Teacher Induction •

http://www.

Program (TIP)
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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
At the end of this module, you should be able to:
1. demonstrate understanding of the DepEd’s mandate,
vision, mision, core values and strategic directions;
and
Required Resources
• DepEd Order (No. 36, s. 2013)on Our Department of
Education Vision, Mission and Core Values (DepEd
VMV).

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
The DepEd’s Mandate
The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis-à-vis
the changing administrations and charters. The present-day
Department of Education was eventually mandated through
Republic Act No. 9155, otherwise known as the Governance
of Basic Education Act of 2001, which establishes the
mandate of this agency.
DepEd formulates, implements, and coordinates
policies, plans, programs, and projects in the areas of
formal and non-formal basic education. It supervises
all elementary and secondary education institutions,
including alternative learning systems, both public
and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated
system of basic education relevant to the goals of
national development.
Required Task 1: Reflection Questions
Reflect on the DepEd’s mandate and respond to the
questions below. You may respond in 2-5 sentences
for each.
As a newly hired teacher in DepEd, what can you
contribute to:
6 The Teacher Induction Program - Course 1
a. promote quality education?
Teachers play a crucial role in ensuring that
students understand academic knowledge because
they plan instructional exchanges with and among
students which, in a perfect environment, have an
impact on students' learning.
In order to ensure that I am advancing educational
quality as the department intends, I will first become
familiar with the Department of Education. I must
keep in mind and internalize its mandate, mission,
vision, core values, and strategic direction.
Additionally, I'll make sure that I prepare and
provide in-depth courses to the best of my ability.
Additionally, I'll establish a setting that encourages
learning in the students.
By instilling in each student the value of education
in their lives, I may help the DepEd mandate be met
in the implementation of policies, plans, programs,
and projects in formal basic education. I constantly
make sure that the DepEd Mandate is adhered to
while implementing new policies, plans, initiatives,
and programs in my classroom.
Every Filipino has a right to a basic education that
is of high quality, equitable, based on their culture,
and comprehensive, claims the DepEd Mission.
Due to this, I always make sure that every student
in my class will learn, irrespective of their current
situation in life. Even though the setup is
asynchronous and new teaching modalities are
being used to improve teacher and student
engagement, the Department of Education still
offers a better solution for every Filipino learner to
complete their education.
b. uphold equity in education? c. respond to the needs of the learners?

I contribute to the promotion of high-quality Meet the needs and take on the lifestyle of
education as a new teacher by being familiar each student. Expectations shouldn't be set too
with the mandate, mission, vision, core values, high because every learner is different. I'll instill
and strategic direction of the Department of in them good morals and have a conversation
Education. I make certain that I completely with them about the value of respecting one
comprehend the DepEd's mandate, goal, vision, another's differences. Naturally, it will begin
and core values because I want them to be my with me. I will create each session with a strong
primary benchmarks for guaranteeing drive so that each learner feels comfortable and
high-quality education. Aside from that, I also unforced while learning.
employ a variety of instructional styles and
approaches. If I ever need advice, support, or
surfing, doing research utilizing contemporary
technology via the internet about the many
teaching tactics that will aid or offer to me a
better idea to cater to the various learners, I
always seek the assistance of the tenured
teachers at our school. I then use creativity and
resourcefulness to cater to the needs of my
students.

Giving every student the necessary conditions,

opportunity, tools, and resources to succeed is a
key component of ensuring educational equity.
By ensuring that all of my students have an
equal chance to succeed, regardless of their
ethnicity, religion, culture, color, or
socioeconomic background, I can uphold
equality in education. In order to accommodate
the various learning styles of my students, I gave
them varied training. In order to increase
possibilities for all students to succeed, I will
remove obstacles to learning, encourage group
work in the classroom, and remove any other
hurdles.

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?
SELF
As a new public school
teacher, I want to be a
teacher that is passionate
about what they do, not
simply because they have a
license. I've always wanted
more for my students as a
teacher. I wanted students
to develop, to see them
recognize their talents and
limitations and learn how to
deal with them. Developing
their character will help
them become better
members of their families,
communities, and polite,
civilized citizens.
8 The Teacher Induction Program - Course 1
MY VISION BOARD
CLASS SCHOOL COMMUNITY
In order to help all students
find a sense of purpose in My goal for the students and
their learning, it is my goal faculty at my school is to
for each class to encourage create well-rounded,
students as they explore self-assured, and
new ideas in a friendly, safe dependable people who
setting. Make sure that strive to realize their full
every class is differentiated potential.
and student-centered to
ensure that every student
receives the support they
require.
Key Topic 1: DepEd’s Vision
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
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.
Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales
Memorial National High school. She encourages her learners
to demonstrate their love of country through practicing acts
of kindness inside and outside the school premises. Provide
at least two ways of integrating this in her lessons. You may
respond in 3-5 sentences.
In order to accomplish her lesson goal, Teacher
Johanna needs first consider the subjects she can
incorporate it into, such as Araliing Panlipunan.
Build on the understanding of the learner by
having an explicit discourse about their own
experiences with kindness. Give learners a
variety of opportunities to assist one another and
cooperate. establishing a brainstorming session
with groups so they can express their opinions on
the subject at hand.
Guide for Mentors and Newly Hired Teachers 9
 Scenario 2: Key Topic 2: DepEd’s Mission
One of the Grade 9 advisory students of Teacher Andrew is
showing interest in joining scouting. However, the student is
very shy and timid. In what ways can Teacher Andrew help
his learners to gain confidence and participate in scouting?
You may respond in 3-5 sentences.
Mission
The Hands-On Orientation, which offers a
useful learning strategy and aids the Scout To protect and promote the right of every Filipino to quality,
in developing confidence, ought to be equitable, culture-based, and complete basic education
conducted by Teacher Andrew. When done where:
outside, games and activities offer a
pleasant opportunity to learn new skills and Students learn in a child-friendly, gender-sensitive, safe,
get in touch with the natural world. In small and motivating environment.
groups, scouts develop their ability to foster
a sense of family and unity. Teachers facilitate learning and constantly nurture every
learner.

Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for effective
learning to happen.

Family, community, and other stakeholders are actively

engaged and share responsibility for developing life-long
learners.

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: Key Topic 3: The DepEd Core Values
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make sure
that she can provide a child-friendly, gender-sensitive, safe,
and motivating environment in her class. What should she
do to achieve this? You may respond in 3-5 sentences. Core Values
In promoting “One DepEd,” the official DepEd core values
Teacher Helga must practice adapted the national motto as stated in the Republic Act
non-discriminatory curricula. Create a No. 8491 (otherwise known as the Flag and Heraldic Code
connection between the learner's life and of the Philippines). The core values are enumerated as such:
the classroom. Maintain a neat and
organized classroom while allowing kids
to express themselves freely and be
supportive of one another. She also
Maka-Diyos
instills in them good morals and talks to
them about the necessity of respecting Maka-tao
others' differences and individuality.
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 backgrounds

Maka-tao
1. Cooperates during activities

2. Recognizes and accepts the contribution

of others toward a goal

3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully

5. Accepts defeat and celebrates others’ success

6. Enables others to succeed

7. Speaks out against and prevents bullying

Guide for Mentors and Newly Hired Teachers 13

 Core Values Behavior Statements Indicators
1. Shows a caring attitude toward the environment

2. Practices waste management

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

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino

2. Respects the flag and national anthem

3. Takes pride in diverse Filipino cultural expressions,

Demonstrates pride in being a Filipino; practices, and traditions
exercises the rights and responsibilities 4. Promotes the appreciation and enhancement
of a Filipino citizen of Filipino languages

