Teacher Induction
Program (TIP)
•
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
http://www.
gbooksdownloader.
com/
Course 1: The DepEd Teacher
Introduction
W
ELCOME to the Department of Education! We are pleased to have
you as a member of the family. We invite you to take time to read through
the Department of Education (DepEd) Teacher Induction Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It will
also give you a glimpse of what a teacher’s school year is like, and help you
become more accustomed to the daily life of a DepEd teacher. It introduces you
to the guidelines, processes, and standardized forms to help you easily adjust to
your new work environment.
In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first year
of teaching experiences in the public-school system. We will explore the school
year at a glance and observe how the principles in this module may affect your
day-to-day activities.
Intended Course Learning Outcomes
At the end of this course, you should be able to:
1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the Department of Education’s vision,
mission, and core values (7.2.2)
2. establish safe and secure learning environments through the
implementation of DepEd and school policies, guidelines and procedures
on the preparation, start, and daily management of classes (2.1.2)
3. manage learner behavior constructively by applying positive and nonviolent discipline (2.6.2)
Course Outline
Module 1: Becoming a DepEd Teacher
Module 2: Gearing up for the School Year
Module 3: Creating an Engaging Physical and Virtual Learning
Environment
Estimated Time Required: 8 hours
Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)
Module 1 – Becoming a DepEd Teacher
Intended Module Learning Outcomes
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, and integrity aligned with the DepEd’s
vision, mission, and core values (7.1.2, 7.2.2)
Module Outline
Session 1 – DepEd’s Mandate
Session 2 - Vision, Mission, and Core Values
Session 3 - Strategic Directions
Session 4 – The Philippine Professional
Standards for Teachers
Estimated Time required: 1 hour
Required Tasks
4
•
Reflection survey
•
Self-reflective activities
•
Scenario and case study analysis
•
Document reading
•
Pledge of Commitment (Portfolio Output)
The Teacher Induction Program - Course 1
Required Resources
•
DepEd Order (No. 36, s. 2013)on Our Department of
Education Vision, Mission and Core Values (DepEd
VMV).
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
DepEd’s Mandate
Very familiar
Familiar
Slightly familiar
Not familiar
[
G
Vision
Mission
Core Values
Strategic Directions
Guide for Mentors and Newly Hired Teachers
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
Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis-à-vis
the changing administrations and charters. The present-day
Department of Education was eventually mandated through
Republic Act No. 9155, otherwise known as the Governance
of Basic Education Act of 2001, which establishes the
mandate of this agency.
DepEd formulates, implements, and coordinates
policies, plans, programs, and projects in the areas of
formal and non-formal basic education. It supervises
all elementary and secondary education institutions,
including alternative learning systems, both public
and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated
system of basic education relevant to the goals of
national development.
Required Task 1: Reflection Questions
Reflect on the DepEd’s mandate and respond to the
questions below. You may respond in 2-5 sentences
for each.
As a newly hired teacher in DepEd, what can you
contribute to:
6
The Teacher Induction Program - Course 1
a. promote quality education?
As a freshman in this area, there are
various things I should and always consider for
me to promote quality education.
Firstly, by promoting a friendly and a
conducive environment where every pupil can feel
that their presence is valued. By considering this
factor, I can ensure that every student will be
heard and that no learners will be left behind.
Secondly, I believe that learning will be
more meaningful if the process of learning will be
creative thus, giving the learners a good and
attractive ways to learn by providing them a
quality instructional material that will help them to
easily understand the topic will be of great help in
promoting the said matter.
Lastly, by assessing every student if they
were able to perform well, If not, then it is our rule
as a teacher to go back and see what are the
problems that should be fixed and what are the
things this certain student needs.
Ergo, the aforementioned ways are the
most crucial ways to implement in promoting an
education that can respond to the needs of time.
b. uphold equity in education?
Every learner deserves fair education may
it be outside or inside the classroom. As a newbie
in DepEd, I can uphold equity in education by
highlighting the essence of FAIRNESS. This can
c. responds to the needs of the learners?
Our core mission as a teacher is to mold
every student’s potential that’s why it is our role to
assess learners’ weaknesses and strengths. And
be done by removing the barricades to learning
to completely respond to their needs, we have to
and promote an environment where collaboration
vary our instructions and create an environment
happens.
where everyone can easily learn.
Moreover, I believe that giving equal
opportunity to learners without considering their
In a nutshell, it is our responsibility as a
status, culture, religion and race can give equity in
education.
teacher to make a strategy/instruction that is in
accordance with the learner’s needs.
Therefore, giving students the room they
they deserve to excel in class without any barriers
to learning can surely uphold equity.
Guide for Mentors and Newly Hired Teachers
7
Session 2: Vision, Mission, and Core Values
Preliminary Activity:
As a new public school teacher, what are your visions for yourself, for your class, and your school community?
MY VISION BOARD
SELF
CLASS
SCHOOL COMMUNITY
learning
To make use of my
is such an honor and at the
depends on the surrounding.
profession in the school
same time a responsibility.
For me, to provide a friendly
community by taking part in
As a newly hired public
classroom that can help my
the different activities being
school teacher, my vision for
students
implemented
myself is to grow more
process is my main vision in
vision
professionally. Since I am
my class.
community.
To be called a teacher
still in the first step of my
Effective
in
their
learning
In addition, I will also
said
Also, I want to be an
instrument
of
unity
and
to be more of a role model
strengthen
bonds
peace that can help people
where my students can learn
between every learner as they
to be potentially helpful in
from me. By having enough
collaborate and help each
their self and in community.
knowledge
other throughout their journey
this
profession will surely help
me in making my students to
be a better citizen.
inside the class.
can
the
implement
the
that
in
my
career here in DepEd I want
about
rules
will be
Key Topic 1: DepEd’s Vision
Vision
Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales
Memorial National High school. She encourages her learners
to demonstrate their love of country through practicing acts
of kindness inside and outside the school premises. Provide
at least two ways of integrating this in her lessons. You may
respond in 3-5 sentences.
We dream of Filipinos
To integrate the said lesson in the school
who passionately love their country
and whose values and competencies
premises, Teacher Johanna has to have strong
objectives by integrating this in the subject. This topic
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
can be inserted in the subjects Araling Panlipunan
and
in
Edukasyon
sa
Pagpapakatao.
After
incorporating this, that’s the time where she can
the Department of Education
teach the students how to love the country by giving
continuously improves itself
them task/activity such as role playing. Through this
to better serve its stakeholders.
activity, the students can easily remember the acts
inside or outside the classroom because they
personally done it in the task.
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.
Guide for Mentors and Newly Hired Teachers
9
Key Topic 2: DepEd’s Mission
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.
Mission
Encouragement with Hands-on tasks is
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
the best way Teacher Andrew can do. To give
words that can make the student eager to join
Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
in the scout and to give hands-on activities
Teachers facilitate learning and constantly nurture every
learner.
such as games that can develop the student’s
self-esteem will help the students in dealing
with
his/her
problem.
By
providing
fun
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
activities, the student can now manage to
perform the tasks in scouting without worrying.
Required Task 2: Application
Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.
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The Teacher Induction Program - Course 1
Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make sure
that she can provide a child-friendly, gender-sensitive, safe,
and motivating environment in her class. What should she
do to achieve this? You may respond in 3-5 sentences.
Teacher Helga has to implement a “No-ToDiscrimination” rule in her class. As this will help her
Key Topic 3: The DepEd Core Values
Core Values
In promoting “One DepEd,” the official DepEd core values
adapted the national motto as stated in the Republic Act
No. 8491 (otherwise known as the Flag and Heraldic Code
of the Philippines). The core values are enumerated as such:
in providing a gender-sensitive environment. This
rule can be done by explaining to her students what
will be the negative effect of discrimination and try to
add posters in her class about the topic.
Moreover, she should also be conscious about
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
the classroom set-up since this can affect the child’s
learning. That is why she needs to keep her
classroom neat as possible and let her students
As an example on how we can interpret these, the DepEd
core values have been elaborated further by the Division
of Baguio City by translating the core values to behavioral
statements with indicators.
express their ideas openly.
