LEARNING TASKS

IN PROF ED 8

Submitted by:
Fatima Faye V. Daguman

Submitted to:
Mr. Rogelio Mora
ACTIVITY 1
Page 3
1. What are the personal characteristics of an ideal teacher?

 One good quality a teacher should have is, respect for the students. Each
person's ideas and opinions should be valued and not judged. They should be
able to express themselves without feeling insecure. Another good quality is,
having high expectations for your students.
2. What talents and skills do you have that can be shared or used when you become a
full-fledged teacher?

 I am a very sociable and patient person and I aspire to teach that to my

students someday.
3. Think of a teacher whom you consider to be talented in his/her teaching. How does
his/her talents benefited his/her teaching?

 Sir Genesis is a very talented teacher and musician. He’s very passionate to
what he do and that makes him teach music lessons effectively when we were
in high school.

Page 5
1. What other needs of teacher can you identify?

 Supportive school leadership.

 Engaged community and parents.
 A safe environment.
 Sufficient facilities.
 Enough time to plan and collaborate.
 High-quality professional development.
 An atmosphere of trust and respect.
 Effective school improvement teams.

2. As future teachers, what do you think is the best way that the government can do to
meet the needs of teachers?

 I think the best thing the government can do to help new teachers is to research
and develop a high quality classroom management curriculum. Usually,
government intervention in public education is centered-around new
curriculum and/or a new means of assessment (i.e. new standardized tests).
But, at the end of the day, it doesn't matter how good the curriculum or
assessment is if the teacher can't manage the classroom effectively. We're
taking about getting a roomful of kids to do something they don't want to do (sit
still and learn) for hours a day, classroom management is both the most
 important skill for a teacher and the area in which teacher prep programs focus
least.
3. Do you believe that teachers are treated unfairly compared to other professions?
Why?
Not really, but sometimes they are misjudged. Here are the common ones.

 “Wow you get your summers off? Sweet deal!” No it’s not sweet as you don’t get
paid for those hours and you’re always hopeful to get work in the summertime
when school is out.
 “Teachers are doing very noble community service.” Actually no it’s a regular
job. They get paid to do it. If it serves the community well that’s good, but it’s
not a free charity and they do it first and foremost to make a living.
 “Teachers get paid too much to do an easy job.” It must be so tiring dealing with
all the parent issues, behavior issues, administrative issues, paperwork, IEP’s
threats, etc. It takes a backbone that many “smart people” and “best and
brightest” lack.

Page 6
1. Examine the Bill of Rights in Article III of the 1987 Philippine Constitution, do you
think all teachers are enjoying their rights as citizen?

 Yes, I think they are. No person shall be deprived of life, liberty, or property
without due process of law, nor shall any person be denied the equal protection
of the laws. To be considered as "illegal", such discrimination must however be
in violation of a specific law.
2. What is your opinion about teachers joining anti-government rallies?

 Some teachers are joining in anti-government rallies because they don't like
how the government treat them. Sometimes the government didn't care about
them because the government is looking forward to some projects the just bluff.
3. How do we encourage teachers to become human rights advocates in their
communities?

 We don’t! Teachers are not supposed to be activists as a part of their job

description (what they do on their free time is their business). Here’s the
problem with this. Once you start forcing teachers to indoctrinate in one
political direction, you open up the door for the other side to use education for
their purposes if they find themselves in power.
Page 8
1. Looking at the triumphs and failures of teachers today, do you think that teaching
is still the noblest profession? Explain your answer.
  Teachers are born creative in so many ways. They excel in different
perspectives. They are trying to be their best for the sake of their pupils.
Training and seminars are always planned so that there is a continuous
development for them. But, is the system really helping the teachers to focus on
what they are supposed to be actually doing? I think not. Many teachers are
complaining on the bulk of workload given to them. The government promised
to give paperless work, but it's not observable as it seems. Our teachers are
trying to finish the reports on-time, sacrificing their time for their pupils and for
their family. After class hours, their homes are the extension of their work
environment. Is there still the quality of education that we are trying to reach?
Teachers need to focus on teaching and not on doing clerical works. Thus, all
those hardships they're facing make them a true hero. Indeed, teaching is still
the noblest profession.
2. What are the things that should be improved in the professional life of teachers?