5. Abides by the rules of the school, community, and country

Makabansa
6. Enables others to develop interest
and pride in being a Filipino

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
Let’s see how you would apply the DepEd Core Values
in responding to the following school scenarios. You may
answer the following questions in 3-5 sentences. Write your
answer on the space provided.
Scenario 1:
Teacher Luis is a Grade 10 guidance counselor and a Values
Education teacher at Arellano High School. One of his
classes has a diverse religious background. One day, two of
the learners insisted that the class should start with a prayer
led by an assigned student. This leads to a heated debate
arguing about their own religious and spiritual beliefs. How
can Teacher Luis mediate and help resolve the argument?
(You may refer to Department Order (No. 32, s. 2013) and
Department Order (69, s. 1990)).
Teacher Luis should remind his students to
take the time to emphasize objectionable
material and the difference between cultural
celebration and appropriation, and
encourage his students to study about their
religious heritage. Additionally, the pupils
picked up acceptable ways to discuss
diverse cultures. Teacher Luis needs to let all
of his students know that they all practice
different religions and shouldn't be forced to
partake in any religious activities that go
against their faith.
Scenario 2:
The DepEd Core Values teaches us the love for God
(maka-Diyos), love for fellow men (maka-tao), love for
nature (makakalikasan), and love for country (makabansa).
Teacher Molina inspires his Grade 2 learners to become a
better version of themselves through exemplifying qualities
and characters of our national heroes. What classroom
management strategies can Teacher Molina employ to
encourage learners to apply the DepEd core values in real
life situations?
The heroes of the nation and the community
should always be acknowledged, and their lives
and deeds should be frequently discussed and
promoted. Teacher Mona will use a variety of
teaching resources and techniques to teach the
DepEd Core Values to Grade 2 students using
stories of heroes. Additionally, students can
comprehend the complex traits of heroes thanks
to multi-media training. They will gain knowledge
of the traits and personalities of our nation's
heroes that they may use to their everyday lives.
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:
SELF
I will serve as a role model for
students and emphasize the value
of education as a new teacher in a
public school. I'll concentrate on
learner-centered strategies since
they will help students improve
their independent thought
processes and critical thinking,
which will allow them to apply
everything they have learned in
the future and be progressive.
I'll employ teaching techniques
that let my students put what
they've learned into practice
every day, have an impact, and
help the country advance.
16 The Teacher Induction Program - Course 1
MY VISION BOARD
CLASS
In order to help all students find a
sense of purpose in their life via
education, my objective is to
establish a class that supports
students as they learn about and
investigate novel concepts in a
friendly, safe environment. Make
sure that every class is
differentiated and
student-centered to ensure that
every student receives the
support they require.
ACTION POINTS
I will allow them freedom to reflect
independently and critically on the
exercises I assign in each lesson.
I'll let them think about how to put
what they've learned into practice
and motivate them to socialize
because we can all benefit from
others' experiences. It will help us
develop personally or as learners.
SCHOOL COMMUNITY
My objective for the students
and faculty at my school is to
create well-rounded,
self-assured, and dependable
people who strive to realize
their full potential.
I will make the school's
relationship with parents and
other stakeholders with
regard to welfare stronger.
Create a friendly, enjoyable,
secure, and encouraging
learning atmosphere where
everyone is treated equally.
Strategic Directions
As an agency, the Department of Education sets plans and
actions to achieve its vision within a given time projected.
These strategic directions are time-bound and are measured
through strategic objectives.
An example is the Strategic Directions specifically for year
2017-2022 by the administration of Sec. Leonor Magtolis-
Briones.

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

Guide for Mentors and Newly Hired Teachers 17

 ZC.pptx Required Task 2: Pledge of Commitment
(Portfolio Output)
Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by the
following scenarios. Pledge of Commitment
Write your own pledge of commitment in support to DepEd
1. Expand Access to Basic Education Strategic Directions. You may write your statements in 3-5
sentences.
2. Improve Quality and Relevance

3. Modernize Education Management and Governance

I, LEAH MAE E. FRANCE, hereby affirm my

Your school effectively implements a School-based
Management (SBM) system that empowers your school head
to make decisions that respond to your school’s immediate
needs.
Your Grade Level Coordinator conducts LAC sessions with
all the teachers in the grade level to be knowledgeable about
the concerns of teachers and learners.
Your school prepares alternative learning mode for all
learners.
commitment to upholding my aims and
objectives in a way that is consistent with
the mission and vision of the Department of
Education. In addition, I'll deliver quality
instruction and take responsibility for what I
give to my students. I swear to put my
students' education first and foremost, and
I'll work harder to figure out how to support
both their learning and my higher education.

The Local Government Unit (LGU) provides assistance to the

public schools through distributing TVs, tablets, and laptops
to learners and educators.

The Division Office prioritizes training on curriculum

implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences.

18 The Teacher Induction Program - Course 1

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

My goals for better serving our students and

fostering a learner-centered atmosphere
have become clearer as a result of this
session. It prompts me to consider how I
instruct pupils and how I will help them grow
through the tactics I employ. This module
also taught me how to encourage "
learner-centered" teaching by helping me
become a more agentive teacher.

Guide for Mentors and Newly Hired Teachers 19

 2. How has this module helped you clarify your vision and 3. What are your personal beliefs and values that are aligned
motivations in serving your learners better and in promoting with the DepEd’s VMV (Vision, Mission, Core Values)?
a learner-centered environment for them?

My vision was I think everyone has a right

clarified and I was to a high-quality education,
inspired to be and we should raise up
learner-centered by pupils who uphold the
fundamental principles. I
this module, which support learning,
serves this session. It consistently nurture my
has taught me to students, and adore my
tailor how I offer nation while offering a
instructions to the kid-friendly,
needs of my gender-sensitive,
students. high-quality, and secure
Additionally, this atmosphere.
program helped me
to recognize that the
pupils should come
first.

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 watching What else i want to know about

the PPST explainer video the PPST/ concepts that need clarification

I've found that the PPST How can these PPST Strands be
Standards aid in the implemented effectively with the
development of stronger and overlapping tasks that teachers must
more efficient teaching complete throughout the year without
strategies. overworking them?

I'm interested in learning more about

Learning is both a lifetime the PPST and the principles that still
journey and an experience that need to be clarified, as well as about
lasts a lifetime. the methods that teachers can
employ to improve the bond between
the school and the community and to
introduce diversity and cultural
awareness into the classroom.

Guide for Mentors and Newly Hired Teachers 21

 Key Topic 1: Introduction to the PPST
In light of the Department of Education’s vision to
continuously improve itself to better serve its stakeholders,
the Department is committed to developing teacher
competencies that are abreast with the changing demands
and needs of K to 12 curriculum, globalization and ASEAN
integration. Hence, the Department released DepEd Order
no. 42 s. 2017 on National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST).
The PPST:
• sets clear expectations of teachers along well-defined
career stages of professional development from
beginning to distinguished practice;
• engages teachers to embrace ongoing professional
learning for their professional development to enhance
their own teaching;
• provides a framework of uniform measures to assess
teacher performance; and
• provides a basis for building public confidence in and
support for the work of teachers.
DepEd Order no. 42, s. 2017 mandates that the PPST “shall
be used as a basis for all learning and development programs
for teachers to ensure that teachers are properly equipped
to effectively implement the K to 12 Program. It can also
be used for the selection and promotion of teachers. All
performance appraisal for teachers shall be based on this
framework” (Section 5).
In line with the above provisions, in DepEd Order (No. 11,
s. 2019) on Implementation of the NEAP Transformation,
NEAP is mandated to provide standards-based professional
22 The Teacher Induction Program - Course 1
development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional development
for teachers is to be based on the PPST. More in-depth
discussions on PPST will be tackled in Course 3 of TIP.
Key Topic 2: The Teacher Professional
Development Framework
In order to help teachers seamlessly adopt and embody the
expectations in the standards, the PPST has been integrated
in DepEd’s Professional Development Framework (see Figure
1). The framework shows the professional development path
of teachers starting from the Teacher Education Institutions
(TEIs) towards their career development in DepEd. Teachers’
professional development is guided by the Human Resource
(HR) systems which are represented in the framework:
1. Recruitment, Selection, and Placement
(Recruitment and Hiring)
2. Results-based Performance Management System
(RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used to
gauge teacher practices and better target professional
development and training.
3. Learning and Development (L&D) - represented
in the framework by the Learning Action Cells and
the Targeted Professional Development and Teacher
Training.
4. Rewards and Recognition (Rewards, Compensation)
Figure 1. The Teacher Professional Development Framework (Research Center for Teacher Quality 2018)
This framework shows that the PPST is not only intended to set expectations of teachers. It is also integrated into the system,
tools and processes of DepEd in order to ensure that it is seamlessly embedded in the teachers’ life. It is not an additional
requirement, but a guide towards personal and professional reflection and advancement.

