BSEE 21 - LINGUISTICS PALATALS

-behind the alveolar ridge and the roof of mouth

PHONETICS
-[sh]-[ ] voiceless
-the general study of the characteristic of sounds
-[ch]-[ ] voiceless
1. Articulatory Phonetics -[su]-[ ] voiced (treasure, pleasure)
-the study of how speech sound are made -[ ] voiced (joke, gem)
(pronunciation) -[j] voiced (you, yet)
2. Acoustic Phonetics
VELARS
-deal with physical properties of speech as sound
-using the back of the roof mouth beyond the hard palate
waves in the air (lungs, pharynx, larynx)
-[k] [c] voiceless (kill, cold)
3. Auditory Phonetics
-[g] voiced (gold)
-deals with the perception via the ear of speech
sounds GLOTTALS
-without the active use and other parts of mouth
PARTS OF ARTICULATION
-[h] voiceless (have, whose)
-space between the vocal folds of the larynx

ACOUSTIC PHONETICS (MANNER OF ARTICULATION)

STOPS
-produced by some form of stopping of the air stream
-[p] [b] [t] [d] [k] [g]

FRICATIVES
-involves almost blocking the air stream and having the air
push through a type of friction is produced
-[f] [v] [ ] [ ] [s] [z] [ ] [ ]

AFFRICATES
-brief stopping of the air stream
2 KINDS OF VOICING
-[ ] ch [ ]
1. Voiceless (no vibration)
NASALS
2. Voiced (with vibration)
-velum raised
ARTICULATORY PHONETICS (PLACE OF ARTICULATION) -[n] [m] [n]

BILABIALS LIQUIDS
-using both (bi) upper and lower lips -[l] [r]
-[p] voiceless
GLIDES
-[b] [m] [w] voiced
-[w] [j] (categorized as approximants)
LABIODENTALS
-using upper teeth and lower lip
-[f] voiceless VERNIER TRIANGLE - represents the sounds of vowels
-[v] voiced
(long) i u (long)
DENTALS
-using the tongue tip and behind the upper front teeth (short) I (short)
-[ ] theta –voiceless (thin, think) (long) e o (long)
-[ ] eth –voiced (then, there)
(short) (short)
ALVEOLARS
-using front part of the tongue on the alveolar ridge ae
-[t] [s] voiceless
a
-[d] [z] [n] [l] [r] voiced
DIPHTHONGS – producing the same sound of vowels
[aI] [aw/a ] [ I] [e/eI] [o/o ]
PHONOLOGY e.g. “every” should be / v ri/ - / vri/
you and me /juaenmi/
-awareness of sounds
friendship /fr n Ip/
PHONEME
NORMAL SPEECH
-putting word into writing or letters
/ / -letters
WORD FORMATION
PHONETICS
-morphology
[ ] -letters
/ / -words ETYMOLOGY

MINIMAL PAIRS -origin or history

-Latin to Greek
-one sound that is different from each other
-e`tymon “original form” and logia “study of”
e.g. /p/at - /b/at (the same position)
COINAGE
MINIMAL SETS
-least common processes of word formation in
-three or more words that change
English
e.g. f/ea/t – f/i/t – f/a/t – f/a/te
-invention of totally new terms
-consonant phonemes
-usually used in Science
-vowel phonemes
-invented trade names for commercial products
CONSONANT CLUSTERS (CC)
e.g. aspirin, nylon, vaseline, zipper, granola,
-group of consonant letters kleenex, teflon, xerox

Onset – first two letters of the word googol – number one followed by 100 zeroes
e.g. whale Googleplex (Google) – name of the company
google – to use the internet to find information
Coda – last part of the word
e.g. post 1. EPONYMS
-new words based on the name of a person or a place
>English can actually have larger onset (three initial
consonants) clusters (CCC) e.g from the eighteenth-century Earl of Sandwich who
first insisted on having his bread and meat together
/spl/ + [l] or [r] while gambling
/st/ + [r]
/sk/ or /sc/ jeans (from the Italian city of Genoa where the type
/sl/ of cloth was first made)
/sw/
fahrenheit (from the German, Gabriel Fahrenheit),
/sr/
volt (from the Italian, Alessandro Volta) and
ASSIMILATION watt (from the Scottish inventor, James Watt)

-when two sound segments occur in sequence and 2. BORROWING

some aspect of one segment is taken or “copied” by -the taking over of words from other languages
the other
e.g croissant (French),
e.g. have /haev/ - I have to go – copied from I /aI/ dope (Dutch),
/aI/ /haefta/ /go/ lilac (Persian),
can /kaen/ - I can go – I cango piano (Italian),
*ae – schwa sound pretzel (German),
sofa (Arabic),
ELISION tattoo (Tahitian),
tycoon (Japanese),
-removing something – not pronouncing a sound
yogurt (Turkish) and
segment
zebra (Bantu)
 LOAN-TRANSLATION or CALQUE /kaelk/
-special type of borrowing
-there is a direct translation of the elements of a word
into the borrowing language

