Professional Documents
Culture Documents
Program (TIP)
• http://www.
gbooksdownload
er. com/
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction
W
ELCOME to the Department of Education! We are pleased to
have you as a member of the family. We invite you to take time to
read through the Department of Education (DepEd) Teacher Induction
Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It
will also give you a glimpse of what a teacher’s school year is like, and help
you become more accustomed to the daily life of a DepEd teacher. It
introduces you to the guidelines, processes, and standardized forms to help
you easily adjust to your new work environment.
In your first year, you may expect excitement, curiosity, apprehension, and
even doubts. This section of the TIP is crafted to support and bolster your
first year of teaching experiences in the public-school system. We will
explore the school year at a glance and observe how the principles in this
module may affect your day-to-day activities.
Course Outline
Module 1: Becoming a DepEd Teacher
Year
Module Outline
Session 1 – DepEd’s Mandate
Required Tasks
• Reflection survey
• Self-reflective activities
• Document reading
DepEd’s Mandate
Vision
Mission
Core Values
Strategic Directions
Equity in education involves providing every Meet the needs and adopt the standards of
student an environment, opportunities, tools and living of every learner. Do not make expectations too
resources to be successful.I can uphold equity in high because children have individual differences. I
education by giving equal opportunities to my pupils will teach them good values and discuss with them
regardless of their race, religion, culture, color and the importance of valuing the difference of each
status. Providing them with varied instruction to other. And of course, it will start with me. I will make
address the different learning styles of my pupils. I every lesson and have a motivation to make every
will remove the barriers to learning and promote learners learn in a way that they will feel safe and
collaboration in the classroom and give more forced.
opportunities to all the pupils excel.
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new public school teacher, I will My vision is to have a class support My vision to my school community is to
be a role model to them and will show the children as they discover and explore new develop well rounded, confident and
importance of education. I will focus on ideas in a safe, welcoming environment, responsible individuals who aspire toa
the learner-centered strategy because that help all children find a sense of purpose in chieve their full potential.
will develop their critical thinking and how their lives through education. Ensure all
to think on their own, then they will apply lessons are student-centered and
everything they learn in the future and be differentiated so that all students get the
progressive. support they need.
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new public school teacher, I will My vision is to have a class support My vision to my school community is to
be a role model to them and will show the children as they discover and explore new develop well rounded, confident and
importance of education. I will focus on the ideas in a safe, welcoming environment, responsible individuals who aspire toa
learner-centered strategy because that will help all children find a sense of purpose in chieve their full potential
develop their critical thinking and how to their lives through education. Ensure all
think on their own, then they will apply lessons are student-centered and
everything they learn in the future and be differentiated so that all students get the
progressive support they need
ACTION POINTS
I will use teaching strategies in which I will let them think on their own I will strengthen the school’s
they can apply in their daily lives what they and think critically about the activities I [artnership with the parents and other
have learnes and that can make a difference will give in every lesson. I will let them stakeholders for welfare and provide a
and contribute to the development of the reflect o how to apply what they learn in welcoming, happy, safe and supportive
nation. their life and encourage them to interact learning environment in which anyone is
with others because we also learn from the equal.
experiences of others. It will make us grow
as an individual or as a learner.
I've discovered the PPST standards help us discover - How might these ppst strands be easily integrated
and develop better and more effective teaching method. into teachers' overlapping activities throughout the
year without causing them undue stress?
- Learning is an experience that lasts a lifetime as well
as journey that lasts a lifetime. - I'd like to understand more about the
PPST/concepts that need to be clarified, as well as
what tactics a teacher may take to build the
relationship between school and community, and
how teachers can include diversity and culture into
the classroom.
The PPST:
• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official
DepEd VMV shall be the only Vision, Mission, and Core Values adopted by all offices and
schools. As part of the Department of Education, teachers are enculturated into the DepEd
professional community in order to align professional practice to the common vision and
mission of the department.
• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”
• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.
• It is important for newly hired teachers to be familiar with and understand the DepEd’s
mandate, vision, mission, core values, and strategic directions so that they could align their
practices and professional goals with the department. This will help them better support
DepEd’s endeavors towards quality education. These could be demonstrated in how
teachers present themselves, how they respond to challenges in everyday teaching, and
how they serve as role models to their learners, inspiring them to be life-long learners and
productive citizens.
