00

Teacher Induction • http://www.

Program (TIP)
gbooksdownload
er. com/

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

Module Outline
Session 1 – Theoretical and Legal Anchors
Session 1: Legal Anchors of Contextualization 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 and
TRUE
experiences than to abstract conceptual models.
2. Action learning is based on the premise that learners
will learn from their mistakes and/or learn from one TRUE
another.
3. Contextualization is a degree of localization. TRUE
4. When you incorporate activities that are related to the You can’t say you are indigenous people if you are
actual situation in the community and you utilize not a member of their tribes. As a teacher, you are
materials that FALSE only adopting and utilizing materials that are
are available in the locality of the school, you are available in the locality of the school.
already indigenizing.
5. Contextualization is one of the main features of the K to
TRUE
12 Curriculum.
6. DepEd mission highlights that the curriculum shall be This is not the highlights of Deped mission. It is the
flexible enough to enable and allow schools to localize, standards and principles, when appropriate, in
FALSE
indigenize, and enhance the curriculum based on their developing the enhanced basic education curriculum.
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
process of problem-solving learning and work-based
TRUE
learning to encourage and stimulate a higher-level
thinking.
10. Situational learning is based on the premise that Action learning is a systematic process through
learning requires action and action requires learning. which individuals learn by doing. It is based on the
FALSE
premise that 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 Read and understand the following clipped legal
knowledge, skills, values, and attitudes through documents. Take note of the provisions of each legal
continuity and consistency across all levels and basis. Share your understanding with your
subjects. Discussions on issues such as Disaster Risk colleagues and mentor teacher.
Reduction (DRR), Climate Change 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
knowledgeable about to fully understand and clauses referring to contextualization. Discuss
contextualization. them with your co-newly hired teacher/s or
mentor. Use the template below.
1. The 1987 Philippine Constitution particularly
Article XIV Section 14 resonates with
contextualization.
2. The Republic Act 10533 or the
Enhanced Basic Education Act of 2013 has a
provision on contextualization.
3. The Department of Education’s Mission
statement which highlights
contextualization.
The K to 12 curriculum framework underscores
the significance of context in implementing the
curriculum. This will later on transcend to the
teaching and learning delivery. Through
contextualization, you relate the curriculum to
particular settings, situations or areas of
application to make competencies relevant,
meaningful and useful to the learners.
When you incorporate activities that are related
to the actual situation in the community and you
use materials that are available in the locality of
the school, you are already contextualizing. There
are different degrees in contextualization –
localization and indigenization. You will learn more
about this in the next session.
6 The Teacher Induction Program - Core Course 4
 Statements/phrases Insights during the
Legal Basis Feedback from the mentor
highlighting Sharing
Contextualization
1. Article XIV Section 14 Culture- based – The State shall It seeks to develop among It is the grounding of
foster the preservation, enrichment, Filipinos a greater awareness, instruction and student
1987 Philippine and dynamic evolution of a Filipino learning in these ways
national culture based on the
understanding and
Constitution including
principle of unity in diversity in a appreciation of arts, history,
values ,norms ,knowled
climate of free artistic and and heritage towards the ge ,beliefs ,practices ,ex
intellectual expression. evolution of consciousness periences, and language
that will improve the quality that are foundation of
of our life. culture
2. Republic Act 10533 The curriculum shall be The development and
contextualized and global evolution of these
Enhanced Basic global goals for
Education Act of 2013
education have given
The curriculum shall be flexible develop contextualized rise to the global
curriculums that fit the needs curriculum, which aims
of the time and place and to “promote a
Based on their respective educational people that they are serving. worldwide curriculum,
and social contexts unifying criteria,
identification, and
respect of regional
uniqueness.
3. DepEd’s Mission Culture-based Family, community and
Family, community, and other other stakeholders has
also a big role or a part
stakeholders are actively
Family, community and other in attaining schools’
stakeholders are actively engaged
engaged and share mission and vision in
responsibility for developing promoting equity and
life-long learners. improved basic quality
education.

Guide for Mentors and Newly Hired Teachers 7

 Development (ZPD).” Learners
draw from previous experiences
to give new meaning to what
Key Topic 2: Contextualization in the K to they are learning. Hudson
12 Curriculum

Did you know?