3. BLENDING
-combination of two separate forms to produce a single
new term
-beginning of one word and joining it to the end of the
other word

e.g. gasoline + alcohol = gasohol

4. CLIPPING
-the element of reduction

e.g. facsimile – fax

5. ACRONYMS
-new words formed from the initial letters of a set of
other words

e.g. CD – Compact Disk

VCR – Video Casette Recorder
NATO – North Atlantic Treaty Organization
NASA – National Aeronautics and Space
Administration
UNESCO – United Nations Educational, Scientific, and
Cultural Organization
laser - light amplification by stimulated emission of
radiation
radar - radio detecting and ranging
scuba - self-contained underwater breathing
apparatus
zip code - zone improvement plan

6. DERIVATION
-derivational morpheme
-accomplished by means of large number by “small bits”
of the English language

Small bits – affixes

Prefixes – beginning of the word

Suffixes – end of the word
Infixes – inside another word (mid)
EDUC 50 - CHILD AND ADOLESCENT LEARNERS
DEVELOPMENT
Characteristics of Children
PHYSICAL: What children can do?
 They learn how to control their bodies.
 They have a lot of energy.
 They enjoy manipulating objects.
 They may find handling small objects or performing
fine motor tasks challenging.
 They enjoy moving and being active.
 They enjoy sports, dancing and physically intense
games.
 They can play until they are exhausted.
 They experience physical changes, especially girls.
 Their energy levels vary.
 They may find it difficult to control their emotions.
COGNITIVE: What children can understand?
 They learn best by doing.
 Instructions need to be few and simple.
 They have a limited attention span and are easily
distracted by their environment.
 They are very imaginative.
 They are curious and enjoy learning new things.
 They learn best when involved in a concrete project.
 They may become frustrated when things
 They begin to develop abstract thinking skills.
 They learn well through imitating role models.
 They are adventurous and enjoy change.
 They have a good attention span.
SOCIAL: What types of relationships children can have?
 They can be somewhat self- centered.
 They play better in pairs than in groups.
 They need to be constantly reminded of the group
rules.
 They like to express themselves, but must be asked
directly.
 Place increasing importance on friendships.
 They enjoy playing and taking up group challenges.
 They are sometimes competitive.
 They can express what they like or do not like, but
their judgment is sometimes not well developed.
 They enjoy working in teams.
 They seek the approval of their peers.
 They are more independent and begin to question
authority.
 They enjoy projects that involve in helping others
and social justice.
Characteristics of Adolescents
PHYSICAL
 Experiences onset of puberty, develop secondary sex
characteristics.
 Grow rapidly, are often clumsy and uncoordinated.
 A concern with changes in body size and shape.
Become highly self-conscious, body image can affect
self-image.
 Restlessness and fatigue due to hormonal changes.
 A need for physical activity because of increased
energy.
 Developing sexual awareness, and often touching
and bumping into others.
 Physical vulnerability resulting from poor
health/dietary habits or engaging in risky behaviors.
COGNITIVE-INTELLECTUAL
 Moving from concrete to abstract thinking. Develop
ability to think abstractly, but many still think literal
terms.
 An ability to be self-reflective. Develop critical
thinking skills and become more self-aware, self-
critical.
 Exhibit increased communication skills.
 Become argumentative and demonstrate an intense
need to be “right”.
 Develop decision-making skills and want a voice in
their choices.
 Show intense focus on a new interest but lack
discipline to sustain.
 Prefers active over passive learning experiences.
 Interest in interacting with peers during learning
activities.
 Demand the relevance in learning and what is being
taught.
 Developing the capacity to understand higher levels
of humor, some of which may be misunderstood by
adults to be sarcastic or even aggressive.
EMOTIONAL
 Are unpredictable emotionally, are sensitive and
prone to outbursts.
 Are vulnerable to emotional pleas and can be easily
manipulated.
 Exhibit an increasing capacity for empathy.
 Experience increasing sexual feelings, may engage in
sexual behavior without realizing consequences.
 Needing to release energy, with sudden outbursts of
activity.
 A desire to become independent and to search for
adult identity and acceptance.
 Self-consciousness and being sensitive to personal
criticism.
 Concern about physical growth and maturity.
 A belief that their personal problems, feelings, and
experiences are unique to themselves.
 Overreacting to ridicule, embarrassment, and
rejection.
 Seeking approval of peers and others with attention-
getting behaviors.
SOCIAL-INTERPERSONAL
 Display a more social consciousness.
 Are more aware of relationships and have a strong
need to belong.
 Exhibit desire for independence and autonomy.
 Experience a shift in dependence on family to
dependence on peers.
 Able to critically compare parents with others.
 Seek deeper friendships based on shared interests,
loyalty.
 Experience increased interest in opposite sex,
though may often feel uncomfortable and awkward
with the other sex.
 Modeling behavior after that of older students, not
necessarily that of parents and other adults.
 Experimenting with ways of talking and acting as
part of searching for a social position with peers.
 Exploring questions of racial and ethnic identity and
seeking peers who share the same background.
 Exploring questions of sexual identity in visible or
invisible ways.
 Feeling intimidated or frightened by the initial
middle school experience.
 Liking fads and being interested in popular culture.
 Overreacting to ridicule, embarrassment, and
rejection.
 Seeking approval of peers and others with attention-
getting behaviors.
 As interpersonal skills are being developed,
fluctuates between a demand for independence and
a desire for guidance and direction
MORAL
 Tend to be legalistic, focusing on “rules” and “
fairness”.
 Retain moral beliefs of parents but begin to test
rules of childhood.
 Are influenced by the values of peers.
 Form a more personal conscience; seek moral
criteria that make sense to them.
 Exhibit a stronger sense of responsibility toward
larger society.
 An understanding of the complexity of moral issues
(question values, cultural expressions, and religious
teachings).
 Being capable of and interested in participating in
democracy.
 Impatience with the pace of change, and
underestimating how difficult it is to make social
changes.
 Needing and being influenced by adult role models
who will listen and be trustworthy.
 Relying on parents and important adults for advice,
but wanting to make their own decisions.
 Judging others quickly, but acknowledging one’s
own faults slowly.
 Show compassion and are vocal for those who are
downtrodden or suffering and have special concern
for animals and environmental issues.
SPIRITUAL
 Exhibit “affinitive faith” (faith identity shaped by
family and community).
 Are open to service opportunities primarily to
connect with peers, test skills.
 Can be open to new prayer experiences.
 Seek adult role models who live their faith
authentically.
 Desire a deeper relationship with God.
 Begin moving away from religious imagery, beliefs,
and practices of childhood; may begin to explore
new images of God.
Theory - ideas based on observations and other kinds of
