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 mandate, of Education Vision, Mission and Core Values
vision, mision, core values and strategic directions; (DepEd VMV).
and

2. adopt practices that uphold the dignity of teaching

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

Module Outline
Session 1 – DepEd’s Mandate

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Standards for Teachers

Estimated Time required: 1 hour

Required Tasks
• Reflection survey

• Self-reflective activities

• Scenario and case study analysis

• Document reading

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

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

Key Topics Very familiar Familiar Slightly familiar Not familiar

DepEd’s Mandate

Vision

Mission

Core Values

Strategic Directions

Guide for Mentors and Newly Hired Teachers 5

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

The DepEd’s Mandate

The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior This profession I have chosen is a noble
Commission of Primary Instruction under a Chairman.
one that comes with so much responsibility and
The Education agency underwent many reorganization
efforts in the 20th century in order to better define its duty towards students. My dedication and
purpose vis-à-vis the changing administrations and charters.
The present-day Department of Education was eventually strategies in teaching will help strengthen my
mandated through Republic Act No. 9155, otherwise known abilities in teaching young ones. As a teacher, I
as the Governance of Basic Education Act of 2001, which
establishes the mandate of this agency. will use all my knowledge and skills including the
DepEd formulates, implements, and coordinates resources in providing the learners with
policies, plans, programs, and projects in the areas significant and relevant lessons everyday. If
of formal and non-formal basic education. It
supervises all elementary and secondary education possible, I will include all the multisensory
institutions, including alternative learning systems, learning in my instructions. Also, this will be
both public and private; and provides for the
establishment and maintenance of a complete, possible if I am fully aware of all the DepEd’s
adequate, and integrated system of basic education mandate, vision, mission, goals, and core values.
relevant to the goals of national development.
I must immerse myself in what is new and
Required Task 1: Reflection Questions current, joining seminars and trainings, to
Reflect on the DepEd’s mandate and respond to the improve the lives and education of my students to
questions below. You may respond in 2-5 sentences
for each. promote quality education.

As a newly hired teacher in DepEd, what can you

contribute to:

6 The Teacher Induction Program - Course 1

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

To maintain quality education, it is

essential to provide a chance for a supportive I know that my
learning environment using the available tools
and resources. Regardless of their social
future
standing, gender, age, culture, or religion, I shall
treat every student equally. By doing this, I will
learners have their
create a collaborative and equitable learning own uniqueness,
environment, where students will be free of harm
and create safe spaces for effective learning to strengths and
happen.
weaknesses.
I know that my
future
learners have their
own uniqueness,

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 ambition is to excel as a My goal in class is for it to

teacher. As a new teacher in develop into a paradise of Since I aim
for my
the public school system, I've knowledge. Every time they
come to the conclusion that I enter the classroom, I want
have a lot to learn. The
development of my pupils'
them to be inspired. My ideal
class is one where everyone
students to
character, awareness of their
own talents and
is willing
necessary
to help
and
out
where
if
become a
shortcomings,
commitment to their local
and students are free to explore
new ideas. I will always put
good role
community
priorities.
are my top the needs of each individual model of
student first. I always put in
mind that they will learn best the society,
when it came from their own
experiences. My vision

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 The approach that Teacher Joanna should
take is subject integration. Her lesson objective
and whose values and competencies
ought to be based on integration and the
enable them to realize their full potential experiences of the kids. Children will learn to
and contribute meaningfully to building the nation. work together and have opportunity to be
helpful to one another by talking about their
As a learner-centered public
personal experiences.
institution, the Department of
Education 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 Andrew Key Topic 2: DepEd’s Mission
help his learners to gain confidence and participate in
scouting? You may respond in 3-5 sentences.

Participating in a hands-on activity is the best Mission

option for learning in a practical approach.
To protect and promote the right of every Filipino to
Teacher Andrew is advised to use the quality, equitable, culture-based, and complete basic
suggested technique of learning because the education where:

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.

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 Core
achieve this? You may respond in 3-5 sentences.
Values
In promoting “One DepEd,” the official DepEd core
values adapted the national motto as stated in
the Republic Act No. 8491 (otherwise known as
Teacher Helga can assist her students in the Flag and Heraldic Code of the Philippines). The
core values are enumerated as such:
finding their passion. She can motivate them to
learn by making the lessons more engaging.
Finally, teachers can teach multiple subjects at Maka-
once while also doing acts of kindness both Diyos
within and outside the school. Making the
pupils express themselves will enable them to
Maka-tao
support one another and instill positive values Makakalik
by acknowledging individual diversity.
asan
Makabans
a

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 accessed through this link:
statements with indicators. http://depedpines.com/wp-content/
uploads/2016/03/Division-Memorandum-No35-
The Baguio City Division S.2016- DepEd-CORE-Values-Indicators-Concrete-
Memorandum could be Manifestation. pdf