The Baguio City Division Memorandum could be accessed
through this link: http://depedpines.com/wp-content/
uploads/2016/03/Division-Memorandum-No35-S.2016DepEd-CORE-Values-Indicators-Concrete-Manifestation.
pdf
Guide for Mentors and Newly Hired Teachers
11
Core Values
Behavior Statements
Indicators
1. Engages oneself in worthwhile spiritual activities
Expresses one’s spiritual belief while
respecting the spiritual beliefs of others
2. Respects sacred places
3. Respects religious beliefs of others
4. Demonstrates curiosity and willingness
to learn about other ways to express spiritual life
1. Tells the truth
2. Returns borrowed things in good condition
Maka-Diyos
3. Demonstrates intellectual honesty
Shows adherence to ethical principles by
upholding truth
4. Expects honesty from others
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feelings
and those of others
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The Teacher Induction Program - Course 1
Core Values
Behavior Statements
Indicators
1. Shows respect for all
2. Waits for one’s turn
3. Takes good care of borrowed things
Is sensitive to individual, social, and cultural
differences
4. Views mistakes as learning opportunities
5. Upholds and respects the dignity and equality
of all including those with special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different
economic, social, and cultural backgrounds
Maka-tao
1. Cooperates during activities
2. Recognizes and accepts the contribution
of others toward a goal
3. Considers diverse views
Demonstrates contributions toward solidarity
4. Communicates respectfully
5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying
Guide for Mentors and Newly Hired Teachers
13
Core Values
Behavior Statements
Indicators
1. Shows a caring attitude toward the environment
2. Practices waste management
Makakalikasan
Cares for the environment and utilizes
resources wisely, judiciously,
and economically
3. Conserves energy and resources
4. Takes care of school materials, facilities, and equipment
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly
1. Identifies oneself as a Filipino
2. Respects the flag and national anthem
Demonstrates pride in being a Filipino;
exercises the rights and responsibilities
of a Filipino citizen
3. Takes pride in diverse Filipino cultural expressions,
practices, and traditions
4. Promotes the appreciation and enhancement
of Filipino languages
5. Abides by the rules of the school, community, and country
Makabansa
6. Enables others to develop interest
and pride in being a Filipino
Demonstrates appropriate behavior
in carrying out activities in the school,
community, and country
1. Manages time and personal resources
efficiently and effectively
2. Perseveres to achieve goals despite
difficult circumstances
3. Conducts oneself appropriately in various situations
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The Teacher Induction Program - Course 1
Required Task 3: Application
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
answer on the space provided.
Scenario 1:
Teacher Luis is a Grade 10 guidance counselor and a Values
Education teacher at Arellano High School. One of his
classes has a diverse religious background. One day, two of
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?
To completely integrate the DepEd core
values to her pupils, Teacher Molina can use it as
a group activity wherein she can assign her class
per group to act as one of the national heroes and
Teacher Luis has to discuss to all his pupils that
portray the good values that they have, by this
students with varied religion and beliefs should not
pupil can remember and apply the good values in
force to participate to any religious tasks that is not
real life situations since they already have enough
allowed on their religion. They should learn to give
knowledge because of the group activity.
respect to the religion of other people to avoid conflict
and discrimination inside the class. Therefore, if one of
their classmates does not want to lead the prayer, they
should respect his/her decision.
15
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:
SELF
As a neophyte in this field,
my main purpose is to be a
teacher that inspires my students
to love learning. I will give polish
and improve my skills to identify
my strengths and then use them
to encourage my students,
resulting to a positive outcome for
each learner and a shift in the
way my teaching works. My aims
are to engage and inspire my
pupils through active-learning
lessons. Also, to help all my
students chase their dreams and
discover the true essence of their
lives through proper education.
MY VISION BOARD
CLASS
My vision is to create a
class wherein the one that will
rule is collaboration. To have an
atmosphere
where
each
individual can feel that they are
accepted and valued. To make
a classroom wherein there is no
place for bias and there is equal
opportunity for learning to
everyone. I want to generate a
classroom that is conducive to
learning and promote love and
eagerness for learning
SCHOOL COMMUNITY
My vision for my school
community is to be a learning
environment that promote unity
and has a purpose of giving
benefits for students, teachers,
parents, and the wider school.
I dream of a community
that has a strong leadership to
help the school in providing
efficient and quality education
to for all.
ACTION POINTS
I will continue to refine my
professional skills by attending
seminars and continue to apply
quality-teaching strategies to give
the best education for my pupils.
I will create a conducivefriendly environment to my class
and practice cooperation in
learning. I will provide various
activities wherein everyone can
participate.
I will fortify the school
relationship with the parents and
other stakeholders for the
betterment of the school and the
learners.
Strategic Directions
As an agency, the Department of Education sets plans and
actions to achieve its vision within a given time projected.
These strategic directions are time-bound and are measured
through strategic objectives.
An example is the Strategic Directions specifically for year
2017-2022 by the administration of Sec. Leonor MagtolisBriones.
DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-
Guide for Mentors and Newly Hired Teachers
17
ZC.pptx
Required Task 2: Pledge of Commitment
(Portfolio Output)
Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by the
following scenarios.
1. Expand Access to Basic Education
Pledge of Commitment
Write your own pledge of commitment in support to DepEd
Strategic Directions. You may write your statements in 3-5
sentences.
2. Improve Quality and Relevance
3. Modernize Education Management and Governance
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.
I ALDIEN B. LAGNASON, pledge to do my very
best to make accurate and effective decisions,
holding myself responsible in a high standard of
integrity, perseverance and commitment to give my
Your Grade Level Coordinator conducts LAC sessions with
all the teachers in the grade level to be knowledgeable about
the concerns of teachers and learners.
Your school prepares alternative learning mode for all
learners.
The Local Government Unit (LGU) provides assistance to the
public schools through distributing TVs, tablets, and laptops
to learners and educators.
The Division Office prioritizes training on curriculum
implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences.
18
The Teacher Induction Program - Course 1
best in doing my duty to serve others and my school.
I pledge to give quality education for my learners and
continue to uphold my dignity as a teacher. I promise
to make my learners’ education quality and is my
main priority. I will exert more effort to learn how to
mold my students to become a quality individual.
Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision,
Mission, Core Values, and Strategic Directions), answer the
following questions. Write your responses in 3-5 sentences.
1. In what ways has this module helped you reflect on the
Vision, Mission, Core Values, and Strategic Directions of the
Department of Education?
Through this module I now understand that term
“teacher” is a very complex word with very broad meaning. That
his/her role does not end in the four corners of the classroom.
Teacher is one of the vital people who inspire and shape the
minds of the pupils. Because of this module, I realized that it is
very hard for me to provide quality education alone without
improving my professional skills. Therefore, I need to polish my
professional growth to answer the needs of my pupils.
Guide for Mentors and Newly Hired Teachers
19
2. How has this module helped you clarify your vision
and motivations in serving your learners better and in
promoting a learner-centered environment for them?
20
3. What are your personal beliefs and values that are
aligned with the DepEd’s VMV (Vision, Mission, Core
Values)?
This module helps me realize that I should
My personal beliefs that are aligned with
continue my dream and purpose in molding and
the DepEd Vision, Mission and Core Values is
improving the lives of my pupils as my top priority
that “No learners should be left behind”,
despite of the challenges I encountered as a new
because I realized that as a teacher, I should
teacher. This serves as my wake-up call to be a
divide my attention to every pupil as they need a
competent teacher and provide learner-centered
teacher to help them in their difficulties. I believe
environment that only focus on the welfare of my
that every learner deserves enough attention
pupils.
and that I should give equal opportunities to all
my pupils when it comes to learning regardless
of their attitudes or behaviors. And as a teacher,
it is my duty to help my students in their learning
journey.
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
I have learned that the PPST Standards
serves as a guideline that helps us find out and
develop better and more efficient ways of
teaching.
What else i want to know about
the PPST/ concepts that need clarification
How can this PPST Strands be apply in an
easy and effective way with the overlying tasks of
teachers has throughout the year without resulting
any pressure.
Learning is a lifetime process, and it is a lifetime
adventure.
Guide for Mentors and Newly Hired Teachers
21
Key Topic 1: 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
the Philippine Professional Standards for Teachers (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 the PPST “shall
be used as a basis for all learning and development programs
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,
NEAP is mandated to provide standards-based professional
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The Teacher Induction Program - Course 1
development programs and courses for all DepEd Teachers,
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.
Key Topic 2: The Teacher Professional
Development Framework
In order to help teachers seamlessly adopt and embody the
expectations in the standards, the PPST has been integrated
in DepEd’s Professional Development Framework (see Figure
1). The framework shows the professional development path
of teachers starting from the Teacher Education Institutions
(TEIs) towards their career development in DepEd. Teachers’
professional development is guided by the Human Resource
(HR) systems which are represented in the framework:
1. Recruitment, Selection, and Placement
(Recruitment and Hiring)
2. Results-based Performance Management System
(RPMS) - represented in the framework by the PPSTaligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used to
gauge teacher practices and better target professional
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.
