This document provides an introduction to positive discipline for teachers. It discusses the objectives of supporting teachers to use positive discipline daily with learners. Positive discipline is based on children's rights and helps fulfill goals like access to quality education and protection from violence. Positive discipline involves warmth, structure, problem solving and setting long-term goals. It is focused on understanding rather than obedience. The document provides examples of using positive discipline when teachers feel stressed or lose control with learners.
A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
The document discusses the differences between discipline and punishment, and promotes positive discipline over corporal punishment. It defines corporal punishment as involving physical or emotional pain inflicted on a child, and outlines why it should be ended, as it violates children's rights and can cause physical and psychological harm. The document promotes positive discipline as a way of teaching through problem-solving, building healthy relationships, and creating a supportive learning environment to help children develop life skills.
The DepEd launched its new brand as VP and DepEd Secretary Sara Duterte addresses the primary concerns of her office during the 2023 Basic Education Report. The summation of the office's vision is aligned on the DepEd MATATAG Agenda, which stands for four (4) pillars that VP Sara along with the DepEd wanted to give emphasis. Not only the welfare of the learners are the focus of this new agenda but as also the well-being and professional growth of the teachers, and the quality-based instructional materials and facilities are also aimed to be strengthen.
This document discusses the philosophy and techniques of positive discipline in the classroom. Positive discipline focuses on developing students' sense of belonging, significance, and social-emotional skills rather than relying on rewards and punishments. It emphasizes connecting with students, understanding their perspectives, and collaboratively solving problems in a respectful manner. Specific strategies discussed include using empathetic communication, addressing the underlying causes of misbehavior, teaching conflict resolution skills, and holding class meetings to foster cooperation. The overall goal is to establish an environment where students feel empowered and motivated to learn through their mistakes in a safe, supportive setting.
Mental health and psychosocial support to teachers during the pandemic [autos...RhyslynRufin1
The document discusses Philippine initiatives to implement the Mental Health Law of 2018 in light of the COVID-19 pandemic. It describes how the Department of Education (DepEd) has launched mental health and psychosocial support services (MHPSS) for education personnel and learners and their parents. These services include online training on psychological first aid and parenting webinars. The objective is to help teachers, staff and parents monitor their well-being and fulfill their duties during remote learning.
This document provides information about comprehensive sexuality education (CSE) in the Philippines. It discusses the legal bases for CSE, including national laws and international commitments. It outlines the aims of CSE as enhancing wellness, learning outcomes, access to information, addressing reproductive health concerns, and promoting healthy behaviors. It also discusses key aspects of implementing CSE, including the roles of teachers, health providers, parents, and other stakeholders. Finally, it provides details on integrating CSE standards and topics into various subjects across different grade levels in the Philippines education system.
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
The document discusses the differences between discipline and punishment, and promotes positive discipline over corporal punishment. It defines corporal punishment as involving physical or emotional pain inflicted on a child, and outlines why it should be ended, as it violates children's rights and can cause physical and psychological harm. The document promotes positive discipline as a way of teaching through problem-solving, building healthy relationships, and creating a supportive learning environment to help children develop life skills.
The DepEd launched its new brand as VP and DepEd Secretary Sara Duterte addresses the primary concerns of her office during the 2023 Basic Education Report. The summation of the office's vision is aligned on the DepEd MATATAG Agenda, which stands for four (4) pillars that VP Sara along with the DepEd wanted to give emphasis. Not only the welfare of the learners are the focus of this new agenda but as also the well-being and professional growth of the teachers, and the quality-based instructional materials and facilities are also aimed to be strengthen.
This document discusses the philosophy and techniques of positive discipline in the classroom. Positive discipline focuses on developing students' sense of belonging, significance, and social-emotional skills rather than relying on rewards and punishments. It emphasizes connecting with students, understanding their perspectives, and collaboratively solving problems in a respectful manner. Specific strategies discussed include using empathetic communication, addressing the underlying causes of misbehavior, teaching conflict resolution skills, and holding class meetings to foster cooperation. The overall goal is to establish an environment where students feel empowered and motivated to learn through their mistakes in a safe, supportive setting.
Mental health and psychosocial support to teachers during the pandemic [autos...RhyslynRufin1
The document discusses Philippine initiatives to implement the Mental Health Law of 2018 in light of the COVID-19 pandemic. It describes how the Department of Education (DepEd) has launched mental health and psychosocial support services (MHPSS) for education personnel and learners and their parents. These services include online training on psychological first aid and parenting webinars. The objective is to help teachers, staff and parents monitor their well-being and fulfill their duties during remote learning.
This document provides information about comprehensive sexuality education (CSE) in the Philippines. It discusses the legal bases for CSE, including national laws and international commitments. It outlines the aims of CSE as enhancing wellness, learning outcomes, access to information, addressing reproductive health concerns, and promoting healthy behaviors. It also discusses key aspects of implementing CSE, including the roles of teachers, health providers, parents, and other stakeholders. Finally, it provides details on integrating CSE standards and topics into various subjects across different grade levels in the Philippines education system.
Guidelines on how to conduct HRPTA/CPTA Elections in every schoolsDoreen Ty
This document outlines the guidelines for establishing and organizing Parent-Teacher Associations (PTAs) in elementary and secondary schools. It states that every school must organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. The PTA will serve as a support group for the school and coordinate with community members, teachers, and parents. Membership is limited to parents/guardians of enrolled students and school teachers. Elections will be held to select the PTA board of directors and officers.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document outlines the DepED Child Protection Policy which aims to protect children from all forms of abuse, violence, exploitation, discrimination, bullying and other harms. It summarizes findings from a DepED survey that 50% of students experienced corporal punishment and 74% were victims of bullying. From 2010-2012, 112 cases of child abuse were referred to DepED. The policy defines key terms and lists prohibited acts including various forms of child abuse, corporal punishment, exploitation, discrimination, and violence against children committed in schools. It is based on protecting children's rights under the Philippine Constitution and UN Convention on the Rights of the Child.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
This document discusses the principles and practices of positive discipline in education. It defines positive discipline as an approach that helps children succeed by respecting their rights and supporting their development. The key components of positive discipline are setting long-term goals for students, providing warmth and structure, understanding child development, recognizing individual differences, and problem-solving through positive responses. The document provides guidance on implementing these principles for students of different ages from early childhood through adolescence.
Duties and Responsibilities of a TeacherMiah Suarez
These are the duties and responsibilities of a teacher based on Law.
I used this in my report in PHILO102, so that's why there's the watermark of my school. But I'm hoping it will help you. :)
(Code of Ethics and Philippine Constitution)
This document summarizes Republic Act No. 6728, which provides government assistance to students and teachers in private education in the Philippines. Some key points:
- It establishes programs to provide financial assistance to private K-12 students and college students, including tuition fee supplements, scholarships, and textbook funding.
- Assistance is based on criteria like family income, tuition fees charged, and accreditation of education programs. Preference is given to students with family incomes of P36,000 or less.
- It expands existing programs like the voucher-based Private Education Student Financial Assistance Program and the Educational Service Contracting scheme.
- At least 70% of subsidies must go towards salaries/benefits of teaching
The document discusses balanced and unbalanced forces. It defines balanced forces as equal forces acting in opposite directions in the same line, which cancel each other out. Unbalanced forces change the motion of an object - if the forces acting on an object are not balanced, its motion will change. Balanced forces do not change an object's motion, while unbalanced forces are needed to change an object's motion or make it move.
This document outlines the discipline system and rules at Bearer of Light and Wisdom Colleges. It lists 4 categories of administrative penalties - campus work/community service, suspension, exclusion, and expulsion. Various offenses are categorized as minor or major and assigned penalty points. Minor offenses include uniform violations, loitering, and littering. Major offenses include theft, cutting classes, and disruptive behavior. The rules provide guidelines for enforcing order and developing student self-discipline.
