Académique Documents
Professionnel Documents
Culture Documents
Forms:
Physical and non-physical forms of
punishment
Hitting,
‘smacking’,
‘slapping’,
‘spanking’ children, with the hand or with an
implement –
a whip
Stick
belt,
shoe,
wooden spoon
hanger
But it can also involve, for example,
Kicking
shaking or throwing children
Scratching
Pinching
Biting
pulling hair or boxing ears
forcing children to stay in uncomfortable positions,
Burning
forced ingestion
Includes:
Belittles
Humiliates
Denigrates
Scolding
Scapegoats
Threatens
Scares or
Ridicules the child.
Reasons Parents Children
Child
Providing
Rights Warmth
Principles Pedagogical
Providing Structure
Principles
Source:
“Positive Discipline in Everyday Teaching” by Save the Children
Set Guidelines with clear expectations
Establish clearly your expectations
Explain the reason for rules
Session 2:
Managing Behavior of children ages 7 – 12
Years
Session 3:
Managing Behavior of
Children Ages 4 to 6
years
At this stage, children continue to
extensively explore the physical and social
world, developing preferences for and
against particular people, activities and
situations.
An increasing sense of independence is
expressed through an attitude of “I can do
it” and an insistence on following their own
ways of doing things.
The child is often “disciplined” by parents,
teachers and other persons in authority over
the child at this stage in this school for
various reasons.
Gradually, children increase their ability to
accept disappointing events and outcomes as
well as the postponement of eagerly
anticipated events.
During this period, children learn behaviors
that are considered appropriate by their
society, according to their own cultural
context.
At the end of the session, participants should be
able to:
1. Explain in their own words the reasons for the
way children behave as they do;
Managing Behavior of
Students Ages 7-12
years old
In this stage, children are adapting
to the school environment and are
sensitive about being punished
when making mistakes. Often,
when this happens, they tend to
withdraw and feel insecure. They
may show reduced interest and
motivation to study and may even
start to dislike going to school.
Similarly, during this period of growth,
children are still adaptable. Good habits, such
as studying or helping with the house work,
can still be established and developed at this
time through positive reinforcement. The
feeling of being good at something is very
important for children. If children believe
they consistently fail to meet adult
expectations, they may develop an inferiority
complex.
Children at this stage are in need of
support and encouragement. They begin to
establish social skills; thus, peer
relationships are critical. On the other
hand, they can clearly distinguish between
shared and private life, and develop a need
for their own privacy. In the process they
become aware that certain people, such as
teachers and parents among others, have
responsibility for or “power” over them.
At the end of the session, the participants
will be able to:
Managing Behavior of
Students Above 12 to
Under 18 years old
At the end of the activities, the participants
should be able to:
• Find causes behind unacceptable behavior
and offer options to solve problem;
• Encourage students to be punctual in coming
to school;
• Give words of encouragement and inspire
students to value education;
• Explain the advantages of coming to school
prepared; and
• Demonstrate the value of honesty.
Participants will be divided in groups and
each group will be provided copy of the
scenarios
Scenario will be discussed in each group for
15 minutes using the process questions
specific for each scenario
After group discussion, each group will
present their output on a plenary
Threat is a form of corporal punishment,
which does not yield positive results. Finding
out the cause of the behavior and providing
options would help ensure favorable solution
Conduct home visitation to better
understand the student situation. Establish
rapport with the parents
Humiliation is intimidating and does not
produce favorable results on both student
and the teacher. The possibility to resist and
further repeat similar behavior is high. No
one will ever realize mistakes when being
put to shame
Public humiliation and ridicule is not good.
Finding the right time and place for a heart-
to-heart talk or time-in would be effective
A child would be discouraged and may no
longer attend classes if threatened
Genuine encouraging words would help
students to double their efforts
Giving options would usher, direct and guide
students to make up for their loss/es
• It is not enough that we are aware of all the
laws concerning offenses on child abuse and
definition of positive approaches to child
discipline. The most important is we should
know how to apply these information and
positive approaches in child discipline in real
life at home, in school particularly in
teaching and disciplining students.
• We adults should be the model to foster
harmonious relationship and we should be
able to inspire our students to value
education and develop their potential to the
fullest
• Teenage life is the most critical stage of an
individual
• Communication, decision-making, harmonious
relationship and skills in solving problem should
be developed between teachers and students
• Children from 12 to under 18 years old become
more emotionally charged due to hormonal
imbalance. They tend to be enthusiastic but
easily discouraged
• Peers are very important. They may even
influence the development and behavior of their
peers or more than parents and teachers at this
stage
• Children at this stage may experience confusion
over what adult roles should be
• They seek self-expression and identity
• It is important to note that during this stage,
their behavior serves to test out boundaries
with people in authority, such as parents,
teachers and caregivers
• Parents and adults should help the children
define their goals and objectives and assist
them in determining directions and positions
in life
• Children should develop the value of honesty,
humility, and sense of responsibility
Thank you
very
much!