Teacher Induction • http://www.

Program (TIP)
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CORE COURSE
Translating the Curriculum into Classroom
Practice
in collaboration with
4
Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts

Introduction

W
ELCOME TO COURSE 4 of the
Teacher Induction Program. This
course will guide you towards building
relationships with the wider school
community to facilitate its involvement in the
learning process. It will help you better
understand the school community’s
context and contextualize the
teaching and learning practices. This course
will also guide you to comply with the policies
and procedures to foster harmonious
relationships
with learners, parents, and stakeholders.
Intended Course Learning Outcomes

1. Build relationships with parents/guardians and the wider school

community to engage them in the educative process (6.2.2)
2. Maintain learning environments that are responsive to learners’
needs based on the wider school community contexts (6.1.2)
3. Comply with and implement school policies and procedures to foster
harmonious relationships with learners, parents, and other
stakeholders (6.4.2)
4. Plan and deliver teaching strategies that are responsive to the needs of
learners in difficult circumstances (3.4.2)
5. Adapt and use culturally appropriate teaching strategies to address
the needs of learners from specific community contexts, including
learners from indigenous groups (3.5.2)

Course Outline:

Module 1: Building Relationships with the Wider School Community

Module 2: Teaching with the Context in Mind

Estimated time required: 4 hours

Portfolio Output: Action Plan (Module 1, Session 1)

Module 1 – Teaching with the Context in Mind

Intended Module Learning Outcomes: Required Resources

At the end of the module, you should be able to: • DepEd Order No. 43 s. 2013 on Implementing
1. plan and deliver contextualized/localized/ Rules and Regulations (IRR) of Republic No.
indigenized teaching strategies that are 10533
responsive to the needs of learners under • DepEd Order 32, s. 2015 on Indigenous
difficult circumstances; and Peoples Education Curriculum Framework
2. adapt and use culturally appropriate teaching • DepEd Order no. 42 s. 2017 on National
strategies to address the needs of learners from Adoption and Implementation of the Philippine
specific community contexts, including learners Professional Standards for Teachers (PPST).
from indigenous groups, through contextualization,
localization, and/or indigenization.

Module Outline Session 1 – Theoretical and Legal Anchors

of Contextualization
Session 1: Legal Anchors of
Contextualization Session 2: Teaching
Contextually
Session 3: The REACT Strategy

Estimated Time Required: 2 hours

Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments
4 The Teacher Induction Program - Core Course 4
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 TRUE
and experiences than to abstract conceptual
models.
2. Action learning is based on the premise that learners will TRUE
learn from their mistakes and/or learn from one
another.
3. Contextualization is a degree of localization. TRUE

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

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 Teachers 5
lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal
attitudes through continuity and consistency across all documents. Take note of the provisions of each legal
levels and subjects. Discussions on issues such as basis. Share your understanding with your colleagues
Disaster Risk Reduction (DRR), Climate Change and mentor teacher.
Adaptation, and Information and Communication
Technology (ICT) are included in the enhanced
curriculum.
Required Task 2: Think-Pair-Share
Using the legal bases supporting the practice of
There are legal documents that you need to be contextualized teaching, write down the phrases and
knowledgeable about to fully understand clauses referring to contextualization. Discuss them with
contextualization. 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 the
Legal Basis Feedback from the mentor
highlighting Contextualization Sharing
1. Article XIV Section 14 Culture- based – The State shall It seeks to develop among Filipinos a greater It is the grounding of instruction
foster the preservation, enrichment, awareness,understanding and appreciation of and student learning in these ways
1987 Philippine Constitution arts,history ,and heritage towards the evolution of including values, norms,
and dynamic evolution of a Filipino
consciousness that will improve the quality of our knowledge, beliefs, practices,
national culture based on the life. experiences, and language that are
principle of unity in diversity in a foundation of culture
climate of free artistic and
intellectual expression.

2. Republic Act 10533 The curriculum shall be contextualized develop contextualized curriculums that fit the The development and evolution of
and global needs of the time and place and people that they these global goals for education
Enhanced Basic Education are serving. have given rise to the global
Act of 2013 curriculum, which aims to
“promote a worldwide curriculum,
The curriculum shall be flexible unifying criteria, identification,
and respect of regional uniqueness.

Based on their respective educational and

social contexts
3. DepEd’s Mission Culture-based Family, community, and other stakeholders are Family, community and other
actively engaged and share responsibility for stakeholders has also a big role or
developing life-long learners. a part in attaining schools’ mission
and vision in promoting equity and
Family, community and other improved basic quality education.
stakeholders are actively engaged

Guide for Mentors and Newly Hired Teachers 7

Key Topic 2: Contextualization in the K to and Whisler (2007, p.54-58) noted that the
12 Curriculum ideal connection process would be three-fold.
Learners review what they already know
Did you know? related to the new concept; they learn about
and practice the new concept; and they tie what
For more than a century, educators and research
they have learned to a real-life scenario.
practitioners have been discussing the role of experience
in education. That discussion still remains a part of John 2. Constructivist Theory - Contextual teaching
Dewey’s work of the early 20th century. Although helps to promote authentic learning and
experience and context are closely related terms, the increases learners’ success by allowing them to
relationship between them provides some guidance on make connections as they construct new
how each can be used to inform an understanding of the knowledge.
other. This session will help you embrace contextualization In contextualized learning, learners use the
for successful teaching. Knowing the K to 12 curriculum new information they have learned and
standards allows the teachers to make their teaching organize and combine it with information they
contextualized. Prior to the start of the school year, already have so that it makes sense to them.
unpacking of competencies helps the teachers to identify Learners are active constructors of
lessons and topics to be contextualized for better knowledge.
learning outcomes.
3. Active Learning Theory - Chickering and
Contextual Teaching and Learning (CTL) incorporates Gamson, as cited in Hudson and Whisler, (2007,
several existing theories and it is based on sound p. 54-58) emphasized that contextual learning
pedagogical practices. In their article, Contextual should be an integrated learning process of
Teaching and Learning for Practitioners, Hudson and problem-based learning and work-based learning
Whisler (2007) explain three theories that form the basis to encourage and stimulate a higher-level
of CTL. These three underlying theories support thinking. Active learning, or learning by doing as it
Contextualized Teaching Learning that will help the is also called, divides active learning in three
teachers make sound pedagogical practices. categories:
1. Connection Theory - Contextual teaching is all a. Action learning is based on the
about helping learners make connections premise that learning requires action
between the content they are learning and the and action requires learning.
context in which it will be used. Learners must
first be made aware of how the work they are b. Situational learning because learning
doing, depends on the skills that they already knowledge and skill are taught in the
have. Vygotsky, as cited in Hudson et.al., (2007, context of how it will be used in real-
p. 54-58) refers to this as the “gap between what world situations.
is known and what is being learned, the Zone of c. Incidental learning is based on the
Proximal Development (ZPD).” Learners draw premise that learners will learn from their
from previous experiences to give new meaning mistakes and/or learn from one another.
to what they are learning. Hudson
8 The Teacher Induction Program - Core Course 4
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. A. When we say connection Because Mario is already know the
He knows the alphabet letters, but cannot read or write words Connection theory it is relatively new alphabet letter which means he has
yet. No matter how much guidance was given, he could Theory learning that suggest already knowledge and have the
never read on his own. With Teacher Roselle’s help, Mario students should combine guidance of her teacher he can
can now read and write short words like “at,” “boy” and thoughts and general now read and write.
“dog”. information in a useful
manner.
a. Connection Theory

