DepartmentofEducation

BaybayCityDivision
Baybay IVDistrict
BaybayNationalHighSchool

Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

COURSE
The DepEd Teacher
1
Philippine National
in collaboration with Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction

W
ELCOME to the Department of Education! We are pleased to have
you as a member of the family. We invite you to take time to read through
the Department of Education (DepEd) Teacher Induction Program (TIP)
courses.

This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It will
also give you a glimpse of what a teacher’s school year is like, and help you
become more accustomed to the daily life of a DepEd teacher. It introduces you
to the guidelines, processes, and standardized forms to help you easily adjust to
your new work environment.

In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first year
of teaching experiences in the public-school system. We will explore the school
year at a glance and observe how the principles in this module may affect your
day-to-day activities.

Intended Course Learning Outcomes

At the end of this course, you should be able to:
 1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the Department of Education’s vision,
mission, and core values (7.2.2)

2. establish safe and secure learning environments through the

implementation of DepEd and school policies, guidelines and procedures
on the preparation, start, and daily management of classes (2.1.2)

3. manage learner behavior constructively by applying positive and non-

violent discipline (2.6.2)

Course Outline
Module 1: Becoming a DepEd Teacher

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Environment

Estimated Time Required: 8 hours

Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)

Module 1 – Becoming a DepEd Teacher

 Intended Module Learning Outcomes Required Resources
At the end of this module, you should be able to: • DepEd Order (No. 36, s. 2013)on Our Department of
Education Vision, Mission and Core Values (DepEd
1. demonstrate understanding of the DepEd’s mandate, VMV).
vision, mision, core values and strategic directions;
and

2. adopt practices that uphold the dignity of teaching

as a profession by exhibiting qualities such as caring
attitude, respect, and integrity aligned with the DepEd’s
vision, mission, and core values (7.1.2, 7.2.2)

Module Outline
Session 1 – DepEd’s Mandate

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Standards for Teachers

Estimated Time required: 1 hour

Required Tasks
• Reflection survey

• Self-reflective activities

• Scenario and case study analysis

• Document reading

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

Preliminary Activity
Please complete the survey below. This activity will help you reflect on
your current understanding of the different aspects in the Department of
Education. How familiar are you with the following? Check the appropriate
box that corresponds to your answer.

Key Topics Very familiar Familiar Slightly familiar Not familiar

DepEd’s Mandate /

Vision /

Mission /

Core Values
/

Strategic Directions /

Guide for Mentors and Newly Hired Teachers 5

 Session 1 – The DepEd’s Mandate a. promote quality education?

The DepEd’s Mandate

The Department of Education (DepEd) was established As a newly hired teacher in DepEd to Promote
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Quality education I will uphold the code of ethics
Education agency underwent many reorganization efforts in and be a role model to Students, because before
the 20th century in order to better define its purpose vis-à-vis you teach someone with ethics you should teach
the changing administrations and charters. The present-day yourself first. When you have taught yourself with
Department of Education was eventually mandated through morals and ethics, we can proceed to teaching by
Republic Act No. 9155, otherwise known as the Governance integrating innovative teaching styles and
of Basic Education Act of 2001, which establishes the
mandate of this agency. techniques that are suited for the learners. Always
be updated with the trend, so that you can relate
DepEd formulates, implements, and coordinates with the students and can throw jokes to liven up
policies, plans, programs, and projects in the areas of the mood. After taking their attention you can
formal and non-formal basic education. It supervises now impart knowledge to them. Be a teacher who
all elementary and secondary education institutions, is hungry for knowledge and growth, be included
including alternative learning systems, both public in groups, never stop learning, and take everyday
and private; and provides for the establishment and happenings as a new experience.
maintenance of a complete, adequate, and integrated
system of basic education relevant to the goals of
national development.

Required Task 1: Reflection Questions

Reflect on the DepEd’s mandate and respond to the
questions below. You may respond in 2-5 sentences
for each.
As a newly hired teacher in DepEd, what can you
contribute to:

6 The Teacher Induction Program - Course 1

b. uphold equity in education? c. respond to the needs of the learners?

Students are longing for attention, wanted to be A teacher should diagnose before imparting
praised, treated as special, and not to mention to knowledge, in order to bridge the gap between
be ahead of others. A job of a teacher is an the learned skills and the not learned skills.
arduous job you have to know all the students' Consider every reason why the students are
individual skills and backgrounds before you having difficulties, it may be environment at
evaluate or assess them. So never judge home or school, mental problems, lack of
immediately before you know every side, be support and nutrition, and most specifically the
professional do not side be the mediator. mindset set by their parents. Be flexible, impart
Remain calm always and assess the situation humor, sympathetic, put yourself in their
fairly. And every time you mediate things, position, and always consider that learners went
impart knowledge relating to real life situations. through different teachers and experiences so
start with that.

Guide for Mentors and Newly Hired Teachers 7

 Session 2: Vision, Mission, and Core Values
Preliminary Activity:
As a new public school teacher, what are your visions for yourself, for your class, and your school community?

MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
I want myself to be a teacher A class which is not restricted to Since teachers are molders and
who is kind and chill. Impart each students ‘capabilities and models of the hope of the nation
knowledge not by means of talents. It may not be the ideal which are students. I will develop
coercing but their own class where students remain camaraderie with my co-
decisions. Letting them know silent but a class that help each teachers, administrators, NTPs,
that their actions always have other hone their skills, make learners, etc… I believe having
effects in the future, develop memories, laugh, and chill. harmony with them caters a
decision making and Letting them remember that I good working environment
responsibility for their actions. love them and cherish the where each of us will help one
A teacher who is looking memories we have together. another. There is a saying that
forward to developing himself Developing life-long holistic “No man is an island”; therefore,
to be the best version. I should learners. we shouldn’t only rely to ourself,
not stay on the same position but also to others. To be a good
and will strive for attaining example to the learners.
higher position.

8 The Teacher Induction Program - Course 1

Key Topic 1: DepEd’s Vision Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales
Memorial National High school. She encourages her learners
to demonstrate their love of country through practicing acts
of kindness inside and outside the school premises. Provide
Vision at least two ways of integrating this in her lessons. You may
respond in 3-5 sentences.

We dream of Filipinos
To be able to teach kindness one should act as a
who passionately love their country model for kids to follow, and teachers are best
examples for this job. Teachers impart knowledge
and whose values and competencies and values to students, one of the activities to
integrate kindness is giving real life scenarios, like
enable them to realize their full potential when a child is hungry and does not have
something to eat, then give them some food and
and contribute meaningfully to building the nation. let them realize afterwards that being hungry is
not easy – you may ask them if they have
As a learner-centered public institution, experienced hunger. Second one is teaching them
the phrase “Do unto others as you would have
the Department of Education
them do unto you” from the bible, and you may
continuously improves itself make God as an example of kindness and deeds.
Lastly, we Filipinos are a big family that should
to better serve its stakeholders. help each other in building the nations.

Required Task 1: Application

Let’s see how you would apply the DepEd’s vision in

responding to the following school scenarios. Write your
answer on the space provided.

Guide for Mentors and Newly Hired Teachers 9

 Scenario 2: Key Topic 2: DepEd’s Mission
One of the Grade 9 advisory students of Teacher Andrew is
showing interest in joining scouting. However, the student is
very shy and timid. In what ways can Teacher Andrew help
his learners to gain confidence and participate in scouting?
You may respond in 3-5 sentences.
Mission
We should always encourage our students and let To protect and promote the right of every Filipino to quality,
them see the brighter side of every lesson. Talk to equitable, culture-based, and complete basic education
them often and have the peer/grouping activities so where:
that they will develop self-belonging slowly. In times Students learn in a child-friendly, gender-sensitive, safe,
of need, the teacher should always be there to guide and motivating environment.
them what is right. Identify the friends of the child
and group them. Confidence is the very first step in Teachers facilitate learning and constantly nurture every
learner.
helping build the nation, without confidence a child
won’t be able to participate in every activity. Aways Administrators and staff, as stewards of the institution,
encourage them that answering incorrectly is okay ensure an enabling and supportive environment for effective
and fine, practice makes something perfect- learning to happen.
“Mistakes are mothers of success.” Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

Required Task 2: Application

Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.

10 The Teacher Induction Program - Course 1

Scenario 1: Key Topic 3: The DepEd Core Values
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make sure
that she can provide a child-friendly, gender-sensitive, safe,
and motivating environment in her class. What should she
do to achieve this? You may respond in 3-5 sentences. Core Values
In promoting “One DepEd,” the official DepEd core values
Let the student pair with other gender occasionally adapted the national motto as stated in the Republic Act
and rotational so that they are encourage to interact No. 8491 (otherwise known as the Flag and Heraldic Code
with them. The teacher should always be there to of the Philippines). The core values are enumerated as such:
guide them that it is not bad to interact with other
gender. Having a girl to boy friendship isn’t an
issue. Collaborative learning involves students Maka-Diyos
working in pairs or small groups to discuss concepts
or find solutions to problems. We can also adopt the Maka-tao
mandates given from the administrations and
contextualize them to nurture students. Makakalikasan
Makabansa

As an example on how we can interpret these, the DepEd

core values have been elaborated further by the Division
of Baguio City by translating the core values to behavioral
statements with indicators.

The Baguio City Division Memorandum could be accessed

through this link: http://depedpines.com/wp-content/
uploads/2016/03/Division-Memorandum-No35-S.2016-
DepEd-CORE-Values-Indicators-Concrete-Manifestation.
pdf

Guide for Mentors and Newly Hired Teachers 11

 Core Values Behavior Statements Indicators
1. Engages oneself in worthwhile spiritual activities

2. Respects sacred places

Expresses one’s spiritual belief while
respecting the spiritual beliefs of others 3. Respects religious beliefs of others

4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life

1. Tells the truth

2. Returns borrowed things in good condition

Maka-Diyos
3. Demonstrates intellectual honesty

Shows adherence to ethical principles by 4. Expects honesty from others

upholding truth
5. Aspires to be fair and kind to all

6. Identifies personal biases

7. Recognizes and respects one’s feelings

and those of others

12 The Teacher Induction Program - Course 1

Core Values Behavior Statements Indicators
1. Shows respect for all

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

Is sensitive to individual, social, and cultural
differences 5. Upholds and respects the dignity and equality
of all including those with special needs

6. Volunteers to assist others in times of need

7. Recognizes and respects people from different

economic, social, and cultural backgrounds

Maka-tao
1. Cooperates during activities

2. Recognizes and accepts the contribution

of others toward a goal

3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully

5. Accepts defeat and celebrates others’ success

6. Enables others to succeed

7. Speaks out against and prevents bullying

Guide for Mentors and Newly Hired Teachers 13

 Core Values Behavior Statements Indicators
1. Shows a caring attitude toward the environment

2. Practices waste management

Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
and economically 4. Takes care of school materials, facilities, and equipment

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino

2. Respects the flag and national anthem

3. Takes pride in diverse Filipino cultural expressions,

Demonstrates pride in being a Filipino; practices, and traditions
exercises the rights and responsibilities 4. Promotes the appreciation and enhancement
of a Filipino citizen of Filipino languages

5. Abides by the rules of the school, community, and country

Makabansa
6. Enables others to develop interest
and pride in being a Filipino

1. Manages time and personal resources

efficiently and effectively
Demonstrates appropriate behavior
in carrying out activities in the school, 2. Perseveres to achieve goals despite
community, and country difficult circumstances

3. Conducts oneself appropriately in various situations

14 The Teacher Induction Program - Course 1

Required Task 3: Application Scenario 2:
Let’s see how you would apply the DepEd Core Values The DepEd Core Values teaches us the love for God
in responding to the following school scenarios. You may (maka-Diyos), love for fellow men (maka-tao), love for
answer the following questions in 3-5 sentences. Write your nature (makakalikasan), and love for country (makabansa).
answer on the space provided. Teacher Molina inspires his Grade 2 learners to become a
better version of themselves through exemplifying qualities
Scenario 1: and characters of our national heroes. What classroom
management strategies can Teacher Molina employ to
Teacher Luis is a Grade 10 guidance counselor and a Values encourage learners to apply the DepEd core values in real
Education teacher at Arellano High School. One of his life situations?
classes has a diverse religious background. One day, two of
the learners insisted that the class should start with a prayer
led by an assigned student. This leads to a heated debate
arguing about their own religious and spiritual beliefs. How To develop the DepEd Core Values we have to be a
can Teacher Luis mediate and help resolve the argument?
role model to students, in classroom settings post
(You may refer to Department Order (No. 32, s. 2013) and
Department Order (69, s. 1990)). different pictures of the act of loving God, love for
fellow men, love for nature, and love for country.
These visuals let them be aware and remember that
doing these things help them become good persons.
To mediate and help resolve the argument, teacher As teachers you have discipline the students by
Luis will let the students realize that there are explaining why they should do these values. One of
various religion existing in this world and each the techniques would be giving examples and making
religion has their own beliefs and practices. What them the one who are in need or those who are
the students will need to realize that respect begets abused, these would let them realize that not
respect. “Do to others what you would have them do following these values will hurt them.
to you”. Accepting the difference between each other
and learn to love each one of us, together we stand
divided we fall.