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
The document summarizes a training session for Kawan Leaders that covered the ideals and principles of KAB Scouting. It includes the KAB Scout Promise to do one's best to love God and country, do good turns daily, and obey the KAB Scout Law. The Law instructs Scouts to follow elders, help their Kawan, and be useful. Other concepts covered include the KAB Scout motto "Be Prepared", slogan "Do Your Best", signs, salute showing respect and friendship, and handshake denoting trust. The session aims to teach desirable values through Scouting games and activities.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
School policies, procedures and contractsHarleen Singh
The document discusses school policies, procedures, and contracts regarding technology use. It emphasizes that well-crafted policies lay out expectations, define rights and responsibilities, and describe consequences for violations. Acceptable use policies, bullying policies, and other agreements between the school and community form binding contracts. The document provides guidance on creating, updating, and disseminating policies to effectively govern appropriate technology use by students and staff.
This document provides information about the implementation of the K to 12 Basic Education Program in the Philippines. It begins with an introduction from the Secretary of the Department of Education. It then provides a comparison of the old curriculum and the K to 12 curriculum. The core elements and structure of the K to 12 program are described, including the addition of Senior High School. Details are given about the different tracks available in Senior High School and how they relate to further education and careers. The document concludes with a discussion of how the K to 12 program aims to develop students with 21st century skills and prepare them for the future.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This document provides an overview of the objectives and content covered in the first session of a Positive Discipline training for teachers. The session objectives are to understand how violence acts as a barrier to learning and to learn how to use Positive Discipline approaches to support children's learning. The document discusses teachers' experiences with both positive and negative feelings in their work. It also covers why Positive Discipline is important by reviewing research on the impacts of violence on children and the rights of the child. Positive Discipline is positioned as a rights-based, constructive alternative to punishment that supports children's development and education.
The document discusses positive student discipline and turning the classroom into a home-like environment. It defines positive discipline as an approach that helps children succeed, provides them with necessary information to learn, and supports their healthy development while respecting their rights. The document outlines several strategies for positive discipline including setting long-term goals for student development, providing a warm and caring environment, understanding child development, and recognizing individual differences. It emphasizes using a strengths-based approach and constructive methods aimed at building student self-esteem and competence. The document contrasts this with corporal punishment and advocates for establishing a mutually respectful relationship between teachers and students.
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation o...REYBETH RACELIS
"DepEd Order No.2, s. 2015 Guidelines on the Establishment & Implementation of the Results - based Performance Management System (RPMS) in the Department."
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document outlines the DepED Child Protection Policy which aims to protect children from all forms of abuse, violence, exploitation, discrimination, bullying and other harms. It summarizes findings from a DepED survey that 50% of students experienced corporal punishment and 74% were victims of bullying. From 2010-2012, 112 cases of child abuse were referred to DepED. The policy defines key terms and lists prohibited acts including various forms of child abuse, corporal punishment, exploitation, discrimination, and violence against children committed in schools. It is based on protecting children's rights under the Philippine Constitution and UN Convention on the Rights of the Child.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
This document discusses the principles and practices of positive discipline in education. It defines positive discipline as an approach that helps children succeed by respecting their rights and supporting their development. The key components of positive discipline are setting long-term goals for students, providing warmth and structure, understanding child development, recognizing individual differences, and problem-solving through positive responses. The document provides guidance on implementing these principles for students of different ages from early childhood through adolescence.
Duties and Responsibilities of a TeacherMiah Suarez
These are the duties and responsibilities of a teacher based on Law.
I used this in my report in PHILO102, so that's why there's the watermark of my school. But I'm hoping it will help you. :)
(Code of Ethics and Philippine Constitution)
This document summarizes Republic Act No. 6728, which provides government assistance to students and teachers in private education in the Philippines. Some key points:
- It establishes programs to provide financial assistance to private K-12 students and college students, including tuition fee supplements, scholarships, and textbook funding.
- Assistance is based on criteria like family income, tuition fees charged, and accreditation of education programs. Preference is given to students with family incomes of P36,000 or less.
- It expands existing programs like the voucher-based Private Education Student Financial Assistance Program and the Educational Service Contracting scheme.
- At least 70% of subsidies must go towards salaries/benefits of teaching
The document discusses balanced and unbalanced forces. It defines balanced forces as equal forces acting in opposite directions in the same line, which cancel each other out. Unbalanced forces change the motion of an object - if the forces acting on an object are not balanced, its motion will change. Balanced forces do not change an object's motion, while unbalanced forces are needed to change an object's motion or make it move.
This document outlines the discipline system and rules at Bearer of Light and Wisdom Colleges. It lists 4 categories of administrative penalties - campus work/community service, suspension, exclusion, and expulsion. Various offenses are categorized as minor or major and assigned penalty points. Minor offenses include uniform violations, loitering, and littering. Major offenses include theft, cutting classes, and disruptive behavior. The rules provide guidelines for enforcing order and developing student self-discipline.
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
The document summarizes a training session for Kawan Leaders that covered the ideals and principles of KAB Scouting. It includes the KAB Scout Promise to do one's best to love God and country, do good turns daily, and obey the KAB Scout Law. The Law instructs Scouts to follow elders, help their Kawan, and be useful. Other concepts covered include the KAB Scout motto "Be Prepared", slogan "Do Your Best", signs, salute showing respect and friendship, and handshake denoting trust. The session aims to teach desirable values through Scouting games and activities.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
School policies, procedures and contractsHarleen Singh
The document discusses school policies, procedures, and contracts regarding technology use. It emphasizes that well-crafted policies lay out expectations, define rights and responsibilities, and describe consequences for violations. Acceptable use policies, bullying policies, and other agreements between the school and community form binding contracts. The document provides guidance on creating, updating, and disseminating policies to effectively govern appropriate technology use by students and staff.
This document provides information about the implementation of the K to 12 Basic Education Program in the Philippines. It begins with an introduction from the Secretary of the Department of Education. It then provides a comparison of the old curriculum and the K to 12 curriculum. The core elements and structure of the K to 12 program are described, including the addition of Senior High School. Details are given about the different tracks available in Senior High School and how they relate to further education and careers. The document concludes with a discussion of how the K to 12 program aims to develop students with 21st century skills and prepare them for the future.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
This document provides an overview of the objectives and content covered in the first session of a Positive Discipline training for teachers. The session objectives are to understand how violence acts as a barrier to learning and to learn how to use Positive Discipline approaches to support children's learning. The document discusses teachers' experiences with both positive and negative feelings in their work. It also covers why Positive Discipline is important by reviewing research on the impacts of violence on children and the rights of the child. Positive Discipline is positioned as a rights-based, constructive alternative to punishment that supports children's development and education.
The document discusses positive student discipline and turning the classroom into a home-like environment. It defines positive discipline as an approach that helps children succeed, provides them with necessary information to learn, and supports their healthy development while respecting their rights. The document outlines several strategies for positive discipline including setting long-term goals for student development, providing a warm and caring environment, understanding child development, and recognizing individual differences. It emphasizes using a strengths-based approach and constructive methods aimed at building student self-esteem and competence. The document contrasts this with corporal punishment and advocates for establishing a mutually respectful relationship between teachers and students.
Positive discipline in everyday teaching a primer for filipino teachersEDITHA HONRADEZ
This document is a primer on positive discipline for Filipino teachers. It discusses corporal punishment, its effects, and the legal basis for prohibiting it. It then introduces the concept of positive discipline in everyday teaching (PDET), which focuses on setting long-term goals for students, providing warmth and structure in the classroom, understanding child development, and problem-solving. The primer provides examples of responding to common classroom situations in kindergarten, grade school, and high school using a positive discipline approach. It also includes a note on teacher well-being and stress management.
