COURSE 5 - MODULE 1
Prior Knowledge Assessment Below are statements about contextualization. Determine
whether the statements are True or False.
NOTE IF YOUR ANSWER IS TRUE NO NEED TO JUSTIFY
Statements
Answers
1. Learners relate better
TRUE
to concrete, tangible
examples and
experiences than to
abstract conceptual
models.
2. Action learning is
TRUE
based on the premise
that learners will learn
from
their
mistakes
and/or learn from one
another.
3. Contextualization is a
TRUE
degree of localization.
4. When you incorporate
FALSE
activities that are related
to the actual situation in
the community and you
utilize materials that are
available in the locality
of the school, you are
already indigenizing.
5. Contextualization is
TRUE
one of the main features
of the K to 12 Curriculum.
6. DepEd mission
FALSE
highlights that the
curriculum shall be
flexible enough to
enable and allow
schools to localize,
indigenize, and
enhance the curriculum
based on their
respective educational
and social contexts.
7. Contextualization is
TRUE
also one of the provisions
in Republic Act 10533 or
the Enhanced Basic
Education Act of 2013.
8. Zone of Proximal
TRUE
Development (ZPD) is the
gap between what is
known and what is being
learned
9. Contextual learning
TRUE
should be an integrated
learning
process
of
problem-solving learning
and work-based learning
Feedback
You can’t say you are
indigenous people if you are
not a member of their tribes.
As a teacher, you are only
adopting
and
utilizing
materials that are available
in the locality of the school.
This is not the highlights of
Deped mission.
It is the
standards and principles,
when
appropriate,
in
developing the enhanced
basic education curriculum.
to
encourage
and
stimulate a higher-level
thinking.
10. Situational learning is
based on the premise
that learning requires
action
and
action
requires learning.
FALSE
Action
learning is
a
systematic process through
which
individuals learn by
doing. It is based on the
premise that
learning requires action and
action requires learning.
Required Task 2: Think-Pair-Share Using the legal bases supporting the practice of
contextualized teaching, write down the phrases and clauses referring to contextualization.
Discuss them with your co-newly hired teacher/s or mentor. Use the template below.
Legal Basis
1. Article XIV
Section 14 1987
Philippine
Constitution
2. Republic Act
10533 Enhanced
Basic Education
Act of 2013
3. DepEd’s Mission
Statements/phrases
highlighting
Contextualization
Culture- based –
The State shall
foster the
preservation,
enrichment, and
dynamic evolution
of a Filipino
national culture
based on the
principle of unity in
diversity in a
climate of free
artistic and
intellectual
expression
The curriculum shall
be contextualized
and global The
curriculum shall be
flexible
Feedback from the
mentor
Insights during the
Sharing
It seeks to develop
among Filipinos a greater
awareness,understanding
and appreciation of
arts,history ,and heritage
towards the evolution of
consciousness that will
improve the quality of our
life.
It is the grounding
of instruction and
student learning in
these ways
including values
,norms
,knowledge
,beliefs ,practices
,experiences, and
language that are
foundation of
culture
develop contextualized
curriculums that fit the
needs of the time and
place and people that
they are serving.
Culture-based
Family, community
and other
stakeholders are
actively engaged
Family,
community, and other
stakeholders are actively
engaged and share
responsibility for
developing life-long
learners.
The development
and evolution of
these global goals
for education
have given rise to
the global
curriculum, which
aims to “promote
a worldwide
curriculum,
unifying criteria,
identification, and
respect of
regional
uniqueness.
Family, community
and other
stakeholders has
also a big role
or a part in
attaining schools’
mission and vision
in promoting
equity and
improved basic
quality education.
Key Topic 2: Contextualization in the K to 12 Curriculum
Required Task 1: Scenario Analysis In reference to the theories presented, identify and
explain the theory reflected in each of the following classroom practices. Complete the task
together with your mentor and/or colleagues.
