2018

TEACHER INDUCTION
PROGRAM

MODULE 4
I. SESSION 1: DIFFERENTIATED INSTRUCTION

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)

3.1.1. Demonstrate knowledge and 3.1.2. Use differentiated,

understanding of differentiated developmentally-appropriate learning
teaching to suit the learners’ gender, experiences to address learner’s gender,
needs and strengths, interests and needs, strengths, interests and
experiences through provision of experiences.
learning practices appropriate to the
needs of the learner.

Objectives
a. Demonstrate understanding of diversity of learners as inputs to
planning and designing learning opportunities; and

b. Plan and design learning opportunities that address diversity of

learners.
 Activities and Assessment
Cite your experience during your practice teaching days or first teaching
employment where you were to handle a diverse groups of learners.

a. What particular various groups were you able to encounter?

b. What are the identified different learning needs between and among
those groups?

Match the aspects of Diverse Background in Column A to the given

Learning Needs in Column B. Write the letter of your choice on the space
provided before each number.

Column A Column B
(Diverse Background) ( Learning Need)

___d__1. Gender a. Participation to festivities that

promotes one’s cultural identity

___f__2. Religion Beliefs b. Participation to extra-curricular

activities with less or no expenses

___g__3. Socio-economic Background c. Use of the Mother Tongue in the

early stage

___b__4. Geographical Background d. Leadership in group tasks may

be done by either boys or girls

___c__5. Language e. Use of Flexible Learning Options

__j__6. Ethnic Group f. Need for equal opportunities

to lead the morning prayer

___a__7. Culture g. Opportunities for maximum

development

___l__8. Learners with disabilities h. More rapid instructional pace

___h__9. Race i. Free from discrimination

___e_10. Gifted j. Relevant to Indigenous Knowledge

System and Practices (IKSPs)
After knowing your diverse learners, what are other learning activities
that can be appropriately used or provide to address the needs of your
diverse learners? You may refer to examples in Activity #2

DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES

[Link] Create an activity that requires them

to role play where they can show their
skills and talent related to their
gender.

2. Religion Beliefs Read a story and let them relate to

the morals with what their religion
taught them.

3. Socioeconomic Background Let them engage in healthy debates

by organizing one that can help them
find their opinions.

4. Geographical Background For learners who are situated in far

flung areas visiting and checking up
their condition often even if it meant
visiting them.

5. Language Organize activities that will enhance

their language skills and vocabulary
like spelling bees, poems, and
recitation.

6. Ethnic Group Help the learners open up to their

classmates so that they are able to
spread awareness about their own
culture and why non ethnic learners
should respect.

7. Culture Involve your class in school activities

that enriches and explore our culture
like balagtasan during lingo ng wika.

8. Learners with disabilities Tend to their needs by providing them

by adapting to their needs like
providing audio lesson guide to blind
 learners or school quizzed in brail.

9. Race Make activities that are neutral

without any prejudices that can lead
to bigotry against their race.

10. Gifted Providing them learning materials

that is apt for their learning capacity.

Planning

Based on the inputs provided, develop a learning activity for at least 2–

3 varied groups of learners from the lesson that you are presently/currently
teaching.
(Print COT 2019)

Reflection
1. What teaching strategies did you learn from Module 4 that would help
you organize or develop teaching-learning activities for these various
groups of learners?
The teaching strategies that I’ve learned from this module is that we should
recognize that our learners our unique and learns and study in different
methods. We should never compare but what we should do is to offer a
variety of activities that will capture their interest, cater to their needs, as
well as enhance their skills and talents.

II. Were you able to adequately address the diverse needs of these learners?
Yes, our master teacher have always emphasized the importance of
incorporating activities with varied instructions during COT’s.
III. What are the needs to be improved professionally to deal with diverse
learners?
To be honest in order to create and prepare the best lessons we must
have ample time to prepare. Also the number of students within the class
should be ideal because the ambiance and learning environment should
also be ideal.
IV. What is your realization on the importance of knowing and providing
variation in learning opportunities?
I realized that if I don’t give my learners a variety when presenting my
lesson then I’m not doing much help to aid my learners in fostering a great
learning environment.

