THE TEACHING PROFESSION

COMPILATION OF REPORT

Submitted by: BSEd – 1 Math

Submitted to: Mr. Eugenio Magno

Lesson 1: THE TEACHER WITH PHILOSOPHICAL

HERITAGE

Behind a successful teacher is his/her philosophy of education- a set of beliefs about

"what and how" education and teaching should be.

What is Philosophy?

 Philosophy can be defined as a set of ideas that answer question about the nature of
reality and about the meaning of life.
 Philosophy originated with the ancient Greek word Philo which means love and
Sophie which means wisdom.

Greek thinkers divided philosophy into three branches:

 Metaphysics- addresses reality. It is divided into two categories:

 Ontology
 Cosmology
 Epistemology- is concerned with the nature of knowledge.
 Axiology- and its corollaries relate in value.
 Ethics
 Aesthetics
What is Philosophy of Education?

Philosophy of Education is a set of related beliefs that influence what and how
students are taught.

Philosophical Roots of Education

Idealism

-contends that reality lies in our consciousness or our intellect. Idealist believe that
perfect knowledge of the idea resided outside humans as an Absolute or as God.

Idealist Teachers:

1. Believe that the schools are the repositories of eternal truth which have organized the
hierarchal curriculum in education.
2. Believe that on top this hierarchy are the most important subjects that cultivate abstract
thinking.
3. Believe in the use of Socratic Method.
4. Believe that thinking and learning bare the process of bringing latent ideas to
consciousness and logic is encouraged in organizing their lessons.
5. Believe that teachers should lead exemplary lives and be models for students to imitate.
6. Believe that the internet can make the great book accessible to all, but they insist that
technology should be the means rather than the end in transmitting knowledge.

Realism

-advocates that reality is outside of our minds. Realist believes that the objects we
perceive exist independently of the mind; that whether or not we perceive these objects,
they really exist in the world.

Realist Teacher:

1. Believe that teachers should be equipped with a wide repertoire of methods in teaching
to achieve their goals.
2. Believe that their primary responsibility is to bring students’ ideas about the world into
reality.
3. Believe that deductive and inductive logic and the scientific method are reliable means
to discover knowledge.
4. Believe that the inclusion of non-academic activities interfere with the school's primary
purpose as a center of discipline academic inquiry.
5. Believe in the use of technology as an aid in learning; they recommend computer
program to be realistic and effective as possible.

Pragmatism

-evaluates the truth and meaning of the ideas according to their physical consequences
and practical value.
John Dewey, a pragmatist, relate education as preparation for life.

Pragmatist Teachers:

1. Believe that education is an experimental process.

2. Believe that children should learn how to make difficult decision by considering the
consequences of their actions in others.
3. Believe that education should focus in real life problems to be prepared to live fully
and effectively in society.
4. Believe that students should learn the process of problem-solving rather than by being
passive learners as knowledge is being transmitted to them.
5. Believe that interdisciplinary education is better than the departmentalized curriculum
in education.
6. Believe in taking risk in education to achieve their goal.
7. Believe in values- clarification rather than blindly accepting inherited values.
8. Believe that communication technologies such as e-mail and internet provide
opportunities to share ideas, insights and experiences.
Lesson 2: Other Philosophies and Theories of Education

1. Perennialism

-assert that the primary purpose of education is to bring students in contact with the
truth by cultivating their intellect and sense of rationality or reasoning power.

Perennnialist Teachers:

1.1. Believe that the teachers are intellectual mentors and models for their students.

1.2. Believe that the fundamental skills such as reading, writing, computation and research
be developed starting the elementary grades to prepare them for lifelong learning.

1.3. Believe that subjects with human concern like history, literature, drama, and arts
should be included in the secondary school curriculum.

1.4. Believe that their role is to sharpen the students' intellectual powers and enhance their
moral qualities.

1.5. Believe that electronic version of great books and other classics may be viewed by
larger audience but these could not be a substitute for reading the classics.
2. Essentialism

- is a teacher-centered philosophy that adheres to the belief that the basic skills of
literacy (reading and writing)and numeracy(arithmetic) as well as subject-matter
knowledge should be developed in schools.

Essentialist Teacher:

2.1. Believe that the teachers have authority to discipline the students.

2.2. Believe that the teachers should have mastery of the knowledge and skills they teach.

2.3. Believe in the use of deductive method of teaching.

2.4. Believe that the students should learn the "essentials".

2.5. Believe that only when the students have mastered the required competencies they can
be promoted to the higher level.

2.6. Believe that the test scores are basis for evaluating students' progress.

3. Progressivism

- Progressivists belong to a reform movement that opposed the traditional

education. They were against:

1.) Authoritarian teachers, 2.) Book-based instruction, 3.) Rote memorization, and 4.)
Authoritarian classroom management.

Progressivist Teachers:

3.1. Believe that teachers should possess a repertoire of learning activities to be used in the
teaching-learning process like problem-solving, field trips, creative artistic expression and
projects.

3.2. Believe that the child should be free to develop naturally.

3.3. Believe that interest motivated by direct experience stimulates learning.

3.4. Believe that the teacher is a facilitator of learning.

3.5. Believe that there should be close cooperation between the home and the school.

3.6. Believe that the students' needs, interests, and readiness should be considered in
constructing the curriculum.

4. Social Re-constructivism

- This theory rooted in Progressivism. They sought to make schools the center of
larger social reforms.

Social Reconstructionist Teacher:

4.1. Believe that the school is the ideal place to begin alleviating social problems.

4.2. Believe in using project method and problem-solving method in teaching.

4.3. Believe that research is an effective means in solving problems of society.

4.4. Believe that the intellectual, emotional, and personal needs of the students should be
considered in the learning process.

4.5. Believe that teachers must model democratic principles.

5. Existentialism

- is a philosophy that emphasizes the subjectivity of human experience. It is more

a process of philosophizing than it is a philosophy.
 Extentialists author, Jean-Paul Sartre often quoted the phrase "Existence precedes
essence".

Existentialist Teachers:

5.1. Believe that the purpose of education is to awaken our consciousness about our
freedom to choose and to create our own self-awareness that contributes to our identity.

5.2. Believe that students should be trained to philosophize, to question and to participate
in dialogues about the meaning of life.

5.3. Believe that self-expression, creativity, self-awareness and self-responsibility should

be developed in the students.

5.4. Believe that open classrooms maximize freedom of choice.

5.5. Believe in self-directed instruction.

5.6. Believe that students should decide that they want to learn and when to learn it.

………………… 3
Lesson 3:
Lesson 4: THE TEACHER AND THE NATIONAL AND
GLOBAL STANDARDS

A. National Competency-based Teachers Standards (NCBTS)

 Is a theoretical framework that defines the different dimensions of effective

teaching, where effective teaching means being able to help all types of students
learn the different goals in the curriculum.

 NCBTS are organized hierarchically.

 It provides a single framework.

 The use of a single framework should minimize confusion about what effective
teaching is. Also, provide a better guide for all teacher development programs and
projects from the school-level up to the national level.

THE SEVEN DOMAINS OF NCBTS

1. Social Regard for Learning

 Act as a positive role model for students.

2. The Learning Environment

 Creates an environment that promotes fairness.

 Makes the physical environment safe and conductive to learning.
 Communicates higher learning expectations to each learner.
 Establishes and maintains consistent standards of learners’ behavior.

