Teacher Induction • http://www.

Program (TIP)
gbooksdownload
er. com/

COURSE
The DepEd Teacher
1
in collaboration with

Philippine National
Research Center for Teacher Quality
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 non-

violent 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
Required Resources
At the end of this module, you should be able
• DepEd Order (No. 36, s. 2013)on Our
to: Department of Education Vision, Mission and Core
1. demonstrate understanding of the DepEd’s Values (DepEd VMV).
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
• Reflection survey

• Self-reflective activities

• Scenario and case study analysis

• Document reading

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1
Preliminary Activity
Please complete the survey below. This activity will help you
reflect on your current understanding of the different aspects in
the Department of Education. How familiar are you with the
following? Check the appropriate box that corresponds to your
answer.

Key Topics Very familiar Familiar Slightly familiar Not familiar

DepEd’s Mandate

Vision

Mission

Core Values

Strategic Directions
Guide for Mentors and Newly Hired Teachers 5
Session 1 – The DepEd’s Mandate a. promote quality education?

The DepEd’s Mandate As a newly hired teacher in the Department of Education (DepEd), I can play a
significant role in promoting quality education by focusing on the following contributions:
The Department of Education (DepEd) was
 Effective Classroom Instruction
established through the Education Decree of 1863  Prepare engaging lessons: Design well-structured lesson plans that cater to
as the Superior Commission of Primary Instruction diverse learning styles.
under a Chairman. The Education agency  Incorporate active learning: Use interactive strategies such as group discussions,
hands-on activities, and technology integration to enhance student engagement.
underwent many reorganization efforts in the 20th  Monitor progress: Assess and address individual learning needs to ensure that all
century in order to better define its purpose vis-à-vis students achieve their potential.
the changing administrations and charters. The  Lifelong Learning and Professional Development
 Stay updated: Attend training sessions, seminars, and workshops to keep up with
present-day Department of Education was current teaching methodologies and policies.
eventually mandated through Republic Act No.  Collaborate with peers: Share best practices and learn from experienced
colleagues to improve your teaching strategies.
9155, otherwise known as the Governance of Basic  Fostering a Positive Learning Environment
Education Act of 2001, which establishes the  Encourage inclusivity: Create a welcoming and safe classroom for students of all
mandate of this agency. backgrounds and abilities.
 Promote values: Instill values such as respect, responsibility, and integrity to
support holistic student development.
DepEd formulates, implements, and  Motivate students: Recognize and celebrate achievements to build confidence and
inspire learners.
coordinates policies, plans, programs, and  Integration of 21st-Century Skills
projects in the areas of formal and non-formal  Develop critical thinking: Encourage students to analyze, evaluate, and solve
problems creatively.
basic education. It supervises all elementary  Incorporate technology: Use digital tools and resources to make learning more
and secondary education institutions, dynamic and relevant.
 Enhance communication skills: Provide opportunities for students to express
including alternative learning systems, both themselves effectively in various formats.
public and private; and provides for the  Community Engagement
 Partner with parents: Maintain open communication with parents to ensure a
establishment and maintenance of a supportive learning environment at home and school.
complete, adequate, and integrated system of  Collaborate with stakeholders: Work with the school and local community to
implement programs that address student needs and promote educational growth.
basic education relevant to the goals of  Support DepEd Initiatives
national development.  Implement programs: Actively participate in DepEd programs like Brigada Eskwela,
Reading Camps, and other initiatives aimed at enhancing student learning.
 Advocate for quality education: Uphold the DepEd vision and mission by being a
Required Task 1: Reflection Questions role model in commitment and professionalism.
 Advocate for Mental Health and Well-being
 Support emotional health: Be attentive to students’ mental health needs and
Reflect on the DepEd’s mandate and respond provide guidance or refer them to appropriate support systems.
to the questions below. You may respond in 2-  Teach resilience: Help students develop coping skills to handle academic and
personal challenges.
5 sentences for each.
By demonstrating dedication, adaptability, and a genuine passion for teaching, I
As a newly hired teacher in DepEd, what can can significantly impact my students' lives and contribute to the advancement of quality
you contribute to: education in the Philippines.
6 The Teacher Induction Program - Course 1
 b. uphold equity in education? c. respond to the needs of the learners?
As a newly hired teacher in the Department of Education (DepEd), I can contribute to
As a newly hired teacher in DepEd, my role is crucial in addressing the diverse needs of learners. Here
upholding equity in education by ensuring that all students, regardless of their backgrounds or
are practical ways I can contribute:
circumstances, have equal opportunities to succeed. Here’s how can achieve this:
 Understand the Learners' Needs
 Addressing Diverse Learning Needs
 Conduct needs assessments: Use surveys, interviews, or observations to identify students' academic,
 Differentiate instruction: Modify teaching strategies and materials to cater to varying
emotional, and social needs.
learning styles, abilities, and interests.
 Build relationships: Get to know each student personally to understand their unique strengths,
 Provide additional support: Offer remedial classes, tutorials, or enrichment activities for
challenges, and interests.
students who need extra help or challenges.
 Adapt to diversity: Be aware of and sensitive to cultural, linguistic, and socioeconomic differences among
 Use inclusive practices: Incorporate Universal Design for Learning (UDL) principles to
students.
ensure lessons are accessible to all learners, including those with disabilities.
 Provide Student-Centered Learning
 Promoting Inclusive Education
 Differentiate instruction: Tailor lessons to accommodate different learning styles and abilities, ensuring
 Accommodate students with special needs: Collaborate with special education (SPED)
that all students can participate and succeed.
teachers to create Individualized Education Programs (IEPs) and provide necessary
 Promote active learning: Use strategies like group work, hands-on activities, and real-life applications to
accommodations.
make learning engaging and relevant.
 Celebrate diversity: Foster an inclusive classroom culture where students of different
 Offer flexible pacing: Provide opportunities for students to learn at their own pace, especially for those
cultures, languages, or socioeconomic statuses feel valued and respected.
who need more time or additional challenges.
 Eliminate biases: Reflect on your own teaching practices to ensure they are free from
 Address Academic Needs
stereotypes or favoritism.
 Use varied teaching strategies: Incorporate multimedia tools, visual aids, and interactive methods to
 Ensuring Equal Access to Resources
cater to different types of learners.
 Maximize available materials: Share educational resources equitably among students,
 Provide remedial support: Offer tutorials or after-class support for students struggling with specific
ensuring no one is left behind due to a lack of supplies.
subjects or skills.
 Innovate with limited resources: Use creative and cost-effective teaching aids to bridge
 Encourage independent learning: Teach study skills and critical thinking to help students take ownership
gaps for underprivileged learners.
of their learning.
 Advocate for school needs: Partner with the school administration and community to
 Support Emotional and Social Development
secure resources like textbooks, technology, and learning tools for students in need.
 Foster a positive environment: Create a classroom atmosphere that promotes respect, empathy, and
 Bridging the Digital Divide
collaboration.
 Teach with blended methods: Provide both traditional and digital learning options to
 Build self-esteem: Recognize and celebrate students' achievements, no matter how small, to boost their
ensure students without access to technology can still learn effectively.
confidence.
 Involve parents and guardians: Offer guidance on how they can support their children’s
 Teach life skills: Integrate lessons on teamwork, communication, and problem-solving into the
education using readily available tools and methods.
curriculum.
 Collaborate with stakeholders: Work with local government units (LGUs) or non-
 Use Technology to Enhance Learning
governmental organizations (NGOs) to secure digital devices and internet access for
 Integrate ICT tools: Use apps, educational websites, and other digital resources to make learning more
underserved students.
engaging and accessible.
 Advocating for Gender Equality
 Bridge the digital divide: Provide alternative materials for students without access to technology and
 Challenge gender stereotypes: Ensure that both boys and girls feel equally encouraged
guide them in using offline resources effectively.
to excel in all subjects, including STEM (Science, Technology, Engineering,
 Encourage creativity: Use technology to let students explore their creativity through projects like videos,
Mathematics) fields.
presentations, or coding.
 Support vulnerable groups: Create a safe and supportive space for LGBTQ+ students to
 Promote Holistic Development
express themselves and participate fully in school activities.
 Incorporate values education: Teach life lessons about integrity, compassion, and resilience alongside
 Reaching Marginalized Communities
academic content.
 Support indigenous learners: Integrate culture-sensitive approaches and mother
 Encourage extracurricular involvement: Motivate students to participate in activities that develop their
tongue-based instruction to respect and preserve indigenous knowledge.
talents and interests outside the classroom.
 Address absenteeism: Collaborate with school administrators to identify and resolve
 Support mental health: Be attentive to signs of stress, anxiety, or other mental health concerns, and
barriers to attendance, such as financial difficulties or family obligations.
provide a safe space for students to express themselves.
 Bring education closer: Participate in programs like Alternative Learning Systems (ALS)
 Collaborate with Parents and Guardians
or community-based learning initiatives to reach out-of-school youth and underserved
 Maintain open communication: Share students’ progress, challenges, and achievements with their
areas.
parents or guardians.
 Encouraging Collaboration and Partnerships
 Provide guidance: Offer advice to families on how they can support their children’s learning at home.
 Engage parents and guardians: Strengthen the home-school connection by involving
 Involve them in activities: Engage parents in school programs, events, or volunteer opportunities to
families in their children’s education.
strengthen the home-school connection.
 Work with colleagues: Share best practices and resources with fellow teachers to
 Participate in School Programs and Initiatives
promote equity across all classrooms.
 Support DepEd programs: Actively engage in initiatives like Reading Camps, Brigada Eskwela, or
 Involve the community: Seek partnerships with local leaders, organizations, and
Gulayan sa Paaralan to support students' overall development.
businesses to support educational initiatives for disadvantaged students.
 Join professional learning communities: Collaborate with colleagues to share best practices and
 Promoting Mental Health and Well-being
resources for meeting student needs effectively.
 Be attentive to student needs: Observe and respond to signs of stress, bullying, or
 Contribute to school improvement: Offer ideas and participate in efforts to enhance the learning
mental health issues that may hinder a student’s learning.
environment and facilities.
 Provide emotional support: Create a classroom environment where students feel safe
 Advocate for Lifelong Learning
to share their concerns and receive encouragement.
 Inspire curiosity: Encourage students to ask questions and seek knowledge beyond the classroom.
 Refer to professionals: Collaborate with guidance counselors and other experts to
 Model continuous learning: Show your students the importance of education by pursuing your own
address deeper issues that require intervention.
professional growth.

