Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

COURSE
The DepEd Teacher
1
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction

W
ELCOME to the Department of Education! We are pleased to have you
as a member of the family. We invite you to take time to read through the
Department of Education (DepEd) Teacher Induction Program (TIP)
courses.

This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It will also
give you a glimpse of what a teacher’s school year is like, and help you become
more accustomed to the daily life of a DepEd teacher. It introduces you to the
guidelines, processes, and standardized forms to help you easily adjust to your new
work environment.

In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first
year of teaching experiences in the public-school system. We will explore the
school year at a glance and observe how the principles in this module may affect your
day-to-day activities.

Intended Course Learning Outcomes

At the end of this course, you should be able to:
 1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the Department of Education’s vision,
mission, and core values (7.2.2)

2. establish safe and secure learning environments through the implementation of

DepEd and school policies, guidelines and procedures on the preparation, start,
and daily management of classes (2.1.2)

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

violent discipline (2.6.2)

Course Outline
Module 1: Becoming a DepEd Teacher Module

2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Environment

Estimated Time Required: 8 hours

Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)

Module 1 – Becoming a DepEd 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
1. demonstrate understanding of the DepEd’s mandate, Education Vision, Mission and Core Values (DepEd
vision, mision, core values and strategic directions; and VMV).

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
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in the
20th century in order to better define its purpose vis-à-vis
the changing administrations and charters. The present-day
Department of Education was eventually mandated through
Republic Act No. 9155, otherwise known as the Governance of
Basic Education Act of 2001, which establishes the mandate of
this agency.
We must support outstanding education as new teachers.
Quality education entails doing things correctly, which
leads to exceptional student learning. High-quality
education in every school is vital to the country's future,
and it plays a critical role in student education. The quality
of education is determined by the admission capacity of the
student. It does not have to be affiliated with a university or
college.

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:

6 The Teacher Induction Program - Course 1

 b. uphold equity in education?
s
Education is extremely important in determining one's
ability to handle adulthood. Young students who excel in
the classroom are more likely to continue their education as
they grow older, leading to more fulfilling lives. As a
teacher, it will be my responsibility to give all students
with the resources they require to succeed in school. Equity
does not imply that all students are treated similarly; rather,
it suggests that each student has the same chance to
succeed at their highest level. In my opinion, equity in the
classroom cannot be achieved by following a set of rigid
rules. Rather, it entails a multidimensional approach that
incorporates learning, teaching, and classroom interactions.
c. respond to the needs of the learners?
The demands of pupils in a classroom vary substantially.
They can happen inside or outside the classroom, but
learners must be well-cared for and addressed. A learner's
needs describe the discrepancy between what the learner
wants to gain out of the learning experience and what the
learner actually receives out of it. Learners also want to
evaluate their current level of understanding, abilities, and
enthusiasm. It's crucial to provide them with a new learning
environment in which they can assess their preparation.
Guide for Mentors and Newly Hired Teachers 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?
SELF
The attachment and respect that children
have for a teacher who can inspire them in
all areas by example far outweighs the
pleasure that wealth can bring. What a
wonderful feeling it is to see your students
develop new aspects of their personalities,
gain confidence and poise as a result of
your inspiration and instruction.
8 The Teacher Induction Program - Course 1
MY VISION BOARD
CLASS
My goal as a teacher is to develop future
leaders by instilling Christ-centered values
in my students so that they can help us
build a better future.
SCHOOL COMMUNITY
Assist a school community in reflecting on
its basic educational principles, operational
objectives, educational purpose, and
desired student outcomes. A school can
become better organized to achieve its
goals and more focused on the practical
measures needed to achieve them by
asking challenging questions about what
the school was formed to do and by
looking at where it is in relation to where it
wants to be.
Key Topic 1: DepEd’s Vision
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
Required Task 1: Application
Let’s see how you would apply the DepEd’s vision in
responding to the following school scenarios. Write your
answer on the space provided.
Scenario 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 premises. Provide at least
two ways of integrating this in her lessons. You may respond in
3-5 sentences.
Modeling kindness to others is one of the most effective
strategies to teach kindness in the classroom. On the first
day of school, I always introduce our janitor to our class
and praise her for everything she does in front of the
class. It quickly spreads, and I hear my pupils thanking
her while she's in the room. In front of the students, I also
make it a point to be extremely kind to our canteen
employees. They soon begin to treat the canteen
personnel with the same respect and kindness. Our pupils
look to us as role models for how to behave, and if we
treat others well, they will do the same.
Guide for Mentors and Newly Hired Teachers 9
Scenario 2:
One of the Grade 9 advisory students of Teacher Andrew is
showing interest in joining scouting. However, the student is very
shy and timid. In what ways can Teacher Andrew help his
learners to gain confidence and participate in scouting? You
may respond in 3-5 sentences.
Being introverted has no negative connotations. However,
it is critical for children to develop the skills necessary to
feel comfortable sharing. We must ensure that kids feel
safe contributing in class or outside the class when
encouraging them to participate. It's not simple to be more
of an observer than a participant, both in and out of the
classroom, because we live in a culture that rewards
extroversion.
Key Topic 2: DepEd’s Mission
Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
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.
10 The Teacher Induction Program - Course 1
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

Pupils need a safe learning environment in which they are In promoting “One DepEd,” the official DepEd core
willing to take risks and struggle. To accomplish this, values adapted the national motto as stated in the Republic
pupils and teachers must cooperate to achieve common Act No. 8491 (otherwise known as the Flag and Heraldic Code
objectives. In class, pupils must be willing to collaborate of the Philippines). The core values are enumerated as such:
with and assist other pupils. As part of the learning
process, struggle should be accepted and encouraged. In
addition in order to provide gender sensitive class
environment teachers should pay attention to recent
Maka-Diyos
developments and seek to provide gender-neutral responses
to your students regarding them. Maka-tao
Makakalikasan
Makabansa

As an example on how we can interpret these, the

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

The Baguio City Division Memorandum could be accessed

through this link: http://depedpines.com/wp-content/
uploads/2016/03/Division-Memorandum-No35-S.2016-
DepEd-CORE-Values-Indicators-Concrete-Manifestation.
pdf

Guide for Mentors and Newly Hired Teachers 11

 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 upholding 4. Expects honesty from others

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

12 The Teacher Induction Program - Course 1

Core Values Behavior Statements Indicators
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

Guide for Mentors and Newly Hired Teachers 13

 Core Values Behavior Statements Indicators
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 of 4. Promotes the appreciation and enhancement of
a Filipino citizen 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

14 The Teacher Induction Program - Course 1

Required Task 3: Application
Let’s see how you would apply the DepEd Core Values in
responding to the following school scenarios. You may
answer the following questions in 3-5 sentences. Write your
answer on the space provided.
Scenario 1:
Teacher Luis is a Grade 10 guidance counselor and a Values
Education teacher at Arellano High School. One of 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 debate arguing about
their own religious and spiritual beliefs. How can Teacher Luis
mediate and help resolve the argument? (You may refer to
Department Order (No. 32, s. 2013) and Department Order (69,
s. 1990)).
You may be hesitant as a teacher to discuss religious
diversity, but that does not mean you should avoid it in the
classroom. Students may perceive religious diversity as
prohibited or frightening if you disregard it. The goal of the
classroom instructor is to educate students about other
religions without endorsing one over the other—you must
remain neutral in your own convictions.
Scenario 2:
The DepEd Core Values teaches us the love for God (maka-
Diyos), love for fellow men (maka-tao), love for nature
(makakalikasan), and love for country (makabansa). Teacher
Molina inspires his Grade 2 learners to become a better
version of themselves through exemplifying qualities and
characters of our national heroes. What classroom management
strategies can Teacher Molina employ to encourage learners to
apply the DepEd core values in real life situations?
I believe that teaching values in our classrooms should be a
constant process carried out by the teacher throughout the
teaching and learning process. The most effective way for
a teacher to do this is through activities with pupils or
activities that the instructor carefully organizes or designs
to reach a specific value.  To ensure the effectiveness of
promoting any value among students, the teacher should be
the most significant agent.
Guide for Mentors and Newly Hired Teachers 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
To begin, gather input from pupils, parents, My goal for my future classroom is to Every school has its own set of
teachers, staff, and any other members of create an environment where each kid feels possibilities, difficulties, strengths, and
the school community who have knowledge accepted and valued. My goal is to come up flaws. Fortunately, every school has full of
to share. Form a small group that represents with innovative ways to make learning information that can assist us in identifying
all of your stakeholders and get them more creative, entertaining, and rewarding. issues. Look for statistics on: student
brainstorming. socioeconomic status, common discipline
issues, attendance rates, and student
accomplishment. Each piece of data is a
vital element of our school's distinctive
identity. Identify the main concerns,
strengths, and growth possibilities in our
school community using the data we have.

