Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE- PRESIDENT FOR BRANCHES AND SATELLITE CAMPUSES
SANTA ROSA CAMPUS

BACHELOR OF SECONDARY EDUCATION

MAJOR IN ENGLISH, MATHEMATICS AND FILIPINO

BACHELOR IN BUSINESS TEACHER EDUCATION

MAJOR IN TECHNOLOGY AND LIVELIHOOD EDUCATION

Course Title: THE TEACHING PROFESSION

Course Code: EDUC 30023

Course Credit: 3 units/3 hours a week

Pre-Requisite: NONE

Enhanced by:

FRAULO FER D. MARCELO, LPT, MAEd

Subject Facilitator

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 UNIT 1 –TEACHING AS A PROFESSION and THE TEACHER

OVERVIEW:
“To teach is to touch a life forever” is one of the best quotations about teaching because
as a profession, teaching demands the total commitment of a teacher to total transformation of
the learners. A great teacher loves educating students, seeks to inspire students in all aspects of
their lives, and teaches them through experiences and commitment how to realize their full
potential to become the best they can be. There should be a continuous development of the
teachers’ potential for a satisfying life as a person and as a member of the community. Teachers
play a crucial role in the continuous development of society as it tries to meet the challenges of
the tines; thus, teachers develop the rare passion for teaching that makes it above any other
divine profession. To be the best educator is the principal goal of many teachers; thus, teachers
give their best in performing their roles because to most of them, the success of every learner is
their success.

LEARNING OUTCOMES: After successful completion of this unit, you should be able to:
1. Generate concepts and ideas on Teaching as profession and the Teacher
2. Describe the professional and personal attributes of a teacher
3. Identify the teacher’s 21st century skills and competencies
4. Identify the qualities of a teacher in a global education
5. Describe the roles of teachers in the multi-Cultural classes

COURSE MATERIALS:
In this modern day, the word “teaching” and “teachers” are always associated with schooling
and schools. Teachers do the teaching of the learners in schools. Thus, it is the job of the teacher
to teach learners. How? By imparting knowledge, or instructing (someone) as to how to do
something or cause someone to learn or understand something by example or experience. Thus,
teaching here is described as a job, an occupation of a teacher. And when it is an occupation, it
becomes means to earn a living.

Lesson 1a. DIFFERENT VIEWS ON TEACHING as a PROFESSION

However, to many teachers, teaching is not just a job or a paid occupation. Most of the time,
teachers become class advisers, class counsellors, parent surrogates, coaches in academic
contests, event coordinators for the school, and a special public relation officers for the
community. Teaching as a profession demands total commitment of a teacher to shape the
character and the future of the learner and to transform the learner into a meaningful citizen of
the world where he lives. Teaching does not stop as fulfilling the role of imparting knowledge,
skills and attitudes for it demands more. To do this, teachers must attend to the learners’ needs,
experiences, feelings, aspirations or dreams to succeed in life and to make interventions so that
they learn particular things and go beyond the given. (https://infed.org:education, community
building and change). Teachers are always called to serve as chairman, administrators or
watchers during election periods, examiners for professional board exams, and initiators of

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community linkages with less and delayed pay or sometimes no pay at all. That is why teaching
is considered the most exalted form of social services and the noblest profession.

One may also view Teaching as a “science and an art”. Like science, teaching needs body of
knowledge—scientifically, philosophically, socially, etc. --- because this body of knowledge is
what the teachers transfer to the learners as part of imparting of knowledge and competencies. It
is based on the “cause and effect relationship between teaching and learning”. In order to update,
expand and enhance the body of knowledge, teachers do a lot of simple/complex researches,
attending seminars-workshops, updating their skills in rapid changes of technology, and the like.
The art of teaching calls for the creativity, resourcefulness, industriousness, among others, to find
means to deliver the knowledge or build competencies among learners. When a teacher starts
teaching in front of the students, she/he needs to act—give gestures, have good facial
expressions, and teach with emotions plus making creative, one-of-a-kind audio-visuals or
instructional materials. These are the “art” part of teaching.

Teaching involved various activities associated with teaching – learning process. Employing
different approaches, methods/strategies, and techniques to make students acquire the
knowledge, develop the skills and internalize values/attitudes are the most mind and heart blowing
experiences of the teachers. Not to mention the mechanical works of making and checking
quizzes and good examinations for assessment of learning of students, preparing reports to be
submitted, home-visitations and doing all other interventions for the students to learn the particular
things.

Teaching is the responsibility of the Teacher; while Learning is the responsibility of the
Students. The main function of a teacher is instructions—to teach is the work of the teachers. As
mentioned, teachers do a lot of interventions for the students to learn. But some students care
less of what their teachers are doing and just go to school for the sake of going to school.
Whatever is their reason, teachers still have that patience to do the teaching. Thus, it is now the
responsibility of the students to do their share to learn. What are your responsibilities as learners?

Lesson 1b. THE TEACHER

We mentioned that behind the profession of teaching are the Teachers who are given the
duty to transform the students’ knowledge, competencies, and attitudes. Thus, how do we
describe a teacher? In the code of Ethics for Professional Teachers, it clearly defined a
professional teacher and its broad requirements:

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 Teachers are duly licensed professionals--who undergone prolonged training and formal
qualifications (minimum of 4-years Bachelor’s degree; and must passed the Licensure
Examination administered by the Philippine Regulation Commission). In all levels of education,
teachers are encouraged to pursue their education beyond Bachelor’s degree, but all are required
to pass the Licensure Examination especially in Government Educational Institutions.
Teachers possess dignity and reputation with high moral values. This is the most difficult
quality a teacher must have because teachers are the role models of society --since they always
integrate the moral values of the lessons to the students and instill good character traits among
the learners. They are one of the most trusted people among professionals because teachers are
always called upon to administer professional licensure examinations, and watch & conduct the
election process of the country. They must have that good reputation in the community, with high
moral values – no vices, no monkey-business, no corruptions, etc.
Teachers are expected to have technical and professional competence that includes the
competencies and skills in the field of specialization (technical). Professional competencies imply
the teacher’s broad knowledge, expertise, wisdom, skills, and proficiency in a certain field of
specialization (Professional Ethics by Gualdo).

The quotation: To Teach is to Touch Lives Forever” become a reality since we remember our
teachers at times when we can relate our present situations to what we have experienced before
with them. Teachers are the masters inside their classrooms and they are the role models of the
students. This is very evident for the Kinder and Elementary pupils, who looked up their teachers
as somebody who never made mistakes and whom they prefer, in some instances, to believe
than what their parents are saying. Thus, learners behave in response to the teacher’s methods,
techniques, attitudes, and the way she interacts with the students. These interactions have great
impact on their success and achievements of the students. Actually, the best teachers are those
who have good personality and good behavior towards their students; thus creating harmonious
rapport between teachers & students inside the class room. (The Impact of Teacher’s Personality
and Behavior on Students’ Achievement By Dr. Karima Maazouzi, 2019. Global Journal
of HUMAN-SOCIAL SCIENCE: Linguistics & Education Volume 19 Issue 9 Version 1.0 Year
2019Type: Double Blind Peer Reviewed International Research Journal Publisher: Global
Journals).

READINGS

What are your teaching fundamentals? By Suzanne Farrel Smith. January 31, 2018. Retrieved
from https://www.edutopia.org/article/what-are-your-teaching-fundamentals

Teaching as a Profession: All You Need to Know by Shruti Verma | Mar 27, 2020. Retrieved
from https://idreamcareer.com/blog/teaching-as-a-profession/

The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research
for Better Teaching, Inc. USA
Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store

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Lesson 2: TEACHERS’ QUALITIES OR ATTRIBUTES

Teacher’ personality traits are much important and influential than just academic intelligence.
The way in which the teacher’s personality interacts with the students’ personality help to
determine the kind of behavior which emerges from the learning situations. Therefore, what do
you need for a teaching career? Educational Institutions, especially in basic education both public
and private, require its teachers to prepare lesson plans to be used in while teaching. A good,
well-prepared lesson plans served as a guide to teachers so that focus on the delivery of the
subject matter will be ensured. Of course, execution or implementation of what is in the lesson
plan is another story and will determine the effectiveness of teaching. Added to lesson plan, the
following are ones needed to prepare before going to teaching career:

1. Teacher’s Professional and Personal Qualities

2. The preparation for the Subject Matter
3. The maintenance of the Classroom Management
Teacher’s Personality is divided into two: Professional Image and Personal qualities.
Professional image means the image that one projects about themselves based upon
appearance and reputation. It may include the way that you dress, the way you speak, the way
you respond to others, and the way that others speak about you. In teaching, Professional
qualities/image also pertain to: mastery of the subject matter, use of variety of teaching
methods/strategies, techniques, utilizing good assessment tools, providing conducive
environment for learning and the kind of discipline the teachers give to the students.
While personal qualities pertain to the teachers’ attitudes, character traits, and values. These
may include Fear in God, Honesty, Dignity, Integrity, commitment, devotion to work, loyalty to the
school and to the duties needed to perform, compassionate, patient, industrious, resourceful, fair,
friendly, etc. Personal qualities call for teachers’ ability to maintain rapport with the students that
will inspire or motivate the learners to succeed in life.
Preparation of the subject matter embraces its mastery as well as broad knowledge of other
field of specialization and its relevance to the main topic, using variety of classroom activities,
making the subject matter meaningful to the students, giving reviews and drills, and preparing
appropriate instructional materials as well as providing appropriate assessment tools. Further,
subject matters should be well-planned by giving good assignments and giving relevant questions
and answers to and from students.
Classroom environment is one of the most important factors affecting student learning. It is
the kind of environment every teacher should create to maximize instructional time, help students
feel secure and supported, and motivate them to learn and succeed. Providing and maintaining
environment conducive to learning and classroom management is best achieved if there is a
consistent adherence to classroom rules, policies, or discipline; observing classroom traffic, good
seating arrangements, handling or distributing instructional materials, good ventilation and
lightings, good classroom layout, cleanliness, orderliness, and even the colors of the walls and its
decorations should be carefully chosen. Such environment provides relevant content, clear
learning goals and feedback, opportunities to build social skills, and strategies to help students
succeed. (Weimer, 2009).

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READINGS:
Qualities of a Great Teacher. Logan Seth. April 12, 2019. Retrieve from
https://uppartnership.org/9-qualities-of-a-great-teacher-and-how-they-affect-student-learning-
outcomes/

Teacher-Student Relationships by Lou Whitaker, Ed. D. April 14, 2015. Retrieve from
https://meteoreducation.com/teacher-student-relationships/
The Key to Effective Classroom Management. Youki Terada February 27, 2019. Retrieve
from https://www.edutopia.org/article/key-effective-classroom-management

The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research
for Better Teaching, Inc. USA
Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store

LESSON 3: THE 21ST CENTURY TEACHER

Rapid and recent technology have affected many areas of our lives such as the way we
communicate, collaborate, learn and teach. Those advances necessitate an expansion of our
vocabulary, producing definitions, utilizing modern gadgets, changing approaches to teaching and
learning a wider scope in the field of specialization. Obviously, teaching in the 21 st century means
adapting different modes of teaching and learning, adapting interventions, and adapting to new
technologies for the betterment of both teaching-learning process.
(https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher)

A good 21st century teacher is aware of the career opportunities that will be in the coming
years for their students, and are always advocating towards forward thinking and planning to
ensure all students will not be left behind. (https://safsms.com/blog/21st-century-
teacher/#:~:text=The%2021st%20century%20teacher%20is,and%20adapt%20to%20new%20te
chnology.). To be a modern, 21st-century teacher, there are a few useful skills that one will need
to have. It is not just about patience, even though that is the number one skill on the list. Below
are the skills for 21st century teachers according to Corpuz, B. et.al.:

Effective Communication Skills include competency in written, oral, and interactive

communications. Both teachers and students should possess these skills to be able to
communicate not only with students but also to their parents and other stakeholders as well.
Almost all of the day is spent communicating with students and staffs; therefore, teachers should
be able to talk clear and concise, open minded, good listener and be sensitive to cultural
differences when communicating.

Part of effective communication skills is the ability of the teachers and students to work together
as team and collaborate with others. This will open windows to visible thinking, unlock learning
using multiple interpretation and explanation, allows for the development of active listening and
thoughtful interaction, and builds powerful skills that promote inquiry and problem solving.

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 Effective Communication Skills include competency in written, oral, and interactive
communications. Both teachers and students should possess these skills to be able to
communicate not only with students but also to their parents and other stakeholders as well.
Almost all of the day is spent communicating with students and staffs; therefore, teachers should
be able to talk clear and concise, open minded, good listener and be sensitive to cultural
differences when communicating.

Part of effective communication skills is the ability of the teachers and students to work together
as team and collaborate with others. This will open windows to visible thinking, unlock learning
using multiple interpretation and explanation, allows for the development of active listening and
thoughtful interaction, and builds powerful skills that promote inquiry and problem solving.

Information, Media and Technology skills call for the ability of the teachers and students to
access and evaluate information, use and manage information and apply technology effectively.
In this “new normal” situation and under “covid19 pandemic”, education sectors are prohibited to
conduct “face to face” approach of teaching and learning. Thus, the use of technologies plays a
very important role in delivering the lessons to learners. Both teachers and students should be
able to be well-versed in technology and manipulate effectively their electronic gadgets;
otherwise, each will be left behind to what the technology can offer.

Life and career skills is the ability to cope up the complex life and work environments. Here
teachers and students should be able to adapt to change, manage goals and time, be self-directed
learners, and at the same time effectively interact with others and work effectively in diverse
teams.

Learning Innovation skills are the skills that separate students who are prepared for an
increasing complex life and work environment than those who are not. This actually is the
culmination of the 4C’s (critical thinking, creativity, communication, and collaboration). Learning
and innovation skills need to be fully integrated into classrooms, schools, and around the world
to produce citizens and employees adequately prepared for the 21 st century.
(https://canvas.instructure.com/courses/1578887/pages/importance-of-21st-century-learning-and-innovation-
skills?module_item_id=22867715)

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Lesson 4. THE GLOBAL TEACHER AND THE MULTI-CULTURAL CLASSES

Aligned with the skills of teachers in the 21 st century is the ability of the teachers who are
globally competitive and able to handle multi-cultural classes. A global teacher is one who met
the competencies and skills of the 21st century teachers discussed earlier. In addition, a globally
competent teacher has knowledge of the world, critical global issues, their local impact, and the
cultural backgrounds of learners; manifests intercultural sensitivity and acceptance of difference;
incorporates this knowledge and sensitivity into classroom practice; and, develops the skills to
foster these dispositions, knowledge, and performances in learners. (© NAFSA: Association of
International Educators, 2015.) Further, global teachers are those who are active participants in
various exchange program in education, are knowledgeable of K to 12 programs of various
countries, have good community link, and are effective classroom managers.

Are global teachers the only teachers who can teach in a multicultural class? No, this is a
misconception. A multicultural class is one in which both teachers and students are accepting all
races, cultures, and religions. The acceptance is evidenced by the books that are read, the
activities that are completed, and the lessons that are taught. ((www.igi-global.com › dictionary ›
multicultural-classroom). Therefore, an ordinary classroom where teachers and students with
diverse background, (family, socio-economic status, sex, religions, and race) gather but were
equally valued, accepted, and respected by each member is already having a multicultural
classroom.