5. Share what you feel and think after finishing this lesson by completing
the following statements. (i) My knowledge in understanding diversity of
learners and their learning needs will help me to… (ii) I find the lesson…
 My knowledge in understanding diversity of learners and their learning needs
will help me to create lesson with variety of methods that will catch their interest
and will help their skills and talents flourish.
II. SESSION 2: EXPLICIT TEACHING

Desired learning Outcomes

Domain 1. Content Knowledge and Pedagogy

1.2.1 Demonstrate an understanding of research-based knowledge and principles

of teaching and learning

1.2.2 Use researched-based knowledge and principles of teaching and learning to

enhance professional practice.
Objectives of the Session
a) Explain the research-based basic concepts, principles and methodologies
of explicit teaching Demonstrate understanding of the Explicit Teaching
Process
b) Develop and demonstrate a Detailed Lesson Plan (DLP) using explicit
teaching.
 Activities and Assessment
Watch and Learn
To enhance your understanding on explicit instruction, you may watch a
sample video lesson on [Link]
then accomplish the table below

Key concepts Role of the Teacher Steps in Explicit

Teaching
-Examine what we need to do in
the teaching effectively and
how the learning may do in
team learning.
Teacher-learner approach Model of learning
-Actively engage the learner.
-Allows students to take
ownership of their own
learning.
-Focus on how students learn.
-Explicit instruction in learning
strategies.
Learner-centered approach Facilitator of learning -Explicit goal setting by students
themselves.
-Students self-evaluation

Using the template below, choose a least learned skill that can be taught better using explicit
teaching approach then prepare a detailed lesson plan (DLP) appropriate to the grade level of your
students.

Explicit Teaching DLP Template

I. Objectives

II. Subject Matter

Topic:

Materials:

References:

III. Procedure
.
 a. Introduction

b. Modeling

c. Guided Practice

d. Independent Practice

e. Assessment/ Closure

IV. Reflection

DEMO-TEACHING (1 hr.)

Procedure:

1. Use the prepared DLP in demo-teaching.

2. Invite your school head in your class to evaluate how you did well in
the delivery of your lesson

Reflection
Answer the following:
1. Based on your learning experience, what are your realizations? Fill in the
needed information below which you want to stop doing, start doing and
continue doing:

Stop Doing Start Doing Continue Doing

Time consumable lesson Set the stage for proper Guided Practice
that is unnecessary learning
Teacher centered Variations of learner Interactive instruction
instruction centered strategies
Inconsistencies in rules Firm instructions Setting rules
Frequent writing of notes Cooperative learning Writing shorter note
taking.
Spending too much time Clear and swift instruction Settling the class before
settling the class to settle down starting the lesson.
Spoonfeeding Guided practice Explicit teaching

III. SESSION 3: 21ST CENTURY

TEACHING
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
4.1.1. Prepare developmentally 4.2.2. Set achievable and appropriate
sequenced teaching and learning learning outcomes that are aligned with
process to meet curriculum learning competencies
requirements.
4.3.1. Demonstrate knowledge in the
4.2.1. Identify learning outcomes
implementation of relevant and
that are aligned with learning
responsive learning programs.
competencies.

Objectives:
a. Demonstrate understanding on the nature of 21st Century Learners
b. Adapt learning outcomes that are aligned with learning competencies
that address the diverse learners of the 21st century
c. Develop a sample Detailed Lesson Plan (DLP) on your area based on
the learning outcomes/competencies that addresses the diverse
learners of the 21st century.
Activities and Assessment
1. List the characteristics of your learners in the specific grade level(s)
you are handling. Make sure that you are describing your learners in
your school context.

