Tip Course1 JGC
Tip Course1 JGC
Program (TIP)
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COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction
W
ELCOME to the Department of Education! We are pleased to
have you as a member of the family. We invite you to take time to read
through the Department of Education (DepEd) Teacher Induction
Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It
will also give you a glimpse of what a teacher’s school year is like, and help
you become more accustomed to the daily life of a DepEd teacher. It introduces
you to the guidelines, processes, and standardized forms to help you easily
adjust to your new work environment.
In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first
year of teaching experiences in the public-school system. We will explore the
school year at a glance and observe how the principles in this module may
affect your day-to-day activities.
Course Outline
Module 1: Becoming a DepEd Teacher
Module Outline
Session 1 – DepEd’s Mandate
Required Tasks
• Reflection survey
• Self-reflective activities
• Document reading
DepEd’s Mandate
Vision
Mission
Core Values
Strategic Directions
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
scout needs to develop his personality and Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment.
social skills. The opportunity to engage in
Teachers facilitate learning and constantly nurture every
outdoor games and activities helps kids learner.
improve their abilities. Working in small groups Administrators and staff, as stewards of the institution,
fosters their feeling of community while giving ensure an enabling and supportive environment for effective
learning to happen.
them an opportunity to make valuable
Family, community, and other stakeholders are
connections with others. actively engaged and share responsibility for developing
life-long learners.
Maka-tao
1. Cooperates during activities
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
As a new teacher, my goal is to be a My vision is to have a class My vision to my school community
teacher that encourages my wherein there is collaboration is to be a learning environment
students to enjoy learning. I will among all my learners. To create that are deeply united have an
strive to identify my strengths and an atmosphere where each array of benefits for students,
then use them to inspire my individual feels accepted and teachers, parents, and the wider
students, leading to a positive valued. To create a classroom school. A community that has a
outcome for each pupil and a shift in wherein there is no bias and strong leadership to help the
the way my teaching works. My there is equal opportunity for school in providing quality
goals are to motivate and engage learning to everyone. I want to education to all learners.
my pupils through ongoing and create a classroom that is
everyday student-centered active- conducive to learning and
learning lessons, as well as to help promote love for learning.
all my students discover meaning in
their lives through education.
ACTION POINTS
I will continue my professional I will create a child-friendly I will strengthen the school
growth by attending seminars and environment to my class and partnership with the parents and
continue to reflect on my teaching encourage cooperation in learning. I other stakeholders for the welfare of
strategies to give the best will provide varied activities wherein the school and the pupils.
education for my pupils. everyone can participate.
3.
This module serves as my wake-up call
to continue my dream to change the lives of my
pupils as my top priority despite of the
challenges I encountered as a new teacher.
This serves as my guide to be a competent
teacher and provide learner centered
environment that focus on the welfare of my
pupils.
My personal beliefs that are aligned with
the DepEd Vision, Mission and Core Values is
that “We should not judge a book by its cover”,
because I realized that as a teacher, I should
not judge my pupils by just looking at them or
by their mistakes they created because, the
intelligence of a child is not measured by it. I
should give equal opportunities to all my pupils
when it comes to learning regardless of their
attitudes or behaviors. And as a teacher, it is
my duty to change the lives of my pupils one at
a time.
1. I have learned that the PPST Standards helps How can this PPST Strands implement in
us further find out and develop better and more easy way with the overlapping activities of
effective ways of teaching.
teachers has throughout the year without
2. Learning is a lifetime experience, and it is a
causing them too much stress.
lifetime journey.
• The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs, and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems,
both public and private; and provides for the establishment and maintenance of a complete,
adequate, and integrated system of basic education relevant to the goals of national
development.
• Based on DepEd Order No. 36, s. 2013, in order to promote “One DepEd”, the official DepEd
VMV shall be the only Vision, Mission, and Core Values adopted by all offices and schools. As
part of the Department of Education, teachers are enculturated into the DepEd professional
community in order to align professional practice to the common vision and mission of the
department.
• Republic Act No. 8491 states that our national Motto shall be “Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.”
• As an agency, DepEd has a set of plans and actions to reach its vision. These strategic directions
are time-bound and are measured through strategic objectives.
• It is important for newly hired teachers to be familiar with and understand the DepEd’s mandate,
vision, mission, core values, and strategic directions so that they could align their practices and
professional goals with the department. This will help them better support DepEd’s
endeavors towards quality education. These could be demonstrated in how teachers present
themselves, how they respond to challenges in everyday teaching, and how they serve as role
models to their learners, inspiring them to be life-long learners and productive citizens.
