REPUBLIC OF THE PHILIPPINES

SOUTHERN PHILIPPINES AGRI-BUSINESS

AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -

Name: EDGARDO R. SARA, M.A.T

Subject: EDEM 510
Professor: Dr. SUSAN F. LABUTAP
Date Submitted: February 28, 2015

1. Define supervision in terms of its functions.

According to the Webster dictionary, supervision refers to the action or

process of watching and directing what someone does or how something is
done. It is the action or process of supervising someone or something.

Supervision is an intervention that is provided by a senior member

of a profession to a junior member or members of that same profession.
This relationship is evaluative, extends overtime, and has simultaneous
purposes of enhancing the professional functioning of the junior
members, monitoring the quality of professional services offered to the
clients she, he or they see, and serving as a gatekeeper of those who
are to enter the particular profession, Bernard and Goodyear, 1998.

Supervision is defined as the effort to stimulate, co-ordinate and guide the

continued growth of the teachers in school, both individually and collectively.
Barton & Burckner disclosed that, Supervision is an expert technical
service primarily aimed at studying and improving co-operatively all
factors which affect the childs growth and development. Supervision,
according to Barr and Burton is the foundation on which all programs for
improvement of teaching must be built.

Supervision helps teachers to plan for better instruction. It is recommended

that the supervisor should help the teachers to develop and improve skills in
instructional designs and to use a model of instruction as a guide to
instructional planning. Instructional planning includes lesson plan, unit plans
and year plans. It is essential that the headmaster should provide necessary
guidance in writing Instructional plans.
 Supervision also helps teachers to use modern methods of teaching.
Methods of teaching are an important part of presenting instruction in the
classroom in an effective manner. Therefore, the supervisor should help the
teachers in using modern methods of teaching in the classroom. It is the
supervisors responsibility to help the teachers to keep abreast of new
educational techniques and to apply them in the classroom.

It assists teachers in classroom management. Both teachers and school

management are in agreement that discipline is the most serious problem in
the schools. Supervision will help the teachers to acquire better skills of
classroom management.

Supervision it is suggested should aim at enabling the teachers to develop

preventive and corrective measures of discipline in the classroom situation.It
also promotes teachers to work-together. In order to accomplish much of the
schools work teachers must learn to work together in groups.

Supervision supports teachers in getting proper guidance from experts.

Supervision is to provide academic guidance by a teacher or persons / experts
/ specialists in different school subjects so that proper guidance may be
provided to them. This kind of supervision can help teachers in getting proper
guidance from experts.

Supervision is very essential in planning and in the implementation of

various developmental activities in the school. All the developmental activities
need guidance and direction at the planning to provide necessary direction
and leads at every stage. Right type of supervision is mainly concerned with
helping teachers in planning, in selection of strategies and resources with
proper monitoring and evaluation techniques.

2. Describe best form of supervision and provide its advantages and

disadvantages.

Among the forms of supervision, clinical, preventive and the creative,

creative form is, for me, the best form of supervision. It is because in this
type, the teacher and the inspector or headmaster / principal feel open-
minded. This system promotes freedom of flexibility and encourages open
mind.

Advantages of Creative Type of Supervision

 Creative type is a systematic form of supervision. The teacher and the
supervisor, work together, to collaborate, to evaluate and to describe each
others work. This encourages teachers in all respects. This could be called
the best type of inspection.

Creative type as best form of supervision because supervisor goes down to

the level of teachers. Supervisor appreciates what teachers are doing. This
type helps teachers possess not insecurity but an open mind. It also promotes
sound and healthy relationship among the members of the school community.

Another advantage is to allow members and teachers to invent and to

discover more. Like transformative type, creative type also encourage
research in the school institution and advocates more freedom to explore,
develop and trying to see new things.

Disadvantages of Creative Type of Supervision

However, disadvantages may possibly occur in the incidence of group

whom they think. While bringing different teachers and stakeholders together
for the common good can introduce various new perspectives to the dynamic
of the discussion, there is also the looming threat of group think. This occurs
when the stronger personalities are so persuasive that they manage to take
over the discussion and supplant their ideas as the outcome for the group.

Another disadvantage is that there has a possibility of haziness in roles

and responsibility. If the responsibilities of the different teachers and
stakeholders are not clearly defined their contribution may fall into ambiguity
and the result can only be chaos. Ambiguity is particularly common in creative
and collaborative groups that are extremely large. The benefit of having
several different perspectives starts to decline after an optimum number of
members is crossed and this number may vary from project to project.