Key Learning Stage Observable Characteristics

-Understand language better than

they speak.
-Are interested in present, vague
concepts of past/future
-Eager to learn
K to 3
-Ask many questions
-Define things by their use
-enjoy problem solving games
-can plan and carry out projects
with adult support
-Ask many questions and want
thoughtful answers.
-Can often understand other points of
view
-Developing strong interests, hobbies,
and collection.
-Engage in day dreaming
4 to 6
-Enjoy problem solving games and
puzzles
-Enjoy rule based games.
-Are beginning to develop view about
social/global issues.
-Beginning to enjoy humor by telling
jokes and understanding sarcasm.

- If you have a peer, present to him or her your work and discuss the
nature of the learners in your school. Your partner will do the same
with you.

- Consult with another teacher and discuss your answers with

him/her.

2. Develop a Sample Detailed Lesson Plan (DLP) in your area of

specialization following the format prescribed in DepED Order #42, s.
2016 on “Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program.” The topic on the preparation of DLP was
discussed in Session of Module 4.
- Incorporate Integrate a specific 21st century skill in your DLP.
- This will be checked by your coach/mentor if done in district or
division InService Training (INSET) or by your school head if done a
 school-based training. Your mentor or school head will use the
form on following page to evaluate your DLP.
3. Identify the different learning programs offered in your school or in
your district that are relevant and responsive to the needs of your
learners in any of the key learning stages.
The district offers ALS, this is relevant for learners who are having a
hard time going to school regularly because they are already working
and for learners who are a bit older and are hesitant to attend regular
school.
4. Interview a master teacher in your school or district and ask him or
her about the learning programs being offered in the school that cater
the needs of the learners.
Our school offers ALS, K-3 and 4 to 6 as well as NC-dressmaking. These
caters to diverse learners from kinder to elementary age and even
learners who wants to learn skills.

5. List all the programs below and indicate the reasons why the programs
are being implemented in the school or district.

Learning Programs Offered Catered/Addressed Remarks

in the school Learners’ Needs
ALS Learners unable to District
attend regular classes.
K-3 Early education School

4-6 Primary Education School

NC-Dressmaking Skills and livelihood School

SPED Learners with special School

needs

- Discuss your answer with your peer or your coach /mentor.

Reflection

• As a newly-hired teacher, how does the session help you to become a

responsive teacher to the needs of your learners?
This session helped me realized that we cater to different learners
at different stages and that my teaching strategies should be in
line to their cognitive level.

• How did the session help you in integrating a 21 st century skill in your
DLP?
 It helped me realize that in order to adapt to globalization we
must inculcate the 21st century skills in our lessons for our them
to become competent and up to standard.

• How does the session help you as a newly-hired teacher manage better
the individual differences your learners?
Help them realize that each one of them are unique and that each
one of them have different learning styles and skills. This would
also help them accept learners with special needs with more
compassion.

• Which of the skills discussed are you comfortable in teaching given

your current level of professional development?
ICT skills because I think I know my ins and outs enough to apply
and incorporate them in my lessons.

• Which skill do you find challenging to teach?

Cross-cultural Understanding because I can’t pretend I’m
knowledgeable about every culture. I’ll need more research in
order to teach my learners the right thing.
 IV. SESSION 4: DAILY LESSON LOGS
Desired learning Outcomes
Beginning Teacher Indicators Proficient Teacher Indicators
(BTIs) (PTIs)

4.1.1
4.1.2
Prepare developmentally sequenced Plan, manage and implement
teaching and learning process to developmentally sequenced teaching
meet curriculum requirements. and learning process to meet
curriculum requirements and varied
teaching contexts

Objectives
At the end of the session, you will be able to:

1. Explain the teaching process through the essential elements of the

Daily Lesson Log (DLL) and Detailed Lesson Plan (DLP)

2. Prepare a one-week developmentally sequenced teaching and

learning process following the DLL and DLP requirements.

