school rules and regulations in the philippines essay

Essay on School Rules And Regulations

Students are often asked to write an essay on School Rules And Regulations in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on School Rules And Regulations

Introduction to school rules.

School rules and regulations are important for keeping everyone safe and ensuring a peaceful environment for learning. They guide how students should behave, dress, and interact with each other and teachers.

Importance of Following Rules

Following these rules helps maintain order and discipline. It makes sure all students have equal opportunities to learn and grow. When everyone respects the rules, the school becomes a better place for education.

Types of School Rules

Some common rules include attending classes on time, wearing the correct uniform, and respecting teachers and classmates. There are also rules about not bullying and keeping the school clean.

Consequences of Breaking Rules

Breaking school rules can lead to various consequences like warnings, detention, or even suspension for serious offenses. These consequences teach students the importance of responsibility and following guidelines.

250 Words Essay on School Rules And Regulations

School rules and regulations: a foundation for learning.

At school, we all have a role to play in creating a safe, respectful, and productive learning environment. School rules and regulations provide a clear framework to guide our behavior and interactions, ensuring that everyone has the opportunity to succeed.

Promoting Safety and Well-being

The primary goal of school rules is to ensure the safety and well-being of all students, staff, and visitors. This includes ensuring a safe physical environment with proper fire and emergency procedures. It also includes fostering a culture of respect and tolerance, where everyone is treated fairly and with dignity.

Fostering Respectful Behavior

School rules promote respectful behavior by outlining expectations for communication, conduct, and interactions between students, staff, and parents. Rules such as refraining from bullying, harassment, and vandalism create a climate where everyone feels safe and valued. They also teach students essential social skills, such as listening actively, resolving conflicts peacefully, and showing empathy for others.

Creating an Environment Conducive to Learning

School rules help create an environment where students can focus on their studies. Rules such as being punctual, attentive in class, and completing assignments on time ensure that students have the best chance to succeed academically. They also promote self-discipline and organizational skills, which are valuable life skills that students can carry with them beyond the classroom.

Ensuring Fairness and Equity

School rules provide a foundation for fairness and equity for all students. They ensure that everyone is treated equally and has access to the same opportunities. Rules also help prevent favoritism and bias, ensuring that all students are evaluated based on their abilities and achievements, regardless of their background or circumstances.

500 Words Essay on School Rules And Regulations

What are school rules and regulations.

School rules and regulations are a set of guidelines that every student must follow. These rules are made to ensure that all students can learn in a safe and friendly environment. Just like rules at home that help keep everyone in the family happy and safe, school rules do the same for everyone in the school.

Why are School Rules Important?

Imagine a school without any rules. It would be very chaotic! Students might arrive at school whenever they want, run around the hallways, or even be unkind to each other without worrying about any consequences. This would make learning very difficult. That is why schools have rules. They help make sure that everyone knows what is expected of them so that the school can be a great place for learning and growing.

Following Rules in the Classroom

In the classroom, rules help make sure that every student has a chance to learn. This includes raising your hand to speak so that not everyone is talking at once and listening carefully when the teacher or another student is speaking. These simple rules help keep the classroom a calm place where learning can happen easily.

Rules Outside the Classroom

Rules are not just for inside the classroom; they apply to other parts of the school as well. For example, running in the hallways can be dangerous, so schools have rules about walking calmly to your next class. There are also rules for the playground to make sure that everyone can play safely and have fun without getting hurt.

The Role of Students

As a student, it is your responsibility to know the rules of your school and to follow them. By doing so, you help create a positive environment for yourself and your classmates. Following the rules shows that you respect yourself, your teachers, and your fellow students. It is also a way to prepare for the future, as following rules is a part of life outside of school as well.

In conclusion, school rules and regulations are essential for creating a safe and productive learning environment. By understanding and following these rules, students contribute to making their school a better place for everyone. Remember, rules are there to help us, and by respecting them, we show respect for ourselves and those around us.

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General School Rules, School Policies and Disciplinary Guidelines

• Be punctual, report to school and class on time. School begins at 7:30 a.m. If a student arrives in school after 8:00 he/she needs to report to the office to receive an admit/tardy slip. Students are discouraged from coming to school prior to 7:00 a.m. because of lack of adult supervision. Students purchasing breakfast are allowed in the cafeteria at 7:15 am.

