New TIP Course 1 DepEd Teacher 1 2

Teacher
Induction
Program (TIP)
COURSE
The DepEd Teacher
1
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 1: The DepEd Teacher
Introduction
W
ELCOME to the Department of Education! We are pleased to have
you as a member of the family. We invite you to take time to read
through the Department of Education (DepEd) Teacher Induction
Program (TIP)
courses.
This course will help you align your personal philosophy of teaching with the
DepEd’s vision, mission, core values, mandate and strategic directions. It will
also give you a glimpse of what a teacher’s school year is like, and help you
become more accustomed to the daily life of a DepEd teacher. It introduces you
to the guidelines, processes, and standardized forms to help you easily adjust
to your new work environment.
In your first year, you may expect excitement, curiosity, apprehension, and even
doubts. This section of the TIP is crafted to support and bolster your first year
of teaching experiences in the public-school system. We wil explore the school
year at a glance and observe how the principles in this module may affect your
day-to-day activities.
Intended Course Learning Outcomes

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

implementation of DepEd and school policies, guidelines and procedures
on the preparation, start, and daily management of classes (2.1.2)
3. manage learner behavior constructively by applying positive and non-

violent discipline (2.6.2)
Course Outline
Module 1: Becoming a DepEd Teacher
Module 2: Gearing up for the School Year
Module 3: Creating an Engaging Physical and Virtual Learning

Environment
Estimated Time Required: 8 hours

Portfolio Output: Pledge of Commitment and Writing Task (with
Reflection)
Module 1 – Becoming a DepEd Teacher

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

as a profession by exhibiting qualities such as caring
attitude, respect, and integrity aligned with the
DepEd’s vision, mission, and core values (7.1.2, 7.2.2)
Module Outline
Session 1 – DepEd’s Mandate
Session 2 - Vision, Mission, and Core Values
Session 3 - Strategic Directions
Session 4 – The Philippine Professional

Standards for Teachers
Estimated Time required: 1 hour
Required Tasks
• Reflection survey
• Self-reflective activities
• Scenario and case study analysis
• Document reading
• Pledge of Commitment (Portfolio Output)
4 The Teacher Induction Program - Course 1

Preliminary Activity
Please complete the survey below. This activity wil help you reflect on your
current understanding of the different aspects in the Department of
Education. How familiar are you with the following? Check the appropriate
box that corresponds to your answer.
Key Topics Very familiar Familiar Slightly familiar Not familiar
DepEd’s Mandate
Vision
Mission
Core Values
Strategic Directions
Guide for Mentors and Newly Hired Teachers 5

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

The Department of Education (DepEd) was established
through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The
Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis-à-
vis the changing administrations and charters. The present-
day Department of Education was eventually mandated
through Republic Act No. 9155, otherwise known as the
Governance of Basic Education Act of 2001, which
establishes the mandate of this agency.
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.
Required Task 1: Reflection Questions

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

contribute to:

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

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

Key Topic 1: DepEd’s Scenario 1:
Vision Teacher Johanna is a Grade 7 teacher at Jacobo Z.
Gonzales Memorial National High school. She encourages
her learners to demonstrate their love of country through
practicing acts of kindness inside and outside the school
premises. Provide at least two ways of integrating this in her
lessons. You may respond in 3-5 sentences.
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
Required Task 1: Application
Let’s see how you would apply the DepEd’s vision in

responding to the following school scenarios. Write your
answer on the space provided.

Scenario 2: Key Topic 2: DepEd’s Mission
One of the Grade 9 advisory students of Teacher Andrew is
showing interest in joining scouting. However, the student is
very shy and timid. In what ways can Teacher Andrew help
his learners to gain confidence and participate in scouting?
You may respond in 3-5 sentences.
Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly, gender-sensitive, safe,

and motivating environment.
Teachers facilitate learning and constantly nurture every

learner.
Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively

engaged and share responsibility for developing life-long
learners.
Required Task 2: Application

Let’s see how you would apply the DepEd’s mission in
responding to the following school scenarios. Write your
answer on the space provided.

Scenario 1: Key Topic 3: The DepEd Core Values
Teacher Helga is a Grade 1 teacher at Biñan Elementary
School. She is teaching Science. She wants to make sure
that she can provide a child-friendly, gender-sensitive, safe,
and motivating environment in her class. What should she
do to achieve this? You may respond in 3-5 sentences.
Core Values
In promoting “One DepEd,” the official DepEd core values
adapted the national motto as stated in the Republic Act
No. 8491 (otherwise known as the Flag and Heraldic Code
of the Philippines). The core values are enumerated as such:
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
As an example on how we can interpret these, the DepEd

core values have been elaborated further by the Division
of Baguio City by translating the core values to behavioral
statements with indicators.
The Baguio City Division Memorandum could be accessed

through this link: http://depedpines.com/wp-content/
u plo a d s/2016/03/D i v i s ion - Memo r andum -N o35 -S .2016 -
DepEd- CORE- Values -Indic ators -Concre te-Ma nifes tation.
pdf

Core Values Behavior Statements Indicators
1. Engages oneself in worthwhile spiritual activities
2. Respects sacred places

Expresses one’s spiritual belief while
respecting the spiritual beliefs of others 3. Respects religious beliefs of others
4. Demonstrates curiosity and willingness

to learn about other ways to express spiritual life
1. Tells the truth
2. Returns borrowed things in good condition

Maka-Diyos
3. Demonstrates intellectual honesty
Shows adherence to ethical principles by 4. Expects honesty from others

upholding truth
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feelings

and those of others

1. Shows respect for all
2. Waits for one’s turn
3. Takes good care of borrowed things
4. Views mistakes as learning opportunities

Is sensitive to individual, social, and cultural
differences 5. Upholds and respects the dignity and equality
of all including those with special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different

economic, social, and cultural backgrounds
Maka-tao
1. Cooperates during activities
2. Recognizes and accepts the contribution

of others toward a goal
3. Considers diverse views

Demonstrates contributions toward solidarity
4. Communicates respectfully
5. Accepts defeat and celebrates others’ success
6. Enables others to succeed
7. Speaks out against and prevents bullying