Scenario
Answer
Mario, a
A. Connection
kindergarten
Theory
pupil, is learning
how to read and
write. He knows
the alphabet
letters, but cannot
read or write
words yet. No
matter how much
guidance was
given, he could
never read on his
own. With Teacher
Roselle’s help,
Mario can now
read and write
short words like
“at,” “boy” and
“dog”.
a. Connection
Theory
b. Constructivist
Theory c. Active
learning
In a carpentry
c.ACTIVE
class, Teacher
LEARNING
Bryan provided
this activity: “You
have been hired
as a carpenter to
help renovate a
family room. The
contractor asked
you to submit a
cost estimate for
the base molding
(baseboard)
around the room.
You will need to
include the
following in your
estimate: i. the
type of wood and
style of olding you
will use ii. the
number of pieces
and what lengths
Feedback of
Mentor
When we say
connection theory
it is relatively new
learning that
suggest students
should combine
thoughts and
general
information in a
useful manner.
Insights Gained
When we say
active learning it
emphasized that
contextual
learning should be
an integrated
learning process
of problem-based
learning and workbased learning to
encourage and
stimulate a higherlevel thinking.
Teacher bryan
gave some
problem -based
learning like
Estimate the type
of wood . what
lengths will be
purchased the
cost per foot , the
total cost of
molding needed
for the family
room In
determining the
cost, measure the
room and make a
scale drawing of
the floor plan
showing
fireplaces, doors,
and other objects
.
Because Mario is
already know the
alphabet letter
which means he
has already
knowledge and
have the
guidance of her
teacher he can
now read and
write.
will be purchased
iii. the cost per
foot iv. the total
cost of molding
needed for the
family room In
determining the
cost, you will need
to measure the
room and make a
scale drawing of
the floor plan
showing
fireplaces, doors,
and other objects
that may affect
the lengths of the
base molding you
choose to install.
a. Connection
Theory
b. Constructivist
Theory c. Active
learning
In the Chemistry
B.constructivist
class of Teacher
theory
Paul, he showed a
candle. He
explained the
composition and
function of the
candle. Later on,
he asked the
learners how the
flame is produced
and how the
candle works. He
encouraged the
learners to
discover for
themselves how
the candle works.
They do this first by
making simple
observations, from
which they later
build ideas and
hypotheses which
they then go on to
test. At the end,
the learners
successfully
understand the
components of
combustion, an
important
chemistry topic. a.
Connection
When we say
constructivism it is
the theory that
says learners
construct
knowledge rather
that just passively
take in
information..
Teacher paul
becomes the
facilitator of the
class and the
learners
encourage to
interact exchange
of views and ideas
and construct
meaning and
knowledge .At the
end ,the learners
successfully
understand the
components of
combustion
Theory b.
Constructivist
Theory c. Active
learning
Now from the scenarios above, what is common? In teaching, you should always consider the
context of your learners. You need to relate the topic or lesson to your learners. In this case,
you are teaching contextually.
Constructivism is commonly used in my classroom. It focuses on my learner’s question and
interest; the learners build on what they already know, and we focus on integrative learning. I
can relate through our lesson about “writing dialogue” I will start off with a song and teach
them how should dialogue be used. Second was mentor text, third one is model or take my
class story and find places to add meaningful dialogue. Next was practice, we will have a
dialogue to help them construct their own knowledge and students work primarily in group.
Session 2 – Teaching Contextually
Required Task 1 Give your comments on the following situations. Discuss them with your
colleagues.
Topic
Visualize the ratio of
two given numbers
Scenario
Teacher Rommel
used easily
observable
examples of ratio in
the community such
as one jeep, 4
wheels; one kariton,
2 wheels, one
tricycle, 3 wheels
Localization or
Indigenization?
