This document is a daily lesson log for an 11th-12th grade social studies class. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught between September 23-26 on the topics of social stratification, social organization, and kinship ties. The objectives are to understand social stratification based on wealth, power and prestige and analyze aspects of social organization and one's role in social groups. Over the course of the week, students engaged in lectures, group presentations, discussions on family structures and marriage traditions, and developing their understanding through examples and applying concepts to daily life. The teacher reflected on students' mastery of the content and next steps to improve instruction.
This document provides guidance for teachers on reviewing their teaching practices. It discusses reviewing practices using laws/regulations like the Code of Ethics as well as participating in professional development activities at the department, school, and national levels. These can include things like learning circles, trainings, and workshops. Teachers are also instructed to reference official memos and research to inform their practices. The document then provides a self-assessment questions for teachers to evaluate scenarios based on these guidelines.
This document is a daily lesson log for a Grade 12 Philippine Politics and Governance class. It outlines the objectives, content, learning resources, and procedures for lessons during the week of November 7-11, 2022. The objectives are to demonstrate understanding of the historical background of Philippine democratic politics and the roles of different political institutions. Specifically, students will identify the different ordinance powers of the President. The lessons will review the constitution, discuss examples of executive branch powers, and have students answer questions to develop their mastery of the concepts. Student learning will be evaluated through formative assessment and a post-test. The teacher reflects on students' progress and identifies strategies that worked well and areas where supervision could provide assistance.
This document contains a daily lesson log for a Grade 12 Fundamentals of Accountancy, Business and Management class. The log outlines the week's objectives, which are to discuss different forms of business organization and prepare a Statement of Changes in Equity for a single proprietorship. Each day's lesson plan is described in detail, including reviewing concepts, presenting examples, discussing and practicing skills, formative assessments, and reflections on students' progress and difficulties. The teacher found that relating concepts to students' experiences helped their learning. An issue was absenteeism among slower learners affecting remedial time.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
Faces of Change 2 - Social Emotional Learning ProgramBusiness901
The document summarizes an online program called Faces of Change that helps youth develop career and life plans. The program consists of a series of webinars for students, parents, teachers, and future instructors. The webinars will introduce a timeline tool and activity workbooks to help participants explore interests and goals. Those who complete the training can become licensed instructors and gain access to ongoing curriculum support through an annual subscription. The goal is to equip youth with the skills to create successful futures.
The document outlines the job requirements and responsibilities for a Model Teacher position in the Muscatine Community School District. Model Teachers are expected to serve as exemplars and mentors to other teachers. They must meet all the teaching standards of the state, including demonstrating competence in planning instruction, engaging students, monitoring learning, classroom management, and professional growth. Additional expectations for Model Teachers are serving as mentors, exemplar teachers, instructional leaders, and collaborating with coaches and on initiatives. The position requires state certification and a willingness to take on extra duties beyond the normal teaching contract.
Here are the areas of specialization of counselors that are suited for each situation:
Situation 1: A company is looking to improve employee productivity and reduce turnover. They want to implement counseling services for their staff.
Area of specialization: Industrial Counseling
- Provide help and support to the employees to face and sail through the difficult times in life.
Situation 2: A university wants to help students choose appropriate degree programs and plan their career paths.
Area of specialization: Career Counseling
- Provide career/vocational counseling and planning.
Situation 3: An elementary school principal wants to develop a comprehensive guidance program to address students' academic, social, and emotional needs.
This document is a daily lesson log for an 11th-12th grade social studies class. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught between September 23-26 on the topics of social stratification, social organization, and kinship ties. The objectives are to understand social stratification based on wealth, power and prestige and analyze aspects of social organization and one's role in social groups. Over the course of the week, students engaged in lectures, group presentations, discussions on family structures and marriage traditions, and developing their understanding through examples and applying concepts to daily life. The teacher reflected on students' mastery of the content and next steps to improve instruction.
