Negros Oriental State University

Bayawan-Sta. Catalina Campus

Bayawan City

Subject: BEEd 5 (Good Manners and

Right Conduct)
Instructor: RONA FAITH ERAGA, MAEd-Gen.Science
Student’s Name: ________________________
Year Level and Major: ____________________
Time Schedule: _________________________
 NORSU VISION-MISSION, GOALS and CORE
VALUES

VISION : A dynamic, competitive, and globally responsive state university

MISSION: The university shall provide excellent instruction, relevant and responsive
research and extension services, and quality-assured production through competent
and highly motivated human capital.
GOALS

Negros Oriental State University strives to achieve:

N- national development through effective partnership
O- opportunity-laden educational access to poor but deserving students
R- research-based and competency-driven instruction
S- scholarship and innovation
U- unity in diversity of cultures

CORE VALUES
S- spirituality
A- accountability

P- professionalism
P- patriotism

H- harmony
I- integrity

R- respect
E– excellence
 NORSU HEALTH ADVISORY FOR COVID-19
(Coronavirus Disease 2019 Prevention/ 2nd Edition: August 2020)

How to Protect Yourself and Others

As of August 2020, there are currently no vaccines available and no proven
antiviral drugs to protect us against COVID-19. However, we may be able to reduce
possible risk of its infection by doing the following:
1. Wash your hands anytime as needed with soap and water for at least 20
seconds. You can also use a hand sanitizer or an alcohol with 70%
solution antiseptic disinfectant if soap and water are not available.
2. Avoid touching your eyes, nose, or mouth with unwashed hands.
3. Cover your mouth and nose with a tissue when coughing or sneezing (a cough
etiquette), then throw the tissue into the trash bin. Do not forget to wash
your hands after.
4. Use face mask while in public areas. This face mask has to be used when we feel
sick with fever, cough, colds, sore throat and other respiratory symptoms.
The use of face shield is recommended as an additional protection.
5. Clean and disinfect objects and surfaces using alcohol with 70% solution
antiseptic disinfectant or 0.5 % chlorine solution (DOH: 900ml water mixed with
100ml bleach or 90 ml water mixed with 10ml bleach).
Note: Chlorine solution is not recommended for misting and spraying as well as
hand washing or for any skin contact. Wiping objects with cloth for
disinfection is recommended by the Department of Health (DOH).
6. Maintain social distancing especially in public areas by observing 1 meter space
(DOH Recommendation) apart from each other (front and back) to comply
with the social distancing protocol.
7. Avoid handshaking, touching, hugging, kissing or any form of physical contact.
These are definitely discouraged.
8. Avoid unnecessary travel.
9. Postpone mass gatherings to curb the spread of the virus. It is suggested strongly
that you follow the recommendations of the DOH/Local Government with the
number of people allowed to gather following social distancing.
10. Without proper PPE ( Personal protective Equipment) avoid close contact with
sick
11.Seek advice and get proper assessment from City Health doctors/Hospitals or
any equipped and accepting physician if you have fever, cough, colds,
sore throat, difficulty breathing, and any respiratory illness.
12. Be aware that OFWs and LSIs are subjected to fourteen (14) Days self-
quarantine with proper coordination with the Inter Agency Task Force (IATF)/
City Health or Barangay Health Unit starting from the date of arrival in
this province/country for proper guidance and assessment.
13. Seek advice from the Inter Agency Task Force (IATF)/City Health or Barangay
Health Unit if you have possible exposure to a probable or confirmed COVID-
19 patient.
14.Be aware that a “No Smoking” health advice is encouraged because smokers
are more vulnerable to COVID-19 infection as it increases the chance for
bilateral viral pneumonia in which 25% of them have been admitted to ICU
(Intensive Care Unit) needing mechanical ventilation or, worst, they could
die once infected with COVID 19 based on recent studies.
15. Drink enough water and eat healthy foods like fruits and vegetables.
16. Cook food thoroughly.
17. Wash spoon, fork, and other eating utensils properly.
18. Avoid close contact with sick or dead farm/wild animals. Avoiding contact with
live wild animals is also recommended (e.g., bats, snakes etc.).
19. Try not to worry too much if you are not truly at risk.
20. Stop posting or sharing false/fake news as well as inaccurate information that
may lead to panic and undue distress.
21. Pray always for each other, for our families and friends as well as for
our community, country, and loved ones. Seek divine protection from Him
against this COVID-19 pandemic.