ACTION POINTS
in one's sworn profession, to be obedient to accept the task of determining and As a teacher, take an active position in all
meeting the needs of the learners of your obligations and appreciate the
cooperation of the stakeholders.

16 The Teacher Induction Program - Course 1

Strategic Directions
As an agency, the Department of Education sets plans and actions
to achieve its vision within a given time projected. These
strategic directions are time-bound and are measured
through strategic objectives.
An example is the Strategic Directions specifically for
year 2017-2022 by the administration of Sec. Leonor
Magtolis- Briones.

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

Guide for Mentors and Newly Hired Teachers 17

 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 own pledge of commitment in support to DepEd
Strategic Directions. You may write your statements in 3-
1. Expand Access to Basic Education
5 sentences.
2. Improve Quality and Relevance

3. Modernize Education Management and Governance

Your school effectively implements a School-based

Management (SBM) system that empowers your school head to
make decisions that respond to your school’s immediate needs.
Your Grade Level Coordinator conducts LAC sessions with all the
teachers in the grade level to be knowledgeable about the
concerns of teachers and learners.
In complete support of the Department of Education's
Strategic Directions, I commit to do everything in my
power to help them realize their goals. As a result, I
commit to do my share and allow myself to participate in
various programs and trainings given in the sector that
will enhance my professional development.

Your school prepares alternative learning mode for all learners.

The Local Government Unit (LGU) provides assistance to the

public schools through distributing TVs, tablets, 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.

18 The Teacher Induction Program - Course 1

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 the
following questions. Write your responses in 3-5 sentences.
Department of Education?

Our vision is more than just a plan's final aim. It's a desire,
a wish, a prayer – something we ardently hope for and
work hard for. We begin to fulfill our mandate and
responsibilities as teachers and execute our duty as
Filipinos by imagining. We strive to develop students who
are true citizens and patriots, with a strong desire to serve
and improve their nation.

Guide for Mentors and Newly Hired Teachers 19

2. How has this module helped you clarify your vision and
motivations in serving your learners better and in promoting a
learner-centered environment for them?
3. What are your personal beliefs and values that are aligned with
the DepEd’s VMV (Vision, Mission, Core Values)?

The learner-centered mindset has helped me clarify my goal I believe that everyone has the right to a good education,
and motivation. It has taught me to tailor my education to and that we should develop students who embody DepEd's
the specific needs of my students. basic values.
20 The Teacher Induction Program - Course 1
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 What else i want to know about

watching the PPST the PPST/ concepts that need clarification
explainer video
After seeing the video, the information on the Philippine I want to know about which PPST domain illustrates why
Professional Standards for Teachers (PPST) serves as a teachers must be able to understand students in tough
reference for me as a educator. It allows me to concentrate situations?
on the skills and tactics that make teaching and learning
easier. It instructs me on what to teach and how to instruct
pupils. It gives me specific details on what teachers should
know, be able to accomplish, and value in order to attain
competent, better student learning results, and ultimately,
quality education. I am confident that all of the knowledge I
have received will be useful once I begin my professional
career. This module has been quite beneficial to me. I
realized what type of teacher I want to be in the future after
learning the various concepts and principles from this.

Guide for Mentors and Newly Hired Teachers 21

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

Guide for Mentors and Newly Hired Teachers 23

 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.

24 The Teacher Induction Program - Course 1

Module 2 - Gearing up
for the School Year
Intended Module Learning Outcomes
At the end of this module, you will be able to:
1. establish safe and secure learning environments through
the implementation of DepEd and school policies,
guidelines and procedures on the preparation, start, and
daily management of classes (2.1.2)
2. plan and manage administrative, teaching and learning
processes through efficient lesson planning and
accomplishment of school forms; and compliance with
DepEd’s policy and guidelines on lesson preparation
(4.1.2)
3. manage learner behavior constructively by applying
positive and non-violent discipline (2.6.2)
Module Outline
Session 1 - The DepEd School Calendar
Session 2 - The School Support System
Session 3 - Pre-opening of Classes Preparation
Session 4 - Opening of Classes
Session 5 - Handling Advisory Classes
Estimated Time required: 1
hour Required Tasks
• Personal School Calendar
• Reading and Reflections
Required Resources
• Deped Order (No. 1, s. 1991)
• Deped Order (No. 109, s. 2009)
• Deped Order (No. 43, s. 2012)
Session 1 – The DepEd
School Calendar
Key Topic 1: The DepEd
School Calendar
The DepEd school calendar for each school year sets the
opening and closing day of classes. It also prescribes the
number of school days where learners need to go to school,
inclusive of the in-service training for teachers, parent-
teacher conferences, and a celebration of the World
Teachers’ Day. As an example, you may see D.O. 7 s. 2020,
School Calendar and Activities for School Year 2020-
2021.
The DepEd school calendar also follows Republic Act 11480,
which is also known as An Act to Lengthen the School
Calendar from Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The DepEd school calendar also provides an enclosure of
implementing guidelines on the school calendar. It 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 activities
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local
and national celebrations provided that these activities are
beneficial to learners.
Guide for Mentors and Newly Hired Teachers 25
Alternative delivery modes or make up classes may be
undertaken to compensate for the unplanned suspension of
classes due to natural calamities. The President, in
coordination with the Secretary of Education and the
Department of Education (DepEd), may opt to set a different date
for the beginning of the school year.
Key Topic 2: Continuity of Learning
(A History)
At the height of the Gulf crisis in the Middle East, DepEd
Order (No. 1, s. 1991) ordered a system of continued learning
despite the apparent war. Its content clearly specified
that “the continuing education of the youth remains the utmost
priority.”1 The order also envisioned mechanisms for home-
based learning, utilization of self-learning kits (both
reinforcement and enrichment), and application of various
multimedia platforms.
While the Gulf crisis did not escalate as it was expected,
DepEd shows that it has the contingency plan in place in case a
disruption of classes ensues. Moreover, our geographical location
as a country makes us vulnerable to tropical storms and volcanic
eruption. These natural factors directly affect continuation of
the school calendar. Hence, there is DepEd Order No. 43, s. 2012
that provides a protocol for cancellation of classes according to
PAGASA’s weather bulletin.2 Another document, DepEd Order
no. 109. s. 2009, lays out the post-calamity education set-up
which gives provision for
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) –
Guidelines For the Implementation of the Education Sector
Contingency Plans for All 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
Calamities).” (Department of Education, 2012), 1.
recovery of missed school days and provides guidance in
choosing appropriate modalities that can be used to fit to
a rehabilitating context.3 All of these important documents
show that the education department is serious in living out its
mandate to deliver continuous learning.
When the threat of the pandemic heightened, the Department of
Education (DepEd) temporarily suspended classes and adjusted
the current school term in an effort to save learners, teachers,
and school staff from possible exposure to COVID-19. For
months, DepEd contemplated what to do and continued to
plan for the future. Eventually, in August Secretary Briones
announced that classes would continue in October. The
announcement came after numerous schools were asking
for different extensions and possible class opening dates.
DepEd opted to adjust classes by introducing modules and the
use of online video
conferencing applications such as Zoom.
DepEd also introduced its “Basic Education Learning
Continuity Plan” (BE-LCP) as its plan so learners are still
able to continue their learning despite any ongoing disasters like
calamities, pandemics, etc. There are four important aspects to the
plan: communication, materials, learning activities and
assignments, and assessments. Communication involves ways
of providing teaching whether it be answering questions,
discussion of a topic, relaying instructions, or anything
about the course. Materials include the lessons, references, and
other things needed for learning activities. Learning activities
and assignments are activities that facilitate learning and come
in many different forms or done through a variety of methods
depending on the teaching style of the teacher or what is
specified by the lesson plan. Assessments are methods to
gauge a student’s progress.
3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Classes for Lost Schooldays.” (Department of Education, 2009), 1.
26 The Teacher Induction Program - Course 1
Key Concept 3: Implementing Guidelines
Required Task 1: Reading and Reflection
Study the rationale of the Implementing Guidelines of the
DepEd School Calendar for the current school year. Write your
insight on the space provided below. Limit your response to
150 words.
The DepEd School Calendar contains the guidelines that should be observed in schools nationwide,
including school programs, curricular non-classroom-based activities, and parent-teachers
conferences. Some of the important dates to be observed include a general assembly, deworming of
children, career guidance, in-service training, Christmas break, standardized tests spearheaded by
Bureau of Education Assessment (BEA), summer classes, and end of school year rites.
As a teacher who works in the Department of Education, you
are enjoined to be familiarized with the DepEd School
Calendar because it will affect school-based calendar
and your professional work within the school year. It is important
to mark the dates on your own calendar, so that it gives you a
heads up on how you plan your activities throughout the year.

