POSITIVE DISCIPLINE

THE NEED
TO PROTECT
CHILDREN
Session 2.2
Department of Education’s (DepEd’s)
Response in Upholding Rights of Children
 Knowledge/Skills/Attitude
Teachers understanding on the DepEd Child Protection Policy and its
contribution in recognizing Child Rights in schools is central to practicing
positive discipline.

Materials and
References
• Copy of Department Order No. 40, series 2012 or
DO 40 s. 2012 (“Child Protection Policy” or CPP)
• pictures (as described in the session)
• metacards
• markers
• stress ball or stuffed toy
• Child Protection Policy video
• overhead projector

Approximate Duration
2 hours

Objectives
At the end of the session, you should be able to:
1. emphasize the relevance of the DepEd Child Protection Policy in
upholding children’s rights in school; and
2. reflect on the importance of adhering to the DepEd Child Protection
Policy in upholding children’s rights.

POSITIVE DISCIPLINE
2 Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
 Importance
Say: It is important that teachers understand the DepEd Child
Protection Policy as an effective response to promoting, upholding,
and respecting children’s rights in schools. It is imperative that
teachers like you adhere and clearly understand all protocols set by
DepED’s Child Protection Policy to stay true to our vision and mission
of being part of a learner-centered organization.

NOTE TO THE FACILITATOR

Before the group begins with this session, it will be very important to
assess the participants on their level of awareness or practice of the
Child Protection Policy in their respective schools. It is advisable to
invite an expert [Child Protection Specialist (CPS) or Legal Officer]
from the district or division to join the session if the participants will
need more information or explanation regarding the policy. If not,
have a prior session devoted on Child Protection Policy before having
this session. Please refer to DM 11 s. 2018 for the list of CPSs near
you. If a CPS/Legal Officer is not available for the LAC session, try to
gather the questions or items under child protection that your group
still needs clarification with and ask it beforehand to the CPS/Legal
Officer. You may also park certain questions during the LAC and ask
the CPS/Legal Officer after then provide it to your participants.

Sharing Session
1. Welcome the participants and thank them for coming to the
LAC session. Encourage them to share their positive learnings or
experiences about children’s rights and check on the campaigns
they did with their learners.
2. Congratulate/Celebrate the participants’ efforts and encourage
them to continue to share or advocate their new learnings to
other teachers as well.

POSITIVE DISCIPLINE
Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
3
 Discussion
The facilitator starts the LAC session with an energizer that will be the
springboard of the LAC session. Invite the LAC group to join in the activity
and maximize their participation.

ACTIVITY TITLE: PASS THE ANSWER, GUESS THE QUESTION

The mechanics of the activity is as follows, please say:

- We shall be forming a line for this activity (can be one line or more,
depending on the number of the cell)
- The first person in the line shall think of a question (any question that he/
she can think of like ‘what is my favorite animal?’) which you shall have to
whisper to me for approval.
- Upon approval of your question, the first person shall whisper the question
to the second person in the line.
- The next person will then think of an answer to the question and whisper
that ANSWER to the next participant and shall keep on passing until it
reaches the last person in the line,like in pass the message game. Again,
only the answer shall be passed to the remaining members until it reaches
the last person in the line.
- The last person to receive the answer shall try to guess the possible
question for that answer and shall write it down on a metacard.

NOTE
• Only approve questions that can be answered by a word, name, place,
event or anything. The questions the last person shall think of will not
always match the original question.
• The aim here is to highlight the difficulty of communication especially
when it is passed from one to the other.
• The facilitator shall secure that no leakage of the question will happen
during the “passing” process.
• As LAC Facilitator, guide the group/s in the big reveal. Revelation shall
start by making the first persons in the line reveal their questions first and
compare it with the answers on the metacard.

POSITIVE DISCIPLINE
4 Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
 Introduce the session. Say: So, are you ready for today’s LAC Session?
Let us begin.

After the activity, settle the group in first and allow them to chat with their
group mates about the game. When everyone is ready, facilitator will say:
“Our LAC session today will start by processing that fun activity we just had.”

Ask the following processing questions:

(Facilitator may also guide participants in arriving at the targeted responses
for the activity)

- How did you feel about the game?

- What was challenging in the game?
- What important knowledge, skill or attitude did we learn from the game?

Note that the target responses are as follows:

• We really need clear communication
• We need to listen and understand messages clearly
• It is important that all members of the group listens and understands
messages/instructions.
• It is hard to base things from assumptions.

- What skills or lesson we learned in the activity can be applied in our

daily activities?

The facilitator shall summarize the responses of the LAC group to emphasize
that their responses were understood and acknowledged.

Facilitator shall say:

“We experienced in the activity that there are challenges in communication.
Just like teachers to students or parents, our messages can be interpreted
differently when we interact with them. Not to mention the level of their
understanding of our message will also be challenging.
In this LAC session, we want to continue to foster clear understanding on
the rights of a child and relate it to DepEd Child Protection Policy and the
protection of children.”