Localization
Indigenization
Localization
Indigenization
Identify elements of
a short story
Teacher Mary Ann
presented the lesson
by mentioning
community activities
or cultural practices
that inherently use
the concept of ratio
like bringing sacks of
rice to markets using
carabao (one
carabao to the
number of sacks)
Insights
The use of the jeep, 4
wheels, kariton, 2
wheels, tricycle and
3 wheels as an
observable example
of ratio is Localization
because Teacher
Rommel prioritized
things that are
present in their
community and
pupils are familiar
with it because they
see it in the
community.
Teacher Mary Ann
focus on the sociocultural community
activities and cultural
practices as an
example.
Localization
Indigenization
Identify star patterns
that can be seen at
Teacher Melody
instructed her
learners to interview
the chieftains in the
Indigenization
because teacher
melody wants her
particular times of
the year
villages of the
learners and asked
for stories of origin
depicting their
culture.
Teacher Hanadee
presented the
elements of a short
story using a local
legend “Ang Alamat
ni Daragang
Magayon”
Teacher Ailyn
mentioned the
community’s name
for prominent stars
while retaining the
use of the Greek
constellations
learners to research
about the history of
their place.
Localization
Indigenization
Localization
Indigenization
Localization
Indigenization
Teacher Lester
discussed the
community’s own
calendar of star
patterns and its
background before
discussing the Greek
constellations
Teacher Hanadee
uses the strategy
Indigenization in the
teaching-learning
processes in relation
to the biogeographical of their
place.
It focuses on the biogeographical
content of the
lesson.
It focuses on the
socio- cultural
content of the
lesson.
Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.
Situations
Answer
1. The barangay will be
having its annual fiesta.
Teacher Marilou requested
her students in TLE to create a
business plan using the LOCALIZATION
concepts discussed. The
business
plan
is
a
Feedback
The business plan activity
given by the teachers is a
good idea to present local
products in their community
through bazaar on the day of
the fiesta.
requirement for the learners
to be allowed to participate
in the bazaar on the day of
the fiesta
2. “Inutak” is a native
delicacy of the people of
Taguig and Pateros. The dish
is a reflection of the early
customs
of
the
local
inhabitants of Taguig and
Pateros.
Teacher
Arnel
together with his students in
Araling
Panlipunan
will
conduct research on this. He
instructed his students to
interview some prominent
native residents of the area
and ask questions about the
relationship of culture and
the dish.
3. In the ICT class of Teacher
Rodel, after discussing video
and animation, he instructed
his students to produce an
online advertisement using
the famous local products
and delicacies in their place.
4. Teacher Diane is teaching
in a provincial school. In her
English Class, one of the
activities was the reading of
the short story “How My
Brother Leon Brought Home a
Wife” As a priming activity,
she asked the learners to
share
their
traditional
customs.
5. After learning the elements
of a play, the class is tasked
to perform a stage play for
the upcoming fiesta. The
story of the play revolves
around a local hero during
World War II named Jose
Ozamis.
INDIGENIZATION
LOCALIZATION
INDIGENIZATION
LOCALIZATION
This focus on the Historical
and socio-cultural aspects of
the lesson.
The teacher uses the local
materials as an activity
sharing traditional customs is
an
example
of
indigenization.
The stage play will use local
materials that are present in
the community to portray the
local hero.
Required Task 2: Reflection Create your #Commitment that manifests the significance of
contextualization to you as a teacher, for your learners, and to the community. Write it down
in the hearts below and discuss your answers with a co-newly hired teacher or mentor.
AS A TEACHER:
On the best of my ability, I will help my students to relate educational tasks with their
knowledge and everyday curricular contextualization facilitates the linking theory and
practice.
FOR MY STUDENTS:
I promise to engage my students in active learning while assisting them to make meaning out
of the information they are obtaining. I will help students learn language skills by teaching the
skills using the authentic contexts in which students must use those skills in the real world.
FOR MY COMMUNITY:
I will utilize the importance of teaching localization and indigenization in my lesson.
Session 3 – REACT Strategy
Required Task 1: Pre-assessment Activity Before you undergo this session, take this preassessment activity.
Determine whether the statement is stating a fact or not. Write TRUE if the statement is a fact
and FALSE if not.
