A Primer for Filipino Teachers 1

Positive Discipline In
Everyday Teaching
A Primer for Filipino Teachers

NOVEMBER 2015

Department of
Education E-Net
Philippines Save the
Children
2 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Positive Discipline In Everyday Teaching

A Primer for Filipino Teachers

Department of
Education E-Net
Philippines
Save the Children

NOVEMBER 2015

All rights reserved.

A Primer for Filipino Teachers 3

Content
s
Foreword 5

Message from DepEd 6

Message from E-Net Philippines 7
Message from Save the Children 8

INTRODUCTION: A Positive Discipline 9

Primer for Filipino Teachers

Part One: Corporal Punishment 10

Part Two: Positive 13

Discipline in Everyday
Teaching (PDET)
Part Three: Examples of 18
Responding with Positive Discipline
In Kindergarten 18
In Grade 24
School In High 30
School
Part Four: Conclusion 40

A Note on Teachers’ 41
Well-Being and Stress
Management
For Further Reading: 43
4 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g
A Primer for Filipino Teachers 5

FOREWORD

This primer on Positive Discipline in Everyday Teaching: A

Primer for Filipino Teachers is made through the cooperation
of E-Net Philippines, Department of Education and Save the
Children. Its purpose is to help teachers apply a positive
discipline approach in classroom management. It outlines
steps teachers can follow and situations they can refer to in
applying positive and non-violent discipline.

This Primer consists of four (4) main parts. The first is mainly
a discussion on Corporal Punishment, its magnitude, and the
legal basis for prohibiting its practice in school. The second
part is a brief introduction on the Positive Discipline Model or
the PDET Building Block, which identifies the key elements of
the PDET approach. The third and main section is a twenty-
two (22) page spread on “Examples of Responding with
Positive Discipline”. Also, contained in page 41 is a note on
the teachers’ well-being to support and help them cope with
stress. The Primer is capped with a list of references and
helpful reading materials for further study on positive
discipline.

The ten (10) common classroom cases presented in this

Primer were compiled through inputs of teachers,
pupils/students, and experts during a series of focus group
discussions conducted by E-Net Philippines and Save the
Children. These were further reinforced by information on
the common cases reported to the Department of Education.
The cases presented show how to respond with positive
discipline. However, the steps and methods outlined in the
Primer are not the only ways in which we can apply positive
discipline and handle challenges. It is encouraged that
teachers explore other ways to teach students how to
manage their emotions and resolve conflict without hurting
them physically and emotionally. In order to cultivate an
environment where the children thrive and grow healthily,
we must find ways to help rear them in the most positive
way we can.
6 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

MESSAGE FROM
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION

The Department of Education launches this Primer on Positive

Discipline in Everyday Teaching as a small contribution to the
universal duty to protect children.
As our children grow, we must recognize that how they think and
how they act also evolve, consistent with their development as
children and adolescents. Children are not small adults. In school,
their actions can easily be seen as misbehavior that requires
disciplinary action. But discipline imposed by teachers and school
administrators, for it to be in the best interest of the child, should
be positive and non-violent. This Primer, developed in collaboration
with Save the Children and E-Net Philippines, aims to help teachers
implement positive and non-violent discipline in the school.
The Primer outlines easy-to-follow steps for the teacher in using
positive and non-violent discipline to address the common
challenges posed by children’s behavior in school. Likewise, a note
on teacher’s well-being is included in the Primer to help teachers
manage stress.
I hope that through the continuing efforts of the Department and
all partners and stakeholders, the policy on zero tolerance for any
act of violence against children in school, including corporal
punishment, enshrined in the DepEd Child Protection Policy
(Department Order No. 40, s. 2012), shall be observed and
implemented more effectively.
As teachers, we play a vital role in shaping the lives of these
children. How we treat them in school could have a long-lasting
effect, whether it be positive or negative. Therefore, let us perform
our duties as teachers with full awareness of the consequences if
our acts on the lives of our learners. Let us work together to
ensure a nurturing and safe school environment for all children.
A Primer for Filipino Teachers 7
MESSAGE FROM

E-Net Philippines

E-Net Philippines in cooperation with the Department of

Education and Save the Children is happy to present this
Positive Discipline in Everyday Teaching: A Primer for
Filipino Teacher. This primer intends to help teachers to
apply positive discipline approach in classroom
management. It provides practical tips on how to resolve
common classroom problems between teacher and
learners and among learners in a positive way.

As adult educator, I appreciate the role of teacher and

educator in molding the behavior of children to be
responsible, productive, empowered, and successful
individuals. This long-term goal for learners is one of the
foundations of the positive discipline approach. We in E-
Net Philippines believe in many studies that corporal
punishment will not result in positive outcomes in the long
run.

I invite teachers and educators to use positive discipline

approach in disciplining your learners. E-Net hopes that
this material will help you apply your knowledge and skills
in positive discipline in everyday teaching.

Mabuhay ang mga guro!

Mr. Edicio G. dela Torre

President, E-Net
Philippines
8 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

MESSAGE
FROM

Since the beginning of humanity, we have taught our

children how to resolve problems by using violence. Our
parents were taught that spanking and hitting children
was the best way to discipline children, and teachers
were also taught to use violence and humiliation to
punish children as a part of the educational system. The
use of violence against children by those who are most
trusted to care for children, parents and teachers, has
entrenched violence into our society, without any
thought to what the other and perhaps better options
exist for educating children.

