POSITIVE DISCIPLINE

“CONNECTION BEFORE CORRECTION”

Presented by:
LILETTE T. DELA CRUZ
Santa Maria District
OBJECTIVES:
1. Understand the difference between punishment and
discipline.
2. Identify strategies in handling misbehaviors.
3. Apply a positive discipline approach in classroom
management.
 CHILDREN PAST AND PRESENT
“Children now love luxury, they have bad manners, contempt
for authority, they show disrespect for their elders, and they
love chatter in the place of exercise. Children are now tyrants,
not the servants of their households. They no longer rise when
elders enter the room. They contradict their parents, chatter
before company, gobble up dainties at the table, cross their
legs, and tyrannize over their teachers.”
THE PRESENT SCENARIO
Piolo: “Nauna siya ma’am. Gumanti lang ako!”
John Lloyd:Hinahawakan niya ang tenga ko. Dalawang
beses na. Sinuntok ko siya.
Daniel: “Sinulatan niya ma’am yung papel ko bigla.
Nainis ako sinulatan ko damit niya.
James: ”Sinabihan niya akong “kabit” ma’am. Lagi
niyang sinasabi sa akin yan, kaya binato ko yung bag
ko sa kanya”.
WHAT WOULD YOU DO?
HOW WERE YOU DISCIPLINED?
 Disciplinary Why was this Was the
method method used? method
always
effective,
especially in
the long-term?
How did the
child feel?
Your Teacher’s
Actions

Your Actions
 WHAT IS PUNISHMENT?
Punishment is an action (penalty) that is imposed on a
person for breaking a rule or showing improper
conduct.

VERBAL CORPORAL
PUNISHMENT PUNISHMENT
VERBAL PUNISHMENT AND DEALING WITH ANGER

angry

aggressive
CONTROL
STUDENT’S
BEHAVIOR
Low self-esteem
 NEGATIVE STRATEGIES
Commands – “Sit down and be quiet!” “Write 100
times, ‘I will not waste my time on meaningless
tasks’.”
Forbidding statements – “Don’t do that!”
Explosive, angry statements – “You’re in more
trouble than you know.”
 NEGATIVE STRATEGIES
Criticizing statements – “Is that the best you can do!”
Threatening statements – “If you don’t stop talking, I’ll
send you to the principal’s office.”
Belittling statements – “When will you ever learn to
write well?”
 ACTION ACTIVITY: “DON’T”
HOW NEGATIVE AM I?
“DON’T TALK IN CLASS!”
“DON’T SHOUT!”
“DON’T RUN AROUND THE ROOM!”
“DON’T TOUCH THAT AND THOSE AND THIS!”
“DON’T LITTER AND LOITER AROUND!”
 CORPORAL PUNISHMENT
When a teacher, parent, or caregiver intends to
cause physical pain or discomfort to a child,
usually in order to stop a child’s misbehavior, to
penalize him or her for doing it, and to prevent
the behavior from being REPEATED.
 EXAMPLES:
• Hitting the child with the hand or with an object (such as a
cane, belt, whip, shoe, book, ruler, etc.);
• Kicking, shaking, or throwing the child; pinching or hair
pulling;
• Forcing a child to stay in uncomfortable positions,
 EXAMPLES:
• Forcing a child to undergo excessive physical
exercise or forced labor;
• Burning or otherwise scarring the child;
• And forcing the child to eat foul substances (such
as soap).
 CASE ANALYSIS
Shireen’s lesson
Shireen goes to school every day and, for the most part,
she enjoys it; all except her spelling lessons. The days she
dreads the most are spelling test days. For every word
she or her friends spell incorrectly, her teacher makes
them climb the hill behind the school and carry down five
bricks.
 SHIREEN’S LESSON
The bricks are being used to build a wall around the
school. Shireen doesn’t understand how carrying bricks
will help her to learn to spell, but she has no choice but
to do the labor. Sometimes when she finishes, her clothes
are very dirty, and then she gets scolded at home, as
well.
HOW PREVALENT IS CORPORAL
PUNISHMENT AND WHY?
Traditions and cultural beliefs exist that
perpetuate the use of corporal
punishment in many societies. “Spare the
rod and spoil the child” is a very popular
one.
Others include the beliefs that corporal punishment:
(1)is effective;
(2) prevents children from getting into trouble
(3) teaches them right from wrong;
(4) instills respect, and
(5) is different from physical abuse.
WHERE DID WE EVER GET THE CRAZY IDEA THAT IN
ORDER TO MAKE A CHILD DO BETTER, FIRST WE
HAVE TO MAKE THEM FEEL WORSE.
CHILDREN DO BETTER WHEN THEY
FEEL BETTER!
 MYTHS AND FACTS ABOUT CORPORAL PUNISHMENT
Myth no. 1: “It happened to me and did me no
harm.”
FACT: Corporal punishment did, in fact, do them harm: it
perpetuated the cycle of violence that they now inflict
upon children, and similarly these children are more
likely to perpetuate the violence for generations to
come.
Myth no. 2. “Nothing else works!” Or “they ask for
it!”
Fact: if we regularly use corporal punishment, it will take time
and effort for new methods to work. If we have been nagging,
threatening, or physically punishing our students for a long
time, it is difficult to build an effective, trusting relationship with
them overnight. This may in turn create the feeling that nothing
else works, or that the children are “asking” to be beaten.
Myth no. 3: “Corporal punishment works best. Other
methods don’t.”
Fact: Corporal punishment teaches children to do what you say,
but only when you are around. In effect, it teaches them to be
sneaky, as well as to lie about misbehavior to avoid being hit or
punished in some other degrading manner.
Myth no. 4: “Corporal punishment teaches obedience.”
FACT: In the past, it may have been the practice to
teach children never to question authority. Many
teachers are adopting child-centered learning
techniques that encourage children to explore, to think
for themselves, to ask questions, and to learn the joy of
finding answers as a major way of learning.
DOES CORPORAL PUNISHMENT
WORK?
WHAT ARE THE CONSEQUENCES?
Discipline is the practice of teaching or
training a person to obey rules or a code
of behavior in both the short and long
terms.
While punishment is meant to control a child’s
behavior, discipline is meant to develop a
child’s behavior, especially in matters of
conduct.
Remember: Catch students doing the right
thing and reward them immediately. This is
the core of positive discipline.
NOTE: POSITIVE DISCIPLINE CAN FAIL IF:
1. The student, or the entire class, is not rewarded
quickly enough.
2. The emphasis is put on tasks rather than behaviors.
For instance, “it’s good you closed your mouth and
stopped talking” as opposed to “it’s wonderful that you
were very considerate of others and quieted down
quickly.”
3. The emphasis continues to be on what the student is
doing incorrectly, rather than correctly.
 WHY DO CHILDREN MISBEHAVE?

