TEACHER INDUCTION PROGRAM (TIP) 2023

COURSE 1: The DepEd Mandate

MODULE 1 – BECOMING A DepEd TEACHER

SESSION 1 – THE DEPED’S MANDATE

Required Task 1: Reflection Questions

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

a. promote quality education?

 I believe that a teacher is the most important factor in the quality of education. Being a new
teacher, I would promote quality education by applying the best learnings I had during my
college years and also the things that I learned from the previous teaching experiences that I
had. Apart from this, I will also set myself as an example in being receptive to new ideas and
to feedbacks. By doing so, I believe that I am able show my learners on how to maximize
their full potentials and be optimistic in every endeavor that they are performing.

b. uphold equity in education?

 Equity in education means that human circumstances such as his/her gender, ethnic
background or family origin, are not obstacles to achieving educational fairness and that all
individuals should reach at least a basic minimum level of skills.
 In order to uphold the equity in education, I will see to it that I will find time to discuss the
importance of respecting individual differences to my students and to not tolerate any
bullying in or outside the classroom premises.

c. respond to the needs of the learners?

 Some of the things that I would do to respond to the needs of the learners are as follows: (a)
make sure that my delivery of the lessons will not be too fast or too slow to the pace of the
students; (b) give extra time especially to the learners that need more attention in coping up
with their lessons; (c) reach out with the parents that are not supportive with their children's
education and explain to them importance of education.

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
MYSELF MY CLASS MY COMMUNITY
I envision myself to I envision my class to be With the contribution that I am
become one of the master successful in their planning to give back to the
teachers in the school in chosen career by being community (e.g. participation in the
order to team-teach with guided with the good different programs, sharing some of
colleagues; provide values that I have my expertise through science and
technical assistance to imparted to them during technology) I am envisioning my
teachers to improve their high school years. community to be a community that
competencies; leads in the is actively collaborate in the school’s
preparation and pursuit in giving quality education to
 enrichment of curricula. the future generation.
KEY TOPIC 1: DEPED’S VISION

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.

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

 Teacher Johanna can integrate demonstration of the students’ love to the country in her
lesson by
a. always reminding the students to be proud for being Filipinos. It is is important to
do so because Filipinos are known for being so persevering, hospitable, helpful
and so diverse with our cultural practices and traditions.
b. respect the flag and national anthem by standing still every time we sing the
national anthem and abide the rules set forth by the school, community and the
nation in general

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 help his learners to
gain confidence and participate in scouting? You may respond in 3-5 sentences

 Teacher Andrew can encourage his shy and timid students by doing any of the following:

a. Talk to the student in a friendly manner. He may explain to the students the good benefits
that they may get from joining the said activity, like gaining friends, building confidence
and learning more strategies in life that he may use when he gets older.
b. Share with the students some inspirational and success stories that is related to what the
student is currently going through.

KEY TOPIC 2: DEPED’S MISSION

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.

Scenario 1:
Teacher Helga is a Grade 1 teacher at Biñan Elementary School. She is teaching Science. She wants to
make sure that she can provide a child-friendly, gender-sensitive, safe, and motivating environment
in her class. What should she do to achieve this? You may respond in 3-5 sentences

 When we say a child-friendly class, it is a surrounding that aims to develop a learning

environment in which children are motivated and able to learn. In order for Teacher Helga to
achieve this, she should first set an example by showing respect to her students. She should
 also emphasize that each student must respect all the people around them regardless of their
age, gender, economic background and that bullying is not tolerated in her class.
KEY TOPIC 4: THE DEPED CORE VALUES

Required Task 3: Application

Let’s see how you would apply the DepEd Core Values in responding to the following school
scenarios. You may answer the following questions in 3-5 sentences. Write your answer on the space
provided.

Scenario 1:
Teacher Luis is a Grade 10 guidance counselor and a Values Education teacher at Arellano High
School. One of his classes has a diverse religious background. One day, two of the learners insisted
that the class should start with a prayer led by an assigned student. This leads to a heated debate
arguing about their own religious and spiritual beliefs. How can Teacher Luis mediate and help
resolve the argument?
 Teacher Luis can mediate and help resolve the argument by explaining to the students that
religion is not something that must be argued upon. He should explain further to the class
that everyone must respect individual’s religious belief. He may also give schedules to prayer
leaders on alternate days.
Scenario 2:
The DepEd Core Values teaches us the love for God (maka-Diyos), love for fellow men (maka-tao),
love for nature (makakalikasan), and love for country (makabansa).
Teacher Molina inspires his Grade 2 learners to become a better version of themselves through
exemplifying qualities and characters of our national heroes. What classroom management
strategies can Teacher Molina employ to encourage learners to apply the DepEd core values in real
life situations?

