New Tip Course 1 Dep Ed MNHS

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New TIP Course 1 (Dep Ed Teacher)

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Teacher Induction http://www.
Program (TIP)
gbooksdo nl
com/
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
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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:
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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

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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

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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

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a. promote quality education?

Session 1 – The DepEd’s Mandate
The DepEd’s Mandate
The Department of Education (DepEd) was established A new teacher like me needs to get to know more about the
through the Education Decree of 1863 as the Superior Depart of Education. I will promote quality education by
Commission of Primary Instruction under a Chairman. The knowing by heart the basic tennets of this institution, from
Education agency underwent many reorganization efforts in the its vision and mission as well as tis core values. I will also
20th century in order to better define its purpose vis-à- vis the start by creating worthwhile lessons aligned to the
changing administrations and charters. The present- day direction Deped is trying to achieve.
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.
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:

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b. uphold equity in education? c. respond to the needs of the learners?
Creating an opportunity for a conducive learning Each learner has their own stories and situations. We
environment with the equipped tools and resources is a should at all times be sensitive in catering to their needs
necessity to uphold quality education. I will treat each and responding to their concerns. It starts by treating them
student equal regardless of their culture, gender, age and as unique, and appreciate their own differences. Every
religion and their social status. With this our learning student needs to be taught of good values to motivate them
environment will be full of collaboration and fairness, and and be involved in a better learning environment.
it will start by removing those educational barriers.

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Session 2: Vision, Mission, and Core Values

Preliminary Activity:
As a new public school teacher, what are your visions for yourself, for your class, and your school community?
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
My goal is to become a good teacher. My vision in class is for it to become a Since I aim for my students to become a
Being a beginning public school teacher, haven of learning. I want my students to good role model of the society, My vision
I have realized that I will learn a lot. My feel motivated every time they enter the is having them taking an active part in
priority is to see my students grow and classroom. My ideal class is the one that is community building, all the while realizing
become active to develop their own open for students to explore new ideas and their greatest potential as they grow.
strengths and weaknesses, as well they are all of assistance if needed. I will
becoming a good citizen of their be at all times student-centered and
community. differentiated.

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Key Topic 1: DepEd’s Vision

Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales
Memorial National High school. She encourages her learners to
demonstrate their love of country through practicing acts of
Vision 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.
We dream of Filipinos
Teacher Joanna should use subject integration as her strategy.
who passionately love their country Her Lesson objective should be built upon integration and
children’s’ experiences. Having this conversation about their
and whose values and competencies personal experiences will help them work cooperatively and
will provide opportunities for children to be helpful to one
enable them to realize their full potential another.
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.

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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
Key Topic 2: DepEd’s Mission
learners to gain confidence and participate in scouting? You may
respond in 3-5 sentences.
As a practical method of learning, doing a hands-on

orientation is the way to go. The scout needs to build
confidence and social skills, so Teacher Andrew is Mission
recommended to do the said method of learning.
Activities and games in an outdoor setting provides a way for
students to develop their skills. Working in small groups give To protect and promote the right of every Filipino to quality,
them a sense of camaraderie, while providing a worthwhile equitable, culture-based, and complete basic education where:
contact in the environment. 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.

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.
The Teacher Induction Program - Course 1

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Scenario 1: Key Topic 3: The DepEd Core Values

Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make sure that
she can provide a child-friendly, gender-sensitive, safe, and
motivating environment in her class. What should she do to
achieve this? You may respond in 3-5 sentences. Core Values
Teacher Helga may create connections in their classroom by In promoting “One DepEd,” the official DepEd core values
getting to know the lives of her students. It is also called adapted the national motto as stated in the Republic Act No.
non-discriminatory curricula. By making the students 8491 (otherwise known as the Flag and Heraldic Code of the
express themselves, they will be able to encourage one Philippines). The core values are enumerated as such:
another and also good values will be applied by respecting
differences between the students.
Maka-Diyos
Maka-tao
Makakalikasa
n 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

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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

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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

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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 a 4. Promotes the appreciation and enhancement of
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

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Let’s see how you would apply the DepEd Core Values in Scenario 2:
responding to the following school scenarios. You may answer The DepEd Core Values teaches us the love for God (maka-
the following questions in 3-5 sentences. Write your answer on Diyos), love for fellow men (maka-tao), love for nature
the space provided. (makakalikasan), and love for country (makabansa). Teacher
Molina inspires his Grade 2 learners to become a better version
Scenario 1: of themselves through exemplifying qualities and characters of
our national heroes. What classroom management strategies
Teacher Luis is a Grade 10 guidance counselor and a Values can Teacher Molina employ to encourage learners to apply the
Education teacher at Arellano High School. One of his classes DepEd core values in real life situations?
has a diverse religious background. One day, two of the learners
insisted that the class should start with a prayer led by an The DepED conceptualized three (3) major strategies for 2018
assigned student. This leads to a heated debate arguing about to 2022. These strategies include
their own religious and spiritual beliefs. How can Teacher Luis (1) organizational alignment, (2) establishing Quality
mediate and help resolve the argument? (You may refer to Management System (QMS), and (3) School Organizational
Department Order (No. 32, s. 2013) and Department Order Structure Review. Teacher Molina can use these 3 strategies in
(69, s. 1990)). encouraging his learners to apply Deped Core Values in their
everyday lives.
Teacher Luis should exercise what is written on DO 69 –
OPTIONAL RELIGIOUS INSTRUCTION UNDER
PARAGRAPH 3, SECTION 3, ARTICLE XIV OF THE 1987
CONSTITUTION.
It states in number 6 that: No students/pupils shall be allowed

or permitted to attend religious instruction classes without the
written request permission of his/her parents guardian.In
relation to this, it is also stated in number 2 that Teacher Luis
should have prepared and assisted in distributing the form on
which parents signify their conformity or refusal to have their
children or wards receive religious instruction.

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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
Working as a public school teacher, being a My classroom will be a welcoming, I aim for my students to become an active
role model to my students is the key so that nurturing place for my students. It will be a member of the society, helping the
I would be able to emphasize the value of safe classroom where its primary purpose is community in ways that they can. They will
education. I will also need to apply to touch their lives by giving them grow and develop as a decent and respected
progressive style of teaching and make assistance for them to learn, discover and individuals in their own community.
sure my students will be equipped with 21st explore new ideas. All the students needs no
Century Skills that is very important to matter how diverse they are will be catered.
have nowadays. I will make sure that my
students will become well-rounded,
thinking individuals.
ACTION POINTS
To be able to achieve my vision, I will I will facilitate in helping my students in I will keep and open communication with
employ proper teaching strategies that I see their self-reflection, to have critical thinking the parents and stakeholders. With this a
best for my students. I will help them in in each lesson I teach them. Their learning strengthened partnership will be established
discovering and applying what they have experiences should not only stop in to create an equal supportive learning
learned in their lives, until they reach their classroom but will continue outside as they environment.
own personal milestones. learn more about the world and themselves.
I will teach them to interact with others and
learn from each other’s experiences.

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

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Required Task 2: Pledge of

ZC.pptx Commitment (Portfolio Output)
Required Task 1: Identification

Identify the DepEd Strategic Goals being addressed by the Pledge of Commitment
following scenarios.
Write your own pledge of commitment in support to DepEd
1. Expand Access to Basic Education Strategic Directions. You may write your statements in 3-5
sentences.
2. Improve Quality and Relevance
I promise to fulfill my duties and responsibilities as a new
3. Modernize Education Management and Governance teacher of the Department of Education. I will always align
my actions to DepEd’s vision and mission. I promise to
provide excellent service to my students by giving proper
Your school effectively implements a School-based instructional delivery. I will always make my students the first
Management (SBM) system that empowers your school head priority, in guiding them to learning to ensure no one gets left
to make decisions that respond to your school’s immediate behind.
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.
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.