b. Constructivist Theory

c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You c. ACTIVE When we say active Teacher Bryan gave some problem
have been hired as a carpenter to help renovate a family LEARNING learning, it emphasized that -based learning like
room. The contextual learning should Estimate the type of wood . what
contractor asked you to submit a cost estimate for the base be an integrated learning lengths will be purchased the cost
molding (baseboard) around the room. You will need to include the process of problem-based per foot , the total cost of molding
following in your estimate: learning and work-based needed for the family room In
learning to encourage and determining the cost, measure the
i. the type of wood and style of olding you will use stimulate a higher-level room and make a scale drawing of
thinking. the floor plan showing fireplaces,
ii. the number of pieces and what lengths will be doors, and other objects .
purchased

iii. the cost per foot

iv. the total cost of molding needed for the family room

In determining the cost, you will need to measure the room

and make a scale drawing of the floor plan showing
fireplaces, doors, and other objects that may affect the
lengths of the base molding you choose to install.
a. Connection Theory

b. Constructivist Theory

c. Active learning
Guide for Mentors and Newly Hired Teachers 9
 Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. B.constructivis When we say Teacher paul becomes the
He explained the composition and function of the candle. t theory constructivism, it is the facilitator of the class and the
Later on, he asked the learners how the flame is produced theory that says learners learners encourage to interact
and how the candle works. He encouraged the learners to construct knowledge rather exchange of views and ideas and
discover for themselves how the candle works. They do this first than just passively take in construct meaning and knowledge.
by making simple observations, from which they later build information. At the end, the learners
ideas and hypotheses which they then go on to test. At the successfully understand the
end, the learners successfully understand the components of components of combustion
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

Summary

• Contextualization is reflected in the following legal

documents:
o Article XIV Section 14 of the 1987
Philippine Constitution
o Republic Act 10533 or the Enhanced
Basic Education Act of 2013
o DepEd’s Mission
• Contextualization is a major curriculum thrust of
the K to 12 Curriculum.
• Contextualized Teaching and Learning (CTL)
is anchored in these theories:
o Connection Theory
o Constructivist Theory
o Active Learning Theory
• The convergence of learning theories
suggests similar methods for more effective
teaching and learning.

Guide for Mentors and Newly Hired Teachers11

Session 2 – Teaching Contextually 2. Learning occurs when learners process new
information in such a way that makes sense to
Key Topic 1: Teaching Contextually them in their own frame of reference.
3. The mind naturally seeks meaning in context, in
As a newly-hired teacher, can you incorporate relation to a person’s environment, doing so by
contextualization in your teaching? Is it easy for you to searching for relationships that make sense and
think of activities that learners can easily relate with? Can appear useful.
you exert more effort in understanding the biographical-
historical, and cultural background of your learners and How to Contextualize?
the school community? Can you go beyond your Contextualization is the process of matching the
limitations for the learners to appreciate the lessons curriculum content and instructional strategies relevant to
more? Read the following key concepts on learners. (Deped Order no. 35, s. 2016) It happens when
contextualization. a teacher encourages design of learning environments
that use multiple teaching modalities and incorporate
Are you teaching contextually? different forms of learning experiences. You allow
learners to discover meaningful relationships between
Is there a best way to teach so that all learners can abstract ideas and real- world applications. Students are
remember and utilize all information? How can a teacher exposed to discovery learning, reinforcement and
discuss the topic effectively? How can a teacher teach modelling, and problem solving. While teaching is
contextually? These are the questions that confront progressing, you as a teacher provide ongoing feedback
teachers every day to ensure learning is happening that promotes further learner interaction with the content.
according to the contexts of the learners. Teachers serve This will enable the learners to be engaged and
a diverse student population. This means that it is motivated to do well in the class.
important for the teachers to understand the context of
their learners and what life experiences they bring in the The degree of contextualization may be described and
teaching-learning process. Students’ learning styles, their distinguished into Localization and Indigenization.
background information and the different theories on
learning will help teachers to communicate properly with Localization refers to the process of relating learning
learners and eventually build their trust. content specified in the curriculum to local information
and materials in the learners’ community. Localization
Contextualized teaching is highlighted in an online article happens when a learning content is taught using the
in Center for Occupational Research and Development local information and local materials. A teacher starts the
(CORD) (2016) and recognizes the following: lesson by using the examples in the locality and making
instructional materials from the local materials are just
1. Learning is a complex, multi-faceted process that ways on how to localize. Indigenization refers to the
goes beyond drill-oriented, stimulus-and-response process of enhancing the curriculum competencies,
methodologies education resources, and teaching-learning processes in
relation to the bio-geographical, historical, and socio-
cultural context
12 The Teacher Induction Program - Core Course 4
of the learners’ community. Indigenization involves the
enhancement of the curriculum framework, curriculum When you use either of the two you are already
design, and learning standards of subject areas, guided contextualizing. When you localize, you use information
by the standards and principles adhered to by the and materials in your learner’s community but when you
national curriculum. indigenize, you enhance 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 Localization The use of the jeep, 4
two given numbers the community such as one jeep, 4 wheels; one kariton, 2 wheels, kariton, 2 wheels,
Indigenization tricycle and 3 wheels as an
wheels, one tricycle, 3 wheels
observable example of ratio
is Localization because
Teacher Rommel prioritized
things that are present in
their community and pupils
are familiar with it because
they see it in the community.

