SAN ANTONIO NATIONAL HIGH SCHOOL PARAÑAQUE

Hontiveros Compound, Fourth Estate Subdivision, Barangay San Antonio Parañaque City

Teacher
Induction
Program
Module II
(Worksheets)

LOREMIE S. MEJARES
TLE Teacher

BEST | CARDNO
Contents
MODULE 2: THE FILIPINO TEACHER....................................................................................................... 1
I. Session 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY...........................................2
Desired Learning Outcomes....................................................................................................... 2
Objectives:................................................................................................................................. 2
Key Concepts.............................................................................................................................. 2
Activities and Assessment.......................................................................................................... 3
Reflection................................................................................................................................... 9
II. Session 2: Personal Professional Development............................................................................ 10
Desired Learning Outcomes..................................................................................................... 10
Objectives:............................................................................................................................... 10
Pre-Test.................................................................................................................................... 11
Glossary of Terms..................................................................................................................... 15
Key Concepts............................................................................................................................ 15
Activities and Assessment........................................................................................................ 16
Reflection................................................................................................................................. 18
III. Session 3. Financial Literacy..................................................................................................... 19
Desired Learning Outcomes..................................................................................................... 19
Objectives:............................................................................................................................... 19
Glossary of Terms..................................................................................................................... 19
Pre-Test.................................................................................................................................... 20
Key Concepts............................................................................................................................ 21
Activities and Assessment........................................................................................................ 27
Reflection................................................................................................................................. 33
IV. Session 4: Health and Wellness Program.................................................................................. 34
Desired Learning Outcomes..................................................................................................... 34
Objectives:............................................................................................................................... 34
Pre-Test.................................................................................................................................... 35
Glossary of Terms..................................................................................................................... 35
Activities and Assessment........................................................................................................ 36
Reflection................................................................................................................................. 41
Post-Test................................................................................................................................... 42
V. Session 5: Gender and Development (GAD)................................................................................. 43
Desired Learning Outcomes..................................................................................................... 43
Objectives................................................................................................................................ 43
Pre-Test.................................................................................................................................... 44
i|Page Teacher Induction Program (Version 1.0)
 Key Concepts and Vocabulary.................................................................................................. 45
Activities and Assessment........................................................................................................ 47
Reflection................................................................................................................................. 48
Post-Test................................................................................................................................... 49

REFERENCES

ANSWER KEYS

ii | P a g e Teacher Induction Program (Version 1.0)

MODULE 2: THE FILIPINO
TEACHER
Purpose

This module brings you to a clear and realistic perception of yourself. It provides
you the opportunity to take a closer look of who you are according to how you see
yourself and how others see you, how you respond to situations or circumstances,
and the impact of this on others.

PPST Standards

The coverage of the Module is aligned to the PPST Domain 7, Personal Growth
and Professional Development. This domain focuses on teachers’ personal
growth and professional development. It accentuates teachers’ proper and high
personal regard for the profession by maintaining qualities that uphold the dignity
of teaching such as caring attitude, respect and integrity. This Domain values
personal and professional reflection and learning to improve practice. It recognizes
the importance of teachers’ assuming responsibility for personal growth and
professional development for lifelong learning.
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I. SESSION 1: SELF-AWARENESS, SELF-MASTERY AND
TEACHER AGENCY
Desired Learning Outcomes

Beginning Teacher Indicators

(BTIs) Proficient Teacher Indicators
(PTIs)

7.4.1 Understand how professional PTI: 7.4.2 Develop a personal

reflection and learning can be used to professional improvement plan based on
improve practice. reflection of one’s practice and ongoing
professional learning.

Objectives:

a. Understand personal awareness, self-mastery, and teacher agency in

relation to improving teacher practice;
b. Identify your personal strengths and weaknesses to improve
teaching practice; and
c. Apply the results of your self-inventory to develop, implement, and
track progress of your personal improvement plan.

Key Concepts
1. Self-Awareness

According to Musselwhite (2007), “self-awareness is being conscious of what

you're good at while acknowledging what you still have yet to learn.” It is having
“conscious knowledge about one’s self, about one’s beliefs, assumptions,
organizing principles, and structure of feelings and their consequences on one’s
day-to-day lived experience” (Eriksen, 2009).

Self-awareness is directly related to both emotional intelligence and success.


It helps you create achievable goals because you can consider your strengths,
weaknesses, and what drives you when goal-setting.

It allows you to guide yourself down the right path by choosing to pursue
the opportunities that are the best fit for your skill-set, preferences and
tendencies.

It makes identifying situations and people that hit our triggers and
anticipating our own reactions easier.

It allows us to make positive behavioral changes that can lead to greater
personal and professional success.

Your values, on the other hand, serve as frameworks that guide you on how
you interpret your experiences so that you can decide on appropriate actions to
take. They guide your decision making and actions. Becoming an authentic person
requires that your actions should be consistent with your values.

Remember, we are not always what we think we are.

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 For more tools for feedback on self-awareness, try the following free on-line
Self-awareness tests:

 Myers-riggs typology
http://www.humanmetrics.com/cgi-win/JTypes2.asp
 What are your biases? Project Implicit
https://implicit.harvard.edu/implicit/

Activities and Assessment

Activity 1: Becoming a Better Me

On the succeeding pages, you will be asked to answer questions related to

one’s self. Write what comes to your mind without giving so much thought about it.
Write your responses on the spaces provided for.

A. This is Me (Self-Reflection)

1. What qualities (positive) best describe you as a person?

a. Hardworking
b. Dreamer
c. Multitasking
d. Optimistic
e. Good working ethics

2. What qualities (negative) best describe you as a person?

a. Poor time management

b. Introvert
c. Easily distracted
d. Preferred to work alone

3. What qualities best describe you as a teacher?

a. Patient
b. Passionate to the profession
c. Caring
d. Considerate
e. Understanding and sensitive to the needs of the learners

4. From the above, which qualities form part of your strengths? weaknesses?
STRENGTHS WEAKNESSES

a. Patient a. Poor time

management
b. Multi-Tasking b. Introvert
c. Dedicated c. Easily distracted
d. Caring
e. Good working ethics
Your qualities underlie the values that you hold dear.
1. What do these values mean to you and your day-to-day life?
These values are my reminders and serves as the
standards which I try to be and follow every day to be more
effective and a competent Teacher to my learners.

2. How do you demonstrate these values with your actions? In other words,
are they consistent or inconsistent with your actions? Cite a situation.
I demonstrate these values depending upon the situation.
For example, I make sure to meet them and could share some
help for them to do good in their studies.

3. How do you integrate these values in your teaching?

I try to impart and give emphasis what attitudes that
they should imitate for them to become a better person and a
better student. I understand that every learner is a unique
individual that’s why I will be more patient and try my best that
I could to understand them.

B. My Emotional Maturity

1. Encircle at least 10 feelings from the inventory below that you

experience most of the time while in school.
Inventory of feelings from Facebook

Happy Awesome Thankful Refreshed

Annoyed Inspired Tired Stressed

Relieved Great Fed up Frustrated

Confused Worried Confident Irritated

Content Accomplished Lazy Sarcastic

Bored Exhausted

1. What situations usually trigger negative or uncomfortable emotions

in you?
When the students got low scores or they do not show
active participation in the class. And also if they are very
noisy the classroom is dirty.
2. If a student anonymously posted on facebook something derogatory
about you, how would you react or what would you do?
I will talk and ask the student personally to know what
he/she is into, what are his/her issues in life and what is
his/her motive on doing so.
 3. How do you feel if a student does not meet a deadline?
I feel disappointed but still, I still look forward and constant reminder
to my student to submit their project/assignment on time.
4. What do you do when others stress you?
I try to look for things which I can turn my attention to. I
will pause smile and look for the positive side and just
Sometimes, I watch my favorite Teleserye which can entertain
me.

C. Building Self-Awareness1

1. Put the time in – Self-awareness is not learned in a book, but achieved

through self-reflection. Use what you have learned about yourself to
inform decisions, behaviors, and interactions with other people.

2. Predict how you will feel and respond before a situation and reflect on
your actual feelings and response after the situation.

1
(adapted from http://SELF-AWARENESS/TipSheet_SelfAwareness.pdf)
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 3. Focus on your choices - What can you learn from your past triumphs and
mistakes? Why did you make a particular decision? How did this choice
make you feel?

4. Ask for feedback – Self-awareness is as much about acknowledging what

you still need to learn as it is about identifying your strengths. Asking for
feedback on your performance, behavior, interactions, can serve to improve
your future actions and responses. Feedback can also identify aspects of
your behavior you aren’t seeing clearly (your blind spots).

