Teacher

Induction
The DepEd Teacher
• http://www.gbooksdownloadecom/

in collaboration with

COU 1
RSE
 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 Session 3 - Strategic Directions

Intended Module Learning Outcomes Session 4 – The Philippine Professional

Standards for Teachers
At the end of this module, you should be able to:
1. demonstrate understanding of the DepEd’s mandate, vision, Estimated Time required: 1 hour
mission, core values and strategic directions; and
Required Tasks
2. adopt practices that uphold the dignity of teaching as a
• Reflection survey
profession by exhibiting qualities such as caring attitude,
respect, and integrity aligned with the DepEd’s vision, • Self-reflective activities
mission, and core values (7.1.2, 7.2.2)
• Scenario and case study analysis
Module Outline
• Document reading
Session 1 – DepEd’s Mandate
• Pledge of Commitment (Portfolio Output)
Session 2 - Vision, Mission, and Core Values Required Resources
 • DepEd Order (No. 36, s. 2013)on Our Department of VMV).
Education Vision, Mission and Core Values (DepEd

4 The TeacherInduction 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 – Very Familiar

Mission – Very Familiar

Core Values -Very Familiar

Strategic Directions- Very Familiar

Guide for Mentors and Newly Hired Teachers 5

Session 1 – The DepEd’s Mandate order to better define its purpose vis-à-vis the
changing administrations and charters. The present-
The DepEd’s Mandate day Department of Education was eventually
mandated through Republic Act No. 9155, otherwise
The Department of Education (DepEd) was known as the Governance of Basic Education Act of
established through the Education Decree of 1863 as 2001, which establishes the mandate of this agency.
the Superior Commission of Primary Instruction
under a Chairman. The Education agency underwent DepEd formulates, implements, and coordinates
many reorganization efforts in the 20th century in policies, plans, programs, and projects in the areas
of formal and non-formal basic education. It contribute to:
supervises all elementary and secondary a. promote quality education? As a newly hired
education institutions, including alternative teacher I will familiarize first with the
learning systems, both public and private; and Department of Education. I have to put first in
provides for the establishment and maintenance mind and heart the mission, vision, core values,
of a complete, adequate, and integrated system of and the strategic direction of Deped to ensure that
basic education relevant to the goals of national I am promoting quality of education as the
development. department wants to. I will be doing the best that I
could in preparing my lessons. I will also create
Required Task 1: Reflection Questions an environment that is conducive to the students
Reflect on the DepEd’s mandate and respond to to learn and contribute to the promotion of high
the questions below. You may respond in 2-5 quality education by continuing my personal
sentences for each. development by attending short term refresher
courses, workshops, seminar, and educational
As a newly hired teacher in DepEd, what can you conferences.
6 The Teacher Induction Program - Course 1
b. uphold equity in education?
Equity in education involves providing every student an environment, opportunities, tools and resources to be successful. I can uphold equity in education
by giving equal opportunity to my learners regardless of their race, religion, color, and status.Providing them with varied instruction to address the different
learning styles of my learners. I will remove the barriers to learning. And promote collaboration in the classroom and give more opportunities to all the
learners to excel. Providing them with varied instruction to address the different learning styles of my learner.
c. respond to the needs of the learners?
To respond to the needs of the learners I can contribute through openly involve them in classroom decision-making in the classroom. I will provide them
opportunities to engage in learning experiences that they have initiated. I will consistently monitor my learners progress and provide them with proper
intervention. Meeting the needs of the learner , I will teach them good values and discuss to them the importance of valuing the difference of each other. I
will ensure that learners are motivated for them to enjoy learning.
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 teacher, I will try to enrich the minds As a public school teacher, my vision is to As a new public school teacher, my vision
of students. I want them to understand the create a stimulating and inclusive learning for the school community is one that
importance of education. I hope to serve as environment that empowers students to fosters an inclusive and supportive
a role model and gain respect from all of reach their full potential. I believe that environment for all students. I believe that
my pupils. I trust that my teaching education is the key to unlocking education is a crucial tool for empowering
strategies will be inspiring, and my opportunities and that every student individuals and enabling them to reach
dedication and passion for teaching deserves a quality education regardless of their full potential. Therefore, my primary
obvious. their background or circumstances. One of goal is to create a classroom atmosphere
my main goals is to foster a love for where students feel safe, valued, and
learning in my students. I want them to be engaged. To achieve this, I will implement
excited to come to school and eager to a student-centered approach in my
engage in the learning process. To achieve teaching methodology. I will strive to
this, I strive to create a classroom understand their diverse learning needs and
atmosphere that is welcoming and create lesson plans that cater to these
supportive, where students feel safe to take needs. By incorporating various teaching
risks and make mistakes. I encourage methods and resources, I will ensure that
active participation and collaboration, every student has an opportunity to
allowing students to learn from each other succeed. This will include interactive
and develop important interpersonal skills. activities, group work, and hands-on
In order to meet the diverse needs of my experiments to promote active learning and
students, I aim to differentiate instruction. critical thinking skills. Furthermore, I will
Every student has unique strengths and encourage open communication and
weaknesses, and it is my responsibility as a collaboration among students. I believe
teacher to identify and address these that peer learning can provide invaluable
individual differences. I will provide insights and promote a sense of mutual
various instructional strategies and formats respect and understanding. I will create
to cater to different learning styles and opportunities for students to work in
abilities. Additionally, I will implement groups, sharing ideas and knowledge, and
assessment techniques that gauge not only encouraging them to appreciate each
academic achievement but also personal other's unique strengths. In addition to
growth and development. classroom learning, I strongly believe in
as a public school teacher is to create a the importance of extracurricular activities
 dynamic and inclusive learning in a student's overall development.
environment that instills a love for learning Therefore, I will actively participate in
and empowers students to reach their full organizing and supporting various clubs
potential. I will differentiate my instruction and events in the school. By providing
to meet the diverse needs of my students opportunities for students to explore their
and foster a sense of community and interests and abilities beyond the
mutual respect within the classroom. I will traditional curriculum, I aim to create well-
actively involve parents and guardians in rounded individuals who are ready to face
the education process and commit to the challenges of the future. Furthermore, I
ongoing professional development to will actively collaborate with fellow
ensure continual growth and improvement. teachers, parents, and the wider
I truly believe that with a strong community to create a holistic education
foundation in education, my students will experience for students. I understand that
have the tools they need to succeed in both teaching is not a solitary profession but a
their personal and professional lives. collaborative effort involving all
stakeholders. By establishing a partnership
with parents and involving them in their
child's education, we can create a strong
support system that helps students succeed
academically and emotionally. As a new
teacher, I recognize the importance of
professional growth and continuous
learning. Therefore, I will actively seek
opportunities for professional
development, attend workshops, and
engage in discussions about educational
practices. By constantly updating my
knowledge and skills, I can ensure that I
provide the best possible education for my
students. Overall, my vision as a new
public school teacher is to create a positive
and inclusive learning environment that
nurtures every student's unique abilities
and talents. Through a student-centered
approach, collaboration, and
extracurricular activities, I aim to inspire a
love for learning and equip my students
with the skills they need to succeed in life.
By working together with parents and the
school community, we can create a
thriving educational ecosystem that
prepares students to become responsible
and engaged members of society.
 Gk

8 The Teacher Induction Program - Course 1

Key Topic 1: DepEd’s Vision We dream of Filipinos

who passionately love their country

and whose values and competencies

Vision
enable them to realize their full potential and
 contribute meaningfully to building the nation. demonstrate their love of country through practicing acts of
kindness inside and outside the school premises. Provide at least
two ways of integrating this in her lessons. You may respond in 3-
As a learner-centered public institution, the 5 sentences.
Department of Education In her Araling Panlipunan classes, she can incorporate lessons
in the Philippine values such as bayanihan, malasakit, and
pakikipag-kapwa tao. She can discuss how these values are
continuously improves itself reflected in Filipino Culture and how they can be practiced
through act of kindness towards others. She can also
to better serve its stakeholders. encourage her students to think of ways they can apply these
values in their daily lives, both inside and outside the school.
By integrating acts of kindness in her lessons Ma’am Johanna
is not only teaching her students about the importance of
being good citizens, but also helping them develop empathy,
compassion, and a sense of responsibility towards others.
Required Task 1: Application Encourage her students to help in their community,
participate in clean up drives, volunteer at local organizations,
Let’s see how you would apply the DepEd’s vision in responding be respectful and inclusive towards diverse backgrounds,
to the following school scenarios. Write your answer on the space promote local businesses, learn about your country’s history
provided. and heritage, and actively practice positive citizenship
Scenario 1: behavior like helping those in need; all while maintaining a
mindful attitude towards your actions and their impact on
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales your community.
Memorial National High school. She encourages her learners to
 Guide for Mentors and Newly Hired Teacher
Scenario 2: confidence for scouting. He can help children discover a local unit
or leader to connect with and serve as a resource for those who are
One of the Grade 9 advisory students of Teacher Andrew is unsure about joining scoutingTo help students become more
showing interest in joining scouting. However, the student is very accustomed to the scouting experience, teacher Andrew can
shy and timid. In what ways can Teacher Andrew help his organize and conduct scouting-related activities like outdoor skills
learners to gain confidence and participate in scouting? workshops, team-building exercises, or community service
By fostering a positive environment, promoting small group projects. He can also honor and celebrate students who participate
interactions, giving information, providing personal support, in scouting through award ceremonies, school announcements, or
arranging a visit to a scouting event, and matching the shy person other forms of recognition. In order to create a network of support
with a mentor, Teacher Andrew can assist the shy person acquire and encouragement, he can assist pupils in making connections
 with other students, parents, or community members who are enabling and supportive environment for effective learning to
active in scouting. happen.

Family, community, and other stakeholders are actively engaged

and share responsibility for developing life-long learners.

Mission

Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment. Required Task 2: Application
Let’s see how you would apply the DepEd’s mission in
Teachers facilitate learning and constantly nurture every learner.
responding to the following school scenarios. Write your answer
Administrators and staff, as stewards of the institution, ensure an on the space provided.

10 The TeacherInduction Program - Course 1

Scenario 1: adapted the national motto as stated in the Republic Act No. 8491
(otherwise known as the Flag and Heraldic Code of the
Teacher Helga is a Grade 1 teacher at Biñan Elementary School. Philippines). The core values are enumerated as such:
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?
As educators, it is our responsibility to ensure that students are
Maka-Diyos
secure in the school environment, to use appropriate humor when
instructing, and to be gender-sensitive. Additionally, by creating Maka-tao
an inspiring atmosphere where you are aware of the proper way to
give information to your students. Students learn more readily and
are more motivated when their choices are respected and Makakalikasan
encouraged.
You may respond in 3-5 sentences. Makabansa
Key Topic 3: The DepEd Core Values
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.
Core Values
The Baguio City Division Memorandum could be accessed
through this link: http://depedpines.com/wp-content/
In promoting “One DepEd,” the official DepEd core values
 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

Maka-Diyos Expresses one’s spiritual belief 1. Engages oneself in worthwhile spiritual

while respecting the spiritual
beliefs of others activities
2. Actively participates in any religious or
spiritual activities held in school.

