Professional Documents
Culture Documents
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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.
Course Outline
Module 1: Becoming a DepEd Teacher
Module Outline
Session 1 – DepEd’s Mandate
Required Tasks
• Reflection survey
• Self-reflective activities
• Document reading
DepEd’s Mandate /
Vision /
Mission /
Core Values /
Strategic Directions /
Promoting equity in education begins with As a teacher, taking a bit of time and care to get
self-awareness. We must understand how our to know them as individual impacts the learning
identification within a particular group gives us process of the students. Beyond just finding out the
privilege in certain spaces and we must be open to learners' names. ages, friendship groups, and family
actively listen to marginalized groups who experience backgrounds, it is important to dig a bit deeper and
life differently because of their social groupings. We discover their learning interests and strengths.
must acknowledge our personal biases and seek to
understand people with different experiences.
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
We dream of Filipinos
who passionately love their country
and whose values and competencies Teacher Johanna can have an open fishbowl
discussion. It provides learners the opportunity to ear
enable them to realize their full potential issues, and to participate in the discussions about
important concerns. Essay writing can also make
and contribute meaningfully to building the nation. students put their understanding into written form.
Maka-tao
1. Cooperates during activities
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
My vision is to inspire a lifelong love My vision for my class is an atmosphere My vision for my school community is to
for learning by creating lessons that where each individual feels accepted emphasize equity, academic
are exciting, authentic, engaging, and and valued. excellence, reflective practice,
relevant to the lives of my students. curriculum integration and advocacy.
ACTION POINTS
Your school effectively implements a School-based I, Devia Albert M. Norombaba, pledge to make
Management (SBM) system that empowers your school head full use of my skills and talents in order to offer the best
to make decisions that respond to your school’s immediate instruction of which I am capable. I promise to never
stop learning, for a teacher should always remain a
needs.
learner too. I will exercise patience and tolerance in my
Your Grade Level Coordinator conducts LAC sessions with classroom and I will foster a supportive environment for
all my learners.
all the teachers in the grade level to be knowledgeable about
the concerns of teachers and learners.
I learned from watching the PPST explainer video The video explainer explained everything I need to
the relevance of professional standards in the continued know about PPST.
professional growth and improvement of teachers. It is
dedicated to assisting teachers and acknowledging the
evidence that effective teachers are critical to improving
student achievement.
DepEd Order no. 42, s. 2017 mandates that the PPST “shall 3. Learning and Development (L&D) - represented
be used as a basis for all learning and development programs in the framework by the Learning Action Cells and
for teachers to ensure that teachers are properly equipped the Targeted Professional Development and Teacher
to effectively implement the K to 12 Program. It can also Training.
be used for the selection and promotion of teachers. All
4. Rewards and Recognition (Rewards, Compensation)
performance appraisal for teachers shall be based on this
framework” (Section 5).
• 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.
Session 4 - Opening of Classes The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
Session 5 - Handling Advisory Classes 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
Estimated Time required: 1 hour
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local
Required Tasks
and national celebrations provided that these activities are
• Personal School Calendar beneficial to learners.
• Reading and Reflections
Guide for Mentors and Newly Hired Teachers 25
Alternative delivery modes or make up classes may be recovery of missed school days and provides guidance in
undertaken to compensate for the unplanned suspension choosing appropriate modalities that can be used to fit to
of classes due to natural calamities. The President, in a rehabilitating context.3 All of these important documents
coordination with the Secretary of Education and the show that the education department is serious in living out
Department of Education (DepEd), may opt to set a different its mandate to deliver continuous learning.
date for the beginning of the school year.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily suspended
Key Topic 2: Continuity of Learning classes and adjusted the current school term in an effort
(A History) 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
At the height of the Gulf crisis in the Middle East, DepEd would continue in October. The announcement came after
Order (No. 1, s. 1991) ordered a system of continued learning numerous schools were asking for different extensions
despite the apparent war. Its content clearly specified that and possible class opening dates. DepEd opted to adjust
“the continuing education of the youth remains the utmost classes by introducing modules and the use of online video
priority.”1 The order also envisioned mechanisms for
conferencing applications such as Zoom.
