Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

COURSE
The DepEd Teacher
1
in collaboration with

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

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

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

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

Intended Course Learning Outcomes

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

2. establish safe and secure learning environments through the

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

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

violent discipline (2.6.2)

Course Outline
Module 1: Becoming a DepEd Teacher

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Environment

Estimated Time Required: 8 hours

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

Module 1 – Becoming a DepEd Teacher

 Intended Module Learning Outcomes
Required Resources
At the end of this module, you should be able to:
• DepEd Order (No. 36, s. 2013)on Our Department
1. demonstrate understanding of the DepEd’s of Education Vision, Mission and Core Values
mandate, vision, mision, core values and strategic (DepEd VMV).
directions; and

2. adopt practices that uphold the dignity of teaching

as a profession by exhibiting qualities such as
caring attitude, respect, and integrity aligned with the
DepEd’s vision, mission, and core values (7.1.2,
7.2.2)

Module Outline
Session 1 – DepEd’s Mandate

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Standards for Teachers

Estimated Time required: 1 hour

Required Tasks
• Reflection survey

• Self-reflective activities

• Scenario and case study analysis

• Document reading

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

Preliminary Activity
Please complete the survey below. This activity will help you reflect on
your current understanding of the different aspects in the Department of
Education. How familiar are you with the following? Check the appropriate
box that corresponds to your answer.

Key Topics Very familiar Familiar Slightly familiar Not familiar

DepEd’s Mandate [G
ra

Vision

Mission

Core Values

Strategic Directions
Guide for Mentors and Newly Hired Teachers 5
 Session 1 – The DepEd’s Mandate
The DepEd’s Mandate
The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman.
The Education agency underwent many reorganization
efforts in the 20th century in order to better define its
purpose vis-à-vis the changing administrations and
charters. The present-day Department of Education was
eventually mandated through Republic Act No. 9155,
otherwise known as the Governance of Basic Education
Act of 2001, which establishes the mandate of this
agency.
DepEd formulates, implements, and coordinates
policies, plans, programs, and projects in the areas
of formal and non-formal basic education. It
supervises all elementary and secondary education
institutions, including alternative learning systems,
both public and private; and provides for the
establishment and maintenance of a complete,
adequate, and integrated system of basic education
relevant to the goals of national development.
Required Task 1: Reflection Questions
Reflect on the DepEd’s mandate and respond to the
questions below. You may respond in 2-5 sentences
for each.
As a newly hired teacher in DepEd, what can you
contribute to:
6 The Teacher Induction Program - Course 1
a. promote quality education?
As a freshman in this area, there are
various things I should and always consider for
me to promote quality education.
Firstly, by promoting a friendly and a
conducive environment where every pupil can feel
that their presence is valued. By considering this
factor, I can ensure that every student will be
heard and that no learners will be left behind.
Secondly, I believe that learning will be
more meaningful if the process of learning will be
creative thus, giving the learners a good and
attractive ways to learn by providing them a
quality instructional material that will help them to
easily understand the topic will be of great help in
promoting the said matter.
Lastly, by assessing every student if they
were able to perform well, If not, then it is our rule
as a teacher to go back and see what are the
problems that should be fixed and what are the
things this certain student needs.
Ergo, the aforementioned ways are the
most crucial ways to implement in promoting an
education that can respond to the needs of time.
b. uphold equity in education? c. responds to the needs of the learners?

Every learner deserves fair education may
it be outside or inside the classroom. As a newbie
in DepEd, I can uphold equity in education by
highlighting the essence of FAIRNESS. This can
be done by removing the barricades to learning
and promote an environment where collaboration
happens.
Our core mission as a teacher is to mold
every student’s potential that’s why it is our role to
assess learners’ weaknesses and strengths. And
to completely respond to their needs, we have to
vary our instructions and create an environment
where everyone can easily learn.

Moreover, I believe that giving equal

opportunity to learners without considering their In a nutshell, it is our responsibility as a
status, culture, religion and race can give equity in
teacher to make a strategy/instruction that is in
education.
accordance with the learner’s needs.

Therefore, giving students the room they

they deserve to excel in class without any barriers
to learning can surely uphold equity.

Guide for Mentors and Newly Hired Teachers 7

Session 2: Vision, Mission, and Core Values
Preliminary Activity:
As a new public school teacher, what are your visions for yourself, for your class, and your school community?

MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY

To be called a teacher Effective learning To make use of my

is such an honor and at the depends on the surrounding. profession in the school
same time a responsibility. For me, to provide a friendly community by taking part in
As a newly hired public classroom that can help my the different activities being
school teacher, my vision for students in their learning implemented will be my
myself is to grow more process is my main vision in vision in the said
professionally. Since I am my class. community.
still in the first step of my In addition, I will also Also, I want to be an
career here in DepEd I want implement rules that can instrument of unity and
to be more of a role model strengthen the bonds between peace that can help people
where my students can learn every learner as they to be potentially helpful in
from me. By having enough collaborate and help each their self and in community.
knowledge about this other throughout their journey
profession will surely help inside the class.
me in making my students to
be a better citizen.
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 kindness inside and outside the school
Vision premises. Provide at least two ways of integrating this in
her lessons. You may respond in 3-5 sentences.
We dream of Filipinos
who passionately love their country To integrate the said lesson in the school

premises, Teacher Johanna has to have strong

and whose values and competencies
objectives by integrating this in the subject. This topic
enable them to realize their full potential
can be inserted in the subjects Araling Panlipunan
and contribute meaningfully to building the nation.
and in Edukasyon sa Pagpapakatao. After
As a learner-centered public
incorporating this, that’s the time where she can
institution, the Department of
teach the students how to love the country by giving
Education continuously improves itself
them task/activity such as role playing. Through this
to better serve its stakeholders. activity, the students can easily remember the acts

inside or outside the classroom because they

personally done it in the task.

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.

Guide for Mentors and Newly Hired Teachers 9

Scenario 2:
One of the Grade 9 advisory students of Teacher Andrew
is showing interest in joining scouting. However, the
student is very shy and timid. In what ways can Teacher
Andrew help his learners to gain confidence and
participate in scouting? You may respond in 3-5
sentences.
Encouragement with Hands-on tasks is
the best way Teacher Andrew can do. To give
words that can make the student eager to join
in the scout and to give hands-on activities
such as games that can develop the student’s
self-esteem will help the students in dealing
with his/her problem. By providing fun
activities, the student can now manage to
perform the tasks in scouting without worrying.
Key Topic 2: DepEd’s Mission
Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are
actively engaged and share responsibility for developing
life-long learners.
Required Task 2: Application
Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.
10 The Teacher Induction Program - Course 1
Scenario 1:
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.
Teacher Helga has to implement a “No-To-
Discrimination” rule in her class. As this will help her
in providing a gender-sensitive environment. This
rule can be done by explaining to her students what
will be the negative effect of discrimination and try to
add posters in her class about the topic.
Moreover, she should also be conscious about
the classroom set-up since this can affect the child’s
learning. That is why she needs to keep her
classroom neat as possible and let her students
express their ideas openly.
Key Topic 3: The DepEd Core Values
Core Values
In promoting “One DepEd,” the official DepEd core
values adapted the national motto as stated in the
Republic Act No. 8491 (otherwise known as the Flag and
Heraldic Code of the Philippines). The core values are
enumerated as such:
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
As an example on how we can interpret these, the
DepEd core values have been elaborated further by the
Division of Baguio City by translating the core values to
behavioral statements with indicators.
The Baguio City Division Memorandum could be
accessed through this link: http://depedpines.com/wp-
content/ uploads/2016/03/Division-Memorandum-No35-
S.2016- DepEd-CORE-Values-Indicators-Concrete-
Manifestation. pdf
Guide for Mentors and Newly Hired Teachers 11
 Core Values Behavior Statements Indicators
1. Engages oneself in worthwhile spiritual activities

2. Respects sacred places

Expresses one’s spiritual belief while
respecting the spiritual beliefs of others 3. Respects religious beliefs of others

4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life

1. Tells the truth

2. Returns borrowed things in good condition

Maka-Diyos
3. Demonstrates intellectual honesty

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

upholding truth
5. Aspires to be fair and kind to all

6. Identifies personal biases

7. Recognizes and respects one’s feelings

and those of others

12 The Teacher Induction Program - Course 1

Core Values Behavior Statements Indicators
1. Shows respect for all

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

Is sensitive to individual, social, and cultural
differences 5. Upholds and respects the dignity and equality
of all including those with special needs

6. Volunteers to assist others in times of need

7. Recognizes and respects people from different

economic, social, and cultural backgrounds

Maka-tao
1. Cooperates during activities

2. Recognizes and accepts the contribution

of others toward a goal

3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully

5. Accepts defeat and celebrates others’ success

6. Enables others to succeed

7. Speaks out against and prevents bullying

Guide for Mentors and Newly Hired Teachers 13

 Core Values Behavior Statements Indicators
1. Shows a caring attitude toward the environment

2. Practices waste management

Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
and economically 4. Takes care of school materials, facilities, and equipment

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino

2. Respects the flag and national anthem

3. Takes pride in diverse Filipino cultural expressions,

practices, and traditions
Demonstrates pride in being a Filipino;
exercises the rights and responsibilities 4. Promotes the appreciation and enhancement
of a Filipino citizen of Filipino languages

5. Abides by the rules of the school, community, and country

Makabansa
6. Enables others to develop interest
and pride in being a Filipino

1. Manages time and personal resources

efficiently and effectively
Demonstrates appropriate behavior
in carrying out activities in the school, 2. Perseveres to achieve goals despite
community, and country difficult circumstances