 Self-evaluation.
 Pedagogical learning.
 Adaptability.
 Communication.
 Organization.
 Innovation.
 Leadership.
 Continuous learning.

Page 9
1. How can we engage teachers to be good community leaders?

 We should tell the teachers, to be unafraid and strong individuals who ask what
they want, believe they need it, and are prepared to get it. As leaders we need to
be close enough to relate to them, yet ahead to motivate them. A sure sign of
success for any leader would be his/her team working with self-direction.
2. What forms of advocates should a teacher participate in the community?

 It should be a good ADVOCATION to the teacher if he/she participate in the

community.
3. Can you identify teachers who are good community leaders and advocates? Set an
interview with them. What are the things they do to serve in the community?

 For me, a teacher who has a genuine connection to the students is what we
called good community leader and an advocate. They are the teachers who
make the students feel like they have someone to lean on during their hardest
time. A teacher should be intelligent academically and has a helping hand to
guide and embrace students who are shouting for help silently.
Page 10
1. What are the problems and issues related to teachers’ character and behavior that
you are aware of?

 Teachers are people with personalities the same as any other field. You will
have ones that excel, the percentage in the middle and others that are not so
great. I have the upmost respect for teachers as it can be quite thankless at
times. The liberties children have been given before they can even comprehend
them has only made a teacher’s job more difficult.
2. What are the factors that influence the values system and character of teachers
today?

 There are several factors that influence classroom teaching. They include parent
expectations with regards to teacher communication, socioeconomic conditions,
and school policies such as those related to attendance and discipline
3. Who among your former teachers have greatly influenced you to become a teacher?
How?

 I have a junior high school teacher who really helped us to be strong, to be

patient, to grow wiser as we get older and he made me want to follow his steps
and become a teacher.
Page 12
1. How can we help develop expert teachers?

 Require teachers to study and master multiple learning facilitation techniques

including case method, forming good questions, managing discussions,
avoiding lectures, role plays, film, overheads, PPTs, audio clips, chalkboards,
flip charts, overhead cameras, etc.
 Help them put students ahead of themselves and their materials. Facilitate
learning for people rather than “cover material.”
2. What are the factors that have contributed to the mediocrity of teaching profession
in the Philippines?

 Most if not all teachers find themselves paying for necessary supplies and
equipment out of their own pocket.
 There is often an abusive relationship between administration and staff who
can’t report it to district or provincial DepEd without fear of reprisal.
 Over-crowded classrooms in many areas.
 Pay for teachers among other in demand professionals is far from what these
people can make elsewhere.
3. Identify an expert teacher. What made him/her an expert teacher? What lessons
can be learned from his/her life as an expert teacher?
  The lesson in life that you can learn is to be hard working and diligent.
Teaching is all about providing a service that is consistent but also able to
adapt to changing situations. It is crucial to be flexible in all situations.
Furthermore, it is important to be reflective. After each lesson, take some time
to journal the highs and lows and come into class better next time. Finally it is
important to lean on your peers. They are in the same boat as you and if you
are all rowing together you all can create a conducive learning environment.

Activity 1
Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies are based on our
quest for truth. Likewise, our teaching-learning goals are based on what we
value or what we cherish as good. Identify what each philosophy considers as
good and valuable and true. Complete the table given below. The first one is
done for you.

Methodology to
Theory of what is The goal of
Philosophy Theory of Truth arrive at the
valuable/good teaching-learning
Truth
Progressivism The universe is We must Values fluctuate To assist in the
real and is in intelligently from location to development of
constant change communicate location, from pupils who can
with others and time to time, and adapt to a
relate to the from person to changing world
universe. person; what is and live in
scientifically as excellent for one harmony with
well as person may not others.
experientially be good for
Science and another.
experiential
learning, such as
"hands-on
minds on,"
is emphasized in
the curriculum.