This document provides guidance for teachers on reviewing their teaching practices. It discusses reviewing practices using laws/regulations like the Code of Ethics as well as participating in professional development activities at the department, school, and national levels. These can include things like learning circles, trainings, and workshops. Teachers are also instructed to reference official memos and research to inform their practices. The document then provides a self-assessment questions for teachers to evaluate scenarios based on these guidelines.
This document is a daily lesson log for a Grade 12 Philippine Politics and Governance class. It outlines the objectives, content, learning resources, and procedures for lessons during the week of November 7-11, 2022. The objectives are to demonstrate understanding of the historical background of Philippine democratic politics and the roles of different political institutions. Specifically, students will identify the different ordinance powers of the President. The lessons will review the constitution, discuss examples of executive branch powers, and have students answer questions to develop their mastery of the concepts. Student learning will be evaluated through formative assessment and a post-test. The teacher reflects on students' progress and identifies strategies that worked well and areas where supervision could provide assistance.
This document contains a daily lesson log for a Grade 12 Fundamentals of Accountancy, Business and Management class. The log outlines the week's objectives, which are to discuss different forms of business organization and prepare a Statement of Changes in Equity for a single proprietorship. Each day's lesson plan is described in detail, including reviewing concepts, presenting examples, discussing and practicing skills, formative assessments, and reflections on students' progress and difficulties. The teacher found that relating concepts to students' experiences helped their learning. An issue was absenteeism among slower learners affecting remedial time.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
Faces of Change 2 - Social Emotional Learning ProgramBusiness901
The document summarizes an online program called Faces of Change that helps youth develop career and life plans. The program consists of a series of webinars for students, parents, teachers, and future instructors. The webinars will introduce a timeline tool and activity workbooks to help participants explore interests and goals. Those who complete the training can become licensed instructors and gain access to ongoing curriculum support through an annual subscription. The goal is to equip youth with the skills to create successful futures.
The document outlines the job requirements and responsibilities for a Model Teacher position in the Muscatine Community School District. Model Teachers are expected to serve as exemplars and mentors to other teachers. They must meet all the teaching standards of the state, including demonstrating competence in planning instruction, engaging students, monitoring learning, classroom management, and professional growth. Additional expectations for Model Teachers are serving as mentors, exemplar teachers, instructional leaders, and collaborating with coaches and on initiatives. The position requires state certification and a willingness to take on extra duties beyond the normal teaching contract.
Here are the areas of specialization of counselors that are suited for each situation:
Situation 1: A company is looking to improve employee productivity and reduce turnover. They want to implement counseling services for their staff.
Area of specialization: Industrial Counseling
- Provide help and support to the employees to face and sail through the difficult times in life.
Situation 2: A university wants to help students choose appropriate degree programs and plan their career paths.
Area of specialization: Career Counseling
- Provide career/vocational counseling and planning.
Situation 3: An elementary school principal wants to develop a comprehensive guidance program to address students' academic, social, and emotional needs.
This document contains a daily lesson log for a Grade 11-12 class taught by Lucio D. Parcutela. Over the course of a week, the students will cover topics in Psychosocial Empowerment and General Mathematics. The objectives are to get to know each other, establish class rules, take a diagnostic exam, analyze exam questions, and learn about knowing oneself during adolescence. A variety of activities are outlined, including class introductions, diagnostic exams, group discussions, and self-reflection exercises. The teacher will evaluate student learning through formative assessments and identify students who require additional support.
The document describes a field study experience of a student teacher evaluating a teacher's competencies based on the National Competency-Based Teacher Standards (NCBTS).
The student teacher observed that the teacher had fair ratings across most NCBTS domains, indicating room for improvement to meet global standards. While the teacher met some requirements, most descriptions were only "developing" which would not be sufficient to compete globally.
The student reflected that with continued learning and developing 21st century skills, they could potentially meet the challenges of being a global teacher in the future through practices like integrating ICT and thinking more globally in their teaching.