 General School Rules, School Policies and Disciplinary Guidelines -  DOWNLOAD

• Strive to be present every school day. In case of absence, parents should call the school in the morning of the absence and notify the teacher in writing upon the student's return to school.
• Respect each other at all times. Disagreements will be settled by discussing the problem and seeking a solution that is fair to all concerned.
• Buildings and the campus will be kept clean and neat. Do not deface or damage school property. Students who vandalize the school property will make restitution.
• Maintain order when moving to different areas. Do not run; running is a frequent cause of injuries.
• The following are not allowed in school unless prior permission is granted by the school staff:
• radios, cell phones, tablets, iPads and other electrical equipment 
• yoyos, darts, sling shots, and other potentially dangerous toys
• skateboards, roller skates, rollerblades, razors
• valuables, extra money, computer games, items of sentimental value
• fireworks, matches
• weapons or expensive toys
• Remain within school boundaries at all times. Students leaving the campus must have a Student Pass and must be accompanied by a parent/guardian. 
• Avoid using abusive or profane language and gestures. (Disorderly Conduct, a Class B offense)
• Do not climb trees, gates, railings, fences, and the school buildings.
• Respect the property rights of others.
• Leave the premises immediately after school duties/responsibilities are completed.
• Buying/selling of personal items and trading are not allowed.

 General School Rules, School Policies and Disciplinary Guidelines - DOWNLOAD

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Assessing the impact of school rules and regulations on students’ perception toward promoting good behavior: sabian secondary school, dire dawa, ethiopia.

1. Introduction

1.1. background of the problem, 1.2. motivation and innovation, 1.3. beneficiaries.

• It will address the issues for curriculum developers related to students’ discipline in the context of creating good citizens.
• It will help school administrators to come up with rules and regulations that are effective and efficient in discipline enhancement among students and staff.
• It will help in addressing issues of student indiscipline and parents, and the wider society will benefit since the costs associated with student indiscipline will be minimized.

1.4. Operational Definitions

• School rules: These include principles or orders that guide the behavior of students in schools.
• School regulations: These include daily timetable procedures of carrying out activities in school as individuals or in groups.

2. Literature Review

2.1. school rules and punishing offenders, 2.2. students’ participation in the formulation of school rules and regulations, 2.3. students’ attitude toward school rules and regulations, 3. data and methodology, 3.1. target population, 3.2. sampling techniques and data collection instrument, 3.3. sample size determination, 3.4. statistical model, chi-square test of independence, 4. results and discussion, 4.1. descriptive statistics, 4.1.1. perception on the school rules and regulations toward promoting good behavior, 4.1.2. awareness on school rules and regulations and perception in promoting good behavior, 4.1.3. parents’ education level and perception toward promoting good behavior, 4.1.4. parents’ employment status and perception in promoting good behavior, 4.1.5. punishment for misbehavior and perception in promoting good behavior, 4.2. test of associations (chi-square), 4.3. discussions, 5. conclusions and recommendations, 5.1. conclusions, 5.2. recommendations, acknowledgments, conflicts of interest.

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• Kwayu, A.I.; Ishikaeli, A. Perceptions of Secondary Student in School Rule and Regulation in Promoting Acceptable Behavior. Master’s Thesis, Tanzania Moshi Secondary School, Kilimanjaro, Tanzania, 2014. [ Google Scholar ]
• Aggrawal, T. Student Participation in Formulation and Implementation of School Rules ; Sage Publications: London, UK, 2004. [ Google Scholar ]
• Byarugaba, M. The Future of Ideas: The Fate of the Commons in a Connected World ; Vintage Books: New York, NY, USA, 2001. [ Google Scholar ]
• Herbert, K. The Influence of Discipline Management by Head Teachers on Students’ Academic Performance: In Selected Private Secondary Schools. Master’ Thesis, Makerere Univeristy, Busiro County, Uganda, 2009. [ Google Scholar ]
• Cotton, N. Student Discipline and Motivation: Research Synthesis ; Regional educational Laboratory: Portland, OR, USA, 2000. [ Google Scholar ]
• Mafabi, B. Education Management and Administration in Kampala ; Makerere University: Kampala, Uganda, 2009. [ Google Scholar ]

Share and Cite

Fekadu, A.A. Assessing the Impact of School Rules and Regulations on Students’ Perception Toward Promoting Good Behavior: Sabian Secondary School, Dire Dawa, Ethiopia. Stats 2019 , 2 , 202-211. https://doi.org/10.3390/stats2020015

