MODULE 2.

THE
GMRC TEACHER
REACHING OUT TO
OTHERS
 OUR TEAM

SARE-AN SHARA CHARMY JUSTINE

 ACTIVITY 1:
The Boat is Sinking
with a Twist
 LESSON 1:
MAKING MEANINGFUL
CONNECTIONS
 LEARNING OUTCOMES
At the end of the lesson, the students
must be able to:
•value the uniqueness of each person;
•accept and respect the differences
and similarities in people,
•discuss the value of diversity in the
classroom, explain tips on how to
celebrate learners' diversity and
• promote a culture of inclusivity in
the classroom.
ABSTRACTION

DIVERSITY

is everything makes people

different from each other
(Kampen, 2019).
 THIS INCLUDES MANY DIFFERENT FACTORS;

-race
-ethnicity
-gender
-ability
-sexual orientation
-handicapping conditions
-socio-economic status
-age
-religious belief or political conviction.
Other demographic factors such as:

-family lifestyles

-personality characteristics, and

-family composition may also be considered

 THERE ARE DIFFERENT TYPES OF DIVERSITY
WHICH INCLUDE:

1. Diversity in terms of personal characteristics. These cover age,

gender, communication style, socio-economic background and
personality.

2. Diversity in terms of student background. These have to do with

culture, ethnicity, language, political beliefs, social
class and religion.
3. Diversity in terms of cognitive aptitude
to cover cognitive abilities, technical abilities and skills
as well as social abilities and skills.

4. Diversity in terms of 'level of motivation and diversity

of opinion.Teachers are faced with a classroom that is a
melting pot of learners with a variety of biological, social
and cultural backgrounds.
The concept of inclusion goes
beyond diversity because simply
having different kinds of learners in
the classroom does not necessarily
mean the exercise of inclusion.
 There is a need to be aware of these faulty
assumptions which are:
1. Students are not diverse.
Learners may share similarities but this doesn't mean that they
are alike in all respects.

2. Diversity doesn't matter because everyone is diverse.

This assumption surfaces when diversity discussions stop at the
idea that everyone is different.
3. Diversity does not have anything to do with learning.
Diversity is in action inside the classroom.

Children in a diverse classroom do not only learn social

skills. They also learn to become critical thinkers that
encourages academic confidence.
Given that accepting diversity leads to positive outcomes, teachers
can utilize these tips or ways to promote equity and diversity in the
classroom:

• Self-Awareness.
There is a need for the teacher to recognize how the differences in
ability, race, ethnicity, gender, religion, personality, socio- economic
status, and being able-bodied impact one's perceptions.
• Get to know your learners.
All the learners in your school are unique individuals, so use that
fact to build a diverse and inclusive school culture.

• Class Norms.
It promote openness are set.
These include being respectful to each other, being able to share
ideas. opinions and values openly and learning to disagree
respectfully.
• Culturally Relevant Teaching.
Teachers are encouraged to recognize diversity by promoting the
importance of cultural awareness, creating a sense of belongingness
among learners and allowing them to celebrate differences in traditions,
practices, and beliefs.

• Purposeful Planning.
One important key to promoting equity and diversity is purposeful and
careful planning.
• Meet diverse learning needs.
The teacher can use different teaching strategies to address the different
needs of the learners.

• Community Involvement.
Parents, family members, community members or those representing
persons with special needs can be invited as resource persons in class.
Tominey & O'Byron (2017)
outlined a number of simple strategies
which can be tried out by a teacher in
the early childhood and elementary
levels.
 LESSON 2:
VALUING AND
APPRECIATING THE
UNIQUENESS OF OTHERS
LEARNING OUTCOMES

At the end of the lesson, the students must be able to:

• describe how good manners are developed;

• demonstrate in one's actions the virtues and good
manners for healthy intra- and inter- personal
relationships and
• appraise the utility of the suggested tips and strategies in
the Philippine context.
 1.
RESPECT
The word respect is from the Latin word
"respectus" which means attention,
regard or consideration.

According to psychologists, respect is a basic moral value or need that

makes us aware that we are human beings and is related to productivity,
happiness and success.
Respect comes in different types.
They are:
E. Respect for Family
A. Respect for self
F. Respect for Values
B. Respect for others
G. Respect for Culture
C. Respect for social norms
H. Respect for National Symbols
D. Respect for nature
I. Respect for Human Beings
 Borba (2002) suggested the following tips;

A. As a parent or teacher, treat each child as an important person in the

classroom, considering whether treating your friends the same way would result
in lost friendships.

B.Provide unconditional, guaranteed love to children and learners, ensuring they

are assured of your love. However, not all behaviors will be approved, and some
require passionate correction.

