COURSE 5 - 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 TRUE
to concrete, tangible
examples and
experiences than to
abstract conceptual
models.
2. Action learning is TRUE
based on 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 indigenous people if you are
to the actual situation in not a member of their tribes.
the community and you As a teacher, you are only
utilize materials that are adopting and utilizing
available in the locality materials that are available
of the school, you are in the locality of the school.
already indigenizing.
5. Contextualization is TRUE
one of the main features
of the K to 12 Curriculum.
6. DepEd mission FALSE This is not the highlights of
highlights that the Deped mission. It is the
curriculum shall be standards and principles,
flexible enough to when appropriate, in
enable and allow developing the enhanced
schools to localize, basic education curriculum.
indigenize, and
enhance the curriculum
based on their
respective educational
and social contexts.
7. Contextualization is TRUE
also 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 TRUE
should 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 systematic process through
that learning requires which individuals learn by
action and action doing. It is based on the
requires learning. 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 Culture- based – It seeks to develop It is the grounding
Section 14 1987 The State shall among Filipinos a greater of instruction and
Philippine foster the awareness,understanding student learning in
Constitution preservation, and appreciation of these ways
enrichment, and arts,history ,and heritage including values
dynamic evolution towards the evolution of ,norms
of a Filipino consciousness that will ,knowledge
national culture improve the quality of our ,beliefs ,practices
based on the life. ,experiences, and
principle of unity in language that are
diversity in a foundation of
climate of free culture
artistic and
intellectual
expression
2. Republic Act The curriculum shall develop contextualized The development
10533 Enhanced be contextualized curriculums that fit the and evolution of
Basic Education and global The needs of the time and these global goals
Act of 2013 curriculum shall be place and people that for education
flexible they are serving. have given 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, community
Family, community community, and other and other
and other stakeholders are actively stakeholders has
stakeholders are engaged and share also a big role
actively engaged responsibility for or a part in
developing life-long attaining schools’
learners. mission and vision
in promoting
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 Insights Gained

Mentor
Mario, a A. Connection When we say Because Mario is
kindergarten Theory connection theory already know the
pupil, is learning it is relatively new alphabet letter
how to read and learning that which means he
write. He knows suggest students has already
the alphabet should combine knowledge and
letters, but cannot thoughts and have the
read or write general guidance of her
words yet. No information in a teacher he can
matter how much useful manner. now read and
guidance was 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 c.ACTIVE When we say Teacher bryan
class, Teacher LEARNING active learning it gave some
Bryan provided emphasized that problem -based
this activity: “You contextual learning like
have been hired learning should be Estimate the type
as a carpenter to an integrated of wood . what
help renovate a learning process lengths will be
family room. The of problem-based purchased the
contractor asked learning and work- cost per foot , the
you to submit a based learning to total cost of
cost estimate for encourage and molding needed
the base molding stimulate a higher- for the family
(baseboard) level thinking. room In
around the room. determining the
You will need to cost, measure the
include the room and make a
following in your scale drawing of
estimate: i. the the floor plan
type of wood and showing
style of olding you fireplaces, doors,
will use ii. the and other objects
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 B.constructivist When we say Teacher paul
class of Teacher theory constructivism it is becomes the
Paul, he showed a the theory that facilitator of the
candle. He says learners class and the
explained the construct learners
composition and knowledge rather encourage to
function of the that just passively interact exchange
candle. Later on, take in of views and ideas
he asked the information.. and construct
learners how the meaning and
flame is produced knowledge .At the
and how the end ,the learners
candle works. He successfully
encouraged the understand the
learners to components of
discover for combustion
themselves how
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 Teacher Rommel
two given numbers used easily The use of the jeep, 4
observable Localization wheels, kariton, 2
examples of ratio in Indigenization wheels, tricycle and
the community such 3 wheels as an
as one jeep, 4 observable example
wheels; one kariton, of ratio is Localization
2 wheels, one because Teacher
tricycle, 3 wheels Rommel prioritized
things that are
present in their
community and
pupils are familiar
with it because they
see it in the
Localization community.
Indigenization

Teacher Mary Ann

Identify elements of presented the lesson Teacher Mary Ann
a short story by mentioning focus on the socio-
community activities cultural community
or cultural practices activities and cultural
that inherently use practices as an
the concept of ratio example.
like bringing sacks of
rice to markets using
carabao (one
carabao to the
number of sacks)
Localization
Indigenization

Teacher Melody
Identify star patterns instructed her Indigenization
that can be seen at learners to interview because teacher
the chieftains in the melody wants her
 particular times of villages of the learners to research
the year learners and asked about the history of
for stories of origin their place.
depicting their
culture. Localization
Indigenization

Teacher Hanadee
presented the Teacher Hanadee
elements of a short uses the strategy
story using a local Indigenization in the
legend “Ang Alamat teaching-learning
ni Daragang processes in relation
Magayon” Localization to the bio-
Indigenization geographical of their
place.