3. Plan and implement a one session DLP to be observed by a TIP

mentor and the school head.
Activity 3: Enhanced DLL/DLP
Using the template of the Daily Lesson Log (DLL) / Detailed Lesson Plan
(DLP),enhance the one-week developmentally sequenced teaching-learning
process which you have reviewed earlier.

DLL Template
GRADES 1 TO 12 School : Grade Level
DAILY LESSON Teacher: Learning Area::
LOG Date & Time: Quarter:
Daily Lesson Log Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's
Materials pages
3. Textbook pages
4. Additional
materials from
LRMDS portal
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing
previous lesson
or presentingthe
new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicingnew
skills #1
E. Discussing new
concepts and
practicing new
skills #2

GRADES 1 TO 12 School : Grade Level

DAILY LESSON Teacher: Learning Area::
LOG Date & Time: Quarter:
F. Developing
mastery(leads for
formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. making
generalization and
abstraction or
about the lesson
I. Evaluating
learning
J. Additional
activities for
application
K. Remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your students' progress this
week. What works? What else needs to be done to
help the students learn? Identify what help your
instructional supervisors can questions provide for
you so when you meet them, you ask them relevant
A. No. of learners .
who earned80% in
the evaluation
B. No. of learners
who require
additional
activities for
Remediation
C. Did the
remedial lessons
work? Number of
learners who have
caught up with
the lesson
D. No. of learners
who continue to
require
Remediation
GRADES 1 TO 12 School : Grade Level
DAILY LESSON Teacher: Learning Area::
LOG Date & Time: Quarter:
E. What
difficulties did my
principal or
supervisor can
help me solve?

F. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
DLP Template

DETAILED LESSON PLAN TEMPLATE

Parts of DLP Day 1 Day 2 Day 3 Day 4 Day 5

Objectives

Content

Learning
Resources

Procedure

A. Warm-up/
Review

B. Introduction

C. Presentation

D. Practice

E. Evaluation

Remarks

Reflection

Activity 4 “Plan and Act”

Prepare and implement a one session- DLP to be observed by a TIP mentor and
the school head.

Reflection
Considering your current situation as a beginning teacher/proficient teacher,
How will you maximize the use of DLL/DLP in tracking the learning
progress of your learners?
I can look back using my assessment and compare it to the flow of my
class as well as the activities that I have created to know if the learners
we’re immersed on the lesson.

What assistance do you need to improve the teaching-learning process in

your delivery?
I really need to improve on my teaching strategies as well as classroom
management. I tend to get interrupted easily and it is hard to continue on
smoothly. Hopefully I’ll be able to improve with time.
 V. SESSION 5: CONTEXTUALIZATION,
LOCALIZATION, AND INDIGENIZATION OF
RESOURCE MATERIALS
Desired learning outcomes
Beginning Teacher Proficient Teacher

a) Implement teaching strategies a) Show skills in the selection,

that are responsive to the development and use of a
learners’ linguistic, cultural, variety of teaching and learning
socio-economic and religious resources, including ICT, to
backgrounds. address learning goals.
b) Show skills in the selection, b) Establish a learner-centered
development and use of a culture by using teaching
variety of teaching and learning strategies that respond to their
resources, including ICT, to linguistic, cultural,
address learning goals. socioeconomic and religious
backgrounds.
 Activities and Assessment
Activity 1: Let’s Practice It!
Practice applying contextualization (Contextualized Curriculum includes
learning spaces and environment, teaching methodologies and strategies,
classroom assessment and learning resources) (individual, Pair or Group work)

Theme Areas for Contextualization

Learning
(local materials) Resources
Strategies/ Classroom Assessment
Competencies
From the CG Activities
(may include title) Learning
Space/

Environment
The learners should
be able to describe
the position of a Using the chairs School field Illustratio Treasure hunt, Consider a chair as a
person or an object inside the or n boards, Simon says,
in relation to a classroom. playground Markers, Drawing reference point inside
reference point such Crayons,
as chair, door or (Localization) the classroom, situated
another person.
anywhere. Ask a
S3FE-IIIa-b-1
learner/s to describe his

or her position in

relation to the chair

considered.