 Explain to the class the in-depth meaning of love for God, love for fellow men, love for nature
and love for country.
 Have group activities requesting the learners to list down that things that they will do that
establishes their love to God, fellowmen, nature and country.
 Let learners come up with a weekly journal by listing down at least two to three instances
when they could say that they have
SESSION 3: STRATEGIC DIRECTIONS
MY VISION BOARD
MYSELF MY CLASS MY COMMUNITY
I envision myself to I envision my class to be With the contribution that I am
become one of the successful in their chosen career planning to give back to the
community (e.g. participation in
master teachers in the by being guided with the good the different programs, sharing
school in order to team- values that I have imparted to some of my expertise through
teach with colleagues; them during their high school science and technology) I am
provide technical years. envisioning my community to be a
assistance to teachers to community that is actively
collaborate in the school’s pursuit
improve competencies; in giving quality education to the
leads in the preparation future generation.
and enrichment of
curricula.
ACTION POINTS
 I will continue my  Always incorporate important  To actively participate in
graduate school values in my day-to-day the different activities of
studies lessons/activities the local government
 Attend relevant  I will talk to students who are  Create linkage with the
 trainings and misbehaving to verify why LGU for any assistance
seminars they are doing so and I will that they could extend for
 I will also do a lot of apply the appropriate the wholistic
self-research and intervention to change their development of our
study bad habits. learners

 I will let them always

remember that they should
bring the good values they
have learned wherever they
go

Required Task 2: Pledge of Commitment (Portfolio Output)

PLEDGE OF COMMITMENT
Write your own pledge of commitment in support to DepEd Strategic Directions. You may write your
statements in 3-5 sentences

I, JEVIE ANNE N. PALCONE, promise to fulfill my duties and

responsibilities as a teacher by adhering to my goals and
objectives which are aligned to the DepEd’s vision, mission,
goals and objectives. I will also give substantial
instructional delivery and be accountable for what I
provide to my learners. I promise to make the education of
my students as my first and most important priority and I
will exert more effort to develop my knowledge and skills
so I could help my students to learn more.

Required Task 3: Reflection

After going through this module, (DepEd Mandate, Vision, Mission, Core Values, and Strategic Directions),
answer the following questions. Write your responses in 3-5 sentences.

1. In what ways has this module helped you reflect on the Vision, Mission, Core Values, and Strategic
Directions of the Department of Education?

 This module helped me clarify my vision and proper direction on how I could be a better teacher to
my future students. It made me reflect on how I should properly set a learner-centered mood in my
classroom and to always note that it must be my daily objective to develop them into a more wholistic
individuals that are ready to face whatever challenges that are waiting for them in the outside world.

2. How has this module helped you clarify your vision and motivations in serving your learners better and in
promoting a learner-centered environment for them?
  This module helped me clarify my vision and motivations in serving my learners better and in
promoting a learner-centered environment for them through the challenging words that were
emphasized. It challenges me in the sense that as a new Teacher, the future of not only one but a lot
of students that I will have depends so much on me. I consider it as a break or make disposition, and
for me, my mind is now fully set to give my 100% best to develop the young generation to becoming a
productive citizen of the country.

3. What are your personal beliefs and values that are aligned with the DepEd’s VMV (Vision, Mission, Core
Values)?

 I believe that every single student deserves the right to quality education and that no one must be
deprived of it regardless of their status in the community.

SESSION 4 – THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Required Task 1: Video Viewing Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to

watch the PPST explainer video (8:41 minutes) Use the table below to take note of important information.
What I learned from watching the PPST explainer video What else i want to know about the
PPST/ concepts that need
clarification
I have learned that the video on the Philippine I believe it would more of the
Professional Standards for Teachers or PPST can be specific requirements and the
utilized to help us, teachers, further find out and develop criteria as to how teachers are
better and more effective ways of teaching our various ranked so that we, as newly hired
fields. PPST aims to further develop ways to make the teachers, could also make our
learners be more creative, more analytical and prepare game plan in order to make sure
them for life-long learning. that everything that we do are in
line to what really expected of us
The PPST articulates teacher quality through well- based on the set criteria. This will
defined domains, strands and indicators. It is also a also help us organize all the
public statement of professional accountability helping documents that we need for the
teachers reflect on their own practice, as they aspire for future ranking or reclassification.
their personal growth and engage in professional
development.

