classroom mangement for better understanding

It pertains to the actions
teachers take to establish and
sustain an environment that
fosters students’ academic
achievement as well as their
social, emotional, and moral
growth.
CLASSROOM MANAGEMENT

NEW CIVIL CODE
The relations between teacher
and pupil, professor and student, are
fixed by government regulations and
those of each school or institution. In no
case shall corporal punishment be
countenanced. The teacher or professor
shall cultivate the best potentialities of
the heart and mind of the pupil or
student.
Article 352

CORPORAL PUNISHMENT
It refers to a kind of punishment or
penalty for an alleged or actual offense,
which is carried out or inflicted for the
purpose of discipline, training or control, by
a teacher, school administrator, an adult or
any other child who has been given or has
assumed authority or responsibility for
punishment or discipline. It includes to
physical, humiliating or degrading
punishment, including, but not limited to
the following:

1) Blows such as, but not limited to, beating, kicking, hitting, slapping,
or lashing, of any part of a child’s body, with or without the use of
an instrument such as, but not limited to a cane, broom, stick, whip
or belt;
2) Striking of a child’s face or head, such being declared as a “no
contact zone”;
3) Pulling hair, shaking, twisting joints, cutting or piercing skin,
dragging, pushing or throwing of a child;
4) Forcing a child to perform physically painful or damaging acts such
as, but not limited to, holding a weight or weights for an extended
period and kneeling on stones, salt, pebbles or other objects;
5) Deprivation of a child’s physical needs as a form of punishment;

6) Deliberate exposure to fire, ice, water,
smoke, sunlight, rain, pepper, alcohol, or
forcing the child to swallow substances,
dangerous chemicals, and other materials that
can cause discomfort or threaten the child’s
health, safety and sense of security such as,
but not limited to bleach or insecticides,
excrement or urine;
7) Tying up a child;
8) Confinement, imprisonment or depriving
the liberty of a child;

9) Verbal abuse or assaults, including intimidation or
threat of bodily harm, swearing or cursing, ridiculing or
denigrating the child;
10) Forcing a child to wear a sign, to undress or disrobe,
or to put on anything that will make a child look or feel
foolish, which belittles or humiliates the child in front of
others;
11) Permanent confiscation of personal property of
pupils, students or learners, except when such pieces of
property pose a danger to the child or to others; and
12) Other analogous acts.

FAMILY CODE
The school, its administrators and teachers, or
the individual, entity or institution engaged
in child care shall have special parental
authority and responsibility over the minor
child while under their
supervision, instruction or custody.
Authority and responsibility shall apply to
all authorized activities whether inside or
outside the premises of the school, entity or
institution.
Article 218

POSITIVE DISCIPLINE IN
EVERYDAY TEACHING

POSITIVE DISCIPLINE
It is an approach to teaching that
helps children succeed, gives them the
information they need to learn, and
supports their development. It respects
children’s rights to healthy development,
protection from violence, and active
participation in their learning.

POSITIVE DISCIPLINE IS…
● About finding long term solutions that
develop students’ own self-discipline;
● Clear and consistent communication;
● Consistent reinforcement of your
expectations, rules and limits;
● Based on knowing your students and being
fair;

POSITIVE DISCIPLINE IS…
● Aimed at building a mutually respectful relationship
with your students;
● Teaching students life-long skills and fostering their
love of learning;
● Teaching courtesy, non-violence, empathy, self-respect,
and respect for others and their rights; and
● Increasing students’ competence and confidence to
handle academic challenges and difficult situations.

Positive Discipline is:
✽ Holistic: It applies not only to students’ behavior, but
to all aspects of their learning and social interactions;
✽ Strength-based: It identifies and builds on the
students’ strengths;
✽ Constructive: It is aimed at strengthening students’
self-esteem and confidence;

Positive Discipline is:
✽ Inclusive: It recognizes and respects the
diversity of all students;
✽ Pro-active: It identifies the roots of behavioral
and learning difficulties and implements
strategies to promote success and avoid conflict;
and
✽ Participatory: It engages students in the
learning process and in the school community.

RESPONDING WITH POSITIVE DISCIPLINE
Step 1- What do you think could be the possible
reason/s why a child might behave this way?
Step 2- Now remember your long-term goals
Step 3- How can you show warmth?
Step 4- How can you provide structure?
Step 5- Responding with Positive Discipline

ABSENTEEISM or TARDINESS
Step 1- What do you think could be the possible reason/s why a child
might behave this way?
Some reasons could be:
▲ The student may be sick.
▲ When the parents are working, the student has to take
care of younger siblings.
▲ The student may be suffering from bullying and she does
not want to go to school.

