Teacher Induction Program - Module 2 V1.0
Teacher Induction Program - Module 2 V1.0
Teacher Induction Program - Module 2 V1.0
MODULE 2
DEPARTMENT OF EDUCATION
BEST | CARDNO
Contents
MODULE 2: THE FILIPINO TEACHER........................................................................................................1
I. Session 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY...........................................2
Desired Learning Outcomes........................................................................................................2
Objectives...................................................................................................................................2
Key Concepts..............................................................................................................................2
Activities and Assessment..........................................................................................................3
Reflection...................................................................................................................................9
II. Session 2: Personal Professional Development............................................................................10
Desired Learning Outcomes......................................................................................................10
Objectives.................................................................................................................................10
Pre-Test....................................................................................................................................11
Glossary of Terms.....................................................................................................................15
Key Concepts............................................................................................................................15
Activities and Assessment.........................................................................................................16
Reflection.................................................................................................................................18
III. Session 3. Financial Literacy......................................................................................................19
Desired Learning Outcomes......................................................................................................19
Objectives.................................................................................................................................19
Glossary of Terms.....................................................................................................................19
Pre-Test....................................................................................................................................20
Key Concepts............................................................................................................................21
Activities and Assessment........................................................................................................27
Reflection.................................................................................................................................33
IV. Session 4: Health and Wellness Program..................................................................................34
Desired Learning Outcomes......................................................................................................34
Objectives.................................................................................................................................34
Pre-Test....................................................................................................................................35
Glossary of Terms.....................................................................................................................35
Activities and Assessment.........................................................................................................36
Reflection.................................................................................................................................41
Post-Test...................................................................................................................................42
V. Session 5: Gender and Development (GAD).................................................................................43
Desired Learning Outcomes......................................................................................................43
Objectives.................................................................................................................................43
Pre-Test....................................................................................................................................44
i|Page Teacher Induction Program (Version 1.0)
Key Concepts and Vocabulary...................................................................................................45
Activities and Assessment.........................................................................................................47
Reflection.................................................................................................................................48
Post-Test...................................................................................................................................49
REFERENCES
ANSWER KEYS
ii | P a g e Teacher Induction Program (Version 1.0)
MODULE 2: THE FILIPINO TEACHER
Purpose
This module brings you to a clear and realistic perception of yourself. It provides you
the opportunity to take a closer look of who you are according to how you see yourself
and how others see you, how you respond to situations or circumstances, and the
impact of this on others.
PPST Standards
The coverage of the Module is aligned to the PPST Domain 7, Personal Growth and
Professional Development. This domain focuses on teachers’ personal growth and
professional development. It accentuates teachers’ proper and high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. This Domain values personal and professional
reflection and learning to improve practice. It recognizes the importance of teachers’
assuming responsibility for personal growth and professional development for lifelong
learning.
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I. SESSION 1: SELF-AWARENESS, SELF-MASTERY AND
TEACHER AGENCY
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
Objectives:
a. Understand personal awareness, self-mastery, and teacher agency in relation
to improving teacher practice;
b. Identify your personal strengths and weaknesses to improve teaching
practice; and
c. Apply the results of your self-inventory to develop, implement, and track
progress of your personal improvement plan.
Key Concepts
1. Self-Awareness
Your values, on the other hand, serve as frameworks that guide you on how you
interpret your experiences so that you can decide on appropriate actions to take. They
guide your decision making and actions. Becoming an authentic person requires that
your actions should be consistent with your values.
Myers-riggs typology
http://www.humanmetrics.com/cgi-win/JTypes2.as
p
What are your biases? Project
Implicit
On the succeeding pages, you will be asked to answer questions related to one’s
self. Write what comes to your mind without giving so much thought about it. Write
your responses on the spaces provided for.
A. This is Me (Self-Reflection)
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
4. From the above, which qualities form part of your strengths? weaknesses?
STRENGTHS WEAKNESSES
a.
b.
c.
d.
e.
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Your qualities underlie the values that you hold dear.
2. How do you demonstrate these values with your actions? In other words,
are they consistent or inconsistent with your actions? Cite a situation.
B. My Emotional Maturity
1. Encircle at least 10 feelings from the inventory below that you experience
most of the time while in school.
C. Building Self-Awareness1
2. Predict how you will feel and respond before a situation and reflect on your
actual feelings and response after the situation.