Through PPST, it defines what teachers are expected to

know, are able to do, and value in their profession. It
guides the teachers from undergraduate preparation to
the leadership in the teaching profession. It supports
teacher to know where they are in terms of practice,
what are expected of them and how they can improve to
reach the next level. PPST are articulated into 7
domains, namely: Content Knowledge and Pedagogy,
Learning Environment, Diversity of Learners, Curriculum
and Planning, Assessment and Reporting, Community
Linkages and Professional Engagement, and Personal
Growth and Professional Development.
MODULE 2 - GEARING UP FOR THE SCHOOL YEAR

Key Concept 3: Implementing Guidelines

Required Task 1: Reading and Reflection Study the rationale of the Implementing Guidelines of the DepEd
School Calendar for the current school year. Write your insight on the space provided below. Limit your
response to 150 words.

 The D.O. 29 s. 2021 is the manifestation that DepEd is serious in living out its commitment to learning
continuity amidst pandemic. In this DepEd Order, clear instruction pertaining to the conduct of
distance classes, additional classes on weekends, provisions to some schools that are able to conduct
partial or full-scale face-to-face classes and other school concerns are well provided. The order gives
clear direction and guidance to schools in the implementation of the different activities just to make
sure that quality education is still delivered to the all clienteles.

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: 2023-2024

JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER
* Start of * Brigada *SPG/SSG * World *End of
Enrollment Eskwela (National Election Teachers’ Academic
Period Schools’ Repair (First to Day Quarter 1
and Maintenance Second * First * Start of
Period) Week) Quarter Academic
Examination Quarter 2

DECEMBER JANUARY FEBRUARY MARCH APRIL MAY

* Second * Resumption of * Midyear * Third * Start of * End of
Quarter Classes Break (MPRE Quarter Academic Academic
Examinatio and INSET) Examination Quarter 4 Quarter 4
n * End of
* Start of School
Christmas Year
Break Rites

Required Task 2: Write TRUE if the statement is correct; write FALSE if otherwise.
QUESTION ANSWER REMARKS
The DepEd school calendar for each school As per DepEd's guidelines, school calendar for
year does not set the specific dates for the FALSE each school year sets the opening and closing
opening and closing day of classes. day of classes, as well as the activities
Republic Act 11480, which is also known as An
Act to Lengthen the School Calendar from
TRUE
Two Hundred (200) Days to Not More Than
Two Hundred Twenty (220) Class Days.
 The in-service training is inclusive of the
number of days required for learners to be in TRUE
school.
The parent-teacher conference is inclusive of
the number of days required for learners to TRUE
be in school.
Alternative delivery modes or make up classes According to DepEd Order No. 7, s. 2019 to
are not allowed to be undertaken to compensate for unplanned suspension of
compensate for the unplanned suspension of classes such as natural and manmade
FALSE
classes due to natural calamities. calamities, the Alternative Delivery Mode
(ADM) or make-up classes are recommended
to be undertaken.
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow learners
TRUE
to continue their learning despite any ongoing
disasters like calamities, pandemics, etc.

SESSION 2: THE SCHOOL SUPPORT SYSTEM

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.

1. Teacher Leo creates activities to make sure that learners and teachers access the place where reading
materials and learn - ing resources are kept. He also crafts a schedule of the classes that could visit the place.
He coordinates with the School Head for the selection, acquisition, organization, and maintenance of
reference and reading materials.

a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/ Department Head

2. Teacher Lorrine is handling a case of some Grade 7 learners who were caught cheating by their adviser. She
calls the attention of the parents and reports to them what the learners did. Since it is the first incident, the
learners are reprimanded and remind - ed of the importance of honesty and of not cheating.

a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/ Department Head

3. Teacher Steffi is conducting a career guidance and advocacy seminar to Grade 12 learners focusing on the four
exits envisioned for SHS graduates—namely, higher education, entrepreneurship, employment, or middle-
level skills development. Afterward, she gives them a survey to answer on what they plan for their career
development after SHS.

a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/ Department Head
4. Mark Anthony is preparing a budget plan for the continuous improvement of the school for the month of
August. He is also preparing the financial report for the month of July. Both reports are subject to the approval
of the School Head.

a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
c. Guidance Counselor
d. Administrative Officer

5. Miss Rhea prepares the receipt, issuance, maintenance, and safekeeping of supplies, materials, and equipment
and other properties and facilities of the school. She also conducts and maintains the inventory of properties
and prepares the required reports for the School Head’s reference.

a. Librarian/LRMDS Coordinator
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator

KEY TOPIC 2: SCHOOL-BASED MANAGEMENT (SBM)

Required Task 2: Scenario Analysis

Scenario 1 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 that day. The incident happened during Science time because the teacher was late to enter the
class. You also had other classes to attend to and had no chance to meet your advisory class during that time.
Who should you seek help to?