3. Diversity of Learners

 Is familiar with learner’s background knowledge and experiences.

 Demonstrates concern for holistic development learners.
 4. Curriculum

 Demonstrates mastery of the subject.

 Communicates clear learning goals for the lessons that are appropriate for
learners.
 Makes good use of allotted instructional time.
 Selects teaching methods, learning activities, and instructional materials or
resources appropriate to learners and aligned to the objectives of the lesson.
5. Planning, Assessing and Reporting

 Communicates promptly and clearly to learners, parents, and superiors

about progress of learners.
 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning.
 Monitors regularly and provides feedback on learners’ understanding of
content.

6. Community Linkages

 Establishes learning environments that respond to the aspirations of the

community.

7. Personal Growth and Professional Development

 Takes pride in the nobility of teaching as a profession.

 Builds professionals links with colleagues to enrich teaching practice.
 Reflects on the extent of the attainment of learning goals.

PHILIPPINE PROFESSIONAL FOR TEACHERS (PPST)

 Defines teacher quality in the Philippines. The standards describe the expectations
of teachers’ increasing levels of knowledge, practice and professional engagement.

 It is built on the National Competency-based Teachers Standards (NCBTS).

 It comprises 7 domains and 37 strands, and 37 indicators for each career stage.

 PPST shall be used as a basis for all learning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the
K to 12 Programs. It can also be used for the selection and promotion of teachers.
All performance appraisals for teachers shall be based on this set of standards.
THE SEVEN DOMAINS OF PPST

1) Content Knowledge and Pedagogy

2) Learning Environment
3) Diversity of Learners
4) Curriculum and Planning
5) Assessment and Reporting
6) Community Linkages and Professional Engagement
7) Personal Growth and Professional Development

7 Domains of the Philippine Profession

1. Content knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum areas.
2. Research- based knowledge and principles of teaching and learning.
3. Positive use of ICT.
4. Strategies for promoting literacy and numeracy.
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills.
6. Mother Tongue, Filipino and English in teaching and learning.
7. Classroom communication strategies

2. Learning Environment

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

3. Diversity of Learner

1. Learners' gender, needs, strengths, interest, and experiences.

2. Learners' linguistic, culture, socio- economic and religious background.
3. Learners with disabilities, giftedness, and talents.
4. Learners in difficult circumstances
5. Learners from indigenous groups
4. Curriculum and Planning

1. Planning and management of teaching and learning process.

2. Learning outcomes aligned with learning competencies.

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

5. Assessment and Reporting

1. Design, selection, organization and utilization of assessment strategies.

2. Monitoring and evaluation of learner progress and achievements.

3. Feedback to improve learning.

4. Communication of learner needs, progress and achievements to key stakeholders.

5. Use of assessment data to enhance teaching and learning practices and programs

6. Community Linkage and Professional Engagement

1. Establishment of learning environments that are responsive to community context.

2. Engagement of parents and the wider school community in the educative process.

3. Professional ethics

4. School policies and procedures

7. Professional Growth and Professional Development

1. Philosophy of teaching

2. Dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals

4 Career Stages
Stage 1 or Beginning Teachers

Have gained the qualification recognized for entry into the teaching profession.
They have a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy. They possess the requisite knowledge, skills and
value that support the teaching and learning process.

They manage learning programs and have strategies that promote learning based
on the learning needs of their students. They seek advice from experienced colleagues to
consolidate their teaching practice.

Stage 2 or Proficient Teacher

Are professionally independent in the application of skills vital to the teaching and
learning process. They provide focused teaching programs that meet curriculum and
assessment requirements. They display skills in planning, implementing, and managing
learning programs.

They actively engage in collaborative learning with the professional community

and other stakeholders for mutual growth and advancement. They are reflective
practitioners who continually consolidate the knowledge, skills and practices of Career
Stage 1 teachers

Career stage 3 or highly proficient teachers

Consistently display a high level of performance in their teaching practice. They

manifest an in minus- depth and sophisticated understanding on the teaching and learning
process. They have high education-focus situation cognition are more adept in problem
solving and optimize opportunities gained from experience.

Career stage 3 teachers work collaboratively with colleagues and provide them
support and mentoring to enhance their learning and practice.
They continually seek to develop their professional knowledge and practice by reflecting
on there on needs, and those of their colliagues and students.

Career stage 4 or Distinguished teachers

Embody the highest standard for teaching grounded in global best practices. They
exhibit exceptional capacity to improve their own teaching practice and that of others. They
are recognized as leaders in education, contributors to the profession and initiators of
collaboration and partnership. They create lifelong impact in the lives of colleagues,
students and others.

They consistently seek professional advancement and relevance in pursuit of

teaching quality and excellence.

They exhibit commitment to inspire the education community and stakeholders for
the improvement of the education provision in the Philippines.
Lesson 6: The Global Standard

 Global Education
 Global Teaching Practices
 How to be a 21st Century Teacher
 Global Teachers: Knowledgeable of K-12 Program of Various Countries

Global Education
 Enabling young people to participate in shaping a better, shared future for the
world.
 Emphasizes the unity and interdependence of human society.
 Developing a sense of self and appreciation of cultural diversity.
 Affirmation of social justice and human rights.
 Building peace and actions for a sustainable future in different times and places.
 Promotes positive values.
 Assists students to take responsibility for their actions and to see themselves as
global citizens who can contribute to a more peaceful, just and sustainable world.

Global Teaching Practices

Provide frequent and timely feedback.
 Setting up checkpoints, offering a variety of formative assessments, and discussing
learning in real time are all essential.
Value parental/familial involvement.
 Students have an entire life outside of school and hopefully a solid support system.
Sidestep the comfort zone.
 Innovations and new strategies are occurring all the time.
Offer second chances/clean slates.
 Rather than focusing on what can’t be changed from the past, let the focus be on
making the best future.
Be resourceful.
 Whether this means thinking outside of the box for procuring supplies or adding a
little DIY.
Make learning active.
 Offer opportunities for students to be actively engaged in their learning journeys.
Be an advocate.
 This is twofold. Teachers need to advocate themselves and for their students.
Pursue lifelong learning.
 Staying up to date on movements and developments in the field allows teachers to
help students prepare for an ever-changing world.
Encourage discussion.
 Classroom offer a perfect forum for teaching students to respects others and learn to
share information, agree, and disagree in a productive and nonthreatening fashion.
Keep a positive outlook.
 Don’t get caught up with the naysayers.
How to be a 21st Century Teacher
21st Century teaching means teaching as you have always taught but with today’s tools and
technology.

