IPBT Course 1

Teacher Induction
• http://www.
gbooksdownloader.
Program (TIP) 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 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 Teacher

Intended Module Learning Outcomes Required Resources
At the end of this module, you should be able to: • DepEd Order (No. 36, s. 2013)on Our Department
of Education Vision, Mission and Core Values
1. demonstrate understanding of the DepEd’s (DepEd VMV).
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 will try to
through the Education Decree of 1863 as the Superior understand and familiarize the Deped, its mission,
Commission of Primary Instruction under a Chairman. The vision, and core values because this will guide me in
Education agency underwent many reorganization efforts in delivering my lessons to my students. In addition, I
the 20th century in order to better define its purpose vis-à-vis will try to apply different teaching strategies and
the changing administrations and charters. The present-day methods that will cater the holistic development of
Department of Education was eventually mandated through every student. I will also ensure that the knowledge
Republic Act No. 9155, otherwise known as the Governance and skills that they will learn will become useful in
of Basic Education Act of 2001, which establishes the the future.
mandate of this agency.
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.
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?
By providing the students an equal opportunity To respond the needs of the learners, I should
to develop their skills and learn new knowledge be considerate with their capability to learn and their
regardless of their circumstances in life and capability learning style in order to apply a more effective
to learn. Also, by applying different methods of approach and method that will help the students to
teaching that will address the students’ different effectively learn their lessons. Also, I will create a safe
learning styles. and conducive environment so that they could learn
without worrying with their surroundings. Lastly, I will
facilitate their learning progress without making high
expectations and teach them the different values in
life.

7
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
As a new public-school My vision is to have a class My vision to my school
teacher, my goal is to be a teacher wherein there is collaboration community is to be a learning
that encourages my students to among all my learners. To create an environment that are deeply united,
enjoy learning. I will strive to identify atmosphere where each individual have an array of benefits for
my strengths and then use them to feels accepted and valued. To students, teachers, parents, and the
inspire my students, leading to a create a classroom wherein there is wider school. A community that has
positive outcome for each student no bias and there is equal a strong leadership to help the
and a shift in the way my teaching opportunity for learning to everyone. school in providing quality education
works.my goals are to motivate and I want to create a classroom that is to all learners.
engage my students through conducive to learning and promote
ongoing and everyday student- love for learning.
centered active-learning lessons, as
well as to help all of my students
discover meaning in their lives
through education.

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 Teacher Johanna should think first of the subjects

where she can integrate and achieve her lesson objective.
who passionately love their country and Say for example she integrates it in AP or ESP then she
can use it as a group task or individual task to her students
whose values and competencies enable them wherein they will demonstrate practicing the act of
kindness. This will not only develop the student’s kindness
to realize their full potential but will also boost their self-confidence in interacting with
other people.
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.
Guide for Mentors and Newly Hired Teachers 9

Scenario 2: Key Topic 2: DepEd’s Mission
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 Andrew help
his learners to gain confidence and participate in scouting?
You may respond in 3-5 sentences.
Mission
The first step Teacher Andrew should do is to
talk to the student and explain to him the benefit of To protect and promote the right of every Filipino to
joining the Scouting. Let the student weight what will quality, equitable, culture-based, and complete basic
be the advantages in joining the scout. Encourage education where:
him that joining scouting is an unforgettable
experience where he can learn to socialize with his Students learn in a child-friendly, gender-sensitive, safe,
other classmates and learn cooperation, that through and motivating environment.
this activity he can overcome his shyness and gain
confidence in interacting with other people. Teacher Teachers facilitate learning and constantly nurture every
Andrew should encourage him to go beyond his learner.
comfort zone and joining the scouting is the perfect
idea for it. Administrators and staff, as stewards of the institution,
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.
Required Task 2: Application

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: Key Topic 3: The DepEd Core Values
Teacher Helga is a Grade 1 teacher at Biñan Elementary
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
Teacher Helga should provide activities in In promoting “One DepEd,” the official DepEd core values
science that promotes child-friendly, gender-sensitive, adopted the national motto as stated in the Republic Act No.
safe, and motivating environment in her class by 8491 (otherwise known as the Flag and Heraldic Code of the
preparing a lesson plan ahead of time. In addition, Philippines). The core values are enumerated as such:
She should be an open-minded teacher that
welcomes different ideas from her diverse students.
She should make sure that her activities are suited for
the learners, not gender biased, safe, and encourage Maka-Diyos
participation to all learners.
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

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 backgrounds
Maka-tao
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 expressions,

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

Makabansa
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 school, 2. Perseveres to achieve goals despite
community, and country difficult circumstances
3. Conducts oneself appropriately in various situations

Required Task 3: Application Scenario 2:
Let’s see how you would apply the DepEd Core Values The DepEd Core Values teach us the love for God
in responding to the following school scenarios. You may (maka-Diyos), love for fellow men (maka-tao), love for
answer the following questions in 3-5 sentences. Write nature (makakalikasan), and love for cothe untry
your answer in the space provided. (makabansa). Teacher Molina inspires his Grade 2
learners to become a better version of themselvebygh
Scenario 1: exemplifying quathe lities and characters of our national
heroes. What classroom management strategies can
Teacher Luis is a Grade 10 guidance counselor and a Teacher Molina employ to encourage learners to apply
Values Education teacher at Arellano High School. One of the DepEd core values inreal-lifee situations?
his classes has a diverse religious background. One day,
two of the learners insisted that the class should start with a
prayer led by an assigned student. This leads to a heated To teach the DepEd core values to Grade 2
debate arguing about their own religious and spiritual pupils, Teacher Molina can use it as an activity
beliefs. How can Teacher Luis mediate and help resolve the wherein she can assign her class per group to act as
argument? (You may refer to Department Order (No. 32, s. one of the national heroes and portray the good
2013) and Department Order (69, s. 1990)). values that they have, through this, the pupil can
internalize the good values in real life situations.
Teacher Molina can also let the Grade 2 pupils
Teacher Luis should explain to all his students memorize and have it recite everyday before they
that students with different religious beliefs should not start the class. Lastly, Teacher Molina can play a
force to participate to any religious activity that is not video that shows the different core values and have
allowed on their religion. They should learn to respect them analyze what values are shown on the video.
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 in their class, they should
respect their decision.

15
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
My goal is to be a teacher
that encourages my students to My vision is to have a class My vision to my school
enjoy learning. I will strive to identify wherein there is collaboration community is to be a learning
my strengths and then use them to among all my learners. To create an environment that are deeply united,
inspire my students, leading to a atmosphere where each individual have an array of benefits for
positive outcome for each student feels accepted and valued. To students, teachers, parents, and the
and a shift in the way my teaching create a classroom wherein there is wider school. A community that has
works.my goals are to motivate and no bias and there is equal a strong leadership to help the
engage my students through opportunity for learning to everyone. school in providing quality education
ongoing and everyday student- I want to create a classroom that is to all learners.
centered active-learning lessons, as conducive to learning and promote
well as to help all of my students love for learning.
discover meaning in their lives
through education.
ACTION POINTS
I will continue my I will create a child-friendly I will strengthen the school
professional growth by attending environment to my class and partnership with the parents and
seminars and continue to reflect on encourage cooperation in learning. I other stakeholders for the welfare of
my teaching strategies to give the will provide varied activities wherein the school and the students.
best education for my students. everyone can participate.