Teacher Mary Ann presented the lesson by mentioning community Localization Teacher Mary Ann focus on
activities or cultural practices that inherently use the concept of the socio-cultural
Indigenization community activities and
ratio like bringing sacks of rice to markets using carabao (one
cultural practices as an
carabao to the number of sacks) example.
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Localization Indigenization because
short story villages of the learners and asked for stories of origin depicting their teacher melody wants her
Indigenization learners to research about
culture
the history of their place.

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

Guide for Mentors and Newly Hired Teachers13

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

Situations Answer Feedback

1. The barangay will be having its annual fiesta. Teacher LOCALIZATION The business plan activity given by the
Marilou requested her students in TLE to create a business plan teachers is a good idea to present local
using the concepts discussed. The business plan is a products in their community through bazaar
requirement for the learners to be allowed to participate in the on the day of the fiesta.
bazaar on the day of the fiesta.

2. “Inutak” is a native delicacy of the people of Taguig and INDIGENIZATION This focus on the Historical and socio-cultural
Pateros. The dish is a reflection of the early customs of the local aspects of the lesson.
inhabitants of Taguig and Pateros. Teacher Arnel 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 and LOCALIZATION The teacher uses the local materials as an
animation, he instructed his students to produce an online activity
advertisement using the famous local products and delicacies
in their place.

4. Teacher Diane is teaching in a provincial school. In her INDIGENIZATION sharing traditional customs is an example of
English Class, one of the activities was the reading of the short indigenization.
story “How My Brother Leon Brought Home a Wife” As a
priming activity, she asked the learners to share their
traditional customs.
5. After learning the elements of a play, the class is tasked to LOCALIZATION The stage play will use local materials that are
perform a stage play for the upcoming fiesta. The story of the present in the community to portray the local
play revolves around a local hero during World War II named hero.
Jose Ozamis.

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.

AS A TEACHER:
On the best of my ability, I will help my students to relate educational tasks with their knowledge
and everyday curricular contextualization facilitates the linking theory and practice.

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

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

Guide for Mentors and Newly Hired Teachers15

 Summary

• Contextualized teaching empowers teachers

to make learning meaningful for the learners.
• Contextualization has two degrees
namely localization and indigenization.
• Localization refers to the process of relating
learning content specified in the curriculum
to local information and materials in the
learners’ community.
• Localization happens when a teacher
incorporates the following in the learning
content:
o local information
o local materials
• Indigenization refers to the process of
enhancing the curriculum competencies,
education resources, and teaching-learning
processes in relation to the following:
o bio-geographical;
o historical; and
o socio-cultural context of the learners’
community
• Indigenization enhances the curriculum
framework, curriculum design, and
learning standards of subject areas,
guided by the standards and principles
adhered to by the national curriculum.

16 The Teacher Induction Program - Core Course 4

Session 3 – REACT Strategy
Key Topic1: The REACT Strategy

The Center for Occupational Research and Development information. Teachers use REACT strategies to ensure
(CORD) advocates a constructivist approach to teaching active participation of the learners. Teachers guide the
that incorporates five essential learner engagement learners to observe and record data, to communicate
strategies- the REACT strategy. REACT stands for Relating, effectively, to build new skills and to finish the learning
Experiencing, Applying, Cooperating, and Transferring. activity individually and as a group. The detailed
The strategy allows the learners to learn, retain, and explanation of the strategy is presented below.
apply

Learning in the context of life experience, or relating, is the kind of contextual learning that
typically occurs with very young children. With adult learners, however, providing this meaningful
Relating context for learning becomes more difficult. The curriculum that attempts to place learning in the
context of life experiences must, first, call the student’s attention to everyday sights, events, and
conditions. It must then relate those everyday situations to new information to be absorbed or
a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual
learning. However, motivated or tuned-in learners may become as a result of other instructional
strategies such as video, narrative, or text-based activities, these remain relatively passive forms of
Experiencing learning. Learning appears to “take” far more quickly when learners are able to manipulate
equipment and materials and to do other forms of active research.

Concepts and information in a useful context often project students into an imagined future (a
possible career) or into an unfamiliar location (a workplace). This happens most commonly
Applying through text, video, labs, and activities, and these contextual learning experiences are often
followed up with firsthand experiences such as plan tours, mentoring arrangements, and
internships.
Learning in the context of sharing, responding, and communicating with other learners, is a
Cooperating primary instructional strategy in contextual teaching. The experience of cooperating not only helps the
majority of students learn the material, it also is consistent with the real-world focus of
contextual teaching.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student
Transferring has already learned. Such an approach is similar to relating. Students develop confidence in their
problem- solving abilities if we make a point of building new learning experiences on what they
already know.
Guide for Mentors and Newly Hired Teachers17
 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 Teachers use REACT strategies to ensure active
localizing the lesson. TRUE participation of the learners.
2. When learners take what they have learned Learning in the context of prior knowledge, also known as
and apply it to new situations and context, the TRUE transferring, makes use of and expands on what the learner
transferring stage happens. has already acquired.
3. Experiencing happens when learners solve Contextual learning is defined as learning in the context of
problems as a team to reinforce knowledge and exploration, discovery, and creation. Other teaching styles,
develop collaborative skills. TRUE however, may result in motivated or tuned-in learners.
4. Understanding real-world connections to course Teachers must use a real-life setting to educate so that
content increases student engagement which often TRUE students may apply what they've learned in class to their
leads to increased persistence and successful daily lives.
transitions.
5. For learning to happen, the teacher allows the If we enable our students to find and experience situations
learners to discover meaningful relationships between TRUE and tasks firsthand, there will be meaningful learning.
concrete ideas and real-world 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 Teachers19

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

Discussion Questions Answers Feedback

Did Teacher Romano utilize contextualization? YES Teacher Romano employs a sociolinguistic or
contextualization strategy in which language
(both spoken and physical language) is used to
convey important components of a
conversation.
What degree of contextualization is presented in LOCALIZATION Presenting local materials may encourage
the sample lesson? greater learning and make the content more
relevant to the students.
Which part in Teacher Romano’s lesson REACT methods can be used to ensure
showed the REACT Strategy? Outline the When the students perform the activity learners' active engagement and even to build a
portions that demonstrated the REACT suitable learning environment.
strategy.
Was the anticipated learning outcome realized The REACT approach ensures that students
through the REACT Strategy? YES participate actively in order to encourage
enjoyable and active learning.
As a teacher, can you replicate any lesson Yes, especially in sessions that involve direct REACT technique was more effective and
or topic using the REACT Strategy? experience to guarantee that the learners recommended for use in a class when the
How? understand the process or steps of a particular students needed direct experience.
topic.

