CORE COURSE 1
Preliminary Activity
Please complete the survey below. This activity will help you reflect on your current
understanding of the different aspects in the Department of Education. How familiar
are you with the following? Check the appropriate box that corresponds to your
answer.
Session 1 – The DepEd’s Mandate
As a newly hired teacher in DepEd, what can you contribute to:
a. Promote quality education?
As a newly hired teacher, I would engage students with activities that promote
analysis, synthesis, and evaluation of class content. Integrate educational
technology to make learning more interactive and fun. Tools like educational apps,
online resources, and interactive whiteboards can be incredibly effective.
b. Uphold equity in education?
Creating an equitable educational environment is crucial for ensuring that every
student can succeed. Inclusive curriculum and teaching methods, addressing
learning gaps, encouraging a growth mindset, creating an inclusive classroom
environment, utilizing technology, engaging with families and communities, providing
equal opportunities. Implementing these strategies, you can contribute significantly
to upholding equity in education and ensuring that all your students could thrive.
c. Respond to the needs of the learners?
As a newly hired teacher in DepEd, you have a wonderful opportunity to make a
difference in the lives of your students. Understand individual needs, create an
engaging learning environment, support emotional and social development, address
learning challenges, foster critical thinking and problem-solving skills, encourage
parental involvement, promote healthy habits, utilize technology, build a supportive
community, and continuous improvement.
Session 2: Vision, Mission, and Core Values
As a new public-school teacher, what are your visions for yourself, for your class,
and your school community?
Self: Continuously seek opportunities for professional development to improve your
teaching skills and stay updated with the latest educational trends. Maintain a healthy worklife balance to ensure you are energized and motivated to teach effectively. Cultivate a
genuine passion for teaching and learning, inspiring both yourself and your students.
Class: Create a classroom atmosphere that is welcoming, engaging, and conducive to
learning. Focus on the individual needs of each student, providing personalized support to
help them reach their full potential. Encourage critical thinking, creativity, and problemsolving skills through diverse learning activities and projects.
School Community: Actively involve the local community in school activities, projects, and
events. This helps build strong relationships and provides additional resources and support
for students.
Key Topic 1: DepEd’s Vision
Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales Memorial National High
school. She encourages her learners to demonstrate their love of country through practicing
acts of kindness inside and outside the school premises. Provide at least two ways of
integrating this in her lessons. You may respond in 3-5 sentences.
Teacher Johanna can integrate this in her lessons by organizing classroom activities where students
can participate in community service projects, such as cleaning up local parks or visiting elderly
homes. She can also incorporate discussions about Filipino values, such as bayanihan (community
spirit) and paggalang (respect), and encourage students to practice these values through small acts
of kindness, like helping classmates with their studies or showing respect to school staff.
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.
Teacher Andrew can help the student gain confidence by pairing them with a supportive buddy
within the scouting group who can encourage and guide them through activities. He can also
gradually involve the student in small, manageable tasks during scouting activities, providing
positive reinforcement and praise to build their self-esteem. Additionally, organizing role-playing
exercises and team-building activities in class can help the student develop social skills and feel
more comfortable in group settings, making the transition into scouting smoother.
Key Topic 3: The DepEd Core Values
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.
To create a child-friendly, gender-sensitive, safe, and motivating environment, Teacher Helga can
decorate the classroom with diverse and inclusive visuals that reflect all students. She should use a
variety of teaching materials that promote gender equality and avoid stereotypes. By establishing
clear safety rules and encouraging open communication, she can create a secure atmosphere
where students feel valued and respected.
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)).
Teacher Luis needs to make sure that everyone in the class understands that no one should be forced
to participate in any religious activity that conflicts with their personal religious beliefs. To prevent
prejudice in the classroom, they should learn to respect the beliefs of others. Therefore, students
should respect their classmates' choice if one of them choose not to participate in or lead the class
prayer.
