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After some time searching for a suitable project locale, I approached Lead Christian School, a small but dedicated institution near my residence. I was introduced to the Grade 1 teacher adviser and the faculty head, who eventually became my gatekeeper throughout the project. I humbly shared my proposal, explaining the nature of my special project, and asked if there were areas where I might be of help.
To my surprise, they immediately expressed that their biggest concern was also in the area of reading, particularly among their Grade 1 learners. They explained that many of their students were struggling readers, facing challenges with phonics, decoding, and fluency. This conversation affirmed that my chosen focus was not only relevant but also urgently needed in the real educational setting.
During this meeting, the faculty head, tr. Arlyn willingly signed the agreement, formally accepting my project. More importantly, she expressed her support and commitment to guide me throughout the process. Since she would also be the one facilitating the Summer Reading Program (May 19- June 13, 2025), her involvement as both teacher and partner was a great assurance. Her openness and willingness to collaborate gave me both relief and a strong sense of responsibility.
From this point, we agreed that my project would concentrate on developing instructional booklets for the Summer Reading Program, serving not only the immediate needs of the learners but also as a long-term guide for teachers. This acceptance marked the official start of my project journey.
Reflection:
Reflection:
This meeting was a pivotal moment for me. It reassured me that my decision to focus on reading was not only aligned with my personal goals but also deeply connected to the real needs of learners in the community. I felt both honored and challenged—honored because the school trusted me enough to partner with them, and challenged because I now carried the responsibility of addressing such a critical learning gap.
I also realized how important it is to approach communities and institutions with humility and openness. By listening first to the school’s needs rather than imposing my own ideas, I was able to establish trust and create a sense of shared purpose. This reflection strengthened my belief that effective educational interventions should always begin with dialogue and collaboration.
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