COURSE 5 - MODULE 1

Prior Knowledge Assessment:

Below are statements about contextualization. Determine whether the statements are True or False.
Statements Answers Feedback
1. Learners relate better to TRUE
concrete, tangible examples and
experiences than to abstract
conceptual models.
2. Action learning is based on TRUE
the premise that learners will
learn from their mistakes and/or
learn from one another.
3. Contextualization is a degree TRUE
of localization.
4. When you incorporate FALSE You can’t say you are indigenous people if
activities that are related to the you are not a member of their tribes. As a
actual situation in the community teacher, you are only adopting and utilizing
and you utilize materials that are materials that are available in the locality of
available in the locality of the the school.
school, you are already
indigenizing.
5. Contextualization is one of the TRUE
main features of the K to 12
Curriculum.
6. DepEd mission highlights that FALSE This is not the highlights of Deped mission. It
the curriculum shall be flexible is the standards and principles, when
enough to enable and allow appropriate, in developing the enhanced
schools to localize, indigenize, basic education curriculum.
and enhance the curriculum
based on their respective
educational and social contexts.
7. Contextualization is also one TRUE
of the provisions in Republic Act
10533 or the Enhanced Basic
Education Act of 2013.
8. Zone of Proximal TRUE
Development (ZPD) is the gap
between what is known and what
is being learned
9. Contextual learning should be TRUE
an integrated learning process of
problem-solving learning and
work-based learning to
encourage and stimulate a
higher-level thinking.
10. Situational learning is based FALSE Action learning is a systematic process
on the premise that learning through which individuals learn by doing. It is
requires action and action based on the premise that
requires learning. learning requires action and
action requires learning.

Required Task 2: Think-Pair-Share Using the legal bases supporting the practice of contextualized teaching, write down
the phrases and clauses referring to contextualization. Discuss them with your co-newly hired teacher/s or mentor. Use
the template below.
Legal Basis Statements/phrases Feedback from the Insights during the Sharing
 highlighting mentor
Contextualization
1. Article XIV Section 14 Culture- based – The It seeks to develop It is the grounding of
1987 Philippine State shall foster the among Filipinos a greater instruction and student
Constitution preservation, awareness,understandin learning in these ways
enrichment, and g and appreciation of including
dynamic evolution of a arts,history ,and heritage values ,norms ,knowledge ,beli
Filipino national culture towards the evolution of efs ,practices ,experiences,
based on the principle of consciousness that will and language that are
unity in diversity in a improve the quality of our foundation of culture
climate of free artistic life.
and intellectual
expression
2. Republic Act 10533 The curriculum shall be develop contextualized The development and
Enhanced Basic contextualized and curriculums that fit the evolution of these global goals
Education Act of 2013 global The curriculum needs of the time and for education have given rise
shall be flexible place and people that to the global curriculum, which
they are serving. aims to “promote a worldwide
curriculum, unifying criteria,
identification, and respect of
regional uniqueness.
3. DepEd’s Mission Culture-based Family, Family, Family, community and other
community and other community, and other stakeholders has also a big
stakeholders are actively stakeholders are actively role or a part in attaining
engaged engaged and share schools’ mission and vision in
responsibility for promoting equity and
developing life-long improved basic quality
learners. education.

