TIP-Course-1-noel (jvynhs).docx

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TeacherInduction
Program(TIP)
COURSE
The DepEd Teacher
in collaboration with
Philippine National
Research Center for Teacher Quality
1

W
Course 1: The DepEd Teacher
Introduction
ELCOME to the Department of Education! We are pleased to have
youasamemberofthefamily.Weinviteyoutotaketimetoreadthrough
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. Itwill
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
totheguidelines,processes,andstandardizedformstohelpyoueasilyadjustto
your new work environment.
Inyourfirstyear,youmayexpectexcitement, curiosity,apprehension,andeven
doubts. This section of the TIP is crafted to support and bolster your first year
of teaching experiences in the public-school system. Wewill 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
Module3:CreatinganEngagingPhysicalandVirtualLearning
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
At the end of this module, you should be able to:
1. demonstrate understanding of the DepEd’s mandate,
vision, mision, core values and strategic directions;
and
2. adopt practices that uphold the dignity of teaching
as a profession by exhibiting qualities such as caring
attitude,respect,andintegrityalignedwiththeDepEd’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
Session4–ThePhilippineProfessional
Standards for Teachers
Estimated Time required: 1 hour
Required Tasks
• Reflection survey
• Self-reflective activities
• Scenario and case studyanalysis
• Document reading
• Pledge of Commitment (Portfolio Output)
Required Resources
• DepEd Order (No. 36, s. 2013)on Our Department of
Education Vision, Mission and Core Values (DepEd
VMV).
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
GuideforMentorsandNewlyHiredTeachers 5
✓
✓
✓
✓
✓

Session 1 – The DepEd’s Mandate
The DepEd’s Mandate
The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The
Educationagencyunderwentmanyreorganizationeffortsin
the20thcenturyinordertobetterdefineitspurposevis-à-vis
thechangingadministrationsandcharters.Thepresent-day
Departmentof Educationwas eventuallymandatedthrough
RepublicActNo.9155,otherwiseknownastheGovernance
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. Youmay respond in 2-5 sentences
for each.
As a newly hired teacher in DepEd, what can you
contribute to:
a. promote quality education?
In education, teachers are a key element to
educational quality because they orchestrate instructional
interactions with and between students around academic
content, and these classroom interactions – in an ideal
world – influence student learning.
As a beginning teacher, I will familiarize myself first
with the Department of Education. I have to put first in
mind and heart the mandate mission, vision, core values,
and the strategic direction of DepEd to ensure that I am
promoting quality of education as the department wants
to. I will also make sure that I will be doing the best that I
could in preparing and delivering substantial lessons. I will
also create an environment that is conducive to the
students to learn.

b. uphold equityin education? c. respond to the needs of thelearners?
Equity in education involves providing
every student an environment, opportunities,
tools, and resources to be successful. I can
uphold equity in education by giving equal
opportunity to my learners regardless of their
race, religion, culture, color, and status.
Providing them with varied instruction to
address the different learning styles of my
learners. I will remove the barriers to learning
and promote collaboration in the classroom and
give more opportunities to all the learners to
excel.
Meet the needs and adopt the standards
of living of every learner. Do not make
expectations too high because every learner is
unique. I will teach them good values and
discuss with them the importance of valuing the
difference of each other. And of course, it will all
start with me, I will make every lesson have a
motivation to make every learning learn in a
way they will feel safe and not forced.

Session 2: Vision, Mission, and CoreValues
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
As a new public-school teacher,
my goal is to be an effective and
efficient one. I always wanted
more for my students. What and
who they were today; I wanted
them to grow and to see them
discover their strengths and
weaknesses, build their
character, and became a better
person intellectually and
morally.
My vision is to have a class
which supports the learners
safely as they discover and
explore new ideas. I want my
class to help all children find a
sense of purpose in their lives
through education. Ensure all
lessons are student-centered
and differentiated so that it will
fit to their unique cultures and
behaviors.
I see my school to be
competitive and, at the same
time, supportive to build
learners’ confidence and
attitude to be responsible
individuals who aspire to
achieve the highest level their
potential.

Key Topic 1: DepEd’sVision
Vision
We dream of Filipinos
who passionately love their country
and whose values andcompetencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of 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 1:
TeacherJohannaisaGrade7teacheratJacoboZ.Gonzales
Memorial National High school. She encourages her learners
to demonstrate their love of country through practicing acts
of kindness insideand outsidetheschoolpremises.Provide
at least two ways of integrating this in her lessons. You may
respond in 3-5 sentences.
GuideforMentorsandNewly
HiredTeachers 9
Teacher Johanna should think first of
the subjects where she can integrate and
achieve her lesson objectives, say for
example, she integrates it in Araling
Panlipunan. Then, the learners will be tasked
to perform or accomplish activities
portraying their love for country. It is
encouraged that learners may explore for
bigger ideas and concepts, and not just
answer close-ended questions. The learning
must be observable and authentic to make
better emphasis and understanding of the
lesson.

Scenario 2:
One of the Grade 9 advisory students of Teacher Andrew is
showing interest in joining scouting. However, the student is
very shy and timid. In what ways can Teacher Andrew help
his learners to gain confidence and participate in scouting?
You may respond in 3-5 sentences.
Key Topic 2: DepEd’s Mission
Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution,
ensureanenablingandsupportiveenvironmentforeffective
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
Teacher Andrew should do the Hands-
on Orientation and provide a practical
method of learning to build better
confidence among scouts. Activities and
games provide a fun way to develop skills
and provide contact with nature and the
environment when pursued in an outdoor
setting. Scouts learn in small groups to build
united and camaraderie atmosphere.

Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to makesure
thatshecanprovide 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.
Key Topic 3: The DepEd CoreValues
Core Values
In promoting “One DepEd,” the official DepEd corevalues
adapted the national motto as stated in the Republic Act
No. 8491 (otherwise known as the Flag and Heraldic Code
ofthePhilippines).Thecorevaluesareenumeratedassuch:
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 tobehavioral
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
In line with the Child Protection
Policy of the Department of education,
Teacher Helga should facilitate a non-
discriminatory curriculum. She must build
relevance between her classroom
environment and her students’ lives. She
also needs to keep a clean and orderly
classroom which allow learners to be
expressive and encouraging. The classroom
must be a medium to develop good values
and respect regardless of the differences in
gender, identity, background, culture and
religion.

Core Values Behavior Statements Indicators
Maka-Diyos
Expresses one’s spiritual belief while
respecting the spiritual beliefs of others
1. Engagesoneselfinworthwhile spiritualactivities
2. Respects sacred places
3. Respects religious beliefs of others
4. Demonstrates curiosity and willingness
to learn about other ways to express spiritual life
Shows adherence to ethical principles by
upholding truth
1. Tells the truth
2. Returns borrowed things in good condition
3. Demonstrates intellectual honesty
4. Expects honesty fromothers
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizesandrespectsone’sfeelings
and those ofothers

Maka-tao
Is sensitive to individual, social, and cultural
differences
1. Shows respect for all
2. Waits for one’sturn
3. Takes good care of borrowed things
4. Views mistakes as learning opportunities
5. Upholds and respects the dignity and equality
ofallincludingthosewithspecialneeds
6. Volunteers to assist others in times of need
7. Recognizes andrespects people from different
economic,social,andculturalbackgrounds
Demonstrates contributions toward solidarity
1. Cooperates during activities
2. Recognizes and accepts the contribution
of others toward a goal
3. Considers diverse views
4. Communicates respectfully
5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying

Makakalikasan
Cares for the environment and utilizes
resources wisely, judiciously,
and economically
1. Showsa caring attitude toward theenvironment
2. Practices waste management
3. Conserves energy and resources
4. Takescareofschoolmaterials,facilities,andequipment
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly
Makabansa
Demonstrates pride in being a Filipino;
exercises the rights and responsibilities
of a Filipino citizen
1. Identifies oneself as aFilipino
2. Respects the flag and national anthem
3. Takes pride in diverse Filipino cultural expressions,
practices, and traditions
4. Promotes theappreciation andenhancement
of Filipino languages
5. Abides by the rules of the school, community, and country
6. Enablesothers to develop interest
and pride in being a Filipino
Demonstrates appropriate behavior
incarryingoutactivitiesintheschool,
community, andcountry
1. Manages time and personal resources
efficiently and effectively
2. Perseveres to achieve goalsdespite
difficult circumstances
3. Conductsoneselfappropriatelyinvarioussituations

Let’s see how you would apply the DepEd Core Values
in responding to the following school scenarios. You may
answer the following questions in 3-5 sentences. Write your
Scenario 1:
TeacherLuisisaGrade10guidancecounselorandaValues
Education teacher at Arellano High School. One of his
classeshasadiversereligiousbackground.Oneday, twoof
the learners insisted that the class should start with a prayer
led by an assigned student. This leads to a heated debate
arguing about their own religious and spiritual beliefs. How
can Teacher Luis mediate and help resolve the argument?
(You may refer to Department Order (No. 32, s. 2013) and
Department Order (69, s.1990)).
Scenario 2:
The DepEd Core Values teaches us the love for God
(maka-Diyos), love for fellow men (maka-tao), love for
nature (makakalikasan), and love for country(makabansa).
Teacher Molina inspires his Grade 2 learners to become a
better version of themselves through exemplifying qualities
and characters of our national heroes. What classroom
management strategies can Teacher Molina employ to
encourage learners to apply the DepEd core values in real
life situations?
Teacher Luis should explain to all his
pupils that students with different religious
beliefs should not force to participate to any
religious activity that is not allowed on their
religion. They should learn to respect the
religion of other people to avoid
discrimination in the class. That’s why if one
of their classmates does not join or lead the
prayer in their class, they should respect
their decision.
To teach the DepEd core values to
Grade 2 pupils, Teacher Molina can use it as
an activity wherein she can assign her class
per group to act as one of the national
heroes and portray the good values that they
have, through this pupil can internalized the
good values in real life situations.

