New TIP Course 1 (DepEd Teacher) - Exported

Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Mentee: Princess C. Gomez

Mentor and School Head: Chester E. Tanquezon
School: New Katipunan Elementary School
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
Vision
Mission
Core Values
Strategic Directions
Guide for Mentors and Newly Hired Teachers 5

Session 1 – The DepEd’s Mandate a. promote quality education?
The DepEd’s Mandate

The Department of Education (DepEd) was established I am going to ensure that my teaching is aligned
through the Education Decree of 1863 as the Superior to the curriculum. Moreover, I will see to it that I am
Commission of Primary Instruction under a Chairman. going to use relevant and out-of-the-box strategies to
The Education agency underwent many reorganization assure an interactive and effective learning-teaching
efforts in the 20th century in order to better define its process.
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:

b. uphold equity in education? c. respond to the needs of the learners?
I am going to participate to the school’s Balik I’ll participate to the implementation of school’s
Eskwela campaigns, including the child-mapping intervention plans, program, activities, and projects
activities. With this, I will be able to help every child which aims to address the needs of learners. Like in
within the school’s community have an equal access to QUALITY, the Key Performance Indicator which shown a
education, especially those Out-of-School-Youth. great gap is the reading ability and skills of learners. With
that, my colleagues and I united and have the Brigada
Pagbasa implemented weekly.

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
I am going to be the torch for my pupils. I envisioned my learners to be The ideal school community for me is
I will be a facilitator of their learning who capacitated with functional skills and filled with participative, collaborative, and
will extend effort to help them gain and knowledge, wherein they will not just supportive souls. With that, I envisioned
apply their needed knowledge and skills. memorize facts but will also use this the parents, teachers, and other
Aside from that, I will be a role model for acquired knowledge in real-life setting. stakeholders to be involved during the
them which entails that I should be a Through this, they will be able to compete planning, implementing, and evaluating
morally upright individual. With that, I will and survive once they graduated and enter phases of every school activity.
show the proper projection that teaching is the adulthood life. Moreover, I believe that
the noblest profession, wherein anyone a man can gain more success if he/she can
who are given a chance to teach should live harmoniously with others. Thus, I
show dignity and professionalism. envisioned my class to have positive
attributes and pleasing personalities as they
enter and leave my classroom.

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 Teacher Johanna may integrate this to her Filipino
and Math subjects. In these subjects, she can use
who passionately love their country Kindness as the value focus which will be the central
idea/topic of her lessons’ affective domain. In Filipino,
and whose values and competencies she may use a springboard (a story about kindness) and
have her pupils share their experiences to the class and
enable them to realize their full potential relate to how it will show patriotism. While in Math
(Algebra), she may give a problem-solving activity which
and contribute meaningfully to building the nation. depicts giving of food to others with a twist of finding the
value of a variable (x or y); e.g., Find how many packed
lunch (x) were given to the children who were victims of
As a learner-centered public Typhoon Simon. After that, she may also relate to the
class that showing kindness to fellow countrymen is one
institution, the Department of way of showing our love to our country.
Education continuously improves itself

to better serve its stakeholders.
Required Task 1: Application
Let’s see how you would apply the DepEd’s vision in

responding to the following school scenarios. Write your
answer on the space provided.

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 Key Topic 2: DepEd’s Mission
Andrew help his learners to gain confidence and
participate in scouting? You may respond in 3-5
sentences.
Mission
Teacher Andrew may create first a safe space for
his learners. To do that, he must facilitate a comfortable
and non-judgmental two-way conversation between him To protect and promote the right of every Filipino to
and his learners. Once trust is already within one quality, equitable, culture-based, and complete basic
another, he may allow his learners to do and enjoy some education where:
activities (which may relate to scouting) that will allow
Students learn in a child-friendly, gender-sensitive, safe,
them to discover their own potentials. With this, learners
and motivating environment.
will be more encouraged to join scouting as discovering
these potentials help them believe on their own selves Teachers facilitate learning and constantly nurture every
and made them have more confidence to participate. learner.
Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are

actively engaged and share responsibility for developing
life-long learners.

Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.
Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan Elementary
Key Topic 3: The DepEd Core Values
School. She is teaching Science. She wants to make
sure that she can provide a child-friendly, gender-sensitive,
safe, and motivating environment in her class. What
should she do to achieve this? You may respond in 3-5
sentences. Core Values
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
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

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

1. Shows a caring attitude toward the environment
2. Practices waste management

Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
and economically 4. Takes care of school materials, facilities, and equipment
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly
1. Identifies oneself as a Filipino
2. Respects the flag and national anthem
3. Takes pride in diverse Filipino cultural expressions,

Demonstrates pride in being a Filipino; practices, and traditions
exercises the rights and responsibilities 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

Scenario 2:
Let’s see how you would apply the DepEd Core Values
in responding to the following school scenarios. You may The DepEd Core Values teaches us the love for God
answer the following questions in 3-5 sentences. Write (maka-Diyos), love for fellow men (maka-tao), love for
your answer on the space provided. nature (makakalikasan), and love for country
(makabansa). Teacher Molina inspires his Grade 2
learners to become a better version of themselves
Scenario 1: through exemplifying qualities and characters of our
Teacher Luis is a Grade 10 guidance counselor and a national heroes. What classroom management strategies
Values Education teacher at Arellano High School. One can Teacher Molina employ to encourage learners to
of his classes has a diverse religious background. One apply the DepEd core values in real life situations?
day, two of the learners insisted that the class should start
with a prayer led by an assigned student. This leads to a Teacher Molina may have an attitude chart as part of his
heated debate arguing about their own religious and setting of standards. In the attitude chart, he may place a
spiritual beliefs. How can Teacher Luis mediate and help star next to the picture/name of the pupil every time
resolve the argument? (You may refer to Department he/she did something that is aligned to the DepEd Core
Order (No. 32, s. 2013) and Department Order (69, s. Values. With that, learners will become more eager to
1990)). apply these core values within the classroom. Later on,
they will be able uphold with these values even when
I believe the first thing that he can do is to establish an they are already outside the campus or even they are
effective communication among his students and their already adults.
parents. He may write a letter to the parents as suggested by
DO 69, s. 1990 to ask their permission to have a morning
prayer before the class starts. Once majority of the parents,
approved. He should assure everyone that all religions will be
respected and the prayer to be done will show inclusivity.
With that, he can construct a daily prayer with his learners. To
assure inclusivity, the prayer should not include any name of
God per religion (like Yaweh, Jesus, Allah, etc.), instead
everyone will state it in General as Almighty God.

Session 3: Strategic Directions
Required Task 1: Vision Action Points
After you have filled-out your vision board from the previous session, write the corresponding action/strategic points which you
think will help you achieve your vision as a teacher:
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
I am going to be the torch for my pupils. I envisioned my learners to be The ideal school community for me is
I will be a facilitator of their learning who capacitated with functional skills and filled with participative, collaborative, and
will extend effort to help them gain and knowledge, wherein they will not just supportive souls. With that, I envisioned the
apply their needed knowledge and skills. memorize facts but will also use this parents, teachers, and other stakeholders to
Aside from that, I will be a role model for acquired knowledge in real-life setting. be involved during the planning,
them which entails that I should be a Through this, they will be able to compete implementing, and evaluating phases of
morally upright individual. With that, I will and survive once they graduated and enter every school activity.
show the proper projection that teaching is the adulthood life. Moreover, I believe that
the noblest profession, wherein anyone who a man can gain more success if he/she can
are given a chance to teach should show live harmoniously with others. Thus, I
dignity and professionalism. envisioned my class to have positive
attributes and pleasing personalities as they
enter and leave my classroom.
ACTION POINTS
-Attain continuous education, personal and -Attend more trainings relating to new and -Encourage parents and other stakeholders
professional growth innovative strategies for lesson delivery to participate in school activities
-Maintain professionalism -Allow learners have practical applications -Strengthen the school associations and
-Always show good manners and right of their learning committees
conduct within the school premises and -Foster positive socialization among -Have a representative from each
school community learners for them to be united and build association, committee, and council of the
positive rapport to one another school community during the following
phases of conducting a project or activity:
Planning, Implementation, and Evaluation.

