MODULE 1 – TEACHING WITH THE CONTEXT IN MIND

Session 1 – Theoretical and Legal Anchors of Contextualization

Prior Knowledge Assessment

Statements Answers Feedback

1. Learners relate better to concrete, tangible TRUE
examples and experiences than to abstract
conceptual models.
2. Action learning is based on the premise that TRUE
learners will learn from their mistakes and/or learn
from one another.
3. Contextualization is a degree of localization. TRUE
4. When you incorporate activities that are related to FALSE You can’t say you are an indigenous
the actual situation in the community and you utilize people if you are not a member of their
materials that tribes. As a teacher, you are only
are available in the locality of the school, you are adopting and utilizing materials that are
already indigenizing. available in the locality of the school.
5. Contextualization is one of the main features of TRUE
the K to 12 Curriculum.
6. DepEd mission highlights that the curriculum shall FALSE This is not the highlights of DepEd
be flexible enough to enable and allow schools to mission, it is the standards and
localize, indigenize, and enhance the curriculum principles, when appropriate in
based on their respective educational and social developing the enhanced basic
contexts. education curriculum.
7. Contextualization is also one of the provisions in TRUE
Republic Act 10533 or the Enhanced Basic Education
Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap TRUE
between what is known and what is being
learned.
9. Contextual learning should be an integrated TRUE
learning process of problem-solving learning and
work-based learning to encourage and stimulate a
higher-level thinking.
10. Situational learning is based on the premise that FALSE Action learning is a systematic process
learning requires action and action requires through which individuals learn by
learning. doing. It is based on the premise that
learning requires action and action
requires teaching.
KEY TOPIC 1: LEGAL BASES OF CONTEXTUALIZATION

Required Task 2: Think-Pair-Share

Using the legal bases supporting the practice of contextualized teaching, write down the phrases and
clauses referring to contextualization. Discuss them with your co-newly hired teacher/s or mentor.
Use the template below.
Legal Basis Statements/phrases Feedback from the mentor Insights during the
highlighting Sharing
Contextualization
1. Article XIV Culture- based – The State It seeks to develop among It is the grounding of
shall foster the Filipinos a greater instruction and students
Section 14 1987 preservation, enrichment, awareness, understanding learning in these ways
and dynamic evolution of a and appreciation of arts, including values,
Philippine
Filipino national culture history, and heritage towards norms, knowledge,
Constitution based on the principle of the evolution of beliefs, practices,
unity in diversity in a consciousness that will experiences, and
climate of free artistic and improve quality of our life. language that are
intellectual expression. foundation of culture.
2. Republic Act The curriculum shall be Develop the contextualized The development and
10533 contextualized and global curriculum that fit the needs evolution of these
of the time and place and global goals for
Enhanced Basic people that are serving education have given
Education Act of rise to the global
The curriculum shall be flexible
2013 curriculum, which aims
to “promote a worldwide
Based on their respective curriculum, unifying
educational and social criteria, identification,
contexts and respect of regional
uniqueness.
3. DepEd’s Mission Culture-based Family, community and other Family, community
stakeholders are actively anther stakeholders has
engaged and share also a big role in
Family, community and responsibility for developing attaining schools’
other stakeholders are life-long learners. mission and vision in
actively engaged promoting equity and
improved basic quality
education.
 KEY TOPIC 2: CONTEXTUALIZATION IN THE K TO 12 CURRICULUM