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 Naisasagawa nang palagian ang pagtulong sa

pananatili ng kalinisan at kaayusan ng paligid
para sa mabuting kalusugan..

1. What kind of discussion or activity might help learners in RELATING to the To encourage active learning, provide a self-made
concept? story with a known name and location on the area.

2. What kind of activity would enable learners to EXPERIENCE the concept? Ask the students to act or respond to a real-life issue
that promotes the preservation of a safe and healthy
environment.
3. How can learners be shown the way that concept is applied, or they can The teacher may perform a role-playing session or
APPLY it themselves in a way that simulates an industry situation or other real-life narrate a tale in which the students take on the role of
problem-solving scenario? the character and experience the scenario firsthand.

4. How will the experience be set up so that learners have the opportunity to interact Provide a group activity that will support the lesson's
and purpose while also addressing the learners' various
COOPERATE in one another’s learning? learning styles and allowing them to engage
depending on their interests.
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to Encourage students to apply what they've learned in
new and unfamiliar situations? class to their homes and communities, and ask for
comments on how well their activities have worked
out.

Guide for Mentors and Newly Hired Teachers21

 Summary

• REACT Strategy is a constructivist approach to teaching that incorporates five essential learner engagement strategies:
º Relating: Relating links the concept to be learned with something the student already knows.
º Experiencing: Experiencing allows learners to discover new knowledge through hands-on activities.
º Applying: Applying relates learner’s knowledge to the real-world situation.
º Cooperating: Cooperating involves solving problems as a team to develop collaborative skills.
º Transferring: Transferring paves the way for application of learning in the new situation and contexts.

• 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 (CORD, 2016).

22 The Teacher Induction Program - Core Course 4

Module 2 – Building Relationships with the
Wider School Community

Intended Module Learning Outcomes

Required Tasks
At the end of this module you should be able to:
• Scenario analysis
• establish strong partnership with the wider school
community and involve them in the teaching- • Preparing an action plan (Portfolio Output)
learning process; • Formative assessments
• maintain learning environment that are responsive • LAC Session
to learners’ needs by engaging parents and the
wider school community in the educative process;
and
Required Resources
• comply with and implement school policies and
procedures to foster harmonious relationships • DepEd Order no. 42 s. 2017 on the National
with learners, parents, and other stakeholders. Adoption and Implementation of the Philippine
Professional Standards for Teachers.
Module Outline • Republic Act no. 232 on An Act Providing for the
Session 1: Community as a Resource in the Establishment and Maintenance of an Integrated
Teaching- Learning Process System of Education (year?)

Session 2: The School and Community • School Governing Council manual

Relationships
Session 3: Strengthening and Sustaining Good
Relationships with the Parents/ Guardians and
the Wider Community

Estimated Time required: 2 hours

Guide for Mentors and Newly Hired Teachers23
 Session 1 – Community as a Resource in the Teaching-Learning Process

Prior Knowledge Assessment

Identify the term being referred to in the following statements. Choose the letter of the correct answer from the box
below and write it on the space provided.

A. Action Plan D. School community

B. Partnership E. School Governing Council
C. Stakeholders F. Parent-Teacher Association (PTA)

Statement Answer Feedback

1. It is a school association composed of parents/guardians F. Parent-Teacher The PTA may act as a school's support
and teachers, which serves as support groups and partners Association (PTA) organization and partner in the students'
of the school for the welfare of the learners. welfare.

2. It is composed of government agencies, NGOs, C. Stakeholders Stakeholders can help the school
Alumni, Parents, retirees, and other sectors in the accomplish its aims and objectives by
community which give support to the school in the providing assistance.
achievement of its goals and objectives.

3. It refers to the sustainable governance structure that E. School Governing The School Governing Council is guided by
operates under the principle of shared accountability and Council the notion of shared accountability and
responsibility among school community stakeholders. responsibility among all stakeholders in the
school community.
4. It is a detailed list of the steps or tasks that you A. Action Plan Action Plan was a list of the stages or tasks
need to accomplish to attain the goals set. you'll need to do to meet your objectives.

5. It is a relationship between the school and the D. School community The school community strives for a single
community, organization, or individual who seeks a common goal: to contribute to the children's learning
goal, which is to contribute to the learning outcome of outcomes.
the children.

24 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers25
Key Topic 1: support adolescent and adult learners to become more
productive and more involved in their communities which
The School Community and the Teacher overall creates a positive impact on industry and the
society at large.
Bronfenbrenner (1994) said that there are numerous Some concepts you must be familiar with:
factors that affect child development. Among these
factors are the interaction of different social spaces that
the child is exposed to such as the home, school, and • School Community refers to the different
communities. Epstein (2011) contends that when the individuals, groups, businesses, and institutions
dimensions of social spaces and the ‘spheres of that invest in the well-being and vitality of the
influence’ overlap, development is further enhanced. As public school and its community — that is, the
a teacher, it is very important to facilitate the interaction neighborhoods and municipalities served by the
of the child and the school community. school.
According to the Australian Council for Educational • Wider School Community – refers to both
Research (2013), “When partnerships are well-planned, internal and external stakeholders.
sustainable, collaborative, and based on a mutual • Partnership refers to linkage or relationship
sharing of expertise, knowledge, resources and skills, established by DepEd with other organizations to
they are effective and are able to make an impact.” When implement projects or programs aligned with the
different stakeholders recognize each other’s K to 12 curriculum.
contributions and learnings and are able to collaborate to
create quality and relevant programs, partnership • A stakeholder is anyone concerned in the
outcomes improve. Schools and business and industry welfare and the progress of a school and its
groups derive mutual benefits by strengthening links with learners, including administrators, teachers, staff,
each other. Partnerships pave the way for opportunities learners, parents, other LGU Officials, and Non-
for learners, additional training resources for teachers, Government Organizations.
and a pool of well-trained workers for industry. Through • Adopt-A-School Program refers to a program
these partnerships, stakeholders and the community are where any qualified private individual, group,
able to: organization or institution offers to provide public
school assistance during a given period in a
particular area of its education program.
• Share knowledge and expertise with schools
• Offer learning opportunities to learners
• Provide industry and career mentoring to
learners
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help
26 The Teacher Induction Program - Core Course 4
Introductory task I or E:
Identify if internal or external stakeholder

