TIP Course 1 DepEd Teacher

Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction
W
ELCOME to the Department of Education! We are pleased to
have you as a member of the family. We invite you to take time to
read through the Department of Education (DepEd) Teacher Induction
Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It
will also give you a glimpse of what a teacher’s school year is like, and help
you become more accustomed to the daily life of a DepEd teacher. It
introduces you to the guidelines, processes, and standardized forms to help
you easily adjust to your new work environment.
In your first year, you may expect excitement, curiosity, apprehension, and
even doubts. This section of the TIP is crafted to support and bolster your
first year of teaching experiences in the public-school system. We will
explore the school year at a glance and observe how the principles in this
module may affect your day-to-day activities.
Intended Course Learning Outcomes
At the end of this course, you should be able to:
1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the Department of Education’s vision,
mission, and core values (7.2.2)
2. establish safe and secure learning environments through the

implementation of DepEd and school policies, guidelines and
procedures on the preparation, start, and daily management of classes
(2.1.2)
3. manage learner behavior constructively by applying positive and non-

violent discipline (2.6.2)
Course Outline
Module 1: Becoming a DepEd Teacher
Module 2: Gearing up for the School
Year
Module 3: Creating an Engaging Physical and Virtual

Learning Environment
Estimated Time Required: 8 hours

Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)
Module 1 – Becoming a DepEd Required Resources
Teacher • DepEd Order (No. 36, s. 2013)on Our
Department of Education Vision, Mission and
Intended Module Learning Outcomes Core Values (DepEd VMV).
At the end of this module, you should be able to:
1. demonstrate understanding of the DepEd’s
mandate, vision, mision, core values and strategic
directions; and
2. adopt practices that uphold the dignity of teaching

as a profession by exhibiting qualities such as caring
attitude, respect, and integrity aligned with the
DepEd’s vision, mission, and core values (7.1.2,
7.2.2)
Module Outline
Session 1 – DepEd’s Mandate
Session 2 - Vision, Mission, and Core Values
Session 3 - Strategic Directions
Session 4 – The Philippine

Professional Standards for Teachers
Estimated Time required: 1 hour
Required Tasks
• Reflection survey
• Self-reflective activities
• Scenario and case study analysis
• Document reading
• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1
Preliminary Activity
Please complete the survey below. This activity will help you reflect on
your current understanding of the different aspects in the Department
of Education. How familiar are you with the following? Check the
appropriate box that corresponds to your answer.
Key Topics Very familiar Familiar Slightly familiar Not familiar
DepEd’s Mandate /
Vision /
Mission /
Core Values /
Strategic Directions /
Guide for Mentors and Newly Hired Teachers 5

Session 1 – The DepEd’s Mandate a. promote quality education?
The DepEd’s Mandate

The Department of Education (DepEd) was established As a beginning teacher, I have to be familiarized first
through the Education Decree of 1863 as the Superior
to the Department of Education. I have to put first in
Commission of Primary Instruction under a Chairman.
The Education agency underwent many reorganization mind and heart the mandate, mission, vision, core
efforts in the 20th century in order to better define its
values, and the strategic directions of Deped to
purpose vis-à-vis the changing administrations and
charters. The present-day Department of Education was ensure that I am promoting quality education as the
eventually mandated through Republic Act No. 9155,
department wants me to. I will also make sure that I
otherwise known as the Governance of Basic Education
Act of 2001, which establishes the mandate of this will be doing the best that I could in preparing and
agency.
delivering substantial lessons. I will also create an
DepEd formulates, implements, and coordinates environment which is conducive for the students to
policies, plans, programs, and projects in the areas
learn.
of formal and non-formal basic education. It
supervises all elementary and secondary education
institutions, including alternative learning systems,
both public and private; and provides for the
establishment and maintenance of a complete,
adequate, and integrated system of basic education
relevant to the goals of national development.
Required Task 1: Reflection Questions

Reflect on the DepEd’s mandate and respond to
the questions below. You may respond in 2-5
sentences for each.
As a newly hired teacher in DepEd, what can
you contribute to:

b. uphold equity in education? c. respond to the needs of the learners?
As a newly hired teacher, I can uphold equity in As a newly hired teacher in DepEd, I can respond to
education by embracing all kinds of learners that the needs of the learners by being sensitive or aware
comes to school regardless of their sex, age, of their educational, psychological, social, emotional,
spiritual, and even personal needs. As long as I can
personal background, culture, religion, economic
and it is within my reach, I would help learners meet
status and the like. Further, I can also do it by
their needs.
showing support to DepEd’s goal of education for
all its varied programs and projects.

Session 2: Vision, Mission, and Core Values
Preliminary Activity:
As a new public school teacher, what are your visions for yourself, for your class, and your school community?
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
 A better teacher equipped with  Class/learners who are active,  A community of self-disciplined,
knowledge, skills, excellent enthusiastic and participative in responsible, enthusiastic, godly
competencies in the teaching and teaching and learning process and well-mannered learners
learning process  Class/learners who are not only  A community of dedicated
 Inspiring students to be the best academically adjusted but are also committed, passionate, and
that they can be not only as equipped with essential life skills accommodating teachers
learners but as individuals as a  Class/learners who are morally and  A community of teaching and non-
whole spiritually firm and steady teaching staff that support, uphold
 Becoming a light/instrument for  Class/learners who are and lift each other
learners on their moral and compassionate and empathetic  A community where learners and
spiritual growth towards others teachers nurture, help and care for
 Finished graduate studies for  Class/learners who are disciplined each other’s well-being
personal and professional growth and respectful  A community that works well with
 Mentoring new teachers in the  Class/learners who have a strong outside agencies or the common
profession sense of “self” and are self- good
 Working with equals/colleagues directed individuals  A community of academic,
for all educational programs’ character and life champions
development and success

Key Topic 1: DepEd’s Vision Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z.
Gonzales Memorial National High school. She encourages
her learners to demonstrate their love of country through
practicing acts of kindness inside and outside the school
Vision premises. Provide at least two ways of integrating this in
her lessons. You may respond in 3-5 sentences.
We dream of Filipinos
who passionately love their country
and whose values and
competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
Required Task 1: Application
Let’s see how you would apply the DepEd’s vision in

responding to the following school scenarios. Write your
answer on the space provided.
Scenario 2:
One of the Grade 9 advisory students of Teacher Andrew
is showing interest in joining scouting. However, the
student is very shy and timid. In what ways can Teacher Key Topic 2: DepEd’s Mission
Andrew help his learners to gain confidence and
participate in scouting? You may respond in 3-5
sentences.
Mission
Teacher Andrew can help his very shy and timid
student to join in scouting by giving him words of To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
encouragement and by telling them that they can do education where:
it. He could also help them by
Students learn in a child-friendly, gender-sensitive, safe,
accompanying/introducing him/her to the group so and motivating environment.
that he/she could slowly gain friends and later on to Teachers facilitate learning and constantly nurture every
be comfortable with them. This kind of students just learner.
needs a push or encouragement from others Administrators and staff, as stewards of the institution,
especially from the teachers. ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are

actively engaged and share responsibility for developing
life-long learners.

Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.
Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan Elementary
Key Topic 3: The DepEd Core Values
School. She is teaching Science. She wants to make
sure that she can provide a child-friendly, gender-
sensitive, safe, and motivating environment in her class.
What should she do to achieve this? You may respond in
3-5 sentences. Core Values
In promoting “One DepEd,” the official DepEd core
values adapted the national motto as stated in the
Republic Act No. 8491 (otherwise known as the Flag and
Heraldic Code of the Philippines). The core values are
enumerated as such:
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
As an example on how we can interpret these, the

DepEd core values have been elaborated further by the
Division of Baguio City by translating the core values to
behavioral statements with indicators.
The Baguio City Division Memorandum could be

accessed through this link: http://depedpines.com/wp-
content/ uploads/2016/03/Division-Memorandum-No35-
S.2016- DepEd-CORE-Values-Indicators-Concrete-
Manifestation. pdf
Guide for Mentors and Newly Hired Teachers11
Core Values Behavior Statements Indicators
1. Engages oneself in worthwhile spiritual activities
2. Respects sacred places

Expresses one’s spiritual belief while
respecting the spiritual beliefs of others 3. Respects religious beliefs of others
4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life
1. Tells the truth
2. Returns borrowed things in good condition

Maka-Diyos
3. Demonstrates intellectual honesty
Shows adherence to ethical principles by 4. Expects honesty from others

upholding truth
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s

feelings and those of others

1. Shows respect for all
2. Waits for one’s turn
3. Takes good care of borrowed things
4. Views mistakes as learning opportunities

Is sensitive to individual, social, and cultural
differences 5. Upholds and respects the dignity and
equality of all including those with
special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from

different economic, social, and cultural
Maka-tao backgrounds
1. Cooperates during activities
2. Recognizes and accepts the

contribution of others toward a goal
3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully
5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying

1. Shows a caring attitude toward the environment
2. Practices waste management

Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
and economically 4. Takes care of school materials, facilities, and
equipment
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino
2. Respects the flag and national anthem
3. Takes pride in diverse Filipino cultural

Demonstrates pride in being a Filipino; expressions, practices, and traditions
exercises the rights and responsibilities 4. Promotes the appreciation and
of a Filipino citizen enhancement of Filipino languages
5. Abides by the rules of the school, community, and

Makabansa country
6. Enables others to develop

interest and pride in being a
Filipino
1. Manages time and personal resources
efficiently and effectively
Demonstrates appropriate behavior
in carrying out activities in the 2. Perseveres to achieve goals despite
school, community, and country difficult circumstances
3. Conducts oneself appropriately in various

situations
Scenario 2:
Let’s see how you would apply the DepEd Core Values
in responding to the following school scenarios. You may The DepEd Core Values teaches us the love for God
answer the following questions in 3-5 sentences. Write (maka-Diyos), love for fellow men (maka-tao), love for
your answer on the space provided. nature (makakalikasan), and love for country
(makabansa). Teacher Molina inspires his Grade 2
learners to become a better version of themselves
Scenario 1: through exemplifying qualities and characters of our
Teacher Luis is a Grade 10 guidance counselor and a national heroes. What classroom management strategies
Values Education teacher at Arellano High School. One can Teacher Molina employ to encourage learners to
of his classes has a diverse religious background. One apply the DepEd core values in real life situations?
day, two of the learners insisted that the class should
start with a prayer led by an assigned student. This leads To teach the Deped core values to Grade 2 pupils,
to a heated debate arguing about their own religious and
spiritual beliefs. How can Teacher Luis mediate and help Teacher Molina can use it as an activity wherein she
resolve the argument? (You may refer to Department can assign her class per group to act as one of the
Order (No. 32, s. 2013) and Department Order (69, s.
1990)). national heroes and portray the good values that they
have. Through this, pupil can have internalized the
Teacher Luis should explain to all his pupils that good values in real life situations.
students with different religious beliefs should not
force to participate to any religious activity that is not
allowed on their religion. They should learn to respect
the religion of other people to avoid discrimination in
the class. That’s why if one of their classmates does
not join or lead the prayer, they should respect his/her
decision.