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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?
This module helped me in reflecting on my vision in my

This module helped me in reflecting on my vision in my
teaching career in DepEd. This clarifies my goal and
teaching career in DepEd. This clarifies my goal and
aspirations for my students. This module gave me a clear
aspirations for my students. This module gave me a clear
understanding that promotion of a learner- centered
understanding that promotion of a learner- centered
environment is necessary for the betterment of my students.
environment is necessary for the betterment of my students.
This gave me the confidence to continue to become
This gave me the confidence to continue to become
motivated because I know that I am guided by DepEd’s
motivated because I know that I am guided by DepEd’s
Mandate and directions.
Mandate and directions.

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Guide for Mentors and Newly Hired Teachers
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)?

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This module serves this session has assisted me in clarifying I believe that everyone deserves is entitle to a high- quality
my vision and motivation to the learner centered. It has taught education, and that we must produce students that has a high
me to tailor fit my instructional delivery aligned to the needs of regard in core values. I adore my country, facilitate learning,
the students. I have learned in this module that students are our and constantly nurture my students, all while providing a child-
utmost priority. friendly, gender- sensitive, full of quality, safe environment.

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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
I have discovered that the PPST Standards really helps us in How can this PPST Strands implement in easy way with
discovering effective teaching methods and learning them to the overlapping activities of teachers has throughout the
develop it efficiently. year without causing them too much stress.
Learning is a life-long experience; it is a long winding road that I would like to learn more about PPST concepts and to
will lead is to grow.
clarify detailed matters about it, as well as the ideas and
strategies that I can use as a teacher to solidify between the
school and community, and how we can be welcoming
when it comes to diversity of different cultures in the
classroom.

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development programs and courses for all DepEd Teachers,

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

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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.

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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.

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Module 2 - Gearing up
Required Resources
for the School Year
• Deped Order (No. 1, s. 1991)
Intended Module Learning Outcomes • Deped Order (No. 109, s. 2009)
At the end of this module, you will be able to:
• Deped Order (No. 43, s. 2012)
1. establish safe and secure learning environments through
the implementation of DepEd and school policies, Session 1 – The DepEd
guidelines and procedures on the preparation, start, and
daily management of classes (2.1.2) School Calendar
2. plan and manage administrative, teaching and learning Key Topic 1: The DepEd
processes through efficient lesson planning and
accomplishment of school forms; and compliance with School Calendar
DepEd’s policy and guidelines on lesson preparation The DepEd school calendar for each school year sets the
(4.1.2) opening and closing day of classes. It also prescribes the
number of school days where learners need to go to school,
3. manage learner behavior constructively by applying
inclusive of the in-service training for teachers, parent-teacher
positive and non-violent discipline (2.6.2)
conferences, and a celebration of the World Teachers’ Day. As an
example, you may see D.O. 7 s. 2020, School Calendar and
Module Outline Activities for School Year 2020- 2021.
Session 1 - The DepEd School Calendar Session The DepEd school calendar also follows Republic Act 11480,
which is also known as An Act to Lengthen the School
2 - The School Support System Session 3 - Pre- Calendar from Two Hundred (200) Days to Not More Than Two
opening of Classes Preparation Session 4 - Opening Hundred Twenty (220) Class Days.
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
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local and
hour Required Tasks
national celebrations provided that these activities are
• Personal School Calendar beneficial to learners.
• Reading and Reflections

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recovery of missed school days and provides guidance in

Alternative delivery modes or make up classes may be choosing appropriate modalities that can be used to fit to a
undertaken to compensate for the unplanned suspension of rehabilitating context.3 All of these important documents show
classes due to natural calamities. The President, in that the education department is serious in living out its
coordination with the Secretary of Education and the mandate to deliver continuous learning.
Department of Education (DepEd), may opt to set a different date
for the beginning of the school year. 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,
Key Topic 2: Continuity of Learning and school staff from possible exposure to COVID-19. For
(A History) 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
At the height of the Gulf crisis in the Middle East, DepEd different extensions and possible class opening dates. DepEd
Order (No. 1, s. 1991) ordered a system of continued learning opted to adjust classes by introducing modules and the use of
despite the apparent war. Its content clearly specified that “the online video
continuing education of the youth remains the utmost
conferencing applications such as Zoom.
priority.”1 The order also envisioned mechanisms for home-
based learning, utilization of self- learning kits (both DepEd also introduced its “Basic Education Learning
reinforcement and enrichment), and application of various Continuity Plan” (BE-LCP) as its plan so learners are still able
multimedia platforms. to continue their learning despite any ongoing disasters like
calamities, pandemics, etc. There are four important aspects to
While the Gulf crisis did not escalate as it was expected,
the plan: communication, materials, learning activities and
DepEd shows that it has the contingency plan in place in case a
assignments, and assessments. Communication involves ways
disruption of classes ensues. Moreover, our geographical
of providing teaching whether it be answering questions,
location as a country makes us vulnerable to tropical storms
discussion of a topic, relaying instructions, or anything about
and volcanic eruption. These natural factors directly affect
the course. Materials include the lessons, references, and other
continuation of the school calendar. Hence, there is DepEd
things needed for learning activities. Learning activities and
Order No. 43, s. 2012 that provides a protocol for cancellation
assignments are activities that facilitate learning and come in
of classes according to PAGASA’s weather bulletin.2 Another
many different forms or done through a variety of methods
document, DepEd Order no. 109. s. 2009, lays out the post-
depending on the teaching style of the teacher or what is
calamity education set-up which gives provision for
specified by the lesson plan. Assessments are methods to
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – gauge a student’s progress.
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

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Due to Typhoons, Flooding, Other Weather Disturbances, and

3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-
Calamities).” (Department of Education, 2012), 1.
Up Classes for Lost Schooldays.” (Department of Education, 2009), 1.

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Key Concept 3: Implementing The DepEd School Calendar contains the guidelines that should be observed in schools nationwide,
Guidelines including school programs, curricular non-classroom-based activities, and parent- teachers conferences.
Some of the important dates to be observed include a general assembly,
Required Task 1: Reading and
Reflection
deworming of children, career guidance, in-service training, Christmas break, standardized tests
Study the rationale of the Implementing spearheaded
GuidelinesbyofBureau
the of Education Assessment (BEA), summer classes, and end of school year DepEd School
Calendar for the current school year.
rites.
Write your insight on the space provided below. Limit
your response to 150 words. As a teacher who works in the Department of Education, you
“we have pushed through with this decision because the are enjoined to be familiarized with the DepEd School
Department wants the education amid the COVID- 19 Calendar because it will affect school-based calendar and your
pandemic to be more inclusive to learners and to provide professional work within the school year. It is important to mark
additional time for teachers to adjust in the distance the dates on your own calendar, so that it gives you a heads up
learning set-up”, according to Secretary Briones. on how you plan your activities throughout the year.
It is necessary for new teachers like me to become

acquainted to the Department of Education’s school calendar
of activities since this will allow us to prioritize our goals in
order to strengthen our teaching abilities, training, and
developing our careers professionally. As a teacher of the
Department of Education, it is important to have awareness
to the date in our own calendar so that you will be able to
plan your activities throughout the year.