Teachers: Internal stakeholder

Students: Internal stakeholder

LGUs: External stakeholder

NGOs: External stakeholder

Civil Society: External stakeholder

School administrator: Internal stakeholder

Guide for Mentors and Newly Hired Teachers27

 Name of School Community (School name and Barangay):Bato Elementary School, So. Bato, Sapang Bulak, DRT, Bulacan

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Remote

2. Topography Mountain

3. Available establishments School only

4. Tourist spots/parks Rivers and falls

5. Indigenous group/s (if applicable) Dumagat

6. Religion 7th Day Adventist, Iglesia ni Cristo

7. Celebration/feasts Araw ng Katutubo

8. Source of income Pagyayantok, Pagtatanim

9. Songs/folklores Katutubong Awitin

10. Local heroes

11. Learning Resource Centers/Learning Hub School

28 The Teacher Induction Program - Core Course 4

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

Scenario 1:
Bucao Integrated School adopts a blended learning
modality. Miss Lanie Ramos’s Grade 1 class is composed She wanted to know whether she could borrow the
of 30 pupils. Every Monday and Wednesday, Group A, Barangay's extra computer so that her six students
which is composed of 15 pupils, comes to school for face who don't have recourse gadget for their online
to face class with her; while Group B stays at home and class might use it for their studies.
does online learning, and vice versa during Tuesdays
and Thursdays. During parents’ orientation on the new
modality of learning, she found out that 6 of her pupils do
not have any gadget at home.

On her way home one afternoon, she happened to pass

by the Barangay Hall. She saw that no one was using
one of the computers in the hall. She thought of
borrowing it during online classes for the six learners
without gadgets. She went to their School Head and
asked if she could coordinate with the Barangay and ask
to use the spare computers. The School Head let her
arrange a meeting with the Barangay Captain as a
representative of the school and asked if it would be
possible to borrow the computer for their online classes.
The barangay captain invited Mrs. Alma Abela, a
businesswoman, who also expressed her eagerness to
help the school and their learners and offered some of
her computers to be donated to the Barangay. Ms.
Ramos thanked the Barangay Captain and Mrs. Abela for
their generosity. The next day, Ms. Ramos immediately
told the School Principal about it. The School Principal
prepared a Memorandum of Agreement with Mrs. Abela
which was passed to The Schools Superintendent for
approval. Ms. Ramos called the parents of the six pupils
and they were very grateful for Ms. Ramos’ initiative.
Guide for Mentors and Newly Hired Teachers29
 2. What was the Memorandum of Agreement
the School Principal made for?

The memorandum of agreement that the school 3. If you were Ms. Ramos, would you do the
3. principal made was an agreement between the same? Why?
school and Ms. Ramos that will be authorized by
the Superintendent in order for her to become an
official stakeholder in the school or a donor of the Yes, as stated in the scenario, Ms. Ramos has a
essential computers. wonderful heart and has always desired to assist
children with their education.
30 The Teacher Induction Program - Core Course 4
4. What will you do to show appreciation and
gratitude to them? Required Task No. 2: Action Plan (Portfolio Output)

As long as I am able, I will always open my door to

assist the unfortunate children and even supply
other required resources. This activity will be submitted to
your mentor as an output of the
Course. Organize and compile this
activity into a Portfolio.

The school is organizing classes through different

modalities to respond to the inability to conduct face-to-
face classes due to a national health crisis. Your
students, who came from low-income families do not
have the means to participate in classes that require
gadgets and technologies. While checking your learners’
Learner Enrolment and Survey Form (LESF), you found
out that most of your learners’ parents are incapable of
providing academic guidance that affects the learners’
performance in class.

Given this situation, you decided to prepare an Action

Plan to identify problems and provide solutions. You also
decided to involve the community with the help of the
parents as well as other stakeholders.

Guide for Mentors and Newly Hired Teachers31

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

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 be What hinders the accomplishment of
the tasks? accomplished? these tasks?
Maintain a positive Teachers and Principals as Year around The availability of
connection with government well as the learners’ parents. stakeholders and the funding
offices by coordinating with required for the search for
as many stakeholders as potential stakeholders to
feasible. satisfy school demands.

Guide for Mentors and Newly Hired Teachers33

 Summary

In this session, we learned the following concepts:

• It is important to know the profile of your school
community and the roles of teachers and other
stakeholders.
• There are different resources from the
community which can contribute to the facilitation
of learning. It is important to identify these
resources and involve the community in finding
solutions to problems concerning student
learning.
• As a teacher, it is helpful for you to formulate an
action plan to solve emerging problems in and
outside of your class. Involving the parents/
guardians and the wider school community are
important in the learning process.

