DEPARTMENT OF TEACHER EDUCATION

Bachelor of Secondary Education

Mabini Street, Tagum City
Davao del Norte

BIG PICTURE D

Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:

a. Improve Vocabulary and know the correct usage of Standard English

in a different context.

Big Picture in Focus: ULOa. Improve Vocabulary and know the

correct usage of Standard English in a different context.

Metalanguage

The most essential terms below are operationally defined for you to have a
better understanding of this section in the course.
1. Vocabulary - also known as a wordstock or word-stock, is a set of familiar
words within a person's language
2. Teaching grammar - the concept of grammar and how to teach it includes a
wide range of perspectives.
3. Language - a system of communication used by a particular country or
community.
4. Standard English - an idea or thing used as a measure, norm, or model in
comparative evaluations

Essential Knowledge
Vocabulary

Many of the activities in this book have focused on noticing the grammatical choices made
'real writers' to support young writers in exercising choice in their own writing. This act of
choosing and evaluating is partially dependent on the breadth of vocabulary a child can draw
on. This section looks at ways teachers might develop and extend a child's vocabulary. This
focus on words, word families and word patterns, and how they can communicate more than
literal meaning, aims to develop sophistication in word choice, but might also support spelling,
through drawing attention to common patterns, roots and form. It is informed by two of the
principles that capture our approach to teaching writing with grammar, namely (1) the use of
activities that support children in making choices, and (2) encouraging playful experimentation
with language. The main content of the chapter is a varied collection of classroom-based
activities and ideas. We hope you will be able to take them, adapt them and build them in to
existing schemes of work. For every activity, there will also be a commentary on why and how
the understanding they capture might support writing in particular and knowledge about
language more broadly. The activities are organised around three themes: the subtlety that
word choice can offer a writer, how playing with different

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

grammatical forms can offer a choice beyond the lexical meaning; and finally how knowing
these things can enable us to be creative and playful with the English language.

Words can capture subtle differences.

In SIM, Mother Tongue, Bill Bryson (2009) comments that 'the richness of the English
vocabulary and the wealth of available synonyms means that English speakers can often draw
shades of distinctions unavailable to non-English speakers'. In classrooms this potential
richness is often facilitated by the use of a thesaurus of course the danger of this is that, while
there may be many words with similar meanings, casually replacing one word with another is
rarely a good strategy and so while a thesaurus can offer alternatives, it does not support the
judgement required to decide which word to use. Indeed, children might simply select the most
exotic or unfamiliar word, believing unusual' is best. This may be reinforced by the way we, as
teachers, privilege some words over others, describing them as 'wow' powers or powerful
words, as if the word itself has some innate value. separate from the context in which it was
written. Clearly, there are times when the simple 'cat-like' is more appropriate than the
sophistication of 'feline', or when the slightly offbeat 'kittenish' would be better than both.

A simple activity that might support the idea of the right word in the right place would be to
gather words that children know and use frequently, and so are in a position to exercise
judgement. Greeting words or phrases to communicate 'hello' or 'goodbye', for example, would
be suitably familiar. These can be collected over a week and then compared for different levels
of formality, use by different age groups, regional variations, uses that come in and out of
fashion, different modes such as written, spoken or text-speak, or why children might select a
different form, depending on who they are speaking to. Selecting characters from books, and
deciding which form they are likely to use, might create an opportunity to explore the subtleties
of word choice as well as the subtleties of character. In this context, the best choice might be
something as simple as 'see ya' or as eccentric as 'TTFN', or as archaic as 'Farewell'.

Standard English

Standard English (SE) is one variety of English. It is a variety that isn't attached to a particular
geographical region, although it is often associated with the south-east of England. Instead of
a geographical connection, it is related to social class: it is strongly associated with high social
status and power. In this sense, SE is a prestige variety of English: it is valued above other
varieties, and people are often socially judged on their ability to use it.
The importance of teaching children to use SE is enshrined in the Teachers' Standards, where
all teachers are required to 'promote' its use (DfE, 2011). However, defining SE is not always
straightforward, particularly because it is constantly evolving, and because it can be found in
formal and informal varieties. In this chapter, we will look at some or the distinguishing features
of SE, attitudes towards it, and how you should approach teaching it. We will also look at the
difference between non-standard English and informal or colloquial language, and the
difference between SE and linguistic 'etiquette'. Teaching SE should be accompanied by an
understanding that other varieties of English are also important; children need to feel that their
identity and heritage often embodied in local dialects is valued, while still learning to use SE
where appropriate.

