Professional Documents
Culture Documents
New-TIP-Course-1-DepEd-Teacher JANICE DAVID
New-TIP-Course-1-DepEd-Teacher JANICE DAVID
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Program (TIP)
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COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction
W
courses.
you as amember of the family. Weinvite you to taketimetoread through
the Department of Education (DepEd) Teacher Induction Program (TIP)
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.
Course Outline
Module 1: Becoming a DepEd Teacher
Module Outline
Session 1 – DepEd’s Mandate
Required Tasks
• Reflection survey
• Self-reflective activities
• Document reading
DepEd’s Mandate ✓
Vision ✓
Mission ✓
Core Values ✓
Strategic Directions ✓
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
We dream of Filipinos
who passionately love their country Teacher Johanna should
first consider the subjects in
and whose values andcompetencies which she can integrate and
enable them to realize their full potential achieve her lesson objective,
such as AP Build on children’s
and contribute meaningfully to building the nation.
knowledge: Activate children’s
As a learner-centered public institution, personal experiences with
kindness by making it an
the Department of Education
explicit topic of conversation
continuously improves itself Provide diverse opportunities
to better serve its stakeholders.
for children to be helpful to one
another and work cooperatively.
Maka-tao
1. Cooperates during activities
Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
4. Takes care of school materials, facilities, and equipment
and economically
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly
3. Conductsoneself appropriatelyinvarioussituations
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new public-school
teacher, I will be a role model for My vision is to have a class that
them, emphasizing the value of supports children as they discover
education. I will concentrate on and explore new ideas in a safe, My goal for my school
welcoming classroom environment,
learner-centered strategies community is to develop well-
assisting all children in finding a
because they will develop their rounded, confident, and
sense of purpose in their lives
critical thinking and ability to through education. Ensure that all
responsible students who strive to
think for themselves, and they lessons are student-centered and reach their full potential.
will be able to apply everything differentiated, so that all students
they learn in the future and be receive the assistance they require.
progressive as a result.
ACTION POINTS
I will allow them to think for
themselves and critically about the I intend to strengthen the
I will use teaching strategies that activities. I will assign in each school’s partnership with parents
will allow them to apply what they lesson. I will allow them to reflect and other stakeholders for the sake
have learned in their daily lives, on how to apply what they have of children’s welfare. In addition,
making a difference and learned in their lives and encourage create a welcoming, happy, safe,
contributing to the nation’s them to interact with others because and supportive learning
development. we learn from he experiences of environment in which everyone is
others as well. It will cause us to treated equally.
grow as individuals or as learners.
DepEd Order no. 42, s. 2017 mandates that the PPST “shall 3. Learning and Development (L&D) - represented
beusedasa basis for all learning anddevelopment programs in the framework by the Learning Action Cells and
for teachers to ensure that teachers are properly equipped the Targeted Professional Development and Teacher
to effectively implement the K to 12 Program. It can also Training.
be used for the selection and promotion of teachers. All
4. Rewards and Recognition (Rewards, Compensation)
performance appraisal for teachers shall be based on this
framework” (Section 5).
• 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
publicand private; andprovides for the establishment and maintenance of acomplete, adequate,
and integrated system of basic education relevant to the goals of national development.
• Based on DepEd Order No. 36, s. 2013, in order topromote “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.
Session 4 - Opening of Classes The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
Session 5 - Handling Advisory Classes provides an enclosure for the calendar of activities for the
current school year to enable schools to efficiently and
effectively implement theschool events and school activities
Estimated Time required: 1 hour
while being supported by the regional office and the division
Required Tasks office. Meanwhile, the schools are allowed to observe local
and national celebrations provided that these activities are
• Personal School Calendar beneficial to learners.
• Reading and Reflections
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
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 bothan 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 handlethe school’s administrative, fiscal,
and auxiliary services.
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
scenariostoidentifytheservices providedand itsfunctionin theschools
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:
b. Guidance Coordinator/Teacher
c. Guidance Counselor
b. Guidance Coordinator/Teacher
c. Guidance Counselor
b. Guidance Coordinator/Teacher
c. Guidance Counselor
c. Guidance Counselor
d. Administrative Officer
b. School Nurse
c. Property Custodian
CLOSING ROUTINES
Concepts I learned from the My thoughts about these How I will apply these concepts to my class
article concepts
Providing students with a voice in Teacher should involve students in I will allow my students to participate in the creation of our
the classroom he creation of classroom rules. classroom rules and regulations so that they are aware of the
consequences of their actions.
Aiding students in gaining Recognizing a student’s output or I will recognize my students’ accomplishments, whether small or
recognition behavior briefly can boost morale large, by awarding certificates and praising them to demonstrate
and encourage them to work hard in my satisfaction with their accomplishments.
class.
Adopt alternative classroom Other classroom procedures that we I plan to assign a variety of tasks to my students in order to hold
procedures. teachers can implement to assist them accountable for their own learning and help them improve
students in gaining personal their communication skills with their classmates.
empowerment at school can be
implemented.
