Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

COURSE
The DepEd Teacher
1
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction

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

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

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

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
1. demonstrate understanding of the DepEd’s of Education Vision, Mission and Core Values
mandate, vision, mision, core values and strategic (DepEd VMV).
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 Teachers are essential to the quality of education

The Department of Education (DepEd) was established because they plan instructional interactions with and
through the Education Decree of 1863 as the Superior among students centered on academic material, which, in a
Commission of Primary Instruction under a Chairman. perfect world, have an impact on student learning.
The Education agency underwent many reorganization
efforts in the 20th century in order to better define its
purpose vis-à-vis the changing administrations and I'll start by getting acquainted with the Department
charters. The present-day Department of Education was of Education as a new instructor. I must prioritize the
eventually mandated through Republic Act No. 9155, DepEd's mandate, purpose, vision, core values, and
otherwise known as the Governance of Basic Education
Act of 2001, which establishes the mandate of this strategic direction in order to make sure that I am
agency. advancing educational quality in line with the department's
goals. Furthermore, I'll make sure that I prepare and
DepEd formulates, implements, and coordinates
provide in-depth courses to the best of my ability.
policies, plans, programs, and projects in the areas
of formal and non-formal basic education. It Additionally, I'll establish a setting that encourages
supervises all elementary and secondary education learning in the students.
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.

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. responds to the needs of the learners?

In order to achieve educational equity, all respect each learner's demands and
students must have the conditions, opportunities, lifestyle norms. Expectations shouldn't be set too
tools, and resources necessary to succeed. By high because each learner is different. I'll impart
providing my students with equal opportunities excellent morals on kids and have a conversation
regardless of their ethnicity, religion, culture, with them about the worth of respecting one
color, or status, I can uphold equity in education. another's differences. And of course, it will all
giving them a variety of training to cater to my begin with me. I will ensure that every session
students' various learning styles. I'll remove has a purpose so that students learn in a way that
obstacles to learning, encourage group work in is natural to them and is not pushed.
the classroom, and provide more chances for all
students to succeed.
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
My goal as a new public-school My goal is to provide a learning My school is competitive while
teacher is to be effective and environment where students also supportive in terms of
efficient. I was always hoping can comfortably explore new developing learners' confidence
for more for my students. What concepts. Through education, I and attitude toward becoming
and who they were today; I hope to enable all the students responsible individuals who
wanted to see them grow and in my class to discover a sense strive to achieve their full
discover their strengths and of meaning in their lives. To fit potential.
weaknesses, build character, and their distinct cultures and
become a better intellectual and behaviors, make sure all lessons
moral person. are student-centered and
individualized.

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
Vision premises. Provide at least two ways of integrating this in
her lessons. You may respond in 3-5 sentences.
We dream of Filipinos
who passionately love their country Teacher Johanna should first consider
and whose values and the subjects into which she can integrate and
achieve her lesson objectives, such as Araling
competencies Panlipunan. The students will then be
assigned to perform or complete activities
enable them to realize their full potential that demonstrate their patriotism. It is
encouraged that learners explore for larger
and contribute meaningfully to building the nation.
ideas and concepts rather than simply
As a learner-centered public institution, answering closed-ended questions. To
improve emphasis and understanding of the
the Department of Education lesson, the learning must be visible and
authentic.
continuously improves itself
to better serve its stakeholders.

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:
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 Key Topic 2: DepEd’s Mission
Andrew help his learners to gain confidence and
participate in scouting? You may respond in 3-5
sentences.

Teacher Andrew should conduct the Mission

Hands-on Orientation and provide a practical
method of learning to help scouts gain To protect and promote the right of every Filipino to
confidence. When pursued in an outdoor quality, equitable, culture-based, and complete basic
education where:
setting, activities and games provide a fun
way to develop skills while also providing Students learn in a child-friendly, gender-sensitive, safe,
contact with nature and the environment. and motivating environment.
Scouts learn in small groups how to create a Teachers facilitate learning and constantly nurture every
sense of unity and camaraderie. learner.

Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for
effective learning to happen.

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 Core Values
3-5 sentences.
In promoting “One DepEd,” the official DepEd core
Teacher Helga should facilitate a non- values adapted the national motto as stated in the
discriminatory teaching method in Republic Act No. 8491 (otherwise known as the Flag and
Heraldic Code of the Philippines). The core values are
accordance with the Department of enumerated as such:
Education's Child Protection Policy. She
must create connections between her
classroom environment and the lives of her Maka-Diyos
students. She must also maintain a clean and
orderly classroom in order for students to be Maka-tao
expressive and encouraging. The classroom
must be a place where good values and Makakalikasa
respect can be instilled, regardless of
gender, identity, background, culture, or n Makabansa
religion.
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 Teachers11

 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
Maka-tao backgrounds

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 Teachers13

 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

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

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

Makabansa country

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 2. Perseveres to achieve goals despite
school, 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
in responding to the following school scenarios. You may The DepEd Core Values teaches us the love for God
answer the following questions in 3-5 sentences. Write (maka-Diyos), love for fellow men (maka-tao), love for
your answer on the space provided. nature (makakalikasan), and love for country
(makabansa). Teacher Molina inspires his Grade 2
learners to become a better version of themselves
Scenario 1: through exemplifying qualities and characters of our
Teacher Luis is a Grade 10 guidance counselor and a national heroes. What classroom management strategies
Values Education teacher at Arellano High School. One can Teacher Molina employ to encourage learners to
of his classes has a diverse religious background. One apply the DepEd core values in real life situations?
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 Teacher Molina can use it as an activity
spiritual beliefs. How can Teacher Luis mediate and help
resolve the argument? (You may refer to Department
to teach the DepEd core values to Grade 2
Order (No. 32, s. 2013) and Department Order (69, s. students, in which she can assign her class per
1990)). group to act as one of the national heroes and
portray the good values that they have, so that
the students can internalize the good values in
Teacher Luis should explain to all his
real life situations.
students that students of different religious
beliefs should not be forced to participate in
religious activities that are not permissible in
their religion. To avoid discrimination in the
classroom, they should learn to respect the
religions of others. As a result, if one of their
classmates declines to join or lead the class
prayer, they should respect their decision.

Guide for Mentors and Newly Hired Teachers15

 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
My goal as a new teacher is to be My aim is to have a class where all My vision for my school community
a teacher who inspires my my students work together. To is to be a deeply united learning
students to enjoy learning. I will foster an environment in which each environment with lots of benefits for
work hard to identify my own individual feels accepted and students, teachers, parents, and the
strengths and then use them to valued. To create a classroom entire school. A community with
motivate and inspire my students, where there is no bias and everyone strong leadership to assist the
resulting in a positive outcome for has an equal opportunity to learn. I school in providing a quality
each student and a shift in the want to create a learning education to all students.
way I teach. My objectives are to environment that promotes a love of
motivate and engage my students learning.
through continuous and daily
student-centered active-learning
lessons, as well as to assist all of
my students in discovering
meaning in their lives through
education.
ACTION POINTS
I will persist my professional In my class, I will create a child- I intend to strengthen the school
growth by attending seminars and friendly environment and partnership with parents and other
reflecting on my teaching encourage cooperative learning. I stakeholders for the benefit of the
strategies in order to provide the will plan a variety of activities in school and its students.
best education for my students. which everyone can take part.