Scenario 2:
The DepEd Core Values teaches us the love for God (maka-Diyos), love for fellow men
(maka-tao), love for nature (makakalikasan), and love for country (makabansa). Teacher
Molina inspires his Grade 2 learners to become a better version of themselves through
exemplifying qualities and characters of our national heroes. What classroom management
strategies can Teacher Molina employ to encourage learners to apply the DepEd core
values in real life situations?
Teacher Luis can mediate the argument by first reminding the students of Department Order No.
32, s. 2013, which emphasizes the protection of religious rights and the importance of respecting
diverse beliefs. He can facilitate a respectful discussion where students share their perspectives and
find common ground. This approach promotes mutual respect and understanding among students
with different religious backgrounds.
Session 3: Strategic Directions
SELF
1. Regularly seek feedback
from students, parents, and
colleagues to identify areas
for
improvement
and
implement changes.
Reflect on your core values
and beliefs about education.
Determine your preferred
teaching style
Commit to lifelong learning by
attending workshops,
seminars, and pursuing
additional qualifications or
certifications.
MY VISION BOARD
CLASS
SCHOOL COMMUNITY
1. Encourage students to
1. Encourage students to
ask questions, think
critically, and explore
different solutions to
problems. Incorporate
hands-on activities and
experiments to promote
active learning.
ACTION POINTS
Craft a vision statement that
reflects your aspirations for
your classroom.
Set Specific, Measurable,
Achievable, Relevant, and
Time-bound (SMART) goals
for your class.
support and help each
other through peer
tutoring and
collaborative projects.
Involve the local
community in school
activities and projects to
create a supportive
network for students.
promote core values such
as respect, responsibility,
and perseverance, and set
high expectations for
behavior and academic
achievement.
Required Task 2: Pledge of Commitment (Portfolio Output)
Pledge of Commitment
Write your own pledge of commitment in support to DepEd Strategic Directions. You may
write your statements in 3-5 sentences.
I pledge to support DepEd's mission by actively promoting quality education and lifelong learning.
I commit to fostering an inclusive and innovative learning environment that empowers every
student to reach their full potential. By collaborating with educators, parents, and communities, I
will advocate for programs that enhance the holistic development of learners, ensuring that they
become responsible, resilient, and globally competitive individuals.
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?
This module has been enlightening in several ways, enabling me to reflect deeply on
the Vision, Mission, Core Values, and Strategic Directions of the Department of
Education. By revisiting the vision and mission statements, I've gained a clearer
understanding of the overarching goals and the importance of providing inclusive,
equitable, and quality education for all learners. The core values such as integrity,
commitment, and excellence have been reinforced, reminding me of the ethical
foundations that drive educational initiatives and decisions. Understanding the strategic
directions has helped me see the long-term plans and initiatives aimed at improving
educational outcomes. This reflection has reinforced the importance of these guiding
principles in shaping a resilient and future-ready education system.
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?
This module has significantly helped me clarify my vision and motivations in several
keyways. Understanding learner needs and potential. I've gained a clearer vision of how
to create a supportive and inclusive environment that fosters growth and development.
Highlighting the importance of a learner-centered environment, this module has
reinforced my motivation to prioritize student well-being, adapt teaching methods to
diverse learning styles, and involve students in the learning process actively
3. What are your personal beliefs and values that are aligned with the DepEd’s VMV
(Vision, Mission, Core Values)?
My personal beliefs and values align closely with DepEd's Vision, Mission, and Core
Values. I believe in the power of education to transform lives and the importance of
fostering a love for learning that extends beyond the classroom. I strongly value
inclusivity and equity, ensuring that every learner, regardless of their background or
circumstances, has access to quality education and opportunities to thrive. These
values guide my approach to supporting learners and creating an environment where
everyone can succeed.
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
What else I want to know about
video
the PPST/ concepts that need clarification
The Philippine Professional Standards
for Teachers (PPST) include a public
declaration of the knowledge, values,
and skills that teachers must possess
to be effective in their profession. It
aims to establish clear expectations
for teachers along well-defined career
stages of professional development,
from beginning to distinguished
practice; engage teachers to actively
embrace a continuing effort in
achieving proficiency; apply a
consistent measure to assess teacher
performance; and provide a basis for
increasing public confidence in and
support for teachers' work.
