COURSE 4

MODULE 1
Prior Knowledge Assessment Below are statements about contextualization. Determine whether the statements
are True or False.
NOTE IF YOUR ANSWER IS TRUE NO NEED TO JUSTIFY
Statements Answers Feedback
1. Learners relate better to TRUE
concrete, tangible examples
and experiences than to
abstract conceptual models.
2. Action learning is based on TRUE
the premise that learners will
learn from their mistakes
and/or learn from one
another.
3. Contextualization is a TRUE
degree of localization.
4. When you incorporate FALSE You can’t say you are
activities that are related to indigenous people if you are
the actual situation in the not a member of their tribes.
community and you utilize As a teacher, you are only
materials that are available in adopting and utilizing
the locality of the school, you materials that are available in
are already indigenizing. the locality of the school.
5. Contextualization is one of TRUE
the main features of the K to
12 Curriculum.
6. DepEd mission highlights FALSE This is not the highlights of
that the curriculum shall be Deped mission. It is the
flexible enough to enable and standards and principles,
allow schools to localize, when appropriate, in
indigenize, and enhance the developing the enhanced
curriculum based on their basic education curriculum.
respective educational and
social contexts.
7. Contextualization is also TRUE
one of the provisions in
Republic Act 10533 or the
Enhanced Basic Education
Act of 2013.
8. Zone of Proximal TRUE
Development (ZPD) is the
gap between what is known
and what is being learned
9. Contextual learning should TRUE
be an integrated learning
process of problem-solving
learning and work-based
learning to encourage and
stimulate a higher-level
thinking.
10. Situational learning is FALSE Action learning is a
based on the premise that systematic process through
learning requires action and which individuals learn by
action requires learning. doing. It is based on the
premise that
learning requires action and
action requires learning.
Required Task 2: Think-Pair-Share Using the legal bases supporting the practice of contextualized teaching,
write down the phrases and clauses referring to contextualization. Discuss them with your co-newly hired
teacher/s or mentor. Use the template below.
Legal Basis Statements/phrases Feedback from the Insights during the
highlighting mentor Sharing
Contextualization
1. Article XIV Section Culture- based – The It seeks to develop It is the grounding of
14 1987 Philippine State shall foster the among Filipinos a instruction and
Constitution preservation, greater student learning in
enrichment, and awareness,understanding these ways including
dynamic evolution of and appreciation of values ,norms ,knowle
a Filipino national arts,history ,and heritage dge ,beliefs ,practices
culture based on the towards the evolution of ,experiences, and
principle of unity in consciousness that will language that are
diversity in a climate improve the quality of foundation of culture
of free artistic and our life.
intellectual expression
2. Republic Act 10533 The curriculum shall develop contextualized The development and
Enhanced Basic be contextualized and curriculums that fit the evolution of these
Education Act of global The curriculum needs of the time and global goals for
2013 shall be flexible place and people that education have given
they are serving. rise to the global
curriculum, which
aims to “promote a
worldwide
curriculum, unifying
criteria, identification,
and respect of
regional uniqueness.
3. DepEd’s Mission Culture-based Family, Family, Family, community
community and other community, and other and other stakeholders
stakeholders are stakeholders are actively has also a big role or
actively engaged engaged and share a part in attaining
responsibility for schools’ mission and
developing life-long vision in promoting
learners. equity and improved
basic quality
education.