16 The Teacher Induction Program - Course 1

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

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

Guide for Mentors and Newly Hired Teachers17

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

3. Modernize Education Management and Governance I, EDEN M. PEREZ, promise to do

my best to make knowledgeable and
Your school effectively implements a School-based correct decisions, while holding myself to
Management (SBM) system that empowers your school a high standard of integrity, hard work,
head to make decisions that respond to your school’s and dedication to my profession. I pledge
immediate needs.
to do my part to help others and my
Your Grade Level Coordinator conducts LAC sessions school. I promise to provide the best
with all the teachers in the grade level to be education possible for my students while
knowledgeable about the concerns of teachers and
learners. maintaining my professional dignity as a
teacher. I promise to make my students'
Your school prepares alternative learning mode for all education my first and most important
learners.
priority, and I will work harder to learn
The Local Government Unit (LGU) provides assistance to how to help my students learn.
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,
1. In what ways has this module helped you reflect
Vision, Mission, Core Values, and Strategic Directions),
on the Vision, Mission, Core Values, and Strategic
answer the following questions. Write your responses in
Directions of the Department of Education?
3-5 sentences.

This module has taught me that the

term "teacher" has a very broad
definition. That his or her role extends far
beyond four walls of the classroom. One
of the most important people who molds
and shapes the minds of students is the
teacher. Because of this module, I
realized that if I do not pursue
professional development, I will be
unable to provide a quality education to
my students.

Guide for Mentors and Newly Hired Teachers19

 2. How has this module helped you clarify your vision
and motivations in serving your learners better and in
promoting a learner-centered environment for them?

3.What are your personal beliefs and values that are

This module serves as a wake-up aligned with the DepEd’s VMV (Vision, Mission, Core
3. call for me to keep my dream of Values)?
changing the lives of my students as my My personal beliefs, which are
top priority, despite the challenges I consistent with the DepEd Vision,
20 The Teacher Inductionfaced as -aCourse
Program new teacher.
1 This serves as Mission, and Core Values, are that "we
my guide to being a competent teacher should not judge a book by its cover,"
and providing a learner-centered because I realized that as a teacher, I
environment that is concerned with the should not judge my students simply by
well-being of my students. looking at them or by the mistakes they
make because a child's intelligence is
not measured by it. When it comes to
learning, I should provide equal
opportunities to all of my students,
regardless of their attitudes or behaviors.
And it is my duty as a teacher to change
the lives of my students one at a time.
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've discovered that the PPST Standards help How can this PPST Strands be easily
us discover and develop better and more implemented with the overlapping activities that
effective teaching methods. teachers have throughout the year without
Learning is an experience and a journey that causing them additional stress?.
lasts a lifetime.

Guide for Mentors and Newly Hired Teachers21

 NEAP is mandated to provide standards-
based professional

Key Topic 1: Introduction to the

PPST
In light of the Department of Education’s vision to
continuously improve itself to better serve its
stakeholders, 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 integration. Hence, the Department released
DepEd Order no. 42 s. 2017 on National Adoption and
Implementation of the Philippine Professional Standards
for Teachers (PPST).

The PPST:

• sets clear expectations of teachers along well-defined

career stages of professional development from
beginning to distinguished practice;

• engages teachers to embrace ongoing professional

learning for their professional development to
enhance their own teaching;

• provides a framework of uniform measures to assess

teacher performance; and

• provides a basis for building public confidence in and

support for the work of teachers.

DepEd Order no. 42, s. 2017 mandates that the PPST

“shall be used as a basis for all learning and
development programs for teachers to ensure that
teachers are properly equipped to effectively implement
the K to 12 Program. It can also be used for the
selection and promotion of teachers. All 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,
 in the framework:

1. Recruitment, Selection, and Placement

(Recruitment and Hiring)
development programs and courses for all DepEd Teachers, School
Heads and Supervisors. All professional development for teachers is to 2. Results-based Performance Management System
be based on the PPST. More in-depth discussions on PPST will be (RPMS) - represented in the framework by the
tackled in Course 3 of TIP. PPST- aligned tools: Classroom Observation Tool
(COT), and Self-Assessment Tool (SAT), which
are used to
Key Topic 2: The Teacher Professional gauge teacher practices and better target
Development Framework professional development and training.
In order to help teachers seamlessly adopt and embody the 3. Learning and Development (L&D) - represented
expectations in the standards, the PPST has been integrated in in the framework by the Learning Action Cells and
DepEd’s Professional Development Framework (see Figure 1). The the Targeted Professional Development and Teacher
framework shows the professional development path of teachers Training.
starting from the Teacher Education Institutions (TEIs) towards their
career development in DepEd. Teachers’ professional development is 4. Rewards and Recognition (Rewards, Compensation)
guided by the Human Resource (HR) systems which are represented

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 Teachers23

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 • Reading and Reflections

up for the School

Year
Intended Module Learning
Outcomes
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
policies, guidelines and procedures on the
preparation, start, and daily management of classes
(2.1.2)

2. plan and manage administrative, teaching and

learning processes through efficient lesson
planning and accomplishment of school forms; and
compliance with DepEd’s policy and guidelines on
lesson preparation (4.1.2)

3. manage learner behavior constructively by applying

positive and non-violent discipline (2.6.2)

Module Outline
Session 1 - The DepEd School Calendar

Session 2 - The School Support System

Session 3 - Pre-opening of Classes

Preparation Session 4 - Opening of Classes

Session 5 - Handling Advisory Classes

Estimated Time required: 1 hour

Required Tasks
• Personal School Calendar
Required Resources school calendar. It also provides an enclosure for the
calendar of activities for the current school year to enable
• Deped Order (No. 1, s. 1991)
schools to efficiently and effectively implement the
• Deped Order (No. 109, s. 2009) school events and school activities while being supported
by the regional office and the division office. Meanwhile,
• Deped Order (No. 43, s. 2012) the schools are allowed to observe local and national
celebrations provided that these activities are beneficial
to learners.
Session 1 –
The DepEd
School Guide for Mentors and Newly Hired Teachers25
Calendar
Key Topic 1:
The DepEd
School
Calendar
The DepEd school calendar for
each school year sets the opening
and closing day of classes. It also
prescribes the number of school
days where learners need to go to
school, inclusive of the in-service
training for teachers, 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- 2021.

The DepEd school calendar also

follows Republic Act 11480, which
is also known as An Act to
Lengthen the School Calendar
from Two Hundred (200) Days to
Not More Than Two Hundred
Twenty (220) Class Days.