Teachers should prepare students to be global citizens by helping them understand the
pressing issues our current and future leaders face: hunger, poverty and conflict around the world;
climate change; inequitable access to education, medical care, jobs, human rights protections,
and clean water. To instill in students the desire to tackle these problems, teachers must first
display their own commitment to a better world. The ultimate goal for advanced globally
competent teachers is to lead students to act on these issues. However, if you’re donating your
time or money to charitable organizations, or even just attempting to reduce your impact on the
environment (through reusing/recycling, reducing your meat consumption, conserving water or
energy, e.g.), then you are on your way to becoming a globally competent teacher. Through taking
action on global issues, you model to students how they, too, can make a difference, no matter
how young they are.

A global, multicultural teacher uses multicultural approach in delivery of the subject matter,
promotes good human relationship, and promotes social reforms and cultural change, We must
learn to accept and get along with all cultures, races, and religions in order to become productive
citizens of the world. It is the teachers’ job to prepare the students for the real world, and the real
world is a multicultural one.

READINGS:

Teaching Profession. Bilbao, Purita P. et al. 2015. Lorimar Publishing Inc.

Teaching Profession. Lim, Loudes S. et al. 2014. Adriana Publishing Co. Inc,

The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research
for Better Teaching, Inc. USA

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Characteristics of 21st Century Teacher. Retrieved from:
https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

Importance of 21st Century Learning and Innovation Skills. Retrieved from:

https://canvas.instructure.com/courses/1578887/pages/importance-of-21st-century-learning-
and-innovation-skills?module_item_id=22867715

Characteristics of Globally Competent Teachers. Retrieved from:

https://blogs.edweek.org/edweek/global_learning/2015/08/the_top_10_characteristics_of_global
ly_competent_teachers.html

Becoming a globally competent teacher. Retrieved from

https://www.k12insight.com/trusted/becoming-a-globally-competent-teacher/

Multicultural-classroom. Retrieved from: www.igi-global.com › dictionary › multicultural-

classroom

What is a Multicultural Classroom? Retrieved from:

https://www.academia.edu/7841668/What_is_a_multicultural_classroom#:~:text=What%20is%2
0a%20multicultural%20classroom%3F,the%20lessons%20that%20are%20taught.

WATCH:

Teaching young children in a multicultural classroom.

https://study.com › academy › lesson › teaching-young-children-in-multicult... (video)

Competencies for teaching in Multicultural Classrooms.

https://www.youtube.com/watch?v=MwM7kYUGUzA (video).

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 UNIT II –PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION AND
THE FOUR PILLARS OF EDUCATION/LEARNING

OVERVIEW:
Education must be supported with strong foundations to achieve quality of education. On the
part of the teachers, “Principles of Teaching” are their guides. Teaching principles help teachers
develop insights on their strengths and weaknesses that may provide information pertaining to
teaching. The famous dictum of Froebel, stated that “All learning comes through self-activity”
gave expression that self-activity is the great and fundamental principle in education. It underlies
all forms of learning, whether the directed outcomes are knowledge, ability, habit, skill or attitude.
The emphasis is based on the learning process not on the subject matter. Finding out what goes
on in the mind of learner must be made the starting point in every teaching principle.
On the part of the students, the Four Pillars of Education/Learning will be the guiding
frameworks to take their journey from continuous learning throughout their life. Four Pillars of
Education/learning is proposed as framework to understand what students need to acquire and
develop in themselves. It is defined to be “learning that allows the students to take journey from
continuous learning throughout life.”

LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to:
1. Explain the Six Fundamental principles underlying effective Instructions
2. Give situations that would apply the six fundamental principles underlying effective
instructions
3. Articulate the four pillars of learning in the achievement of the goals and quality of
education in the country
4. Cite situations and classroom activities needed to apply the pillars of education.

COURSE MATERIALS:
Lesson 5- FUNDAMENTAL PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION
Principles are used in different senses; but it is important to note that whatever it may refer to,
principles, in teaching, are chief guides to make teaching and learning effective and productive.
They are fundamental truth, a comprehensive law, a doctrine, a policy, and a deep-seated belief
which governs the conduct of various types of human endeavors. Teachers must study the
principles of teaching in order that they may better adopt their instructions according to the
learners’ individual capabilities. Remember that teaching is a complex process that may be
understood by making a broad and discerning application of its various principles. During the time
of teaching, teachers should be guided with the fundamental principles for effective instructions.
These are:
1. PRINCIPLE OF CONTEXT – is the analysis of the meaning of the word knowledge from
different perspective. It is the idea that the reader gets from the sentence. Context refers
to words just before or after a certain word sentence that help makes clear what it means.
Applied to learning, it means that instruction can be effective if learning takes place

10
 through situation and circumstances that provide setting materials for the process of
learning to go on. The use of context in teaching helps the learners to be more interested
and have clear understanding of ideas.

2. PRINCIPLE OF FOCUS – means there is a definite area of concentration; there should

be one topic of lesson at a time. Classroom instructions can only be effective if the
teaching process follows a definite path, a specific objective, or a point of emphasis. Focus
will help the learners to fully comprehend the topic for the day; while Teachers are sure of
that they achieved or accomplished their goal in imparting knowledge to the learners.

3. PRINCIPLE OF SEQUENCE – is the effective ordering of a series of learning tasks. It the

movement form meaningless to emergence of meaning; from immediate toward remote, from
concrete toward symbolic. Hence, sequence is a process of transformation from what the
students know going to what they do not know. A good transition of the lesson is important:
moving from simple to complex.

4. PRINCIPLE OF SOCIALIZATION – classroom is viewed as conventionalized setting in which

rule-bound interaction takes place between the learner and the teacher. Instruction depends
upon the social setting in which it is done, and is characterized by: submission, contribution
and cooperation.

5. PRINCIPLE OF INDIVIDUALIZATION - progresses in terms of the learner’s own purposes,

aptitudes, abilities and experimental procedure. Here, teachers should consider the learner’s
differences in mental ability, readiness, physical differences, special abilities, aptitudes and
interests, and work methods. Teachers should act as facilitators and let the student work alone
by himself. Thus, the concept of independent learning will be accomplished at a given time.

6. PRINCIPLE OF EVALUATION - determines whether objectives of instruction have been

carried out and learning or understanding of lesson has taken place. Learning is heightened
by a valid and discriminating appraisal of all its aspects, following these scales of
application thru: direct results only, related to objectives and processes and total learning
process and results. There are at least three types of evaluation that can be use:
Diagnostic, Formative and Summative.

READINGS:

Principles of Effective Instructions by JL de Jesus. August, 2014. Retrieve from:

https://www.slideshare.net/jldejesus7/principles-of-effective-instruction

Principles of Teaching According to Various Authors. Retrieve from:

https://www.academia.edu/39032866/Principles_of_Teaching_According_to_Various_Authors

The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research
for Better Teaching, Inc. USA
Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store

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LESSON 6 – THE FOUR PILLARS OF EDUCATION/LEARNING

“Pillar” is a tall vertical structure of stone, wood, or metal used to support buildings. Just like in
education, it must be supported with strong foundation or posts to achieve quality education.

Education throughout life is based on four pillars: learning to know, learning to do, learning to
live together and learning to be. Its purpose is to promote the formation of the human person in
all his dimension and stage of development; and to make each adult an active builder of his future
and of the future of communities to which he belongs. For individual level, it ensures the
continuous growth of a person; whereas, at the societal and global level, it educates the
individuals as part of the society or global village where they can develop social responsibility
necessary in building a better place to live. It implies that learning is not only for the personal
benefits, needs, aspirations and fulfillment of an individual, but also for the collective and global
good, welfare or progress. (The Philosophy of the Four Pillars. Amirah Ashley Racelis, July 17,
2016). The following pillars are explained briefly:

1. LEARNING TO KNOW

Learning to know simply means acquiring

the needed means to understand body of
knowledge through Concentration, Memory
skills, and Thinking.
Concentration is giving one’s own attention
or thought to a single object or activity.
Memory is the process of recalling what has
been learned and retained from one’s
activities or experiences.
Thinking is the action of using one’s mind to
produce thoughts, decisions, memories, etc.

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 Learning to know presupposes learning to learn that involves the development of knowledge
and skills – literacy, numeracy, and critical thinking-- needed to function in the world.
Students need to develop learn-to learn skills as:
 Reading with comprehension
 Listening
 Observing
 Asking questions
 Data Gathering
 Note Taking and
 Accessing, processing and selecting information

Teacher helps the learners to: (teacher’s role)

 Develop values and skills for searching for knowledge and wisdom
 Learn to learn; one that helps bring outcomes or results
 Acquire a taste for learning throughout life
 Develop critical thinking; gives judgement for improvement
 Acquire tools and processes for understanding
 Develop intellectual curiosity

As a result, the learner is transformed--

 more enlightened,
 more empowered, and
 more enriched

2. LEARNING TO DO

Learning to Do describes putting knowledge and learning into practice innovatively

through skills development, practical know-how, development of competencies, life skills,
personal qualities, aptitudes and attitudes. It is applying learned knowledge in daily life
and able to act responsibly in conflict situations.

Learning to Do is closely related to vocational-technical education and work skills

training and how one progresses through life—from school to the world of work. In order
to learn to live and work together productively and harmoniously, we must first find peace
within ourselves, expand our acceptance and understanding of others and continually
strive towards living the values which enable us to contribute more fully to the development
of peaceful and just society.

Learning to Do entails the acquisition of competence that enable students to deal with
the variety of situations and to work in teams. This is the UNESCO’s perspective—
personal competence: mix of skills and talents and combining certified skills acquire
through technical and vocational training, social behavior, personal initiative and
willingness to take risks. It is a concept where technical skills paired with personal

13
 competence equips man the ability to perform well in his particular work.

3. LEARNING TO LIVE TOGETHER implies that the teacher should help the students
develop an understanding of other people and appreciation of interdependence since we live
in a closely connected world. Teachers should instill among students the awareness of the
similarities and interdependence of all people. The process begins with the development of
inner peace in the minds and hearts of individuals engaged in the search for truth, knowledge
and understanding.

Learning to Live Together involves the development of social skills and values such as
respect and concern for others, social and interpersonal skills and appreciation of the diversity of
the world. Here are the roles of the teacher for this pillar:

 Helps students realize the value of being able to live together in their gradually enlarging
world--home, school, community, town, city, province, country and the world as a global
village;

 Helps students develop self-awareness and self-esteem as well as empathy and respect
for others and requires the capacity for active citizenship,

 Helps the student the development of both local and global identity and ability to
understand others and appreciate diversity and

 Teaching a wide range of knowledge, skills, attitudes and behaviors to interact with others
in just, equitable and empathetic manner.

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4. LEARNING TO BE refers to the development of all the dimensions of the complete person.
This is the all-around development of the whole person to fulfill his highest potential and be able
to think, decide and act independently. The aim of development is the complete fulfillment of man,
in all the richness of his personality, the complexity of his forms of expression and his various
commitments – as individual, member of a family, and of a community. It involves activities that
foster personal development (body, mind and spirit) and contribute to creativity, personal
discovery and an appreciation of the inherent value provided by these pursuits.

Education has its goal of changing a man to become better in every aspect of his life.
In this regard, the aim of development is to make an individual fulfilled and accomplished as an
entity and as a member of his society. The Universal aims of education stated the following:

1. Towards a scientific humanism – based on scientific and technological training.

Objective knowledge, however, must be directed towards action and primarily in the
service of humankind

2. Creativity-preserving one’s own originality and creative ingenuity

3. Towards social commitment-preparing the individual for life in society

4. Towards the complete man – calls for a search for balance among the various
intellectual, ethical, emotional, physical and spiritual components of personality.
(https://www.slideshare.net/DiegoAlecBriones/four-pillars-of-education-cont)

In summary, the four pillars of education / learning are crucial to peace and mutual
understanding by emphasizing the value of education as a manifestation of the spirit of unity. This
systems from the will to live together as active members of a global village and contribute to
attainment of a culture of peace.

READINGS:

Four Pillars of Education, by Diego Alec Briones, Sep 6, 2017. Retrieved from
https://www.slideshare.net/DiegoAlecBriones/four-pillars-of-education-cont

15
Four Pillars of Education. by Rowel Alfonso, 2015. Retrieved from
https://www.slideshare.net/rowel65/four-pillars-of-education-46629194

The Four Pillars of Education, 2014. Retrieved from

https://www.slideshare.net/statisense/the-4-pillars-of-education

WATCH:

Four Pillars of Education

https://www.youtube.com/watch?v=Gnn76cVOWqY

16
 UNIT III – THE TEACHER AND THE EDUCATIONAL PHILOSOPHIES

OVERVIEW:
The word Philosophy comes from two Greek words: Philo means “love” and Sophy means
“wisdom”. Literally, philosophy means “love of wisdom”. It is the quest for truth based on logical
reasoning aside from factual observation of the nature’s diverse events. Individuals’ attitude
toward life, learning, and previous personal experiences inform and shape their set of beliefs; and
these set of beliefs or personal philosophy, make individual continuously search for truth and
knowledge or information which will make him live, work, and interacts with others.
Teachers is no exception for individual seeking for truth and knowledge. It is the teacher’s duty
to prepare the young minds of students with body of knowledge, skills and attitudes. Therefore,
teachers must understand their own personal philosophy in order to provide directions for
students’ destinations for successful life.

LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to:
1. Identify the different philosophies of education
2. Cite the implications of the different philosophies to the teaching-learning process
3. Formulate a personal educational philosophy that would guide teachers in the exercise
of the teaching profession

COURSE MATERIALS
Teachers are mentors and play an active role in the learning process of students. However, to
do that as a teacher, one must have a teaching philosophy of his own. Teaching philosophy is
like a map which provides directions to move ahead and to reach students directions. It is not
possible to make students learn something until the teacher knows why he is teaching and how
he wants to teach. As educator, teachers are required to teach creativity, autonomy, and curiosity
to all students without compromising their intellectual levels. Philosophy also teaches about
unifying each learner and the teacher as one body to ensure harmony. This idea of working
together helps to create a better citizen, who diligently serves the community and keeps checks
of his morality. Through philosophy, a teacher can ensure that students will not only retain his
academic knowledge but also develop a sense of humane values and ethics that will provide a
better upbringing for them to cope in the later years of their life. Thus, studying philosophy is
beneficial and significant for teaching students to learn autonomously.

Lesson 7 – PHILOSOPHIES OF EDUCATION

There are at least eight (8) philosophies that are important in education. In this unit, it will be
divided into two: The major philosophies and the contemporary philosophies. The major
philosophies of education are idealism, realism and pragmatism; while the contemporary
philosophies are perennialism, essentialism, progressivism and social reconstructionism. The

17
descriptions, curriculum, trends and other important information about each philosophy are
discussed on the next page:
A. IDEALISM

Description/Philosophical Theories Educational Theories

**Develop the mind and the self; Believed that Focus/curriculum: develop human virtues,
the spiritual essence is the permanent ethical conduct and political behavior; subject
elements of human nature that gives them the matter essential for mental & moral
power to think and feel. development’ subjects are literature, history,
philosophy and religion
**Acts of knowing takes place in the mind
Trends: provisions for thinking and
**Good and Beauty is consistent with the Good applications of criteria for moral evaluation;
and Beauty in God. lecture using Socratic method of questioning

**It envisions schools that are intellect Teaching-Learning Process: Teacher is

centers of teaching and learning, where intellectually & morally excellent; the students
teachers guide the students to realize their are passive; the school sharpens one’s
intellectual potentials intellectual processes

**the aim of education is to discover and Idealist Teachers believed…

develop each individual's abilities and full moral …the schools are the repositories of eternal
excellence in order to better serve society. truth which have organized the hierarchical
curriculum in education
PROPONENTS OF IDEALISM
…in using Socratic method, asking, probing
PLATO, father of Idealism, espoused this view questions to stimulate consciousness of
about 400 years BC, in his famous book, The students in discovering knowledge
Republic. He believes in order and harmony,
morality, and self-denial. The highest function …Internet can make the great book
of the human soul is to achieve the vision of the accessible to all, but they insist that
form of the good. technology should be the means rather than
the end in transmitting knowledge
GEORGE BERKELEY - argued that the idea of
mind-independent reality is incoherent, …thinking and learning are the process of
concluding that the world consists of the minds bringing latent ideas to consciousness and
of humans and of God. He is best known for the logic is encourage in organizing their lessons
doctrine that there is no material substance that
things, are collections of “ideas” or sensations,
which can exist only in mind and for so long as
they are perceived.