I'm curious to find out how PPST can help
me with my professional development and
how I can make advantage of all the
domains it provides. I want to learn more
about it to enhance the teaching-learning
process and attain the desired learning
results.
Module 2 - Gearing up for the School Year
Session 1 – The DepEd School Calendar
Key Concept 3: Implementing Guidelines
Required Task 1: Reading and Reflection
Study the rationale of the Implementing Guidelines of the DepEd School Calendar for
the current school year. Write your insight on the space provided below. Limit your
response to 150 words.
The rationale behind the Implementing Guidelines of the DepEd School Calendar for
the current school year is to ensure educational continuity while prioritizing the health
and safety of learners and school personnel. By setting a structured calendar, DepEd
aims to provide a stable learning environment that accommodates both in-person and
distance learning modalities.
This approach allows for flexibility in response to the ongoing challenges posed by the
COVID-19 pandemic, ensuring that students receive consistent educational support and
resources throughout the year. Additionally, the guidelines emphasize the importance
of mental health and psychosocial support, recognizing that the well-being of learners
is crucial for their academic success.
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:
June
July
July 3,2024
Start of
Enrollment Period
July 17,2024
Brigada Eskwela
National Kick-off
August
August 21, 2024
Ninoy Aquino Day
August 26,2024
National Heroes Day
July 26,2024
End of Enrollment
Period
September
September 5, 2024
Start of National
Teacher’s Day
September 23-24, 2024
First
Academic Quarter
Exam
January
February
December
2-3, 2024
Academic
Quarter 2
Exam
January 2,2025
Resumption of
Classes
February 7 and 10,2025
Third Quarter
Examination
January 25,2025
Start of Early
Registration
February 10,2025
End of Academic
Quarter 3
December
21, 2024
Start of
Christmas
Break
October 12,2024
PTA Conference
and Card
Distribution
November
November
1, 2024, All
Saints Day
November
25-29,2024
MID-YEAR
BREAK
September 25, 2024
Start of Academic
Quarter 2
December
December 4,
2024
Start of
Academic
Quarter 3
October
October 5,2024
Teacher’s Day
September 24, 2024
End of Academic
Quarter 1
July 29,2024
Beginning of the
SY 2024-2025
December 3,
2024
End of
Academic
Quarter 2
2024-2025
February 22,2023
Parent-Teacher
Conference/Distribution
of Report Cards
March
April
May
April 9, 2025
Regular Holiday
May 1,2025
Holiday
April 7-8,2025
Fourth Quarter
Exam
May 18,2025
End of 30-day
Mandatory Break
April 16,2025
Start of EOSY
Break
May 19,2025
Start of Learning
Camp (NLC)
Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
ANSWER
The DepEd school calendar for each
school year does not set the specific
dates for the opening and closing day
of classes.
FALSE
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.
REMARKS
The
DepEd
School
Calendar always set the
specific dates for the
opening and closing of
classes to be familiarized
with the important dates
all throughout the school
year.
TRUE
The in-service training is inclusive of
the number of days required for
learners to be in school.
FALSE
The parent-teacher conference is
inclusive of the number of days
required for learners to be in school.
In service training is
provided
only
for
teachers and pupils are
not part of this training.
TRUE
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.
FALSE
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.
Make up classes are
allowed to be undertaken
to compensate for the
unplanned suspension to
cope up with the lesson
TRUE
Session 2: The School Support System
Scenario
Answer
Feedback
1. Teacher Leo creates
activities to make sure that
learners and teachers access
the place were reading
materials and learning
resources are kept. He also
crafts a schedule of the
classes that could visit the
place. He coordinates with the
School Head for the selection,
acquisition, organization, and
maintenance of reference and
reading materials.
a. Librarian/LRDMS
Coordinator
The books and teachercreated activities are
kept in the library by the
librarian and LRDMS
Coordinator for the
students' additional
supplementary materials.
a.
b.
c.
d.