Required Task 1: Scenario Analysis

In reference to the theories presented, identify and explain the theory reflected in each of the
following classroom practices. Complete the task together with your mentor and/or colleagues.
Scenario Answer Feedback of Mentor Insights Gained
Mario, a kindergarten pupil, is learning how to A. Connectio When we say Because Mario
read and write. He knows the alphabet letters, n Theory connection already known the
but cannot read or write words yet. No matter theory, it is alphabet letter which
how much guidance was given, he could never relatively new means he has already
read on his own. With Teacher Roselle’s help, learning that knowledge and have
Mario can now read and write short words like suggest, the guidance of his
“at,” “boy” and “dog”. students should teacher.
combine
a. Connection Theory thoughts and
general
b. Constructivist Theory information in a
Active learning
c. useful manner.
In a carpentry class, Teacher Bryan provided B. Active When we say Teacher Bryan
this activity: “You have been hired as a Learning active learning, assigned some
carpenter to help renovate a family room. The we imply an problem-based
contractor asked you to submit a cost estimate integrated learning activities,
for the base molding (baseboard) around the learning process such as determine the
room. You will need to include the following in that include wood kind, measure
your estimate: problem-based the space and
learning and construct a scale
i. the type of wood and style of molding you will work-based drawing on the floor
use learning in order plan showing
to promote and fireplaces, doors, and
ii. the number of pieces and what lengths will stimulate higher other objects in order
be purchased level thinking to identify the cost.
iii. the cost per foot
iv. the total cost of molding needed for the
family room
In determining the cost, you will need to
measure the room and make a scale drawing
of the floor plan showing fireplaces, doors, and
other objects that may affect the lengths of
the base molding you choose to install.
a. Connection Theory
b. Constructivist Theory
Active learning
c.
In the Chemistry class of Teacher Paul, he Constructive When we talk Teacher Paul takes
showed a candle. He explained the composition Theory about on the role of
and function of the candle. Later on, he asked the constructivism, facilitator for the class
learners how the flame is produced and how the we are talking and students,
candle works. He encouraged the learners to about a theory encouraging them to
discover for themselves how the candle works. that states that, interact, share ideas
They do this first by making simple observations, learners build and develop meaning
from which they later build ideas and hypotheses knowledge and knowledge. In the
 which they then go on to test. At the end, the rather than end, the students
learners successfully understand the components passively takin in have thorough
of combustion, an important chemistry topic. information. understanding of the
aspects of
a. Connection Theory combustion.
b. Constructivist Theory
c. Active learning

Now from the scenarios above, what is common? In teaching, you should always consider the context
of your learners. You need to relate the topic or lesson to your learners. In this case, you are
teaching contextually.

In my classroom, constructivism is widely employed. It focuses on the questions and interests of my

students; the students build on what they already know, and we emphasize integrated learning. I can relate
it to our class since I’ll start with a video presentation and ask questions related to the topic. The second
was mentor text, and the third was model or taking my class tale and adding relevant interaction. After that,
we will have a discussion to assist them develop their own knowledge and students will mostly work in
groups.

SESSION 2 – TEACHING CONTEXTUALLY

Key Topic 1: Teaching Contextually

Required Task 1
Give your comments on the following situations. Discuss them with your
colleagues.

TOPIC SCENARIO LOCALIZATION OR INSIGHTS

INDIGENIZATION?
Visualize the Teacher Rommel used easily observable examples Localization Teacher Rommel
ratio of two of ratio in the community such as one jeep, 4 prioritized things
Indigenization that are present
given numbers wheels; one kariton, 2 wheels, one tricycle, 3
wheels in their
community and
children are
familiar with it
because they
see it in the
community, thus
he used the jeep,
4 wheels,
kariton, 2
wheels, tricycle
and 3 wheels as
an observable
illustration of
ratio.
Teacher Mary Ann presented the lesson by Localization As an example,
mentioning community activities or cultural practices Teacher Mary
that inherently use the concept of ratio like bringing Indigenization Ann emphasizes
sacks of rice to markets using carabao (one carabao on socio-cultural
to the number of sacks) community
 activities and
cultural customs.
Identify Teacher Melody instructed her learners to interview Localization Indigenization is
elements of a the chieftains in the villages of the learners and important
Indigenization because
short story asked for stories of origin depicting their culture
instructor Melody
wants her
students to learn
about local
history.
Teacher Hanadee presented the elements of a short Localization In relation to the
story using a local legend “Ang Alamat ni Daragang biogeographical
Indigenization of their locality,
Magayon”
teacher Hanadee
employs the
approach
indigenization in
her teaching-
learning
processes.
Identify star Teacher Ailyn mentioned the community’s name Localization It focuses on the
patterns that for prominent stars while retaining the use of the biogeographical
Indigenization content of the
can be seen at Greek constellations
particular times lesson.
of the year Teacher Lester discussed the community’s own Localization It concentrates
calendar of star patterns and its background before on the lesson’s
Indigenization biogeographical
discussing the Greek constellations
content.

Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.