Guide for Mentors and Newly Hired Teachers 23

 Summary

• 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
for the School Year
Intended Module Learning Outcomes
At the end of this module, you will be able to:
1. establish safe and secure learning environments
through the implementation of DepEd and school
policies, guidelines and procedures on the preparation,
start, and daily management of classes (2.1.2)
2. plan and manage administrative, teaching and learning
processes through efficient lesson planning and
accomplishment of school forms; and compliance with
DepEd’s policy and guidelines on lesson preparation
(4.1.2)
3. manage learner behavior constructively by applying
positive and non-violent discipline (2.6.2)
Module Outline
Session 1 - The DepEd School Calendar
Session 2 - The School Support System
Session 3 - Pre-opening of Classes Preparation
Session 4 - Opening of Classes
Session 5 - Handling Advisory Classes
Estimated Time required: 1 hour
Required Tasks
• Personal School Calendar
• Reading and Reflections
Required Resources
• Deped Order (No. 1, s. 1991)
• Deped Order (No. 109, s. 2009)
• Deped Order (No. 43, s. 2012)
Session 1 – The DepEd School
Calendar
Key Topic 1: The DepEd School
Calendar
The DepEd school calendar for each school year sets the
opening and closing day of classes. It also prescribes
the number of school days where learners need to go to
school, inclusive of the in-service training for teachers,
parent-teacher conferences, and a celebration of the World
Teachers’ Day. As an example, you may see D.O. 7 s. 2020,
School Calendar and Activities for School Year 2020-
2021.
The DepEd school calendar also follows Republic Act 11480,
which is also known as An Act to Lengthen the School
Calendar from Two Hundred (200) Days to Not More Than
Two Hundred Twenty (220) Class Days.
The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
provides an enclosure for the calendar of activities for the
current school year to enable schools to efficiently and
effectively implement the school events and school activities
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local
and national celebrations provided that these activities are
beneficial to learners.
Guide for Mentors and Newly Hired Teachers 25
 Alternative delivery modes or make up classes may be
undertaken to compensate for the unplanned suspension
of classes due to natural calamities. The President, in
coordination with the Secretary of Education and the
Department of Education (DepEd), may opt to set a different
date for the beginning of the school year.
Key Topic 2: Continuity of Learning
(A History)
At the height of the Gulf crisis in the Middle East, DepEd
Order (No. 1, s. 1991) ordered a system of continued learning
despite the apparent war. Its content clearly specified that
“the continuing education of the youth remains the utmost
priority.”1 The order also envisioned mechanisms for
home-based learning, utilization of self-learning kits (both
reinforcement and enrichment), and application of various
multimedia platforms.
While the Gulf crisis did not escalate as it was expected,
DepEd shows that it has the contingency plan in place in case
a disruption of classes ensues. Moreover, our geographical
location as a country makes us vulnerable to tropical storms
and volcanic eruption. These natural factors directly affect
continuation of the school calendar. Hence, there is DepEd
Order No. 43, s. 2012 that provides a protocol for cancellation
of classes according to PAGASA’s weather bulletin.2
Another document, DepEd Order no. 109. s. 2009, lays out
the post-calamity education set-up which gives provision for
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines
For the Implementation of the Education Sector Contingency Plans for All
Levels.” (Department of Education, 1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines on
the implementation of Executive Order No. 66 (Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities).”
(Department of Education, 2012), 1.
26 The Teacher Induction Program - Course 1
recovery of missed school days and provides guidance in
choosing appropriate modalities that can be used to fit to
a rehabilitating context.3 All of these important documents
show that the education department is serious in living out
its mandate to deliver continuous learning.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily suspended
classes and adjusted the current school term in an effort
to save learners, teachers, and school staff from possible
exposure to COVID-19. For months, DepEd contemplated
what to do and continued to plan for the future. Eventually,
in August Secretary Briones announced that classes
would continue in October. The announcement came after
numerous schools were asking for different extensions
and possible class opening dates. DepEd opted to adjust
classes by introducing modules and the use of online video
conferencing applications such as Zoom.
DepEd also introduced its “Basic Education Learning
Continuity Plan” (BE-LCP) as its plan so learners are still able
to continue their learning despite any ongoing disasters like
calamities, pandemics, etc. There are four important aspects
to the plan: communication, materials, learning activities
and assignments, and assessments. Communication
involves ways of providing teaching whether it be answering
questions, discussion of a topic, relaying instructions, or
anything about the course. Materials include the lessons,
references, and other things needed for learning activities.
Learning activities and assignments are activities that
facilitate learning and come in many different forms or done
through a variety of methods depending on the teaching
style of the teacher or what is specified by the lesson plan.
Assessments are methods to gauge a student’s progress.
3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Classes for Lost Schooldays.” (Department of Education, 2009), 1.
Key Concept 3: Implementing Guidelines
Required Task 1: Reading and Reflection
Study the rationale of the Implementing Guidelines of the
DepEd School Calendar for the current school year. Write
your insight on the space provided below. Limit your
response to 150 words.
The DepEd School Calendar contains the guidelines that
should be observed in schools nationwide, including school
programs, curricular non-classroom-based activities, and
parent-teachers conferences. Some of the important dates
to be observed include a general assembly, deworming of
children, career guidance, in-service training, Christmas
break, standardized tests spearheaded by Bureau of
Education Assessment (BEA), summer classes, and end of
school year rites.

We chose this option because the As a teacher who works in the Department of Education,
you are enjoined to be familiarized with the DepEd School
Department wants education during Calendar because it will affect school-based calendar and
the Covid-19 pandemic to be more your professional work within the school year. It is important
inclusive of students and to provide to mark the dates on your own calendar, so that it gives you
a heads up on how you plan your activities throughout the
teachers more time to adapt to the year.
remote learning environment,
according to Sec. said Briones.
The Department of Education's
year-round operations should be
familiar to newly hired teachers so
that we can prioritize our goals to
improve our capacity for teaching,
training, and advancing our
professional careers. It is essential
that you record the dates on your
calendar as the Department of
Education so that you can schedule
your activities for the entire 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: ________________________________

June July August September October November

2022 2022 2021 2021 2021 2021

* Independence Day * End-of-School * Start of * Accreditation * World Teacher's * All Saints Day
* DepEd Founding Year Rites Enrollment Period and Equivalency Day * All Souls Day
Anniversary * Start of * Brigada Test * Administration of * End of
* End of Academic Remedial/Advance Eskwela and * Brigada Eskwela PEPT (regular) Academic
Quarter 4 and School ment Classes Oplan Balik and Oplan Balik * SPG/SSG Quarter 1
Year Eskwela. Eskwela Election (1st to 2nd * Start of
* End-of-School Year * Ninoy Aquino * End of Week) Academic
Rites Day Enrollment * Start of Career Quarter 2
* National * Opening of Guidance * Parent-Teacher
Heroes Day Classes Orientation for Conference/Distrib
* Start of Grade 9,10,11 and ution of Repot
Academic Quarter 12 Cards
1 * Araw ng
* Oplan Pagbasa
Kalusugan sa * Bonifacio Day
DepEd

28 The Teacher Induction Program - Course 1

 December January February March April May
2021 2021 2021 2021 2021 2021

* End of Academic * Labor Day

* Feast of the * New Year's Day * Mid-year break * Administration
Quarter 3 * National
Immaculate * Resumption of * Chinese New of PISA in
* The Day of Valor Elections-related
Concepcion classes Year selected
* Start of Academic Activities
* Start of * End of Academic * Start of Academic Schools
Quarter 4 * National Elections
Christmas Break Quarter 2 Quarter 3
* Maundy Thursday * TAYO Naman!
* Christmas Day * NAT 12 * Parent-Teacher
* Good Friday Mental Health and
* Rizal Day * Mid-year Break Conference/Distribu
* Black Saturday Psychosocial Support
tion of Report
* Parent-Teacher Service for DepEd
Cards
Conference/Distribu Personnel
* People Power
Anniversary tion of Report Cards
* Administration of
ELLNA, NAT 6 & 10

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 does not set the specific dates for the
opening and closing day of classes.
To ensure that students are informed of crucial dates
throughout the academic year, the DepEd School
FALSE
Calendar always includes the dates for the beginning
and end of sessions.

Republic Act 11480, which is also known as

An Act to Lengthen the School Calendar from TRUE
Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The in-service training is inclusive of the number FALSE
of days required for learners to be in school.
The parent-teacher conference is inclusive of
the number of days required for learners to be FALSE
in school.
Students are not included in in-service training; only
teachers are.
The parent-teacher conference includes information about
the minimum number of days that students must attend
school.

Alternative delivery modes or make up classes

are not allowed to be undertaken to compensate FALSE
Make-up lessons are allowed to make up for
for the unplanned suspension of classes due to unanticipated absences so that the lesson can be
finished.
natural calamities.
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow learners TRUE
to continue their learning despite any ongoing
disasters like calamities, pandemics, etc.

Summary

• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities

30 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
1. Teacher Leo creates activities to make A. LIBRARIAN/LRDMS The books and teacher-created activities
COORDINATOR
sure that learners and teachers access the for the students' additional supplementary
place where reading materials and learn- materials are kept in the library by the
ing resources are kept. He also crafts a librarian and LRDMS Coordinator.
schedule of the classes that could visit the
place. He coordinates with the School Head
for the selection, acquisition, organization,
and maintenance of reference and reading
materials.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

2. Teacher Lorrine is handling a case of some B. GUIDANCE Guidance counselling. She could persuade
Grade 7 learners who were caught cheating COORDINATOR her parents to hold a conference to discuss
by their adviser. She calls the attention of /TEACHER the matter and administer punishment in
the parents and reports to them what the order to prevent repeating the same error.
learners did. Since it is the first incident,
the learners are reprimanded and remind-
ed of the importance of honesty and of not
cheating.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback
3. Teacher Steffi is conducting a career guid- C. GUIDANCE Guidance Counselors aid students in
ance and advocacy seminar to Grade 12 COUNCILOR selecting a career path for their future.
learners focusing on the four exits envi-
sioned for SHS graduates—namely, higher
education, entrepreneurship, employment, or
middle-level skills development. Afterward,
she gives them a survey to answer on what
they plan for their career development after
SHS.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

4. Mark Anthony is preparing a budget plan for
the continuous improvement of the school
for the month of August. He is also preparing
the financial report for the month of July.
Both reports are subject to the approval of
the School Head.
D. ADMINISTRATIVE The administrative officer is working together
OFFICER a financial plan for the school's ongoing
improvement. Every month, he also prepares
the financial report. The School Head must
be notified and given his or her approval.

a. Guidance Coordinator/Teacher

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers 35

 Scenario Answer Feedback

C. PROPERTY The responsibility for preserving and

5. Miss Rhea prepares the receipt, issuance, CUSTODIAN
maintenance, and safekeeping of supplies, documenting school supplies, equipment,
and property falls to the property custodian.
materials, and equipment and other prop-
erties and facilities of the school. She also
conducts and maintains the inventory of
properties and prepares the required reports
for the School Head’s reference.

a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

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
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents, and
other stakeholders in identifying and resolving issues and
concerns in the school community. Discuss how you can
help in each scenario and involve some key personnel who
can help you resolve the following challenges.
Scenario 1
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry and
disappointed about what happened because the incident
was not addressed and resolved properly. Her daughter is
still afraid and decided not to go to school that day. The
incident happened during Science time because the teacher
was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class
during that time. Who should you seek help to?
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a
friend, messaged you on Facebook and told you that she will
be absent tomorrow. She asked you to substitute all her five
classes. Without letting you respond, she already sent you
the learning materials for her lessons tomorrow. However,
you also have classes to attend and your learners are
expecting to deliver a performance task that they prepared
for. What are you going to do as a colleague and who should
you direct her to?
I'll be honest with her and let her know
that I too have classes to go to. In order
for the principal to choose which teacher
is available to teach her class, I will
advise her to inform the principal that she
is no longer able to attend school and that
she needs a replacement teacher.