Note: For Clinic Consultations, please call the University Clinic first for advice,
guidance, and triage to determine who will be referred to the Hospital/City
Health and who will be catered for at the clinic for physical consultation.
Here is the University Clinic’s contact number: (035) 225-9400 local 187.
NORSU CARE CENTER
Amid the presence of COVID 19, the CARE Center continues to offer its services
to the students and employees of NORSU through our Hotline Service, Facebook
Messenger, email, landline, and other Online-based Counseling.

We will be happy to be of help because WE CARE for YOU.

Should there be any need for Counseling Service, please do not hesitate to connect
with us. Details are shown below:
NORSU- Monday-Friday Contact person: Mrs. Annabelle Reyes
Bayawan-Sta. 10:00-12:00 noon Phone: (035) 430 0248
Catalina 3:00-5:00 p.m. Mobile #: 0936 471 3645
Campus

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be
guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained
substantively. Read the explanations thoroughly so that you would
understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning
outcomes (SLOs) of each lesson. SLOs are knowledge and skills you
are expected to acquire at the end of the lesson. Read them
heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are
designed to help you acquire the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions,
reactions, or reflections about the module’s contents or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by
me.
 The Nature of Values

INTRODUCTION
Men are guided in their actions by their ideas and conviction. They function
according to the principles they esteem as worth espousing and working for. These are
their values. Should their values conform to standards that respect human dignity, the
common good and the right order of society, then men and their actions become
morally upright. One can then understand that the acquisition of the correct values and
their practice – values education – is really moral or ethical education (Bacuñgan et.al.
1996).
This module will help you understand the nature of values and internalize its
true meaning. The discussions in this module come from books and internet sources.
As your facilitator of learning, I will enrich our discussion by presenting information
with citations. If you have questions please do not hesitate to give me a call, send me
an email, have a chat with me or text me.
COURSE LEARNING OUTCOMES
At the end of the module, the students are expected to internalize the true
meaning of values and apply the essence of it to their daily lives.
CONTENTS OF THE MODULE
This module contains the following lessons:
Lesson 1: Values, Valuing
Lesson 2: Importance of Values
 Lesson 1 Values and Valuing

Specific Learning Outcomes

1. Appreciate the nature of values by stating how it affects our daily lives
2. Enumerate and discuss the steps of the valuing process
3. Compare and contrast among perceptions, opinions, attitudes and
values
Motivation/Prompting Questions
Have you ever been in a situation wherein you need to decide
between right and wrong? How did you make your decision? What are your
bases for making such decision? What do you think is the significance of
values in making decisions?
Discussion
In every decision that we make every day, may it be big or small, what
we choose will always reflect our values.
Values are the internalized, unique standards of an individual
(Bacuñgan,1996).It gives the person the feeling of satisfaction because the
person knows that it is true and just to follow such standards. It reflects every
decision that a person makes. Let’s take for example a teacher. The work of a
teacher is not that simple. He has a lot of responsibilities inside and outside of
the classroom. He is a facilitator of learning wherein he has to choose the
materials that he will be using during the learning process. Choosing such
materials will reflect his values. Prioritizing the learner’s needs in picking the
materials to be used will depend on his principles. Another example is a
student. How he choose his friends, the good influence or the bad or even how
he takes the lesson weather he took it seriously or he’s just being a happy go
lucky type , it will still reflect his ideals in life.
Values have both cognitive and affective aspects. They are not just
subjective.
Why is something esteemed highly? Objects generally have worth
because of their essential nature or constitution like perfection or
beauty.Tourists come to the Philippines to see the world famous perfect cone
of Mayon Volcano. A millionaire buys a beautiful painting for a fortune.
Precious stones are admired for their cut and polish. These objects are worthy
on their own account, for intrinsic reasons.
Qualities/attributes and ideas are valued mainly because of their
relationship to other qualities/attributes and ideas. The religious seek justice
for the poor as a part of love which is the essence of Christian faith. Workers
value punctuality as an input to productivity. Respect for property is seen by
students as conservation of physical resources.
The Valuing Process. It is not emotional reaction. A sick person values
medicine but does not enjoy it. If possible he would not want to take it. But
because he is thinking of the greater good which is to get well, he takes it. His
value of medicine as a cure has triumphed over medicine as a thing to enjoy.
One may value honesty but finds telling the truth is painful to a friend. So he
tells a lie. His value of honesty surrendered to the value of keeping a
friendship.
Valuing is not rationalization, which is slanting or creating evidence to
support what one believes in. Neither is it rationalization, which is clinging to
judgement arrived at emotionally. The employer who appoints someone who
is not qualified for a position is rationalizing. The citizen who does not like to
pay his taxes because of graft and corruption is rationalizing.
Valuing is not evaluating, which is assessing worth according to some
standard. A teacher evaluates a student and gives him a grade. A teacher may
value a student for intrinsic or extrinsic reasons; for the former, because of his
good personal qualities, for the latter, the teacher needs him for some
purposes.
The valuing process is structured as follows (Raths, Harmin and Simon,
1978):
CHOOSING
1. Choosing Freely
If something is in fact to guide one’s life whether or not authority is
watching, it must be a result of free choice. This way it can really be valued
by the individual.
2. Choosing from among alternatives
A choice is possible when there is more than one alternative to choose
from. Only then can a value result.
3. Choosing after thoughtful consideration of the consequences of each
alternative
 Impulsive or thoughtless choice does not lead to values as defined earlier.
They must emerge from an understanding and the weighing of the
consequences of each alternative.
PRIZING
4. Cherishing and being happy with the choice
When one values something, it has a positive tone. He prizes it, cherishes it,
esteems it, respects it, and holds it dear. He is happy with his values.
5. Affirming the choice publicly
When one has chosen something freely, after consideration of the
alternatives, and when he is proud of his choice, glad to be associated with
it, he is likely to affirm that choice when asked about it.
ACTING
6. Actually doing something with the choice
Nothing can be a value that does not in fact, give direction to actual living.
The person who talks about something but never does anything about it, is
dealing with something other than a value.
7. Acting repeatedly in some pattern of life
Where something reaches the level of a value, it is very likely to reappear on
a number of occasions in the life of a person who holds it. Something that
appears once in a lifetime is not a value. Values tend to have some
persistency which makes them a life pattern.