 With the given scenario, I would ask assistance from the guidance counselor in helping me counsel the
offended student and the offender (in separate conferences) and so with the parents of both
students. I will also request for the assistance of the prefect of discipline so that the incident can be
investigated and to make sure that the due process is properly followed. I will also be needing the
help of the guidance counselor and the Assistant Principal for academics to have a dialogue with the
Science teacher to verify why she was not in her post during the incident. The conference will also
include the setting of the needed steps on how the same circumstance can be avoided in the future.

Scenario 2 Teacher Mary Ann, a fellow teacher whom you consider a friend, messaged you on Facebook and
told you that she will be absent tomorrow. She asked you to substitute all her five classes. Without letting you
respond, she already sent you the learning materials for her lessons tomorrow. However, you also have
classes to attend and your learners are expecting to deliver a performance task that they prepared for. What
are you going to do as a colleague and who should you direct her to?

 I will send her a private message informing her that I will be having my classes to attend to. As her
friend, I would advise her to properly ask permission from our curriculum head so that proper advice
may be given to her.

Scenario 3 Lito, the class president of your advisory class, was elected as the president of the Supreme
Student Government (SSG). After three months, his subject teachers are having trouble with his class standing
because of his frequent absences and non-submission of required written and performance tasks. Lito is
getting overwhelmed with the various school activities he manages. What are you going to do as the adviser?

 First, I will talk to Lito privately and ask him of the main reasons for his absences and non-submission
of the required tasks in his different subjects. I help him in doing the root-cause analysis of the
problem. Once the root cause/s is/are identified, I will guide him in coming up with a game plan on
 how he could cope with his deficiencies. To make sure that the incident will not get worse, I will also
inform the Guidance Counselor of the problem that the child is going through so that both of us could
monitor the progress of the child. If necessary, I will also call the attention of his parents so that more
people can get involve in guiding the student in resolving his current issues.

SESSION 3 – PRE-OPENING OF CLASSES PREPARATION

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 Department/Office/Unit Personnel In-
Charge

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/[email protected].

After reading the article, finish the table below:

Concepts I learned from My thoughts about these How I will apply these concepts to
the article concepts my class
As an adviser, I need to help my students in the following aspects:
This is important because it Constantly check the students'
creates a solid foundation for progress and
Improving their work
improved performance, trust, routine especially on the subjects
habits
efficiency, time management, and that are
collaboration. challenging to them.
Observe the students' interests and
give them
Matching students' skills to their
Connecting curriculum with some advice to them as to what
future course/career has a big
individual interests course is related to their interests.
tendency for their success

Proactively check learner's

Opening lines of
progress and engage them in small
communication with This improves inter relationship
talks to gain their trust. Hopefully,
teachers and other of the student to other people.
through this, they are able to build
students
confidence in talking to people.
Congratulate students every time
they accomplishments. Present to
Boosting self-worth It increases the confidence of the
the class the good works of the
through accomplishment student in the things that they do
students while encouraging the
rest to do the same.
 Increase group work activities
Supporting their while making sure that all group
To appreciate the value of unity
classmates in cooperative members are cooperating. Request
and helping others.
work. fast learners from the group to
assist those that are falling behind.

Required Task 2: True or False

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

1. First impressions are really important, so you have to set a good first impression to your learners,
their parents, and your co-teachers.
 TRUE. First impressions are crucial. They can make or break an opportunity. It's human nature to
make a judgement about someone when you first meet them.

2. In your first contact with your learners, co-teachers, and parents, you need to display confidence and
show that you know what you are doing even in things that you are not so sure about.
 FALSE. It is good to show confidence when dealing with other people around but showing them that
you know what you are doing even in things that you are not so sure about is a different story. One
can still be confident by accepting the truth that there are things that you do not know. Besides, no
one has the monopoly of wisdom.

