COURSE 4 - MODULE 1

Prior Knowledge Assessment Below are statements about contextualization. Determine whether
the statements are True or False. NOTE IF YOUR ANSWER IS TRUE NO NEED TO JUSTIFY
Statements Answers Feedback
1. Learners relate better to TRUE
concrete, tangible examples
and experiences than to
abstract conceptual models.
2. Action learning is based on TRUE
the premise that learners will
learn from their mistakes
and/or learn from one
another.
3. Contextualization is a TRUE
degree of localization.
4. When you incorporate FALSE You can’t say you are indigenous
activities that are related to people if you are not a member of
the actual situation in the their tribes. As a teacher, you are
community and you utilize only adopting and utilizing
materials that are available in materials that are available in the
the locality of the school, you locality of the school.
are already indigenizing.
5. Contextualization is one of TRUE
the main features of the K to
12 Curriculum.
6. DepEd mission highlights FALSE This is not the highlights of Deped
that the curriculum shall be mission. It is the standards and
flexible enough to enable and principles, when appropriate, in
allow schools to localize, developing the enhanced basic
indigenize, and enhance the education curriculum.
curriculum based on their
respective educational and
social contexts.
7. Contextualization is also TRUE
one of the provisions in
Republic Act 10533 or the
Enhanced Basic Education
Act of 2013.
8. Zone of Proximal TRUE
Development (ZPD) is the
gap between what is known
and what is being learned
9. Contextual learning should TRUE
be an integrated learning
process of problem-solving
learning and work-based
learning to encourage and
stimulate a higher-level
thinking.
10. Situational learning is FALSE Action learning is a systematic
based on the premise that process through which
learning requires action individuals learn by doing. It is
and action requires based on the premise that
learning. learning requires action and
action requires learning.
Required Task 2: Think-Pair-Share Using the legal bases supporting the practice of contextualized
teaching, write down the phrases and clauses referring to contextualization. Discuss them with
your co-newly hired teacher/s or mentor. Use the template below.
Legal Basis Statements/phrases Feedback from the Insights during the
highlighting mentor Sharing
Contextualization
1. Article XIV Culture- based – The It seeks to develop It is the grounding
Section 14 1987 State shall foster the among Filipinos a greater of instruction and
Philippine preservation, awareness,understanding student learning in
Constitution enrichment, and and appreciation of these ways
dynamic evolution arts,history ,and heritage including
of a Filipino national towards the evolution of values ,norms ,know
culture based on the consciousness that will ledge ,beliefs ,practi
principle of unity in improve the quality of our ces ,experiences,
diversity in a climate life. and language that
of free artistic and are foundation of
intellectual culture
expression
2. Republic Act The curriculum shall develop contextualized The development
10533 Enhanced be contextualized curriculums that fit the and evolution of
Basic Education Act and global The needs of the time and these global goals
of 2013 curriculum shall be place and people that for education have
flexible they are serving. given rise to the
global curriculum,
which aims to
“promote a
worldwide
curriculum, unifying
criteria,
identification, and
respect of regional
uniqueness.
3. DepEd’s Mission Culture-based Family, Family, community
Family, community community, and other and other
and other stakeholders are actively stakeholders has
stakeholders are engaged and share also a big role or  a
actively engaged responsibility for part in attaining
developing life-long schools’ mission
learners. and vision in
promoting equity
and improved basic
quality education.