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1
(adapted from http://SELF-AWARENESS/TipSheet_SelfAwareness.pdf)
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3. Focus on your choices - What can you learn from your past triumphs and
mistakes? Why did you make a particular decision? How did this choice make
you feel?
6. Label your emotions – Feelings can be expressed using one word, but are
often held back. Use the below Inventory of feelings to practice labeling what
you experience in different situations throughout your day. Your feelings
provide insight into your thoughts and actions, as well as allow us to better
relate with others. You may also recognize trends in how you are feeling which
can teach you something about yourself.
6. Talk with a success coach. Share your discoveries about yourself with a
coach or peer that you trust to get the most of the experience.
D. Me and Others
2. Who are your role models? Give at least 3. What make you look up to and
admire these people?
3. How does your personality change as you associate with different groups
of people? Why do you think it changes?
6. What kind of people do you find it difficult to work with? Cite your reason
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E. The Leader In Me
The following questionnaire will determine your leadership style. Please be as candid as
possible in your responses.
KEY
0 ‐ Not at all 1 ‐ Once in a while 2 = Sometimes 3 = Fairly often 4=
Frequently, if not always
Scoring
The MLQ‐6S measures your leadership on seven factors related to transformational
leadership. Your score for each factor is determined by summing three specified items
on the questionnaire. For example, to determine your score for factor 1, Idealized
influence, sum your responses for items 1, 8, and 15. Complete this procedure for all
seven factors.
TOTAL
Idealized influence (items 1, 8, and 15) Factor 1
Inspirational motivation (items 2, 9, and 16) Factor 2
Intellectual stimulation (items 3, 10, and 17) Factor 3
Individual consideration (items 4, 11, and 18) Factor 4
Contingent reward (items 5, 12, and 19) Factor 5
Management‐by‐exception (items 6, 13, and 20) Factor 6
Laissez‐faire leadership (items 7, 14, and 21) Factor 7
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Score range: HIGH = 9-12, MODERATE = 5-8, LOW = 0-4
Scoring Interpretation
Factor 1 – Idealized influence indicates whether you hold subordinates’ trust,
maintain their faith and respect, show dedication to them, appeal to their hopes and
dreams, and act as their role model.
Factor 2 – Inspirational motivation measures the degree to which you provide a
vision, use appropriate symbols and images to help others focus on their work,
and try to make others feel their work is significant.
Factor 3 – Intellectual stimulation shows the degree to which you encourage
others to be creative in looking at old problems in new ways, create an environment
that is tolerant of seemingly extreme positions, and nurture people to question their
own values and beliefs of those of the organization.
Factor 4 – Individualized consideration indicates the degree to which you show
interest in others’ well‐being, assign projects individually, and pay attention to
those who seem less involved in the group.
Factor 5 – Contingent reward shows the degree to which you tell others what to do
in order to be rewarded, emphasize what you expect from them, and recognize their
accomplishments.
Factor 6 – Management‐by‐exception assesses whether you tell others the
job requirements, are content with standard performance, and are a believer in
“if it ain’t broke, don’t fix it.”
Factor 7 – Laissez‐faire measures whether you require little of others, are content
to let things ride, and let others do their own thing.
The description of the Factor where your score dominantly lies indicates the kind of
leadership style/s that you have. In most situations, you are likely to behave according
to that leadership style. You may discuss your result with your coach if you think you
need to improve on the way you lead.
F. Developing Self-Mastery2
Self-mastery is a broad term that covers many aspects of your personal and
professional life. Developing self-mastery can mean working on many of these areas. (if
so, it may be best to focus on one or two areas at a time, so you don’t become
overwhelmed.)
2
http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdfretrieved August 8, 2017 at
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Cagayan De Oro City.
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3. Willpower
Think about how many times you have set a goal and, for one reason or another,
never followed it through because of lack of willpower
To boost your willpower, make sure you have both rational and emotional motives
for what you want to achieve.
4. Focus
Improving focus is also a key to self-mastery. For instance, how much time do you
waste during our day? What could you accomplish if you fully use the hours
available to you?
Start by focusing on one task at a time, and slowly increase your level of focus. At
first you may find that you cannot concentrate on a task for more than one hour
at a time, before you get tired and distracted. Try to increase this to two hours by
adding 15 minutes of focused work every day. This will allow you to strengthen
your focus to two-hour stretches – and then even more, if that’s what you need to
get things done.
Professional Goals – refer to short or long term goals you set to improve your
professional competence.
Time Frame – reflects the target date/s you intend to accomplish your stated
goal.