Positive discipline in everyday teaching a primer for filipino teachersyayie1517
This document provides an introduction to positive discipline for Filipino teachers. It discusses corporal punishment, its prohibition, and the positive discipline approach. The document contains examples of responding to common classroom situations in kindergarten, grade school, and high school using positive discipline techniques. It also includes a note on teacher well-being and stress management. The overall purpose is to help teachers apply positive and non-violent approaches to classroom management and discipline.
This document provides an introduction to supporting looked after children in educational settings. It explores key issues such as the educational outcomes and needs of looked after children. It also examines the roles and responsibilities of designated teachers and best practices for supporting looked after learners, such as using pupil premium funds effectively and addressing mental health needs. The goal is to promote the educational achievement and well-being of looked after children.
A School Role_ Mechanism in Shaping the Heart and Mind of the Learners_RBC....RizaCatli2
The document discusses the important role that schools play in shaping students' character and moral development. It argues that schools should include moral values and character development classes in their curriculum. Both teachers and parents influence students greatly, so teachers should provide moral lessons and guidance to help promote students' positive development. Effective approaches to character education include positive discipline, which teaches life skills while building mutual respect between students and teachers. Schools should create a warm, safe environment where students feel respected and supported in their learning.
The document discusses the impact of marital conflict on children, including when destructive conflict tactics like physical aggression, insults, or hostility are used in front of children. While parents may try to shield children, research finds children are usually present for domestic disputes. Witnessing certain types of conflict can negatively impact children's development. The document advocates for constructive conflict resolution like calm discussion and compromise when children are present. As youth professionals, we must be aware that conflict children witness at home can short and long-term effects, so promoting healthy relationships is important.
This document provides a series of papers on principles of effective drug education in schools. It discusses creating a whole-school approach, using age-appropriate and evidence-based lessons, the responsibilities of teachers and visitors, implementing prevention strategies school-wide, the importance of life skills training programs, engaging parents, and addressing new drugs like "legal highs". The goal is to give schools and educators guidance on best practices for drug education and prevention.
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
Positive Discipline is a program designed to teach children responsibility, respect, and problem-solving skills. It is based on the work of Alfred Adler and Rudolf Dreikurs from the 1920s-1930s. Positive Discipline uses mutual respect between children and adults and identifies the beliefs behind misbehavior to change behavior respectfully. There are Positive Discipline programs for both parents and teachers that build strong relationships through kindness, firmness, effective communication, and focusing on solutions rather than punishment.
I had to make a Newsletter for Actively Listening to your child to Parents that would have children in my classroom. Tell me what you think! How'd I do? Did I catch your attention & keep you interested?
Healthy discipline among school children ( Gender Issues & Peace Education )ADITYA ARYA
Healthy discipline among
school children {Gender Issues & Peace Education}
❖ The Latin origin of the word discipline is ‘to teach’.
❖ Disciplining the student child means teaching them responsible behavior and selfcontrol.
❖ With appropriate and consistent discipline, then students will learn about
consequences and taking responsibility for their own actions.
❖ At its best, discipline rewards the student for appropriate behavior and discourages
inappropriate behavior, using fair and positive means, it is known as healthy discipline.
This document discusses healthy discipline strategies for school children. It defines healthy discipline as teaching responsible behavior and self-control through appropriate and consistent methods, rather than punishment. Some key points made include: physical punishment is ineffective and can be psychologically harmful; the goal of discipline is to solve problems and teach life skills rather than inflict suffering; rewarding good behavior and implementing natural/logical consequences are effective strategies; and parents and teachers should act as role models through fair and respectful communication.
The document provides information about bullying prevention workshops for schools. It includes definitions of bullying, types of bullying, roles of students in bullying situations, strategies for preventing and responding to bullying, integrating bullying prevention into the curriculum, cyberbullying, working with parents and collecting data. The workshops aim to support schools in developing policies and strategies to address bullying through staff professional development activities.
Building Resilient Children by Creating Compassionate SchoolsEducationNC
The document provides information about creating compassionate schools to build resilient children. It discusses Buncombe County Schools' profile and initiatives to address trauma and adversity experienced by students. These include grants, curriculum, data collection, and multi-tiered systems of support. The goals of compassionate schools are to develop students' self-regulation, resiliency, executive function, and social/emotional competencies. Strategies discussed include trauma-informed practices, building staff capacity, and strengthening school-community partnerships.
School safety project bully prevention at barrettkathleen duggan
Bullying creates a climate of fear and disrespect. It typically begins in early school years and peaks during early adolescence. However, bullying does not have to be an inevitable part of growing up. Effective prevention requires changing social norms and beliefs, establishing clear policies, training staff, supervising hot spots, intervening consistently, and involving parents and students over time. The goal is to create an environment where bullying is unacceptable and preventable.
This document discusses the negative consequences of corporal punishment in schools. It notes that corporal punishment can cause physical, emotional, psychological, behavioral, and developmental harm to children. It leads to increased absenteeism, lower academic performance, and more violence. While some believe corporal punishment teaches respect or proper behavior, research shows that positive reinforcement and compassion are more effective motivators. The document advocates for positive discipline approaches and creating a caring environment in schools where children's emotional needs are met and they can learn and grow safely.
This document discusses classroom management and discipline approaches. It explains the difference between negative discipline, which focuses on punishment, and positive discipline, which focuses on teaching and encouraging good behavior. Negative discipline uses measures like corporal punishment, yelling, and humiliation, while positive discipline emphasizes respect, dignity, and problem-solving to encourage self-discipline. The document provides guidance for implementing a whole-school positive discipline approach in the classroom.
Similar to PDET-Deped-Lapu-lapu (edited).pptx (20)
This document outlines the policies and procedures of Abuno High School, including its student handbook. It discusses the school's rules around uniforms, identification, tardiness, cleanliness and appropriate appearance. It also defines minor, moderate and major offenses and the corresponding sanctions for each. Major offenses such as bullying, vandalism, smoking, assault, gambling and drug use may result in a conference with parents and potential suspension or requirement to change schools. Community service is used as a sanction and students performing it cannot attend classes.
This document outlines the vision, mission, philosophy, goals, and components of a school's guidance program. The mission is to provide all students with a safe, supportive learning environment to reach their full potential. The vision is for students to develop values and skills to contribute meaningfully to the country. The guidance program aims to address students' personal, social, academic, and career development through seminars, assessments, and responsive services like counseling and referrals to specialists. It seeks to engage families and the community to support students' growth into healthy, responsible citizens.
Mental health refers to maintaining successful mental activity through productive daily activities, fulfilling relationships with others, and the ability to adapt to change and cope with stress. Signs of declining mental health include anxiety, depression, anger, decreased sleep, drug use, and suicidal thoughts. To improve mental health, one should pay attention to emotional pain, stop emotional bleeding, protect self-esteem, battle negative thinking, and become informed about the psychological impact of wounds.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document outlines the Philippines Department of Education's (DepEd) proposed Senior High School voucher program. The objectives are to reduce institutional pressures on DepEd, minimize capital costs by engaging the private sector, and lessen the financial impact on colleges experiencing reduced enrollment. The purpose is to enhance school choice, diversity, and quality education. The voucher program aims to be scalable to over a million students within two years, minimize conflicts of interest, be fiscally efficient and equitable to provide access to poor students, include accountability measures, and have a simple administration. All Grade 10 students nationally would be eligible, and vouchers must be used the following year for up to two years of SHS. A management information system will administer and
The document provides an overview of Senior High School (SHS) in the Philippines, explaining that it refers to grades 11-12, will equip students with skills for employment, entrepreneurship, higher education or technical training, and includes academic, technical-vocational, and specialization tracks for students to choose courses aligned with their interests.
