Teacher Induction • http://www.

Program (TIP)
gbooksdownload
er. com/

COURSE
The DepEd Teacher
1
in collaboration with

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

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

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

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

Intended Course Learning Outcomes

At the end of this course, you should be able to:
 1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the Department of Education’s vision,
mission, and core values (7.2.2)

2. establish safe and secure learning environments through the

implementation of DepEd and school policies, guidelines and procedures
on the preparation, start, and daily management of classes (2.1.2)

3. manage learner behavior constructively by applying positive and non-

violent discipline (2.6.2)

Course Outline
Module 1: Becoming a DepEd Teacher

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Environment

Estimated Time Required: 8 hours

Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)

Module 1 – Becoming a DepEd Teacher

 Intended Module Learning Outcomes
Required Resources
At the end of this module, you should be able to:
• DepEd Order (No. 36, s. 2013)on Our Department
1. demonstrate understanding of the DepEd’s of Education Vision, Mission and Core Values
mandate, vision, mission, core values and strategic (DepEd VMV).
directions; and

2. adopt practices that uphold the dignity of teaching

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

Module Outline
Session 1 – DepEd’s Mandate

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Standards for Teachers

Estimated Time required: 1 hour

Required Tasks
• Reflection survey

• Self-reflective activities

• Scenario and case study analysis

• Document reading

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

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

Key Topics Very familiar Familiar Slightly familiar Not familiar

DepEd’s Mandate ✓

Vision ✓

Mission ✓

Core Values ✓

Strategic Directions ✓

Guide for Mentors and Newly Hired Teachers 5

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

The DepEd’s Mandate

In education, teachers are a
The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior
key element to educational quality
Commission of Primary Instruction under a Chairman. because they orchestrate
The Education agency underwent many reorganization instructional interactions with and
efforts in the 20th century in order to better define its between students around academic
purpose vis-à-vis the changing administrations and
charters. The present-day Department of Education was content, and these classroom
eventually mandated through Republic Act No. 9155, interactions – in an ideal world –
otherwise known as the Governance of Basic Education influence student learning.
Act of 2001, which establishes the mandate of this
agency.
As a beginning teacher, I will
DepEd formulates, implements, and coordinates familiarize myself first with the
policies, plans, programs, and projects in the areas Department of Education. I have to
of formal and non-formal basic education. It
supervises all elementary and secondary education put first in mind and heart the
institutions, including alternative learning systems, mandate mission, vision, core
both public and private; and provides for the values, and the strategic direction of
establishment and maintenance of a complete, DepEd to ensure that I am promoting
adequate, and integrated system of basic education quality of education as the
relevant to the goals of national development.
department wants to. I will also
Required Task 1: Reflection Questions
make sure that I will be doing the
best that I could in preparing and
Reflect on the DepEd’s mandate and respond to the
delivering substantial lessons. I will
questions below. You may respond in 2-5 sentences
for each. also create an environment that is
conducive to the students to learn.
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?

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
As a new public-school teacher, My vision is to have a class which I see my school to be competitive
my goal is to be an effective and supports the learners safely as and, at the same time, supportive
efficient one. I always wanted they discover and explore new to build learners’ confidence and
more for my students. What and ideas. I want my class to help all attitude to be responsible
who they were today; I wanted children find a sense of purpose in individuals who aspire to achieve
them to grow and to see them their lives through education. the highest level their potential.
discover their strengths and Ensure all lessons are student-
weaknesses, build their centered and differentiated so that
character, and became a better it will fit to their unique cultures
person intellectually and morally. and behaviors.

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
Teacher Johanna should think first of the
who passionately love their country subjects where she can integrate and achieve
her lesson objectives, for an instance, she
and whose values and competencies integrates it in Araling Panlipunan. Then, the
learners will be tasked to perform or accomplish
enable them to realize their full potential activities portraying their love for country. It is
encouraged that learners may explore for bigger
and contribute meaningfully to building the nation. ideas and concepts, and not just answer close-
ended questions. The learning must be
As a learner-centered public observable and authentic to make better
emphasis and understanding of the lesson.
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 Key Topic 2: DepEd’s Mission
Andrew help his learners to gain confidence and
participate in scouting? You may respond in 3-5
sentences.

Teacher Andrew should do the Hands-on Mission

Orientation and provide a practical method of
learning to build better confidence among
To protect and promote the right of every Filipino to
scouts. Activities and games provide a fun way
quality, equitable, culture-based, and complete basic
to develop skills and provide contact with nature education where:
and the environment when pursued in an
outdoor setting. Scouts learn in small groups to Students learn in a child-friendly, gender-sensitive, safe,
build united and camaraderie atmosphere. and motivating environment.

Teachers facilitate learning and constantly nurture every

learner.

Administrators and staff, as stewards of the institution,

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

Family, community, and other stakeholders are

actively engaged and share responsibility for developing
life-long learners.

Required Task 2: Application

Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.
10 The Teacher Induction Program - Course 1
Scenario 1: Key Topic 3: The DepEd Core Values
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make
sure that she can provide a child-friendly, gender-sensitive,
safe, and motivating environment in her class. What
should she do to achieve this? You may respond in 3-5 Core Values
sentences.
In promoting “One DepEd,” the official DepEd core
values adapted the national motto as stated in the
In line with the Child Protection Policy of Republic Act No. 8491 (otherwise known as the Flag and
the Department of Education, Teacher Helga Heraldic Code of the Philippines). The core values are
should facilitate a non-discriminatory enumerated as such:
curriculum. She must build relevance between
her classroom environment and her students’
lives. She also needs to keep a clean and
orderly classroom which allow learners to be
Maka-Diyos
expressive and encouraging. The classroom
must be a medium to develop good values and Maka-tao
respect regardless of the differences in gender,
identity, background, culture and religion. Makakalikasan
Makabansa

As an example on how we can interpret these, the

DepEd core values have been elaborated further by the
Division of Baguio City by translating the core values to
behavioral statements with indicators.