For more than a century, educators and research
practitioners have been discussing the role of
experience in education. That discussion still
remains a part of John Dewey’s work of the early
20th century. Although experience and context are
closely related terms, the relationship between
them provides some guidance on how each can be
used to inform an understanding of the other. This
session will help you embrace contextualization for
successful teaching. Knowing the K to 12
curriculum standards allows the teachers to make
their teaching contextualized. Prior to the start of
the school year, unpacking of competencies helps
the teachers to identify lessons and topics to be
contextualized for better learning outcomes.
Contextual Teaching and Learning (CTL) incorporates
several existing theories and it is based on sound
pedagogical practices. In their article, Contextual
Teaching and Learning for Practitioners, Hudson and
Whisler (2007) explain three theories that form the
basis of CTL. These three underlying theories
support Contextualized Teaching Learning that will
help the teachers make sound pedagogical
practices.
1. Connection Theory - Contextual teaching is all
about helping learners make connections
between the content they are learning and
the context in which it will be used. Learners
must first be made aware of how the work
they are doing, depends on the skills that
they already have. Vygotsky, as cited in
Hudson et.al., (2007, p. 54-58) refers to this
as the “gap between what is known and
what is being learned, the Zone of Proximal
 emphasized that contextual learning should
be an integrated learning process of
problem-based learning and work-based
and Whisler (2007, p.54-58) noted that the ideal learning to encourage and stimulate a higher-
connection process would be three-fold. Learners level thinking. Active learning, or learning by
review what they already know related to the new doing as it is also called, divides active
concept; they learn about and practice the new learning in three categories:
concept; and they tie what they have learned to a a. Action learning is based on the
real-life scenario. premise that learning requires
2. Constructivist Theory - Contextual teaching helps to action and action requires
promote authentic learning and increases learners’ learning.
success by allowing them to make connections as b. Situational learning because learning
they construct new knowledge. knowledge and skill are taught in
In contextualized learning, learners use the new the context of how it will be used in
information they have learned and organize and real-world situations.
combine it with information they already have so that
it makes sense to them. Learners are active c. Incidental learning is based on the
constructors of knowledge. premise that learners will learn from
their mistakes and/or learn from one
3. Active Learning Theory - Chickering and Gamson, as another.
cited in Hudson and Whisler, (2007, p. 54-58)

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 When we say Because mario is
write. He knows the alphabet letters, but cannot read or connection theory it already know the
write words yet. No matter how much guidance was given, is relatively new alphabet letter which
he could never read on his own. With Teacher Roselle’s
learning that suggest means he has already
help, Mario can now read and write short words like “at,”
students should knowledge and have the
“boy” and “dog”. A combine thoughts guidance of her teacher
a. Connection Theory and general he can now read and
b. Constructivist Theory information in a write.
useful manner.
c. Active learning
In a carpentry class, Teacher Bryan provided this activity: When we say active Teacher Bryan gave
“You have been hired as a carpenter to help renovate a learning it some problem -based
family room. The emphasized that learning like
contractor asked you to submit a cost estimate for the
contextual learning estimate the type of
base molding (baseboard) around the room. You will need to
include the following in your estimate: should be an wood, what lengths will
integrated learning be purchased the cost
i. the type of wood and style of olding you will use process of problem- per foot , the total cost
ii. the number of pieces and what lengths will be based learning and of molding needed for
purchased work-based learning the family room In
to encourage and determining the cost,
iii. the cost per foot C stimulate a higher- measure the room and
iv. the total cost of molding needed for the family room level thinking. make a scale drawing of
the floor plan showing
In determining the cost, you will need to measure the
room and make a scale drawing of the floor plan showing
fireplaces, doors, and
fireplaces, doors, and other objects that may affect the other objects .
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. When we say active Teacher Bryan gave
He explained the composition and function of the candle. learning it some problem -based
Later on, he asked the learners how the flame is produced emphasized that learning like
and how the candle works. He encouraged the learners to
contextual learning estimate the type of
discover for themselves how the candle works. They do this
first by making simple observations, from which they later should be an wood, what lengths will
build ideas and hypotheses which they then go on to test. integrated learning be purchased the cost
At the end, the learners successfully understand the process of problem- per foot, the total cost of
components of combustion, an important chemistry topic. C based learning and molding needed for the
a. Connection Theory
work-based family room In
learning to determining the cost,
b. Constructivist Theory encourage and measure the room and
c. Active learning stimulate a higher- make a scale drawing of
level thinking. the floor plan showing
fireplaces, doors, and
other objects .
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.

Constructivism is commonly used in my classroom. It focuses on my learner’s question and

interest; the learners build on what they already know, and we focus on integrative learning. I
can relate through our lesson about “writing dialogue” I will start off with a song and teach
them how should dialogue be used. Second was mentor text, third one is model or take my
class story and find places to add meaningful dialogue. Next was practice, we will have a
dialogue to help them construct their own knowledge and students work primarily in group.

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 Teachers 11

 that goes beyond drill-oriented,
stimulus-and-response
methodologies
Session 2 – Teaching Contextually
Key Topic 1: Teaching Contextually

As a newly-hired teacher, can you incorporate

contextualization in your teaching? Is it easy for
you to think of activities that learners can easily
relate with? Can you exert more effort in
understanding the biographical- historical, and
cultural background of your learners and the school
community? Can you go beyond your limitations
for the learners to appreciate the lessons more?
Read the following key concepts on
contextualization.

