REFLECTION PAPER

A. What is the law for?

Was all about 4 years program that academic and appropriate training for future elementary
school teachers of grade 1-6, General Education courses and Professional Education courses and
its also aims to develop initiative-taking and competent teachers, Specializing in the content and
pedagogy for Elementary Education. Should be able to practice the teaching profession in
Elementary level. Ched Memorandum Order 74 series 2017 the subject is the Policies, Standard
and Guidelines for Bachelor of Elementary Education (BEEd).
In the Article I on the guidelines for the Implementation of CMO no. 46 s. 2012, this PSG
implements the “shift to learning competency-based standard/outcomes -based education.” That
it specifies the core competencies expected of BACHELOR OF ELEMENTARY EDUCATION (BEEd)
Graduates “regardless of the type of HEI they graduate from.”

In this law, future teacher’s need to understand and apply this memo to determine the proper
way of teaching, Quality Assurance to establish guidelines and standards for the quality assurance
of higher education institutions (HEIs) and their programs. Curriculum Development provide that
academic programs offered by HEIs are up-to-date and relevant to needs of students.

Programs Outcomes emphasizes the importance of defining clear program outcomes and
learning objectives, also student-centered education promoting active learning, research, and
other strategies that enhance the overall educational experience.

This includes requirements for reporting, monitoring, and evaluation to ensure that intuitions are
complying with the established standards. To improve the quality and relevance of higher
education in the Philippines and ensure that students receive a well-rounded and valuable
educational experience, it serves as a regulatory framework to guide HEIs achieving these goals.
 B. What is the course description of Good Manners and Right Conduct?

Anchored on the essential component of personhood that deals with intra/interpersonal

relationships which allow harmony with oneself, with others and the environment, the
fundamental rules of Good Manners and appropriate conduct or behavior of each leaner which
are necessary of the formation of character that embraces the core values of maka-dios, maka-
tao, maka-bansa, maka-kalikasan.
In maka-dios has unwavering faith in their religious beliefs and a strong connection to their
spiritual practices that they are dedicated to their religious or spiritual path, regularly
participating in worship, prayer, and religious activities. They showed kindness and empathy
towards others as they believe in loving neighbors as themselves.
Maka-tao that person is highly empathetic, meaning they can understand and share the feelings
of others, especially those who are less fortunate, a deep compassion for people facing hardships,
suffering or injustice, and the often take action to alleviate such suffering.
They have an intense sense of pride in their nation, it culture, history, and people, Maka-bansa
are proud of their nation’s achievements and culture they actively defend and promote the
interests of their country, both domestically and internationally also they show respect for
national symbols, flags, anthems, and other representations of their country.
Environmental stewardship actively takes on the role of a stewards of the environment, working
to protect and preserve natural resources. Reduce waste by practicing recycling, composting, and
minimizing single-use plastics.
It aims to develop character, promote empathy, and encourage responsible citizenships. This
course covers topics like ethics, respect, communication, and empathy, emphasizing the
importance of personal responsibility, respect for diversity and community engagement. The goal
is to nurture well-rounded individuals who excel academically and exhibit good character, ethical
conduct, and a commitment to making positive contributions to their communities and society.
 C. What is the major goal in teaching GMRC in basic education curriculum?

This course designed to instill students a solid foundation in ethical behavior, social etiquette,
and people skills. It emphasizes that importance of demonstrating good manners and practicing
the right conduct in various personal and professional settings.
Though theoretical discussions, practical exercises, and real-life examples, students will develop
a deeper understanding the key topics: Ethics exploring fundamental principles of ethics, moral
values, and ethical decision-making. Social Etiquette understanding the norms and conventions
of polite behavior in social, professional, and cultural context.
Communication skills developing effective communication, active listening, and conflict
resolution skills for positive interactions. Respect and tolerance promoting respect for diversity,
inclusion, and cultural sensitivity. Personal responsibility encouraging personal accountability,
integrity, and honesty.
Digital ethics considerations and responsible behavior in digital age, including online
communication and social media usage. In leadership with integrity examining ethical leadership
and how GMRC principles are crucial for effective leadership in various contexts.
Assessment method may include class participation, group discussions, projects, reflective
essays, and examinations. The course aims to instill in students a deep appreciation for the
importance of GMRC in fostering respectful and responsible individuals who can positively
contribute to their community and society.
 D. How the policy protects GMRC as a subject in the elementary?