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

 As a new public school teacher,  My vision for my class is to  My vision for my school
my vision is to become an create a safe, inclusive, and community is to foster
effective and inspiring educator engaging environment where collaboration, inclusivity,
who fosters inclusive, student- every student feels valued, and shared responsibility,
centered learning, continuously empowered to learn, and working together to create
grows professionally, and inspired to reach their full a supportive environment
makes a lasting positive impact potential. that promotes quality
on my students and community. education and holistic
development for all
learners.

8 The Teacher Induction Program - Course 1

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
Vision inside and outside the school premises. Provide at
least two ways of integrating this in her lessons.
We dream of Filipinos You may respond in 3-5 sentences.

who passionately love their country  Teacher Johanna can integrate the value of
love for the country through acts of kindness
and whose values and competencies by incorporating it into her lessons. First, in
Social Studies, she can have students create
enable them to realize their full potential community action plans that promote
kindness, such as organizing a clean-up
and contribute meaningfully to building the nation. drive or helping underprivileged neighbors,
emphasizing the role of civic responsibility.
As a learner-centered public Second, in English or Filipino, she can assign
reflective essays or storytelling activities
institution, the Department of about acts of kindness they’ve done or
witnessed, highlighting how small actions
Education continuously improves itself contribute to nation-building.
to better serve its stakeholders.

Required Task 1: Application

Let’s see how you would apply the DepEd’s vision

in responding to the following school scenarios.
Write your answer on the space provided.

Guide for Mentors and Newly Hired Teachers 9

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 Key Topic 2: DepEd’s Mission
what ways can Teacher Andrew help his learners
to gain confidence and participate in scouting?
You may respond in 3-5 sentences.

Mission
To protect and promote the right of every Filipino
 Teacher Andrew can help his student gain to quality, equitable, culture-based, and complete
confidence by encouraging small steps basic education where:
toward active participation in scouting. He
can start by assigning the student Students learn in a child-friendly, gender-sensitive, safe,
manageable tasks, such as helping with and motivating environment.
preparation for a scouting activity, to build
their sense of contribution and capability. Teachers facilitate learning and constantly nurture
Additionally, Teacher Andrew can pair the every learner.
student with a supportive and outgoing
peer to make them feel more comfortable. Administrators and staff, as stewards of the
Praising the student’s efforts and institution, ensure an enabling and supportive
emphasizing their potential can further environment for effective learning to happen.
motivate them to overcome their shyness
Family, community, and other stakeholders are
and actively engage in scouting activities.
actively engaged and share responsibility for
developing life-long learners.

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.

10 The Teacher Induction Program - Course 1

Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan
Key Topic 3: The DepEd Core Values
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. 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:

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

As an example on how we can interpret these, the

DepEd core values have been elaborated further
by the Division of Baguio City by translating the
core values to behavioral statements with
indicators.

The Baguio City Division Memorandum could be

accessed through this link: http://depedpines.com/wp-
content/ uploads/2016/03/Division-Memorandum-No35-
S.2016- DepEd-CORE-Values-Indicators-Concrete-
Manifestation. pdf
Guide for Mentors and Newly Hired Teachers 11
 Core Values Behavior Statements Indicators
1. Engages oneself in worthwhile spiritual activities

2. Respects sacred places

Expresses one’s spiritual belief while
respecting the spiritual beliefs of others 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 4. Expects honesty from others

upholding truth
5. Aspires to be fair and kind to all

6. Identifies personal biases

7. Recognizes and respects one’s

feelings and those of others

12 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

4. Views mistakes as learning opportunities

Is sensitive to individual, social, and
cultural differences 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
Maka-tao backgrounds

1. Cooperates during activities

2. Recognizes and accepts the

contribution of others toward a
goal

Demonstrates contributions toward 3. Considers diverse views

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

Cares for the environment and 3. Conserves energy and resources
Makakalikasan utilizes resources wisely,
judiciously, 4. Takes care of school materials, facilities, and
and economically 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

3. Takes pride in diverse Filipino cultural

Demonstrates pride in being a expressions, practices, and traditions
Filipino; exercises the rights and 4. Promotes the appreciation and
responsibilities of a Filipino enhancement of Filipino languages
citizen
5. Abides by the rules of the school, community, and
Makabansa country

6. Enables others to develop

interest and pride in being a
Filipino
1. Manages time and personal resources
efficiently and effectively
Demonstrates appropriate behavior
in carrying out activities in the school, 2. Perseveres to achieve goals despite
community, and country difficult circumstances

3. Conducts oneself appropriately in various situations

14 The Teacher Induction Program - Course 1
Required Task 3: Application
Scenario 2:
Let’s see how you would apply the DepEd Core
Values in responding to the following school The DepEd Core Values teaches us the love for
scenarios. You may answer the following questions God (maka-Diyos), love for fellow men (maka-
in 3-5 sentences. Write your answer on the space tao), love for nature (makakalikasan), and love for
provided. country (makabansa). Teacher Molina inspires his
Grade 2 learners to become a better version of
themselves through exemplifying qualities and
Scenario 1: characters of our national heroes. What classroom
Teacher Luis is a Grade 10 guidance counselor and management strategies can Teacher Molina
a Values Education teacher at Arellano High employ to encourage learners to apply the DepEd
School. One of his classes has a diverse religious core values in real life situations?
background. One day, two of the learners insisted
that the class should start with a prayer led by an  Teacher Molina can employ several classroom
assigned student. This leads to a heated debate management strategies to encourage Grade 2 learners
arguing about their own religious and spiritual to apply the DepEd core values in real-life situations:
beliefs. How can Teacher Luis mediate and help  Role-Playing and Storytelling: He can use
resolve the argument? (You may refer to stories about national heroes and their virtues to
Department Order (No. 32, s. 2013) and inspire students, followed by role-playing
Department Order (69, s. 1990)). activities where students act out how they can
demonstrate the core values like kindness,
respect, and patriotism in their everyday lives.
 Positive Reinforcement: Recognizing and
 To mediate and resolve the argument, praising acts of kindness, respect, and
Teacher Luis can emphasize the importance of environmental care in the classroom can
respecting diversity, as outlined in encourage students to embody these values. For
Department Order No. 32, s. 2013, which example, awarding stars or certificates for acts of
promotes inclusivity and the respect for the cooperation or caring for nature.
rights of learners, regardless of their religious  Classroom Discussions and Reflection:
beliefs. He can remind the class of the Encourage short discussions where students
principle of religious freedom under share their thoughts and experiences about what
Department Order No. 69, s. 1990, which they can do to show love for God, fellow men,
nature, and country. This helps them connect
encourages a non-discriminatory approach,
core values with their daily actions.
ensuring no student is coerced into  Group Projects: Organize group activities that
participating in religious practices that are not promote teamwork and service, like cleaning up
their own. Teacher Luis can propose an the schoolyard (makakalikasan) or helping a
alternative that respects all beliefs, such as classmate in need (maka-tao), fostering
allowing moments of silence for personal collaboration and community spirit.
reflection instead of a specific prayer. This
approach fosters understanding, ensures These strategies help create a classroom culture
inclusivity, and upholds the values of mutual where students feel motivated to apply these core values
respect and tolerance within the diverse
classroom setting.
Guide for Mentors and Newly Hired Teachers 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:

MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
 As a new public school teacher,  My vision for my class is to  My vision for my school
my vision is to become an create a safe, inclusive, and community is to foster
effective and inspiring educator engaging environment where collaboration, inclusivity,
who fosters inclusive, student- every student feels valued, and shared responsibility,
centered learning, continuously empowered to learn, and working together to create a
grows professionally, and makes inspired to reach their full supportive environment that
a lasting positive impact on my potential. promotes quality education
students and community. and holistic development for
all learners.
ACTION POINTS
To achieve this vision, my action points will include: To achieve this vision, my action points will include: To achieve this vision, my action points will include:

 Emphasizing inclusive teaching practices  Establishing clear classroom  Collaborating with colleagues and
by differentiating instruction and adapting expectations that promote respect, administrators to develop inclusive and
lessons to meet the diverse needs of all kindness, and inclusivity for all students. engaging curriculum plans that address the
students.  Using differentiated teaching strategies to diverse needs of all students.
 Engaging in continuous professional cater to diverse learning needs, ensuring all  Building partnerships with parents and
development by attending workshops, students have access to the curriculum. the community through regular
seeking mentorship, and staying informed  Creating a supportive and positive communication and involvement in school
about new educational strategies. classroom culture where students are activities to support student growth.
 Fostering a positive, student-centered encouraged to share their thoughts, ask  Encouraging teamwork among students
environment through active listening, questions, and collaborate with peers. by organizing group activities and projects
individualized support, and encouraging  Providing regular opportunities for that promote cooperation and mutual
student voice in learning. student feedback to ensure that everyone respect.
 Building strong relationships with feels heard and valued.  Advocating for a safe, supportive school
students, parents, and the community to  Incorporating activities that promote self- culture that values diversity and provides
create a supportive learning network. esteem and confidence, such as group opportunities for all students to thrive
 Reflecting regularly on my teaching projects, individual accomplishments, and academically and socially.
practices and making adjustments to recognizing students' unique talents.  Participating in school committees or
improve student outcomes and personal initiatives that focus on improving the
growth. learning environment and supporting the
holistic development of every learner.
16 The Teacher Induction Program - Course 1
Strategic Directions
As an agency, the Department of Education sets
plans and actions to achieve its vision within a An example is the Strategic Directions specifically
given time projected. These strategic directions are for year 2017-2022 by the administration of Sec.
time-bound and are measured through strategic Leonor Magtolis- Briones.
objectives.

DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction- ZC.pptx

Guide for Mentors and Newly Hired Teacher
 Required Task 1: Identification
Identify the DepEd Strategic Goals being Required Task 2: Pledge of Commitment
addressed by the following scenarios. (Portfolio Output)

1. Expand Access to Basic Education Pledge of Commitment

 focuses on ensuring all children, regardless of background, have the
opportunity to receive quality education. This includes increasing enrollment, Write your own pledge of commitment in
providing inclusive education for marginalized groups, offering alternative
support
learning systems for out-of-school youth, improving school infrastructure, and to DepEd Strategic
Directions. You may
utilizing technology to reach remote areas. The goal is to remove barriers and write your
create equal educational opportunities for all learners. statements in 3-5 sentences.
2. Improve Quality and Relevance
 focuses on enhancing the effectiveness of education by ensuring that teaching
methods, curriculum, and learning materials are aligned with the needs of  I pledge my commitment to the
students and the demands of the 21st century. This includes updating the Department of Education’s Strategic
curriculum, promoting critical thinking, integrating skills-based learning, and
improving teacher training to deliver quality, relevant education that prepares
Directions by striving to provide quality,
students for future challenges. inclusive, and accessible education to all
learners. I will actively support the
3. Modernize Education Management and Governance development of competencies, values, and
 focuses on improving the efficiency and effectiveness of the education system skills that empower students to thrive in a
by adopting new technologies, strengthening leadership, and enhancing
administrative processes. This includes digitalizing records, improving decision- rapidly changing world. By fostering a positive
making structures, ensuring transparent governance, and empowering school learning environment, collaborating with
colleagues and the community, and
Your school effectively implements a School- continuously improving my professional
based Management (SBM) system that empowers practice, I will contribute to shaping a
your school head to make decisions that respond to generation of responsible, resilient, and
your school’s immediate needs. globally competitive individuals. I dedicate
myself to the mission of uplifting education as
Your Grade Level Coordinator conducts LAC a means to create lasting positive change in
sessions with all the teachers in the grade level to our society.
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.

The Teacher Induction Program - Course 1

Required Task 3: Reflection
After going through this module, (DepEd Mandate,
1. In what ways has this module helped you
Vision, Mission, Core Values, and Strategic
reflect on the Vision, Mission, Core Values, and
Directions), answer the following questions. Write
Strategic Directions of the Department of
your responses in 3-5 sentences.
Education?

 This module has deepened my

understanding of the Vision, Mission,
Core Values, and Strategic Directions of
the Department of Education, allowing
me to reflect on their significance in my
role as an educator. It has reinforced the
importance of fostering inclusivity,
quality, and access to education, while
also inspiring me to align my teaching
practices with DepEd’s goals of holistic
learner development and nation-
building. I now see my role not just as a
teacher but as a partner in shaping a
resilient, skilled, and value-driven
generation. This reflection has motivated
me to be more intentional in promoting
the core values of Maka-Diyos, Maka-tao,
Makakalikasan, and Makabansa in my
classroom, ensuring that every learner is
equipped to contribute positively to
society.
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?
3. What are your personal beliefs and values that are
aligned with the DepEd’s VMV (Vision, Mission,
Core Values)?

 This module has helped me clarify my

vision and motivations by emphasizing  My personal beliefs and values align closely
the importance of putting learners at the with DepEd’s Vision, Mission, and Core
heart of education. It reinforced my Values. I believe in the transformative
commitment to creating a supportive, power of education to create opportunities
inclusive, and engaging environment and uplift lives, resonating with DepEd’s
where every student feels valued and vision of producing lifelong learners who
empowered to learn. The module contribute to nation-building. My
encouraged me to reflect on my role as a commitment to inclusivity, respect, and
facilitator of growth, inspiring me to equality reflects the core values of Maka-
adopt teaching strategies that cater to Diyos, Maka-tao, Makakalikasan, and
diverse needs and foster holistic Makabansa, as I aim to promote kindness,
development. It has strengthened my environmental stewardship, and love for
motivation to guide my students not just country in my teaching. I value
academically but also in building life collaboration and shared responsibility,
skills and character, ensuring that they aligning with DepEd’s mission to engage
become responsible and capable stakeholders in providing equitable and
individuals in society. quality education for all. These shared
principles guide me to serve my learners
with dedication and purpose.

20
The Teacher Induction Program - Course 1
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 What else I want to know about

watching the PPST the PPST/ concepts that need
explainer video clarification
 From watching the PPST (Philippine  I would like to know more about the practical
Professional Standards for Teachers) application of the PPST in daily teaching
explainer video, I learned that the PPST practices, particularly how it can guide lesson
serves as a framework to guide teachers in planning and classroom management. I am
their professional growth and in delivering also interested in understanding how
quality education. It highlights the importance teachers are assessed or evaluated based on
of lifelong learning, professional collaboration, the PPST standards and how this evaluation
and student-centered teaching practices. The impacts professional development
framework is structured around seven opportunities. Additionally, clarification on
domains that cover areas such as curriculum, specific strategies for addressing the
learning environment, diversity of learners, "Diversity of Learners" domain and examples
and community linkages. It also emphasizes of how to strengthen "Community Linkages"
reflective practice and continuous would be helpful.
improvement to ensure teachers meet the
evolving needs of learners and align with
global education standards. This video has
reinforced my understanding of my
responsibilities as a teacher and how the PPST
supports my development to achieve
excellence in teaching.

