On Juvenile delinquency

Media

Part of Philippine Educator

Title: On Juvenile delinquency
Creator: De Guzman, Felipe L.
Language: English
Source: Philippine Educator, XII (3) August 1957
Year: 1957
Subject: Juvenile delinquency; Behavior disorders in children; Prevention of juvenile delinquency; Lesson planning
Rights
Fulltext: On Juvenile Delinquency DURING the good part of last year, newspapers came out with screaming headlines about teen-age crimes: from breaking glass windows and petty robberies to rape, arson, and murder. Manila's edifices and concrete walls were emblazoned with advertisements of teen-age gang names and activities. Wild parties seemed to be the order of the day. "It's the parents' fault!" many cried. "Blame the schools. It is their responsibility," others accused. "It is due to comic .books, indecent movies, and other pornographic literature that abound in the country today," still others argued. Not one but perhaps all these help in one way or another in putting up the problem of juvenile del!nquency to such proportions. But the problem was not confined to Manila. It was true in Zamboanga, in Cebu, in Cagayan, in Pangasinan - in the whole country where there were young boys and girls. But more so in urban areas, though. And so, as teachers we can only help - first as a model to our teen-age hero-worshipping wards and then to teach them through the curriculum: by letting them become aware of the problem they themselves may be unconsciously in and to let them realize how it affects them and their community. . The following is a teaching-learning unit that may be used for the purpose by any teacher who is im., hued with the spirit to help his country and people. A little modification to suit local needs, problems, and resources is in order. TEACHING-LEARNING UNIT ON JUVENILE DELINQUENCY - GRADE VI OBJECTIVES: A. Attitudes, Appreciations, Ideals 1. To develop interest towards work. 2. To appreciate one's own effort. 3. To appreciate work. 4. To develop interest in reading newspapers, magazines, books, and other printed matter which promote wholesome reading. 5; To appreciate government action in combating gambling and teen-age vandalism. 6. To appreciate the help extended by the NBI, AUGUST, 1957 By Felipe L. de Guzman Welfareville, SW A, and other agencies in combating delinquency. 7. To appreciate rural life. 8. To appreciate folk literature. 9. To develop the ability to admire other people and their good deeds. 10. To appreciate the thoughtfulness of parents towards their children's welfare. 11. To appreciate obedient and virtuous children. 12. To appreciate the help of resource persons. 13. To appreciate the effort of some people in providing recreational facilities for the community. 14. To appreciate and patronize our own products. 15. To appreciate education as a means of solving our life problems. 16. To develop the attitude of looking at the better side of things. B. Knowledges, Ideas, Facts 1. To know how to use our hands for making an honest living. 2. To know and understand that gambling is a social evil. 3. To know and understand the other social evils. 4. To learn some art activities: drawing, postermaking, etc . 5. To know every day happenings by reading newspapers, listening to radio programs, etc.but not by gossiping. 6. To know what the government is doing to combat gambling and other social evils. 7. To know the work of Welfareville, Boys' Town, and other institutions in promoting better citizenry. 8. To know the work of the NBI, the PC, and other police organizations in combating crime. 9. To know how to make simple plays, stories, and the like aeout the living conditions of our people. 10. To know how to make use of available materials in the solution of problems. 11. To know how to locate materials for one's use. 12. To know how other people can help solve community problems. 13. To know how to be obedient and virtuous. 14. To know how to meet people. PAGE 21 15. To know how to interview people. 16. To know how to write letters, questionnaires, poems, stories, etc. 17. To know how to solve problems. 18. To know how to make grap0s, murals, friezes, movie rolls, posters, albums, clippings, dioramas, etc. 19. To know what occupations may be undertaken to spend one's leisure. 20. To know certain handicraft activities using local materials. C. Skills, Habits, Abilities 1. To develop the ability to use our hands for hone.st work. 2. To develop the ability to engage in art work. 3. To develop the ability to make posters in the campaign against gambling and other vices. 4. To develop the habit of reading good literature. 5. To develop the ability to create literary material. 6. To be able to write clown although simply local folklore. 7. To form the habit of taking note of observations. 