6. What can we say about this character and the
corresponding game?
7. Is there really a difference
between the children before and
the children of today?
How different are we when we
were still children from the
children of today?
8. The children of today are very
similar to us when we were
children. Technology and the
environment then and now are
different but this does not
mean we are of a different
species from the children of
today.
9. Digital divide is but natural like the term generation gap. It only
becomes negative if it hinders a healthy communication
between an adult and a child. Our times will always be different
from them, but it does not necessarily mean that we were not
like them when we were young. What changed was the
environment, technology, and the way things are done.
10. a. Who among you can sit down for a long time
and be
on their own?
b. Who among you needs to move and cannot
stay still
for a long time?
c. Who among you cries during movies?
d. Who among you gets distracted when someone
walks by the door?
e. Who among you can do paperworks and listen
to
11. a. Are you all the same?
b. Is it wrong to be different from
others?
c. Are your students the same or
different from you?
12. We are all different. Let us embrace our
individual differences because it is beautiful.
Remember to consider all these in
understanding people and where they are
coming from rather than judging them or making
assumptions. Please remember that as
teachers, the very reason we do differentiated
instruction to learners is to recognize each
child’s uniqueness, learning styles, and needs.
13. Let us now talk about age-appropriate expectations.
First, let us reflect and respond to the following
questions as you think of your learners.
a. How do they behave?
b. Is it normal for their age?
c. How should I attend to their kind of behavior?
d. Is my action appropriate for their age?
14. In dealing with children,
whether at home or in school,
we should stop, look, and listen
before reacting/responding to
their behavior.
15. The following are items we have to consider in dealing with
children, coming from Save the Children’s “Positive Discipline In
Everyday Teaching”:
a. The child’s experiences before entering school
b. The child’s home environment
c. How children think in this stage
d. How children understand emotions in this stage
e. Physical development (brain and body) in this stage
f. The child’s temperament
g. Specific learning challenges
h. Sensory or language difficulties
i. Other individual differences
16. As teachers, we need to:
a. have appropriate expectations of our learners’ abilities at
different ages;
b. understand that some learners might not have the
experiences
or information they need in order to succeed;
c. reflect on what we could do differently to help our learners;
d. recognize that our learners’ perspectives might be
different
from ours; and
e. understand our own contributions to conflict with out
learners.
17. Are we making children
behave like adults? Or as
adults, are we recognizing
the characteristics of
children?
18. Children may not be ready to act and behave like adults,
but as adults, we always have to be ready to understand
and attend to themappropriately. Understanding how
they think, feel, and behave is practicing empathy, which
will lead to better relationships between adults and
children.
19. How will you respond to the
following age categories:
• a toddler
• a grade schooler
• a teenager
20. Be reminded of the following
about children:
• They need guidance.
• They need to be reminded.
• They need to be understood.
• They need to be heard.
• They need acceptance.
21. Imagine that we are all going out to have fun outside, but when we
look outside, the weather is like this. We decided to push through
without preparing. What do you think will happen to us?
22. When we get wet, what do you think will happen to
24. What do you think we need to do next time we see
the
25. We need to train children to think ahead and
develop critical thinking by allowing them to analyze
what might happen to them if they do things. By doing
so we make them self-regulating individuals.
Thus, always take into consideration our long-term
goals. Provide children opportunities to be trained with
life skills, after all, that is our long-term goal for them
and the aim of positive discipline.