3. Conducts oneself appropriately in various situations

14 The Teacher Induction Program - Course 1

 Required Task 3: Application
Let’s see how you would apply the DepEd Core Values
in responding to the following school scenarios. You may
answer the following questions in 3-5 sentences. Write
your answer on the space provided.
Scenario 1:
Teacher Luis is a Grade 10 guidance counselor and a
Values Education teacher at Arellano High School. One
of his classes has a diverse religious background. One
day, two of the learners insisted that the class should start
with a prayer led by an assigned student. This leads to a
heated debate arguing about their own religious and
spiritual beliefs. How can Teacher Luis mediate and help
resolve the argument? (You may refer to Department
Order (No. 32, s. 2013) and Department Order (69, s.
1990)).
Teacher Luis has to discuss to all his pupils that
students with varied religion and beliefs should not
force to participate to any religious tasks that is not
allowed on their religion. They should learn to give
respect to the religion of other people to avoid conflict
and discrimination inside the class. Therefore, if one of
their classmates does not want to lead the prayer, they
should respect his/her decision.
Scenario 2:
The DepEd Core Values teaches us the love for God
(maka-Diyos), love for fellow men (maka-tao), love for
nature (makakalikasan), and love for country
(makabansa). Teacher Molina inspires his Grade 2
learners to become a better version of themselves
through exemplifying qualities and characters of our
national heroes. What classroom management strategies
can Teacher Molina employ to encourage learners to
apply the DepEd core values in real life situations?
To completely integrate the DepEd core
values to her pupils, Teacher Molina can use it as a
group activity wherein she can assign her class per
group to act as one of the national heroes and
portray the good values that they have, by this 15
pupil can remember and apply the good values in
real life situations since they already have enough
knowledge because of the group activity.
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:
SELF
As a neophyte in this field,
my main purpose is to be a
teacher that inspires my students
to love learning. I will give polish
and improve my skills to identify
my strengths and then use them
to encourage my students,
resulting to a positive outcome for
each learner and a shift in the way
my teaching works. My aims are
to engage and inspire my pupils
through active-learning lessons.
Also, to help all my students
chase their dreams and discover
the true essence of their lives
through proper education.
I will continue to refine my
professional skills by attending
seminars and continue to apply
quality-teaching strategies to give
the best education for my pupils.
MY VISION BOARD
CLASS
My vision is to create a
class wherein the one that will
rule is collaboration. To have an
atmosphere where each
individual can feel that they are
accepted and valued. To make
a classroom wherein there is no
place for bias and there is equal
opportunity for learning to
everyone. I want to generate a
classroom that is conducive to
learning and promote love and
eagerness for learning
ACTION POINTS
I will create a conducive-
friendly environment to my class
and practice cooperation in
learning. I will provide various
activities wherein everyone can
participate.
SCHOOL COMMUNITY
My vision for my school
community is to be a learning
environment that promote unity
and has a purpose of giving
benefits for students, teachers,
parents, and the wider school.
I dream of a community
that has a strong leadership to
help the school in providing
efficient and quality education
to for all.
I will fortify the school
relationship with the parents and
other stakeholders for the
betterment of the school and the
learners.
Strategic Directions
As an agency, the Department of Education sets plans
and actions to achieve its vision within a given time
projected. These strategic directions are time-bound and
are measured through strategic objectives.
An example is the Strategic Directions specifically for
year 2017-2022 by the administration of Sec. Leonor
Magtolis- Briones.

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

Guide for Mentors and Newly Hired Teachers 17

 ZC.pptx Required Task 2: Pledge of Commitment
(Portfolio Output)
Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by
the following scenarios. Pledge of Commitment
Write your own pledge of commitment in support to
DepEd Strategic Directions. You may write your
1. Expand Access to Basic Education
statements in 3-5 sentences.
2. Improve Quality and Relevance

3. Modernize Education Management and Governance

I ALDIEN B. LAGNASON, pledge to do my very best

Your school effectively implements a School-based to make accurate and effective decisions, holding
Management (SBM) system that empowers your school
head to make decisions that respond to your school’s myself responsible in a high standard of integrity,
immediate needs.
perseverance and commitment to give my best in
Your Grade Level Coordinator conducts LAC sessions
with all the teachers in the grade level to be knowledgeable doing my duty to serve others and my school. I
about the concerns of teachers and learners.
pledge to give quality education for my learners and
Your school prepares alternative learning mode for all
learners. continue to uphold my dignity as a teacher. I promise
The Local Government Unit (LGU) provides assistance to to make my learners’ education quality and is my
the public schools through distributing TVs, tablets, and
laptops to learners and educators. main priority. I will exert more effort to learn how to
The Division Office prioritizes training on curriculum
implementation and lesson planning. They invite curriculum mold my students to become a quality individual.
experts to join the teacher training and conferences.

18 The Teacher Induction Program - Course 1

Required Task 3: Reflection
After going through this module, (DepEd Mandate,
1. In what ways has this module helped you reflect on
Vision, Mission, Core Values, and Strategic Directions),
the Vision, Mission, Core Values, and Strategic Directions
answer the following questions. Write your responses in 3-
of the Department of Education?
5 sentences.

Through this module I now understand that term

“teacher” is a very complex word with very broad meaning. That

his/her role does not end in the four corners of the classroom.

Teacher is one of the vital people who inspire and shape the

minds of the pupils. Because of this module, I realized that it is

very hard for me to provide quality education alone without

improving my professional skills. Therefore, I need to polish my

professional growth to answer the needs of my pupils.

Guide for Mentors and Newly Hired Teachers 19
 2. How has this module helped you clarify your vision
and motivations in serving your learners better and in
promoting a learner-centered environment for them?

3. What are your personal beliefs and values that are

aligned with the DepEd’s VMV (Vision, Mission, Core
This module helps me realize that I should Values)?
continue my dream and purpose in molding and

20
improving the lives of my pupils as my top priority

despite of the challenges I encountered as a new

teacher. This serves as my wake-up call to be a

competent teacher and provide learner-centered

environment that only focus on the welfare of my

pupils.
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

How can this PPST Strands be apply in an

I have learned that the PPST Standards
easy and effective way with the overlying tasks of
serves as a guideline that helps us find out and
teachers has throughout the year without resulting
develop better and more efficient ways of
any pressure.
teaching.

Learning is a lifetime process, and it is a lifetime

adventure.

Guide for Mentors and Newly Hired Teachers 21

Key Topic 1: Introduction to the PPST
In light of the Department of Education’s vision to
continuously improve itself to better serve its
stakeholders, the Department is committed to developing
teacher competencies that are abreast with the changing
demands and needs of K to 12 curriculum, globalization
and ASEAN integration. Hence, the Department released
DepEd Order no. 42 s. 2017 on National Adoption and
Implementation of the Philippine Professional Standards
for Teachers (PPST).
The PPST:
• sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
• engages teachers to embrace ongoing professional
learning for their professional development to
enhance their own teaching;
• provides a framework of uniform measures to assess
teacher performance; and
• provides a basis for building public confidence in and
support for the work of teachers.
DepEd Order no. 42, s. 2017 mandates that the PPST
“shall be used as a basis for all learning and development
programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12
Program. It can also be used for the selection and
promotion of teachers. All performance appraisal for
teachers shall be based on this framework” (Section 5).
In line with the above provisions, in DepEd Order (No.
11, s. 2019) on Implementation of the NEAP
Transformation, NEAP is mandated to provide standards-
based professional
development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional
development for teachers is to be based on the PPST.
More in-depth discussions on PPST will be tackled in
Course 3 of TIP.
Key Topic 2: The Teacher
Professional Development
Framework
In order to help teachers seamlessly adopt and embody
the expectations in the standards, the PPST has been
integrated in DepEd’s Professional Development Framework
(see Figure 1). The framework shows the professional
development path of teachers starting from the Teacher
Education Institutions (TEIs) towards their career
development in DepEd. Teachers’ professional development
is guided by the Human Resource (HR) systems which are
represented in the framework:
1. Recruitment, Selection, and Placement
(Recruitment and Hiring)
2. Results-based Performance Management System
(RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used
to
gauge teacher practices and better target
professional development and training.
3. Learning and Development (L&D) - represented
in the framework by the Learning Action Cells and
the Targeted Professional Development and Teacher
Training.
4. Rewards and Recognition (Rewards, Compensation)
22 The Teacher Induction Program - Course 1
Figure 1. The Teacher Professional Development Framework (Research Center for Teacher Quality 2018)
This framework shows that the PPST is not only intended to set expectations of teachers. It is also integrated into the
system, tools and processes of DepEd in order to ensure that it is seamlessly embedded in the teachers’ life. It is not an
additional requirement, but a guide towards personal and professional reflection and advancement.

Guide for Mentors and Newly Hired Teachers 23

Summary

• The Department of Education (DepEd) formulates, implements, and coordinates policies,

plans, programs, and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the establishment and maintenance
of a complete, adequate, and integrated system of basic education relevant to the goals of
national development.

• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official DepEd
VMV shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As
part of the Department of Education, teachers are enculturated into the DepEd professional
community in order to align professional practice to the common vision and mission of the
department.

• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”

• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.

• It is important for newly hired teachers to be familiar with and understand the DepEd’s
mandate, vision, mission, core values, and strategic directions so that they could align their
practices and professional goals with the department. This will help them better support
DepEd’s endeavors towards quality education. These could be demonstrated in how
teachers present themselves, how they respond to challenges in everyday teaching, and how
they serve as role models to their learners, inspiring them to be life-long learners and
productive citizens.