SITUATIONS ANSWER FEEDBACK

1. The barangay will be having its annual fiesta. Localization The teacher’s business plan
Teacher Marilou requested her students in TLE to event is a fantastic opportunity
create a business plan using the concepts to introduce local products to
discussed. The business plan is a requirement for their community through a fair
the learners to be allowed to participate in the on fiesta day.
bazaar on the day of the fiesta.
2. “Inutak” is a native delicacy of the people of Indigenization The relevance and socio-
Taguig and Pateros. The dish is a reflection of the cultural aspects are used by
early customs of the local inhabitants of Taguig and the teacher. He ensures that
Pateros. Teacher Arnel together with his students in Taguig inhabitants’ custom are
Araling Panlipunan will conduct a research on this. upheld.
He instructed his students to interview some
prominent native residents of the area and ask
questions about the relationship of culture and the
dish.
3. In the ICT class of Teacher Rodel, after discussing Localization Teacher Rodel’s students
video and animation, he instructed his students to become more involved in their
produce an online advertisement using the famous academics. This is because
local products and delicacies in their place. technology enables a variety
of ways to make advertising
 products and delicacies more
entertaining and fun, it can
also reach more people
through social media.
4. Teacher Diane is teaching in a provincial Indigenization In practically all communities,
school. In her English Class, one of the activities custom plays a significant role
was the reading of the short story “How My Brother in regulating human behavior.
Leon Brought Home a Wife” As a priming activity, Teacher Dianne leads
she asked the learners to share their traditional exercises that are
customs. representative of cultural
customs to which everyone
can relate.
5. After learning the elements of a play, the class is Localization The local hero will be depicted
tasked to perform a stage play for the upcoming in the stage play utilizing items
fiesta. The story of the play revolves around a local found in the community.
hero during World War II named Jose Ozamis.

Required Task 2: Reflection

Create your #Commitment that manifests the significance of contextualization to you as a teacher, for
your learners, and to the community. Write it down in the hearts below and discuss your answers with
a co-newly hired teacher or mentor.

AS A TEACHER:
 To the best of my abilities, I will assist and help my students in connecting
educational tasks with their prior knowledge, and daily curricular contextualization
helps the connection of theory and practices. I will be fair and honest in everything
that I do.

FOR MY STUDENTS:
 I oath to engage my learners in an active learning environment while supporting
them in making sense of the materials they received. I will assist learners in learning
language skills by teaching them what it is look like in an actual scenario in which
they will bring and use in the real world.

FOR MY COMMUNITY:
 In my class, I will emphasize the necessity of teaching localization and
indigenization.

SESSION 3 – REACT STRATEGY

Key Topic1: The REACT Strategy

Required Task 1: Pre-assessment Activity

Before you undergo this session, take this pre-assessment activity. Determine whether the statement is stating a
fact or not. Write TRUE if the statement is a fact and FALSE if not.

Statement Answer Feedback

 1. Teachers can use the REACT True REACT methods are used by teachers to
Strategy in localizing the lesson. ensure that the students are participating
actively.
2. When learners take what they have True Transferring or learning in the context of prior
learned and apply it to new situations knowledge, makes use of and expands on
and context, the transferring stage what the learner has already gained.
happens.
3. Experiencing happens when learners True Learning in the context of exploration,
solve problems as a team to reinforce discovery, and production is known as
knowledge and develop collaborative contextual learning. On the other hand, other
skills. teaching method may produce motivated or
tuned-in students.
4. Understanding real-world connections True Teachers must teach learners in a real-world
to course content increases student situation so that they may apply what they have
engagement which often leads to learned in the class to their daily lives.
increased persistence and successful
transitions.
5. For learning to happen, the teacher True There will be meaningful learning if we allow
allows the learners to discover our learners to seek out and experience
meaningful relationships between situation and tasks personally.
concrete ideas and real-world
application.

Required Task 2

Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a
Master Teacher to Teacher Romano in his Science Class. Then answer the questions that follow
with your colleagues and mentor.

