MIDTERM - Here it is recommended that crea<ve wri<ng

E106 based on some topics from the text becomes a

TEACHING STRATEGIES FOR LITERATURE STUDIES regular exercise.
SUGGESTED TEACHING STRATEGIES ACTIVITY METHOD
1. Iden9fying Linguis9c Features - This can be best portrayed with drama<za<on
- Expose to new vocabulary technique which is great value to the teaching of
- Expose to difficult syntax literature.
- Expose to challenging literary features RUBRIC - a scoring guide to evaluate the quality of students’
2. Iden9fying similari9es and differences constructed responses
- Classifica<on, Categoriza<on - an evaluation tool or set guidelines used to promote the
-analysis (features) consistent application of learning expectations, learning objectives, or
3. Summarizing / Notes Taking learning standards in the classroom, or to measure their attainment
Skills against a consistent set of criteria.
- Comprehension
- Cri<cal thinking ANALYTIC RUBRIC – set specific criteria
- Organizing ideas HOLISTIC RUBRIC – overall performance
- Linguis<c ability
4. Insis9ng Coopera9ve Learning UNDERSTANDING LEVELS OF COMPREHENSION QUESTIONS
- Interven<on of the teacher MT SAC LEVELS OF COMPREHENSION
- Collabora<ve
- Let students do their task as a group
5. Graphic Organizers
6. Making the text a drama
7. Providing appropriate prac9ce (Guided and Independent)
8. SeXng Objec9ves and providing meaningful feedback
- Error Correc<on
9. Reinforcing effort and providing recogni9on

APPROACHES FOR LITERATURE STUDIES

1. THEMATIC APPROACH - This is the teaching of literature
based on the understanding of the central theme and the
sub-themes.
2. text in respect of the author’s style and in comparison, with LITERAL – stated facts in text:
another author. - Data
3. GROUP APPROACH - This engages the weak and the strong - Specifies
in a common ac<vity possibly to strengthen the weak. But - Dates
as an approach to teaching of literature, group approach is - Trails and seUng
engaged in to drama<c or act out the text. INFERENTIAL – builds on facts in text:
4. RESPONSE APPROACH - This portrays the cri<cal method. - Predic<on using facts from text
This offers the student the freedom to be real to the text - Sequence
and not stereotyped or staged managed. - Traits and seUng
5. INTEGRATED APPROACH - This has to do with looking at a EVALUATIVE – judgement of the text based on:
text a whole en<ty, this approach also involves using the - Fact and opinion
text to teach language and literature. A text could be so used - Validity
to teach stories, pronuncia<on literary devices. - Appropriateness
6. PROBLEM POSING APPROACH - Requires the students to - Worth: acceptable, desirable ideas
unravel a given mystery in the text - Comparisons
- Cause-effect
METHOD FOR LITERATURE STUDIES *incorporate ideas, we let the students to judge
CRITICISM METHOD APPRECIATIVE – response to the text based on:
- Highly recommended in the literature teaching. - Personal reac<on and reflec<on (places reader in
- Students may be occasionally required to cri<cize story)
the informa<on they obtain from the study guides - Author’s purpose
with close reference to the actual text. ESSENTIAL – response to the text based on:
- This method prompts student to read further for - Drawn from en<re text
more informa<on. - Looks at the Big Ideas and Themes from text
- Capable of evoking and sustaining the interest of - Looks at the world view that the text brings up
the studies in the field. - Applies the themes to today’s world
DISCUSSION METHOD CRITIQUE – response to text based on:
- This could be an effec<ve means of ensuring that - Author’s use of language
students read the text and acquire the correct - Reac<on to author’s ideas
informa<on. - Reac<on to author’s values, imagery, style, and
DISCOVERY METHOD execu<on
- This stems from problem posing approach and *literary criticism / literary analysis
can achieve greater result when fused with *highest level
discussion method.
- Encourages originality and flexibility of ideas or 5 TYPES OF READING COMPREHENSION
thoughts 1. LEXICAL COMPREHENSION
QUESTIONING METHOD Characteristics:
- Encourage ini<a<ves and curiosity It deals with the understanding of the words in a text. The reader must
PROJECT METHOD be equipped with the knowledge of unlocking the meaning of the
- Because of individual differences, some students terms in a text. Questions that start with the following are usually
are known to demonstrate poor language skills. lexical:
Project method can assist them.
E106 § An inferen<al ques<on deals with implied through key
details not stated directly
Example Questions: § Requires students to recall their previous knowledge of the
What does 'enchanted’ mean? topic as they iden<fy relevant
What words are most like 'enchanted': Magical or funny? Scary or Type 3 Question: Generalization Questions
special? § Evalua<ve Ques<ons – beyond the text ques<ons
§ This requires the students to think outside the text to
2. LITERAL COMPREHENSION consider what they think and believe in rela<on to the
Characteristics: message of the text
Identify the main ideas of the paragraph. Recall details to support the § Students will also jus<fy their points, share and argue
main idea. Organize the sequence of main events that occurred. viewpoints and analyze

Example Questions: TEACHING AND ASSESSING POETRY: COMPREHENDING POETRY

Who was the girl who lost the glass slipper? Cinderella go to live at Teaching and Assessing Poetry
the end of the story? § The teacher must engage students on the peculiarity of
Where did What happened...? poetry through competency-based learning materials that
allow the students to embrace the different genres with the
poe<c
3. INTERPRETIVE COMPREHENSION
Characteristics: POETIC DEVICES
Reading between the lines. 3 Types of Poetic Devices
Predict endings and anticipate consequences. A. Devices that create rhythm
State reasons for events. - RHYTHM
Make generalizations. (Iamb, trochee, spondee, dactyl, anapest)
Understand the facts that are explicitly stated in the text. X – unstressed syllable
/ - stressed syllable
Example Questions:
How did the pumpkin turned into a carriage? 1. Iamb (X /) – combina<on of unstressed and stressed syllables
What would've happened to Cinderella if she hasn't lost her slippers?
Why did...? 2. Trochee (/ X) – combina<on pf stressed and unstressed syllables

4. APPLIED COMPREHENSION 3. Spondee (//) – combina<on of two stressed syllables

Characteristics:
Reading beyond the lines. 4. Dactyl (/ X X) – combina<on of three stressed, unstressed and
Reader links between the text and his own experience and knowledge unstressed syllables
to develop an answer.
A reader asks open-ended questions to promote deeper 5. Anapest (X X /) – combina<on of two unstressed syllable
understanding. followed by stressed syllable
Readers support their answer with a logical reason.
Readers do the following: 1 – monometer
1. Make generalizations. 2 – bimeter
2. Make comparisons. 3 – trimeter
3. Make judgments. 4 – tetrameter
4. Make recommendations and suggestions. 5 – pentameter
5. Make decisions. 6 – hexameter
6. Create alternative endings. 7 – pentameter
8 – octameter
Example Questions: 9 – nonameter
Do you think Cinderella was wrong for going to the ball when her 10 – tentameter
stepmother said she couldn't go?
How would you...?
Do you agree...?
What would have happened if...?

5. AFFECTIVE COMPREHENSION
Characteristics:
Previews social scripts to ensure understanding of plot development.
Connects motive to plot and character development.

Example Questions:
What do you do when you're disappointed because you cannot do
anything
fun? Is that how Cinderella reacted. Do you think what ... has done is
appropriate?

HILLOCK’S LADDER
LEVELS OF READING COMPREHENSION
Type 1 Question: Literal Question
§ Right there or on the page
§ The key details are important to comprehend the text
§ Literal
Type 2 Question: inferential Question
§ Think or search ques<ons or between the line’s ques<ons
§ Those which requires the students to figure out the answers
MIDTERM FLIP CHART
E105 - t is a large or pad of paper. usually on a tripod or
NON-DIGITAL INSTRUCTIONAL MATERIALS stand
INSTRUCTIONAL MATERIALS Suggestions on the use of Flipchart
- These are print and non-print items that are 1. Use wide-tipped pens or markers
rested to impact informa<on to students in the 2. Print in block letters,
educa<on process. 3. Use different colored pens,
- These are the SUPPLEMENTARY MATERIALS that 4. Use headings, boxes, cartoons and borders;
help teacher presenta<on, to CONCRETE, make 5. Use bullets,
his/her EFFECTIVE INTERESTING, MEANINGFUL 6. Avoid putting too information on one page much
and INSPIRING. 7. When pages are prepared in advance use every other page;
8. Have masking tape available to put pages up:
ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING 9. Face the student, not the flipchart while talking.
1. They promote meaningful communication and effective learning;
2. They ensure better retention, thus making learning more WALL DISPLAY
permanent; - Displaying items on a classroom wall is well-
3. They help to overcome the limited classroom by making the known, tried and tested educa<onal methods
inaccessible accessible; - This is a collec<on of many different types of items
4. They provide a common experience upon which late learning can and materials put up on a wall to make an
be developed; interes<ng and informa<ve display:
5. They encourage participation especially if students are allowed to
manipulate materials used. ROPE AND POLE DISPLAY BOARD
- This board consists of two parallel, horizontal
“In any teaching and learning process, instructional materials play a poles <es loosely together with rope.
vital role as they provide sensory experiences to the learners.” - Visual aids such as posters can be pinned to the
rope.
“Instructional materials are a great help in stimulating and facilitating
the learning of the learners. In the teaching and learning process, GUIDELINES when designing conventional instructional materials:
learners use their eyes as well as their ears; but their eyes are basic in - UNITY
learning.” - SIMPLICITY
- LEGIBILITY
Several factors to consider in developing Instructional Materials - CONSISTENCY
1. Develop a story board and working outline based on the subject - CLARITY
goals and objectives. - QUALITY
2. Identify existing Institutional resources including materials and
teachers' capability.
3. The teacher may research off the shelf materials that have been
developed by others to determine if their approach could be useful.
4. Explore the possibility of adapting concepts of other teachers
without infringing on anyone's copy protected design.
5. Modify existing materials based objectives of the lesson. on the
6. If the instructional materials are effective, you can share them with
other teachers.
7. The teacher developer can also sell his/her materials available.

DIORAMA
- These are small scenes created of layers of
materials, all depic<ng a similar concept or
theme.
In developing diorama, you will:
1. Choose a concept or theme,
2 Research the subject
3. Make a rough sketch of your ideal diorama
4 Make a list of the items you'll need and gather your supplies; Select
a container box.

WRITING BOARD
- A wri<ng board can display informa<on wrilen
with chalk. (chalkboard or blackboard) or special
pens (whiteboard).
- This is s<ll the most commonly used visual aid.
Suggestions on Using the Writing Board
1. Keep the board clean.
2. Use chalk or penis that contrast the background of the board
3. Make the texts and drawings large.
4. Underline heading and important/unfamiliar words,
5. Do not talk while facing the board,
6. Do not black the students view of the board;
7. Allow sufficient time for students to copy the information from the
board.
MIDTERM
RIZAL
Comparison of Social Contract of John Locke and Jean-Jacques
Rousseau
*Like Locke and Rousseau, Rizal believed that man is a moral being,
society therefore is a system of moral relations being formed by man.
He also believed that the people were what the government made
them. No corrupt government could survive for as long as the people
themselves were not corrupt, he believed that a corrupt people would
produce corrupt government.

Key Terms (JOHN LOCKE)

*The Glorious Revolution of 1688, law of nature, natural rights, royal
absolutism, priority of the moral community, civil society, divine right
of kings, consent of the governed, tacit consent, state of nature,
inconveniencies, pre-political community, compact, property, right to
life, right to the property, civil commonwealth, genesis of civil society,
men being judges in their own case, transfer of liberty, majority rule,
consent, executive power, federative power, prerogative, usurpation,
tyranny, dissolution of government, liberal democracy, Latitudinarian
Christianity, religious toleration.

Key Terms (JEAN-JACQUES ROUSSEAU)

*Freedom of the will, capacity of self-perfection, natural freedom,
moral freedom, self-perfection, amour de soi, amour prope, pity,
man’s natural goodness, natural inequality, conventional inequality,
bogus social contract, private property, bourgeois, social contract,
freedom from, freedom to, reconcile freedom and duty, civil freedom,
general will, will of all, conventional right to property, forced to be
free, virtue, civil religion, authenticity, sincerity.

LOCKE ROUSSEAU

- Human nature: rationally - Human nature: Naturally

self-interested, incapable of
being an objective judge in
conflict with others.
- State of Nature:
“Inconveniencies” in which
there is no common judge
who can resolve occasional
conflicts between
individuals.
good, grounded in free will and
pity.
State of innocence = amour de
soi (original self-love, benign
egoism)
Society = amour prope (vanity
or pride, developed with reason
and social relations)

- State of Nature : Positive pole,

LOCKE ROUSSEAU
at first characterized by benign
self-preservation, peaceful,
- Consent : Surrender one’s - Consent Later
habitable. : Particular
on, will must
right to judge in own case, conform to general
characterized by privatewill,
but retain inalienable rights obedienceinequality,
property, to a law one
and war.
to life, liberty and property. prescribes for oneself.

