Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF BULACAN
DISTRICT OF GUIGUINTO
TUKTUKAN ELEMENTARY SCHOOL

MICHAEL ARTHUR DC.

LORENZO
Teacher I
COURSE 5 - MODULE 1
Prior Knowledge Assessment Below are statements about contextualization.
Determine whether the statements are True or False.
Statements Answers Feedback
1. Learners relate TRUE Learners understand
better to concrete, ideas better when they
tangible examples and see or experience them
experiences than to in real life.
abstract conceptual
models.
2. Action learning is TRUE It focuses on solving
based on the premise problems together and
that learners will learn learning through
from their mistakes reflection. Mistakes are
and/or learn from one seen as learning
another. opportunities.
3. Contextualization is TRUE It adapts learning to
a degree of localization. the local culture,
environment, and
experiences of
learners.
4. When you FALSE This is
incorporate activities contextualization, not
that are related to the indigenization.
actual situation in the Indigenization involves
community and you using indigenous
utilize materials that knowledge and
are available in the practices with authentic
locality of the school, community
you are already participation.
indigenizing.
5. Contextualization is TRUE The curriculum makes
one of the main learning relevant to
features of the K to 12 real-life experiences
Curriculum. through
contextualization.
6. DepEd mission FALSE This flexibility is part of
highlights that the curriculum standards
curriculum shall be and principles, not the
flexible enough to mission statement..
enable and allow
schools to localize,
indigenize, and
enhance the curriculum
based on their
respective educational
and social contexts.
7. Contextualization is TRUE The law requires the
also one of the curriculum to adapt to
provisions in Republic local contexts.
Act 10533 or the
Enhanced Basic
Education Act of 2013.
8. Zone of Proximal TRUE ZPD shows what
Development (ZPD) is learners can do on their
the gap between what own and what they can
is known and what is
being learned achieve with help.
9. Contextual learning TRUE Applying real problems
should be an integrated and practical work
learning process of encourages critical
problem-solving thinking and creativity.
learning and work-
based learning to
encourage and
stimulate a higher-level
thinking.
10. Situational learning FALSE Situational learning is
is based on the premise learning through real-
that learning requires life participation.
action and action
requires learning.

Required Task 2: Think-Pair-Share Using the legal bases supporting the practice
of contextualized teaching, write down the phrases and clauses referring to
contextualization. Discuss them with your co-newly hired teacher/s or mentor. Use
the template below.
Legal Basis Statements/ Feedback from Insights during
phrases the mentor the Sharing
highlighting
Contextualizatio
n
1. Article XIV Section Culture- based – The The 1987 Philippine
14 State shall foster the Constitution treats
preservation, national culture as a
1987 Philippine
enrichment, and dynamic, evolving
Constitution
dynamic evolution of process that thrives
a Filipino national on unity in diversity
culture based on the rather than forced
principle of unity in uniformity. It asserts
diversity in a climate that this cultural
of free artistic and development
intellectual requires an
expression. environment of free
expression to foster
both the preservation
of the past and the
freedom to create
the future.
2. Republic Act The curriculum shall By being flexible, the
10533 be contextualized and curriculum allows
global schools to localize
Enhanced Basic
and indigenize
Education Act of The curriculum shall
lessons, ensuring
2013 be flexible
that learning is
Based on their deeply rooted in the
respective students' specific
educational and social educational and
contexts social contexts. This
approach ensures
that while students
gain world-class skills
to remain globally
competitive, their
education remains
personally relevant
and responsive to
their community's
unique needs and
values.
3. DepEd’s Mission Culture-based To achieve this, the
department strives to
Family, community create a child-
and other friendly, gender-
stakeholders are sensitive, and safe
actively engaged environment where
teachers can
effectively nurture
every learner.

