Empowering ABM Students Who Have Experienced Theft or Loss

Stealing, although a complex and multifaceted behavior, it may occur in various contexts, and situations, including within the safe confines of a classroom. Agreed, that stealing is generally considered unethical and in most cases illegal, it is essential to delve deeper into the underlying factors that contribute to this behavior, especially when it occurs among those of classmates. This concept paper aims to explore the phenomenon of stealing within classmates, thus shedding light on its causes, consequences, and potential solutions.

In most educational, stealing among classmates can manifest in different forms, such as taking personal belongings, taking money, or plagiarizing academic work, and even manipulating others for personal gain. Such behavior not only spoils the learning environment but also erodes trust and undermines the principles of fairness and integrity.

Understanding the motivations behind classmates stealing is crucial for devising effective prevention strategies. Factors like peer pressure, low self-esteem, financial struggles, lack of moral guidance, or a desire for social status contribute to stealing behaviors. This analysis provides valuable insights for educators, parents, and policymakers to implement targeted interventions.

The consequences of such theft extend beyond victims, impacting both them and the perpetrators. Victims may endure feelings of violation, mistrust, and insecurity, affecting their academic performance and overall well-being. Meanwhile, those engaging in stealing may encounter disciplinary actions, strained relationships, and enduring repercussions in their personal and professional lives.

Addressing classmates' stealing requires a comprehensive approach involving stakeholders, with preventive measures like character education and an inclusive classroom. Open communication and appropriate consequences are vital. Interventions should address root causes, including financial support and counseling. In summary, stealing is a concerning issue demanding proactive strategies for a secure, ethical learning environment. This concept paper aims to contribute valuable insights to the ongoing discourse for educators, parents, and policymakers.

The purpose of exploring and addressing classmates' stealing is rooted in the commitment to fostering a secure, ethical learning environment. By delving into the underlying factors and consequences, this concept paper aims to equip educators, parents, and policymakers with valuable insights to implement targeted interventions. The ultimate goal is to create a positive impact on students' well-being, academic performance, and future prospects.

Through proactive strategies such as character education, inclusive classrooms, and comprehensive interventions, the purpose is to mitigate the occurrence of stealing among classmates. By understanding and addressing the root causes, including peer pressure, low self-esteem, and financial struggles, the aim is to contribute to a transformative change in the educational landscape. This project strives not only to protect potential victims but also to guide and support those engaging in stealing towards a path of personal growth and ethical conduct.

The purpose of this concept paper is to advocate for a holistic approach that goes beyond punitive measures, focusing on prevention, education, and support. By investing time, effort, and resources into addressing classmates' stealing, the overarching purpose is to create a positive ripple effect, influencing the overall culture of integrity, trust, and fairness within educational institutions.

Stealing is the act of taking someone else's property without their permission or legal right. It is considered a form of theft and is generally regarded as illegal and unethical in most societies. Stealing can involve various types of property, including money, goods, services, intellectual property, or even intangible assets.

The act of stealing typically involves intentionally and covertly acquiring or removing someone else's property with the intention of keeping it for oneself or using it without the owner's consent. This can be done through various means, such as shoplifting, pickpocketing, burglary, embezzlement, fraud, or identity theft.

Stealing not only violates the rights of the owner but also disrupts the social fabric and trust within a community. It can cause financial loss, emotional distress, and damage to individuals, businesses, and society as a whole. Stealing can lead to legal consequences, including fines, imprisonment, or other forms of punishment, depending on the severity of the offense and the jurisdiction in which it occurs.

It is important to distinguish between stealing and other forms of acquiring property. For example, borrowing with permission, purchasing through legal means, or receiving gifts are legitimate ways of obtaining property. Stealing, on the other hand, involves taking property without the owner's consent or legal authorization.

Stealing is generally discouraged and condemned due to its negative impact on individuals, communities, and the overall functioning of society. It is important to promote ethical behavior, respect for others' property rights, and the understanding that everyone should be treated fairly and justly.

