Teachers To Work From Home Until June 21

Teachers to Work From Home Until June 21, 2020
The Department of Education (DepEd) releases DepEd Order No. 11, s. 2020 entitled
Revised Guidelines on Alternative Work Arrangements in the Department of Education
During the Period of State of National Emergency due to COVID-19 Pandemic, dated June
15, 2020. For information and guidance.
The status quo on work arrangements for officials, teaching and non-teaching personnel in
the entire DepEd nationwide is extended until June 21, 2020. All teachers in DepEd schools
nationwide shall continue to work from home until June 21, 2020, except those authorized by
the Regional Directors to render work in field or school in light of the ongoing enrollment,
subject to strict observance of COVID-19 health and safety precautions.
REVISED GUIDELINES ON ALTERNATIVE WORK

ARRANGEMENTS IN THE DEPARTMENT OF EDUCATION
DURING THE PERIOD OF STATE OF NATIONAL
EMERGENCY DUE TO COVID-19 PANDEMIC
To:
Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary School Heads
All Others Concerned
1. The Department of Education (DepEd) adopts the enclosed Revised Guidelines on
Alternative Work Arrangements in the Department of Education during the Period of State of
National Emergency due to COVID-19 Pandemic.
2. These guidelines take into consideration the policies set forth by the Office of the President
and by the Inter-Agency Task Force for the Management of Infectious Diseases (IATF). and
are consistent with the applicable guidelines of the Civil Sendee Commission. They provide
for the work arrangements and support mechanisms for teaching and non-teaching personnel,
including Job Order (JO) and Contract of Service (COS) personnel, and officials in all DepEd
offices in all governance levels, public elementary and secondary schools, and community
learning centers (CLCs) during the period of State of National Emergency due to COVID-19.
3. The Department is ever ready to make informed, coordinated, and proportionate response,
and shall continue to issue policies in light of the pandemic. As one DepEd family, we protect
the health, safety, and well-being of all learners, teaching and non-teaching personnel, and
support the overall effort of the Philippine government to prevent the further transmission of
COVID-19. while ensuring that we continue the delivery of quality, accessible, relevant, and
liberating basic education.
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4. Undersecretaries. Assistant Secretaries and Regional Directors are directed to implement
appropriate work arrangements in their respective jurisdiction or area of responsibility, based
on the prevailing community quarantine classification in their locality, and to facilitate the
safe return of teaching and non-teaching personnel to workplaces and schools/CLCs.
5. All DepEd teaching and non-teaching personnel are expected to make themselves available
during working hours and to maximize the time spent in the discharge of their duties and
responsibilities. They are expected to observe honesty, integrity, and professionalism in the
conduct of their duties so that government time, money, and resources are employed and used
efficiently, honestly, and economically, to avoid wastage of public funds and resources.
DepEd Pro-Rated Computation of the Cash Allowance to Eligible Teachers
Following the release of Department Order No. 10, s. 2020 on the Guidelines on the Grant of
Cash Allowance to Teachers, the Department of Education (DepEd) released Memorandum
OUF-2020-0266 on the Pro-rated Computation of the Cash Allowance to Eligible Teachers,
dated June 11, 2020.
Pro-Rated Computation of the Cash Allowance to Eligible Teachers
This refers to the Department Order (DO) No. 10, s. 2020 dated June 8, 2020, entitled
“Guidelines on the Grant of Cash Allowance to Teachers“
Whereas, Section 1, item 4 of the same Order states:
” The Execom-in-Charge of Finance shall release supplemental guidelines on the
computation of pro-rated amount of Cash Allowance for eligible teachers.”
This Office, therefore, issues the following criteria for the pro-rated payment of the Cash
Allowance to teachers who are not entitled to such allowances as of the start of classes in the
current School Year (SY) but started teaching (or who returned to teaching) duty after the
opening of classes in the same SY:
Date Started Teaching from the Date of Opening of Percentage of Cash Allowance to
Classes (Calendar Days) Teachers
a. Within the first 30 days 100%
b. After the first 30 day’s but not more than 90 days 80%
c. After 90 day’s but not more than 150 day’s 50%
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d. After 150 days until the end of the School 20%
Year
Illustrative Example:
Date Started Teaching from the Date of Opening of Percentage of Cash Allowance to
Classes1 (Calendar Days) Teachers
August 24 to September 23, 2020 100% or P3,500.00
September 24 to November 23, 2020 80% or P2,800.00
November 24 to January 23, 2021 50% or P1,750.00
January 24 to April 30, 2021 20% or P700.00
Qualifications and requirements for the grant of Cash Allowance established in the DO No.
10, s. 2020 shall be complied with.
The pro-rated amount will be available in succeeding SYs, unless revised by the Office of the
Undersecretary for Finance. The variables will depend on the issuance of DO on school
opening for a respective SY, and the approved Cash Allowance budget per the General
Appropriations Act.
For clarifications/inquiries on the pro-rated payment, please contact Finance Service –
Budget Division thru email at fs.bd@deped.gov.ph or telephone at (02) 8637 4214.
For strict compliance.
Thank you.
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DepEd’s Readiness for Distance Learning
The global pandemic has affected almost, if not all, industries all over the world.
Here in the Philippines, Filipinos are badly hit by the ripple effects of the COVID-19 that
affected every aspect of their lives: from their jobs, health, well-being, and yes, their
education.
The early ending of the school year (a precaution to prevent the further spread of the virus) is
a clear sign of how the current school system can be affected by a global pandemic.
With the threat of COVID-19 still on the rise, with no clear sign of how (and when) it will
end, the Department of Education (DepEd) saw itself faced with a crucial and giant task: to
maintain the flow of quality education in the Philippines while protecting its stakeholders’
health in the process.
What Will Bridge the Gap?
Though health precautions are, without a doubt, a paramount consideration in these
challenging times, Filipinos’ education cannot be left behind, even during this crisis.
With this severe problem, the Department of Education decided that it’s time for the
Philippines to fully adopt distance learning.
This initiative would utilize the power of current technologies to provide education even with
significant limitations such as community quarantines and social distancing policies.
DepEd’s online learning platform is specially crafted to deal with the current limitations that
both teachers and students face during the crisis.
Their platform is a convenient place where interactive and remote activities can be
performed. It also supports the fast distribution of educational resources to teachers and
students no matter where they are.
All these things are possible because the platform taps the current and proven technologies
that provide practical solutions to the problems that the education sector is facing right now.
Current Limitations
Without a doubt, this initiative from the Department of Education is laudable, but the DepEd
(including us) are still faced with another hurdle that will surely limit the full realization of
distance learning in the Philippines.
According to Huawei’s Global Connectivity Index, which annually ranks 79 nations based on
various factors, including digital economic performance, ICT investment, and ICT maturity,
the Philippines ranked 59th and is categorized as a “Starter.”
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Also, the Department of Education (DepEd) cannot deny that the necessary equipment for
their distance learning initiative cannot be afforded by most public school students.
Let’s Talk About Numbers
There are 1,042,575 devices (Desktops, laptops, tablets) that are distributed across 44,155
schools that account for 93% of public schools in the Philippines.
On these more than a million devices, 459,578 are laptops/tablets that can be brought home,
which represents only a very fraction of the overall learners in the public schools, which is
two percent.
Forty-eight percent of public schools or some 22,645 schools have internet connections.
The 8,478 or 18 percent of public schools are in areas with ISPs or Internet Service Providers
but have yet to be connected.
Limitations in Detail
DepEd is in tune with the current limitations of Philippine Education’s ICT Infrastructure.
The DepEd’s Information and Communications Technology Service or ICTS has a list of the
specific challenges that our education sector faces with regards to tech infrastructures and
limited capacities.
The list also comes with DepEd’s implemented solutions:
Limited internet access is a major roadblock for the total rollout of online learning.
One way to decrease students’ reliance on the internet in accessing educational resources is
by loading relevant digital contents right into their devices.
Teachers should have proper training in the use of the technology needed for learning
dissemination.
To prepare teachers for the new mode of learning, the Department of Education has already
conducted a series of webinars and online training programs this year.
Each of these training has garnered 333,758 teachers from March 11 to May 15, 2020, who
have been trained to use the technology that will be used for DepEd’s online learning.
The Department plans to expand this training, but, unfortunately, there are teachers with
limited knowledge in the ICT norms, and there is also the issue of the lack of internet access.
Early grade levels must be supervised by parents in the use of technology.
But orienting parents in the use of technology could be a significant hurdle for students to
take advantage of DepEd’s online learning fully.
Online learning might not always be applicable for the hands-on sessions required in Senior
High School vocational tracks.
What Do The Stakeholders Think About DepEd’s Online Learning Program
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The Department of Education (DepEd) has reached out to 789,690 respondents (of which are
53 percent are school personnel, 31 percents are parents/guardians, and 16 percent are
learners) to know their response with the online learning initiative.
Here are the results (data source from The Basic Education Learning Continuity Plan in the
Time of COVID-19 of the Department of Education (DepEd):
From the parents/guardians category, 59 percent says they are open to this new initiative from
the DepEd.
From school personnel respondents, 41 percent say they are optimistic about the alternative
learning set up.
While from the learners, only 35 percent are looking forward to it.
Indeed, with the results mentioned above, it is clear that the Department of Education
(DepEd) has a lot of work to do to make their initiative as appealing as possible to its
stakeholders.
Understandably, their respondents still have a lot of trust in the traditional face-to-face
learning.
When asked about the students’ readiness to go to school in the midst of strict
implementation of social distancing, here’s how open the stakeholders are:
Parents/Guardians – 58 percent
School Personnel – 66 percent
Learners – 61 percent
Also, DepEd has also distributed a Memorandum with a survey template to get in touch with
the responses among its teachers about their readiness with the online learning.
There are 787,066 respondents for this survey (which are all teachers) from different stages
of primary education.
Here are the results:
Ownership of laptop and desktop
Of the 787,066 respondents, 87 percent of teachers (or 687,911) say that they have an
available computer at home.
13 percent (or 99,155) says that they lack this equipment
Internet Access
Of the 687,911 respondents with a computer at home, 49 percent (or 336,252) says that they
have an internet connection at home.
41 percent (or 280, 531) says that even though they have a computer, they have no internet
connection.
10 percent (or 71, 128) says that in their area, the internet signal is not available
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Large Scale Implementation
With this distance learning that DepEd is implementing right now, the public might get the
impression that it is the Department’s first actual attempt to venture into online learning.
Actually, it isn’t.
The Department of Education (DepEd) has existing Alternative Delivery Modes or ADMs
even before the global pandemic happened.
But since the demand for this alternative mode of learning has skyrocketed recently, the
challenge that the Department is facing right now is rolling out this alternative learning on a
national scale.
Indeed, it’s a Herculean task to fully implement this alternative learning nationally, and we
have yet to see if the Department of Education (DepEd) has what it takes to bring what the
teachers and students need in these challenging times.
DepEd Learning Delivery

Modalities for School Year 2020-
2021
School opening will not necessarily mean traditional face-to-face learning in the
classroom. The physical opening will depend on the risk severity grading or
classification of a certain community pursuant to guidelines from the Department
of Health (DOH), the Inter-Agency Task Force (IATF) for the Management of
Emerging Infectious Diseases in the Philippines and the Office of the President
(OP).
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The learning delivery modalities that schools can adopt may be one or a combination
of the following, depending on the COVID-19 restrictions and the particular context
of the learners in the school or locality.
DepEd Learning Delivery Modalities for School Year

2020-2021
The learning delivery modalities that schools can adopt may be one or a combination
of the following, depending on the COVID-19 restrictions and the particular context
of the learners in the school or locality.
Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are
both physically present in the classroom, and there are opportunities for active
engagement, immediate feedback, and socio-emotional development of learners.
In areas under the Moderate and High-risk severity grading, this is not possible.
However, there are learners with disabilities whose conditions require face-to-face
instruction. This will be the subject of further discussion within DepEd, with
partners, and with parents.
Face-to-face option may also be feasible in very low risk areas such as the
geographically isolated, disadvantaged and conflict affected areas (GIDCA) with no
history of infection and very low and easily monitored external contacts, but with
teachers and learners living in the vicinity of the school.
Any face-to-face learning delivery must have proper risk assessment and must
adhere to the health protocols in place. Potential learning spaces in the community
near the school may be explored to add spaces for the conduct of classes with the
appropriate social distancing.
Type/Modality/Approach/Strategy
 MISOSA
 IMPACT
 OHSP
 Project EASE
 Face to Face and Modular Learning
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 Community-based Instruction (ALS)
Modified Shifting of Classes (MSC)
In the shifting of classes, teaching is directly focused on concepts with corresponding

activities. Supplemental activities and Assessments shall be done, brought by the
learners when shifted at home.
The shifting depends on how many days the competencies could be covered based on
the competency codes and the number of competencies to be covered in all learning
areas.
Shifting of Classes with Dyadic Teaching (SCDT)
In this scheme, there would be two teachers inside the class per learning area. The
number of learners they would handle should be the total number of learners they
handled in the normal days. During the dyadic teaching, learners have to go through
series of individual activities after teaching the learning competencies to be
facilitated, monitored by the two teachers.
ESM-Focused Teaching (Junior HS) (ESMT)
In this approach, only English, Science and Mathematics shall be taught in school.
Other learning areas shall be using the modular, home-based approach.
RESM-Focused Teaching (Elementary) (RESMT)
In this approach, only Reading, English, Science and Mathematics shall be taught in
school. Other learning areas shall be using the modular,home-based approach.
Core/Specialized-Focused Teaching (SHS) (CST)
In this approach, only core and specialized subjects shall be taught in school. Applied
subjects shall be using the home-based, life skill, modular approach.
Distance Learning
This refers to a learning delivery modality where learning takes place between the
teacher and the learners who are geographically remote from each other during
instruction. This modality has three types: Modular Distance Learning (MDL),
Online Distance Learning (ODL), and TV/Radio-Based Instruction.
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Modular Distance Learning
Involves individualized instruction that allows learners to use self-learning modules
(SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner, and other learning resources like Learner’s Materials,
textbooks, activity sheets, study guides and other study materials. Learners access
electronic copies of learning materials on a computer, tablet PC, or smartphone. CDs,
DVDs, USB storage and computer-based applications can all be used to deliver e-
learning materials, including offline E-books. The teacher takes the responsibility of
monitoring the progress of the learners. The learners may ask assistance from the
teacher via e-mail, telephone, text message/instant messaging, etc. Where possible,
the teacher shall do home visits to learners needing remediation or assistance. Any
member of the family or other stakeholder in the community needs to serve as para-
teachers.
Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides and other study materials.
Learners access electronic copies of learning materials on a computer, tablet PC or
smartphone. CDs, DVDs, USB storage and computer-based applications can all be
used to deliver e-learning materials, including offline e-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask
assistance from the teacer via email, telephone, text message/instant messaging, etc.
Where possible, the teacher shall do home visits to learners needing remediation or
assistance. Any member of the family or other stakeholder in the community need to
serve as para-teachers.
Suggested Platforms/Resources/Mechanisms:
 The use of Learning Resource Materials/Modules in multimedia (slides, video and audio
files)
 Digital Packets (Learning Materials)
 The use e-learning materials
 The use of computer-based learning resources
Online Distance Learning

Features the teacher as facilitator, engaging learners’ active participation through the
use of various technologies accessed through the internet while they are
geographically remote from each other during instruction. The internet is used to
facilitate learner-teacher and peer-to-peer communication. Online learning allows
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live synchronous instruction. It requires participants to have good and stable
internet connection. It is more interactive than the other types of distance learning.
The responses are realtime. The learners may download materials from the internet,
complete and submit assignments online, attend webinars and virtual classes. This is
practiced effectively by using a Learning Management System or related
technologies. The DepEd Commons and LR Portal fall in this category.
TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-