evidences which are organized in a systematic manner
- used to explain and predict the behaviors and
development of children and adults
COGNITIVE DEVELOPMENT THEORIES
Cognitive Development - gradual, systematic changes
- more complex and refined
Cognition - the process of learning that includes perception,
memories, judgment, and thinking
1. COGNITIVE DEVELOPMENT THEORY (JEAN PIAGET)
-asking questions
-constructs children as constructivists
-intelligence is not random
-children construct their own intelligence and is used to
adapt to the environment
Functions:
1. Organization – inborn and automatic
2. Adaptation – adjust to the demands of the
environment
 Assimilation – interpreting or
understanding the environment
 Accommodation – changing one’s
cognitive structure or way of thinking
Stages:
1. Sensorimotor (0-2 years) – intelligence is limited to
the infant’s own action on the environment
6 Divisions:
a. Reflexes (0-1 mo.)
b. Schemes (1-4 mos.)
c. Procedure (4-8 mos.)
d. Intentional Behavior (8-12 mos.)
e. Experimentation (12-18 mos.)
f. Representation (18-24 mos.)
 2. Pre-operational (2-7 years) – intelligence is >self-expression and control
symbolic, expressed via language, imagery, and
3. Initiative vs. Guilt (3-6 years) purpose
other modes permitting children to mentally
>actions or activities
represent and compare objects
1. manage or broaden his skills through active
3. Concrete Operation (7-11 years) – intelligence is
works
symbolic and logical, thought is less egocentric
2. to cooperate with others
4. Formal Operational (11 and above years) – children
3. to lead
are able to make and test hypothesis, possibility
dominates reality, children are able to earn respect 4. Industry vs. Inferiority (6-12 years)
competence
2. SOCIOCULTURAL DEVELOPMENT THEORY (LEV Industry – confidence
VYGOTSKY) - sense of self-worth
- children learn best through social interactions - development of cognitive and skills
Inferiority – low self-esteem
3. INFORMATION PROCESSING THEORY - feeling useless
a. Thinking is information processing 1. interacting with peers
b. Mechanisms of change are important to describe 2. progressing
c. Cognitive system is self-modified 3. deal with the subject-matter
d. Careful task analysis is crucial
5. Identity vs. Role Confusion (Adolescence 13-19
years)
Identity – organization of child’s motivation,
INTELLIGENCE THEORIES (INDIVIDUAL DIFFERENCES)
establishment, abilities, beliefs, and image
1. STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE
6. Intimacy vs. Isolation (Adult 20 years & above)
a. Analytical Ability
Intimacy – willingness to relate to other person
b. Creative Ability
c. Practical Ability 5. THEORY OF SOCIAL LEARNING (ALBERT BANDURA)
- learn things through observations or social learning
2. GENDER’S SCHEMA THEORY (ZANDRA BEM)
4 Step Pattern:
-gender sensitivity
1. Attention – individual must be paying attention
- get their interest to caught their
3. GARDNER’S THEORY OF MULTIPLE INTELLIGENCE
attention (getting their attention)
(HOWARD GARDNER)
2. Retention – to imitate a behavior, it needs to be
a. Linguistic
remembered
b. Logical/Mathematical
3. Reproduction – individual produces an action of
c. Visual/Spatial
the desired behavior
d. Bodily Kinesthetic
4. Motivation – praise, acceptance, rewards
e. Musical
(reinforcements)
f. Interpersonal
g. Intrapersonal Types of Reinforcement
h. Naturalist 1. Direct Reinforcement – immediate praise and
positive feedback
4. ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT THEORY 2. Vicarious Reinforcement
3. Self-Reinforcement – when we do an activity but
2 Terms: we are the one who are pleased
a. Socialization – increasing process (teaching-learning
process), experiences where we gain learning
b. Crisis – unique development, task or challenge to be
completed
6 Stages:
1. Trust vs. Mistrust (0-2 years) hope
1. be fearful
2. hang in the vengeance of book
3. continue to demand
4. to be restricted
2. Autonomy vs. Shame & Doubt (2-3 years) will
Autonomy – self-reliance
Shame & Doubt – disgrace
EDUC 55 - The Teaching Profession
Principles of Classroom Management
1. Consistent, proactive, discipline is the crux of
effective classroom management
2. Establish routines for all daily tasks and needs
3. Orchestrate smooth transitions and continuity of
momentum throughout the day
4. Strike a balance between variety and challenge in
student’s activities
5. As classroom manager, be aware of all actions and
activities in the classroom (with-it-ness)
6. Resolve minor inattention and disruption before they
become major disruption
7. Reinforce positive behavior
8. Take minor disturbance calmly
9. Work out a physical arrangement of chairs that
facilitates an interactive teaching-learning process
10. Make good use of energy instructional moment,
minimize discipline time to maximize instructional
time.
Code of Ethics for Teachers
Preamble
Teachers are duly licensed professionals who possess dignity
and reputation with high moral values as well as technical and
professional competence. In the practice of their profession,
they strictly adhere to, observe and practice this set of ethical
and moral principles, standard and values.
 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS
– RESOLUTION NO. 435
– SERIES OF 1997
ARTICLE 1: SCOPE AND LIMITATIONS
 Section 1. The Philippine Constitution provides that
all educational institution shall offer quality
education for all competent teachers. The provision
of this Code shall apply, therefore to all teachers in
school in the Philippines.
 Section 2. Covers ALL PUBLIC and PRIVATE school
TEACHERS in all educational institution.
ARTICLE II: THE TEACHER AND THE STATE
 Section 1. Teachers are under obligation to transmit
cultural heritage to learners , elevate national
morality, promote national pride, cultivate love of
country, instill allegiance to the constitution
 Section 2. Actively help carry out the declared policies
of the state.
 Section 3. Teacher should be physically, mentally and
morally fit.
 Section 4. Teacher must fully commit and devote to
duty.
 Section 5. Not promote & collect money for political,
religious & partisan.
 Section 6. Teacher shall vote and shall exercise all
other constitutional rights
 Section 7. Not coerce to follow any political course of
action.
 Section 8. Enjoy academic freedom (expounding
researches)
ARTICLE III : THE TEACHER & THE COMMUNITY
 Section 1. Teacher is: facilitator of learning and
development of the youth.
 Section 2. Shall actively participate in community
movements for moral, social, educational, economic
and civic betterment.
 Section 3. Merit reasonable social recognition.
Behave with honor at all times refrain from gambling,
smoking, drunkenness and illicit relations.
 Section 4. Understand local customs/ traditions for
sympathetic attitude.
 Section 5. Informed community of school work,
needs, problems.
 Section 6. Teacher is the intellectual leader in the
community. (Extend counseling)
 Section 7. Has harmonious relation with
professionals, government & people.
 Section 8. Has freedom to attend church and
worships.
ARTICLE IV: THE TEACHER & THE PROFESSION
 Section 1. Teacher insure that teaching is the noblest
profession.
 Section 2. Shall uphold highest quality education,
prepare for teaching
 Section 3. Shall participate in the Continuing
Professional Education (CPE).
 Section 4. Seek support from school, not make
misrepresentations.
  Section 5. Use teaching profession in dignified means  Section 3. School officials encourage professional
for decent living. growth of all teachers