In the Philippines, most schools begin lessons on the

first Monday in June and end by the end of March; this
has been the custom for many years. However, due to
some student problems, such as class cancellations
during heavy rain events and typhoon occurrence,
several perspectives have lately been stated to revise the
long-established academic calendar in the country.

Guide for Mentors and Newly Hired Teachers 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.

School Year: 2021-2022

June July August September October November

12-Independence Day 1-2- End-of-School 12-End of Remedial/ TBA-Accreditation 5-World Teachers’ Day 1-All Saints Day
Year Rites Advancement Classes And Equivalency Test
23-Deped Founding during summer TBA-Administration of 2-All Souls Day
Anniversary 4-Start of 1-30-Brigada Eskwela PEPT(regular)
Remedial/Advancement and oplan Balik 12-End of Academic
24-End of academic Classes Eskwela 4-17-SPG/SSG Quarter 1
Quarter 4 and School Election (First to
Year 13-End of Enrollment Second Week) 15-Start of Academic
Period Quarter 2
27-July 2- End-of- TBA- Start of career
School Year Rites 13-Opening of Classes Guidance for Grade 9, 27-Parent-Teacher
10, 11, and 12 Conference/Distributio
13-Start of Academic n of Report Cards
Quarter 1
27- Araw ng Pagbasa
TBA-Oplan Kalusugan TBA- Accreditation
sa Deped And Equivalency Test

30-Bonifacio Day

28 The Teacher Induction Program - Course 1

 December January February March April May
8-Feast of 1-New Year’s Day 2-5-Mid-Year Break 28-May 30- 8-End of Academic 1-Labor Day
Immaculate Administration of Quarter 3
Concepcion 3-Resumption of 1-Chinese New Year PISa in Selected 2-6& 10-13-National
Classes Schools 9-The Day of Valor Election-related
20-Start of Christmas 7- Start of Academic Activities
Break 28-End of academic Quarter 3 11-Start of Academic
Quarter 2 Quarter 4 9-National Election
25-Christmas Day 12- Parent-Teacher
TBA-NAT 12 Conference/Distributio 14-Maunday Every Friday starting
n of Report Cards Thursday May-Psychosocial
30-Rizal Day 31-Mid-year Break Support Service for
25-People Power 15-Good Friday DepEd Personnel
Anniversary
31-Last Day of the
Year 16-Black Saturday

23- Parent-Teacher
Conference/Distributio
n of Report Cards

TBA-Administration of
ELLNA, NAT 6 & 10

Guide for Mentors and Newly Hired Teachers 29

 Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
The DepEd school calendar for each school year
does not set the specific dates for the
opening and closing day of classes.
Republic Act 11480, which is also known as An
Act to Lengthen the School Calendar from Two
Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The in-service training is inclusive of the
number of days required for learners to be in
school.
The parent-teacher conference is inclusive of
the number of days required for learners to
be in school.
Alternative delivery modes or make up classes are
not allowed to be undertaken to compensate for the
unplanned suspension of classes due to natural
calamities.
The Basic Education Learning Continuity Plan
(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
30 The Teacher Induction Program - Course 1
ANSWER REMARKS
False Opening and closing day of classes are stated on DEPED
school calendar
True Education Secretary Leonor Briones thanked President Duterte
for signing RA 11480 which amended RA 7797 mandating the
Secretary of Education to recommend to the Chief Executive
adjustments in the school calendar in “times of national
emergency.”
True
True the three days for the Parent-Teacher Conference to be
conducted within the school year,
False DepEd Order No. 07, s. 2019 re: “Implementing Guidelines on the School
Calendar for School Year 2019 – 2020” indicates that make – up classes are
recommended in lieu of class cancellations due to celebrations and holidays, as
well as natural, man – made calamities, and other unexpected class
suspensions for the purpose of ensuring quality in the school operations, actual
teaching – learning and monitoring purposes.
True The Basic Education Learning Continuity Plan in the Time of
COVID-19. DepEd embarked on the development of the BE-
LCP to enable learners of basic education.
 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)

Guide for Mentors and Newly Hired Teachers 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.

32 The Teacher Induction Program - Course 1

 Fig. 4. Organizational Structure of a Large Stand-alone Senior High School

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

DepEd Order (No. 19, s. 2016): https://www.deped.gov.ph/orders/do-19-s-2016

33
Guide for Mentors and Newly Hired Teachers
 Scenario Answer Feedback
Pursuant to the organized and systematic
1. Teacher Leo creates activities to make sure a. Librarian/LRMDS implementation of the Learning Resources
that learners and teachers access the place Coordinator Management and Development System (LRMDS) this
where reading materials and learn- ing
Calendar Year 2019, and to improve the development,
resources are kept. He also crafts a schedule of
production and distribution of all types of learning
the classes that could visit the place. He
resources (text-based, non-text-based, printed, digital,
coordinates with the School Head for the
etc.) in all public schools; all PSDSs, Elementary,
selection, acquisition, organization, and
Junior and Senior High School Principals are required
maintenance of reference and reading
to designate a new or re-designate the current
materials.
LRMDS
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 c. Guidance Counselor 1. Organizes functional and suitable guidance
Grade 7 learners who were caught cheating by and counseling program
their adviser. She calls the attention of the 2. Provides effective individual and group
parents and reports to them what the learners counseling
did. Since it is the first incident, the learners 3. Identifies students’ needs and problems
are reprimanded and remind- ed of the 4. Provides career counseling to students
importance of honesty and of not cheating. 5. Provides scholarship programs to students

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback
D. Subject/Learning
3. Teacher Steffi is conducting a career guid- Area Coordinator/ Subject/Learning Area Coordinator/ Department Head
ance and advocacy seminar to Grade 12 learners Department Head is head of the subject area task force and is
focusing on the four exits envi- sioned for SHS responsible for the organization, development,
graduates—namely, higher education, implementation, supervision, and evaluation of the
entrepreneurship, employment, or middle-level program in his subject area.
skills development. Afterward, she gives them a
survey to answer on what they plan for their
career development after SHS.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

d. Administrative To provide management with economical, efficient,

4. Mark Anthony is preparing a budget plan for the Officer
continuous improvement of the school for 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.
and effective budgeting services and reliable and
timely financial information for decision making
towards the cost-effective utilization of financial
resources of the division.

a. Guidance Coordinator/Teacher

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers 35

 Scenario Answer Feedback
The designated Property Custodians perform, among
c. Property Custodian others, important workloads that include the receipt,
5. Miss Rhea prepares the receipt, issuance, issuance, and maintenance, safekeeping of supplies,
maintenance, and safekeeping of supplies,
materials and equipment and other properties and
materials, and equipment and other prop- erties facilities of the school.
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.

a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

36 The Teacher Induction Program - Course 1

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)).