Strategic Directions
As an agency, the Department of Education sets plans An example is the Strategic Directions specifically for the
and actions to achieve its vision within a given time year 2017-2022 by the administration of Sec. Leonor
projected. These strategic directions are time-bound and Magtolis-Briones.
are measured through strategic objectives.
DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-

ZC.pptx Required Task 2: Pledge of
Commitment (Portfolio Output)
Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by
the following scenarios. Pledge of Commitment
Write your pledge of commitment in support to DepEd
1. Expand Access to Basic Education Strategic Directions. You may write your statements in 3-
5 sentences.
2. Improve Quality and Relevance
3. Modernize Education Management and Governance I, MELDY C. ALKUINO, promise to do my best to
make mature and right decisions, holding myself
accountable to a high standard of integrity, hard work
and commitment to my profession. I promise to do my
Your school effectively implements a School-based
duty to serve others and my school. I pledge to give
Management (SBM) system that empowers your school
the best education for my students and continue to
head to make decisions that respond to your school’s
uphold my dignity as a teacher. I promise to make the
immediate needs.
education of my students as my first and most
- Modernize Education Mgmt. & Governance
important priority and I will exert more effort to learn
Your Grade Level Coordinator conducts LAC sessions with how to help my students to learn.
all the teachers in the grade level to be knowledgeable
about the concerns of teachers and learners.
- Improve Quality and Relevance
Your school prepares alternative learning modes for all
learners.
- Expand to Access to Basic Eduation
The Local Government Unit (LGU) assists the public

schothrough distributinbytablets, and laptops to learners
and educators.
The Division Office prioritizes training on curriculum
implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences.

Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision, 1. In what ways has this module helped you reflect on the
Mission, Core Values, and Strategic Directions), answer the Vision, Mission, Core Values, and Strategic Directions of
following questions. Write your responses in 3-5 sentences. the Department of Education?
Through this module, I now understand that

term “teacher” is a very broad definition. That his/her
role does not end in the four walls of the classroom.
Teacher is one of the important people who mold and
shape the minds of the students. Because of this
module, I realized that I cannot provide the quality of
education to my students if will not seek to continue
my professional development.

19
2. How has this module helped you clarify your vision 3. What are your personal beliefs and values that are aligned
and motivations in serving your learners better and in with the DepEd’s VMV (Vision, Mission, Core Values)?
promoting a learner-centered environment for them?
This module serves as my wakeup call to My personal beliefs that are aligned with
continue my dream to change the lives of my students DepEd Vison, Mission and Core Values is that “We
as my top priority despite of the challenges I will should not judge a book by its cover” because I
encounter as a new teacher. This serves as my guide realized that as a teacher, I should not judge my
to be a competent teacher and provide learner- students by just looking at them or by the mistakes
centered environment that focuses on the welfare of they make because the intelligence of a child is not
my students. measured by it. I should give equal opportunities to all
my students when it comes to learning regardless of
their attitudes 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 do i want to know about

the PPST explainer video the PPST/ concepts that need clarification
I have learned that the PPST standards helps us further find How can this PPST strands implement in easy way with the
out and develop better and more effective ways of teaching. overlapping activities of teachers throughout the year without
Learning is a lifetime experience, and it is a lifetime journey. causing them too much stress?

Key Topic 1: Introduction to the PPST development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional development
In light of the Department of Education’s vision to for teachers is to be based on the PPST. More in-depth
continuously improve itself to better serve its stakeholders, discussions on PPST will be tackled in Course 3 of TIP.
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 Key Topic 2: The Teacher
integration. Hence, the Department released DepEd Order
no. 42 s. 2017 on National Adoption and Implementation of
Professional Development Framework
the Philippine Professional Standards for Teachers (PPST). To help teachers seamlessly adopt and embody the
expectations in the standards, the PPST has been integrated
The PPST: in DepEd’intoProfessional Development Framework (see
Figure 1). The framework shows the professional development
• sets clear expectations of teachers along well-defined path of teachers starting from the Teacher Education
career stages of professional development from Institutions (TEIs) towards their career development in DepEd.
beginning to distinguished practice; Teachers’ professional development is guided by the Human
Resource (HR) systems which are represented in the
• engages teachers to embrace ongoing professional
framework:
learning for their professional development to
enhance their teaching; 1. Recruitment, Selection, and
Placement (Recruitment and Hiring)
• provides a framework of uniform measures to assess
teacher performance; and 2. Results-based Performance Management
System (RPMS) - represented in the framework by
• provides a basis for building public confidence in and
the PPST-aligned tools: Classroom Observation
support for the work of teachers.
Tool (COT), and Self-Assessment Tool (SAT),
which are used to gauge teacher practices and
better target professional development and training.
DepEd Order no. 42, s. 2017 mandates that the PPST
“shall be used as a basis for all learning and 3. Learning and Development (L&D) - represented
development programs for teachers to ensure that in the framework by the Learning Action Cells and
teachers are properly equipped to effectively implement the Targeted Professional Development and
the K to 12 Program. It can also be used for the selection Teacher Training.
and promotion of teachers. All performance appraisal for 4. Rewards and Recognition (Rewards, Compensation)
teachers shall be based on this framework” (Section 5).
In line with the above provisions, in DepEd Order (No. 11, s.
2019) on the Implementation of the NEAP Transformation,
NEAP is mandated to provide standards-based professional

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 up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)
• Deped Order (No. 109, s. 2009)

Intended Module Learning Outcomes
• Deped Order (No. 43, s. 2012)
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
Session 1 – The DepEd
policies, guidelines and procedures on the preparation, School Calendar
start, and daily management of classes (2.1.2)
2. plan and manage administrative, teaching and