• A MISBEHAVING CHILD IS A
DISCOURAGED CHILD.
WHY?
 MISBEHAVIOR:
• IS BASED ON A CHILD’S MISTAKEN
INTERPRETATION OF HOW TO
FIND BELONGING & SIGNIFICANCE!
 4 GOALS OF MISTAKEN BEHAVIOR:

1. ATTENTION
2. POWER
3. REVENGE
4. GIVE-UP
The general principle for responding to attention-
seeking students is:
Never give attention on demand, even for useful
behavior. Help students become self-motivated.
Give attention in ways they don’t expect. Catch
them being “good.”
The general guideline for dealing with
power-seeking students is to withdraw from
the conflict. Remember: it takes two to
quarrel. Be calm, give choices, and let the
consequences of the student’s behavior occur.
Teach the student – and all of your students – how
to express their feelings appropriately. Rather
than taking revenge for being hurt physically or
emotionally, teach the children to “talk it out,” to
tell each other how hurt they were, and to try to
determine the cause and how to avoid it in the
future.
When your students feel inadequate, you have a difficult
task. Start where they are (not what they are supposed to
be), develop realistic expectations, eliminate all criticism of
their work, encourage their slightest effort, and, above all,
don’t pity them. You must restore their faith in themselves
and encourage them by praising whatever successes they
achieve, no matter how small.
 ACTION ACTIVITY: WHO AM I?
STUDENT NAME _______________________________________________________________
I WANT TO BE CALLED __________________________________________________________
ONE THING YOU NEED TO KNOW ABOUT ME IS _____________________________________
I WOULD LIKE TO WORK WITH ___________________________________________________
I’M REALLY GOOD AT ___________________________________________________________
I’M NOT VERY GOOD AT _________________________________________________________
I’M HAPPIEST IN CLASS WHEN _____________________________________________________
I’M UNCOMFORTABLE IN CLASS WHEN ______________________________________________
 ACTION ACTIVITY: COMPLETE ME
AFTER SCHOOL I MOSTLY __________________________________
MY FAVORITE FOOD IS ____________________________________
MY FAVORITE ACTIVITY IS __________________________________
MY FAVORITE SUBJECT IN SCHOOL IS _________________________
I WANT TO BE LIKE _________________________________________
I WANT TO BE A ______________________ WHEN I FINISH SCHOOL.
 ACTION ACTIVITY: OUR COMPACT
AS A PARENT/GUARDIAN, I WILL:

AS A STUDENT, I WILL:

AS A TEACHER, I WILL:
YOU TEACH WHAT YOU ARE:

•WHAT ARE YOU?

