Search This Blog

Saturday, November 29, 2025

Home / TLE / TLE 8 / TLE8 / TLE8 FCSQ3W2D1: Legal Rights in Beauty Care: RA 7877 and Safe Salon Spaces

TLE8 FCSQ3W2D1: Legal Rights in Beauty Care: RA 7877 and Safe Salon Spaces

on in , ,
Legal Rights in Beauty Care: RA 7877 and Safe Salon Spaces

In this lesson, you connect your TLE-FCS skills with basic legal rights under RA 7877, the Anti-Sexual Harassment Law. In real schools, salons, hotels, and restaurants, everyone has the right to learn and work without unwanted comments, touching, or abuse of power. You will explore what sexual harassment means, who can be affected, and how laws and school policies protect learners, trainees, workers, and clients. You will also practice respectful language, setting boundaries, and simple reporting steps so you can help create safe, professional, and harassment-free spaces wherever you serve.

  • Subject: TLE-FCS
  • Grade: 8
  • Day: 1 of 4

🎯 Learning Goals

By the end of the lesson, you will be able to:

  1. Describe in your own words what sexual harassment is and give at least three examples related to school or salon settings.
  2. Identify the main protections given by RA 7877 for learners, trainees, workers, and clients in education and training environments.
  3. Outline a simple action plan for saying no, seeking help, and reporting harassment to proper school or workplace authorities.

🧩 Key Ideas & Terms

  • Sexual harassment – Unwanted sexual words, actions, or messages that make a person feel unsafe, uncomfortable, or disrespected.
  • RA 7877 – A Philippine law that defines and penalizes sexual harassment in work, education, and training settings.
  • Authority or power – A position that allows someone to influence another person’s grades, schedule, job, or opportunities.
  • Hostile environment – A space where repeated harassment or sexual comments make it hard for someone to study or work.
  • Consent – Clear, freely given agreement to an action; it cannot be forced, traded, or demanded in exchange for favors.
  • Victim-survivor – A person who experiences harassment or abuse; the word survivor shows strength and dignity.
  • Reporting – Telling a trusted adult or authority about harassment so that proper action can be taken.
  • Safe space – A classroom, salon, or workplace where people are protected from harassment and treated with respect.

🔄 Quick Recall / Prior Knowledge

Review what you already know about respect, boundaries, and safety before connecting them to RA 7877.

  1. What behaviors make a classroom or salon lab feel safe and welcoming?
    Show Answer Sample answers: greeting others politely, using kind words, respecting personal space, asking before touching, including classmates in group work, and avoiding hurtful jokes about appearance or gender.
  2. Recall a time you said “no” to something you did not like. How did it feel?
    Show Answer Answers vary. Key idea: saying “no” can feel hard, but it is an important way to protect your boundaries, especially when something feels unsafe or disrespectful.
  3. Name two trusted adults in school you can talk to when you feel unsafe or confused about someone’s behavior.
    Show Answer Possible answers: class adviser, guidance counselor, TLE-FCS teacher, school head, or a member of the child protection committee.
  4. Why do you think safety and respect are especially important in practical subjects like TLE-FCS or beauty care?
    Show Answer Because activities may involve close physical contact, group tasks, and dealing with clients; clear boundaries and respect protect everyone’s body, feelings, and learning.

📖 Explore the Lesson

Checkpoint 1 – Respect, Boundaries, and Power

Mini-goal: Explain why respect, boundaries, and power are key ideas behind RA 7877.

Every classroom, salon, or workplace has people with different roles. A teacher grades work, a salon manager assigns schedules, and a trainer decides who joins a competition team. These roles carry power. Power is not always negative; it can protect, guide, and organize work. The problem begins when someone uses their position to demand attention or favors that the other person does not want, especially when these favors are sexual in nature.

Boundaries are the invisible lines that protect our dignity. They include personal space, private body parts, and topics that should not be used for teasing or jokes. When a classmate makes repeated comments about someone’s body, touches without permission, or sends embarrassing messages, they cross those boundaries. When a person with power, such as a teacher or supervisor, ties these actions to grades or work benefits, the harm becomes even more serious.

RA 7877 exists because learners, trainees, and workers need protection from people who misuse authority. It reminds everyone that no grade, allowance, or job is a valid reason to demand sexual favors. It states that harassment is a violation of rights, not a “small issue” that victims should ignore.