Guide for Mentors and Newly Hired Teachers 11

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

2. Respects sacred places

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

4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life

1. Tells the truth

2. Returns borrowed things in good condition

Maka-Diyos
3. Demonstrates intellectual honesty

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

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

6. Identifies personal biases

7. Recognizes and respects one’s feelings

and those of others

12 The Teacher Induction Program - Course 1

Core Values Behavior Statements Indicators
1. Shows respect for all

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

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

6. Volunteers to assist others in times of need

7. Recognizes and respects people from different

economic, social, and cultural backgrounds

Maka-tao
1. Cooperates during activities

2. Recognizes and accepts the contribution

of others toward a goal

3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully

5. Accepts defeat and celebrates others’ success

6. Enables others to succeed

7. Speaks out against and prevents bullying

Guide for Mentors and Newly Hired Teachers 13

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

2. Practices waste management

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

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino

2. Respects the flag and national anthem

3. Takes pride in diverse Filipino cultural expressions,

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

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

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

1. Manages time and personal resources

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

3. Conducts oneself appropriately in various situations

14 The Teacher Induction Program - Course 1

Required Task 3: Application Scenario 2:
Let’s see how you would apply the DepEd Core Values The DepEd Core Values teaches us the love for God
in responding to the following school scenarios. You may (maka-Diyos), love for fellow men (maka-tao), love for
answer the following questions in 3-5 sentences. Write your nature (makakalikasan), and love for country (makabansa).
answer on the space provided. Teacher Molina inspires his Grade 2 learners to become
a better version of themselves through exemplifying
Scenario 1: qualities and characters of our national heroes. What
classroom management strategies can Teacher Molina
Teacher Luis is a Grade 10 guidance counselor and a employ to encourage learners to apply the DepEd core
Values Education teacher at Arellano High School. One values in real life situations?
of his classes has a diverse religious background. One day,
two of the learners insisted that the class should start with a If I were Teacher Molina, I will always begin
prayer led by an assigned student. This leads to a heated
debate arguing about their own religious and spiritual the class with an opening prayer before
beliefs. How can Teacher Luis mediate and help resolve
the argument? (You may refer to Department Order (No.
assigning an exercise to the class that would
32, s. 2013) and Department Order (69, s. 1990)). highlight the virtues and character of our
nation's heroes. I'll divide them into groups,
If I were Teacher Luis, I would start by trying to
one with a national hero. They will then select
evaluate the responses that my students gave
a representative from their group to portray the
throughout the argument. If they were disputing
traits and character of the national hero that
about their religious beliefs, I would act as a
has been assigned to them. they can also
mediator and tell them that even if we have
supply costumes or other props that they can
various religious ideas, we all believe in the
construct from scratch or from items already in
same God. I'll also remind them that it's
the classroom. Then, their representative will
important to respect everyone's faith and beliefs.
act in front of the class and identify the hero
I can also give them recordings of testimonies
being represented by their group.
from people who can explain it and encourage
them to treat this situation with more respect and
understanding.
Guide for Mentors and Newly Hired Teachers 15
 Session 3: Strategic Directions
Required Task 1: Vision Action Points
After you have filled-out your vision board from the previous session, write the corresponding action/strategic points which you
think will help you achieve your vision as a teacher:

MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
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.

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 Teachers 17

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

3. Modernize Education Management and Governance

I, JHONDELL G. CORMINAL, promise to do my
best to make mature and right decisions, holding
Your school effectively implements a School-based
Management (SBM) system that empowers your school myself accountable to a high standard of
head to make decisions that respond to your school’s
immediate needs. integrity, hard work and commitment to my
profession. I promise to do my duty to serve
Your Grade Level Coordinator conducts LAC sessions with
all the teachers in the grade level to be knowledgeable others and my school. I pledge to give the best
about the concerns of teachers and learners.
education for my pupils and continue to uphold
Your school prepares alternative learning mode for all
learners.
my dignity as a teacher. I promise to make the
education of my student as my first and most
The Local Government Unit (LGU) provides assistance to
the public schools through distributing TVs, tablets, and important priority and I will exert more effort to
laptops to learners and educators.
learn how to help my students to learn.
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 on
Vision, Mission, Core Values, and Strategic Directions),
the Vision, Mission, Core Values, and Strategic Directions
answer the following questions. Write your responses in 3-5
of the Department of Education?
sentences.

Through this module I now understand

that term “teacher” is a very broad definition.
That my role does not end in the four walls of
the classroom. Teacher is one of the important
people who mold and shape the minds of the
pupils. Because of this module, I realized that I
cannot provide the quality education to my
pupils if I did not seek to continue my
professional development.

Guide for Mentors and Newly Hired Teachers 19

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

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.

20 The Teacher Induction Program - Course 1

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

Use the table below to take note of important information.

What I learned from What else i want to know about

watching the PPST the PPST/ concepts that need clarification
explainer video

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.

Guide for Mentors and Newly Hired Teachers 21

Key Topic 1: Introduction to the PPST development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional development
In light of the Department of Education’s vision to for teachers is to be based on the PPST. More in-depth
continuously improve itself to better serve its discussions on PPST will be tackled in Course 3 of TIP.
stakeholders, the Department is committed to developing
teacher competencies that are abreast with the changing
demands and needs of K to 12 curriculum, globalization Key Topic 2: The Teacher
and ASEAN integration. Hence, the Department released Professional Development
DepEd Order no. 42 s. 2017 on National Adoption and
Implementation of the Philippine Professional Standards for Framework
Teachers (PPST). In order to help teachers seamlessly adopt and embody the
expectations in the standards, the PPST has been
The PPST:
integrated in DepEd’s Professional Development Framework
• sets clear expectations of teachers along well-defined (see Figure 1). The framework shows the professional
career stages of professional development from development path of teachers starting from the Teacher
beginning to distinguished practice; Education Institutions (TEIs) towards their career
development in DepEd. Teachers’ professional development
• engages teachers to embrace ongoing professional is guided by the Human Resource (HR) systems which are
learning for their professional development to represented in the framework:
enhance their own teaching;
1. Recruitment, Selection, and Placement
• provides a framework of uniform measures to assess (Recruitment and Hiring)
teacher performance; and
2. Results-based Performance Management System
• provides a basis for building public confidence in and (RPMS) - represented in the framework by the PPST-
support for the work of teachers. aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used
to
gauge teacher practices and better target professional
DepEd Order no. 42, s. 2017 mandates that the PPST “shall development and training.
be used as a basis for all learning and development
programs for teachers to ensure that teachers are 3. Learning and Development (L&D) - represented
properly equipped to effectively implement the K to 12 in the framework by the Learning Action Cells and
Program. It can also be used for the selection and the Targeted Professional Development and
promotion of teachers. All performance appraisal for Teacher Training.
teachers shall be based on this framework” (Section 5).
4. Rewards and Recognition (Rewards, Compensation)
In line with the above provisions, in DepEd Order (No.
11,
s. 2019) on Implementation of the NEAP Transformation,
NEAP is mandated to provide standards-based professional
22 The Teacher Induction Program - Course 1
Figure 1. The Teacher Professional Development Framework (Research Center for Teacher Quality 2018)
This framework shows that the PPST is not only intended to set expectations of teachers. It is also integrated into the system,
tools and processes of DepEd in order to ensure that it is seamlessly embedded in the teachers’ life. It is not an
additional requirement, but a guide towards personal and professional reflection and advancement.

