I.
CLASSROOM BEHAVIOR MANAGEMENT Components of a Behavior Management Policy
Classroom Management Versus Behavior Management
Classroom management refers to the process that ensures that a wide
variety of skills and techniques are used to keep students organized, orderly,
focused, attentive on tasks, and academically productive during a class. It means
creating systems that promotes and support positive behavior across a classroom.
Behavior management on the other hand, deals specifically with made strategies
and systems that will manage and eliminate difficult behaviors that prevent students
from succeeding in an academic environment. When classroom-management
strategies are executed effectively, teachers minimize the behaviors that impede
learning for both individual students and groups of students, while maximizing the
behaviors that facilitate or enhance learning. Effective teachers tend to display
strong classroom-management skills, while the hallmark of the inexperienced or less
effective teacher is a disorderly classroom filled with students who are not working
or paying attention.
Behavior Management
While behavior management may sometimes be seen as an approach to
creating an environment to promote positive behavior, it focuses more on reducing
opportunities for misbehaviors and even mitigating such to ensure opportunities to
learn or possibly gain transformation. It provides avenue for students to understand
the causes their actions and take responsibilities for the consequences of their
behaviors. It accepts that students may misbehave due to family background and
values, lack of parental guidance, relationship problems, peer pressures and other
personal challenges. Approaches to behavior management may include classroom
rules, norms and conducts, disciplinary procedures, praise and reward systems,
guidance and counselling.
A. Behavior Management Policy
Effective management of behavioral issues in schools can be clearly
defined and effectively implemented through a carefully planned behavior
management policy. Aside from clarifying the goals of the school, this policy
explains the roles, rights, responsibilities of the school, teachers, students,
parents/guardians, and other concerned designated school officials. A behavior
management policy, which outlines rules as well as acceptable and non-
acceptable conduct, can help address and correct student behavior. Without this,
classroom behavior problems can potentially be disruptive and even dangerous.
There are five major components of a behavior management policy.
1. Mission Statement. One of the most important parts of creating a behavior
management policy is to make the goal of the policy perfectly clear with a
mission statement. The mission statement should be included at the start of a
written behavior management policy. It should use specific language and
examples to explain the reason for the creation of the behavior management
policy. Statements like ''encourage good behavior'' are not as effective as
statements like ''ensure that students listen carefully, follow instructions and
learn to the best of their ability with minimal distraction.''
2. Expectations and Rules. The second component of the behavior management
policy is straightforward. Rules and expectations for school or classroom should
be listed. This can be a numbered list or written rule or a series of pictures that
explain the rules. As with the mission statement, these rules should be as clear
as possible. The goal here is to prevent students from being surprised by the
expectations of the teacher regarding their behavior. An example of a rule could
be something as simple as “Please make sure that you dispose of all gum before
coming into my class.”.
3. Procedures. The procedures portion of behavior management policy is like the
rules and expectations section. However, procedures are more like instructions
rather than rules. Procedures help to explain things like “how to get the teacher's
attention” or “how to exit the classroom for lunch.” An example of a procedure
might be something like “Line up quietly at the door and wait for the teacher to
open the door and dismiss the class.”
4. Consequences. The next component of your behavior management policy
involves outlining consequences for breaking the rules or violating procedures.
Usually this is listed in escalating steps. For example, if a student is talking
during a test, the first consequence may be a verbal warning. If the student
continues talking, the next consequence may be a written warning handed to
the student to let him or her know which rule they have broken. The next step
might be more severe, such as a call or a letter to let the parents know that their
child has violated a rule.
5. Crisis Plan. The crisis plan makes clear the steps that will be taken to deal with
an immediate crisis. Some examples of a situation qualifying as a crisis could
be an aggressive student who poses a danger to themselves, other students, or
teaching professionals. Steps for handling these types of situations may include
a call from the classroom to the principal, resource officer or even the police.
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Principles & Responsibilities of Teachers in Behavior Management Policy
The following core principles of human rights and responsibilities should be
considered in creating a behavior management policy:
Principle 1: Right to education. Every child has the right to an education and the
right to learn. For effective learning to take place, good behavior in all aspects of
school life is essential.
Principle 2: Right to respect, equality and fairness. Every student and teacher
has the right to be treated with respect in a fair, honest and transparent manner
regardless of gender, sexuality, race, age,status, academic level, disability, religion,
family, economic and/or cultural background. All members of the school community
are responsible for upholding and respecting the rights of others.
Principle 3: Right to a safe learning environment. Every student and teacher has
the right to work in a peaceful, caring and safe school which promotes healthy
lifestyles and behavior. Students and teachers have the right to work in an
environment free from violence, sexual harassment and all forms of abuse and
exploitation. Corporal punishment is not to be used at any time. All members of the
school community have the responsibility to promote peaceful, caring and safe
school environment and to ensure that schools are free from violence, sexual
harassment and all forms of abuse and exploitation.
Principle 4: Right to good quality education. Every student has the right to a
relevant, student-centred and engaging curriculum and a competent teacher who is
fair and caring and who is a good role structured teaching on values, morals and life
skills. Students have the right to a qualified and competent teacher who is fair and
caring and who is a good role model for behaviour. Students and teachers have the
right to work in a well-managed school. Well- managed and well-led schools have
fewer behavior problems. Students have the responsibility to learn and engage in
school lessons and activities to the best of their abilities. Teachers have the
responsibility to be professional, competent and to manage their classrooms and
schools well.
Principle 5: Right to fair and consistent rules. Students and teachers have the
right to fair, appropriate, and consistent application of school rules listed in the
school’s behavior management policy. Parents, guardians and students have the
right to be heard at disciplinary committee meetings and the right to appeal against
expulsion to an impartial and qualified authority. Students have the responsibility to
follow school rules.
Principle 6: Right to a school behavior management policy. Schools have the
responsibility to implement effective and appropriate behavior management
strategies. Parents, guardians, students, teachers, and the school board members
have the right and responsibility to be actively involved in the writing and review of
the school’s behavior management policy. The policy must be communicated clearly
to all members of the school community.
Principle 7: Right to access counselling and referral services. All students and
teachers have the right to access counselling and referral services. Schools have
the responsibility to provide counselling and referral services.
Principle 8: Best practice and cooperation. Teachers, head teachers and other
school officials have the responsibility to learn from each other to improve student
behavior management strategies. All teachers, head teachers, school boards and
relevant education officers have the right to high quality training and support to
implement best practice in behavior management. All stakeholders have the
responsibility to work together to maintain and improve student behavior.
Principle 9: Personal responsibility. All members of the school community are
responsible for their own actions and the consequences of their behavior. The
school community has the responsibility to help younger children and children with
special needs, learn to be responsible for their decisions and behavior, within the
limits of their maturity and developmental ability.
Teachers have a duty of care and responsibility to all students. They must
establish an effective, safe, calm, and productive learning environment. A well-
prepared, knowledgeable, skillful, and caring teacher will have a well-behaved and
well-managed class. Every teacher is responsible for managing student behavior in
their school. To help implement this policy teachers have the responsibility to:
1. Be a good role model for behavior.
a. Treat all students equally and regardless of their gender, sexuality, health,
disability, religion, race, or cultural background.
b. Respect the rights of all students and other members of the school community.
c. Listen to students and give them the opportunity to contribute meaningfully in
school activities.
d. Promote positive, honest, and caring relationships within the school.
e. Be punctual and do not leave their class unsupervised.
2. Professionally manage student behavior.
a. Plan and use a range of positive and effective behavior management
strategies.
b. Be fair, prompt, calm and consistent when dealing with student misbehavior.
Teachers must not use any form of violence or corporal punishment. Sanctions
should never deliberately cause physical, emotional, or mental harm to
students.
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 c. Communicate honestly and effectively with parents and guardians about their
student’s learning and behavior. Plan and prepare regular student-
teacherparent/guardian conferences.
d. Build the self-esteem of students by recognizing, valuing and developing all the
skills and talents of students.
e. Support positive extra-curricular activities, peer education or student
leadership programs in the school.
3. Protect children.
a. Encourage and refer students to counselling.
b. Safeguard confidential information unless someone is at risk.
c. Immediately report to the In-Charge of Child Protection or his/her delegated
authority, if the teacher has reason to believe a child is in need of protection.
Teachers may inform their head teacher, but the teacher has a legal duty to
report.
4. Share best practice.
a. Plan and teach student-centered lessons which are motivating and
challenging.
b. Work as a team with fellow teachers to write and implement a school behavior
management policy.
c. Keep accurate and proper written records of student behavior issues and
provide regular updates to school management, and parents and guardians.
d. Improve their teaching and behavior management skills through professional
development
Causes and Consequences of Poor Student Behavior
Some of the disruptive and thoughtless behaviors or classroom incivilities
may include the following: lateness, cutting classes or leaving early inappropriate
cellphone and other gadget usage in class, unnecessary noise, or irrelevant side
conversations, bullying, cheating and disrespect of authorities.
These misbehaviors are often rooted to two types of causes:
1. Contingent on individual student situations. Students can engage in
problematic behaviors because of health problems, personal or family
problems, adjustment, or developmental issues (e.g., “immaturity” or self-
esteem issues), or general academic difficulties. Cultural or generational issues
can also play a role. Expectations for classroom conduct can vary greatly even
if informed by the same basic academic values. Students from other cultures
who don’t share the same values might not understand implicit expectations for
classroom behaviors.
2. Structural to the course/class. Some of the poor behaviors can be
inadvertently facilitated by the instructor’s behavior or the course structure.
Research reveals that classroom misbehaviors across a range of courses or
classes are predicted by two factors : the choice of motivators and the
number of immediacy behaviors. Teachers who use negative motivators
(e.g., fear, guilt, embarrassment) experience more classroom misbehaviors
than instructors who use positive motivators (e.g., encouragement, praise).
Teachers exhibiting few immediacy behaviors (verbal and non-verbal signs of
warmth and friendliness) experience significantly more misbehaviors compared
to teachers who exhibit several of those behaviors. In other words, if students
perceive the teacher has disengaged from the lessons/course and from their
learning experience, they disengage in turn, exhibiting the attendant
problematic behaviors. Other factors related to the structure the of course
include perceived worth of teaching, clarity and organization, and pacing.
As a consequence poor student behavior can be a cause of distraction and
irritation for students and teacher in a class. This may also reduce student
participation and lower motivation, resulting to unproductive facilitation of learning.
Understanding the cause and consequences of these poor behaviors may help in
effectively managing them and ensuring success in the teaching and learning
process.
Link Between the Promotion of Positive Student Behavior and Student
Learning
To understand the very cause of behavioral problems, it is important to
study specific behavior a student exhibits, its effects on learning, and when, where,
and how often it occurs. This information can provide important clues to the
underlying purpose of the problem behavior and a foundation for developing
effective approaches to mitigate it. Many times, classroom conditions or activities if
changed or modified can influence the frequency or intensity of problem behaviors.
If the teacher understands the behavioral hot spots in the classroom in terms of
timing, setting, and instructional activities, they can proactively develop class wide
and individual student strategies. It is evident that a change in instructional
groupings, the seating plan, or the order or pace of reading proved instrumental to
reduce the contribution of these classroom factors to students’ problem behaviors.
In many cases students’ failure to meet behavioral expectations reflects deficits in
specific social or behavioral skills. In such a case explicit instruction can help
students overcome some academic deficits. In addition to this it can help students
learn the positive behaviors and skills they are expected to exhibit at school. It has
been observed that it is very difficult for a teacher at one time or another to remedy
an individual student’s behavior problem that is not responsive to preventive efforts.
The success of a behavioral intervention hinges on identifying the specific conditions
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 that prompt and reinforce the problem behavior. It is necessary to analyze the
behavior’s antecedents and consequences and its linkage to student learning. It can
be done by careful observation of the conditions in which the problem behavior is
likely to occur and not occur. This information can be used to tailor effective and
efficient intervention strategies that respond to the needs of the individual student
within the classroom context and ensure that no disruptions or obstruction may
occur in the learning process.
II. CLASSROOM BEHAVIORAL STRATEGIES AND INTERVENTIONS
Some of the general strategies for classroom management that includes behavior
management are as follows:
1. Entry Routine is a technique in which teachers establish a consistent, daily routine
that begins as soon as students enter the classroom—preparing learning materials,
making seat assignments, passing in homework, or doing a brief physical “warm-up”
activity would all be examples of entry routines. This technique can avoid the disorder
and squandered time that can characterize the beginning of a class period.
2.Do Now is a brief written activity that students are given as soon as they arrive in
the classroom. This technique is intended to get students settled, focused, productive,
and prepared for instruction as quickly as possible.
3.Tight Transitions is a technique in which teachers establish transition routines that
students learn and can execute quickly and repeatedly without much direction from a
teacher. For example, a teacher might say “reading time,” and students will know that
they are expected to stop what they are working on, put away their materials, get their
books, and begin reading silently on their own. This technique helps to maximize
instructional time by reducing the disarray and delay that might accompany transitions
between activities.
4.Seat Signals is a technique in which students use nonverbal signals while seated
to indicate that they need something, such as a new pencil, a restroom break, or help
with a problem. This technique establishes expectations for appropriate
communication and helps to minimize disruptions during class.
5.Props is the act of publicly recognizing and praising students who have done
something good, such as answering a difficult question or helping a peer. Props is
done by the entire class and is typically a short movement or spoken phrase. The
technique is intended to establish a group culture in which learning accomplishments
and positive actions are socially valued and rewarded.
6. Nonverbal Intervention is when teachers establish eye contact or make gestures
that let students know they are off task, not paying attention, or misbehaving. The
technique helps teachers efficiently and silently manage student behavior without
disrupting a lesson.
7. Do It Again is used when students do not perform a basic task correctly, and the
teacher asks them to do it again the correct way. This technique establishes and
reinforces consistent expectations for quality work.
8. Positive Group Correction is a quick, affirming verbal reminder that lets a group
of students know what they should be doing.
➢ Anonymous Individual Correction, a verbal reminder that is directed at an
anonymous student.
➢ Private Individual Correction, a reminder given to an individual student as
discretely as possible;
➢ Lightning-Quick Public Correction, a quick, positive reminder that tells an
individual student what to do instead of what not to do.
To succeed in classroom behavior management, there should be
consistency in the implementation in behavior management. Rules must be
reinforced consistently, and reinforcement through rewards must be delivered
consistently and quickly. No changing the rules: If a child earns a five-minute break
on the computer, don't take it away because you didn't like how they behaved in line
on the way to lunch. Well defined rules in the classroom can prevent many
behavioral difficulties. Classroom rules should be limited in number (usually five or
less) and stated in positive terms. A rule should also be explained according to “what
it is” and “what it is not.” Each rule should be explained in detail to ensure that
students understand what is included in the rule. The first week of a new school year
is an effective time to develop and teach the rules. The classroom rules should also
be shared with parents at the start of the year and reviewed frequently throughout
the year. Once the rules have been developed and taught, they should be applied
consistently. Additionally, students need to understand how consequences and
rewards are related to behavior. Students’ behaviors should be acknowledged and
reinforced when the rules are followed appropriately. Clearly define contingency,
that is to clarify how the consequence, or the reward is contingent on the classroom
behavior or performance that is expected.
As an effective strategy and intervention on behavior management, it is
important that teachers provide immediate, frequent, and positive feedback.
Positive feedback should occur three times as frequently as negative feedback.
Effective feedback should be immediate and follow demonstration of an appropriate
behavior, the use of routine, or the successful completion of teacher instructions.
Research has shown that positive reinforcement can lead to improved behavior. A
good general rule is that positive feedback should occur three times as
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frequently as negative feedback. The positive feedback does not always have to Type of Strengths Examples
be verbal – it can include, smiles, handshakes, nods, eye contact or a tap at the Behavior
back. Below is a chart that summarizes the value of a positive versus a punitive Management
procedure. Proactive • Builds on • School rules displayed
Behavior established rules and around school and
Punitive Method of Discipline Positive Method of Management routines classroom.
Discipline
• Focuses on • School rules written
• rapidly stop behavior • slowly stop behavior behaving well and with student
• provide immediate relief • provide no immediate relief to rather than when bad participation.
(reinforcement to the teacher) the teacher behavior happens • Sitting potentially
• each the student and peers what not • teach the student and peers • Anticipates what disruptive students
to do what to do might happen and close to the teacher.
• decrease positive self-statements • increase positive self-
prevents it • Regular in-service
(self- concept) statements • Encourages a team training for teachers on
approach student issues.
• decrease positive attitudes toward • increase positive attitudes
school and schoolwork toward school and • Reinforces good • Teaching of life skills
behavior to students.
• cause withdrawal (tardiness, truancy, schoolwork
dropping out) • promote enhanced • Creates • Organized and
opportunities for supervised
• causes aggression (against property participation
• decrease livelihood of learning, cooperation, recreational and social
and others)
support and peace clubs for students.
• teach students to respond in a aggression
punitive manner • teach students to recognize Reactive • Immediate • Praise good behavior
• can harm student-teacher the positive Behavior
• can enhance student-teacher Management
intervention • Raise tone or voice to
relationship
relationship • Prevents further stop a behavior
harm to students or • Move students to a
damage to property place where they
A. Proactive Strategies: Peer Education, Conflict Resolution, Teaching life • Can be used as an cannot be disruptive
Skills example for others • Time outs
A range of strategies for encouraging good behavior and responding
• Can be positive • Good or poor behavior
effectively to poor behavior is needed for effective teaching. Behavior management reinforcement (e.g., card home or a report
includes proactive strategies and reactive strategies. Proactive behavior “well done, you are home
management strategies are ones which a teacher or school puts in place to reduce listening well.”) as • Counselling
the risk of behavior problems and encourage good behavior. This is essentially well as instructions
planning for good behavior. A reactive behavior management strategy is one which • Administering a
• Can turn behavior in sanction i.e. picking up
is used when there is an incidence of inappropriate behavior, and which seeks to to learning litter from playground
stop or reduce that behavior and help the student to improve. experience. e.g., for 15 minutes after
“What should you dropping papers on
have done? Why?” ground.
• Allows students
opportunity to take