Librarian/LRMDS Coordinator
Guidance Coordinator/Teacher
Guidance Counselor
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
Scenario
b. Guidance
Coordinator/Teacher
Answer
The person in charge of
providing pupils with
guidance counseling is
the school guidance
councilor. She could
arrange a meeting with
the parents to talk about
the issue and assign
punishment to prevent
making the same
mistake twice.
Feedback
3. Teacher Steffi is conducting a
career guid- ance and
advocacy seminar to Grade
12 learners focusing on the
four exits envi- sioned for SHS
graduates—namely, higher
education, entrepreneurship,
employment, or middle-level
skills development. Afterward,
she gives them a survey to
answer on what they plan for
their career development after
SHS.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
c. Guidance Councilor
Guidance
Councilor
helps students to choose
what appropriate career
track to choose on their
journey.
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 regarding with
the school improvement
should be reported and
approved by the School
Head before
implemented
b. Librarian/LRMDS Coordinator
c. Guidance Counselor
d. Administrative Officer
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.
Answer
Feedback
c. Property Custodian
Property custodian is the
one
responsible
for
school
property
and
materials or equipment
keeping and reporting.
a. Librarian/LRMDS Coordinator
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator
Key Topic 2: School-based Management (SBM)
Required Task 2: Scenario Analysis
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?
You should seek help from the school principal or vice principal to inform them about the
incident and get their guidance. Engage the school counselor to provide support to the
affected student. Have a conversation with the science teacher to address the incident and
ensure it doesn't happen again.
Scenario 2
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?
As a colleague, inform Teacher Mary Ann that you are unable to cover her classes due to
your own teaching responsibilities. Recommend she contacts the school administration or
the person responsible for arranging substitute teachers. This ensures her classes are
covered while you fulfill your commitments to your own students.
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 Lito's adviser, schedule a meeting with him to discuss his academic performance and
workload. Offer guidance on time management and help him prioritize his tasks. Coordinate
with the SSG advisor to find ways to balance his responsibilities without compromising his
studies.
Session 3 – Pre-opening of Classes Preparation
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 InCharge
SCHOOL OFFICE/ADMIN
CLINIC
PROPERTY CUSTODIAN
SDRRM
ICT
SCHOOL LIBRARY
FEEDING PROGRAM
BRIGADA ESKWELA
CIP
LIS
BSP/GSP
GAD
JANITOR
SECURITY GUARD
Department/Office/Unit Personnel InCharge
Edralyn M. Baltazar
Myra L. Sala
Edralyn M. Baltazar
Ruby D. Doong
Verliz Joy A. Villar
Edralyn M. Baltazar
Edralyn M. Baltazar
Mary Jen L. Caranza
Emmeline P. Serote
Diane Rose B. Tangonan
Session 4 – Opening of Classes
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/Powerin-the-Classroom@-Creating-the-Environment. aspx
After reading the article, finish the table below:
Concepts I learned from
the article
Inclusive Education
My thoughts about these
concepts
Teachers should accept all
the learners despite of their
religion, gender, ethnic
origin or family background.
How I will apply these
concepts to my class
Help kids understand one
another
Without judging one
another, respect one
another's differences.
Diversity of Learners
Differentiated classroom
procedures
Learners have different
learning styles
and talents that need to be
nurture.
We teachers can adopt
other classroom procedures
to help the students gain
personal empowerment in
school.
Provide pupils with a variety
of opportunities to grow in
their knowledge, talents,
and potential.
I'll assign my students a
range of projects to help
them take ownership of
their education and improve
their communication skills
with classmates.
Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION
ANSWER
1. First
impressions
are
important, so you have to
set a good first impression
to your learners, their
parents, and your coteachers.
TRUE
2. In your first contact with
your learners, coteachers, 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.