Key Topic 2: Contextualization in the K to 12 Curriculum

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 Insights Gained
Mentor
Mario, a A. Connection students are
kindergarten Theory directly involved in
pupil, is learning a hands-on, real-
how to read and world task. They
measure, calculate,
write. He knows
plan, and create a
the alphabet
scale drawing,
letters, but applying
cannot read or knowledge
write words yet. practically rather
No matter how than just learning
much guidance theory. It
was given, he encourages
could never read problem-solving,
on his own. With critical thinking,
Teacher Roselle’s and learning by
doing.
help, Mario can
now read and
write short words
like “at,” “boy”
and “dog”.
a. Connection
Theory
b. Constructivist
Theory c. Active
learning
In a carpentry [Link] tudents are
class, Teacher LEARNING directly involved
Bryan provided in a hands-on,
this activity: “You real-world task.
have been hired They measure,
as a carpenter to calculate, plan,
help renovate a and create a
family room. The scale drawing,
contractor asked applying
you to submit a knowledge
cost estimate for practically rather
the base molding than just learning
(baseboard) theory. It
around the room. encourages
You will need to problem-solving,
include the critical thinking,
following in your and learning by
estimate: i. the doing.
type of wood and
style of olding
you will use ii. the
number of pieces
and what lengths
will be purchased
iii. the cost per
foot iv. the total
cost of molding
needed for the
family room In
determining the
cost, you will
need to measure
the room and
make a scale
drawing of the
floor plan
showing
fireplaces, doors,
and other objects
that may affect
the lengths of the
base molding you
choose to install.
a. Connection
Theory
b. Constructivist
Theory c. Active
learning
In the Chemistry [Link] Students learn by
class of Teacher theory exploring and
Paul, he showed discovering on
a candle. He their own.
explained the Teacher Paul lets
composition and them observe the
function of the candle, ask
candle. Later on, questions, make
he asked the guesses, and test
learners how the their ideas. By
flame is produced doing this,
and how the learners build
candle works. He their own
encouraged the understanding of
learners to combustion
discover for instead of just
themselves how being told.
the candle works.
They do this first
by making simple
observations,
from which they
later build ideas
and hypotheses
which they then
go on to test. At
the end, the
 learners
successfully
understand the
components of
combustion, an
important
chemistry topic.
a. Connection
Theory b.
Constructivist
Theory c. Active
learning
Now from the scenarios above, what is common? In teaching, you should always
consider the context of your learners. You need to relate the topic or lesson to your
learners. In this case, you are teaching contextually.
In teaching TLE, Active Learning is very effective because it emphasizes
learning by doing, allowing students to actively participate rather than just listen.
In this approach, learners engage in hands-on tasks that reflect real-life situations,
such as building a project in carpentry, cooking a recipe in home economics, or
designing a digital poster in ICT. These activities help students apply theoretical
knowledge in practical ways, making the lessons more meaningful. Active Learning
also encourages critical thinking, problem-solving, and decision-making as learners
plan, execute, and adjust their work. By directly experiencing the tasks, students
not only understand the concepts better but also develop skills they can use
outside the classroom, making learning both practical and relevant to everyday
life.

Session 2 – Teaching Contextually

Required Task 1 Give your comments on the following situations. Discuss
them with your colleagues.
Topic Scenario Localization or Insights
Indigenization?

Visualize the ratio Teacher Rommel Localization The teacher uses

of two given used easily Indigenization familiar objects
numbers observable from the learners’
examples of ratio everyday
in the community environment,
such as one jeep, helping them
4 wheels; one understand ratios
kariton, 2 wheels, by connecting
one tricycle, 3 abstract concepts
wheels to things they see
and experience
regularly.

Localization The lesson

Teacher Mary Ann Indigenization integrates local
presented the cultural practices,
lesson by showing how math
mentioning concepts like ratio
community are applied in
 activities or traditional
cultural practices community
that inherently use activities, making
the concept of learning culturally
ratio like bringing meaningful.
sacks of rice to
markets using
carabao (one
carabao to the
number of sacks)

Localization Learners actively

Identify elements Teacher Melody Indigenization explore and
of a short story instructed her document their
learners to community’s oral
interview the history, fostering a
chieftains in the deeper
villages of the understanding of
learners and asked local culture and
for stories of origin storytelling
depicting their traditions.
culture.

Localization By using a local

Teacher Hanadee Indigenization legend, students
presented the learn literary
elements of a concepts while
short story using a appreciating and
local legend “Ang preserving cultural
Alamat ni heritage, making
Daragang the lesson both
Magayon” educational and
culturally relevant.

Localization Learners relate to

Identify star Teacher Ailyn Indigenization familiar star names
patterns that can mentioned the in their community
be seen at community’s while also learning
particular times name for general
of the year prominent stars astronomical
while retaining the knowledge,
use of the Greek bridging local
constellations experience with
broader concepts.