1. Shows a caring attitude toward the environment
2. Practices waste management

Cares for the environment and utilizes 3. Conserves energy and resources
Makakalikasan resources wisely, judiciously,
and economically 4. Takes care of school materials, facilities, and equipment
5. Keeps work area in order during and after work
6. Keeps one’s work neat and orderly
1. Identifies oneself as a Filipino
2. Respects the flag and national anthem
3. Takes pride in diverse Filipino cultural expressions,

Demonstrates pride in being a Filipino; practices, and traditions
exercises the rights and responsibilities
4. Promotes the appreciation and enhancement
of a Filipino citizen of Filipino languages
5. Abides by the rules of the school, community, and country

Makabansa
6. Enables others to develop interest
and pride in being a Filipino
1. Manages time and personal resources

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

Required Task 3: Application Scenario 2:
Let’s see how you would apply the DepEd Core Values The DepEd Core Values teaches us the love for God
in responding to the following school scenarios. You may (maka-Diyos), love for fellow men (maka-tao), love for
answer the following questions in 3-5 sentences. Write your nature (makakalikasan), and love for country (makabansa).
answer on the space provided. Teacher Molina inspires his Grade 2 learners to become a
better version of themselves through exemplifying qualities
Scenario 1: and characters of our national heroes. What classroom
management strategies can Teacher Molina employ to
Teacher Luis is a Grade 10 guidance counselor and a encourage learners to apply the DepEd core values in real
Values Education teacher at Arellano High School. One life situations?
of his classes has a diverse religious background. One day,
two of the learners insisted that the class should start with a
prayer led by an assigned student. This leads to a heated
debate arguing about their own religious and spiritual
beliefs. How can Teacher Luis mediate and help resolve
the argument? (You may refer to Department Order (No.
32, s. 2013) and Department Order (69, s. 1990)).

Session 3: Strategic Directions
Required Task 1: Vision Action Points
After you have filled-out your vision board from the previous session, write the corresponding action/strategic points which you
think will help you achieve your vision as a teacher:
MY VISION BOARD
SELF CLASS SCHOOL COMMUNITY
ACTION POINTS

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

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

Management (SBM) system that empowers your school
head to make decisions that respond to your school’s
immediate needs.
Your Grade Level Coordinator conducts LAC sessions with

all the teachers in the grade level to be knowledgeable
about the concerns of teachers and learners.
Your school prepares alternative learning mode for all

learners.
The Local Government Unit (LGU) provides assistance to

the public schools through distributing TVs, tablets, and
laptops to learners and educators.
The Division Office prioritizes training on curriculum

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

Required Task 3: Reflection
After going through this module, (DepEd Mandate, Vision, 1. In what ways has this module helped you reflect on the
Mission, Core Values, and Strategic Directions), answer the Vision, Mission, Core Values, and Strategic Directions of the
following questions. Write your responses in 3-5 sentences. Department of Education?

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

Session 4 – The Philippine Professional Standards for Teachers
Required Task 1: Video Viewing
Click here or go to https://www.youtube.com/watch?v=aA5cD474aIU to watch the PPST explainer video (8:41 minutes)
Use the table below to take note of important information.
What I learned from watching What else i want to know about

the PPST explainer video the PPST/ concepts that need clarification

Key Topic 1: Introduction to the PPST development programs and courses for all DepEd Teachers,
School Heads and Supervisors. All professional
In light of the Department of Education’s vision to development for teachers is to be based on the PPST.
continuously improve itself to better serve its stakeholders, More in-depth discussions on PPST will be tackled in
the Department is committed to developing teacher Course 3 of TIP.
competencies that are abreast with the changing demands
and needs of K to 12 curriculum, globalization and ASEAN
integration. Hence, the Department released DepEd Order Key Topic 2: The Teacher Professional
no. 42 s. 2017 on National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST).
Development Framework
In order to help teachers seamlessly adopt and embody the
The PPST: expectations in the standards, the PPST has been integrated
in DepEd’s Professional Development Framework (see
• sets clear expectations of teachers along well-defined Figure 1). The framework shows the professional
career stages of professional development from development path of teachers starting from the Teacher
beginning to distinguished practice; Education Institutions (TEIs) towards their career
development in DepEd. Teachers’ professional development
• engages teachers to embrace ongoing professional is guided by the Human Resource (HR) systems which are
learning for their professional development to enhance
represented in the framework:
their own teaching;
1. Recruitment, Selection, and Placement
(Recruitment and Hiring)
• provides a framework of uniform measures to assess 2. Results-based Performance Management System
teacher performance; and (RPMS) - represented in the framework by the PPST-
aligned tools: Classroom Observation Tool (COT),
• provides a basis for building public confidence in and
and Self-Assessment Tool (SAT), which are used to
support for the work of teachers.
gauge teacher practices and better target professional
development and training.
DepEd Order no. 42, s. 2017 mandates that the PPST “shall 3. Learning and Development (L&D) - represented
be used as a basis for all learning and development in the framework by the Learning Action Cells and
programs for teachers to ensure that teachers are properly the Targeted Professional Development and Teacher
equipped to effectively implement the K to 12 Program. It Training.
can also be used for the selection and promotion of
teachers. All performance appraisal for teachers shall be 4. Rewards and Recognition (Rewards, Compensation)
based on this framework” (Section 5).
In line with the above provisions, in DepEd Order (No. 11,

s. 2019) on Implementation of the NEAP Transformation,
NEAP is mandated to provide standards-based professional

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.

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.