The teacher The teacher The teacher Teachers teach to

focuses on the emphasizes decides what is instill in children
academic subject subject matter most important the conventional
so that pupils mastery. for the students moral ideals and
Essentialism can master the to learn, with intellectual
fundamentals. little regard for understanding
the student’s required to
interests. become model
citizens.
Existence Teachers enable Self-paced, self-
precedes essence. pupils to define directed learning
their essence by It includes a lot
establishing an of one-on-one
environment in time with the
which they can teacher, who is
take in life and upfront and
freely choose honest with each
their preferred student. To assist
Existentialism approach. students in
understanding
and appreciating
themselves as
individuals who
accept full
responsibility for
their thoughts,
feelings, and
actions.
 The perennial Teachers do not Students
curriculum is let their students' participated in
universal in the interests or Socratic
sense that all experiences dialogues, or
humans share significantly sessions of
the same influence what reciprocal
underlying they teach. The inquiry, to gain a
Perennialism
essence. teacher employs grasp of history's
whatever creative most timeless
techniques and themes.
tried-and-true
methods are
thought to be
most conducive.
Behaviorists are Teachers should Values are not Develop student
concerned with create only taught but behavior.
molding students' environmental also caught.
Behaviorism conduct by conditions in
creating a which pupils can
positive respond to
atmosphere. stimuli.

B. With which philosophy do you associate the following quotations?

PROGRESSIVISM 1. “Education is life not a preparation for life”, - Dewey

EXISTENTIALISM 2. “Man is nothing else but what he makes of himself…” –Sartre

ESSENTIALISM 3. “Gripping and enduring interests frequently grow out of initial
learning efforts that are not appealing or attractive.”
BEHAVIORISM 4. Give me a dozen healthy infants, well-informed, and my specified
world to bring them up in and I’ll guarantee to tale anyone at random and train him
to become any type of specialist I might select ---doctor, lawyer, artist, merchant--
chief; and yes, even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors.” Watson
EXISTENTIALISM 5. “Existence precedes essence.” Sartre
EXISTENTIALISM 6. “Life is what you make it.” William Thackeray ---
LINGUISTIC PHILOSOPHY 7. “Listening in dialogue is listening more to meaning
than to words… In true listening, we reach behind the words; see through them, to
find the person who is being revealed. Listening is a search to find the treasure of the
true person as revealed verbally and non-verbally…” – John Powell
LINGUISTIC PHILOSOPHY 8. When a relationship is working the act of
communicating seems to flow relatively effortlessly…:- Chip Rose
C. Research work: Research the following philosophies which are important to
education. Find out the “Why to teach”, “What to teach” and “How to Teach”.
Idealism
- They emphasize the value of moral and spiritual education, as well as the
humanities, social sciences, art, and literature. It emphasizes man's perfection in
all aspects of life, including physical, spiritual, intellectual, moral, esthetic, and
social perfection.

Realism
- Realism rejects rote learning and bookish knowledge in favor of hands-on
experience for learning. It emphasizes field trips, which allow students to connect
classroom learning to real-world experiences.

Pragmatism
- Pragmatism prioritizes the taught. Similarly, between cognition and action, the
action takes precedence. They prefer hands-on learning over theory-based
learning. The pragmatists have fully abandoned traditional teaching approaches
in favor of developing new ones.

Social Reconstructionism
- Reconstructionists seek not just to educate a new generation of problem solvers,
but also to identify and address many of our country's major societal issues, such
as racism, pollution, homelessness, poverty, and violence.

The eclectic approach to educational philosophy

- Learners are always looking for something new and intriguing. This strategy is
comprehensive and can incorporate any type of learning activity, saving the
student from boredom. It is more appropriate for Pre-School instruction but is
equally useful in the classroom.

Summary:

We have a strong philosophical tradition. However, just five philosophies were

covered in this article: essentialism, progressivism, perennialism, existentialism, and
behaviorism. The rest is up to you as research work. The five philosophies differ in
their views of the learner and values, what should be taught, and how truth is
discovered. However, there are some parallels, particularly between essentialism and
perennialism.