The cost of creativity may be high. This is another disadvantage especially

in the era of advancements in technology. By the use of it, it make it possible
for creative efforts to cross international barriers and even time zones, the
cost of doing this must be factored into the equation.
The larger the number of individuals involved in the creative effort the
greater the cost of the exercise in terms of directly facilitating meetings and
indirectly because of the time spent away from their other duties.
 Creative supervision often leads to longer decision times. Quite simply,
when more people need to be consulted before a decision can be made, the
project lead times are extended to facilitate this extra consultation.

Time consuming is arriving at decisions by a creative and democratic

process requires meetings and sometimes extended periods of time to reach
consensus. A decision that one person could make in minutes may require
hours, days, or even weeks of discussion.

Conflict within the group is also disadvantageous. When team members

are constantly at crossroads over key points, the project suffers. Personality
clashes have a lot to do with the ability to come to an agreement and if the
chosen individuals are not able to communicate effectively, the overall project
objectives will not be met.

Delayed decision making may negatively impact outcomes. This type of

supervision may delay decision-making process, but staff and teams are often
more committed to the solutions because of their input.

In this creative type, all staff members are allowed input in decision-
making. The reasons for the final decision must be clearly outlined or those
whose ideas were overlooked may feel disenfranchised because they have
come to expect their ideas to be included in the final decision. Democratic and
creative supervisors are especially effective when the focus is on training staff
and developing leadership qualities in others.

3. Discuss important barriers in communication in relation to the

Educational Administration and Supervision.

a. Semantic Barriers are the most important barriers in communication.

There is always a possibility of misunderstanding the feelings of the sender

of the message or getting a wrong meaning of it. The words, signs, and
figures used in the communication are explained by the receiver in the light of
his experience which creates doubtful situations. This happens because the
information is not sent in simple language.

The chief language-related barriers are badly Expressed Message.

Because of the obscurity of language there is always a possibility of wrong
interpretation of the messages. This barrier is created because of the wrong
choice of words, in civil words, the wrong sequence of sentences and frequent
repetitions. This may be called linguistic chaos.
 FaultyTranslation. A manager receives much information from his superiors
and subordinates and he translates it for all the employees according to their
level of understanding. Hence, the information has to be molded according to
the understanding or environment of the receiver. If there is a little
carelessness in this process, the faulty translation can be a barrier in the
communication.

Unclarified Assumptions. It has been observed that sometimes a sender

takes it for granted that the receiver knows some basic things and, therefore, it
is enough to tell him about the major subject matter. This point of view of the
sender is correct to some extent with reference to the daily communication,
but it is absolutely wrong in case of some special message.

Technical Jargon. Generally, it has been seen that the people working in an
enterprise are connected with some special technical group who have their
separate technical language.

Their communication is not so simple as to be understood by everybody.

Hence, technical language can be a barrier in communication. This technical
group includes industrial engineers, production development manager, quality
controller, etc.

Body Language and Gesture Decoding. When the communication is

passed on with the help of body language and gestures, its misunderstanding
hinders the proper understanding of the message. For example, moving ones
neck to reply to a question does not indicate properly whether the meaning is
Yes or No.

b. Psychological or Emotional Barriers are also important barriers of

communication. The importance of communication depends on the mental
condition of both the parties. A mentally disturbed party can be a hindrance in
communication. Following are the emotional barriers in the way of
communication.
Premature Evaluation. Sometimes the receiver of information tries to dig
out meaning without much thinking at the time of receiving or even before
receiving information, which can be wrong. This type of evaluation is a
hindrance in the exchange of information and the enthusiasm of the sender
gets dampened.
 Lack of Attention. When the receiver is preoccupied with some
important work he/she does not listen to the message attentively. For
example, an employee is talking to his boss when the latter is busy in some
important conversation. In such a situation the boss may not pay any attention
to what subordinate is saying. Thus, there arises psychological hurdle in the
communication.

Loss by Transmission and Poor Retention. When a message is received

by a person after it has passed through many people, generally it loses some
of its truth. This is called loss by transmission. This happens normally in case
of oral communication. Poor retention of information means that with every
next transfer of information the actual form or truth of the information changes.
According to one estimate, with each transfer of oral communication the
loss of the information amounts to nearly 30%. This happens because of the
carelessness of people. Therefore, lack of transmission of information in its
true or exact form becomes a hindrance in communication.