Session 3: Strategic Directions
Required Task 1: Vision Action Points
After you have filled-out your vision board from the previous session, write the corresponding action/strategic points which you
think will help you achieve your vision as a teacher:
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
 A better teacher equipped with  Class/learners who are active,  A community of self-disciplined,
knowledge, skills, excellent enthusiastic and participative in responsible, enthusiastic, godly and
competencies in the teaching and teaching and learning process well-mannered learners
learning process  Class/learners who are not only  A community of dedicated
 Inspiring students to be the best academically adjusted but are also committed, passionate, and
that they can be not only as learners equipped with essential life skills accommodating teachers
but as individuals as a whole  Class/learners who are morally and  A community of teaching and non-
 Becoming a light/instrument for spiritually firm and steady teaching staff that support, uphold
learners on their moral and spiritual  Class/learners who are and lift each other
growth compassionate and empathetic  A community where learners and
 Finished graduate studies for towards others teachers nurture, help and care for
personal and professional growth  Class/learners who are disciplined each other’s well-being
 Mentoring new teachers in the and respectful  A community that works well with
profession  Class/learners who have a strong outside agencies or the common
 Working with equals/colleagues for sense of “self” and are self-directed good
all educational programs’ individuals  A community of academic,
development and success character and life champions
ACTION POINTS
 I will continue my professional  I will create a child-friendly  I will strengthen the school
growth by attending seminars and environment to my class and partnership with the parents and
continue to reflect on my teaching encourage cooperation in learning. other stakeholders for the welfare
strategies to give the best I will provide varied activities of the school and the students.
education for my students. wherein everyone can participate.
Strategic Directions
As an agency, the Department of Education sets plans
and actions to achieve its vision within a given time An example is the Strategic Directions specifically for
projected. These strategic directions are time-bound and year 2017-2022 by the administration of Sec. Leonor
are measured through strategic objectives. Magtolis- Briones.
DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-ZC.pptx

Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by
the following scenarios.
Required Task 2: Pledge of
Commitment (Portfolio Output)
Pledge of Commitment
1. Expand Access to Basic Education
Write your own pledge of commitment in support to
2. Improve Quality and Relevance DepEd Strategic Directions. You may write your
statements in 3-5 sentences.
3. Modernize Education Management and Governance
I, Rona Mae H. Galaez, of Rev. Tomas Conejar

Your school effectively implements a School-based National High School having been appointed as
Management (SBM) system that empowers your school
head to make decisions that respond to your school’s Teacher I, promise to do my best to make mature
immediate needs. and right decisions, holding myself accountable to a
Your Grade Level Coordinator conducts LAC sessions high standard of integrity, hard work and commitment
with all the teachers in the grade level to be
to my profession. I promise to do my duty to serve
knowledgeable about the concerns of teachers and
learners. others and my school. I pledge to give the best
Your school prepares alternative learning mode for all education for my students and continue to uphold my
learners. dignity as a teacher. I promise to make the education
The Local Government Unit (LGU) provides assistance to of my student as my first and most important priority
the public schools through distributing TVs, tablets, and
and I will exert more effort to guide them and to
laptops to learners and educators.
ensure that no one will be left behind.
The Division Office prioritizes training on curriculum
implementation and lesson planning. They invite So help me God.
curriculum experts to join the teacher training and
conferences.
Required Task 3: Reflection
After going through this module, (DepEd Mandate,
1. In what ways has this module helped you reflect on the
Vision, Mission, Core Values, and Strategic Directions),
Vision, Mission, Core Values, and Strategic Directions of
answer the following questions. Write your responses in
the Department of Education?
3-5 sentences.
This module helps me in reflecting on my vision in my Through this module, I now understand that term
teaching career in DepEd. This clarifies my goal and “teacher” is a very broad definition. That every
aspirations for my students. This module gave me a teacher’s role does not end in the four walls of
clear understanding that promotion of a learner- classroom. Teacher is one of the important people
centered environment is necessary for a betterment of who mold and shape the mind of every learner.
my students. This gave me the confidence to continue Through this module, I realized that I cannot provide
to become motivated because I know that I am guided the quality education to my students if I did not seek
by DepEd’s Mandate and directions. to continue my professional development.

2. How has this module helped you clarify your vision
and motivations in serving your learners better and in
promoting a learner-centered environment for them?
3. What are your personal beliefs and values that are
aligned with the DepEd’s VMV (Vision, Mission, Core
Values)?
This module serves as my wake-up call to continue My personal beliefs that are aligned with the DepEd
my dream to change the lives of my students as my Vision, Mission and Core Values is that “we should
top priority despite of the challenges I encountered as not judge a book by its cover”., because I realized as
a new teacher. This serves as my guide to be a a teacher I should not judge my students by looking at
competent teacher and provide learner-centered them or by their mistakes they created because the
environment that focus on the welfare of my students. intelligence of a child is not measured by it. I should
give equal opportunities to all my students when it
comes to learning regardless of their attitude or
behaviors. And as a teacher, it is my duty to change
the lives of my students one at a time.
Session 4 – The Philippine Professional Standards for Teachers
Required Task 1: Video Viewing
Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to watch the PPST explainer video (8:41 minutes)
Use the table below to take note of important information.
What I learned from watching What else i want to know about

the PPST explainer video the PPST/ concepts that need clarification
 I have learned that PPST Standards helps us further  How can PPST Strands can be implemented in easy
by finding out and develop better and more effective way with the overlapping activities of teachers
ways of teaching. throughout the year without causing them too much
 Learning is a lifetime experience and it is a lifetime stress.
journey. It is along winding road that will lead us to  I would like to learn more about PPST concepts and
grow. to clarify detailed matters about it, as well as the
ideas and strategies that I can use as a teacher to
solidify between the school and community and how
we can be welcoming when it comes to diversity of
different cultures in the classroom.

NEAP is mandated to provide standards-
based professional
Key Topic 1: Introduction to the

PPST
In light of the Department of Education’s vision to
continuously improve itself to better serve its
stakeholders, the Department is committed to developing
teacher competencies that are abreast with the changing
demands and needs of K to 12 curriculum, globalization
and ASEAN integration. Hence, the Department released
DepEd Order no. 42 s. 2017 on National Adoption and
Implementation of the Philippine Professional Standards
for Teachers (PPST).
The PPST:
• sets clear expectations of teachers along well-defined

career stages of professional development from
beginning to distinguished practice;
• engages teachers to embrace ongoing professional

learning for their professional development to
enhance their own teaching;
• provides a framework of uniform measures to assess

teacher performance; and
• provides a basis for building public confidence in and

support for the work of teachers.
DepEd Order no. 42, s. 2017 mandates that the PPST

“shall be used as a basis for all learning and
development programs for teachers to ensure that
teachers are properly equipped to effectively implement
the K to 12 Program. It can also be used for the
selection and promotion of teachers. All performance
appraisal for teachers shall be based on this framework”
(Section 5).
In line with the above provisions, in DepEd Order (No.

11,
s. 2019) on Implementation of the NEAP Transformation,
in the framework:
1. Recruitment, Selection, and Placement

(Recruitment and Hiring)
development programs and courses for all DepEd Teachers, School
Heads and Supervisors. All professional development for teachers is to 2. Results-based Performance Management System
be based on the PPST. More in-depth discussions on PPST will be (RPMS) - represented in the framework by the
tackled in Course 3 of TIP. PPST- aligned tools: Classroom Observation Tool
(COT), and Self-Assessment Tool (SAT), which
are used to
Key Topic 2: The Teacher Professional gauge teacher practices and better target
Development Framework professional development and training.
In order to help teachers seamlessly adopt and embody the 3. Learning and Development (L&D) - represented
expectations in the standards, the PPST has been integrated in in the framework by the Learning Action Cells and
DepEd’s Professional Development Framework (see Figure 1). The the Targeted Professional Development and Teacher
framework shows the professional development path of teachers Training.
starting from the Teacher Education Institutions (TEIs) towards their
career development in DepEd. Teachers’ professional development is 4. Rewards and Recognition (Rewards, Compensation)
guided by the Human Resource (HR) systems which are represented

Figure 1. The Teacher Professional Development Framework (Research Center for Teacher Quality 2018)
This framework shows that the PPST is not only intended to set expectations of teachers. It is also integrated into the
system, tools and processes of DepEd in order to ensure that it is seamlessly embedded in the teachers’ life. It is not an
additional requirement, but a guide towards personal and professional reflection and advancement.

Summary
• The Department of Education (DepEd) formulates, implements, and coordinates policies,

plans, programs, and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.
• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official
DepEd VMV shall be the only Vision, Mission, and Core Values adopted by all offices and
schools. As part of the Department of Education, teachers are enculturated into the DepEd
professional community in order to align professional practice to the common vision and
mission of the department.
• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”
• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.
• It is important for newly hired teachers to be familiar with and understand the DepEd’s
mandate, vision, mission, core values, and strategic directions so that they could align their
practices and professional goals with the department. This will help them better support
DepEd’s endeavors towards quality education. These could be demonstrated in how
teachers present themselves, how they respond to challenges in everyday teaching, and
how they serve as role models to their learners, inspiring them to be life-long learners and
productive citizens.
• Four career stages are articulated in the Philippine Professional Standards for Teachers
(PPST). Each stage is constituted by particular professional practice that defines and
locates teacher quality within a developmental continuum.
Module 2 - Gearing • Reading and Reflections
up for the School

Year
Intended Module Learning
Outcomes
At the end of this module, you will be able to:
1. establish safe and secure learning environments

through the implementation of DepEd and school
policies, guidelines and procedures on the
preparation, start, and daily management of classes
(2.1.2)
2. plan and manage administrative, teaching and

learning processes through efficient lesson
planning and accomplishment of school forms; and
compliance with DepEd’s policy and guidelines on
lesson preparation (4.1.2)
3. manage learner behavior constructively by applying

positive and non-violent discipline (2.6.2)
Module Outline
Session 1 - The DepEd School Calendar
Session 2 - The School Support System
Session 3 - Pre-opening of Classes
Preparation Session 4 - Opening of Classes
Session 5 - Handling Advisory Classes
Estimated Time required: 1 hour
Required Tasks
• Personal School Calendar
Required Resources school calendar. It also provides an enclosure for the
calendar of activities for the current school year to enable
• Deped Order (No. 1, s. 1991)
schools to efficiently and effectively implement the
• Deped Order (No. 109, s. 2009) school events and school activities while being supported
by the regional office and the division office. Meanwhile,
• Deped Order (No. 43, s. 2012) the schools are allowed to observe local and national
celebrations provided that these activities are beneficial
to learners.
Session 1 –
The DepEd
School Guide for Mentors and Newly Hired Teachers25
Calendar
Key Topic 1:
The DepEd
School
Calendar
The DepEd school calendar for
each school year sets the opening
and closing day of classes. It also
prescribes the number of school
days where learners need to go to
school, inclusive of the in-service
training for teachers, parent-
teacher conferences, and a
celebration of the World Teachers’
Day. As an example, you may see
D.O. 7 s. 2020, School Calendar
and Activities for School Year
2020- 2021.
The DepEd school calendar also

follows Republic Act 11480, which
is also known as An Act to
Lengthen the School Calendar
from Two Hundred (200) Days to
Not More Than Two Hundred
Twenty (220) Class Days.
The DepEd school calendar also