Are you teaching contextually?

Is there a best way to teach so that all learners can
remember and utilize all information? How can a
teacher discuss the topic effectively? How can a
teacher teach contextually? These are the
questions that confront teachers every day to
ensure learning is happening according to the
contexts of the learners. Teachers serve a diverse
student population. This means that it is important
for the teachers to understand the context of their
learners and what life experiences they bring in the
teaching-learning process. Students’ learning styles,
their background information and the different
theories on learning will help teachers to
communicate properly with learners and
eventually build their trust.

Contextualized teaching is highlighted in an online

article in Center for Occupational Research and
Development (CORD) (2016) and recognizes the
following:

1. Learning is a complex, multi-faceted process

 ongoing feedback that promotes further learner
interaction with the content. This will enable the
learners to be engaged and motivated to do well in
2. Learning occurs when learners process new information the class.
in such a way that makes sense to them in their own The degree of contextualization may be described
frame of reference. and distinguished into Localization and
3. The mind naturally seeks meaning in context, in relation Indigenization.
to a person’s environment, doing so by searching for
relationships that make sense and appear useful. Localization refers to the process of relating
learning content specified in the curriculum to
How to Contextualize? local information and materials in the learners’
community. Localization happens when a learning
Contextualization is the process of matching the curriculum
content and instructional strategies relevant to learners. content is taught using the local information and
(Deped Order no. 35, s. 2016) It happens when a teacher local materials. A teacher starts the lesson by
encourages design of learning environments that use using the examples in the locality and making
multiple teaching modalities and incorporate different forms instructional materials from the local materials are
of learning experiences. You allow learners to discover just ways on how to localize. Indigenization refers
meaningful relationships between abstract ideas and real- to the process of enhancing the curriculum
world applications. Students are exposed to discovery competencies, education resources, and teaching-
learning, reinforcement and modelling, and problem solving. learning processes in relation to the bio-
While teaching is progressing, you as a teacher provide 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 When you use either of the two you are already
framework, curriculum design, and learning contextualizing. When you localize, you use
standards of subject areas, guided by the information and materials in your learner’s
standards and principles adhered to by the community but when you indigenize, you enhance
national curriculum. competencies in the curriculum, the resources,
and the teaching learning processes so that they
suit the context of the learners’ community.

Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.

Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio Teacher Rommel used easily observable examples of ratio in Localization The use of the jeep, 4 wheels,
kariton, 2 wheels, tricycle and 3
of two given the community such as one jeep, 4 wheels; one kariton, 2 wheels as an observable
numbers wheels, one tricycle, 3 wheels Indigenization 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 Localization Teacher Mary Ann focus on the
socio-cultural community
community activities or cultural practices that inherently use activities and cultural practices
the concept of ratio like bringing sacks of rice to markets using Indigenization as an example.
carabao (one carabao to the number of sacks)
Identify elements Teacher Melody instructed her learners to interview the Localization Indigenization because teacher
melody wants her learners to
of a short story chieftains in the villages of the learners and asked for stories research about the history of
of origin depicting their culture Indigenization their place.
Teacher Hanadee presented the elements of a short story using Localization Teacher Hanadee uses the
strategy Indigenization in the
a local legend “Ang Alamat ni Daragang Magayon” teaching-learning processes in
Indigenization relation to the bio-geographical
of their place.
Identify star Teacher Ailyn mentioned the community’s name for Localization It focuses on the bio-
geographical content of the
patterns that can prominent stars while retaining the use of the Greek lesson.
be seen at constellations Indigenization
particular times of Teacher Lester discussed the community’s own calendar of star Localization It focuses on the socio- cultural
the year content of the lesson.
patterns and its background before discussing the Greek
constellations Indigenization
Guide for Mentors and Newly Hired Teachers 13
 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 The business plan activity given by
Marilou requested her students in TLE to create a business the teachers is a good idea to
plan using the concepts discussed. The business plan is a LOCALIZATION present local products in their
requirement for the learners to be allowed to participate in community through bazaar on the
the bazaar on the day of the fiesta. day of the fiesta.
2. “Inutak” is a native delicacy of the people of Taguig and
Pateros. The dish is a reflection of the early customs of the
local inhabitants of Taguig and Pateros. Teacher Arnel together This focus on the Historical and
with his students in Araling Panlipunan will conduct a research INDIGENIZATION
socio-cultural aspects of the lesson.
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
animation, he instructed his students to produce an online
advertisement using the famous local products and The teacher uses the local materials
LOCALIZATION
delicacies in their place. as an activity

4. Teacher Diane is teaching in a provincial school. In her

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

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.