The DepEd school calendar also

provides an enclosure of
implementing guidelines on the
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
Department of Education (DepEd), may opt to set a out its mandate to deliver continuous learning.
different date for the beginning of the school year. When the threat of the pandemic heightened, the
Department of Education (DepEd) temporarily
Key Topic 2: Continuity of suspended classes and adjusted the current school term
in an effort to save learners, teachers, and school staff
Learning (A History) 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
At the height of the Gulf crisis in the Middle East, DepEd announced that classes would continue in October. The
Order (No. 1, s. 1991) ordered a system of continued announcement came after numerous schools were
learning despite the apparent war. Its content clearly asking for different extensions and possible class
specified that “the continuing education of the youth opening dates. DepEd opted to adjust classes by
remains the utmost priority.”1 The order also envisioned introducing modules and the use of online video
mechanisms for home-based learning, utilization of self- conferencing applications such as Zoom.
learning kits (both reinforcement and enrichment), and
application of various multimedia platforms. DepEd also introduced its “Basic Education Learning
Continuity Plan” (BE-LCP) as its plan so learners are still
While the Gulf crisis did not escalate as it was expected, able to continue their learning despite any ongoing
DepEd shows that it has the contingency plan in place in disasters like calamities, pandemics, etc. There are four
case a disruption of classes ensues. Moreover, our important aspects to the plan: communication, materials,
geographical location as a country makes us vulnerable learning activities and assignments, and assessments.
to tropical storms and volcanic eruption. These natural Communication involves ways of providing teaching
factors directly affect continuation of the school calendar. whether it be answering questions, discussion of a topic,
Hence, there is DepEd Order No. 43, s. 2012 that relaying instructions, or anything about the course.
provides a protocol for cancellation of classes according Materials include the lessons, references, and other
to PAGASA’s weather bulletin.2 Another document, things needed for learning activities. Learning activities
DepEd Order no. 109. s. 2009, lays out the post-calamity and assignments are activities that facilitate learning and
education set-up which gives provision for come in many different forms or done through a variety of
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) –
methods depending on the teaching style of the teacher
Guidelines For the Implementation of the Education Sector or what is specified by the lesson plan. Assessments are
Contingency Plans for All Levels.” (Department of Education, methods to gauge a student’s progress.
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 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Calamities).” (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 programs, curricular non-classroom-based activities, and parent-
Required Task 1: Reading and Reflection teachers conferences. Some of the important dates to be observed include a general assembly,
deworming of children, career guidance, in-service training, Christmas break, standardized tests
Study the rationale of the Implementing Guidelines of the
spearheaded by Bureau of Education Assessment (BEA), summer classes, and end of school
DepEd School Calendar for the current school year. Write
year rites.
your insight on the space provided below. Limit your
response to 150 words. As a teacher who works in the Department of Education,
you are enjoined to be familiarized with the DepEd
School Calendar because it will affect school-based
It is essential for newly hired calendar and your professional work within the school
teachers to become acquainted with the year. It is important to mark the dates on your own
Department of Education's year-round calendar, so that it gives you a heads up on how you plan
your activities throughout the year.
activities because it will allow us to
prioritize our goals in order to strengthen
our capability in teaching, training, and
developing our professional careers. As
a Department of Education teacher, you
should mark the dates on your own
calendar so that you can plan your
activities throughout the year.

Guide for Mentors and Newly Hired Teachers27

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

QUESTION ANSWER REMARKS

The DepEd school calendar for each school FALSE The DepEd School Calendar always set the
year does not set the specific dates for the specific dates for the opening and closing of
opening and closing day of classes. classes to be familiarized with the important
dates all throughout the school year.
Republic Act 11480, which is also known as TRUE
An Act to Lengthen the School Calendar
from Two Hundred (200) Days to Not More
Than Two Hundred Twenty (220) Class
Days.
The in-service training is inclusive of the FALSE In service training is provided only for
number of days required for learners to be in teachers and pupils are not part of this
school.
training.
The parent-teacher conference is inclusive FALSE The parent-teacher conference is inclusive of
of the number of days required for learners the number of days required for learners to
to be in school.
be in school.
Alternative delivery modes or make up FALSE Make up classes are allowed to be
classes are not allowed to be undertaken to undertaken to compensate for the unplanned
compensate for the unplanned suspension
of classes due to natural calamities. suspension to cope up with the lesson
The Basic Education Learning Continuity TRUE
Plan (BE-LCP) is a plan that aims to allow
learners to continue their learning despite
any ongoing disasters like calamities,
pandemics, etc.
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities

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 Teachers31

 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

33
Guide for Mentors and Newly Hired Teachers
 Scenario Answer Feedback
1. Teacher Leo creates activities to
make sure that learners and teachers The librarian and LRDMS Coordinator
access the place where reading keep the books and teacher-created
materials and learn- ing resources are
kept. He also crafts a schedule of the
activities in the library for the students'
classes that could visit the place. He additional supplementary materials.
coordinates with the School Head for the Librarian/
selection, acquisition, organization, and LRDMS
maintenance of reference and reading
materials. Coordinator
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 The School Guidance Counselor is in
cheating by their adviser. She calls the
charge of providing students with
attention of the parents and reports to
them what the learners did. Since it is Guidance guidance counseling. She could call a
the first incident, the learners are Coordinator/Te meeting with her parents to discuss the
reprimanded and remind- ed of the acher problem and impose punishment to avoid
importance of honesty and of not
cheating.
making the same mistake again.

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 learners focusing on the four A guidance counselor assists students in
exits envi- sioned for SHS graduates— Guidance deciding which career path to take on their
namely, higher education,
entrepreneurship, employment, or middle- Councilor journey.
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 the continuous improvement of the
school for the month of August. He is Administrative Any plan regarding with the school
also preparing the financial report for Officer improvement should be reported and
the month of July. Both reports are approved by the School Head before
subject to the approval of the School
Head.
implemented.

a. Guidance Coordinator/Teacher

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers35

 Scenario Answer Feedback

5. Miss Rhea prepares the receipt,

issuance, maintenance, and safekeeping
of supplies, materials, and equipment and
other prop- erties and facilities of the
Property Property custodian is the one responsible
school. She also conducts and Custodian for school property and materials or
maintains the inventory of properties equipment keeping and reporting.
and prepares the required reports for the
School Head’s reference.

a. Librarian/LRMDS Coordinator

b. School Nurse

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 Teachers37
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, friend, messaged you on Facebook and told you that she
and other stakeholders in identifying and resolving issues will be absent tomorrow. She asked you to substitute all
and concerns in the school community. Discuss how you her five classes. Without letting you respond, she already
can help in each scenario and involve some key sent you the learning materials for her lessons tomorrow.
personnel who can help you resolve the following However, you also have classes to attend and your
challenges. learners are expecting to deliver a performance task that
they prepared for. What are you going to do as a
Scenario 1 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 I will honestly tell her that I also have classes
incident was not addressed and resolved properly. Her that I needed to attend. I will advise her to
daughter is still afraid and decided not to go to school
that day. The incident happened during Science time
message the school head that she can longer
because the teacher was late to enter the class. You also go to school, and she needed a teacher to
had other classes to attend to and had no chance to substitute for her so that the school head
meet your advisory class during that time. Who should would be the one to decide whose teacher is
you seek help to?
available to look for her class.

I would first seek the assistance of

the school guidance counselor in this
matter to determine the best way to
resolve the issue in collaboration with
the parents and students involved. If the
problem has not been resolved, it is time
to seek the assistance of the school
principal.
38 The Teacher Induction Program - Course 1
Scenario 3 Session 3 – Pre-opening of Classes Preparation
Lito, the class president of your advisory class, was
elected as the president of the Supreme Student Key Topic 1: Preparations for
Government (SSG). After three months, his subject pre- opening of classes
teachers are having trouble with his class standing
because of his frequent absences and non-submission of Now that you have familiarized yourself with the DepEd
required written and performance tasks. Lito is getting school calendar and the school support system, it is time
overwhelmed with the various school activities he to get ready with the preparations for the pre-opening
manages. What are you going to do as the adviser? of classes. Planning ahead for the opening of classes is
important so that you can efficiently and effectively
prepare for the school year. In this session, you will
determine how to get to know the school structure,
I will explain to Lito that I understand
available resources/ equipment, etc. and set up the
his role as the President of the Supreme classroom.
Student Government., that he has lots of
Your first year of teaching in the public school system
duties and responsibilities to full fill, but I would probably be one of the most rewarding and
will also remind him that he should not just unforgettable experiences that you will have as a
focused on this, he has still subjects that he teacher. Expect that you will have grounding
needs to prioritize. He should learn to experiences, as well as a myriad of challenging
circumstances that will test your character. Hence, it is
balance his duties as well as his academic important that before you prepare your classroom and
subjects to avoid conflicts on her grades. I your lesson, you also need to prepare yourself physically,
will advise him to create his daily time plan mentally, and emotionally.
so that he can full fill both his duties without You can do journal writing to reflect on your teaching
sacrificing his academic subjects. 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 Teachers39