provides an enclosure of
implementing guidelines on the
Alternative delivery modes or make up classes may be recovery of missed school days and provides guidance in
undertaken to compensate for the unplanned suspension choosing appropriate modalities that can be used to fit to
of classes due to natural calamities. The President, in a rehabilitating context.3 All of these important documents
coordination with the Secretary of Education and the show that the education department is serious in living
Department of Education (DepEd), may opt to set a out its mandate to deliver continuous learning.
different date for the beginning of the school year.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily
Key Topic 2: Continuity of suspended classes and adjusted the current school term
Learning (A History) in an effort to save learners, teachers, and school staff
from possible exposure to COVID-19. For months,
DepEd contemplated what to do and continued to plan
for the future. Eventually, in August Secretary Briones
At the height of the Gulf crisis in the Middle East, DepEd announced that classes would continue in October. The
Order (No. 1, s. 1991) ordered a system of continued announcement came after numerous schools were
learning despite the apparent war. Its content clearly asking for different extensions and possible class
specified that “the continuing education of the youth opening dates. DepEd opted to adjust classes by
remains the utmost priority.”1 The order also envisioned introducing modules and the use of online video
mechanisms for home-based learning, utilization of self-
conferencing applications such as Zoom.
learning kits (both reinforcement and enrichment), and
application of various multimedia platforms. DepEd also introduced its “Basic Education Learning
Continuity Plan” (BE-LCP) as its plan so learners are still
While the Gulf crisis did not escalate as it was expected,
able to continue their learning despite any ongoing
DepEd shows that it has the contingency plan in place in
disasters like calamities, pandemics, etc. There are four
case a disruption of classes ensues. Moreover, our
important aspects to the plan: communication, materials,
geographical location as a country makes us vulnerable
learning activities and assignments, and assessments.
to tropical storms and volcanic eruption. These natural
Communication involves ways of providing teaching
factors directly affect continuation of the school calendar.
whether it be answering questions, discussion of a topic,
Hence, there is DepEd Order No. 43, s. 2012 that
relaying instructions, or anything about the course.
provides a protocol for cancellation of classes according
Materials include the lessons, references, and other
to PAGASA’s weather bulletin.2 Another document,
things needed for learning activities. Learning activities
DepEd Order no. 109. s. 2009, lays out the post-calamity
and assignments are activities that facilitate learning and
education set-up which gives provision for
come in many different forms or done through a variety of
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – methods depending on the teaching style of the teacher
Guidelines For the Implementation of the Education Sector or what is specified by the lesson plan. Assessments are
Contingency Plans for All Levels.” (Department of Education, methods to gauge a student’s progress.
1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) –
Guidelines on the implementation of Executive Order No. 66
(Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Calamities).” (Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 1.
Key Concept 3: Implementing Guidelines
The DepEd School Calendar contains the guidelines that
Required Task 1: Reading and Reflection should be observed in schools nationwide, including
school programs, curricular non-classroom-based
Study the rationale of the Implementing Guidelines of the activities, and parent-teachers conferences. Some of the
DepEd School Calendar for the current school year. Write important dates to be observed include a general
your insight on the space provided below. Limit your assembly, deworming of children, career guidance, in-
response to 150 words. service training, Christmas break, standardized tests
spearheaded by Bureau of Education Assessment (BEA),
summer classes, and end of school year rites.
It is necessary for newly hired teachers to become
As a teacher who works in the Department of Education,
familiar with the Department of Education’s year- you are enjoined to be familiarized with the DepEd
round activities because it will allow us in prioritizing School Calendar because it will affect school-based
calendar and your professional work within the school
our goals to strengthen our capacity in teaching, year. It is important to mark the dates on your own
training and building our professional careers. As a calendar, so that it gives you a heads up on how you plan
your activities throughout the year.
Department of Education teacher, it is important to
mark the dates on your own calendar so that it will
give you a heads up on how to plan your activities
throughout the year.
We have pushed through with this decision because
the Department wants the education amid the COVID
19 pandemic to be more inclusive to learners and to
provide additional time for teachers to adjust in the
distance learning set up.

Required Task 2: Personal School Calendar (Output for Portfolio)
Get a copy of the latest DepEd School Calendar. In the space below, write your personal activities, reconciling them with
the important dates set by DepEd throughout the school year.
School Year: 2022-2023
June July August September October November

12 Independence day 4 Start of 13 Start of Enrolment 1-30 Brigada Eskwela 5 World Teachers’ Day 1 All Saint’s Day
23 DepEd Founding Remedial/Advancement 3-31 Start of Brigada 13 End of Enrolment 4-17 SPG/SSG Election 2 All Souls day
Anniversary Classes Eskwela Period/Opening of Career Guidance 12 End of academic
24 End of Academic 21 Ninoy Aquino Day Classes/Start of Q1 Orientation Quarter 1
Q4 and School Year 30 National Heroes Oplan Kalusugan sa 15 Start of academic
28 JHS and SHS Day DepEd Q2
Baccalaureate Mass Accreditation & 27 Araw ng Pagbasa
29 SHS Graduation Equivalency Test 30 Bonifacio Day
30 Moving Up
Ceremony

December January February March April May
8 Feast of 1 New Year’s Day 2-5 Mid-Year Break 28-31Administrative 8 End of Q3 1 Labor Day
Immaculate (Regular Holiday) 1 Chinese New Year of PISA in Selected 9 The Day of Valor (Regular holiday)
Concepcion (Special 3 Resumption of (Special Non- Schools (Regular Holiday) 2-6 & 10-13 National
Non-working Classes Working Day) 11 Start of Academic Elections Related
Holiday) 28 End of Academic 7 Start of academic Q4 Activities
20 Start of Christmas Q2 Q3 14 Maundy Thursday 9 National elections
Day 31 Mid-Year Break 12 Parent-Teacher (Regular Holiday) TAYO Naman!
25 Christmas Day NAT 12 Conference/distributi 15 Good Friday Mental Health and
(Regular Holiday) on of cards (Regular Holiday) Psychosocial Support
31 Last day of the 25 People Power 16 Black Saturday Service for DepEd
Year Anniversary (Regular Holiday) Personnel
23 Parent-Teacher
Conference/distributi
on of Report Cards

Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER REMARKS

The DepEd school calendar for each school True = incorrect False.
year does not set the specific dates for the The DepEd school calendar for each school year
opening and closing day of classes. False = correct
sets
the opening and closing day of classes.
True.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar True = correct Republic Act 11480, which is also known as An
from Two Hundred (200) Days to Not More False = incorrect Act to Lengthen the School Calendar from Two
Than Two Hundred Twenty (220) Class Hundred
Days. (200) Days to Not More Than Two Hundred Twenty
(220) Class Days.
False.
The in-service training is inclusive of the True = correct
number of days required for learners to be in False = incorrect The in-service training is provided only for teachers
school. and pupils are not part of this training.
The parent-teacher conference is inclusive True = correct False.
of the number of days required for learners The number of days required for students to attend
to be in school. False = incorrect
school is included in the parent-teacher
conference.
Alternative delivery modes or make up False.
classes are not allowed to be undertaken to True = incorrect
Alternative delivery modes or make up classes
compensate for the unplanned suspension False = correct may be undertaken to compensate for the
of classes due to natural calamities. unplanned suspension of classes due to natural
calamities.
The Basic Education Learning Continuity True.
Plan (BE-LCP) is a plan that aims to allow True = correct
The BE-LCP is the Dep-Ed’s plan to continue the
learners to continue their learning despite False = incorrect school year amid the challenges posed by the
any ongoing disasters like calamities, current pandemic
pandemics, etc.
Summary
• The DepEd school calendar for each school year

sets the opening and closing day of classes, as
well as the activities throughout the school year.
• In times of class interruptions due to typhoons,

other natural calamities, or threats to safety and
health, the following DepEd Orders are the
institutional protocols for disruption-free education
and continuity of learning:
1. Deped Order (No. 1, s. 1991)
2. Deped Order (No. 109, s. 2009)
3. Deped Order (No. 43, s. 2012)

Session 2: The School
Support System
Key Topic 1:
Schools and Learning Centers (LCs) serve as frontline
services of the department. These are accountable for
education and learner outcomes. Consistent with the
national educational policies, plans, and standards, the
school or learning center has the following functions:
• take accountability in achieving higher

learning outcomes;
• implement the curriculum and be accountable

for higher learning outcomes;
• provide equitable opportunities for all learners in the

community;
• develop an education program and

school improvement plan;
• create an environment conducive to teaching

and learning;
• lead and manage itself and its resources; and
• establish and manage linkages with stakeholders.
There shall be a school head for all schools and LCs.

The school head, who may be assisted by an assistant
school head, shall be both an instructional leader and
administrative manager. The school head shall form a
team with the school teachers/learning facilitators for
delivery of quality educational programs, projects, and
services. A core of non- teaching staff shall handle the
school’s administrative, fiscal, and auxiliary services.

Fig. 4. Organizational Structure of a Large Stand-alone Senior High School
DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High School (SHS)
Required Task 1: Policy Reading
Read through the DepEd Order (No. 19, s. 2016) on Guidelines on
the Organizational Structures and Staffing Patterns of Stand-alone
and Integrated Public Senior High School (SHS) and read the
following scenarios to identify the services provided and its function
in the schools and learning centers. Determine the teaching or the
non-teaching staff who does the service portrayed.
You may access the DepEd Orders through this link:
DepEd Order (No. 19, s. 2016): https://www.deped.gov.ph/orders/do-19-s-2016

33
Guide for Mentors and Newly Hired Teachers
Scenario Answer Feedback
 Librarian/LRMDS Coordinator keep the
1. Teacher Leo creates activities to
books and teacher made activities in the
make sure that learners and teachers
library for additional supplementary
access the place where reading
a. Librarian/LRMDS materials of the students. They are the
materials and learning resources are
Coordinator one who kept and have the access in the
kept. He also crafts a schedule of the
reading area where the books are found
classes that could visit the place. He
while the LRMDS are the one who
coordinates with the School Head for the
prepare, consolidate, and submit
selection, acquisition, organization, and
accurate and updated LRMDS report.
maintenance of reference and reading
Therefore, Teacher Leo should go to
materials.
them for the student access the place
a. Librarian/LRMDS Coordinator where reading materials are available for
learner.
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/

Department Head
2. Teacher Lorrine is handling a case of  School Guidance Counselor are the one
some Grade 7 learners who were caught responsible in giving guidance
cheating by their adviser. She calls the counselling to the students. She could
attention of the parents and reports to call the parents for a meeting to discuss
them what the learners did. Since it is the problem and give punishment to
the first incident, the learners are b. Guidance avoid doing the mistake again.
reprimanded and reminded of the Coordinator/Teacher
importance of honesty and of not
cheating.
a. Librarian/LRMDS Coordinator

Department Head

 Guidance Counselor helps student to choose
3. Teacher Steffi is conducting a career what appropriate career track to choose on
guidance and advocacy seminar to their journey. In other words, they help the
Grade 12 learners focusing on the four students whether they are going to college or
exits envisioned for SHS graduates— directly to work narrowing down their
namely, higher education, interests in different aspects in short, a
entrepreneurship, employment, or middle- counselor simply found out the what students
level skills development. Afterward, she c. Guidance do in the near future.
gives them a survey to answer on what Counselor
they plan for their career development
after SHS.