- Rights : Inalienable rights - Rights : Man born free and

of life, liberty, and property,
which cannot be
surrendered or given up.
- Social contract :
Government establishes
common judge whose rules
are grounded in protection
of inalienable rights of life,
LOCKE
liberty and property.
- Revolution : Right to
revolution by majority
judgement when inalienable
rights are habitually
abridged.
equal, free will to direct the
course of own’s life, no
inalienable right to property,
property may be regulated by
general will.
- Social contract : Enlightened
lawgiver shepherds the
establishment of institutions.
ROUSSEAU
- Revolution : Popular
sovereignty guided by an
enlightened lawgiver in the
early stages of the formation of
an effective popular
government.
MIDTERM
EDUC 3
CHARACTERISTICS OF A GOOD SCHOOL AS AN AGENT OF SOCIAL
CHANGE
to effectively serve as an agents of social change schools need to
evolve and be a model of a good social institution.
• Good Schools – are generally described as being learner-
centered
• Good Schools – make an effort to serve all types of students
by providing a good physical and socio-emo<onal
environment for all students
• They provide instruc<onal support system to help students
to learn effec<vely and to develop curricular program to
further enrich the knowledge and skills of the students.
INDICATORS OF A GOOD SCHOOL FROM SIX COMPOSITE
PERSPECTIVE
PUPILS
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers control the classes but not too strict
• Teachers help you with things you are not good at
TEACHERS
• Communica<on is good among all members
• Staff development is good
• The environment is good to work in
• Pupils are happy and well-mo<vated
• All pupils are helped to achieve what they are capable of
PARENT
• There is a welcoming friendly atmosphere
• Staff are caring and communicate well with pupils
• Discipline is good
• Extra <me is spent with children who learn less quickly
• Rela<onships are good between teachers and parents
MANAGEMENT
• Pupils are safe
• All members of the school community work toward clear
objec<ves
• A high quality of informa<on is given is given to parents and
visitors
• Rules are applied evenly and fairly
• All pupils are helped to achieve what they are capable of
SUPPORT STAFF
• Resources are good and up to date
• Classrooms are clean, warm and comfortable
• Support staff are given credit for their competence and
contribu<on
• The environment is friendly and welcoming
• Staff development involves all staff
BOARD MEMBER, TRUSTEE
• Excellent reputa<on with the local community
• Strong leadership from senior management
• A happy and welcoming environment
• Pupils being helped to reach their individual poten<al
• Pupils being helped to reach their individual poten<al
• A safe place for pupils
As an agent of social change, a school must set an example of a good
social institution schools need to model a dynamic social
organization characterized by the following:
• The school climate must be professional and friendly to all;
• There must be a posi<ve rela<onship among students,
faculty, staff, administrators, and stakeholders;
• The classroom atmosphere must be mentally and
emo<onally engaging for learning;
• There is enough and adequate support for learning;
• The school must be efficient in managing its resources;
• There must be an efficient communica<on system among
students, administrators, teachers, staffs, parents, and
other stakeholders;
• The school has a system to recognize good works and other
achievements;
• There must be a strong school and home rela<onship and;
• All members of the school community must be treated with
respect.
O The school as an agent of social change and transformation must
elicit support and cooperation from all its constituents and
stakeholders.
O It encourages collaboration rather than competition.
O It disassociates itself from unhealthy academic politics and
practices that destroy unity and good relationship among the faculty
and staff.
RESPONDING TO THE NEEDS OF THE COUNTRY AND LOCAL
COMMUNITIES
In the Philippines, the genesis of community schools during
the American period planted the seed for the development of a good
COMMUNITY SCHOOLS – were expected to contribute to the
economic and cultural development of the people and the
communities where they served.
- Shrines of knowledge and wisdom when there are
only few basic educa<on schools in the country.
- Concrete reflec<ons of the state’s commitment to
ensure equity and access to quality educa<on.
TRADE AND AGRICULTURAL SCHOOLS - are also good models of how
a school can influence positive social changes.
- Aim to contribute to the economic development
of the people and the community
- These have produced professionals and scien<st
who are helpful in the development of agriculture
and food produc<on in the country.
University of the Philippines Los Banos
- world-renowned in the field of research and in
developing a lot of scien<sts in the field of
agriculture, forestry, and other professional fields
in the Philippines and the Pacific Region.
AGRICULTURE SCHOOLS
Central Luzon State University, Central Mindanao University, Mariano
Marcos State University, Eastern Visayas State University, etc.
University of the Philippines Manila
- made an outstanding contribu<on in developing
local doctors who are serving in local communi<es
in the country. (Leyte, Davao, Aurora satellite
campuses are excellent models on how schools
can help serve the people.
Silliman University
- a private protestant school established during the
<me of Americans in Dumaguete City is a good
example of how a school can influence the
transforma<on of the society.
- did not only produce outstanding leaders and
professionals in various disciplines and fields in
the country.
- has a strong research in marine science that
focuses on the conserva<on of our country’s
marine resources.
Other schools have done noble contributions to nation building. The
following are just a few examples:
a. The UP Baguio research on the indigenous peoples culture
in the Cordillera region
b. Ateneo de Manila University is also known for its
contribu<ons in helping the poor people in various parts of
the country and it has collabora<ons with other agencies
and ins<tu<ons, like Gawad Kalinga, in its mission to end
poverty and serve the poor.
c. Miriam College partnership in developing children’s literacy
in poor communi<es
d. St. Scholas<ca’s College program for empowering women
and in promo<ng gender equity.
e. The UP College of Law, Law Center for providing free legal
assistance to poor people.
f. Mindanao State University for advancing the educa<on of
Muslims and other indigenous groups in Mindanao.
EDUC 3
g. Mary Johnston College of Nursing for serving the health
needs of poor families in Tondo, Manila.
h. TESDA Schools all over the country, are helping to develop
the voca<onal and technical skills of millions ofstudents.
i. The Central Visayas Ins<tute of Technology for developing
science literacy by building a good science and mathema<cs
program in a small town of Jagna in the province of Bohol.
Mission Schools – established by various catholic and protestant
churches that are good models.
Seventh Day Adventist Church
- has pioneered mul< grade classes in different
local communi<es in the Philippines.
All schools under K-12 Education Program are expected to function as
agents of social change and transformation. They are expected to
contribute to nation-building by developing holistically developed
and functionally literate learners characterized by:
- A healthy mind and body.
- Solid moral and spiritual groundings
- Essen<al knowledge and skills to con<nuously
develop himself/herself to the fullest
- Engagement in cri<cal and crea<ve problem-
solving
- Contribu<on to the development of a progressive
and humane society
- Apprecia<on of the beauty of the world and cares
for the environment for a sustainable future.
Responding to the Needs of a Culturally Diverse Global
Communication
Shim (2011) pointed out that from a global perspective, people now
live in the world wherein entanglement is an inherent condition of
human existence; constant border crossing among cultural and
language boundaries using technology becomes inevitable.
As a result, people live in countries, which are becoming more
ethically, racially, culturally, and linguistically diverse every year.
Thus, the growing case of immigration in various countries also has
made the society multicultural.
In the study of Ball (2000), the enormous complexities of today’s
world require a new vision for schooling that responds to the needs
of the global and multicultural society in which we live.
To be culturally literate according to Hirsch (1987) is to possess the
basic information extending over the major domains of human
activity from arts, sports, and science, needed to thrive in the modern
world.
Merryfield (2000) also noted that despite the increasing demands for
teachers to teach for equity, diversity, and global interconnectedness,
colleges of education are not producing teachers who are
internationally adept.
Brodin (2010) also observed that the need for educating all citizens
and providing them with information about other cultures and
countries has become imperative.
Tilghman (2007) emphasized that instilling a global perspective
among students; exposing them to the histories, languages, religious
traditions and cultures of countries other than their own; and building
academic bridges between schools and colleges and their respective
faculties around the world is today a scholarly imperative, rather than
a luxury.
It suffices to say that internationalization of education, which is a
global concern among educators and governments, is the key in
addressing various needs, challenges and problems posed by cultural
diversity.
Diokno (2010) observed that internalization has opened the door for
many countries to improve their educational systems, especially in
higher education. Specifically, internationalization in education
ranges from various activities such as faculty and student exchange
programs, development of offshore campuses or satellite campuses,
establishment of joint research projects and university linkages,
among others.
Part of these programs and projects mentioned is the development
and promotion of cultural understanding and respect to diversity.
Roles of Administrators, Teachers, and Students in Promoting
Schools as Agents of Social Changes and Transformation
LEADERSHIP AND COLLABORATION are essential elements to
ensuring success in all education endeavors.
This kind of leadership that school administrators provides could
inspire teachers, staffs, and other school personnel to pursue
important education goals, which could be translated in the
successful achievements of students in their studies.
Leadership – pushes more innovations in a creative organizational
environment.
Collaboration – meaningful and constructive, that allows creativity,
critical thinking, problem solving and decision-making.
What do effective leaders do?
Fullan (2001) identified several strategies that leaders in schools
could do to be effective in complex times:
Educational leaders must be guided by moral purpose.
- is about making a posi<ve difference in the lives
of students and striving to improve the quality of
working rela<onship in the school.
It is essential for leaders to understand the change process.
- essen<al to understand that opposi<on,
discontentment, discouragement, nega<ve
feedbacks, is natural when undergoing some
changes.
- An effec<ve leader is a coach, a mentor, and a
teacher in the change process.
It is essential to build relationships.
- Leaders must be consummate rela<onship builder
within the school with all stakeholders.
- Effec<ve leaders constantly foster purposeful
interac<on and communica<on.
Leaders must commit to knowledge creation and sharing.
- School leaders should commit themselves
constantly ingenera<ng and increasing knowledge
inside and outside the school organiza<on.
Effective leaders seek coherence in everything they do.
- is important by constantly following logic and
ra<onale thinking in making decisions, being
guided by the school values and philosophy, and
being scien<fic and systema<c in conduc<ng
business in school.
There are other strategies that administrators, teachers, and other
personnel can do to ensure success of the school.
• Strong principal leadership
• SeUng high expecta<ons for students’ achievement
• Empowerment and providing posi<ve support to teachers
• Crea<ng a clear vision and mission
• Monitoring students’ progress and teachers’ performance
• Establishing a posi<ve school climate.
• Establishing linkage and collabora<on with parents,
community and all stakeholders
The School as an Organization
School is a place where people of different ages learn and acquire
education and training in different grade or year levels.
BASIC EDUCATION SCHOOL
Preschool
ELEMENTARY
Junior High School
Senior High School
HIGHER EDUCATION INSTITUTION
Colleges
Universities