Policies in elementary schools typically aim to foster good manners and right conduct
among students by setting clear expectations for behavior and creating a positive learning
environment. These policies often include Codes of Conduct: Schools establish codes of conduct
that outline expected behaviors, such as being respectful, showing kindness, and following
classroom rules. Anti-Bullying Policies: Schools have policies to address and prevent bullying,
which promote respectful interactions among students.
Character Education Programs: Some schools implement character education programs to teach
students about values like honesty, responsibility, and empathy. Positive Behavior Support:
Schools may use positive behavior support strategies to reinforce good conduct through
incentives and rewards.
Discipline Policies: Discipline policies outline consequences for misbehavior, aiming to teach
students responsibility and accountability. Parental Involvement: Involving parents in reinforcing
good manners and conduct is essential, as a partnership between school and home can be
effective. Role Modeling: Faculty and staff play a crucial role in modeling good manners and
conduct for students. Conflict Resolution: Policies may include conflict resolution strategies to
teach students how to resolve conflicts peacefully.
They do so through various measures, including codes of conduct, anti-bullying policies, character
education programs, positive behavior support, and discipline policies. These policies also
emphasize parental involvement, positive role modeling by staff, and conflict resolution
strategies. Overall, these policies create a nurturing environment to instill and reinforce GMRC
values in elementary students.
E. As a future elementary education, what are the values you pursue that can be helpful
for teaching GMRC in the basic education?

As a future teacher, here are several values that i can pursue to effectively teach
GMRC (Good Manners and Right Conduct) in basic education:

Role Modeling: Demonstrate the values and behaviors you want your students to learn.
Children often learn by observing and imitating adults. Empathy: Show understanding and
compassion towards your students, helping them develop empathy for others. Patience:
Teaching GMRC may require repeating lessons and providing guidance. Patience is
essential in this process.

Respect: Model and promote respect for diverse perspectives, backgrounds, and cultures,
fostering a culture of inclusivity and tolerance. Honesty: Be truthful and transparent in
your interactions with students, reinforcing the value of honesty. Responsibility:
Encourage students to take responsibility for their actions and decisions, emphasizing the
importance of accountability.
Kindness: Promote acts of kindness and teach students the importance of being
considerate and helpful to others. Self-Discipline: Help students develop self-control and
the ability to make responsible choices. Cooperation: Encourage teamwork and
cooperation among students, teaching them how to work together harmoniously.

Gratitude: Foster an attitude of gratitude by helping students appreciate the people and
things in their lives. Integrity: Teach the importance of doing what is right even when no
one is watching, building a powerful sense of integrity.

teaching values effectively in basic education involves modeling and promoting positive
behaviors and attitudes, such as empathy, respect, honesty, responsibility, kindness, self-
discipline, cooperation, gratitude, integrity, critical thinking, communication,
adaptability, and continuous learning. By embodying these values and creating a
nurturing classroom environment, educators can help students develop strong moral and
ethical foundations that will serve them well throughout their lives.
F. Are these values follow to public and private schools?

Yes, CHED (Commission on Higher Education) Memo 74, Series of 2017, in the
Philippines, primarily pertains to higher education institutions and the implementation of
a new General Education curriculum. It includes guidelines for courses and subjects to be
offered, including the integration of values education into the curriculum.

The memo emphasizes the development of values education in higher education

institutions, which would include both public and private universities and colleges.
However, the memo is specific to higher education, so it doesn't directly address primary
or secondary education in public or private schools.

Scope: CHED Memo 74 applies to higher education institutions in the Philippines,

including both public and private universities and colleges. General Education Curriculum:
The memo outlines guidelines for the General Education curriculum in higher education.
It emphasizes the importance of values education as an integral part of this curriculum.

Values Integration: The memo calls for the integration of values education across various
disciplines and subjects within the General Education program. This integration aims to
promote ethical and moral values among students. Core Values: CHED encourages higher
education institutions to emphasize core values such as integrity, nationalism, respect for
human rights, environmental consciousness, and gender sensitivity in their values
education programs.

General Education curriculum of higher education institutions in the Philippines, both

public and private. The emphasis is on fostering ethical and moral values and holistic
development among students.
 Republic of the Philippines
Leyte Normal University
College of Education
Tacloban, City

REFLECTION PAPER
IN
GOOD MANNERS AND RIGHT CONDUCT

PRESENTED TO:
MS. URSULA LABITA
COURSE INSTRUCTOR

PREPARED BY:
JESICA B. ORBANEJA
EE 1-3