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?
-Peer-to-Peer Sharing
-Reflection Writing about how they -Reflection Paper
Every Friday of the Week demonstrate others should be treated with -Worksheets
respect. -Pictures
-Participation in Role Playing
• 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.
Without interrupting, pay close attention. Allow the students to voice their opinions and make them feel valued.
By simply asking them questions like, “What movies do you watch?” This
allows you to interact with them in a new way by removing the classroom
Discover a point of agreement walls. This bridge can give them access to their heart, letting them know
that someone cares about them.
In order to connect with your students, schedule a morning meeting time
Create a Positive Learning Environment in the Classroom every day. Provide a reward system and refrain from using negative
punishment in favor of rewarding positive behaviors.
Make your own rules and stick to them. Show no favoritism. This breeds
Maintain consistency in your rules disdain in your classroom.
Caring can be demonstrated through acts of kindness, tapping their
Care shoulders, praising them, and the tone of your voice when speaking to them.
Even if you already do your job in an exemplary manner, • The student who is in over her head feels like she is so
expect that there are learners in your class advisory that far behind there is no point in even trying to cooperate
need special attention. Kotler et al. (1998) identify these in class. She has given up all hope.
kinds of learners (pp.60-61):
• The procrastinator continually plays games with you.
• The angry student looks sullen, with a chip on his He always has excuses for why he does not have his
shoulder. No matter what you do, he will resist your work completed. He may be wickedly charming, but
efforts. he manages to avoid doing much that is useful.
• The withdrawn student is certainly not a behavior • The addicted student is strung out on drugs or alcohol.
problem; quite the opposite, she may sit passively in Her attention is, at best, fleeting. She sits in the back
the back of the room or even sleep with her head on of the room with a glassy-eyed stare.
the desk.
• The overly social student is always flirting or disturbing
• The quiet student just does not talk at all. He may or others around him. You stop him a dozen times, but he
may not be paying attention; you really cannot tell. No does not seem to respond to the corrections.
matter what you do to try and draw him out, he is so
shy that he just smiles enigmatically. • 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.
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”.
Session 1: Positive Discipline in Physical and Virtual • UNESCO. Embracing Diversity: Toolkit for Creating
Learning Environment Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Session 2: Positive Teacher-Student Relations Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
Estimated Time Required: 1 hour • PPST Resource Package Module 15: Establishing safe
and secure learning environment to enhance learning
Required Tasks through the consistent implementation of policies,
guidelines and procedure
The following are the tasks in this module.
• Scenario Analyses
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online teaching
and learning direction such as a strategic pre-
- Model orderly, predictable behavior, respectful planned schedule of screen time activities based on
communication, andcollaborative conflict resolution your lesson plan.
Rhea: I live a few kilometers away from my school. In the Punishment with physical force is not a solution to tardiness.
morning, sometimes I have to fetch water and cook food for my Before passing judgement on the student, why not first
siblings before I can go to school. I have no money for transport, inquire as to why they are late? Unless we ask, we will never
so I walk to school. Learners in our school get late slips when we know what is causing a student to be consistently late. Like
don’t arrive on time. I don’t want to get too many. Rhea, she does not like being late to school, but she is
compelled to do so for a variety of reasons, including the
Rhea’s teacher: I have to make sure the children understand need to cook food for her siblings and a lack of funds for
that coming late to school is not acceptable. They have to know
transportation. As teachers, we must be considerate of our
that there are consequences for their tardiness. I always give
them punishment. Some of them are even used to it. They just
students. They do not deserve full blame for being late;
offer themselves up because they know I don’t listen to any instead, we must demonstrate to the student that we intend to
excuses. work together to solve this problem and that they are not
alone. We can give then extra time after class to catch up on
What alternative/s to corporal punishment could suggest to the the lessons they missed.
teacher?
Marcus: I am feeling good today. I am telling funny stories, and Embarrassing Marcus in front of the class is not the best wat
everyone is laughing. The teacher tries to tell me to stop talking, to discipline him; It could either worsen the situation or make
but I want to show everyone that I am not afraid. I am tough and him more aggressive in fighting back. What the teacher could
cannot be bossed around by a teacher. do to promote positive discipline among these students, such
Marcus’ teacher: I have to ensure that the class is well- as Marcus, is to figure out why they misbehave in the first
behaved. Otherwise, they will just get out of control and I will not place. Sometimes students misbehave because they have
be able to teach. The learners will take over and other teachers problems at home, and school serves as a safe haven for them
will laugh at me. I will put Marcus in his place by embarrassing to forget about their problems. Marcus can be spoken to
him publicly. I will make an example out of Marcus so that privately by the teacher, who can calmly explain his
learners will not dare to show disrespect by making noise in my misbehavior.
class. Inform him about the class rules and regulations, as well as
the consequences of their actions. If Marcus is the type of
student who requires extra attention, assign him to group
What alternative action/s could you offer to the teacher in order projects and make him the group leader; by doing so, Marcus
to promote positive discipline? will feel like he is a part of the class and will learn to
collaborate with his classmates.