5
 responsibility for
behavior
• Relies on staying
calm and in control!
Peer Education
Peer education is a program was developed to train students in sexual and
reproductive health education. Peer educators then carry out informal educational
activities with their peers. In schools, this program, the focus is on sexual and
reproductive health. Therefore, peer educators are young people who talk to other
young people about sex, relationships, family planning, HIV & AIDS and STIs. Peer
education is based on the idea that young people listen to young people for they
speak the same language.
Who is involved in peer education?
✓ Peers - someone who belongs to the same social group as another person or
group. The peer group may be based on age, sex, job, culture or other factors.
Peer Educator – student who undergoes training to become a peer educator in
their school
✓ Peer Education Advisor – teachers trained in peer education who support peer
educators.
* Peer educators should be:
✓ A good role model showing a healthy responsible lifestyle and treating peers
and adults with respect and understanding
✓ Share accurate information about reproductive health, gender equity,
HIV/AIDS & STIs, life skills, violence, drugs and alcohol
✓ A good listener and a good communicator and facilitator
Conflict Resolution
Conflict resolution is a constructive process for handling emotion-laden
disagreements. This process encourages assertive communication and the
expression of feeling, but it does not permit that typical verbal free-for-all which
blocks the resolution of conflict which tends to be very destructive of relationships.
It is about solving conflicts without resorting to shouting, fighting, sarcasm and other
harmful behaviors.
1. Some skills to help resolve conflict
a. Staying calm and keep the student calm
b. Being assertive in what you want and why
c. Treating people with respect
d. Listening attentively
e. Showing empathy
f. Asking questions to obtain correct information
g. Understanding want it is and stating how you feel
h. Decision-making
i. Analyzing the problem
j. Separate the problem from the person
2. Assertive communication
This model is about expressing your feelings and needs and at the same time
remain respectful of the other person and not saying or doing hurtful things. It is
helpful to use assertive communication to resolve problems
a. Explain your feelings and the feelings of others.
“I feel frustrated/unhappy/hurt when….”, “It hurts me when…”. Your talking is
stopping your friends from working”.
b. Make your request.
“I would like you to…”, “Could you please…”, “I would like it better if you sat here
near me for this lesson.”
c. Ask how the other person feels about the request.
“How do you feel about that?”, “Is that ok with you?”, “What do you think?”
d. Listen carefully to their answer.
e. Accept their agreement with thanks
“Thanks for understanding – let’s get back to work.”, “Great – I appreciate that.”,
“I’m happy you agree.”
3. Win-win
This is a strategy used mostly when dealing with adults in which you negotiate a
solution to their needs and yours. It is useful to identify what both parties want. A
compromise can usually be reached were both parties are satisfied with the
outcomes and their needs are met. This is a win-win approach because both parties
win. For example, two students are arguing over who will be the group leader for an
upcoming school performance. One student wants to be leader because he thinks
he is good at the task and knows all the people in the group. The other student wants
to be group leader wants to be group leader because she wants to direct the
traditional dancing. A possible solution could be splitting the tasks of the leader so
that one student is in charge of dancing and the other in charge of all other activities.
This is a win-win situation because both students get what they want.
Life Skills
Life skills are important skills that a person should have in day-to-day life in order
to live a better and positive lifestyle by meeting the daily demands and challenges
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of our lives. They include attitudes and skills related to living with ourselves, relating
to other people, and relating to the environment around us. The skills include the
ability to communicate with well with others, make good decisions that help bring
benefits, solve problems and act more responsibly. Some people encounter
problems in life because they lack the life skills. Lacking life skills could lead to
making wrong decisions
Key life skills for young people include:
• Assertiveness • Communication
• Problem-solving • Empathy
• Decision making • Resisting peer pressure
• Self-esteem, self-worth, and • Negotiating risk behaviors
self confidence
B. Disciplinary Interventions
Assertive Discipline
Assertive Discipline is a systematic approach to classroom behaviour
management. It teaches effective ways of discouraging unwanted behavior without
alienating teachers from students, and effective ways of rewarding good behavior in
order to encourage students to do right every time.
Principles of Assertive Discipline
• The teacher is in control of the class – well planned, well prepared and well trained
• Have a classroom management plan
• Maximize teaching and learning to reduce problem times
• Promote effective student learning and friendly environment
• Reinforce positive student behaviour
• Deal with negative behaviour quickly, calmly, consistently and assertively
Proactive assertive strategies: simple and few positive rules, procedures and
plans, seating plan, rewards system, consistent sanctions, scanning the room, well
planned lessons, small group sizes, not leaving students unattended
Reactive assertive strategies: calm, firm voice, distraction or redirection,
highlighting positive behaviour, assertive use of body language, eye contact etc,
use of questions, focusing on the behaviour not the student, quick response, cool
judgement
Three Classroom Behavior Management Styles
Teachers can be identified as using one of three classroom behavior management
approaches to handle student disruptive behavior:
• Aggressive: Teachers who have an aggressive style use an angry
tone of voice, can be abusive, are authoritarian, use name calling and labelling
when confronted with student misbehavior, uses high amounts of fear and
inappropriate praise
• Passive: Teachers in this category speak in small voices, give,
inconsistent messages, threaten without following through on threats, give up,
usually ignore poor behavior when confronted with student misbehavior, use
the students to control the class
• Assertive: Proactive assertive examples: Teacher is engaged in
simple and few positive rules, procedures and plans, seating plan, rewards
system, consistent sanctions, scanning the room, well planned lessons, small
group sizes, not leaving students unattended. Reactive assertive strategies:
Teacher is calm, firm voice, distraction, or redirection, highlighting positive
behavior, assertive use of body language, eye contact etc, use of
questions, quick response, focusing on the behavior not the student, cool
judgement, recognize and reward positive behavior.
Rewards
Good and improving behavior should be acknowledged and rewarded. By
giving rewards, a teacher reinforces good behaviors which increase the
chance of the student continuing to show good behavior. This is called
positive reinforcement. Positive reinforcement is an effective behavior
management strategy because it::
• Encourages students to behave appropriately
• Increases students’ self-esteem and motivation for learning
• Reduce poor behaviors
• Create a positive classroom climate for your students
• Help teach and role model appropriate behavior and establish positive
relationships with your students. Teachers should use rewards wisely and to
encourage all students.
Consequences & Sanctions
When students behave poorly and/or break class and school rules, there
needs to be consequences. However, when this happens, teachers should think of
this as an opportunity to help the student accept responsibility for their behavior,
to teach them more appropriate ways to behave and to assist students to change.
This means that there may be a variety of responses to poor behavior in classrooms
and schools. The Behavior Management Policy uses the term sanction to refer to
measures taken by teachers and schools to enforce a consequence for poor
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behavior. It is important for teachers to be mindful about any intended effects of • Note from teacher in homework diary
issuing a reward or sanction. Poor choices in issuing rewards or sanctions can have
negative effects on students’ behavior. Level 2 – repeated poor behavior or breach of school rules; behavior that disrupts
learning and the school environment
Purposes of Sanctions
• Correct wrong behavior. • Drinking alcohol and homebrew and being drunk or intoxicated