Based Instruction and SLMs converted to radio script for RadioBased Instruction.
Distance learning modality is most viable for independent learners, and learners
supported by periodic supervision of parents or guardians.
The challenge will be in dealing with learners not capable of independent learning.
This is the subject of further discussion within DepEd, and with partners and
parents.
It features the teacher facilitating learning and engaging learners’ active participation
using various technologies accessed through the internet while they are
geographically remote from each other during instruction. The internet is used to
facilitate learner-teacher and peer-to-peer communication. Online learning is a form
of live synchronous platform where it requires both parties to have good and stable
internet connection. It is often more interactive than the other types of distance
learning. The responses is real-time. The learners may download materials from the
internet, complete and submit assignments online, attend webinars and virtual
classes. This is practiced effectively by using a Learning Management System or
related technologies. The use of DepEd Commons and LR Portal falls in this category
as both requires internet connectivity to have access.
The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology
 The use of Web-Enhanced Learning Activities

 Free access to OERs (Open Educational Resources)
 Access to LR Portals
 Access to DepEd Commons
Free access and observance of Intellectual Property Rights to some of the educational
sites/resources:
 BrainPop
 Curiosity Stream
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 Tynker
 Outschool
 Udemy
 iReady
 Beast Academy (Math)
 Khan Academy
 Creative Bug
 Discovery Education
 Youtube Channels:
 Crash Course Kids
 Science Channel
 SciSchow Kids
 National Geographic
 Free School
 Geaography Focus
 TheBrainScoop
 Kids Learning Tubes
 Geek Gurl Diaries
 Mike Likes Science
 Science Max
 SoulPancake
 Online board games
 e-library (Kindle)
Blended Learning
This refers to a learning delivery that combines face-to-face with any or a mix of
online distance learning, modular distance learning, and TV/Radio-based
Instruction. Blended learning will enable the schools to limit face-to-face learning,
ensure social distancing, and decrease the volume of people outside the home at any
given time.
Critical for implementation will be the production of the needed teacher’s and
learner’s learning materials (LR Portal and DepEd Commons will be maximized), as
well as the support of media institutions like TV and radio stations.
The use of print/non-print learning materials such as but not limited to the
following:
 Modules
 Worksheets
 Activity Sheets
 The use of gadgets for K to 3 SpEd learners
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Homeschooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with access
to quality basic education through a home-based environment to be facilitated by
qualified parents, guardians or tutors who have undergone relevant training. It
allows families to educate according to their personal faith, philosophy, and values,
and to adjust learning schedules around family schedules and circumstances.
However, there remain several issues in its implementation, including the
supervision of licensed teachers and alignments with the curriculum. Thus, this
modality will be the subject of a later DepEd issuance before its expansion.
 The use of the print materials/learning resources ( modules, worksheets, activity sheets, etc.)
 The use of digital packets (learning materials)
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Frequently Asked Questions on DepEd
Learning Delivery Modalities for School
Year 2020-2021
What is Distance Learning?
This refers to a learning delivery modality where learning takes place between the
teacher and the learners who are geographically remote from each other during
instruction.
What is Modular Distance Learning?
Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides and other study materials.
What is Online Distance Learning?
It features the teacher facilitating learning and engaging learners’ active participation
using various technologies accessed through the internet while they are
geographically remote from each other during instruction.
What is Home Schooling?
It is an alternative delivery mode (ADM) that aims to provide learners with equal
access to quality basic education through a home-based environment to be facilitated
by qualified parents, guardians or tutors who have undergone relevant training.
What is Blended Learning?
This refers to a learning modality that allows for a combination of face to face and
online distance learning (ODL), face-to-face and modular distance learning (MDL),
face-to-face and TV/Radio-based Instruction (RBI), and face-to-face learning and a
combination with two or more types of distance learning.
What is Traditional Face-to-Face Learning?
This refers to a learning delivery modality where the students and the teacher are
both physically present in the classroom, and there are opportunities for active
engagement, immediate feedback, and socio-emotional development of learners.
What is Alternative Delivery Modes (ADM)?
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to
deliver quality education to marginalized students and those at risk of dropping out
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in order to help them overcome personal, social and economic constraints in their
schooling.
Stronger Parent-Teacher Partnership

Amidst Pandemic
This will be quite challenging to put into action, but one thing is
undeniable: THERE IS A NEED FOR A STRONGER PARENT-TEACHER
PARTNERSHIP this time.
How do we achieve it?

It seems that almost all the proposed solutions to the problem of continuing the students’
education amidst pandemic are not seen as effective. Online education may not be achievable
due to different reasons like the lack or limited access to the internet and the poor
performance of the internet connection in our country. Sending half of the student’s
population to the school is not realistic too, since it just increases the chances of our young
ones getting exposed to the virus.
And so, the continuing education of our students depends greatly on one of our stakeholders
now: THE PARENTS. It is a given fact that all teachers want the students to continue
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schooling in every way possible, but how about our number one stakeholder (our parents)?
How willing are they to put any effort into making the continuous learning of their children
possible? How much do they want to get involved?
Parental involvement has always been a problem.
TEACHER ROSELYN SAYS WHEN ASKED WHAT CHALLENGES SHE

COMMONLY FACES IN TEACHING
Stronger Parent-Teacher Partnership

Amidst Pandemic
There are many ways to achieve a stronger partnership between teachers and parents:
1. Open Communication – at this point, clear and honest communication between teachers and
parents must be established. Both the teacher and parent can help each other in tracking the
academic progress of the students.
2. Parental Involvement – the parents must be informed that this time when it is impossible for
teachers to personally check the students from time to time, parents have to double their parenting
effort by setting their children on track and from time to time checking and confirming their progress
with their teachers. Giving instructions is not just the sole responsibility of the teacher but of the
parents as well. The parents are an effective substitute for the teachers this time.
3. Clear Objective – both teachers and parents must set a target. They should set expectations on
what’s going to happen within the period of distance education.
4. Willingness to cooperate – to get in touch with almost 100% of the families and to make sure that
they have everything they need for their children to learn and give families whatever supports they
need, or this is not an easy task. Teachers do handle a lot of students, and they can’t monitor them
one by one. If the parents are willing to cooperate and are ready to go the extra mile just to achieve
a successful continuing education of their children, then this new normal we have in education will
come to fruition.
But there are challenges to a stronger partnership between teachers and parents:
Ang challenge naming ay yung ibang magulang na di pinupursigi ang mga anak to
learn and be educated. Mahirap talaga kasi yung iba, mas malayo pa yung
narating na grade level ng mga anak nila kesa sa kanila.
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TEACHER EVELYN FROM ALANGALANG, LEYTE
Stronger Parent-Teacher
Partnership Challenges
The following are among the challenges that must be given attention to:
PARENTS’ or GUARDIANS’ WHO HAVE LESS

FORMAL EDUCATION
Not all parents can monitor their children’s progress. Some are clueless about how to do it
because of illiteracy. This situation is more prevalent in rural areas or in remote places.
We read a lot about what parents lack, especially parents who live in poverty. Parental
involvement is important, but how is it fair to ask these parents to do more? Especially since
these are the same groups, who are more likely to have less formal education while being
more likely to be essential workers or be more directly impacted by the pandemic
economically and health-wise? (Forbes Magazine, May 2020)
THE NEED FOR MATERIALS

Yes, modules can be effective when the internet, radio, and television are not accessible, but
not all teachers can afford to print modules and worksheets for their students. Teachers have
limited resources, too, as they cannot spend that much in simply producing the printed
materials needed by their students. Mass production shouldered by the school must be
considered then.
SUPPORT OF THE HIGHER AUTHORITIES

In an article written by Collin Seal, he mentioned that the challenges involved in
meaningfully and equitably involving parents in the academic success of their children are a
huge issue that is still not necessarily a priority for school systems.
So, the question is: should the higher authorities in education be doing more to support
families in their role as parent educators?
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PARENTS LIVING IN POVERTY
There are many hindrances in engaging the parents from poverty-stricken families to their
children’s education. But we cannot deny the fact that their participation is vital for the
success of the children depends greatly on their parents. Families living in poverty do not
need the sympathy of the government; they need their support. Our government, therefore,
must make efforts to create opportunities for families to get engaged and involved in their
children’s education. Improving the capacity of the parents to support the academic success
of their children must be taken into consideration.
IN CONCLUSION
Parents know their children more than any teacher does while teachers know how to give
instructions very well. If both of what they know will be combined, educating the children
amidst this pandemic can succeed. The skills parents and teachers have, have a common
purpose: to support the continuous learning of the children. This is the very foundation of a
stronger partnership!
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PowerPoint: DepEd Enrollment
Guidelines for School Year 2020-2021 in
Light of the COVID-19 Pandemic
Relative to DepEd Order Number 3, series of 2018 entitled Basic
Education Enrollment Policy, the field is informed of the new enrollment
system for all incoming learners for School Year (SY) 2020-2021 as a
proactive response from the current COVID-10 pandemic.
DEPED GUIDELINES ON THE BASIC

EDUCATION ENROLLMENT FOR THE SCHOOL
YEAR 2020-2021 IN LIGHT OF THE COVID-19
NATIONAL PUBLIC HEALTH EMERGENCY
BACKGROUND
Due to the COVID-19 pandemic, the school year will open on August 24, 2020.
The Learning Continuity Plan (LCP) outlines various modalities in delivering basic education
for the school year.
DepEd seeks to ensure that learners are enrolled in the system and map their contexts to
provide appropriate learning interventions. However, we need to modify enrollment
procedures taking into consideration the public health situation.
ENROLLMENT PROCEDURES FOR SCHOOL

YEAR 2020-2021
1. Enrollment for SY 2020-2021 shall primarily be administered remotely
2. The first two weeks shall completely be remote enrollment, where there will absolutely be no face
to face
3. Submissions of accomplished LESF shall be done remotely through emails, messengers and other
means of electronic submission
Physical submission of LESF to school or Barangay Hall shall be the last option and shall only be done
by parents or guardians on the 3rd week of the enrolment period.
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ENROLLMENT AND LEARNER SURVEY
Enrollment
Registrtion of learners for the school year. Collection of basic profile of every learner
Learner Mapping Survey
Gather information on household capacity to access various modalities (i.e. available gadgets,
possible facilitators, etc.)
SUMMARY OF ENROLLMENT PROCEDURES

Teacher-Led Enrollment
For learners already in the system, teachers will contact their students from the previous year and
encode survey information using LIS
Enrollment Hotlines
Enrollment focal person/s (EFPs) will be designated to receive calls and queries from parents of
incoming learners (for Kindergarten, transferees, Balik-Aral, and ALS learners)
MEANS OF COLLECTING ENROLLMENT AND

SURVEY DATA
Phone Call (landline, mobile phones)
SMS/Text Messaging
Online Submission (i.e. messenger, email, Viber, among others)
PHYSICAL ENROLMENT
 Any form of physical contact will be the last option for all SDOs and schools
 Distribution of printed LESF shall be coordinated to LGU
 If parents/guardian are not able to submit enrollment data remotely,, schools, in close coordination
with LGU, shall set up physical platforms (i.e kiosk/booth) to collect LESF
 All physical contact shall be in strict compliance with the minimum health and safety standards
DepEd Automated Learner Enrolment and

Survey Form for SY 2020-2021
INSTRUCTION TO PARENTS/ GUARDIANS AND LEARNERS
23
For Grades 1 to 12 Learners
Parents of incoming Grades 1 to 12 learners will be contacted by their previous advisers for remote
enrollment. However, to expedite the process, parents/guardians may also reach out to their child’s
adviser for the enrolment through the contact numbers published by the school.
The physical presence of parents or guardians in school for enrollment shall be the last option and
shall only be allowed in the 3rd week of June with strict adherence to minimum health and safety
standards.
For Incoming Kinder Learners

Parents of incoming kindergarten learners shall contact the school to communicate their intent to
enroll via digital and/or physical enrolment platforms established in the schools and barangay halls.
For transferees
Learners planning to transfer from one school (“the originating school”) to another (“the receiving
school”) shall directly contact the receiving school through its published enrollment contact details.
For Balik-Aral enrollees

All Balik-Aral enrollees shall directly contact preferred schools. Receiving schools shall register
enrollee’s enrolment and survey data.
For ALS Learners

ALS enrollees may communicate their intent to enroll via digital and/or physical enrollment
platforms established by schools and barangays with community learning centers (CLC). The form to
be used is ALS Form 2 based on DepEd Order No. 58, s. 2017. This will be made available in digital
and physical format.
PROTOCOL FOR MODIFIED

GENERAL ENROLLMENT
Major Stages
pre-data collection
data collection, and
data retrieval
STAGE 1 PRE-DATA COLLECTION
24
How do we ensure that enrolment guidelines and enrollment forms are widely disseminated, clearly
communicated, and understood?
Designate teachers to facilitate remote enrollment
Class advisers shall be assigned to facilitate the remote enrollment of learners from their advisory
class from the previous school year (i.e. SY 2019-2020).
Appoint Enrollment Focal Person
Teachers without advisory classes shall be appointed as Enrollment Focal Persons (EFPs). Schools
must ensure that each grade level has an appointed EFP to accommodate kindergarten, transferees,
and Balik Aral enrollees. ALS teachers shall act as EFPs in order to accommodate ALS enrollees.
EFPs’ contact information shall be publicly posted to be easily accessed by prospective enrollees.
Establish digital and physical enrollment platforms
SDO and schools shall make the LESF available and accessible, either in digital and print format,
whichever is the safest way to access it.
Setting up of kiosks in the school and barangay halls shall happen only after exhausting all possible
means for remote enrollment. These enrollment booths/kiosks do not necessarily have to be
manned by school personnel for as long as necessary information materials and LESFs are made
available to the public.
ROs and SDOs shall establish hotlines in line with Operation Balik Eskwela to disseminate
information and respond queries on enrollment procedures.
Defer deadlines for submission of documentary requirements
Deadlines for the submission of documentary requirements required under Section V-A of DepEd
Order 3, s. 2018 shall be deferred to December 2020. This shall apply in both public and private
schools.
Only schools and their personnel shall coordinate the transmission of learners’ records, whether
internally (e.g. between a learner’s previous and incoming class advisers) or externally (i.e. between
schools).
Schools shall not compel learners and their parents/guardians to take responsibility for the
transmission of school records.
Disseminate information on enrollment procedures
DepEd shall disseminate information on the enrolment procedures to the public thru print, social
media, radio, and television. Specifically, schools shall publish a contact number of schools and/or
designated teachers for queries and enrollment process.
A digital format shall be made accessible/downloadable from the websites of Central Office,
Regional Offices, School Division Offices, and Schools. It shall also be made available in the Learner
Information System (LIS) homepage.
Encourage stakeholder participation
25
Active participation of stakeholders is crucial in this school year’s enrollment. DepEd shall implement
various means to engage stakeholders from information dissemination to the actual conduct of the
enrollment particularly in enforcing physical distancing
Parents/guardians, in particular, shall communicate to previous teachers of their child for the
enrollment, except for incoming kindergarten, transferees, Balik Aral, and ALS enrollees.
STAGE 2 DATA COLLECTION

How do we ensure that all potential enrollees are able to submit LESF in the safest way possible?
Through class advisers

