Guidelines for Class Organization and School Buildings (Philippines) PDF

**PHYSICAL ENVIRONMENT** - **DO 21, s 2006 GUIDELINES FOR THE ORGANIZATION OF CLASSES** May 26, 2006 Anchored in DO 62, s. 2004 - Adoption of Double Shift Policy in Public School to Address Classroom Shortage The ideal class size shall range from a minimum of 15 pupils/students to a maximu...

**PHYSICAL ENVIRONMENT** - **DO 21, s 2006 GUIDELINES FOR THE ORGANIZATION OF CLASSES** May 26, 2006 Anchored in DO 62, s. 2004 - Adoption of Double Shift Policy in Public School to Address Classroom Shortage The ideal class size shall range from a minimum of 15 pupils/students to a maximum of 65 pupils/students per class. The ideal average class size shall be So. Whenever possible, classes in grades I to 3 (KS1), should not exceed 40 pupils per class. - **DO 64, s 2017 ESTABLISHING THE MINIMUM PERFORMANCE STANDARDS AND SPECIFICATIONS FOR DEPED SCHOOL BUILDINGS** December 15, 2017 Classroom size for elementary and secondary schools must be 7.00 meters in width/depth x 9.00 meters in length. Architectural design: windows, Doors, Floor, Ceiling, Roofing, corridors, Painting etc. This also indicated the structural, electrical and sanitary and plumbing design standards. - **DO 77, s 2010 GUIDELINES ON THE ALLOCATION/DEPLOYMENT OF NEW TEACHING, TEACHING-RELATED AND NON-TEACHING POSITIONS** June 4, 2010 Pre-school. The ideal pupil teacher ratio is 25:1 (Executive Order No. 349). Special Education (SPED) classes/centers. The ideal pupil/student-teacher ratio is 15:1 (SPED Handbook) - **Traffic Flow** Prioritize smooth traffic flow, ensuring easy access to different areas of the classroom. Create clear walkways and minimize obstacles to ensure safe movement for both children and caregivers. - **Quiet centers in the classroom** 1\. READING AREA Provides a quiet space for children to explore books. 2\. ART CENTER Encourages creativity with materials like paints, crayons, and paper. 3\. SENSORY CENTER Allows children to explore textures, sounds, and materials like sand, water, and clay. 4\. DRAMATIC PLAY CENTER Fosters imagination through role-playing with costumes and props. 5\. MUSIC CENTER would likely include instruments or audio equipment to explore rhythms, melodies and musical concepts. - **INCLUSIVE CURRICULUM** It is universal and intended to improve the experience, skills and attainment of all students including those in protected characteristics groups. It aims to ensure that the principles of inclusivity are embedded within all aspects of the academic cycle. - **UDL UNIVERSAL DESIGN FOR LEARNING** is a framework that accommodates the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. Teaching approach that accommodate the needs and abilities of all learners. 3 Key Principles of UDL: 1. Engagement It Offer options and support to stimulate motivation and sustained enthusiasm for learning. 2. Representation Presenting information in different way to support access and understanding. 3. Actions and Expression It offer options and support to all so everyone can create, learn, and share. - **Inclusive Education** the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. Inclusive education means all children in the same classrooms, in the same schools. - **DAP IN CURRICULUM FOR INFANT & TODDLERS** DAP is defined as an approach to teaching and/or caring for children based on early childhood research in child development and learning and on effective early childhood teaching practices. Allow infants and toddlers to participate in activities at their own developmental level. Allow for flexibility, with no \"right\" or \"wrong\" outcome. Allow for socialization and interaction with others. - **Social Environment** \- refers to the immediate physical and social setting in which people live or in which something happens or develops. \- the social environment for infants and toddlers involve close, responsive interactions with caregivers, providing a foundation for communication and emotional security. Examples of Social Environment: a\. Family - The people you live with such as Family, siblings, and extended family. b\. Friends and Peers - Friends can influence our interests, hobbies, and choices, especially during school years. c\. School - It is the place where you learn and to interact with teachers and students. d\. Community - The people and places you interact with in the neighborhood. D. Physical surroundings -- The buildings, roads, housing, healthcare, education, and open spaces in the area. E. Culture - art, religion, and traditions of the community. places you interact with in the neighborhood. D. Physical surroundings -- The buildings, roads, housing, healthcare, education, and open spaces in the area. E. Culture - art, religion, and traditions of the community. - **Identity formation** is the fundamental development task of psychological maturity. IDENTITY is a definition of self-shared by the person, other people and society at large. 4 IDENTITY STATUSES BY MARCIA 1. Identity achievement gone through exploration of different identities and committed to one. 2. Moratorium- only involved in exploring different identities. 3. Foreclosure-committed without attempting identity exploration. 4. Identity diffusion-neither an identity crisis nor commitment - **Multicultural infant-toddler curriculum** - **Gender roles** refer to the culturally and socially determined behaviors, attitudes, and characteristics expected of individuals based on their perceived gender. These roles have evolved significantly over time, influenced by historical, religious, and philosophical factors. In the Philippines, pre-colonial society was relatively egalitarian, with women enjoying equal status and participating in various social, economic, and political activities. However, the Spanish colonization introduced patriarchal norms that relegated women to domestic roles - **Self concept** - **MATERIALS & ACTIVITIES** - **Adult Relations** - Attachment a bond or connection that develops between a child and their caregiver.  - Social smile