Key Topic 2: Contextualization in the K to 12 Curriculum

Required Task 1: Scenario Analysis In reference to the theories presented, identify and explain the
theory reflected in each of the following classroom practices. Complete the task together with your
mentor and/or colleagues.
Scenario Answer Feedback of Mentor Insights Gained
Mario, a A. Connection When we say Because mario is
kindergarten pupil, Theory connection theory already know the
is learning how to it is relatively new alphabet letter
read and write. He learning that which means he
knows the alphabet suggest students has already
letters, but cannot should combine knowledge and
read or write words thoughts and have the guidance
yet. No matter how general of her teacher he
much guidance was information in a can now read and
given, he could useful manner. write.
never read on his
own. With Teacher
Roselle’s help,
Mario can now read
and write short
words like “at,” “boy”
and “dog”.
a. Connection
Theory
b. Constructivist
Theory c. Active
learning
In a carpentry class, c. ACTIVE When we say Teacher Bryan
Teacher Bryan LEARNING active learning it gave some
provided this emphasized that problem -based
activity: “You have contextual learning like
been hired as a learning should be estimate the type
carpenter to help an integrated of wood, what
renovate a family learning process lengths will be
room. The of problem-based purchased, the
contractor asked learning and work- cost per foot, the
you to submit a cost based learning to total cost of
estimate for the encourage and molding needed
base molding stimulate a higher- for the family
(baseboard) around level thinking. room. In
the room. You will determining the
need to include the cost, measure the
following in your room and make a
estimate: i. the type scale drawing of
of wood and style of the floor plan
olding you will use showing
ii. the number of fireplaces, doors,
pieces and what and other objects .
lengths will be
purchased iii. the
cost per foot iv. the
total cost of molding
needed for the
family room In
determining the
cost, you will need
to measure the
room and make a
scale drawing of the
floor plan showing
fireplaces, doors,
and other objects
that may affect the
lengths of the base
molding you choose
to install.
a. Connection
 Theory
b. Constructivist
Theory c. Active
learning
In the Chemistry B. Constructivist When we say Teacher Paul
class of Teacher theory constructivism it becomes the
Paul, he showed a is the theory that facilitator of the
candle. He says learners class and the
explained the construct learners
composition and knowledge rather encourage to
function of the that just passively interact exchange
candle. Later on, he take in of views and ideas
asked the learners information.. and construct
how the flame is meaning and
produced and how knowledge. At the
the candle works. end, the learners
He encouraged the successfully
learners to discover understand the
for themselves how components of
the candle works. combustion
They do this first by
making simple
observations, from
which they later
build ideas and
hypotheses which
they then go on to
test. At the end, the
learners
successfully
understand the
components of
combustion, an
important chemistry
topic. a. Connection
Theory b.
Constructivist
Theory c. Active
learning
Now from the scenarios above, what is common? In teaching, you should always consider the
context of your learners. You need to relate the topic or lesson to your learners. In this case, you
are teaching contextually.
Constructivism is commonly used in my classroom. It focuses on my learner’s question and
interest; the learners build on what they already know, and we focus on integrative learning. I can
relate through our lesson about “writing dialogue” I will start off with a song and teach them how
should dialogue be used. Second was mentor text, third one is model or take my class story and
find places to add meaningful dialogue. Next was practice, we will have a dialogue to help them
construct their own knowledge and students work primarily in group

.
Session 2 – Teaching Contextually
Required Task 1. Give your comments on the following situations. Discuss them with your
colleagues.
Topic Scenario Localization or Insights
Indigenization?
Visualize the ratio of Teacher Rommel
two given numbers used easily Localization The use of the jeep, 4
observable examples Indigenization wheels, kariton, 2
of ratio in the wheels, tricycle and 3
community such as wheels as an
one jeep, 4 wheels; observable example
one kariton, 2 wheels, of ratio is Localization
one tricycle, 3 wheels because Teacher
Rommel prioritized
things that are present
in their community
and pupils are familiar
with it because they
see it in the
community.

Teacher Mary Ann

Identify elements of a presented the lesson Teacher Mary Ann
Localization
short story by mentioning focus on the socio-
community activities Indigenization
cultural community
or cultural practices activities and cultural
that inherently use the practices as an
concept of ratio like example.
bringing sacks of rice
to markets using
carabao (one carabao
to the number of
sacks)

Teacher Melody
Identify star patterns
instructed her learners Localization Indigenization
that can be seen at
to interview the Indigenization because teacher
particular times of the melody wants her
chieftains in the
year learners to research
villages of the
learners and asked for about the history of
stories of origin their place.
depicting their culture.

Teacher Hanadee
Localization
presented the
elements of a short Indigenization Teacher Hanadee
story using a local uses the strategy
legend “Ang Alamat ni Indigenization in the
Daragang Magayon” teaching-learning
processes in relation
 to the bio-
geographical of their
place.
Teacher Ailyn Localization
mentioned the Indigenization
community’s name for
prominent stars while It focuses on the bio-
retaining the use of geographical content
the Greek of the lesson.
constellations
Localization
Teacher Lester Indigenization
discussed the
community’s own It focuses on the
calendar of star socio- cultural content
patterns and its of the lesson.
background before
discussing the Greek
constellations