Localization The lesson

Indigenization emphasizes local
Teacher Lester knowledge of stars
discussed the and traditional
community’s own calendars, helping
calendar of star students
patterns and its understand
background before astronomy within
 discussing the their cultural and
Greek historical context.
constellations

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

Indigenization.
Situations Answer Feedback
1. The barangay will be
having its annual fiesta. The activity uses local
Teacher Marilou events and products,
requested her students in helping students apply
TLE to create a business LOCALIZATION concepts in a familiar
plan using the concepts community setting.
discussed. The business
plan is a requirement for
the learners to be
allowed to participate in
the bazaar on the day of
the fiesta
2. “Inutak” is a native
delicacy of the people of
Taguig and Pateros. The
dish is a reflection of the Students explore the
early customs of the local INDIGENIZATION historical and cultural
inhabitants of Taguig and background of a local
Pateros. Teacher Arnel dish, connecting learning
together with his to community traditions.
students in Araling
Panlipunan will conduct
research on this. He
instructed his students to
interview some
prominent native
residents of the area and
ask questions about the
relationship of culture
and the dish.
3. In the ICT class of
Teacher Rodel, after
discussing video and LOCALIZATION Learners apply ICT skills
animation, he instructed using locally known
his students to produce products, making the
an online advertisement task practical and
using the famous local relevant.
products and delicacies
in their place.
4. Teacher Diane is
teaching in a provincial Sharing local customs
school. In her English INDIGENIZATION helps learners
Class, one of the understand the story in
activities was the reading the context of their own
of the short story “How culture and traditions.
My Brother Leon Brought
Home a Wife” As a
priming activity, she
asked the learners to
share their traditional
customs.
5. After learning the
elements of a play, the LOCALIZATION The performance uses
class is tasked to perform local history and
a stage play for the community materials,
upcoming fiesta. The allowing students to
story of the play revolves connect learning to their
around a local hero surroundings.
during World War II
named Jose Ozamis.

Required Task 2: Reflection Create your #Commitment that manifests the

significance of contextualization to you as a teacher, for your learners, and to the
community. Write it down in the hearts below and discuss your answers with a co-
newly hired teacher or mentor.
AS A TEACHER:
I commit to helping my learners connect what they learn in class to what
they already know and experience in their daily lives. I want my lessons to be
meaningful, showing them how theory relates to real-life situations, so learning
becomes practical and relevant.

FOR MY STUDENTS:

I promise to actively engage my learners in learning, guiding them to

understand and make sense of new information. I will teach skills, especially
language skills, in ways that reflect real-world situations, so they can use what
they learn beyond the classroom.

FOR MY COMMUNITY:

I will make it a priority to include local culture, traditions, and knowledge in

my lessons through localization and indigenization. I want my teaching to not only
help my students grow but also strengthen their connection to their community
and celebrate the unique heritage around them.

Session 3 – REACT Strategy

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 Teachers use REACT strategies to
REACT Strategy in localizing TRUE ensure active participation of the
the lesson. learners. Teachers guide the
learners to observe and record
data, to communicate effectively,
to build new skills and to finish the
learning activity individually and
as a group.
2. When learners take what Transferring happens when
they have learned and apply TRUE students use their prior knowledge
it to new situations and to understand and apply new
context, the transferring concepts.
stage happens.
3. Experiencing happens Experiencing involves exploration,
when learners solve problems discovery, and creating
as a team to reinforce TRUE knowledge, which engages
knowledge and develop students in active learning.
collaborative skills.
4. Understanding real-world Using real-life examples helps
connections to course TRUE students see the relevance of
content increases student learning and apply it to everyday
engagement which often life.
leads to increased
persistence and successful
transitions.
5. For learning to happen, the When students explore and
teacher allows the learners to TRUE experience tasks firsthand, they
discover meaningful learn in a meaningful and lasting
relationships between way.
concrete ideas and real-world
application.

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.
Now challenge your understanding by answering these questions together with
your colleagues and mentor.
Discussion Questions Answers Feedback
Did Teacher Romano YES Yes, Teacher Romano
utilize contextualization? used contextualization by
relating the lesson to
real-life situations, such
as showing fallen leaves
from the school and
assigning a plant care
scenario. This helped
students apply
photosynthesis concepts
in practical and
meaningful ways.
What degree of LOCALIZATION Teacher Roman uses
contextualization is local examples and
presented in the sample materials to make the
lesson? lesson more meaningful
and easier for students to
relate to and understand.