The Baguio City Division Memorandum could be

accessed through this link: http://depedpines.com/wp-
content/ uploads/2016/03/Division-Memorandum-No35-
S.2016- DepEd-CORE-Values-Indicators-Concrete-
Manifestation. pdf

Guide for Mentors and Newly Hired 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
in responding to the following school scenarios. You may The DepEd Core Values teaches us the love for God
answer the following questions in 3-5 sentences. Write (maka-Diyos), love for fellow men (maka-tao), love for
your answer on the space provided. nature (makakalikasan), and love for country
(makabansa).
Scenario 1: Teacher Molina inspires his Grade 2 learners to become
a better version of themselves through exemplifying
Teacher Luis is a Grade 10 guidance counselor and a qualities and characters of our national heroes. What
Values Education teacher at Arellano High School. One classroom management strategies can Teacher Molina
of his classes has a diverse religious background. One employ to encourage learners to apply the DepEd core
day, two of the learners insisted that the class should start values in real life situations?
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 To teach the DepEd core values to Grade
resolve the argument? (You may refer to Department 2 pupils, Teacher Molina can use it as an activity
Order (No. 32, s. 2013) and Department Order (69, s. wherein she can assign her class per group to
1990)). act as one of the national heroes and portray the
good values that they have, through this pupil
can internalized the good values in real life
Teacher Luis should explain to all his situations.
learners that students with different religious
beliefs should not force to participate to any
religious activity that is not allowed on their
religion. They should learn to respect the religion
of other people to avoid discrimination in the
class. That’s why if one of their classmates does
not join or lead the prayer in their class, they
should respect their decision.

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 My vision is to have a class My vision to my school
be a teacher that encourages my wherein there is collaboration community is to be a learning
learners to enjoy learning. I will among all my learners. To create environment that are deeply
strive to identify my strengths and an atmosphere where each united have an array of benefits
then use them to inspire my individual feels accepted and for students, teachers, parents,
students, leading to a positive valued. To create a classroom and the wider school. A
outcome for each learner and a wherein there is no bias and community that has a strong
shift in the way my teaching there is equal opportunity for leadership to help the school in
works. My goals are to motivate learning to everyone. I want to providing quality education to all
and engage my learners through create a classroom that is learners.
ongoing and everyday student- conducive to learning and
centered active-learning lessons, promote love for learning.
as well as to help 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. other stakeholders for the welfare
strategies to give the best I will provide varied activities of the school and the students.
education for my students. wherein 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 CHARNETH A. TOMARONG, promise to do

my best to make mature and right decisions,
holding myself accountable to a high standard of
Your school effectively implements a School-based integrity, hard work and commitment to my
Management (SBM) system that empowers your school
profession. I promise to do my duty to serve
head to make decisions that respond to your school’s
immediate needs. others and my school. I pledge to give the best
education for my learners and continue to
Your Grade Level Coordinator conducts LAC sessions uphold my dignity as a teacher. I promise to
with all the teachers in the grade level to be knowledgeable make the education of my learners as my first
about the concerns of teachers and learners. and most important priority and I will exert more
effort to learn how to help my learners to learn.
Your school prepares alternative learning mode for all
learners.

The Local Government Unit (LGU) provides assistance to

the public schools through distributing TVs, tablets, and
laptops to learners and educators.

The Division Office prioritizes training on curriculum

implementation and lesson planning. They invite curriculum
experts to join the teacher training and conferences.

18 The Teacher Induction Program - Course 1

Required Task 3: Reflection
After going through this module, (DepEd Mandate,
1. In what ways has this module helped you reflect 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-
of the Department of Education?
5 sentences.

Through this module I now

understand that term “teacher” is a very
broad definition. That his/her 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
learners. Because of this module, I
realized that I cannot provide the quality
education to my learners 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
and motivations in serving your learners better and in
promoting a learner-centered environment for them?
3. What are your personal beliefs and values that are
aligned with the DepEd’s VMV (Vision, Mission, Core
Values)?

This module serves as my wake-up call My personal beliefs that are aligned with
to continue my dream to change the lives of my the DepEd Vision, Mission and Core Values is
learners as my top priority despite of the that “We should not judge a book by its cover”,
challenges I encountered as a new teacher. because I realized that as a teacher, I should
This serves as my guide to be a competent not judge my learners by just looking at them or
teacher and provide learner centered by their mistakes they created because, the
environment that focus on the welfare of my intelligence of a child is not measured by it. I
learners. should give equal opportunities to all my
learners 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
learners’ 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
explainer video clarification
I have learned that the PPST How can this PPST Strands implement in
Standards helps us further find out easy way with the overlapping activities
and develop better and more of teachers have throughout the year
effective ways of teaching. without causing them too much stress?
Learning is a lifetime experience,
and it is a 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
In light of the Department of Education’s vision to development for teachers is to be based on the PPST.
continuously improve itself to better serve its More in-depth discussions on PPST will be tackled in
stakeholders, the Department is committed to developing Course 3 of TIP.
teacher competencies that are abreast with the changing
demands and needs of K to 12 curriculum, globalization
and ASEAN integration. Hence, the Department released Key Topic 2: The Teacher
DepEd Order no. 42 s. 2017 on National Adoption and Professional Development
Implementation of the Philippine Professional Standards
for Teachers (PPST). Framework
In order to help teachers seamlessly adopt and embody
The PPST:
the expectations in the standards, the PPST has been
• sets clear expectations of teachers along well-defined integrated in DepEd’s Professional Development Framework
career stages of professional development from (see Figure 1). The framework shows the professional
beginning to distinguished practice; development path of teachers starting from the Teacher
Education Institutions (TEIs) towards their career
• engages teachers to embrace ongoing professional development in DepEd. Teachers’ professional development
learning for their professional development to is guided by the Human Resource (HR) systems which are
enhance their own teaching; represented in the framework:

• provides a framework of uniform measures to assess 1. Recruitment, Selection, and Placement

teacher performance; and (Recruitment and Hiring)

