Jabagat, Airene F.

XI- Mendel

MSHS – STEM Reading and Writing

Skills

WHAT I CAN DO (Task 6 Modified)

Directions: Read the selection found below following the steps of critical reading. With your group, present
how to read this text critically in a step-by-step powerpoint presentation.
Why Teachers Should Not Be Facebook Friends with Students
Since the times when Facebook and other social media networks gained popularity, the word ―friends
has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates
and messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so
on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen
only once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming
that virtual friendship will help make studying more fun and simple. However, there are strong reasons behind
teachers’ decisions not to add students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in these terms than teenagers. Through
Facebook and other social media platforms, students might learn details from the lives of their teachers which
they are not supposed to learn: information about intimate relationships, vacations, and so on. This does not
mean a teacher has no right to spend time the way he or she wants, and share information about it; it means that
before doing this, teachers have to consider the possible effect and the consequences of such sharing (KidsSafe
Foundation). This connection works both ways though: a teacher might use Facebook to see the details of their
students’ most recent party on campus, for example. Needless to say that instead of making relationships
between teachers and students easier, such exposure only makes them more intense: both teachers and students
become vulnerable, and bear more risks or harassment of different kinds. This problem logically transforms into
disciplinary issues. The teacher-student relationship is often built on a hierarchical basis: students recognize
their teacher as an outsider imbued with certain authority; this is a natural border helping establish discipline.
However, by becoming digital friends with their students, teachers exhaust these borders and may lose
authority. It becomes more difficult for them to discipline and reason with students, because they are (kind of)
personally acquainted, and have a (sort of) relationship beyond the classroom. Besides, students with personal
Facebook relationships with their teachers could be given extra credits or benefits in terms of studying
(Patch.com).
Erasing borders between teachers and students might lead to unexpected and inappropriate
consequences, including sexual relationships, which is not just illegal, but also considered immoral by many
people. Cases of such relationships are numerous; for example, in 2013, a former cheerleader and a high school
teacher, Sarah Jones, pleaded guilty to having sex with a 17-yearold student, Cody York, who was careless
enough to upload photos of himself and his teacher on Facebook. These photos went viral, causing a scandal
and drawing attention to the problem of student-teacher relationships once again (The Current). It does not
mean that Facebook relationships usually transform into personal or sexual ones; it means, however, that
relationships beyond the borders established by a society might end up in an unexpected and inappropriate way
that can hurt both a student and a teacher. There exist at least several significant reasons why teachers should
not add their students as friends on Facebook. One of them is privacy concerns: teachers who share their lives
on Facebook—as well as students doing the same—cannot feel safe knowing their posts might be seen by the
wrong audience. Also, erasing borders between students and teachers might not only lead to a drop of
discipline, but sometimes transform into personal relationships, which usually tends to end up in a scandalous
and/or painful way. Therefore, teachers and students should keep a certain distance, and communicate mostly
within the limits of studying.
References
Pablo, Aileen. “Teachers and Students Shouldn’t Be Friends on Facebook: The Controversial Debate.” Patch.
N.p., 03 Oct. 2012. Web. 30 Nov. 2015.
“To Friend the Teacher or Not to Friend the Teacher, That Is the Question.”KidSafe Foundation. N.p., n.d.
Web. 30 Nov. 2015.
“Point-Counterpoint: Teachers and Students Should Not Be Friends on Facebook.” The Current. N.p., 18 Mar.
2013. Web. 30 Nov. 2015.

Questions:
1. What is the main idea or claim of the text?
The main idea or claim of the text is that teachers and students should not be friends on
Facebook and have personal relationships outside the classroom for some strong reasons.

2. Which type of claim does this text use?

The type of claim that the text used is the Claim of Policy

3. What are the supporting evidence?

The supporting evidence are the example given from past events which are the consequences
that happened because of the personal relationship between the students and the teacher. There are
also references given which are from Patch, KidsSafe Foundation, and The Current.

4. How valid, reliable, and credible are the references used?

They are valid, reliable, and credible since the references or sources given are from trusted
websites which also support the author’s claim.