POSITIVE DISCIPLINE
Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
5
 TRIGGER MATERIAL
1. Say: I shall be showing you some pictures and you will tell me what you
think is going on in the photos.

NOTES TO THE FACILITATOR

a. Show the following pictures one by one and elicit responses from
participants. Let the participants react to the photos by asking them
“What seems to be happening in the picture?”

*PHOTO OF A CHILD BEING

SHOUTED AT BY ANOTHER CHILD

b. You may stop if the word bullying comes out from the participants. Ask
the participant who responded bullying why he/she thought about that.
c. Affirm the answers that the photo depicts bullying and that it happens to
many children.

2. Move on to the next picture. Ask the participants “What is going on in

this picture?” Listen to their responses.

*PHOTO OF AN ADULT
SHOUTING AT A CHILD

NOTE TO THE FACILITATOR

Stop when someone says child abuse. Ask the participant who responded
child abuse why he/she thought about that.

POSITIVE DISCIPLINE
6 Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
 SHARING
NOTE TO THE FACILITATOR
It is important to hear the all responses of the participants in this portion and
to note them. Whether they see those answers in a positive or negative way,
how they see them will tell their outlook on child protection.

1. Say: How we see the photo tells us how we see protection of children.
The way we respond to their needs will be based on our perspective or
principle of child protection, may it be protective or permissive of things
that may happen to them.
2. End this part by asking, Where do you think these things can possibly
happen? (Target responses should be at home, in schools, or even
anywhere.)
3. Say: Since we have identified that children needs to be protected and their
rights should be upheld, let us look into how teachers protect and respond
to their needs in school.

Articulation of Insights
1. Start this part of the session by presenting the following vignette or case
to the participants:

Case
A female learner, known to the teachers to be very active and
participative in class, came to school one day acting very withdrawn and
distracted. She was no longer joining the discussions and neither was
she finishing her school activities. She sat at the back of the class, away
from the other learners.
The learner’s teacher felt that something was wrong. She decided to
talk personally to her learner after class. When the other learners were
gone, the teacher asked the learner how she was and what was going
on. Immediately, the learner broke down and told the teacher that she is
planning to commit suicide because she is very affected by the negative
things other learners are doing and saying about her both in real life and
online (social media). She is afraid to tell anyone because she thinks her
situation might only worsen. Also, she does not want to be known as
a squealer or snitch.

POSITIVE DISCIPLINE
Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
7
 2. Ask the participants to respond to the following guide questions:

NOTE TO THE FACILITATOR

Provided after each guide question is the corresponding answer, which will
be more than enough for participants who has grasp on the Child Protection
Policy and its implementation. But in cases where participants shall ask more
information or clarification and you have less extensive knowledge on the
policy, having an expert ready to explain the items may come in handy (or at
least have prepared answers from experts beforehand).

a. Ask: As teachers, do you know of any DepEd issuance that responds to

this kind of situation? If yes, what would be these issuances or orders?
Answer: DO 40, s. 2012 (Child Protection Policy) for the protocols and
DO 55, s. 2013 [Implementing Rules and Regulations (IRR) of Republic
Act (RA) No. 10627 Otherwise Known as the Anti-Bullying Act of 2013]
shall apply for the bullying aspect.

NOTE TO THE FACILITATOR

For the next set of questions, listen carefully to the participants’ responses.
Acknowledge them, but neither affirm nor negate their responses. Allow a
healthy debate to surface in the discussion. All correct answers will be given
in the next portion, after the video to be shown.

b. Are teachers qualified to handle situations from our learners like threats
of committing suicide? What should a teacher do in situations like this?
c. How does DepEd want us to respond in situation like this? What does
the DO 40, s. 2012 say on how to properly respond to situations like this?

3. After eliciting the participants’ responses, say (verbatim): The Child

Protection Policy is about PREVENTING and RESPONDING properly to cases
of abuse, violence, exploitation, discrimination, bullying, and other forms
of abuse that may happen to our learners. It is the department’s way of
promoting, upholding, and fulfilling the rights of children in school. Protocols
were specified under the policy to ensure that we, teachers, and the school
community can properly attend to cases from our learners.

4. Show the Child Protection Policy video explaining how the child protection
mechanism works in properly responding to children.

POSITIVE DISCIPLINE
8 Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
 5. Ask the participants: What was your greatest takeaway from the video
we just watched?

NOTE TO THE FACILITATOR

Guide the participants in the discussion by using the case previously
given on how the following protocols of DepEd shall be implemented.