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

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
1. Expand Access to Basic Education DepEd Strategic Directions. You may write your
statements in 3-5 sentences.
2. Improve Quality and Relevance
I, as a DepEd Teacher, pledge to do my best to
3. Modernize Education Management and Governance support the DepEd Strategic Goals and follow its
strategic directions. I will ensure that I am going to do my
function to achieve the team’s vision that is to provide
Your school effectively implements a School-based quality, relevant, accessible, and liberating K to 12
Management (SBM) system that empowers your school Curriculum. With that, I am going to let my self be more
head to make decisions that respond to your school’s capacitated and skillful enough to become one of the
immediate needs. 3 agents of DepEd for achieving these goals.
Your Grade Level Coordinator conducts LAC sessions
with all the teachers in the grade level to be knowledgeable
about the concerns of teachers and learners. 2
Your school prepares alternative learning mode for all

learners. 1
The Local Government Unit (LGU) provides assistance to

the public schools through distributing TVs, tablets, and
laptops to learners and educators. 2
The Division Office prioritizes training on curriculum

implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences. 2

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.
It helped me realized that familiarizing the DepEd’s

Vision, Mission, Core Values and Strategic Directions (VMCo-
SD) will help us have deeper understanding on the ideals and
goals that our organization is targeting to achieve. With that,
we teachers can act and contribute fully based on our
function with consideration to our main customer, our
learners. Aside from that, this module helped me had an idea
on how I should consider and integrate the DepEd VMCo-SD
in the field.

2. How has this module helped you clarify your vision
and motivations in serving your learners better and in
promoting a learner-centered environment for them?
3. What are your personal beliefs and values that are
aligned with the DepEd’s VMV (Vision, Mission, Core
Values)?
It helped me understood that the DepEd’s mission aims There are lots of personal values aligned to the DepEd’s
to provide quality, equitable, culture-based, and complete VMV. In the DepEd’s Vision, the following are the personal
basic education to every Filipino learner. Due to that case, I beliefs and values aligned: patriotism, identifying strengths
realized that teachers are really expected to prioritize the and potentials, and social constructivism. As to the DepEd
welfare of every learner assigned for them to handle. Thus, Mission, parents, teachers, and other stakeholders are
the learning environment should be maintained child-friendly, expected to have sense of responsibility to support the pupils’
gender-sensitive, and safe for every learner. learning. On the other hand, DepEd envisioned to align the
following to the core values: faith, honesty, fairness, empathy,
respect, patience, cooperation, sportsmanship, caring for
nature, patriotism, time management, perseverance, etc.

Session 4 – The Philippine Professional Standards for Teachers
Required Task 1: Video Viewing
Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to watch the PPST explainer video (8:41 minutes)
Use the table below to take note of important information.
What I learned from What else i want to know about

watching the PPST the PPST/ concepts that need clarification
explainer video
I have learned that PPST is made to examine the existing The differences between the following levels:
knowledge, skills, and values of every teacher. Thus, it Beginning, Proficient, Highly Proficient, and Distinguished.
contains well-defined domains, strands, and indicators with
perceived standards for teacher quality.

Key Topic 1: Introduction to the PPST development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional
In light of the Department of Education’s vision to development for teachers is to be based on the PPST.
continuously improve itself to better serve its More in-depth discussions on PPST will be tackled in
stakeholders, the Department is committed to developing Course 3 of TIP.
teacher competencies that are abreast with the changing
demands and needs of K to 12 curriculum, globalization
and ASEAN integration. Hence, the Department released Key Topic 2: The Teacher
DepEd Order no. 42 s. 2017 on National Adoption and Professional Development
Implementation of the Philippine Professional Standards
for Teachers (PPST). Framework
In order to help teachers seamlessly adopt and embody
The PPST:
the expectations in the standards, the PPST has been
• sets clear expectations of teachers along well-defined integrated in DepEd’s Professional Development Framework
career stages of professional development from (see Figure 1). The framework shows the professional
beginning to distinguished practice; development path of teachers starting from the Teacher
Education Institutions (TEIs) towards their career
• engages teachers to embrace ongoing professional development in DepEd. Teachers’ professional development
learning for their professional development to is guided by the Human Resource (HR) systems which are
enhance their own teaching; represented in the framework:
• provides a framework of uniform measures to assess 1. Recruitment, Selection, and Placement

teacher performance; and (Recruitment and Hiring)
• provides a basis for building public confidence in and 2. Results-based Performance Management System
support for the work of teachers. (RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used
to
DepEd Order no. 42, s. 2017 mandates that the PPST gauge teacher practices and better target
“shall be used as a basis for all learning and development professional development and training.
programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 3. Learning and Development (L&D) - represented
Program. It can also be used for the selection and in the framework by the Learning Action Cells and
promotion of teachers. All performance appraisal for the Targeted Professional Development and Teacher
teachers shall be based on this framework” (Section 5). Training.
In line with the above provisions, in DepEd Order (No. 4. Rewards and Recognition (Rewards, Compensation)
11, s. 2019) on Implementation of the NEAP
Transformation, NEAP is mandated to provide standards-
based professional
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.

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.
Module 2 - Gearing up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)
Intended Module Learning Outcomes • Deped Order (No. 109, s. 2009)

At the end of this module, you will be able to: • Deped Order (No. 43, s. 2012)
1. establish safe and secure learning environments
through the implementation of DepEd and school Session 1 – The DepEd
policies, guidelines and procedures on the
preparation, start, and daily management of classes
School Calendar
(2.1.2)
Key Topic 1: The DepEd
2. plan and manage administrative, teaching and
learning processes through efficient lesson planning
School Calendar
and accomplishment of school forms; and compliance The DepEd school calendar for each school year sets the
with DepEd’s policy and guidelines on lesson opening and closing day of classes. It also prescribes
preparation (4.1.2) the number of school days where learners need to go to
school, inclusive of the in-service training for teachers,
3. manage learner behavior constructively by applying parent-teacher conferences, and a celebration of the
positive and non-violent discipline (2.6.2) World Teachers’ Day. As an example, you may see D.O. 7
s. 2020, School Calendar and Activities for School
Year 2020- 2021.
Module Outline
Session 1 - The DepEd School Calendar The DepEd school calendar also follows Republic Act
11480, which is also known as An Act to Lengthen the
Session 2 - The School Support System School Calendar from Two Hundred (200) Days to Not
More Than Two Hundred Twenty (220) Class Days.
Session 3 - Pre-opening of Classes Preparation
The DepEd school calendar also provides an enclosure
Session 4 - Opening of Classes of implementing guidelines on the school calendar. It also
provides an enclosure for the calendar of activities for the
Session 5 - Handling Advisory Classes
current school year to enable schools to efficiently and
effectively implement the school events and school
Estimated Time required: 1 hour activities while being supported by the regional office and
the division office. Meanwhile, the schools are allowed to
Required Tasks observe local and national celebrations provided that
• Personal School Calendar these activities are beneficial to learners.
• Reading and Reflections

Alternative delivery modes or make up classes may be recovery of missed school days and provides guidance in
undertaken to compensate for the unplanned suspension choosing appropriate modalities that can be used to fit to
of classes due to natural calamities. The President, in a rehabilitating context.3 All of these important
coordination with the Secretary of Education and the documents show that the education department is
Department of Education (DepEd), may opt to set a serious in living out its mandate to deliver continuous
different date for the beginning of the school year. learning.
When the threat of the pandemic heightened, the