34 The Teacher Induction Program - Core Course 4

Session 2: The School and Community • Batas Pambansa Blg. 232 Section 3, Chapter 2,
Relationships states that it is “the policy of the state to establish
and maintain a complete, adequate and
Key Topic 1: Laws and Existing Policies integrated system of education relevant to the
goals of national development”. The educational
system is expected to contribute to the following
Establishing good relationships with the school national development goals:
community bears rewarding results over time. As you 1. To achieve and maintain an accelerated
transition towards being a public-school teacher, teaching rate of economic development and social
will not only be your primary duty. Relating to your progress;
learners, co-teachers, colleagues, and the wider
community will be essential in creating a healthy 2. To ensure the maximum participation of all
environment both for you and your learners. In this part the people in the attainment and
of the module, you will learn more about existing policies enjoyment of the benefits of such growth;
that anchor to this concept. and
3. To achieve and strengthen national unity
Read the following laws and policies that you need to and consciousness and preserve,
know in alignment with establishing good relationships develop, and promote desirable cultural,
with your school community: moral and spiritual values in a changing
world.
• Republic Act 9155 or the “Governance of Basic
Education Act of 2001” Chapter 1 of Section 2,
provides the principles that guide the The State shall encourage local initiatives for improving
implementation of the act and the application of its the quality of basic education. The State shall ensure that
rules: the values, needs, and aspirations of a school community
are reflected in the program of education for the children,
º The parents and the community shall be out- of-school youth and adult learners. Schools and
encouraged for active involvement in the learning centers shall be empowered to make decisions
education of the child. The participation and on what is best for the learners they serve.” In school
coordination between and among schools, governance, stakeholders with harmonized perspectives
the local school boards, the Parent Teachers and experiences are crucial in improving the lives of
Associations (PTAs) must be maximized; and children, youth, families and the community. These
º Volunteerism from among all sectors shall groups of stakeholders may be formally represented in a
be emphasized and encouraged to ensure governance structure in the school system. In the SBM
sustainable growth and development in Framework and Standards adopted by the DepEd, these
education. School Governance structures are called School
Governing Councils (SGCs). They are composed of:
Guide for Mentors and Newly Hired Teachers35
 Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the school
head to work together towards continuously
º Parents of students/pupils and
improving student learning outcomes. SGCs provide
Parent associations
the opportunity and the environment to (DepEd-
º Teachers BESRA, 2009)
º Non-teaching and • Some of the activities that would involve the
º Teacher Associations in the school parents/ guardians and the community are
Brigada Eskwela, Family Day, Recognition Day,
Festival Celebrations, Clean-Up Drive, Career
External Stakeholders Guidance Day and many others.
º Various Government Agencies
º Non-Government Agencies
º Civic and Social Organizations
º Alumni
º Retirees
º Professionals
º Basic Sectors: Businesses, Fisherfolks,
Farmers, Indigenous People, Cultural Minority,
others

36 The Teacher Induction Program - Core Course 4

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

Guide for Mentors and Newly Hired Teachers37

 Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding 1. As an adviser of one of the classes in Grade 1,
Principles of the School Governing Council from the what should you do to gain the trust and
Manual on School Governing Council and other relevant confidence of the parents and the community?
documents that can help you analyze the scenario such Limit your answer to 200 words (maximum)
as the Magna Carta for Public School Teachers, etc.
After reading, analyze the scenario below and answer
the questions given: You may hold a meeting to promote the benefits
of having a positive relationship between the
school and the community. Allow them to
Scenario 1 perceive and understand the school's situation in
You are a newly-hired teacher following the retirement of order to provide a healthy learning experience for
Teacher Glenda, a teacher who devoted her life to the students. Showing care and treating them as if
teaching Grade 1 in your present school. Teacher Glenda they were your own child is an excellent way to
was always on time for her class and as soon as she acquire the trust of the parents and the
arrives in school, she prepares all her learning materials community.
and sees to it that the entire classroom and surroundings
are clean before the learners arrive. In the afternoon, she
always makes sure that learners who needed
remediation were attended to. She often lets those who
can hardly read to stay so she can teach them to read.

Every parent in the community wants his/her child to be

taught by Teacher Glenda. Upon learning that she has
already retired, you heard most of the Grade 1 parents
talk about transferring their children to another school.

38 The Teacher Induction Program - Core Course 4

2. Who are the persons in the school
community that you can tap to help you 3. In what ways can you better communicate with
establish a good relationship with parents? the parents?

Because most parents want the best for their

We might tap our students and seek our children, you can use this concern to gain their
administration for permission to organize a support and trust by simply demonstrating how
school activity that would benefit both teachers much you care for them. This will be beneficial
and parents, especially the students to maintain for all of you, particularly because it will help us
and develop a positive connection with parents to use appropriate teaching techniques, monitor
and the community. students' academic performance, and even
discipline students.

Guide for Mentors and Newly Hired Teachers39

Key Topic 2: The Community
Involvement Continuum
• Communication is the foundation of good
relationships. It is essential to involve your
learners’ parents and the community in the
learning process. Giving regular updates on their • Plan out the involvement of the community. The
child’s progress and involving parents in planning framework below is helpful in planning out how
learning interventions will build their confidence you can involve and empower the stakeholders:
and trust in you as a teacher.

• In the digital age, there are so many

communication platforms to choose from. It is
important to survey what is available and
accessible to the community. Most importantly,
you need to develop and sustain a
communication system where every stakeholder
can be informed and updated.
40 The Teacher Induction Program - Core Course 4
Required Task 2: Complete the table
At the beginning of the school year, the Department of Education implements the Brigada Eskwela. As a teacher, how
can you involve the school community and the school’s stakeholders on this initiative of the Department? Identify
appropriate approaches/activities/tasks/strategies you can use to involve the cOmmunity. The first row is done for you.

Community Involvement Level Goal Activities/Tasks/Strategies

Inform To provide the community with 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, Gather information about community issue
alternatives, and decisions. and put together to design an evaluation

Involve To work with the community throughout the Coordinate with the community and discuss
process to ensure that their concerns and about their concern.
aspirations are consistently understood.

Integrate To partner with the community in each aspect of To have school and community effort to
the decision. improve student and community learnings.
To synergize the effort from all the
stakeholders to reach the goals
(to solve school problems)
Empower (INVEST) To provide shared leadership of community-led projects Maintaining a positive relationship with the
with final decision-making at the community level. community, as well as initiating and
recommending a magnificent initiative for
the improvement of the school and the
learning process.

Guide for Mentors and Newly Hired Teachers41

Summary of Key Learning

• The School Governing Council (SGC) is

accountable to the school community for
improved learning outcomes (A Manual on
School Governing Council).
• School and community partnership are a tie
between schools and community resources.
• Communication is the foundation of good
relationships. Same with your learners’ parents
and the community, it is essential to involve them
in the learning process.
• Giving regular updates of their child’s progress
and involving parents in planning learning
interventions will build their trust and confidence
in you as a teacher. Frequent communication with
the learners’ parents/guardians contributes to a
healthy school- community relationship.
• There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5)
Empower.
42 The Teacher Induction Program - Core Course 4
Session 3 – Strengthening and Sustaining
Good Relationships with the School
Community
Preliminary Activity:
Reach out to your colleagues (preferably newly-hired
During your first month of teaching, were you able to get teachers) and share your thoughts with your co-teachers.
to know the parents of your learners? What were your Write down the ideas you got from them:
struggles and how did you overcome them?