Activity 2: Let’s Plan It!

Daily Lesson Plan
You are now ready to craft your Daily Lesson Plan with contextualized
competency.
Activity 3: Let’s Show It!
Perform an actual teaching demonstration based on your crafted Daily Lesson
Plan.

Note: Necessary arrangements must be done prior to the conduct of the said
activity which include the process observers, teacher observation guide to be
used, date, time and venue.
 Reflection

1. In what concrete ways does the session help me become a more

agentic/empowered teacher, aligned to standard and domain?
It helps me make relevant references for my learners so they can
relate more to the content of the lesson.

2. Considering your current situation in your station, how can you

make your teaching more meaningful, relevant and useful to the
learners?
I can make things relevant for my learners by relating to their
surroundings that they are more familiar with as well as current
events that they have possibly heard to keep their attention and
interest on the lesson.
 VI. SESSION 6: SCHOOL FORMS AND LEARNER
INFORMATION SYSTEM(LIS)
A. Desired Learning Outcomes

Domain 1. Content Knowledge and Pedagogy

1.3.1 Show skills in the positive use of ICT to facilitate learning and teaching
process; and
1.3.2 Ensure the positive use of ICT to facilitate learning and teaching
process.

B. Objectives

a) Identify the different school forms and their uses;

b) Acquire knowledge on the use of the Learner Information System
(LIS); and
c) Demonstrate knowledge of providing timely, accurate and
constructive feedback using the different school forms and the
LIS.
 F. Activities and Assessment:
Activity 1 Data Gathering
Column A contains the data needed in accomplishing the different school
forms. Tell which of the forms need/require such data by putting a tick under
its column.

Data SF SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
1

Name of the / / / / / / / /
Learner

Gender / / / / / / / /

Date of Birth / / /

LRN / / / /

General / / /
Average

Promoted/Reta / / /
ined

Parents Name / / /

Height/Weight

Attendance / / / /
AM/PM
Rating per / / /
Grading Period
Number of / /
Drop-Out,
Transfer in,
Transfer Out
Average Daily /
Attendance

Activity 2: Fill Me Up
Here are some of the common forms that teachers need to carefully fill out
since these are the very forms that will be used in uploading learners data in
the LIS and EBEIS.
Using your class advisory data on enrolment or Form 137 or SF 10,
accomplish the forms with the necessary data and with your mentor discuss
your answer to each item.

Note: The mentor may be an experience class adviser or the school head.

Activity Sheet 1
School Form 1

Activity Sheet 2
School Form 2
Activity Sheet 3
School Form 5
 Note: Seek the assistance and approval from your mentor or
school head. Make sure that you have your output checked by your mentor.

Activity 3: Let’s Get Online

LIS workshop
Log in to [Link]
With the accomplished hard copy of Form 1, Form 10, Form 5, let us take it on
line.
Have your mentor or LIS Coordinator check how are you doing with the
activity.
 G. Reflection
In what concrete ways does the session help me become a more
agentic/empowered teacher aligned to standard and domain)

This session helped me realize just how important EBEIS is. These forms
help centralize and monitor our learners. Oftentimes a lot of learners drop
out and gets lost in the system. It’s hard for schools to monitor them
when they get back to school so the system is easily cheated but with LIS
we can now monitor what school they’ve transferred in or they’ve been
retained in.
VII. SESSION 7: CLASSROOM MANAGEMENT
A. Desired Learning Outcomes
Beginning Teacher Indicators Proficient Teacher Indicators
(BTIs) (PTIs)

2.6.1 Demonstrate knowledge of 2.6.2 Manage learner behavior

positive and non-violent discipline in constructively by applying positive and
non-violent discipline to ensure
the management of learner learning-focused environments
behavior.