3. You should only do what is instructed for you to do at the beginning of the school year.
 FALSE. Being a newbie does not mean that we do not know everything about the environment we are
in. From the past experiences, we have gained knowledge which may guide us in our day-to-day
activities. So long as we know that we are doing the right thing, we should not be afraid of applying a
bit of our initiative.

4. You should model how to introduce oneself at the beginning of the school year.
 TRUE. Most students are great imitators; thus, it is important to show them good examples on how
things must be done right.

5. Rules play a significant aspect in helping to define the classroom situation.

 TRUE. Having a well-defined rule set in a classroom will guide the students to do what they are
expected to do.

SESSION 5 – HANDLING ADVISORY CLASSES

Required Task 1: Introductory Activity

As you go over the activity, write your reflections below by answering the questions that follow. Limit your
answers to all the three questions below into a maximum of 600 words.

Guide Questions:
1. What is the role of a teacher to his/her learners?
2. How do you think are those roles manifested in being a classroom adviser?
3. So far, how was your experience as a classroom adviser?

 1. A teacher acts different roles to his/her students. He/she can be an instructor, a role model, third
parent and many more.

 2. The teacher being an instructor is manifested by the knowledge that he/she is imparting to the
learners. As a model, it should be manifested by the way the teacher executes his/her job and the
daily activities. The third parent role of a teacher is manifested by leading the students to the right
path and correcting them when they seem to deviate from the correct norms of life.
  3. I can say that I feel great with my role as an adviser for I get to have the opportunity of giving
additional knowledge to my students, share with them some experiences of mine that I think would
help them in their journey to life.

KEY TOPIC 1: BEING A CLASS ADVISER

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 When is Homeroom Activities What activities do you plan Outputs What are the expected
Guidance scheduled? to do in your Homeroom Guidance? outputs from learners and/or
You may consult with You may consult with your mentor. documentation of evidence?
your mentor
 Peer-to-peer sharing
 Reflection paper
 Reflection writing about how they
Every Friday of the week  Worksheets
demonstrate treating others with
 Pictures
respect

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,
How to apply to your class
et. al. 1998)
To do this, I have to attentively listen to what the
students is saying and take note of important
1. Listen carefully without interrupting.
information that he is giving without cutting him short
unless during times when I need to clarify something.
When the student is explaining something, I should not
be selective with the
2. Stay neutral and do not judge the information that I have to take from his explanation.
student, or trust may be breached Instead I should accept
all info that he/she is giving and used them when
elaborating things to the student.
3. Make yourself as visible and accessible I will give them assurance that they can talk to me in
as you can. case they need help.
When talking to my students, I will always make myself
4. Listen not only for what the student is
ready to watch on
saying but also try to understand the
the non-verbal gestures that they will exhibit during the
meaning of the non-verbal gestures.
conversation.
I will explain to my student that when there would be
5. If you must ask questions, do not
times that I need to ask
interrogate kids; instead, ask open-
more questions, that doesn't mean I don't believe in
ended inquiries that encourage them to
what he is saying but it is
elaborate.
just a way for me to understand the situation better.

MODULE 3 – CREATING AN ENGAGING PHYSICAL AND

VIRTUAL LEARNING ENVIRONMENT

SESSION 1 – POSITIVE DISCIPLINE IN PHYSICAL AND VIRTUAL LEARNING ENVIRONMENT

KEY TOPIC 1: ESTABLISHING SAFE AND SECURE LEARNING ENVIRONMENT

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.

Case 1: On Being Tardy

Rhea: I live a few kilometers away from my school. In the morning, sometimes I have to fetch water and cook
food for my siblings before I can go to school. I have no money for transport, so I walk to school. Learners in
our school get late slips when we don’t arrive on time. I don’t want to get too many.

Rhea’s teacher: I have to make sure the children understand that coming late to school is not acceptable. They
have to know that there are consequences for their tardiness. I always give them punishment. Some of them
are even used to it. They just offer themselves up because they know I don’t listen to any excuses. What
alternative/s to corporal punishment could suggest to the teacher?

 First, it would help if the teacher will talk to the student and let her feel that she knows
where the student is coming from. After establishing a a good rapport, she may also explain
to Rhea importance of coming to school early (she will not be left behind from the topics
discussed by the teachers; not able to get more late slips; and etc). The teacher may also
propose some resolution to the Rhea in order to avoid tardiness, like (a) Rhea can fetch water
as she arrives home from school; (b) she should also avoid some unnecessary activities
(excessive playing) and focus more on what will make her finish the household chores easily;
(c) she should go to bed early, and wake up early as well.

