Upon finishing and submitting my project proposal in Week 4, I felt mentally and physically prepared for what was to come. However, the final weeks of the second trimester turned out to be far more hectic than I had anticipated. It was also during this period of tight schedules and looming deadlines that Holy Week took place. I honestly felt disappointed and regretful that I was not able to practice my faith as much as I had hoped. Still, I reminded myself that this grueling yet fulfilling academic journey would soon come to an end. Konting push nalang. 

On April 16, I sent a follow-up email to my gatekeeper, requesting her feedback on the project proposal and asking for any relevant content resources, materials, or references that could support the design and development of EduPREP. She responded on April 18, expressing that she had no comments or suggestions for further revisions. She also shared a summarized resource outlining the format and content of the English Speaking Contest by the Department of Education and Training (DOET). That same day, I promptly replied with a few follow-up questions for clarification. 

After more than a week without a response, I followed up again on April 29. During this time, I also consulted Sir Ley on how to proceed with the implementation and evaluation phases of my project. I told him I felt stuck in the design phase due to the lack of responses from my gatekeeper and limited resources to work with. I will never forget his reply: "Slow is better than nothing." Truth be told, I had been starting to worry about my project's timeline, but this simple yet impactful statement helped ease my anxiety and allowed me to regroup and recollect. 

Until May 6, I chose not to dwell on my gatekeeper’s delayed responses, as I was preoccupied with final papers and exams for three other major courses—all of which demanded substantial reading, writing, and time. I was also preparing my Pecha Kucha presentation for the EDS 199 Townhall - Special Project Presentation (2T-2024), scheduled for May 13 and 14, as well as my Mid-Progress Report due on May 22. Around this time, I realized it was time to reconnect with my gatekeeper. I emailed her to inform her about the upcoming townhall presentation, which would showcase my progress and mark the halfway point of my thesis journey. I also requested an on-site meeting so I could clarify a few essential questions, solidify the project’s direction, and ensure its feasibility for implementation in June. She promptly responded and agreed to meet with me on May 8. 

During our meeting at FIS, I asked all the questions I could think of to move forward with the instructional design process of EduPREP, regardless of whether my gatekeeper would respond promptly to future emails or provide further resources. I simply needed that conversation to clarify critical aspects of the project, finalize the timeline, confirm her continued involvement, and emphasize the importance of the steps ahead, from the implementation and finalization of EduPREP to ultimately securing my candidacy for graduation. It was a productive and much-needed meeting. 

Ms. Tiffany confirmed that the English Speaking Summer Program would run from June 9 to August 9, six days a week, covering Grades 5 through 11 in multi-grade classes. The four Filipino English teachers would be assigned based on their specialization. While formal lesson plans were not required, teachers would be provided with general teaching content to guide their instruction. EduPREP would support their preparation through training and orientation. 

She also explained that the program’s goal is not necessarily for students to win contests, but to develop their speaking skills and increase engagement in inter-school activities. A mock speaking contest would serve as the culminating activity of the summer program. Importantly, she assured me that both she and the Organizing Committee, led by Teacher Mirra, would support the review and evaluation of EduPREP materials throughout the design phase. 

I left the meeting with renewed clarity and direction. After weeks of uncertainty, I finally had a clearer understanding of the school’s goals and a stronger sense of momentum. EduPREP felt real again—tangible, actionable, and within reach. I was reminded that progress sometimes begins with a single conversation, and that one meeting reignited the momentum I needed and solidified the path forward. Because of that meeting, I was even more determined to execute my townhall presentation as effectively as possible.

On May 13 and 14, the townhall took place, and my evaluator, Ms. Rachel Jade Decena, gave heartwarming remarks and insightful recommendations. She appreciated that my project focused on teaching professionals rather than the usual focus on young learners, along with the aim to support an ongoing initiative like the summer classes at FIS. She commended its goals of helping teachers upskill in instructional strategies, specifically English speaking instruction.

Her suggestions included reaching out to a subject matter expert (SME), particularly someone with experience in teaching English in Vietnam, exploring theoretical frameworks beyond adult learning theory, and using a combination of evaluation methods to efficiently assess outcomes and identify areas for improvement. I truly appreciated Jade's feedback, along with the insights I gained from my classmates' presentations. I could feel that each of us needed that time to meet our professors and peers, share our progress, and encourage one another to keep moving forward.

After the townhall, I focused on finishing the first drafts of the EduPREP Instructional Design and EduPREP Instructional Plan, which I sent to my gatekeeper and subject matter expert (SME) on May 16. I also shared the Google Docs link to the Special Project Log because I found it more convenient for both me and my gatekeeper to update it online, given our mostly remote setup.

A few days later, I submitted the mid-progress report of my special project through the EDS 199 course site, officially marking the end of the second trimester. And once again, although I had already begun working on the major deliverables of EduPREP, I found myself waiting for my gatekeeper's feedback on the initial drafts and responses to several pending inquiries. The pressure began to build, as I knew I had to execute the pilot testing before the English Speaking Summer Program starts on June 9. Time was ticking—and it was ticking fast.