THE ADMINISTRATION

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