This document discusses the responsibilities and accountability of Filipino teachers. It begins by outlining the various roles teachers take on, such as communicator, facilitator, evaluator, and counselor. It then lists the duties teachers are expected to perform, including enrolling students, implementing rules, and preparing lesson plans. The document also describes the characteristics of effective teachers and reviews the rights and privileges of teachers as outlined in the Magna Carta for Public School Teachers. It emphasizes that teaching requires hard work to become competent.
The document summarizes a best practice for improving students' reading and writing skills in English at SMPN 221 Jakarta. It describes using a problem-based learning model with cooperative learning techniques. Challenges included students' lack of motivation and vocabulary. Steps taken were preparing students, designing lesson plans, and implementing group work and presentations to analyze short messages. The approach was effective, increasing motivation and understanding. Colleagues provided positive feedback, and preparation and openness to new knowledge were keys to success.
This document provides an overview of DepEd's Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also provides insight into a teacher's typical school year. The course contains 3 modules that cover becoming a DepEd teacher, gearing up for the new school year, and creating an engaging learning environment. The document outlines DepEd's mandate, vision, mission, core values and strategic directions to help new teachers understand DepEd's objectives and priorities. It also includes reflection questions and scenarios to help teachers apply the concepts in their own practice.
The document provides an overview of Course 1 of the Teacher Induction Program which aims to help new teachers align their philosophy with DepEd's vision, mission and values. It introduces the school year, daily responsibilities, and standardized processes and forms. The course modules will explore DepEd's mandate, strategic directions, and standards for teachers to support new teachers in their first year.
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
This document outlines the objectives, content, learning resources, and procedures for a lesson on communicating and collaborating using information and communication technology (ICT). The objectives are to teach students how to sign up for and use Skype accounts to communicate online through video and audio calls. The content focuses on web-based collaboration tools like Skype and Google Hangouts. The learning resources listed include textbooks and additional materials. The procedures provide a week-long breakdown of activities to introduce Skype, discuss signing up and adding contacts, demonstrate video/audio calls, and evaluate student learning through formative assessments.
This document provides an introduction to the Philippine Professional Standards for Teachers (PPST). The PPST sets clear expectations for teacher development and professionalism. It aims to improve teaching quality and provide a framework for assessing teacher performance. The PPST will be used as the basis for all teacher learning programs, selection, promotion, and performance appraisals. The introduction outlines how the PPST aligns with DepEd's vision and commitment to developing teacher competencies for improving education.
This document provides an overview of Course 1 of the DepEd Teacher Induction Program. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also introduces teachers to DepEd policies and the school year calendar. The course contains 3 modules that cover becoming a DepEd teacher, gearing up for the school year, and creating engaging learning environments. It is estimated to take 8 hours to complete and involves a pledge of commitment and writing task with reflection.
The Code of Ethics for Professional Teachers.pptxRoseLimaMagbanua
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This document provides an overview of Course 1 of the Teacher Induction Program for newly hired teachers in the Philippines. The course aims to help new teachers align their teaching philosophy with the vision, mission, and values of the Department of Education. It introduces teachers to the school year timeline, daily responsibilities, and standardized forms and procedures. The course contains 3 modules that cover becoming a DepEd teacher, preparing for the new school year, and creating an engaging classroom environment. Upon completing the course, teachers should be able to uphold teaching as a profession, establish safe learning environments, and manage student behavior constructively.
The document outlines the Code of Ethics for Professional Teachers in the Philippines. It provides guidelines for teachers' conduct towards the state, community, profession, colleagues, learners, parents and business interests. The code emphasizes teachers' responsibility to provide quality education, uphold moral values, participate in professional development and maintain confidentiality. It also addresses political involvement, social behavior, collaboration with authorities and stakeholders.
1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
3. The document provides guidance on formulating a research topic and problem, including considering topics not covered in class and how useful the research could be. Well-defined research problems are needed to focus the study.
