Professional Documents
Culture Documents
Course 1anj
Course 1anj
REYES
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
ELCOME to the Department of Education! We are pleased to have you
as a member of the family. We invite you to take time to read through the
Department of Education (DepEd) Teacher Induction Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It will also
give you a glimpse of what a teacher’s school year is like, and help you become
more accustomed to the daily life of a DepEd teacher. It introduces you to the
guidelines, processes, and standardized forms to help you easily adjust to your new
work environment.
In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first
year of teaching experiences in the public-school system. We will explore the
school year at a glance and observe how the principles in this module may affect your
day-to-day activities.
Course Outline
Module 1: Becoming a DepEd Teacher Module
Module Outline
Session 1 – DepEd’s Mandate
• Self-reflective activities
• Document reading
DepEd’s Mandate
Vision
Mission
Core Values
Strategic Directions
I can uphold equity in education by giving equal Every child had different needs so that we should
opportunity to my learners regardless of their race, know first their weaknesses and strengths. I will make
religion, culture, color, and status. Providing them with every lesson motivating and interesting to ensure that
varied instruction to address the different learning styles every learner will catch up the lessons.
of my learners. I will also give them more opportunities
to enhanced their talent and skills.
Guide for Mentors and Newly Hired Teachers 7
Session 2: Vision, Mission, and Core Values
Preliminary Activity:
As a new public-school teacher, what are your visions for yourself, for your class, and your school community?
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new public-school teacher my My vision is to help all children My goal to my school community
goal is to be a teacher with passion— find a sense of purpose in their lives is to educate all students to the highest
passion to teach and passion to mold through education. Ensure all lessons are levels of
young minds. I want my learners to student-centered and differentiated so academic achievement, to enable them to
become better person in all aspects. that all learners receive the assistance reach their potential and to prepare them
they need. to become productive and compassionate
members of society.
Mission
Teacher Andrew should do the Hands-on orientation
that provides a practical method of learning and helps To protect and promote the right of every Filipino to quality,
the Scout build confidence. He can also give fun equitable, culture-based, and complete basic education
activities and games for them to enjoy and participate. where:
Give them time to socialize with others and praise their
efforts to boost their confidence. Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
Maka-tao
1. Cooperates during activities
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new public teacher, my goal is to I want a classroom that is conducive to My vision to my school community is to
be a teacher that inspires and encourages learning environment. To create a be a learning environment where there is
my students to enjoy learning. I will classroom that wherein there is equal a strong relationship and unity between
motivate and engage my pupils through opportunity for learning to everyone. To stakeholders, teachers, parents, and
ongoing and everyday student-centered create an atmosphere where each students. A community that has a strong
active learning lessons, as well as helping individuals feels accepted and valued. leadership to help the school in providing
my students to discover the meaning of quality education to all learners.
their lives through education.
ACTION POINTS
I will continue my professional growth I will create a child-friendly I will strengthen the school
by attending seminars and continue to environment to my class and encourage partnership with the parents and other
reflection my teaching strategies to give everyone to cooperate in learning. I will stakeholders for the welfare of the school
the best education for my pupils. provide varied activities wherein everyone and the pupils.
can participate and enjoy.
3. What are your personal beliefs and values that are aligned with the
DepEd’s VMV (Vision, Mission, Core Values)?
This module serves as my wake-up call to inspire My personal belief that is aligned with the DepEd
students as my top priority despite of the challenges I will Vision, Mission, and Core Values is that “We should
encountered as a newly hired teacher. This serves as my embrace individual differences’’ because I realized that
guide to be a competent teacher and provide learner each student has skills where they can excel. I should
centered environment that focus on the welfare of my give equal opportunities to all my pupils when it comes to
students. learning regardless of their attitudes and behaviors
because the intelligence of a child is not measured by it.
20
20 The Teacher Induction Program - Course 1
Session 4 – The Philippine Professional Standards for Teachers
Required Task 1: Video Viewing
Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to watch the PPST explainer video (8:41 minutes)
Learning is a lifelong process. I have learned that the How can this PPST strands implement in easy way
PPST Standards helps us further to find out and develop better with the overlapping activities of teachers has throughout the
and more effective ways of teaching. year without causing them too much stress.
• The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs, and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both public and
private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.
• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official DepEd
VMV shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As
part of the Department of Education, teachers are enculturated into the DepEd professional community in
order to align professional practice to the common vision and mission of the department.
• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”
• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.
• It is important for newly hired teachers to be familiar with and understand the DepEd’s mandate, vision,
mission, core values, and strategic directions so that they could align their practices and professional goals
with the department. This will help them better support DepEd’s endeavors towards quality education.