• Four career stages are articulated in the Philippine Professional Standards for Teachers (PPST).
Each stage is constituted by particular professional practice that defines and locates
teacher quality within a developmental continuum.
24 The Teacher Induction Program - Course 1
Module 2 - Gearing up
for the School Year
Intended Module Learning Outcomes
At the end of this module, you will be able to:
1. establish safe and secure learning environments
through the implementation of DepEd and school
policies, guidelines and procedures on the
preparation, start, and daily management of classes
(2.1.2)
2. plan and manage administrative, teaching and
learning processes through efficient lesson planning
and accomplishment of school forms; and compliance
with DepEd’s policy and guidelines on lesson
preparation (4.1.2)
3. manage learner behavior constructively by applying
positive and non-violent discipline (2.6.2)
Module Outline
Session 1 - The DepEd School Calendar
Session 2 - The School Support System
Session 3 - Pre-opening of Classes Preparation
Session 4 - Opening of Classes
Session 5 - Handling Advisory Classes
Estimated Time required: 1 hour
Required Tasks
• Personal School Calendar
• Reading and Reflections
Required Resources
• Deped Order (No. 1, s. 1991)
• Deped Order (No. 109, s. 2009)
• Deped Order (No. 43, s. 2012)
Session 1 – The DepEd
School Calendar
Key Topic 1: The DepEd
School Calendar
The DepEd school calendar for each school year sets the
opening and closing day of classes. It also prescribes
the number of school days where learners need to go to
school, inclusive of the in-service training for teachers,
parent-teacher conferences, and a celebration of the
World Teachers’ Day. As an example, you may see D.O. 7
s. 2020, School Calendar and Activities for School
Year 2020- 2021.
The DepEd school calendar also follows Republic Act
11480, which is also known as An Act to Lengthen the
School Calendar from Two Hundred (200) Days to Not
More Than Two Hundred Twenty (220) Class Days.
The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
provides an enclosure for the calendar of activities for the
current school year to enable schools to efficiently and
effectively implement the school events and school
activities while being supported by the regional office and
the division office. Meanwhile, the schools are allowed to
observe local and national celebrations provided that
these activities are beneficial to learners.
Guide for Mentors and Newly Hired Teachers 25
Alternative delivery modes or make up classes may be
undertaken to compensate for the unplanned suspension
of classes due to natural calamities. The President, in
coordination with the Secretary of Education and the
Department of Education (DepEd), may opt to set a
different date for the beginning of the school year.
Key Topic 2: Continuity of Learning
(A History)
At the height of the Gulf crisis in the Middle East, DepEd
Order (No. 1, s. 1991) ordered a system of continued
learning despite the apparent war. Its content clearly
specified that “the continuing education of the youth
remains the utmost priority.”1 The order also envisioned
mechanisms for home-based learning, utilization of self-
learning kits (both reinforcement and enrichment), and
application of various multimedia platforms.
While the Gulf crisis did not escalate as it was expected,
DepEd shows that it has the contingency plan in place in
case a disruption of classes ensues. Moreover, our
geographical location as a country makes us vulnerable to
tropical storms and volcanic eruption. These natural
factors directly affect continuation of the school calendar.
Hence, there is DepEd Order No. 43, s. 2012 that provides
a protocol for cancellation of classes according to
PAGASA’s weather bulletin.2 Another document, DepEd
Order no. 109. s. 2009, lays out the post-calamity
education set-up which gives provision for
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) –
Guidelines For the Implementation of the Education Sector Contingency
Plans for All Levels.” (Department of Education, 1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines
on the implementation of Executive Order No. 66 (Prescribing Rules on
the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and
Calamities).” (Department of Education, 2012), 1.
recovery of missed school days and provides guidance in
choosing appropriate modalities that can be used to fit to
a rehabilitating context.3 All of these important
documents show that the education department is
serious in living out its mandate to deliver continuous
learning.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily
suspended classes and adjusted the current school term
in an effort to save learners, teachers, and school staff
from possible exposure to COVID-19. For months,
DepEd contemplated what to do and continued to plan
for the future. Eventually, in August Secretary Briones
announced that classes would continue in October. The
announcement came after numerous schools were
asking for different extensions and possible class
opening dates. DepEd opted to adjust classes by
introducing modules and the use of online video
conferencing applications such as Zoom.
DepEd also introduced its “Basic Education Learning
Continuity Plan” (BE-LCP) as its plan so learners are still
able to continue their learning despite any ongoing
disasters like calamities, pandemics, etc. There are four
important aspects to the plan: communication, materials,
learning activities and assignments, and assessments.
Communication involves ways of providing teaching
whether it be answering questions, discussion of a topic,
relaying instructions, or anything about the course.
Materials include the lessons, references, and other
things needed for learning activities. Learning activities
and assignments are activities that facilitate learning and
come in many different forms or done through a variety of
methods depending on the teaching style of the teacher
or what is specified by the lesson plan. Assessments are
methods to gauge a student’s progress.
3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Classes for Lost Schooldays.” (Department of Education, 2009), 1.
26 The Teacher Induction Program - Course 1
Key Concept 3: Implementing Guidelines The DepEd School Calendar contains the guidelines that should be observed in schools
nationwide, including school programs, curricular non-classroom-based activities, and parent-
Required Task 1: Reading and Reflection teachers conferences. Some of the important dates to be observed include a general assembly,
deworming of children, career guidance, in-service training, Christmas break, standardized tests
Study the rationale of the Implementing Guidelines of the
spearheaded by Bureau of Education Assessment (BEA), summer classes, and end of school
DepEd School Calendar for the current school year.
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 are enjoined to be familiarized with the DepEd
School Calendar because it will affect school-based
calendar and your professional work within the school
It is a must for newly hired teachers to year. It is important to mark the dates on your own
be familiar with the Department of Education's calendar, so that it gives you a heads up on how you plan
your activities throughout the year.
year-round activities as it will allow us in
prioritizing our goals to strengthen and polish
our capability in different field such as teaching,
training, and building our professional skills. As
a Department of Education teacher, it is vital to
mark the important dates on your own calendar,
so that it gives you a heads up on how you plan
your activities throughout the year and you can
be notified.

Guide for Mentors and Newly Hired Teachers 27

 Required Task 2: Personal School Calendar (Output for Portfolio)
Get a copy of the latest DepEd School Calendar. In the space below, write your personal activities, reconciling them with
the important dates set by DepEd throughout the school year.

School Year: 2022-2023

June July August September October November

 Celebrated  All Saints Day

(Regular
the World Holiday)
Teachers’
Day with a  All Souls Day
formal (Special
program in Working Day)-
Had a Class
our school. after the All
Saints Day

 Conducted  End of
the First Academic
Quarter 1
Quarter
Examination  Start of
Academic
Quarter 2

 Parent-
Teacher
Conference/Di
stribution of
Report Cards
 Araw ng
Pagbasa

 Bonifacio Day
(Regular
holiday)

28 The Teacher Induction Program - Course 1

 December January February March April May

 Feast of the
Immaculate
Concepcion
Day
(Special
Non-
working
Day)

 Start of
Christmas
Break

 Christmas
Day
(Regular
Holiday)

 Rizal Day
(Regular
Holiday)

 Last Day of
the Year

Guide for Mentors and Newly Hired Teachers 29

Required Task 3:

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

QUESTION ANSWER REMARKS

The DepEd School Calendar always set the specific dates for
The DepEd school calendar for each school the opening and closing of classes to be familiarized with the
year does not set the specific dates for the FALSE
important dates throughout the school year.
opening and closing day of classes.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar TRUE
from Two Hundred (200) Days to Not More
Than Two Hundred Twenty (220) Class
Days.
The in-service training is inclusive of the FALSE The in-service training is provided only for teachers and pupils
number of days required for learners to be in are not part of this training.
school.
The parent-teacher conference is inclusive
of the number of days required for learners FALSE The parent-teacher conference is inclusive of the number of
to be in school. days required for learners to be in school.
Alternative delivery modes or make up
classes are not allowed to be undertaken to FALSE Make up classes are allowed to be undertaken to compensate
compensate for the unplanned suspension of for the unplanned suspension to cope up with the lesson
classes due to natural calamities.
The Basic Education Learning Continuity
Plan (BE-LCP) is a plan that aims to allow TRUE
learners to continue their learning despite
any ongoing disasters like calamities,
pandemics, etc.

Summary

• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
30 The Teacher Induction Program - Course 1
 throughout the school year.

• In times of class interruptions due to typhoons,

other natural calamities, or threats to safety and
health, the following DepEd Orders are the
institutional protocols for disruption-free education
and continuity of learning:

1. Deped Order (No. 1, s. 1991)

2. Deped Order (No. 109, s. 2009)

3. Deped Order (No. 43, s. 2012)

Guide for Mentors and Newly Hired Teachers 31

 Session 2: The School
Support System
Key Topic 1:
Schools and Learning Centers (LCs) serve as frontline services
of the department. These are accountable for education
and learner outcomes. Consistent with the national
educational policies, plans, and standards, the school or
learning center has the following functions:

• take accountability in achieving higher

learning outcomes;

• implement the curriculum and be accountable

for higher learning outcomes;

• provide equitable opportunities for all learners in the

community;

• develop an education program and

school improvement plan;

• create an environment conducive to teaching

and learning;

• lead and manage itself and its resources; and

• establish and manage linkages with stakeholders.

There shall be a school head for all schools and LCs.

The school head, who may be assisted by an assistant
school head, shall be both an instructional leader and
administrative manager. The school head shall form a
team with the school teachers/learning facilitators for
delivery of quality educational programs, projects, and
services. A core of non- teaching staff shall handle the
school’s administrative, fiscal, and auxiliary services.

32 The Teacher Induction Program - Course 1

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

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

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

33
Guide for Mentors and Newly Hired Teachers
 Scenario Answer Feedback
1. Teacher Leo creates activities to make
sure that learners and teachers access
the place where reading materials and Librarian and LRDMS Coordinator keep
learn- ing resources are kept. He also the books and teacher made activities in the
crafts a schedule of the classes that could
visit the place. He coordinates with the library for additional supplementary materials
School Head for the selection, acquisition, of the pupils.
A. Librarian/LRMDS
organization, and maintenance of
Coordinator
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 Grade 7 learners who were caught
cheating by their adviser. She calls the
attention of the parents and reports to
School Guidance Counselor are the one
them what the learners did. Since it is b. Guidance
the first incident, the learners are Coordinator/Teach responsible in giving guidance counseling to
reprimanded and remind- ed of the er students. He/She has the power to call the
importance of honesty and of not parents for a meeting to discuss the problem
cheating.
and give punishment to avoid doing the
a. Librarian/LRMDS Coordinator same mistake.
b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback
3. Teacher Steffi is conducting a career guid-
ance and advocacy seminar to Grade 12
learners focusing on the four exits envi-
sioned for SHS graduates—namely, higher Guidance Counselor gives the students a
education, entrepreneurship, employment, or choice to choose what career track to
middle-level skills development. Afterward, choose on their learning journey.
she gives them a survey to answer on what
they plan for their career development after c. Guidance
SHS. Counselor
a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

4. Mark Anthony is preparing a budget plan

for the continuous improvement of the
school for the month of August. He is also
preparing the financial report for the month of
July. Both reports are subject to the
approval of the School Head.
a. Guidance Coordinator/Teacher
Any plan concerning about the school
d. Administrative improvement should be reported and
approved by the School Head before it will
Officer
be implemented.

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers 35

 Scenario Answer Feedback

5. Miss Rhea prepares the receipt, issuance,

maintenance, and safekeeping of supplies,
materials, and equipment and other prop-
erties and facilities of the school. She also
The main responsibility of a Property
conducts and maintains the inventory of
properties and prepares the required reports c. Property Custodian custodian is to keep track of school property
for the School Head’s reference. and materials or equipment keeping and
reporting.
a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

36 The Teacher Induction Program - Course 1

Key Topic 2:
School- based
Management (SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable
them to actively participate in
the continuous improvement of
schools towards the
attainment of higher
pupil/student learning
outcomes. With SBM, the
school is regarded as a key
provider of education. The
SBM empowers the school’s
key officials to make informed
and localized decisions based
on their unique needs toward
improving our educational
system (DepEd Memo (No.
386, s. 2009)).
Guide for Mentors and Newly Hired Teachers 37
 Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents,
and other stakeholders in identifying and resolving issues
and concerns in the school community. Discuss how you
can help in each scenario and involve some key
personnel who can help you resolve the following
challenges.
Scenario 1
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider
a friend, messaged you on Facebook and told you that she
will be absent tomorrow. She asked you to substitute all
her five classes. Without letting you respond, she already
sent you the learning materials for her lessons tomorrow.
However, you also have classes to attend and your
learners are expecting to deliver a performance task that
they prepared for. What are you going to do as a colleague
and who should you direct her to?