Guide for Mentors and Newly Hired Teachers 15

 Session 3: Strategic Directions
Required Task 1: Vision Action Points
After you have filled-out your vision board from the previous session, write the corresponding action/strategic points which you
think will help you achieve your vision as a teacher:

MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY

The strategy that I would develop Always let remind my class to do

my vision for myself is to be a good Do the required tasks always and
good deeds, because these good do not slack. Be punctual, eliminate
role model that embodies the doings will come back to them a
Mission Vision Goals and core the insignificant things that hinders
thousand-fold. “Do to others what the development of myself as a
values to my students. Always have you would have them do to you.”
a diary of everyday activities that teacher.
had been done and reflect from it.

ACTION POINTS
Be a Responsible Teacher
Be a Role Model Be a Mind Opener

16 The Teacher Induction Program - Course 1

Strategic Directions
As an agency, the Department of Education sets plans and An example is the Strategic Directions specifically for year
actions to achieve its vision within a given time projected. 2017-2022 by the administration of Sec. Leonor Magtolis-
These strategic directions are time-bound and are measured Briones.
through strategic objectives.

DepEd Strategic Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-

Guide for Mentors and Newly Hired Teachers 17

 ZC.pptx Required Task 2: Pledge of Commitment
(Portfolio Output)
Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by the
following scenarios. Pledge of Commitment
Write your own pledge of commitment in support to DepEd
1. Expand Access to Basic Education Strategic Directions. You may write your statements in 3-5
sentences.
2. Improve Quality and Relevance

3. Modernize Education Management and Governance

I Rhegee F. Escasinas a Teacher – I from Baybay
National High School located at 30 de Deciembre
Your school effectively implements a School-based Street District IV will adhere to the DepEd Strategic
Management (SBM) system that empowers your school head
Directions for the year 2017 – 2022. I do believe that
to make decisions that respond to your school’s immediate
needs. this road will lead to a brighter future, quality
education, and lifelong-learners. Moreover, teachers
Your Grade Level Coordinator conducts LAC sessions with are given time to reevaluate themselves if they are
all the teachers in the grade level to be knowledgeable about inculcating or integrating quality learnings and
the concerns of teachers and learners.
develop lifelong-learners that are equipped with the
Your school prepares alternative learning mode for all Mission, Vision, Goal, and Core values of DepEd.
learners. And so, I solemnly swear to be one of the cogs/tools
to make this strategic direction realized.
The Local Government Unit (LGU) provides assistance to the
public schools through distributing TVs, tablets, and laptops
to learners and educators.

The Division Office prioritizes training on curriculum

implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences.

18 The Teacher Induction Program - Course 1

Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision, 1. In what ways has this module helped you reflect on the
Mission, Core Values, and Strategic Directions), answer the Vision, Mission, Core Values, and Strategic Directions of the
following questions. Write your responses in 3-5 sentences. Department of Education?

This module was able to help me reflect on the Vision,

Mission, Core Values, and Strategic Direction of the
Department of Education by reintroducing me the
said values statement. It also gave us something to
ponder and put ourselves in the shoe of others by
solving/teaching each situation. The situations are
also related to real life situations where we can adopt
it as our strategies to cater different needs. And lastly,
teachers should realize that they are not teaching
because of the salary, but because teachers are pillars
to the hope of our nation.

Guide for Mentors and Newly Hired Teachers 19

 2. How has this module helped you clarify your vision and 3. What are your personal beliefs and values that are aligned
motivations in serving your learners better and in promoting with the DepEd’s VMV (Vision, Mission, Core Values)?
a learner-centered environment for them?

This module helped me clarify my vision and

The personal beliefs and values that are aligned with
motivation in serving my learners better and in
the DepEd’s VMV are to promote quality learners
promoting a learner-centered environment for
that are lifelong-learners. And a teacher which is
them by making me realize if “did I try to teach my
equipped with the skill to properly mold students to
learners at my best?” This motivates me to do more
become a lifelong-learners that enable the students
because it has retaught me on how to become a
to be one pillars in building the nation someday.
good teacher that molds the future of our nation.
Not only that they are equipped with the proper
Consequently, it has given me an surge of energy to
skills and knowledge but also the proper manner
try different strategies.
and conduct.

20 The Teacher Induction Program - Course 1

Session 4 – The Philippine Professional Standards for Teachers
Required Task 1: Video Viewing
Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to watch the PPST explainer video (8:41 minutes)

Use the table below to take note of important information.

What I learned from watching What else i want to know about

the PPST explainer video the PPST/ concepts that need clarification

I learned that the PPST was realized to mold In terms of the teachers not able to withhold the
competent and well-equipped teachers that will standards given by the PPST what will be the
serve as a role-model to students. It is also brought teacher become.
to help teachers become globally competitive, guide
teachers in the right path, pursue professional
growth, and serve as a paradigm to be a professional
teacher with aligned path/goal.

Guide for Mentors and Newly Hired Teachers 21

 Key Topic 1: Introduction to the PPST development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional development
In light of the Department of Education’s vision to for teachers is to be based on the PPST. More in-depth
continuously improve itself to better serve its stakeholders, discussions on PPST will be tackled in Course 3 of TIP.
the Department is committed to developing teacher
competencies that are abreast with the changing demands
and needs of K to 12 curriculum, globalization and ASEAN Key Topic 2: The Teacher Professional
integration. Hence, the Department released DepEd Order Development Framework
no. 42 s. 2017 on National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST). In order to help teachers seamlessly adopt and embody the
expectations in the standards, the PPST has been integrated
The PPST: in DepEd’s Professional Development Framework (see Figure
1). The framework shows the professional development path
• sets clear expectations of teachers along well-defined of teachers starting from the Teacher Education Institutions
career stages of professional development from (TEIs) towards their career development in DepEd. Teachers’
beginning to distinguished practice; professional development is guided by the Human Resource
(HR) systems which are represented in the framework:
• engages teachers to embrace ongoing professional
learning for their professional development to enhance 1. Recruitment, Selection, and Placement
their own teaching; (Recruitment and Hiring)
• provides a framework of uniform measures to assess 2. Results-based Performance Management System
teacher performance; and (RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
• provides a basis for building public confidence in and
and Self-Assessment Tool (SAT), which are used to
support for the work of teachers.
gauge teacher practices and better target professional
development and training.

DepEd Order no. 42, s. 2017 mandates that the PPST “shall 3. Learning and Development (L&D) - represented
be used as a basis for all learning and development programs in the framework by the Learning Action Cells and
for teachers to ensure that teachers are properly equipped the Targeted Professional Development and Teacher
to effectively implement the K to 12 Program. It can also Training.
be used for the selection and promotion of teachers. All
4. Rewards and Recognition (Rewards, Compensation)
performance appraisal for teachers shall be based on this
framework” (Section 5).

In line with the above provisions, in DepEd Order (No. 11,

s. 2019) on Implementation of the NEAP Transformation,
NEAP is mandated to provide standards-based professional

22 The Teacher Induction Program - Course 1

Figure 1. The Teacher Professional Development Framework (Research Center for Teacher Quality 2018)
This framework shows that the PPST is not only intended to set expectations of teachers. It is also integrated into the system,
tools and processes of DepEd in order to ensure that it is seamlessly embedded in the teachers’ life. It is not an additional
requirement, but a guide towards personal and professional reflection and advancement.

Guide for Mentors and Newly Hired Teachers 23

 Summary

• The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs, and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both
public and private; and provides for the establishment and maintenance of a complete, adequate,
and integrated system of basic education relevant to the goals of national development.

• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official DepEd VMV
shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As part of
the Department of Education, teachers are enculturated into the DepEd professional community
in order to align professional practice to the common vision and mission of the department.

• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”

• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.

• It is important for newly hired teachers to be familiar with and understand the DepEd’s mandate,
vision, mission, core values, and strategic directions so that they could align their practices and
professional goals with the department. This will help them better support DepEd’s endeavors
towards quality education. These could be demonstrated in how teachers present themselves,
how they respond to challenges in everyday teaching, and how they serve as role models to their
learners, inspiring them to be life-long learners and productive citizens.

• Four career stages are articulated in the Philippine Professional Standards for Teachers (PPST).
Each stage is constituted by particular professional practice that defines and locates teacher
quality within a developmental continuum.

24 The Teacher Induction Program - Course 1

Module 2 - Gearing up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)

• Deped Order (No. 109, s. 2009)

Intended Module Learning Outcomes
• Deped Order (No. 43, s. 2012)
At the end of this module, you will be able to:

1. establish safe and secure learning environments

through the implementation of DepEd and school
Session 1 – The DepEd School
policies, guidelines and procedures on the preparation, Calendar
start, and daily management of classes (2.1.2)

2. plan and manage administrative, teaching and learning

Key Topic 1: The DepEd School
processes through efficient lesson planning and Calendar
accomplishment of school forms; and compliance with The DepEd school calendar for each school year sets the
DepEd’s policy and guidelines on lesson preparation opening and closing day of classes. It also prescribes
(4.1.2) the number of school days where learners need to go to
3. manage learner behavior constructively by applying school, inclusive of the in-service training for teachers,
positive and non-violent discipline (2.6.2) parent-teacher conferences, and a celebration of the World
Teachers’ Day. As an example, you may see D.O. 7 s. 2020,
School Calendar and Activities for School Year 2020-
Module Outline 2021.
Session 1 - The DepEd School Calendar The DepEd school calendar also follows Republic Act 11480,
which is also known as An Act to Lengthen the School
Session 2 - The School Support System
Calendar from Two Hundred (200) Days to Not More Than
Session 3 - Pre-opening of Classes Preparation Two Hundred Twenty (220) Class Days.