Key Topic 2: Continuity of Learning Department of Education (DepEd) temporarily
(A History) 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
At the height of the Gulf crisis in the Middle East, DepEd for the future. Eventually, in August Secretary Briones
Order (No. 1, s. 1991) ordered a system of continued announced that classes would continue in October. The
learning despite the apparent war. Its content clearly announcement came after numerous schools were
specified that “the continuing education of the youth asking for different extensions and possible class
remains the utmost priority.”1 The order also envisioned opening dates. DepEd opted to adjust classes by
mechanisms for home-based learning, utilization of self- introducing modules and the use of online video
learning kits (both reinforcement and enrichment), and
conferencing applications such as Zoom.
application of various multimedia platforms.
DepEd also introduced its “Basic Education Learning
While the Gulf crisis did not escalate as it was expected,
Continuity Plan” (BE-LCP) as its plan so learners are still
DepEd shows that it has the contingency plan in place in
able to continue their learning despite any ongoing
case a disruption of classes ensues. Moreover, our
disasters like calamities, pandemics, etc. There are four
geographical location as a country makes us vulnerable to
important aspects to the plan: communication, materials,
tropical storms and volcanic eruption. These natural
learning activities and assignments, and assessments.
factors directly affect continuation of the school calendar.
Communication involves ways of providing teaching
Hence, there is DepEd Order No. 43, s. 2012 that provides
whether it be answering questions, discussion of a topic,
a protocol for cancellation of classes according to
relaying instructions, or anything about the course.
PAGASA’s weather bulletin.2 Another document, DepEd
Materials include the lessons, references, and other
Order no. 109. s. 2009, lays out the post-calamity
things needed for learning activities. Learning activities
education set-up which gives provision for
and assignments are activities that facilitate learning and
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – come in many different forms or done through a variety of
Guidelines For the Implementation of the Education Sector Contingency methods depending on the teaching style of the teacher
Plans for All Levels.” (Department of Education, 1991), 1. or what is specified by the lesson plan. Assessments are
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines
on the implementation of Executive Order No. 66 (Prescribing Rules on methods to gauge a student’s progress.
the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Calamities).” (Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 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,
Upon having the rationale behind the implementing you are enjoined to be familiarized with the DepEd
guidelines of the DepEd (Department of Education) School School Calendar because it will affect school-based
calendar, I found that it is made to provide a standardized calendar and your professional work within the school
structure for all schools across the country. This ensures that year. It is important to mark the dates on your own
students, teachers, and school administrators are aligned calendar, so that it gives you a heads up on how you plan
and working towards common goals within a well-defined your activities throughout the year.
timeline.
The guidelines help maintain consistency in academic
schedules which allows smoother transitions between grade
levels and schools, and helps students and teachers stay on
track with their learning goals.
Aside from that, it sets specific dates for classes,
exams, and breaks. The guidelines aim to maximize the
learning time for students. With that, they provide a balanced
distribution of instructional days throughout the year, allowing
for sufficient time to cover the mandated curriculum.
On the other hand, I believe implementing a
standardized calendar helps schools and educational
institutions plan their resources effectively. It enables them to
allocate teaching and non-teaching staff, budget resources,
and coordinate school activities efficiently.
Overall, the rationale behind the implementing
guidelines of the DepEd School calendar is to provide a
structured framework that supports effective teaching and
learning. It aims to create a conducive environment for
academic success, while also considering the diverse cultural
and regional contexts of the Philippines.

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

Release of SBFP-June Capacity Building for Home Visitation and Inventory of Textbooks Teacher’s Day- October Attend Capacity
15, 2022 Recalibrating the Enrollment- Aug.8, and Self-Learning 5, 2022 Building for SPG/SSG
Internet and Cloud- 2022 Modules-September 2, Officers and Advisers-
Graduation Ceremony- based Learning 2022 Nov. 11, 2022
June 27, 2022 Assessment Submission Enroll in MAED 1st Phil-IRI Test Result
System-July 6, 2022 Sem-August 9, 2022 Diagnostic Tests for All Compiling-October 23, Distribution of
Grade Levels- 2022 Toothbrush and
General PTA Meeting September 7, 2022 Toothpastes to learners-
Quality Assurance for and Pahina- Aug. 15, Nov. 16, 2022
Math Strategic 2022 NSED Earthquake drill-
Intervention Material- September 12, 2022 Brigada Pagbasa-Nov.
July 28, 2022 Brigada Eskwela 17, 2022
Partnership with FCB- Simultaneous
Aug.19, 2022 Handwashing and Filipino Values Month
Toothbrushing and National Reading
August 22, 2023-1st day Activity-September 26, Month-Nov. 22, 2023
of Class 2022
Distribution of
Vitamins-Nov. 29,
2023

December January February March April May
Feast of the Resumption of End of Academic None Maundy Thursday- Labord Day-May 1,
Immaculate Classes-January 4, Quarter 2-February 3, April 6, 2023 2023
Conception- 2023 2023
December 8, 2022 Good Friday-April 7, Start of Academic
Enroll in MAED 2 nd
Midyear Break 2023 Quarter 4-May 2,
Sem-Jan. 13, 2023 (MPRE and INSET)- 2023
Training for the February 6-10, 2023 Black Saturday-April
English Coordinators Chinese New year- 8, 2023 Distribution of report
(Phil-IRI)-Dec. 10, January 22, 2023 Distribution of Cards- May 6, 2023
2022 Cards-February 18, The Day of Valor-
Second Quarter 2023 April 9, 2023
Christmas Party- Examination-January
December 16, 2022 26-27, 2023 EDSA People Power Third Quarter
Anniversary- Academic Exam-
Capacity Building for February 25, 2023 April 20-21, 2023
BAC Chairmans-
Dec. 22, 2022 End of Academic
Quarter 3-April 28,
2023

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

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

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.

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
A
1. Teacher Leo creates activities to make
sure that learners and teachers access
the place where reading materials and
learning resources are kept. He also
crafts a schedule of the classes that could
visit the place. He coordinates with the
School Head for the selection, acquisition,
organization, and maintenance of
reference and reading materials.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/

Department Head
2. Teacher Lorrine is handling a case of B

some Grade 7 learners who were caught
cheating by their adviser. She calls the
attention of the parents and reports to
them what the learners did. Since it is the
first incident, the learners are
reprimanded and reminded of the
importance of honesty and of not
cheating.

Department Head

C
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
education, entrepreneurship, employment, or
middle-level skills development. Afterward,
she gives them a survey to answer on what
they plan for their career development after
SHS.

Department Head
D
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
b. Librarian/LRMDS Coordinator
d. Administrative Officer

C
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
conducts and maintains the inventory of
properties and prepares the required reports
for the School Head’s reference.
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator

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)).
Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider
community, it is important to involve learners, parents, a friend, messaged you on Facebook and told you that she
and other stakeholders in identifying and resolving issues will be absent tomorrow. She asked you to substitute all
and concerns in the school community. Discuss how you her five classes. Without letting you respond, she already
can help in each scenario and involve some key sent you the learning materials for her lessons tomorrow.
personnel who can help you resolve the following However, you also have classes to attend and your
challenges. learners are expecting to deliver a performance task that
they prepared for. What are you going to do as a colleague
Scenario 1 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
incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school
that day. The incident happened during Science time
because the teacher was late to enter the class. You also
had other classes to attend to and had no chance to
meet your advisory class during that time. Who should
you seek help to?
The guidance counsellor can help address the issue. I will