C.Parents and teachers should actively listen to children, as attentive and

respectful listening is a powerful way to show respect.
D.Labeling children can lead to self-fulfilling prophecies, so it's best to
avoid using nicknames or labels that only build positive self-concept.

E.Parents should express their love and cherishment for their children,
making them their priority, and refraining from using labels like "stupid" or
"dungol" or "tanga".

F.Respectful rules can be instilled at home and in the classroom, promoting

democratic cooperation and encompassing privacy, listening, and
borrowing rules.
G.Engage in respectful conversations by clearly refusing to
continue until the child stops being rude, and do this every time
the child is disrespectful and relaxed, not during conflict.

H.To replace inappropriate behaviors, teach new ones through

repetition and practice until mastery

I.Teaching respectful behavior in a calm atmosphere involves

rewarding good behavior and acknowledging it.
 “Without feelings of respect, what is
there to distinguish men from beasts?”

— CONFUCIOUS
 2. Courtesy and
Courtesy Politeness
is polite behavior exhibiting
good manners, respect, and kindness,
avoiding sarcasm and overbearing. It's
essential in the home, as courteous
children are easier to befriend.

A. You First
This means that the parent is always the first and foremost teacher.
When the child is in school, the teacher becomes the second parent
assuming the loco parentis role.
 B. Turn up the Tolerance
To foster tolerance and respect for individual differences, demonstrate
that you accept diversity in terms of color, appearance, size, status, or
beliefs.

C. Read the Signs

Help Children learn how to read people's emotional signs.

D. Mind your manners

Good manners and good greetings can encourage children to show courtesy,
but it's crucial to respond appropriately when children show courtesy.
 E. Lend a helping hand
Encouraging children to assist those in need, such as elderly or heavy
individuals, can lead to a better future, starting with their actions.

F. Lesson Integration
Involves learning manners or values through scenarios like interrupting adults,
demonstrating patience in one-on-one or group settings.

G. Tolerance
Is generally understood as a necessary component of a functioning
democracy and stable world order.
 For children, the specific concepts of tolerance that can be introduced,
concretized and internalized according to the following age groups include:

Age group: 3-7 years

• We are all unique and have something valuable to
offer and share.
• Tolerance is accepting others and appreciating
differences.
• Tolerance is accepting myself, even when I make
mistakes.
• Tolerance is accepting others, even when they make
mistakes.
Age group:8-14years
•Peace is the goal; tolerance is the method.
•Tolerance is being open and receptive to the beauty
of differences.
•Tolerance is respecting and appreciating the culture
of others.
•Tolerance is mutual respect through mutual
understanding.
•The seeds of intolerance are fear and ignorance.
•The seed of tolerance, love, is watered by
compassion and care.
•Those who know how to appreciate the good in
people and situations have tolerance.
•Tolerance is an act of humanity, which we must
nurture and enact each in our lives everyday.
•Tolerance is the ability to face difficult situations.
•To tolerate life's inconveniences is to let go, be
light, make others light, and move on.
•Tolerance promotes individuality and diversity,
removing divisive masks and reducing ignorance.
It's beneficial for 12- to 14-year-olds, who learn
values from adults and peers.
 Teaching tolerance can be done in various settings whether at home or in
school.

A parent can try these steps:

• Set a good example.
• Expose your child to different cultures
• Bring the message home.
• Treat your youngster with respect.
• Let your Bulletin boards "speak".
• Acknowledge learner and teacher emotions
• Explain terms and concepts related to current events.
• Foster a sense of empathy in your classroom.
• Lead by example.
3. Fairness
According to Seligman & Peterson
(2004), it is treating all people the
same and giving everyone a fair
chance.
According to Meriam Websters
Dictionary, is marked by impartiality
and honesty; comforming with the
established rules.
Piaget's theory suggests that children,
being concrete thinkers, may struggle
to understand fairness due to their
egocentric nature and difficulty
identifying actions as unfair to others.
Thus, to make fairness more understandable for young children, the
following strategies can be tried:

1.Have children brainstorm and role play solutions such as trading toys,
sharing and playing together.

2.Be attuned to children's interactions and be ready to respond

immediately to incidents of unfairness.

3.Identify and point out fair and unfair behaviors.

4.Encourage a safe and secure atmosphere in which children
feel free to express their feelings and ask questions.

5. Praise fairness.

6. Make the idea of fairness concrete.

Rodabaugh gave a typology of lerners perceived fairness
which includes 3 components.