• Four career stages are articulated in the Philippine Professional Standards for Teachers
(PPST). Each stage is constituted by particular professional practice that defines and
locates teacher quality within a developmental continuum.
24 The Teacher Induction Program - Course 1
Module 2 - Gearing • Reading and Reflections
Module Outline
Session 1 - The DepEd School Calendar
Required Tasks
• Personal School Calendar
Required Resources school calendar. It also provides an enclosure for the
calendar of activities for the current school year to enable
• Deped Order (No. 1, s. 1991)
schools to efficiently and effectively implement the
• Deped Order (No. 109, s. 2009) school events and school activities while being supported
by the regional office and the division office. Meanwhile,
• Deped Order (No. 43, s. 2012) the schools are allowed to observe local and national
celebrations provided that these activities are beneficial
to learners.
Session 1 –
The DepEd
School Guide for Mentors and Newly Hired Teachers25
Calendar
Key Topic 1:
The DepEd
School
Calendar
The DepEd school calendar for
each school year sets the opening
and closing day of classes. It also
prescribes the number of school
days where learners need to go to
school, inclusive of the in-service
training for teachers, parent-
teacher conferences, and a
celebration of the World Teachers’
Day. As an example, you may see
D.O. 7 s. 2020, School Calendar
and Activities for School Year
2020- 2021.
School Year:
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
30 The Teacher Induction Program - Course 1
throughout the school year.
DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High School (SHS)
Required Task 1: Policy Reading
Read through the DepEd Order (No. 19, s. 2016) on Guidelines on
the Organizational Structures and Staffing Patterns of Stand-alone
and Integrated Public Senior High School (SHS) and read the
following scenarios to identify the services provided and its function
in the schools and learning centers. Determine the teaching or the
non-teaching staff who does the service portrayed.
You may access the DepEd Orders through this link:
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
c. Guidance Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
c. Guidance Counselor
d. Administrative Officer
b. School Nurse
c. Property Custodian
CLOSING ROUTINES
Helping students gain recognition Giving short recognition to pupils I will give my pupils recognition to
output or behavior can boost their my pupil’s achievement either small
morale and encourage them to or big achievement by giving
study hard. certificates and praises to show that
I am happy on their achievement.
Adopt other classroom procedures We teachers can adopt other I will give varied tasks to my pupils,
classroom procedures to help the giving them the accountable for
students gain personal their own learning and improve their
empowerment in school. selves in communicating with their
other classmates.
Even if you already do your job in an exemplary tell. No matter what you do to try and draw him out, he is so shy that he
manner, expect that there are learners in your class just smiles enigmatically.
advisory that need special attention. Kotler et al.
(1998) identify these kinds of learners (pp.60-61):
Summary
• The class adviser is tasked to do important
assignments such as connecting with learners and
counseling, keeping school records and monitoring
attendance, doing homeroom activities, promoting
harmonious relationships and resolving conflicts,
capturing and maintaining learners’ interest, and
communicating with parents. You should be the
adviser who “cares”.
• Scenario Analyses
Guide for Mentors and Newly Hired Teachers55
Session 1: Positive Discipline Positive Discipline
in Physical and Virtual Learning Discipline is the practice of teaching a person to observe
Environment rules or a code of behavior in both the short and long
terms. On the other hand, punishment is a penalty that
Key Topic 1: Establishing Safe and Secure aims to control behavior through negative means
(UNESCO, 2015). As a teacher, you need to be
Learning Environment
knowledgeable of ways on how to lead your learners to
Establishing a safe and secure environment for learners is exhibit positive behavior. Discipline is positive and
one of the important roles of a classroom teacher. As constructive because it involves setting goals and
classroom managers, you have the responsibility to provide conceptualizing constructive and creative solutions to
our learners with a learning environment that is free from challenging situations. Every teacher should respect a
harm or risks to promote their well-being and support learner’s developmental level, their rights to dignity and
their learning (Marzano & Pickering, 2003).You also have integrity, and their right to participate fully in their
to build their sense of community, improve academic learning.