Case 2: On Disruptive Behavior

Marcus: I am feeling good today. I am telling funny stories, 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 tough and cannot be bossed around
by a teacher.

Marcus’ teacher: I have to ensure that the class is wellbehaved. Otherwise, they will just get out of control
and I will not be able to teach. The learners will take over and other teachers will laugh at me. I will put
Marcus in his place by embarrassing him publicly. I will make an example out of Marcus so that learners will
not dare to show disrespect by making noise in my class. What alternative action/s could you offer to the
teacher in order to promote positive discipline?

 For this scenario, I would recommend that the teacher may try to do the following
approaches:
(a) Invite Marcus for a short and friendly talk.
(b) The teacher should let Marcus feel that it was just a simple conversation and not to scold him for
anything.
(c) The teacher should transition their conversation smoothly. When the conversation is properly
transitioned, the teacher can ask Marcus how he feels every time he cracks jokes inside the class.
The teacher should listen carefully at this point and be ready with possible non-verbal gestures of
Marcus.
(d) Based from the information gathered, the teacher may then explain to Marcus that it is okay to
have fun especially when we are with friends but we can put them on hold during class hours.
(e) The teacher should further elaborate to the student the positive and the negative effects of the
latter's action.

If this approach is not effective, the teacher can seek assistance from the guidance counselor to
make sure that the offense will not get escalated.

Case 3: On Giving a Wrong Response to a Question

Clark: I am so nervous in class. I am afraid that the teacher is going to ask a question when I don’t know the
answer. Even if the answer is obvious, sometimes when the teacher looks at me, I can’t speak. I become
scared and just remain quiet. I know 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 so afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught, and I don’t want to be laughed at. The best
thing is to stay quiet or just leave that question blank on the test.
Clark’s teacher: This boy is insulting me by not paying attention. How many times have I taught this thing? Is
he not listening? I am tired of trying hard when a student in a class does not care. Last week, he failed the test
and now he doesn’t even know the answer to this simple question. I am going to reprimand this boy so that
everyone will learn that when I teach, they have to pay attention. They should know the right answer before I
ask the question! What alternative action/s could you suggest in order to promote positive discipline?

 Since not all students have similar learning capabilities, teachers must be aware of their
learners’ unique learning styles. Clark’s behavior in class in which he consistently incorrect
answers, does not mean that he is not paying attention, rather it indicates that he is as fast
learner as the others. This makes him fearful in participating in class because he believes that
his classmates will mock him. Clark could benefit from remedial lesson after class which the
teacher could provide. Embarrassing the students in class when they give incorrect answers
will discourage the students from learning or attending school.

Case 4: On Absenteeism
Elna: Sometimes my mother sends me to sell things at the market and I can’t go to school.
Sometimes I feel bored on the 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 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
point? I might as well do what I want.

Elna’s teacher: We can’t have learners missing class whenever they want. Her case should serve as
an example so that her behavior doesn’t spread. In the morning assembly, I will reprimand her, and
give her a final warning. If she doesn’t listen,
she will be recommended to drop out of this school. We can’t have learners undermining authority
at this school. What alternative action/s do you suggest in order to promote positive discipline?

 There could be several reasons why a student is not interested in going to school. In the case
provided, it the reason why the student does not want to go to school is her teacher’s
behavior. The teacher should treat the students with respect and not to pass judgement on
them. It is her responsibility to make her students feel safe in the classroom and not to
discourage them from attending their classes.

Case 5: On Bullying
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 my status. I keep others’ respect by showing them what might
happen if they don’t fear me. I tease small girls, and sometimes rough up an annoying boy. Everyone
in school knows not to cross me. They know my father is tough at home and I am tough
at school.

Kurt’s teacher: This boy is a problem. He is making other children miserable and giving our school a
bad name. Today in assembly, I will announce to all learners that we do not tolerate
such behavior. I will send him to the guidance counselor. I will warn him that if he persists, we will
expel him from school. What alternative action/s do you suggest in order to promote
positive discipline?

 At any time, bullying must not be tolerated. An act must immediately be done by the teacher
once she notices any form of bullying. She should speak privately to the bully student to
investigate further where that student is coming from and why the he/she is bullying his/her
classmates. It is important to emphasize to the bully student that bullying is never ever good.
The teacher should also talk to the bullied student in private to give the assurance that the
 teacher is always there to help and will never tolerate any instance of bullying in the campus.
This is to appease the feelings of the offended students.