• Four career stages are articulated in the Philippine Professional Standards for Teachers
(PPST). Each stage is constituted by particular professional practice that defines and
locates teacher quality within a developmental continuum.
24 The Teacher Induction Program - Course 1
Module 2 - Gearing up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)
25 – Start of Enrollment 1 – Brigada National Continuing Bridging 27-28 – First Quarter 7 – Start of Academic
Period Kick-Off Program Plan Exam Quarter 2
1-26 – Brigada Eskwela Homeroom PTA 12 – Parent-Teacher
22 – Opening of Classes Meeting Crafting of Periodical Conference/Releasing of
22 – 26 – Conduct of LAC Session Test and TOS Cards
Psychosocial Support LAC Session Monthly Reading
Preparation for Mr. and Assessment
Bridging Program Ms. UNO 2022
Work on work-related Monthly Reading
paper works Assessment
4
–
5
December January February March April May
Prepare Lesson Plan 4 -Resumption of 3 – End of Academic Attend LAC Session Observance of Holy 2 – Start of Academic
and materials for Classes Quarter 2 Monthly Reading Week Quarter 4
Classroom 26-27 – Second 6-10 – Midyear Assessment 20-21 – Third 6 - Parent-Teacher
Observation 1 Quarter Examination Break (MPRE and Quarter Examination Conference/
Monthly Reading INSET) Releasing of Cards
Assessment Crafting of Periodical 18 - Parent-Teacher Crafting of Periodical Monthly Reading
Christmas Party Exam and TOS Conference/ Exam and TOS Assessment
Monthly Reading Releasing of Cards
Assessment 28 – End of
Prepare Lesson Plan Academic Quarter 3
and materials for Monthly Reading
Classroom Assessment
Observation 2
Monthly Reading
Assessment
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.
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:
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
b. Librarian/LRMDS Coordinator
c. Guidance Counselor
d. Administrative Officer
b. School Nurse
c. Property Custodian
JANITOR
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 Succeed
day of classes. in Your First Year. California: Corwin Press, Inc. (pp 34-35)
CLOSING ROUTINES
Concepts I learned from the article My thoughts about these concepts How I will apply these concepts
to my class
Giving students a say in the Teachers should allow the pupils I will allow my pupils involvement in crafting
classroom to participate in developing the our classroom rules and regulations so that
classroom rules. they are aware of the consequences they
made.
Helping students gain Giving short recognition to pupils I will give my pupils recognition to my
recognition output or behavior can boost their pupil’s achievement either small or big
morale and encourage them to achievement by giving certificates and
study hard. 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 pupils, giving
procedures classroom procedures to help the them the accountable for their own learning
students gain personal and improve their selves in communicating
empowerment in school. with their other classmates
Giving students a say in the Teachers should allow the pupils I will allow my pupils involvement in crafting
classroom to participate in developing the our classroom rules and regulations so that
classroom rules. they are aware of the consequences they
made.
Helping students gain Giving short recognition to pupils I will give my pupils recognition to my
recognition output or behavior can boost their pupil’s achievement either small or big
morale and encourage them to achievement by giving certificates and
study hard. 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 pupils, giving
procedures classroom procedures to help the them the accountable for their own learning
students gain personal and improve their selves in communicating
empowerment in school. with their other classmates
Giving students a say in the Teachers should allow the pupils I will allow my pupils involvement in crafting
classroom to participate in developing the our classroom rules and regulations so that
classroom rules. they are aware of the consequences they
made.
Helping students gain Giving short recognition to pupils I will give my pupils recognition to my
recognition output or behavior can boost their pupil’s achievement either small or big
morale and encourage them to achievement by giving certificates and
study hard. praises to show that I am happy on their
achievement.
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.
Teachers plays a significant role in the life of his/her learners. As a teacher, it is my responsibility to bring out the best in my
students and inspire them to achieve greatness. Students are thought to be the nation's future, and teachers are thought to be a
reliable guide for their progress. Teachers are responsible for shaping their future, making him or her a better human being. A
teacher’s presence in a student’s life can boost their morale and guide them to be more valuable in life. Now that we are in the modern
era, the role of the teacher also changes. Teachers are responsible to bring the lesson to real-life situations to encourage participation
to the learners. Another very important part of the teacher’s role is to monitor learner’s performances, assessments, achievements, and
learners’ development. With all that information the teacher will find easier to get to know the students properly and adopt different
strategies that ensure successful learning for all. The role of the teacher has no limit when it comes to ensuring the welfare of his/her
learners.