Fekadu AA. Assessing the Impact of School Rules and Regulations on Students’ Perception Toward Promoting Good Behavior: Sabian Secondary School, Dire Dawa, Ethiopia. Stats . 2019; 2(2):202-211. https://doi.org/10.3390/stats2020015

Fekadu, Alemneh Amesalu. 2019. "Assessing the Impact of School Rules and Regulations on Students’ Perception Toward Promoting Good Behavior: Sabian Secondary School, Dire Dawa, Ethiopia" Stats 2, no. 2: 202-211. https://doi.org/10.3390/stats2020015

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Factors that contribute to School Rule Violation as perceived by the Grade 7 and 8 Students S.Y. 2014-2015

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DISCIPLINE AS AN INTRUCTIONAL STRATEGY Ruby Aban – Perez [email protected] Cebu Normal University ORCID No. 0000-0002-6917-045X Abstract – The researcher was motivated to work on the problem of school discipline which could lead to formulating guidelines on student conduct and behavior to minimize if not eliminate the occurrence of school disruptions and misbehaviors involving the youth. It addressed problems on physical conflict, abuse, student use of alcohol and illegal drugs, possession and occasional use of weapons. It explored the extent of intervention techniques applied by the teachers in dealing with school disciplinary problems as observed by the students; counseling and modelling. This study used exploratory survey and descriptive analysis on the enforcement of discipline in the public high school. Research instruments consist of two questionnaires and two interview guides were purposely prepared for the study. Frequencies, means, percentages, and ranking were used with tabulated data. Findings showed the occurrence of serious disciplinary problems in schools attributed to the home and school environments, school managements, classroom strategies used by teachers, and parent control of their children. This study will be an important inclusion in textbooks for teacher training or a helpful literature or reference to add to the internet journal resources. Keywords: Pedagogy, discipline, instructional strategy, descriptive exploratory, Philippines

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Philippine E-Journals

Home ⇛ tip research journal manila ⇛ vol. 4 no. 1 (2007), relation of students’ awareness of school rules and regulations to institutional discipline.

Enrico P. Chavez

Discipline: Education , Social Science

Students have been into different information drive about the Institution such as the freshmen orientation and departments general assembly to inform their rights and duties as students. In addition, they are reminded of the things they should avoid while inside or gaining entry to the campus. This study was undertaken to determine the relation of student awareness on the campus rules and regulation. This study also dealt with the different means of awareness campaign that the school had been using for many years.

To determine the relation of awareness of students, variables were used to set a factors such as school rules and regulation, gender, age, student manual, bulletin board, school policies, minor violation and faculty member, which directly influenced the awareness of the students on school rules and regulations to institutional discipline. The data were collected from students who had violations from December 2006 to January 2007. The logbook of the security office served as the main source of data and the questionnaires were distributed to all minor offense violators.

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Effective Implementation of School Rules and Policies in Maintaining Discipline Among Senior Highschool Students: Toward a Guide

• Stephanie Luz
• Cindy Belbes
• Blessy Gerlaban
• Marissa Gatpo
• Christian Santosidad
• Reynold Bangalisan, LPT

School discipline relates to the action taken by a teacher or the school organization toward a student (or a group of students). School rules can guide the children’s behavior or set limits to help them learn to take care of themselves, other people, and the world around them. The school system sets rules and policies. Discipline aims to set limits restricting certain behavior or attitude that are seen as harmful or against school policies, educational norms, school traditions, etc. The focus of discipline is shifting, and alternative approaches are emerging due to notably high dropout rates and disproportionate punishment upon minority students. This study utilized the quantitative experimental research design, purposive sampling was utilized in this study to select the respondents. Two groups of respondents composed of 25 senior high teachers from different strands and 25 senior high school students of Bestlink College of the Philippines answered the instrument. The instruments utilized in the study were questionnaires, interviews, data gathering procedures, and instrument validation. Profane language had the highest overall weighted mean of 3.55 from senior high school teachers and 3.31 from senior high school students. Based on the findings, the researchers proposed guidelines that may be crafted to maintain discipline on the services and implementation in different offices of the said institution to improve the existing rules and policies of school that may serve as a guide of the problems to be in future. The researchers recommended improving the health services of the clinic, which leads to insufficient services and implementation. The researchers also recommended that school rules and policies should be consistent implemented from the day it was implemented. The rules and policies may change. In case of changes, there will be a reorientation of the forum regarding the changed policy forwarded to the students, teachers, administrations, and parents.