Essential 21st Century Teaching Strategies

Be able to teach to all learners
 An effective 21st century educator must have the ability to teach and reach to each
characteristic and skill of every student in the classroom.
Be able to implement technology
 An effective 21st century educator must have the ability to not only learn about the
new educational gadgets that will help students learn better and faster, but to also
can know how to use and implement the gadget within the classroom.
Be able to foster student relationships
 An effective 21st century educator must have the ability to facilitate interpersonal
relationships within the classroom so that students will have sense of community
and be able to communicate with their peers on a higher level than just social media.
Be forward thinking
  An effective 21st century educator must have the ability to prepare students for the
unknown based on current trends and technology.
Be able to embrace change
 An effective 21st century educator must have the ability to adapt to anything and
everything as well as embrace it.
Global Teachers: Knowledgeable of K-12 Program of Various Countries
 Brunei Darussalam
 Canada
 Philippines
Brunei Darussalam

 1year Primary education

 6 years of Elementary
 Secondary Level
o General Secondary Level
o Upper Secondary Level
 Preschool
o Playschool which aims to impact socio-emotional and personality
development for young learners in an informal preschool program.
 General Education
o 4 Core Subjects
o 3 Complementary Subjects
o 2 Elective Subjects with Science as one required elective.
o Students excel academically can take secondary education in two years.
Canada

 Elementary School
o Grade 1-6
 2 years Junior High School
o Grade 1-8
o No middle School
o Quebec grade school 6 years proceed to high school.
 Secondary High School
o With Junior High School
 Starts in Grade 7 to Grade 12.
 o Without Middle School
 Starts in Grade 9
 Post-Secondary Education
 Career College or Vocational School
 Community College or University
Philippines

 Kindergarten
 Alphabet
 Numbers
 Shapes
 Colors through games
 Songs
 Dances
 Mother tongue
 Primary Education
 Mother tongue
 Filipino
 English
 Mathematics
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao
 Music
 Arts
 Physical Education
 Health
 Edukasyong Pantahanan at Pangkabuhayan
 Technology and Livelihood
 Senior High School (Grade 11 and 12)
CORE CURRICULUM SUBJECTS

 Oral Communication
 Reading and Writing
 Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
 21st Century Literature from the Philippines and the World
 Contemporary Philippine Arts from the Regions
 Media and Information Literacy
 General Mathematics
 Statistics and Probability
 Earth and Life Science
 Physical Science
 Introduction to Philosophy of the Human Person
 Physical Education and Health
 Personal Development
 Earth Science
 Disaster Readiness and Risk Reduction
APPLIED TRACK SUBJECTS

 English for Academic and Professional Purposes

 Practical Research 1
 Practical Research 2
 Filipino sa Piling Larangan
 Empowerment Technologies
 Entrepreneurship
 Inquiries, Investigatories, and Immersion
SPECIALIZED SUBJECTS

 Accountancy, Business and Management Strand

 Humanities and Social Sciences Strand
 Science, Technology, Engineering, and Mathematics Strand
 General Academic Strand
Lesson 7: THE PRESENT BASIC EDUCATION
SCENARIO IN THE PHILIPPINES

-Several educational reforms have been initiated because of the Department of Education’s
commitment to enhance the quality of basic education.
• The mandate of ensuring that no learner shall be left behind and that every Filipino
child will have access to quality education gave way to the enactment of
Kindergarten Education Act in 2012 and the Republic Act 10533 known as
Enhanced Basic Education Act of 2013.
• Having Kindergarten as part of the basic education curricula and having it
mandatory, improves the student’s access to education.
Enhanced Basic Education (K to 12)
• The model is Kindergarten, 6 years of elementary education, 4 years of junior high
school, and 2years of senior high school.
• Two years of senior high school
What are the reasons for coming up with K to 12?
• Low achievement score of the Filipino students in the National Achievement Test
(NAT).
• Another reason is the unpreparedness for employment
Lesson 8: GENERAL AND PROFESSIONAL ETHICS
OF EDUCATION

Introduction:

“Education is the Manifestation of perfection already in human being”

-Swami Vivekananda

ETHICAL FOUNDATIONS OF EDUCATION

 Ethical behavior is a conscious behavior

 Ethical behavior is acting with integrity
 Moral positions require thought and are NOT primarily dependent on feelings

CONSEQUENTIALISM (TELEOLOGICAL)

 Evaluates the moral status of an act by looking at the consequences

 The END (consequences) does justify the Means (the act).

FORMALISM

 Also known as, “deontological or non-consequentialism

 Determine morality by whether or an act is right or wrong in itself
 The END (consequences) does not justify the Means (the act)
GENERAL Ethics' for Educators

Compliance

Individuals who are compliant within the framework of the law and lawful
instructions from their school district are considered ethical educators.

Educators must always be conscientious of all duties and responsibilities.

ETHICAL DECISIONS AND CONSEQUENCES

Almost every day, the news reports situations where teachers, coaches and
administrators are not ethical.

PROFESSIONAL ETHICS

Professional manner, Personal life, Respect for resources, Guidelines for

professional ethics.

PROFESSIONAL MANNER

Professional manner includes being on time, polite, respectful, dependable

PERSONAL LIFE

 Separate work life from private life

 Avoid discussing personal problems
 Keep personal telephone calls to a minimum
 DO NOT STEAL OR WASTE RESOURCES
 Stealing is

– Illegal

– Unethical

 Do not take items such as:

– Cash
 – Property

– Office supplies

– Food

– School supplies

DETERMINANTS OF MORALITY

MORALITY OF HUMAN ACTS

Human Act and Act of Man

Human act- one that proceeds from the deliberate free will of man.

It is an act that is deliberately and knowingly performed by one having the use of reason.

Therefore, both intellect and will are in play. It is an act proper to man as man.

Act of man- one that is not dependent upon intellect and free will.

It is done by a human person but is not proper to him as a person but it does stem from
those faculties which are peculiar to man, namely intellect and free will.

In plain language, an act of man is essentially an animal act.

Human Act- one that proceeds from the deliberate free will of man.

-It is an act that is deliberately and knowingly performed by one having the use of
reason.

-Therefore, both intellectual and will are in play. It is an act to man as man.

Act of Man- one that is not dependent upon intellect and free will.

-It is done by a human person but is not proper to him as a person but it does stem
from those faculties which are peculiar to man, namely intellect and free will.
 -In plain language, an act of man is essentially an animal act.

For an act to be considered a human act, it must possess the following essential attitudes:

It must be performed by a conscious agent who is aware of what he is doing and of

its consequences.

It must be performed by an agent is acting freely, that is by his own volition and
power.

It must be performed by an agent who decides willfully to perform the act.

Every human act derives its morality from three elements; a) the act itself (which
moralists technically call “the object” b) the purpose of the act (sometimes called “the
end”) and c) circumstances surrounding the act. Moralists refer these elements as “object,
end, and circumstances”. In language less technical, we shall refer to them as “act, purpose,
and circumstances”.

1. The act itself- in order to judge the morality of human act, we must consider the act
itself. Moral judgement must be based not only the physical aspect of an act but also on its
moral aspect. If a man tells a lie, the moralist must be base is judgement not on the physical
act of uttering words but rather on the telling of untruth.

2. Purpose- it is the reason for which an act is performed, or the intention of the agent.

It should be observed that the purpose will not always change the morality of an act
because some acts are intrinsically wrong (evil by their nature).

3. Circumstances- are those factors, distinct from the act itself and from the purpose,
which may affect the morality of the act. Circumstances alter cases. Any careful moral
judgment will weigh the circumstances.
PRINCIPLES FOR JUDGING MORALITY

1. An act is morally good if the act itself, the purpose and the circumstance are substantially
good.

2. If an act itself is intrinsically evil (evil by its very nature), the act is not morally allowable
regardless of purpose or circumstances.

3. If an act is in itself morally good or at least indifferent, its morality will be judged by
the purpose or circumstances.

4. Circumstances may create, mitigate, or aggravate sin. They may change an indifferent
act into one that is morally sinful.

5. If all three moral elements (the act, purpose, and circumstances) are good, the act is
good. If any one element is evil, the act is evil.
Lesson 9: VALUES EDUCATION

What is Values?

