PDET-Deped-Lapu-lapu (edited).pptx

Introduction to Positive
Discipline

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

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

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.

• 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.

Corporal Punishment
is the most common form of violence experienced by children.
It is also called physicaland humiliatingpunishment.

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.

Hitting,
slapping,
smacking
Hitting with
objects
Pinching, pulling
hair or ears
Forced standing
or
kneeling
Forced
ingestio
n

• 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.

Shame Anger Humiliation
Fear Hatred Resentment

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.”
“

• 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

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

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.

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.

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.

• 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

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

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

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.

– 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.

Positive DisciplinePoll
PD
(PositiveDiscipline)
Di PD
(Not PositiveDiscipline)
or
1

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.

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.

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.

• 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.

• 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.

Positive Discipline fulfills children’srights:
Accessto quality
education
Protection from all
forms ofmental and
physical violence
Protection from
discrimination
Participation intheir
own learning

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

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

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

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

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…

Behaviour
Management
Focus:Obedience
Positive Discipline
Focus:Understanding

A constructive approach
to obstacles, challenges
and frustrations
Knowledge ofthe materials
The right tools
Aclear plan

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

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

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

1. What is happening toyour body?
2. What is happening toyour voice?
3. What are you feelingemotionally?
4

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

It’s all in the brain
Thinking,
reasoning centers
Emotional centers

It’s all in the brain
Thinking brain
Respondsthoughtfully
when stress islow
Emotional Brain
Responds impulsively
when stress ishigh

Child Behavior
Stress Teacher Response

The yearspass…
Now imagine…

• 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.

Imagine
• What kind of person do you hope
your learners willbecome?
• What kind of memories do you hope
they would have ofyou?
8

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

NO!
Will physical and humiliating punishment help in achievingthese
goals?

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.

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

"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.”

“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.”

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

• 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

• 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

Providing warmth and
structure

Stress management exercise:
Smell the flowers Blow thecandle

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.

Thetools
Theplan
Providing
Warmth
Setting long-term
goals

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

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

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

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

Warmth increasesstudents…
• Cooperation
• Interest
• Motivation
• Love for Learning

• 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

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

Fear makes it hard to stay calm
Feelingunsafe
Emotional Brain
and Thinking
Brain disconnect
Constant state
ofFight or Flight,
Freeze: Behavior
problems
happen

Warmth makes learningeasier
Feeling safe from
being physicallyand
emotionally hurt
Receive information
Think about it
Remember it
Better academic
performance
CalmRegulated Fewerbehavior
problems

In awarm and caring climate, students want to
cooperate with their teachers and each other.
Warmth encourages short-term cooperationand
teaches long-term values.

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

How doyou provide
Warmth to your learners
in the current situation of
blended learning?
1
3

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

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

– 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.”

Thetools
Theplan
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals

What isStructure?
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

Structure =Scaffolding
What the childcould
understand withhelp
Scaffolding
What thechild
understandsnow

It’s hard to
learn
without
Structure
Inadequate
information and
scaffolding
Weak
understanding
Academicfailure

It’s hard to be motivated
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic
failure
Self-blame
Low motivation

It’s hard to stay
calm
without Structure
Inadequate
information and
scaffolding
Weak
understanding
Academic
failure
Frustration, Resentment
Aggression or otherStress
Response

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

• 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

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

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.

How doyouprovide Structureto your learners in thecurrent
situation
?
1
6

• 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…

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

-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.”

Providing
Warmth and
Structure Together
1
7

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.

How do you provide
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.

How do you provide
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.

Warmth =Safety
Structure =Information

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.

• 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

Understanding How
Children
Think and Feel

Level 1 Level 2 Level 3 Level 4 Level 5
RATEYOURSTRESSLEVEL

Stress management
exercise – Shake,Count,
Clap

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.

Knowing the materials
The right tools
Aclear plan
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals

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

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.

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

Understanding Child
Development
Children’s behavior is greatly
influenced by what is going on
in their brain

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

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

How canthe Teacher Provide Warmth forthe
EarlyGrader?
3

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

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

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.

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

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

How cantheTeacher
Provide Warmth for
the Middle Grader?
4

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

• Struggle towards gainingmore
independence
• They are developing their own identity
• They need security and guidance insolving
problems and makingdecisions
• Conflicts withadults are common.

• 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

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

How canthe Teacher
Provide Warmth for
the LateGrader?
5

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

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?

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.
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?

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.
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?

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.

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

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)

- 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.”

Knowing the materials
Thetools
Theplan
Recognizing individual
differences
Understanding child
development
Providin
g
Warmth
Providin
g
Structure
Setting long-term
goals

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.

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.”

Flipchart
Feelings
Behaviors
Relationship
Needs
2
1

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.”

Flipchart
Feelings
Behaviors
Relationship
2
2

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

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.

Some children
• Activity Level
• Distractibility
• Intensity
Low In between High

• 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

• 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.

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

• 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

• 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

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

Other IndividualDifferences
• Differences in homeenvironments
• Cultural differences
• Differences in talentsand interests
• Life experiences
• Information processingdifferences
• Learning challenges
• Life experiences (disaster,violence,
discrimination)

Differences in HomeEnvironments
• Positive
• Supportive
• Encouraging
• Negative
• Violence between parents or toward
child
• Criticism, name-calling,degradation

Differences in Interests andAbilities
• Science and Technology
• Arts andCrafts
• Business
• Physical disability
• Neurodevelopmental
disability
• Psychological disability

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

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

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)

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.

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

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.

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.

Session 5:
Problem-Solving
and
Working withParents

Level 1 Level
2
Level 3 Level 4 Level 5
RATEYOURSTRESSLEVEL

Stress management
exercise: FiveFinger
Breathing

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.

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.

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!

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

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

Are your thinkingbrain
and feeling brain well
connected?
Ifnot, take amoment
to reconnect.

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

What are yourlong-
term goals?

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?

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

Are your thinkingbrain
and feeling brain well
connected?
If not,take amoment
to reconnect.

Write down all the
reasons you can thinkof
for whyalearner would
behave this way.

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

How could you
provide Warmthand
Structure in this
situation?
Do yoursuggestions
meet the definitions
of Warmth and
Structure?
Do they respectthe
learner’s rights?

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

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

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)

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

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.

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

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