Discussion Answers Feedback

Questions
Did Teacher Romano utilize Yes Teacher Romano uses a
contextualization? sociolinguistics or contextualization
method in which language (both
verbal and physical language) is
used to convey crucial
conversational elements.
What degree of Localization Presenting local materials can help
contextualization is presented in students learn more and make the
the sample lesson? information more relevant to them.
Which part in Teacher When the students perform the REACT strategies can be utilized
Romano’s lesson showed the activity to ensure active participation
REACT Strategy? Outline the among students and even to create
portions that demonstrated a conducive learning environment.
the REACT strategy.
Was the anticipated learning Yes The REACT approach ensures that
outcome realized through the learners participate actively in
REACT Strategy? order to encourage enjoyable and
active learning.
As a teacher, can you Yes, particularly in sessions that REACT technique was more
replicate any lesson or topic include hands-on experience to effective and recommended for use
ensure that the learners in a class when the students
 using the REACT Strategy? comprehend the method or needed direct experience.
How? processes of particular topic.

Required Task 3

You were assigned to teach in a community with learners from an indigenous group. Think of a topic
that you will be discussing and Write a lesson outline using the REACT Strategy. Think of ways to
promote an inclusive, culture-responsive and relevant education for your learners. Use the template
below. Be ready for a discussion with your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency To help accomplish the maintenance of

the cleanliness of the community and
environment to achieve good health.
1. What kind of discussion or activity might help learners in Provide a self-made story with a known
RELATING to the concept? name and location in the neighborhood
to inspire active learning.
2. What kind of activity would enable learners to EXPERIENCE Ask the students to act or respond to a
the concept? real-life situation that promotes the
preservation of a safe and healthy
environment.
3. How can learners be shown the way that concept is The teacher may perform a role-
applied, or they can APPLY it themselves in a way that playing session in which the students
simulates an industry situation or other real-life problem- take on the role of the character and
solving scenario? experience the scenario.
4. How will the experience be set up so that learners have the Provide a group activity that will
opportunity to interact and support the lesson’s purpose while also
COOPERATE in one another’s learning? addressing the learner’s various
learning styles and allowing them to
engage on the internet.
5. What steps can be taken to ensure that learners will be able to Encourage students to apply what they
TRANSFER learning to new and unfamiliar situations? have learned in class to their homes
and communities and ask for
comments and feedbacks on how well
their activities have worked out.

Module 2 – Building Relationships with the Wider School Community

Session 1 – Community as a Resource in the Teaching-Learning Process

Prior Knowledge Assessment

Identify the term being referred to in the following statements. Choose the letter of the correct answer from the
box below and write it on the space provided.
 A. Action Plan D. School community
B. Partnership E. School Governing Council
C. Stakeholders F. Parent-Teacher Association (PTA)

Statement Answer Feedback

1. It is a school association composed of F. Parent-Teacher The PTA can serve as a support
parents/guardians and teachers, which serves as Association organization for the school and a
support groups and partners of the school for partner in the student’s welfare.
the welfare of the learners.
2. It is composed of government agencies, C. Stakeholders Stakeholders can help achieve
NGOs, Alumni, Parents, retirees, and other goals and objectives by means of
sectors in the community which give support assisting the school.
to the school in the achievement of its goals
and objectives.
3. It refers to the sustainable governance E. School The School Governing Council is
structure that operates under the principle of Governing Council guided by the notion of shared
shared accountability and responsibility among accountability and responsibility
school community stakeholders. among all stakeholders in the
school community.
4. It is a detailed list of the steps or tasks that A. Action Plan Action Plan was a list of the stages
you need to accomplish to attain the goals or tasks you will need to do to meet
set. your specific objectives.
5. It is a relationship between the school and D. School The school community strives for a
the community, organization, or individual who Community single goal: to contribute to the
seeks a common goal, which is to contribute to children’s learning outcomes.
the learning outcome of the children.

Key Topic 1:
The School Community and the Teacher

Required Task No. 1: Scenario Analysis

Analyze the scenario below and answer the following questions.

Scenario 1:
Bucao Integrated School adopts a blended learning modality. Miss Lanie Ramos’s Grade 1 class is
composed of 30 pupils. Every Monday and Wednesday, Group A, which is composed of 15 pupils,
comes to school for face to face class with her; while Group B stays at home and does online learning,
and vice versa during Tuesdays and Thursdays. During parents’ orientation on the new modality of
learning, she found out that 6 of her pupils do not have any gadget at home.