8. To develop the ability to engage in some profitable occupation. 9. To develop the ability to make use of available community resources. 10. To develop the habit of using time wisely. 11. To develop the ability to budget one's time. 12. To develop good habits of work. 13. To develop speed, accuracy, and neatness in all activities. 14. To develop the ability to participate in group activities actively. 15. To develop the ability to make use of tables of contents, indices, and other library facilities. 16. To develop the ability to do reflective thinking. 17. To develop the ability of becoming a good follower as well as a leader. 18. To develop the habit of using one's leisure wisely. 19. To be able to participate in a debate: "Are parents responsible for the bad conduct of their children?" "Are parents to blame for juvenile delinquency? D. Human Relations 1. To be able to get along with the members of the group. 2. To be able to entertain resource persons and other visitors. 3. To be able to help one's parents get closer to the school. 4. To promote better parent-teacher relations. 5. To promote better understanding among people. PAGE 22 CONTENTS: A. Major Problem - Juvenile Delinquency B. Minor Problems: 1. Causes of Juvenile Delinquency 2. Forms of Juvenile Delinquency 3. Ways of Combating and Preventing Juvenile Delinquency 4. Ways of Spending Leisure Time Wisely ACTIVITIES OR EXPERIENCES: A. Approach 1. The class may be taken out to the community to observe what is going on. Later in the classroom, discussions will be made on the problems of the community. 2. In addition, pictures may be displayed on the bulletin board of the classroom on teen-age gangs, gambling, government activities to solve juvenile delinquency and other social problems. 3. Clippings, articles, posters, etc. may further help focus children's attention to the problem. B. Setting Criteria to be followed in choosing the topic to be studied. E.g.: 1. Is the topic very pressing community problem? Or, Is there a very pressing need to study the topic? 2. Is the topic new and interesting? Has it not been studied before? 3. Are there available references or Jnaterials to be used for the study of this topic? 4. Is the topic within our ability to understand? C. Raising of problems. Through the buzz session, the children may be able to raise the following questions: , 1. What i,s juvenile delinquency? 2. What are the causes of Juvenile delinquency? 3. Why are parents blamed for teen-age wrongdoings? Or, Who are to blame for teen-age wrong-doings? 4. What is the part of schools and other agencies in the development of juvenile delinquents? 5. Why are there juvenile delinquents 1 6. Why is gambling bad? •· 7. Why is smoking not good? 8. What are the things that our young delinquents do? 9. How d~s drinking liquor influence delinquency? 10. Why is the "barkada" system not good? 11 . How do delinquent parents affect their children? 12. What is the government doing to stop juvenile. delinquency? 13. What can the schools, churches, boy scout' THE PHILIPPINE EDUCATOR organization, girl scout organization, 4-H club, and others do to help develop better boys and girls? 14. What is the practice of local politicians toward juvenile delinquents? 15. What is the effect of liquor to the body? Of cigarette to the body and its growth? 16. Why do members of teen-age gangs or "barkada" result to stealing and sometimes killing? 17. What can parents do to prevent juvenile delinquency? 18. What should the police do to check juv_enile delinquency? 19. Instead of gambling, drinking, and other vices which may result in stealing and killing, what may we do to spend our leisure time wisely? 20. What are the most profitable ways of spending leisure? 21. What is the Welfareville? the SW A? the NBI? What do they do? D.- Teacher-Pupil Planning. Among others the teacher and his pupils may plan: 1 . How they can answer the problems raised. What are the various ways by which their questions may be answered? The following may be stated:. a. Reading books, magazines, newspapers, etc. b. Studying pictures, graphs, figures, stories, etc. c. Seeing films. d. Interviewing people. e. Inviting resource persons and listening to them. f. Going on field trip. g. Writing questionnaires, stories, poems, etc. h. Observing the community. Then, how can they show that they have answered their problems? They may make the following to show what they have done: a. murals depicting that gambling, stealing, or any other vice is bad. b. albums of stories, pictures, or poetry about the unit. c. frieze showing ways of spending leisure. wisely. d. posters campaigning for the better use of ·leisure. e. movie rolls depicting the life of teen-age gangs and the effects of these on good society. f. dioramas depicting scenes about the unit. g. drawings, paintings, sketches, etc. h. graphs showing the rise and fall of juvenile delinquency in Bayambang, as well as in the entire country. i. charts showing the number of people livAUGUST, 1957 ing in each purok in Bayambang, the num. her of those who have occupations, the number of those who are professional gamblers, etc. j. stories about the unit. k. generalizations about the topic being studied. 