 PENALTIES TO BE AVOIDED:
• Loss of break period or play time with others
• Detention after school to discuss misbehavior,
why it arose, and what should be done to correct
it
• Clean up the mess created student
• Apology to those offended
• Seating assignment changed
• Request student to repeat rule and to follow rule
• Notes home to parent(s) or home visits
• Removal to the principal’s office, especially for
more serious, disruptive behaviors, such as
fighting, continuous interruption of lessons,
stealing, bullying, possession of drugs and
possession of weapons.
 AGE-SPECIFIC TEACHING AND POSITIVE
DISCIPLINE
Age Development Teaching and
Disciplinary Tips
5 years Not yet able to admit to wrong Let them know what is and is
doings not reasonable to expect.
Does not always tell the truth Many things teachers
Wants and means to be good consider bad are often
simply immaturities.
Prevention is much better
than giving a negative
consequence.
Age Development
6 years Much confusion and trouble
between self and others. May
demand, rebel, argue, or fight.
When in a good mood, is
cheerful, energetic, and
enthusiastic. Needs much praise,
but behavior often merits
criticism.
Teaching and
Disciplinary Tips
It may not be easy to find
something to praise, but try
hard; avoid resistance and
confrontations; avoid
sensitive issues if possible;
give in on occasion,
especially if it will lead to a
positive behavior or learning
experience.
Age Development
7 years Very sensitive to others’ emotions.
May feel disliked by others and
that they are critical or making
fun of them. Procrastinates, has a
short memory, and is easily
distracted.
Teaching and
Disciplinary Tips
To have the student do a
simple activity, tell him or her
in advance and make sure
he or she heard the
directions. Remind the
student before he or she
forgets and does something
else. Give small rewards for
successes.
Age Development
8 years Not as moody as age 7, but still
sensitive. Wants time, attention,
and approval; beginning to think
abstractly; interested in and
concerned about own
possessions.
Teaching and
Disciplinary Tips
Give instructions in ways
acceptable to the student.
Time, attention, and
approval are good
motivators. Use problem-
solving activities as a means
to develop abstract thinking.
Give small rewards for
successes.
Age Development
9 years Will take criticism fairly well if
carefully phrased; great interest
in fairness; group standards may
be more important than adult
standards. Very involved with
self and may not hear when
spoken to. May appear absent-
minded or indifferent. May show
concern for others.
Teaching and
Disciplinary Tips
Promote responsibility
through assigned (requested)
tasks. Use cooperative
learning, but monitor
interpersonal activities. Use
guided learning through
projects, rather than
constantly lecturing.
Age Development
10 years But may show sharp, violent
temper. Can be very
affectionate. Not a worrying
age, yet a few earlier fears
remain. Enjoys own humour, which
may not be very funny to others.
Happy age
Teaching and
Disciplinary Tips
; best technique is to know
what is reasonable to
expect. Involve students in
developing classroom
committees, including
disciplinary committees. Use
humour in your teaching.
Age Development
11-13 Early adolescence, time of rapid
years changes. Developing his or her
own identity and becoming more
independent. Need for privacy
increases and may be very
sensitive to teasing. Moody.
Importance of friends increases.
Teaching and
Disciplinary Tips
Let your students know that
you care. Arrange “sharing”
sessions or activities (such as
essays) concerning student’s
experiences and feelings.
Model mutual respect. Limit
criticism and nagging. Do not
allow teasing or tolerate
insults.
Age Development
14-16 Middle adolescence. Increasing
years independence, sexual
development, and self-
centeredness. Very body or
appearance conscious. Thinking is
less childlike; they consider facts
and can make good decisions.
Teaching and
Disciplinary Tips
Give praise and recognize
positive behaviour and
accomplishments. Share your
own beliefs, concerns, and
values about the world.
Encourage your students to
call a respected adult friend
when they need advice.
Continue to give praise.
Age Development
17-21 Exploring more long-term
years relationships. May have an
opinion on everything. Self-
consciousness about their
appearance lessens..
Teaching and
Disciplinary Tips
Respect their uniqueness and
encourage such respect for
others. Encourage
independent decision-
making. Continue to give
praise
 “THE TRUTH IS THAT CHILDREN DO
BETTER WHEN THEY FEEL BETTER—
NOT WHEN THEY ARE DISCOURAGED
ABOUT THEMSELVES.”
 REFERENCES:
1. POSITIVE DISCIPLINE IN THE INCLUSIVE, LEARNING-FRIENDLY CLASSROOM: A GUIDE FOR
TEACHERS AND TEACHER EDUCATORS BANGKOK: UNESCO BANGKOK, 2006
2. COMPASS(POSITIVE DISCIPLINE MAGAZINE FOR FAMILIES)
3. POSITIVE DISCIPLINE IN EVERYDAY TEACHING: A PRIMER FOR FILIPINO TEACHERS