Guide for Mentors and Newly Hired Teachers 21

 (No. 11, s. 2019) on Implementation of
the NEAP Transformation, NEAP is
mandated to provide standards-based
professional
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

 (HR) systems which are represented in the
framework:

1. Recruitment, Selection, and Placement

development programs and courses for all DepEd Teachers, (Recruitment and Hiring)
School Heads and Supervisors. All professional development for
teachers is to be based on the PPST. More in-depth 2. Results-based Performance Management System
discussions on PPST will be tackled in Course 3 of TIP. (RPMS) - represented in the framework by the
PPST- aligned tools: Classroom Observation
Tool (COT), and Self-Assessment Tool (SAT),
Key Topic 2: The Teacher Professional which are used to
Development Framework gauge teacher practices and better target
In order to help teachers seamlessly adopt and embody the professional development and training.
expectations in the standards, the PPST has been integrated in 3. Learning and Development (L&D) - represented
DepEd’s Professional Development Framework (see Figure 1). The in the framework by the Learning Action Cells
framework shows the professional development path of and the Targeted Professional Development
teachers starting from the Teacher Education Institutions and Teacher Training.
(TEIs) towards their career development in DepEd. Teachers’
professional development is guided by the Human Resource 4. Rewards and Recognition (Rewards, Compensation)

22 The Teacher Induction Program - Course 1

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

• 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.
24 The Teacher Induction Program - Course 1
Module 2 - Gearing up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)

Intended Module Learning Outcomes • Deped Order (No. 109, s. 2009)

At the end of this module, you will be able to: • Deped Order (No. 43, s. 2012)
1. establish safe and secure learning
environments through the implementation of Session 1 – The DepEd
DepEd and school policies, guidelines and
procedures on the preparation, start, and
School Calendar
daily management of classes (2.1.2)
Key Topic 1: The DepEd School
2. plan and manage administrative, teaching and
learning processes through efficient lesson
Calendar
planning and accomplishment of school forms; The DepEd school calendar for each school year
and compliance with DepEd’s policy and sets the opening and closing day of classes. It
guidelines on lesson preparation (4.1.2) also prescribes the number of school days where
learners need to go to school, inclusive of the in-
3. manage learner behavior constructively by service training for teachers, parent-teacher
applying conferences, and a celebration of the World
positive and non-violent discipline (2.6.2) Teachers’ Day. As an example, you may see D.O. 7
s. 2020, School Calendar and Activities for School
Year 2020- 2021.
Module Outline
Session 1 - The DepEd School Calendar The DepEd school calendar also follows Republic Act
11480, which is also known as An Act to Lengthen
Session 2 - The School Support System the School Calendar from Two Hundred (200)
Days to Not More Than Two Hundred Twenty (220)
Session 3 - Pre-opening of Classes Class Days.
Preparation Session 4 - Opening of Classes The DepEd school calendar also provides an
enclosure of implementing guidelines on the
Session 5 - Handling Advisory Classes school calendar. It also provides an enclosure for
the calendar of activities for the current school
Estimated Time required: 1 hour year to enable schools to efficiently and
effectively implement the school events and school
Required Tasks activities while being supported by the regional
• Personal School Calendar office and the division office. Meanwhile, the
schools are allowed to observe local and national
• Reading and Reflections celebrations provided that these activities are
beneficial to learners.

Guide for Mentors and Newly Hired

Teachers
 the

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
 conferencing applications such as Zoom.

DepEd also introduced its “Basic Education

Learning Continuity Plan” (BE-LCP) as its plan so
recovery of missed school days and provides guidance in
learners are still able to continue their learning
choosing appropriate modalities that can be used to fit to a
despite any ongoing disasters like calamities,
rehabilitating context.3 All of these important documents
pandemics, etc. There are four important aspects to
show that the education department is serious in living out
the plan: communication, materials, learning
its mandate to deliver continuous learning.
activities and assignments, and assessments.
When the threat of the pandemic heightened, the Communication involves ways of providing
Department of Education (DepEd) temporarily suspended teaching whether it be answering questions,
classes and adjusted the current school term in an effort to discussion of a topic, relaying instructions, or
save learners, teachers, and school staff from possible anything about the course. Materials include the
exposure to COVID-19. For months, DepEd contemplated lessons, references, and other things needed for
what to do and continued to plan for the future. Eventually, learning activities. Learning activities and
in August Secretary Briones announced that classes would assignments are activities that facilitate learning
continue in October. The announcement came after and come in many different forms or done through
numerous schools were asking for different extensions and a variety of methods depending on the teaching
possible class opening dates. DepEd opted to adjust classes style of the teacher or what is specified by the
by introducing modules and the use of online video lesson plan. Assessments are methods to gauge a
student’s progress.
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Calamities).” (Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 1.

26 The Teacher Induction Program - Course 1

Key Concept 3: Implementing Guidelines
The DepEd School Calendar contains the
Required Task 1: Reading and Reflection guidelines that should be observed in schools
nationwide, including school programs, curricular
Study the rationale of the Implementing non-classroom-based activities, and parent-
Guidelines of the DepEd School Calendar for the teachers conferences. Some of the important
current school year. Write your insight on the dates to be observed include a general assembly,
space provided below. Limit your response to 150 deworming of children, career guidance, in-
words. 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.
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: 2024-2025

June July August September October November

 Brigada  Oplan Balik  

Skwela ( July Skwela ( July
22-2, 2024) 22-Aug 2,
2024)
 Academic
Start (July 
29, 20204)

 Oplan Balik
Skwela (July
22- Aug 2,
2024)

28 The Teacher Induction Program - Course 1

December January February March April May

Academic Year End

(April 15, 2025)

Guide for Mentors and Newly Hired Teachers 29

Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.

QUESTION ANSWER REMARKS

The DepEd school calendar for each school year specifies the
The DepEd school calendar for each school FALSE opening and closing dates of classes, as outlined in its implementing
year does not set the specific dates for the guidelines (e.g., DepEd Orders). For instance, the school calendar
opening and closing day of classes. for SY 2024–2025 specifies that classes will start on July 29, 2024,
and end on May 16, 2025.
Republic Act 11480, which is also known as TRUE Republic Act 11480 allows the school calendar to be extended from
the previous maximum of 200 days to not more than 220 class
An Act to Lengthen the School Calendar days. This provides flexibility for adjusting the school calendar due to
from Two Hundred (200) Days to Not More unforeseen circumstances, such as natural disasters or public health
Than Two Hundred Twenty (220) Class Days. emergencies.

The in-service training is inclusive of the FALSE In-service training (INSET) days for teachers are not included in the
required number of school days for learners. The school calendar
number of days required for learners to be in allocates separate days for teacher training to ensure professional
school. development, which does not count as part of the instructional days
for students.
The parent-teacher conference is inclusive FALSE The parent-teacher conference is not included in the number of days
required for learners to be in school. These conferences are typically
of the number of days required for learners scheduled outside regular school days and do not count as
to be in school. instructional days for students.
Alternative delivery modes or make up FALSE Alternative delivery modes (ADMs) or make-up classes are allowed
to compensate for the unplanned suspension of classes due to
classes are not allowed to be undertaken to natural calamities. DepEd allows these adjustments to ensure that
compensate for the unplanned suspension of students still meet the required number of instructional days and
classes due to natural calamities. learning outcomes, especially during unforeseen events like
typhoons or earthquakes.
The Basic Education Learning Continuity TRUE The Basic Education Learning Continuity Plan (BE-LCP) is designed
to ensure that learners can continue their education despite
Plan (BE-LCP) is a plan that aims to allow disruptions caused by disasters, calamities, pandemics, or other
learners to continue their learning despite emergencies. The plan includes various alternative learning
any ongoing disasters like calamities, modalities such as online, modular, and blended learning to ensure
pandemics, etc. education remains accessible to all students.

Summary
• 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 non- teaching staff shall handle
the school’s administrative, fiscal, and auxiliary
services.
32 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 Answer Feedback
 The role described in the scenario
1. Teacher Leo creates activities to
aligns with the responsibilities of a
make sure that learners and
a. Librarian/ Librarian/LRMDS (Learning
teachers access the place where
LRMDS Resources Management and
reading materials and learn- ing
Coordinator Development System)
resources are kept. He also crafts a
Coordinator, who manages and
schedule of the classes that could
organizes reading materials and
visit the place. He coordinates with the
learning resources, coordinates
School Head for the selection,
access to these resources, and
acquisition, organization, and
ensures proper maintenance. The
maintenance of reference and
librarian or LRMDS coordinator
reading materials.
would work with the school head to
a. Librarian/LRMDS Coordinator ensure these materials are available
and accessible to both students and
b. Guidance Coordinator/Teacher teachers.

c. Guidance Counselor

d. Subject/Learning Area
Coordinator/ Department
Head
2. Teacher Lorrine is handling a case of  The role described in the scenario is
some Grade 7 learners who were aligned with the responsibilities of a
caught cheating by their adviser. She a. Guidance Guidance Coordinator/Teacher,
calls the attention of the parents Coordinator/ who addresses student behavior,
and reports to them what the Teacher communicates with parents, and
learners did. Since it is the first provides guidance on how to handle
incident, the learners are disciplinary issues. In this case,
reprimanded and remind- ed of the Teacher Lorrine is addressing a
importance of honesty and of not behavioral concern (cheating),
cheating. coordinating with the parents, and
offering a reprimand, which are
a. Librarian/LRMDS Coordinator typical duties of a guidance
coordinator or teacher focused on
b. Guidance Coordinator/Teacher student development and behavior
management.
c. Guidance Counselor

d. Subject/Learning Area
Coordinator/ Department
 Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback
 The role described in the scenario aligns
3. Teacher Steffi is conducting a career with the responsibilities of a Guidance
guid- ance and advocacy seminar to Counselor, who is tasked with providing
Grade 12 learners focusing on the b. Guidance career guidance, conducting seminars,
four exits envi- sioned for SHS Counselor and helping students make informed
graduates—namely, higher education, decisions about their future. Teacher
entrepreneurship, employment, or Steffi is leading a career guidance
middle-level skills development. seminar and giving students a survey to
Afterward, she gives them a survey to assess their career plans, which is a
answer on what they plan for their typical function of a guidance counselor.
career development after SHS.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area
Coordinator/ Department
Head
 The role described in the scenario aligns
4. Mark Anthony is preparing a budget with the responsibilities of an
plan for the continuous improvement d. Administrative Administrative Officer, who is tasked
of the school for the month of August. Officer with preparing budget plans, financial
He is also preparing the financial report reports, and handling the administrative
for the month of July. Both reports are and financial aspects of the school. Mark
subject to the approval of the School Anthony's work on preparing the budget
Head. plan and financial reports for approval by
the School Head is typically managed by
a. Guidance Coordinator/Teacher an administrative officer.