Class advisers shall contact each learner in their advisory class from SY 2019-2020 using the contact
information found in the SF 1 and data obtained from early registration
Contact shall as much as possible be done remotely, with priority given to phone calls, SMS, and
social media (e.g. Facebook Messenger), which is mutually convenient for both parties.
Through the initiative of parents/guardians

Schools shall provide specific instructions on how parents/ guardians of prospective enrollees may
contact appointed EFPs.
Once contacted by the parents/guardians of prospective enrollees, appointed EFPs shall collect the
necessary data.
EFPs shall accommodate inquiries and facilitate data collection as remotely as possible, whether via
phone call, SMS, and social media, whichever is mutually convenient to both parties.
Through hotlines, social media and other online messaging platforms

Schools shall establish other means of communication such as emails, phone calls, SMS, Facebook,
and other messaging platforms for those that cannot be contacted by class advisers.
Parents/guardians may send their accomplished LESF through school email address published in
their respective advocacy materials and webpage.
Electronic LESF Template

Teachers shall encode their LESF data upon collection in the provided electronic LESF template while
waiting for the deployment LIS encoding module and possible schedules.
The digital format of the enrolment form and the electronic consolidation template can be accessed
through the LIS.
Advisers will use the summary template and save the file
Send the file to their respective grade heads for consolidation. Grade head shall copy and paste the
summary results of the class advisers to his Grade Head Summary Sheet (same file type advisers are
using) and consider it as a Grade Level Master Summary Sheet (GLMSS).
26
Grade heads will submit their consolidated GLMSS to the School Focal Person for consolidation of
the School Master File Summary. The same process of copy-pasting is done in the School Master File
Summary with those of the GLMSS.
For teachers without laptops and internet connectivity, any physical reporting to school to encode
LESF data shall strictly adhere to the minimum health and safety standards. If conditions will not
allow for physical reporting in school, filled out hard copies of the LESF will be compiled until the LIS
opens for encoding.
Teachers with existing medical conditions shall be provided with assistance during data collection
LIS Encoding
For Existing Learners
Following the same process in updating the enrollment status of learners at the End of School Year
(EOSY Updating), the enrollment status of learners in a school’s registry shall be updated based on
their SF-9 (Learner Progress Report Card).
For this purpose, the previous class adviser shall encode collected learner data from the LESF in the
LIS.
For Incoming Kindergarten, Transferees, Balik-Aral, and ALS Learners

For incoming kindergarten, transferees, Balik-Aral, and ALS learners, the designated EFP shall encode
collected learner data from the LESF in the electronic LESF template. This template shall be
forwarded by schools to the Planning and Research Unit at the SDO for consolidation.
LIS encoding may be scheduled once the system experienced congestion. Encoding schedule and
instructions shall be posted on the LIS.
School heads shall ensure that all teachers have the means and support to encode LESF data. School
heads shall also extend encoding assistance to teachers who have existing medical conditions and
are not permitted to leave their homes.
Public and private schools shall complete their encoding of LESF data in the LIS EOSY module no later
than 07 July 2020.
STAGE 3 DATA RETRIEVAL

How do we ensure that LESF data will inform policy and program design and implementation?
Central Office
Analysis and evaluation
Retrieve necessary data from the LIS
Process results from the LESF
Assess how these results may inform related policies and programs
Regional and Division Offices

27
Access summary of results from the LIS Dashboard
Assess the implications of results on learning delivery
Schools
Assess the summary of results from the Electronic LESF Template
Assess how these results may affect learning delivery.
Learner Enrolment and Survey Form (LESF)

a tool that will be used to register learners for the school year and gather information on household
capacity to facilitate the administration of various learning modes (i.e. available devices, possible
facilitators, etc)
Electronic Learner Enrolment and Survey Form Template

an automated version of the LESF that will serve as encoding interface that consolidates all entries
made by a teacher available in an excel format.
FUNCTIONS AND RESPONSIBILITIES

CENTRAL OFFICE
Pre-Data Collection Data Collection Data Retrieval
Policy and planning Monitoring Analysis and evaluation
Issue guidelines on enrollment Monitor data encoding in Retrieve necessary data from the
procedures the system LIS
Process results from the LESF
Assess how these results may

inform related policies and
programs
Data and resource management Support and assistance
Design the LESF and offline encoding Provide necessary support

for data collection and assistance to the field
Modify LIS to accommodate new

data requirements
28
Communication
Provide information materials on the

modified enrollment procedures
Disseminate information on the

enrollment
REGIONAL OFFICE
Policy and planning Monitoring Analysis and evaluation
Issue regional policy document Monitor data collection and Access summary of results
echoing national policy as necessary encoding in the system from the LIS Dashboard
Assess the implications of

results on learning delivery
SCHOOLS DIVISION OFFICE

Support and assistance Monitoring Analysis and evaluation
Print enrollment form and excel Monitor data collection and Access summary of results
template for data collection encoding in the system from the LIS Dashboard
Assess the implications of

results on learning delivery.
29
Coordination and linkages Support and assistance
Coordinate with the LGU on the Provide support and

conduct of modified enrollment assistance to schools
Communication

enrollment
Conduct orientation on the modified

enrollment procedures
SCHOOL
Support and assistance Monitoring Analysis and evaluation
Ensure that all teachers have facility and Monitor data collection and Assess summary of results
assistance in data collection and LIS encoding in the system from the Electronic LESF
encodings Template
Assess how these results

may affect the learning
delivery.
Coordination and linkages Technical support
Coordinate with the LGU on the conduct Provide support to teachers

of modified enrollment during data collection and
encoding
Communication

enrollment especially to
30
parents/guardians
DATA PRIVACY
Schools shall properly dispose of accomplished printed enrollment and learner survey forms after
these are encoded in the LIS.
The Data Protection Officer shall ensure the Department’s compliance with the requirements of the
Data Privacy Act during the enrollment process. He/she may issue further guidelines as necessary.
Regional Directors, Schools Division Superintendents, and School Heads shall act as Data Compliance
Officers at their respective levels of governance and ensure the protection of collected personal
information. They may use the results of the survey to plan and develop interventions for their
respective jurisdiction consistent with the requirements of the Data Privacy Act.
The Planning Service (PS) shall process the results of the survey for policy and program development
purposes consistent with the requirements of the Data Privacy Act.
IMPLEMENTATION PLAN
Critical Action Responsible Timeframe
Unit
Coordination and communication PS-EMISD 4W of May
Provide orientation with the field on the enrollment guidelines PS-EMISD 1W of June
Disseminate instruction on LIS encoding schedule PS-EMISD 4W of May

Set up feedback mechanisms
Systems modification ICTS 1W of June
Integrate new data requirements (Learner Mapping Survey) to the LIS ICTS 4W of May
Provide template for data collection
Information advocacy PAS-PD/ EMISD 3W of May
Create infographics and other information materials on enrollment PAS-PD/ EMISD 4W of May
procedures
31
Critical Action Responsible Timeframe
Unit
Provide information materials to the field (ready for modification

based on the context of the field)
INFORMATION MATERIALS
A version of infographics that is ready for printing (e.g. tarps, posters, brochures, etc.)
Digital version of infographics that can be posted online
Audio-visual presentation of the enrollment procedures (e.g. short video for social media content)
Note: These materials shall accommodate the initiative of the field to modify based on their specific
contexts (e.g. language translations, inclusion of schools’ contact details, etc.)
DEPED LEARNER ENROLLMENT AND

SURVEY FORM FOR SCHOOL YEAR 2020-
2021
32

33

34
DepEd Automated Learner Enrollment
and Survey Form (LESF) for SY 2020-
2021
The Department of Education (DepEd) releases the Learner

Enrolment and Survey Form (English and Filipino) and
Automated Learner Enrolment and Survey Form with School
Consolidation for School Year 2020-2021 in light of the COVID-19
pandemic.
This Electronic Learner Enrollment and Survey Form is NOT FOR SALE! This is fully
automated template can be downloaded for FREE in the Learners Information
System (LIS) under the Downloads Section of the Support Tab. Copyrighted material
and VBA codes were designed with the approval of DepEd Central Office.
Checking of School Forms and LIS Class

Finalize and Submission for End of School Year
(EOSY)
Attached herewith is DepEd Memorandum DM-PFHORDFO1CO-2020-
00173 dated May 18, 2020 on the Clarification on the Checking of School
Forms and LIS Class Finalize and Submission for End of School Year
(EOSY).
35
Clarification on the Checking of School Forms and LIS
Class Finalize and Submission for End of School Year
(EOSY)
This office would like to commend all teachers, school heads, and the planning and research
unit of every division for exerting their best efforts in updating the Learner Information
System (LIS). Understandably, the limitation of physical activities in schools due to
community quarantine contributed to the low percentage of class finalized and school
submission in the system.
In light of concerns and queries on the conduct of the School Checking or Reading of Forms
for the finalization of class report thru LIS, schools and the schools’ division offices shall
consider the following:
1. While this protocol is ideal in a normal scenario, the national health emergency due to COVID-19
pandemic prevented many Division Checking Committee to undertake the actual checking. We want
to give emphasize that with or without the checking of school forms, the sole responsibility and
accountability for school records and reports whether hard copy or electronic data including a report
in LIS lie with the school head as per paragraph 5 of DepEd Order No. 4, s. 2014. The School Head is
accountable for any discrepancies found in the school report and LIS.
2. The Advisory issued by this office dated March 17, 2020 suspended the face to face checking of
school forms in circumstances that this mode is not safe. The online checking is highly encouraged.
However, some schools may find online checking not technically doable, therefore, checking may be
conducted at a later date as possible or even after the school submission in LIS. Given this due
consideration, the class adviser, being the custodian of the learner’s record may finalize class
whenever he/she is confident that all entries in LIS are accurate and with appropriate supporting
documents. In case of pending data issues/inconsistencies the school LIS Coordinator shall make
necessary action and make a notation to ensure that corrections shall be applied in the system
whenever it is possible as instructed in DepEd Order No. 11, s. 2018.
For further clarifications, please send email to Office of the Director, Planning Service
thru ps.od@deped.gov.ph.
For guidance and appropriate action.
36
37
On Improving Teaching and Learning:
Dynamic Learning Program (DLP) Can
Be the Key
There have been tons of learning programs that were tried by us,
educators, around the world, and it is not new to us to hear about and to
seek the newly introduced approaches, techniques, and methods to use
when it comes to facilitating learning. We all know that following just one
program won’t be that helpful in the long run for the needs of our
learners, and the situation we are in constant changes, and so do our
techniques and styles.
In 2013, the Roman Catholic Bishop of Novaliches Educational System (RCBN-ES) had
implied the Dynamic Learning Program as a new teaching method in all catholic schools
under it. With its implementation, challenges arose, but after years of observation and
adjustment, the program has been found to be very effective, especially in instilling to the
student the love for continuous learning.
Dynamic Learning Program (DLP) was developed by Dr. Christopher Bernido and Dr. Ma.
Victoria Carpio-Bernido, a couple who is the head of the Central Visayan Institute
Foundation. Solely basing on the curriculum of the Department of Education (DepEd), they
designed the DLP to improve the basic education with consideration to the multiple
socioeconomic and cultural constraints.
38
A DEEPER UNDERSTANDING OF DYNAMIC
LEARNING PROGRAM (DLP)
This program focuses on implementing activities in the classroom, which consider the multi-
domain learning. According to Polintan (2013), through The Dynamic Learning Program,
students can focus more on their academic studies and can engage more in Individual and
Cooperative Learning. Less homework is also applied so that students can have more time for
their family and to get involved in extracurricular activities.
WHAT KIND OF CLASSROOM ACTIVITIES MUST

BE GIVEN TO THE STUDENTS UNDER THE
DYNAMIC LEARNING PROGRAM?
 Activities that require students to develop independent learning.
 Motivational activities that would help the students discover and understand the lesson on their
own
 Concept notes before the discussion
 Comprehensive writing ( which gives more time to the students to focus allowing more time for the
brain to absorb the topic)
 Writing and drawing of figures (which activates both the psychomotor and visual faculties)
AN INTERESTING THING ABOUT DYNAMIC

Dynamic Learning Program is about developing mental work in progress. It aims to create a
physiological effect (particularly to the brain) by activating the different structural parts of
the brain. It is done through constant activities designed to accomplish certain learning tasks.
Repeatedly accomplishing such kinds of learning tasks can compensate for the deficits or
weakness of specific brain regions, which can allow parts of the brain to perform in multiple
functions. Furthermore, myelination of the brain can also continue, especially for those who
are in their adolescence and the teenage period. (Abegonia et al., 2017).
The central idea of this program is that students learn more by doing rather than by merely
listening. The students are not given an assignment for them to work at home giving them
ample time to rest and to spend time with their family members, especially on the weekend.
All activities are done in school, facilitated, and supervised by the teacher, making sure that
all activities are done by the students themselves. Parents, on the other hand, are very much
guided on every detail of the activities through the portfolios of the students. (RANCES, L.
2015)
39
THE PEDAGOGICAL MAXIMS OF DYNAMIC
LEARNING PROGRAM ACCORDING TO DR.
LORNA E. RANCES, Ph.D., CESO VI
1. Learning by doing. For science and math, students need to think with their own minds and work
with their own hands.
2. Sound fundamentals. Virtuoso levels are reached only by being well-grounded in the fundamentals.
3. Mastery, not vanity. Simple problems completely and clearly solved have greater educational value
than advanced problems sloppily analyzed with forced final answers.
4. Adaptability. An educational program must be adaptive because no two learning situations are ever
completely alike.
5. Honesty. Cheating is unscientific. Fraudulent data invalidate evaluation and assessment.
THE CHALLENGES FOR TEACHERS

Introducing a new learning program also brings new challenges to the teachers. It is not that
easy to jump from a certain approach to another one. Therefore, in implementing the DLP,
the following expected challenges of teachers in embracing this must be given attention and
solution to:
 adjustment period
 guidance and resources for lesson and unit planning for new teachers
 ample time for teachers to gather learning resources and materials
 too much workload that hinders the teacher from having time thinking of the suited learning
activities for students.
DepEd Monthly School Calendar of

Activities For School Year 2020-2021
The Department of Education (DepEd) announces the Official School
Calendar for School Year 2020-2021. The opening day of all public
schools nationwide will be on August 24, 2020. The school year will end
on April 30, 2021.
40
Salient Features of the DepEd School
Calendar for SY 2020-2021
The formal start of learning activities will be 24 August 2020 while the school year will end
30 April 2021.
Teachers will start rendering services 1 June 2020 to prepare contextualized learning
materials, attend training activities on flexible learning modalities, capacitate learners and
parents/knowledge sources in managing home-based learning, facilitate remedial, enrichment
and advancement lessons, prepare weekly home learning tasks, organization of classes in
consideration to the learning modality applicable in the context of the learner, etc.
For learners who failed to enroll during the early registration period, schools are advised to
conduct the second round of enrollment from June 1 to June 30, 2010. The enrollment can be
done online via text messaging, email, google form, messenger etc. Enrollment validation
shall be done on July 28-31, 2020 to accommodate sudden changes in learners’ population in
the locality due to the impact of COVID-19.
As a transition to the start of classes on August 24, the week of 17-21 August 2020 shall be
devoted to homeroom activities that include psychosocial activities for learners, discussions
on the effects of the pandemic, orientation on preventive measures, and other topics related to
COVID-19 pandemic.
A class day is hereby operationally defined as day for actual teaching-learning activities,
including other activities of teachers, parents and school heads that are carried out to ensure
effective delivery of the various learning modalities.
Schools are authorized to decide on the specific learning modalities which they may deem
appropriate to their contexts
The academic quarters will have 8 weeks of teaching-learning activities
 Quarter 1: 24 August 2020-16 October 2020