Since not all students learn in the same way, teachers must be
Case 3: On Giving a Wrong Response to a Question
aware of their students’ unique learning styles. Clark’s
Clark: I am so nervous in class. I am afraid that the teacher is behavior in class, in which he consistently gives incorrect
going to ask a question when I don’t know the answer. Even if answers, does not indicate that he is not paying attention;
the answer is obvious, sometimes when the teacher looks at rather, it indicates that he does not understand the lesson.
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 This makes him fearful of participating in class because he
just can’t risk giving the wrong answer. Even in tests, I feel so believes his classmates will mock him.
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
Clark could benefit from a remedial lesson after class, which
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. the teacher could provide. I discussed with him that he didn’t
understand in the lesson and gave him remedial activities to
Clark’s teacher: This boy is insulting me by not paying attention. help him understand it better.
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. Embarrassing the students in class when they give incorrect
Last week, he failed the test and now he doesn’t even know the answers will discourage the students from learning or
answer to this simple question. I am going to reprimand this boy attending school.
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!
Case 4: On Absenteeism
If students are uninterested in going to school, there could be
Elna: Sometimes my mother sends me to sell things at the several reasons for this. As in Elna’s case, the teacher is the
market and I can’t go to school. Sometimes I feel bored on the reason she no longer wishes to attend school. Elna’s teacher’s
way to school and visit my friend instead of going to school. behavior is completely unacceptable; she should be the one to
Sometimes I don’t like being in a class where the teacher always treat her students with respect and not pass judgement on
asks me questions and looks at me in a funny way. I know that them; It is her responsibility to make her students feel safe in
I am not going far after the 2nd year High School, so what’s the the classroom and not to discourage them from attending.
point? I might as well do what I want.
Elna’steacher: Wecan’t have learners missing class whenever She should be the one to change her attitude toward her
they want. Her case should serve as an example so that students; reprimanding Elna for her behavior and issuing a
her behavior doesn’t spread. In the morning assembly, I will final warning is not the appropriate solution because it
reprimand her, and give her a final warning. If she doesn’t listen, demonstrates that the teacher is unconcerned about Elna.
she will be recommended to drop out of this school. We can’t
have learners undermining authority at this school.
Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone fears me, If a teacher notice bullying in the classroom, he or she must
and I need to make sure that no one gets away with undermining act quickly to stop it.
my status. I keep others’ respect by showing them what might
happen if they don’t fear me. I tease small girls, and sometimes The first thing he/she should do is speak privately with the
rough up an annoying boy. Everyone in school knows not to students who are bullying his/her classmates and ask why
cross me. They know my father is tough at home and I am tough he/she is doing it.
at school.
Kurt’s teacher: This boy is a problem. He is making other Make sure your students understand how bullying affects
children miserable and giving our school a bad name. Today in people and the consequences of bullying others at school. If
assembly, I will announce to all learners that we do not tolerate the first action f alls, seek the assistance of parents and
such behavior. I will send him to the guidance counselor. I will a guidance counselor to distance of parents and a guidance
warn him that if he persists, we will expel him from school. counselor to discuss solution to the problem.
What alternative action/s do you suggest in order to promote
positive discipline?
Allen: I really wanted to pass the subject, attend our online If Allen was unable to participate in the lesson due to poor
classes on time and learn our lessons well. But because of my internet service, the teacher should provide him with printed
poor internet connection and I am only using a mobile phone, it materials that are aligned with their lessons so that he does
is difficult for me to catch up with the discussions as well as with not left behind his classmates.
the required tasks. Everyone is doing a great job except me. I
think I should just drop out from school.
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.”
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” 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
2. “Positive reinforcers are
reinforcers can be done by giving praise or verbal recognition to the learners during
costly and difficult to online activities and praise for the submitted tasks on time. Another example is the
administer.” 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.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”
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.
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.
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.
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and choosing the feelings.
learners to be assistants or to
Active Listening This means being attentive and
participate in special activities.
responding when a learner speaks.
You need to show that you have
heard the learner and to give
Humor The ability torespond lightheartedly him or her a chance to correct a
to learners. misunderstanding or interpretation.
You might try re-stating what has
been said or a use of body language
to show empathy.
Respect This involves showing regard for the
rights and feelings of learners. These characteristics maymodel to learners how they would
also interact with each other. This would enhance learner-to-
learner relationships.
Courtesy This is another sign of respect.
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.
JANICE M. DAVID
(Signature over Printed Name)
Statements Answer
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.
Curriculumand 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.
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 andadults. It is avenuefor face-to-face learning activities
and other learning opportunities for community development and improvement
of the people’s quality of life.
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.
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.
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. “TheWayForward 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.
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
National CapitalRegion
Region X
(NCR)
Division of Bukidnon
Division of Quezon City
Division of Misamis Oriental
Division of Caloocan
Division of Misamis Occidental
Division of Manila