3. Respects religious beliefs of others

4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life

Shows adherence to ethical 1. Tells the truth

principles by upholding truth
2. Returns borrowed things in good condition

3. Demonstrates intellectual honesty

4. Expects honesty from others

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

Maka-tao Is sensitive to individual, social, and 1. Shows respect for all

cultural differences
2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

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

Demonstrates contributions toward 1. Cooperates during activities

solidarity
2. Recognizes and accepts the contribution
of others toward a goal

3. Considers diverse views

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
Makakalikasan Cares for the environment and 1. Shows a caring attitude toward the
utilizes resources wisely,
judiciously, environment 2. Practices waste management
and economically
3. Conserves energy and resources

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

Makabansa Demonstrates pride in being a 1. Identifies oneself as a Filipino

Filipino; exercises the rights and
responsibilities of a Filipino 2. Respects the flag and national anthem
citizen
3. Takes pride in diverse Filipino cultural
expressions, practices, and traditions

4. Promotes the appreciation and

enhancement of Filipino languages

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

country

6. Enables others to develop interest

and pride in being a Filipino

Demonstrates appropriate behavior 1. Manages time and personal resources

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

3. Conducts oneself appropriately in various situations

14 The Teacher
Induction Program - Course 1
Required Task 3: Application class have diverse religious backgrounds, then prayer must come
from the heart of the learner and refrain from religious prayer.
Let’s see how you would apply the DepEd Core Values in Freewill: As long as everyone participates, students have a choice.
responding to the following school scenarios. You may answer
the following questions in 3-5 sentences. Write your answer on (You may refer to Department Order (No. 32, s. 2013) and
the space provided. Department Order (69, s. 1990)).
Scenario 2:
Scenario 1: The DepEd Core Values teaches us the love for God (maka-
Diyos), love for fellow men (maka-tao), love for nature
Teacher Luis is a Grade 10 guidance counselor and a Values
(makakalikasan), and love for country (makabansa). Teacher
Education teacher at Arellano High School. One of his classes has
Molina inspires his Grade 2 learners to become a better version of
a diverse religious background. One day, two of the learners
themselves through exemplifying qualities and characters of our
insisted that the class should start with a prayer led by an assigned
national heroes. What classroom management strategies can
student. This leads to a heated debate arguing about their own
Teacher Molina employ to encourage learners to apply the DepEd
religious and spiritual beliefs. How can Teacher Luis mediate and
core values in real life situations?
help resolve the argument?
Since every kid is different in their views, dispositions, and
familial histories, among other things, we must take steps to make Heroes, both local and national, should always be shown, and their
the school setting feel like a second home to them. As long as we lives and deeds should be frequently discussed and publicized.
respect their personal beliefs, it is OK to invite students to pray Teacher Molina can use her hero stories to teach the DepEd core
before class begins with their consent. In order to choose which principles to her second-graders, but she will need to use a range
learning tactics to implement, teachers need to be aware of their of instructional tools and techniques. Through multi-media
students' abilities. Respect: If everyone in the class is treated with instruction, students can also learn about the multifaceted qualities
respect, then all disagreements will be resolved. If students in a of heroes. They will gain knowledge about our national heroes'
traits and personalities, which they can apply in practical settings.
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 CLASSS SCHOOLCOMMUNITY

 I will serve as a role model for In my ideal classroom, all Developing well-rounded,
learners as a new public school children will be able to find confident, and responsible kids
teacher, highlighting the purpose in their education by who aspire to realize their full
importance of education. I'll being encouraged to learn and potential is my aim for my
focus on a learner-centered experiment with new ideas in a school community.
approach since it will help them safe and friendly environment.
develop their critical thinking Make sure that every class is
abilities and independent differentiated and focused on the
thought processes, which will needs of the students in order to
enable them to apply what provide them with the necessary
they've learned over time and guidance.
get better. In my ideal
classroom, all children will be
able to find purpose in their
education by being encouraged
to learn and experiment with
new ideas in a safe and
accepting environment. Make
sure that every class is
differentiated and focused on the
needs of the students in order to
provide them with the necessary
guidance. Developing well-
rounded, confident, and
responsible kids who aspire to
realize their full potential is my
aim for my school community.
 ACTION POINTS

I'll use instructional strategies I will provide students the I will enhance the school's
that let them apply what they've freedom to think critically and cooperation with parents and
learned to their daily lives so independently about the tasks I other stakeholders for the benefit
they may change the world and provide in each class. We all of welfare. Additionally,
advance the country. gain from each other's establish a welcoming,
experiences, so I'll encourage comfortable, secure, and
them to interact with others encouraging learning
while letting them consider how environment where everyone
they may apply what they've is given equal treatment
learned in their own life. I'll
motivate us to grow as people or
as students.

16 The Teacher Induction Program - Course 1

Strategic Directions objectives.

As an agency, the Department of Education sets plans and actions

to achieve its vision within a given time projected. These strategic An example is the Strategic Directions specifically for year 2017-
directions are time-bound and are measured through strategic 2022 by the administration of Sec. Leonor Magtolis Briones.
 DepEd Strategic
Directions, Retrieved from: http://depedzamboangacity.ph/wp-content/uploads/2018/06/Strategic-Direction-ZC.pptx

Guide for Mentors and Newly Hired Teachers 17

Required Task 1: Identification
Identify the DepEd Strategic Goals being addressed by the
following scenarios.
 The Division Office prioritizes training on curriculum
1. Expand Access to Basic Education
implementation and lesson planning. They invite curriculum
2. Improve Quality and Relevance experts to join the teacher training and conferences.
Required Task 2: Pledge of Commitment
3. Modernize Education Management and Governance (Portfolio Output)

Pledge of Commitment
Write your own pledge of commitment in support to DepEd
Your school effectively implements a School-based Management Strategic Directions. You may write your statements in 3-5
(SBM) system that empowers your school head to make decisions sentences. I, ELYLOU R. OCANA, pledge to carry out my
that respond to your school’s immediate needs. duties and obligations as a teacher by pursuing my aims and
objectives in accordance with the Department of Education's
Your Grade Level Coordinator conducts LAC sessions with all mission and vision. I'll also supply meaningful educational content
the teachers in the grade level to be knowledgeable about the and take responsibility for what I give my students. I commit to
concerns of teachers and learners. make my students' education my first and most significant goal,
and I will work harder to discover how to assist them learn.
Your school prepares alternative learning mode for all learners.
I, a public school teacher pledged to give me at most support to
The Local Government Unit (LGU) provides assistance to the my students. I am very willing to do my best so that students
public schools through distributing TVs, tablets, and laptops to unique ability will show. Moreover, I a public school teacher will
learners and educators. be a good employee and a co teacher to my colleague.
18 The Teacher
Induction Program - Course 1
Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision,
Mission, Core Values, and Strategic Directions), answer the I was able to clarify my goals and motivations for improving student
following questions. Write your responses in 3-5 sentences. service and creating a learner-centered atmosphere thanks to this
seminar. It causes me to reflect on how I instruct my kids and how I
intend to develop them through the strategies I use. In order to
1. In what ways has this module helped you reflect on the Vision,support learner-centered education, this curriculum also helped me
Mission, Core Values, and Strategic Directions of the Departmentbecome a more interactive teacher.
of Education?
 Guide for Mentors and Newly Hired Teachers 19
2. How has this module helped you clarify your vision and students should always come first.
motivations in serving your learners better and in promoting a 3. What are your personal beliefs and values that are aligned with
learner-centered environment for them? the DepEd’s VMV (Vision, Mission, Core Values)?
I gained a better knowledge of my teaching mission because to
this module. I've learned to modify my lessons to fit each Everyone should have access to high-quality education, in my
student's unique needs. I also learned from this program that opinion, and we should produce morally upright students. I promote
 education, care for my country, and consistently nurture my students friendly environment.
while providing a safe, high-quality, gender-sensitive, and kid-

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 ://www.youtube.com/watch?v=aA5cD474aIUhttps to watch the PPST explainer video (8:41 minutes) Use the

table below to take note of important information.

What I learned from watching What else i want to know about

the PPST explainer video the PPST/ concepts that need clarification

What I learned from watching the PPST explainer How can this PPST strands implement in easy
video way with the overlapping activities of teachers
What else I want to know about the PPST/ has throughout the year without causing them too
concepts that need clarification I have learned that much stress
the PPST Standards helps us further find out and
develop better and more effective ways of
teaching. 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 In light of the Department of Education’s vision to continuously
improve itself to better serve its stakeholders, the Department is
 committed to developing teacher competencies that are abreast development programs and courses
with the changing demands and needs of K to 12 curriculum, for all DepEd Teachers, School Heads and Supervisors. All
globalization and ASEAN integration. Hence, the Department professional development for teachers is to be based on the PPST.
released DepEd Order no. 42 s. 2017 on National Adoption and More in-depth discussions on PPST will be tackled in Course 3 of
Implementation of the Philippine Professional Standards for TIP.
Teachers (PPST).

The PPST: Key Topic 2: The Teacher Professional

• sets clear expectations of teachers along well-defined career Development Framework
stages of professional development from beginning to In order to help teachers seamlessly adopt and embody the
distinguished practice; expectations in the standards, the PPST has been integrated in
DepEd’s Professional Development Framework (see Figure 1).
• engages teachers to embrace ongoing professional learning for The framework shows the professional development path of
their professional development to enhance their own teaching; teachers starting from the Teacher Education Institutions (TEIs)
towards their career development in DepEd. Teachers’
• provides a framework of uniform measures to assess teacher
professional development is guided by the Human Resource (HR)
performance; and systems which are represented in the framework:
• provides a basis for building public confidence in and support 1. Recruitment, Selection, and Placement
for the work of teachers.
(Recruitment and Hiring)

2. Results-based Performance Management System (RPMS) -

represented in the framework by the PPST aligned tools:
DepEd Order no. 42, s. 2017 mandates that the PPST “shall be
Classroom Observation Tool (COT), and Self-Assessment
used as a basis for all learning and development programs for
Tool (SAT), which are used to gauge teacher practices and
teachers to ensure that teachers are properly equipped to
better target professional development and training.
effectively implement the K to 12 Program. It can also be used for
the selection and promotion of teachers. All performance 3. Learning and Development (L&D) - represented in the
appraisal for teachers shall be based on this framework” (Section framework by the Learning Action Cells and the
5). Targeted Professional Development and Teacher
Training.
In line with the above p rovisions, in DepEd Order (No. 11, s.
2019) on Implementation of the NEAP Transformation, NEAP is 4. Rewards and Recognition (Rewards, Compensation)
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 implementation of DepEd and school policies, guidelines
and procedures on the preparation, start, and daily
for the School Year management of classes (2.1.2)

2. plan and manage administrative, teaching and learning

Intended Module Learning Outcomes At the processes through efficient lesson planning and
end of this module, you will be able to: accomplishment of school forms; and compliance with
DepEd’s policy and guidelines on lesson preparation (4.1.2)
1. establish safe and secure learning environments through the
 3. manage learner behavior constructively by applying positive
and non-violent discipline (2.6.2)
Session 1 – The DepEd School
Calendar
Module Outline Key Topic 1: The DepEd School
Session 1 - The DepEd School Calendar
Calendar
Session 2 - The School Support System The DepEd school calendar for each school year sets the opening
and closing day of classes. It also prescribes the number of school
Session 3 - Pre-opening of Classes Preparation days where learners need to go to school, inclusive of the in-
service training for teachers, parent-teacher conferences, and a
Session 4 - Opening of Classes celebration of the World Teachers’ Day. As an example, you may
see D.O. 7 s. 2020, School Calendar and Activities for School
Session 5 - Handling Advisory Classes
Year 2020-
2021.
Estimated Time required: 1 hour
The DepEd school calendar also follows Republic Act 11480,
Required Tasks which is also known as An Act to Lengthen the School Calendar
from Two Hundred (200) Days to Not More Than Two Hundred
• Personal School Calendar Twenty (220) Class Days.
• Reading and Reflections The DepEd school calendar also provides an enclosure of
Required Resources implementing guidelines on the school calendar. It also provides
• Deped Order (No. 1, s. 1991) an enclosure for the calendar of activities for the current school
year to enable schools to efficiently and effectively implement the
• Deped Order (No. 109, s. 2009) school events and school activities while being supported by the
regional office and the division office. Meanwhile, the schools are
• Deped Order (No. 43, s. 2012) allowed to observe local and national celebrations provided that
these activities are beneficial to learners.