Distrust. For successful communication the transmitter and the receiver

must trust each other. If there is a lack of trust between them, the receiver will
always derive an opposite meaning from the message. Because of this,
communication will become meaningless.

C. Organizational Barriers are the third important barriers in communication.

Organizational structure greatly affects the capability of the employees
as far as the communication is concerned. Some major organizational
hindrances in the way of communication are the following:

Organizational Policies. Organizational policies determine the

relationship among all the persons working in the enterprise. For example, it
can be the policy of the organization that communication will be in the written
form. In such a situation anything that could be conveyed in a few words shall
have to be communicated in the written form. Consequently, work gets
delayed.
Rules and Regulations. Organizational rules become barriers in
communication by determining the subject-matter, medium, etc. of
communication. Troubled by the definite rules, the senders do not send some
of the messages.

Status. Under organising all the employees are divided into many
categories on the basis of their level. This formal division acts as a barrier in
communication especially when the communication moves from the bottom to
the top.

For example, when a lower-level employee has to send his message to

a superior at the top level there is a lurking fear in his mind that the
communication may be faulty, and because of this fear, he cannot convey
himself clearly and in time. It delays the decision making.

Complexity in Organizational Structure.The greater number of

managerial levels in an organization makes it more complex. It results in delay
in communication and information gets changed before it reaches the receiver.
In other words, negative things or criticism are concealed. Thus, the more the
number of managerial levels in the organization, the more ineffective the
communication becomes.

Organizational Facilities. Organizational facilities mean making

available sufficient stationery, telephone, translator, etc. When these facilities
are sufficient in an organization, the communication will be timely, clear and in
accordance with necessity. In the absence of these facilities communication
becomes meaningless.

Personal Barriers are the fourth important barriers in communication.

The above-mentioned organizational barriers are important in

themselves but there are some barriers which are directly connected with the
sender and the receiver. They are called personal barriers. From the point of
view of convenience, they have been divided into two parts:

Fear of Challenge of Authority in relation to superiors. Everybody

desires to occupy a high office in the organization. In this hope the officers try
to conceal their weaknesses by not communicating their ideas. There is a fear
in their mind that in case the reality comes to light they may have to move to
the lower level.

Lack of Confidence in Subordinates in relation to superiors. Top-level

superiors think that the lower- level employees are less capable and,
therefore, they ignore the information or suggestions sent by them. They
deliberately ignore the communication from their subordinates in order to
increase their own importance. Consequently, the self-confidence of the
employees is lowered.
 Unwillingness to Communicate in relation to subordinates. Sometimes
the subordinates do not want to send any information to their superiors. When
the subordinates feel that the information is of negative nature and will
adversely affect them, an effort is made to conceal that information.

If it becomes imperative to send this information, it is sent in a modified

or amended form. Thus, the subordinates, by not clarifying the facts, become
a hindrance in communication,

Lack of Proper Incentive in relation to subordinates. Lack of incentive to

the subordinates creates a hindrance in communication. The lack of incentive
to the subordinates is because of the fact that their suggestions or ideas are
not given any importance. If the superiors ignore the subordinates, they
become indifferent towards any exchange of ideas in future.

4. Enumerate (10) traits and (10) skills critical schools administration:

(Principal, Supervisor, School Managers)

The ten (10) traits critical schools administrators namely; (Principal,

Supervisor, and School Manager)

1. The Communicator - A genuine and open human being with the

capacity to listen, emphasize, interact and connect with individual students,
parents and teachers in productive, helping and healing ways, as well as the
ability to teach, present and motivate people in larger group settings.

2. The Educator - A self-directed instructional leader with a strong intellect

and personal depth of knowledge regarding research-based curriculum,
instruction and learning who motivates and facilitates the intellectual growth
and development of self, students, teachers and parents.

3. The Envisioner - An individual who is motivated by a sense of calling

and purpose, focused on a vision of what schools can be, and guided by a
mission that has the best interests of all students at its core.

4. The Facilitator - A leader with outstanding human relations skills that

include the abilities to build individual relationships with parents, teachers and
students; collaborative teams with staff members and parents; and a school
wide community of leaders.
 5. The Change Master a flexible, futuristic and realistic leader, able to
motivate as well as manage change in an organized, positive and enduring
fashion.