Key Topic 2: Contextualization in the K to 12 Curriculum

Required Task 1: Scenario Analysis In reference to the theories presented, identify and explain the theory reflected in
each of the following classroom practices. Complete the task together with your mentor and/or colleagues.
Scenario Answer Feedback of Mentor Insights Gained
Mario, a kindergarten A. Connection Theory When we say Because mario is already know
pupil, is learning how to connection theory it is the alphabet letter which
read and write. He relatively new learning means he has already
knows the alphabet that suggest students knowledge and have the
letters, but cannot read should combine guidance of her teacher he can
or write words yet. No thoughts and general now read and write.
matter how much information in a useful
guidance was given, he manner.
could never read on his
own. With Teacher
Roselle’s help, Mario
can now read and write
short words like “at,”
“boy” and “dog”.
a. Connection Theory
b. Constructivist Theory
c. Active learning
In a carpentry class, c.ACTIVE LEARNING When we say active Teacher bryan gave some
Teacher Bryan provided learning it emphasized problem -based learning like
this activity: “You have that contextual learning Estimate the type of wood .
been hired as a should be an integrated what lengths will be purchased
carpenter to help learning process of the cost per foot , the total cost
renovate a family room. problem-based learning of molding needed for the
 The contractor asked and work-based learning family room In determining the
you to submit a cost to encourage and cost, measure the room and
estimate for the base stimulate a higher-level make a scale drawing of the
molding (baseboard) thinking. floor plan showing fireplaces,
around the room. You doors, and other objects .
will need to include the
following in your
estimate: i. the type of
wood and style of olding
you will use ii. the
number of pieces and
what lengths will be
purchased iii. the cost
per foot iv. the total cost
of molding needed for
the family room In
determining the cost,
you will need to
measure the room and
make a scale drawing of
the floor plan showing
fireplaces, doors, and
other objects that may
affect the lengths of the
base molding you
choose to install.
a. Connection Theory
b. Constructivist Theory
c. Active learning
In the Chemistry class of B.constructivist theory When we say Teacher paul becomes the
Teacher Paul, he constructivism it is the facilitator of the class and the
showed a candle. He theory that says learners learners encourage to interact
explained the construct knowledge exchange of views and ideas
composition and rather that just passively and construct meaning and
function of the candle. take in information.. knowledge .At the end ,the
Later on, he asked the learners successfully
learners how the flame understand the components of
is produced and how the combustion
candle works. He
encouraged the learners
to discover for
themselves how the
candle works. They do
this first by making
simple observations,
from which they later
build ideas and
hypotheses which they
then go on to test. At the
end, the learners
successfully understand
the components of
combustion, an
important chemistry
topic. a. Connection
Theory b. Constructivist
Theory c. Active learning
Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners.
You need to relate the topic or lesson to your learners. In this case, you are teaching contextually.
 Constructivism is commonly used in my classroom. It focuses on my learner’s question and interest; the learners
build on what they already know, and we focus on integrative learning. I can relate through our lesson about “writing
dialogue” I will start off with a song and teach them how should dialogue be used. Second was mentor text, third one is
model or take my class story and find places to add meaningful dialogue. Next was practice, we will have a dialogue to
help them construct their own knowledge and students work primarily in group.
Session 2 – Teaching Contextually
Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.
Topic Scenario Localization or Insights
Indigenization?
Visualize the ratio of two Teacher Rommel used
given numbers easily observable The use of the jeep, 4
examples of ratio in the Localization wheels, kariton, 2 wheels,
community such as one Indigenization tricycle and 3 wheels as an
jeep, 4 wheels; one kariton, observable example of
2 wheels, one tricycle, 3 ratio is Localization
wheels because Teacher Rommel
prioritized things that are
present in their community
and pupils are familiar with
it because they see it in the
community.

Localization Teacher Mary Ann focus

Teacher Mary Ann Indigenization on the socio-cultural
presented the lesson by community activities and
mentioning community cultural practices as an
Identify elements of a activities or cultural example.
short story practices that inherently
use the concept of ratio like
bringing sacks of rice to
markets using carabao
(one carabao to the
number of sacks)

Teacher Melody instructed Indigenization because

her learners to interview Localization teacher melody wants her
the chieftains in the learners to research about
villages of the learners and
Indigenization the history of their place.
asked for stories of origin
Identify star patterns that depicting their culture.
can be seen at particular
times of the year

Teacher Hanadee
presented the elements of Teacher Hanadee uses the
a short story using a local strategy Indigenization in
legend “Ang Alamat ni the teaching-learning
Localization
Daragang Magayon” processes in relation to the
Indigenization bio-geographical of their
place.
 Teacher Ailyn mentioned
the community’s name for It focuses on the bio-
prominent stars while geographical content of the
retaining the use of the lesson.
Greek constellations Localization
Indigenization
Teacher Lester discussed
the community’s own
calendar of star patterns It focuses on the socio-
and its background before cultural content of the
discussing the Greek lesson.
constellations Localization
Indigenization

Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.