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.
My experience as a classroom teacher is challenging yet rewarding. I have learned that I need to study effectively about classroom
management. I realized also that each pupils have different learning styles that is why I must provide varied activities in my lessons.
They have diverse ways of learning that is why it is very challenging on my part as a teacher. Because of this experience, they
motivate me to strive at my best to be an excellent teacher and continue my professional growth.
Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. You As indicated in DECS Order 52, s. 1998, also known
will have the opportunity to meet students from different as Guidelines on the Implementation of the Revitalized
experiences and backgrounds, and you will definitely enrich Homeroom Guidance Program (RHGP) and the System
your knowledge by celebrating diversity. It is very rewarding of Rating and Reporting Student Performance Under the
for you as a teacher to recognize your learners’ RHGP, schools are empowered to conduct a homeroom
narratives. guidance program.
Nevertheless, you may be designated as a class
There is a guidance program handbook that is reproduced
adviser by the principal to manage a particular class.
for teacher use, but you may also craft your own activities
As a class adviser, you are tasked to do important
depending on the needs of the learners in your class.
assignments such as connecting to learners with
Login to your DepEd Learning Portal and see the modules
counseling, keeping school records and monitoring
below. Choose ONLY ONE module to study and create a
attendance, doing homeroom activities, promoting
homeroom guidance plan based on these modules:
harmonious relationships and resolving conflicts,
capturing and maintaining learners’ interest, respecting • Homeroom Guidance K-3 Quarter 1,
learners’ religious beliefs, maintaining a well-kept and Module 2: https://lrmds.deped.gov.ph/
conducive classroom, accomplishing detail/18647
and submitting reports on time and communicating with
parents. • Homeroom Guidance Grade 4-6: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
As the classroom adviser, it is also your task to capture and detail/18668
maintain your learners’ interest in school. Here are some
way to get the interest of the learners (pp 47-50): • Homeroom Guidance Grade 7-10: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
1. Involve the learners. detail/18687
2. Decorate your room.
3. Introduce your subject. • Homeroom Guidance Grade 11-12: Quarter
1, Module 2: https://lrmds.deped.gov.ph/
4. Instigate questions.
detail/18689
5. Inscribe thought-provoking quotes.
6. Introduce variety.
7. Integrate with other disciplines.
8. Incorporate carefully planned games.
9. Invite guest speakers and parents
to your room to share their real-life experiences.
10. Initiate correspondence.
11. Use multiple resources.
12. Include rewards.
50 The Teacher Induction Program - Course 1
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
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?
Even if you already do your job in an exemplary manner, • The student who is in over her head feels like she is so far
expect that there are learners in your class advisory that need behind there is no point in even trying to cooperate in
special attention. Kotler et al. (1998) identify these kinds of class. She has given up all hope.
learners (pp.60-61):
• The procrastinator continually plays games with you. He
• The angry student looks sullen, with a chip on his always has excuses for why he does not have his work
shoulder. No matter what you do, he will resist your completed. He may be wickedly charming, but he
efforts. manages to avoid doing much that is useful.
• The withdrawn student is certainly not a behavior • The addicted student is strung out on drugs or alcohol. Her
problem; quite the opposite, she may sit passively in the attention is, at best, fleeting. She sits in the back of the
back of the room or even sleep with her head on the room with a glassy-eyed stare.
desk.
• The overly social student is always flirting or disturbing
• The quiet student just does not talk at all. He may or others around him. You stop him a dozen times, but he
may not be paying attention; you really cannot tell. No does not seem to respond to the corrections.
matter what you do to try and draw him out, he is so shy
that he just smiles enigmatically. • The class clown may be motivated by either a sense of
humor or something more perverse. Regardless of his
intentions, he is constantly the center of attention.
Summary
• The class adviser is tasked to do important assignments
such as connecting with learners and counseling,
keeping school records and monitoring attendance,
doing homeroom activities, promoting harmonious
relationships and resolving conflicts, capturing and
maintaining learners’ interest, and communicating
with parents. You should be the adviser who
“cares”.
