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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
courses.
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)
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 /
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
We dream of Filipinos
who passionately love their country One way of integrating this value in
her lesson is by showing pictures of different
and whose values and competencies scenarios. Upon showing the pictures ask
the students if it is a good thing or not. And
enable them to realize their full potential ask them to react if they are in the situation.
Another way is to ask the students
how are they going to respond if they see
and contribute meaningfully to building the nation. someone who has been bullied and ridiculed
by others on their way home. Ask them
As a learner-centered public institution, about the value of practicing kindness.
Maka-tao
1. Cooperates during activities
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
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a teacher, I want to be an inspiration I want my pupils to be more than me. I I want my school to be the best school.
to my pupils, colleagues, and to others. want my non-reader pupils to finish To be known for its quality produced
I want to be equipped with knowledge their grade level able to read and and to be a center of excellence.
and wisdom that I can impart to my comprehend. To be better than me and
pupils. I want to be better than I am to be the best they can be.
today by God’s grace.
ACTION POINTS
In order to become an inspiration, I will I will teach them whatever I learned The school will be known with the
engage myself in learning new that is essential to them, I will motivate quality of its produced. In order to
concepts and things. As we are lifelong them to be the best they can be. I will achieve that, my action points for
learners, I will not stop learning. If there invest my time teaching non-readers myself and for my class are the key to
is a chance to equip myself with new so that they can be able to read before achieve it.
knowledge, I will pursue it. finishing their grade level.
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.
It showed me that the center of teaching is I believe in the golden rule, “Do to others
not the teacher but the learners. At the end what you want them to do unto you.” In
of the day, the big question all teacher must dealing with people, you have to show
ask and answer is, “What did my learners respect so that they will respect you too.
get from me today?” The demands of the Love God and put Him first in everything,
changing world motivated me to serve the love your country and protect Mother Earth.
learners better and promote a learner- As for the vision, everyone deserves to be
centered environment for them. educated so that we can maximize the use
of our potential to be a better individuals
and serve others and our country with
excellence. I also believe that every
individual is unique and we need not to
compare one learner to the other. But we
can motivate them to be a better version of
themselves.
I learned from watching the PPST explainer How can PPST help me achieve my personal
video that teachers play a vital role in the growth and professional development?
teaching-learning process which is why this What is the importance of this program to
program was created to aid teachers in every me?
step of their career path. What qualities are expected of me based on
There are different levels of teachers, first is the domains of PPST?
the beginning teacher, proficient teacher,
highly proficient teacher, and distinguished
teacher.
I learned the different domains of the teaching
profession- content knowledge and
pedagogy, learning environment, diversity of
learners, curriculum and planning,
assessment and reporting, community
linkages and professional engagement, and
lastly, personal growth and professional
development.
It is used as a basis for all learning and
development programs for teachers to ensure
that teachers are properly equipped to
effectively implement the K12 program.
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 – Brigada
Self- care Enhancing 12- Parent-
Enrollment Kick- off 27-28 First
and teaching Teacher
period Quarter Test
preparation strategies to Conference/
22- opening deliver
Self- of classes Self- Card Day
better
preparation assessment
learning 28- Araw ng
Classroom Start of through
preparation teaching learner’s Pagbasa
examination
result Strengthening
Parent-
Teacher
Collaboration
Enhancing
reading skills
Self and
mental care
for teachers
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
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/
Department Head
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
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?
September 2, 2022 1. I will ask the learners to describe their family Make a collage showing respect to the family,
members and the responsibility they do at school and community.
home.
2. I will ask them what is the right of every
family member.
3. How to respect each other’s rights in the
family?
September 9, 2022 Role-play: Learners will be grouped into 3 with Make a graphic organizer that shows how are
5 members and will be asked to roleplay a you going to show respect to other people.
scenario where they can show respect to others
September 16, 2022 Differentiate your rights from your duties and Make a list of your rights and the
responsibilities as a student. corresponding responsibilities beside each
right.
September 23, 2022 List down the good characteristics you as a Draw how you see yourself 20 years from
student must have and the bad habit you should now. How can you help other people through
avoid to reach for your dreams. Share your your success?
thoughts in the class
• 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. Show compassion and empathy in your manner and Don’t make him feel bad by interrupting him when he is speaking. Let
style. him finish first the talking then later on if necessary, say something that
will help him feel better.
