What comes to mind when you hear the word

Image Source: https://www.shutterstock.com/image-illustration/discipline-on-chalkboard-148875131

1. Píc:c⭲ti⭲g studc⭲ts to
ka:c a ícccss.

2. Gi:i⭲g positi:c altcí⭲ati:cs

«. Ïollowi⭲g íulcs bccausc

tkcQ aíc agíccd upo⭲.

4. Rcacti⭲g kaísklQ to
misbcka:ioí.
Source: https://unesdoc.unesco.org/ark:/48223/pf0000149284
 Consequences are things that happens as a result of our
actions.
1. Natural Consequences- occur without any teacher intervention.
Example:
A student is in a hurry to answer the test that resulted to making a
mistake in placing the correct answer in the right column.

2. Logical consequences- is when the natural consequence is

insufficient to meet the needs of the class as a whole, the teacher must
create a manufactured consequence that is as related as possible to
the situational behavior.
Example:
A student getting up and sharpening a pencil several times a day
may annoy some students and may result to learning disruption.
Lesson 3: The Role of Positive Discipline
in Learner-Centered Classrooms
Intended Learning Outcome:

• Apply the steps in using positive discipline in solving problems

in a learner-centered classroom (CO 3).
Image Source: https://blog.byjus.com/parent-plus/encouraging-positive-discipline-doesnt-hard-read/
 PD or NPD?
4. Respect the child’s dignity and ensure mutual respect.

5. Consistent reinforcement of expectations, rules and limits.

6. Allow students to do whatever they want.

7. Teach students lifelong skills and fosters love of learning.

8. Increase students’ competence and confidence in handling
academic challenges and difficult situations.
9. Tolerate whatever disruptive behavior manifested by the students.
10. Set no rules, limits or expectations.
Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching.
Bangkok: Save the Children. Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching.
Bangkok: Save the Children.
 is an approach to teaching that
helps children succeed, gives
them the information they need
to learn, and supports their
development. It respects
children’s rights to healthy
Positive Discipline development, protection from
violence, and active participation
in their learning.
 • a program developed by Dr. Jane
Nelsen, is designed to teach young
people to become responsible,
respectful and resourceful members of
their communities.
• teaches important social and life skills
in a manner that is deeply respectful
and encouraging for both children and
adults.
Positive Discipline • is also SEL in essence as it is based
on the understanding that discipline
must be taught and that discipline
teaches.
Source: Corpuz, B. B. (2020). Social-Emotional Learning (SEL) for Social-Emotional, Academic
Learning (SEAL). The Professional Teacher. Magazine for the Professional Teachers: Volume XI,
Number 1.
 • is a teaching and parenting model
that strikes a balance between two
Positive Discipline main considerations: effective
teaching on the one hand, and
respecting the rights of the child on
the other hand.
 Positive and Non-violent Discipline of Children
is a way of thinking and a holistic, constructive
and proactive approach to teaching that helps
children develop appropriate thinking and
behavior in the short and long term and fosters
self-discipline. It is based on the fundamental
principle that children are full human beings
Positive with basic human rights. Positive Discipline
and begins with setting the long-term goals or
impacts that teachers want to have on their
Nonviolen students’ lives, and using everyday situations
t and challenges as opportunities to teach life-
long skills and values to students.
DepEd ORDER No. 40, s. 2012- DEPED CHILD PROTECTION POLICY
WHY USE POSITIVE DISCIPLINE?
Souce: https://unesdoc.unesco.org/ark:/48223/pf0000149284
 This is based on a set of principles that ensure a safe learning environment for
children in schools. Based on an extensive PD literature review, these principles can
be classified as follows:

Positive Discipline Strategy Implementation Guidelines, 2nd draft, Consultation Workshop, Al Rachid Hotel- Bagdad. (December 2015.
Available @ https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/pd_strategy_implementation_guidelines_federal.pdf
 Source: Positive Discipline In Everyday Teaching A Primer for Filipino Teachers (2015)
Available @ POSITIVE DISCIPLINE IN EVERYDAY TEACHING - A Primer for Filipino Teachers -- FINAL WITH FOREWORD CORRECTION (bulacandeped.com)
 Legal Basis for Prohibiting Corporal Punishment and the Practice of Positive Discipline