5. Record (keep a journal) – Allows you to reflect on daily thoughts, feelings,

perceptions, choices, behaviors, and interactions with others. Be honest
with yourself. Reflecting on your experiences allows you to learn something
that can guide your personal development so think about it and write it
down.

6. Label your emotions – Feelings can be expressed using one word, but are
often held back. Use the below Inventory of feelings to practice labeling
what you experience in different situations throughout your day. Your
feelings provide insight into your thoughts and actions, as well as allow us
to better relate with others. You may also recognize trends in how you are
feeling which can teach you something about yourself.

6. Talk with a success coach. Share your discoveries about yourself

with a coach or peer that you trust to get the most of the experience.

It is not enough that you have increased your awareness of yourself.

Understanding oneself is a continuing journey.

D. Me and Others

1. What group of people do you like to hang out with?

People who are optimistic. People who talks about their
life and who gives advices and positive view in life.

2. Who are your role models? Give at least 3. What make you look up to
and admire these people?
God who always guiding me everyday, my Parents and
Sibling who are always there in times of needs and who takes
care of me, and my Teachers who inspired me and serve as my
role model to be a a teacher also.

3. How does your personality change as you associate with different

groups of people? Why do you think it changes?
I am very optimistic towards different people but
sometimes it changes upon the situation. I tend to go with
them, socialize with them, hearing side comments but I the
lesson I learned is not to judge them.

4. What kind of school head brings out the best in you?

Systematic, supportive and collaborative to my co
teachers.

5. How do you involve parents in the learning process?

Parent-Teacher Conference and whenever there’s a need
to call the attention of the parent in connection of the
performance of my student.
6. What kind of people do you find it difficult to work with? Cite your
reason
People who are negative thinkers which can affect my
mood and my mind setting but I don’t mind them sometimes
for me not to be affected.

7. What do I value most in a pupil/student?

I value most in a student is his/her determination to
always achieve something and their eagerness to finish their
studies to help their parents in return.

8. As a teacher, in what area/s do I feel I need improvement?

In new teaching strategies that involved multimedia
materials and further studies in the different courses in TLE.

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 E. The Leader In Me

The following questionnaire will determine your leadership style. Please be as candid
as possible in your responses.

Multifactor Leadership Questionnaire (MLQ) Form 6S

(adapted from file:///C:/Users/asus/Documents/SELF-
AWARENESS/Multifactor%20Leadership%20Questionnaire.p)

Instructions: This questionnaire describes your leadership style. Twenty‐one

descriptive statements are listed below. Judge how frequently each statement fits
you. The word others may mean your followers, clients, or group members.

KEY
0 ‐ Not at all 1 ‐ Once in a while 2 = Sometimes 3 = Fairly often 4 =
Frequently, if not always

1. I make others feel good to be around me 0 1 2 3 4

2. I express with a few simple words what we could and should do ..........0 1 2 3 4
3. I enable others to think about old problems in new ways ..........................0 1 2 3 4
4. I help others develop themselves.............................................................................0 1 2 3 4
5. I tell others what to do if they want to be rewarded for their work. .....0 1 2 3 4
6. I am satisfied when others meet agreed‐upon standards..........................0 1 2 3 4
7. I am content to let others continue working in the same ways always. 0 1 2 3 4
8. Others have complete faith in me............................................................................0 1 2 3 4
9. I provide appealing images about what we can do........................................0 1 2 3 4
10. I provide others with new ways of looking at puzzling things. .................0 1 2 3 4
11. I let others know how I think they are doing......................................................0 1 2 3 4
12. I provide recognition/rewards when others reach their goals..................0 1 2 3 4
13. As long as things are working, I do not try to change anything. ............0 1 2 3 4
14. Whatever others want to do is OK with me........................................................0 1 2 3 4
15. Others are proud to be associated with me.......................................................0 1 2 3 4
16. I help others find meaning in their work..............................................................0 1 2 3 4
17. I get others to rethink ideas that they had never questioned before . .0 1 2 3 4
18. I give personal attention to others who seem rejected...............................0 1 2 3 4
19. I call attention to what others can get for what they accomplish ..........0 1 2 3 4
20. I tell others the standards they have to know to carry out their work.. 0 1 2 3 4
21. I ask no more of others than what is absolutely essential .........................0 1 2 3 4

Scoring
The MLQ‐6S measures your leadership on seven factors related to transformational
leadership. Your score for each factor is determined by summing three specified
items on the questionnaire. For example, to determine your score for factor 1,
Idealized influence, sum your responses for items 1, 8, and 15. Complete this
procedure for all seven factors.
TOTAL
Idealized influence (items 1, 8, and 15) ____10___Factor 1
Inspirational motivation (items 2, 9, and 16) ____10___ Factor 2
Intellectual stimulation (items 3, 10, and 17) ____9___ Factor 3
Individual consideration (items 4, 11, and 18) _____9___ Factor 4
Contingent reward (items 5, 12, and 19) _____9___ Factor 5
Management‐by‐exception (items 6, 13, and 20) _____9___ Factor 6
Laissez‐faire leadership (items 7, 14, and 21) _____7___ Factor 7

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Score range: HIGH = 9-12, MODERATE = 5-8, LOW = 0-4
Scoring Interpretation
Factor 1 – Idealized influence indicates whether you hold subordinates’ trust,
maintain their faith and respect, show dedication to them, appeal to their hopes
and dreams, and act as their role model.
Factor 2 – Inspirational motivation measures the degree to which you
provide a vision, use appropriate symbols and images to help others focus on
their work, and try to make others feel their work is significant.
Factor 3 – Intellectual stimulation shows the degree to which you encourage
others to be creative in looking at old problems in new ways, create an
environment that is tolerant of seemingly extreme positions, and nurture people
to question their own values and beliefs of those of the organization.
Factor 4 – Individualized consideration indicates the degree to which you
show interest in others’ well‐being, assign projects individually, and pay
attention to those who seem less involved in the group.
Factor 5 – Contingent reward shows the degree to which you tell others what
to do in order to be rewarded, emphasize what you expect from them, and
recognize their accomplishments.
Factor 6 – Management‐by‐exception assesses whether you tell others
the job requirements, are content with standard performance, and are a
believer in “if it ain’t broke, don’t fix it.”
Factor 7 – Laissez‐faire measures whether you require little of others, are
content to let things ride, and let others do their own thing.

The description of the Factor where your score dominantly lies indicates the kind of
leadership style/s that you have. In most situations, you are likely to behave
according to that leadership style. You may discuss your result with your coach if
you think you need to improve on the way you lead.

F. Developing Self-Mastery2

Self-mastery is a broad term that covers many aspects of your personal and
professional life. Developing self-mastery can mean working on many of these
areas. (if so, it may be best to focus on one or two areas at a time, so you don’t
become overwhelmed.)

Look at the following areas of your life to develop self-mastery:

1. Goals
Start with a vision of how you want your life to be.
2. Attitudes and Emotions
Your attitude and emotions play a major role in self-mastery. Those who
show strong self-master don’t let their emotions control them—they control
their own emotions.
Focus on something positive every day. Be grateful for things, even if these are
just things like the weather is beautiful. Having gratitude and a positive outlook
will set the tone or the rest of your day.
Resist the temptation to blame yourself when things go wrong. Self-sabotage
is a quick and cruel way of stopping yourself from reaching your true potential.
If you find that you are undermining yourself, consciously make yourself stop.
Instead, think of something positive an encouraging.

2 http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdf retrieved August 8,

2017 at Cagayan De Oro City.

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3. Willpower
Think about how many times you have set a goal and, for one reason or
another, never followed it through because of lack of willpower
To boost your willpower, make sure you have both rational and emotional
motives for what you want to achieve.

4. Focus
Improving focus is also a key to self-mastery. For instance, how much time do
you waste during our day? What could you accomplish if you fully use the hours
available to you?
Start by focusing on one task at a time, and slowly increase your level of focus.
At first you may find that you cannot concentrate on a task for more than one
hour at a time, before you get tired and distracted. Try to increase this to two
hours by adding 15 minutes of focused work every day. This will allow you to
strengthen your focus to two-hour stretches – and then even more, if that’s
what you need to get things done.

It seems counterintuitive, but being selfish and focusing on enriching

yourself will lead to being selfless and enriching the lives of those around you.

G. My Personal Professional Improvement Plan

In this activity, you will plot your plans to continually improve your
competence and career as a teacher and a teacher-leader.

Fill up the template following the terms of reference provided.

Professional Goals – refer to short or long term goals you set to improve
your professional competence.