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

What is Standard English?

Standard English is a variety of English that tends to be used by the most powerful of society,
and within the most powerful institutions and contexts. Some Linguists call it a dialect, but it
has no geographical association, so unlike most other dialects it doesn't provide any
information about where the speaker comes from. It widely understood but not widely
produced: spoken English tends to be more non-standard, and SE is required in only some
types of writing. David Crystal sums this up in his definition of SE as 'a minority variety
(identified chiefly by its vocabulary, grammar and orthography) which carries most prestige
and is most widely Understood' (1995: 110).

SE can be spoken in any accent but is often associated with the accent known as received
pronunciation (RP), the accent that carries most prestige. Thus, some people write and speak
of 'BBC English' (meaning SE) and a 'BBC accent' (meaning RP), referring to the language
used in formal broadcasts such as news programmes (though any time spent listening to or
watching BBC output will usually reveal a range of accents).
Unlike the Académie Francaise, which acts as an official authority on the Standard French
Language, there is no official body that protects, defines or pronounces judgement on the rules
of SE. Grammatical forms, words and spellings generally become standardised through
widespread use and inclusion in various dictionaries and grammar books. Consequently, SE
is an evolving entity. Grammatical constructions that were considered non-standard in the past
become subsumed into SE over time. A current example of this is the subjunctive form of the
verb 'to be': the once standard use of the subjunctive in sentences such as 'I wish I were on
holiday' is now being widely replaced by the less formal but still arguably standard construction
'I wish I was on holiday' (more about the subjunctive later).

Why is Standard English important?

The association between SE and social prestige makes it an important 'educational target'
(Crystal 1995: 110). If it is the linguistic variety of the powerful and of powerful institutions,
then it follows that being able to use it is empowering, enabling the users to succeed within
powerful institutions such as education, the government and the law courts.
There is also significant prejudice towards other varieties of English, despite the fact that
regional dialects often have features that are more sophisticated than SE. A famous example
of this is seen in a 1995 BBC interview on the Today programme with Norman Tebbit, then
chairman of the Conservative Party:

…if you allow standards to slip to the stage where good English is no better than bad English,
where people turn up filthy at school . . . these things tend to cause people to have no standards
at all, and once you lose your standards then there's no imperative to stay out of crime.

While this logical leap, which links poor 'standards' of English to a life of crime, may seem
rather antiquated, a similar position was taken in an article published in the Evening Standard
in 2011, in which the author linked the violent actions of the London riots to the 'wilful
distortions' and 'tedious double negatives' of 'inchoate street slang (Johns, 2011).
These misunderstandings of language variety (the fact that the street slang seemed 'inchoate'
to Johns shows how adept the young people have been in inventing a slang that excludes
listeners who aren't, part of their social group) reflect another important fact: we are judged on
out' ability to use SE, both in speech and writing. While it is only a ‘native’ dialect

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

to around 12-15 percent of the population (Trudgill, 1999), children whose own dialect is SE
or close to SE are advantaged by the fact that their dialect is considered to be
However, this does not mean that schools need to try to stump out her dialects, or urge parents
to stop speaking 'incorrectly' to their children at home. Dialects are important as they link us
to a particular community, and they are therefore a significant part of our identity. Being able
to enjoy and experiment with different ways of speaking can help children to understand how
language works, and regional dialects can be assets in the classroom in much the way that
an EAL child's home language can be a valuable resource: making the features of language
more explicit by providing contrast. Children need to learn to be able to use SE when it is
appropriate both in speech and in writing. Moving between their home dialect and SE is called
code-switching.

