Teachers’ Experiences in the Implementation of Catch-up Friday

Adminitration Management

This study explored the lived experiences, challenges, coping mechanisms, and insights of teachers implementing Catch-Up Friday to enhance students' reading skills at Lilo Elementary School, Datu Madagnas Elementary School, and Malipayon Elementary School for the school year 2024–2025.Teachers described Catch-Up Friday as both an opportunity and a challenge, requiring extra effort and flexibility. Lesson preparation was time-consuming and demanded adjustments to cater to diverse student levels. Students exhibited mixed responses—some were eager and motivated, while others lacked confidence, focus, and interest. The challenges encountered included diverse reading levels, limited time to address gaps, inconsistent attendance, lack of materials, behavioral issues, and low student motivation. Teachers addressed these challenges through small-group instruction, individualized reading plans, leveled activities, interactive tasks, and a reward system. However, limited reading materials, minimal parental support, inadequate administrative prioritization, and unclear intervention guidelines further complicated implementation. To cope, teachers focused on small successes, shared ideas and resources, exercised patience, adjusted approaches based on student needs, and collaborated with colleagues. They explored online materials and sought support when necessary. The most effective strategies included differentiated instruction, peer tutoring, interactive games, storytelling, flashcards, and positive reinforcement. Support systems such as school principals, co-teachers, occasional training sessions, Learning Action Cell (LAC) meetings, and online resources helped in implementation. Teachers emphasized that Catch-Up Friday fosters self-confidence in students but requires patience, commitment, and consistent application. They highlighted the importance of emotional support, building self-esteem, and using positive reinforcement to sustain engagement.

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