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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: 2022-2023
June July August September October November

12 Independence 4 Start of 13 Start of 1- 30 Brigada 5 World Teachers’ 1 All Saints’ Day
Day Remedial/Advance Enrollment Eskuwela Day 2 All Souls’ Day
23 DepEd ment Classes 3 - 31 Brigada 13 End of 4 - 17 SPG/SSG 12 End of
Founding Eskuwela Enrollment Period / Election Academic Quarter
Anniversary 21 Ninoy Aquino Opening of Classes Career Guidance 1
24 End of Day / Start of Quarter 1 Orientation 15 Start of
Academic Quarter 30 National Heroes Oplan Kalusugan Academic Quarter
4 and School Year Day sa DepEd 2
28 JHS and SHS Accreditation & 27 Araw ng
Baccalaureate Equivalency Test Pagbasa
Mass 30 Bonifacio Day
29 SHS Graduation Accreditation &
30 Moving up Equivalency Test
Ceremony

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December January February March April May

8 Feast of 1 New Year’s Day 2-5 Mid-year Break 28-31 8 End of Quarter 3 1 Labor Day
Immaculate (Regular Holiday) 1 Chinese New Administration of 9 The Day of Valor (Regular Holiday)
Concepcion 3 Resumption of Year (Special Non- PISA in Selected (Regular Holiday) 2-6 & 10-13
(Special Non- Classes Working Day) Schools 11 Start of National Elections
Working Holiday) 28 End of 7 Start of Academic Academic Quarter Related Activities
20 Start of Academic Quarter Quarter 3 4 9 National
Christmas Day 2 12 Parent-Teacher 14 Maundy Elections
25 Christmas Day 31 Mid-year Break Conference/Distribu Thursday (Regular TAYO Naman!
(Regular Holiday) NAT 12 tion of Cards Holiday) Mental Health and
31 Last Day of the 25 People Power 15 Good Friday Psychosocial
Year Anniversary (Regular Holiday) Support Service for
16 Black Saturday DepEd Personnel
(Regular Holiday)
23 Parent-Teacher
Conference/Distribu
tion of Report
Cards

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

FALSE The Deped School Calendar is always specific with the
The DepEd school calendar for each school year dates from the start and end of classes for it will give
does not set the specific dates for the opening and awareness to both teachers and students throughout the
closing day of classes. school year.
Republic Act 11480, which is also known as An TRUE
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 FALSE Only teachers receive in-service training, and students are not
number of days required for learners to be in included.
school.
The parent-teacher conference is inclusive of the FALSE The number of days required for students to attend school is
number of days required for learners to included in the parent-teacher conference.
be in school.
Alternative delivery modes or make up classes are FALSE Make-up classes are permitted to compensate for an unplanned
not allowed to be undertaken to compensate for suspension in order to complete the lesson.
the unplanned suspension of
classes due to natural calamities.
The Basic Education Learning Continuity Plan TRUE
(BE-LCP) is a plan that aims to allow learners to
continue their learning despite
any ongoing disasters like calamities, pandemics,
etc.
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities

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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)

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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.

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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

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Scenario Answer Feedback

A. Librarian/LRDM The librarian and LRDMS Coordinator keep the
1. Teacher Leo creates activities to make sure
S Coordinator books and teacher-created activities in the library
that learners and teachers access the place
for the students’ additional supplementary materials.
where reading materials and learning
resources are kept. He also crafts a schedule of
the classes that could visit the place. He
coordinates with the School Head for the
selection, acquisition, organization, and
maintenance of reference and reading
materials.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/

Department Head
2. Teacher Lorrine is handling a case of some B. Guidance The School Guidance Councilor is in charge of
Grade 7 learners who were caught cheating by Coordinator/Teac providing students with guidance counseling. She
their adviser. She calls the attention of the her could convene a meeting with her parents to
parents and reports to them what the learners discuss the issue and impose punishment in order to
did. Since it is the first incident, the learners avoid making the same mistake again.
are reprimanded and reminded of the
importance of honesty and of not cheating.
d. Subject/Learning Area Coordinator/

Department Head
34 The Teacher Induction Program – Course 1

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Scenario Answer Feedbac

k
C. Guidance Guidance Counselors assist students in deciding

3. Teacher Steffi is conducting a career guid- Councilor which career path to take on their journey.
ance and advocacy seminar to Grade 12 learners
focusing on the four exits envisioned for SHS
graduates—namely, higher education,
entrepreneurship, employment, or middle-level
skills development. Afterward, she gives them a
survey to answer on what they plan for their
career development after SHS.
d. Subject/Learning Area
Coordinator/ Department Head
D. Administrative Before implementing any school improvement

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

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Scenario Answer Feedback

C. Property Custodian The property custodian is in charge of
maintaining and reporting on school property,
5. Miss Rhea prepares the receipt, issuance,
materials, or equipment.
maintenance, and safekeeping of supplies,
materials, and equipment and other properties
and facilities of the school. She also conducts
and maintains the inventory of properties and
prepares the required reports for the School
Head’s reference.
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator

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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)).

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Scenario 2
Required Task 2: Scenario Analysis Teacher Mary Ann, a fellow teacher whom you consider a
To foster harmonious relationships with the wider school friend, messaged you on Facebook and told you that she will be
community, it is important to involve learners, parents, and absent tomorrow. She asked you to substitute all her five classes.
other stakeholders in identifying and resolving issues and Without letting you respond, she already sent you the learning
concerns in the school community. Discuss how you can help materials for her lessons tomorrow. However, you also have
in each scenario and involve some key personnel who can help classes to attend and your learners are expecting to deliver a
you resolve the following challenges. performance task that they prepared for. What are you going to
do as a colleague and who should you direct her to?
Scenario 1
Teacher Lozano, the mother of one of your advisory students, I will have to be sincere by saying I have classes to attend
visited you in the school because of a bullying incident that as well. I will also advise her to notify the principal that this
you are not aware of. She was very angry and disappointed particular student is no longer able to attend school and that
about what happened because the incident was not addressed she requires a substitute teacher, so that the principal can
and resolved properly. Her daughter is still afraid and decided decide which teacher is available to look after her class.
not to go to school that day. The incident happened during
Science time because the teacher was late to enter the class.
You also had other classes to attend to and had no chance
to meet your advisory class during that time. Who should you
seek help to?
In this particular scenario, I would reach out to the

guidance counselor and seek advice to him/her to resolve
the problem with collaboration, which has the involvement
of both parents and students. If the issue is still going to be
unresolved, I will then have to seek the assistance of the
school principal.

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Scenario 3 Session 3 – Pre-opening of Classes Preparation

Lito, the class president of your advisory class, was elected as the
president of the Supreme Student Government (SSG). After Key Topic 1: Preparations for
three months, his subject teachers are having trouble with his
class standing because of his frequent absences and non- pre- opening of classes
submission of required written and performance tasks. Lito is Now that you have familiarized yourself with the DepEd
getting overwhelmed with the various school activities he school calendar and the school support system, it is time to get
manages. What are you going to do as the adviser? 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.