Guide for Mentors and Newly Hired Teachers 25

Alternative delivery modes or make up classes may be undertaken At the height of the Gulf crisis in the Middle East, DepEd Order
to compensate for the unplanned suspension of classes due to (No. 1, s. 1991) ordered a system of continued learning despite
natural calamities. The President, in coordination with the the apparent war. Its content clearly specified that “the continuing
Secretary of Education and the Department of Education (DepEd), education of the youth remains the utmost priority.”1 The order
may opt to set a different date for the beginning of the school year. also envisioned mechanisms for home-based learning, utilization
of self-learning kits (both reinforcement and enrichment), and
application of various multimedia platforms.
Key Topic 2: Continuity of Learning (A
History) While the Gulf crisis did not escalate as it was expected, DepEd
shows that it has the contingency plan in place in case a
disruption of classes ensues. Moreover, our geographical location
as a country makes us vulnerable to tropical storms and volcanic
 eruption. These natural factors directly affect continuation of the classes would continue in October. The announcement came after
school calendar. Hence, there is DepEd Order No. 43, s. 2012 that numerous schools were asking for different extensions and
provides a protocol for cancellation of classes according to possible class opening dates. DepEd opted to adjust classes by
PAGASA’s weather bulletin.2 introducing modules and the use of online video conferencing
Another document, DepEd Order no. 109. s. 2009, lays out the applications such as Zoom.
post-calamity education set-up which gives provision for
DepEd also introduced its “Basic Education Learning Continuity
1 Isidro D. Carino, “Deped Order (No. 1, s. 1991) – Guidelines For the
Implementation of the Education Sector Contingency Plans for All Levels.”
Plan” (BE-LCP) as its plan so learners are still able to continue
(Department of Education, 1991), 1. their learning despite any ongoing disasters like calamities,
2 Armin A. Luistro, “Deped Order (No. 43, s. 2012) – Guidelines on the pandemics, etc. There are four important aspects to the plan:
implementation of Executive Order No. 66 (Prescribing Rules on the Cancellation communication, materials, learning activities and assignments,
or Suspension of Classes and Work in Government Offices Due to Typhoons, and assessments. Communication involves ways of providing
Flooding, Other Weather Disturbances, and Calamities).” (Department of
Education, 2012), 1. teaching whether it be answering questions, discussion of a topic,
recovery of missed school days and provides guidance in relaying instructions, or anything about the course. Materials
choosing appropriate modalities that can be used to fit to a include the lessons, references, and other things needed for
rehabilitating context.3 All of these important documents show learning activities. Learning activities and assignments are
that the education department is serious in living out its mandate activities that facilitate learning and come in many different forms
to deliver continuous learning. or done through a variety of methods depending on the teaching
style of the teacher or what is specified by the lesson plan.
When the threat of the pandemic heightened, the Department of Assessments are methods to gauge a student’s progress.
Education (DepEd) temporarily 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 for the 3 Jesli A. Lapus, “Deped Order (No. 109, s. 2009) – Make-Up Classes for Lost
future. Eventually, in August Secretary Briones announced that Schooldays.” (Department of Education, 2009), 1.

26 The TeacherInduction 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,
Required Task 1: Reading and Reflection curricular non-classroom-based activities, and parent-teachers
conferences. Some of the important dates to be observed include a
Study the rationale of the Implementing Guidelines of the DepEd general assembly, deworming of children, career guidance, in-
School Calendar for the current school year. Write your insight on service training, Christmas break, standardized tests spearheaded
the space provided below. Limit your response to 150 words. by Bureau of Education Assessment (BEA), summer classes, and
As a teacher, I am required to adhere to the DepEd school calendar end of school year rites.
since it is mandated and connected to my professional work
commitments, and it is my responsibility to follow, observe, and As a teacher who works in the Department of Education, you are
get familiar with these calendar events. To minimize delays and enjoined to be familiarized with the DepEd School Calendar
inefficient and unproductive schoolwork, it is also necessary to because it will affect school-based calendar and your professional
properly manage time and complete other related tasks ahead of work within the school year. It is important to mark the dates on
time. This has an impact on my professional performance. 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: ________________________________
JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER
25
Start of Enrollment
Period

NLC Teacher . Enrollment Period Proctorship for . Administered Attended World . Midyear Break
Volunteer the NAT and NCAE First QE Teachers' 2. INSET
2. Brigada Eskwela
Day Celebration
3. Preparation of 2. PTCA and Card
personal things and Distribution
other school
materials
for the start of the
SY.

28 The Teacher Induction Program - Course 1

DeDECEMBER JANUARY February March April May
8 – Feast of 1-New Year’s Day 1 Chinese New Year No holidays and 9- the Day of 1-labor day
Immaculate 3- Resumption of 4- End of suspension Valor (regular 2-6 and 10-13 –
 Conception classes Academic indicate Holiday) National election
(Special In regular days Quarter 2 Note: 27 class day 11- start of related
non-working determine the Feb 7- Midyear *Recorded of Academic Quarter 4 9 – Election Day
holiday) students who Break output last week 14- Maundy Note: 14 class day
its my to time to need (home based should be after Thursday (regular *Recorded of
travel. intervention. break for retrieval Holiday) output last week
20 – start of Note: 24 class day safety) *Every Saturday - Start for my should be after
Christmas *Recorded of 9-11 – Midyear is family retrieval
break output break for my graduate time vacation *Every Saturday
30 – Rizal Day last week should (home based school. 15 – Good is for my
31- last day of the be break for * Regular days Friday (Regular graduate school
year. after retrieval safety while is Holiday)
Note: 13 class day *Every Saturday making for school related - Start to do
*Recorded of is for grade) work. school
output my graduate school. 14- Start of related activities.
last week should *No more self- Academic 16- Black
be vacation Quarter 3 Saturday (regular
after retrieval 19 – Parent holiday)
*Every Saturday teacher 18-20- making
is for Conference/ student grades
my graduate school. distribution 21- Things to do in
*Starting 20 I of card COMELEC
start Note: 21 class day 23 - Parent teacher
myself to do *Recorded of Conference/
things output last distribution of card
personally like week should be Note: 21 class day
travel after *Recorded of
buying gifts etc retrieval output last week
*Every Saturday is should be after
for my retrieval
graduate schoo *Every Saturday
is for my
graduate scho
 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 year False False.
does not set the specific dates for the opening and
closing day of classes. The DepEd school calendar for each school year sets
the opening and closing day of classes.

Republic Act 11480, which is also known as An True True.

Act to Lengthen the School Calendar from Two
Hundred (200) Days to Not More Than Two Republic Act 11480, which is also known as An Act to
Hundred Twenty (220) Class Days. Lengthen the School Calendar from Two Hundred (200)
Days to Not More Than Two Hundred Twenty (220)
Class Days.

The in-service training is inclusive of the number True.

of days required for learners to be in school. False
The in-service training is inclusive of the number of
days required for learners to be in school.

The parent-teacher conference is inclusive of the True.

number of days required for learners to be in False
school. The parent-teacher conference is inclusive of the
number of days required for learners to be in school.

Alternative delivery modes or make up classes False False.

are not allowed to be undertaken to compensate
for the unplanned suspension of classes due to Alternative delivery modes or make up classes may be
natural calamities. undertaken to compensate for the unplanned suspension
of classes due to natural calamities.

The Basic Education Learning Continuity Plan True.

(BE-LCP) is a plan that aims to allow learners to
continue their learning despite any ongoing true The BE-LCP is the Dep-Ed’s plan to continue the
disasters like calamities, pandemics, etc. school year amid the challenges posed by the current
pandemic

30 The Teacher Induction Program - Course 1

Summary
• The DepEd school calendar for each school year sets the
opening and closing day of classes, as well as the activities
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

Guide for Mentors and Newly Hired Teachers 33

Scenario Answer Feedback
 1. Teacher Leo creates activities to make a. Librarian/ LRMDS Librarian and LRDMS Coordinator keep the books
sure that learners and teachers access the Coordinator and teacher made activities in the library for
place where reading materials and learn- additional supplementary materials of the pupils.
ing resources are kept. He also crafts a
schedule of the classes that could visit
the place. He coordinates with the
School Head for the selection,
acquisition, organization, and
maintenance of reference and reading
materials.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

2. Teacher Lorrine is handling a case of b. School Guidance Councilor are the one responsible
some Grade 7 learners who were caught GuidanceCoordinator/ in giving guidance counseling to students. She
cheating by their adviser. She calls the Teacher could call the parents for a meeting to discuss the
attention of
the parents and reports to them what the problem and give punishment to avoid doing the
learners did. Since it is the first incident, mistake again.
the learners are reprimanded and
remind- ed of the importance of
honesty and of not cheating.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

34 The Teacher Induction Program - Course 1

 Scenario Answer Feedback

3. Teacher Steffi is conducting a career c. GuidanceCounselor/ Guidance Counselor helps students to choose what
guid- ance and advocacy seminar to Teacher appropriate career track to choose on their journey.
Grade 12
learners focusing on the four exits envi-
sioned for SHS graduates—namely,
higher education, entrepreneurship,
employment, or middle-level skills
development. Afterward, she gives
them a survey to answer on what they
plan for their career development after
SHS.

a. Librarian/LRMDS Coordinator

b. Guidance Coordinator/Teacher

c. Guidance Counselor

d. Subject/Learning Area Coordinator/

Department Head

4. Mark Anthony is preparing a budget d. Administrative Any plan regarding with the school improvement
plan for the continuous improvement of Officer should be reported and approved by the School
the school for the month of August. He is Head before implemented.
also preparing the financial report for the
month of July.
Both reports are subject to the
approval of the School Head.

a. Guidance Coordinator/Teacher

b. Librarian/LRMDS Coordinator

c. Guidance Counselor

d. Administrative Officer

Guide for Mentors and Newly Hired Teachers 35

 Scenario Answer Feedback

5. Miss Rhea prepares the receipt, c. Property Custodian Property custodian is the one responsible for school
issuance, maintenance, and property and materials or equipment keeping and
safekeeping of supplies, materials, reporting.
and equipment and other prop
erties and facilities of the school.
She also conducts and maintains the
inventory of
properties and prepares the required
reports for the School Head’s
reference.

a. Librarian/LRMDS Coordinator

b. School Nurse

c. Property Custodian

d. Feeding Program Coordinator

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
stakeholders in
identifying and
resolving issues and
concerns in the school
community. Discuss
how you can
help in each scenario
and involve some key
personnel who can
help you resolve the
following challenges.