facilitate the complaining mother towards the guidance office
and inform the guidance counsellor about it. With that, the
guidance counsellor will take over the case and will do
necessary actions as stipulated in R.A. 10626 or the Anti-
Bullying Act of 2013. Once the class is done, I am going to
coordinate to the guidance counsellor and stay in touch of the
possible actions to be taken about it in the next session.
Scenario 3
Lito, the class president of your advisory class, was
Session 3 – Pre-opening of Classes
elected as the president of the Supreme Student Preparation
Government (SSG). After three months, his subject
teachers are having trouble with his class standing Key Topic 1: Preparations for
because of his frequent absences and non-submission of
required written and performance tasks. Lito is getting pre- opening of classes
overwhelmed with the various school activities he Now that you have familiarized yourself with the DepEd
manages. What are you going to do as the adviser? school calendar and the school support system, it is time
As the adviser, I would first reach out to Lito and to get ready with the preparations for the pre-opening
schedule a meeting to discuss his current situation. of classes. Planning ahead for the opening of classes is
During the meeting, I would express my concerns about important so that you can efficiently and effectively
his absences and missed assignments. I would also offer prepare for the school year. In this session, you will
my support and guidance to help him balance his determine how to get to know the school structure,
responsibilities as SSG president and his academic available resources/ equipment, etc. and set up the
obligations. Together, we can explore possible solutions classroom.
such as delegating some of the SSG tasks to other
members or setting a more realistic timeline for his tasks. Your first year of teaching in the public school system
It is important for Lito to understand that his academic would probably be one of the most rewarding and
standing is important and that he needs to fulfill his unforgettable experiences that you will have as a
responsibilities as a student before taking on other roles. teacher. Expect that you will have grounding
I would also coordinate with his subject teachers to come experiences, as well as a myriad of challenging
up with a plan to help him catch up on missed work and circumstances that will test your character. Hence, it is
make up for his absences. Consistent communication important that before you prepare your classroom and your
and collaboration are key in addressing this situation and lesson, you also need to prepare yourself physically,
ensuring Lito's success both as an SSG president and mentally, and emotionally.
as a student.
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.
Key Topic 2: Getting to Know 4. Get acquainted with safety concerns in the school.
In every school, there is a unit designated for
the School Structure, Available Disaster Risk Reduction Management (DRRM).
Resources/Equipment, etc. You have to know the safety procedures for
emergencies, like when disasters occur during the
As a new teacher, you must familiarize yourself with your school year. You may need to know where the fire
work environment. It doesn’t only mean knowing the exit is or where to lead learners when an
fastest way to get to your school, but it also entails your earthquake occurs.
knowledge in and out of the school. Below are general
tips in getting to know your school to start with your 5. Know the proper decorum in submitting paper
professional journey as a public school teacher. works or turning in reports.
1. As a faculty member, you are expected to know the 6. Your breaktime schedule also matters, so early on
different offices and units in your school, as well as you may already take different options for spending
the designated teachers who run each office. You your breaktime. Bear in mind that teachers, both
also need to know the school’s tailored Teachers’ seasoned and new, have their own way of utilizing
Handbook, which contains the rules, regulations, their break time. While most teachers use it for
expectations, and all other necessary information eating, some teachers use it for rest, reflection,
that you need to know about your job in your new checking learners’ outputs, doing paper works, or
school. Make sure that you read it thoroughly and speaking with colleagues. Whatever you choose,
understand everything because you are expected to make sure that you will be able to use your time well
observe all of them as you work. and respect how other teachers use theirs.
2. The provisions written on the handbook are not the Before you set up your room, you have to check the
only ones that are being observed in the school. As available resources. In each school, the principals
you work every day, you will begin to recognize casual allocate funds for supplies such as cleaning materials,
rules and principles that the school follows. Be able instructional materials, and other paraphernalia that may
to notice them. Hence, gather as much information be used in preparing the classroom at the beginning of
as you can before the beginning and during the first the school year. Should there be missing or insufficient
few weeks of the school year. supplies or if damages are found, you must immediately
report it to the principal.
3. Know your school organizational chart. Introduce
yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along
with your new colleagues; but you have to
overcome the anxiety so that you can establish
rapport with your fellow teachers.

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’s Office Chester E. Tanquezon/Teacher-In-Charge
Guidance Office Kevin A. Bucag/Guidance Coordinator
Clinic Jayson T. Calolot/Clinic Teacher
Registrars/School LRMDS Oscar L. Casinillo Jr./AO II

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

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

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

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)

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

be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how well
they understood the learning that day.
• Closing Statement or Question: Ask students

to first turn and talk in pairs or in a triad and
discuss questions such as: What did you
learn? What surprised you? What is unclear?
What do you want to know more about? Then
ask them to come up with a closing statement
or question about the content and write it
down.
Source: Alber, Rebecca. “6 Opening and Closing Routines

for New Teachers.” Edutopia. George Lucas Educational
Founda- tion, August 17, 2016.
https://www.edutopia.org/blog/6-opening-and-closing-
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
Classroom environment is a crucial Teachers should take a proactive role I am going to apply the suggested
factor in a student's academic success in creating a conducive learning setting of rules and routines.
and wellbeing. environment by fostering a positive
relationship with their students,
providing clear expectations, and
implementing a classroom
management plan that encourages
student accountability.
Active teacher engagement is essential Teachers who prioritize their students' I should see to it that my instruction and
in promoting student success and needs, implement differentiated activities are developmentally appropriate.
creating a positive environment that instruction, and provide immediate Moreover, I am going to make sure that
fosters student motivation and feedback can better facilitate learning, feedbacking will always be given after each
conducted activity.
academic achievement. increase student engagement, and
promote positive student outcomes.
Teachers play a crucial role in creating With the right tools, strategies, and I am going to improve my teaching/instruction
a positive classroom environment that mindset, teachers can create a safe, through exploring new activities and enabling
promotes student success and competent, and empowering my learning environment inclusive for my
academic achievement. classroom that promotes student learners.
learning, engagement, and success.

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER FEEDBACK

TRUE
1. First impressions are really important,
so you have to set a good first
impression to your learners, their
parents, and your co-teachers.
TRUE
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.
FALSE
3. You should only do what is instructed
for you to do at the beginning of the
school year.
TRUE
4. You should model how to introduce
oneself at the beginning of the school
year.
TRUE
5. Rules play a significant aspect in
helping to define the classroom
situation.

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.

Session 5 – Handling Advisory Classes As you go over the activity, write your reflections below
by answering the questions that follow. Limit your
Required Task 1: Introductory Activity answers to all the three questions below into a maximum
There is no playbook that sums up your task as a of 600 words.
classroom adviser. Apart from equipping young people with
knowledge, skills, and values to succeed in this vastly Guide Questions:
demanding society, teachers must also strive to build
1. What is the role of a teacher to his/her learners?
their morale. Learners who enter their classrooms must
discover how to believe in themselves, exert effort to 2. How do you think are those roles manifested
accomplish their goals, and persist despite all challenges. in being a classroom adviser?
It may be ambitious and daunting, but we should always
give them platforms where they can express their ideas 3. So far, how was your experience as a classroom
so they can shine in the most brilliant way possible. adviser?
The real role of a teacher is to facilitate students' learning and

growth. Teachers are responsible for creating a safe and inclusive
learning environment, designing, and delivering effective instruction,
assessing student progress, and providing feedback and support to
help students achieve their learning goals. Teachers also play a
crucial role in nurturing students' holistic development, including their
social, emotional, and character development.
Being a classroom adviser involves additional roles and
responsibilities beyond being a subject teacher. As an adviser, a
teacher serves as a mentor, coach, and guidance counselor to his/her
students. Teachers act as role models and provide guidance and
support to help students navigate academic, personal, and social
issues. Teachers also help students develop life skills such as
leadership, teamwork, communication, and decision-making through
co-curricular and extracurricular activities.
I happened to have different experiences as a classroom
adviser. Some of my learners’ have different upbringing, attitudes, and
viewpoints about attending school, and there were some who really
pursue to finish their studies on behalf of their economical status. I
really made my best in facilitating them in acquiring their needed
knowledge and skills. There were times that I became more motivated
to do my job because most of my learners were already able to read.
I’m truly happy about it for I have found that there is a fruit of my labor.
But there were also times that I would feel frustrated because there
were few who are still struggling and kept on missing classes due to
poverty and their parents’ livelihood practices.
Guide for Mentors and Newly Hired
Teachers
Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. As indicated in DECS Order 52, s. 1998, also known
You will have the opportunity to meet students from as Guidelines on the Implementation of the Revitalized
different experiences and backgrounds, and you will Homeroom Guidance Program (RHGP) and the System
definitely enrich your knowledge by celebrating diversity. It of Rating and Reporting Student Performance Under the
is very rewarding for you as a teacher to recognize your RHGP, schools are empowered to conduct a homeroom
learners’ narratives. guidance program.
Nevertheless, you may be designated as a class
There is a guidance program handbook that is
adviser by the principal to manage a particular class. As
reproduced for teacher use, but you may also craft your
a class adviser, you are tasked to do important
own activities depending on the needs of the learners in
assignments such as connecting to learners with
your class.
counseling, keeping school records and monitoring
Login to your DepEd Learning Portal and see the modules
attendance, doing homeroom activities, promoting
below. Choose ONLY ONE module to study and create a
harmonious relationships and resolving conflicts,
homeroom guidance plan based on these modules:
capturing and maintaining learners’ interest, respecting
learners’ religious beliefs, maintaining a well-kept and • Homeroom Guidance K-3 Quarter 1,
conducive classroom, accomplishing Module 2:
and submitting reports on time and communicating with https://lrmds.deped.gov.ph/
parents. detail/18647
As the classroom adviser, it is also your task to capture • Homeroom Guidance Grade 4-6:
and maintain your learners’ interest in school. Here are Quarter 1, Module 2:
some way to get the interest of the learners (pp 47-50): https://lrmds.deped.gov.ph/
detail/18668
1. Involve the learners.
2. Decorate your room. • Homeroom Guidance Grade 7-10:
3. Introduce your subject. Quarter 1, Module 2:
4. Instigate questions. https://lrmds.deped.gov.ph/ detail/18687
5. Inscribe thought-provoking quotes. • Homeroom Guidance Grade 11-12:
6. Introduce variety. Quarter 1, Module 2:
7. Integrate with other disciplines. https://lrmds.deped.gov.ph/ detail/18689
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.
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
Date Activities Outputs
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?
Homeroom Guidance is scheduled during 1. Character education lessons -