During my first month of teaching I was able to get to know some of the parents of
my pupils.Some of my struggles was communication with other parents and lack of
participation of school activities. We all know that a good relationship between families and
schools is a top factor in positive students outcomes.But when families are hard to reach or
seem reluctant to participate ,building those relationships can be tough.I overcome those
struggles by offering the option or having meetings over the phone or via video
conferencing for those parents that are not able to attend the meeting.And let them know
that I want to work with them towards our shared goal of helping their child thrive.

Guide for Mentors and Newly Hired Teachers43

Key Topic: Role of Parents? (K • A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the
Melhuish, S., E. Sammons, P. Siraj- discussion of issues and solutions related to the
Blatchford, & B. Taggart (2004)) overall school program and ensure that parents
cooperate fully in the effective implementation of
Concepts: the program (DepEd Order 54, s. 2009).
• Research shows that parents who get involved • At the end of every School Year, it is essential to
in the learning process of their children lead to an give recognition to parents who actively share
improved learning outcome. their time, talent, and finances in your class.
• Parental Engagement is the sharing of Recognize the parents who fully supported their
responsibility of both parents and teachers to children may it be academically or in co-curricular
meet the educational needs of the children. activities.

• A healthy relationship with frequent Required Task 1: Writing

communication between the teacher and the
parents benefits both. Teachers learn about the
learners’ characters and attitudes through their The following are some common school situations. Write
parents and teachers get to understand their the strategy that you think will best suit the situation to be
behavior. In the same way, parents learn from the able to create a good relationship with the
teachers how his/her child behaves in school and parents/guardians and the wider school community. Limit
what support they could give to the child to your response to 100 words for 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 2…Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
an excuse letter from her parents/guardians. professionals and those working in the community. In planning the lesson, you wanted to prioritize
the safety and maximize the learning experience at the same time. You thought about conducting a
2. field trip but it will be very costly and will require rigorous planning to make sure that the activity will
When a student is chronically absent, contactingbe safe. What is an alternative way to conduct this activity?
parents is usually effective especially if you
emphasize how you've missed the student in class
and hope he or she is all right, rather than Field trips are often considered a key part of the
demanding to know the reason for the absence. It's school experience. Students often look back on
also helpful to have a conversation with the them as some of their favorite and most
student the next time they attend class, stressing memorable days of school. However, traditional
that you've noticed their absence, and you care field trips are not always feasible options. They
about them and their education. can be expensive, time-consuming to organize,
and quite stressful in action.
I always try to avoid asking a student why they've Perhaps your most simple and convenient option
been absent. In my experience, if they've been for a field trip alternative is to show your class
absent for a legitimate reason, they'll tell you. about documentary of different professions/job.
Other times, there are personal or family issues Movies have a very unique ability to transport our
they may prefer not to share. When a student with learners to other places, and documentaries in
a string of absences returns to class, it's important particular can be very educational and revealing
to welcome them back and help them get up to about a faraway place or topic. No matter the
speed on missing work. Giving your students a subject, you can find a documentary that your
hard time about poor attendance is students will be interested in.
counterproductive and doesn't make them want to
return to school in the future.

Guide for Mentors and Newly Hired Teachers45

 3. Mrs. Cruz, a parent, went to your class
confronting you because her daughter told her
that you moved the child’s seat away from her
friends to make her concentrate on your lessons.
Your actions were triggered by her non 4..The general PTA meeting is fast approaching
submission of assignment and throwing a and you need to ensure at least 90 percent
crumpled paper at you. How will you explain your attendance of parents. How are you going to invite
side to Mrs. Cruz? the parents to ensure their attendance and
participation?
Instantly thank the parent for bringing her concern To ensure their attendance and participation I will
to your attention. Apologize for both the problem send home personal letters to notify parents of
4. conference dates. Outline an agenda that will
and for causing parents’ concern. Take any steps
necessary to calm Mrs. Cruz and help her to relax. interest them and emphasize the importance of the
Discuss with Mrs. Cruz about misbehavior of her conference to their children's education. Schedule
child in a nice way and the reason why you move conferences for students who have siblings in the
her child away from her friends to make her same school first and coordinate conference times
concentrate on your lesson. Be careful the with the siblings' teachers. Do everything possible
language used when communicating with parents. to avoid scheduling siblings' conferences on
End your conversation by reiterating that you’re different days or at widely disparate times. Base
going to take care of the problem. the length of the conferences on the needs of the
students. If necessary, schedule two consecutive
periods with parents you suspect might require
more time. Send home personal invitations to the
conferences and ask parents to RSVP by a specific
date. Telephone parents who do not respond and
encourage them to attend. Send home reminders
one week before the conferences. Contact parents
who do not show up and try to reschedule.
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.

NO 1. Benedick, a Grade 1 pupil, never speaks YES in

3. Angelo always skips class every
class of Teacher Consuelo. Teacher afternoon. He never does his
Consuelo seeks for advice from assignments too. He is one of the
Benedick’s previous teachers. Contrary to struggling learners in Ms. Bada’s class.
what she knows, the teachers said that Since he has been acting this way for
Benedick was a talkative pupil. During the almost two weeks, Ms. Bada immediately
distribution of cards, she talked to the called his father, Mr. Cruz and set an
student’s mother and found out that after appointment. She told Mr. Cruz of
his father’s death, he got upset, which led Angelo’s behavior in school and he
to Benedick’s promised that he will be watchful of
Angelo.
disinterest in socialization. Teacher NO
Consuelo consulted Benedick’s condition 4. During the online class where Janna is
attending, she failed to understand the
with the School Guidance Counselor.
instructions of the teacher because of
NO 2. Mrs. Maureen De Cello was an alumna internet connection failure. Mrs. Manza,
of Bucao Integrated School and a mother her mother, sent a message to her
of a Kinder learner in the same school. teacher and asked for further discussion
She was impressed by the improvements about the instruction because Janna
made in the school and expressed her was not able to
willingness to contribute to the further get it correctly. Her teacher did not
improvement of respond to her.
the school. She asked the teacher of her YES
5. Mrs. Hugo sent three activity sheets to
daughter, of what else she can
contribute Lerio’s house through the Barangay
to the school. However, nothing came Health Worker (BHW) for her to answer.
into fruition. 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 Teachers47
Optional task: Summary
List down top 5 strategies to increase parental • Parents/guardians are the first teachers of
involvement in school and share it with your co-teachers. every child. Parents/guardians who involve
themselves in their children’s education tend to
develop a child who loves and enjoys learning.
1.Connect parents and schools
It is also the parents/guardians who can help
2.Create an organizational structure
the teachers in giving extra support to
3.consider parent’s time struggling learners.
4.Identify and support learning environment
5.Home visits and parent teacher conferences • Parents play a vital role in the educative
process of the child. They should be
supported, assisted and empowered to take
on responsibilities in the learning process.
• A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the
discussion of issues and their solutions related
to the overall school program and ensure that
parents cooperate fully in the effective
implementation of the program (DepEd Order
54, s. 2009).
• Research shows that parents who get
involved in the learning process of their
children lead to improved learning
outcomes.
• Parental Engagement is the sharing of
responsibility of both parents and teachers to
meet the educational needs of the children.
48 The Teacher Induction Program - Core Course 4
Glossary