The grammar of Standard English

Despite the evolving nature of SE, there are some clear grammatical features that differ from
many non-standard dialects. Crystal (1995) classifies these differences as grammatical (how
words relate to one another to create meaning), lexical (to do with words) and orthographic
(how words are written down).
We can look at a fictional non-Standard English variety to see some of these differences in
action. Here is an analysis of the dialect spoken by Roald Dahl's BFG:

The Giant let out a bellow of laughter. 'Just because I is a giant, you think I is a man-gobbling
cannybull!' he shouted. 'You is about right! Giants is all cannybully and murderful! And they does
gobble up human beans! We is in Giant Country now! Giants is everywhere around! Out there us has
the famous Bone-crunching Giant! Bone-crunching Giant crunches up two wopsey whiffling human
beans for supper every night! Noise is earbursting! Noise of crunching bones goes crackety-crack for
miles around!'

Grammatical variation

Giant dialect Standard English

The verb ‘to be’ has a regular form, which Irregular form: I am, you are, he is, we are
Does not inflect for person: ‘You is about they are
right' ‘I is a giant’ ‘We is in Giant Country’
‘Giants is everywhere

Different form of ‘to do’ for person they do

Plural present tense: ‘they does’

No distinction between subject and object Distinguishes between subject and object
plural pronoun: ‘us has’ plural pronoun: ‘we have’; ‘it comes t us’

Different form of ‘to have’ for second we have

person plural present tense: ‘Us has’

Absence of determiner before nouns Determiners before common nouns

that are not premodified: ‘Bone-crunching’ regardless of the presence or absence of
‘Noise is earbusting’ premoidification ‘The Bone-crunching Giant’
‘ The Noise is earbusting’

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Lexical variation

Non-standard adjective formation, using Adjectives are cannibal, murderous

Different suffixes: cannibal – cannybully;
murder – murderful

Non-standard vocabulary: whopsy, Human being, ear-bursting

Whiffling, (human) bean, earbursting
As a compound adjective, crackety-crack

Orthographic variation

Cannybully (you could argue that this is Cannibal

lexical variation if you think this is a
different word to cannibal)

You'll see from this that many of the grammatical non-standard features involve the use of
pronouns and verbs and how they inflect. This relates to subject—verb agreement: the fact
that the verb form changes according to the subject it is linked to, and particularly whether it
is first, second or third person (I/we, you or he/she/they). The irregularity of the SE inflection
of the verbs 'to be' and 'to have' is a particular contrast to many dialects, and some non-
standard varieties don't show distinctions between singular and plural or first/second/third-
person subjects, like the BEG's 'I is' 'You is' 'We is'.
Some key grammatical characteristics of SE are presented in the table below (adapted from
Trudgill, 1999). You will see that, in many cases, SE is less sophisticated than the other
varieties.

Standard English Other varieties

Does not allow double negatives Double negatives can often be used for
emphasis, so ‘I don’t want none’ is a
stronger alternatives to ‘I don’t want any’

Does not distinguish between second Often make singular/plural distinctions

person singular and plural pronoun: ‘you’ as thou /you or you/ youse

Has two demonstrative pronoun: this Often have an extra demonstrative pronoun:
(near the speaker) and that (away from this (near the speaker), that (near the
the speaker listener) and yon (away from both)

Irregular formed reflexive pronouns, Often have regularly formed reflexive

e.g ‘myself’ (based on possessive pronouns, e.g. myself, hisself
pronoun ‘my’), himself’ (based on object
pronoun ‘him’ rather than ‘his)

The verb ‘to be’ is irregular in present and Often has a regular form, e.g. I, be, you be,
Past tense: am, is, are; was, were he be; I were, you were

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Formal and informal Standard English

It’s important not to confuse SE with 'formal' language. While formal contexts for speech and
writing usually require the use of SE, it can also be used informally. The following example
comes from an article by Peter Trudgill (1999).
• Father was exceedingly fatigued subsequent to his extensive peregrination.
• Dad was very tired after his lengthy journey.
• The old man was bloody knackered after his long trip.

Trudgill explains that these variations are all examples of SE despite the fact that the first is
very formal, and the last is very informal. The use of 'bloody knackered' highlights the
difference between non-Standard English and colloquial language: colloquialisms that are
widely understood regardless of your dialect background are informal but not necessarily non-
standard.
In contrast, the following example (also Trudgill's) is non-standard, using a form of the verb 'to
be' that is common to several regional dialects.
• Father were very tired after his lengthy journey.