B. REALISM

Description/Philosophical Theories Educational Theories

Focus/curriculum: requires recall,
**believed that the objects we perceive exist explanation, compassion, interpretation and
independently of the mind—whether or not we inference. More on Mathematics and
perceive the objects, they really exist in the Sciences.
world. The world is real and material

18
 Trends: Use problem-solving, inquiry, and
**Test of truth is when the mind is in accord with discovery.
the material object. “To see is to believe”
Teaching-Learning Process: Teachers
**Anything consistent with nature is valuable; know the subjects fully and relates lesson to
standards of value are determined by a reason students’ experiences

**Knowledge is derived from the sense of Schools perceived as changes natural

experiences. evolution toward perfection of order

**Aimed to provide students with essential Students are taught factual information for
knowledge to survive in the natural world. mastery

Enhanced learning thru direct or indirect

PROPONENTS OF REALISM experiences such as: field trips, films, TV,
audio visual aids, computer technology, & use
ARISTOTLE was the leading proponent of of library
realism, the first philosopher to develop a
systematic theory of logic. He believed that to Realist teachers believed ….
understand an object, its ultimate form had to
be understood, which does not change. …teachers should be equipped with a wide
repertoire of methods in teaching to achieve
JOHN LOCKE, believed that all knowledge their goals
Comes to us through experience. He did not
consider man to be a divine creature fixed with …their primary responsibility is to bring
ideas on coming into this world. students’ ideas about the world into reality

…deductive and inductive logic and the

scientific methods are reliable means to
discover knowledge

…inclusion of non-academic activities

interferes with the school’s primary purpose
as a center of disciplinary academic inquiry
and

…use of technology as an aid in learning;

computer program to be as “realistic” and
effective as possible.
C.PRAGMATISM / EXPERIMENTALISM

Description/Philosophical Theories Educational Theories

Focus/Curriculum: Problems of democratic
**Education should be about life and growth.
society as a basis; Use Real-Life Problems;
**Two important elements include practical Subjects which have utility to the students
learning, which focuses on the real-world such as occupational or vocational,
applications of lessons; and experiential language, hygiene, history, physics,
learning, which involves learning through mathematics, sciences, domestic science for
experience, not through simple ideas girls, agriculture for boys, should be
incorporated in the curriculum

19
**Education if not so much teaching the child
but “Learning by doing” makes a person Trends: Demonstration, Experimentation,
creative, confident and cooperative. It is Process or Project method; requires recall,
socialistic in nature. explanation, comparison, interpretation,
inference, problem-solving, inquiry, and
**Pragmatism means action form which the discovery.
words practical and practice have come. It lays
down standards which are attainable. Pragmatic method is an activity-based
method, which is learning through personal
**Pragmatism advocates the experimental experience of the child. The teacher is to
method of science—thus stressing the practical teach his pupils to do rather than to know, to
significance of thought. Experimentalism discover than to collect dry information.
involves the belief that thoughtful actions is in
its nature always a kind of testing of provisional Textbooks and teachers are not so much
conclusions and hypotheses important in pragmatic education. They are
required to suggest problems, indicates the
lines of active solution and then leaves the
PROPONENTS OF PRAGMATISM students to experiment for themselves.

JOHN DEWEY - viewed knowledge as arising

from an active adaptation of the human
organism to its environment. His version of
pragmatism focused on experimental inquiry
and the refinement of practical, philosophic
instruments of ongoing communication.
CHARLES SANDERS PIERCE – first
developed the notion of pragmatism as a
theory of meaning, a way of clarifying terms
used in philosophic debate. He claimed that
when one understands all the conceivable
experimental phenomena, one understands
the definition of that concept.
WILLIAM JAMES – defines truth in terms of
the usefulness of a belief—usefulness of
beliefs are true and useless beliefs are false.
Teaching-Learning Process
 Learning is an individual matter
 Teacher tasked to plan with the class
in order to solve individual or group
problems
 Encourage students to do researches
and apply them to the solutions of a
problem
 Teachers evaluate what was learned,
how it was learned, what was
information occurred and what each
student discover

Pragmatist Teachers believed…

Pragmatist Teachers believed…
…education is an experimental process – a
...communication technologies such as email method of solving problems that challenges
and internet provide opportunities to share people as they interact with the world
ideas, insights and experiences
…children should learn how make difficult
…school is the representative of the greater decisions by considering the consequences
community. Therefore, the school has to of their actions on other
provide for all those activities which constitute
the normal life of the community. It has to
provide for the socialized, free and purposive

20
activities, that train the learners to be useful … students should learn the process of
citizen of the community problem-solving rather than by being passive
learners as knowledge is being transmitted
…collaborative learning where students share to them
their interests and problems

D. PERENNIALISM

Description/Philosophical Theories Educational Theories

**Emphasizes the importance of transferring Focus/curriculum: Teacher & Subject
knowledge, information and skills from older Centered which focus on everlasting ideas
generations to the younger ones; and universal truths

**Education should focus on ideas that have Trends: Use of Great Books (Bible, Quran,
lasted for centuries believing that these ideas Classics novels); more on lecture-seminars,
are relevant today as when they were written or mutual inquiry sessions.
before;
Teaching-Learning Process: Teachers
**Develops the power of thought; thus, assist students to think with reasons;
students are to discover the ideas that are most Students are passive recipient of information
insightful and timeless;
Perennialist Teachers believed….
Proponents of Perennialism
…teachers are the intellectual mentors and
Robert Hutchins – leading perennialist models for their students
spokesman in America. He believed that
schools offering liberal education should …fundamental skills such as reading, writing,
emphasize logic, mathematics, science, and computation and research be developed
history, and languages for these are the starting the elementary grades to prepare
timeliness truths of all mankind and help us to them for lifelong learning
think logically.
…electronic versions of great books and
Mortimer Adler – believes that education other classics maybe viewed by larger
should be essentially the same for everyone. audience but this could not be a substitute for
He also believes in Liberal, non-specialized reading the classics
education with no electives or vocational
classes.
D. ESSENTIALISM

Description/Philosophical Theories Educational Theories

**"traditional" or "Back to the Basics" Focus/curriculum: Essential skills of the
approach to education 3Rs, Traditional values such as respect,
fidelity to duty, subjects like history,
**it strives to instill students with the mathematics, science, languages, and
"essentials" of academic knowledge and literature are essential subjects for
character development; a conservative secondary education
educational theory deeply rooted in
idealism and realism.

21

**In education, it is a philosophy which
holds that certain basic ideas and skills or
disciplines essential to one's culture are
formulable and should be taught to all alike
by certain time-tested methods.
Trends: Back to basic, excellence in
education, increasing no. of school days
and time allotment in elementary
Teaching-Learning Process: School
returns to the essentials of the basic skills
of 3Rs, History, and English

**Essentialists' goals are to instill students

with the "essentials" of academic
knowledge, patriotism, and character
development through traditional (or back-
to-basic) approaches. This is to promote
reasoning, train the mind, and ensure a
common culture for all citizens.

Proponents of Essentialism Essentialist’s Teachers believed….

William C. Bagley-was America's most
influential philosopher of teacher
education. Although he has become
known as the father of “Essentialism,” his
central focus throughout his career was
the education of teachers and, more
specifically, curriculum for the education of
teachers. He hoped that when students
leave school, they will possess not only
basic skills but also discipline, practical
minds, capable of applying schoolhouse
lessons in the real world.
…teachers have authority to discipline
students
…teachers should have mastery of the
knowledge and skills they teach
…when students have mastered the
required competencies, they can be
promoted to the higher level of learning
…teachers use deductive method of
teaching and
…test scores the basis for evaluating
students’ progress

E. PROGRESSIVISM
Description/Philosophical Theories Educational Theories
**Improvements and reform in the Focus/curriculum: Inter-disciplinary
subjects, learner centered, outcome-
human conditions are both possible
based curriculum, activity or experienced-
and desirable centered
**Emphasizes the concept of progress
which asserts that human beings are Trends: Equal opportunities for all,
capable of improving and perfecting humanistic approach in education, make
their environment use of field trips

22
**A reform movement that opposed the Teaching-Learning Process: School as
traditional education microcosm of society, a model of
**Aimed to promote democratic social
living. Education must be based on the
fact that humans are by nature social
and learns best in real-life activities with
other people
**Emphasize the need to “learn by
doing” where human beings learn
through a “hands-on” approach
Proponents of Progressivism
John Dewey - Father of Progressivism;
believed that people are naturally
exploring, inquiring entities and learn
through direct experience
Jean Jacques Rousseau – believed that
child’s learning unfolds naturally and
allowing children to grow and learn with
the freedom to be themselves. He
believed that if children are allowed to
develop naturally without constraints
imposed on them by society they will
develop towards their fullest potential,
both educationally and morally.
Lev Vygotsky’s social interaction
enhances the learning process. He
believed that social interaction plays a
critical role in children’s learning. His
concept of scaffolding helps facilitate
learning.
F. RECONSTRUCTIONISM
Description/Philosophical Theories
**Schools need to investigate and work to
solve social, political, and economic
problems and eventually create a new
society
**Aimed to improve and reconstruct
society; Education for a Change to meet
democracy; Teachers lead for growth and
development of lifelong learners;
Teachers act as a guide, a group leader,
consultant, and facilitator;
The role of the student is to learn and to
improve themselves. The students need
to be willing to learn in order to learn.
They must give it their best and ask
questions to better their understanding of
how and why things work.
Progressivist Teachers believed….
…teachers should possess a repertoire of
learning activities to be used in teaching-
learning process like problem-solving, field
trips, creative artistic expressions and
projects
…teachers are facilitators of learning
…children should be free to develop
naturally; interest motivated by direct
experiences stimulates learning
…students’ needs, interests, and
readiness should be considered in
constructing the curriculum
…there should be close cooperation
between the home and the school
…child’s interactions with others influence
the child’s cognitive understanding
…language plays a critical role in shaping
learning and thought.
Educational Theories
Focus/curriculum: curriculum that
highlights social reform; curriculum should
emphasize students to critically analyze
world events, explore controversial issues,
and promote programs of cultural renewal;
curriculum focuses on student experience
and taking social action on real problems,
23
the cultural crisis brought about by social,
political, and economic problems
**Education is a tool for immediate and
continuous change
**Concern for social values, humane
justice, world peace, economic justice,
equality of opportunity, freedom and
democracy are the important goals for
reconstructionism
**believed that systems must be changed
to overcome oppression and improve
human conditions
Proponents of Reconstructionism
Theodore Brameld – considered as
the founder of social reconstructionism.
He recognized the use of technology and
human compassion to create la beneficent
society
George Counts – recognized that
education is the means of preparing
people for creating this new social order;
“Teacher educators to use schools as a
means for critiquing and transforming the
social order”
Paulo Freire – believed that man must
learn to resist oppression and not become
its victims nor oppress others. He saw
teaching and learning as a process of
inquiry in which the child must invent and
reinvent the world
G. EXISTENTIALISM
Description/Philosophical Theories
**Emphasizes the subjectivity of human
experience. “Existence precedes essence”
**Aimed to help students find meaning and
directions in their lives.
such as violence, hunger, terrorism,
inflation and inequality
Trends: global education, collaboration,
convergence and standards of
competencies; emphasizes social
sciences subjects; strategies for dealing
with controversial issue are inquiry,
dialogue, and multiple perspective are the
focus. Community-based learning and
bringing the world into the classroom are
also strategies
Teaching-Learning Process: teachers
are agents of change; a social activist that
will help students to reform and become
aware of problems confronting mankind
Schools adapt approaches that seek a
variety of methods to make education
more responsive to human and social
needs.
Reconstructionist Teacher believes…
…teachers must be the model of
democratic principles
…school is the ideal place to begin
alleviating social problems
…research is an effective means in solving
problems of society
…using project method, problem solving
method in teaching are more appropriate
…there should be close cooperation
between the home and the school
Educational Theories
Focus/curriculum: Recognizes the
individual differences, interests, complete
freedom to work; Subject centered
curriculum; Present and Future
educational landscape, based on the
social & economic issues as well as social
24

**Awaken consciousness about our
freedom to choose and to create our own
self-awareness that contribute to our
identity
**Reality is a world of things, truth
subjectivity chosen, and goodness, a
matter of freedom
**Schools exist to aid children in knowing
themselves and their place in society
**Sees the world as one personal
subjectivity, where goodness, truth and
reality are individually defined
PROPONENTS OF EXISTENTIALISM
JEAN PAUL SARTRE- believed that
Essence is created by existence; human
nature is a product of existence; Man first
exists without purpose; finds himself in the
world and only then, as a reaction to
experience, defines the meaning of life.
SOREN KIERKEGAARD – “Life is not a
problem to be solved, but a reality to be
experienced”; Man functions, grows,
develops, make choices, suffers,
experiences intense feelings, and faces
God as an individual
READING
The Teaching Profession. Bilbao, Purita P. et al. 3rd Edition. 2015 Lorimar Publishing Inc.
5 Things to know about Philosophy of Education. Matthew Lynch. May 1, 2017. Retrieved
from: https://www.theedadvocate.org/5-things-that-educators-should-know-about-the-
philosophy-of-education/
services; Learning is self-paced, self-
directed;
Trends: School and curricular reform,
global education, collaboration &
convergence, standards and
competencies; focus is on the individual—
encourages one to be creative and
imaginative since these are ways to
express oneself;
Teaching-Learning Process:
***School assists students in knowing
themselves and learning their place in
society
***Teacher-student interaction center
around assisting students in their personal
journeys
***Students have to take responsibility for
their own actions and shape their own
destinies
***Human freedom is understood
precisely as the freedom to choose
***Classroom dialogues stimulate
awareness that each person creates self-
concept through significant choices
Existentialist Teachers believed…
…students should be trained to
philosophize, to question and to
participate in dialogues about the meaning
of life.
…self-expression, creativity, self-
awareness and self-responsibility should
be developed in the students.
…open classroom maximizes freedom of
choice.
…students should decide what they want
to learn and when to learn it.
25
Social Reconstructionism by Carlo Rommel Y. Latriz may 12, 2016. Retrieved from
https://www.slideshare.net/CarloLatriz/reconstructio, nism-61949112

Philosophical foundations of education. Retrieved from

facebook.com/1140277136003388/posts/philosophical-foundation-of-
educationphilosophyderived-from-the-greek-words-phil/1524759704221794/

Pragmatism in Education: Study Notes. Shared by Malik Shawal, retrieved from:

https://www.yourarticlelibrary.com/education/pragmatism-in-education-study-notes/69152

Existentialism-Philosophy of Education by Dr. Michael England, December 8, 2017

https://www.slideshare.net/ez2bsaved/existentialism-in-education

WATCH

Essentialism (video)
https://www.youtube.com/watch?v=EMIW3dzuPsQ
Perennialism: Overiew & Practical teaching Examples by Klemm,l Anastasia. Nov 2, 2016.
Retrieve from https://www.youtube.com/watch?v=NIXeigW0t1E

26
 UNIT IV –RELATED LAWS THAT GUIDE THE LIFE OF THE TEACHER
(Ensuring Quality of Education)

OVERVIEW:

Laws are rules developed by governments in order to provide balance in society and
protection to its citizens. Laws are enforced by governments to its people. The main sources of
Philippine laws are the Constitution, which is the fundamental and supreme law of the land, the
Republic Acts of Congress, Municipal charters, Court rules, Administrative rules and orders,
Legislative rules and Presidential issuances.
In the Philippines, education is public or state function. Public Elementary, and Secondary and
Higher Education (State Universities and Colleges and Local Universities and Colleges ) are
supported by the national or local government and is mandated by the Constitution (1987), which
states that “the State shall protect and promote the right of all citizens to quality education
at all levels and shall take appropriate steps to make such education accessible to all”

LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to:
1. Explain the relevance of the Philippine Constitution and the related Laws that guides the
life of the teachers
2. Compare and Contrast some provisions of PD 1006 and RA 7836 on professionalized
teaching
3. Explain how the amendments in RA 9293 & RA 10912 support the teaching profession
4. Relate the relevance of DepEd Order no. 42 to the other laws mentioned above
5. Compare and Contrast some provisions of the Code of Ethics to the Magna Carta for
Public School Teachers
6. Identify the civil & moral obligations, rights, and duties of a teacher based on the Magna
Carta & Code

COURSE MATERIALS:
Today’s school is a collection of individual persons who bring with them daily an array of highly
complicated issues, from low self-esteem to peer pressures regarding drugs, alcohols, smoking,
bullying, just to mention a few. On a day to day basis, incidents happen in schools that necessitate
legal or quasi-legal response from teachers and school administrators.