4. apply positive and non-violent discipline to ensure • Department of Education. Positive Discipline In
learning-focused environments (2.6.2). Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
• Scenario Analyses
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online
teaching and learning direction such as a
- Model orderly, predictable behavior, respectful strategic pre- planned schedule of screen time
communication, and collaborative conflict resolution activities based on your lesson plan.
What alternative/s to corporal punishment could suggest to the transportation. As a teacher, we must be considerate
teacher? to our learners. They do not deserve all the blame
for being late instead we have to show to the student
that we intend to solve this issue together and that
they are not alone. We can give them additional time
after the class to cope up with the lessons that they
missed.
Case 2: On Disruptive Behavior Embarrassing Marcus in front of the class is not the
Marcus: I am feeling good today. I am telling funny stories, best solution to discipline him, it could either worsen
and everyone is laughing. The teacher tries to tell me to stop
talking, but I want to show everyone that I am not afraid. I am the situation or make him more aggressive to fight
tough and cannot be bossed around by a teacher. back. What the teacher could do to promote positive
Marcus’ teacher: I have to ensure that the class is well- discipline among this learner like Marcus is to identify
behaved. Otherwise, they will just get out of control and I will not
be able to teach. The learners will take over and other why the pupils behave like this, sometimes students
teachers will laugh at me. I will put Marcus in his place by
embarrassing him publicly. I will make an example out of misbehave because, they have problems at home and
Marcus so that learners will not dare to show disrespect by
making noise in my class. the school is their scape place to forget their problem.
The teacher can talk to Marcus privately and explain
Case 3: On Giving a Wrong Response to a Question Not all learners learn the same way, that’s why
Clark: I am so nervous in class. I am afraid that the teacher is teacher should be aware of the individual differences
going to ask a question when I don’t know the answer. Even if
the answer is obvious, sometimes when the teacher looks at
of the learners. The behavior of Clark in the class
me, I can’t speak. I become scared and just remain quiet. I know wherein he always gives wrong answer doesn’t
everyone is staring at me and laughing, but what can I do? I
just can’t risk giving the wrong answer. Even in tests, I feel mean he is not paying attention, but he doesn’t
so afraid and always fail because I don’t know how to answer
the questions. I just don’t understand anything that is being understand the lesson. This makes him afraid to
taught, and I don’t want to be laughed at. The best thing is to
stay quiet or just leave that question blank on the test. participate in the class because he thought that his
Clark’s teacher: This boy is insulting me by not paying attention. classmate will laugh at him. How the teacher could
How many times have I taught this thing? Is he not listening? I
help Clark is by giving him a remedial lesson after
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 the class. Talked to him what he did not understand
know the answer to this simple question. I am going to
reprimand this boy so that everyone will learn that when I in the lesson and give him remedial activities to
teach, they have to pay attention. They should know the right
answer before I ask the question! further understand the lesson. Embarrassing the
What alternative action/s could you suggest in order to promote pupils in the class when giving wrong answer will
positive discipline?
cause the learners to be discouraged to learn or go
to school.
Elna: Sometimes my mother sends me to sell things at the maybe there are reasons behind this. Like the situation
market and I can’t go to school. Sometimes I feel bored on the of Elna wherein the teacher is the reason why Elna
way to school and visit my friend instead of going to school.
Sometimes I don’t like being in a class where the teacher always don’t want to go to school anymore. The behavior of
asks me questions and looks at me in a funny way. I know that
I am not going far after the 2nd year High School, so what’s the the teacher of Elna is very unacceptable, she should
point? I might as well do what I want.
be the one to treat her pupils in a nice way and not to
Elna’s teacher: We can’t have learners missing class whenever
they want. Her case should serve as an example so that judge her, it is her job to make her students feel safe in
her behavior doesn’t spread. In the morning assembly, I will
reprimand her, and give her a final warning. If she doesn’t listen,
the classroom and not to discourage them to go to
she will be recommended to drop out of this school. We can’t school. She should be the one who need to change
have learners undermining authority at this school.
her treatment to her pupils, reprimanding Elna with her
What alternative action/s do you suggest in order to promote
positive discipline? behavior and giving her final warning is not the right
solution because this only proves that the teacher
does not care with Elna.