Key Topic 1: The DepEd
learning processes through efficient lesson School Calendar
planning and accomplishment of school forms; and The DepEd school calendar for each school year sets the
compliance with DepEd’s policy and guidelines on opening and closing day of classes. It also prescribes the
lesson preparation (4.1.2) number of school days where learners need to go to school,
inclusive of the in-service training for teachers, parent-teacher
3. manage learner behavior constructively by applying
conferences, and a celebration of the World Teachers’ Day. As
positive and non-violent discipline (2.6.2)
an example, you may see D.O. 7 s. 2020,
School Calendar and Activities for School Year 2020-
Module Outline 2021.
Session 1 - The DepEd School Calendar The DepEd school calendar also follows Republic Act
11480, which is also known as An Act to Lengthen the
Session 2 - The School Support System
School Calendar from Two Hundred (200) Days to Not
Session 3 - Pre-opening of Classes More Than Two Hundred Twenty (220) Class Days.
Preparation Session 4 - Opening of Classes The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It
Session 5 - Handling Advisory Classes also provides an enclosure for the calendar of activities
for the current school year to enable schools to efficiently
and effectively implement the school events and school
Estimated Time required: 1
activities while being supported by the regional office and
hour Required Tasks the division office. Meanwhile, the schools are allowed to
observe local and national celebrations provided that
• Personal School Calendar these activities are beneficial to learners.
• Reading and Reflections
25
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 a
of classes due to natural calamities. The President, in 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 out
Department of Education (DepEd), may opt to set a 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 suspended
Key Topic 2: Continuity of classes and adjusted the current school term in an effort to
Learning (A History) 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 announced that classes would
At the height of the Gulf crisis in the Middle East, DepEd continue in October. The announcement came after
Order (No. 1, s. 1991) ordered a system of continued numerous schools were asking for different extensions and
learning despite the apparent war. Its content clearly possible class opening dates. DepEd opted to adjust
specified that “the continuing education of the youth classes by introducing modules and the use of online video
remains the utmost priority.”1 The order also envisioned
conferencing applications such as Zoom.
mechanisms for home-based learning, utilization of self-
learning kits (both reinforcement and enrichment), and DepEd also introduced its “Basic Education Learning
application of various multimedia platforms. Continuity Plan” (BE-LCP) as its plan so learners are still able
to continue their learning despite any ongoing disasters like
While the Gulf crisis did not escalate as it was expected,
calamities, pandemics, etc. There are four important aspects
DepEd shows that it has the contingency plan in place in case
to the plan: communication, materials, learning activities and
a disruption of classes ensues. Moreover, our geographical
assignments, and assessments. Communication involves
location as a country makes us vulnerable to tropical storms
ways of providing teaching whether it be answering questions,
and volcanic eruption. These natural factors directly affect
discussion of a topic, relaying instructions, or anything about
continuation of the school calendar. Hence, there is DepEd
the course. Materials include the lessons, references, and
Order No. 43, s. 2012 that provides a protocol for cancellation
other things needed for learning activities. Learning activities
of classes according to PAGASA’s weather bulletin.2 Another
and assignments are activities that facilitate learning and come
document, DepEd Order no. 109. s. 2009, lays out the post-
in many different forms or done through a variety of methods
calamity education set-up which gives provision for
depending on the teaching style of the teacher or what is
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines specified by the lesson plan. Assessments are methods to
For the Implementation of the Education Sector Contingency Plans for All gauge a student’s progress.
Levels.” (Department of Education, 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
should be observed in schools nationwide, including
Required Task 1: Reading and Reflection school programs, curricular non-classroom-based
activities, and parent-teachers conferences. Some of the
Study the rationale of the Implementing Guidelines of the
important dates to be observed include a general
DepEd School Calendar for the current school year.
assembly, deworming of children, career guidance, in-
Write your insight on the space provided below. Limit
service training, Christmas break, standardized tests
your response to 150 words.
spearheaded by Bureau of Education Assessment
(BEA), summer classes, and end of school year rites.
It is necessary for newly hired teachers to
become familiar with the DepEd’s year-round As a teacher who works in the Department of Education,
activities because it will allow us in prioritizing our you are enjoined to be familiarized with the DepEd
goals to strengthen our capability in teaching, training, School Calendar because it will affect school-based
and building our professional careers. As a DepEd calendar and your professional work within the school
teacher, it is important to mark the dates on your own year. It is important to mark the dates on your own
calendar, so that it will give you a heads up on how calendar, so that it gives you a heads up on how you
you plan your activities throughout the year. plan your activities throughout the year.

27
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.
S.Y. 2022-2023
School Year: ________________________________
June July August September October November
 29-30 (4TH  7- End of 4th  1 -Brigada Kick-  1st week – Nat’l  1-31 -Consumer  1-30 -Filipino
Quarter Exam) quarter Off Crime Prevention Welfare Month; Values Month
 Nat’l dengue  10-14 – End of  22 -End of Week Nat’l Indigenous (Create an activity
Awareness School Rites Enrollment period  2-8 -Literacy Peoples Month; to the lesson that
month-  22 -Start of Week Celebration Nat’l Scouting has an integration
Classes  Sept 5.-Oct. 5 - Month of different
 Buwan ng Wikang Nat’l Teacher’s  5 – World Filipino values)
Pambansa Month Teacher’s Day  25-Dec. 12 -VAWC
 Asean Month  Last Week – (Integrate the
Family week VAWC to the
lesson by having a
poster-making
contest related to
the effect and
how can we
prevent violence
against women
and children

December January February March April May
1 – World AIDS Day 20-26 -Nat’l Cancer 1-28 – National Arts 1-31 – Fire 9– 22 – Philippine
(Integrate this to Consciousness Month (Create Prevention Month; Commemoration of Earth Day (Join diff.
the lesson by Week different activities Women’s Role in the Araw ng Activities related to
discussing all about 3rd week -Autism that shows art skills History Month Kagitingan (Create the Celebration)
AIDS and how can Consciousness of the students, e.g. (Discuss on who are an activity that 28- June 12 -Display
we prevent and Week (Discussion Poster-making, the women who shows the of Nat’l Flag
control the rising on what is Autism) Craft making, greatly contributed “Kagitingan” in (Discuss the
cases of AIDS) Canvass painting, to our society and every situation) importance of our
etc.) how it influence to Philippine Flag)
the new generation)

29
Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER REMARKS

The DepEd school calendar for each school FALSE The DepEd School Calendar always set the specific
year does not set the specific dates for the dates for the opening and closing of classes to be
familiarized with the important dates all throughout the
opening and closing day of classes. school year.
Republic Act 11480, which is also known as TRUE
An Act to Lengthen the School Calendar from
Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The in-service training is inclusive of the number FALSE In-service training is provided only for teachers and
of days required for learners to be in school. students are not part of this training.
The parent-teacher conference is inclusive of FALSE The parent-teacher conference is inclusive of the number
the number of days required for learners to be of days required for learners to be in school.
in school.
Alternative delivery modes or make up classes FALSE Make-up classes are allowed to be undertaken to
are not allowed to be undertaken to compensate compensate for the unplanned suspension to cope up
for the unplanned suspension of classes due to with the lesson.
natural calamities.
The Basic Education Learning Continuity Plan TRUE
(BE-LCP) is a plan that aims to allow learners
to continue their learning despite any ongoing
disasters like calamities, 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)

31
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
Scenario Answer Feedback
1. Teacher Leo creates activities to make a. Librarian/
sure that learners and teachers access LRDMS
the place where reading materials and Coordinator
learn-ing resources are kept. He also
crafts a schedule of the classes that could
visit the place. He coordinates with the
School Head for the selection, acquisition,
organization, and maintenance of
reference and reading materials.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area
Coordinator/ Department Head
2. Teacher Lorrine is handling a case of some b. Guidance School Guidance Councilor is the one responsible
Grade 7 learners who were caught cheating Coordinator/ in giving guidance counseling to students. She
by their adviser. She calls the attention of Teacher could call the parents for a meeting to discuss the
the parents and reports to them what the problem and give punishment to avoid doing the
learners did. Since it is the first incident, the mistake again.
learners are reprimanded and remind-ed of
the importance of honesty and of not
cheating.

3. Teacher Steffi is conducting a career guid- c. Guidance Councilor Guidance Councilor helps the students in choosing
ance and advocacy seminar to Grade 12 their desired career track .
learners focusing on the four exits envi-
sioned for SHS graduates—namely, higher
education, entrepreneurship, employment,
or middle-level skills development.
Afterward, she gives them a survey to
answer on what they plan for their career
development after SHS.
d. Administrative Any plan regarding the school improvement should

4. Mark Anthony is preparing a budget plan for Officer be reported and approved by the School Head
the continuous improvement of the school for before implemented.
the month of August. He is also preparing the
financial report for the month of July.
Both reports are subject to the
approval of the School Head.
a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
d. Administrative Officer

35
c. Property Custodian Property Custodian is the one responsible for
5. Miss Rhea prepares the receipt, issuance, school property and materials or equipment
maintenance, and safekeeping of supplies, keeping and reporting.
materials, and equipment and other prop-
erties and facilities of the school. She also
conducts and 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)).

37
Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider
community, it is important to involve learners, parents, and a friend, messaged you on Facebook and told you that
other stakeholders in identifying and resolving issues and she will be absent tomorrow. She asked you to substitute
concerns in the school community. Discuss how you can all her five classes. Without letting you respond, she
help in each scenario and involve some key personnel who already sent you the learning materials for her lessons
can help you resolve the following challenges. tomorrow. However, you also have classes to attend and
your learners are expecting to deliver a performance task
Scenario 1 that they prepared for. What are you going to do as a
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 I will tell her to directly report to the school head that she
what happened because the incident was not addressed and can’t report tomorrow. In addition, a contingency plan must
resolved properly. Her daughter is still afraid and decided not be submitted so that there will be an assign teachers who
to go to school that day. The incident happened during will handle the classes temporarily.
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?
I would seek first the help of the school guidance councilor

regarding this matter to identify what is the best way to
resolve the issue together with the parents and the
students who are involve. If the problem cannot be resolve,
then it is the time to seek help of the school head.