While we live in a litigious society in which students or parents who feel their rights have been
infringed upon by educational institutions often take legal action, educational Administrators must
understand education law to ensure everyone is held accountable, to protect the school, teachers,
staffs and students and to limit problems and litigations.

Teachers are no exception from those people who have undergone litigation problems
especially in disciplining students. While teachers are protected from certain harms since they
have the right to be free from discrimination—race, sex, and national origin—as well as freedom
of expression, academics, privacy and religion; news about abuse from teacher’s manner of

27
discipline to students are continuously increasing. How then can the related laws on education be
able to guide teachers in their pursuit to “bring quality education for all citizens”? What educational
laws should stakeholders need to know and understand to build harmonious relationship among
them? Here are some laws that would guide the life of teachers:

Lesson 8a - The 1987 PHILIPPINE CONSTITUTION (Article XIV, Section 1)

Article XIV – EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE,

AND SPORTS

Sec 1 – The State shall protect and promote the right of all the citizen to quality education at all
levels and shall take appropriate steps to make such education accessible to all.

Remarks: Teachers must do her/his best to make sure that basic education is really solid,
because it affects the quality of secondary education. If secondary education is poor, then
the person goes to college unprepared for college works. If such person is allowed to
graduate again with poor quality college education, then, his employment will be affected
too.

With the problems arising from Pandemic Covid19, teachers must be ready for the so-
called “blended learning” approach using On-line teaching with different platforms, and the
preparation of learning modules are means to make education effective to learners. To do
these, teachers have to be trained on how to conduct on-line teaching, as well as how to
develop learning kits or modules for students.

Sec 2 – The State shall:

a. Establish, maintain and support a complete, adequate and integrated system of education
relevant to the needs of the people and society;

b. Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural rights of parents to rear their children, elementary
education is compulsory for all children of school age;

c. Establish and maintain a system of scholarship grants, student loan programs, subsidies
and other incentives which shall be available to deserving students in both public and
private schools, especially to the underprivileged;

d. Encourage non-formal, informal and indigenous learning system, as well as self-learning

independent and out-of-school study programs particularly those that respond to
community needs; and

e. Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and skills.
Remarks: Generally, section 2 reveals the means to make education accessible to all.
These are making a complete, adequate and integrated system of education, offer free
public education, scholarship grants, encourage non-formal, informal and indigenous
learning system, and provide trainings for civics and vocational skills.

28
8b. COMPARISON OF PD 1006 AND RA 7836

Presidential Decree 1006 is a decree by the late President Ferdinand E. Marcos on the year
1977 that provides the professionalization of teachers regulating their practice in the Philippines
and for other purposes. It declared a policy that “Teacher Education shall be given primary
concern and attention by the government and shall be of the highest quality, and strongly oriented
to Philippine conditions…” PD 1006 made a teachers’ license a requirement for teaching under
the administration and supervision of Civil Service Commission and Department of Education and
Culture. The examination is called Philippine Board Examination for Teachers (PBET).

Another law on teachers’ professionalization was declared in 1994 by President Fidel V. Ramos
in the Republic Act 7836 known as Philippine Teachers Professionalization Act of 1994, or
an act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines
and to Prescribing a Licensure Examination for Teachers.
Just like PD 1006, this act recognized the vital role of teachers in nation building. In this act, they
created the board for Professional Teachers; and under the supervision and administrative control
of the Professional Regulation Commission and the examination is known as Licensure
Examination for Teachers (LET).

The table below shows the comparison of both law -- Presidential Decree 1006 and Republic
Act 7836:

PARTICULARS PD 1006 R.A. 7836

Teaching refers to the profession

Trefers Refers to the profession
primarily concerned with the concerned primarily with
DEFINITION OF classroom instruction. classroom instruction, at the
“TEACHING” elementary and secondary
levels in accordance with the
curriculum prescribed by the
Department of Education,
Culture and Sports, whether
on part-time or full-time basis
in the private or public
schools
DEFINITION OF Refers to all persons engaged in Refers to all persons
“TEACHER” teaching at the elementary and engaged in teaching at the
secondary levels. elementary and secondary
levels, whether on full-time
basis, including industrial arts
or vocational teachers and all
other persons performing
supervisory and/or
administrative functions in all
schools in the aforesaid
levels and qualified to
practice teaching.

29
 Examination shall consist of The examinations for the
written test, the scope ow which elementary and secondary
SCOPE OF shall be determined by the Board, school teachers shall be
TEACHERS’ taking into consideration the separate.
EXAMINATION teaching plan of the schools
legally constituted in the The elementary level shall
Philippines consist of two parts: General
Education and Professional
Education

The secondary level shall

consist of three parts: General
Education, Professional
Education and Specialization.

No applicant shall be admitted to No applicant shall be admitted

take the examination unless, on to take the examination
the date of filing of the application, unless, on the date of filing of
he shall have complied with the the application, he shall have
QUALIFICATION following requirement: complied with the following
REQUIREMENTS OF a. … the applicant must be a requirement:
APPLICANTS citizen of the Philippines a. A citizen of the
b. He is of good moral character Philippines, or an alien
c. He is free from any physical whose country has
and/or mental defect which reciprocity with the
will incapacitate him to render Philippines in the
efficient service practice of teaching
profession
d. He possesses the following b. At least eighteen (18)
minimum educational years of age
requirements: c. In good health and of
good reputation with
1. For teachers in the high moral values
kindergarten and d. A graduate of a
elementary grades, school, college or
Bachelor degree in university recognized
Elementary Education by the government
(BSEEd) or its equivalent; and possesses the
minimum educational
2. For teachers of the qualifications as
secondary schools, follows:
Bachelor’s degree in
Education or its 1. For teachers in
equivalent with a major preschool, a
and minor, or a Bachelor’s bachelor’s degree
degree in Arts or Sciences in early childhood
with at least eighteen (18) education
units in professional (BECED) or its
education equivalent;

30
 3. For teachers of 2. For teachers in
secondary vocational the elementary
and two-year grades, a
Technical courses, bachelor’s degree
Bachelor’s degree in in elementary
the field of education
specialization with at (BSEED) or its
least eighteen (18) equivalent;
units in professional
education. 3. For teachers in
the secondary
grades, a
bachelor’s degree
in education or its
equivalent with a
major and minor
or a bachelor’s
degree in arts and
sciences with at
least ten (10) units
in professional
education; and

4. For teachers of
vocational and
two-year technical
courses, a
bachelor’s degree
in the field of
specialization or
its equivalent with
at least eighteen
(18) units in
professional
education.

A student must have obtained a The rating was not specified in

RATINGS IN THE general average of at least 70% in this act.
EXAMINATION all subjects with no rating below
50% in any subject

150 days after the last day of the 120 days after the
REPORT OF RESULTS examination, unless extended by examination, report the
the Board ratings obtained by each
candidate
National Board for Teachers was The regulation and licensing
directly under the supervision of of teachers was transferred to
The Civil Service Commission the PRC through the
and was the first board to enactment of R.A. No. 7836.
The board for Professional

31
 exercise regulatory exercise over Teachers is a collegial body
the teaching profession. under the general supervision
and administrative control of
The NBT consist of: Secretary of the Professional Regulation
REGULATION AND Education and Culture and Civil Commission. The law
LICENSING OF Service Commission as Co- provided for the
TEACHERS Chairman; Members are: professionalization of
Commissioner, Professional teaching under the aegis of
Regulations Commission; Two the PRC.
members representing the private
sector to be appointed by the The PRC Board for
President Professional Teachers
composed of five (5) members
who shall be appointed by the
President of the Philippines
from among the
recommendees chosen by the
Commission.
The recommendees shall be
chosen from the list of
nominees selected by the
accredited association of
teachers.

The Civil Service Commission The Registration of a

shall, as an arm of the Board, professional teacher
register holders of Professional commences from the date his
Teacher Certificate which name is enrolled in the roster
REGISTRATION registration shall evidence that of professional teachers.
the registrant is entitled to all the
rights and privileges of a
Professional Teacher until and
unless the
certificate is suspended or
cancelled by the Board for just
cause.

No Causes of revocation of The board shall have the

certificates/license were not power to suspend or revoke
specified or included in this the certificate of
decree. registration…for any of the
following causes:
a. Conviction for any
REVOCATION OF criminal offense by a
CERTIFICATE/ LICENSE court of competent
jurisdiction;
b. Immoral,
unprofessional or
dishonorable conduct;
c. Declaration by the
court of competent

32
 jurisdiction for being
mentally unsound or
insane;
d. Malpractice, gross
incompetence, gross
negligence or serious
ignorance of the
practice of the
teaching profession;
e. Use of or perpetration
of any fraud or deceit
in obtaining a
certificate of
registration,
professional license or
special/ temporary
permit;
f. Habitual use of drugs;
g. Violation of any of the
provisions of this Act,
rules and regulation…
and the code of
ethical and
professional
standards for
professional teachers;
and
h. Unjustified or willful
failure to attend
seminars, workshops,
conferences and the
like or the continuing
education program
prescribed by the
Board and the
Commission

EFFECTIVITY OF THE January 1, 1977 December 16, 1994

ACT

R.A. No. 9293 – AN ACT AMENDING CERTAIN SECTIONS OF R.A. No. 7836
Here are some amendments:

a. One significant amendment is the Section 26 (par 1), where the prescriptive period of two
years is no longer specified. Hence, qualified applicants such as holders of certificates of
eligibilities as teachers issued by the Civil Service Commission (CSC) and the Department
of Education, Culture and Sports (DECS) or under National Board of Teachers pursuant
to PD 1006, who failed to register as professional teachers without examination before the
deadline last September 20, 2020 can file their application for registration with the

33
 Professional Regulation Commission (PRC). In this connection, the PRC is presently
the agency responsible for examination and registering teachers as professionals.

b. For teachers in the secondary grades, a bachelor’s degree in education or its equivalent
with a major and minor or a bachelor degree in arts and sciences with at least eighteen
(18) units in professional education (RA 9293) instead of ten (10) units in professional
education (RA 7836).

c. Sec 26 (par 6) Professional teachers who have not practiced their profession for the past
five (5) years shall take at least twelve (12) units of education courses, consisting of at
least six (6) units of pedagogy and six (6) units of content courses or the equivalent training
and number of hours, to be chosen from a list of courses to be provided by the Board and
the DepEd before they can be allowed to practice their profession in the country.

d. Those who failed the licensure examination for professional teachers… shall be eligible
as para-teachers upon issuance by the Board of two-year special permit, renewable for
a non-extendible period of two (2) years. The para-teachers shall be assigned to areas
where there is a shortage or absence of professional teachers. The special permit shall
indicate the area of assignment of the para-teacher.

e. Special permits with a validity of 3 and 5 years, shall be allowed to expire based on the
period granted therein: provided, that only special permit with a validity of 3 years may be
renewed upon expiration for a non-extendible period of 2 years.

READINGS/REFERENCES

The Constitution of the Republic of the Philippines. Retrieved from:

https://www.officialgazette.gov.ph/constitutions/1987-constitution/

PD 1006 Summary by Neron, Shiela Ann. September 15, 2014, retrieved from:
https://www.slideshare.net/shielaannneron/presidential-decree-
1006#:~:text=1.,Philippines%20and%20for%20other%20purposes.%E2%80%9D

Republic Act No. 7836. Professional Regulation Commission, retrieved from:

https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEA

WATCH

Article XIV of the Philippine Constitution. Retrieved from:

https://www.youtube.com/watch?v=VTSvtORZbls

34
Lesson 9a. R.A. No. 10912 – CONTINUING PROFESSIONAL DEVELOPMENT ACT
OF 2016 – an act which requires CPD as the mandatory requirements for the renewal of
Professional Identification Card (august 16, 2016)

Sec 2 – Declaration of Policy – “It is hereby declared the policy of the State to promote and
upgrade the practice of professions in the country. Towards this end, the State shall institute
measure that will continuously improve the competence of the professionals in accordance with
the international standards of practice, thereby, ensuring their contribution in uplifting the general
welfare, economic growth, and development of the nation.”

Sec. 5 – Nature of CPD Programs – The CPD programs include but are not limited to the following:
a. Formal learning d. Self-Directed learning
b. Non-formal learning e. Online learning activities
c. Informal learning f. Professional work experience
Attendance and participation of professionals in the conferences and/or conventions sponsored
by their AIPO (Accredited Integrated Professional Organization) or APO (Accredited Professional
Organization), …shall be given appropriate CPD credit unit(s) in recognition of the fact that the
same contribute to the professional development and lifelong learning of professionals.

The general transitory period of the required CPD units are as follows:

PIC RENEWAL PERIOD MINIMUM CUs REQUIRED FOR THE

PROFESSION
July – December 2017 30%
2018 60%
2019 onwards 100%

For Professional Teachers, pursuant to Resolution No. 11 s. 2017, of the Professional Regulatory
Board of Professional Teachers, the following is the transitory period for the compliance of their
CUs:

Year of Renewal Required Number of Credit Units

December 2017 15
January – December 2018 30
January 2019 - onwards 45

How to calculate CPD points?