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Key Topic 2: Getting to

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

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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

Mrs. Lolita R. Yara
School Office/Admin
Clinic Mrs. Ginalyn Batitang
Property Custodian Mr. Nadonza
SDRRM
ICT Mr. Fred Deano
School Library Mrs. Abrantes
Feeding Program
Brigada Eskuwela Mr. Gumban
CIP
LIS Ms. Joy Encabo
BSP/GSP
Ms. Marevic Lutog
GAD
Janitor Tatay Art
Security Guard Sir Erning Archie

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Summary
Key Topic 3: Setting up the classroom • Preparing for the pre-opening of classes is important so
In setting up your classroom, you need to think about how to that you will be able to accomplish your job effectively
arrange a learning environment that is conducive and friendly. and reduce the possible stress because of lack of
Take some time to imagine how the learners would be sitting and preparation.
how the classroom would appear when the learners finally • It is important that before you prepare your classroom and
arrive on the first day. Make sure that the image that you create your lesson, you also need to prepare yourself
is student-centered; that means, the floor plan or layout physically, mentally, and emotionally.
actually allows convenient movement for teaching and
learning. Examine the room and look around and find the • Learning your way around your new work environment
things that you can still utilize. Some classrooms already have – your school assignment would allow you to work
bulletin boards, cabinets, boxes for cleaning materials, etc. You efficiently within your designated workstation and the
may decide if you will keep them or find a place where it can DepEd system
be kept. Be reminded that whatever you use in your classroom
are recorded in an inventory of physical equipment in the
classroom, and it is usually submitted during the beginning of
the school year. Make sure that you consider up to the smallest
fixture in your classroom.
When you arrange the chairs in your classroom, consider the

different types that you learned in college such as traditional
rows, rows of desks facing each other, horseshoe arrangement,
clustered seating arrangement, fishbowl design, and so on. Your
seating arrangement may probably be adopted by other subject
teachers. Make sure that this arrangement is efficient and
flexible. Probably, you may consider a more stable
arraignment to aid you in familiarizing your new learners.
Above all, free your classroom from hazards that may disrupt
learning or may cause harm to your learners.
The COVID-19 pandemic has forced everyone to adjust to the

new measures of the “new normal” to ensure that everyone
stays safe. Physical classrooms have applied the social
distancing rule to the setup of the chairs in the classroom and
have also opted to schedule frequent classroom disinfections.
Some classrooms have moved online to platforms such as
Zoom or Google Meet.

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Session 4 – Opening of Classes A Guide for the First Day of Classes

Key Topic 1: What to do on the A. Welcome
First Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider the B. Introduction of Yourself
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 D. Introducing the learners to each other through an
show your presence with authority and openness to your activity
learners. Most importantly, establish yourself in such a way • Have learners share outcomes with the class or
that your learners feel that you care for their well-being, future, collect written responses.
and their lives in the school. Set a good first impression on
your learners, their parents, and your co- teachers. One tip is to E. Class Rules
practice what you want to say to help you have more confidence • Present them.
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)

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Key Topic 2: Getting to

different activities that you will do in the coming days. Spark a
Know Your Learners feeling of awe and excitement among your learners, so that
You will be meeting a lot of learners who possess unique they will look forward to going to school for the coming days.
characteristics and personalities with varying learning needs. Emphasize that you will be with them in this new journey. In
Your first task is to get to know them by their names, so make this activity, maintain mutual respect and interest. Games and
sure that you pronounce them correctly. Although knowing icebreakers may also be appropriate.
your learners name is a preliminary task as a teacher,
remember that you also need to be knowledgeable about your Key Concept 3: Setting Rules and Routines
learners’ background. Knowing this information will guide
Rules play a significant aspect in helping to define the
you to better inform your planning on what appropriate teaching
classroom situation. Rules are mostly based on moral, personal,
approaches and strategies are best utilized to cater their learning
legal, safety and educational concerns. Sample rules are
needs.
presented below.
The most common way of collecting information from your
learners is by asking them to write it on an index card or a
sheet of paper. You may also use technology in consolidating
information through online forms and surveys. Ask your Sample Classroom Rules
learners to write their name and the name they wanted to be
called. On the succeeding lines, ask the learners the 1. Students should be in their seats
information that you think will benefit you in the future like in when class is about to begin
preparing and contextualizing your lesson, addressing the
student’s concern, or contacting the parents. This information 2. Homework is due at the beginning of
may include your learners’ interest, hobbies, abilities, parents’ the period
contact information, and even the information that your
learners may not probably tell you face-to-face. Above all, it is 3. Textbooks are to be brought to class
important to inform your students the purpose of gathering every day
their personal information. As professionals, we must strictly
4. Raise your hand and wait to be recognized
follow the data privacy act as applied to students and observe
before speaking
ethics in using this information.
5. Be courteous and considerate to all students and
At the beginning of the school year, you may ask the learners
faculty
to introduce themselves to you and to the class. To make it
successful, you should model how it is done. Tell something
about yourself that you think will matter so that learners will
get to know you better as a teacher. Focus on what you want to Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
accomplish with your learners this year. Tell the learners what Secrets for Secondary School Teachers: How to Succeed in Your First
your class or subject is all about and what are the Year. California: Corwin Press, Inc.

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Aside from rules, your success as a teacher in managing the

classroom also depends on the routines that you introduce to
the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and leaving the
classroom, having work checked, leaving their chairs and
moving around the classroom, maintaining discipline and OPENING ROUTINES
attention, changing activities, catching up on incomplete or
missed work, activities for students who finish work early, • Share One Word: Ask students to share one word
going to the toilet, using materials in the about how they are feeling that day.
classroom, and dismissal. It is a good practice for teachers to go
over some parts of the provided student handbook to remind • The Reading Minute: Find a passage online or in a
book—an excerpt of a poem, essay, article, or story
the students and to make sure they are aware
—and read it aloud. It might be humor-
of sections such as the rules and the punishment for their ous, interesting, angering, or beautiful, exhibiting great
violation. 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-opening-and-closing-
routines-new-teachers-rebecca-alber.

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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 My thoughts about these concepts
these concepts to my class
Making sure that students exercise their voice Teachers must involve students in I will allow my students to participate in the
in the classroom creating House Rules in the creation of our classroom rules and
classroom regulations so that they are aware of the
consequences of
their actions.
Aiding students in gaining recognition Boosting students’ morale by recognizing a I will recognize my students’ accomplishments,
student’s output or behavior. Continue to whether small or large, by awarding certificates
encourage them to work hard in class. and praising them to demonstrate my
satisfaction with their accomplishments
Classroom procedures alternative adoption Implementing other classroom procedures To improve communication skills with
that teachers can implement to assist students their classmates, I will plan to assign a
in gaining personal empowerment at school. variety of tasks to my students in order to
hold them
responsible for their own learning.

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Required Task 2: True or False

Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER FEEDBACK

TRUE They always say that first impression last, so even if
1. First impressions are really important, so you’re nervous on the inside, try to make an effort
you have to set a good first impression to to smile on the outside. It will make people around
your learners, their parents, and your co- you feel that you are welcome and be likeable, and
teachers. it can also make you feel more comfortable and not
awkward.
TRUE Confidence is the key to make a good first
2. In your first contact with your learners, impression. Believing in your own capabilities and
co-teachers, and parents, you need to abilities, no matter what flaws others may think
display confidence and show that you about you.
know what you are doing even in things
that you are not so sure about.
FALSE This really depends on the needs of the learners. It
is determined by the learners’ requirements.
3. You should only do what is instructed for
you to do at the beginning of the school
year.
TRUE Yes, this is true to make students feel more

comfortable in making them introduce themselves.
4. You should model how to introduce oneself
at the beginning of the school year.
TRUE To make the student environment under

control, having rules in the classroom is
5. Rules play a significant aspect in important.
helping to define the classroom
situation.

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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.