These could be demonstrated in how teachers present themselves, how they respond to challenges
in everyday teaching, and how they serve as role models to their learners, inspiring them to be life-
long learners and productive citizens.
• Four career stages are articulated in the Philippine Professional Standards for Teachers (PPST). Each
stage is constituted by particular professional practice that defines and locates teacher
quality within a developmental continuum.
22-26 – Conduct
Psychosocial Support
(PSS)
29 – National Heroes
Day
Alternative delivery modes or make up classes are Make up classes are allowed to be undertaken
not allowed to be undertaken to compensate for the FALSE to compensate for the unplanned suspension
unplanned suspension of classes due to natural of classes to cope up with the lesson.
calamities.
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow TRUE
learners to continue their learning despite any
ongoing disasters like calamities, pandemics, etc.
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities
There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school head,
shall be both an instructional leader and administrative manager.
The school head shall form a team with the school
teachers/learning facilitators for delivery of quality
educational programs, projects, and services. A core of non-
teaching staff shall handle the school’s administrative, fiscal,
and auxiliary services.
DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High School (SHS)
Required Task 1: Policy Reading
Read through the DepEd Order (No. 19, s. 2016) on Guidelines on the
Organizational Structures and Staffing Patterns of Stand-alone and
Integrated Public Senior High School (SHS) and read the following
scenarios to identify the services provided and its function in the schools and
learning centers. Determine the teaching or the non-teaching staff who
does the service portrayed.
You may access the DepEd Orders through this link:
c. Guidance Counselor
c. Guidance Counselor
c. Guidance Counselor
d. Administrative Officer
c. Property Custodian
CLOSING ROUTINES
2. In your first contact with your learners, You have to be confident if you want to
co-teachers, and parents, you need
TRUE make a good impression. It’s about
to display confidence and show that
trusting in your own capacities and
you know what you are doing even in
abilities.
things that you are not so sure about.
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your your Homeroom Guidance? You may learners and/or documentation of
mentor. consult with your mentor. evidence?
3. Discover a point of agreement By simply asking them questions like, “What is your favorite
sports?’’ this allows you to interact with them in a new way by
removing the classroom walls. This bridge can give them access to
their heart, letting them know that someone cares about them.
4. Listen carefully without interrupting Let the learners share their opinions and let feel them that they are valued.
5. Care Show acts of kindness by telling them that you are there if they need someone to
talk or lean on.
Even if you already do your job in an exemplary manner, • The student who is in over her head feels like she is so far
expect that there are learners in your class advisory that behind there is no point in even trying to cooperate in
need special attention. Kotler et al. (1998) identify these class. She has given up all hope.
kinds of learners (pp.60-61):
• The procrastinator continually plays games with you. He
• The angry student looks sullen, with a chip on his 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 he
efforts. 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. Her
problem; quite the opposite, she may sit passively attention is, at best, fleeting. She sits in the back of
in the back of the room or even sleep with her head on the room with a glassy-eyed stare.
the desk.
• The overly social student is always flirting or
• The quiet student just does not talk at all. He may disturbing others around him. You stop him a dozen times,
or may not be paying attention; you really cannot tell. No but he 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”.
4. apply positive and non-violent discipline to ensure • Department of Education. Positive Discipline In
learning-focused environments (2.6.2). Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
Required Tasks • PPST Resource Package Module 15: Establishing safe and
secure learning environment to enhance learning through
The following are the tasks in this module. the consistent implementation of policies, guidelines and
procedure
• Scenario Analyses
in Physical and Virtual Discipline is the practice of teaching a person to observe rules
Learning Environment or a code of behavior in both the short and long terms. On the
other hand, punishment is a penalty that aims to control
Key Topic 1: Establishing Safe and Secure behavior through negative means (UNESCO, 2015). As a teacher,
you need to be knowledgeable of ways on how to lead your
Learning Environment
learners to exhibit positive behavior. Discipline is positive
Establishing a safe and secure environment for learners is one of and constructive because it involves setting goals and
the important roles of a classroom teacher. As classroom conceptualizing constructive and creative solutions to
managers, you have the responsibility to provide our learners with challenging situations. Every teacher should respect a
a learning environment that is free from harm or risks to promote learner’s developmental level, their rights to dignity and
their well-being and support their learning (Marzano & integrity, and their right to participate fully in their learning.
Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare Effective teachers should manage learner behavior
learners to be productive individuals. Creating safe learning constructively by applying positive and non-violent
environments involve every aspect of creating a positive discipline, as anchored in the Philippine Professional
experience for learners. The physical space is one important Standards for Teachers (PPST) under Domain 2, which
element, but equally important are the relationships between centers on creating an environment that is learning-focused
learners, teachers, and the learning community as a whole and in which teachers efficiently manage learner behavior in
(UNHCR and IRC, 2010). Furthermore, in times of disruptions a physical and virtual space. It has Strand 2.1.2, which is to
that may necessitate emergency remote teaching (ERT), establish a safe and secure learning environment to
reasonable protocols in virtual learning environments must also be enhance learning through the consistent implementation of
taken into consideration. In virtual space, constructive policies, guidelines, and procedures. The use of positive
relationships can be developed by allowing the learners to discipline ensures a learning-focused environment and to
have virtual time out that is efficiently communicated with encourage positive behavior and motivate learners to feel
the learners and parents/guardians as scheduled. The virtual time good about themselves and the decisions they make. With
out may allow the learners to be in their personal space in order positive and non-violent discipline, our learners will see a
to cool down and reflect. With this, learners will do better connection among their behavior, the personal
for their next online access in virtual space. consequences, and the impact of their actions to others. You
may refer to the PPST Resource Package 2.1.2.
It is equally essential that proper behaviors must develop
within our learning environments -- both physical and virtual.
Thus, creating and reinforcing discipline in classrooms or
virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments for
our learners.
- Listen carefully and help them learn to use words - Make connections - online learning is all about
in expressing their feelings, not destructive actions. making effective communication with the learners as well
as their parents/guardians both for positive and negative
- Provide your learners with opportunities to make development during online classes, this can effectively
choices and help them learn to evaluate the potential done during town hall meetings.
consequences of their choices.
- Establish routines, rules and procedures and
- Reinforce emerging desirable behaviors with student engagement to create an online teaching and
frequent praise and ignoring minor misdeeds. learning direction such as a strategic pre- planned
schedule of screen time activities based on your lesson
- Model orderly, predictable behavior, respectful plan.
communication, and collaborative conflict resolution
Case 4: On Absenteeism
Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone fears me, and I
need to make sure that no one gets away with undermining my status. I
keep others’ respect by showing them what might happen if they don’t
fear me. I tease small girls, and sometimes rough up an annoying boy.
Everyone in school knows not to cross me. They know my father is If a teacher notice bullying in the classroom,
tough at home and I am tough at school. he/she stop it quickly. The teacher first thing to do is
talk privately to the pupil who bully his/her classmates,
Kurt’s teacher: This boy is a problem. He is making other children
miserable and giving our school a bad name. Today in assembly, I will ask him/her why he/she doing it. Let all the students
announce to all learners that we do not tolerate such behavior. I will know how people are affected by bullying and the
send him to the guidance counselor. I will warn him that if he consequences of bullying others at school. If the first
persists, we will expel him from school. actions fail, seek the assistance of parents and
guidance counselor to discuss a solution to the
What alternative action/s do you suggest in order to promote positive problem.
discipline?
Janelles’s teacher: This student may just be making an excuse Due to Pandemic, school had to shift from face-
for not attending our online classes and not submitting on time. As
to-face to online education. Unprepared students were
their teacher, I need to be able to communicate to my class that I will
not tolerate complacency and that this rule must equally and
forced to study online, which caused anxiety and
strictly apply to all. stress to students. What the teacher could do is to be
considerate with the situation of the students. Provide
What alternative action/s could you suggest in order to promote them enough time to submit their requirements.
positive discipline? Always encourage them that they can make it. If
someone really cannot access to online learning, then
the teacher should give other options wherein the
students can continue their study.
Allen: I really wanted to pass the subject, attend our online classes on
time and learn our lessons well. But because of my poor internet
connection and I am only using a mobile phone, it is difficult for me If a student could not cope up to the lesson due
to catch up with the discussions as well as with the required to poor internet connection, then the teacher should
tasks. Everyone is doing a great job except me. I think I should provide printed materials that aligned to the lessons
just drop out from school. so that they can cope up with the lesson and no
Allen’s teacher: I noticed that Allen is having difficulty with
one is left behind.
internet connection since he keeps signing on and off during our
online classes. If this continues, there’s no way for him to understand
our lessons as well as other students in the class. However, I have to
treat my students equally to avoid favoritism. I should not give
him special treatment
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 against
did no harm.” their children.”
“The problem is the disciplinary approach, not the misbehavior of the children. Justifying that a
2. “Nothing else works!” or
child has asked for violence is really intended to make the perpetrator feel less guilty and
“They asked for it!” transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys the
works best. Other teacher-child relationship. Children become angry at why someone who is supposed to
methods don’t.” 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 to result in physical punishment at the first instance not as a last resort.”
choice!”