Guide for Mentors and Newly Hired Teachers 37

 Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents, and
other stakeholders in identifying and resolving issues and
concerns in the school community. Discuss how you can help
in each scenario and involve some key personnel who can help
you resolve the following challenges.
Scenario 1
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a
friend, messaged you on Facebook and told you that she will be
absent tomorrow. She asked you to substitute all her five classes.
Without letting you respond, she already sent you the learning
materials for her lessons tomorrow. However, you also have
classes to attend and your learners are expecting to deliver a
performance task 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 what happened because the incident was not addressed It is okay to help your colleague but if your own work
and resolved properly. Her daughter is still afraid and decided is affected you need to deny it in a proper way. I will
not to go to school that day. The incident happened during tell him to come and ask for help to our Learning Area
Science time because the teacher was late to enter the class. You Coordinator
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?

First I will explain to my pupil’s parent that we do not

allow any kind of bullying at school, that if this incident
comes to our knowledge we will immediately resolve
it. But if the situation needs someone to intervene I
will approach our guidance councilor

38 The Teacher Induction Program - Course 1

Scenario 3
Lito, the class president of your advisory class, was elected as 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 non-
submission of required written and performance tasks. Lito is
getting overwhelmed with the various school activities he
manages. What are you going to do as the adviser?
I will talk to him and tell him that his grades are affected
by his extracurricular activities as SSG president and he
needs to balance his academic grades while performing his
duty as SSG president.
Session 3 – Pre-opening of Classes Preparation
Key Topic 1: Preparations for pre-
opening of classes
Now that you have familiarized yourself with the DepEd
school calendar and the school support system, it is time to
get ready with the preparations for the pre-opening of
classes. Planning ahead for the opening of classes is important
so that you can efficiently and effectively prepare for the school
year. In this session, you will determine how 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.
Guide for Mentors and Newly Hired Teachers 39
Key Topic 2: Getting to Know
the School Structure,
Available
Resources/Equipment, etc.
As a new teacher, you must familiarize yourself with your
work environment. It doesn’t only mean knowing the fastest way
to get to your school, but it also entails your knowledge in and out
of the school. Below are general tips in getting to know your
school to start with your professional journey as a public
school teacher.
1. As a faculty member, you are expected to know the
different offices and units in your school, as well as
the designated teachers who run each office. You
also need to know the school’s tailored Teachers’
Handbook, which contains the rules, regulations,
expectations, and all other necessary information that
you need to know about your job in your new school.
Make sure that you read it thoroughly and understand
everything because you are expected to observe all of
them as you work.
2. The provisions written on the handbook are not the only
ones that are being observed in the school. As you work
every day, you will begin to recognize casual rules and
principles that the school follows. Be able to notice them.
Hence, gather as much information as you can before
the beginning and 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.
4. Get acquainted with safety concerns in the school.
In every school, there is a unit designated for Disaster
Risk Reduction Management (DRRM). You have to know
the safety procedures for emergencies, like when
disasters occur during the school year. You may need to
know where the fire exit is or where to lead learners
when an earthquake occurs.
5. Know the proper decorum in submitting paper works or
turning in reports.
6. Your breaktime schedule also matters, so early on you
may already take different options for spending your
breaktime. Bear in mind that teachers, both seasoned
and new, have their own way of utilizing their break
time. While most teachers use it for eating, some
teachers use it for rest, reflection, checking learners’
outputs, doing paper works, or speaking with colleagues.
Whatever you choose, make sure that you will be able to
use your time well and respect how other teachers use
theirs.
Before you set up your room, you have to check the available
resources. In each school, the principals allocate funds for
supplies such as cleaning materials, instructional materials, and
other paraphernalia that may be used in preparing the
classroom at the beginning of the school year. Should there be
missing or insufficient supplies or if damages are found,
you must immediately report it to the principal.
40 The Teacher Induction Program - Course 1
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

Clinic Cecilia A. Felipe

SDRRM Marlon B. Estopace

ICT Cristy B. Calibara

School Library Joshua Glenn R. Intong

Feeding Program Cecil A. Felipe & Maria Iza de Guzman

Brigada Eskwela Rodel Nueva España

Guidance Councilor Minerva N. Calsado

LIS Cristy B. Calibara

BSP/GSP Ronnie A. Valdez/ Maria Resurreccion B. Valdoz

Utility Efren Bonifacio /Elisa

Guide for Mentors and Newly Hired Teachers 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 and your job effectively and reduce the possible stress because
how the classroom would appear when the learners finally 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 • It is important that before you prepare your classroom and
layout actually allows convenient movement for teaching 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
bulletin boards, cabinets, boxes for cleaning materials, etc. • Learning your way around your new work environment
You may decide if you will keep them or find a place – your school assignment would allow you to work
where it can be kept. Be reminded that whatever you use in efficiently within your designated workstation and the
your classroom are recorded in an inventory of physical DepEd system
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.

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes
A Guide for the First Day of Classes
Key Topic 1: What to do on the First A. Welcome
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-teachers,
• Mention interests related to the subject and outside of
parents, etc. 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 class • Show a sample of projects or products.
as you speak. Make sure that everyone is listening to you.
• Show the textbook.
Project your voice in such a way that everyone will hear and
understand what you are talking about. Make sure that you show D. Introducing the learners to each other through an
your presence with authority and openness to your learners. activity
Most importantly, establish yourself in such a way that your
• Have learners share outcomes with the class or
learners feel that you care for their well-being, future, and collect written responses.
their lives in the school. Set a good first impression on
your learners, their parents, and your co- teachers. One tip is E. Class Rules
to practice what you want to say to help you have more • Present them.
confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make sure that
you spend time in preparing your lessons and other tasks in F.Distribution of the grade level standards.
school. This is your first year of teaching in the public school,
G. A quick lesson
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 first
day of classes. Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Guide for Mentors and Newly Hired Teachers 43

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

Guide for Mentors and Newly Hired Teachers 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:

How I will apply

Concepts I learned from the article
The physical, social, cultural, and
psychological environments all have a role in
the educational process. A suitable and
appropriate atmosphere is essential for a child's
successful learning. The youngster spends the
majority of his time at school, where his
environment has a different impact on his
performance due to curricula, instructional
methods, and relationships. (Lawrence,2012).
The different characteristics of the school
environment that help increase student
performance, attendance, and retention in
schools are school safety, academic
atmosphere, and community.
My thoughts about these concepts
these concepts to my class
Regardless of how it has been defined over I'll make sure that my classroom preparation
time, every research on school climate takes into account the diversity of my students'
indicates a favorable association between a learning styles, talents, and skills. I will make
better school environment and higher student my classroom a welcoming environment for the
learning and accomplishment, to a greater or diverse students.
lesser level. The school atmosphere can either
be beneficial to the learning environment's
health or a substantial hindrance to learning.
(Freberg, 1998). It has a substantial impact on
kids' mental health and socio-emotional well-
being, as well as their academic achievement
and behavioral consequences.

46 The Teacher Induction Program - Course 1

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
1. First impressions are really important, so
you have to set a good first impression
to your learners, their parents, and your
co-teachers.
2. In your first contact with your learners,
co-teachers, and parents, you need
to display confidence and show that
you know what you are doing even in
things that you are not so sure about.
3. You should only do what is instructed for
you to do at the beginning of the school
year.
4. You should model how to introduce
oneself at the beginning of the school
year.
5. Rules play a significant aspect in
helping to define the classroom
situation.
ANSWER FEEDBACK
True Even if you are nervous on the inside, make an effort
to smile on the outside; not only will this make
others around you feel more welcome, but it will
also help you feel more at ease and comportable.
True Confidence allows us to feel prepared for life's
challenges. When we're confident, we're more likely
to pursue individuals and chances rather than shy
away. If things don't work out the first time,
confidence encourages us to try again.
False It is determined by the needs of the learners; it is
dependent on the learners' needs..
True This is your chance to concentrate on kids as distinct
and distinctive persons. Consider how introductions
can pave the way for a productive and pleasant
classroom
True One benefit of establishing effective classroom rules
is that it allows you to create a safer learning
environment for all students.
Guide for Mentors and Newly Hired Teachers 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.