ARTICLE V: The Teacher & the Teaching Community  Section 4. No school officials shall dismiss teacher
except for cause.
 Section 1. Show professional loyalty, mutual
confidence, faith in one another.  Section 5. Public school teachers are employed in
accordance with civil service rules. Private school
 Section 2. Refrain claiming work not his own, give
teachers are issued contracts specifying the terms
credit for work of others
and conditions of their work.
 Section 3. Organize/leave to successor records & data ARTICLE VIII: THE TEACHER & LEARNERS
to carry on the work.
 Section 1. Determine the academic marks and the
 Section 4. Keep confidential info. not divulge promotion of learners.
documents or remove records
 Section 2. Interest, welfare of learners are first and
 Section 5. Seek corrective for unprofessional, foremost concern.
unethical conduct of associate.
 Section 3. Teacher shall not be prejudiced or
 Section 6. Submit to authorities criticism against discriminate against a learner.
associate in writing.
 Section 4. Not accept favors or gifts in exchange for
 Section 7. Apply for vacant position for which he is requested concessions
qualified.
 Section 5. Not accept remuneration from tutorials
ARTICLE VI: THE TEACHER & THE HIGHER AUTHORITIES IN THE
other what is authorized
PHILIPPINES
 Section 6. Evaluation be based in merit & quality of
 Section 1. Make an effort to understand, support
academic performance.
legitimate policies of school
 Section 7. When mutual attraction develop to teacher
 Section 2. Not make false accusations or charges
& learner, the teacher shall avoid scandal, gossip and
against superiors.
preferential treatment of the learner.
 Section 3. Transact all official business through
 Section 8. Not inflict corporal punishment nor make
channels except when special conditions are
deductions to ratings.
advocated but are opposed by immediate supervisor.
 Section 9. Contribute to maximum development of
 Section 4. Has right to seek redress against injustice
learners
to the administration.
ARTICLE IX: THE TEACHER & PARENTS
 Section 5. Has a right to invoke principle that
appointments, promotions and transfer of teachers  Section 1. Maintain cordial relations with parents.
are made only on the basis of merit and need in the
interest of the service.  Section 2. Inform parents of the progress and
deficiencies of learner
 Section 6. A teacher who accepts a position assumes
a contractual obligation to live up to his contract,
 Section 3. A teacher shall hear parent complaints
assuming full knowledge of employment terms and
with sympathy
conditions
ARTICLE X: THE TEACHER & BUSINESS
ARTICLE VII : SCHOOL OFFICIALS, TEACHERS & OTHER
PERSONNEL  Section 1. A teacher has the right to engage in
legitimate income generation.
 Section 1. Show professional courtesy, helpfulness
towards teachers.  Section 2. Maintain good reputation with respect to
the financial matters.
 Section 2. Show cooperative responsibility to
formulate policies or changes  Section 3. Not act in any commercial venture which
furnish textbooks.
ARTICLE XI: THE TEACHER AS A PERSON

 Section 1.Highest obligation to live with dignity in all

places at all times.