Teacher Ailyn
mentioned the It focuses on the bio-
community’s name geographical
for prominent stars Localization content of the
while retaining the Indigenization lesson.
use of the Greek
constellations

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

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

Situations Answer Feedback

1. The barangay will be
having its annual fiesta. The business plan activity
Teacher Marilou requested given by the teachers is a
her students in TLE to create a good idea to present local
business plan using the LOCALIZATION products in their community
concepts discussed. The through bazaar on the day of
business plan is a the fiesta.
requirement for the 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 This focus on the Historical
customs of the local INDIGENIZATION and socio-cultural aspects of
inhabitants of Taguig and the lesson.
Pateros. Teacher Arnel
together with his students in
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 LOCALIZATION The teacher uses the local
his students to produce an materials as an activity
online advertisement using
the famous local products
and delicacies in their place.
4. Teacher Diane is teaching
in a provincial school. In her sharing traditional customs is
English Class, one of the INDIGENIZATION an example of
activities was the reading of indigenization.
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 LOCALIZATION The stage play will use local
to perform a stage play for materials that are present in
the upcoming fiesta. The the community to portray the
story of the play revolves local hero.
around a local 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
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.
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
learning in the context of exploration,
TRUE discovery, and creation. Other teaching
styles, however, may result in motivated
or tuned-in learners.
Teachers must use a real-life setting to
TRUE educate so that students may apply
what they've learned in class to their
daily lives.
If we enable our students to find and
TRUE 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

What degree of
contextualization is
presented in the sample
lesson?
Which part in Teacher
Romano’s lesson showed the
REACT Strategy? Outline the
portions that demonstrated
the REACT strategy.
Was the anticipated learning
outcome realized through
the REACT Strategy?
As a teacher, can you
replicate any lesson or topic
using the REACT Strategy?
How?
contextualization strategy in
which language (both
spoken and physical
language) is used to convey
important components of a
conversation.
LOCALIZATION Presenting local materials
may encourage greater
learning and make the
content more relevant to the
students.
REACT methods can be used
When the students perform to ensure learners' active
the activity engagement and even to
build a suitable learning
environment.
The REACT approach ensures
YES that students participate
actively in order to
encourage enjoyable and
active learning.
Yes, especially in sessions REACT technique was more
that involve direct effective and
experience to guarantee recommended for use in a
that the learners understand class when the students
the process or steps of a needed direct experience.
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
1. What kind of discussion or activity might
help learners in RELATING to the concept?
2. What kind of activity would enable learners
to EXPERIENCE the concept?
3. How can learners be shown the way that
concept is applied, or they can APPLY it
themselves in a way that simulates an
industry situation or other real-life problem-
solving scenario?
4. How will the experience be set up so that Provide a group activity that will support the
learners have the opportunity to interact and lesson's purpose while also addressing the
COOPERATE in one another’s learning?
Grade 1
Naisasagawa nang palagian ang
pagtulong sa
pananatili ng kalinisan at kaayusan ng
paligid
para sa mabuting kalusugan..
To encourage active learning, provide a
self-made story with a known name and
location on the area.
Ask the students to act or respond to a real-
life issue that promotes the preservation of a
safe and healthy environment.
The teacher may perform a role-playing
session or narrate a tale in which the students
take on the role of the character and
experience the scenario firsthand.
learners' various learning styles and allowing
 them to engage depending on their
interests.
5. What steps can be taken to ensure that Encourage students to apply what they've
learners will be able to TRANSFER learning to learned in class to their homes and
new and unfamiliar situations? communities, and ask for 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 F. Parent-Teacher The PTA may act as a school's
composed of Association (PTA) support organization and
parents/guardians and partner in the students'
teachers, which serves as welfare.
support groups and partners
of the school for the welfare
of the learners.
2. It is composed of C. Stakeholders Stakeholders can help the
government agencies, school accomplish its aims
NGOs, Alumni, Parents, and objectives by providing
retirees, and other sectors in assistance.
the community which give
support to the school in the
achievement of its goals and
objectives.
3. It refers to the sustainable E. School Governing Council The School Governing
governance structure that Council is guided by the
operates under the principle notion of shared
of shared accountability and accountability and
responsibility among school responsibility among all
community stakeholders stakeholders in the school
community.
4. It is a detailed list of the A. Action Plan Action Plan was a list of the
steps or tasks that you need stages or tasks you'll need to
to accomplish to attain the do to meet your objectives.
goals set
5. It is a relationship between D. School community The school community strives
the school and the for a single goal: to
community, organization, or contribute to the children's
individual who seeks a learning outcomes.
common goal, which is to
contribute to the learning
outcome of the children.