In this situation, I would seek the

guidance counselor's opinion first
before deciding how to approach the
issue with the parents and students
involved. It is time to ask the school
principal for help if the problem has not
been fixed.

38 The Teacher Induction Program - Course 1

Scenario 3
Lito, the class president of your advisory class, was elected
as the president of the Supreme Student Government (SSG).
After three months, his subject teachers are having trouble
with his class standing because of his frequent absences and
non-submission of required written and performance tasks.
Lito is getting overwhelmed with the various school activities
he manages. What are you going to do as the adviser?
I'll explain Lito that I recognize he has a
lot of responsibilities in his position as
president of the Supreme Student
Government, but I'll also remind him that
he shouldn't be centered only on this. He
must give priority to other matters. He
should figure out how to balance his
responsibilities and academic courses to
prevent arguments about his grades. I'll
encourage him to set up a daily routine so
he can handle both of his obligations
without endangering his academic work.
Session 3 – Pre-opening of Classes
Preparation
Key Topic 1: Preparations for pre-
opening of classes
Now that you have familiarized yourself with the DepEd
school calendar and the school support system, it is time
to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
important so that you can efficiently and effectively prepare
for the school year. In this session, you will determine how
to get to know the school structure, available resources/
equipment, etc. and set up the classroom.
Your first year of teaching in the public school system would
probably be one of the most rewarding and unforgettable
experiences that you will have as a teacher. Expect that
you will have grounding experiences, as well as a myriad
of challenging circumstances that will test your character.
Hence, it is important that before you prepare your classroom
and your lesson, you also need to prepare yourself physically,
mentally, and emotionally.
You can do journal writing to reflect on your teaching practice.
This will help you make wiser decisions as you deal with
your situations inside the classroom. In this way, it will help
you reflect objectively when untoward incidents happen.
Whenever you make mistakes or failures, you need to be
patient with yourself. Bear in mind that your school head or
head teacher considers that you are a new teacher in the
school and will definitely give you the kind of understanding
that you need.
Guide for Mentors and Newly Hired Teachers 39
 Key Topic 2: Getting to Know
the School Structure, Available
Resources/Equipment, etc.
As a new teacher, you must familiarize yourself with your
work environment. It doesn’t only mean knowing the fastest
way to get to your school, but it also entails your knowledge
in and out of the school. Below are general tips in getting to
know your school to start with your professional journey as
a public school teacher.
1. As a faculty member, you are expected to know the
different offices and units in your school, as well as
the designated teachers who run each office. You
also need to know the school’s tailored Teachers’
Handbook, which contains the rules, regulations,
expectations, and all other necessary information that
you need to know about your job in your new school.
Make sure that you read it thoroughly and understand
everything because you are expected to observe all of
them as you work.
2. The provisions written on the handbook are not the
only ones that are being observed in the school. As
you work every day, you will begin to recognize casual
rules and principles that the school follows. Be able
to notice them. Hence, gather as much information as
you can before the beginning and during the first few
weeks of the school year.
3. Know your school organizational chart. Introduce
yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along with
your new colleagues; but you have to overcome the
anxiety so that you can establish rapport with your
fellow teachers.
40 The Teacher Induction Program - Course 1
4. Get acquainted with safety concerns in the school. In
every school, there is a unit designated for Disaster
Risk Reduction Management (DRRM). You have to
know the safety procedures for emergencies, like
when disasters occur during the school year. You may
need to know where the fire exit is or where to lead
learners when an earthquake occurs.
5. Know the proper decorum in submitting paper works
or turning in reports.
6. Your breaktime schedule also matters, so early on
you may already take different options for spending
your breaktime. Bear in mind that teachers, both
seasoned and new, have their own way of utilizing
their break time. While most teachers use it for eating,
some teachers use it for rest, reflection, checking
learners’ outputs, doing paper works, or speaking
with colleagues. Whatever you choose, make sure that
you will be able to use your time well and respect how
other teachers use theirs.
Before you set up your room, you have to check the available
resources. In each school, the principals allocate funds for
supplies such as cleaning materials, instructional materials,
and other paraphernalia that may be used in preparing the
classroom at the beginning of the school year. Should there
be missing or insufficient supplies or if damages are found,
you must immediately report it to the principal.
Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnel in-charge.

Department/Office/Unit Personnel In-Charge

SCHOOL OFFICE/ADMIN MS. MONNETH SALONGA
SCHOOL NURSE MRS. YVETTE ZUNIGA-LUSTRE, RN

PROPERTY CUSTODIAN MRS. VILMA ROQUE

SCHOOL DISATER RISK REDUCTION AND MANAGEMENT MR. ARTURO SALCEDO

INFORMATION AND COMMUNICATION TECHNOLOGY MRS. MA. DOLLIEVIC CABALUNA

FEEDING PROGAM MRS JESSA DELA CRUZ-ROXAS

BRIGADA ESKWELA MRS. DAISY VILLANUEVA

SCHOOL LIBRARIAN ATTY. MARY ROSE GA

LEANER INFORMATION SYSTEM MRS. MA. DOLLIEVIC CABALUNA

BOYSCOUT AND GIRL SCOUT OF THE PHILIPPINES MRS. DAISY ALEGRE-MARCOS

GENDER AND DEVELOPMENT MR. JEROME CALACDAY

GUIDANCE COUNSELOR MRS. HAZEL JOANE ESGUERRA

JANITOR MRS. MARY ROSE ISTURIS

SECURITY GUARD MR. FERNANDO PASCUAL

Guide for Mentors and Newly Hired Teachers 41

 Key Topic 3: Setting up the classroom
In setting up your classroom, you need to think about how to
arrange a learning environment that is conducive and friendly.
Take some time to imagine how the learners would be sitting
and how the classroom would appear when the learners
finally arrive on the first day. Make sure that the image that
you create is student-centered; that means, the floor plan
or layout actually allows convenient movement for teaching
and learning. Examine the room and look around and find
the things that you can still utilize. Some classrooms already
have bulletin boards, cabinets, boxes for cleaning materials,
etc. You may decide if you will keep them or find a place
where it can be kept. Be reminded that whatever you use
in your classroom are recorded in an inventory of physical
equipment in the classroom, and it is usually submitted
during the beginning of the school year. Make sure that you
consider up to the smallest fixture in your classroom.
Summary
• Preparing for the pre-opening of classes is important
so that you will be able to accomplish your job
effectively and reduce the possible stress because of
lack of preparation.
• It is important that before you prepare your classroom
and your lesson, you also need to prepare yourself
physically, mentally, and emotionally.
• Learning your way around your new work environment
– your school assignment would allow you to work
efficiently within your designated workstation and the
DepEd system

When you arrange the chairs in your classroom, consider

the different types that you learned in college such as
traditional rows, rows of desks facing each other, horseshoe
arrangement, clustered seating arrangement, fishbowl
design, and so on. Your seating arrangement may probably
be adopted by other subject teachers. Make sure that this
arrangement is efficient and flexible. Probably, you may
consider a more stable arraignment to aid you in familiarizing
your new learners. Above all, free your classroom from
hazards that may disrupt learning or may cause harm to your
learners.

The COVID-19 pandemic has forced everyone to adjust

to the new measures of the “new normal” to ensure that
everyone stays safe. Physical classrooms have applied
the social distancing rule to the setup of the chairs in the
classroom and have also opted to schedule frequent
classroom disinfections. Some classrooms have moved
online to platforms such as Zoom or Google Meet.