• provides a basis for building public confidence in and 2. Results-based Performance Management System
support for the work of teachers. (RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
and Self-Assessment Tool (SAT), which are used
to
DepEd Order no. 42, s. 2017 mandates that the PPST gauge teacher practices and better target
“shall be used as a basis for all learning and development professional development and training.
programs for teachers to ensure that teachers are
properly equipped to effectively implement the K to 12 3. Learning and Development (L&D) - represented
Program. It can also be used for the selection and in the framework by the Learning Action Cells and
promotion of teachers. All performance appraisal for the Targeted Professional Development and Teacher
teachers shall be based on this framework” (Section 5). Training.
In line with the above provisions, in DepEd Order (No. 4. Rewards and Recognition (Rewards, Compensation)
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 planning
School Calendar
and accomplishment of school forms; and compliance The DepEd school calendar for each school year sets the
with DepEd’s policy and guidelines on lesson opening and closing day of classes. It also prescribes
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
positive and non-violent discipline (2.6.2) World 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
Estimated Time required: 1 hour activities while being supported by the regional office and
the division office. Meanwhile, the schools are allowed to
Required Tasks observe local and national celebrations provided that
• Personal School Calendar these 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 serious in living out its mandate to deliver continuous
different 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
case a disruption of classes ensues. Moreover, our
disasters like calamities, pandemics, etc. There are four
geographical location as a country makes us vulnerable to
important aspects to the plan: communication, materials,
tropical storms and volcanic eruption. These natural
learning 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 Contingency methods depending on the teaching style of the teacher
Plans for All Levels.” (Department of Education, 1991), 1. or what is specified by the lesson plan. Assessments are
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines
on the implementation of Executive Order No. 66 (Prescribing Rules on methods to gauge a student’s progress.
the
Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up
Calamities).” (Department of Education, 2012), 1. Classes for Lost Schooldays.” (Department of Education, 2009), 1.
26 The Teacher Induction Program - Course 1
Key Concept 3: Implementing Guidelines The DepEd School Calendar contains the guidelines that should be observed in schools
nationwide, including school programs, curricular non-classroom-based activities, and parent-
Required Task 1: Reading and Reflection teachers conferences. Some of the important dates to be observed include a general assembly,
deworming of children, career guidance, in-service training, Christmas break, standardized tests
Study the rationale of the Implementing Guidelines of the
spearheaded by Bureau of Education Assessment (BEA), summer classes, and end of school
DepEd School Calendar for the current school year.
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
It is necessary for newly hired calendar and your professional work within the school
teachers to become familiar with the year. It is important to mark the dates on your own
Department of Education's year-round calendar, so that it gives you a heads up on how you plan
your activities throughout the year.
activities because it will allow us 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

August Septe Oct November December January

mber ober
1 - All Saints’ Day 8- Feast of 1-New Year’s Day
(Regular Holiday) Immaculate
Conception 4-Resumption of
2 - All Souls Day Classes
(Special Working 19- Start of
Holiday) Christmas Break 22- Chinese New
Year
5- End of Academic 25- Christmas Day (Special Non-
Quarter 1 (Regular Holiday) working Day)

7- Start of Academic 30- Rizal Day 26-27 Second

Quarter 2 (Regular Holiday) Quarter
Examination
12 Parent-Teacher 31- Last day of the
Conference/Distribution year Note: 20
of Report Cards Class day
Note: 11
28 -Araw ng Pagbasa class day

30- Bonifacio Day

(Regular holiday)

TBA- Philippine
Educational Placement
Test (PEPT)

28 The Teacher Induction Program - Course 1

 February March April May June July
3- End of Academic No holidays and 6- Maunday 1-Labor Day 12- Independence 7 - End of
Quarter 2 class suspension Thursday (Regular (Regular Holiday) Day Academic Quarter
Holiday) 4
6-10 Midyear Break Note: 22 class day 2- Start of 23- DepEd
(MPRE and INSET) 7- Good Friday Academic Quarter Founding 10-14 End of
(Regular Holiday) 4 Anniversary School Year Rites
18- Parent-Teacher
Conference/ 8- Black Saturday 6- Parent-Teacher 22-23 Fourth 17- Start of
Distribution of (Regular Holiday) Conference/ Quarter Remedial Classes
Report Cards Distribution of Examination (Final
9- The Day of Valor Report Cards Examinations for
25- EDSA People (Regular Holiday) Grades 6 and 12) TBA- Accreditation
Power Revolution Every Friday- and Equivalency
Anniversary 20-21 Third Quarter TAYO Naman! 29-30 Fourth (A&E) Test
(Special Non- Examination Mental Health and Quarter
working Day) Examination (Final Note:5 class day
28- End of Starting May- Examinations for
TBA- National Academic Quarter Psychosocial Grades 1-5 & 7-11)
Achievement Test 3 Support Service for
(NAT) for Grade 12 DepEd TBA- Early
TBA- Personnel Language Literacy
Note: 14 Administration of and Numeracy
class day ELLNA, NAT 6 and TBA- National Assessment
10 Career Assessment (ELLNA)
Examination
Note: 18 class day (NCAE) TBA- National
Achievement Test
Note: 22 class day (NAT) for Grade 6

TBA- National
Achievement Test
(NAT) for Grade 10

Note: 21 class day

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 The DepEd School Calendar always set the
year does not set the specific dates for the specific dates for the opening and closing of
FALSE classes to be familiarized with the important
opening and closing day of classes.
dates all throughout the school year.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar
from Two Hundred (200) Days to Not More TRUE
Than Two Hundred Twenty (220) Class
Days.
The in-service training is inclusive of the In service training is provided only for teachers
number of days required for learners to be in FALSE and learners are not part of this training.
school.
The parent-teacher conference is inclusive The parent-teacher conference is inclusive of
of the number of days required for learners FALSE the number of days required for learners to be
to be in school. in school.
Alternative delivery modes or make up Make up classes are allowed to be undertaken
classes are not allowed to be undertaken to to compensate for the unplanned suspension to
compensate for the unplanned suspension of
FALSE
cope up with the lesson
classes due to natural calamities.
The Basic Education Learning Continuity
Plan (BE-LCP) is a plan that aims to allow
learners to continue their learning despite TRUE
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 keep
the place where reading materials and the books and teacher made activities in
learn- ing resources are kept. He also the library for additional supplementary
crafts a schedule of the classes that could materials of the learners.
visit the place. He coordinates with the
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 Counselor is the one
cheating by their adviser. She calls the responsible in giving guidance counseling
attention of the parents and reports to to learners. She could call the parents for
them what the learners did. Since it is Guidance
a meeting to discuss the problem and give
the first incident, the learners are Coordinator punishment to avoid doing the mistake
reprimanded and remind- ed of the /Teacher again.
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

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 Guidance Counselor helps learners to
envi- sioned for SHS graduates—namely, Guidanc choose what appropriate career track to
higher education, entrepreneurship, choose on their journey.
employment, or middle-level skills e
development. Afterward, she gives them a Counselo
survey to answer on what they plan for their r
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 Administrativ Any plan regarding with the school
preparing the financial report for the e Officer improvement should be reported and
month of July. Both reports are subject to approved by the School Head before
the approval of the School Head. implemented.

a. Guidance Coordinator/Teacher

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired 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 responsible
Custodian for school property and materials or
conducts and maintains the inventory of
properties and prepares the required reports
equipment keeping and reporting.
for the School Head’s reference.

a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

36 The Teacher Induction Program - Course 1

Key Topic 2:
School- based
Management (SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable
them to actively participate in
the continuous improvement of
schools towards the
attainment of higher
pupil/student learning
outcomes. With SBM, the
school is regarded as a key
provider of education. The
SBM empowers the school’s
key officials to make informed
and localized decisions based
on their unique needs toward
improving our educational
system (DepEd Memo (No.
386, s. 2009)).
Guide for Mentors and Newly Hired 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
and concerns in the school community. Discuss how you her five classes. Without letting you respond, she already
can help in each scenario and involve some key sent you the learning materials for her lessons tomorrow.
personnel who can help you resolve the following However, you also have classes to attend and your
challenges. learners are expecting to deliver a performance task that
they prepared for. What are you going to do as a colleague
Scenario 1 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 I will honestly tell her that I also have classes
and disappointed about what happened because the that I needed to attend. I will advise her to
incident was not addressed and resolved properly. Her message the school head that she can longer
daughter is still afraid and decided not to go to school go to school, and she needed a teacher to
that day. The incident happened during Science time substitute for her so that the school head would
because the teacher was late to enter the class. You also be the one to decide whose teacher is available
had other classes to attend to and had no chance to to look for her class.
meet your advisory class during that time. Who should
you seek help to?