Department Head
 Any plan regarding with the school
4. Mark Anthony is preparing a budget plan improvement should be reported and
for the continuous improvement of the approved by the School Head before the
school for the month of August. He is implementation. In short, Administrative
also preparing the financial report for officer are the one who are in charge in
the month of July. Both reports are d. Administrative preparing the budget plan for the continuous
subject to the approval of the School Officer improvement of the school that should be
Head. submitted and approved by the School head.
a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
d. Administrative Officer

Property Custodian is the one responsible for school
property and materials or equipment keeping and
5. Miss Rhea prepares the receipt, reporting.
issuance, maintenance, and safekeeping
of supplies, materials, and equipment and
other properties and facilities of the e. Property
school. She also conducts and Custodian
maintains the inventory of properties
and prepares the required reports for the
School Head’s reference.
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator

Key Topic 2:
School- based
Management
(SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable
them to actively participate in
the continuous improvement of
schools towards the
attainment of higher
pupil/student learning
outcomes. With SBM, the
school is regarded as a key
provider of education. The
SBM empowers the school’s
key officials to make informed
and localized decisions based
on their unique needs toward
improving our educational
system (DepEd Memo (No.
386, s. 2009)).
Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider a
community, it is important to involve learners, parents, friend, messaged you on Facebook and told you that she
and other stakeholders in identifying and resolving issues will be absent tomorrow. She asked you to substitute all
and concerns in the school community. Discuss how you her five classes. Without letting you respond, she already
can help in each scenario and involve some key sent you the learning materials for her lessons tomorrow.
personnel who can help you resolve the following However, you also have classes to attend and your
challenges. learners are expecting to deliver a performance task that
they prepared for. What are you going to do as a
Scenario 1 colleague and who should you direct her to?
Teacher Lozano, the mother of one of your advisory

students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry
and disappointed about what happened because the
incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school
that day. The incident happened during Science time
because the teacher was late to enter the class. You also
had other classes to attend to and had no chance to
meet your advisory class during that time. Who should
you seek help to?
In this particular scenario, I would reach out to the

Guidance Counselor and seek advice to him/her to
resolve the problem with collaboration, which has the
involvement of both parents and students. If the issue
is still going on, I will then have to seek the assistance
of the school principal.
Scenario 3
Lito, the class president of your advisory class, was
Session 3 – Pre-opening of Classes
elected as the president of the Supreme Student Preparation
Government (SSG). After three months, his subject
teachers are having trouble with his class standing Key Topic 1: Preparations for
because of his frequent absences and non-submission of
required written and performance tasks. Lito is getting pre- opening of classes
overwhelmed with the various school activities he Now that you have familiarized yourself with the DepEd
manages. What are you going to do as the adviser? school calendar and the school support system, it is time
I will explain to Lito that I respect and understand his to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
position as President of the Supreme Student important so that you can efficiently and effectively
Government. I will have him appreciate that she has prepare for the school year. In this session, you will
determine how to get to know the school structure,
many duties and responsibilities to fulfill, but I will available resources/ equipment, etc. and set up the
also remind him that he shouldn’t be solely focused classroom.
on this; he has other matters to prioritize like his Your first year of teaching in the public school system
would probably be one of the most rewarding and
subjects. To avoid conflicts over his grades, I will
unforgettable experiences that you will have as a
advise him to balance his responsibilities and teacher. Expect that you will have grounding
experiences, as well as a myriad of challenging
academic tasks. I will tell him to make a daily time
circumstances that will test your character. Hence, it is
schedule so that he can fulfill both of his important that before you prepare your classroom and
your lesson, you also need to prepare yourself physically,
responsibilities without affecting his academic study.
mentally, and emotionally.
You can do journal writing to reflect on your teaching

practice. This will help you make wiser decisions as you
deal with your situations inside the classroom. In this
way, it will help you reflect objectively when untoward
incidents happen. Whenever you make mistakes or
failures, you need to be patient with yourself. Bear in
mind that your school head or head teacher considers
that you are a new teacher in the school and will
definitely give you the kind of understanding that you
need.
Key Topic 2: Getting to Know 4. Get acquainted with safety concerns in the school.
In every school, there is a unit designated for
the School Structure, Available Disaster Risk Reduction Management (DRRM).
Resources/Equipment, etc. You have to know the safety procedures for
emergencies, like when disasters occur during the
As a new teacher, you must familiarize yourself with your school year. You may need to know where the fire
work environment. It doesn’t only mean knowing the exit is or where to lead learners when an
fastest way to get to your school, but it also entails your earthquake occurs.
knowledge in and out of the school. Below are general
tips in getting to know your school to start with your 5. Know the proper decorum in submitting paper
professional journey as a public school teacher. works or turning in reports.
1. As a faculty member, you are expected to know the 6. Your breaktime schedule also matters, so early on
different offices and units in your school, as well as you may already take different options for spending
the designated teachers who run each office. You your breaktime. Bear in mind that teachers, both
also need to know the school’s tailored Teachers’ seasoned and new, have their own way of utilizing
Handbook, which contains the rules, regulations, their break time. While most teachers use it for
expectations, and all other necessary information eating, some teachers use it for rest, reflection,
that you need to know about your job in your new checking learners’ outputs, doing paper works, or
school. Make sure that you read it thoroughly and speaking with colleagues. Whatever you choose,
understand everything because you are expected make sure that you will be able to use your time
to observe all of them as you work. well and respect how other teachers use theirs.
2. The provisions written on the handbook are not the Before you set up your room, you have to check the
only ones that are being observed in the school. As available resources. In each school, the principals
you work every day, you will begin to recognize allocate funds for supplies such as cleaning materials,
casual rules and principles that the school follows. instructional materials, and other paraphernalia that may
Be able to notice them. Hence, gather as much be used in preparing the classroom at the beginning of
information as you can before the beginning and the school year. Should there be missing or insufficient
during the first few weeks of the school year. supplies or if damages are found, you must immediately
report it to the principal.
3. Know your school organizational chart. Introduce
yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along
with your new colleagues; but you have to
overcome the anxiety so that you can establish
rapport with your fellow teachers.

Required Task 1:
List down the different departments/offices/units in your school, and
write the corresponding people or personnel in-charge.
Department/Office/Unit Personnel In-Charge

SCHOOL OFFICE/ADMIN MRS. LIZA JEAN A. PEDROSO
CLINIC MS. JONAH MAE C. GERMO
PROPERTY CUSTODIAN MR. JOVITO M. ESPANTO
SDRRM MR. JOVITO M. ESPANTO
ICT MS. JONAH MAE C. GERMO
SCHOOL LIBRARIAN MS. DIANA A. RIVAS
BRIGADA ESKWELA MR. BENGIE C. ROSCALES
LIS MR. JOVITO M. ESPANTO
BSP/GSP MS. JONAH MAE C. GERMO
GAD MRS. MAE FLOR R. CIASICO
SPTA FOCAL PERSON MRS. RONA MAE G. VILLASIS
SSG/ YES-O ADVISER MRS. LIZA G. SAPEDA/MR. GERARDO. J. PALMES
SBM/WINS COORDINATOR MRS. REMGIE C. DAYADAY/MRS. MAE FLOR R. CIASICO
GUIDANCE COUNSELOR MRS. GELINE F. CASTOR

Key Topic 3: Setting up the Summary
classroom • Preparing for the pre-opening of classes is
important so that you will be able to accomplish
In setting up your classroom, you need to think about
your job effectively and reduce the possible stress
how to arrange a learning environment that is conducive
because of lack of preparation.
and friendly. Take some time to imagine how the learners
would be sitting and how the classroom would appear • It is important that before you prepare your
when the learners finally arrive on the first day. Make classroom and your lesson, you also need to
sure that the image that you create is student-centered; prepare yourself physically, mentally, and
that means, the floor plan or layout actually allows emotionally.
convenient movement for teaching and learning.
Examine the room and look around and find the things • Learning your way around your new work environment
that you can still utilize. Some classrooms already have – your school assignment would allow you to work
bulletin boards, cabinets, boxes for cleaning materials, efficiently within your designated workstation and
etc. You may decide if you will keep them or find a place the DepEd system
where it can be kept. Be reminded that whatever you use
in your classroom are recorded in an inventory of
physical equipment in the classroom, and it is usually
submitted during the beginning of the school year. Make
sure that you consider up to the smallest fixture in your
classroom.
When you arrange the chairs in your classroom, consider

the different types that you learned in college such as
traditional rows, rows of desks facing each other,
horseshoe arrangement, clustered seating arrangement,
fishbowl design, and so on. Your seating arrangement
may probably be adopted by other subject teachers.
Make sure that this arrangement is efficient and flexible.
Probably, you may consider a more stable arraignment to
aid you in familiarizing your new learners. Above all, free
your classroom from hazards that may disrupt learning or
may cause harm to your learners.
The COVID-19 pandemic has forced everyone to adjust

to the new measures of the “new normal” to ensure that
everyone stays safe. Physical classrooms have applied
the social distancing rule to the setup of the chairs in the
classroom and have also opted to schedule frequent
classroom disinfections. Some classrooms have moved
online to platforms such as Zoom or Google Meet.
Session 4 – Opening of Classes
A Guide for the First Day of Classes
Key Topic 1: What to do on the A. Welcome
First Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a
• setting a good first impression to learners, co-teachers, teacher.
parents, etc. • Mention interests related to the subject and
outside of school.
• getting to know your learners; and
C. Introduction to the class.
• setting rules and routines.
• Describe the topics of study.
First impressions are important. Get the attention of the • List typical activities.
class as you speak. Make sure that everyone is listening • Show a sample of projects or products.
to you. Project your voice in such a way that everyone • Show the textbook.
will hear and understand what you are talking about.
Make sure that you show your presence with authority D. Introducing the learners to each other through an
and openness to your learners. Most importantly, activity
establish yourself in such a way that your learners feel • Have learners share outcomes with the class or
that you care for their well-being, future, and their lives in collect written responses.
the school. Set a good first impression on your learners,
their parents, and your co- teachers. One tip is to practice E. Class Rules
what you want to say to help you have more confidence in • Present them.
class.
• Structure time for learners to develop their own
rules.
The best thing to do is to always come prepared. Make
sure that you spend time in preparing your lessons and
F.Distribution of the grade level standards.
other tasks in school. This is your first year of teaching in
the public school, it is important to demonstrate G. A quick lesson
professional disposition and discipline in the discharge of
your professional duties. H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the first
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
day of classes.
1998. Secrets for Secondary School Teachers: How to
Key Topic 2: Getting to Know different activities that you will do in the coming days.
Your Learners Spark a feeling of awe and excitement among your
learners, so that they will look forward to going to school
You will be meeting a lot of learners who possess unique for the coming days. Emphasize that you will be with
characteristics and personalities with varying learning them in this new journey. In this activity, maintain mutual
needs. Your first task is to get to know them by their respect and interest. Games and icebreakers may also
names, so make sure that you pronounce them correctly. be appropriate.
Although knowing your learners name is a preliminary task
as a teacher, remember that you also need to be
knowledgeable about your learners’ background. Key Concept 3: Setting Rules and Routines
Knowing this information will guide you to better inform Rules play a significant aspect in helping to define the
your planning on what appropriate teaching approaches classroom situation. Rules are mostly based on moral,
and strategies are best utilized to cater their learning personal, legal, safety and educational concerns. Sample
needs. rules are presented below.
The most common way of collecting information from
your learners is by asking them to write it on an index
card or a sheet of paper. You may also use technology in
consolidating information through online forms and Sample Classroom Rules
surveys. Ask your learners to write their name and the
name they wanted to be called. On the succeeding lines, 1. Students should be in their
ask the learners the information that you think will benefit seats when class is about to
you in the future like in preparing and contextualizing begin
your lesson, addressing the student’s concern, or
2. Homework is due at the
contacting the parents. This information may include your
beginning of the period
learners’ interest, hobbies, abilities, parents’ contact
information, and even the information that your learners 3. Textbooks are to be brought to class
may not probably tell you face-to-face. Above all, it is every day
important to inform your students the purpose of
gathering their personal information. As professionals, 4. Raise your hand and wait to be
we must strictly follow the data privacy act as applied to recognized before speaking
students and observe ethics in using this information.
5. Be courteous and considerate to all
At the beginning of the school year, you may ask the students and faculty
learners to introduce themselves to you and to the class.
To make it successful, you should model how it is done.
Tell something about yourself that you think will matter so
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
that learners will get to know you better as a teacher.
1998. Secrets for Secondary School Teachers: How to
Focus on what you want to accomplish with your learners Succeed in Your First Year. California: Corwin Press, Inc.
this year. Tell the learners what your class or subject is
all about and what are the
Aside from rules, your success as a teacher in
managing the classroom also depends on the routines
that you introduce to the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and
leaving the classroom, having work checked, leaving
their chairs and moving around the classroom, OPENING ROUTINES
maintaining discipline and attention, changing
activities, catching up • Share One Word: Ask students to share one
on incomplete or missed work, activities for students word about how they are feeling that day.
who finish work early, going to the toilet, using materials
in the classroom, and dismissal. It is a good practice for • The Reading Minute: Find a passage online
teachers to go over some parts of the provided student or in a book—an excerpt of a poem, essay,
article, or story—and read it aloud. It might
handbook to remind the students and to make sure they
be humor-
are aware ous, interesting, angering, or beautiful,
of sections such as the rules and the punishment for exhibiting great writing. After you read it,
their violation. students open their notebooks and write either
a one-sentence summary to remember what
they just read, or a thesis statement.
CLOSING ROUTINES
• Rate the Learning or Lesson: This exit slip can

be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how
well they understood the learning that day.
• Closing Statement or Question: Ask students

to first turn and talk in pairs or in a triad and
discuss questions such as: What did you
learn? What surprised you? What is unclear?
What do you want to know more about? Then
ask them to come up with a closing statement
or question about the content and write it
down.
Source: Alber, Rebecca. “6 Opening and Closing Routines

for New Teachers.” Edutopia. George Lucas Educational
Founda- tion, August 17, 2016.
https://www.edutopia.org/blog/6-opening-and-closing-
It is important to set these rules and routines on the first day of the school year.
Required Task 1: Article Reading