home-based learning, utilization of self-learning kits (both
reinforcement and enrichment), and application of various DepEd also introduced its “Basic Education Learning
multimedia platforms. Continuity Plan” (BE-LCP) as its plan so learners are still able
to continue their learning despite any ongoing disasters like
While the Gulf crisis did not escalate as it was expected,
calamities, pandemics, etc. There are four important aspects
DepEd shows that it has the contingency plan in place in case
to the plan: communication, materials, learning activities
a disruption of classes ensues. Moreover, our geographical
and assignments, and assessments. Communication
location as a country makes us vulnerable to tropical storms
involves ways of providing teaching whether it be answering
and volcanic eruption. These natural factors directly affect
questions, discussion of a topic, relaying instructions, or
continuation of the school calendar. Hence, there is DepEd
anything about the course. Materials include the lessons,
Order No. 43, s. 2012 that provides a protocol for cancellation
references, and other things needed for learning activities.
of classes according to PAGASA’s weather bulletin.2
Learning activities and assignments are activities that
Another document, DepEd Order no. 109. s. 2009, lays out
facilitate learning and come in many different forms or done
the post-calamity education set-up which gives provision for
through a variety of methods depending on the teaching
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines style of the teacher or what is specified by the lesson plan.
For the Implementation of the Education Sector Contingency Plans for All Assessments are methods to gauge a student’s progress.
Levels.” (Department of Education, 1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines on
the implementation of Executive Order No. 66 (Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities).” 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
(Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 1.
25 1
12 Brigada National 5 1
Independence Start of Kick-Off World Teachers' All Saints Day
Day enrolment period Day (Regular Holiday)
1-26
Brigada Eskwela 27-28 2
23
(National Schools' All Souls Day
DepEd Founding Repair and
First Quarter
Anniversary Maintenance Period) Examination (Special Working
Day)
22-23 15
Fourth Quarter Oplan Balik Eskwela 5
Comman Conference End of Academic
Examination
(Final Quarter 1
21
Examinations for Ninoy Aquino Day
Grades 6 and 12) 7
22 Start of
29-30 *End of Enrollment Academic
Period Quarter 2
Fourth Quarter
*Opening of Classes
Examination *Start of Academic
(Final Quarter 1 12
examinations for Parent-Teacher
Grades 1-5 & 22-26 Conference /
7-11) Conduct Psychosocial Distribution of
Support (PSS) Report Cards
Activities
29 30
National Heroes Day Bonifacio Day
(Regular Holiday)
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
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.
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:
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
2. Teacher Lorrine is handling a case of some c. Guidance The role of guidance counselors in schools is to
Grade 7 learners who were caught cheating Counselor work with students and parents to help guide
by their adviser. She calls the attention of students' academic, behavioral and social growth.
the parents and reports to them what the
learners did. Since it is the first incident,
the learners are reprimanded and remind-
ed of the importance of honesty and of not
cheating.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
c. Guidance Counselor
d. Administrative Officer
a. Librarian/LRMDS Coordinator
b. School Nurse
c. Property Custodian
CLOSING ROUTINES
1. First impressions are really important, Their first impression on you can become your
so you have to set a good first True classroom strategy.
impression to your learners, their
parents, and your co-teachers.
2. In your first contact with your learners, Being confident gives your students and parents
co-teachers, and parents, you need True assurance that they can count on you.
to display confidence and show that
you know what you are doing even in
things that you are not so sure about.
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?
• Listen not only for what the student is saying but • Follow up on the conversations by remembering to
also try to understand the meaning of the non-verbal ask learners how they’re doing and what they’ve done
gestures. since you last talked.
3 The student who is in over her head she feels like she is so Show compassion and empathy in your manner and style.
far behind.
Listen not only for what the student is saying but also try to
4 The procrastinator continually plays games with you.
understand the meaning on non-verbal gestures.
The overly social student is always flirting or disturbing If you must ask questions, do not interrogate, ask open-ended
5 others around him.
inquiries that encourage them to elaborate.
Even if you already do your job in an exemplary manner, • The student who is in over her head feels like she is so
expect that there are learners in your class advisory that far behind there is no point in even trying to cooperate
need special attention. Kotler et al. (1998) identify these in class. She has given up all hope.
kinds of learners (pp.60-61):
• The procrastinator continually plays games with you.
• The angry student looks sullen, with a chip on his He always has excuses for why he does not have his
shoulder. No matter what you do, he will resist your work completed. He may be wickedly charming, but
efforts. he manages to avoid doing much that is useful.
• The withdrawn student is certainly not a behavior • The addicted student is strung out on drugs or alcohol.
problem; quite the opposite, she may sit passively in Her attention is, at best, fleeting. She sits in the back
the back of the room or even sleep with her head on of the room with a glassy-eyed stare.
the desk.