TRUE
TRUE
FEEDBACK
Building
a
professional,
trustworthy,
and
respectful
connection with your pupils can
be facilitated by making a strong
first impression. This can
contribute
to
creating
a
welcoming learning atmosphere
where your students feel
comfortable asking questions,
participating in conversations,
and seeking help when needed.
By creating a positive initial
impression with parents, you can
increase their involvement and
support
for
their
child's
educational needs. Making a
good initial impression on your
co-teachers can lead to a
collaborative and productive
work
environment
where
everyone is chasing the same
goal of providing the students
with the best education possible.
Even while it's crucial to convey
confidence, you should also be
open and candid with others,
especially
if
you
don't
necessarily have the answers or
are in a position of power. You
may build stronger bonds and a
more
encouraging
learning
environment
for
everyone
involved by working together and
asking for more help when it's
needed.
The rules and regulations
established for the first day of
class should be followed.
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.
TRUE
TRUE
When youngsters introduce
themselves to their classmates
and teachers, set a good
example for them to follow. This
will make them more at ease
and confident.
In order to create a conducive
learning atmosphere in the
classroom, rules are essential.
By setting rules in the
classroom, you can better
manage your students.
Session 5 – Handling Advisory Classes
Required Task 1: Introductory Activity
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?
The role of a teacher is to inspire and guide their learners towards academic and personal
growth. They create a supportive and inclusive learning environment that encourages
curiosity and critical thinking. Teachers also serve as mentors, helping students develop
the skills and confidence needed to succeed in life.
2. How do you think are those roles manifested in being a classroom adviser?
As a classroom adviser, a teacher takes on a more holistic role, focusing on the overall
well-being and development of their students. They foster a supportive environment,
addressing both academic and personal challenges. Advisers guide students in setting
goals, managing their time, and developing social skills, ensuring they are well-rounded
individuals prepared for future success.
3. So far, how was your experience as a classroom adviser?
My experience as a classroom adviser has been both rewarding and challenging. I've had
the opportunity to support and guide my students through various academic and personal
milestones. Building strong relationships with them and witnessing their growth has been
incredibly fulfilling. However, balancing the needs of each student and managing
unexpected situations can be demanding, but it’s all part of the journey.
Key Topic 1: Being a Class Adviser
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter
of the school year.
DATE
When is Homeroom
Guidance scheduled?
ACTIVITIES
What activities do you plan
to do in your Homeroom
OUTPUT
What are the expected
outputs from learners
You may consult with
your mentor.
Guidance? You may consult
with your mentor.
Every Friday of the
Week



Peer Sharing
Reflection Writing how
they show respect to
other people
Role Playing
and/or documentation of
evidence?



Reflection Paper
Worksheets
Pictures
Key Topic 2: Connecting with Learners
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. 1. Develop a Positive Classroom
Environment
2. 2. The withdrawn student.
3. 3. Optional Task
4. 4.Be consistent in your rules.
5. 5. Listen carefully without interrupting.
How to apply to your class
Include morning meetings in your daily
schedule to build relationships with your
students. Create a system of rewards and
refrain from using negative discipline;
instead, concentrate on praising good
behavior.
Summarize what you heard at the
conclusion of the conversation and
request that the student do the same.
Listen carefully without interrupting.
Make the rules, and people will abide by
them. Avoid being partial. This makes your
class feel disrespected.
Let the learners share their opinions and
let them feel that they are valued.
Module 3: Creating an Engaging Physical and Virtual Learning Environment
Session 1: Positive Discipline in Physical and Virtual Learning Environment
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
Physical punishment or corporal
punishment is not an effective teaching
strategy and can have a long-term
negative impact on a student's emotional
and psychological health.