B. Objectives:
a) Illustrate and share the classroom management challenges you have
experienced during the first year week/month/year of your teaching
b) List down observed best practices of seasoned teachers that show
positive and non-violent discipline in managing learner behavior
c) discusses which of the best practices could be easily adapted by a
beginning teacher
d) design/Craft Classroom Rules to ensure positive teaching-learning
environment
 G. Activities and Assessment
Activity 1A:
“MY FIRST WEEK OF TEACHING”
Get a coupon bond paper, pencil and coloring pens. Think of your class
during your first week of teaching. Sketch or draw that scene or situation. Do
this in 5 minutes.

Look at your output. Describe the symbol/diagram that you have drawn.
(2 minutes)
My illustration represents the learners on the 1st week of my teaching. I was
a shadow teacher for our veteran teacher who had a stroke and I had to
handle his class for a few weeks before the end of the semester. The
learners we’re puzzled because they we’re wondering why they suddenly
have 2 teachers. The teacher and I explained the situation and the learners
understood quickly.

Activity 1B:

OUR THROW BACK BOARD

Group the teachers, then say:

Consider this group as your School Learning Action Cell (SLAC) or District
Action
Learning Cell (DLAC). Your illustration (from Activity 1A)will be a part of your
Small Group Dynamics Activity where you will be sharing experiences with
other newly hired teachers. Select a leader or group facilitator.

Once all the teachers in your group have shared consolidate the pictures
and experiences of the group using the “Throw Back Board”.
 Let your group facilitator present your group’s output.

The common classroom management problems experienced by new teachers

like you are:
a) Annoying classroom distractions which may include noise inside and
outside the classroom, learners out of their seats, working on activities
by groups and others.
b) Antagonism with authority which usually happens when learners refuse
to follow teachers and fellow learners in class
c) Argumentative learners which happens when learners try to challenge or
outsmart the teacher
d) Behavior problems which are the misconduct of learners that are
beyond the set classroom rules
e) Boastful and attention-seeking learners which occurs when they
misbehave to get your attention and is mostly done by bragging or in a
conceited manner
f) Calling-out in class usually happens when students freely say their
answers or comments as answer to your questions/statements without
being acknowledged or call by teacher, or when you expect them to be
working quietly and yet learners continuously talks in their
seats/groups
g) Class clown usually is seen when your learners untimely and often
make fun of things inside the classroom
h) Demanding learners exist in the classroom when they tend to require
your constant attention
i) Failure to ask for help exist in the classroom when learners in class
refuse to ask for help even if he/she does not fully understand the task
j) Hyperactivity is encountered when learners divert their
attention/interests in class or in the task on hand, it too may be
encountered when learners inject irrelevant topic or stimuli that may
distract the class.

These are just some common problems encountered by teachers. Which

of have you experienced? What did you do? (Ask a few to answer, then proceed
to the next activity).

Using your journal, prepare two columns. On the first column, list down
all the classroom management problems you have encountered, while on the
second column, write the action/s that you have undertaken to address the
problem. (10 minutes)
Classroom Management Problems Action Taken
 Hyperactivity Given extra tasks

Annoying classroom distractions Put a stop immediately

Boastful and attention-seeking learners Ignored/redirect

Behavior problems Communicate with child.

Failure to ask for Communicate with the child

and offer remediation as well as
buddy method
Class clown Ignored/redirect

Activity 2:
WATCH AND LEARN

As students yourselves before, you may have had teachers who have exhibited
excellent teaching practices that promote a positive teaching-learning
environment. Remember them and recall those practices that you love most.
Write those practices in your journal and prepare for a 5-minute sharing with
a partner. Which practices do you think you could replicate now that you have
become a teacher yourself? (Allow for around 10 minutes sharin

I remember my sophomore algebra teacher who gave us tons of assignments

and had us solve and present it to the class it was my worst nightmare because
I hate reporting but the things is years later I still remembered her lessons and I
think that her method allowed us to become more aware and up on our toes.