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DepEd urges parents to be informed on school policies

PASIG CITY, March 4, 2017  – The Department of Education (DepEd) is encouraging parents to provide time for the welfare of their children by attending school meetings or parent-teacher conferences, and being informed on school policies.

The call was made by DepEd following the tragic accident during field trip in Tanay, Rizal that killed college students.

In an interview, Undersecretary Jesus Mateo said that parents should participate in school conferences, especially during the opening of classes, to meet the teachers and principals and be aware of school policies.

“Parent-teacher conferences are where the policies, rules and regulations of the school are being discussed, and we encourage the parents to be involved in school activities, to attend meetings and be informed,” Mateo said.

Mateo added that it is during school meetings that teachers discuss the activities for the year. This is also the time for parents to raise questions and clarifications or make suggestions, such as on the conduct of field trips.

Mateo said that the DepEd-National Capital Region (NCR) is implementing the policy in schools divisions by creating a committee on field trip evaluation.

“The task of the committee is to examine the field trip proposals submitted by the public elementary and secondary schools under their jurisdiction before allowing them to proceed.”

He added that the committee, as a practice, evaluates the relevance of the activity to the lessons, including the values to be derived from it. Safety measures of the children are included in the guidelines for evaluation.

The DepEd reiterates its policy that school field trips are not mandatory. Moreover, schools are ordered to refrain from conducting punitive activities that put to disadvantage or affect the academic standing of students who are unable to join.

The policies on educational tours are based on DepEd Orders No. 56 s. 2001, No. 51 s. 2002, and No. 52 s. 2003.

Students’ Involvement in Establishing School Rules Essay

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Introduction

Student’s participation is important in the learning process. Learning involves processes that require participants to be proactive, rather than being dormant. These processes include a lot of activities that familiarize human beings with their environment. Like any other civilized organization, schools and other learning environments require rules and regulations that guide their behavior. This paper seeks to develop a plan that can be used to ensure students involvement in establishing rules and regulations, which guide behavior in learning environment. Good codes of conduct are critical to performance in schools.

Plan for establishing rules in schools

As stated in this paper, participation is important in learning. The plan discussed in this paper is based on participation of students in drafting rules. Students often get involved in mischief. This is why there is a need for a different approach in rule making. To avert this kind of behavior, a good plan for establishing rules in schools is necessary. The process of setting rules in this case will be free and democratic.

Schools are establishments in a society and as such, students should enjoy participating in processes that have a direct impact on them. Rulemaking in schools will be democratized. Bearing in mind that some schools have big populations, which makes it hard to hear every voice, it will be important to have a formula for representation. Responsibility should be taught at early stages.

This program will also enhance student’s leadership skills. All stakeholders will play a role in rule making. It will be an annual activity done at every beginning of the academic year. To kick off the process, the following will be done:

• Creation of Interim Election Board- considering that this is a new plan, Interim Election Board will comprise of teaching staff but majorly students to conduct a free and fair elections of representatives. Most schools appoint representatives based on their academic performance. The Elections Board will be mandated to conduct elections.
• Establishment of Students’ Representatives Parliament- the elected officials will form a parliament and a member of teaching staff preferably will be the speaker. This is to ensure neutrality. Subcommittees in parliament will be formed and given different roles such as Law making, sports and entertainment. The parliament will also create a permanent Election Board mandated to oversee elections.
• Law making process- this will be the most important stage of the plan. Students will get involved in drafting rules and regulations. The process will start with parliament committee in charge of laws. The committee will be responsible for collecting student’s views before tabling them in parliament after which they will debate on it.
• Executive committee- this will be the supreme body in rule making. It will comprise of staff s, students’, non-teaching staff and parents’ representatives. It will be chaired by the school head. They will have the power to finally accept students’ drafted rules, to be made laws of the school.

This plan can also be applicable in a small classroom where every student will take a role in law making. The process will be part of the school’s traditions. Equitability will be ensured by forming a committee that will be responsible for different functions. The program will need evaluation at the end of every academic year, to get changes that can be made. By making the process a school tradition will award the process required consistency. This program is aimed at teaching student’s social responsibility and leadership skill at early stages in development. The school administration, which plays an oversight role, will ensure that high quality rules are formulated and implemented.

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Senior High School Orientation for Students and Parents

Senior High School (SHS) is a new addition to the Basic Education Curriculum. A good orientation assists students, as well as parents, in transitioning from Junior High School (JHS) and guides them in the next step of their educational journey.