Time Frame – reflects the target date/s you intend to accomplish your
stated goal.
Strengths – refer to positive qualities that you possess that are
needed to accomplish the goal.
Weakness – refer to your qualities that may hinder the achievement of that
goal. Remarks – are the reason/s that contribute to or hinder the
achievement of the
desired goal

PPIP Time MY MY Achieved REMARKS

Frame STRENGTH WEAKNESS ?
/s /es ((please
check)
L
YES NO
Finish my
2 years Dedication Easily distracted / achievable
graduate studies
Do action Time-
3 years Committed / Achievable
research management
Have an Passionate and
Stakeholders/fin
outreach 1 year have / Achievable
ancial
Program connections

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 Reflection

 Cite significant experience with either your school head, learners,

colleagues, parents, community, that reflects your values. Use the STAR
format. (Cite reference)
S- stands for Situation
T – stands for Task
A – stands for action
R – stands for result/s

Situation/Task Students Low Scores in Performance Task

Action Do the pair mentoring strategy.

Result Mastery of the Task and Higher Score of

Students

 Indicate the person/s involved in each milestone. How did you express
your gratitude to them?
Students who are fast learners and well-knowledgeable of
the said Performance Task. Tell them motivating words and
words of affirmation on their output.

 What benefit/s you have gained with each milestone?

I gained skills on how to handle students more easily /
classroom management as well as I don’t have the difficulty to
teach them one on one.

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 II. SESSION 2: PERSONAL PROFESSIONAL
DEVELOPMENT
Desired Learning Outcomes

Beginning Teacher Indicators

(BTIs) Proficient Teacher Indicators
(PTIs)

7.4.1 Understand how professional 7.4.2 Develop a personal professional

reflection and learning can be used to improvement plan based on
improve practice. reflection of your practice and
ongoing professional learning.

Objectives:

a. Assess the core behavioral competencies for personal development.

b. Prepare and implement individual professional plan including
collaborative activities for development based on the assessment.
c. Evaluate your improvement in teaching practice as a result of your
self-assessment for personal and professional development.

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 Pre-Test
Rate yourself on the space provided below the table and answer the reflective questions.

Your self-rating: ___________3___________

Your self-rating: ___________3____________

11
Your self-rating: ___________3____________

12
Your self-rating: ___________3____________

13
Your self-rating: ___________3___________

Your self-rating: ___________3____________

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Questions:

1. How do you feel about your self-rating?

These are the things which I find myself good. But still,
there are things I need to improve.

2. Could you improve/sustain yourself on these?

Yes through dedication and hardwork and also by self
evaluation.

3. How do you plan to realize this?

I will look forward for some programs and seminars which
I think I can gain more knowledge and experience which can help
me to become a better teacher.

Glossary of Terms

Term Definition
Behavioral competencies observable and measurable behaviors
for individual and organizational
effectiveness.
Teachers Strengths and Needs a self-assessment tool designed to
Analysis (TSNA identify the strengths and needs of
teachers.
Individual Professional Plan for a tool that serves as a guide for the
Development teachers’ purposive learning and
development as a professional.

Key Concepts

1. Self-assessment and evaluation will help you to make your own personal and
performance improvement plan. The more you improve, the more your
students will benefit. Although it is extremely difficult to critique one’s own
strengths and weaknesses, it is hugely important.

2. The TSNA is essential in the provision of quality professional development

programs that are aligned to the needs of the programs’ clientele. The TNSA
determines the differences between the actual situation (what is) and the
desired condition (what should be) in terms of teacher’s competencies within
the department. It also described the current competencies as perceived by
the teacher.

3. An IPPD is a tool that serves as guide for the teacher’s purposive learning
and development as a professional. The IPPD is structured such that every
teacher regularly and individually prepares, implements, monitors, and
updates the plan. It is based on the individual teacher’s identified
professional development needs as revealed by the NCBTS-TSNA and is
consistent with the priority development goals of the school, division and
region.

4. The IPPD is accomplished by the teachers to enable them chart their goals
and planned learning activities to enhance their professional competencies
in order for them to work better for the improvement of their school and
learners’ performance. Developing a structured IPPD allows them to practice
individual accountability for professional growth and shared responsibility
for the entire organization’s development.
15
 Activities and Assessment

Direction: Check the box which answers the questions .

DOMAIN QUESTIONS YES NO
Do you demonstrate value for learning? /

1. SOCIAL REGARD FOR

Do you demonstrate that learning is of
LEARNING /
different kinds and from different
sources?
Do you create an environment that
promotes fairness? /
Do you make the classroom environment
safe and conducive to learning? /
Do you communicate higher learning
expectations to each learner? /

2. LEARNING ENVIRONMENT
Do you establish and maintain consistent
standards of learners' behavior? /

Do you create a healthy psychological

climate for learning? /

Do you determine, understand and

accept the learners' diverse background /
3. DIVERSITY OF LEARNERS
knowledge and experience?

Do you demonstrate mastery of the

subject? /

Do you communicate clear learning goals

for the lessons that are appropriate for /
learners?

Do you make good use of allotted

instructional time? /

Do you select teaching methods, learning

4. CURRICULUM activities and instructional materials or /
resources appropriate to the learners and
aligned to objectives of the lesson?

Do you recognize general learning

processes as well as unique processes of /
individual learners?

Do you promotes purposive study? /

Do you demonstrate skills in the use of /

ICT in teaching and learning?

5. PLANNING, ASSESSING Do you develop and utilize creative and

AND REPORTING appropriate instructional plan /

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 DOMAIN QUESTIONS YES NO
Do you develop and use a variety of
appropriate assessment strategies to /
monitor and evaluate learning?
Do you monitor regularly and provide
feedback on learners' understanding of /
content?
Do you communicate promptly and
clearly to the learners, parents and /
superiors about the progress of learners?
Do you establish learning environment
6. COMMUNITY LINKAGES that respond to the aspiration of the /
community?

Do you take pride in the nobility of /

teaching as a profession?
7. PERSONAL GROWTH AND
Do you build professional links with /
PROFESSIONAL
colleagues to enrich teaching practice?
DEVELOPMENT
Do you reflect on the extent of the
attainment of your professional /
development goals?
Note: You can have a detailed result using the NCBTS-TSNA by downloading e-
TSNA through www.deped.gov.ph

Questions:
1. What are the domains where your strength lie?
Learning Environment, Diversity of Learners, Personal
Growth and Professional Development.

2. What are the domains where your weakness lie?

Curriculum, Planning, Assessing, and Reporting, and
Community Linkages

3. How will you improve/sustain yourself on these?

I will seek for seminars and trainings to improve my
professional growth.

Validation
Direction: Ask a colleague and a mentor or a rater of your IPCRF to validate the
self-assessment you have made on your core behavioral competencies.

Peer Mentor

Teacher

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Planning
Direction: Based on the weaknesses you have identified on the self-assessment
conducted and validated by your colleague and mentor, prepare a plan of
professional development using this template.

1. Why do core behavioral competencies count in your personal

development?
Behavioral competencies are counted as very important
because these make up one’s personality. Through these
competencies, teachers are able to assess themselves, meet the
standard and achieve the goal specifically in personal
development.

2. What are the domains where your strengths and weaknesses lie? How
will you use or improve them to help you as a teacher?

Strengths- Social Regard for Learning, Learning Environment, Diversity

of Learners, Personal Growth and Professional Development.

Weaknesses- Curriculum, Planning, Assessing, and Reporting, and

Community Linkages
Through this assessment I was able to determine my weaknesses and
strengths and by this I need to work out my weaknesses by applying the
advice from experienced teacher and sustain my strengths by being
consistent with my best practices.

3. Why do self-assessment and peer validation matter in your

professional development?
It matters because I was able to reflect and determine or
validate my weaknesses and strengths and come up with
plans that would help attained professional development.

4. What makes your plan for professional development workable?

It is SMART, Specific, Measurable, Attainable, Realistic, and
Timely. Because somehow with these plans I will be benefited.
 Reflection

In your journal, write concrete ways that would help you become a
better teacher.

To become a better teacher is not that easy, it takes time, courage, effort
and determination to be able to meet the satisfaction in every aspect. Most of
the time I need to address some issues which will hinder my development. I
need to identify my weakness and improve them in order to become a better
teacher. Likewise, I need to look for my strengths which serve as my inspiration.

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 III. SESSION 3. FINANCIAL LITERACY
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

7.4.1Demonstrate an understanding of 7.4.2 Develop a personal professional

how (personal) professional reflection improvement plan based on reflection of
and learning can be used to improve one’s practice and ongoing professional
practice. learning.