EDUC 3
Organizational Theories
The establishment of an organization became popular and has
significantly influenced the human activities in all parts of the world.
Ever since the dawn of civilization, people have always formed
organizations to combine effort for accomplishment of their common
goal. (Kashyap, n.d.)
Ex: Emperors of China – used to construct irrigation system
First Pope – created a universal church to serve as religion
Egyptians – constructed the great pyramids.
Kashyap – defines organization as a group of persons formed to seek
certain goals.
According to the article “Organization Theory” (n.d.) “organization is
basically defined as an assembly of people working together to
achieve common objectives through division of labor.”
McNamara (n.d.) also defined organization as “group of people
intentionally organized to accomplish an overall, common goal or set
goals which have major subsystems that functions with other
subsystems in order to achieve the overall goal of the organization.”
In an educational organization setting, a school is established with:
V – ision
M – ission
G – oals
O – bjectives
School’s VMGO is a declaration of the school’s objectives which
serves as a guide for planning and decision-making.
Classification of Organization Theories:
Classical
Modern
Several Theories:
Taylor’s scientific management approach
Weber’s bureaucratic approach
Fayol’s administrative approach
Frederick Winslow Taylor - was the primary contributor of Scientific
Management which originated in the beginning of the 20th century
which was later adopted by industrial companies.
Scientific Management - was based on idea of systematization where
attempts were made to enhance efficiency of procedures to be best
via scientific analyses and experiments” (Lagard, 2006)
“Taylor’s work is based on the concept of planning of work to achieve
efficiency, standardization, specialization, and simplification that
promotes mutual trust between the management and workers in
order to increase productivity” (Organizational Theory, n.d.)
Taylor’s Four Principles of Scientific Management
1. Science, not rule of thumb
- develop a science of each element of man’s work,
which replaces the old rule-of-thumb.
2. Science selec9on of worker
- scien<fically select and then train, teach, and
develop the workman, whereas in the past he
chose his own work and trained himself the best
he could.
3. Management and labor coopera9on rather than conflict
- hear<ly cooperate with the men so as to ensure
all of the work being done is in accordance with
the principles science which has been developed.
4. Scien9fic training of the worker
- workers should be trained by experts using
scien<fic method.
The following concepts suggested by Taylor in order to increase the
level of trust (Organization Theory, n.d.):
• The advantages of produc<vity improvement should go to
workers;
• Physical stress and anxiety should be eliminated as much as
possible.
• Capabili<es of worker should be developed through training
• The tradi<onal ‘boss’ concept should be eliminated
Henri Fayol has developed the approach called Administrative
Theory.
According to Laagard (2006), contrary to Taylor’s scientific approach
which is categorized as bottom up approach, Fayol’s Administrative
principles are in the form of the management ‘s hierarchical pyramid
structure which is considered as top down approach and its focus is
on administrative process rather than technical process.
Van (2009) emphasized that Fayol laid the first foundation for modern
scientific management in the early 1900 which serve as guidelines for
decision-making and management actions.
Van’s 14 Principles of Management
(Underlying Factors of Successful Management)
1. Division of Work – tasks is divided among employees
according to their field of exper<se or field of specializa<on.
2. Authority and Responsibility – management has the
authority to give orders to subordinates that comes with
corresponding responsibility.
3. Discipline – is about the core values anchored on the vision
and mission of an organiza<on to form of good conduct
which essen<al to the successful opera<on of the
organiza<on.
4. Unity of Command – all orders received must come from
one manager only otherwise it will cause confusion to
employees.
5. Unity of Direc9on – this ensures that all ac<ons are properly
coordinated and requires employees to perform and carry
out ac<vi<es as one team leading to the same objec<ves
using one plan.
6. Subordinate of Individual Interest – is about priori<za<on
of organiza<on’s interest over personal interest which
applies to all members of the organiza<on.
7. Remunera9on – is about rewards and compensa<ons to
efforts that have been made which could be in a form of
monetary that keeps employees mo<vated and produc<ve.
8. The Degree of Centraliza9on – this implies the
concentra<on of decision-making authority at the top
management.
9. Scalar Chain – is about the hierarchical structure that is
always present at any type organiza<on. There should be a
clear line of in the area of authority from the top
management down to the lowest level.
10. Order – this pertains to the order and safety of employees
in order to func<on properly at work.
11. Equity – this implies equal treatment among members of
the organiza<on.
12. Stability of Tenure of Personnel – this is about the proper
deployment and management of personnel by providing
employees the opportunity to be considered for tenured
posi<on based on their performance.
13. Ini9a9ve – this allows employees to express ideas that will
help benefit the company.
14. Esprit de Corps – this promotes unity among employees,
develops morale in the workplace, and creates atmosphere
of mutual trust and understanding.
MAX WEBER – another contributor to modern organizational
theories. German sociologist known for bureaucratic theory of
management and is considered as the Father of Sociology.
“Weber believed that the most efficient way to set up an organization
is through bureaucracy which is way better than the traditional
structure. Bureaucracy is an organizational structure that is
characterized by many rules, standardized process, procedures and
requirements, number of desks, meticulous division of labor and
responsibility, clear hierarchies and professional, almost impersonal
interaction between employees”. (Mulder, 2017)
EDUC 3
Mulder (2017) and Laagard (2006) highlighted the three types of
power that can be found in an organization based on Weber’s
Bureaucratic model and these are the following:
• Tradi9onal authority – based on historically created
legi<macy where authority is hereditary and based on
dependent subordinates
• Legal, rule-oriented authority – the bureaucra<c type of
authority, based on norma<ve rules for career, hierarchy
etc.
• Charisma9c authority – the personal authority, based on a
type of ‘seduc<on’ and hence, the devo<on of supporters.
Mulder (2017) also articulated the following elements that support -
Fayol’s bureaucratic management:
- All regular ac<vi<es within bureaucracy can be
regarded as official du<es.
- Management has the authority to impose rules
- Rules can be easily respected on the basis of
established methods.
Mulder (2017) explained that “bureaucracy, according to Weber, is
the basis for the systematic formation of any organization and is
designed to ensure efficiency and economic effectiveness which is an
ideal model for management and administration in order to bring an
organization’s power structure into focus. Relative to this, Weber lays
down the basic principles of bureaucracy and emphasis on the
division of labor, hierarchy, rules and impersonal relationship.”
Salient Features of Max Weber’s Bureaucratic Theory (Mulder,
2017)
1. Task Specializa9on – some<mes called the division of labor
wherein individual tasks are divided into separate jobs
which allows to manage tasks easily.
In a school setting, each department has different
functions and each member has different field of
expertise.
2. Hierarchical of authority – managers are organized into
hierarchical layers, where each layer of management is
responsible for its staff and overall performance.
In the education system, there are many hierarchical
positions from top management to lower level. The top
level has the greatest power to control the lower level
while the bottom layers are always subject to supervision
and control the higher levels.
3. Formal Selec9on – all employees are selected on the basis
of technical skills and competencies, which have been
acquired through training, educa<on, and experience and
are paid accordingly.
In DepEd, formal selection process is being followed using
an established set of standards and requirements are
applied. (Education and training backgrounds, performance
evaluation, for promotion and remuneration)
4. Rules and requirements – required to ensure uniformity, so
that employees know exactly what is expected of them.
In educational institutions, operation is governed by
specific policies, standards and guidelines which can be in
a form of memo or an order. It serves as a guide for the
members of the organization to follow.
5. Impersonal – regula<ons and clear requirements create
distant and impersonal rela<onships between employees,
with addi<onal advantage of preven<ng nepo<sm or
involvement from outsiders or poli<cs. Decisions must be
based on ra<onal factors rather than personal factors.
6. Career orienta9on – employees are selected on the basis of
their exper<se. This helps in the deployment of the right
people in the right posi<ons and thereby op<mally u<lizing
human capital. Professional growth and career
development is encouraged to support employees to
become experts in their own field and significantly improve
their performance.
SCHOOL LEADERSHIP
Leadership is an essential factor that contributes to the successful
operation of an organization.
School leadership is believed to be secondary to teaching in terms of
its impact to student learning.
High quality of instruction delivered by teachers is influenced by
school leaders because they take part in the selection process of
hiring teachers.
School leader’s primary function is to take charge of the
management of the school.
are expected to have a collective vision of the future direction of the
organization’s goals and objectives.
“Getting the right people to become school leaders is very important
and by providing them with competencies to be effective leaders is
critical to their profession.”
– Christie, Thompson & Whiteley (2009)
Important Aspects of a School Leader’s Role
(Christie, Thompson, Whiteley, 2009)
Developing a deep understanding of how to support teachers
Managing the curriculum in ways that promote student learning
Developing the ability to transform schools into more effective
organization to foster powerful teaching and learning for all students.
- transforma<onal leadership
Leadership is inherent to the teaching profession.
“Teacher leaders transcends formally defined roles in building which
means that every teacher, any teacher, at some point in their career,
becomes a teacher leader.” (Jackson, 2015)
“Teacher leaders possess a semblance of authority but no formal
power.”
(Gabriel, 2005)
Among the roles that teacher leaders may assume are the following:
§ Grade Level/Subject Coordinator – this may include
instruc<onal leadership and administra<ve func<ons.
§ Department Chair/Coordinator – serves as liaison officer
between administra<on and colleagues.
§ Curriculum and Assessment Specialist – leads teachers to
follow curriculum standards and develop appropriate
assessment.
§ Mentor/Coach – serves as a mentor for co-teachers
§ Facilitator – facilitates professional development
Leaders can influence the effectiveness of an organization through
the following:
ü The choice of objec<ves and strategies to pursue
ü The mo<va<on of members to achieve the objec<ves
ü The mutual trust and coopera<on of members
ü The organiza<on and coordina<on of work ac<vi<es
ü The alloca<on of resources to ac<vi<es and objec<ves
ü The development of members skills and confidence
ü The learning and sharing of knowledge by members. The
enlistment support and coopera<on from outsiders.
ü The design of formal structure, programs, systems
ü The shared belief and values of members
EDUC 3
LEADERSHIP STYLES
Instructional Leadership
- is based on three-dimensional approach which
includes defining the school’s mission, managing
the instruc<onal program, and promo<ng a
posi<ve school climate.
- shared with teachers through coaching,
reflec<on, collegial inves<ga<on, study teams,
explora<on and problem-solving.
- focused predominantly on the role of a school
head in coordina<ng, controlling, supervising and
developing curriculum and instruc<on.
Transformational Leadership
- was conceptualized by James MacGregor Burns in
1978.
- are type of leadership that inspires their followers
to achieve extraordinary outcomes by inspiring
them and, in the process, develop their own
capacity.
- supports the instruc<onal leadership.
- focuses on developing one’s capacity to innovate
and support the development of changes to
prac<ces of teaching and learning.
Distributed Leadership
- is considered as a shared effort by more than one
person.
- draws from different perspec<ves to support the
instruc<onal leadership team by establishing a
system of improving curriculum and instruc<on
through collabora<on.
- believed that leadership can be more effec<ve
when it is distributed among group of individuals
with different competencies but a shared vision to
foster culture of learning.
THE SCHOOL AS AN EDUCATIONAL ORGANIZATION
DECS Order No.12, series of 1991
- The establishment of basic educa<on school in
the Philippines requires a School
Principal/Administrator, Academic Non-Teaching
Personnel (registrar, librarian, school physician,
school den<st, school nurse, school office staff,
guidance counselor, support staff, etc.) and
teaching staff.
Administrator/Principal – leader that will guide faculty members and
support staff fulfilling school’s mandate.
Principal (for elementary, junior high school, and senior high school)
- responsible for leading the en<re organiza<on of
school.
- In charge of managing the major administra<ve
tasks and supervising all the teachers and
students which include evalua<on of teachers,
handling student discipline, developing,
implemen<ng and evalua<ng school programs
and projects, policy development, hiring of
teachers, delega<ng tasks and teaching
assignments, and maintaining a posi<ve
rela<onship with parents, community and other
stakeholders.
Teaching Personnel/Faculty Members
- licensed teacher assigned to teach in different
subject areas in different grade levels and are
responsible for managing classroom
environment, facilita<ng instruc<on and
assessment of student learning.
- work with school administrators, parents and the
community to improve student learning and to
promote school programs and projects.
Academic Non-Teaching Personnel
- assigned to support to help maintain a posi<ve
learning environment and to keep the school
clean and safe from harm.
- work as teacher aids, librarians, guidance
counselors, office personnel, and security and
maintenance staff.
Students
- primary stakeholders that benefits from the
school.
- come from different age groups, cultures, and
backgrounds whose ul<mate goal is to be trained
and educated.
- they make the teaching profession a challenging
work for teachers and serve as bridge in
connec<ng with parents and the community.
Community
- is the loca<on where the school is situated.
- plays an important role in crea<ng a posi<ve
learning environment.
- partnership with the school help to strengthen
the rela<onship of teachers with parents,
government officials and private organiza<ons
that help promote school programs and projects.
Instructional Leaders – manage the functions of teachers
Administrative Manager – in charge of managing the functions of
non-teaching personnel and support staff.
The organizational structure of a school involves various theories
which include formalization of school procedures,
centralization/decentralization of decision making, and specialization
of tasks and roles within the organization.
The formalization of procedures involves development of written
policies that serve as a guide for members of the organization to
follow which may also include plans, vision, mission, goals, and
objectives.
Centralization/decentralization of decision making is the division of
tasks in decision making from the top management or the
Administrator/School Principal down to middle managers or the
Assistant Principal and Instructional Leaders/Head Teachers known as
top down approach or in some cases uses the bottom up approach
where middle managers make decision and relay to the top
management for approval.
EDUC 3
Specialization of task is one of the most applicable theories in
educational organization.
Departmentalization – horizontal specializations often used in
educational organization
REFORMS in the DEPARTMENT of EDUCATION
Philippine Education System has undergone trifocalization during the
nineties.
R.A 7722 – Commission on Higher Education Act
R.A 7784 – Technical Education and Skills Development Authority Act
R.A 9155 – Governance of Basic Education Act
- transform the name DECS to DepEd and redefining the roles
of its offices from the na<onal level down to the school
level.
- provided the overall framework for school head
empowerment by strengthening their leadership roles and
- school-based management within the context of
transparency and local accountability.
- culture and sports-related func<ons, programs and
ac<vi<es were transferred to other government agencies.
Komisyon ng Wikang Filipino, National Historical Institute, Record
Management and Archive Office and the National Library were
attached to the National Commission for Culture and the Arts
(NCCA).
Sports competition was also transferred to the Philippine Sports
Commission while programs for school sports and physical fitness
activities remained under DepEd.
Enhanced Basic Education
Philippines together with Djibouti and Angola of Africa are the only
three remaining countries in the world that retains 10-year basic
education system. (Senate Economic Planning Office, SECO, 2011)
SECO articulated that the continuous deterioration of the quality of
education in the Philippines despite of the constitutional guarantees
has prompted DepEd to push for the implementation of the K to 12
Program.
1. The following are the issues that influenced the
implementa<on of the K to 12 programs highlighted by
SECO, 2011:
2. Net elementary par<cipa<on rates have declined from 90.1
percent in 2002 to 88 percent in 2010. Fewer children of
school age proceed to high school and an even smaller
number pursue college educa<on.
3. Access to educa<on is unequal, with the poor having
significantly lower par<cipa<on rates than the non-poor.
4. Efficiency is a problem as manifested in the s<ll high, albeit
declining dropout school leaver rates.
5. The results of Func<onal Literacy, Educa<on and Mass
Media Survey (FLEMMS) showed that out-of-school with
ages 6 to 15years old do not alend classes mainly due to
lack of personal interest, high cost of educa<on, too young
to go to school.
6. Low score in the country’s na<onal assessment test.
7. The result of interna<onal test such as Trends in
Interna<onal Mathema<cs and Science Study (TIMMS)
shows that Philippines is among the worst par<cipa<ng
countries.
Six Reasons highlighted why the Philippines should shift to K to 12:
1. The Philippines is the only country in Asia with a 10-year
basic educa<on.
2. Poor quality of educa<on
3. Too many non-prac<cal subjects
4. Not prepared for college educa<on
5. Too young labor force
6. No global recogni<on
R.A 10533, Enhanced Basic Education Act (2012)
- was passed ins<tu<onalizing the K to 12 curriculum which
added Kindergarten and two more years of Senior High
School in the basic educa<on program.
Silient Features of the K to 12 highlighted by DepEd:
1. Strengthening of the Kindergarten in the Philippines
2. Making the curriculum relevant to learners
3. Building proficiency
4. Ensuring integrated and seamless learning
5. Gearing up for the future
6. Nurturing the holis<cally developed Filipino
INSTITUTIONALIZATION OF KINDERGARTEN
General kindergarten program
- refers to the 10 – month program provided to children who
are at least five years old in regular elementary schools
using thema<c and integra<ve curriculum to ensure the
development of founda<onal skills among children to
prepare them for Grade 1.
- Prior to the implementa<on, kindergarten is op<onal to
parents.
R.A 8672 - Barangay – Level Total Protection of Children Act of 1990
- mandated the local government units in coordina<on with
Department of Social Welfare and Development (DSWD) to
establish a day-care center in every community covering
kindergarten program.
R.A 8980 – Early Childhood Care and Development Council (EECD)
Act of 2001
- mandated the EECD through DSWD to provide programs
needed by young children that will promote their op<mum
growth and development.
R.A 10517 - Kindergarten Education Act of 2011
- was passed ins<tu<onalizing the kindergarten into the basic
educa<on system.
- in consonance with the Millennium Development Goals on
achieving Educa<on for All (EFA) by year 2015.
- Kindergarten is now the first stage of compulsory and
mandatory formal educa<on and was made an integral part
of the basic educa<on system in the country.
- also provided equal opportuni<es for all children to avail of
accessible mandatory and compulsory kindergarten
educa<on that effec<vely promotes physical, social,
affec<ve, cogni<ve and crea<ve – aesthe<c development
that will prepare them for formal elementary schooling.
R.A 10410 - Early Years Act of 2013
- children ages 0-4 became the responsibility of the ECCD
Council while the responsibility to help develop children in
their forma<ve years between ages 5-8 was given to DepEd
by virtue of R.A 10533which covers the inclusion of
Kindergarten in the basic educa<on system.
Mother Tongue-Based Multilingual Education
Deped Order No.32, series of 2012
- mother tongue-based mul<lingual educa<on (MTB-MLE)
was made as medium of instruc<on for teaching and
learning in the Kindergarten level.
Mother tongue is seen as an important medium of instruction by
using a local language understood by the learners.
Mother Tongue-Based Multilingual Education
Benefits of Mother tongue (Rutus Foundation):
1. Children learn beler and faster in a language they can
understand
2. They enjoy school more and fell more at home
3. Pupil tend to increase self-esteem
4. Parents par<cipa<on is increased by helping kids in their
homework and par<cipa<ng in school ac<vi<es
5. When children take advantage of their mul<lingualism they
also enjoy higher socio-economic status including higher
earnings
 EDUC 3
Undersecretaries which are the next level of managers to the
6. On average, schools perform beler, repor<ng less Secretary oversee the first line of managers who are in charge
repe<<on indifferent departments that are broken down based on their
7. Finally, children stay in school longer specialization.