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes A Guide for the First Day of Classes
Key Topic 1: What to do on the First A. Welcome
Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers, • Mention interests related to the subject and outside
parents, etc. of school.
• getting to know your learners; and C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
• List typical activities.
First impressions are important. Get the attention of the • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening • Show the textbook.
to you. Project your voice in 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 openness activity
to your learners. Most importantly, establish yourself in • Have learners share outcomes with the class or
such a way that your learners feel that you care for their collect written responses.
well-being, future, and their lives in the school. Set a good
first impression on your learners, their parents, and your co- E. Class Rules
teachers. One tip is to practice what you want to say to help • Present them.
you have more confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make sure
F. Distribution of the grade level standards.
that you spend time in preparing your lessons and other tasks
in school. This is your first year of teaching in the public
G. A quick lesson
school, it is important to demonstrate professional disposition
and discipline in the discharge of your professional duties. H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the first
day of classes. Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Guide for Mentors and Newly Hired Teachers 43

 Key Topic 2: Getting to Know Your
Learners
You will be meeting a lot of learners who possess unique
characteristics and personalities with varying learning
needs. Your first task is to get to know them by their names,
so make sure that you pronounce them correctly. Although
knowing your learners name is a preliminary task as a teacher,
remember that you also need to be knowledgeable about
your learners’ background. Knowing this information will
guide you to better inform your planning on what appropriate
teaching approaches and strategies are best utilized to cater
their learning needs.
The most common way of collecting information from your
learners is by asking them to write it on an index card or a
sheet of paper. You may also use technology in consolidating
information through online forms and surveys. Ask your
learners to write their name and the name they wanted to
be called. On the succeeding lines, ask the learners the
information that you think will benefit you in the future like
in preparing and contextualizing your lesson, addressing the
student’s concern, or contacting the parents. This information
may include your learners’ interest, hobbies, abilities,
parents’ contact information, and even the information that
your learners may not probably tell you face-to-face. Above
all, it is important to inform your students the purpose of
gathering their personal information. As professionals,
we must strictly follow the data privacy act as applied to
students and observe ethics in using this information.
At the beginning of the school year, you may ask the learners
to introduce themselves to you and to the class. To make it
successful, you should model how it is done. Tell something
about yourself that you think will matter so that learners will
get to know you better as a teacher. Focus on what you want
to accomplish with your learners this year. Tell the learners
what your class or subject is all about and what are the
44 The Teacher Induction Program - Course 1
different activities that you will do in the coming days. Spark
a feeling of awe and excitement among your learners, so that
they will look forward to going to school for the coming days.
Emphasize that you will be with them in this new journey.
In this activity, maintain mutual respect and interest. Games
and icebreakers may also be appropriate.
Key Concept 3: Setting Rules and Routines
Rules play a significant aspect in helping to define the
classroom situation. Rules are mostly based on moral,
personal, legal, safety and educational concerns. Sample
rules are presented below.
Sample Classroom Rules
1. Students should be in their seats
when class is about to begin
2. Homework is due at the beginning
of the period
3. Textbooks are to be brought to class
every day
4. Raise your hand and wait to be recognized
before speaking
5. Be courteous and considerate to all students
and faculty
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc.
Aside from rules, your success as a teacher in managing
the classroom also depends on the routines that you
introduce to the class.
Some of these routines may involve entering and leaving
the classroom, having work checked, leaving their
chairs and moving around the classroom, maintaining
discipline and attention, changing activities, catching up
on incomplete or missed work, activities for students who
finish work early, going to the toilet, using materials in the
classroom, and dismissal. It is a good practice for teachers
to go over some parts of the provided student handbook
to remind the students and to make sure they are aware
of sections such as the rules and the punishment for their
violation.
Sample Classroom Routines
(for Elementary students)
OPENING ROUTINES
• Share One Word: Ask students to share one word
about how they are feeling that day.
• The Reading Minute: Find a passage online or
in a book—an excerpt of a poem, essay, article,
or story—and read it aloud. It might be humor-
ous, interesting, angering, or beautiful, exhibiting
great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.
CLOSING ROUTINES
• Rate the Learning or Lesson: This exit slip can
be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how well
they understood the learning that day.
• Closing Statement or Question: Ask students
to first turn and talk in pairs or in a triad and
discuss questions such as: What did you learn?
What surprised you? What is unclear? What do
you want to know more about? Then ask them
to come up with a closing statement or question
about the content and write it down.
Source: Alber, Rebecca. “6 Opening and Closing Routines for
New Teachers.” Edutopia. George Lucas Educational Founda-
tion, August 17, 2016. https://www.edutopia.org/blog/6-open-
ing-and-closing-routines-new-teachers-rebecca-alber.
Guide for Mentors and Newly Hired Teachers 45
 It is important to set these rules and routines on the first day of the school year.

Required Task 1: Article Reading

Read an article from Association for Supervision and Curriculum Development (ASCD) entitled Power
in the Classroom: Creating the Environment. You may access the article through this link: http://www.
ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.
aspx

After reading the article, finish the table below:

How I will apply

Concepts I learned from the article
Adopt alternative classroom
procedures.
My thoughts about these concepts
Other classroom practices can be used by
teachers to help children develop their
personal empowerment at school.
these concepts to my class
In order to make my students responsible for their own
learning and to help them become better communicators
with their classmates, I intend to provide them a range of
responsibilities.

Providing students with a
voice in the classroom.
Aiding students in gaining
recognition.
Students should be involved in the
development of the rules for the classroom.
A simple acknowledgement of a student's
performance or conduct can raise morale
and motivate them to work hard in class.
In order for them to understand the consequences of
their behavior, I will let my students contribute to the
formulation of our classroom rules and regulations.
No matter how big or small, I will acknowledge my
students' successes by giving them certificates
and showing my appreciation for them.

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
1. First impressions are really important,
so you have to set a good first
impression to your learners, their
parents, and your co-teachers.
2. In your first contact with your learners,
co-teachers, and parents, you need
to display confidence and show that
you know what you are doing even in
things that you are not so sure about.
3. You should only do what is instructed
for you to do at the beginning of the
school year.
4. You should model how to introduce
oneself at the beginning of the school
year.
5. Rules play a significant aspect in
helping to define the classroom
situation.
ANSWER FEEDBACK
Even if you're feeling anxious on the inside, try
to maintain a smile on the exterior because first
TRUE impressions stay much longer than that. This
not only increases the sense of welcome in the
area, but it can also increase your own sense of
comfort and ease.
You need to be self-assured if you want to
leave a favorable impression. It is about
TRUE
having confidence in your own talents,
despite imperfections or what others may
think of you.
Depending on what the student
FALSE
needs, it is decided. Depending on
the learners' needs.
in order to increase students' confidence
in speaking in front of the class and
TRUE
make them feel at ease when
introducing themselves.
Having rules in the classroom helps
TRUE to maintain control over the
environment and the students.
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
Required Task 1: Introductory Activity
There is no playbook that sums up your task as a classroom
adviser. Apart from equipping young people with knowledge,
skills, and values to succeed in this vastly demanding
society, teachers must also strive to build their morale.
Learners who enter their classrooms must discover how to
believe in themselves, exert effort to accomplish their goals,
and persist despite all challenges. It may be ambitious and
daunting, but we should always give them platforms where
they can express their ideas so they can shine in the most
brilliant way possible.
As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to
all the three questions below into a maximum of 600 words.
Guide Questions:
1. What is the role of a teacher to his/her learners?
2. How do you think are those roles manifested in
being a classroom adviser?
3. So far, how was your experience as a classroom
adviser?
1. The lives of students are significantly impacted by their
teachers. It is the duty of a teacher to encourage students to be
their best selves and to achieve greatness. Teachers serve as
mentors for students, who are seen as the future of the country.
Teachers are responsible for shaping or molding their students
in order to help them develop into better citizens. A student's
morale can be raised and guided to become more important in
life by having a teacher in their lives. With the introduction of the
modern period, the function of the teacher has changed. In
order to motivate pupils to participate, teachers must relate the
lesson to actual circumstances. The responsibility of a teacher
has another vital component.
2. The actions of the adviser in the classroom reflect the role of
the teacher. sincerely carrying out his or her obligations toward
each and every one of his or her students.
3. My time spent teaching in a classroom has been both
fulfilling and difficult. I've realized that I need to more thoroughly
study classroom management. Additionally, I understood that
every student has a different learning style, which is why I need
to incorporate a range of activities into my classes. They
acquire knowledge in various ways, which makes my job as a
teacher very challenging. As a result of this experience, they
inspire me to do my best to be a great teacher and to continue
my professional development.
Guide for Mentors and Newly Hired Teachers 49
 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.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
50 The Teacher Induction Program - Course 1
Conducting Homeroom Activities:
As indicated in DECS Order 52, s. 1998, also known
as Guidelines on the Implementation of the Revitalized
Homeroom Guidance Program (RHGP) and the System
of Rating and Reporting Student Performance Under the
RHGP, schools are empowered to conduct a homeroom
guidance program.
There is a guidance program handbook that is reproduced
for teacher use, but you may also craft your own activities
depending on the needs of the learners in your class.
Login to your DepEd Learning Portal and see the modules
below. Choose ONLY ONE module to study and create a
homeroom guidance plan based on these modules:
• Homeroom Guidance K-3 Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
detail/18647
• Homeroom Guidance Grade 4-6: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18668
• Homeroom Guidance Grade 7-10: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18687
• Homeroom Guidance Grade 11-12: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
detail/18689
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
Date
When is Homeroom Guidance
scheduled? You may consult with
your mentor.
Thursdays of the week
Activities Outputs
What activities do you plan to do in What are the expected outputs from
your Homeroom Guidance? You may learners and/or documentation of
consult with your mentor. evidence?
Sharing amongst peers
Reflection Paper
In order to help my students,
especially those in Grade 12, better
Essay
Slogan and the like forms of art
comprehend the module for that
depending the module for that
week, I also provided extra
week.
information.
Guide for Mentors and Newly Hired Teachers 51
 Key Topic 2: Connecting with Learners
As a class adviser, you need to connect with your learners.
Apart from delivering your subject matter, it is also important
to make connections with your learners and let them realize
that what they learn in your class can be used in real life. This
will help you understand your learners more and recognize
where they are coming from. It would be a good idea to note
the information gained from casual conversations with the
learners through the Anecdotal Records for future need.
The following are things to remember when connecting with
learners:
• Listen carefully without interrupting.
• If you must ask questions, do not interrogate kids;
instead, ask open-ended inquiries that encourage
them to elaborate.
• Look carefully for signs of severe distress; if a student
does seem to be in danger of harm or abuse, you must
report it to the administration.
• At the end of a conversation, summarize what you
heard and ask the student to do the same.
• Make appropriate referrals to the counselor or other
professionals when a student could profit from such
help.