Objectives:

a. Identify principles of financial literacy and its importance in

improving personal practice
b. Analyze by charting one’s own financial standing by creating a table
and graph showing cash flow (Income vs. Expenditure).
c. Use the cash flow chart in charting one’s financial success.
d. Determine ways of achieving financial success.
e. Write an essay on good financial practices and those which should be
avoided to improve personal management of finances
f. Apply the principles of financial literacy in making personal
financial development plan
g. Document in a portfolio, personal ways to improve practices in
financial management.

Glossary of Terms

Term Definition
Financial literacy one’s awareness and ability in managing finances to
make responsible and effective decision on the flow of
the finances.
Income the amount earned from one or many sources
Expenses the amount spent on anything
Debt the amount or thing owed from an individual or an
Institution
Saving the amount set aside and kept for whatever financial
Goal
the breaking down of income into different expenses
Budgeting and
Savings
Cash flow a list or table showing income and expenditures

19
 Pre-Test

Current Financial Situation

Before you proceed with the lesson, assess your current financial situation. This
self-assessment tool will help you determine your status and help you improve
your personal financial management.

This assessment is excerpted from Money Management International E-

Book on Financial Literacy: Your 30 Step Path to Financial Wellness.

Financial Practices Always Sometimes Never

Pay the rent/mortgage payment and utility bills on

time? /

Save at least 10% of your net income? /

Keep three months net income in reserve for

emergencies? /

Plan ahead for large

/
expenses?

Set and keep financial goals? /

Follow a budget? /

Shop for comparison? /

Regularly review your credit report? /

Examine your checking account statements often? /

Continue your financial education? /

SCORING
Add your points using this system:
Sometimes = 1
Always = 2 points point Never = 0 points

0-10 Points: Indicates a need to take control of your finances.

11-15 Points: Reflects a good effort to manage your money effectively.
16-20 Points: Demonstrates ability to manage your finances
successfully. Can you write down your realization?

It shows that I can mange my money wisely. But still, there are things I need to improve
more.

20
 Key Concepts

1. How can you live within your income and keep away from chronic debts?
Based on the result of your assessment, you can now reflect on your financial
situation. As a teacher, be aware that banks and other loan institutions would love to
offer you loans. Not only that. There will also be individuals who would sell you
products through cash or credit. They all sound tempting. Be careful.
So, before they will get you, navigate your ways into this lesson to learn more
about how to become financially literate.
First stop. Let’s get to know the principles.

2. What is personal financial literacy?

It refers to your efficiency in managing personal finances through making
appropriate decisions on spending, budgeting, saving, investing, and planning.

3. Why is it important to be financially literate?

The kind of life you live depends on the way you handle your finances. This means
that with financial literacy you will be able to live within your budget to avoid
chronic debts and other financial issues. Aside from that, you can effectively handle
your income, expenses, and debts.

4. How do you make sense of your money?

As a teacher, you are excited to receive your salary because you would like to
share your blessing and reward yourself. Sometimes you don’t keep track of your
spending thus you end up short of budget.

According to the Institute for Financial Literacy in its e-book on Making Sense of
Your Money, there are things that you need to consider and do to make sense of
your financial resources.

A. Set financial goals

 Financial goals have to be set first to identify your financial direction.
Goals can be short-term or long-term depending on you.
 Goals have to be SMART.
o Specific – your goals should state clearly what will you do and how
you will do it. Otherwise you won't be able to focus your efforts or
feel truly motivated to achieve it.
Example: Monthly pay off of my motorcycle loan by
allocating P2,000.00 from my monthly salary.
o Measurable – these have to be measurable for easy progress
monitoring or for taking action if you are not on the right track.
Example: Completely pay off motorcycle loan in 2
years.
o Attainable and realistic – your goals must also be based on your
current financial status. Goals should require you discipline for you
to stick to the plan.
o Time-bound – goals require timeframe. This will set also your
direction and keep you away from procrastination and from the
pitfall of debts. If it is about paying off loans or anything borrowed,
especially with interest, you must set the target before or on the
due date to avoid additional interest.

21
 Example of a goal statement:
 Completely pay off my motorcycle loan in 2 years by setting aside
P2,000.00 of my monthly salary to pay its monthly amortization.
Let us see if you can make now your SMART goal. Please write it inside the
box.

S- Completely pay-off the loan on time.

M- As much as possible I will pay off not more than 1 year.
A Allocating 3,000 pesos from my monthly salary.
R
T- In 1 year, it will be completely paid.

B. Be motivated by the compounded interest.

 It refers to an interest gaining interest. Meaning, your earned interest
value will increase in monthly or annual basis depending on the
institution where you save your money.
 It is your friend if it is a saving or investment interest, but, it is your
greatest enemy if it is a debt interest.
 You can practice solving for your compounded interest. If you saved
P12,000.00 (that is 1,000.00 a month taken from your salary) for your
first year of service, look how far your money would go for 5 years with
4% interest per annum. Compute the interest. The first item is done for
you.

Year Amount at the Start Interest Earn in the Amount at the End
of the Year Year of the Year

1 12,000.00 480.00 12,480.00

2 12,480.00 499.20 12,979.20

3 13,000.000 520.00 13,520.00

4 13,250.00 530.00 13,980.00

5 15,000.00 600.00 15,000.00

See? Your money is growing! How much more if you continually save
every year.
 Here is a suggested formula to ensure that you will really be able to save
and gain compounded interest.

C. Track your Cash flow

 This first essential step in achieving your financial goal is understanding
one’s own financial cash flow. Write down in the table below your income
and schedule:

22
Here is a sample table for you:
Income and Expenditures Chart
List of Income Frequency Expenditure Frequency Net Income
(I-E=NI),
Where:I-
Income,E-
Expenditures,
NI- Net
income
Salary 20,179.00 Loan 3,000 17,195
Part-time business 5,000 Savings 4,000 13,195
Water and electric bill 2,000 11,195
Study 3,000 8,195
Groceries 3,000 5,195
Internet connection 1,299 3,896

Personal needs 1,000 2,896

Others 2,000 896

 Based on the table reflect and plan out your budget. You need to track down
where your money goes so that you know if you are still within budget.
 How can you track your spending? You may try this.
Date of Spending Item / Service Cost Mode of Payment
Paid (Cash/ Credit/
Cheque)

September 2019 Loan, savings,bill 9,000 Cash

Study ,wi-fi,personal
needs,allowance for
11,500 Cash
my nephew, and
other
Total 20,500

D. Develop a spending plan.

 Taking control of your financial situation can be done through setting up
a spending or budget plan. Do it today before money will take control of
you.
 You may consider using this budget/spending plan template.

Item/Service Need / Want? Targeted Cost Actual Cost

study Need 3,000 2,800

food Need 3,000 3,000
shopping Want 1,000 1,000
Total 7,000 6,800

After you get the targeted cost and actual cost, compare them because
this will tell you if you did not deviate from your budget.

23
 You may take note of these signs of overspending.
 Use of savings to pay bills
 Delayed payment of bills
 Decrease of monthly savings with the same income
 Increase of expenses with the same income
 More monthly loan payment against monthly
income E. Choose easy ways of budgeting
 There are ways to make your budgeting easier.
o Envelope system – use an envelope in separating your budget for
different expenses
o Written record system – use the template suggested above or a
simple
list of budget for tracking down the different expenses
o Electronic system – similar to the written record system but can
only done using your mobile phone application or computer.
o Three bank account system – open three bank accounts for
different purposes.

Normal savings account for day to day banking transaction
where you may get your daily expenses.

Emergency savings account for emergency purposes
which mean you only have to withdraw when it is an
absolute necessity.

Long term savings account for retirement or for your children’s
education.
F. Stretch your money
 Be a wise consumer. Buying “sale” items does not mean you are wise but
only when you bought it because it’s necessary. Necessary means you
can’t survive without it or you don’t have any alternatives available.
 Be thrifty. Being thrifty is different from being miser. It comes with being
a wise consumer.