Session 4 - Opening of Classes The DepEd school calendar also provides an enclosure
of implementing guidelines on the school calendar. It also
Session 5 - Handling Advisory Classes provides an enclosure for the calendar of activities for the
current school year to enable schools to efficiently and
effectively implement the school events and school activities
Estimated Time required: 1 hour
while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe local
Required Tasks
and national celebrations provided that these activities are
• Personal School Calendar beneficial to learners.
• Reading and Reflections
Guide for Mentors and Newly Hired Teachers 25
 Alternative delivery modes or make up classes may be recovery of missed school days and provides guidance in
undertaken to compensate for the unplanned suspension choosing appropriate modalities that can be used to fit to
of classes due to natural calamities. The President, in a rehabilitating context.3 All of these important documents
coordination with the Secretary of Education and the show that the education department is serious in living out
Department of Education (DepEd), may opt to set a different its mandate to deliver continuous learning.
date for the beginning of the school year.
When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily suspended
Key Topic 2: Continuity of Learning classes and adjusted the current school term in an effort
(A History) to save learners, teachers, and school staff from possible
exposure to COVID-19. For months, DepEd contemplated
what to do and continued to plan for the future. Eventually,
in August Secretary Briones announced that classes
At the height of the Gulf crisis in the Middle East, DepEd would continue in October. The announcement came after
Order (No. 1, s. 1991) ordered a system of continued learning numerous schools were asking for different extensions
despite the apparent war. Its content clearly specified that and possible class opening dates. DepEd opted to adjust
“the continuing education of the youth remains the utmost classes by introducing modules and the use of online video
priority.”1 The order also envisioned mechanisms for
conferencing applications such as Zoom.
home-based learning, utilization of self-learning kits (both
reinforcement and enrichment), and application of various DepEd also introduced its “Basic Education Learning
multimedia platforms. Continuity Plan” (BE-LCP) as its plan so learners are still able
to continue their learning despite any ongoing disasters like
While the Gulf crisis did not escalate as it was expected,
calamities, pandemics, etc. There are four important aspects
DepEd shows that it has the contingency plan in place in case
to the plan: communication, materials, learning activities
a disruption of classes ensues. Moreover, our geographical
and assignments, and assessments. Communication
location as a country makes us vulnerable to tropical storms
involves ways of providing teaching whether it be answering
and volcanic eruption. These natural factors directly affect
questions, discussion of a topic, relaying instructions, or
continuation of the school calendar. Hence, there is DepEd
anything about the course. Materials include the lessons,
Order No. 43, s. 2012 that provides a protocol for cancellation
references, and other things needed for learning activities.
of classes according to PAGASA’s weather bulletin.2
Learning activities and assignments are activities that
Another document, DepEd Order no. 109. s. 2009, lays out
facilitate learning and come in many different forms or done
the post-calamity education set-up which gives provision for
through a variety of methods depending on the teaching
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines style of the teacher or what is specified by the lesson plan.
For the Implementation of the Education Sector Contingency Plans for All Assessments are methods to gauge a student’s progress.
Levels.” (Department of Education, 1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines on
the implementation of Executive Order No. 66 (Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities).” 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
(Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 1.

26 The Teacher Induction Program - Course 1

Key Concept 3: Implementing Guidelines The DepEd School Calendar contains the guidelines that
should be observed in schools nationwide, including school
Required Task 1: Reading and Reflection programs, curricular non-classroom-based activities, and
parent-teachers conferences. Some of the important dates
Study the rationale of the Implementing Guidelines of the
to be observed include a general assembly, deworming of
DepEd School Calendar for the current school year. Write
children, career guidance, in-service training, Christmas
your insight on the space provided below. Limit your
break, standardized tests spearheaded by Bureau of
response to 150 words.
Education Assessment (BEA), summer classes, and end of
school year rites.

As a teacher who works in the Department of Education,

The School Calendar and Activities for SY you are enjoined to be familiarized with the DepEd School
2022-2023 shall provide schools and CLCs with Calendar because it will affect school-based calendar and
direction and guidance in organizing curricular your professional work within the school year. It is important
and co-curricular operations within the required to mark the dates on your own calendar, so that it gives you
a heads up on how you plan your activities throughout the
number of school days. These activities unite all year.
units of education and have the same path and
objective to be achieved after the school year.
There may be contextualization but this will not
change the goal of DepEd towards its
stakeholders and future hope of the country. And
despite the pandemic the school calendar gave us
guidelines how to slowly transition from limited
face-to-face to full face-to-face

Guide for Mentors and Newly Hired Teachers 27

 Required Task 2: Personal School Calendar (Output for Portfolio)
Get a copy of the latest DepEd School Calendar. In the space below, write your personal activities, reconciling them with the
important dates set by DepEd throughout the school year.

2022-2023
School Year: ________________________________

June July August September October November

-Be in the -Facilitate -Prepare a short -Let students -Prepare the

Enrollment Brigada Eskwela activity for the create a thank Gradesheets for
Desk to accept Program - Kick conduct of SSG you card for the advisers
enrollees. Off and Repair Election their teachers -Prepare the
Maintenance -Prepare the projects/outputs
-Prepare the TOS and TQ of students for
room and for the the Portfolio Day
Modules for the upcoming -Have a meeting
limited face to Periodical Test with the English
face and opening Department
of classes regarding the
upcoming events
for November -
English Month

28 The Teacher Induction Program - Course 1

 December January February March April May

-Preparation/ -Making of -Preparation of -Conduct of -Preparation of

Have a meeting Reflection of New Gradesheets and classes and -Preparation of
TQ and TOS Gradesheets and
for Christmas Years Resolution Project Outputs reviewing for the Project Outputs of
Party -Follow-up of students for upcoming third -Follow-up of
student output students for the
students with the Portfolio periodical exam Portfolio Day
their grades Day and grades
-Follow-up students
-Preparation of who are failing
TOS and TQ for
the Second
Quarter

Guide for Mentors and Newly Hired Teachers 29

 Required Task 3:

Write TRUE if the statement is correct; write FALSE if otherwise.

QUESTION ANSWER REMARKS

The DepEd school calendar for each school at the Calendar year given the opening and closing
year does not set the specific dates for the False of classes are clearly stated.
opening and closing day of classes.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar from True
Two Hundred (200) Days to Not More Than Two
Hundred Twenty (220) Class Days.
The in-service training is inclusive of the number base on my experience during the in-service the
of days required for learners to be in school. True classes will be shortened in order to accommodate
The parent-teacher conference is inclusive of the PTA meetings are usually conducted during
the number of days required for learners to be False Saturdays.
in school.
Alternative delivery modes or make up classes as per stated there will be an alternative-delivery
are not allowed to be undertaken to compensate
for the unplanned suspension of classes due to False modes to compensate the suspensions caused by
natural calamities. natural calamities
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow learners True , there are four important aspects in the BE-LCP
which are: communication, materials, learning
to continue their learning despite any ongoing
disasters like calamities, pandemics, etc. activities and assignments, and assessments.

Summary

• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities

30 The Teacher Induction Program - Course 1

 throughout the school year.

• In times of class interruptions due to typhoons, other

natural calamities, or threats to safety and health, the
following DepEd Orders are the institutional protocols
for disruption-free education and continuity of learning:

1. Deped Order (No. 1, s. 1991)

2. Deped Order (No. 109, s. 2009)

3. Deped Order (No. 43, s. 2012)

Guide for Mentors and Newly Hired Teachers 31

 Session 2: The School Support
System
Key Topic 1:
Schools and Learning Centers (LCs) serve as frontline services
of the department. These are accountable for education and
learner outcomes. Consistent with the national educational
policies, plans, and standards, the school or learning center
has the following functions:

• take accountability in achieving higher learning

outcomes;

• implement the curriculum and be accountable for

higher learning outcomes;

• provide equitable opportunities for all learners in the

community;

• develop an education program and school

improvement plan;

• create an environment conducive to teaching and

learning;

• lead and manage itself and its resources; and

• establish and manage linkages with stakeholders.

There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school
head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality
educational programs, projects, and services. A core of non-
teaching staff shall handle the school’s administrative, fiscal,
and auxiliary services.

32 The Teacher Induction Program - Course 1

 Fig. 4. Organizational Structure of a Large Stand-alone Senior High School

DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High School (SHS)
Required Task 1: Policy Reading
Read through the DepEd Order (No. 19, s. 2016) on Guidelines on
the Organizational Structures and Staffing Patterns of Stand-alone and
Integrated Public Senior High School (SHS) and read the following
scenarios to identify the services provided and its function in the schools
and learning centers. Determine the teaching or the non-teaching staff
who does the service portrayed.
You may access the DepEd Orders through this link:

DepEd Order (No. 19, s. 2016): https://www.deped.gov.ph/orders/do-19-s-2016

Guide for Mentors and Newly Hired Teachers 33

 Scenario Answer Feedback
1. Teacher Leo creates activities to make
sure that learners and teachers access the A Teacher Leo is a Librarian/LRMDS as he
place where reading materials and learn- will crafts a schedule of the classes that
ing resources are kept. He also crafts a could visit the place. He coordinates with
schedule of the classes that could visit the the School Head for the selection,
place. He coordinates with the School Head acquisition, organization, and maintenance
for the selection, acquisition, organization,
of reference and reading materials. These
and maintenance of reference and reading
materials. are some of the functions given to the
librarian/LRMDS
a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

2. Teacher Lorrine is handling a case of some

Grade 7 learners who were caught cheating B Teacher Lorrine is a Guidance Coordinator/
by their adviser. She calls the attention of Teacher as it is done inside the classroom
the parents and reports to them what the
learners did. Since it is the first incident,
and is teaching values of honesty and of not
the learners are reprimanded and remind- cheating, in addition to that is the student is
ed of the importance of honesty and of not reprimanded.
cheating.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback
3. Teacher Steffi is conducting a career guid-
ance and advocacy seminar to Grade 12 Teacher Steffi is the Guidance Counselor
C since she conducted a career development.
learners focusing on the four exits envi-
sioned for SHS graduates—namely, higher
education, entrepreneurship, employment, or
middle-level skills development. Afterward,
she gives them a survey to answer on what
they plan for their career development after
SHS.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

4. Mark Anthony is preparing a budget plan for D

the continuous improvement of the school Mark Anthony is an Administrative Officer
for the month of August. He is also preparing as it states that Sir Mark Anthony preparing
the financial report for the month of July.
Both reports are subject to the approval of
a budget plan for the continuous
the School Head. improvement of the school for the month of
August and the financial report for the
a. Guidance Coordinator/Teacher
month of July.
b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers 35

 Scenario Answer Feedback

5. Miss Rhea prepares the receipt, issuance, C

maintenance, and safekeeping of supplies, Miss Rhea is the Property Custodian
materials, and equipment and other prop- because she prepares the receipt,
erties and facilities of the school. She also issuance, maintenance, and safekeeping
conducts and maintains the inventory of of supplies, materials, and equipment
properties and prepares the required reports
for the School Head’s reference. and other prop¬erties and facilities of
the school. She also conducts and
a. Librarian/LRMDS Coordinator maintains the inventory of properties
b. School Nurse and prepares the required reports for
the School Head’s reference.
c. Property Custodian

d. Feeding Program Coordinator

36 The Teacher Induction Program - Course 1

Key Topic 2: School-
based Management
(SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable
them to actively participate in
the continuous improvement of
schools towards the attainment
of higher pupil/student learning
outcomes. With SBM, the school
is regarded as a key provider of
education. The SBM empowers
the school’s key officials to
make informed and localized
decisions based on their unique
needs toward improving our
educational system (DepEd
Memo (No. 386, s. 2009)).