Activity 2
Test your Understanding of Philosophies

I. Answer each with a Yes or No. If your answer is NO, explain your answer in a
sentence.
ESSENTIALISM

1. Do essentialists aim to teach students to reconstruct society?

- No, they seek to instill in kids the traditional moral ideals and intellectual
understanding required to become model citizens.

2. Is the model citizen of the essentialist the citizen who contributes to the
rebuilding of society?
- No, the model student is the one who demonstrates mastery of fundamental skills
and adheres to established moral standards.

3. Do essentialist teachers give up teaching the basics if the students are not
interested?
- No, they teach even if the students are uninterested in the subject. They are more
concerned with the subject matter than with the students.

4. Do essentialist teachers frown on long academic calendars and core

requirements?
- No, they demand a lengthy academic calendar as well as key criteria for mastery
of fundamental abilities.

PROGRESSIVISM

1. Do progressivist teachers look at education as a preparation for adult life?

- No, they look at education as life.
2. Are the student’s interests and needs to be considered in a progressivist
curriculum?
- Yes.
3. Does the progressivist curriculum focus mainly on facts and concepts?
- No, they focus more on problem-solving skills.
4. Do progressivist teachers strive to simulate in the classroom life in the outside
world?
- Yes.

PERENNIALISM
1. Are the perennial teachers concerned with the student’s mastery of the
fundamental skills?
- No, they are more interested in studying the Great Books. If they are interested in
essential skills, it is because they are required to study Great Books.
 2. Do the perennial teachers see the wisdom of ancient, medieval, and modern
times?
- Yes.
3. Is the perennial curriculum geared towards specialization?
- No, it focuses on general or liberal education.
4. Do perennial teachers sacrifice subject matter for the sake of the student’s
interest?
- No, the perennials, like the essentialist, prioritizes subject matter.
EXISTENTIALISM

1. Is the existentialist teacher after the student becomes a specialist to contribute

to society?
- No, they are more focused on assisting pupils in accepting responsibility for their
thoughts, behaviors, and lives as unique individuals.
2. Is the existentialist concerned with the education of the whole person?
- Yes.
3. Is the course of study imposed on the students in the existentialist classroom?
- No, students are given a choice.
4. Does the existentialist teacher make heavy use of the individual approach?
- Yes, to enable each student to learn at his or her own pace

BEHAVIORISM

1. Are behaviorists concerned with the modification of students’ behavior? Yes.

2. Do behaviorist teachers spend their time teaching their students how to
respond favorably to various environmental stimuli? Yes.
3. Do behaviorist teachers believe they have control over some variables that
affect learning? Yes.
4. Do behaviorist teachers believe that students are the product of their
environment? Yes.

LINGUISTIC PHILOSOPHY

1. Do linguistic philosophers promote the study of language?

- Yes.
2. Is the communication that linguistic philosophers encourage limited verbal
language only?
- No, linguistic communication occurs in three modes: verbal, nonverbal, and
paraverbal.
3. Do linguistic philosophers prefer the teacher who dominates discussion to
save time to the teacher who encourages dialogue?
4. No, teachers foster communication among students and between themselves
and their pupils.
 5. Is the curriculum of the linguistic philosopher open to the learning of my
languages, like my Mother Tongue, as possible?
- Yes.

CONSTRUCTIVISM

1. Does the constructivist agree with the teaching methodology of “telling”?

- no, constructivists use the construction technique.
2. Do constructivists believe that students construct knowledge?
- Yes.
3. Do constructivists approve of teaching learners the skill to learn?
- Yes.
4. Do constructivists believe that meaning can be imposed?
- No, knowledge is not something that can be simply dumped into empty brains;
rather, it is constructed by learners through an active, mental development
process.

ACTIVITY 4
In light of the different dimensions of teaching, interpret the following statements:
1. “A teacher affects eternity; he can never tell where his influence stops” – Henry
Adams
- A great teacher can influence a student, a coworker, a friend, a relative, or even
a stranger. The teaching profession extends beyond the confines of the
classroom, touching the lives of people from all walks of life.