Real-life tie-in: Imagine practicing hand spa with a partner. You are close to each other’s hands and arms, but the goal is to learn a skill, not to flirt or make them uncomfortable. Respectful words and actions keep the practice professional and aligned with safety laws and school rules.

Mini-summary: Respect honors every person’s dignity, boundaries protect their body and feelings, and power must never be used to demand sexual attention. RA 7877 supports these ideas by penalizing harassment in schools and workplaces.

  1. Why is power not automatically bad in schools or salons?
    Show Answer Because power can be used to guide, protect, and organize learning or work. It becomes harmful only when misused to control or take advantage of others.
  2. Give one boundary that must always be respected during practical activities.
    Show Answer Examples: asking before touching a classmate’s hand or hair, avoiding comments about someone’s body, or not forcing someone to share personal information.
  3. How does RA 7877 help when a person in authority crosses someone’s boundaries?
    Show Answer It defines such actions as sexual harassment, sets penalties, and requires schools and workplaces to create procedures so victims can complain and get support.

Checkpoint 2 – What Counts as Sexual Harassment?

Mini-goal: Identify behaviors that may be considered sexual harassment under RA 7877.

Sexual harassment includes many kinds of unwanted behavior with sexual meaning or content. It is not limited to physical contact. It can be verbal, non-verbal, written, or online. Two key questions help you identify it: “Is it sexual?” and “Is it unwanted?” If the answer to both is yes, the behavior may be sexual harassment, especially when the person doing it has power or repeats it even after being asked to stop.

Examples are: persistent comments about a person’s body or clothes; “jokes” about someone’s sex life; sending sexual pictures or messages; staring at body parts; brushing against someone on purpose; or offering good grades, schedules, or opportunities in exchange for a date, kiss, or other sexual favor. Saying “I’m only joking” does not remove the harm or excuse the behavior.

Sexual harassment can also create a hostile environment. This happens when harassment is repeated or common in a place, making others feel tense, ashamed, or afraid. In a TLE-FCS or beauty care lab, a hostile environment might include loud sexual jokes during practice, explicit photos shown in the room, or classmates gossiping about someone’s body while they are trying to perform a service.

Real-life tie-in: Many hurtful actions now happen through phones and computers. Pressuring someone to send “sexy photos,” sharing screenshots without consent, or making sexual comments in group chats can also be harassment, even if the person is not physically present.

Mini-summary: Sexual harassment is any unwanted sexual behavior—offline or online—that harms a person’s safety, comfort, or dignity. It can be one serious act or a repeated pattern that creates a hostile environment.

  1. What two questions help you decide if behavior might be sexual harassment?
    Show Answer Ask: “Is the behavior sexual in nature?” and “Is it unwanted or making someone uncomfortable or unsafe?”
  2. Give one example of sexual harassment that does not involve touching.
    Show Answer Examples: sending unwanted sexual messages, making repeated comments about someone’s body, or sharing sexual jokes directed at a specific person.
  3. How can a hostile environment affect students in a practical TLE-FCS class?
    Show Answer Learners may feel anxious, embarrassed, or unsafe, which makes it hard to concentrate, practice skills, or enjoy learning.

Checkpoint 3 – RA 7877 in Schools and Training Places

Mini-goal: Understand how RA 7877 applies to students, interns, and trainees.

RA 7877 covers offices, businesses, and also education and training institutions. This is important for TLE-FCS because many learners later join work immersion or industry exposure in hotels, restaurants, and salons. The law recognizes that learners and trainees often depend on teachers, trainers, and supervisors for passing marks, recommendations, and job opportunities.

When someone in authority uses that power to ask for sexual favors, it is a serious form of harassment. Examples include a trainer saying, “Go out with me and I’ll make sure you pass,” or a supervisor touching a trainee in a sexual way while pretending to “demonstrate” a skill. RA 7877 states that these actions are not allowed and can lead to penalties.

Schools and training centers are expected to create policies and procedures against sexual harassment. These may include a code of conduct, a designated committee or child protection team, and clear steps for filing complaints. Learners and workers should be informed of these policies so they know their rights and where to seek help.

Real-life tie-in: Some learners fear reporting because they worry about grades, scholarships, or future jobs. Knowing that there is a law and a school policy can give courage to speak up and helps adults respond properly.

Mini-summary: RA 7877 protects students and trainees in schools and training sites. It forbids people in authority from demanding sexual favors and requires institutions to create safe ways to report harassment.