Scenario 1
Teacher Lozano, the
mother of one of your
advisory students,
visited you in the
Required Task 2: Scenario Analysis school because of a
bullying incident that you are not aware of. She was very angry
To foster harmonious relationships with the wider school and disappointed about what happened because the incident was
community, it is important to involve learners, parents, and other not addressed and resolved properly. Her daughter is still afraid
 and decided not to go to school that day. The incident happened messaged you on Facebook and told you that she will be absent
during Science time because the teacher was late to enter the class. tomorrow. She asked you to substitute all her five classes.
You also had other classes to attend to and had no chance to meet Without letting you respond, she already sent you the learning
your advisory class during that time. Who should you seek help materials for her lessons tomorrow. However, you also have
to. ? I would seek first the help of the school guidance counselor classes to attend and your learners are expecting to deliver a
regarding this matter to identify what is the best way to resolve the performance task that they prepared for. What are you going to do
issue together with the parents and the pupils involve. If the as a colleague and who should you direct her to?I will honestly
problem is still not resolve, then it is the time to seek the help of tell her that I also have classes that I needed to attend. I will advise
the school head her to message the school head that she can longer go to school,
Scenario 2 and she needed a teacher to substitute for her so that the school
head would be the one to decide whose teacher is available to look
Teacher Mary Ann, a fellow teacher whom you consider a friend, for her class

38 The Teacher Induction Program - Course 1

tasks. Lito is getting overwhelmed with the various school activities he manages. What are you going to do as the adviser? I
will explain to Lito that I understand his role as the President of with the preparations for the pre-opening of classes. Planning
the Supreme Student Government, that he has lots of duties and ahead for the opening of classes is important so that you can
responsibilities to fulfill, but I will also remind him that he should efficiently and effectively prepare for the school year. In this
not just focused on this, he has still subjects that needs to prioritize. session, you will determine how to get to know the school
He should learn to balance his duties as well as his academic structure, available resources/ equipment, etc. and set up the
subjects to avoid conflicts on her grades. I will advise him to classroom.
create his daily time plan so that he can full fill both his duties
without compromising his academic subjects. Scenario 3 Your first year of teaching in the public school system would
probably be one of the most rewarding and unforgettable
Lito, the class president of your advisory class, was elected as the experiences that you will have as a teacher. Expect that you will
president of the Supreme Student Government (SSG). After three have grounding experiences, as well as a myriad of challenging
months, his subject teachers are having trouble with his class circumstances that will test your character. Hence, it is important
standing because of his frequent absences and that before you prepare your classroom and your lesson, you also
non-submission of required written and performance need to prepare yourself physically, mentally, and emotionally.
Session 3 – Pre-opening of Classes
You can do journal writing to reflect on your teaching practice.
Preparation This will help you make wiser decisions as you deal with your
situations inside the classroom. In this way, it will help you reflect
Key Topic 1: Preparations for pre objectively when untoward incidents happen. Whenever you
make mistakes or failures, you need to be patient with yourself.
opening of classes Bear in mind that your school head or head teacher considers that
Now that you have familiarized yourself with the DepEd school you are a new teacher in the school and will definitely give you
calendar and the school support system, it is time to get ready the kind of understanding that you need.

Guide for Mentors and Newly Hired Teachers 39

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

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

Department/Office/Unit Personnel In
Science Leny Rose R. Pillo
Josephine S. Tero
Maria Liwanag G. Tacdoro, PhD
David Bob T. Carillo
Jurita Jonota
Jeanalyn Francisco
 Lyle T. Perje
Ursula Jane U. Lupisan, PhD
Jean Lumauag

-
Charge
SCHOOL OFFICE/ADMIN

CLINIC

PROPERTY CUSTODIAN

SDRRM

ICT

SCHOOL LIBRARY

FEEDING PROGRAM

BRIGADA ESKWELA
 Guide for Mentors and Newly Hired Teachers 41
Key Topic 3: Setting up the classroom allows convenient movement for teaching and learning. Examine
the room and look around and find the things that you can still
In setting up your classroom, you need to think about how to utilize. Some classrooms already have bulletin boards, cabinets,
arrange a learning environment that is conducive and friendly. boxes for cleaning materials, etc. You may decide if you will keep
Take some time to imagine how the learners would be sitting and them or find a place where it can be kept. Be reminded that
how the classroom would appear when the learners finally arrive whatever you use in your classroom are recorded in an inventory
on the first day. Make sure that the image that you create is of physical equipment in the classroom, and it is usually
student-centered; that means, the floor plan or layout actually submitted during the beginning of the school year. Make sure that
 you consider up to the smallest fixture in your classroom. to the setup of the chairs in the classroom and have also opted to
schedule frequent classroom disinfections. Some classrooms have
When you arrange the chairs in your classroom, consider the moved online to platforms such as Zoom or Google Meet.
different types that you learned in college such as traditional rows,
rows of desks facing each other, horseshoe arrangement, clustered
Summary
seating arrangement, fishbowl design, and so on. Your seating • Preparing for the pre-opening of classes is important so that
arrangement may probably be adopted by other subject teachers. you will be able to accomplish your job effectively and
Make sure that this arrangement is efficient and flexible. Probably, reduce the possible stress because of lack of preparation.
you may consider a more stable arraignment to aid you in
familiarizing your new learners. Above all, free your classroom • It is important that before you prepare your classroom and
from hazards that may disrupt learning or may cause harm to your your lesson, you also need to prepare yourself physically,
learners. mentally, and emotionally.

The COVID-19 pandemic has forced everyone to adjust to the • Learning your way around your new work environment –
new measures of the “new normal” to ensure that everyone stays your school assignment would allow you to work
safe. Physical classrooms have applied the social distancing rule efficiently within your designated workstation and the
DepEd system

42 The Teacher Induction Program - Course 1

Session 4 – Opening of Classes A Guide for the First Day of Classes

Key Topic 1: What to do on the First A. Welcome

Day of Classes • State your name.
• Identify the room and subject.
First days are always exciting. It would help if you exude
confidence and positivity to do what is needed. To be successful
B. Introduction of Yourself
in your first day of class, you have to consider the following:
• Say who you are and where you came from
• setting a good first impression to learners, co-teachers, parents, • Tell something about how you came to be a teacher. •
etc. Mention interests related to the subject and outside of
school.
• getting to know your learners; and
C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
First impressions are important. Get the attention of the class as • List typical activities.
you speak. Make sure that everyone is listening to you. Project • Show a sample of projects or products.
your voice in such a way that everyone will hear and understand • Show the textbook.
what you are talking about. Make sure that you show your
presence with authority and openness to your learners. Most D. Introducing the learners to each other through an activity
importantly, establish yourself in such a way that your learners • Have learners share outcomes with the class or collect
feel that you care for their well-being, future, and their lives in the written responses.
school. Set a good first impression on your learners, their parents,
and your co E. Class Rules
teachers. One tip is to practice what you want to say to help you • Present them.
have more confidence in class.
• Structure time for learners to develop their own rules. F.
The best thing to do is to always come prepared. Make sure that
Distribution of the grade level standards.
you spend time in preparing your lessons and other tasks in school.
This is your first year of teaching in the public school, it is
important to demonstrate professional disposition and discipline G. A quick lesson
in the discharge of your professional duties.
H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the first day
of classes. Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
Secrets for Secondary School Teachers: How to 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 Learners
 You will be meeting a lot of learners who possess unique will look forward to going to school for the coming days.
characteristics and personalities with varying learning needs. Emphasize that you will be with them in this new journey. In this
Your first task is to get to know them by their names, so make activity, maintain mutual respect and interest. Games and
sure that you pronounce them correctly. Although knowing your icebreakers may also be appropriate.
learners name is a preliminary task as a teacher, remember that
you also need to be knowledgeable about your learners’
Key Concept 3: Setting Rules and Routines
background. Knowing this information will guide you to better
inform your planning on what appropriate teaching approaches Rules play a significant aspect in helping to define the classroom
and strategies are best utilized to cater their learning needs. situation. Rules are mostly based on moral, 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 Sample Classroom Rules
of paper. You may also use technology in consolidating
1. Students should be in their seats
information through online forms and surveys. Ask your learners
when class is about to begin
to write their name and the name they wanted to be called. On the
succeeding lines, ask the learners the information that you think 2. Homework is due at the beginning
will benefit you in the future like in preparing and contextualizing
of the period
your lesson, addressing the student’s concern, or contacting the
parents. This information may include your learners’ interest, 3. Textbooks are to be brought to class
hobbies, abilities, parents’ contact information, and even the every day
information that your learners may not probably tell you face-to-
face. Above all, it is important to inform your students the 4. Raise your hand and wait to be recognized
purpose of gathering their personal information. As professionals, before speaking
we must strictly follow the data privacy act as applied to students
and observe ethics in using this information. 5. Be courteous and considerate to all students and
faculty
At the beginning of the school year, you may ask the learners to
introduce themselves to you and to the class. To make it
successful, you should model how it is done. Tell something
about yourself that you think will matter so that learners will get Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
to know you better as a teacher. Focus on what you want to Secrets for Secondary School Teachers: How to Succeed in Your
accomplish with your learners this year. Tell the learners what First Year. California: Corwin Press, Inc.
your class or subject is all about and what are the
different activities that you will do in the coming days. Spark a
feeling of awe and excitement among your learners, so that they
44 The Teacher Induction Program - Course 1
Aside from rules, your success as a teacher in managing the to the toilet, using materials in the classroom, and dismissal. It is
classroom also depends on the routines that you introduce to a good practice for teachers to go over some parts of the
the class. provided student handbook to remind the students and to make
sure they are aware of sections such as the rules and the
Some of these routines may involve entering and leaving the punishment for their violation.
classroom, having work checked, leaving their chairs and
moving around the classroom, maintaining discipline and
attention, changing activities, catching up on incomplete or
missed work, activities for students who finish work early, going
 Sample Classroom Routines
(for Elementary students)

OPENING ROUTINES

• Share One Word: Ask students to share one word about

how they are feeling that day.

• The Reading Minute: Find a passage online or in a

book—an excerpt of a poem, essay, article,
or story—and read it aloud. It might be humor
ous, interesting, angering, or beautiful, exhibiting
great writing. After you read it, students open
their notebooks and write either a one-sentence
summary to remember what they just read, or a
thesis statement.

CLOSING ROUTINES

• Rate the Learning or Lesson: This exit slip can be

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

• Closing Statement or Question: Ask students to

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

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

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

Guide for Mentors and Newly Hired Teachers 45

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

After reading the article, finish the table below:

Concepts I learned from the article My thoughts about these concepts How I will apply
these concepts to my class

Giving students a say in the Teachers ought to let students help I'll let my students participate in
classroom create the rules for the classroom. creating our rules and guidelines so
they understand the repercussions of
their actions.

Helping students gain recognition Giving short recognition to pupils I will give my pupils
output or behavior can boost their recognition to my pupil’s
morale and encourage them to study achievement either small or big
hard. achievement 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 pupils,
classroom procedures to help the giving them the accountable for
students gain personal empowerment their own learning and improve
in school. 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

1. First impressions are really important, so TRUE Yes, it is true. First impressions are really
you have to set a good first important.
impression to your learners, their because they demonstrate your competence,
parents, and your co-teachers.
trustworthy and knowledgeable, even if you're
new to the sector. It aids the educator in
developing connection with the people he works
with.

2. In your first contact with your learners, TRUE Making a good impression requires confidence,
co-teachers, and parents, you need to which is about believing in your own skills and
display confidence and show that you know abilities despite any flaws or what other people
what you are doing even in things that you
are not so sure about. may think of you.

3. You should only do what is instructed FALSE Given that some lessons are learned along
for you to do at the beginning of the the way,
school year. In my opinion, as the academic years go on,
additional duties and responsibilities
connected to work
will be allocated.
4. You should model how to introduce TRUE Since pupils will be copying what they observe,
oneself at the beginning of the school One must be able to introduce oneself as a teacher.
year. Given that learning involves modeling
procedure, a teacher must be an authority on
Introducing oneself.

5. Rules play a significant aspect in TRUE To maintain control over learning, rules are
helping to define the classroom required. well-structured and compliant with
situation. DepEd standards. It is impossible to oversee,
teach, and assess the unruly class.

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 the life of his/her learners. As a teacher, it is our responsibility to bring out the best in
them and inspire them to achieve greatness. Students are thought to be the nation’s
future, and teacher are thought to be a reliable guide for their progress. Teachers are
Required Task 1: Introductory Activity
responsible for shaping their future, making them as the best version of themselves.
There is no playbook that sums up your task as a classroom adviser. Apart from
equipping young people with knowledge, skills, and values to succeed in this vastly 2. How do you think are those roles manifested in
demanding society, teachers must also strive to build their morale. Learners who
enter their classrooms must discover how to believe in themselves, exert effort to
accomplish their goals, and persist despite all challenges. It may be ambitious and
daunting, but we should always give them platforms where they can express their
ideas so they can shine in the most brilliant way possible.

being a classroom adviser? These roles of the teacher are manifested in the classroom
by implementing it by the adviser in her actions. Performing his/her duties
wholeheartedly to all his/her learners.