• Both parents and the school shall work together to ensure the
welfare of children.
• As much as victims are given proper intervention and response,
children who commits bullying or has offended others shall also
undergo intervention or corrective programs to properly guide them
and prevent them from committing the action again.
• Bystanders shall also be treated with proper counseling and
intervention for having witnessed bullying incidents.
• With the learners, parents, and in some cases, barangay officials
as members of the Child Protection Committee (CPC), it is not
advisable to bring all serious and complex cases to them for
confidentiality and sensitivity purposes. CPCs can take part in
preventive activities such as campaigns or other interventions
All serious and complex cases are referred to partner experts.

6. Say the following to the participants:

• There should be a strong implementation of zero tolerance against

bullying or any forms of abuse. All cases shall be reported properly and
responded to according to the mandate.

• (Answer to the second question) Children, like the one in the case,
who needs psycho-social intervention shall be referred to expert or
professionals from our local partners (DSWD, LSWDO, Registered
Guidance Counselors or Child Psychologist) for proper response.
We refer serious and complex cases of our learners to Social Workers
because they are the experts in this field and are accessible (free) to
the public. We are educators and we should recognize our limitations
that we are not the experts in providing psycho-social support or
intervention to children but we can assist them in accessing one.
Linkage must be established to the partner agencies for better
referral system or procedure.

POSITIVE DISCIPLINE
Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
9
 Application
Have the participants do the activity “Paint- Me-A-Picture and Flashpoint.”
1. Have the participants form four teams.

2. Say: Each team will be assigned a theme for their paint-me-a-picture task.
You will be given five minutes to huddle and plan on how to go about your
assigned theme, as follows:

Theme:
1 A child in the center and is surrounded by parents, social workers,
and teachers
2 A learner and a teacher posting campaign materials against bullying
3 A child being given medical attention
4 Teacher being trained for Child Protection Policy

3. Each theme will present their paint-me-a-picture, while the other teams will
be playing “flashpoint.” Flashpoint is done by passing a stress ball around
until the music stops. Whoever ends up with the ball when the music stops
shall answer the complete the answers required in the following table:

Child Protection Child Rights Principle Action Shown in the

Show in in the Photo Promoted Fulfilled in Photo: Prevention or
(what do you see?) the Photo Response

4. Let the group members complete their responses to the table in fifteen
minutes. The group originally assigned with the theme can add or affirm
the answers noted by the other groups.

POSITIVE DISCIPLINE
10 Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
 NOTE TO THE FACILITATOR

The following is the answer key to the activity:

1. Proper handling of case by referring the child in need to experts for

proper intervention and collaborative efforts in correcting mistakes and
helping the child properly develop. It is a response and it promotes the
principles of Child Rights for development and protection.
2. It shows prevention by campaigning against bullying and abuse in
response to DepEd’s call on zero tolerance to cases of violence and all
forms of abuse to children. It is in respect of the participation principle
since it includes children as well in the process. It is also part of the
protection principle as it prevents and advocates safety of learners.
3. Immediate medical attention given to children in schools is a must.
Attending to the child’s medical or physical need is vital as response to
their rights to survival and protection.
4. Capacity building is always a great way to prevent cases from happening
and make people capable of responding properly. It is a mandate
of DepEd that ensures all can perform their duties to the utmost in
upholding rights of children. With this, all principles of Children’s Rights
are ensured in schools.

What We Will Do Next

1. Say: For the next session, you will be tasked to do a deed that promotes
or fulfills a child right principle. Identify the child protection specification
implemented in that deed. Record this in your LAC journal.
2. To end the session, say the following: We must take part in fulfilling our
vision and mission as being part of DepEd, a learner-centered organization.
When we protect the children entrusted upon us, we are also protecting
ourselves. So let us all be role models to them by treating one another with
utmost care, kindness, and respect.

POSITIVE DISCIPLINE
Session 2.2 - Department of Education’s (DepEd’s) Response in Upholding Rights of Children
11
 ACKNOWLEDGEMENTS

Dr. Leila P. Areola Dr. Rosalina J. Villaneza

Director IV, Bureau of Learning Delivery Chief, Teaching and Learning Division

LEAD WRITERS
Dr. Rosalina Villaneza Edgar Marshall Briñas
Carmencita Aguas Ma. Cristina Nogoy
Eleonor D. Briñas

WRITERS AND CONTRIBUTORS

Michelle Tolentino Maricel D. Hernandez
Denn Marc Alayon Maria Zaida M. Padullo
Rossa S. Carneser Lorna V. Ramos
Maribel Cruz

LAC Resource Package – Positive Discipline

This guidebook was published with support from the Australian Government through
the Basic Education Sector Transformation (BEST) Program.

Permission to use or reproduce this publication or parts of it in hard or digital copies

for personal or educational use is granted free, provided that the copies are not
reproduced or distributed for commercial purposes, and that proper credit is given to
the Australian Government.

Printed in the Philippines

First Printing, 2019