How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.

Teachers’ Beliefs about Authoritative Teaching: Response and Demand, or Response and Control?

In two studies, 254 secondary teachers completed a survey assessing beliefs about three putative factors of “authoritative teaching,” response, demand, and control. Control was positively associated with response, suggesting that teachers viewed development of relationships with students as congruent with classroom discipline. But demand was not associated with response, suggesting beliefs holding that academic rigor does not necessarily undermine relationships. Teachers apparently view authoritative teaching as combining response and control, not response and demand. Beliefs as such provide a window on classroom practices and provide a starting point for teacher educators who aim to facilitate optimal interactional styles in schools.

Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement

The study examines technology integration in instructional classes and their impact on student achievement, because integrating technology into teaching allows the teacher to take control of all students and draws their attention, greatly reducing classroom discipline issues.In addition, it boosts teacher self-confidence because he speaks to students in their technological language, facilitates teachers’ assessment of their students - if the teacher used an appropriate assessment tool, and allows students who are having difficulty in class to actively participate in lessons, helping teachers share all their lessons, and share the lessons they have prepared with the whole world.And all of this results in effective student performance, and teaching achievement.

Classroom Management Needs of the Faculty of Nursing

The study assessed the classroom management needs of the faculty of the College of Nursing in University of Cebu Lapu-Lapu and Mandaue, Mandaue City, Cebu, Philippines for school year 2011-2012 based on Acero’s facets of classroom management (time and physical environment, classroom discipline, and routines). Further, the study described the: profile in terms of age, educational attainment, and length of teaching experience; classroom management needs; and relationship between the respondents’ profile and classroom management needs. The key findings were the basis for a proposed action plan. The descriptive-correlational design was utilized with a researcher-made tool based on Acero’s facets of classroom management. Follow-up interviews were also conducted with the 22 respondents. Treatment of data include frequency, simple percentage, weighted mean, and chi-square Test of Independence.The findings showed that most of the faculty were 30-50 years old, master’s degree holders, and has been serving the college for 2-4 years. The three facets of classroom management, namely, time and physical environment, classroom discipline, and routines were identified by respondents as needed. Furthermore, there was no significant relationship between the profile and classroom management needs. In the light of the findings of the study, classroom management needs of the College of Nursing can be addressed through a positive climate of humanism, where a teacher motivates effective learning in students, not through rewards and punishments but through better communication skills, to develop self-regulating behavior.