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 Action: What
Problems: What might be the resources do can you do as can your school
are the reason? you have in your their teacher? do to face the
problems that school challenge? Are
hinder the community that there any efforts
learning process you can utilize in your school is
during this time easing out the doing to ease
of pandemic? identified the problem?
problems in your
school
community?
 Availability of Lack of finances A learning Visit each home Look for
internet of the families module that while carrying someone who
connection and may be sent to their can help the
gadgets. their house, instructional school keep the
allowing them to modules. Look students
continue their for stakeholders informed and up
studies even if that can assist to date on the
they don't have me in keeping lectures.
access to a my students Consulted the
device. informed and Barangay
updated about officials to be
our lesson. given aid and
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 Responsible Time frame When Potential barriers
tasks should be Personnel Who are should the tasks be What hinders the
done? the people to accomplished? accomplishment of
perform the tasks? these tasks?
Maintain a positive Teachers and Year around The availability of
connection with Principals as well as stakeholders and the
government offices the learners’ parents. funding required for
by coordinating with the search for
as many potential
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 Answer Feedback
1. The wider school TRUE The school is conducive to
community can be a source learning when it has a
of learning. harmonious interaction with
the community.
2. Batas Pambansa Blg. 232 is TRUE This policy intends to
also known as An Act construct and maintain a
Providing for the comprehensive, appropriate,
Establishment and and integrated educational
Maintenance of an system that is relevant to
Integrated System of national development goals.
Education.
3. The community is required FALSE The community was not
to provide the needs of the compelled to meet the
school. school's needs, but they
might assist the school in
meeting those needs.
4. The School Governing FALSE The learning of the kids was
Council (SGC) is not the responsibility of SGC.
accountable to the learning Because an SGC's role is to
of the students in the school. create a platform for parents,
students, teachers,
 community stakeholders,
and the school's principal to
collaborate and improve
student learning outcomes.
5. Frequent communication TRUE School should maintain a
with the learners’ parents/ harmonious relationship to
guardians contributes to a the community especially to
healthy school-community the learners’
relationship. parents/guardians.
6. A farmer or fisherman in the FALSE Internal stakeholders are
community is considered an those who have a direct
Internal Stakeholder of the connection to the institution.
school
7. The school alone can FALSE To create a secure and
provide for the life-long pleasant learning
learning skills the learners environment, the school
need. need community assistance.
8. During Family Day, TRUE Providing various school
teachers get the chance to activities that foster
know the parents/ guardians relationships between
and some of the members of students and their
the family of the learner. parents/guardians may be
extremely beneficial to the
students' learning process.
9. Having open and healthy FALSE Having a healthy relationship
communication between to the learners’
the teacher and the learners’ parents/guardian may be
parents/ guardians has extremely beneficial to the
nothing to do with the students' learning process.
academic nor in the social
behavior of the learner
10. An established linkage TRUE Having a positive relationship
between the teachers/ with the community can help
school and the community learners learn more
can help in the development effectively.
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 Goal Activities/Tasks/Strategies
Level
Inform To provide the community Example: Conduct
with balanced, objective information drives on certain
information to assist them in community issues or
understanding the problem, advocacies
alternatives and solution
Infer To obtain community Gather information about
feedback on analysis, community issue and put
alternatives, and decisions together to design an
evaluation
Involve To work with the community Coordinate with the
throughout the process to community and discuss
ensure that their concerns about their concern.
and aspirations are
consistently understood.
Integrate To partner with the To have school and
community in each aspect community effort to improve
of the decision. To synergize student and community
the effort from all the learnings.
stakeholders to reach the
goals (to solve school
problems)
Empower (INVEST) To provide shared leadership Maintaining a positive
of community-led projects relationship with the
with final decision-making at community, as well as
the community level. initiating and recommending
a 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