Guide for Mentors and Newly Hired Teachers 23

Summary

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

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

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

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

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

• Four career stages are articulated in the Philippine Professional Standards for Teachers
(PPST). Each stage is constituted by particular professional practice that defines and
locates teacher quality within a developmental continuum.
24 The Teacher Induction Program - Course 1
Module 2 - Gearing up Required Resources
for the School Year • Deped Order (No. 1, s. 1991)

Intended Module Learning Outcomes • Deped Order (No. 109, s. 2009)

At the end of this module, you will be able to: • Deped Order (No. 43, s. 2012)
1. establish safe and secure learning environments
through the implementation of DepEd and school Session 1 – The DepEd
policies, guidelines and procedures on the
preparation, start, and daily management of classes
School Calendar
(2.1.2)
Key Topic 1: The DepEd
2. plan and manage administrative, teaching and
learning processes through efficient lesson
School Calendar
planning and accomplishment of school forms; and The DepEd school calendar for each school year sets the
compliance with DepEd’s policy and guidelines on opening and closing day of classes. It also prescribes
lesson preparation (4.1.2) the number of school days where learners need to go to
school, inclusive of the in-service training for teachers,
3. manage learner behavior constructively by applying parent-teacher conferences, and a celebration of the World
positive and non-violent discipline (2.6.2) Teachers’ Day. As an example, you may see D.O. 7 s.
2020, School Calendar and Activities for School Year
2020- 2021.
Module Outline
Session 1 - The DepEd School Calendar The DepEd school calendar also follows Republic Act
11480, which is also known as An Act to Lengthen the
Session 2 - The School Support System School Calendar from Two Hundred (200) Days to Not
More Than Two Hundred Twenty (220) Class Days.
Session 3 - Pre-opening of Classes Preparation
The DepEd school calendar also provides an enclosure
Session 4 - Opening of Classes of implementing guidelines on the school calendar. It also
provides an enclosure for the calendar of activities for the
Session 5 - Handling Advisory Classes
current school year to enable schools to efficiently and
effectively implement the school events and school activities
Estimated Time required: 1 hour while being supported by the regional office and the division
office. Meanwhile, the schools are allowed to observe
Required Tasks local and national celebrations provided that these
• Personal School Calendar activities are beneficial to learners.

• Reading and Reflections

Guide for Mentors and Newly Hired Teachers 25
Alternative delivery modes or make up classes may be recovery of missed school days and provides guidance in
undertaken to compensate for the unplanned suspension choosing appropriate modalities that can be used to fit to
of classes due to natural calamities. The President, in a rehabilitating context.3 All of these important
coordination with the Secretary of Education and the documents show that the education department is
Department of Education (DepEd), may opt to set a different serious in living out its mandate to deliver continuous
date for the beginning of the school year. learning.

When the threat of the pandemic heightened, the

Key Topic 2: Continuity of Learning Department of Education (DepEd) temporarily
(A History) suspended classes and adjusted the current school term
in an effort to save learners, teachers, and school staff
from possible exposure to COVID-19. For months,
DepEd contemplated what to do and continued to plan
At the height of the Gulf crisis in the Middle East, DepEd for the future. Eventually, in August Secretary Briones
Order (No. 1, s. 1991) ordered a system of continued announced that classes would continue in October. The
learning despite the apparent war. Its content clearly announcement came after numerous schools were
specified that “the continuing education of the youth asking for different extensions and possible class
remains the utmost priority.”1 The order also envisioned opening dates. DepEd opted to adjust classes by
mechanisms for home-based learning, utilization of self- introducing modules and the use of online video
learning kits (both reinforcement and enrichment), and
conferencing applications such as Zoom.
application of various multimedia platforms.
DepEd also introduced its “Basic Education Learning
While the Gulf crisis did not escalate as it was expected,
Continuity Plan” (BE-LCP) as its plan so learners are still
DepEd shows that it has the contingency plan in place in
able to continue their learning despite any ongoing disasters
case a disruption of classes ensues. Moreover, our
like calamities, pandemics, etc. There are four important
geographical location as a country makes us vulnerable to
aspects to the plan: communication, materials, learning
tropical storms and volcanic eruption. These natural
activities and assignments, and assessments.
factors directly affect continuation of the school calendar.
Communication involves ways of providing teaching
Hence, there is DepEd Order No. 43, s. 2012 that provides
whether it be answering questions, discussion of a topic,
a protocol for cancellation of classes according to
relaying instructions, or anything about the course.
PAGASA’s weather bulletin.2 Another document, DepEd
Materials include the lessons, references, and other
Order no. 109. s. 2009, lays out the post-calamity
things needed for learning activities. Learning activities
education set-up which gives provision for
and assignments are activities that facilitate learning and
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – come in many different forms or done through a variety of
Guidelines For the Implementation of the Education Sector methods depending on the teaching style of the teacher
Contingency Plans for All Levels.” (Department of Education, or what is specified by the lesson plan. Assessments are
1991), 1.
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines methods to gauge a student’s progress.
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 year
DepEd School Calendar for the current school year.
rites.
Write 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
calendar and your professional work within the school year.
It is necessary for newly hired It is important to mark the dates on your own calendar, so
that it gives you a heads up on how you plan your
teachers to become familiar with the activities throughout the year.

