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TIP Course 4 Answer

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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 TRUE
on 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
activities that are related to indigenous people if you
the actual situation in the are not a member of their
community and you utilize tribes. As a teacher, you
materials that are available are only adopting and
in the locality of the school, utilizing materials that are
you are already available in the locality of
indigenizing. the school.
5. Contextualization is one TRUE
of the main features of the
K to 12 Curriculum.
6. DepEd mission FALSE This is not the highlights of
highlights that the Deped mission. It is the
curriculum shall be flexible standards and principles,
enough to enable and when appropriate, in
allow schools to localize, developing the enhanced
indigenize, and enhance basic education curriculum.
the 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 TRUE
should 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
based on the premise that systematic process through
learning requires action which individuals learn by
and action requires doing. It is based on the
learning. premise that

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learning requires action an

d 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
highlighting
Contextualization
1. Article XIV Culture- based –
Section 14 1987 The State shall
Philippine foster the
Constitution preservation,
enrichment, and
dynamic evolution
of a Filipino national
culture based on
the principle of unity
in diversity in a
climate of free
artistic and
intellectual
expression
2. Republic Act The curriculum shall
10533 Enhanced be contextualized
Basic Education Act and global The
of 2013 curriculum shall be
flexible
3. DepEd’s Mission Culture-based
Family, community
and other
stakeholders are
actively engaged
Feedback from the Insights during the
mentor Sharing
It seeks to develop It is the grounding of
among Filipinos a greater instruction and
awareness,understandin student learning in
g and appreciation of these ways
arts,history ,and heritage including values
towards the evolution of ,norms
consciousness that will ,knowledge
improve the quality of our ,beliefs ,practices
life. ,experiences, and
language that are
foundation of
culture
develop contextualized The development
curriculums that fit the and evolution of
needs of the time and these global goals
place and people that for education have
they are serving. given rise to the
global curriculum,
which aims to
“promote a
worldwide
curriculum, unifying
criteria,
identification, and
respect of regional
uniqueness.
Family, Family, community
community, and other and other
stakeholders are actively stakeholders has
engaged and share also a big role or a
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 it already know the
is learning how to 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

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read or write words thoughts and have the guidance

yet. No matter how general information of her teacher he
much guidance was in a useful manner. can now read and
given, he could 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 active Teacher bryan gave
Teacher Bryan LEARNING learning it some problem
provided this emphasized that -based learning like
activity: “You have contextual learning Estimate the type of
been hired as a should be an wood . what lengths
carpenter to help integrated learning will be purchased
renovate a family process of problem- the cost per foot ,
room. The based learning and the total cost of
contractor asked work-based learning molding needed for
you to submit a cost to encourage and the family room In
estimate for the stimulate a higher- determining the
base molding level thinking. cost, measure the
(baseboard) around room and make a
the room. You will scale drawing of the
need to include the floor plan showing
following in your fireplaces, doors,
estimate: i. the type and other objects .
of wood and style of
olding you will use
ii. the number of
pieces and what
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 is becomes the

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Paul, he showed a the theory that says facilitator of the

candle. He learners construct class and the
explained the knowledge rather learners encourage
composition and that just passively to interact exchange
function of the take in information.. of views and ideas
candle. Later on, he and construct
asked the learners meaning and
how the flame is knowledge .At the
produced and how end ,the learners
the candle works. successfully
He encouraged the understand the
learners to discover components of
for themselves how combustion
the candle works.
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 used
two given numbers easily observable The use of the jeep, 4
examples of ratio in Localization wheels, kariton, 2
the community such as Indigenization wheels, tricycle and 3
one jeep, 4 wheels; wheels as an
one kariton, 2 wheels, observable example of
one tricycle, 3 wheels ratio is Localization
because Teacher
Rommel prioritized
things that are present
in their community and
pupils are familiar with
it because they see it

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in the community.

Localization
Teacher Mary Ann Indigenization
presented the lesson Teacher Mary Ann
by mentioning focus on the socio-
Identify elements of a community activities or cultural community
short story cultural practices that activities and cultural
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)

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

Localization
Teacher Hanadee Indigenization
presented the Teacher Hanadee uses
elements of a short the strategy
story using a local Indigenization in the
legend “Ang Alamat ni teaching-learning
Daragang Magayon” processes in relation to
the bio-geographical of
their place.

Localization
Teacher Ailyn Indigenization
mentioned the It focuses on the bio-
community’s name for geographical content
prominent stars while of the lesson.
retaining the use of the
Greek constellations

Localization
Teacher Lester Indigenization
discussed the It focuses on the socio-
community’s own cultural content of the
calendar of star lesson.
patterns and its
background before
discussing the Greek
constellations

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Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.
Situations Answer Feedback
1. The barangay will be having
its annual fiesta. Teacher The business plan activity
Marilou requested her students given by the teachers is a good
in TLE to create a business idea to present local products
plan using the concepts LOCALIZATION in their community through
discussed. The business plan bazaar on the day of the fiesta.
is a 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 of the This focus on the Historical and
local inhabitants of Taguig and INDIGENIZATION socio-cultural aspects of the
Pateros. Teacher Arnel lesson.
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 to LOCALIZATION The stage play will use local
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.