The change from using physical punishment of children

to positive discipline will be difficult and will not happen
overnight. For this to be possible, the educational
community will need to support their teachers, as children
may be receiving contradictory messages in the home.
Teachers will need support from their school
administration, from each other and from other
concerned organizations. This Primer on Positive
Discipline in Everyday Teaching is meant to support
teachers who have been trained in their practice of
Positive Discipline in Everyday Teaching, using common
situations teachers face on a daily basis. With the
publication of this primer both in print and online, we
hope to make real change in the way we treat children in
schools, homes and in all other settings.

Let’s make the world safe for children everywhere.

Ned Olney
Country
Director
Save the
A Primer for Filipino Teachers 9

INTRODUCTION: A Positive Discipline

Primer for Filipino Teachers
Positive Discipline is an approach to teaching that helps
children succeed, gives them the information they need
to learn, and supports their development. It respects
children’s rights to healthy development, protection from
violence, and active participation in their learning.

This Positive Discipline

Primer provides a
quick reference guide
for teachers who have
already been trained
in Positive Discipline in
Everyday Teaching. It
seeks to reinforce the
teacher’s learning
from the training and
encourages her/
him to apply this in
her/his classroom. It
provides guidance on
how to respond to
common classroom
situations using
Positive Discipline.

The Department of Education has issued Department

Order 40, s.2012, which prohibits the use of corporal
punishment and promotes the use of Positive Discipline.
This primer provides support to teachers to fulfill their
responsibilities under this Order.
10 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Part One: Corporal

Punishment
What is corporal punishment?

C
orporal Punishment is defined in the United Nations
Committee on the Rights of the Child General
Comment No. 81 as any punishment in which
force physical
is used and intended to cause some degree of pain
or
discomfort, however light. Most involves hitting
(smacking, slapping, spanking) children, with the hand or
with an implement -- a whip, stick, belt, shoe, wooden
spoon, etc. It can also involve, for example, kicking,
shaking or throwing children, scratching, pinching, biting,
pulling hair or boxing ears, forcing children to stay in
uncomfortable positions, burning, scolding or forced
ingestion (for example, washing children’s mouths out
with soap or forcing them to swallow hot spices).The
Committee believes that corporal punishment is
invariably degrading.

There are also non-physical forms of punishment that are

cruel and degrading and are thus incompatible with the
Convention. Examples are punishment that belittles,
humiliates, denigrates, scapegoats, threatens, scares or
ridicules the child.

In the Philippines, we aim to put an end to the practice of

corporal and other humiliating and degrading forms of
punishment.

Magnitude and Effects of Corporal Punishment

Of the forms of violence experienced by children globally,

corporal punishment is the most common; 80% to 98%
of
1 General Comments are interpretations of the human rights provisions of
the UN Convention of the Rights of the Child. The Committee on the
Rights of the Child, which monitors the implementation of the
Convention, publishes these General Comments to provide guidance to
States Parties on how to implement specific human rights provisions of
the Convention.
A Primer for Filipino Teachers 11

children experience it in their homes2. In the Philippines, a

study conducted by Save the Children in 2005 revealed
that 85% of children have experienced corporal
punishment in their homes and that the most common
form is spanking (65%). A majority of the children
interviewed for this study (82%) reported that they had
been hit on different parts of their body.3

In 2011, about two in three parents of children under 17

said they used corporal punishment. Spanking the bottom
(52%) was the most prevalent form of
corporal punishment used.4

Over the past 30 years, numerous

studies have been
conducted globally on the effects
of physical punishment of
children. They have consistently
demonstrated that physical
punishment
predicts negative outcomes
throughout childhood and into
adulthood.
It increases children’s
risks for increased
aggression, increased
delinquency and anti-social
behavior, physical
relationships, injury mental
and poorer and
reports to child welfare,
health (Gershoff, 2002). It is also associated
5

poorer
with lowerparent-child
self-esteem and poorer academic success.6
2 Pinhero, Paulo Sergio (2006). World Report on Violence against
Children. Geneva: United Nations Secretary-General’s Study on
Violence against Children.
3 Save the Children (2008). A Time for Change, Philippines.
4 Pulse Asia Survey (2011). ULAT NG BAYAN SURVEY, November 10 - 23,
2011 /Philippines.
5 Gershoff, Elizabeth (2002). Corporal punishment by parents and
associated child behaviors and experiences: A Meta-Analytic and
Theoretical Review” http://www.apa.org/pubs/journals/releases/bul-
1284539.pdf
6 Please cite source here.- to be supplied
12 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Legal Basis for Prohibiting

Corporal Punishment and the
Practice of Positive Discipline

The UN Convention on the Rights of the Child requires

that States Parties “shall take all appropriate measures to
protect the child from all forms of violence (Article 19).”
States Parties are also required to “take all appropriate
measures to ensure that school discipline is administered
in a manner consistent with the child’s human dignity and
in conformity with the present Convention. (Article
28(2)).”

In the Philippines, the Department of Education

(DepEd) supports the prohibition of corporal punishment
and practice of positive discipline in public and private
schools.7

7 DepEd Order No. 40 s. 2012, known as “Policy and Guidelines on

Protecting Children In School From Abuse, Violence, Exploitation,
Discrimination, Bullying And Other Forms Of Abuse”.