On her way home one afternoon, she happened to pass by the Barangay Hall. She saw that no
one was using one of the computers in the hall. She thought of borrowing it during online classes
for the six learners without gadgets. She went to their School Head and asked if she could
coordinate with the Barangay and ask to use the spare computers. The School Head let her
arrange a meeting with the Barangay Captain as a representative of the school and asked if it would
be possible to borrow the computer for their online classes. The barangay captain invited Mrs.
Alma Abela, a businesswoman, who also expressed her eagerness to help the school and their
learners and offered some of her computers to be donated to the Barangay. Ms. Ramos thanked the
Barangay Captain and Mrs. Abela for their generosity. The next day, Ms. Ramos immediately told the
School Principal about it. The School Principal prepared a Memorandum of Agreement with Mrs.
Abela which was passed to The Schools Superintendent for approval. Ms. Ramos called the
parents of the six pupils and they were very grateful for Ms. Ramos’ initiative.
Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
 Ms. Ramos wanted to know if she could borrow the Barangay’s extra computer so
that her six students who don’t have access to a computer for their online may use it.

2. What was the Memorandum of Agreement the School Principal made for?
 The School Principal signed a memorandum of understanding with Ms. Ramos,
which will be authorized by the Superintendent in order for her to become an official
investor in the school or a donor of computers.

3. If you were Ms. Ramos, would you do the same? Why?

 Yes. I want to be just like Ms. Ramos who has a generous heart to share what she
has and willing to help for the betterment of the students.

4. What will you do to show appreciation and gratitude to them?

 I will always open my door to help the underprivileged children and even more
provide other resources as long as I am able.

Required Task No. 2: Action Plan (Portfolio Output)

I. Identify Problems:

Before you make the Action Plan, you need to identify the root cause of the problems. Identify
these problems and accomplish the table in a LAC Session with your mentor. You may also refer to
the existing action plans from the school to accomplish the tasks.

Observable Problems: Reasons: Resources: Action: Action:

 What are the What might be the
What resources do you What can you do as What can your
problems that reason? have in your school their teacher? school do to face
hinder the learning community that you the challenge?
process during this can utilize in easing out Are there any efforts
time of the identified problems your school is doing to
pandemic? in your school ease the problem?
community?
Lack of budget on Lack of finances a learning module Visit each Look for someone
communication that may be residence while who can assist and
such as internet delivered to their carrying the help the school in
connection and home, allowing them educational keeping the
gadgets to continue their materials. Ask students informed
studies even if they help from the about the lectures.
don't have a purok or barangay Consult the
connection to the to help informed barangay officials
internet and the learners about for an assistance
availability of the date of the and support in
gadgets. release and visiting and
retrieval of the providing the
modules. students their
educational
materials.

II. Make an Action Plan

The identified problems can be solved by planning before execution. Continue this activity by filling out
the table below.

Action steps: Responsible Personnel Time frame Potential barriers

What tasks should be done? Who are the people to When should the tasks be What hinders the
perform the tasks? accomplished? accomplishment of these
tasks?
Maintain a positive Teachers and Principal Year around The availability of
connection with as well as the learners’ stakeholders and the
government offices by parents. funding required for the
coordinating as many search of potential
as stakeholders as stakeholders to help
feasible satisfy school demands.

SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS

Key Topic 1: Laws and Existing Policies

Required Task 1

Write TRUE if the statement is correct and FALSE if not.

Statement Answer Feedback

 1. The wider school community can be a True The school is a conducive learning environment
source of learning. when it has a harmonious and fair interaction with
the community.
2. Batas Pambansa Blg. 232 is also True This policy tends to construct and maintain a
known as An Act Providing for the comprehensive, appropriate and integrated
Establishment and Maintenance of an educational system that is relevant to national
Integrated System of Education. development goals.
3. The community is required to provide False The community was not compelled to meet the
the needs of the school. school’s needs, but they might assist the school in
meeting those needs.
4. The School Governing Council (SGC) is False The SGC is not responsible of the kids’ learnings.
accountable to the learning of the The role of an SGC is to create a platform for
students in the school. parents, teachers, students, community
stakeholders and school head to collaborate and
improve learners’ learning outcomes.
5. Frequent communication with the True School should maintain a harmonious relationship
learners’ parents/ guardians contributes to the community especially to the learners’
to a healthy school-community parents/guardians.
relationship.
6. A farmer or fisherman in the community False The Internal Stakeholders are those who have a
is considered direct connection to the institution.
an Internal Stakeholder of the school.
7. The school alone can provide for the False The school needs a community assistance to
life-long learning skills the learners create a secure and pleasant learning
need. environment.
8. During Family Day, teachers get the True Giving and providing different school activities that
chance to know the parents/ guardians can help grow relationships between students and
and some of the members of the family their parents/guardian may be extremely
of the learner. beneficial to learning process of the learners.
9. Having open and healthy False Having a healthy and solid relationship with
communication between the teacher and parents/guardians can beneficiary to student’s
the learners’ parents/ guardians has learning process.
nothing to do with the academic nor in
the social behavior of the learner.
10. An established linkage between the True Having a positive relationship with the community
teachers/ school and the community can can help learners more effectively.
help in the development of the learner.