48 The Teacher Induction Program - Course 1

Session 5 – Handling Advisory Classes
Required Task 1: Introductory Activity
There is no playbook that sums up your task as a classroom
adviser. Apart from equipping young people with knowledge,
skills, and values to succeed in this vastly demanding society,
teachers must also strive to build their morale. Learners who
enter their classrooms must discover how to believe in
themselves, exert effort to accomplish their goals, and persist
despite all challenges. It may be ambitious and daunting, but
we should always give them platforms where they can
express their ideas so they can shine in the most brilliant
way possible.
As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to
all the three questions below into a maximum of 600 words.
Guide Questions:
1. What is the role of a teacher to his/her learners?
2. How do you think are those roles manifested in
being a classroom adviser?
3. So far, how was your experience as a classroom
adviser?
1. Teachers are committed students who can not only
educate but also listen to students' difficulties and
attempt to guide them to the best of their abilities.
2. Teachers role are manifested in the classroom by
the adviser’s action. Performing his/her
responsibilities to all of his/her students
wholeheartedly
3. Working in a classroom has been both gratifying
and demanding for me. I've realized that I need to
spend more time studying classroom management.
I also recognized that each of my pupils has a
different learning style, which is why I need to mix
up the activities in my session. They learn in a
variety of methods, which makes my job as a
teacher even more challenging. They inspire me to
be the best teacher I can be and to continue my
professional development as a result of this
experience.
Guide for Mentors and Newly Hired Teachers 49
 Key Topic 1: Being a Class Adviser
Being a teacher is both a privilege and a responsibility. You will
have the opportunity to meet students from different
experiences and backgrounds, and you will definitely enrich
your knowledge by celebrating diversity. It is very rewarding for
you as a teacher to recognize your learners’ narratives.
Nevertheless, you may be designated as a class adviser by the
principal to manage a particular class. As a class adviser, you
are tasked to do important assignments such as connecting to
learners with counseling, keeping school records and
monitoring attendance, doing homeroom activities, promoting
harmonious relationships and resolving conflicts, capturing
and maintaining learners’ interest, respecting learners’
religious beliefs, maintaining a well-kept and conducive
classroom, accomplishing
and submitting reports on time and communicating with parents.
As the classroom adviser, it is also your task to capture and
maintain your learners’ interest in school. Here are some way to
get the interest of the learners (pp 47-50):
1. Involve the learners.
2. Decorate your room.
3. Introduce your subject.
4. Instigate questions.
5. Inscribe thought-provoking quotes.
6. Introduce variety.
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.
50 The Teacher Induction Program - Course 1
Conducting Homeroom Activities:
As indicated in DECS Order 52, s. 1998, also known as
Guidelines on the Implementation of the Revitalized
Homeroom Guidance Program (RHGP) and the System of
Rating and Reporting Student Performance Under the RHGP,
schools are empowered to conduct a homeroom guidance
program.
There is a guidance program handbook that is reproduced for
teacher use, but you may also craft your own activities
depending on the needs of the learners in your class.
Login to your DepEd Learning Portal and see the modules
below. Choose ONLY ONE module to study and create a
homeroom guidance plan based on these modules:
• Homeroom Guidance K-3 Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
detail/18647
• Homeroom Guidance Grade 4-6: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18668
• Homeroom Guidance Grade 7-10: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18687
• Homeroom Guidance Grade 11-12: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18689
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 your Homeroom Guidance? You may learners and/or documentation of
mentor. consult with your mentor. evidence?

2nd -3rd week of September Conduct of consultations and Formulations of plans and guided activities
collaborations with school heads, teachers
and stakeholders Identification of issues and concerns that
need to be responded with

October 2021- March 2022 Implementation, Monitoring of the Home Full implementation of the homeroom
room Guidance guidance program and guidance
curriculum as carried out in homeroom
guidance classes

3rd week of November Roll out, open forum Understanding of the underlying principle
and procedure in the conduct and
implementation of homeroom guidance

3rd week of October Meeting with parents by every class Understanding of the parents about the
advisers nature and purposeof the implementation
of the homeroom guidance class

Guide for Mentors and Newly Hired Teachers 51

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

52 The Teacher Induction Program - Course 1

 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)
1. Make an introduction.
2. Request that they do the same.
3. Encourage your students.
How to apply to your class
Tell your pupils why you're teaching this class, why you're interested in the subject, and why
you studied it.
ask each student to introduce themselves to the individual seated on their right and left. While
this will not immediately assist you discover more about your students, it will at the very least
spark some discussion among them, which could lead to increased cooperation.
On the first day, give the message to students that you will be there to help them.

4. Demonstrate. If you're going to assign homework for the first few classes, ask a student to volunteer or pick
one. Then surprise them by demonstrating them, step by step, how you would gather
information, use that information, and approach the answer to one of the homework issues or
questions.
5. Smile. When your pupils first enter your classroom, they will expect you to establish the tone. Set the
tone with a genuine smile and a friendly face.

Even if you already do your job in an exemplary manner,
expect that there are learners in your class advisory that
need special attention. Kotler et al. (1998) identify these
kinds of learners (pp.60-61):
• The angry student looks sullen, with a chip on his
shoulder. No matter what you do, he will resist your
efforts.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively
in the back of the room or even sleep with her head on
the desk.
• The quiet student just does not talk at all. He may
or may not be paying attention; you really cannot tell. No
matter what you do to try and draw him out, he is so shy
that he just smiles enigmatically.
• The student who is in over her head feels like she is so far
behind there is no point in even trying to cooperate in
class. She has given up all hope.
• The procrastinator continually plays games with you. He
always has excuses for why he does not have his
work completed. He may be wickedly charming, but he
manages to avoid doing much that is useful.
• The addicted student is strung out on drugs or alcohol. Her
attention is, at best, fleeting. She sits in the back of
the room with a glassy-eyed stare.
• The overly social student is always flirting or
disturbing others around him. You stop him a dozen times,
but he does not seem to respond to the corrections.
• The class clown may be motivated by either a sense of
humor or something more perverse. Regardless of his
intentions, he is constantly the center of attention.

Guide for Mentors and Newly Hired Teachers 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.

54 The Teacher Induction Program - Course 1

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
positive and non-violent discipline to maintain trust • Outputs for Portfolio: Oath of Promoting Trust and
and fairness in the classroom (2.6.2, 2.2.2); Fairness

2. Identify basic concepts related to classroom Required Resources

management and positive discipline (2.3.2);
• Department of Education. DepEd Child Protection
3. determine actions in building good relationships Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
with the learners (2.2.2; 2.4.2); and 2012.

4. apply positive and non-violent discipline to ensure • Department of Education. Positive Discipline In
learning-focused environments (2.6.2). Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.