This document contains a daily lesson log for a Grade 12 Philippine Politics and Governance class taught by Teacher Hanna Jane B. Aperdo from November 21-25, 2022. The objectives for the week are to demonstrate understanding of the historical background of Philippine democratic politics, the executive, legislative, and judiciary branches, as well as decentralization and local governance. Specifically, the students will explain the roles of different political institutions, analyze the roles and responsibilities of the Philippine Judiciary, and identify the different courts of the Philippine Judiciary. The content and learning resources to be used include presentations, videos, group activities, and questions to discuss the organizational structure of the Philippine judiciary branch and composition of the legislative branch. The
Teacher Luis is a guidance counselor who teaches Values Education to a diverse Grade 10 class. During one class, two students sparked a heated debate about religious beliefs after insisting the class start with student-led prayer. To resolve the argument, Teacher Luis must teach students the value of respecting different religions to avoid discrimination.
Teacher Molina teaches Grade 2 and wants to inspire students to exemplify the qualities of national heroes through the DepEd core values of love for God, others, nature and country. She can create group activities integrated into her lessons where students apply the core values by role playing as national heroes.
This document outlines the desired teaching performance standards and indicators across 7 domains for teachers:
1. Social regard for learning
2. Learning environment
3. Diversity of learners
4. Curriculum
5. Planning, assessing, and reporting
6. Community linkages
7. Personal growth and professional development
It provides detailed descriptions of the knowledge, skills, and responsibilities teachers are expected to demonstrate within each of the 7 domains to effectively educate students.
This document provides an overview of the Teaching Guide for the Fundamentals of Accountancy, Business, and Management 1 course for senior high school. It was collaboratively developed by educators from various institutions and aims to support teachers in implementing the K to 12 curriculum. The guide is structured around the "SHS for SHS" framework of Saysay, Husay, and Sarili and contains lesson plans with learning objectives, instructional strategies, practice activities, and assessments. It also maps the course content to the relevant DepEd standards and competencies to ensure alignment.
This document provides an overview of the DepEd Teacher Induction Program Course 1. The course aims to help newly hired teachers align their personal teaching philosophies with DepEd's vision, mission, and values. It introduces teachers to DepEd guidelines and processes. The course is divided into 3 modules that cover becoming a DepEd teacher, gearing up for the school year, and creating engaging learning environments. Teachers are provided with various readings, videos, and reflection activities to help them understand DepEd policies and better serve their students in their first year of teaching.
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This document contains a daily lesson log for a Grade 11-12 class taught by Lucio D. Parcutela. Over the course of a week, the students will cover topics in Psychosocial Empowerment and General Mathematics. The objectives are to get to know each other, establish class rules, take a diagnostic exam, analyze exam questions, and learn about knowing oneself during adolescence. A variety of activities are outlined, including class introductions, diagnostic exams, group discussions, and self-reflection exercises. The teacher will evaluate student learning through formative assessments and identify students who require additional support.
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The student teacher observed that the teacher had fair ratings across most NCBTS domains, indicating room for improvement to meet global standards. While the teacher met some requirements, most descriptions were only "developing" which would not be sufficient to compete globally.
The student reflected that with continued learning and developing 21st century skills, they could potentially meet the challenges of being a global teacher in the future through practices like integrating ICT and thinking more globally in their teaching.
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The document summarizes a best practice for improving students' reading and writing skills in English at SMPN 221 Jakarta. It describes using a problem-based learning model with cooperative learning techniques. Challenges included students' lack of motivation and vocabulary. Steps taken were preparing students, designing lesson plans, and implementing group work and presentations to analyze short messages. The approach was effective, increasing motivation and understanding. Colleagues provided positive feedback, and preparation and openness to new knowledge were keys to success.
This document provides an overview of DepEd's Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also provides insight into a teacher's typical school year. The course contains 3 modules that cover becoming a DepEd teacher, gearing up for the new school year, and creating an engaging learning environment. The document outlines DepEd's mandate, vision, mission, core values and strategic directions to help new teachers understand DepEd's objectives and priorities. It also includes reflection questions and scenarios to help teachers apply the concepts in their own practice.
The document provides an overview of Course 1 of the Teacher Induction Program which aims to help new teachers align their philosophy with DepEd's vision, mission and values. It introduces the school year, daily responsibilities, and standardized processes and forms. The course modules will explore DepEd's mandate, strategic directions, and standards for teachers to support new teachers in their first year.
