HOMEROOM GUIDANCE PROGRAM

The Office of Curriculum and Instruction (CI), through the Bureau of Curriculum Development (BCD), issues this
document as a basis for the Homeroom Guidance (HG) during SY 2021-2022. Homeroom Guidance Program
provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors, and values
and improve relationships between teachers and students. Homeroom Guidance is a comprehensive, developmental,
and proactive program designed to equip K to 12 learners with life skills in three domains: Academic Development,
Personal, and Social Development, and Career Development.

Homeroom Guidance should be considered as an information component of mental health in the K to 12

Curriculum. It is a part of the Information Services that is primarily under the Guidance and Counseling Program.
Due to the pandemic, with no other available mechanisms to deliver these services, Homeroom Guidance shall serve
as a tool that would promote proactive, preventive, and educative methods to promote the learner’s development of
life skills. The Homeroom Guidance program is relevant as it promotes rational thinking, healthy behavior, and a
positive disposition. Issues like academic failures, school dropouts, bullying, poor time management, unhealthy
sexual behavior, teenage pregnancy, drug addiction, online and social media addiction, confusion in and/or poor
career choice, and other challenges that beset our learners today were considered in developing the program.

Homeroom Guidance is a responsive program that equips learners with competencies to address issues not included
in the formal learning areas but is very essential to their development. According to (Baker and Gerler, 2001).
Learners who go through Homeroom Guidance have been found to have significantly decreased inappropriate
behaviors and demonstrated positive attitudes toward school as compared to those learners who were not part of the
School Counseling Program. The study of Brigman and Campbell (2003) also showed that elementary and middle
school learners who were part of the school counseling curriculum and group interventions that emphasized
cognitive, social, and self-management skills have consistently exhibited good performance in Mathematics and
Reading. Homeroom Guidance shall complement the Department’s goal, which is to produce holistically developed
Filipinos who can understand themselves, have problem-solving skills, make informed decisions, achieve academic
success, plan for their future, and respect individual differences. It envisions learners who can work for the common
good of society and love our country while upholding the rights and responsibilities of global citizens.

https://www.teacherph.com/deped-homeroom-guidance/
TIME MANAGEMENT
Time Management plays a very important role not only in organizations but also in our personal
lives. Proper time management becomes important in education especially at higher levels
because it suggests among other factors, how fast human resources can be available in the life of
a nation. Studies demonstrate that time management skills can be trained (Carolyn et al, 2012).
Time management has a positive impact on academic performance. According to Sabelis (2001),

According to Harris, 2008, the definition of time management has been offered as “the process
of skillfully applying time to finish and perfect a specific activity within time constraint”. People
with good time management tend to have higher self-esteem, purpose in life, life goals, and a
sense of directedness. Students' time management can be considered as one of the aspects that
can move a student to be good students that are vital for them to shine. People who manage their
time effectively are more productive, less stressed, more positive, and more in control. People
who are better at managing their time also tend to be high in self-efficacy, which is your belief in
your ability to handle challenges and complete tasks successfully 

POOR TIME MANAGEMENT

Students nowadays often complain about not having enough time to finish all of the tasks that
have been given to them. All of the time management practices are highly connected to students'
academic achievement. Many students' learning experiences include poor planning and time
management. According to Gall, 1988; Longman & Atkinson, 2004; Macan, Dipboye, &
Phillips, 1990, poor time management behaviors, such as not allocating time properly for school
tasks, cramming for exams, and failing to fulfill academic staff deadlines, are widely identified
as the key sources of stress and poor academic performance.

Some of the students do not have good time management skills, which has impacted their lives
and academics. Students' use of time in higher education institutions is linked to their daily
routines and activities. Students' poor time management can also affect their stress levels since
they must cope with their duties and successes. Procrastination, rushed work, missing deadlines,
and errors or poorly defined goals are the top poor time management signs. Clear goals are
crucial in deciding how you want to spend your time. If you do not have clear goals, everything
on your to-do list seems to be just as important. Poor time management can lead to higher stress
levels and pressure in school and home leaving students depressed and pressured.