UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya St.,
EDSA, Caloocan City
COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 3: The Teacher in the Classroom and Community
WEEK: 4
SUB-TOPIC/S:
2.2. School and Community Relations
2.3. Linkages and Networking with Organizations

OVERVIEW OF THE TOPIC

The school and the community are the mainsprings of effective and powerful forces
that can create a wholesome climate for mutual gains and betterment. They can forge
a kind of partnership where both are willing to share information as well as
responsibilities to the best interest of the children while in school. Likewise, when dealing
with members of the community. Parents from the community are ready to offer much-
needed assistance in terms of resources while teachers are equally committed to
spend time, effort, and expertise in serving the school children. Ensuring strong alliance
is guaranteed to foster sound academic practices in the school, civic mindedness, and
public accountability in the community. A positive affiliation is an overwhelming bond
that all stakeholders are willing to be part of.

In recognition of the tremendous benefits that school and community residents stand
to experience and enjoy some teaming up will be suggested.

In this lesson, you will be able to become knowledgeable the importance of

involvement of teachers with other organizations as means to broaden and deepen
young people’s learning and to enable them to achieve success in wider context. This
work is carefully planned by school leaders to enhance school curriculum and develop
the perspectives of both students and teachers.

LEARNING OUTCOMES
Students are expected to establish effective community relationship by applying ethical
principles.
 LEARNING OBJECTIVES

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At the end of the lesson, students should be able to:
a. Describe the classroom and its relation to community.
b. Generate their point of views regarding the importance of community and school
relation.
c. Establish effective community relationship by applying ethical principles.

ENGAGE
Review of the previous lesson. Instruction: List ten (10) good practice of Classroom
Management.

Classroom Management
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EXPLORE
Instruction: Read the quotation and share their view and perspective towards
 it.

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EXPLAIN
I. School and Community Relations

A. The Teachers, Parents, and the Community

Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their children
associate with the classmates in school. Such inculcations are likewise beneficial when
they work and play with neighbors and the community at large.

Teachers in the schools continue to enrich the students’ experiences at home,

thus strengthening the valuable, personal traits and characteristics initially developed.
In the

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end, the contrived attention and efforts of both “custodians” are accorded
acknowledgement and recognition by members of the community.

The members of the community, in addition to the parents, include the local
government units, the non-government agencies, civic organizations and all the
residents. They are highly motivated to participate in the school activities and projects
that will likewise redound to the uplifting of the moral and quality of life in their own
locality.

1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed in
their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a. Ability to accomplish assignments.
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self-discipline

2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to
their home.
a. A calm and friendly face-to-face exchange of observations could straighten
some disturbing interactions ending with a promise of undertaking remediation in
both quarters.
b. Positive attitudes of kindheartedness and patience are developed through
modeling.
c. Regularity in attendance and doing daily assignments need strong motivation
and encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
e. Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them.
f. Extremes of behavior need detailed consideration of past experiences in school
and at home.

3. Values developed
 Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are:
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence

Students exhibiting exemplary traits must be given due recognition. Awards

conferred upon responsible and well-behaved students set examples that are
emulated.

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4. Interests
Special interest and innate talents noticed at a young age such as heightened
prosperity for music and drama, athletics and the arts must be attended to by sensitive
mentors and guardians in order to provide them with continued opportunities to attain
full realization of their natural gifts.

B. School and Community

The school is usually located at the center of the town or city. As such, it is
subjected to daily scrutiny by the members of their community. Seeing their students at
play or work, personnel busy with everyday tasks and teachers with the usual eyeful
watch, everyone passing by witnessing such would feel proud of their school. The
community would in turn show their gratitude and appreciation by keeping their
school’s
surroundings clean and comfortable for their children and by sharing resources
whenever needed.

1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/city officials are likewise ready to provide help not only in improving
the physical facilities of the school but also paying the salaries of teachers who
for the moment do not have teacher items. There are a number of
school-board-paid teachers in the country. During historic celebrations in both
places, participation by each is easily elicited with such positive and civic
consciousness activities enjoyed by the school and the community, a strong
feeling of togetherness becomes evident.

2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as
Parents Teachers and Community Associations) with the officers coming from both their
members. They undertake projects and activities aimed at promoting a harmonious
and enjoyable relationship among themselves. Regular meetings are conducted to
discuss activities that are intended to improve /assist conditions prevailing in both.
 A strong spirit of cooperation is exhibited as well as sharing of expertise and
material resources. Representations during town or school affairs create strong ties
among the members, thus helping hands are volunteered in times of needs.

The Brigada Eskwela is another example of collaboration among school, parents,

and community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership
of the school with the community. This is DepEd’s National School’s Maintenance Week
meant to help schools prepare for the opening of classes with the assistance of
education stakeholder by repairing and cleaning public schools nationwide. Brigada
Eskwela aims to revive the bayanihan spirit among Filipinos by engaging the
participation of education stakeholders in the community.

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With the implementation of School-Based Management (SBM) the School
Governing Council (SGC) per school has been organized. The School Governing
Council (SGC) is more than the PTA in the sense that the SGC shares in the task of
policy making in the school with the school head leading.

3. Public Safety, Beautification and Cleanliness

Peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measures deserved by all.
Beautification of the community through tree planting in every household and
cleanliness through proper waste disposal are voluntarily undertaken by both, thus
creating a disciplined and wholesome community.

4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This
serves as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for authority
and self- discipline are modeled for the young to follow.