2. “Of all the hard jobs around, one of the hardest is being a good teacher.” – Maggie
Gallagher
- Teaching and talking for over ten hours every school day are one of the most
difficult jobs in the world. It takes a lot of effort to become a good or effective
teacher. Before a teacher is considered a good teacher, he or she must possess
several qualities and attributes. An excellent teacher notices an improvement in
his or her students at the end of the school year. If nothing has changed, he or
she is no longer a teacher.

3. “The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires.” – William Arthur Ward
- I've worked with mediocre teachers, competent teachers, superior teachers, and
fantastic teachers. All of these things are accurate, and I wholeheartedly
concur. A mediocre teacher is a slacker who does not study and simply reads
her lesson from the book in her hands. A good teacher is a caring teacher who
explains everything to students who are having difficulty understanding the
lesson. A superior teacher is primarily a severe teacher who illustrates what
 must be done, what must be learned, and what must be avoided, and who
mirrors students.

Journal Entry
A. Is enrolling in the College of Teacher Education your choice? If you were forced
by circumstances to choose to teach, what are your chances to remain in
teaching, love teaching, and enjoy life as a teacher?
- Enrolling in the College of Teacher Education was a choice I made at my
discretion. Apart from growing up in a family of teachers, I am also influenced
by the teachers I had in my elementary and high school days to change the
world and educate the youth. It is, after all, known that the youth is the hope of
tomorrow and I want to play a part in that hope by enriching the minds of the
youth and aiding in their journey toward being civilized, educated, and proper
citizens of tomorrow.

B. Direction: Complete the following statement and answer the questions that
follow. The answer to this statement must be something personal (or based on
your own experience) reflecting the very reason/s for enrolling in the College of
Teacher Education.
- I have chosen teaching as a career because I want to give back to the world. I
have lived my life absorbing the many lessons thrown at me either through
school or through life itself, and it would be an honor for me to impart the
things I’ve learned to my future students. I am ever grateful to my teachers for
educating me and for being part of who I am now. They played a vital role in my
development and welfare, and it would be a great feeling if I, too, can inspire the
youth through my teachings.

LEARNING TASK
Synapse Strengthener: Apply What You Have Learned.
A. Let us have your decisions regarding the following:
a. A student is always involved in cases of misbehavior.
b. A student is observed to be negative or indifferent to his classmates' suggestions
If a student is always involved in a misbehavior act, I will talk to him/her ask them
what is their problem on why they have been acting in an indifferent way.
c. Daily assignments are incomplete, oftentimes not understood. What will you do?
d. Will you request for a dialogue with the parents?
In this case If a student behaves differently there is something going on to them so
what we need to do is take time to understand their situation and ask them why are
they behaving like that. Not all students can't completely finish their homework
because maybe their house is noisy or the people in their house don't teach them, so
there are lots of situation that students sometimes don't finish their assign task.
Therefore, the best thing to do if a student cannot finish their task, they should ask
for help it may be a teacher or other relatives and if the task is not yet understood
they may consult it to their teacher or other persons.
To make the parents have a discussion I will make a PTA meeting for them in that way
I can hear their suggestions and concerns about their children in terms of teaching
and other issues inside the classroom.
B. How will you "face" or dialogue with:
a. Unreceptive parents?
If I will be faced to these parents, I shall try to understand their part and make room
for their suggestions since they are parents and they want best to their children and to
make them feel at ease I shall provide things that would likely improve their children.
b. Receptive parents?
If I will be faced these parents, I will share what are the things to do to make their
children have an improvement since these parents are caring and easy to
communicate, I know they will listen to my suggestions because they also want best to
their children.
C. Complete this report...
My Full Report
1. Describe the school's location
The school is located in Barangay, Magsaysay Blvd. Municipality/City. The busy
streets of this community are filled with tricycle terminals. Aside from the noise of
vehicles passing by, I can say that the school is far from distracting noise. The Christ
the King College and the environment outside is surrounded by the community's
different types of shops that offer services not only to the students of CKC but also the
residents that lives in that streets. The neighbor is somehow sustainable; however,
there is always a room for improvement. Improvements can be done of school and
community officials would collaborate with each other. The Christ the King College in
Calbayog City, Samar has a rich history of her own. It was administered by the
Spaniards for 23 years and was Polish by the Americans for 26 years; and the
Filipinos for 65 years.
2. Name some problems originating from the community that are experienced by
teachers in the school, regarding: The traffic in the City is sometimes bad especially
Monday morning the road is busy. The school water and light system is very good and
the security in the schools is also strict you can't pass unless you have an id or have a
purpose in visiting the school so I think the safety of the people inside the school is
probably good.
3. On what occasions do school and community officials get together? Specify them
below
Town Celebrations: these events allow attendees to socialize with one another and
celebrate together. School districts can utilize celebrations and other avenues of public
acknowledgement to recognize the contributions and achievements of all those who
make up a school community.