ABSENTEEISM or TARDINESS
▲ There is peer pressure to skip school.
▲ The student is having difficulties in class
because the teaching methods used do not fit her
learning style.
▲ The student was not able to complete the
assignments due on those days and is embarrass
to show up empty-handed.

Step 2- Now remember your long-term goals.
▲ You want the student to be able to seek help if she
is experiencing difficulties such as bullying.
▲ You want the student to be able to resist peer
pressure and set priorities.
▲ You want her to be a responsible student.
▲ You want her to be accountable for her actions.

Step 3- In this situation, how can you show warmth?
▲ Through caring gestures and conversations,
show the students that she is important to you.
▲ Understand that at this age, socialization is
very important to students.
▲ Talk to the student calmly and privately and let
her explain why she is frequently absent.

Step 4- In this situation, how can you provide
structure?
▲ Provide proper monitoring of the child. You may conduct home
visits and talk to her parents or guardians.
▲ Remind the student about the school rules.
▲ Explain the effects of her behavior on her class performance.
▲ Provide ideas on how to manage time and set priorities.
▲ Consider the student’s learning style and use activities suited to her
learning preference such as music, dance, physical activity, or
interactive discussion where the student and the rest of the class can
participate.

Steps 5- Responding with Positive Discipline
Instead of embarrassing her for always being absent, talk to
the student calmly and privately and ask why she is frequently
absent. Listen to her explanation and explain the effects of her
behavior on her school performance. Remind her of the class
rules and provide tips on how she can manage her time and
set priorities. Remind her about the importance of education.
Enhance your teaching methods. Give students more activities
suitable to their learning styles, talents, and interests. Lead
discussions where they can share their opinion, feel that they
belong and that they are important.

Article 2180, New Civil Code
Teachers or heads of
establishments of arts and trades shall
be liable for damages caused by their
pupils and students or apprentices, so
long as they remain in their custody.

Art. 219. Those given the authority and
responsibility under the preceding Article
shall be principally and solidarily liable for
damages caused by the acts or omissions of
the unemancipated minor. The parents,
judicial guardians or the persons exercising
substitute parental authority over said minor
shall be subsidiarily liable.
FAMILY CODE

Section 23
(e) The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or special/temporary
permit;
(f) Chronic inebriety or habitual use of drugs
(g) Violation of any of the provisions of this Act, the rules and
regulations and other policies of the Board and the Commission,
and the code of ethical and professional standards for professional
teachers; and
(h) Unjustified or willful failure to attend seminars, workshops,
conferences and the like or the continuing education program
prescribed by the Board and the Commission.

AMENDED PROVISIONS:
●Section 15, (e) (3) of Republic Act No.
7836
●Section 26
●Section 31

Section 15
From 10 units to 18 units in
professional education

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

RA No. 7836
Sec. 31. Transitory Provision. — All incumbent teachers
in both the public and private sector not otherwise
certified as professional teachers by virtue of this Act, shall
be given (5) years temporary certificates from the time the
Board for Professional Teachers is organized within which
to qualify as required by this Act and be included in the
roster of professionals.
Provided, however, That the Professional Board
Examination for Teachers (PBET) shall still be administered
by the Civil Service Commission and the Department of
Education, Culture and Sports for the year 1995.

RA No. 9293
“SEC. 31. Transitory Provision. – Special permits, with a validity of
three (3) and five (5) years, issued to para-teachers by the Board for
Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided,
That only special permits with a validity of three (3) years may be
renewed upon expiration for a non-extendible period of two (2)
years.”

REPUBLIC ACT No. 10533
AN ACT ENHANCING THE PHILIPPINE BASIC
EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES

SEC. 2. Declaration of Policy. — The State shall establish, maintain and
support a complete, adequate, and integrated system of education
relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of
basic education shall be an empowered individual who has learned, through
a program that is rooted on sound educational principles and geared
towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage
in autonomous, creative, and critical thinking, and the capacity and
willingness to transform others and one’s self.

SEC. 3. Basic Education. — Basic education is intended to
meet basic learning needs which provides the foundation
on which subsequent learning can be based. It
encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-
school learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced
basic education program encompasses at least one (1) year
of kindergarten education, six (6) years of elementary
education, and six (6) years of secondary education, in that
sequence. Secondary education includes four (4) years of
junior high school and two (2) years of senior high school
education.

SEC. 5. Curriculum Development. — The DepED shall
formulate the design and details of the enhanced basic
education curriculum. It shall work with the Commission
on Higher Education (CHED) to craft harmonized basic and
tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid
remedial and duplication of basic education subjects, the
DepED shall coordinate with the CHED and the Technical
Education and Skills Development Authority (TESDA).