 Section 2.Self-respect, self-discipline as principle of

personal behavior.

 Section 3.Maintain dignified personality

 Section 4. Always recognize the Almighty God as

guide of his own destiny.

ARTICLE XII: DISCIPLINARY ACTION

 Section 1. Violation shall be sufficient ground for :

revocation of license, suspension from the practice,
cancellation of temporary/special permit under
causes specified in Sec. 23, Article III or R.A. No. 7836,
and under Rule 31, Article VIII of the Rules and
Regulations Implementing R.A. 7836.

ARTICLE XIII: EFFECTIVITY

• Section 1. Effect upon approval of PRC

– after sixty days following publication

RECRUITMENT AND CAREER

EDUC 60 - THE TEACHER AND THE COMMUNITY, SCHOOL
CULTURE AND ORGANIZATIONAL LEADERSHIP
(4) The Teacher and the Community
Community
 Community is an inter-dependent unit of people having
common interests, observing common tradition, living by
its own norms and modes necessary for the welfare and
progress of people living in that particular community.
Different Types of Community
 Geographic Community
 It is defined according to its members’ place
of residence, such as a village or district.
 Ethnic, racial, and religious communities
 In which membership is based on ethnic,
racial, or religious identification, and
commonly cuts across membership based
on geographic location.
 Communities based on shared family or educational
concerns
 Include parents associations and similar
bodies that are based on families’ shared
concern for the welfare of students.(Bray
1996)
Since community is a relatively larger social unit as compared
to the family, the functions of the community are the
continuation and furtherance of the functions of family.
However, in addition to that community also make
arrangements for the formal education of the child. Like home
it is a social institutions which takes the responsibility of
establishing of educational institutions with a view to realize
the functions in a more functional and systematic way.
Obviously it functions in a more generalized way than the
family and less generalized than society.
Ways to Understand the Community
 Get to know the people of the community by
associating with them you need to know the culture
of people and how the people are interacting among
each other.
 Be open minded, friendly and sensitive to local
culture, language, and tradition.
 Involve yourself in the community celebrations and
events.
 Try to meet the key-informants community leaders
in different community celebrations occasions etc.
(5) The School-Community Partnership
The Role of the School in the Community
Its importance is undisputed hence it is enshrined in the
fundamental law of the land, the Constitution.
Article XIV, Section 3, (2) of the 1986 Constitution
The 1986 Philippine Constitution stresses that all schools shall
aim to “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.
The School Partners and Key Stakeholders
Quality education is not the responsibility of the school.
It is and it should be the community’s responsibility as
well.
It is important for the school and the community to build a
partnership in the business of educating the young.
In the partnership, it is the school must initiate the move
for positive linkage, nurture it, and sustain in the long term.
The relationship must be based on mutual respect and
trust, and must rest in the belief that quality education is as
shared responsibility.
Areas to nurture in relations with the community: (Teacher-
Formation Program, PRODED Educational Program, 1980)
1. Develop intelligent public understanding of the
school on all aspects f its operations;
2. Help citizens feel more responsibility for the quality
of education the school provides;
3. Earn the goodwill, respect and confidence of the
public in the professional and personal services of
institution;
4. Involve citizens in the work of the school and in
solving
 5. Promote a genuine spirit of cooperation between  consults parents and invites their opinions regarding
the school and community for the improvement of school policy and activities;
community;  holds regular dialogues with parents and collaborates
with them to encourage their children to practice at
6. Secure community support for the school and its
home what they learn in school;
program;
 cares about the children’s safety not only within the
7. Keep the community informed of developments and school premises but also on their way to and from
trends in education; and school;
 enlist the support of community institutions and
8. Secure an unofficial but frank evaluation of the individuals for its projects and activities for children;
school program in terms of educational needs as the and
community sees them.  acts on behalf of and upholds the interest of children
in community assemblies.