• Listen not only for what the student is saying but • Follow up on the conversations by remembering to
also try to understand the meaning of the non-verbal ask learners how they’re doing and what they’ve done
gestures. since you last talked.

• Stay neutral and do not judge the student, or trust may

be breached.

• Communicate with your body, face, eyes, your whole

being, that you are intensely interested in what learners
are saying.

• Show compassion and empathy in your manner and

style.

• Whenever possible, do not let yourself be interrupted

or distracted when a student is confiding in you.

• Prove that you have understood what was said by

occasionally responding with reflections of feeling and
content that you heard.

• Avoid giving advice or telling learners what to do with

their lives.

• Make yourself as visible and accessible as you can.

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
(Kotler, et. al. 1998)
1 Create a positive learning environment in the classroom.
2 Without interrupting, pay close attention.
3 Care
4 Discover a point of agreement.
5 Maintain consistency in your rules.
Even if you already do your job in an exemplary manner,
expect that there are learners in your class advisory that
need special attention. Kotler et al. (1998) identify these
kinds of learners (pp.60-61):
• The angry student looks sullen, with a chip on his
shoulder. No matter what you do, he will resist your
efforts.
• The withdrawn student is certainly not a behavior
problem; quite the opposite, she may sit passively in
the back of the room or even sleep with her head on
the desk.
• The quiet student just does not talk at all. He may or
may not be paying attention; you really cannot tell. No
matter what you do to try and draw him out, he is so
shy that he just smiles enigmatically.
How to apply to your class
Plan daily morning meetings with your learners to build relationships. Instead of
utilizing negative punishment, implement a reward system that encourages good
behavior.
Make the students feel appreciated by allowing them to
express their thoughts.
By doing nice things for people, giving them a pat on the back,
complimenting them, and changing the way you speak to them, you may
show that you care.
By posing inquiries to them, such as "What movies do you watch?" By taking down
the barriers of the classroom, you may engage with them in new ways. This bridge
can offer someone access to their heart, allowing them to feel loved.
Establish your own rules and abide by them. Don't be biased. This
fosters contempt in your class.
• The student who is in over her head feels like she is so
far behind there is no point in even trying to cooperate
in class. She has given up all hope.
• The procrastinator continually plays games with you.
He always has excuses for why he does not have his
work completed. He may be wickedly charming, but
he manages to avoid doing much that is useful.
• The addicted student is strung out on drugs or alcohol.
Her attention is, at best, fleeting. She sits in the back
of the room with a glassy-eyed stare.
• The overly social student is always flirting or disturbing
others around him. You stop him a dozen times, but he
does not seem to respond to the corrections.
• The class clown may be motivated by either a sense
of humor or something more perverse. Regardless of
his intentions, he is constantly the center of attention.
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 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
Required Resources
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.
• Scenario Analyses
• Reading Activities
• Reflections
• Writing activities
• Checklist
• Quizzes
• Outputs for Portfolio: Oath of Promoting Trust and
Fairness
• Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
2012.
• Department of Education. Positive Discipline In
Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
• Save the Children. A Toolkit on Discipline with Particular
Emphasis on South and Central Asia. Sweden: Save
the Children, 2007.
• UNESCO. Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
• PPST Resource Package Module 15: Establishing safe
and secure learning environment to enhance learning
through the consistent implementation of policies,
guidelines and procedure
Guide for Mentors and Newly Hired Teachers 55
 Session 1: Positive Discipline
in Physical and Virtual Learning
Environment
Key Topic 1: Establishing Safe and Secure Learning
Environment
Establishing a safe and secure environment for learners is one
of the important roles of a classroom teacher. As classroom
managers, you have the responsibility to provide our learners
with a learning environment that is free from harm or risks to
promote their well-being and support their learning (Marzano
& Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare
learners to be productive individuals. Creating safe learning
environments involve every aspect of creating a positive
experience for learners. The physical space is one important
element, but equally important are the relationships between
learners, teachers, and the learning community as a whole
(UNHCR and IRC, 2010). Furthermore, in times of disruptions
that may necessitate emergency remote teaching (ERT),
reasonable protocols in virtual learning environments must
also be taken into consideration. In virtual space, constructive
relationships can be developed by allowing the learners to
have virtual time out that is efficiently communicated with
the learners and parents/guardians as scheduled. The virtual
time out may allow the learners to be in their personal space
in order to cool down and reflect. With this, learners will do
better for their next online access in virtual space.
It is equally essential that proper behaviors must develop
within our learning environments -- both physical and virtual.
Thus, creating and reinforcing discipline in classrooms
or virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments
for our learners.
56 The Teacher Induction Program - Course 1
Positive Discipline
Discipline is the practice of teaching a person to observe
rules or a code of behavior in both the short and long terms.
On the other hand, punishment is a penalty that aims to
control behavior through negative means (UNESCO, 2015).
As a teacher, you need to be knowledgeable of ways on how
to lead your learners to exhibit positive behavior. Discipline
is positive and constructive because it involves setting goals
and conceptualizing constructive and creative solutions
to challenging situations. Every teacher should respect
a learner’s developmental level, their rights to dignity and
integrity, and their right to participate fully in their learning.
Effective teachers should manage learner behavior
constructively by applying positive and non-violent
discipline, as anchored in the Philippine Professional
Standards for Teachers (PPST) under Domain 2, which
centers on creating an environment that is learning-focused
and in which teachers efficiently manage learner behavior in
a physical and virtual space. It has Strand 2.1.2, which is to
establish a safe and secure learning environment to enhance
learning through the consistent implementation of policies,
guidelines, and procedures. The use of positive discipline
ensures a learning-focused environment and to encourage
positive behavior and motivate learners to feel good about
themselves and the decisions they make. With positive and
non-violent discipline, our learners will see a connection
among their behavior, the personal consequences, and the
impact of their actions to others. You may refer to the PPST
Resource Package 2.1.2.
Developing Positive Behaviors
The behaviors that you value and want to encourage need
to be known to your learners, and you need to make a
concerted effort to teach and strengthen these behaviors.
Some strategies that you can use to help your learners learn
positive behaviors include the following4,5:
- Give positive statements.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions.
- Provide your learners with opportunities to make
choices and help them learn to evaluate the potential
consequences of their choices.
- Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds.
- Model orderly, predictable behavior, respectful
communication, and collaborative conflict resolution
- Use appropriate body language – nod, smile, and
look directly at the student.
- Restructure the environment – remove objects that
invite misbehavior.
4 UNESCO. Embracing Diversity: Toolkit for Creating 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.
- Redirect behavior positively – for example, when a
student bounces a ball around the classroom, “You
can bounce your ball outside on the playground
where there is more space to play.” On the other
hand, in the virtual environment immediately respond
to the student(s) unusual virtual actions or reactions
by calling their attention. Be mindful that your goal is
to encourage and redirect positive behavior among
the learners.
- Make connections - online learning is all about
making effective communication with the learners as
well as their parents/guardians both for positive and
negative development during online classes, this can
effectively done during town hall meetings.
- Establish routines, rules and procedures and
student engagement to create an online teaching
and learning direction such as a strategic pre-
planned schedule of screen time activities based on
your lesson plan.
Guide for Mentors and Newly Hired Teachers 57
 Required Task 1: Scenario Analysis
Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.
Scenarios
Case 1 : On Being Tardy
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
Possible Answer and Points for Feedback
Physical punishment for tardiness is
not the answer. Why not first ask the
student why they are late before
pronouncing judgment on them?
Without asking, we will never find out
why a student is always late. She
dislikes being late for school, just like
Rhea, but she must do so for a
number of reasons, including having
to prepare food for her siblings and
not having enough money for
transportation. As educators, we
must show consideration for our
students. We persuade our learners
to address the issue by supporting
one another rather than placing all
the responsibility on them for being
late or for whatever else. We can
extend the end of the lesson to allow
them to make up any missed material.
 Scenarios
Case 2: On Disruptive Behavior
Marcus: I am feeling good today. I am telling funny stories, and
everyone is laughing. The teacher tries to tell me to stop talking,
but I want to show everyone that I am not afraid. I am tough and
cannot be bossed around by a teacher.
Marcus’ teacher: I have to ensure that the class is 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?
Possible Answer and Points for Feedback
Marcus shouldn't be embarrassed in front of
the class; doing so could make things worse
or make Marcus more determined to
retaliate. Marcus's teacher may help him by
determining the root cause of his bad
behavior. Sometimes students misbehave
because they are having issues at home and
see school as a safer place to escape those
issues. The teacher can speak privately with
Marcus and politely explain his inappropriate
behavior.
Inform him of the rules and regulations for
the class as well as the repercussions of
their behavior. Marcus will feel like he is a
part of the class and will earn the opportunity
to work with his classmates if you assign him
to group assignments and make him the
group leader if Marcus is the type of kid who
needs special attention.
Guide for Mentors and Newly Hired Teachers 59
 Scenarios
Case 3: On Giving a Wrong Response to a Question
Clark: I am so nervous in class. I am afraid that the teacher is
going to ask a question when I don’t know the answer. Even if
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I know
everyone is staring at me and laughing, but what can I do? I
just can’t risk giving the wrong answer. Even in tests, I feel so
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
and I don’t want to be laughed at. The best thing is to stay quiet
or just leave that question blank on the test.
Clark’s teacher: This boy is insulting me by not paying attention.
How many times have I taught this thing? Is he not listening? I
am tired of trying hard when a student in a class does not care.
Last week, he failed the test and now he doesn’t even know the
answer to this simple question. I am going to reprimand this boy
so that everyone will learn that when I teach, they have to pay
attention. They should know the right answer before I ask the
question!
What alternative action/s could you suggest in order to promote
positive discipline?
60 The Teacher Induction Program - Course 1
Possible Answer and Points for Feedback
Even if some of our students may not be
reciting or responding in class, this does
not mean that they are not paying
attention; rather, it means that they are not
understanding the material. He worries
that his classmate will make fun of him
because of this and avoids participating in
class.
After class, Clark might benefit from a
remedial lesson that the teacher could
offer. I talked with him about the lessons
he didn't understand and gave him
practice exercises to help him catch up.
Students won't study or attend class if
they feel embarrassed in front of the class
when they provide bad responses.
 Scenarios
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?
Possible Answer and Points for Feedback
There are a number of reasons why
students might not want to attend class.
Like Elna, she no longer wants to go to
school because of the teacher. Elna's
teacher should be the one to treat her
students with respect and not pass
judgment on them; it is her duty to ensure
that her students feel safe in the classroom
and not to dissuade them from attending.
Elna's behavior is totally wrong.
Reprimanding Elna for her behavior and
issuing a final warning is not the ideal
response since it shows that the teacher is
unconcerned about Elna. She might be the
one to change her attitude toward her
student.
Guide for Mentors and Newly Hired Teachers 61
 Scenarios
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
Possible Answer and Points for Feedback
Bullying in the classroom must be stopped
as soon as a teacher becomes aware of it.
The first step should be to have a private
conversation with the student who is picking
on his peers and find out why.
Make sure your students comprehend the
effects of bullying and the consequences of
bullying others at school. Consult with
parents and the guidance counselor to
develop a solution if the initial course of
action is unsuccessful.
 Scenarios
Case 6: On Adaptability Struggle
Janelle: Online learning is new to me. I am used to face to face
classes. I will inform my teacher that I 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?
Possible Answer and Points for Feedback
Schools were compelled to convert from
the conventional setup to online, modular,
blended education as a result of the
epidemic.
Anxiety and worry were brought on by the
requirement that students learn online on
the spot. The teacher could show
consideration for the student's situation.
Give them enough time to submit their
requests.
Recognize that everyone is going through
a challenging period, and always offer
encouragement, even if it's just a brief
phrase like "You can do this." Janelle
should have other options for continuing
her education if she is unable to access
online instruction, according to the
teacher.
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.
The teacher should give Allen printed
materials that are in line with their lessons if
Allen was unable to participate in the lesson
owing to bad internet access so that he does
not fall behind his classmates.