1. Professional Activity (20 hours of professional work equals 1 CPD point up to a maximum
of 20 CPD points per year)
2. Formal Activity (1 hour of formal learning equals 2 CPD points). Formal CPD can be any
form of structured learning that has clear learning objectives and outcomes, such a
professional course, structured on-line training, technical authorship, learning that
includes an assessment measure. This can include self-managed learnings as long as it
has a clear learning outcome which is clearly linked to the member’s development needs.

3. Informal Activity (1 hour of informal learning equals 1 CPD point). Informal CPD is any

35
 self-managed learning that is relevant or related to your professional role. This could
include activities such as private study, on-the-job training, attendance at informal
seminars or events where the focus is on knowledge sharing.

Is it okay to renew PRC license without CPD units? Yes, for now until December 2020.
However, there will be a waiver to complete the required units the next time you renew your PRC
ID license.

Lesson 9-a1. CPD LAW AMENDMENTS: EFFECTIVE MARCH 1, 2019

Title of Resolution No. 1146 s. 2019: Amending Relevant Provisions of Resolution NO. 1032
(s.2017) otherwise known as “IRR if R.A. No. 10912, known as the Continuing Professional
Development (CPD) Act of 2016. Among the important amendments are:

Sec 2 – Accreditation of CPD Programs (amending Sec 8.2.4 of IRR no. 10912)

In-house training programs and capacity-building activities of government agencies and

government corporations, including local government units, and private employers shall be
credited and considered as CPD compliance of their employed professionals.

Sec 3 – CPD as Mandatory Requirement in the Renewal of Professional License and

Accreditation System for the Practice of Professions: sections 10.1, 10.2, 10.3 and 10.4 are
hereby deleted and shall be amended as follows:

10.1 The implementation of this provision shall provide transition period to develop the necessary
standards, processes, capacity, and infrastructure while minimizing the cost and inconvenience
to professionals covered by the requirement.

10.2 During this transition period, the following shall be observed:

a. Professional working overseas shall not be covered by the CPD requirement.

b. Newly licensed professionals shall not be covered by the CPD requirement for the first
renewal cycle after obtaining their license.

c. The various CPD councils shall reduce the required CPD credit units to a minimum, which
shall not be more than fifteen (15) units as provided for under applicable laws.

CPD Credit Units refer to the value of an amount of learning achieved from formal, informal or
non-formal learning including professional work experience wherein credits can be accumulated
to predetermined levels for the award of a qualifications.

10.3 The transition period allowing the gradual and efficient implementation of the objectives of
the CPD Act of 2016 shall expire after all antecedents had been met, upon the recommendations
of the CPD Councils through their respective Boards and approved by the Commission.

10.4 After the transition period, …measures shall be ensured to address issues raised in its
implementation.

36
9b. DepEd No. 42, series 2017 – NATIONAL ADOPTION AND IMPLEMENTATION OF
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST).

The PPST shall be used as basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 programs. It can
also be used for the selection and promotion of teachers. PPST also outlines the required skills
and competencies of quality teachers, enabling them to cope with emerging global frameworks.
If the required skills and competencies are not met, various professional development
interventions will be given to them.

The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is
committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality
teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12
Reform, ASEAN Integration, globalization, and the changing character of the 21st century
learners necessitate the improvements and call for the rethinking of the National Competency-
Based Teacher Standards (NCBTS); hence, the development of the PPST. It emerged as part of
the implementation of the Basic Education Sector Reform Agenda (BESRA).

Seven (7) DOMAINS OF PPST that refer to specific DIMENSIONS OF TEACHER

PRACTICES:

Domain 1- CONTENT OF KNOWLEDGE AND PEDAGOGY

 Content knowledge and its application within and across curriculum areas;
 Research-based knowledge and principles of teaching and learning;
 Positive use of ICT;
 Strategies for promoting literacy and numeracy;
 Strategies for developing critical and creative thinking, and other higher-order thinking
skills;
 Mother tongue, Filipino and English in teaching and learning;
 Classroom communication strategies

Domain 2 – LEARNING ENVIRONMENT

 Learner safety and security;

 Fair learning environment;
 Management of classroom structure and activities;
 Support for learner participation;
 Promotion of purposive learning;
 Management of learner behavior

37
Domain 3 – DIVERSITY OF LEARNERS
 Learners’ gender, needs, strengths, interests, and experiences;
 Linguistics, cultural, socio-economic and religious background;
 Learners with disabilities, giftedness and talents;
 Learners in difficult circumstances;
 Learners from indigenous groups

Domain 4 – CURRICULUM AND PLANNING includes the following five strands:

 Planning and management of teaching and learning process;

 Learning outcomes aligned with learning competencies;
 Relevance and responsiveness of learning programs;
 Professional collaboration to enrich teaching practice;
 Teaching and learning resources including ICT

Domain 5 – ASSESSMENT AND REPORTING is composed of the following:

 Design, selection, organization and utilization of assessment strategies;

 Monitoring and evaluation of learner progress and achievement;
 Feedback to improve learning;
 Communication of learner needs, progress, and achievement to key stakeholders;
 Use of assessment data to enhance teaching, learning practices and programs

Domain 6 – COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

 Establishment of learning environments that are responsive to community context;

 Engagement of parents and the wider school community in the educative process;
 Professional Ethics;
 School policies and procedures

Domain 7 – PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

 Philosophy of teaching;
 The dignity of teaching as a profession;
 Professional links with colleagues;
 Professional reflection and learning to improve practice;
 Professional Development goals

READING

D.O. 42, s 2017 National Adoption and Implementation of PPST. August, 2017. Retrieved
from: deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-imp

The Philippine Professional Standards for Teachers by Adiaz, John Adrian. Oct. 2018.
Retrieve from: https://www.slideshare.net/JohnAdrianCA/philippine-professional-standards-for-
teachers-125410012

CPD Law Amendments: Effective March 1, 2019

https://governmentph.com/cpd-law-amendments-effective-march-1-2019/

38
WATCH

DepEd PPST
https://www.youtube.com/watch?v=9tJ4IZxgIl0

Lesson 10 – MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (R.A. No. 4670)

Another law was passed on June 18, 1966 to provide programs for the promotion and
improvement of the well-being and economic status of public teachers. This law is known to be
the Republic Act 4670 or the Magna Carta for Public School Teachers. This law helps us fully
understand the rights of the teachers. It protects the rights of the teachers like the tenure of office,
academic freedom and other benefits. Below are some important provisions of the Act:

PARTICULARS MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

Sec 1 – It is hereby declared… to promote and improve the

1 social and economic status of public-school teachers,
DECLARATION OF their living and working conditions, their employment and
POLICY career prospects …it being recognized that advance in
education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the
economic growth of the nations as a productive investments
of vital importance.
employees.

Sec 2 - This act shall be known as the “Magna Carta for

Public School Teachers” and shall apply to all public-school
teachers except those in the professorial staff of state
colleges and universities.
TITLE - DEFINITION
…the term “Teacher” shall mean all persons engaged in
classroom teaching in any level of instruction, on full-time
basis, including guidance counselors, school librarians,
industrial arts or vocational instructors and all other persons
performing supervisory and/or administrative functions in all
schools, colleges and universities operated by the
Government or its political subdivisions; but shall not include
school nurses, school physicians, school dentists, and other
school employees.

39
 Sec 3 – …the following shall constitute the minimum
educational qualifications for teacher-applicants:

II For teachers in the Kindergarten and elementary grades,

RECRUITMENT AND Bachelor degree in Elementary Education (BSEEd)
CAREER
For teachers in Secondary schools, Bachelor’s degree in
Education or its equivalent with a major and a minor; or
Bachelor’s degree in Arts or Science with at least eighteen (18)
professional units in Education.

For teachers of Secondary vocational and two years

technical courses, Bachelor’s degree in the field or
specialization with at least eighteen (18) professional units in
education

II For teachers of courses on the collegiate level, other than

RECRUITMENT AND vocational, master’s degree with a specific are of
CAREER specialization

…absence of applicants who possess the minimum

educational qualifications…the school superintendent may
appoint, under a temporary status, applicants who do not
meet the minimum qualifications; that said teacher-applicant
be required to take competitive examinations and the results
shall be made public and every applicant shall be furnished
with his score and rank in said examinations.

Sec 5 – Tenure of Office

Stability of employment and security of tenure shall be
assured the teachers as provided under existing laws.
…Teachers appointed on a provisional status for lack of
necessary CS eligibility, shall be extended permanent
appointment for the position he is holding after having
rendered at least ten (10) years of continuous, effective and
faithful service in such position.
II
RECRUITMENT AND Sec 6 – Consent for Transfer
CAREER Except for a cause, no teacher shall be transferred without
his consent from one station to another. …Necessary
transfer expenses of the teacher and his family shall be paid
for by the Government if his transfer is finally approved.

Sec 7 – Code of Professional Conduct for Teachers

…the Secretary of Education shall formulate and prepare a
Code of Professional Conduct for Public School Teachers,
copy of which shall be furnished to each teacher…

Sec 8 – Safeguards in Disciplinary Procedures…

 Right to be informed, in writing of the charges;

40
  Right to full access to the evidence in the case;
 Right to defend himself and to be defended by a
representative of his choice or by an organization;
and
 Right to appeal to clearly designated authorities

No publicity shall be given to any disciplinary action

II being taken against a teacher during the pendency of his
RECRUITMENT AND case.
CAREER
Sec 10 - No Discrimination…whatsoever in entrance to the
teaching profession or during its exercise, or in the termination
of services, based on other than professional consideration

Sec 12 – Academic Freedom

Teachers shall enjoy academic freedom in the discharge of
their professional duties, particularly with regards to teaching
and classroom methods.

Sec 13 - Teaching Hours

…actual classroom instruction shall not be required to render
more than six (6) hours of actual classroom teaching a
day…provided, where exigencies of the service so require,
any teacher may be required to render more than six (6) hours
III not exceeding eight (8) hours of actual classroom teaching a
HOURS OF WORK AND day upon payment of the same rate as his regular
REMUNERATION remuneration plus at least 25% of his basic pay.

Sec 19 – Special Hardship Allowances

In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, they shall be
compensated special hardship allowances equivalent to at
least 25% of their monthly salary.

Sec 21 – Deductions Prohibited – no person shall make any

deduction whatsoever from the salaries of teachers except
under specific authority of law authorizing such deductions.

Sec 24 – Study Leave…shall be entitled to study leave not

V exceeding one school year after seven (7) years of service.
LEAVE AND RETIREMENT During that period, the teacher shall be entitled to at least sixty
BENEFITS percent (60%) of their monthly salary. …In all cases, the study
leave period shall be counted for seniority and pension
purposes.

Sec 25 Indefinite Leave. An indefinite sick leave shall be

granted to teachers when the nature of the illness demands a
long treatment that will exceed one year at the least.

41
 Sec 26 Salary Increase upon Retirement...having fulfilled
the age and service requirements of the applicable retirement
laws shall be given one range salary raise upon retirement,
which shall be the basis of the computation of the lump sum
of the retirement pay and the monthly benefits thereafter.

Sec 27 - Public school teachers shall have the right to freely

and without previous authorization both to establish and to join
TEACHER’S organizations of their choosing, whether local or national to
ORGANIZATION further and defend their interest.

Sec 29 – National Teacher’s Organizations shall be

consulted in the formulation of national educational policies
and professional standards, …

DISCIPLINARY ACTIONS/ A person who shall willfully interfere with, restrain or coerce
PENAL PROVISION any teacher in the exercise of his rights guaranteed by this Act
or who shall in any other manner commit any act to defeat any
of the provisions of this Act shall upon conviction, be punished
by a fine or not less than one hundred pesos (Php100) nor
more than one thousand pesos (Php1,000) or by
imprisonment, in the discretion of the court.

READINGs/REFERENCES

The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

The Teaching Profession. Lim, Loudes S. et al. 2014. Adriana Publishing Co. Inc..

Republic Act No. 7836. Professional Regulation Commission, retrieved from:

http015s://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEA

Comparison of PD 1006 and R.A. No. 7836 by Lester Orpilla, retrieved from:
https://www.academia.edu/10468730/PD_1006_VS_RA_7836

R.A. 4670 The Magna Carta for Public School Teachers by Cataluna, Rhodora. 2013.
Retrieved from https://www.slideshare.net/rhodoracataluna/ra4670-magna-carta-for-public-
school-teachers

WATCH: “Mila” movie. YouTube

42
Lesson 11. CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to Paragraph (e), Article II of R.A. 7836 (Philippine Teachers Professionalization Act
of 1994) and Paragraph (a) section 6 of PD No. 223, (Creating the PRC and prescribing its powers
and functions) as amended, the Board of Professional Teachers hereby adopt the Code of Ethics
for Professional Teachers through Board Resolution No. 435, series of 1997. Professional
ethics will enlighten the teachers that they have a major role in bringing desirable changes in the
behavior of the students. The Code of Ethics for Professional Teachers is the Moral Obligations
of teachers in the practice of their profession. Here are some important provisions of the Code:

ARTICLES DESCRIPTIONS

Teachers are duly licensed professionals who possess

dignity and reputation with high moral values as well as
PREAMBLE technical and professional competence. In the practice
of their noble profession, they strictly adhere to, observe
and practice this set of ethical and moral principles,
standards and values

Sec 1 - …shall apply to all teachers in all schools in the

Philippines

Sec 2 - …covers all public and and private schools

Article I teachers in all educational institutions at the preschool,
SCOPE & LIMITATIONS primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal.

Teachers shall include industrial art or vocational

teachers and all other persons performing supervisory
and/or administrative functions in all schools whether on
full-time or part-Time basis.

Sec. 1- …schools are the nurseries of the citizens of the

Article II state. Each teacher is a trustee of the cultural and
THE TEACHER AND THE educational heritage of the nation and is under
STATE obligations to transmit to learners such heritage, as well
as to elevate national morality, promote national pride,
cultivate love of country, instill allegiance to the
Constitution and promote obedience to the laws of the
state.

Sec.2 - …every teacher or school official shall actively

help carry out the declared policies of the state and shall
take an oath to this effect.

Sec. 3 - …. every teacher shall be physically, mentally,

and morally fit.

43
 Sec 4 - …every teacher shall possess and actualize full
commitment and devotion to duty.

Sec. 5 - …teacher shall not engage in the promotion of

any political, religious or other partisan interest, and shall
not directly or indirectly solicit, require, or receive any
money, services, other valuable material from any
person or entity for such purpose.

Sec 6 – Every teacher shall vote and shall exercise all

Article II other constitutional rights and responsibilities
THE TEACHER AND THE
STATE Sec. 7 - …teacher shall not use his position or official
authority of influence to coerce any other person to follow
any political course of action.

Sec. 8 - …every teacher shall enjoy academic freedom

and shall have the privilege of sharing the product of his
researches and investigations

Sec. 1 - … teacher is a facilitator of learning and of the

Article III development of the youth; he shall therefore, render the
THE TEACHER AND THE best services by providing an environment conducive to
COMMUNITY learning and growth.

Sec. 3 - … every teacher shall merit reasonable social

recognition for which purpose he shall behave with honor
and dignity at all times and refrain from such activities as
gambling, smoking drunkenness and other excesses,
much less illicit relations

Sec. 5 - …shall help the school keep the people in the

community informed about the school’s work and
accomplishments as well as its needs and problems.

Sec. 7 - … teacher shall maintain harmonious and

pleasant personal and official relations with other
professionals, with government officials, and with the
people individually or collectively.