For you to become one of the admired seasoned teachers in school,

consider the following suggestions and apply which is appropriate to the key
stage of the learners that you handle.

When it comes to sharing effective classroom management strategies,

there are different ways of doing it. Some strategies that really work for some
teachers are the following. (Crockett, WL, 5 Classroom Management Strategies
That Really Work, July
2017)
a) Write Down the Rules. Give your learners a Student’s Handbook or
Student’s Manual. You may also conceptualize it and adapt it to your
classroom level.
b) Let Learner’s Help. Involve your learners in the creation of
guidelines/rules for they are more apt to follow them.
c) Encourage Questioning. Emphasize to your learners that they can and
should ask questions anytime of the things that they need to know or
be clarified about. Learners must also be given instruction that they
need to raise their hand if they want to ask or raise question/s.
 d) Let Learners Lead. Encourage your learners to step into your shoes
and lead their classmates. Leading the class should also be in turns so
more learners will be developed as leaders.
e) Encourage Group Works/Projects. Provide for lessons and tasks that
will bring students together for building teamwork and leadership skills.
Talk points before Activity 3:
Now, do you still remember the drawing you made and the Throw Back
Board that your group made in Activity 1? Have you somehow had realizations
on how to overcome the difficulties that you went through in classroom
management during your first year of teaching?
Here are additional classroom management tips that you may want to
read and consider before you complete the next activity.
a) Every student/learner must be engaged in the lesson/activity.
b) Classroom procedures create consistency and strictly followed.
c) Always check for understanding.
d) Create a safe classroom environment using respect.
e) Use classroom consequences to correct wrong student behavior.
f) Use the tone of your voice and body language to communicate.
g) Academically challenge every student/learner.
h) Devise mechanism to easily get your students/learners attention.
i) Use a classroom seating chart.
j.) Increase participation by using collaboration.

([Link]
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Activity 3
DEAR ME
You are now tasked to write a letter to yourself. The title of this activity is
Dear Me! In your letter, talk to yourself and give advice on how you can be a
better teacher applying the given approaches in this module and the best
practices observed from your co-teachers. Make sure your letter will inspire
and will make you a better classroom manager

Dear ME,

Don’t pressure yourself into becoming the perfect teacher. All things take
time and all things will fall into their place. Give yourself time to grow and learn.
Life will not be all about comfort and there will be challenges along the way.
Just push through and don’t be discourage. Use it as an opportunity to learn.
-ME

How do you feel after reading your letter? Did it make you feel better and
hopeful? Keep that letter and perhaps after some years you may come across
that letter again, read it and assess how you progressed as a teacher.

I feel better. I realize that I put too much stress on myself as a teacher that
I don’t even give myself an opportunity for a learning curve.

Activity No. 4
CLASSROOM RULES
Recall all your outputs, journal and reflection in the previous activities. Have
you collated them all? Hopefully you have learned strategies and techniques
that you want to apply in your class.
One of the useful strategy that a teacher can do to ensure a positive
teachinglearning environment is orientation of the learners to classroom
rules/procedures which can be done at beginning of the school year. When
consistently adhered to and followed, this set of rules could help promote a
positive teaching-learning environment.
a) Consider the guide questions below when crafting your classroom rules
and procedures.
b) Who will be covered by the rules I am crafting?
c) What aspects of teaching-learning should be included in the
rules?
d) Are the rules aligned or consistent to standing guidelines and
department orders?
e) Are the rules supportive of learners’ well-being and academic
performance?
f) Will the rules help develop positive behavior and lifelong habits?

Reflection:

After learning strategies on classroom management in this session…

I will stop

Being inconsistent.