Statement
1. Teachers can use the REACT
Strategy in localizing the lesson.
2. When learners take what they
have learned and apply it to new
situations and context, the
transferring stage happens.
3. Experiencing happens when
learners solve problems as a team
to reinforce knowledge and
develop collaborative skills.
4.
Understanding
real-world
connections to course content
increases student engagement
which often leads to increased
persistence
and
successful
transitions.
5. For learning to happen, the
teacher allows the learners to
discover meaningful relationships
between concrete ideas and
real-world application.
Answer
TRUE
TRUE
TRUE
TRUE
TRUE
Feedback
Teachers use REACT strategies to
ensure active participation of the
learners.
Learning in the context of prior
knowledge, also known as transferring,
makes use of and expands on what the
learner has already acquired.
Contextual learning is defined as
learning in the context of exploration,
discovery, and creation. Other teaching
styles, however, may result in motivated
or tuned-in learners.
Teachers must use a real-life setting to
educate so that students may apply
what they've learned in class to their
daily lives.
If we enable our students to find and
experience
situations
and
tasks
firsthand, there will be meaningful
learning.
Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by
a Master Teacher to Teacher Romano in his Science Class. Then answer the questions that
follow with your colleagues and mentor.
Now challenge your understanding by answering these questions together with your
colleagues and mentor.
Discussion Questions
Answers
Feedback
Did Teacher Romano utilize
YES
Teacher Romano employs a
contextualization?
sociolinguistic
or
What
degree
of
contextualization
is
presented in the sample
lesson?
Which part in Teacher
Romano’s lesson showed the
REACT Strategy? Outline the
portions that demonstrated
the REACT strategy.
Was the anticipated learning
outcome realized through
the REACT Strategy?
As a teacher, can you
replicate any lesson or topic
using the REACT Strategy?
How?
LOCALIZATION
When the students perform
the activity
YES
Yes, especially in sessions
that
involve
direct
experience to guarantee
that the learners understand
the process or steps of a
particular topic.
contextualization strategy in
which
language
(both
spoken
and
physical
language) is used to convey
important components of a
conversation.
Presenting local materials
may encourage greater
learning and make the
content more relevant to the
students.
REACT methods can be used
to ensure learners' active
engagement and even to
build a suitable learning
environment.
The REACT approach ensures
that students participate
actively
in
order
to
encourage enjoyable and
active learning.
REACT technique was more
effective
and
recommended for use in a
class when the students
needed direct experience.
Required Task 3: You were assigned to teach in a community with learners from an indigenous
group. Think of a topic that you will be discussing and write a lesson outline using the REACT
Strategy. Think of ways to promote an inclusive, culture-responsive, and relevant education
for your learners. Use the template below. Be ready for a discussion with your mentor and
colleagues.
Lesson Outline using REACT Strategy
Topic or Competency
1. What kind of discussion or activity might
help learners in RELATING to the concept?
2. What kind of activity would enable learners
to EXPERIENCE the concept?
Responses
Grade 1
Naisasagawa nang palagian ang
pagtulong sa
pananatili ng kalinisan at kaayusan ng
paligid
para sa mabuting kalusugan..
To encourage active learning, provide a
self-made story with a known name and
location on the area.
Ask the students to act or respond to a reallife issue that promotes the preservation of a
safe and healthy environment.
The teacher may perform a role-playing
session or narrate a tale in which the students
take on the role of the character and
experience the scenario firsthand.
3. How can learners be shown the way that
concept is applied, or they can APPLY it
themselves in a way that simulates an
industry situation or other real-life problemsolving scenario?
4. How will the experience be set up so that Provide a group activity that will support the
learners have the opportunity to interact and lesson's purpose while also addressing the
COOPERATE in one another’s learning?
learners' various learning styles and allowing
them to engage depending on their
interests.
5. What steps can be taken to ensure that Encourage students to apply what they've
learners will be able to TRANSFER learning to learned in class to their homes and
new and unfamiliar situations?
communities, and ask for comments on how
well their activities have worked out.