Contextualized Curriculum In hierarchical model of organizational structure like DepEd,

Curriculum contextualization is done by using decentralization of authority and decision-making is also applied.
examples, activities, songs, poems, stories, and illustrations for
teaching and learning that are based on local culture, history and Managers at the lower level like the undersecretaries, directors,
reality. superintendent and so on are delegated with functions that allow
- Aims to provide students the opportunity to acquire in- them make decision for faster operation of programs and projects.
depth knowledge, skills, values, and aUtudes through
con<nuity and consistency across all levels and subjects.

Senior High School

- The 2 years of senior high school was made to provide
students sufficient <me for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for ter<ary
educa<on, middle-level skills development, employment,
and entrepreneurship.

Senior High School

Tracks included in the Senior High School:
• Academic Track
• Technical-Voca<onal-Livelihood
• Sports
• Arts and Design
• Academic Track
Strands:
ü Accountancy, Business and Management (ABM)
ü Humani<es and Social Sciences (HUMSS)
ü Science, Technology, Engineering and Math (STEM)
ü Pre-baccalaureate Mari<me

• Technical-Voca9onal-Livelihood
Strands:
ü Agri-Fishery
ü Home Economics
ü Informa<on and Communica<ons Technology
ü TVL Mari<me

ORGANIZATIONAL STRUCTURE OF THE DEPARTMENT OF

EDUCATION
Executive Order No. 366, series of 2004
- direct a strategic review of the opera<ons and
organiza<ons of the execu<ve branch
- DepEd ini<ated a ra<onaliza<on plan which includes the
ra<onalized structure and staffing palern of offices in
central, regional, and schools’ division levels.

New DepEd organizational structure (took effect in January 1,2016)

is a result of the thorough study conducted by the DepEd Change
Management Tam (CMT) vis-à-vis the long term education reforms.

DepEd also continued to adopt the decentralization and shared

governance to ensure accountability and relevance to the needs and
demands of its stakeholders.

There are newly created offices while other existing offices were
renamed, merged, transferred and some are abolished like the
Bureau of Physical Education.

Under the Office of the Secretary (OSEC) there are 5

Undersecretaries for Curriculum and Instruction, Governance and
Operations, Legal and Legislative Affairs, Finance and
Administration, and Strategic Management including 5 Assistant
Secretaries for Curriculum and Instruction, Governance and
Operations, Legal and Legislative Affairs, Finance and
Administration and the Chief of Staff.