UN Convention on the Rights

of the Child In the Philippines, we
aim to put an end to the
practice of corporal and
Article 19 Article 28(2) other humiliating and
degrading forms of
States Parties are also required punishment. The
to “take all appropriate Department of
States Parties “shall measures to ensure that school Education (DepEd)
take all appropriate discipline is administered in a supports the prohibition
measures to protect manner consistent with the of corporal punishment
the child from all child’s human dignity and in and practice of positive
discipline in public and
forms of violence conformity with the present private schools.
Convention
DepEd ORDER No. 40, s. 2012- DepEd CHILD PROTECTION POLICY
https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
DepEd ORDER No. 40, s. 2012- DepEd CHILD PROTECTION POLICY
HOW TO USE POSITIVE DISCIPLINE?
 A boy in your Kindergarten class has
been crying, screaming, and clinging to his
mother every morning whenever he drops
him off. You feel this is disrupting the class
and taking much of your time and attention.
How could you find a solution to this
problem that does not harm the child?
Step 1-What are all of the possible reason/s why a child of this age
behave this way?
List as many reasons why the child behave that way to be
able to understand the child’s present behavior.
Some reasons could be:
✽ It is his first time being separated from his parents.
✽ He has difficulty adapting to new situations/ surroundings.
✽ He has a very intense response to new situations and events.
✽ He is scared of the new surroundings.
✽ He doesn’t know when his mother will return.
✽ He was left behind in a store once, and is now very afraid of being alone.
✽ He has difficulty managing his emotions.
✽ He is afraid of the teacher because someone told him that children are hit at
school.
✽ The teacher looks like someone he is afraid of.
 Step 2 - Now remember your long-term goals.

Think about the characteristics that you hope your students

will develop.

✽ You want the child to feel safe and happy in a learning

environment.
✽ You want the child to gradually become more comfortable
in new environments.
✽ You want the child to gradually become independent and
able to manage stress on his own.
✽ You want the child to gradually learn how to manage his
feelings.
 Step 3-In this situation, how can you show warmth?

Think about how you can ensure that the students

feels safe and respected.

✽ Remember that entering school is a huge transition and a

tremendous challenge for children.
✽ Recognize the child’s anxiety and stress, and show
empathy.
✽ Show him that you care about his feelings.
✽ Speak to him using a calm and soothing voice.
Step 4-In this situation, how can you provide structure?
Think about what the student needs to understand about the
situation and how you will engage him or her in finding solutions
to the problem.

✽ Tell him about the activities he will do at school today.

✽ Ask him what he likes to do and show him how he can do
that in your classroom.
✽ Assure him that his mom will come back for him after
school.
✽ Introduce him to one other student who would be
supportive.
✽ Ask the child what would help him feel more comfortable.
Step 5 - Responding with Positive Discipline

Put all of the previous steps together and you will generate a
response that will ensure that the child feels safe and will help him
understand more about the situation.

✽ Speak to him using a calm and soothing voice.