According to ethics sage (2018), Values are the basic and fundamental beliefs that
guide or motivate attitudes or actions. They provide the general guidelines for
conduct.

What do you see?

People like paintings has many colors; colors that may make you good or make you bad.
Values makes us very good just like a bright assortment of color and hue in a painting.
(Monterey 2019)

Values Education “An exemplary citizen is made, not born.”

1. The Aim, The goal and purpose of Values Education

The Aims of Values Education

1. Instill moral standards to create more civil and democratic societies.

2. Promote Tolerance and Understanding above and beyond political, cultural and
religious differences.
3. Emphasize the defense of human rights.

2. The Relevance “The Importance of Values Education”

According to IBERDOLA.com

Values Education

Is essential for personal development and they help us define our objectives in our lives.

As a matter of fact European Schools introduced subjects such as Education for

Citizenship, and was also added to the curriculum by 2017 in all EU countries as/either
cross-curricular or separate subject or as part of the programs.

3. Values Education in the Philippines.

According to Francis Jim Tuscano (nominee for Teacher’s Award)

Philippines
Has established Values Education Framework program since 1987 through the Efforts of
the Department of Education and the Sports Secretary

1986 EDSA REVOLUTION

They aimed to develop a “just and humane society.” they also promoted a high national,
cultural, ethical and spiritual values for developing moral character.

Values Education as a Separate subject.

Since 1987 the Philippine Educational program incorporates Values Education as a

separate subject.

4. Principal Educational Values Principles of Values Education

Respect for Environment Values Education makes us aware of the consequences of our
actions on the planet and instils in us a respect for nature.

CLIMATE CHANGE IS A REAL THING

Empathy by putting ourselves in the other people shoes both cognitively and emotionally,
we improve our ability to resolve conflicts and understand others’ opinion.

Equal Opportunities the principle that we are all equal is one of the pillars of democracy,
and moreover it fosters social inclusion and community life.

Care for Health We need to minimize health risks by encouraging the right attitudes and
tackling health education from a dynamic personal and collective point of view.

Critical Thinking This way of thinking makes us more analytical and observant, teaches us
to recognize quality information and helps us to solve problems

5. Values Education Methodologies How do you do it?

The most common strategies in values education are the following:

1. Rejection of Discrimination or Promoting collaborative leadership.

2. Denouncing harmful attitudes.
3. Stressing the ideas that people can change and everyone deserves a second chance.
Lesson 10: ETHICAL STANDARDS FOR TEACHERS

INTRODUCTION

The ethical standards for the Teaching Profession represent a vision of professional
practice. At the heart of a strong and effective teaching profession is a commitment to
students and their learning.

The purposes of the Ethical Standards for Teaching Profession are:

 To inspire…
 To identify…
 To guide… and;
 To Promote…

The ethical standards for the teaching profession are:

 Care
 Respect
 Trust
 integrity

Ethical decision making process:

 Step 1: Define the problem
 Step 2: Seek out resources
 Step 3: Brainstorm a list of potential solutions
 Step 4: Evaluate those alternatives
 Step 5: Make your decision cooperating with, or if necessary, confronting parents
of underachieving students
 Cooperating with colleagues and observing school policies so the whole institution
works effectively
 Tactfully, bur firmly criticizing unsatisfactory school policies and proposing
constructive improvement.
 on, and implement it
 Step 6: Evaluate your decision

8 Guidelines for managing ethics in the workplace

1. Recognize that managing ethics is a process
2. The bottom line of an ethics program is accomplishment preferred behaviors in the
workplace
3. The best way to handle ethical dilemmas is to avoid their occurrence in the first
place
4. Make ethics decisions in groups, and make decisions public, as appropriate
5. Integrate ethics management with other management practices
6. Use cross-functional teams when developing and implementing the ethics
management program.
 7. Value forgiveness
8. Note that trying to operate ethically and making a few mistakes is better than not
trying at all.

Moral Professionalism
 Coming to work regularly and on time
 Being well informed about their student-matter
 Planning and conducting classes with care
 Regularly reviewing and updating instructional practices
 Cooperating with, or if necessary, confronting parents of underachieving students
 Cooperating with colleagues and observing school policies so the whole institution
works effectively
 Tactfully, bur firmly criticizing unsatisfactory school policies and proposing
constructive improvement.

CODE OF ETHICS for PROFESSIONAL TEACHERS

REPUBLIC ACT No. 7836, article II-IV
-An act to strengthen the regulation of the practice of teaching in the Philippines and
prescribing a licensure examination for other purposes.
Lesson 11: Teacher’s roles, responsibilities, rights, and
privilege’s

The Roles of a Teacher

The teacher plays varied roles in the classroom: (Acero, Javier & Castro 2000)

1. As a manager
The teacher is responsible for the effective management of his class from start to finish.
He carries systematic activities throughout the day to develop the learners’ cognitive,
psychomotor and affective aspects of the teaching-learning process. The learner’s
eagerness and interest to participate in all the learning activities prepared and facilitated by
the teacher are a manifestation of an orderly classroom management by the teacher
manager.

2. As a counselor
Every teacher is a guidance teacher. He acts as a counselor to the learners especially
when they are beset by problems. In general, teachers comfort and make the learners fell
they have a ready shoulder to cry on. As a counselor, the teacher religiously observes all
the activities of the learners under his care, carefully noting important information
regarding their mood, health, and progress in their studies to help him assess their overall
performance.

3. As a motivator
Encouraging and motivating learners to study well and behave properly in and outside
the classroom are an enormous task. Despite the constraints, however, the teacher should
use effective ways to awaken the drives and motives of the learners, as he knows fully well
the role played by motivation in the learning process. Motivation sets the mood for
learning. It arouses the interest of the learners and gets them more involved in class
activities. A dynamic teacher is always good at motivating learners to make them listen,
participate, and understand instruction.

4. As a leader
A leader directs, coaches, support and delegates depending on the needs of the
situation. A leader is always looked up on as somebody dependable and responsible. A
teacher always assumes the position of a leader and he has to be credible in this regard. He
should, therefore, manifest the highest leadership potentials demanded of his role as teacher
and leader. The teacher should set the example to emphasize his role of being a teacher. He
should be always be aware that to be good leader, he must first be a good follower.

5. As a model
A teacher is an exemplar. He serves as a model to his learners. Learners idolize their
teachers, they believe the things that they say, especially if they show kindness and are
approachable and sympathetic to their needs. As a model, the teacher should look his best
all the time, master his lessons, show his interest in the learner’s welfare, show his good
behavior, and inculcate good work and attitudes especially during trying moments inside
the classroom. Be fair in dealing with pupils and exhibit good judgement when the situation
calls for it.

6. As a public relations specialist

The credibility of the school is attributed most of the tie to the ways the teachers deal
with people outside the school, like the schools’ benefactors, parents of the learners, church
leader, government employee, and others. The teachers in his role as a public’s relation
specialist, will be able to solicit important donations in cash or in kind for development of
both the school and the learners. More than this, a teacher who has good public relations
will always make a name for the school.

7. As a parent-surrogate
In school, a teacher is the parent of the learners. Parents have a feeling of security
knowing that their children are in good hands. Adding to the main function of developing
the learners intellectually, the teacher is also expected to train the learners socially and
emotionally and to look after their physical and mental well-being. In school, the teacher
takes over the role of the parents, attending to the needs of the learners and offering them
the comforts away from home. In process, he guarantees that the individual rights of the
learners to education and safety are respected.