I would seek first the help of the school

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

You can do journal writing to reflect on your teaching

practice. This will help you make wiser decisions as you
deal with your situations inside the classroom. In this
way, it will help you reflect objectively when untoward
incidents happen. Whenever you make mistakes or
failures, you need to be patient with yourself. Bear in
mind that your school head or head teacher considers
that you are a new teacher in the school and will definitely
give you the kind of understanding that you need.

Guide for Mentors and Newly Hired Teachers 39

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

40 The Teacher Induction Program - Course 1

Required Task 1:
List down the different departments/offices/units in your school, and write
the corresponding people or personnel in-charge.

Department/Office/Unit Personnel In-Charge

School Principal Ma'am Michelle Hioca Ampan

Guidance/Registrar: Ma'am Margie Magdadaro Bucanegra - Cabalong

Property Custodian Ma'am Hazel Magdadaro Cahintong

Clinic Ma'am Elgen Manlaya Fuentes Magdadaro

ICT Ma'am Sheryl Rose C. Tapic

Prefect of Discipline/ DRRM/ LRMDS Sir Jed Anthony Dela Rosa

Youth Formation Ma'am Ana Marie Amad Abatayo

Administrative Officer Ma'am Liezel Farochilin Francisco

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
the floor plan or layout actually allows convenient classroom and your lesson, you also need to
movement for teaching and learning. Examine the room prepare yourself physically, mentally, and
and look around and find the things that you can still emotionally.
utilize. Some classrooms already have bulletin boards,
cabinets, boxes for cleaning materials, etc. You may • Learning your way around your new work
decide if you will keep them or find a place where it can environment – your school assignment would allow
be kept. Be reminded that whatever you use in your you to work efficiently within your designated
classroom are recorded in an inventory of physical workstation and the DepEd system
equipment in the classroom, and it is usually submitted
during the beginning of the school year. Make sure that
you consider up to the smallest fixture in your classroom.

When you arrange the chairs in your classroom, consider

the different types that you learned in college such as
traditional rows, rows of desks facing each other,
horseshoe arrangement, clustered seating arrangement,
fishbowl design, and so on. Your seating arrangement
may probably be adopted by other subject teachers.
Make sure that this arrangement is efficient and flexible.
Probably, you may consider a more stable arraignment to
aid you in familiarizing your new learners. Above all, free
your classroom from hazards that may disrupt learning or
may cause harm to your learners.

The COVID-19 pandemic has forced everyone to adjust

to the new measures of the “new normal” to ensure that
everyone stays safe. Physical classrooms have applied
the social distancing rule to the setup of the chairs in the
classroom and have also opted to schedule frequent
classroom disinfections. Some classrooms have moved
online to platforms such as Zoom or Google Meet.

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes
A Guide for the First Day of Classes
Key Topic 1: What to do on the A. Welcome
First Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers,
• Mention interests related to the subject and
parents, etc. outside of school.
• getting to know your learners; and
C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
• List typical activities.
First impressions are important. Get the attention of the • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening • Show the textbook.
to you. Project your voice in such a way that everyone
will hear and understand what you are talking about. 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
F.Distribution of the grade level standards.
sure that you spend time in preparing your lessons and
other tasks in school. This is your first year of teaching in
G. A quick lesson
the public school, it is important to demonstrate
professional disposition and discipline in the discharge of H. Dismissal – Goodbye
your professional duties.

Kottler, Kottler, & Kottler (1998) shared a guide for the first Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
1998. Secrets for Secondary School Teachers: How to
day of classes. Succeed in Your First Year. California: Corwin Press, Inc.
(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.
Learners Spark a feeling of awe and excitement among your
learners, so that they will look forward to going to school
You will be meeting a lot of learners who possess unique for the coming days. Emphasize that you will be with
characteristics and personalities with varying learning them in this new journey. In this activity, maintain mutual
needs. Your first task is to get to know them by their respect and interest. Games and icebreakers may also be
names, so make sure that you pronounce them correctly. appropriate.
Although knowing your learners name is a preliminary task as
a teacher, remember that you also need to be
knowledgeable about your learners’ background. Key Concept 3: Setting Rules and Routines
Knowing this information will guide you to better inform Rules play a significant aspect in helping to define the
your planning on what appropriate teaching approaches and classroom situation. Rules are mostly based on moral,
strategies are best utilized to cater their learning needs. personal, legal, safety and educational concerns. Sample
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
surveys. Ask your learners to write their name and the Sample Classroom Rules
name they wanted to be called. On the succeeding lines,
ask the learners the information that you think will benefit 1. Students should be in their
you in the future like in preparing and contextualizing your seats when class is about to
lesson, addressing the student’s concern, or contacting the begin
parents. This information may include your learners’
2. Homework is due at the
interest, hobbies, abilities, parents’ contact information,
beginning of the period
and even the information that your learners may not
probably tell you face-to-face. Above all, it is important to 3. Textbooks are to be brought to class
inform your students the purpose of gathering their every day
personal information. As professionals, we must strictly
follow the data privacy act as applied to students and 4. Raise your hand and wait to be
observe ethics in using this information. recognized before speaking
At the beginning of the school year, you may ask the 5. Be courteous and considerate to all
learners to introduce themselves to you and to the class. students and faculty
To make it successful, you should model how it is done.
Tell something about yourself that you think will matter so
that learners will get to know you better as a teacher.
Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Focus on what you want to accomplish with your learners
Secrets for Secondary School Teachers: How to Succeed in
this year. Tell the learners what your class or subject is Your First Year. California: Corwin Press, Inc.
all about and what are the
44 The Teacher Induction Program - Course 1
Aside from rules, your success as a teacher in
managing the classroom also depends on the routines
that you introduce to the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and
leaving the classroom, having work checked, leaving
their chairs and moving around the classroom, OPENING ROUTINES
maintaining discipline and attention, changing activities,
catching up • Share One Word: Ask students to share one
on incomplete or missed work, activities for students word about how they are feeling that day.
who finish work early, going to the toilet, using materials
in the classroom, and dismissal. It is a good practice for • The Reading Minute: Find a passage online
teachers to go over some parts of the provided student or in a book—an excerpt of a poem, essay,
article, or story—and read it aloud. It might be
handbook to remind the students and to make sure they
humor-
are aware ous, interesting, angering, or beautiful, exhibiting
of sections such as the rules and the punishment for great writing. After you read it, students open
their violation. their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.

