This research studies the lived experiences of secondary teachers in managing challenging behaviors exhibited by students within the classroom in Mercedes District, Camarines Norte. Challenging behaviors, encompassing defiance, aggression, and disruptions, pose significant obstacles to the learning environment, impacting both teachers and students. This study is anchored on qualitative research design, specifically utilizing phenomenological inquiry. After a thorough analysis of the responses provided by the participants, the researchers were able to determine three (3) recurring themes of the various challenging behaviors that teachers encounter in the classroom; Struggle to cheer you up (Challenges in communication), Struggle to teach you up (Resistance to instruction and academic engagement) and, Struggle to guide you up (Disruptive and aggressive behaviors). This also discovered the strategies that teachers employ to address and manage said challenging behaviors such as promoting positive reinforcement, observing, listening, establishing a trusting relationship, and identifying, and maintaining a balance of empathy and firmness. The findings ended with a concrete recommendation to establish comprehensive educational support for teachers to help them address and remedy challenging behaviors with the most effective measures that resonate most effectively with students.

This study focused on the stories of women planters in the implementation of Taranuman Project in the Third District of Albay. Particularly, this explores and documents the experiences, challenges, and successes of women planters involved. By understanding their stories, this undertaking shed light on the motivations and aspirations of women planters, the barriers they have experienced, and their strategies to achieve success. The researchers used descriptive-qualitative research and made use of indepth interviews and focus group discussions (FGDs). From the collection of the respondents' narratives, three (3) recurring themes emerged on the motivation and aspirations of women planters in Taranuman Project; Taranuman para sa Pagkasararo (Social cohesion, belonging and unity), Taranuman para sa Pangkabuhayan (Economic empowerment), and Taranuman para sa Karapatang Pampulitika (Political rights, engagement and participation). This study also revealed major challenges in its implementation including infertility of the soil, the distant location of the lands to be cultivated for the project, and the insufficiency in the supply of tools and equipment. However, despite the emerging problems, strategies to counter the difficulties were also formulated. Even so, the researchers strongly recommend that implementers should expand the Taranuman Project in all of the district's municipalities, enhance women planters' financial and communication skills through training, maintain close partnerships with agencies for project support, encourage beneficiary communication, and develop comprehensive strategies to overcome ongoing challenges and ease beneficiaries' burdens.