• Save the Children. A Toolkit on Discipline with Particular

Emphasis on South and Central Asia. Sweden: Save the
Module Outline Children, 2007.
Session 1: Positive Discipline in Physical and Virtual • UNESCO. Embracing Diversity: Toolkit for Creating
Learning Environment Inclusive, Learning-Friendly Environments Specialized
Session 2: Positive Teacher-Student Relations Booklet 1: Positive Discipline in the Inclusive,
Learning- 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
Required Tasks secure learning environment to enhance learning through
the consistent implementation of policies, guidelines and
The following are the tasks in this module. procedure

• Scenario Analyses

Guide for Mentors and Newly Hired Teachers 55

 Session 1: Positive Discipline
in Physical and Virtual
Learning Environment
Key Topic 1: Establishing Safe and Secure
Learning Environment
Establishing a safe and secure environment for learners is one of
the important roles of a classroom teacher. As classroom
managers, you have the responsibility to provide our learners with
a learning environment that is free from harm or risks to promote
their well-being and support their learning (Marzano &
Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare
learners to be productive individuals. Creating safe learning
environments involve every aspect of creating a positive
experience for learners. The physical space is one important
element, but equally important are the relationships between
learners, teachers, and the learning community as a whole
(UNHCR and IRC, 2010). Furthermore, in times of disruptions
that may necessitate emergency remote teaching (ERT),
reasonable protocols in virtual learning environments must also be
taken into consideration. In virtual space, constructive
relationships can be developed by allowing the learners to
have virtual time out that is efficiently communicated with
the learners and parents/guardians as scheduled. The virtual time
out may allow the learners to be in their personal space in order
to cool down and reflect. With this, learners will do better
for their next online access in virtual space.
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.
56 The Teacher Induction Program - Course 1
Positive Discipline
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
other hand, punishment is a penalty that aims to control
behavior through negative means (UNESCO, 2015). As a teacher,
you need to be knowledgeable of ways on how to lead your
learners to exhibit positive behavior. Discipline is positive
and constructive because it involves setting goals and
conceptualizing constructive and creative solutions to
challenging situations. Every teacher should respect a
learner’s developmental level, their rights to dignity and
integrity, and their right to participate fully in their learning.
Effective teachers should manage learner behavior
constructively by applying positive and non-violent
discipline, as anchored in the Philippine Professional
Standards for Teachers (PPST) under Domain 2, which
centers on creating an environment that is learning-focused
and in which teachers efficiently manage learner behavior in
a physical and virtual space. It has Strand 2.1.2, which is to
establish a safe and secure learning environment to
enhance learning through the consistent implementation of
policies, guidelines, and procedures. The use of positive
discipline ensures a learning-focused environment and to
encourage positive behavior and motivate learners to feel
good about themselves and the decisions they make. With
positive and non-violent discipline, our learners will see a
connection among their behavior, the personal
consequences, and the impact of their actions to others. You
may refer to the PPST Resource Package 2.1.2.
Developing Positive Behaviors
The behaviors that you value and want to encourage need to be
known to your learners, and you need to make a concerted
effort to teach and strengthen these behaviors. Some strategies
that you can use to help your learners learn positive behaviors
include the following4,5:
- Give positive statements.
- Redirect behavior positively – for example, when a
student bounces a ball around the classroom, “You can
bounce your ball outside on the playground where
there is more space to play.” On the other hand, in the
virtual environment immediately respond to the student(s)
unusual virtual actions or reactions by calling their
attention. 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.
- Provide your learners with opportunities to make
choices and help them learn to evaluate the potential
consequences of their choices.
- Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds.
- Model orderly, predictable behavior, respectful
communication, and collaborative conflict resolution
- Make connections - online learning is all about
making effective communication with the learners as well
as their parents/guardians both for positive and negative
development during online classes, this can effectively
done during town hall meetings.
- Establish routines, rules and procedures and
student engagement to create an online teaching and
learning direction such as a strategic pre- planned
schedule of screen time 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.

Guide for Mentors and Newly Hired Teachers 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

Case 1 : On Being Tardy
Rhea: I live a few kilometers away from my school. In the morning,
sometimes I have to fetch water and cook food for my siblings before I
can go to school. I have no money for transport, so I walk to school.
Learners in our school get late slips when we don’t arrive on time. I
don’t want to get too many.
Unless you inquire, you'll never know what's driving a
student to be frequently late. Get to the core of the matter
without passing judgment on a student or making them feel
that their tardiness is their fault. Demonstrate to the learner
that you intend to work together to address the problem and
that they are not alone. They probably don't bear sole
responsibility for being late.

Rhea’s teacher: I have to make sure the children understand that

coming late to school is not acceptable. They have to know that there
are consequences for their tardiness. I always give 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?

58 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback
Maintain cool and listen to student concerns — pinpointing
Case 2: On Disruptive Behavior the source of the interruption can help you deal with it
immediately or later.
Marcus: I am feeling good today. I am telling funny stories, and 1. Individual feelings should be acknowledged.
everyone is laughing. The teacher tries to tell me to stop talking, but I
want to show everyone that I am not afraid. I am tough and cannot be
2. Remember that tension or frustration are common
bossed around by a teacher. causes of disruptive conduct.
3. Individually, directly, and quickly address the
Marcus’ teacher: I have to ensure that the class is well-
behaved. Otherwise, they will just get out of control and I will not be disruption.
able to teach. The learners will take over and other teachers 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?

Guide for Mentors and Newly Hired Teachers 59

 Scenarios Possible Answer and Points for Feedback
Respond to and overcome mistakes to boost motivation and
Case 3: On Giving a Wrong Response to a Question self-esteem. A pupil who effectively corrects an error
achieves personal success. They see firsthand how their
Clark: I am so nervous in class. I am afraid that the teacher is going to efforts are rewarded and how their expertise grows. Because
ask a question when I don’t know the answer. Even if the answer they know they can succeed after such a positive experience,
is obvious, sometimes when the teacher looks at me, I can’t speak. I
become scared and just remain quiet. I know everyone is staring students will be more assured and put in even more effort in
at me and laughing, but what can I do? I the future when working toward a learning objective..
just can’t risk giving the wrong answer. Even in tests, I feel so afraid
and always fail because I don’t know how to answer the questions. I
just don’t understand anything that is being taught, and I don’t
want to be laughed at. The best thing is to stay quiet 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?

60 The Teacher Induction Program - Course 1

 Scenarios
Case 4: On Absenteeism
Elna: Sometimes my mother sends me to sell things at the market and
I can’t go to school. Sometimes I feel bored on the way to school and
visit my friend instead of going to school.
Sometimes I don’t like being in a class where the teacher always
asks me questions and looks at me in a funny way. I know that
I am not going far after the 2 nd year High School, so what’s the
point? I might as well do what I want.
Possible Answer and Points for Feedback
The first step in increasing attendance is to make school
attendance expectations apparent to students. Make careful
to emphasize the importance of punctuality and being
present at school. Set a measurable attendance target in the
school improvement plan if attendance is a school or
district-wide concern, and track progress toward that
objective on a regular basis.

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 positive

discipline?

Guide for Mentors and Newly Hired Teachers 61

 Scenarios
Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone fears me, and I
need to make sure that no one gets away with undermining my status. I
keep others’ respect by showing them what might happen if they don’t
fear me. I tease small girls, and sometimes rough up an annoying boy.
Everyone in school knows not to cross me. They know my father is
tough at home and I am tough at school.
Possible Answer and Points for Feedback
You are showing victims of bullying, as well as any
witnesses that your school does not tolerate bullying when
you take immediate action. It also conveys to bullies and
potential bullies that if bullying happens, the school will
take action.

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 positive

discipline?

62 The Teacher Induction Program - Course 1

 Scenarios
Case 6: On Adaptability Struggle
Janelle: Online learning is new to me. I am used to face to face
classes. I will inform my teacher that I cannot attend online
classes regularly and I cannot submit my requirements on time.
Possible Answer and Points for Feedback
Adaptability is a quality that can be taught, and it allows
them to deal with unexpected situations without becoming
frustrated. Teachers can also encourage this skill by
instructing students on how to create realistic goals,
scaffolding, and other classroom activities.

Janelles’s teacher: This student may just be making an excuse

for not attending our online classes and not submitting on time. As
their teacher, I need to be able to communicate to my class that I will
not tolerate complacency and that this rule must equally and
strictly apply to all.

What alternative action/s could you suggest in order to promote

positive discipline?