Guide for Mentors and Newly Hired Teachers
23
Summary
24
•
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs, and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both
public and private; and provides for the establishment and maintenance of a complete, adequate,
and integrated system of basic education relevant to the goals of national development.
•
Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official DepEd VMV
shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As part of
the Department of Education, teachers are enculturated into the DepEd professional community
in order to align professional practice to the common vision and mission of the department.
•
Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”
•
As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.
•
It is important for newly hired teachers to be familiar with and understand the DepEd’s mandate,
vision, mission, core values, and strategic directions so that they could align their practices and
professional goals with the department. This will help them better support DepEd’s endeavors
towards quality education. These could be demonstrated in how teachers present themselves,
how they respond to challenges in everyday teaching, and how they serve as role models to their
learners, inspiring them to be life-long learners and productive citizens.
•
Four career stages are articulated in the Philippine Professional Standards for Teachers (PPST).
Each stage is constituted by particular professional practice that defines and locates teacher
quality within a developmental continuum.
The Teacher Induction Program - Course 1
Module 2 - Gearing up
for the School Year
Intended Module Learning Outcomes
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
accomplishment of school forms; and compliance with
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-opening of Classes Preparation
Session 4 - Opening of Classes
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)
Session 1 – The DepEd School
Calendar
Key Topic 1: The DepEd School
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 20202021.
The DepEd school calendar also follows Republic Act 11480,
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) Class Days.
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
effectively implement the school events and school activities
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local
and national celebrations provided that these activities are
beneficial to learners.
Guide for Mentors and Newly Hired Teachers
25
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), may opt to set a different
date for the beginning of the school year.
Key Topic 2: Continuity of Learning
(A History)
At the height of the Gulf crisis in the Middle East, DepEd
Order (No. 1, s. 1991) ordered a system of continued learning
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,
DepEd shows that it has the contingency plan in place in case
a disruption of classes ensues. Moreover, our geographical
location as a country makes us vulnerable to tropical storms
and volcanic eruption. These natural factors directly affect
continuation of the school calendar. Hence, there is DepEd
Order No. 43, s. 2012 that provides a protocol for cancellation
of classes according to PAGASA’s weather bulletin.2
Another document, DepEd Order no. 109. s. 2009, lays out
the post-calamity education set-up which gives provision for
1
Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines
For the Implementation of the Education Sector Contingency Plans for All
Levels.” (Department of Education, 1991), 1.
2
Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines on
the implementation of Executive Order No. 66 (Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities).”
(Department of Education, 2012), 1.
26
The Teacher Induction Program - Course 1
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 continuous learning.
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, DepEd contemplated
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
Continuity Plan” (BE-LCP) as its plan so learners are still able
to continue their learning despite any ongoing disasters like
calamities, pandemics, etc. There are four important aspects
to the plan: communication, materials, learning activities
and assignments, and assessments. Communication
involves ways of providing teaching whether it be answering
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.
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.
It is a must for newly hired teachers to
be familiar with the Department of Education's
year-round activities as it will allow us in
prioritizing our goals to strengthen and polish
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, deworming of
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 calendar and
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.
our capability in different field such as teaching,
training, and building our professional skills. As
a Department of Education teacher, it is vital to
mark the important dates on your own calendar,
so that it gives you a heads up on how you plan
your activities throughout the year and you can
be notified.
Guide for Mentors and Newly Hired Teachers
27
Required Task 2: Personal School Calendar (Output for Portfolio)
Get a copy of the latest DepEd School Calendar. In the space below, write your personal activities, reconciling them with the
important dates set by DepEd throughout the school year.
School Year: 2022-2023
June
July
August
September
October


Celebrated
the World
Teachers’
Day with a
formal
program in
our school.
Conducted
the First
Quarter
Examination
November

All Saints Day
(Regular
Holiday)

All Souls Day
(Special
Working Day)Had a Class
after the All
Saints Day

End of
Academic
Quarter 1

Start of
Academic
Quarter 2

ParentTeacher
Conference/Di
stribution of
Report Cards
Araw ng
Pagbasa


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The Teacher Induction Program - Course 1
Bonifacio Day
(Regular
holiday)
December

Feast of the
Immaculate
Concepcion
Day
(Special
Nonworking
Day)

Start of
Christmas
Break

Christmas
Day
(Regular
Holiday)

Rizal Day
(Regular
Holiday)

Last Day of
the Year
January
February
March
April
May
Guide for Mentors and Newly Hired Teachers
29
Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
The DepEd school calendar for each school
year does not set the specific dates for the
opening and closing day of classes.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar from
Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The in-service training is inclusive of the number
of days required for learners to be in school.
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
are not allowed to be undertaken to compensate
for the unplanned suspension of classes due to
natural calamities.
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.
ANSWER
REMARKS
FALSE
The DepEd School Calendar always set the specific dates for
the opening and closing of classes to be familiarized with the
important dates throughout the school year.
TRUE
FALSE
The in-service training is provided only for teachers and pupils
are not part of this training.
FALSE
The parent-teacher conference is inclusive of the number of
days required for learners to be in school.
FALSE
Make up classes are allowed to be undertaken to compensate
for the unplanned suspension to cope up with the lesson
TRUE
Summary
•
30
The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
The Teacher Induction Program - Course 1
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)
Guide for Mentors and Newly Hired Teachers
31
Session 2: The School Support
System
Key Topic 1:
Schools and Learning Centers (LCs) serve as frontline services
of the department. These are accountable for education and
learner outcomes. Consistent with the national educational
policies, plans, and standards, the school or learning center
has the following functions:
•
take accountability in achieving higher learning
outcomes;
•
implement the curriculum and be accountable for
higher learning outcomes;
•
provide equitable opportunities for all learners in the
community;
•
develop an education program and school
improvement plan;
•
create an environment conducive to teaching and
learning;
•
lead and manage itself and its resources; and
•
establish and manage linkages with stakeholders.
There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school
head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality
educational programs, projects, and services. A core of nonteaching staff shall handle the school’s administrative, fiscal,
and auxiliary services.
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The Teacher Induction Program - Course 1
Fig. 4. Organizational Structure of a Large Stand-alone Senior High School
DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High School (SHS)
Required Task 1: Policy Reading
Read through the DepEd Order (No. 19, s. 2016) on Guidelines on
the Organizational Structures and Staffing Patterns of Stand-alone and
Integrated Public Senior High School (SHS) and read the following
scenarios to identify the services provided and its function in the schools
and learning centers. Determine the teaching or the non-teaching staff
who does the service portrayed.
You may access the DepEd Orders through this link:
DepEd Order (No. 19, s. 2016): https://www.deped.gov.ph/orders/do-19-s-2016
Guide for Mentors and Newly Hired Teachers
33
Scenario
1. Teacher Leo creates activities to make
sure that learners and teachers access the
place where reading materials and learning resources are kept. He also crafts a
schedule of the classes that could visit the
place. He coordinates with the School Head
for the selection, acquisition, organization,
and maintenance of reference and reading
materials.
Answer
A. Librarian/LRMDS
Coordinator
Feedback
Librarian and LRDMS Coordinator keep
the books and teacher made activities in the
library for additional supplementary materials
of the pupils.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c.
Guidance Counselor
d. Subject/Learning Area Coordinator/
Department Head
2. Teacher Lorrine is handling a case of some
Grade 7 learners who were caught cheating
by their adviser. She calls the attention of
the parents and reports to them what the
learners did. Since it is the first incident,
the learners are reprimanded and reminded of the importance of honesty and of not
cheating.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c.
Guidance Counselor
d. Subject/Learning Area Coordinator/
Department Head
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The Teacher Induction Program - Course 1
School Guidance Counselor are the one
b. Guidance
Coordinator/Teach responsible in giving guidance counseling to
students. He/She has the power to call the
er
parents for a meeting to discuss the problem
and give punishment to avoid doing the
same mistake.
Scenario
3. Teacher Steffi is conducting a career guidance and advocacy seminar to Grade 12
learners focusing on the four exits envisioned for SHS graduates—namely, higher
education, entrepreneurship, employment, or
middle-level skills development. Afterward,
she gives them a survey to answer on what
they plan for their career development after
SHS.
Answer
Feedback
Guidance Counselor gives the students a
choice to choose what career track to
choose on their learning journey.
c. Guidance
Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c.
Guidance Counselor
d. Subject/Learning Area Coordinator/
Department Head
4. Mark Anthony is preparing a budget plan for
the continuous improvement of the school
for the month of August. He is also preparing
the financial report for the month of July.