This document provides a report on the Homeroom Guidance (HG) and Career Guidance (CG) program at Abuno High School for the 2021-2022 school year. It outlines 5 areas that will be monitored to evaluate the program's implementation and delivery, including curriculum and assessment, delivery processes, learner development assessment, program supervision, and administrative concerns. It also provides details of HG programs, activities, objectives and discussion topics by grade level for the first quarter. The report identifies some issues including lack of parent attention, additional burdens, and scheduling concerns. It also highlights best practices such as emphasis on the program's importance, extended deadlines, and teacher monitoring.
The document outlines the objectives of a career guidance session which are to:
1) Examine labor market information and 2) Design a personal career guidance advocacy plan.
It emphasizes that labor market information is essential to career guidance and advocates must be committed to their role of providing career guidance to learners.
The document provides information about in-demand jobs, sectors of the economy with opportunities, examples of certain jobs, and a template for developing a personal career guidance advocacy plan.
This document contains questions from various grade levels related to arts and culture. For the easy level (grades 7-10), questions cover topics like visual arts elements and principles, film techniques, and art history periods. Average level questions (grades 7-10) test knowledge of specific artists, artworks, and techniques. Difficult questions (grades 7-8) require recognizing influential prehistoric art forms, traditional Southeast Asian art styles, and notable Philippine architectural structures. The document is a quiz bank intended to assess arts learning across multiple age groups.
This document contains the questions and answers from an arts quiz bee for grade 7 students. It is divided into easy, average, and difficult rounds testing knowledge of Philippine arts, culture, traditions and history. The questions cover topics like weaving techniques, epic poetry, indigenous tribes, festivals, sculptures, costumes and more. The quiz bee is being held at the district level with the goal of testing students' understanding of cultural expressions and practices from different regions across the Philippines.
The document contains questions from an arts quiz bee for grade 6 students. It includes multiple choice questions testing knowledge of various art terms and concepts across three rounds: easy, average, and difficult. The questions cover topics like visual elements, principles of design, tools used in digital art and painting programs, different types of artworks and styles, as well as information about logos and their purpose.
The document provides a quiz on culture and arts from different periods. It includes easy, average, and difficult rounds of questions testing knowledge of the Renaissance period, Romantic period, and famous artists and their works from these eras. Specifically, it asks questions about the meaning of Renaissance, artists from that period, architectural characteristics, elements of the Romantic style, and identifying famous sculptures and their creators.
The document provides a budget breakdown for culture and arts projects and MAPEH contests. It outlines the costs of art supplies including paint sets, brushes, and canvases totaling $460. It also lists the costs per student for different subject sections ranging from $9.20 to $13.94. Awards including frames and medals will cost $1,420 or $6.09 per student. The final totals budget $27.29-$28 per regular class student and $32.03-$33 per science class student to cover contestant fees, awards, and displays.
Anna is a 14-year-old blind girl who has never attended school due to her parents' fears of her getting hurt without help. She was referred to social services for assistance. David is a 15-year-old boy with a physical disability preventing walking since an accident. His family cannot afford treatment and his school lacks facilities. Kristine has a physical disability but with ramps and an accessible bathroom built at her school, she can now attend. Nico was born without arms but has learned to write with his feet and do tasks independently through therapy. His school made accessibility modifications so he can function independently.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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The complex relationship between human activities and the environment has been the focus
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The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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Accurate understanding of land use and cover is imperative for the development planning
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3. Objectives
• General Objective
• Tosupport teachers in developing the skills and confidence to use
Positive Discipline in their interactions with their learners every day.
• Specific Objectives
At the end of the series, participants will be able to:
• Understand that violence is asignificant barrier
to achild’slearning
• Use Positive Discipline to support children’s learning
• Share key actions to help parents support their
children’s learning
5. The experience of teaching
• Joy
• Satisfaction
• Pride
• Senseof accomplishment
• Frustration
• Loss of control
• Fatigue
• Anger
Talk about the Experience of Teaching
1
6. Summing up
• Teachers have felt both positive and
negative feelings about their
experiences, particularly in the
context of theCOVID-19Pandemic.
• Wewill draw on the positive
experiences to motivate us and
strengthen our resolvetowards
delivering quality educationand
positive change in workingwith
learners.
8. • The National Baseline Study onViolence
(2016) against children has found that
80%of the 3,866 boysandgirls aged 13-
24 years had experienced some formof
violence in their lifetime.
• LGBTchildren experience significantly
more physical, emotional, and sexual
violence than otherchildren.
• The Study was not able to gather data on
the prevalence of violence experienced
by children withdisabilities.
9. Corporal Punishment
is the most common form of violence experienced by children.
It is also called physicaland humiliatingpunishment.
10. Committee on the Rightsof the ChildGeneral Comment No. 8:The
right of the child to protection from corporal punishment and other
cruel or degrading forms of punishment
“Corporal” or “physical” punishment is any punishment in which
physical force is used and intended to cause some degree of pain or
discomfort, however light… In the view of the Committee, corporal
punishment is invariably degrading.
12. • Violence also includes words or
actions that shame, embarrass,
threaten, or scarechildren.
• These are emotional
punishments.
• Physical punishments areactions
that hurt the body. It always has
emotional impacts that are at
least asstrong asthe physical
impact.
• Emotional punishments arewords
and actions that hurt the heart.
14. What do childrensay?
“
Masakit po talaga. Hanggang paglaki ko nasa damdamin ko ‘yon.
Hanggang ngayon galit na galit pa rin ako satatay at nanay ko.”
When I made amistake, he threw abook at me.
And then, my classmate asked a question, Sir kicked him repeatedly.
Becauseof these experiences, I think lessofmyself.”
“
Masakit po. Nakatatak na po sapuso ko.”
“
15. • Higher levels of aggression
and anxiety
• Lower self-esteem and riskof
developing depressive
symptoms
• Intergenerational violence
Reference: The Systematic Review ofLiterature on
the Drivers of Violence against Children (2016)
Physical and emotional
violence children have
serious consequencesto
children’s well –being
16. Factors that push adults to commit physical,
psychological, and sexual violence in the home are:
• Acceptance and justification of the use of corporal punishment or
violent discipline
• Gender inequality – norms that maintain unequal power
relationships between genders
• Financial stress
• Alcohol/substance misuse
17. Summing up
• We were raised to believe that it is right
and just to punish children for bad
behavior andmistakes.
• Wewere raised to fear that not
punishing children will lead to a bad
outcome.
• Weknow now, that VIOLENCEHURTS
CHILDRENNOW and harms their future
prospects.
18. But there ishope…
• But we can change our beliefs and
our behavior to end this kind of
violence against children.
• In the 2009 National Study on
Violence in Schools, asignificant
number of children 60%-70%of 6,931
elementary and high schoolstudents
have indicated having been talked to
in private or receiving counselling
when they did something wrong.
19. E-Net Philippines’ Positive Discipline work with
teachers in 3QCpublic schools QCand 1private
school in Marikina:
• In 2018,learners reported that teachers tend to use both
punishment and non-violentdiscipline.
• In 2019,30%of elementary pupils and 70%ofhigh school students
have reported that their teachers are practicing positive
discipline instead of punishment.
20. • This gives us hope that while
changing social norms thataccept
corporal punishment of children
and gender inequality can be
difficult, gradual changecan
happen.