Read an article from Association for Supervision and Curriculum Development (ASCD) entitled
Power in the Classroom: Creating the Environment. You may access the article through this link:
http://www. ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-
Environment. aspx
After reading the article, finish the table below:
How I will apply

Concepts I learned from the article My thoughts about these
these concepts to my class
concepts
 Making sure that students exercise  Teachers must involve students in  I will allow my students to
their voice creating House rules in the classroom participate in the creation of our
in the classroom classroom rules and regulations so
that they are aware of the
consequences of their actions.
 Aiding students in gaining  Boosting students’ morale by  I will recognize my students’
recognition recognizing a student’s output `or accomplishments whether small or
behavior. Continue encourage them large, by awarding certificates and
to work hard in class. praising them to demonstrate my
satisfaction with their
accomplishments
 Classroom procedures alternative  Implementing other classroom  To improve communication skills
adoption procedures that teachers can with their classmates, I will plan to
implement to assist students in assign a variety of tasks to my
gaining personal empowerment at students in order to hold them
school. responsible for their own learning.
46
The Teacher Induction Program - Course 1

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER FEEDBACK

 They always say that first impression lasts,
1. First impressions are really important, TRUE so even if you’re nervous on the inside, try
so you have to set a good first to make an effort to smile on the outside. It
impression to your learners, their will make people around you feel that you
parents, and your co-teachers. are welcome and be likeable and it can also
make you feel more comfortable and not
awkward.
 Confidence is the key to make a good first

2. In your first contact with your learners, impression. Believing in your own
co-teachers, and parents, you need
TRUE capabilities and abilities, no matter what
to display confidence and show that
flaws others may think about you.
you know what you are doing even in
things that you are not so sure about.
 This really depends on the needs of the
learners. It is determined by the learners’
3. You should only do what is instructed FALSE requirements.
for you to do at the beginning of the
school year.
 Yes, this is true to make students feel more

comfortable in making them introduce
4. You should model how to introduce TRUE themselves.
oneself at the beginning of the school
year.
 To make student environment under control,

having rules in the classroom is important.
5. Rules play a significant aspect in TRUE
helping to define the classroom
situation.
Summary/Key Learning
• Coming to school prepared would not only help you

in building your confidence in fulfilling your role as
a DepEd teacher; it would also enhance your
classroom management skills that would ensure a
safe and conducive learning environment for your
learners.
• For a short period of time, you will be meeting a lot

of learners who possess unique characteristics and
individual needs. As a teacher, it would be
beneficial if you model good behavior to your
learners.
• Rules play a significant aspect in helping to manage

the classroom situation.
Session 5 – Handling Advisory As you go over the activity, write your reflections below
Classes by answering the questions that follow. Limit your
answers to all the three questions below into a maximum
Required Task 1: Introductory Activity of 600 words.
There is no playbook that sums up your task as a Guide Questions:
classroom adviser. Apart from equipping young people
with knowledge, skills, and values to succeed in this 1. What is the role of a teacher to his/her learners?
vastly demanding society, teachers must also strive to
build their morale. Learners who enter their classrooms 2. How do you think are those roles manifested
must discover how to believe in themselves, exert effort in being a classroom adviser?
to accomplish their goals, and persist despite all
challenges. It may be ambitious and daunting, but we 3. So far, how was your experience as a classroom
should always give them platforms where they can adviser?
express their ideas so they can shine in the most brilliant
way possible. It is the responsibility of a teacher to bring out the
best potential of their students and to keep them
inspire in achieving their goals. With this, teachers
have a large impact on the lives of their students.
Teachers serves as a trustworthy guide since the
students are the future of the nation. The
development of the students is the responsibility of
the teachers for them to shape their future and to
become better rounded individuals. A students’
morale can be boosted by the presence of the
teacher in their lives. We are now in the modern era,
so teachers are expected to have to have the
responsibility to apply the lesson to real-life situation
for students’ participation.
The manifestation of teacher’s roles in the classroom
are based on the adviser’s’ actions. He/she must
perform the responsibilities to all of the students with
whole hear and sincerity.
I have learned that students’ have a unique learning
curve; with this, as a teacher I need to have an
effective classroom management. My students learn
in diverse ways which is a challenging task as a
teacher. Because of this I realize that being a
classroom teacher difficult but a rewarding job.
Guide for Mentors and Newly
Hired Teachers
Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. As indicated in DECS Order 52, s. 1998, also
You will have the opportunity to meet students from known as Guidelines on the Implementation of the
different experiences and backgrounds, and you will Revitalized
definitely enrich your knowledge by celebrating diversity. Homeroom Guidance Program (RHGP) and the
It is very rewarding for you as a teacher to recognize System of Rating and Reporting Student Performance
your learners’ narratives. Under the RHGP, schools are empowered to conduct
Nevertheless, you may be designated as a class a homeroom guidance program.
adviser by the principal to manage a particular class.
There is a guidance program handbook that is
As a class adviser, you are tasked to do important
reproduced for teacher use, but you may also craft your
assignments such as connecting to learners with
own activities depending on the needs of the learners in
counseling, keeping school records and monitoring
your class.
attendance, doing homeroom activities, promoting
Login to your DepEd Learning Portal and see the
harmonious relationships and resolving conflicts,
modules below. Choose ONLY ONE module to study
capturing and maintaining learners’ interest, respecting
and create a homeroom guidance plan based on these
learners’ religious beliefs, maintaining a well-kept and
modules:
conducive classroom, accomplishing
and submitting reports on time and communicating • Homeroom Guidance K-3 Quarter 1,
with parents. Module 2: https://lrmds.deped.gov.ph/
detail/18647
As the classroom adviser, it is also your task to capture
and maintain your learners’ interest in school. Here are • Homeroom Guidance Grade 4-6: Quarter
some way to get the interest of the learners (pp 47-50): 1, Module 2:
https://lrmds.deped.gov.ph/
1. Involve the learners.
detail/18668
2. Decorate your room.
3. Introduce your subject. • Homeroom Guidance Grade 7-10: Quarter
4. Instigate questions. 1, Module 2: https://lrmds.deped.gov.ph/
detail/18687
5. Inscribe thought-provoking quotes.
6. Introduce variety. • Homeroom Guidance Grade 11-12: Quarter
7. Integrate with other disciplines. 1, Module 2: https://lrmds.deped.gov.ph/
8. Incorporate carefully planned games. detail/18689
9. Invite guest speakers and parents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
Date Activities Outputs
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?
 Weekly (Once a week)  Peer-to-peer sharing  Reflection paper
 Writing of reflections about  Worksheet

how respect and good treatment  Pictures
with others is demonstrated  Other Outputs
 Role play activities

can.
Key Topic 2: Connecting with

Learners
As a class adviser, you need to connect with your
learners. Apart from delivering your subject matter, it is
also important to make connections with your learners
and let them realize that what they learn in your class can
be used in real life. This will help you understand your
learners more and recognize where they are coming
from. It would be a good idea to note the information
gained from casual conversations with the learners
through the Anecdotal Records for future need. The
following are things to remember when connecting with
learners:
• Listen carefully without interrupting.
• Listen not only for what the student is saying but

also try to understand the meaning of the non-
verbal gestures.
• Stay neutral and do not judge the student, or trust

may be breached.
• Communicate with your body, face, eyes, your

whole being, that you are intensely interested in
what learners are saying.
• Show compassion and empathy in your manner

and style.
• Whenever possible, do not let yourself be

interrupted
or distracted when a student is confiding in you.
• Prove that you have understood what was said by

occasionally responding with reflections of feeling
and content that you heard.
• Avoid giving advice or telling learners what to do

with their lives.
• Make yourself as visible and accessible as you

• At the end of a conversation, summarize what you
heard and ask the student to do the same.
• Make appropriate referrals to the counselor or other

• If you must ask questions, do not interrogate kids; instead, ask professionals when a student could profit from such
open-ended inquiries that encourage them to elaborate. help.
• Look carefully for signs of severe distress; if a student does • Follow up on the conversations by remembering to
seem to be in danger of harm or abuse, you must report it to the ask learners how they’re doing and what they’ve
administration. done since you last talked.

Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:
Tips to connect with your learners

How to apply to your class
(Kotler, et. al. 1998)
 Give students opportunity to voice out their opinions for them
1. Pay close attention without interrupting. to feel that they are valued.
 Interacting with students by using simple questions that
2. Obtain a common ground of agreement. brightens their mood. Asking them how are they? Or what are
the activities they did last weekend. This will remove
classroom barriers.
 Establishing a scheduled meeting every day to further connect
3. Create a positive learning environment in the with students. Reinforcing negative punishment as a reward
classroom behavior.
 Showing fairness by having no favoritism. The rules should be
4. Maintain consistency in the rules. followed by always sticking to them.
 This can be shown by providing good responses, kind words and
5. Care gestures such as praising and speaking with good tone of voice
Even if you already do your job in an exemplary • The student who is in over her head feels like she
manner, expect that there are learners in your class is so far behind there is no point in even trying to
advisory that need special attention. Kotler et al. cooperate in class. She has given up all hope.
(1998) identify these kinds of learners (pp.60-61):
• The procrastinator continually plays games with
• The angry student looks sullen, with a chip on his you. He always has excuses for why he does not
shoulder. No matter what you do, he will resist your have his work completed. He may be wickedly
efforts. charming, but he manages to avoid doing much
that is useful.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively • The addicted student is strung out on drugs or
in the back of the room or even sleep with her head alcohol. Her attention is, at best, fleeting. She sits
on the desk. in the back of the room with a glassy-eyed stare.
• The quiet student just does not talk at all. He may • The overly social student is always flirting or
or may not be paying attention; you really cannot disturbing others around him. You stop him a
tell. No matter what you do to try and draw him out, dozen times, but he does not seem to respond to
he is so shy that he just smiles enigmatically. the corrections.
• The class clown may be motivated by either a

sense of humor or something more perverse.
Regardless of his intentions, he is constantly the center of attention.