There are several ways a teacher can deal
with the issue of students being tardy
without resorting to physical punishment.:
 Positive reinforcement: Teachers
might encourage pupils who arrive
on time rather than criticizing those
who are late. Verbal praise,
additional credit, or other rewards
Rhea’s teacher: I have to make sure
can be used to accomplish this.
the children understand that coming
 Parental involvement: Teachers can
late to school is not acceptable. They
speak with parents and guardians
have to know that there are
about the value of being on time
consequences for their tardiness. I
and ask for their assistance in
always give them punishment. Some
motivating their children to do the
of them are even used to it. They just
same.
offer themselves up because they
 Clear expectations and
know I don’t listen to any excuses.
repercussions: Teachers can
express the consequences of being
What
alternative/s
to
corporal
late, such as missing out on
punishment could suggest to the
activities or having to make up lost
teacher?
work and set clear standards for
their students' punctuality.
 Counseling and assistance:
Teachers might suggest counseling
or other support services in the
school or community for students
who suffer with tardiness due to
underlying concerns like anxiety or
family problems.
Rhea: I live a few kilometers away
from my school. In the morning,
sometimes I must 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.
Scenarios
Possible Answer and Points for
Feedback
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 must ensure that
the class is well- behaved.
Otherwise, they will just get out of
control, and I will not be able to teach.
The learners will take over and other
teachers will laugh at me. I will put
Marcus in his place by embarrassing
him publicly. I will make an example
out of Marcus so that learners will
not dare to show disrespect by
making noise in my class.
Marcus shouldn't be humiliated in front of
others as a kind of punishment. Teachers
should use positive reinforcement to
encourage good behavior in place of doing
that. This can be accomplished by
rewarding positive conduct with praise,
recognition, and rewards. He or she can
also develop a close relationship with their
pupils by showing an interest in both their
personal and academic endeavors and by
creating a safe and supportive learning
environment. When they feel their teacher
is interested in them, students are more
likely to behave correctly in class. He or she
must also establish precise rules for
classroom behavior and make sure that all
students are aware of them. The
consequences for misconduct should also
be made very apparent and strictly
enforced.
What alternative action/s could you offer
to the teacher to promote positive
discipline?
Scenarios
Possible Answer and Points for
Feedback
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
Since not all kids learn in the same way,
teachers must be aware of the different
learning preferences of their students.
Clark's behavior in class, where he
frequently gives incorrect answers,
demonstrates that he does not understand
the content rather than demonstrating that
he is not paying attention.
He doesn't participate in class because he's
afraid his classmates will make fun of him.
The instructor might offer Clark a corrective
lesson after class that would be beneficial.
Discuss with him anything he didn't
understand during the session and provide
him remedial exercises to help him
understand it better. If students feel
humiliated in front of the class, they won't
be as motivated to learn or show up for
class.
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?
Scenarios
Possible Answer and Points for
Feedback
Case 4: On Absenteeism
Elna: Sometimes my mother sends me to
sell things at the market and I can’t go to
school. Sometimes I feel bored on the way
to school and visit my friend instead of
going to school. Sometimes I don’t like
being in a class where the teacher always
asks me questions and looks at me in a
funny way. I know that I am not going far
ND
after the 2 year High School, so what’s
the point? I might as well do what I want.
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.
Some students might not want to go to
class for a variety of reasons. Like Elna,
she no longer wants to go to school
because of the teacher. The way Elna's
teacher is acting is totally inappropriate.
She is the one who needs to be gracious to
her students and refrain from criticizing
them. It is her duty to ensure that her
students are at ease in the classroom and
prevent early departures. Not someone
else, but she needs to change.
Reprimanding Elna for her behavior and
giving her a final warning is not the right
course of action because doing so shows
that the teacher doesn't care about Elna.
What alternative action/s do you suggest in
order to promote positive discipline?
Scenarios
Possible Answer and Points for
Feedback
Case 5: On Bullying
Kurt: I am the toughest boy in this school.
Everyone fears me, and I need to make
sure that no one gets away with
undermining my status. I keep others’
respect by showing them what might
happen if they don’t fear me. I tease small
girls, and sometimes rough up an annoying
boy. Everyone in school knows not to cross
me. They know my father is tough at home
and I am tough at school.