Sec 8 - … every teacher possesses freedom to attend

church and worship, as appropriate, but shall not use his
position and influence to proselyte others.

44
 Sec. 2 - …teacher shall uphold the highest possible
standards of quality education, shall make the best
Article IV preparation for the career of teaching and shall be at his
THE TEACHER AND THE best at all times in the practice of his profession.
PROFESSION
Sec. 3 – …teacher shall participate in the continuing
professional education (CPE) program of the PRC and
shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity…

Sec. 1 - …shall be imbued with the spirit of professional

loyalty, mutual confidence, and faith in one another, self-
sacrifice for the common good, and full cooperation with
Article V colleagues.
THE TEACHER AND THE
TEACHING COMMUNITY Sec. 2 - …shall not entitled to claim for work not of his
own, and shall give due credit for the work of others
which he may use.

Sec. 3 – …Before leaving his position, a teacher shall

organize and leave to his successor such records and
other data as are necessary to carry on the work.

Sec. 4 - …shall hold inviolate all confidential information

concerning associates and the school; and shall not
divulge to anyone documents which have not yet been
officially released, or remove records from the files
without official permission.

Sec 2 – A teacher shall not make any false accusation

or charges against superiors…However, if there are valid
Article VI charges, he should present such under oath to
THE TEACHER AND THE competent authority.
HIGHER AUTHORITIES
Sec. 6 - A teacher who accepts a position assumes a
contractual obligation to live up to his contract, assuming
full knowledge of the employment terms and conditions.”

Sec. 1 – School officials shall hold inviolate all

Article VII confidential information concerning associates and the
SCHOOL OFFICIALS, school; and shall not divulge to anyone documents which
TEACHERS AND OTHER have not yet been officially released, or remove records
PERSONAL from the files without official permission.

45
 Sec. 3 – School official shall encourage and attend to the
professional growth of all teachers under them such as
recommending them for promotion, giving them due
recognition for meritorious performance, and allowing
them to participate in conference and training programs.

Article VI Sec. 4 – No school official shall dismiss or recommend

SCHOOL OFFICIALS, for dismissal a teacher or other subordinates except for
TEACHERS AND OTHER a cause.
PERSONAL
Sec 5 – School authorities concerned shall ensure that
public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions
of their work, provided that they are given, if qualified,
subsequent permanent tenure, in accordance with
existing laws.

Article VIII Sec. 1 – A teacher has the right and duty to determine
THE TEACHER AND the academic marks and the promotion of learners in the
THE LEARNERS subjects they handle. Such determination shall be in
accordance with generally accepted procedures of
evaluation and measurement. In case of complaint,
teacher concerned shall immediately take appropriate
actions, observing the process.

Sec. 2 – …shall recognize that the interest and welfare

of learners are his first and foremost concern, and shall
handle each learner justly and impartially.

Sec 3 – Under no circumstances shall a teacher be

prejudiced nor discriminatory against any learner.

Sec. 4 - …shall not accept favors or gifts from learners,

their parents, or others in their behalf in exchange for
requested concessions, esp. if undeserved.

Sec. 5 - …shall not accept directly or indirectly any

remunerations from tutorials other than what is
authorized for such services.

Sec. 6 - …shall base the evaluation of the learner’s work

on merit and Quality of academic performance.

Sec. 7 – In a situation where mutual attraction and

subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion
to avoid scandal, gossip, and preferential
treatment of the learners.

46
 Sec. 8 -…shall not inflict corporal punishment on
Article VIII offending learners nor make deductions from their
THE TEACHER AND scholastic ratings as punishment for acts which are not
THE LEARNERS clearly manifestation of poor scholarship

Sec 9 - …shall insure that conditions contributive to the

maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving
learner’s problems and difficulties
Sec. 1 – …shall establish and maintain cordial relations
with parents and shall conduct himself to merit their
Article IX confidence and respect.
TEACHER AND PARENTS Sec. 2 -…shall inform parents, through proper authorities
of the progress or deficiencies of learners under him…
Sec 3 - …shall hear parent’s complaints with sympathy
and understanding and shall discourage unfair criticism.

Sec. 1 - …has the right to engage, directly or indirectly,

Article X in legitimate income generation, provided that it does not
TEACHER AND BUSINESS relate to or adversely affect his work.

Sec. 2 - …shall maintain good reputation with respect to

financial matters such as in the settlement of his just
debts, loans, and other financial affairs.

Sec. 1 - …shall live with dignity in all places at all times

Art XI
TEACHER AS A PERSON Sec. 2 - …shall place premium upon self-respect and
self-discipline as the principle of personal behavior in all
relationships with other and in all situations

Sec 3 - …shall maintain at all times a dignified

personality which could serve as model of emulation by
learners, peers, and others.

Sec. 4 - …shall always recognize the Almighty God or

Being as guide of his own destiny and of the destinies of
men and nations.

Sec. 1 – Any violation of any provision of his Code shall

Article XII be sufficient ground for the imposition against the erring
DISCIPLINARY ACTION teacher of disciplinary action consisting of revocation of
his Certificate of Registration and License as
Professional Teacher, suspension form the practice of
the teaching profession, reprimand, or cancellation of his
temporary/special permit under causes specified in Sec.
23, Article III or R.S. No. 7836.

47
READINGS/REFERENCES

The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

Code of Ethics for Professional Teachers-Toolkit on teacher. Retrieved from:

teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Code of Ethics for Professional Teachers of the Philippines by Victor, Alice Feb. 10, 2013
retrieved from: https://www.slideshare.net/alicevictor1/code-of-ethics-for-professional-teacher-
16460665

48
 UNIT – V: THE RIGHTS AND DUTIES OF EDUCATIONAL COMMUNITIES

OVERVIEW:

Section 5 of the Batas Pambansa 232 (Education Act 1982) stated the “natural right and duty
of parents in the rearing of their children through educational system; and to promote and
safeguard the welfare and interest of the students through their rights and obligations and
encouraging the establishment of sound relationships between them and other members of the
school community.”
The fact that the duties and responsibilities of the different education personnel including
parents, it is hoped that there will be better coordination and support among school administrators,
teaching staff, students and parents. It aims to foster the spirit of shared purpose and cooperation
among members and elements of the educational community and other sectors of society and to
enhance the capability of school to maintenance proper behavior and conduct among members
of the educational community particularly the students.
In consonance to BP232, Executive Order No. 209 (Family Code) was signed into law by then
President Corazon C. Aquino on July 6, 1987. This is a basic law covering persons and family
relations governs among others, the parental authority over children. Since Family is considered
to be the foundation of social life for most Filipinos, for it provides love, support and framework of
values to each of its members, this code provides the most important influence on a child’s life.

LEARNING OUTCOMES: At the end of this lesson, you should be able to:

1. Clarify the constitutional mandates to enhance the rights and duties of parents, teachers,
and students

2. Internalize the rights and duties of parents and teachers for the betterment of the child’s
life

3. Clarify disciplinary procedures applied to teachers as they exercise special parental

authority and responsibility over the learners inside and outside the school

COURSE MATERIALS

Lesson 12 – BATAS PAMBANSA 232 (Education Act of 1982)

Batas Pambansa is an act providing for the Establishment and Maintenance of an

Integrated System of Education approved on September 11, 1982. It provides a more specific
provisions on rights, duties and parents relation to education, which enhance the promotion of
discipline in the educational communities. The fact that the duties and responsibilities of the
different education personnel including parents, it is hoped that there will be better coordination
and support among school administrators, teaching staff, students and parents. It aims to foster

49
the spirit of shared purpose and cooperation among members and elements of the educational
community and other sectors of society and to enhance the capability of school to maintenance
proper behavior and conduct among members of the educational community particularly the
students. Below are some important provisions of the Act deemed relevant to educational
communities:

PARTICULARS PROVISION STATEMENT-BATAS PAMBANSA 232

Sec 8 & 14 – Rights of Parents - …all parents who have children
enrolled in school have the following rights:
a. …organize by themselves and/or with teachers for the
II. purpose of providing a forum on discussion of matters relating
EDUCATIONAL to the total school program, and for ensuring the full
COMMUNITY cooperation of parents and teachers in the formulation and
efficient implementation of such programs.

b. …access to any official record directly relating to the children

who are under their parental responsibility

Sec 14 - Duties of Parents

a. …shall help carry out the educational objectives in
accordance with national goals.
b. …shall be obliged to enable their children to obtain
CHAPTER 2- 3 elementary education and shall strive to enable them to
RIGHTS and DUTIES obtain secondary and higher education in the pursuance of
the right formation of the youth.
c. …cooperate with the school in the implementation of the
school program curricular and co-curricular.

Sec 9 - Rights of Students in School - …students and pupils in all

schools shall enjoy the following rights:
a. …receive relevant quality education in line with national goals
and conducive to their full development as person with human
dignity;
b. …freely choose their field of study subjects to existing
curricula and to contribute their course therein up to
graduation, except in cases of academic deficiency, or
violation of disciplinary regulations;
c. …school guidance and counseling services for decisions and
selecting the alternatives in fields of work suited to his
potentialities;
d. …access to his own school records, the confidentiality of
which the school shall maintain and preserve;
e. …issuance of official certificates, diplomas, transcript of
records, grades, transfer credentials, and other similar
documents within 30 days from request;
f. …publish a student newspaper and similar publications, as
well as right to invite resource persons during assemblies,
symposia and other activities of similar nature;

50
 g. …free expression of opinions and suggestions, and to
effective channels of communication with appropriate
academic and administrative bodies of the school or
institution;
h. …form, establish, join and participate in organizations and
societies recognized by the school to foster their intellectual,
cultural, spiritual, and physical growth and development, …not
contrary to law.
i. …to be free from involuntary contributions, except those
approved by their own organizations or societies.

Sec 15 – Duties and Responsibilities of Students

a. …exert his utmost to develop his potentialities…
b. …uphold the academic integrity of the school…
c. …promote and maintain peace and tranquility of the school
d. …exercise his rights responsibly

Sec. 16 - Teacher’s Obligations

a. …perform his duties to the school by discharging his
responsibilities in accordance with the philosophy, goals, and
II. objectives of the school.
EDUCATIONAL b. …be accountable for the efficient and effective attainment of
COMMUNITY specified learning objectives in pursuance of national
development goals within the limits of available school
resources.
c. …render regular reports on performance of each student and
to the latter and the latter’s parents and guardians with
specific suggestions for improvement.
d. …assume the responsibility to maintain and sustain his
CHAPTER 3 professional growth and advancement and maintain
DUTIES AND professionalism in his behavior at all times.
OBLIGATIONS e. …refrain from making deductions in students’ scholastic
rating for acts that are clearly not manifestations of poor
scholarship
f. …participate as an agent of constructive social, economic
moral, intellectual, cultural and political change in his school
and the community within the context of national policies.

Sec 20 – “Formal Education” refers to the hierarchically structures

and chronologically graded learning organized and provided by the
formal school system and which certification is required in order for
the learner to progress through grades or move to higher level.
III a. Elementary Education – first stage of compulsory, formal
THE EDUCATIONAL education concerned with providing basic education and
SYSTEMS usually corresponding to six or seven grades, including pre-
school programs

51
 b. Secondary Education – following the elementary level
CHAPTER 1 concerned with continuing basic education and expanding it
to include learning of employable gainful skills,
FORMAL EDUCATION corresponding to four (4) years.

c. Tertiary Education – post secondary schooling leading to a

degree in s specific profession or discipline.

Sec 24 – Specialized Educational Service - …services to meet

special needs of certain clientele and shall include:

CHAPTER 2 a. “Work Education” or “Practical Arts”, which aims to

develop the attitudes towards work; and “technical-vocational
NON-EDUCATION education, a post-secondary but non-degree program leading
AND SPECIALIZED to one, two or three year certificated in preparation for a
group of middle-level occupations
EDUCATIONAL
SERVICES

b. “Special Education” is the education of persons who are

physically, mentally, emotionally, socially or culturally
different from the so-called “normal” individuals that they
require modification of school practices/services to develop
them to the maximum capacity

“Non-formal Education”, any organized school-based

educational activities aimed at attaining specific learning objectives
for a particular clientele, especially the illiterates and the out-of-
school youth and adults.

52
Lesson 13 – FAMILY CODE OF THE PHILIPPINES (EXECUTIVE ORDER NO. 209)

This lesson only considers and presents the provisions on parental authority, special parental
authority and effects of parental authority upon the persons of the children because these
provisions have direct effects or influence on the learners’ behaviors on education.
The family is important to the Filipino Culture because it provides love, support and framework
of values to each of its members. The family is the single most important influence in a child’s life.
Hence, this Executive Order No. 209 was signed into law by then President Corazon C. Aquino
on July 6, 1987. This is a basic law covering persons and family relations governs among others,
the parental authority over children.
Consequently, family relations are governed by law and no custom, practice, or agreement
destructive of the family shall be recognized of given effect. (Art, 149, Family Code)
Here are some important provisions in the Family Code of the Philippines:

PARTICULARS PROVISION STATEMENT – FAMILY CODE

Article 210 – Parental authority and responsibility may
TITLE IX not be renounced or transferred except in the cases
PARENTAL AUTHORITY authorized by law.

Article 211 – The father and the mother shall jointly

exercise parental authority over the persons of their
common children. In case of disagreement, the father’s
decision shall prevail, unless there is a judicial order to
the contrary.

Children shall always observe respect and reverence

towards their parents and are obliged to obey them as
CHAPTER 1 long as the children are under parental authority.

Article 213 – In case of separation of parents,

parental authority shall be exercised by the parent

53
 designated by the Court. The Court shall take into
account all relevant considerations, especially the
choice of the child over seven years of age, unless
the parent chosen is unfit.

No child seven years of age shall be separated from

the mother, unless the court finds compelling reasons
to order otherwise.

Article 214 – In case of death, absence or

unsuitability of the parents, substitute parental
authority shall be exercised by the surviving
grandparent. In case several survive, the one
designated by the court, taking into account the same
consideration mentioned in the preceding article, shall
exercise the authority.

Article 216 - In default of parents or a judicially

appointed guardian, the following person shall
TITLE IX exercise substitute parental authority over the child in
PARENTAL AUTHORITY the order indicated:
(1) The surviving grandparent, as provided in
Art. 214;

(2) The oldest brother or sister, over twenty-

CHAPTER 2 one years of age, unless unfit or disqualified;
Substitute and Special Parental and
Authority
(3) The child's actual custodian, over twenty-
one years of age, unless unfit or disqualified.

Whenever the appointment or a judicial guardian over

the property of the child becomes necessary, the
same order of preference shall be observed.

Article 217 - In case of foundlings, abandoned

neglected or abused children and other children
similarly situated, parental authority shall be entrusted
in summary judicial proceedings to heads of children's
homes, orphanages and similar institutions duly
accredited by the proper government agency. (314a)

Article 218 - The school, its administrators and

teachers, or the individual, entity or institution engaged
in child are shall have special parental authority and
responsibility over the minor child while under their
supervision, instruction or custody.

54
 Authority and responsibility shall apply to all authorized
activities whether inside or outside the premises of the
school, entity or institution. (349a)

Article 129 - Those given the authority and

responsibility under the preceding Article shall be
principally and solidary liable for damages caused by
the acts or omissions of the unemancipated minor. The
parents, judicial guardians or the persons exercising
substitute parental authority over said minor shall be
subsidiarily liable.