1. vegetable gardens to show what can be done to spend one's free time. m. handicraft articles to show what can be done during leisure time. n. demonstrations by children how to use leisure time better by actually doing things during week-ends and off-hours: polishing shoes, selling newspapers, bread, etc., running errands, etc. o. program where the children may finally show to all their classmates and perhaps to their parents about all the things they have done. 2. Where they could secure the materials that they would use for the solution of their problems. The following questions, when answered properly, may yield needed results: a. Where can you find the books that you may read? From the school library? the homeroom library? somebody's personal library? from somewhere else? b. Where can you find the magazine that you need? c. Where can you get the Manila paper, the coupon bond paper, the color, etc., that you need? Will you buy them? Individually or by groups? Can you borrow from someone? d. Where can you secure the bamboo to fence your demonstration garckn? Will you ask someone who has bamboos? Will you create a committee to do this? Or, will each one take care of himself? e. Where can you secure additional information or data on your topic of study? Who may be approached? f. Where in the community can observations be made on gambling, drinking liquor, and the like? 3. What rules they should follow as guides in their activities. Perhaps they will cooperatively raise the following: a. Let us, do our work well. b. When we start something, let us finish it promptly and well. c. Let us respect the rights of others. d. Let us cooperate with our classmates. e. Let us do our best in everything we do. 4. Their time schedule, both for the whole unit as well as for the daily activities. PAGE 23 5. Their winding-up or culminating activ:ities. It could be a general reporting of what have been done. It may include presentation of things made: murals, dioramas, friezes, graphs, movie rolls, etc.; of stories written; of songs learned; of a debate whose topic has been studied; etc. E. Evaluation 1. Cooperative Teacher-Pupil Appraisal. The pupils through the teacher's stimulation and guidance may set up criteria for evaluating how each pupil worked, us: a. Did I follow the rules? b. Did I participate actively in the work? c. Did I cooperate willingly with my companions? d. Did I keep myself busy always? e. Did I follow my plans well? or how the group reported, as: a. Was the report interesting? b. Did it answer the problem correctly? c. Was the report written in good English? d. Was the reporter himself? 2. Teacher Appraisal. The teacher may make use of the following to evaluate the child and his wo-rk: a. observations b. anecdotal c. sociometric charts d . achievement tests e. study of child's works f. role playing 3. Pupil Appraisal. The pupils through the direction -of the teacher may keep diaries and write compositions on how they feel and think about things. F.. Other Activities classified under subject areas: 1 . Language Arts a. Writing compositions, letters, questionnaires, stories, plays, observations, experiences, etc. b. Speaking or telling observations, stories, anecdotes, etc. c. Participating in a debate, discussions, etc. d. Reciting poetry. e. Using new words learned in oral and written speech. f. Having exercises on intonation, enunciation, and pronunciation. g. Reporting what has been done. h. Reading books, newspapers, magazines and other references. I. Making use of tables of contents, indices, etc. j . Using the dictionary and other general reference materials. PAGE 24 2. Arithmetic a. Making graphs: bar, broken line, circular. b. Interpreting graphs and other charts. c. Reading and writing numbers. d. Studying percentage. e. Solving problems related to community problems. f. Performing the four fundamental operations with emphasis on weaknesses as found in diagnostic test. 3. Elementary- Science a. Knowing the effect of drinking liquor and of smoking to the body. b. Knowing the right kind of soil for planting. c. Preparing the soil for planting. d. Planting vegetables considering proper seed selection, etc. e. Studying the superstitious beliefs of the people and how these affect their attitude towards life. 4. Music and Art. a. Drawing, Painting, Sketching, Etching, Coloring, Spattering, etc. b. Singing folk songs of the community. c. Creating songs. d. Listening to or singing songs for enjoyment. 