Understanding

1. EXPERIENTIAL LEARNING THEORY
Experiential learning is an active process which
engages the learner. Individuals are encouraged to
work things out for themselves, they are guided to
and through their learning rather than being
taught. As the name suggests, experiential
learning involves learning from experience. The
theory was proposed by psychologist David
Kolb who was influenced by the work of other
theorists including John Dewey, Kurt Lewin,
and Jean Piaget.

3. The first stage is concrete learning, where the
learner encounters a new experience or
reinterprets an existing experience.
This is followed by the next stage, reflective
observation, where the learner reflects on the
experience on a personal basis.
After this comes abstract conceptualization,
where the learner forms new ideas, or modifies
existing abstract ideas, based on the reflections
arising from the reflective observation stage.

4. Lastly, the active experimentation stage is
where the learner applies the new ideas to his
surroundings to see if there are any
modifications in the next appearance of the
experience.

5. Here are brief descriptions of the four Kolb learning
styles:
Diverging (feeling and watching – Concrete
Experience/Reflective Observation): They prefer to
watch rather than do, tending to gather information and
use imagination to solve problems. . People with the
diverging style prefer to work in groups, to listen with an
open mind and to receive personal feedback.
Assimilating (watching and thinking- Abstract
Conceptualization and Reflective Observation): . Ideas
and concepts are more important than people. These
people require good clear explanation rather than a
practical opportunity. People with this style prefer
readings, lectures, exploring analytical models, and
having time to think things through.

6. Converging (doing and thinking- Abstract
Conceptualization/Active Experimentation):
They prefer technical tasks, and are less
concerned with people and interpersonal
aspects. People with a converging style like to
experiment with new ideas, to simulate, and
to work with practical applications.
Accommodating (doing and feeling- Concrete
Experience/Active Experimentation): The
Accommodating learning style is 'hands-on,'
and relies on intuition rather than logic

7. Implications of Experiential Learning in
Education and Development
Experiential learning enables children to
pursue their own areas of interest and to work
through problems as they arise in real-life
situations.... Play enables children to act out
alternative scenarios and to find different ways
to express social or emotional difficulties. With
the right teaching strategies, experiential
learning encourages children to be
exploratory, expressive and communicative.

8. “Real World” –Experiential learning takes data
and concepts and makes them “real” by
applying them to hands-on tasks, with real
results.
For example, students who major in Chemistry
may have chances to interact with the
chemical environment. Learners who have a
desire to become businesspeople will have the
opportunity to experience the manager
position.

9. Opportunity for Creativity – In the “real
world,” problems often have more than one
solution, and “two heads are better than one.”
Experiential learning enables the student to
engage the creative portions of their brains
and seek their own unique and most fulfilling
solution to a hands-on task. This creativity, and
the variety of results produced, enriches the
classroom – and society – as a whole.

10. Opportunity for Reflection – Reflection is an
integral component of the experiential learning
process. They analyze how their actions
affected the outcome, and how their outcome
may have varied from other students’. This
analysis helps them better understand how the
concepts learned can be applied to other,
varied circumstances.

11. Mistakes Become Valuable – Experiential
learning involves trial by error. As students
engage in hands-on tasks, they find that some
approaches work better than others. They
discard the methods that don’t work, but the
act of trying something and then abandoning it
– ordinarily considered a “mistake” – actually
becomes a valuable part of the learning
process. Thus, students learn not to fear
mistakes, but to value them.

12. Accelerated Learning – The act of practicing a
skill strengthens the neural connections in our
brain, making us, in effect “smarter.” Hands-on
activities require practice, problem-solving and
decision-making. As student engagement
increases through these processes, learning
accelerates and retention improves.

13. Improved Attitudes toward Learning – The
personal nature of experiential learning
engages the students’ emotions as well as
enhancing their knowledge and skills. When
students see the concrete fruits of their labor,
they experience greater gratification and pride,
thus enhancing their enthusiasm for continued
learning.

14. Guides Students toward College Majors and
Careers – Many experiential learning projects
are career-oriented, because they are, by
nature, grounded in “real-world” activities.
Through these activities, students start to
discover and develop their own skills, aptitudes
and passions. This discovery in turn sets them
on a more defined path to college and careers.