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Session 5 – Handling Advisory Classes

As you go over the activity, write your reflections below by
Required Task 1: Introductory Activity answering the questions that follow. Limit your answers to all the
three questions below into a maximum of 600 words.
There is no playbook that sums up your task as a classroom
adviser. Apart from equipping young people with knowledge, Guide Questions:
skills, and values to succeed in this vastly demanding society,
teachers must also strive to build their morale. Learners who 1. What is the role of a teacher to his/her learners?
enter their classrooms must discover how to believe in
themselves, exert effort to accomplish their goals, and persist 2. How do you think are those roles manifested in
despite all challenges. It may be ambitious and daunting, but being a classroom adviser?
we should always give them platforms where they can express
3. So far, how was your experience as a classroom
their ideas so they can shine in the most brilliant way possible.
adviser?
1. It is the responsibility of a teacher to bring out the best
potential of their students and to keep them inspire in
achieving their goals. With this, teachers have a large impact
on the lives of their students. Teachers serve as a trustworthy
guide since the students' are the future of the nation. The
Development of students is responsibility of teachers for them
to shape their future and become better rounded individuals. A
students' morale can be boosted by the presence of a teacher in
their lives. We are now in the modern era, so teachers are
expected to have the responsibility to apply the lesson to real-
life scenarios for students' participation.
2. The manifestations of teacher’s roles in the classroom are
based on the adviser's actions. He/she must perform the
responsibilities to all of the students with whole heart and
sincerity.
3. I have learned that students’ have a unique learning curve;
with this as a teacher I have to effective classroom
management. My students learn in diverse ways which is a
challenging task as a teacher. Because of this I realize that
being a classroom teacher is a difficult but a rewarding job. I
will continue to become motivated and I know this is the key
for my professional development as a public school teacher.

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Conducting Homeroom Activities:

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

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Required Task 1: Homeroom Guidance Plan

Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
Date Activities Outputs
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?
Weekly (Every Friday) -Peer-to-Peer Sharing -Reflection Paper
-Writing of Reflection about how respect -Worksheet

and good treatment with others is -Pictures
demonstrated -Other Outputs
-Role Play Activities

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

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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

How to apply to your class
(Kotler, et. al. 1998)
Give students opportunity to voice out their opinions for them to feel
Pay close attention without interrupting. that they are valued.
Interacting with students in by using simple questions that brightens
Obtain a common ground of agreement. their mood. Asking them how are they? Or what are the activities
they
did last weekend. This will remove classroom barriers.
Establishing a scheduled meeting every day to further connect with
Create a positive learning environment in the classroom. students. Reinforcing negative punishment as a reward behavior.
Showing fairness by having no favoritism. The rules should be followed
Maintain Consistency in the rules. by always sticking to them.
This can be shown by providing good blanket response, kind words and
Care gestures such as praising and speaking with good tone of voice.
Even if you already do your job in an exemplary manner,

expect that there are learners in your class advisory that need • The student who is in over her head feels like she is so
special attention. Kotler et al. (1998) identify these kinds of far behind there is no point in even trying to cooperate
learners (pp.60-61): in class. She has given up all hope.
• The angry student looks sullen, with a chip on his • The procrastinator continually plays games with you. He
always has excuses for why he does not have his work
shoulder. No matter what you do, he will resist your
efforts. completed. He may be wickedly charming, but he
manages to avoid doing much that is useful.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively in the • The addicted student is strung out on drugs or alcohol.
Her attention is, at best, fleeting. She sits in the back of
back of the room or even sleep with her head on the
desk. the room with a glassy-eyed stare.
• 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.
he is constantly the

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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.

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Module 3: Creating an
• Reading Activities
Engaging Physical and
• Reflections
Virtual Learning
Environment • Writing activities
Intended Module Learning Outcomes • Checklist
At the end of this module, you should be able to: • Quizzes
1. manage learner behavior constructively by applying • Outputs for Portfolio: Oath of Promoting Trust and
positive and non-violent discipline to maintain trust and Fairness
fairness in the classroom (2.6.2, 2.2.2);
Required Resources
2. Identify basic concepts related to classroom
management and positive discipline (2.3.2); • Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
3. determine actions in building good relationships 2012.
with the learners (2.2.2; 2.4.2); and
• Department of Education. Positive Discipline In
4. apply positive and non-violent discipline to ensure Everyday Teaching: A Primer for Filipino Teachers.
learning-focused environments (2.6.2). Pasig City: DepEd Orders, 2015.
• Save the Children. A Toolkit on Discipline with

Particular Emphasis on South and Central Asia.
Sweden: Save the Children, 2007.
Module Outline
• UNESCO. Embracing Diversity: Toolkit for Creating
Session 1: Positive Discipline in Physical and Virtual Inclusive, Learning-Friendly Environments
Learning Environment Specialized Booklet 1: Positive Discipline in the
Session 2: Positive Teacher-Student Relations 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

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Positive Discipline
Session 1: Positive Discipline is the practice of teaching a person to observe rules
Discipline in Physical and or a code of behavior in both the short and long terms. On the
Virtual Learning other hand, punishment is a penalty that aims to control
behavior through negative means (UNESCO, 2015). As a teacher,
Environment you need to be knowledgeable of ways on how to lead your
learners to exhibit positive behavior. Discipline is positive and
Key Topic 1: Establishing Safe and Secure constructive because it involves setting goals and
Learning Environment conceptualizing constructive and creative solutions to
Establishing a safe and secure environment for learners is one challenging situations. Every teacher should respect a
of the important roles of a classroom teacher. As classroom learner’s developmental level, their rights to dignity and
managers, you have the responsibility to provide our learners integrity, and their right to participate fully in their learning.
with a learning environment that is free from harm or risks to Effective teachers should manage learner behavior
promote their well-being and support their learning (Marzano constructively by applying positive and non-violent discipline,
& Pickering, 2003).You also have to build their sense of as anchored in the Philippine Professional Standards for
community, improve academic performance, and to prepare Teachers (PPST) under Domain 2, which centers on creating
learners to be productive individuals. Creating safe learning an environment that is learning-focused and in which
environments involve every aspect of creating a positive teachers efficiently manage learner behavior in a physical
experience for learners. The physical space is one important and virtual space. It has Strand 2.1.2, which is to establish
element, but equally important are the relationships between a safe and secure learning environment to enhance
learners, teachers, and the learning community as a whole learning through the consistent implementation of policies,
(UNHCR and IRC, 2010). Furthermore, in times of disruptions guidelines, and procedures. The use of positive discipline
that may necessitate emergency remote teaching (ERT), ensures a learning-focused environment and to encourage
reasonable protocols in virtual learning environments must also positive behavior and motivate learners to feel good about
be taken into consideration. In virtual space, constructive themselves and the decisions they make. With positive and
relationships can be developed by allowing the learners to have non-violent discipline, our learners will see a connection
virtual time out that is efficiently communicated with the among their behavior, the personal consequences, and the
learners and parents/guardians as scheduled. The virtual time out impact of their actions to others. You may refer to the PPST
may allow the learners to be in their personal space in order to Resource Package 2.1.2.
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.

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Developing Positive Behaviors

- Redirect behavior positively – for example, when a
The behaviors that you value and want to encourage need to be student bounces a ball around the classroom, “You can
known to your learners, and you need to make a concerted bounce your ball outside on the playground where
effort to teach and strengthen these behaviors. Some strategies there is more space to play.” On the other hand, in the
that you can use to help your learners learn positive behaviors virtual environment immediately respond to the
include the following4,5: student(s) unusual virtual actions or reactions by calling
their attention. Be mindful that your goal is to
- Give positive statements. encourage and redirect positive behavior among the
learners.
- Listen carefully and help them learn to use words in
expressing their feelings, not destructive actions. - Make connections - online learning is all about
making effective communication with the learners as well
- Provide your learners with opportunities to as their parents/guardians both for positive and negative
make choices and help them learn to evaluate the development during online classes, this can effectively
potential consequences of their choices. done during town hall meetings.
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online teaching and
learning direction such as a strategic pre- planned
- Model orderly, predictable behavior, respectful schedule of screen time activities based on your lesson
communication, and collaborative conflict resolution 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.

