RESPONDING WITH

POSITIVE DISCIPLINE
ACTIVITY 1: CHALLENGING BEHAVIORS

Materials:
• Metacards
• Markers

Procedure:
Part 1.
1. Write down difficult/challenging behaviors that you have encountered or
continue to encounter this school year. (One metacard: one behavior)
ACTIVITY 1: CHALLENGING BEHAVIORS

Part 2.
2. As a group, put together all the metacards with the same behavior.
3. Get the most challenging behavior in your group. (Most number of
metacards=most challenging behavior)
4. On another metacard, write down as a group:
• how you felt when you encountered this behavior
• what you did or tried to do as a response to this behavior
• what result you got with your response
5. Share to plenary
A “DISCIPLINED” CLASS

• Teacher’s responsibility to understand their learners and

respond appropriately.

• What does a disciplined class look like to you?

• How do you think this is achieved?
• What kind of discipline do you think works best for
learners?
OBJECTIVES

1. Demonstrate understanding the concept of positive discipline

and what this looks like in the classroom
2. Discuss the Positive Discipline for Everyday Teaching (PDET)
model of the Department of Education as a response to
discipline issues in the classroom
3. Apply the model in solving discipline issues currently being
encountered in the classroom
 WHAT IS POSITIVE DISCIPLINE?

• About finding long term solutions that develop students’ own self-
discipline;
• Clear and consistent communication;
• Consistent reinforcement of your expectations, rules and limits;
• Based on knowing your students and being fair;
• Aimed at building a mutually respectful relationship with your
students;
WHAT IS POSITIVE DISCIPLINE?

• Teaching students life-long skills and fostering their love of

learning
• Teaching courtesy, non-violence, empathy, self-respect, and
respect for others and their rights increasing students’
competence and confidence to handle academic challenges
and difficult situations
WHAT IS POSITIVE DISCIPLINE?

• CONSTRUCTIVE: recognizes the child’s right to fully

participate in his/her learning

• RESPECT for children and their developmental level

 POSITIVE DISCIPLINE IS NOT

• Permissiveness and letting learners do whatever they want;

• Absence of rules, limits or expectations;
• Short-term reactions; or
• An alternative punishment to slapping, hitting and shaming. Just
because you are not doing these does not mean you are already
disciplining positively.
POSITIVE DISCIPLINE CHARACTERISTICS

• Holistic
• Strength-based
• Constructive
• Inclusive
• Pro-active
• Participatory
POSITIVE DISCIPLINE IN YOUR CLASSROOM

• Do you think Positive Discipline is alive in your

classroom?
• Have you been applying Positive Discipline?
POSITIVE DISCIPLINE FOR EVERYDAY TEACHING

Problem
Solving
Recognizing
individual differences

Understanding
child development

Providing Providing
warmth structure
Setting
long-term goals

Child rights Pedagogical

principles principles
POSITIVE DISCIPLINE FOR EVERYDAY TEACHING

Child rights Pedagogical What knowledge we need to have to

principles principles practice positive discipline
POSITIVE DISCIPLINE FOR EVERYDAY TEACHING

Setting Why do we need this

long-term goals knowledge?
Child rights Pedagogical What knowledge we need to have to
principles principles practice positive discipline?
POSITIVE DISCIPLINE FOR EVERYDAY TEACHING

Recognizing
individual differences How do we
Understanding achieve these
child development

Providing Providing
goals?
warmth structure
Setting Why do we need this
long-term goals knowledge?
Child rights Pedagogical What knowledge we need to have to
principles principles practice positive discipline?
POSITIVE DISCIPLINE FOR EVERYDAY TEACHING

Problem What is the purpose of having goals and

Solving knowing how to achieve them?
Recognizing
individual differences
How do we achieve these goals?
Understanding
child development

Providing Providing
warmth structure
Setting
Why do we need this knowledge?
long-term goals

Child rights Pedagogical What knowledge we need to have to

principles principles practice positive discipline?
POSITIVE DISCIPLINE AND EXTERNAL MOTIVATION

Giving rewards and praise are

effective MYTH!
strategies in promoting
discipline among children.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 1: What are all of the possible reason/s why a child

might behave this way?
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 2: Remember your long-term goals

PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 3: In this situation, how can you show warmth?

PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 4: In this situation, how can you provide structure?

PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 5: Responding with Positive Discipline

PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE
Problem: CUTTING CLASSES
Step 1: What are all of the possible reason/s why a child
might behave this way?
▲ The students are bored with the lessons and with their
teacher’s way of teaching.
▲ The students are having difficulties in understanding the
lessons and they want to avoid embarrassment if they can’t
answer the teacher’s questions.
▲ The students are being pressured by their peers to cut
classes and engage in activities outside the school.
▲ The students enjoy playing computer games.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 2: Remember your long-term goals

▲ You want your students to be able to express their

difficulties about school/ lessons appropriately.
▲ You want your students to be able to resist peer
pressure.
▲ You want your students to be able to set their
priorities.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 3: In this situation, how can you show warmth?

▲ Understand that students have different interests and
learning styles. You can make or integrate new and different
teaching methods.You can also make the discussions more
participatory where everyone can express their opinion.
▲ Understand that at this age, socialization and having peer
groups are very important for them.
▲ Understand that this is the age of challenging authorities,
which can involve breaking rules and being adventurous.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 4: In this situation, how can you provide

structure?
▲ Manage your anger. Talk to the students privately and
calmly.
▲ Explain how their absence can affect their
understanding of the lessons in your class and their
general performance in school.
▲ Remind them about the rules you set in class.
▲ Ask the students why they are cutting classes. Listen
to each student’s response and explanation.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 4: In this situation, how can you provide

structure?
▲ Provide support if they have difficulties in
understanding the lesson.
▲ Encourage them to set aside time for attending classes
and doing school work and time for socialization and
leisure.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 4: In this situation, how can you provide

structure?
▲ Ask the students for possible solutions to the
problems they have identified.
▲ If necessary, ask the assistance of their parents in
monitoring their children and motivating them to stop
cutting classes.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 5: Responding with Positive Discipline

▲Talk to them privately and express your concern

▲ Find out if they are having difficulties on the lessons and
if there is anything you could do to help them on this.
PROBLEM SOLVING THROUGH POSITIVE DISCIPLINE

Step 5: Responding with Positive Discipline

▲ Talk to their parents about the students’ behavior and
seek their support in monitoring their children and
encouraging them to stop cutting classes.
▲ Remind them and the whole class about the rules
about school attendance and explain the importance of
asking for permission if they have to go out of the school.
THE PDET PRIMER

What is the behavior issue that the teacher is

dealing with?
ACTIVITY 2: PROBLEM SOLVING THROUGH
POSITIVE DISCIPLINE
Materials:
• Activity Sheet #1: Problem Solving through Positive Discipline
• PDET Handout

Procedure:
1. Go back to the common difficult behavior they have identified as a
group at the beginning of the session.
2. Resolve the issue by applying the 5-step problem solving method
recommended by PDET.
 KEEP IN MIND

• Many learners are still going back and forth in their childhood and
“big kid” phase of development and are still perhaps trying to find
that balance.
• Positive discipline is CONSTRUCTIVE in that the child’s right to fully
participate in his or her learning is recognized. It is likewise founded
on RESPECT for children and their developmental level.
• Positive discipline is based on sound teaching principles and practice.
• The PDET 5-step model is one way of solving classroom management
issues.