Table of Contents

Required Outputs
Result of the Exit Quiz
Certificate of Completion
Photo Documentation
Compilation of
Required
COURSETasks
4:
RESPONDING TO
COMMUNITY
CONTEXTS
Module 1
TEACHING WITH
THE CONTEXT IN
MIND
Session 1
THEORETICAL AND
LEGAL ANCHORS
OF
CONTEXTUALIZATI
ON
PRIOR KNOWLEDGE
ASSESSMENT
Below are statements about contextualization. Determine
whether the statements are True or False.
STATEMENTS
1. Learners relate better to concrete,
tangible examples and
experiences than to abstract conceptual
models.
2. Action learning is based on the
premise that learners will learn
from their mistakes and/or learn from
one another.
3. Contextualization is a degree of
localization.
4. When you incorporate activities that
are related to the actual
situation in the community and you
utilize materials that
are available in the locality of the
school, you are already
indigenizing.
5. Contextualization is one of the main
features of the K to 12
Curriculum.
ANSWERS FEEDBACK
Most people learn best when given
opportunity for independent
TRUE exploration, active engagement, and
physical or hands-on activities.
"Action learning involves learning
through real-world experience, via
dialogue in groups, experimentation,
and discovery, as well as learning
TRUE from and with one another. It is a
process whereby teams of managers,
leaders, or "learners" often work on
actual difficulties or problems while
taking on actual responsibilities.
The practice of connecting
curriculum-specified content with
local data and resources from the
TRUE learner's community is known as
localization, one of the degrees of
contextualization.
Indigenization is the act of making
something more native;
transformation of some service, idea,
TRUE. etc. to suit a local culture, especially
through the use of more indigenous
people in public administration,
employment, etc
The contextualization of the courses
TRUE is one of the key components of the
K–12 curriculum.
 STATEMENTS
6. DepEd mission highlights that
the curriculum shall be flexible
enough to enable and allow
schools to localize, indigenize,
and enhance the curriculum based
on their respective educational
and social contexts.
7. Contextualization is also one of
the provisions in Republic Act
10533 or the Enhanced Basic
Education Act of 2013.
8. Zone of Proximal
Development (ZPD) is the gap
between what is
known and what is being learned.
9. Contextual learning should be
an integrated learning process of
problem-solving learning and
work-based learning to encourage
and stimulate a higher-level
thinking.
10. Situational learning is based
on the premise that learning
requires action and action
requires learning.
ANSWERS FEEDBACK
TRUE The Department of Education’s Mission
statement which highlights
contextualization.
TRUE According to RA 1053, curricula must be
adaptable enough to allow schools to
localize, indigenize, and improve them in
accordance with their unique educational
and social settings.
TRUE The Zone of Proximal Development, often
known as ZPD, was first put out by theorist
Lev Vygotsky and is a part of the Social
Cognitive Theory. The difference between
a learner's actual degree of progress and
their prospective development is how it is
defined.
TRUE Therefore, contextual learning involves
students in collaborative, meaningful tasks
that help them develop into self-reliant
learners.
TRUE Individuals learn by doing through a
structured method called action learning.
Its foundation is the idea that learning
necessitates action, and action necessitates
learning.
REQUIRED TASK 1
In reference to the theories presented, identify and explain the theory reflected
in each of the following classroom practices. Complete the task together with
your mentor and/or colleagues.
SCENARIO ANS FEEDBACK OF INSIGHTS
WER MENTOR GAINED
Mario, a kindergarten pupil, is learning how to read and A. Connection Theory The core tenet of
write. He knows the alphabet letters, but cannot read or - Contextual connectivism is that
write words yet. No matter how much guidance was given, teaching is all relationships foster
he could never read on his own. With Teacher Roselle’s about helping learning and
help, Mario can now read and write short words like “at,” learners make development in
“boy” and “dog”. connections individuals.
between the
a. Connection Theory content they are
b. Constructivist Theory learning and the
c. Active learning context in which it
will be used.

In a carpentry class, Teacher Bryan provided this activity: C Active Learning Through activities
“You have been hired as a carpenter to help renovate a family Theory - like reading,
room. The contractor asked you to submit a cost estimate for Chickering and writing, and/or
the base molding (baseboard) around the room. You will need Gamson, as cited in conversation, active
to include the following in your estimate: Hudson and learning
i. the type of wood and style of olding you will use Whisler, (2007, p. methodologies
ii. the number of pieces and what lengths will be purchased
54-58) emphasized encourage the
iii. the cost per foot
iv. the total cost of molding needed for the family room In that contextual development of
determining the cost, you will need to measure the room and learning shouldbe skills and higher
make a scale drawing of the floor plan showing fireplaces, an integrated level thinking.
doors, and other objects that may affect the lengths of the learning process of
base molding problem-based
you choose to install. learning and work-
based learning to
a. Connection Theory encourage and
b. Constructivist Theory stimulate a higher-
c. Active learning level thinking.

