CSC–COA–DBM Joint Circular No. 1, s. 2025: A Complete Guide for Government Agencies and Public Schools

Standing up for what is right does not mean starting a fight. In this lesson, you will learn how to speak and act with respect while protecting fairness, dignity, and safety. You will practice calm words, smart timing, and supportive actions when you witness bullying, dishonesty, or exclusion. You will also learn how to set boundaries and seek help when a situation becomes unsafe. By the end, you will create a respectful “stand up” plan you can use in real life.

• Subject: Values Education 8
• Grade: 8
• Day: 3 of 4

🎯 Learning Goals

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

1. Describe three respectful ways to stand up for what is right (speak up, support, seek help) in common school situations.
2. Use a respectful communication script to respond to a harmful action using calm words and clear boundaries.
3. Write a short Stand-Up Plan that names the situation, your action, and one safety step (including when to involve a trusted adult).

🧩 Key Ideas & Terms

• Speak up – using your voice to stop harm or correct unfairness.
• Support – helping the person harmed (comfort, include, check-in).
• Seek help – involving a trusted adult or authority when needed.
• Boundary – a clear limit that protects respect and safety.
• De-escalation – actions that lower tension and prevent conflict from growing.
• Bystander – a person who witnesses harm.
• Upstander – a person who takes safe action to reduce harm.
• Respectful tone – calm, firm language that protects dignity.

🔄 Quick Recall / Prior Knowledge

1. What is the difference between integrity and moral courage?
   Show Answer

   Integrity is doing what is right consistently. Moral courage is doing what is right when fear or pressure makes it difficult.

2. Write the four steps of the ethical decision guide.
   Show Answer

   Stop → Think → Predict → Choose.

3. Why can “silence” sometimes be a harmful choice?
   Show Answer

   Silence can allow harm to continue. It may signal approval to the person doing wrong and leave the harmed person feeling alone.

📖 Explore the Lesson

Standing up for what is right is a skill. You can learn it through small, safe actions that protect dignity and reduce harm.

Checkpoint 1: Respectful Courage Is Not Aggression

Mini-goal: Distinguish standing up from attacking or humiliating.

Guided discussion: Some students avoid doing what is right because they think it will cause conflict. Others try to stop harm but use insults or threats, which can create a bigger problem. Respectful courage is different. It is calm and clear. It protects dignity for everyone, including the person who is doing wrong. That does not mean you approve of the behavior. It means you refuse to add more harm.

Start with a simple goal: reduce harm. You can reduce harm by stopping teasing, refusing to join cheating, or correcting an unfair action. You can do this with a respectful tone: steady voice, simple words, and no name-calling. When you stay respectful, people are more likely to listen, and the situation is less likely to explode.

Real-life tie-in: If someone insults a classmate, an aggressive response might be, “You’re disgusting.” A respectful courage response might be, “Stop. That’s not okay. Let’s focus on the task.” The second response sets a boundary without humiliating anyone.

Mini-summary: Standing up for what is right is calm, firm, and respectful. It sets boundaries without adding harm.

• What is one sign that a response is becoming aggressive?
  Show Answer

  Signs include name-calling, shouting, threats, mocking, or trying to embarrass someone in front of others.

• Why can a respectful tone be more powerful than an angry tone?
  Show Answer

  A respectful tone reduces defensiveness and tension, making it easier for others to hear the message and change behavior.

• Write one boundary sentence you can use in school.
  Show Answer

  Examples: “Stop. That’s not okay.” “Please don’t talk about people like that.” “Let’s be respectful.”

Checkpoint 2: The 3 Safe Actions—Speak Up, Support, Seek Help

Mini-goal: Choose the safest helpful action for the situation.

Guided discussion: You do not have only one way to stand up. You can choose among three safe actions:

1. Speak up when it is safe: a brief, calm boundary that stops harm.
2. Support the person harmed: check in, include them, sit with them, or help them report.
3. Seek help when the situation is unsafe or repeated: involve a teacher, counselor, or trusted adult.

Choosing the best action depends on safety. If there is physical danger, do not confront alone. If a group is involved and you feel unsafe, support the target and seek help. Standing up is not about proving bravery. It is about protecting people responsibly.

Real-life tie-in: If you witness online harassment, speaking up in the chat may help, but it may also attract attention. A safer plan could be: take screenshots (if allowed by school policy), report to a trusted adult, and privately support the target. Your goal is to reduce harm, not to “win” an argument online.

Mini-summary: You can stand up by speaking up, supporting, or seeking help. Safety decides which action fits best.

• When is “seek help” the best choice?
  Show Answer

  When there is physical danger, repeated bullying, strong threats, or a power imbalance that makes speaking up unsafe.

• How can you support someone without making them feel embarrassed?
  Show Answer

  Use private check-ins, simple kindness, and inclusion: “Are you okay?” “Want to sit with us?” Avoid making a big scene.

• Write one example of a safe “speak up” sentence.
  Show Answer

  Examples: “Let’s stop.” “That’s unfair.” “We don’t do that here.”

Checkpoint 3: A Respectful Communication Script

Mini-goal: Use a simple script to set boundaries and reduce tension.