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

Statement Remark

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

“The problem is the disciplinary approach, not the misbehavior of the children. Justifying
2. “Nothing else works!” or
that a child has asked for violence is really intended to make the perpetrator feel less
“They asked for it!” guilty and transfer the blame to the victim.”

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
works best. Other the teacher-child relationship. Children become angry at why someone who is supposed
methods don’t.” 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 and teachers
resort. I had no choice!” 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 arises
control the children in because the classroom has no set rules or routines; the children do not know what is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” 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
1. “Group reinforcement
can not be applied in an
online class.”
2. “Positive reinforcers are
costly and difficult to
administer.”
3. “I can stick with
one type of positive
reinforcers in my online
class.”
4. “When I plan online
activities, I do not
need to consider the
learners.”
5. “The learners in an
online class do not need
rewards.”
66 The Teacher Induction Program - Course 1
Remark
“Though there might be limited time to devote to reinforcement systems, encouraging
positive group behavior during online classes is rewarding together with individual
reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the
type of positive reinforcers appropriate to your online class setting. For example, social
reinforcers can be done by giving praise or verbal recognition to the learners during
online activities and praise for the submitted tasks on time. Another example is the
activity reinforcers, which can be done by assigning highly engaged learners to monitor
chat questions or by allowing the learners to have breakout sessions in unstructured time
to discuss among themselves about a specific topic in the lesson.”
“Learners find different types of reinforcement motivating. To ensure that all learners
engage in an online class, provide a variety of layers of reinforcement such as praise and
token systems.”
“Positive reinforcement in a virtual environment requires the students’ understanding.
In order to gather students input, the teacher may use group discussion, chat box and
online polling. ”
“To increase the motivating reinforcement system among learners, the teacher can
provide progressive rewards through a badging system. The teacher may provide badges
to activity which can be done both in synchronous and asynchronous classes. With
combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”
Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the
book, Eliminating Corporal Punishment: The Way Forward to Constructive
Child Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert
publication year). The book can be accessed through the link:

https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng

The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.

Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed. Determine
what principle/s for positive child discipline6 could be used to address the/
those issue/s. You may write the letter of possible responses below and you
may choose as many responses as possible.

a. Respect the child’s dignity

b. Develop prosocial behavior, self-discipline, and character

c. Maximize the child’s active participation

d. Respect the child’s developmental needs and quality of life

e. Respect the child’s motivation and life views

f. Assure fairness (equity and non-discrimination) and justice

g. Promote solidarity

6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.

Guide for Mentors and Newly Hired Teachers 67

 Situations Answers Feedback

1. During the group activity of Teacher B. Develop

Justin for his Classroom Observation Fix the bad behavior as
(CO), two of his pupils started argu- pro-social
behavior, soon as possible.
ing with each other, which caused
noise and distracted their classmates. self-discipline,
Teacher Justin then told them to stay and character.
away from each other and that he will
deal with the both of them after class.

2. Teacher Gemma prepared a very Continually follow the lesson

engaging group activity for his Grade C. Maximize
plan so that your lesson
7 during her CO. Because of the the child's
activity serves as your guide.
learners’ enthusiasm and excitement, active
Teacher Gemma exceeded her time Always set a time limit for
participation.
allotment for the said activity, and group activities so that
therefore affected the remaining parts students are aware of how
of the lesson. much time is left.

3. During the class of Sir Christopher,

there was an on-going group activity B. Develop By having a private
for his learners. Most of the pupils pro-social conversation with them and
were quiet except for this one group behavior,
wherein two pupils were talking about
explaining their incorrect
self-discipline, behavior in class, you can
unrelated topics loudly, disrupting the
and character. deal with the misbehavior in
other groups. He approached them
and with a soft voice he said to them, the right way.
“It seems that you forgot our rules F. Assure
during class activities, just wait until fairness (equity
our class is finished and see what and
happens then”. The two suddenly non-discriminati
quieted down and went on with their
activity. on) and justice.

68 The Teacher Induction Program - Course 1

 Situations Answers Feedback
4. During the General Mathematics class A. Respect the
Ensure that the student doesn't
of Ma’am Princess, she noticed that child's dignity. humiliate himself in front of the class.
Gian was sleeping. “Rise and shine,
Gian! It’s time for your breakfast”, The teacher needs to be
Ma’am Princess shouted and the
D. Respect the understanding of the child's
whole class giggled. Immediately, Gian child's circumstance; perhaps there is a
sat properly and became attentive for development problem at home that is preventing
the whole duration of Ma’am Prin- needs and quality him from getting a good night's sleep.
cess’s class. of life. If you can, speak with him after class.
5. Ma’am Trisha scheduled her First CO
in her Grade 4 MAPEH Class. During E. Respect the
child's motivation
Contrasts between
their discussion, she noticed that
among the learners, Carl was the most and life views. students should be
attentive and participative. After ask- avoided because every
ing a question, she then called Amy to F. Assure fairness
answer, “I don’t know”, Amy replied
(equity and
child learns differently.
nervously. Then Ma’am Trisha told her
pupils that they should be more like non-discrimination) Always be respectful to
Carl to be able to answer as much as and justice. your students.
possible.