In the Chemistry class of Teacher Paul, he showed a candle. C. Action learning is Science lessons
He explained the composition and function of the candle. based on the requires mostly
Later on, he asked the learners how the flame is produced and premise that action or active
how the candle works. He encouraged the learners to discover learning requires learning
for themselves how the candle works. They do this first by action and action
making simple observations, from which they later build ideas requires learning.
and hypotheses which they then go on to test. At the end, the
learners successfully understand the components of
combustion, an important chemistry topic.

a. Connection Theory
b. Constructivist Theory
c. Active learning
 REQUIRED TASK 2
Using the legal bases supporting the practice of contextualized
teaching, write down the phrases and clauses referring to
contextualization. Discuss them with your co-newly hired teacher/s
or mentor. Use the template below.

LEGAL STATEMENTS/PHRASES FEEDBACK FROM THE INSIGHTS

BASIS HIGHLIGHTING MENTOR DURING THE
CONTEXTUALIZATION SHARING
1. Article XIV The State must In order to encourage Teachers are
Section 14 encourage the patriotism and nationalism, crucial in
1987 preservation, advance social progress, and encouraging
Philippine enrichment, and Filipino advance the complete patriotism. We
Constitution
national culture is emancipation and must thus
dynamically evolving, development of all people, contextualize our
founded on the idea of the State should give lessons.
unity in variety, in an emphasis to education,
environment that science and technology, arts,
encourages free creative culture, and sports.
and intellectual
expression.

2. Republic The curriculum shall be . The RA 1053 required that Teachers need
Act 10533 contextualized curriculum shall be flexible not only to focus
Enhanced and global enough to enable and allow in the content
Basic schools to localize, and pedagogy of
Education
Act of 2013
The curriculum shall be indigenize and enhance the the lesson but
flexible same based on their she/he should
respective educational and localize and
Based on their respective social contexts indigenize it,
educational and
social contexts

3. DepEd’s Culture-based The DepEd's mission is to DepEd mission

Mission. safeguard and advance every should also take
Family, community and Filipino's right to a quality, in consideration
other equitable, culturally relevant, in making lesson
stakeholders are actively and comprehensive basic plan.
engaged education where children
study in a welcoming,
gender-sensitive, secure, and
inspiring environment.
Module 1
TEACHING WITH
THE CONTEXT IN
MIND
Session
TEACHING2
CONTEXTUAL
LY
REQUIRED TASK 1
Give your comments on the following situations. Discuss them with
your colleagues.

Localization

Indigenization

Indigenization

Localization

Indigenization

Localization
REQUIRED TASK 1
Tell whether the following situations illustrate Localization or
Indigenization.

SITUATIONS ANSWER FEEDBACK

The barangay will be having its annual fiesta. Indigenization Indigenization is the fact of
Teacher Marilou requested her students in TLE to making something more native;
create a business plan using the concepts discussed. transformation of some service,
The business plan is a requirement for the learners idea etc to suit a local culture,
to be allowed to participate in the bazaar on the day especially through the use of
of the fiesta. more indigenous people in
administration, employment
etc.

“Inutak” is a native delicacy of the people of Localization Localization maximizes the use
Taguig and Pateros. The dish is a reflection of the of available materials
early customs of the local inhabitants of Taguig and
Pateros. Teacher Arnel together with his students in
Araling Panlipunan will conduct a research on this.
He instructed his students to interview some
prominent native residents of the area and ask
questions about the relationship of culture and the
dish.

In the ICT class of Teacher Rodel, after discussing Localization Localization maximizes the use
video and animation, he instructed his students to of available materials
produce an online advertisement using the famous
local products and delicacies in their place.

Teacher Diane is teaching in a provincial school. In Indigenization Indigenization is the fact of

her English Class, one of the activities was the making something more native;
reading of the short story “How My Brother Leon transformation of some service,
Brought Home a Wife” As a priming activity, she idea etc to suit a local culture,
asked the learners to share their traditional especially through the use of
customs. more indigenous people in
administration, employment
etc.