MODULE 8
Synapse Strengthener: Apply What You Have Learned.
A. Let us have your decisions regarding the following:
a. A student is always involved in cases of misbehavior.
b. A student is observed to be negative or indifferent to his classmates' suggestions
If a student is always involved in a misbehavior act, I will talk to him/her ask them
what is their problem on why they have been acting in an indifferent way.
c. Daily assignments are incomplete, oftentimes not understood. What will you do?
d. Will you request for a dialogue with the parents?
In this case If a student behaves differently there is something going on to them so
what we need to do is take time to understand their situation and ask them why are
they behaving like that. Not all students can't completely finish their homework
because maybe their house is noisy or the people in their house don't teach them, so
there are lots of situation that students sometimes don't finish their assign task.
Therefore, the best thing to do if a student cannot finish their task, they should ask
for help it may be a teacher or other relatives and if the task is not yet understood
they may consult it to their teacher or other persons.
To make the parents have a discussion I will make a PTA meeting for them in that way
I can hear their suggestions and concerns about their children in terms of teaching
and other issues inside the classroom.
B. How will you "face" or dialogue with:
a. Unreceptive parents?
If I will be faced to these parents, I shall try to understand their part and make room
for their suggestions since they are parents and they want best to their children and to
make them feel at ease I shall provide things that would likely improve their children.
b. Receptive parents?
If I will be faced these parents, I will share what are the things to do to make their
children have an improvement since these parents are caring and easy to
communicate, I know they will listen to my suggestions because they also want best to
their children.
C. Complete this report...
My Full Report
1. Describe the school's location
The school is located in Barangay, Magsaysay Blvd. Municipality/City. The busy
streets of this community are filled with tricycle terminals. Aside from the noise of
vehicles passing by, I can say that the school is far from distracting noise. The Christ
the King College and the environment outside is surrounded by the community's
different types of shops that offer services not only to the students of CKC but also the
residents that lives in that streets. The neighbor is somehow sustainable; however,
there is always a room for improvement. Improvements can be done of school and
community officials would collaborate with each other. The Christ the King College in
Calbayog City, Samar has a rich history of her own. It was administered by the
Spaniards for 23 years and was Polish by the Americans for 26 years; and the
Filipinos for 65 years.
2. Name some problems originating from the community that are experienced by
teachers in the school, regarding: The traffic in the City is sometimes bad especially
Monday morning the road is busy. The school water and light system is very good and
the security in the schools is also strict you can't pass unless you have an id or have a
purpose in visiting the school so I think the safety of the people inside the school is
probably good.
3. On what occasions do school and community officials get together? Specify them
below
Town Celebrations: these events allow attendees to socialize with one another and
celebrate together. School districts can utilize celebrations and other avenues of public
acknowledgement to recognize the contributions and achievements of all those who
make up a school community.
Meetings purpose: Meeting is held so the parents can know what are the situations
that the students are encountering inside the school Problems situations purpose: To
know what are the problems encountered inside the school Peace and order purpose:
to prevent one person from committing certain acts against others. Projects purpose:
opportunity to dive deeper and challenge themselves in an academic area.
Problem situations: This helps the people to assess the situation and give solutions.
Peace and order: peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measure deserve by all. The
school can request to the community or police force to take care the peace and order
in the school and assured the peace and order outside the school by police visibility in
the school and the community. If the police is visible in the community the parent has
the peace of mind that his/her children are safe going home after school. If the
community known in rampant of violence, the parent cannot bring the student in the
school because they are afraid in the safety of the students after school. If the school
and community can work together in peace and order inside and outside of school
they can safeguard the safety of all student and the community.