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics,
Engineering and Other Specialists in Subjects With a Shortage of
Qualified Applicants, Technical-Vocational Courses and Higher
Education Institution Faculty. — Notwithstanding the provisions
of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise
known as the “Philippine Teachers Professionalization Act of
1994”, the DepED and private education institutions shall hire,
as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering,
music and other degree courses with shortages in qualified
Licensure Examination for Teachers (LET) applicants to teach in
their specialized subjects in the elementary and secondary
education. Qualified LET applicants shall also include graduates
admitted by foundations duly recognized for their expertise in
the education sector and who satisfactorily complete the
requirements set by these organizations: Provided, That they pass
the LET within five (5) years after their date of hiring: Provided,
further, That if such graduates are willing to teach on part-time
basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in
their specialized subjects in the secondary
education: Provided, That these graduates possess the
necessary certification issued by the TESDA: Provided,
further, That they undergo appropriate in-service training
to be administered by the DepED or higher education
institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general
education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a
relevant Bachelor’s degree, and must have satisfactorily
served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire
practitioners, with expertise in the specialized learning
areas offered by the Basic Education Curriculum, to teach
in the secondary level; Provided, That they teach on part-
time basis only. For this purpose, the DepED, in
coordination with the appropriate government agencies,
shall determine the necessary qualification standards in
hiring these experts.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The
benefits accorded by Republic Act No. 8545, or the
“Expanded Government Assistance to Students and
Teachers in Private Education Act”, shall be extended
to qualified students enrolled under the enhanced
basic education.

The DepED shall engage the services of private
education institutions and non-DepED schools offering
senior high school through the programs under
Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the
Department of Budget and Management (DBM) based
on the principles of public-private partnership.

REPUBLIC ACT No.
4670
THE MAGNA CARTA
FOR PUBLIC SCHOOL
TEACHERS

THE MAGNA CARTA FOR PUBLIC SCHOOL
TEACHERS
Section 1. Declaration of Policy. It is hereby declared to be the policy of
this Act to promote and improve the social and economic status of
public school teachers, their living and working conditions, their terms
of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and
retain in the teaching profession more people with the proper
qualifications, it being recognized that advance in education depends
on the qualifications and ability of the teaching staff and that education
is an essential factor in the economic growth of the nation as a
productive investment of vital importance.

II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification. Recruitment policy
with respect to the selection and appointment of teachers
shall be clearly defined by the Department of
Education: Provided, however, That effective upon the
approval of this Act, the following shall constitute the
minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and
elementary grades, Bachelor's degree in
Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools,
Bachelor's degree in Education or its
equivalent with a major and a minor; or a
Bachelor's degree in Arts or Science with at
least eighteen professional units in
Education.

(c) For teachers of secondary vocational and
two years technical courses, Bachelor's
degree in the field of specialization with at
least eighteen professional units in
education;

(d) For teachers of courses on the collegiate
level, other than vocational, master's degree
with a specific area of specialization;

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy
equitable safeguards at each stage of any disciplinary procedure and
shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of
his choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.

III. HOURS OF WORK
AND
REMUNERATION

III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. Any teacher engaged in actual classroom
instruction shall not be required to render more than six hours of
actual classroom teaching a day, which shall be so scheduled as to give
him time for the preparation and correction of exercises and other
work incidental to his normal teaching duties: Provided, however, That
where the exigencies of the service so require, any teacher may be
required to render more than six hours but not exceeding eight hours
of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at
least twenty-five per cent of his basic pay.

V. LEAVE AND
RETIREMENT
BENEFITS

V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave. In addition to the leave privileges now enjoyed by
teachers in the public schools, they shall be entitled to study leave not exceeding
one school year after seven years of service. Such leave shall be granted in
accordance with a schedule set by the Department of Education. During the
period of such leave, the teachers shall be entitled to at least sixty per cent of their
monthly salary: Provided, however, That no teacher shall be allowed to accumulate
more than one year study leave, unless he needs an additional semester to finish
his thesis for a graduate study in education or allied courses: Provided, further,
That no compensation shall be due the teacher after the first year of such leave. In
all cases, the study leave period shall be counted for seniority and pension
purposes.

V. LEAVE AND RETIREMENT BENEFITS
The compensation allowed for one year study leave as herein
provided shall be subject to the condition that the teacher
takes the regular study load and passes at least seventy-five
per cent of his courses. Study leave of more than one year
may be permitted by the Secretary of Education but without
compensation.

VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize. Public
school teachers shall have the right to freely
and without previous authorization both to
establish and to join organizations of their
choosing, whether local or national to
further and defend their interests.

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