Other policy measures protecting children in school are DepEd Order No.
55, s. 2013 which supports the implementation of Republic Act No.
10627, known as the Anti-Bullying Act of 2013; and DepEd Order No.
18, s. 2015 or the Guidelines and Procedures on the Management of
Children-At-Risk and Children in Conflict with the Law.
A Primer for Filipino Teachers 13

Part Two: Positive Discipline

in Everyday Teaching
(PDET)

E
ffective discipline is positive and constructive. It
involves setting goals for learning, and
finding
constructive solutions to challenging situations.8
School should respect children’s developmental levels,
their rights to dignity and physical integrity, and their
right to participate fully in their learning.

Positive Discipline is:9

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;
Teaching students life-long skills and fostering
their love of learning;
Teaching courtesy, non-violence, empathy, self-
respect, and respect for others and their rights;
and
Increasing students’ competence and
confidence to handle academic challenges and
difficult situations.

8 Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching.

Bangkok: Save the Children.
9 Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching.
Bangkok: Save the Children.
14 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Positive Discipline is not:

Permissiveness;
Letting students do whatever they want;
Having no rules, limits or expectations;
Short-term reactions; or
Alternative punishment to slapping, hitting and
shaming.

The Positive Discipline in Everyday Teaching approach is

based on sound pedagogical principles and practice.
Positive Discipline is:

 Holistic: It applies not only to

students’ behavior, but to all
aspects of their learning and
social interactions;
 Strength-based: It identifies
and builds on the students’
strengths;
 Constructive: It
is aimed at strengthening
students’ self-
esteem and confidence;
 Inclusive: It recognizes
and respects the
diversity of all students;
 Pro-active: It identifies
the roots of behavioral
and learning difficulties
and implements strategies to
promote success and avoid conflict;
and
✽ Participatory: It engages students in the learning
process and in the school community.
A Primer for Filipino Teachers 15

The practice of Positive Discipline in Everyday Teaching

(PDET) uses the following model:

PDET BUILDING BLOCK

Problem
solving

Recognising individual
differences

Understanding
child development

Providing Providing
warmth structure

Setting
long-term goals

Child rights Pedagogical

principles principles

This model identifies the key elements of the PDET

approach. All must be put into practice in all interactions
with students.

IDENTIFYING LONG-TERM GOALS

Teachers play an important role in helping children
become caring, capable and resilient adults. For this to
happen, it is crucial that you as their teacher consider
what kind of people you want your students to become,
and to use everyday interactions with them in school to
teach the values and skills that they will need to become
strong and compassionate adults. The first step in
implementing PDET is setting long-term goals.
16 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

PROVIDING WARMTH
WARMTH is creating school and classroom environments
that ensure your students feel physically and emotionally
safe. It requires that you recognize and respect their
developmental levels, are sensitive to their academic and
social needs, and empathize with their emotions and the
situations they may be facing. Children learn best and will
cooperate more in a warm, safe and caring environment.
Examples of showing warmth are listening to them,
showing them respect even when they make mistakes,
encouraging them especially when they are having
difficulties and looking at things from their point of view.

PROVIDING STRUCTURE
STRUCTURE is the information students need in order to
succeed academically and behaviorally. It gives students
the tools they need to solve problems, work out conflicts,
and succeed academically. Examples of providing structure
are providing opportunities to fix their mistakes in a way
that helps them to learn, hearing their point of view,
controlling your anger, teaching them about the effects of
their actions on other people, involving them in setting
rules, explaining the reasons for rules, and being a good
role model to them.

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 as the students’ ways of
thinking, needs, and interests change. The warmth and
structure that you provide to your students to reach your
long-term goals will change depending on their stage of
development.

IDENTIFYING INDIVIDUAL DIFFERENCES

While all children go through the same stages of
development, children are not all alike. They come from
different homes
A Primer for Filipino Teachers 17

and cultural environment and have different personalities,

talents, temperaments and abilities, which all affect their
behavior and performance in school. A teacher who
understands and respects students as individuals can
make the difference between their success and failure in
school.

PROBLEM SOLVING WITH POSITIVE DISCIPLINE

The possibility of conflict between students and

teachers is always present. But by implementing the
PDET model, you can use conflict as an opportunity to
teach students how to manage their emotions and
resolve conflict without hurting others physically or
emotionally. Before you respond:
1) Think about all the possible reasons for the student’s
behavior. Consider the child’s stage of development
and individuality. List as many reasons as you can
why a child would behave this way and then think
about which of those reasons might explain this
child`s behavior in this situation.
2) Remember your long-term goals. Think about the
characteristics that you hope your students will
develop. What kind of long-term impacts do you
hope to have on your students?
3) Provide warmth. Think about how you can ensure
that the student feels safe and respected as you
solve this problem. What are some ways that you
could provide warmth or support?
4) Provide structure. Think of what the student needs
to understand about the situation and how you will
engage him or her in finding solutions to the
problem. What are some ways that you could
provide guidance and information?
5) Respond with positive discipline. Once you have
thought through the problem, you can now respond
in a positive way to resolve it. Involve the student in
thinking about and finding solutions to challenges
and difficulties.
18 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Part Three: Examples of