Projects: Schools have organized PTA and Community Association with the officers
coming from both their members. They undertake project and activities aimed at
promoting a harmonious and enjoyable relationship among themselves. Regular
meeting are conducted to discuss activities that are intended to improve/assist
conditions prevailing in both. A strong spirit of cooperation is exhibited as well as
sharing of expertise and material resources. Representations during town or schools
affairs create strong ties among the members, thus helping hands are volunteered in
times of needs. Example: Brigada Eskwela before the opening of the school classes.

4. Name some leaming resources existing in the community that school children and
personnel can visit for mutual assistance and enjoyment. Please check.

 Parks √
 Museums √
 Library √
 Sports and recreation hall√
 Factories √
 Industries
 Shopping mall
 Conference hall √
 Movie house
 Others, specify
How is the community assisted by the school in return? Please check.

• as resources persons in town assemblies √

 participants in town celebrations √
 modeling desirable values
 helping in community projects √
 others, specify
6. Enumerate some instructional materials that could be obtained from the
community.

• Is the scope and coverage appropriate?

• What will learners read/explore?
• What will learners view/hear?
• What could learners experience/create?
• Will you find or create this material?
MODULE 9
LEARNING TASKS
Research on:
1. How the following channels assist schools and school children nationwide. What are
their programs that support schools and school children in our country?
A. ABS-CBN
B. GMA

 Several foundations that were established by networks, such as GMA and ABS-
CBN, were able to assist schools and school children nationwide by organizing
and financing education-related infrastructure projects. They also connect with
local organizations and the local government before launching such initiatives.
Nevertheless, what they are doing are not enough and, most of the time, they
only use these programs to escape from paying taxes.
2. How does a school networks with the following?
A. Neighbor School - The school can network with another school by organizing for
inter-schools activities. Academic contests, debates and sports are some of the ways in
which one school can network with the other one women’s club.
B. Religious Groups - This network brings together learners with an interest in the
areas of religion, spirituality and education and provides a space to explore and
develop themes of being God-fearing.
C. Health Organization - A health promoting school is one that constantly strengthens
its capacity as a healthy setting for living, learning and working. Fosters health and
learning with all the measures at its disposal. Engages health and education officials,
teachers, teachers' unions, students, parents, health providers and community
leaders in efforts to make the school a healthy place.
D. Security Organization- For many schools, network security isn’t just an option, it’s
a necessity. We’re long past the days where each classroom had a single computer;
students now regularly have smartphones and tablets. Online access has also turned
into a crucial tool for learning. To make sure important school data and files are
protected, administrators need a stable security environment, which is where network
security comes in. A well-managed network security system will feature measures
where administrators can efficiently control and monitor what students and teachers
access while online. While web filters can certainly play a role in restricting certain
websites, network security can go much further by taking a more proactive approach
in monitoring online activity and blocking sites that may lead to security
compromises.

MODULE 11

1. Research on the Thomasites. What qualities did they possess as teacher?

 The Thomasites arrived in the Philippines on August 21, 1901, to establish a

new public school system, to teach basic education, and to train Filipino
teachers, with English as the medium of instruction.
2. Research of the 10 point agenda on education of President Aquino’s Administration.