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

Situations Answer Feedback

1. The barangay will be
having its annual fiesta. The business plan activity
Teacher Marilou requested given by the teachers is a
her students in TLE to create good idea to present local
a business plan using the LOCALIZATION products in their community
concepts discussed. The through bazaar on the day of
business plan is a the fiesta.
requirement for the learners to
be allowed to participate in the
bazaar on the day of the fiesta
2. “Inutak” is a native delicacy
of the people of Taguig and
Pateros. The dish is a
reflection of the early customs This focus on the Historical
of the local inhabitants of INDIGENIZATION and socio-cultural aspects of
Taguig and Pateros. Teacher the lesson.
Arnel together with his
students in Araling Panlipunan
will conduct research on this.
He instructed his students to
interview some prominent
 native residents of the area
and ask questions about the
relationship of culture and the
dish.
3. In the ICT class of Teacher
Rodel, after discussing video
and animation, he instructed LOCALIZATION The teacher uses the local
his students to produce an materials as an activity
online advertisement using
the famous local products and
delicacies in their place.
4. Teacher Diane is teaching
in a provincial school. In her sharing traditional customs is
English Class, one of the INDIGENIZATION an example of indigenization.
activities was the reading of
the short story “How My
Brother Leon Brought Home a
Wife” As a priming activity,
she asked the learners to
share their traditional
customs.
5. After learning the elements
of a play, the class is tasked LOCALIZATION The stage play will use local
to perform a stage play for the materials that are present in
upcoming fiesta. The story of the community to portray the
the play revolves around a local hero.
local hero during World War II
named Jose Ozamis.

Required Task 2: Reflection Create your #Commitment that manifests the significance of
contextualization to you as a teacher, for your learners, and to the community. Write it down in the
hearts below and discuss your answers with a co-newly hired teacher or mentor.
AS A TEACHER:
On the best of my ability, I will help my students to relate educational tasks with their knowledge
and everyday curricular contextualization facilitates the linking theory and practice.

FOR MY STUDENTS:
I promise to engage my students in active learning while assisting them to make meaning out of
the information they are obtaining. I will help students learn language skills by teaching the skills
using the authentic contexts in which students must use those skills in the real world. 

FOR MY COMMUNITY:
I will utilize the importance of teaching localization and indigenization in my lesson.

Session 3 – REACT Strategy

Required Task 1: Pre-assessment Activity Before you undergo this session, take this pre-
assessment activity.
Determine whether the statement is stating a fact or not. Write TRUE if the statement is a fact and
FALSE if not.
Statement
1. Teachers can use the
REACT Strategy in localizing
the lesson.
2. When learners take what
they have learned and apply it
to new situations and context,
the transferring stage
happens.
3. Experiencing happens when
learners solve problems as a
team to reinforce knowledge
and develop collaborative
skills.
4. Understanding real-world
connections to course content
increases student engagement
which often leads to increased
persistence and successful
transitions.
5. For learning to happen, the
teacher allows the learners to
discover meaningful
relationships between
concrete ideas and real-world
application.
Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a
Master Teacher to Teacher Romano in his Science Class. Then answer the questions that follow
with your colleagues and mentor.
Now challenge your understanding by answering these questions together with your colleagues
and mentor.
Discussion Questions
Did Teacher Romano utilize
contextualization?
What degree of contextualization
is presented in the sample
lesson?
Which part in Teacher Romano’s
lesson showed the REACT
Strategy? Outline the portions
Answer Feedback
Teachers use REACT
TRUE strategies to ensure active
participation of the learners.
Learning in the context of prior
TRUE knowledge, also known as
transferring, makes use of and
expands on what the learner
has already acquired.
Contextual learning is defined
as learning in the context of
TRUE exploration, discovery, and
creation. Other teaching
styles, however, may result in
motivated or tuned-in learners.
Teachers must use a real-life
TRUE setting to educate so that
students may apply what
they've learned in class to
their daily lives.
If we enable our students to
TRUE find and experience situations
and tasks firsthand, there will
be meaningful learning.
Answers Feedback
YES Teacher Romano employs a
sociolinguistic or
contextualization strategy in
which language (both spoken
and physical language) is used
to convey important components
of a conversation.
LOCALIZATION Presenting local materials may
encourage greater learning and
make the content more relevant
to the students.
REACT methods can be used to
When the students perform the ensure learners' active
activity engagement and even to build a
 that demonstrated the REACT suitable learning environment.
strategy.
Was the anticipated learning The REACT approach ensures
outcome realized through the YES that students participate actively
REACT Strategy? in order to encourage enjoyable
and active learning.
As a teacher, can you replicate Yes, especially in sessions that REACT technique was more
any lesson or topic using the involve direct experience to effective and recommended for
REACT Strategy? How? guarantee that the learners use in a class when the students
understand the process or steps needed direct experience.
of a particular topic.