Guide for Mentors and Newly Hired Teachers 37

 Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider a
community, it is important to involve learners, parents, and friend, messaged you on Facebook and told you that she will
other stakeholders in identifying and resolving issues and be absent tomorrow. She asked you to substitute all her five
concerns in the school community. Discuss how you can classes. Without letting you respond, she already sent you
help in each scenario and involve some key personnel who the learning materials for her lessons tomorrow. However,
can help you resolve the following challenges. you also have classes to attend and your learners are
expecting to deliver a performance task that they prepared
Scenario 1 for. What are you going to do as a colleague and who should
you direct her to?
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry and
disappointed about what happened because the incident If I am in the position of Teacher Mary Ann, I would
was not addressed and resolved properly. Her daughter is
direct her message or advise her to talk to her
still afraid and decided not to go to school that day. The
incident happened during Science time because the teacher department head/school head. In this way the head
was late to enter the class. You also had other classes to will be able to send teachers who are available during
attend to and had no chance to meet your advisory class the time and will not affect the teachers’ schedules.
during that time. Who should you seek help to?

If I am Teacher Lozano the person that I would seek

help would be the school guidance counselor. I will
try to explain that during the transitioning of classes
there will be time lags between it. There will be no
teacher to maintain the peace because the first
teacher may also had gone to his/her class. The
guidance counselor because they will be the one to
guide the students and let them realize what is
wrong and right. In addition, would be the class
adviser because s/he knows his/er students because
s/he has more time spending with his/er students.

38 The Teacher Induction Program - Course 1

Scenario 3 Session 3 – Pre-opening of Classes
Lito, the class president of your advisory class, was elected Preparation
as the president of the Supreme Student Government (SSG).
After three months, his subject teachers are having trouble
with his class standing because of his frequent absences and Key Topic 1: Preparations for pre-
non-submission of required written and performance tasks. opening of classes
Lito is getting overwhelmed with the various school activities
Now that you have familiarized yourself with the DepEd
he manages. What are you going to do as the adviser?
school calendar and the school support system, it is time
to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
If I am the adviser, I will let the teachers see the important so that you can efficiently and effectively prepare
excuse letters given by the SSG coordinator as a sign for the school year. In this session, you will determine how
of his excuse and I will tell them that since this is a to get to know the school structure, available resources/
school activity, he will be given the highest score got equipment, etc. and set up the classroom.
in the class. If ever the reason for the uncompiled/not Your first year of teaching in the public school system would
passed activities are not related to school activities or probably be one of the most rewarding and unforgettable
Lito did not have an excuse letter given by his experiences that you will have as a teacher. Expect that
coordinator then he will be asked why he was not you will have grounding experiences, as well as a myriad
able to do it or just give the 75% rate of the score or of challenging circumstances that will test your character.
Hence, it is important that before you prepare your classroom
ask him to comply the following activities. and your lesson, you also need to prepare yourself physically,
mentally, and emotionally.

You can do journal writing to reflect on your teaching practice.

This will help you make wiser decisions as you deal with
your situations inside the classroom. In this way, it will help
you reflect objectively when untoward incidents happen.
Whenever you make mistakes or failures, you need to be
patient with yourself. Bear in mind that your school head or
head teacher considers that you are a new teacher in the
school and will definitely give you the kind of understanding
that you need.

Guide for Mentors and Newly Hired Teachers 39

 Key Topic 2: Getting to Know 4. Get acquainted with safety concerns in the school. In
every school, there is a unit designated for Disaster
the School Structure, Available Risk Reduction Management (DRRM). You have to
Resources/Equipment, etc. know the safety procedures for emergencies, like
when disasters occur during the school year. You may
As a new teacher, you must familiarize yourself with your need to know where the fire exit is or where to lead
work environment. It doesn’t only mean knowing the fastest learners when an earthquake occurs.
way to get to your school, but it also entails your knowledge
in and out of the school. Below are general tips in getting to 5. Know the proper decorum in submitting paper works
know your school to start with your professional journey as or turning in reports.
a public school teacher.
6. Your breaktime schedule also matters, so early on
1. As a faculty member, you are expected to know the you may already take different options for spending
different offices and units in your school, as well as your breaktime. Bear in mind that teachers, both
the designated teachers who run each office. You seasoned and new, have their own way of utilizing
also need to know the school’s tailored Teachers’ their break time. While most teachers use it for eating,
Handbook, which contains the rules, regulations, some teachers use it for rest, reflection, checking
expectations, and all other necessary information that learners’ outputs, doing paper works, or speaking
you need to know about your job in your new school. with colleagues. Whatever you choose, make sure that
Make sure that you read it thoroughly and understand you will be able to use your time well and respect how
everything because you are expected to observe all of other teachers use theirs.
them as you work.
Before you set up your room, you have to check the available
2. The provisions written on the handbook are not the resources. In each school, the principals allocate funds for
only ones that are being observed in the school. As supplies such as cleaning materials, instructional materials,
you work every day, you will begin to recognize casual and other paraphernalia that may be used in preparing the
rules and principles that the school follows. Be able classroom at the beginning of the school year. Should there
to notice them. Hence, gather as much information as be missing or insufficient supplies or if damages are found,
you can before the beginning and during the first few you must immediately report it to the principal.
weeks of the school year.

3. Know your school organizational chart. Introduce

yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along with
your new colleagues; but you have to overcome the
anxiety so that you can establish rapport with your
fellow teachers.

40 The Teacher Induction Program - Course 1

Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnel in-charge.

Department/Office/Unit Personnel In-Charge

English Department Raquel P. Eamiguel

Math Department Agnes Tulin

Filipino Monina Aradaza
Science Celestino De la Calsada
MAPEH
Danilo Basalo
TLE
Wilfredo Lao
AP/ESP Perla Romen

Administrative Officer Cesar Suficiencia IV

Librarian Joy P. Roble

Utility Perla C. Romen

Brigada Eskwela Michelle Pecolados

Julieta T. Denden, Ed.D

Principal's Office
SDRRM Oliver Gerbolingo

SSG Coordinator Randy Terol

Guide for Mentors and Newly Hired Teachers 41

 Key Topic 3: Setting up the classroom Summary
In setting up your classroom, you need to think about how to • Preparing for the pre-opening of classes is important
arrange a learning environment that is conducive and friendly. so that you will be able to accomplish your job
Take some time to imagine how the learners would be sitting effectively and reduce the possible stress because of
and how the classroom would appear when the learners lack of preparation.
finally arrive on the first day. Make sure that the image that
you create is student-centered; that means, the floor plan • It is important that before you prepare your classroom
or layout actually allows convenient movement for teaching and your lesson, you also need to prepare yourself
and learning. Examine the room and look around and find physically, mentally, and emotionally.
the things that you can still utilize. Some classrooms already
have bulletin boards, cabinets, boxes for cleaning materials, • Learning your way around your new work environment
etc. You may decide if you will keep them or find a place – your school assignment would allow you to work
where it can be kept. Be reminded that whatever you use efficiently within your designated workstation and the
in your classroom are recorded in an inventory of physical DepEd system
equipment in the classroom, and it is usually submitted
during the beginning of the school year. Make sure that you
consider up to the smallest fixture in your classroom.

When you arrange the chairs in your classroom, consider

the different types that you learned in college such as
traditional rows, rows of desks facing each other, horseshoe
arrangement, clustered seating arrangement, fishbowl
design, and so on. Your seating arrangement may probably
be adopted by other subject teachers. Make sure that this
arrangement is efficient and flexible. Probably, you may
consider a more stable arraignment to aid you in familiarizing
your new learners. Above all, free your classroom from
hazards that may disrupt learning or may cause harm to your
learners.

The COVID-19 pandemic has forced everyone to adjust

to the new measures of the “new normal” to ensure that
everyone stays safe. Physical classrooms have applied
the social distancing rule to the setup of the chairs in the
classroom and have also opted to schedule frequent
classroom disinfections. Some classrooms have moved
online to platforms such as Zoom or Google Meet.

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes A Guide for the First Day of Classes
Key Topic 1: What to do on the First A. Welcome
Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers, • Mention interests related to the subject and outside
parents, etc. of school.
• getting to know your learners; and C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
• List typical activities.
First impressions are important. Get the attention of the • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening • Show the textbook.
to you. Project your voice in such a way that everyone will
hear and understand what you are talking about. Make sure D. Introducing the learners to each other through an
that you show your presence with authority and openness activity
to your learners. Most importantly, establish yourself in • Have learners share outcomes with the class or
such a way that your learners feel that you care for their collect written responses.
well-being, future, and their lives in the school. Set a good
first impression on your learners, their parents, and your co- E. Class Rules
teachers. One tip is to practice what you want to say to help • Present them.
you have more confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make sure
F. Distribution of the grade level standards.
that you spend time in preparing your lessons and other tasks
in school. This is your first year of teaching in the public
G. A quick lesson
school, it is important to demonstrate professional disposition
and discipline in the discharge of your professional duties. H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the first
day of classes. Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Guide for Mentors and Newly Hired Teachers 43

 Key Topic 2: Getting to Know Your different activities that you will do in the coming days. Spark
a feeling of awe and excitement among your learners, so that
Learners they will look forward to going to school for the coming days.
You will be meeting a lot of learners who possess unique Emphasize that you will be with them in this new journey.
characteristics and personalities with varying learning In this activity, maintain mutual respect and interest. Games
needs. Your first task is to get to know them by their names, and icebreakers may also be appropriate.
so make sure that you pronounce them correctly. Although
knowing your learners name is a preliminary task as a teacher, Key Concept 3: Setting Rules and Routines
remember that you also need to be knowledgeable about
your learners’ background. Knowing this information will Rules play a significant aspect in helping to define the
guide you to better inform your planning on what appropriate classroom situation. Rules are mostly based on moral,
teaching approaches and strategies are best utilized to cater personal, legal, safety and educational concerns. Sample
their learning needs. rules are presented below.

The most common way of collecting information from your

learners is by asking them to write it on an index card or a
sheet of paper. You may also use technology in consolidating Sample Classroom Rules
information through online forms and surveys. Ask your
learners to write their name and the name they wanted to 1. Students should be in their seats
be called. On the succeeding lines, ask the learners the when class is about to begin
information that you think will benefit you in the future like
in preparing and contextualizing your lesson, addressing the 2. Homework is due at the beginning
student’s concern, or contacting the parents. This information of the period
may include your learners’ interest, hobbies, abilities,
parents’ contact information, and even the information that 3. Textbooks are to be brought to class
your learners may not probably tell you face-to-face. Above every day
all, it is important to inform your students the purpose of
4. Raise your hand and wait to be recognized
gathering their personal information. As professionals,
before speaking
we must strictly follow the data privacy act as applied to
students and observe ethics in using this information. 5. Be courteous and considerate to all students
and faculty
At the beginning of the school year, you may ask the learners
to introduce themselves to you and to the class. To make it
successful, you should model how it is done. Tell something
about yourself that you think will matter so that learners will Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
get to know you better as a teacher. Focus on what you want Secrets for Secondary School Teachers: How to Succeed in
to accomplish with your learners this year. Tell the learners Your First Year. California: Corwin Press, Inc.
what your class or subject is all about and what are the

44 The Teacher Induction Program - Course 1

Aside from rules, your success as a teacher in managing
the classroom also depends on the routines that you
introduce to the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and leaving
the classroom, having work checked, leaving their
chairs and moving around the classroom, maintaining OPENING ROUTINES
discipline and attention, changing activities, catching up
on incomplete or missed work, activities for students who • Share One Word: Ask students to share one word
finish work early, going to the toilet, using materials in the about how they are feeling that day.
classroom, and dismissal. It is a good practice for teachers
to go over some parts of the provided student handbook • The Reading Minute: Find a passage online or
in a book—an excerpt of a poem, essay, article,
to remind the students and to make sure they are aware
or story—and read it aloud. It might be humor-
of sections such as the rules and the punishment for their ous, interesting, angering, or beautiful, exhibiting
violation. great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.

CLOSING ROUTINES

• Rate the Learning or Lesson: This exit slip can

be accomplished in a matter of minutes. Ask
students to rate—on a scale of 1 to 10—how well
they understood the learning that day.