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

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

Key Concept 3: Implementing Guidelines The DepEd School Calendar contains the guidelines that
should be observed in schools nationwide, including school
Required Task 1: Reading and Reflection programs, curricular non-classroom-based activities, and
parent-teachers conferences. Some of the important dates
Study the rationale of the Implementing Guidelines of the to be observed include a general assembly, deworming of
DepEd School Calendar for the current school year. Write
children, career guidance, in-service training, Christmas
your insight on the space provided below. Limit your
break, standardized tests spearheaded by Bureau of
response to 150 words.
Education Assessment (BEA), summer classes, and end of
school year rites.
As a teacher who works in the Department of Education,

you are enjoined to be familiarized with the DepEd School
Calendar because it wil affect school-based calendar and
your professional work within the school year. It is important
to mark the dates on your own calendar, so that it gives you
a heads up on how you plan your activities throughout the
year.

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

December January February March April May

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 does not set the specific dates for the
opening and closing day of classes.
Republic Act 11480, which is also known as
An Act to Lengthen the School Calendar from
Two Hundred (200) Days to Not More Than
Two Hundred Twenty (220) Class Days.
The in-service training is inclusive of the number
of days required for learners to be in 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
are not allowed to be undertaken to
compensate for the unplanned suspension of
classes due to natural calamities.
The Basic Education Learning Continuity Plan
(BE-LCP) is a plan that aims to allow learners
to continue their learning despite any ongoing
disasters like calamities, pandemics, etc.
Summary
• The DepEd school calendar for each school year sets the opening and closing day of classes, as well as the activities

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)

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.

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

Scenario Answer Feedback
1. Teacher Leo creates activities to make
sure that learners and teachers access the
place where reading materials and learn-
ing resources are kept. He also crafts a
schedule of the classes that could visit the
place. He coordinates with the School Head
for the selection, acquisition, organization,
and maintenance of reference and reading
materials.
a. Librarian/LRMDS Coordinator
b. Guidance Coordinator/Teacher
c. Guidance Counselor
d. Subject/Learning Area Coordinator/

Department Head
2. Teacher Lorrine is handling a case of some

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

Department Head

3. Teacher Steffi is conducting a career guid-
ance and advocacy seminar to 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.

Department Head
4. Mark Anthony is preparing a budget plan for

the continuous improvement of the school
for the month of August. He is also preparing
the financial report for the month of July. Both
reports are subject to the approval of the
School Head.
a. Guidance Coordinator/Teacher
b. Librarian/LRMDS Coordinator
d. Administrative Officer

5. Miss Rhea prepares the receipt, issuance,

maintenance, and safekeeping of supplies,
materials, and equipment and other prop-
erties and facilities of the school. She also
conducts and maintains the inventory of
properties and prepares the required reports
for the School Head’s reference.
b. School Nurse
c. Property Custodian
d. Feeding Program Coordinator

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)).

Required Task 2: Scenario Analysis Scenario 2
To foster harmonious relationships with the wider school Teacher Mary Ann, a fellow teacher whom you consider a
community, it is important to involve learners, parents, and friend, messaged you on Facebook and told you that she
other stakeholders in identifying and resolving issues and will be absent tomorrow. She asked you to substitute all her
concerns in the school community. Discuss how you can five classes. Without letting you respond, she already sent
help in each scenario and involve some key personnel who you the learning materials for her lessons tomorrow.
can help you resolve the following challenges. However, you also have classes to attend and your
learners are expecting to deliver a performance task that
Scenario 1 they prepared for. What are you going to do as a colleague
and who should you direct her to?
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry and
disappointed about what happened because the incident
was not addressed and resolved properly. Her daughter is
still afraid and decided not to go to school that day. The
incident happened during Science time because the
teacher was late to enter the class. You also had other
classes to attend to and had no chance to meet your
advisory class during that time. Who should you seek help
to?

Scenario 3 Session 3 – Pre-opening of Classes
Lito, the class president of your advisory class, was elected Preparation
as the president of the Supreme Student Government
(SSG). After three months, his subject teachers are having
trouble with his class standing because of his frequent Key Topic 1: Preparations for pre-
absences and non-submission of required written and opening of classes
performance tasks. Lito is getting overwhelmed with the
various school activities he manages. What are you going to Now that you have familiarized yourself with the DepEd
school calendar and the school support system, it is time
do as the adviser?
to get ready with the preparations for the pre-opening
of classes. Planning ahead for the opening of classes is
important so that you can efficiently and effectively prepare
for the school year. In this session, you will determine how
to get to know the school structure, available resources/
equipment, etc. and set up the classroom.
Your first year of teaching in the public school system would

probably be one of the most rewarding and unforgettable
experiences that you wil have as a teacher. Expect that
you will have grounding experiences, as well as a myriad
of challenging circumstances that will test your character.
Hence, it is important that before you prepare your
classroom and your lesson, you also need to prepare
yourself physically, mentally, and emotionally.
You can do journal writing to reflect on your teaching

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

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

yourself to your fellow teachers when you have an
opportunity. It is known to everyone that you are a
“newbie”, and probably you are shy to get along with
your new colleagues; but you have to overcome the
anxiety so that you can establish rapport with your
fellow teachers.

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

Key Topic 3: Setting up the classroom Summary
In setting up your classroom, you need to think about how • Preparing for the pre-opening of classes is important
to arrange a learning environment that is conducive and so that you will be able to accomplish your job
friendly. Take some time to imagine how the learners would effectively and reduce the possible stress because of
be sitting and how the classroom would appear when lack of preparation.
the learners finally arrive on the first day. Make sure that
the image that you create is student-centered; that • It is important that before you prepare your classroom
means, the floor plan or layout actually allows convenient and your lesson, you also need to prepare yourself
movement for teaching and learning. Examine the room physically, mentally, and emotionally.
and look around and find the things that you can still
utilize. Some classrooms already have bulletin boards, • Learning your way around your new work
cabinets, boxes for cleaning materials, etc. You may decide environment – your school assignment would allow
if you wil keep them or find a place where it can be kept. you to work efficiently within your designated
Be reminded that whatever you use in your classroom are workstation and the DepEd system
recorded in an inventory of physical equipment in the
classroom, and it is usually submitted during the
beginning of the school year. Make sure that you consider
up to the smallest fixture in your classroom.
When you arrange the chairs in your classroom, consider

the different types that you learned in college such as
traditional rows, rows of desks facing each other,
horseshoe arrangement, clustered seating arrangement,
fishbowl design, and so on. Your seating arrangement may
probably be adopted by other subject teachers. Make
sure that this arrangement is efficient and flexible.
Probably, you may consider a more stable arraignment to
aid you in familiarizing your new learners. Above all, free
your classroom from hazards that may disrupt learning or
may cause harm to your learners.
The COVID-19 pandemic has forced everyone to adjust