15. Prepares Students for Real Life – Most experiential
learning activities are communal in nature, with
students working in groups. Through these team
projects, students learn to work more effectively
together, developing a plan of action, and utilizing
the unique qualities of each team member. In turn,
the students learn real-life leadership skills, as well as
how to apply critical thinking and adapt to changing
circumstances.
The old adage sums up experiential learning
perfectly:
I hear and I forget, I see and I remember, I do and I
understand

16. SAFETY AND SECURITY IN THE
LEARNING ENVIRONMENT

17. Four General Principles of the UNRC
(UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD)
Central to the provisions of the UNCRC are the so called “General Principles” which play a
fundamental role in realizing all the rights stipulated in the convention. This includes four of the
fifty-four articles, to wit:
Non-discrimination (Article 2). One general principle as identified by the UNCRC is that all
children should enjoy their rights and should never be subjected to any discrimination. The
obligation to provide equality of opportunities among children is expressed in Article 2, the first
paragraph of which reads: "States parties shall respect and ensure the rights set forth in the
present convention to each child within their jurisdiction without discrimination of any kind,
irrespective of the child's parents or legal guardian, race, color, sex, language, religion, political
or other opinion, national, ethnic or social origin, poverty, disability, birth or other status."
Best interest of the child (Article 3). Best interests of the Children, especially when they are very
young, are vulnerable and need special support to be able to enjoy their rights fully. How could
children be granted equal rights and at the same time the necessary protection? Part of the
answer lies in the principle of the best interest of the child, formulated in Article 3:1. "In all
actions concerning children whether undertaken by public or private social welfare institution,
courts of law, administrative authorities or legislative bodies, the best interest of the child shall
be a primary consideration."

18. Right to life survival and development (Article 6). The principle most
directly related to children's economic and social rights is formulated
in the right to life article. The article goes further than just granting
children the right not to be killed; it includes the right to survival and
development which is formulated in Article 6:2 and states thus:
"State parties shall ensure to the maximum extent possible the
survival and development of the child."
Right to be heard (Article 12). A crucial dimension of the convention
is expressed through another principle, the one about respecting the
views of the child. In order to know what is actually in the interest of
the child it is logical to listen to him or her. The principle is
formulated in Article 12:1 which states that "States parties shall
assure to the child who is capable of forming his or her own views
the rights to express those views freely in all matters affecting the
child, the view of the child being given due weight in accordance
with the age and maturity of the child.

19. Four Themes of the UNCRC Articles
There are 41 articles in the UNCRC which details different types of
right, while the rest of the articles stipulate on how duty bearers
must work together to ensure the fulfillment of these rights. The
rights are not ranked in order of importance; instead they interact
with one another to form one integrated set of rights. A common
approach is to group these articles together under the following
themes:
Survival rights: include the child’s right to life and the needs that are
most basic to existence, such as nutrition, shelter, an adequate living
standard, and access to medical services.
Development rights: include the right to education, play, leisure,
cultural activities, access to information, and freedom of thought,
conscience and religion.

20. Protection rights: ensure children are safeguarded against all forms
of abuse, neglect and exploitation, including special care for refugee
children; safeguards for children in the criminal justice system;
protection for children in employment; protection and rehabilitation
for children who have suffered exploitation or abuse of any kind.
Participation rights: encompass children's freedom to express
opinions, to have a say in matters affecting their own lives, to join
associations and to assemble peacefully. As their capacities develop,
children should have increasing opportunity to participate in the
activities of society, in preparation for adulthood.

21. PRESIDENTIAL DECREE NO. 603
Signed into law by President Ferdinand E. Marcos in December 10,
1974, the Code which took effect in June 10, 1975, is considered a
comprehensive enactment which codifies the rights and
responsibilities of children (refers to persons below 21 years of age)
in general and extends protection to children in vulnerable
situations, specifically dependent, neglected and abandoned, the
physically and mentally disabled, and children in conflict with the
law.

22. P.D. No. 603: Role of Family in the Child’s Development
Signed into law by President Ferdinand E. Marcos in December 10,
1974, the Code which took effect in June 10, 1975, is considered a
comprehensive enactment which codifies the rights and
responsibilities of children (refers to persons below 21 years of age)
in general and extends protection to children in vulnerable
situations, specifically dependent, neglected and abandoned, the
physically and mentally disabled, and children in conflict with the
law.