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer
Guide for Mentors and Newly Hired Teachers 35
 Scenario Answer Feedback
 The role described in the scenario aligns
with the responsibilities of a Property
5. Miss Rhea prepares the receipt,
Custodian, who is responsible for the
issuance, maintenance, and c. Property receipt, issuance, maintenance,
safekeeping of supplies, materials, Custodian safekeeping, and inventory of school
and equipment and other prop- supplies, materials, equipment, and other
erties and facilities of the school. She properties. Miss Rhea's tasks of
also conducts and maintains the maintaining inventory and preparing
inventory of properties and prepares reports for the School Head are typical
the required reports for the School duties of a property custodian.
Head’s reference.

a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

36 The Teacher Induction Program - Course 1

Key Topic 2:
School- based
Management (SBM)
The School-based
Management (SBM) is an
initiative of the
Department of Education
to decentralize and
empower the school
communities to enable
them to actively
participate in the
continuous improvement
of schools towards 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 Teacher Mary Ann, a fellow teacher whom you
school community, it is important to involve consider a friend, messaged you on Facebook and
learners, parents, and other stakeholders in told you that she will be absent tomorrow. She
identifying and resolving issues and concerns in asked you to substitute all her five classes.
the school community. Discuss how you can help Without letting you respond, she already sent you
in each scenario and involve some key personnel the learning materials for her lessons tomorrow.
who can help you resolve the following However, you also have classes to attend and
challenges. your learners are expecting to deliver a
performance task that they prepared for. What are
Scenario 1 you going to do as a colleague and who should you
direct her to?
Teacher Lozano, the mother of one of your
advisory students, visited you in the school
because of a bullying incident that you are not  As a colleague, it's important to be supportive,
aware of. She was very angry and disappointed but also to prioritize your own responsibilities and
about what happened because the incident was the needs of your students. Since you already
not addressed and resolved properly. Her have your own classes and commitments, you
daughter is still afraid and decided not to go to should kindly explain to Teacher Mary Ann that
school that day. The incident happened during you are unable to substitute her classes due to
Science time because the teacher was late to your own teaching responsibilities.
enter the class. You also had other classes to
attend to and had no chance to meet your You can then direct her to the Department Head
advisory class during that time. Who should you or School Head to request a formal substitute or
seek help to? alternative arrangements. They can help arrange
for a substitute teacher or adjust schedules to
 In this situation, you should seek ensure that both your and Teacher Mary Ann’s
help from the Guidance Counselor classes are properly managed. It’s essential to
or Guidance Coordinator. They are communicate professionally and ensure that the
trained to handle cases of bullying, proper protocols are followed for handling
provide support for both the affected absences.
student and their family, and
facilitate conflict resolution. The
guidance counselor can also help in
addressing the emotional needs of
the student and provide a safe space
for the student to share their
concerns. Additionally, you may need
to coordinate with the School Head
and the Science Teacher involved
 to ensure that proper procedures are
followed and the bullying incident is
appropriately addressed.

38 The Teacher Induction Program - Course 1

Scenario 3 Session 3 – Pre-opening of Classes Preparation
Lito, the class president of your advisory class,
was elected as the president of the Supreme Key Topic 1: Preparations for
Student Government (SSG). After three months, his pre- opening of classes
subject teachers are having trouble with his class
standing because of his frequent absences and non- Now that you have familiarized yourself with the
submission of required written and performance DepEd school calendar and the school support
tasks. Lito is getting overwhelmed with the various system, it is time to get ready with the
school activities he manages. What are you going preparations for the pre-opening of classes.
to do as the adviser? Planning ahead for the opening of classes is
important so that you can efficiently and
As the adviser, it is important to support Lito and effectively prepare for the school year. In this
help him manage his responsibilities. Here’s what you session, you will determine how to get to know
can do: the school structure, available resources/
equipment, etc. and set up the classroom.
 Talk to Lito: Have a one-on-one Your first year of teaching in the public school
conversation with him to understand his system would probably be one of the most
concerns, challenges, and how he is rewarding and unforgettable experiences that you
balancing his role as the class president and will have as a teacher. Expect that you will have
SSG president. Show empathy and offer grounding experiences, as well as a myriad of
support. challenging circumstances that will test your
 Encourage Time Management: Help Lito character. Hence, it is important that before you
create a schedule that allows him to manage prepare your classroom and your lesson, you also
both his leadership duties and academic need to prepare yourself physically, mentally, and
responsibilities effectively. Provide guidance emotionally.
on prioritizing tasks and setting realistic goals.
 Coordinate with Subject Teachers: Inform You can do journal writing to reflect on your
his subject teachers about his leadership teaching practice. This will help you make wiser
responsibilities and work together to find decisions as you deal with your situations inside
ways to support him in catching up on missed the classroom. In this way, it will help you reflect
tasks, such as granting extended deadlines or objectively when untoward incidents happen.
adjusting his workload when possible. Whenever you make mistakes or failures, you
 Refer to Guidance Counselor: If Lito is need to be patient with yourself. Bear in mind
struggling emotionally or mentally with the that your school head or head teacher considers
pressure, refer him to the guidance counselor that you are a new teacher in the school and will
for additional support. definitely give you the kind of understanding that
 Encourage a Balanced Role: Discuss with you need.
Lito the importance of balancing academic
responsibilities with extracurricular
commitments and guide him on seeking help
if needed.
Guide for Mentors and Newly Hired Teachers 39
 with your fellow teachers.

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
 and new, have their own way of utilizing
their break time. While most teachers use it
for eating, some teachers use it for rest,
4. Get acquainted with safety concerns in the school. In reflection, checking learners’ outputs, doing
every school, there is a unit designated for Disaster paper works, or speaking with colleagues.
Risk Reduction Management (DRRM). You have to know Whatever you choose, make sure that you will
the safety procedures for emergencies, like when be able to use your time well and respect how
disasters occur during the school year. You may need to other teachers use theirs.
know where the fire exit is or where to lead learners Before you set up your room, you have to check the
when an earthquake occurs. available resources. In each school, the principals
5. Know the proper decorum in submitting paper works or allocate funds for supplies such as cleaning
turning in reports. materials, instructional materials, and other
paraphernalia that may be used in preparing the
6. Your breaktime schedule also matters, so early on you classroom at the beginning of the school year.
may already take different options for spending your Should there be missing or insufficient supplies or
breaktime. Bear in mind that teachers, both seasoned if damages are found, you must immediately
report it to the principal.