• Help students learn how to behave better. • Smoking marijuana
• Educate other students. • Cult or generation name activity
• Sexual activity on school grounds
Guidelines on Giving Sanctions • Possession of pornography
Sanctions should be:
• Serious bullying
• proportional and appropriate to the offense. • Fighting and group fighting which does not cause serious injury
• appropriate to the age and maturity of the student. Level 3 – serious offenses and major disruption to school environment behavior that
• non-violent and safe. harms or threatens to harm people or property, behavior that may be regarded as
• clearly explained to the student. criminal in nature.
• delivered as soon as possible after the offense.
• supervised and monitored. • Serious assault or violence that could lead to death or serious injury
• recorded in writing if necessary. • Rape, sexual assault, and sexual harassment
• Arson or serious vandalism
Sanctions should not: • Stealing items or property of significant value
• deliberately harm the student physically, emotionally, or mentally. • Serious threats of violence against staff or students
• be pleasurable or enjoyable for the student. • Possession of a firearm
• interfere with the student’s learning. • Possession or selling of marijuana or prohibited drugs and substance
• violate the student’s human rights. • Making and selling pornography
• Bribery
There are three levels of sanctions that may be applied to poor behavior.
Suspension may be used as a sanction and strategy to deal with poor
Level 1 – first time offenses, minor breach of school rules behavior when the head teacher decides that other options are not possible. It may
be that other behavior management strategies have failed or are not appropriate for
Examples the given offense.
• Bullying
• Abuse of mobile phones and other electronic devices Suspension may be used as a strategy to:
• Smoking cigarettes and chewing/spitting betel nut
• Graffiti and minor damage to school property • stop the student from repeating the behavior
• Truancy and poor punctuality • stop other students from the same behavior by demonstrating the consequences
• Rudeness to others • to ensure the safety and security of students and property by removing the
students when a student has harmed or threatens to harm students or damage
• Petty theft property.
• Note home, loss of privileges
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 Suspension means excluding the student from participating in school for a
set time period. Expulsion should be considered a last resort after other behavior
management strategies have failed. Expulsion for a first offence should only be
considered when a student has seriously harmed others, threatens the safety of
others or seriously damages the school property. The school board or its delegated
authority makes the decisions for expulsion based on evidence of the facts.
C. Use of School Counselling
Some students behave poorly because they have personal problems.
School counselors or trained teachers are equipped to support and assist students
who are experiencing personal or academic problems and need emotional support.
Counselling is a process of “helping people to help themselves”. Counselling relies
on counsellors being non-judgmental, showing empathy, and maintaining
confidentiality. School counsellors can help students with poor behavior by
supporting them with any underlying problems, such as family conflict, violent
relationships, peer pressure. Counselling is not a sanction but rather a
complimentary behavior management strategy. For example, a student who is a
bully and has punched another student would require a sanction for breaking school
rules but they may also see the counsellor. However, not all students who show poor
behavior require counselling. Due to the nature of the counselling relationship,
(empathy, non-judgemental and confidential) counsellors cannot be disciplinarians.
To do so would destroy the trust. Counsellors may be requested to give input into
discipline hearings but would only be able to give information with the consent of the
student. Counsellors cannot take part in making decisions about sanctions, or
expulsion. They may, however, make recommendations.
III. RESPONDING OF STUDENT ISSUES
A. Dealing with Bullying
Bullying is a repeated, harmful, and aggressive behavior by one or more
people to harm another. It is the systematic harassment and attacks on others.
Bullies can be males or females and young or old. Bullying is a serious issue in
schools and affects both male and female students in all grades. Bullying takes
many forms, and there are many types of behavior that can be called bullying
behavior. Research on the why some children become bullies is inconclusive.
However, it is suggested that bullies often have dominant and confrontational
personalities, have difficult following rules, have a positive attitude toward violence,
get frustrated easily and question authority. Bullies want to be No. 1. Bullies often
lack the ability to empathize with others. Bullies often have been exposed to violence
but not always. Friends and school environment contributes to bullying behavior.
Bullies often come from homes where physical punishment is used and there is a
lack of parental involvement and supervision. Bullies usually have a group of friends
who support their behavior. When bullied grow up, they are at high risk of criminal
records and abusive relationships.
Examples of bullying behavior
• Hitting, kicking, punching, or physically hurting others in any way
• Name calling
• Teasing
• Taking or interfering with someone’s money or possessions
• Spreading rumors about people and their families
• Pushing and pulling
• Ignoring and leaving people out
• Intimidating or threatening others
• Forcing others to join groups or take part in activities they don’t want to Writing
nasty notes or text messages about someone
Victims of bullying suffer often from low self-esteem, anxiety, and fear as a
result. Victims of bullying find it hard to retaliate or respond with humor, especially
when attacks are regular. Victims become socially isolated and may find it hard to
defend themselves, particularly if the bully has a group of supporters who do not
intervene. Victims may be perceived as weaker than their peers – this makes them
an easy target. Victims suffer humiliation and tend not to tell parents. Victims may
suffer depression, stress, trauma, decrease academic performance because of
bullying. Victims of bullying see school as an unsafe and unhappy place. Good
schools are proactive in their approach and deal with incidents of bullying promptly,
firmly, and fairly. Other schools deny it, ignore it, justify it, rationalize it, handle it
inappropriately, sweep it under the carpet, blame the victim of bullying, blame the
parents of the victim of bullying.
Ways to Address Bullying
Bullying is serious, which is why more school districts are taking active
measures to address the issue. A lot of this can start in the classroom with the
teacher. Teachers can make a difference in terms of student behavior when it comes
to bullying. Here’s a look at 10 different ways you can address bullying and help
promote a safe, nurturing school environment:
1. Make a list.
It’s a teacher’s job to create a safe, nurturing, learning environment for
students. So at the start of each school year, a list of what type of behavior (verbal,
physical, etc.) is appropriate and not appropriate should be made in the classroom.
9
Each student should understand the list. This can stop problems before they even
begin.
2. Encourage feedback.
After informing students about what type of behavior isn’t appropriate,
encourage students to come to school authorities with issues that teachers maybe
unaware of. Remember, one type of bullying is cyberbullying and that doesn’t always
occur in the classroom.
3. Involve parents.
Tell your students’ parents that bullying won’t be tolerated. If your students
are reported to have been engaging in inappropriate behavior, contact the parents
and inform them. It’s good to have parents as allies in terms of combating bullying
in your classroom.
4. Monitor hallways or social media platforms.
The classroom is one thing — but the hallways and social media platforms
are a whole different place that is often unsupervised. Between class periods, roam
the halls and watch out for inappropriate behavior. After class, social media
platforms can also be visited for possible online bullying. Encourage other teachers
and students to be vigilant as well and quick to report such incidents.
5. Show films/videos.
Take the time to show your class appropriate films/videos that demonstrate
the dire effects that bullying can have on students. Sometimes such films can serve
as a wake-up call to how detrimental bullying can be.
6. Be firm and consistent.
Teachers should stay firm and consistent on their anti-bullying stance in
classrooms. Drifting from the original stance can show students that you may not