Both reports are subject to the approval of
the School Head.
a. Guidance Coordinator/Teacher
d. Administrative
Officer
Any plan concerning about the school
improvement should be reported and
approved by the School Head before it will
be implemented.
b. Librarian/LRMDS Coordinator
c.
Guidance Counselor
d. Administrative Officer
Guide for Mentors and Newly Hired Teachers
35
Scenario
5. Miss Rhea prepares the receipt, issuance,
maintenance, and safekeeping of supplies,
materials, and equipment and other properties and facilities of the school. She also
conducts and maintains the inventory of
properties and prepares the required reports
for the School Head’s reference.
a. Librarian/LRMDS Coordinator
b. School Nurse
c.
Property Custodian
d. Feeding Program Coordinator
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The Teacher Induction Program - Course 1
Answer
Feedback
The main responsibility of a Property
c. Property Custodian custodian is to keep track of school property
and materials or equipment keeping and
reporting.
Key Topic 2: Schoolbased Management
(SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable
them to actively participate in
the continuous improvement of
schools towards the attainment
of higher pupil/student learning
outcomes. With SBM, the school
is regarded as a key provider of
education. The SBM empowers
the school’s key officials to
make informed and localized
decisions based on their unique
needs toward improving our
educational system (DepEd
Memo (No. 386, s. 2009)).
Guide for Mentors and Newly Hired Teachers
37
Required Task 2: Scenario Analysis
Scenario 2
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.
Teacher Mary Ann, a fellow teacher whom you consider a
friend, messaged you on Facebook and told you that she will
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?
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 daughter is
still afraid and decided not to go to school that day. The
incident happened during Science time because the teacher
was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class
during that time. Who should you seek help to?
If I will be in this situation, I will honestly
say to her that I also have classes that I needed
to handle. I will advise her to message the school
head instead that she can’t be able to go to
school, and she needed a substitute teacher that
could replace her for the meantime and so that
38
Firstly, I would seek the help of the school
that the school head would be the one to decide
guidance counselor concerning about this matter to
whose teacher is available to handle for her class.
distinguish what is the best way to answer the issue
together with the parents and the learners involve.
If the problem is still be unsolved, then it is time to
ask for the help of the school head.
The Teacher Induction Program - Course 1
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
with his class standing because of his frequent absences and
non-submission of required written and performance tasks.
Lito is getting overwhelmed with the various school activities
he manages. What are you going to do as the adviser?
As a responsible adviser, I will explain to
him that I understand his role as the President
of the Supreme Student Government and that
he has many duties and responsibilities to full
fill. On the other hand, I will also remind him
that he should not fully focused on this, he has
still academic subjects that needs to prioritize.
Session 3 – Pre-opening of Classes
Preparation
Key Topic 1: Preparations for preopening 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.
Your first 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, it is important that before you prepare your classroom
and your lesson, you also need to prepare yourself physically,
mentally, and emotionally.
He should learn to balance his duties and his
academics subjects and never abandon one of
them.
You can do journal writing to reflect on your teaching practice.
This will help you make wiser decisions as you deal with
your situations inside the classroom. In this way, it will help
you reflect objectively when untoward incidents happen.
Whenever you make mistakes or failures, you need to be
patient with yourself. Bear in mind that your school head or
head teacher considers that you are a new teacher in the
school and will definitely give you the kind of understanding
that you need.
Guide for Mentors and Newly Hired Teachers
39
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 all other necessary information that
you need to know about your job in your new school.
Make sure that you read it thoroughly and understand
everything because you are expected to observe all of
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.
40
The Teacher Induction Program - Course 1
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. You may
need to know where the fire exit is or where to lead
learners when an earthquake occurs.
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 it for eating,
some teachers use it for rest, reflection, checking
learners’ outputs, doing paper works, or speaking
with colleagues. Whatever you choose, make sure that
you will be able to use your time well and respect how
other teachers use theirs.
Before you set up your room, you have to check the available
resources. In each school, the principals allocate funds for
supplies such as cleaning materials, instructional materials,
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 personnel in-charge.
Department/Office/Unit
Personnel In-Charge
School Head
BOBBIE P. MOLIT
Clinic
EDELENE G. SEGARINO
Property Custodian
AILEEN A. ARNEJO
SDRRM
ALDIEN B. LAGNASON
ICT
EDELENE G. SEGARINO
BSP
EDELENE G. SEGARINO
BRIGADA ESKWELA
AILEEN A. ARNEJO
LIS
EDELENE G. SEGARINO
SSG ADVISER
EDELENE G. SEGARINO
Guide for Mentors and Newly Hired Teachers
41
Key Topic 3: Setting up the classroom
In setting up your classroom, you need to think about how to
arrange a learning environment that is conducive and friendly.
Take some time to imagine how the learners would be sitting
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
the things that you can still utilize. Some classrooms already
have bulletin boards, cabinets, boxes for cleaning materials,
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
traditional rows, rows of desks facing each other, horseshoe
arrangement, clustered seating arrangement, fishbowl
design, and so on. Your seating arrangement may probably
be adopted by other subject teachers. Make sure that this
arrangement is efficient and flexible. Probably, you may
consider a more stable arraignment to aid you in familiarizing
your new learners. Above all, free your classroom from
hazards that may disrupt learning or may cause harm to your
learners.
The COVID-19 pandemic has forced everyone to adjust
to the new measures of the “new normal” to ensure that
everyone stays safe. Physical classrooms have applied
the social distancing rule to the setup of the chairs in the
classroom and have also opted to schedule frequent
classroom disinfections. Some classrooms have moved
online to platforms such as Zoom or Google Meet.
42
The Teacher Induction Program - Course 1
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, and emotionally.
•
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 Topic 1: 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 everyone will
hear and understand what you are talking about. Make sure
that you show your presence with authority and openness
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, and your coteachers. One tip is to practice what you want to say to help
you have more confidence in class.
The best thing to do is to always come prepared. Make sure
that you spend time in preparing your lessons and other tasks
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 or products.
• 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.
• Structure time for learners to develop their own rules.
F. Distribution of the grade level standards.
G. A quick lesson
H. Dismissal – Goodbye
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)
Guide for Mentors and Newly Hired Teachers
43
Key Topic 2: Getting to Know 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
guide you to better inform your planning on what appropriate
teaching approaches and strategies are best utilized to cater
their learning needs.
The most common way of collecting information from your
learners is by asking them to write it on an index card or a
sheet of paper. You may also use technology in consolidating
information through online forms and surveys. Ask your
learners to write their name and the 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
in preparing and contextualizing your lesson, addressing the
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.
At the beginning of the school year, you may ask the learners
to introduce themselves to you and to the class. To make it
successful, you should model how it is done. Tell something
about yourself that you think will matter so that learners will
get to know you better as a teacher. 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
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The Teacher Induction Program - Course 1
different activities that you will do in the coming days. Spark
a feeling of awe and excitement among your learners, so that
they will look forward to going to school for the coming days.
Emphasize that you will be with them in this new journey.
In this activity, maintain mutual respect and interest. Games
and icebreakers may also be appropriate.
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.
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 to class
every day
4. Raise your hand and wait to be recognized
before speaking
5. Be courteous and considerate to all students
and faculty
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc.
Aside from rules, your success as a teacher in managing
the classroom also depends on the routines that you
introduce to the class.
Some of these routines may involve entering and leaving
the classroom, having work checked, leaving their
chairs and moving around the classroom, maintaining
discipline and attention, 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 One Word: 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 humorous, interesting, angering, or beautiful, 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 that day.
•
Closing Statement or Question: Ask students
to first turn and talk in pairs or in a triad and
discuss questions such as: What did you learn?
What surprised you? What is unclear? What do
you want to know more about? Then ask them
to come up with a closing statement or question
about the content and write it down.
Source: Alber, Rebecca. “6 Opening and Closing Routines for
New Teachers.” Edutopia. George Lucas Educational Foundation, August 17, 2016. https://www.edutopia.org/blog/6-opening-and-closing-routines-new-teachers-rebecca-alber.
Guide for Mentors and Newly Hired Teachers
45
It is important to set these rules and routines on the first day of the school year.
Required Task 1: Article Reading
Read an article from Association for Supervision and Curriculum Development (ASCD) entitled Power
in the Classroom: Creating the Environment. You may access the article through this link: http://www.
ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.
aspx
After reading the article, finish the table below:
Concepts I learned from the article
My thoughts about these concepts
Teachers should let the learners to be part in
Giving students an opportunity to speak in the implementing the classroom rules.
classroom
46
How I will apply
these concepts to my class
I will let my pupils be part in improving our
classroom rules and regulations so that they
would be aware of consequences.