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

Session 4 – Opening of Classes
A Guide for the First Day of Classes
Key Topic 1: What to do on the First A. Welcome
Day of Classes • State your name.
First days are always exciting. It would help if you exude • Identify the room and subject.
confidence and positivity to do what is needed. To be
successful in your first day of class, you have to consider B. Introduction of Yourself
the following: • Say who you are and where you came from
• Tell something about how you came to be a teacher.
• setting a good first impression to learners, co-teachers, • Mention interests related to the subject and outside
parents, etc. of school.
getting to know your learners; and
• C. Introduction to the class.
• setting rules and routines. • Describe the topics of study.
• List typical activities.
First impressions are important. Get the attention of the • Show a sample of projects or products.
class as you speak. Make sure that everyone is listening
• Show the textbook.
to you. Project your voice in such a way that everyone will
hear and understand what you are talking about. Make sure
D. Introducing the learners to each other through an
that you show your presence with authority and openness activity
to your learners. Most importantly, establish yourself in
• Have learners share outcomes with the class or
such a way that your learners feel that you care for their collect written responses.
well-being, future, and their lives in the 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
• Present them.
you have more confidence in class.
• Structure time for learners to develop their own rules.
The best thing to do is to always come prepared. Make
sure that you spend time in preparing your lessons and F. Distribution of the grade level standards.
other tasks in school. This is your first year of teaching
in the public school, it is important to demonstrate G. A quick lesson
professional disposition and discipline in the discharge of
your professional duties. H. Dismissal – Goodbye
Kottler, Kottler, & Kottler (1998) shared a guide for the first Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary. 1998.
day of classes. Secrets for Secondary School Teachers: How to Succeed in
Your First Year. California: Corwin Press, Inc. (pp 34-35)

Key Topic 2: Getting to Know Your different activities that you will do in the coming days. Spark
a feeling of awe and excitement among your learners, so that
Learners they will look forward to going to school for the coming
You wil be meeting a lot of learners who possess unique days. Emphasize that you will be with them in this new
characteristics and personalities with varying learning journey. In this activity, maintain mutual respect and
needs. Your first task is to get to know them by their interest. Games and icebreakers may also be appropriate.
names, so make sure that you pronounce them correctly.
Although knowing your learners name is a preliminary task Key Concept 3: Setting Rules and Routines
as a teacher, remember that you also need to be
knowledgeable about your learners’ background. Rules play a significant aspect in helping to define the
Knowing this information will guide you to better inform classroom situation. Rules are mostly based on moral,
your planning on what appropriate teaching approaches personal, legal, safety and educational concerns. Sample
and strategies are best utilized to cater their learning needs. rules are presented below.
The most common way of collecting information from your

learners is by asking them to write it on an index card or a
sheet of paper. You may also use technology in Sample Classroom Rules
consolidating information through online forms and
surveys. Ask your learners to write their name and the 1. Students should be in their seats
name they wanted to be called. On the succeeding lines, when class is about to begin
ask the learners the information that you think wil benefit
you in the future like in preparing and contextualizing your 2. Homework is due at the beginning
lesson, addressing the student’s concern, or contacting the of the period
parents. This information may include your learners’
interest, hobbies, abilities, parents’ contact information, 3. Textbooks are to be brought to class
and even the information that your learners may not every day
probably tell you face-to-face. Above all, it is important to
inform your students the purpose of gathering their 4. Raise your hand and wait to be recognized
before speaking
personal information. As professionals, we must strictly
follow the data privacy act as applied to students and 5. Be courteous and considerate to all students
observe ethics in using this information. and faculty
At the beginning of the school year, you may ask the
learners to introduce themselves to you and to the class.
To make it successful, you should model how it is done. Source: Kottler, Ellen; Kottler, Jeffrey; and Kottler, Cary.
Tell something about yourself that you think will matter so 1998. Secrets for Secondary School Teachers: How to
that learners will get to know you better as a teacher. Focus Succeed in Your First Year. California: Corwin Press, Inc.
on what you want to accomplish with your learners this
year. Tell the learners what your class or subject is all
about and what are the

Aside from rules, your success as a teacher in managing
the classroom also depends on the routines that you
introduce to the class. Sample Classroom Routines
(for Elementary students)
Some of these routines may involve entering and leaving
the classroom, having work checked, leaving their
chairs and moving around the classroom, maintaining
OPENING ROUTINES
discipline and attention, changing activities, catching up
on incomplete or missed work, activities for students who • Share One Word: Ask students to share one word
finish work early, going to the toilet, using materials in the about how they are feeling that day.
classroom, and dismissal. It is a good practice for teachers
to go over some parts of the provided student handbook • The Reading Minute: Find a passage online or
to remind the students and to make sure they are aware in a book—an excerpt of a poem, essay, article,
or story—and read it aloud. It might be humor-
of sections such as the rules and the punishment for their
ous, interesting, angering, or beautiful, exhibiting
violation. 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.

It is important to set these rules and routines on the first day of the school year.
Required Task 1: Article Reading

Read an article from Association for Supervision and Curriculum Development (ASCD) entitled Power
in the Classroom: Creating the Environment. You may access the article through this link: http://www.
ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.
aspx
After reading the article, finish the table below:
How I will apply

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

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 you have to set a good first
impression to your learners, their
parents, and your co-teachers.
2. In your first contact with your learners,

co-teachers, and parents, you need
to display confidence and show that
you know what you are doing even in
things that you are not so sure about.
3. You should only do what is instructed

for you to do at the beginning of the
school year.
4. You should model how to introduce

oneself at the beginning of the school
year.
5. Rules play a significant aspect in

helping to define the classroom
situation.