Situations Answer Feedback

1. The barangay will be having its
annual fiesta. Teacher Marilou The business plan activity given by
requested her students in TLE to the teachers is a good idea to
create a business plan using the present local products in their
concepts discussed. The business LOCALIZATION community through bazaar on the
plan is a requirement for the learners day of the fiesta.
to be allowed to participate in the
bazaar on the day of the fiesta
2. “Inutak” is a native delicacy of the
people of Taguig and Pateros. The
dish is a reflection of the early
customs of the local inhabitants of This focus on the Historical and
Taguig and Pateros. Teacher Arnel INDIGENIZATION socio-cultural aspects of the lesson.
together with his students in Araling
Panlipunan will conduct research on
this. He instructed his students to
interview some prominent native
residents of the area and ask
questions about the relationship of
culture and the dish.
3. In the ICT class of Teacher Rodel,
after discussing video and animation,
he instructed his students to produce LOCALIZATION The teacher uses the local materials
an online advertisement using the as an activity
famous local products and delicacies
in their place.
4. Teacher Diane is teaching in a
provincial school. In her English sharing traditional customs is an
Class, one of the activities was the INDIGENIZATION example of indigenization.
reading of the short story “How My
Brother Leon Brought Home a Wife”
As a priming activity, she asked the
learners to share their traditional
customs.
5. After learning the elements of a
play, the class is tasked to perform a LOCALIZATION The stage play will use local
 stage play for the upcoming fiesta. materials that are present in the
The story of the play revolves around community to portray the local hero.
a local hero during World War II
named Jose Ozamis.

Required Task 2: Reflection Create your Commitment that manifests the significance of contextualization to you as a
teacher, for your learners, and to the community. Write it down in the hearts below and discuss your answers with a co-
newly hired teacher or mentor.
AS A TEACHER:
On the best of my ability, I will help my students to relate educational tasks with their knowledge and everyday curricular
contextualization facilitates the linking theory and practice.

FOR MY STUDENTS:
I promise to engage my students in active learning while assisting them to make meaning out of the information they are
obtaining. I will help students learn language skills by teaching the skills using the authentic contexts in which students
must use those skills in the real world.

FOR MY COMMUNITY:
I will utilize the importance of teaching localization and indigenization in my lesson.

Session 3 – REACT Strategy

Required Task 1: Pre-assessment Activity Before you undergo this session, take this pre-assessment activity.
Determine whether the statement is stating a fact or not. Write TRUE if the statement is a fact and FALSE if not.

Statement Answer Feedback

1. Teachers can use the REACT Teachers use REACT strategies to
Strategy in localizing the lesson. TRUE ensure active participation of the
learners.
2. When learners take what they Learning in the context of prior
have learned and apply it to new TRUE knowledge, also known as
situations and context, the transferring, makes use of and
transferring stage happens. expands on what the learner has
already acquired.
3. Experiencing happens when Contextual learning is defined as
learners solve problems as a team to learning in the context of exploration,
reinforce knowledge and develop TRUE discovery, and creation. Other
collaborative skills. teaching styles, however, may result
in motivated or tuned-in learners.
4. Understanding real-world Teachers must use a real-life setting
connections to course content TRUE to educate so that students may
increases student engagement which apply what they've learned in class to
often leads to increased persistence their daily lives.
and successful transitions.
5. For learning to happen, the If we enable our students to find and
teacher allows the learners to TRUE experience situations and tasks
discover meaningful relationships firsthand, there will be meaningful
between concrete ideas and real- learning.
world application.

Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master Teacher to
Teacher Romano in his Science Class. Then answer the questions that follow with your colleagues and mentor.
Now challenge your understanding by answering these questions together with your colleagues and mentor.
 Discussion Questions Answers Feedback
Did Teacher Romano utilize YES Teacher Romano employs a
contextualization? sociolinguistic or contextualization
strategy in which language (both spoken
and physical language) is used to
convey important components of a
conversation.
What degree of contextualization is LOCALIZATION Presenting local materials may
presented in the sample lesson? encourage greater learning and
make the content more relevant to
the students.
Which part in Teacher Romano’s REACT methods can be used to
lesson showed the REACT Strategy? When the students perform the ensure learners' active engagement
Outline the portions that activity and even to build a suitable learning
demonstrated the REACT strategy. environment.
Was the anticipated learning The REACT approach ensures that
outcome realized through the REACT YES students participate actively in order
Strategy? to encourage enjoyable and active
learning.
As a teacher, can you replicate any Yes, especially in sessions that REACT technique was more
lesson or topic using the REACT involve direct experience to effective and recommended for use
Strategy? How? guarantee that the learners in a class when the students needed
understand the process or steps of a direct experience.
particular topic.

Required Task 3: You were assigned to teach in a community with learners from an indigenous group. Think of a topic
that you will be discussing and write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive,
culture-responsive, and relevant education for your learners. Use the template below. Be ready for a discussion with
your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency Grade 1
Naisasagawa nang palagian ang pagtulong sa
pananatili ng kalinisan at kaayusan ng paligid
para sa mabuting kalusugan..
1. What kind of discussion or activity might help learners To encourage active learning, provide a self-made story
in RELATING to the concept? with a known name and location on the area.
2. What kind of activity would enable learners to Ask the students to act or respond to a real-life issue that
EXPERIENCE the concept? promotes the preservation of a safe and healthy
environment.
3. How can learners be shown the way that concept is The teacher may perform a role-playing session or
applied, or they can APPLY it themselves in a way that narrate a tale in which the students take on the role of
simulates an industry situation or other real-life problem- the character and experience the scenario firsthand.
solving scenario?
4. How will the experience be set up so that learners Provide a group activity that will support the lesson's
have the opportunity to interact and COOPERATE in one purpose while also addressing the learners' various
another’s learning? learning styles and allowing them to engage depending
on their interests.
5. What steps can be taken to ensure that learners will be Encourage students to apply what they've learned in
able to TRANSFER learning to new and unfamiliar class to their homes and communities, and ask for
situations? comments on how well their activities have worked out.

Module 2 – Building Relationships with the Wider School Community

Session 1 – Community as a Resource in the Teaching-Learning Process
Prior Knowledge Assessment
Identify the term being referred to in the following statements. Choose the letter of the correct answer from the
box below and write it on the space provided.

Statement Answer Feedback

1. It is a school association F. Parent-Teacher Association (PTA) The PTA may act as a school's
composed of parents/guardians and support organization and partner in
teachers, which serves as support the students' welfare.
groups and partners of the school for
the welfare of the learners.
2. It is composed of government C. Stakeholders Stakeholders can help the school
agencies, NGOs, Alumni, Parents, accomplish its aims and objectives
retirees, and other sectors in the by providing assistance.
community which give support to the
school in the achievement of its goals
and objectives.
3. It refers to the sustainable E. School Governing Council The School Governing Council is
governance structure that operates guided by the notion of shared
under the principle of shared accountability and responsibility
accountability and responsibility among all stakeholders in the school
among school community community.
stakeholders
4. It is a detailed list of the steps or A. Action Plan Action Plan was a list of the stages
tasks that you need to accomplish to or tasks you'll need to do to meet
attain the goals set your objectives.
5. It is a relationship between the D. School community The school community strives for a
school and the community, single goal: to contribute to the
organization, or individual who seeks children's learning outcomes.
a common goal, which is to
contribute to the learning outcome of
the children.

Introductory task I or E: Identify if internal or external stakeholder

Teachers: Internal stakeholder
Students: Internal stakeholder
LGUs: External stakeholder
NGOs: External stakeholder
Civil Society: External stakeholder
School administrator: Internal stakeholder

Required Task No. 1: Scenario Analysis

Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Answer: She wanted to know whether she could borrow the Barangay's extra computer so that her six students who
don't have recourse gadget for their online class might use it for their studies.
2. What was the Memorandum of Agreement the School Principal made for?
Answer: The memorandum of agreement that the school principal made was an agreement between the school and Ms.
Ramos that will be authorized by the Superintendent in order for her to become an official stakeholder in the school or a
donor of the essential computers.
3. If you were Ms. Ramos, would you do the same? Why?
Answer: Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always desired to assist children with
their education.
4. What will you do to show appreciation and gratitude to them?
Answer: As long as I am able, I will always open my door to assist the unfortunate children and even supply other
required resources.