Required Task 2: Scenario Analysis

Read the Purpose, Mission, Statement and Guiding Principles of the School Governing Council from
the Manual on School Governing Council and other relevant documents that can help you analyze the
scenario such as the Magna Carta for Public School Teachers, etc. After reading, analyze the
scenario below and answer the questions given:

Scenario 1
You are a newly-hired teacher following the retirement of Teacher Glenda, a teacher who devoted
her life to teaching Grade 1 in your present school. Teacher Glenda was always on time for her class
and as soon as she arrives in school, she prepares all her learning materials and sees to it that the
entire classroom and surroundings are clean before the learners arrive. In the afternoon, she always
makes sure that learners who needed remediation were attended to. She often lets those who can
hardly read to stay so she can teach them to read.

Every parent in the community wants his/her child to be taught by Teacher Glenda. Upon learning
that she has already retired, you heard most of the Grade 1 parents talk about transferring their
children to another school.

Questions:

1. As an adviser of one of the classes in Grade 1, what should you do to gain the trust and
confidence of the parents and the community? Limit your answer to 200 words (maximum)
 As an adviser of Grade 1, I may conduct a meeting on what are the benefits of
having a positive relationship between the school and the community. Allow them to
understand the school’s situation in order to provide a healthy learning experiences for
the students. Showing care and treating them as if they were your own child is an
excellent way to acquire the trust of the parents and the community.

2. Who are the persons in the school community that you can tap to help you establish a good
relationship with parents?
 We can seek help from our students and administration for a permission to organize
a school activity that would both benefit the teacher and parents.

3. In what ways can you better communicate with the parents?

 Most parents want the best for their children, I can utilize this concern to gain their
support and trust by simply showing how much I care for their children. I can also conduct
a “Virtual Kumustahan”, where we will meet via Google Meet or Zoom, considering our
situation right now that we are still in the middle of a pandemic. I can discuss to them
about their children’s academic performance and attitude towards the school.

KEY TOPIC 2: THE COMMUNITY INVOLVEMENT CONTINUUM

Required Task 2: Complete the table

At the beginning of the school year, the Department of Education implements the Brigada
Eskwela. As a teacher, how can you involve the school community and the school’s stakeholders
on this initiative of the Department? Identify appropriate approaches/activities/tasks/strategies you
can use to involve the community. The first row is done for you.
 Community Goal Activities/Tasks/Strategies
Involvement Level
Inform To provide the community with balanced, Example:
objective information to assist them in
Conduct information drives on certain
understanding the problem, alternatives and
community issues or advocacies
solution.

Infer To obtain community feedback on analysis, Gather information about

alternatives, and decisions. community issues and put together
to design an evaluation.
Involve To work with the community throughout the Coordinate with the community
process to ensure that their concerns and and discuss about their concerns.
aspirations are consistently understood.

Integrate To partner with the community in each To have a school and community
aspect of the decision. effort to improve students and
community learnings.
To synergize the effort from all the
stakeholders to reach the goals
(to solve school problems)
Empower (INVEST) To provide shared leadership of community-led Maintain positive relationship with
projects the community, as well as initiating
with final decision-making at the community and recommending a magnificent
level. initiative for the improvement of the
school and the learning process.