Module 2 – Building Relationships with the Wider School Community
Session 1 – Community as a Resource in the Teaching-Learning Process
Prior Knowledge Assessment Identify the term being referred to in the following statements.
Choose the letter of the correct answer from the box below and write it on the space provided.
Statement
1. It is a school association
composed
of
parents/guardians
and
teachers, which serves as
support groups and partners
of the school for the welfare
of the learners.
2. It is composed of
government
agencies,
NGOs,
Alumni,
Parents,
retirees, and other sectors in
the community which give
support to the school in the
achievement of its goals and
objectives.
3. It refers to the sustainable
governance structure that
operates under the principle
of shared accountability and
responsibility among school
community stakeholders
Answer
F. Parent-Teacher
Association (PTA)
Feedback
The PTA may act as a school's
support organization and
partner in the students'
welfare.
C. Stakeholders
Stakeholders can help the
school accomplish its aims
and objectives by providing
assistance.
E. School Governing Council
The
School
Governing
Council is guided by the
notion
of
shared
accountability
and
responsibility
among
all
stakeholders in the school
community.
Action Plan was a list of the
stages or tasks you'll need to
do to meet your objectives.
4. It is a detailed list of the A. Action Plan
steps or tasks that you need
to accomplish to attain the
goals set
5. It is a relationship between D. School community
the
school
and
the
community, organization, or
individual who seeks a
common goal, which is to
contribute to the learning
outcome of the children.
The school community strives
for a single goal: to
contribute to the children's
learning outcomes.
Introductory task I or E: Identify if internal or external stakeholder
Teachers:
Internal stakeholder
Students:
Internal stakeholder
LGUs:
External stakeholder
NGOs:
External stakeholder
Civil Society:
External stakeholder
School administrator:
Internal stakeholder
Optional Task: Complete the table Get to know your community. Complete the table below
to get acquainted with your school community. If you have no answer for some items, you
may leave it blank.
Name of School Community (School name and Barangay):Cupang Antipolo CIty, (SAMPLE
ONLY)
Description (name, location, background,
etc.)
1. Type of community (urban, rural, etc.)
Barangay
2. Topography
Cupag Is situated at approximately
14.6332,121.1383 in the island of Luzon.
3. Available establishments
School,health center,groceries store etc.,
4. Tourist spots/parks
n/a
5. Indigenous group/s (if applicable)
n/a
6. Religion
Mostly Roman Catholic
7. Celebration/feasts
Every December 07
8. Source of income
Vendor, government and private employee
etc.,
9. Songs/folklores
n/a
10. Local heroes
n/a
11. Learning Resource Centers/Learning Hub Brgy.hall library
Required Task No. 1: Scenario Analysis
Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Answer: She wanted to know whether she could borrow the Barangay's extra computer so
that her six students who don't have recourse gadget for their online class might use it for their
studies.
2. What was the Memorandum of Agreement the School Principal made for?
Answer: The memorandum of agreement that the school principal made was an agreement
between the school and Ms. Ramos that will be authorized by the Superintendent in order for
her to become an official stakeholder in the school or a donor of the essential computers.
3. If you were Ms. Ramos, would you do the same? Why?
Answer: Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always
desired to assist children with their education.
4. What will you do to show appreciation and gratitude to them?
Answer: As long as I am able, I will always open my door to assist the unfortunate children
and even supply other required resources.
Required Task No. 2: Action Plan (Portfolio Output)
Identify Problems: Before you make the Action Plan, you need to identify the root cause of the
problems. Identify these problems and accomplish the table in a LAC Session with your mentor.
You may also refer to the existing action plans from the school to accomplish the tasks.
Observable
Reasons: What
Resources: What Action: What
Action: What
Problems: What might be the
resources do
can you do as
can your school
are the
reason?
you have in your their teacher?
do to face the
problems that
school
challenge? Are
hinder the
community that
there any efforts
learning process
you can utilize in
your school is
during this time
easing out the
doing to ease
of pandemic?
identified
the problem?
problems in your
school
community?