Which part in Teacher Teacher Romano’s lesson

Romano’s lesson showed When the students showed the REACT
the REACT Strategy? perform the activity strategy by connecting
Outline the portions that the topic to real life,
demonstrated the REACT having students do a leaf
strategy. experiment, solving plant
problems in pairs, and
comparing plant and
animal nutrition. The
class ended with a quiz.
Was the anticipated The REACT approach
learning outcome realized YES keeps students fully
through the REACT engaged, making
Strategy? learning both fun and
hands-on so they enjoy
every step of the process.
As a teacher, can you Yes! As a teacher, I can REACT technique was
replicate any lesson or use the REACT Strategy more effective and
topic using the REACT by connecting the lesson recommended for use in
Strategy? How? to students’ lives, letting a class when the students
them do hands-on needed direct
activities, helping them experience.
apply what they learn,
encouraging teamwork,
and showing how the
lesson relates to other
topics. This makes
learning more active and
fun.

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 Responses

Strategy

Topic or Competency Making a Simple Wooden Pencil

Holder
1. What kind of discussion or activity Start by asking learners if they use
might help learners in RELATING to the pencil holders or organizers at home or
concept? school. Discuss why having a neat
workspace helps with studying and
keeping tools organized.
2. What kind of activity would enable Show learners how to measure, cut,
learners to EXPERIENCE the concept? and assemble wooden pieces to create
a basic pencil holder. Let them try
sanding and assembling the parts
themselves using safe tools.
3. How can learners be shown the way Assign learners to complete their own
that concept is applied, or they can pencil holder projects, encouraging
APPLY it themselves in a way that them to check measurements and
simulates an industry situation or other finish the product neatly. This simulates
real-life problem-solving scenario? a simple woodworking task.
4. How will the experience be set up so Have learners work in pairs or small
that learners have the opportunity to groups to help each other with
interact and COOPERATE in one measuring, cutting, and assembling.
another’s learning? Encourage sharing tips and teamwork
to finish the projects.
5. What steps can be taken to ensure Ask learners how they can use these
that learners will be able to TRANSFER woodworking skills to make other
learning to new and unfamiliar useful items or help with home repairs.
situations? Encourage them to think about how
these skills apply to real jobs and
hobbies.

Module 2 – Building Relationships with the Wider School Community

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.

Statement Answer Feedback

1. It is a school The PTA is a group made
association composed of up of parents or
parents/guardians and F. Parent-Teacher guardians and teachers
teachers, which serves as Association (PTA) who work together to
support groups and support the school. Their
partners of the school for main goal is to help
the welfare of the improve the students’
learners. well-being and learning
experience.
2. It is composed of Stakeholders assist the
government agencies, school in achieving its
NGOs, Alumni, Parents, C. Stakeholders goals and objectives by
retirees, and other sectors providing valuable
in the community which support and resources.
give support to the school Their contributions play
in the achievement of its an important role in
goals and objectives. enhancing the school’s
programs and creating a
better learning
environment.

3. It refers to the E. School Governing The School Governing

sustainable governance Council Council is made up of
structure that operates members from the school
under the principle of community, including
shared accountability and teachers, parents or
responsibility among guardians, school
school community administrators, and
stakeholders sometimes
representatives from
local government or
community organizations.
They work together to
help manage and support
the school.
4. It is a detailed list of An Action Plan is a
the steps or tasks that detailed list of tasks to
you need to accomplish to A. Action Plan complete in order to
attain the goals set achieve specific goals. It
helps organize and guide
efforts to ensure
successful results.
5. It is a relationship A strong school-
between the school and community relationship is
the community, D. School community important because both
organization, or individual work together to support
who seeks a common children’s learning and
goal, which is to success.
contribute to the learning
outcome of the children.

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

Teachers: Internal stakeholder
Students: Internal stakeholder
LGUs: External stakeholder
NGOs: External stakeholder
Civil Society: External stakeholder
School administrator: Internal stakeholder

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.