6. The Culture Builder an individual who communicates (talks) and

models (walks) a strong and viable based on achievement, character,
personal responsibility and accountability.

7. The Activator an individual with gumption (e.g., drive motivation,

enthusiasm, energy, spunk and humor) enough to share with staff, parents
and students.

8. The Producer a results-oriented individual with a strong sense of

accountability to taxpayers, parents, students and teachers who translates
high expectations into intellectual development and academic achievements
for all students.

9. The Character Builder a role model whose values, words and deeds
are marked by trustworthiness, integrity, authenticity, respect, generosity and
humility.

10. The Contributor a servant-leader, encourager and enabler whose

utmost priority is making a contribution to the success of others.

The ten (10) skills critical schools administrators namely: (Principal,

Supervisor, and School Managers)

1. Building Positive Relationships.

Building a positive relationship begins by being known and being
approachable. This means that teachers, students, parents and staff should
know who you are and feel like they are free to voice their concerns.
You can get better at this by taking classes that teach you how to lead people,
resolve conflicts and use logic and reasoning. Remember that statistics are
good for some things, but nobody is just a number.
 2. Gathering Information through Listening is a valuable skill, especially
listening to what is not being said. Key words that appear in conversation can
shed a great deal of light on smaller problems that might escape your
attention. Smaller problems can build into larger problems quickly. Listening
can save you a lot of trouble.
Asking questions is also a positive skill in gathering data- the more, the
better. This will bring existing problems to your attention and afford you the
opportunity to fix them. Listening and questioning skills can be improved
through logic, critical thinking and debate.

3. Thought Catalyst - An ideal school administrator as quickly

able to be an agent of change and while at the same time
providing a quality of stability. I believe this person
understands that schools operate in an environment that is
both reactive and proactive, where a course of action may
need to be modified or altered on a moments notice. I think an
ideal school leader is able to appropriately provide that
adjustment while providing stakeholders with the steadiness
that builds the trust and capacity for change when needed.

4. Understanding People - Students do not always have the skills to deal

with problems, so you have to be able to understand how children develop,
react and behave. Many adults carry those same limited choices or tools with
them into adulthood, so understanding how people function, think and react
will benefit you substantially.

5. Making Sensible Decisions - Power brings its own set of constraints, and
those at the top are often constrained by the power they wield. Show people
the big picture and set priorities that solidify your plan of action. Critics can be
your biggest supporters if they understand why and how a problem must be
solved.

6. Asking for Help - That should seem like a no-brainer, but it seems to be a
weak link in leadership. Ask for help when you need help. Find a mentor or
three. Many people have walked the path that you now walk. They have made
mistakes. They also may have learned better methods of correcting problems.
Use the experience of others to build a better foundation for what you do.

7. Finding Resources - Join regional and national groups that are made up
of principals or administrators. These groups help to keep you informed of
changes in teaching philosophies. They also help by providing potential
resources to you.

8. Building on the Success of Others - Winning ideas and programs

developed by others may not fit your school, but they can be amended to help
you build success.

9. Engaged - The ideal school principal or administrator as a

leader is compassionately and actively engaged in the learning
of their students and staff. School administrators should
empower people to create, sustain and nurture caring learning
environments. They support communities of learning that
support risk-taking and encourage innovation. I see the ideal
school principal being one who builds capacity in their people,
one who understands that the more tools and freedom people
have, the more creativity and innovation will take place.

10. Visionary - An ideal school principal or administrator

provides their school with a vision. They a path for their school
to follow based on sound research, consultation, and
experience, while honoring the needs and expectations of their
jurisdictions. They are collaborative, transparent and
responsive as they weave their vision with that of their school
communities.

5. What are essential duties of Principal Heads of Educational

Institutions?

One of the essential duties or roles of Principal, known as headmaster,

in academic supervision is the team leader. He or she has the spirit of
cooperation that permeates in his dealing with the staff, learners and
community members. He or she with collaboration of his / her staff should
work for accomplishing the objectives and ideals of the school institution.

The success and achievement of the school largely depends on his /

her efficiency, ability, alertness, imagination, experience and resourcefulness.
In fact, he / she is the friend, philosopher and guide in the school.

By virtue of his position the headmaster or the principal of a school is

the functionary of its destiny. He can make or a mar a school by his
administrative and academic efficiency or inefficiency. He occupies a central
place in the entire process of school organization and administration. Various
educationists have recognized his/her importance in different words.