Responding with Positive
Discipline

P
ositive discipline is practiced everyday and not only
when problems occur. We use problem solving when
we are facing challenging situations in the classroom.
Let us look at some common classroom situations and
explore possible ways of responding using the Positive
Discipline. It is important to note that every situation is
different and that teachers need to consider each
situation and follow each step. Each step will help
teachers respond with Positive Discipline. The examples
of the responses to classroom situations below are not
the only ways of responding with Positive Discipline. The
teachers may arrive at other responses when they follow
all the steps.
IN KINDERGARTEN

CONTINUOUS CRYING

A boy in your Kindergarten class has been crying,

screaming, and clinging to his mother every morning
whenever he drops him off. You feel this is disrupting the
class and taking much of your time and attention. How
could you find a solution to this problem that does not
harm the child?
Step 1-What are all of the possible reason/s why a
child of this age might behave this way?
Some reasons could be:
 It is his first time being separated from his parents.
 He has difficulty adapting to new
situations/
surroundings.
 He has a very intense response to new situations and
events.
 He is scared of the new surroundings.
 He doesn’t know when his mother will return.
 He was left behind in a store once, and is now very
afraid of being alone.
A Primer for Filipino Teachers 19

 He has difficulty managing his emotions.

 He is afraid of the teacher because someone told him
that children are hit at school.
 The teacher looks like someone he is afraid of.

Step 2-Now remember your long-term goals.

 You want the child to feel safe and happy in a
learning environment.
 You want the child to gradually become more
comfortable in new environments.
 You want the child to gradually become independent
and able to manage stress on his own.
 You want the child to gradually learn how to manage
his feelings.

Step 3-In this situation, how can you show

warmth?
 Remember that entering school is a huge transition
and a tremendous challenge for children.
 Recognize the child’s anxiety and stress, and show
empathy.
 Show him that you care about his feelings.
 Speak to him using a calm and soothing voice.
20 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 4-In this situation, how can you provide

structure?
 Tell him about the activities he will do at school today.
 Ask him what he likes to do and show him how he
can do that in your classroom.
 Assure him that his mom will come back for him after
school.
 Introduce him to one other student who would be
supportive.
 Ask the child what would help him feel more
comfortable.

Step 5-Responding with Positive Discipline

By putting all of the previous steps together, you will
generate a response that will ensure that the child feels
safe and will help him understand more about the
situation. Positive Discipline is about problem solving, so
you may try several different ways of providing warmth
and structure before you find the response that actually
addresses the problem as the child sees it. Successful
problem solving requires us to see the situation through
the child’s eyes.

GRABBING OTHERS’ BELONGINGS (TOYS,

THINGS, FOOD, ETC.)

While you are conducting activities in your

kindergarten class, one of your pupils approaches you
and complains about her classmate who grabbed her
pencil and took her crayons without her permission.

Step 1-What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
 The child doesn’t really understand the idea of
personal property yet.
 The child might not fully understand the effects of her
behavior on other children.
A Primer for Filipino Teachers 21

 The child may not know how

to approach another child
to borrow things or ask for
food.
 The child may think that
acting like this is playing.
 The child may be seeking
attention.
 The child may want o t
initiate socialization with a
classmate but does not
know how to do it.

Step 2- Now, remember your

long-term goals.
 You want the child to be able
to respect others’
belongings.
 You want the child to be able to learn to share and to
cooperate with others.

Step 3- In this situation, how can you show

warmth?
 Understand that children at this age do not understand
the concept of ownership and the need to ask and
wait for permission.
 Speak to the child with a gentle, reassuring voice.

Step 4- In this situation, how can you provide

structure?
 Explain and establish the rules of behavior right at the
beginning of the school year. The children themselves
should participate in identifying the rules so that they
own the rules.
 Help the children understand that if they want to borrow
something from their classmate, asking permission is
a good way to build a relationship.
 Explain and perhaps role play what the other child might
feel if one does not share and if one takes things
without permission.
22 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 5-Responding with Positive Discipline

Do not punish. Instead of scolding and humiliating the
child in front of her classmates, talk to her privately. In a
calm voice, express understanding, care and concern.
Explain the value of asking and waiting for permission to
use other children’s things. Explore the child’s ideas of
how to have fun while sharing toys and things.
You may integrate values education on sharing,
cooperation, and taking turns with teaching concepts such
as numbers. You may teach children the values of sharing
and asking for permission to introduce concepts of
adding or subtracting.
Try Role Playing during playtime to teach your pupils
about sharing with others. Then, it would also be good to
remind the class about the rules of sharing and taking
turns.

THE CHILD COULD NOT CONTROL TOILET NEEDS

(URINATING OR DEFECATING IN CLASS)

It is after break time and you resume teaching your

kindergarten class. Suddenly, one of your pupils
complains about a foul odor coming from a boy pupil.
When you check the boy, you find out that the boy has
defecated in his pants.

Step 1- What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
 The child has diarrhea or may have eaten something
that upset his stomach.
 The child is not yet toilet-trained.
 The child is anxious or worried about something.
 The child may be too shy to ask the teacher if he
could go to the toilet so he tried to hold it in.
 The child might be scared or ashamed to tell the
teacher about soiling his pants.
A Primer for Filipino Teachers 23

Step 2- Now remember

your long-term goals.
 You want h te child to
be able to regulate
his bowel
movements.
 You want h te child to
be able to
communicate his
needs to
appropriately. others

Step 3- In this
situation, how can
you show warmth?
 Ask the child if h
e is
sick or if he has a
stomachache.
 Understand that he
might have eaten
something that
upset his stomach.
 Understand that this is a common occurrence among
children who are not yet in full control of their bladder
and bowel movement.
 Understand that some kids may be too shy to ask the
teacher for permission to go to the toilet.