On the best of my I promise to engage my I will utilize the

ability, I will help my students in active importance of teaching
students to relate learning while assisting localization and
educational tasks with them to make meaning indigenization in my
their knowledge and out of the information lesson.
everyday curricular they are obtaining. I
contextualization will help students learn
facilitates the linking language skills by
theory and practice. teaching the skills using
the authentic contexts in
which students must use
those skills in the real
world.

Guide for Mentors and Newly Hired Teachers 15

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 information. Teachers use REACT strategies to ensure
Development (CORD) advocates a constructivist active participation of the learners. Teachers guide
approach to teaching that incorporates five the learners to observe and record data, to
essential learner engagement strategies- the communicate effectively, to build new skills and to
REACT strategy. REACT stands for Relating, finish the learning activity individually and as a
Experiencing, Applying, Cooperating, and group. The detailed explanation of the strategy is
Transferring. The strategy allows the learners to presented below.
learn, retain, and 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
Relating this meaningful 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
Experiencing remain relatively passive forms of 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
Applying commonly 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
Cooperating a 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
Transferring student 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 Teachers 17

 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
and apply it to new situations and context, the TRUE known as transferring, makes use of and expands on
transferring stage happens. what the learner has already acquired.
3. Experiencing happens when learners solve Contextual learning is defined as learning in the
problems as a team to reinforce knowledge and context of exploration, discovery, and creation. Other
develop collaborative skills. TRUE teaching styles, however, may result in motivated or
tuned-in learners.
4. Understanding real-world connections to Teachers must use a real-life setting to educate so that
course content increases student engagement TRUE students may apply what they've learned in class to
which often leads to increased persistence and their daily lives.
successful transitions.
5. For learning to happen, the teacher allows the If we enable our students to find and experience
learners to discover meaningful relationships TRUE situations and tasks firsthand, there will be
between concrete ideas and real-world meaningful learning.
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 Teachers 19

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

Discussion Questions Answers Feedback

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

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
concept? self-made 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
APPLY it themselves in a way that simulates an industry situation or other session or narrate a tale in which the
real-life problem-solving scenario? students take on the role of 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
and the lesson's purpose while also
COOPERATE in one another’s learning? addressing the learners' various 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 Encourage students to apply what
learning to new and unfamiliar situations? they've learned in class to their homes
and communities, and ask for comments
on how well their activities have worked
out.

Guide for Mentors and Newly Hired Teachers 21

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 • Preparing an action plan (Portfolio Output)
teaching- learning process; • Formative assessments
• maintain learning environment that are • LAC Session
responsive 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 • DepEd Order no. 42 s. 2017 on the National
relationships with learners, parents, and Adoption and Implementation of the Philippine
other stakeholders. Professional Standards for Teachers.
• Republic Act no. 232 on An Act Providing for
Module Outline the Establishment and Maintenance of an
Session 1: Community as a Resource in the Integrated System of Education (year?)
Teaching- Learning Process • School Governing Council manual
Session 2: The School and Community
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 Teachers 23
 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 and teachers, which serves as support F. Parent-Teacher The PTA may act as a school's support
groups and partners of the school for the welfare of the Association (PTA) organization and partner in the
learners. students' welfare.
2. It is composed of government agencies, NGOs,
Alumni, Parents, retirees, and other sectors in the Stakeholders can help the school
community which give support to the school in the C. Stakeholders
accomplish its aims and objectives by
achievement of its goals and objectives.
providing assistance.

3. It refers to the sustainable governance structure that The School Governing Council is
operates under the principle of shared accountability E. School Governing guided by the notion of shared
and responsibility among school community Council accountability and responsibility
stakeholders.
among all stakeholders in the school
community.
4. It is a detailed list of the steps or tasks that you need Action Plan was a list of the stages or
to accomplish to attain the goals set. A. Action Plan tasks you'll need to do to meet your
objectives.
5. It is a relationship between the school and the
community, organization, or individual who seeks a The school community strives for a
D. School community
common goal, which is to contribute to the learning single goal: to contribute to the
outcome of the children. children's learning outcomes.

24 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 25
 In turn, schools can contextualize and
better match their programs and skill
training to industry needs. They help
Key Topic 1:

The School Community and the Teacher

Bronfenbrenner (1994) said that there are numerous

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 communities. Epstein (2011)
contends that when the dimensions of social spaces
and the ‘spheres of influence’ overlap, development
is further enhanced. As a teacher, it is very
important to facilitate the interaction of the child
and the school community.