Scenario 3 Session 3 – Pre-opening of
Lito, the class president of your advisory class, was elected as Classes Preparation
the president of the Supreme Student Government (SSG).
After three months, his subject teachers are having trouble
with his class standing because of his frequent absences and
Key Topic 1: Preparations for
non-submission of required written and performance tasks. pre-opening of classes
Lito is getting overwhelmed with the various school activities
Now that you have familiarized yourself with the DepEd
he manages. What are you going to do as the adviser?
school calendar and the school support system, it is time to
get ready with the preparations for the pre-opening of
I will talk to Lito and advise him to balance his duties as classes. Planning ahead for the opening of classes is
SSG president and his academic subjects. I will remind him important so that you can efficiently and effectively prepare
that he should prioritize his academic responsibilities. I will
for the school year. In this session, you will determine how
advise him to make a plan on how he should do his duties
without compromising his academic subjects.
to get to know the school structure, available resources/
equipment, etc. and set up the classroom.
Your first year of teaching in the public school system would

probably be one of the most rewarding and unforgettable
experiences that you will have as a teacher. Expect that you
will have grounding experiences, as well as a myriad of
challenging circumstances that will test your character.
Hence, it is important that before you prepare your
classroom and your lesson, you also need to prepare
yourself physically, 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.

39
Key Topic 2: Getting to Know 4. Get acquainted with safety concerns in the school. In
every school, there is a unit designated for Disaster
the School Structure, Available Risk Reduction Management (DRRM). You have to
Resources/Equipment, etc. know the safety procedures for emergencies, like
when disasters occur during the school year. You
As a new teacher, you must familiarize yourself with your may need to know where the fire exit is or where to
work environment. It doesn’t only mean knowing the lead learners when an earthquake occurs.
fastest way to get to your school, but it also entails your
knowledge in and out of the school. Below are general 5. Know the proper decorum in submitting paper
tips in getting to know your school to start with your works or turning in reports.
professional journey as a public school teacher.
6. Your breaktime schedule also matters, so early on
1. As a faculty member, you are expected to know the you may already take different options for spending
different offices and units in your school, as well as your breaktime. Bear in mind that teachers, both
the designated teachers who run each office. You seasoned and new, have their own way of utilizing
also need to know the school’s tailored Teachers’ their break time. While most teachers use it for
Handbook, which contains the rules, regulations, eating, some teachers use it for rest, reflection,
expectations, and all other necessary information checking learners’ outputs, doing paper works, or
that you need to know about your job in your new speaking with colleagues. Whatever you choose,
school. Make sure that you read it thoroughly and make sure that you will be able to use your time
understand everything because you are expected well and respect how other teachers use theirs.
to observe all of them as you work.
Before you set up your room, you have to check the available
2. The provisions written on the handbook are not the resources. In each school, the principals allocate funds for
only ones that are being observed in the school. As supplies such as cleaning materials, instructional materials,
you work every day, you will begin to recognize and other paraphernalia that may be used in preparing the
casual rules and principles that the school follows. classroom at the beginning of the school year. Should there be
Be able to notice them. Hence, gather as much missing or insufficient supplies or if damages are found, you
information as you can before the beginning and must immediately report it to the principal.
during the first few weeks of the school year.
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 LENGIE DALUPAN-GABI
CLINIC-IN-CHARGE ELEONOR ROSE LIM
PROPERTY CUSTODIAN ARIEL CODILLA
SCHOOL LIBRARY MARY JANE ROMO
BSP MARIELLE JOY EBALES
SSG ADVISER ENAN CATINGUB
SPORTS COORDINATOR RICHIE CUIZON

41
Key Topic 3: Setting up the classroom Summary
In setting up your classroom, you need to think about how to • Preparing for the pre-opening of classes is
arrange a learning environment that is conducive and friendly. important so that you will be able to accomplish
Take some time to imagine how the learners would be sitting your job effectively and reduce the possible stress
and how the classroom would appear when the learners finally because of lack of preparation.
arrive on the first day. Make sure that the image that you
create is student-centered; that means, the floor plan or layout • It is important that before you prepare your classroom
actually allows convenient movement for teaching and and your lesson, you also need to prepare yourself
learning. Examine the room and look around and find the physically, mentally, and emotionally.
things that you can still utilize. Some classrooms already have
• Learning your way around your new work environment
bulletin boards, cabinets, boxes for cleaning materials, etc.
– your school assignment would allow you to work
You may decide if you will keep them or find a place where it
efficiently within your designated workstation and the
can be kept. Be reminded that whatever you use in your
DepEd system
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 teacher.
• setting a good first impression to learners, co- • Mention interests related to the subject and
teachers, parents, etc. outside of school.
• getting to know your learners; and C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
• List typical activities.
First impressions are important. Get the attention of the • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening to • Show the textbook.
you. Project your voice in such a way that everyone will
hear and understand what you are talking about. Make sure D. Introducing the learners to each other through an
that you show your presence with authority and openness activity
to your learners. Most importantly, establish yourself in such • Have learners share outcomes with the class or
a way that your learners feel that you care for their well- collect written responses.
being, future, and their lives in the school. Set a good first
impression on your learners, their parents, and your co- E. Class Rules
teachers. One tip is to practice what you want to say to help • Present them.
you have more confidence in class. • Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make sure
F. Distribution of the grade level standards.
that you spend time in preparing your lessons and other tasks
in school. This is your first year of teaching in the public
G. A quick lesson
school, it is important to demonstrate professional disposition
and discipline in the discharge of your professional duties. H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
first day of classes.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Key Topic 2: Getting to Know different activities that you will do in the coming days. Spark
a feeling of awe and excitement among your learners, so
Your Learners that they will look forward to going to school for the coming
You will be meeting a lot of learners who possess unique days. Emphasize that you will be with them in this new
characteristics and personalities with varying learning journey. In this activity, maintain mutual respect and
needs. Your first task is to get to know them by their names, interest. Games and icebreakers may also be appropriate.
so make sure that you pronounce them correctly. Although
knowing your learners name is a preliminary task as a Key Concept 3: Setting Rules and Routines
teacher, remember that you also need to be knowledgeable
about your learners’ background. Knowing this information Rules play a significant aspect in helping to define the
will guide you to better inform your planning on what classroom situation. Rules are mostly based on moral,
appropriate teaching approaches and strategies are best personal, legal, safety and educational concerns. Sample
utilized to cater their learning 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 Sample Classroom Rules
information through online forms and surveys. Ask your
learners to write their name and the name they wanted to be 1. Students should be in their seats
called. On the succeeding lines, ask the learners the when class is about to begin
information that you think will benefit you in the future like in
preparing and contextualizing your lesson, addressing the 2. Homework is due at the
student’s concern, or contacting the parents. This information beginning of the period
may include your learners’ interest, hobbies, abilities, parents’
contact information, and even the information that your 3. Textbooks are to be brought to
learners may not probably tell you face-to-face. Above all, it is class every day
important to inform your students the purpose of gathering
4. Raise your hand and wait to be
their personal information. As professionals, we must strictly
recognized before speaking
follow the data privacy act as applied to 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 learners
students and faculty
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 that learners will get Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
to know you better as a teacher. Focus on what you want to Secrets for Secondary School Teachers: How to Succeed in
accomplish with your learners this year. Tell the learners what Your First Year. California: Corwin Press, Inc.
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 on incomplete or missed work, activities for • Share One Word: Ask students to share one
students who finish work early, going to the toilet, using word about how they are feeling that day.
materials in the classroom, and dismissal. It is a good
practice for teachers to go over some parts of the • The Reading Minute: Find a passage online or
provided student handbook to remind the students and in a book—an excerpt of a poem, essay,
article, or story—and read it aloud. It might be
to make sure they are aware of sections such as the
humor-ous, interesting, angering, or beautiful,
rules and the punishment for their violation. exhibiting great writing. After you read it,
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-open-
ing-and-closing-routines-new-teachers-rebecca-alber.

