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.

2. Session 1:
Introduction to Positive Discipline

3. Introductions

4. Administrative Arrangements
https://tinyurl.com/PDETAttendance
Pre-Program Questionnaire
https://tinyurl.com/PDET20

5. Objectives
• General Objective
• To support 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 a significant barrier
to a child’s learning
• Use Positive Discipline to support children’s learning
• Share key actions to help parents support their
children’s learning

6. Group agreements

7. The experience of teaching
• Joy
• Satisfaction
• Pride
• Sense of accomplishment
• Frustration
• Loss of control
• Fatigue
• Anger
Talk about the Experience of Teaching
1

8. Summing up
• Teachers have felt both positive and
negative feelings about their
experiences, particularly in the
context of the COVID-19 Pandemic.
• We will draw on the positive
experiences to motivate us and
strengthen our resolve towards
delivering quality education and
positive change in working with
learners.

9. Why Positive
Discipline?

10. • The National Baseline Study on Violence
(2016) against children has found that
80% of the 3,866 boys and girls aged 13-
24 years had experienced some form of
violence in their lifetime.
• LGBT children experience significantly
more physical, emotional, and sexual
violence than other children.
• The Study was not able to gather data on
the prevalence of violence experienced
by children with disabilities.

11. Corporal Punishment
is the most common form of violence experienced by children.
It is also called physical and humiliating punishment.

12. Committee on the Rights of the Child General 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.

13. Hitting, slapping,
smacking
Hitting with objects
Pinching, pulling hair
or ears
Forced standing or
kneeling
Forced
ingestion

14. • Violence also includes words or
actions that shame, embarrass,
threaten, or scare children.
• These are emotional
punishments.
• Physical punishments are actions
that hurt the body. It always has
emotional impacts that are at
least as strong as the physical
impact.
• Emotional punishments are words
and actions that hurt the heart.

15. Shame Anger Humiliation
Fear Hatred Resentment

16. What do children say?
Masakit po talaga. Hanggang paglaki ko nasa damdamin ko ‘yon.
Hanggang ngayon galit na galit pa rin ako sa tatay at nanay ko.”
“
When I made a mistake, he threw a book at me.
And then, my classmate asked a question, Sir kicked him repeatedly.
Because of these experiences, I think less of myself.”
“
Masakit po. Nakatatak na po sa puso ko.”
“

17. • Higher levels of aggression
and anxiety
• Lower self-esteem and risk of
developing depressive
symptoms
• Intergenerational violence
Reference: The Systematic Review of Literature on
the Drivers of Violence against Children (2016)
Physical and emotional
violence children have
serious consequences to
children’s well – being

18. 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

19. Summing up
• We were raised to believe that it is right
and just to punish children for bad
behavior and mistakes.
• We were raised to fear that not
punishing children will lead to a bad
outcome.
• We know now, that VIOLENCE HURTS
CHILDREN NOW and harms their future
prospects.

20. But there is hope…
• 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, a significant
number of children 60% - 70% of 6,931
elementary and high school students
have indicated having been talked to
in private or receiving counselling
when they did something wrong.

21. E-Net Philippines’ Positive Discipline work with
teachers in 3 QC public schools QC and 1 private
school in Marikina:
• In 2018, learners reported that teachers tend to use both
punishment and non-violent discipline.
• In 2019, 30% of elementary pupils and 70% of high school students
have reported that their teachers are practicing positive
discipline instead of punishment.

22. • This gives us hope that while
changing social norms that accept
corporal punishment of children
and gender inequality can be
difficult, gradual change can
happen.
• Eventually we can learn to use a
non-violent and problem-solving
approach in responding to
challenges instead of using
punishment

23. Education in the context of COVID-19 pandemic
• Teachers are expected to deliver
education through a blended approach
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

24. 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’s learning
• Teachers have a very important role in
helping parents support their children’s
education without using punishment

25. Is Positive Discipline still Relevant for
Teachers?
• Through Positive Discipline, we can
establish and provide a safe learning
environment for learners.
• Teachers can model to parents how to
interact with their children at home.
• Teachers are in a position to recognize
potential situations of violence in the home
and refer this to those who can help.

26. – 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 ibigay sa kanila.

27. What is Positive
Discipline?

28. Positive Discipline Poll
PD
(Positive Discipline)
Di PD
(Not Positive Discipline)
or
1

29. What is Positive Discipline in Everyday Teaching
(PDET)?
It is a positive, rights-based
approach that helps guide
teachers in creating and
maintaining a learning
environment where all children
are respected and are successful
learners.

30. Positive Discipline in Everyday Teaching has 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.

31. Karapatang
Pambata Alam
Nyo Ba?

32. What does the UNCRC say about the Role of Parents?
The UNCRC standards 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.

33. • These articles indicate that
children’s rights are recognized
alongside the rights of adults.
• Fulfilling the rights of children
should not prevent adults from
enjoying their own rights.
• Fulfilling adult’s human rights
should not prevent children from
enjoying and exercising their rights.

34. • 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 a non-violent and
problem – solving approach.
• 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
Child Protection Policy.

35. Positive Discipline fulfills children’s rights:
Access to quality
education
Protection from all
forms of mental and
physical violence
Protection from
discrimination
Participation in their
own learning

36. Children develop better when there is:
Positive Discipline also
based on Research on
Child Development and
Effective Teaching
1. Warmth
• Physical security
• Emotional security
• Trusting relationships
2. Structure
• Guidance
• Information
Effective Teachers have:
• Knowledge of how children learn and develop
• Ability to regulate their emotions
• Confidence in their skills

37. “Discipline”
comes from the Latin word, disciplinare
meaning: to teach, to educate

38. Positive Discipline in
Everyday Teaching
✓Effective discipline is positive and
constructive.
✓It involves setting goals for learning and
finding constructive solutions to challenging
situations.
✓Positive discipline supports teaching and
education.
✓It builds learners’ self-confidence and instils
a love of learning that can last a lifetime

39. Positive Discipline is not…
• Permissiveness
• Letting learners do whatever
they want
• About having no rules, limits or
expectations
• About short-term reactions
• Alternative punishments to
slapping, hitting, and shaming
Positive Discipline is…
• 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
love of learning

40. ✓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 love
of learning
Positive Discipline
is…

41. Behaviour
Management
Focus: Obedience
Positive Discipline
Focus: Understanding

42. A constructive approach to
obstacles, challenges and
frustrations
Knowledge of the materials
The right tools
A clear plan

43. The approach to obstacles,
challenges and frustrations
Knowing the materials
The tools
The plan
Problem
Solving
Recognizing individual
differences
Understanding child
development
Providing
Warmth
Providing
Structure
Setting long-term
goals
The
PDET
Model

44. Session Evaluation
https://tinyurl.com/PDETeval1

45. “I did then what
I knew how to do. Now
what I know better, I do
better.”
- Maya Angelou

46. Positive Discipline in
Everyday Teaching:
A Primer for Filipino Teachers