5. Do you agree or disagree with the main argument of the writer? Explain your answer.
Although the text gave reliable and valid evidence on what is trying to prove, that teachers and
students should not be friends on Facebook, I do not fully agree with the argument since they did not
mention about the positive side. Facebook help both teachers and students in sending their
messages regarding something related to academic. It is easier for them to communicate and
approach each other on social media, especially for clarification. That is why they should give at least
an alternative if they will not allow teachers to be friends with students on Facebook. Yes, as what
have mentioned in the text, it will be difficult for the teacher to discipline the student when they are
kind of personally acquainted, but it is up to the teachers how they will control or put limitations in
communicating with their students, and it is also up to both of them if they will protect their privacy
from each other. Also, our teachers act as our second parents and some students treat or see them
as their real parents. That is why they should decide carefully in erasing the borders between them.
WHAT I CAN DO (Task 6 Modified)
Directions: Read the selection found below following the steps of critical reading. With your group, present
how to read this text critically in a step-by-step powerpoint presentation.
Why Teachers Should Not Be Facebook Friends with Students
Since the times when Facebook and other social media networks gained popularity, the word ―friends
has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates
and messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so
on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen
only once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming
that virtual friendship will help make studying more fun and simple. However, there are strong reasons behind
teachers’ decisions not to add students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in these terms than teenagers. Through
Facebook and other social media platforms, students might learn details from the lives of their teachers which
they are not supposed to learn: information about intimate relationships, vacations, and so on. This does not
mean a teacher has no right to spend time the way he or she wants, and share information about it; it means that
before doing this, teachers have to consider the possible effect and the consequences of such sharing (KidsSafe
Foundation). This connection works both ways though: a teacher might use Facebook to see the details of their
students’ most recent party on campus, for example. Needless to say that instead of making relationships
between teachers and students easier, such exposure only makes them more intense: both teachers and students
become vulnerable, and bear more risks or harassment of different kinds. This problem logically transforms into
disciplinary issues. The teacher-student relationship is often built on a hierarchical basis: students recognize
their teacher as an outsider imbued with certain authority; this is a natural border helping establish discipline.
However, by becoming digital friends with their students, teachers exhaust these borders and may lose
authority. It becomes more difficult for them to discipline and reason with students, because they are (kind of)
personally acquainted, and have a (sort of) relationship beyond the classroom. Besides, students with personal
Facebook relationships with their teachers could be given extra credits or benefits in terms of studying
(Patch.com).
Erasing borders between teachers and students might lead to unexpected and inappropriate
consequences, including sexual relationships, which is not just illegal, but also considered immoral by many
people. Cases of such relationships are numerous; for example, in 2013, a former cheerleader and a high school
teacher, Sarah Jones, pleaded guilty to having sex with a 17-yearold student, Cody York, who was careless
enough to upload photos of himself and his teacher on Facebook. These photos went viral, causing a scandal
and drawing attention to the problem of student-teacher relationships once again (The Current). It does not
mean that Facebook relationships usually transform into personal or sexual ones; it means, however, that
relationships beyond the borders established by a society might end up in an unexpected and inappropriate way
that can hurt both a student and a teacher. There exist at least several significant reasons why teachers should
not add their students as friends on Facebook. One of them is privacy concerns: teachers who share their lives
on Facebook—as well as students doing the same—cannot feel safe knowing their posts might be seen by the
wrong audience. Also, erasing borders between students and teachers might not only lead to a drop of
discipline, but sometimes transform into personal relationships, which usually tends to end up in a scandalous
and/or painful way. Therefore, teachers and students should keep a certain distance, and communicate mostly
within the limits of studying.
WHAT I CAN DO (Task 6 Modified)
Directions: Read the selection found below following the steps of critical reading. With your group, present
how to read this text critically in a step-by-step powerpoint presentation.
Why Teachers Should Not Be Facebook Friends with Students
Since the times when Facebook and other social media networks gained popularity, the word ―friends
has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates
and messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so
on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen
only once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming
that virtual friendship will help make studying more fun and simple. However, there are strong reasons behind
teachers’ decisions not to add students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in these terms than teenagers. Through
Facebook and other social media platforms, students might learn details from the lives of their teachers which
they are not supposed to learn: information about intimate relationships, vacations, and so on. This does not
mean a teacher has no right to spend time the way he or she wants, and share information about it; it means that
before doing this, teachers have to consider the possible effect and the consequences of such sharing (KidsSafe
Foundation). This connection works both ways though: a teacher might use Facebook to see the details of their
students’ most recent party on campus, for example. Needless to say that instead of making relationships
between teachers and students easier, such exposure only makes them more intense: both teachers and students
become vulnerable, and bear more risks or harassment of different kinds. This problem logically transforms into
disciplinary issues. The teacher-student relationship is often built on a hierarchical basis: students recognize
their teacher as an outsider imbued with certain authority; this is a natural border helping establish discipline.
However, by becoming digital friends with their students, teachers exhaust these borders and may lose
authority. It becomes more difficult for them to discipline and reason with students, because they are (kind of)
personally acquainted, and have a (sort of) relationship beyond the classroom. Besides, students with personal
Facebook relationships with their teachers could be given extra credits or benefits in terms of studying
(Patch.com).
Erasing borders between teachers and students might lead to unexpected and inappropriate
consequences, including sexual relationships, which is not just illegal, but also considered immoral by many
people. Cases of such relationships are numerous; for example, in 2013, a former cheerleader and a high school
teacher, Sarah Jones, pleaded guilty to having sex with a 17-yearold student, Cody York, who was careless
enough to upload photos of himself and his teacher on Facebook. These photos went viral, causing a scandal
and drawing attention to the problem of student-teacher relationships once again (The Current). It does not
mean that Facebook relationships usually transform into personal or sexual ones; it means, however, that
relationships beyond the borders established by a society might end up in an unexpected and inappropriate way
that can hurt both a student and a teacher. There exist at least several significant reasons why teachers should
not add their students as friends on Facebook. One of them is privacy concerns: teachers who share their lives
on Facebook—as well as students doing the same—cannot feel safe knowing their posts might be seen by the