Recognize the learners’ achievement
Giving short recognition to pupils output or
behavior can motivate their morale and
encourage them to do better.
Be inspired and adopt other classroom
procedures
Teachers have to adopt the other classroom
I will give different activities to my learners,
procedures to support the students in gaining giving them their own opportunity to learn and
personal empowerment.
improve their selves in building relationship
with others.
The Teacher Induction Program - Course 1
I will give recognition to the achievements of
my learners either small or big by giving
certificates and praises showing that I am
proud of their doings.
Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
1. First impressions are really important,
so you have to set a good first
impression to your learners, their
parents, and your co-teachers.
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.
3. You should only do what is instructed
for you to do at the beginning of the
school year.
4. You should model how to introduce
oneself at the beginning of the school
year.
5. Rules play a significant aspect in
helping to define the classroom
situation.
ANSWER
TRUE
TRUE
FALSE
FEEDBACK
First impression is important as it is their first
judgement, that’s why even if you feel nervous on
the inside, make sure you're smiling on the outside
as it helps you to become calm. Remember, smile is
the best way to hide the feelings inside. Let the smile
rule your classroom as it conveys “WELCOME”.
As a teacher it is a must to be confident if you want
to make a good impression. It is about giving your
full trust to your own capacities and abilities,
regardless of any mistakes you had done or what
others may think about your competency.
Our rule is to always help the student and depends
on their needs. Giving extra miles in reaching out to
those learners who need our teaching is our top
priority. Therefor, it depends on the student’s need.
In order to let the students follow you, be confident
so that the pupils will be confident to.
TRUE
Rules are indeed significant as it helps you to control
the classroom.
TRUE
Guide for Mentors and Newly Hired Teachers
47
Summary/Key Learning
48
•
Coming to school prepared would not only help you
in building your confidence in fulfilling your role as a
DepEd teacher; it would also enhance your classroom
management skills that would ensure a safe and
conducive learning environment for your learners.
•
For a short period of time, you will be meeting a lot
of learners who possess unique characteristics and
individual needs. As a teacher, it would be beneficial if
you model good behavior to your learners.
•
Rules play a significant aspect in helping to manage
the classroom situation.
The Teacher Induction Program - Course 1
Session 5 – Handling Advisory Classes
Required Task 1: Introductory Activity
There is no playbook that sums up your task as a classroom
adviser. Apart from equipping young people with knowledge,
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
believe in themselves, exert effort to accomplish their goals,
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?
1.
As a teacher/instructor, it is my obligation to help my students
reach their potential and inspire them to achieve success. Students are said
to be the world’s future, and teachers are considered to be a responsible
guide for their improvements. Teachers are accountable for molding their
future, making the learners a better citizen. A teacher’s advice and guidance
in a student’s learning process can boost their ability and guide them to be
more rational in life. Now that we are in the modern age, the role of the
teacher has changed. Teachers are now responsible to incorporate the
lesson to real-life situations and encourages the learners to participate.
Moreover, another vital role of a teacher is to keep track of the learner’s
performances, assessments, achievements, and learners’ development.
Basing all the records the teacher will find it easy to get to know the students
properly and adopt different strategies that gives positive result such as
successful learning for all. The role of the teacher is not constant, it always
changes time to time. Ergo, we as a teacher have to adopt to the change.
2.
These roles of the teacher are manifested in the classroom by
applying it by the adviser in his/her own actions. Implementing these roles to
yourself first is an important factor to this matter.
3.
My experience as a classroom teacher is, I can say, a challenge
and at the same time a reward. I realized that I need to be familiar
completely about classroom management as it will help me to be an effective
classroom teacher. I have learned as well that each learner has different
learning abilities and styles. Therefore, I must provide various activities in my
lessons.
Key Topic 1: Being a Class Adviser
Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. You
will have the opportunity to meet students from different
experiences and backgrounds, and you will definitely enrich
your knowledge by celebrating diversity. It is very rewarding
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
as connecting to learners with counseling, keeping school
records and monitoring attendance, doing homeroom
activities, promoting harmonious relationships and
resolving conflicts, capturing and maintaining learners’
interest, respecting learners’ religious beliefs, maintaining
a well-kept and conducive classroom, accomplishing
and submitting reports on time and communicating with
parents.
As indicated in DECS Order 52, s. 1998, also known
as Guidelines on the Implementation of the Revitalized
Homeroom Guidance Program (RHGP) and the System
of Rating and Reporting Student Performance Under the
RHGP, schools are empowered to conduct a homeroom
guidance program.
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.
2.
3.
4.
5.
6.
7.
8.
9.
Involve the learners.
Decorate your room.
Introduce your subject.
Instigate questions.
Inscribe thought-provoking quotes.
Introduce variety.
Integrate with other disciplines.
Incorporate carefully planned games.
Invite guest speakers and parents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
50
The Teacher Induction Program - Course 1
There is a guidance program handbook that is reproduced
for teacher use, but you may also craft your own activities
depending on the needs of the learners in your class.
Login to your DepEd Learning Portal and see the modules
below. Choose ONLY ONE 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, Module 2: https://lrmds.deped.gov.ph/
detail/18668
•
Homeroom Guidance Grade 7-10: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18687
•
Homeroom Guidance Grade 11-12: Quarter
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
Activities
When is Homeroom Guidance
What activities do you plan to do in
scheduled? You may consult with your your Homeroom Guidance? You may
mentor.
consult with your mentor.
Every Friday of the Week




Reading
Peer Sharing
Reflection
Essay making showing all their
learning
Outputs
What are the expected outputs from
learners and/or documentation of
evidence?
 Reflection Paper
 Worksheets
 Group presentation pictures
Guide for Mentors and Newly Hired Teachers
51
Key Topic 2: Connecting with Learners
As a class adviser, you need to connect with your learners.
Apart from delivering your subject matter, it is also important
to make connections with your learners and let them realize
that what they learn in your class can be used in real life. 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.
The following are things to remember when connecting with
learners:
52
•
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.
•
Stay neutral and do not judge the student, or trust may
be breached.
•
Communicate with your body, face, eyes, your whole
being, that you are intensely interested in what learners
are saying.
•
Show compassion and empathy in your manner and
style.
•
Whenever possible, do not let yourself be interrupted
or distracted when a student is confiding in you.
•
Prove that you have understood what was said by
occasionally responding with reflections of feeling and
content that you heard.
•
Avoid giving advice or telling learners what to do with
their lives.
•
Make yourself as visible and accessible as you can.
The Teacher Induction Program - Course 1
•
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, you must
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 learners how they’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)
1. Listen carefully without interrupting
How to apply to your class
Let the learners share their insights and make them feel that they are
valued.
4. Be consistent in your rules
By asking them simple questions like, “How do you do?”. This gives you
space in the heart of the learner as this breaks the wall that hinders your
relationship with your pupil. Also by asking this question, it gives a
message to a pupil that they are valued.
Develop a classroom where POSITIVITY will rule and foster. This will
help the student to have an learn effectively because an environment
with positivity is an environment that helps the students in a positive
way.
Be bold and consistent in your rules because this will help you in
teaching and it also mold the student on how to be a law-abiding learner.
5. Care
Show to them that you care for every learner. Never lose you temper and
always praise their achievements may it be small or big.
2. Find common ground
3. Create a Positive Classroom Environment
Even if you already do your job in an exemplary manner,
expect that there are learners in your class advisory that
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 is so
shy that he just smiles enigmatically.
•
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. You stop him a dozen times, 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
are placed there to help learners in resolving their personal
issues that affect their academic life. Since you are the
teacher who has the closest contact to your learners, you
are in a position to know very well the concerns that linger
among your learners. All in all, you have to be able to show
that you “care” about them.
Summary
54
•
The class adviser is tasked to do important assignments
such as connecting with learners and counseling,
keeping school records and monitoring attendance,
doing homeroom activities, promoting harmonious
relationships and resolving conflicts, capturing and
maintaining learners’ interest, and communicating
with parents. You should be the adviser who “cares”.
•
Advisers are the assigned person to keep and manage
the school records of the learners that are assigned to
you. It is also a task of the adviser to monitor the daily
attendance of learners.