According to the Australian Council for Educational

Research (2013), “When partnerships are well-
planned, sustainable, collaborative, and based on a
mutual sharing of expertise, knowledge,
resources and skills, they are effective and are
able to make an impact.” When different
stakeholders recognize each other’s contributions
and learnings and are able to collaborate to create
quality and relevant programs, partnership
outcomes improve. Schools and business and
industry groups derive mutual benefits by
strengthening links with each other. Partnerships
pave the way for opportunities for learners,
additional training resources for teachers, and a
pool of well-trained workers for industry. Through
these partnerships, stakeholders and the
community are able to:

• Share knowledge and expertise with schools

• Offer learning opportunities to learners
• Provide industry and career mentoring to
learners
 external stakeholders.
• Partnership refers to linkage or relationship
established by DepEd with other
support adolescent and adult learners to become more organizations to implement projects or
productive and more involved in their communities which programs aligned with the K to 12
overall creates a positive impact on industry and the society at curriculum.
large.
• A stakeholder is anyone concerned in the
Some concepts you must be familiar with: welfare and the progress of a school and its
learners, including administrators, teachers,
staff, learners, parents, other LGU Officials,
• School Community refers to the different individuals, and Non-Government Organizations.
groups, businesses, and institutions that invest in the • Adopt-A-School Program refers to a
well-being and vitality of the public school and its program where any qualified private
community — that is, the neighborhoods and individual, group, organization or
municipalities served by the school. institution offers to provide public school
• Wider School Community – refers to both internal and assistance during a given period in a
particular area of its education program.

26 The Teacher Induction Program - Core Course 4

Introductory task I or E:
Identify if internal or external stakeholder

Teachers:
Teachers: INTERNAL STAKEHOLDER
Students:
Students: INTERNAL STAKEHOLDER
LGUs:
LGUs: EXTERNAL STAKEHOLDER
NGOs:
NGOs: EXTERNAL STAKEHOLDER
Civil Society:
Civil Society: EXTERNAL STAKEHOLDER
School administrator:
School administrator: INTERNAL STAKEHOLDER

Optional Task: Complete the table

Get to know your community. Complete the table

below to get acquainted with your school
community. If you have no answer for some items,
you may leave it blank.
Guide for Mentors and Newly Hired Teachers 27
 Name of School Community (School name and Barangay): YOUR SCHOOL

Description (name, location, background, etc.)

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

2. Topography

3. Available establishments

4. Tourist spots/parks

5. Indigenous group/s (if applicable)

6. Religion

7. Celebration/feasts

8. Source of income

9. Songs/folklores

10. Local heroes

11. Learning Resource Centers/Learning Hub

28 The Teacher Induction Program - Core Course 4

Required Task No. 1: Scenario Analysis grateful for Ms. Ramos’ initiative.
Analyze the scenario below and answer the
following questions.

Scenario 1:
Bucao Integrated School adopts a blended learning
modality. Miss Lanie Ramos’s Grade 1 class is
composed of 30 pupils. Every Monday and
Wednesday, Group A, which is composed of 15
pupils, comes to school for face to face class with
her; while Group B stays at home and 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
Questions: 1. Why did Ms. Ramos talk to the Barangay Captain?

Guide for Mentors and Newly Hired Teachers 29

She wanted to know whether she

could borrow the Barangay's extra
computer so that her six students
who don't have recourse gadget for
their online class might use it for
their studies.
2. What was the Memorandum of
Agreement the School Principal made
for?
3. If you were Ms. Ramos, would you do the
same? Why?
 The memorandum of agreement Yes, as stated in the scenario, Ms.
that the school principal made was Ramos has a wonderful heart and
an agreement between the school has always desired to assist
and Ms. Ramos that will be children with their education.
authorized by the Superintendent
in order for her to become an
official stakeholder in the school
or a donor of the essential
computers.

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)

This activity will be submitted to

As long as I am able, I will always your mentor as an output of the
Course. Organize and compile this
open my door to assist the activity into a Portfolio.
unfortunate children and even
supply other required resources.
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 Teachers 31
 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 their What can your school
that hinder the reason? have in your school teacher? do to face the
learning process community that you can challenge?
during this time of utilize in easing out the Are there any efforts your
pandemic? identified problems in school is doing to ease the
your school community? problem?
Availability of Lack of finances A learning module Visit each home Look for someone
internet of the families that may be sent to while carrying who can help the
connection and their house, their instructional school keep the
gadgets. allowing them to modules. Look for students informed
continue their stakeholders that and up to date on
studies even if can assist me in the lectures.
they don't have keeping my Consulted the
access to a device. students informed Barangay officials
and updated about to be given aid
our lesson. and 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
the tasks? accomplished? of these tasks?
Maintain a positive Teachers and Year around The availability of
connection with Principals as well as stakeholders and the
government offices the learners’ parents. funding required for
by coordinating with the search for
as many potential
stakeholders as stakeholders to
feasible. satisfy school
demands.