wrong audience. Also, erasing borders between students and teachers might not only lead to a drop of
discipline, but sometimes transform into personal relationships, which usually tends to end up in a scandalous
and/or painful way. Therefore, teachers and students should keep a certain distance, and communicate mostly
within the limits of studying.
WHAT I CAN DO (Task 6 Modified)
Directions: Read the selection found below following the steps of critical reading. With your group, present
how to read this text critically in a step-by-step powerpoint presentation.
Why Teachers Should Not Be Facebook Friends with Students
Since the times when Facebook and other social media networks gained popularity, the word ―friends
has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates
and messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so
on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen
only once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming
that virtual friendship will help make studying more fun and simple. However, there are strong reasons behind
teachers’ decisions not to add students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in these terms than teenagers. Through
Facebook and other social media platforms, students might learn details from the lives of their teachers which
they are not supposed to learn: information about intimate relationships, vacations, and so on. This does not
mean a teacher has no right to spend time the way he or she wants, and share information about it; it means that
before doing this, teachers have to consider the possible effect and the consequences of such sharing (KidsSafe
Foundation). This connection works both ways though: a teacher might use Facebook to see the details of their
students’ most recent party on campus, for example. Needless to say that instead of making relationships
between teachers and students easier, such exposure only makes them more intense: both teachers and students
become vulnerable, and bear more risks or harassment of different kinds. This problem logically transforms into
disciplinary issues. The teacher-student relationship is often built on a hierarchical basis: students recognize
their teacher as an outsider imbued with certain authority; this is a natural border helping establish discipline.
However, by becoming digital friends with their students, teachers exhaust these borders and may lose
authority. It becomes more difficult for them to discipline and reason with students, because they are (kind of)
personally acquainted, and have a (sort of) relationship beyond the classroom. Besides, students with personal
Facebook relationships with their teachers could be given extra credits or benefits in terms of studying
(Patch.com).
Erasing borders between teachers and students might lead to unexpected and inappropriate
consequences, including sexual relationships, which is not just illegal, but also considered immoral by many
people. Cases of such relationships are numerous; for example, in 2013, a former cheerleader and a high school
teacher, Sarah Jones, pleaded guilty to having sex with a 17-yearold student, Cody York, who was careless
enough to upload photos of himself and his teacher on Facebook. These photos went viral, causing a scandal
and drawing attention to the problem of student-teacher relationships once again (The Current). It does not
mean that Facebook relationships usually transform into personal or sexual ones; it means, however, that
relationships beyond the borders established by a society might end up in an unexpected and inappropriate way
that can hurt both a student and a teacher. There exist at least several significant reasons why teachers should
not add their students as friends on Facebook. One of them is privacy concerns: teachers who share their lives
on Facebook—as well as students doing the same—cannot feel safe knowing their posts might be seen by the
wrong audience. Also, erasing borders between students and teachers might not only lead to a drop of
discipline, but sometimes transform into personal relationships, which usually tends to end up in a scandalous
and/or painful way. Therefore, teachers and students should keep a certain distance, and communicate mostly
within the limits of studying.
WHAT I CAN DO (Task 6 Modified)
Directions: Read the selection found below following the steps of critical reading. With your group, present
how to read this text critically in a step-by-step powerpoint presentation.
Why Teachers Should Not Be Facebook Friends with Students
Since the times when Facebook and other social media networks gained popularity, the word ―friends
has evolved. Along with the traditional meaning, it also started to mean people whom you get online updates
and messages from, whom you inform about your recent activities, whom you get in touch with virtually, and so
on. At the same time, a ―friend on Facebook can actually be a random person, a stranger whom you have seen
only once or twice. People add new ―friends easily; this is related especially to teenagers and students, who
tend to ―friend everyone they meet, including their teachers. Some people see it as a positive sign, assuming
that virtual friendship will help make studying more fun and simple. However, there are strong reasons behind
teachers’ decisions not to add students as friends on Facebook or other social media platforms. The most
significant concern is privacy, and perhaps teachers are more vulnerable in these terms than teenagers. Through
Facebook and other social media platforms, students might learn details from the lives of their teachers which
they are not supposed to learn: information about intimate relationships, vacations, and so on. This does not
mean a teacher has no right to spend time the way he or she wants, and share information about it; it means that
before doing this, teachers have to consider the possible effect and the consequences of such sharing (KidsSafe
Foundation). This connection works both ways though: a teacher might use Facebook to see the details of their
students’ most recent party on campus, for example. Needless to say that instead of making relationships
between teachers and students easier, such exposure only makes them more intense: both teachers and students
become vulnerable, and bear more risks or harassment of different kinds. This problem logically transforms into
disciplinary issues. The teacher-student relationship is often built on a hierarchical basis: students recognize
their teacher as an outsider imbued with certain authority; this is a natural border helping establish discipline.
However, by becoming digital friends with their students, teachers exhaust these borders and may lose
authority. It becomes more difficult for them to discipline and reason with students, because they are (kind of)
personally acquainted, and have a (sort of) relationship beyond the classroom. Besides, students with personal
Facebook relationships with their teachers could be given extra credits or benefits in terms of studying
(Patch.com).
Erasing borders between teachers and students might lead to unexpected and inappropriate
consequences, including sexual relationships, which is not just illegal, but also considered immoral by many
people. Cases of such relationships are numerous; for example, in 2013, a former cheerleader and a high school
teacher, Sarah Jones, pleaded guilty to having sex with a 17-yearold student, Cody York, who was careless
enough to upload photos of himself and his teacher on Facebook. These photos went viral, causing a scandal
and drawing attention to the problem of student-teacher relationships once again (The Current). It does not
mean that Facebook relationships usually transform into personal or sexual ones; it means, however, that
relationships beyond the borders established by a society might end up in an unexpected and inappropriate way
that can hurt both a student and a teacher. There exist at least several significant reasons why teachers should
not add their students as friends on Facebook. One of them is privacy concerns: teachers who share their lives
on Facebook—as well as students doing the same—cannot feel safe knowing their posts might be seen by the
wrong audience. Also, erasing borders between students and teachers might not only lead to a drop of
discipline, but sometimes transform into personal relationships, which usually tends to end up in a scandalous
and/or painful way. Therefore, teachers and students should keep a certain distance, and communicate mostly
within the limits of studying.
Jabagat, Airene F. XI - Mendel
MSHS – STEM Reading and Writing Skills