The Teacher Induction Program - Course 1
Module 3: Creating an Engaging
Physical and Virtual Learning
Environment
•
Reading Activities
•
Reflections
•
Writing activities
Intended Module Learning Outcomes
•
Checklist
At the end of this module, you should be able to:
•
Quizzes
•
Outputs for Portfolio: Oath of Promoting Trust and
Fairness
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
management and positive discipline (2.3.2);
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, LearningFriendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
•
PPST Resource Package Module 15: Establishing safe
and secure learning environment to enhance learning
through the consistent implementation of policies,
guidelines and procedure
3. determine actions in building good relationships
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
Session 1: Positive Discipline in Physical and Virtual
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
Guide for Mentors and Newly Hired Teachers
55
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
promote their well-being and support their learning (Marzano
& Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare
learners to be productive individuals. Creating safe learning
environments involve every aspect of creating a positive
experience for learners. The physical space is one important
element, but equally important are the relationships between
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
also be taken into consideration. In virtual space, 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
within our learning environments -- both physical and virtual.
Thus, creating and reinforcing discipline in classrooms
or virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments
for our learners.
56
The Teacher Induction Program - Course 1
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
control behavior through negative means (UNESCO, 2015).
As a teacher, you need to be knowledgeable of ways on how
to lead your learners to exhibit positive behavior. Discipline
is positive and constructive because it involves setting goals
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
-
Redirect behavior positively – for example, when a
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, in the virtual environment immediately respond
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
making effective communication with the learners as
well as their parents/guardians both for positive and
negative development during online classes, this can
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 preplanned schedule of screen time activities based on
your lesson plan.
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.
Some strategies that you can use to help your learners learn
positive behaviors include the following4,5:
-
Give positive statements.
-
Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions.
-
Provide your learners with opportunities to make
choices and help them learn to evaluate the potential
consequences of their choices.
-
Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds.
-
Model orderly, predictable behavior, respectful
communication, and collaborative conflict resolution
-
Use appropriate body language – nod, smile, and
look directly at the student.
-
Restructure the environment – remove objects that
invite misbehavior.
4
UNESCO. Embracing Diversity: Toolkit for Creating 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.
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.
Guide for Mentors and Newly Hired Teachers
57
Required Task 1: Scenario Analysis
Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.
Scenarios
Case 1 : On Being Tardy
Possible Answer and Points for Feedback
Giving corporal punishment is not an answer to this
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.
problem. Before giving judgement to the student why do not
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.
if we ask them. Like the situation of Rhea, she does not like
What alternative/s to corporal punishment could suggest to the
teacher?
being considerate to our learners is our mission. They do not
ask first what are the reasons why he/she is late. We will
never know what why the student is consistently late unless
to go to school always late, but she is obliged due to some
of the valid reasons that she has to cook food for her
siblings and has no money for transportation. As a teacher,
deserve all the blame for being late instead we have to show
to them that we exist to solve this issue together and that
they are not alone on their journey. We can give them
additional time after the class to cope up with the lessons
that they missed. By having this kind of solution, I believe
no learners will be left behind.
58
The Teacher Induction Program - Course 1
Scenarios
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 a teacher.
Marcus’ teacher: I have to ensure that the class is wellbehaved. 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.
Possible Answer and Points for Feedback
Disciplining Marcus in a positive way is top solution
for this and embarrassing him 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 pupil is acting like this, sometimes they
misbehave because they have unsettled problems at
What alternative action/s could you offer to the teacher in order
to promote positive discipline?
home and the school is there place to forget their
problems. To answer how we could handle this, the
teacher has to privately talk to Marcus about his
wrongdoings. Tell him and let him reflect to the rules
and regulations of the class and the consequences of
wrongdoings.
Guide for Mentors and Newly Hired Teachers
59
Scenarios
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?
60
The Teacher Induction Program - Course 1
Possible Answer and Points for Feedback
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
discouraged to learn or go to school.
learners
to
be
Scenarios
Case 4: On Absenteeism
Possible Answer and Points for Feedback
If the students seem like no interest in going to school
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 I want.
maybe there are reasons for this. Like the situation of Elna
Elna’s teacher: We can’t have learners missing class whenever
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.
fairl and in a nice way. Also, teacher should not judge her
What alternative action/s do you suggest in order to promote
positive discipline?
approach to her pupils, giving sermon to Elna with her
wherein the teacher is the reason why Elna doesn’t want to
go to school anymore. The behavior of the teacher is very
unacceptable, she should be the one to treat her pupils in a
since it is the job of a teacher to make her students feel safe
and valued in the classroom and not to discourage them to
go to school. She should be the one who need to change her
behavior and giving her final warning is not the best
solution because this only proves that the teacher does not
care with her student.
Guide for Mentors and Newly Hired Teachers
61
Scenarios
Case 5: On Bullying
Possible Answer and Points for Feedback
If there is bullying in the classroom, teachers need to
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.
have immediate response to stop it from happening.
Kurt’s teacher: This boy is a problem. He is making other
children miserable and giving our school a bad name. Today in
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.
classmate. After that, the teacher has to talk privately to the
Firstly, The teacher needs to have a background check what
could be the reason why this certain pupil bullies his/her
bully and try to ask him/her why is he/she doing it.
Also, let your students know how people are affected by
bullying and the consequences of bullying others at school.
What alternative action/s do you suggest in order to promote
positive discipline?
If the first action is not effective, then seek the help of the
parents and the guidance counselor and discuss the solution
to this matter.
62
The Teacher Induction Program - Course 1
Scenarios
Case 6: On Adaptability Struggle
Possible Answer and Points for Feedback
Pandemic has changed the environment and the style
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 regularly and I can not submit my requirements on time.
of learning. Due to this, school had to shift from face-to-
Janelles’s teacher: This student may just be making an excuse
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.
to study online, and this caused anxiety, confusion and
What alternative action/s could you suggest in order to promote
positive discipline?
face to online education. Unprepared students were forced
stress to students. As a teacher, our response to this is to be
considerate in all situation with proper balance of what is
good and bad such as providing them enough time to submit
their requirements. Always encourage them even a short
phrase, “You got 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 without any barricades.
Guide for Mentors and Newly Hired Teachers
63
Scenarios
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 from school.
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 my students equally to avoid favoritism.
I should not give him special treatment
What alternative action/s could you suggest in order to promote
positive
64
The Teacher Induction Program - Course 1
Possible Answer and Points for Feedback
If Allen could not cope up to the lesson due to
unstable internet connection, then the teacher should
provide
him
printed
materials/modules
that
are
connected with their lessons so that he can still cope
up with their lesson and will not be 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 disciplinary approach, 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 the victim.”
3. “Corporal punishment
works best. Other
methods don’t.”
“Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
the teacher-child relationship. Children become angry at why someone who is supposed
to teach and care for them is instead threatening, beating, or insulting them.”
4. “I only do it as a last
resort. I had no choice!”
“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.”
Guide for Mentors and Newly Hired Teachers
65
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
66
Remark
1. “Group reinforcement
can not be applied in an
online class.”
“Though there might be limited time to devote to reinforcement 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
one type of positive
reinforcers in my online
class.”
“Learners find different types of reinforcement motivating. To ensure that all learners
engage in an online class, provide a variety of layers of reinforcement such as praise and
token systems.”
4. “When I plan online
activities, I do not
need to consider the
learners.”
“Positive reinforcement in a virtual environment requires the students’ understanding.
In order to gather students’ input, the teacher may use group discussion, chat box and
online polling. ”
5. “The learners in an
online class do not need
rewards.”
“To increase the motivating reinforcement system among learners, the teacher can
provide progressive rewards through a badging system. The teacher may provide badges
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. ”
The Teacher Induction Program - Course 1
Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the
book, Eliminating Corporal Punishment: The Way Forward to Constructive
Child Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert
publication year). The book can be accessed through the link:
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
Required Task 2: Scenario Analysis
Read the following scenarios and identify the issue/s portrayed. Determine
what principle/s for positive child 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 as possible.
a. Respect the child’s dignity
b. Develop prosocial behavior, self-discipline, and character
c. Maximize the child’s active participation
d. Respect the child’s developmental needs and quality of life
e. Respect the child’s motivation and life views
f.
Assure fairness (equity and non-discrimination) and justice
g. Promote solidarity
6
Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.
Guide for Mentors and Newly Hired Teachers
67
Situations
68
Answers
Feedback
1. During the group activity of Teacher
Justin for his Classroom Observation
(CO), two of his pupils started arguing 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.
b. Develop prosocial
Address the misbehavior in a calm and
behavior, selfright way.
discipline, and
character
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.
c. Maximize the
child’s active
participation
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.
b. Develop prosocial Solve the misbehavior in a right way,
talked to them privately and explain their
behavior, selfmisbehavior in the class.
discipline, and
character
The Teacher Induction Program - Course 1
Always follow 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 remaining time.
f. Assure fairness
(equity and nondiscrimination) and
justice
Situations
Answers
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 Princess’s class.