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

SCHOOL OFFICE/ADMIN
CLINIC
PROPERTY CUSTODIAN
SDRRM
ICT
SCHOOL LIBRARY
FEEDING PROGRAM
BRIGADA ESKWELA
CIP
LIS
BSP/GSP
GAD
JANITOR
SECURITY GUARD

Guide for Mentors and Newly Hired Teachers41

Key Topic 3: Setting up the Summary
classroom • Preparing for the pre-opening of classes is
important so that you will be able to accomplish
In setting up your classroom, you need to think about
your job effectively and reduce the possible stress
how to arrange a learning environment that is conducive
because of lack of preparation.
and friendly. Take some time to imagine how the learners
would be sitting and how the classroom would appear • It is important that before you prepare your
when the learners finally arrive on the first day. Make classroom and your lesson, you also need to
sure that the image that you create is student-centered; prepare yourself physically, mentally, and
that means, the floor plan or layout actually allows emotionally.
convenient movement for teaching and learning.
Examine the room and look around and find the things • Learning your way around your new work environment
that you can still utilize. Some classrooms already have – your school assignment would allow you to work
bulletin boards, cabinets, boxes for cleaning materials, efficiently within your designated workstation and
etc. You may decide if you will keep them or find a place the DepEd system
where it can be kept. Be reminded that whatever you use
in your classroom are recorded in an inventory of
physical 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 A. Welcome
First 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
parents, etc. outside 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. D. Introducing the learners to each other through an
Make sure that you show your presence with authority activity
and openness to your learners. Most importantly, • Have learners share outcomes with the class or
establish yourself in such a way that your learners feel collect written responses.
that you care for their well-being, future, and their lives in
the school. Set a good first impression on your learners, E. Class Rules
their parents, and your co- teachers. One tip is to practice • Present them.
what you want to say to help you have more confidence in • Structure time for learners to develop their own
class. rules.
The best thing to do is to always come prepared. Make
F.Distribution of the grade level standards.
sure that you spend time in preparing your lessons and
other tasks in school. This is your first year of teaching in G. A quick lesson
the public school, it is important to demonstrate
professional disposition and discipline in the discharge of H. Dismissal – Goodbye
your professional duties.

Kottler, Kottler, & Kottler (1998) shared a guide for the first Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
1998. Secrets for Secondary School Teachers: How to
day of classes. Succeed in Your First Year. California: Corwin Press, Inc.
Guide for Mentors and Newly Hired Teachers43
Key Topic 2: Getting to Know different activities that you will do in the coming days.
Your Learners Spark a feeling of awe and excitement among your
learners, so that they will look forward to going to school
You will be meeting a lot of learners who possess unique for the coming days. Emphasize that you will be with
characteristics and personalities with varying learning them in this new journey. In this activity, maintain mutual
needs. Your first task is to get to know them by their respect and interest. Games and icebreakers may also
names, so make sure that you pronounce them correctly. be appropriate.
Although knowing your learners name is a preliminary task
as a teacher, remember that you also need to be
knowledgeable about your learners’ background. Key Concept 3: Setting Rules and Routines
Knowing this information will guide you to better inform Rules play a significant aspect in helping to define the
your planning on what appropriate teaching approaches classroom situation. Rules are mostly based on moral,
and strategies are best utilized to cater their learning personal, legal, safety and educational concerns. Sample
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 information through online forms and Sample Classroom Rules
surveys. Ask your learners to write their name and the
name they wanted to be called. On the succeeding lines, 1. Students should be in their
ask the learners the information that you think will benefit seats when class is about to
you in the future like in preparing and contextualizing begin
your lesson, addressing the student’s concern, or
2. Homework is due at the
contacting the parents. This information may include your
beginning of the period
learners’ interest, hobbies, abilities, parents’ contact
information, and even the information that your learners 3. Textbooks are to be brought to class
may not probably tell you face-to-face. Above all, it is every day
important to inform your students the purpose of
gathering their personal information. As professionals, 4. Raise your hand and wait to be
we must strictly follow the data privacy act as applied to recognized before speaking
students and observe ethics in using this information.
5. Be courteous and considerate to all
At the beginning of the school year, you may ask the students and faculty
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
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
that learners will get to know you better as a teacher. 1998. Secrets for Secondary School Teachers: How to
Focus on what you want to accomplish with your learners Succeed in Your First Year. California: Corwin Press, Inc.
this year. Tell the learners 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, OPENING ROUTINES
maintaining discipline and attention, changing
activities, catching up • Share One Word: Ask students to share one
on incomplete or missed work, activities for students word about how they are feeling that day.
who finish work early, going to the toilet, using materials
in the classroom, and dismissal. It is a good practice for • The Reading Minute: Find a passage online
or in a book—an excerpt of a poem, essay,
teachers to go over some parts of the provided student
article, or story—and read it aloud. It might be
handbook to remind the students and to make sure they humor-
are aware ous, interesting, angering, or beautiful,
of sections such as the rules and the punishment for exhibiting great writing. After you read it,
their violation. 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-
Guide for Mentors and Newly Hired Teachers45
t 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
these concepts to my class
concepts
Giving students a say in the Teachers should allow the pupils I will allow my pupils
classroom to participate in developing the involvement in crafting our
classroom rules. classroom rules and regulations
so that they are aware of the
consequences they made.
Helping students gain recognition Giving short recognition to pupils I will give my pupils recognition
output or behavior can boost their to my pupil’s achievement either
morale and encourage them to small or big achievement by
study hard. giving certificates and praises to
show that I am happy on their
achievement.
Adopt other classroom We teachers can adopt other I will give varied tasks to my
procedures classroom procedures to help the pupils, giving them the
students gain personal accountable for their own
empowerment in school. learning and improve their selves
in communicating with their other
classmates
Giving students a say in the Teachers should allow the pupils I will allow my pupils
classroom to participate in developing the involvement in crafting our
classroom rules. classroom rules and regulations
so that they are aware of the
consequences they made.
Helping students gain recognition Giving short recognition to pupils I will give my pupils recognition
 output or behavior can boost their to my pupil’s achievement either
morale and encourage them to small or big achievement by
study hard. giving certificates and praises to
show that I am happy on their
achievement.
Adopt other classroom We teachers can adopt other I will give varied tasks to my
procedures classroom procedures to help the pupils, giving them the
students gain personal accountable for their own
empowerment in school. learning and improve their selves
in communicating with their other
classmates
Giving students a say in the Teachers should allow the pupils I will allow my pupils
classroom to participate in developing the involvement in crafting our
classroom rules. classroom rules and regulations
so that they are aware of the
consequences they made.

Helping students gain recognition Giving short recognition to pupils I will give my pupils recognition
output or behavior can boost their to my pupil’s achievement either
morale and encourage them to small or big achievement by
study hard. giving certificates and praises to
show that I am happy on their
achievement.