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
As a new teacher, my goal is to be a
teacher that encourages my students
to enjoy learning. I will strive to
identify my strengths and then use
them to inspire my students, leading
to a positive outcome for each pupil
and a shift in the way my teaching
works. My goals are to motivate and
engage my pupils through ongoing
and everyday student-centered
active-learning lessons, as well as to
help all my students discover
meaning in their lives through
education.
My vision is to have a class wherein
there is collaboration among all my
learners. To create an atmosphere
where each individual feels accepted
and valued. To create a classroom
wherein there is no bias and there is
equal opportunity for learning to
everyone. I want to create a
classroom that is conducive to
learning and promote love for
learning.
My vision to my school community is
to be a learning environment that are
deeply united have an array of
benefits for students, teachers,
parents, and the wider school. A
community that has a strong
leadership to help the school in
providing quality education to all
learners.
ACTION POINTS
I will continue my professional growth
by attending seminars and continue to
reflect on my teaching strategies to
give the best education for my pupils.
I will create a child-friendly
environment to my class and
encourage cooperation in learning. I
will provide varied activities wherein
everyone can participate.
I will strengthen the school
partnership with the parents and
other stakeholders for the welfare of
the school and the pupils.

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

Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by the
following scenarios.
RequiredTask2:PledgeofCommitment
(Portfolio Output)
Pledge of Commitment
Write your own pledge of commitment in support to DepEd
Strategic Directions. You may write your statements in3-5
sentences.
Your school effectively implements a School-based
Management (SBM) system that empowers your school head
to make decisions that respond to your school’s immediate
needs.
Your Grade Level Coordinator conducts LAC sessions with
alltheteachersinthegradeleveltobeknowledgeableabout
the concerns of teachers andlearners.
Your school prepares alternative learning mode for all
learners.
TheLocalGovernmentUnit(LGU)providesassistancetothe
publicschoolsthroughdistributingTVs,tablets,andlaptops
to learners and educators.
The Division Office prioritizes training on curriculum
implementationandlessonplanning.Theyinvitecurriculum
experts to join the teacher training and conferences.
1. Expand Access to BasicEducation
2. Improve Quality andRelevance
3. ModernizeEducation Managementand Governance I DE JESUS, NOELITO Y., promise to do my
best to make mature and right decisions,
holding myself accountable to a high
standard of integrity, hard work and
commitment to my profession. I promise to
do my duty to serve others and my school. I
pledge to give the best education for my
students and continue to uphold my dignity
as a teacher. I promise to make the
education of my student as my first and most
important priority and I will exert more effort
to learn how to help my students to learn.

Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision,
Mission,CoreValues,andStrategicDirections),answerthe
followingquestions.Writeyourresponsesin3-5sentences.
1. In what ways has this module helped you reflect
on the Vision, Mission, Core Values, and Strategic
Directionsofthe Department of Education?
Through this module I now understand
that term “teacher” is a very broad
definition. That his/her role does not end in
the four walls of the classroom. Teacher is
one of the important people who mold and
shape the minds of the students. Because of
this module, I realized that I cannot provide
the quality education to my students if I did
not seek to continue my professional
development.

2. How has this module helped you clarify your vision and
motivations in serving your learners better and in promoting
a learner-centered environment forthem?
3.
3.Whatareyourpersonalbeliefsandvaluesthatarealigned
with the DepEd’s VMV (Vision, Mission, Core Values)?
This module serves as my wake-up
call to continue my dream to change the
lives of my students as my top priority
despite of the challenges I encountered as a
new teacher. This serves as my guide to be a
competent teacher and provide learner
centered environment that focus on the
welfare of my students.
My personal beliefs that are aligned
with the DepEd Vision, Mission and Core
Values is that “We should not judge a book
by its cover”, because I realized that as a
teacher, I should not judge my students by
just looking at them or by their mistakes
they created because, the intelligence of a
child is not measured by it. I should give
equal opportunities to all my students when
it comes to learning regardless of their
attitudes or behaviors. And as a teacher, it is
my duty to change the lives of my students
one at a time.

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 watching
the PPST explainer video
What else i want to know about
the PPST/ concepts that need clarification
 I have learned that the PPST Standards helps
us further find out and develop better and
more effective ways of teaching.
 Learning is a lifetime experience, and it is a
lifetime journey.
How can this PPST Strands implement in easy
way with the overlapping activities of teachers
has throughout the year without causing them
too much stress.

KeyTopic1: Introduction to the PPST
In light of the Department of Education’s vision to
continuously improve itself to better serve its stakeholders,
the Department is committed to developing teacher
competencies that are abreast with the changing demands
and needs of K to 12 curriculum, globalization and ASEAN
integration. Hence, the Department released DepEd Order
no. 42 s. 2017 on National Adoption and Implementation of
thePhilippineProfessionalStandardsforTeachers(PPST).
The PPST:
• sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
• engages teachers to embrace ongoing professional
learning for their professional development to enhance
their own teaching;
• provides a framework of uniform measures to assess
teacher performance; and
• provides a basis for building public confidence in and
support for the work of teachers.
DepEd Order no. 42, s. 2017 mandates that thePPST “shall
beusedasabasisforalllearninganddevelopmentprograms
for teachers to ensure that teachers are properly equipped
to effectively implement the K to 12 Program. It can also
be used for the selection and promotion of teachers. All
performance appraisal for teachers shall be based on this
framework” (Section 5).
In line with the above provisions, in DepEd Order (No.11,
s. 2019) on Implementation of the NEAP Transformation,
NEAPismandatedtoprovidestandards-basedprofessional
developmentprogramsandcoursesforallDepEdTeachers,
School Heads and Supervisors. All professional development
for teachers is to be based on the PPST. More in-depth
discussions on PPST will be tackled in Course 3 of TIP.
KeyTopic2:TheTeacherProfessional
Development Framework
In order to help teachers seamlessly adopt and embody the
expectationsinthestandards,thePPSThasbeenintegrated
in DepEd’s Professional Development Framework (see Figure
1).Theframeworkshowstheprofessionaldevelopmentpath
of teachers starting from the Teacher Education Institutions
(TEIs) towards their career development in DepEd. Teachers’
professionaldevelopmentisguidedbytheHumanResource
(HR) systems which are represented in the framework:
1. Recruitment, Selection, and Placement
(Recruitment and Hiring)
2. Results-based Performance Management System
(RPMS)-represented intheframework bythePPST-
aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool(SAT),which are used to
gaugeteacherpracticesandbettertargetprofessional
development and training.
3. Learning and Development (L&D) - represented
in the framework by the Learning Action Cells and
the Targeted Professional Development and Teacher
Training.
4. Rewards and Recognition (Rewards, Compensation)

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
• TheDepartmentofEducation(DepEd)formulates,implements,andcoordinatespolicies,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
publicandprivate;andprovidesfortheestablishmentandmaintenanceofacomplete,adequate,
and integrated system of basic education relevant to the goals of national development.
• BasedonDepEdOrderNo.36,s.2013,inordertopromote“OneDepEd”,theofficialDepEdVMV
shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As part of
theDepartmentofEducation,teachersareenculturatedintotheDepEdprofessionalcommunity
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 befamiliar with and understand the DepEd’smandate,
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,
howtheyrespondtochallengesineverydayteaching,andhowtheyserveasrolemodelstotheir
learners, inspiring them to be life-long learners and productive citizens.
• FourcareerstagesarearticulatedinthePhilippineProfessionalStandardsforTeachers(PPST).
Each stage is constituted by particular professional practice that defines and locates teacher
quality within a developmental continuum.

Module 2 - Gearing up
for the SchoolYear
IntendedModuleLearningOutcomes
At the end of this module, you will be able to:
1. establish safe and secure learning environments
through the implementation of DepEd and school
policies, guidelines and procedures on the preparation,
start, and daily management of classes (2.1.2)
2. plan and manage administrative, teaching and learning
processes through efficient lesson planning and
accomplishmentofschoolforms;andcompliancewith
DepEd’s policy and guidelines on lesson preparation
(4.1.2)
3. manage learner behavior constructively by applying
positive and non-violent discipline (2.6.2)
Module Outline
Session 1 - The DepEd School Calendar
Session 2 - The School Support System
Session 3 -Pre-openingof ClassesPreparation
Session 4 - Opening ofClasses
Session 5 - Handling Advisory Classes
Estimated Time required: 1 hour
Required Tasks
• Personal School Calendar
• Reading and Reflections
Required Resources
• Deped Order (No. 1, s. 1991)
• Deped Order (No. 109, s. 2009)
• Deped Order (No. 43, s.2012)
Session1–TheDepEdSchool
Calendar
KeyTopic1:TheDepEdSchool
Calendar
The DepEd school calendar for each school year sets the
opening and closing day of classes. It also prescribes
the number of school days where learners need to go to
school, inclusive of the in-service training for teachers,
parent-teacher conferences, and a celebration of the World
Teachers’ Day. As an example, you may see D.O. 7 s. 2020,
School Calendar and Activities for School Year 2020-
2021.
TheDepEdschoolcalendaralsofollowsRepublicAct11480,
which is also known as An Act to Lengthen the School
Calendar from Two Hundred (200) Days to Not More Than
Two Hundred Twenty (220) ClassDays.
The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
provides an enclosure for the calendar of activities for the
current school year to enable schools to efficiently and
effectivelyimplementtheschooleventsandschoolactivities
while being supported by the regional office and thedivision
office. Meanwhile, the schools are allowed to observe local
and national celebrations provided that these activities are
beneficial to learners.