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1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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SESSION-GUIDE_brian-berza. documentation
1. Enclosure No.4: Session Guide v.1, June 2021
1 | P a g e
Republic of the Philippines
Department of Education
REGION I
PANGASINAN SCHOOLS DIVISION OFFICE II
Binalonan, Pangasinan
SESSION GUIDE
Session Number and Title 1: DECODING THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Duration 150 mins
Target Participants JUNIOR AND SENIOR HIGH SCHOOL TEACHERS
Link to the Previous
Session/Topic
TRAINING PRELIMINARIES
Link to the Next Session/Topic CLOSING PROGRAM
How does this contribute to
the program outcomes?
1. Learning about the Code of Ethics for Professional Teachers helps teachers to become aware of their duties
and responsibilities in maintaining professionalism at work, in the community, and in the organization.
2. Adhering to the provisions and sections of the Code of Ethics for Professional Teachers helps teachers,
school, administrators, and higher officials of the education department to craft programs for professional
development among the teaching force and the whole organization.
2. Enclosure No.4: Session Guide v.1, June 2021
2 | P a g e
Learning Objectives At the end of the session, the participants will be able to:
Demonstrate understanding of the key provisions of the code of ethics and become familiar with the
responsibilities of a professional teacher.
Describe how the code of ethics can help or guide a teacher in the day to day performance/tasks of his
work, hence resulting to a good teacher
Describe and become familiar with the responsibilities specified in the Code of Ethics for Professional
Teachers
Exhibit professional behavior as set out by the Code of Ethics for Teachers in the Philippines
Key Understandings The Code of Ethics for Professional Teachers serves as guide for teachers specifically to new teachers
for them to exhibit proper behavior to the learning community at all times.
It is imperative for teachers to observe and practice this set of ethical and moral principles, standards,
and values.
References https://www.prc.gov.ph/sites/default/files/Resolution%20no.%20435%20Code%20of%20Ethics.pdf
https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/
3. Enclosure No.4: Session Guide v.1, June 2021
3 | P a g e
Stage and
Methodology
Key Points
Tools/
Resourc
es
Slide
Numbe
r
Time
Allotmen
t
INTRODUCTION
Do:
1. Greet the participants and make them feel comfortable.
2. Present the title and objectives of the session
At the end of the session, the participants will be able to:
Demonstrate understanding of the key provisions
of the code of ethics and become familiar with the
responsibilities of a professional teacher.
Describe how the code of ethics can help or guide
a teacher in the day to day performance/tasks of
his work, hence resulting to a good teacher
Describe and become familiar with the
responsibilities specified in the Code of Ethics for
Professional Teachers
Exhibit professional behavior as set out by the
Code of Ethics for Teachers in the Philippines
Say:
This session is focused on the Code of Ethics for
Professional Teachers
PowerPoint
presentation
LCD
Projector
1-2
10
minutes
ACTIVITY
Instructions:
Do:
1. Participants will be instructed to read and answer the
pre-test questions regarding the Code of Ethics for
Professional Teachers
2. Give the following instructions:
a. Choose the best answer for each situation
1. Toward the end of the school year, the mother of one
of the candidates for honors visits you to ask about
her child’s chances of graduating with honors. She
brings a basket of fruits in season for you. What
should you do?
a. Reject the basket of fruits and tell her that you have
PowerPoint
presentation
LCD
3-7
10
minutes
4. Enclosure No.4: Session Guide v.1, June 2021
4 | P a g e
enough at home.
b. Accept the fruits and assure the mother that the
daughter will be given honor student.
c. Respectfully reject the offer and explain that you
might be accused of bribery.
d. Explain the chance of the daughter objectively and
graciously accept the offer.