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

TRUE First impression last well beyond that
1. First impressions are really important, moment, that’s why even if you feel
so you have to set a good first
impression to your learners, their anxious on the inside, make sure you're
parents, and your co-teachers. smiling on the outside. This not only
helps people around you feel more
welcome but smiling can also make you
feel more comfortable and at ease.
2. In your first contact with your learners, TRUE If you want to make a good impression,
co-teachers, and parents, you need you must be confident. It is about
to display confidence and show that believing in your own capabilities and
you know what you are doing even in
things that you are not so sure about.
abilities, regardless of flaws or what
others may believe about you.
3. You should only do what is instructed FALSE It depends on the need of the learners.
for you to do at the beginning of the
school year.

4. You should model how to introduce TRUE So that pupils will have the confidence to
oneself at the beginning of the school introduce their self.
year.

5. Rules play a significant aspect in TRUE Having rules in the classroom helps keep
helping to define the classroom the students and the room under control.
situation.
Guide for Mentors and Newly Hired Teachers47
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 As you go over the activity, write your reflections below
Classes by answering the questions that follow. Limit your
answers to all the three questions below into a maximum
Required Task 1: Introductory Activity of 600 words.
There is no playbook that sums up your task as a Guide Questions:
classroom adviser. Apart from equipping young people
with knowledge, skills, and values to succeed in this 1. What is the role of a teacher to his/her learners?
vastly demanding society, teachers must also strive to
build their morale. Learners who enter their classrooms 2. How do you think are those roles manifested
must discover how to believe in themselves, exert effort in being a classroom adviser?
to accomplish their goals, and persist despite all
challenges. It may be ambitious and daunting, but we 3. So far, how was your experience as a classroom
should always give them platforms where they can adviser?
express their ideas so they can shine in the most brilliant
way possible.
Guide for Mentors and Newly Hired Teachers49
 REFLECTION
Teachers have a moral responsibility to impart essential life skills to students that will be useful in their personal lives in
addition to teaching educational subjects. Teachers must prepare their students to be future citizens who are creative,
innovative, and resourceful. These roles of the teacher are manifested in the classroom by implementing it by the adviser in her
actions. Performing his/her duties wholeheartedly to all his/her learners.

I experience a lot as a teacher of Dumagat learners. It is not the typical pupils-teacher relationship like we have in the
lowlands but more of a family. We don’t have the usual classroom set-up and enough resources because it is in the remote area.
But these experiences have pushed me to expand and develop new skills to produce useful resources suitable for them. We also
learned to immerse in their culture to deeply know and identify their needs as IP learners. All the Dumagat learners have their
own learning styles that is why I realized that I needed to provide varied activities and teaching strategies for them. It is very
challenging for my part as an IPEd teacher.
Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. As indicated in DECS Order 52, s. 1998, also
You will have the opportunity to meet students from known as Guidelines on the Implementation of the
different experiences and backgrounds, and you will Revitalized
definitely enrich your knowledge by celebrating diversity. Homeroom Guidance Program (RHGP) and the
It is very rewarding for you as a teacher to recognize System of Rating and Reporting Student Performance
your learners’ narratives. Under the RHGP, schools are empowered to conduct
Nevertheless, you may be designated as a class a homeroom guidance program.
adviser by the principal to manage a particular class.
As a class adviser, you are tasked to do important There is a guidance program handbook that is
assignments such as connecting to learners with reproduced for teacher use, but you may also craft your
counseling, keeping school records and monitoring own activities depending on the needs of the learners in
attendance, doing homeroom activities, promoting your class.
harmonious relationships and resolving conflicts, Login to your DepEd Learning Portal and see the
capturing and maintaining learners’ interest, respecting modules below. Choose ONLY ONE module to study
learners’ religious beliefs, maintaining a well-kept and and create a homeroom guidance plan based on these
conducive classroom, accomplishing modules:
and submitting reports on time and communicating
with parents. • Homeroom Guidance K-3 Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
As the classroom adviser, it is also your task to capture detail/18647
and maintain your learners’ interest in school. Here are
some way to get the interest of the learners (pp 47-50): • Homeroom Guidance Grade 4-6: Quarter
1, Module 2:
1. Involve the learners. https://lrmds.deped.gov.ph/
2. Decorate your room. detail/18668
3. Introduce your subject. • Homeroom Guidance Grade 7-10: Quarter
4. Instigate questions. 1, Module 2: https://lrmds.deped.gov.ph/
5. Inscribe thought-provoking quotes. detail/18687
6. Introduce variety. • Homeroom Guidance Grade 11-12: Quarter
7. Integrate with other disciplines. 1, Module 2: https://lrmds.deped.gov.ph/
8. Incorporate carefully planned games. detail/18689
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?

Every Friday of the Week  Peer Sharing  Reflection Paper

 Reflection Writing how  Worksheets
they show respect to other  Pictures
people
 Role Playing

Guide for Mentors and Newly Hired Teachers51

 can.

Key Topic 2: Connecting with

Learners
As a class adviser, you need to connect with your
learners. Apart from delivering your subject matter, it is
also important to make connections with your learners
and let them realize that what they learn in your class can
be used in real life. This will help you understand your
learners more and recognize where they are coming
from. It would be a good idea to note the information
gained from casual conversations with the learners
through the Anecdotal Records for future need. The
following are things to remember when connecting with
learners:

• Listen carefully without interrupting.

• Listen not only for what the student is saying but

also try to understand the meaning of the non-
verbal gestures.

• 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

 • At the end of a conversation, summarize what you
heard and ask the student to do the same.

• Make appropriate referrals to the counselor or other

• If you must ask questions, do not interrogate kids; instead, ask professionals when a student could profit from such
open-ended inquiries that encourage them to elaborate. help.
• Look carefully for signs of severe distress; if a student does • Follow up on the conversations by remembering to
seem to be in danger of harm or abuse, you must report it to the ask learners how they’re doing and what they’ve
administration. done since you last talked.

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)
Let the learners share their opinions and let them
Listen carefully without interrupting.
feel that they are valued.
By asking them simple questions like, “What
Find common ground
movies do you watch?”. This gives you access to
them in a new way removing the walls in the
classroom. This bridge can provide access to their
heart knowing that someone cared for them.
Incorporate morning meeting time into each day to
Develop a Positive Classroom Environment
connect with your students. Provide a reward
system and avoid giving negative punishment
instead focused on rewarding positive behaviors.
Set your rules and follow them. Don’t show
Be consistent in your rules
favoritism. This creates disrespect in your
classroom.
Care by showing acts of kindness, tapping their
Care
shoulders, praising them and through the tone of
your voice when you speak to them.
Even if you already do your job in an exemplary on the desk.
manner, expect that there are learners in your class
advisory that need special attention. Kotler et al. • The quiet student just does not talk at all. He may or may not be paying
(1998) identify these kinds of learners (pp.60-61): attention; you really cannot tell. No matter what you do to try and draw him
out, he is so shy that he just smiles enigmatically.
• The angry student looks sullen, with a chip on his
shoulder. No matter what you do, he will resist your
efforts.

• The withdrawn student is certainly not a behavior

problem; quite the opposite, she may sit passively
in the back of the room or even sleep with her head
• The student who is in over does not seem to respond to the corrections.
her head feels like she is so
far behind there is no point • The class clown may be motivated by either a
in even trying to cooperate sense of humor or something more perverse.
in class. She has given up Regardless of his intentions, he is constantly the
all hope. center of attention.

• The procrastinator
continually plays games with
you. He always has excuses
for why he does not have his
work completed. He may be
wickedly charming, but he
manages to avoid doing
much that is useful.