After learning the elements of a play, the class is Indigenization Indigenization is the fact of
tasked to perform a stage play for the upcoming making something more native;
fiesta. The story of the play revolve around a local transformation of some service,
hero during World War II named Jose Ozamis. idea etc to suit a local culture,
especially through the use of
more indigenous people in
administration, employment
etc.
 REQUIRED TASK 2
Create your #Commitment that manifests the
significance of contextualization to you as a
teacher, for your learners, and to the community.
Write it down in the hearts below and discuss your
answers with a co-newly hired teacher or mentor.

c h e r, I
tea y
As a to keep m
o m is e
pr
o u r s es
c
liz e d to
nt ex tua i otism
co t r
r a ge pa sm.
u i
enco national My
and k
con ids ben
con textua efit fr
nec o
ting lization m
the
outs the les by
ide so
wor n to
ld.

a ti on is
t e x t ualiz m u nity
Co n y co m
ci a l i n m
o n g ties
cru n g st r it y,
r g i u n
to fo th e comm he
en dt
betwe eople, an
the p chool.
s
Module 1
TEACHING WITH
THE CONTEXT IN
MIND
Session 3
REACT
STRATEGY
 REQUIRED TASK 1
Before you undergo this session, take this pre-assessment
activity. Determine whether the statement is stating a fact or
not. Write TRUE if the statement is a fact and FALSE if not.

STATEMENT ANSWER FEEDBACK

Teachers can use the REACT Strategy in TRUE The REACT approach is
localizing the lesson. intended to help students
contextualize and
understand the lesson,
particularly in science.
When learners take what they have TRUE Using knowledge in a new
learned and apply it to new situations and environment or context is
context, the transferring stage happens. known as "transferring."

Experiencing happens when learners TRUE Experiencing - Learning by

solve problems as a team to reinforce doing, through exploration,
knowledge and develop collaborative discovery, and invention.
skills.
Understanding real-world connections to TRUE Teachers use REACT
course content increases student strategies to ensure active
engagement which often leads to participation of the learners.
increased persistence and successful
transitions.

For learning to happen, the teacher FALSE Learning occurs in a variety

allows the learners to discover meaningful of contexts, not simply when
relationships between concrete ideas and concepts are applied to the
real-world application. real world.
REQUIRED TASK 2
Now to fully understand REACT Strategy, read the following Classroom
Observation Notes by a Master Teacher to Teacher Romano in his Science
Class. Then answer the questions that follow with your colleagues and
mentor.

DISCUSSION ANSWER FEEDBACK

QUESTIONS
Did Teacher Romano YES During his class, he showed
utilize different leaves that have fallen
contextualization? inside the school premises.
What degree of Indigenization It is Indigenization because teacher
contextualization is does not only utilize the leaves
presented in the sample available in the school premises
lesson? but they use it with their
experiment to gain new
information.

Which part in Teacher Relating : He mentioned that the The application of REACT
Romano’s lesson showed leaves have changed pigmentation and strategies should be undertaken
the REACT Strategy? chlorophyll production stopped. sustainably so that the learning
Outline the portions that Experiencing : The students performed objectives can be achieved by
demonstrated the an activity
integrating various mathematical
REACT strategy. Applying : Cover one leaf on a green
plant with gauze, foil, or clear plastic
skills that were capable. 
wrap;
Cooperating : (The lab results should
be discussed as a class and be followed
by an explanation of the chemical
processes involved;
thriving vs. non-thriving plant
characteristics and variables, etc.)
Transferring: “Assume you are a
greenhouse technician.

Was the anticipated His anticipated learning outcome is Teachers use REACT strategies to
learning outcome that the students will be able to ensure active participation of the
realized through the describe the process and outcomes learners.
REACT Strategy? of photosynthesis and variables
affecting it and relate the concepts
of photosynthesis to other
biological systems.

As a teacher, can you YES, By localizing my lesson and

replicate any lesson or modifying it.
topic using the REACT
Strategy? How?
 REQUIRED TASK 3
You were assigned to teach in a community with learners from an
indigenous group. Think of a topic that you will be discussing and
Write a lesson outline using the REACT Strategy. Think of ways to
promote an inclusive, culture-responsive and relevant education for
your learners.. Use the template below. Be ready for a discussion with
your mentor and colleagues.