Alternative delivery modes or make up classes may be
undertaken to compensate for the unplanned suspension
of classes due to natural calamities. The President, in
coordination with the Secretary of Education and the
Department of Education(DepEd), mayopt toset adifferent
date for the beginning of the school year.
Key Topic 2: Continuity ofLearning
(A History)
At the height of the Gulf crisis in the Middle East, DepEd
Order(No.1,s.1991)orderedasystemofcontinuedlearning
despite the apparent war. Its content clearly specified that
“the continuing education of the youth remains the utmost
priority.”1
The order also envisioned mechanisms for
home-based learning, utilization of self-learning kits (both
reinforcement and enrichment), and application of various
multimedia platforms.
While the Gulf crisis did not escalate as it was expected,
DepEdshowsthatithasthecontingencyplaninplaceincase
a disruption of classes ensues. Moreover, our geographical
locationas a countrymakes us vulnerable to tropicalstorms
and volcanic eruption. These natural factors directly affect
continuation of the school calendar. Hence, there is DepEd
OrderNo.43,s.2012thatprovidesaprotocolforcancellation
of classes according to PAGASA’s weather bulletin.2
Another document, DepEd Order no. 109. s. 2009, lays out
thepost-calamityeducationset-upwhichgivesprovisionfor
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines
Forthe Implementation ofthe Education SectorContingency Plans forAll
Levels.” (Department of Education, 1991),1.
2 ArminA.Luistro,“DepedOrder(No.43,s.2012)–Guidelineson
the implementation of Executive Order No. 66 (Prescribing Rules on the
recovery of missed school days and provides guidance in
choosing appropriate modalities that can be used to fit to
a rehabilitating context.3
All of these important documents
show that the education department is serious in living out
its mandate to deliver continuouslearning.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily suspended
classes and adjusted the current school term in an effort
to save learners, teachers, and school staff from possible
exposure to COVID-19. For months, DepEdcontemplated
what to do and continued to plan for the future. Eventually,
in August Secretary Briones announced that classes
would continue in October. The announcement came after
numerous schools were asking for different extensions
and possible class opening dates. DepEd opted to adjust
classes by introducing modules and the use of online video
conferencing applications such as Zoom.
DepEd also introduced its “Basic Education Learning
ContinuityPlan”(BE-LCP)asitsplansolearnersarestillable
to continue their learning despite any ongoing disasters like
calamities,pandemics,etc.Therearefourimportantaspects
to the plan: communication, materials, learning activities
and assignments, and assessments. Communication
involves waysof providingteaching whetheritbeanswering
questions, discussion of a topic, relaying instructions, or
anything about the course. Materials include the lessons,
references, and other things needed for learning activities.
Learning activities and assignments are activities that
facilitate learning and come in many different forms or done
through a variety of methods depending on the teaching
style of the teacher or what is specified by the lesson plan.
Assessments are methods to gauge a student’s progress.
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities).”
(Department of Education, 2012), 1.
3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Classes for Lost Schooldays.” (Department of Education, 2009), 1.

Key Concept 3: Implementing Guidelines
Required Task 1: Reading and Reflection
Study the rationale of the Implementing Guidelines of the
DepEd School Calendar for the current school year. Write
your insight on the space provided below. Limit your
response to 150 words.
The DepEd School Calendar contains the guidelines that
should be observed in schools nationwide, including school
programs, curricular non-classroom-based activities, and
parent-teachers conferences. Some of the important dates
to be observed include a general assembly, dewormingof
children, career guidance, in-service training, Christmas
break, standardized tests spearheaded by Bureau of
Education Assessment (BEA), summer classes, and end of
school year rites.
As a teacher who works in the Department of Education,
you are enjoined to be familiarized with the DepEd School
Calendar because it will affect school-based calendarand
your professional work within the school year. It is important
to mark the dates on your own calendar, so that it gives you
a heads up on how you plan your activities throughout the
year.
It is necessary for newly hired
teachers to become familiar with the
Department of Education's year-round
activities because it will allow us in
prioritizing our goals to strengthen our
capability in teaching, training, and building
our professional careers. As a Department of
Education teacher, it is important to mark
the dates on your own calendar, so that it
gives you a heads up on how you plan your
activities throughout the year.

Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER REMARKS
The DepEd school calendar for each school
year does not set the specific dates for the
opening and closing day of classes.
FALSE The DepEd School Calendar always set the
specific dates for the opening and closing of
classes to be familiarized with the important
dates all throughout the school year.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendarfrom
TwoHundred(200)DaystoNotMoreThanTwo
Hundred Twenty (220) ClassDays.
TRUE
Thein-servicetrainingisinclusiveofthenumber
of days required for learners to be in school.
FALSE In service training is provided only for
teachers and students are not part of this
training.
The parent-teacher conference is inclusive of
the number of days required for learners to be
in school.
FALSE The parent-teacher conference is inclusive
of the number of days required for learners
to be in school.
Alternative delivery modes or make up classes
arenotallowedtobeundertakentocompensate
fortheunplanned suspensionof classes dueto
natural calamities.
FALSE Make up classes are allowed to be
undertaken to compensate for the
unplanned suspension to cope up with the
lesson
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow learners
to continue their learning despite any ongoing
disasters like calamities, pandemics, etc.
TRUE
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as theactivities

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 SchoolSupport
System
Key Topic 1:
SchoolsandLearningCenters(LCs)serveasfrontlineservices
of thedepartment.Theseareaccountableforeducationand
learner outcomes. Consistent with the national educational
policies, plans, and standards, the school or learning center
has the following functions:
• takeaccountabilityinachievinghigherlearning
outcomes;
• implement thecurriculum and be accountable for
higher learning outcomes;
• provide equitable opportunities for all learners inthe
community;
• developaneducationprogramandschool
improvement plan;
• createanenvironmentconducivetoteaching 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,shallbebothaninstructionalleaderandadministrative
manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality
educationalprograms,projects,andservices.Acoreofnon-
teachingstaffshallhandletheschool’sadministrative,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
theOrganizationalStructuresandStaffingPatternsofStand-aloneand
Integrated Public Senior High School (SHS) and read the following
scenariostoidentifytheservicesprovidedanditsfunctionintheschools
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
Guide for Mentors and Newly Hired Teachers

Scenario Answer Feedback
1. TeacherLeocreatesactivitiestomake
sure that learners and teachers access the
placewherereadingmaterialsandlearn-
ingresourcesarekept.Healsocraftsa
scheduleoftheclassesthatcouldvisitthe
place.He coordinates with the School Head
for the selection, acquisition, organization,
and maintenance of reference and reading
materials.
a. Librarian/LRMDS Coordinator
b. GuidanceCoordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/
Department Head
Librarian/LRDMS
Coordinator
Librarian and LRDMS Coordinator keep
the books and teacher made activities in
the library for additional supplementary
materials of the pupils.
2. TeacherLorrineishandlingacaseofsome
Grade 7 learners who were caught cheating
bytheir adviser.Shecalls the attentionof
theparentsandreportstothemwhatthe
learnersdid.Sinceitisthefirstincident,
thelearnersarereprimandedandremind-
edoftheimportanceofhonestyandofnot
cheating.
Department Head
Guidance
Coordinator/Teacher
School Guidance Counselor are the one
responsible in giving guidance counseling
to students. She could call the parents for
a meeting to discuss the problem and
give punishment to avoid doing the
mistake again.

3. TeacherSteffiisconductingacareerguid-
anceandadvocacyseminartoGrade12
learners focusing on the four exits envi-
sioned for SHS graduates—namely, higher
education,entrepreneurship, employment,or
middle-level skills development. Afterward,
shegivesthem asurveytoansweronwhat
theyplanfortheircareerdevelopmentafter
SHS.
Department Head
Guidance Counselor
Guidance Counselor or helps students to
choose what appropriate career track to
choose on their journey.
4. MarkAnthonyispreparingabudgetplanfor
thecontinuousimprovementoftheschool
forthemonthofAugust.Heisalsopreparing
thefinancialreportforthemonthofJuly.
Bothreports aresubjecttotheapproval of
the School Head.
a. GuidanceCoordinator/Teacher
b. Librarian/LRMDS Coordinator
d. Administrative Officer
Administrative
Officer
Any plan regarding with the school
improvement should be reported and
approved by the School Head before
implemented.

5. MissRheapreparesthereceipt,issuance,
maintenance, and safekeeping of supplies,
materials,andequipmentandotherprop-
ertiesandfacilities oftheschool.Shealso
conductsandmaintainstheinventoryof
properties and prepares the required reports
for the School Head’s reference.
b. School Nurse
c. Property Custodian
d. Feeding ProgramCoordinator
Property
Custodian
Property custodian is the one responsible
for school property and materials or
equipment keeping and reporting.

KeyTopic2: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 theattainment
of higher pupil/student learning
outcomes.WithSBM,theschool
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
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents, and
other stakeholders in identifying and resolving issues and
concerns in the school community. Discuss how you can
help in each scenario and involve some key personnel who
can help you resolve the following challenges.
Scenario 1
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 daughteris
still afraid and decided not to go to school that day. The
incidenthappenedduringSciencetimebecausetheteacher
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?
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a
friend,messagedyouonFacebook andtoldyouthatshewill
be absent tomorrow. She asked you to substitute all her five
classes. Without letting you respond, she already sent you
the learning materials for her lessons tomorrow.However,
you also have classes to attend and your learners are
expecting to deliver a performance task that they prepared
for.What are you going to do as a colleague and who should
you direct her to?
I would seek first the help of the
school guidance counselor regarding this
matter to identify what is the best way to
resolve the issue together with the parents
and the pupils involve. If the problem is still
not resolve, then it is the time to seek the
help of the school head.
I will honestly tell her that I also have classes
that I needed to attend. I will advise her to
message the school head that she can
longer go to school, and she needed a
teacher to substitute for her so that the
school head would be the one to decide
whose teacher is available to look for her
class.

Scenario 3
Lito, the class president of your advisory class, was elected
as the president of the Supreme Student Government (SSG).
After three months, his subject teachers are having trouble
withhisclassstandingbecauseofhisfrequentabsencesand
non-submission of required written and performance tasks.
Litoisgettingoverwhelmedwiththevariousschoolactivities
he manages. What are you going to do as the adviser?
Session 3 – Pre-opening ofClasses
Preparation
KeyTopic1:Preparationsforpre-
opening of classes
Now that you have familiarized yourself with the DepEd
school calendar and the school support system, it is time
to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
important so that you can efficiently and effectively prepare
for the school year. In this session, you will determine how
to get to know the school structure, available resources/
equipment, etc. and set up the classroom.
Yourfirst year of teaching in the public school system would
probably be one of the most rewarding and unforgettable
experiences that you will have as a teacher. Expect that
you will have grounding experiences, as well as a myriad
of challenging circumstances that will test your character.
Hence,itisimportantthatbeforeyouprepareyourclassroom
andyourlesson,youalsoneedtoprepareyourselfphysically,
mentally, and emotionally.
Youcandojournalwritingtoreflectonyourteachingpractice.
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.
I will explain to Lito that I understand
his role as the President of the Supreme
Student Government., that he has lots of
duties and responsibilities to full fill, but I
will also remind him that he should not just
focused on this, he has still subjects that he
needs to prioritize. He should learn to
balance his duties as well as his academic
subjects to avoid conflicts on her grades. I
will advise him to create his daily time plan
so that he can full fill both his duties without
sacrificing his academic subjects.