have been serious about the stance on bullying, which can encourage inappropriate
behavior. Make sure that teachers and administrators are all aligned on this very
important issue so that there’s consistency across the board.
7. Stop bullying right away.
If there is an incident of bullying occurring, it should be stopped mmediately.
Gather the evidence associated with the incident and then address the issue with
those involved to ensure that it doesn’t happen again. Schools should be
encouraged to install disciplinary measures and restorative justice methods to
ensure that change occurs.
8. Hold assemblies.
Educating a class on the detrimental effects of bullying is one thing, but
holding an assembly to discuss such effects can be enlightening for the entire
school. Consider hosting a special guest speaker to help get the point across. If a
school has a theater department, consider asking them to write and act out a play
that involves bullying and the consequences associated with it.
9. Be supportive.
Students who are victims of bullying should be supported and those who
bullies others should not be ignored. Bullying can impact a variety of people involved
and many times it’s the bullies themselves. Offering support can help get to the root
of the problem. Many bullies have often experienced some form of violence or
trauma and while that does not excuse their behavior in any way, it can help shed
light on additional issues that need to be addressed.
10. Don’t ignore it.
Don’t pretend like bullying doesn’t occur and take a “what I don’t know won’t
hurt me” approach. Bullying is a real and serious issue and not addressing it at all
isn’t a healthy way to deal with it. Instead, make an effort to focus on it and be
proactive.
B. Critical Incidents
A critical incident or emergency is an event which teachers, students, and
parents are not prepared for that may cause disruptions to a school’s daily routine,
creating danger or risk and causes a situation where they feel unsafe, vulnerable
and under stress or being traumatized. When a critical incident or an emergency
occurs in the school, teachers have a duty to respond. Some responses may be
immediate, and others may be delayed. Since there are different kinds of incidents
or emergencies, different strategies are required to manage them.
When responding to a critical incident teacher should:
• Stay calm and in control
• Try to think clearly.
• Stop to assess the situation and decide who is at risk and what help is required.
• Protect yourself and other students first.
• Decide if emergency services are needed (police, fire, ambulance)
• Send a reliable, sensible person for help with clear instructions.
• Teachers who are trained in first aid should help any injured person on the scene.
• Control and reassure any crowds and make sure they are not in the way of danger
• Keep appropriate people informed of progress on the situation. This may mean
contacting
parents.
10
• Be available to speak to any assisting personnel, i.e. police.
• Write an incident report to assist further investigation.
• Arrange for debriefing of victims, witnesses, and others if necessary
C. Child Protection
Child abuse is the physical or psychological/emotional mistreatment of
children. Victims of child abuse suffer a range of physical and emotional problems
that affect their behavior and learning. In the Philippines, The Department of
Education promulgated a Child Protection Policy (DepEd Order No. 40, s. 2012).
The Department recognizes that cases of abuse may arise as a result of difficult
situations faced by teachers and other officials within and outside school. The policy
provides special protection to children who are gravely threatened or endangered
by circumstances which affect their normal development and over which they have
no control and to assist the concerned agencies in their rehabilitation. The
Department reiterates a zero-tolerance policy for any act of child abuse, exploitation,
violence, discrimination, bullying and other forms of abuse. The Department of
Education Policy on Child protection should serve as the basis for policies of schools
to be implemented in dealing with related cases.
D. Stress Management
Stress is the way human beings react both physically and mentally to
changes, events, and situations in their lives. People experience stress in different
ways and for different reasons. The reaction is based on your perception of an event
or situation. If you view a situation negatively, you will likely feel distressed—
overwhelmed, oppressed, or out of control. Distress is the more familiar form of
stress. The other form, eustress, results from a “positive” view of an event or
situation, which is why it is also called “good stress.”
Most students experience significant amounts of stress, and this stress can
take a significant toll on health, happiness, and grades. Some students are
experiencing significant levels of chronic stress, and that they feel their levels of
stress generally exceed their ability to cope effectively. Some can feel overwhelmed,
depressed, or sad because of it. Stress can affect health-related behaviors like sleep
patterns, diet, and exercise as well, taking a larger toll.
Common Causes of Student Stress
Another study found that much of the students' stress originates from school
and activities, and that this chronic stress can persist into college years and lead to
academic disengagement and mental health problems.2 Common sources of
student stress include:
• School • Transitions (e.g., graduating, moving
• Homework out, living independently)
• Extracurricular • Relationships
activities • Work
• Social challenges
Students face the intense competitiveness of taking challenging courses,
amassing impressive extracurriculars, studying, tests, and deciding important and
life-changing plans for their future. At the same time, they have to navigate the social
challenges inherent to the school experience.
Many students feel a sense of needing to relieve stress, but with all of the
activities and responsibilities that fill a student’s schedule, it’s sometimes difficult to
find the time to try new stress relievers to help dissipate that stress. These options
are relatively easy, quick, and relevant to a student’s life and types of stress.
1. Get enough sleep. Students, with their packed schedules, are notorious for
missing sleep. Unfortunately, operating in a sleep-deprived state puts one to a
distinct disadvantage. A student may become less productive and difficult to
learn. Sleep schedule should not be neglected. At least 8 hours a night should
be aimed and power naps taken when needed.
2. Visualize. Using guided imagery to reduce stress is easy and ffective.
Visualizations can help one calm down, detach from what’s stressing you, and
turn off body’s stress response.
3. Exercise regularly. One of the healthiest ways to blow off steam is to get regular
exercise. Students can work exercise into their schedules by doing yoga in the
morning, walking or biking to campus, or reviewing for tests with a friend while
walking on a treadmill at the gym.
4. Take calming breaths. When the body is experiencing a stress response, one
often not thinking as clearly as could be. A quick way to calm down is to practice
breathing exercises. These can be done virtually anywhere to relieve stress in
minutes, and are especially effective for reducing anxiety before or even during
tests, as well as during other times when stress feels overwhelming.
5. Practice Progressive Muscle Relaxation. Another great stress reliever that can
be used during tests, before bed, or at other times when stress has you
physically wound up is progressive muscle relaxation. This technique involves
tensing and relaxing all muscles until the body is completely relaxed.
6. Listen to music. A convenient stress reliever that has also shown many cognitive
benefits, music can help to relieve stress and either calm down or stimulate mind
as the situation warrants. Students can harness the benefits of music by playing
classical music while studying, playing upbeat music to "wake up" mentally, or
relaxing with the help of their favorite slow melodies.
11
7. Get organized. Clutter can cause stress, decrease productivity, and even cost
money. Many students live in a cluttered place, and this can have negative
effects on grades. One way to reduce the amount of stress experienced is to
keep a minimalist, soothing study area that’s free of distractions and clutter.
8. Eat a healthy diet. One may not realize it, but diet can either boost brainpower
or sap mental energy. A healthy diet can function as both a stress management
technique and a study aid. Improving diet can keep you from experiencing diet-
related mood swings, light- headedness, and more.
9. Use positive thinking and affirmation. Learn how to train your brain for more
positive self-talk and a brighter future with affirmations and other tools for
optimism.