• Closing Statement or Question: Ask students

to first turn and talk in pairs or in a triad and
discuss questions such as: What did you learn?
What surprised you? What is unclear? What do
you want to know more about? Then ask them
to come up with a closing statement or question
about the content and write it down.

Source: Alber, Rebecca. “6 Opening and Closing Routines for

New Teachers.” Edutopia. George Lucas Educational Founda-
tion, August 17, 2016. https://www.edutopia.org/blog/6-open-
ing-and-closing-routines-new-teachers-rebecca-alber.

Guide for Mentors and Newly Hired Teachers 45

 It is important to set these rules and routines on the first day of the school year.

Required Task 1: Article Reading

Read an article from Association for Supervision and Curriculum Development (ASCD) entitled Power
in the Classroom: Creating the Environment. You may access the article through this link: http://www.
ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.
aspx

After reading the article, finish the table below:

How I will apply

Concepts I learned from the article My thoughts about these concepts
these concepts to my class
In this time of turbulence and change, it is Knowledge is everywhere and accessible to all Make use of Search Engines
more true than ever that knowledge is power.

The Quality School, A good teacher molds good students Make myself a role-model

I always ask, “Where in school do you feel Let them realize what their role in the society
important?” Role play and interactive
discussion.
“Why do we have to learn this?”, they are
treated to a cold stare or told, “Because it's on These are common mindset of students Give real-life situations that make use of
the test.” the skills taught

A student should never be judged because of These are usually the way teacher label their Let students realize that grades do not define
their grade or mark. students and it is alarming. them and this is not only the test in life.

Teachers employ various strategies To make students more interactive they will Innovate old strategies to feel the gap between
undergo fun activities. the old and new.
power with
Cooperation is very important as it also Have group activities and peer tutoring
develop social interaction

Power within Self motivation is one of the needed skills

Let them realize how achievement bring
happiness like having a perfect score.

46 The Teacher Induction Program - Course 1

Required Task 2: True or False
Write TRUE if the statement is correct; write FALSE if otherwise.

QUESTION ANSWER FEEDBACK

1. First impressions are really important,

Teachers should be a role-model, if the
so you have to set a good first True student see you that you are not
impression to your learners, their confident they will doubt what you are
parents, and your co-teachers. teaching them.

2. In your first contact with your learners, This give you grounds that tells them that
co-teachers, and parents, you need
you are in control and you know what
to display confidence and show that
you know what you are doing even in
True you are doing.
things that you are not so sure about.

3. You should only do what is instructed Make use of your background knowledge
for you to do at the beginning of the False that you have learned during your college
school year. days - innovate, revise, and improve.

4. You should model how to introduce This will let them know what they will do
oneself at the beginning of the school True and be unified in what they will say.
year.

5. Rules play a significant aspect in

Grounds and punishment are one of
helping to define the classroom
situation.
True the significant tool for teaching.

Guide for Mentors and Newly Hired Teachers 47

 Summary/Key Learning

• Coming to school prepared would not only help you

in building your confidence in fulfilling your role as a
DepEd teacher; it would also enhance your classroom
management skills that would ensure a safe and
conducive learning environment for your learners.

• For a short period of time, you will be meeting a lot

of learners who possess unique characteristics and
individual needs. As a teacher, it would be beneficial if
you model good behavior to your learners.

• Rules play a significant aspect in helping to manage

the classroom situation.

48 The Teacher Induction Program - Course 1

Session 5 – Handling Advisory Classes As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to
Required Task 1: Introductory Activity all the three questions below into a maximum of 600 words.
There is no playbook that sums up your task as a classroom Guide Questions:
adviser. Apart from equipping young people with knowledge,
skills, and values to succeed in this vastly demanding 1. What is the role of a teacher to his/her learners?
society, teachers must also strive to build their morale.
Learners who enter their classrooms must discover how to 2. How do you think are those roles manifested in
believe in themselves, exert effort to accomplish their goals, being a classroom adviser?
and persist despite all challenges. It may be ambitious and
daunting, but we should always give them platforms where 3. So far, how was your experience as a classroom
they can express their ideas so they can shine in the most adviser?
brilliant way possible.
The role of a teacher is to mold students to be one
of the pillars of the development and improvement
of the country. They will inculcate learning, values,
and be responsible.

Class advisers served as their second parent where

they will be role-models of values to their childrens.

I experienced once and being an adviser really looks

like you are their parent who will guide them
throughout their journey with you

Guide for Mentors and Newly Hired Teachers 49

 Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. You As indicated in DECS Order 52, s. 1998, also known
will have the opportunity to meet students from different as Guidelines on the Implementation of the Revitalized
experiences and backgrounds, and you will definitely enrich Homeroom Guidance Program (RHGP) and the System
your knowledge by celebrating diversity. It is very rewarding of Rating and Reporting Student Performance Under the
for you as a teacher to recognize your learners’ narratives. RHGP, schools are empowered to conduct a homeroom
Nevertheless, you may be designated as a class adviser guidance program.
by the principal to manage a particular class. As a class
There is a guidance program handbook that is reproduced
adviser, you are tasked to do important assignments such
for teacher use, but you may also craft your own activities
as connecting to learners with counseling, keeping school
depending on the needs of the learners in your class.
records and monitoring attendance, doing homeroom
Login to your DepEd Learning Portal and see the modules
activities, promoting harmonious relationships and
below. Choose ONLY ONE module to study and create a
resolving conflicts, capturing and maintaining learners’
homeroom guidance plan based on these modules:
interest, respecting learners’ religious beliefs, maintaining
a well-kept and conducive classroom, accomplishing • Homeroom Guidance K-3 Quarter 1,
and submitting reports on time and communicating with Module 2: https://lrmds.deped.gov.ph/
parents. detail/18647
As the classroom adviser, it is also your task to capture and • Homeroom Guidance Grade 4-6: Quarter
maintain your learners’ interest in school. Here are some 1, Module 2: https://lrmds.deped.gov.ph/
way to get the interest of the learners (pp 47-50): detail/18668
1. Involve the learners. • Homeroom Guidance Grade 7-10: Quarter
2. Decorate your room. 1, Module 2: https://lrmds.deped.gov.ph/
3. Introduce your subject. detail/18687
4. Instigate questions.
• Homeroom Guidance Grade 11-12: Quarter
5. Inscribe thought-provoking quotes. 1, Module 2: https://lrmds.deped.gov.ph/
6. Introduce variety. detail/18689
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
9. Invite guest speakers and parents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.

50 The Teacher Induction Program - Course 1

Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.

Date Activities Outputs

When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?

The last schedule of the day 4:00 - Reflection, reading a story.

5:00pm during Friday if available Assessment-multiple choice

Answering questions in their

Goal Setting and Decision Making
HRG Notebook.

Short and Long Term Goals Write their First Goal in High
School if is it short or long term.

If you have spend the money you

have now and wait for the next
Weighing Options
sum before enrolling, what poor
decision pattern did you follow?
Why?

Guide for Mentors and Newly Hired Teachers 51

 Key Topic 2: Connecting with Learners • If you must ask questions, do not interrogate kids;
instead, ask open-ended inquiries that encourage
As a class adviser, you need to connect with your learners. them to elaborate.
Apart from delivering your subject matter, it is also important
to make connections with your learners and let them realize • Look carefully for signs of severe distress; if a student
that what they learn in your class can be used in real life. This does seem to be in danger of harm or abuse, you must
will help you understand your learners more and recognize report it to the administration.
where they are coming from. It would be a good idea to note
the information gained from casual conversations with the • At the end of a conversation, summarize what you
learners through the Anecdotal Records for future need. heard and ask the student to do the same.
The following are things to remember when connecting with
learners: • Make appropriate referrals to the counselor or other
professionals when a student could profit from such
• Listen carefully without interrupting. help.

• Listen not only for what the student is saying but • Follow up on the conversations by remembering to
also try to understand the meaning of the non-verbal ask learners how they’re doing and what they’ve done
gestures. since you last talked.

• Stay neutral and do not judge the student, or trust may

be breached.

• Communicate with your body, face, eyes, your whole

being, that you are intensely interested in what learners
are saying.

• Show compassion and empathy in your manner and

style.

• Whenever possible, do not let yourself be interrupted

or distracted when a student is confiding in you.

• Prove that you have understood what was said by

occasionally responding with reflections of feeling and
content that you heard.

• Avoid giving advice or telling learners what to do with

their lives.

• Make yourself as visible and accessible as you can.

52 The Teacher Induction Program - Course 1

Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:

Tips to connect with your learners

How to apply to your class
(Kotler, et. al. 1998)
1 Interview Your Students Leave a time or maybe during your HRG
Give assignments that allow students to share their Give a story that let the students relate and reflect
2
experiences and interests.
3
Encourage classroom discussions that let students Have a question to answer during your discussion.
be the center of attention.
Attend extracurricular activities featuring your
4 This may be relation to monthly activities
students.
5 Visit a site in your students’ community Home-visit

Even if you already do your job in an exemplary manner, • The student who is in over her head feels like she is so
expect that there are learners in your class advisory that far behind there is no point in even trying to cooperate
need special attention. Kotler et al. (1998) identify these in class. She has given up all hope.
kinds of learners (pp.60-61):
• The procrastinator continually plays games with you.
• The angry student looks sullen, with a chip on his He always has excuses for why he does not have his
shoulder. No matter what you do, he will resist your work completed. He may be wickedly charming, but
efforts. he manages to avoid doing much that is useful.

• The withdrawn student is certainly not a behavior • The addicted student is strung out on drugs or alcohol.
problem; quite the opposite, she may sit passively in Her attention is, at best, fleeting. She sits in the back
the back of the room or even sleep with her head on of the room with a glassy-eyed stare.
the desk.
• The overly social student is always flirting or disturbing
• The quiet student just does not talk at all. He may or others around him. You stop him a dozen times, but he
may not be paying attention; you really cannot tell. No does not seem to respond to the corrections.
matter what you do to try and draw him out, he is so
shy that he just smiles enigmatically. • The class clown may be motivated by either a sense
of humor or something more perverse. Regardless of
his intentions, he is constantly the center of attention.

Guide for Mentors and Newly Hired Teachers 53

 The list could be longer. There will be time that you may
feel discouraged and frustrated. Keep on exerting effort to
reach out to these kinds of learners. However, remember
you may not be able to help almost everyone in your class.

It is said that all teachers are guidance counselors. You

are placed there to help learners in resolving their personal
issues that affect their academic life. Since you are the
teacher who has the closest contact to your learners, you
are in a position to know very well the concerns that linger
among your learners. All in all, you have to be able to show
that you “care” about them.

Summary
• The class adviser is tasked to do important assignments
such as connecting with learners and counseling,
keeping school records and monitoring attendance,
doing homeroom activities, promoting harmonious
relationships and resolving conflicts, capturing and
maintaining learners’ interest, and communicating
with parents. You should be the adviser who “cares”.

• Advisers are the assigned person to keep and manage

the school records of the learners that are assigned to
you. It is also a task of the adviser to monitor the daily
attendance of learners.

54 The Teacher Induction Program - Course 1

Module 3: Creating an Engaging • Reading Activities
Physical and Virtual Learning • Reflections
Environment • Writing activities
Intended Module Learning Outcomes • Checklist
At the end of this module, you should be able to: • Quizzes
1. manage learner behavior constructively by applying • Outputs for Portfolio: Oath of Promoting Trust and
positive and non-violent discipline to maintain trust Fairness
and fairness in the classroom (2.6.2, 2.2.2);

2. Identify basic concepts related to classroom

Required Resources
management and positive discipline (2.3.2); • Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
3. determine actions in building good relationships
2012.
with the learners (2.2.2; 2.4.2); and
• Department of Education. Positive Discipline In
4. apply positive and non-violent discipline to ensure Everyday Teaching: A Primer for Filipino Teachers.
learning-focused environments (2.6.2). Pasig City: DepEd Orders, 2015.