8. As a facilitator
The teachers are the facilitator of learning. The learners must be given the chance to
discuss things under the close supervision and monitoring of the teacher. As a facilitator,
the teacher prepares guidelines which will serve as the focus of discussion and activities.
He oversees the activities inside the classroom. He allows learners to discuss the event,
however, that some clarification is needed, he can clarify vague points and correct wrong
motions of the learners.

9. As an instructor
The main function of the teacher is instruction. All the others roles aforementioned are
corollary to teaching. To effectively carry out this aspect of teaching the pre-service
education of teachers must be more than adequate them for a job involving varied
responsibilities.

The Responsibilities of a Teacher

1. Knowledge of the Subject

 To have expert knowledge of the subject area.

 To pursue relevant opportunities to grow professionally and keep up-to-date about
the current knowledge and research in the subject area.

2. Teaching

 To plan and prepare appropriately the assigned courses and lectures.

 To conduct assigned classes at the scheduled times.
 To demonstrate competence in classroom instruction.
 To implement the designated curriculum completely and in due time.
 To plan and implement effective classroom management practices.
 To design and implement effective strategies to develop self-
responsible/independent learners.
 To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not limited
to: self-exploration, questioning, making choices, setting goals, planning and
organizing, implementing, self-evaluating and demonstrating initiative in tasks and
projects.
 To engage students in active, hands-on, creative problem-based learning.
 To provide opportunities for students to access and use current technology,
resources and information to solve problems.

3. Assessment

 To define and communicate learning expectations to students.

 To apply appropriate multiple assessment tools and strategies to evaluate and
promote the continuous intellectual development of the students.
 To assign reasonable assignments and homework to students as per university rules.
 To evaluate students’ performances in an objective, fair and timely manner.
 To record and report timely the results of quizzes, assignments, mid- and final
semester exams.
 To use student assessment data to guide changes in instruction and practice, and to
improve student learning.
4. Professionalism

 To be punctual and be available in the university during official working hours.

 To comply with policies, standards, rules, regulations and procedures of the
university.
 To prepare and maintain course files.
 To take precautions to protect university records, equipment, materials, and
facilities.
 To participate responsibly in university improvement initiatives.
 To attend and participate in faculty meetings and other assigned meetings and
activities according to university policy.

5. Good Behavior

 To model honesty, fairness and ethical conduct.

 To model a caring attitude and promote positive inter-personal relationships.
 To model correct use of language, oral and written.
 To foster student self-control, self-discipline and responsibility to others.
 To model and promote empathy, compassion and respect for the gender, ethnic,
religious, cultural and learning diversity of students.
 To demonstrate skill when managing student behavior, intervening and resolving
discipline problems.
 To model good social skills, leadership and civic responsibility

The Rights and Privileges of a Teacher

1. RA 4670, otherwise known as “THE MAGNA CARTA FOR PUBLIC SCHOOL

TEACHERS.”

2. Consent for transfer.

3. Safeguards in disciplinary procedure.

4. No discrimination.

5. Married couples to be employed in the same locality.

6. Academic freedom.

7. Not more than 6 hours of actual classroom teaching.

8. Additional compensation for activities outside normal duties.

9. Salaries comparable to other occupations to insure teachers a reasonable standard of life

for themselves and their families.

10. Salaries appropriated by local government not to be less than those paid to teachers of
the national government.

11. Cost of living allowance.

12. Special hardship allowances.

133. Medical examination free of charge once a year during the teacher’s professional life.

14. Prohibition of unauthorized deduction from teacher’s salaries.

15. Study leave.

16. Indefinite leave.

17. Salary increase upon retirement.

18. Freedom to establish or join organization of their choice.

Lesson 12: THE
1987 CONSTITUTION OF THE
REPUBLIC OF THE PHILIPPINES – ARTICLE XIV

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

EDUCATION

Section 1.
The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to all.

Section 2.

The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high
school levels. Without limiting the natural right of parents to rear their children,
elementary education is compulsory for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-
learning, independent, and out-of-school study programs particularly those that respond
to community needs; and.
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics,
vocational efficiency, and others

Section 3.

(1) All educational institutions shall include the study of the Constitution as part of the
curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical development of
the country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge, and promote vocational
efficiency.
Section 4.

(1) The State recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all
educational institutions.

Section 5.

(1) The State shall take into account regional and sectorial needs and conditions and shall
encourage local planning in the development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements.

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN

INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS

CHAPTER 1

Preliminary Matters

Section 1. Title - This Act shall be known as the "Education Act of 1982."
Section 2. Coverage - This Act shall apply to and govern both formal and non-formal
systems in public and private schools in all levels of the entire educational system.
III. THE EDUCATIONAL SYSTEMS

CHAPTER 1

Formal Education

Section 19. Declaration of Policy. - The State recognizes that formal education, or the
school system, in society's primary learning system, and therefore the main instrument
for the achievement of the country's educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically structured and
chronologically graded learning organized and provided by the formal school system and
for which certification is required in order for the learner to progress through the grades or
move to higher levels. Formal education shall correspond to the following levels:

1. Elementary Education. - The first stage of compulsory, formal education primarily

concerned with providing basic education and usually corresponding to six or seven grades,
including pre-school programs.

2. Secondary Education. - the state of formal education following the elementary level
concerned primarily with continuing basic education and expanding it to include the
learning of employable gainful skills, usually corresponding to four years of high school.
3. Tertiary Education. - Post secondary schooling is higher education leading to a degree
in a specific profession or discipline.

Section 21. Objectives of Elementary Education - The objectives of elementary

education are:

1. To provide the knowledge and develop the skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a developing and
changing social milieu;

2. To provide learning experiences which increase the child's awareness of and

responsiveness to the changes in and just demands of society and to prepare him for
constructive and effective involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the
nation and the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work
and creativity and prepare himself to engage in honest and gainful work.
Section 22. Objectives of Secondary Education. - The objectives of secondary education
are

1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the students so as to
equip him with skills for productive endeavor and/or prepare him for tertiary schooling.

Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:

1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
2. To advance knowledge through research work and apply new knowledge for improving
the quality of human life and responding effectively to changing societal needs and
conditions.

REPUBLIC ACT No. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It
shall be unlawful for any person to commit any acts of discrimination against teachers
which are calculated to (a) make the employment of a teacher subject to the condition that
he shall not join an organization, or shall relinquish membership in an organization,(b) to
cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or
with the consent of the proper school authorities, within school hours, and (c) to prevent
him from carrying out the duties laid upon him by his position in the organization, or to
penalize him for an action undertaken in that capacity.

Section 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards,
and in the formulation of national policies governing the social security of the teachers.
Lesson 13: DO 88, S. 2010

2010 REVISED MANUAL OF REGULATIONS FOR PRIVATE SCHOOLS IN

BASIC EDUCATION

It was signed by Mona D. Valisno, Secretary of Department of Education, June 24, 2010.

1. This Department hereby issues the enclosed “2010 Revised Manual of Regulations
for Private Schools in Basic Education” (2010 Revised Manual for brevity) for the
guidance and compliance of all concerned stakeholders in basic private education.

2. Any part or provision of the enclosed 2010 Revised Manual, which may be held
invalid or declared unconstitutional, shall not affect the effectivity and efficiency of
operation and implementation of the remaining parts or provision thereof.

