Republic of the Philippines

Mindanao State University

College of Education
Marawi City, Lanao del Sur
Department of Secondary Teaching

“Synthesis for Approaches on GMRC”

Submitted to:
Prof. Cherrilyn N. Mojica
College of Education
Mindanao State University
Marawi City

GED117-Gg

Submitted by:
DIMACALING, Jannamhea P.

March 25, 2024

 “Synthesis for approaches on GMRC”
Introduction
As a future educator, it is imperative for me to possess a comprehensive understanding of
various approaches to effectively engage with my students. By doing so, I can adeptly address
their needs, particularly in fostering good manners and right conduct. This subject presents a
unique avenue for students to introspect, confront, and potentially modify their behaviors, whether
they are conducive to positive outcomes or require improvement. Through mindful guidance and
empathetic mentorship, I aim to cultivate an environment where students feel empowered to
navigate the complexities of ethical decision-making and interpersonal interactions with
confidence and integrity.
Body
There are many approaches in GMRC, and I would like to address these ten approaches
such as trait approach, values clarification, commitment approach, union approach, role play
approach, evocation approach, inculcation, awareness approach, analysis approach, problem-
based approach. (1) Trait approach, this approach in teaching is common in GMRC due to the
focus on developing the students’ specific traits or qualities that are considered important for
individuals to possess. For instance, being sincere when saying sorry to someone, this is very
evident approach to teachers when I was in Elementary because in my Character Education the
teacher always tells us the god values inside the classroom. (2) Values clarification, this approach
will help the students to identify and understand their own personal values by their teacher, for
instance, ranking what is the most important to students, the students will explain effectively his
or her choices or the most important and align their action with their values this involves self-
reflection, understanding the self in relation to social norms. (3) Commitment approach, this
approach recognizes that commitment is not based on feeling but rather a conscious decision to
act in accordance with one’s values, even when faced with conflicting emotions. It requires an
open-mindedness within your environment. It is often used in the case of bullying or discrimination
within the classroom, through this example the students may understand the value of justice. As a
future teacher, I should facilitate how an injustice occurred, so through this example bullying, the
students understands that this behavior is no good because it can harm others. (4) Union approach,
the teacher may help the students to act as a group wherein they are trying to perceive themselves
and act not as a sperate egos but as a part of a larger inter-related whole-human race. A
collaborative activities may offer a teamwork and collaboration to one another. (5) Role play
approach, this approach is common activity that a teacher does, this will give an opportunity to
assume the role of a person or act out a given situation. This could develop their activating skills
and confidence. (6) In evocation approach, this will encourage the students to make spontaneously
free, non-rational choices, without thought or hesitation. The students are free to act but will be
corrected when there is something wrong with his or her behavior. He or she has the choices based
on their inner values and instinct rather than their rational thinking. (7) Inculcation approach, it is
a teacher-centered wherein the teacher will inculcate or teach good values and giving knowledge
acquisition to students like introducing our national heroes and their sacrifices for our country.
Another this, this approach enforces the positive and negative reinforcement to students to enhance
and maintain their good attitudes at the same time omit bad behavior to them. (8) Awareness
approach is awakening the student’s values and becoming aware of it like sharing their
experiences. This approach is very evident in any level because this will enhance their socializing
skills to share their experiences in life like embarrassing and unforgettable moments in their life.
(9) Analysis approach, this offers the students to think rationally and logically. This will help and
urge the students to provide verifiable facts about correctness and value of the topics or issue under
investigation. This approach is mostly in science subjects when there is an experiment that an
analysis is needed. It could also apply in GMRC but as for me, this approach is appropriate in
science and math subjects. (10) The problem-based approach is another valuable instructional
method wherein students are presented with real-world problems and challenged to devise
solutions independently or collaboratively. This approach is particularly effective in subjects like
math and science, where problem-solving skills are essential. In the context of teaching Good
Manners and Right Conduct (GMRC), the problem-based approach can also be relevant and
beneficial. By introducing ethical dilemmas or social situations that require thoughtful
consideration and decision-making, students are prompted to apply moral principles and critical
thinking to resolve them. For instance, scenarios involving conflicts between peers, dilemmas
related to honesty or fairness, or challenges in demonstrating empathy and respect towards others
can serve as fruitful opportunities for students to engage in discussions, reflection, and problem-
solving activities. Thus, integrating the problem-based approach into GMRC education not only
encourages students to think ethically and responsibly but also empowers them to navigate moral
complexities and cultivate positive character traits.
Conclusion
In conclusion, as for me, role-playing approach is considered one of the best methods for
teaching Good Manners and Right Conduct (GMRC) due to its highly interactive and immersive
nature. This approach enables students to actively engage in scenarios that mirror real-life
situations, allowing them to experience and understand ethical dilemmas firsthand. By assuming
different roles and perspectives, I will help the students to develop empathy and gain a deeper
appreciation for the consequences of their actions on others. Role-playing provides a safe
environment for students to explore various behaviors and responses, facilitating open dialogue
and critical reflection on moral values and principles. Through this experiential learning process,
students not only internalize ethical concepts but also enhance their communication, problem-
solving, and decision-making skills. Moreover, role-playing encourages collaborative learning and
fosters a sense of community and mutual respect among students. Furthermore, role-playing allows
me as a future educators to tailor scenarios to address specific GMRC topics, such as honesty,
respect, empathy, and responsibility, making the learning experience more relevant and
meaningful to students' lives. By actively participating in role-playing exercises, students are more
likely to internalize moral lessons and apply them in their daily interactions and decision-making
processes. In short, role-playing approach effectively engages students in GMRC education by
providing experiential learning opportunities, promoting empathy and critical thinking, fostering
collaboration, and facilitating meaningful reflection on ethical behavior.