CLOSING ROUTINES

• Rate the Learning or Lesson: This exit slip can

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

• Closing Statement or Question: Ask students

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

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

for New Teachers.” Edutopia. George Lucas Educational
Founda- tion, August 17, 2016.
https://www.edutopia.org/blog/6-open- ing-and-closing-
Guide for Mentors and Newly Hired 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:

How I will apply

Concepts I learned from the article My thoughts about these concepts
these concepts to my class
Giving learners a say in the Teachers should allow the I will allow my learners
classroom learners to participate in involvement in crafting our
developing the classroom rules. classroom rules and regulations
so that they are aware of the
consequences they made.
Helping learners gain recognition Giving short recognition to I will give my learners’ recognition
learners output or behavior can to my learner’s achievement
boost their morale and encourage either small or big achievement
them to study hard. by giving certificates and praises
to show that I am happy on their
achievement.
Adopt other classroom procedures We teachers can adopt other I will give varied tasks to my
classroom procedures to help the learners, giving them the
learners gain personal accountable for their own
empowerment in school. learning and improve their selves
in communicating with their other
classmates

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

4. You should model how to introduce introduce themselves.
oneself at the beginning of the school
year.

5. Rules play a significant aspect in TRUE Having rules in the classroom helps keep the
helping to define the classroom learners 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
Required Task 1: Introductory Activity answers to all the three questions below into a maximum
There is no playbook that sums up your task as a of 600 words.
classroom adviser. Apart from equipping young people with
knowledge, skills, and values to succeed in this vastly Guide Questions:
demanding society, teachers must also strive to build
1. What is the role of a teacher to his/her learners?
their morale. Learners who enter their classrooms must
discover how to believe in themselves, exert effort to 2. How do you think are those roles manifested
accomplish their goals, and persist despite all challenges. in being a classroom adviser?
It may be ambitious and daunting, but we should always
give them platforms where they can express their ideas 3. So far, how was your experience as a classroom
A teacher plays a significant role in the life of his/her learners.
so they can shine in the most brilliant way possible. adviser?
As a teacher, it is our responsibility to bring out the best in our
learners and inspire them to achieve greatness. Learners 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 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 learners 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. Perform 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 learner 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 be strive my best to be an
excellent teacher and continue my professional growth
Guide for Mentors and Newly Hired
Teachers
Key Topic 1: Being a Class Adviser Conducting Homeroom Activities:
Being a teacher is both a privilege and a responsibility. As indicated in DECS Order 52, s. 1998, also known
You will have the opportunity to meet students from as Guidelines on the Implementation of the Revitalized
different experiences and backgrounds, and you will Homeroom Guidance Program (RHGP) and the System
definitely enrich your knowledge by celebrating diversity. It of Rating and Reporting Student Performance Under the
is very rewarding for you as a teacher to recognize your RHGP, schools are empowered to conduct a homeroom
learners’ narratives. guidance program.
Nevertheless, you may be designated as a class
There is a guidance program handbook that is
adviser by the principal to manage a particular class. As
reproduced for teacher use, but you may also craft your
a class adviser, you are tasked to do important
own activities depending on the needs of the learners in
assignments such as connecting to learners with
your class.
counseling, keeping school records and monitoring
Login to your DepEd Learning Portal and see the modules
attendance, doing homeroom activities, promoting
below. Choose ONLY ONE module to study and create a
harmonious relationships and resolving conflicts,
homeroom guidance plan based on these modules:
capturing and maintaining learners’ interest, respecting
learners’ religious beliefs, maintaining a well-kept and • Homeroom Guidance K-3 Quarter 1,
conducive classroom, accomplishing Module 2:
and submitting reports on time and communicating with https://lrmds.deped.gov.ph/
parents. detail/18647
As the classroom adviser, it is also your task to capture • Homeroom Guidance Grade 4-6:
and maintain your learners’ interest in school. Here are Quarter 1, Module 2:
some way to get the interest of the learners (pp 47-50): https://lrmds.deped.gov.ph/
detail/18668
1. Involve the learners.
2. Decorate your room. • Homeroom Guidance Grade 7-10:
3. Introduce your subject. Quarter 1, Module 2:
4. Instigate questions. https://lrmds.deped.gov.ph/ detail/18687
5. Inscribe thought-provoking quotes. • Homeroom Guidance Grade 11-12:
6. Introduce variety. Quarter 1, Module 2:
7. Integrate with other disciplines. https://lrmds.deped.gov.ph/ detail/18689
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?

 Peer Sharing  Reflection Paper

Every Friday first period  Reflection Writing how they  Worksheets
show respect to other people  Pictures
 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 • Look carefully for signs of severe distress; if a
also important to make connections with your learners and student does seem to be in danger of harm or abuse,
let them realize that what they learn in your class can be you must report it to the administration.
used in real life. This will help you understand your • At the end of a conversation, summarize what you
learners more and recognize where they are coming from. heard and ask the student to do the same.
It would be a good idea to note the information gained
from casual conversations with the learners through the • Make appropriate referrals to the counselor or
Anecdotal Records for future need. The following are other professionals when a student could profit
things to 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
• Listen not only for what the student is saying but done 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

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

Even if you already do your job in an exemplary enigmatically.

manner, expect that there are learners in your class • The student who is in over her head feels like she is
advisory that need special attention. Kotler et al. (1998) so far behind there is no point in even trying to
identify these kinds of learners (pp.60-61): cooperate in class. She has given up all hope.
• The angry student looks sullen, with a chip on his shoulder. • The procrastinator continually plays games with
No matter what you do, he will resist your efforts. you. He always has excuses for why he does not
have his work completed. He may be wickedly
• The withdrawn student is certainly not a behavior problem; charming, but he manages to avoid doing much
quite the opposite, she may sit passively in the back of the that is useful.
room or even sleep with her head on the desk.
• The addicted student is strung out on drugs or alcohol.
• The quiet student just does not talk at all. He may or may not Her attention is, at best, fleeting. She sits in the
be paying attention; you really cannot tell. No matter what you back of the room with a glassy-eyed stare.
do to try and draw him out, he is so shy that he just smiles
 does not seem to respond to the corrections.