Strengths – refer to positive qualities that you possess that are needed to
accomplish the goal.
Weakness – refer to your qualities that may hinder the achievement of that goal.
Remarks – are the reason/s that contribute to or hinder the achievement of the
desired goal
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Reflection
Cite significant experience with either your school head, learners, colleagues,
parents, community, that reflects your values. Use the STAR format. (Cite
reference)
S- stands for Situation
T – stands for Task
A – stands for action
R – stands for result/s
Situation/Task
Action
Result
Indicate the person/s involved in each milestone. How did you express your
gratitude to them?
What benefit/s you have gained with each milestone?
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II. SESSION 2: PERSONAL PROFESSIONAL
DEVELOPMENT
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
Objectives:
a. Assess the core behavioral competencies for personal development.
b. Prepare and implement individual professional plan including collaborative
activities for development based on the assessment.
c. Evaluate your improvement in teaching practice as a result of your self-
assessment for personal and professional development.
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Pre-Test
Rate yourself on the space provided below the table and answer the reflective questions.
Your self-rating:
Your self-rating:
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1
Your self-rating:
1
2
Your self-rating:
1
3
Your self-rating:
Your self-rating:
1
4
Questions:
Glossary of Terms
Term Definition
Behavioral competencies observable and measurable behaviors
for individual and organizational
effectiveness.
Teachers Strengths and Needs a self-assessment tool designed to
Analysis (TSNA identify the strengths and needs of
teachers.
Individual Professional Plan for a tool that serves as a guide for the
Development teachers’ purposive learning and
development as a professional.
Key Concepts
1. Self-assessment and evaluation will help you to make your own personal and
performance improvement plan. The more you improve, the more your students
will benefit. Although it is extremely difficult to critique one’s own strengths and
weaknesses, it is hugely important.
3. An IPPD is a tool that serves as guide for the teacher’s purposive learning and
development as a professional. The IPPD is structured such that every teacher
regularly and individually prepares, implements, monitors, and updates the
plan. It is based on the individual teacher’s identified professional development
needs as revealed by the NCBTS-TSNA and is consistent with the priority
development goals of the school, division and region.
4. The IPPD is accomplished by the teachers to enable them chart their goals and
planned learning activities to enhance their professional competencies in order
for them to work better for the improvement of their school and learners’
performance. Developing a structured IPPD allows them to practice individual
accountability for professional growth and shared responsibility for the entire
organization’s development.
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Activities and Assessment
Direction: Check the box which answers the questions.
DOMAIN QUESTIONS YES NO
Do you demonstrate value for learning?
1. SOCIAL REGARD FOR
LEARNING Do you demonstrate that learning is of
different kinds and from different
sources?
Do you create an environment that
promotes fairness?
Do you make the classroom environment
safe and conducive to learning?
Do you communicate higher learning
expectations to each learner?
2. LEARNING ENVIRONMENT
Do you establish and maintain consistent
standards of learners' behavior?
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DOMAIN QUESTIONS YES NO
Do you develop and use a variety of
appropriate assessment strategies to
monitor and evaluate learning?
Do you monitor regularly and provide
feedback on learners' understanding of
content?
Do you communicate promptly and
clearly to the learners, parents and
superiors about the progress of learners?
Do you establish learning environment
6. COMMUNITY LINKAGES that respond to the aspiration of the
community?
Questions:
1. What are the domains where your strength lie?
Validation
Direction: Ask a colleague and a mentor or a rater of your IPCRF to validate the self-
assessment you have made on your core behavioral competencies.
Peer Mentor
Teacher
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Planning
Direction: Based on the weaknesses you have identified on the self-assessment
conducted and validated by your colleague and mentor, prepare a plan of professional
development using this template.
Reflection
In your journal, write concrete ways that would help you become a better
teacher.
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III. SESSION 3. FINANCIAL LITERACY
Desired Learning Outcomes
Objectives:
a. Identify principles of financial literacy and its importance in improving
personal practice
b. Analyze by charting one’s own financial standing by creating a table and
graph showing cash flow (Income vs. Expenditure).
c. Use the cash flow chart in charting one’s financial success.
d. Determine ways of achieving financial success.
e. Write an essay on good financial practices and those which should be avoided
to improve personal management of finances
f. Apply the principles of financial literacy in making personal financial
development plan
g. Document in a portfolio, personal ways to improve practices in financial
management.
Glossary of Terms
Term Definition
Financial literacy one’s awareness and ability in managing finances to
make responsible and effective decision on the flow of
the finances.