✽ Recognize the child’s anxiety and stress, and show empathy.
✽ Introduce him to one other student who would be supportive.
✽ Ask the child what would help him feel more comfortable.
 Positive Discipline is about problem solving, so you may try several
different ways of providing warmth and structure before you find the
response that actually addresses the problem as the child sees it.
Successful problem solving requires teachers to see the situation
through the child’s eyes.
Source: https://unesdoc.unesco.org/ark:/48223/pf0000149284
 Techniques for Better Classroom Discipline
1. Ïocusi⭲g -sťaíť ťkc class o⭲lQ wkc⭲ c:cíQo⭲c kas ťkc complcťc aťťc⭲ťio⭲
2. Diícct I⭲stíuctio⭲-i⭲roím ťkc lcaí⭲cís wkať ťkcQ will bc doi⭲g bcroíc ťkc
sťaíť or ťkc class
«. Mo⭲itoíi⭲g-walk aío"⭲d a⭲d scc ťkc píogícss or ťkcií woík
4. Modcli⭲g -modcl ťkc dcsiícd bcka:ioí roí ťkcm ťo rollow
5. No⭲-:cíbal cui⭲g- "sc racial cxpícssio⭲s, bodQ a⭲d ka⭲d sig⭲als
G. E⭲:iío⭲mc⭲tal Co⭲tíol - cícaťc a posiťi:c classíoom aťmospkcíc
7. Low-píofilc i⭲tcí:c⭲tio⭲- "sc copi⭲g sťíaťcgics ťo sťop misbcka:ioí
wiťko"ť disí"pťi⭲g ťkc rlow or ťkc lcsso⭲ s"ck as ⭲o⭲-:cíbal sig⭲als,
⭲amc- díoppi⭲g ("si⭲g ťkcií ⭲amcs i⭲ ťkc sc⭲ťc⭲cc), píoximitQ
(sťa⭲di⭲g closc ťo ťkc lcaí⭲cí)
®. Positi:c Discipli⭲c - dcscíibc ťkc bcka:ioí Qo" wa⭲ť i⭲ a posiťi:c ma⭲⭲cí
Source: https://www.incredibleart.org/links/toolbox/discipline2.
 Power Sources that Affect Student-Teacher Relationship

1. Rcwaíd Powcí- lcaí⭲cís do wkať ťkc ťcackcí ťclls oí asks ťkcm ťo do

bcca"sc or ícwaíds oí posiťi:c rccdback
2. Cocíci:c Powcí- lcaí⭲cís do wkať ťkc ťcackcí ťclls ťkcm ťo do bcca"sc ťkcQ
wa⭲ť ťo a:oid p"⭲iskmc⭲ť
«. Lcgitimatc Powcí- lcaí⭲cís cxpccť ťcackcís ťo ka:c somc a"ťkoíiťQ o:cí
ťkcm
4. Rcfcíc⭲t Powcí- lcaí⭲cís willi⭲glQ do as ťkc ťcackcí saQs bcca"sc ťkcQ ka:c
kigk ícgaíd ťo ťkcm wkc⭲ ťkcQ skow kigk co⭲ccí⭲ a⭲d acccpťa⭲cc or
ťkcií sť"dc⭲ťs
5. Expcít powcí - lcaí⭲cís aíc willi⭲g ťo do wkať ťkcií ťcackcís saQ bcca"sc ťkcQ
íccog⭲izc ťkcm as moíc k⭲owlcdgcablc ťka⭲ ťkcQ do (masťcíQ or ťkc s"bjccť
maťťcí)
Source: https://www.facultyfocus.com/articles/teaching-and-learning/different-sources-of-power-that-affect-the-teacher-student-relationship/
 LET’S SUM UP!
1. What is positive discipline?

2. Why is positive discipline preferred over

negative discipline?
3. How is positive discipline implemented?
 LET’S DO IT!
PD or NPD?

Read each scenario carefully and tell which disciplinary actions are positive
and non-violent in the management of behavior. Then provide a justification
for your answer.
1. Telling an older child what he can do, rather than what he cannot. So, rather than
telling him that he cannot watch the television anymore, tell him he can go
outside to play or he can work on a puzzle.

2. Providing praise for good behavior and explaining how she can make a better choice
in the future if she breaks the rules.

3. Student A answers the cell phone in the classroom, interrupting the teacher. The
teacher immediately grabs the phone for the rest of the day.
References

Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching. Bangkok: Save the Children.

POSITIVE DISCIPLINE IN EVERYDAY TEACHING - A Primer for Filipino Teachers -- FINAL WITH FOREWORD CORRECTION (bulacandeped.com)
Available @ https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE-DISCIPLINE-IN-EVERYDAY-TEACHING-A-
Primer- for-FilipinoTeachers.pdf

Positive Discipline in the Inclusive, Learning-Friendly Classroom . A Guide for Teachers and Teacher Educators. Available
@ https://unesdoc.unesco.org/ark:/48223/pf0000149284