Guide for Mentors and Newly Hired Teachers 33

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 development in education.
Community Relationships
Key Topic 1: Laws and Existing Policies

Establishing good relationships with the school

community bears rewarding results over time. As
you transition towards being a public-school
teacher, teaching will not only be your primary
duty. Relating to your learners, co-teachers,
colleagues, and the wider community will be
essential in creating a healthy environment both
for you and your learners. In this part of the
module, you will learn more about existing policies
that anchor to this concept.

Read the following laws and policies that you need

to know in alignment with establishing good
relationships with your school community:

• Republic Act 9155 or the “Governance of

Basic Education Act of 2001” Chapter 1 of
Section 2, provides the principles that guide
the implementation of the act and the
application of its rules:
º The parents and the community shall be
encouraged for active involvement in
the education of the child. The
participation and coordination between
and among schools, the local school
boards, the Parent Teachers
Associations (PTAs) must be maximized;
and
º Volunteerism from among all sectors
shall be emphasized and encouraged to
ensure sustainable growth and
• Batas Pambansa Blg. and enjoyment of the benefits of
232 Section 3, Chapter such growth; and
2, states that it is “the
policy of the state to 3. To achieve and strengthen national
establish and maintain unity and consciousness and preserve,
a complete, adequate develop, and promote desirable
and integrated system cultural, moral and spiritual values in
of education relevant to a changing world.
the goals of national
development”. The
educational system is The State shall encourage local initiatives for
expected to contribute improving the quality of basic education. The State
to the following shall ensure that the values, needs, and
national development aspirations of a school community are reflected in
goals: the program of education for the children, out- of-
school youth and adult learners. Schools and
1. To achieve and
learning centers shall be empowered to make
maintain an
decisions on what is best for the learners they
accelerated rate
serve.” In school governance, stakeholders with
of economic
harmonized perspectives and experiences are
development and
crucial in improving the lives of children, youth,
social progress;
families and the community. These groups of
2. To ensure the stakeholders may be formally represented in a
maximum governance structure in the school system. In the
participation of SBM Framework and Standards adopted by the
all the people in DepEd, these School Governance structures are
the attainment called School Governing Councils (SGCs). They are
composed of:

Guide for Mentors and Newly Hired Teachers 35

Internal Stakeholders • The SGC provides a forum for parents,
º Students and student organizations students, teachers, community
º Parents of students/pupils and stakeholders and the school head to work
Parent associations together towards continuously improving
student learning outcomes. SGCs provide the
º Teachers opportunity and the environment to
º Non-teaching and (DepEd- BESRA, 2009)

º Teacher Associations in the school • Some of the activities that would involve the
parents/ guardians and the community are
Brigada Eskwela, Family Day, Recognition
External Stakeholders Day, Festival Celebrations, Clean-Up Drive,
º Various Government Career Guidance Day and many others.
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 source The school is conducive to learning when it has a harmonious
of learning. TRUE
interaction with the community.
2. Batas Pambansa Blg. 232 is also known as An This policy intends to construct and maintain a
Act Providing for the Establishment and
Maintenance of an Integrated System of
TRUE comprehensive, appropriate, and integrated educational
Education. system that is relevant to national development goals.
3. The community is required to provide the The community was not compelled to meet the school's needs,
needs of the school. FALSE
but they might assist the school in meeting those needs.
4. The School Governing Council (SGC) is The learning of the kids was not the responsibility of SGC.
accountable to the learning of the students in the Because an SGC's role is to create a platform for parents,
school. FALSE students, teachers, community stakeholders, and the school's
principal to collaborate and improve student learning
outcomes.
5. Frequent communication with the learners’
School should maintain a harmonious relationship to the
parents/ guardians contributes to a healthy TRUE
school-community relationship. community especially to the learners’ parents/guardians.
6. A farmer or fisherman in the community is Internal stakeholders are those who have a direct connection
considered FALSE
an Internal Stakeholder of the school. to the institution.
7. The school alone can provide for the life-long To create a secure and pleasant learning environment, the
learning skills the learners need. FALSE
school need community assistance.
8. During Family Day, teachers get the chance to Providing various school activities that foster relationships
know the parents/ guardians and some of the TRUE between students and their parents/guardians may be
members of the family of the learner. extremely beneficial to the students' learning process.
9. Having open and healthy communication
between the teacher and the learners’ parents/ Having a healthy relationship to the learners’ parents/guardian
guardians has nothing to do with the academic
FALSE
may be extremely beneficial to the students' learning process.
nor in the social behavior of the learner.
10. An established linkage between the
Having a positive relationship with the community can help
teachers/ school and the community can help in TRUE
the development of the learner. learners learn more effectively.
Guide for Mentors and Newly Hired Teachers 37
Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and 1. As an adviser of one of the classes in Grade
Guiding Principles of the School Governing Council 1, what should you do to gain the trust and
from the Manual on School Governing Council and confidence of the parents and the
other relevant documents that can help you community? Limit your answer to 200 words
analyze the scenario such as the Magna Carta for (maximum)
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
Scenario 1
between the school and the community.
You are a newly-hired teacher following the
retirement of Teacher Glenda, a teacher who Allow them to perceive and understand
devoted her life to teaching Grade 1 in your present the school's situation in order to provide
school. Teacher Glenda was always on time for her
class and as soon as she arrives in school, she a healthy learning experience for the
prepares all her learning materials and sees to it students. Showing care and treating them
that the entire classroom and surroundings are
clean before the learners arrive. In the afternoon, as if they were your own child is an
she always makes sure that learners who needed
excellent way to acquire the trust of the
remediation were attended to. She often lets those
who can hardly read to stay so she can teach them parents and the community.
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
establish a good relationship with with the parents?
parents?