Step 4- In this situation, how can you provide

structure?
 Talk to the child privately in a calm soothing voice and
assure him that it is okay and that it can happen to
anyone.
 Tell the child that if he feels like that again, he should
not hesitate to tell you or any other teacher
immediately.
 Remind him of the rules and that anyone can ask to b e
excused to go to the toilet if needed.
 Help the child wash himself or if possible, call the
parent or guardian for assistance if necessary.
24 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 5- Responding with Positive Discipline

Instead of shouting and humiliating the child in front
of his classmates, help the child wash himself or if
possible ask for the assistance of the parent or guardian.
Talk to the child privately in a calm, soothing voice and
explain to him that it can happen to anyone. Remind the
child to ask for help if he feels sick or needs to go to the
toilet.
If other pupils have noticed, you may decide to talk to
the rest of the class and explain that this can happen to
anyone. It should not be a cause for embarrassment.
When they need to go to the toilet, they can ask for
permission even in the middle of a lesson or activity. If
other pupils haven’t noticed, there is no need to share
this with them.
IN GRADE SCHOOL

DISRUPTIVE BEHAVIOR (TALKING IN CLASS)

You are teaching the class

and you notice a noisy group
of boys and girls at the back
near the window. They keep
talking and laughing during
the lesson. The noise
disrupts the class and you
find it difficult to
concentrate.

Step 1- What do you

think could be the
possible reason/s why a
child might behave this
way?
Some reasons could be:
 The children may not understand the lesson so they ask
each other about the topic.
 One of their classmates may have shared a joke and
the others cannot control their laughter.
A Primer for Filipino Teachers 25

 The children may have seen something outside h te

classroom that caught their interest.
 The children may be getting bored with the lesson.
 The children may be talking about something else.

Step 2- Now remember your long-term goals.

 You want the children to be to able show respect b y
listening when someone is talking.
 You want the children to be able to set priorities.
 You want the children to be aware of the effect of their
actions on others.
 You want the children to love learning and prioritize
activities in class.

Step 3- In this situation, how can you show

warmth?
 Understand that some children can be easily distracted.
 Understand that they have different interests and
learning styles; some learn faster through discussions,
while some learn better through activities.
 Understand that children may not always be aware of
the effect of their actions on others.

Step 4- In this situation, how can you provide

structure?
 Ask them calmly what is happening. Let the children
share what they were talking and laughing about.
 Tell them that you and the other pupils are distracted by
noise.
 Remind them about the rules they have set.
 Remind them that conversations about other topics may
be done between classes and during recess time.
 Provide interactive discussions or activities so everyone
can participate.

Step 5- Responding with Positive Discipline

Do not throw the eraser or chalk, shame, or shout at
the children in front of their classmates. Instead, control
your anger and ask them in a calm voice what is going
on.
26 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

You may also ask them if they have

questions about the lesson. Explain
to them that noise can distract your
teaching and thinking process, and
that it is also distracting to their
classmates. Remind them about
the rules on listening and that they
were part of creating those rules
for the class. Tell them that they
can discuss other topics during
their free time or in between
classes.
Remind the whole
class about the
classroom rules and explain to
them the importance of
listening. You may
also
introduce innovative teaching
methods
where interaction is possible such as role-playing,
dance or action songs so everyone can participate. This
can also provide a break for children who are easily bored
or who need to discuss issues raised in class with other
students rather than just listening to the teacher speak.

FIGHTING

You have a group activity for your Grade 2 pupils. Your

pupils alerted you to the fact that two of their boy
classmates in one group were fighting. You found out that
the fight started with the pupils teasing each other. They
made each other angry and then started punching each
other.

Step 1- What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
❏ Children may not be aware of how their words and
A Primer for Filipino Teachers 27

 Children may not know how to respond in a non-violent

way when they are offended.
 Children may be sensitive and may easily get angry or
irritated.
 Children may not know how to handle or manage their
anger properly.
 Children’s reaction to situations may be very intense.

Step 2- Now remember your long-term goals.

 You want children to be able to manage and handle their
anger properly.
 You want children to know how to resolve conflicts
without using violence.
 You want children to be aware of the effect of their
words and actions on others.

Step 3- In this situation, how can you show

warmth?
 Understand that at this age, children may not know how
to manage or handle anger effectively.
 Understand that children may not know how to resolve
conflicts in a non-violent way.
 Remember that some children may come from violent
homes and their exposure to this can sometimes lead
them to act out in violent ways in school.
 Understand that children are not trying to annoy you or
challenge your authority.
 Understand children’s diverse temperaments.
 Make sure that everyone is safe from injury or if injured,
that they are sent to the school clinic for treatment.
 Listen to what each child has to say.