23. P.D. No. 603: Rights and Duties of a Child
“All children shall be entitled to the rights herein set forth without
distinction as to legitimacy or illegitimacy, sex, social status, religion,
political antecedents, and other factors,” followed by an enumeration
of 12 rights, viz:
1. Every child is endowed with the dignity and worth of a human
being from the moment of his conception, as generally accepted
in medical parlance, and has, therefore, the right to be born well.
2. Every child has the right to a wholesome family life that will
provide him with love, care and understanding, guidance and
counseling, and moral and material security. The dependent or
abandoned child shall be provided with the nearest substitute for
a home.

24. 3. Every child has the right to a well-rounded development of his
personality to the end that he may become a happy, useful and
active member of society. The gifted child shall be given
opportunity and encouragement to develop his special talents.
The emotionally disturbed or socially maladjusted child shall be
treated with sympathy and understanding, and shall be entitled
to treatment and competent care. The physically or mentally
handicapped child shall be given the treatment, education and
care required by his particular condition.
4. Every child has the right to a balanced diet, adequate clothing,
sufficient shelter, proper medical attention, and all the basic
physical requirements of a healthy and vigorous life.
5. Every child has the right to be brought up in an atmosphere of
morality and rectitude for the enrichment and the strengthening
of his character.

25. 6. Every child has the right to an education commensurate with his
abilities and to the development of his skills for the improvement
of his capacity for service to himself and to his fellowmen.
7. Every child has the right to full opportunities for safe and
wholesome recreation and activities, individual as well as social,
for the wholesome use of his leisure hours.
8. Every child has the right to protection against exploitation,
improper influences, hazards, and other conditions or
circumstances prejudicial to his physical, mental, emotional,
social and moral development.
9. Every child has the right to live in a community and a society that
can offer him an environment free from pernicious influences
and conducive to the promotion of his health and the cultivation
of his desirable traits and attributes.

26. 10. Every child has the right to the care, assistance, and protection of
the State, particularly when his parents or guardians fail or are
unable to provide him with his fundamental needs for growth,
development, and improvement.
11. Every child has the right to an efficient and honest government
that will deepen his faith in democracy and inspire him with the
morality of the constituted authorities both in their public and
private lives.
12. Every child has the right to grow up as a free individual, in an
atmosphere of peace, understanding, tolerance, and universal
brotherhood, and with the determination to contribute his share
in the building of a better world.

27. P.D. No. 603 also imposed the following duties upon children:
“Every child, regardless of the circumstances of his birth, sex,
religion, social status, political antecedents and other factors shall:
1. Strive to lead an upright and virtuous life in accordance with the
tenets of his religion, the teachings of his elders and mentors,
and the biddings of a clean conscience;
2. Love, respect and obey his parents, and cooperate with them in
the strengthening of the family;
3. Extend to his brothers and sisters his love, thoughtfulness, and
helpfulness, and endeavor with them to keep the family
harmonious and united;

28. 4. Exert his utmost to develop his potentialities for service,
particularly by undergoing a formal education suited to his
abilities, in order that he may become an asset to himself and to
society;
5. Respect not only his elders but also the customs and traditions of
our people, the memory of our heroes, the duly constituted
authorities, the laws of our country, and the principles and
institutions of democracy;
6. Participate actively in civic affairs and in the promotion of the
general welfare, always bearing in mind that it is the youth who
will eventually be called upon to discharge the responsibility of
leadership in shaping the nation's future; and
7. Help in the observance of individual human rights, the
strengthening of freedom everywhere, the fostering of
cooperation among nations in the pursuit of their common
aspirations for programs and prosperity, and the furtherance of
world peace.”

29. BULLYING:
Researches and literatures on bullying defined the concept
comprehensively but what is common among the
definitions is the emphasis on these three conditions which
when met qualifies the act as bullying:
The action is unwanted and aggressive: The intention is
hurtful in nature and the behavior is unwanted by the
victim.
The action can or is repeated over time: The action occurs
more than once or the person or group of individuals target
the victim repeatedly.
An imbalance of power or strength exists: The victim feels
powerless to do anything.

30. Fig 1. Three Features of Bullying

31. Bullying and its Forms: The Anti-Bullying Act of 2013
The schools are often regarded as the learners’ second
home and as such, are expected to promote child
protection and safeguard the safety of its child-learners. It
is their primary responsibility to do much in terms of the
intervention if not the total prevention of the occurrences
of bullying. These mandates are stipulated in Republic Act
No. 10627 or the Anti-Bullying Act of 2013 which was
signed into law by President Benigno Aquino III on
September 12, 2013.