Teacher Lozano, the mother of one of your advisory

students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry
and disappointed about what happened because the If I will be in this situation, I will honestly
incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school say to her that I also have classes that I needed to
that day. The incident happened during Science time
handle. I will advise her to message the school
because the teacher was late to enter the class. You also
had other classes to attend to and had no chance to head instead that she can’t be able to go to
meet your advisory class during that time. Who should
you seek help to? school, and she needed a substitute teacher that
could replace her for the meantime and so that
that the school head would be the one to decide
38 Firstly, I would seek the help of the school
whose teacher is available to handle for her class.
guidance counselor concerning about this matter to
distinguish what is the best way to answer the issue
together with the parents and the learners involve. If
the problem is still be unsolved, then it is time to
ask for the help of the school head.
The Teacher Induction Program - Course 1
Scenario 3
Lito, the class president of your advisory class, was
elected as the president of the Supreme Student
Government (SSG). After three months, his subject
teachers are having trouble with his class standing
because of his frequent absences and non-submission of
required written and performance tasks. Lito is getting
overwhelmed with the various school activities he
manages. What are you going to do as the adviser?
As a responsible adviser, I will explain to
him that I understand his role as the President
of the Supreme Student Government and that
he has many duties and responsibilities to full
fill. On the other hand, I will also remind him
that he should not fully focused on this, he has
still academic subjects that needs to prioritize.
He should learn to balance his duties and his
academics subjects and never abandon one of
them.
Session 3 – Pre-opening of Classes Preparation
Key Topic 1: Preparations for
pre- opening of classes
Now that you have familiarized yourself with the DepEd
school calendar and the school support system, it is time
to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
important so that you can efficiently and effectively
prepare for the school year. In this session, you will
determine how to get to know the school structure,
available resources/ equipment, etc. and set up the
classroom.
Your first year of teaching in the public school system
would probably be one of the most rewarding and
unforgettable experiences that you will have as a
teacher. Expect that you will have grounding
experiences, as well as a myriad of challenging
circumstances that will test your character. Hence, it is
important that before you prepare your classroom and your
lesson, you also need to prepare yourself physically,
mentally, and emotionally.
You can do journal writing to reflect on your teaching
practice. This will help you make wiser decisions as you
deal with your situations inside the classroom. In this
way, it will help you reflect objectively when untoward
incidents happen. Whenever you make mistakes or
failures, you need to be patient with yourself. Bear in
mind that your school head or head teacher considers
that you are a new teacher in the school and will definitely
give you the kind of understanding that you need.
Guide for Mentors and Newly Hired Teachers 39
 Key Topic 2: Getting to Know
the School Structure, Available
Resources/Equipment, etc.
As a new teacher, you must familiarize yourself with your
work environment. It doesn’t only mean knowing the
fastest way to get to your school, but it also entails your
knowledge in and out of the school. Below are general
tips in getting to know your school to start with your
professional journey as a public school teacher.
1. As a faculty member, you are expected to know the
different offices and units in your school, as well as
the designated teachers who run each office. You
also need to know the school’s tailored Teachers’
Handbook, which contains the rules, regulations,
expectations, and all other necessary information
that you need to know about your job in your new
school. Make sure that you read it thoroughly and
understand everything because you are expected to
observe all of them as you work.
2. The provisions written on the handbook are not the
only ones that are being observed in the school. As
you work every day, you will begin to recognize casual
rules and principles that the school follows. Be able
to notice them. Hence, gather as much information
as you can before the beginning and during the first
few weeks of the school year.
3. Know your school organizational chart. Introduce
yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along
with your new colleagues; but you have to
overcome the anxiety so that you can establish
rapport with your fellow teachers.
40 The Teacher Induction Program - Course 1
4. Get acquainted with safety concerns in the school.
In every school, there is a unit designated for
Disaster Risk Reduction Management (DRRM).
You have to know the safety procedures for
emergencies, like when disasters occur during the
school year. You may need to know where the fire
exit is or where to lead learners when an
earthquake occurs.
5. Know the proper decorum in submitting paper
works or turning in reports.
6. Your breaktime schedule also matters, so early on
you may already take different options for spending
your breaktime. Bear in mind that teachers, both
seasoned and new, have their own way of utilizing
their break time. While most teachers use it for
eating, some teachers use it for rest, reflection,
checking learners’ outputs, doing paper works, or
speaking with colleagues. Whatever you choose,
make sure that you will be able to use your time well
and respect how other teachers use theirs.
Before you set up your room, you have to check the
available resources. In each school, the principals
allocate funds for supplies such as cleaning materials,
instructional materials, and other paraphernalia that may
be used in preparing the classroom at the beginning of
the school year. Should there be missing or insufficient
supplies or if damages are found, you must immediately
report it to the principal.
Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnel in-charge.

Department/Office/Unit Personnel In-Charge

School Head BOBBIE P. MOLIT

Clinic EDELENE G. SEGARINO

Property Custodian AILEEN A. ARNEJO

SDRRM ALDIEN B. LAGNASON

ICT EDELENE G. SEGARINO

BSP EDELENE G. SEGARINO

BRIGADA ESKWELA AILEEN A. ARNEJO

LIS EDELENE G. SEGARINO

SSG ADVISER EDELENE G. SEGARINO

Guide for Mentors and Newly Hired Teachers 41

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

When you arrange the chairs in your classroom, consider

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

The COVID-19 pandemic has forced everyone to adjust

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

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes
A Guide for the First Day of Classes
Key Topic 1: What to do on the 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 B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers, • Mention interests related to the subject and
parents, etc. outside of 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 • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening • Show the textbook.
to you. Project your voice in such a way that everyone
will hear and understand what you are talking about. Make D. Introducing the learners to each other through an
sure that you show your presence with authority and activity
openness to your learners. Most importantly, establish • Have learners share outcomes with the class or
yourself in such a way that your learners feel that you collect written responses.
care for their well-being, future, and their lives in the
school. Set a good first impression on your learners, their E. Class Rules
parents, and your co- teachers. One tip is to practice what • Present them.
you want to say to help you have more confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make
F. Distribution of the grade level standards.
sure that you spend time in preparing your lessons and
other tasks in school. This is your first year of teaching in
G. A quick lesson
the public school, it is important to demonstrate
professional disposition and discipline in the discharge of H. Dismissal – Goodbye
your professional duties.

Kottler, Kottler, & Kottler (1998) shared a guide for the first Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
1998. Secrets for Secondary School Teachers: How to
day of classes. Succeed in Your First Year. California: Corwin Press, Inc.
(pp 34-35)

Guide for Mentors and Newly Hired Teachers 43

Key Topic 2: Getting to Know Your
Learners
You will be meeting a lot of learners who possess unique
characteristics and personalities with varying learning
needs. Your first task is to get to know them by their
names, so make sure that you pronounce them correctly.
Although knowing your learners name is a preliminary task as
a teacher, remember that you also need to be
knowledgeable about your learners’ background.
Knowing this information will guide you to better inform
your planning on what appropriate teaching approaches and
strategies are best utilized to cater their learning needs.
The most common way of collecting information from
your learners is by asking them to write it on an index
card or a sheet of paper. You may also use technology in
consolidating information through online forms and
surveys. Ask your learners to write their name and the
name they wanted to be called. On the succeeding lines,
ask the learners the information that you think will benefit
you in the future like in preparing and contextualizing your
lesson, addressing the student’s concern, or contacting the
parents. This information may include your learners’
interest, hobbies, abilities, parents’ contact information,
and even the information that your learners may not
probably tell you face-to-face. Above all, it is important to
inform your students the purpose of gathering their
personal information. As professionals, we must strictly
follow the data privacy act as applied to students and
observe ethics in using this information.
At the beginning of the school year, you may ask the
learners to introduce themselves to you and to the class.
To make it successful, you should model how it is done.
Tell something about yourself that you think will matter so
that learners will get to know you better as a teacher.
Focus on what you want to accomplish with your learners
this year. Tell the learners what your class or subject is
all about and what are the
different activities that you will do in the coming days.
Spark a feeling of awe and excitement among your
learners, so that they will look forward to going to school
for the coming days. Emphasize that you will be with
them in this new journey. In this activity, maintain mutual
respect and interest. Games and icebreakers may also be
appropriate.
Key Concept 3: Setting Rules and Routines
Rules play a significant aspect in helping to define the
classroom situation. Rules are mostly based on moral,
personal, legal, safety and educational concerns. Sample
rules are presented below.
Sample Classroom Rules
1. Students should be in their
seats when class is about to
begin
2. Homework is due at the
beginning of the period
3. Textbooks are to be brought to class
every day
4. Raise your hand and wait to be
recognized before speaking
5. Be courteous and considerate to all
students and faculty
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc.
44 The Teacher Induction Program - Course 1
Aside from rules, your success as a teacher in
managing the classroom also depends on the routines
that you introduce to the class.
Some of these routines may involve entering and
leaving the classroom, having work checked, leaving
their chairs and moving around the classroom,
maintaining discipline and attention, changing activities,
catching up
on incomplete or missed work, activities for students
who finish work early, going to the toilet, using materials
in the classroom, and dismissal. It is a good practice for
teachers to go over some parts of the provided student
handbook to remind the students and to make sure they
are aware
of sections such as the rules and the punishment for
their violation.
Sample Classroom Routines
(for Elementary students)
OPENING ROUTINES
• Share One Word: Ask students to share one
word about how they are feeling that day.
• The Reading Minute: Find a passage online
or in a book—an excerpt of a poem, essay,
article, or story—and read it aloud. It might be
humor-
ous, interesting, angering, or beautiful, exhibiting
great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.
CLOSING ROUTINES
• Rate the Learning or Lesson: This exit slip can
be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how well
they understood the learning that day.
• Closing Statement or Question: Ask students
to first turn and talk in pairs or in a triad and
discuss questions such as: What did you
learn? What surprised you? What is unclear?
What do you want to know more about? Then
ask them to come up with a closing statement
or question about the content and write it
down.
Source: Alber, Rebecca. “6 Opening and Closing Routines
for New Teachers.” Edutopia. George Lucas Educational
Founda- tion, August 17, 2016.
https://www.edutopia.org/blog/6-open- ing-and-closing-
Guide for Mentors and Newly Hired Teachers 45
 It is important to set these rules and routines on the first day of the school year.