The respective liabilities of those referred to in the

preceding paragraph shall not apply if it is proved that
they exercised the proper diligence required under the
particular circumstances.

Article 220 - The parents and those exercising

parental authority shall have with the respect to their
unemancipated children on wards the following rights
TITLE IX and duties:
PARENTAL AUTHORITY
(1) To keep them in their company, to support,
educate and instruct them by right precept and
good example, and to provide for their
CHAPTER 3 upbringing in keeping with their means;
EFFECTS OF PARENTAL
AUTHORITY UPON THE (2) To give them love and affection, advice and
PERSONS OF THE CHILDREN counsel, companionship and understanding;

(3) To provide them with moral and spiritual

guidance, inculcate in them honesty, integrity,
self-discipline, self-reliance, industry and thrift,
stimulate their interest in civic affairs, and
inspire in them compliance with the duties of
citizenship;

(4) To furnish them with good and wholesome

educational materials, supervise their
activities, recreation and association with
others, protect them from bad company, and
prevent them from acquiring habits detrimental
to their health, studies and morals;

55

CHAPTER 3
EFFECTS OF PARENTAL
AUTHORITY UPON THE
PERSONS OF THE CHILDREN
(5) To represent them in all matters affecting
their interests;
(6) To demand from them respect and
obedience;

(7) To impose discipline on them as may be

required under the circumstances; and

(8) To perform such other duties as are

imposed by law upon parents and guardians.
(316a)

Article 221 - Parents and other persons exercising

parental authority shall be civilly liable for the injuries
and damages caused by the acts or omissions of their
unemancipated children living in their company and
under their parental authority subject to the
appropriate defenses provided by law. (2180(2)a and
(4)a )
CHAPTER 5
Article 222 - The courts may appoint a guardian of
SUSPENSION OR TERMINATION the child's property or a guardian and item when the
OF PARENTAL AUTHORITY best interests of the child so require.

The parent exercising parental authority shall not

interfere with the care of the child whenever
committed but shall provide for his support. Upon
proper petition or at its own instance, the court may
terminate the commitment of the child whenever just
and proper

Article 228 - Parental authority terminates

permanently:
(1) Upon the death of the parents;
(2) Upon the death of the child; or
(3) Upon emancipation of the child. (327a)

Article 229 - Unless subsequently revived by a final

judgment, parental authority also terminates:
(1) Upon adoption of the child;
(2) Upon appointment of a general guardian;
(3) Upon judicial declaration of abandonment of
the child in a case filed for the purpose;
(4) Upon final judgment of a competent court
divesting the party concerned of parental
authority; or

56
 (5) Upon judicial declaration of absence or
incapacity of the
person exercising parental authority. (327a)

Article 231 - The court in an action filed for the

purpose in a related case may also suspend parental
authority if the parent or the person exercising the
same:

(1) Treats the child with excessive harshness

or cruelty;
(2) Gives the child corrupting orders, counsel
or example;

(3) Compels the child to beg; or

(4) Subjects the child or allows him to be

subjected to acts of lasciviousness.

READINGS/REFERENCES
The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

The Family Code of the Philippines: Executive Order No. 209. Retrieved from:
https://www.chanrobles.com/executiveorderno209.htm#.Xv29ASgzZPY

The Family Code – Human Rights Library. Retrieved from:

http://hrlibrary.umn.edu/research/Philippines/Exec.%20Order%202009%20-
%20The%20Family%20Code.pdf

57
 UNIT VI – STRENGTHENING THE BASIC EDUCATION

OVERVIEW
In consonance with the “Millennium Development Goals” on achieving Educational for All
EFA) by the year 2015, the State shall “provide equal opportunities for all children to avail of
accessible mandatory and compulsory kindergarten education that effectively promotes physical,
social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare
them for formal elementary schooling.” Thus, kindergarten will now be an integral part of the basic
education system of the country.

To strengthen more the Philippine Educational System, the Enhanced Basic Education Act
of 2013 (K-12) makes the Philippine education system par with the international standard of 12-
year basic education thereby contributing to a better educated society capable of pursuing
productive employment, entrepreneurship, or higher education studies.

LEARNING OUTCOMES: After successful completion of this unit, you should be able to:

1. Explain intelligently the provision statements of the Republic Acts

2. Identify the strengths and weaknesses of Republic Act No. 10157 and Republic Act No.
10533.
3. Justify the relevance of the Kindergarten Education Act and The Enhanced Basic
Education Act to the improvement of the life of children and to the educational system

COURSE MATERIALS
Lesson 14 – KINDERGARTEN EDUCATION ACT (R.A. No. 10157)
Kindergarten education is important to the academic and technical development of the Filipino
child for it it’s the period when the child’s mind is most active and can easily absorbs any
information that are fed to them. It is the best time to invest the very basic and essential
foundations of learning to prepare children for more demanding formal education—from
elementary and beyond.
Kindergarten education was institutionalized a part of the basic education and was made
mandatory and compulsory for entrance to Grade 1. It is the 10-month program provided to
children who are at least five years old in elementary schools using thematic and integrative
curriculum to ensure the development of foundation skills among children to prepare them for
Grade 1.
Below are some important provisions of R.A. No. 10157:

58
SECTIONS OF THE ACT PROVISION STATEMENT

“…This act shall apply to elementary school system being

the first stage of compulsory and mandatory formal
education. Thus, kindergarten will now be an integral part
Section 2 of the basic education system of the country”.
Declaration of Policy
“…it is also the policy of the State to make education
learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages
of teaching and learning.”

Section 3 3.5 Kindergarten Education shall mean one (1) school year
Definition of Terms of preparatory education for children at least five (5) years
old as a prerequisite for Grade 1.

3.6 Mother Tongue refers to the home language or the

language first learned by a child.

3.7 Mother Tongue-Based Multilingual Education (MTB-

MLE) is a formal or non-formal education in which the
learner’s mother tongue and additional languages are used
in the classroom.

3.1.1 Inclusiveness of Kindergarten Education. To

Section 4 cater to the needs of the learners with special
General Kindergarten needs…the following services shall be adopted:
Program
3.1.1.1 Head start Program for the Gifted shall refer to
a comprehensive program for the gifted and
talented pupils in public elementary schools…

3.1.1.2 Early Intervention Program for Children with

Disabilities shall refer to the programs designed
for children who are identified with special
educational needs. This intervention could be
either be home-, school- or community -based.

3.1.1.3 Kindergarten Madrasah Program (KMP) shall

refer to the program provided for Muslim pupils
enrolled in the public schools…

3.1.1.4 Indigenous People (IP) Education shall refer to

the program which ensures the preservation
recognition, promotion and protection of the rights
of indigenous people….

59
 SECTIONS OF THE ACT PROVISION STATEMENT

Section 5 …the MTB-MLE method is hereby adopted. The mother

Medium of Instruction tongue of the learners shall be the primary medium of
instruction for teaching and learning in the kindergarten level
in public schools. However, exceptions shall be made to the
following cases:

5.1 When the pupils in the kindergarten classroom have a

different mother tongue or when some of them speak
another mother tongue;

5.2 When the teacher does not speak the mother tongue of
the learners;

5.3 When resources, in line with the use of the mother

tongue, are not yet available; and

5.4 When teachers are not yet trained on how to implement

MTB-MLE program.
Section 8
Kindergarten Curriculum
…The curriculum shall include standards and competencies
expected of five-year old children along developmental
domains. It shall focus on the child’s total development
according to his/her individual needs and socio-cultural
background.

…Provided, that it shall ensure to maximize at least three

hours (3hrs) in managing the blocks of time with daily-planned
activities; …shall be executed in a play-based manner through
active learning experiences making children feel that learning
can be enjoyable and meaningful.

READINGS/REFERENCES
The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

DepEd issues implementing rules of Kindergarten Act. Pia Lee-Brago May 27, 2012,
retrieved from: https://www.philstar.com/headlines/2012/05/27/810874/deped-issues-
implementing-rules-kindergarten-act

DepED Order No. 32, s. 2012. IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC
ACT NO. 10157, OTHERWISE KNOWN AS “THE KINDERGARTEN EDUCATION ACT”
retrieved from: https://www.teacherph.com/kindergarten-education-
act/#:~:text=10157%20OTHERWISE%20KNOWN%20AS%20%E2%80%9CTHE%20KINDERG
ARTEN%20EDUCATION%20ACT%E2%80%9D&text=10157%20entitled%20%E2%80%9CAn
%20Act%20Institutionalizing,the%20%E2%80%9CKindergarten%20Education%20Act.%E2%80
%9D

60
WATCH
Mother-Tongue Instruction – Early Learning Toolkit. Retrieved from:
https://www.earlylearningtoolkit.org/content/mother-tongue-instruction

Mother-Tongue based Multilingual Education – A key to Quality Education. Retrieved

from: https://www.youtube.com/watch?v=iJAatN4PMBA

Lesson 15 – ENHANCED BASIC EDUCATON OF 2013 (R.A. No. 10533: K to 12 Curriculum

Education, being one of the most important aspect of one’s life, is a powerful motive for
development and strongest instruments for reducing poverty, and improving health, gender
equality, peace, and stability (The World Bank Group 2016). Before this act was signed, the
Philippines was one of the three (3) countries in the world that still had ten (10) years in basic
education. With this situation, the Philippine government desires to improve the existing method
of education to give better future and higher quality of education to its citizenry; hence, this K to
12 curriculum programs was adapted.
The Enhanced Basic Education Act of 2013, or the K-to-12 Act, establishes a “universal
kindergarten” and introduces Grades 11 and 12 to high school education in public and private
schools. Students will have to complete the extra education to qualify for university.
The K+12 program covers kindergarten and twelve years of basic education — six (6) years of
primary schooling, four (4) years of junior high school and two (2) years of senior high school. It
aims to enhance learners' basic skills, produce more competent citizens, and prepare graduates
for lifelong learning and employment. By adding two years to the current educational system,
K+12 aims to contextualizes lessons to students, as concepts will be explained using local culture
with the use of students’ respective mother tongues. The curriculum also prepares graduates to
acquire mid-levels skills that will allow them more opportunities even in the global job markets. It
was signed by then President, Benigno Aquino III on May 15, 2013. Below are the important
provisions of this act:

61
SECTIONS OF THE ACT PROVISION STATEMENT

Section 2 “…apply to all public and private basic educational institutions

Scope and Application and learning centers. …shall also apply to Higher Educational
Institutions (HEIs), Technical-Vocational Institutions (TVIs),
Teacher Education Institutions (TEIs), and foundations.”

Learning Center refers to a physical space to house learning

Section 4 resources and facilities of a learning program for out-of-school
Definition of Terms youth and adults. It may also be referred to as “Community
Learning Center” authorized or recognized by the DepEd.

Learner refers to a pupil or student, or to a learner in the

Alternative Learning System.

Section 4 Mother Language or First Language (L1) refers to the

Definition of Terms language first learned by a child. This includes Filipino sign
languages used by individuals with pertinent disabilities. The
regional or native language refers to the traditional speech
variety of Filipino sign language existing in a region, area, or
place.

Section 10 …”shall adhere to the following standards and principles in

Standards and Principles developing the enhanced basic education curriculum:
in developing the
curriculum a. …shall be learner-centered, inclusive and
developmentally appropriate;

b. …shall be relevant, responsive and research-based;

c. …shall be gender-and- culture sensitive;

d. …shall be contextualized and global;

62
 e. …shall be use pedagogical approaches that are
constructivist, inquiry based, reflective, collaborative
and integrative;

f. …shall use the spiral progression approach to ensure

mastery of knowledge and skills after each level and

g. …shall be flexible enough to enable and allow schools

to localize, indigenize, and enhance the same based
on their respective educational and social contexts.

For kindergarten and the first three years of elementary

education, instructions, teaching materials, and assessment
shall be in the regional or native language of the learners,

Filipino and English shall be gradually introduced as language

of instruction until such time when these two (2) languages
can become the primary languages of instructions at the
secondary level.

BASIC EDUCATION PROGRAM

Elementary Kinder to Grade Six (6)

Junior Grades 7 to 8 Grades 9 to 10

High (Exploratory TLE) (Specialized TLE)
School
Tracks
Contextualized Track Subjects

Senior
High Academic Technical Sports Arts &
School Track Vocational Track Design
Core Livelihood Track
Subjects Track

*Language
*Humanities *General *Home
*Communication Academic Economics
*Mathematics Strand
*Philosophy *Agri-Fishery
*Science *STEM
*Social Science *Industrial Arts
*P.E. & Health *ABM

63
 *ICT
*HUMMSS

READINGS/REFERENCES
The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

The K to 12 Curriculum. USec. Dina S. Ocampo. Jan 30, 2014 retrieved from:
https://www.academia.edu/35966397/The_K_to_12_Curriculum_The_K_to_12_Philippine_Basi
c_Education_Curriculum_Framework_DEPARTMENT_OF_EDUCATION

The K to 12 Basic Education Program, Official Gazette of the DepEd. Retrieved from:
https://www.officialgazette.gov.ph/k-
12/#:~:text=The%20K%20to%2012%20Program,prepare%20graduates%20for%20tertiary%20e
ducation%2C

64
 UNIT VII – ANTI-BULLYING (R.A. 10627) AND
CHILD PROTECTION LAW (7610)

OVERVIEW

In spite of the efforts made by the government to attain the ideal learning environment for basic
education, incidents on bullying and child abuse (in any form) became rampant. The recent
bullying incident in one of the exclusive schools in Metropolis, have prompted the Department of
Education to reiterate the importance of adopting and enforcing anti-bullying policies in the
schools. The controversy brought awareness to the reasons why it is happening, its causes, its
effects to the life of children as well as to their families.
Further, the DepEd No. 40 s. 2012 institutionalizing zero tolerance against any form of violence
against the child and provided for the establishment of the Child Protection Committee in all public
and private schools in consonance to the Republic Act No. 7610.

LEARNING OUTCOMES: After the completion of this unit, the students will be able to:
1. Explain the impact of Anti-Bullying Act and Child Abuse to the teaching and learning
process.
2. Identify the causes and effects of Bullying
3. Identify the strength and weakness of the acts for Bullying and Child Abuse
4. Suggest solutions on how to minimize the causes and effects of the Anti-Bullying and
Child Abuse

COURSE MATERIALS
Lesson 16: ANTI-BULLYING ACT (R.A. 10627)
Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled in
kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”)
from being bullied. It requires Schools to adopt policies to address the existence of bullying in
their respective institutions. It was signed into law by President Benigno Aquino III on September
6, 2013.
Bullying physically and through verbal expression are common to school children. However,
due to popularity of social media, cyber-bullying added to the pains of bullied victims because of
its capability to spread on just one click of a finger. These added to the humiliations of bullied
victims as well as their families. These should be addressed immediately and henceforth, the
government undergone steps to remedy or at least lessen the cases of bullying among children
in school.

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 Bullying is the use of force, coercion or threat, to
abuse, aggressively dominate or intimidate. The
behavior is often repeated and habitual. (Wikipedia)

Section 2 of R. A. 10627, stated “Bullying” shall

refer to any severe or repeated use by one or more
students of a written, verbal or electronic expression or
physical act or gesture, or any combination thereof
directed at another student that has the effect of
actually causing or placing the latter in reasonable fear
of physical or emotional harm or damage to his
property; creating a hostile environment at school for
the other students …

TYPES OF BULLYING IN SCHOOL: (Under Section 2 of R.A. 10627)

a. Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the
use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being; (ex. Name
calling, making people feel frightened or upset)

c. Any slanderous statement or accusation that causes the victim undue emotional distress
like directing foul language or profanity at the target, name-calling, tormenting and commenting
negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic means
but not limited to texting, email, instant messaging, chatting, internet, social media, online games,
or other platforms of formats.