IV. THE WHOLE CHILD APPROACH TO EDUCATION

Seeing the challenges that the future will bring and how education can
help citizens prepare for these changes, the Association for Supervision and
Curriculum Development – ACSD, an organization founded in 1943 with the sole
mission of assisting educators in developing effective learning systems, developed
a structure called the Whole Child Approach to help learners prepare for what the
future holds. It is a framework that assists in shifting the attention away from merely
academic accomplishments and toward the long-term growth and success of all
students. ACSD highlights the importance of active participation of all learning
stakeholders in this framework. Every scenario in which a youngster is exposed is
an opportunity for them to learn. Educators, families, members of the community,
and policymakers all have a role to play in shaping the future.

The Tenets of a Whole Child

To maximize the benefits of the current times and be equipped with the
A. Healthy. Each student enters school healthy and learns about and practices a
skills to face the challenges that any industrial revolution may bring, ACSD stated
healthy lifestyle. This refers to not just the physical but the overall well-being of each
five facets to take into consideration:
learner. An environment to nurture mental, emotional and social well-being of a
student is essential. Students should enter school in a healthy physical state and
should learn about practices of how to lead a healthy lifestyle.

Research confirms that students do better in school when they are

emotionally and physically healthy. They miss fewer classes, are less likely to
engage in risky or antisocial behavior, concentrate more, and achieve higher test
scores. Unfortunately, too many students go to class in less than optimal health.
Regular physical activity can improve the health and quality of life of people of all
ages. Over the past three decades, childhood obesity rates in the United States have
tripled. Today nearly one third of U.S. children are overweight, and almost 17 percent
of children and adolescents are obese. Research shows that one of five children
and adolescents experiences symptoms of a mental health illness, and as many as