G. Focus on needs not want

 There is a need to differentiate needs from wants. It is only then that you
can prioritize and decide whether you will buy or not.
 There are suggested questions to help you decide when to spend on
anything.
o Why should I spend on this item?
o What difference does it make if I have it or
not? o Is there any cheaper alternative?
Now, let’s have a break from here. Then, please proceed to Activity 2. Practice what
you learn here. After you finish doing the activity, please continue.
(Proceed to Activity 2)

5. Why do you get into debts?

Chinkee Tan, in his book ‘Till Debt Do Us Part, identified four roots of debts.

a. Greed – the desire to have everything you want whatever it takes.

b. Ignorance – practices on spending your finances and on getting credit from
an institution without checking on its terms and conditions.
c. Impulsiveness – buying things even if you don’t actually need them. You tend to
be lured by the “sales” on department stores thinking that you saved but you
actually didn’t because it’s not a necessity. Your money, then, was put to waste.
This also speaks about being impatient on getting something. For example, you
like to have a new cellphone, but instead of saving for 6 months to buy a new

24
 one, you borrow money from someone or from the bank just to have it right
there and then.
d. Self-indulgence – living on the idea of gratifying yourself without thinking
that what you did put out money on unnecessary expenses. It is good to
gratify yourself but you need to look at your budget if it would still allow.

Aside from these roots of debt, Mr. Tan also introduced the two sources of debts.
a. We spend our tomorrow’s income today. For this reason, we tend to rely on
credit to pay for our current bills.
b. We are not willing to change our lifestyle. This means that our lifestyle may
not fit to our income anymore. If we don’t change, again, we succumb to debt
to pay for the lifestyle that we enjoyed living.

6. What are the bad money habits that you need to avoid or break?

According to the article written by Alexa Mason, there are 10 bad money habits
that need to be avoided.

a. Spending more than you earn

This is considered as a cardinal sin in personal finance. This will lead
you into debt troubles. For example, if you spend more than what you
earn, you will rely on credit to pay the excess of your expenses. Thus,
this will make you trapped by debts.

b. Relying on credit to pay your bills

Why pay bills for electricity, water or other basic needs, through
credit if you have the income?
In your mind, you might be framing answers to this question. It can
happen because your income is not sufficient. But if you live within
the limit of your income, you will not encounter this problem.
There are times when you need to pay mortgages or education
expenses, through credit. If you do, you need to put extra care and
planning to meet your basic needs without resorting to credit.

c. Taking out payday loan

There might be cases that you need to succumb to payday loan
because you don’t have savings for emergency. Remember, loans have
interest and worst is if it is compounded, meaning, interest gaining
interest.

d. Preparing for an emergency

There are things that might happen that you don’t expect or you don’t
even like to happen. These are called emergencies. How prepared are
you for such?
Saving is the key.

e. Paying your bills late

Paying our bills late incur additional interest which means
additional expenses.

f. Failing to save for the future

You don’t know what the future holds. You don’t know what comes
during your retirement age. It is good to live life everyday but still save
for the future.

25
 g. Not taking control of your career
You have a good career in DepEd but if you miss to take control of it
by not taking control of your finances, this good career will become
your nightmare.

h. Hoarding money and never having fun

This is what stingy people do. They miss the fun of life because they
are afraid to spend. Lighten up. Have fun. But spend prudently.

7. What can you do to achieve financial success?

According to George S. Clason, author of the book “The Richest Man in Babylon”,
there are seven cures for a lean purse.

a. Start thy purse to fattening

Allocate 10% of your income for yourself, meaning save that 10%
for yourself. This is a way of gratifying yourself for all the job that
you do.

b. Control thy expenditures

Do not spend beyond the remainder of your income. Budgeting
here is necessary.

c. Make thy gold multiply

o Make investments. There are a lot of ways to invest your money.

o Bank
o Traditional business
o Stock market
d. Guard thy treasures from loss
Invest only where your money is safe. If you invest into business,
make sure you know the system and nature of the business.
e. Make thy dwelling a profitable investment
Invest on a house that you will own. Renting is not a good
practice because it would cost you more.
f. Insure a future income
Plan for your retirement years. Grab or make opportunities to
increase your income today because you do not know what
tomorrow holds because as you age your energy lessens.
g. Increase thy ability to earn
It is a fact that we are all facing financial concerns every day and to
be able to deal with them all it is necessary to look for other sources
of income. Study and become wiser and skillful.

26
 Activities and Assessment

Assessment 1. Case Analysis: How Do I Budget?

The case study that you are about to read is adopted from Next Gen Personal
Finance (NGPF).

Sharon thought back her conversation with Alana last month. All of
Sharon’s friends knew who to turn to if they had money questions and
problems. Sharon has been a secondary teacher for four years. Alana, her
friend and co-teacher, has been experiencing financial stress for the past
years. Alana asked Sharon what she could do to manage her money more
effectively. After Sharon answered with a one word answer, Alana asked
“How do I budget?”

Sharon asked Alana to describe her goals and current spending

habits.
Alana responded in the following way:

“I totally freaked out after talking with my parents. They were

asking me to help send my younger sister to college. College costs
a lot of money and my parents tell me now that they expect me to
pay for my sister’s board and lodging expenses which I estimate to
be 70,000 per year. That’s so unfair. I have no idea how I can make
both ends meet given that additional responsibility.. Something
needs to change, but I don’t know where to start.”

27
 Sharon developed a basic plan for Alana to track every peso she spent
over the course of a month. Alana collected all her receipts in a shoebox
and reviewed them with Sharon at the end of the month:
 Food: lunch and snacks at Jollibee/Chow king - 5,000 per month
 Transportation: 2,000 per month
 Clothes: 3 trips to the mall with friends @ 4,000.00
 Shoes: 1 pair @ 1,500.00
 Cell phone/internet load : 1,500.00
 Movies: 4 movies - 4,000
 Personal/beauty care: 2,000.00

To help make sense of all of this information, Sharon asked Alana to

organize the information by using the budget template provided below. In
the category column, she would list all of her various expenses. She would
then make a judgment call about whether each expense was a Want or a
Need. In the Monthly Cost column, she would total up the cost for each of
the expenses. In the last column, she would calculate how much that item
was as a percentage of her total costs. This would help her determine
where she was spending most of her money in the past month.

Answer the questions applying the principles and tips on financial management
that you learned.

Help Alana realize her spending by completing this chart with the information
provided above:
Category Want/Need Monthly %age of
Cost Total Costs

Movies Want 4,000 30%

Food Want 5,000 25%

Clothes/mall shopping Want 4,000 20%

Cell phone bill Need 1,500 7.5%

Shoes Want 1,500 7.5%

Transportation Need 2,000 10%

Personal/beauty kit Want 2,000 10%

TOTAL COSTS 20,000 100%

28
Answer these questions:
1. Do some quick math to compare how much Alana is spending for her needs
and for her wants.
Alanas’ needs -1,500 + 2,000= 3,500
Alanas’ wants-4,000+5,000+4,000+1,500+2,000= 16,500

2. What should be her goals by this time?

She should have a very good financial management. She needs to identify her
needs and her wants.

3. What 2-3 options would you outline for Alana to help her achieve her goals?
Be ready to discuss with her the ways to adjust her budget. Be specific with
your recommendations, highlighting specific principles in achieving financial
success.

Once Sharon lent some clarity on Alana’s pay, she felt slightly
better, but she’s still really worried about her initial problem:

“This is going to be extremely difficult for me to cut anything. I

mean, I’m working hard, and think I deserve to enjoy my salary. To
save Php7,000 per month for my sister’s college education is much
of a sacrifice. This is really going to crimp my social life, and what
about my beauty maintenance?

Sharon thought back to where their conversation started last month

and how lost Alana seemed. She hoped that having Alana prioritize her
goals and review her spending would help her gain some
necessary perspective. Instead, she seemed to be at a dead-end, less
focused on solutions and more on her inability to change. Sharon
thought her best approach would be to outline a few options for
Alana so she could choose a solution that would work best for
her. Sharon had worked with enough friends before to know that these
conversations could be difficult ones, but she looked forward to solving
Alana’s money problems.

3 Options to Financial Success

1. Prioritize needs first before wants
2. Be SMART in budgeting her monthly salary
3. Attend financial literacy seminar
29
Assessment 2. “Sangla ng ATM”

Another case you will read is about the plight of teachers who have succumb
to money lenders.
It is payday again and Principal Reyes is already anticipating
that some teachers would either go to school late or go home early.
As usual they have to go to Mrs. Puntarito, a known loan shark in
the municipality. Because she holds the ATM of the borrowers
including the PIN (supposed to be confidential) they need to see her
every pay day to get the remaining balance of their salary for the
month after deducting the installment plus the interest of their
loans.
Principal Reyes became more anxious this time because
three of the newly appointed teachers, just five months in the
service, have already joined the bandwagon. He observed that the
young teachers’ passion for fashionable clothes, iPhones, tablets,
laptops, and other stuff have caused them to be in this
complicated, embarrassing, and demeaning situation. No wonder,
even on paydays, they don’t look happy, inspired, and rewarded.