Case 6: On Adaptability Struggle

Janelle: Online learning is new to me. I am used to face to face classes. I will inform my teacher that I
cannot attend online classes regularly and I cannot submit my requirements on time.

Janelles’s teacher: This student may just be making an excuse for not attending our online classes
and not submitting on time. As their teacher, I need to be able to communicate to my class
that I will not tolerate complacency and that this rule must equally and strictly apply to all.
What alternative action/s could you suggest in order to promote positive discipline?

 Due to the pandemic, schools were forced to switch from face-to-face to other different
types of educational modalities. Students were forced to study using modules or even
through online which caused them so much stress and anxiety. Because of this predicament,
the teacher must be more considerate in giving them requirements, allow enough time for
submission and not to be so strict when it comes to giving grades. The teacher must let her
students feel that she is always there for any help needed. The teacher must also be creative
when it comes to how the activities must be done or presented. She should always provide
options to cases where not all of her students have the ability to perform that tasks that she
is requiring.

Case 7: Technical Issues

Allen: I really wanted to pass the subject, attend our online classes on time and learn our lessons
well. But because of my poor internet connection and I am only using a mobile phone, it is difficult
for me to catch up with the discussions as well as with the required tasks. Everyone is doing a great
job except me. I think I should just drop out from school.

Allen’s teacher: I noticed that Allen is having difficulty with internet connection since he keeps
signing on and off during our online classes. If this continues, there’s no way for him to understand
our lessons as well as other students in the class. However, I have to treat my students equally to
avoid favoritism. I should not give him special treatment.
What alternative action/s could you suggest in order to promote positive?

 The teacher should provide printed materials that can be used by Allen if he is unable to
participate in the lesson due to poor internet connection.

KEY TOPIC 2: REINFORCING POSITIVE DISCIPLINE

Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed. Determine what principle/s for positive child
discipline 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
 1. During the group activity of Teacher Justin for his Classroom Observation (CO), two of his pupils
started arguing with each other, which caused noise and distracted their classmates. Teacher Justin
then told them to stay away from each other and that he will deal with the both of them after class.

 b. Develop prosocial behavior, self-discipline, and character. The teacher resolves the issue on a
timely manner.

2. Teacher Gemma prepared a very engaging group activity for his Grade 7 during her CO. Because of the
learners’ enthusiasm and excitement, Teacher Gemma exceeded her time allotment for the said
activity, and therefore affected the remaining parts of the lesson.

 c. Maximize the child’s active participation. The teacher must adhere to the prepared lesson plan to
make sure that everything that needs to be covered for the day will be properly achieved.

3. During the class of Sir Christopher, there was an on-going group activity for his learners. Most of the
pupils were quiet except for this one group wherein two pupils were talking about unrelated topics
loudly, disrupting the other groups. He approached them and with a soft voice he said to them, “It
seems that you forgot our rules during class activities, just wait until our class is finished and see what
happens then”. The two suddenly quieted down and went on with their activity.

 b. Develop prosocial behavior, self-discipline, and character. Address the behavior in a proper
manner by speaking with them privately and explaining the possible results and consequences of their
behavior.

4. During the General Mathematics class of Ma’am Princess, she noticed that Gian was sleeping. “Rise
and shine, Gian! It’s time for your breakfast”, Ma’am Princess shouted and the whole class giggled.
Immediately, Gian sat properly and became attentive for the whole duration of Ma’am Princess’s
class.

 a. Respect the child’s dignity. It is not proper that a teacher should shout at a student for any
misbehavior. The student may lose his/her confidence in facing other students in the future and
he/she may possibly be bullied.

5. Ma’am Trisha scheduled her First CO in her Grade 4 MAPEH Class. During their discussion, she noticed
that among the learners, Carl was the most attentive and participative. After asking a question, she
then called Amy to answer, “I don’t know”, Amy replied nervously. Then Ma’am Trisha told her pupils
that they should be more like Carl to be able to answer as much as possible.

 f. Assure fairness (equity and non-discrimination) and justice. Every student has their own strength,
weaknesses and intellectual capacity. We should never compare one student from the other in terms
of their ability to understand the lessons.

6. Teacher Cora records the learners’ performances and outputs during synchronous and asynchronous
activities. She noticed some incomplete activities compiled by the learners. During her online class,
Teacher Cora asked the learners to share their online experiences. After some important 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.