(6) Achieving Child-Friendly School through School and

(7) Teacher as a Leader
Community Partnership
Manifestations:
The school is not just a place for formal learning, but rather
an institution where both the school and community recognize ⪢ Teachers are naturally leaders
and regard the range of rights of children and not just their ⪢ All instructions come from the teacher
right to be educated. The school should be a place where ⪢ They serve as a carrier of information
children are happy and feel secure; in short, the school should ⪢ They serve as organizer, mediator, initiator and
be child-friendly. provider of the children’s learning
Roles of a Teacher-Leader
A child-friendly school, considered a second home of the
school, has a staff who are more of the people-person type. ⪢ Resource Provider
They have good interpersonal skills and they work ⪢ Instructional Specialist
harmoniously with others. On the other hand, behind the ⪢ Curriculum Specialist
scenes persons shy away from people. They are aloof and they ⪢ Classroom Supporter
lack people skills, hence, they are unable to express and get ⪢ Learning Facilitator
community support. ⪢ Mentor
⪢ Data Coach
Another important asset of a child-friendly school is the
⪢ School Leader
presence of commitment-driven teachers and administrator.
⪢ Catalyst of Change
Their pleasant disposition influences the way people and
⪢ Learner
pupils around them think and feel. Their right attitude sets the
Fundamental Types of Roles
right atmosphere, which elicits the right responses from
others. The opposite are the convenience-driven school staff ⪢ Formal Teacher Leaders
and administrator who prefer to stay in their comfort zones ⪢ Informal Teacher Leaders
and hesitate to spend time with others. Conditions that Promote Teacher Leadership
In a child-friendly school, the leader makes principle-based ⪢ A safe environment for risk taking
decisions and works his heart out for a good cause even if ⪢ Administrators who encourage teacher leaders
these may seem unpopular. Persons within a child-friendly ⪢ Absence of the “tall poppy syndrome”
school prioritize their responsibilities rather than their rights. ⪢ Opportunities to learn leadership skills
School principals and teachers mobilize community support
for a child-friendly school. This includes community Where Teacher Leaders Extend Their Reach
institutions such as the local barangay council, other civic
organizations, and the children’s family in creating and ⪢ School wide Policies and Programs
enhancing a pleasant and comfortable learning environment. ⪢ Teaching and Learning
The UNICEF pamphlet by the Department of Education ⪢ Communication and Community Relations
suggests ways by which the school can link up with the
community to create a child-friendly school.

A Child-friendly School
GNED 05 - PURPOSIVE COMMUNICATION
COMMUNICATION  Body language
 Sounds (voice tone, volume, speech rate)
-is a learned skill
LEVELS OF COMMUNICATION (Participant)
Languange
Acquisition 1. Intrapersonal
Device 2. Interpersonal
3. Small Group – 3 to 5
Latin language: Communis and Communicare – to make
4. One to Group
known
5. Mass Communication – with the use of media
J. Paul Leagans – communication is a process by which two or
TYPES OF BARRIERS
more people exchange ideas, facts, feelings, or impression in
such ways that each gains a common understanding of the 1. Language and Semantic Barrier
meaning and the use of message  Poor Vocabulary
 Poor Knowledge of Grammar
Rogers, 1983 – communication is the process by which the
 Poor Pronunciation
message is transmitted from one source to the receiver
 Poor Handwriting
Brooker, 1949 – communication is anything that conveys 2. Physical Barrier
meaning, that carries a message from one person to another  Noise
 Poor Timing
Thayer, 1968 – communication is a mutual interchange of  Distance
ideas by any effective means  Inadequate or overload of information
3. Emotional Barrier
COMMUNICATION PROCESS
 Selective Perceptions
 Poor Listening
 Egotism
 Emotions
4. Personal Barrier
 In Superior: Lack of time, Lack of Confidence,
ELEMENTS OF COMMUNICATION Lack of Proper Communication Channel
 In subordinates: Unwillingness to
1. Sender/Receiver
Communicate, Fear from Superior
2. Message
5. Technological Barrier
3. Channel
 Use of un-update technology
4. Feedback
 Lack of technological knowledge
5. Context
6. Cultural Barrier
NATURE OF COMMUNICATION  Adapting to the behavior of a group
 Religious beliefs
1. Communication is a process, dynamic, ongoing,  Body language
continuous
2. Communication employs many means; at many levels HOW TO OVERCOME THE HINDRANCE/BARRIERS
for many reasons with many people in many ways
1. Evaluate feedback
3. Communication involves interdependence
2. Improve listening skills
4. A two-way process
3. Improve writing skills
5. Communication takes place within participants
4. Avoid credibility gap
6. One takes place at many levels
5. Clarify ideas before communication
7. Varies from one communication situation to another
6. Put consideration
TYPES OF COMMUNICATION 7. Be aware of language, tone and content