Key Topic 2: Contextualization in the K to 12 Curriculum

Required Task 1: Scenario Analysis In reference to the theories presented, identify and explain the theory
reflected in each of the following classroom practices. Complete the task together with your mentor and/or
colleagues.
Scenario Answer Feedback of Mentor Insights Gained
Mario, a kindergarten A. Connection When we say Because mario is
pupil, is learning how Theory connection theory it is already know the
to read and write. He relatively new alphabet letter which
knows the alphabet learning that suggest means he has already
letters, but cannot students should knowledge and have
read or write words combine thoughts and the guidance of her
yet. No matter how general information in teacher he can now
much guidance was a useful manner. read and write.
given, he could never
read on his own. With
Teacher Roselle’s
help, Mario can now
read and write short
words like “at,” “boy”
and “dog”.
a. Connection Theory
b. Constructivist
Theory c. Active
learning
In a carpentry class, c.ACTIVE When we say active Teacher bryan gave
Teacher Bryan LEARNING learning it some problem -based
provided this activity: emphasized that learning like
“You have been hired contextual learning Estimate the type of
as a carpenter to help should be an wood . what lengths
renovate a family integrated learning will be purchased the
room. The contractor process of problem- cost per foot , the total
asked you to submit a based learning and cost of molding
cost estimate for the work-based learning needed for the family
base molding to encourage and room In determining
(baseboard) around stimulate a higher- the cost, measure the
the room. You will level thinking. room and make a
need to include the scale drawing of the
following in your floor plan showing
estimate: i. the type of fireplaces, doors, and
wood and style of other objects .
olding you will use ii.
the number of pieces
and what lengths will
be purchased iii. the
cost per foot iv. the
total cost of molding
needed for the family
room In determining
the cost, you will need
to measure the room
and make a scale
drawing of the floor
plan showing
fireplaces, doors, and
other objects that may
affect the lengths of
the base molding you
choose to install.
a. Connection Theory
b. Constructivist
Theory c. Active
learning
In the Chemistry class B.constructivist When we say Teacher paul becomes
of Teacher Paul, he theory constructivism it is the facilitator of the
showed a candle. He the theory that says class and the learners
explained the learners construct encourage to interact
composition and knowledge rather that exchange of views
function of the candle. just passively take in and ideas and
Later on, he asked the information.. construct meaning and
learners how the knowledge .At the end
flame is produced and ,the learners
how the candle works. successfully
He encouraged the understand the
learners to discover components of
for themselves how combustion
the candle works.
They do this first by
making simple
observations, from
which they later build
ideas and hypotheses
which they then go on
to test. At the end, the
 learners successfully
understand the
components of
combustion, an
important chemistry
topic. a. Connection
Theory b.
Constructivist Theory
c. Active learning
Now from the scenarios above, what is common? In teaching, you should always consider the context of your
learners. You need to relate the topic or lesson to your learners. In this case, you are teaching contextually.
Constructivism is commonly used in my classroom. It focuses on my learner’s question and interest; the
learners build on what they already know, and we focus on integrative learning. I can relate through our lesson
about “writing dialogue” I will start off with a song and teach them how should dialogue be used. Second was
mentor text, third one is model or take my class story and find places to add meaningful dialogue. Next was
practice, we will have a dialogue to help them construct their own knowledge and students work primarily in
group.
Session 2 – Teaching Contextually
Required Task 1 Give your comments on the following situations. Discuss them with your colleagues.
Topic Scenario Localization or Insights
Indigenization?
Visualize the ratio of two Teacher Rommel used
given numbers easily observable The use of the jeep, 4
examples of ratio in the Localization wheels, kariton, 2
community such as one Indigenization wheels, tricycle and 3
jeep, 4 wheels; one wheels as an observable
kariton, 2 wheels, one example of ratio is
tricycle, 3 wheels Localization because
Teacher Rommel
prioritized things that are
present in their
community and pupils
are familiar with it
because they see it in the
community.
Localization
Teacher Mary Ann Indigenization
presented the lesson by Teacher Mary Ann focus
Identify elements of a mentioning community on the socio-cultural
short story activities or cultural community activities and
practices that inherently cultural practices as an
use the concept of ratio example.
like bringing sacks of
rice to markets using
carabao (one carabao to
the number of sacks)

Teacher Melody Localization

instructed her learners to Indigenization
interview the chieftains Indigenization because
in the villages of the teacher melody wants her
Identify star patterns that learners to research about
learners and asked for
can be seen at particular the history of their place.
stories of origin depicting
times of the year
their culture.
 Teacher Hanadee
presented the elements of
a short story using a local
legend “Ang Alamat ni
Daragang Magayon”
Teacher Ailyn mentioned
the community’s name
for prominent stars while
retaining the use of the
Greek constellations
Localization
Indigenization Teacher Hanadee uses
the strategy
Indigenization in the
teaching-learning
processes in relation to
the bio-geographical of
their place.
Localization
Indigenization It focuses on the bio-
geographical content of
the lesson.

Teacher Lester discussed

the community’s own
calendar of star patterns
and its background Localization
before discussing the Indigenization It focuses on the socio-
Greek constellations cultural content of the
lesson.

Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.

Situations Answer Feedback

1. The barangay will be having its
annual fiesta. Teacher Marilou The business plan activity given
requested her students in TLE to by the teachers is a good idea to
create a business plan using the present local products in their
concepts discussed. The business LOCALIZATION community through bazaar on the
plan is a requirement for the day of the fiesta.
learners to be allowed to
participate in the bazaar on the day
of the fiesta
2. “Inutak” is a native delicacy of
the people of Taguig and Pateros.
The dish is a reflection of the early
customs of the local inhabitants of This focus on the Historical and
Taguig and Pateros. Teacher Arnel INDIGENIZATION socio-cultural aspects of the
together with his students in lesson.
Araling Panlipunan will conduct
research on this. He instructed his
students to interview some
prominent native residents of the
area and ask questions about the
relationship of culture and the
dish.
3. In the ICT class of Teacher
Rodel, after discussing video and
animation, he instructed his LOCALIZATION The teacher uses the local
students to produce an online materials as an activity
 advertisement using the famous
local products and delicacies in
their place.
4. Teacher Diane is teaching in a
provincial school. In her English sharing traditional customs is an
Class, one of the activities was the INDIGENIZATION example of indigenization.
reading of the short story “How
My Brother Leon Brought Home a
Wife” As a priming activity, she
asked the learners to share their
traditional customs.
5. After learning the elements of a
play, the class is tasked to perform LOCALIZATION The stage play will use local
a stage play for the upcoming materials that are present in the
fiesta. The story of the play community to portray the local
revolves around a local hero hero.
during World War II named Jose
Ozamis.

Required Task 2: Reflection Create your #Commitment that manifests the significance of contextualization to
you as a teacher, for your learners, and to the community. Write it down in the hearts below and discuss your
answers with a co-newly hired teacher or mentor.
AS A TEACHER:
On the best of my ability, I will help my students to relate educational tasks with their knowledge and everyday
curricular contextualization facilitates the linking theory and practice.

FOR MY STUDENTS:
I promise to engage my students in active learning while assisting them to make meaning out of the information
they are obtaining. I will help students learn language skills by teaching the skills using the authentic contexts in
which students must use those skills in the real world. 

FOR MY COMMUNITY:
I will utilize the importance of teaching localization and indigenization in my lesson.

Session 3 – REACT Strategy

Required Task 1: Pre-assessment Activity Before you undergo this session, take this pre-assessment activity.
Determine whether the statement is stating a fact or not. Write TRUE if the statement is a fact and FALSE if
not.

Statement Answer Feedback

1. Teachers can use the REACT
Strategy in localizing the lesson.
2. When learners take what they
have learned and apply it to new
situations and context, the
transferring stage happens.
3. Experiencing happens when
Teachers use REACT strategies to
TRUE ensure active participation of the
learners.
Learning in the context of prior
TRUE knowledge, also known as
transferring, makes use of and
expands on what the learner has
already acquired.
Contextual learning is defined as
 learners solve problems as a team
to reinforce knowledge and
develop collaborative skills.
4. Understanding real-world
connections to course content
increases student engagement
which often leads to increased
persistence and successful
transitions.
5. For learning to happen, the
teacher allows the learners to
discover meaningful relationships
between concrete ideas and real-
world application.
TRUE learning in the context of
exploration, discovery, and
creation. Other teaching styles,
however, may result in motivated
or tuned-in learners.
Teachers must use a real-life
TRUE setting to educate so that students
may apply what they've learned in
class to their daily lives.
If we enable our students to find
TRUE and experience situations and tasks
firsthand, there will be meaningful
learning.

Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master
Teacher to Teacher Romano in his Science Class. Then answer the questions that follow with your colleagues
and mentor.
Now challenge your understanding by answering these questions together with your colleagues and mentor.
Discussion Questions Answers Feedback
Did Teacher Romano utilize YES Teacher Romano employs a
contextualization? sociolinguistic or contextualization
strategy in which language (both
spoken and physical language) is used
to convey important components of a
conversation.
What degree of contextualization LOCALIZATION Presenting local materials may
is presented in the sample lesson? encourage greater learning and
make the content more relevant to
the students.
Which part in Teacher Romano’s REACT methods can be used to
lesson showed the REACT When the students perform the ensure learners' active engagement
Strategy? Outline the portions that activity and even to build a suitable
demonstrated the REACT strategy. learning environment.
Was the anticipated learning The REACT approach ensures that
outcome realized through the YES students participate actively in
REACT Strategy? order to encourage enjoyable and
active learning.
As a teacher, can you replicate any Yes, especially in sessions that REACT technique was more
lesson or topic using the REACT involve direct experience to effective and recommended for
Strategy? How? guarantee that the learners use in a class when the students
understand the process or steps of needed direct experience.
a particular topic.

