OF PUPIL/STUDENT GUIDANCE AND DISCIPLINE Peter Philip M. Perez Discussant THE ADMINISTRATION OF PUPIL GUIDANCE AND DISCIPLINE
Specific Objectives
1. To develop a valid concept
of the meaning of guidance and school discipline. 2. To provide the students with an adequate understanding of the different principles involved in pupil guidance and discipline. The Meaning And Scope of Guidance Guidance- is the conscious attempt of administrator or educational counsellor to stimulate and direct activities of the pupil towards definite worthy objectives. A more comprehensive definition of guidance is given by A. J Jones in the following words: “ Guidance involves personal help given by someone; it is designed to assist a person to decide where he wants to go, what he wants to do, or how he can best accomplish his purpose; it assists him to solve problems that arise as he guides. Modern Trends in Guidance 1. The trend toward increasing responsibility for guidance on the part of the school administrators and classroom teachers. This is based on the accepted principle that all education is guidance, therefore, the teacher becomes pivot around which the school guidance rotates. 2. The trend toward more adequate training of guidance personnel. 3. The trend toward the guidance of the individual as a whole in all his many sided aspects. 4. The trend toward increase use of test and measurement in the guidance program. Kinds of Guidance 1. Educational Guidance- This refers to the assistance given to a person by the use of certain facts and standardized procedures that he may plan and pursue his education in the light of the abilities, past achievements, difficulties and interests. 2. Vocational Guidance- This concern that phase of guidance in which are presented facts about jobs and occupational fields, requirements of various occupations, and employment possibilities, in order to help pupils or students select a vocation more intelligently. 3. Personal Guidance- aims to assist an individual with respect to his personal habits, attitudes, and intimate personal problems. 4. Social Guidance- this concern that a phase of guidance which assists persons or groups in their judgements to social customs and practices that they may develop satisfactory relationship with their fellowmen. 5. Moral Guidance- This refers to the phase of guidance that assists in the development of moral character based on high standards of ethics and moral. 6. Avocational Guidance- This refers to assistance given to individuals to enable them to spend their leisure in worthwhile activities. 7. Health Guidance- aims to help the student to attain greater measure of physical and mental health. 8. Civic Guidance- This is concerned with enabling the individual to be an efficient factor in the local, provincial, and national government. The Role of the Principal in Guidance The B.P.S. Bulletin No. 17 s. 1951, State the functions of the school principal in this respect: 1. To lead his teachers in the endeavour to increase their understanding of child behaviour. 2. To acquaint his teachers with ways of helping children attain their best development. 3. To plan the administration of the testing program and the interpretation and use of its results. 4. To acquaint himself with, and make use of, facilities within the school system and community for giving help in cases where children are experiencing adjustment difficulties. 5. To lead in the organization of guidance committee. Organizing the Teaching Staff for Guidance
1. The teaching staff should be organized that
each pupil will be under the guidance of some staff members who will assume the responsibility of knowing as much about the pupil in all his characteristics and relationship as possible, and thoroughly acquainted with all the educational opportunities which the school affords. 2. Every member of the teaching staff, in whatever capacity he functions, should be made to realize his opportunity and challenges in guidance program.