3. So far, how was your experience as a classroom

adviser? It really requires a lot of patience. Looking back on my first month in

teaching, honestly, it was really hard and tiring especially because I don’t have that
much ideas on how to start, and I was clueless all the time. But then day by day I have
learned that I need to study effectively about classroom management. I have to be
prepared and organized. I realized also that each learners have different learning
As you go over the activity, write your reflections below by styles, that is why I must provide varied activities in my lessons, and I must eliminate
answering the questions that follow. Limit your answers to learning gap and address my students’ needs and interest.
all the three questions below into a maximum of 600 words.

Guide Questions:

1. What is the role of a teacher to his/her learners? Teacher plays a significant role in
Guide for Mentors and Newly Hired Teachers 49
Key Topic 1: Being a Class Adviser Initiate correspondence.
11. Use multiple resources.
Being a teacher is both a privilege and a responsibility. You will
have the opportunity to meet students from different experiences 12. Include rewards.
and backgrounds, and you will definitely enrich your knowledge Conducting Homeroom Activities:
by celebrating diversity. It is very rewarding for you as a teacher As indicated in DECS Order 52, s. 1998, also known as
to recognize your learners’ narratives. Nevertheless, you may be Guidelines on the Implementation of the Revitalized
designated as a class adviser by the principal to manage a Homeroom Guidance Program (RHGP) and the System of
particular class. As a class adviser, you are tasked to do important Rating and Reporting Student Performance Under the RHGP,
assignments such as connecting to learners with counseling, schools are empowered to conduct a homeroom guidance
keeping school records and monitoring attendance, doing program.
homeroom activities, promoting harmonious relationships and
resolving conflicts, capturing and maintaining learners’ interest, There is a guidance program handbook that is reproduced for
respecting learners’ religious beliefs, maintaining a well-kept and teacher use, but you may also craft your own activities
conducive classroom, accomplishing and submitting reports on depending on the needs of the learners in your class. Login to
time and communicating with parents. your DepEd Learning Portal and see the modules below. Choose
ONLY ONE module to study and create a homeroom guidance
As the classroom adviser, it is also your task to capture and plan based on these modules:
maintain your learners’ interest in school. Here are some way to
get the interest of the learners (pp 47-50): • Homeroom Guidance K-3 Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
1. Involve the learners. detail/18647
2. Decorate your room.
3. Introduce your subject. • Homeroom Guidance Grade 4-6: Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
4. Instigate questions.
detail/18668
5. Inscribe thought-provoking quotes.
6. Introduce variety. • Homeroom Guidance Grade 7-10: Quarter 1,
Module 2: https://lrmds.deped.gov.ph/
7. Integrate with other disciplines.
detail/18687
8. Incorporate carefully planned games.
9. Invite guest speakers and parents • Homeroom Guidance Grade 11-12: Quarter 1,
to your room to share their real-life experiences. 10. Module 2: https://lrmds.deped.gov.ph/
detail/18689
50 The Teacher
Induction Program - Course 1
Required Task 1: Homeroom Guidance Plan
Using the module provided above, create a Homeroom Guidance Plan for the first quarter of the school year.
Date Activities Outputs
When is Homeroom Guidance What activities do you plan to do in What are the expected outputs from
scheduled? You may consult with your Homeroom Guidance? You may learners and/or documentation of
your mentor. consult with your mentor. evidence?

Every Friday of the Week Peer Sharing Reflection Paper,

Reflection Writing how they show Worksheets Pictures,
respect to other people Conversations and group activities
Role Playing to promote empathy and teamwork.
Students will paint a mural in class.
signifying camaraderie and
collaboration.

Guide for Mentors and Newly Hired Teachers 51

Key Topic 2: Connecting with Learners from delivering your subject matter, it is also important to make
connections with your learners and let them realize that what they
As a class adviser, you need to connect with your learners. Apart learn in your class can be used in real life. This will help you
understand your learners more and recognize where they are occasionally responding with reflections of feeling and
coming from. It would be a good idea to note the information content that you heard.
gained from casual conversations with the learners through the
Anecdotal Records for future need. The following are things to • Avoid giving advice or telling learners what to do with their
remember when connecting with learners: lives.

• Listen carefully without interrupting. • Make yourself as visible and accessible as you can.
• If you must ask questions, do not interrogate kids; instead, ask
• Listen not only for what the student is saying but also try to open-ended inquiries that encourage them to elaborate.
understand the meaning of the non-verbal gestures.
• Look carefully for signs of severe distress; if a student does
• Stay neutral and do not judge the student, or trust may be seem to be in danger of harm or abuse, you must report it
breached. to the administration.
• Communicate with your body, face, eyes, your whole being, • At the end of a conversation, summarize what you heard and
that you are intensely interested in what learners are saying. ask the student to do the same.
• Show compassion and empathy in your manner and style. • Make appropriate referrals to the counselor or other
professionals when a student could profit from such help.
• Whenever possible, do not let yourself be interrupted or
distracted when a student is confiding in you. • Follow up on the conversations by remembering to ask
learners how they’re doing and what they’ve done since
• Prove that you have understood what was said by you last talked.
52 The TeacherInduction 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)

1. Listen carefully without interrupting. Let the learners share their opinions and let them feel that they
are valued.

2 Create a welcoming atmosphere in the classroom Incorporate morning meeting time into each day toconnect with
your students. Provide a reward system and avoid giving
negative punishment instead focused on rewarding positive
behaviors.

3Be consistent in your rules Set your rules and follow them. Don’t show favoritism. This
creates disrespect in your classroom.
 4Be consistent in your rules Set your rules and follow them. Don’t show favoritism. This
creates disrespect in your classroom.

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

Guide for Mentors and Newly Hired Teachers 53

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

It is said that all teachers are guidance counselors. You are

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

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

• Advisers are the assigned person to keep and manage the

school records of the learners that are assigned to you. It is
also a task of the adviser to monitor the daily attendance of
learners.

54 The Teacher Induction Program - Course 1

Module 3: Creating an Engaging 4. apply positive and non-violent discipline to ensure
learning-focused environments (2.6.2).
Physical and Virtual Learning
Environment
Intended Module Learning Outcomes Module Outline
At the end of this module, you should be able to: Session 1: Positive Discipline in Physical and Virtual
Learning Environment
1. manage learner behavior constructively by applying
positive and non-violent discipline to maintain trust and Session 2: Positive Teacher-Student Relations
fairness in the classroom (2.6.2, 2.2.2);

2. Identify basic concepts related to classroom

Estimated Time Required: 1 hour
management and positive discipline (2.3.2);
Required Tasks
3. determine actions in building good relationships with
the learners (2.2.2; 2.4.2); and The following are the tasks in this module.
• Scenario Analyses • Department of Education. Positive Discipline In Everyday
• Reading Activities Teaching: A Primer for Filipino Teachers. Pasig City:
DepEd Orders, 2015.
• Reflections
• Save the Children. A Toolkit on Discipline with Particular
• Writing activities Emphasis on South and Central Asia. Sweden: Save the
Children, 2007.
• Checklist
• UNESCO. Embracing Diversity: Toolkit for Creating
• Quizzes Inclusive, Learning-Friendly Environments Specialized
Booklet 1: Positive Discipline in the Inclusive, Learning
• Outputs for Portfolio: Oath of Promoting Trust and Fairness Friendly Classroom: A Guide for Teachers and Teacher
Educators. France: UNESCO, 2015.
Required Resources
• PPST Resource Package Module 15: Establishing safe and
• Department of Education. DepEd Child Protection Policy secure learning environment to enhance learning through
(DO. 40 s. 2012. Pasig City: DepEd Orders, 2012. the consistent implementation of policies, guidelines and
procedure

Guide for Mentors and Newly Hired Teachers 55

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

56 The Teacher Induction Program - Course 1

Developing Positive Behaviors directly at the student.

The behaviors that you value and want to encourage need to be - Restructure the environment – remove objects that invite
known to your learners, and you need to make a concerted effort misbehavior.
to teach and strengthen these behaviors. Some strategies that you
can use to help your learners learn positive behaviors include the
following4,5:

- Give positive statements.

- Listen carefully and help them learn to use words in 4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu sive,
expressing their feelings, not destructive actions. 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.
- Provide your learners with opportunities to make choices (2021). Managing Students’ During Remote or Hybrid Learning: Tips for
and help them learn to evaluate the potential teachers in an uncertain time. Child Mind Institute, Inc.
consequences of their choices. - Redirect behavior positively – for example, when a student
bounces a ball around the classroom, “You can bounce
- Reinforce emerging desirable behaviors with frequent praise your ball outside on the playground where there is more
and ignoring minor misdeeds. space to play.” On the other hand, in the virtual
environment immediately respond to the student(s)
- Model orderly, predictable behavior, respectful
unusual virtual actions or reactions by calling their
communication, and collaborative conflict resolution
attention. Be mindful that your goal is to encourage and
redirect positive behavior among the learners.
- Use appropriate body language – nod, smile, and look
- Make connections - online learning is all about making - Establish routines, rules and procedures and student
effective communication with the learners as well as their engagement to create an online teaching and learning
parents/guardians both for positive and negative direction such as a strategic pre planned schedule of
development during online classes, this can effectively screen time activities based on your lesson plan.
done during town hall meetings.

Guide for Mentors and Newly Hired Teachers 57

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

Scenarios Possible Answer and Points for Feedback

 Case 1 : On Being Tardy Corporal and other cruel or degrading forms of punishment fail to
recognise children as full right-holders and disrespect their inherent
Rhea: I live a few kilometers away from my school. In the morning, dignity and right to physical integrity as human beings. Child
sometimes I have to fetch water and cook food for my siblings before
I can go to school. I have no money for transport, so I walk to school. development principles advocate instead for the use of alternative
Learners in our school get late slips when we don’t arrive on time. I measures, which are commonly referred to as “positive discipline”, and
don’t want to get too many. consist of non-violent, solution-focused and respectful ways to discipline
children. Parents, caregivers and teachers implementing the positive
Rhea’s teacher: I have to make sure the children understand that discipline methodology should be guided by four interdependent
coming late to school is not acceptable. They have to know that
principles: 1) identifying long-term educational goals; 2) providing
there are consequences for their tardiness. I always give them
punishment. Some of them are even used to it. They just offer warmth and structure; 3) understanding how children think and feel; and
themselves up because they know I don’t listen to any excuses. 4) problem-solving.

What alternative/s to corporal punishment could suggest to the

teacher?

58 The Teacher Induction Program - Course 1

Scenarios Possible Answer and Points for Feedback
Case 2: On Disruptive Behavior Helping students to govern their own behavior in ways that help them
learn is a longstanding goal of all teachers. There are a number of ways
Marcus: I am feeling good today. I am telling funny stories, and that a teacher can promote good discipline in the classroom.
everyone is laughing. The teacher tries to tell me to stop talking, but
I want to show everyone that I am not afraid. I am tough and cannot Know school guidelines for discipline procedures.
be bossed around by a teacher. Be fair, positive and consistent. Be the kind of person young people can
like and trust—firm, fair, friendly, courteous, enthusiastic and confident.
Marcus’ teacher: I have to ensure that the class is well behaved. Keep your sense of humor.
Otherwise, they will just get out of control and I will not be able to Provide a list of standards and consequences to parents and students.
teach. The learners will take over and other teachers will laugh at
Make sure they are consistent with district and building policy. When in
me. I will put Marcus in his place by embarrassing him publicly. I
will make an example out of Marcus so that learners will not dare to doubt, ask a colleague or your principal.
show disrespect by making noise in my class. Keep your classroom orderly. Maintain a cheerful and attractive
classroom rather than a disorderly one which might encourage disruptive
behavior.
Get to know your students. Learn their names quickly and use them in
What alternative action/s could you offer to the teacher in order to
promote positive discipline? and out of class. You will soon develop almost a sixth sense for
anticipating trouble before it begins, but don’t act as though you expect
trouble or you will almost certainly encounter some.
Let the students know you care. Determine jointly with the class what is
acceptable in terms of behavior and achievement and what is not. Show
interest in what students say, whether or not it pertains directly to the
lesson.
Treat students with the same respect you expect from them; keep
confidences.
Learn the meaning of terms, especially slang, used by students.
Begin class on time and in a professional manner.
Make learning fun. Make education interesting and relevant to the
students’ lives. Poor planning and a full curriculum can provoke
disruptions.
Praise good work, good responses and good behavior.
Don’t threaten or use sarcasm. Never use threats to enforce discipline.
Never humiliate a child.
Avoid arguing with students. Discussions about class work are
invaluable, but arguments can become emotional encounters.
Be mobile, moving around the room as students work or respond to
instruction.
Keep your voice at a normal level. If “disaster” strikes and you trip over
the wastebasket, don’t be afraid to laugh.
Grade assignments and return them as soon as possible.
Give reasonable assignments. Don’t use schoolwork as punishment.
Give clear directions.
Keep rules simple. Establish as few classroom rules as possible, and
keep them simple.