Required Task 3: You were assigned to teach in a community with learners from an indigenous group. Think
of a topic that you will be discussing and write a lesson outline using the REACT Strategy. Think of ways to
promote an inclusive, culture-responsive, and relevant education for your learners. Use the template below. Be
ready for a discussion with your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency Grade 1
Naisasagawa nang palagian ang pagtulong sa
pananatili ng kalinisan at kaayusan ng paligid
para sa mabuting kalusugan..
1. What kind of discussion or activity might help To encourage active learning, provide a self-made
 learners in RELATING to the concept? story with a known name and location on the area.
2. What kind of activity would enable learners to Ask the students to act or respond to a real-life issue
EXPERIENCE the concept? that promotes the preservation of a safe and healthy
environment.
3. How can learners be shown the way that concept is The teacher may perform a role-playing session or
applied, or they can APPLY it themselves in a way narrate a tale in which the students take on the role of
that simulates an industry situation or other real-life the character and experience the scenario firsthand.
problem-solving scenario?
4. How will the experience be set up so that learners Provide a group activity that will support the lesson's
have the opportunity to interact and COOPERATE in purpose while also addressing the learners' various
one another’s learning? learning styles and allowing them to engage
depending on their interests.
5. What steps can be taken to ensure that learners will Encourage students to apply what they've learned in
be able to TRANSFER learning to new and class to their homes and communities, and ask for
unfamiliar situations? comments on how well their activities have worked
out.

Module 2 – Building Relationships with the Wider School Community

Session 1 – Community as a Resource in the Teaching-Learning Process
Prior Knowledge Assessment Identify the term being referred to in the following statements. Choose the
letter of the correct answer from the box below and write it on the space provided.

Statement Answer Feedback

1. It is a school association
composed of parents/guardians
and teachers, which serves as
support groups and partners of the
school for the welfare of the
learners.
2. It is composed of government
agencies, NGOs, Alumni, Parents,
retirees, and other sectors in the
community which give support to
the school in the achievement of
its goals and objectives.
3. It refers to the sustainable
governance structure that operates
under the principle of shared
accountability and responsibility
among school community
stakeholders
4. It is a detailed list of the steps or
tasks that you need to accomplish
to attain the goals set
5. It is a relationship between the
school and the community,
organization, or individual who
seeks a common goal, which is to
contribute to the learning outcome
of the children.
F. Parent-Teacher Association
(PTA)
C. Stakeholders
E. School Governing Council
A. Action Plan
D. School community
The PTA may act as a school's
support organization and partner in
the students' welfare.
Stakeholders can help the school
accomplish its aims and objectives
by providing assistance.
The School Governing Council is
guided by the notion of shared
accountability and responsibility
among all stakeholders in the
school community.
Action Plan was a list of the stages
or tasks you'll need to do to meet
your objectives.
The school community strives for
a single goal: to contribute to the
children's learning outcomes.

Introductory task I or E: Identify if internal or external stakeholder

Teachers: Internal stakeholder
Students: Internal stakeholder
LGUs: External stakeholder
NGOs: External stakeholder
Civil Society: External stakeholder
School administrator: Internal stakeholder
Optional Task: Complete the table Get to know your community. Complete the table below to get acquainted
with your school community. If you have no answer for some items, you may leave it blank.