SESSION 3 – STRENGTHENING AND SUSTAINING GOOD RELATIONSHIPS

WITH THE SCHOOL COMMUNITY
Key Topic: Role of Parents? (K Melhuish, S., E. Sammons, P. Siraj-Blatchford, & B. Taggart (2004))

Required Task 1: Writing

The following are some common school situations. Write the strategy that you think will best
suit the situation to be able to create a good relationship with the parents/guardians and the wider
school community. Limit your response to 100 words for each situation.
1. Claire is always absent and you never receive an excuse letter from her parents/guardians.
  When a student is always absent, we usually contact the parents to let them know
that the students’ missed the class and hoping they are alright, rather than asking for
the reason of absence. It is also helpful to have conversation with the students the
next time they attend class, stressing that you have noticed their absence, you care
about them and their education. When the student return to school, I asked them the
reason why they are absent. It is also important to welcome them back and help them
get up to fast track on missing work.

2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
professionals and those working in the community. In planning the lesson, you wanted to prioritize
the safety and maximize the learning experience at the same time. You thought about conducting
a field trip but it will be very costly and will require rigorous planning to make sure that the activity
will be safe. What is an alternative way to conduct this activity?
 Field trip are often considered a key part of the school experience. However,
traditional field trips are not feasible option. Perhaps, the most simple and convenient
option for field trips is to show the class about a documentary of different professions
or jobs. Documentaries have a very unique ability to deliver out learners to other
places and can be very educational.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that you
moved the child’s seat away from her friends to make her concentrate on your lessons. Your
actions were triggered by her non-submission of assignment and throwing a crumpled paper at
you. How will you explain your side to Mrs. Cruz?
 Instantly thank the parent for bringing the concern to your attention. Apologize for
both the problem and for causing the parents’ concern. Take any step to calm Mrs. Cruz
and help her relax. Discuss to Mrs. Cruz about the behavior of her child in a nice way and
the reason why the need to move her child away from her friends. Be careful in the words
that is used in communicating with parents. End the conversation by reiterating that you
are going to take care of the problem.

4. The general PTA meeting is fast approaching and you need to ensure at least 90 percent
attendance of parents. How are you going to invite the parents to ensure their attendance and
participation?
 To ensure the attendance and participation of the parents I will send home a
personal letter to notify about the incoming parents conference. Outline an agenda that
will surely interest them and emphasize the importance of the conference to children’s
education. And I will avoid to have the same schedule with the other sibling in the
same school. Send home the invitation a week before the conference. If the parent
wasn’t able to show up at the day of the conference, I will call them and ask for their
convenient time to reschedule the meeting.

Required Task 2: Scenario Analysis

Read the following scenarios. Write YES if it tells about a healthy parent-teacher relationship and NO if
otherwise.

_____NO_____ 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo.
Teacher Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she
knows, the teachers said that Benedick was a talkative pupil. During the distribution of cards, she
talked to the student’s mother and found out that after his father’s death, he got upset, which led to
Benedick’s disinterest in socialization. Teacher Consuelo consulted Benedick’s condition with the
School Guidance Counselor.

_____NO_____ 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a
mother of a Kinder learner in the same school. She was impressed by the improvements made in
the school and expressed her willingness to contribute to the further improvement of the school.
She asked the teacher of her daughter, of what else she can contribute to the school. However,
nothing came into fruition.

_____YES_____ 3. Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has been acting this way for
almost two weeks, Ms. Bada immediately called his father, Mr. Cruz and set an appointment. She
told Mr. Cruz of Angelo’s behavior in school and he promised that he will be watchful of Angelo.

______NO_____ 4. During the online class where Janna is attending, she failed to understand the
instructions of the teacher because of internet connection failure. Mrs. Manza, her mother, sent a
message to her teacher and asked for further discussion about the instruction because Janna was
not able to get it correctly. Her teacher did not respond to her.

_____YES______ 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay
Health Worker (BHW) for her to answer. As soon as Lerio finished answering, her mother brought
back the activity sheets to school. She explained that she is on her way to the market so she didn’t
wait for the BHW to come over and get back the activity sheets. Mrs. Hugo was very grateful.

Optional task:
List down top 5 strategies to increase parental involvement in school and share it with your co-
teachers.
 Everyone is treated with respect.
 Encourage and maintain regular interaction between the school and families.
 The school develop a good relationship with the community.
 Parents are involved in school and community activities.
 Everyone feels safe and secure.