32. Section 3b – b.1 of the Implementing Rules and
Regulations (IRR) of R.A. No. 10627 specifies that
“Bullying” refers to any severe, or repeated use by one or
more students of a written, verbal or electronic expression,
or a physical act or gesture, or any combination thereof,
directed at another student that has the effect of actually
causing or placing the latter in reasonable fear of physical
or emotional harm or damage to his property; creating a
hostile environment at school for the other student;
infringing on the rights of another student at school; or
materially and substantially disrupting the education
process or the orderly operation of a school; such as, but
not limited to, the following:

33. 1. Any unwanted physical contact between the bully and
the victim like punching, pushing, shoving, kicking,
slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as
weapons;
2. Any act that causes damage to a victim’s psyche and/or
emotional well-being;
3. Any slanderous statement or accusation that causes the
victim undue emotional distress like directing foul
language or profanity at the target, name-calling,
tormenting and commenting negatively on victim’s
looks, clothes and body;

34. 4. “Cyber- bullying” or any bullying done through the use
of technology or any electronic means. The term shall
also include any conduct resulting to harassment,
intimidation, or humiliation, through the use of other
forms of technology, such as, but not limited to texting,
email, instant messaging, chatting, internet, social
media, online games, or other platforms or formats as
defined in DepED Order No. 40, s. 2012; and
5. Any other form of bullying as may be provided in the
school’s child protection or anti-bullying policy,
consistent with the Act and this IRR.

35. b1. The term “bullying” shall also include:
“Social bullying” – refers to any deliberate, repetitive and
aggressive social behavior intended to hurt others or to
belittle another individual or group.
“Gender-based bullying” – refers to any act that humiliates
or excludes a person on the basis of perceived or actual
sexual orientation and gender identity (SOGI).

36. Prohibited Acts under the Anti-Bullying Act
Provided in Section 5 of the IRR of R.A. No. 10627 are the
different prohibited acts which reads, “Consistent with
Section 3 of the Act, the anti-bullying policy shall prohibit:
1. Bullying at the following:
a. school grounds;
b. property immediately adjacent to school grounds;
c. school-sponsored or school-related activities, functions
or programs whether on or off school grounds;
d. school bus stops;
e. school buses or other vehicles owned, leased or used
by a school;
f. school buses or school services privately-owned but
accredited by the school.

37. 2. Bullying through the use of technology or an electronic
device or other forms of media owned, leased or used by
a school.
3. Bullying at a location, activity, function or program that is
not school-related and through the use of technology or
an electronic device or other forms of media that is not
owned, leased or used by a school; and
4. Retaliation against a person who reports bullying, who
provides information during an investigation of bullying,
or who is a witness to or has reliable information about
bullying.

38. Duty of Schools to Prevent or Address Bullying:
1. adopt policies to address the existence of bullying.
2. . Copies of the anti-bullying policies must be provided to
students and their parents or guardians
3. schools are mandated to form a Child Protection
Committee (CPC), which shall also serve as the Anti-
Bullying Committee. Said committee is responsible for
implementing the school’s anti-bullying policies and
monitoring cases of bullying.
4. CPC must prescribe corresponding disciplinary penalties
for various acts of bullying

39. 5. policies should contain a clear procedure for reporting and
investigating bullying incidents, including a mechanism for
anonymous reporting as well as the protection of the
person who reported the bullying.
6. Inclusion of rehabilitation program for the perpetrator and
counseling for the victims and his family.
7. the policies must include disciplinary penalty for
knowingly making a false accusation of bullying.
Failure to comply with these requirements will subject the
school and its personnel to administrative sanctions.

40. For public schools, the concerned personnel will be dealt
with administratively under pertinent civil service rules.
For private schools, failure to comply is a ground for
suspension or revocation of the permit or recognition of
the school.
Aside from these administrative liabilities, the schools,
their administrators, and teachers may also be held liable
for civil damages. Under Article 218 of the Family Code,
schools, their administrators, and teachers exercise special
parental authority over their minor students. As such, any
tort committed by their minor students, including bullying,
may be attributed to them if by their negligence, they fail
to prevent the same.