Step 4- In this situation, how can you provide

structure?
 Talk to the children immediately. Listen to each child’s
explanation about what happened. Ask what the fight
was about.
 Remind the children about classroom rules.
 Remind them about the effects of their behavior n o
others and on the rest of the class.
28 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 5- Responding with Positive Discipline

Instead of shouting and getting angry, blaming others
or having your pupils standing outside the room, call
them calmly and talk to them separately. Let each child
explain what happened form his/her own perspective.
Ask them about how their behavior affected the other
child and the rest of the children in the class. Ask them
what can be done next time to prevent such fights from
occurring and remind them that in whatever situation,
hitting or hurting others will not help resolve the conflict.
You can then ask the children for ideas on what they can
do now to resolve the situation.
In case a fight between and among pupils results to
serious physical injuries or death, teachers and school
administrators can refer to the various DepEd issuances10
for proper guidance in handling the case.
RUDENESS

You noticed that one of your Grade 4 pupils has low

grades in most of her subjects. You decide to talk to her
first before talking to her parents or guardians. When you
were talking to her about her grades, she started talking
back at you and answering your queries in what you felt
was a rude manner.

Step 1- What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
❏ The child may not actually be attempting to be rude.
It’s just that her usual manner of speaking may be
misinterpreted as rudeness by others.
10 Procedures in Handling Bullying Incidents in Schools (Section 10,
DepEd Order No. 55, s. 2013)
10 Principle of Restorative Justice (Section 15, DepEd Order No. 18,
s.
2015)
10 Procedure in the Management of Children-at-Risk (Section
16, DepEd Order No. 18, s. 2015)
10 Procedure in Managing Children in Conflict with the Law (Section 17,
DepEd order No. 18, s. 2015)
A Primer for Filipino Teachers 29

 The child may have a very intense reaction to h te

information given. She may be scared about what will
happen to her if she fails in most of her subjects.
 The child is not yet able to handle and respond
appropriately when given feedback.
 The child may be frustrated because she could not
explain herself properly.

Step 2- Now remember

your long-term goals.
 You want the child o t
know how to control
and manage anger or
intense feelings.
 You want the child to
be
able to communicate
using
language constructive
in
 situation.
You want the child to
any
be able to respond to any kind of feedback in a non-
violent way.

Step 3- In this situation, how can you show

warmth?
 Understand that she is not being disrespectful nor
challenging your authority.
 Do not pre-judge. Understand that sometimes children
answer rudely because they could not manage their
frustrations or anger.

Step 4- In this situation, how can you provide

structure?
 Control your anger and handle the situation accordingly.
 Tell the child how you feel when he talks back at you
in a rude tone or use rude language.
 Start your sentence with “I feel...” when talking about
the effect of her behavior on you.
 Remind the child about the class rules. Tell the child that
you want to help her perform better in school.
30 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 5- Responding with Positive Discipline

Instead of getting angry and punishing the child, calm
down and manage your anger. Tell the child, “I feel
disrespected when you spoke rudely to me.” Mention the
exact word that offended you to let her know that words
can be hurtful.
Acknowledge the child’s feelings of anger, frustration,
and fear about the possible consequences of having low
grades. Assure her that you want to help her succeed.
Listen to the child’s response or explanation. Ask her
what she thinks she should do to resolve this issue. Allow
the child to analyze the issues and propose solutions. Help
the child evaluate the solutions to identify which is best
for her.
Teach the child how to express her feelings
appropriately and how to react properly in a challenging
situation.
IN HIGH SCHOOL

NO ASSIGNMENTS OR PROJECTS

A graduating high school

student in your advisory
class is in danger of
failing. He has several
projects in different
subjects that he could
not submit. There are
also projects that he was
not able to do.

When you asked him

why this is so, he said
that he is always
running out of time to
do the projects.
A Primer for Filipino Teachers 31

Step 1- What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
▲ The student may have low persistence level.
▲ The student may have difficulty managing his tmi e,
balancing school work and social life.
▲ The student may be pressured by peers to join
activities away from school work such as drinking,
smoking, etc.
▲ The project may not be suited to the student’s
capability.

Step 2- Now remember your long-term goals

▲ You want the student to be able to manage time a n
d
balance school work and social life.
▲ You want the student to set priorities.
▲ You want the student to keep trying even if the projects
may be difficult.
▲ You want the student to ask for help when he has
difficulties.
▲ You want the student to become a competent person.

Step 3- In this situation, how can you show

warmth?
▲ Talk to the student in private.
▲ Show concern to the student regarding his
performance in school.
▲ Provide support and guidance, rather than punishment
and criticism.

Step 4- In this situation, how can you provide

structure?
▲ Provide clear instructions about how to do the projects.
▲ Ask the student about possible time-saving strategies
that can be used to complete the projects.
▲ Provide information about the importance of
completing projects.
▲ Let him know that he can always ask for your help
if he needs it.
32 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 5- Responding with Positive Discipline

Instead of telling students that they will fail the
subject if they don’t comply with the requirements, show
support and concern for the student. Ask him if he needs
help in doing the project.
Negotiate with him on how he can make up for the
assignments and projects. Ask his suggestions on the best
possible way to accomplish the task.
The student may need to be shown how learning,
projects and assignments may actually improve his work
prospects. Relate the student’s special skills to what he is
learning in class.
Encourage students to help each other in completing
assignments (peer-to-peer learning).

CUTTING CLASSES

You are checking the attendance when you notice two

of your students are absent. You ask their classmates
where they are and learn that they were actually present
in their first period class. When you ask their classmates
and friends further, you find out that they cut classes not
just in your subject but also in other subjects. According
to their classmates, they are playing computer games
outside the school.