The list could be longer. There will be time that you may
feel discouraged and frustrated. Keep on exerting effort
to reach out to these kinds of learners. However,
remember you may not be able to help almost everyone
in your class.
It is said that all teachers are guidance counselors. You

are placed there to help learners in resolving their
personal issues that affect their academic life. Since
you are the teacher who has the closest contact to your
learners, you are in a position to know very well the
concerns that linger
among your learners. All in all, you have to be able to
show that you “care” about them.
Summary
• The class adviser is tasked to do important
assignments such as connecting with learners and
counseling, keeping school records and monitoring
attendance, doing homeroom activities, promoting
harmonious relationships and resolving conflicts,
capturing and maintaining learners’ interest, and
communicating with parents. You should be the
adviser who “cares”.
• Advisers are the assigned person to keep and

manage the school records of the learners that are
assigned to you. It is also a task of the adviser to
monitor the daily attendance of learners.
Module 3: Creating an Engaging • Reading Activities
Physical and Virtual Learning • Reflections
Environment
• Writing activities
Intended Module Learning Outcomes
• Checklist
At the end of this module, you should be able to:
• Quizzes
1. manage learner behavior constructively by applying
positive and non-violent discipline to maintain • Outputs for Portfolio: Oath of Promoting Trust and
trust and fairness in the classroom (2.6.2, 2.2.2); Fairness
2. Identify basic concepts related to Required Resources

classroom management and positive
discipline (2.3.2); • Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
3. determine actions in building good 2012.
relationships with the learners (2.2.2; 2.4.2);
and • Department of Education. Positive Discipline In
Everyday Teaching: A Primer for Filipino Teachers.
4. apply positive and non-violent discipline to Pasig City: DepEd Orders, 2015.
ensure learning-focused environments (2.6.2).
• Save the Children. A Toolkit on Discipline with
Particular Emphasis on South and Central Asia.
Sweden: Save the Children, 2007.
Module Outline • UNESCO. Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments Specialized
Session 1: Positive Discipline in Physical and Booklet 1: Positive Discipline in the Inclusive,
Virtual Learning Environment Learning- Friendly Classroom: A Guide for Teachers
Session 2: Positive Teacher-Student Relations and Teacher Educators. France: UNESCO, 2015.
• PPST Resource Package Module 15: Establishing

safe and secure learning environment to enhance
Estimated Time Required: 1 hour learning through the consistent implementation of
Required Tasks policies, guidelines and procedure
The following are the tasks in this module.
• Scenario Analyses
Session 1: Positive Discipline Positive Discipline
in Physical and Virtual Learning Discipline is the practice of teaching a person to observe
Environment rules or a code of behavior in both the short and long
terms. On the other hand, punishment is a penalty that
Key Topic 1: Establishing Safe and Secure aims to control behavior through negative means
(UNESCO, 2015). As a teacher, you need to be
Learning Environment
knowledgeable of ways on how to lead your learners to
Establishing a safe and secure environment for learners is exhibit positive behavior. Discipline is positive and
one of the important roles of a classroom teacher. As constructive because it involves setting goals and
classroom managers, you have the responsibility to provide conceptualizing constructive and creative solutions to
our learners with a learning environment that is free from challenging situations. Every teacher should respect a
harm or risks to promote their well-being and support learner’s developmental level, their rights to dignity and
their learning (Marzano & Pickering, 2003).You also have integrity, and their right to participate fully in their
to build their sense of community, improve academic learning.
performance, and to prepare learners to be productive
individuals. Creating safe learning environments involve Effective teachers should manage learner behavior
every aspect of creating a positive experience for constructively by applying positive and non-violent
learners. The physical space is one important element, discipline, as anchored in the Philippine Professional
but equally important are the relationships between Standards for Teachers (PPST) under Domain 2, which
learners, teachers, and the learning community as a centers on creating an environment that is learning-focused
whole (UNHCR and IRC, 2010). Furthermore, in times of and in which teachers efficiently manage learner behavior in
disruptions that may necessitate emergency remote a physical and virtual space. It has Strand 2.1.2, which is
teaching (ERT), reasonable protocols in virtual learning to establish a safe and secure learning environment to
environments must also be taken into consideration. In enhance learning through the consistent implementation
virtual space, constructive relationships can be of policies, guidelines, and procedures. The use of
developed by allowing the learners to have virtual time positive discipline ensures a learning-focused
out that is efficiently communicated with the learners and environment and to encourage positive behavior and
parents/guardians as scheduled. The virtual time out may motivate learners to feel good about themselves and the
allow the learners to be in their personal space in order to decisions they make. With positive and non-violent
cool down and reflect. With this, learners will do better for discipline, our learners will see a connection among their
their next online access in virtual space. behavior, the personal consequences, and the impact of
their actions to others. You may refer to the PPST
It is equally essential that proper behaviors must develop Resource Package 2.1.2.
within our learning environments -- both physical and
virtual. Thus, creating and reinforcing discipline in
classrooms or virtual learning spaces and maintaining
constructive relationships will further secure safe learning
environments for our learners.
Developing Positive Behaviors - Redirect behavior positively – for example,
when a student bounces a ball around the
The behaviors that you value and want to encourage
classroom, “You can bounce your ball outside on
need to be known to your learners, and you need to
the playground where there is more space to
make a concerted effort to teach and strengthen these
behaviors. Some strategies that you can use to help your play.” On the other hand, in the virtual
learners learn positive behaviors include the following4,5: environment immediately respond to the
student(s) unusual virtual actions or reactions by
- Give positive statements. calling their attention. Be mindful that your goal is
to encourage and redirect positive behavior
- Listen carefully and help them learn to use words among the learners.
in expressing their feelings, not destructive actions.
- Make connections - online learning is all about
- Provide your learners with opportunities to making effective communication with the learners
make choices and help them learn to evaluate as well as their parents/guardians both for
the potential consequences of their choices. positive and negative development during online
classes, this can effectively done during town hall
- Reinforce emerging desirable behaviors with meetings.
frequent praise and ignoring minor misdeeds.
- Establish routines, rules and procedures and
- Model orderly, predictable behavior, respectful student engagement to create an online
communication, and collaborative conflict resolution teaching and learning direction such as a
strategic pre- planned schedule of screen time
- Use appropriate body language – nod, smile, activities based on your lesson plan.
and look directly at the student.
- Restructure the environment – remove objects

that invite misbehavior.
4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

sive, Learning-Friendly Environments Specialized Booklet 1: Positive
Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for
Teachers and Teacher Educators. France: UNESCO, 2015.
5 Berman, G. and Dubinski, A. (2021). Managing Students’
During Remote or Hybrid Learning: Tips for teachers in an uncertain
time. Child Mind Institute, Inc.

Required Task 1: Scenario Analysis
Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.
Scenarios Possible Answer and Points for Feedback

 It will not do good to incorporate physical force in dealing with
Case 1 : On Being Tardy
tardiness. The right solution is to find the root cause of the
Rhea: I live a few kilometers away from my school. In the issue. Before jumping into conclusions, we should first ask the
morning, sometimes I have to fetch water and cook food for student as to why a particular student is late. In this case, Rhea
my siblings before I can go to school. I have no money for doesn’t really want to be late, but she is compelled because of
transport, so I walk to school. Learners in our school get late her responsibilities at home like cooking food for her siblings
slips when we don’t arrive on time. I don’t want to get too and a lack of funds for transportation. As a teacher, we should
many.
always be considerate to our students. The blame must not be
Rhea’s teacher: I have to make sure the children understand fully on the student but instead we must make them understand
that coming late to school is not acceptable. They have to that we are all in this together to provide a solution for the
know that there are consequences for their tardiness. I issue. One solution is to provide them extra time in class for
always give them punishment. Some of them are even used missed lessons.
to it. They just offer themselves up because they know I don’t
listen to any excuses.
What alternative/s to corporal punishment could suggest to

the teacher?

 It is not the best way to embarrass Marcus in front of the class.
Case 2: On Disruptive Behavior
The effect of this solution is that it can be double-edge; it can
Marcus: I am feeling good today. I am telling funny stories, only worsen the situation and may result in the student being
and everyone is laughing. The teacher tries to tell me to stop
talking, but I want to show everyone that I am not afraid. I am more aggressive and retaliate. The teacher needs to find main
tough and cannot be bossed around by a teacher. reason of the misbehavior. The reason might be personal
Marcus’ teacher: I have to ensure that the class is well- problems at home. With this, Marcus can be spoken to
behaved. Otherwise, they will just get out of control and I will
privately by the teacher, who can calmly explain his
not be able to teach. The learners will take over and other
teachers will laugh at me. I will put Marcus in his place by misbehavior.
embarrassing him publicly. I will make an example out of
Marcus so that learners will not dare to show disrespect by
making noise in my class.
What alternative action/s could you offer to the teacher in

order to promote positive discipline?

 All students are unique and they have different learning curve
Case 3: On Giving a Wrong Response to a Question
and as a teacher we need to be aware of it. Since Clark
Clark: I am so nervous in class. I am afraid that the teacher is consistently gives incorrect answers, it is possible that he does
going to ask a question when I don’t know the answer. Even if
the answer is obvious, sometimes when the teacher looks at not understand the lesson and not because he is not paying
me, I can’t speak. I become scared and just remain quiet. I attention.
know everyone is staring at me and laughing, but what can I
do? I This may result to him being afraid of participating in class.
just can’t risk giving the wrong answer. Even in tests, I feel so One solution is making a remedial lesson after the class. The
afraid and always fail because I don’t know how to answer
the questions. I just don’t understand anything that is being remedial activities are helpful and it will benefit him to
taught, and I don’t want to be laughed at. The best thing is to understand the lesson better. Student embarrassment is a big
stay quiet or just leave that question blank on the test.
no-no; it will only discourage students from learning or
Clark’s teacher: This boy is insulting me by not paying
participating in class.
attention. How many times have I taught this thing? Is he not
listening? I am tired of trying hard when a student in a class
does not care. Last week, he failed the test and now he
doesn’t even know the answer to this simple question. I am
going to reprimand this boy so that everyone will learn that
when I teach, they have to pay attention. They should know
the right answer before I ask the question!
What alternative action/s could you suggest in order to

promote positive discipline?

 Similar to the previous scenario, there might be a root cause why a
Case 4: On Absenteeism
student is not participative or not attending classes. As in Elna’s case,
Elna: Sometimes my mother sends me to sell things at the the teacher is the reason why the student is not interested in going to
market and I can’t go to school. Sometimes I feel bored on school anymore. It is completely unacceptable on the part of the
the way to school and visit my friend instead of going to
school. teacher. Every student should not be judged and should be respected.
Sometimes I don’t like being in a class where the teacher always It is the teacher’s responsibility to have a safe classroom with no room
asks me questions and looks at me in a funny way. I know for discouragement.
that I am not going far after the 2nd year High School, so
what’s the point? I might as well do what I want. A teacher should set as a role model for the students, issuing and
reprimanding Elna is not the appropriate solution to the problem
Elna’s teacher: We can’t have learners missing class
because it only shows that the teacher is ignoring Elna’s concern.
whenever they want. Her case should serve as an example
so that
her behavior doesn’t spread. In the morning assembly, I will
reprimand her, and give her a final warning. If she doesn’t
listen, she will be recommended to drop out of this school.
We can’t have learners undermining authority at this school.
What alternative action/s do you suggest in order to


 Bullying must be acted upon quickly if there is an instance of bullying

Case 5: On Bullying
in the classroom. The teacher should talk with the students who are
Kurt: I am the toughest boy in this school. Everyone fears bullying their classmates an ask the reason of bullying itself. The
me, and I need to make sure that no one gets away with
undermining my status. I keep others’ respect by showing teacher also needs to explain to the students the effect of bullying in
them what might happen if they don’t fear me. I tease small people and its consequences. Failure of this action may deem the need
girls, and sometimes rough up an annoying boy. Everyone in of the assistance of parents as well as the Guidance Counselor to
school knows not to cross me. They know my father is tough
at home and I am tough at school. provide solutions to the problem related to bullying.
Kurt’s teacher: This boy is a problem. He is making other

children miserable and giving our school a bad name. Today
in assembly, I will announce to all learners that we do not
tolerate such behavior. I will send him to the guidance
counselor. I will warn him that if he persists, we will expel
him from school.
What alternative action/s do you suggest in order to


 Because of the pandemic situation, schools throughout the country are
Case 6: On Adaptability Struggle
limited to distance learning education. Because of these circumstances,
Janelle: Online learning is new to me. I am used to face to students are forced to study online which may cause stress and anxiety
face classes. I will inform my teacher that I can not attend to some. As a teacher, we should always be considerate at all times.
online classes regularly and I can not submit my
requirements on time. We can provide extensions to the date of submissions of their
requirements if needed. Frequent encouragement to students is helpful.
Janelles’s teacher: This student may just be making an
This is to make the students feel that we, teachers are with them all
excuse for not attending our online classes and not
submitting on time. As their teacher, I need to be able to along the way. We must be sensitive that everyone is going through a
communicate to my class that I will not tolerate complacency tough time. If Janelle is unable to attend online classes, the teacher
and that this rule must equally and strictly apply to all.
should provide other options available for her to continue her
What alternative action/s could you suggest in order to education.