3. Any existing Department Circulars, Orders, Memoranda, such as the 1992 Revised
Manual of Regulations for Private Schools (8th Edition) issued as DECS Order No. 92, s.
1992 dated August 10, 1992, or any part thereof which are contrary to or inconsistent with
any provision of the enclosed 2010 Revised Manual shall be deemed repealed or modified
accordingly.

4. The enclosed 2010 Revised Manual of Regulations for Private Schools in Basic
Education shall take effect beginning School Year 2010-2011.

5. Immediate dissemination of and strict compliance with this Order is hereby directed.

DO 40, S. 2012

Policy and Guidelines on Protecting Children in School from Abuse, Violence,

Exploitation, Discrimination, Bullying and other Forms of Abuse

I. General Provisions

Section 1. Short Title

Section 2. Statement of Policy

Section 3. Definition of Terms

A. Child -refers to any person below eighteen (18) years of age or those over but are unable
to fully take care of themselves or protect themselves from any forms of abuse ; also
includes pupils or students who may be eighteen (18) years of age or older but are in school.
B. Children in School - refers to bona fide pupils, students or learners who are enrolled in
the basic education system

C. Pupil, Student or Learner - a child who regularly attends classes in any level of the
basic education system

D. School Personnel - persons, singly or collectively working in a public or private school.

A. School Head

B. Other School Officials

C. Academic Personnel

D. Other Personnel

E. Child Protection - programs, services, procedures and structures that are intended to
prevent and respond to abuse, neglect, exploitation, discrimination and violence.

F. Parents

G. Guardians or Custodians

H. School Visitor or Guest

I. Child Abuse - refers to the maltreatment of a child, whether habitual or not.

J. Discrimination against Children - refers to an act of exclusion, distinction, restriction

or preference which has the purpose or effect of nullifying or impairing the recognition,
enjoyment or exercise by all persons, on an equal footing, of all rights and freedoms.

K. Child Exploitation - refers to the use of children for someone else's advantage,
gratification or profit often resulting in an unjust, cruel and harmful treatment of a child.

Sexual and Economic Exploitation

L. Violence against children committed in schools -refers to a single act or a series of

acts committed by school administrators, academic and non-academic personnel against a
child

A. Physical Violence

B. Sexual Violence

C. Psychological Violence and others

M. Bullying or Peer Abuse - willful aggressive behavior that is directed, towards a
particular victim who may be out-numbered, younger, weak, with disability, less confident,
or otherwise vulnerable.

1. Bullying

2. Cyber-bullying

N. Other acts of abuse by a pupil, student or learner

O. Corporal Punishment - refers to a kind of punishment or penalty imposed for an

alleged or actual offense, which is carried out or inflicted, for the purpose of discipline,
training or control, by a teacher, school administrator, an adult, or any other child who has
been given or has assumed authority or responsibility for punishment or discipline.

P. Positive and Non-Violent Discipline of Children - is a way of thinking and a holistic,

constructive and pro-active approach to teaching that helps children develop appropriate
thinking and behavior in the short and long-term and fosters self-discipline.

II. Duties and Responsibilities

Section 4. Central Office

The DepEd Central Office shall have the following duties and responsibilities:

A. Develop a policy and guidelines

B. Conduct a nationwide information dissemination and campaign on violence prevention

programs for children and research-based best practices for teachers

C. Devise programs, campaigns and activities through the Offices of the Undersecretary
for Programs and Projects and Regional Operation

D. Formulate a system of standard reporting prescribe standards and procedures for

monitoring and evaluation, and maintain the central repository of Regional Reports

E. the Secretary shall exercise disciplinary jurisdiction

Section 5. Regional Offices

The Regional offices shall have the following duties and responsibilities:

A. Encourage and support advocacy campaigns and capability building activities

B. Consolidate reports on incidents cases of the Division Offices within the Region and
submit a Regional Report to the Undersecretary for Legal and Legislative Affairs;
C. Monitor and evaluate the implementation and enforcement of this Department Order

D. Exercise disciplinary jurisdiction, and

E. Give recommendations to the Central Office on the policies, programs, and services.

Section 6. Division Offices

The Division Offices shall have the following duties and responsibilities:

A. Conduct the information-dissemination activities and in-service training tor teachers

B. Undertake advocacy campaigns and capability building activities

C. Organize and conduct the capacity building activities for members of the Child
Protection Committee and Guidance Counselors/Teachers

D. Develop strategies to address the risk factors that contribute to the commission of acts
of abuse, violence, exploitation, discrimination, and bullying

E. Consolidate the reports on incidents and cases of all schools and submit a Division
Report to the Regional Office

F. Monitor and evaluate the implementation and enforcement by public and private schools
of this Department Order

G. Exercise disciplinary jurisdiction

H. Give recommendations to the Regional Office and devise measures to address

I. Utilize resources, coordinate with appropriate offices and other agency or instrumentality
for such assistance as it may require in the performance of its functions;

J. Encourage and support activities and campaigns initiated by stakeholders; and

K. Perform such other functions, as may be assigned by the Secretary or the Regional
Director.

Section 7. Schools

Section 8. School Personnel

Section 9. Pupils, Students and Learners

Section 10. Establishment of Child Protection Committee

A. The CPC shall be composed of the following:

1. School Head/Administrator - Chairperson

2. Guidance Counselor/ Teacher - Vice Chairperson

3. Representative of the Teachers as designated by the Faculty Club

4. Representative of the Parents as designated by the Parents-Teachers Association

5. Representative of pupils, students and learners as designated by the Supreme Student

Council

6. Representative from the Community as designated by the Punong Barangay, preferably

a member of the Barangay Council for the Protection of Children (BCPC).

III. PREVENTIVE MEASURES TO ADDRESS CHILD ABUSE, EXPLOITATION,

VIOLENCE, DISCRIMINATION AND

BULLYING AND OTHER ACTS OF ABUSE

Section 11. Capacity Building of School Officials, Personnel, Parents and Students

IV. PROTECTIVE AND REMEDIAL MEASURES TO ADDRESSS CHILD

ABUSE, EXPLOITATION, VIOLENCE, DISCRIMINATION, BULLYING AND
OTHER ACTS OF ABUSE

Section 12. Procedures in Handling Bullying Incidents in Schools

A complaint for bullying or peer abuse shall be acted upon by the School Head

A. Bullying

B. Bullying that results in serious physical injuries or death

C. Procedures

(1) The child and the parents or guardians must be informed of the complaint in writing;

(2) The child shall be given the opportunity to answer the complaint in writing, with the
assistance of the parents or guardian;

(3) The decision of the school head must be in writing, stating the facts and the reasons for
the decision;

(4) The decision of the school head may be appealed, as provided in existing rules of the
Department.

Section 13. Implementation of Non-punitive Measures

 Depending on the gravity of the bullying committed by any pupil, student or
learner, the school may impose other non-punitive measures, in lieu of punitive measures,
in accordance with the principles of Positive and Non-Violent Discipline.

Section 14. Other acts of violence or abuse

Other serious acts of violence or abuse committed by a pupil, student or learner

upon another pupil, student or learner of the same school, shall, and whenever appropriate,
be dealt with in accordance with the provisions of Republic Act 9344 and its Implementing
Rules and Regulations.