LESSON OUTLINE USING REACT RESPONSES

STRATEGY
Topic or Competency
What kind of discussion or activity might help
learners in RELATING to the concept?
What kind of activity would enable learners to
EXPERIENCE the concept?
How can learners be shown the way that concept is
applied, or they can APPLY it themselves in a way
that simulates an industry situation or other real-life
problem-solving scenario?
How will the experience be set up so that learners
have the opportunity to interact and COOPERATE
in one another’s learning?
What steps can be taken to ensure that learners will
be able to TRANSFER learning to new and
unfamiliar situations?
Describe the characteristics and
elements of religion, spirituality,
worldview and belief system
Picture analysis ( own
community )
Let them identify the name,
location, leaders, population ,
language, and tradition of their
own religion
Students will conduct a simple
interview about their religion
Let them share the result of their
interview via station rotation or
small group discussion
Conduct an interview using the
same questions but on different
religion.
Module 2
BUILDING
RELATIONSHIPS
WITH THE WIDER
SCHOOL
COMMUNITY
Session 1
COMMUNITY AS A
RESOURCE IN THE
TEACHING-
LEARNING
PROCESS
 REQUIRED TASK 1
Identify the term being referred to in the following statements. Choose
the letter of the correct answer from the box below and write it on the
space provided

Statement ANSWER FEEDBACK

1. It is a school association composed of Parent- The DepEd Order No. 54, series of
parents/guardians and teachers, which Teacher 2009 also states that “all PTA activities
serves as support groups and partners of
the school for the welfare of the learners. Association within the school premises or which
(PTA) involve the school, its personnel or
students shall be with prior
consultation and approval of the
School Head.”
2. It is composed of government Stakeholders Anyone interested in the welfare and
agencies, NGOs, Alumni, Parents, advancement of a school and its
retirees, and other sectors in the
community which give support to the students is considered a stakeholder,
school in the achievement of its goals and this includes administrators,
and objectives teachers, staff, students, parents, other
LGU Officials, and Non-Governmental
Organizations.
3. It refers to the sustainable governance School Therefore, school governance is a
structure that operates under the Governing structure that functions on the tenet
principle of shared accountability and
responsibility among school community Council that everyone involved in the school
stakeholders. community has a shared obligation for
ensuring that students receive an
education that is focused on their
holistic development.
4. It is a detailed list of the steps or tasks Action plan An action plan is a thorough strategy
that you need to accomplish to attain the that outlines the steps to take to
goals set.
accomplish one or more goals.
5. It is a relationship between the school School The term "school community"
and the community, organization, or community describes the various people,
individual who seeks a common goal,
which is to contribute to the learning organizations, companies, and
outcome of the children. institutions that contribute to the
health and vibrancy of the public
school and its neighborhood.
Introductory task I or E:
Identify if internal or external stakeholder

Teachers Internal
Students Internal
Lgus External
Civil Society External
School Administrator Internal
 REQUIRED TASK 1
Analyze the scenario below and answer the following questions.

1. Why did Ms. Ramos talk to the Barangay Captain?

She spoke with the barangay captain about borrowing computers for the
six students who don't have technology from the barangay hall.

2. What was the Memorandum of Agreement the School Principal made for?

The MOA serves as written documentation of the agreement between the

school, Mrs. Abela, and the Barangay Captain.

3. If you were Ms. Ramos, would you do the same? Why?

Yes, I would follow the same procedure since it is the right way to seek for
collaborations inside the community.

4. What will you do to show appreciation and gratitude to them?

I will recognize them as a stakeholder of the school.

REQUIRED TASK 2
PORTFOLIO OUTPUT
I. Identify Problems: Before you make the Action Plan, you need to
identify the root cause of the problems. Identify these problems and
accomplish the table in a LAC Session with your mentor. You may also
refer to the existing action plans from the school to accomplish the tasks.

Observable Reasons: What Resources: What Action: What can Action: What can
Problems: What might be the resources do you you do as their your school do to
are the problems reason? have in your teacher? face the
that hinder the school community challenge? Are
learning process that you can utilize there any efforts
during this time of in easing out the your school is
pandemic? identified problems doing to ease the
in your school problem?
community?

Internet Poverty FREE Ask them track If given a

Connection COMMUNITY if there is Free chance and if
WIFI Program WIFI available possible we
in their can ask some
community stakeholders to
and ask them provide data
to utilize it. connection for
the students
even it is once
a week ( good
for 3 days
load )

Study habits of Lack of Guidance Help in the Conducting

the child concentration Programs on implementatio Psychosocial
due to learning Psychosocial n of the said Support
environment Support program

Lack of They are busy Have a flexible Adjust the

Parents’ with their work time of schedule of
support to schedule/s submission of submission of
students outputs outputs
 II. Make an Action Plan. The identified problems can be solved by
planning before execution. Continue this activity by filling out the table
below.