• Save the Children. A Toolkit on Discipline with Particular

Emphasis on South and Central Asia. Sweden: Save
Module Outline the Children, 2007.

Session 1: Positive Discipline in Physical and Virtual • UNESCO. Embracing Diversity: Toolkit for Creating
Learning Environment Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning-
Session 2: Positive Teacher-Student Relations Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.

Estimated Time Required: 1 hour • PPST Resource Package Module 15: Establishing safe
and secure learning environment to enhance learning
Required Tasks through the consistent implementation of policies,
guidelines and procedure
The following are the tasks in this module.

• Scenario Analyses

Guide for Mentors and Newly Hired Teachers 55

 Session 1: Positive Discipline Positive Discipline
in Physical and Virtual Learning Discipline is the practice of teaching a person to observe
Environment rules or a code of behavior in both the short and long terms.
On the other hand, punishment is a penalty that aims to
Key Topic 1: Establishing Safe and Secure Learning control behavior through negative means (UNESCO, 2015).
As a teacher, you need to be knowledgeable of ways on how
Environment
to lead your learners to exhibit positive behavior. Discipline
Establishing a safe and secure environment for learners is one is positive and constructive because it involves setting goals
of the important roles of a classroom teacher. As classroom and conceptualizing constructive and creative solutions
managers, you have the responsibility to provide our learners to challenging situations. Every teacher should respect
with a learning environment that is free from harm or risks to a learner’s developmental level, their rights to dignity and
promote their well-being and support their learning (Marzano integrity, and their right to participate fully in their learning.
& Pickering, 2003).You also have to build their sense of
community, improve academic performance, and to prepare Effective teachers should manage learner behavior
learners to be productive individuals. Creating safe learning constructively by applying positive and non-violent
environments involve every aspect of creating a positive discipline, as anchored in the Philippine Professional
experience for learners. The physical space is one important Standards for Teachers (PPST) under Domain 2, which
element, but equally important are the relationships between centers on creating an environment that is learning-focused
learners, teachers, and the learning community as a whole and in which teachers efficiently manage learner behavior in
(UNHCR and IRC, 2010). Furthermore, in times of disruptions a physical and virtual space. It has Strand 2.1.2, which is to
that may necessitate emergency remote teaching (ERT), establish a safe and secure learning environment to enhance
reasonable protocols in virtual learning environments must learning through the consistent implementation of policies,
also be taken into consideration. In virtual space, constructive guidelines, and procedures. The use of positive discipline
relationships can be developed by allowing the learners to ensures a learning-focused environment and to encourage
have virtual time out that is efficiently communicated with positive behavior and motivate learners to feel good about
the learners and parents/guardians as scheduled. The virtual themselves and the decisions they make. With positive and
time out may allow the learners to be in their personal space non-violent discipline, our learners will see a connection
in order to cool down and reflect. With this, learners will do among their behavior, the personal consequences, and the
better for their next online access in virtual space. impact of their actions to others. You may refer to the PPST
Resource Package 2.1.2.
It is equally essential that proper behaviors must develop
within our learning environments -- both physical and virtual.
Thus, creating and reinforcing discipline in classrooms
or virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments
for our learners.

56 The Teacher Induction Program - Course 1

Developing Positive Behaviors - Redirect behavior positively – for example, when a
student bounces a ball around the classroom, “You
The behaviors that you value and want to encourage need can bounce your ball outside on the playground
to be known to your learners, and you need to make a where there is more space to play.” On the other
concerted effort to teach and strengthen these behaviors. hand, in the virtual environment immediately respond
Some strategies that you can use to help your learners learn to the student(s) unusual virtual actions or reactions
positive behaviors include the following4,5:
by calling their attention. Be mindful that your goal is
- Give positive statements. to encourage and redirect positive behavior among
the learners.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions. - Make connections - online learning is all about
making effective communication with the learners as
- Provide your learners with opportunities to make well as their parents/guardians both for positive and
choices and help them learn to evaluate the potential negative development during online classes, this can
consequences of their choices. effectively done during town hall meetings.

- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online teaching
and learning direction such as a strategic pre-
- Model orderly, predictable behavior, respectful planned schedule of screen time activities based on
communication, and collaborative conflict resolution your lesson plan.

- Use appropriate body language – nod, smile, and

look directly at the student.

- Restructure the environment – remove objects that

invite misbehavior.

4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

sive, Learning-Friendly Environments Specialized Booklet 1: Positive
Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for
Teachers and Teacher Educators. France: UNESCO, 2015.
5 Berman, G. and Dubinski, A. (2021). Managing Students’
During Remote or Hybrid Learning: Tips for teachers in an uncertain
time. Child Mind Institute, Inc.

Guide for Mentors and Newly Hired Teachers 57

 Required Task 1: Scenario Analysis
Read and analyze each scenario. Try to identify different methods of developing discipline among learners by answering the
questions after every case.

Scenarios Possible Answer and Points for Feedback

Case 1 : On Being Tardy Considering the situation of the learner, the teacher should
Rhea: I live a few kilometers away from my school. In the give her the opportunity to explain her situation. The
morning, sometimes I have to fetch water and cook food for my teacher should learn to empathize with the situation of the
siblings before I can go to school. I have no money for transport, student and avoid giving out punishments carelessly.
so I walk to school. Learners in our school get late slips when we
don’t arrive on time. I don’t want to get too many. As for the student, she should be given an opportunity to
Rhea’s teacher: I have to make sure the children understand evaluate her actions and consider the consequences. From
that coming late to school is not acceptable. They have to know this, she should be given a choice on how she would try
that there are consequences for their tardiness. I always give to avoid making the same mistake
them punishment. Some of them are even used to it. They just
offer themselves up because they know I don’t listen to any
excuses.
In addition to this, the teacher can conduct a home
visitation and arrange a consultation with the parents so as
What alternative/s to corporal punishment could suggest to the to raise the concern for the student's performance. So that
teacher? the family would also be able to take actions in trying to
solve the problem.

58 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 2: On Disruptive Behavior

Marcus: I am feeling good today. I am telling funny stories, and The teacher should gently warn Marcus of the
everyone is laughing. The teacher tries to tell me to stop talking, consequences for his actions. Should the action continue,
but I want to show everyone that I am not afraid. I am tough and the teacher may opt to speak with Marcus in private and
cannot be bossed around by a teacher. reprimand him
Marcus’ teacher: I have to ensure that the class is well- Through this, the teacher can avoid embarassing Marcus
behaved. Otherwise, they will just get out of control and I will not in front of the class and at the same time Marcus becomes
be able to teach. The learners will take over and other teachers well- informed of the consequences of his actions.
will laugh at me. I will put Marcus in his place by embarrassing
him publicly. I will make an example out of Marcus so that
learners will not dare to show disrespect by making noise in my
class.

What alternative action/s could you offer to the teacher in order

to promote positive discipline?

Guide for Mentors and Newly Hired Teachers 59

 Scenarios Possible Answer and Points for Feedback

Case 3: On Giving a Wrong Response to a Question

As a teacher, he/she should at least speak with the
Clark: I am so nervous in class. I am afraid that the teacher is
going to ask a question when I don’t know the answer. Even if student regarding his performance and behavior during
the answer is obvious, sometimes when the teacher looks at class.
me, I can’t speak. I become scared and just remain quiet. I know It is wrong to reprimand the student without addressing
everyone is staring at me and laughing, but what can I do? I the root of the actual problem.
just can’t risk giving the wrong answer. Even in tests, I feel so The first step of positive discipline is to identify and
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
address
and I don’t want to be laughed at. The best thing is to stay quiet the problem. From here on, the teacher can make
or just leave that question blank on the test. interventions to encourag the student to perform more
in school such as creating activities in which the student
Clark’s teacher: This boy is insulting me by not paying attention.
can engage with his/her classmates and build his/her
How many times have I taught this thing? Is he not listening? I
am tired of trying hard when a student in a class does not care. confidence, encourage student engagement by asking
Last week, he failed the test and now he doesn’t even know the his/her opinion in certain topics, and conduct an
answer to this simple question. I am going to reprimand this boy afterclass consultation so that the teacher
so that everyone will learn that when I teach, they have to pay can address discussion points that are difficult to the
attention. They should know the right answer before I ask the students.
question!

What alternative action/s could you suggest in order to promote

positive discipline?

60 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 4: On Absenteeism

Elna: Sometimes my mother sends me to sell things at the As a student, it is important that she is aware of the
market and I can’t go to school. Sometimes I feel bored on the consequences of her actions. An intervention can be done
way to school and visit my friend instead of going to school. wherein the teacher can schedule a consultation with the
Sometimes I don’t like being in a class where the teacher always parent to address the performance of the student. In
asks me questions and looks at me in a funny way. I know that addition, the student can be referred to the Guidance
I am not going far after the 2nd year High School, so what’s the
point? I might as well do what I want. Coordinator of the School for
counseling.
Elna’s teacher: We can’t have learners missing class whenever I would consider this as a first step of discipline. Should the
they want. Her case should serve as an example so that actions continue, I would recommend the situation to the
her behavior doesn’t spread. In the morning assembly, I will
reprimand her, and give her a final warning. If she doesn’t listen,
School
she will be recommended to drop out of this school. We can’t Principal and consult him for proper solutions to the
have learners undermining authority at this school. problem.
What alternative action/s do you suggest in order to promote
positive discipline?

Guide for Mentors and Newly Hired Teachers 61

 Scenarios Possible Answer and Points for Feedback

Case 5: On Bullying
If bullying occurs in the classroom, it is the teacher's
Kurt: I am the toughest boy in this school. Everyone fears me,
and I need to make sure that no one gets away with undermining responsibility to act on it quickly and stop it. The first thing
my status. I keep others’ respect by showing them what might that he/she should do is speak with the student privately
happen if they don’t fear me. I tease small girls, and sometimes and determine the reason of his actions.
rough up an annoying boy. Everyone in school knows not to During this conversation, it is important that the student is
cross me. They know my father is tough at home and I am tough made aware of the effects of bullying to other people as well
at school.
as the consequences of bullying in school.
Kurt’s teacher: This boy is a problem. He is making other Should the actions continue, the teacher can try to schedule
children miserable and giving our school a bad name. Today in a consultation with the parent of the bully and inform them
assembly, I will announce to all learners that we do not tolerate of the situation and refer the problem to the Guidance
such behavior. I will send him to the guidance counselor. I will Counselor for proper solution to the problem.
warn him that if he persists, we will expel him from school.

What alternative action/s do you suggest in order to promote

positive discipline?

62 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 6: On Adaptability Struggle The fast-paced switching of learning modality of DepEd

Janelle: Online learning is new to me. I am used to face to face may have been too much for the student to adapt and may
classes. I will inform my teacher that I can not attend online have caused anxiety and stress to some students.
classes regularly and I can not submit my requirements on time. It is important for the teacher to empathize with the
student's situation and show consideration to the current
Janelles’s teacher: This student may just be making an excuse
for not attending our online classes and not submitting on time.
circumstances. The teacher should find ways to elicit
As their teacher, I need to be able to communicate to my class positive change of behavior or performance from the
that I will not tolerate complacency and that this rule must student.
equally and strictly apply to all.
Reiterating the priority of the Department of Education to
What alternative action/s could you suggest in order to promote
positive discipline? continue learning activities, the teacher should provide
alternative ways that the student can learn without having
the need to join online learning.