V. RULES AND PROCEDURES IN HANDLING CHILD ABUSE,

EXPLOITATION, VIOLENCE AND DISCRIMINATION CASES

Section 15. Prohibited Acts

1. Child abuse

2. Discrimination against children

3. Child Exploitation

4. Violence against Children in School

5. Corporal Punishment

6. Any analogous or similar acts

Section 16. Investigation and Reporting

The conduct of investigation and reporting of cases of child abuse, exploitation, violence
or discrimination, shall be done expeditiously.

A. Public Schools

Section 17. Jurisdiction

Complaints of child abuse, violence, discrimination, exploitation, bullying and other

acts of abuse under this Department Order shall be within the exclusive jurisdiction of the
Department, and shall not be brought for amicable settlement before the Barangay, subject
to existing laws, rules and regulations. Complaints for acts committed by persons not under
the jurisdiction of the Disciplinary Authority of the Department shall be referred to the
appropriate authorities.
Section 18. Confidentiality

In child abuse, violence, discrimination, exploitation, bullying or peer abuse and other acts
of abuse by a pupil, student or learners, the identity or other information that may
reasonably identify the pupil, student or learner, whether victim or offender, shall be
withheld from the public to protect his or her privacy.

Section 19. Criminal and Civil Liability

Criminal and civil liability arising from child abuse, discrimination, exploitation, and other
acts of abuse are separate and distinct, and shall not be a bar to the filing of an
administrative case under these guidelines.

B. Private Schools

Complaint against school personnel or official.

A complaint for child abuse, violence, exploitation or discrimination in a private school

shall be filed with the School Head/Chief Executive Officer and shall be acted upon
pursuant to the school's rules of procedures on administrative cases. The penalty shall be
that which is provided by the rules of the school, subject to the requirements of due process.
The administrative case shall be without prejudice to any civil or criminal case that may be
filed.

The private school shall submit the report (Annex"A') to the Division Office after each
school year.

VI. REFERRAL AND ASSESSMENT OF VICTIMS AND OFFENDERS AND

OTHER CHILDREN

Section 22. Referral and Assessment.

VII. MISCELLANEOUS PROVISIONS

Section 23. Duties of Private Schools

Section 24. Separability Clause

Section 25. Repealing Clause

Section 26. Affectivity

Lesson 14: Anti-sexual Harassment Act of 1995
Republic Act No. 7877

What is Sexual Harassment?

It is unwelcome verbal, visual, or physical conduct of nature that is severe or

pervasive and affects working conditions or creates a hostile work environment.

It is popular in work environment and educational environment.

Act of lasciviousness vs Sexual Harassment

Section 1: This Act shall be known as the Anti-Sexual Harassment Act of 1995

Section 2: Declaration of Policy

The state shall value the dignity of every individual, enhance the development of
its human resources guarantee fell respect for human rights, and uphold the dignity of
workers, employees, applicants for employment, students or those undergoing training,
instruction or education.

Section 3: Work, Education or Training-related Sexual Harassment Defined.

It is committed by an employer, employee, manager, supervisor, agent of the employer,

teacher, instructor, professor, coach, trainer or any other person who having authority,
influence or moral ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from the other, regardless of
whether the demand, request or requirement for submission is accepted by the object of
said Act.

Section 4: Duty of the Employer or Head of Office in a Work-related, Education or

Training Environment

It shall be the duty of the employer to prevent the commission of acts of sexual
harassment and to provide the procedures for the resolution, settlement or prosecution of
acts of sexual harassment.

Liability of the employer, head of office, Educational or Training Institution.

The educational or training institution shall be solidarity liable for damages arising from
the acts of sexual harassment committed in the employment, education or training
environment if the employer or head of office, educational or training institution is
informed of such acts by the offended party and no immediate action is taken thereon.

Section 6: Independent Action for Damages.

Nothing in this Act shall preclude the victim of work, education or training-related
sexual harassment from instituting a separate and independent action for damages and other
affirmative relief.

Section 7: Penalties.

Any person who violates the provisions of this Act shall, upon conviction, be
penalized by imprisonment of not less than month nor more than (6) six months, or a fine
of not less than (10,000) ten thousand pesos nor more than (20,000) twenty thousand pesos,
or both such fine and imprisonment at the discretion of the court.

Any action arising from the violation of the provisions of this Act shall prescribe
in (3) three years.

Section 8: Separability Clause

If any portion or provision of this Act is declared void or unconstitutional, the

remaining portions or provisions hereof shall not be affected by such declaration.

Section 9: Repealing Clause

All laws, decrees, orders, rules and regulations, other issuances, or parts thereof
inconsistent with the provisions of this Act are hereby repealed or modified according.

Section 10: Effectivity Clause

This Act shall take effect (15) fifteen days after its complete publication in at least
(2) two national newspapers of general circulation.

ANTI-BULLYING

RA 10627: The Anti-Bullying Act

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled
in kindergarten, elementary, and secondary schools and learning centers (collectively,
“Schools”) from being bullied. It requires Schools to adopt policies to address the existence
of bullying in their respective institutions.
BULLYING

Bullying, as defined under the Act, is any severe or repeated use by one or more
students of a written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of actually causing or
placing the latter in reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other student; infringing on the
rights of the other student at school; or materially and substantially disrupting the education
process or the orderly operation of a school.

Physical Bullying

- is using one’s body and physical bodily acts to exert power over peers.

Social bullying

-Deliberate, repetitive and aggressive social behavior intended to hurt others.

"Cybercrime Prevention Act of 2012″.

REPUBLIC ACT NO. 10175

RA 10175

RA 10175 punishes content-related offenses such as cybersex, child pornography and libel
which may be committed through a computer system. ... Also covered by the law are
computer-related forgery, fraud and identity theft.

Section 30. Repealing Clause. — All laws, decrees or rules inconsistent with this Act are
hereby repealed or modified accordingly. Section 33(a) of Republic Act No. 8792 or the
"Electronic Commerce Act" is hereby modified accordingly.

Offenses against the confidentiality, integrity and availability of computer data and systems

Illegal Access- The access to the whole or any part of a computer system without right.

Misuse of Devices- A computer password, access code, possession of an item

Computer-related Identity Theft- intentional acquisition, use, misuse, transfer,

possession, alteration or deletion of identifying information belonging to
another

Cybersex- any lascivious exhibition of sexual organs or sexual activity, with the
aid of a computer system
Law Enforcement Authorities. — The National Bureau of Investigation (NBI) and the
Philippine National Police (PNP) shall be responsible for the efficient and effective law
enforcement of the provisions of this Act. The NBI and the PNP shall organize a
cybercrime unit or center manned by special investigators to exclusively handle cases
involving violations of this Act.

COMPETENT AUTHORITIES

Department of Justice- There is hereby created an Office of Cybercrime within the DOJ
designated as the central authority in all matters related to international mutual assistance
and extradition.

Cybercrime Investigation and Coordinating Center- an inter-agency body under the

administrative supervision of the Office of the President, for policy coordination among
concerned agencies and for the formulation and enforcement of the national cybersecurity
plan.

Jurisdiction. — The Regional Trial Court shall have jurisdiction over any violation of the
provisions of this Act. Jurisdiction shall lie if any of the elements was committed within
the Philippines or committed with the use of any computer system wholly or partly situated
in the country, or when by such commission any damage is caused to a natural or juridical
person who, at the time the offense was committed, was in the Philippines. There shall be
designated special cybercrime courts manned by specially trained judges to handle
cybercrime cases.

