Positive Discipline in Everyday Teaching by chermae2016
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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.
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Positive Discipline in Everyday Teaching by chermae2016
- 1. POSITIVE DISCIPLINE IN EVERYDAY TEACHING MYLENE B. GARCIA-TOLOP Discussant
- 2. • Made through cooperation of E-Net Philippines, DepEd & Save the Children • Purpose: To help teachers apply a positive discipline approach in classroom management. • The primer outlines steps teachers can follow and situations they can prefer to in applying positive and non-violent discipline.
- 5. -is any punishment in which physical force is used and intended to cause some degree of pain or discomfort Types of CP: • Physical • With an implement-- a whip, stick, belt, shoe, wooden spoon, etc. • Non-physical forms are punishments that belittles, humiliates, threatens, scares or ridicules the child.
- 6. • DepEd Order No. 40 s. 2012 known as Policy and Guidelines on Protecting Children in school from Abuse, Violence, Exploitations, Discrimination, Bullying and Other Forms of abuse. • DepEd Order No. 55 s, 2013 known as RA 10627 or Anti-Bullying Act of 2013 • Deped Order No. 18, s 2015 Known as Guidelines and Procedures on the Management of Children-At-Risk and Children in Conflict with the Law.
- 9. • Is an approach to teaching that helps children to become, responsible, respectful and resourceful members of their communities • It respects children’s right to healthy development, protection from violence, and active participation in their learning
- 11. • About finding long term solutions that develop students’ own self- discipline; • Clear and consistent communication • Consistent reinforcement of your expectations, rules and limits • Based on knowing your students and being fair; • Aimed at building a mutually respectful relationship with your students;
- 12. • Teaching students life-long skills and fostering their love of learning; • Teaching courtesy, non-violence, empathy, self-respect and support for others and their rights; and • Increasing student’s competence and confidence to handle academic challenges and difficult situations.
- 13. • Permissiveness; • Letting students do whatever they want; • Having no rules, limits or expectations; • Short-term reactions; or • Alternative punishment to slapping, hitting and shaming
- 14. • Holistic • Strength- based • Constructive • Inclusive • Pro-active • Participatory
- 16. 1. IDENTIFYING LONG TERM GOALS • Teacher plays an important role in helping children become caring, capable and resilient adults. • Must use everyday interactions to teach the values and skills that they will need to become strong and compassionate adults.
- 17. 2. PROVIDING WARMTH • Warmth is creating school classroom environments that ensure your students feel physically and emotionally safe. • Children learn best and will cooperate more in warm, safe and caring environment. • Example: listening to pupils, encouraging pupils when they have difficulties.
- 18. 3. PROVIDING STRUCTURE • Structure is the information students need in order to succeed academically and behaviorally. • It gives students the tool they need to solve problems, work out conflicts, and succeed academically. • Examples: setting rules, explaining rules, and being a good role model to them.
- 19. 4. UNDERSTANDING CHILD DEVELOPMENT • Students change as they grow and it is important that teachers recognize that their expectations and ways of teaching should also change. • The warmth and structure that you provide to your students to reach their long-term goals will change depending on their stage of development.
- 20. • Children have different personalities, talents, temperaments and abilities, which affect their behavior and performance in school. • A teacher who understands and respects students as INDIVIDUALs can make difference between their success and failure in school.
- 21. 6. PROBLEM SOLVING in POSITIVE DISCIPLINE • Think about all the possible reasons for the student’s behavior • Remember your long-term goals • Provide warmth • Provide structure • Respond with positive discipline
- 22. PART 3 EXAMPLES OF RESPONDING WITH POSITIVE DISCIPLINE
- 23. IN KINDERGARTEN
- 25. Reason StructureGoal Warmth Respond GRABBING OTHERS’ BELONGINGS (TOYS, THINGS, FOODS, ETC.)
- 26. Reason StructureGoal Warmth Respond CHILD COULD NOT CONTROL TOILET NEEDS (Urinating or defecating in class)
- 27. IN GRADE SCHOOL
- 31. IN HIGH SCHOOL
- 35. Reason StructureGoal Warmth Respond VIOLATION OF RULES (SUCH AS VANDALISM)
- 36. CONCLUSION
- 40. A- Acknowledges Stress B-Modifies Behavior C- Communicates with pupils and other staff
- 45. Nail in the Fence Author Unknown There once was a little boy who had a bad temper. His father gave him a bag of nails and told him that every time he lost his temper, he must hammer a nail into the back of the fence. The first day the boy had driven 37 nails into the fence. Over the next few weeks, as he learned to control his anger, the number of nails hammered daily gradually dwindled down. He discovered it was easier to hold his temper than to drive those nails into the fence. Finally the day came when the boy didn't lose his temper at all. He told his father about it and the father suggested that the boy now pull out one nail for each day that he was able to hold his temper. The days passed and the young boy was finally able to tell his father that all the nails were gone. The father took his son by the hand and led him to the fence. He said, "You have done well, my son, but look at the holes in the fence. The fence will never be the same. When you say things in anger, they leave a scar just like this one. You can put a knife in a man and draw it out. It won't matter how many times you say I'm sorry, the wound is still there." The little boy then understood how powerful his words were. He looked up at his father and said "I hope you can forgive me father for the holes I put in you." "Of course I can," said the father.