Guide for Mentors and Newly Hired Teachers 59

 Scenarios Possible Answer and Points for Feedback

Case 3: On Giving a Wrong Response to a Question Positive Discipline Techniques

There are tons of techniques that teachers can use to reinforce good
Clark: I am so nervous in class. I am afraid that the teacher is going behavior with positive discipline, including:
to ask a question when I don’t know the answer. Even if the answer
is obvious, sometimes when the teacher looks at me, I can’t speak. I 1. Set the classroom rules at the start of the year
become scared and just remain quiet. I know everyone is staring at 2. Have consistent expectations
me and laughing, but what can I do? I just can’t risk giving the 3. Set goals at the beginning of class
wrong answer. Even in tests, I feel so afraid and always fail because 4. Appropriate behavior should be reinforced
I don’t know how to answer the questions. I just don’t understand 5. Remain neutral during conflicts
anything that is being taught, and I don’t want to be laughed at. The
6. Search for the root cause of the misbehavior
best thing is to stay quiet or just leave that question blank on the test.
7. Student dignity matters
Clark’s teacher: This boy is insulting me by not paying attention. 8. Create individual plans for students
How many times have I taught this thing? Is he not listening? I am 9. Use Praise
tired of trying hard when a student in a class does not care. Last 10. Model appropriate behaviors
week, he failed the test and now he doesn’t even know the answer to 11. Provide students with different choices
this simple question. I am going to reprimand this boy so that
12. Remove objects in the environment that cause distractions
everyone will learn that when I teach, they have to pay attention.
They should know the right answer before I ask the question! 13. Listen to students
Using these positive discipline techniques will help teachers maintain a
What alternative action/s could you suggest in order to promote positive atmosphere and support an inclusive learning environment. In
positive discipline? fact, when addressing a specific child, it is important for teachers to work
closely with the caregivers and the student to develop a positive discipline
plan that works. One of the most critical parts of positive discipline is to
help students learn the new behaviors that meet expectations in the
classroom, home and elsewhere.
Using Rewards and Privileges
Another alternative to punishment and positive discipline is the use of
rewards and privileges for good behavior in the classroom. A reward
system can be put in place to encourage good behavior in students that are
misbehaving, from helping out other students to raising their hand instead
of blurting out the answer. On the other hand, a system that uses
privileges, such as being able to go to class without an adult, focuses on
good behavior over a period of time and accumulating points toward a
certain privilege. However, using rewards and privileges in the long term
can lead to negative outcomes, like rewarding students just for
participating. To avoid a reliance on a rewards system, positive discipline
uses positive and negative consequences to help students learn.

Using positive discipline techniques can help teachers overcome the many
challenges in the classroom and help students learn and make better
choices in the future. In fact, using positive discipline in the classroom not
 only increases academic success in the classroom but provides many other
benefits, including:
 Students show respect for the teacher
 Students are on task and engaged
 Less disciplinary measures are needed
 Fewer suspension and expulsions
 Students see rules as fair
 Attendance improves
These are just a few of the benefits that can be seen from using positive
discipline techniques in the classroom. On top of this, the benefits also
extend beyond the classroom, into the home life, sports and social
environment of the student, from being more respectful to everyone to
understanding the social norms in different situations.

60 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 4: On Absenteeism Strategies for Success

Consider implementing these courses of action to improve attendance.
Elna: Sometimes my mother sends me to sell things at the market 1. Create a culture in which all teachers and staff purposefully
and I can’t go to school. Sometimes I feel bored on the way to
school and visit my friend instead of going to school. Sometimes I develop relationships with students. According to the Bureau of Labor
don’t like being in a class where the teacher always asks me Statistics, 17.7 percent of dropouts stated, “No one cared if I attended,”
questions and looks at me in a funny way. I know that I am not going which is an entirely preventable problem. When the current Secretary of
far after the 2nd year High School, so what’s the point? I might as Education, John King, was in fourth grade, his mother passed away. Yet,
well do what I want. he insisted on going to school the next day because he said his teacher,
Mr. Osterweil, had a comforting classroom and conveyed caring about
Elna’s teacher: We can’t have learners missing class whenever they
want. Her case should serve as an example so that her behavior every student. Dr. King said, “Lots of folks could’ve given up on me.
doesn’t spread. In the morning assembly, I will reprimand her, and They could’ve said, ‘Here’s an African-American, Latino male student …
give her a final warning. If she doesn’t listen, she will be at a New York City public school with a family in crisis. What chances
recommended to drop out of this school. We can’t have learners does he have?’ But they didn’t do that. They invested in me. They created
undermining authority at this school. this place that was compelling and interesting every day. Teachers gave
What alternative action/s do you suggest in order to promote me hope about my life, and that’s why I became a teacher.”
positive discipline? Principals should reinforce that critical link between relationships and
attendance, set expectations for developing relationships with students,
and model those expectations. Teachers, coaches, advisers, bus drivers,
cafeteria workers, secretaries, and others should also be expected to take
on the role of building relationships with students.
2. Create a mentor program. Another powerful strategy to improve
attendance can be setting up a mentor program. Mentors create an
ongoing positive effect as students realize that at least one adult really
cares about them. That could be enough to encourage kids to want to go
to school.
3. Monitor attendance and follow up on students with weak
attendance. When I was a principal, I looked at attendance data from the
previous year to determine which students had the worst 25 percent
attendance. I met with them and their parents before the school year
began to encourage them to improve their attendance. I also asked if there
was anything I could do to help. Consistent with the belief in the power of
positive relationships, those meetings were not accusatory or threatening.
Rather, I expressed genuine concern about the students’ success in school
and in life, and I wanted them to see me as a resource. I did the same
during the school year—monitored the attendance of all students each
week, and followed up on students with weak attendance in face-to-face
meetings with their parents. Consider making daily personal phone calls
to parents. Be a “pleasant pest” who continually expresses concern for the
student and emphasizes that good attendance is in the student’s best
interest.
4. Minimize obstacles to attendance. Maybe kids are avoiding bullies,
are embarrassed about their clothes, need access to a shower, need child
care, or have an issue with drugs. Perhaps they are struggling in class or
experiencing conflict with a teacher. You must know the source of
problems before you can solve them, so delve into the reasons for
absences. If you have developed a positive relationship with kids, they are
likely to tell you the reasons for their absences and welcome your
intervention to help them.
5. Create opportunities for meaningful involvement. Athletes, as well
as students who perform in band, chorus, theater, or virtually any other
extracurricular activity, have a positive, meaningful connection to school.
So, promote involvement in extracurricular activities. Not everyone can
be an athlete, musician, or thespian. But a forward-thinking administrator
might be able to help kids form a positive social circle and encourage
them by finding them a role as a manager for a team, a stagehand, etc.
6. Treat kids with dignity and respect—as if they were your
own. Sometimes students behave badly and punishment is warranted. It
takes very little skill, though, to merely administer the specified
consequences. Doing so handles the immediate issue but does not build
relationships or cause students to be self-directed in a positive
way.Granted, it takes time to listen to what’s on the kids’ minds. It takes
more time to ask them what they would like to do with their lives-in
school and beyond. When you demonstrate genuine, proactive concern for
students, however, it builds positive relationships. Take time to discuss
practical strategies students can implement to behave positively instead of
focusing on what they did to get in trouble.
7. Consider alternatives to suspension. Principals should carefully
consider the impact of suspension on students’ grades. In-school
suspensions should be accompanied by teachers providing the lessons and
work that a student would have been taught in class. Similarly, if
warranted and practical, suspensions out of school could be decreased in
exchange for students attending counseling sessions, attending after-
school extra-help sessions, voluntarily submitting urine samples to verify
that they are drug-free, doing community service, etc., in lieu of longer
out-of-school suspensions.
8. Teachers should model excellent attendance. The 2013–14 Civil
Rights Data Collection compiled by the Department of Education
demonstrates that the attendance of teachers has a strong relationship to
the attendance of students. “The data also show that chronic student
absenteeism exists where the majority of teachers are also frequently
absent,” the report says. Principals should encourage teachers to model
the attendance they want from students.
9. Tap community resources to help. Sometimes the efforts of school
personnel aren’t enough. Enlist the help of community partners. Pastors
can encourage excellent attendance. Food banks, the Salvation Army,
Catholic Charities, local churches and shelters, or other community
agencies can often provide help to people in need, therefore resulting in
better attendance.
10. Use the juvenile justice system, if necessary. In most states,
juveniles with chronic absenteeism can be referred to the state court
system and have legal pressure applied to them. For example, the process
of putting a juvenile under the supervision of the court in Virginia is
called the CHINS program or “Child in Need of Supervision.”
A “Child in Need of Supervision” means either:
 A child who … is habitually and without justification absent
from school despite the school system’s reasonable efforts to
effect the child’s regular attendance without success … or
 A child who, without reasonable cause and without the consent
of his parent, or guardian, remains away from … or abandons
his family/custodian on more than one occasion.
Improving student attendance is critically necessary for the good of the
students and for the good of the country. By developing positive,
meaningful relationships with students and creating conditions for them to
be successful, teachers and administrators are much more likely to
influence students to improve their attendance. All it takes is continual,
focused efforts.