According to Dr. Jaswant Singh, The headmaster or the principal of

a school is the hub of the educational process. On his ability or skill, as
a sound and effective educational leader, he depends on the success of
a school system.

In the point of view of P.C. Wren, he pointed that The mainspring is

to watch: the fly wheel to the machine or the engine to the steam-ship
the headmaster is to the school. The character of the school reflects
and proclaims the professional character of the headmaster. He is the
seal and the school is the wax. He is the organizer, leader, governor,
business director, coordinator, idea, friend.

We believe that administration is always related to totality of the school

organization whereas academic supervision is only part of administration. The
headmaster or Principal has to play a vital role as effective administrator as
well as academic supervisor.

His / her role as academic supervisor includes various aspects in the

arena of supervision and administration. He / she should inspect all the
classes while teaching is going on and sit in each class to find out instructional
approaches, strategies and methodologies adopted by the teachers. He / she
should check their teaching notes, diaries etc.

However, class-room supervision / inspection should not disturb the

classwork. He / she should not point any defects noticed in the teaching
before the students. Individually, he / she should call teachers and discuss
with them the strength and weakness or mistakes committed. In other words,
the principal should never hurt the feelings of teachers before students.

He / she should arrange panel inspection with subject experts to derive

the benefits of subject specialists in improving the teaching competencies of
his / her teachers.

It is useful that innovative approaches like Team-teaching,

Microteaching, Tutorial should be planned for the better instruction. He / she
should keep himself / herself abreast to modern developments and implement
modern strategies of class-room management, curriculum transaction,
evaluation, recording and reporting system in his school. To get better results
he / she should appoint a team of experts and seek their advice in this regard.

He / she should organize staff meetings, subject clubs and

organizations and discuss with the staff members various issues relating to
academic improvement programs. He / she also provide necessary
infrastructure facilities in the school such as equipment, furniture, computers,
T.V, tape recorders for effective teaching.

He / she should supervise the work of students and check periodically

the work done by them and ascertain reasons for educational backwardness
of students. He / she should arrange for expert guidance to teachers and
encourage them to participate in the in-service training programs, extension
work and community services.

REPUBLIC OF THE PHILIPPINES

SOUTHERN PHILIPPINES AGRI-BUSINESS
AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -
 In Partial Fulfillment of the
Subject EDEM 510
(Management and Supervision Administration)

Submitted by:

EDGARDO R. SARA, M.A.T

Submitted to:

Dr. SUSAN F. LABUTAP

Date Submitted:

February 28, 2015

REPUBLIC OF THE PHILIPPINES

SOUTHERN PHILIPPINES AGRI-BUSINESS
AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -
 FINAL EXAMINATION

Submitted by:

EDGARDO R. SARA, M.A.T

Submitted to:

Dr. SUSAN F. LABUTAP

Date Submitted:

February 28, 2015

REPUBLIC OF THE PHILIPPINES

SOUTHERN PHILIPPINES AGRI-BUSINESS
AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -
 SCHOOL IMPROVEMENT PLAN

Submitted by:

EDGARDO R. SARA, M.A.T

Submitted to:

Dr. SUSAN F. LABUTAP

Date Submitted:

February 28, 2015

REPUBLIC OF THE PHILIPPINES

SOUTHERN PHILIPPINES AGRI-BUSINESS
AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -
 CASE STUDY

Submitted by:

EDGARDO R. SARA, M.A.T

Submitted to:

Dr. SUSAN F. LABUTAP

Date Submitted:

February 28, 2015

REPUBLIC OF THE PHILIPPINES
SOUTHERN PHILIPPINES AGRI-BUSINESS
AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
- College of Agricultural Sciences -

Name: EDGARDO R. SARA, M.A.T

Subject: EDEM 510
Professor: Dr. SUSAN F. LABUTAP
Date Submitted: February 28, 2015
 CASE STUDY

I. FACTS ABOUT THE CASE

A Public Secondary School Principal is accused of using inappropriate

language to describe the staff and students in a series of text messages on

cellphones with his administrative staff, according to an ethics complaint filed with

the Manila Teachers Association.

The complaint filed by the Manila Teachers Association says that Tan-awan

National High Schools Principal Mr. Edilberto F. Senayons (not his real name) made

the demeaning and degrading comments about teachers and students with three

members of his leadership team.