Key Topic 2: Getting to Know
the School Structure, Available
Resources/Equipment, etc.
As a new teacher, you must familiarize yourself with your
work environment. It doesn’t only mean knowing the fastest
way to get to your school, but it also entails your knowledge
in and out of the school. Below are general tips in getting to
know your school to start with your professional journey as
a public school teacher.
1. As a faculty member, you are expected to know the
different offices and units in your school, as well as
the designated teachers who run each office. You
also need to know the school’s tailored Teachers’
Handbook, which contains the rules, regulations,
expectations,and allother necessaryinformationthat
you need to know about your job in your new school.
Make sure that you read it thoroughly and understand
everything becauseyouare expectedtoobserve allof
them as you work.
2. The provisions written on the handbook are not the
only ones that are being observed in the school. As
you work every day,you will begin to recognize casual
rules and principles that the school follows. Be able
to notice them. Hence, gather as much information as
you can before the beginning and during the first few
weeks of the school year.
3. Know your school organizational chart. Introduce
yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along with
your new colleagues; but you have to overcome the
anxiety so that you can establish rapport with your
fellow teachers.
4. Get acquainted with safety concerns in the school. In
every school, there is a unit designated for Disaster
Risk Reduction Management (DRRM). You have to
know the safety procedures for emergencies, like
when disasters occur during the school year.Youmay
need to know where the fire exit is or where to lead
learners when an earthquakeoccurs.
5. Know the proper decorum in submitting paper works
or turning in reports.
6. Your breaktime schedule also matters, so early on
you may already take different options for spending
your breaktime. Bear in mind that teachers, both
seasoned and new, have their own way of utilizing
their break time.While most teachers use itfor eating,
some teachers use it for rest, reflection, checking
learners’ outputs, doing paper works, or speaking
withcolleagues.Whateveryouchoose,makesurethat
you will be able to use your time well and respect how
other teachers use theirs.
Beforeyousetupyourroom,youhavetochecktheavailable
resources. In each school, the principals allocate funds for
suppliessuchascleaningmaterials,instructionalmaterials,
and other paraphernalia that may be used in preparing the
classroom at the beginning of the school year. Should there
be missing or insufficient supplies or if damages are found,
you must immediately report it to the principal.

Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnelin-charge.
Department/Office/Unit Personnel In-Charge
SCHOOL OFFICE/ADMIN Rita Anne Sison
CLINIC Jean Villarta
PROPERTY CUSTODIAN Nikko Manio
SDRRM Rommel Mojica
ICT Joan Lopez
SCHOOL LIBRARY Jilian Panlaqui
FEEDING PROGRAM Ayleen Canda FErnandez
BRIGADA ESKWELA Robert Pring
CIP Maria Aline Mallari
LIS Lory Castaneda
BSP/GSP Girlie Pineda
GAD Lovelia ALicando
JANITOR Remedios Cunanan Redentor dela Cruz Fausto Tayag Rigor
Gamayao
SECURITY GUARD Custer Marin Conrad Marin Sherman Isip Leslie Macasaquit

KeyTopic3:Settinguptheclassroom
In setting up your classroom, youneed to think about howto
arrange a learning environment that is conducive and friendly.
Takesometimetoimaginehowthelearnerswould besitting
and how the classroom would appear when the learners
finally arrive on the first day. Make sure that the image that
you create is student-centered; that means, the floor plan
or layout actually allows convenient movement for teaching
and learning. Examine the room and look around and find
thethingsthat you canstillutilize. Some classroomsalready
havebulletinboards,cabinets,boxesforcleaningmaterials,
etc. You may decide if you will keep them or find a place
where it can be kept. Be reminded that whatever you use
in your classroom are recorded in an inventory of physical
equipment in the classroom, and it is usually submitted
during the beginning of the school year. Make sure that you
consider up to the smallest fixture in your classroom.
When you arrange the chairs in your classroom, consider
the different types that you learned in college such as
traditionalrows,rowsof desksfacing eachother,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
consideramorestablearraignmenttoaidyouinfamiliarizing
your new learners. Above all, free your classroom from
hazardsthatmaydisruptlearningormaycauseharmtoyour
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.
Summary
• Preparing for the pre-opening of classes is important
so that you will be able to accomplish your job
effectively and reduce the possible stress because of
lack of preparation.
• It is important that before you prepare your classroom
and your lesson, you also need to prepare yourself
physically, mentally, andemotionally.
• Learning your way around your new work environment
– your school assignment would allow you to work
efficiently within your designated workstation and the
DepEd system

Session 4 – Opening of Classes
Key Topic1: What to do on the First
Day of Classes
First days are always exciting. It would help if you exude
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider
the following:
• setting a good first impression to learners, co-teachers,
parents, etc.
• getting to know your learners; and
• setting rules and routines.
First impressions are important. Get the attention of the
class as you speak. Make sure that everyone is listening
to you. Project your voice in such a way that everyonewill
hear and understand what you are talking about. Make sure
that you show your presence with authority andopenness
to your learners. Most importantly, establish yourself in
such a way that your learners feel that you care for their
well-being, future, and their lives in the school. Set a good
first impression on your learners, their parents, andyour co-
teachers. One tip is to practice what you want to say to help
you have more confidence inclass.
The best thing to do is to always come prepared. Make sure
thatyouspendtimeinpreparingyourlessonsandothertasks
in school. This is your first year of teaching in the public
school, it is important to demonstrate professional disposition
and discipline in the discharge of your professional duties.
Kottler, Kottler, & Kottler (1998) shared a guide for the first
day of classes.
A Guide for the First Day of Classes
A. Welcome
• State your name.
• Identify the room and subject.
B. Introduction of Yourself
• Say who you are and where you came from
• Tell something about how you came to be a teacher.
• Mention interests related to the subject and outside
of school.
C. Introduction to the class.
• Describe the topics of study.
• List typical activities.
• Show a sample of projects orproducts.
• Show the textbook.
D. Introducing the learners to each other through an
activity
• Have learners share outcomes with the class or
collect written responses.
E. Class Rules
• Present them.
• Structuretimeforlearnerstodeveloptheirownrules.
F. Distribution of the grade level standards.
G. A quick lesson
H. Dismissal – Goodbye
Source:Kottler,Ellen;Kottler,Jeffrey;andKottler,Cary.1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Sample Classroom Rules
1. Students should be in their seats
when class is about to begin
2. Homework is due at the beginning
of the period
3. Textbooks are to be brought toclass
every day
4. Raise your hand and wait to be recognized
before speaking
5. Be courteous and considerate to allstudents
and faculty
Source:Kottler,Ellen;Kottler,Jeffrey;andKottler,Cary.1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press,Inc.
KeyTopic2:GettingtoKnow Your
Learners
You will be meeting a lot of learners who possess unique
characteristics and personalities with varying learning
needs. Your first task is to get to know them by their names,
so make sure that you pronounce them correctly. Although
knowing your learners name is a preliminary task as a teacher,
remember that you also need to be knowledgeable about
your learners’ background. Knowing this information will
guideyoutobetterinformyourplanningon what appropriate
teachingapproachesandstrategiesarebestutilizedtocater
their learning needs.
The most common way of collecting information from your
learners is by asking them to write it on an index card ora
sheetofpaper.Youmayalsousetechnologyinconsolidating
information through online forms and surveys. Ask your
learners to write their name and the name they wanted to
be called. On the succeeding lines, ask the learners the
information that you think will benefit you in the future like
inpreparingandcontextualizingyourlesson,addressingthe
student’s concern, or contacting the parents. This information
may include your learners’ interest, hobbies, abilities,
parents’ contact information, and even the information that
your learners may not probably tell you face-to-face. Above
all, it is important to inform your students the purpose of
gathering their personal information. As professionals,
we must strictly follow the data privacy act as applied to
students and observe ethics in using this information.
Atthebeginningoftheschoolyear,youmayaskthelearners
to introduce themselves to you and to the class. To make it
successful, you should model howit is done. Tellsomething
about yourself that you think will matter so that learners will
get toknowyou better asa teacher. Focus on what you want
to accomplish with your learners this year. Tell the learners
what your class or subject is all about and what are the
different activities that you will do in the coming days. Spark
afeelingofaweandexcitementamongyourlearners,sothat
they will look forward to going to schoolfor the coming days.
Emphasize that you will be with them in this new journey.
In this activity, maintain mutualrespect and interest.Games
and icebreakers may also beappropriate.
Key Concept 3: Setting Rules and Routines
Rules play a significant aspect in helping to define the
classroom situation. Rules are mostly based on moral,
personal, legal, safety and educational concerns. Sample
rules are presented below.