 Quarter 2: 19 October 2020-12 December 2020
 INSET Break: 14-19 December 2020
 Quarter 3: 4 January 2021- 26 February 2021
 Quarter 4: 1 March 2021-30 April 2021
To ensure the quality of learning, classroom assessment, namely, formative and summative
assessments shall be conducted by the teachers to track and measure learners’ progress and to
adjust instruction accordingly. Paper-based, offline, or online format assessment shall be
conducted whichever is appropriate in the context of the learner.
41
Periodical examinations will be administered on the last 2 days of the final week of each
quarter.
The Christmas break shall begin on Saturday 19 December 2020. Classes shall resume
Monday 4 January 2021.
The summer/remedial classes shall begin on Monday, May 10, 2021 and end on Friday, June
18, 2021.
To focus efforts on the adjustments needed in utilizing multiple delivery modes, the conduct
of curricular and co-curricular activities that involve learners such as science fairs, showcase
of portfolios, trade fairs, school sports, campus journalism, festival of talents, job fairs, and
other similar activities are canceled except for those that can be conducted through the online
platform. Efforts to provide remediation and enhancement activities shall also be prioritized
given the adjustment of learners to the delivery modes being employed.
Career guidance activities shall be conducted between September, 2020 and January, 2021 to
guide Grades 9 and 10 learners in making informed choices on their preferred Senior High
School track using modalities applicable in the learner’s situation. Where face-to-face
modality is utilized, there shall only be a maximum of 15 learners for each class in
compliance with the social distancing measures of DOH. College and middle-level skills fair,
job fair, business and entrepreneurship expo, SHS Summits and similar activities shall be
canceled.
Private schools, particularly those capable of providing alternative learning modalities are
allowed to decide on their own school opening strategies, consistent with RA 7797
The conduct of end of school year rites shall be set 3-7 May 2021
Dates indicated are subject to change depending on prevailing situations in the future.
DepEd Monthly School Calendar of Activities For

School Year 2020-2021
June 2020
1 Start for teachers to render sendee for SY 2020-2021
12 Independence Day (regular holiday)
23 Department of Education Founding Anniversary
TBA Special Administration of Philippine Educational Placement Test (PEPT), if allowed under IATF rules
42
1-30 Enrollment
1-30 Brigada Eskwela and Oplan Balik Eskwela

July 2020
TBA Eidul Adha (regular holiday; date subject to Presidential Proclamation)

August 2020
3-15 Pre-school opening assignments exploring foundational topics for deepening during the
year/orientation of learners on the utilization of alternative modalities and learners’ materials
17- Mental Health and Psychosocial Support Activities

22
21 Ninoy Aquino Day (special non-working day)
TBA Conduct of Career Assessment of Grade 9 students
24 Start of Teaching and Learning Activities
31 National Heroes Dav (regular holiday)

September 2020
TBA Oplan Kalusugan sa DepEd
October 2020
5 World Teachers’ Day
15-16 1st Quarter Assessment

November 2020
1 All Saints’ Day (special non-working day)
2 Additional Special Non-Working Day (Per Presidential Proclamation No. 845, s. 2019)
7 Parent-Teacher Conference
27 Araw ng Pagbasa
30 Bonifacio Day (regular holiday)

December 2020
8 Feast of the Immaculate Conception of Mary (special non-working holiday)
43
10-11 2nd Quarter Assessment
14-18 Mid-Year INSET
19 Start of Christmas Break
24 Additional Special Non-Working Day (Per Presidential Proclamation No. 845, s. 2019)
25 Christmas Day (regular holiday)
30 Rizal Day (regular holiday)
31 Last Day of the Year (special non-working day)

January 2021
1 New Year’s Day (regular holiday)
4 Resumption of classes
3rd week NCAE, if allowed under IATF rules
4th week Administration of NAT for Grade 12, if allowed under IATF rules
30 Start of Early Registration

February 2021
1st week PEPT if allowed under IATF rules
1st week-2nd week Supreme Pupil Government

(SPG)/Supreme Student Government (SSG)
Election
12* Chinese New Year
24 & 26 3rd Quarter Examination
25* Anniversary of the EDSA People Power Revolution

March 2021
TB Administration of NAT for Grade 6 and Grade 10 (one week before the final exams), if allowed
A under IATF rules
TB Early Language Literacy’ and Numeracy’ Assessment (ELLNA) (two weeks before final exam), if
44
A allowed under IATF rules
April 2021
1 Maunday Thursday (regular holiday)
2 Good Friday (regular holiday)
9 Araw ng Kagitingan (regular holiday)
15-16 4th Quarter Examination (Final Examination for Grades 6, 10 and 12)
22-23 4th Quarter Examinations (Final Examinations for Grades 1-5 & 7-11)
26-30 End-of-School Year Rites
3rd week Administration of Accreditation and Equivalency’ (A&E) Test, if allowed under IATF rules
30 Last day of the School Year

Parent-Teacher Conference
May 2021
1 Labor Day (regular holiday)
3 Start of Summer Classes
TBA NSPC / NFOT (Online)
TBA Palarong Pambansa (where possible)
TBA Eidul Fitr (regular holiday; date subject to Presidential Proclamation)
TBA Brigada Eskwela
TBA Oplan Balik Eskwela

June 2021
11 End of Summer Classes
45
DEPED SCHOOL CALENDAR AND
ACTIVITIES FOR SCHOOL YEAR 2020-2021
To
Undersecretaries
Assistant Secretaries
Minister. Basic. Higher and Technical Education, BARMM
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary School Heads
State/Local Universities and Colleges Heads
All Others Concerned
1. The unprecedented outbreak of COVID-19. which resulted in the implementation of

various forms of community quarantine, has greatly affected the education system. While our
united efforts in the past months against the COVID-19 pandemic are producing positive
results, it is not yet fully contained, and our country and the world at large continue to face
challenges brought about by this unforeseen health crisis.
2. The Department of Education (DepEd) is committed to ensure educational continuity

amidst the challenges. Education must continue to give hope and stability, contribute to the
normalization of activities in the country, facilitate development of our learners and bring
normalcy to their lives, but health and safety of learners and school personnel are of utmost
importance and must be protected at all times.
3. After consultations and internal discussions. DepEd has reached a decision to set the
opening of School Year (SY) 2020-2021 on August 24, 2020. However, the days in August
prior to the formal school opening will be used to provide learners with assignments to
explore foundational topics for deepening during the year, orientation on the utilization of
alternative learning delivery modalities and corresponding learners’ materials, and mental
health and psychosocial support activities. These pre-opening activities devoted to the
attainment of the learning objectives for the school year shall be counted as class days. The
school year will end on April 30, 2021.
4. The push back in the formal school opening by nearly three months from the traditional
opening on the first Monday of June, is intended to afford DepEd enough time to undertake
the necessary preparations in what will be an extraordinarily challenging school year.
46
5. School opening will not necessarily mean traditional face-to-face learning in classroom.
The physical opening of schools will depend on the risk severity grading or classification of a
locality, pursuant to guidelines of the Department of Health (DOH), the the Inter-Agency
Task Force for the Management of Emerging Infectious Diseases in the Philippines (IATF).
or the Office of the President (OP). Even in areas where schools are allowed to open, physical
distancing will still be required, which will necessitate schools to combine face-to-face
learning with distance learning.
6. Because of the compressed school year, the Secretary is authorizing the holding of
Saturday classes, through the conduct of distance learning activities to be undertaken by
learners, pursuant to Republic Act (RA) No. 7797. Should religious considerations prohibit
these Saturday activities, they shall be undertaken on Sundays. In all. the total class days in
the 2020-2021 school calendar will be 203 days.
7. The learning intervention for Alternative Learning System (ALS) shall also formally open
on August 24, 2020. while the program duration will depend on the learner’s educational
background or existing knowledge level prior to enrolling in the ALS program.
8. Private schools and state/local universities and colleges (SUCs/LUCs) offering basic
education will be allowed to open classes within the period authorized by RA 7797. which is
on the first Monday of June but not later than the last day of August. Provided:
a. No face-to-face classes will be allowed earlier than August 24. 2020. and from then on.
face-to-face classes may be conducted only in areas allowed to open physically.
b. They submit in advance the following documents to the Dep Ed Regional Offices (ROs)
for review and monitoring purposes:
i. Their school’s plan for compliance with minimum health standards that will be issued by
DepEd. consistent with guidelines of the DOH. the IATF. and the OP;
ii. Their school’s Learning Continuity Plan showing alternative delivery modes of learning
when face-to-face learning is not allowed, which shall constitute compliance with the
requirement provided under Item 6 of Annex 3. DepEd Order No. 021, s. 2019: and
iii. Their school’s SY 2020-2021 School Calendar.
9. The Implementing Guidelines on the School Calendar and Activities for SY 2020-2021 are
provided herein (Enclosure No. 1) to enable the schools and community learning centers
(CLCs) to effectively and efficiently implement the school events and activities. Likewise,
the guidelines shall allow the ROs and the schools division offices (SDOs) to provide support
to schools and CLCs. particularly in the areas of instruction and progress monitoring and
evaluation.
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10. Schools and CLCs may observe national and local celebrations other than those indicated
in Enclosure Nos. 2 and 3. provided that these are beneficial to the learners. In this regard.
ROs may issue a supplemental calendar to reflect their local events. The significance of these
celebrations may be integrated in the day’s learning activity.
11. Immediate dissemination of and strict compliance with this Order are directed.
LEONOR MAGTOLIS BRIONES

Secretary
IMPLEMENTING GUIDELINES ON THE DEPED

SCHOOL CALENDAR AND ACTIVITIES FOR
SCHOOL YEAR 2020-2021
I. RATIONALE
1. The Department of Education (DepEd) ensures the effective implementation of the K to 12
Basic Education Curriculum for every learner to acquire quality, accessible, relevant, and
liberating basic education. The implementation of the K to 12 Curriculum provides
opportunity and sufficient time for learners to acquire and master lifelong learning skills for
the 21st century and to experience learning beyond the classroom for more holistic
development, in order to prepare the graduates for higher education, middle-level skills
development, and the world of work. Hence, schools and community learning centers (CLCs)
are encouraged to adhere to the school calendar and activities to comply with the required
number of school days for the optimum attainment of the learning standards as well as to
ensure the observance of national/local school events and activities/celebrations. The school
calendar also reflects the events and monthly celebrations/observances for the year.
2. The unprecedented outbreak of COVID-19, which resulted in the implementation of

various forms of community quarantine, has. however, greatly affected the education system,
including the school calendar. DepEd has been supporting the overall effort of the Philippine
government to address this public health crisis by making informed, coordinated, and
proportionate response, and adopting crucial policies to ensure continuity of quality education
amidst the challenges of this crisis, hence the need to adjust the usual school calendar.
3. This policy aims to provide direction and guidance to schools and CLCs in planning their
respective activities relative to curricular operations and other celebrations/observances
within the required number of class days for School Year (SY) 2020-2021.
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II. SCOPE
4. These Implementing Guidelines on the School Calendar and Activities for SY 2020-2021
shall be applicable to both public and private elementary and secondary schools including
CLCs nationwide.
5. Private schools and state/local universities and colleges (SUCs/LUCs) offering basic
education will be allowed to open classes within the period authorized by RA 7797. which is
on the first Monday of June but not later than the last day of August. Provided:
a. No face-to-face classes will be allowed earlier than August 24. 2020. and from then on.
face-to-face classes may be conducted only in areas allowed to open physically.
b. They submit in advance the following documents to the DepEd Regional Offices (ROs) for
review and monitoring purposes:
i. Their school’s plan for compliance with minimum health standards that will be issued by
DepEd. consistent with guidelines of the Department of Health (DOH), the Inter-Agency
Task Force for the Management of Emerging Infectious Diseases (IATF). and the Office of
President (OP):
ii. Their schools Learning Continuity Plan showing alternative delivery modes of learning
when face-to-face learning is not allowed, which shall constitute compliance with the
requirement provided under Item 6 of Annex 3. DepEd Order No. 021, s. 2019: and
iii. Their schools SY 2020-2021 School Calendar.
III. DEFINITION OF TERMS

6. For the purpose of this policy, the operational definition of the following terms are as
follows:
a. Awards Committee – a committee organized by the school head to establish processes of.
standards, and timelines in determining qualifiers for awards as well as to deliberate on the
qualifications of candidates for awards and recognition.
b. Class Days – consist of days when curricular and co-curricular activities are conducted
within or outside school premises, including the home, devoted to the attainment of learning
objectives and intended to ensure effective delivery of the curriculum.
c. Co-curricular Activities – activities and learning experiences that are undertaken side by
side with the curricular activities. These learning experiences complement what learners are
learning in school.
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d. Curricular Activities – opportunities and experiences undertaken by the learners in the
classrooms, laboratories, workshops, and homes as well as school-based and out-of-school
activities conducted to ensure the learners’ acquisition of the K to 12 learning – and the 21st-
century skills. (DO 21 s.. 2019)
e. Early Language Literacy and Numeracy Assessment (ELLNA) – an assessment

administered at the end of Grade 3 as a key stage assessment to determine if learners are
meeting the learning standards in early language, literacy, and numeracy.
f. Exit Assessment – a standardized set of examinations taken by learners in Years 6. 10. and
12. The test, which covers the 21st century skills, is designed to determine if learners are
meeting the learning standards set forth in the K to 12 Basic Education Program.
g. In-Service Training (INSET) – a learning and development activity for teachers and staff
that may include seminars, workshops, conferences, exhibitions and Learning Action Cells
that are designed to update their knowledge, skills and competencies that will result to
considerable evidence of improved teaching-learning and instructional leadership practices
which enhance learners’ performance and competency levels.
h. National Career Assessment Examination (NCAE) – an aptitude test geared towards

providing information through test results for self-assessment, career awareness, and career
guidance of Grade 9 learners of the K to 12 Program.
i. Parent-Teacher Conference – an opportunity to bring parents and teachers together in

partnership to support learners’ academic success and happiness. Teachers shall discuss with
the parents the academic progress and social behavior of their children and showcase the
outputs of the learners.
IV. POLICY STATEMENT