Department of Education's year-round

activities because it will allow us in
prioritizing our goals to strengthen our
capability in teaching, training, and
building our professional careers. As a
Department of Education teacher, it is
important to mark the dates on your own
calendar, so that it gives you a heads up
on how you plan your activities
throughout the year.

Guide for Mentors and Newly Hired Teachers 27

Required Task 2: Personal School Calendar (Output for Portfolio)
Get a copy of the latest DepEd School Calendar. In the space below, write your personal activities, reconciling them with
the important dates set by DepEd throughout the school year.
School Year: 2022-2023
June July August September October November

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

Guide for Mentors and Newly Hired Teachers 29

Required Task 3:
Write TRUE if the statement is correct; write FALSE if otherwise.

QUESTION ANSWER REMARKS

The DepEd school calendar for each school FALSE The DepEd School Calendar always set
year does not set the specific dates for the the specific dates for the opening and
opening and closing day of classes. closing of 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
of the number of days required for learners inclusive of the number of days required
to be in school.
for learners to be in school.
Alternative delivery modes or make up classes FALSE Make up classes are allowed to be
are not allowed to be undertaken to undertaken to compensate for the
compensate for the unplanned suspension of
classes due to natural calamities. unplanned suspension to cope up with
the lesson
The Basic Education Learning Continuity Plan TRUE
(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 Teachers 31

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

• take accountability in achieving higher learning

outcomes;

• implement the curriculum and be accountable for

higher learning outcomes;

• provide equitable opportunities for all learners in the

community;

• develop an education program and school

improvement plan;

• create an environment conducive to teaching and

learning;

• lead and manage itself and its resources; and

• establish and manage linkages with stakeholders.

There shall be a school head for all schools and LCs.

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

32 The Teacher Induction Program - Course 1

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

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

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

33
Guide for Mentors and Newly Hired Teachers
 Scenario Answer Feedback
1. Teacher Leo creates activities to make
sure that learners and teachers access Librarian and LRDMS Coordinator
the place where reading materials and keep the books and teacher made
learn- ing resources are kept. He also
crafts a schedule of the classes that could
activities in the library for additional
visit the place. He coordinates with the supplementary materials of the pupils.
School Head for the selection, acquisition, Librarian/
organization, and maintenance of LRDMS
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 School Guidance Councilor are the
cheating by their adviser. She calls the
attention of the parents and reports to
one responsible in giving guidance
them what the learners did. Since it is Guidance counseling to students. She could call
the first incident, the learners are Coordinator/T the parents for a meeting to discuss
reprimanded and remind- ed of the eacher the problem and give punishment to
importance of honesty and of not
cheating.
avoid doing the 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 exits envi- Guidance Councilor helps students to
sioned for SHS graduates—namely, higher Guidance choose what appropriate career track
education, entrepreneurship, employment, or
middle-level skills development. Afterward, Councilor to choose on their journey.
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 also Administrative Any plan regarding with the school
preparing the financial report for the month of Officer improvement should be reported and
July. Both reports are subject to the approved by the School Head before
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 Teachers 35

 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 school. She also
Property Property custodian is the one
conducts and maintains the inventory of Custodian responsible for school property and
properties and prepares the required reports materials or equipment keeping and
for the School Head’s reference. reporting.
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 Teachers 37
 Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider
community, it is important to involve learners, parents, a 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 her
and concerns in the school community. Discuss how you five classes. Without letting you respond, she already
can help in each scenario and involve some key personnel sent you the learning materials for her lessons tomorrow.
who can help you resolve the following challenges. However, you also have classes to attend and your
learners are expecting to deliver a performance task that
Scenario 1 they prepared for. What are you going to do as a colleague
and who should you direct her to?
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry
and disappointed about what happened because the
incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school I will honestly tell her that I also have
that day. The incident happened during Science time
because the teacher was late to enter the class. You also classes that I needed to attend. I will
had other classes to attend to and had no chance to
meet your advisory class during that time. Who should advise her to message the school head
you seek help to?
that she can longer go to school, and
she needed a teacher to substitute for
I would seek first the help of the
her so that the school head would be the
school guidance councilor regarding this
one to decide whose teacher is available
matter to identify what is the best way to
to look for her class.
resolve the issue together with the
parents and the pupils involve. If the
problem is still not resolve, then it is the
time to seek the help of the school head.

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 Government Key Topic 1: Preparations for pre-
(SSG). After three months, his subject teachers are opening of classes
having trouble with his class standing because of his
frequent absences and non-submission of required written Now that you have familiarized yourself with the DepEd
and performance tasks. Lito is getting overwhelmed with the school calendar and the school support system, it is time
various school activities he manages. What are you going to get ready with the preparations for the pre-opening
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, available
I will explain to Lito that I resources/ equipment, etc. and set up the classroom.
understand his role as the President of Your first year of teaching in the public school system would
probably be one of the most rewarding and unforgettable
the Supreme Student Government., that experiences that you will have as a teacher. Expect that
you will have grounding experiences, as well as a myriad
he has lots of duties and responsibilities of challenging circumstances that will test your character.
Hence, it is important that before you prepare your
to full fill, but I will also remind him that classroom and your lesson, you also need to prepare
yourself physically, mentally, and emotionally.
he should not just focused on this, he
You can do journal writing to reflect on your teaching
has still subjects that he needs to practice. This will help you make wiser decisions as you
deal with your situations inside the classroom. In this
prioritize. He should learn to balance his way, it will help you reflect objectively when untoward
incidents happen. Whenever you make mistakes or
duties as well as his academic subjects failures, you need to be patient with yourself. Bear in
to avoid conflicts on her grades. I will mind that your school head or head teacher considers
that you are a new teacher in the school and will definitely
advise him to create his daily time plan give you the kind of understanding that you need.