12
80 percent may go untreated. Children and adolescents with mental disorders are
at much greater risk for dropping out of school and suffering long term impairments.
Research shows that programs offering breakfast at no cost to all children,
regardless of income, during the first part of the school day dramatically increase
student participation in school breakfast. However, only 9.7 million of the 20 million
low-income students who are eligible for a school breakfast receive it. Improved
health can also improve attendance at school. Higher rates of absenteeism have
been reported for those students who are overweight; suffer from asthma; or have
poor health status, diet, or lack of sleep. Studies have also shown that health-related
absenteeism can be reversed by increasing access to services and increasing
physical activity.
B. Safe. Each student should be able to learn in an environment that is physically
and emotionally safe for both students and adults. The physical surroundings should
be built around safety guidelines that would protect the learner from any danger or
harm. Rules and regulations should be set in place to create a culture of equality
and respect.
Feeling safe at school translates into higher academic achievement,
increased student well-being, and greater engagement, according to numerous
studies. Children who don’t feel safe can’t concentrate on their studies, don’t
connect with their classmates, or don’t go to school at all. Research reveals that
some students engaged in school-based social and emotional learning attained
higher grades than peers who did not engage in such learning Victims of crime or
violence at school are likely to experience loneliness, depression, and adjustment
difficulties, and they are more prone to truancy, poor academic performance,
dropping out of school, and violent behaviors.
C. Engaged. Each student should be actively engaged in learning and is connected
to the school and broader community. Institutions are given the challenge to get
more creative in creating experiences to help learns to build an understanding of
responsibility, decision-making, goal setting, and time management.
To learn at their best, students must be engaged and motivated. Substantial
research shows that students who feel both valued by adults and a part of their
schools perform better academically and also have more positive social attitudes,
values, and behavior. Plus, they are less likely to engage in drug use, violence, or
sexual activity. After-school programs can promote academic achievement, but their
success requires targeted investment, stakeholder commitments, focused
academic support, quality programming, and a process of continual improvement.
D. Supported. Each student must have access to personalized learning and should
be supported by qualified, caring adults. Apart from academic structures, each
learner should be made aware that they have at their disposal, social and emotional
support systems. This includes educators, counselors and even families who are
assisted to understand the importance of their involvement in grooming a learners’
life.
In addition to improving students’ academic performance, research shows
that supportive schools also help prevent a host of negative consequences,
including isolation, violent behavior, dropping out of school, and suicide. Central to
a supportive school are teachers, administrators, and other caring adults who take
a personal interest in each student and in the success of each student.
E. Challenged. Each student is challenged academically and prepared for success
in college or further study and employment and participation in a global environment.
They should be equipped with skill sets for critical thinking, reasoning, problem-
solving competencies, and technology proficiency. High standard of curriculum,
programs, and activities should be in place.
To succeed in high school, college, other postsecondary education, and the
workplace, students need higher-level thinking, communications, and problem-
solving skills as well as knowledge of the world and its people. These are all
products of a curriculum that challenges students to work harder as they investigate
a wide range of real-world subjects.
F. Sustainability
Collaboration, coordination, and integration are used by schools that adopt
a whole child approach to ensure the program's long-term success. From
professional development to the school master plan to community relationships, all
policies and procedures must reflect the core goal of ensuring that every kid is
healthy, safe, engaged, supported, and challenged.
True school improvement is difficult to achieve. It isn't about a single
zealous leader. It's not about "fixing" teachers and classrooms, nor is it about "fixing"
parents and children. It has nothing to do with poverty. It isn't about the money. It's
also not about having high standards. It's about them all, and more. Only a whole-
child strategy that includes curriculum and instruction, school climate and structures,
professional development, and student learning can genuinely assure that each
child, in each school, in each community, is prepared for long- term success in
further education, career, and civic engagement.
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Whole Child Tenet #1
HEALTHY
INDICATOR
OUR school culture supports and
reinforces the health and well-
being of each student.
OUR school physical education
schedule, curriculum, and
instruction support and reinforce
the health and well-being of each
student by addressing lifetime
fitness knowledge, attitudes,
behaviors, and skills.
OUR school addresses the
health and well-being of each
staff member.
OUR school integrates health
and well-being into the school’s
ongoing activities, professional
development, curriculum, and
assessment practices.
OUR school facilitates student
and staff access to health, mental
health, and dental services.
Each student enters school
healthy and learns about and
practices a healthy lifestyle.
WWW.WHOLECHILDEDUCATION.ORG
COMPONENT INDICATOR COMPONENT
P School Climate & Culture OUR school health education P School Climate & Culture
P Curriculum & Instruction curriculum and instruction P Curriculum & Instruction
P Community & Family support and reinforce the health P Community & Family
and well-being of each student by P Leadership
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addressing the physical, mental,
2
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PSchool Climate & Culture OUR school sets realistic goals PSchool Climate & Culture
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PCommunity & Family are built on accurate data and PCommunity & Family
PLeadership sound science. PLeadership
7
8
PPD & Capacity PPD & Capacity
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PLeadership routine food services and special PLeadership
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programming and events for
10
PPD & Capacity PPD & Capacity
students and staff.
PAssessment PAssessment
© 2013 ASCD.
Whole Child Tenet #2
SAFE
INDICATOR
OUR school building, grounds,
playground equipment, and
vehicles are secure and meet
all established safety and
environmental standards.
OUR physical, emotional,
academic, and social school
climate is safe, friendly, and
student-centered.
OUR school staff, students, and
family members establish and
maintain school and classroom
behavioral expectations, rules,
and routines that teach students
how to manage their behavior
and help students improve
problem behavior.
OUR school teaches, models,
and provides opportunities to
practice social-emotional skills,
including effective listening,
conflict resolution, problem
solving, personal reflection
and responsibility, and ethical
decision making.
OUR school climate,
curriculum, and instruction
reflect both high expectations
and an understanding of child
and adolescent growth and
development.
Each student learns in an environment
that is physically and emotionally safe
for students and adults.
WWW.WHOLECHILDEDUCATION.ORG
COMPONENT INDICATOR COMPONENT
PSchool Climate & Culture OUR school physical plant is P School Climate & Culture
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PCommunity & Family has good internal (hallways) and P Community & Family
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1
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2
PPD & Capacity P PD & Capacity
including for those with special
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P Assessment
PSchool Climate & Culture OUR students feel valued, P School Climate & Culture
PCurriculum & Instruction respected, and cared for and are P Curriculum & Instruction
Community & Family motivated to learn. Community & Family
PLeadership Leadership
3 4
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6
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P Assessment and reinforcing expectations, PAssessment
rules, and routines.
PSchool Climate & Culture OUR school upholds social P School Climate & Culture
PCurriculum & Instruction justice and equity concepts and P Curriculum & Instruction
PCommunity & Family practices mutual respect for P Community & Family
PLeadership individual differences at all levels
P Leadership
7
of school interactions—student-
8
PPD & Capacity P PD & Capacity
to-student, adult-to-student, and
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adult-to-adult.
P School Climate & Culture OUR teachers and staff develop PSchool Climate & Culture
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adolescent development and
10
P PD & Capacity PPD & Capacity
learning theories.
P Assessment PAssessment
© 2013 ASCD.
Whole Child Tenet #3
ENGAGED
INDICATOR
OUR teachers use active
learning strategies, such as
cooperative learning and project-
based learning.
OUR school policies and climate
reinforce citizenship and civic
behaviors by students, family
members, and staff and include
meaningful participation in
decision making.
EACH student in our
school has access to a range
of options and choices for a
wide array of extracurricular
and cocurricular activities that
reflect student interests, goals,
and learning profiles.
OUR teachers use a range
of inquiry-based, experiential
learning tasks and activities to
help all students deepen their
understanding of what they
are learning and why they are
learning it.
OUR school expects and
prepares students to assume
age-appropriate responsibility for
learning through effective decision
making, goal setting, and time
management.
Each student is actively engaged
in learning and is connected to the
school and broader community.
WWW.WHOLECHILDEDUCATION.ORG
COMPONENT INDICATOR COMPONENT
PSchool Climate & Culture OUR school offers a range PSchool Climate & Culture
PCurriculum & Instruction of opportunities for students PCurriculum & Instruction
Community & Family to contribute to and learn PCommunity & Family
within the community at large, PLeadership
PLeadership
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including service learning,
2
PPD & Capacity PPD & Capacity
internships, apprenticeships, and
PAssessment volunteer projects.
PAssessment
P School Climate & Culture OUR school uses curriculum- PSchool Climate & Culture
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P Community & Family trips and outreach projects to PCommunity & Family
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P PD & Capacity PPD & Capacity
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learned content.
6
P PD & Capacity PPD & Capacity
P Assessment Assessment
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P Community & Family direct their own progress. Community & Family
P Leadership P Leadership
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P PD & Capacity P PD & Capacity
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P School Climate & Culture OUR school supports, PSchool Climate & Culture
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P Community & Family responsible environmental PCommunity & Family
P Leadership habits through recycling, trash PLeadership
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management, sustainable
10
P PD & Capacity PPD & Capacity
energy, and other efforts.
P Assessment PAssessment
© 2013 ASCD.
 Whole Child Tenet #4