 A 12-year basic education cycle

 Universal Pre-schooling for all
 Establish the Madaris Education as a sub-system in the current education
system
 Re-introduce technical and vocational education in public high schools.
 Every child a reader by Grade 1
 Improve science and mathematics
 Expand government assistance to private education
 Use of mother-language instruction
 Better textbooks
 Build more schools in cooperation with LGUs

3. Research on the Policies and Guidelines on the implementation of the Universal

Kindergarten program

 The Department of Education (DepEd) shall continue with its commitment to

the Millennium Development Goals (MDGs) particularly MDG No. 2, which is to
attain universal primary education by 2015, and Education for All (EFA)
objectives, particularly Critical Task No. 2, to expand the coverage of the Early
Childhood Care and Development (ECCD) Program to yield more EFA benefits
giving priority to those who are in vulnerable, disadvantaged and underserved
areas.
 Beginning School Year (SY) 2011-2012, this Department has intensified efforts
to attain universal Kindergarten coverage through different modalities and in
 coordination with concerned agencies on health, welfare, and education of five
(5)-year old children. Providing universal Kindergarten will prepare children
physically, emotionally, socially and mentally for Grade I Curriculum which
increases their chances of surviving and completing elementary education,
reducing dropout and ensuring better school performance.
 For SY 2012-2013, the schedule for the opening of classes shall conform with
the regular grades/level. Pursuant to the Republic Act No. 10157 approved on
January 20, 2012 otherwise known as “An Act Institutionalizing the
Kindergarten Education Into the Basic Education System and Appropriating
Funds Therefore,” the Policies and Guidelines on its Implementation as
provided in Enclosure No. 1 will be guided by the following components:
 a. Overall Principle; g- Instructional Support to
 b. Objectives of the Program; Kindergarten;
 c. Enrolment Requirement; h. Contingency Measures; and
 d. Kindergarten Education Program; i. Monitoring and Evaluation
 e. Curriculum and Training; (M & E).
 f. Teacher Deployment and Provision of Classrooms;
 The annual funding allocation is chargeable to the Kindergarten Education for
All Children per General Appropriations Act (GAA), which shall be downloaded
to regions/divisions nationwide. This will support the implementation of various
activities embedded in the above indicated components e.i. payment for
compensation of Kindergarten teachers/volunteers, orientations/trainings,
monitoring, and other related activities subject to the usual accounting and
auditing rules and regulations.
 To facilitate release of funds, all regions and divisions are required to submit
physical and financial report. Enclosure No. 2 contains the format of the Report
on the Utilization of the Downloaded Kindergarten Funds, duly certified true
and correct by the schools division/city superintendents (SDSs) and the
regional directors (RDs) to be forwarded to the Central Office (CO), attention:
Budget Division and copy furnished Bureau of Elementary Education (BEE).
 All previous policies and issuances inconsistent with the herein policies are
hereby rescinded or modified accordingly.
 These guidelines shall remain in force and in effect during the succeeding
school years until revised or repealed.
 Immediate dissemination of and strict compliance with this Order is directed.
 Encls.:
 As stated
 References:
 DepEd Order: (Nos. 23, 37 and 51, s. 2011; 99, s. 2009 and 49, s. 2008) DepEd
Memorandum: No. 25, s. 2012

 To be indicated in the Perpetual Index under the following subjects:

 BUREAUS & OFFICES
 CURRICULUM
 POLICY
 KINDERGARTEN EDUCATION
 TEACHERS

 RECENT DEPED ORDERS

 DECEMBER 9, 2022 DO 053, S. 2022 – Mandatory Unannounced Earthquake
and Fire Drills in Schools
 DECEMBER 2, 2022 DO 052, S. 2022 – An Order Providing for the Guidelines
in the Celebration of Christmas within the Department of Education
 NOVEMBER 22, 2022 DO 051, S. 2022 – An Order to Support the Department
of Health Bakunahang Bayan from December 5 to 7, 2022
 RECENT DEPED MEMORANDA
 NOVEMBER 29, 2022 DM 115, S. 2022 – Reconstitution of the Palarong
Pambansa Board and the Palarong Pambansa Secretariat
 NOVEMBER 24, 2022 DM 114, S. 2022 – Dissemination of Presidential
Proclamation No. 96 (Declaring 26 November 2022 as a Day of National
Mourning Over the Passing of National Artist Arturo Luz)
 NOVEMBER 24, 2022 DM 113, S. 2022 – Dissemination of Presidential
Proclamation No. 90 (Amending Proclamation No. 42, s. 2022, Declaring the
Regular Holidays and Special [Non-Working] Days for the Year 2023)
MODULE 12