Asidefromrules, yoursuccess asateacher inmanaging
the classroom also depends on the routines that you
introduce to the class.
Someoftheseroutinesmayinvolveenteringandleaving
the classroom, having work checked, leaving their
chairs and moving around the classroom, maintaining
disciplineandattention,changing activities,catching up
on incomplete or missed work, activities for students who
finish work early, going to the toilet, using materials in the
classroom, and dismissal. It is a good practice for teachers
to go over some parts of the provided student handbook
to remind the students and to make sure they are aware
of sections such as the rules and the punishment for their
violation.
Sample Classroom Routines
(for Elementary students)
OPENING ROUTINES
• Share OneWord:Ask students to share one word
about how they are feeling that day.
• The Reading Minute: Find a passage online or
in a book—an excerpt of a poem, essay, article,
or story—and read it aloud. It might be humor-
ous,interesting,angering,orbeautiful,exhibiting
great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.
CLOSING ROUTINES
• Rate the Learning or Lesson: This exit slip can
be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how well
they understood the learning thatday.
• 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 itdown.
Source:Alber,Rebecca.“6OpeningandClosingRoutinesfor
New Teachers.” Edutopia. George Lucas Educational Founda-
tion, August 17, 2016. https://www.edutopia.org/blog/6-open-
ing-and-closing-routines-new-teachers-rebecca-alber.

t is important to set these rules and routines on the first day of the school year.
Required Task 1: Article Reading
ReadanarticlefromAssociationforSupervisionandCurriculumDevelopment(ASCD)entitledPower
in theClassroom: Creating theEnvironment. Youmayaccess thearticlethrough 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:
Concepts I learned from the article Mythoughtsabouttheseconcepts
How I will apply
these concepts to my class
Giving students a say in the
classroom
Teachers should allow the
students to participate in
developing the classroom rules.
I will allow my pupils
involvement in crafting our
classroom rules and regulations
so that they are aware of the
consequences they made.
Helping students gain recognitionGiving short recognition to
students output or behavior can
boost their morale and
encourage them to study hard.
I will give my students
recognition to my student’s
achievement either small or big
achievement by giving
certificates and praises to show
that I am happy on their
achievement.
Adopt other classroom
procedures
We teachers can adopt other
classroom procedures to help the
students gain personal
empowerment in school.
I will give varied tasks to my
students, giving them the
accountable for their own
learning and improve their selves
in communicating with their
other classmates
classroom
I will allow my students

recognition to my pupil’s
achievement.
Adopt other classroom
procedures
We teachers can adopt other
classroom procedures to help the
students gain personal
empowerment in school.
I will give varied tasks to my
students, giving them the
accountable for their own
learning and improve their selves
in communicating with their
other classmates
classroom
I will allow my students
recognition to my student’s
achievement.

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER FEEDBACK
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 First impression last well beyond that
moment, that’s why even if you feel
anxious on the inside, make sure you're
smiling on the outside. This not only
helps people around you feel more
welcome but smiling can also make you
feel more comfortable and at ease.
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.
TRUE You have to be confident if you want to
make a good impression It’s about
trusting in your own capacities and
abilities, regardless of any imperfections
or what others may believe about you.
3. You should only do what is instructed
for you to do at the beginning of the
school year.
FALSE It depends on the need of the learners.
4. You should model how to introduce
oneself at the beginning of the school
year.
TRUE So that students will have the
confidence to introduce their self.
5. Rules play a significant aspect in
helping to define the classroom
situation.
TRUE Having rules in the classroom helps keep
the students and the room under
control.

Summary/Key Learning
• Coming to school prepared would not only help you
in building your confidence in fulfilling your role as a
DepEdteacher;itwouldalsoenhanceyourclassroom
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
Required Task 1: Introductory Activity
There is no playbook that sums up your task as a classroom
adviser.Apartfromequippingyoungpeoplewithknowledge,
skills, and values to succeed in this vastly demanding
society, teachers must also strive to build their morale.
Learners who enter their classrooms must discover how to
believeinthemselves,exert efforttoaccomplish theirgoals,
and persist despite all challenges. It may be ambitious and
daunting, but we should always give them platforms where
they can express their ideas so they can shine in the most
brilliant way possible.
As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to
all the three questions below into a maximum of 600 words.
Guide Questions:
1. What is the role of a teacher to his/her learners?
2. How do you think are those roles manifested in
being a classroom adviser?
3. So far, how was your experience as a classroom
adviser?

REFLECTION
Teachers plays a significant role in the life of his/her learners. As a teacher, it is their responsibility to bring out the best in
their students and inspire them to achieve greatness. Students are thought to be the nation's future, and teachers are
thought to be a reliable guide for their progress. Teachers are responsible for shaping their future, making him or her a better
human being. A teacher’s presence in a student’s life can boost their morale and guide them to be more valuable in life. Now
that we are in the modern era, the role of the teacher also changes. Teachers are responsible to bring the lesson to real-life
situations to encourage participation to the learners. Another very important part of the teacher’s role is to monitor learner’s
performances, assessments, achievements, and learners’ development. With all that information the teacher will find easier to
get to know the students properly and adopt different strategies that ensure successful learning for all. The role of the teacher
has no limit when it comes to ensuring the welfare of his/her learners.
These roles of the teacher are manifested in the classroom by implementing it by the adviser in her actions. Performing
his/her duties wholeheartedly to all his/her learners.
My experience as a classroom teacher is challenging yet rewarding. I have learned that I need to study effectively about
classroom management. I realized also that each student have different learning styles that is why I must provide varied
activities in my lessons. They have diverse ways of learning that is why it is very challenging on my part as a teacher. Because
of this experience, they motivate me to be strive my best to be an excellent teacher and continue my professional growth.

Key Topic 1: Being a Class Adviser
Being a teacher is both a privilege and a responsibility. You
will have the opportunity to meet students from different
experiencesandbackgrounds,andyouwilldefinitelyenrich
yourknowledgebycelebratingdiversity.Itisveryrewarding
for you as a teacher to recognize your learners’ narratives.
Nevertheless, you may be designated as a class adviser
by the principal to manage a particular class. As a class
adviser, you are tasked to do important assignments such
asconnecting tolearnerswith counseling,keepingschool
records and monitoring attendance, doing homeroom
activities, promoting harmonious relationships and
resolving conflicts, capturing and maintaining learners’
interest,respectinglearners’religiousbeliefs,maintaining
a well-kept and conducive classroom, accomplishing
and submitting reports on time and communicating with
parents.
As the classroom adviser, it is also your task to capture and
maintain your learners’ interest in school. Here are some
way to get the interest of the learners (pp 47-50):
1. Involve the learners.
2. Decorate your room.
3. Introduce your subject.
4. Instigate questions.
5. Inscribe thought-provoking quotes.
6. Introduce variety.
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
9. Invite guest speakers andparents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
Conducting Homeroom Activities:
As indicated in DECS Order 52, s. 1998, also known
asGuidelinesontheImplementationoftheRevitalized
HomeroomGuidanceProgram(RHGP)andtheSystem
ofRatingandReporting StudentPerformanceUnderthe
RHGP,schools areempowered to conduct a homeroom
guidance program.
Thereis a guidanceprogram handbook thatis reproduced
for teacher use, but you may also craft your own activities
depending on the needs of the learners in your class.
Loginto your DepEd Learning Portaland seethemodules
below. Choose ONLYONE module to study and create a
homeroom guidance plan based on these modules:
• Homeroom Guidance K-3 Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
detail/18647
• Homeroom Guidance Grade 4-6: Quarter
1,Module2:https://lrmds.deped.gov.ph/
detail/18668
1, Module 2: https://lrmds.deped.gov.ph/
detail/18687
1, Module 2: https://lrmds.deped.gov.ph/
detail/18689

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
When is Homeroom Guidance
scheduled? You may consult with
your mentor.
Activities
What activities do you plan to do in
your Homeroom Guidance? You may
consult with your mentor.
Outputs
What are the expected outputs from
learners and/or documentation of
evidence?
Every Friday of the Week  Peer Sharing
 Reflection Writing how
they show respect to other
people
 Role Playing
 Reflection Paper
 Worksheets
 Pictures

KeyTopic2:ConnectingwithLearners
As a class adviser, you need to connect with your learners.
Apartfrom delivering your subject matter,it is also important
to make connections with your learners and let them realize
thatwhattheylearninyourclasscanbeusedinreallife.This
will help you understand your learners more and recognize
where they are coming from. It would be a good idea to note
the information gained from casual conversations with the
learners through the Anecdotal Records for future need.
Thefollowing are things to remember when connecting with
learners:
• Listen carefully without interrupting.
• Listen not only for what the student is saying but
also try to understand the meaning of the non-verbal
gestures.
• Stayneutraland donot judgethestudent,ortrustmay
be breached.
• Communicate with your body, face, eyes, your whole
being,thatyouareintenselyinterestedinwhatlearners
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
occasionallyrespondingwithreflectionsoffeelingand
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.
• If you must ask questions, do not interrogate kids;
instead, ask open-ended inquiries that encourage
them to elaborate.
• Look carefully for signs of severe distress; if a student
does seem to be in danger of harm or abuse, youmust
report it to the administration.
• At the end of a conversation, summarize what you
heard and ask the student to do the same.
• Make appropriate referrals to the counselor or other
professionals when a student could profit from such
help.
• Follow up on the conversations by remembering to
ask learnershowthey’re doing and what they’ve done
since you last talked.

Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:
Tips to connect with your learners
(Kotler, et. al. 1998)
How to apply to your class
Listen carefully without interrupting.
Let the learners share their opinions and let them feel that
they are valued.
Find common ground
By asking them simple questions like, “What movies do you
watch?”. This gives you access to them in a new way
removing the walls in the classroom. This bridge can
provide access to their heart knowing that someone cared
for them.
Develop a Positive Classroom Environment
Incorporate morning meeting time into each day to connect
with your students. Provide a reward system and avoid
giving negative punishment instead focused on rewarding
positive behaviors.
Be consistent in your rules
Set your rules and follow them. Don’t show favoritism. This
creates disrespect in your classroom.
Care
Care by showing acts of kindness, tapping their shoulders,
praising them and through the tone of your voice when you
speak to them.
Even if you already do your job in an exemplary manner,
expect that there are learners in your class advisorythat
need special attention. Kotler et al. (1998) identify these
kinds of learners (pp.60-61):
• The angry student looks sullen, with a chip on his
shoulder. No matter what you do, he will resist your
efforts.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively in
the back of the room or even sleep with her head on
the desk.
• The quiet student just does not talk at all. He may or may not be paying
attention; you really cannot tell. No matter what you do to try and draw him
out, he isso shy that he just smilesenigmatically.