Allen: I really wanted to pass the subject, attend our online If Allen could not cope up to the lesson due to poor
classes on time and learn our lessons well. But because of
my poor internet connection and I am only using a mobile internet connection, then the teacher should provide
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 him printed materials that are aligned with their
except me. I think I should just drop out from school.
lessons so that he can still cope up with their lesson
Allen’s teacher: I noticed that Allen is having difficulty with
internet connection since he keeps signing on and off during
and not left behind by his classmates.
our online classes. If this continues, there’s no way for him
to understand our lessons as well as other students in the
class. However, I have to treat my students equally to avoid
favoritism. I should not give him special treatment
Statement Remark
“People who use this argument often do it to reduce the guilt they have for using corporal
1. “It happened to me
punishment on their children today. In their minds, they are defending their violent actions
and did no harm.” against their children.”
“The problem is the disciplinary approach, not the misbehavior of the children. Justifying
2. “Nothing else works!” or
that a child has asked for violence is really intended to make the perpetrator feel less
“They asked for it!” guilty and transfer the blame to the victim.”
3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child, it
works best. Other destroys the teacher-child relationship. Children become angry at why someone who is
methods don’t.” 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 teachers
resort. I had no choice!” to result in physical punishment at the first instance not as a last resort.”
5. “It’s the only way I can “This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” the time to build a positive relationship with the children.”
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
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.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”
https://unesdoc.unesco.org/ark:/48223/pf0000139209_eng
The book’s section will provide you a set of principles as guidelines for the
selection or construction of discipline orientations and practices.
g. Promote solidarity
6 Power, F. Clark and Hart, Stuart N. “The Way Forward to Constructive Child
Discipline,” in: Hart, Stuart N (ed.), Eliminating Corporal Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO Publishing, 2005.
Maximize the child’s Stick to the lesson plan so that you are
2. Teacher Gemma prepared a very
engaging group activity for his Grade active participation guided by your lesson activity. Always
7 during her CO. Because of the provide time allotment in doing group
learners’ enthusiasm and excitement, activity so that students are aware of the
Teacher Gemma exceeded her time time remaining.
allotment for the said activity, and
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 privately and explain their
unrelated topics loudly, disrupting the
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)
during class activities, just wait until
our class is finished and see what and justice
happens then”. The two suddenly
quieted down and went on with their
activity.
5. Evelyn makes sure that there FALSE Teacher should give fair assessment to
would be one item in her quizzes his/her pupils in identifying average and
that would be very difficult for below average learners.
learners to answer in order
to discriminate the very good
learners from the rest.
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.
2. Treating the learners kindly and This gives equal opportunities to all
respectfully in the classroom is enough
to bolster academic achievement.
/ learners to learn in the school.
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and choosing the feelings.
learners to be assistants or to
Active Listening This means being attentive and
participate in special activities.
responding when a learner speaks.
You need to show that you have
heard the learner and to give
Humor The ability to respond lightheartedly him or her a chance to correct a
to learners. misunderstanding or interpretation.
You might try re-stating what has
been said or a use of body
language to show empathy.
Respect This involves showing regard for
the rights and feelings of learners. These characteristics may model to learners how they
would also interact with each other. This would enhance
learner-to- learner relationships.
Courtesy This is another sign of respect.
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.
Statements Answer
1. We should tell our learners how we expect everyone
to behave in class (our learners and ourselves) and
discuss these expectations regularly. AGREE
Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
Class Adviser is a teacher assigned to manage a particular class throughout the school year.
Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.
DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.
Discipline The practice of teaching or training a person to obey rules or a code of behavior
in both the short and long terms.
Elementary School The first part of the educational system that includes the first six years of compulsory
education after compulsory pre-school education called Kindergarten.
Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.
Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way
in which learners learn and their social knowledge and behavior.
Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC) A physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning
activities and other learning opportunities for community development and
improvement of the people’s quality of life.
Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment such
as spanking, verbal abuse and humiliation.
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.
Strategic Direction a course of action that leads to the achievement of organizational goals.
Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values are the principles the Department adheres to in pushing the programs into action.
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
Oxford English and Spanish Dictionary, s.v. “incentive,” https://www.lexico.com/en/definition/incentive
Merriam-Webster.com Dictionary, s.v. “benefit,” https://www.merriam-webster.com/dictionary/benefit
National Science Foundation. Important Traits for Teachers. Collaborative for Excellence in Teacher Education (CETP), http://www.temple.
edu/ CETP/temple_teach/cm-trait.html
UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning-Friendly Classroom: A Guide for Teachers and Teacher
Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Paris: UNESCO. .
Power, F. Clark, and Stuart N. Hart, 2005. “The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The
Way Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128.
Paris: UNESCO Publishing.
of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
UNE-SiMERR
Dr. Joy Hardy
Deputy Director