the designated homeroom period or incorporate activities that teach important Role Playing, Drawing
advisory period in the school schedule. character traits, such as honesty, respect,
This period is typically at the beginning or responsibility, and kindness.
end of the school day, and it is a
designated time for students to check in 2. Team-building activities -these offer an Brainstorming Output
with their homeroom or advisory teacher opportunity for students to interact socially
and engage in activities such as morning with their peers. Students can engage in
announcements, attendance, and team-building activities that help foster a
homeroom guidance sessions. The sense of community and promote
frequency and length of homeroom collaboration.
guidance sessions may vary depending on
the school, but it is usually held at least 3. Study skills - teach students effective Desired study habits and organizational
once a week and can range from 20-30 study habits and organizational skills. skills
minutes to an hour.

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

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,

How to apply to your class
et. al. 1998)
1 Listen carefully without interrupting. Listen thoroughly to the learner’s sharing before giving an opinion or
feedback.
2 Stay neutral and do not judge the student, or trust may be Comment in general and do not target the students for it may become a
breached. shaming incident.
3 Communicate with your body, face, eyes, your whole being, Face the learner who is currently speaking. Turning back and not looking at
that you are intensely interested in what learners are saying. him/her seemed like you are not listening.
4 Make yourself as visible and accessible as you can. Open arms while talking. Be visible and easy to approach while facilitating
an activity (so that learners will not be intimidate in asking queries).
5 Avoid giving advice or telling learners what to do with their Allow learners to identify their own value priorities, vision, and dreams.
lives.
Even if you already do your job in an exemplary • The student who is in over her head feels like she is
manner, expect that there are learners in your class so far behind there is no point in even trying to
advisory that need special attention. Kotler et al. (1998) cooperate in class. She has given up all hope.
identify these kinds of learners (pp.60-61):
• The procrastinator continually plays games with
• The angry student looks sullen, with a chip on his you. He always has excuses for why he does not
shoulder. No matter what you do, he will resist your have his work completed. He may be wickedly
efforts. charming, but he manages to avoid doing much
that is useful.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively • The addicted student is strung out on drugs or alcohol.
in the back of the room or even sleep with her head Her attention is, at best, fleeting. She sits in the
on the desk. back of the room with a glassy-eyed stare.
• The quiet student just does not talk at all. He may • The overly social student is always flirting or disturbing
or may not be paying attention; you really cannot tell. others around him. You stop him a dozen times, but
No matter what you do to try and draw him out, he he does not seem to respond to the corrections.
is so shy that he just smiles enigmatically.
• 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.
Module 3: Creating an • Reading Activities
Engaging Physical and Virtual • Reflections
Learning Environment
• Writing activities
Intended Module Learning Outcomes
• Checklist
At the end of this module, you should be able to:
• Quizzes
1. manage learner behavior constructively by
applying positive and non-violent discipline to • Outputs for Portfolio: Oath of Promoting Trust and
maintain trust and fairness in the classroom Fairness
(2.6.2, 2.2.2);
Required Resources
2. Identify basic concepts related to
classroom management and positive • Department of Education. DepEd Child Protection
discipline (2.3.2); Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
2012.
3. determine actions in building good
relationships with the learners (2.2.2; 2.4.2); • Department of Education. Positive Discipline In
and Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
4. apply positive and non-violent discipline to
ensure learning-focused environments (2.6.2). • 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

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

that invite misbehavior.
4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

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

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

Instead of corporal punishment, which is not an effective or
ethical approach, there are alternative strategies and supports
Case 1 : On Being Tardy that the teacher can consider for addressing tardiness and
promoting punctuality. The following are my suggestions: (1)
Rhea: I live a few kilometers away from my school. In the Show understanding and empathy; (2) Set flexible arrival time; (3)
morning, sometimes I have to fetch water and cook food for Conduct morning support programs; (4) Peer mentoring and
my siblings before I can go to school. I have no money for support; (5) Give attendance incentives; and (6) Collaborate with
transport, so I walk to school. Learners in our school get late the community.
slips when we don’t arrive on time. I don’t want to get too The teacher should have an open and understanding attitude
many. toward students and be willing to listen to their concerns. In
Rhea's case, the teacher could have a conversation with her to
Rhea’s teacher: I have to make sure the children
understand her situation and find out if there are any ways the
understand that coming late to school is not acceptable. They
school can provide support.
have to know that there are consequences for their tardiness.
The school may also consider implementing a flexible arrival
I always give them punishment. Some of them are even used
time policy to accommodate students who have responsibilities or
to it. They just offer themselves up because they know I don’t
obligations that may cause them to arrive late occasionally. This
listen to any excuses.
could involve providing a grace period for these students so that
What alternative/s to corporal punishment could suggest to they are not penalized for situations beyond their control.
the teacher? Aside from that, the school can establish morning support
programs that offer breakfast or other essential services to
students who may have difficulty accessing them at home. This
way, Rhea and other students in similar situations would have
access to necessary resources before school and not have to
worry about it upon arrival.
The teacher can also assign a responsible and reliable peer
mentor to Rhea, who can help her with her morning
responsibilities if possible or provide support in other ways.
Implementing positive reinforcement strategies may help too,
such as providing rewards or recognition for good attendance,
can motivate students to be punctual. This could include
certificates, small prizes, or recognition in school assemblies.
Lastly, the school can collaborate with the local community to
seek support for students like Rhea. This could involve reaching
out to local organizations, charities, or community leaders to
provide additional resources or assistance.

In this situation, the teacher's approach of publicly embarrassing Marcus is
not an effective or ethical way of promoting positive discipline. It can escalate
Case 2: On Disruptive Behavior the situation and damage the teacher-student relationship. Instead, I can consider
giving positive reinforcement, private discussion, restorative justice, classroom
Marcus: I am feeling good today. I am telling funny stories, rules and consequences, and enhancing my teaching strategy as alternative ways
and everyone is laughing. The teacher tries to tell me to stop to promote positive discipline.
talking, but I want to show everyone that I am not afraid. I am Upon giving positive reinforcement, I suggest the teacher will catch Marcus
tough and cannot be bossed around by a teacher. being good and provide positive reinforcement for positive behavior. This
rewards positive behavior and encourages it to continue. On the other hand, it’s
better if the teacher can have a private and respectful conversation with Marcus
Marcus’ teacher: I have to ensure that the class is well-
rather than calling him out in front of the class. During the private discussion,
behaved. Otherwise, they will just get out of control and I will they can talk about the importance of following classroom rules and contributing
not be able to teach. The learners will take over and other to a positive learning environment. The teacher can find out what is causing
teachers will laugh at me. I will put Marcus in his place by Marcus to act out and provide support or guidance to help him make better
embarrassing him publicly. I will make an example out of choices.
Marcus so that learners will not dare to show disrespect by The teacher can also implement restorative justice practices that involve
making noise in my class. getting the offender to understand the harm caused, take responsibility, make
amends, and be reintegrated into the community. Establishing clear and
consistent classroom rules and consequences for misbehaviors that are
understood and agreed upon by the students will also be a great way of
What alternative action/s could you offer to the teacher in disciplining a child. This gives Marcus a clear understanding of the expectations
order to promote positive discipline? and the consequences of disruptive behavior.
Lastly, learners will misbehave less if the teacher ensured that the class is
engaged in interesting and meaningful lessons. This can involve teaching the
curriculum in a way that is relevant and meaningful to students or involving
them in learning activities that encourage participation and collaboration.