40 The Teacher Induction Program - Course 1

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

Guide for Mentors and Newly Hired Teachers 41

 to the setup of the chairs in the
classroom and have also opted to
schedule frequent classroom
disinfections. Some classrooms have
Key Topic 3: Setting up the classroom moved online to platforms such as
In setting up your classroom, you need to think Zoom or Google Meet.
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
 • It is important that before you prepare your
classroom and your lesson, you also need to
prepare yourself physically, mentally, and
emotionally.
Summary
• Preparing for the pre-opening of classes is important so • Learning your way around your new work
that you will be able to accomplish your job effectively environment – your school assignment would
and reduce the possible stress because of lack of allow you to work efficiently within your
preparation. designated workstation and the DepEd
system

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes A Guide for the First Day of Classes
Key Topic 1: What to do on the A. Welcome
First Day of Classes • State your name.
First days are always exciting. It would help if you • Identify the room and subject.
exude confidence and positivity to do what is
needed. To be successful in your first day of class, B. Introduction of Yourself
you have to consider the following: • Say who you are and where you came from
• Tell something about how you came to be a
• setting a good first impression to learners, co-teachers, teacher.
parents, etc. • Mention interests related to the subject and
outside of school.
• getting to know your learners; and
C. Introduction to the class.
• setting rules and routines.
• Describe the topics of study.
First impressions are important. Get the attention • List typical activities.
of the class as you speak. Make sure that • Show a sample of projects or products.
everyone is listening to you. Project your voice in • Show the textbook.
such a way that everyone will hear and
understand what you are talking about. Make sure D. Introducing the learners to each other through an
that you show your presence with authority and activity
openness to your learners. Most importantly, • Have learners share outcomes with the
establish yourself in such a way that your learners class or collect written responses.
feel that you care for their well-being, future, and
their lives in the school. Set a good first E. Class Rules
impression on your learners, their parents, and • Present them.
your co- teachers. One tip is to practice what you • Structure time for learners to develop their
want to say to help you have more confidence in own rules.
class.
F.Distribution of the grade level standards.
The best thing to do is to always come prepared.
Make sure that you spend time in preparing your G. A quick lesson
lessons and other tasks in school. This is your first
year of teaching in the public school, it is H. Dismissal – Goodbye
important to demonstrate professional disposition
and discipline in the discharge of your Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
professional duties. 1998. Secrets for Secondary School Teachers: How to

Kottler, Kottler, & Kottler (1998) shared a guide for the first
day of classes.
Guide for Mentors and Newly Hired Teachers 43
Key Topic 2: Getting to Know Your you think will matter so that learners
will get to know you better as a teacher.
Learners Focus on what you want to accomplish
You will be meeting a lot of learners who possess with your learners this year. Tell the
unique characteristics and personalities with learners what your class or subject is
varying learning needs. Your first task is to get to all about and what are the
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
different activities that you will do in the coming days. Spark Rules play a significant aspect in helping to define
a feeling of awe and excitement among your learners, so that the classroom situation. Rules are mostly based
they will look forward to going to school for the coming days. on moral, personal, legal, safety and educational
Emphasize that you will be with them in this new journey. In concerns. Sample rules are presented below.
this activity, maintain mutual respect and interest. Games and
icebreakers may also be appropriate.

Key Concept 3: Setting Rules and Routines

44 The Teacher Induction Program - Course 1

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,
Aside from rules, your success as a teacher in
managing the classroom also depends on the
routines that you introduce to the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and
leaving the classroom, having work checked,
leaving their chairs and moving around the OPENING ROUTINES
classroom, maintaining discipline and attention,
changing activities, catching up • Share One Word: Ask students to share
on incomplete or missed work, activities for one word about how they are feeling that
students who finish work early, going to the day.
toilet, using materials in the classroom, and
• The Reading Minute: Find a passage
dismissal. It is a good practice for teachers to go online or in a book—an excerpt of a
over some parts of the provided student poem, essay, article, or story—and read
handbook to remind the students and to make it aloud. It might be humor-
sure they are aware ous, interesting, angering, or beautiful,
of sections such as the rules and the exhibiting great writing. After you read it,
punishment for their violation. 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.
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

How I will apply
My thoughts about these concepts
these concepts to my class
Choice Theory  The idea that students are  I will give students
more engaged and opportunities to make
motivated when they have decisions about their
a sense of choice in their learning. This could include
learning environment. offering choices in
Empowering students to assignments, project topics,
make decisions fosters or the way they present
intrinsic motivation and their work. By giving
ownership of their learning. students autonomy, I’ll
empower them to take
ownership of their learning
and increase their intrinsic
motivation.
Teacher's Role in Creating Power  Teachers can create an  This can be done by giving
environment where them opportunities to make
students feel a sense of decisions, express
control and responsibility themselves, and take part
in their educational
process.
Building a Positive Classroom  A classroom that values  I will focus on building
Culture collaboration, respect, and strong relationships with
mutual understanding my students, showing
creates a space where empathy, respect, and
students feel safe and understanding.
motivated to participate Encouraging open
and engage in the learning communication and
 process. ensuring that every student
feels heard will create a
supportive environment
where students feel safe to
express their thoughts, ask
questions, and participate
fully in lessons.
Engagement through  When students are given  I’ll give students
Responsibility responsibility and have the responsibilities in class,
power to influence such as helping to set up
classroom activities, they materials, leading group
are more likely to stay discussions, or managing
engaged and invested in classroom routines. This
their learning journey. will encourage them to take
an active role in
maintaining the classroom
environment and their
learning process.
Motivating Students  By understanding what  I’ll get to know my
drives students intrinsically students' interests and
(such as personal interests goals by conducting
and aspirations), teachers surveys or having one-on-
can design activities that one conversations. This will
align with these motivators, allow me to design lessons
enhancing engagement and that are relevant to their
reducing behavioral lives and aspirations. For
problems example, incorporating
real-world examples or
topics that resonate with
them will make learning
more engaging.
46
The Teacher Induction Program - Course 1
Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.

QUESTION ANSWER FEEDBACK

 First impressions are indeed important,
1. First impressions are really as they set the tone for future
important, so you have to set a TRUE interactions and relationships. When
you make a positive first impression
good first impression to your
with your learners, their parents, and
learners, their parents, and your
your co-teachers, it helps build trust,
co-teachers. respect, and rapport. A strong first
impression can contribute to a positive
classroom environment and foster a
sense of collaboration among
colleagues and parents, ultimately
supporting the success and well-being
of your students.
 Displaying confidence in your first
2. In your first contact with your contact with learners, co-teachers, and
learners, co-teachers, and parents is important because it helps
TRUE
parents, you need establish trust and credibility. Even if
to display confidence and show you're unsure about certain things,
that you know what you are doing showing that you are proactive, open
even in things that you are not so to learning, and willing to find
sure about. solutions can help you gain their
respect. Confidence in your approach
allows others to feel assured that you
are capable of handling challenges,
while also creating an atmosphere of
trust where others feel comfortable
communicating openly with you.
However, it's important to remain
authentic and acknowledge areas
where you're still learning, as this
fosters a growth mindset and
encourages collaboration
 While it’s important to follow the
instructions given at the beginning of
3. You should only do what is FALSE the school year, it’s also important to
instructed for you to do at the be proactive and flexible. As a teacher,
beginning of the school year. you are encouraged to take initiative,
contribute ideas, and adapt to the
 needs of your students and school
environment. Being engaged beyond
basic instructions can help you grow as
an educator, foster a positive learning
environment, and improve your
teaching practices. Embracing
opportunities for growth, collaboration
with colleagues, and contributing to
the school's goals can make a
significant impact on both your
students and the school community.
 Modeling how to introduce oneself at the
beginning of the school year is important
4. You should model how to TRUE because it sets the tone for communication and
introduce oneself at the beginning helps establish rapport with students. By
of the school year. demonstrating a positive, respectful, and clear
way of introducing yourself, you encourage
students to do the same, promoting a comfortable
and welcoming classroom environment. It also
helps students understand the importance of self-
expression, and it can be a great way to model
appropriate social skills.

 Rules are crucial in defining the

classroom situation because they
5. Rules play a significant aspect in TRUE provide structure, clarity, and
helping to define the classroom consistency. Establishing clear rules
situation. helps set expectations for behavior,
fosters a respectful and safe learning
environment, and ensures that
students understand what is
acceptable. Well-defined rules also
contribute to maintaining order,
reducing disruptions, and promoting a
positive classroom culture where
students can focus on learning and
personal growth.
Guide for Mentors and Newly Hired Teachers 47
Summary/Key Learning

• 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.
48 The Teacher Induction Program - Course 1
Session 5 – Handling Advisory Classes As you go over the activity, write your reflections
below by answering the questions that follow.
Required Task 1: Introductory Activity Limit your answers to all the three questions
There is no playbook that sums up your task as a below into a maximum of 600 words.
classroom adviser. Apart from equipping young
people with knowledge, skills, and values to Guide Questions:
succeed in this vastly demanding society,
1. What is the role of a teacher to his/her learners?
teachers must also strive to build their morale.
Learners who enter their classrooms must 2. How do you think are those roles
discover how to believe in themselves, exert effort manifested in being a classroom
to accomplish their goals, and persist despite all adviser?
challenges. It may be ambitious and daunting, but
we should always give them platforms where they 3. So far, how was your experience as a classroom
can express their ideas so they can shine in the adviser?
most brilliant way possible.
Guide for Mentors and Newly Hired
Teachers
 10.Initiate correspondence.
11.Use multiple resources.
12.Include rewards.
Key Topic 1: Being a Class Adviser
Being a teacher is both a privilege and a
responsibility. You will have the opportunity to
meet students from different 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 the classroom adviser, it is also your task to

capture and maintain your learners’ interest in
school. Here are some way to get the interest of
the learners (pp 47-50):