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 expected
my class. I have too of them and the consequences for misbehaving; and the teacher did not take the time
many!” 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 positive
can not be applied in an group behavior during online classes is rewarding together with individual reinforcement systems
online class.” 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 online
costly and difficult to activities and praise for the submitted tasks on time. Another example is the activity
administer.” 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 provide
5. “The learners in an progressive rewards through a badging system. The teacher may provide badges to activity which
online class do not can be done both in synchronous and asynchronous classes. With combined badge systems
need rewards.” 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.
1. Acting in the way that you want the Positive Be a good role model to your learners
children to act (modelling)
3. Getting the student’s attention before Positive This helps in creating a good classroom
you begin class management and focus to the lesson
a. Hold and communicate high behavioral Establishing clear rules and regulations is really
expectations for your learners and yourself. important in the classroom as these maintain discipline
and respect among everyone. As a teacher, I need to
provide these as early as the beginning of the classes and
I need to remind them on these rules at least once a
Each and every one of us has our own behavior and has month during homeroom day. In this way, students are
our own adaptability means in coping up with the reminded that these rules and regulations are strictly
environment. For me it is indeed important to hold and being implemented in our classroom.
communicate high behavioral expectations for my
students and myself. In this way, I am able to adjust and
find ways on how to address problems that may arise in
my classroom. I adhere on individual differences, so that
I need to be responsive too on different situations
pertaining to behavior.
2. Ma’am Carol believes that it is a False Teacher must continuously develop learners self-
waste of time to devote time in monitoring skills and learn to gain mastery.
teaching self-monitoring skills.
Join the learners while they are having small talk during - Maintaining a positive emotional tone in the
lunch break or while playing. Listen to their stories and classroom.
their experiences attentively. Make an eye contact during - Providing attention to the learner to increase positive
the conversation. Laugh with them when the situation behavior.
calls for it and share you own thoughts.
- Providing consistency in the form of regular routines for
daily activities and interactions to make unexpected,
negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that we
only learn by making mistakes.
- Building confidence. Promote positive self-talk.
- Focusing on past successes.
- Making learning meaningful. Modify your instructional
methods.
7 American Academy of Pediatrics, Committee on Psycho- social
Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psy- chosocial Aspects of
Child and Family Health [published correction appears in Pediatrics.
1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
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.
1. Interacting respectfully and sensitively are Respect and be sensitive to the needs of the
only important to elementary school / learners are important in the classroom.
learners.
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It means teacher. The teacher needs to explain
being fair in activities such as clearly his or her feelings and the
making assignments, settling circumstance that caused the
disputes, giving help, and choosing 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 him or her a
Humor The ability to respond lightheartedly to chance to correct a misunderstanding
learners. 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 These characteristics may model to learners how they would also
rights and feelings of learners. interact with each other. This would enhance learner-to-
learner relationships.
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.
a. In my classroom, I will promote gender and racial equality and I will give
equal treatment to all my students.
b. I will impose nondiscriminatory rules and regulations
c. I intend to foster a trusting environment in my classroom where
everyone is respected.
d. I will create a conducive environment in my classroom.
NEILBERT P. REYES
(Signature over Printed Name)
7
78 The Teacher Induction Program - Course 1
Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.
Statements Answer
1. We should tell our learners how we expect everyone to
behave in class (our learners and ourselves) and discuss these Agree
expectations regularly.
Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
Class Adviser is a teacher assigned to manage a particular class throughout the school year.
Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.
DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.
Discipline The practice of teaching or training a person to obey rules or a code of behavior in both
the short and long terms.
Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.
Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.
Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way in
which learners learn and their social knowledge and behavior.
Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and improvement of the
people’s quality of life.
Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner behavior
through dialogue and counseling. It avoids the use of punishment such as spanking,
verbal abuse and humiliation.
Punishment An action (penalty) that is imposed on a person for breaking a rule or showing
improper conduct.
Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and channel
government resources to these core public services and improve the efficiency of
government services, within affordable levels, and in the most accountable
manner.
School an educational institution, private and public, undertaking educational operation with a
specific age-group of pupils or learners pursuing defined studies at defined
levels, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical or cyber site.
Strategic Direction a course of action that leads to the achievement of organizational goals.
Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values are the principles the Department adheres to in pushing the programs into action.
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline. American Academy
of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child Mind
Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City. Government of the
Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The Way
Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128. Paris:
UNESCO Publishing.
of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program Specialist,
NEAP-PDD Mr. Jayson Peñafiel
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
Acknowledgments