Required Task No. 2: Action Plan (Portfolio Output)

Identify Problems: Before you make the Action Plan, you need to identify the root cause of the problems. Identify these
problems and accomplish the table in a LAC Session with your mentor. You may also refer to the existing action plans
from the school to accomplish the tasks.
Observable Reasons: What Resources: What Action: What can you Action: What can
Problems: What are might be the reason? resources do you do as their teacher? your school do to
the problems that have in your school face the challenge?
hinder the learning community that you Are there any efforts
process during this can utilize in easing your school is doing
time of pandemic? out the identified to ease the problem?
problems in your
school community?
Availability of internet Lack of finances of A learning module Visit each home Look for someone
connection and the families that may be sent to while carrying their who can help the
gadgets. their house, allowing instructional school keep the
them to continue modules. Look for students informed
their studies even if stakeholders that can and up to date on the
they don't have assist me in keeping lectures.
access to a device. my students informed Consulted the
and updated about Barangay officials to
our lesson. be given aid and
assistance in visiting
students and
distributing learning
modules.

Make an Action Plan The identified problems can be solved by planning before execution. Continue this activity by filling
out the table below.
Action steps: What tasks Responsible Personnel Time frame When should Potential barriers What
should be done? Who are the people to the tasks be hinders the
perform the tasks? accomplished? accomplishment of these
tasks?
Maintain a positive Teachers and Principals as Year around The availability of
connection with well as the learners’ stakeholders and the
government offices by parents. funding required for the
coordinating with as many search for potential
stakeholders as feasible. stakeholders to satisfy
school demands.

Session 2: The School and Community Relationships

Key Topic 1: Laws and Existing Policies
Required Task 1
Write TRUE if the statement is correct and FALSE if not.
Statement Answer Feedback
1. The wider school community can TRUE The school is conducive to learning
be a source of learning. when it has a harmonious interaction
with the community.
2. Batas Pambansa Blg. 232 is also TRUE This policy intends to construct and
known as An Act Providing for the maintain a comprehensive,
Establishment and Maintenance of appropriate, and integrated
an Integrated System of Education. educational system that is relevant to
national development goals.
3. The community is required to FALSE The community was not compelled to
provide the needs of the school. meet the school's needs, but they
might assist the school in meeting
those needs.
4. The School Governing Council FALSE The learning of the kids was not the
(SGC) is accountable to the learning responsibility of SGC. Because an
of the students in the school. SGC's role is to create a platform for
 parents, students, teachers,
community stakeholders, and the
school's principal to collaborate and
improve student learning outcomes.
5. Frequent communication with the TRUE School should maintain a harmonious
learners’ parents/ guardians relationship to the community
contributes to a healthy school- especially to the learners’
community relationship. parents/guardians.
6. A farmer or fisherman in the FALSE Internal stakeholders are those who
community is considered an Internal have a direct connection to the
Stakeholder of the school institution.
7. The school alone can provide for FALSE To create a secure and pleasant
the life-long learning skills the learning environment, the school
learners need. need community assistance.
8. During Family Day, teachers get TRUE Providing various school activities
the chance to know the parents/ that foster relationships between
guardians and some of the members students and their parents/guardians
of the family of the learner. may be extremely beneficial to the
students' learning process.
9. Having open and healthy FALSE Having a healthy relationship to the
communication between the teacher learners’ parents/guardian may be
and the learners’ parents/ guardians extremely beneficial to the students'
has nothing to do with the academic learning process.
nor in the social behavior of the
learner
10. An established linkage between TRUE Having a positive relationship with the
the teachers/ school and the community can help learners learn
community can help in the more effectively.
development of the learner

Required Task 2: Scenario Analysis

Scenario 1
Questions: 1. As an adviser of one of the classes in Grade 1, what should you do to gain the trust and confidence of the
parents and the community? Limit your answer to 200 words (maximum)
ANSWER: You may hold a meeting to promote the benefits of having a positive relationship between the school and the
community. Allow them to perceive and understand the school's situation in order to provide a healthy learning
experience for the students. Showing care and treating them as if they were your own child is an excellent way to
acquire the trust of the parents and the community.