performance, and to prepare learners to be productive
individuals. Creating safe learning environments involve Effective teachers should manage learner behavior
every aspect of creating a positive experience for constructively by applying positive and non-violent
learners. The physical space is one important element, discipline, as anchored in the Philippine Professional
but equally important are the relationships between Standards for Teachers (PPST) under Domain 2, which
learners, teachers, and the learning community as a centers on creating an environment that is learning-focused
whole (UNHCR and IRC, 2010). Furthermore, in times of and in which teachers efficiently manage learner behavior in
disruptions that may necessitate emergency remote a physical and virtual space. It has Strand 2.1.2, which is
teaching (ERT), reasonable protocols in virtual learning to establish a safe and secure learning environment to
environments must also be taken into consideration. In enhance learning through the consistent implementation
virtual space, constructive relationships can be of policies, guidelines, and procedures. The use of
developed by allowing the learners to have virtual time positive discipline ensures a learning-focused
out that is efficiently communicated with the learners and environment and to encourage positive behavior and
parents/guardians as scheduled. The virtual time out may motivate learners to feel good about themselves and the
allow the learners to be in their personal space in order to decisions they make. With positive and non-violent
cool down and reflect. With this, learners will do better for discipline, our learners will see a connection among their
their next online access in virtual space. behavior, the personal consequences, and the impact of
their actions to others. You may refer to the PPST
It is equally essential that proper behaviors must develop Resource Package 2.1.2.
within our learning environments -- both physical and
virtual. Thus, creating and reinforcing discipline in
classrooms or virtual learning spaces and maintaining
constructive relationships will further secure safe learning
environments for our learners.
56 The Teacher Induction Program - Course 1
Developing Positive Behaviors - Redirect behavior positively – for example,
when a student bounces a ball around the
The behaviors that you value and want to encourage
classroom, “You can bounce your ball outside on
need to be known to your learners, and you need to
the playground where there is more space to
make a concerted effort to teach and strengthen these
behaviors. Some strategies that you can use to help your play.” On the other hand, in the virtual
learners learn positive behaviors include the following4,5: environment immediately respond to the
student(s) unusual virtual actions or reactions by
- Give positive statements. calling their attention. Be mindful that your goal is
to encourage and redirect positive behavior
- Listen carefully and help them learn to use words among the learners.
in expressing their feelings, not destructive actions.
- Make connections - online learning is all about
- Provide your learners with opportunities to making effective communication with the learners
make choices and help them learn to evaluate as well as their parents/guardians both for
the potential consequences of their choices. positive and negative development during online
classes, this can effectively done during town hall
- Reinforce emerging desirable behaviors with meetings.
frequent praise and ignoring minor misdeeds.
- Establish routines, rules and procedures and
- Model orderly, predictable behavior, respectful student engagement to create an online
communication, and collaborative conflict resolution teaching and learning direction such as a
strategic pre- planned schedule of screen time
- Use appropriate body language – nod, smile, activities based on your lesson plan.
and look directly at the student.
Case 2: On Disruptive Behavior Embarrassing Marcus in front of the class is not the
best solution to discipline him, it could either worsen
Marcus: I am feeling good today. I am telling funny the situation or make him more aggressive to fight
stories, and everyone is laughing. The teacher tries back. What the teacher could do to promote positive
to tell me to stop talking, but I want to show discipline among this learner like Marcus is to identify
everyone that I am not afraid. I am tough and why the pupils behave like this, sometimes students
cannot be bossed around by a teacher. misbehave because, they have problems at home and
the school is their scape place to forget their problem.
Marcus’ teacher: I have to ensure that the class is The teacher can talk to Marcus privately and explain
well- behaved. Otherwise, they will just get out of his misbehavior in a calmly manner. Tell him the rules
control and I will not be able to teach. The learners and regulations of the class and the consequences of
will take over and other teachers will laugh at me. I the action they made. If Marcus is the type of student
will put Marcus in his place by embarrassing him who needs attention then involve him to group tasks
publicly. I will make an example out of Marcus so and make him the leader of the group, through this
that learners will not dare to show disrespect by simple act Marcus will feel that he is part of the class
making noise in my class. and will learn to collaborate with her classmates.
