I.
Personhood Development Spiritual Growth
● Personhood
- Sum-total of the goals,values, rules you live
by, your personality, character, knowledge
and skills
- The main goal of education should be to
raise children to be very high quality people
and who have developed their KSAs, to
BECOME THE BEST PERSON THEY
COULD BE.
- ARISTOTLE defined this unity called
“man” as a “rational animal” (intellect and
will)
- ST. THOMAS. Self-knowledge is
dependent on our experience of the world
around us (objects in our environment) “The
things that we love tell us what we are”
Aim of Personhood development:
1. A person is responsible for they become
2. A person can select what they put in our
heads
3. A person can control whom they become
4. A person have the ability to become
motivated and committed to self-development
II. Psychological and Spiritual Growth
Psychological Growth
- Psychological growth is associated with the
need to accommodate a major stressor and
may be experienced as transformative.
Growth is best understood as a systemic
process of actively learning and adapting to
new ways to constructively function
following a crisis (Tedeschi and Calhoun,
2004; Ungar, 2018)
SELF-DEVELOPMENT
- A spiritually mature person actively
honors all beings and recognizes we are
all interconnected, diverse and unique.
- Spiritual growth is “the process of
developing self-identity, nurturing
meaningful relationships with others
and/or with a higher power, communing
with nature, and recognizing
transcendence and unity.”
Psychological and Spiritual Growth
- To be able to go inside and find our
comfort within, one has to understand the
psychological and spiritual blocks that
keep one from recognizing one’s True
Nature and having one’s own personal
spiritual practice.
Key factors related to Spiritual Growth
a. Halaga (Worth). Good behavior
(physical acts-kilos, basic
tendencies-hilig, habit-gawi)
Transcendence, Relatedness to wilder world,
Ethical living
b. Asal (Good Manners).
- Relational standard or kapwa.
- Emotional standard or damdamin
- Moral standard/honor or dangal
Care and concerns for other, Social
relationship, Increasing Complexity
c. Diwa (Spirit). Inner force
Responsibility, Autonomy and individuation
Strategies for Self-Development
1. Role Modeling Activities
- Knowing and learning about people
who have personal characteristics,
life experiences, or interests similar
to our own.
2. Affirmations and Gratitude
Activities
- Practicing the use of positive
statements and gratitude reflections
3. Self-assessment Activities
- Useful in assessing our current
strengths and challenges in order to
gain insights into the best strategies
for reaching goals
4. Introspection
- Self-observation and reporting of
conscious inner thoughts, desires
and sensations. “contemplation of
one’s self’
5. Visualization
- Imagining your best self or ideal
situation and setting goals for
reaching that state.
6. Coping skills
- Teaching students coping and
relaxation strategies
 III. Management of Behavior Problems
1. Behavior. Any action or reaction toward
internal/external stimuli
2. Behavior Management. Systematic and
planned procedure and strategies aimed at
teaching and encouraging individuals to
display appropriate and adaptive behaviors
3. Behavior Modification. Application of
learning principles to modify or alter
behavior, especially maladaptive behavior
4. Maladaptive behavior. Any behavior that is
detrimental to one’s judgment, well-being, or
survival
Common Student Behavior Problem in
Classroom
● Absenteeism
● Bullying (verbal, physical,
psychological)
● Use of vulgar language
● Dishonesty
● Disruptive behavior (e.g.
offensive/unrespectful comments or
behaviors)
● Non-compliance to school
requirements
● Violating school rules
● Low Self-Esteem
Goals of Student Misbehavior
1. Social and Emotional Factors
- Emotional problems can contribute to
misbehavior. A study by Roorda, D. L.,
Koomen, H. M. Y., Spilt, J. L., & Oort, F.
J. (2011) found that emotional problems in
students were associated with disruptive
behavior in the classroom ("The Influence
of Affective Teacher–Student
Relationships on Students' School
Engagement and Achievement: A
Meta-Analytic Approach").
2. Peer pressure
- The influence of peer pressure on student
misbehavior in schools. Research by Dr.
Roman in 2011, Results showed a
significant positive relationship between
peer pressure and adolescent misbehavior
in schools.
3. Home environment
- A challenging home environment can
contribute to misbehavior. Research by
Sutherland, K. S., & Oswald, D. P. (2005)
highlighted the impact of family factors on
students' behavior
4. Learning disabilities
- Students with learning disabilities may
struggle academically, leading to
frustration and misbehavior.The National
Center for Learning Disabilities (NCLD)
has conducted extensive research on this
topic ("The State of Learning Disabilities:
Understanding the 1 in 5").
5. Teacher student relationship
- Research by Hamre, B. K., & Pianta, R. C.
(2001) demonstrated that positive
teacher-student relationships are associated
with lower levels of disruptive behavior
6. Cultural and socioeconomic
factors
- Socioeconomic status and cultural
background can be linked to student
misbehavior. The book "Savage
Inequalities" by Jonathan Kozol explores
disparities in education based on
socioeconomic factors.
7. Attention-seeking behavior
- Attention seeking behavior is anything that
a student does to deliberately draw
attention to themselves may be from
his/her peer group or teachers in the
classrooms. Being the center of attention is
a common desire for students, some more
than others. Acting out by making fun of
others, swearing, talking out of turn or
simply being uncooperative are a few ways
of students misbehaving in the
classroom,seeking others'
attention.(Shamnadh, 2019)
 8. Special needs Specific Strategies and Techniques for
- Special needs can also be an important factor in Teacher
misbehavior in classrooms. If a student is 1. Direct reward
struggling with the work he is assigned or in 2. Report card
the learning process, and the teacher does not 3. Corrective feedback
manage to make it accessible, there is a high 4. Behavior contact
chance that the students may tend to misbehave 5. Token economies
in the class.

Goals of student Misbehavior

a. Power.
- Student misbehaves in order to feel in
control and powerful in class or school
b. Revenge
- Student misbehaves in order to revenge as
a response to unpleasant experience
c. Attention
- A student misbehaves to get attention of
teachers, parents, or other students
d. Avoiding failures
- Student misbehave to avoid a situation or
experience that they think may lead to
failure

How students age 12-17 learn

- They are able to connect what they are trying to
learn with what they already know or have
experienced
- The subject matter is personally meaningful for
them and thus motivates them to spend time
and effort on it
- Tasks are challenging, novel and relevant to
their lives
- Allowed to discuss and work with others
- They are given guidance and feedback
- Given multiple opportunities to demonstrate
understanding and apply knowledge