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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 Answer Feedback

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
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.

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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 that demonstrated the
REACT strategy.
Was the anticipated learning
outcome realized through the
REACT Strategy?
As a teacher, can you replicate
any lesson or topic using the
REACT Strategy? How?
Answers
YES
LOCALIZATION
When the students perform the
activity
YES
Yes, especially in sessions that
involve direct experience to
guarantee that the learners
understand the process or
steps of a particular topic.
Feedback
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.
Presenting local materials may
encourage greater learning and
make the content more
relevant to the students.
REACT methods can be used
to ensure learners' active
engagement and even to build
a suitable learning
environment.
The REACT approach ensures
that students participate
actively in order to encourage
enjoyable and active learning.
REACT technique was more
effective and recommended for
use in a class when the
students needed direct
experience.

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
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

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situation or other real-life problem-solving scenario firsthand.

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 will be able to TRANSFER learning to
new and unfamiliar situations?
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.
Encourage students to apply what they've
learned in class to their homes and
communities, and ask 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
composed of parents/guardians
and teachers, which serves as
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.
F. Parent-Teacher Association The PTA may act as a school's
(PTA) support organization and
partner in the students' welfare.
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

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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.

Name of School Community (School name and Barangay):Cupang Antipolo CIty, (SAMPLE ONLY)

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Barangay
2. Topography Cupag Is situated at approximately
14.6332,121.1383 in the island of Luzon.
3. Available establishments School,health center,groceries store etc.,
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 Vendor, government and private employee etc.,
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.

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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 community challenge? Are
learning process that you can there any efforts
during this time of utilize in easing your school is
pandemic? out the identified doing to ease the
problems in your problem?
school
community?
Availability of Lack of finances A learning module Visit each home Look for someone
internet of the families that may be sent while carrying who can help the
connection and to their house, their instructional school keep the
gadgets. allowing them to modules. Look for students informed
continue their stakeholders that and up to date on
studies even if can assist me in the lectures.
they don't have keeping my Consulted the
access to a students informed Barangay officials
device. and updated to be given aid
about our lesson. 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 What
tasks should be done? Personnel Who are the should the tasks be hinders the
people to perform the accomplished? accomplishment of
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 the
coordinating with as search for potential
many stakeholders as stakeholders to satisfy
feasible. school demands.

Session 2: The School and Community Relationships

Key Topic 1: Laws and Existing Policies
Required Task 1 Write TRUE if the statement is correct and FALSE if not.
Statement Answer Feedback
1. The wider school community TRUE The school is conducive to
can be a source of learning. learning when it has a
harmonious interaction with the
community.
2. Batas Pambansa Blg. 232 is TRUE This policy intends to construct
also known as An Act Providing and maintain a comprehensive,
for the Establishment and appropriate, and integrated
Maintenance of an Integrated educational system that is
System of Education. relevant to national
development goals.
3. The community is required to FALSE The community was not
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 not

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Council (SGC) is accountable the responsibility of SGC.

to the learning of the students
in the school.
5. Frequent communication
with the learners’ parents/
guardians contributes to a
healthy school-community
relationship.
6. A farmer or fisherman in the
community is considered an
Internal Stakeholder of the
school
7. The school alone can
provide for the life-long learning
skills the learners need.
8. During Family Day, teachers TRUE
get the chance to know the
parents/ guardians and some of
the members of the family of
the learner.
9. Having open and healthy
communication between the
teacher and the learners’
parents/ guardians has nothing
to do with the academic nor in
the social behavior of the
learner
10. An established linkage
between the teachers/ school
and the community can help in
the development of the learner
Because an SGC's role is to
create a platform for parents,
students, teachers, community
stakeholders, and the school's
principal to collaborate and
improve student learning
outcomes.
TRUE School should maintain a
harmonious relationship to the
community especially to the
learners’ parents/guardians.
FALSE Internal stakeholders are those
who have a direct connection to
the institution.
FALSE To create a secure and
pleasant learning environment,
the school need community
assistance.
Providing various school
activities that foster
relationships between students
and their parents/guardians
may be extremely beneficial to
the students' learning process.
FALSE Having a healthy relationship to
the learners’ parents/guardian
may be extremely beneficial to
the students' learning process.
TRUE Having a positive relationship
with the community can help
learners learn more effectively.

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?

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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 Level Goal Activities/Tasks/Strategies
Inform To provide the community with Example: Conduct information
balanced, objective information drives on certain community
to assist them in understanding issues or advocacies
the problem, alternatives and
solution
Infer To obtain community feedback Gather information about
on analysis, alternatives, and community issue and put
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 and concern.
aspirations are consistently
understood.
Integrate To partner with the community To have school and community
in each aspect of the decision. effort to improve student and
To synergize the effort from all community learnings.
the stakeholders to reach the
goals (to solve school
problems)
Empower (INVEST) To provide shared leadership of Maintaining a positive
community-led projects with relationship with the community,
final decision-making at the as well as initiating and
community level. 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.

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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.

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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

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5.Home visits and parent teacher conferences

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