• Eventually we can learn to use a
non-violent andproblem-solving
approach in responding to
challenges instead of using
punishment
21. Education in the context of COVID-19pandemic
• Teachers are expected to deliver
education through ablendedapproach
using modules delivered online, in
print, or radio/television
• Limited or no face-to-face contact with
learners
• Increased coordination with learner’s
parents or caregivers
22. Do Teachers still need to learn Positive Discipline?
• Violence against children still happens in the
home, particularly physical and emotional
punishment
• Violence in the form of punishment can
disrupt children’slearning
• Teachershave avery important role in
helping parents support theirchildren’s
education without usingpunishment
23. Is Positive Discipline stillRelevant for
Teachers?
• Through Positive Discipline, we can
establish and provide asafelearning
environment for learners.
• Teacherscan model to parents how to
interact with their children at home.
• Teachers are in aposition to recognize
potential situations of violence in the home
and refer this to those who can help.
24. – Kindergarten Teacher, Project 6 Elementary School
Mahalaga pa rin, kahit na hindi natin nakikita araw-
araw ang mga learner natin, maramdaman nila yung
Warmth na pwede nating ibigaysakanila.
27. What is Positive Discipline in Everyday Teaching
(PDET)?
It is apositive, rights-based
approach that helps guide
teachers in creating and
maintaining alearning
environment where all children
are respected and aresuccessful
learners.
28. Positive Discipline in Everyday Teachinghas its
strong foundation on children’s rights
• The UN Convention on the Rights of the Child was signed by 193
member countries of the United Nations.
• It exists to protect all children and ensure they grow up in the most
optimal environment.
29. What does the UNCRCsayabout the Role of Parents?
The UNCRCstandards can only be met if parents’ needs are met. Parents
are to be supported to be able to provide for children’s basic needs:
• Article 5:Government will respect the responsibilities, rights, and duties
of parents and caregivers to care for their children.
• Article 18:Parents have the primary responsibility for upbringing and
development of the child and supported by the government.
30. • These articles indicatethat
children’s rights arerecognized
alongside the rights of adults.
• Fulfilling the rights of children
should not prevent adults from
enjoying their ownrights.
• Fulfilling adult’s human rights
should not prevent children from
enjoying and exercising theirrights.
31. • Through this Positive Discipline web series, the
Department of Education through the Teacher Education
Council Secretariat is providing support to teachers to
transition from punishment to anon-violent and
problem – solvingapproach.
• By practicing Positive Discipline in their interactions with
learners, teachers are able to protect children from
violence, in line with the Department of Education’s
ChildProtection Policy.
32. Positive Discipline fulfills children’srights:
Accessto quality
education
Protection from all
forms ofmental and
physical violence
Protection from
discrimination
Participation intheir
own learning
33. Children develop better when thereis:
Positive Discipline also
based on Research on
Child Development and
Effective Teaching
1. Warmth
• Physicalsecurity
• Emotional security
• Trusting relationships
2. Structure
• Guidance
• Information
Effective Teachershave:
• Knowledge of how children learn and develop
• Ability to regulate their emotions
• Confidence in their skills
35. Positive Disciplinein
Everyday Teaching
Effective discipline is positiveand
constructive.
It involves setting goals for learning and
finding constructive solutions to challenging
situations.
Positive discipline supportsteaching and
education.
It builds learners’ self-confidence and instils
alove of learning that can last a lifetime
36. Positive Discipline isnot…
• Permissiveness
• Letting learners dowhatever
they want
• About having no rules, limits or
expectations
• About short-termreactions
• Alternative punishments to
slapping, hitting, andshaming
Positive Discipline is…
• Long-term solutions thatdevelop
learner’s own self-discipline
• Clear and consistent communication
• Based on fairness and knowingyour
learners
• Building amutually respectful
relationship
• Building children’s skillsand
confidence
• Teaching children respect forother
people’s feelings
• Teaching life-long skills and fostering a
love of learning
37. Long-term solutions that develop
learner’s
own self-discipline
Clear and consistent communication
Based on fairness and knowing
your learners
Building a mutually respectful
relationship
Building children’s skills and confidence
Teaching children respect for other
people’s
feelings
Teaching life-long skills and fostering a
Positive
Discipline
is…
41. The approach to obstacles,
challenges and frustrations
Knowing thematerials
Thetools
Theplan
Proble
m
Solving
Recognizing individual
differences
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals
The
PDETModel
42. You are delayed in delivering your planned lessons
last week. Your principal expects you to catch up to
meet your performance targets. It is Monday and
your Grade 2learners are happy and excited to start
the new week. They are cheerfully chatting to each
other online about what happened to them over the
weekend. Youwant to start the class immediately so
you can catch up to your delayed lesson plan.
What do you want your learner to do right now?
2
44. You inform your learners that you will now start the class
and you ask them to settle down to listen. However, your
learners continue to chat not only on video but also in
the chat box. You really need to start now so that you
can cover the topics that were delayed to meet your
performance target.
You begin to feel that you’relosing control of your
temper.
3
45. 1. What is happening toyour body?
2. What is happening toyour voice?
3. What are you feelingemotionally?
4
46. Typical StressResponses
• shouting
• threatening
• sending students out of the
room
• calling the studentsnames
• making the student stand in
the corner
• criticizing
• taking thingsaway
• hitting or other physical
punishments
53. • Your learners are all grown up.
• They are 25years old now.
• Your school is hostinga
reunion.
• Many of your former students
plan to attend.
• Takeamoment toimagine what
your students will look like at
that age.
54. Imagine
• What kind of person do you hope
your learners willbecome?
• What kind of memories do you hope
they would have ofyou?
8
55. What kind of people do we want learners to become?
• Respectful and has empathyfor
others
• Canmake wise decisions
• Kind, & able to form healthy
relationships
• Confident & has asolidself-
esteem
• Disciplined & responsible
• Goal-directed
• Analytical
• Independent learner
• Honest
• Hasfaith
57. Setting long-termgoals
• Situations of short-term stress are common in class, and teachers’
reactions to these are often harsh and punitive.
• Long-term goals are the impacts that teachers want to have in their
learners’ adult lives.
• Every short-term challenge is an opportunity to work towards your
long-term goals.
58. What do wedo?
• Reflect on the values and life skills you want to teach children
• Make day-to-day problem situations an occasion for teaching these
values and life skills
• Model these values and life skills (respect, taking responsibility,
wisdom, handling conflict, empathy) to children
59. "Inclusive education is the core principle of the Kto 12
Basic Education Program. This promotes the right of
every Filipino to quality, equitable, culture-based and
complete basic education. Through inclusive education,
all Filipinos will realize their full potential and contribute
meaningfully to building the nation.”
60. “The goal of the K-12curriculum is for all learners
to have access to quality and relevant education.
In effect, all learners have the opportunity to
become well- rounded, happy, and smart
individuals who are confident to pursue their
chosen paths.”
61. Summingup…
• Long-term goals you have mentioned aswell asthe DepEd goals
are the actual goalsasteachers
• Short term stress reactions such aspunishment interferes with
the achievement of long-term goals
62. • Establish a good relationship with the
parents of yourlearners
• Talk to them about what positive
characteristics they want to teach their
children so you can work toward the same
goal.
• Assure them that it is not necessary for
them to be highly educated to support
their children’s education at home.
Support for parents
63. • Talkto them about what they are already doing; acknowledge what
they are already doingright
• Encourage them to be patient with their children; they can also
experience stress and worrylike adults.
• If they are feeling stressed, it is better to calm down first before talking
to yourchild
• Punishment will not help children do better in school
Support for parents
66. Review
• Stress leads to short-term reactions
such aspunishment; it leads us to
focus on short-term goals instead of
long-term goals
• Reconnecting the emotionalbrain
with the thinking brain helps us
focus on long-termgoals.
68. Looking Back
When you are stressed or struggling, who do you go to for
support? Is the person male or female?
