Definition of School Policies and Violation According to Commission on Filipino Overseas (2000), school policies, rules and regulations are guidelines related to the internal governance of each of the Philippines school overseas, including their prescribed standards, as defined and approved by their respective governing bodies in accordance with law, and the applicable policies, rules and regulations of DECS and its counterpart in the host country
Collective adherence to school behavioral policies may increase social control and reduce disorganization, which may in turn contribute to a positive safety culture and reduced violence at school. Interventions to increase adherence to school policies are needed particularly during early adolescent school years. All school officials, teachers and other employees or persons hired by the institution and all student leaders as well are persons in authority who are duty bound to enforce the school’s rules and regulations.
Also in adherence to the principle of empowerment, all students are enjoined to take active part in ensuring that school rules and regulations are observed. A Disciplinary Board (DB) is convened to resolve disciplinary cases involving major offenses. The DB is composed of the Coordinator of the Student Affairs, Year Level Head Teacher and the Class Adviser of the student concerned. Sanctions for violations can be oral warning or reprimand, written warning, suspension, community service, academic sanctions, disciplinary probation/serious disciplinary probation (DP and SDP), exclusion or dropping from the rolls and expulsion.
Factors affecting violations of school policies Wilma Guez and John Allen (2000) conducted a module entitled “Behavior Modification”, prepared in Uganda, and states that school is one of the roots that causes of certain behavior. Beside the family, the school has probably the most important socializing influence on children and young people. You need to examine carefully the role of the school in the development of behaviour, because the school environment is where the teacher, educators and school administrators have direct control. Conditions outside the school can influence student behaviour in school.
Some children do develop certain behaviour before they begin school. But if a child already has a behaviour problem, you should consider how the school might decrease or eliminate it. Many children, for example, do not show behaviour disorders until they go to school. The school, as with family and biological factors, does not affect behavior unilaterally to determine the student’s behavioural development. But classroom conditions, and teacher reactions to pupil behaviour, make behavioural problems more likely to occur, or reduce the likelihood of behaviour disorder developing.
There are sixteen causes of behavior problems at school, a list of all diseases and conditions listed as a possible cause of behavior problems at school from various sources: Abuse, adrenal cortex tumors, alcohol abuse, anxiety, attention deficit disorder, hyperactivity disorder, autism, bipolar disorder, carbon dioxide narcosis, conduct disorder, depression, drug abuse, grief or bereavement, mood disorder, oppositional defiant disorder, and sleeping sickness. (Right Diagnosis, 2009) Tandoc, C. M. (1977) advocated the following: adoption of a well-organized functional guidance program, creative activities, group dynamics, and group guidance.
Lopez, W. (2004) recommended the following as an effective way to shape your child’s behavior: developing and clarifying clear communicative expectations, staying calm in the midst of chaos, being the role model to your child, and effective praising in every good behavior a child exhibits. Reyes, J. T. (1983) proposed that teaching of character education and involving students in activities will make them realize the value of good behavior and the relationship with the group. Saralpatenco (2010) suggested that consistency is the key to disciplining children of any age. When children learn that their parents are serious bout eliminating certain behaviors, they are more likely to pay attention and learn how they are expected to behave, as well as how they are not allowed to behave and usually adjust their behavior in order to avoid punishment. To sum it all up, all related literatures congregated from different books, journals and on-line articles, it has been found out the school should impose rules and regulations because according to the constitution, the school, university or even in secondary school, should have policies. It should be followed to uphold peace and orderliness and also, to avoid punishments.
References A. Dissertations Reyes, J. T. (1983). The Behavioral Problems Of the Elementary School Children As Perceived by the Teachers in the School District of Dimalino, Division of Zamboanga del Sur During the SY 1982-83. Unpublished Masters Thesis, Zamboanga City Tandoc, C. M. ( 1977). A Survey Of Disciplinary Problems Of the Grade Five Students Of the Iligan City, North Central SY 1976-77. St. Michael’s College, Iligan City. B. On-line Resources Lopez, W. (2004). Successful Parenting Skills that Shape Children’s Behaviors. All Psych. Retrieved February 1, 2012 from http://allpsych. om/journal/parentingskills. html Saralpatenco (2010). The Advantages of Punishing Children for Bad Behavior. Live Strong. Retrieved February 1, 2012 from http://www. livestrong. com/article/129582-advantages-punishing-children-bad-behavior/. C. Periodicals and Other Materials Student Handbook (2011-2012) St. Scholastica’s College, Manila, Philippines D. Books Commission on Filipinos Overseas, Department of Foreign Affairs (2000). Manual of Policies and Regulations for Philippine Schools Overseas. Manila, Philippines DIFFERENT FACTORS AFFECTING VIOLATIONS OF
SCHOOL POLICIES OF FIRST YEAR RADIOLOGIC TECHNOLOGY STUDENTS AT DE LA SALLE HEALTH SCIENCES INSTITUTE YEAR 2011-2012 A Research Paper Presented to Faculty of the Languages and Literature Department College Of Medical Radiation Technology De La Salle Health Sciences Institute Dasmarinas City, Cavite In Partial Fulfillment of the Requirements for the Course ENGL 102 – Communication Arts and Skills II Prepared by: Garcia, Axel Yen C. Legada, Jael Hanna S. Mercader, Mizel Jira F. Naringahon, Jessa Andrea M. Nerona, Martin Carlos P. Nolasco, Renz Nazarene V. RAD 1-4 Presented to: Professor Juliet M. Coyoca