Availability of
internet
connection and
gadgets.
Lack of finances
of the families
A
learning
module
that
may be sent to
their
house,
allowing them to
continue
their
studies even if
they don't have
access
to
a
device.
Visit each home
while carrying
their
instructional
modules. Look
for stakeholders
that can assist
me in keeping
my students
informed and
updated about
our lesson.
Look
for
someone who
can help the
school keep the
students
informed and up
to date on the
lectures.
Consulted the
Barangay
officials to be
given aid and
assistance
in
visiting students
and distributing
learning
modules.
Make an Action Plan The identified problems can be solved by planning before execution.
Continue this activity by filling out the table below.
Action steps: What
Responsible
Time frame When
Potential barriers
tasks should be
Personnel Who are
should the tasks be
What hinders the
done?
the people to
accomplished?
accomplishment of
perform the tasks?
these tasks?
Maintain a positive Teachers and
Year around
The availability of
connection
with Principals as well as
stakeholders and the
government offices the learners’ parents.
funding required for
by coordinating with
the
search
for
as
many
potential
stakeholders
as
stakeholders to satisfy
feasible.
school demands.
Session 2: The School and Community Relationships
Key Topic 1: Laws and Existing Policies
Required Task 1 Write TRUE if the statement is correct and FALSE if not.
Statement
Answer
Feedback
1.
The
wider
school TRUE
The school is conducive to
community can be a source
learning when it has a
of learning.
harmonious interaction with
the community.
2. Batas Pambansa Blg. 232 is TRUE
This
policy
intends
to
also known as An Act
construct and maintain a
Providing
for
the
comprehensive, appropriate,
Establishment
and
and integrated educational
Maintenance
of
an
system that is relevant to
Integrated
System
of
national development goals.
Education.
3. The community is required FALSE
The community was not
to provide the needs of the
compelled to meet the
school.
school's needs, but they
might assist the school in
meeting those needs.
4. The School Governing FALSE
The learning of the kids was
Council
(SGC)
is
not the responsibility of SGC.
accountable to the learning
Because an SGC's role is to
of the students in the school.
create a platform for parents,
students,
teachers,
5. Frequent communication
with the learners’ parents/
guardians contributes to a
healthy
school-community
relationship.
6. A farmer or fisherman in the
community is considered an
Internal Stakeholder of the
school
7. The school alone can
provide for the life-long
learning skills the learners
need.
8.
During
Family
Day,
teachers get the chance to
know the parents/ guardians
and some of the members of
the family of the learner.
TRUE
FALSE
FALSE
TRUE
9. Having open and healthy FALSE
communication
between
the teacher and the learners’
parents/
guardians
has
nothing to do with the
academic nor in the social
behavior of the learner
10. An established linkage TRUE
between
the
teachers/
school and the community
can help in the development
of the learner
community
stakeholders,
and the school's principal to
collaborate and improve
student learning outcomes.
School should maintain a
harmonious relationship to
the community especially to
the
learners’
parents/guardians.
Internal stakeholders are
those who have a direct
connection to the institution.
To create a secure and
pleasant
learning
environment,
the
school
need community assistance.
Providing
various
school
activities
that
foster
relationships
between
students
and
their
parents/guardians may be
extremely beneficial to the
students' learning process.
Having a healthy relationship
to
the
learners’
parents/guardian may be
extremely beneficial to the
students' learning process.
Having a positive relationship
with the community can help
learners
learn
more
effectively.
Required Task 2: Scenario Analysis
Scenario 1
Questions: 1. As an adviser of one of the classes in Grade 1, what should you do to gain the
trust and confidence of the parents and the community? Limit your answer to 200 words
(maximum)
ANSWER: You may hold a meeting to promote the benefits of having a positive relationship
between the school and the community. Allow them to perceive and understand the school's
situation in order to provide a healthy learning experience for the students. Showing care and
treating them as if they were your own child is an excellent way to acquire the trust of the
parents and the community.