 The teacher should provide printed materials that are based with the
Case 7: Technical Issues
lessons if Allen is unable to participate in the lesson due to poor
Allen: I really wanted to pass the subject, attend our online internet service. The lessons created in the printed material should be
classes on time and learn our lessons well. But because of of quality to make sure he will not be left behind in class.
my poor internet connection and I am only using a mobile
phone, it is difficult for me to catch up with the discussions as
well as with the required tasks. Everyone is doing a great job
except me. I think I should just drop out from school.
Allen’s teacher: I noticed that Allen is having difficulty with

internet connection since he keeps signing on and off during
our online classes. If this continues, there’s no way for him to
understand our lessons as well as other students in the
class. However, I have to treat my students equally to avoid
favoritism. I should not give him special treatment
What alternative action/s could you suggest in order to

promote positive

Key Topic 2: Reinforcing Positive Discipline
(the class as a whole) and to praise each child’s efforts in
While punishment is a single act, positive discipline is a being a good team member. The core of positive
process that recognizes and rewards appropriate discipline is to catch learners doing the right thing and
behavior. Positive discipline is something that could be reward them immediately.
developed on a day-to-day basis. This process is
effective for individual children. Moreover, for teachers The following are statements that could be believed in by
who are working in large classes, it can also be effective some teachers, but were labeled as myths on disciplining
for groups of children. The key is to make the children learners (UNESCO, 2015, 14-18).
feel they are on a “winning team”
Statement Remark
“People who use this argument often do it to reduce the guilt they have for using
1. “It happened to me and
corporal punishment on their children today. In their minds, they are defending their
did no harm.” violent actions against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children.
2. “Nothing else works!” or
Justifying that a child has asked for violence is really intended to make the
“They asked for it!” perpetrator feel less guilty and transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it
works best. Other destroys the teacher-child relationship. Children become angry at why someone who
methods don’t.” is supposed to teach and care for them is instead threatening, beating, or insulting
them.”
4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and
resort. I had no teachers to result in physical punishment at the first instance not as a last resort.”
choice!”
5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what
my class. I have too is expected of them and the consequences for misbehaving; and the teacher did
many!” not take the time to build a positive relationship with the children.”

The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020)
suggest the following on how to design positive reinforcement systems online.
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems,
can not be applied in encouraging positive group behavior during online classes is rewarding together
an online class.” with individual reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
2. “Positive reinforcers are select the type of positive reinforcers appropriate to your online class setting. For
example, social reinforcers can be done by giving praise or verbal recognition to the
costly and difficult to learners during online activities and praise for the submitted tasks on time. Another
administer.” example is the activity reinforcers, which can be done by assigning highly engaged
learners to monitor chat questions or by allowing the learners to have breakout
sessions in unstructured time to discuss among themselves about a specific topic in
the lesson.”
3. “I can stick with

“Learners find different types of reinforcement motivating. To ensure that all learners
one type of
engage in an online class, provide a variety of layers of reinforcement such as praise
positive and token systems.”
reinforcers in my online
class.”
4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’
activities, I do not
understanding. In order to gather students input, the teacher may use group
need to consider discussion, chat box and online polling. ”
the learners.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide
online class do not badges to activity which can be done both in synchronous and asynchronous
need rewards.” classes. With combined badge systems the learners are motivated to spend more
time to finish the assigned tasks and develop self regulation to complete
asynchronous assignments. ”

Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of
the book, Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline by F. C. Power, J. Durrant, P. Newell, and S.
Hart (insert publication year). The book can be accessed through the link:
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed.
Determine what principle/s for positive child discipline 6 could be used to
address the/ those issue/s. You may write the letter of possible responses
below and you may choose as many responses as possible.
a. Respect the child’s dignity
b. Develop prosocial behavior, self-discipline, and character
c. Maximize the child’s active participation
d. Respect the child’s developmental needs and quality of life
e. Respect the child’s motivation and life views
f. Assure fairness (equity and non-discrimination) and justice
g. Promote solidarity
6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.

Situations Answers Feedback
 Develop pro-social  Resolve the misbehavior in a timely
1. During the group activity of Teacher behavior, self- manner accordingly.
Justin for his Classroom Observation discipline and
(CO), two of his pupils started argu- character
ing with each other, which caused
noise and distracted their classmates.
Teacher Justin then told them to stay
away from each other and that he will
deal with the both of them after class.
 Maximize the  Sticking to the lesson plan and following

2. Teacher Gemma prepared a very child’s active its course so that the lesson activity is
engaging group activity for his Grade participation guided. Time limit also needs to be set
7 during her CO. Because of the when doing group activities so that
learners’ enthusiasm and excitement, students would be aware.
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
 Develop pro-social  Speaking privately and explaining the
3. During the class of Sir Christopher, behavior. Self- inappropriate behavior student should be
there was an on-going group activity discipline and done. Addressing it in a proper setting is
for his learners. Most of the pupils active participation also needed.
were quiet except for this one group  Assure
wherein two pupils were talking about fairness(equity and
unrelated topics loudly, disrupting the non-discrimination
other groups. He approached them and justice)
and with a soft voice he said to them,
“It seems that you forgot our rules
during class activities, just wait until
our class is finished and see what
happens then”. The two suddenly
quieted down and went on with their
activity.
68 The Teacher Induction Program – Course 1

Situations Answers Feedback
4. During the General Mathematics class  Respect the child’s  Being sensitive of the child’s situation is
of Ma’am Princess, she noticed that dignity a responsibility of the teacher so that the
Gian was sleeping. “Rise and shine,  Respect the child’s child will keep from being embarrassed
Gian! It’s time for your breakfast”, developmental and awkward in front of the class. Find
Ma’am Princess shouted and the needs and quality the root cause why the child has
whole class giggled. Immediately, Gian of life inadequate sleep by talking to him after
sat properly and became attentive for class.
the whole duration of Ma’am Prin-
cess’s class.
5. Ma’am Trisha scheduled her First CO  Respect the child’s  Do not compare the students because
in her Grade 4 MAPEH Class. During motivation and life they all have different learning curves
their discussion, she noticed that views and abilities. Practice treating the
among the learners, Carl was the most  Assure students fairly at all times with respect.
attentive and participative. After ask- fairness(equity and
ing a question, she then called Amy to non-discrimination
answer, “I don’t know”, Amy replied and justice)
nervously. Then Ma’am Trisha told her
pupils that they should be more like
Carl to be able to answer as much as
possible.
6. Teacher Cora records the learner’s  Develop pro-social  The teacher should call the students’
performances and outputs during behavior. Self- attention after online class. This is to
synchronous and asynchronous ac- discipline and avoid embarrassment on the part of the
tivities. She noticed some incomplete active participation student. The teacher will be able to
activities compiled by the learners.  Promote solidarity discuss about incomplete activities to the
During her online class, Teacher Cora student in an appropriate way.
asked the learners to share their online
experiences. After some important
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.

Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.
Actions Answers Feedback

 POSITIVE  Set as a good example to your students, you
1. Acting in the way that you want are their role model.
the children to act (modelling)
 POSITIVE  This promotes collaboration, participation

2. Forming small groups in online and camaraderie.
synchronous activities
 POSITIVE  Good classroom management is practiced

3. Getting the student’s attention and it establishes readiness to students at
before you begin class the start of their lesson.
 NEGATIVE  Do not assume and never judged the

4. Making assumptions on student students without fully assessing the
abilities without evidence or data situation; proper intervention must be
exercised.
 NEGATIVE  Usage of physical force violates the law of
child protection policy; teachers are not
5. Using physical force permitted to do such. Giving corporal
punishment is not a good way of handling
misbehavior by students.

Positive discipline is a way not only to reduce
misbehavior but also motivate learners (UNESCO 2015, b. Establish clear rules and procedures and
80). It is based on the premise that behavior that is instruct learners on how to follow them. Give
rewarded is behavior that will be repeated. The most primary-level learners, in particular, a great deal
critical part of positive discipline involves helping learners of instruction, practice, and reminding.
learn behaviors that are effective in promoting positive For primary level learners, rules and procedures
social relationships and help them develop a sense of
self-discipline that leads to positive self-esteem. should be simple and limited. Too many or too
difficult rules will be easily forgotten and/or ignored by
students. The rule should be visible in the classroom
The following are some ways that can help you create a
motivating and conducive environment. How are you so that students are always aware of it. Afterwards,
going to illustrate these ways in your own classroom? the teacher should be able to explain and practice
Limit your response to 100-150 words per question.
these classroom rules and procedures. Both
a. Hold and communicate high behavioral classroom rules and procedures must be clearly
expectations for your learners and yourself.
explained, practiced regularly, and are only
I will first get to know some personal things about the successful with consistency.
student. This will make them feel more comfortable
and it will also serve a s a bridge for open
communication between students. I will also conduct
a values analysis discussion about some current
event or topic. If there are times that a student shows
a good behavior or performed well at such moment, I
will provide positive comments. Lastly, I will always be
positive and enthusiastic when teaching.

Summary
Discipline shapes learners’ behavior and helps them to
learn self-control when it provides encouragement, not
painful, meaningless consequences (UNESCO 2015, 21).
You should use classroom discipline positively by
believing in your learners’ abilities and communicating
affection and respect for them. When you are willing to
observe your learners and respond in ways that
encourage positive behavior, you help them become
responsible for their own behaviors and they reduce the
likelihood of misbehaving in the classroom.
An effectively managed classroom is the one that

motivates learners while creating and supporting positive
behaviors. In order to do this, you need to make sure
that:
a. Your expectations are clear.
b. Instruction is interesting for your learners.
c. Your learners see a purpose and value to what

is being taught.
d. Instruction relates concepts and skills to a

learner’s experience and is meaningful within his
or her daily life.
e. Your teaching strategies are varied. Learners

can become bored, even if the topic is
interesting, if you constantly use the same
teaching methods.
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.
Scenario Answers Feedback

 With actions provided, it clearly shows that a well-
1. At the very first day of the school
 TRUE organized classroom management system is
year, Teacher Joy enforces
practiced.
classroom rules promptly,
consistently, and equitably.
 Constantly working on improving students’ self-
2. Ma’am Carol believes that it is a  FALSE monitoring abilities should be always in a teacher’s
waste of time to devote time in mind. Practicing this will hone a teacher’s skill to
teaching self-monitoring skills. assessing student’s abilities.
 It signifies that the students remember the lesson
3. Teacher Michael ensures that he  TRUE taught.
maintains instructional pace of
his lesson for the day and
makes smooth transitions
between activities.
 For students to participate actively in class,
4. Monitor classroom activities  TRUE teachers must provide feedback and reinforcement.
and give learners feedback This will give students interest to study.
and reinforcement regarding
their behavior.
 The teacher must have the ability to differentiate

5. Evelyn makes sure that there  FALSE average and below average students. This should
would be one item in her be done in a well manner.
quizzes that would be very
difficult for learners to answer
in order
to discriminate the very good
learners from the rest.

Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships
Ask a colleague, either a fellow newly hired teacher or a contribute to a great extent to learners’ engagement in
fellow subject area teacher, on which they think are the face-to-face or virtual classroom activities. Indeed,
best ways to build relationships with their learners. Write relationships are key-- which includes teacher-to-learner
your findings on the space provided. Limit your response and learner-to-learner interactions. To build a positive
to 100- 150 words. relationship with your learners, you should know the
importance of understanding and empathy. Some of the
conditions that are especially important in encouraging
Mr. Gerardo J. Palmes- Fellow Subject Area positive learner behavior as part of the relationship
Teacher- Rev. Tomas Conejar National High School building process are:7
- Maintaining a positive emotional tone in the

According to Sir Palmes, the best way to build
classroom.
relationships with learners are the following:
 Spend one-on-one time with students. This is - Providing attention to the learner to increase
a tedious approach but it is worth it because positive behavior.
you will be able to get connection with - Providing consistency in the form of regular
students in no time, during one-on-one time, a routines for daily activities and interactions to make
student has the teacher’s full attention. unexpected, negative experiences less stressful.
 Share your stories with students using your - Responding consistently to similar behavioral
personal stories will not only get you situations – both positive and negative.
connected to students but it will also help - Being flexible, particularly with older learners and
them understand that challenges are just part adolescents.
of the journey to success. - Treat mistakes as lessons. Tell your learners that
 Have a sense of humor. A good teacher must we only learn by making mistakes.
be able to make her students smile and laugh. - Building confidence. Promote positive self-talk.
A light hearted sarcasm won’t hurt; it will - Focusing on past successes.
make you adored by your students because - Making learning meaningful. Modify your instructional
they see as a teacher that is worth to build methods.
relationships with.
7 American Academy of Pediatrics, Committee on Psycho-
social Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psy-
chosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics.
1998;101(4, pt 1):723–728.

Required Task 2: Checklist
What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the
statements that reflects good practice and an “X” mark if otherwise.
Statements Answers Feedback

 Respect and awareness to cater the needs of
the students are important in the classroom.
1. Interacting respectfully and sensitively
are only important to elementary school
learners.
/
 Having this ensures an equal access to

opportunity in learning. All students are
2. Treating the learners kindly and / needed to be ensured of respectful treatment.
respectfully in the classroom is enough
to bolster academic achievement.
 Student should be treated in all ways fairly in

the classroom, regardless of a teacher’s
3. Taking no notice of relationships during / relationship with some students.
the teaching and learning process.
 Usage of strategies for the development of

interpersonal skills in encouraged.
4. Awareness of explicit and implicit /
messages given to learners is
important.
 A teacher should be seen as a role model to

his/her students at all times; whether they
5. Modelling behavior to learners, / noticed it or not.
whether intentional or unintentional,
is important.

Key Topic 2: Maintaining Trust
and Fairness in the classroom
Some of the characteristics that learners appreciate in a

teacher and their co-learners, and should form a core
part of monitoring our own behaviors, are:8
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and the feelings.
choosing learners to be assistants
Active Listening This means being attentive and
or to participate in special
responding when a learner
activities.
speaks. You need to show that
you have heard the learner and
to give him or her a chance to
Humor The ability to respond correct a misunderstanding or
lightheartedly to learners. interpretation. You might try re-
stating what has been said or a
use of body language to show
empathy.
Respect This involves showing regard for
the rights and feelings of learners. These characteristics may model to learners how they
would also interact with each other. This would enhance
learner-to- learner relationships.
Courtesy This is another sign of respect.
8 Lawrenz, Frances & Huffman, Douglas & Gravely, Amy.

(2007). Impact of the Collaboratives for Excellence in Teacher Prepa-
ration Program. Journal of Research in Science Teaching. 44. 1348
- 1369. 10.1002/tea.20207.

List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share
his/ her own rules he/she has in his/her own class.
My Classroom Routine as an My Routines I Set as a The Routines my Colleagues

Adviser Subject- Teacher Set in Class
 Greetings  Introduction of myself to students  Greetings to students

 Opening Prayer  Opening Prayer  Daily Prayer
 Short discussion with students  Giving a short energizer to the  Checking of Attendance
about how they are feeling today students as a warm-up activity  Assignment/Output Verification
You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague.
Take note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom
rules set the standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are
important role models for our learners.

Required Task 4: Oath of Promoting Trust and Fairness
(Output for Portfolio)
Accomplish the oath below and write three tasks you
intend to do that will help you promote trust and fairness
in your own classroom.
OATH OF PROMOTING TRUST AND FAIRNESS

I, RONA MAE H. GALAEZ, a newly hired teacher, do solemnly swear to
abide by the following tasks on promoting trust and fairness to my learners:
a. I will promote gender and racial equality and I will give equal
praise and expectations to all of my students.
b. I will foster a nurturing and trusting environment in the classroom,
where everyone is respected and open to communication.
c. I will impose nondiscriminatory rules and regulations in my
classroom
RONA MAE H. GALAEZ
(Signature over Printed Name)

Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.
Statements Answer
1. We should tell our learners how we expect everyone AGREE
to behave in class (our learners and ourselves) and
discuss these expectations regularly.
2. We must inform our school’s administrators, other AGREE

teachers, and parents about our classroom rules, so
they can help to monitor them and to avoid conflicting
expectations.
3. The rules we develop with our learners must be AGREE

applied consistently with no favoritism.
4. We must constantly be aware of what is going on in and AGREE

outside of our classrooms, and our monitoring must
be subtle and preventative.
5. We cannot get angry or lose self-control, but be role AGREE

models for good behavior, and follow the rules.
6. When discipline is necessary, it focuses on the learner’s AGREE

behavior, not the learner. The learner’s dignity is
maintained.
7. We need to encourage learners to monitor their own AGREE

behavior, such as by keeping diaries. They also need
to monitor each other’s behavior with respect.
8. In teaching, we should not use ambiguous or vague AGREE

terms. Activities should be sequenced clearly and with
as few interruptions as possible.

Summary
• Building a good relationship with your learners will
help you ensure positive student behavior and
discipline. Thus, an effective educator who foster
positive relationships with their learners creates
classroom environments more conducive to
learning and meet learners’ developmental,
emotional and academic needs.
• In order to maintain trust and fairness in the

classroom, teachers should always bear in mind the
characteristics that learners appreciate. These
characteristics should form a core part of monitoring
our own behaviors: fairness, humor, respect,
courtesy, openness, and active listening. Modeling
these characteristics to learners. also positively
reinforces good learner-to- learner relationships.

Congratulations! You’ve come to the end
of Teacher Induction Program
Course I: The DepEd Teacher.
Please go to this link for the
summative assessment:
Don’t forget to take a screenshot of your

score. It will be submitted to your mentor
for verification and recording purposes.
Once you’re done, kindly input your

score here: [Input your score here.]
Additional reminder: Compile your

portfolio output/s and make sure that
your mentor has checked your
coursebook.
Glossary
Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
Class Adviser is a teacher assigned to manage a particular class throughout the school year.
Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.
DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.
Discipline The practice of teaching or training a person to obey rules or a code of

behavior in both the short and long terms.
Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.
Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending
public schools.
Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way
in which learners learn and their social knowledge and behavior.
Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning
activities and other learning opportunities for community development and
improvement of the people’s quality of life.

Mandate an obligation enforced by law.
Mission a declaration of an organization’s core purpose and focus that is normally

unchanged over time.
Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment
such as spanking, verbal abuse and humiliation.
Punishment An action (penalty) that is imposed on a person for breaking a rule or

showing improper conduct.
Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve
the efficiency of government services, within affordable levels, and in the
most accountable manner.
School an educational institution, private and public, undertaking educational

operation with a specific age-group of pupils or learners pursuing defined
studies at defined levels, receiving instruction from teachers, usually located
in a building or a group of buildings in a particular physical or cyber site.
Strategic Direction a course of action that leads to the achievement of organizational goals.
Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values are the principles the Department adheres to in pushing the programs into action.
Vision an aspirational description of what an organization would like to achieve or

accomplish. It is intended to serve as a clear guide for choosing current and
future courses of action.

References
The resources listed can also be found in the TIP repository folder that can be accessed through this link:
https://drive.google. com/drive/folders/1UEnwol5TUJBDz4PAM0igc3UWMfJNG75o?usp=sharing
Issuances and Legislations

Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. https://www.deped.gov.ph/wp-content/
uploads/2012/05/DO_s2012_40.pdf
Department of Education Order No. 36, s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://
www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program. https://www.
deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
Department of Education Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division
Offices of the Department of Education. https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-
central- regional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Executive Order No. 366, s. 2004 on Directing a Strategic Review of the Operations and Organizations of the Executive Branch
and Providing Options and Incentives for Government Employees who may be Affected by the Rationalization of the
Functions and Agencies of the Executive Branch. https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-
s-2004/
Philippine Regulation Commission Resolution No. 435, s. 1997 on Code of Ethics for Professional Teachers.
http://teachercodes.iiep. unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act No. 4670, 1966 on The Magna Carta for Public School Teachers.
https://www.lawphil.net/statutes/repacts/ra1966/ ra_4670_1966.html
Republic Act No. 9155, 2001 on An Act Instituting a Framework of Governance for Basic Education, Establishing Authority
and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education,
and for Other Purposes. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Republic Act No. 10533, 2013 on An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes.
https://www.officialgazette.gov. ph/2013/05/15/republic-act-no-10533/
Republic Act No. 10627, 2013 on An Act Requiring all Elementary and Secondary Schools to Adopt Policies to Prevent and
Address the Acts of Bullying in their Institution. https://www.lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Sambolt, M. (2020). How to Design Positive Reinforcement Systems Online. American Institutes for Research.
https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting

Other Sources (Alphabetical Order by Author)
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published
correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain
time. Child Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig
City. Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1,
Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment:
The Way Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power,
91-128. Paris: UNESCO Publishing.
Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist, TEC
Ms. Ana-Sol Reyes Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio Warren Quisada Angelo Uy
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario
Charito N. Laggui Gayle Malibiran Khristian Ross

Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Nuñez Gladys Uy
Alma Belarmino Maribel Perez Maria Lourie Victor
Rageene Vera Dueñas Beverlyn Ramirez
Nerio Benito Eseo Frankie Delos
Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support
Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Division of Cebu
Division of Batangas Occidental Division of Negros Oriental
Division of Antique
National Capital
Region X Region
Division of Bukidnon (NCR)
Division of Misamis Oriental Division of Quezon City

Division of Misamis Occidental
Division of Caloocan
Division of Manila

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Teacher Induction • http://www.

2. establish safe and secure learning environments through the

3. manage learner behavior constructively by applying positive and non-

Module 2: Gearing up for the School

Module 3: Creating an Engaging Physical and Virtual

Estimated Time Required: 8 hours

2. adopt practices that uphold the dignity of teaching

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine

Estimated Time required: 1 hour

• Scenario and case study analysis

• Pledge of Commitment (Portfolio Output)

Key Topics Very familiar Familiar Slightly familiar Not familiar

Guide for Mentors and Newly Hired Teachers 5

The DepEd’s Mandate

Required Task 1: Reflection Questions

6 The Teacher Induction Program - Course 1

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Course 1

Required Task 1: Application

Let’s see how you would apply the DepEd’s vision in

Family, community, and other stakeholders are

Required Task 2: Application

As an example on how we can interpret these, the

The Baguio City Division Memorandum could be

2. Respects sacred places

4. Demonstrates curiosity and willingness

1. Tells the truth

2. Returns borrowed things in good condition

Shows adherence to ethical principles by 4. Expects honesty from others

6. Identifies personal biases

7. Recognizes and respects one’s

12 The Teacher Induction Program - Course 1

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

6. Volunteers to assist others in times of need

7. Recognizes and respects people from

1. Cooperates during activities

2. Recognizes and accepts the

3. Considers diverse views

5. Accepts defeat and celebrates others’ success

6. Enables others to succeed

7. Speaks out against and prevents bullying

Guide for Mentors and Newly Hired Teachers13

2. Practices waste management

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

2. Respects the flag and national anthem

3. Takes pride in diverse Filipino cultural

5. Abides by the rules of the school, community, and

6. Enables others to develop

3. Conducts oneself appropriately in various

Guide for Mentors and Newly Hired Teachers15

DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-ZC.pptx

Guide for Mentors and Newly Hired Teachers17

I, Rona Mae H. Galaez, of Rev. Tomas Conejar

Guide for Mentors and Newly Hired Teachers19

Use the table below to take note of important information.