Guided discussion: Many students want to speak up but do not know what to say. A script helps. Try this four-part respectful script:

1. Name the behavior (facts, not labels): “When you call him that…”
2. Name the impact: “…it embarrasses him and makes the class unsafe.”
3. Set a boundary: “Stop. Speak respectfully.”
4. Offer a direction: “Let’s focus on the task.”

This script avoids insults and focuses on actions. It gives the person a clear path to correct behavior. It also protects your tone. If you feel too angry, you can choose the “support + seek help” option instead of speaking up directly.

Real-life tie-in: In group work, someone says, “You’re useless.” A respectful script response: “When you say ‘useless,’ it discourages people and delays our work. Stop. Speak respectfully. Let’s divide tasks fairly.”

Mini-summary: A respectful script names behavior, impact, boundary, and direction. It protects dignity while stopping harm.

• Why should you name the behavior instead of labeling the person?
  Show Answer

  Labels attack identity. Naming behavior targets the action and makes change more possible.

• Write a full script response for gossip.
  Show Answer

  Example: “When you share that rumor, it can hurt someone’s reputation. Stop. Let’s not spread it. Let’s talk about something else.”

• What should you do if your voice starts shaking and you feel unsafe?
  Show Answer

  Choose safety: support the target, exit the situation, and seek help from a trusted adult.

Checkpoint 4: De-escalation and Smart Timing

Mini-goal: Pick timing and actions that prevent conflict from growing.

Guided discussion: De-escalation means lowering tension. You can de-escalate by keeping your voice low, using short sentences, and avoiding sarcasm. Another strategy is smart timing. Sometimes speaking up in front of a crowd makes someone feel embarrassed and more aggressive. If the harm is not urgent, you can address it privately later: “Can I talk to you for a minute?” Private conversations can protect dignity and increase listening.

Use the “safety check” before acting: (1) Is anyone in immediate danger? (2) Is the person doing harm likely to become violent? (3) Do I have support nearby? If danger is high, choose seek help. If danger is low, you can speak up or redirect. If you are unsure, prioritize support for the person harmed and get adult help.

Real-life tie-in: If someone is angry and shouting, a strong “stop” might make it worse. A safer move can be: move the target away, call a teacher, and keep distance. Standing up can mean choosing the safest protective action, not the loudest words.

Mini-summary: De-escalation uses calm tone and smart timing. Safety checks guide whether you speak up or seek help.

• Why can private feedback sometimes work better than public confrontation?
  Show Answer

  It reduces shame and defensiveness, making the person more likely to listen and change.

• What is one de-escalation behavior you can control easily?
  Show Answer

  Examples: slow breathing, low voice, short sentences, stepping back, or choosing to redirect instead of arguing.

• When does safety become more important than speaking up?
  Show Answer

  When there is physical danger, threats, a large aggressive group, or any sign that the situation could become violent.

Checkpoint 5: Building a Stand-Up Plan

Mini-goal: Create a personal plan for one real situation you might face.

Guided discussion: A plan makes courage easier. Choose one situation you may face: teasing, cheating pressure, exclusion, gossip, or online cruelty. Then write a Stand-Up Plan with five parts:

1. Situation: What is happening (facts only).
2. Value: Which value is being tested (respect, fairness, honesty, responsibility).
3. Action: Speak up, support, or seek help (choose one primary action).
4. Words: Write one respectful sentence you will use.
5. Safety step: What you will do if the situation escalates (exit, call a teacher, ask a friend to come with you).

Real-life tie-in: If your situation is exclusion, your words could be: “Let’s include everyone. We can make space.” Your support action could be inviting the excluded student to join your group. Your safety step could be asking a teacher for help if the group continues to reject or mock the student.

Mini-summary: A Stand-Up Plan turns values into action: situation, value, action, words, and safety step.

• Why should your plan include a safety step?
  Show Answer

  Because some situations can escalate quickly. Planning safety protects you and others while still reducing harm.

• Which action do you choose most often: speak up, support, or seek help? Why?
  Show Answer

  Answers vary. A strong answer explains the reason (confidence, safety, personality, past experiences).

• Write your Stand-Up Plan sentence (your “Words” part).
  Show Answer

  Examples: “Stop. That’s not okay.” “Let’s be fair.” “I won’t join that.” “Let’s include everyone.”

💡 Example in Action

Study the examples. Notice how each one protects dignity and safety.

1. Teasing in class: Someone mocks a student’s answer.
   Show Answer

   Speak up: “Stop. We speak respectfully here.” Direction: “Let’s focus on learning.”

2. Cheating pressure: Friends ask for the answer key.
   Show Answer

   Boundary: “No, I won’t share answers.” Alternative: “I can help you review after class.”

3. Exclusion: A group refuses to let someone join.
   Show Answer

   Support + speak up: “Let’s include everyone.” Offer a role: “You can handle the poster design.”

4. Online insult: A hurtful meme is shared.
   Show Answer

   Seek help: Do not spread it. Support the target privately. Report to a trusted adult if it continues.