1. Why do you think the so called “Sangla ng ATM” is happening to teachers

and personnel of the department?
Teachers do not have enough source of income. Also, most of the
teachers are having a hard time / no enough information about
financial literacy.

2. How can the teachers get out of that situation?

Live within your means. Identify your needs from your wants and
focus on your needs.

3. What recommendations can you give them?

Prioritize needs over wants. Have financial literacy Seminar .

Assessment 3. The Debt Test

This Debt Test is also excerpted from Money Management International E-Book
on Financial Literacy: Your 30 Step Path to Financial Wellness.
You are now about to unveil your ways of dealing with debts. The questions
are answerable by YES or NO. Answer it honestly with either “yes” or “no.”
1. Yes No Is an increasing percentage of your income going toward paying
debts?
2. Yes No Is your savings cushion inadequate or nonexistent?
3. Yes No Are you near or at the limit of your lines of credit?
4. Yes No Can you only make the minimum payments on your revolving
charge accounts?
5. Yes No Are you often late with bill payments?
6. Yes No Are you paying bills with money earmarked for something else?
7. Yes No Are you using credit to pay for items you used to buy with cash?
8. Yes No If you lost your job, would you be under immediate financial
9. Yes No Are you unsure about how much you owe?
10.Yes No Are you being threatened by collectors with possible legal action?
30
A ‘yes’ to any of these questions is a sign that you may need to make debt
payoff a priority. Write your reflection here.

I try to budget my salary. I follow salary – savings = expenses.

This helps me to have a wise financial management and to avoid debts
and also I make sure that I pay the monthly bill on time. Also
prioritizing needs from wants.

Assessment 4. Take the 30-day Challenge

Things to do:
1. Get a transparent jar. You can decorate it if you desire.
2. Prepare a Saving Chart (A) as shown below.
3. In the chart, write down your target amount.
4. Make a daily saving to develop your saving habit. As you start saving, make
an entry to the chart (A) every day.
5. In another chart (B), track where your saved money goes: ex. save in the
bank, put in stock market or put in a business.
6. Note: Sunday is a recess day for saving.

Saving Chart
A
Target
Amount:1,000

Target Dates: (has to be 30 days excluding Sundays)

Week/Total per Week Date Amount

Week 1 9/2- 40 - 40
Total Money Saved: 240 9/3- 40 - 40
9/4- 40 - 40

9/5- 40 - 40
9/6- 40 - 40
9/7- 40 - 40

Week 2 9/ 9- 40 -40
Total Money Saved: 480 9/10-40 -40
9/11-40 -40
9/12-40 -40
9/13-40 -40
9/14-40 -40

Week 3 9/ 16- 40 -40

Total Money Saved: 720 9/17-40 -40
9/18-40 -40
9/19-40 -40
9/20-40 -40
 9/21-100 -40
Week 4 9/ 23- 40 -40
Total Money Saved: 960 9/24-40 -40
9/25-40 -40
9/26-40 -40
9/27-40 -40
9/28-40 -40
Week 5 9/30-40 -40
Total Money Saved: 1200 10/1-40 -40
10/2-40 -40
10/3-40 -40
10/4-40 -40
10/5-40 -40

Hit the target? Why?

Yes, If you have goal and determined to achieve you can make it.

What to do next? (whether you hit or not the target)

Be consistent in saving if you have goals.

31
Saving Chart B
Where Do
Inclusive Dates Amount Saved Money
Go

1st 30 days August 1, 200 own house

2nd 30 days September 1, 500 own house

3rd 30 days October 2, 000 own house

4th 30 days November 2, 200 own house

5th 30 days December 2, 500 own house

Total Money Saved

9, 400
(at the end of the year)

Assessment 5. My Budget and Spending Plan

This simple plan will help you budget your monthly income. Include in this budget
plan your savings, debt payment and bill payment.
Month & Year: August 2019
Total Income: P20,195.00

Savings/Item/Service Need / Want? Targeted Cost Actual Cost

Amount sent to family Need 2, 000 2, 000

House rent Need 3, 800 3, 800
Water , electric bill, garbage
collector Need 390 390

32
 Loan Want 9, 000 9, 000
Food & groceries Need 3,000 2,000

Pamper/Relaxation Want 1, 500 1, 000

Total 19, 690 18, 190

Reflection:
Proper budgeting of salary will help you to have a better financial status.

Assessment 6. My Long-Term and Retirement Plan

Here, make your long-term and retirement plan. You might be interested to buy
a house and lot or a car or attend school or send someone to school, so, you
need to make this plan.

Don’t forget to allocate for your retirement. Make a sort of an investment plan for
your retirement age.

Make sure to keep your goals SMART.

Financial Priority Target Number Amount What to Remarks
Goals (Low, Date of Years Required Do
Medium,
High)

House and 1 million or

High 2023 Lifetime Save A chievable
Lot more
Business High 2022 Lifetime 500 K to 1M Save Achievable
Savings/
High 2030 11 years 500 K Save Achievable
Retirement
Car Low 2026 7 years Half million Save Achievable

Reflection

Portfolio Making
o In every plan that you make, you are asked to make a reflection. Put
them in a portfolio.
o At the end of the year, reflect on how this session affects you as a
person and as a teacher in terms of your financial status.
o State your commitment on what you will do for the next year.
o You are encouraged to do the suggested plans the next year around
or improve them if you wish.

33
 IV. SESSION 4: HEALTH AND WELLNESS PROGRAM
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

7.4.1Demonstrate an understanding of 7.4.2 Develop a personal professional

how (personal) professional reflection improvement plan based on reflection of
and learning can be used to improve one’s practice and ongoing professional
practice. learning.

Objectives:

a. Explain the importance of maintaining a positive personal health and

wellness in improving teaching and learning
b. Evaluate personal health and wellness-related practices that affect work
in school
c. Implement a plan for positive health and wellness

34
 Pre-Test

A. Direction:
Here are some health practices and behavior which will allow you to rate your
opinion. Please highlight your option by rating your responses using the following:

Strongly Disagree (SA), Disagree (D), Agree (A), and Strongly Agree
(SA).

1. Diet is a temporary thing. I’ll do it next week after heavy work in school. SA
2. It is ok that I sleep at 12 midnight and will wake up at 3: 00 AM to finish
my work. SA
3. Time is gold. I do recreation if I have the time. SA
4. There are lots of paper works. Teaching is stressful. SA
5. I follow the “more fruits less fatty foods” rule. A
6. I drink coffee a lot, it makes me alive and energetic. D
7. Cleaning my workplace is not a priority to me. D
8. I believe and practice the saying “Do not do for tomorrow what you can do
for today. A
9. I do stretching every two hours while working with my laptop. SA
10. I need my boss or someone, to inspire me
to accomplish my work on time. SA

Key to Interpretation of answers:

For questions 1 – 2,3,4, & 6: Those who answered: SD will get 4 points, D will get
3 points, A will get 2 points, and SA will get 1 point.

For questions 5,7,8, 9, & 10 Those who answered: SA will get 4 points, A will get
3 points, D will get 2 points, and SD will get 1 point.

Get the average of scores. Then you will be given the

interpretation of 4 - You can be a health advocate
3 – You have a good knowledge about health habits
2 - You have a fair knowledge about health habits
1 - You need to improve your health habits

Glossary of Terms

Term Definition
the level of functional and metabolic efficiency of a
Health living
organism. In humans it is the ability of individuals or
communities to adapt and self-manage when facing
physical, mental, psychological and social changes with
environment. It encompasses a broad spectrum. It is a
state of complete physical, mental, and social well-being
and not merely the absence of disease or infirmity.”
Wellness refers to the state of being in optimal mental and
physical health. It is a dynamic process of change and
growth. It's about living a life full of personal
responsibility and therefore taking proactive steps for
one's entire well-being. This means that a person living
life very well controls risk factors that can harm them. It

35
 has a direct influence on the overall health, which is
essential if one is trying to live a better life
Health Awareness the process that provides health related knowledge to
the people for preventing and curing disease.
Physical Health defines a form of the body that includes perfect and
harmonious physiological functions of all the body parts
that are anatomically intact with each other.
Psychological Health refers to the emotional state (feelings and moods)
adaptability to circumstances development of sense of
meaning of life compassion, unselfishness
based on the positive thoughts and ideas. Brain is a
Mental Health body part that deals with both emotional and mental
aspects (thoughts, perception of reality & response to it)
Social Health the ability to interact effectively with other people and
can developing satisfying relationships
Healthy lifestyle/practices that contributes positively to physical,
lifestyle/practices mental and social wellbeing and which includes regular
exercise and physical activity to help and improve
people's health and well-being
a self-motivation task which the force that
Personal Goal is keeps
pushing someone to go on the internal drive
It's to
achieve, produce, develop, and keep moving forward.
It
is what pushes people to go on, especially when
one
thinks they’re ready to quit
something
,

Activities and Assessment

Activity 1. On Facing Life’s Challenges

Here are situations/ thoughts for you to ponder. Tell us what you think and
how will you react to the following situations. Your responses might give you a
glimpse of what you do when confronted with similar or related situations in the
future.