Section 20- Noncompliance

Failure to comply with the provisions, shall be punished as a violation of Presidential

Decree No. 1829 with imprisonment of prision correctional in its maximum period or a
fine of One hundred thousand pesos or both, for each and every noncompliance with an
order issued by law enforcement authorities.
Lesson 15: GENDER AND DEVELOPMENT

What is Gender and Development?

Philippine Commission on Women defined Gender and Development as the

development perspective and process that is participatory and empowering, equitable,
sustainable, free from violence, respectful of human rights, supportive of self-
determination and actualization of human potentials.

How Gender and Development started?

Gender and Development was developed in the 1980’s as an alternative to the

Women in Development (WID) approach.

Unlike WID, the GAD approach is not concerned specifically with women, but with
the way in which a society assigns roles, responsibilities, and expectations to both men and
women.

GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.

GAD focus primarily on two major frameworks, Gender Roles and Social Relations
Analysis. Gender role focus on social construction of identities within the household, it
also reveals the expectations from ‘maleness and femaleness’ in their relative access to
resources.

Social relations analysis exposes the social dimensions of hierarchical power

relations imbedded in social institutions; also it’s determining influence on ‘the relative
position of men and women in society. In an attempt to create gender equality, (denoting
women having same opportunities as men, including ability to participate in the public
sphere) GAD policies aim to redefine traditional gender role expectations.

Gender and Development in Philippines

Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
 September 8, 1995, it is the successor of the Philippine Development Plan for
Women, 1989-1992 adopted by Executive No. 348 of February 17, 1989.

Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender equality
and equity measures to enable women’s participation in the formulation, implementation
and evaluation of policies and plan for national, regional and local development.
A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities as their guidelines and
procedures for the establishment, strengthening and institutionalization of the GAD Focal
Point System (GFPS).

Sex and gender: What is the difference?

Historically, the terms "sex" and "gender" have been used interchangeably, but their
uses are becoming increasingly distinct, and it is important to understand the differences
between the two.
This article will look at the meaning of "sex" and the differences between the sexes. It
will also look at the meaning of "gender," and the concepts of gender roles, gender identity,
and gender expression.
In general terms, "sex" refers to the biological differences between males and females,
such as the genitalia and genetic differences.
"Gender" is more difficult to define, but it can refer to the role of a male or female in
society, known as a gender role, or an individual's concept of themselves, or gender
identity.

Sometimes, a person's genetically assigned sex does not line up with their gender
identity. These individuals might refer to themselves as transgender, non-binary, or gender-
nonconforming.

VIOLENCE AGAINST WOMEN AND THEIR CHILDREN (VAWC )

RA 9262 is “ANTI-VIOLENCE AGAINST WOMEN AND THEIR CHILDREN

ACT OF 2004 which was adopted / signed on March 8, 2004 and took effect last March
27, 2004

RA 9262 is a law that protects the rights of women & their children & also
eliminates violence as it’s usually children and women are likely the victims due to unequal
power relations.
What is VAWC?

Violence against Women and their Children (VAWC) is defined as:

- Any act or a series of acts committed by any person against a woman who is his wife,
former wife.
- Against a woman with whom the person has or had a sexual or dating relationship, or
with whom he has common child,
- Against her child whether legitimate or illegitimate, within or without the family abode,
- which result in or is likely to result in physical, sexual, psychological harm or suffering,
or economic abuse including threats of such acts battering, assault, harassment or arbitrary
deprivation of liberty.

What is the VAWC under RA 9262?

It refers to any act or series of acts committed by any person against a women who
is his wife, former wife, or against a woman with whom the person has or had sexual or
dating relationships or with whom he has a common child or against her child whether
legitimate or illegitimate, within or without the family abode , which result or is likely to
result in physical, sexual psychological harm or suffering or economic abuse including
threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation.

Who may apply for protection order?

Anyone of the following may apply for protection order:

A. The offended party

B. Parents, or guardian of the offended part

C. Ascendants, descendants or collateral relatives within the fourth civil degree or

consanguinity or affinity

D. Officers or social workers of the DSWD or LGUs

E. Police officers preferably those in charge of women and children's desk

F. Punong barangay or barangay kagawad

G. Lawyers, counselor, therapist, health care providers of the petitioner

H. At least two (2) concerned citizen of the city or municipality where VAWC happened
and who have personnel knowledge of the offense committed.
Who are considered CHILDREN?
Anyone below 18 years of age, or older but incapable of taking care themselves,
including the biological children of the victim and other children under her care.

What are the FOUR (4) ACTS that constitute VAWC?

A.) Physical violence – bodily harm or physical harm.
B.) Sexual violence is an act, which is sexual in nature such as rape, sexual harassment.
C.) Psychological violence is an act that causes mental or emotional suffering to the victim
such as intimidation stalking, marital infidelity.
D.) Economic violence is acts that make the woman financially dependent, such as
withdrawal on financial support, destroying household property.

What are the rights of Victim – Survivor?

 To be treated with respect and dignity

 To confidentiality
 To avail of legal assistance from the PAO or any public legal assistance
 To be entitled to support services from the DSWD and LGUs
 To be entitled to all legal remedies and support provided by the Family Code; T
 To avail up to 10 days of leave of absence in addition to other paid leaves
 To be informed of their rights and the services available to them, including their
right to apply for a protection order.
 Violation of confidentiality shall have a penalty of one-year imprisonment and a
fine of not more than 500,000 pesos.

What are the 3 types of Protection Orders?

Barangay Protection Order (BPO) is issued by Punong Barangay / Kagawad; effective

for 15 days.

Temporary Protection Order (TPO) refers to the protection order issued by the Court on
the date of filing after expert determination that such order should be issued; effective for
30 days and renewable / extendable.
Permanent Protection Order (PPO) refers to protection order issued by court after notice
and proper hearing.
What is the purpose of Protection Orders?

To prevent further acts of violence against a woman or her child safeguards the
victim from further harm minimizes any disruption in the victims daily life facilitates the
opportunity and ability of control over her life

What are the Mandatory Services for victims-survivors?

 temporary shelter
 counseling
 psycho-social services and or recovery and rehabilitation programs
 livelihood assistance;
 medical assistance
 Rehabilitative counseling and treatment to perpetrators for them to learn
constructive ways of coping with anger and emotional outburst and reform their
ways (Secs. 40 & 41)

Is VAWC commited by men alone?

Women can also be liable under the law. These are the lesbians’ partners/girlfriends
or formers partner of the victim with whom she has or had a sexual or dating relationship.

What if the male spouse/partners complains about these abuses committed by his
wife/partner?

He may file a complaint or case under the revised penal code.

You may file a complaints under RA 9262?

Any citizen having personal knowledge of the circumstances involve the

commission of the crime may file a complaints because Violence against Women and their
Children is consider a PUBLIC crime.

Where cases should for VAWC be filled?

Cases may filled in the Regional Trial Court designated as Family Court of the
place where the crime was committed. These court have original and exclusive jurisdiction
over these cases.
What are the PENALTIES for VAWC?

 Imprisonment based on the provisions of the Revised Penal Code

 Fine ranging from 100,000.00 to 300,000.00
 Mandatory psychological counseling or psychiatric treatment for perpetrators

What are the penalties for committing VAWC?

Offended proven in the court to be guilty in the crime shall be penalized with:

 Imprisonment ranging from 1 month and 1 day for 20 years.

 Payment 100 000 to 300 000 for damages.
 Mandatory psychological counseling’s or psychiatric treatment.