Required Task 3: You were assigned to teach in a community with learners from an indigenous
group. Think of a topic that you will be discussing and write a lesson outline using the REACT
Strategy. Think of ways to promote an inclusive, culture-responsive, and relevant education for
your learners. Use the template below. Be ready for a discussion with your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency
1. What kind of discussion or activity might help
learners in RELATING to the concept?
2. What kind of activity would enable learners to
EXPERIENCE the concept?
3. How can learners be shown the way that
concept is applied, or they can APPLY it
themselves in a way that simulates an industry
situation or other real-life problem-solving
scenario?
4. How will the experience be set up so that
learners have the opportunity to interact and
COOPERATE in one another’s learning?
5. What steps can be taken to ensure that learners Encourage students to apply what they've learned
will be able to TRANSFER learning to new and in class to their homes and communities, and ask
unfamiliar situations?
Grade 1
Naisasagawa nang palagian ang pagtulong sa
pananatili ng kalinisan at kaayusan ng paligid
para sa mabuting kalusugan..
To encourage active learning, provide a self-made
story with a known name and location on the area.
Ask the students to act or respond to a real-life
issue that promotes the preservation of a safe and
healthy environment.
The teacher may perform a role-playing session or
narrate a tale in which the students take on the role
of the character and experience the scenario
firsthand.
Provide a group activity that will support the
lesson's purpose while also addressing the
learners' various learning styles and allowing them
to engage depending on their interests.
for comments on how well their activities have
worked out.

Module 2 – Building Relationships with the Wider School Community

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

Prior Knowledge Assessment Identify the term being referred to in the following
statements. Choose the letter of the correct answer from the box below and write it on the
space provided.

Statement Answer Feedback

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

Introductory task I or E: Identify if internal or external stakeholder

Teachers: Internal stakeholder
Students: Internal stakeholder
LGUs: External stakeholder
NGOs: External stakeholder
Civil Society: External stakeholder
School administrator: Internal stakeholder

Optional Task: Complete the table Get to know your community. Complete the table below to get
acquainted with your school community. If you have no answer for some items, you may leave it
blank.

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Urban
2. Topography
3. Available establishments
4. Tourist spots/parks n/a
5. Indigenous group/s (if applicable) n/a
6. Religion Mostly Roman Catholic
7. Celebration/feasts Every December 07
8. Source of income
9. Songs/folklores n/a
10. Local heroes n/a
11. Learning Resource Centers/Learning Hub Brgy. hall library
Required Task No. 1: Scenario Analysis
Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Answer: She wanted to know whether she could borrow the Barangay's extra computer so that her
six students who don't have recourse gadget for their online class might use it for their studies.
2. What was the Memorandum of Agreement the School Principal made for?
Answer: The memorandum of agreement that the school principal made was an agreement
between the school and Ms. Ramos that will be authorized by the Superintendent in order for her
to become an official stakeholder in the school or a donor of the essential computers.
3. If you were Ms. Ramos, would you do the same? Why?
Answer: Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always desired
to assist children with their education.
4. What will you do to show appreciation and gratitude to them?
Answer: As long as I am able, I will always open my door to assist the unfortunate children and
even supply other required resources.

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

Identify Problems: Before you make the Action Plan, you need to identify the root cause of the
problems. Identify these problems and accomplish the table in a LAC Session with your mentor.
You may also refer to the existing action plans from the school to accomplish the tasks.
Observable Reasons: What Resources: What Action: What can Action: What can
Problems: What might be the resources do you you do as their your school do to
are the problems reason? have in your teacher? face the
that hinder the school challenge? Are
learning process community that there any efforts
during this time you can utilize in your school is
of pandemic? easing out the doing to ease the
identified problem?
problems in your
school
community?
Availability of Lack of finances A learning Visit each home Look for
internet of the families module that may while carrying someone who
connection and be sent to their their instructional can help the
gadgets. house, allowing modules. Look school keep the
them to continue for stakeholders students
their studies even that can assist informed and up
if they don't have me in keeping my to date on the
access to a students lectures.
device. informed and Consulted the
updated about Barangay
our lesson. officials to be
given aid and
assistance in
visiting students
and distributing
learning
modules.