Guide for Mentors and Newly Hired Teachers 63

 Scenarios
Case 7: Technical Issues
Allen: I really wanted to pass the subject, attend our online classes on
time and learn our lessons well. But because of my poor internet
connection and I am only using a mobile phone, it is difficult for me
to catch up with the discussions as well as with the required
tasks. Everyone is doing a great job except me. I think I should
just drop out from school.
Allen’s teacher: I noticed that Allen is having difficulty with
internet connection since he keeps signing on and off during our
online classes. If this continues, there’s no way for him to understand
our lessons as well as other students in the class. However, I have to
treat my students equally to avoid favoritism. I should not give
him special treatment
Possible Answer and Points for Feedback
It's best to deal with problems as soon as they arise, before
they grow too big to handle. You have the ability to solve
every single minor issue that arises in the classroom. This
may seem intimidating at first, but children must feel
appreciated and heard; else, they will create more mischief
in order to gain attention. Handle issues with tact. A minor
lapse in discipline might quickly build up into a major
shoulder condition.
Furthermore, the teacher should supply printed resources
that are matched with their lecture so that his students are
not left behind.

What alternative action/s could you suggest in order to promote

positive

64 The Teacher Induction Program - Course 1

Key Topic 2: Reinforcing Positive Discipline
While punishment is a single act, positive discipline is a
process that recognizes and rewards appropriate behavior. Positive
discipline is something that could be developed on a day-to-
day basis. This process is effective for individual children.
Moreover, for teachers who are working in large classes, it can
also be effective for groups of children. The key is to make the
children feel they are on a “winning team”
(the class as a whole) and to praise each child’s efforts in being
a good team member. The core of positive discipline is to catch
learners doing the right thing and reward them immediately.
The following are statements that could be believed in by some
teachers, but were labeled as myths on disciplining learners
(UNESCO, 2015, 14-18).

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 against
did no harm.” their children.”

“The problem is the disciplinary approach, not the misbehavior of the children. Justifying that a
2. “Nothing else works!” or
child has asked for violence is really intended to make the perpetrator feel less guilty and
“They asked for it!” transfer the blame to the victim.”

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys the
works best. Other teacher-child relationship. Children become angry at why someone who is supposed to
methods don’t.” 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 to result in physical punishment at the first instance not as a last resort.”
choice!”

5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what is expected
my class. I have too of them and the consequences for misbehaving; and the teacher did not take the time
many!” to build a positive relationship with the children.”

Guide for Mentors and Newly Hired Teachers 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
1. “Group reinforcement
cannot be applied in an
online class.”
2. “Positive reinforces are
costly and difficult to
administer.”
3. “I can stick with
one type of
positive
reinforcers in my
online class.”
4. “When I plan online
activities, I do not
need to consider the
learners.”
5. “The learners in an
online class do not
need rewards.”
66 The Teacher Induction Program - Course 1
Remark
“Though there might be limited time to devote to reinforcement systems, encouraging positive
group behavior during online classes is rewarding together with individual reinforcement systems
to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the type of
positive reinforcers appropriate to your online class setting. For example, social
reinforcers can be done by giving praise or verbal recognition to the learners during online
activities and praise for the submitted tasks on time. Another example is the activity
reinforcers, which can be done by assigning highly engaged learners to monitor chat questions
or by allowing the learners to have breakout sessions in unstructured time to discuss
among themselves about a specific topic in the lesson.”
“Learners find different types of reinforcement motivating. To ensure that all learners
engage in an online class, provide a variety of layers of reinforcement such as praise and token
systems.”
“Positive reinforcement in a virtual environment requires the students’ understanding.
In order to gather students input, the teacher may use group discussion, chat box and
online polling. ”
“To increase the motivating reinforcement system among learners, the teacher can provide
progressive rewards through a badging system. The teacher may provide badges to activity which
can be done both in synchronous and asynchronous classes. With combined badge systems
the learners are motivated to spend more time to finish the assigned tasks and develop self
regulation to complete asynchronous assignments. ”
Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the
book, Eliminating Corporal Punishment: The Way Forward to Constructive
Child Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert
publication year). The book can be accessed through the link:

https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng

The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.

Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed. Determine what
principle/s for positive child discipline 6 could be used to address the/ those
issue/s. You may write the letter of possible responses below and you may choose as
many responses as possible.

a. Respect the child’s dignity

b. Develop prosocial behavior, self-discipline, and character

c. Maximize the child’s active participation

d. Respect the child’s developmental needs and quality of life

e. Respect the child’s motivation and life views

f. Assure fairness (equity and non-discrimination) and justice

g. Promote solidarity

6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.

Guide for Mentors and Newly Hired Teachers 67

 Situations Answers Feedback
b. Develop prosocial Handle the misbehavior as soon as possible
1. During the group activity of Teacher Justin behavior, self-discipline,
for his Classroom Observation (CO), two and character
of his pupils started argu- ing with each
other, which caused noise and distracted
their classmates. Teacher Justin then told
them to stay away from each other and
that he will deal with the both of them
after class.

c. maximize the child’s Follow the lesson plan to ensure that your
2. Teacher Gemma prepared a very engaging active participation lesson activity leads you. Always set a time
group activity for his Grade 7 during her
CO. Because of the learners’
restriction when completing tasks so that kids
enthusiasm and excitement, Teacher are aware of how much time is remaining.
Gemma exceeded her time allotment for
the said activity, and therefore affected
the remaining parts of the lesson.

b. Develop prosocial Address the incorrect behavior in a proper

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

68 The Teacher Induction Program - Course 1

 Situations
4. During the General Mathematics class of
Ma’am Princess, she noticed that Gian
was sleeping. “Rise and shine, Gian! It’s
time for your breakfast”, Ma’am
Princess shouted and the whole class
giggled. Immediately, Gian sat properly
and became attentive for the whole
duration of Ma’am Prin- cess’s class.
Answers Feedback
a. Respect the child’s Prevent the child from being embarrassed in
dignity front of the class. The teacher should be
aware of the child's circumstances. Perhaps
d. Respect the child’s there is an issue in the house causing him to
developmental needs and
have trouble sleeping. If you have time after
quality of life
class, speak with him.

5. Ma’am Trisha scheduled her First CO in
her Grade 4 MAPEH Class. During their
discussion, she noticed that among the
learners, Carl was the most attentive and
participative. After ask- ing a question,
she then called Amy to answer, “I don’t
know”, Amy replied nervously. Then
Ma’am Trisha told her pupils that they
should be more like Carl to be able to
answer as much as possible.
e. Respect the child’s Always treat your students with respect and
motivation and life views avoid making comparisons between them
because each child learns differently.
f. . Assure fairness
(equity and non-
discrimination) and justice

6. Teacher Cora records the learners b. Develop prosocial To avoid shame, the teacher could either
performances and outputs during behavior, self-discipline, attract the students' attention after the online
synchronous and asynchronous ac- tivities. and character class or during the lecture to discuss their
She noticed some incomplete activities unfinished work.
compiled by the learners. During her
online class, Teacher Cora 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.

Guide for Mentors and Newly Hired Teachers 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

Positive Set a positive example for your child.
1. Acting in the way that you want the
children to act (modelling)

Positive Encourage cooperation and participation

2. Forming small groups in online
synchronous activities

Positive This aids in classroom management and

3. Getting the student’s attention before topic concentration.
you begin class

Negative Avoid passing judgments on students who

4. Making assumptions on student abilities have not been intervene with
without evidence or data

Negative Teachers are not allowed to use physical

5. Using physical force force since it contradicts the law of the child
protection policy, and corporal punishment
is not an option for any student
disobedience.

70 The Teacher Induction Program - Course 1

 Positive discipline is a way not only to reduce misbehavior but Establish clear rules and procedures and instruct learners on how to follow them. Give primary-level
also motivate learners (UNESCO 2015, 80). It is based on the learners, in particular, a great deal of instruction, practice, and reminding.
premise that behavior that is rewarded is behavior that will be
repeated. The most critical part of positive discipline involves
helping learners learn behaviors that are effective in promoting On the first day of school, teachers must establish
positive social relationships and help them develop a sense of classroom rules and regulations that must be followed
self-discipline that leads to positive self-esteem. throughout the school year so that students are informed of
proper behavior and how they should act. In addition, the
Required Task 4: Reflection instructor must prepare regulations that are placed inside
the classroom for anyone to see and read. Before beginning
The following are some ways that can help you create a
a new class, remind them of these points and make sure
motivating and conducive environment. How are you going to
they understand them.
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.