What are the characteristics of that person that made you want
to go to them when you are stressed?
What do you feel when you have when you are with this person?
1
0
69. SummingUp
• When we are stressed or struggling we go to a person where
we feel safe andsecure
• Someone who can helpus keep calm
• Someone whocan help us think better
71. SummingUp
• Warmth is about feeling safe and respected
• Wecan’t learn when we feel anxious and afraid
• When we feel safe, we can relax, participate, and learn
72. What isWarmth?
Ensuring that
the students
feel
emotionally
andphysically
safe
Respecting
students’
developmental
levels and
views
Being sensitive
to students’
academic and
social needs
Having
empathy with
students’
feelings
Showing
students that
you careabout
them
74. • Warmth helps us feelsafe
• Wegradually learn thatwe won’t
be hitphysically or emotionally
• The fear goes away and we are
able to engage our thinking brain
• Warmth helps us learnbetter
Warmth is
the
opposite of
feeling Fear
75. 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
76. Fear makes it hard to stay calm
Feelingunsafe
Emotional Brain
and Thinking
Brain disconnect
Constant state
ofFight or Flight,
Freeze: Behavior
problems
happen
77. Warmth makes learningeasier
Feeling safe from
being physicallyand
emotionally hurt
Receive information
Think about it
Remember it
Better academic
performance
CalmRegulated Fewerbehavior
problems
78. In awarm and caring climate, students want to
cooperate with their teachers and each other.
Warmth encourages short-term cooperationand
teaches long-term values.
79. Is this Warmth?
• Your learner cracked a joke in the middle of online class, and you posted an
LoL or alaughingemoji.
• You told your class you will give out aprize to the learner who will get a
perfect score in yourquiz.
• 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 adestructive typhoon hit your learner’s community, you did not
mention anything about it the following day.
1
2
81. Create awarm classroom environmentby…
• Getting to know your learners aspeople
and where they arefrom
• Encouraging them when they are having
difficulty
• Recognizing their effortsand successes
• Supporting them when they are facing
challenges in their lives
82. Create awarm classroom environmentby…
• 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 makemistakes
83. – Grade 5Teacherat 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 sakanila sakanilangpag-aaral.”
90. It’s hard to be motivated
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic
failure
Self-blame
Low motivation
91. It’s hard to stay
calm
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic
failure
Frustration, Resentment
Aggression or otherStress
Response
92. Structure makes it easier to learn, to be
motivated, and to be calm
Clear
communication
and scaffolding
Deeper
understanding
Academicsuccess
Increased interest,Positive
self-image, High
motivation Lowstress
93. • Helps children learn whatis important
• Helps them understand theirmistakes
and how to fix them
• Gives them informationneeded to
succeed next time
• Givesthem tools for solving problems
when they are on their own
• Shows them how to work out
disagreements with other people in a
constructive, non-violentway
Structure
94. 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 aquestion 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.
1
5
95. Is this Structure?
• You notice that your female senior high school student saysthat she
always missesyour 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. Youalso ask them to write in the comment box
during your online class the characteristics of a good teacher.
97. • Involving them in setting rules for the class
• Helping students find ways to fix their
mistakes in away that helps them to learn
• Explaining the reasonrules
• Being consistent, but also fair and flexible
• Controlling youranger
• Avoiding threats andpunishments
Provide structure for students by…
98. 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 asapositive role model and guide
99. -Grade 5Teacherat Jose C.Catolico Elementary School, Gen. Santos City
“Consistent ka lang sapag-implement ng rules mo dito saloob ng
classroom – ‘Kapag dito saloob ng classroom, you should
cooperate with each other. Kailangan ‘pag lesson na natin
makinig natayo.”
101. How do you provide
Warmth and Structure in
thissituation?
Your Grade 7learners 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.
102. How do you provide
Warmth and Structure in
thissituation?
Your Grade 2learner comes from avery
poor family. Her parents are supportive
but with low educational attainment,
and assuch cannot support her in
terms ofher academic needs. You want
to instill in her good study habits and
develop independent learning.
103. How do you provide
Warmth and Structure in
thissituation?
Your see that your Grade 1
1learner 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.
105. Support forParents
• Talkto them about what they do to show their
love for theirchildren.
• 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 assadnessor
hopelessness.
• Refer them to community resources that can
respond to their child’s needs.
106. • Help parents organize adaily 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 motivatethem.
Support forParents
110. Review
• Warmth provides a safe and secure environment for learning,
which encourages motivation and cooperation of learners.
• Structure provides information and guidance to scaffold
children’s learning. It is not punishment, control, or coercion.
• Warmth and Structure together are the two most powerful tools
of PositiveDiscipline.
111. Knowing the materials
The right tools
Aclear plan
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals
112. Your Learner!
• Name (not thereal name)
• Male or female
• Age
• Family circumstances
• Interests or favorites
• Typical developmental
• characteristics of the child at this age
• Common challenging behaviors of the child
at thisage
1
8
113. Summing up
• An effective way of reaching our long-term goals is knowing our learners.
• Children’s capacity and abilities change asthey grow; their needs and
challenges alsochange.
• Some of the challenging behaviors we encounter in class are linked to their
developmental characteristics
• Having appropriate expectations about what the child can and cannot do,
and what the child can do with some help facilitates responding with
Warmth andStructure
• Conflicts with learners may be prevented or reduced.
114. Eachchild arrives in theclassroom
with a unique set of experiences
that affectshis/her…
• Readiness to learn
• Motivation to achieve
• Confidence in own abilities
• Comfort in the presence of adults
• Social skills
116. Understanding Child Development – EarlyGrades
• Brain development is going on at avery fast rate
• Brain cells or neurons make many connections and
networks
• Intense drive to explore and learn
• Canbe highly distractible, easily bored,and
needing sensory stimulation.
• Still learning aboutemotions
117. Covid-19 and the EarlyGrader
• Limited understanding of what is going on around them
• Need new skills and routines to learn to prevent disease
• Frustration, which can lead to emotional outbursts
• Punishment in the home can happen. This can affect the child’s
academic performance and motivation for learning
119. Understanding Child Development – The MiddleGrades
• Brain development provides for
greater capacity forlearning and
mastery of fundamentalskills
• Stage ofPuberty, which may come
early for some and late for others
• Getting moreconfident
120. Understanding Child Development – The MiddleGrades
• Conflicts with learnersmay arise
they ask very critical questions or disagree with the teacher.
bullying
changes in the child’s moods, which may be interpreted as being disrespectful or
mean.
• Punishment for these typical behaviors may undermine the child’s
confidence and decrease their motivation to learn
121. Understanding Child Development – TheMiddle
Grades
Acknowledging the child’s point of view
Engaging thechild in conversation
This builds the child’s self-confidence and promotes greater
interest inlearning.
122. Understanding Child Development – TheMiddle
Grades
Bullying is common at this stage.
Teacher:
• Scaffold children’s learningtowards
appreciating diversity, kindness,
challenging gender stereotypes.
• Models empathy and providingguidelines
for acceptablebehavior
Reduces bullying and
increases the
confidence of learners
123. Covid-19 and the MiddleGrader
• Greater understanding of COVID-19and the consequent school
closure
• Lost their extensive socialnetwork
• May experience sadness, fear, andpessimism
• Punishment in thehome can happen
125. Understanding Child Development – LaterGrades
• The brain undergoes the process of pruning
• Adolescent brain continue to develop beyond the age of 18
• This means that their capacity for planning, anticipating the
consequences of their actions, and inhibiting risky behavior are
not yetmature
126. Understanding Child Development – LaterGrades
• Struggle towards gainingmore
independence
• They are developing their own identity
• They need security and guidance insolving
problems and makingdecisions
• Conflicts withadults are common.