The teacher’s approach of reprimanding Clark in front of his classmates is
not an effective or ethical way of promoting positive discipline. Publicly
Case 3: On Giving a Wrong Response to a Question shaming a student is more likely to damage his self-esteem and negatively
impact his academic performance.
Clark: I am so nervous in class. I am afraid that the teacher is Instead of publicly singling out Clark, the teacher can have a private
going to ask a question when I don’t know the answer. Even if discussion with him to understand his challenges, listen to his concerns, and
the answer is obvious, sometimes when the teacher looks at provide support and guidance. The teacher can also provide additional resources
me, I can’t speak. I become scared and just remain quiet. I such as extra time, tutoring, or reference materials to help Clark understand the
subject matter.
know everyone is staring at me and laughing, but what can I
The teacher can also use different teaching techniques and resources that
do? I accommodate different learning styles, such as visual aids, hands-on activities,
just can’t risk giving the wrong answer. Even in tests, I feel or group work. This can help Clark understand the course material better and
so afraid and always fail because I don’t know how to answer reduce his anxiety.
the questions. I just don’t understand anything that is being Creating a safe and non-judgmental classroom environment may also
taught, and I don’t want to be laughed at. The best thing is to encourage Clark to participate in class. This can be done by praising students for
stay quiet or just leave that question blank on the test. their attempts, acknowledging their questions, and facilitating group discussions.
If possible, the teacher can make some adjustments too in the classroom to
Clark’s teacher: This boy is insulting me by not paying attention. help Clark feel more comfortable. He can be seated to where he feels
How many times have I taught this thing? Is he not listening? I comfortable or the teaching may improve the energy or ambiance of the
classroom through facilitating fun learning and giving rewards.
am tired of trying hard when a student in a class does not care.
Last week, he failed the test and now he doesn’t even know
the answer to this simple question. I am going to reprimand
this boy so that everyone will learn that when I teach, they
have to pay attention. They should know the right answer
before I ask the question!
What alternative action/s could you suggest in order to

promote positive discipline?

In this scenario, the teacher’s approach of publicly shaming and
threatening Elna is not an effective or ethical way of promoting positive
Case 4: On Absenteeism discipline. This approach is more likely to escalate the situation and
negatively impact Elna's attitude towards the teacher and school. Here
Elna: Sometimes my mother sends me to sell things at the
are some alternative strategies that the teacher can consider to promote
market and I can’t go to school. Sometimes I feel bored on
positive discipline:
the way to school and visit my friend instead of going to
The teacher can have a private and respectful discussion with her to
school.
understand her behavior and concerns and provide guidance and
Sometimes I don’t like being in a class where the teacher always
support. The teacher can work together with Elna, and her family, to
asks me questions and looks at me in a funny way. I know
develop a plan to address her missing class and engagement issues.
that I am not going far after the 2nd year High School, so
Aside from that, the teacher can create incentives for learning, such
what’s the point? I might as well do what I want.
as reward systems for attendance and participation in class. This will
Elna’s teacher: We can’t have learners missing class whenever encourage learners like Elna to attend classes and engage with the
they want. Her case should serve as an example so that content.
her behavior doesn’t spread. In the morning assembly, I will Providing alternative learning opportunities can be a way too to
reprimand her, and give her a final warning. If she doesn’t encourage a pupil to do better. The teacher can explore alternative
listen, she will be recommended to drop out of this school. learning opportunities that accommodate Elna's schedule, such as after-
We can’t have learners undermining authority at this school. school programs, distance learning, or flexible assignments.
The teacher can also collaborate and engage to the community to help
What alternative action/s do you suggest in order to promote support Elna's education, such as mentorship or tutoring programs.
positive discipline? The teacher can refer Elna to school counseling services to help
address her behavioral and academic concerns. This will help Elna
develop coping strategies to overcome her challenges and improve her
outlook on academic pursuits.

The teacher needs to address the negative behavior of Kurt while promoting
positive discipline to create a safe and inclusive school environment. Here are
Case 5: On Bullying some alternative actions that could be taken: private discussion, restorative
justice approach, counselling and support, positive role making, and community
Kurt: I am the toughest boy in this school. Everyone fears me, involvement.
and I need to make sure that no one gets away with The teacher should have a private conversation with Kurt to address his
undermining my status. I keep others’ respect by showing them behavior, understand the reasons behind it, and provide guidance and support.
what might happen if they don’t fear me. I tease small girls, It's important to give Kurt an opportunity to express himself and to explore
alternative ways of gaining respect and influence without resorting to bullying or
and sometimes rough up an annoying boy. Everyone in school
aggression.
knows not to cross me. They know my father is tough at home Implementing a restorative justice approach can help too by involving Kurt
and I am tough at school. in a process that focuses on repairing the harm caused and promoting empathy
and understanding. This could involve having Kurt participate in a facilitated
Kurt’s teacher: This boy is a problem. He is making other dialogue with the individuals he has harmed to encourage him to understand the
children miserable and giving our school a bad name. Today in impact of his actions and develop strategies for making amends.
assembly, I will announce to all learners that we do not tolerate The teacher should refer Kurt to counseling services to address any underlying
such behavior. I will send him to the guidance counselor. I issues that may be contributing to his behavior. The counselor can work with
will warn him that if he persists, we will expel him from Kurt to develop appropriate coping strategies, build empathy, and address any
school. personal challenges he may be facing.
Moreover, the teacher can actively promote positive behavior and set a
positive example for Kurt by demonstrating empathy, respect, and fairness in the
What alternative action/s do you suggest in order to promote
classroom. Additionally, the teacher can provide opportunities for Kurt to
positive discipline? engage in leadership roles in a positive and constructive way, helping him to
gain respect and influence through positive actions.
Finally, Engage Kurt's family and the wider community can create a
supportive network that can help reinforce positive behaviors and provide a
strong foundation for his personal development.

In this scenario, the teacher should approach Janelle's situation with empathy
and understanding. He/she can do the following: empathize and communicate,
Case 6: On Adaptability Struggle show flexibility and support, give positive reinforcement, foster collaboration,
and have technology training.
Janelle: Online learning is new to me. I am used to face to The teacher should communicate with Janelle to understand the reasons why
face classes. I will inform my teacher that I can not attend she is having difficulty with online learning. The teacher can empathize with
online classes regularly and I can not submit my requirements Janelle's challenges and provide guidance and support to address them.
on time. The teacher should also be flexible with their deadlines for assignments and
attendance policies, especially during challenging times like online learning. The
teacher can provide Janelle with additional resources and support to help her
Janelles’s teacher: This student may just be making an
cope with online learning challenges.
excuse for not attending our online classes and not submitting In addition to that, positive reinforcement may encourage Janelle and other
on time. As their teacher, I need to be able to communicate learners to attend online classes and submit assignments on time. This can be in
to my class that I will not tolerate complacency and that this the form of praise for completing assignments on time or providing
rule must equally and strictly apply to all. opportunities for students to demonstrate their learnings in other ways.
Collaboration with Janelle and other learners can also be tried to identify
What alternative action/s could you suggest in order to strategies that they can use to stay engaged and motivated during online
promote positive discipline? learning. This can include study groups, virtual mentoring, and other learning
activities that build camaraderie and engagement.
If possible, the teacher can also provide technology training to Janelle and
other learners to help them better navigate the online learning platform and
tools. This can help them improve their attendance and submissions.