5. Industrial Arts Home Economics a. Learning handicraft activities to engage in during hours of leisure: 1. crocheting 2. sewing 3. mending 4. weaving buri or bamboo strips for fan 5 . toy making 6. others b. Making movie roll frame for classroom use. 6. Physical Education a. Participating in wholesome group games to learn and enjoy them and which may be used later for leisure time purposes. b. Participating in marching and other activities for the development of the human body. REFERENCES: A. Printed 1 . General References a. "Can The Young Be Blamed?,'' I. V. Mallari. Graphic-Kislap, Jan. 13, 1956. P. 4. b. "How Do You Know Your Child Won't Be a Delinquent?" Estefania Aldaba-Lim, Graphic-Kislap. June 27, 1956. P. 10. c. "The Pinball Menace,'' Martin A. Ocampo. Graphic-Kislap, Apr. 25, 1956. P. 18. d. "Why Adolescents Smash Glass Windows, THE PHILIPPINE EDUCATOR Maximo Ramos. Sunday Times Magazine. June 24, 1956. P. 2't>. e. "Crime Among The Youth," J. C. Tuvera. Sunday Times Magazine, Jan. 16, 1956. P. 20. Also, STM, Jan. 23, 1956; Jan. 30, 1956; and Feb. 6, 1956. f. "The Truth About Cancer (Cancer of the Lungs)," Dr. Charles S. Cameron. Manila Times. g. "For People Who Want To Stop Smoking And Don't Quite Know How'', Weekly Women's Magazine, Jan. 7, 1955. h. "What Is Juvenile Delinquency?" Resource Unit on Juvenile Delinquency. Iloilo Normal School Workshop. 1955-1956. 2. For skills CLINICAL RESEARG:H PROVES NEW ANALGESIC TABLET :RINGS fASTf1.QfNTLER, ... MER PAIN RELIEF FOR HfAOACHEs,coios. NEURALGIA ANO TRANCAZOI - a. "Social Reforms," A B1:ief History of the - Philippines, Fernandez, P. 195. works directlythroug~ Your Stomach Wall ! b. How Politeness Won," Philippine Reader~, Bk. VI Osias. P. 3-ff. c. "Aladdin And The Wonderful Lamp," Ibid. P. 17-ff. d. "irhe Little Brown Hands," Ibid. P. 28. e. "Why The Sea Is Salty," Ibid. P. 5-ff. f. "Ao Uninvited Guest," Ibid. P. 58. g. "Boy W:anted," Ibid. P. 139. h. "General Antonio Luna," Ibid. P. 153-ff. i. "Reading and Writing Numbers," Stone Winkle Arithmetic Bk. II, Pp. 1-3. j. "Using Percentage," Ibid. Pp. 110-ff. k. "A Nation's Strength," R. W. Emerson. Essentials of Enylish VI. P. 62. 1. "Correct Usage," Ibid. Pp. m. "The Eagle And the Rat," Tales Our Fathers Told, Laya, Pp. 30-33. B. Audio-Visual 1. ·"Working Together," (Filmstrip, BW) 2. "Developing Re.sponsibility" (Sound film, BW, 10 minutes) C. Human 1. Parish Priest: on the moral aspect of the unit. 2. Justice of the Peace: on the legal aspect of the unit. 3. Chief of Police: on the control of juvenile delinquency. 4 .. Municipal Mayor: on administrative policies regarding the problem. 5. Municipal Health Officer: on the bad effects of liquor. 6. Home Economics Teacher: on some ways to . spend leisure time. 7. Industrial Arts Teacher: on some ways to spend leisure time. 8. UNESCO experts: on any aspect of the problem. 9. School officials. 10. Others. . .. goes straight to the source of your pain ! CAFIASPIRINA'S 3 MARVELOUS "PAIN FIGHTERS" GIVE YOU 3 Times the pain-relieving action of aspirin I THE "WAITING" WAT THERE'S NOTHING QUITE LIKE THIS NEW· FOR• MULA, TRIPLE-ACTION CAFIASPIRINAFOR FAS• When you take an ordinary TEI, GENTLER, lONGEl-LASTING PAIN RELIEF. pain-reliever that must pass Imagine, CAFIASPIRINA gives you through the valve in your not one but two instant-acting pain· stomach before it can do any relievers-plus a third ingredient tha-t good, relief is delayed until the gives you a "lift'' from that depressed valve opens. Medical authori· "let-down" feeling that often accom· ties havr found that some ingredients in a pain. reliever panies pain. All . three of these ''pain can actually slow down absorp- fighters" work together to bring you tion through the stomach wall the fastest relief possible. Before you and delay relief of pain. know it your pain is gone - so is that miserable depressed feeling that accomoanies pain. But wht>n you take triple· action CAFIASPIRINA there is no unnecessary delay - no Science has proved that new for· mula Cafiaspirina is faster - you can prove it too! Try Cafiaspirina now, at any time of night or day, for speedy, gentle, sure relief from pain of headaches, colds, trancazo, rheumatism, neuralgia! waiting for it to go through the 9 valve in your stomach to start working. Medical evidence shows that the instant a CAFI · NEW FORMl/J ASPIRINA tablet starts dis· solving in your stomach, it is absorbed through your stomach wall- and goes straight to the source of your pain. That's why CAFIASPIRINA gives amazingly fast relief! 3 MARVELOUS "PAIN FIGHTERS" IN EVERY WONDER TABLET !