41. For public schools, the concerned personnel will be dealt
with administratively under pertinent civil service rules.
For private schools, failure to comply is a ground for
suspension or revocation of the permit or recognition of
the school.
Aside from these administrative liabilities, the schools,
their administrators, and teachers may also be held liable
for civil damages. Under Article 218 of the Family Code,
schools, their administrators, and teachers exercise special
parental authority over their minor students. As such, any
tort committed by their minor students, including bullying,
may be attributed to them if by their negligence, they fail
to prevent the same.

42. The Government sees to it that every learner is safe and
secured while at school and at home through the Child
Protection Policy. Republic Act 7610 provides penalties for
each violation and special protection against child abuse,
exploitation and discrimination (www.pcw.gov.ph). The
Department of Education (DepEd) has adopted the Child
Protection Policy, entitled DepEd Child Protection Policy.
This contains policy and guidelines on protecting children
in school from abuse, exploitation, discrimination, bullying
and other forms of abuse (www.deped.gov.ph). The DepEd
Order No. 40, s. 2012, signed by Secretary of Education,
BR. Armin A. Luistro, FSC, issues the enclosed DepEd Child
Protection Policy which took effect immediately after its
issuance. Study the content of the policy which is
presented below.

43. The DepEd Order No. 40, s. 2012, signed by Secretary of
Education, BR. Armin A. Luistro, FSC, issues the enclosed
DepEd Child Protection Policy which took effect
immediately after its issuance. Study the content of the
policy which is presented below.
Policy and Guidelines on Protecting Children in School
From Abuse, Violence, Exploitation, Discrimination,
Bullying and Other Forms of Abuse
(14.5 pages)
I will send a copy through our Group Chat on Lessons for
your ready reference.

44. - This is a way of teaching
and guiding children by
letting them know what
behavior is acceptable in a
way that is firm, yet kind.
Source: Srhd.org. 2020. What is positive discipline? Srhd.org. Retrieved on October 22,
2021 from https://srhd.org/media/documents/What20is20Positive20Discipline1.pdf

45. - Its goal is to teach by first
creating safe relationships
with learners, connection
must first come before
correction in order for
discipline to be effective in
the long term.
Source: Srhd.org. 2020. What is positive discipline? Srhd.org. Retrieved on October 22,
2021 from https://srhd.org/media/documents/What20is20Positive20Discipline1.pdf

46. - Positive discipline is not
about permissiveness,
letting students do
whatever they want, or
having no rules, limits or
expectations.
Source: Durrant, Joan E. 2010. Positive Discipline in Everyday Teaching. Save the Children.
Retrieved on October 21, 2021 from https://www.ungei.org/sites/default/files/Positive-
Discipline-in-Everyday-Teaching-Guidelines- for-Educators-2010-eng.pdf

47. - It respects children’s right
to healthy development,
protection from violence,
and active participation in
their learning.
Source: Durrant, Joan E. 2010. Positive Discipline in Everyday Teaching. Save the Children.
Retrieved on October 21, 2021 from https://www.ungei.org/sites/default/files/Positive-
Discipline-in-Everyday-Teaching-Guidelines-for-Educators-2010-eng.pdf

48. The impact of discipline using punishment can
be harmful because it inflicts physical and
emotional pain. Here are the two ways of
controlling behavior through punishment:
A. Negative discipline – verbal disapproval like
giving harsh words or shouting at the person
and reprimands like suspensions, aggressive
policing and reactive strategies.
B. Corporal punishment – severe emotional or
physical pain like slapping, exposing the
student under the sun and kneeling in stones.

49. Source: Kison, C. 2021. Positive Discipline: Parent With Love Not Fear. benkee.com. Retrieved on October 21, 2021
from https://beenke.com/all-you-need-is-love-positive-discipline-vs-punishment/
Reassures that the
learner will always be
loved, even when they
make mistakes or poor
choices.
Emphasizes that a learner is bad
rather than the behavior. This
makes the children feel like your
love is conditional and
misbehavior will likely to
continue.
LET THEM TELL YOU
WHY THEY FAILED AND
ASK THEM IF WHAT
COULD HAVE BEEN DONE
TO PREVENT SUCH
MISTAKE TO RECUR.
LEARNERS WILL
MASTER TO LIE AND
MISBEHAVE JUST TO
SEEK FOR YOUR LOVE
AND COMPASSION.