• The overly social student is • The class clown may be motivated by either a
always flirting or disturbing sense of humor or something more perverse.
others around him. You stop Regardless of his intentions, he is constantly the
him a dozen times, but he 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 • Reading Activities
Engaging Physical and Virtual • Reflections
Learning 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 • Outputs for Portfolio: Oath of Promoting Trust and
maintain trust and fairness in the classroom Fairness
(2.6.2, 2.2.2);
Required Resources
2. Identify basic concepts related to
classroom management and positive • Department of Education. DepEd Child Protection
discipline (2.3.2); Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
2012.
3. determine actions in building good
relationships with the learners (2.2.2; 2.4.2); • Department of Education. Positive Discipline In
and Everyday Teaching: A Primer for Filipino Teachers.
Pasig City: DepEd Orders, 2015.
4. apply positive and non-violent discipline to
ensure learning-focused environments (2.6.2). • Save the Children. A Toolkit on Discipline with Particular
Emphasis on South and Central Asia. Sweden:
Save the Children, 2007.

• UNESCO. Embracing Diversity: Toolkit for Creating

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

• Scenario Analyses
Guide for Mentors and Newly Hired Teachers 55
Session 1: Positive Discipline Positive Discipline

in Physical and Virtual Learning Discipline is the practice of teaching a person to observe
Environment rules or a code of behavior in both the short and long
terms. On the other hand, punishment is a penalty that
Key Topic 1: Establishing Safe and Secure aims to control behavior through negative means
(UNESCO, 2015). As a teacher, you need to be
Learning Environment
knowledgeable of ways on how to lead your learners to
Establishing a safe and secure environment for learners is one exhibit positive behavior. Discipline is positive and
of the important roles of a classroom teacher. As constructive because it involves setting goals and
classroom managers, you have the responsibility to provide conceptualizing constructive and creative solutions to
our learners with a learning environment that is free from challenging situations. Every teacher should respect a
harm or risks to promote their well-being and support their learner’s developmental level, their rights to dignity and
learning (Marzano & Pickering, 2003).You also have to integrity, and their right to participate fully in their
build their sense of community, improve academic learning.
performance, and to prepare learners to be productive
individuals. Creating safe learning environments involve Effective teachers should manage learner behavior
every aspect of creating a positive experience for learners. constructively by applying positive and non-violent
The physical space is one important element, but equally discipline, as anchored in the Philippine Professional
important are the relationships between learners, teachers, Standards for Teachers (PPST) under Domain 2, which
and the learning community as a whole (UNHCR and IRC, centers on creating an environment that is learning-focused
2010). Furthermore, in times of disruptions that may and in which teachers efficiently manage learner
necessitate emergency remote teaching (ERT), behavior in a physical and virtual space. It has Strand
reasonable protocols in virtual learning environments 2.1.2, which is to establish a safe and secure learning
must also be taken into consideration. In virtual space, environment to enhance learning through the consistent
constructive relationships can be developed by allowing implementation of policies, guidelines, and procedures.
the learners to have virtual time out that is efficiently The use of positive discipline ensures a learning-focused
communicated with the learners and parents/guardians as environment and to encourage positive behavior and
scheduled. The virtual time out may allow the learners to motivate learners to feel good about themselves and the
be in their personal space in order to cool down and decisions they make. With positive and non-violent
reflect. With this, learners will do better for their next discipline, our learners will see a connection among their
online access in virtual space. behavior, the personal consequences, and the impact of
their actions to others. You may refer to the PPST
It is equally essential that proper behaviors must develop Resource Package 2.1.2.
within our learning environments -- both physical and
virtual. Thus, creating and reinforcing discipline in
classrooms or virtual learning spaces and maintaining
constructive relationships will further secure safe learning
environments for our learners.
56 The Teacher Induction Program - Course 1
Developing Positive Behaviors - Redirect behavior positively – for example, when
a student bounces a ball around the 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
- Provide your learners with opportunities to as well as their parents/guardians both for positive
make choices and help them learn to evaluate the and negative development during online classes,
potential consequences of their choices. this can effectively done during town hall
meetings.
- Reinforce emerging desirable behaviors with
frequent praise and ignoring minor misdeeds. - Establish routines, rules and procedures and
student engagement to create an online
- Model orderly, predictable behavior, respectful teaching and learning direction such as a
communication, and collaborative conflict resolution strategic pre- planned schedule of screen time
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

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

58 The Teacher Induction Program - Course 1

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

Guide for Mentors and Newly Hired Teachers 59

 Scenarios Possible Answer and Points for Feedback
Not all learners learn the same way, that’s why
Case 3: On Giving a Wrong Response to a Question teacher should be aware of the individual differences
of the learners. The behavior of Clark in the class
Clark: I am so nervous in class. I am afraid that the teacher is wherein he always gives wrong answer doesn’t
going to ask a question when I don’t know the answer. Even if mean he is not paying attention, but he doesn’t
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I understand the lesson. This makes him afraid to
know everyone is staring at me and laughing, but what can I participate in the class because he thought that his
do? I classmate will laugh at him. How the teacher could
just can’t risk giving the wrong answer. Even in tests, I feel help Clark is by giving him a remedial lesson after
so afraid and always fail because I don’t know how to answer the class. Talked to him what he did not understand
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 in the lesson and give him remedial activities to
stay quiet or just leave that question blank on the test. further understand the lesson.
Clark’s teacher: This boy is insulting me by not paying attention. Embarrassing the learners in the class when giving
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.
wrong answer will cause the learners to be
Last week, he failed the test and now he doesn’t even know discouraged to learn or go to school.
the answer to this simple question. I am going to reprimand
this boy so that everyone will learn that when I teach, they
have to pay attention. They should know the right answer
before I ask the question!

What alternative action/s could you suggest in order to

promote positive discipline?

60 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback
If the learners lack the interest in going to school
Case 4: On Absenteeism maybe there are reasons behind this. Like the
situation of Elna wherein the teacher is the reason
Elna: Sometimes my mother sends me to sell things at the why Elna don’t want to go to school anymore. The
market and I can’t go to school. Sometimes I feel bored on behavior of the teacher of Elna is very unacceptable,
the way to school and visit my friend instead of going to
school. she should be the one to treat her learners in a nice
Sometimes I don’t like being in a class where the teacher always way and not to judge her, it is her job to make her
asks me questions and looks at me in a funny way. I know learners feel safe in the classroom and not to
that I am not going far after the 2nd year High School, so discourage them to go to school. She should be the
what’s the point? I might as well do what I want. one who need to change her treatment to her
Elna’s teacher: We can’t have learners missing class whenever learners, reprimanding Elna with her behavior and
they want. Her case should serve as an example so that giving her final warning is not the right solution
her behavior doesn’t spread. In the morning assembly, I will because this only proves that the teacher does not
reprimand her, and give her a final warning. If she doesn’t care with Elna.
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?