127. Understanding Child Development – LaterGrades
• Understanding the struggle that adolescents face
• Recognizing the adolescent’s need for greater independence
• Providing information and helping them go through the problem-
solving process
• Punishment at this stage undermines the trust and good
relationship
128. Covid-19 and the LateGrader
• Loss of social connection with their peer group or romantic
relationship can be a source of resentment and resistance to or
violation of restrictions
• Strong belief that nothing bad can happen to them or that they
won’t getsick
• Disagreement with parents and conflict over misinformation
circulating over theinternet
• Punishment and upheaval in the home can reduce motivation to
continue education
130. Scenario Analysis
• It has been 1month since the beginning of the school
year but your female kindergarten learner can only
finish 20%of the work sheets she is required to finish at
the end of each week because she can only sit at her
desk at home for a few minutes at a time.
• If you were to assumethe point of view of the pupil,
what would be the developmental reasons for not
being able to sit at the desk for along time?
• Now, assumethe point-of-view asthe teacher.
Knowing the child’s point of view what will you sayto
her to provide Warmth?
1
9
131. Scenario Analysis
• You notice your grade 3 male learner has drawn
doodles on his submitted worksheet instead of
completing the assignedwork.
• If you were to assume the point of view of the
learner, what would be the developmental
reasons for doodling on his work sheet instead of
completing the assignedwork?
• Now, assume the point-of-view of the teacher.
Knowing the child’s point of view, what will you
sayto him to provide Warmth?
132. Scenario Analysis
• You are on ahome visit when notice your grade 7
female learner call her neighbor, afellow learner
passing by, a derogatory name because of her well-
developed breasts and shortskirt.
• If you were to assume the point of view of the
learner, what would be the developmental reasons
forcalling someone aderogatory name?
• Now, assume the point-of-view of the teacher.
Knowing the child’s point of view, what will you say
to provideWarmth?
133. Scenario Analysis
• You overheard your grade 1
1male student planning
to skip his Math online class to join his friends to
play online computergames instead.
• If you were to assume the point of view of the
pupil, what would be the typical reason for skipping
class and playing computergames instead?
• Now, assumethe point-of-view of the teacher.
Knowing the child’s point of view, what will you say
or do to provide Warmth?
134. Summing Up
• Teachers have the opportunity to establish good relationships and
habits that can lead to the long-term goals for their learners.
• Typical developmental characteristics of children are often the
sources of conflict and are misinterpreted asbad behavior.
• Providing Warmth (such asempathy or considering the child’s
point of view) allow teachers to understand the child’s situation
and helps her provide the appropriate Structure to respond to the
child’s needs at themoment.
135. Tobe effective teachers, we need to…
• Know our learners’abilities at different ages
• Understand that some learners might not
have the experiences or information they
need to succeed
• Reflect on what we could do differently to
help them learn
• Recognize that ourlearners’ perspectives
might be different from ours
• Understand our own contributions to conflict
with learners
136. When we understand how children think and feel at
different ages, werecognize…
Children’s rightto
• Protection from all forms of physical and
mental violence (Article19)
• An opinion and for this to be considered
seriously (Article 12)
• Education that respects their dignity (Article
28)
• Play (Article 31)
137. - Grade 5Teacher at Jose C.Catolico Elementary School, Gen. Santos City
“Hindi talaga natin maiwasan may mga batang malilikot, maiingay.
Tinatawag ko po sila isa-isa. Kinakausap ko ng heart to heart kung ano
talaga ‘yung gusto niya, bakit siya maingay. I-consider mo ba ‘yung family
background nya… ‘Ano ba’ng problema? Bakit ka malikot saklase? Bakit
ka maingay?’ Effective talagang kausapin ko siyang mag-isa kesa
pagalitan sabuong klase. Then the next day, magtaka ka na lang na iba
na ‘yung kilosnya.”
141. You are a very active person. You love being outdoors, playing
sports, andespecially running. When you aren’t doingsomething
active, you quickly getrestless.
You meet someone you really like and you start to become
friends. You want to share your favorite activities with her and
you’re excited about all the things you could do together.
142. Soon you discover that her favorite activity is reading. Shewants to
spend the weekends with you, reading side-by-side.
But when you try to read with her, you can only sit still for a few
minutes. You invite her to go for a walk and she says, “Maybe later.”
Soyou sit and read for 15minutes and then invite her again for a walk.
She becomes irritated and says, “Why can’t you sit still? If you can’t sit
here with me, then I’m going to go and read by myself.”
145. You meet another new friend who also loves to read. Sheinvites you to
her home to show you the books she has collected. Shesuggests one for
you, about the best places to run in your community. You think thisbook
sounds really interesting and you want to sit down and start reading it
right away.
After reading a chapter, you feel restless and invite your friend to go for a
walk. Shesays, “I know that you love to be outside and moving. Let’s go
for awalk and then we can come back and read some more. Maybe after
each of us reads another chapter, we could go and check out one of the
running paths you’veread about.”
147. SummingUp
• Conflict between teachers and learners may arise from individual
differences
• Teachers are different from their learners and sometimes teachers are
not conscious of their expectations that lead to conflict
• It is important to be aware of these differences and reframe our way of
interpreting the actions of our learners
• Teachers can have the appropriate expectations based on our learner’s
individual differences
• Teachers can respond with Warmth and Structure to enable these
children to move forward with their learning
148. Recognizing Individual Differences -Temperament
• Temperament is the genetic basis of
our personality; it reflects how each
person reacts tohis/her environment
• It is neither good nor bad
• It remains fairly stable throughout the
person’s lifetime.
149. Some children
• Activity Level
• Distractibility
• Intensity
Recognizing Individual Differences -Temperament
Low In between High
150. • Children who have very high activity levels are often perceived as
difficult children
• Children who areeasily distracted are often perceived asdifficult
children
• Children who show intense emotions are sometimes perceived as
difficult
Recognizing Individual Differences -Temperament
151. • Eachtemperament, whether high or low, has its own
advantages and challenges.
• Being aware of the differences in the temperament of
our learners will help us understand them better and
scaffold their learningbetter.
Temperament that are often perceived as
challenging can be perceived asastrength.
152. Who is the best for the job?
Basketball or FootballReferee
(Aperson with HighActivity Level?or
Low ActivityLevel?)
Grocery Cashier
(Aperson with HighActivity Level?or
Low ActivityLevel?)
Disaster ResponseRescueTeam
Member
(Aperson with High Distractibility Level
or Low DistractibilityLevel?)
Accountant
(Aperson with High Distractibility Level
or Low DistractibilityLevel)
2
3
153. • Teachers have their owntemperaments
• Their temperament can be different or the same astheir learner
• This can cause conflict because often, we expect others to behave
the same way wedo
• For example, a teacher with a low activity level may think that a
student with high activity level is difficult to handle and use
punishment to force this child to sit still.
Recognizing Individual Differences –Temperament
154. • Differences in temperamentcan
be asource of conflict
• When the teacher is aware of the
difference between her own and
the learner’s temperament, she
will have appropriate
expectations of the child’s
behaviour
155. Keymessages
• Teacher and learner conflicts are often the
result of similarities or differences in
temperaments andneeds
• Warmth and Structure are more likely to
reduce these conflicts than anger and
punishment
• The aim is to channel our temperaments in
constructive directions, rather than to try to
change each other’s fundamental
characteristics
156. Other IndividualDifferences
• Differences in homeenvironments
• Cultural differences
• Differences in talentsand interests
• Life experiences
• Information processingdifferences
• Learning challenges
• Life experiences (disaster,violence,
discrimination)
157. Differences in HomeEnvironments
• Positive
• Supportive
• Encouraging
• Negative
• Violence between parents or toward
child
• Criticism, name-calling,degradation
158. Differences in Interests andAbilities
• Science and Technology
• Arts andCrafts
• Business
• Physical disability
• Neurodevelopmental
disability
• Psychological disability
159. Differences in how children process information
Sensoryinput:
• Attending
• Sensing
• Seeing
• Hearing
• Smelling
• Feeling
• Tasting
• Body
awareness
Processing:
• Recognizing
• Decoding
• Connecting
• Understanding
BehavioralOutput:
• Recalling
• Speaking
• Writing
• Drawing
• Acting
• Creating
• Building
• Showing
160. Summing Up
• Children’s unique information processing capacity affect their
learning andbehavior
• Teacher’s responses can compound their challenges or encourage
them to develop strategies to manage their challenges.