1. Involve the learners.

2. Decorate your room.
3. Introduce your subject.
4. Instigate questions.
5. Inscribe thought-provoking quotes.
6. Introduce variety.
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
9. Invite guest speakers and parents
to your room to share their real-life
experiences.
 • Homeroom Guidance K-3
Quarter 1, Module 2:
https://lrmds.deped.gov.ph/
detail/18647
Conducting Homeroom Activities:
As indicated in DECS Order 52, s. 1998, also known as • Homeroom Guidance Grade 4-6:
Guidelines on the Implementation of the Revitalized Quarter 1, Module 2:
Homeroom Guidance Program (RHGP) and the System of https://lrmds.deped.gov.ph/
Rating and Reporting Student Performance Under the RHGP, detail/18668
schools are empowered to conduct a homeroom guidance
program. • Homeroom Guidance Grade 7-10:
Quarter 1, Module 2:
There is a guidance program handbook that is reproduced https://lrmds.deped.gov.ph/
for teacher use, but you may also craft your own activities detail/18687
depending on the needs of the learners in your class.
Login to your DepEd Learning Portal and see the modules below. • Homeroom Guidance Grade 11-12:
Choose ONLY ONE module to study and create a homeroom Quarter 1, Module 2:
guidance plan based on these modules: https://lrmds.deped.gov.ph/
detail/18689

50 The Teacher Induction Program - Course 1

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 Outputs

When is Homeroom Guidance What activities do you plan to do What are the expected outputs
scheduled? You may consult in your Homeroom Guidance? from learners and/or
with your mentor. You may consult with your documentation of evidence?
mentor.

Guide for Mentors and Newly Hired Teachers 51

 • Avoid giving advice or telling
learners what to do with their
lives.
Key Topic 2: Connecting with • Make yourself as visible and
Learners accessible as you can.

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:

• 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.
 • At the end of a conversation, summarize
what you heard and ask the student to do
the same.
• If you must ask questions, do not interrogate kids; • Make appropriate referrals to the counselor
instead, ask open-ended inquiries that encourage them or other professionals when a student could
to elaborate. profit from such help.
• Look carefully for signs of severe distress; if a student • Follow up on the conversations by
does seem to be in danger of harm or abuse, you must remembering to ask learners how they’re
report it to the administration. doing and what they’ve done since you last
talked.

52 The Teacher Induction Program - Course 1

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

How to apply to your class
(Kotler, et. al. 1998)
1

Even if you already do your job in an exemplary • The student who is in over her head feels like
manner, expect that there are learners in your she is so far behind there is no point in even
class advisory that need special attention. trying to cooperate in class. She has given up
Kotler et al. (1998) identify these kinds of all hope.
learners (pp.60-61):
• The procrastinator continually plays games
• The angry student looks sullen, with a chip with you. He always has excuses for why he
on his shoulder. No matter what you do, he does not have his work completed. He may
will resist your efforts. be wickedly charming, but he manages to
avoid doing much that is useful.
• The withdrawn student is certainly not a
behavior problem; quite the opposite, she • The addicted student is strung out on drugs or
may sit passively in the back of the room or alcohol. Her attention is, at best, fleeting.
even sleep with her head on the desk. She sits in the back of the room with a
glassy-eyed stare.
• The quiet student just does not talk at all. He
may or may not be paying attention; you • The overly social student is always flirting or
really cannot tell. No matter what you do to disturbing others around him. You stop him a
try and draw him out, he is so shy that he dozen times, but he does not seem to
just smiles enigmatically. respond to the corrections.

• The class clown may be motivated by either

a sense of humor or something more
perverse. Regardless of constantly the center of attention.
his intentions, he is

Guide for Mentors and Newly Hired Teachers 53

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
• 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.
54 The Teacher Induction Program - Course 1
Module 3: Creating an • Scenario Analyses

Engaging Physical and Virtual

Learning Environment
Intended Module Learning Outcomes
At the end of this module, you should be able to:

1. manage learner behavior constructively by

applying positive and non-violent discipline
to maintain trust and fairness in the
classroom (2.6.2, 2.2.2);

2. Identify basic concepts related to

classroom management and positive
discipline (2.3.2);

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.
 • Reading Activities
• Department of Education. Positive Discipline In
• Reflections Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
• Writing activities
• Save the Children. A Toolkit on Discipline with
• Checklist Particular Emphasis on South and Central Asia.
Sweden: Save the Children, 2007.
• Quizzes
• UNESCO. Embracing Diversity: Toolkit for Creating
• Outputs for Portfolio: Inclusive, Learning-Friendly Environments Specialized
Oath of Promoting Trust Booklet 1: Positive Discipline in the Inclusive,
and Fairness Learning- Friendly Classroom: A Guide for Teachers
and Teacher Educators. France: UNESCO, 2015.
Required Resources
• PPST Resource Package Module 15:
• Department of Establishing safe and secure learning
Education. DepEd Child environment to enhance learning through the
Protection Policy (DO. 40 consistent implementation of policies,
s. 2012. Pasig City: guidelines and procedure
DepEd Orders, 2012.

Guide for Mentors and Newly Hired Teachers 55

 spaces and maintaining constructive
relationships will further secure safe
learning environments for our learners.
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
 constructively by applying positive and non-
violent discipline, as anchored in the Philippine
Professional Standards for Teachers (PPST) under
Positive Discipline Domain 2, which centers on creating an environment
that is learning-focused and in which teachers efficiently
Discipline is the practice of teaching a person to observe manage learner behavior in a physical and virtual space.
rules or a code of behavior in both the short and long terms. It has Strand 2.1.2, which is to establish a safe and
On the other hand, punishment is a penalty that aims to secure learning environment to enhance learning through
control behavior through negative means (UNESCO, 2015). As the consistent implementation of policies, guidelines, and
a teacher, you need to be knowledgeable of ways on how to procedures. The use of positive discipline ensures a
lead your learners to exhibit positive behavior. Discipline is learning-focused environment and to encourage
positive and constructive because it involves setting goals and positive behavior and motivate learners to feel
conceptualizing constructive and creative solutions to good about themselves and the decisions they
challenging situations. Every teacher should respect a make. With positive and non-violent discipline, our
learner’s developmental level, their rights to dignity and learners will see a connection among their
integrity, and their right to participate fully in their learning. behavior, the personal consequences, and the
impact of their actions to others. You may refer to
Effective teachers should manage learner behavior the PPST Resource Package 2.1.2.

56 The Teacher Induction Program - Course 1

 Developing Positive Behaviors - Redirect behavior positively – for example,
when a student bounces a ball around the
The behaviors that you value and want to
classroom, “You can bounce your ball
encourage need to be known to your learners,
and you need to make a concerted effort to teach outside on the playground where there is
and strengthen these behaviors. Some strategies more space to play.” On the other hand, in
that you can use to help your learners learn the virtual environment immediately respond
positive behaviors include the following4,5: to the student(s) unusual virtual actions or
reactions by calling their attention. Be
- Give positive statements. mindful that your goal is to encourage and
redirect positive behavior among the
- Listen carefully and help them learn to use words learners.
in expressing their feelings, not destructive actions.
- Make connections - online learning is all
- Provide your learners with opportunities to about making effective communication with
make choices and help them learn to evaluate the learners as well as their
the potential consequences of their choices. parents/guardians both for positive and
negative development during online classes,
- Reinforce emerging desirable behaviors this can effectively done during town hall
with meetings.
frequent praise and ignoring minor
misdeeds. - Establish routines, rules and procedures and
student engagement to create an online
- Model orderly, predictable behavior, respectful teaching and learning direction such as a
communication, and collaborative conflict resolution strategic pre- planned schedule of screen
time activities based on your lesson plan.
- 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

Inclu- sive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
5 Berman, G. and Dubinski, A. (2021). Managing
Students’ During Remote or Hybrid Learning: Tips for
teachers in an uncertain time. Child Mind Institute, Inc.

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 Possible Answer and Points for Feedback

Case 1 : On Being Tardy

Rhea: I live a few kilometers away from my school. In

the morning, sometimes I have to fetch water and cook
food for my siblings before I can go to school. I have no
money for transport, so I walk to school. Learners in our
school get late slips when we don’t arrive on time. I
don’t want to get too many.

Rhea’s teacher: I have to make sure the children

understand that coming late to school is not
acceptable. They have to know that there are
consequences for their tardiness. I always give them
punishment. Some of them are even used to it. They
just offer themselves up because they know I don’t
listen to any excuses.

What alternative/s to corporal punishment could

suggest to the teacher?

58 The Teacher Induction Program - Course 1

 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 have to ensure that the class is well-

behaved. Otherwise, they will just get out of control and
I will not be able to teach. The learners will take over
and other teachers will laugh at me. I will put Marcus in
his place by embarrassing him publicly. I will make an
example out of Marcus so that learners will not dare to
show disrespect by making noise in my class.

What alternative action/s could you offer to the

teacher in order to promote positive discipline?

Guide for Mentors and Newly Hired Teachers 59

 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
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

 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 after the 2nd 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.