Informal SE may, for example, use:

• widely understood colloquial words (e.g. kids, buzz off)
• contractions (e.g. can't, won't)
• abbreviations (e.g. phone instead of telephone) second or first person (e.g. 'You
might' instead of 'One might').

Non-standard English will, by contrast, use:

• words that are recognisable only to people who understand a particular dialect (e.g.
'dimpsey' meaning 'twilight' in Devon; 'spelk' meaning 'splinter' in Newcastle; lass;
'wee'; 'bairn'; 'blether'; etc.)
• grammatical constructions that differ to SE (e.g. 'the house what Jack built'; 'we was
told').

Slang, contrast, involves the use of language designed to be understood only by a particular
social group (often adolescents), so while a colloquial version of 'very good' be 'awesome', a
dialect, version might be 'proper job' (Devon), and a slang version might be 'bare clench'
(originating from the London urban music scene).
The subjunctive
As mentioned above, the subjunctive is now relatively rare, but it is a form associated with
very formal SE. It is used to express possibilities, opinions, intention things that are not known
to be facts. It's seen often in the form of the verb 'to be' in phrases such as 'If I were you', 'If
we were to go (rather than 'If I was' 'If we went').
This form of the subjunctive is an interesting stem or pattern to use for imaginative poetry, as
can be seen in action in A.A. Milne's 'If I Were King':

I often wish I were a King,

And then I could do anything.
If only I were King of Spain,
I'd take my hat off in the rain.

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

The subjunctive can also be used to convey the importance of something, and in this instance
the verb used takes a simple form. The simple form is the infinitive minus 'to', so 'go' instead
of 'to go' and 'be' instead of 'to be' in the examples below.
• We recommend that he go to a specialist. (Compare 'goes to a specialist'.)
• It's essential that they be able to recite a full list of the kings and queens of England.
(Compare 'are able to'.)

You could consider using this more sophisticated pattern when teaching older children to write
formal letters.
'Linguistic etiquette'
SE should not be confused with the 'rules' of linguistic etiquette, such as 'don't split an infinitive'
or 'don't end a sentence with a preposition' (the latter famously embodied in the sentence often
— probably incorrectly attributed to Winston Churchill: 'This is the sort of English up with which
I will not put'). These rather arbitrary 'rules' stem largely from the preferences of individual
writers in the nineteenth and early twentieth centuries, such as Henry Alford, writer of Plea for
the Queen's English in 1869, and there is no particular rationale behind them. An etiquette
'rule' that is more widespread today is that sentences shouldn't start with a coordinating
conjunction such as 'but' or 'and'. It's worth noting that, while starting with a conjunction is
informal, it is not non-standard. And many authors break this 'rule', particularly when writing
speech. Here is an example from Diana Wynne Jones' Howl's Moving Castle:

“They're expecting it,' Howl said. 'You should only have to wait most of the morning, Tell them
a child could work it. Show them. And when you come back, I'll have a spell of power for you to
get to work on.'

Speech and writing differences

As mentioned earlier, SE is more common in written rather than spoken contexts. When SE is
spoken, it tends to be more informal, using more colloquial words, phrases and contractions.
We rarely speak in full sentences, and tend to favour co-ordinated chaining over subordinate
embedding of clauses. We are also able to make use of non-verbal communication, so may
use more demonstrative pronouns (there, that) that we can support with gesture, and can
usually have immediate feedback from the listener, which means that ambiguity and
incompleteness is often more acceptable than in writing, and that repetition, corrections and
interruption are common.
Because of the link between SE and writing, non-standard varieties in print tend to be found
in direct speech (the words a person or character is reported as saying), as in the extract from
The BFG above. This provides an opportunity to help children to understand the features of
SE by comparing it to other dialects. Another example you might like to use is taken from Janet
and Allen Ahlberg's Burglar Bill:

He creeps up to the box and raises the lid.

‘Blow me down, ‘he says. ‘It ain’t no police cars, it’s a…’
‘…baby!’
Burglar Bill puts the baby on the table.
‘What was you doing in that box, baby?’ he says.
But the baby only keeps on crying.
‘All alone,’ says Burglar Bill. He pats the baby’s little hand. ‘A orphan!’
But the baby only keeps on crying.
Then Burglar Bill says, ‘I know what you want – grub!’