Action steps: What Responsible Time frame When Potential barriers

tasks should be Personnel Who are should the tasks be What hinders the
done? the people to perform accomplished? accomplishment of
the tasks? these tasks?

Make a schedule of Teachers/ Advisers, One Whole School Internet Connection

online Subject Heads Year
kamustahanan
( once a week ).
This is to ensure
that the pupils are
learning from their
house/module.

Implement the Advisers, Guidance One Whole School Uncooperative

Psychosical Support Designates Year students and
Activities parents

Conduct a home Teachers One Whole School Uncooperative

visitation o Year parents and
JEEPNEY teacher’s schedule
ESKWELAHANAN
Module 2
BUILDING
RELATIONSHIPS
WITH THE WIDER
SCHOOL
COMMUNITY
Session 2
THE SCHOOL AND
COMMUNITY
RELATIONSHIPS
 REQUIRED TASK 1
Write TRUE if the statement is correct and FALSE if not.

STATEMENT ANSWER FEEDBACK

1. The wider school
community can be a
source of learning.
2. Batas Pambansa Blg.
232 is also known as An
Act Providing for the
Establishment and
Maintenance of an
Integrated System of
Education.
TRUE The researchers came to the conclusion that
engagement in school, family, and
community matters significantly for
students' achievement.
TRUE Blg. Batas Pambansa It is "the objective of
the state to construct and maintain a full,
sufficient and integrated system of education
related to the purposes of national
development," according to 232 Section 3,
Chapter 2.

3. The community is FALSE To promote sustained growth and progress

required to provide the in education, volunteerism from all sectors
needs of the school. should be stressed and encouraged.

4. The School Governing FALSE In order to consistently improve student

Council (SGC) is learning outcomes, parents, students,
accountable to the teachers, community stakeholders, and the
learning of the students in school head can collaborate in the SGC.
the school.

5. Frequent TRUE Good relationships are built on

communication with the communication. It is crucial to include the
learners’ parents/ community and the parents of your students
guardians contributes to a in the learning process.
healthy school-
community relationship.

6. A farmer or fisherman TRUE An internal stakeholder is anyone who has

in the community is a direct interest in you or your organization
considered an Internal
Stakeholder of the
school.
 STATEMENT ANSWER FEEDBACK
7. The school alone can FALSE The community and the parents should be
provide for the life-long urged to take an active role in the child's
learning skills the education.
learners need.
8. During Family Day, TRUE Every student's family is included in family
teachers get the chance to day, so the instructor has the opportunity to
know the parents/ get to know some of the learners' family
guardians and some of members.
the members of the
family of the learner.

9. Having open and FALSE If the learner knows you have open
healthy communication communication with his/her parents. She/he
between the teacher and will behave in some way and it gives the
the learners’ parents/ learner’s confidence,
guardians has nothing to
do with the academic nor
in the social behavior of
the learner.
10. An established TRUE Building strong bonds with the school
linkage between the community over time yields fruitful
teachers/ school and the outcomes.
community can help in
the development of the
learner.
 REQUIRED TASK 2
Read the Purpose, Mission, Statement and Guiding Principles of the
School Governing Council from the Manual on School Governing
Council and other relevant documents that can help you analyze the
scenario such as the Magna Carta for Public School Teachers, etc. After
reading, analyze the scenario below and answer the questions given:

1. As an adviser of one of the classes in Grade 1, what should you do to gain

the trust and confidence of the parents and the community? Limit your
answer to 200 words (maximum)

I'll practice ongoing communication. If you get in touch with

them, I'll mean what I say. As long as it affects them, I will
include them in planning for the school.

2. Who are the persons in the school community that you can tap to help you
establish a good relationship with parents?

The LGUs and school administration are the members of the

school community I can work with to help me build strong
relationships with parents. Young people perform better in
school, remain in school longer, and enjoy the experience
more when families, community organizations, businesses,
and schools work together to promote learning.

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

In my opinion, it is preferable to interact with them through

whichever channel is convenient for them. These days, I can
simply offer updates to each other and make announcements
at any time using chat and a GC that I created.
REQUIRED TASK 3
At the beginning of the school year, the Department of Education
implements the Brigada Eskwela. As a teacher, how can you involve the
school community and the school’s stakeholders on this initiative of the
Department? Identify appropriate approaches/activities/tasks/strategies you
can use to involve the community. The first row is done for you.