7. DepEd hereby issues these guidelines to ensure that the number of class days required for
curriculum operations and school-related activities are complied with and standard school
events and celebrations/observances are being conducted during the school year to ensure
quality teaching and holistic learning.
V. GUIDELINES
8. For SY 2020-2021. schools shall formally start the conduct of teaching and learning
activities on August 24, 2020 while the end of the SY shall be April 30, 2021. It shall consist
of 203 class days inclusive of the pre-school opening assignments exploring foundational
topics for deepening during the year, orientation on the utilization of alternative learning
delivery modalities and corresponding learners’ materials, and conduct of mental health and
psychosocial support activities.
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9. The learning intervention for Alternative Learning System (ALS) shall formally open on
the same date, while its program duration will depend on the learner’s educational
background or existing knowledge level prior to enrolling in the ALS program.
10. School opening will not necessarily mean traditional face-to-face learning in classroom.
The physical opening of schools will depend on the risk severity grading or classification of a
locality, pursuant to guidelines of the DOH. the IATF or the OP. Even in areas where schools
are allowed to open, physical distancing will still be required, which will necessitate schools
to combine face-to-face learning with distance learning.
11. Schools and CLCs. under the supervision of the regional and schools division offices, are
authorized to decide on the specific learning delivery modalities which may be deemed
appropriate in their context. Where face-to-face modality is allowed, there shall only be a
maximum of 15 to 20 learners in each class in compliance with the social distancing
measures set by the DOH.
12. Because of the compressed school year, the Secretary is authorizing the holding of
Saturday classes, through the conduct of distance learning activities to be undertaken by
learners, pursuant to Republic Act No. 7797. Should religious considerations prohibit these
Saturday activities, they shall be undertaken on Sundays. However, teachers will not be
required to report for work and engage in teaching activities on Saturdays and Sundays.
13. Teachers shall start rendering service on June 1, 2020. upon completion of summer
vacation on May 31. 2020. They will attend orientation and training activities on the
utilization of the distance learning delivery modalities, prepare instructional materials, and
plan the organization of classes in consideration of the learning delivery modalities to be
employed. If skeleton workforce will still be the operative government guidelines by June.
DepEd shall issue the appropriate alternative work arrangements guidelines to the field to
comply with prevailing policy, and to ensure safe work environment.
14. Schools shall conduct enrollment from June 1-30. 2020 for all learners intending to attend
SY 2020-2021. including those who enrolled during the early registration period, given that
circumstances have changed substantially. It is important to validate the enrollment, so
that teachers and schools will be able to adequately plan the organization of their learners into
classes, taking into consideration their particular circumstances.
15. The enrollees and/or their parents/guardians shall provide information through an
enrollment and survey form (Enclosure No. 4|. The enrollment and survey form is intended to
collect important information to consider for the adoption of the relevant learning delivery
strategies and modalities and to further provide support to learners for the school year.
16. Teachers shall encode the accomplished enrollment form in the Learner Information
System (LIS) enrollment module which will be deployed on June 8. 2020. Various modalities
will be employed to administer the form to maintain physical distancing. The detailed
procedures for the deployment of the enrollment and survey forms shall be issued separately.
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17. Brigada Eskwela and Oplan Batik Eskwela will be undertaken from June 1. 2020 to
August 29. 2020. Oplan Kalusugan (OK) sa DepEd will be scheduled in September 2020.
Separate guidelines for these activities will be issued.
18. Homeroom activities that include mental health and psychosocial activities, particularly
psychological first aid for learners, discussions on the characteristics and effects of the
pandemic, orientation on precautionary and preventive measures, such as water, sanitation
and hygience (WASH), and other topics related to COVID-19 pandemic shall be conducted
on August 17-22. 2020.
19. Pursuant to the objectives of Sulong EduKalidad. schools shall strictly devote the eight
(8) weeks of each academic quarter to teaching and learning activities. Learners must be
made aware of their responsibility to engage actively in the learning process and participate
according to the requirements in each learning area.
20. Given the differing circumstances and capacities by learners and households to cope with
the new modalities of learning, a number of learners may be left behind. Thus, efforts to
provide remediation and enhancement activities shall also be given more attention.
21. Classroom assessment, namely, formative and summative assessments shall be conducted
by the teachers to track and measure learners’ progress and to adjust instruction accordingly.
These shall be done through paper-based, offline or online assessment format, whichever is
appropriate to the context and needs of the learners, to enable them to participate fully in the
assessment process and be assessed fairly. The last two days of each academic quarter shall
be devoted to the administration of quarterly assessment.
22. At the national level, the Bureau of Education Assessment (BEA| shall administer the
National Career Assessment Examination (NCAE) to assess the aptitude and interest of
learners and provide them with relevant information on their skills, abilities, and readiness for
academic and non-academic courses. The Early Language Literacy and Numeracy
Assessment (ELLNA) shall be conducted to measure the literacy skills of the learners in their
respective Mother Tongues (MT). Filipino and English. The Exit Assessments such as
National Achievement Tests (NAT) shall also be administered for Grades 6. 10. and 12 to
determine if learners are meeting the learning standards set forth in the K to 12 Basic
Education Program. The Accreditation and Equivalency Test shall also be administered to
measure the competencies of those who have not finished either formal elementary or
secondary education. National assessments shall be conducted, subject to guidelines by the
DOH. the IATF. and the OP.
23. The conduct of curricular and co-curricular activities that involve gathering of large
number of learners, such as science fairs, showcase of portfolios, trade fairs, school sports,
campus journalism, festival of talents, job fairs, career orientation, and other similar activities
are cancelled for the school year, except for those that can be conducted through online
platform.
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24. The conduct of activities related to Palarong Pambansa shall be decided separately by the
Palarong Pambansa Board.
25. Career guidance activities shall be conducted between September 2020 and January 2021
to guide Grades 9 and 10 learners in making informed choices on their preferred Senior High
School track using modalities applicable in the learner’s situation. College and middle level
skills fair, job fair, business, SHS summits and entrepreneurship expo, and similar activities
shall be cancelled.
26. A general assembly of stakeholders shall be conducted by all schools at the beginning of
the school year to orient stakeholders on the vision, mission, and core values of DepEd. as
well as curriculum, learning delivery, co-curricular programs, and ancillary sendees that
support learners’ development and other continuous improvement initiatives, and to generate
proposals. In addition. Mid-year (October) and Year-end (April) General Assemblies shall
also be held to present the School Report Card (SRC) and consult the assembly on how to
better achieve the vision, goals, and objectives. Schools shall decide on the appropriate
mechanism for undertaking the activity, e.g. teleconferencing, face-to-face. etc., as
appropriate.
27. Parent-Teacher Conferences (PTC) shall be done not earlier than the Second Saturday after the
examinations for the first three Academic Quarters. It will be used as a venue to apprise the parents
on the performance of their children and ensure their involvement in school activities. The school
shall have the responsibility to determine the appropriate manner of undertaking the PTC. For
parents without access to online conference, and where face-to-face is allowed, social distancing
must be strictly observed. Report Cards shall be distributed to parents/guardians. where feasible,
otherwise a scanned copy of the the Report Card may be uploaded online for access of only the
learner and his/her parents or guardian, in consideration of the confidentiality of school records.
28. All public gatherings shall be organized following guidelines and protocols set by the
DOH. the IATF. and the OP.
29. Christmas break shall begin on Saturday. December 19. 2020. Classes shall resume on
Monday. January 4. 2021.
30. Deliberation of awards and recognition may be conducted two weeks before the
graduation or moving-up ceremonies by the School Awards Committee (AC) for the
following:
a. Learners who will receive recognition and awards: and
b. Learners who are candidates for graduation.
31. Accomplishment of year-end financial clearance of learners is strictly prohibited in

accordance with the Department’s No Collection Policy.
32. Remedial, advancement and enrichment classes during summer shall begin on Monday.
May 3. 2021 and end on Friday. June 11. 2021.
33. In preparation for the opening of classes for the SY 2021-2022. the schools shall conduct
the following activities:
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a. Early registration of incoming Kindergarten. Grades 1. 7 and 11 learners as well as
locating, identifying and registering Special Education (SPED) learners. Out of School
Children (OSC) and Out of School Youth (OSY) from the last Saturday of January to the last
Friday of February7, as stipulated in DepEd Order No. 3. s. 2018: and
b. Brigada Eskwela (to be announced).
34. In Enclosure No. 2. a calendar is presented with the following markings on relevant dates:
a. Declared holidays and weekdays with no classes (x).
b. Days for INSET. Curricular and Co-curricular activities, home-school collaboration related
activities (□).
c. Days for the conduct of Quarterly Assessment (☆).
35. Attached is Enclosure No. 3. listing the celebrations/observances provided by law.

Schools are encouraged to integrate such celebrations/observances in curricular activities as
reasonable and appropriate, but the schools may plan on the celebrations or observances they
will highlight for the year. The Central Office shall no longer issue separate memoranda on
these observations, except when there is compelling reason to do so.
VI. MONITORING AND EVALUATION

36. The Bureau of Learning Deliver}7 (BLD), the Curriculum Learning Management
Division (CLMD), the Curriculum Implementation Division (CID), and the School
Governance Operations Division (SGOD) shall monitor the compliance of schools with the
provisions of these guidelines. Queries on these guidelines shall be addressed to the Office of
the Director. BLD. via email address bld.od@deped.gov.ph or at telephone numbers (02)
8637-4346 and (02) 8637-4347.
37. These Guidelines shall be regularly evaluated and updated, as may be deemed necessary.
VII. EFFECTIVITY
38. This Policy shall take effect immediately upon publication in the DepEd website.
Mga Simpleng Aksyon ng Suporta para sa Mag-

aaral
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Bago pa man nagkaroon ng COVID-19 pandemic, ramdam na natin ang
learning crisis sa ating bansa at bilang mga guro, alam natin na habang
tumatagal ang panahon na hindi nakakabalik ang ating mga estudyante sa
formal schooling, mas maraming negatibong epekto ang maaaring idulot
nito sa kanilang mga sarili.
Nakita na natin ang mga nangyari sa Sierra Leone sa panahon ng Ebola outbreak kung saan
inihinto ang mga pag-aaral sa loob ng isang academic year. Sa muling pagbubukas ng
kanilang mga paaralan, mas dumami ang hindi na nagpatuloy ng pag-aaral bunga ng child
labor, teenage pregnancy, child abuse and neglect, health and family economic problems.
Ayon din sa mga pandaigdigang pag-aaral, kahit sa normal na dalawang buwang bakasyon,
20-50 % ng mga natutunang skills ay maaaring mawala o nakalimutan na ng mag-aaral. Mas
magiging mahirap din ang pag monitor sa nutrisyon, at pisikal, mental at emosyonal na
kalusugan ng mga bata kung tuluyang magsasara ang mga paaralan sa loob ng isang taon.
Dapat din nating bigyan ng konsiderasyon na hindi lahat ng ating estudyante ay magiging
masaya sakaling tuluyang ihinto ang muling pagbubukas ng mga paaralan ngayong taon. At
dahil mas abala tayo sa pagiging kritiko sa mga ginagawang desisyon ng ating gobyerno,
maaaring nakakaligtaan na nating bigyan ng atensyon ang pagdinig sa boses ng ating mga
nasasakupan – ang mga musmos na tahimik na nagmamatyag sa ating mga ikinikilos.
Naiiwan silang nakabitin sa pag-aalinlangan at takot sa lumalaganap na sakit at kung paano
na mabibigyan ng prayoridad ang kanilang karapatan sa pag-aaral.
Ngunit may mga hakbang tayong pwedeng maiambag upang maipamalas ang malasakit sa
mga batang tumitingala at nagtitiwala sa atin. Narito ang limang suhestyon:
1. Pagbibigay ng emosyonal na suporta.
Ang simpleng text o personal na post sa social media ay mabisang paraan upang
maramdaman ng mga estudyante na sila ay nasa isipan ng kanilang guro. Ang pagbibigay ng
katiyakan na ang kanilang guro ay nakantabay sa kanilang emosyonal na pangangailangan ay
55
may malaking maitutulong upang magkaroon sila ng inspirasyon na makayan ang mga
kasalukuyang problema.
May mga resources gaya ng mga counseling reading materials sa self-care activities at mental
health management sa ating mga SDOs na maaari nating hingin upang mai share sa ating
mag-aaaral.
2. Pagbibigay ng mga practical tips sa pag-aaral.
Ito ay upang matulungang maka adjust ang mga bata sa online learning o modular modality o
kung ano pa man na modality na angkop sa inyong paaralan.
3. Magbahagi ng mga post tungkol sa mga updates tungkol sa inyong paaralan.
Ang mga opisyal na DepEd press release ay mas naaappreciate ng mga bata at ng kanilang
mga pamilya kung ito ay tuwirang mababasa o maririnig galing sa kanilang
pinagkakatiwalaang guro. Maari ring ibahagi ang mga planong napag usapan sa inyong
pagpupulong sa paaralan kaugnay ng ginagawang paghahanda ng paaralan sa safety at ng
multi-modal approach na ipapatupad sa muling pagbubukas ng paaralan.
4. Mangalap ng mga suhestyon lalo na sa mga student leaders kung ano-anong co-curricular
programs ang nararapat ikansela, ipostpone o ireformulate upang maramdaman na sila ay
kabilang sa importanteng sektor sa pagbuo at pagpapatupad ng mga programa.
5. Maging instrumento sa pagpapalaganap ng tamang impormasyon at angkop na kilos

sa social media.
Ilan sa mga kaibigan natin sa social media ay ang ating mga estudyante at kanilang mga
magulang. Pinamamarisan at tinitingala tayo bilang taga hubog ng isipan ng kanilang mga
anak. Makatutulong kung hindi tayo kakikitaan ng hate speech, pagmumura, at negatibong
pamamahayag. Karugtong ng ating pangalan ang pagiging guro saan man tayo pumunta. Ang
pag-iingat sa mga ibinabahaging posts ay may pang matagalang bunga hindi lang sa ating
personal na reputasyon kundi pati na rin sa ating paaralan at buong departamento.
Ang pagpapatuloy ng pag-aaral sa gitna ng pandemya ay napakahalagang desisyon hindi lang

sa Pilipinas kundi sa lahat ng bansa sa buong mundo. Ito ay pagsisikapang mangyayari kahit
walang pisikal na attendance sa mga paaralan sa pamamagitan ng iba’t-ibang learning
modalities. Ang pag enroll ay boluntaryo at hindi sapilitan.
Ang pinakamahalaga ay nananatili tayong handa ngayong taon upang pagsilbihan ang mga
pamilya na nagtitwala na dapat protektahan ang patuloy na pag-aaaral ng mga bata. Kapag
tayo’y nanindigan, maraming epektibong paraan ang lulutang upang ihatid ang edukasyon sa
mga bata lalo na sa mga kapuspalad na mas nangangailangan nito sa kasalukuyang panahon.
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On Improving Teaching and Learning:
Dynamic Learning Program (DLP) Can
Be the Key
There have been tons of learning programs that were tried by us,
educators, around the world, and it is not new to us to hear about and to
seek the newly introduced approaches, techniques, and methods to use
when it comes to facilitating learning. We all know that following just one
program won’t be that helpful in the long run for the needs of our
learners, and the situation we are in constant changes, and so do our
techniques and styles.
In 2013, the Roman Catholic Bishop of Novaliches Educational System (RCBN-ES) had
implied the Dynamic Learning Program as a new teaching method in all catholic schools
under it. With its implementation, challenges arose, but after years of observation and
adjustment, the program has been found to be very effective, especially in instilling to the
student the love for continuous learning.
Dynamic Learning Program (DLP) was developed by Dr. Christopher Bernido and Dr. Ma.
Victoria Carpio-Bernido, a couple who is the head of the Central Visayan Institute
Foundation. Solely basing on the curriculum of the Department of Education (DepEd), they
designed the DLP to improve the basic education with consideration to the multiple
socioeconomic and cultural constraints.
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A DEEPER UNDERSTANDING OF DYNAMIC
This program focuses on implementing activities in the classroom, which consider the multi-
domain learning. According to Polintan (2013), through The Dynamic Learning Program,
students can focus more on their academic studies and can engage more in Individual and
Cooperative Learning. Less homework is also applied so that students can have more time for
their family and to get involved in extracurricular activities.
WHAT KIND OF CLASSROOM ACTIVITIES MUST

BE GIVEN TO THE STUDENTS UNDER THE
DYNAMIC LEARNING PROGRAM?
 Activities that require students to develop independent learning.
 Motivational activities that would help the students discover and understand the lesson on their own
 Concept notes before the discussion
 Comprehensive writing ( which gives more time to the students to focus allowing more time for the
brain to absorb the topic)
 Writing and drawing of figures (which activates both the psychomotor and visual faculties)
AN INTERESTING THING ABOUT DYNAMIC