• The student who is in over her head feels like she is so far behind
there is no point in even trying to cooperate in class. She has
given up all hope.
• The procrastinator continually plays games with you. He always
has excuses for why he does not have his work completed. He
may be wickedly charming, but he manages to avoid doing
much that is useful.
• The addicted student is strung out on drugs or alcohol. Her
attention is, at best, fleeting. She sits in the back of the room
with a glassy-eyed stare.
• The overly social student is always flirting or disturbing others
around him. Youstophima dozentimes, but he does not seem to
respond to the corrections.
• The class clown may be motivated by either a sense of humor
or something more perverse. Regardless of his intentions, he is
constantly the center of attention.

The list could be longer. There will be time that you may
feel discouraged and frustrated. Keep on exerting effort to
reach out to these kinds of learners. However, remember
you may not be able to help almost everyone in your class.
It is said that all teachers are guidance counselors. You
areplacedtheretohelplearnersinresolvingtheirpersonal
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. Youshould be the adviser who “cares”.
• Advisersaretheassignedpersontokeepandmanage
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 Engaging
Physical and Virtual Learning
Environment
Intended Module Learning Outcomes
At the end of this module, you should be able to:
1. manage learner behavior constructively by applying
positive and non-violent discipline to maintain trust
and fairness in the classroom (2.6.2, 2.2.2);
2. Identify basic concepts related to classroom
managementandpositivediscipline(2.3.2);
3. determineactionsinbuildinggoodrelationships
with the learners (2.2.2; 2.4.2); and
4. apply positive and non-violent discipline to ensure
learning-focused environments (2.6.2).
Module Outline
Session1:PositiveDisciplineinPhysicalandVirtual
Learning Environment
Session 2: Positive Teacher-Student Relations
Estimated Time Required: 1 hour
Required Tasks
The following are the tasks in this module.
• Scenario Analyses
• Reading Activities
• Reflections
• Writing activities
• Checklist
• Quizzes
• Outputs for Portfolio: Oath of Promoting Trust and
Fairness
Required Resources
• Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
2012.
• Department of Education. Positive Discipline In
Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders,2015.
• Save the Children. A Toolkit on Discipline with Particular
Emphasis on South and Central Asia. Sweden: Save
the Children, 2007.
• UNESCO. Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
• PPST Resource Package Module 15: Establishing safe
andsecurelearningenvironmenttoenhancelearning
through the consistent implementation of policies,
guidelines and procedure

Session 1: Positive Discipline
in Physical and Virtual Learning
Environment
Key Topic 1: Establishing Safe and Secure Learning
Environment
Establishing a safe and secure environment for learners is one
of the important roles of a classroom teacher. As classroom
managers, you have the responsibility to provide our learners
with a learning environment that is free from harm or risks to
promotetheirwell-beingandsupporttheirlearning(Marzano
& Pickering, 2003).You also have to build their sense of
community,improveacademicperformance,andtoprepare
learners to be productive individuals. Creating safe learning
environments involve every aspect of creating a positive
experienceforlearners.Thephysicalspaceisoneimportant
element,butequallyimportantaretherelationshipsbetween
learners, teachers, and the learning community as a whole
(UNHCR and IRC, 2010). Furthermore, in times of disruptions
that may necessitate emergency remote teaching (ERT),
reasonable protocols in virtual learning environments must
alsobetakenintoconsideration.Invirtualspace,constructive
relationships can be developed by allowing the learners to
have virtual time out that is efficiently communicated with
the learners and parents/guardians as scheduled. The virtual
time out may allow the learners to be in their personal space
in order to cool down and reflect. With this, learners will do
better for their next online access in virtual space.
It is equally essential that proper behaviors must develop
withinourlearningenvironments--bothphysicalandvirtual.
Thus, creating and reinforcing discipline in classrooms
or virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments
for our learners.
Positive Discipline
Discipline is the practice of teaching a person to observe
rules or a code of behavior in both the short and long terms.
On the other hand, punishment is a penalty that aims to
controlbehaviorthroughnegativemeans(UNESCO,2015).
As a teacher,youneed tobe knowledgeable of ways on how
to lead your learners to exhibit positive behavior. Discipline
ispositiveandconstructivebecauseitinvolvessettinggoals
and conceptualizing constructive and creative solutions
to challenging situations. Every teacher should respect
a learner’s developmental level, their rights to dignity and
integrity, and their right to participate fully in their learning.
Effective teachers should manage learner behavior
constructively by applying positive and non-violent
discipline, as anchored in the Philippine Professional
Standards for Teachers (PPST) under Domain 2, which
centers on creating an environment that is learning-focused
and in which teachers efficiently manage learner behavior in
a physical and virtual space. It has Strand 2.1.2, which is to
establish a safe and secure learning environment to enhance
learning through the consistent implementation of policies,
guidelines, and procedures. The use of positive discipline
ensures a learning-focused environment and to encourage
positive behavior and motivate learners to feel good about
themselves and the decisions they make. With positive and
non-violent discipline, our learners will see a connection
among their behavior, the personal consequences, and the
impact of their actions to others. You may refer to the PPST
Resource Package 2.1.2.

Developing Positive Behaviors
The behaviors that you value and want to encourage need
to be known to your learners, and you need to make a
concerted effort to teach and strengthen these behaviors.
Somestrategiesthatyoucanusetohelpyourlearnerslearn
positive behaviors include thefollowing4,5
:
- Give positive statements.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions.
- Provideyourlearnerswithopportunitiestomake
choicesandhelpthemlearntoevaluatethepotential
consequences of their choices.
- Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds.
- Model orderly, predictable behavior, respectful
communication,andcollaborativeconflictresolution
- Use appropriate body language – nod, smile, and
look directly at the student.
- Restructure the environment – remove objects that
invite misbehavior.
- Redirectbehaviorpositively–forexample,whena
student bounces a ball around the classroom, “You
can bounce your ball outside on the playground
where there is more space to play.” On the other
hand,inthevirtualenvironmentimmediatelyrespond
to the student(s) unusual virtual actions or reactions
by calling their attention. Be mindful that your goal is
to encourage and redirect positive behavior among
the learners.
- Make connections - online learning is all about
makingeffectivecommunicationwiththelearnersas
well as their parents/guardians both for positive and
negativedevelopmentduringonlineclasses,thiscan
effectively done during town hall meetings.
- Establish routines, rules and procedures and
student engagement to create an online teaching
and learning direction such as a strategic pre-
planned schedule of screen time activities based on
your lesson plan.
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.

Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.
Scenarios Possible Answer and Points for Feedback
Case 1 : On Being Tardy
Rhea: I live a few kilometers away from my school. In the
morning, sometimes I have to fetch water and cook food for my
siblings before I can go to school. I have no money for transport,
so I walk to school. Learners in our school get late slips when we
don’t arrive on time. I don’t want to get too many.
Rhea’s teacher: I have to make sure the children understand
that coming late to school is not acceptable. They have to know
that there are consequences for their tardiness. I always give
them punishment. Some of them are even used to it. They just
offer themselves up because they know I don’t listen to any
excuses.
What alternative/s to corporal punishment could suggest to the
teacher?
Giving corporal punishment is not a solution to
tardiness. Before giving judgement to the
student why do not ask first why they are late.
We can never know what is causing a student to
be consistently late unless we ask them. Like the
situation of Rhea, She does not like to go to
school always late, but she is compelled due to
some of the reasons that she has to cook food
for her siblings and no money for transportation.
As a teacher, we must be considerate to our
learners. They do not deserve all the blame for
being late instead we have to show to the
student that we intend to solve this issue
together and that they are not alone. We can
give them additional time after the class to cope
up with the lessons that they missed.

Case 2: On Disruptive Behavior
Marcus: I am feeling good today. I am telling funny stories, and
everyone is laughing. The teacher tries to tell me to stop talking,
but I want to show everyone that I am not afraid. I am tough and
cannot be bossed around by ateacher.
Marcus’ teacher: I have to ensure that the class is well-
behaved. Otherwise, they will just get out of control and I will not
be able to teach. The learners will take over and other teachers
will laugh at me. I will put Marcus in his place by embarrassing
him publicly. I will make an example out of Marcus so that
learners will not dare to show disrespect by making noise in my
class.
What alternative action/s could you offer to the teacher in order
to promote positive discipline?
Embarrassing Marcus in front of the class is not
the best solution to discipline him, it could either
worsen the situation or make him more
aggressive to fight back. What the teacher could
do to promote positive discipline among this
learner like Marcus is to identify why the pupils
behave like this, sometimes students misbehave
because, they have problems at home and the
school is their scape place to forget their
problem. The teacher can talk to Marcus
privately and explain his misbehavior in a calmly
manner. Tell him the rules and regulations of the
class and the consequences of the action they
made. If Marcus is the type of student who needs
attention then involve him to group tasks and
make him the leader of the group, through this
simple act Marcus will feel that he is part of the
class and will learn to collaborate with her
classmates.

Case 3: On Giving a Wrong Response to a Question
Clark: I am so nervous in class. I am afraid that the teacher is
going to ask a question when I don’t know the answer. Even if
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I know
everyone is staring at me and laughing, but what can I do? I
just can’t risk giving the wrong answer. Even in tests, I feel so
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
and I don’t want to be laughed at. The best thing is to stay quiet
or just leave that question blank on the test.
Clark’s teacher: This boy is insulting me by not paying attention.
How many times have I taught this thing? Is he not listening? I
am tired of trying hard when a student in a class does not care.
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?
Not all learners learn the same way, that’s why
teacher should be aware of the individual
differences of the learners. The behavior of Clark
in the class wherein he always gives wrong
answer doesn’t mean he is not paying attention,
but he doesn’t understand the lesson. This
makes him afraid to participate in the class
because he thought that his classmate will laugh
at him. How the teacher could help Clark is by
giving him a remedial lesson after the class.
Talked to him what he did not understand in the
lesson and give him remedial activities to further
understand the lesson.
Embarrassing the pupils in the class when giving
wrong answer will cause the learners to be
discouraged to learn or go to school.