Guide for Mentors and Newly Hired Teachers 63

 Scenarios Possible Answer and Points for Feedback

Case 7: Technical Issues

The teacher should consider that not all students have
Allen: I really wanted to pass the subject, attend our online
classes on time and learn our lessons well. But because of my equal opportunities to learn with internet connectivity.
poor internet connection and I am only using a mobile phone, it As a compromise, the teacher could provide him with
is difficult for me to catch up with the discussions as well as with printed materials relevant to the lesson
the required tasks. Everyone is doing a great job except me. I so that he may be able to practice self-paced learning
think I should just drop out from school. whenever a problem with his internet connection occurs.
Allen’s teacher: I noticed that Allen is having difficulty with This is an example of giving equal learning opportunities to
internet connection since he keeps signing on and off during students.
our online classes. If this continues, there’s no way for him to
understand our lessons as well as other students in the class.
However, I have to treat my students equally to avoid favoritism.
I should not give him special treatment

What alternative action/s could you suggest in order to promote

positive

64 The Teacher Induction Program - Course 1

Key Topic 2: Reinforcing Positive Discipline (the class as a whole) and to praise each child’s efforts in
While punishment is a single act, positive discipline is a being a good team member. The core of positive discipline
process that recognizes and rewards appropriate behavior. is to catch learners doing the right thing and reward them
Positive discipline is something that could be developed on immediately.
a day-to-day basis. This process is effective for individual The following are statements that could be believed in by
children. Moreover, for teachers who are working in large some teachers, but were labeled as myths on disciplining
classes, it can also be effective for groups of children. The learners (UNESCO, 2015, 14-18).
key is to make the children feel they are on a “winning team”

Statement Remark

“People who use this argument often do it to reduce the guilt they have for using corporal
1. “It happened to me and
punishment on their children today. In their minds, they are defending their violent actions
did no harm.” against their children.”

“The problem is the disciplinary approach, not the misbehavior of the children. Justifying
2. “Nothing else works!” or
that a child has asked for violence is really intended to make the perpetrator feel less
“They asked for it!” guilty and transfer the blame to the victim.”

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it destroys
works best. Other the teacher-child relationship. Children become angry at why someone who is supposed
methods don’t.” to teach and care for them is instead threatening, beating, or insulting them.”

4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and teachers
resort. I had no choice!” to result in physical punishment at the first instance not as a last resort.”

5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” the time to build a positive relationship with the children.”

Guide for Mentors and Newly Hired Teachers 65

 The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020) suggest the
following on how to design positive reinforcement systems online.

Statement Remark

1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” reinforcement systems to engage the learners.”

“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the
2. “Positive reinforcers are type of positive reinforcers appropriate to your online class setting. For example, social
reinforcers can be done by giving praise or verbal recognition to the learners during
costly and difficult to online activities and praise for the submitted tasks on time. Another example is the
administer.” activity reinforcers, which can be done by assigning highly engaged learners to monitor
chat questions or by allowing the learners to have breakout sessions in unstructured time
to discuss among themselves about a specific topic in the lesson.”

3. “I can stick with

“Learners find different types of reinforcement motivating. To ensure that all learners
one type of positive
engage in an online class, provide a variety of layers of reinforcement such as praise and
reinforcers in my online token systems.”
class.”

4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’ understanding.
activities, I do not
In order to gather students input, the teacher may use group discussion, chat box and
need to consider the online polling. ”
learners.”

“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”

66 The Teacher Induction Program - Course 1

Optional Task: Reading
Read the Seven Principles for Constructive Child Discipline, pp. 93-96 of the
book, Eliminating Corporal Punishment: The Way Forward to Constructive
Child Discipline by F. C. Power, J. Durrant, P. Newell, and S. Hart (insert
publication year). The book can be accessed through the link:

https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng

The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.

Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed. Determine
what principle/s for positive child discipline6 could be used to address the/
those issue/s. You may write the letter of possible responses below and you
may choose as many responses as possible.

a. Respect the child’s dignity

b. Develop prosocial behavior, self-discipline, and character

c. Maximize the child’s active participation

d. Respect the child’s developmental needs and quality of life

e. Respect the child’s motivation and life views

f. Assure fairness (equity and non-discrimination) and justice

g. Promote solidarity

6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.

Guide for Mentors and Newly Hired Teachers 67

 Situations Answers Feedback

1. During the group activity of Teacher

Justin for his Classroom Observation
(CO), two of his pupils started argu- B. Develop pro-
ing with each other, which caused social behavior, self- Resolve misbehavior in a timely manner
noise and distracted their classmates. discipline, and
Teacher Justin then told them to stay character
away from each other and that he will
deal with the both of them after class.

2. Teacher Gemma prepared a very

engaging group activity for his Grade
7 during her CO. Because of the C. Maximize the The teacher should adhere to his/her
learners’ enthusiasm and excitement, child's active lesson plan. This is also important in
Teacher Gemma exceeded her time participation teaching the student the value of
allotment for the said activity, and timeliness during group activities.
therefore affected the remaining parts
of the lesson.

3. During the class of Sir Christopher, A. Develop

there was an on-going group activity Speak with the student privately and
prosocial behavior,
for his learners. Most of the pupils address his/her actions. The teacher
were quiet except for this one group self- discipline, and
character should explain to them their mistake
wherein two pupils were talking about
and how it affects the class.
unrelated topics loudly, disrupting the
other groups. He approached them F. Assure fairness
and with a soft voice he said to them, (Equity and non-
“It seems that you forgot our rules discrimination) and
during class activities, just wait until
justice
our class is finished and see what
happens then”. The two suddenly
quieted down and went on with their
activity.

68 The Teacher Induction Program - Course 1

 Situations Answers Feedback
4. During the General Mathematics class
of Ma’am Princess, she noticed that The teacher should show compassion to
Gian was sleeping. “Rise and shine,
A. Respect the child's
dignity the child and should not embarrass the
Gian! It’s time for your breakfast”,
Ma’am Princess shouted and the child in from of the class.
whole class giggled. Immediately, Gian D. Respect the child's The teacher can speak with the student
sat properly and became attentive for developmental needs and ask him after class regarding his
the whole duration of Ma’am Prin- and quality of life actions because there may be a reason
cess’s class. behind it.
5. Ma’am Trisha scheduled her First CO
in her Grade 4 MAPEH Class. During E. Respect the child's
their discussion, she noticed that As an educator, you should know that
motivation and life
among the learners, Carl was the most your students are diverse and have
views
attentive and participative. After ask- different paces in learning. You should
ing a question, she then called Amy to know the uniqueness of every learner and
answer, “I don’t know”, Amy replied F. Assure fairness
should not compare them with each
nervously. Then Ma’am Trisha told her (Equity and non-
other.
pupils that they should be more like discrimination) and
Carl to be able to answer as much as justice
possible.

6. Teacher Cora records the learners

performances and outputs during A. Develop pro- As learners, it is their right to be well-
synchronous and asynchronous ac- social behavior, self- informed of their lacking activities
tivities. She noticed some incomplete discipline, and in the class. Therefore, the teacher
activities compiled by the learners.
character. should call the student's attention
During her online class, Teacher Cora
asked the learners to share their online A. Promote solidarity and ask him/her to speak with her after
experiences. After some important class so that they may discuss his
sharing they proceed to the activities performance privately without having
where Teacher Cora prepared. Teacher to announce it to the whole class during
Cora called for the learners who have class discussion
concerns based on record to actively
participate and give immediate feed-
back to the participation.

Guide for Mentors and Newly Hired Teachers 69

 Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.

Actions Answers Feedback

A teacher should set a good example to
1. Acting in the way that you want
the children to act (modelling) POSITIVE his/her students

A teacher should encourage class

2. Forming small groups in online POSITIVE engagement, cooperation, and
synchronous activities
participation of his/her students.
A teacher should establish good class room
3. Getting the student’s attention POSITIVE management by adherence to class rules and
before you begin class
making the student focus on the lesson

4. Making assumptions on student NEGATIVE A teacher must be objective and should

abilities without evidence or data not openly judge a student without basis

Use of physical force is never an option for

5. Using physical force NEGATIVE any punishment to a behavior. It violates
the law of child protection policy

70 The Teacher Induction Program - Course 1

Positive discipline is a way not only to reduce misbehavior b. Establish clear rules and procedures and instruct
but also motivate learners (UNESCO 2015, 80). It is based learners on how to follow them. Give primary-level
on the premise that behavior that is rewarded is behavior learners, in particular, a great deal of instruction,
that will be repeated. The most critical part of positive practice, and reminding.
discipline involves helping learners learn behaviors that are
effective in promoting positive social relationships and help
them develop a sense of self-discipline that leads to positive Classroom management is the set plan for a teacher to manage student
behavior effectively while teaching all grade-level curriculum. Teachers
self-esteem.
can use simple rules selected by themselves prior to students entering
the classroom or wait until the first day to collaborate with students to
Required Task 4: Reflection decide on the best rules for the class.
Once rules are set, the students will begin to sense the tone of the
The following are some ways that can help you create a classroom culture. The next step is for the teacher to explain and
motivating and conducive environment. How are you going practice classroom procedures. Similar to rules, procedures should be
to illustrate these ways in your own classroom? Limit your simple and easy for a student to follow. Classroom procedures must be
response to 100-150 words per question. outlined and generated by the teacher before the school’s first day and
will start the minute a student enters the room.
a. Hold and communicate high behavioral 1. Talk to Fellow Teachers
expectations for your learners and yourself. 2. Choose Logical Consequences
3. Focus on Respect
4. Work within District Guidelines
Our students will live up (or down!) to your expectations. Student
achievement is strongly affected by what the teacher expects of them
and this has been demonstrated by many educational researchers. The
first and most famous experiment is known as the Pygmalion effect.
There was much more movement between ability groups as students
learned and improved.

It is more helpful to ask, ‘How can I teach these students this content?’
rather than ‘Can I teach them?’ and ‘How will they learn best?’rather
than ‘Can they learn?’ Early in my career I taught a boy who was
repeating Kindergarten because at the end of a year of school he still
could not read his name or even the word ‘I’.

At the end of another year of schooling in my class, he could still not

read. I often think about him and how there must have been
something different that I could have done. Perhaps he had decided
that he would never be able to learn to read because of his experiences.
I cannot help thinking that more of a growth mindset on my part
would have made a difference.

Guide for Mentors and Newly Hired Teachers 71

 Summary
Discipline shapes learners’ behavior and helps them to learn
self-control when it provides encouragement, not painful,
meaningless consequences (UNESCO 2015, 21). You should
use classroom discipline positively by believing in your
learners’ abilities and communicating affection and respect
for them. When you are willing to observe your learners and
respond in ways that encourage positive behavior, you help
them become responsible for their own behaviors and they
reduce the likelihood of misbehaving in the classroom.

An effectively managed classroom is the one that motivates

learners while creating and supporting positive behaviors. In
order to do this, you need to make sure that:

a. Your expectations are clear.

b. Instruction is interesting for your learners.

c. Your learners see a purpose and value to what is

being taught.

d. Instruction relates concepts and skills to a learner’s

experience and is meaningful within his or her daily
life.

e. Your teaching strategies are varied. Learners can

become bored, even if the topic is interesting, if you
constantly use the same teaching methods.

72 The Teacher Induction Program - Course 1

Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.

Scenario Answers Feedback

1. At the very first day of the school
year, Teacher Joy enforces This shows that Teacher Joy have a well- organized
TRUE classroom management system.
classroom rules promptly,
consistently, and equitably.