so that he can full fill both his duties

without sacrificing his academic
subjects.
Guide for Mentors and Newly Hired Teachers 39
Key Topic 2: Getting to 4. Get acquainted with safety concerns in the school. In
every school, there is a unit designated for Disaster
Know the School Structure, Risk Reduction Management (DRRM). You have to
Available know the safety procedures for emergencies, like
when disasters occur during the school year. You may
Resources/Equipment, etc. need to know where the fire exit is or where to lead
As a new teacher, you must familiarize yourself with your learners when an earthquake occurs.
work environment. It doesn’t only mean knowing the fastest
way to get to your school, but it also entails your knowledge 5. Know the proper decorum in submitting paper
in and out of the school. Below are general tips in getting to works or turning in reports.
know your school to start with your professional journey
6. Your breaktime schedule also matters, so early on
as a public school teacher.
you may already take different options for spending
1. As a faculty member, you are expected to know the your breaktime. Bear in mind that teachers, both
different offices and units in your school, as well as seasoned and new, have their own way of utilizing
the designated teachers who run each office. You their break time. While most teachers use it for eating,
also need to know the school’s tailored Teachers’ some teachers use it for rest, reflection, checking
Handbook, which contains the rules, regulations, learners’ outputs, doing paper works, or speaking
expectations, and all other necessary information that with colleagues. Whatever you choose, make sure
you need to know about your job in your new that you will be able to use your time well and respect
school. Make sure that you read it thoroughly and how other teachers use theirs.
understand everything because you are expected to
Before you set up your room, you have to check the
observe all of them as you work.
available resources. In each school, the principals
2. The provisions written on the handbook are not the allocate funds for supplies such as cleaning materials,
only ones that are being observed in the school. As instructional materials, and other paraphernalia that may
you work every day, you will begin to recognize be used in preparing the classroom at the beginning of the
casual rules and principles that the school follows. school year. Should there be missing or insufficient
Be able to notice them. Hence, gather as much supplies or if damages are found, you must immediately
information as you can before the beginning and report it to the principal.
during the first few weeks of the school year.

3. Know your school organizational chart. Introduce

yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along
with your new colleagues; but you have to
overcome the anxiety so that you can establish
rapport with your fellow teachers.
40 The Teacher Induction Program - Course 1
Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnel in-charge.

Department/Office/Unit Personnel In-Charge

SCHOOL OFFICE/ADMIN RAQUEL G. TAGALINAO

CLINIC EDITHA R. DEMIRIN

PROPERTY CUSTODIAN MERCY B. CABANERO

SDRRM CARL MARK B. BARSICULA

ICT GLENN ADONIS P. FLORES

SCHOOL LIBRARY JEMARIE S. VILLAROSA

FEEDING PROGRAM JINKY QUILLA

BRIGADA ESKWELA JENNIFER A. CATAMBACAN

SIP ROSENDA H. MALINA

LIS PEARLYN ROSE H. FLORES

BSP/GSP GIRLIE A. FERNANDEZ

GAD RICA C. LOFRANCO

JANITOR

SECURITY GUARD OSCAR PEREZ JR.

Guide for Mentors and Newly Hired Teachers 41

 Key Topic 3: Setting up the classroom Summary
In setting up your classroom, you need to think about how • Preparing for the pre-opening of classes is
to arrange a learning environment that is conducive and important so that you will be able to accomplish
friendly. Take some time to imagine how the learners would your job effectively and reduce the possible stress
be sitting and how the classroom would appear when the because of lack of preparation.
learners finally arrive on the first day. Make sure that the
image that you create is student-centered; that means, • It is important that before you prepare your classroom
the floor plan or layout actually allows convenient and your lesson, you also need to prepare yourself
movement for teaching and learning. Examine the room physically, mentally, and emotionally.
and look around and find the things that you can still
utilize. Some classrooms already have bulletin boards, • Learning your way around your new work environment
cabinets, boxes for cleaning materials, etc. You may – your school assignment would allow you to work
decide if you will keep them or find a place where it can efficiently within your designated workstation and the
be kept. Be reminded that whatever you use in your DepEd system
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 First A. Welcome
Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers,
• Mention interests related to the subject and
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. Make D. Introducing the learners to each other through an
sure that you show your presence with authority and activity
openness to your learners. Most importantly, establish • Have learners share outcomes with the class or
yourself in such a way that your learners feel that you collect written responses.
care for their well-being, future, and their lives in the
school. Set a good first impression on your learners, their E. Class Rules
parents, and your co- teachers. One tip is to practice what • Present them.
you want to say to help you have more confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make sure
F.Distribution of the grade level standards.
that you spend time in preparing your lessons and other
tasks in school. This is your first year of teaching in the
G. A quick lesson
public school, it is important to demonstrate professional
disposition and discipline in the discharge of your H. Dismissal – Goodbye
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 Succeed
day of classes. in Your First Year. California: Corwin Press, Inc. (pp 34-35)

