DIMARUCUT, Lyka - EDUC 304 - Lesson 4 Activities

Republic of the Philippines
BULACAN STATE UNIVERSITY

City of Malolos, Bulacan
College of Education
DIMARUCUT, Lyka R.
BSED 3G
EDUC 304 GUIDANCE AND COUNSELING – “Lesson 4 – Activities”
LESSON 4: Laws Governing the Practice of Professional Counseling
in the Philippines
TAKEAWAYS: You can be a hero too
“SOFT MAMON”
Every day, compassion, thoughtfulness, and devotion to others may make anybody a hero
in any language, as the video tells the story of a man who notices the little things in his
surroundings, such as a plant that appears to be dying, a vendor who can't lift her cart due to its
weight and her age, a beggar with her child on the streets waiting for strangers who can give some
pennies in their can, he shares his food with a street dog, and last but not least, he leaves a bunch
of bananas at the door of a lonely older woman.
People who watch him doing these things first question what he gets out of it, but they
don't understand the feelings or emotions you may have without expecting anything in return,
simply a sensation of helping others. The moral of the tale is always to be the more prominent
person to others; it is always better to give than to get because the simple things you do may
significantly influence others, and all the nice things you do will return to you in some manner.
ACTIVITY: 10 rules while attending an online class/ SPOC mode
These are the ten rules that we follow during our online class.
1. Find a peaceful location.
2. Know how to use the gadget and the e-learning platform.
3. Be on time.
4. No distractions or do not eat during the online session.
5. Raise your hand if you have a question or want to answer.
6. Always check your microphone and camera.
7. Don't turn on the mic if I am not asking you to answer my questions or inquiries.
8. Be kind and happy always (kahit napapagalitan na)
9. Only open one website during the quiz or examination (no alt-F4).
10. Always find your peace after a comprehensive online class.
APPLICATION: Study or research depicting the practice of ethical standards in the field of
School Counseling
A study by the University of Arkansas in May 2016 aimed at a successful educational

system requires school counselors. However, it might be challenging to describe the role of an
elementary school counselor due to the job's complexity. As a result, there is a higher chance of
role ambiguity in the workplace, which may result in a decreased sense of efficacy. Since there is
little research on the internalized efficacy process with elementary school counselors, this study
aimed to investigate how primary school counselors display self-efficacy in the workplace.
In addition, the results indicate that the effectiveness of the elementary school counselors
mainly examined relied on the caliber of connections between the counselor and stakeholders
within the school system, including teachers, students, administrators, and parents. The general
atmosphere of the school, the degree of perceived support and confidence from the administration,
and the counselor's perception of professional respect from the other school agents all had an
impact on effectiveness. Negative stigmas around mental health from inside and outside the school
system affected the individuals who were interviewer’s force. It is hoped that such data will help
school counselors in their work and will help future school counselors in their training. There are
also suggestions for additional study.
REFLTION
Journal #2
1. What particular law you like most concerning the practice of School Counseling?
2. What made you like it?
3. What personal values are being reinforced in this lesson? What made you say so?
Sections 9 and 18 of RA 10533 (Enhanced Basic Education Act of 2013), which deal with
career guidance and counseling advocacy in the Philippines, are the sections I've chosen to focus
on. The Department of Education (DepEd), in collaboration with the Department of Labor and
Employment (DOLE), the Technical Education and Skills Development Authority (TESDA), and
the Commission on Higher Education (CHED), is required by Section 9 to conduct career
advocacy activities for secondary level students regularly.
In addition, Career advocacy initiatives are described in further detail in Section 18. The
secondary-level students who participate in these events will get guidance in selecting their chosen
paths. Providing students with career guidance, organizing events, and making recommendations
are all examples of career advocacy efforts. These events might include lectures on professional
decision-making, career discussions, job fairs, and parent orientation.
In our nation, various areas and academic institutions may adhere to different versions of the
legislation. Our school hosts career seminars and workshops to assist me and other students make
career decisions. They welcome knowledgeable and skilled professionals to speak about career
information and experiences. They aid in increasing people's understanding of the value of career
planning and appropriate instruction.
The possibility that this program's efficacy may spread to rural regions is concerning. To help
pupils navigate such institutions, they need this sort of engagement. Shortly, assist them in
choosing their career. Local leadership, community participation, and the dedication of educational
institutions and stakeholders to fostering students' career development may all impact how
successful such projects are.
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Republic of the Philippines

BULACAN STATE UNIVERSITY

TAKEAWAYS: You can be a hero too

A study by the University of Arkansas in May 2016 aimed at a successful educational

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