What alternative action/s do you suggest in order to

promote positive discipline?

Guide for Mentors and Newly Hired Teachers 61

 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.

What alternative action/s do you suggest in order to

promote positive discipline?

62 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 6: On Adaptability Struggle

Janelle: Online learning is new to me. I am used to

face to face classes. I will inform my teacher that I
can not attend online classes regularly and I can not
submit my requirements on time.

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.

What alternative action/s could you suggest in order

to promote positive discipline?

Guide for Mentors and Newly Hired Teachers 63

 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.

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

Key Topic 2: Reinforcing Positive Discipline
(the class as a whole) and to praise each child’s
While punishment is a single act, positive efforts in being a good team member. The core of
discipline is a process that recognizes and rewards positive discipline is to catch learners doing the
appropriate behavior. Positive discipline is right thing and reward them immediately.
something that could be developed on a day-to-
day basis. This process is effective for individual The following are statements that could be
children. Moreover, for teachers who are working believed in by some teachers, but were labeled as
in large classes, it can also be effective for groups myths on disciplining learners (UNESCO, 2015,
of children. The key is to make the children feel 14-18).
they are on a “winning team”

Statement Remark
“People who use this argument often do it to reduce the guilt they have for
1. “It happened to me
using corporal punishment on their children today. In their minds, they are
and did no harm.” defending their violent actions against their children.”

“The problem is the disciplinary approach, not the misbehavior of the

2. “Nothing else works!” or
children. Justifying that a child has asked for violence is really intended to
“They asked for it!” make the perpetrator feel less guilty and transfer the blame to the victim.”

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the
works best. Other child, it destroys the teacher-child relationship. Children become angry at
methods don’t.” 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 “This argument is not acceptable; besides, it is quite common for parents
resort. I had no choice!” and teachers to result in physical punishment at the first instance not as a
last resort.”

5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually
control the children in arises because the classroom has no set rules or routines; the children do
my class. I have too not know what is expected of them and the consequences for misbehaving;
many!” 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 Remark

1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems,
can not be applied in an encouraging positive group behavior during online classes is rewarding
online class.” together with individual reinforcement systems to engage the learners.”

“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
2. “Positive reinforcers are
online class setting. For example, social reinforcers can be done by giving
costly and difficult to
praise or verbal recognition to the learners during online activities and
administer.” 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

“Learners find different types of reinforcement motivating. To ensure that all
one type of
learners engage in an online class, provide a variety of layers of
positive reinforcement such as praise and token systems.”
reinforcers in my online
class.”

4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’
activities, I do not
understanding. In order to gather students input, the teacher may use
need to consider the group discussion, chat box and online polling. ”
learners.”

“To increase the motivating reinforcement system among learners, the

5. “The learners in an teacher can provide progressive rewards through a badging system. The
online class do not teacher may provide badges to activity which can be done both in
need rewards.” 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. ”

66 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 discipline 6 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 Answers Feedback

1. During the group activity of

Teacher Justin for his Classroom
Observation (CO), two of his
pupils started argu- ing with each
other, which caused noise and
distracted their classmates.
Teacher Justin then told them to
stay away from each other and
that he will deal with the both of
them after class.

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.

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.
68 The Teacher Induction Program - Course 1
 Situations Answers Feedback
4. During the General Mathematics
class of Ma’am Princess, she
noticed that Gian was sleeping.
“Rise and shine, Gian! It’s time
for your breakfast”, Ma’am
Princess shouted and the whole
class giggled. Immediately, Gian
sat properly and became
attentive for the whole duration
of Ma’am Prin- cess’s class.
5. Ma’am Trisha scheduled her First
CO in her Grade 4 MAPEH Class.
During their discussion, she
noticed that among the learners,
Carl was the most attentive and
participative. After ask- ing a
question, she then called Amy to
answer, “I don’t know”, Amy
replied nervously. Then Ma’am
Trisha told her pupils that they
should be more like Carl to be
able to answer as much as
possible.
6. Teacher Cora records the learners
performances and outputs during
synchronous and asynchronous ac-
tivities. She noticed some
incomplete activities compiled by
the learners. During her online
class, Teacher Cora asked the
learners to share their online
experiences. After some important
sharing they proceed to the
activities where Teacher Cora
prepared. Teacher Cora called for
the learners who have concerns
based on record to actively
participate and give immediate
feed- back to the participation.

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 Answers Feedback

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

70 The Teacher Induction Program - Course 1

Positive discipline is a way not only to reduce
misbehavior but also motivate learners (UNESCO b. Establish clear rules and procedures and
2015, 80). It is based on the premise that instruct learners on how to follow them.
behavior that is rewarded is behavior that will be Give primary-level learners, in particular, a
repeated. The most critical part of positive great deal of instruction, practice, and
discipline involves helping learners learn behaviors reminding.
that are effective in promoting positive social
relationships and help them develop a sense of
self-discipline that leads to positive self-esteem.

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.
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 Feedback

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 in order
to discriminate the very
good learners from the
rest.
Guide for Mentors and Newly Hired Teachers 73
Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships
Ask a colleague, either a fellow newly hired contribute to a great extent to learners’
teacher or a fellow subject area teacher, on which engagement in face-to-face or virtual classroom
they think are the best ways to build relationships activities. Indeed, relationships are key-- which
with their learners. Write your findings on the includes teacher-to-learner and learner-to-learner
space provided. Limit your response to 100- 150 interactions. To build a positive relationship with
words. 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
Psycho- social Aspects of Child and Family Health. Guidance
for effective discipline. American Academy of Pediatrics.
Committee on Psy- chosocial Aspects of Child and Family
 Health [published correction appears in Pediatrics.
1998;102(2, pt 1):433]. Pediatrics. 1998;101(4,
pt 1):723–728.

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 Answers Feedback

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.

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 Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs
means being fair in activities to explain clearly his or her
such as making assignments, feelings and the
settling disputes, giving help, circumstance that caused the
and choosing learners to be feelings.
assistants or to participate in
Active Listening This means being attentive and
special activities.
responding when a learner
speaks. You need to show
that you have heard the
Humor The ability to respond learner and to give him or
lightheartedly to learners. her a chance to correct a
misunderstanding or
interpretation. You might try
re-stating what has been said
Respect This involves showing regard or a use of body language to
for the rights and feelings of show empathy.
learners.
These characteristics may model to learners how
they would also interact with each other. This would
Courtesy This is another sign of respect. enhance learner-to- learner relationships.

8 Lawrenz, Frances & Huffman, Douglas & Gravely,

Amy. (2007). Impact of the Collaboratives for Excellence in
Teacher Prepa- ration Program. Journal of Research in
 Science Teaching. 44. 1348
- 1369. 10.1002/tea.20207.

76 The Teacher Induction Program - Course 1

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 My Routines I Set as a Subject- The Routines my Colleagues Set

Adviser Teacher in Class

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, , a newly hired teacher, do solemnly

swear to abide by the following tasks on promoting trust and

fairness to my learners:

a.

b.

c.

(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 Answer
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.

Guide for Mentors and Newly Hired Teachers 79

Summary
• 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-to- learner
relationships.
80 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

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.
82 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-central- regional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Executive Order No. 366, s. 2004 on Directing a Strategic Review of the Operations and Organizations of the Executive Branch and
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
National Educators Academy
of the Philippines
Dir. John Arnold S.
Siena
Teacher Education Council
Ms. Anna Marie San Dir. Runvi V. Manguerra
Diego
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
 Acknowledgments

Philippine National Research Center for Teacher

Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Jeanny S.
Lampos Burce
Senior Program Manager
II Project Officer Research
Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Warren Quisada Angelo Uy

Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross
Pimentel
Josefino C. Pogoy, Chinita Tolentino Jennifer F. Vivas
Jr.
Guide for Mentors and Newly Hired Teachers 87
 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A.
Jonathan Baniaga III Tomalabcad Reggie
Ms. Noemi Baysa Jeanrick Deuna Tuazon
Alma Belarmino Nuñez Maribel Gladys Uy
Rageene Vera Perez Beverlyn Maria Lourie
Dueñas Ramirez Victor
Nerio Benito Eseo Frankie Delos
Santos
Support Team

Ruth Mae Aris L. Solis Roy Benson

Ellorin Layout Artist NEAP ICT Technical Support
Layout Artist
Pilot Testing Participants
Region IV-A Region VI Region VII
Division of Division of Iloilo Division of
Cavite Division Division of Negros Bohol Division
of Quezon Occidental of Cebu
Division of Division of Antique Division of Negros
Batangas Oriental

National Capital Region

Region X
(NCR)
Division of Bukidnon
Division of Quezon
 Division of Misamis City Division of
Oriental Caloocan Division of
Division of Misamis Manila
Occidental

88 The Teacher Induction Program - Course 1