45
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:
Concepts I learned from the article My thoughts about these concepts How I will apply
these concepts to my class
Giving students the responsibility to Teachers should allow their students to I will involve my students in crafting classrooms
rules and its consequences.
manage their classroom. develop and implement classroom
rules.
Help students get recognitions Giving recognition to students can boost their self- I will give praise and recognition to my
confidence and encourage them to study hard. students in their accomplishment and output.
I will give varied tasks that improves their

Adopt other classroom procedures Teachers can adopt other procedures to communication skills and have them accountable
help with their students development. for their learning.

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

TRUE First impression last well beyond that moment,
1. First impressions are really important, that’s why even if you feel anxious on the inside,
so you have to set a good first make sure you’re smiling on the outside. It will
impression to your learners, their help you at ease and comfortable and makes
parents, and your co-teachers. good impression to others.
2. In your first contact with your learners, TRUE You must be confident on what you do and trust
co-teachers, and parents, you need to yourself no matter what. Trust your capabilities
and abilities.
display confidence and show that you
know what you are doing even in
things that you are not so sure about.
FALSE In everything that you do, keep in mind that your

3. You should only do what is instructed priority is your students and their capability to
learn the lesson.
for you to do at the beginning of the
school year.
TRUE So that students will be guided on how they will

4. You should model how to introduce introduce their selves in the future. It can be a
oneself at the beginning of the school way also to boost their self-confidence in
year. speaking to many people.
TRUE Rules and regulation is an essential part to create

5. Rules play a significant aspect in a harmonious and conducive classroom setting. It
helps the teacher to manage the classroom and
helping to define the classroom make the students responsible of their action.
situation.

47
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 Classes As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to
Required Task 1: Introductory Activity all the three questions below into a maximum 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 vastly 1. What is the role of a teacher to his/her learners?
demanding society, teachers must also strive to build their
morale. Learners who enter their classrooms must discover 2. How do you think are those roles manifested
how to believe in themselves, exert effort to accomplish in being a classroom adviser?
their goals, and persist despite all challenges. It may be
ambitious and daunting, but we should always give them 3. So far, how was your experience as a
platforms where they can express their ideas so they can classroom adviser?
shine in the most brilliant way possible.
Teachers plays a significant role in the life of their learners.
As a teacher, it is their responsibility to bring out the best in
their students and inspire them to achieve greatness.
Students are taught to be the nation’s future, and teachers
are taught to be a reliable guide for their progress.
Teachers are responsible for sharpening of the students’
future, making them a better human being. A teacher’s
presence in a student’s life can boost their morale and
guide them to be more valuable in life. Now that we are in
the modern world, the role of the teacher also changes.
Teachers are expected to bring the lessons in to more of a
real-life situation to encourage learners to participate and
connect to the learnings to their first-hand experiences.
Another very important part of the teacher’s role is to
monitor learners’ performance, assessment, achievement,
and their over-all development. With all the information, the
teacher will find easier to get to know the students properly
and adopt different strategies and techniques to ensure
successful learning at all. The role of the teacher has no
limit when it comes to ensuring the welfare of their
students.
These roles of the teacher are manifested in the
classroom by implementing. Performing their duties
wholeheartedly to all their leanrers.

Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. You As indicated in DECS Order 52, s. 1998, also known as
will have the opportunity to meet students from different Guidelines on the Implementation of the Revitalized
experiences and backgrounds, and you will definitely enrich Homeroom Guidance Program (RHGP) and the System
your knowledge by celebrating diversity. It is very rewarding of Rating and Reporting Student Performance Under the
for you as a teacher to recognize your learners’ narratives. RHGP, schools are empowered to conduct a homeroom
Nevertheless, you may be designated as a class adviser by guidance program.
the principal to manage a particular class. As a class
There is a guidance program handbook that is reproduced
adviser, you are tasked to do important assignments such
for teacher use, but you may also craft your own activities
as connecting to learners with counseling, keeping school
depending on the needs of the learners in your class.
records and monitoring attendance, doing homeroom
Login to your DepEd Learning Portal and see the modules
activities, promoting harmonious relationships and resolving
conflicts, capturing and maintaining learners’ interest, below. Choose ONLY ONE module to study and create a
respecting learners’ religious beliefs, maintaining a well- homeroom guidance plan based on these modules:
kept and conducive classroom, accomplishing
• Homeroom Guidance K-3 Quarter 1,
and submitting reports on time and communicating Module 2: https://lrmds.deped.gov.ph/
with parents. detail/18647
As the classroom adviser, it is also your task to capture • Homeroom Guidance Grade 4-6: Quarter
and maintain your learners’ interest in school. Here are 1, Module 2: https://lrmds.deped.gov.ph/
some way to get the interest of the learners (pp 47-50): detail/18668
1. Involve the learners. • Homeroom Guidance Grade 7-10: Quarter
2. Decorate your room. 1, Module 2: https://lrmds.deped.gov.ph/
3. Introduce your subject. detail/18687
4. Instigate questions.
• Homeroom Guidance Grade 11-12: Quarter
5. Inscribe thought-provoking quotes. 1, Module 2: https://lrmds.deped.gov.ph/
6. Introduce variety. detail/18689
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
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?
Every Friday of the week  Peer sharing Reflection paper

 Reflection writing Worksheet
 Role playing pictures

51
Key Topic 2: Connecting with Learners • If you must ask questions, do not interrogate kids;
instead, ask open-ended inquiries that encourage
As a class adviser, you need to connect with your learners. them to elaborate.
Apart from delivering your subject matter, it is also
important to make connections with your learners and let • Look carefully for signs of severe distress; if a
them realize that what they learn in your class can be used student does seem to be in danger of harm or
in real life. This will help you understand your learners more abuse, you must report it to the administration.
and recognize where they are coming from. It would be a
good idea to note the information gained from casual • At the end of a conversation, summarize what you
conversations with the learners through the Anecdotal heard and ask the student to do the same.
Records for future need. The following are things to
remember when connecting with learners: • Make appropriate referrals to the counselor or
other professionals when a student could profit
• Listen carefully without interrupting. from such help.
• Listen not only for what the student is saying but • Follow up on the conversations by remembering to
also try to understand the meaning of the non- ask learners how they’re doing and what they’ve
verbal gestures. done since you last talked.
• 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 can.