1. Verbal Communication MISCONCEPTION OF COMMUNICATION

a. Oral Communication 1. Communication solve all our problems.
b. Written Communication 2. The more we communicate, the better.
2. Non-Verbal Communication 3. Communication can breakdown.
Elements: 4. Meaning are in words.
 Appearance (speaker, surrounding) 5. Communication is a natural ability.
PRINCIPLES OF COMMUNICATION  Survey covered 116, 000 respondents from over
50 different countries
1. Conciseness – stick to the point, brief
1. Power Distance
2. Courtesy – being aware not only of the perspective
 The society accepts the unequal distribution of
but also the feelings, “you” attitude
power in an institutions.
3. Correctness – proper grammar, punctuation, spelling
 Employees are reluctant to express
4. Clarity – getting the meaning from your head to the
disagreement with their managers.
head of your reader
 Inequalities in power are normal.
5. Completeness – should contain all the facts
2. Uncertainty Avoidance
6. Consideration – preparing every message with the
 Refers to extent to which people in a society feel
message receiver in mind
threatened by ambiguous situations.
7. Correctness – being specific, definite, and vivid rather
3. Individualism
than vague and general
 The tendency of people to look after themselves
FUNCTIONS OF COMMUNICATION and their immediate family only.
1. Regulation/Control - used to control the behavior of Collectivism
people, regulate the nature and amount of activities
 The tendency of people to belong to groups and
people engage in
look after each other in exchange of loyalty.
2. Social Interaction - used to develop bonds, intimacy,
4. Masculinity
relations, and connections with other people
 Situation in which the dominant values in society
3. Motivation - used to express preferences, desires,
are success, money and things.
needs, wants, decisions, goals and strengths.
4. Information - used for giving and getting information Femininity
LEVELS OF COMMUNICATION  Situation in which the dominant values in the
society are caring for others and the quality of
1. Physical Level - includes the importance of visual cues
life.
2. Auditory Level – sound of our voice (tone, range,
speed effects) INTERCULTURAL COMMUNICATION
3. Emotional Level – emotional states affect what we
– Verbal and non-verbal interaction between
communicate
people from different cultural backgrounds
4. Energetic Level – psychic level
NEED FOR INTERCULTURAL COMMUNICATION
CULTURE – refers to the acquired knowledge that:
1. Success of any international business
 people use to interpret, experience and generate
2. Allows workers from different cultures to work
social behavior
together as a group
 forms values, creates attitudes, and influences
3. Worldwide marketing campaign
behavior
4. Increase in international business
– comprises the shared values, understanding,
2 TRENDS OF INTERCULTURAL COMMUNICATION
assumptions, and goals that are:
 Learned from earlier generations. 1. Globalization – refers to the reduction and removal
 Imposed by present members of society. of barriers between national borders in order to
 Passed on to succeeding generations. facilitate the flow of goods, capital, services, and
labor
CHARACTERISTICS OF CULTURE
2. Multicultural Workforce – refers to the changing age,
1. Learned gender, ethnicity, physical ability, and race of
2. Shared employees across all types and places of work
3. Transgenerational
4. Symbolic
5. Patterned
6. Adaptive
HOFSTEDE’S CULTURAL DIMENSIONS – help explain how
people from different cultures behave differently under similar
circumstances
 Geert Hofstede (Dutch researcher)
ETHICS ACROSS CULTURES (KALE, 1997)
1. Ethical communicators address people from different
culture with the same respect they wanted to receive
themselves
2. Ethical communicators seek to describe the world as
they perceived it as accurately as possible
3. Ethical communicators encourage people of other
cultures to express themselves and their uniqueness
4. Ethical communicators strive for identification with
people of other cultures
DO’S OF INTERCULTURAL COMMUNICATION
1. Avoid assumptions, jokes which are misunderstood
2. Use symbols, diagrams, and pictures
3. Avoid using slang and idioms, choosing words that will
convey only the most specific denotative meaning
4. Investigate their culture’s perception
5. Take cultural and local differences into account
6. Say what you do and do what you say. Make sure that
your communication is in line with the audience; use
understandable language
7. Find out the cultural factors
DO NOT’S OF INTERCULTURAL COMMUNICATORS
1. Using the approach worldwide
2. Considering traditional language and practices as
backward
3. Letting cultural differences become a source of
conflict that hinder the process of work
4. Fail to ignore culturally-dependent enabling and
countering forces
5. Fail to take language barriers into account
GNED 10 - KONTEKSTWALISADONG KOMUNIKASYON SA
FILIPINO
MGA NAPAPANAHONG ISYUNG LOKAL AT NASYONAL
– kaakibat ng modernisasyon ang pagsulpot ng
maraming suliranin tulad ng pagkawasak ng
kalikasan, paglobo ng populasyon, pagtindi ng
kahirapan, paglawak ng agwat sa pagitan ng
mayayaman at mahirap, paglala ng kriminalidad
at iba pa
A. GLOBALISASYONG EKONOMIKO
– Ekonomiya - sentro ng isyung globalisayon na
umiinog sa kalakalan ng mga produkto at
serbisyo.
– Kinakikitaan ito ng pag-usbong ng malalaking
korporasyon na ang operasyon ay nakatuon hindi
lamang sa bansang pinagmulan maging sa ibang
bansa.
MANIPESTASYON NG GLOBALISASYON
 Outsourcing- pagkuha ng kumpanya ng serbisyo
mula sa isang kumpanya na may kaukulang
bayad.
– Pangunahing layunin nito na mapagaan
ang gawain ng isang kompanya upang
mapagtuununa nila ng pansin ang sa
palagay nila ay mas mahalaga.
URI NG OUTSOURCING BATAY SA IBINIBIGAY NA SERBISYO
 Business Process Outsourcing (BPO) -
tumutugon sa prosesong pang negosyo.
 Knowledge Process Outsourcing (KPO) -
nakatuon sa mga pangangailangan ng mataas
antas ng kaalamang teknikal tulad ng
pananaliksik, pagsususri ng impormasyon at
serbisyong legal.
OUTSOURCING BATAY SA LAYO O DISTANSYA
 Offshoring- pagkuha ng serbisyo ng isang
kompanya mula sa ibang bansa na naniningil ng
mas mababang bayad.
 Nearshoring- pagkuha ng serbisyo mula sa
kompanya sa kalapit na bansa. Layunin nitong
iwasan ang mga suliraning kaakibat ng
offshoring.
 Onshoring (domestic outsourcing) – 
nangangahulugan ng pagkuha ng serbisyo sa
isang kompanyang mula din sa loob ng bansa na
nagbubunga ng higit na mababang gastusin sa
operasyon.
B. TERRITORIAL AND BORDER CONFLICTS
– Ito ay ang katawagan sa pagkakaroon ng alitan ng
mga magkakaratig bansa o estado ukol sa kani-
kanilang teritoryo.
– Maaring maglunsad ng digmaan sa isa o higit
pang bansa.
SANHI NG TERRITORIAL AND BORDER CONFLICTS
 Natural Resources
 Religious Indifference
 Ethnic Indifferences
 Use of inconsistent or contradicting statements
EPEKTO NG TERRITORIAL AND BORDER CONFLICTS
 Pagsisimula ng digmaan
 Pagkaputol ng relasyong diplomatiko
 Pagkamkam ng mga likas na yaman sa pinag-
aagawang lugar
 Migrasyon
United Nations Convention on the Law of Sea (UNCLOS)
– Internasyonal na kasunduaan na nilagdaan noong
Disyembre 10, 1982
– Dito nakasaad ang karapatan at reponsobilidad ng
mga bansa at estado sa kani-kanilang teritoryo batay
sa karagatan na nakapaligid sa kanila
Exclusive Economic Zone (EEZ)
– ito ay isang sea zone na pinanukala ng United Nations
na ang isang estado ay may espesyal na karapatan na
gamitin ang mga likas na yaman nito at magsagawa
ng eksplorasyon
– Ito ay 200 miles (370 km) mula sa coastal baseline
UNEMPLOYMENT
– kawalan ng trabaho
KONSEPTO NG UNEMPLOYMENT
– Ito ay suliraning kinakaharap ng anumang bansa.
UNEMPLOYMENT RATE
– tumutukoy sa bahagdan ng mga tao ng ganap na
walang trabaho sa kabuuan ng lakas-paggawa
MGA URI NG UNEMPLOYMENT
Voluntary – nangyayari kapag sinasadayang hindi
nagtatrabaho.
 Frictional - Nangyayari habang naghihintay ng panibagong
trabaho o panandaliang ipinatigil ang trabaho dhil sa ibang
gawain katulad ng pagwewelga.
 Casual - Nangyayari sa mga may trabahong arawan o
lingguhan, katulad sa construction at sakahan.
 Seasonal - nangyayari kpag ang trabaho ay pana-panahon SOLID WASTE MANAGEMENT
o para lamang sa tiyak na panahon.
SOLID WASTE
 Structural - nangyayari kapag ang isang uri ng produkto ay
hindi na kailangan sa ekonomiya, kaya hindi na rin – mga basurang nagmula sa mga tahanan at komersyal
kailangan ang mga nagtatrabaho at namumuhunan. na establisyemento, mga basura na nikikita sa paligid,
 Cyclical - nagkakaroon nito kapag ang industriya ng mga nagmula sa sector ng agrikultura, at iba pang basura
manggagawa ay nakararanas ng business cycle. Kapag na hindi nakakalason
mahina ang industriya, mataas ang antas ng
unemployment. 2015