There have been people at various times who have talked and shared

concerns about his tone and inappropriate language, said Dr. Marites M.

Delicadeza, Executive Director of the Manila Teachers Association, who made the

complaint. The complaint is based on screen grabs of text messages sent among

members of the administrative team at TNHS, Dr. Delicadeza said. The screen grabs

were given to the Executive Director by a staff member.

The text messages under the name sir edilbert can be attributed to the

principal, Dr. Delicadeza said. One message from sir edilbert said that its too bad

our students dont have good teachers who will even research and use the

resources they are provided! Time to go around them!

Another, again from sir Edibert, says: Boy those Blaan ones dont look

good? Perhaps we should try ENGLISH!. I was just flabbergasted when I saw
what he was writing to his administrative team, said Dr. Delicadeza, who mailed

the complaint on the next day.

The S chool District Superintendent, Dr. Fernando Fernandez did not

respond to phone and email requests for comment. Dr. Delicadeza is alleging that

Mr. Senayons violated the state Educators Code of Ethics, claiming that his

comments are demeaning to teachers and degrading to students.

Dr. Delicadeza also alleges that Mr. Senayons encouraged the use of an

application based messaging service outside of the district approved

communications (email, etc.) to avoid public scrutiny of his unprofessional

comments under the Philippine Public Information Law.

The discussions appear to revolve around individual teachers and the

performance of their students on state-mandated tests. Dr. Delicadeza, which is 90

percent economically disadvantaged, was rated as a school that met standard

during the 2012-13 state accountability ratings and earned academic achievement

distinctions. Mr. Senayons is one of 10 Philippine educators who is a 2014

National Distinguished Principals Finalist, according to the Secondary Principals and

Supervisors Association.

Among the criteria for the award is to show ways in which the principals

leadership has benefited curriculum, staff morale, community support, student

interest and the learning environment.

The recipient of the National Distinguished Principals award is expected to be

announced this month. The winner will receive P 1000,000.00 and represent

Philippines in an Asian contest in Malaysia.

 Mr. Senayons served as principal of Tan-awan National High School in Tan-

awan, Davao City. In one message sent from a member of the administrative team to

Edilbert, he is urged to hold staff members accountable. Edilbert responds:

They not gon [sic] f--- me out of this award!

II. ANALYSIS

Every single school either public or private should recognize the role of the

school in promoting positive race and ethnic relations in the community. And shall

endeavor to provide for each student an educational environment which is free from

any discrimination, and which actively fosters respect for the racial, ethnic, religious

and cultural plurality of our society.

The case of the Secondary School Principal Mr. Edilberto F. Senayons is

actually a violation of any principles of relationships. Even text messages can

unprotect or destroy the dignity of an every human individual that leads to

discrimination in many forms. In this case, the school principal as model of the

school tolerate and practice expressions of racial, religious or ethno-cultural

discrimination in any form in his students, staff or trustees.

III. ADMINISTRATIVE / POLICIES REQUIRED SUPERVISION

There is no reason and doubt that this school principal is allegedly violate the

Human Rights Code of Conduct that stated as follows:

5.1.1 Every person has right to equal treatment with respect to

services, goods and facilities, without discrimination because of race,

ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual

orientation, age, marital status, family status or handicap, 1981, c.53, s. 1;

1986, c.64, s. 18(1).

5.1.2 5.1.2.1 Every person has a right to equal treatment with respect to

employment without discrimination because of race, ancestry, place of origin,

colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of

offences, marital status, family status or handicap, 1981, c.53, s. 4(1); 1986 c.

64, s. 18(5).
5.1.2.2 Every person who is an employee has a right to freedom from

harassment in the work place by the employer or agent of the employer or by

another employee because of race, ancestry, place of origin, colour, ethnic

origin, citizenship, creed, age, record of offences, marital status, family status

or handicap, 1981, c.53, s. 4(2).

Professional and registered teachers are committed to the attainment of the

highest standards of professional service in the promotion of learning by those they

teach, mindful of the learner's ability, cultural background, gender, age or stage of

development.
This complex professional task is undertaken in collaboration with colleagues,

learners, parents/guardians and family as well as with members of the wider

community.
The professional interactions of teachers are governed by four fundamental

principles: Autonomy to treat people with rights that are to be honored and

defended, Justice to share power and prevent the abuse of power, Responsible

care to do good and minimize harm to others, Truth to be honest with others and

self.
The Administrative Procedure 3720 on RACIAL, RELIGIOUS AND

ETHNOCULTURAL HARASSMENT noted in the General Provisions no. 9 that All

complaints of alleged racial, religious or ethno-cultural harassment that occur within

a school setting must be directed to the principal. If the complaint involves the

principal, it is to be addressed to the complainant's supervisor at the next level.