• Punishment will not affect how student’s brains work
• They need understanding andsupport
161. When teachers recognize learner’sindividual
differences…
• They are fulfilling the child’s right to
aquality education without
discrimination based on their
individual differences (Article2)
• The child’s right to develop her/his
personality, talents and abilities
(Article 29)
162. What can TeachersDo?
• Establish an atmosphere that encourages learners to ask for
clarification andassistance.
• Respect each child asanindividual.
• Focus on each learner’sstrengths.
• Maintain communication with parents and guardians.
• Takean information processingperspective.
• Involve children in their learning and problem-solving.
• Do all that you can to build a strong foundation for your students’
future lives.
163. SessionSummary
• Aside from developmental factors, individual differences may account
for children’sbehavior
• Sometimes teachers are not conscious of their expectations from
their learners that lead to conflict
• Lack of understanding of individual differences can lead to
expectations that the learner may find difficult to meet
• Understanding individual differences enables the teacher to factor in
such differences and set appropriate expectations that the learner
can meet
164. Support for Parents
• Talk to them about the positive
characteristics that make their child unique
from their otherchildren.
• Parents can build on these characteristics to
motivate and encourage their children to
persevere with theirlessons.
165. Support for Parents
• Talk about the some of the learner’s
challenges; are there possible difficultiesin
information processing?
• This is achance for the teacher to help the
parent see the child asa unique person with
strengths andchallenges.
170. Review of KeyPoints
1. Eachstudent is an individual, with a
unique home environment,
temperament, and way oflearning.
2. The effective teacher looks at the
conflict asadifference in the needs of
the learner and theteacher.
3. When we approach conflict asa
problem to be solved, we strengthen
relationships, build trust, and model
valuable skills.
171. True or False
1. Short-term goals are always in contradiction to
long-term goals.
2. It is more important to provide Structure than
Warmth.
3. Understanding children’s perspectiveleads to
greater understanding of children’s needs.
4. It is more important to provide Warmth than
Structure.
5. The Covid-19pandemic has little effect on young
children because they still don’t understand
what is going on around them.
172. The approach to obstacles,
challenges and frustrations
Knowing thematerials
Thetools
Theplan
Proble
m
Solving
Recognizing individual
differences
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals
The
PDETModel
173. Problem – SolvingApproach
1. Rate your stress level; reconnect your
thinking and emotional brain if needed
2. State the problem without judging or
blaming – focus only on the facts
3. Think about reasons for the child’s
behavior
4. Think about your long-termgoals
5. Provide Warmth andStructure
This is problem solving.
This is PositiveDiscipline!
174. What isWarmth?
Ensuring that
the students
feel
emotionally
andphysically
safe
Respecting
students’
developmental
levels and
views
Being sensitive
to students’
academic and
social needs
Having
empathy with
students’
feelings
Showing
students that
you careabout
them
175. What is Structure?
Giving clear
information
and
explanations
Problem
solving
together
Supporting
andhelping
students to
succeed
Being a
positiverole
model
Providing
opportunities
for students
to fix their
mistakes
Encouraging
students’
own
thoughts and
ideas
176. Practice!
It has been one month since the
beginning of the school year but your
female kindergarten learner can only
finish 20%of the work sheets she is
required to finish at the end of each week
because she can only sit at her desk at
home for afew minutes at atime.
2
4
178. Consider…
How children think in this stage
How children understand emotions in this stage
Physical development (brain and body) in this stage
The child’s temperament
Specific learning challenges
Information processingchallenges
Other individualdifferences
180. How could you
provide Warmth and
Structure in this
situation?
Do yoursuggestions
meet the definitions
of Warmth and
Structure?
Do they respectthe
learner’s rights?
182. Imagine this…
Your Grade 2male learner usually turnsin
clean and accurate work in his Math
modules every week. However, this
week, you find that his work has
significantly deteriorated. You find out
that his father was recently taken to a
COVID-19quarantine facility.
2
5
184. Write down all the
reasons you can thinkof
for whyalearner would
behave this way.
185. Consider…
How children think in this stage
How children understand emotions in
this stage
Physical development (brain andbody)
in thisstage
The child’s temperament
Specific learning challenges
Sensory or languagedifficulties
Other individualdifferences
187. How could you
provide Warmthand
Structure in this
situation?
Do yoursuggestions
meet the definitions
of Warmth and
Structure?
Do they respectthe
learner’s rights?
188. Imagine this…
You are conducting your online class for
Grade 8 learners, who are currently doing
ashort exercise. Some of your learners
have finished early and you notice that the
comment box is very active with
messages, with one female learner using
harsh and hurtful language directed to
another femalelearner.
2
6
189. Imagine this…
Your Grade 10male learner has texted you
that he will not be able to submit the weekly
modular lessons this week. When you ask
why, the learner said that he has recently
gotten ahome-based job sewing cloth face
masks.The job requires him to meet a certain
number of pieces per day. He sayshe wants
to complete Grade 12but there is just too
much to do.
2
7
190. Engaging Students in ProblemSolving
1. Check that you are calm and that your thinking brain and emotional
brain are well connected. If not, take a moment to reconnect.
2. State the problem, without judging or blaming.
3. Listen to the student’s point of view.
4. Paraphrase the student’s point of view and acknowledge the
student’s feelings.
5. Express your point ofview.
6. Brainstorm solutions together
7. Evaluate if the identified solutions are working or not
8. In working with a group of learners, guide them to brainstorming
solutions together asaclass (where it’sappropriate)
191. SummingUp
• Everyone can be aproblem-solver.
• Problem-solving is a learned skill; when we model and teach problem
solving process in the early grades, they will learn to use it as they get
older.
• Involving students in problem-solving helps them build skills in conflict
resolution; these skills will be useful throughout their lives
• Joint problem – solving respects the student’s rights to participation in
decision making
• Children learn more from this process than from being punished
192. SummingUp
• Teachers have the opportunity to help parents support their
children’s education through the Positive Discipline approach.
• Teachers can help parents instress management.
• Teachers can model Warmth, Structure, and Empathy to parents.
• Teachers can help parents practice Warmth and provide Structure
to their children asthey participate in blended learning.
193. The approach to obstacles,
challenges and frustrations
Knowing thematerials
Thetools
Theplan
Proble
m
Solving
Recognizing individual
differences
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals
The
PDETModel
194. What isWarmth?
Ensuring that
the students
feel
emotionally
andphysically
safe
Respecting
students’
developmental
levels and
views
Being sensitive
to students’
academic and
social needs
Having
empathy with
students’
feelings
Showing
students that
you careabout
them
195. What is Structure?
Giving clear
information
and
explanations
Problem
solving
together
Supporting
andhelping
students to
succeed
Being a
positiverole
model
Providing
opportunities
for students
to fix their
mistakes
Encouraging
students’
own
thoughts and
ideas
196. “I did then what
I knew how to do. Now
what I know better, I do
better.”
- MayaAngelou