Step 1- What do you think could be the possible

reason/s why children might behave that way?
Some reasons could be:
▲ The students are bored with the lessons and with theri
teacher’s way of teaching.
▲ The students are having difficulties in understanding
the lessons and they want to avoid embarrassment if
they can’t answer the teacher’s questions.
▲ The students are being pressured by their peers to
cut classes and engage in activities outside the school.
A Primer for Filipino Teachers 33

▲ The students enjoy playing

computer games.

Step 2- Now remember your

long-term goals.
▲ You want your students to
be able to express their
difficulties about school/
lessons appropriately.
▲ You want your students to
be able to resist peer
pressure.
▲ You want your students to
be able to set their
priorities.

Step 3- In this situation, how

can you show warmth?
▲ Understand that students
have different interests and
learning styles. You can
make or integrate new and different teaching methods.
You can also make the discussions more participatory
where everyone can express their opinion.
▲ Understand that at this age, socialization and having
peer groups are very important for them.
▲ Understand that this is the age of challenging
authorities, which can involve breaking rules and
being adventurous.

Step 4- In this situation, how can you show

structure?
▲ Manage your anger. Talk to the students privately a n
d
calmly.
▲ Explain how their absence can affect theri
understanding of the lessons in your class and their
general performance in school.
▲ Remind them about the rules you set in class.
▲ Ask the students why they are cutting classes. Listen
to each student’s response and explanation.
34 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

▲ Provide support if they

have difficulties in
understanding the lesson.
▲ Encourage them to set
asd
ie time for attending
classes and doing school
work and time for
socialization and leisure.
▲ Ask the students o fr
possible solutions to the
problems they have
identified.
▲ If necessary, ask h te
assistance of their parents
in monitoring their
children and motivating
them to stop cutting
classes.

Step 5- Responding with

Positive Discipline
Instead of punishing the
students with suspension or
assigning unrealistic tasks, talk to them privately and
express your concern. Remind them that cutting classes
will affect their performance in class and their future.
Find out if they are having difficulties on the lessons
and if there is anything you could do to help them on
this. Review the way you teach your lessons and consider
updating your methodology to fit the interests of your
students.
If you think it would help, you may talk to their
parents about the students’ behavior and seek their
support in monitoring their children and encouraging
them to stop cutting classes.
Remind them and the whole class about the rules
about school attendance and explain the importance of
asking for permission if they have to go out of the school.
A Primer for Filipino Teachers 35

ABSENTEEISM OR TARDINESS

You are checking your advisory class record and you

notice that one of your female students is frequently
absent.

Step 1- What do you think could be the possible

reason/s why a child might behave this way?
Some reasons could be:
▲ The student may b e
sick.
▲ When the parents
e
ar working, the student
has to take care of
younger siblings.
▲ The student may b e
suffering from bullying
and she does not want
to go to school.
▲ There is peer pressure
to skip school.
▲ The student is havnig
difficulties in class
because the teaching
methods used do not
fit her learning style.
▲ The student was not able to complete the assignments
due on those days and is embarrass to show up
empty- handed.

Step 2- Now remember your long-term goals.

▲ You want the student to be able to seek help if she is
experiencing difficulties such as bullying.
▲ You want the student to be able to resist peer
pressure and set priorities.
▲ You want her to be a responsible student.
▲ You want her to be accountable for her actions.
36 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 3- In this situation, how can you show

warmth?
▲ Through caring gestures and conversations, show
hte students that she is important to you.
▲ Understand that at this age, socialization is very
important to students.
▲ Talk to the student calmly and privately and let her
explain why she is frequently absent.

Step 4- In this situation, how can you provide

structure?
▲ Provide proper monitoring of the child. You may
conduct home visits and talk
to her parents or
guardians.
▲ Remind the student
about the school
rules.
▲ Explain the effects
of her behavior on
her class
performance.
▲ Provide ideas on h o
w
to manage time and
set priorities.
▲ Consider the student’s
learning style and use
activities suited to
her learning
preference such as
music, dance,
physical activity, or
interactive discussion
where the student
and the rest of the
class can participate.

Steps 5- Responding
with Positive Discipline
Instead of embarrassing her for always being absent,
talk to the student calmly and privately and ask why she
A Primer for Filipino Teachers 37

Remind her of the class rules and provide tips on how she
can manage her time and set priorities. Remind her
about the importance of education.
Enhance your teaching methods. Give students more
activities suitable to their learning styles, talents, and
interests. Lead discussions where they can share their
opinion, feel that they belong and that they are
important.

VIOLATION OF RULES (SUCH AS VANDALISM)

You are walking through the school corridor when you

hear a group of students laughing. You see that some of
them have paint on their hands. When you follow them
to find out why, you discover that they are painting
graffiti at the back of one of the rooms in the school.

Step 1- What do you think could be the possible

reason/s why children might behave that way?
Some reasons could be:
▲ Students may be bored and are looking for activities
to show their talents.
▲ Students may want adventure and try new things.
▲ Students may be seeking attention.
▲ The students perceive vandalism as an avenue o t
express their feelings or opinions about the school.
▲ There may be peer influence to engage in this behavior.

Step 2- Now remember your long-term goals.

