5. Review
• Stress leads to short-term reactions
such as punishment; it leads us to
focus on short-term goals instead of
long-term goals
• Reconnecting the emotional brain
with the thinking brain helps us
focus on long-term goals.
7. Looking Back
1. When you are stressed or struggling, who do you go to for
support? Is the person male or female?
2. What are the characteristics of that person that made you want
to go to them when you are stressed?
3. What do you feel when you have when you are with this person?
10
8. Summing Up
• When we are stressed or struggling we go to a person where
we feel safe and secure
• Someone who can help us keep calm
• Someone who can help us think better
10. Summing Up
• Warmth is about feeling safe and respected
• We can’t learn when we feel anxious and afraid
• When we feel safe, we can relax, participate, and learn
11. What is Warmth?
Ensuring that
the students
feel
emotionally
and physically
safe
Respecting
students’
developmental
levels and
views
Being sensitive
to students’
academic and
social needs
Having empathy
with students’
feelings
Showing
students that
you care about
them
13. • Warmth helps us feel safe
• We gradually learn that we won’t
be hit physically or emotionally
• The fear goes away and we are
able to engage our thinking brain
• Warmth helps us learn better
Warmth is the
opposite of
feeling Fear
14. Fear makes it hard to learn
Fear of being
hit physically
or
emotionally
It is hard to
remember
the lesson
Poor
performance
in test or
academics
15. Fear makes it hard to stay calm
Feeling unsafe
Emotional Brain
and Thinking
Brain disconnect
Constant state
of Fight or Flight,
Freeze: Behavior
problems
happen
16. Warmth makes learning easier
Feeling safe from
being physically and
emotionally hurt
Receive information
Think about it
Remember it
Better academic
performance
Calm Regulated Fewer behavior
problems
17. In a warm and caring climate, students want to
cooperate with their teachers and each other.
Warmth encourages short-term cooperation and
teaches long-term values.
18. Is this Warmth?
• Your learner cracked a joke in the middle of online class, and you posted an
LoL or a laughing emoji.
• You told your class you will give out a prize to the learner who will get a
perfect score in your quiz.
• You use various emojis to appreciate your learner’s hard work.
• You know which learners in your class like group work and which ones
individual work.
• After a destructive typhoon hit your learner’s community, you did not
mention anything about it the following day.
12
19. How do you provide
Warmth to your learners
in the current situation of
blended learning?
13
20. Create a warm classroom environment by…
• Getting to know your learners as people
and where they are from
• Encouraging them when they are having
difficulty
• Recognizing their efforts and successes
• Supporting them when they are facing
challenges in their lives
21. Create a warm classroom environment by…
• Telling them that you believe in them
• Looking at things from their point of view
• Sharing humor with them, having fun with
them
• Listening to them
• Showing them that they are respected even
when they make mistakes
22. – Grade 5 Teacher at Jose C. Catolico Elementary School, Gen. Santos City
“Kung mahal mo yung mga estudyante mo, they will learn more. If
you show love, they are also going to show their love to you. Kung
ano man din ang ibigay mo sa kanila, ‘yun din ang ibabalik nila. Kaya
talagang I believe na love and concern, ‘yun talaga ang number one
na makaka-motivate sa kanila sa kanilang pag-aaral.”
26. What is Structure?
Giving clear
information
and
explanations
Problem
solving
together
Supporting
and helping
students to
succeed
Being a
positive role
model
Providing
opportunities
for students
to fix their
mistakes
Encouraging
students’
own
thoughts and
ideas
28. It’s hard to learn
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic failure
29. It’s hard to be motivated
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic
failure
Self-blame
Low motivation
30. It’s hard to stay calm
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic failure
Frustration, Resentment
Aggression or other Stress
Response
31. Structure makes it easier to learn,
to be motivated, and to be calm
Clear
communication
and scaffolding
Deeper
understanding
Academic success
Increased interest, Positive
self-image, High
motivation Low stress
32. • Helps children learn what is important
• Helps them understand their mistakes
and how to fix them
• Gives them information needed to
succeed next time
• Gives them tools for solving problems
when they are on their own
• Shows them how to work out
disagreements with other people in a
constructive, non-violent way
Structure
33. Is this Structure?
• For the nth time, your learner submits his weekly work sheets late
so you said that if he submits his work late again next time, you
will report his behavior to his parents.
• You saw your learner asking another learner a question in the
comment box during your online. You inform them that they can
ask their questions about the lesson in the comment box so you
can answer them.
15
34. Is this Structure?
• You notice that your female senior high school student says that she
always misses your lectures over the radio because her boyfriend visits
her at home during that time. You told her that she may not finish high
school and get pregnant if she continued to spend time with her
boyfriend.
• After each quiz, you tell your class which items they got wrong and the
reason for the correct answer.
• At the beginning of the school year, you tell your class what behavior
you expect from them. You also ask them to write in the comment box
during your online class the characteristics of a good teacher.
35. How do you provide
Structure to your
learners in the current
situation?
16
36. • Involving them in setting rules for the class
• Helping students find ways to fix their
mistakes in a way that helps them to learn
• Explaining the reason rules
• Being consistent, but also fair and flexible
• Controlling your anger
• Avoiding threats and punishments
Provide structure for students by…
37. Provide structure for students by…
• Explaining your point of view and then listening to the students’ point of
view
• Teaching them about the effects of their actions on other people
• Giving them the information they need to make good decisions
• Talking with them and learning about the challenges in their lives
• Acting as a positive role model and guide
38. - Grade 5 Teacher at Jose C. Catolico Elementary School, Gen. Santos City
“Consistent ka lang sa pag-implement ng rules mo dito sa loob
ng classroom – ‘Kapag dito sa loob ng classroom, you should
cooperate with each other. Kailangan ‘pag lesson na natin
makinig na tayo.”
40. How do you provide Warmth
and Structure in this situation?
Your Grade 7 learners have just returned
their weekly modules for you to correct. You
find that two of your learners gave exactly
the same answers to your weekly
assessment questions.
41. How do you provide Warmth
and Structure in this situation?
Your Grade 2 learner comes from a very
poor family. Her parents are supportive
but with low educational attainment,
and as such cannot support her in
terms of her academic needs. You want
to instill in her good study habits and
develop independent learning.
42. How do you provide Warmth
and Structure in this situation?
Your see that your Grade 11 learner is
getting upset because his
participation in your online class is
constantly interrupted by poor
internet connection on his side. In his
frustration, he just left the class
ahead of time.
44. Support for Parents
• Talk to them about what they do to show their
love for their children.
• Help them focus more on supporting their child’s
efforts to learn rather than correct answers or
high grades.
• Help them to be sensitive to possible negative
reactions to the current crisis, such as sadness or
hopelessness.
• Refer them to community resources that can
respond to their child’s needs.
45. • Help parents organize a daily routine for
their children, with time for daily chores,
school work, play and leisure, and time with
the family.
• Let them know that punishment will not
help children work harder, it is clear and
respectful communication and guidance
that can motivate them.
Support for Parents
47. “I did then what
I knew how to do. Now
what I know better, I do
better.”
- Maya Angelou
48. Good Luck!
For support, you can contact:
Wilma Bañaga: Wilma.Banaga@savethechildren.org
Jerly Villanada: Jerly.Villanada@savethechildren.org
PDET Facilitators
facebook.com/groups/IPracticePositiveDiscipline