Case 3: On Giving a Wrong Response to a Not all learners learn the same way, that’s why teacher
Question should be aware of the individual differences of the
learners. The behavior of Clark in the class wherein he
Clark: I am so nervous in class. I am afraid that the always gives wrong answer doesn’t mean he is not
teacher is going to ask a question when I don’t paying attention, but he doesn’t understand the lesson.
know the answer. Even if the answer is obvious, This makes him afraid to participate in the class
sometimes when the teacher looks at me, I can’t because he thought that his classmate will laugh at
speak. I become scared and just remain quiet. I him. How the teacher could help Clark is by giving him
know everyone is staring at me and laughing, but a remedial lesson after the class. Talked to him what
what can I do? I he did not understand in the lesson and give him
just can’t risk giving the wrong answer. Even in remedial activities to further understand the lesson.
tests, I feel so afraid and always fail because I Embarrassing the pupils in the class when giving
don’t know how to answer the questions. I just wrong answer will cause the learners to be
don’t understand anything that is being taught, and discouraged to learn or go to school.
I don’t want to be laughed at. The best thing is to
stay quiet or just leave that question blank on the
test.
Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone If the teachers observe bullying in the classroom,
fears me, and I need to make sure that no one gets he/she need immediate action to stop it. The first thing
away with undermining my status. I keep others’ respect he/she might do is to talk privately to the pupils who
by showing them what might happen if they don’t fear bully his/her classmates, ask him/her why he is doing
me. I tease small girls, and sometimes rough up an it. Let your students know how people are affected by
annoying boy. Everyone in school knows not to cross bullying and the consequences of bullying others at
me. They know my father is tough at home and I am
school. If the first action is not effected, then seek the
tough at school.
help of the parents and the guidance councilor and
Kurt’s teacher: This boy is a problem. He is making discuss the solution to the problem.
other children miserable and giving our school a bad
name. Today in assembly, I will announce to all
learners that we do not tolerate such behavior. I will
send him to the guidance counselor. I will warn him
that if he persists, we will expel him from school.
Case 6: On Adaptability Struggle Due to Pandemic, school had to shift from face-to-
face to online education. Sudden and unprepared
Janelle: Online learning is new to me. I am used students were forced to study online, and this caused
to face to face classes. I will inform my teacher anxiety and stress to students. What the teacher could
that I can not attend online classes regularly and I do is to be considerate with the situation of the pupils.
can not submit my requirements on time. Provide them enough time to submit their
requirements. Always encourage them even a short
Janelles’s teacher: This student may just be phrase, “You can do this”, statement. Acknowledge
making an excuse for not attending our online them that everyone is going through challenging time.
classes and not submitting on time. As their If Janelle cannot really access to online learning, then
teacher, I need to be able to communicate to my the teacher should give Janelle other options wherein
class that I will not tolerate complacency and that she can continue her study.
this rule must equally and strictly apply to all.
Statement Remark
“People who use this argument often do it to reduce the guilt they have for using
1. “It happened to me and
corporal punishment on their children today. In their minds, they are defending their
did no harm.” violent actions against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children.
2. “Nothing else works!” or
Justifying that a child has asked for violence is really intended to make the
“They asked for it!” perpetrator feel less guilty and transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it
works best. Other destroys the teacher-child relationship. Children become angry at why someone who
methods don’t.” is supposed to teach and care for them is instead threatening, beating, or insulting
them.”
4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and
resort. I had no teachers to result in physical punishment at the first instance not as a last resort.”
choice!”
5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what
my class. I have too is expected of them and the consequences for misbehaving; and the teacher did
many!” not take the time to build a positive relationship with the children.”