▲ You want your students to be able to express theri
feelings and opinions appropriately.
▲ You want your students to understand the right to se-fl
expression.
▲ You want your students to be able to value and
preserve shared spaces.
▲ You want your students to be able to observe a n
d
follow rules.
38 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Step 3- In this situation, how can you show

warmth?
▲ Talk to them privately and calmly. Ask for and listen
to their explanation for painting graffiti on the room’s
back wall.
▲ Recognize their feelings and their needs.
▲ Understand that at this age, students are adventurous
and may challenge authority.
▲ Understand that at this age, socialization and the need
to belong is important to students.
▲ Understand that at this age students need to express
their identity.
▲ Understand

that
students have
very
intense
emotions
and may

not

be able
to express these
appropriately.
▲ Assure the
students
that they can trust you
with their problems and
that you are ready to
listen to them.

Step 4- In this situation, how

can you provide structure?
▲ Ask them if what they are
doing is a school sanctioned
A Primer for Filipino Teachers 39

Step 5- Responding with Positive Discipline

Do not punish! Instead of punishing or scolding them,
talk to the students calmly and privately. Let them explain
their actions. Listen and acknowledge their feelings and
opinions.
Assure the students that they can trust you and share
with you their problems. Tell them that you are a friend
that they can count on.
Ask them how their actions affect school property and
other students and school personnel. Discuss how they
can better express their identity, opinions, and emotions
and still preserve the integrity of school property.
Provide different venues for students to express their
opinions and feelings. Remind them also of the school
rules and the consequences of violating them.
40 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Part Four:
Conclusion

T
he discussion of the various situations above is
aimed
at providing guidance to teachers in problem-solving
using Positive Discipline to common
classroom
challenges.
Practicing Positive Discipline involves a thoughtful and
holistic approach to your with
relationships young
people. It may seem more difficult
to you right now, but it will help
make your interactions with
students more respectful and
caring, and in the longer term
that investment will provide a
happier and calmer
classroom and school
environment. It is a continuous
learning process for both
teachers and students.
It requires commitment and
adherence to the rights of the
child to be taught and treated
with respect
For further while in school.
assistance in practicing
Positive Discipline, kindly get
in touch with Positive
Discipline
Facilitators, E-Net Philippines,
and Save the Children.

Now you are ready to apply the principles of Positive

Discipline. As the saying goes:

“NOW THAT YOU KNOW

BETTER, YOU DO
BETTER.”
A Primer for Filipino Teachers 41

A Note on Teachers’ Well-

Being and Stress
Management
Our temperaments also affect our behavior in the
classroom. Teacher-student relationships are
strongly affected by the match between the
student’s and the teacher’s temperaments. It is
very important for us to think of our own
temperament to be able to consider how we can
adjust our expectations, meet our students’
needs, and find ways of resolving conflict without
punishment.

There are many resources that can help teachers

fight stress. The Experiential Learning Activities for
Positive Discipline in Everyday Teaching10 offers the
following activities to help teachers and their
students deal with stress:
 Feathers and Paper Plates (p. 10)
 Shake, Count, Clap (p. 20)
 Cool My Soup (p. 22)
 Smell the Flowers… Blow Out the Candles (p. 24)
10 Pascual, M. et.al. (2015). Experiential Learning Activities for
Positive Discipline in Everyday Teaching. Unpublished draft June
2015.
42 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

The Northern Illinois College of Education (NIU-

CEDU) has published methods of stress
management for teachers. These methods
recommend a simple ABC stress management
model where the person first, acknowledges the
stress; second modifies his/her behavior; and
finally communicates with students and other
staff.

A widely recognized proactive stress management

method is to maintain a healthy physical state
through regular exercise, a nutritious diet and
good sleep. Another well-recognized proactive
method of combating stress is to maintain a
strong mental state: intellectually, emotionally and
spiritually. Also, establishing clear classroom
expectations can alleviate many of the stressors
existing in a classroom between the teacher and
students.

“ ... There is no ambiguity: ‘All forms of physical or

mental violence’ does not leave room for any
level of legalized violence against children.
Corporal punishment and other cruel or degrading
forms of punishment are forms of violence and
the State must take all appropriate legislative,
administrative, social and educational measures
to eliminate them.”

U ni te d n a t i o n s C ommittee o n t h e R i g h t s o f
t h e C hi l d , g e ne Ra l Comment n o . 8 o n t h e
Convention o n the Rights o f the Child
A Primer for Filipino Teachers 43

For Further Reading:

Publications:

Durrant, Joan. Positive Discipline in Everyday

Teaching. Bangkok: Save the Children, 2010
Positive Discipline in the Inclusive, Learning-
Friendly Classroom. Bangkok: UNESCO Asia
and Pacific Bureau for Education, 2006.
Hart, Stuart N (ed.). Eliminating Corporal
Punishment: The Way Forward to
Constructive Child Discipline. Paris: UNESCO
Publishing, 2005
Resources for Eliminating Corporal
Punishment in Schools. Global Initiative to
End All Corporal Punishment of Children, 2012.
Alternatives to Corporal Punishment: The
Learning Experience. South Africa:
Department of Education, 2000.
Ramsden, Philippa. Positive Discipline
Techniques to Promote Positive Behavior
in Children: Training Manual for
Facilitators. Finland: Save the Children, 2008.
Positive Discipline at your School. Africa:
Management Systems and Training
Programmes, not dated.
44 P o s i t i v e D i s c i P l i n e i n everyDay t e a c h i n g

Websites:

www.endcorporalpunishment.org
www.childrenareunbeatable.org.uk
http://www.gundersenhealth.org/ncptc/center-for-
effective-discipline
www.crin.org
http://www.savethechildren.org.ph/
www.raisingvoices.org