Income the amount earned from one or many sources
Expenses the amount spent on anything
Debt the amount or thing owed from an individual or an
institution
Saving the amount set aside and kept for whatever financial
goal
Budgeting the breaking down of income into different expenses and
savings
Cash flow a list or table showing income and expenditures
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Pre-Test
Current Financial Situation
Before you proceed with the lesson, assess your current financial situation. This self-
assessment tool will help you determine your status and help you improve your
personal financial management.
Follow a budget?
SCORING
Add your points using this system:
Always = 2 points Sometimes = 1 point Never = 0 points
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Key Concepts
1. How can you live within your income and keep away from chronic debts?
Based on the result of your assessment, you can now reflect on your financial situation.
As a teacher, be aware that banks and other loan institutions would love to offer you
loans. Not only that. There will also be individuals who would sell you products through
cash or credit. They all sound tempting. Be careful.
So, before they will get you, navigate your ways into this lesson to learn more about
how to become financially literate.
First stop. Let’s get to know the principles.
According to the Institute for Financial Literacy in its e-book on Making Sense of Your
Money, there are things that you need to consider and do to make sense of your
financial resources.
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Example of a goal statement:
Completely pay off my motorcycle loan in 2 years by setting aside
P2,000.00 of my monthly salary to pay its monthly amortization.
Let us see if you can make now your SMART goal. Please write it inside the box.
Year Amount at the Start Interest Earn in the Amount at the End
of the Year Year of the Year
2 12,480.00
3 13,000.000
4 13,250.00
5 15,000.00
See? Your money is growing! How much more if you continually save every
year.
Here is a suggested formula to ensure that you will really be able to save and
gain compounded interest.
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Here is a sample table for you:
Income and Expenditures Chart
Where:
I- Income
E-
Expenditures
NI- Net
Income
Based on the table reflect and plan out your budget. You need to track down
where your money goes so that you know if you are still within budget.
How can you track your spending? You may try this.
Total
Total
After you get the targeted cost and actual cost, compare them because this
will tell you if you did not deviate from your budget.
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You may take note of these signs of overspending.
Use of savings to pay bills
Delayed payment of bills
Decrease of monthly savings with the same income
Increase of expenses with the same income
More monthly loan payment against monthly income
E. Choose easy ways of budgeting
There are ways to make your budgeting easier.
o Envelope system – use an envelope in separating your budget for
different expenses
o Written record system – use the template suggested above or a simple
list of budget for tracking down the different expenses
o Electronic system – similar to the written record system but can only
done using your mobile phone application or computer.
o Three bank account system – open three bank accounts for different
purposes.
Normal savings account for day to day banking transaction
where you may get your daily expenses.
Emergency savings account for emergency purposes which
mean you only have to withdraw when it is an absolute
necessity.
Long term savings account for retirement or for your children’s
education.
F. Stretch your money
Be a wise consumer. Buying “sale” items does not mean you are wise but only
when you bought it because it’s necessary. Necessary means you can’t
survive without it or you don’t have any alternatives available.
Be thrifty. Being thrifty is different from being miser. It comes with being a
wise consumer.
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one, you borrow money from someone or from the bank just to have it right there
and then.
d. Self-indulgence – living on the idea of gratifying yourself without thinking that
what you did put out money on unnecessary expenses. It is good to gratify
yourself but you need to look at your budget if it would still allow.
Aside from these roots of debt, Mr. Tan also introduced the two sources of debts.
a. We spend our tomorrow’s income today. For this reason, we tend to rely on credit
to pay for our current bills.
b. We are not willing to change our lifestyle. This means that our lifestyle may not fit
to our income anymore. If we don’t change, again, we succumb to debt to pay for
the lifestyle that we enjoyed living.
6. What are the bad money habits that you need to avoid or break?
According to the article written by Alexa Mason, there are 10 bad money habits that
need to be avoided.
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g. Not taking control of your career
You have a good career in DepEd but if you miss to take control of it by
not taking control of your finances, this good career will become your
nightmare.
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Activities and Assessment
Assessment 1. Case Analysis: How Do I Budget?
The case study that you are about to read is adopted from Next Gen Personal Finance
(NGPF).
Sharon thought back her conversation with Alana last month. All of
Sharon’s friends knew who to turn to if they had money questions and
problems. Sharon has been a secondary teacher for four years. Alana, her
friend and co-teacher, has been experiencing financial stress for the past
years. Alana asked Sharon what she could do to manage her money more
effectively. After Sharon answered with a one word answer, Alana asked
“How do I budget?”