Because most parents want the best for

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

Guide for Mentors and Newly Hired Teachers 39

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 • Plan out the involvement of the
their child’s progress and involving parents in community. The framework below is helpful
planning learning interventions will build in planning out how you can involve and
their confidence and trust in you as a empower the stakeholders:
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

To provide the community with balanced, Example:
objective information to assist them in
Inform Conduct information drives on certain community
understanding the problem, alternatives and
solution. issues or advocacies

To obtain community feedback on analysis, Gather information about community issue

Infer and put together to design an evaluation
alternatives, and decisions.

To work with the community throughout the

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

To partner with the community in each aspect of

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

Guide for Mentors and Newly Hired Teachers 41

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 Reach out to your colleagues (preferably newly-hired teachers) and share your
thoughts with your co-teachers. Write down the ideas you got from them:
Sustaining Good Relationships with the
School Community
Preliminary Activity:

During my first month of teaching I

During your first month of teaching, were you
able to get to know the parents of your learners? was able to get to know some of the parents of
What were your struggles and how did you my pupils.Some of my struggles was
overcome them? Limit your response to 200
words. 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 Teachers 43
 organization and
support/involvement in school
activities.
Key Topic: Role of Parents? (K
Melhuish, S., E. Sammons, P. Siraj-
Blatchford, & B. Taggart (2004))
Concepts:
• Research shows that parents who get
involved in the learning process of their
children lead to an improved learning
outcome.
• Parental Engagement is the sharing of
responsibility of both parents and teachers to
meet the educational needs of the children.
• A healthy relationship with frequent
communication between the teacher and the
parents benefits both. Teachers learn about
the learners’ characters and attitudes
through their parents and teachers get to
understand their behavior. In the same way,
parents learn from the teachers how his/her
child behaves in school and what support
they could give to the child to 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
 parents who fully supported their children
may it be academically or in co-curricular
activities.
• A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of Required Task 1: Writing
issues and solutions related to the overall school
program and ensure that parents cooperate fully in
the effective implementation of the program (DepEd The following are some common school situations.
Order 54, s. 2009). Write the strategy that you think will best suit the
situation to be able to create a good relationship
• At the end of every School Year, it is essential to give with the parents/guardians and the wider school
recognition to parents who actively share their time, community. Limit your response to 100 words for
talent, and finances in your class. Recognize the each situation.

44 The Teacher Induction Program - Core Course 4

 1. Claire is always absent and you never Your lesson for tomorrow is about different professions/jobs. You want your learners to meet
receive an excuse letter from her professionals and those working in the community. In planning the lesson, you wanted to
parents/guardians. prioritize the safety and maximize the learning experience at the same time. You thought
about conducting a field trip but it will be very costly and will require rigorous planning to
2. make sure that the activity will be safe. What is an alternative way to conduct this activity?

When a student is chronically absent,

contacting parents is usually effective
especially if you emphasize how you've
Field trips are often considered a key part of the
missed the student in class and hope he or
school experience. Students often look back on
she is all right, rather than demanding to
them as some of their favorite and most
know the reason for the absence. It's also
memorable days of school. However, traditional
helpful to have a conversation with the
field trips are not always feasible options. They
student the next time they attend class,
can be expensive, time-consuming to organize,
stressing that you've noticed their absence,
and quite stressful in action.
and you care about them and their education.
Perhaps your most simple and convenient
I always try to avoid asking a student why
option for a field trip alternative is to show your
they've been absent. In my experience, if
class about documentary of different
they've been absent for a legitimate reason,
professions/job. Movies have a very unique
they'll tell you. Other times, there are
ability to transport our learners to other places,
personal or family issues they may prefer
and documentaries in particular can be very
not to share. When a student with a string of
educational and revealing about a faraway place
absences returns to class, it's important to
or topic. No matter the subject, you can find a
welcome them back and help them get up to
documentary that your students will be
speed on missing work. Giving your
interested in.
students a hard time about poor attendance is
counterproductive and doesn't make them
want to return to school in the future.
Guide for Mentors and Newly Hired Teachers 45
 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 4. The general PTA meeting is fast approaching
your lessons. Your actions were triggered by and you need to ensure at least 90 percent
her non submission of assignment and attendance of parents. How are you going to
throwing a crumpled paper at you. How invite the parents to ensure their attendance
will you explain your side to Mrs. Cruz? and participation?