Kurt’s teacher: This boy is a problem. He
is making other children miserable and
giving our school a bad name. 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.
A teacher is required to intervene quickly to
put an end to bullying if they see it
happening in the classroom. To find out
why the kids are bothering his or her peers,
he or she needs to speak with them oneon-one. Make sure your children
comprehend the effects of bullying on
others as well as the repercussions of
bullying others at school.
Discuss a
possible fallback strategy with your parents
and a guidance counselor in case the initial
course of action fails.
What alternative action/s do you suggest to
promote positive discipline?
Scenarios
Case 6: On Adaptability Struggle
Janelle: Online learning is new to me. I am
used to face to face classes. I will inform my
teacher that I cannot attend online classes
regularly and I cannot submit my
requirements on time.
Janelle’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.
Possible Answer and Points for
Feedback
The teacher could show that they care
about the kids' circumstances. Give them
time to respond to your inquiries. You
should always give them constructive
criticism, even if it's just a simple "You can
do this" statement. Recognize that no one
is immune to trying times. The instructor
needs to give Janelle additional options for
furthering her education if she is unable to
access online instruction.
What alternative action/s could you suggest
in order to promote positive discipline?
Scenarios
Possible Answer and Points for
Feedback
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.
If Allen was unable to participate in class
due to a poor internet connection, he
should not be left behind; therefore, the
instructor may provide paper materials that
correspond to their lectures.
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 must treat my students equally
to avoid favoritism. I should not give him
special treatment
What alternative action/s could you suggest
to promote positive
Required Task 2: Scenario Analysis
Read the following scenarios and identify the issue/s portrayed. Determine what principle/s
for positive child discipline could be used to address the/ those issue/s.
Situations
Answers
Feedback
1.
During the group
activity of Teacher Justin for b.
Develop
prosocial Resolve the misbehavior in
his Classroom Observation behavior, self-discipline, and a timely manner.
(CO), two of his pupils character
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 after
class.
If you follow the lesson plan,
the lesson activity will serve
2.
Teacher
Gemma
as your guide. When
prepared a very engaging c. Maximize the child’s
conducting
group
group activity for his Grade active participation
exercises, always set a time
7 during her CO. Because
limit so that students are
of the learners’ enthusiasm
aware of how much time is
and excitement, Teacher
remaining.
Gemma exceeded her time
allotment for the said
activity,
and
therefore
affected the remaining
parts of the lesson.
3.
During the class of
Sir Christopher, there was
a. Develop prosocial
an on-going group activity
behavior, selffor his learners. Most of the
discipline, and
pupils were quiet except for
character
this one group wherein two
pupils were talking about
unrelated topics loudly,
f. Assure fairness
disrupting the other groups. (equity and nonHe approached them and discrimination) and justice
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.
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.
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.
6.
Teacher
records
the
Cora
learner’s
Address the misbehavior in
appropriate way, talked to
them privately and explain
their inappropriate behavior
in the class.
Don't make the child look
bad in front of the class. The
A. Respect the child’s
teacher
should
be
dignity
understanding of the child's
circumstance;
perhaps
D. Respect the child’s
developmental needs there is an issue at home
explaining why he did not
and quality of life
sleep properly. After the
lesson, try to speak with
him.
a. Respect the child’s
motivation and life
views
b. Assure fairness
(equity and nondiscrimination) and
justice.
Do not compare students
with other students because
every
child
learns
differently. Always be fair to
your kids.
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.
b. Develop prosocial
behavior, selfdiscipline, and
character
c. Promote solidarity
The teacher should call out
the attention of the pupils
after the online class to
discuss their incomplete
activities not during the
lesson
to
avoid
embarrassment.
Address the misbehavior in appropriate way.
Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive
disciplinary action or negative disciplinary action.
Actions
1. Acting in the way that you
want the children to act
(modelling)
2. Forming small groups in
online synchronous activities
3. Getting the student’s attention
before you begin class
4. Making assumptions on
student abilities without
evidence or data
5. Using physical force
Answers
Feedback
POSITIVE
Give your students positive examples.