On positivity vs reality

Make your first thought of the day: “Great things will happen today.”

You woke up early with a smile, thinking for a happy day. Yet while
contemplating on it you were alerted from a call coming from the school security
guard telling you that the faucet in your room is still running, for it was not turned
off yesterday. They cannot open the door for you did not leave the key in the guard
house. Your room is adjacent to the office, who is already in his/her office.

What would be your initial reaction? I will feel worried.

What would you do? I will rushed in going to school.

What insights have you gained? Check everything before going home.
36
On sleeping well vs preparing well

You came home tired, with a headache. You wanted to have an early night
sleep. Yet you are worried for the coming of the visitors from the division office to
observe classes the following day. Being a newly hired teacher, you are sick worried
for you might be chosen to be observed. That’s why you have to prepare
instructional materials and enhance your daily lesson plan. You know that you will
end up sleeping at 12:00 to 1:00 o’clock in the morning.

I will not sleep well because of this.

What would be your initial reaction?

I will take a deep breath and try to

calm myself and my mind in order to
What would you do? be efficient and productive.

I should have a proper time-

What insights have you gained? management

On breaking the fast vs making it fast!

Skipping Breakfast altogether

It is said that breakfast is the most important meal of the day: You have
known it ever since. Yet here you are making it the second priority of your day.

You sleep late, for you spent the night exchanging texts messages in the
messenger with a “special friend”. Naturally you woke up late. You are in a hurry to
go to school knowing that its Monday and you need to be early for you it’s your turn
to lead the morning activity of the flag ceremony. The food is already set on the
table and its aroma is enticing you to taste it. The time is 6:50 AM. The ceremony
starts at 7:00. You still need to walk 10 minutes to school. But you promise your
mother that you will no longer skip breakfast.

Tell us what you think I will manage my time properly.

Tell us what you will do Identify your priorities

Tell us what insight

will you learn Make an advance preparations

On medical expenses vs basic household expenses

You feel well, you seldom catch colds or cough. Yet your colleague who seems
as healthy as you always visit her doctor for a general check-up from time to
time.

You on the other hand thinks it’s not your priority for your salary is just enough for
your personal needs and the needs of your parents whom you promise to help
them with the school expenses of your 3 siblings. Just today your colleague is
asking you if you would like to visit a doctor with her for a check-up.

37
Tell us what you think Guilty for not allotting budget for
check up

Tell us what you will do Prioritize my health

Tell us what insights

Health should not taken for granted.
You have gained

On expressing anger vs handling stress

Team in Crisis
As human beings, we are each subject to a range of emotions from elation to
rage. While anger is a normal human emotion, it is important to express anger in
healthy
ways that are appropriate in the workplace setting.

It’s a hectic day for the all of you. Your school is scheduled to be visited by the
regional evaluators on the “Barkada Kontra Droga” Program tomorrow. Your group is
assigned to take charge of the decoration of the hall. While working one of the
members, the niece of the principal adamantly refuses to extend her time for she
has visitors waiting at home. You really need to finish the task for tomorrow’s
activity.

Tell us what you think Disappointed because all are

responsible for the event

Tell us what you will do Ask for the help of teachers who are
willing to do the responsibility.

Tell us what insight you have gained Do not expect too much to someone
38
 Activity 2. WHO AM I?
Here are some habits which you need to tell whether you are practicing this.
That’s why you need to complete the table for the necessary data. You have place
( )if you done it and (X) if you have not.

Habits YES/ Frequency Reasons for Reasons for not

NO practicing it practicing it

1. Do you make
dietary changes YES Everyday Overweight
slowly?

2. Do you plan
healthy meals in YES Everyday Healthy living
advance?

3. Do you shop
with a ready list
based on your YES Everyday For budget puposes.
weekly meal
plan?

4. Do you buy
more organic YES Sometimes Healthy lifestyle
foods?

5. Do you drink a
minimum of
Water is good for the
YES Sometimes
eight cups of body
water every
day?

6. Do you do
Everyday work is tiring
NO Sometimes
exercise already
everyday?

7. Do you often get

angry? YES Sometimes Stress level and pressure
8. Do you go out
with friends? YES Once a month Relaxation
9. Do you give
yourself time to Sometimes Health reasons
recover from NO
workouts.?

10. Do you take

Nap helps a lot in
YES Sometimes
naps regaining energy
strategically?

Make your own weekly health and wellness plan. Be sure to religiously follow it.
39
My Health and Wellness Plan

A. 1. My short-term health goal is: release the stress

2. My long-term health goals is: healthy lifestyle

B. To live healthier and feel energetic, I commit to follow this plan every day.
Following this plan will lead to the quality life and teaching and will help me
to reach my short and long-term goals.
Examples: (Note: I already put my answers under examples)

Eat healthier
 Make sure to eat balanced diet everyday
 Increase the water intake
 Avoid food with chemicals, instant, and fast food
Emotional
 Be with people who are optimistic
 Always mind set positively
 Do not absorb negativities around
 Engage in activities that promotes mental health
Physical Fitness

 Find time to walk everyday

 If there is time go to the gym
Pleasurable Activities
 Watch TV
 Sleep
 Read books

Eat healthier by: -Make sure to eat balanced diet

everyday
-Increase water intake
-Avoid food with chemicals, instant, and
fast food

Incorporate the following exercises into Walk atleast 5-10 minutes in the
morning.
my daily routine:

Improve my emotional health (i.e Find time to relax

Mindfulness, Stress management) by:

Get better sleep by: Sleeping early to complete 8 hr. sleep

40
 My Health and Wellness Plan

Improve my life by: Giving attention to my mental

health

Increase satisfaction with my relationship Not only teaching their minds but
my learners by: teach their hearts

Increase satisfaction with my professional Doing my duties and

life by: responsibilities

Enjoy pleasurable activities, like: Watching TV, sleeping, and

reading
books

Reflection

Journal Writing
o In what concrete ways does the session help me become a more
health conscious teacher in promoting a positive health habit?

This session Teach me to reflect and to realize that I should have a

healty lifestyle and a positive health habit in order to be always ready in school
and for the teaching-learning processes. It also teaches me to value things around
me and don’t be affected with the negative vibes.

41
 Post-Test

SD D A SA
1.Diet is a temporary thing. I’ll do it next week
after heavy work in school.
2. I’ll sleep at 12 and will wake at 3: 00
AM to finish my work.
3. Time is gold. I’ll do recreation if I have the time.

4. There are lots of paper works. Teaching is stressful.

5. I follow the “More fruits less fatty foods” rule
6. I’m a coffee person, it makes me alive and energetic
7. Cleaning my workplace is not a priority to me
8. I believe in the saying “Do not do for tomorrow
what you can do for today”, and it’s good
to practice it
9. I do stretching every two hours of facing my laptop
10. I do not like my Department head she is
giving me tasks which I do not like to do.

Key to Interpretation of answers:

For questions 1 - 4,6,7&10: Those who answered:SD will get 4 points, D will get
3 points, A will get 2 points, and SA will get 1 point.

For questions 5,8 & 9, those who answered: SA will get 4 points, A will get 3 points,
D will get 2 points, and SD will get 1 point.

Get the average of scores. Then you will be given the

interpretation of 4 - You can be a health advocate,
3 –You have a good knowledge about health habit
2- You have a fair knowledge about health habit
1-You need to improve your health habit.

42
 V. SESSION 5: GENDER AND DEVELOPMENT (GAD)
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

3.1.1 3.1.2
Use differentiated, developmentally
Demonstrate knowledge and appropriate learning experiences to
understanding of differentiated address learners’ gender, needs,
teaching to suit the learners’ gender, strengths, interests and experiences
needs, strengths, interests and
Experiences

Objectives
A. Explain and understand the concepts of sex, gender, gender
characteristics, gender roles, and other key concepts related to Gender
and Development;
B. Identify gender-bias practices in the classroom; and
C. Integrate gender-fair practices in the teaching-learning process.