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

(Kotler, et. al. 1998) How to apply to your class
Listen Carefully without interrupting Let the learners share their opinions and let them feel that they are
1 valued.
Find common ground By asking them simple questions, this gives you access to them in a
2 new way of removing walls in the classroom.
Develop a Positive classroom environment Provide a reward system to those with good behavior and avoid
3 negative punishment.
Be considerate in your rules Set your rules and implement them. Don’t show favoritism.
4
Show them the act of kindness, praise them when they accomplished
Care their activities well.
5
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 you.
• The angry student looks sullen, with a chip on his He always has excuses for why he does not have
shoulder. No matter what you do, he will resist your his work completed. He may be wickedly charming,
efforts. but he manages to avoid doing much that is useful.
• The withdrawn student is certainly not a behavior • The addicted student is strung out on drugs or alcohol.
problem; quite the opposite, she may sit passively Her attention is, at best, fleeting. She sits in the
in the back of the room or even sleep with her head back of the room with a glassy-eyed stare.
on the desk.
• The overly social student is always flirting or disturbing
• The quiet student just does not talk at all. He may others around him. You stop him a dozen times, but he
or may not be paying attention; you really cannot does not seem to respond to the corrections.
tell. No matter what you do to try and draw him out,
he is so shy that he just smiles enigmatically. • 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.

53
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 • Reading Activities
Engaging Physical and Virtual • Reflections
Learning 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 • Outputs for Portfolio: Oath of Promoting Trust and
positive and non-violent discipline to maintain trust Fairness
and fairness in the classroom (2.6.2, 2.2.2);
2. Identify basic concepts related to classroom Required Resources

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 relationships
2012.
with the learners (2.2.2; 2.4.2); and
• Department of Education. Positive Discipline In
4. apply positive and non-violent discipline to Everyday Teaching: A Primer for Filipino Teachers.
ensure learning-focused environments (2.6.2). Pasig City: DepEd Orders, 2015.
• Save the Children. A Toolkit on Discipline with

Particular Emphasis on South and Central Asia.
Module Outline Sweden: Save the Children, 2007.
Session 1: Positive Discipline in Physical and • UNESCO. Embracing Diversity: Toolkit for Creating
Virtual Learning Environment Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Session 2: Positive Teacher-Student Relations Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
Estimated Time Required: 1 hour • PPST Resource Package Module 15: Establishing
safe and secure learning environment to enhance
Required Tasks learning through the consistent implementation of
policies, guidelines and procedure
The following are the tasks in this module.
• Scenario Analyses

55
Session 1: Positive Discipline Positive Discipline
in Physical and Virtual Discipline is the practice of teaching a person to observe rules
or a code of behavior in both the short and long terms. On the
Learning Environment other hand, punishment is a penalty that aims to control
behavior through negative means (UNESCO, 2015). As a
Key Topic 1: Establishing Safe and Secure
teacher, you need to be knowledgeable of ways on how to
Learning Environment lead your learners to exhibit positive behavior. Discipline is
Establishing a safe and secure environment for learners is one positive and constructive because it involves setting goals and
of the important roles of a classroom teacher. As classroom conceptualizing constructive and creative solutions to
managers, you have the responsibility to provide our learners challenging situations. Every teacher should respect a
with a learning environment that is free from harm or risks to learner’s developmental level, their rights to dignity and
promote their well-being and support their learning (Marzano integrity, and their right to participate fully in their learning.
& Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare Effective teachers should manage learner behavior
learners to be productive individuals. Creating safe learning constructively by applying positive and non-violent
environments involve every aspect of creating a positive discipline, as anchored in the Philippine Professional
experience for learners. The physical space is one important Standards for Teachers (PPST) under Domain 2, which
element, but equally important are the relationships between centers on creating an environment that is learning-focused
learners, teachers, and the learning community as a whole and in which teachers efficiently manage learner behavior in
(UNHCR and IRC, 2010). Furthermore, in times of disruptions a physical and virtual space. It has Strand 2.1.2, which is to
that may necessitate emergency remote teaching (ERT), establish a safe and secure learning environment to
reasonable protocols in virtual learning environments must enhance learning through the consistent implementation of
also be taken into consideration. In virtual space, constructive policies, guidelines, and procedures. The use of positive
relationships can be developed by allowing the learners to discipline ensures a learning-focused environment and to
have virtual time out that is efficiently communicated with the encourage positive behavior and motivate learners to feel
learners and parents/guardians as scheduled. The virtual time good about themselves and the decisions they make. With
out may allow the learners to be in their personal space in positive and non-violent discipline, our learners will see a
order to cool down and reflect. With this, learners will do better connection among their behavior, the personal
for their next online access in virtual space. consequences, and the impact of their actions to others.
You may refer to the PPST Resource Package 2.1.2.
It is equally essential that proper behaviors must develop
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 classroom,
The behaviors that you value and want to encourage “You can bounce your ball outside on the
need to be known to your learners, and you need to playground where there is more space to play.” On
make a concerted effort to teach and strengthen these the other hand, in the virtual environment
behaviors. Some strategies that you can use to help your immediately respond to the student(s) unusual
learners learn positive behaviors include the following4,5: virtual actions or reactions by calling their attention.
- Give positive statements. Be mindful that your goal is to encourage and
redirect positive behavior among the learners.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions. - Make connections - online learning is all about
making effective communication with the learners
- Provide your learners with opportunities to as well as their parents/guardians both for positive
make choices and help them learn to evaluate and negative development during online classes,
the potential consequences of their choices. this can effectively done during town hall meetings.
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online
teaching and learning direction such as a
- Model orderly, predictable behavior, respectful strategic pre-planned schedule of screen time
communication, and collaborative conflict resolution activities based on your lesson plan.
- Use appropriate body language – nod, smile,
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.

57
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

Giving corporal punishment is not a solution to
tardiness. Before giving judgement to the students, ask them
Case 1 : On Being Tardy
first why they are late. We can never know what is causing the
Rhea: I live a few kilometers away from my school. In the students to be consistently late unless we ask them. like the
morning, sometimes I have to fetch water and cook food for my situation of Rhea, she does not like to be always in late, but
siblings before I can go to school. I have no money for transport, she compelled due to some of the reasons that she has to
so I walk to school. Learners in our school get late slips when we cook food for her siblings and no money for transportation. As
don’t arrive on time. I don’t want to get too many. a teacher, we must be considerate to our learners. They do not
deserve all the blame for being late. Instead we have to show
Rhea’s teacher: I have to make sure the children understand to the student that we intend to solve the issue together and
that coming late to school is not acceptable. They have to know that they are not alone. We can give them additional time after
that there are consequences for their tardiness. I always give the class to cope up with the lessons that they missed.
them punishment. Some of them are even used 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?

Embarrassing Marcus in front of the class is not the best
Case 2: On Disruptive Behavior solution to discipline him, it could either worsen the situation or
make him more aggressive to fight back. What the teacher
Marcus: I am feeling good today. I am telling funny stories, and could do to promote positive discipline is to identify why the
everyone is laughing. The teacher tries to tell me to stop talking, students misbehave. The teacher can talk to Marcus privately
but I want to show everyone that I am not afraid. I am tough and and explain his misbehavior in a calmly manner. Tell him the
cannot be bossed around by a teacher. rules and regulations of the class and the consequences of the
action they made. If Marcus is the type of student who needs
Marcus’ teacher: I have to ensure that the class is well- attention then involve him to a group, through this simple act,
behaved. Otherwise, they will just get out of control and I will not Marcus will feel that he is part of the class and will learn to
be able to teach. The learners will take over and other teachers collaborate with his classmates.
will laugh at me. I will put Marcus in his place by 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?