Make an Action Plan The identified problems can be solved by planning before execution.
Continue this activity by filling out the table below.
Action steps: What Responsible Time frame When Potential barriers
tasks should be Personnel Who are should the tasks be What hinders the
 done? the people to perform accomplished? accomplishment of
the tasks? these tasks?
Maintain a positive Teachers and Year around The availability of
connection with Principals as well as stakeholders and the
government offices by the learners’ parents. funding required for
coordinating with as the search for
many stakeholders as potential stakeholders
feasible. to satisfy school
demands.

Session 2: The School and Community Relationships

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

Required Task 2: Scenario Analysis

Scenario 1
Questions: 1. As an adviser of one of the classes in Grade 1, what should you do to gain the trust
and confidence of the parents and the community? Limit your answer to 200 words (maximum)
ANSWER: You may hold a meeting to promote the benefits of having a positive relationship
between the school and the community. Allow them to perceive and understand the school's
situation in order to provide a healthy learning experience for the students. Showing care and
treating them as if they were your own child is an excellent way to acquire the trust of the parents
and the community.

2. Who are the persons in the school community that you can tap to help you establish a good
relationship with parents?
ANSWER: We might tap our students and seek our administration for permission to organize a
school activity that would benefit both teachers and parents, especially the students to maintain
and develop a positive connection with parents and the community.

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

Answer: Because most parents want the best for their children, you can use this concern to gain
their support and trust by simply demonstrating how much you care for them. This will be
beneficial for all of you, particularly because it will help us to use appropriate teaching techniques,
monitor students' academic performance, and even discipline students.

Key Topic 2: The Community Involvement Continuum

Required Task 2: Complete the table At the beginning of the school year, the Department of
Education implements the Brigada Eskwela. As a teacher, how can you involve the school
community and the school’s stakeholders on this initiative of the Department? Identify appropriate
approaches/activities/tasks/strategies you can use to involve the community. The first row is done
for you.
Community Involvement Goal Activities/Tasks/Strategies
Level
Inform To provide the community Example: Conduct information
with balanced, objective drives on certain community
information to assist them in issues or advocacies
understanding the problem,
alternatives and solution
Infer To obtain community Gather information about
feedback on analysis, community issue and put
alternatives, and decisions together to design an
evaluation
Involve To work with the community Coordinate with the community
 throughout the process to and discuss about their
ensure that their concerns concern.
and aspirations are
consistently understood.
Integrate To partner with the To have school and community
community in each aspect of effort to improve student and
the decision. To synergize the community learnings.
effort from all the
stakeholders to reach the
goals (to solve school
problems)
Empower (INVEST) To provide shared leadership Maintaining a positive
of community-led projects relationship with the
with final decision-making at community, as well as initiating
the community level. and recommending a
magnificent initiative for the
improvement of the school and
the learning process.

Session 3 – Strengthening and Sustaining Good Relationships with the School Community
Preliminary Activity: During your first month of teaching, were you able to get to know the parents
of your learners? What were your struggles and how did you overcome them? Limit your response
to 200 words.
Reach out to your colleagues (preferably newly-hired teachers) and share your thoughts with your
co-teachers. Write down the ideas you got from them:
During my first month of teaching I was able to get to know some of the parents of my
pupils.Some of my struggles was communication with other parents and lack of participation of
school activities. We all know that a good relationship between families and schools is a top factor
in positive students outcomes.But when families are hard to reach or seem reluctant to
participate ,building those relationships can be tough.I overcome those struggles by offering the
option or having meetings over the phone or via video conferencing for those parents that are not
able to attend the meeting.And let them know that I want to work with them towards our shared
goal of helping their child thrive.

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

Required Task 1: Writing The following are some common school situations. Write the strategy
that you think will best suit the situation to be able to create a good relationship with the
parents/guardians and the wider school community. Limit your response to 100 words for each
situation.

1.Claire is always absent and you never receive an excuse letter from her parents/guardians.

Answer: When a student is chronically absent, contacting parents is usually effective especially if

you emphasize how you've missed the student in class and hope he or she is all right, rather than
demanding to know the reason for the absence. It's also helpful to have a conversation with the
student the next time they attend class, stressing that you've noticed their absence, and you care
about them and their education.