• The addicted student is

strung out on drugs or
alcohol. Her attention is, at
best, fleeting. She sits in the
back of the room with a
glassy-eyed stare.

• The overly social student is

always flirting or disturbing
others around him. You stop
him a dozen times, but he

Guide for Mentors and Newly Hired Teachers53

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
positive and non-violent discipline to maintain • Outputs for Portfolio: Oath of Promoting Trust and
trust and fairness in the classroom (2.6.2, 2.2.2); Fairness

2. Identify basic concepts related to Required Resources

classroom 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 2012.
relationships with the learners (2.2.2; 2.4.2);
and • Department of Education. Positive Discipline In
Everyday Teaching: A Primer for Filipino Teachers.
4. apply positive and non-violent discipline to Pasig City: DepEd Orders, 2015.
ensure learning-focused environments (2.6.2).
• Save the Children. A Toolkit on Discipline with
Particular Emphasis on South and Central Asia.
Sweden: Save the Children, 2007.
Module Outline • UNESCO. Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments
Session 1: Positive Discipline in Physical and Specialized Booklet 1: Positive Discipline in the
Virtual Learning Environment Inclusive, Learning- Friendly Classroom: A Guide for
Session 2: Positive Teacher-Student Relations Teachers and Teacher Educators. France:
UNESCO, 2015.

• PPST Resource Package Module 15: Establishing

Estimated Time Required: 1 hour safe and secure learning environment to enhance
Required Tasks learning 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 Teachers55
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
Key Topic 1: Establishing Safe and Secure aims to control behavior through negative means
(UNESCO, 2015). As a teacher, you need to be
Learning Environment
knowledgeable of ways on how to lead your learners to
Establishing a safe and secure environment for learners is exhibit positive behavior. Discipline is positive and
one of the important roles of a classroom teacher. As constructive because it involves setting goals and
classroom managers, you have the responsibility to provide conceptualizing constructive and creative solutions to
our learners with a learning environment that is free from challenging situations. Every teacher should respect a
harm or risks to promote their well-being and support learner’s developmental level, their rights to dignity and
their learning (Marzano & Pickering, 2003).You also have integrity, and their right to participate fully in their
to build their sense of community, improve academic learning.
performance, and to prepare learners to be productive
individuals. Creating safe learning environments involve Effective teachers should manage learner behavior
every aspect of creating a positive experience for constructively by applying positive and non-violent
learners. The physical space is one important element, discipline, as anchored in the Philippine Professional
but equally important are the relationships between Standards for Teachers (PPST) under Domain 2, which
learners, teachers, and the learning community as a centers on creating an environment that is learning-focused
whole (UNHCR and IRC, 2010). Furthermore, in times of and in which teachers efficiently manage learner behavior
disruptions that may necessitate emergency remote in a physical and virtual space. It has Strand 2.1.2, which
teaching (ERT), reasonable protocols in virtual learning is to establish a safe and secure learning environment to
environments must also be taken into consideration. In enhance learning through the consistent implementation
virtual space, constructive relationships can be of policies, guidelines, and procedures. The use of
developed by allowing the learners to have virtual time positive discipline ensures a learning-focused
out that is efficiently communicated with the learners and environment and to encourage positive behavior and
parents/guardians as scheduled. The virtual time out may motivate learners to feel good about themselves and the
allow the learners to be in their personal space in order to decisions they make. With positive and non-violent
cool down and reflect. With this, learners will do better for discipline, our learners will see a connection among their
their next online access in virtual space. behavior, the personal consequences, and the impact of
their actions to others. You may refer to the PPST
It is equally essential that proper behaviors must develop Resource Package 2.1.2.
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
The behaviors that you value and want to encourage
classroom, “You can bounce your ball outside on
need to be known to your learners, and you need to
the playground where there is more space to
make a concerted effort to teach and strengthen these
behaviors. Some strategies that you can use to help your play.” On the other hand, in the virtual
learners learn positive behaviors include the following4,5: environment immediately respond to the
student(s) unusual virtual actions or reactions by
- Give positive statements. calling their attention. Be mindful that your goal is
to encourage and redirect positive behavior
- Listen carefully and help them learn to use words among the learners.
in expressing their feelings, not destructive actions.
- Make connections - online learning is all about
- Provide your learners with opportunities to making effective communication with the learners
make choices and help them learn to evaluate as well as their parents/guardians both for
the potential consequences of their choices. positive and negative development during online
classes, this can effectively done during town hall
- Reinforce emerging desirable behaviors with meetings.
frequent praise and ignoring minor misdeeds.
- Establish routines, rules and procedures and
- Model orderly, predictable behavior, respectful student engagement to create an online
communication, and collaborative conflict resolution teaching and learning direction such as a
strategic pre- planned schedule of screen time
- Use appropriate body language – nod, smile, activities based on your lesson plan.
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 Teachers57

 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

Giving corporal punishment is not a solution to
Case 1 : On Being Tardy tardiness. Before giving judgement to the student
Rhea: I live a few kilometers away from my school. In the
why do not ask first why they are late. We can
morning, sometimes I have to fetch water and cook food for never know what is causing a student to be
my siblings before I can go to school. I have no money for consistently late unless we ask them. Like the
transport, 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 situation of Rhea, she does not like to go to
many. school always late, but she is compelled due to
Rhea’s teacher: I have to make sure the children understand some of the reasons that she has to cook food for
that coming late to school is not acceptable. They have to her siblings and no money for transportation. As a
know that there are consequences for their tardiness. I
always give them punishment. Some of them are even used
teacher, we must be considerate to our learners.
to it. They just offer themselves up because they know I don’t They do not deserve all the blame for being late
listen to any excuses. instead we have to show to the student that we
What alternative/s to corporal punishment could suggest to intend to solve this issue together and that they
the teacher? are not alone. We can give them additional time
after the class to cope up with the lessons that
they missed.

58 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback
Embarrassing Marcus in front of the class is not
Case 2: On Disruptive Behavior the best solution to discipline him, it could either
Marcus: I am feeling good today. I am telling funny stories,
worsen the situation or make him more
and everyone is laughing. The teacher tries to tell me to stop aggressive to fight back. What the teacher could
talking, but I want to show everyone that I am not afraid. I am do to promote positive discipline among this
tough and cannot be bossed around by a teacher.
learner like Marcus is to identify why the pupils
Marcus’ teacher: I have to ensure that the class is well- behave like this, sometimes students misbehave
behaved. Otherwise, they will just get out of control and I will
not be able to teach. The learners will take over and other because, they have problems at home and the
teachers will laugh at me. I will put Marcus in his place by school is their scape place to forget their problem.
embarrassing him publicly. I will make an example out of
Marcus so that learners will not dare to show disrespect by
The teacher can talk to Marcus privately and
making noise in my class. explain his misbehavior in a calmly manner. Tell
him the rules and regulations of the class and the
consequences of the action they made. If Marcus
What alternative action/s could you offer to the teacher in is the type of student who needs attention then
order to promote positive discipline?
involve him to group tasks and make him the
leader of the group, through this simple act
Marcus will feel that he is part of the class and
will learn to collaborate with her classmates.