What’s More – Task 4

Introduction
 Title of the Novel
 Thesis Statement
 Genre
 Writer’s Objective for the Book Review
 Author’s Information

Body
 Features of the Novel/Article/Book
 Major Findings or Claims
 Methods or Approached Used

Conclusion
 Overall Impression of the Work
 Scholarly Value of the Article/Book
Kadusale, Mars Rodie S. XI-Mendel
MSHS – STEM Reading and Writing Skills
 My Claim My Counterclaim
I believe that... I understand, however...

Homework should be required There should be a justifiable limit to homework

for every student, every night. on the account of child development stages.

Students should learn to drive at a legal age with a Students should be able to drive at
viable permit issued by the government. a younger age.

Students should have access to Students should establish their own virtual
social media during the school boundaries in the digital age.
day.

The number of school days should not exhaust The school days should be longer.
learners’ time for experiential learning outside the
school premises.

GRADE 11 – MENDEL READING AND WRITING SKILLS

OUTPUTS

NAMES Module 1 – Module 2 - Module 3 - Module 5 - 03/ Module 6 - Module 7 - Notebook -

03/ 06/ 23 03/ 15/ 23 03/ 17/ 23 22/ 23 04/04/23 04/ 05/ 23 04/18/23
(Peer review) (Characteristi (Political (Why Teachers (Every Claim (What’s
cs of a critical Disputes) Should Not Be Has A More -Task
reader – By Facebook Counterclai 4)
pair) Friends with m)
Students)
Boys