The organizational structure of the Department of Education is an

example of a typical structure where there is hierarchy of the chain
of command.
MIDTERM
FIL A1
Pang-uri
- Ito ay bahagi ng pananalita na nagsasaad ng
katangian o mga salitang naglalarawan.
TUNGKULIN NG PANG-URI
• Pang-uring nagbibigay-turing sa Pangngalan.
Halimbawa:
Ang dakilang ama ay mapagparaya.
• Pang-uring nagbibigay-turing sa Panghalip.
Halimbawa:
Kaming mapagmahal ay mga taong tapat
• Pang-uring maaaring paksa ng isang
Pangungusap
Halimbawa:
Ang mga matitipuno ay nakatayo sa harap.
• Pang-uring maaaring paksa ng isang kaganapang
pansimuno ng isang pangungusap.
Halimbawa:
Malulusog ang mga bata.
Mabango ang kanyang damit.
• Pang-uring maaaring nagsasaad ng bilang sa
salitang binibigyang turing nito.
Halimbawa:
Ang dalawang turista ay pawang Amerikano.
KAANTASAN NG PANG-URI
LANTAY
- sa antas ng pang-uring ito, walang
hambingang nagaganap. Iisa lamang ang
<nutukoy, maaaing salitang-ugat at panlaping
makauri.
Halimbawa:
Masdan mo ang payapang hampas ng alon sa
dalampasigan.
PAHAMBING
- ito ay ginagamit kapag naghahalintulad o pinag-
iiba. ito ang pang-uring ginagamit sa pagtutulad
ng dalawang tao, bagay, hayop, lunan o
pangyayari na maaaring magkatulad o di-
magkatulad.
A. Magkatulad na Paghahambing
- ginagamit kung patas o pareho ang mga
pinagtutulad.
- magsing-,magkasing-,ka-, magka-, kasing-, sing-
Tandaan:
“g” =d,l, r, s, t
“m”= b at p
B. Di-Magkatulad na Paghahambing
- ito ang uri ng paghahambing na ginagamit kung
di- magkatulad o may higit na katangian ang
paghahambing sa salitang inihahambing.
Nahaha< sa dalawa ang Di-Magkatulad:
PALAMANG - Ito ay paghahambing kapag
nakahihigit sa isang pagtutulad. ito ay
ginagamitan ng mga katagang mas, lalong, higit
na at may katuwang na kaysa sa/kay.
Halimbawa:
Mas maliwanag kaysa
Higit na matalino kaysa
Lalong matibay kaysa
PASAHOL - ito ay paghahambing kapag kulang
ang katangian ng isang itinutulad. Ito ay
ginagamitan ng mga kataga gaya ng di-gaano, di-
tulad, di-gasino at may katuwang na tulad ng/ni.
Halimbawa:
Di-gasinong maunawain sa asawa si Jinky kaysa
kay Jamila.
C. Moderasyon/Katamtaman – naipakikita sa
pamamagitan ng pag-uulit ng pang- uring may
panlaping ma-,sa paggamit ng salitang medyo na
sinusundan ng pang- uri nabuo sa pamamagitan
ng panlaping kabilaang ka- at -an/han
Halimbawa:
Medyo masakit ang aking ulo.
Masipag-sipag ang taong iyan.
PASUKDOL
- Ito ang pinakamataas na kaantasan ng pang-uri na
may panlaping pinaka, ubod, hari, napaka, di-
hamak na, lubhang , totoo o nagpapakita ng
kasukdulan ng paghahambing ng higit sa
dalawang bagay.
Halimbawa:
Ubod ng ganda ang batang iyan.
Hari ng tapang ang kanyang kaibigan.
Pang-abay
- Ito ay nagbibigay-turing sa pandiwa, pang-uri o sa
iba pang pang-abay.
MGA URI NG PANG-ABAY
Pang-abay na Pamanahon
- Ito ay nagsasaad kung kailan naganap o
magaganap ang kilos na taglay ng pandiwa.
- Nang, sa, noon, tuwing, mula, umpisa, hanggang
- Kailangan mo bang pumasok nang araw-araw?
- Tuwing pasko ay nag<<pon silang mag-anak.
Pang-abay na Pamanahon
- Maaari rin namang walang pananda katulad ng
mga salitang kahapon, kanina, ngayon, mamaya,
bukad, sandali atbp.
- Manonood kami bukas ng dula.
- Ipagdiriwang ngayon ng a<ng pangulo ang
kanyang ika-40 kaarawan.
Pang-abay na Panlunan
- Ito ay tumutukoy sa pinangyarihan o
pangyayarihan ng kilos sa pandiwa.
- Karaniwang ginagamit ang pariralang sa at kay.
- SA - kasunod na pangngalang pambalana o
panghalip
- KAY/KINA- kasunod ng pangngalang pantanging
(ngalan ng tao)
- Maraming masasarap na ulam ang i<ni<nda sa
kan<na.
- Nagpagawa ako kina Aling Ingga ng masarap na
keyk para sa iyong kaarawan.
Pang-abay na Pamaraan
- Naglalarawan kung paano naganap, nagaganap o
magaganap ang kilos na ipinahahayag ng
pandiwa.
- Ginagamit ang panandang nang o na/ -ng.
- Kinamayan niya ako nang mahigpit.
- Bakit siya umalis na umiiyak.
- Tumawa siyang parang sira ang isip.
Pang-abay na Pang-agam
- Nagbabadya ng di-ka<yakan sa pagganap sa kilos
ng pandiwa.
- Marahil, siguro, <la, baka, wari
- Marami na marahil ang nakabalita tungkol sa
desisyon ng Sandigangbayan.
- Baka hindi tuloy ang ou<ng na<n bukas
Pang-abay na Panang-ayon
- Nagsasaad ng pagsang-ayon tulad ng oo, opo,
tunay, sadya, talaga
- Oo, asahan mo ang aking tulong.
- Talagang mabilis ang pag-unlad ng bayan.
Pang-abay na Pananggi
- Nagsasaad ng pagtanggi, tulad ng hindi, di at
ayaw.
- Hindi pa lubusang nagagamot ang kanser.
- Marami pa rin ang ayaw tumigil sa paninigarilyo.
Pang-abay na Panggaano – Pampanukat
- Nagsaad ng <mbang o sukat.
- Sumasagot sa tanong na gaano o magkano
- Tumaba ako nang limang kilo.
FILA1
- Tumagal nang isang oras ang operasyon.
Pang-abay na Pamitagan
- Nagsasaad ng paggalang
- Kailan po kayo uuwi?
- Opo, aakyat na diyan.
Pangatnig (conjunction)
- Ang pangatnig ay ang mga lipon ng mga salita at
mga kataga na ginagamit sa pag- uugnay ng isang
salita, parirala, o pangungusap sa kapwa salita,
parirala o pangungusap
MGA URI NG PANGATNIG
PANGATNIG NA PANLINAW
- Ginagamit ito upang ipaliwanag ang bahagi o
kabuuan ng isang banggit. Maaari itong gamitan
ng mga salitang kung kaya, kung gayon, o kaya.
- Nagpaalam na si Ambo sa mga magulang ni
Selya kung kaya silang dalawa ay magpapakasal
na.
- Ginawa ko na sa paaralan ang aking takdang
aralin kaya pag-uwi sa bahay ay maglalaro na lang
ako.
PANGATNIG NA PANUBALI
- Ito ay nagsasabi ng pag-aalinlangan.
- Maaaring gamitan ng mga salitang kung,
sakali, disin sana, kapag, o pag.
Mga Halimbawa sa Pangungusap
-Gawin mo na agad ang sinabi ni itay kung
ayaw mong mapalo.
- Kapag sumama si Judy ay sasama na rin
ako.
- Hindi naman mahirap ang buhay kung
marunong ka lang dumiskarte.
PANGATNIG NA PANINSAY
- Ginagamit kapag sinasalungat ng unang bahagi ng
pangungusap ang pangalawang bahagi nito.
Maaaring gamitan ng mga salitang ngunit,
datapwat, subalit, bagaman, samantala, kahiman,
o kahit.
Mga Halimbawa sa Pangungusap
- Nakasama ako sa kanila ngunit pag-uwi ko
ay pinagalitan ako ni Nanay.
- Yumaman si Arriane kahit galing siya sa
hirap.
PANGATNIG NA PAMUKOD
- Ginagamit ito upang ihiwalay, itangi, o
itakwil ang isa o ilang bagay o kaisipan.
- Maaaring gamitan ng mga salitang o, ni,
maging, at man.
Mga Halimbawa sa Pangungusap
-Ni tumawag ni mangumusta ay di man lang
nya ginawa.
- Ako ba o siya ang pipiliin mong makapareha
sa sayaw?
- Ako man ay ayaw rin sa liderato niya.
- Mahal kita maging sino ka man.
PANGATNIG NA PANANHI
- Ginagamit upang magbigay ng dahilan o
katwiran para sa pagkaganap ng kilos.
- Maaaring gamitan ng mga salitang dahil sa,
sanhi sa, sapagkat, o mangyari.
Mga Halimbawa sa Pangungusap
- Nagkasira-sira ang bahay ni Ka Pilo dahil sa
bagyo.
- Sanhi sa pabago-bagong panahon kaya
siya nagkasakit.
- Marumi sa Pilipinas sapagkat ang ibang
- Pinoy ay walang disiplina.
PANGATNIG NA PANAPOS
- Ito ay nagsasaad ng nalalapit na katapusan
ng pagsasalita. Maaaring gamitan ng mga
salitang sa lahat ng ito, sa di-kawasa, sa
wakas, o sa bagay na ito.
Mga Halimbawa sa Pangungusap
- Sa wakas ay makakauwi na rin tayo.
- Sa lahat ng ito, ang mabu< ay maging handa
anumang oras.
- Sa bagay na ito, hayaan na<ng ang Diyos
ang magpasya.
PANGATNIG NA PANIMBANG
- Ito ay ginagamit sa paghahayag ng
karagdagang impormasyon o kaisipan.
- Maaariong gamitan ng mga salitang at,
saka, pa<, kaya, o anupa’t
Mga Halimbawa sa Pangungusap
-Ikaw at ako ay mahilig kumain.
-Pa< <ndahan ng matanda ay kanyang
ninakawan.
- Singkamas at saka talong ang mga paborito
kong gulay.
- Anupa’t sa lakas ng hangin ay halos
tangayin ang aming bubungan.
- Pa< ang aso ay kanyang inampon
PANGATNIG NA PAMANGGIT
- Ito ay nagsasabi gumagaya lamang
pananaw ng iba. Maaaring gamitan mga
salitang raw sa ganang akin/iyoo di umano
Mga Halimbawa sa Pangungusap
- Ako raw ang dahilan kanyang pagbagsak
- Sa ganang akin, ikaw ang pinakagwapo sa
lahat.
- Si Jessica di umano ang unang bumato
puno ng bayabas.
- Maaasahan daw ang mag-aaral sa Baitang
8.
- Sumama ka na raw sabi ni Ginang Perez
Pang- Ukol (prepositions)
- Ang pang-ukol naman ay ang bahagi ng
pananalitang nag-uugnay sa pangngalan,
panghalip, pandiwa at pang-abay na
pinag-uukulan ng kilos, gawa, o layon.
- Gumagamit ng ukol kay, laban kay, para
kay, tungkol kay, ayon kay, hinggil kay
bilang pang-ukol.
- Ang isinulat niyang ar<kulo ay tungkol sa
pagkalat ng langis sa karagatan.
Pang- Angkop
- Ang pang-angkop ay ang mga katagang
nag-uugnay sa magkakasunod na salita
sa pangungusap. Inilalagay ito para maging
madulas at / o magaan ang pagbigkas sa
mga ito. Ginagamit din ito para pag-ugnayin
ang mga panuring pa< ang mga salitang
sadyang binibigyang turing nito.
na, ng, g
- Hal: Ang pamilihang bayan ay palaging
dinadagsa ng mga tao lalo na kapag umaga.
- Ang malinis na ilog ay pinuntahan ng aming
pamilya.
- Nais kong sumama sa probinsya upang
- magbakasyon.
- Ang pamilihang bayan ay palaging
dinadagsa ng mga tao lalo na kapag umaga.
Pangawing (parlance)
- Ang pangawing ay ang mga nagpapakilala
ng ayos ng mga bahagi ng pangungusap.
- Ang ‘AY’ ay palatandaan ng ayos ng
pangungusap at ibinabadya nito ang
karaniwang ayos pangungusap.
MIDTERM
E104
SPANISH COLONIZATION
ROMANIZED LETTERS WERE INTRODUCED
THE DECREE IN 1550
- Issued by Carlos I in Valladolid in 1550 (June 7) and reissued
in July 17. It demanded the teaching of Castilian in the
Spanish colonies which was issued before the colonization of
the Philippines.
INSTRUCTIONS IN 1596
- The king of Spain (Felipe II) sent to Tello, governor of the
Philippine colony, an instruction which stated that learning of
indigenous languages by the friars was inadequate for
missionary, instead the friars should teach Spanish to natives.
THE DECREE IN 1603
- the above two decrees required the teaching of the Spanish
language, but at the same time the Crown government
demanded of friars to learn indigenous languages probably
because some of friars were reluctant or incompetent to
master indigenous languages
THE DECREE IN 1634
- Felipe IV issued a decree demanding that the colonial
government should teach Spanish to all the natives. The
previous decrees stated that the Spanish teaching should be
given to natives who were willing to learn, not to all the
natives.
THE DECREE IN 1686
- Carlos II issued a decree in which he complained that former
decrees (issued in 1550,1634 and 1636) had not been
observed and stated there would be punishment if not
observed.
THE DECREE IN 1792
- A similar type of decree was issued by Carlos IV in which he
evoked the previous decrees (May 10, 1770; November 28,
1772; November 24, 1774)
The colonial government also issued several laws concerning
language policies. Those laws presented more concrete
methods but they were equally ignored by friars.
THE ORDINANCE 1768
Governor Solis issued the following law on October 19, 1752,
later it became ordinance 52 in 1768.
This ordinance asked the establishment of schools and
prohibited any other language than Spanish in schools.
It stated that official jobs could be given to those speaking
Spanish as an incentive to learning of Spanish.
EDUCATION ACT IN 1863
Prescribed that Spanish was to be the sole medium of
instruction in order to facilitate the need to learn Spanish, so
that literacy in Spanish appeared to be the major purpose of
the curriculum. To this end, the decree provided that natives
who could not speak, read and write Spanish five years after
its issuance were not to be permitted to hold salaried
government positions. This was the major motivation to
induce the Filipinos to study the language.
FAILURE OF THE SPANISH LANGUAGE EDUCATION
THE REASONS OF THE FAILURE OF THE SPANISH LANGUAGE
EDUCATION:
*The Philippines is geographically distant from Spain, so royal
decrees were not so forceful as in the homeland. In order to
prevent the impact of independence of Latin Americans, the
authority wanted the natives to be barred from news form
outside, therefore, being hesitant to spread the Spanish
language.
*The decrees being originally oriented for Americans, did not
fit the realities in the Philippines.
*A lack of funds was another reason. Expenses for education
were largely defrayed by the clergy, not by the national
treasury.
*There were generally no incentives for natives to learn
Spanish.
*The reasons of the failure of the Spanish language
education:
*The Spaniards were forbidden to live in the native village
except friars, therefore, natives had few chances to practice
Spanish. Even though the colonial government planned to
spread the Spanish language, the friars in villages and towns
wanted to monopoly the tools of communication and ensure
their own power base. The friars were categorically opposed
the spread of Spanish.
EDUCATION UNDER THE AMERICANS
After the Spanish-American War, the US Government sent
the Thomasites to the Philippines. They made it a point to
teach English to the Filipinos.
EDUCATION UNDER THE COMMONWEALTH
an organized effort to develop a common national language
started in compliance with the mandate of the 1935
constitution.
To help counteract the American cultural influence among
the Filipinos, President Quezon greatly encouraged the
revival of native culture as well as desirable Filipino values
(Code of Ethics).
EDUCATION UNDER THE JAPANESE
Nippongo and Culture were aggressively propagated. They
were offered as compulsory courses in schools and were
included in civil service tests.
The Commander-in-Chief of the Japanese Imperial Forces
ordered the prohibition of the use of English and the Filipino
people reliance upon Western nations particularly the
United States and Great Britain.
The Filipino language bloomed. It was used as the official
language of the country in teaching Philippine History and
Character Education (Executive Order No. 10 signed by Pres.
Laurel).
ARTICLE XIV, SEC. 6 AND 7 OF THE 1987 CONSTITUTION OF
THE REPUBLIC THE PHILIPPINES
provided the legal basis for the various language policies that
are being implemented in the country resolved the issue on
what the national language since the 1935 and 1973
Philippine Charters we not clear about this.
THE PHILIPPINE BILINGUAL EDUCATION POLICY (BEP)
Promulgated by DECS in accordance to the 1987 Constitution
and a declared policy of the National Board of Education on
bilingualism Consistent with the 1987 constitutional mandate
and a declared policy of the National Board of Education
(NBE) on bilingualism in the schools (NBE Resolution No. 73-7,
s.1973) it was first implemented in 1974 when DECS issued
Dept. Order No. 25, s. 1974 titled, Implementing Guidelines
for the Policy on Bilingual Education.
THE PHILIPPINE BILINGUAL EDUCATION POLICY (BEP)
Bilingual education in the Philippines is defined operationally
as the separate use of Filipino and English as the media of
instruction in specific subject areas. Filipino is used as
medium of instruction in studies/social sciences, MAPEH,
home economics, practical arts and character education.
English, on the other hand is allocated to science,
mathematics and technology subjects.
THE PHILIPPINE BILINGUAL EDUCATION POLICY (BEP)
Aims at the achievement of competence in both Filipino and
English at the national level, through the teaching of both
languages and their use as media of instruction at all levels.
Regional languages shall be used as auxiliary languages in
Grades I and II
THE GOALS OF THE BILINGUAL EDUCATION POLICY
Enhanced learning through two languages to achieve quality
E104
education as called for by the 1987 Constitution; The
propagation of Filipino as a language of literacy; The
development of Filipino as a linguistic symbol of national unity and
identity;
THE GOALS OF THE BILINGUAL EDUCATION POLICY
The cultivation and elaboration of Filipino as a language of
scholarly discourse, that is to say its continuing
intellectualization; and the maintenance of English as an
international language for the Philippines and as a non-
exclusive language of science and technology.
EXECUTIVE ORDER NO. 335
Signed by then Pres. Corazon Aquino on August 25, 1988
It enjoined all departments / bureaus / offices/
agencies/instrumentalities of the government to take such
steps as are necessary for the purpose of using the Filipino
language in official transactions, communications, and
correspondence.
EXECUTIVE ORDER NO. 335
It was issued on the belief that the use of Filipino in official
transactions, communications and correspondence in
government offices will result to a greater understanding and
appreciation of government programs, projects and activities
throughout the country, thereby serving as an instrument of
unity and peace for national progress.
ALL DEPARTMENTS/BUREAUS/ OFFICES/AGENCIES/
INSTRUMENTALITIES OF THE GOVERNMENT ARE ENJOINED
TO DO THE FOLLOWING:
*Take steps to enhance the use of Filipino in official
communications, transactions and correspondence in their
respective offices, whether national or local;
*Assign one or more personnel, as maybe necessary, in every
office to take charge of communications and correspondence
written in Filipino;
*Translate into Filipino names of offices, buildings, public
edifices, and signboards of all offices, divisions or its
instrumentalities, and if so desired, imprint below in smaller
letters the English text;
*Filipinize the Oath of Office for government officials and personnel;
*Make as part of the training programs for personnel development in
each office the proficiency in the use of Filipino in official
communications and correspondence.
*The Commission on the Filipino Language, formerly Institute of
Philippine National Language, is ordered to formulate and implement
programs and projects for the full and effective implementation of the
objectives expressed in the Executive Order.
THE LANGUAGE POLICY OF THE COMMISSION ON HIGHER
EDUCATION
In 1994, Republic Act No. 7722 also called as the Higher
Education Act of 1994 creating the Commission on Higher
Education (CHED) was signed.
THE LANGUAGE POLICY OF THE COMMISSION ON HIGHER
EDUCATION
CHED shall be independent and separate from the DECS and
attached to the Office of the President for administrative
purposes only. Its coverage shall be both public and private
institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions,
public and private.
THE LANGUAGE POLICY OF THE COMMISSION ON HIGHER
EDUCATION
CHED updated the General Education Curriculum (GEC) of
tertiary courses leading to an initial bachelor & degree
covering four (4) curriculum years. This was done to make the
curriculum more responsive to the demands of the next millennium.
GUIDELINES
Language courses, whether Filipino or English, should be taught in
that language. At the discretion of the HEI, Literature subjects may be
taught in Filipino, English or any other language as long as there are
enough instructional materials for the same and both students and
instructors/professors are competent in the language. Courses in the
Humanities and Social Sciences should preferably be taught in
Filipino.
K-12 PROGRAM AND THE MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION (MTB MLE)
*The K-12 program sought to build proficiency through language via
MTB MLE, introduced in 2012. The mother tongue or first language