I will continue

Set firm rules for my learners.

I need my immediate superior/coach to help me in

Applying these rules and their guidance.

VIII. SESSION 8: THE CHILD PROTECTION AND ANTI-
BULLYING POLICIES

Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators
(BTIs) (PTIs)

2.1.1. Demonstrate knowledge 2.1.2. Establish safe and secure

of policies, guidelines and procedures learning environments to
that provide safe and secure learning enhance learning through
environment. the consistent implementation
of policies, guidelines and procedures.
4.4.1. Seek advice concerning
strategies that can enrich teaching practice. 4.4.2. Participate in collegial
discussions that use teacher and learner
feedback to enrich teaching practice.

Objectives:

a) Explain the importance of policies, guidelines and procedures of child

protection and anti-bullying that provide safe and secure learning
environment.
b) Cite classroom situations or practices that show adherence to child
protection and anti-bullying policies.
c) Identify people you can go to for help if you are bullied or witness bullying to
seek advice concerning strategies that can enrich teaching practice.
d) List ways to participate in collegial discussions that use teacher and learner
feedback to enrich teaching practice about bullying incidents.
 Activities and Assessment
Do this on your own: For BTI only
1. KWL Chart- List down what you know about child protection and anti-
bullying, what you want to know and what have you learned about it.

What you Know What you want to Know What have you learned
There are The different kinds of The laws and mandates
different kinds of bullying. closely related to
bullying. bullying to protect the
right of the child

2. Sentence Completion:
a. I need to learn about child protection and anti-bullying practices
because I am an advocate for our learners it is our duty to provide
them a safe environment.

b. For me, child protection and anti-bullying policies give me

knowledge on what legal grounds I can use to protect my learners.

c. I believe that child protection is a top priority for us a teacher.

d. As a teacher, it is my duty to provide a safe environment for my

learner where they can feel at ease.

3. Reflective Journal Writing

a. How will you address problems on bullying in your classroom?

Communicate, discipline, and be firm.

b. What teaching strategies will you use to create a safe and motivating
environment? Give our learners a pleasant treatment where teachers
are approachable and easily reachable.

4. Why might it be hard to tell someone you have been bullied or have seen bullying

take place? For PTI Only: Because there will be doubts and hard to prove.

1. How will you address problems on bullying in your classroom? Reprimand

and discipline in non-violent manner. Where I’m firm and consistent.
2. What teaching strategies will you use to create a safe and motivating
environment? Apply 3R’s apply, report, respond.
3. Prepare classroom procedures on child protection and anti-bullying that are
aligned in DepEd Memo # 59, S.2015.

-Orient classes at the start of the school year that bullying and name calling
are not tolerated.
 -Be firm with rules.

4. Why is it important to tell someone about the bullying, even if you were able to handle
the situation on your own? Learning /Practice Activities: For BTI Only
1 .Create a Bullying Intervention Plan by writing down the names and contact
information of people you would trust to help you if you had been bullied or
had seen bullying take place. Staple you Bullying Intervention Plans into your
planners for easy reference. For PTI only: Guidance, Grade Head, Police
2 1. Invite a police officer or school counselor to come to your classroom to talk
about bullying, the importance of talking to a trusted adult after being bullied
or witnessing bullying, and other options you have for dealing with bullying
(e.g., joining a group, learning martial arts to build self-confidence, walking
home with friends, or speaking with a counselor about feelings of revenge or
helplessness). Also ask the police officer
or counselor to give you advice on what to do if you feel a bully is
threatening your personal safety.

Reflection
In what concrete ways does the session help you become more
aware about child protection and anti-bullying policies?

It helped me realize just how important it is for us teachers

to not tolerate bullying. Bullying leads to so many bad
consequences not only for the victim but also the perpetrator.
Bullied learners become so distant and grow up with low self-
esteem, as a teacher we must prevent this kind of thing to happen
to our learner.