The teacher should address the inequalities caused by Allen's poor internet
Case 7: Technical Issues connection and support him in finding a solution to continue his studies. He or
she should communicate with Allen to understand his situation and empathize
Allen: I really wanted to pass the subject, attend our online with the difficulties he is facing due to his poor internet connection.
classes on time and learn our lessons well. But because of With the help of the school administrators, it is possible that Allen will be
my poor internet connection and I am only using a mobile provided with technology and support to ensure efficient and effective online
phone, it is difficult for me to catch up with the discussions as classes, such as providing him with a laptop, upgrading his internet access, or
offering him additional resources.
well as with the required tasks. Everyone is doing a great job
The teacher can also adopt differentiated instruction to cater to different
except me. I think I should just drop out from school. learning styles and cater to Allen's needs in the virtual classroom. For example,
the teacher can offer synchronous and asynchronous lessons, which allow
Allen’s teacher: I noticed that Allen is having difficulty with students to access the learning materials on their own time instead of real-time
internet connection since he keeps signing on and off during classes.
our online classes. If this continues, there’s no way for him Aside from that, he/she can also collaborate with Allen and other students
to understand our lessons as well as other students in the to promote mutual support and collaboration. For instance, Allen could join or
class. However, I have to treat my students equally to avoid create a study group where students pool their resources and skills to help each
favoritism. I should not give him special treatment other. Moreover, the teacher may also provide positive reinforcement to Allen
by praising him for his hard work and effort, rather than concentrating on his use
What alternative action/s could you suggest in order to of technology or internet connection, to encourage him to keep up the good
work.
promote positive

Key Topic 2: Reinforcing Positive Discipline
(the class as a whole) and to praise each child’s efforts in
While punishment is a single act, positive discipline is a being a good team member. The core of positive
process that recognizes and rewards appropriate discipline is to catch learners doing the right thing and
behavior. Positive discipline is something that could be reward them immediately.
developed on a day-to-day basis. This process is
effective for individual children. Moreover, for teachers The following are statements that could be believed in by
who are working in large classes, it can also be effective some teachers, but were labeled as myths on disciplining
for groups of children. The key is to make the children feel learners (UNESCO, 2015, 14-18).
they are on a “winning team”
Statement Remark
“People who use this argument often do it to reduce the guilt they have for using
1. “It happened to me
corporal punishment on their children today. In their minds, they are defending their
and did no harm.” violent actions against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children.
2. “Nothing else works!” or
Justifying that a child has asked for violence is really intended to make the 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.”

The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020) suggest
the following on how to design positive reinforcement systems online.
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
2. “Positive reinforcers are select the type of positive reinforcers appropriate to your online class setting. For
example, social reinforcers can be done by giving praise or verbal recognition to the
costly and difficult to learners during online activities and praise for the submitted tasks on time. Another
administer.” example is the activity reinforcers, which can be done by assigning highly engaged
learners to monitor chat questions or by allowing the learners to have breakout sessions
in unstructured time to discuss among themselves about a specific topic in the lesson.”
3. “I can stick with

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

“Positive reinforcement in a virtual environment requires the students’ understanding.
activities, I do not
In order to gather students input, the teacher may use group discussion, chat box
need to consider the and online polling. ”
learners.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide
online class do not badges to activity which can be done both in synchronous and asynchronous classes.
need rewards.” 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.

Situations Answers Feedback
B Address the misbehavior in appropriate way
1. During the group activity of Teacher
Justin for his Classroom Observation
(CO), two of his pupils started argu-
ing with each other, which caused
noise and distracted their classmates.
Teacher Justin then told them to stay
away from each other and that he will
deal with the both of them after class.
C Stick to the lesson plan so that you are guided by

2. Teacher Gemma prepared a very your lesson activity. Always provide time
engaging group activity for his Grade allotment in doing group activity so that students
7 during her CO. Because of the are aware of the time remaining.
learners’ enthusiasm and excitement,
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
B and F Address the misbehavior in appropriate wat, talk
3. During the class of Sir Christopher, to them privately and explain their inappropriate
there was an on-going group activity behavior in the class.
for his learners. Most of the pupils
were quiet except for this one group
wherein two pupils were talking about
unrelated topics loudly, disrupting the
other groups. He approached them
and with a soft voice he said to them,
“It seems that you forgot our rules
during class activities, just wait until
our class is finished and see what
happens then”. The two suddenly
quieted down and went on with their
activity.

Situations Answers Feedback
4. During the General Mathematics class A and D Avoid embarrassing the child in front of the
of Ma’am Princess, she noticed that class. The teacher should be considerate to the
Gian was sleeping. “Rise and shine, child’s situation, maybe there us a problem in
Gian! It’s time for your breakfast”, their house that’s why he did not sleep well. Try
Ma’am Princess shouted and the to talk to him after the class.
whole class giggled. Immediately,
Gian sat properly and became
attentive for the whole duration of
Ma’am Prin- cess’s class.
5. Ma’am Trisha scheduled her First CO E and F Avoid comparing pupils with one another
in her Grade 4 MAPEH Class. During because every child has different learning styles
their discussion, she noticed that and do have multiple intelligences. Always be
among the learners, Carl was the most fair in treating students.
attentive and participative. After ask-
ing a question, she then called Amy to
answer, “I don’t know”, Amy replied
nervously. Then Ma’am Trisha told her
pupils that they should be more like
Carl to be able to answer as much as
possible.
6. Teacher Cora records the learners B and G The teacher should call out the attention of the
performances and outputs during pupils after the online class to discuss their
synchronous and asynchronous ac- incomplete activities.
tivities. She noticed some incomplete
activities compiled by the learners.
During her online class, Teacher Cora
asked the learners to share their online
experiences. After some important
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.

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

Positive Be a good role model to your learners
1. Acting in the way that you want
the children to act (modelling)
Positive Encourages collaboration and participation

2. Forming small groups in online
synchronous activities
Positive This helps in creating a good classroom management

3. Getting the student’s attention and focus to the lesson
before you begin class
Negative Avoid giving judgement to pupils without any

4. Making assumptions on student evidence
abilities without evidence or data
Negative Avoid inflicting corporal punishment for it will give

negative psychological effects to the learners.
5. Using physical force

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 Establishing clear and concise classroom rules and
social relationships and help them develop a sense of self- procedures is essential in creating a motivating and
discipline that leads to positive self-esteem. conducive environment. My primary-level learners
require a great deal of instruction, practice, and
Required Task 4: Reflection reminding to understand and follow established norms.
To develop these rules and procedures, I will collaborate
The following are some ways that can help you create a
with my learners to determine the best way to structure
motivating and conducive environment. How are you
our classroom. Developing these rules and sharing them
going to illustrate these ways in your own classroom?
with my learners on the first day of class is crucial to our
Limit your response to 100-150 words per question.
success together. Through practice, my learners will fully
a. Hold and communicate high behavioral understand the rules and the importance of following
expectations for your learners and yourself. them. I will provide frequent reminders to ensure proper
behavior and re-evaluate our rules and procedures as
As a teacher, I believe in holding high behavioral needed. I will demonstrate within my instruction how to
model the expected behavior to further clarify the
expectations for myself and my students. To create a
expectations. By establishing clear rules and procedures,
motivating and conducive environment, I will communicate
my learners will feel safe, secure, and supported in their
these expectations clearly to my learners and model them learning. It will provide a safe and predictable learning
consistently. For example, I will establish a classroom code of environment, ensuring that my learners can focus on
conduct that defines expected behaviors and communicate it their studies and not worry about what is expected of
at the beginning of the term. I will make sure that my them.
students are aware of the consequences for any misbehavior
or lacking effort, as well as recognize positive examples of
positive classroom culture. I will remind my students of these
expectations regularly, and encourage them to hold each
other accountable when necessary. By demonstrating a
commitment to high expectations and enforcing them, I aim
to foster a classroom environment that prioritizes
accountability, respect, and motivation. This will help to
create a conducive environment that promotes not only
learning but also relationship building among my learners.