Name of School Community (School name and Barangay): Tuktukan Elementary

School, Tuktukan, Guiguinto, Bulacan

Description (name, location,

background, etc.)
1. Type of community (urban, rural, Tuktukan is part of Guiguinto’s urban
etc.) core, characterized by dense
residential neighborhoods and
commercial developments.
2. Topography Mostly flat land
3. Available establishments Barangay hall, health center, sari-sari
stores, public market, small eateries
and supermarket
4. Tourist spots/parks There is a nearby chapel, and historical
landmarks in Guiguinto town proper.
5. Indigenous group/s (if applicable) No specific indigenous groups reported
in the area.
6. Religion Predominantly Roman Catholic, with
some other Christian denominations.
7. Celebration/feasts Feast Day of St. Luke the Evangelist,
patron saint of the barangay.
8. Source of income Small businesses, and local trade,
government and private employee.
9. Songs/folklores n/a
10. Local heroes n/a
11. Learning Resource School Reading corners and barangay
Centers/Learning Hub reading center

Required Task No. 1: Scenario Analysis

Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Answer: Ms. Ramos approached the Barangay Captain to request permission to
use the unused computers at the Barangay Hall. This was to assist six pupils who
did not have devices at home to participate in their online classes. Her initiative
also resulted in additional computers being donated, ensuring that all students
could continue their learning.

2. What was the Memorandum of Agreement the School Principal made for?
Answer: The Memorandum of Agreement was made to clearly explain the rules
and responsibilities for using the donated computers. It makes sure both the
school and the donor agree on how to take care of the computers and how they
will be used.

3. If you were Ms. Ramos, would you do the same? Why?

Answer: Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has
always desired to assist children with their education. She also wanted what is the
best for her pupils.

4. What will you do to show appreciation and gratitude to them?

Answer: If I were Ms. Ramos, I would do the same because she helped students
without online learning tools. She found a solution to support their education,
showing her care and dedication.

Required Task No. 2: Action Plan (Portfolio Output)

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

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 Time frame When Potential barriers

What tasks should Personnel Who should the tasks What hinders the
be done? are the people to be accomplished? accomplishment of
perform the these tasks?
tasks?
Maintain a Teachers and Year around The availability of
positive Principals as well stakeholders and
connection with as the learners’ the funding
government parents. required for the
offices by search for potential
coordinating with stakeholders to
as many satisfy school
stakeholders as demands.
feasible.
**********
Session 2: The School and Community Relationships
Key Topic 1: Laws and Existing Policies
Required Task 1 Write TRUE if the statement is correct and FALSE if not.
Statement Answer Feedback
1. The wider school TRUE The school community
community can be a provides resources and
source of learning. support that help students
learn better.
2. Batas Pambansa Blg. TRUE This policy aims to create
232 is also known as An and maintain a complete
Act Providing for the and suitable education
Establishment and system that supports the
Maintenance of an country’s development
Integrated System of goals.
Education.
3. The community is FALSE The community is
required to provide the encouraged to help but is
needs of the school. not legally required to
provide all school needs.
4. The School Governing FALSE The SGC doesn’t directly
Council (SGC) is handle student learning
accountable to the but creates a platform for
learning of the students in the school community to
the school. work together and
improve it.

5. Frequent TRUE Schools should maintain a

communication with the positive relationship with
learners’ parents/ the community, especially
guardians contributes to a with learners’ parents or
healthy school-community guardians.
relationship.
6. A farmer or fisherman FALSE Internal stakeholders are
in the community is directly part of the school.
considered an Internal They are involved in the
Stakeholder of the school daily work and decisions
of the school.
7. The school alone can FALSE Lifelong learning requires
provide for the life-long support from schools,
learning skills the learners families, and the
need. community.
8. During Family Day, TRUE Offering school activities
teachers get the chance that strengthen student-
to know the parents/ parent/guardian
guardians and some of relationships can greatly
the members of the enhance the students'
family of the learner. learning experience.
9. Having open and FALSE Good communication with
healthy communication parents affects students’
between the teacher and academic performance
the learners’ parents/ and behavior.
guardians has nothing to
do with the academic nor
in the social behavior of
the learner
10. An established linkage TRUE Strong school-community
between the teachers/ partnerships help
school and the students grow and
community can help in succeed.
the development of the
learner
Required Task 2: Scenario Analysis
Scenario 1
Questions: 1. As an adviser of one of the classes in Grade 1, what should you do to
gain the trust and confidence of the parents and the community? Limit your
answer to 200 words (maximum)

ANSWER: A strong partnership between the school and community is vital for a
successful academic year. As a Grade 1 adviser, I will hold a meeting with parents
to address their concerns, assure them of their child’s welfare, and emphasize the
importance of collaboration. By fostering mutual trust and understanding, we can
work together to support the students’ growth and success.