A. Respect the
child’s dignity
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 asking 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.
e. Respect the
child’s motivation
and life views
6. Teacher Cora records the learners
performances and outputs during
synchronous and asynchronous activities. 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 feedback to the participation.
c. Develop prosocial
behavior, selfdiscipline, and
character
D. Respect the
child’s
developmental
needs and quality of
life
f. Assure fairness
(equity and nondiscrimination) and
justice.
g. Promote solidarity
Feedback
Try to be considerate and ask the child
what’s the reason of his drowsiness.
Maybe that the pupil has unsolved
problems in his house.
Never compare your pupil to another
pupil since every learner has different
learning style and intelligence. Always
provide room for them wherein they can
grow and polish their skills.
Calling out the pupils for their incomplete
activities in the middle of the class is not
the best solution for this. Never
embarrass your pupils in front of their
classmates. The best way to respond to
this matter is to call out those students
after the class.
Guide for Mentors and Newly Hired Teachers
69
Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.
Actions
70
Answers
Feedback
1. Acting in the way that you want
the children to act (modelling)
POSITIVE
Be a role model wherein your learners will look up
to you.
2. Forming small groups in online
synchronous activities
POSITIVE
This will highlight collaboration and participation.
3. Getting the student’s attention
before you begin class
POSITIVE
So that it will give you assurance that the pupils are
giving their full attention in class.
4. Making assumptions on student
abilities without evidence or data
NEGATIVE
Avoid hypothetical judgement to pupils without any
valid observation.
5. Using physical force
NEGATIVE
Never use physical force as this will cause the
students to be more aggressive.
The Teacher Induction Program - Course 1
Positive discipline is a way not only to reduce misbehavior
but also motivate learners (UNESCO 2015, 80). It is based
on the premise that behavior that is rewarded is behavior
that will be repeated. The most critical part of positive
discipline involves helping learners learn behaviors that are
effective in promoting positive social relationships and help
them develop a sense of self-discipline that leads to positive
self-esteem.
b. Establish clear rules and procedures and instruct
learners on how to follow them. Give primary-level
learners, in particular, a great deal of instruction,
practice, and reminding.
Effective
and
efficient
classroom
management is primarily built on two factors.
Required Task 4: Reflection
The first is having strong teacher-student
The following are some ways that can help you create a
motivating and conducive environment. How are you going
to illustrate these ways in your own classroom? Limit your
response to 100-150 words per question.
relationships built on mutual respect. The other
a. Hold and communicate high behavioral
expectations for your learners and yourself.
appropriate lessons that link your class content
key element of an effective classroom is to
ensure you have engaging, age- and level-
to students’ own life experiences or interests.
Boring or dull classes will result in student
To hold and communicate high behavioral
expectations for my learners and myself, I will
promote and implement rules where there will be
reinforcements and discipline. By doing this, my
learners will be motivated to do good things and they
will be afraid of doing bad as they will be disciplined.
Also, as a teacher it is our rule to always look after
them and correct them if they are doing things which
might not be good.
On the other hand, as for myself, I will adjust and try
to handle and fix things in a calm way if unexpected
happenings happen inside the classroom.
disengagement, boredom and then behavioral
issues. Both of these factors require teachers
to
know
about
student
likes,
interests,
preferences, learning styles.
If this plan of mine will go smoothly, I will surely
guarantee that I can create a conducive environment.
Guide for Mentors and Newly Hired Teachers
71
Summary
Discipline shapes learners’ behavior and helps them to learn
self-control when it provides encouragement, not painful,
meaningless consequences (UNESCO 2015, 21). You should
use classroom discipline positively by believing in your
learners’ abilities and communicating affection and respect
for them. When you are willing to observe your learners and
respond in ways that encourage positive behavior, you help
them become responsible for their own behaviors and they
reduce the likelihood of misbehaving in the classroom.
An effectively managed classroom is the one that motivates
learners while creating and supporting positive behaviors. In
order to do this, you need to make sure that:
a. Your expectations are clear.
b. Instruction is interesting for your learners.
c. Your learners see a purpose and value to what is
being taught.
d. Instruction relates concepts and skills to a learner’s
experience and is meaningful within his or her daily
life.
e. Your teaching strategies are varied. Learners can
become bored, even if the topic is interesting, if you
constantly use the same teaching methods.
72
The Teacher Induction Program - Course 1
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.
Scenario
Answers
1. At the very first day of the school
year, Teacher Joy enforces
classroom rules promptly,
consistently, and equitably.
TRUE
2. Ma’am Carol believes that it is a
waste of time to devote time in
teaching self-monitoring skills.
3. Teacher Michael ensures that he
maintains instructional pace of
his lesson for the day and makes
smooth transitions between
activities.
4.
Monitor classroom activities
and give learners feedback and
reinforcement regarding their
behavior.
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.
Feedback
This will lead to a well-develop classroom.
FALSE
Teacher should continuously develop the
learners self-monitoring skills and learn to gain
expertise.
TRUE
This helps the pupils to adjust accordingly to the
topic without confusion.
TRUE
Giving feedback will help the learners know
which part they will try to polish while giving
reinforcement motivates them.
FALSE
Avoid discrimination inside the classroom.
Guide for Mentors and Newly Hired Teachers
73
Session 2: Positive Relationships
Optional Task: Learn from Others
Ask a colleague, either a fellow newly hired teacher or a
fellow subject area teacher, on which they think are the best
ways to build relationships with their learners. Write your
findings on the space provided. Limit your response to 100150 words.
The best teachers are capable of maximizing
the learning potential of each student in their class.
They understand that the key to unlocking student
potential is by developing positive, respectful
relationships with their students beginning on the first
day of the school year. Building a trusting relationship
with your students can be both challenging and timeconsuming. Great teachers become masters at it in
time. They will tell you that developing solid
relationships with your students is paramount in
fostering academic success.
It is essential that you earn your students’ trust
early on in the year. A trusting classroom with mutual
respect is a thriving classroom complete with active,
engaging learning opportunities. Some teachers are
more natural at building and sustaining positive
relationships with their students than others. However,
most teachers can overcome a deficiency in this area
by implementing a few simple strategies into their
classroom on a daily basis. Here are some strategies
to try.
Key Topic 1: Building Positive
Relationships with Learners
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 should know the importance of understanding
and empathy. Some of the conditions that are especially
important in encouraging positive learner behavior as part of
the relationship building process are:7
-
Maintaining a positive emotional tone in the
classroom.
-
Providing attention to the learner to increase positive
behavior.
-
Providing consistency in the form of regular routines
for daily activities and interactions to make unexpected,
negative experiences less stressful.
-
Responding consistently to similar behavioral
situations – both positive and negative.
-
Being flexible, particularly with older learners and
adolescents.
-
Treat mistakes as lessons. Tell your learners that we
only learn by making mistakes.
-
Building confidence. Promote positive self-talk.
-
Focusing on past successes.
-
Making learning meaningful. Modify your instructional
methods.
7
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4,
pt 1):723–728.
74
The Teacher Induction Program - Course 1
Required Task 2: Checklist
What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the statements that
reflects good practice and an “X” mark if otherwise.
Statements
1. Interacting respectfully and sensitively
are only important to elementary school
learners.
2. Treating the learners kindly and
respectfully in the classroom is enough
to bolster academic achievement.
3. Taking no notice of relationships during
the teaching and learning process.
4. Awareness of explicit and implicit
messages given to learners is
important.
5. Modelling behavior to learners,
whether intentional or unintentional,
is important.
Answers
/
Feedback
Respecting and being sensitive in
responding to the needs of the learners
are important in the classroom.
/
Being kind and respectful to your student
in the classroom are vital in bolstering
academic achievement.
/
There has to be boundaries between the
relationship of the learners and the
teacher in teaching.
/
/
We have to aware of the explicit and
implicit messages given to the learner to
have a good teaching and learning
process.
Be a good influencer to your learners
whether they it’s outside or inside the
classroom.
Guide for Mentors and Newly Hired Teachers
75
Key Topic 2: Maintaining Trust and
Fairness in the classroom
Some of the characteristics that learners appreciate in a
teacher and their co-learners, and should form a core part of
monitoring our own behaviors, are:8
Fairness
Learners see this as the most
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 special activities.
Humor
The ability to respond lightheartedly
to learners.
Respect
This involves showing regard for the
rights and feelings of learners.
Courtesy
This is another sign of respect.
8
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.
76
The Teacher Induction Program - Course 1
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 or interpretation.