43
 Pre-Test

Directions: Rate your responses using the following: strongly

disagree (SA), disagree (D), agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] [/]
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] [/]
3. I am for “Ladies first” practice. [] [] [/] []
4. Boys and girls both excel in Math. [] [] [/] []
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] [/]
6. Blue is associated with masculinity while pink is
associated with femininity. [] [] [/] [ ]
7. I prefer boys as Class Presidents. [] [/] [] [ ]
8. Women are more articulate than men. [] [/] [] [ ]
9. One comfort room in school. [/] [] [] [ ]
10. Teaching is a female profession. [/] [] [] [ ]

Interpretation of Answers:

For questions 1 & 2, those who answered: SA will get 4 points, A will get 3
points, D will get 2 points, and SD will
get 1 point.

For questions 3-10, those who SD will get 4 points, D will get 3
answered: points, A will get 2 points, and SA will
get 1 point.

Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is

Nearing Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.

44
 Key Concepts and Vocabulary

1. Gender is about recognizing roles between men and women.

The challenge is to strike an appropriate balance of gender roles between men

and women/boys and girls, through education and training, given that gender,
role differences and stereotyping are socially constructed.

Gender equality is a globally recognized development agenda. Addressing gender

issues is a complex process – the issues are often culturally ingrained, and involve a
number of institutions.

2. Difference between SEX and GENDER

Sex is biological, universal, relatively fixed, categorized as male or female,

and attributes are equally valued.

Gender is socially and culturally constructed. It is socio-physiological, culture-

bound, interchangeable/changing, categorized as feminine and masculine, and
attributes are marked by inequality.

3. Gender Roles are developed/Perpetuated by

a. Manipulation
b. Canalization
c. Verbal Appellations
d. Activity Exposures

Gender and development adopts the principle that development is for all – all
humans, men or women have the right to the same opportunities to achieve a full
and satisfying life. It further recognizes that gender biases impede development
(capacity to do and be).

GAD rethinks and restructures practices and structures perpetuating

inequalities (discrimination) of all kinds.

Gender issues are deterrents to development.

Gender sensitivity:
 Is a frame of mind.
 A set of attitude
 The way we approach whatever we do in our intimate relationships, in our
work, in our everyday transactions with the outside world
 Not a war of the sexes
 Not anti-male
 Recognition that in practically all cultures women have a lower status than men.

Agents of Gender Socialization

 Family
 Peer Group
 School
 Media
 Government

45
  Church
4. What emerged?
• Schools in most cases reinforce the existing gender ideology,
stereotypes, norms, and expectations everywhere
• schools have the potential of playing a transformative role in changing
the prevalent notions and unequal relations, it does not necessarily happen
on its own, and requires specific and targeted interventions in most cases.

5. What is Gender Fair Education (GFE)?

• involves the experiences, perceptions, and perspectives of girls and
women as well as boys and men.
• aims to promote the teaching and learning of gender equity,
highlighting female experiences as products of historical and cultural
processes.

6. Gender in Philippine Education

Strategic gender issues to be addressed
 Boys are underperforming in key education indicators compared to girls
 Indigenous people (IP) also fall behind in enrolment data and
experience discrimination
 Higher education degrees manifest marked gender-segregation
 Gender biases and stereotypes remain, and are still embedded in
the curricula, instructional methods, materials and learning media
 Women and girls continue to be vulnerable to sexual harassment and
violence inside schools because of the lack of safe and gender
responsive teaching-learning environment

7. DepEd’s role in ensuring that gender-based discrimination/violence is

minimized if not totally eradicated in the school system:
a. In RA 9710, the instructional goal is “to ensure the promotion and protection
of the dignity and self-worth of both sexes by integrating and/or infusing core
messages and related values on gender-fair education in the curricula…”
b. Learners goals are:
 “To foster a sense of personal growth and dignity and respect for the
abilities and rights of people of all races, ethnic backgrounds of both
sexes; and
 To develop awareness of the gender biases and stereotyping that have
been culturally perpetuated in order to be able to rectify these.”

(Note: You can also refer to Magna Carta of Women SEC. 13. Equal Access
and Elimination of Discrimination in Education, Scholarships, and Training.)

8. Develop Skills
• Recognize that gender issues are rooted in cultural attitudes and
social structures that prioritize men’s needs over those of women
• Understand and recognize the link between violence prevention and
increasing gender equity
• Teach young people to engage in respectful and emotionally
healthy relationships
 Empower young people with useful knowledge, skills and understanding
and promoting positive, non-violent relationships based on equality and
respect
 Create an atmosphere where violence (such as bullying) and the use
of aggression to resolve conflicts is not tolerated

46
 Activities and Assessment

A. Review the basic concepts between sex and gender. Provide your answer
before
every item by writing Sex or Gender.
Sex_ male and female ___Sex___ penis and vagina
_Gender_ weak and strong ___Sex___ XY and XX
_Gender_ child rearing _Gender_ masculine and feminine
_Gender_ emotional and logical ___Sex___ husband and
wife
___Sex___ child bearing _Gender_ mother and father

B. Answer the following questions.

1. How does gender sensitivity/responsiveness of the
education system contribute to the DepEd’s
performance of its mandate?

It calls for equality and no discrimination

as mandated by DepEd. This will also promote
respect to our fellowmen. And also gender
equality must exercise in every private or
public school

2. What are the causes and effects of gender disparity?

Ignorance, stereotyping and unequal opportunities for

everyone.

3. As a teacher, how can we create a gender

sensitive/responsive classroom/school?

Be sensitive on gender terms that

can show gender inequality or biases and
also sees to it that equal opportunities is
exercise.

B. The next activity is writing the actions that you will do on a

given situation. You may also share your answer/s during the
LAC Session for additional input or discussion.
Case 1: A learner got pregnant and expected to deliver
toward the end of the school year.

The learner will be advised to undergo homeschooling for her safety and
should not the hindrance of her studies.

Case 2: At the middle of the school year, you noticed an

increase in absences among the boys in your class.
Call first the attention of the parent and Conduct home visitation
to know the
reason of their absences in class.

Case 3:A girl student reported to you that she was harassed
by her teacher. Then another student reported same
 experience with the same teacher.

I will conduct investigation to verify if the student is telling the truth.

Gather evidences, then take appropriate actions.

Case 4:Posters and other classroom materials showed gender bias and
sexist
messages.
I will immediately remove the posters and talk to the person in-charge
and also Teacher should show equalities inside the classroom..

D. Activity: Mirroring (This could be done when you have a School LAC)
Note: For Non-Muslim areas
only Directions:
1. Find a partner of opposite sex.
2. You should stand face to face.
3. The male partner execute actions while the female imitates or
mirror.
4. Exchange roles.

Process Questions:
1. How do you feel while doing the activity? I feel uncomfortable.
2. Did you find any difficulty? YES
3. Did you perfectly mirror the actions of your partner? Why?
No, because I am conscious in front of my partner.
4. Are there attributes or characteristics that your partner has which
you don’t have? What are those? Yes, like for example sense of
humor that a man has.
5. What are your insights from the activity?
Teacher should promote gender equality for a better learning
environment.

E. Application Activity (Note: Let your mentor/coach check your LP. You agree
with your mentor of the schedule of your demonstration. Post conference
shall be done shortly after. The result of observation on your demo may be
brought for discussion during the LAC Session)

Prepare a lesson plan in your subject area integrating the GAD concepts learned.

Reflection
Journal Writing
In what concrete ways does the session help me become a more agentive
teacher in promoting gender-fair classroom setting.

I am fully aware that as a Teacher we should have a

gender sensitive and avoid gender bias environment. We must
know how to deal with our student when we talk about GAD.
This session taught me that I should be sensitive with these
kinds of issues and I should properly pay attention these issues
and be more careful.
48
 Post-Test

Directions: Rate your responses using the following: strongly disagree (SA), disagree
(D), agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] [/]
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] [/]
3. I am for “Ladies first” practice. [] [] [/] []
4. Boys and girls both excel in Math. [] [] [] [/]
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] [/]
6. Blue is associated with masculinity while pink is
associated with femininity. [] [] [/] [ ]
7. I prefer boys as Class Presidents. [] [/] [] [ ]
8. Women are more articulate than men. [] [/] [] [ ]
9. One comfort room in school. [/] [] [] [ ]
10. Teaching is a female profession. [] [/] [] [ ]

Interpretation of Answers:

For questions 1 & 2, those who answered: SA will get 4 points, A will get 3
points, D will get 2 points, and SD will
get 1 point.

For questions 3-10, those who SD will get 4 points, D will get 3
answered: points, A will get 2 points, and SA will
get 1 point.

Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is

Nearing Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.

49
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