Let’s compare and contrast Perceptions, Opinions, Attitudes and

Values. Perceptions, opinions, attitudes and values belong to a class of
orientations towards persons, objects, attributes, ideas or events. Others
belonging to this class are observations, desires, beliefs, views, and
sentiments, persuasions and commitments. For our purposes, however, we
shall deal only with perceptions, opinions, attitudes and values.

From our definitions, values are the end product of a development

process. They are, therefore, long-term and have become stable. They can
start off as perceptions which are mental images resulting from physical
sensations which get interpreted in the light of experience or quick, acute
and intuitive cognitions. Take the issue of poverty. A perception would be
that the poor are lazy. Another would be that they have too many children
.These are arrived at through the senses as you see them through the
corner store doing nothing or as you drive through a squatter area teeming
with children.These perceptions differ from one local to another because
not all the poor are lazy. Neither do all have too many children. These
negative perceptions and others that reinforce them to develop an opinion
about the poor, which is to dislike them. Opinions are conclusions thought
out yet open to debate. These opinions now held for some time without
being challenged become an attitude of indifference/ lack of concern
bolstered by such rationalization as “they should fend for themselves,” “ I
am working very hard to make both ends meet.” Attitudes held a long time
become values. To continue the development of the orientation one finally
becomes self-centered in its negative aspect considering that the times
demand social concern.. Let us consider the positive path. You perceive
young children selling sampaguitas or cigarettes on the streets. You ask
yourself why they aren’t in school in school like you. Your perception is” the
children of the poor don’t have enough resources for schooling.” You are
having an extension constructed for your home. You notice one of the
workers coughing and coughing from one day to the next. The much much
needed antibiotic cannot be bought. It is ₱7.50 a tablet.Your perception is”
the poor don’t have enough resources for medical care.” You are on the
kind side, so your opinion is “they should not remain that way.” You
compare notes with your classmates. Most of them feel like you do. You are
now in a state of readiness to act in a characteristic way, that of helping, to
a stimulus of need. You have a helping attitude which translates itself into
social concern after a series of experiences along assistance for needy for a
period of time.
The value of other-orientedness, man for others, is not developed
over-night but over a long period of time. It is a basic orientation that does
not change easily or quickly once you have established it in yourself.
Attitudes are more changeable than values but less so than opinions or
perceptions. Largely emotional preferences so strong that they become
personal views are appreciated as against other views which are disliked.
These develop into attitudes as they are further rationalized, that is, are
supported or justified in the give and take of argumentation. Attitudes are
directional. Individuals take a positive/negative attitude towards work,
schooling, religion, bureaucracy, etc. All these attitudes are usually
emotions without much benefit of reason. They make us want to act in a
certain way when confronted by situations of a particular type.
Opinions are for specific objects, attributes, ideas or events at a given
time.
Some opinions are instantaneous responses without thoughtful
consideration.
They may indicate attitudes or values or be inconsistent with them.
 Perceptions are the most fragile of these orientations. They are short-
lived and immediately apparent because they are more the product of the
senses rather than thinking.
Graphically the process of developing a value from a perception may
be represented by a continuum:

perceptions opinions attitudes values

Particular General
Short-lived Long-lived
many few

Learning Activities/Exercises
Activity No. 1

Values have both cognitive and affective aspects. They are not just subjective
so give at least 5 examples of objects, people, relationship, places or any
situation that you value so much and state the reason why such is valuable to
you and how it affects your life.
Values Reason
1.
2.
3.
4.
5.

Activity No. 2

Enumerate and discuss each step of the valuing process.

1.
2.
3.
4.
5.
6.
7.
 Practice Task/Assessment
Compare and contrast perception, opinions, attitudes and values and give
each an example in a paragraph form.

Assignment
What are your realizations as you go along with this topic?

Lesson 2 Importance of Values

Specific Learning Outcomes

1. Appreciate the importance of values by giving examples
2. Classify values according to its kind
3. Interpret the diagrams relating to the human person and human
dignity
Motivation/Prompting Questions
Why do you go to school? Why do you want to become a teacher?
Yes, you have your own reason and purpose. Just like values, they also have
purpose.
Discussion
Purposes of values. Values have uses. They help us decide whether
preferences or events are good or bad, right or wrong, desirable or worthless,
important or insignificant. Since these are problems of choice where we need
standards, the values act as such. For example, the high order value of
equality can be translated into equity, not the equal distribution of land
(equality) but the equal accessibility to opportunity (equity). The
democratization idea where the highest scorers in the Philippine Science High
School national competitive examinations from the regions are invited to be
scholars is a good idea with equity as the standard.
Values as standards can do more. They become the basic determiners
of perceptions, opinions, and attitudes. Going back to the perceptions- values
continuum, the arrow can point to the other direction and make it a two-way
affair.

perceptions opinions attitudes values

The Filipinos’ dedication to the value of freedom made Filipino men,

women and children stop tanks with their bodies and prayers, thus aiding the
toppling of a dictatorship significantly in a non-violent revolution of 1986. A
teacher’s progressive orientation makes her debunk tradition and
authoritarianism. A student’s non-materialist value system makes him choose
education as a course even if it offers less money, less prestige and fewer
possibilities for advancement than another major profession.
With his values a person not only reacts to situations but also charts
the direction of his life by clarifying its purpose and meaning, then setting his
goals and adapting to the culture around him but curbing unwholesome
desires and inimical tendencies.
Using values will always mean going through certain processes:
motivation, selection, appraisal (evaluation). From their uses, values can be
redefined thus: “ A value is defined roughly, as a good, an object or quality or
idea that one esteems highly, and that, in the conduct of living, one would
prefer to other things as a worthy’ to be achieved.”(Justman, 1942). With the
relative stability of values and therefore could serve to test ideas and
changing attitudes, all three processes are involved in their use.
Values have also a social function. Those derived from commonality of
experience unite families, tribes, societies and nations. Thus we speak of the
Filipino values of utang na loob, pakikisama and hiya or the Western values of
independence, self-reliance, and punctuality, which oftentimes is designated
as American time, or the democratic values of freedom, equality and respect
for human rights.
Kinds of values. Values may be classified in a variety of ways
depending on the need for them especially for instructional purposes. Their
categorization sorts them out into types having common characteristics
and/or having a relationship with each other.
A common classification is into general and personal values. General values
are those which are accepted by a majority as reflecting the basic orientation
of a given society. Such values are contained in the country’s historical
documents and are institutionalized in its legal and judicial systems. Thus,
they constitute part of the people’s historical and political heritage. Less
formally, these shared values are reflected in folk stories and songs and
popular rhymes. Some examples of general values are sense of nationhood,
enlightened and useful citizenship, democratic way of life, and humanism.
Sanctions are imposed on a minority who might deviate from these general
values to protect majority who subscribe to them. (Jarolimek, 1982). Personal
values are substantially the individual interpretations of general values, “the
operationalization of general values in the personal life of each individual,”
(Jarolimek, 1982). Hence they are evolved through the unique experiences of
each individual. Examples of personal values are honesty, fairness,
charitableness, courtesy and self-discipline.
A classification that goes back to ancient Greece is that related to the
basic questions of what is true? What is beautiful? What is right or wrong?
Questions which philosophershave kept mulling over. Answers to them give
rise to truth values(objectivity, verifiability, consistency), aesthetic values
(symmetry, harmony, proportion) and moral values (honesty, fairness,
responsibility).
Another trichonomy is that classification depending on who exercises
the values: the individual, personal (diligence, self-reliance, gratitude); a
barkada, a family, a civic group, a professional organization, the religious,
group (loyalty, cooperation, the 4-way test of the Rotary Club which is values
laden; a nation across groups, societal (justice, respect for human rights,
human dignity).
Another way of values classification is according to the nature of
benefits expected (Ganguli, Mehrota and Mehlinger, 1981):
 Category Example
Material and Physical Health, comfort, safety
Economic Productivity, efficiency
Moral Honesty, fairness
Social Charitableness, courtesy
Political Freedom, justice
Aesthetic Beauty, symmetry
Religious (Spiritual) Piety, clearness of conscience
Intellectual Intelligence, clarity
Professional Professional recognition and success
Sentimental Love, acceptance