You might try re-stating what has
been said or a use of body language
to show empathy.
These characteristics may model to learners how they would
also interact with each other. This would enhance learner-tolearner relationships.
Required Task 3: Reflection
List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share his/
her own rules he/she has in his/her own class.
My Classroom Routine as an
Adviser
 Greet and welcome my
pupils warmly
 Prayer
 Have a short talk about
their day.
 Give an activity to
energize them
 Remind them about the
classroom rules and
regulations.
 Go the classroom
discussion.
My Routines I Set as a SubjectTeacher
 Greet the pupils
 Prayer
 Checking of
attendance
 Give a short
energizer to set the
mood of the pupils
 Give an activity to
energize them
 Remind them about the
classroom rules and
regulations.
 Go the classroom
discussion.
The Routines my Colleagues Set
in Class
 Greet the pupils
 Prayer
 Checking of
attendance
 Remind them about the
classroom rules and
regulations.
 Go the classroom
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.
Guide for Mentors and Newly Hired Teachers
77
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, ALDIEN B. LAGNASON, 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.
ALDIEN B. LAGNASON
(Signature over Printed Name)
78
The Teacher Induction Program - Course 1
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
1. We should tell our learners how we expect everyone to
behave in class (our learners and ourselves) and discuss
these expectations regularly.
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.
Answer
AGREE
AGREE
3. The rules we develop with our learners must be applied
consistently with no favoritism.
AGREE
4. We must constantly be aware of what is going on in and
outside of our classrooms, and our monitoring must be
subtle and preventative.
AGREE
5. We cannot get angry or lose self-control, but be role
models for good behavior, and follow the rules.
AGREE
6. When discipline is necessary, it focuses on the learner’s
behavior, not the learner. The learner’s dignity is
maintained.
AGREE
7. We need to encourage learners to monitor their own
behavior, such as by keeping diaries. They also need to
monitor each other’s behavior with respect.
AGREE
8. In teaching, we should not use ambiguous or vague
terms. Activities should be sequenced clearly and with
as few interruptions as possible.
AGREE
Guide for Mentors and Newly Hired Teachers
79
Summary
80
•
Building a good relationship with your learners will help
you ensure positive student behavior and discipline.
Thus, an effective educator who foster positive
relationships with their learners creates classroom
environments more conducive to learning and meet
learners’ developmental, emotional and academic
needs.
•
In order to maintain trust and fairness in the classroom,
teachers should always bear in mind the characteristics
that learners appreciate. These characteristics should
form a core part of monitoring our own behaviors:
fairness, humor, respect, courtesy, openness, and
active listening. Modeling these characteristics to
learners. also positively reinforces good learner-tolearner relationships.
The Teacher Induction Program - Course 1
Congratulations! You’ve come to the end
of Teacher Induction Program Course
I: The DepEd Teacher. Please go to this
link for the summative assessment:
Don’t forget to take a screenshot of your
score. It will be submitted to your mentor for
verification and recording purposes.
Once you’re done, kindly input your score
here: [Input your score here.]
Additional reminder: Compile your portfolio
output/s and make sure that your mentor
has checked your coursebook.
Guide for Mentors and Newly Hired Teachers
81
Glossary
82
Central Office
The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
Class Adviser
is a teacher assigned to manage a particular class throughout the school year.
Curriculum and Instruction
The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.
DepEd School Calendar
contains implementing guidelines and list of activities to be followed throughout
the school year.
Discipline
The practice of teaching or training a person to obey rules or a code of behavior
in both the short and long terms.
Elementary School
The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.
Junior High School
The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.
Learner Behavior
This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way in
which learners learn and their social knowledge and behavior.
Learning-Focused Environment
This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC)
A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and improvement
of the people’s quality of life.
The Teacher Induction Program - Course 1
Mandate
an obligation enforced by law.
Mission
a declaration of an organization’s core purpose and focus that is normally
unchanged over time.
Office of the Secretary (OSec)
The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment such
as spanking, verbal abuse and humiliation.
Punishment
An action (penalty) that is imposed on a person for breaking a rule or showing
improper conduct.
Rationalization
a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve the
efficiency of government services, within affordable levels, and in the most
accountable manner.
School
an educational institution, private and public, undertaking educational operation
with a specific age-group of pupils or learners pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site.
Strategic Direction
a course of action that leads to the achievement of organizational goals.
Strategic Management
The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values
are the principles the Department adheres to in pushing the programs into action.
Vision
an aspirational description of what an organization would like to achieve or
accomplish. It is intended to serve as a clear guide for choosing current and
future courses of action.
Guide for Mentors and Newly Hired Teachers
83
References
The resources listed can also be found in the TIP repository folder that can be accessed through this link: https://drive.google.
com/drive/folders/1UEnwol5TUJBDz4PAM0igc3UWMfJNG75o?usp=sharing
Issuances and Legislations
Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. https://www.deped.gov.ph/wp-content/
uploads/2012/05/DO_s2012_40.pdf
Department of Education Order No. 36, s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://
www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program. https://www.
deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
Department of Education Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division Offices of
the Department of Education. https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-centralregional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Executive Order No. 366, s. 2004 on Directing a Strategic Review of the Operations and Organizations of the Executive Branch and
Providing Options and Incentives for Government Employees who may be Affected by the Rationalization of the Functions and
Agencies of the Executive Branch. https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-s-2004/
Philippine Regulation Commission Resolution No. 435, s. 1997 on Code of Ethics for Professional Teachers. http://teachercodes.iiep.
unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act No. 4670, 1966 on The Magna Carta for Public School Teachers. https://www.lawphil.net/statutes/repacts/ra1966/
ra_4670_1966.html
Republic Act No. 9155, 2001 on An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for Other
Purposes. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Republic Act No. 10533, 2013 on An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing
the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes. https://www.officialgazette.gov.
ph/2013/05/15/republic-act-no-10533/
Republic Act No. 10627, 2013 on An Act Requiring all Elementary and Secondary Schools to Adopt Policies to Prevent and Address the
Acts of Bullying in their Institution. https://www.lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Sambolt, M. (2020). How to Design Positive Reinforcement Systems Online. American Institutes for Research.
https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting
84
The Teacher Induction Program - Course 1
Other Sources (Alphabetical Order by Author)
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The Way
Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128. Paris:
UNESCO Publishing.
Guide for Mentors and Newly Hired Teachers
85
Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego
Officer-in-charge, Professional
Development Division (PDD)
Ms. Ana-Sol Reyes
Senior Education Program
Specialist, NEAP-PDD
Mr. Jerson Capuyan
Education Program Specialist II,
NEAP-PDD
Dir. Runvi V. Manguerra
Ms. Donnabel Bihasa
Senior Education Program Specialist,
TEC Secretariat
Mr. Jayson Peñafiel
Education Program Specialist,
TEC Secretariat
Acknowledgments
Philippine National Research Center for Teacher Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane
Ma. Izella D. Lampos
Jeanny S. Burce
Senior Program Manager II
Project Officer
Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio
Warren Quisada
Angelo Uy
Marie Flo M. Aysip
Jeanette Alvarez
Jeaz DC Campano
Ian Harvey Claros
Alfredo G. Desamparo, Jr.
Jerome Hilario
Charito N. Laggui
Gayle Malibiran
Khristian Ross Pimentel
Josefino C. Pogoy, Jr.
Chinita Tolentino
Jennifer F. Vivas
Guide for Mentors and Newly Hired Teachers
87
Validators
Ricky Agbay
Zenylou Frias
Marie Eugenie Soriano
Ma. Agie Amar
Clarivil S. Layug
Marina Tagsip
Jonathan Baniaga
Carlos B. Llamas III
Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa
Jeanrick Deuna Nuñez
Reggie Tuazon
Alma Belarmino
Maribel Perez
Gladys Uy
Rageene Vera Dueñas
Beverlyn Ramirez
Maria Lourie Victor
Nerio Benito Eseo
Frankie Delos Santos
Support Team
Ruth Mae Ellorin
Layout Artist
Aris L. Solis
Layout Artist
Roy Benson
NEAP ICT Technical Support
Pilot Testing Participants
Region IV-A
Region VI
Region VII
Division of Cavite
Division of Iloilo
Division of Bohol
Division of Quezon
Division of Negros Occidental
Division of Cebu
Division of Batangas
Division of Antique
Division of Negros Oriental
Region X
Division of Bukidnon
Division of Misamis Oriental
Division of Misamis Occidental
88
The Teacher Induction Program - Course
National Capital Region
(NCR)
Division of Quezon City
Division of Caloocan
Division of Manila