READ: Class Activities for the First Three Weeks of Senior High School

Table of Contents

• To create a welcoming environment for students and parents and encourage in them a positive attitude towards SHS.
• Build a sense of community among the students, faculty, and staff by providing opportunities for introduction, communication, and interaction.
• To provide information on the rules, regulations, programs, facilities, and services of the school and how these can support their academic and personal goals.
• To facilitate transition from JHS to SHS by letting students and parents know what to expect in the coming school year (SY).

SUGGESTED PROGRAM:

Schools shall have the freedom to design their SHS Orientation Program. The topics can be divided into 2 half-day sessions for students and should be done on the first week of classes. During orientation days, schools are permitted to end their SHS classes early. If parents are unavailable on the intended days, a separate orientation for them can be done on a weekend.

DAY 1 Suggested Topics

• Orientation Information
• Important School Policies
• Administrative Concerns

DAY 2 Suggested Topics

• Academic Information
• Learner Support

School Heads, in coordination with the teachers, may combine the orientation program topics with those found in the 3-week DLL as long as the orientation for students is done in the first week.

IMPORTANT TOPICS TO DISCUSS:

Your school may choose to include more topics or activities aside from those listed here. If your school already conducted an orientation, this can serve as a checklist to see if there are things that you still need to discuss.

1. Orientation Information

Your school and program offerings

Introduce your school. Share a little background and information – how many SHS students are enrolled for the SY, how big is your faculty and staff, the preparations you have done to ensure that they will have the best SHS experience. Also, share why you are offering your tracks/strands. What did you find out about student interests in your community? What is the context of your school community?

About Senior High School (SHS)

What is SHS in the context of K to 12?

• how it was designed with their best interest in mind and is an education system suited for the 21st century
• how it is based on their interests and provides them with options
• how it is a stepping stone to what they want to be after high school and helps them pursue a better life

Your industry partners

Introduce your industry partners, especially if students will hold some of their classes in a Technical-Vocational Institution. You may invite a representative from the industry partner or you may create a presentation about who they are and what they do.

Expectations

What do you expect from your students? Academically? Behaviorally?

2. Important School Policies

School rules and regulations

What are your rules and regulations on the following:

• start and dismissal of classes
• attendance, tardiness and absences
• proper attire (especially when in laboratories or when handling machinery)
• bringing of gadgets (cellphones, cameras, tablets)

Student code of conduct

What do you consider proper and improper behavior in school? What are consequences of improper behavior?

Child Protection Policy

What are your protocols for bullying and harassment ?

No Collection Policy

Explain the “No Collection” policy and discuss which fees may be collected on a voluntary basis based on DO 41, s. 2012 and DO 66, s. 2012 .

*Note: It is important to ensure that the rules and regulations set by your school are in accordance with existing laws and DepEd policies.

3. Academic Information

Your faculty and subject group heads

Introduce their teachers and the subject group heads.

Learning in SHS

How will learning in SHS be different from JHS? You may talk about the following:

• They will experience a different curriculum from JHS (more advanced, more specialized)
• They will take specialized subjects which may be taught by a practitioner, or working professionals in their industry
• They will undergo work immersion and research where they will have to apply what they have learned from their different subjects

Inform the students that after they graduate from SHS, they can choose to 1) be employed, 2) start their own business, 3) go to college, or 4) get higher certification to develop more specialized skills.

SHS subjects

Discuss the differences among core, applied, and specialized subjects. You can show the students the list of subjects they will take for their track/strand.

Schedule of classes

Present the schedule of subjects and the daily schedule for the 1st semester of Grade 11.

Grading system

Discuss how they will be graded and assessed based on DO 8, s. 2015.

4. Learner Support

Youth formation services

Invite students to take part in the Supreme Student Government (SSG) as student leaders or be members of other clubs and organizations in your school. Introduce the moderators of the SSG and other clubs and organizations.

Guidance and Counseling services

Introduce your guidance teacher/career advocacy teacher. S/he may discuss what your guidance, career advocacy, and counseling services offer and what is your protocol for guidance and counseling concerns.

Health and nutrition services

Introduce your clinic teacher. S/he may discuss what your health and nutrition services offer.

ICT services

Introduce your ICT teacher. S/he may discuss the protocol for using the ICT laboratory and procedures for asking for permission to use it for academic-related research.