Dynamic Learning Program is about developing mental work in progress. It aims to create a
physiological effect (particularly to the brain) by activating the different structural parts of
the brain. It is done through constant activities designed to accomplish certain learning tasks.
Repeatedly accomplishing such kinds of learning tasks can compensate for the deficits or
weakness of specific brain regions, which can allow parts of the brain to perform in multiple
functions. Furthermore, myelination of the brain can also continue, especially for those who
are in their adolescence and the teenage period. (Abegonia et al., 2017).
The central idea of this program is that students learn more by doing rather than by merely
listening. The students are not given an assignment for them to work at home giving them
ample time to rest and to spend time with their family members, especially on the weekend.
All activities are done in school, facilitated, and supervised by the teacher, making sure that
all activities are done by the students themselves. Parents, on the other hand, are very much
guided on every detail of the activities through the portfolios of the students. (RANCES, L.
2015)
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THE PEDAGOGICAL MAXIMS OF DYNAMIC
LEARNING PROGRAM ACCORDING TO DR.
LORNA E. RANCES, Ph.D., CESO VI
1. Learning by doing. For science and math, students need to think with their own minds and work
with their own hands.
2. Sound fundamentals. Virtuoso levels are reached only by being well-grounded in the fundamentals.
3. Mastery, not vanity. Simple problems completely and clearly solved have greater educational value
than advanced problems sloppily analyzed with forced final answers.
4. Adaptability. An educational program must be adaptive because no two learning situations are ever
completely alike.
5. Honesty. Cheating is unscientific. Fraudulent data invalidate evaluation and assessment.
THE CHALLENGES FOR TEACHERS

Introducing a new learning program also brings new challenges to the teachers. It is not that
easy to jump from a certain approach to another one. Therefore, in implementing the DLP,
the following expected challenges of teachers in embracing this must be given attention and
solution to:
 adjustment period
 guidance and resources for lesson and unit planning for new teachers
 ample time for teachers to gather learning resources and materials
 too much workload that hinders the teacher from having time thinking of the suited learning
activities for students.
Common New Teacher Struggles (And How to Deal

with Them)
 Lesson plans, preparations, test questionnaires, table of

specifications, teaching aids, tons of paper to check, recording of
students’ scores, computation of grades, the upcoming class
observation…. SLEEPLESS NIGHTS!
 The struggle is real indeed!
 Believe me! If it is your first year of teaching and you think you are about to give up
because of the endless struggles that come, you are NORMAL. 😀

 You are not alone in your struggle; in fact, an experienced teacher will undoubtedly
say that what you are going through is a part of the process of making you an
excellent educator.
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 J
HUCEL ATIENZA DEL ROSARIO – HAPPINESS AMBASSADOR OF TEACHERPH.
FACEBOOK PAGE: ANG MASAYAHING GURO
Common New Teacher Struggles (And

How To Deal With Them)
Here are some of the common new teacher struggles and thoughts newbies like you might be having
right now:
1. LESSON PLAN MAKING

 Lesson plan and test questionnaires are an important paper that your headteacher asks
you to submit regularly. You cannot go on a week or two without submitting them,
and these are among the many things that play inside your mind on weekends. You
will soon harvest the fruit of you spending the whole night thinking about coming up
with a good lesson plan or test questionnaire. You will quickly master doing it very
well without having to think of it for long hours.
 Four years back, when I was still working with the priests who were running the
Catholic School where I worked, our school director told me that even him worked
late at night and needed more than 10 books on his table just to finish his lesson plans
or test questionnaires only to have them asked to be revised. He told me that as a first-
time teacher, working very hard and accepting that not all things are easy can help
someone improve. So, don’t give up and keep pushing yourself forward!
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2. SOME ADMINISTRATORS ARE MAKING IT HARD
FOR YOU
 You have probably met a superior who always asks you to do this and that without
considering that you have you still need to accomplish many works. Or maybe, you
have this superior who keeps telling you to repeat and improve the paperwork you just
submitted. Such situations happen most of the time in any schools.
 When you are caught in any of them, remember that you have to practice being
ASSERTIVE. Learn how to say NO in the nicest way. You have to have the guts in
explaining your side and in telling that you need to be excused without sounding like
you are just avoiding work. You can be open and say to your administrators how you
are struggling and even ask them to give you tips or advice on how to overcome the
present difficulties you have.
3. STUDENTS
 You think that you’ll be able to control your students, but the opposite happens. You
expect them to listen to you, but you find them doing things you don’t expect them to.
 Remember that you must give yourself and your students a time to be at peace. You
can do this by giving them activities that push them to work independently. If you do
this, you give yourself a time to get rested while supervising the students and you also
control the destructing interaction of the students in the class while they are learning.
4. “I AM OVERWORKED.”
 You are overworked. All the teachers are. You sometimes even take our work home
to make sure we give the best for our students and fellow teachers. The fact is, you are
overworked because you are a teacher not just in school but everywhere! You are a
teacher all the time!
 Suppose you see your student needing help in a convenience store, mall or somewhere
else, aren’t you going to help?
 The moment we chose to enter our field was the moment we married our profession.
Our profession is not easy. It is in fact, a mission and there’s no easy mission. But if
you love your work, you won’t feel overworked.
5. OVEREXPECTING CO-TEACHERS
 Some of your co-teachers are expecting you to be as competent and as good as them
but you are not, and you feel pressured because of it. For sure, there have been times
when your fellow teacher have made you feel like you are not doing well enough and
that you have to go back and sit again in the classes of your college professors
because it seems like you did not have a proper training back in college.
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 When you are feeling like this, remember that you deserve being called a “teacher”.
You just haven’t developed your full potential yet but trust yourself and know that
you will be able to go with the current (or even against it) your fellow teachers are in
now.
6. “MAY BE TEACHING IS NOT FOR ME”

 Because of the difficulties in lesson planning, test constructing, managing the
students, syllabus making and much other paperwork and school activities, there must
have been times when you told yourself that you are not meant to be a teacher. There
must have been times when you thought that you are meant to be doing other jobs
easier than this but after that, you find yourself shaking your head and trying to banish
such thoughts because the teacher in you is shouting that you are born to change the
lives of your students who wait for your exciting lessons every day.
 Remember that your first year of teaching is your training period and training is not
always that easy. You will be tested up to your limits, but the fruit of it will surely be
the sweetest. Always remember the famous quotation: NO PAIN, NO GAIN.
STRUGGLE IS REAL AND SO AS JOY.
Working Advice and Tips for New

Teachers
 What are the things to consider when starting in the teaching field?
 Being a first-timer in a working environment can be quite tricky and it is one of the
most challenging parts of a professional’s life. Most experienced professionals in
different fields have been through this kind of challenge, and they all admit that they
made mistakes when they were starting.
 When we are just starting working, of course, the first thing we think about is how we
will be able to influence our co-workers or how we will be able to function well in the
institution where we belong. Often, first-timers’ focus is on how to please the seniors
and even the new ones like them in the working environment- and this focus leads
them to the wrong track. Trying to please the people around you can get you into
trouble.
 As a beginner, you must understand that the first is just training. It is a stage in which
you are being molded to become a competent and capable professional. Making
mistakes is allowed and trying to work on correcting them is the great thing you can
do.
 Last week, I was talking to one of my professors in graduate school who is currently
working on research about teachers’ attitudes on open communications in the working
environment. We talked about the problems most school administrators and school
teachers experience when it comes to dealing with the new teachers.
 The things my professor mentioned to me were unbelievable, and I couldn’t
understand how such similar grave problems (I will not mention any for some
concerns) exist in different schools- but, as an open-minded educator who’s been
working for years, I know that these things can be encountered anywhere.
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 This is the reason why I ended up writing this article. I want to give some pieces of
advice to the new teachers out there who are just starting their careers and are still
struggling.
 The tips listed below were solicited from experienced professionals not only in the
teaching field but in the other.
Working Advice and Tips for New

Teachers
1. Be Open-minded
 As a beginner, expect your superior to ask you to do some tasks which you think are
too heavy. Don’t complain – instead, take these tasks as challenges that will mold
your skills and competence. Expect that you will be told to improve your work or to
do better when your performance seems to be needing more enhancement. Don’t get
offended. It’s a NO-NO. Do not let your ego overcome you and get you away from
the chance of moving in the right direction. The more you develop your skills and
open your mind, the more doors of qualification and good reference you are opening
for yourself.
 Seek your superiors comment on your work or find a mentor whom you can consult
whether you do a job right or whether you can improve some weak points she sees in
you.
2. Practice “C2” (Cooperation and Collaboration)

 Always collaborate with experienced teachers. Teachers who are senior to you can
give you good pieces of advice and even share with you their resources and teaching
references. It might be tough finding an experienced one whom you’ll feel
comfortable with, but they are surely always around the corner waiting to be
approached.
 If you don’t cooperate or collaborate, you might feel lonely when you need to launch
a project or introduce a significant activity to the school body. Make sure to seek
advice or to suggest your ideas which you think can contribute to the success of each
school’s activity or advocacy. Good collaboration can help teachers achieve their
common goal: to develop the students.
3. Ask and Listen

 Asking questions doesn’t signify that you don’t know anything. But well, of course,
when you are new, you surely don’t know everything about how the school is run.
Asking questions is the safest thing you can do before taking actions which you are
unsure of. Listening to suggestions of your superiors and seniors is a good move as it
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gives you ideas on how you can improve your planning strategies and styles in
teaching too. Do not be afraid to ask and always be ready to listen.
4. Don’t be afraid to make mistakes

 Who doesn’t make mistakes? NONE! What we are now is a product of our past
mistakes and struggles- a product of our constant trials, errors, and corrections. The
mistake we made can be remembered by the people around us but remember that
what’s remarkable is admitting our them and overcoming the complications and
troubles caused by our mistakes to improve ourselves.
The Unsupportive Co-Teacher: What is

the Root?
Teamwork: one of the values that we, teachers, always impart to our
students. We still insist on the importance of its value when dealing with
students in and outside the class. Everybody must agree that everywhere,
teachers sometimes struggle because of teamwork issues in the faculty.
The lack of teamwork is a common problem that school faculty deal with all the time.
 A teacher bringing down her fellow teacher.

 A teacher unhappy for her colleague’s promotion.
 A teacher giving disagreeing remarks to her fellow teacher who has just received an award.
 A teacher giving no support of participation in a school activity proposed by her fellow teacher.
The situations listed above are just among the hundred concerns that we often hear about.
WHY IS IT HARD FOR OTHER

TEACHERS TO SHOW SUPPORT TO
THEIR FELLOW TEACHERS?
Teachers are different from each other. We all have our issues, and we all have our griefs and
our success and failures that contribute to how we will behave or get along with our fellow
teachers at the workplace. Some teachers get along with each other, and some teachers don’t.
Why? Well, this roots to many things like:
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1. INSECURITY and ENVY
SITUATION:
Ms. Angel has been teaching for a year in LLEGO ACADEMY which is the first ever school
she has worked in. This academic year, she will be working with some newly hired teachers
in the Science department. Ms. Mae, one of the new teachers, has been in the field of
teaching for five years and it is very evident that she can share so many ideas and teach what
she has learned in her previous job experiences to the teachers.
During the faculty meeting, teachers were asked to suggest activities for the opening of the
new academic year. Ms. Mae has proposed several suggestions which the teachers agreed on.
Everybody was impressed except Ms. Angel who frowned at the corner. On the opening day
of the school, all the teachers were assigned to finish their task assigned to them during the
meeting. Ms. Angel and some teachers closest to her chose not to participate and didn’t do
their task as they hated how Ms. Mae took over the last faculty meeting. They thought that
Ms. Mae was bragging her experiences and was trying to tell all the teachers that she is
excellent in everything she does.
As a result, the activity on the opening day of the school turned unsuccessful− as the other
teachers didn’t do their task. Because of this, Ms. Mae felt terrible, and some members of the
faculty even gave her comments that emphasizes how the activity didn’t work. Though some
still encouraged her. Ms. Mae then decided not to voice out ideas every time they are asked to
suggest good exercises for the school.
Whenever I encounter such situation, I wince deep inside me, not because I can’t take
criticism, but because of the lack of support, we show to our fellow teachers- especially
teachers who want to think “outside of the box” the public put us in. This type of pessimism
toward teaching isn’t suitable for teachers, and it’s the same behavior that allowed people
with no experience in education to come in and make policies that have made teaching more
difficult.
2. TALENTS AND ABILITY

We don’t support our fellow teacher because we see their talents and ability as a threat. We
are afraid to admit and accept that they can do better than us so as a mechanism, we say that
his/her talent or ability is lacking, so our colleagues will think that there is more to improve
on her talent.
Of course, being a teacher means showcasing your talent and using it to the point that
students are being influenced to mold the skills they have. In our field, being able to do many
things is a plus point. Not only students will be impressed but also superiors. If you can sing,
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dance, act, write and speak in front of the public, then you are the perfect person that program
organizers in the school look for whenever there is a particular school activity. Sadly, when
you are always chosen, some of our fellow teachers start to think that you are the favorite and
that you are a grandstander or a show-off. This kind of mentality is widespread and it is
unavoidable. It is a shame some teachers know nothing but to criticize someone who is on
stage but cannot do even better than the person they criticize.
To deal with people who have a massive issue about favoritism or envy, you have to keep
quiet, and it is better not to talk about your assignments to anyone except to your work
colleagues that you trust the most.
3. STUDENTS APPROVAL
Some teacher does not support their fellow teachers as they are afraid that their students
might like their fellow teachers more.
Sadly, some teachers consider themselves effective based on the number of students who like
them. It is so wrong as all teachers and students are different. Some teachers are willing to
cry in their class and open up to the students their problem with their co-teachers to get the
sympathy of the students. They do not know that they are already wrecking the reputation of
their co-teachers. This will result in undesirable consequences. Involving the students will
ruin the image of the teachers. It’ll make them think that it is just alright for them to fight
with their fellow students as they see the same thing from their teachers.
With this, I’d like to leave a simple message: TEACHERS ARE MODELS. EVERYWHERE
AND EVERY TIME.
4. SENIORITY ISSUES
What I despise the most is the “I-AM-BETTER-THAN-YOU-BECAUSE-I-AM-MORE-
EXPERIENCED” mentality. Of course, we, teachers must not think that we are better than
anyone else. Even our students can be better than us. We can learn something from everyone
so we must always be open to the suggestion of others. We must support the others when they
suggest things which will help the whole school community even if it means that they will get
more applause than us.
Teachers must work as a team. If we always emphasize the value of teamwork to the
students, we must exercise it. Working as a team means considering the benefit of all. So if
we want a better working environment, we should all support one another.
Why is it so hard for fellow teachers to support one another?