Summary/Key Learning
• Coming to school prepared would not only help you

in building your confidence in fulfiling 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.

Session 5 – Handling Advisory Classes As you go over the activity, write your reflections below by
answering the questions that follow. Limit your answers to all
Required Task 1: Introductory Activity the three questions below into a maximum of 600 words.
There is no playbook that sums up your task as a Guide Questions:

classroom adviser. Apart from equipping young people with
knowledge, skills, and values to succeed in this vastly 1. What is the role of a teacher to his/her learners?
demanding society, teachers must also strive to build
their morale. Learners who enter their classrooms must 2. How do you think are those roles manifested in
discover how to believe in themselves, exert effort to being a classroom adviser?
accomplish their goals, and persist despite all challenges. It
may be ambitious and daunting, but we should always give 3. So far, how was your experience as a classroom
them platforms where they can express their ideas so they adviser?
can shine in the most brilliant way possible.

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

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?

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

may be breached.
• Communicate with your body, face, eyes, your whole

being, that you are intensely interested in what
learners are saying.
• Show compassion and empathy in your manner and

style.
• Whenever possible, do not let yourself be interrupted

or distracted when a student is confiding in you.
• Prove that you have understood what was said by

occasionally responding with reflections of feeling and
content that you heard.
• Avoid giving advice or telling learners what to do with

their lives.
• Make yourself as visible and accessible as you can.

Optional Task
Choose five (5) tips on how to connect with your learners and identify ways on how to apply this to your class:
Tips to connect with your learners

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

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.

Module 3: Creating an Engaging • Reading Activities
Physical and Virtual Learning • Reflections
Environment • Writing activities
Intended Module Learning Outcomes • Checklist
At the end of this module, you should be able to: • Quizzes
1. manage learner behavior constructively by applying • Outputs for Portfolio: Oath of Promoting Trust and
positive and non-violent discipline to maintain trust Fairness
and fairness in the classroom (2.6.2, 2.2.2);
2. Identify basic concepts related to classroom

Required Resources
management and positive discipline (2.3.2); • Department of Education. DepEd Child Protection
Policy (DO. 40 s. 2012. Pasig City: DepEd Orders,
3. determine actions in building good relationships 2012.
with the learners (2.2.2; 2.4.2); and
• Department of Education. Positive Discipline In
4. apply positive and non-violent discipline to ensure Everyday Teaching: A Primer for Filipino Teachers.
learning-focused environments (2.6.2). Pasig City: DepEd Orders, 2015.
• Save the Children. A Toolkit on Discipline with

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

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

within our learning environments -- both physical and virtual.
Thus, creating and reinforcing discipline in classrooms
or virtual learning spaces and maintaining constructive
relationships will further secure safe learning environments
for our learners.

Developing Positive Behaviors - Redirect behavior positively – for example, when a
student bounces a ball around the classroom, “You
The behaviors that you value and want to encourage need can bounce your ball outside on the playground
to be known to your learners, and you need to make a where there is more space to play.” On the other
concerted effort to teach and strengthen these behaviors. hand, in the virtual environment immediately
Some strategies that you can use to help your learners respond to the student(s) unusual virtual actions or
learn positive behaviors include the following4,5:
reactions by calling their attention. Be mindful that
your goal is to encourage and redirect positive
- Give positive statements.
behavior among the learners.
- Listen carefully and help them learn to use words
in expressing their feelings, not destructive actions. - Make connections - online learning is all about
making effective communication with the learners as
- Provide your learners with opportunities to make well as their parents/guardians both for positive and
choices and help them learn to evaluate the negative development during online classes, this
potential consequences of their choices. can effectively done during town hall meetings.
- Reinforce emerging desirable behaviors with - Establish routines, rules and procedures and
frequent praise and ignoring minor misdeeds. student engagement to create an online teaching
and learning direction such as a strategic pre-
- Model orderly, predictable behavior, respectful planned schedule of screen time activities based on
communication, and collaborative conflict resolution your lesson plan.
- Use appropriate body language – nod, smile, and

look directly at the student.
- Restructure the environment – remove objects

that invite misbehavior.
4 UNESCO. Embracing Diversity: Toolkit for Creating Inclu-

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

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
Rhea: I live a few kilometers away from my school. In the

morning, sometimes I have to fetch water and cook food for my
siblings before I can go to school. I have no money for transport,
so I walk to school. Learners in our school get late slips when we
don’t arrive on time. I don’t want to get too many.
Rhea’s teacher: I have to make sure the children understand

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

teacher?

Case 2: On Disruptive Behavior
Marcus: I am feeling good today. I am telling funny stories, and

everyone is laughing. The teacher tries to tell me to stop talking,
but I want to show everyone that I am not afraid. I am tough and
cannot be bossed around by a teacher.
Marcus’ teacher: I have to ensure that the class is well-behaved.

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

to promote positive discipline?

Case 3: On Giving a Wrong Response to a Question
Clark: I am so nervous in class. I am afraid that the teacher is

going to ask a question when I don’t know the answer. Even if
the answer is obvious, sometimes when the teacher looks at
me, I can’t speak. I become scared and just remain quiet. I know
everyone is staring at me and laughing, but what can I do? I
just can’t risk giving the wrong answer. Even in tests, I feel so
afraid and always fail because I don’t know how to answer the
questions. I just don’t understand anything that is being taught,
and I don’t want to be laughed at. The best thing is to stay quiet
or just leave that question blank on the test.
Clark’s teacher: This boy is insulting me by not paying attention.

How many times have I taught this thing? Is he not listening? I
am tired of trying hard when a student in a class does not care.
Last week, he failed the test and now he doesn’t even know the
answer to this simple question. I am going to reprimand this boy
so that everyone will learn that when I teach, they have to pay
attention. They should know the right answer before I ask the
question!
What alternative action/s could you suggest in order to promote

positive discipline?

Case 4: On Absenteeism
Elna: Sometimes my mother sends me to sell things at the

market and I can’t go to school. Sometimes I feel bored on the
way to school and visit my friend instead of going to school.
Sometimes I don’t like being in a class where the teacher always
asks me questions and looks at me in a funny way. I know that
I am not going far after the 2nd year High School, so what’s the
point? I might as well do what I want.
Elna’s teacher: We can’t have learners missing class whenever

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


Case 5: On Bullying
Kurt: I am the toughest boy in this school. Everyone fears me,

and I need to make sure that no one gets away with undermining
my status. I keep others’ respect by showing them what might
happen if they don’t fear me. I tease small girls, and sometimes
rough up an annoying boy. Everyone in school knows not to
cross me. They know my father is tough at home and I am tough
at school.
Kurt’s teacher: This boy is a problem. He is making other

children miserable and giving our school a bad name. Today in
assembly, I will announce to all learners that we do not tolerate
such behavior. I will send him to the guidance counselor. I will
warn him that if he persists, we wil expel him from school.
What alternative action/s do you suggest in order to promote


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.


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

positive

Key Topic 2: Reinforcing Positive Discipline (the class as a whole) and to praise each child’s efforts in
being a good team member. The core of positive discipline
While punishment is a single act, positive discipline is a
process that recognizes and rewards appropriate behavior. is to catch learners doing the right thing and reward them
Positive discipline is something that could be developed on immediately.
a day-to-day basis. This process is effective for individual
The following are statements that could be believed in by
children. Moreover, for teachers who are working in large some teachers, but were labeled as myths on disciplining
classes, it can also be effective for groups of children. The learners (UNESCO, 2015, 14-18).
key is to make the children feel they are on a “winning
team”
Remark
Statement
1. “It happened to me and “People who use this argument often do it to reduce the guilt they have for using
did no harm.” corporal 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
“They asked for it!” that a 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
works best. Other the teacher-child relationship. Children become angry at why someone who is supposed
methods don’t.” to teach and care for them is instead threatening, beating, or insulting them.”
4. “I only do it as a last “This argument is not acceptable; besides, it is quite common for parents and teachers
resort. I had no choice!” to result in physical punishment at the first instance not as a last resort.”
5. “It’s the only way I can

“This excuse is common among teachers who face large classes. It usually arises
control the children in because the classroom has no set rules or routines; the children do not know what is
my class. I have too expected of them and the consequences for misbehaving; and the teacher did not take
many!” the time to build a positive relationship with the children.”

The following are statements that could be believed in by some teachers in a virtual environment. Sambolt (2020) suggest the
following on how to design positive reinforcement systems online.
Statement Remark
1. “Group reinforcement “Though there might be limited time to devote to reinforcement systems, encouraging
can not be applied in an positive group behavior during online classes is rewarding together with individual
online class.” reinforcement systems to engage the learners.”
“There are positive reinforcers that have little cost or no cost which require minimal time
and effort to administer. As a teacher, you need to devote time to effectively select the
type of positive reinforcers appropriate to your online class setting. For example, social
2. “Positive reinforcers are
reinforcers can be done by giving praise or verbal recognition to the learners during
costly and difficult to online activities and praise for the submitted tasks on time. Another example is the activity
administer.” reinforcers, which can be done by assigning highly engaged learners to monitor chat
questions or by allowing the learners to have breakout sessions in unstructured time to
discuss among themselves about a specific topic in the lesson.”
3. “I can stick with

“Learners find different types of reinforcement motivating. To ensure that all learners
one type of positive
engage in an online class, provide a variety of layers of reinforcement such as praise and
reinforcers in my online token systems.”
class.”
4. “When I plan online

activities, I do not “Positive reinforcement in a virtual environment requires the students’ understanding. In
order to gather students input, the teacher may use group discussion, chat box and
need to consider the online polling. ”
learners.”
“To increase the motivating reinforcement system among learners, the teacher can
5. “The learners in an provide progressive rewards through a badging system. The teacher may provide badges
online class do not need to activity which can be done both in synchronous and asynchronous classes. With
rewards.” combined badge systems the learners are motivated to spend more time to finish the
assigned tasks and develop self regulation to complete asynchronous assignments. ”

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.

Situations Answers Feedback
1. During the group activity of Teacher

Justin for his Classroom Observation
(CO), two of his pupils started argu-ing
with each other, which caused noise
and distracted their classmates.
Teacher Justin then told them to stay
away from each other and that he will
deal with the both of them after class.
2. Teacher Gemma prepared a very

engaging group activity for his Grade
7 during her CO. Because of the
learners’ enthusiasm and excitement,
Teacher Gemma exceeded her time
allotment for the said activity, and
therefore affected the remaining parts
of the lesson.
3. During the class of Sir Christopher,

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

Situations Answers Feedback
4. During the General Mathematics class
of Ma’am Princess, she noticed that
Gian was sleeping. “Rise and shine,
Gian! It’s time for your breakfast”,
Ma’am Princess shouted and the
whole class giggled. Immediately, Gian
sat properly and became attentive for
the whole duration of Ma’am Prin-
cess’s class.
5. Ma’am Trisha scheduled her First CO
in her Grade 4 MAPEH Class. During
their discussion, she noticed that
among the learners, Carl was the most
attentive and participative. After ask-ing
a question, she then called Amy to
answer, “I don’t know”, Amy replied
nervously. Then Ma’am Trisha told her
pupils that they should be more like
Carl to be able to answer as much as
possible.
6. Teacher Cora records the learners

performances and outputs during
synchronous and asynchronous ac-
tivities. She noticed some incomplete
activities compiled by the learners.
During her online class, Teacher Cora
asked the learners to share their online
experiences. After some important
sharing they proceed to the activities
where Teacher Cora prepared. Teacher
Cora called for the learners who have
concerns based on record to actively
participate and give immediate feed-
back to the participation.

Required Task 3: Quiz
A. Positive or Negative: Determine each teacher’s action if it signifies positive disciplinary action or negative disciplinary
action.
Actions Answers Feedback
1. Acting in the way that you want

the children to act (modelling)
2. Forming small groups in online

synchronous activities
3. Getting the student’s attention

before you begin class
4. Making assumptions on student

abilities without evidence or data
5. Using physical force

Positive discipline is a way not only to reduce misbehavior b. Establish clear rules and procedures and instruct
but also motivate learners (UNESCO 2015, 80). It is based learners on how to follow them. Give primary-level
on the premise that behavior that is rewarded is behavior learners, in particular, a great deal of instruction,
that will be repeated. The most critical part of positive practice, and reminding.
discipline involves helping learners learn behaviors that are
effective in promoting positive social relationships and help
them develop a sense of self-discipline that leads to positive
self-esteem.

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

expectations for your learners and yourself.

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.

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
year, Teacher Joy enforces
classroom rules promptly,
consistently, and equitably.
2. Ma’am Carol believes that it is a

waste of time to devote time in
teaching self-monitoring skil s.
3. Teacher Michael ensures that he

maintains instructional pace of
his lesson for the day and makes
smooth transitions between
activities.
4. Monitor classroom activities

and give learners feedback and
reinforcement regarding their
behavior.
5. Evelyn makes sure that there

would be one item in her quizzes
that would be very difficult for
learners to answer in order
to discriminate the very good
learners from the rest.

Session 2: Positive Relationships Key Topic 1: Building Positive
Optional Task: Learn from Others Relationships with Learners
Positive learning communities and relationships contribute
Ask a colleague, either a fellow newly hired teacher or a
fellow subject area teacher, on which they think are the best to a great extent to learners’ engagement in face-to-face or
ways to build relationships with their learners. Write your virtual classroom activities. Indeed, relationships are key--
findings on the space provided. Limit your response to 100- which includes teacher-to-learner and learner-to-learner
150 words. interactions. To build a positive relationship with your
learners, you should know the importance of understanding
and empathy. Some of the conditions that are especially
important in encouraging positive learner behavior as part of
the relationship building process are:7
- Maintaining a positive emotional tone in the

classroom.
- Providing attention to the learner to increase positive
behavior.
- Providing consistency in the form of regular routines
for daily activities and interactions to make unexpected,
negative experiences less stressful.
- Responding consistently to similar behavioral
situations – both positive and negative.
- Being flexible, particularly with older learners and
adolescents.
- Treat mistakes as lessons. Tell your learners that we
only learn by making mistakes.
- Building confidence. Promote positive self-talk. -
Focusing on past successes.
- Making learning meaningful. Modify your instructional
methods.
7 American Academy of Pediatrics, Committee on Psycho-

social Aspects of Child and Family Health. Guidance for effective
discipline. American Academy of Pediatrics. Committee on Psy-
chosocial Aspects of Child and Family Health [published correction
appears in Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4,
pt 1):723–728.

Required Task 2: Checklist
What practices should be done by teachers to build good relationships with learners? Put a check (/) next to the statements that
reflects good practice and an “X” mark if otherwise.
Statements Answers Feedback
1. Interacting respectfully and sensitively

are only important to elementary school
learners.
2. Treating the learners kindly and

respectfully in the classroom is enough
to bolster academic achievement.
3. Taking no notice of relationships during

the teaching and learning process.
4. Awareness of explicit and implicit

messages given to learners is
important.
5. Modelling behavior to learners,

whether intentional or unintentional,
is important.

Key Topic 2: Maintaining Trust and
Fairness in the classroom
Some of the characteristics that learners appreciate in a

teacher and their co-learners, and should form a core part of
monitoring our own behaviors, are:8
Fairness Learners see this as the most Openness Learners need to relate to their
important trait of teachers. It teacher. The teacher needs to
means being fair in activities such explain clearly his or her feelings
as making assignments, settling and the circumstance that caused
disputes, giving help, and choosing the feelings.
learners to be assistants or to
participate in special activities. Active Listening This means being attentive and
responding when a learner speaks.
You need to show that you have
heard the learner and to give
Humor The ability to respond lightheartedly him or her a chance to correct a
to learners. misunderstanding or interpretation.
You might try re-stating what has
been said or a use of body
language to show empathy.
Respect This involves showing regard for the
rights and feelings of learners. These characteristics may model to learners how they
would also interact with each other. This would enhance
learner-to-learner relationships.
Courtesy This is another sign of respect.
8 Lawrenz, Frances & Huffman, Douglas & Gravely, Amy.

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

List down the routines you set for your classroom both as an adviser and a subject teacher and ask a colleague to share his/
her own rules he/she has in his/her own class.
My Classroom Routine as an My Routines I Set as a Subject- The Routines my Colleagues Set

Adviser Teacher in Class
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.

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, _______________________________, a newly hired teacher, do solemnly swear
to abide by the following tasks on promoting trust and fairness to my learners:
a. ___________________________________________________________
___________________________________________________________
b. ___________________________________________________________
___________________________________________________________
c. ___________________________________________________________
___________________________________________________________
______________________________________________
(Signature over Printed Name)

Required Task 5: Agree or Disagree
Read each statement and identify if you agree or disagree with it. Share your thoughts on the next column.
Statements Answer
1. We should tell our learners how we expect everyone to

behave in class (our learners and ourselves) and discuss
these expectations regularly.
2. We must inform our school’s administrators, other

teachers, and parents about our classroom rules, so
they can help to monitor them and to avoid conflicting
expectations.
3. The rules we develop with our learners must be applied

consistently with no favoritism.
4. We must constantly be aware of what is going on in and

outside of our classrooms, and our monitoring must be
subtle and preventative.
5. We cannot get angry or lose self-control, but be role

models for good behavior, and follow the rules.
6. When discipline is necessary, it focuses on the learner’s

behavior, not the learner. The learner’s dignity
is maintained.
7. We need to encourage learners to monitor their own

behavior, such as by keeping diaries. They also need to
monitor each other’s behavior with respect.
8. In teaching, we should not use ambiguous or vague

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

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.

Congratulations! You’ve come to the end
of Teacher Induction Program Course
I: The DepEd Teacher. Please go to this
link for the summative assessment:
_____________________
Don’t forget to take a screenshot of your

score. It will be submitted to your mentor for
verification and recording purposes.
Once you’re done, kindly input your score

here: [Input your score here.]
Additional reminder: Compile your portfolio

output/s and make sure that your mentor
has checked your coursebook.

Glossary
Central Office The Governance Level that focuses on policy making, standards-setting, and
overall leadership of the department.
Class Adviser is a teacher assigned to manage a particular class throughout the school year.
Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective
basic education curriculum around which all other strands and offices provide
support.
DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout
the school year.
Discipline The practice of teaching or training a person to obey rules or a code of behavior
in both the short and long terms.
Elementary School The first part of the educational system that includes the first six years of
compulsory education after compulsory pre-school education called Kindergarten.
Junior High School The first part of the secondary level of education that covers four years from
Grades 7 to 10. This level is compulsory and free to all learners attending public
schools.
Learner Behavior This refers to the learner’s manner of conducting himself/herself involving action
and response to stimulation. It emphasizes the crucial link between the way in
which learners learn and their social knowledge and behavior.
Learning-Focused Environment This refers to a classroom atmosphere that encourages maximum learner
participation free from disruptions by unpleasant learners’ behavior.
Learning Center (LC) A physical space to house learning resources and facilities of a learning
program for out-of-school youth and adults. It is a venue for face-to-face
learning activities and other learning opportunities for community development
and improvement of the people’s quality of life.

Mandate an obligation enforced by law.
Mission a declaration of an organization’s core purpose and focus that is normally

unchanged over time.
Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level.
Positive and Non-Violent Discipline This involves constructive discipline through non-violent, respectful and
diplomatic means. It is a way of disciplining a learner or managing learner
behavior through dialogue and counseling. It avoids the use of punishment
such as spanking, verbal abuse and humiliation.
Punishment An action (penalty) that is imposed on a person for breaking a rule or showing
improper conduct.
Rationalization a move to transform the Executive Branch into a more effective and efficient
government that aims to focus government efforts on its vital functions and
channel government resources to these core public services and improve the
efficiency of government services, within affordable levels, and in the most
accountable manner.
School an educational institution, private and public, undertaking educational operation

with a specific age-group of pupils or learners pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or
a group of buildings in a particular physical or cyber site.
Strategic Direction a course of action that leads to the achievement of organizational goals.
Strategic Management The strand that enables the organization to focus on long-term directions and
interface with the internal and external environment and stakeholders.
Values are the principles the Department adheres to in pushing the programs into action.
Vision an aspirational description of what an organization would like to achieve or

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

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

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

Other Sources (Alphabetical Order by Author)
American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. Guidance for effective discipline.
American Academy of Pediatrics. Committee on Psychosocial Aspects of Child and Family Health [published correction appears in
Pediatrics. 1998;102(2, pt 1):433]. Pediatrics. 1998;101(4, pt 1):723–728.
Berman, G. and Dubinski, A. (2021). Managing Students’ During Remote or Hybrid Learning: Tips for teachers in an uncertain time. Child
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officialgazette.gov.ph/pbb/faqs/
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Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce
Senior Program Manager II Project Officer Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio Warren Quisada Angelo Uy
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Khristian Ross Pimentel
Gayle Malibiran
Josefino C. Pogoy, Jr. Jennifer F. Vivas
Chinita Tolentino

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist NEAP ICT Technical Support
Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental
National Capital Region

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

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Teacher

Intended Course Learning Outcomes

2. establish safe and secure learning environments through the

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

Module 2: Gearing up for the School Year

Module 3: Creating an Engaging Physical and Virtual Learning

Estimated Time Required: 8 hours

Module 1 – Becoming a DepEd Teacher

2. adopt practices that uphold the dignity of teaching

Session 2 - Vision, Mission, and Core Values

Session 3 - Strategic Directions

Session 4 – The Philippine Professional

Estimated Time required: 1 hour

• Scenario and case study analysis

• Pledge of Commitment (Portfolio Output)

4 The Teacher Induction Program - Course 1

Key Topics Very familiar Familiar Slightly familiar Not familiar

Guide for Mentors and Newly Hired Teachers 5

The DepEd’s Mandate

DepEd formulates, implements, and coordinates

Required Task 1: Reflection Questions

As a newly hired teacher in DepEd, what can you

6 The Teacher Induction Program - Course 1

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Course 1

Required Task 1: Application

Let’s see how you would apply the DepEd’s vision in

Guide for Mentors and Newly Hired Teachers 9

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

Teachers facilitate learning and constantly nurture every

Administrators and staff, as stewards of the institution,

Family, community, and other stakeholders are actively

Required Task 2: Application

10 The Teacher Induction Program - Course 1

As an example on how we can interpret these, the DepEd

The Baguio City Division Memorandum could be accessed

Guide for Mentors and Newly Hired Teachers 11

2. Respects sacred places

4. Demonstrates curiosity and willingness

1. Tells the truth

2. Returns borrowed things in good condition

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

6. Identifies personal biases

7. Recognizes and respects one’s feelings

12 The Teacher Induction Program - Course 1

2. Waits for one’s turn

3. Takes good care of borrowed things

4. Views mistakes as learning opportunities

6. Volunteers to assist others in times of need

7. Recognizes and respects people from different

2. Recognizes and accepts the contribution

3. Considers diverse views

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

2. Practices waste management

5. Keeps work area in order during and after work

6. Keeps one’s work neat and orderly

1. Identifies oneself as a Filipino