50. Source: Kison, C. 2021. Positive Discipline: Parent With Love Not Fear. benkee.com. Retrieved on
October 21, 2021 from https://beenke.com/all-you-need-is-love-positive-discipline-vs-punishment/
Helps learners imbibe
skills in making good
choices and be
responsible with the
results.
Learners relies on
threats and fear to
comply and learn
their lesson.
THEY WILL NOT BE MAKING
CHOICES BECAUSE THEY LOVE
IT NEITHER BECAUSE IT GIVES
THEM A POSITIVE FEELING BUT
BECAUSE THEY ARE JUST
SCARED.
LEARNERS WILL BE
PROUD AND HAPPY AS
THEY TAKE FULL
RESPONSIBILITY IN
MAKING THEIR OWN
CHOICES.

51. Source: Kison, C. 2021. Positive Discipline: Parent With Love Not Fear. benkee.com. Retrieved on
October 21, 2021 from https://beenke.com/all-you-need-is-love-positive-discipline-vs-punishment/
Focuses on how the
learner controls behavior
and the outcome of their
decisions.
Focuses on the trainer
using strategies to
control learners’
behavior. It is a “do it or
else” model.
THE POWER IS ON THE
TRAINER, NOT ON THE
LEARNER . LEARNERS SEE
THEMSELVES AS MERE
SUBORDINATES JUST TAKING
COMMANDS.
IN TEACHING WE HAVE
TO EMPOWER OUR
LEARNERS TO BE
RESPONSIBLE WITH
THEIR DECISIONS AND
BEHAVIORS.

52. Source: Kison, C. 2021. Positive Discipline: Parent With Love Not Fear. benkee.com. Retrieved on
October 21, 2021 from https://beenke.com/all-you-need-is-love-positive-discipline-vs-punishment/
Encourages good behavior
and focuses on feelings and
problem solving together
as a team (teacher-learner
connection)
Points out negative behavior.
Fosters dishonesty (to avoid
punishment), rebellion and
disconnection between
teacher and learner.
LEARNERS BECOME
INDIFFERENT TO THE
TEACHER AND MAY ALSO
WITHDRAW TRUST FROM
OTHER PEOPLE .
RELATIONSHIPS MAY
BECOME SUPERFICIAL.
BUILDING TRUST AND
TEAMWORK UPHOLDS
HEALTHY SOCIAL SKILLS.

53. Criteria for Effective Discipline
According to Jane Nelsen
(www.positivediscipline.com) , there are five
criteria for effective discipline:
1. Helps children feel a sense of connection.
• The learner feels that he/she is important.
• There is the feeling of belongingness.
2. Is mutually respectful and encouraging.
• Learners need kind words.
• Teachers must be firm with their decisions.

54. 3. Is effective long term.
• The child learns from his/her mistakes as checked
by the teachers.
• The child values the disciplinary measures that are
given.
4. Teaches important life and social skills.
• The learner develops values like respect, concern
for others, solving his/her own problems and
helpfulness to family and community.
5. Invites children to discover how capable they
are.
• Encourages learners to develop their skills and use
them well.

55. Positive Discipline Techniques
Teachers have their own way of handling
untoward behavior in the classroom. Here are
positive discipline techniques
(www.positivediscipline.com):
1. Set the classroom rules at the start of the
year.
2. Have consistent expectations.
3. Set goals at the beginning of class.
4. Appropriate behavior should be reinforced.
5. Remain neutral during conflicts.
6. Search for the root cause of the misbehavior.

56. 7. Student dignity matters.
8. Create individual plans for students.
9. Use praise.
10. Model appropriate behaviors.
11. Provide students with different choices.
12. Remove objects in the environment that
can cause distractions.
13. Listen to students.

57. Benefits of Using Positive Discipline
1. Students show respect for the teachers.
2. Students are on task and engaged.
3. Less disciplinary measures are needed.
4. Fewer suspension and expulsions.
5. Students see rules as fair.
6. Attendance improves.

58. Using Rewards and Privileges System
Rewards and privileges can somehow control
behavior because students tend to behave and
actively participate in class to get the rewards
and avail the privileges. But over using this
technique for a long time can produce negative
effects like dependency on the rewards in order
for them to participate.