2. Who are the persons in the school community that you can tap to help you
establish a good relationship with parents?

ANSWER: To establish a positive relationship with parents, it is important to

engage key members of the school community. Students play a vital role and can
be encouraged to participate actively in school activities that involve their families.
Additionally, seeking approval and support from the school administration is
essential for organizing programs and events that facilitate meaningful interaction
between teachers and parents. These initiatives, such as parent-teacher
conferences, workshops, and community-building activities, promote open
communication and foster mutual understanding. By collaborating with both
students and the administration, we can strengthen the partnership between the
school and parents, ultimately supporting the academic and personal growth of the
learners

3. In what ways can you better communicate with the parents?

Answer: Good communication with parents starts by understanding how much
they care about their children’s well-being and success. By showing that we truly
care, we can earn their trust and support. This helps us work together to use the
right teaching methods, keep track of students’ progress, and manage behavior.
Clear and respectful communication makes parents feel involved and confident in
their child’s education, which helps the student grow and succeed.

Key Topic 2: The Community Involvement Continuum

Required Task 2: Complete the table At the beginning of the school year, the
Department of Education implements the Brigada Eskwela. As a teacher, how can
you involve the school community and the school’s stakeholders on this initiative
of the Department? Identify appropriate approaches/activities/tasks/strategies you
can use to involve the community. The first row is done for you.

Community Involvement Goal Activities/Tasks/Strategies

Level
Inform To provide the Example: Conduct
community with information drives on
balanced, objective certain community issues
information to assist or advocacies
them in understanding
the problem, alternatives
and solution
Infer To obtain community Distribute surveys or
feedback on analysis, feedback forms after
alternatives, and Brigada Eskwela activities;
decisions hold open forums and
consultation sessions with
parents, local officials, and
stakeholders to gather
 insights on how to improve
school programs and
safety measures.
Involve To work with the Organize participatory
community throughout planning sessions where
the process to ensure community members
that their concerns and suggest projects and
aspirations are improvements; include
consistently understood. parents and volunteers in
the planning, preparation,
and implementation of
Brigada Eskwela activities.
Integrate To partner with the Form collaborative teams
community in each or working groups
aspect of the decision. composed of teachers,
To synergize the effort parents, LGU
from all the stakeholders representatives, and other
to reach the goals (to stakeholders to co-manage
solve school problems) specific aspects of Brigada
Eskwela (e.g., sanitation,
classroom repairs,
gardening); involve them in
budget planning and
resource allocation.
Empower (INVEST) To provide shared Allow community leaders,
leadership of such as PTA presidents and
community-led projects barangay officials, to take
with final decision- full responsibility for
making at the leading certain Brigada
community level. Eskwela initiatives; support
them in proposing,
designing, and
implementing long-term
school-community projects
(e.g., sustainability
programs, feeding
programs, safety patrols).

Session 3 – Strengthening and Sustaining Good Relationships with the

School Community
Preliminary Activity: During your first month of teaching, were you able to get to
know the parents of your learners? What were your struggles and how did you
overcome them? Limit your response to 200 words.
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:

During my first month of teaching as a Grade 5 subject teacher, I was able to

connect with some of our learners’ parents, but I also faced challenges in
communicating with others and encouraging their participation in school activities.
I understand that strong relationships between families and schools are essential
for learners to succeed. However, it can be difficult to build these connections
when some parents are hard to reach or reluctant to get involved. To address this,
I offered alternative ways to communicate, such as phone calls or video meetings,
for parents who were unable to attend in-person meetings. I made sure to express
my commitment to working closely with them toward our shared goal of supporting
their child’s growth and success.

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:
  Use different communication methods such as texting, emailing, and calling
to accommodate parents’ preferences.
 Be patient and consistent, as building trust with parents takes time.
 Attend school events or informal meetings to create opportunities for face-
to-face interaction with parents.
 Encourage students to share updates with their parents to increase family
involvement.
 Be open, flexible, and persistent when reaching out to parents to build strong
relationships.

Required Task 1: Writing The following are some common school situations.
Write the strategy that you think will best suit the situation to be able to create a
good relationship with the parents/guardians and the wider school community.
Limit your response to 100 words for each situation.

[Link] is always absent and you never receive an excuse letter from her
parents/guardians.