2. Who are the persons in the school community that you can tap to help you establish a good relationship with parents?
ANSWER: We might tap our students and seek our administration for permission to organize a school activity that would
benefit both teachers and parents, especially the students to maintain and develop a positive connection with parents
and the community.

3. In what ways can you better communicate with the parents?

Answer: Because most parents want the best for their children, you can use this concern to gain their support and trust
by simply demonstrating how much you care for them. This will be beneficial for all of you, particularly because it will
help us to use appropriate teaching techniques, monitor students' academic performance, and even discipline students.

Key Topic 2: The Community Involvement Continuum

Required Task 2: Complete the table At the beginning of the school year, the Department of Education implements the
Brigada Eskwela. As a teacher, how can you involve the school community and the school’s stakeholders on this
initiative of the Department? Identify appropriate approaches/activities/tasks/strategies you can use to involve the
community. The first row is done for you.
Community Involvement Level Goal Activities/Tasks/Strategies
Inform To provide the community with Example: Conduct information drives
balanced, objective information to on certain community issues or
assist them in understanding the advocacies
problem, alternatives and solution
 Infer To obtain community feedback on Gather information about community
analysis, alternatives, and decisions issue and put together to design an
evaluation
Involve To work with the community Coordinate with the community and
throughout the process to ensure discuss about their concern.
that their concerns and aspirations
are consistently understood.
Integrate To partner with the community in To have school and community effort
each aspect of the decision. To to improve student and community
synergize the effort from all the learnings.
stakeholders to reach the goals (to
solve school problems)
Empower (INVEST) To provide shared leadership of Maintaining a positive relationship
community-led projects with final with the community, as well as
decision-making at the community initiating and recommending a
level. magnificent initiative for the
improvement of the school and the
learning process.

Session 3 – Strengthening and Sustaining Good Relationships with the School Community

Preliminary Activity: During your first month of teaching, were you able to get to know the parents of your learners?
What were your struggles and how did you overcome them? Limit your response to 200 words.
Reach out to your colleagues (preferably newly-hired teachers) and share your thoughts with your co-teachers. Write
down the ideas you got from them:
During my first month of teaching I was able to get to know some of the parents of my pupils.Some of my
struggles was communication with other parents and lack of participation of school activities. We all know that a good
relationship between families and schools is a top factor in positive students outcomes.But when families are hard to
reach or seem reluctant to participate ,building those relationships can be tough.I overcome those struggles by offering
the option or having meetings over the phone or via video conferencing for those parents that are not able to attend the
meeting.And let them know that I want to work with them towards our shared goal of helping their child thrive.

Key Topic: Role of Parents? (K Melhuish, S., E. Sammons, P. Siraj-Blatchford, & B. Taggart (2004))

Required Task 1: Writing The following are some common school situations. Write the strategy that you think will best
suit the situation to be able to create a good relationship with the parents/guardians and the wider school community.
Limit your response to 100 words for each situation.

1.Claire is always absent and you never receive an excuse letter from her parents/guardians.

Answer: When a student is chronically absent, contacting parents is usually effective especially if you emphasize how
you've missed the student in class and hope he or she is all right, rather than demanding to know the reason for the
absence. It's also helpful to have a conversation with the student the next time they attend class, stressing that you've
noticed their absence, and you care about them and their education.

I always try to avoid asking a student why they've been absent. In my experience, if they've been absent for a legitimate
reason, they'll tell you. Other times, there are personal or family issues they may prefer not to share. When a student
with a string of absences returns to class, it's important to welcome them back and help them get up to speed on
missing work. Giving your students a hard time about poor attendance is counterproductive and doesn't make them
want to return to school in the future.

