COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
SCHOOL JACOBO Z. GONZALES MEMORIAL NATIONAL HIGH
SCHOOL
DISTRICT IV
MENTEE JULIE ANN S. GOZO
MENTOR RUVY L. BUSTARDE
MODULE NUMBER/ TITLE Module 2: Teaching with the Context in Mind
SESSION NUMBER/ TITLE SESSION 1: Community as A Resource in The
Teaching-
Learning Process
REQUIRED TASK NUMBER Required Task No. 1: Scenario Analysis
/TITLE Required Task No. 2: Action Plan
REQUIRED TASK NO. 1: SCENARIO ANALYSIS
1. Why did Ms. Ramos talk to the Barangay Captain?
She asked if she could use the Barangay's extra computer so that her six students
who don't have access to a computer for their online class may use it for their study.
2. What was the Memorandum of Agreement the School Principal made for?
The memorandum of agreement that the school principal made was an agreement
between the school and Ms. Ramos that will be authorized by the superintendent in order
for her to become an official stakeholder in the school or a donor of the essential
computers.
3. If you were Ms. Ramos, would you do the same? Why?
Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always
desired to assist children with their education.
4. What will you do to show appreciation and gratitude to them?
As long as I am able, I will always open my door to assist the unfortunate children
and even supply other required resources.
REQUIRED TASK NO. 2: ACTION PLAN
I. Identify Problems:
Observable Reasons: Resources: Action: Action:
Problems:
What What resources What can you do as What can your school
What are the might be do you have in their teacher? do to face the
problems that the your school challenge? Are there
hinder the reason? community that any efforts your
learning you can utilize in school is doing to
process easing out the ease the problem?
during this identified
time of problems in your
pandemic? school
community?
Availability of Lack of A learning Visit each home Look for someone
internet finances module that may while carrying their who can help the
connection of the be sent to their instructional school to keep the
and gadgets. families. house, allowing modules. Look for students informed
them to continue stakeholders that and up to date on the
their studies can assist me in lectures. Consulted
even if they don’t keeping my the Barangay officials
have access to a students informed to be give aid and
device. and updated bout assistance in visiting
our lesson. students and
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
distributing learning
modules.
II. Make an Action Plan
Action steps: What Responsible Time frame when Potential barriers What
tasks should be done? personnel who should the tasks hinders the
are the people be accomplishment of these
to perform the accomplished? tasks?
tasks?
Maintain a positive Teachers and Year around The availability of
connection with principals as stakeholders and the
government offices by well as the funding requirement for the
coordinating with as learners’ search for potential
many stakeholders as parents. stakeholders to satisfy
feasible. school demands.
Submitted by: Checked by:
JULIE ANN S. GOZO RUVY L. BUSTARDE
Mentee Mentor
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
SCHOOL JACOBO Z. GONZALES MEMORIAL NATIONAL HIGH SCHOOL
DISTRICT IV
MENTEE JULIE ANN S. GOZO
MENTOR RUVY L. BUSTARDE
MODULE NUMBER/ TITLE Module 2: Teaching with The Context In Mind
SESSION NUMBER/ TITLE SESSION 2: The School and Community Relationships
REQUIRED TASK Required Task 1 Write TRUE if the statement is correct and FALSE
NUMBER /TITLE if not.
Required Task 2: Scenario Analysis
Required Task 2: Complete the table at the beginning of the
school year, the Department of Education implements the Brigada
Eskwela
Key Topic 1: Laws and Existing Policies
REQUIRED TASK 1 Write TRUE if the statement is correct and FALSE if not.
Statement Answ Feedback
er
1. The wider school community TRUE The school is conducive to learning when it has
can be a source of learning. a harmonious interaction with the community.
2. Batas Pambansa Blg. 232 is TRUE This policy intends to construct and maintain a
also known as An Act Providing comprehensive, appropriate, and integrated
for the Establishment and educational system that is relevant to national
Maintenance of an Integrated development goals.
System of Education.
3. The community is required to FALSE The community was not compelled to meet the
provide the needs of the school. school's needs, but they might assist the school
in meeting those needs.
4. The School Governing Council FALSE The learning of the kids was not the
(SGC) is accountable to the responsibility of SGC. Because an SGC's role is
learning of the students in the to create a platform for parents, students,
school. teachers, community stakeholders, and the
school's principal to collaborate and improve
student learning outcomes.
5. Frequent communication with TRUE School should maintain a harmonious
the learners’ parents/ guardians relationship to the community especially to the
contributes to a healthy school- learners’ parents/guardians.
community relationship.
6. A farmer or fisherman in the FALSE Internal stakeholders are those who have a
community is considered an direct connection to the institution.
Internal Stakeholder of the
school
7. The school alone can provide FALSE To create a secure and pleasant learning
for the life-long learning skills environment, the school need community
the learners need. assistance.
8. During Family Day, teachers TRUE Providing various school activities that foster
get the chance to know the relationships between students and their
parents/ guardians and some of parents/guardians may be extremely beneficial
the members of the family of the to the students' learning process.
learner.