• The overly social student is always flirting or disturbing
• The quiet student just does not talk at all. He may or others around him. You stop him a dozen times, but he
may not be paying attention; you really cannot tell. No does not seem to respond to the corrections.
matter what you do to try and draw him out, he is so
shy that he just smiles enigmatically. • The class clown may be motivated by either a sense
of humor or something more perverse. Regardless of
his intentions, he is constantly the center of attention.
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”.
Session 1: Positive Discipline in Physical and Virtual • UNESCO. Embracing Diversity: Toolkit for Creating
Learning Environment Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Session 2: Positive Teacher-Student Relations Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
Estimated Time Required: 1 hour • PPST Resource Package Module 15: Establishing safe
and secure learning environment to enhance learning
Required Tasks through the consistent implementation of policies,
guidelines and procedure
The following are the tasks in this module.
• Scenario Analyses
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online teaching
and learning direction such as a strategic pre-
- Model orderly, predictable behavior, respectful planned schedule of screen time activities based on
communication, and collaborative conflict resolution your lesson plan.
Case 3: On Giving a Wrong Response to a Question Since not all students learn in the same way,
teachers must be aware of their students' unique learning
Clark: I am so nervous in class. I am afraid that the teacher is
styles. Clark's behavior in class, in which he consistently
going to ask a question when I don’t know the answer. Even if
gives incorrect answers, does not indicate that he is not
the answer is obvious, sometimes when the teacher looks at
paying attention; rather, it indicates that he does not
me, I can’t speak. I become scared and just remain quiet. I know
understand the lesson.
everyone is staring at me and laughing, but what can I do? I
just can’t risk giving the wrong answer. Even in tests, I feel so
This makes him fearful of participating in class
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
because he believes his classmates will mock him.
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 could benefit from a remedial lesson after
class, which the teacher could provide. Discuss with him
Clark’s teacher: This boy is insulting me by not paying attention. what he didn't understand in the lesson and give him
How many times have I taught this thing? Is he not listening? I remedial activities to help him understand it better.
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 Embarrassing the students in class when they give
answer to this simple question. I am going to reprimand this boy incorrect answers will discourage the students from learning
so that everyone will learn that when I teach, they have to pay or attending school.
attention. They should know the right answer before I ask the
question!
Case 6: On Adaptability Struggle Due to the pandemic, schools were forced to switch
from face-to-face to online education.
Janelle: Online learning is new to me. I am used to face to face
classes. I will inform my teacher that I can not attend online Students were forced to study online on the spur of
classes regularly and I can not submit my requirements on time. the moment, which caused anxiety and stress. What the
teacher could do is be considerate of the students'
Janelles’s teacher: This student may just be making an excuse
circumstances. Allow enough time for them to submit their
for not attending our online classes and not submitting on time.
requirements.
As their teacher, I need to be able to communicate to my class
that I will not tolerate complacency and that this rule must
Always encourage them, even if it's just short phrase
equally and strictly apply to all.
like "You can do this". Recognize that everyone is going
What alternative action/s could you suggest in order to promote through a difficult time. If Janelle in unable to access online
positive discipline? learning, the teacher should provide Janelle with other
options for continuing her education.
Case 7: Technical Issues If Allen was unable to participate in the lesson due
to poor internet connection, the teacher should provide him
Allen: I really wanted to pass the subject, attend our online with printed materials that are aligned with their lessons so
classes on time and learn our lessons well. But because of my that he would not be left behind his classmates.
poor internet connection and I am only using a mobile phone, it
is difficult for me to catch up with the discussions as well as with
the required tasks. Everyone is doing a great job except me. I
think I should just drop out from school.
Statement Remark
“People who use this argument often do it to reduce the guilt they have for using corporal
1. “It happened to me and
punishment on their children today. In their minds, they are defending their violent actions
did no harm.” against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children. Justifying
2. “Nothing else works!” or
that a child has asked for violence is really intended to make the perpetrator feel less
“They asked for it!” guilty and transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
works best. Other the teacher-child relationship. Children become angry at why someone who is supposed
methods don’t.” to teach and care for them is instead threatening, beating, or insulting them.”
4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and teachers
resort. I had no choice!” to result in physical punishment at the first instance not as a last resort.”
5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” the time to build a positive relationship with the children.”