2. Ma’am Carol believes that it is a Teachers must consistently reflect and assess one's
waste of time to devote time in FALSE
own practice to know which points should be
teaching self-monitoring skills.
improved

3. Teacher Michael ensures that he

maintains instructional pace of This ensures that the student can also smoothly adapt
his lesson for the day and makes TRUE to the changes in the discussion without forgetting
smooth transitions between previous lessons
activities.

4. Monitor classroom activities Teachers should constantly monitor student's

and give learners feedback and progress and performance to know what
reinforcement regarding their TRUE
interventions must be employed to improve their
behavior.
behavior or performance.

5. Evelyn makes sure that there

would be one item in her quizzes Teacher must always show fairness to his/her students
that would be very difficult for
learners to answer in order FALSE regardless of their academic standing
to discriminate the very good
learners from the rest.

Guide for Mentors and Newly Hired Teachers 73

 Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships contribute
Ask a colleague, either a fellow newly hired teacher or a to a great extent to learners’ engagement in face-to-face or
fellow subject area teacher, on which they think are the best virtual classroom activities. Indeed, relationships are key--
ways to build relationships with their learners. Write your which includes teacher-to-learner and learner-to-learner
findings on the space provided. Limit your response to 100- interactions. To build a positive relationship with your
150 words. learners, you should know the importance of understanding
and empathy. Some of the conditions that are especially
important in encouraging positive learner behavior as part of
Here are three examples of ways a teacher can build a the relationship building process are:7
positive relationship with students: making clear - Maintaining a positive emotional tone in the
relationship between student and teacher is one of classroom.
respect. This important so the student knows that you
- Providing attention to the learner to increase positive
are their mentor and you are on their team. You want
behavior.
them to be successful and see it through that they are
successful. Knowing about the student’s home life is - Providing consistency in the form of regular routines
important when building a relationship with the student. for daily activities and interactions to make unexpected,
negative experiences less stressful.
By knowing about the student’s family and how the
student is treated at home can help you gage how/what a - Responding consistently to similar behavioral
student will do in your classroom. Lastly, knowing the situations – both positive and negative.
student’s intellectual needs. All kids do not learn at the - Being flexible, particularly with older learners and
same rate. Therefore, knowing how quickly a student adolescents.
picks things up will create a positive relationship because - Treat mistakes as lessons. Tell your learners that we
you will be able to keep the student accountable and give only learn by making mistakes.
his extra attention when he needs it. The biggest positive - Building confidence. Promote positive self-talk.
I see in being a teaching is being able to encourage
- Focusing on past successes.
children and make each child feel special. As a
cheerleader, it comes naturally to be to be extremely - Making learning meaningful. Modify your instructional
positive and encouraging. I would love to watch as a methods.
child finally learns the object lesson and becomes proud 7 American Academy of Pediatrics, Committee on Psycho-
to be a student. social Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psy-
chosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4,
pt 1):723–728.

74 The Teacher Induction Program - Course 1

Required Task 2: Checklist

What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the statements that
reflects good practice and an “X” mark if otherwise.

Statements Answers Feedback

1. Interacting respectfully and sensitively

are only important to elementary school / It is important that students learn to
learners. respect one another.

2. Treating the learners kindly and

respectfully in the classroom is enough
/ This help the students be comfortable
attending the class and it ensures that
to bolster academic achievement.
they are equally treated.

3. Taking no notice of relationships during

the teaching and learning process.
/ Regardless of relationship, the teacher
must always see students equally and
have no bias.

4. Awareness of explicit and implicit Encourage the use of strategies and the
messages given to learners is / development of oral communication
important.
skills

5. Modelling behavior to learners, A teacher must always act as a good

whether intentional or unintentional,
is important.
/ example to his/her learners

Guide for Mentors and Newly Hired Teachers 75

 Key Topic 2: Maintaining Trust and
Fairness in the classroom

Some of the characteristics that learners appreciate in a

teacher and their co-learners, and should form a core part of
monitoring our own behaviors, are:8

Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and choosing the feelings.
learners to be assistants or to
Active Listening This means being attentive and
participate in special activities.
responding when a learner speaks.
You need to show that you have
heard the learner and to give
Humor The ability to respond lightheartedly him or her a chance to correct a
to learners. misunderstanding or interpretation.
You might try re-stating what has
been said or a use of body language
to show empathy.
Respect This involves showing regard for the
rights and feelings of learners. These characteristics may model to learners how they would
also interact with each other. This would enhance learner-to-
learner relationships.
Courtesy This is another sign of respect.

8 Lawrenz, Frances & Huffman, Douglas & Gravely, Amy.

(2007). Impact of the Collaboratives for Excellence in Teacher Prepa-
ration Program. Journal of Research in Science Teaching. 44. 1348
- 1369. 10.1002/tea.20207.

76 The Teacher Induction Program - Course 1

Required Task 3: Reflection
List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share his/
her own rules he/she has in his/her own class.

My Classroom Routine as an My Routines I Set as a Subject- The Routines my Colleagues Set

Adviser Teacher in Class

*Greetings to the students *Introduction of my self *Greetings

*Prayer *Prayer *Attendance Record
*Openly discuss concerns and *Remind students of class rules *Assignment/Output Verification
their mood for the day. *Begin discussion *Begin Classroom discussion
*Remind students of the class
rules

You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague. Take
note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom rules set the
standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are important role models
for our learners.

Guide for Mentors and Newly Hired Teachers 77

 Required Task 4: Oath of Promoting Trust and Fairness
(Output for Portfolio)
Accomplish the oath below and write three tasks you intend
to do that will help you promote trust and fairness in your
own classroom.

OATH OF PROMOTING TRUST AND FAIRNESS

Rhegee F. Escasinas
I, _______________________________, a newly hired teacher, do solemnly swear

to abide by the following tasks on promoting trust and fairness to my learners:

reduce race and gender barriers to learning;

a. ___________________________________________________________

___________________________________________________________

avoid assumptions about students' backgrounds;

b. ___________________________________________________________

___________________________________________________________

and don't ask students of color to be “experts” on their race.

c. ___________________________________________________________

___________________________________________________________

RHEGEE F. ESCASINAS
______________________________________________

(Signature over Printed Name)

78 The Teacher Induction Program - Course 1

Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.

Statements Answer

1. We should tell our learners how we expect everyone to

behave in class (our learners and ourselves) and discuss
these expectations regularly.
AGREE
2. We must inform our school’s administrators, other
teachers, and parents about our classroom rules, so
they can help to monitor them and to avoid conflicting AGREE
expectations.

3. The rules we develop with our learners must be applied AGREE

consistently with no favoritism.

4. We must constantly be aware of what is going on in and

outside of our classrooms, and our monitoring must be AGREE
subtle and preventative.

5. We cannot get angry or lose self-control, but be role

models for good behavior, and follow the rules.
AGREE
6. When discipline is necessary, it focuses on the learner’s
behavior, not the learner. The learner’s dignity is
maintained.
AGREE
7. We need to encourage learners to monitor their own
behavior, such as by keeping diaries. They also need to
monitor each other’s behavior with respect.
AGREE
8. In teaching, we should not use ambiguous or vague
terms. Activities should be sequenced clearly and with
as few interruptions as possible. AGREE

Guide for Mentors and Newly Hired Teachers 79

 Summary
• Building a good relationship with your learners will help
you ensure positive student behavior and discipline.
Thus, an effective educator who foster positive
relationships with their learners creates classroom
environments more conducive to learning and meet
learners’ developmental, emotional and academic
needs.

• In order to maintain trust and fairness in the classroom,

teachers should always bear in mind the characteristics
that learners appreciate. These characteristics should
form a core part of monitoring our own behaviors:
fairness, humor, respect, courtesy, openness, and
active listening. Modeling these characteristics to
learners. also positively reinforces good learner-to-
learner relationships.

80 The Teacher Induction Program - Course 1

 Congratulations! You’ve come to the end
of Teacher Induction Program Course
I: The DepEd Teacher. Please go to this
link for the summative assessment:
_____________________

Don’t forget to take a screenshot of your

score. It will be submitted to your mentor for
verification and recording purposes.

Once you’re done, kindly input your score

here: [Input your score here.]

Additional reminder: Compile your portfolio

output/s and make sure that your mentor
has checked your coursebook.

Guide for Mentors and Newly Hired Teachers 81

 Glossary

Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.

Class Adviser is a teacher assigned to manage a particular class throughout the school year.

Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.

DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.

Discipline The practice of teaching or training a person to obey rules or a code of behavior
in both the short and long terms.

Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.

Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.

Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way in
which learners learn and their social knowledge and behavior.

Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.

Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and improvement
of the people’s quality of life.

82 The Teacher Induction Program - Course 1

Mandate an obligation enforced by law.

Mission a declaration of an organization’s core purpose and focus that is normally

unchanged over time.

Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.

Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment such
as spanking, verbal abuse and humiliation.

Punishment An action (penalty) that is imposed on a person for breaking a rule or showing
improper conduct.

Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve the
efficiency of government services, within affordable levels, and in the most
accountable manner.

School an educational institution, private and public, undertaking educational operation

with a specific age-group of pupils or learners pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site.

Strategic Direction a course of action that leads to the achievement of organizational goals.

Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.

Values are the principles the Department adheres to in pushing the programs into action.

Vision an aspirational description of what an organization would like to achieve or

accomplish. It is intended to serve as a clear guide for choosing current and
future courses of action.

Guide for Mentors and Newly Hired Teachers 83

 References
The resources listed can also be found in the TIP repository folder that can be accessed through this link: https://drive.google.
com/drive/folders/1UEnwol5TUJBDz4PAM0igc3UWMfJNG75o?usp=sharing

Issuances and Legislations

Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. https://www.deped.gov.ph/wp-content/
uploads/2012/05/DO_s2012_40.pdf
Department of Education Order No. 36, s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://
www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program. https://www.
deped.gov.ph/2013/12/03/do-53-s-2013-approval-and-implementation-of-the-2013-deped-rationalization-program/
Department of Education Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division Offices of
the Department of Education. https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-
regional-and-schools-division-offices-of-the-department-of-education/
Department Order No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Executive Order No. 366, s. 2004 on Directing a Strategic Review of the Operations and Organizations of the Executive Branch and
Providing Options and Incentives for Government Employees who may be Affected by the Rationalization of the Functions and
Agencies of the Executive Branch. https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-s-2004/
Philippine Regulation Commission Resolution No. 435, s. 1997 on Code of Ethics for Professional Teachers. http://teachercodes.iiep.
unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act No. 4670, 1966 on The Magna Carta for Public School Teachers. https://www.lawphil.net/statutes/repacts/ra1966/
ra_4670_1966.html
Republic Act No. 9155, 2001 on An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for Other
Purposes. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Republic Act No. 10533, 2013 on An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing
the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes. https://www.officialgazette.gov.
ph/2013/05/15/republic-act-no-10533/
Republic Act No. 10627, 2013 on An Act Requiring all Elementary and Secondary Schools to Adopt Policies to Prevent and Address the
Acts of Bullying in their Institution. https://www.lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Sambolt, M. (2020). How to Design Positive Reinforcement Systems Online. American Institutes for Research.
https://www.air.org/resource/how-positive-reinforcement-can-keep-students-engaged-virtual-setting

84 The Teacher Induction Program - Course 1

Other Sources (Alphabetical Order by Author)

American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
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edu/ CETP/temple_teach/cm-trait.html
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UNESCO Publishing.

Guide for Mentors and Newly Hired Teachers 85

 Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce
Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 87

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team

Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

National Capital Region

Region X
(NCR)
Division of Bukidnon
Division of Quezon City
Division of Misamis Oriental
Division of Caloocan
Division of Misamis Occidental
Division of Manila

88 The Teacher Induction Program - Course 1