5. Instructional Centers and Materials

The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls offer enjoyable
entertainment for all. The parks and beaches become relaxation areas for school
children together with the teachers and families. Professionals and practitioners from
the community can be invited as resource speakers during the observance of
significant school rites.

II. Linkages and Networking with Organizations

“We cannot live for ourselves alone. Our lives are connected by a thousand invisible
threads, and along these sympathetic threads and along these sympathetic fibers, our
actions run as causes and return to us as results.”
 The school and its community, in collaboration with public and private institutions
and organizations are indeed inseparable if they are to create an impact on the lives of
the students and members of the community they are committed to serve. Various
groups from both are very willing to join forces in pursuing mutually beneficial and
productive programs and projects for the good interest of all.

All that is needed are well-defined plans and creative efforts aimed at
establishing close affiliations between and among them. Such interrelationships will be
characterized by reciprocity and genuine sharing of responsibilities, thus ensuring
valuable gains and attainment of educational objectives. Harnessing the tremendous
influence and expertise both of groups will be able to extend is definitely a laudable
step towards promoting the desired proficiency of the teaching force in the school as
well as the efficiency in the services of some associated organizations.

A. LINKAGES
1. International Linkages

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a. Pi Lambda Theta
Pi Lambda Theta is an international honor society ad professional association of
women educators. Based in its main office in Michigan, chapters are located in
different universities nationwide. The only chapter outside the US is the Philippine Area
chapter. Established in the country more than 3 decades ago, its main project is ETP
(Excellence in Teaching Project) started in 1997 in coordination with Metrobank
Foundation. It supports 15 third year BSE/BEE students until they graduate.

It also honors outstanding student teachers from Colleges of Education. The

president and some members of the association attend a biennium hosted by chapters
abroad during their term.

The 3 days convention tackles current issues, advances and trends in teacher
education which are discussed among the local members upon their return. The local
chapter hosted twice (1997 and 1999) a study tour and an initiation rite with members
from abroad in attendance.

b. INNOTECH
Is the center for training educational leaders from Southeast region under the
SEAMEO organization. It conducts training programs to upgrade the
competencies of teachers from the region in all disciplines. One of its projects is
to update teachers’ knowledge and skills in implementing alternative learning
systems. It has prepared a comprehensive framework on peace and
multi-cultural diversity.

c. World Council for Curriculum and Instruction (WCCI)

Has a local chapter which recently hosted a 3 –day international congress with
the international President, officials, and members from the main office together
with the members from different countries in attendance. The council holds
conferences in different member countries annually which is participated in by
 members of the local chapter.

d. Association for Supervision and Curriculum Development (ASCD) Is a membership

organization that develops programs, products and services essential to the way
educators learn, teach, and lead. Founded in 1943, ASCD (formerly the
Association for Supervision and Curriculum Development) is an educational
leadership organization dedicated to advancing best practices and policies for
the success of each learner.

It has 150,000 members in more than 145 countries who are professional
educators from all levels and subject areas-superintendents, supervisors,
principals, teachers, professors of education and school board members. It is a
nonprofit, non-partisan membership organization that provides expert and
innovative solutions in professional development, capacity building and
educational leadership essential to the way educators learn, teach and lead.
Should you wish to apply for membership, visit www.ascd.org.

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2. National and Local Linkages
a. Linkages could be established between universities and colleges offering identical
degrees. Cross –enrolment for subjects needed for graduation is allowed.

b. Joint researchers could be conducted by two or three universities depending on

their respective expertise. The dissemination of findings for other universities in the area
is a big help.

B. Networking
1. Networking with Professional Organizations

A network is a grid/web whose members actively demonstrate how they can

work together to attain common objectives, undertake innovative practices and
update members regarding breakthrough in different disciplines. Such network
composed of several colleges of different universities bind themselves for a common
goal. Some
examples could serve as models:

a. Consortium among Universities and Colleges

1. Taft Consortium- The universities that make up the consortium are St. Paul
University(Manila) St.Scholastica College, Philippine Normal University, Philippine
Christian University and De La Salle University. The Science teachers from each
college met regularly for discussions on “best practices”.

At one time, they wrote a book which was used by their respective students. The
registrars may undergo training sessions together. The interest clubs convene
members for a presentation where the participants are from the five institutions.
Each university serves as a host during important celebrations wherein the faculty
and students enjoy academic as well as recreational activities.
 2. The Mediola Consortium -It is composed of San Beda College, Centro Escolar
University , San Sebastian Collge and Holy Spirit College.

ELABORATE
Instruction: With the use of Graphic Organizer explain how those organizations and
foundations in International Linkages function.
ORGANIZATION/ FOUNDATION Functions

A. Pi Lambda Theta

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B. INNOTECH

C. World Council for

Curriculum and
Instruction (WCCI)

D. Association for
Supervision and Curriculum
Development (ASCD
 EVALUATE
Instruction: Choose one from the topic below. Research about your chosen topic and
explain it briefly using a graphic presentation. Educational System of Australia •
Educational System of China
• Educational System of Japan
• Educational System of South Africa
• Educational System of United Kingdom

RUBRIC:
Organization – 15%
Grammar and mechanics – 25%
Content – 50%
Group collaboration and cooperation – 10%

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REFERENCES
Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC
Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications Lourdes S.
Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.

ADDITIONAL
MATERIALS

Read:
• The Teaching Profession - Linkages & Networking with Organizations by Jus
Justalero
• Linkages & networking by Ghie Consuelo (2013). Retrieved from:
https://www.slideshare.net/ghieconsuelo/linkages-networking

PREPARED BY:

Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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