59
Not all learners learn the same way., that’s why
Case 3: On Giving a Wrong Response to a Question teachers should be aware of the individual differences of the
learners. The behavior of Clark in the class wherein he always
Clark: I am so nervous in class. I am afraid that the teacher is gives wrong answer doesn’t mean he is not paying attention,
going to ask a question when I don’t know the answer. Even if but he doesn’t understand the lesson. This makes him afraid to
the answer is obvious, sometimes when the teacher looks at participate in the class because he thought that his classmates
me, I can’t speak. I become scared and just remain quiet. I know will laugh at him. The teacher could help Clark by giving him a
everyone is staring at me and laughing, but what can I do? I remedial lesson after class. Talk to him and let him understand
just can’t risk giving the wrong answer. Even in tests, I feel so the lesson.
afraid and always fail because I don’t know how to answer the Embarrassing the students in the class when giving
questions. I just don’t understand anything that is being taught, wrong answer will only cause the learner to be discouraged to
and I don’t want to be laughed at. The best thing is to stay quiet learn or go to school.
or just leave that question blank on the test.
Clark’s teacher: This boy is insulting me by not paying 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?

I the students lack interest in going to school maybe
Case 4: On Absenteeism there are reasons behind this. Like the situation of Elna
wherein the teacher is the reason why she doesn’t want to go
Elna: Sometimes my mother sends me to sell things at the to school anymore. The behavior of the teacher is very
market and I can’t go to school. Sometimes I feel bored on the unaaceptable. She should be the one to treat her students in a
way to school and visit my friend instead of going to school. nice way and not to judge her. It is her job to make her
Sometimes I don’t like being in a class where the teacher always students feel safe in the classroom and not discourage them.
asks me questions and looks at me in a funny way. I know that she should be the one who need to change her treatment to
I am not going far after the 2nd year High School, so what’s the her students. Reprimanding Elna with her behavior and giving
point? I might as well do what I want. her a final warning is not the right solution.
Elna’s teacher: We can’t have learners missing class 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 promote


61
If the teachers observe bullying in the classroom, they need to
Case 5: On Bullying do immediate action stop it. The first thing to do is to talk
privately to the students who bully other students and ask the
Kurt: I am the toughest boy in this school. Everyone fears me, reason on why he/she do it. Let your students know how
and I need to make sure that no one gets away with undermining people are affected by bullying and the consequences of
my status. I keep others’ respect by showing them what might bullying others inside the school. If the first action is not
happen if they don’t fear me. I tease small girls, and sometimes effective, then seek help to the parents and the guidance
rough up an annoying boy. Everyone in school knows not to councilor and discuss the solution to the problem.
cross me. They know my father is tough at home and I am tough
at school.
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 promote


Due to Pandemic, school had to shift from face-to-face
Case 6: On Adaptability Struggle to online education. Sudden and unprepared students were
forced to study online, and this caused anxiety and stress to
Janelle: Online learning is new to me. I am used to face to face students. What the teacher could do is to be considerate with
classes. I will inform my teacher that I can not attend online the situation of the students. Provide them enough time to
classes regularly and I can not submit my requirements on time. submit their output. Always encourage them even a short
phrase. Acknowledge them that everyone is going through
Janelles’s teacher: This student may just be making an excuse challenging time. If Janelle cannot really access to online
for not attending our online classes and not submitting on time. learning, then the teacher should give Janelle other options
As their teacher, I need to be able to communicate to my class wherein she can continue her study like giving her learning
that I will not tolerate complacency and that this rule must modules.
equally and strictly apply to all.


63
If Allen could not cope with the lesson due to poor
Case 7: Technical Issues internet connection, then the teacher should provide him
printed materials that are aligned with their lessons so that he
Allen: I really wanted to pass the subject, attend our online can still cope up with their lesson and will not be left behind by
classes on time and learn our lessons well. But because of my his classmates.
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

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 behavior. discipline is to catch learners doing the right thing and
Positive discipline is something that could be developed on a reward them immediately.
day-to-day basis. This process is effective for individual
The following are statements that could be believed in by
children. Moreover, for teachers who are working in large
some teachers, but were labeled as myths on disciplining
classes, it can also be effective for groups of children. The key
learners (UNESCO, 2015, 14-18).
is to make the children 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 corporal
1. “It happened to me and
punishment on their children today. In their minds, they are defending their violent actions
did no harm.” against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children. Justifying
2. “Nothing else works!” or
that a child has asked for violence is really intended to make the perpetrator feel less
“They asked for it!” guilty and transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
works best. Other the teacher-child relationship. Children become angry at why someone who is supposed
methods don’t.” 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 teachers
resort. I had no choice!” to result in physical punishment at the first instance not as a last resort.”
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 is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” the time to build a positive relationship with the children.”

65
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, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” 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 select the
2. “Positive reinforcers are 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 learners during
costly and difficult to
online activities and praise for the submitted tasks on time. Another example is the
administer.” 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 positive
engage in an online class, provide a variety of layers of reinforcement such as praise and
reinforcers in my online token systems.”
class.”
4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’ understanding.
activities, I do not
In order to gather students input, the teacher may use group discussion, chat box and
need to consider the online polling. ”
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 badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” 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 discipline6 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.

67
Situations Answers Feedback
b. Develop Address the misbehavior in appropriate way.
1. During the group activity of Teacher prosocial
Justin for his Classroom Observation behavior, self-
(CO), two of his pupils started argu- discipline, and
ing with each other, which caused character
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.
2. Teacher Gemma prepared a very C. maximize the Stick to the lesson plan so that you are guided
engaging group activity for his Grade child’s active on what to do with your lesson and activities.
participation Always provide time allotment in doing group
7 during her CO. Because of the activity so that students are aware of the
learners’ enthusiasm and excitement, remaining time.
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
b. Develop Address the misbehavior in appropriate way.

3. During the class of Sir Christopher, Talk to them privately and explain their
there was an on-going group activity prosocial
behavior, inappropriate behavior in the class.
for his learners. Most of the pupils
were quiet except for this one group self-
wherein two pupils were talking about discipline,
unrelated topics loudly, disrupting the and character
other groups. He approached them
and with a soft voice he said to them, f. Assure fairness
“It seems that you forgot our rules (equity and non-
during class activities, just wait until discrimination) and
our class is finished and see what justice
happens then”. The two suddenly
quieted down and went on with their
activity.

Situations Answers Feedback
4. During the General Mathematics class a. Respect the Avoid embarrassing the students in front
of Ma’am Princess, she noticed that child’s dignity of the class. Teacher should be
Gian was sleeping. “Rise and shine, d. Respect the considerate to the child’s situation. Try to
Gian! It’s time for your breakfast”, child’s talk to him after the class.
Ma’am Princess shouted and the developmental
whole class giggled. Immediately, Gian needs and quality of
sat properly and became attentive for life
the whole duration of Ma’am Prin-
cess’s class.
5. Ma’am Trisha scheduled her First CO e. Respect the child’s Avoid comparing the students with each
in her Grade 4 MAPEH Class. During motivation and life other because every student has a
their discussion, she noticed that views different way in learning things. Always be
among the learners, Carl was the most fair with your students.
attentive and participative. After ask- f. assure fairness
(equity and non-
ing a question, she then called Amy to
discrimination) and
answer, “I don’t know”, Amy replied 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 learners c. develop prosocial The teacher should call out the attention
performances and outputs during behavior, self- of the students after the online class to
synchronous and asynchronous ac- discipline, and discuss their incomplete activities not
tivities. She noticed some incomplete character during the lesson to avoid
activities compiled by the learners. embarrassment.
During her online class, Teacher Cora g. promote solidarity
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.

69
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
1. Acting in the way that you want POSITIVE Be a god role model to your learners.
the children to act (modelling)
2. Forming small groups in online POSITIVE Encourages collaboration and participation

synchronous activities
This helps in creating a good classroom

3. Getting the student’s attention POSITIVE management and focus to the lesson.
before you begin class
Avoid negative assumptions to students

4. Making assumptions on student NEGATIVE without any intervention made.
abilities without evidence or data
Corporal punishment is not the solution to

any misbehavior of the students and using
physical force is not allowed to teachers
5. Using physical force NEGATIVE and it is pubishable by law.