Guide for Mentors and Newly Hired Teachers 61

 Scenarios Possible Answer and Points for Feedback

Case 5: On Bullying Strategies for Teachers

Up to half of today's children are victims of school bullying. Parents,
Kurt: I am the toughest boy in this school. Everyone fears me, and I educators, and students must work together to help stop bullying in their
need to make sure that no one gets away with undermining my status.
I keep others’ respect by showing them what might happen if they classrooms, playgrounds, and schools. The following strategies can help
don’t fear me. I tease small girls, and sometimes rough up an teachers and administrators combat bullying in their schools.
annoying boy. Everyone in school knows not to cross me. They Practice Inclusion and Discussion
know my father is tough at home and I am tough at school. Involve all members of the school community, including pupils, parents,
teachers, and nonteaching staff, when forming the bullying policy.
Kurt’s teacher: This boy is a problem. He is making other children
Provide a range of in-person and online opportunities for pupils to talk
miserable and giving our school a bad name. Today in assembly, I
will announce to all learners that we do not tolerate such behavior. about bullying. Some discussion should be established so discussants can
I will send him to the guidance counselor. I will warn him that if speak or post anonymously.
he persists, we will expel him from school. Safeguard Honesty
Students feel safe reporting bullying when teachers, administrators, and
What alternative action/s do you suggest in order to promote other school personnel respect the anonymity of the victim and/or
positive discipline?
reporting students.
Create a Bullying Policy and Make Consequences Clear
An effective strategy for schools to reduce bullying is to create and
enforce a schoolwide policy that defines bullying, outlines how teachers
and school staff should address the issue of bullying in the classroom, and
delineates how incidents of school bullying will be handled and what
consequences (disciplinary actions) will result from the bullying. All
students need to be aware of the consequences of bullying. The school
policy must clearly define all forms of bullying behavior. Bullying
behavior can be classified under four main headings: physical bullying,
social/relational bullying, cyberbullying, and property damage.
Many bullies (and adults around them) may try to pass off acts of
aggression as roughhousing between friends or just having fun. However,
there is a difference between play and bullying. An episode of bullying
has three identifying characteristics:
1. A power difference between the individual being bullied and the
bully
2. A negative intent on the part of the bully to hurt, embarrass, or
humiliate the other person
3. Repeated behavior, which is bullying that happens more than
once with others, the same person, and/or the same person over
time. For example, the behavior cannot be misconstrued as an
innocent mistake such as mispronouncing a name one time
versus continually mispronouncing another person's name.
Adopt effective strategies
There is no one strategy that works for everyone or every school. Employ
several ongoing strategies that students, school personnel, parents, and
community members can help create. The following are examples of
effective strategies:
 No-blame approach: This step-by-step technique allows for
early intervention because it does not require anyone to be
proved at fault. A group of young people, which includes
observers of bullying (often called bystanders) and viable
bullies, is made aware of a victim's distress and asked to suggest
solutions. This technique can be used for all types of bullying,
especially to address social/relational and cyberbullying.
 Peer-support efforts: Mobilize students to take a stand against
bullying behavior. Peer monitoring and positive peer pressure
can come into play with this strategy.
 Safe Space discussions: Ask students, teachers, and school
professionals to address the issue of bullying, explore the effect
of bullying on the school atmosphere, and brainstorm solutions
to potential and real problems. Have the group visualize what a
safe space or a bully-free space might look like and discuss
ways to create that space.
 Power of Students: Have students who do not feel as though
they are victims of bullying and who have not been identified as
a bully come together to address bullying. Students can act in
many ways: refuse to watch bullying, report bullying incidents,
initiate conflict-resolution strategies, use distraction with either
the bully or the victim, and/or stand up for the victim.
 Question: Create and disseminate a questionnaire that asks
students, parents, and teachers to describe any bullying situation
they are aware of in their school. The results can be used to
increase awareness of the extent of the problem with their own
students and within their individual school. The results of the
questionnaire can also be used to justify intervention efforts and
serve as a benchmark to measure the impact of improvements in
school climate once an intervention is initiated. The results can
also be used to conduct a bullying-awareness campaign. The
campaign could be co-designed by students, teachers, and the
administration—giving students a voice allows them to have
some power in combating bullying a the individual and school
levels. In addition, a campaign can be conducted during parent-
teacher conference days, through parent newsletters, and at
PTA/PTO meetings. Potential goals of a campaign include
 increasing parental awareness, educating parents of the problem,
highlighting the importance of parental involvement for program
success, and encouraging parental support of program goals.
 Create Bully-Free Zones: Have peer or staff monitors in areas
where bullying is most likely to occur.
In-Class Strategies
Teachers can work with students at the class level to develop rules against
bullying. Engage students in a series of formal role-playing exercises and
related assignments and/or activities. These could include showing bullies
alternative methods of interaction or implementing cooperative learning
activities to reduce social isolation. Increasing adult supervision at key
times (such as recess or lunch) is another strategy.
Teachers can specifically combat cyberbullying by being adept with
current technology (US Digital Literacy n.d.). For example, today's youth
are often referred to as digital natives. Digital natives do not know life
without digital media. They use digital media daily (even hourly) and are
in a constant learning mode—they keep up with the newest technology
and use it accordingly. Most teachers today are considered digital
immigrants, or adults who have learned in a different time and format. To
meet the needs of students academically and socially, teachers should
strive to be digital transients— those who are skillful in today's ever-
changing technology. By being a digital transient, teachers can
specifically address cyberbullying by teaching digital literacy. Digital
literacy is the understanding of and the ability to use technological tools
and networks specifically to locate, research, evaluate critically, and
create information. Teaching digital literacy helps students become
good digital citizens. A good digital citizen understands netiquette (the
appropriate manners of the internet such as what one should or should not
post, text, or email) and recognizes and utilizes appropriate privacy
settings and controls. For free lessons for various age groups, see
Strategies for Schools
The following are some specific measures that have been used
successfully to combat school bullying:
 Bully boxes/website: Children can anonymously write down
their concerns and post them in a bully box or on a website.
 Mediation: Some schools have introduced schemes in which
two parties in a relationship problem agree that a third person,
who may be either an adult or another young person, will help
negotiate a solution. This approach is helpful in many situations,
especially if the imbalance of power between the bully and
victim is not large.
  Peer counseling: A small number of secondary schools have
used older teenagers as peer counselors. Good training and
continuing support must be given to these young volunteers so
they are able to help victims who may be coping with serious
emotional and mental distress.
Sample Classroom Activities to Help Prevent Bullying
Before starting any activity that involves potentially sensitive material,
always begin by creating ground rules. Having ground rules can help
students feel safe. Discuss rules with the students who will participate in
the activity. Before any of these activities, form a circle with chairs or
allow children to sit on the floor. This will help to create an atmosphere
that encourages discussion. Remind students that they are expected to
respect the group rules, which may include the following:
 No one must talk unless they want to.
 Respect what other people say—no laughing.
 One person talks at a time.
Post rules in a visible place during any activity and encourage students to
hold one another accountable to the rules. This prevents the teacher from
becoming the referee of the activity.

62 The Teacher Induction Program - Course 1

 Scenarios Possible Answer and Points for Feedback

Case 6: On Adaptability Struggle

Janelle: Online learning is new to me. I am used to face to face

classes. I will inform my teacher that I can not attend online classes
regularly and I can not submit my requirements on time.

Janelles’s teacher: This student may just be making an excuse for

not attending our online classes and not submitting on time. As their
teacher, I need to be able to communicate to my class that I will not
tolerate complacency and that this rule must equally and strictly
apply to all.

What alternative action/s could you suggest in order to promote

positive discipline?
 Guide for Mentors and Newly Hired Teachers 63
Scenarios Possible Answer and Points for Feedback

Case 7: Technical Issues

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

Allen’s teacher: I noticed that Allen is having difficulty with

internet connection since he keeps signing on and off during our
online classes. If this continues, there’s no way for him to
understand our lessons as well as other students in the class.
However, I have to treat my students equally to avoid favoritism. I
should not give him special treatment

What alternative action/s could you suggest in order to promote

positive
64 The TeacherInduction Program - Course 1
Key Topic 2: Reinforcing Positive Discipline feel they are on a “winning team”
While punishment is a single act, positive discipline is a process (the class as a whole) and to praise each child’s efforts in being a
that recognizes and rewards appropriate behavior. Positive good team member. The core of positive discipline is to catch
discipline is something that could be developed on a day-to-day learners doing the right thing and reward them immediately.
basis. This process is effective for individual children. Moreover, The following are statements that could be believed in by some
for teachers who are working in large classes, it can also be teachers, but were labeled as myths on disciplining learners
effective for groups of children. The key is to make the children (UNESCO, 2015, 14-18).

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

2. “Nothing else works!” or “The problem is the disciplinary approach, not the misbehavior of the children. Justifying that a
“They asked for it!” child has asked for violence is really intended to make the perpetrator 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 destroys the
works best. Other teacher-child relationship. Children become angry at why someone who is supposed to teach
methods don’t.” and care for them is instead threatening, beating, or insulting them.”

4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and teachers to
resort. I had no choice!” 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 because the
control the children in classroom has no set rules or routines; the children do not know what is expected of them and
my class. I have too the consequences for misbehaving; and the teacher did not take the time to build a positive
relationship with the children.”
many!”

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.”

2. “Positive reinforcers are “There are positive reinforcers that have little cost or no cost which require minimal time and
costly and difficult to effort to administer. As a teacher, you need to devote time to effectively select the type of
administer.” positive reinforcers appropriate to your online class setting. For example, social reinforcers can
be done by giving praise or verbal recognition to the learners during online activities and praise
for the submitted tasks on time. Another example is the activity reinforcers, which can be done
by assigning highly engaged learners to monitor chat questions or by allowing the learners to
have breakout sessions in unstructured time to discuss among themselves about a specific topic
in the lesson.”

3. “I can stick with “Learners find different types of reinforcement motivating. To ensure that all learners engage in
one type of positive an online class, provide a variety of layers of reinforcement such as praise and token systems.”
reinforcers in my online
class.”
 4. “When I plan online “Positive reinforcement in a virtual environment requires the students’ understanding. In
activities, I do not order to gather students input, the teacher may use group discussion, chat box and online
need to consider the polling. ”
learners.”

5. “The learners in an “To increase the motivating reinforcement system among learners, the teacher can provide
online class do not need progressive rewards through a badging system. The teacher may provide badges to activity
rewards.” which can be done both in synchronous and asynchronous classes. 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 TeacherInduction 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 Answerwers Feedback
1. During the group activity of Teacher a. Respect the child's After class, by discussing the matter in private,
Justin for his Classroom Observation honor Instructor Justin upholds the dignity of the pupils.
(CO), two of his pupils started argu- b. Make sure there is equity is upheld, and they don't feel ashamed in
ing with each other, which caused
noise and distracted their classmates. (equity and in front of their classmates.
Teacher Justin then told them to stay lack of prejudice) and The method used by teacher Justin guarantees that both
away from each other and that he will Equity Fair treatment of students provides them with an
deal with the both of them after class. c. Adopt a prosocial mindset chance to defend their behavior and obtain
behavior, self-control, suitable direction without embarrassment in front of
and character others.
By addressing the issue amicably and discreetly,
Instructor Justin encourages self-control and
prosocial conduct, motivating pupils to
settle disputes amicably
 2. Teacher Gemma prepared a very d. Make the most of the How excited and enthusiastic the students are
engaging group activity for his Grade 7 child's active During the captivating group exercise, it is evident that
during her CO. Because of the involvement Teacher Gemma
learners’ enthusiasm and excitement,
Teacher Gemma exceeded her time e. Honor the child's drive. efficiently made the most of their active involvement.
allotment for the said activity, and & perspectives on life
therefore affected the remaining parts f. Encourage unity Respect for Teacher Gemma's captivating activity
of the lesson. the students' enthusiasm and passions, enabling them to
to be enthusiastic about the lesson and completely engaged.
The group exercise promoted cooperation and
cooperation between the pupils, encouraging unity
as well as a feeling of belonging in the classroom.

3. During the class of Sir Christopher, g. Make the most of the By speaking quietly and softly, you can address the
there was an on-going group activity child's active Sir Christopher upheld the dignity of the students.
for his learners. Most of the pupils involvement without embarrassing the public.
were quiet except for this one group
h. Honor the child's drive. His method inspired the pupils to make corrections on their
wherein two pupils were talking about
unrelated topics loudly, disrupting the & perspectives on life own.
other groups. He approached them i. Encourage unity good conduct and adherence to classroom regulations,
and with a soft voice he said to them, encouraging
“It seems that you forgot our rules self-control.
during class activities, just wait until
By persistently dealing with disruptive conduct
our class is finished and see what
happens then”. The two suddenly In compliance with the regulations, Sir Christopher
quieted down and went on with their kept the classroom orderly and made sure everyone was
activity. treated fairly.

68 The Teacher Induction Program - Course 1

Situations Answers Feedback
4. During the General Mathematics class of a. Respect the child's Ma'am Princess engaged Gian with comedy
Ma’am Princess, she noticed that honor without
Gian was sleeping. “Rise and shine, b. Make sure there is scolding him severely while preserving his
Gian! It’s time for your breakfast”,
equity honor.
Ma’am Princess shouted and the
whole class giggled. Immediately, Gian (equity and By joking with Gian right away, she made sure
sat properly and became attentive for the lack of prejudice) and
whole duration of Ma’am Prin- Equity He started paying attention and engaged with
cess’s class. the instruction.
Gian was inspired to self-correct by her
method.
his actions without feeling ashamed,
encouraging self-control.