2. Who are the persons in the school community that you can tap to help you establish a good
relationship with parents?
ANSWER: We might tap our students and seek our administration for permission to organize a
school activity that would benefit both teachers and parents, especially the students to
maintain and develop a positive connection with parents and the community.
3. In what ways can you better communicate with the parents?
Answer: Because most parents want the best for their children, you can use this concern to
gain their support and trust by simply demonstrating how much you care for them. This will be
beneficial for all of you, particularly because it will help us to use appropriate teaching
techniques, monitor students' academic performance, and even discipline students.
Key Topic 2: The Community Involvement Continuum
Required Task 2: Complete the table At the beginning of the school year, the Department of
Education implements the Brigada Eskwela. As a teacher, how can you involve the school
community and the school’s stakeholders on this initiative of the Department? Identify
appropriate approaches/activities/tasks/strategies you can use to involve the community. The
first row is done for you.
Community Involvement
Goal
Activities/Tasks/Strategies
Level
Inform
To provide the community Example:
Conduct
with balanced, objective information drives on certain
information to assist them in community
issues
or
understanding the problem, advocacies
alternatives and solution
Infer
To
obtain
community Gather information about
feedback
on
analysis, community issue and put
alternatives, and decisions
together
to
design
an
evaluation
Involve
To work with the community Coordinate
with
the
throughout the process to community
and
discuss
ensure that their concerns about their concern.
and
aspirations
are
consistently understood.
Integrate
To
partner
with
the To
have
school
and
community in each aspect community effort to improve
of the decision. To synergize student
and
community
the effort from all the learnings.
stakeholders to reach the
goals (to solve school
problems)
Empower (INVEST)
To provide shared leadership Maintaining
a
positive
of community-led projects relationship
with
the
with final decision-making at community,
as
well
as
the community level.
initiating and recommending
a magnificent initiative for the
improvement of the school
and the learning process.
Session 3 – Strengthening and Sustaining Good Relationships with the School Community
Preliminary Activity: During your first month of teaching, were you able to get to know the
parents of your learners? What were your struggles and how did you overcome them? Limit
your response to 200 words.
Reach out to your colleagues (preferably newly-hired teachers) and share your thoughts with
your co-teachers. Write down the ideas you got from them:
During my first month of teaching I was able to get to know some of the parents of my
pupils.Some of my struggles was communication with other parents and lack of participation
of school activities. We all know that a good relationship between families and schools is a top
factor in positive students outcomes.But when families are hard to reach or seem reluctant to
participate ,building those relationships can be tough.I overcome those struggles by offering
the option or having meetings over the phone or via video conferencing for those parents
that are not able to attend the meeting.And let them know that I want to work with them
towards our shared goal of helping their child thrive.
Key Topic: Role of Parents? (K Melhuish, S., E. Sammons, P. Siraj-Blatchford, & B. Taggart (2004))
Required Task 1: Writing The following are some common school situations. Write the strategy
that you think will best suit the situation to be able to create a good relationship with the
parents/guardians and the wider school community. Limit your response to 100 words for each
situation.
1.Claire is always absent and you never receive an excuse letter from her parents/guardians.
Answer: When a student is chronically absent, contacting parents is usually effective
especially if you emphasize how you've missed the student in class and hope he or she is all
right, rather than demanding to know the reason for the absence. It's also helpful to have a
conversation with the student the next time they attend class, stressing that you've noticed
their absence, and you care about them and their education.
I always try to avoid asking a student why they've been absent. In my experience, if they've
been absent for a legitimate reason, they'll tell you. Other times, there are personal or family
issues they may prefer not to share. When a student with a string of absences returns to class,
it's important to welcome them back and help them get up to speed on missing work. Giving
your students a hard time about poor attendance is counterproductive and doesn't make
them want to return to school in the future.