To ensure their attendance and participation

I will send home personal letters to notify
Instantly thank the parent for bringing her parents of conference dates. Outline an
agenda that will interest them and emphasize
concern to your attention. Apologize for
the importance of the conference to their
both the problem and for causing parents children's education. Schedule conferences
concern. Take any steps necessary to calm for students who have siblings in the same
Mrs. Cruz and help her to relax. school first and coordinate conference times
with the siblings' teachers. Do everything
possible to avoid scheduling siblings'
Discuss with Mrs. Cruz about misbehavior conferences on different days or at widely
of her child in a nice way and the reason disparate times. Base the length of the
conferences on the needs of the students. If
why you move her child away from her
necessary, schedule two consecutive periods
friends to make her concentrate on your with parents you suspect might require more
lesson. Be careful the language used when time. Send home personal invitations to the
conferences and ask parents to RSVP by a
communicating with parents. End your
specific date. Telephone parents who do not
conversation by reiterating that you’re going respond and encourage them to attend. Send
to take care of the problem. 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.

YES
NO 1. Benedick, a Grade 1 pupil, never speaks 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. struggling learners in Ms. Bada’s
Contrary to what she knows, the class. Since he has been acting this
teachers said that Benedick was a way for almost two weeks, Ms. Bada
talkative pupil. During the distribution immediately called his father, Mr. Cruz
of cards, she talked to the student’s and set an appointment. She told Mr.
mother and found out that after his Cruz of Angelo’s behavior in school
NO
father’s death, he got upset, which and he promised that he will be
led to Benedick’s watchful of Angelo.
disinterest in socialization. Teacher
Consuelo consulted Benedick’s 4. During the online class where Janna is
condition attending, she failed to understand
NO with the School Guidance Counselor. the instructions of the teacher
because of internet connection
2. Mrs. Maureen De Cello was an failure. Mrs. Manza, her mother, sent
alumna of Bucao Integrated School a message to her teacher and asked
and a mother of a Kinder learner in for further discussion about the
the same school. She was impressed instruction because Janna was not
by the improvements made in the able to
school and expressed her willingness get it correctly. Her teacher did not
to contribute to the further respond to her.
NO
improvement of
the school. She asked the teacher of her
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 Health Worker (BHW) for her to
came into fruition. answer. As soon as Lerio finished
answering, her mother brought back
the activity sheets to school. She
explained that she is on her way to
the market so she didn’t wait for the
BHW to come over and get back the
activity sheets. Mrs. Hugo was very grateful.

Guide for Mentors and Newly Hired Teachers 47

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- every child. Parents/guardians who involve
teachers. themselves in their children’s education
tend to develop a child who loves and
1. enjoys learning. It is also the
1. CONNECT PARENTS AND SCHOOLS parents/guardians who can help the
teachers in giving extra support to
2. 2. CREATE AN ORGANIZATION STRUCTURE struggling learners.
• Parents play a vital role in the educative
3. CONSIDER PARENTS TIME process of the child. They should be
3. supported, assisted and empowered to
4. IDENTIFY AND SUPPORT LEARNING take on responsibilities in the learning
ENVIRONMENT process.
4. • A Parents-Teachers Association (PTA) is
5. HOME VISITS AND PARENT TEACHER organized in every school to provide a
forum for the discussion of issues and their
5. CONFERENCES
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 Teachers 49
 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 Teachers 51
 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 Teachers 53
 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. Jeanny S. Burce

Lampos
Senior Program Manager II Research Officer
Project Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Warren Quisada Angelo Uy

Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross
Pimentel
Josefino C. Pogoy, Chinita Tolentino Jennifer F. Vivas
Jr.
Guide for Mentors and Newly Hired Teachers 55
 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel Maria Lourie
Rageene Vera Perez Beverlyn Victor
Dueñas Ramirez
Nerio Benito Eseo Frankie Delos
Santos
Support Team
Ruth Mae Aris L. Solis Roy Benson
Ellorin Layout Artist NEAP ICT Technical Support
Layout Artist
Pilot Testing Participants
Region IV-A Region VI Region VII
Division of Division of Iloilo Division of
Cavite Division Division of Negros Bohol Division
of Quezon Occidental of Cebu
 Division of Division of Antique Division of Negros
Batangas Oriental

56 The Teacher Induction Program - Core Course