This presentation entitled Guidance and Discipline is presented to give further information about the said topic. It contains and tackles different types of discipline such as supportive discipline, corrective, discipline and corrective discipline. Also, it has information about counseling, the roles and responsibilities of the teacher in the guidance and counseling process.

1. Discipline
and
Giudance

2. Basic
Concepts
2
 the term'discipline' originates fromthe Latin
words discipulus, whichmeans pupil, and
disciplina,which means teaching.
 teaching others to obey rules or nnorms by
using punishment ot correct unwanted
behavior.
Discipline

3. Types of
Discipline in
the Classroom

4. 4
Preventive Discipline
 to provide proactive interventions to
potential disruptive behaviors by clearly
explainng to students what behaviors are
and are not appropriate.

5. How is Preventive Discipline done?
 establish expectations, guidelines and
rule for behavior.
 explain the expectations
 establish types of consequences

6. 6
Supportive Discipline
 verbal warning or suggestion for
correcting behavior for a student who is
disobeying an established classroom rule.

7. How is Supportive Discipline done?
 through the use of suggestions or options
in correcting a behavior before a
consequences is necessary.

8. 8
Corrective Discipline
 refers to the set of consequences
delivered to students following an
infraction.

9. How is Corrective Discipline done?
 should be adapted to the student's age or
grade level.
 consistent application of consequences.

10. 10
Positive Discipline
 an approah to teaching that helps
children succeed, gives them the
information they need to learn, and
supports their development.

11.  Holistic: applies in all aspects of student's
learning and social interaction
 Strength-based: identifies and builds on the
students strengths
 Constructive: aimed at strengthening students'
self-esteem and confidence

12.  Inclusive: recognizes and respects the diversity of
all students
 Pro-active: identifies the roots of behavior and
learning dificulties and implements strategies to
promote succes and avoid conflict
 Participatory: engages students in the learning
process and in the school community.

13. Basic
Concepts
13
 the process of helping the learner client
make sound adjustments, formulate wise
decisions and demonstrate effective
coping skills as he deals with the realities
and challenges in his life.
Guidance

14. Basic
Concepts
14
 the integral part of the whole guidance
program that focuses on helping learner
clients know themselves and make
choices to address personal needs,
problems and concerns.
School counseling

15. Basic
Concepts
15
 refers to the activities and services
designated to help learners focus on the
attainment of knowledge and skills for
developing healthy life goals and acquiring
the behaviors to reach theses goals
(Schmid, 1993).
Developmental Counseling

16. Basic guidance method
Developmental- helps learners formulate realistic life
goals and generate possible concerns of action to achieve
these goals
Preventive/ Proactive- avoids the occurrence of
learners’ problem
Remedial or Reactive- applies appropriate measures in
the treatment of identified cases or problems.
16

17. Why every
teacher should
be
knowledgeable
about guidance
and counseling?

18. ○ Guidance is an inherent function of every
teacher.
○ The primordial concern and ultimate goal of
both teaching and guidance is the holistic
development of the learner.
○ The loco parentis role of a teacher entails
responsibilities.
18

19. ○ Every teacher is a member of the school
guidance team.
○ Considering the multi-disciplinary nature of
teaching a functional knowledge of
guidance and counseling could help
enhance the teacher’s effectiveness
efficiency.
19

20. Roles of the
classroom
teacher in the
school guidance
program

21. 21
 Listener-adviser
 Referral and receiving agent
 Human potential discoverer
 Total development facilitator
 Guidance team player
 Input provider
 Home-school link
 Career educator
 Guidance program
implementer

22. Classroom
teacher
responsibilities
in the guidance
service

23. 23
Individual inventory/ Appraisal
◦ Interviews learner ;
◦ Prepares Anecdotal records
Information
◦ Orienting the learner clients
Counseling
Encourages learners to see the school counselors

24. 24
Placement
◦ Helps the counselor indentify learner cleints
Follow-up
◦ Helps in monitoring post counseling behaviors of
learner clients
Referral
◦ Identifies learner clients for assistance

25. 25
Consultation
◦ Seeks professional assistance from the school counselor
Research
◦ Getting involve with research project of the guidance
center
Evaluation
◦ Gives personal feedback regarding the guidance
program

26. “
“The capacity to learn is a gift; the
ability to learn is a skill; the willingnes
to learn is a choice.”
-Brian herbert
26

27. References:
 https://shodhganga.inflibnet.ac.in/bitstream/10603/70652/10/10%2
chapter%204.pdf
 https://study.com/academy/lesson/classroom-discipline-definition-
strategies.html
 https://education.gov.gy/web/index.php/teachers/tips-for-
teaching/item/1623-types-of-discipline-in-the-classroom
 www.deped.gov.ph>default>files>page
 Presentation template by Slides Carnival