9. Having open and healthy FALSE Having a healthy relationship to the learners’
communication between the parents/guardian may be extremely beneficial
teacher and the learners’ to the students' learning process.
parents/ guardians has nothing
to do with the academic nor in
the social behavior of the
learner
10. An established linkage TRUE Having a positive relationship with the
between the teachers/ school community can help learners learn more
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
and the community can help in effectively.
the development of the learner
REQUIRED TASK 2: SCENARIO ANALYSIS
Scenario 1
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)
You may hold a meeting to promote the benefits of having a positive relationship between the
school and the community. Allow them to perceive and understand the school's situation in
order to provide a healthy learning experience for the students. Showing care and treating
them as if they were your own child is an excellent way to acquire the trust of the parents and
the community.
2. Who are the persons in the school community that you can tap to help you
establish a good relationship with parents?
We might tap our students and seek our administration for permission to organize a school
activity that would benefit both teachers and parents, especially the students to maintain and
develop a positive connection with parents and the community.
3. In what ways can you better communicate with the parents?
Because most parents want the best for their children, you can use this concern to gain their
support and trust by simply demonstrating how much you care for them. This will be beneficial
for all of you, particularly because it will help us to use appropriate teaching techniques,
monitor students' academic performance, and even discipline students.
Key Topic 2: The Community Involvement Continuum
REQUIRED TASK 2:
Community Goal Activities/Tasks/Strategies
Involvement
Level
Inform To provide the community with Example: Conduct information drives on
balanced, objective information to certain community issues or advocacies
assist them in understanding the
problem, alternatives and solution
Infer To obtain community feedback on Gather information about community issue and
analysis, alternatives, and put together to design an evaluation
decisions
Involve To work with the community Coordinate with the community and discuss
throughout the process to ensure about their concern.
that their concerns and
aspirations are consistently
understood.
Integrate To partner with the community in To have school and community effort to
each aspect of the decision. To improve student and community learnings.
synergize the effort from all the
stakeholders to reach the goals
(to solve school problems)
Empower To provide shared leadership of Maintaining a positive relationship with the
(INVEST) community-led projects with final community, as well as initiating and
decision-making at the community recommending a magnificent initiative for the
level. improvement of the school and the learning
process.
Submitted by: Checked by:
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
JULIE ANN S. GOZO RUVY L. BUSTARDE
Mentee Mentor
SCHOOL JACOBO Z. GONZALES MEMORIAL NATIONAL HIGH SCHOOL
DISTRICT IV
MENTEE JULIE ANN S. GOZO
MENTOR RUVY L. BUSTARDE
MODULE NUMBER/ Module 3: Teaching with The Context in Mind
TITLE
SESSION NUMBER/ SESSION 3: Strengthening and Sustaining Good Relationships with
TITLE the School Community
REQUIRED TASK Required Task No. 1: Writing
NUMBER /TITLE Required Task No. 2: Scenario Analysis
REQUIRED TASK 1: WRITING
1. Claire is always absent and you never receive an excuse letter from her
parents/guardians
When a student is chronically absent, contacting parents is usually effective especially if
you emphasize how you've missed the student in class and hope he or she is all right,
rather than demanding to know the reason for the absence. It's also helpful to have a
conversation with the student the next time they attend class, stressing that you've noticed
their absence, and you care about them and their education.
I always try to avoid asking a student why they've been absent. In my experience, if
they've been absent for a legitimate reason, they'll tell you. Other times, there are personal
or family issues they may prefer not to share. When a student with a string of absences
returns to class, it's important to welcome them back and help them get up to speed on
missing work. Giving your students a hard time about poor attendance is counter
productive and doesn't make them want to return to school in the future.
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?
Field trips are often considered a key part of the school experience. Students often look
back on them as some of their favorite and most memorable days of school.
However, traditional field trips are not always feasible options. They can be expensive,
time-consuming to organize, and quite stressful in action. Perhaps your most simple and
convenient option for a field trip alternative is to show your class about documentary of
different professions/job. Movies have a very unique ability to transport our learners to
other places, and documentaries in particular can be very educational and revealing about
a faraway place or topic. No matter the subject, you can find a documentary that your
students will be interested in.
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?
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
Instantly thank the parent for bringing her concern to your attention. Apologize for both the
problem and for causing parents’ concern. Take any steps necessary to calm Mrs. Cruz and
help her to relax.
Discuss with Mrs. Cruz about misbehavior of her child in a nice way and the reason why you
move her child away from her friends to make her concentrate on your lesson. B e careful
the language used when communicating with parents. End your conversation by reiterating
that you’re going to take care of the problem.
4. The general PTA meeting is fast approaching and you need to ensure at least
90 percent attendances of parents. How are you going to invite the parents to
ensure their attendance and participation?
To ensure their attendance and participation I will send home personal letters to
notify parents of conference dates. Outline an agenda that will interest them and
emphasize the importance of the conference to their children's education. Schedule the
time of conference to the students who have siblings in the same school and coordinate
conference times with the siblings' teachers. Do everything possible to avoid scheduling
siblings' conferences on different days or at widely disparate times. Base the length of the
conferences on the needs of the students. If necessary, schedule two consecutive periods
with parents you suspect might require more time. Send home personal invitations to the
conferences and ask parents to RSVP by a specific date. Call the parents who do not
respond and encourage them to attend. Send home reminders one week before the
conferences. Contact parents who do not show up and try to reschedule.
Required Task 2: Scenario Analysis
NO YE
S
NO
NO
YE
S
Submitted by: Checked by:
COURSE 4
TEACHER INDUCTION PROGRAM
Translating the Curriculum into
(TIP) Classroom Practice
JULIE ANN S. GOZO RUVY L. BUSTARDE
Mentee Mentor