Answer: When a learner is frequently absent, I make sure to reach out to their
parents with care and understanding. I let them know that I’ve missed their child in
class and hope that everything is alright at home. This approach helps open up
communication without making parents feel pressured or defensive.

Once the learner back in class, I take time to talk with them kindly, showing that I
care about their well-being and academic progress. I avoid asking directly about
their absence because I believe they will share their reasons when they feel
comfortable. Instead, I focus on welcoming them back and helping them catch up
on missed work, creating a supportive environment that encourages them to stay
engaged and motivated.

2. Your lesson for tomorrow is about different professions/jobs. You want your
learners to meet professionals and those working in the community. In planning
the lesson, you wanted to prioritize the safety and maximize the learning
experience at the same time. You thought about conducting a field trip, but it will
be very costly and will require rigorous planning to make sure that the activity will
be safe. What is an alternative way to conduct this activity?

ANSWER: A practical alternative I would consider is inviting professionals and

community workers directly to the school, either in person or through virtual
platforms like video calls or webinars. This way, my learners can safely and
comfortably engage with experts without the costs and challenges of organizing a
field trip. By creating opportunities for interactive discussions and Q&A sessions, I
can help my learners gain valuable insights into different careers while keeping the
environment controlled and secure. This approach allows me to prioritize their
safety while still providing meaningful, real-world learning experiences.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter
told her that you moved the child’s seat away from her friends to make her
concentrate on your lessons. Your actions were triggered by her non submission of
assignment and throwing a crumpled paper at you. How will you explain your side
to Mrs. Cruz?

ANSWER: I would start by sincerely listening to Mrs. Cruz’s concerns, as I

understand how important it is for her to look out for her daughter. I would gently
explain that I decided to move her daughter’s seat not to punish her or separate
her from her friends, but to help her concentrate better during our lessons. I had
noticed some behaviors that were affecting her focus, such as not submitting
assignments and an instance where she threw a crumpled paper in class. My goal
was simply to give her a better chance to stay engaged and do well in school. I
would also reassure Mrs. Cruz that I care about her daughter’s growth and success,
and that I’m more than willing to work together with her to guide and support her
child in a positive way.

4. The general PTA meeting is fast approaching, and you need to ensure at least
90 percent attendance of parents. How are you going to invite the parents to
ensure their attendance and participation?

ANSWER: To make sure at least 90 percent of parents attend the PTA meeting, I
will first send a clear invitation letter through the learners with the date, time,
place, and purpose of the meeting. Then, I will send text reminders and call
parents, especially those who rarely attend. I will explain that we will talk about
their child’s progress, school events, and important matters needing their support.
I’ll keep a list of those who confirm and follow up with those who don’t. This way, I
can encourage more parents to be involved.

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

YES1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo.
Teacher Consuelo seeks for advice from Benedick’s previous teachers. Contrary to
what she knows, the teachers said that Benedick was a talkative pupil. During the
distribution of cards, she talked to the student’s mother and found out that after
his father’s death, he got upset, which led to Benedick’s disinterest in socialization.
Teacher Consuelo consulted Benedick’s condition with the School Guidance
Counselor.
NO 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a
mother of a Kinder learner in the same school. She was impressed by the
improvements made in the school and expressed her willingness to contribute to
the further improvement of the school. She asked the teacher of her daughter, of
what else she can contribute to the school. However, nothing came into fruition.
YES 3. Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has been
acting this way for almost two weeks, Ms. Bada immediately called his father, Mr.
Cruz and set an appointment. She told Mr. Cruz of Angelo’s behavior in school and
he promised that he will be watchful of Angelo.
NO 4. During the online class where Janna is attending, she failed to understand
the instructions of the teacher because of internet connection failure. Mrs. Manza,
her mother, sent a message to her teacher and asked for further discussion about
the instruction because Janna was not able to get it correctly. Her teacher did not
respond to her.
YES 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay
Health Worker (BHW) for her to answer. As soon as Lerio finished answering, her
mother brought back the activity sheets to school. She explained that she is on her
way to the market so she didn’t wait for the BHW to come over and get back the
activity sheets. Mrs. Hugo was very grateful.

Optional task: List down top 5 strategies to increase parental involvement in

school and share it with your co-teachers.

1. Connect parents and schools

2. Create an organizational structure
3. Consider parent’s time
4. Identify and support learning environment
5. Make Home visits and Parent- Teacher Conferences