Acabal, Richard Ed Nexuz

A.
Acabal, Venz A.
Acosta, Dhan Christian A.
Aliñabo, Emmanuel III C.
Amahit, Vince Lawrence A.
Arac, Genesis A.
Bernardino, Vj Charles O.
Bohol, Jahleel Vhon A.
Kadusale, Mars Rodie S.
Kilat, Jeoff Gerard L.
Martos, Emmanuel Narciso
Q.
Miasco, Asaph Jay F.
Narciso, Nickler C.
Pileo, Noriel Vince S.
Sigasig, James Azrel T.
Toledo, John Allen N.
Girls
Abrasado, Abegail Fritz K.
Aguas, Jasmin
Alpas, Sandra Faith A.
Bajar, Franz Marielle C.
Bajar, Rabi Niña
Blaza, Juliana Marie V.
Cadiz, Andrea Mae G.
Condiman, Kristhal Sid S.
Dimaculangan, Mariel B.
Ebanales, Pia A.
Go, Gem Kristly C.
Gutang, Marifel
Jabagat, Airene F.
Kadile, Winde Jean C.
Ostia, Angelika Maria A.
Palumar, Sandy C.
Pancho, Rheagil Danjelyn C.
Sy, Clarabel Ivana S.

GRADE 11 – MENDEL READING AND WRITING SKILLS

OUTPUTS

NAMES Module 1 – Module 2 - Module 3 - Module 5 - 03/ Module 6 - Module 7 - Notebook -

03/ 06/ 23 03/ 15/ 23 03/ 17/ 23 22/ 23 04/04/23 04/ 05/ 23 04/18/23
(Peer review) (Characteristi (Political (Why Teachers (Every Claim (What’s
cs of a critical Disputes) Should Not Be Has A More -Task
reader – By Facebook Counterclai 4)
pair) Friends with m)
Students)
Boys

Acabal, Richard Ed Nexuz

A.
Acabal, Venz A.
Acosta, Dhan Christian A.
Aliñabo, Emmanuel III C.
Amahit, Vince Lawrence A.
Arac, Genesis A.
Bernardino, Vj Charles O.
Bohol, Jahleel Vhon A.
Kadusale, Mars Rodie S.
Kilat, Jeoff Gerard L.
Martos, Emmanuel Narciso
Q.
Miasco, Asaph Jay F.
Narciso, Nickler C.
Pileo, Noriel Vince S.
Sigasig, James Azrel T.
Toledo, John Allen N.
Girls
Abrasado, Abegail Fritz K.
Aguas, Jasmin
Alpas, Sandra Faith A.
Bajar, Franz Marielle C.
Bajar, Rabi Niña
Blaza, Juliana Marie V.
Cadiz, Andrea Mae G.
Condiman, Kristhal Sid S.
Dimaculangan, Mariel B.
Ebanales, Pia A.
Go, Gem Kristly C.
Gutang, Marifel
Jabagat, Airene F.
Kadile, Winde Jean C.
Ostia, Angelika Maria A.
Palumar, Sandy C.
Pancho, Rheagil Danjelyn C.
Sy, Clarabel Ivana S.

GRADE 11 – MENDEL READING AND WRITING SKILLS

OUTPUTS

NAMES Module 1 – Module 2 - Module 3 - Module 5 - 03/ Module 6 - Module 7 - Notebook -

03/ 06/ 23 03/ 15/ 23 03/ 17/ 23 22/ 23 04/04/23 04/ 05/ 23 04/18/23
(Peer review) (Characteristi (Political (Why Teachers (Every Claim (What’s
cs of a critical Disputes) Should Not Be Has A More -Task
reader – By Facebook Counterclai 4)
pair) Friends with m)
Students)
Boys

Acabal, Richard Ed Nexuz

A.
Acabal, Venz A.
Acosta, Dhan Christian A.
Aliñabo, Emmanuel III C.
Amahit, Vince Lawrence A.
Arac, Genesis A.
Bernardino, Vj Charles O.
Bohol, Jahleel Vhon A.
Kadusale, Mars Rodie S.
Kilat, Jeoff Gerard L.
Martos, Emmanuel Narciso
Q.
Miasco, Asaph Jay F.
Narciso, Nickler C.
Pileo, Noriel Vince S.
Sigasig, James Azrel T.
Toledo, John Allen N.
Girls
Abrasado, Abegail Fritz K.
Aguas, Jasmin
Alpas, Sandra Faith A.
Bajar, Franz Marielle C.
Bajar, Rabi Niña
Blaza, Juliana Marie V.
Cadiz, Andrea Mae G.
Condiman, Kristhal Sid S.
Dimaculangan, Mariel B.
Ebanales, Pia A.
Go, Gem Kristly C.
Gutang, Marifel
Jabagat, Airene F.
Kadile, Winde Jean C.
Ostia, Angelika Maria A.
Palumar, Sandy C.
Pancho, Rheagil Danjelyn C.
Sy, Clarabel Ivana S.