COMMUNITY
ACTIVITIES/TASKS/
INVOLVEMENT GOAL
STRATEGIES
LEVEL
Inform To provide the community with balanced, Example: Conduct advocacy
objective information to assist them in campaign on certain pressing
understanding the problem, alternatives issues.
and solution.

Infer To obtain community feedback on Conduct a survey to get feedback

analysis, alternatives, and decisions from the community
Involve. To work with the community throughout Provide a monitoring tool to ensure
the process to ensure that their concerns that it is consistently implemented.
and aspirations are consistently
understood.

Integrate To partner with the community in each Set an achievable objectives and
aspect of the decision. To synergize the conduct meetings to
effort from all the stakeholders to reach
the goals (to solve school problems)

Empower (INVEST) To provide shared leadership of Create projects for the community
community-led projects with final
decision-making at the community level.
Module 2
BUILDING
RELATIONSHIPS
WITH THE WIDER
SCHOOL
COMMUNITY
Session 3
STRENGTHENING AND
SUSTAINING
GOOD RELATIONSHIPS
WITH THE SCHOOL
COMMUNITY
REQUIRED TASK 1
During your first month of teaching, were you able to get to know the
parents of your learners? What were your struggles and how did you
overcome them? Limit your response to 200 words.

The first challenge I had as a new instructor was maintaining frequent

communication with them because we couldn't meet in person due to the
pandemic. Truly, the pandemic brought a lot of challenge to our
education system. To solve this, I established GC and held online
kamustahanan once a week. This is done to form a friendship and build
trust between them. This can further check on the mental health and
well-being of the students.

Reach out to your colleagues (preferably newly-hired teachers) and share your
thoughts with your co-teachers. Write down the ideas you got from them:

We nearly have the same concerns and struggles: communication,

following up with students who did not complete outputs,
documentation, loads, and so on. The epidemic truly posed a significant
challenge to our educational system. Some teachers have remarked that
distant learning has had some unexpected benefits. Some pupils excelled
without the social demands and distractions of traditional school, while
professors found new and inventive methods to engage students through
technology. Many schools say they will keep some type of online
education for students who want it while they move to in-person study.
 REQUIRED TASK 1
The following are some common school situations. Write the strategy
that you think will best suit the situation to be able to create a good
relationship with the parents/guardians and the wider school
community. Limit your response to 100 words for each situation.

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

I will do a home visitation to Claire since she is not providing any excuse letter.

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

I'll invite some community volunteers to the school. With this, I can state that my
students are secure since we will simply stay at school while optimizing the learning
experience.

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

I will talk politely and honestly to the parents and I’ll say everything that her child is
doing inside the classroom. I will also suggest some solution to her child’s behavior
according to the school policy.

4. The general PTA meeting is fast approaching and you need to ensure at least 90 percent
attendance of parents. How are you going to invite the parents to ensure their attendance and
participation?

I will post this announcement to our GC and encourage them by giving concrete
agenda.
REQUIRED TASK 2
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.

Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo. Teacher
Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she
knows, the teachers said that Benedick was a talkative pupil. During the distribution
YES of cards, she talked to the student’s mother and found out that after his father’s
death, he got upset, which led to Benedick’s disinterest in socialization. Teacher
Consuelo consulted Benedick’s condition with the School Guidance Counselor.

Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a mother of
a Kinder learner in the same school. She was impressed by the improvements made
YES in the school and expressed her willingness to contribute to the further improvement
of the school. She asked the teacher of her daughter, of what else she can contribute
to the school. However, nothing came into fruition.

Angelo always skips class every afternoon. He never does his assignments too. He is
one of the struggling learners in Ms. Bada’s class. Since he has been acting this way
YES for almost two weeks, Ms. Bada immediately called his father, Mr. Cruz and set an
appointment. She told Mr. Cruz of Angelo’s behavior in school and he promised that
he will be watchful of Angelo.

During the online class where Janna is attending, she failed to understand the
instructions of the teacher because of internet connection failure. Mrs. Manza, her
NO mother, sent a message to her teacher and asked for further discussion about the
instruction because Janna was not able to get it correctly. Her teacher did not
respond to her.

Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay Health
Worker (BHW) for her to answer. As soon as Lerio finished answering, her mother
brought back the activity sheets to school. She explained that she is on her way to
YES the market so she didn’t wait for the BHW to come over and get back the activity
sheets. Mrs. Hugo was very grateful.