SUPPORTED
Each student has access to
personalized learning and
is supported by qualified,
caring adults. WWW.WHOLECHILDEDUCATION.ORG

INDICATOR
IndIcator
OUR school personalizes
Our school personalizes
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learning, including the flexible use
of time and scheduling to meet
of time and scheduling to meet
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academic and social goals for
COMPONENT
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academic and personal growth.
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POSTERS_VERY_FINAL.indd 4 2/13/13 1:25 PM

Whole Child Tenet #5
CHALLENGED
INDICATOR
EACH student in our school
has access to challenging,
comprehensive curriculum in all
content areas.
OUR school collects and uses
qualitative and quantitative data
to support student academic and
personal growth.
OUR school works with families
to help all students understand
the connection between
education and lifelong success.
OUR extracurricular,
cocurricular, and community-
based programs provide
students with experiences
relevant to higher education,
career, and citizenship.
OUR school monitors and
assesses extracurricular,
cocurricular, and community-based
experiences to ensure students’
academic and personal growth.
Each student is challenged academically
and prepared for success in college or
further study and for employment and
participation in a global environment. WWW.WHOLECHILDEDUCATION.ORG
COMPONENT INDICATOR COMPONENT
P School Climate & Culture OUR curriculum and instruction P School Climate & Culture
P Curriculum & Instruction provide opportunities for P Curriculum & Instruction
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language and culture.
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© 2013 ASCD.
 To ensure that each kid is healthy, safe, engaged, supported, and
challenged, we must ask and explore questions about implementation on a regular
basis. The ASCD's indicators of a whole child approach serve as a roadmap for
school and community reform, as well as a definition of what a whole child approach
to education entails.
V. TEACHING THE WHOLE STUDENT: INTEGRATING WELLNESS
EDUCATION INTO THE ACADEMIC
A. Wellness Education and Wellness Management
talents, allowing students to successfully interact with their peers and
community. Self-awareness may be developed in all students by teaching them
self-regulation, self-efficacy, and how to advocate for themselves and others in
collaborative settings. Wellness education encourages new ways of thinking and
being in order to foster empathy for others and the development of healthy
communities. All students are meaningfully engaged and supported through
wellness learning experiences. Students who have healthy mind, bodies, and
spirits are more likely to succeed in school, with their families, and in their
communities.

B. Framework for K to 12 Wellness Education

Wellness is a balanced state of emotional, intellectual, physical, social, Below is an example of a framework for Kto12 Wellness Education
and spiritual well-being that enables students to reach their full potential in the crafted by education stakeholders in Alberta and across Canada. This indicates
school community. Personal wellness occurs with commitment to lifestyle that enhancing student wellness involves a coordinated effort among students,
choices based on healthy attitudes and actions. teachers, administrators, parents and community members. Wellness education
Wellness education supports the development of the whole child through goes beyond the walls of one classroom; it links the dimensions of wellness
a strengths- based approach, and it is critical in guiding children toward a healthy, across all subject areas and the school community. The key elements of K–12
happy, and active lifestyle. This backs up the idea that the mind and body are wellness education in Alberta incorporate the themes from stakeholder
inextricably linked, and that physical activity paired with health-related activities consultations and recommendations from evidence in current literature.
enriches students' lives. It emphasizes a holistic approach to wellness by Stakeholders emphasized that although much of the content from the current
incorporating the five characteristics of wellness into multidisciplinary learning programs of study is appropriate for wellness education, the following key
opportunities. concepts need to be addressed to better meet the needs of students: Focus on
three priority wellness outcomes (physical activity, healthy eating, psychosocial
The Five Dimensions of Wellness well-being). Reduce the number and overlap of learning outcomes. Ensure age-
appropriateness of learning outcomes. Recognize and address the dimensions
1. Emotional wellness is acknowledging, understanding, managing and
of wellness.
expressing thoughts and feelings in a constructive manner.
2. Intellectual wellness is the development and the critical and creative use of
the mind to its fullest potential.
3. Physical wellness is the ability, motivation and confidence to move effectively
and efficiently in a variety of situations and the healthy growth, development,
nutrition and care of the body. ·
4. Social wellness is relating positively to others and is influenced by many
factors, including how individuals communicate, establish and maintain
relationships, are treated by others, and interpret that treatment. ·
5. Spiritual wellness is an understanding of one’s own values and beliefs,
leading to a sense of meaning or purpose and a relationship to the
community.

All students need to learn about health and wellness. Wellness education
aims to empower all students by recognizing and appreciating the uniqueness
of each student's specific strengths and aspirations. Wellness improves student
capacity through a strengths- based strategy that acknowledges and develops
14
Kto12 – Health in the Philippines Using creative strategies for curriculum design, implementation,
assessment, and accountability, schools will be able to have a significant and long-
With the K to 12 Health curriculum, a learner should be able to achieve,
term impact on students' health. The Framework for Kindergarten to Grade 12
sustain and promote lifelong and wellness. The program’s rich and challenging
Wellness Education lays the groundwork for future wellness program development,
learning experiences promote the development of the macro skills of practicing
allowing students to become educated, informed, and contributing members of
desirable health habits. Health Education from Kindergarten to Grade 10 focuses on
society, equipped with the knowledge, skills, and attitudes necessary to be well in
the physical, mental, emotional, social, moral and spiritual dimensions of holistic
every sense of the word— emotionally, intellectually, physically, socially, and
health and enables the learners to acquire essential knowledge, attitudes, and skills
spiritually. The wellness education curriculum takes a holistic approach to student
necessary to promote good nutrition, prevent and control diseases and substance
wellness, taking into account the needs and priorities of students living and learning
misuse and abuse, reduce health-related risk behaviors to prevent and control
in the twenty-first century, and provides a continuum of wellness education from
injuries with the end in view of maintaining and improving personal, family,
Kindergarten to Grade 12.
community, and environmental health. In order to facilitate the development of
macro skills, the teacher is encouraged to use appropriate learner-centered
teaching approaches, such as experiential/contextual learning; problem-based
action learning; differentiated instruction; health skills–based education with life
skills and value-based strategies. This is not to exclude teacher-centered
pedagogical strategies, which are likewise applied, but to a lesser extent. Each
learner-centered strategy is anchored on educational theories developed by
theorists, expanded by other educators and validated by practitioners.

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