CAUSES OF BULLYING: According to American Society for the Positive Care of Children, here
are some of the things that made a person to bully others:

Feeling Powerless in Their Own Lives. Bullying, in any form, is one way people claim a sort of
power in their lives by seeking out those who seem defenseless and attacking some aspect of
bullied (victim) one’s personality that makes them (one who bullied) stand out. Sometimes the
feelings of powerless come from a problem home. For kids, situations like excessive fighting in
the home, parents getting separtion, or a close family member suffering from an drug addiction
or alcoholism. For adults, problems in marriage from disloyal to general estrangement may lead
them to exaggerate their own authority to the point of bullying.

Someone Else is Bullying Them. A person may feel bullied by their parents, their boss, or an
older siblings. Getting bullied by any of these people who are in an assumed position of authority
may tempt to claim authority for themselves through bullying, rather than reaching out for help in
dealing with their own issues in a more productive way.

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Cyberbullying is often a byproduct of someone being bullied in their offline life. Some people
who are perceived as weak, use the internet to try and reinvent themselves into someone more
powereful or intimidating. Often cyberbullying can be an extension or real world bullying, example
hacking into a social media account, in order to display negative rumors about another person.

Bullies are often jealous of or frustrated with the person they are bullying. When a person
picks on someone for always being the first to raise their hand in class, or getting the best grade
on tests and ruining the curve, or even picking up many of the promotions at work, they may
become an easy target for bullies. Some of the things that make people different are generally
neutral characteristics, but some, like being smart, focused, or creative often represent attributes
that the bully wishes they shared with their victim. By seeking to undermine someone else’s skills,
bullies try to create a more level playing field. They may be embarassed by their own intelligence
and fear being called a “nerd” so they make the accusatin of someone else.

Lack of Understanding or Empathy. A person may bully because there is an aspect of a

person’s personality that they don’t understand or don’t agree with. They may also have a
prejudice against a person’s race, religion or sexual orientation.

Looking for Attention. Some bullies think that what they are doing is teasing a bit, or even
befriend the person they are bullying. These social issued lead them to have trouble
communicating in a healthey way and instead turyn to insults or even physical violence as a way
of communicating. Many times bullies are very lonely people who do not have may true friends
and want to attract whatever attention they can.

Bullies need in control. Kids who push others around are often driven by the need for power.
They enjoy being able to subdue others. They are impulsive and hot headed and they thrive when
their victims tremble in their presence. They don’t care about the feelings of the victims and they
feel happy or accomplished when victims cry.

Bullies behavior gets rewarded. The perpetrator is rewarded by gaining popularity, attention
or the power of having others afraid of them. These unintentional rewards reinforce bullying
behavior and encourage the perperators to keep pushing others around.

EFFECTS OF BULLYING

1. It can make students feel lonely, unhappy and frightened. It is not only the students being
bullied who are affected, but also the witnesses of abuse. Most students say they don’t
like seeing bullying in their school; it makes them feel worried and uncomfortable. Students
who bully others are also more likely to have problems and are unhappy people.

2. Being bullied can affect everything about a child: how they see themselves, their friends,
school, and their future. Students who are bullied often experience depression, low self-
esteem that may last a lifetime, shyness, loneliness, physical illnesses, and threatened or
attempted self-harm. Some students miss school, see their marks drop or even leave
school altogether because they have been bullied. Verbal and social/relational bullying
can be just as harmful as physical bullying.

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 3. Students who engage in bullying also risk poor long-term outcomes, including leaving
school early. Some students engage in bullying for a short time only and then stop either
because they realize it’s wrong or they are supported to learn more appropriate behavior.

4. Although most research focuses on the impacts of bullying on initiators and targets,
bullying may also have a negative impact on bystanders, those who witness bullying. Even
if a child isn’t being bullied, they can be affected by it. No one can do well when they feel
unsafe.

WHAT THEN ARE THE OBLIGATIONS OF THE SCHOOL UNDER THE ACT?

Schools are directed to adopt policies, which are to be regularly updated, to address the existence
of bullying in thie respective institutions. Section 3 (c) stated clearly the establishing of clear
procedures and strategies for:

1. Reporting acts of bullying or retaliation;

2. Responding promptly to and investingating reports of bullying or retaliation;
3. Restoring a sense of safety for a victim and assessing the student’s need for protection;
4. Protecting from bullying or retaliation of a person who reports acts of bullying…;
5. Providing counseling or referral to appropriate services for perpetrators, victims and
appropriate family members lof said students

Section 3 (e) – Subject a student who knowingly makes a false accusation of bullying to
disciplinary administrative action;

(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school as well
as the mechanisms of such school for the anonymous reporting of acts of bullying or retaliation;

(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of the
school and how parents and guardians can provide support and reinforce such policies at home;
and

(h) Maintain a public record of relevant information and statistics on acts of bullying or retaliation
in school; provided, the name of the students who committed acts of bullying shall be strictly
confidential and only made available to the school administration, teachers directly responsible
for the said studnets and parents or guardians of students who are or have been victims of acts
of bullying or retaliation.

ROLES OF PARENTS IN IMPLEMENTING THE ANTI-BULLYING ACT

Parents and guardians should actively participate in resolving any issue of harassment. Bullying
is a serious matter and carries an emotional, psychological, social impact to the victim, the
bystander, and the also to the bullies.
As the primary educator of the children at home, parents need to:

1. Set an atmosphere of love, compassion, and care for each member of the family
2. Observe prudence of speech. Remember, children speak heard words
3. Establish good, healthy communication at home so that children may feel secure and
supported with problems at school.

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 4. Be alert of any changes in the child’s behavior. These are some signs that your child is
bullied:
a. Unwilling to go out of the house
b. A sudden lack of interest in school activities ans things he used to do
c. Unable to give reasonable explanation about marks, bruises, or cuts on his body
d. Shows unusual sadness, loneliness and anxiety and
e. Declines in academic performance

READINGS/REFERENCES

Republic Act No. 10627 Official Gazette of the Republic of the Philippines. Retrieve form:
https://www.lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html

Causes of Bullying. Nobullying.com retrieve from:

https://americanspcc.org/wp-content/uploads/2013/04/Bullying-Causes-of-Courtesy-of-
nobullying.pdf

The Effects of Bullying. Retrieved from:

https://www.bullyingfree.nz/about-bullying/the-effects-of-bullying/

WATCH
https://news.abs-cbn.com/news/06/09/18/alamin-proteksiyon-ng-batas-kontra-bullying
https://parents.au.reachout.com/common-concerns/everyday-issues/bullying-and-teenagers

LESSON 17. SPECIAL PROTECTION OF CHILDREN AGAINST CHILD ABUSE,

EXPLOITATION AND DISCRIMINATION ACT (R.A. 7610)

In consonance with PD 603 (Child and Youth

Welfare Code, 1974), which stated the rights of
the child to have a “…wholesome family life that
will provide him with love, care, and
understanding guidance and counseling, moral
and material security”, an act to provide special
protection to children from all forms of abuse,
neglect, cruelty, exploitation and discriminations
was approved on June 17, 1992. Its rationale is
to give protection to persons below 18 years of
age or those over but are unable to fully take care
of themselves or protect themselves from abuse,
cruelty and exploitation.

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WHAT IS CHILD ABUSE? Article 1 Section 3 stated that Child Abuse refers to the
maltreatment, whether habitual or not, of the child which includes any of the following:

a. Psychological and physical abuse, neglect, cruelty, sexual abuse, and emotional
maltreatment;

b. Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and
dignity of a child as a human being;

c. Unreasonable deprivation of his basic needs for survival, such as food and shelter or

d. Failure to immediately give medical treatment to an injured child resulting in serious

impairment of his growth and development or in his permanent incapacity or death.

1. Being in the community where there is armed conflict or being affected by armed
conflict-related activities;
2. Working under conditions hazardous to life, safety and morals which unduly interfere
with their normal development;
3. Living in or fending for themselves in the streets or urban or rural areas without the care
of parents or guardians;
4. Being member of a indigenous cultural community and/or living under conditions of
extreme poverty or in an area which is underdeveloped and/or lacks or has inadequate
access to basic services needed for a good quality of life;
5. Being a victim of a man-made or natural disaster or calamity.

DEFINITION OF TERMS USED IN THIS ACT

Physical Abuses occurs when a child is purposely injured or put a risk of harm by another
person. Article 221 - Parents and other persons exercising parental authority shall be civilly
liable for the injuries and damages caused by the acts or omissions of their unemancipated
children living in their company and under their parental authority subject to the appropriate
defenses provided by law. (2180(2)a and (4)a )
Sexual Abuse is any sexual activity with a child, such as fondling, oral-genital contact,
intercourse, or exposure to child pornography.
Emotional abuse means injuring a child’s self-esteem or emotional well-being. It includes
verbal and emotional assault as well as isolating, ignoring or rejecting a child.
Neglect is failure to provide adequate food, shelter, affection, supervision, education, or dental
or medical care.
Medical abuse occurs when someone gives false information about illness in a child that
requires medical attention, putting the child at risk of injury and unnecessary medical care.
Child Trafficking – is the illegal movement of children, typically for the purposes of forced labor
or sexual exploitation. Any person who shall engage in trading and dealing with children including,
…to the act of buying and selling of a child for money, or for any other consideration, or barter,
shall suffer the penalty of reclusion temporal to reclusion perpetua.

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Obscene Publications and Indecent shows –any person who shall hire, employ, use,
persuade, induce or coerce a child to perform in obscene exhibitions and indecent shows, whether
live or in video, or model in obscene publications or sell or distribute the said materials shall suffer
the penalty of prison mayor in its medium period.
Article 222 - The courts may appoint a guardian of the child's property or a guardian and item
when the best interests of the child so requires.
Article 221 - Parents and other persons exercising parental authority shall be civilly liable for
the injuries and damages caused by the acts or omissions of their unemancipated children living
in their company and under their parental authority subject to the appropriate defenses provided
by law. (2180(2)a and (4)a.
Article 222 - The courts may appoint a guardian of the child's property or a guardian and item
when the best interests of the child so require.
CHILD EXPLOITATION refers to the use of children for someone else’s advantages,
gratification or profit often resulting in unjust, cruel, and harmful treatment of the child. It is the
deliberate maltreatment, manipulation, or abuse of power and control over another person. It is
taking advantage of another person or situation usually, but not always, for personal gain.
TYPES OF EXPLOITATION
a. Sexual Exploitation e. Child Soldiers
b. Labor Exploitation f. Organ harvesting
c. Domestic servitude g. Slavery
d. Forced marriage h. Forced Criminality
HOW DO WE KNOW THAT A CHILD IS ABUSED?
A child who is being abused may feel guilty, ashamed, or confused. He may be afraid to
tell anyone about the abuse especially if the abuser is a parent, or other relative or family friend.
Here are some ways to watch if the child is abused:

 Withdrawal from friends or usual activities

 Changes in behavior such as aggression, anger, hostility, or changes in school
performance
 Depression, anxiety or unusual fears or sudden loss of self-confidence
 An apparent lack of supervision
 Frequent absences from school
 Reluctance to leave school activities or doesn’t want to go home
 Attempts at running away
 Rebellious or defiant behavior
 Self-harm or attempts at suicide
Child health experts condemn the use of violence in any form. Any corporal punishment may
leave emotional scars. Parental behaviors that cause pain, physical injury or emotional trauma-
even when done in the name of discipline—could be child abuse. Keep in mind that health care
professionals are legally required to report all suspected cases of child abuse to the appropriate
authorities or the police.

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WHAT PREVENTIONS CAN BE DONE FOR CHILD ABUSE?
1. Offer child love and attention. Nurture the child, listen and be involved in their life to
develop trust and good communication. Encourage the child to tell you if there’s a problem.
A supportive family environment and social networks can foster the child’s self-esteem
and sense of self-worth.

2. Don’t respond in anger. Don’t take out your anger on your child. Better interact with the
child.

3. Think supervision. Don’t leave a young child alone at home. In public, keep a close eye
on the child. When old enough to go out without supervision, encourage the child to stay
away from strangers and to hang out with friends rather than be alone. Always let the child
tell where they are especially when they are in sleep-over with friends.

4. Emphasize when to say NO. Encourage the child to leave a threatening or frightening
situation immediately and seek help from a trusted adult. If something happens,
encourage the child to talk to you or another trusted adult. Assure the child that it’s OK to
talk and that he/she won’t get in trouble.

5. Reach out. Meet the families in the neighborhood, including parents and children.
Develop a network of supportive family and friends.

PENALTY, SANCTIONS OR PUNISHMENT

SECTION 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other Conditions
Prejudicial to the Child’s Development. ----
(a) Any person who shall commit any other acts of child abuse, cruelty or exploitation or to be
responsible for other conditions prejudicial to the child’s development …shall suffer the penalty of
prison mayor in its minimum period.
(b) Any person who shall keep or have in his company a minor, twelve (12) years or under or who
in ten (10) years or more his junior in any public or private place, hotel, motel, beer joint,
discotheque, cabaret, pension house, sauna or massage parlor, beach and/or other tourist resort
or similar places shall suffer the penalty or Prison mayor in its maximum period and a fine of
not less than Fifty thousand pesos (P50,000)…
(c) Any person who shall induce, deliver or offer a minor to anyone prohibited by this Act to keep
or have in his company a minor as provided in the preceding paragraph shall suffer the penalty
or prison mayor in its medium period and a fine of not less than Forty thousand pesos
(P40,000)… Provided, however, That should the perpetrator be an ascendant, stepparent or
guardian or the minor, the penalty to be imposed shall be prison mayor in its maximum period, a
fine of not less than Fifty thousand pesos (P50,000), and the loss of parental authority over the
minor.

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(d) Any person, owner, manager or one entrusted with the operation off any public or private place
of accommodation, whether for occupancy, food, drink or otherwise, including residential places,
who allows any person to take along with him to such place or places any minor herein described
shall be imposed a penalty of prison mayor in its medium period and a fine of not less than Fifty
thousand pesos (P50,000), and the loss of the license to operate such a place or establishment.
(e) Any person who shall use, coerce, force or intimidate a street child or any other child to:
1. Beg or use begging as means of living;
2. Acts as conduit or middlemen in drug trafficking or pushing; or
3. Conduct any illegal activities, shall suffer the penalty of prison correctional in its
medium period to reclusion perpetua.

READINGS/REFERENCES
The Teaching Profession. Bilbao, Purita P. et al. 6th Edition. 2015. Lorimar Publishing Co. Inc.

Republic Act 7610 Philippine Commission on Women. Retrieve from:

https://pcw.gov.ph/law/republic-act-
7610#:~:text=AN%20ACT%20PROVIDING%20FOR%20STRONGER,VIOLATION%20AND%2
0FOR%20OTHER%20PURPOSES.&text=Section%201.,%2C%20Exploitation%20and%20Disc
rimination%20Act.%22

Symptoms of Child Abuse. Mayo Medical Staff. Oct 5, 2018. retrieve from:
https://www.mayoclinic.org/diseases-conditions/child-abuse/symptoms-causes/syc-20370864

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