According to Fisher et al., (2014)  stealing is just the taking of another person’s property without their consent. In light of Fisher et al.'s (2014) definition of stealing as the taking of another person's property without consent, the imperative to empower ABM students who have experienced theft or loss becomes evident. Beyond the legal and ethical dimensions, the impact of theft on these students extends to their psychological well-being and academic pursuits. Therefore, fostering a supportive environment through comprehensive programs is not only a moral obligation but also a strategic investment in nurturing resilience, ensuring these students can overcome adversity and continue their educational journey with restored confidence and determination.

Soledad maria ballesteros

09558992657

Zone 4 bantay I.S

sol0412123@gmail.com

 

Shandy Kyel Molina

09217068610

Ayusan Sur Vigan City  I.S

shandykyel@gmail.com

 

Kimberly Jandoc

09656242740

Beddeng Daya Vigan City I.S

jandockimberly2307@gmail.com

 

Jennifer Ann Rabino

09157500587

Tamorong, Sta.Catalina I.S

jenniferrabino874@gmail.com

 

 Rhian Jaerhude D. Quebral

09693577740

Salindeg Vigan City I.S

Rhianjaerhudequebral@gmail.com

 

Harold Jade Togas

09912148638

Nagtupacan San Vicente I.S

togasharoldjade@gmail.com

 

Wayne Harvey Arca

09273921831

San julian norte, Vigan City I.S.

wayneharveyarca@gmail.com

21st CL

 Once upon every cycle of an hourglass, on a bustling and sunlit morn, in a town called San-Pedro situated in Vigan City, Ilocos-Sur. There lay a newborn in her mother's arms, weeping and wailing, fresh from the womb. Her name is Gracielle May P. Altez. Born on May 13th, 1996 and from that day forth, her story began. Now ripe at the age of 27, she is as elegant as the way she strokes a pencil on some paper, as she sketches the world's beauty and she is as calculating and as intricate with every move she makes, like chess which she'd so loved to play.

 With a burning passion, nothing was as bright as the smile on her face while teaching. But as days turn to weeks, and weeks turn to months. Eventually, years. the weight of the responsibilities a teacher has, bore down upon young Gracielle. The strain of having to finish lesson plans on time, the hard demands of lesson planning, grading, and the individual needs of every student within her classroom began to feel like an insurmountable challenge. Late at night, barely any sleep, stacks upon stacks of papers on her desk, weeks go by and this has became quite common now. All while the chessboard and the sketchpad she'd so loved as a hobby, gather dust in the corner of her house, waiting. Yet entangled with stress, her passion still burns, higher than two towers, because she is a teacher and that is her responsibility.

 One fateful day, as Gracielle stood before her disengaged students, their indifference cut her to the core. It seemed as if her earnest efforts had been in vain, as the apathy in their eyes mirrored a growing emptiness within her. The lessons she had crafted with love and care were met with indifference, the classroom chatter increasingly drowned out her voice, and she felt like an invisible force was pulling her down. The climax of her story was a moment of deep despair and a sense of helplessness, as she questioned whether her passion and dedication were enough to bridge the widening gap between her and her students.

In the days following that fateful classroom moment, Gracielle found herself at a crossroads. She couldn't let the disappointment shatter her passion for teaching, so she sought advice from her more experienced colleagues. They shared stories of their own struggles and provided invaluable guidance, reminding her that every educator faces these challenges.

 Gracielle embraced this wisdom and decided to adapt her teaching methods. She introduced interactive activities, real-life examples, and open discussions, attempting to reignite her students' interest. Over time, the atmosphere in her classroom began to shift, and while not every student transformed overnight, there was a noticeable improvement. Gracielle realized that patience and resilience were her allies in this journey.

As the school year concluded, Gracielle gathered her students for a heartfelt conversation. She spoke with a calm confidence, "Being a teacher is a journey, one that tests our determination and adaptability. I've learned that the essence of teaching lies in the connection we build with our students. It's about nurturing their curiosity and instilling a love for learning, and that process takes time and patience. I'm grateful for the lessons you've taught me, and I hope the fire of education we've kindled here continues to burn brightly in your hearts."

Gracielle's story wasn't just about the challenges she faced but the resilience and growth that came out of them. Her passion for teaching, though tested, burned brighter, and she knew that she was on the right path. With a renewed sense of purpose and a greater understanding of the complexities of education, she continued to inspire and guide her students, knowing that the journey of a teacher was a continuous one, marked by both struggles and triumphs.