 Maximize the child’s active participation. It is good that teacher Cora called for the learners who
have concerns based on her record to make sure that the concerns of all her students are well
addressed.

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 As teachers, we need to set
POSITVE
to act (modelling). good examples to the students
2.Forming small groups in online synchronous Encourages participation and
POSITVE
activities. cooperation among students
3.Getting the student’s attention before you It establishes good classroom
POSITVE
begin class management and focus
4. Making assumptions on student abilities May result to unfair judgement
NEGATIVE
without evidence or data and lost of trust of students
Physical force cannot gain any
5. Using physical force NEGATIVE
respect at all.

Required Task 3: Quiz

True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.
Scenario Answer Feedback
This is to have all students be
1. At the very first day of the school year, Teacher Joy
properly oriented of the classroom
enforces classroom rules promptly, consistently, and TRUE
rules and to give them idea as to
equitably.
what are expected of them
Teachers must continuously
improve their self-monitoring skills
2. Ma’am Carol believes that it is a waste of time to
FALSE to make sure that they are also
devote time in teaching self-monitoring skills.
executing the right attitude inside
the classroom
3.Teacher Michael ensures that he maintains
This ensures a better mastery of
instructional pace of his lesson for the day and makes TRUE
lesson among her students.
smooth transitions between activities.
It is through feedback that we are
4.Monitor classroom activities and give learners able to assess if the teacher is doing
TRUE
feedback and reinforcement regarding their behavior. the right thing or they are missing
out something.
The teacher should assess her
5. Evelyn makes sure that there would be one item in
students fairly so that she could
her quizzes that would be very difficult for learners to
FALSE provide the appropriate
answer in order to discriminate the very good learners
intervention to those who need
from the rest.
them.

SESSION 2: POSITIVE RELATIONSHIPS

Required Task 2: Checklist

What practices should be done by teachers to build good relationships with learners? Put a check (/) next to
the statements that reflects good practice and an “X” mark if otherwise.
Statements Answers Feedback
1. Interacting respectfully and Regardless of the age of the learners everyone
sensitively are only important to X in school must interact with each other
elementary school learners. respectfully and sensitively.
Kindness and respect to one another is a
2.Treating the learners kindly and
great factor that would boost the morale of
respectfully in the classroom is enough /
individuals and may lead to academic
to bolster academic achievement.
achievement.
It is important to have a good teacher-student
3. Taking no notice of relationships relationship for that is where high respect to each other
will come in. When we treat our students as our
during the teaching and learning X children, we care for them more we only want what is
process. best for them. If the students would treat us as their
parents, respect will prevail.
4. Awareness of explicit and implicit / Being careful on what we say and the actions that we
 show our students is a sign of respect and with that, as
messages given to learners is important. teachers, we must always be careful in conveying
messages to the them whether explicitly or implicitly.
5. Modelling behavior to learners,
It is indeed important that as teachers, we
whether intentional or unintentional, is /
practice what we teach. We become more
important.

KEY TOPIC 2: MAINTAINING TRUST AND FAIRNESS IN THE CLASSROOM

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-Teacher The Routines my
Adviser Colleagues Set in Class
*Greeting my students *Preparing myself to properly present *Greet colleagues
*Prayer the lesson for the day *Help them if they
*Have a brief discussion with *Greeting the class need assistance from
students about how they feel for *Talk to students with low scores in me
the day quizzes. *Politely talk to them
*Give energizer to set the *Remind students of the classroom when asking for their
students mood rules assistance
*Always remind of the students *Discuss the lesson for the day
of the rules and policies *Assess students’ understanding.

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
AGREE
learners and ourselves) and discuss these expectations regularly.
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 AGREE
conflicting expectations.
3. The rules we develop with our learners must be applied consistently with no
AGREE
favoritism.
4. We must constantly be aware of what is going on in and outside of our
AGREE
classrooms, and our monitoring must be subtle and preventative.
5. We cannot get angry or lose self-control, but be role models for good
AGREE
behavior, and follow the rules.
6. When discipline is necessary, it focuses on the learner’s behavior, not the
AGREE
learner. The learner’s dignity is maintained.
7.We need to encourage learners to monitor their own behavior, such as by
AGREE
keeping diaries. They also need to monitor each other’s behavior with respect.
8. n teaching, we should not use ambiguous or vague terms. Activities should be
AGREE
sequenced clearly and with as few interruptions as possible.