  1. Name two people in school or training who usually have authority over students.
    Show Answer Examples: teachers, advisers, principals, department heads, trainers, supervisors, or industry partners during immersion.
  2. Why is it helpful for schools to have a written policy on sexual harassment?
    Show Answer It explains rights and responsibilities, identifies where to report, and shows that the school is serious about keeping everyone safe.
  3. What can happen if harassment is not reported in school or training sites?
    Show Answer Harassment may continue or spread, more people may be harmed, and the learning environment can become unfair and unsafe.

Checkpoint 4 – Safe Salon Spaces and Professional Conduct

Mini-goal: Connect RA 7877 with professional behavior in salons and FCS-related workplaces.

In beauty care and many FCS-related jobs, workers touch clients’ hair, skin, or hands. Because of this closeness, professional conduct is essential. A professional explains each step, asks permission before touching, uses towels or drapes to protect the client’s modesty, and focuses on the service, not on personal or romantic interest.

Co-workers should also treat one another with respect. Loud sexual jokes, teasing about bodies, and sharing explicit videos in work areas can make others feel unsafe or ashamed. Even if the actions are “between staff,” they can still create a hostile environment and violate policies. Supervisors are expected to stop such behavior and remind staff of company rules and the law.

Clients also have responsibilities. They should not touch workers inappropriately, demand “extra” services, or offer tips in exchange for sexual acts. Workers have the right to say no and to ask for support from a supervisor or manager. A truly professional salon supports its workers and protects clients, not harassment.

Real-life tie-in: Imagine being a trainee and a client begins making suggestive comments. Your training on RA 7877 and safe spaces reminds you that your comfort and safety matter. You can respond firmly yet respectfully, then seek help from a teacher or supervisor.

Mini-summary: Safe salon spaces rely on clear rules and professional behavior from workers, supervisors, and clients. RA 7877 supports these safe spaces by opposing harassment and protecting those who speak up.

  1. Give two examples of professional behavior when touching clients during services.
    Show Answer Asking for permission before contact, explaining each step, using towels or drapes for coverage, and touching only the areas needed for the service.
  2. How can co-workers create a hostile environment without touching anyone?
    Show Answer By telling sexual jokes, making rude comments, gossiping about bodies or relationships, or showing explicit content in shared spaces.
  3. What should a trainee do if a client behaves in a harassing way?
    Show Answer Say no firmly but respectfully, move away if needed, and immediately report the behavior to a supervisor, teacher, or other trusted authority.

Checkpoint 5 – Saying No, Seeking Help, and Reporting

Mini-goal: Practice simple steps for responding when harassment or unsafe behavior happens.

Responding to harassment is not easy, but you are not helpless. If it feels safe, one first step is to say no clearly. You might say, “I don’t like that. Please stop,” or “That comment is not okay with me.” You do not need to argue or give a long explanation. Your boundaries are valid.

After that, move to a safer place and seek help from a trusted adult. In school, this could be your adviser, guidance counselor, TLE-FCS teacher, or school head. In a training site, look for your supervisor, HR officer, or the person assigned to handle safety concerns. When reporting, share what happened, when and where it took place, who was involved, and if there were witnesses.

Writing down details soon after the incident helps you remember important information. Many schools use simple incident or complaint forms. RA 7877 encourages institutions to treat complaints seriously, protect privacy, and avoid punishing anyone for reporting. Supporting friends is also important: listen without blaming, believe their story, and offer to accompany them when they seek help.

Real-life tie-in: One brave report can help protect many others. When someone speaks up and is supported, it sends a strong message that harassment is not welcome in your school or future workplace.

Mini-summary: Safe responses to harassment include saying no, moving to safety, seeking help from trusted adults, writing down what happened, and using formal reporting channels. Supporting others makes your community safer.

  1. Why is it useful to write down what happened after an incident?
    Show Answer Because it helps you remember dates, words, and actions clearly when you later report or answer questions.
  2. Name at least two people in your school you can approach for help about harassment.
    Show Answer Possible answers: class adviser, guidance counselor, TLE-FCS teacher, school head, or a child protection committee member.
  3. How can you support a friend who decides to report harassment?
    Show Answer Listen without blaming, say you believe them, keep their story private (unless they ask you to help report), and offer to go with them to talk to a trusted adult.