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the
2. “Positive reinforcers are type of positive reinforcers appropriate to your online class setting. For example, social
reinforcers can be done by giving praise or verbal recognition to the learners during
costly and difficult to online activities and praise for the submitted tasks on time. Another example is the
administer.” activity reinforcers, which can be done by assigning highly engaged learners to monitor
chat questions or by allowing the learners to have breakout sessions in unstructured time
to discuss among themselves about a specific topic in the lesson.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”
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.
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.
1. During the group activity of Teacher B. Develop prosocial Resolve the misbehavior in a timely manner.
Justin for his Classroom Observation behavior,
(CO), two of his pupils started argu- self-discipline, and
ing with each other, which caused character
noise and distracted their classmates.
Teacher Justin then told them to stay
away from each other and that he will
deal with the both of them after class.
2. Teacher Gemma prepared a very C. Maximize the child's Maintain adhere to the lesson plan so that
engaging group activity for his Grade active participation your lesson activity guides you. When doing
7 during her CO. Because of the group activities, always include a time limit
learners’ enthusiasm and excitement, so that students are aware of how much
Teacher Gemma exceeded her time time is left.
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
3. During the class of Sir Christopher, A. Develop prosocial Address the misbehavior in a proper manner
there was an on-going group activity behavior, by speaking with them privately and
for his learners. Most of the pupils self-discipline, and explaining their inappropriate behavior in
were quiet except for this one group character class.
wherein two pupils were talking about
unrelated topics loudly, disrupting the
other groups. He approached them
and with a soft voice he said to them,
“It seems that you forgot our rules F. Assure fairness
during class activities, just wait until (equity and
non-discrimination) and
our class is finished and see what
justice
happens then”. The two suddenly
quieted down and went on with their
activity.
6. Teacher Cora records the learners A. Develop prosocial To avoid embarrassment, the teacher
performances and outputs during behavior, should call the students' attention after the
synchronous and asynchronous ac- self-discipline, and online class to discuss their incomplete
tivities. She noticed some incomplete character activities or during the lesson.
activities compiled by the learners.
During her online class, Teacher Cora A. Promote solidarity
asked the learners to share their online
experiences. After some important
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.
1. Acting in the way that you want POSITIVE Set a good example for your students.
the children to act (modelling)
3. Getting the student’s attention POSITIVE The aids in establishing good classroom
before you begin class management and focusing on the lesson.
The following are some ways that can help you create a
motivating and conducive environment. How are you going
to illustrate these ways in your own classroom? Limit your
response to 100-150 words per question.
2. Ma’am Carol believes that it is a Teachers must constantly improve their students'
waste of time to devote time in FALSE self-monitoring abilities and teach them how to master
teaching self-monitoring skills. their craft.
3. Teacher Michael ensures that he This ensures that the lesson is remembered by the
maintains instructional pace of TRUE students.
his lesson for the day and makes
smooth transitions between
activities.
5. Evelyn makes sure that there The teacher should assess his/her students fairly in
would be one item in her quizzes order to differentiate between average and below
that would be very difficult for FALSE
average students.
learners to answer in order
to discriminate the very good
learners from the rest.
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.
/
Regardless of the teacher's relationships with
3. Taking no notice of relationships during some students, students should learn and be
the teaching and learning process. treated fairly in the classroom.
/
5. Modelling behavior to learners, Whether your students notice it or not, you
should be a good role model for them.
whether intentional or unintentional,
is important.
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and choosing the feelings.
learners to be assistants or to
Active Listening This means being attentive and
participate in special activities.
responding when a learner speaks.
You need to show that you have
heard the learner and to give
Humor The ability to respond lightheartedly him or her a chance to correct a
to learners. misunderstanding or interpretation.
You might try re-stating what has
been said or a use of body language
to show empathy.
Respect This involves showing regard for the
rights and feelings of learners. These characteristics may model to learners how they would
also interact with each other. This would enhance learner-to-
learner relationships.
Courtesy This is another sign of respect.
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.
a. Promote
___________________________________________________________
gender and racial equality inside and outside the school.
___________________________________________________________
b. Foster
___________________________________________________________
a trusting environment inside the classroom where everyone is respected
___________________________________________________________
and communicates openly; and
c. ___________________________________________________________
Adhere and impose nondiscriminatory rules and regulations.
___________________________________________________________
______________________________________________
DEVIA ALBERT M. NOROMBABA
Statements Answer
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.
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.
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.
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Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
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UNE-SiMERR
Dr. Joy Hardy
Deputy Director