Name of School Community (School name and Barangay):Cupang Antipolo CIty, (SAMPLE ONLY)

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Barangay
2. Topography Cupag Is situated at approximately 14.6332,121.1383
in the island of Luzon.
3. Available establishments School,health center,groceries store etc.,
4. Tourist spots/parks n/a
5. Indigenous group/s (if applicable) n/a
6. Religion Mostly Roman Catholic
7. Celebration/feasts Every December 07
8. Source of income Vendor, government and private employee etc.,
9. Songs/folklores n/a
10. Local heroes n/a
11. Learning Resource Centers/Learning Hub Brgy.hall library

Required Task No. 1: Scenario Analysis

Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Answer: She wanted to know whether she could borrow the Barangay's extra computer so that her six students
who don't have recourse gadget for their online class might use it for their studies.
2. What was the Memorandum of Agreement the School Principal made for?
Answer: The memorandum of agreement that the school principal made was an agreement between the school
and Ms. Ramos that will be authorized by the Superintendent in order for her to become an official stakeholder
in the school or a donor of the essential computers.
3. If you were Ms. Ramos, would you do the same? Why?
Answer: Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always desired to assist
children with their education.
4. What will you do to show appreciation and gratitude to them?
Answer: As long as I am able, I will always open my door to assist the unfortunate children and even supply
other required resources.

Required Task No. 2: Action Plan (Portfolio Output)

Identify Problems: Before you make the Action Plan, you need to identify the root cause of the problems.
Identify these problems and accomplish the table in a LAC Session with your mentor. You may also refer to the
existing action plans from the school to accomplish the tasks.
Observable Reasons: What Resources: What Action: What can Action: What can
Problems: What are might be the resources do you you do as their your school do to
the problems that reason? have in your school teacher? face the challenge?
hinder the learning community that you Are there any
process during this can utilize in easing efforts your school
time of pandemic? out the identified is doing to ease the
problems in your problem?
school community?
Availability of Lack of finances of A learning module Visit each home Look for someone
internet connection the families that may be sent to while carrying their who can help the
and gadgets. their house, instructional school keep the
allowing them to modules. Look for students informed
continue their stakeholders that and up to date on
studies even if they can assist me in the lectures.
don't have access to keeping my Consulted the
a device. students informed Barangay officials
and updated about to be given aid and
our lesson. assistance in
visiting students
and distributing
 learning modules.

Make an Action Plan The identified problems can be solved by planning before execution. Continue this
activity by filling out the table below.
Action steps: What tasks Responsible Personnel Time frame When should Potential barriers What
should be done? Who are the people to the tasks be hinders the
perform the tasks? accomplished? accomplishment of these
tasks?
Maintain a positive Teachers and Principals Year around The availability of
connection with as well as the learners’ stakeholders and the
government offices by parents. funding required for the
coordinating with as search for potential
many stakeholders as stakeholders to satisfy
feasible. school demands.

Session 2: The School and Community Relationships

Key Topic 1: Laws and Existing Policies
Required Task 1 Write TRUE if the statement is correct and FALSE if not.
Statement
1. The wider school community TRUE
can be a source of learning.
2. Batas Pambansa Blg. 232 is also TRUE
known as An Act Providing for the
Establishment and Maintenance of
an Integrated System of Education.
3. The community is required to FALSE
provide the needs of the school.
4. The School Governing Council FALSE
(SGC) is accountable to the
learning of the students in the
school.
5. Frequent communication with TRUE
the learners’ parents/ guardians
contributes to a healthy school-
community relationship.
6. A farmer or fisherman in the FALSE
community is considered an
Internal Stakeholder of the school
7. The school alone can provide FALSE
for the life-long learning skills the
learners need.
8. During Family Day, teachers get TRUE
the chance to know the parents/
guardians and some of the
members of the family of the
learner.
9. Having open and healthy FALSE
communication between the
teacher and the learners’ parents/
guardians has nothing to do with
the academic nor in the social
behavior of the learner
Answer Feedback
The school is conducive to
learning when it has a harmonious
interaction with the community.
This policy intends to construct
and maintain a comprehensive,
appropriate, and integrated
educational system that is relevant
to national development goals.
The community was not compelled
to meet the school's needs, but they
might assist the school in meeting
those needs.
The learning of the kids was not
the responsibility of SGC. Because
an SGC's role is to create a
platform for parents, students,
teachers, community stakeholders,
and the school's principal to
collaborate and improve student
learning outcomes.
School should maintain a
harmonious relationship to the
community especially to the
learners’ parents/guardians.
Internal stakeholders are those
who have a direct connection to
the institution.
To create a secure and pleasant
learning environment, the school
need community assistance.
Providing various school activities
that foster relationships between
students and their
parents/guardians may be
extremely beneficial to the
students' learning process.
Having a healthy relationship to
the learners’ parents/guardian may
be extremely beneficial to the
students' learning process.
 10. An established linkage TRUE Having a positive relationship with
between the teachers/ school and the community can help learners
the community can help in the learn more effectively.
development of the learner