Organization and Manangement

 1. What strategies can teacher implement to accommodate students with social conditions?

The revised text presents a clearer and more structured explanation of how students may confide in different people in their lives, such as family, classmates, or teachers, based on their sociological conditions. It emphasizes the importance of active listening as a teacher's primary strategy when students open up about personal issues. Additionally, it highlights that teachers can provide advice when necessary to support students in overcoming their difficulties. This approach promotes effective communication and support within the educational environment.

2. How do you balance providing support with respecting students privacy?

The statement discusses the importance of respecting students' privacy in the context of the Republic Data Privacy Act. It acknowledges that teachers, while sometimes strict, establish boundaries between themselves and their students when it comes to privacy. The statement also recognizes the existence of close relationships between some students and teachers, which may involve taking pictures. However, the emphasis is placed on the need to obtain children's permission when capturing their images, especially if they are minors, to avoid any violation of their privacy. Overall, the statement underscores the commitment to safeguarding the privacy of students, particularly in situations where their personal information or images may be involved.

3. How do you differentiate instruction to accommodate students with various academic needs and learning styles?

The statement highlights the significance of recognizing the diversity among students, often referred to as individual differences. It emphasizes the need to cater to students' unique perspectives on life and their varying learning styles. It points out that what may appear as daydreaming or napping in some students could actually be their way of learning. Additionally, it acknowledges that students have different preferences when it comes to studying, with some enjoying music and others preferring visual aids. Overall, the statement underscores the importance of understanding students' needs and providing a wide range of learning activities to support their diverse learning styles and interests. This approach promotes a more inclusive and effective educational environment.

General Mathematics

 

Oral communication

 

Earth and Life science

1. Have you personally experienced any geologic/hydrometeorological events in your community?

         Number of votes for:

          Yes = 50

          No = 2

*Geologic/hydrometeorological they have encountered 

          Number of votes for:

          Earthquake = 47

          Flood = 24

          Landslide = 2

2. How frequently have these events occurred in your community?

          Number of votes for:          

          Very frequently (almost every year) = 20

          Occasionally (every few years) = 19

          Rarely (once in a decade) = 15

          Never experienced = 1

3.Have you taken any measures to prepare yourself and your property for geologic/hydrometeorological events?

          Number of votes for:      

          Yes = 42

          No = 10

*(Yes) The preparedness measures you have implemented.

           Number of votes for: 

          Creating an emergency kit with necessary supplies = 34

          Developing an emergency evacuation plan for your family = 19

          Securing heavy furniture and fixtures to prevent damage = 13

          Obtaining insurance coverage for natural disasters = 5

          Participating in community training programs on disaster preparedness = 10

*(No) The reasons for not taking any preparedness measures

          Number of votes for:

          Lack of awareness = 14

          Financial constraints = 2

4. Do you believe that teachers play a crucial role in spreading awareness and educating the community about geologic and hydrometeorological hazards?

          Number of votes for:

          Yes = 51

          No = 1

5. Have you received any education or training from teachers about geologic and hydrometeorological hazards?

          Number of votes for:

           Yes = 47

           No = 5

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Sa bawat yugto ng aming buhay

May guro kaming laging kasama

Sa elementarya, ikaw ang unang nagturo,

Mga leksyon ng buhay, aming natutunan 

Sa mga hugis at kulay, sa abakada't sayaw,

Iyong binuksan ang aming natutunan

Sa simpleng pangarap, pag-asa'y iyong tinanim 

Ang pagmamahal sa pag-aral, hindi nawala.

Nang kami'y lumipat sa hayskul, guro,

Ikaw parin ang aming kasama

Sa bagong mundo, muling hinubog ang isip,

Dahil sa'yo, kinilala ang sarili, walang bahid dilim.

Sa bawat pagkukulang, ikaw ang nagturo,

Na maging mas matatag, maging tapat sa puso,

Sa bawat pag-unlad, sa kabila ng pasakit,

Sa amin kang naging ilaw, buong-buong pagpupuri.

Ngayon, sa Senior High, kami'y napaparangal

Sa'yo, guro naming di-mabilang ang kahalagaan.

Sa mga aral at araling hindi malilimutan,

sayo, guro naming diwa'y palaging nagigising