A. Interactional Fairness

B. Procedural Fairness

C. Outcomes Fairness
 Teachers can benefit by remembering these tips on how to be fair and
ethical inside the classroom. Teachers ought to show:

1. Impartiality.
Learners expect their teacher to treat everyone in the class equally; that is
no favorites.

2. Respect.
Involves treating learners politely.
3. Concern for student.
Student expect their teachers to care about them
and their academic performance.

4. Integrity.
means being consistent and truthful
in explaining your policies, procedures and
decisions and why they are necessary, so that
their fairness can be judged and understood.
5. Propriety.
means acting in a socially acceptable manner that does not offend
students sensibilities.

4. SELF CONTROL

Temptations abound.
 3 MAIN PARTS OF SELF-
CONTROL
Monitoring - which involves
keeping track of your thoughts, feelings, and actions.

Standards - are guidelines that steer us toward

desirable responses.

Strength - refers to the energy we need to control our

impulses.
 Self -Control improves life in three (3) ways.

• Self-control enhances the persons well-being.

Self- control relates to better health.
• Self- control builds amd strengthens relationship.
Beyond wealth or good looks, peoples wants self-
controlled relationship partners.
• Self- control makes societies productive.
Self- control helps societies flourish.
Duckworth & Seligman's 2005
conducted a study to determine
the role of self-control and
intelligence in predicting year-
end GPA.
Classroom management can be challenging for children
lacking self-control, but teaching self-control through
everyday games and relatable activities can provide
hope.
A. Secret Code Word
Children may not have realized that
their actions and voices are out of
control.
B. Calming Space
Encouraging self regulation
involves providing a calming
space for students to refocus and
calm down.
 C. Talk About It

Self control is a crucial skill that requires

continuous teaching and encouragement to
ensure its effective application.

D. Play Activities/Games.

Games are effective and non-threatening

methods for teaching self-control, allowing
teachers to process experiences and make the
teaching process enjoyable.
 E. Create an Environment that
Rewards Self-Control.

Teachers often focus on

misbehaviors over good ones, so it's
time to recognize and reward
children who monitor and control
behavior, using incentives to
motivate self-restraint.
 LESSON 3:
DEVELOPING CONCERNS
FOR OTHERS
LEARNING OUTCOMES

At the end of the lesson, the students must be able to:

• describe the concepts of empathy and compassion.

•analyze day-to-day actions involving empathy and
compassion.
• appraise the synergy of the home and school in developing
concern for others.
• demonstrate empathy and compassion within and beyond
the family in everyday life.
 EMPATHY
Is at the heart of what it
means to be HUMAN.

In the Philippine setting, it can be roughly

translated to “
pakikiramdam
”.
There are three kinds of Empathy according to the Daniel Goleman's Article
entitled “ Three kinds of
Empathy”.

1. Cognitive Empathy (Perspective- taking)

This is simply knowing how the other person feels what they might be
thinking. Also known as Emphatic Accuracy.

2. Emotional Empathy (Emotional Contagion)

This is the experience of feeling the same emotions as someone else. It's
like catching their feelings.
 Emotional Empathy includes three components:
A. The first is feeling the same emotion as another person;
B. The second is personal distress which refers to one's own feelings
of distress in response to perceiving another's plight,
C. The third emotional component is feeling compassion for another
person.

3. Compassionate Empathy
This is the most complex type of empathy. It combines both cognitive
and emotional empathy with a desire to help the other person.
There are two theories which neuroscientists explore to explain empathy:

The Simulation Theory

This theory proposes that empathy is possible

because when we see another person experiencing
an emotion, we 'simulate or represent that same
emotion in ourselves so we can know firsthand
what it feels like.
 Theory of the Mind

The theory of the mind is the ability to "understand

what another person is thinking and feeling based
on rules for how one should think or feel."
 Parents Raising Children with Empathy

The following are five guideposts:

1. Empathize with your child and model empathy for others.

2. Make caring for others a priority and set high ethical expectations.
3. Provide opportunities for children to practice empathy.
4. Expand your child's circle of concern.
5. Help children develop self-control and manage feelings effectively.
Teachers Raising Children with Empathy

The Making Caring Common Project of Harvard

University Graduate School of Education likewise
came up with research-based strategies to help
educators promote a culture of empathy within
their schools.
 Five Essential Steps to Use in Schools

1. Model Empathy.
It all starts with the teacher.
When frustrated with learners, pause and take a deep breath and try to
see the situation from their perspective before responding.

2.Teach what empathy is and why it matters.

Clearly and concretely explain that empathy means understanding
and caring about another person's feelings and taking action to help.
3. Practice.
Create opportunities to practice taking another's perspective and imagining
what others are thinking.

4.Set clear expectations.