Required Task 2: Scenario Analysis

Scenario 1
Questions: 1. As an adviser of one of the classes in Grade 1, what should you do to gain the trust and confidence
of the parents and the community? Limit your answer to 200 words (maximum)
ANSWER: You may hold a meeting to promote the benefits of having a positive relationship between the
school and the community. Allow them to perceive and understand the school's situation in order to provide a
healthy learning experience for the students. Showing care and treating them as if they were your own child is
an excellent way to acquire the trust of the parents and the community.

2. Who are the persons in the school community that you can tap to help you establish a good relationship with
parents?
ANSWER: We might tap our students and seek our administration for permission to organize a school activity
that would benefit both teachers and parents, especially the students to maintain and develop a positive
connection with parents and the community.

3. In what ways can you better communicate with the parents?

Answer: Because most parents want the best for their children, you can use this concern to gain their support
and trust by simply demonstrating how much you care for them. This will be beneficial for all of you,
particularly because it will help us to use appropriate teaching techniques, monitor students' academic
performance, and even discipline students.

Key Topic 2: The Community Involvement Continuum

Required Task 2: Complete the table At the beginning of the school year, the Department of Education
implements the Brigada Eskwela. As a teacher, how can you involve the school community and the school’s
stakeholders on this initiative of the Department? Identify appropriate approaches/activities/tasks/strategies you
can use to involve the community. The first row is done for you.
Community Involvement Level Goal Activities/Tasks/Strategies
Inform To provide the community with Example: Conduct information
balanced, objective information to drives on certain community issues
assist them in understanding the or advocacies
problem, alternatives and solution
Infer To obtain community feedback on Gather information about
analysis, alternatives, and community issue and put together
decisions to design an evaluation
Involve To work with the community Coordinate with the community
throughout the process to ensure and discuss about their concern.
that their concerns and aspirations
are consistently understood.
Integrate To partner with the community in To have school and community
each aspect of the decision. To effort to improve student and
synergize the effort from all the community learnings.
stakeholders to reach the goals (to
solve school problems)
Empower (INVEST) To provide shared leadership of Maintaining a positive relationship
community-led projects with final with the community, as well as
decision-making at the community initiating and recommending a
level. magnificent initiative for the
improvement of the school and the
learning process.

Session 3 – Strengthening and Sustaining Good Relationships with the School Community
Preliminary Activity: During your first month of teaching, were you able to get to know the parents of your
learners? What were your struggles and how did you overcome them? Limit your response to 200 words.
Reach out to your colleagues (preferably newly-hired teachers) and share your thoughts with your co-teachers.
Write down the ideas you got from them:
During my first month of teaching I was able to get to know some of the parents of my pupils.Some of
my struggles was communication with other parents and lack of participation of school activities. We all know
that a good relationship between families and schools is a top factor in positive students outcomes.But when
families are hard to reach or seem reluctant to participate ,building those relationships can be tough.I overcome
those struggles by offering the option or having meetings over the phone or via video conferencing for those
parents that are not able to attend the meeting.And let them know that I want to work with them towards our
shared goal of helping their child thrive.

Key Topic: Role of Parents? (K Melhuish, S., E. Sammons, P. Siraj-Blatchford, & B. Taggart (2004))

Required Task 1: Writing The following are some common school situations. Write the strategy that you think
will best suit the situation to be able to create a good relationship with the parents/guardians and the wider
school community. Limit your response to 100 words for each situation.

1.Claire is always absent and you never receive an excuse letter from her parents/guardians.

Answer: When a student is chronically absent, contacting parents is usually effective especially if you
emphasize how you've missed the student in class and hope he or she is all right, rather than demanding to know
the reason for the absence. It's also helpful to have a conversation with the student the next time they attend
class, stressing that you've noticed their absence, and you care about them and their education.