POSITIVE
Promotes involvement and teamwork
POSITIVE
This aids in improving classroom
management and instructional
concentration.
Avoid passing judgment on students
without taking any action.
NEGATIVE
NEGATIVE
Since it violates the law and the child
protection policy, teachers are not
authorized to use physical force on
students and corporal punishment is
not a remedy to any misconduct on
their part.
Required Task 4: Reflection
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.
a. Hold and communicate high behavioral expectations for your learners and yourself.
Keep up the high expectations you have for yourself and your students in terms of
behavior.
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.
Create rules and regulations. They ought to be informed about each and
demonstrated how to adhere to it. Let them participate in it regularly.
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did
not.
Scenario
1.
At the very first day
of the school year, Teacher
Joy enforces classroom
rules promptly, consistently,
and equitably.
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 to
discriminate the very good
learners from the rest.
Answers
Feedback
TRUE
This is a clear instance of
how to run a well-organized
classroom.
FALSE
The ability of the student to
monitor their own progress
and learn must be
continually developed by
the teacher.
TRUE
This helps students retain
the material.
TRUE
FALSE
Giving students
constructive criticism and
praise motivates them to do
well in class and participate
fully.
The teacher should assess
each student fairly to
determine the average and
below average learners.
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 100- 150 words.
The following below are best ways to build relationships with learners:
1. Get to know your learners: Take time to learn about your students' interests,
strengths, challenges, and backgrounds.
2. Show interest and empathy: Actively listen to your students, acknowledge their
feelings, and show empathy.
3. Be approachable and available: Let your students know that you are there to
support them by being approachable and available. Encourage them to come to
you with any questions or concerns and respond in a timely and supportive
manner.
4. Use positive reinforcement: Recognize and celebrate your students' successes and
progress, both academic and personal. This can help build their confidence and
motivation to learn.
5. Collaborate with learners: Involve your students in decision-making and problemsolving and encourage them to take ownership of their learning. This can foster a
collaborative relationship between teacher and student.
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.
Answers
/
/
Feedback
In the classroom, it's critical
to show respect for and be
aware of the needs of the
students.
This provides all students
with equal opportunities to
learn in the classroom.
Regardless of the ties
between certain students
and the teacher, students
should learn and be treated
properly in the classroom..
3.
Taking no notice of
relationships during the
teaching and learning
process.
/
4.
Awareness of explicit
and implicit messages
given to learners is
important.
/
Encourages the
employment of more
strategies and improved
oral proficiency
5.
Modelling behavior
to learners, whether
intentional or unintentional,
is important.
/
Whether or not your
students can see you, set a
positive example for them.
Key Topic 2: Maintaining Trust and Fairness in the classroom
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
Prayer
Greetings
Giving short
energizer
Checking of
Attendance
Having a short
conversation about
how they are feeling
today?
Start the class
discussion
My Routines I Set as a
Subject- Teacher
Prayer
Greetings
Giving short
energizer
Checking of
Attendance
Having a short
conversation about
how they are feeling
today?
Start the class
discussion
The Routines my
Colleagues Set in Class
Prayer
Greetings
Checking of
Attendance
Start the class
discussion
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, JEVELYN L. CASAS 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.
JEVELYN L. CASAS
(Signature over Printed Name)
Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on
the next column.
Statements
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.
3. The rules we develop with our learners
must be applied consistently with no
favoritism.
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.
5. We cannot get angry or lose self-control,
but be role models for good behavior, and
follow the rules.
6. When discipline is necessary, it focuses
on the learner’s behavior, not the learner.
The learner’s dignity is maintained.
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.
8. In teaching, we should not use ambiguous
or vague terms. Activities should be
sequenced clearly and with as few
interruptions as possible.
Answer
AGREE
AGREE
AGREE
AGREE
AGREE
AGREE
AGREE
AGREE