The instructor must be aware of their students' various

behaviors and be sensitive to and considerate of their
actions and conduct. The teacher should also be aware of
how to respond to such student behaviour. Focus on effort
rather than perfection, and if a pupil falls behind,
encourage them to try again. Extend unqualified positive
respect. Set a challenging but doable goal. Also, make sure
your expectations are crystal clear.

Guide for Mentors and Newly Hired Teachers 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.

72 The Teacher Induction Program - Course 1

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 that a well-organized
year, Teacher Joy enforces classroom management is in place
classroom rules promptly,
consistently, and equitably.
False Teachers must continually increase their students'
2. Ma’am Carol believes that it is a ability to self-monitor and teach.
waste of time to devote time in
teaching self-monitoring skills.

True This guarantees that the pupils remember the lesson.

3. Teacher Michael ensures that he
maintains instructional pace of his
lesson for the day and makes
smooth transitions between
activities.

True Giving students advice and encouragement motivates

4. Monitor classroom activities and them to work hard in class and participate actively.
give learners feedback and
reinforcement regarding their
behavior.

False To determine between average and below-average

5. Evelyn makes sure that there would
students, the teacher should assess his or her students
be one item in her quizzes that
would be very difficult for objectively.
learners to answer in order
to discriminate the very good
learners from the rest.

Guide for Mentors and Newly Hired Teachers 73

 Session 2: Positive Relationships
Optional Task: Learn from Others
Ask a colleague, either a fellow newly hired teacher or a fellow
subject area teacher, on which they think are the best ways to
build relationships with their learners. Write your findings on
the space provided. Limit your response to 100- 150 words.
The most essential thing a teacher can do is build
relationships with kids. There will be no excellent learning
without a solid foundation and connections founded on trust
and respect. Although I feel the value of connections cannot
be overstated, many teachers are unsure where to begin.
This is especially true when trying to form bonds with
pupils who come from different backgrounds than you.
While developing relationships with students can appear to
be a difficult undertaking, I aim to keep things simple by
following three guidelines:
. 1. Examine your beliefs.
2. Speak with your students.
3. Never keep a hatred against anyone.
74 The Teacher Induction Program - Course 1
Key Topic 1: Building Positive
Relationships with Learners
Positive learning communities and relationships contribute to a
great extent to learners’ engagement in face-to-face or
virtual classroom activities. Indeed, relationships are key--
which includes teacher-to-learner and learner-to-learner
interactions. To build a positive relationship with your learners,
you should know the importance of understanding and empathy.
Some of the conditions that are especially important in
encouraging positive learner behavior as part of the relationship
building process are:7
- Maintaining a positive emotional tone in the
classroom.
- Providing attention to the learner to increase positive
behavior.
- Providing consistency in the form of regular routines for
daily activities and interactions to make 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 awareness of students' needs are vital
1. Interacting respectfully and sensitively are in the classroom.
only important to elementary school
learners.

This guarantees that all pupils have equitable

2. Treating the learners kindly and respectfully access to school-based learning opportunities.
in the classroom is enough to bolster
academic achievement.

Regardless of the teacher's feelings about some

students, they should be taught and treated equally
3. Taking no notice of relationships during the in the classroom.
teaching and learning process.

Encourage the development of conversational

4. Awareness of explicit and implicit skills and the use of strategies.
messages given to learners is important.

You should be a good role model for your students

5. Modelling behavior to learners, whether whether they realize it or not.
intentional or unintentional, is important.

Guide for Mentors and Newly Hired Teachers 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
important trait of teachers. It means
being fair in activities such as
making assignments, settling
disputes, giving help, and choosing
learners to be assistants or to
participate in special activities.
Humor The ability to respond lightheartedly to
learners.
Respect This involves showing regard for the
rights and feelings of learners.
Openness Learners need to relate to their
teacher. The teacher needs to explain
clearly his or her feelings and the
circumstance that caused the
feelings.
Active Listening This means being attentive and
responding when a learner speaks. You
need to show that you have heard the
learner and to give him or her a
chance to correct a misunderstanding
or interpretation. You might try re-
stating what has been said or a use
of body language to show empathy.
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.

76 The Teacher Induction Program - Course 1

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 The Routines my Colleagues Set

Adviser Subject- Teacher in Class

1. Greetings 1. Introduce yourself to the students 1. Greetings to the students

2. Prayer
3. Brief discussion with students
about how they are feeling today
4. Remind the students of the rules
and regulations in the classroom
5. Begin the class
2. Prayer 2. Daily prayer
3. During the attendance check, give 3. Have an attendance record
the students a short energizer to get 4. Assignment/Output verification
them in the right mood 5. Begin the classroom discussion
4. Remind the students of the rules
and regulations in the classroom as
well as their responsibility

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.

Guide for Mentors and Newly Hired Teachers 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

I,Maybelle R. Escoto, a newly hired teacher, do solemnly swear to abide by the

following tasks on promoting trust and fairness to my learners:

a. In my classroom, I will promote gender and racial equality, and I will give equal

Praise and expectationsto all of my students.

b. I intend to foster a trusting environment in the classroom, where

Everyone is respected and communicates openly

c. In my classroom, I will impose non-discriminatory rules and regulations.

MAYBELLE R ESCOTO

(Signature over Printed Name)

78 The Teacher Induction Program - Course 1

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
1. We should tell our learners how we expect everyone to
behave in class (our learners and ourselves) and discuss these
expectations regularly.
2. We must inform our school’s administrators, other teachers,
and parents about our classroom rules, so they can help to
monitor them and to avoid conflicting expectations.
3. The rules we develop with our learners must be 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 must be subtle and
preventative.
5. We cannot get angry or lose self-control, but be role
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 dignity is
maintained.
7. We need to encourage learners to monitor their own behavior,
such as by keeping diaries. They also need to monitor each
other’s behavior with respect.
8. In teaching, we should not use ambiguous or vague terms.
Activities should be sequenced clearly and with as few
interruptions as possible.
Answer
Agree –We shall define behavior expectations, explain why
they're important, and offer suggestions and advice on how
to set them in your classroom.
Agree- Talk to your colleagues first.Experienced teachers
can provide rookie teachers with invaluable information and
advice.
Agree- Students expect their teachers to treat each student
fairly.
Agree- We must always be aware of what is happening
inside and outside our classrooms, and our monitoring must
be discreet and preventive
Agree -Your pupils are constantly monitoring what you do
and say. As a result, you have a significant obligation to be a
good role model for your pupils.
Agree -Good school discipline is dependent not just on
peaceful reactions to poor student behavior, but also on well-
trained and skilled teachers.
Agree -the implementation of strategies and interventions
that assist schools monitor behavior can also play a crucial
role.
Agree Activities should be clearly ordered and interrupted as
little as possible.
Guide for Mentors and Newly Hired Teachers 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.

80 The Teacher Induction Program - Course 1

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.

Guide for Mentors and Newly Hired Teachers 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.

82 The Teacher Induction Program - Course 1

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.

Guide for Mentors and Newly Hired Teachers 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

84 The Teacher Induction Program - Course 1

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
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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.
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Guide for Mentors and Newly Hired Teachers 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

Guide for Mentors and Newly Hired Teachers 87

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano Marina
Ma. Agie Amar Clarivil S. Layug Tagsip
Jonathan Baniaga Ms. Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Noemi Baysa Alma Jeanrick Deuna Nuñez Reggie Tuazon
Belarmino Rageene Maribel Perez Beverlyn Gladys Uy
Vera Dueñas 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

88 The Teacher Induction Program - Course 1