2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet professionals and those
working in the community. In planning the lesson, you wanted to prioritize the safety and maximize the learning
experience at the same time. You thought about conducting a field trip, but it will be very costly and will require rigorous
planning to make sure that the activity will be safe. What is an alternative way to conduct this activity?
Field trips are often considered a key part of the school experience. Students often look back on them as some of their
favorite and most memorable days of school. However, traditional field trips are not always feasible options. They can
be expensive, time-consuming to organize, and quite stressful in action.
Perhaps your most simple and convenient option for a field trip alternative is to show your class about documentary of
different professions/job. Movies have a very unique ability to transport our learners to other places,
and documentaries in particular can be very educational and revealing about a faraway place or topic. No matter the
subject, you can find a documentary that your students will be interested in.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that you moved the child’s seat
away from her friends to make her concentrate on your lessons. Your actions were triggered by her non submission of
assignment and throwing a crumpled paper at you. How will you explain your side to Mrs. Cruz?

Instantly thank the parent for bringing her concern to your attention. Apologize for both the problem and for causing
parents concern. Take any steps necessary to calm Mrs. Cruz and help her to relax.
Discuss with Mrs. Cruz about misbehavior of her child in a nice way and the reason why you move her child away from
her friends to make her concentrate on your lesson. Be careful the language used when communicating with parents.
End your conversation by reiterating that you’re going to take care of the problem.

4. The general PTA meeting is fast approaching, and you need to ensure at least 90 percent attendance of parents.
How are you going to invite the parents to ensure their attendance and participation?
To ensure their attendance and participation I will send home personal letters to notify parents of conference dates.
Outline an agenda that will interest them and emphasize the importance of the conference to their children's education.
Schedule conferences for students who have siblings in the same school first and coordinate conference times with the
siblings' teachers. Do everything possible to avoid scheduling siblings' conferences on different days or at widely
disparate times. Base the length of the conferences on the needs of the students. If necessary, schedule two
consecutive periods with parents you suspect might require more time. Send home personal invitations to the
conferences and ask parents to RSVP by a specific date. Telephone parents who do not respond and encourage them
to attend. Send home reminders one week before the conferences. Contact parents who do not show up and try to
reschedule.

Required Task 2: Scenario Analysis Read the following scenarios. Write YES if it talks about a healthy parent-teacher
relationship and NO if otherwise.

NO 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo. Teacher Consuelo seeks for advice
from Benedick’s previous teachers. Contrary to what she knows, the teachers said that Benedick was a talkative pupil.
During the distribution of cards, she talked to the student’s mother and found out that after his father’s death, he got
upset, which led to Benedick’s disinterest in socialization. Teacher Consuelo consulted Benedick’s condition with the
School Guidance Counselor.
NO 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a mother of a Kinder learner in the same
school. She was impressed by the improvements made in the school and expressed her willingness to contribute to the
further improvement of the school. She asked the teacher of her daughter, of what else she can contribute to the school.
However, nothing came into fruition.
YES 3. Angelo always skips class every afternoon. He never does his assignments too. He is one of the struggling
learners in Ms. Bada’s class. Since he has been acting this way for almost two weeks, Ms. Bada immediately called his
father, Mr. Cruz and set an appointment. She told Mr. Cruz of Angelo’s behavior in school and he promised that he will
be watchful of Angelo.
NO 4. During the online class where Janna is attending, she failed to understand the instructions of the teacher because
of internet connection failure. Mrs. Manza, her mother, sent a message to her teacher and asked for further discussion
about the instruction because Janna was not able to get it correctly. Her teacher did not respond to her.
YES 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay Health Worker (BHW) for her to
answer. As soon as Lerio finished answering, her mother brought back the activity sheets to school. She explained that
she is on her way to the market so she didn’t wait for the BHW to come over and get back the activity sheets. Mrs. Hugo
was very grateful.

Optional task:
List down top 5 strategies to increase parental involvement in school and share it with your co-teachers.
1.Connect parents and schools
2.Create an organizational structure
3.consider parent’s time
4.Identify and support learning environment
5.Home visits and parent teacher conferences