborative learning among the students.
To kickstart the lesson, I began by posing a thought-provoking question that sparked curiosity and
encouraged them to think deeply about the topic. I wanted to capture their attention and ignite their natural

inclination to explore and discover. Instead of providing direct answers, I facilitated a group discussion,
allowing them to express their ideas, thoughts, and opinions openly. It was truly remarkable to witness the
vibrant exchange of ideas among the students, with each one contributing unique perspectives.
To further foster learner engagement and autonomy, I integrated various hands-on activities into the lesson
plan. Students worked in small groups to solve problems, conduct experiments, and apply theoretical
concepts to real-life situations. By giving them the freedom to explore and make their own decisions, I
aimed to cultivate their critical thinking skills and problem-solving abilities. The students seemed genuinely
enthusiastic and demonstrated a higher level of motivation as they tackled the challenges before them.
One aspect that I found particularly valuable in promoting learner-centeredness was the incorporation of
technology. I utilized digital resources, such as interactive simulations and online research tools, to enhance
the learning experience. This allowed students to access a wealth of information and engage in self-directed
exploration. It was heartening to witness their eagerness to utilize technology as a tool for learning and
discovery.
Beyond the confines of the classroom, I sought to extend the principles of learner-centered teaching to our
community work. I encouraged students to identify issues and problems within our local community that
they felt passionate about addressing. By empowering them to take initiative and lead their own projects,
they were able to develop a sense of agency and understand the value of their contributions.
I facilitated regular group discussions and brainstorming sessions, ensuring that every student had an
opportunity to voice their ideas and opinions. Together, we collaboratively developed action plans and
strategies to tackle the identified community issues. I witnessed a remarkable transformation in the students'
attitudes as they realized their ability to effect positive change in their community.
Throughout the entire process, I adopted the role of a facilitator rather than a traditional authority figure. I
provided guidance, support, and resources, while giving the students the space to take ownership of their
learning and community work. It was gratifying to witness their growth in confidence, self-reliance, and
sense of responsibility.
In reflection, today's experience reinforced my belief in the efficacy of learner-centered teaching. By placing
the students at the heart of their education, I witnessed their enhanced motivation, engagement, and learning
outcomes. The students were not passive recipients of information but active participants in their own
education, driving their learning journey forward.
As an educator, I am inspired to continue embracing the learner-centered teaching philosophy and to

constantly seek innovative ways to empower and engage my students. The impact I witnessed today in both
the classroom and the community reaffirmed the importance of nurturing independent, curious, and
compassionate learners who are equipped with the skills necessary to thrive in an ever-changing world.

I am excited about the possibilities that lie ahead and look forward to further refining my practice in order to
create meaningful and transformative learning experiences for all my students.

PASUSTENTO
Approved by:

Principal IV
CERTIFICATE OF COMPLETION
To Whom It May Concern:
This is to certify that Mr./Mrs., ANALYN E. FORTIN has successfully

submitted and manually completed the Electronic Self-Assessment Tool for
School Year 2022-2023 to monitor his/her progression and improvements.
This certification is being issued upon the request of Mr./Mrs.,

Analyn E. Fortin for whatever legal purpose it may serve.
Issued this 21st day of July, Two Thousand Twenty-Three at Subic Central School,
Brgy. Baraca-Camachile, Subic, Zambales.


Principal IV

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Republic of the Philippines

 Schedule and Requirements

 Election of Homeroom PTA Officers

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Lastly is the distribution of cards.

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Prepared by: Reviewed by:

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

As I reflect on my journey, I am reminded of the immense power of learner-centered teaching. By

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

As an educator, I am inspired to continue embracing the learner-centered teaching philosophy and to

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

Prepared by: Reviewed by:

AURORA F. DE LUNA, EdD

To Whom It May Concern:

This is to certify that Mr./Mrs., ANALYN E. FORTIN has successfully

This certification is being issued upon the request of Mr./Mrs.,

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

AURORA F. DE LUNA, EdD

SUBIC CENTRAL SCHOOL

Facebook: Subic Central School

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