Why do we respond negatively to a positive thing done by our co-teacher?
Why do we feel envy when our co-teachers achieve something big instead of feeling happy?
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How many times has a student in your class found a way to make her classmates solve a
problem or understand a reading text? What would happen if another student (upon hearing
his answer) rolled their eyes and shot down what this student had worked on to think about? I
don’t know about you, but I would have pulled the negative student in the hallway and given
him or her a sweet little “talk.” So, if we can correct this behavior with students, why is it so
hard for us to do the same with our fellow teachers?
Please remember to share this post with your colleague’s on social media sites! You can also
leave your questions and comments in the box below. Your opinion counts! And it is
appreciated. Thank you!
Why Teachers Can’t Have a Normal

Life?
Long summer vacation with salary, weekends off, no work on special and
regular holidays, field trips and teachers’ outing! How lucky we are to
have these benefits and privileges! That, we often hear from others, but
there are many things many people who are not in our field don’t know.
1. MULTIPLE ROLES
We are not just teachers. We are also parents, managers, peacemakers, clowns, singers,
dancers, actors, actresses, drama queen, fashion model, mother, father and of course, a friend!
Imagine having your students requesting you to sing first just for them to work on a particular
activity you assign. Imagine thinking about the dress and make-up you will wear in a specific
event. Everything that we do in and outside the class, we do it as teachers. We switch from
teacher to adviser to being a mom when our students need advice about his problems with his
crush or friends. We are mentors and disciplinarians too.
We are office workers. We finish hundreds of paperwork every month. Imagine the lesson
plans and the multiple pages test!
We are doctors too! We compute and adjust the grade of our students just for them to pass.
We are an artist as well! We inspired students to send off poetry and short stories and cheered
on the sidelines at basketball games and volleyball games.
We have to be instant forgivers. We have to have a long line of patience. We have written up
the student that called us a not nice word and the next day give them a clean slate.
It is tiring going from one role to another, but we do it! It is because we love our students and
we will love them forever!
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2. COWORKERS
We work with different types of people! The most amazing ones! We deal with the parents,
supervisors, managers, business people, nurses, doctors, and politicians as well. And meeting
different people inspire us. The respect they give to our profession is something that no one
can buy!
Our coworkers, our fellow teachers, go home with the same task. That is to grade papers and
understand that Sunday night feeling more than anyone else, even your spouse.
Our coworkers make us laugh and comfort us when we cry. Pull aside students that we have
problems with and we do likewise because we are all in this together. We are a family. We
are mentors, and forever, we’ll be!
3. VACATION IS NOT VACATION AT ALL

Well, only the students enjoy the summer vacation because even though we are not required
to report to school anymore, we are pushed to because we need time extension to finish
ENDLESS PAPERWORK such as grade sheets, students’ progress report and many more! In
two months’ vacation, we are lucky to have a whole week spent without loved ones without
thinking about school work. Numerous training and workshops eat out vacation time too as
we are obliged to attend to upgrade our knowledge about innovations in education. SEE!
4. ‘FREE TIME/AVAILABLE/RELAXATION TIME IS NOT

FOUND IN OUR VOCABULARY
Seriously, YES! As our free time is spent computing grades, checking students’ work, writing
a lesson plan and preparing instructional materials. And when we are available, we spend our
time tutoring or coaching and even advising our students about their LOVE LIFE or any
personal issues. Yes, we do that! As we are also a parent to them. We give up our relaxation
time to help mold out precious students.
5. OUR STUDENTS’ FEELING IS OURS TOO

Well, it is true! We deal with young people who are not emotionally stable yet and who are
very vocal about their emotions. The stress they share and the heartbreak they feel when they
tell us stories about them also sink into us, and it makes us feel like we are in their shoes.
That’s how we are easily affected. We carry our students’ emotions. Whenever we hear about
heartbreaks, we feel heartbroken too.
When our students experience victory, we are even more joyful too! How can we leave a
situation like “I saw my dad with another young woman again and I don’t want to tell my
mom” and report this and push it from my mind? How can we teach grammar, geometry or
Philippine history when we know why the boy in the back is near tears? I wish we could
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figure it out. We carry guilt with us. It is hard to balance work and home with just one or two
kids to worry about. Imagine having to worry about fifty or even a hundred!
6. FEELS LIKE PAPARAZZI IS ALWAYS THERE

A teacher is a teacher whenever and wherever she goes. And so we are expected to be a
model whenever and wherever we go. We cannot go to malls in shorts, no make-up, and a
pony-tail. We might run into a student and parent, and then we will have to have a parent-
teacher conference in the cereal aisle. Or a student might see that bottle of wine or beer in our
cart. Then Monday comes and surprise, MA’AM or SIR X is already the topic of the
students’ conversation telling how drunkard he/she is.
Social Media has also become a dangerous place for us. Just a post of disapproval on
something will be taken out of context and misinterpreted. Yes, everyone says we have
freedom of speech, but I don’t think we have. Anything can be considered out of context and
lead to a dismissal.
7. BEING SICK DOESN’T EXEMPT US TO REPORT TO

SCHOOL
The thought of missing work or not being in the school with the students during regular
school days make us even sicker. We have more than 50 souls to help every day and to look
after. Thinking about what they have to do for an hour without us trouble us. We must make a
way to keep them busy when we can’t make it to work just for them not to disturb or cause
troubles to our co-workers in case something unexpected happens. If a teacher is absent, we
have to give up our prep time to cover that class. Then we have tons of papers to grade, that
were rushed through and more than likely, incomplete.
8. YOU NEED TO BE LIKE A ‘DUTERTE TYPE OF

TEACHER’
Yes, sometimes, though you don’t want to, you need to use some harsher methods. And most
of the time, more rigorous methods pay off! Teachers do not really like giving so much
discipline and imposing extra work or marking a substantial red mark over the students’
paperwork– but the kids will eventually understand why you were a bit of an ogre, and they
will thank you. Which makes it all pay off.
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9. WE NEED MORE CLOTHES… CLOTHES…
CLOTHES!
Of course, students also judge us and categorized their teachers according to the way they
dress and being compared to someone or something that you do not like it probably the most
insulting thing. Teaching is not a fashion industry as you need to wear something
comfortable. And comfortable means simple dresses or clothes. If you’d ask yourself: “Can I
wear this shirt?” If I were working in an office, there would be no question with the kids no, I
can’t. Put it back. You can always tell a first-year teacher because she wears formal clothes.
10. STUDENTS TEACH US INSTEAD

The students can sometimes even teach you more than you show them. Sometimes, teachers
have that ah-hah moment too when they have just been informed of something that is “in” to
the taste of their students. Every teacher has had that moment where an innocent comment
from a student has changed their perspective and like. Also, you come to discover the new
song by Ed Sheeran and all the members of Allmo$t.
11. YOU CRACK WALLS!

That moment where a student finally gets it. You’d been hitting a brick wall with this lesson
but suddenly that look of realization dawns on their face, and you know you’ve cracked
something. You’ve earned that rushed lunchtime sandwich crammed down your throat in
between playground duty and chess club.
12. IT GETS TOO TIRING BUT FULFILLING

The sheer chaos of a classroom. Noise, mess, laughter, excitement, and pandemonium. What
isn’t there to love?
13. WE BUILD THE WORLD

Yes, we do! And so we are proud not to have a normal life. We are proud to be teachers! We
direct our students’ lives and prepare them for the bigger world that they have to mold. We
train them on how to fit the world which they will be responsible for. We don’t have
superpowers, but our students see them. We are thanked after many years and hear words of
gratitude from our previous students telling us how we changed their lives.
That’s why teaching is harder than one can ever think! Teachers build the world. And to
create a world takes many years and knowledge. Through our combined power, we make it
possible every day! To accomplish the hardest job ever!
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Top Reasons Why Public School
Teachers Should Get a Well-Deserved
Salary Increase
You must have heard of the infamous line “The children are our future” in
either way as an excerpt from our national hero Gat Jose Rizal or merely
a lyrics from a song that carries a significant message. Behind this
straight line, lies the substance of the most tedious profession on earth,
and also the noblest of them all- Teaching. Teachers who will mold the
future at a rate of 70 students/hour or more in a public school setting in
the Philippines, alongside with the added responsibilities of domestic
community problems, all at their shoulders. Despite the flaws in our
educational system provided by our government, these teachers rise above
all complexities to produce kids that will somehow make a difference in
society.
From every documentary there is on television to the simple sightings on the public school in
our neighborhood, we can very much conclude that public school teachers carry a more
substantial burden when it comes to shaping the future. Once a year every October 5, we
celebrate “The World Teachers Day” to commemorate the hardships of our dear teachers,
though each of one believes that the appreciation can extend all-year long and preferably with
a monetary conversion.
The Senate and Congress must have been more than willing to implement proposed bills to
give the public school teachers in the Philippines a decent raise altogether with benefits, but
up to now none of the plans were realized. Where there is a will, there is a way, and our
government officials must step up to provide the teachers with the increase that they deserve.
Let us all be together in spreading the awareness of the noble deeds our public school
teachers have always extended to their students.
Here are the reasons why the quality of teachers should never be undervalued and why they
need to be at the pace of the fastest growing salary among all the professions:
1. Extended working hours.

Full-time teachers, based on our observation, don’t end their jobs at the same time as our
classes end. They provide extra time to those needing help that they stay longer at their
respective schools. After which they have to bring home tasks such as lesson plans, create
examinations, to check test papers and many more. While most of us enjoy our weekends,
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they can be doing extra jobs to compensate for the low salary from their teaching job and
hence affect their quality of teaching. The government must enact on this one
2. A public school teacher is an all-around worker/Jack of

all trades.
We can be all aware of this one, especially the status of our rural school teachers that they do
everything they can due to lack of workforce. They can be teaching this second, running for
medication the next second when one student feels sick. In the middle of the rainy season,
they can also provide the maintenance of the school rooms as they are concerned about the
welfare of their students as they come to class. Apart from the tasks mentioned they also
could extend to be a gardener, cleaner, a security guard depending on the degree of financial
insufficiency of the rural area.
3. Being the Foster parents to their students.

They are the proactive counterpart of parents at the school, come to think of it, students spend
most of their time at school, and this is where the role of the teachers comes in. The
relationship between students and teachers sometimes reach the point that they become great
influencers, which in turn produce a generation useful to society. This is why we should
always take care of the teachers’ outlook so they will exude it to their students and become
effective second parents.
4. Paying for educational stuff with personal funds.

The government can continue to be blind about this, but it is a disturbing reality that the
public school teachers must face every day of their teaching lives. The irresponsibility of our
government takes a toll as the teachers themselves bridge the gaps of budget constraints to
provide school materials for the kids, even the cost of the tuition fee themselves.
Furthermore, to promote the importance of going to school, they offer slippers to barefooted
students.
5. More Money, More Passion.

We cannot truly judge the whole bunch of teachers just because one says their grievances, but
there is some truth in it, they do not complain because they want to quit the job and find a
better-paying one. They want to continue doing what they’re doing without compromising
their own lives including their families. They want to keep sharing knowledge and at the
same time enrich their own. There will be lesser burnout if they can have the right
compensation and they can continue teaching with a more positive outlook. This is probably
the best investment the government can put into the education system; this will empower the
teachers to do better in their jobs and thus producing better students, which can make
intelligent decisions including the one where requires you to choose a leader for the country.
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6. Poor working environment/infrastructures.
Teaching with a leaking roof, no exhaust, in an overcrowded room with no tables and
sacrificing your chair for a student these are the things no one thinks of. One can never be so
aware of all their hardships but it is there and it continues to burden them until the
government acts on it. When you complain about the traffic in Metro Manila on the way to
your work, and you sit for about an hour and a half, think of the teachers who will walk up a
mountain or walk half a mile to go to their respective schools because the shuttle isn’t
existent at all.
7. Teaching is the greatest profession of all.

Who taught you how to read, write, think, count and other essential life skills you needed for
everyday life? Who taught our leaders from the past how to govern us, how to repeat these
learnings until we are all able to build a society. We may not realize how important teachers
are, but the proposed salary change for them must come to the field will be more competitive,
and we can produce more and more teachers considered “best” in their areas.
8. To avoid brain drain.

This problem has been mentioned before, in so many ways, but for the teachers to remain
interested in teaching and for the best teachers to stay here, the remuneration package must be
very appealing. The government must learn how to take care of them so that they can nurture
the students in return.
There are much-pressing issues in the country right now, but these teachers deserve the
spotlight. If the government can spend billions of money for vote-buying during elections,
highway maintenance and other corruption served projects. I am pretty much sure that a
million or two for the proposed salary raise will go a long way.
May the government try to value this profession and stop thinking that while they are from
the rural areas who have learned how to keep up with the worst conditions, they would not do
any action. Let us all be catalysts of change in our simple ways as to helping these teachers in
deeds or by resources.
We must propagate the importance of these people who supported our parents mold us to
who we are right now. The whole community surrounding us right now, the leaders of our
society, upholders of peace, they won’t be there if not for the teachers.
With better teachers, we can raise a smarter generation, and our hope can always gear to a
renewed government.
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Parent-Teacher Relationship and
Cooperation: An Important Factor in
Student’s Quality Learning and Self-
Development
Recently, a viral post of an American middle-school teacher named Julie Marburger caught
the attention of educators around the world. According to her post, she has finally decided to
leave her teaching career at the end of this year because of an incident which she claimed to
have left her “emotionally unable to continue for the day.”
“Parents have become far too disrespectful, and their children are even worse.” She wrote.
Through her post, she voiced out her disappointment and complained to the parents who
tolerate the misbehavior of their children instead of cooperating with the teachers can better
educate the students. The administration of the school was mentioned too, with her claiming
that they always want to keep the parents happy which leaves her with no way to the job she
was hired to do which is to TEACH KIDS.
“I have never heard of a profession where people put so much of their heart and soul into
their job, taking time and resources from their home and family, and getting paid such an
insultingly measly amount.”
JULIE MARBURGER
Well, sadly, Ms. Marburger is just one of the million faces of teachers who experience the
same struggle every day. Aside from the many painful paperwork teachers have to work on,
they are also required to deal with parents, who, most of the time, are rude to the teachers.
Being a teacher is not only about teaching; schools have to engage parents too actively, but it
gets difficult if they are uncooperative.
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Among the common problems when it
comes to parents are the following:
1. Parents who tolerate their child’s misbehavior (especially in front of the teacher)
2. Parents who don’t care about their child’s performance in school
3. Parents who don’t cooperate with the school’s activities and advocacies
4. Parents who have high expectations of their child and who can’t accept their child’s limits, therefore,
leading the child to misbehave or perform badly
Unfortunately, these parents do not understand that their cooperation is needed too to achieve their
child’s success. They do not know that they can be better teachers of their child. Something must be
done in able to raise awareness on this issue for the students future is at stake. Making a move is
difficult, but if all educators voice out the same sentiment at the same time, this issue will surely be
given attention.
This situation doesn’t just happen in the US but around the world. It happens too, here in the
Philippines. In most cases, parents would often come to the school to express their rant on the teacher
who gave their child a failing mark claiming that their child deserves more. Worst is, those parents
who seem to insist on their so-called good parenting skills when they are called due to their child’s
misbehavior. Instead of cooperating with the teacher to correct their child’s misbehavior, they even
validate that what their child’s misdemeanor is right and that there’s nothing to worry about it. These
situations seemed to be the trend now, and it is causing the teachers to get stressed making them lose
their passion in their chosen field.
Parents also have to take part in a child’s education. They are the principal instrument to ensure their
child’s success.
Below are the things that parents can do in able to make