Required Task 1: Article Reading

Read an article from Association for Supervision and Curriculum Development (ASCD) entitled
Power in the Classroom: Creating the Environment. You may access the article through this link:
http://www. ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-
Environment. aspx

After reading the article, finish the table below:

How I will apply

Concepts I learned from the article My thoughts about these concepts
these concepts to my class

Teachers should let the learners to be part in I will let my pupils be part in improving our
Giving students an opportunity to speak in the implementing the classroom rules. classroom rules and regulations so that they
classroom would be aware of consequences.

Recognize the learners’ achievement Giving short recognition to pupils output or I will give recognition to the achievements of
behavior can motivate their morale and my learners either small or big by giving
encourage them to do better. certificates and praises showing that I am
proud of their doings.

Be inspired and adopt other classroom Teachers have to adopt the other classroom I will give different activities to my learners,
procedures procedures to support the students in gaining giving them their own opportunity to learn and
personal empowerment. improve their selves in building relationship
with others.

46 The Teacher Induction Program - Course 1

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
1. First impressions are really important,
so you have to set a good first
impression to your learners, their
parents, and your co-teachers.
2. In your first contact with your learners,
co-teachers, and parents, you need
to display confidence and show that
you know what you are doing even in
things that you are not so sure about.
3. You should only do what is instructed
for you to do at the beginning of the
school year.
4. You should model how to introduce
oneself at the beginning of the school
year.
5. Rules play a significant aspect in
helping to define the classroom
situation.
ANSWER FEEDBACK
First impression is important as it is their first
judgement, that’s why even if you feel nervous on
TRUE the inside, make sure you're smiling on the outside
as it helps you to become calm. Remember, smile is
the best way to hide the feelings inside. Let the smile
rule your classroom as it conveys “WELCOME”.
As a teacher it is a must to be confident if you want
to make a good impression. It is about giving your
TRUE full trust to your own capacities and abilities,
regardless of any mistakes you had done or what
others may think about your competency.
Our rule is to always help the student and depends
on their needs. Giving extra miles in reaching out to
FALSE those learners who need our teaching is our top
priority. Therefor, it depends on the student’s need.
In order to let the students follow you, be confident
so that the pupils will be confident to.
TRUE
Rules are indeed significant as it helps you to control
the classroom.
TRUE
Guide for Mentors and Newly Hired Teachers 47
Summary/Key Learning

• Coming to school prepared would not only help you

in building your confidence in fulfilling your role as
a DepEd teacher; it would also enhance your
classroom management skills that would ensure a
safe and conducive learning environment for your
learners.

• For a short period of time, you will be meeting a lot

of learners who possess unique characteristics and
individual needs. As a teacher, it would be beneficial
if you model good behavior to your learners.

• Rules play a significant aspect in helping to manage

the classroom situation.
48 The Teacher Induction Program - Course 1
Session 5 – Handling Advisory Classes
Required Task 1: Introductory Activity
There is no playbook that sums up your task as a
classroom adviser. Apart from equipping young people with
knowledge, skills, and values to succeed in this vastly
demanding society, teachers must also strive to build
their morale. Learners who enter their classrooms must
discover how to believe in themselves, exert effort to
accomplish their goals, and persist despite all challenges.
It may be ambitious and daunting, but we should always
give them platforms where they can express their ideas
so they can shine in the most brilliant way possible.
As you go over the activity, write your reflections below
by answering the questions that follow. Limit your
answers to all the three questions below into a maximum
of 600 words.
Guide Questions:
1. What is the role of a teacher to his/her learners?
2. How do you think are those roles manifested
in being a classroom adviser?
3. So far, how was your experience as a classroom
adviser?
1. As a teacher/instructor, it is my obligation to help my students
reach their potential and inspire them to achieve success. Students are said
to be the world’s future, and teachers are considered to be a responsible
guide for their improvements. Teachers are accountable for molding their
future, making the learners a better citizen. A teacher’s advice and guidance
in a student’s learning process can boost their ability and guide them to be
more rational in life. Now that we are in the modern age, the role of the
teacher has changed. Teachers are now responsible to incorporate the
lesson to real-life situations and encourages the learners to participate.
Moreover, another vital role of a teacher is to keep track of the learner’s
performances, assessments, achievements, and learners’ development.
Basing all the records the teacher will find it easy to get to know the students
properly and adopt different strategies that gives positive result such as
successful learning for all. The role of the teacher is not constant, it always
changes time to time. Ergo, we as a teacher have to adopt to the change.
2. These roles of the teacher are manifested in the classroom by
applying it by the adviser in his/her own actions. Implementing these roles to
yourself first is an important factor to this matter.
3. My experience as a classroom teacher is, I can say, a challenge
and at the same time a reward. I realized that I need to be familiar
completely about classroom management as it will help me to be an effective
classroom teacher. I have learned as well that each learner has different
learning abilities and styles. Therefore, I must provide various activities in my
lessons.
Key Topic 1: Being a Class Adviser
Being a teacher is both a privilege and a responsibility.
You will have the opportunity to meet students from
different experiences and backgrounds, and you will
definitely enrich your knowledge by celebrating diversity. It
is very rewarding for you as a teacher to recognize your
learners’ narratives.
Nevertheless, you may be designated as a class
adviser by the principal to manage a particular class. As
a class adviser, you are tasked to do important
assignments such as connecting to learners with
counseling, keeping school records and monitoring
attendance, doing homeroom activities, promoting
harmonious relationships and resolving conflicts,
capturing and maintaining learners’ interest, respecting
learners’ religious beliefs, maintaining a well-kept and
conducive classroom, accomplishing
and submitting reports on time and communicating with
parents.
As the classroom adviser, it is also your task to capture
and maintain your learners’ interest in school. Here are
some way to get the interest of the learners (pp 47-50):
1. Involve the learners.
2. Decorate your room.
3. Introduce your subject.
4. Instigate questions.
5. Inscribe thought-provoking quotes.
6. Introduce variety.
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
9. Invite guest speakers and parents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
Conducting Homeroom Activities:
As indicated in DECS Order 52, s. 1998, also known
as Guidelines on the Implementation of the Revitalized
Homeroom Guidance Program (RHGP) and the System
of Rating and Reporting Student Performance Under the
RHGP, schools are empowered to conduct a homeroom
guidance program.
There is a guidance program handbook that is
reproduced for teacher use, but you may also craft your
own activities depending on the needs of the learners in
your class.
Login to your DepEd Learning Portal and see the modules
below. Choose ONLY ONE module to study and create a
homeroom guidance plan based on these modules:
• Homeroom Guidance K-3 Quarter 1,
Module 2:
https://lrmds.deped.gov.ph/
detail/18647
• Homeroom Guidance Grade 4-6:
Quarter 1, Module 2:
https://lrmds.deped.gov.ph/
detail/18668
• Homeroom Guidance Grade 7-10:
Quarter 1, Module 2:
https://lrmds.deped.gov.ph/ detail/18687
• Homeroom Guidance Grade 11-12:
Quarter 1, Module 2:
https://lrmds.deped.gov.ph/ detail/18689
50 The Teacher Induction Program - Course 1
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.

Date Activities Outputs

When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your your Homeroom Guidance? You may learners and/or documentation of
mentor. consult with your mentor. evidence?

Every Friday of the Week  Reading  Reflection Paper

 Peer Sharing  Worksheets
 Reflection  Group presentation pictures
 Essay making showing all their
learning

Guide for Mentors and Newly Hired Teachers 51

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

• Stay neutral and do not judge the student, or trust may

be breached.

• Communicate with your body, face, eyes, your

whole being, that you are intensely interested in what
learners are saying.

• Show compassion and empathy in your manner

and style.

• Whenever possible, do not let yourself be

interrupted
or distracted when a student is confiding in you.

• Prove that you have understood what was said by

occasionally responding with reflections of feeling
and content that you heard.

• Avoid giving advice or telling learners what to do

with their lives.

• Make yourself as visible and accessible as you can.

52 The Teacher Induction Program - Course 1
Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:
Tips to connect with your learners
(Kotler, et. al. 1998)
1. Listen carefully without interrupting
2. Find common ground
3. Create a Positive Classroom Environment
4. Be consistent in your rules
5. Care
Even if you already do your job in an exemplary
manner, expect that there are learners in your class
advisory that need special attention. Kotler et al. (1998)
identify these kinds of learners (pp.60-61):
• The angry student looks sullen, with a chip on his
shoulder. No matter what you do, he will resist your
efforts.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively
in the back of the room or even sleep with her head
on the desk.
• The quiet student just does not talk at all. He may
or may not be paying attention; you really cannot tell.
No matter what you do to try and draw him out, he
is so shy that he just smiles enigmatically.
How to apply to your class
Let the learners share their insights and make them feel that they are
valued.
By asking them simple questions like, “How do you do?”. This gives
you space in the heart of the learner as this breaks the wall that hinders
your relationship with your pupil. Also by asking this question, it gives a
message to a pupil that they are valued.
Develop a classroom where POSITIVITY will rule and foster. This will
help the student to have an learn effectively because an environment
with positivity is an environment that helps the students in a positive
way.
Be bold and consistent in your rules because this will help you in
teaching and it also mold the student on how to be a law-abiding learner.
Show to them that you care for every learner. Never lose you temper and
always praise their achievements may it be small or big.
• The student who is in over her head feels like she is
so far behind there is no point in even trying to
cooperate in class. She has given up all hope.
• The procrastinator continually plays games with
you. He always has excuses for why he does not
have his work completed. He may be wickedly
charming, but he manages to avoid doing much
that is useful.
• The addicted student is strung out on drugs or alcohol.
Her attention is, at best, fleeting. She sits in the
back of the room with a glassy-eyed stare.
• The overly social student is always flirting or disturbing
others around him. You stop him a dozen times, but
he does not seem to respond to the corrections.
• The class clown may be motivated by either a
sense of humor or something more perverse.
Regardless of his intentions, he is constantly the center of attention.
The list could be longer. There will be time that you may
feel discouraged and frustrated. Keep on exerting effort
to reach out to these kinds of learners. However,
remember you may not be able to help almost everyone
in your class.

It is said that all teachers are guidance counselors. You

are placed there to help learners in resolving their
personal issues that affect their academic life. Since you
are the teacher who has the closest contact to your
learners, you are in a position to know very well the
concerns that linger
among your learners. All in all, you have to be able to
show that you “care” about them.

Summary
• The class adviser is tasked to do important assignments
such as connecting with learners and counseling,
keeping school records and monitoring attendance,
doing homeroom activities, promoting harmonious
relationships and resolving conflicts, capturing and
maintaining learners’ interest, and communicating
with parents. You should be the adviser who
“cares”.