Positive discipline is a way not only to reduce Establish clear rules and procedures and
misbehavior but also motivate learners (UNESCO 2015, instruct learners on how to follow them. Give
80). It is based on the premise that behavior that is primary-level learners, in particular, a great deal
rewarded is behavior that will be repeated. The most of instruction, practice, and reminding.
critical part of positive discipline involves helping learners
learn behaviors that are effective in promoting positive
To establish clear rules and procedures for my
social relationships and help them develop a sense of learners, I will involve them in setting classroom rules and
self-discipline that leads to positive self-esteem. regulations so that they know on how to follow and aware
of the consequences once they failed to obey. I will post
Required Task 4: Reflection the classroom rules where it can be easily seen so that
everybody will always be reminded to follow such rules.
The following are some ways that can help you create a
motivating and conducive environment. How are you
going to illustrate these ways in your own classroom?
Limit your response to 100-150 words per question.
a. Hold and communicate high behavioral

expectations for your learners and yourself.
b.
To be an effective teacher, he/she should set high
behavioral expectations to his/her learners and
himself/herself. This doesn’t mean that you are being strict
but a way of believing that the students should always
strive to achieve their best. Some examples are:
1. Teach about growth mindset.
2. Focus on effort not excellent.
3. Express unconditional positive regards.
4. Set achievable but difficult task.

71
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

1. At the very first day of the school TRUE This is a strong indication of creating a well-organized
year, Teacher Joy enforces classroom management.
classroom rules promptly,
consistently, and equitably.
FALSE Teacher must continuously develop learner’s self-
2. Ma’am Carol believes that it is a monitoring skills and learn to gain mastery.
waste of time to devote time in
teaching self-monitoring skills.
TRUE This give retention to the lesson on students.

3. Teacher Michael ensures that
he maintains instructional pace
of his lesson for the day and
makes smooth transitions
between activities.
TRUE Giving feedback and reinforcement to learners

4. Monitor classroom activities encourages them to study well and actively participate in
and give learners feedback the class.
and reinforcement regarding
their behavior.
5. Evelyn makes sure that there FALSE Teacher should give fair assessment to his/her students
in identifying average and below average learners.
would be one item in her quizzes
that would be very difficult for
learners to answer in order
to discriminate the very
good learners from the rest.

73
Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships contribute
Ask a colleague, either a fellow newly hired teacher or a to a great extent to learners’ engagement in face-to-face or
fellow subject area teacher, on which they think are the virtual classroom activities. Indeed, relationships are key--
best ways to build relationships with their learners. Write which includes teacher-to-learner and learner-to-learner
your findings on the space provided. Limit your response interactions. To build a positive relationship with your
to 100-150 words. learners, you should know the importance of understanding
and empathy. Some of the conditions that are especially
Based on the experiences shared by my fellow important in encouraging positive learner behavior as part
colleagues, the best ways to build relationships with of the relationship building process are:7
learners is to spend one on one time with them. In addition,
they said that we teachers should be an approachable one - Maintaining a positive emotional tone in the
so that the students can easily approach us and will not classroom.
fear us. Another one is to have a sense of humor, this leads
- Providing attention to the learner to increase
you to go along with your students and break the walls and
positive behavior.
lead to build strong classroom unity and solidarity. Lastly,
be an open minded when the students approach you to get - Providing consistency in the form of regular
some life advice. So that, they will feel comfortable talking routines for daily activities and interactions to make
when they open-up their problems to you. unexpected, negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that
we only learn by making mistakes.
- Building confidence. Promote positive self-talk.
- Focusing on past successes.
- Making learning meaningful. Modify your
instructional methods.
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 be sensitive to the needs of the
1. Interacting respectfully and sensitively / learners.
are only important to elementary school
learners.
This gives equal opportunities to all learners to

2. Treating the learners kindly and / learn in the school.
respectfully in the classroom is enough
to bolster academic achievement.
In the classroom, students should learn and

/ treat each one with fairness regardless of the
3. Taking no notice of relationships during relationships outside the classroom.
the teaching and learning process.
Promotes an increase in strategy use and in

4. Awareness of explicit and implicit / oral proficiency.
messages given to learners is
important.
Be a good role model to your learners since

5. Modelling behavior to learners, / they may adapt what you are doing.
whether intentional or unintentional,
is important.

75
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 choosing the feelings.
learners to be assistants or to
Active Listening This means being attentive and
participate in special activities.
responding when a learner speaks.
You need to show that you have
heard the learner and to give him
Humor The ability to respond lightheartedly or her a chance to correct a
to learners. misunderstanding or 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.

Required Task 3: Reflection
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 Subject- The Routines my Colleagues Set

Adviser Teacher in Class
 Greet my students.  Greet my students.  Greet the students.

 Prayer  Prayer  Prayer
 Short convo with my students  Attendance  Attendance Check
 Short energizer to set the mood of  Classroom management  Review
the students.  Remind the classroom rules and  Start classroom discussion
 Remind the classroom rules and regulations and their
regulations and their consequences
consequences  Start classroom discussion
 Start classroom discussion.
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.

77
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

MELDY C. ALKUINO
I, _______________________________, a newly hired teacher, do solemnly swear
to abide by the following tasks on promoting trust and fairness to my learners:
I will promote gender and racial equality in my classroom and will give
a. __________________________________________________________
equal praise and expectations to all my learners.
___________________________________________________________
I will create classroom atmosphere that are built on trust where

b. ___________________________________________________________
everyone is respected and transparent in their communication.
___________________________________________________________
I will impose rules and regulations with no discrimination inside the

c. ___________________________________________________________
classroom.
___________________________________________________________
______________________________________________
(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
to behave in class (our learners and ourselves) and AGREE
discuss these expectations regularly.
2. We must inform our school’s administrators, other

teachers, and parents about our classroom rules, so AGREE
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 outside of our classrooms, and our monitoring AGREE
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 behavior, not the learner. The learner’s AGREE
dignity is maintained.
7. We need to encourage learners to monitor their own

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

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

79
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.

81
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.

83
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.

85
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,
Ms. Ana-Sol Reyes TEC 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 Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
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 Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental
National Capital Region

Region X
(NCR)
Division of Bukidnon
Division of Quezon City
Division of Misamis Oriental
Division of Caloocan
Division of Misamis Occidental
Division of Manila

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Teacher Induction

Program (TIP) com/

W ELCOME to the Department of Education! We are pleased to have you as

Intended Course Learning Outcomes

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

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual

Estimated Time Required: 8 hours

Module 1 – Becoming a DepEd Teacher

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Estimated Time required: 1

• Scenario and case study analysis

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

Key Topics Very familiar Familiar Slightly familiar Not familiar

Guide for Mentors and Newly Hired Teachers

The DepEd’s Mandate

DepEd formulates, implements, and coordinates

Required Task 1: Reflection Questions

6 The Teacher Induction Program - Course 1

Guide for Mentors and Newly Hired Teachers

8 The Teacher Induction Program - Course 1

We dream of Filipinos Teacher Johanna should think first of the subjects

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

Guide for Mentors and Newly Hired Teachers 9

Family, community, and other stakeholders are

Required Task 2: Application

10 The Teacher Induction Program - Course 1

As an example on how we can interpret these, the

The Baguio City Division Memorandum could be

Guide for Mentors and Newly Hired Teachers 11

2. Respects sacred places

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 feelings

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 different

2. Recognizes and accepts the contribution

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 Teachers 13

2. Practices waste management

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly