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Teacher • http://www.

Program
gbooksdownloader.

Induction
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(TIP)
CORE
COURSE
4
Translating the Curriculum into Classroom
Practice
in collaboration with

Philippine National
Research Center for Teacher
Quality
Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.

Statements Answers Feedback


1. Learners relate better to concrete, tangible examples and Learners can understand better to those things which is
experiences than to abstract conceptual models. realistic and not only based on the book or theories.
TRUE
2. Action learning is based on the premise that learners will learn from It’s easy to make a conclusion if the situation or action is
their mistakes and/or learn from one another. from their own mistake.
3. Contextualization is a degree of localization. TRUE Localization is a degree of contextualization.
4. When you incorporate activities that are related to the actual situation FALSE Indigenization is the process by which indigenous ways of
in the community and you utilize materials that knowing, doing and relating are incorporated into
are available in the locality of the school, you are already educational, organizational, cultural and social structured.
indigenizing. TRUE
5. Contextualization is one of the main features of the K to It is the educational process to make the competencies
12 Curriculum. relevant, meaningful and useful to all learners.
TRUE
6. DepEd mission highlights that the curriculum shall be flexible DepEd mission; To protect and promote the right of every
enough to enable and allow schools to localize, indigenize, and enhance Filipino to quality, equitable, culture-based, and complete
the curriculum based on their respective educational and social basic education.
contexts. TRUE
7. Contextualization is also one of the provisions in Republic Act 10533 The principle of localization and contextualization is not
or the Enhanced Basic Education Act of 2013. new to DepEd teachers for it is already embedded in our
TRUE mission.
8. Zone of Proximal Development (ZPD) is the gap between what is known The zone of proximal development is the distance between
and what is being learned. what a learner is capable of doing unsupported, and what
TRUE they can do supported.
9. Contextual learning should be an integrated learning process of problem- It should be integrated so that the learner will be motivated
solving learning and work-based learning to encourage and stimulate a to answer essay question with deep analysis to the situation
higher-level thinking. TRUE given.
10. Situational learning is based on the premise that learning Students learn by making connections to their prior
requires action and action requires learning. TRUE knowledge. It involves students in cooperative activities
where they are challenged to use their critical-thinking.
Key Topic 1: Legal Bases of Contextualization

Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that the
examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the

Guide for Mentors and Newly Hired 5


Teachers
lessons relevant to the learners and easy to understand. Students
acquire in-depth knowledge, skills, values, and attitudes through Read and understand the following clipped legal documents.
continuity and consistency across all levels and subjects. Take note of the provisions of each legal basis. Share your
Discussions on issues such as Disaster Risk Reduction (DRR), understanding with your colleagues and mentor teacher.
Climate Change Adaptation, and Information and
Communication Technology (ICT) are included in the enhanced
Required Task 2: Think-Pair-Share
curriculum.
Using the legal bases supporting the practice of contextualized
There are legal documents that you need to be knowledgeable teaching, write down the phrases and clauses referring to
about to fully understand contextualization. contextualization. Discuss them with your co-newly hired
teacher/s or mentor. Use the template below.
1. The 1987 Philippine Constitution particularly Article XIV
Section 14 resonates with contextualization.
2. The Republic Act 10533 or the Enhanced Basic
Education Act of 2013 has a provision on
contextualization.
3. The Department of Education’s Mission statement which
highlights contextualization.
The K to 12 curriculum framework underscores the
significance of context in implementing the curriculum. This
will later on transcend to the teaching and learning delivery.
Through contextualization, you relate the curriculum to
particular settings, situations or areas of application to make
competencies relevant, meaningful and useful to the learners.
When you incorporate activities that are related to the actual
situation in the community and you use materials that are
available in the locality of the school, you are already
contextualizing. There are different degrees in contextualization
– localization and indigenization. You will learn more about this
in the next session.

6 The Teacher Induction Program - Core


Course 4
Statements/phrases Insights during
Legal Basis Feedback from the mentor
highlighting Contextualization the Sharing
1. Article XIV Section 14 Culture- based – The State shall It is nice and great opportunity to
foster the preservation, enrichment, Big help to the Filipino’s/families having low all Filipino’s. Having free
1987 Philippine Constitution and dynamic evolution of a Filipino income or salary. education is a great privileged that
national culture based on the we can share and impart to all.
principle of unity in diversity in a
climate of free artistic and
intellectual expression.

2. Republic Act 10533 The curriculum shall be The learners have a chance to enhance their -I agree …They can easily
contextualized and global skills and knowledge by providing a understand the lesson if we
Enhanced Basic Education contextualized and global learning. By providing contextualized the curriculum.
Act of 2013 a localized materials and activities they easily They can compare to their own
The curriculum shall be flexible relate to their own or other experiences. experience or even to the other
experiences.
Indeed, so that the learner can show their abilities -Curriculum must be flexible so
Based on their respective educational and on how to react into the situation. that it can provides the space for
social contexts students to bring to light their
curiosity and no question goes
Everyone has the right to have education. Since unanswered.
this is free education we must enlighten - According to Section 14 all is
everybody to go to school and learn.. free, education is free.. So
whatever races that we have, what
ever group we raised up all are
equal. Do not look from the
learners background.
3. DepEd’s Mission Culture-based In order to have a quality education and to yes, we always think that here in
promote the right of every Filipino’s our learning our country we have different
are base in culture. We always prioritized the culture and we need to respect
Family, community and other different culture that we have in our country. each other beliefs.
stakeholders are actively
engaged To have better education community, family and if this happen, not only learners
other stakeholders are giving 100% support to the received quality education also the
school so that we will give also a quality teacher will be motivated to teach
education to the learners. amore quality learnings.

Guide for Mentors and Newly Hired 7


Teachers
Required Task 1: Scenario Analysis
In reference to the theories presented, identify and explain the theory reflected in each of the following classroom
practices.
Complete the task together with your mentor and/or colleagues.

Scenario Answer Feedback of Mentor Insights Gained


Mario, a kindergarten pupil, is learning how to read and write. C Mario was taught through
He knows the alphabet letters, but cannot read or write words yet. No active learning by Teacher
matter how much guidance was given, he could never read on his own. Roselle wherein learning
With Teacher Roselle’s help, Mario can now read and write short words like
“at,” “boy” and “dog”. requires action so that he
would be able to read and
a. Connection Theory write.
b. Constructivist Theory
c. Active learning

In a carpentry class, Teacher Bryan provided this activity: “You have been It explains that in
hired as a carpenter to help renovate a family room. The Constructivis contextualized learning ,
contractor asked you to submit a cost estimate for the base molding t Theory Teacher Bryans’ carpentry
(baseboard) around the room. You will need to include the following in your
estimate: class would connect the new
information learned and
i. the type of wood and style of olding you will use organize it with their prior
ii. the number of pieces and what lengths will be purchased knowledge to make sense of
the new knowledge.
iii. the cost per foot
iv. the total cost of molding needed for the family room
In determining the cost, you will need to measure the room and make a
scale drawing of the floor plan showing fireplaces, doors, and
other objects that may affect the lengths of the base molding
you choose to install.
It is all about helping learners
a. Connection Theory
A making connections between
b. Constructivist Theory the content they are learning
c. Active learning and the context in which they
will be used.

Guide for Mentors and Newly Hired 9


Teachers
Scenario Answer Feedback of Insights Gained
Mentor
In the Chemistry class of Teacher Paul, he showed a candle. He explained C Learning by doing.
the composition and function of the candle. Later on, he asked the
learners how the flame is produced and how the candle works.
He encouraged the learners to discover for themselves how the candle
works. They do this first by making simple observations, from
which they later build ideas and hypotheses which they then go on to
test. At the end, the learners successfully understand the components of
combustion, an important chemistry topic.
a. Connection Theory
b. Constructivist Theory
c. Active learning

Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners. You need to
relate the topic or lesson to your learners. In this case, you are teaching contextually.

10 The Teacher Induction Program - Core


Course 4
of the learners’ community. Indigenization involves the When you use either of the two you are already contextualizing.
enhancement of the curriculum framework, curriculum design, When you localize, you use information and materials in your
and learning standards of subject areas, guided by the learner’s community but when you indigenize, you enhance
standards and principles adhered to by the national curriculum. competencies in the curriculum, the resources, and the teaching
learning processes so that they suit the context of the learners’
community.
Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.
Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the community such as Localization Localization
two given numbers one jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3 wheels Teacher Rommel used the
Indigenization materials in the learners’
community so that his
students can easily
understand the lesson.
Teacher Mary Ann presented the lesson by mentioning community activities or cultural Localization Indigenization
practices that inherently use the concept of ratio like bringing sacks of rice to markets Teacher Mary Ann presented
using carabao (one carabao to the number of sacks) Indigenization the lesson with the used of
socio-cultural context of the
learner’s community.
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the villages of the Localization Indigenization
short story learners and asked for stories of origin depicting their culture The teacher enhance the
Indigenization teaching learning process by
asking the learners to
gathered information about
the origin of their culture.
Teacher Hanadee presented the elements of a short story using a local legend “Ang Localization Localization
Alamat ni Daragang Magayon” The teacher presented the
Indigenization lesson with the story of their
community wherein the
learners can able to relate
their ideas about the story.
Identify star patterns Teacher Ailyn mentioned the community’s name for prominent stars while Localization Localization, Teacher
that can be seen at retaining the use of the Greek constellations provided the community
particular times of the Indigenization information and materials.
year Teacher Lester discussed the community’s own calendar of star patterns and its Localization Indigenization, because the
background before discussing the Greek constellations teacher discussed the
Indigenization community’s own calendar of
stars pattern.
Guide for Mentors and Newly Hired 13
Teachers
Required Task 1: Tell whether the following situations illustrate Localization or
Indigenization.
Situations Answer Feedback
1. The barangay will be having its annual fiesta. INDIGENIZATION Teacher Marilou used socio-cultural
Teacher Marilou requested her students in TLE to create a context on her lesson. The students
business plan using the concepts discussed. The business can able to relate to the activities
plan is a requirement for the learners to be allowed to because they are familiar with the
participate in the bazaar on the day of the fiesta. traditional activity in the community.
2. “Inutak” is a native delicacy of the people of Taguig and LOCALIZATION Teacher Arnel used localization
Pateros. The dish is a reflection of the early customs of because he applied the local products
the local inhabitants of Taguig and Pateros. Teacher Arnel and delicacy in their community.
together with his students in Araling Panlipunan will
conduct a research on this. He instructed his students to
interview some prominent native residents of the area and
ask questions about the relationship of culture and the dish.
3. In the ICT class of Teacher Rodel, after discussing video INDIGENIZATION Indigenization because he enhance
and animation, he instructed his students to produce an the learning process of the learners by
online advertisement using the famous local products using the resources of the community.
and delicacies in their place.

4. Teacher Diane is teaching in a provincial school. In her INDIGENIZATION Teacher Diane let her students share
English Class, one of the activities was the reading of the their traditional customs. She let her
short story “How My Brother Leon Brought Home a Wife” students express their individual
As a priming activity, she asked the learners to share tradition in the community.
their traditional customs.
5. After learning the elements of a play, the class is tasked to LOCALIZATION The teacher enhance competencies in
perform a stage play for the upcoming fiesta. The the curriculum, the resources, and the
story of the play revolves around a local hero during teaching learning processes so that they
World War II named Jose Ozamis. suit the context of the learners’
community.

14 The Teacher Induction Program - Core


Course 4
Required Task 2: Reflection
Create your #Commitment that manifests the significance of contextualization to you as a teacher, for your learners, and to
the
community. Write it down in the hearts below and discuss your answers with a co-newly hired teacher or mentor.

Contextualization is defined as
Contextualized instruction, as
employing the items of the Contextualization, the act of
it suggests, refers to teaching
language in a meaningful and placing events in a proper
students the content in a
relevant context. This helps the context, allows teachers to
context, i.e., embedding the
learners to acquire new skills weave a rich, dynamic portrait
concepts in meaningful
and knowledge. It also develops of a historical period for their
activities and in a scenario that
their abilities and attitudes. students.
makes sense to the students to
Learners should be motivated to
enhance their understanding
learn and to take part in the
and to make the concepts more
learning process.
relatable.

Guide for Mentors and Newly Hired 15


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

Statement Answer Feedback


1. Teachers can use the REACT Strategy in localizing REACT strategy can be used in relating content of the
the lesson.
TRUE lesson to local information and materials in the learners’
community.
2. When learners take what they have learned and Transferring happens when learners apply their learnings in
apply it to new situations and context, the transferring the new situation.
stage happens. TRUE
3. Experiencing happens when learners solve problems as When learners are involved in solving problem as a team
a team to reinforce knowledge and develop to develop collaborative skills, that is cooperating.
collaborative skills. TRUE Experiencing happens when learners discover new
knowledge through hands-on activities.
4. Understanding real-world connections to In REACT, relating the concepts of the real world to
course content increases student engagement lesson context helps learners to actively engage to
which often leads to increased persistence and
successful transitions.
TRUE learning, retaining, and applying information which links to
more successful transitions.
5. For learning to happen, the teacher allows the One of the indicators that learning happens is that
learners to discover meaningful relationships
between concrete ideas and real-world
TRUE learners establish connections between what they learn
and how that knowledge can be applied.
application.

18 The Teacher Induction Program - Core


Course 4
Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master Teacher to Teacher Romano
in his Science Class. Then answer the questions that follow with your colleagues and mentor.

Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.

He mentioned that for today’s class he will be using the REACT Strategy.

For this topic, his anticipated learning outcome is that the students will be able to describe the process and outcomes
of photosynthesis and variables affecting it and relate the concepts of photosynthesis to other biological systems.

During his class, he showed different leaves that have fallen inside the school premises. He mentioned that the leaves
have changed pigmentation and chlorophyll production stopped. He further introduced the topic by defining the following
terms: pigmentation, chlorophyll, carotenes and other vocabularies.

The students performed an activity: Cover one leaf on a green plant with gauze, foil, or clear plastic wrap; Note the
effects (The lab results should be discussed as a class and be followed by an explanation of the chemical processes
involved; thriving vs. non-thriving plant characteristics and variables, etc.)

After the activity the teacher said “Assume you are a greenhouse technician. You are having trouble with plant vitality.
Applying what you know about photosynthesis, troubleshoot the problem. Research and propose adjustments of shade
(light intensity variable), light duration, watering, fertilizer application, temperature, humidity and ventilation to remedy the
problem. Is the problem really due to a disturbance in photosynthesis or is there some other probable cause?” He then
assigned specific problems—leaf yellowing, leaf dropping, wilt, brown spots, etc. to each student pair. Students will work in
pairs to complete lab research activity and internet research activity. The pair will create and submit a lab journal together
but each student will be responsible for writing his/her own research report.

The teacher mentioned that since it is a biology class rather than a botany or soil science, he will require the students to
do a deeper exploration of chemical and environmental processes. As an additional activity, he asked the students to
compare animal nutrition and associated organelles.

The class ended with a short recall quiz.

Guide for Mentors and Newly Hired 19


Teachers
Now challenge your understanding by answering these questions together with your colleagues and mentor.

Discussion Questions Answers Feedback


Did Teacher Romano utilize contextualization? YES Contextualization in sociolinguistics refers to
the use of language to signal relevant aspects of
an interaction or communicative situation. This
may include clues to who is talking, their
relationship, where the conversation is
occurring, and much more.
What degree of contextualization is presented in EXPERIENCING Learning in the context of exploration,
the sample lesson? discovery, and invention –is the heart of
contextual learning.
Which part in Teacher Romano’s lesson showed the The students performed an activity: Cover one Learning in the context of exploration,
REACT Strategy? Outline the portions that leaf on a green plant with gauze, foil, or clear discovery, and invention –is the heart of
demonstrated the REACT strategy. plastic wrap; Note the effects (The lab results contextual learning.
should be discussed as a class and be followed
by an explanation of the chemical processes
involved; thriving vs. non-thriving plant
characteristics and variables, etc.)
Was the anticipated learning outcome realized YES Students will work in pairs to complete lab
through the REACT Strategy? research activity and internet research activity.
The pair will create and submit a lab journal
together but each student will be responsible
for writing his/her own research report. He will
require the students to do a deeper exploration
of chemical and environmental processes. As
an additional activity, he asked the students to
compare animal nutrition and associated
organelles.

As a teacher, can you replicate any lesson or YES RELATING - Learning in the context of life
topic using the REACT Strategy? How? experience, or relating, is the kind of contextual
learning that typically occurs with very young
children.
The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers establish a teaching-
learning environment where problem-based and work-based approaches work. The strategy allows learners to retain the knowledge and
information of the lesson. Learners establish connections between what they learn and how that knowledge can be used. The strategy
increases the motivation of the learners to a higher level (CORD, 2016).
20 The Teacher Induction Program - Core
Course 4
Required Task 3
You were assigned to teach in a community with learners from an indigenous group. Think of a topic that you will be discussing and
Write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive, culture-responsive and relevant education for
your learners.. Use the template below. Be ready for a discussion with your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency Oral Language

1. What kind of discussion or activity might help learners in RELATING to the concept? Give Directions

2. What kind of activity would enable learners to EXPERIENCE the concept? Express their feelings about
others ideas

3. How can learners be shown the way that concept is applied, or they can APPLY it Ask simple questions
themselves in a way that simulates an industry situation or other real-life problem-solving
scenario?

4. How will the experience be set up so that learners have the opportunity to interact and Seek Help
COOPERATE in one another’s learning?

5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new and Interact with others
unfamiliar situations? - initiate a conversation
- engage in a dialogue
- share information and

Guide for Mentors and Newly Hired 21


Teachers
Required Task No. 1: Scenario Analysis Questions:
Analyze the scenario below and answer the following 1. Why did Ms. Ramos talk to the Barangay Captain?
questions.

Scenario 1:
Nowadays, students use the internet when they
Bucao Integrated School adopts a blended learning modality. are researching, and also use online libraries to
Miss Lanie Ramos’s Grade 1 class is composed of 30 pupils.
Every Monday and Wednesday, Group A, which is composed
do their assignments as well. Therefore,
of 15 pupils, comes to school for face to face class with her; technological gadgets are very helpful for
while Group B stays at home and does online learning, and vice students to improve their learning skills. The
versa during Tuesdays and Thursdays. During parents’ orientation results show that the positive effects of the
on the new modality of learning, she found out that 6 of her gadgets can help students find information on
pupils do not have any gadget at home.
the subject and make it easier to complete their
On her way home one afternoon, she happened to pass by the assignments. Also, using gadgets or modern
Barangay Hall. She saw that no one was using one of the technology can improve their quality of work.
computers in the hall. She thought of borrowing it during online
classes for the six learners without gadgets. She went to their Gadgets simplify your life and save precious
School Head and asked if she could coordinate with the time and money. They are accommodating if
Barangay and ask to use the spare computers. The School Head
used properly. Excessive use of devices can
let her arrange a meeting with the Barangay Captain as a
representative of the school and asked if it would be possible to increase your dependency on them. Always be in
borrow the computer for their online classes. The barangay control of yourself when using entertainment and
captain invited Mrs. Alma Abela, a businesswoman, who also performance gadgets.
expressed her eagerness to help the school and their learners and
offered some of her computers to be donated to the Barangay.
Gadgets help to fulfill merely every academic
Ms. Ramos thanked the Barangay Captain and Mrs. Abela for
their generosity. The next day, Ms. Ramos immediately told the assignment and very fast. Students receive
School Principal about it. The School Principal prepared a instant access to information sources that help to
Memorandum of Agreement with Mrs. Abela which was passed complete their tasks. Such speed and
to The Schools Superintendent for approval. Ms. Ramos called productivity greatly motivate them. Students
the parents of the six pupils and they were very grateful for Ms. become active participants in the learning
Ramos’ initiative.
process and can improve all kinds of learning
skills.

Guide for Mentors and Newly Hired 29


Teachers
2. What was the Memorandum of Agreement the 3. If you were Ms. Ramos, would you do the same?
School Principal made for? Why?

Memorandum of Agreement (MOA): An Yes of course, Through the many


MOA is a document written between hours of instruction and interaction,
parties to cooperatively work together on teachers help students acquire
an agreed upon project or meet an agreed academic knowledge and skills.
upon objective. The purpose of an MOA is However, teachers also prepare
to have a written formal understanding of children for later functioning in
the agreement between parties. society by teaching students to
successfully navigate in the social
She went to their School Head and asked if world, both in and outside of the
she could coordinate with the Barangay school.
and ask to use the spare computers. The
School Head let her arrange a meeting Digital technologies can shift the
with the Barangay Captain as a traditional role of teacher and student
representative of the school and asked if it both within and outside the classroom.
would be possible to borrow the computer Teachers can use digital technologies
for their online classes. to connect people with each other and
to new information, ideas, and
perspectives. Students have access to
mass information and many
perspectives.

30 The Teacher Induction Program - Core


Course 4
4. What will you do to show appreciation and gratitude to Required Task No. 2: Action Plan (Portfolio
them? Output)

As a teacher, I will teach my student to


recognize and appreciate little and big This activity will be submitted to your
help to us by saying: mentor as an output of the Course.
I am grateful for your support. Organize and compile this activity
I appreciate you. into a Portfolio.
I appreciate your taking the time.
I value the insights and guidance you
provide.
I wanted to thank you as soon as The school is organizing classes through different modalities to
possible. respond to the inability to conduct face-to-face classes due to a
national health crisis. Your students, who came from low-
I truly appreciate the confidence you income families do not have the means to participate in
showed in me. classes that require gadgets and technologies. While checking
I appreciate what you did. your learners’ Learner Enrolment and Survey Form (LESF), you
Thank you for thinking of me. found out that most of your learners’ parents are incapable of
providing academic guidance that affects the learners’
Thank you for your time today. performance in class.
I value and respect your opinion.
I am so thankful for what you did. Given this situation, you decided to prepare an Action Plan to
identify problems and provide solutions. You also decided to
I wanted to take the time to thank you.
involve the community with the help of the parents as well as
I really appreciate your help. Thank other stakeholders.
you.
Your kind words warmed my heart.

Guide for Mentors and Newly Hired 31


Teachers
I. Identify Problems:
Before you make the Action Plan, you need to identify the root cause of the problems. Identify these problems and accomplish
the table in a LAC Session with your mentor. You may also refer to the existing action plans from the school to accomplish the
tasks.

Observable Problems: Reasons: Resources: Action: Action:


What are the problems What might be the reason? What resources do you What can you do as What can your school
that hinder the learning have in your school their teacher? do to face the
process during this time community that you can challenge?
of pandemic? utilize in easing out the Are there any efforts
identified problems in your school is doing to
your school community? ease the problem?

-The Covid-19 -Loss and bereavement -Provides some advice -Treat online classes -First, try to accept the
pandemic left -Challenging for managing difficult like you would in- reality of the situation.
students/learners experiences at home. feelings. person classes. -Explicitly
struggling. Students -Inequalities -Cruse bereavement -Participate communicate
faced financial -Uncertainty care -Re-watch strategically expectations, routines,
challenges, that put -Transitions -Facility(classroom) -As teachers/ school procedures and
their education in -Friendship and -Unconventional sites leaders, you will be consequences.
jeopardy, had new bullying safer at home -Teaching and learning likely be aware of the -Be clear and concise in
living arrangements resources (textbooks, complex and traumatic reasoning.
that made learning novel, film,/ experiences that your -Build in time to get to
difficult and often lack multimedia and pupils may be dealing know each other better.
the resources necessary lectures) with as a result of the -Combine learning
to even log onto online pandemic. modalities and give
class. kids voice in your class.

32 The Teacher Induction Program - Core


Course 4
II. Make an Action Plan
The identified problems can be solved by planning before execution. Continue this activity by filling out the table
below.
Action steps: Responsible Personnel Time frame Potential barriers
What tasks should be done? Who are the people to perform When should the tasks What hinders the
the tasks? be accomplished? accomplishment of these tasks?

Development of
Differentiate School staff It will grade-level
instruction for participates in All accomplished appropriate learning
students based on Kinds of Minds before end of the about learning
the All Kinds of training program Quarter. lessons for students
Minds approach to and
Development and
teaching ongoing study,
delivery of parent
and learning focusing initially
program, focusing
> Members of the on curriculum
initially on
school community mapping team
families involved in
(educators, members at each
the tiers of Response
students, parents) grade level.
to Intervention.
make decisions
about
student learning
based on an
understanding of
learning variation

Guide for Mentors and Newly Hired 33


Teachers
Required Task 1
Write TRUE if the statement is correct and FALSE if not.
Statement Answer Feedback
1. The wider school community can be a source of learning. TRUE It is a fact that having schools in good conditions is decisive for students to achieve
the expected academic results
2. Batas Pambansa Blg. 232 is also known as An Act TRUE
Providing for the Establishment and Maintenance of an It is the policy of the State to established and maintain a complete, adequate and
Integrated System of Education. integrated system of education relevant to the goals of national development. Toward
this end, the government shall ensure, within the context of a free and democratic
system, maximum contribution of the educational system to the attainment of the
following national developmental goals:
3. The community is required to provide the needs of the TRUE Schools reflect community needs, both social and educational. Essentially, schools
school. exist to enable learning and teaching to take place, which does not happen in a
vacuum. Relationships with parents and the broader community are central to the
effectiveness of schools
4. The School Governing Council (SGC) is accountable to the TRUE It provides basic information on how to organize and operationalize School
learning of the students in the school. Governing Councils (SGCs) which are child-centered and focused on the learner’s
performance. The experiences of schools with functional school councils are utilized
to assist schools.
5. Frequent communication with the learners’ parents/ TRUE The parents and the community shall be encouraged for active involvement in the
guardians contributes to a healthy school-community relationship. education of the child. The participation and coordination between and among
schools, the local school boards, the Parent Teachers Associations (PTAs)
6. A farmer or fisherman in the community is considered TRUE Fisheries and aquaculture are productive activities that form part of a wider and more
an Internal Stakeholder of the school. complex economic supply chain; various types of figures from the different segments
and areas of the supply chain should therefore be taken into consideration
7. The school alone can provide for the life-long learning FALSE School needs Community and other entity to help improve learning conditions of
skills the learners need. learners
8. During Family Day, teachers get the chance to know the parents/ TRUE Most parents are doing all they can, in enormously difficult circumstances, to
guardians and some of the members of the family of the minimize and mitigate the significant disruption to learning caused by school closures.
learner. As this document makes clear, the greatest success stories have come from where
parents and teachers have found ways to work together on behalf of children and
young people. And we hope that this document inspires even more teachers and
parents to collaborate and work together to ensure that children keep learning during
the current pandem
9. Having open and healthy communication between TRUE Parents and guardians play an essential role in elementary school learning, but
the teacher and the learners’ parents/ guardians has effectively reaching them can be an ongoing challenge for even veteran elementary
nothing to do with the academic nor in the social school teachers.
behavior of the learner.
10. An established linkage between the teachers/ school and the TRUE Family-school-community partnerships are a shared responsibility and reciprocal
community can help in the development of the learner. process whereby schools and other community agencies and organizations engage
families in meaningful and culturally appropriate ways, and families take initiative to
actively support their children’s development and learning. Schools and community
organizations also make efforts to listen to parents, support them, and ensure that they
have the tools to be active partners in their children’s school experience 37

Guide for Mentors and Newly Hired


Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding Principles 1. As an adviser of one of the classes in Grade 1, what
of the School Governing Council from the Manual on School should you do to gain the trust and confidence of
Governing Council and other relevant documents that can help the parents and the community? Limit your answer to
you analyze the scenario such as the Magna Carta for Public 200 words (maximum)
School Teachers, etc. After reading, analyze the scenario below
and answer the questions given: It’s important that teachers understand the dynamic of varying family
structures before deciding how to approach a situation with parents.
Family structures are markedly different than they were even a decade
ago. In this economy, parents may be working two jobs or vigilantly
Scenario 1 looking for jobs, they may be going to school and work, they may be
You are a newly-hired teacher following the retirement of single parents or raising their children with help from other family
Teacher Glenda, a teacher who devoted her life to teaching Grade members.
1 in your present school. Teacher Glenda was always on time for Communicate in more ways than one. Draw upon the knowledge and
strengths of individual families to communicate in a relevant way. For
her class and as soon as she arrives in school, she prepares all her
example, find out the best way to contact the parent. Millennial parents
learning materials and sees to it that the entire classroom and
respond better and more quickly to email and text messages, not to letters
surroundings are clean before the learners arrive. In the sent home or phone calls.
afternoon, she always makes sure that learners who needed Develop trust. It may sound redundant but constant communication is the
remediation were attended to. She often lets those who can key to building that trust. If you tell the parent that you’ll reach out to
hardly read to stay so she can teach them to read. them, make sure to follow through and reach out when you say you will.
Parents will react negatively if you say you’re going to call, text or email
Every parent in the community wants his/her child to be taught and you do not.
by Teacher Glenda. Upon learning that she has already retired, Focus on the child’s education. Again, all families are different and will
you heard most of the Grade 1 parents talk about transferring react differently to feedback about their child. Remember that the child’s
education should always be the priority. So, keep conversations focused
their children to another school.
on the child’s academic progress and not on anything else.
Invite a third party. Sometimes a conversation between two people may
benefit from a different perspective, so invite another teacher to a parent-
teacher conference or a scheduled meeting with the parent. Allow the
teacher to add to your or the parent’s perspective. Also, don’t be afraid to
ask the parent to bring his or her spouse, another care-giving adult or
someone with pertinent information or insight.
Continue communication. Routinely keep in touch with the parent, even if
things are going well. It can play an important role in helping maintain
that trust and help the child continue to do better in school.

Finally, make sure to express appreciation as progress is made. A good


way to promote a continuing relationship with the parent is to say “thank-
you” with their preferred way of communication. The most important
thing to remember in building this relationship is that you share something
38 The Teacher Induction Program - Core important in common -you both want the very best for your student and
Course 4 their child.
2. Who are the persons in the school community that 3. In what ways can you better communicate with the
you can tap to help you establish a good parents?
relationship with parents?
Effective communication builds understanding and
When used by educators, the term school community trust. When you and parents. Understand and trust
typically refers to the various individuals, groups, each other, you’ll all be better able to work together
businesses, and institutions that are invested in the to support children’s wellbeing and development.
welfare and vitality of a public school and its
community, the neighborhoods and municipalities This is why effective communication is key to
served by the school. establishing and maintaining positive partnerships
In many contexts, the term encompasses the school with parents
administrators, teachers, and staff members who work For professionals working with parents a positive
in a school; the students who attend the school and partnership means sharing knowledge and
their parents and families and local residents and experience to understand a child’s situation, and it
organizations that have a stake in the school’s can lead to developing plans together to support the
success, such as school-board members, city officials, child.
and elected representatives businesses, organizations,
and cultural institutions; and related organizations and Not only must parents be available to and listen to
groups such as parent-teacher associations, “booster their children for effective communication to take
clubs,” charitable foundations, and volunteer school- place; they must also be willing to share their own
improvement committees (to name just a few). In thoughts and feelings with their children. Parents
other settings, however, educators may use the term can teach their children many things, for example,
when referring, more specifically, to the sense of morals and values, by expressing their thoughts and
“community” experienced by those working, feelings.
teaching, and learning in a school, the administrators,
faculty, staff, and students. In this case, educators Make parents feel valuable. Great parent-teacher
may also be actively working to improve the culture communication, especially in elementary school,
of a school, strengthen relationships between teachers starts with making parents feel valuable.
and students, and foster feelings of inclusion, caring, Acknowledge involvement. Parents are not required
shared purpose, and collective investment. to participate in their child's education.
Ask questions (and listen!).
Don't make assumptions.

Guide for Mentors and Newly Hired 39


Teachers
Required Task 2: Complete the table
At the beginning of the school year, the Department of Education implements the Brigada Eskwela. As a teacher, how can you involve
the school community and the school’s stakeholders on this initiative of the Department? Identify appropriate
approaches/activities/tasks/strategies you can use to involve the community. The first row is done for you.
Community Involvement Goal Activities/Tasks/Strategies
Level
Inform To provide the community with balanced, objective Example:
information to assist them in understanding the problem,
alternatives and solution. Conduct information drives on certain community issues
or advocacies

Infer To obtain community feedback on analysis, The goal of a consulting process is to “obtain public
alternatives, and decisions. feedback on analysis, alternatives, and/or decisions.” In a
consulting process, participants contribute their
viewpoints, opinions, or preferences, and leaders then use
this information to inform their decisions.
Involve To work with the community throughout the process to Public participation goal: To work directly with the public
ensure that their concerns and aspirations are consistently throughout the process to ensure that public concerns and
understood. aspirations are consistently understood and considered.

Integrate To partner with the community in each aspect of the The ability to work collaboratively with others is
decision. becoming an essential component of contemporary school
reform. This article reviews current trends in school
To synergize the effort from all the stakeholders to reform that embody collaborative principles and also
reach the goals draws on the literature to provide a theoretical overview
of collaboration itself
(to solve school problems)

Empower (INVEST) To provide shared leadership of community-led projects There are many ways to lead a group, an organization, a
with final decision-making at the community level. movement, a school district, or even a government.
History buffs can point to all kinds of leadership styles
and practices that have worked—and even more that have
fallen flat.
In today’s connected and complex world, leadership styles
of the past aren’t as effective, and may even be more
harmful than helpful. To help employees, citizens, and
stakeholders navigate faster and more nuanced
environments, leaders must be able to work
collaboratively and, in some cases, “lead from behind.”
Guide for Mentors and Newly Hired 41
Teachers
Key Topic: Role of Parents? (K • A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of
Melhuish, S., E. Sammons, P. Siraj- issues and solutions related to the overall school
Blatchford, & B. Taggart (2004)) program and ensure that parents cooperate fully in the
effective implementation of the program (DepEd Order
Concepts: 54, s. 2009).
• Research shows that parents who get involved in the • At the end of every School Year, it is essential to give
learning process of their children lead to an improved recognition to parents who actively share their time,
learning outcome. talent, and finances in your class. Recognize the
• Parental Engagement is the sharing of responsibility of parents who fully supported their children may it be
both parents and teachers to meet the educational needs academically or in co-curricular activities.
of the children.
Required Task 1:
• A healthy relationship with frequent communication Writing
between the teacher and the parents benefits both.
Teachers learn about the learners’ characters and The following are some common school situations. Write the
attitudes through their parents and teachers get to strategy that you think will best suit the situation to be able to
understand their behavior. In the same way, parents learn create a good relationship with the parents/guardians and the
from the teachers how his/her child behaves in school wider school community. Limit your response to 100 words for
and what support they could give to the child to each situation.
improve his/her learning outcome.
• Having parents who are involved in the educative
process is essential in the education of the learners.
Teachers find it easy to check learner’s homework
and evaluate the development of the learners. Having
parents who are involved in the school can help in
addressing the learners’ needs.
• The more the parents are involved in the school
activities of the learners, the more the parents feel that
they are welcome and trusted. In return, the school
receives more support from them through volunteerism,
funding for school projects, active PTA organization
and support/involvement in school activities.

44 The Teacher Induction Program - Core


Course 4
1. Claire is always absent and you never receive an 2. Your lesson for tomorrow is about different
excuse letter from her parents/guardians. professions/jobs. You want your learners to meet
professionals and those working in the community. In
planning the lesson, you wanted to prioritize the safety
and maximize the learning experience at the same
As a teacher, I will call the attention time. You thought about conducting a field trip but
of his parent Claire, asking what are it will be very costly and will require rigorous planning
the reason why she is absent without to make sure that the activity will be safe. What is an
alternative way to conduct this activity?
prior notice. Asking if she will not
come to class she is responsible to
write or send an excuse letter for the As a teacher, the best idea that the student
class. Here are the practices that I use will do is to portray their profession or
to engage students who miss class. career they want to be in the near future
Keep a catch-up binder. Empower and show it to the class by explaining why
their friends to support. you choose this career. Professional
Keep a class blog or online portal. education educates the new generation of
Schedule one-on-one time. professionals, expanding the frontiers of
Incorporate characters with diverse knowledge and reaching out in service to
abilities and health statuses into society. Professional education is
curricula. Reach out, Partner up. increasingly being called upon to play a
significant role in the administration of
new programs within continuing and new
structures. Reading and Research. The
internet is packed with information on
career options. Job Shadowing. Hands-on
experience is often the best way to
determine if you'd be good at a job or not.

Guide for Mentors and Newly Hired 45


Teachers
3. Mrs. Cruz, a parent, went to your class confronting you 4. The general PTA meeting is fast approaching and you
because her daughter told her that you moved the need to ensure at least 90 percent attendance of parents.
child’s seat away from her friends to make her How are you going to invite the parents to ensure their
concentrate on your lessons. Your actions were attendance and participation?
triggered by her non submission of assignment and
throwing a crumpled paper at you. How will you
explain your side to Mrs. Cruz?
Make parents feel welcome and appreciated.
Greet parents as they enter the meeting room and
sign in. Thank them for being there at the
As a teacher, I will talk calmy to Mrs. Cruz by beginning of the meeting and again at the end of
explaining what happened or reason why her the meeting. Remind them that the PTA is there
daughter moved to another place. Saying to her to help them not just to raise money or ask them
that it is not a punishment but it is way of not to give their time for the school. Deliver a warm
tolerating her behavior. Giving her the time and invitation to all of your students' parents and/or
space to do the right way. guardians by email and paper to set a welcoming
tone. Schedule a “hook” activity prior to the
conference that will encourage parents to attend,
be engaged, and even look forward to the event.

46 The Teacher Induction Program - Core


Course 4
Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.

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

Guide for Mentors and Newly Hired 47


Teachers
Congratulations!
You’ve come to the end of this course.

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.

Guide for Mentors and Newly Hired 53


Teachers

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