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems,
can not be applied in encouraging positive group behavior during online classes is rewarding together
an online class.” with individual reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
2. “Positive reinforcers are select the type of positive reinforcers appropriate to your online class setting. For
example, social reinforcers can be done by giving praise or verbal recognition to the
costly and difficult to learners during online activities and praise for the submitted tasks on time. Another
administer.” example is the activity reinforcers, which can be done by assigning highly engaged
learners to monitor chat questions or by allowing the learners to have breakout
sessions in unstructured time to discuss among themselves about a specific topic in
the lesson.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide
online class do not badges to activity which can be done both in synchronous and asynchronous
need rewards.” classes. With combined badge systems the learners are motivated to spend more
time to finish the assigned tasks and develop self regulation to complete
asynchronous assignments. ”
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
g. Promote solidarity
6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.
1. During the group activity of Teacher B. Develop prosocial Address the misbehavior in
Justin for his Classroom Observation behavior, self- appropriate way.
(CO), two of his pupils started argu- discipline, and
ing with each other, which caused character
noise and distracted their classmates.
Teacher Justin then told them to stay
away from each other and that he will
deal with the both of them after class.
2. Teacher Gemma prepared a very c. Maximize the Stick to the lesson plan so that you are
engaging group activity for his Grade
child’s active guided by your lesson activity. Always
7 during her CO. Because of the
learners’ enthusiasm and excitement,
participation provide time allotment in doing group
Teacher Gemma exceeded her time activity so that students are aware of the
allotment for the said activity, and time remaining.
therefore affected the remaining parts
of the lesson.
6. Teacher Cora records the learners a. Develop The teacher should call out the attention of
performances and outputs during prosocial the pupils after the online class to discuss
synchronous and asynchronous ac- tivities. behavior, self- their incomplete activities not during the
She noticed some incomplete activities discipline, and lesson to avoid embarrassment.
compiled by the learners. During her online character
class, Teacher Cora asked the learners to
share their online experiences. After some c. Promote
important sharing they proceed to the solidarity
activities where Teacher Cora prepared.
Teacher Cora called for the learners who
have concerns based on record to actively
participate and give immediate feed- back
to the participation.
Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.
1. Acting in the way that you want the POSITIVE Be a good role model to your learners.
children to act (modelling)
3. Getting the student’s attention POSITIVE This helps in creating a good classroom
before you begin class management and focus to the lesson
2. Ma’am Carol believes that it is a FALSE Teacher must continuously develop learners self-
waste of time to devote time in monitoring skills and learn to gain mastery.
teaching self-monitoring skills.
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.
2. Treating the learners kindly and This give equal opportunities to all
respectfully in the classroom is enough learners to learn in the school.
to bolster academic achievement. /
In the classroom pupils should learn and
treat fairly regardless of the relationships
3. Taking no notice of relationships during
of the teacher and some learners.
the teaching and learning process.
/
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and the feelings.
choosing learners to be assistants
Active Listening This means being attentive and
or to participate in special
responding when a learner
activities.
speaks. You need to show that
you have heard the learner and
to give him or her a chance to
Humor The ability to respond correct a misunderstanding or
lightheartedly to learners. interpretation. You might try re-
stating what has been said or a
use of body language to show
empathy.
Respect This involves showing regard for
the rights and feelings of learners. These characteristics may model to learners how they
would also interact with each other. This would enhance
learner-to- learner relationships.
Courtesy This is another sign of respect.
learners:
b. I will create classroom atmosphere that are built on trust where everyone
is respected and transparent in their communication.
ANNALYN P. PLATON
Statements Answer
1. We should tell our learners how we expect everyone
to behave in class (our learners and ourselves) and
AGREE
discuss these expectations regularly.
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.
Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.
Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending
public schools.
Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way
in which learners learn and their social knowledge and behavior.
Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning
activities and other learning opportunities for community development and
improvement of the people’s quality of life.
Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment
such as spanking, verbal abuse and humiliation.
Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve
the efficiency of government services, within affordable levels, and in the
most accountable manner.
Strategic Direction a course of action that leads to the achievement of organizational goals.
Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values are the principles the Department adheres to in pushing the programs into action.
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published
correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain
time. Child Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig
City. Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1,
Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment:
The Way Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power,
91-128. Paris: UNESCO Publishing.
Guide for Mentors and Newly Hired Teachers85
Department of Education
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
National Capital
Region X Region
Division of Bukidnon (NCR)