refers to languages or dialects first learned by a child and with which
the child identifies with.
*Kindergarten-Grade 3 - Mother Tongue is the medium of instruction
*Grade 1 - Filipino and English will be taught as subject areas
*Grades 4-6 mother tongue transition program in which English and
Filipino are introduced as media of instruction Junior High School and
Senior High School - English and Filipino will become the primary
languages of instruction.
HOUSE BILL NO. 5091 & AN ACT TO STRENGTHEN AND
ENHANCE THE USE OF ENGLISH AS THE MEDIUM OF
INSTRUCTION IN THE EDUCATIONAL
Former President and Pampanga Rep. Gloria Macapagal
Arroyo wants to strengthen and enhance the use of the English
language as the medium of instruction (MOI) in the educational
system, from preschool to tertiary level. Under House Bill 5091,
English shall be taught as second language, starting with the First
Grade and shall be used as the MOI for English, Mathematics, and
Science from at least the Third-Grade level. But the Filipino language
shall continue to be the medium of instruction in the learning areas
of Filipino and Araling Panlipunan, according to the bill.
FRANCE
HISTORY OF FRANCE
Gallo-Romance (5th-8th centuries)
- When ancient Gaul, now modern France, was
conquered by the Romans within the first century
B.C., its inhabitants spoke Gaulish, a Cel<c
language, which was quickly replaced by the La<n
of the Roman overlords.
Old French (9th-13th centuries)
- The first wrilen materials in star<ng the
Strasbourg Oaths of 842. Old French literature
developed in the 10th century.
- In the 11th-13th centuries, it was the dominant
language of the English administra<on.
Middle French (14th-15th centuries)
- This period was marked by changes both within
the pronuncia<on and within the grammar. A
common scholarly language, supported by the
dialect of France was promoted by the writers.
French was replacing La<n within the texts of the
general public administra<on in France.
Early Modern French (16th Century)
- The aim of the writers of this era was to elevate
the French language to the extent of La<n as a
medium for literary expression.
Early Modern French (16th Century)
- In 1539, a royal decree proclaimed French the
official language of the general public
administra<on. Since that period, the govt was
always involved in the development and also the
standardiza<on of the language.
FACTS ABOUT FRANCE
1. French is the 6th most spoken language in the world
2. Along with English, French remains an influen<al language
in the diploma<c world.
3. About 45% of modern English words are of French origin.
4. No Real French word that exists begins with the lelers ‘K’
and ‘W.
5. There are around 220 million French speakers worldwide
E104
6. French is one of the Bri<sh Council’s essen<al ‘Languages
for the Future’
7. French is spoken in 51 countries around the world.
LANGUAGE POLICIES
The Académie Française (1635)
- to act as the official authority on the usages,
vocabulary, and grammar of the French language,
and to publish an official dic<onary of the French
language.
FRENCH REVOLUTION
1790
- The Cons<tuent Assembly in accepted
bilingualism, passing decrees suppor<ng
transla<on into local languages and salary
increases for bilingual teachers
1791
- The Jacobins took power and called for the
development of a centralized state; educa<on was
to have a central role, and equality could only be
granted if everyone spoke the same language.
1791
- Charles M. Talleyrand was one of the first to
defend these ideas on September 10, 1791: “The
language of the cons<tu<on and of the laws will
be taught to all, and the mul<tude of corrupt
dialects, the last remnants of feudalism, will be
forced to disappear: necessity dictates so”.
- To achieve this objec<ve, it was necessary to
teach the language on a compulsory basis to
children through the crea<on of a universal
ins<tute of educa<on in which all
classes were taught in “the first language of the
State”.
- These ideas were easily spilled into poli<cs during
the French Revolu<on: Not speaking French was
considered a counterrevolu<onary ac<vity, an act
of treason.
1794
- It was the year of the linguis<c terror (la terreur
linguis<que), a historical moment inspired by
Bertrand de Barère and Henri Grégoire.
1794
- the darkest period of the French Republic, it was
decreed by law that no other language than
French could be spoken. Not speaking French was
considered a “counterrevolu<onary” behavior.
Bertrand Barère ( January 28, 1794)
- a report to the Conven<on on the imposi<on of
the French language through teaching and by
prohibi<ng the use of other languages.
- He stated “Federalism and supers<<on speak low
Breton, emigra<on and hatred of the Republic
speak German, the counterrevolu<on speaks
Italian and fana<cism speaks Basque. Let’s
destroy these instruments of prejudice and error.”
- The founda<ons of the French State’s language
policy were laid between June 1793 and
December 1794
Autumn Decrees (of 1794)
- A{er the approval, the langue d’oïl was adopted
as the only language of the State and it was
granted the poli<cal (and not linguis<c) <tle of
Langue française (French language), a symbol of
the unity and indivisibility of the French Republic.
The Decree of July 20, 1794
- Imposed the prescrip<ve use of French and the
prohibi<on of all other languages in the State
administra<on: “No public act may be wrilen (or
registered) other than in the French language, in
any part of the territory of the Republic”.
THIRD REPUBLIC
1880’s
- the Third Republic sought to modernize France,
and in par<cular to increase literacy and general
knowledge in the popula<on, especially the rural
popula<on, and established free compulsory
primary educa<on
FOURTH REPUBLIC
1950’s
- the first <me the French state recognized the right
of the regional languages to exist.
- A law allowed for the teaching of regional
languages in secondary schools, and the policy of
repression in the primary schools came to an end.
- The Breton language began to appear in the
media
FIFTH REPUBLIC
1994
- France implemented a law, known as the “Toubon
Law” a{er France's then-minister of Culture,
Jacques Toubon, to preserve the French language,
protect French consumers and promote French
culture.
1994 act
- sets out the principle that the French language is
the language of educa<on, work, exchanges and
public services, and “the privileged link between
the states that make up the Francophonie
community”.
- It aims to guarantee our fellow ci<zens a “right to
French”, by allowing them, in par<cular, to have in
their daily lives, at work, for access to knowledge
and culture, informa<on in the French language to
ensure their safety and health.
2021
- France approved the "Molac" law (8 April 2021)
which aims to protect and promote regional
languages across the country.The law allows for
schools to offer teaching in the medium of a
regional minority language for the majority of the
school day.
LANGUAGE PROGRAMS
Toubon Law of 1994
- A bill has been introduced which seeks to allow
English usage in some university courses in
France. The French Higher Educa<on Minister
Geneviève Fioraso recommended an amendment
to allow universi<es in France to teach courses in
English in order to alract foreign students.
- This campaign to use English in universi<es on a
limited scale has triggered the natural ins<nct of
the French to protect their mother tongue.
President Emmanuel Macron's government
- considering giving parents a secular alterna<ve to
that intertwining of Arabic and Islam by prodding
more of France's public schools to offer children
as young as age 6 Arabic lessons without religious
content.
EDUCATION SYSTEM
The French education system consists of three stages: primary
education, secondary education, and higher education.
Most French elementary and secondary schools, as well as a large
number of universities, are public institutions that have highly
centralized administrations. The curricula at primary and secondary
schools are standardized across all schools for a given grade.
PRIMARY EDUCATION
Formal schooling in France starts as early as age three, when many
children attend kindergarten (maternelle). Day care (pré-
maternelle) is available from age two.
While pré-maternelle and maternelle are not mandatory, all children
must be enrolled in school by age six.
E104 The report could just ratify Zurich’s choices, by acknowledging English
Primary school consists of five years of study, from approximately age as an international language; yet it stands firm that for a variety of
six to age eleven (similar to a US elementary school). reasons (not only national cohesion, but also economic benefits)
national languages must preserve a priority as second languages in
SECONDARY EDUCATION the education systems of the respective cantons
After primary school, students move to the secondary level, which is LANGUAGE POLICIES
divided into two stages. Peaceful language coexistence is based on three principles:
The first stage, the collège, is composed of four years of study, for 1) language equality
students ages eleven through fifteen (similar to a US middle school). 2) language freedom
Students receive a brevet des collèges upon its completion. 3) territoriality.
ü The language equality means that four na<onal languages
After the collège students attend the lycée (high school) for the final
are equal despite de fact that the highest number of the
three years of secondary education. Students then take an
Swiss speak German.
examination to receive the baccalauréat (bac) qualification.
ü Language freedom principle is recognized by the Federal
The baccalauréat is equivalent to the US high school diploma, but
Tribunal as a fundamental right. This principle implies the
differs in that it requires preparatory study.
right for residents to use any language of their choice in
HIGHER EDUCATION the private sphere, including the language of business and
commerce.
After the lycée, students choose to pursue either a vocational
ü In fact, territoriality principle results from the Cons<tu<on
diploma or an academic diploma.
(Art 116) and is referred to as an unwrilen cons<tu<onal
Vocational diplomas:
principle, ascertained by the Federal Tribunal (Supreme
The DUT (diplôme universitaire de technologie) and BTS (brevet de
Court) from al. 1 of Art. 116 of the Federal Cons<tu<on.
technicien supérieur) are two-year technology-oriented degrees. BTS
The principle of linguistic territoriality is the basis of education policy
courses are offered by high schools, whereas DUT are awarded by
that recognizes the rule of a language of instruction being determined
universities. A DUT or BTS may be followed by one additional
by the canton.
qualifying year of study, leading to a licence professionnelle.
All national languages of Switzerland are used during parliamentary
Academic diplomas:
sessions, three of them being used most frequently – German, French
There are three types of higher education institutions in
and Italian. Practically, these are French and German that are used
France: universities, Grandes écoles, and specialized schools.
most commonly.
Universities are public institutions that offer academic, technical, and
Sessions are always translated simultaneously into all languages so
professional degrees to any student who has obtained
that deputes could express their opinions easily and discuss using the
a baccalauréat or its foreign equivalent. University study leads
language they prefer (Art. 8 para. 1 Languages Act). This rule also
to degrees in many fields. Degrees are awarded at three different
applies to the federal councilors (cabinet ministers) when they speak.
levels of achievement, called cycles, within a framework referred to
In principle, all documents, reports and drafts of legislative acts dealt
as licence, master, doctorat (LMD), which is described in the
with by committees and in the plenary sessions are issued
following section.
simultaneously in three languages: German, French and Italian (Art. 8
The Grandes écoles are selective public and private institutions. They
para. 2, Languages Act), either online or in printed form.
are similar to universities, but typically offer a more specialized three-
Other documents are made available in at least two official languages,
year course of study, in subjects such as business, public
usually German and French (Art. 46 para. 3, Parliament Act). As far as
administration, or engineering. Students are admitted to the Grandes
the judgments and justification of the Swiss Federal Supreme Court
écoles based on their scores on a competitive exam. Before taking
are concerned, they are issued in the language of the decision being
this exam, students must have obtained a baccalauréat, and
contested
they often have taken a two-year preparatory course (cours
However, the parties to the proceedings are free to draft their
préparatoires or prépas). Students graduate from a Grande
petitions in one of Switzerland’s official languages. Petitions are not
école with a master's degree (master). translated (The Swiss Federal, 2015).
Specialized schools are public or private institutions that train
students for professional careers in specific fields, such as art, It is only Regeste (a short summary of the sentence) that is translated
architecture, social work, or tourism. They into three official languages – German, French and Italian. The rest,
offer licence and master degrees. including justification for the sentence, is not translated into other
languages.
SWITZERLAND
- Switzerland is o{en referred to as a success story
for handling its linguis<c and cultural diversity.
Tradi<onally four languages have been spoken in
rela<vely homogeneous territories: German,
French, Italian and Rhaeto–Romanic (Romansh).
- A symbolic choice of languages can be seen in
Switzerland’s official name that is reflected in the
La<n name Confoedera<o Helve<ca (“Swiss
Confedera<on”).
LANGUAGE PROGRAMS
The Federal Court Judgement of 15 July 1996 perfectly expressed it
(Aleksandrowicz, 2011: 111), which abrogated the decision obliging a
child residing in the German-speaking local municipality M¨origen to
attend to a local German school, and not to a French school in another
municipality.
The Federal Court recognized this decision as violating the freedom
of the mother tongue spoken by the person (as opposed to the official
language in the municipality of their residence), which resulted in
recognizing their individual freedom of language as prior to the
principle of territoriality and linguistic uniformity of the
municipalities.
In July 1998, it was put into discussion to re-examine and re-consider
in depth the motivations and processes of second language
instruction in Switzerland.
MIDTERM MILD - Few symptoms beyond the required number for diagnosis are
EDUCATION 4 present, and symptoms result in minor impairment in social, school
ADHD (Attention Deficit Hyperactivity Disorder) or work settings.
- a neuro developmental disorder affecting 3-5% MODERATE - Symptoms or functional impairment between “mild”
of individuals worldwide 80% of adolescents and and “severe” are present.
60% of adults have admitted to experiencing SEVERE - Many symptoms are present beyond the number needed to
symptoms of ADHD
make a diagnosis; several symptoms are particularly severe; or
- ADHD is one of the most researched areas in child
and adolescent mental health. It is a brain-based symptoms result in marked impairment in social, school or work
biological disorder. Low levels of dopamine which settings.
is a neurotransmitter (a type of brain chemical), There is no single test to diagnose ADHD. Therefore, a
are found in children with ADHD. comprehensive evaluation is necessary to establish a diagnosis, rule
- ADHD is characterized by developmentally out other causes, and determine the presence or absence of co-
inappropriate levels of inattention, impulsivity existing conditions.
and hyperactivity.
CAUSES
- Symptoms continue into adulthood in more than
three-quarters of cases - Gene9cs
Brief History - brain structure
1798 - Alexander Crichton noticed some people were easily distracted Certain people are also believed to be more at risk of ADHD, including
and unable to focus on their activities the way others could. people:
Early Descriptions (1902) - Sir George Frederic Still talked about - who were born prematurely or with a low birthweight with
mental conditions in otherwise healthy children of normal epilepsy
intelligence. These children were more impulsive, and had problems - with brain damage – which happened either in the womb or
with attention and self-control. a{er a severe head injury later in life
Discovery of Hyperkinetic Disease (1932) - Franz Kramer and Hans Co- existing conditions
Pol lnow described the condition hyperkinetic disease. Children with - opposi<onal defiant disorder or conduct disorder
this condition have difficulty following rules and they had problems - difficulty in maintaining alen<on
getting along with other kids - working memory
First Medication for Hyperactivity (1937) - Charles Bradley noticed Professionals who can diagnose ADHD:
that Benzedrine caused some children to behave better. It also - clinical psychologists
improved their school performance. - clinical social workers
Introduction of Ritalin (1944) - Today, methylphenidate is the - nurse prac<<oners
stimulant doctors most often prescribe for children with ADHD. It was - neurologists
first marketed in 1954 as Ritalin. - psychiatrists
From ADD to ADHD – 1980 The APA changed the name of the disorder - pediatricians
from hyperkinetic reaction of childhood to attention deficit disorder Treatment may include:
(ADD). 1987 They changed it into ADHD - Psychos<mulant medica<ons
Healthcare providers use the guidelines in the American Psychiatric - Psychosocial treatments
Association’s Diagnostic and Statistical Manual fifth edition (DSM-5- ADHD throughout life span:
TR) to help diagnose ADHD. - Many children affected by ADHD can have:
Inattention Symptoms - mild delays in language
• difficulty sustaining alen<on - low frustra<on tolerance
• Does not appear to listen - difficulty controlling their emo<ons
• Is forge‚ul in daily ac<vi<es - o{en experience mood swings
• Loses things They are at risk for potentially serious problems in adolescence and
adulthood:
• is easily distracted
- academic failure or delays
• Rest
- driving problems
• Has difficulty with organiza<on
- difficul<es with peers and social situa<ons
• Fails to give close alen<on to details or makes
- risky sexual behavior
careless mistakes
- substance abuse
• Avoids or dislikes tasks requiring sustained mental
effort
Prevention - Preventive measures to reduce the incidence of ADHD in
• struggles to follow through with instruc<ons
children are not known at this time. However, early detection and
Hyperactivity & Impulsivity Symptoms
intervention can reduce the severity of symptoms, decrease the
• Forgets with hands or fest or squirms in chair
interference of behavioral symptoms on school functioning, enhance
• Has difficulty remaining seated the child's normal growth and development, and improve their