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Have a go at identifying the non-standard features in Burglar Bill's speech. Reading books like
this creates an opportunity for discussing how we all talk differently. It also shows how making
a character speak in dialect is a good way to help us to imagine them: it helps us to 'hear' how
they speak and gives us information about their background — where they come from and
their social status.
Speech marks
The appearance of dialogue in examples like Burglar Bill provides an opportunity to teach
children about speech marks. These are inverted commas, which can be single ') or double
C" "), used to mark out direct speech. Inverted commas may also be used as quotation marks
to mark out a section of text that has been quoted from elsewhere, or as scare quotes to draw
attention to ironic or unusual use of a word or phrase, or to highlight a word or phrase that is
being discussed, e.g. we call this punctuation 'inverted commas'.
Teaching Standard and non-Standard Englishes
Looking back at educational policy, The Bullock Report (DES, 1975) offers useful advice about
how to approach the teaching of SE:

It seems to us far more reasonable to think in terms of appropriateness rather than absolute
correctness . . . the aim is not to alienate the child from a form of language with which he has grown
up and which serves him efficiently in the speech community of his neighbourhood. It is to enlarge
his repertoire so that he can use language effectively in other speech situations and use standard
forms when needed.

We therefore suggest the following principles.

• Focus on understanding language and knowledge about language, rather than
'correctness'.
• Talk about both Standard and non-Standard English.
• Encourage language investigation, especially of local dialects.
• Remember that language variation is not just regional, but social too.
• Support children in becoming confident code-switchers, able to use SE with ease
where appropriate.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

Hall, G., Quinn, L., & Gollnick, D. (2014). Introduction to teaching: Making a difference in
student learning. Los Angeles; London; New Delhi; Singapore; Washington, DC:
SAGE Publications, Inc.
Jolliffe,W. (2019). Teaching systematic synthetic phonics in primary schools. Thousand Oaks,
CA : Sage
*Myhill,D., Jones, S., Watson, A. & Lines, H. (2016). Essential rimary grammar.New York:
McGraw-Hill Education
Trotzke, A. (2017). The grammar of emphasis: From information structure to expressive
dimension. doi: 10.1515/9781501505881-202
Yazon, A., & Callo, E. (2019). Assessment in student learning. Quezon City : Wiseman's
Books Trading, Inc.

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Let’s Check

As a language teacher, we are expected that our vocabulary is sufficient

enough. This would help us to make use of the term in the communication in both oral
and written effectively. In this section, it consists of two activities. Both are spelling.

Activity 1. Spelling. Provide the missing letter of the following words:

1. NA SE U - offensive to the taste or smell.

2. D L T - to become wide

3. I D CT - to charge with a crime by the finding or presentment of a jury

(such as a grand jury) in due form of law

4. L UE Y - make or become liquid

5. WE N SD Y - the day of the week before Thursday and following

Tuesday

6. S E ET - a cooling drink of sweet diluted fruit juices

7. B L G A - a large smoked, seasoned sausage made of various

meats, especially beef and pork.

8. F HS A - a shrub with pendulous tubular flowers that are typically

of two contrasting colors.

9. M N S LE - very small

10. I G IO S - cleverly and originally devised and well suited to its

purpose.

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Activity no. 2. Define the following words, identify its etymology, and use it in a
sentence.

1. Aalii
Definition:
Etymology:
Sentence:

2. Accommodate

Definition:
Etymology:
Sentence:

3. Acquiesce

Definition:
Etymology:
Sentence:

4. Conscientious

Definition:
Etymology:
Sentence:

5. Drahthaar

Definition:
Etymology:
Sentence:

6. Gubernatorial

Definition:
Etymology:
Sentence:

7. Orangutan

Definition:
Etymology:
Sentence:

8. Paillasson

Definition:
Etymology:

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Sentence:

9. Sacrilegious

Definition:
Etymology:
Sentence:

10. Zenaida

Definition:
Etymology:
Sentence:

Let’s Analyze

Language teachers are expected to be good enough in dealing and teaching the
language. It is embodied its flexibility when it comes to the utilization of language. In
this part, you are task have a teaching demonstration. Your topic should be grammar
align to the American standard English. Below are the criteria and mechanics:
1. Choose your own topic about grammar
2. Make a detailed lesson plan out of it
3. Video record your teaching demonstration
4. Use an appropriate attire
5. Your teaching demonstration is good for 10 minutes only
6. Make a Youtube account and post your video, then copy the link and submit it
to our LMS
7. See attached rubrics for the detailed lesson plan and teaching demonstration.
:

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

In a Nutshell

Activity 1. Teaching grammar allows us language

teacher to assess and evaluate as to how competent we are. The use of standard English elevates
our ideas upon contextualization of the topic. In this section, you are task to make a realization
after having a discussion and presenting
yourself through teaching demonstration.

1.

2.

3.

4.

5.

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Question & Answer (Q&A)

You are free to list down all the emerging questions or issues in the provided
spaces below. These questions or concerns may also be raised in the LMS or other
modes. You may answer these questions on your own after clarification. The Q&A portion
helps in the review of concepts and essential knowledge.

Questions/Issues Answers

1.

2.

3.

4.

5.

Keywords
• Vocabulary
• Teaching grammar
• Language
• Standard English

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

Course Schedule

Please be mindful of the schedules below to avoid future problems in complying with
your requirements.

Activity Date Where to Submit

Big Picture A
ULOa: Let’s Check Activities January 11, 2021 CC’s E-mail
ULOa: Let’s Analyze Activities January 15, 2021 CC’s E-mail
ULOa: In a Nutshell Activities January 22, 2021 LMS
ULOa: Question & Answer List January 25, 2020 LMS
First Exam January 29, 2021 LMS
Big Picture B
ULOa: Let’s Check Activities February 1, 2021 CC’s E-mail
ULOa: Let’s Analyze Activities February 3, 2021 CC’s E-mail
ULOa: In a Nutshell Activities February 5, 2021 LMS
ULOa: Question & Answer List February 10, 2021 LMS
Second Exam February 12, 2021 LMS
Big Picture C
ULOa: Let’s Check Activities February 15, 2021 CC’s E-mail
ULOa: Let’s Analyze Activities February 17, 2021 CC’s E-mail
ULOa: In a Nutshell Activities February 23, 2021 LMS
ULOa: Question & Answer List February 25, 2021 LMS
Third Exam February 26, 2021 LMS
Big Picture D
ULOa: Let’s Check Activities March 1, 2021 CC’s E-mail
ULOa: Let’s Analyze Activities March 3, 2021 CC’s E-mail
ULOa: In a Nutshell Activities March 5, 2021 LMS
ULOa: Question & Answer List March 9, 2021 LMS
Final Exam March 10-11, 2021 LMS

Please note that this schedule may change from time to time. It is advisable that you
always keep in contact with your teacher for updates and always check your LMS or
Group Chatrooms.

Online Code of Conduct

• All teachers/Course Coordinators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
• Faculty members are guided by utmost professional conduct as learning facilitators
in holding DED conduct. Any breach and violation shall be dealt with properly under
existing guidelines, specifically on social media conduct (OPM 21.15) and
personnel discipline (OPM 21.11).

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

• All students are likewise guided by professional conduct as learners in attending

DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
• Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
• Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
• All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
• Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
• Teachers/Course Coordinators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Coordinators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
• Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
• Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
• By handling DED courses, teachers/Course Coordinators agree and abide by all
the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
• By enrolling in DED courses, students agree and abide by all the provisions of the
Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.

Monitoring of OBD and DED

• The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
• The Academic Affairs and Academic Planning & Services shall monitor the conduct
of LMS sessions. The Academic Vice Presidents and the Deans shall

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 DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte

collaborate to conduct virtual CETA by randomly joining LMS classes to check and
review online the status and interaction of the faculty and the students.
• For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.

Course prepared by:

ARMAND JAMES A. VALLEJO, MAEd

Faculty

Verified by:

RUSSEL J. APORBO, MEAL

BSED - Program Head

Course reviewed by:

MARCK LESTER L. NAVALES, CPA, MBA

Assistant Dean

Approved by:

GINA FE G. ISRAEL, EdD

Dean of College

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DEPARTMENT OF TEACHER EDUCATION
Bachelor of Secondary Education
Mabini Street, Tagum City
Davao del Norte