Values can also be classified according to the nature of their

beneficiaries as other-oriented and self-oriented. Falling under the former are
friendliness, cooperation, kindness, hospitality, love for family, concern for
the general welfare, open-mindedness; under the latter are individuality,
one’s drive for personal success, cherishing privacy, self-reliance, self-
discipline, self-improvement.
For schools and other educational institutions, classifying values in
two broad categories may be useful: values that must be adhered to by
students and values that should be left to students’ own decision making. The
former can be further subdivided into behavioral values: cleanliness and
orderliness, respect for others like falling in line and demonstrating fair
mindedness and procedural values: values of science and truth, including
critical thinking, rationality and thoughtful skepticism. The values that should
be left to the students’ decision can be called substantive and are related to
their political, religious, moral and other personal values.
The Department of Education Culture and Sports (Quisumbing, 1987) has its
own classification of values as reflected in the following figures:
 PERSON AS SELF

INTELLECTUAL MORAL

SPIRITUAL
PHYSICAL
(Person as self)
HUMAN PERSON

(Person in
SOCIAL Community) POLITICAL

ECONOMIC

PERSON IN COMMUNITY
FIGURE 1

THE DIMENSIONS OF THE HUMAN PERSON

TRUTH 2 LOVE 3

SPIRITUALITY
HEALTH 1 4

HUMAN DIGNITY

SOCIAL 5 7NATIONALIS
RESPONSIBILIT & PATRIOTISM
YY

6ECONOMIC
EFFICIENCY

EC

FIGURE 2

THE CORE VALUES

 FIGURE 3

CORE AND RELATED VALUES

DIMENSIONS VALUES
PHYSICAL HEALTH
Physical Fitness
Cleanliness and Orderliness
A Beauty and Art
S INTELLECTUAL TRUTH
Objectivity/ Rationality
S Creative and Critical Thinking
E Clarity
L MORAL LOVE
F Integrity/Honesty
Self-worth/Self-Esteem
H Personal Discipline H
U SPIRITUAL SPIRITUALITY U
M Faith M
A Hope A
N Peace N
SOCIAL SOCIAL RESPONSIBILITY
P Family Mutual Love/Respect D
E Fidelity I
R Society Responsible Parenthood G
S Concern for others/ N
O Common Good I
N Freedom/Equality T
Social Justice/ Human Rights Y
Active Non-Violence
I Popular Participation
N ECONOMIC ECONOMIC EFFICIENCY
Thrift/conservation
C Work Ethic
O Self-Reliance
M Productivity
M Scientific and Technological
U Knowledge
N Vocational Efficiency
I Entrepreneurship
 T POLITICAL NATIONALISM and PATRIOTISM
Y Common Identity
Esteem of National Heroes
Commitment
Civic Consciousness/ Pride
Bayanihan/ Solidarity
International
Understanding/Cooperation/
Amity
Loyalty to Country