• Runs about or climbs excessively in children extreme quality of life.
restlessness in adults
• Difficulty engaging in ac<vi<es quietly CONDUCT DISORDER
• Talks excessively - is a behavioral and emo<onal problem that usually begins
• Difficulty wai<ng or taking turns during childhood or adolescence. Children and adolescents
• Blurts out answers before ques<ons have been completed - with the disorder have difficulty following rules and
• Interrupts or intrudes upon others behaving in a socially acceptable way.
KINDS OF ADHD - it is characterized by a consistent palern of aggressive
PREDOMINANTLY INATTENTIVE - if enough symptoms of inattention, behaviors and ac<ons that harm the well-being of others.
but not hyperactivity-impulsivity, were present for the past six - In 1968, conduct disorder was established as a valid medical
months diagnosis.
PREDOMINANTLY HYPERACTIVE-IMPULSIVE - if enough symptoms of - Some children will be diagnosed with conduct disorder with
hyperactivity-impulsivity, but not inattention, were present for the limited prosocial emo<ons. Children with this specific
past six months conduct disorder must at least 2 of the 4 criteria, they’re
COMBINED – The individual meets the criteria for both inattention o{en described as callous and unemo<onal.
and hyperactive- impulsive presentations. Limited Prosocial Emotions
- These symptoms can change over <me, so - lack of remorse or guilt
children may fit different presenta<ons as they - lack of empathy
get older. - unconcern about performance in important ac<vi<es
Severity of Symptoms - shallow or deficient affect
ECUCATION 4 - Substance abuse and addic<on
- Self-harming behaviors
Types - Suicidal idea<on
There are three types of conduct disorder. They’re categorized - Death
according to the age at which symptoms of the disorder first occur: As conduct disorder is associated with more favorable outcomes if
• Childhood onset - occurs when the signs of conduct treatment begins early and features a multidisciplinary approach,
disorder appear before age 10. untreated or mismanaged conduct disorder can lead to a number of
• Adulthood onset - occurs when the signs of conduct extremely devastating outcomes.
disorder appear during the teen years. WAYS TO DIAGNOSE AND TREAT
• Unspecified onset – means the age at which conduct How is conduct disorder diagnosed in a child?
disorder first occurs is unknown A child psychiatrist or qualified mental health expert can diagnose a
CAUSES OF CONDUCT DISORDER conduct disorder. The psychiatrist will talk with parents and teachers
Genetic and environmental factors may contribute to the about the child’s behavior and may observe the child. In some cases,
development of conduct disorder. your child may need mental health testing.
Genetic Cause - Damage to the brain’s frontal lobe has been linked to How is conduct disorder treated?
conduct disorder. The frontal lobe is the part of your brain that Treatment will depend on your child’s symptoms, age, and general
regulates essential cognitive skills health. It will also depend on how severe the condition is.
May result to: Treatment for conduct disorder may include:
- a lack of impulse control Cognitive-behavioral therapy- child learns how to better solve
- a reduced ability to plan future ac<ons problems, communicate, and handle stress. He or she also learns how
- a decreased ability to learn from past nega<ve experiences to control impulses and anger.
The environmental factors that are associated with conduct disorder Family therapy- helps make changes in the family. It improves
include: communication skills and family interactions.
- child abuse Peer group therapy - child develops better social and interpersonal
- a dysfunc<onal family skills.
- parents who abuse drugs or alcohol Medicines -These are not often used to treat conduct disorder. But a
- Poverty child may need them for other symptoms or disorders, such as ADHD.
- Textured Family Experiencing
- Homelessness OPPOSITIONAL DEFIANT DISORDER (ODD)
Symptoms - Characterized by palerns of nega<vis<c, hos<le and defiant
Symptoms are divided into 4 main groups. They are aggression, behaviors with peers as well as an adult, and with
destruction, deceitfulness, and violation of rules. argumenta<ve behaviors towards adults. It is considered
AGGRESSIVE CONDUCT less serious than conduct disorder because of the absence
- in<mida<ng or bullying others of serious behaviors that violate the basic rights of others.
- aggression to people or animals on purpose All children have moments when they’re not willing to do as
- forcing someone into sexual ac<vity they are told, children with ODD do this more frequently
- using a weapon and with more hos<lity.
DECEITFUL BEHAVIOR What causes ODD?
- Lying • Parent/Child Rela9onships. Parents of children with ODD
- breaking and entering may be found to provide inconsistent or overly harsh
- Stealing discipline. At <mes, parents’ ac<ons may reinforce
- Forgery inappropriate behaviors.
DESTRUCTIVE BEHAVIOR • Gene9cs. Some children with ODD have parents with
- Destruc<ve conduct may include arson and other mental health disorders, such as substance abuse, alen<on
inten<onal destruc<on of property. deficit hyperac<vity disorder (ADHD) and mood disorders.
VIOLATION OF RULES • Environment. Children who are rejected, abused or
- skipping school neglected are at an increased risk for ODD.
- running away from home • Psychological health. Children who have been diagnosed
- drug and alcohol use with ADHD are at an increased risk. Children with ODD o{en
- sexual behavior at a very young age appear to have underlying temperamental factors, such as
Also, the symptoms of conduct disorder can be mild, moderate, or being easily frustrated or emo<onally reac<ve, that increase
severe. their risk for mee<ng ODD criteria.
MILD Signs and Symptoms
- display lille to no behavior problems above those required To be diagnosed with ODD, a person must display at least 4 of these
to make the diagnosis. symptoms for 6 months longer.
- include lying, truancy, and staying out a{er dark without - Lose temper
parental permission. - Argues with adult or authority figures
MODERATE - Ac<vely denies or refuses to comply with request or rules
- display numerous behavior problems. - Deliberately annoys people
- include vandalism and stealing. - Blames others for his/her mistakes
SEVERE - Easily annoyed by others
- display behavior problems above those required to make - Angry and resen‚ul
the diagnosis. - Spiteful or vindic<ve
- Include rape, use of weapon or breaking and entering Effects of ODD on Learning
EFFECTS For some students with ODD, reading, writing, mathematics and
- The consequences of long-term, untreated conduct concentrating can be hard. Some may also have language delays and
disorder may include the following: find talking about emotions difficult. Students with ODD can have
- Poor educa<onal experience and increased academic failure trouble communicating, and making friends. It is also common for
- Legal problems students with ODD to have low self-esteem.
- Incarcera<on Students with ODD can be so uncooperative and combative that their
- Injuries to self or others behavior affects their ability to learn and get along with classmates
- Poor interpersonal rela<onships and teachers. It can lead to:
- An<social personality disorder - Poor school performance
- Sexually transmiled infec<ons (STIs) - An<-social behaviors
ECUCATION 4 SEVERE TBI - loss of consciousness for
- Poor impulse control Symptoms of Traumatic Brain Injury (TBI)
Prevention The Symptoms of mild TBI can include:
Young children be helped by early intervention programs that teach Physical Symptoms
them social skills and how to deal with anger. For teens, talk therapy - Headache
(psychotherapy), learning social skills, and getting help with - Nausea or vomi<ng
schoolwork can all help reduce problem behaviors. School-based - Fa<gue or drowsiness
programs can also help to stop bullying and improve relationships - Problems with speech
among teens. Parent-management training programs are also - Dizziness or loss of balance
important. These programs teach parents how to manage their child’s Sensory symptoms
behavior. Parents learn positive reinforcement methods, and also - Sensory problems, such as blurred vision, ringing in the ears,
how to discipline their child. a bad taste in the mouth or changes in the ability to smell.
Treatment - Sensi<vity to light or sound.
Early treatment can often prevent future problems. Treatment will Cognitive, behavioral or mental symptoms
depend on your child’s symptoms, age, and health. It will also depend - Loss of consciousness for a few seconds to a few minutes.
on how bad the ODD is. Children with ODD may need to try different - No loss of consciousness, but a state of being dazed,
therapists and types of therapies before they find what works for confused or disoriented.
them. Treatment may include: - Memory or concentra<on problems
§ Cogni9ve-behavioral therapy - A child learns to beler solve - Mood changes or mood swings
problems and communicate. He or she also learns how to - Feeling depressed or anxious
control impulses and anger. - Difficulty sleeping
§ Family therapy - This therapy helps make changes in the - Sleeping more than usual
family. It improves communica<on skills and family The symptoms of moderate or severe TBI can include:
interac<ons. Having a child with ODD can be very hard for Physical symptoms
parents. It can also cause problems for siblings. Parents and - Loss of consciousness from several minutes to hours
siblings need support and understanding. - Persistent headache or headache that worsens
§ Peer group therapy - A child develops beler social and - Repeated vomi<ng or nausea
interpersonal skills. - Convulsions or seizures
§ Medicines - These are not o{en used to treat ODD. But a - Dila<on of one or both pupils of the eyes
child may need them for other symptoms or disorders, such - Clear fluids draining from the nose or ears
as ADHD. - Inability to awaken from sleep
- Weakness or numbness in fingers and toes
TYPES OF CONDITION OF ODD - Loss of coordina<on
ODD can be mild, moderate or severe: - Cogni<ve or mental symptoms
Mild - Symptoms occur only in one setting, such as only at home, - Profound confusion
school, work or with peers. - Agita<on, comba<veness or other unusual behavior
Moderate - Some symptoms occur in at least two settings. - Slurred speech
Severe - Frequent and ongoing pattern of anger, irritability, arguing - Coma and other disorders of consciousness
and defiance toward parents and other authority figures. Children's symptoms
Childhood-onset ODD: Present from an early age, and requires early - In a child with trauma<c brain injury, you may observe:
intervention and treatment to prevent it from progressing into a more - Change in ea<ng or nursing habits
serious conduct disorder. - Unusual or easy irritability
Adolescent-onset ODD: Begins suddenly in the middle- and high- - Persistent crying and inability to be consoled
school years, causing conflict at home and in school. - Change in ability to pay alen<on
- Change in sleep habits
TRAUMATIC BRAIN INJURY - Seizures
- A TBI is an injury to the brain that occurs as a result of a - Sad or depressed mood
bump or blow to the head or from blunt or penetra<ng - Drowsiness
trauma. During the impact, the brain crashes back and forth - Loss of interest in favorite toys or ac<vi<es
within the skull resul<ng in bruising, bleeding, and the Types of Traumatic Brain Injury (TBI)
shearing of nerve fibers known as axons. Concussion
- It is not hereditary or congenital. - are the most common type of trauma<c brain injury. When
- It is classified as an acquired brain injury. a strong force strikes your head, your brain moves in the
- Globally, the annual incidence of TBI is variably es<mated at direc<on of the force un<l it collides with your skull, causing
27 to 69 million. Many survivors live with significant damage.
disabili<es, resul<ng in major socioeconomic burden. Contusion
The people most at risk of traumatic brain injury include: - These o{en accompany concussions. A contusion is
- Children, especially newborns to 4-year-olds essen<ally a bruise on the brain, which means it is a mild
- Young adults, especially those between ages 15 and 24 form of bleeding.
- Adults age 60 and older Brain Hemorrhages
- Males in any age group - A brain hemorrhage refers to uncontrolled bleeding on the
Causes of Traumatic Brain Injury (TBI) surface of the brain or within the brain <ssue itself.
- Falls Intracranial Hematomas
- Vehicle Accidents - One of the most serious types of trauma<c brain injury.
- Sports and Recrea<onal Ac<vi<es Hematomas are collec<ons of blood outside of blood
- Assaults and Violence vessels. There are several different types of brain
- Military Combat hematomas, including:
- Workplace Accidents Epidural hematomas: Blood collection between the skull and brain.
- Shaken Baby Syndrome Subdural hematomas: Blood collection under the thin layer of
Severity of TBI protection surrounding the brain.
Doctors classified TBI into 3 levels of severity depending on the initial Intracerebral hematoma: Collection of blood within the brain itself.
length of a loss of consciousness. Coup-Contrecoup Brain Injury
MILD TBI - loss of consciousness for about less than 15 minutes. - Another serious type of trauma<c brain injury is known as a
MODERATE TBI - loss of consciousness for 15 minutes to hours coup-contrecoup injury. The terms coup and contrecoup are
followed by weeks of confusion. French for “blow” and “counterblow.”
ECUCATION 4 - A biler taste, a bad smell or difficulty smelling
- Skin <ngling, pain or itching
Therefore, a coup-contrecoup injury actually refers to two separate - Trouble with balance or dizziness
injuries: Diagnosis of Traumatic Brain Injury (TBI)
Coup injury which occurs directly under the point of impact. Doctors uses:
Contrecoup injury which occurs on the opposite side of the brain - Physical Examina<on
from where the blow struck. - Glasgow Coma Scale (GCS)
Diffuse Axonal Injury (DAI) - Neurological Assessment
- Diffuse axonal injuries are one of the most severe types of - Imaging Studies CT (Computed Tomography) Scan , MRI
trauma<c brain injury. They occur when the brain is shaken (Magne<c Resonance Imaging) Scan
or twisted inside the skull. As the brain twists, the cerebral Treatment of Traumatic Brain Injury (TBI)
<ssue slides back and forth un<l the long connec<ng fibers Mild Injury
in the brain (called axons) tear. Doctors refer to this as - Mild trauma<c brain injuries usually require no treatment
axonal shearing. The axonal shearing disrupts messages that other than rest and over-the-counter pain relievers to treat
neurons send, resul<ng in loss of func<on. a headache. However, a person with a mild trauma<c brain
Penetrating Brain Injury injury usually needs to be monitored closely at home for any
- As the name implies, these injuries occur when an object persistent, worsening or new symptoms. He or she may also
penetrates the skull and brain, most commonly a bullet. have follow-up doctor appointments.
People with penetra<ng head wounds o{en experience - The doctor will indicate when a return to work, school or
seizures and are more likely to develop epilepsy a{er TBI recrea<onal ac<vi<es is appropriate.
than people with other types of brain injuries. Relative rest is recommended for the first few days or until your
Second Impact Syndrome doctor advises that it’s OK to resume regular activities.
- Also called a recurrent trauma<c brain injury, this type Moderate or Severe Injury
occurs when you suffer a second brain injury shortly a{er - Emergency care for moderate to severe trauma<c brain
your first one. injuries focuses on making sure the person has enough
Complications of Traumatic Brain Injury (TBI) oxygen and an adequate blood supply, maintaining blood
Altered consciousness pressure, and preven<ng any further injury to the head or
- Coma neck.
- Vegeta<ve state - People with severe injuries may also have other injuries that
- Brain death need to be addressed. Addi<onal treatments in the
Physical complications emergency room or intensive care unit of a hospital will
- Seizures focus on minimizing secondary damage due to
- Infec<ons inflamma<on, bleeding or reduced oxygen supply to the
- Blood vessel damage brain.
- Headaches Medicine
- Ver<go - An<-seizure drugs
Intellectual problems - Coma-inducing drugs
- Cogni<ve Problems - Diure<cs
Memory Surgery
- Learning Removing clotted blood (hematomas)- Bleeding outside or within the
- Reasoning brain can result in a collection of clotted blood (hematoma) that puts
- Judgment pressure on the brain and damages brain tissue.
- Alen<on or concentra<on Repairing skull fractures- Surgery may be needed to repair severe
- Execu<ve func<oning problems skull fractures or to remove pieces of skull in the brain.
- Problem-solving Bleeding in the brain- Head injuries that cause bleeding in the brain
- Mul<tasking may need surgery to stop the bleeding.
- Organiza<on Opening a window in the skull- Surgery may be used to relieve
- Planning pressure inside the skull by draining accumulated cerebrospinal fluid
- Decision-making or creating a window in the skull that provides more room for swollen
- Beginning or comple<ng tasks tissues.
Communication problems Rehabilitation
- Communica<on problems may include: Rehabilitation specialists may include:
- Difficulty understanding speech or wri<ng Physiatrist- a doctor trained in physical medicine and rehabilitation,
- Difficulty speaking or wri<ng who oversees the entire rehabilitation process, manages medical
- Inability to organize thoughts and ideas rehabilitation problems and prescribes medication as needed.
- Trouble following and par<cipa<ng in conversa<ons Occupational therapist- helps the person learn, relearn or improve
Behavioral changes skills to perform everyday activities.
- Difficulty with self-control Physical therapist- who helps with mobility and relearning movement
- Lack of awareness of abili<es patterns, balance and walking.
- Risky behavior Speech and language therapist- helps the person improve
- Difficulty in social situa<ons communication skills and use assistive communication devices if
- Verbal or physical outbursts necessary.
Emotional changes Neuropsychologist - assesses cognitive impairment and performance,
- Depression helps the person manage behaviors or learn coping strategies, and
- Anxiety provides psychotherapy as needed for emotional and psychological
- Mood swings well-being.
- Irritability Social worker or case manager - facilitates access to service agencies,
- Lack of empathy for others assists with care decisions and planning, and facilitates
- Anger communication among various professionals, care providers and
- Insomnia family members.
Sensory Problems Rehabilitation nurse - provides ongoing rehabilitation care and
- Persistent ringing in the ears services and who helps with discharge planning from the hospital or
- Difficulty recognizing objects rehabilitation facility.
- Impaired hand-eye coordina<on
- Blind spots or double vision
ECUCATION 4