I always try to avoid asking a student why they've been absent. In my experience, if they've been absent for a
legitimate reason, they'll tell you. Other times, there are personal or family issues they may prefer not to share.
When a student with a string of absences returns to class, it's important to welcome them back and help them
get up to speed on missing work. Giving your students a hard time about poor attendance is counterproductive
and doesn't make them want to return to school in the future.

2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet professionals
and those working in the community. In planning the lesson, you wanted to prioritize the safety and maximize
the learning experience at the same time. You thought about conducting a field trip, but it will be very costly
and will require rigorous planning to make sure that the activity will be safe. What is an alternative way to
conduct this activity?

Field trips are often considered a key part of the school experience. Students often look back on them as some
of their favorite and most memorable days of school. However, traditional field trips are not always feasible
options. They can be expensive, time-consuming to organize, and quite stressful in action.
Perhaps your most simple and convenient option for a field trip alternative is to show your class about
documentary of different professions/job. Movies have a very unique ability to transport our learners to other
places, and documentaries in particular can be very educational and revealing about a faraway place or topic.
No matter the subject, you can find a documentary that your students will be interested in.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that you moved the
child’s seat away from her friends to make her concentrate on your lessons. Your actions were triggered by her
non submission of assignment and throwing a crumpled paper at you. How will you explain your side to Mrs.
Cruz?

Instantly thank the parent for bringing her concern to your attention. Apologize for both the problem
and for causing parents concern. Take any steps necessary to calm Mrs. Cruz and help her to relax.
Discuss with Mrs. Cruz about misbehavior of her child in a nice way and the reason why you move her
child away from her friends to make her concentrate on your lesson. Be careful the language used when
communicating with parents. End your conversation by reiterating that you’re going to take care of the
problem.

4. The general PTA meeting is fast approaching, and you need to ensure at least 90 percent attendance of
parents. How are you going to invite the parents to ensure their attendance and participation?
To ensure their attendance and participation I will send home personal letters to notify parents of conference
dates. Outline an agenda that will interest them and emphasize the importance of the conference to their
children's education. Schedule conferences for students who have siblings in the same school first and
coordinate conference times with the siblings' teachers. Do everything possible to avoid scheduling siblings'
conferences on different days or at widely disparate times. Base the length of the conferences on the needs of
the students. If necessary, schedule two consecutive periods with parents you suspect might require more time.
Send home personal invitations to the conferences and ask parents to RSVP by a specific date. Telephone
parents who do not respond and encourage them to attend. Send home reminders one week before the
conferences. Contact parents who do not show up and try to reschedule.

Required Task 2: Scenario Analysis Read the following scenarios. Write YES if it talks about a healthy parent-
teacher relationship and NO if otherwise.

_______NO____ 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo. Teacher
Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she knows, the teachers said
that Benedick was a talkative pupil. During the distribution of cards, she talked to the student’s mother and
found out that after his father’s death, he got upset, which led to Benedick’s disinterest in socialization. Teacher
Consuelo consulted Benedick’s condition with the School Guidance Counselor.
_____NO______ 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a mother of a
Kinder learner in the same school. She was impressed by the improvements made in the school and expressed
her willingness to contribute to the further improvement of the school. She asked the teacher of her daughter, of
what else she can contribute to the school. However, nothing came into fruition.
______YES_____ 3. Angelo always skips class every afternoon. He never does his assignments too. He is one
of the struggling learners in Ms. Bada’s class. Since he has been acting this way for almost two weeks, Ms.
Bada immediately called his father, Mr. Cruz and set an appointment. She told Mr. Cruz of Angelo’s behavior
in school and he promised that he will be watchful of Angelo.
_______NO____ 4. During the online class where Janna is attending, she failed to understand the instructions
of the teacher because of internet connection failure. Mrs. Manza, her mother, sent a message to her teacher and
asked for further discussion about the instruction because Janna was not able to get it correctly. Her teacher did
not respond to her.
____YES_______ 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay Health Worker
(BHW) for her to answer. As soon as Lerio finished answering, her mother brought back the activity sheets to
school. She explained that she is on her way to the market so she didn’t wait for the BHW to come over and get
back the activity sheets. Mrs. Hugo was very grateful.

Optional task: List down top 5 strategies to increase parental involvement in school and share it with your co-
teachers.
1.Connect parents and schools
2.Create an organizational structure
3.consider parent’s time
4.Identify and support learning environment
5.Home visits and parent teacher conferences