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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

It will not do good to incorporate physical force in dealing
Case 1 : On Being Tardy with tardiness. The right solution is to find the root cause of
the issue. Before jumping into conclusions, we should first
Rhea: I live a few kilometers away from my school. In the morning, ask the student as to why a particular student is late. In this
sometimes I have to fetch water and cook food for my siblings before I case, Rhea doesn’t really want to be late, but she is
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 compelled because of her responsibilities at home like
don’t want to get too many. cooking food for her siblings and a lack for funds for
transportation. As a teacher, we should be always
Rhea’s teacher: I have to make sure the children understand that considerate to our students. The blame must not be fully on
coming late to school is not acceptable. They have to know that there
are consequences for their tardiness. I always give them punishment.
the student but instead we must make them understand that
Some of them are even used to it. They just offer themselves up we are all in this together to provide a solution for the issue.
because they know I don’t listen to any excuses. One solution is to provide them extra time in class for
missed lessons.
What alternative/s to corporal punishment could suggest to the teacher?

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It is not the best way to embarrass Marcus in front of the
Case 2: On Disruptive Behavior class. The effect of this solution is that it can be double-
edge; it can only worsen the situation and may result in the
Marcus: I am feeling good today. I am telling funny stories, and student being more aggressive and retaliate. The teacher
everyone is laughing. The teacher tries to tell me to stop talking, but I needs to find the main reason of the misbehavior. The
want to show everyone that I am not afraid. I am tough and cannot be
bossed around by a teacher. reason might be personal problems at home. With this
Marcus can be spoken to privately by the teacher, who can
Marcus’ teacher: I have to ensure that the class is well- behaved. calmly explain his misbehavior.
Otherwise, they will just get out of control and I will not be able to
teach. The learners will take over and other teachers will laugh at me. I
The teacher can also give reminders about classroom rules
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 and regulations, and the consequences of their actions if the
disrespect by making noise in my class. misbehavior continued. Assigning Marcus to group projects
and make him the leader is one solution. By doing so,
Marcus will feel that he is part of the class and the extra
What alternative action/s could you offer to the teacher in order to attention that it requires is catered. Marcus will be able to
promote positive discipline? learn collaboration with his classmates.

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All students are unique and they have different learning
Case 3: On Giving a Wrong Response to a Question curve and as teachers we need to be aware of it. Since Clark
consistently gives incorrect answers, it is possible that he
Clark: I am so nervous in class. I am afraid that the teacher is going to does not understand the lesson and not because he is not
ask a question when I don’t know the answer. Even if the answer is paying attention.
obvious, sometimes when the teacher looks at me, I can’t speak. I
become scared and just remain quiet. I know everyone is staring at me
and laughing, but what can I do? I just can’t risk giving the wrong This may result to him being afraid of participating in class.
answer. Even in tests, I feel so afraid and always fail because I don’t One solution is making a remedial lesson after the class. The
know how to answer the questions. I just don’t understand anything remedial activities are helpful and it will benefit him to
that is being taught, and I don’t want to be laughed at. The best thing understand the lesson better. Student embarrassment is a big
is to stay quiet or just leave that question blank on the test.
no-no; it will only discourage students from learning or
Clark’s teacher: This boy is insulting me by not paying attention. participating in class.
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?

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Similar to the previous scenario, there might be a root cause
Case 4: On Absenteeism why a student is not participative or not attending classes.
As in Elna’s case, the teacher is one reason why the
Elna: Sometimes my mother sends me to sell things at the market and student is not interested in going to school anymore. It is a
I can’t go to school. Sometimes I feel bored on the way to school and completely unacceptable on the part of the teacher. Every
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 student should not be judged and respected. It is the
me in a funny way. I know that teacher’s responsibility to have a safe classroom with no
I am not going far after the 2nd year High School, so what’s the point? I room for discouragement.
might as well do what I want.
A teacher should set as a role model for the students, issuing
Elna’s teacher: We can’t have learners missing class whenever they
want. Her case should serve as an example so that and reprimanding Elna is not the appropriate solution to the
her behavior doesn’t spread. In the morning assembly, I will reprimand problem because it only shows that the teacher is ignoring
her, and give her a final warning. If she doesn’t listen, she will be Elna’s concern.
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?

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Bullying must be acted upon quickly if there is an instance
Case 5: On Bullying of bullying in the classroom.
Kurt: I am the toughest boy in this school. Everyone fears me, and I The teacher should do first thing is to have a talk with the
need to make sure that no one gets away with undermining my status. I students who are bullying their classmates and ask the
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 reason of bullying itself.
boy. Everyone in school knows not to cross me. They know my father
is tough at home and I am tough at school. The teacher also needs to explain to the students the effect
of bullying in people and its consequences. Failure of this
Kurt’s teacher: This boy is a problem. He is making other children
action may deem the need of assistance of parents, as well
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 as a guidance counselor to provide solutions to the problem
will send him to the guidance counselor. I will warn him that if he of bullying.
persists, we will expel him from school.
What alternative action/s do you suggest in order to promote positive

discipline?

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Because of the Pandemic situation, schools throughout the
Case 6: On Adaptability Struggle country are limited to distant learning education.
Janelle: Online learning is new to me. I am used to face to face classes. I Because of these circumstances, students are forced to study
will inform my teacher that I can not attend online classes regularly and online which may cause stress and anxiety to some. As a
I can not submit my requirements on time.
teacher, we should always be considerate at all times. We
Janelles’s teacher: This student may just be making an excuse for can provide extensions to the date of submissions of their
not attending our online classes and not submitting on time. As their requirements if needed.
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
Frequent encouragement to students is helpful. This is to
apply to all.
make the students feel that we, teachers are with them all
What alternative action/s could you suggest in order to promote positive along the way. We must be sensitive that everyone is
discipline? going through a tough time. If Janelle is unable to attend
online classes, the teacher should provide other options
available for her to continue her education.

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The teacher should provide printed materials that are based
Case 7: Technical Issues with the lessons if Allen is unable to participate in the
lesson due to poor internet service. The lessons created in
Allen: I really wanted to pass the subject, attend our online classes on the printed material should be of quality to make sure he
time and learn our lessons well. But because of my poor internet will not left behind in classes.
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
What alternative action/s could you suggest in order to promote positive

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Key Topic 2: Reinforcing Positive Discipline

While punishment is a single act, positive discipline is a (the class as a whole) and to praise each child’s efforts in being
process that recognizes and rewards appropriate behavior. Positive a good team member. The core of positive discipline is to
discipline is something that could be developed on a day-to-day catch learners doing the right thing and reward them
basis. This process is effective for individual children. immediately.
Moreover, for teachers who are working in large classes, it can The following are statements that could be believed in by some
also be effective for groups of children. The key is to make the teachers, but were labeled as myths on disciplining learners
children feel they are on a “winning team” (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 transfer
“They asked for it!” 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 teach and
methods don’t.” 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 to result
resort. I had no choice!” 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 because the
control the children in classroom has no set rules or routines; the children do not know what is expected of them and the
my class. I have too consequences for misbehaving; and the teacher did not take the time to build a positive
many!” relationship with the children.”