5. Group work disrespect: Someone says, “You’re useless.”
   Show Answer

   Script: “When you say that, it discourages people and slows our work. Stop. Speak respectfully. Let’s divide tasks fairly.”

📝 Try It Out

Write your answers in your notebook before checking the suggested answers.

1. Write one example of a situation where speaking up is safe.
   Show Answer

   Example: a classmate makes a rude joke in a calm group. You can say, “Stop. That’s not okay.”

2. Write one example of a situation where seeking help is safest.
   Show Answer

   Example: repeated bullying, threats, or physical aggression. The safest action is to get a trusted adult.

3. Use the respectful script for a gossip situation (behavior + impact + boundary + direction).
   Show Answer

   “When you share that rumor, it can hurt someone’s reputation. Stop. Let’s not spread it. Let’s talk about something else.”

4. Create a Stand-Up Plan for one situation you might face this week.
   Show Answer

   A strong plan includes: situation, value, action (speak/support/seek help), one sentence, and a safety step.

5. Write two ways you can support someone who was harmed.
   Show Answer

   Examples: check in privately, include them in a group, sit with them, walk with them, or help them report.

6. Write one “exit” line you can use to leave a harmful conversation.
   Show Answer

   Examples: “I’m not joining this.” “I’m leaving now.” “Let’s stop. I’m going.”

7. Rewrite this aggressive response into a respectful one: “You’re the worst. Shut up.”
   Show Answer

   Example: “Stop. That’s not respectful. Please speak kindly.”

8. Choose one value (respect, fairness, honesty, responsibility). Explain how it guides your Stand-Up Plan.
   Show Answer

   Example: Fairness guides me to stop exclusion and invite someone in so everyone has a chance to participate.

9. Write one sentence you can use to redirect a group back to the task.
   Show Answer

   Examples: “Let’s focus on the assignment.” “We have work to finish. Let’s move on.”

10. Describe one obstacle that might stop you from standing up, and one strategy you will use.
    Show Answer

    Obstacle: fear of rejection. Strategy: use a short boundary sentence, then support the target and seek help if needed.

✅ Check Yourself

1. Multiple choice: An upstander is someone who…
   a) watches quietly b) joins the harm c) takes safe action to reduce harm d) records for entertainment
   Show Answer

   c)

2. True/False: Standing up respectfully means you must argue until you win.
   Show Answer

   False. Standing up can be brief, calm, and focused on safety.

3. Short answer: Name the three safe actions you can choose from.
   Show Answer

   Speak up, support, and seek help.

4. Multiple choice: Which is the best first step when tension is high?
   a) shout back b) pause and check safety c) embarrass the person d) post online
   Show Answer

   b)

5. Short answer: Why is naming behavior better than labeling a person?
   Show Answer

   It targets the action, reduces defensiveness, and makes change more possible without attacking identity.

6. True/False: Supporting the harmed person can be done privately.
   Show Answer

   True.

7. Multiple choice: A good boundary sentence should be…
   a) long and complicated b) calm and clear c) insulting d) confusing
   Show Answer

   b)

8. Short answer: Give one example of a safety step.
   Show Answer

   Exit the situation, call a teacher, ask a friend to stay with you, or report to a trusted adult.

9. Short answer: What does de-escalation mean?
   Show Answer

   Lowering tension to prevent conflict from growing (calm voice, short words, smart timing).

10. Reflection check: Which action is hardest for you—speak up, support, or seek help? Why?
    Show Answer

    Answers vary. A strong response names one action and explains the pressure or fear involved.

🚀 Go Further

1. Create three versions of your boundary sentence: very short, medium, and detailed. Practice each.
   Show Answer

   Teacher guidance: Encourage learners to keep tone calm and words respectful. Practice in pairs with role-play.

2. Write a short message you could send to support someone who was harmed online.
   Show Answer

   Teacher guidance: Focus on empathy, privacy, and safety: “I’m sorry that happened. Are you okay? Do you want help reporting?”

3. Draw a simple “Safety Ladder” in your notebook: what you do first, second, and third if a situation escalates.
   Show Answer

   Teacher guidance: Include exit steps and adult support options. Avoid encouraging dangerous confrontation.

4. Interview a classmate or family member: “What is the most respectful way to disagree?” Summarize their advice.
   Show Answer

   Teacher guidance: Look for listening, calm tone, and focusing on ideas rather than attacking people.

5. Create a mini-poster slogan that promotes being an upstander (one sentence + one action).
   Show Answer

   Teacher guidance: Keep it positive and specific, e.g., “Pause. Protect dignity. Get help when needed.”

🔗 My Reflection

Notebook task: Write 8–10 sentences.

• Describe a time you witnessed unfairness, teasing, or exclusion.
• Which safe action fits best for that situation: speak up, support, or seek help? Explain why.
• Write your Stand-Up Plan (situation, value, action, words, safety step) for a future situation.

Lesson Sections

• 🎯 Learning Goals
• 🧩 Key Ideas & Terms
• 🔄 Quick Recall / Prior Knowledge
• 📖 Explore the Lesson
• 💡 Example in Action
• 📝 Try It Out
• ✅ Check Yourself
• 🚀 Go Further
• 🔗 My Reflection