💡 Example in Action

  1. Example 1 – “Just Joking” in the Lab
    During nail care practice, a student makes repeated jokes about a classmate’s body. The classmate looks uncomfortable and quiet.
    Show Answer The classmate can say, “Those jokes make me uncomfortable. Please stop.” Nearby classmates can support them and tell the joker that the behavior is not okay. Anyone who witnesses the pattern may report it to the teacher or adviser.
  2. Example 2 – Trainer Misusing Authority
    A trainer tells a trainee, “If you go out with me this weekend, I’ll make sure you pass the course.”
    Show Answer This is sexual harassment because the trainer is using authority to demand a personal, possibly sexual favor in exchange for grades. The trainee should refuse, note what was said, and report to higher authorities such as the school head, HR, or the anti-sexual harassment committee.
  3. Example 3 – Client Harassing a Trainee
    In a training salon, a client keeps holding the trainee’s hand longer than needed and makes suggestive comments about their looks.
    Show Answer The trainee can gently withdraw their hand and say, “Please keep your hand on the towel while I work.” They should then inform the supervisor or teacher. A responsible salon will support the trainee, speak with the client, or transfer the service if needed.
  4. Example 4 – Online Harassment
    A classmate secretly takes a photo of a learner during practice and posts it in a group chat with a sexual caption.
    Show Answer This violates privacy and can be considered harassment. The learner and their friends should save evidence, report the post to school authorities (and parents or guardians if needed), and ask that the image be removed.
  5. Example 5 – Safe Space Reminder
    Your class wants a short sign at the lab door reminding everyone about safety from harassment.
    Show Answer Sample sign: “This is a safe space. Sexual jokes, unwanted touching, and harassment are not allowed here. Respect everyone.”

📝 Try It Out

Answer these in your notebook, then use the suggested answers to reflect and improve.

  1. In 3–4 sentences, explain what sexual harassment means to you as a Grade 8 learner.
    Show Answer Look for definitions that mention unwanted sexual words or actions, feelings of being unsafe or uncomfortable, and that it can happen in school, online, or in future workplaces.
  2. List three behaviors that could be sexual harassment in a TLE-FCS or beauty care class.
    Show Answer Examples: repeated sexual jokes toward a classmate, touching their body without consent, offering better grades or practice partners in exchange for dates or favors, or sending sexual messages about a classmate.
  3. Write two short “safe space” rules you would like to see posted in your lab.
    Show Answer Sample rules: “Ask permission before touching anyone during practice” and “No sexual jokes or comments inside the lab.”
  4. Draft a polite but firm statement you can use if someone’s words or actions make you uncomfortable during an activity.
    Show Answer Example: “I feel uncomfortable with that. Please stop and let’s focus on the activity,” or “That comment is not okay with me.”
  5. Identify at least three trusted adults in school you could approach to report harassment.
    Show Answer Possible answers: class adviser, guidance counselor, school head, TLE-FCS teacher, or child protection committee member.
  6. Design a simple “Safe Salon Space” logo or sign that could be displayed near the entrance of a school salon laboratory.
    Show Answer Teacher may look for clear words like “Respect,” “No harassment,” and symbols such as a shield, heart, or helping hands.
  7. Write three questions you would ask a salon owner about how they prevent harassment in their shop.
    Show Answer Examples: “Do you have a written policy against harassment?”, “How can staff report if a client behaves badly?”, “What training do workers receive about respectful behavior?”
  8. Think of a supportive phrase you can say to a friend who decides to report harassment.
    Show Answer Examples: “I believe you,” “You did the right thing telling me,” or “I can go with you to the guidance office if you want.”
  9. Give one respectful social media behavior and one risky or harassing behavior.
    Show Answer Respectful: asking permission before posting photos, using kind comments. Risky/harassing: posting edited photos to embarrass someone, sharing screenshots or sexual messages without consent.
  10. Complete the sentence: “I can help keep our class a safe space by…”
    Show Answer Answers may include: using respectful language, not laughing at harassment, following rules, supporting classmates, and reporting unsafe behavior.

✅ Check Yourself

Answer the questions, then open the answers to check your understanding.