Case 4: On Absenteeism
Elna: Sometimes my mother sends me to sell things at the
market and I can’t go to school. Sometimes I feel bored on the
way to school and visit my friend instead of going to school.
Sometimes I don’t like being in a class where the teacher always
asks me questions and looks at me in a funny way. I know that
I am not going far after the 2nd
year High School, so what’s the
point? I might as well do what Iwant.
Elna’steacher:Wecan’thavelearnersmissingclasswhenever
they want. Her case should serve as an example so that
her behavior doesn’t spread. In the morning assembly, I will
reprimand her,and give her a final warning. If she doesn’t listen,
she will be recommended to drop out of this school. We can’t
have learners undermining authority at this school.
What alternative action/s do you suggest in order to promote
If the students lack the interest in going to
school maybe there are reasons behind this. Like
the situation of Elna wherein the teacher is the
reason why Elna don’t want to go to school
anymore. The behavior of the teacher of Elna is
very unacceptable, she should be the one to
treat her pupils in a nice way and not to judge
her, it is her job to make her students feel safe in
the classroom and not to discourage them to go
to school. She should be the one who need to
change her treatment to her pupils,
reprimanding Elna with her behavior and giving
her final warning is not the right solution
because this only proves that the teacher does
not care with Elna.

Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone fears me,
and I need to make sure that no one gets away with undermining
my status. I keep others’ respect by showing them what might
happen if they don’t fear me. I tease small girls, and sometimes
rough up an annoying boy. Everyone in school knows not to
cross me. They know my father is tough at home and I am tough
at school.
Kurt’s teacher: This boy is a problem. He is making other
children miserable and giving our school a bad name. Todayin
assembly, I will announce to all learners that we do not tolerate
such behavior. I will send him to the guidance counselor. I will
warn him that if he persists, we will expel him from school.
What alternative action/s do you suggest in order to promote
If the teachers observe bullying in the classroom,
he/she need immediate action to stop it. The first
thing he/she might do is to talk privately to the
pupils who bully his/her classmates, ask him/her
why he is doing it. Let your students know how
people are affected by bullying and the
consequences of bullying others at school. If the
first action is not affected, then seek the help of
the parents and the guidance councilor and
discuss the solution to the problem.

Case 6: On Adaptability Struggle
Janelle: Online learning is new to me. I am used to face to face
classes. I will inform my teacher that I can not attend online
classes regularlyand I can not submit myrequirements on time.
Janelles’steacher:Thisstudentmayjustbemakinganexcuse
for not attending our online classes and not submitting on time.
As their teacher, I need to be able to communicate to my class
that I will not tolerate complacency and that this rule must
equally and strictly apply to all.
Due to Pandemic, school had to shift from face-to-
face to online education. Sudden and unprepared
students were forced to study online, and this
caused anxiety and stress to students. What the
teacher could do is to be considerate with the
situation of the students. Provide them enough
time to submit their requirements. Always
encourage them even a short phrase, “You can do
this”, statement. Acknowledge them that
everyone is going through challenging time. If
Janelle cannot really access to online learning,
then the teacher should give Janelle other options
wherein she can continue her study.

Case 7: Technical Issues
Allen: I really wanted to pass the subject, attend our online
classes on time and learn our lessons well. But because of my
poor internet connection and I am only using a mobile phone, it
is difficult for me to catch up with the discussions as well as with
the required tasks. Everyone is doing a great job except me. I
think I should just drop out fromschool.
Allen’s teacher: I noticed that Allen is having difficulty with
internet connection since he keeps signing on and off during
our online classes. If this continues, there’s no way for him to
understand our lessons as well as other students in the class.
However,I have to treat mystudents equally to avoid favoritism.
I should not give him specialtreatment
positive
If Allen could not cope up to the lesson due to
poor internet connection, then the teacher
should provide him printed materials that are
aligned with their lessons so that he can still
coped with their lesson and not left behind by his
classmates.

Key Topic 2: Reinforcing Positive Discipline
While punishment is a single act, positive discipline is a
process that recognizes and rewards appropriate behavior.
Positive discipline is something that could be developed on
a day-to-day basis. This process is effective for individual
children. Moreover, for teachers who are working in large
classes, it can also be effective for groups of children. The
key is to make the children feel they are on a “winning team”
(the class as a whole) and to praise each child’s efforts in
being a good team member. The core of positive discipline
is to catch learners doing the right thing and reward them
immediately.
The following are statements that could be believed in by
some teachers, but were labeled as myths on disciplining
learners (UNESCO, 2015, 14-18).
Statement Remark
1. “It happened to me and
did no harm.”
“People who use this argument often do it to reduce the guilt they have for using corporal
punishment on their children today.In their minds, they are defending their violent actions
against their children.”
2. “Nothing else works!” or
“They asked for it!”
“The problem is the disciplinaryapproach, not the misbehavior of the children. Justifying
that a child has asked for violence is really intended to make the perpetrator feel less
guilty and transfer the blame to thevictim.”
3. “Corporal punishment
works best. Other
methods don’t.”
“Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
theteacher-childrelationship.Childrenbecomeangryatwhysomeonewhois supposed
to teach and care for them is instead threatening, beating, or insulting them.”
4. “I only do it as a last
resort.Ihadnochoice!”
“This argument is not acceptable; besides, it is quite common for parents and teachers
to result in physical punishment at the first instance not as a last resort.”
5. “It’s the only way I can
control the children in
my class. I have too
many!”
“This excuse is common among teachers who face large classes. It usually arises
because the classroom has no set rules or routines; the children do not know what is
expected of them and the consequences for misbehaving; and the teacher did not take
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
can not be appliedin an
online class.”
“Thoughthere might be limitedtime to devote toreinforcement systems, encouraging
positive group behavior during online classes is rewarding together with individual
reinforcement systems to engage the learners.”
2. “Positive reinforcers are
costly and difficult to
administer.”
“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the
type of positive reinforcers appropriate to your online class setting. For example, social
reinforcers can be done by giving praise or verbal recognition to the learners during
online activities and praise for the submitted tasks on time. Another example is the
activity reinforcers, which can be done by assigning highly engaged learners to monitor
chat questions or by allowing the learners to have breakout sessions in unstructured time
to discuss among themselves about a specific topic in the lesson.”
3. “I can stick with
onetypeofpositive
reinforcers in my online
class.”
“Learners find different types of reinforcement motivating. To ensure that all learners
engage in an online class, provide a varietyof layers of reinforcement such as praise and
token systems.”
4. “When I plan online
activities, I do not
needtoconsiderthe
learners.”
“Positivereinforcementinavirtualenvironmentrequires thestudents’understanding.
In order to gather students input, the teacher may use group discussion, chat box and
online polling. ”
5. “The learners in an
onlineclassdonotneed
rewards.”
“To increase the motivating reinforcement system among learners, the teacher can
provideprogressiverewardsthroughabadgingsystem.Theteachermayprovidebadges
to activity which can be done both in synchronous and asynchronous classes. With
combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”

Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the
book, Eliminating Corporal Punishment: The Way Forward to Constructive
Child Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert
publication year). The book can be accessed through the link:
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
Read the following scenarios and identify the issue/s portrayed. Determine
what principle/s for positive child discipline6
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 aspossible.
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 oflife
e. Respect the child’s motivation and life views
f. Assure fairness (equity and non-discrimination) andjustice
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
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.
Develop prosocial
behavior, self-
discipline, and
character
Address the misbehavior in
appropriate way.
2. Teacher Gemma prepared a very
engaging group activity for his Grade
7 during her CO. Because of the
learners’ enthusiasm and excitement,
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
Maximize the child’s
active participation
Stick to the lesson plan so that you are
guided by your lesson activity. Always
provide time allotment in doing group
activity so that students are aware of
the time remaining.
3. During the class of Sir Christopher,
there was an on-going group activity
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.
Develop prosocial
behavior, self-
discipline, and
character
Assure fairness
(equity and non-
discrimination) and
justice
Address the misbehavior in
appropriate way, talked to them
privately and explain their
inappropriate behavior in the class.

Situations Answers Feedback
4. During the General Mathematics class
of Ma’am Princess, she noticed that
Gian was sleeping. “Rise and shine,
Gian! It’s time for your breakfast”,
Ma’am Princess shouted and the
whole class giggled. Immediately, Gian
sat properly and became attentive for
the whole duration of Ma’am Prin-
cess’s class.
Respect the child’s
dignity
developmental
needs and
quality of life
Avoid embarrassing the child in front
of the class. Teacher should be
considerate to the child’s situation,
maybe there is a problem in the house
that’s why he did not sleep well. Try
to talk to him after the class.
5. Ma’am Trisha scheduled her First CO
in her Grade 4 MAPEH Class. During
their discussion, she noticed that
among the learners, Carl was the most
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.
motivation and
life views
Assure fairness
(equity and non-
discrimination)
and justice.
Avoid comparing pupils with another
pupils because every child has
different ways of learning. Always e
fair to your students.
6. Teacher Cora records the learners
performances and outputs during
synchronous and asynchronous ac-
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.
Develop prosocial
behavior, self-
discipline, and
character
Promote solidarity
The teacher should call out the
attention of the pupils after the online
class to discuss their incomplete
activities not during the lesson to
avoid embarrassment.

Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.
Actions Answers Feedback
1. Acting in the way that you want
the children to act (modelling) POSITIVE Be a good role model to your
learners.
2. Forming small groups in online
synchronous activities POSITIVE Encourages collaboration and
participation
3. Getting the student’s attention
before you begin class POSITIVE This helps in creating a good
classroom management and focus to
the lesson.
4. Making assumptions on student
abilities without evidence or data NEGATIVE
Avoid giving judgement to students
without any intervention made.
5. Using physical force
NEGATIVE Corporal punishment is not a
solution to any misbehavior of pupils
and using physical force is not
allowed to teachers because it is
against the law of the child
protection policy.