5. Ma’am Trisha scheduled her First CO in a. Respect the child's By openly drawing comparisons between Amy
her Grade 4 MAPEH Class. During honor and Carl, Ma'am Trisha
their discussion, she noticed that b. Make sure there is unintentionally damaged Amy's self-respect,
among the learners, Carl was the most
attentive and participative. After ask- equity making her
ing a question, she then called Amy to (equity and feel anxious and ashamed.
answer, “I don’t know”, Amy replied lack of prejudice) and While encouraging participation was the goal,
nervously. Then Ma’am Trisha told her Equity The strategy might have deterred Amy and
pupils that they should be more like others from
Carl to be able to answer as much as
possible. actively taking part out of a fear of comparison.
Emphasizing a particular student's performance
above others in
Fairness may not always be guaranteed in front
of the class because it
can give the pupils a feeling of inequity.
6. Teacher Cora records the learners a. Respect the child's By personally addressing issues and promoting
performances and outputs during honor active engagement, Teacher Cora honors the
synchronous and asynchronous ac- b. Make sure there is students' dignity and aids in their development
tivities. She noticed some incomplete
activities compiled by the learners. equity without
During her online class, Teacher Cora (equity and public humiliation.
asked the learners to share their online lack of prejudice) and By encouraging kids to share their
experiences. After some important Equity experiencing and resolving issues with
sharing they proceed to the activities documentation,
where Teacher Cora prepared. Teacher
Cora called for the learners who have Active engagement is guaranteed by teacher
concerns based on record to actively Cora.
participate and give immediate feed- The method used by teacher Cora to address
back to the participation. students'
issues based on documentation guarantees
equity by
granting every student an equal chance to get
better
and get input.

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 One way to educate children is by
the children to act (modelling) modeling, especially with relation to
writing essays or completing assignments.

2. Forming small groups in online positive It is a wise decision because small groups
synchronous activities will maintain pupils' interest and
concentration.
 3. Getting the student’s attention positive This is accurate because in order to avoid
before you begin class disturbances, a teacher ought to help pupils
in focusing on him.

4. Making assumptions on student negative This is a bad decision since in order to have
abilities without evidence or data a respectable and widely recognized rating,
everything
ought should be based on facts rather than
conjecture.

5. Using physical force negative Students ought to be valued and

not being physically abused,
Therefore, employing physical force is not the
solution.

70 The Teacher Induction Program - Course 1

Positive discipline is a way not only to reduce misbehavior but motivating and conducive environment. How are you going to
also motivate learners (UNESCO 2015, 80). It is based on the illustrate these ways in your own classroom? Limit your response
premise that behavior that is rewarded is behavior that will be to 100-150 words per question.
repeated. The most critical part of positive discipline involves
helping learners learn behaviors that are effective in promoting a. Hold and communicate high behavioral expectations for
positive social relationships and help them develop a sense of your learners and yourself.
self-discipline that leads to positive self-esteem. b. Establish clear rules and procedures and instruct learners
on how to follow them. Give primary-level learners, in
Required Task 4: Reflection particular, a great deal of instruction, practice, and
reminding.
The following are some ways that can help you create a
 Guide for Mentors and Newly Hired Teachers 71
Summary
Discipline shapes learners’ behavior and helps them to learn self-
control when it provides encouragement, not painful, meaningless
consequences (UNESCO 2015, 21). You should use classroom
discipline positively by believing in your
 learners’ abilities and communicating affection and respect for
them. When you are willing to observe your learners and respond
in ways that encourage positive behavior, you help them become
responsible for their own behaviors and they reduce the likelihood
of misbehaving in the classroom.

An effectively managed classroom is the one that motivates

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

a. Your expectations are clear.

b. Instruction is interesting for your learners.

c. Your learners see a purpose and value to what is being

taught.

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

experience and is meaningful within his or her daily life.

e. Your teaching strategies are varied. Learners can become

bored, even if the topic is interesting, if you constantly
use the same teaching methods.

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

Scenario Answers Feedback

 1. At the very first day of the school TRUE This method is advantageous since it guarantees
year, Teacher Joy enforces structure and order, along with the instructor
classroom rules promptly, discussing the rules as soon as possible on the first day of
consistently, and equitably.
and constantly reminds pupils of them in class.

2. Ma’am Carol believes that it is a Not at all, since training self-monitoring

waste of time to devote time in TRUE abilities encourage pupils' self-reliance,
teaching self-monitoring skills.
accountability, and compliance with the school's
requirements and necessary activities.

3. Teacher Michael ensures that he TRUE It is recommended,since appropriate pacing guarantees.

maintains instructional pace of his Students are able to apply and comprehend the lesson.
lesson for the day and makes smooth right. seamless changes between tasks
transitions between
encourage unstructured learning and assist pupils
activities.
recognize the relationships between ideas.

4. Monitor classroom activities and TRUE This method works well for giving pupils more authority.
give learners feedback and to thrive in life, behavior, and attitude. Without it,
reinforcement regarding their Regulations and guidelines are only words without
behavior.
real-world implementation

5. Evelyn makes sure that there would TRUE I am in favor of this approach since it raises difficult
be one item in her quizzes that would questions.
be very difficult for learners to are necessary to keep kids interested, encourage their
answer in order
minds, promote more in-depth research, and get them ready
to discriminate the very good
learners from the rest. for the challenges of life.

Guide for Mentors and Newly Hired Teachers 73

Session 2: Positive Relationships subject area teacher, on which they think are the best ways to
build relationships with their learners. Write your findings on the
Optional Task: Learn from Others space provided. Limit your response to 100- 150 words.
Key Topic 1: Building Positive
Ask a colleague, either a fellow newly hired teacher or a fellow
 Relationships with Learners - Responding consistently to similar behavioral situations – both
positive and negative.
Positive learning communities and relationships contribute to a
great extent to learners’ engagement in face-to-face or virtual - Being flexible, particularly with older learners and adolescents.
classroom activities. Indeed, relationships are key-- which includes - Treat mistakes as lessons. Tell your learners that we only learn
teacher-to-learner and learner-to-learner interactions. To build a by making mistakes.
positive relationship with your learners, you should know the
- Building confidence. Promote positive self-talk. -
importance of understanding and empathy. Some of the
conditions that are especially important in encouraging positive Focusing on past successes.
learner behavior as part of the relationship building process are:7 - Making learning meaningful. Modify your instructional
methods.
- Maintaining a positive emotional tone in the classroom.
- Providing attention to the learner to increase positive behavior. 7 American Academy of Pediatrics, Committee on Psycho social Aspects of
Child and Family Health. Guidance for effective discipline. American
- Providing consistency in the form of regular routines for daily Academy of Pediatrics. Committee on Psy chosocial Aspects of Child and
activities and interactions to make unexpected, negative Family Health [published correction appears in Pediatrics. 1998;102(2, pt
experiences less stressful. 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

x
1. Interacting respectfully and sensitively are Sensitivity and respect are essential for
only important to elementary school everyone. Students constantly, since everyone is
learners. entitled to be paid what they are entitled to and
receive consideration as required

/
2. Treating the learners kindly and Of course. Respect and kindness act as
respectfully in the classroom is enough powerful incentives for pupils to succeed
to bolster academic achievement. intellectual achievement in both life and school,
as they emphasize the intrinsic worth of each
person.
 x
3. Taking no notice of relationships during This is untrue since the process of learning
the teaching and learning process. entails establishing connections where the
A teacher takes on the role of a second parent,
guiding and directing the pupils.

/
4. Awareness of explicit and implicit Teachers need to exercise caution while
messages given to learners is communicating
important. messages to pupils, as there's a chance that
miscommunication. Consequently, it's crucial
for educators to give precise explanations.

/
5. Modelling behavior to learners, Modeling is a powerful tool for teaching
whether intentional or unintentional, conduct, proving to pupils that excellent
is important. Behavior can be achieved and is actual through
the behavior of the instructor.

Guide for Mentors and Newly Hired Teachers 75

Key Topic 2: Maintaining Trust and Humor The ability to respond lightheartedly to learners.

Fairness in the classroom

Respect This involves showing regard for the rights and
feelings of learners.
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
Courtesy This is another sign of respect.

Fairness Learners see this as the most important trait of

teachers. It
means being fair in activities such
as making assignments, settling 8 Lawrenz, Frances & Huffman, Douglas & Gravely, Amy. (2007). Impact
disputes, giving help, and choosing of the Collaboratives for Excellence in Teacher Prepa ration Program.
learners to be assistants or to Journal of Research in Science Teaching. 44. 1348 - 1369.
participate in special activities. 10.1002/tea.20207.
 Openness Learners need to relate to their teacher. The teacher heard the learner and to give
needs to him or her a chance to correct a
explain clearly his or her feelings misunderstanding or interpretation.
and the circumstance that caused You might try re-stating what has
the feelings. been said or a use of body language
to show empathy.
Active Listening This means being attentive and responding
when a learner speaks. These characteristics may model to learners how they would also
You need to show that you have interact with each other. This would enhance learner-to learner
relationships.

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 My Routines I Set as a The Routines my Colleagues
an Adviser Subject Teacher Set in Class

As an Adviser, I set up As a subject teacher, I create My coworkers set up habits like

procedures such routines. beginning with a brief warm-up
holding a morning meeting to like starting each lesson with a before class
begin each day quick question or exercise to get
to go over the agenda and set review of the prior instruction to pupils interested
the tone. I strengthen from the start. Additionally,
additionally put in place a clear learning. Additionally, I keep a they have
process for steady a consistent process for
Turning in assignments and timetable for homework and gathering and
attending class evaluations, guaranteeing that going over homework
cleanup to guarantee order and pupils are assignments.
accountability. Frequently conscious of expectations and Furthermore, they include
scheduled deadlines. consistent
Feedback sessions and check- I also employ interactive time for class discussions and
ins are beneficial. exercises. cooperative teamwork to
keep lines of communication Engaging conversations to get improve communication
open and students interested and between students and
encourage the advancement of Encourage people to get involvement.
students. involved.

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, ___Dyrine Joy B. Legario___, a newly hired teacher, do solemnly swear to abide by

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

A. By showing my students respect and consideration,

recognizing that everyone deserves this kind of treatment

b. By upholding equality irrespective of race or ethnicity,

background, age, look, or convictions; and,

c. by reaching unbiased conclusions based on reliable data and facts.

___________Dyrine Joy B. Legario___________

(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 I do agree. To eradicate ignorance and create
behave in class (our learners and ourselves) and discuss unambiguous standards for instructors and students, b
these expectations regularly. It is necessary to express behavioral expectations clearly.

2. We must inform our school’s administrators, other teachers, Yes I agree. It is imperative that everyone concerned
and parents about our classroom rules, so they can help to comprehend the rules, since we are working together to
monitor them and to avoid conflicting expectations. attain a shared advantage

3. The rules we develop with our learners must be applied Yes I agree.Favoritism should be avoided, because everyone must abide
consistently with no favoritism. by the law and no one is above it.

4. We must constantly be aware of what is going on in and I do agree. Regulations must be observed to
outside of our classrooms, and our monitoring must be guarantee adherence, and those that don't
subtle and preventative. To avoid more arguments, they ought to be advised.

5. We cannot get angry or lose self-control, but be role models I do agree. To impartially assess people, students, and
for good behavior, and follow the rules. Teachers must set an example of self-control and discipline.

6. When discipline is necessary, it focuses on the learner’s I do agree.To fairly evaluate individuals and students and
behavior, not the learner. The learner’s dignity is Teachers need to be self-control role models.
maintained.

7. We need to encourage learners to monitor their own behavior, I do agree. Students ought to consider their actions and
such as by keeping diaries. They also need to monitor each Encourage one another to abide by the rules.
other’s behavior with respect.

8. In teaching, we should not use ambiguous or vague terms. I do agree. Instructions that are precise and easy to follow are essential to
Activities should be sequenced clearly and with as few remove any ambiguity for students and provide a clear flow
interruptions as possible. assures seamless idea transfers.

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