Prevention
Follow these tips to reduce the risk of brain injury
- Use seat belts and airbags
- Avoid drinking alcohol and avoid drug use
- Use helmets when driving
- Pay alen<on to your surroundings
The following tips can help older adults avoid falls around the house:
- Install handrails in bathrooms
- Put a nonslip mat in the bathtub or shower
- Remove area rugs
- Install handrails on both sides of staircases
- Improve ligh<ng in the home, especially around stairs
- Keep stairs and floors clear of cluler
Tourette Syndrome
- It is a neurological disorder that may cause sudden
unwanted and uncontrolled rapid and repeated movements
or vocal sounds called “<cs”
TICS – are sudden twitches, movements or sounds that people do
repeatedly. People who have tics cannot stop their body from doing
these things.
For example, a person might keep blinking over and over. Or, a person
might make a grunting sound unwillingly.
3 Types of Tic Disorder
§ Tourele Syndrome (TS, some<mes called Tourele Disorder)
§ Persistent (some<mes called chronic) motor or vocal <c
disorder
§ Provisional <c disorder
Types of TICS
Motor Tics - are movements of the body.
Example of motor tics including blinking, struggling the shoulders or
jerking
Vocal Tics – are sounds that a person makes with his or her voice.
Example of vocal tics include humming, clearing the throat or yelling
out word or phrase
This can be either simple or complex:
Simple Tics
- Simple Tics involve just a few parts of the body. Examples of
simple <cs include squin<ng the eyes or sniffing.
Complex Tics
- Complex Tics usually involve several different parts of the
body and can have a palern. An example of a complex <c is
bobbing the head while jerking an arm, and then jumping
up.