MGA SANHI NG UNEMPLOYMENT – ang Pilipinas ay nakalikha ng 39, 422 tonelada ng

basura kada araw
1. Mabilis na paglaki ng populasyon – halos 25% ng mga basura ng Pilipinas ay nanggagaling
2. Labis na suplay ng lakas-paggawa sa Metro Manila kung saan ang isang tao ay
3. Hindi pagbibigay ng wastong sahod, kaunting benepisyo, nakalilikha ng 0.7 kilong basura araw-araw
at hindi maayos na kondisyon ng pinagtatrabahuan
4. Katamaran ng mga tao na magtrabaho
5. Pananalasa ng mga kalamidad sa bansa
6. Masalimuot na paraan para makapagtatag ng negosyo

EPEKTO NG KAWALAN NG TRABAHO SA PAMUMUHAY NG

MGA MAMAMAYAN

1. Tumitinding kahirapan
2. Naaapektuhan ang mental health o kalusugan ng pag-iisip
ng mga tao
3. Nagpupunta sa ibang bansa nag mga manggagawa
4. Dumadami ang mga dayuhan at dambuhalang local na
negosyante kaya’t nalulugi ang napakaraming maliliit na
negosyo
5. Mabagal ang pag-unlad ng bansa dahil mahina ang
ekonomiya

MGA ILANG SOLUSYON SA PAGLUTAS NG UNEMPLOYMENT

SA BANSA

1. Pagsasaayos ng sistema ng edukasyon

2. Pagbibigay ng kurso sa TESDA
3. Pagpaparami ng mga oportunidad sa mga trabahong
makapagbibigay ng security of tenure
4. Pagpaparami ng mga trabaho
5. Paglinang ng kasanayan ng manggagawa

POLUSYON BAKIT MAY SULIRANIN SA SOLID WASTE?

MGA SULIRANING PANGKAPALIGIRAN 1. Kawalan ng disiplina sa pagtatapon ng basura
 Solid Waste Management 2. Hindi magandang pamamahal sa dumpsites
 Mining 3. Pagtatapon ng mga electronic waste o e-waste
 Quarrying (computer, cellphone, at TV) sa mga landfills
 Deforestation – Kemikal (lead, barium, cadium, mercury,
 Flashflood polyvinyl chloride)

SULIRANING PANGKAPALIGIRAN

– Tumutukoy sa anumang pangyayari, kalagayn, o

problemang may kinalaman sa pagkasira ng
kapaligiran at sa balance ng ekolohikal (Official
Gazette, 2000)