Be clear that you expect students to care about one another and the
entire school community.
5. Makes school culture and climate a priority.
Make an annual survey of learners' and teachers' feelings whether
they feel safe, respected, and cared about at school.
 COMPASSION
"If you want to know what compassion is,
look into the eyes of a mother and father as
they cradle their sick and fevered child."

Dalai Lama
It was previously mentioned that when children develop empathy
this can lead to compassion.
Compassion is a relational process that involves noticing
another person's pain, experiencing an emotional reaction to
his or her pain, and acting in some way to help ease or
alleviate the pain (Kanov, et al.,2004).

Compassion is from the Latin word "passio" which means to

suffer with the prefix com, meaning together and thus to suffer
together or to suffer with.
Cassell (2009) reported the following three requirements for
compassion:

1. "That the troubles that evoke our feelings are serious;"

2. "that the sufferers' troubles not be self- inflicted that they be the
result of an unjust fate;" and

3. "we must be able to picture ourselves in the same predicament"

 On a similar vein, Kanov, et al. (2004) consider compassion to be
comprised of three interrelated elements which are:

1. Noticing.
A critical first step is noticing another person's suffering and becoming
aware of the pains/ s/he is feeling.
2. Feeling.
Compassion is a social emotion because it is inherently other- regarding. It
means to suffer with the person.
3. Responding.
This is the element that refers to any action or display that occurs in response
to another person's pain or helping, the sufferer live through it.
 COMPASSION DEFICIT DISORDER

It is the child's tendency to act without empathy or regard for others.

Diane Levin, a Boston professor of early childhood education, introduced
the concept of compassion deficit disorder which seems to be displayed
by children especially of the young generation.
According to her, the compassion deficit disorder can be attributed to:

1. Children are spending increasing amounts of time with more and more
technology and screen exposure at a young and younger age.

2. Children's exposure to violent and anti-social models can teach them anti-
social lessons that they bring to their relationships.

3. Children play with toys that are realistic replicas of what they see on
screen.
4. Many families are experiencing stress that they resort to the screen or
technology to occupy their children and would need not spend a lot of
time watching over.

5. There are also instances that parents structure too much what they want
their children to engage in.
The development of empathy develops at different stages of the
child's life. Teaching compassion, therefore, starts at birth.

• In the first year, kids develop global empathy. They match the
emotions that they witness.
• During the second year, kids actively offer help.
• By year three, kids become aware that the feelings of others can be
different from their own feelings.
Compassionate parenting is an essential component of positive
parenting. Positive parents show compassion by:

- Guiding and teaching your child by role modeling kind and

compassionate behavior.

- Avoiding labeling children (i.e., "the brainy one," "the leader,"

"the failure, etc.), as doing so is hurtful and promotes both sibling
rivalry and self-fulfilling prophecies.
- Being sensitive to your child's developmental stage.

- Practicing regular, open communi-cation.

- Providing affection and emotional warmth. Provide unconditional love.

- Empathizing with your child's feelings.

- Empowering autonomy in order to support creativity,
empowerment and self-determination.

- Teaching respect for other living creatures by teaching him/her how

to care for and show kindness to animals.

- Showing optimism and help your child to believe in him/herself

and the future.
Once the child is in the school, teachers reinforce efforts
which are planted at home. Teachers can do well choosing
from this array of activities which were advanced by Kelly
Miller, another advocate of positive psychology.
 Activities and Exercises for Teachers to Use with Learners

1. Play is the business of

children. Playing cooperative
and team building games
enable children to have daily
interaction with peers in a fun
way.
 2. The teacher can create a "volunteer" helper
position in the classroom. Some schools have the
buddy system, others have tutorial which allow for
mentorship roles for children.
 3. The teacher can encourage acts of
kindness by helping kids focus on
them.

4. Story telling is a magnificent

strategy to reach out to students.
5. Children can be encouraged to continue writing letters to medical
frontliners or the military, or those who lost their parents under difficult
situations. etc.

6. Make children act it out (get kids role-playing in scenarios requiring

compassion).

7. Engage the entire class in brainstorming an imaginary crisis

scenario (such as Typhoon Yolanda, Taal explosion, COVID 19)
and how they can help.
8. Teach children, especially the older ones, loving- kindness
meditation.

9. Tap the power of technology, Videos can be shown to the children

to draw lessons from.

10. Model, Model, Model.

Show your learners what it means to have compassion towards
others and toward yourself.
Cultivating empathy and compassion in today's
generation of learners can be the likely antidote
against bullying and aggressive behavior. It
begins at home and continues at school.
Self-compassion involves "self- kindness versus self-
judgment; a sense of common humanity versus
isolation, and mindfulness versus over-
identification".

Self-compassion has been found to be related with

reduced feelings of anxiety, depression, and
rumination.
THANK YOU!