Sharon asked Alana to describe her goals and current spending habits.
Alana responded in the following way:
“I totally freaked out after talking with my parents. They were asking
me to help send my younger sister to college. College costs a lot of
money and my parents tell me now that they expect me to pay for
my sister’s board and lodging expenses which I estimate to be
70,000 per year. That’s so unfair. I have no idea how I can make
both ends meet given that additional responsibility.. Something
needs to change, but I don’t know where to start.”
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Sharon developed a basic plan for Alana to track every peso she spent
over the course of a month. Alana collected all her receipts in a shoebox
and reviewed them with Sharon at the end of the month:
Food: lunch and snacks at Jollibee/Chow king - 5,000 per month
Transportation: 2,000 per month
Clothes: 3 trips to the mall with friends @ 4,000.00
Shoes: 1 pair @ 1,500.00
Cell phone/internet load : 1,500.00
Movies: 4 movies - 4,000
Personal/beauty care: 2,000.00
Answer the questions applying the principles and tips on financial management that
you learned.
Help Alana realize her spending by completing this chart with the information provided
above:
Category Want/Need Monthly %age of
Cost Total Costs
Movies
Food
Clothes/mall shopping
Shoes
Transportation
Personal/beauty kit
TOTAL COSTS
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Answer these questions:
1. Do some quick math to compare how much Alana is spending for her needs
and for her wants.
3. What 2-3 options would you outline for Alana to help her achieve her goals? Be
ready to discuss with her the ways to adjust her budget. Be specific with your
recommendations, highlighting specific principles in achieving financial success.
Once Sharon lent some clarity on Alana’s pay, she felt slightly better,
but she’s still really worried about her initial problem:
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Assessment 2. “Sangla ng ATM”
Another case you will read is about the plight of teachers who have succumb to
money lenders.
1. Why do you think the so called “Sangla ng ATM” is happening to teachers and
personnel of the department?
This Debt Test is also excerpted from Money Management International E-Book on
Financial Literacy: Your 30 Step Path to Financial Wellness.
You are now about to unveil your ways of dealing with debts. The questions are
answerable by YES or NO. Answer it honestly with either “yes” or “no.”
1. Yes No Is an increasing percentage of your income going toward paying
debts?
2. Yes No Is your savings cushion inadequate or nonexistent?
3. Yes No Are you near or at the limit of your lines of credit?
4. Yes No Can you only make the minimum payments on your revolving
charge accounts?
5. Yes No Are you often late with bill payments?
6. Yes No Are you paying bills with money earmarked for something else?
7. Yes No Are you using credit to pay for items you used to buy with cash?
8. Yes No If you lost your job, would you be under immediate financial
strain?
9. Yes No Are you unsure about how much you owe?
10.Yes No Are you being threatened by collectors with possible legal action?
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A ‘yes’ to any of these questions is a sign that you may need to make debt payoff a
priority.
Write your reflection here.
Saving Chart A
Target Amount:
Week 1 6/7
6/12
Week 2
Total Money Saved:
3
1
Week 3
Total Money Saved:
Saving Chart B
Inclusive Dates Amount Saved Where Do Money
Go
1st 30 days
2nd 30 days
3rd 30 days
4th 30 days
3
2
Total
Reflection:
Here, make your long-term and retirement plan. You might be interested to buy a
house and lot or a car or attend school or send someone to school, so, you need to
make this plan.
Don’t forget to allocate for your retirement. Make a sort of an investment plan for your
retirement age.
Reflection
Portfolio Making
o In every plan that you make, you are asked to make a reflection. Put them
in a portfolio.
o At the end of the year, reflect on how this session affects you as a person
and as a teacher in terms of your financial status.
o State your commitment on what you will do for the next year.
o You are encouraged to do the suggested plans the next year around or
improve them if you wish.
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IV. SESSION 4: HEALTH AND WELLNESS PROGRAM
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
Objectives:
a. Explain the importance of maintaining a positive personal health and wellness
in improving teaching and learning
b. Evaluate personal health and wellness-related practices that affect work in
school
c. Implement a plan for positive health and wellness
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4
Pre-Test
A. Direction:
Here are some health practices and behavior which will allow you to rate your
opinion. Please highlight your option by rating your responses using the following:
Strongly Disagree (SA), Disagree (D), Agree (A), and Strongly Agree (SA).