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The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020) suggest the following
on how to design positive reinforcement systems online.
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging positive
can not be applied in an group behavior during online classes is rewarding together with individual reinforcement systems
online class.” 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
2. “Positive reinforcers are 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
costly and difficult to
submitted tasks on time. Another example is the activity reinforcers, which can be done by
administer.” assigning highly engaged learners to monitor chat questions or by allowing the learners to have
breakout sessions in unstructured time to discuss among themselves about a specific topic in
the lesson.”
3. “I can stick with

“Learners find different types of reinforcement motivating. To ensure that all learners engage in
one type of positive
an online class, provide a variety of layers of reinforcement such as praise and token systems.”
reinforcers in my
online class.”
4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’ understanding. In order
activities, I do not
to gather students input, the teacher may use group discussion, chat box and online polling. ”
need to consider the
learners.”
“To increase the motivating reinforcement system among learners, the teacher can provide
5. “The learners in an progressive rewards through a badging system. The teacher may provide badges to activity which
online class do not need can be done both in synchronous and asynchronous classes. With combined badge systems the
rewards.” learners are motivated to spend more time to finish the assigned tasks and develop self regulation
to complete asynchronous assignments. ”

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Optional Task: Reading

Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the book,
Eliminating Corporal Punishment: The Way Forward to Constructive Child
Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert publication
year). The book can be accessed through the link:
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed. Determine what
principle/s for positive child discipline6 could be used to address the/ those
issue/s. You may write the letter of possible responses below and you may
choose as many responses as possible.
a. Respect the child’s dignity
b. Develop prosocial behavior, self-discipline, and character
c. Maximize the child’s active participation
d. Respect the child’s developmental needs and quality of life
e. Respect the child’s motivation and life views
f. Assure fairness (equity and non-discrimination) and justice
g. Promote solidarity
6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.

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Situations Answers Feedback

B. Develop pro-social Resolve the misbehavior in a timely manner
1. During the group activity of Teacher Justin behavior, self-discipline accordingly.
for his Classroom Observation (CO), two and character
of his pupils started arguing 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 Sticking to the lesson plan and following its

2. Teacher Gemma prepared a very engaging child’s active course so that the lesson activity is guided.
group activity for his Grade 7 during her participation Time limit also needs to be set when doing
CO. Because of the learners’ enthusiasm group activities so that students would be
and excitement, Teacher Gemma aware.
exceeded her time allotment for the said
activity, and therefore affected the
remaining parts of the lesson.
B. Develop pro-social Speaking privately and explaining the

3. During the class of Sir Christopher, there behavior, self-discipline inappropriate behavior of student should be done.
was an on-going group activity for his and character Addressing it in a proper setting is also needed.
learners. Most of the pupils were quiet
except for this one group wherein two E.Assure fairness (equity
pupils were talking about unrelated and non-discrimination)
topics loudly, disrupting the other and justice
groups. He approached them and with a
soft voice he 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.

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Situations Answers Feedback

4. During the General Mathematics class of A. Respect the Being sensitive to the child’s situation is a
Ma’am Princess, she noticed that Gian child’s dignity responsibility of the teacher, so that the child
was sleeping. “Rise and shine, Gian! It’s will keep himself from being embarrassed and
time for your breakfast”, Ma’am Princess D.Respect the child’s awkward in front of the class. Find the root
shouted and the whole class giggled. developmental needs and cause why the child has inadequate sleep by
Immediately, Gian sat properly and quality of life talking to him after the class.
became attentive for the whole duration of
Ma’am Prin- cess’s class.
5. Ma’am Trisha scheduled her First CO in A. Respect the child’s Do not compare the students; because they all
her Grade 4 MAPEH Class. During their motivation and life views have different learning curves and abilities.
discussion, she noticed that among the Practice treating the students fairly at all times
learners, Carl was the most attentive and F.Assure fairness with respect.
participative. After asking a question, (equity and non-
she then called Amy to answer, “I don’t discrimination) and
know”, Amy replied nervously. Then justice.
Ma’am Trisha told her pupils that they
should be more like Carl to be able to
answer as much as possible.
6. Teacher Cora records the learners B. Develop pro-social The teacher should call the student’s attention
performances and outputs during behavior, self-discipline after online class; this is to avoid embarrassment
synchronous and asynchronous activities. and character on the student. The teacher will be able to
She noticed some incomplete activities discuss about incomplete activities to the student
compiled by the learners. During her G. Promote Solidarity in an appropriate way.
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 feedback to the participation.

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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 as a good example to your students, you are their
1. Acting in the way that you want role model.
the children to act (modelling)
POSITIVE This promotes collaboration, participation and
2. Forming small groups in online camaraderie.
synchronous activities
POSITIVE Good classroom management is practiced and it
3. Getting the student’s attention establishes readiness to students at the start of
before you begin class their lesson.
NEGATIVE Do not assume and never judge the students without

4. Making assumptions on student fully assessing the situation; proper intervention must
abilities without evidence or data be exercised.
NEGATIVE Usage of physical force violates the law of child

protection policy; teachers are not permitted to do
5. Using physical force such. Giving corporal punishment is not a good
way
of handling misbehavior by students.

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Positive discipline is a way not only to reduce Establish clear rules and procedures and instruct learners on how to follow them. Give primary- misbehavior but also
motivate learners (UNESCO 2015, level learners, in particular, a great deal of instruction, practice, and reminding.
80). It is based on the 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 positive social For primary level learners, rules and procedures should be
relationships and help them develop a sense of self- discipline simple and limited. Too many or too difficult rules will be
that leads to positive self-esteem. easily forgotten and/or ignored by students. The rule should
be visible in the classroom so that students are always aware
Required Task 4: Reflection of it. Afterwards, the teacher should be able to explain and
practice these classroom rules and procedures. Both
The following are some ways that can help you create a classroom rules and procedures must be clearly explained,
motivating and conducive environment. How are you going to practiced regularly, and are only successful with consistency.
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.
I will first get to know some personal things about a student.

This will make them feel more comfortable, and it will also
serve as a bridge for open communication between students.
I will also Conduct a values analysis discussion about some
current event or topic. If there are times that a student shows
a good behavior or performed well at such moment, I will
provide positive comments. Lastly, I will alwaysbe positive
and enthusiastic when teaching.

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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.

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Required Task 3: Quiz

True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.
Scenario Answers Feedback

TRUE With the actions provided, it clearly shows that a well-
1. At the very first day of the organized classroom management system is
school year, Teacher Joy practiced.
enforces classroom rules
promptly, consistently, and
equitably.
FALSE Constantly working on improving students’ self-monitoring
2. Ma’am Carol believes that it is a abilities should be always in a teachers mind. Practicing this
waste of time to devote time in will hone a teacher’s skill to assessing students’ abilities.
teaching self-monitoring skills.
TRUE It signifies that the students remember the lesson taught.
3. Teacher Michael ensures that he
maintains instructional pace of his
lesson for the day and makes
smooth transitions between
activities.
TRUE For students to participate actively in class, teachers must
4. Monitor classroom activities and provide feedback and reinforcement. This will give
give learners feedback and students interest to study hard.
reinforcement regarding their
behavior.
FALSE The teacher must have the ability to differentiate average and
5. Evelyn makes sure that there would below-average students. This should be done in a well
be one item in her quizzes that manner.
would be very difficult for
learners to answer in order
to discriminate the very good
learners from the rest.