Guide for Mentors and Newly Hired Teachers 43

Key Topic 2: Getting to Know Your different activities that you will do in the coming days. Spark
Learners a feeling of awe and excitement among your learners, so
that they will look forward to going to school for the coming
You will be meeting a lot of learners who possess unique days. Emphasize that you will be with them in this new
characteristics and personalities with varying learning journey. In this activity, maintain mutual respect and
needs. Your first task is to get to know them by their names, interest. Games and icebreakers may also be appropriate.
so make sure that you pronounce them correctly.
Although knowing your learners name is a preliminary task as
a teacher, remember that you also need to be Key Concept 3: Setting Rules and Routines
knowledgeable about your learners’ background. Rules play a significant aspect in helping to define the
Knowing this information will guide you to better inform classroom situation. Rules are mostly based on moral,
your planning on what appropriate teaching approaches and personal, legal, safety and educational concerns. Sample
strategies are best utilized to cater their learning needs. rules are presented below.
The most common way of collecting information from
your learners is by asking them to write it on an index
card or a sheet of paper. You may also use technology in
consolidating 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 seats
ask the learners the information that you think will benefit when class is about to begin
you in the future like in preparing and contextualizing your
2. Homework is due at the beginning
lesson, addressing the student’s concern, or contacting the
of the period
parents. This information may include your learners’
interest, hobbies, abilities, parents’ contact information, 3. Textbooks are to be brought to class
and even the information that your learners may not every day
probably tell you face-to-face. Above all, it is important to
inform your students the purpose of gathering their 4. Raise your hand and wait to be recognized
personal information. As professionals, we must strictly before speaking
follow the data privacy act as applied to students and
observe ethics in using this information. 5. Be courteous and considerate to all students
and faculty
At the beginning of the school year, you may ask the
learners to introduce themselves to you and to the class.
To make it successful, you should model how it is done.
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Tell something about yourself that you think will matter so
Secrets for Secondary School Teachers: How to Succeed in
that learners will get to know you better as a teacher. Focus Your First Year. California: Corwin Press, Inc.
on what you want to accomplish with your learners 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, maintaining OPENING ROUTINES
discipline and attention, changing activities, catching up
on incomplete or missed work, activities for students who • Share One Word: Ask students to share one
finish work early, going to the toilet, using materials in the word about how they are feeling that day.
classroom, and dismissal. It is a good practice for teachers
to go over some parts of the provided student handbook • The Reading Minute: Find a passage online
to remind the students and to make sure they are aware or in a book—an excerpt of a poem, essay,
article, or story—and read it aloud. It might be
of sections such as the rules and the punishment for their
humor-
violation. ous, interesting, angering, or beautiful, exhibiting
great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or
a thesis statement.

CLOSING ROUTINES

• Rate the Learning or Lesson: This exit slip can

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

• Closing Statement or Question: Ask students

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

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

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

Guide for Mentors and Newly Hired Teachers 45

It is important to set these rules and routines on the first day of the school year.
Required Task 1: Article Reading
Read an article from Association for Supervision and Curriculum Development (ASCD) entitled Power
in the Classroom: Creating the Environment. You may access the article through this link: http://www.
ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.
aspx

After reading the article, finish the table below:

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.

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

TRUE So that pupils will have the confidence to

4. You should model how to introduce introduce theirselves.
oneself at the beginning of the school
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 Teachers 47

 Summary/Key Learning

• Coming to school prepared would not only help you

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

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

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

• Rules play a significant aspect in helping to manage

the classroom situation.

48 The Teacher Induction Program - Course 1

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

Guide for Mentors and Newly Hired Teachers

 REFLECTION

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.

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 1. Peer Sharing 5. Reflection Paper

2. Reflection 6. Worksheets
3. Writing how they show 7. Pictures
respect to other people
4. Role Playing

Guide for Mentors and Newly Hired Teachers 51

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

52 The Teacher Induction Program - Course 1
Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:

Tips to connect with your learners

(Kotler, et. al. 1998) How to apply to your class
Let the learners share their opinions and let them feel that they are valued.
Listen carefully without interrupting.
By asking them simple questions like, “What movies do you watch?”. This gives you
Find common ground
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 connect with your students. Provide a
Develop a Positive Classroom Environment
reward system and avoid giving negative punishment instead focused on rewarding
positive behaviors.
Set your rules and follow them. Don’t show favoritism. This creates disrespect in your
Be consistent in your rules
classroom.
Care by showing acts of kindness, tapping their shoulders, praising them and through the
Care
tone of your voice when you speak to them.

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.

Guide for Mentors and Newly Hired Teachers 53

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

It is said that all teachers are guidance counselors. You

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

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

• Advisers are the assigned person to keep and

manage the school records of the learners that are
assigned to you. It is also a task of the adviser to
monitor the daily attendance of learners.
54 The Teacher Induction Program - Course 1
Module 3: Creating an Engaging • Reading Activities
Physical and Virtual Learning • Reflections
Environment
• Writing activities
Intended Module Learning Outcomes
• Checklist
At the end of this module, you should be able to:
• Quizzes
1. manage learner behavior constructively by applying
positive and non-violent discipline to maintain trust • Outputs for Portfolio: Oath of Promoting Trust and
and fairness in the classroom (2.6.2, 2.2.2); Fairness

2. Identify basic concepts related to classroom Required Resources

management and positive discipline (2.3.2);
• Department of Education. DepEd Child Protection
3. determine actions in building good relationships Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
with the learners (2.2.2; 2.4.2); and 2012.

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.