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 he/she might do is to talk privately to the
Kurt: I am the toughest boy in this school. Everyone fears me, learners who bully his/her classmates, ask him/her
and I need to make sure that no one gets away with why he/she is doing it. Let your learners know how
undermining my status. I keep others’ respect by showing them
what might happen if they don’t fear me. I tease small girls, people are affected by bullying and the
and sometimes rough up an annoying boy. Everyone in school consequences of bullying others at school. If the first
knows not to cross me. They know my father is tough at home action is not affected, then seek the help of the
and I am tough at school. parents and the guidance counselor and discuss the
Kurt’s teacher: This boy is a problem. He is making other
solution to the problem.
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?

62 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback
Due to the pandemic, school had to shift from face-
Case 6: On Adaptability Struggle to-face to online education. Sudden and unprepared
learners were forced to study online, and this
Janelle: Online learning is new to me. I am used to face to caused anxiety and stress to learners. What the
face classes. I will inform my teacher that I can not attend teacher could do is to be considerate with the
online classes regularly and I can not submit my requirements
on time. situation of the learners. Provide them enough time
to submit their requirements. Always encourage
Janelles’s teacher: This student may just be making an them even a short phrase, “You can do this”,
excuse for not attending our online classes and not submitting statement. Acknowledge them that everyone is
on time. As their teacher, I need to be able to communicate
to my class that I will not tolerate complacency and that this
going through challenging time. If Janelle cannot
rule must equally and strictly apply to all. really access to online learning, then the teacher
should give Janelle other options wherein she can
What alternative action/s could you suggest in order to continue her study.
promote positive discipline?

Guide for Mentors and Newly Hired Teachers 63

 Scenarios Possible Answer and Points for Feedback
If Allen could not cope with the lesson due to poor
Case 7: Technical Issues internet connection, then the teacher should provide
him printed materials that are aligned with their
Allen: I really wanted to pass the subject, attend our online lessons so that he can still cope with their lesson
classes on time and learn our lessons well. But because of and not left behind by his classmates.
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

64 The Teacher Induction Program - Course 1

Key Topic 2: Reinforcing Positive Discipline
(the class as a whole) and to praise each child’s efforts in
While punishment is a single act, positive discipline is a being a good team member. The core of positive
process that recognizes and rewards appropriate discipline is to catch learners doing the right thing and
behavior. Positive discipline is something that could be reward them immediately.
developed on a day-to-day basis. This process is
effective for individual children. Moreover, for teachers The following are statements that could be believed in by
who are working in large classes, it can also be effective some teachers, but were labeled as myths on disciplining
for groups of children. The key is to make the children feel learners (UNESCO, 2015, 14-18).
they are on a “winning team”

Statement Remark
“People who use this argument often do it to reduce the guilt they have for using
1. “It happened to me
corporal punishment on their children today. In their minds, they are defending their
and did no harm.” violent actions against their children.”

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

3. “Corporal punishment “Corporal punishment creates a sense of distrust and insecurity in the child; it
works best. Other destroys the teacher-child relationship. Children become angry at why someone who 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
resort. I had no choice!” teachers 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 reinforces 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 reinforces are select the type of positive reinforces appropriate to your online class setting. For
example, social reinforces 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 reinforces, which can be done by assigning highly engaged
learners to monitor chat questions or by allowing the learners to have breakout sessions
in unstructured time to discuss among themselves about a specific topic in the lesson.”

3. “I can stick with

“Learners find different types of reinforcement motivating. To ensure that all learners
one type of
engage in an online class, provide a variety of layers of reinforcement such as praise and
positive token systems.”
Reinforces in my online
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
need to consider the and 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
online class do not badges to activity which can be done both in synchronous and asynchronous classes.
need rewards.” With combined badge systems the learners are motivated to spend more time to finish
the assigned tasks and develop self-regulation to complete asynchronous
assignments. ”

66 The Teacher Induction Program - Course 1

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

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

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

Required Task 2: Scenario Analysis

Read the following scenarios and identify the issue/s portrayed.
Determine what principle/s for positive child 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
(CO), two of his pupils started argu- Develop prosocial way.
ing with each other, which caused
behavior, self-
noise and distracted their classmates.
Teacher Justin then told them to stay discipline, and
away from each other and that he will character
deal with the both of them after class.

Maximize the child’s Stick to the lesson plan so that you are
2. Teacher Gemma prepared a very
active participation guided by your lesson activity. Always
engaging group activity for his Grade
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, behavior, self-
there was an on-going group activity Address the misbehavior in appropriate
discipline, and
for his learners. Most of the pupils
character way, talked to them privately and explain
were quiet except for this one group
wherein two pupils were talking about
their inappropriate behavior in the class.
unrelated topics loudly, disrupting the Assure fairness
other groups. He approached them (equity and non-
and with a soft voice he said to them, discrimination) and
“It seems that you forgot our rules justice
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.

68 The Teacher Induction Program - Course 1

 Situations Answers Feedback
4. During the General Mathematics class Respect the child’s Avoid embarrassing the learner in front
of Ma’am Princess, she noticed that dignity of the class. Teacher should be
Gian was sleeping. “Rise and shine, considerate to the learner’s situation,
Gian! It’s time for your breakfast”, Respect the child’s maybe there is a problem in the house
Ma’am Princess shouted and the developmental that’s why he did not sleep well. Try to
whole class giggled. Immediately, needs and quality of talk to him after the class.
Gian sat properly and became life
attentive for the whole duration of
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 learners with other
attentive and participative. After ask- Assure fairness learners because every child has
ing a question, she then called Amy to (equity and non- different ways of learning. Always be fair
answer, “I don’t know”, Amy replied discrimination) and to your learners.
nervously. Then Ma’am Trisha told her justice.
pupils that they should be more like
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 learners after the online class to
activities compiled by the learners. discuss their incomplete activities not
During her online class, Teacher Cora Promote solidarity during the lesson to avoid
asked the learners to share their online embarrassment.
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.