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Key Topic 1: Building Positive

Session 2: Positive Relationships Relationships with Learners
Optional Task: Learn from Others Positive learning communities and relationships contribute to a
great extent to learners’ engagement in face-to-face or virtual
Ask a colleague, either a fellow newly hired teacher or a fellow classroom activities. Indeed, relationships are key-- which
subject area teacher, on which they think are the best ways to includes teacher-to-learner and learner-to-learner interactions.
build relationships with their learners. Write your findings on the To build a positive relationship with your learners, you should
space provided. Limit your response to 100- 150 words. know the importance of understanding and empathy. Some of the
conditions that are especially important in encouraging positive
Ms. Mirasol Joy Mira – Newly Hired Teacher, Bignay learner behavior as part of the relationship building process are:7
National High School Disiplina Village
- Maintaining a positive emotional tone in the
According to Ma’am Amoncio, the best ways to build classroom.
relationships with learners are the following: - Providing attention to the learner to increase positive
behavior.
- Spend 1-on-1 time with students. This is a tedious
- Providing consistency in the form of regular routines
approach but it is worth it because you will be able
for daily activities and interactions to make unexpected,
to get connection with students in no time, during a negative experiences less stressful.
one-on-one time, a student has the teacher's full
attention. - Responding consistently to similar behavioral
situations – both positive and negative.
- Share your stories with students. using your personal - Being flexible, particularly with older learners and
stories will not only get you connected to students, adolescents.
but it will also help them understand that challenges - Treat mistakes as lessons. Tell your learners that we
are just part of the journey to success. only learn by making mistakes.
- Have a Sense of Humor. A good teacher must be able - Building confidence. Promote positive self-talk.
to make her students smile and laugh. A light hearted - Focusing on past successes.
sarcasm won't hurt; it will make you adored by your - Making learning meaningful. Modify your
students because they see as a teacher that is worth to instructional methods.
build relationships with.
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.

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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 to cater the needs of the
1. Interacting respectfully and sensitively are students are important in the classroom.
only important to elementary school
learners.
/
Having this ensures an equal access to opportunity
2. Treating the learners kindly and respectfully in learning. All students are needed to be ensured
in the classroom is enough to bolster
academic achievement.
/ of respectful treatment.
Students should be treated in all ways fairly in the

classroom, regardless of a teacher’s relationship
3. Taking no notice of relationships during the
teaching and learning process. / with some students.
Usage of strategies for the development of

4. Awareness of explicit and implicit interpersonal skills is encouraged.
messages given to learners is
important.
/
A teacher should be seen as a role model to his/her
5. Modelling behavior to learners, whether students at all times; whether they noticed it or
intentional or unintentional, is
important.
/ not.

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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
Openness Learners need to relate to their

Fairness Learners see this as the most teacher. The teacher needs to explain
important trait of teachers. It means clearly his or her feelings and the
being fair in activities such as circumstance that caused the
making assignments, settling feelings.
disputes, giving help, and choosing
Active Listening This means being attentive and
learners to be assistants or to
responding when a learner speaks. You
participate in special activities.
need to show that you have heard the
learner and to give him or her a
chance to correct a misunderstanding
Humor The ability to respond lightheartedly to or interpretation. You might try re-
learners. stating what has been said or a use
of body language to show empathy.
These characteristics may model to learners how they would

Respect This involves showing regard for the also interact with each other. This would enhance learner-to-
rights and feelings of learners. 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.
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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
-Greetings to students -Introduction of myself to students -Greetings to students

-Opening Prayer -Opening Prayer -Daily Prayer
-Short discussion with -Giving a short energizer to the students as -Checking of Attendance
students about how they are a warm-up activity -Assignment/Output Verification
feeling today
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.

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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, JOIREY B. SUMIMBA a newly hired teacher, do solemnly swear to abide by the
following tasks on promoting trust and fairness to my learners:
a. I will promote gender and racial equality, and I will give equal
praise and expectations to all of my students.
b. I will foster a nurturing and trusting environment in the classroom,
where everyone is respected and open to communication.
c. I will impose nondiscriminatory rules and regulations in my
classroom.
_________________________________________
(Signature over Printed Name)

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Required Task 5: Agree or Disagree

Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.
Statements Answer
1. We should tell our learners how we expect everyone to behave AGREE
in class (our learners and ourselves) and discuss these
expectations regularly.
2. We must inform our school’s administrators, other teachers, AGREE

and parents about our classroom rules, so they can help to
monitor them and to avoid conflicting expectations.
AGREE
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 AGREE

outside of our classrooms, and our monitoring must be
subtle and preventative.
AGREE
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 AGREE

behavior, not the learner. The learner’s dignity is
maintained.
7. We need to encourage learners to monitor their own behavior, AGREE

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. AGREE

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

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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.

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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.

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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.

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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.

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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

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Other Sources (Alphabetical Order by Author)
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline. American Academy
of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child Mind Institute,
Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple. edu/
CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The Way
Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128. Paris: UNESCO
Publishing.

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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
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program
Specialist, NEAP- Mr. Jayson Peñafiel
PDD Education Program
Specialist, TEC
Mr. Jerson Capuyan Secretariat
Education Program Specialist

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lOMoARcPSD|18403933
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
Project Officer Research Officer
II
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

lOMoARcPSD|18403933

lOMoARcPSD|18403933
Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga Ms. III Reggie Tuazon
Noemi Baysa Alma Jeanrick Deuna Nuñez Gladys Uy
Belarmino Rageene Maribel Perez Maria Lourie Victor
Vera Dueñas Nerio Beverlyn Ramirez
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
The Teacher Induction Program - Course 1 Downloaded by Joirey Sumimba (joi_rey@yahoo.com)

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New Tip Course 1 Dep Ed MNHS

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New TIP Course 1 (Dep Ed Teacher)

Teacher Induction http://www.

Course 1: The DepEd Teacher

Intended Course Learning Outcomes

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1. adopt practices that uphold the dignity of teaching as a profession by

2. establish safe and secure learning environments through the implementation

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

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Estimated Time Required: 8 hours

Module 1 – Becoming a DepEd Teacher

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Intended Module Learning Outcomes

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Estimated Time required: 1

hour Required Tasks

• Scenario and case study analysis

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

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Key Topics Very familiar Familiar Slightly familiar Not familiar

Guide for Mentors and Newly Hired Teachers 5

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a. promote quality education?

DepEd formulates, implements, and coordinates policies,

Required Task 1: Reflection Questions

6 The Teacher Induction Program - Course 1

b. uphold equity in education? c. respond to the needs of the learners?

Guide for Mentors and Newly Hired Teachers 7

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Session 2: Vision, Mission, and Core Values

8 The Teacher Induction Program - Course 1

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Key Topic 1: DepEd’s Vision

and contribute meaningfully to building the nation.

Required Task 1: Application

Let’s see how you would apply the DepEd’s vision in

Guide for Mentors and Newly Hired Teachers 9

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As a practical method of learning, doing a hands-on

Teachers facilitate learning and constantly nurture every

Administrators and staff, as stewards of the institution,

Family, community, and other stakeholders are actively

Required Task 2: Application

The Teacher Induction Program - Course 1

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Scenario 1: Key Topic 3: The DepEd Core Values

As an example on how we can interpret these, the DepEd core

The Baguio City Division Memorandum could be accessed

Guide for Mentors and Newly Hired Teachers 11

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Core Values Behavior Statements Indicators

2. Respects sacred places

4. Demonstrates curiosity and willingness

1. Tells the truth

2. Returns borrowed things in good condition

Shows adherence to ethical principles by upholding 4. Expects honesty from others

6. Identifies personal biases