Guide for Mentors and Newly Hired Teachers59

 Scenarios Possible Answer and Points for Feedback
Because not all students learn in the same way, teachers
Case 3: On Giving a Wrong Response to a Question must be aware of their students' individual differences.
Clark's behavior in class, in which he consistently gives
Clark: I am so nervous in class. I am afraid that the teacher is incorrect answers, does not indicate that he is not paying
going to ask a question when I don’t know the answer. Even if attention, but rather that he does not understand the
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I lesson. This makes him afraid to participate in class
know everyone is staring at me and laughing, but what can I because he fears his classmates will mock him. Clark
do? I could be helped by the teacher giving him a remedial
just can’t risk giving the wrong answer. Even in tests, I feel so lesson after class. I talked to him about what he didn't
afraid and always fail because I don’t know how to answer understand in the lesson and gave him remedial activities
the questions. I just don’t understand anything that is being
taught, and I don’t want to be laughed at. The best thing is to to help him understand it better.
stay quiet or just leave that question blank on the test. Embarrassing the students in class by giving the incorrect
answer will discourage the students from learning or
Clark’s teacher: This boy is insulting me by not paying attending school.
attention. 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. Last week, he failed the test and now he
doesn’t even know the answer to this simple question. I am
going to reprimand this boy so that everyone will learn that
when I teach, they have to pay attention. They should know
the right answer before I ask the 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
If the students lack the interest in going to school
Case 4: On Absenteeism maybe there are reasons behind this. Like the
Elna: Sometimes my mother sends me to sell things at the
situation of Elna wherein the teacher is the reason
market and I can’t go to school. Sometimes I feel bored on why Elna don’t want to go to school anymore.
the way to school and visit my friend instead of going to The behavior of the teacher of Elna is very
school.
Sometimes I don’t like being in a class where the teacher always unacceptable, she should be the one to treat her
asks me questions and looks at me in a funny way. I know pupils in a nice way and not to judge her, it is her
that I am not going far after the 2nd year High School, so
what’s the point? I might as well do what I want.
job to make her students feel safe in the
classroom and not to discourage them to go to
Elna’s teacher: We can’t have learners missing class
whenever they want. Her case should serve as an example
school. She should be the one who need to change
so that her treatment to her pupils, reprimanding Elna
her behavior doesn’t spread. In the morning assembly, I will with her behavior and giving her final warning is
reprimand her, and give her a final warning. If she doesn’t
listen, she will be recommended to drop out of this school. not the right solution because this only proves
We can’t have learners undermining authority at this school. that the teacher does not care with Elna.
What alternative action/s do you suggest in order to
promote positive discipline?

Guide for Mentors and Newly Hired Teachers61

 Scenarios Possible Answer and Points for Feedback
If the teachers observe bullying in the classroom,
Case 5: On Bullying he/she need immediate action to stop it. The first
Kurt: I am the toughest boy in this school. Everyone fears
thing he/she might do is to talk privately to the
me, and I need to make sure that no one gets away with pupils who bully his/her classmates, ask him/her
undermining my status. I keep others’ respect by showing why he is doing it. Let your students know how
them what might happen if they don’t fear me. I tease small
girls, and sometimes rough up an annoying boy. Everyone in people are affected by bullying and the
school knows not to cross me. They know my father is tough consequences of bullying others at school. If the
at home and I am tough at school.
first action is not affected, then seek the help of the
Kurt’s teacher: This boy is a problem. He is making other parents and the guidance councilor and discuss the
children miserable and giving our school a bad name. Today
in assembly, I will announce to all learners that we do not
solution to the problem.
tolerate such behavior. I will send him to the guidance
counselor. I will 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
Due to Pandemic, school had to shift from face-to-
Case 6: On Adaptability Struggle face to online education. Sudden and unprepared
Janelle: Online learning is new to me. I am used to face to
students were forced to study online, and this
face classes. I will inform my teacher that I can not attend caused anxiety and stress to students. What the
online classes regularly and I can not submit my teacher could do is to be considerate with the
requirements on time.
situation of the pupils. Provide them enough time
Janelles’s teacher: This student may just be making an to submit their requirements. Always encourage
excuse for not attending our online classes and not
submitting on time. As their teacher, I need to be able to them even a short phrase, “You can do this”,
communicate to my class that I will not tolerate complacency statement. Acknowledge them that everyone is
and that this rule must equally and strictly apply to all.
going through challenging time. If Janelle cannot
What alternative action/s could you suggest in order to really access to online learning, then the teacher
promote positive discipline? should give Janelle other options wherein she can
continue her study.

Guide for Mentors and Newly Hired Teachers63

 Scenarios Possible Answer and Points for Feedback
If Allen could not cope up to the lesson due to
Case 7: Technical Issues poor internet connection, then the teacher should
Allen: I really wanted to pass the subject, attend our online
provide him printed materials that are aligned
classes on time and learn our lessons well. But because of with their lessons so that he can still cope up with
my poor internet connection and I am only using a mobile their lesson and not left behind by his classmates.
phone, it is difficult for me to catch up with the discussions as
well as with the required tasks. Everyone is doing a great job
except me. I think I should just drop out from school.

Allen’s teacher: I noticed that Allen is having difficulty with

internet connection since he keeps signing on and off during
our online classes. If this continues, there’s no way for him to
understand our lessons as well as other students in the
class. However, I have to treat my students equally to avoid
favoritism. I should not give him special treatment

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
process that recognizes and rewards appropriate discipline is to catch learners doing the right thing and
behavior. Positive discipline is something that could be reward them immediately.
developed on a day-to-day basis. This process is
effective for individual children. Moreover, for teachers The following are statements that could be believed in by
who are working in large classes, it can also be effective some teachers, but were labeled as myths on disciplining
for groups of children. The key is to make the children learners (UNESCO, 2015, 14-18).
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
1. “It happened to me and
corporal punishment on their children today. In their minds, they are defending their
did no harm.” violent actions against their children.”

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

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it
works best. Other destroys the teacher-child relationship. Children become angry at why someone who
methods don’t.” is supposed 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
resort. I had no teachers to result in physical punishment at the first instance not as a last resort.”
choice!”

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

Guide for Mentors and Newly Hired Teachers65

 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,
can not be applied in encouraging positive group behavior during online classes is rewarding together
an online class.” with individual 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
2. “Positive reinforcers are select the 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
costly and difficult to learners during online activities and praise for the submitted tasks on time. Another
administer.” example is the 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
engage in an online class, provide a variety of layers of reinforcement such as praise
positive and token systems.”
reinforcers in my online
class.”

4. “When I plan online

“Positive reinforcement in a virtual environment requires the students’
activities, I do not
understanding. In order to gather students input, the teacher may use group
need to consider discussion, chat box and online polling. ”
the 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
online class do not badges to activity which can be done both in synchronous and asynchronous
need rewards.” classes. With 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 discipline 6 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 Teachers67

 Situations Answers Feedback

1. During the group activity of Teacher

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

2. Teacher Gemma prepared a very

Maximize the Stick to the lesson plan so that you are
engaging group activity for his Grade child’s active guided by your lesson activity. Always
7 during her CO. Because of the participation provide time allotment in doing group
learners’ enthusiasm and excitement, activity so that students are aware of
Teacher Gemma exceeded her time
allotment for the said activity, and the time remaining.
therefore affected the remaining parts
of the lesson.