3. The school administrator, particularly,
should earnestly be committed to the importance of the guidance function in education and devote himself to the training, leadership, and utilization of his staff in the most effective manner possible to carry out this responsibility of the school. Principles to Be Observed in Planning the Guidance Program
1. The guidance program must be organized in
terms of certain desires, attitudes, and beliefs on the part of all members of the teaching staff. 2. In developing a guidance program, the administrator must give careful attention to the organizational and administrative factors that will condition the effectiveness of the resulting program. 3 . The guidance functions are never the same in all schools. 4. The guidance program must result from careful planning. 5. The organization and administration of the guidance program and the activities of the guidance office must be centered to the principal, or to the Director of guidance in the case of a big school. 6. The success of the guidance program must be evaluated in terms of the appreciation and support received from the staff. Items of Information Necessary in Guidance
To make guidance effective, it is
important that the school administrator or counsellor knows the necessary factors in guidance. - Froehlich and Darley list the following areas or aspects of student’s life necessary in guidance. 1. Scholastic ability 2. Past achievement 3. Aptitudes and disabilities 4. Interests 5. Personality 6. Health 7. Family Background The General Principles of Guidance 1. The administrator or counsellor should bear in mind that guidance should be based on the students aims, interests, and needs. 2. The administrator or counsellor must guide the youth not merely the mal- adjusted, in ways that will help faster their best growth. 3. The administrator or counselor must bear in mind that the guidance service should be organized to deal, not only with serious problem after they have arisen, but also with causes of such problem. 4. Provide for specialists in the organization of the guidance program. 5.Keep in mind that no two individuals are identical in native endowment or environmental background. 6. Give the students absolute freedom in selecting a vocation after knowing his own qualifications and the occupations an education opportunities available. 7. The administrator or counselor must keep in mind the advancement of science and the social economic changes make it increasingly difficult to be familiar with all occupations in their diversity and their degree of specialization. 8. The administrator or the counsellor must keep in mind that vocational guidance must take account of possible variations in the condition and personality of the individual and of the changes likely to occur in occupations. 9. The administrator or the counsellor must bear in mind that educational or vocational guidance is not an event which may happen to an individual, but is a process extending over an indefinite period of time. 10. The administrator or counsellor must keep in mind that guidance, as an organized school function, it not considered distinct and apart from the entire educational program of the school.
11. The administrator must bear in mind that
a proper adaptation of curriculum and method to the needs of individual pupils is best promoted through guidance activities of teachers working in a democratically organized school system. 12. The administrator must bear in mind that the provision for, and the promotion of guidance activities are a major responsibility of the administrative officers and not of the classroom teachers. The responsibility must take into four areas in which education should work to establish the characteristics of an educated person namely: (1) self realization, (2) Human relationship, (3) economic efficiency, and (4) civic responsibility. The Modern Conception of School Discipline based on the following democratic Principle 1. Discipline based on devotion to humanitarian principles and ideals such as freedom, justice, and equality for all, rather than discipline based on narrower and more egoistic affiliation. 2. Discipline which recognizes the inherent dignity and rights of every human being, rather than discipline attained through humiliation 3. Discipline which develops self- direction, self discipline rather than principle based on compulsion and blind obedience.
4. Discipline based on understanding
of the goal in view rather than discipline based on high authority. Causes of Disciplinary Problems 1. The teacher’s personal factors --- the teacher’s poor personality is oftentimes the cause of poor discipline.
According to Barr’s study, good teachers possess
energy and vitality, self- control, sincerity, sense of humor, and desirable personal relations with pupils while poor teachers possess a considerable number of negative personality traits. 2. Physical factors- refers to the health and the physiological elements that determine adolescent characteristics. Poor health often leads to irritability, restlessness, or sullenness.
3. Individual factors- these factors include
traits like egotism, immaturity of judgement, low mentality, and self- consciousness. 4. Social factors- like individual factors, are also variously classified, the more important of which are desire for social approval, desire for sensationalism, desire to be well known everybody in school, and resentment to control.
5. School factors- refers to unattractive
schoolroom, an unhygienic room condition, and lack of organization of classroom routine. 6. Lack of training- lack of training is often the cause of disciplinary trouble.