6. Teacher Cora records the learners

performances and outputs during
B. Develop The teacher should draw
synchronous and asynchronous ac- pro-social the student's attention to
tivities. She noticed some incomplete behavior, address their unfinished
activities compiled by the learners.
During her online class, Teacher Cora
self-discipline, assignments after the
asked the learners to share their online and character. online class or during the
experiences. After some important session to prevent shame.
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
G. Promote
Cora called for the learners who have solidarity
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 Set a good example for
the children to act (modelling)
POSITIVE
your students.

2. Forming small groups in online Encourage involvement

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
POSITIVE
and teamwork.
This helps students focus on the
POSITIVE topic and build strong classroom
management.
Don't judge students who haven't
NEGATIVE had their behavior changed.
For any student disobedience, corporal punishment
is not an option, and teachers are not allowed to
NEGATIVE use physical force because doing so is against the
law and goes against the child protection policy.

70 The Teacher Induction Program - Course 1

Positive discipline is a way not only to reduce misbehavior b. Establish clear rules and procedures and instruct
but also motivate learners (UNESCO 2015, 80). It is based learners on how to follow them. Give primary-level
on the premise that behavior that is rewarded is behavior learners, in particular, a great deal of instruction,
that will be repeated. The most critical part of positive practice, and reminding.
discipline involves helping learners learn behaviors that are
effective in promoting positive social relationships and help
them develop a sense of self-discipline that leads to positive
self-esteem.
I've always believed that the classroom is the
key element in a person's life. Numerous
Required Task 4: Reflection ideologies are typically developed while
socializing with friends and peers. In this
The following are some ways that can help you create a
motivating and conducive environment. How are you going regard, I consider the numerous rues
to illustrate these ways in your own classroom? Limit your created inside the classrooms to be crucial
response to 100-150 words per question. to the development of every person. Like any
other student my age, I relished the plethora
a. Hold and communicate high behavioral
expectations for your learners and yourself.
of in-class activities. Simply being in class
taught me how important it is to adapt to my
surroundings, follow rules, and be aware of
Recognize student needs while my students.
communicating high expectations is a
key component of the "vice-versa" We were all able to meet standards in our
relationship. While having high standards moral, spiritual, ethical, emotional, and
is crucial, pupils also need to believe physical capacities thanks to the school
those standards are also reachable. regulations. With time, I was able to accept
Respect your pupils, let them know you that each of my students is different.
think they can succeed if they put in a lot
of effort, and adapt your lesson plans to
suit each student's needs. If you provide
your pupils the assurance that they can
acquire the material and the resources
they require to advance their skills and
abilities, they will be inspired to give it
their all.

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 This is a clear sign that a productive
year, Teacher Joy enforces
classroom rules promptly,
TRUE classroom management strategy is in
consistently, and equitably. place.

2. Ma’am Carol believes that it is a Teachers must continually develop their

waste of time to devote time in FALSE students' self-monitoring skills and
teaching self-monitoring skills. impart to them the trade of mastery.

3. Teacher Michael ensures that he

maintains instructional pace of This guarantees that the students
his lesson for the day and makes TRUE will remember the lesson.
smooth transitions between
activities.

4. Monitor classroom activities Giving students constructive criticism

and give learners feedback and and encouragement motivates them
reinforcement regarding their
TRUE
to work hard in class and complete
behavior.
their assignments.
5. Evelyn makes sure that there
would be one item in her quizzes To distinguish between students
that would be very difficult for who are average and those who
learners to answer in order
FALSE
to discriminate the very good are below average, the teacher
learners from the rest. must fairly evaluate his students.

Guide for Mentors and Newly Hired Teachers 73

 Session 2: Positive Relationships
Optional Task: Learn from Others
Ask a colleague, either a fellow newly hired teacher or a
fellow subject area teacher, on which they think are the best
ways to build relationships with their learners. Write your
findings on the space provided. Limit your response to 100-
150 words.
My fellow newly hired academics
teacher told me that developing
mutual trust and respect while being
aware of one another's boundaries
are key to developing relationships
with students. Knowing each
student's personalities and what they
are truly interested in, as well as
being willing to offer criticism for
improved learning.
Respecting the learners' ideologies
and providing them with the ideal
example for a deeper understanding
of taking the desired road or track.
Last but not least, love—love of
oneself, love of one's country, love of
one's family.
74 The Teacher Induction Program - Course 1
Key Topic 1: Building Positive
Relationships with Learners
Positive learning communities and relationships contribute
to a great extent to learners’ engagement in face-to-face or
virtual classroom activities. Indeed, relationships are key--
which includes teacher-to-learner and learner-to-learner
interactions. To build a positive relationship with your
learners, you should know the importance of understanding
and empathy. Some of the conditions that are especially
important in encouraging positive learner behavior as part of
the relationship building process are:7
- Maintaining a positive emotional tone in the
classroom.
- Providing attention to the learner to increase positive
behavior.
- Providing consistency in the form of regular routines
for daily activities and interactions to make unexpected,
negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that we
only learn by making mistakes.
- Building confidence. Promote positive self-talk.
- Focusing on past successes.
- Making learning meaningful. Modify your instructional
methods.
7 American Academy of Pediatrics, Committee on 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.
Required Task 2: Checklist
What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the statements that
reflects good practice and an “X” mark if otherwise.
Statements
1. Interacting respectfully and sensitively
are only important to elementary school
learners.
2. Treating the learners kindly and
respectfully in the classroom is enough
to bolster academic achievement.
3. Taking no notice of relationships during
the teaching and learning process.
4. Awareness of explicit and implicit
messages given to learners is
important.
5. Modelling behavior to learners,
whether intentional or unintentional,
is important.
Answers Feedback
Respect for the students' needs
/ and awareness of those
requirements are crucial in the
classroom.
This guarantees that every
/ student has equal access to
educational opportunities in the
classroom.
Students should be taught and
treated equitably in the classroom,
/ regardless of the teacher's ties
with some of the students.
Promotes the use of tactics and
/ the improvement of oral
abilities.
You should serve as a positive
role model for your students,
/ whether or not they are aware
of it.
Guide for Mentors and Newly Hired Teachers 75
 Key Topic 2: Maintaining Trust and
Fairness in the classroom

Some of the characteristics that learners appreciate in a

teacher and their co-learners, and should form a core part of
monitoring our own behaviors, are:8

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

* Greetings to y students.
* Introduce yourself to the students. * Greetings to the students.
* Prayer
* Prayer * Have daily prayers.
* Have a brief discussion with the
* During the attendance check, give * Have an Attendance Record
students about how they are feeling
the students a short energizer to get * Assignment/Output verification.
today.
them in the right mood. * Begin the classroom discussion.
* Give a brief energizer to get the
* Remind students of the rules and
students in the mood.
regulations in the classroom, as well
* Remind learners of the rules and
as their duties and responsibilities.
regulations in then classroom, as well as
* Begin the discussion in the
their duties and responsibilities.
classroom.
* Begin the class discussion.
You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague. Take
note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom rules set the
standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are important role models
for our learners.

Guide for Mentors and Newly Hired Teachers 77

 Required Task 4: Oath of Promoting Trust and Fairness
(Output for Portfolio)
Accomplish the oath below and write three tasks you intend
to do that will help you promote trust and fairness in your
own classroom.

OATH OF PROMOTING TRUST AND FAIRNESS

I, _______________________________,
LEAH MAE E. FRANCE a newly hired teacher, do solemnly swear

to abide by the following tasks on promoting trust and fairness to my learners:

a. ___________________________________________________________
I'll advocate for racial and gender equality in my classroom, and

___________________________________________________________
I'll hold all of my pupils to the same standards and standards of excellence.

b. ___________________________________________________________
In the classroom, I want to create a safe space where everyone

is appreciated and may speak freely.

___________________________________________________________

c. ___________________________________________________________
I shall enact non-discriminatory rules and regulations in my classroom.

___________________________________________________________

______________________________________________
LEAH MAE E. FRANCE

(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 AGREE
these expectations regularly.

2. We must inform our school’s administrators, other

teachers, and parents about our classroom rules, so AGREE
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. AGREE

4. We must constantly be aware of what is going on in and

outside of our classrooms, and our monitoring must be AGREE
subtle and preventative.

5. We cannot get angry or lose self-control, but be role

models for good behavior, and follow the rules.
AGREE

6. When discipline is necessary, it focuses on the learner’s

behavior, not the learner. The learner’s dignity is AGREE
maintained.

7. We need to encourage learners to monitor their own

behavior, such as by keeping diaries. They also need to AGREE
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 AGREE
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

 Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
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 Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce
Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 87

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team

Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

National Capital Region

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

88 The Teacher Induction Program - Course 1