• Save the Children. A Toolkit on Discipline with Particular

Emphasis on South and Central Asia. Sweden:
Module Outline Save the Children, 2007.
Session 1: Positive Discipline in Physical and Virtual
• UNESCO. Embracing Diversity: Toolkit for Creating
Learning Environment
Inclusive, Learning-Friendly Environments Specialized
Session 2: Positive Teacher-Student Relations Booklet 1: Positive Discipline in the Inclusive,
Learning- Friendly Classroom: A Guide for Teachers
and Teacher Educators. France: UNESCO, 2015.
Estimated Time Required: 1 hour • PPST Resource Package Module 15: Establishing
Required Tasks safe and secure learning environment to enhance
learning through the consistent implementation of
The following are the tasks in this module. policies, guidelines and procedure

• Scenario Analyses

Guide for Mentors and Newly Hired Teachers 55

Session 1: Positive Discipline Positive Discipline

in Physical and Virtual Discipline is the practice of teaching a person to observe

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

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

- Use appropriate body language – nod, smile, and

look directly at the student.

- Restructure the environment – remove objects

that invite misbehavior.

4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

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

Guide for Mentors and Newly Hired Teachers 57

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

Scenarios Possible Answer and Points for Feedback

Case 1 : On Being Tardy Giving corporal punishment is not a solution to

Rhea: I live a few kilometers away from my school. In the tardiness. Before giving judgement to the student
morning, sometimes I have to fetch water and cook food for
my siblings before I can go to school. I have no money for why do not ask first why they are late. We can never
transport, so I walk to school. Learners in our school get late slips know what is causing a student to be consistently
when we don’t arrive on time. I don’t want to get too many.
late unless we ask them. Like the situation of Rhea,
Rhea’s teacher: I have to make sure the children
understand that coming late to school is not acceptable. They she does not like to go to school always late, but she
have to know that there are consequences for their tardiness.
I always give them punishment. Some of them are even used is compelled due to some of the reasons that she
to it. They just offer themselves up because they know I don’t
listen to any excuses. has to cook food for her siblings and no money for

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.

58 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

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

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

his misbehavior in a calmly manner. Tell him the rules
to promote positive discipline? and regulations of the class and the consequences of
the action they made. If Marcus is the type of student
who needs attention then 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 Teachers 59

 Scenarios Possible Answer and Points for Feedback

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.

60 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 4: On Absenteeism If the students lack the interest in going 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.

Guide for Mentors and Newly Hired Teachers 61

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

Guide for Mentors and Newly Hired Teachers 63

 Scenarios Possible Answer and Points for Feedback

Case 7: Technical Issues

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

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 behavior. discipline is to catch learners doing the right thing and
Positive discipline is something that could be developed on reward them immediately.
a day-to-day basis. This process is effective for individual
children. Moreover, for teachers who are working in large The following are statements that could be believed in by
classes, it can also be effective for groups of children. some teachers, but were labeled as myths on disciplining
The key is to make the children feel they are on a “winning learners (UNESCO, 2015, 14-18).
team”

Statement Remark
“People who use this argument often do it to reduce the guilt they have for using corporal
1. “It happened to me
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.”

Guide for Mentors and Newly Hired Teachers 65

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

Statement Remark

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

“There are positive reinforcers that have little cost or no cost which require minimal
time and effort to administer. As a teacher, you need to devote time to effectively
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 positive
engage in an online class, provide a variety of layers of reinforcement such as praise and
reinforcers in my online token systems.”
class.”

4. “When I plan online

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

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

66 The Teacher Induction Program - Course 1

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

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

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

Required Task 2: Scenario Analysis

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

a. Respect the child’s dignity

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

c. Maximize the child’s active participation

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

e. Respect the child’s motivation and life views

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

g. Promote solidarity

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

Guide for Mentors and Newly Hired Teachers 67

 Situations Answers Feedback

1. During the group activity of Teacher

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

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.

68 The Teacher Induction Program - Course 1

 Situations Answers Feedback
4. During the General Mathematics class Respect the child’s Avoid embarrassing the child in front of
of Ma’am Princess, she noticed that dignity the class. Teacher should be considerate
Gian was sleeping. “Rise and shine, to the child’s situation, maybe there is a
Gian! It’s time for your breakfast”,
Ma’am Princess shouted and the Respect the child’s problem in the house that’s why he did
whole class giggled. Immediately, developmental not sleep well. Try to talk to him after the
Gian sat properly and became needs and quality of class.
attentive for the whole duration of life
Ma’am Prin- cess’s class.
5. Ma’am Trisha scheduled her First CO Respect the child’s
in her Grade 4 MAPEH Class. During motivation and life
their discussion, she noticed that views
among the learners, Carl was the most
Avoid comparing pupils with another
attentive and participative. After ask-
ing a question, she then called Amy to Assure fairness pupils because every child has different
answer, “I don’t know”, Amy replied (equity and non- ways of learning. Always e fair to your
nervously. Then Ma’am Trisha told her discrimination) and students.
pupils that they should be more like
justice.
Carl to be able to answer as much as
possible.
6. Teacher Cora records the learners Develop prosocial
performances and outputs during behavior, self-
synchronous and asynchronous ac- discipline, and The teacher should call out the attention
tivities. She noticed some incomplete
character of the pupils after the online class to
activities compiled by the learners.
During her online class, Teacher Cora discuss their incomplete activities not
asked the learners to share their online Promote solidarity during the lesson to avoid
experiences. After some important embarrassment.
sharing they proceed to the activities
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 Teachers 69