• Advisers are the assigned person to keep and

manage the school records of the learners that are
assigned to you. It is also a task of the adviser to
monitor the daily attendance of learners.
54 The Teacher Induction Program - Course 1
Module 3: Creating an
Engaging Physical and Virtual
Learning Environment
Intended Module Learning Outcomes
At the end of this module, you should be able to:
1. manage learner behavior constructively by
applying positive and non-violent discipline to
maintain trust and 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);
3. determine actions in building good
relationships with the learners (2.2.2; 2.4.2);
and
4. apply positive and non-violent discipline to
ensure learning-focused environments (2.6.2).
Module Outline
Session 1: Positive Discipline in Physical and
Virtual Learning Environment
Session 2: Positive Teacher-Student Relations
Estimated Time Required: 1 hour
Required Tasks
The following are the tasks in this module.
• Scenario Analyses
• Reading Activities
• Reflections
• Writing activities
• Checklist
• Quizzes
• Outputs for Portfolio: Oath of Promoting Trust and
Fairness
• Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
2012.
• Department of Education. Positive Discipline In
Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
• Save the Children. A Toolkit on Discipline with Particular
Emphasis on South and Central Asia. Sweden:
Save the Children, 2007.
• UNESCO. Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive,
Learning- Friendly Classroom: A Guide for Teachers
and Teacher Educators. France: UNESCO, 2015.
• PPST Resource Package Module 15: Establishing
safe and secure learning environment to enhance
learning through the consistent implementation of
policies, guidelines and procedure
Guide for Mentors and Newly Hired Teachers 55
Session 1: Positive Discipline
in Physical and Virtual Learning
Environment
Key Topic 1: Establishing Safe and Secure
Learning Environment
Establishing a safe and secure environment for learners is one
of the important roles of a classroom teacher. As
classroom managers, you have the responsibility to provide
our learners with a learning environment that is free from
harm or risks to promote their well-being and support their
learning (Marzano & Pickering, 2003).You also have to
build their sense of community, improve academic
performance, and to prepare learners to be productive
individuals. Creating safe learning environments involve
every aspect of creating a positive experience for learners.
The physical space is one important element, but equally
important are the relationships between learners, teachers,
and the learning community as a whole (UNHCR and IRC,
2010). Furthermore, in times of disruptions that may
necessitate emergency remote teaching (ERT),
reasonable protocols in virtual learning environments
must also be taken into consideration. In virtual space,
constructive relationships can be developed by allowing
the learners to have virtual time out that is efficiently
communicated with the learners and parents/guardians as
scheduled. The virtual time out may allow the learners to
be in their personal space in order to cool down and
reflect. With this, learners will do better for their next
online access in virtual space.
It is equally essential that proper behaviors must develop
within our learning environments -- both physical and
virtual. Thus, creating and reinforcing discipline in
classrooms or virtual learning spaces and maintaining
constructive relationships will further secure safe learning
environments for our learners.
Positive Discipline
Discipline is the practice of teaching a person to observe
rules or a code of behavior in both the short and long
terms. On the other hand, punishment is a penalty that
aims to control behavior through negative means
(UNESCO, 2015). As a teacher, you need to be
knowledgeable of ways on how to lead your learners to
exhibit positive behavior. Discipline is positive and
constructive because it involves setting goals and
conceptualizing constructive and creative solutions to
challenging situations. Every teacher should respect a
learner’s developmental level, their rights to dignity and
integrity, and their right to participate fully in their
learning.
Effective teachers should manage learner behavior
constructively by applying positive and non-violent
discipline, as anchored in the Philippine Professional
Standards for Teachers (PPST) under Domain 2, which
centers on creating an environment that is learning-focused
and in which teachers efficiently manage learner behavior
in a physical and virtual space. It has Strand 2.1.2, which
is to establish a safe and secure learning environment to
enhance learning through the consistent implementation
of policies, guidelines, and procedures. The use of
positive discipline ensures a learning-focused
environment and to encourage positive behavior and
motivate learners to feel good about themselves and the
decisions they make. With positive and non-violent
discipline, our learners will see a connection among their
behavior, the personal consequences, and the impact of
their actions to others. You may refer to the PPST
Resource Package 2.1.2.
56 The Teacher Induction Program - Course 1
Developing Positive Behaviors
The behaviors that you value and want to encourage
need to be known to your learners, and you need to
make a concerted effort to teach and strengthen these
behaviors. Some strategies that you can use to help your
learners learn positive behaviors include the following4,5:
- Give positive statements.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions.
- Provide your learners with opportunities to
make choices and help them learn to evaluate the
potential consequences of their choices.
- Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds.
- Model orderly, predictable behavior, respectful
communication, and collaborative conflict resolution
- Use appropriate body language – nod, smile,
and look directly at the student.
- Redirect behavior positively – for example, when
a student bounces a ball around the classroom,
“You can bounce your ball outside on the
playground where there is more space to play.”
On the other hand, in the virtual environment
immediately respond to the student(s) unusual
virtual actions or reactions by calling their attention.
Be mindful that your goal is to encourage and
redirect positive behavior among the learners.
- Make connections - online learning is all about
making effective communication with the learners
as well as their parents/guardians both for positive
and negative development during online classes,
this can effectively done during town hall
meetings.
- Establish routines, rules and procedures and
student engagement to create an online
teaching and learning direction such as a
strategic pre- planned schedule of screen time
activities based on your lesson plan.

- Restructure the environment – remove objects

that invite misbehavior.

4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

sive, Learning-Friendly Environments Specialized Booklet 1: Positive
Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for
Teachers and Teacher Educators. France: UNESCO, 2015.
5 Berman, G. and Dubinski, A. (2021). Managing Students’
During Remote or Hybrid Learning: Tips for teachers in an uncertain
time. Child Mind Institute, Inc.

Guide for Mentors and Newly Hired Teachers 57

 Required Task 1: Scenario Analysis
Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.

Scenarios Possible Answer and Points for Feedback

Case 1 : On Being Tardy Giving corporal punishment is not an answer to this

Rhea: I live a few kilometers away from my school. In the
morning, sometimes I have to fetch water and cook food for
my siblings before I can go to school. I have no money for
transport, so I walk to school. Learners in our school get late
slips when we don’t arrive on time. I don’t want to get too
many.
Rhea’s teacher: I have to make sure the children
understand that coming late to school is not acceptable. They
have to know that there are consequences for their tardiness.
I always give them punishment. Some of them are even used
to it. They just offer themselves up because they know I don’t
listen to any excuses.
What alternative/s to corporal punishment could suggest to
the teacher?
problem. Before giving judgement to the student why do not
ask first what are the reasons why he/she is late. We will
never know what why the student is consistently late unless
if we ask them. Like the situation of Rhea, she does not like
to go to school always late, but she is obliged due to some
of the valid reasons that she has to cook food for her
siblings and has no money for transportation. As a teacher,
being considerate to our learners is our mission. They do not
deserve all the blame for being late instead we have to show
to them that we exist to solve this issue together and that
they are not alone on their journey. We can give them
additional time after the class to cope up with the lessons
that they missed. By having this kind of solution, I believe
no learners will be left behind.

58 The Teacher Induction Program - Course 1

 Scenarios
Case 2: On Disruptive Behavior
Marcus: I am feeling good today. I am telling funny stories,
and everyone is laughing. The teacher tries to tell me to stop
talking, but I want to show everyone that I am not afraid. I am
tough and cannot be bossed around by a teacher.
Marcus’ teacher: I have to ensure that the class is well-
behaved. Otherwise, they will just get out of control and I will
not be able to teach. The learners will take over and other
teachers will laugh at me. I will put Marcus in his place by
embarrassing him publicly. I will make an example out of
Marcus so that learners will not dare to show disrespect by
making noise in my class.
What alternative action/s could you offer to the teacher in
order to promote positive discipline?
Possible Answer and Points for Feedback
Disciplining Marcus in a positive way is top solution
for this and embarrassing him in front of the class is
not the best solution to discipline him, it could either
worsen the situation or make him more aggressive to
fight back.
What the teacher could do to promote positive
discipline among this learner like Marcus is to identify
why the pupil is acting like this, sometimes they
misbehave because they have unsettled problems at
home and the school is there place to forget their
problems. To answer how we could handle this, the
teacher has to privately talk to Marcus about his
wrongdoings. Tell him and let him reflect to the rules
and regulations of the class and the consequences of
wrongdoings.
Guide for Mentors and Newly Hired Teachers 59
 Scenarios Possible Answer and Points for Feedback

Case 3: On Giving a Wrong Response to a Question Not all learners learn the same way, that’s why

Clark: I am so nervous in class. I am afraid that the teacher is teacher should be aware of the individual differences
going to ask a question when I don’t know the answer. Even if of the learners. The behavior of Clark in the class
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I wherein he always gives wrong answer doesn’t mean
know everyone is staring at me and laughing, but what can I
do? I he is not paying attention, but he doesn’t understand
just can’t risk giving the wrong answer. Even in tests, I feel
so afraid and always fail because I don’t know how to answer the lesson. This makes him afraid to participate in the
the questions. I just don’t understand anything that is being
taught, and I don’t want to be laughed at. The best thing is to class because he thought that his classmate will laugh
stay quiet or just leave that question blank on the test. at him. How the teacher could help Clark is by giving
Clark’s teacher: This boy is insulting me by not paying attention. him a remedial lesson after the class. Talked to him
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. what he did not understand in the lesson and give him
Last week, he failed the test and now he doesn’t even know
the answer to this simple question. I am going to reprimand remedial activities to further understand the lesson.
this boy so that everyone will learn that when I teach, they
have to pay attention. They should know the right answer Embarrassing the pupils in the class when giving
before I ask the question!
wrong answer will cause the learners to be
What alternative action/s could you suggest in order to
discouraged to learn or go to school.
promote positive discipline?