2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
professionals and those working in the community. In planning the lesson, you wanted to
prioritize the safety and maximize the learning experience at the same time. You thought
about conducting a field trip, but it will be very costly and will require rigorous planning to
make sure that the activity will be safe. What is an alternative way to conduct this activity?
Field trips are often considered a key part of the school experience. Students often look back
on them as some of their favorite and most memorable days of school. However, traditional
field trips are not always feasible options. They can be expensive, time-consuming to organize,
and quite stressful in action.
Perhaps your most simple and convenient option for a field trip alternative is to show your class
about documentary of different professions/job. Movies have a very unique ability to transport
our learners to other places, and documentaries in particular can be very educational and
revealing about a faraway place or topic. No matter the subject, you can find a documentary
that your students will be interested in.
3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that
you moved the child’s seat away from her friends to make her concentrate on your lessons.
Your actions were triggered by her non submission of assignment and throwing a crumpled
paper at you. How will you explain your side to Mrs. Cruz?
Instantly thank the parent for bringing her concern to your attention. Apologize for both the
problem and for causing parents concern. Take any steps necessary to calm Mrs. Cruz and
help her to relax.
Discuss with Mrs. Cruz about misbehavior of her child in a nice way and the reason why you
move her child away from her friends to make her concentrate on your lesson. Be careful the
language used when communicating with parents. End your conversation by reiterating that
you’re going to take care of the problem.
4. The general PTA meeting is fast approaching, and you need to ensure at least 90 percent
attendance of parents. How are you going to invite the parents to ensure their attendance
and participation?
To ensure their attendance and participation I will send home personal letters to notify parents
of conference dates. Outline an agenda that will interest them and emphasize the
importance of the conference to their children's education. Schedule conferences for
students who have siblings in the same school first and coordinate conference times with the
siblings' teachers. Do everything possible to avoid scheduling siblings' conferences on different
days or at widely disparate times. Base the length of the conferences on the needs of the
students. If necessary, schedule two consecutive periods with parents you suspect might
require more time. Send home personal invitations to the conferences and ask parents to RSVP
by a specific date. Telephone parents who do not respond and encourage them to attend.
Send home reminders one week before the conferences. Contact parents who do not show
up and try to reschedule.
Required Task 2: Scenario Analysis Read the following scenarios. Write YES if it talks about a
healthy parent-teacher relationship and NO if otherwise.
_______NO____ 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo.
Teacher Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she
knows, the teachers said that Benedick was a talkative pupil. During the distribution of cards,
she talked to the student’s mother and found out that after his father’s death, he got upset,
which led to Benedick’s disinterest in socialization. Teacher Consuelo consulted Benedick’s
condition with the School Guidance Counselor.
_____NO______ 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a
mother of a Kinder learner in the same school. She was impressed by the improvements made
in the school and expressed her willingness to contribute to the further improvement of the
school. She asked the teacher of her daughter, of what else she can contribute to the school.
However, nothing came into fruition.
______YES_____ 3. Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has been acting this way
for almost two weeks, Ms. Bada immediately called his father, Mr. Cruz and set an
appointment. She told Mr. Cruz of Angelo’s behavior in school and he promised that he will
be watchful of Angelo.
_______NO____ 4. During the online class where Janna is attending, she failed to understand
the instructions of the teacher because of internet connection failure. Mrs. Manza, her mother,
sent a message to her teacher and asked for further discussion about the instruction because
Janna was not able to get it correctly. Her teacher did not respond to her.
____YES_______ 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay
Health Worker (BHW) for her to answer. As soon as Lerio finished answering, her mother brought
back the activity sheets to school. She explained that she is on her way to the market so she
didn’t wait for the BHW to come over and get back the activity sheets. Mrs. Hugo was very
grateful.
Optional task: List down top 5 strategies to increase parental involvement in school and
share it with your co-teachers.
1.Connect parents and schools
2.Create an organizational structure
3.consider parent’s time
4.Identify and support learning environment
5.Home visits and parent teacher conferences