Summary
Disciplineshapeslearners’behaviorandhelpsthemtolearn
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 theone that motivates
learnerswhilecreatingandsupportingpositivebehaviors.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. Instructionrelatesconceptsandskillstoalearner’s
experience and is meaningful within his or her daily
life.
e. Your teaching strategies are varied. Learners can
becomebored, evenif thetopicis 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
1. At the very first day of the school
year, Teacher Joy enforces
classroom rules promptly,
consistently, and equitably.
TRUE This is a strong indication of creating a well-
organized classroom management.
2. Ma’am Carol believes that it is a
waste of time to devote time in
teaching self-monitoring skills.
FALSE Teacher must continuously develop learners
self-monitoring skills and learn to gain
mastery.
3. Teacher Michael ensures that he
maintains instructional pace of
his lesson for the day and makes
smooth transitions between
activities.
TRUE This gives retention to the lesson on students.
4. Monitor classroom activities
andgivelearnersfeedbackand
reinforcement regarding their
behavior.
TRUE Giving feedback and reinforcement to
learners encourages them to study well and
actively participate in the class
5. Evelyn makes sure that there
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.
FALSE Teacher should give fair assessment to
his/her students in identifying average and
below average learners.

Session 2: PositiveRelationships
Optional Task: Learn from Others
Key Topic 1: Building Positive
RelationshipswithLearners
Positive learning communities and relationships contribute
to a great extent to learners’ engagement in face-to-face or
virtual classroom activities. Indeed, relationships are key--
which includes teacher-to-learner and learner-to-learner
interactions. To build a positive relationship with your
learners, you shouldknow the importance of understanding
and empathy. Some of the conditions that are especially
importantinencouragingpositivelearnerbehavioraspartof
the relationship building processare:7
- Maintaining a positive emotional tone in the
classroom.
- Providingattention tothelearnertoincreasepositive
behavior.
- Providing consistency in the form of regular routines
fordailyactivitiesandinteractionstomakeunexpected,
negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive andnegative.
- Being flexible, particularly with older learners and
adolescents.
- Treatmistakes as lessons. Tell your learners that we
only learn by making mistakes.
- Building confidence. Promote positiveself-talk.
- Focusing on past successes.
- Making learning meaningful. Modify yourinstructional
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 bedone by teachers to build good relationships with learners? Put a check (/) next to thestatements that
reflects good practice and an “X” mark ifotherwise.
Statements Answers Feedback
1. Interacting respectfully and sensitively
are only important to elementary school
learners. /
Respect and being sensitive to the
needs of the learners are important in
the classroom.
2. Treating the learners kindly and
respectfully in the classroom is enough
to bolster academic achievement. /
This gives equal opportunities to all
learners to learn in the school.
3. Taking no notice of relationships during
the teaching and learning process.
/ In the classroom pupils should learn
and treat fairly regardless of the
relationships of the teacher and some
learners.
4. Awareness of explicit and implicit
messages given to learners is
important.
/ Promotes an increase in strategy use
and in oral proficiency
5. Modelling behavior to learners,
whether intentional or unintentional,
is important.
/ Be a good role model to your learners
whether they see or not.

KeyTopic2:MaintainingTrustand
Fairness in theclassroom
Some of the characteristics that learners appreciate in a
teacher and theirco-learners, andshouldform acore partof
monitoring our own behaviors, are:8
Fairness Learners see this as the most
important trait of teachers. It
means being fair in activities such
as making assignments, settling
disputes, giving help, and choosing
learners to be assistants or to
participate in specialactivities.
Humor Theabilitytorespondlightheartedly
to learners.
Respect Thisinvolvesshowingregardforthe
rights and feelings of learners.
Courtesy This is another sign of respect.
Openness Learners need to relate to their
teacher. The teacher needs to
explain clearly his or her feelings
and the circumstance that caused
the feelings.
Active Listening This means being attentive and
responding when a learner speaks.
You need to show that you have
heard the learner and to give
him or her a chance to correct a
misunderstanding orinterpretation.
You might try re-stating what has
beensaidorauseofbodylanguage
to show empathy.
Thesecharacteristicsmaymodeltolearnershowtheywould
alsointeractwitheachother.Thiswouldenhancelearner-to-
learner relationships.
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 ownclass.
My Classroom Routine as an
Adviser
MyRoutinesISetasaSubject-
Teacher
TheRoutinesmyColleaguesSet
in Class
 Greet my students
 Prayer
 Have a short conversation
with the students like how
they feel today.
 Give a short energizer to
set the mood of the
students
 Remind the classroom
rules and regulations as
well as their duties and
responsibilities.
 Start the classroom
discussion.
 Greet the students
 Prayer
 Checking of attendance
Give a short energizer to
set the mood of the
students
 Remind the classroom
rules and regulations as
well as their duties and
responsibilities.
discussion.
 Greet the students
 Prayer
 Attendance
 Checking of
assignment/outputs
discussion.
You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague. Take
note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom rules set the
standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are important role models
for our learners.

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, de Jesus, Noelito Y., a newly hired teacher, do solemnly swear
to abide by the following tasks on promoting trust and fairness to my learners:
a. I will promote gender and racial equality in my classroom, and I will give equal praise and
expectations to all my learners.
b. I will create classroom atmosphere that are built on trust where
everyone is respected and transparent in their communication.
c. I will impose nondiscriminatory rules and regulations in my
classroom.
de Jesus, Noelito Y.
(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
1. Weshould tell our learners how we expect everyone to
behaveinclass(ourlearnersandourselves)anddiscuss
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 mustbe
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 withrespect.
AGREE
8. In teaching, we should not use ambiguous or vague
terms. Activities should be sequenced clearly and with
as few interruptions as possible.
AGREE

Summary
• Buildingagoodrelationshipwithyourlearnerswillhelp
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.
• Inordertomaintaintrustandfairnessintheclassroom,
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
ofTeacherInductionProgramCourse
I:TheDepEdTeacher.Pleasegotothis
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 recordingpurposes.
Once you’re done, kindly input your score
here: [Input your score here.]
Additionalreminder:Compileyourportfolio
output/s and make sure that your mentor
has checked yourcoursebook.

Glossary
Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
ClassAdviser is a teacher assigned to manage a particular class throughout the school year.
CurriculumandInstruction 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.
DepEdSchoolCalendar 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.
ElementarySchool Thefirstpartoftheeducationalsystemthatincludesthefirstsixyearsofcompulsory
education after compulsory pre-school education called Kindergarten.
JuniorHighSchool 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.
LearnerBehavior 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.
LearningCenter(LC) A physical space to house learning resources and facilities of a learning program
forout-of-schoolyouthandadults.Itisavenueforface-to-facelearningactivities
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
behaviorthrough dialogueandcounseling. Itavoidstheuse of punishment such
as spanking, verbal abuse andhumiliation.
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 aneducationalinstitution,privateandpublic,undertakingeducationaloperation
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.
StrategicDirection 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
Theresources 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/
DepartmentofEducationOrder No.52,s.2015onNewOrganizationalStructures oftheCentral,Regional, andSchoolsDivisionOfficesof
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
ProvidingOptionsandIncentivesforGovernmentEmployeeswhomaybeAffectedbytheRationalizationoftheFunctionsand
Agencies of the Executive Branch. https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-s-2004/
PhilippineRegulationCommissionResolutionNo.435,s.1997onCodeofEthicsforProfessionalTeachers.http://teachercodes.iiep.
unesco.org/teachercodes/codes/Asia/Philippines.pdf
RepublicActNo.4670,1966onTheMagnaCartaforPublicSchoolTeachers.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,RenamingtheDepartmentofEducation, CultureandSportsastheDepartmentofEducation,andforOther
Purposes. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
RepublicActNo.10533,2013onAnActEnhancingthePhilippineBasic EducationSystemby StrengtheningitsCurriculumandIncreasing
theNumberofYearsforBasicEducation,AppropriatingFundsThereforeandforOtherPurposes.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).HowtoDesignPositiveReinforcementSystemsOnline.AmericanInstitutesforResearch.
https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting

Other Sources (Alphabetical Order by Author)
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AmericanAcademyof Pediatrics. Committeeon Psychosocial Aspects of Child andFamilyHealth[publishedcorrection appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman,G.andDubinski,A.(2021).ManagingStudents’ DuringRemoteorHybridLearning:Tipsforteachers inanuncertaintime.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.
GovernmentofthePhilippines,DepartmentofEducation.2015.TeacherInductionProgramModule1.PasigCity.
Government of the Philippines, Department of Education. 2018. TeacherInduction 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.
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Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
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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
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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 Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division(PDD)
Ms. Donnabel Bihasa
Ms. Ana-Sol Reyes
Senior Education Program Specialist,
TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Mr. Jerson Capuyan
Education Program Specialist,
TEC Secretariat
Education Program Specialist II,
NEAP-PDD

Acknowledgments
Philippine National Research Center for Teacher Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane
Senior Program Manager II
Ma. Izella D. Lampos
Project Officer
Jeanny S. Burce
Research Officer
UNE-SiMERR
Dr.JoyHardy
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, Jr. Jerome Hilario
Charito N. Laggui Gayle Malibiran Khristian RossPimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Validators
Ricky Agbay
Ma. Agie Amar
Jonathan Baniaga
Ms. Noemi Baysa
Alma Belarmino
Rageene Vera Dueñas
Nerio Benito Eseo
Zenylou Frias
Clarivil S. Layug
CarlosB.LlamasIII
Jeanrick Deuna Nuñez
Maribel Perez
Beverlyn Ramirez
Frankie Delos Santos
Marie Eugenie Soriano
Marina Tagsip
Ma.SoniaA.Tomalabcad
Reggie Tuazon
Gladys Uy
Maria Lourie Victor
Support Team
Ruth Mae Ellorin
Layout Artist
Aris L. Solis
Layout Artist
Roy Benson
NEAP ICT Technical Support
Pilot Testing Participants
Region IV-A
Division of Cavite
Division of Quezon
Division of Batangas
Region VI
Division of Iloilo
DivisionofNegrosOccidental
Division of Antique
Region VII
DivisionofBohol
Divisionof Cebu
Division of Negros Oriental
Region X
Division of Bukidnon
Division of Misamis Oriental
Division of Misamis Occidental
National CapitalRegion
(NCR)
DivisionofQuezonCity
Division of Caloocan
Division of Manila

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