60 The Teacher Induction Program - Course 1

 Scenarios
Case 4: On Absenteeism
Elna: Sometimes my mother sends me to sell things at the
market and I can’t go to school. Sometimes I feel bored on
the way to school and visit my friend instead of going to
school.
Sometimes I don’t like being in a class where the teacher always
asks me questions and looks at me in a funny way. I know
that I am not going far after the 2nd year High School, so
what’s the point? I might as well do what I want.
Elna’s teacher: We can’t have learners missing class whenever
they want. Her case should serve as an example so that
her behavior doesn’t spread. In the morning assembly, I will
reprimand her, and give her a final warning. If she doesn’t
listen, she will be recommended to drop out of this school.
We can’t have learners undermining authority at this school.
What alternative action/s do you suggest in order to promote
positive discipline?
Possible Answer and Points for Feedback
If the students seem like no interest in going to school
maybe there are reasons for this. Like the situation of Elna
wherein the teacher is the reason why Elna doesn’t want to
go to school anymore. The behavior of the teacher is very
unacceptable, she should be the one to treat her pupils in a
fairl and in a nice way. Also, teacher should not judge her
since it is the job of a teacher to make her students feel safe
and valued in the classroom and not to discourage them to
go to school. She should be the one who need to change her
approach to her pupils, giving sermon to Elna with her
behavior and giving her final warning is not the best
solution because this only proves that the teacher does not
care with her student.
Guide for Mentors and Newly Hired Teachers 61
 Scenarios Possible Answer and Points for Feedback

Case 5: On Bullying If there is bullying in the classroom, teachers need to

Kurt: I am the toughest boy in this school. Everyone fears me, have immediate response to stop it from happening.
and I need to make sure that no one gets away with
undermining my status. I keep others’ respect by showing them
what might happen if they don’t fear me. I tease small girls,
and sometimes rough up an annoying boy. Everyone in school Firstly, The teacher needs to have a background check what
knows not to cross me. They know my father is tough at home
and I am tough at school. could be the reason why this certain pupil bullies his/her

Kurt’s teacher: This boy is a problem. He is making other

children miserable and giving our school a bad name. Today in
assembly, I will announce to all learners that we do not tolerate
such behavior. I will send him to the guidance counselor. I
will warn him that if he persists, we will expel him from
school.
What alternative action/s do you suggest in order to promote
positive discipline?
classmate. After that, the teacher has to talk privately to the
bully and try to ask him/her why is he/she doing it.
Also, let your students know how people are affected by
bullying and the consequences of bullying others at school.
If the first action is not effective, then seek the help of the
parents and the guidance counselor and discuss the solution
to this matter.

62 The Teacher Induction Program - Course 1

 Scenarios
Case 6: On Adaptability Struggle
Janelle: Online learning is new to me. I am used to face to
face classes. I will inform my teacher that I can not attend
online classes regularly and I can not submit my requirements
on time.
Janelles’s teacher: This student may just be making an
excuse for not attending our online classes and not submitting
on time. As their teacher, I need to be able to communicate
to my class that I will not tolerate complacency and that this
rule must equally and strictly apply to all.
What alternative action/s could you suggest in order to
promote positive discipline?
Possible Answer and Points for Feedback
Pandemic has changed the environment and the style
of learning. Due to this, school had to shift from face-to-
face to online education. Unprepared students were forced
to study online, and this caused anxiety, confusion and
stress to students. As a teacher, our response to this is to be
considerate in all situation with proper balance of what is
good and bad such as providing them enough time to submit
their requirements. Always encourage them even a short
phrase, “You got this”, statement. Acknowledge them that
everyone is going through challenging time. If Janelle
cannot really access to online learning, then the teacher
should give Janelle other options wherein she can continue
her study without any barricades.
Guide for Mentors and Newly Hired Teachers 63
 Scenarios Possible Answer and Points for Feedback

Case 7: Technical Issues If Allen could not cope up to the lesson due to
Allen: I really wanted to pass the subject, attend our online unstable internet connection, then the teacher should
classes on time and learn our lessons well. But because of
my poor internet connection and I am only using a mobile provide him printed materials/modules that are
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 connected with their lessons so that he can still cope
except me. I think I should just drop out from school.
up with their lesson and will not be left behind by his
Allen’s teacher: I noticed that Allen is having difficulty with
internet connection since he keeps signing on and off during
classmates.
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

64 The Teacher Induction Program - Course 1

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

Statement
1. “It happened to me
and did no harm.”
Remark
“People who use this argument often do it to reduce the guilt they have for using
corporal punishment on their children today. In their minds, they are defending their
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 perpetrator
“They asked for it!” 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 is
methods don’t.” 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 choice!” teachers to result in physical punishment at the first instance not as a last resort.”

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

Guide for Mentors and Newly Hired Teachers 65

 The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020) suggest
the following on how to design positive reinforcement systems online.
Statement
1. “Group reinforcement
can not be applied in an
online class.”
2. “Positive reinforcers are
costly and difficult to
administer.”
3. “I can stick with
one type of
positive
reinforcers in my online
class.”
4. “When I plan online
activities, I do not
need to consider the
learners.”
5. “The learners in an
online class do not
need rewards.”
66 The Teacher Induction Program - Course 1
Remark
“Though there might be limited time to devote to reinforcement systems, encouraging
positive group behavior during online classes is rewarding together with individual
reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
select the type of positive reinforcers appropriate to your online class setting. For
example, social reinforcers can be done by giving praise or verbal recognition to the
learners during online activities and praise for the submitted tasks on time. Another
example is the activity reinforcers, which can be done by assigning highly engaged
learners to monitor chat questions or by allowing the learners to have breakout sessions
in unstructured time to discuss among themselves about a specific topic in the lesson.”
“Learners find different types of reinforcement motivating. To ensure that all learners
engage in an online class, provide a variety of layers of reinforcement such as praise and
token systems.”
“Positive reinforcement in a virtual environment requires the students’ understanding.
In order to gather students’ input, the teacher may use group discussion, chat box
and online polling. ”
“To increase the motivating reinforcement system among learners, the teacher can
provide progressive rewards through a badging system. The teacher may provide
badges to activity which can be done both in synchronous and asynchronous classes.
With combined badge systems the learners are motivated to spend more time to finish
the assigned tasks and develop self-regulation to complete asynchronous
assignments. ”
Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of
the book, Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline by F. C. Power, J. Durrant, P. Newell, and S.
Hart (insert publication year). The book can be accessed through the link:

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

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

Required Task 2: Scenario Analysis

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

a. Respect the child’s dignity

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

c. Maximize the child’s active participation

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

e. Respect the child’s motivation and life views

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

g. Promote solidarity

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

Guide for Mentors and Newly Hired Teachers 67

 Situations Answers Feedback

1. During the group activity of Teacher b. Develop prosocial

Justin for his Classroom Observation behavior, self- Address the misbehavior in a calm and
(CO), two of his pupils started argu- discipline, and right way.
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

engaging group activity for his Grade
7 during her CO. Because of the
learners’ enthusiasm and excitement,
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
Always follow the lesson plan so that you
child’s active
participation are guided by your lesson activity.
Always provide time allotment in doing
group activity so that students are aware
of the remaining time.

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

68 The Teacher Induction Program - Course 1

 Situations Answers Feedback
4. During the General Mathematics class A. Respect the
of Ma’am Princess, she noticed that child’s dignity Try to be considerate and ask the child
Gian was sleeping. “Rise and shine, what’s the reason of his drowsiness.
Gian! It’s time for your breakfast”, D. Respect the Maybe that the pupil has unsolved
Ma’am Princess shouted and the child’s problems in his house.
whole class giggled. Immediately, developmental
Gian sat properly and became needs and quality of
attentive for the whole duration of
life
Ma’am Prin- cess’s class.
5. Ma’am Trisha scheduled her First CO e. Respect the Never compare your pupil to another
in her Grade 4 MAPEH Class. During child’s motivation pupil since every learner has different
their discussion, she noticed that and life views learning style and intelligence. Always
among the learners, Carl was the most provide room for them wherein they can
attentive and participative. After ask- f. Assure fairness grow and polish their skills.
ing a question, she then called Amy to (equity and non-
answer, “I don’t know”, Amy replied discrimination) and
nervously. Then Ma’am Trisha told her justice.
pupils that they should be more like
Carl to be able to answer as much as
possible.
6. Teacher Cora records the learners c. Develop prosocial Calling out the pupils for their incomplete
performances and outputs during behavior, self- activities in the middle of the class is not
synchronous and asynchronous ac- discipline, and the best solution for this. Never
tivities. She noticed some incomplete character embarrass your pupils in front of their
activities compiled by the learners. classmates. The best way to respond to
During her online class, Teacher Cora g. Promote solidarity this matter is to call out those students
asked the learners to share their online after the class.
experiences. After some important
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.

Guide for Mentors and Newly Hired Teachers 69

 Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.

Actions Answers Feedback

1. Acting in the way that you want POSITIVE Be a role model wherein your learners will look up
the children to act (modelling) to you.

2. Forming small groups in online POSITIVE This will highlight collaboration and participation.
synchronous activities

3. Getting the student’s attention POSITIVE So that it will give you assurance that the pupils are
before you begin class giving their full attention in class.

4. Making assumptions on student NEGATIVE Avoid hypothetical judgement to pupils without any
abilities without evidence or data valid observation.

NEGATIVE Never use physical force as this will cause the

5. Using physical force students to be more aggressive.

70 The Teacher Induction Program - Course 1

Positive discipline is a way not only to reduce
misbehavior but also motivate learners (UNESCO 2015, b. Establish clear rules and procedures and
80). It is based on the premise that behavior that is instruct learners on how to follow them. Give
rewarded is behavior that will be repeated. The most primary-level learners, in particular, a great deal
critical part of positive discipline involves helping learners of instruction, practice, and reminding.
learn behaviors that are effective in promoting positive
social relationships and help them develop a sense of self- Effective and efficient classroom
discipline that leads to positive self-esteem.
management is primarily built on two factors.
Required Task 4: Reflection The first is having strong teacher-student
The following are some ways that can help you create a relationships built on mutual respect. The other
motivating and conducive environment. How are you
going to illustrate these ways in your own classroom? key element of an effective classroom is to
Limit your response to 100-150 words per question. ensure you have engaging, age- and level-
a. Hold and communicate high behavioral appropriate lessons that link your class content
expectations for your learners and yourself. to students’ own life experiences or interests.
Boring or dull classes will result in student
To hold and communicate high behavioral disengagement, boredom and then behavioral
expectations for my learners and myself, I will
issues. Both of these factors require teachers
promote and implement rules where there will be
reinforcements and discipline. By doing this, my to know about student likes, interests,
learners will be motivated to do good things and they
preferences, learning styles.
will be afraid of doing bad as they will be disciplined.
Also, as a teacher it is our rule to always look after
them and correct them if they are doing things which
might not be good.
On the other hand, as for myself, I will adjust and try
to handle and fix things in a calm way if unexpected
happenings happen inside the classroom.

If this plan of mine will go smoothly, I will surely

guarantee that I can create a conducive environment.
Guide for Mentors and Newly Hired Teachers 71
Summary
Discipline shapes learners’ behavior and helps them to learn
self-control when it provides encouragement, not painful,
meaningless consequences (UNESCO 2015, 21). You should
use classroom discipline positively by believing in your
learners’ abilities and communicating affection and
respect for them. When you are willing to observe your
learners and respond in ways that encourage positive
behavior, you help them become responsible for their own
behaviors and they reduce the likelihood of misbehaving
in the classroom.