9.3. Persons receiving complaints of racial, religious or ethno-cultural

harassment are expected to treat such complaints in confidence. Both the

complainant and the person against whom the allegation is made must be protected

against unsubstantiated claims and accusations.

9.4 According to the Philippines Human Rights Code, the respondent has the

right to know the nature of the allegation but not the name of the complainant. Under

certain circumstances, however, she/he has the right to know the name of the

complainant.
9.5 The principal / supervisor may at any time during the investigation of an

alleged racial, religious or ethno-cultural incident contact Human Resources for

advice and consultation with respect to the process to be followed.

9.6 The complainant who seeks a resolution of a complaint through the

informal or formal inquiry process must be prepared to be identified to the

respondent and to those involved in the resolution of the complaint.

9.7 Teachers, when making an adverse report about another federation

member, are required to furnish that member with a written statement of the report

no later than three (3) days after making the report (Teaching Profession Act s.18 (1)

(b)). However, it should be noted that the legislation in the Philippines Human Rights

code, supersedes this Act.

9.8 In the case of a complaint of alleged racial, religious or ethno-cultural

harassment involving students or staff under 18 years of age, the parent (s) /

guardian (s) must be informed of the complaint. If the complaint involves students 18

years or over, students may decide whether or not they wish their parents to be

informed of the complaint. However, such students should be encouraged to inform

their parent (s) / guardian(s) of the complaint.

IV. SUMMARY
To demean someone is to insult them. To demean is to degrade or put down a

person or thing. If you noticed the word mean in demean, that's a good clue to its

meaning. To demean someone is very mean. A teacher could demean a student by

saying "You're stupid!" To demean is to insult: no one wants to be demeaned.

Insulting language is often called demeaning.

The case of Mr. Senayons, High School Principal, tell us something about the

two words demeaning and degrading that are abusive form of insult and

discrimination to both teaching staff and students.

The text messages of Mr. Senayons are words that lead to violation of human

rights. Mr. Senayons messages through text are allegedly a form of violently

discrimination and harassments. He demeans to the teachers and degrades to

the students.
Harassment however is a form of discrimination. It is humiliating and

degrading to individuals and groups. Harassment is not a private matter.

Harassment can take a variety of subtle and overt forms that involve

comments or conduct that are known, or ought reasonably to be known, to be

unwelcome, (Philippines Human Rights Code Sect. 9 [1] ).

Harassment can and may include verbal abuse or threats, unwelcome

remarks, name calling, slurs, jokes, gestures, innuendos or taunting about a persons

ethnic or national origin, religion or attire, degrading or insulting words, messages,

slogans, practical jokes which cause awkwardness or embarrassment, fighting or

physical assault, threatening or terrorizing, vandalism, witnessing but not attempting

to prevent or report any of the above, discriminatory treatment as a result of

absenteeism due to observance of religious holidays, and discriminatory treatment.

V. RECOMMENDATIONS / SUGGESTIONS
1. Administrators (Principal, Supervisor, School Managers should know the

Professional Code of Ethics including the Teachers Professional Act in relation with

harassments and discrimination.

2. Public and private school teachers and administrative staff should initiate

discourses related to issues of discrimination, harassments, bullying, and other

forms of demeaning and degrading.

3. When issues related to discipline or equity, among others, arises in the school,

there must be conversation among all stakeholders teachers, students,

administrators, parents.
4. School district supervisors should discipline their school administrators to elicit

behavior, they deem appropriate to schools.

5. School administrators also discipline their teachers by controlling what discourse

is given consideration and what is not.

6. The Department of Education particularly in the Philippines, through localization,

shall endeavor to provide and commit for each student an educational environment,

free from harassments and discrimination, which actively foster mutual respect for

the racial, ethnic, religious and cultural plurality of our society, and where evident,

shall not tolerate, destroy and violate such form of discrimination and the dignity of

person as well.

Do for others what you want them to do for you, this is the meaning of the

Law of Moses and of the teachings of the Prophets, Matthew 7: 12

-THANK YOU DOCTOR SUSAN-