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 POSITIVE Be a good role model to your learners.
the children to act (modelling)

2. Forming small groups in online POSITIVE Encourages collaboration and

synchronous activities participation

3. Getting the student’s attention POSITIVE This helps in creating a good classroom
before you begin class management and focus to the lesson.
Avoid giving judgement to students
4. Making assumptions on student NEGATIVE without any intervention made.
abilities without evidence or data

NEGATIVE Corporal punishment is not a solution to

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

70 The Teacher Induction Program - Course 1

Summary
Discipline shapes learners’ behavior and helps them to
learn self-control when it provides encouragement, not
painful, meaningless consequences (UNESCO 2015, 21).
You should use classroom discipline positively by
believing in your learners’ abilities and communicating
affection and respect for them. When you are willing to
observe your learners and respond in ways that
encourage positive behavior, you help them become
responsible for their own behaviors and they reduce the
likelihood of misbehaving in the classroom.

An effectively managed classroom is the one that

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

a. Your expectations are clear.

b. Instruction is interesting for your learners.

c. Your learners see a purpose and value to what

is being taught.

d. Instruction relates concepts and skills to a

learner’s experience and is meaningful within his
or her daily life.

e. Your teaching strategies are varied. Learners

can become bored, even if the topic is
interesting, if you constantly use the same
teaching methods.
72 The Teacher Induction Program - Course 1
Positive discipline is a way not only to reduce
misbehavior but also motivate learners (UNESCO 2015, b. Establish clear rules and procedures and
80). It is based on the premise that behavior that is instruct learners on how to follow them. Give
rewarded is behavior that will be repeated. The most primary-level learners, in particular, a great deal
critical part of positive discipline involves helping learners of instruction, practice, and reminding.
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.

Required Task 4: Reflection

The following are some ways that can help you create a
motivating and conducive environment. How are you
going to illustrate these ways in your own classroom?
Limit your response to 100-150 words per question.

a. Hold and communicate high behavioral

expectations for your learners and yourself.

Guide for Mentors and Newly Hired Teachers 71

72 The Teacher Induction Program - Course 1
Required Task 3: Quiz
True or False. Write TRUE if the statement used positive discipline, or FALSE if it did not.

Scenario Answers Feedback

1. At the very first day of the school TRUE This is a strong indication of creating a well-
year, Teacher Joy enforces organized classroom management.
classroom rules promptly,
consistently, and equitably.
FALSE Teacher must continuously develop learners self-
2. Ma’am Carol believes that it is monitoring skills and learn to gain mastery.
a waste of time to devote time
in teaching self-monitoring
skills.
TRUE This gives retention to the lesson on pupils.
3. Teacher Michael ensures that he
maintains instructional pace of
his lesson for the day and makes
smooth transitions between
activities.

TRUE Giving feedback and reinforcement to learners

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

FALSE Teacher should give fair assessment to his/her

5. Evelyn makes sure that there
pupils in identifying average and below average
would be one item in her quizzes
that would be very difficult for 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 Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships contribute
Ask a colleague, either a fellow newly hired teacher or a to a great extent to learners’ engagement in face-to-face
fellow subject area teacher, on which they think are the or virtual classroom activities. Indeed, relationships are
best ways to build relationships with their learners. Write key-- which includes teacher-to-learner and learner-to-
your findings on the space provided. Limit your response learner interactions. To build a positive relationship with
to 100- 150 words. 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 needs
1. Interacting respectfully and sensitively / of the learners are important in the
are only important to elementary school classroom.
learners.

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

/ In the classroom learners should learn

3. Taking no notice of relationships during
and treat fairly regardless of the
the teaching and learning process.
relationships of the teacher and some
learners.

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

messages given to learners is in oral proficiency
important.

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

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

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 the feelings.
choosing learners to be assistants
Active Listening T h i s means being attentive and
or to participate in special
responding when a learner
activities.
speaks. You need to show that
you have heard the learner and
to give him or her a chance to
Humor The ability to respond correct a misunderstanding or
lightheartedly to learners. interpretation. You might try re-
stating what has been said or a
use of body language to show
empathy.
Respect This involves showing regard for
the rights and feelings of learners. These characteristics may model to learners how they would
also interact with each other. This would enhance learner-to-
learner relationships.
Courtesy This is another sign of respect.

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

(2007). Impact of the Collaboratives for Excellence in Teacher
Prepa- ration Program. Journal of Research in Science Teaching.
44. 1348
- 1369. 10.1002/tea.20207.
76 The Teacher Induction Program - Course 1
 Required Task 3: Reflection
List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share
his/ her own rules he/she has in his/her own class.

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

Adviser Teacher in Class

 Greet my students  Greet the students  Greet the students

 Prayer  Prayer  Prayer
 Have a short conversation with  Checking of attendance  Attendance
the students like how they feel  Give a short energizer to set the  Checking of assignment/outputs
today. mood of the students  Start the classroom discussion.
 Give a short energizer to set the  Remind the classroom rules and
mood of the students regulations as well as their
 Remind the classroom rules and duties and responsibilities.
regulations as well as their  Start the classroom discussion.
duties and responsibilities.
 Start the classroom discussion.
You have listed down the rules you set in class as an adviser and a subject-teacher and the rules set by a colleague.
Take note that these rules should be agreed upon with the learners to promote trust and fairness. Hence, classroom
rules set the standards of behavior for our learners, but we, as teachers, must also have standards. After all, we are
important role models for our learners.

Guide for Mentors and Newly Hired 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, CHARNETH A. TOMARONG, a newly hired teacher, do solemnly swear to

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

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

(Signature over Printed Name)

78 The Teacher Induction Program - Course 1

Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.

Statements Answer
1. We should tell our learners how we expect everyone
to behave in class (our learners and ourselves) and AGREE
discuss these expectations regularly.

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

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

3. The rules we develop with our learners must be AGREE

applied consistently with no favoritism.

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

and outside of our classrooms, and our monitoring AGREE
must be subtle and preventative.

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

models for good behavior, and follow the rules.

6. When discipline is necessary, it focuses on the

learner’s behavior, not the learner. The learner’s AGREE
dignity is maintained.

7. We need to encourage learners to monitor their own

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

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

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

Guide for Mentors and Newly Hired 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:[ 11/11.]

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 Dir. Runvi V. Manguerra
Diego
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
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
 Acknowledgments

Philippine National Research Center for Teacher

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

Jr.
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 Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel Perez Maria Lourie Victor
Rageene Vera Dueñas Beverlyn Ramirez
Nerio Benito Eseo Frankie Delos Santos
Support Team

Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of
Division of Division of Negros Bohol Division
Quezon Occidental 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
Division of Caloocan
Oriental
Division of Manila
Division of Misamis Occidental
88 The Teacher Induction Program - Course 1