Library services

Introduce your librarian. S/he may discuss what collection of books you have and what services are offered by the library to help them find the right references for their assignments and research.

Sports programs

Introduce the moderator of your sports programs. S/he may discuss the after-class sports programs and varsity teams in the school that can help the students remain fit and healthy.

5. Administrative concerns

Your administrative staff

Introduce the rest of the staff that have not been introduced: your registrar, maintenance and security staff, and property custodian.

Calendar of activities and important dates

Inform students and parents of important dates to remember based on DO 23, s. 2016 .

DRRM protocol

Explain the school protocol in case of disasters like fire or earthquake.

Logistical arrangements

Discuss the plan for inflow and outflow of students during start of classes and dismissal time in the first week.

School communication processes

Tell students and parents how they can inform and contact the school for feedback, issues, and concerns.

Parental support and participation

Emphasize the important role of parents in student success. Encourage parents to join the Parents-Teachers Assembly (PTA) and other activities in school and inform them how they can help the school.

OTHER IDEAS:

• Include a tour of your school facilities and your partner facilities if possible
• You can have small group discussions with students where teachers can sit with a group to discuss their questions and concerns
• Have students sign a conforme for the student code of conduct
• Include a short community building activity with parents
• K to 12 Messenger Primer
• SHS Student Primer
• SHS Manual of Operations
• Infographics on Classroom Assessment (found on the DepEd website or DepEd Order No. 8, s. 2015)
• Video: Ano ang pangarap ng kabataang Pilipino?

Sa ating patuloy na pagtaguyod ng pinakamalaking reporma sa edukasyon, siguraduhin natin na walang batang maiiwan at tayo ay patuloy na magsisilbing gabay tungo sa katuparan ng mga pangarap ng bawat kabataang Pilipino.

Kayang-kaya, sama-sama para sa edukasyon.

Read:   Revised Guidelines on the Opening of Classes

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DOWNLOAD: Senior High School Orientation for Students and Parents

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

3 thoughts on “Senior High School Orientation for Students and Parents”

My mom told me I would be taking tests so thank you for this information

Good Day! Pwede ba akong makahingi sa inyo ng DLL sa Genreal Mathematics at Introduction to the Philosophy of the Human Person. Maraming salamat.

Hi Sir Mark, SHS po ako ng Quezon Province and I need help. Can you help me for the DLL in particular to my subject ENTREPRENEURSHIP? Thanks,

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Philippine Schools’ Haircut Policy: Effective? Argumentative Essay

The standard haircut policy for most schools and universities in the Philippines is 2 x 3 or better known as “barber’s cut”. To give you a clear picture, the hair is cut two inches shaved on the sides, and three inches shaved on the back. Some schools that implement such policy are Aquinas School, St. Andrew’s School, and Don Bosco Technical Institute. Like every other policy, haircut policy applies to a certain category of people; males only. By regularly having a haircut, the students keep in mind that they have something to accomplish at a certain time every month.

That is the disciple that the school administrators emphasize. In my opinion, the 2 x 3 haircut policy is not necessary for implementation in schools because it has no effect or contribution to a student’s learning. “The barber’s cut looks neat and clean, according to the administration of the schools that implement the policy. It makes the student look decent and respectable. Fine young men are how male students with such hair style are treated. It’s quite hygienic as well because the possibility of messing up the hair through over-styling is removed.

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It is also easy to groom this hair style, so it saves students time. ” In schools, where we are taught right Christian values, ironically is the same place where being judgmental is inevitable. Just because one has longer hair than the prescribed, it doesn’t make him any less of a person. One can also look neat and presentable by sporting a hairstyle without resorting to this “white side wall” cut. Take for instance the hairstyle of local celebrity, Robi Domingo. He managed to graduate with flying colors in Ateneo de Manila University!

Pardon my ignorance, but I cannot understand what is so time consuming with styling male’s hairstyle when you can only finger combed a shorter hair? Isn’t styling ladies long shoulder length hair, more tedious than male’s ear-line hairstyle? How come the policy only applies to male then? Everyone wants to look good. I certainly want to look good. But by sporting a barber’s cut, how can I? Other people aren’t comfortable with it either. Also, there are other ways to discipline students other than the implementation of this haircut policy. Perhaps an even stricter policy on cleanliness would be more accepted by everybody.