1. Diet is a temporary thing. I’ll do it next week after heavy work in school.
2. It is ok that I sleep at 12 midnight and will wake up at 3: 00 AM to finish my
work.
3. Time is gold. I do recreation if I have the time.
4. There are lots of paper works. Teaching is stressful.
5. I follow the “more fruits less fatty foods” rule
6. I drink coffee a lot, it makes me alive and energetic
7. Cleaning my workplace is not a priority to me
8. I believe and practice the saying “Do not do for tomorrow what you can do for
today
9. I do stretching every two hours while working with my laptop
10. I need my boss or someone, to inspire me to
accomplish my work on time.
For questions 5,7,8, 9, & 10 Those who answered: SA will get 4 points, A will get 3
points, D will get 2 points, and SD will get 1 point.
Get the average of scores. Then you will be given the interpretation of
4 - You can be a health advocate
3 – You have a good knowledge about health habits
2 - You have a fair knowledge about health habits
1 - You need to improve your health habits
Glossary of Terms
Term Definition
Health the level of functional and metabolic efficiency of a living
organism. In humans it is the ability of individuals or
communities to adapt and self-manage when facing
physical, mental, psychological and social changes with
environment. It encompasses a broad spectrum. It is a
state of complete physical, mental, and social well-being
and not merely the absence of disease or infirmity.”
Wellness refers to the state of being in optimal mental and
physical health. It is a dynamic process of change and
growth. It's about living a life full of personal
responsibility and therefore taking proactive steps for
one's entire well-being. This means that a person living
life very well controls risk factors that can harm them. It
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has a direct influence on the overall health, which is
essential if one is trying to live a better life
Health Awareness the process that provides health related knowledge to
the people for preventing and curing disease.
Physical Health defines a form of the body that includes perfect and
harmonious physiological functions of all the body parts
that are anatomically intact with each other.
Psychological Health refers to the emotional state (feelings and moods)
adaptability to circumstances development of sense of
meaning of life compassion, unselfishness
based on the positive thoughts and ideas. Brain is a
Mental Health body part that deals with both emotional and mental
aspects (thoughts, perception of reality & response to it)
Social Health the ability to interact effectively with other people and
can developing satisfying relationships
Healthy lifestyle/practices that contributes positively to physical,
lifestyle/practices mental and social wellbeing and which includes regular
exercise and physical activity to help and improve
people's health and well-being
Personal Goal a self-motivation task which is the force that keeps
pushing someone to go on It's the internal drive to
achieve, produce, develop, and keep moving forward. It
is what pushes people to go on, especially when one
thinks they’re ready to quit something
,
Here are situations/ thoughts for you to ponder. Tell us what you think and how
will you react to the following situations. Your responses might give you a glimpse of
what you do when confronted with similar or related situations in the future.
On positivity vs reality
Make your first thought of the day: “Great things will happen today.”
You woke up early with a smile, thinking for a happy day. Yet while
contemplating on it you were alerted from a call coming from the school security guard
telling you that the faucet in your room is still running, for it was not turned off
yesterday. They cannot open the door for you did not leave the key in the guard house.
Your room is adjacent to the office, who is already in his/her office.
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On sleeping well vs preparing well
You came home tired, with a headache. You wanted to have an early night sleep.
Yet you are worried for the coming of the visitors from the division office to observe
classes the following day. Being a newly hired teacher, you are sick worried for you
might be chosen to be observed. That’s why you have to prepare instructional materials
and enhance your daily lesson plan. You know that you will end up sleeping at 12:00 to
1:00 o’clock in the morning.
It is said that breakfast is the most important meal of the day: You have known
it ever since. Yet here you are making it the second priority of your day.
You sleep late, for you spent the night exchanging texts messages in the
messenger with a “special friend”. Naturally you woke up late. You are in a hurry to go
to school knowing that its Monday and you need to be early for you it’s your turn to
lead the morning activity of the flag ceremony. The food is already set on the table and
its aroma is enticing you to taste it. The time is 6:50 AM. The ceremony starts at 7:00.
You still need to walk 10 minutes to school. But you promise your mother that you
will no longer skip breakfast.
You feel well, you seldom catch colds or cough. Yet your colleague who seems as
healthy as you always visit her doctor for a general check-up from time to time.
You on the other hand thinks it’s not your priority for your salary is just enough for
your personal needs and the needs of your parents whom you promise to help them
with the school expenses of your 3 siblings. Just today your colleague is asking you if
you would like to visit a doctor with her for a check-up.