An effectively managed classroom is the one that

motivates learners while creating and supporting positive
behaviors. In order to do this, you need to make sure
that:

a. Your expectations are clear.

b. Instruction is interesting for your learners.

c. Your learners see a purpose and value to what

is being taught.

d. Instruction relates concepts and skills to a

learner’s experience and is meaningful within his
or her daily life.

e. Your teaching strategies are varied. Learners

can become bored, even if the topic is interesting, if
you constantly use the same teaching methods.
72 The Teacher Induction Program - Course 1
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.

Scenario Answers Feedback

1. At the very first day of the school
year, Teacher Joy enforces This will lead to a well-develop classroom.
classroom rules promptly, TRUE
consistently, and equitably.

2. Ma’am Carol believes that it is
a waste of time to devote time
in teaching self-monitoring
skills.
FALSE Teacher should continuously develop the
learners self-monitoring skills and learn to gain
expertise.

3. Teacher Michael ensures that he

maintains instructional pace of
his lesson for the day and makes TRUE This helps the pupils to adjust accordingly to the
smooth transitions between topic without confusion.
activities.

4. Monitor classroom activities
and give learners feedback
and reinforcement regarding
their behavior.
Giving feedback will help the learners know
TRUE which part they will try to polish while giving
reinforcement motivates them.

5. Evelyn makes sure that there

FALSE Avoid discrimination inside the classroom.
would be one item in her quizzes
that would be very difficult for
learners to answer in order
to discriminate the very
good learners from the rest.

Guide for Mentors and Newly Hired Teachers 73

 Session 2: Positive Relationships
Optional Task: Learn from Others
Ask a colleague, either a fellow newly hired teacher or a
fellow subject area teacher, on which they think are the
best ways to build relationships with their learners. Write
your findings on the space provided. Limit your response
to 100- 150 words.
The best teachers are capable of maximizing
the learning potential of each student in their class.
They understand that the key to unlocking student
potential is by developing positive, respectful
relationships with their students beginning on the first
day of the school year. Building a trusting relationship
with your students can be both challenging and time-
consuming. Great teachers become masters at it in
time. They will tell you that developing solid
relationships with your students is paramount in
fostering academic success.
It is essential that you earn your students’ trust
early on in the year. A trusting classroom with mutual
respect is a thriving classroom complete with active,
engaging learning opportunities. Some teachers are
more natural at building and sustaining positive
relationships with their students than others. However,
most teachers can overcome a deficiency in this area
by implementing a few simple strategies into their
classroom on a daily basis. Here are some strategies
to try.
74 The Teacher Induction Program - Course 1
Key Topic 1: Building Positive
Relationships with Learners
Positive learning communities and relationships contribute
to a great extent to learners’ engagement in face-to-face
or virtual classroom activities. Indeed, relationships are
key-- which includes teacher-to-learner and learner-to-
learner interactions. To build a positive relationship with
your learners, you should know the importance of
understanding and empathy. Some of the conditions that
are especially important in encouraging positive learner
behavior as part of the relationship building process are:7
- Maintaining a positive emotional tone in the
classroom.
- Providing attention to the learner to increase
positive behavior.
- Providing consistency in the form of regular
routines for daily activities and interactions to make
unexpected, negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that
we only learn by making mistakes.
- Building confidence. Promote positive self-talk.
- Focusing on past successes.
- Making learning meaningful. Modify your
instructional methods.
7 American Academy of Pediatrics, Committee on Psycho-
social Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psy-
chosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics.
1998;101(4,
pt 1):723–728.
Required Task 2: Checklist

What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the statements
that reflects good practice and an “X” mark if otherwise.

Statements Answers Feedback

1. Interacting respectfully and sensitively / Respecting and being sensitive in

are only important to elementary school responding to the needs of the learners
learners. are important in the classroom.

Being kind and respectful to your student

2. Treating the learners kindly and in the classroom are vital in bolstering
respectfully in the classroom is enough / academic achievement.
to bolster academic achievement.

There has to be boundaries between the

relationship of the learners and the
3. Taking no notice of relationships during / teacher in teaching.
the teaching and learning process.

We have to aware of the explicit and

4. Awareness of explicit and implicit implicit messages given to the learner to
messages given to learners is / have a good teaching and learning
important. process.

Be a good influencer to your learners

5. Modelling behavior to learners, whether they it’s outside or inside the
whether intentional or unintentional, / classroom.
is important.

Guide for Mentors and Newly Hired Teachers 75

Key Topic 2: Maintaining Trust and
Fairness in the classroom

Some of the characteristics that learners appreciate in a

teacher and their co-learners, and should form a core part
of monitoring our own behaviors, are:8

Fairness Learners see this as the most 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.

8 Lawrenz, Frances & Huffman, Douglas & Gravely, Amy.

(2007). Impact of the Collaboratives for Excellence in Teacher
Prepa- ration Program. Journal of Research in Science Teaching.
44. 1348
- 1369. 10.1002/tea.20207.
76 The Teacher Induction Program - Course 1
Required Task 3: Reflection
List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share
his/ her own rules he/she has in his/her own class.

My Classroom Routine as an My Routines I Set as a Subject- The Routines my Colleagues Set

Adviser Teacher in Class

 Greet and welcome my  Greet the pupils  Greet the pupils

pupils warmly  Prayer  Prayer
 Prayer  Checking of  Checking of
 Have a short talk about attendance attendance
their day.  Give a short  Remind them about the
 Give an activity to energizer to set the classroom rules and
energize them mood of the pupils regulations.
 Remind them about the  Give an activity to  Go the classroom
classroom rules and discussion.
energize them
regulations.
 Remind them about the
 Go the classroom
classroom rules and
discussion. regulations.
 Go the classroom
discussion.
You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague.
Take note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom
rules set the standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are
important role models for our learners.

Guide for Mentors and Newly Hired Teachers 77

 Required Task 4: Oath of Promoting Trust and Fairness
(Output for Portfolio)
Accomplish the oath below and write three tasks you intend
to do that will help you promote trust and fairness in your
own classroom.

OATH OF PROMOTING TRUST AND FAIRNESS

I, ALDIEN B. LAGNASON, 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 in my classroom, and I will give equal praise and expectations to all my
learners.

B. I will create classroom atmosphere that are built on trust where everyone is respected and transparent in their
communication.

C. I will impose nondiscriminatory rules and regulations in my classroom.

ALDIEN B. LAGNASON
(Signature over Printed Name)

78 The Teacher Induction Program - Course 1

Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.

Statements 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.

2. We must inform our school’s administrators, other

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

3. The rules we develop with our learners must be AGREE

applied consistently with no favoritism.

4. We must constantly be aware of what is going on in

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

5. We cannot get angry or lose self-control, but be role AGREE

models for good behavior, and follow the rules.

6. When discipline is necessary, it focuses on the

learner’s behavior, not the learner. The learner’s AGREE
dignity is maintained.

7. We need to encourage learners to monitor their own

behavior, such as by keeping diaries. They also need AGREE
to monitor each other’s behavior with respect.

8. In teaching, we should not use ambiguous or vague

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

Guide for Mentors and Newly Hired Teachers 79

 Summary
• Building a good relationship with your learners will
help you ensure positive student behavior and
discipline. Thus, an effective educator who foster
positive relationships with their learners creates
classroom environments more conducive to
learning and meet learners’ developmental,
emotional and academic needs.

• In order to maintain trust and fairness in the

classroom, teachers should always bear in mind the
characteristics that learners appreciate. These
characteristics should form a core part of monitoring
our own behaviors: fairness, humor, respect,
courtesy, openness, and active listening. Modeling
these characteristics to learners. also positively
reinforces good learner-to- learner relationships.

80 The Teacher Induction Program - Course 1

 Congratulations! You’ve come to the end
of Teacher Induction Program Course
I: The DepEd Teacher. Please go to
this link for the summative
assessment:

Don’t forget to take a screenshot of your

score. It will be submitted to your mentor
for verification and recording purposes.

Once you’re done, kindly input your score

here: [Input your score here.]

Additional reminder: Compile your

portfolio output/s and make sure that
your mentor has checked your
coursebook.
Guide for Mentors and Newly Hired Teachers 81
 Glossary

Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.

Class Adviser is a teacher assigned to manage a particular class throughout the school year.

Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.

DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.

Discipline The practice of teaching or training a person to obey rules or a code of

behavior in both the short and long terms.

Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.

Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.

Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way
in which learners learn and their social knowledge and behavior.

Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.

Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and
improvement of the people’s quality of life.

82 The Teacher Induction Program - Course 1

Mandate an obligation enforced by law.

Mission a declaration of an organization’s core purpose and focus that is normally

unchanged over time.

Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.

Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment
such as spanking, verbal abuse and humiliation.

Punishment An action (penalty) that is imposed on a person for breaking a rule or

showing improper conduct.

Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve
the efficiency of government services, within affordable levels, and in the
most accountable manner.

School an educational institution, private and public, undertaking educational operation

with a specific age-group of pupils or learners pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a
building or a group of buildings in a particular physical or cyber site.

Strategic Direction a course of action that leads to the achievement of organizational goals.

Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.

Values are the principles the Department adheres to in pushing the programs into action.

Vision an aspirational description of what an organization would like to achieve or

accomplish. It is intended to serve as a clear guide for choosing current and
future courses of action.

Guide for Mentors and Newly Hired Teachers 83

 References
The resources listed can also be found in the TIP repository folder that can be accessed through this link: https://drive.google.
com/drive/folders/1UEnwol5TUJBDz4PAM0igc3UWMfJNG75o?usp=sharing

Issuances and Legislations

Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. https://www.deped.gov.ph/wp-content/
uploads/2012/05/DO_s2012_40.pdf
Department of Education Order No. 36, s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://
www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program.
https://www.
deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
Department of Education Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division Offices
of the Department of Education. https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-
central- regional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
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Providing Options and Incentives for Government Employees who may be Affected by the Rationalization of the Functions and
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https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting

84 The Teacher Induction Program - Course 1

Other Sources (Alphabetical Order by Author)

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Paris: UNESCO Publishing.

Guide for Mentors and Newly Hired Teachers 85

 Department of Education

National Educators Academy

of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Dir. Runvi V. Manguerra
Diego
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
 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
II Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 87

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel Perez Maria Lourie Victor
Rageene Vera Dueñas Beverlyn Ramirez
Nerio Benito Eseo Frankie Delos Santos
Support Team

Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of
Division of Division of Negros Bohol Division
Quezon Occidental 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
Division of Caloocan
Oriental
Division of Manila
Division of Misamis Occidental
88 The Teacher Induction Program - Course