Figure 1 classifies values into two broad categories: those pertaining to

the person as self and those, to the person in the community. Figure 2 breaks
down these two broad categories into their core values and Figure 3 lists the
related values under each core value.
Who is accountable in the development of values? The educational
process is the chief way of designing a culture, which as will be found later in
more detail affects personality, values and behavior. Culture is cumulative,
starting from birth. Hence the values education of an individual in a
chronological sequence would be those associated with child-rearing practices
and familiar experiences, then schooling, then working for a living. As such, the
family and the school are at the fore front in values education with the church
astride them. They play different but complementary roles, located at varying
points within the stratification of society. This model of socialization distils
down three phases: in infancy and childhood, the home is all important; in
adolescence, school and peer influence dominate; in adulthood, the individual
emerges with roles, attitudes and functions appropriate to his position in the
social hierarchy.
Putting values into categories facilitates thinking about them and
proper decisions on which of them deserve the greatest attention and whose
accountability it is to cultivate them.
A central idea in that accountability is that a certain sector/certain
personnel should be held responsible for goals agreed upon. In values
formation what are the goals? At society’s level, the goal is a good society..
What is the good society? It is one that helps each individual member achieve
his goals in life. It is one that provides personal satisfaction, supports social
interaction and furthers society’s survival. It must not only eliminate crime and
social disorder, but also cultivate personalities who can enjoy the fruits of
culture to the full.
At the individual’s level, what is the goal? A self-integrated individual
who has the flexibility to play many roles: an assertive leader/follower, a good
local/world citizen, a thoughtful critic, a literate scientifically and aesthetically,
social activist.
Who is the self-integrated individual? He stays in good shape. He
manages his resources well. He asserts his role whether as leader or follower
and performs his task efficiently so much so that he gets things done. He
recognizes the need for continuous development.
For being that self-integrated individual, he owes it to himself (heredity)
and to the significant others (environment) through the dynamics of
socialization, “ the way in which humans acquire their beliefs, attitudes, values
and customs.” (Hester and Vincent, 1987). The socialization process happens
mainly in the home, the school and the church as impinged upon by the
government, media, organizations, etc. Hester and Vincent (1987) define
significant others as “ the persons to whom one looks for the formation of
one’s own self-image and these people are significant members of one’s
family, school, play groups and/or they play an important role in one’s
occupation and the act of socialization as “the process of becoming human.”
The home should be the lead agency in the development of personal
value in the school, intellectual values; and the church, moral values.
Institutions are likely to vary in their perception of responsibility. But those in
command must choose which values will be chiefly their responsibility and
which can and should be left for others. For the functions that they assume
and hold themselves responsible and accountable for, they should exercise a
quality of accountability that depends on the conscious, rational decision-
making which involves the ability to look at alternatives, choose the best and
take action.
Learning Activities/Exercises

Activity No. 1

Going back to the perceptions- values continuum, the arrow can point
to the other direction and make it a two-way affair. Why are values become
the basic determiners of perceptions, opinions, and attitudes.
 Activity No. 2

Give at least 5 examples of Filipino values that we are still practicing

today and tell how it affects your daily lives.
1.
2.
3.
4.
5.

Practice Task/Assessment
Identify whether the following values. Write G if it belongs to General values
and P for Personal values. Write your answer before the number.
_____ 1. Unity _____ 6. Strong family ties
_____ 2. Respect _____ 7. Gratefulness
_____ 3. Faith _____ 8. Resourcefulness
_____ 4. Courtesy _____ 9. Honesty
_____ 5. Humanism _____ 10. Sense of nationhood

Assignment
In what way do the home, school and church plays an important role
in the formation of values of an individual? Explain in a paragraph form.
Course Title Good Manners and Right Conduct

Course Code BEEd 5

Course Description This course familiarizes teacher education students with
different studies on values, values orientation, moral education
and work ethics.

Course Objectives At the end of the semester, the student will be able to:
1. Understand the meaning of values.
2. Explain the knowledge of values
3. Differentiate fully the world of values.
4. Explain fully the purposes of values
5. Identify and explain the sources of values
6. Discuss and define the meaning of religion on
monotheism form
7. Define and explain the meaning of Value system
8. Interpret the evolution of a value system
9. Define the meaning of behavior
10. Explain the components of behavior
11. Differentiate the learning process in behavior change
12. Identify the dimensions of moral maturity
13. Define cultural heritage and discuss its value system
14. Explain the universal declaration of human rights
15. Classify the kinds of values
16. Tell how to relate with each other through value
system
17. Enhance the value system on spirituality and religiosity
18. Appraise the essence of Values heritage
19. Exemplify the value system and its importance to
human being
20. Recognizes the importance of the school code of ethics
21. Appreciate the profile of a Filipino Citizen
All of these are achieved through excellent instructional
quality-assured production of true NorSUnian with the core
values of SAPPHIRE needed to become dynamic, competitive
and globally responsive.
Number of Units 3 Units Duration 54 hours
Program BEED and BSED Pre-requisite Subjects None
Time Duration Topics
Week 1 NORSU Preliminaries: NORSU VMG Goals, Program
Objectives, and Course Competency
Week 2 and 3 I. THE ESSENCE AND THE NATURE OF VALUES