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

Actions Answers Feedback

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

5. Using physical force solution 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

 Positive discipline is a way not only to reduce Establish clear rules and procedures and instruct learners on how to follow them. Give primary-
misbehavior but also motivate learners (UNESCO 2015, level learners, in particular, a great deal of instruction, practice, and reminding.
80). It is based on the premise that behavior that is
rewarded is behavior that will be repeated. The most
critical part of positive discipline involves helping learners
learn behaviors that are effective in promoting positive
social relationships and help them develop a sense of self-
discipline that leads to positive self-esteem. For primary level learners, rules and
Required Task 4: Reflection procedures should be simple and limited. Too
The following are some ways that can help you create a many or too difficult rules will be easily
motivating and conducive environment. How are you
going to illustrate these ways in your own classroom? forgotten and/or ignored by students. The rule
Limit your response to 100-150 words per question. should be visible in the classroom so that
a. Hold and communicate high behavioral students are always aware of it. Afterwards, the
expectations for your learners and yourself.
teacher should be able to explain and practice
b.
I will first get to know some personal things these classroom rules and procedures. Both
about my students. This will make them feel classroom rules and procedures must be
more comfortable, and it will also serve as a clearly explained, practiced regularly, and are
bridge for open communication between only successful with consistency.
students. I will also Conduct a values analysis
discussion about some current event or topic. If
there are times that a student shows a good
behavior or performed well at such moment, I
will provide positive comments. Lastly, I will
always be positive and enthusiastic when
teaching.
Guide for Mentors and Newly Hired Teachers 71
Summary
Discipline shapes learners’ behavior and helps them to
learn self-control when it provides encouragement, not
painful, meaningless consequences (UNESCO 2015, 21). You
should use classroom discipline positively by believing in
your learners’ abilities and communicating affection and
respect for them. When you are willing to observe your
learners and respond in ways that encourage positive
behavior, you help them become responsible for their own
behaviors and they reduce the likelihood of misbehaving
in the classroom.

An effectively managed classroom is the one that motivates

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

a. Your expectations are clear.

b. Instruction is interesting for your learners.

c. Your learners see a purpose and value to what

is being taught.

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

experience and is meaningful within his or her daily
life.

e. Your teaching strategies are varied. Learners

can become bored, even if the topic is interesting,
if you constantly use the same teaching
methods.
72 The Teacher Induction Program - Course 1
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.

Scenario Answers Feedback

1. At the very first day of the school TRUE This is a strong indication of creating a
year, Teacher Joy enforces well- organized classroom management.
classroom rules promptly,
consistently, and equitably.

FALSE Teacher must continuously develop

2. Ma’am Carol believes that it is
a waste of time to devote time learners self-monitoring skills and learn to
in teaching self-monitoring gain mastery.
skills.
3. Teacher Michael ensures that he TRUE This gives retention to the lesson on
maintains instructional pace of pupils.
his lesson for the day and makes
smooth transitions between
activities.

TRUE Giving feedback and reinforcement to

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

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.

Guide for Mentors and Newly Hired Teachers 73

Session 2: Positive Relationships Key Topic 1: Building
Optional Task: Learn from Others Positive Relationships with
Learners
Ask a colleague, either a fellow newly hired teacher or a
fellow subject area teacher, on which they think are the best Positive learning communities and relationships contribute
ways to build relationships with their learners. Write your to a great extent to learners’ engagement in face-to-face or
findings on the space provided. Limit your response to 100- virtual classroom activities. Indeed, relationships are
150 words. 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

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

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.

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

messages given to learners is
important.
use and in oral proficiency

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

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

Guide for Mentors and Newly Hired Teachers 75

 Key Topic 2: Maintaining Trust and
Fairness in the classroom

Some of the characteristics that learners appreciate in a

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

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

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

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

76 The Teacher Induction Program - Course 1

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

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

Adviser Teacher in Class

 Greet my pupils  Great the pupils

 Prayer  Prayer
 Have a short conversation  Checking of attendance
with the pupils like how  Give a short energizer to
they feel today. set the mood of the pupils
 Give a short energizer to  Remind the classroom
set the mood of the pupils rules and regulations as
 Remind the classroom well as their duties and
rules and regulations as responsibilities.
well as their duties and  Start the classroom
responsibilities. discussion.
 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 Teachers 77

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

OATH OF PROMOTING TRUST AND FAIRNESS

I, JHONDELL G. CORMINAL, 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
discuss these expectations regularly. AGREE

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

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

3. The rules we develop with our learners must be

applied 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 be subtle and preventative. AGREE

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

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

Guide for Mentors and Newly Hired Teachers 79

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

• In order to maintain trust and fairness in the

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

80 The Teacher Induction Program - Course 1

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

Don’t forget to take a screenshot of your

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

Once you’re done, kindly input your score

here: [Input your score here.]

Additional reminder: Compile your portfolio

output/s and make sure that your mentor
has checked your coursebook.
Guide for Mentors and Newly Hired Teachers 81
 Glossary

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

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

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

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

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

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

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

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

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

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

82 The Teacher Induction Program - Course 1

Mandate an obligation enforced by law.

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

unchanged over time.

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

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

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

showing improper conduct.

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

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

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

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

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

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

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

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

Guide for Mentors and Newly Hired Teachers 83

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

Issuances and Legislations

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

84 The Teacher Induction Program - Course 1

Other Sources (Alphabetical Order by Author)

American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
Mind Institute, Inc.
Government of the Philippines. (n. d.). Performance-Based Incentive System: Frequently Asked Questions. Official Gazette. https://www.
officialgazette.gov.ph/pbb/faqs/
Government of the Philippines. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Government of the Philippines, Department of Education. 2015. Teacher Induction Program Module 1. Pasig City.
Government of the Philippines, Department of Education. 2018. Teacher Induction Program Module 1, Manila.
Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact of the Collaboratives for Excellence in Teacher Preparation Program.
Journal of Research in Science Teaching. 44. 1348 - 1369. 10.1002/tea.20207.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher.
Alexandria, VA: Association for Supervision and Curriculum Development.
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 Teachers 85

 Department

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

Philippine National Research Center for Teacher

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

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

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

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

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

Guide for Mentors and Newly Hired Teachers 87

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

National Capital Region

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

88 The Teacher Induction Program - Course 1