Develop prosocial
3. During the class of Sir Christopher,
there was an on-going group activity behavior, self-
for his learners. Most of the pupils discipline, and Address the misbehavior in
were quiet except for this one group character appropriate way, talked to them
wherein two pupils were talking about
unrelated topics loudly, disrupting the
privately and explain their
other groups. He approached them Assure fairness inappropriate behavior in the class.
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
our class is finished and see what justice
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 Respect the Avoid embarrassing the child in front
of Ma’am Princess, she noticed that child’s of the class. Teacher should be
Gian was sleeping. “Rise and shine,
Gian! It’s time for your breakfast”,
dignity considerate to the child’s situation,
Ma’am Princess shouted and the maybe there is a problem in the house
whole class giggled. Immediately, Gian Respect the that’s why he did not sleep well. Try
sat properly and became attentive for child’s to talk to him after the class.
the whole duration of Ma’am Prin-
cess’s class. developmenta
l needs and
quality of life
5. Ma’am Trisha scheduled her First CO Respect the
in her Grade 4 MAPEH Class. During child’s
their discussion, she noticed that motivation
among the learners, Carl was the most
attentive and participative. After ask- and life views Avoid comparing pupils with another
ing a question, she then called Amy to pupils because every child has
answer, “I don’t know”, Amy replied Assure different ways of learning. Always e
nervously. Then Ma’am Trisha told her
pupils that they should be more like
fairness fair to your students.
Carl to be able to answer as much as (equity and
possible. non-
discriminatio
n) and
justice.
6. Teacher Cora records the learners Develop
performances and outputs during prosocial
synchronous and asynchronous ac- behavior, self- The teacher should call out the
tivities. She noticed some incomplete
activities compiled by the learners. discipline, and attention of the pupils after the online
During her online class, Teacher Cora character class to discuss their incomplete
asked the learners to share their online activities not during the lesson to
experiences. After some important
sharing they proceed to the activities
Promote solidarity avoid embarrassment.
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.

Guide for Mentors and Newly Hired Teachers69

 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

1. Acting in the way that you want

the children to act (modelling) POSITIVE Be a good role model to your
learners.
2. Forming small groups in online
synchronous activities POSITIVE Encourages collaboration and
participation
3. Getting the student’s attention
before you begin class POSITIVE This helps in creating a good
classroom management and focus to
the lesson.
Avoid giving judgement to pupils
4. Making assumptions on student
abilities without evidence or data NEGATIVE without any intervention made.

NEGATIVE Corporal punishment is not a solution

5. Using physical force to any misbehavior of pupils and
using physical force is not allowed to
teachers because it is against the law
of the child protection policy.

70 The Teacher Induction Program - Course 1

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 TRUE This is a strong indication of creating a well-
year, Teacher Joy enforces organized classroom management.
classroom rules promptly,
consistently, and equitably.
FALSE Teacher must continuously develop learners
2. Ma’am Carol believes that it is a
waste of time to devote time in self-monitoring skills and learn to gain
teaching self-monitoring skills. mastery.

3. Teacher Michael ensures that he TRUE This gives retention to the lesson on pupils.
maintains instructional pace of
his lesson for the day and
makes smooth transitions
between activities.

TRUE Giving feedback and reinforcement to learners

4. Monitor classroom activities
and give learners feedback encourages them to study well and actively
and reinforcement regarding participate in the class
their behavior.

5. Evelyn makes sure that there

FALSE Teacher should give fair assessment to his/her
would be one item in her pupils in identifying average and below
quizzes that would be very average learners.
difficult for learners to answer
in order
to discriminate the very good
learners from the rest.

Guide for Mentors and Newly Hired Teachers73

 Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships
contribute to a great extent to learners’ engagement in
face-to-face or virtual classroom activities. Indeed,
relationships are key-- which includes teacher-to-learner
and learner-to-learner interactions. To build a positive
relationship with your 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 the relationship
building process are:7

- Maintaining a positive emotional tone in the

classroom.
- Providing attention to the learner to increase
positive behavior.
- Providing consistency in the form of regular
routines for daily activities and interactions to make
unexpected, negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that
we only learn by making mistakes.
- Building confidence. Promote positive self-talk.
- Focusing on past successes.
- Making learning meaningful. Modify your instructional
methods.
7 American Academy of Pediatrics, Committee on Psycho-
social Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psy-
chosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics.
1998;101(4, pt 1):723–728.

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 Respect and being sensitive to the
are only important to elementary school
learners.
/ needs of the learners are important in
the classroom.

2. Treating the learners kindly and This give equal opportunities to all
respectfully in the classroom is enough
to bolster academic achievement.
/ learners to learn in the school.

3. Taking no notice of relationships during / In the classroom pupils should learn

the teaching and learning process. and treat fairly regardless of the
relationships of the teacher and some
learners.

4. Awareness of explicit and implicit / Promotes an increase in strategy use

messages given to learners is
important.
and in oral proficiency

5. Modelling behavior to learners, / Be a good role model to your learners

whether intentional or unintentional,
is important.
whether they see or not.

Guide for Mentors and Newly Hired Teachers75

 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 the feelings.
choosing learners to be assistants
Active Listening This means being attentive and
or to participate in special
responding when a learner
activities.
speaks. You need to show that
you have heard the learner and
to give him or her a chance to
Humor The ability to respond correct a misunderstanding or
lightheartedly to learners. 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 The Routines my Colleagues

Adviser Subject- Teacher Set in Class

 Great my pupils  Great the pupils  Great the pupils

 Prayer  Prayer  Prayer
 Have a short conversation with  Checking of attendance Give a  Attendance
the pupils like how they feel short energizer to set the mood  Checking of
today. of the pupils assignment/outputs
 Give a short energizer to set  Remind the classroom rules  Start the classroom discussion.
the mood of the pupils and regulations as well as their
 Remind the classroom rules duties and responsibilities.
and regulations as well as their  Start the classroom discussion.
duties and responsibilities.
Start the classroom discussion.
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 Teachers77

 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

I, _____________________________________________a newly hired teacher, do solemnly swear

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

a. I will promote gender and racial equality in my classroom, and I will give equal praise and
expectations to all my learners.
b. I will create classroom atmosphere that are built on trust where
everyone is respected and transparent in their communication.
c. I will impose nondiscriminatory rules and regulations in my
classroom.

__________________________
(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 AGREE
discuss these expectations regularly.

2. We must inform our school’s administrators, other

teachers, and parents about our classroom rules, so AGREE
they can help to monitor them and to avoid conflicting
expectations.

3. The rules we develop with our learners must be

applied consistently with no favoritism. AGREE

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

outside of our classrooms, and our monitoring must AGREE
be 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 AGREE
maintained.

7. We need to encourage learners to monitor their own

behavior, such as by keeping diaries. They also need AGREE
to monitor each other’s behavior with respect.

8. In teaching, we should not use ambiguous or vague

terms. Activities should be sequenced clearly and with AGREE
as few interruptions as possible.

Guide for Mentors and Newly Hired Teachers79

 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 Teachers81
 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 Teachers83

 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.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment:
The Way Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power,
91-128. Paris: UNESCO Publishing.
Guide for Mentors and Newly Hired Teachers85
 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
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program Specialist,
NEAP-PDD Mr. Jayson Peñafiel
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
 Acknowledgments

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 Teachers87

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa III Reggie Tuazon
Alma Belarmino Jeanrick Deuna Nuñez Gladys Uy
Rageene Vera Dueñas Maribel Perez Maria Lourie Victor
Nerio Benito Eseo Beverlyn Ramirez
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
Division of Quezon Division of Negros Bohol Division
Division of Batangas Occidental of Cebu
Division of Antique Division of Negros Oriental

National Capital
Region X Region
Division of Bukidnon (NCR)

Division of Misamis Oriental Division of Quezon City

Division of Misamis Occidental Division of Caloocan

Division of Manila
88 The Teacher Induction Program - Course 1