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Tell us what you think
Team in Crisis
As human beings, we are each subject to a range of emotions from elation to rage.
While anger is a normal human emotion, it is important to express anger in healthy
ways that are appropriate in the workplace setting.
It’s a hectic day for the all of you. Your school is scheduled to be visited by the regional
evaluators on the “Barkada Kontra Druga” Program tomorrow. Your group is assigned
to take charge of the decoration of the hall. While working one of the members, the
niece of the principal adamantly refuses to extend her time for she has visitors waiting
at home. You really need to finish the task for tomorrow’s activity.
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Activity 2. WHO AM I?
Here are some habits which you need to tell whether you are practicing this.
That’s why you need to complete the table for the necessary data. You have place ()if
you done it and (X) if you have not.
1. Do you make
dietary changes
slowly?
2. Do you plan
healthy meals in
advance?
3. Do you shop
with a ready list
based on your
weekly meal
plan?
4. Do you buy
more organic
foods?
5. Do you drink a
minimum of
eight cups of
water every
day?
6. Do you do
exercise
everyday?
8. Do you go out
with friends?
9. Do you give
yourself time to
recover from
workouts.?
Make your own weekly health and wellness plan. Be sure to religiously follow it.
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My Health and Wellness Plan
B. To live healthier and feel energetic, I commit to follow this plan every day.
Following this plan will lead to the quality life and teaching and will help me to
reach my short and long-term goals.
Examples:
Eat healthier
Reducing my fried foods to no more than twice a week
Reduce my sugar treats to more than twice a week
Increase my water intake to 8 glasses a day
Emotional
Positive thinking
Mingle with 3 L’s (least, Last and Lost) learners
Acceptance
Journal daily progress
Physical Fitness
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My Health and Wellness Plan
Reflection
Journal Writing
o In what concrete ways does the session help me become a more health
concious teacher in promoting a positive health habit?
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Post-Test
SD D A SA
1.Diet is a temporary thing. I’ll do it next week after
heavy work in school.
2. I’ll sleep at 12 and will wake at 3: 00 AM
to finish my work.
3. Time is gold. I’ll do recreation if I have the time.
For questions 1 - 4,6,7&10: Those who answered:SD will get 4 points, D will get 3
points, A will get 2 points, and SA will get 1 point.
For questions 5,8 & 9, those who answered: SA will get 4 points, A will get 3 points, D
will get 2 points, and SD will get 1 point.
Get the average of scores. Then you will be given the interpretation of
4 - You can be a health advocate,
3 –You have a good knowledge about health habit
2- You have a fair knowledge about health habit
1-You need to improve your health habit.
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V. SESSION 5: GENDER AND DEVELOPMENT (GAD)
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
3.1.1 3.1.2
Use differentiated, developmentally
Demonstrate knowledge and appropriate learning experiences to
understanding of differentiated address learners’ gender, needs,
teaching to suit the learners’ gender, strengths, interests and experiences
needs, strengths, interests and
experiences
Objectives
A. Explain and understand the concepts of sex, gender, gender characteristics,
gender roles, and other key concepts related to Gender and Development;
B. Identify gender-bias practices in the classroom; and
C. Integrate gender-fair practices in the teaching-learning process.
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Pre-Test
Directions: Rate your responses using the following: strongly disagree (SA),
disagree (D), agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] []
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] []
3. I am for “Ladies first” practice. [] [] [] []
4. Boys and girls both excel in Math. [] [] [] []
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] []
6. Blue is associated with masculinity while pink is
associated with femininity. [] [] [] [ ]
7. I prefer boys as Class Presidents. [] [] [] [ ]
8. Women are more articulate than men. [] [] [] [ ]
9. One comfort room in school. [] [] [] [ ]
10. Teaching is a female profession. [] [] [] [ ]
Interpretation of Answers:
For questions 1 & 2, those who answered: SA will get 4 points, A will get 3 points,
D will get 2 points, and SD will get 1
point.
For questions 3-10, those who answered: SD will get 4 points, D will get 3 points,
A will get 2 points, and SA will get 1
point.
Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is Nearing
Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.
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Key Concepts and Vocabulary
1. Gender is about recognizing roles between men and women.
The challenge is to strike an appropriate balance of gender roles between men and
women/boys and girls, through education and training, given that gender, role
differences and stereotyping are socially constructed.
Gender and development adopts the principle that development is for all – all humans,
men or women have the right to the same opportunities to achieve a full and satisfying
life. It further recognizes that gender biases impede development (capacity to do and
be).