  1. (Multiple Choice) Which best describes sexual harassment?
    a. Any joke told in class
    b. Unwanted sexual words or actions that make a person feel unsafe or uncomfortable
    c. Any friendly greeting
    d. Asking about homework
    Show Answer Correct answer: b.
  2. (Multiple Choice) RA 7877 mainly covers which settings?
    a. Work, education, and training environments
    b. Sports competitions only
    c. Online games only
    d. Household chores only
    Show Answer Correct answer: a.
  3. (True/False) Sexual harassment always requires physical touch.
    Show Answer False. It can also involve words, gestures, or online messages.
  4. (True/False) Saying “I was only joking” makes a harassing comment acceptable.
    Show Answer False. If the behavior is sexual and unwanted, it can still be harassment.
  5. (Short Answer) What is a hostile environment?
    Show Answer A place where repeated harassment or sexual comments make it hard for someone to study or work comfortably.
  6. (Multiple Choice) Which situation shows misuse of authority?
    a. A teacher reminding students to pass assignments
    b. A trainer offering higher grades in exchange for a date
    c. A classmate asking to borrow a pen
    d. A client thanking a worker for good service
    Show Answer Correct answer: b.
  7. (Short Answer) Name two people in school you can approach if you experience harassment.
    Show Answer Examples: adviser, guidance counselor, TLE-FCS teacher, school head, or child protection committee member.
  8. (Short Answer) Why should we not blame or laugh at someone who reports harassment?
    Show Answer Because they need support and safety. Blaming or laughing can silence them and others, allowing harassment to continue.
  9. (Multiple Choice) Which is the best example of a safe-space classroom rule?
    a. “Everyone must be friends.”
    b. “No student may speak.”
    c. “We do not make sexual jokes or comments about anyone.”
    d. “Only top students may report problems.”
    Show Answer Correct answer: c.
  10. (True/False) Near-miss incidents are not important if no one was hurt.
    Show Answer False. Near-misses should still be discussed so that safety can be improved.
  11. (Short Answer) Why is RA 7877 important for future FCS or beauty care workers?
    Show Answer It helps protect them from harassment in training and workplaces and guides employers to create safe, respectful environments.
  12. (Short Answer) Give one way social media can be used safely with classmates.
    Show Answer Examples: sharing class updates, sending positive messages, or asking permission before posting photos of others.
  13. (Multiple Choice) Which is the most appropriate response if a client behaves in a harassing way?
    a. Laugh along
    b. Ignore your feelings and continue
    c. Say no firmly and report to a supervisor or teacher
    d. Post about the client on social media
    Show Answer Correct answer: c.
  14. (Short Answer) How does practicing respect during school activities prepare you for future employment?
    Show Answer It builds professional habits, helps employers trust you with clients, and shows you can follow safety and conduct policies.
  15. (Reflection Check) What new understanding about safety and harassment are you taking from this lesson?
    Show Answer Answers vary; learners may mention feeling more aware of boundaries, knowing they can say no, or understanding reporting options.

🚀 Go Further (optional)

  1. Class Safe-Space Charter – In groups, draft 5–7 rules that promote respect and safety in TLE-FCS and other subjects.
    Show Answer Teacher guidance: Combine the best ideas into one charter, let everyone sign it, and display it in the classroom or lab.
  2. RA 7877 Info Sheet – Research key points of RA 7877 from reliable sources and create a one-page summary in simple language.
    Show Answer Teacher guidance: Remind learners not to copy long legal text. Encourage use of charts, icons, and bullet points.
  3. Role-play Safe Responses – Act out short scenes showing unsafe behavior and model appropriate ways to say no and seek help.
    Show Answer Teacher guidance: Set gentle limits so that role-plays are not too graphic. Focus on respectful language and clear reporting steps.
  4. Safety Corner – Design a “Safety Corner” bulletin board with hotline numbers, reporting steps, and positive messages on respect.
    Show Answer Teacher guidance: Include updated contact persons for guidance and child protection as allowed by school policy.
  5. Personal Action Plan – Write a short action plan describing what you will do if you witness or experience harassment.
    Show Answer Teacher guidance: Encourage practical steps: saying no, moving to safety, documenting the event, and seeking help from trusted adults.

🔗 My Reflection

Notebook prompt:

Imagine you are already a trainee in a salon, restaurant, or hotel. Describe how you will help keep that place a safe space from harassment for yourself, co-workers, and clients. What words and actions will show that you respect boundaries and know your rights under RA 7877?

Show Answer Teacher note: Look for specific behaviors such as using polite language, refusing unsafe jokes, supporting co-workers, following reporting procedures, and practicing professional touch and communication.
at
Tags , ,

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)
Powered by Blogger.