Community A barangay where the school is located. However, it may also be expanded to refer to the
following; a.
adjacent barangays where a significant number of children enrolled in the school come from b.
Municipality/ City/Ancestral domain (DepEd Order No. 44 s. 2015). It is a shared attribute of the people
and/or the strength of the connections among them which led to continuous improvement.

Contextualization The educational process of relating the curriculum to a particular setting, situation or are of
application to make the competencies relevant, meaningful and useful to all learners

Contextual Teaching and Learning (CTL) An approach involving active learners in the learning process to discover the concepts learned through
to knowledge and experience of the learners.

External stakeholders Individuals or groups who have an interest in the product, but do not produce or consume it
directly. These groups are the parents, LGUs, NGOs, alumni, private organizations, and
companies.
Indigenization A process of enhancing curriculum competencies, education resources, and teaching-learning processes
in relation to the context of the learners’ community

Internal stakeholders Individuals or groups who directly produce and consume the product (education). These are the groups in
the school like teachers, pupils, and staff.

Localization The process of relating learning content specified in the curriculum to local information and materials in
the
learners’ community
Parent-Teacher Association An organization operating in a school both in elementary and in high school. It is composed of all
parents, enrolled students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel
(DO 54 s. 2009)
REACT Strategy The curricula and instruction based on contextual learning should be structured to encourage the
five
essential student engagement strategies: relating, experiencing, applying, cooperating, and transferring
Guide for Mentors and Newly Hired Teachers49
 Resources Supply of money, materials, staff, and other assets that can be drawn on by a person or organization in
order
to function effectively (Merriam Dictionary).
School Governing Council A sustainable governance structure in school to produce stable and effective leadership which
underpins achievement of the school’s objectives. It is composed of various gov’t agencies, non-
government agencies, students, civic and social organizations students organization, alumni, parents
of students, parents of alumni, parents association, retirees, professionals in the school, basic sectors
(business, fisherfolk, farmers, indigenous peoples, cultural minorities and others) ( DepEd SGC
Manual)
Stakeholder A person who has an interest or concern in the organization at hand. In terms of education, a
stakeholder is someone who has a vested interest in the success and welfare of a school or
education system. This includes all parties that are directly affected by the success or failure of an
educational system, as well as those indirectly affected. (Roundy, 2016).

Teaching-learning process Processes by which learners acquire the necessary competencies and skills for lifelong learning

Zone of Proximal Development (ZPD) The difference between what a learner can do without help and what he or she can do with help

50 The Teacher Induction Program - Core Course 4

References

Bronfenbrenner, U . (1994). Ecological models o f human development. I n T. Husen & T. N . Postlethwaite (Eds.),
International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford , UK : Pergamon.

Government of the Philippines, Department of Education. Basic Education Sector Reform Agenda (BESRA).
Manual on School Governing Council (2009). Pasig City.

Government of the Philippines, Department of Education. D.O no. 42 s. 2017 on the National Adoption and Implementation of
the Philippine Professional Standards for Teachers. Pasig City

Senate of the Philippines, Republic Act no. 232. An Act Providing for the Establishment and Maintenance of an
Integrated System of Education. 1982. Manila City

Government of the Philippines. Department of Education. http:/;m /www.deped.gov.ph 2015. Adopting the Indigenous
People Education Framework. DepEd Order No. 32, s. 2015. Manila.

Breaking Through: Contextualizing Toolkit. (2010). Literacy Information and Communication System. http://lincs.ed.gov/
professional-development/resource-collections/profile-233

Center for Occupational Research and Development, accessed June 15, 2020, https://www.cord.org/index.php.

“How We Teach.” Contextual Teaching and Learning Toolkit (2016). Accessed June 15, 2020.
http://cordonline.net/CTLtoolkit/ how-we-teach.php.

“Learning Theories.” Contextualized Teaching Strategies. Accessed June 15, 2020. http://contextualizedteachingstrategies.
weebly.com/learning-theories.html.
Curriculum Contextualization published September 9, 2016, retrieved from https://www.slideshare.net/rtipolo/contextualization-
presentation

Hudson,C.C.,& Whistler, V.R. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemics, Cybernetics
and Informatics, 6(4),54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf

Guide for Mentors and Newly Hired Teachers51

 Journal of Physics: Conference Series, Volume 895, Number 1, Published September 1, 2017, IOP Publishing Ltd.
retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012171#:~:text=The
%20Contextual%20 Teaching%20and%20Learning,and%20experience%20of%20the%20students.

Teaching and Learning in Adult Contexts. (2007). National Centre for the Study of Adult Learning and Literacy. http://www.
ncsall.net/fileadmin/resources/teach/jacobson/pdf

Sylva, K Melhuish, E, Sammons, P Siraj-Blatchford, I and Taggart, B (2004) Effective Pre-School Education. Final Report. DfES.
London: Institute of Education

“Inform, Consult, Involve, Collaborate, Empower. INTOSAI Journal.” INTOSAI Journal, April 29, 2019.
http://intosaijournal.org/ inform-consult-involve-collaborate-empower/.

“Community Engagement.” Edmonton Community Development Company, August 15, 2020.

https://edmontoncdc.org/ community-engagement/.

52 The Teacher Induction Program - Core Course 4

 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 Teachers53
 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, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross

Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers55

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa III Reggie Tuazon
Alma Belarmino Jeanrick Deuna Nuñez Gladys Uy
Rageene Vera Dueñas Maribel Perez Maria Lourie Victor
Nerio Benito Eseo Beverlyn Ramirez
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 Division of Cebu
Division of Batangas Occidental Division of Negros Oriental
Division of Antique
56 The Teacher Induction Program - Core Course 4