Gender sensitivity:
Is a frame of mind.
A set of attitude
The way we approach whatever we do in our intimate relationships, in our work,
in our everyday transactions with the outside world
Not a war of the sexes
Not anti-male
Recognition that in practically all cultures women have a lower status than men.
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Church
4. What emerged?
• Schools in most cases reinforce the existing gender ideology, stereotypes,
norms, and expectations everywhere
• schools have the potential of playing a transformative role in changing the
prevalent notions and unequal relations, it does not necessarily happen on its
own, and requires specific and targeted interventions in most cases.
(Note: You can also refer to Magna Carta of Women SEC. 13. Equal Access and
Elimination of Discrimination in Education, Scholarships, and Training.)
8. Develop Skills
• Recognize that gender issues are rooted in cultural attitudes and social
structures that prioritize men’s needs over those of women
• Understand and recognize the link between violence prevention and increasing
gender equity
• Teach young people to engage in respectful and emotionally healthy
relationships
Empower young people with useful knowledge, skills and understanding and
promoting positive, non-violent relationships based on equality and respect
Create an atmosphere where violence (such as bullying) and the use of
aggression to resolve conflicts is not tolerated
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Activities and Assessment
A. Review the basic concepts between sex and gender. Provide your answer before
every item by writing Sex or Gender.
male and female penis and vagina
weak and strong XY and XX
child rearing masculine and feminine
emotional and logical husband and wife
child bearing mother and father
C. The next activity is writing the actions that you will do on a given situation. You
may also share your answer/s during the LAC Session for additional input or
discussion.
Case 1: A learner got pregnant and expected to deliver toward the end of the
school year.
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Case 2: At the middle of the school year, you noticed an increase in absences
among the boys in your class.
Case 3: A girl student reported to you that she was harassed by her teacher.
Then another student reported same experience with the same teacher.
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Case 4: Posters and other classroom materials showed gender bias and sexist
messages.
D. Activity: Mirroring (This could be done when you have a School LAC)
Note: For Non-Muslim areas only
Directions:
1. Find a partner of opposite sex.
2. You should stand face to face.
3. The male partner execute actions while the female imitates or mirror.
4. Exchange roles.
Process Questions:
1. How do you feel while doing the activity?
2. Did you find any difficulty?
3. Did you perfectly mirror the actions of your partner? Why?
4. Are there attributes or characteristics that your partner has which you
don’t have? What are those?
5. What are your insights from the activity?
E. Application Activity (Note: Let your mentor/coach check your LP. You agree with
your mentor of the schedule of your demonstration. Post conference shall be
done shortly after. The result of observation on your demo may be brought for
discussion during the LAC Session)
Prepare a lesson plan in your subject area integrating the GAD concepts learned.
Reflection
Journal Writing
In what concrete ways does the session help me become a more agentive teacher in
promoting gender-fair classroom setting.
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Post-Test
Directions: Rate your responses using the following: strongly disagree (SA), disagree (D),
agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] []
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] []
3. I am for “Ladies first” practice. [] [] [] []
4. Boys and girls both excel in Math. [] [] [] []
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] []
6. Blue is associated with masculinity while pink is
associated with femininity. [] [] [] []
7. I prefer boys as Class Presidents. [] [] [] []
8. Women are more articulate than men. [] [] [] []
9. One comfort room in school. [] [] [] []
10. Teaching is a female profession. [] [] [] []
Interpretation of Answers:
For questions 1 & 2, those who answered: SA will get 4 points, A will get 3 points,
D will get 2 points, and SD will get 1
point.
For questions 3-10, those who answered: SD will get 4 points, D will get 3 points,
A will get 2 points, and SA will get 1
point.
Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is Nearing
Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.
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References
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Next Gen Personal Finance, Case Study Budgeting. http://gooru.org/player/30f1b101-c4a8-
429a-b0ac-456c169e7349?resourceId=dd6c6349-d3b8-43da-b8bd-
17bdbc950666&type=collection
Nguyen, Thai. 2012. Mental Strategies. https://www.huffingtonpost.com/author/thai84nguyen-
697
Pimentel, Marita Castillo. Gender and Development Resource Kit. Philippine Commission on
Women
Self-Mastery. http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdf
Tan, Chinkee. 2012. Till Debt Do Us Part. Manila: Church Strengthening Ministry, Inc.
What are your biases? Project Implicit https://implicit.harvard.edu/implicit/
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