7. Work factors- refers to subject-
matter, methods, procedures, assignment and other learning activities. Improving Classroom Discipline There is no better way of improving classroom discipline than through good planning of the teaching-learning process, clear and achievable aims objectives, realistic and appropriate program of studies, and direct methods and meaningful activities. A good favourable teaching-learning situation is conducive to good classroom discipline. In casting a favorable teaching- learning situation for good discipline, the following points are suggested for its accomplishment: 1. The teacher or the administrator should create an environment that is socially and emotionally pleasant. 2. The teacher should create an attitude or atmosphere that is conducive to learning. 3. The teacher or administrator should create goals for the work of the pupils goal which are meaningful and achievable. 4. The teacher or administrator should create meaning in the materials and activities which the pupils will undertake. * Good discipline is closely related to good teaching. Keeping discipline in the classroom is a matter of stimulating, directing and guiding the teacher’s ability to utilize fully energy. Corrective Measures Prescribed by the Bureau of Public Schools, now the Bureau of Elementary Education
1. Suspension or Expulsion- The Civil Service
Manual of the Bureau of Public Schools, now the Bureau of Elementary Education gives the principal teacher, the division superintendent of schools, and the Director of Public Schools the power to suspend or expel pupils for serious misbehaviour. 2. Withdrawal of Privileges- recognizes as a corrective measure, apart from suspension or expulsion, the withdrawal from the pupil temporarily or permanently, of the privilege of holding a position of honor or trust, of joining athletic, competitions, and of participating in any school drama or play, or being a member of any school clubs or societies. 3. Corporal Punishment Prohibited- while Filipino teachers and administrators are given ample power to enforce corrective discipline, they are nevertheless strictly prohibited from inflicting any form of corporal punishment. 4. Hazing Prohibited- Department order No. 6, s 1954 of the Secretary of Education prohibits hazing in schools, colleges and universities. AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN THEIR INSTITUTIONS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act of 2013”. SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student at school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited to, the following: a. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons;
b. Any act that causes damage to a
victim’s psyche and/or emotional well- being; c. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks, clothes and body; and, d. Cyber-bullying or any bullying done through the use of technology or any electronic means. SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby directed to adopt policies to address the existence of bullying in their respective institutions.
(1) Bullying on school grounds; property immediately
adjacent to school grounds; at school-sponsored or school- related activities, functions or programs whether on or off school grounds; at school bus stops; on school buses or other vehicles owned, leased or used by a school; or through the use of technology or an electronic device owned, leased or used by a school; (2) Bullying at a location, activity, function or program that is not school- related and through the use of technology or an electronic device that is not owned, leased or used by a school if the act or acts in question create a hostile environment at school for the victim, infringe on the rights of the victim at school, or materially and substantially disrupt the education process or the orderly operation of a school; and (3) Retaliation against a person who reports bullying, who provides information during an investigation of bullying, or who is a witness to or has reliable information about bullying; (b) Identify the range of disciplinary administrative actions that may be taken against a perpetrator for bullying or retaliation which shall be commensurate with the nature and gravity of the offense: Provided, That, in addition to the disciplinary sanctions imposed upon a perpetrator of bullying or retaliation, he/she shall also be required to undergo a rehabilitation program which shall be administered by the institution concerned. The parents of the said perpetrator shall be encouraged by the said institution to join the rehabilitation program; (c) Establish clear procedures and strategies for: (1) Reporting acts of bullying or retaliation; (2) Responding promptly to and investigating reports of bullying or retaliation; (3) Restoring a sense of safety for a victim and assessing the student’s need for protection; (e) Subject a student who knowingly makes a false accusation of bullying to disciplinary administrative action; (f) Educate students on the dynamics of bullying, the anti-bullying policies of the school as well as the mechanisms of such school for the anonymous reporting of acts of bullying or retaliation; (g) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of the school and how parents and guardians can provide support and reinforce such policies at home; and, (h) Maintain a public record of relevant information and statistics on acts of bullying or retaliation in school: Provided, That the names of students who committed acts of bullying or retaliation shall be strictly confidential and only made available to the school administration. All elementary and secondary schools shall provide students and their parents or guardians a copy of the anti-bullying policies being adopted by the school. Such policies shall likewise be included in the school’s student and/or employee handbook and shall be conspicuously posted on the school walls and website, if there is any. The Department of Education (DepED) shall include in its training programs, courses or activities which shall provide opportunities for school administrators, teachers and other employees to develop their knowledge and skills in preventing or responding to any bullying act. Thank You for Listening