4. Make yourself as visible and accessible as you can. Make them feel free to talk to you if they have something to share.
5. Follow up on the conversations by Ask the learner who talked to you and ask how is he feeling now.
remembering to ask learners how they’re
doing and what they’ve done since you last
talked.
Even if you already do your job in an exemplary manner, may not be paying attention; you really cannot tell. No matter what you do to
expect that there are learners in your class advisory that try and draw him out, he is so shy that he just smiles enigmatically.
need special attention. Kotler et al. (1998) identify these
kinds of learners (pp.60-61):
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 5: On Bullying Talk to Kurt and ask why is he doing all these bullying things. The boy might
have a problem at home that must be addressed. After that, we can tell him that
Kurt: I am the toughest boy in this school. Everyone fears me, bullying is not a good thing, just make sure he is open and ready to listen.
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.
Case 6: On Adaptability Struggle Talk to Janelle and ask the reason why she cannot attend the class. Before
informing the class, ask first the involved. After finding the problem, look for a
Janelle: Online learning is new to me. I am used to face to face solution that will solve it.
classes. I will inform my teacher that I can not attend online
classes regularly and I can not submit my requirements on time.
Case 7: Technical Issues We could be a little patient about it because poor connection is out of our
control. Teacher could leave an asynchronous activity to be submitted after a
Allen: I really wanted to pass the subject, attend our online week so that the students can have ample time to answer. Or he can suggest if
classes on time and learn our lessons well. But because of my Allen can join one of his classmate during discussion so that he can still hear the
poor internet connection and I am only using a mobile phone, it discussion.
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.”
2. “Nothing else works!” or “The problem is the disciplinary approach, not the misbehavior of the children. Justifying
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.
Positive
3. Getting the student’s attention
before you begin class
Negative
5. Using physical force
5. Evelyn makes sure that there FALSE This could be a positive discipline however the used of the word
would be one item in her quizzes discrimination makes it sound negative. I think we should not
that would be very difficult for discriminate our pupils whether they know or not.
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.
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.
I greet them with a smile I greet them with a smile She greets them with a light heart
I check attendance daily I ask how are they feeling today She checks attendance
I ask how are they feeling today I ask what are their expectations She asks how are they, who ate
I ask what are their expectations for today, how are they going to breakfast, who are excited for
for today, how are they going to achieve those. today
achieve those. I tell them my expectations from She presents her lessons
I tell them my expectations from them
them I tell them rule 1,2,3 when
necessary
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.
b. I will give positive feedbacks and rewards for a job well done and treat mistakes as an avenue to
learning.
HARLENE SABADO-SALVADOR
Statements Answer
2. We must inform our school’s administrators, other Agree. Sometimes it is good to inform others so that they can help you
teachers, and parents about our classroom rules, so with the monitoring process. Besides, they are our partners in shaping
they can help to monitor them and to avoid conflicting our learners
expectations.
3. The rules we develop with our learners must be applied Agree. Rules are for everyone in the class and must be observed
consistently with no favoritism. regularly.
4. We must constantly be aware of what is going on in and Agree. In some point we must be aware of our pupils’ behavior so that
outside of our classrooms, and our monitoring must be we know how they progress.
subtle and preventative.
5. We cannot get angry or lose self-control, but be role Disagree. Sometimes we have to show how we feel so that the learners
models for good behavior, and follow the rules. know that we are hurt too but we must be very carefully in doing so.
6. When discipline is necessary, it focuses on the learner’s Agree. We are dealing with the behavior not the learner perse. We should
behavior, not the learner. The learner’s dignity is hate the behavior not the child.
maintained.
7. We need to encourage learners to monitor their own Agree. This is a good thing so that they know how they behave and how
behavior, such as by keeping diaries. They also need to they have progress.
monitor each other’s behavior with respect.
8. In teaching, we should not use ambiguous or vague Agree. It is important that the learners understand us and our instructions
terms. Activities should be sequenced clearly and with especially the lesson we are trying to convey.
as few interruptions as possible.
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.
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program .
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The Way
Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128. Paris:
UNESCO Publishing.
UNE-SiMERR
Dr. Joy Hardy
Deputy Director