1.1 Essence of Values

1.2 Knowledge of Values
1.3 The World of Values
1.4 Importance of Values
1.4.1 Purpose of Values
 1.4.2 Kinds of Values
Week 4, 5 and 6 II. SOURCES OF VALUES
2.1 Folk beliefs
2.2 Customs
2.3 Value, Virtues
2.4. Religious Authority
2.4.1 Judaism
2.4.2 Christianity
2.4.3 Islam
2.5 Values Heritage
2.5.1 Greek Heritage
2.5.2 Philippine Heritage
2.5.3 The United Heritage
Week 7 and 8 III. VALUE SYSTEM
3.1 Evolution of Value System
3.2 Examples of Value System
3.2.1 Educational
3.2.2 Political
IV. BEHAVIOR AND BEHAVIOR CHANGE
4.1 Behavior
4.2 Behavior Change
Week 9 MIDTERM EXAM

Week 10 and 11 V. THE SELF AND SIGNIFICANT OTHERS

5.1 The Self in Search of a Value System
5.1.1 Personal Identity
5.1.2 Self-Acceptance
5.1.3 Modeling
 5.1.4 Conscience
5.1.5 Achievement and Success
5.2 Moral Maturity
5.2.1 Judgment
5.2.2 Deferred Gratification
5.2.3 Flexibility
5.2.4 Dynamism and Creativity
Week 12 VI. A NATION-STATE VALUE SYSTEM

1. A Cultural Heritage
1.1 The Family: A Strong Tradition
1.2 The School: A Dynamic Social Laboratory
1.3 The Community Spirit: The Common Good
1.4 Our Country’s Destiny: Democracy and Self-Government
1.5 The Global Perspective: The Search for Peace
Week 13, 14 and VII. ENHANCING VALUES
15
2. Our Changing Times: Mutual Problems and Mutual Solution
2.1 Health
2.2 Safety
2.3 Security
3. Spirituality and Religiosity
3.1 Filipino Spirituality and Religiosity
3.2 The separation of the Church and State
3.3 The Role of Religious Groups
3.4 Economic Growth
3.5 Science and Technology
3.6 Aesthetics
Week 16 and 17 ADDENDUM

A. TWENTY-FOUR BLOCKS O CHARACTER DEVELOPMENT

B. CODE OF ETHICS FOR OUR SCHOOLS

C. PROFILE OF A FILIPINO CITIZEN

D. UNIVERSAL DECLARATION OF HUMAN RIGHTS

Week 18 FINAL EXAM
Suggested Readings  Bacungan, Cleofe M. and Vea, Agnes B.
and References “Values Education”, Westinghouse
International Educational Foundation

 Isaac, David “Character Education”,

Katha Publishing Co., INC.

 Avarceña, Ramon and KalawTeodero M.

“Code of Ethics for our Schools”,
Commonwealth of the Philippines, 1942

Requirements At the end of semester, the learners are to comply the

requirements on:
 Attendance
 Major Examinations (Midterm and Final)
 Oral Participation
 Quizzes (long and short announced or un-announced)
 Assignments
 Complete Course Uniform
Grading System The learners are graded according to the following criteria:
1. Major examinations (Midterm & Finals) 40%
2. Project 15%
3. Quizzes 30%
4. Participation/Recitation/ 15%
Group or Individual Report/ Assignment

Computation of Grade : 50% of Midterm Period Grade + 50%

of Final Period Grade = FINAL GRADE
Passing grade is 83% = 2.2.
Prepared by: Reviewed by:

RONA FAITH Z. ERAGA, MAEd MA.MILA J. BELSONDRA, MAEd

Instructor BSED Department Head
Approved for use by:

LIZA J. CABALLERO, Ed.D.

Dean, College of Teacher Education