sure that their child is receiving the education that they
need:
1. Regularly ask your child about school matters.
This article doesn’t side the teachers purely. Sometimes, teachers can be making some
mistakes in handling the students too, so it is vital for the parents to ask their child about what
goes around the school. This way, the child can also feel that they are being cared for. This
will surely help the kid feel motivated at school bringing out the best in him every time.
2. Take a time to know about the school’s activities and advocacy.
If you are a parent, it is your obligation to know about what’s going around the school in able
to monitor your child’s activities too. Sometimes, parents come to school complaining about
their child coming home late or getting busy with so many school stuff only to find out that
their child is just making the school an excuse to go out of their home and do other activities
which do not involve academics.
3. Attend parent-teacher conferences or meetings when asked to
75
If the teacher calls your attention either through a letter or phone call, make sure that you
allow time to visit the school for a teacher’s appeal has always got something to do with
important matters that involve your child.
4. Teach kids to respect their teachers.
The way your child treats his teacher says a lot about what kind of parent you are. You
cannot expect your child to practice discipline and respect at school if you don’t teach it
yourself at home. Make sure your child learn to practice these two important things for these
are among the many keys to achieving success in life.
5. Make sure your child knows that misbehavior has consequences.
This is very important. Your child will never know and will never practice discipline if you
don’t address and point out their misbehavior. They must understand that there is an
equivalent value they must pay for every unacceptable conduct they practice and that they are
always accountable for their actions.
In able to promote cooperation, the following can also serve as a guide to the teachers who find it
difficult to drag the uncooperative parents to the school:
1. Establish trust.
You can start it by informing the parents about the good things that go around the school or
about the commendable deeds their children did in the class. Of course, parents don’t just
want to hear about the wrong things and don’t only want to be phoned or message to find out
something that is disappointing. Make sure you also communicate the good things in the
school. This way, they will realize that you are right in doing your duties as their children’s
second parent.
2. Establish your authority.
Be confident in facing the parents and show them that you are the one who knows the job
best. Do not be intimidated when talking to the parents and always find or present them
something that they are not aware of about their child. Parents still get surprised when they
find out something new about their child so make sure that you consistently and carefully
monitor your student’s progress.
3. Listen and Empathize.
Always listen to the side of the parents’ first showing that you are sincerely processing what
they say. It is always important to filter what they say and to always respond positively with a
low tone of voice. The words, “I am so sorry that happened” are highly effective. Always
insist that wrong behavior must be watched and not be repeated calmly. When you do this,
still use the term WE and make the parents feel that correcting their child’s misbehavior is
teamwork between you and them. Making them think that you both are working together on
the matter you raise will surely win their hearts.
We hope that the tips mentioned in this article will serve as an excellent guide to establish a
good relationship between parents and teachers. Always remember that in able to educate the
future generation well, all the stakeholders of education must have a harmonious relationship.
76
Students and Parents Bullying
Teachers: A Fast Spreading Disease
Mark was upset that his teacher gave him a low mark and many corrections on his
reaction paper. He gave up his Saturday night date just to get the paper done.
Needless to say, he was fired up about failing. Mark vowed to make the teacher
pay for treating him so unfairly. As soon as he got home, he signed up for a
popular social media site and anonymously posted vulgar remarks about the
teacher. Soon after Mark’s initial post, the page was littered with degrading
comments and pictures from other students at the school.
The situation above shows that there are factors that are beyond the
teacher’s control. Teachers, yes, are meant to instill proper discipline to
the students but still, the parents are the main responsible for shaping
their children’s character as most values are first learned at home. Sadly,
teachers still get the blame for their misbehaving students and that they
77
are being shut up and told not to complain and are being told that it’s
their fault why their students behaved so.
Some years ago, students who misbehave in class would be sent in the corner, asked to do
community service and worst, be slapped on the wrist. These were just among the few
punishments effective to stop the bad behavior of the students. In today’s schools, especially
after the implementation of the CHILD PROTECTION POLICY, punishments mentioned
above are no more existent, and laughable. Children feel the need to push the line to find the
teacher’s limit. They find satisfaction in challenging the teacher mentally, socially, and
physically. Learn about the trend of students bullying teachers!
Students can bully a teacher in many ways. They can display terrible behavior in the class
just to get attention from the other students in the class which will eventually distract them
from focusing on the lesson and on the teacher; in turn, the bullying student will gain control
of the classroom.
Outside the classroom, the teachers can be bullied too. This can be done through
cyberbullying by the use of social media or by even sending insulting texts and instant
messages to other students via cellphone or computer. It can be done by intentionally
disrespecting the teacher in the school hallways, or at a school event, or by spreading false
and malicious rumors about the teacher among the other students in the school.
Students may also harm the teachers physically. They can hit, punch, kick and push them.
They can also harass, verbally abuse, threaten and intimidate them which is equally damaging
as physical harm. When these things are done, mental abuse can take place leaving the
teacher feeling down and emotionally hurt. This may result in severe anxiety and stress to the
teachers.
Bullying has been one of the main concerns in education in the past few years. People
concern like the administrators, teachers, and heads of different institutions have placed strict
rules against bullying. Some school clubs and organizations were also formed to address
bullying and to help the victims of the said act. Bullying can take many forms and can occur
in various ways. We have been aware of when and how to step in and take a stand against the
bullying we see among students.
BUT WHAT IF WE, THE TEACHERS, HAVE BECOME

THE TARGET OF STUDENT BULLIES?
There have been several articles written here in Teacherph about teachers who are bullied by
the administration. But unknowingly, every day, in our classrooms, we meet students who are
too stubborn to the point that they think about taking revenge when their teachers’ teacher did
something that may have embarrassed them. And when this thing happens, we are always
told and scolded by put administrators telling us how we can’t have control over our own
classrooms.
78
Let’s take a look at this scenario:
Most people don’t realize that students bullying teachers is common and even occurs more
often than they realize. And of course, this type of bullying is commonly unreported and
neglected by the authority. Parents can also bully teachers when they take the side of their
children and defend them for doing the wrong thing. When bullying like this is reported,
sometimes nothing occurs or very little is done in terms of student discipline by the higher
powers-that-be from in-school administration.
Recently, there was a study that proved that the number of teachers undergoing medicinal
treatment for trauma and depression has increased. Well, every day, teachers face students
who are uncontrollable and it is very common that the administration seems not to care or out
of control with regards to the matter. Students are just called to the disciplinary office and are
told to not do it again, and are simply released without further action. And when teachers
want the parent to take action about it and discipline their children, their requests have
remained unanswered or neglected.
So, no matter what anyone says, teachers still remain rendered powerless in the face of
bullying students and feel they have nowhere to turn to that will give ease their feelings.
There are many teachers who weep over the bullying of their students. And we cannot deny
the fact that there has been already a GREAT CHANGE IN STUDENTS’ BEHAVIOURS
REGARDING RESPECT FOR ADULTS in the past years, and many reasons are given as to
why this has occurred. Unfortunately, few of them suffice when a teacher is shaking to enter
his/her classroom each day or dreads going to work because of one or a group of students
who will make it their personal mission to make that teacher miserable, knowing
administration will do little to support the teacher.
That is why it is time now that a law must be passed in order to protect us. If we care to
protect our students, we too must protect ourselves first!
Like what ACT (Alliance of Concerned Teachers) representative, Antonio L. Tinio said
that “while child protection is indispensable, TEACHER PROTECTION IS ALSO A
MUST…”
Students, as well as teachers, must be held liable to what they do in and outside the class too.
They, must learn, from us, that discipline is a MUST and that RESPECT must be shown to
people with higher authority than them- like us, their teachers!
Now, let us share with you a post by Maam Jai Sampedro and Sir Benjo Basas which just
have gone viral recently.
Kung may “Child Protection Policy” tayo, sana mayroon ding “Teacher
Protection Policy.” Sometimes (or most of the time)…
1. Media abuse the rights of the teachers.
79
2. Parents abuse the rights of the teachers.
3. People in the organization abuse the rights of the teachers.
Minsan naman, pakinggan nyo muna ang mga teacher.

Minsan naman, unawain nyo muna ang mga teacher.
Minsan naman, magtanong muna kayo sa mga teacher.
Teachers are also humans:
1. They have their own rights.

2. They are not perfect.
3. They also feel tired.
4. They have their own family to take care of.
5. They have their own problems.
6. They have their own strength and weaknesses.
7. They need social life.
Minsan o madalas nga…
1. Tulog na kayo pero ang mga teacher ay gising pa at gumagawa ng lesson plan.
2. Nanonood na kayo ng t.v. pero ang mga teacher ay nasa mesa pa gumagawa ng
materials at visual aids para sa lesson nila kinabukasan.
3. Namamasyal na kayo pero ang mga teacher ay hindi makaalis ng bahay kasi may
kailangan silang tapusing report na hinihingi ng paaralan.
4. Naka-tatlong beses na kayong magmiryenda pero ang mga teachers ay hindi pa
halos kumakain ng tanghalian dahil may tinatapos pa silang gawain.
Sa kabila ng lahat ng ito…
1. Nakatanggap ba ng masigabong palakpakan ang mga teachers?

2. Nakatanggap ba ng simpleng “thank you” ang teachers mula sa mga magulang
ng kanilang eskwela? (“Ma’am/Sir, salamat po sa lahat ng ginagawa mong
pagtuturo at pag-aalaga sa anak ko.”)
3. Naipadama ba sa mga teachers ang kahalagahan nila sa lahat ng kanilang
pagod, pagsisikap, pagtitiis at paghihirap?
Kapag nagkasala o nagkamali ang mga teacher…
1. Pinararatangan na…
2. Sinusugod na ng mga magulang…
3. Inirereklamo na…
80
4. Kinukundena na (lalo ng media)…
Opinyon lang po… kayo ang humusga.
DEAR TEACHERS, HINDI MASAMA ANG CHILD PROTECTION POLICY
Child Protection Policy nga eh, ibig sabihin patakaran kung paano bibigyan ng
proteksiyon ang mga bata. Anong masama? Hindi nga ba’t kaya tayo naging
teacher ay dahil mahal natin ang mga bata? Hindi ba’t kaya tayo nag-teacher ay
para turuan ang mga bata? Kasama sa ating responsibilidad ang unawain sila,
alagaan at tanggapin sila ng buong pagpipitagan.
At hindi kasama sa trabaho natin ang paluin, murahin, saktan, ipahiya at

abusuhin ang mga bata. Hindi ka tunay na guro kung ito ang iyong intensiyon.
Gayunman kung minsan, sa ngalan ng disiplina at pagnanais na matuto ang mga
bata, may pagkakataon na napapasigaw, napapamura, nagsesermon,
nakakapambato ng chalk o eraser o nakakapamalo ang ilan sa atin. Hindi natin
ito maituturing na pagmamalabis, pagkukulan pa, maaari. Hindi natin kailanman
kukunsintihin ang sinumang teacher na may layuning mang-abuso o nasanay sa
ganitong gawain. Subalit dapat nating ipagtanggol, kalingain at protektahan ang
mga guro na nalalagay sa alanganin dahil sa mga kasong may kinalaman umano
sa child abuse, lalo na kung sila ay biktima lamang ng mga sirkumstansiya.
Hindi masama ang Child Protection Policy. Pero bakit ganun? Bakit laging
teacher ang nasasangkot sa mga kaso ng pang-aabuso sa mga bata? Bakit
napakaraming teacher ang nakakasuhan? Bakit napakaraming teacher na ang
nakikilan, tinakot at pinagbantaan dahil sa mga bintang ng pang-aabuso? Bakit
napakaraming teacher na ang pinagpiyestahan sa media at social media kasunod
ng mga paratang ng pang-aabuso. Hindi pa man nakakasuhan, nahusgahan na at
naparusahan si kawawang guro.
Ito kasi ang mukha ng Child Protection Policy sa atin- malupit, mahigpit. At lagi
nitong nabibiktima ang mga guro. Laging naaabuso ang magandang hangarin ng
batas. At ang mga guro, walang proteksiyon sa eskandalo, sa banta at mismong sa
legal na asunto. Mantakin mo, lahat ng alam nating paraan ng pandidisiplina ay
child abuse pala. Paano na? Saan tayo pupulutin at saan papunta ang ating mga
mahal na mag-aaral sa ganitong sistema?
Sa ganitong kalagayan, may mali sa child protection policy. Sa ganitong
kalagayan, may masama sa child protection policy.
81
Muli nating ipaalala sa DepEd, walang guro na nanaising saktan ang kanyang
mag-aaral. Sapagkat walang sinumang tao ang maaaring maging guro kung hindi
siya likas na mapagmahal, maunawain at matiyaga sa mga bata.
(Si Teacher Richard ng Quezon City ay sinakal at pinagbantaan ng kanyang

estudyante dahil umano sa pakikialam niyo sa fraternity nito. Mapalad pa siya,
dahil noong taong 2010, isang guro sa Caloocan ay napatay sa saksak ng knayang
estudyante matapos na sabihan niyang ida-drop kung hindi magpapagupit. At nito
lamang 2016, isang guro sa Cagayan De Oro ang napatay rin ng kanyang
estudyante dahil lang sa pagsaway niya dito sa paggamit ng celphone.) – Benjo
Atingguro Basas
I’d be interested in reading your comments and feedback below while I continue to research
strategies to help the bullied teacher cope and take action. Please share this post with your
friends on social media. Let our voices be heard.
Want to help the Teachers Protection Act be Passed? Help us voice out our concerns.
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Teachers To Work From Home Until June 21

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Teachers to Work From Home Until June 21, 2020

REVISED GUIDELINES ON ALTERNATIVE WORK

DepEd Pro-Rated Computation of the Cash Allowance to Eligible Teachers

a. Within the first 30 days 100%

c. After 90 day’s but not more than 150 day’s 50%

August 24 to September 23, 2020 100% or P3,500.00

September 24 to November 23, 2020 80% or P2,800.00

November 24 to January 23, 2021 50% or P1,750.00

January 24 to April 30, 2021 20% or P700.00

DepEd Learning Delivery

DepEd Learning Delivery Modalities for School Year

Traditional Face-to-Face Learning

Modified Shifting of Classes (MSC)

In the shifting of classes, teaching is directly focused on concepts with corresponding

Shifting of Classes with Dyadic Teaching (SCDT)

ESM-Focused Teaching (Junior HS) (ESMT)

RESM-Focused Teaching (Elementary) (RESMT)

Core/Specialized-Focused Teaching (SHS) (CST)

Online Distance Learning

TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-

 The use of Web-Enhanced Learning Activities

What is Modular Distance Learning?

What is Online Distance Learning?

What is Home Schooling?

What is Blended Learning?

What is Traditional Face-to-Face Learning?

What is Alternative Delivery Modes (ADM)?

Stronger Parent-Teacher Partnership

How do we achieve it?

Parental involvement has always been a problem.

TEACHER ROSELYN SAYS WHEN ASKED WHAT CHALLENGES SHE

Stronger Parent-Teacher Partnership

PARENTS’ or GUARDIANS’ WHO HAVE LESS

THE NEED FOR MATERIALS

SUPPORT OF THE HIGHER AUTHORITIES

DEPED GUIDELINES ON THE BASIC

ENROLLMENT PROCEDURES FOR SCHOOL

Learner Mapping Survey

SUMMARY OF ENROLLMENT PROCEDURES

MEANS OF COLLECTING ENROLLMENT AND

Online Submission (i.e. messenger, email, Viber, among others)

DepEd Automated Learner Enrolment and

For Incoming Kinder Learners

For Balik-Aral enrollees

For ALS Learners

PROTOCOL FOR MODIFIED

data collection, and

STAGE 1 PRE-DATA COLLECTION

Designate teachers to facilitate remote enrollment

Appoint Enrollment Focal Person

Establish digital and physical enrollment platforms

Defer deadlines for submission of documentary requirements

Disseminate information on enrollment procedures

Encourage stakeholder participation

STAGE 2 DATA COLLECTION

Through class advisers

Through the initiative of parents/guardians

Through hotlines, social media and other online messaging platforms

Electronic LESF Template

For Incoming Kindergarten, Transferees, Balik-Aral, and ALS Learners

STAGE 3 DATA RETRIEVAL

Retrieve necessary data from the LIS