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.
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.
Scenario Answers Feedback

TRUE This is a strong indication of creating a well-arranged classroom
1. At the very first day of the school management.
year, Teacher Joy enforces
classroom rules promptly,
consistently, and equitably.
FALSE Teacher must continuously develop learners self-monitoring
2. Ma’am Carol believes that it is skills and learn to gain mastery.
a waste of time to devote time
in teaching self-monitoring
skills.
TRUE This will allow huge percent of memory retention.
3. Teacher Michael ensures that he
maintains instructional pace of
his lesson for the day and makes
smooth transitions between
activities.
TRUE Giving feedback and reinforcement to learners encourages them
4. Monitor classroom activities to study well and actively participate in the class
and give learners feedback
and reinforcement regarding
their behavior.
FALSE Teacher should give fair assessment to his/her pupils in

5. Evelyn makes sure that there identifying average and below average learners.
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.

Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships contribute
Ask a colleague, either a fellow newly hired teacher or a to a great extent to learners’ engagement in face-to-face
fellow subject area teacher, on which they think are the or virtual classroom activities. Indeed, relationships are
best ways to build relationships with their learners. Write key-- which includes teacher-to-learner and learner-to-
your findings on the space provided. Limit your response learner interactions. To build a positive relationship with
to 100- 150 words. your learners, you should know the importance of
understanding and empathy. Some of the conditions that
I asked a fellow newly hired teacher on their are especially important in encouraging positive learner
thoughts about the best ways to build relationships with behavior as part of the relationship building process are:7
learners, and they suggested several strategies that they
have found to be beneficial. Firstly, they emphasized the - Maintaining a positive emotional tone in the
need to get to know their students as individuals by classroom.
learning their interests, strengths, and challenges. They - Providing attention to the learner to increase
also highlighted the importance of creating a positive positive behavior.
learning environment, where students feel safe,
- Providing consistency in the form of regular
supported, and respected. Building a connection with
routines for daily activities and interactions to make
learners involved promoting open communication
unexpected, negative experiences less stressful.
through listening to students, offering feedback, and
encouraging questions and critical thinking. They also - Responding consistently to similar behavioral
found it helpful to celebrate students' achievements, situations – both positive and negative.
making a point of highlighting their successes to boost - Being flexible, particularly with older learners and
confidence and motivation. Lastly, my colleague adolescents.
recommended that building relationships takes time,
- Treat mistakes as lessons. Tell your learners that
effort, and patience, acknowledging that it is an ongoing
we only learn by making mistakes.
process that requires intentional interactions and
authentic engagement with students. Overall, building - Building confidence. Promote positive self-talk.
positive relationships with learners provides the - Focusing on past successes.
foundation for effective teaching and promotes student
- Making learning meaningful. Modify your
achievement.
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

x It is essential to interact respectfully and
1. Interacting respectfully and sensitively sensitively to all students (both elementary and
are only important to elementary school high school).
learners.
x There is still a need to provide enough knowledge

2. Treating the learners kindly and and skills for learners.
respectfully in the classroom is enough
to bolster academic achievement.
x Interaction should be observable within the

classroom to enhance the interpersonal and
3. Taking no notice of relationships during intrapersonal skills of every pupil.
the teaching and learning process.
/ It will assure that learners were having apt and

4. Awareness of explicit and implicit correct interpretation on the messages given by the
messages given to learners is teacher.
important.
/ It is essential to note because learners were like

5. Modelling behavior to learners, sponges. They will immediately absorb and copy
whether intentional or unintentional, what the teacher said or did.
is important.

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.
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
-Greetings -Greetings -Greetings

-Prayer -Prayer -Prayer
-“Kamustahan” -“Kamustahan” -“Kamustahan”
-Energizer -Energizer -Energizer
-Checking of attendance -Checking of attendance -Checking of attendance
-Reiterating classroom rules and -Reiterating classroom rules and -Reiterating classroom rules and
regulations regulations regulations
-Start the teaching (preparatory activities -Start the teaching (preparatory activities -Start the teaching (preparatory activities
until evaluation) until evaluation) until evaluation)
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.

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, Princess C. Gomez, a newly hired teacher, do solemnly swear to abide by
the following tasks on promoting trust and fairness to my learners:
a. I pledge to cultivate trust by being honest, transparent, and treating

every student with respect.
b. I will make sure that my actions align with my words, and I will foster a
culture of openness and transparency with my learners.
c. I promise to treat each student equally, without discrimination or bias, and to
provide them with an inclusive, engaging, and challenging learning experience.
PRINCESS C. GOMEZ
(Signature over Printed Name)

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
AGREE
1. We should tell our learners how we expect everyone
to behave in class (our learners and ourselves) and
discuss these expectations regularly.
AGREE
2. We must inform our school’s administrators, other
teachers, and parents about our classroom rules, so
they can help to monitor them and to avoid conflicting
expectations.
AGREE
3. The rules we develop with our learners must be
applied consistently with no favoritism.
AGREE
4. We must constantly be aware of what is going on in
and outside of our classrooms, and our monitoring
must be subtle and preventative.
AGREE
5. We cannot get angry or lose self-control, but be role
models for good behavior, and follow the rules.
AGREE
6. When discipline is necessary, it focuses on the
learner’s behavior, not the learner. The learner’s
dignity is maintained.
AGREE
7. We need to encourage learners to monitor their own
behavior, such as by keeping diaries. They also need
to monitor each other’s behavior with respect.
AGREE
8. In teaching, we should not use ambiguous or vague
terms. Activities should be sequenced clearly and with
as few interruptions as possible.

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.

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.
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.

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.

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

Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. https://www.deped.gov.ph/wp-content/
uploads/2012/05/DO_s2012_40.pdf
Department of Education Order No. 36, s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://
www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program.
https://www.
deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
Department of Education Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division Offices
of the Department of Education. https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-
central- regional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Executive Order No. 366, s. 2004 on Directing a Strategic Review of the Operations and Organizations of the Executive Branch and
Providing Options and Incentives for Government Employees who may be Affected by the Rationalization of the Functions and
Agencies of the Executive Branch. https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-s-2004/
Philippine Regulation Commission Resolution No. 435, s. 1997 on Code of Ethics for Professional Teachers. http://teachercodes.iiep.
unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act No. 4670, 1966 on The Magna Carta for Public School Teachers. https://www.lawphil.net/statutes/repacts/ra1966/
ra_4670_1966.html
Republic Act No. 9155, 2001 on An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for Other
Purposes. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Republic Act No. 10533, 2013 on An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes.
https://www.officialgazette.gov. ph/2013/05/15/republic-act-no-10533/
Republic Act No. 10627, 2013 on An Act Requiring all Elementary and Secondary Schools to Adopt Policies to Prevent and Address
the Acts of Bullying in their Institution. https://www.lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Sambolt, M. (2020). How to Design Positive Reinforcement Systems Online. American Institutes for Research.
https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting

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

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

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

New TIP Course 1 (DepEd Teacher) - Exported

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

New TIP Course 1 (DepEd Teacher) - Exported

Uploaded by

Copyright:

Available Formats

Teacher Induction • http://www.

Mentee: Princess C. Gomez

Intended Course Learning Outcomes

2. establish safe and secure learning environments through the

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

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Estimated Time Required: 8 hours

Module 1 – Becoming a DepEd Teacher

2. adopt practices that uphold the dignity of teaching

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Estimated Time required: 1 hour

• Scenario and case study analysis

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

Key Topics Very familiar Familiar Slightly familiar Not familiar

Guide for Mentors and Newly Hired Teachers 5

The DepEd’s Mandate

DepEd formulates, implements, and coordinates

Required Task 1: Reflection Questions

6 The Teacher Induction Program - Course 1

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Course 1

Education continuously improves itself

Required Task 1: Application

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

Guide for Mentors and Newly Hired Teachers 9

Administrators and staff, as stewards of the institution,

Family, community, and other stakeholders are

Required Task 2: Application

As an example on how we can interpret these, the

The Baguio City Division Memorandum could be

2. Respects sacred places

4. Demonstrates curiosity and willingness

1. Tells the truth

2. Returns borrowed things in good condition

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

6. Identifies personal biases

7. Recognizes and respects one’s feelings

12 The Teacher Induction Program - Course 1

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

6. Volunteers to assist others in times of need

7. Recognizes and respects people from different

2. Recognizes and accepts the contribution

3. Considers diverse views

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

2. Practices waste management

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,

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

1. Manages time and personal resources

3. Conducts oneself appropriately in various situations

14 The Teacher Induction Program - Course 1