Additionally, either having hair cut short or growing it long won’t have any effect on a student’s learning in school. So, why do we need to abide by such rule? It’s everybody’s right to choose how he or she should look. Forcing a student to look different from how he would like to, has a considerable effect on his confidence and self-esteem, which can then affect his performance in school. Lack of self-esteem can cause depression, and depression hinders performance. It is a shallow reason to show unsatisfactory performance in school just because of the lack of self-esteem due to barber’s cut.

Schools should probably change it to a policy that gives them freedom regarding hair styles but mirrors the parameters of decency together with it. As long as the student looks decent and neat with the hair style he prefers, it should be allowed. Wouldn’t it be fairer if we have freedom on how we want to look? We have our own preferences on how we want to look. All of us want to appear the best we can, because it shows that you care for yourself. It’s a way to express who we are, and we shouldn’t be hindered from showing others our individuality.

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Uwl’s approach to student-athlete punishments: a blend of ncaa rules and personal philosophy.

Just as level of play, time commitmen t  and skill vary between Division I and Division III schools, so do the rules and regulations put in place by the National Collegiate Athletics Association (NCAA). At Division I and Division II schools, student-athletes must meet eligibility standards set in place by the NCAA. At the University of Wisconsin-La Crosse, this looks different.  

A t the Division III level decisions regarding eligibility requirements are left up to the universities to decide . Here a t UWL student-athletes adhere to the rules set in place by the NCAA, the Wisconsin Intercollegiate Athletic Conference ( WIAC) and the National Collegiate Gymnastics Association (NCGA).  

UWL student-athletes get the information they need regarding eligibility through the UWL Athletics Code of Conduct and a yearly mandatory meeting with the Deputy Director of Athletics, Erin Hanson. This meeting gives athletes a refresher course on NCAA rules for all divisions and specific expectations UWL has for its   athletes.  

These expectations include a strict no-drugs and no-alcohol policy, a minimum GPA requirement of 2.0, Title IX policies and more. For both minor and major violations of the Code of Conduct, head coaches work with Director of Athletics Kim Blum to find a reasonable punishment for the broken rule . If the insubordination is serious enough, other parties, such as law enforcement, may become involved.

With enforcement left up to Blum  and the respective head coach, it is up to each head coach to determine team rules and how to implement them. Each coach at UWL has their own philosophy on how to make sure their athletes adhere to NCAA policies.  

UWL   Women’s Basketball Coach Moran Lonning said,   “I don’t have specific rules really for anything, we strive to create an environment where our girls choose accountability .”  

Lonning emphasized that she prioritizes the character of individual athletes. “ I think through the recruiting process as well I’m trying to navigate finding really high-character  young wome n,” she said. 

Lonning believes   participation in athletics is a privilege and those who don’t treat it that way shouldn’t be a part of the department. Other coaches at UWL share this same view.

UWL Volleyball Coach Deb Sazama said , “ T he NCAA to an extent is our law and if you break the law, there are punishments for your decisions .”  

While both   coaches aren’t afraid to crack down on those who commit major violations of the rules instilled by the NCAA, they are also aware that sometimes people make mistakes. Sazama isn’t opposed to giving second chances regarding a minor infraction, she said, “ S ometimes our sport is what helps people do the right thing .”

Structured schedules and the looming thought of letting a team down help to create an environment where student-athletes not only  strive for what is  best for themselves but also for their teammates.  

UWL Men’s Basketball Coach JT Gritzmacher instills in his players that “ t he pain of discipline is going to be less than the pain of regret .”  

Rather than a list of rules to follow, the basketball team has an all-encompassing saying : “ R epresent the L ”. This phrase is meant to set a standard for their sport in all facets of life , a  philosophy centered around players being disciplined for the good of the team.  

The UWL a thletic d epartmen t holds the sentiment: “Building Champions. In Sport. In School. In Life ”. This saying is deep ly rooted in every athletic team on campus. It is the foundation of the culture the a thletic d epartment strives for and is something all coaches, athletes and advisors know by heart.  

Sazama made her final comments on punishments in sports. She said, “ I t’s so much of the culture that you build within your program… you get what you tolerate .”  

In the entirety of the time these three coaches have been at the head of their program s, there have been only minor academic issues within their teams. They attest   they feel no need to micromanage their players because of the relationship between themselves and the team. All three   coaches praise their players’ characters and the culture they’ve built on their teams because of it. While there will always be rules and regulations in place, it seems the student-athletes at UWL have yet to clash with them.  

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