Session 3:

Providing warmth and structure

 RATE YOUR STRESS
LEVEL

Level Level Level Level Level

1 2 3 4 5
Stress management
exercise:

Smell the Blow the

flowers candle
Revie
w
• Stress leads to short-term reactions
such as punishment; it leads us to
focus on short-term goals instead
of long-term goals

• Reconnecting the emotional

brain with the thinking brain
helps us focus on long-term
goals.
Providin
The
g tools
Warmth
Setting long-
The
term goals plan
Looking 10

Back
When you are stressed or struggling, who do you go to
for support? Is the person male or female?

What are the characteristics of that person that made you

want to go to them when you are stressed?

What do you feel when you have when you are with this
person?
Summing
Up
• When we are stressed or struggling we go to a person
where we feel safe and secure

• Someone who can help us keep calm

• Someone who can help us think better

Why is
Warmth
Important?
11
Summing
Up
• Warmth is about feeling safe and respected

• We can’t learn when we feel anxious and afraid

• When we feel safe, we can relax, participate, and

learn
 What is
Warmth?

Ensuring that
Respecting
the students Being Showing
students’ Having empathy
feel sensitive to students that
developmental with students’
emotionally students’ you care
levels and feelings
and academic and about them
views
physically social needs
safe
Warmth increases
students…
• Cooperation
• Interest
• Motivation
• Love for
Learning
 • Warmth helps us feel safe
Warmth is • We gradually learn that we
the opposite won’t
be hit physically or emotionally
of feeling
• The fear goes away and we are
Fear able to engage our thinking
brain
• Warmth helps us learn better
 Fear makes it hard to
learn

Fear of Poor
It is hard
being hit performanc
to
physically or e in test or
remember
academics
the
emotionally
lesson
 Fear makes it hard to stay
calm

Constant state
Emotional Brain of Fight or
Feeling and Thinking Flight, Freeze:
unsafe Brain Behavior
disconnect problems
happen
 Warmth makes learning
easier

Calm Fewer
Regulated behavior
problems
Feeling safe from
being physically
and emotionally
hurt Receive information
Better
Think about it
Remember it academic
performance
 In a warm and caring climate, students want
to cooperate with their teachers and each
other.

Warmth encourages short-term cooperation

and teaches long-term values.
Is this 12

Warmth?
• Your learner cracked a joke in the middle of online class, and you posted
an LoL or a laughing emoji.

• You told your class you will give out a prize to the learner who will
get a perfect score in your quiz.

• You use various emojis to appreciate your learner’s hard work.

• You know which learners in your class like group work and which
ones individual work.

• After a destructive typhoon hit your learner’s community, you did

not
mention anything about it the following day.
 How do you
provide Warmth to your
learners in the current
situation of
blended learning?
13
Create a warm classroom environment
by…
• Getting to know your learners as
people and where they are from

• Encouraging them when they are

having difficulty

• Recognizing their efforts and successes

• Supporting them when they are facing

challenges in their lives
 Create a warm classroom environment
by…
• Telling them that you believe in them

• Looking at things from their point of view

• Sharing humor with them, having fun with

them

• Listening to them

• Showing them that they are respected

even when they make mistakes
“Kung mahal mo yung mga estudyante mo, they will learn more.
If you show love, they are also going to show their love to you.
Kung ano man din ang ibigay mo sa kanila, ‘yun din ang ibabalik
nila. Kaya talagang I believe na love and concern, ‘yun talaga ang
number one na makaka-motivate sa kanila sa kanilang pag-aaral.”

– Grade 5 Teacher at Jose C. Catolico Elementary School, Gen. Santos

City
Paper
Folding 2
Providin Providin
The
g g
tools
Warmth Structure
Setting long-
term goals The plan
 Why
is Structure
Important?
14
 What is
Structure?