2. Which of the following is NOT correct under the
Code of Ethics for Teachers regarding teacher and
business?
a. No teacher shall act, directly or indirectly, as agent
of, or be financially interested in any commercial
venture which furnishes textbooks and other school
commodities.
b. A teacher has no right to engage, directly or
indirectly, in legitimate income generation.
c. A teacher shall maintain a good reputation with
respect to the financial matters such as in the
settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the program of the
PRC and shall pursue other studies as will improve
his efficiency, prestige and strengthen his
competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
4. During the distribution of the report card, which of the
following must be the foremost concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of
the students.
5. Enclosure No.4: Session Guide v.1, June 2021
5 | P a g e
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and
classmates of the students.
5. Miss Reyes is a new teacher like you. During her first
few weeks in school, she felt like quitting teaching. At
the end of the day she is totally burned out. If you
were in her place from whom will you ask assistance?
a. from the principal
b. from the parents
c. from co-teachers
d. from pupils
3. The speaker gathers the answers of the participants and
will provide summary.
Stage and Methodology Key
Points
Tools/
Resources
Slide
Number
Time
Allotme
nt
ANALYSIS
Do:
1. Participants will be asked to provide their
insights on the question given below:
What is ethics?
2. Facilitator shall gather the insights and provide
feedback to the answers of the participants
PowerPoint
presentation
LCD
8 20
minutes
ABSTRACTION Note to the Facilitator:
Facilitator shall guide the participants in the exploration
of the topic. Key question will be asked:
a. Do you agree with the statement? Why or why
not?
Presentation of the slides concerning the topic:
1. Discussion on the following Articles of the Code
of Ethics:
PowerPoint
presentation
LCD
9-81
90
minutes
6. Enclosure No.4: Session Guide v.1, June 2021
6 | P a g e
a. PREAMBLE
ARTICLE
b. I – Scope And Limitations
c. II – The Teacher And The State
d. III– The Teacher And The Community
e. Iv – A Teacher And The Profession
f. V – The Teachers And The Profession
g. VI – The Teacher And Higher Authorities In
The Professions
h. VII – School Officials Teachers And Other
Personnel
i. VIII – The Teachers And Learners
j. IX – The Teachers And Parents
k. X – The Teacher And Business
l. Xi – The Teacher As A Person
m. Xii – Disciplinary Actions
n. Xiii – Effectivity
APPLICATION Do:
1. Participants will be divided into three groups
2. Each group will be asked to accomplish
activities intended for the topic
3. Activity sheets will be provided
Say:
1. For Activity 1: Study the following cases.
Guided by your understanding of the Code of
Ethics for Professional Teachers, identify the
article and the provision that can guide the
teacher to come up with his best action.
Case 1
During barangay fiesta, Mr. Ben Y. Maya, a
public school teacher, was designated as the
fiesta directorate chairman. Because of his
talent, he accepted the task willingly even
without any honorarium. He facilitated the
1 On a
separate
activity
sheet
15
minutes
7. Enclosure No.4: Session Guide v.1, June 2021
7 | P a g e
culture-based activities that resulted to a very
organized celebration of their barrio fiesta. Is it
alright for Mr. Maya not to receive payment for
the services he rendered during the barrio
fiesta?
Case 2
Mrs. Anna Lee A. Amores does not want her
student named Joel to be the highest honor
awardee but she prefers Leonard, another
student to get the recognition. In order to ensure
that Leonard will get the highest honor award,
she gave Joel low grades in recitation and in
performance tasks. Is it right to give Joel low
grades just to make Leonard the awardee?
Case 3
Mr. Mario B. Reyes has been teaching for the
last 15 years. Every time his principal would ask
him to attend training, he would always decline
and would ask another teacher to attend the
said training. Is this proper?
CLOSURE Summarize the key points of the session and thank
the participants for their active participation.
5
minutes
8. Enclosure No.4: Session Guide v.1, June 2021
8 | P a g e
PREPARED BY: NOTED: CHECKED/EVALUATED:
BRIAN BENEDICT N. BERZA
Speaker, Session 1
DAISY S. MAYOLA, EdD
Principal III
School Host, INSET
MARIA LUISA C. CATALAN, PhD
Senior Education Program Specialist
Human Resource Development