I always try to avoid asking a student why they've been absent. In my experience, if they've been
absent for a legitimate reason, they'll tell you. Other times, there are personal or family issues they
may prefer not to share. When a student with a string of absences returns to class, it's important to
welcome them back and help them get up to speed on missing work. Giving your students a hard
time about poor attendance is counterproductive and doesn't make them want to return to school
in the future.

2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
professionals and those working in the community. In planning the lesson, you wanted to prioritize
the safety and maximize the learning experience at the same time. You thought about conducting
a field trip, but it will be very costly and will require rigorous planning to make sure that the activity
will be safe. What is an alternative way to conduct this activity?

Field trips are often considered a key part of the school experience. Students often look back on
them as some of their favorite and most memorable days of school. However, traditional field
trips are not always feasible options. They can be expensive, time-consuming to organize, and
quite stressful in action.
Perhaps your most simple and convenient option for a field trip alternative is to show your class
about documentary of different professions/job. Movies have a very unique ability to transport our
learners to other places, and documentaries in particular can be very educational and revealing
about a faraway place or topic. No matter the subject, you can find a documentary that your
students will be interested in.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that you
moved the child’s seat away from her friends to make her concentrate on your lessons. Your
actions were triggered by her non submission of assignment and throwing a crumpled paper at
you. How will you explain your side to Mrs. Cruz?

Instantly thank the parent for bringing her concern to your attention. Apologize for both the
problem and for causing parents concern. Take any steps necessary to calm Mrs. Cruz and help
her to relax.
Discuss with Mrs. Cruz about misbehavior of her child in a nice way and the reason why you move
her child away from her friends to make her concentrate on your lesson. Be careful the language
used when communicating with parents. End your conversation by reiterating that you’re going to
take care of the problem.

4. The general PTA meeting is fast approaching, and you need to ensure at least 90 percent
attendance of parents. How are you going to invite the parents to ensure their attendance and
participation?
To ensure their attendance and participation I will send home personal letters to notify parents of
conference dates. Outline an agenda that will interest them and emphasize the importance of the
conference to their children's education. Schedule conferences for students who have siblings in
the same school first and coordinate conference times with the siblings' teachers. Do everything
possible to avoid scheduling siblings' conferences on different days or at widely disparate times.
Base the length of the conferences on the needs of the students. If necessary, schedule two
consecutive periods with parents you suspect might require more time. Send home personal
invitations to the conferences and ask parents to RSVP by a specific date. Telephone parents who
do not respond and encourage them to attend. Send home reminders one week before the
conferences. Contact parents who do not show up and try to reschedule.

Required Task 2: Scenario Analysis Read the following scenarios. Write YES if it talks about a
healthy parent-teacher relationship and NO if otherwise.

_______NO____ 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo.
Teacher Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she
knows, the teachers said that Benedick was a talkative pupil. During the distribution of cards, she
talked to the student’s mother and found out that after his father’s death, he got upset, which led to
Benedick’s disinterest in socialization. Teacher Consuelo consulted Benedick’s condition with the
School Guidance Counselor.
_______NO____ 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a
mother of a Kinder learner in the same school. She was impressed by the improvements made in
the school and expressed her willingness to contribute to the further improvement of the school.
She asked the teacher of her daughter, of what else she can contribute to the school. However,
nothing came into fruition.
______YES_____3. Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has been acting this way for
almost two weeks, Ms. Bada immediately called his father, Mr. Cruz and set an appointment. She
told Mr. Cruz of Angelo’s behavior in school and he promised that he will be watchful of Angelo.
_______NO____ 4. During the online class where Janna is attending, she failed to understand the
instructions of the teacher because of internet connection failure. Mrs. Manza, her mother, sent a
message to her teacher and asked for further discussion about the instruction because Janna was
not able to get it correctly. Her teacher did not respond to her.
______YES____ 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay
Health Worker (BHW) for her to answer. As soon as Lerio finished answering, her mother brought
back the activity sheets to school. She explained that she is on her way to the market so she didn’t
wait for the BHW to come over and get back the activity sheets. Mrs. Hugo was very grateful.

Optional task: List down top 5 strategies to increase parental involvement in school and share it
with your co-teachers.
1.Connect parents and schools
2.Create an organizational structure
3.consider parent’s time
4.Identify and support learning environment
5.Home visits and parent teacher conferences