Providing Encouraging
Giving clear Supporting
Being a opportunities students’ Problem
information and
positive for students own solving
and helping
role model to fix their thoughts together
explanation students to
mistakes and ideas
s succeed
Structure =
Scaffolding

What the child

could
understand with
help
Scaffolding
What the child
understands
now
 It’s hard to learn
without
Structure

Inadequate
Weak
information Academic
understanding
and scaffolding failure
 It’s hard to be motivated
without Structure

Academic
failure
Inadequate
Weak
information
understanding
and scaffolding
Self-blame
Low
motivation
 It’s hard to stay
calm
without Structure

Academic failure
Inadequate Weak
information understanding
and scaffolding Frustration, Resentment
Aggression or other
Stress Response
 Structure makes it easier to
learn, to be motivated, and to
be calm

Academic
Clear success
Deeper
communicatio
understanding
n and Increased interest,
scaffolding Positive self-image, High
motivation Low stress
 Structur
e
• Helps children learn what is
important
• Helps them understand their
mistakes and how to fix them
• Gives them information needed
to succeed next time
• Gives them tools for solving
problems when they are on their
own
• Shows them how to work out
disagreements with other people in
a constructive, non-violent way
Is this 15

Structure?
• For the nth time, your learner submits his weekly work sheets
late so you said that if he submits his work late again next time,
you will report his behavior to his parents.

• You saw your learner asking another learner a question in the

comment box during your online. You inform them that they
can ask their questions about the lesson in the comment box
so you can answer them.
Is this
Structure?
• You notice that your female senior high school student says that she
always misses your lectures over the radio because her boyfriend
visits her at home during that time. You told her that she may not
finish high school and get pregnant if she continued to spend time
with her boyfriend.

• After each quiz, you tell your class which items they got wrong and
the reason for the correct answer.

• At the beginning of the school year, you tell your class what
behavior you expect from them. You also ask them to write in the
comment box during your online class the characteristics of a good
teacher.
 How do you
provide Structure to
your learners in the
current
situation?
16
Provide structure for students
by…
• Involving them in setting rules for the
class
• Helping students find ways to fix their
mistakes in a way that helps them to
learn
• Explaining the reason rules
• Being consistent, but also fair and
flexible
• Controlling your anger
• Avoiding threats and punishments
Provide structure for students
by…
• Explaining your point of view and then listening to the students’ point
of
view

• Teaching them about the effects of their actions on other people

• Giving them the information they need to make good decisions

• Talking with them and learning about the challenges in their lives

• Acting as a positive role model and guide

 “Consistent ka lang sa pag-implement ng rules mo dito sa
loob ng classroom – ‘Kapag dito sa loob ng classroom, you
should
cooperate with each other. Kailangan ‘pag lesson na
natin makinig na tayo.”
- Grade 5 Teacher at Jose C. Catolico Elementary School, Gen. Santos
City
 Providing
Warmth and
Structure Together
17
How do you provide Warmth
and Structure in this
situation?
Your Grade 7 learners have just returned
their weekly modules for you to correct.
You find that two of your learners gave
exactly the same answers to your weekly
assessment questions.
 How do you provide Warmth
and Structure in this
situation?
Your Grade 2 learner comes from a
very poor family. Her parents are
supportive but with low educational
attainment, and as such cannot
support her in terms of her academic
needs. You want to instill in her good
study habits and develop
independent learning.
How do you provide Warmth
and Structure in this
situation?

Your see that your Grade 11 learner

is getting upset because his
participation in your online class is
constantly interrupted by poor
internet connection on his side. In
his frustration, he just left the class
ahead of time.
 Warmth =
Safety Structure =
Information
 Support for
Parents
• Talk to them about what they do to show
their love for their children.
• Help them focus more on supporting their
child’s efforts to learn rather than correct
answers or high grades.
• Help them to be sensitive to possible negative
reactions to the current crisis, such as sadness
or hopelessness.
• Refer them to community resources that can
respond to their child’s needs.
 Support for
Parents
• Help parents organize a daily routine for
their children, with time for daily chores,
school work, play and leisure, and time
with the family.

• Let them know that punishment will

not help children work harder, it is
clear and respectful communication
and guidance that can motivate them.
Session Evaluation
https://tinyurl.com/PDETeval3
“I did then what
I knew how to do. Now
what I know better, I
do better.”
- Maya
Angelou
 Good Luck!
For support, you can
contact:
Wilma Bañaga:
Wilma.Banaga@savethechildren.org Jerly
Villanada: Jerly.Villanada@savethechildren.org
PDET Facilitators

facebook.com/groups/IPracticePositiveDiscipline