Management Behavior A Learning Module

Contents
Dedication
Acknowledgment
Preface
MODULE ONE
Classroom Behavior Management
Input 1 Behavior Management
Input 2 Behavior Management Policy
Formative Assessments
Summative Assessments
MODULE TWO
Understanding Classroom Behavioral Strategies and
Interventions
Input 3 Proactive Strategies (peer education, conflict resolution, teaching life skills)
Input 4 Disciplinary Interventions
Input 4 Use of Counseling
MODULE THREE
Responding to Student Issues
Input 5 Dealing with Bullying
Input 6 Critical Incidents
Input 7 Child Protection
Input 8 Stress Management
MODULE FOUR
The Whole Child Approach to Education
Input 9 What is a Whole Child Approach?
Input 10 The Tenets of the Whole Child Approach
MODULE FIVE
Teaching The Whole Student: Integrating Wellness Education
Into The Academic Classroom
Input 11 Wellness education and wellness management

Input 12 Framework for K to 12 education
MODULE SIX
Stakeholders' Involvement in Learners' Resiliency And
Wellbeing: Importance, Barriers, And Benefits
Input 13 What are Stakeholders, Well-Being, and Resilience?
Input 14 Learner’s Resiliency and Well-Being: Importance, Benefits, and Barriers
Contents
Dedication
Acknowledgment
Preface
MODULE ONE
Input 1 Behavior Management
Input 2 Behavior Management Policy
MODULE TWO
Understanding Classroom Behavioral Strategies and
Interventions
Input 3 Proactive Strategies (peer education, conflict resolution, teaching life skills)
Input 4 Disciplinary Interventions
Input 4 Use of Counseling
MODULE THREE
Responding to Student Issues
Input 5 Dealing with Bullying
Input 6 Critical Incidents
Input 7 Child Protection
Input 8 Stress Management
MODULE FOUR
Input 9 What is a Whole Child Approach?
Input 10 The Tenets of the Whole Child Approach
MODULE FIVE
Teaching The Whole Student: Integrating Wellness Education
Into The Academic Classroom
Input 11 Wellness education and wellness management

Input 12 Framework for K to 12 education
MODULE SIX
Stakeholders' Involvement in Learners' Resiliency And
Wellbeing: Importance, Barriers, And Benefits
Input 13 What are Stakeholders, Well-Being, and Resilience?
Input 14 Learner’s Resiliency and Well-Being: Importance, Benefits, and Barriers
“We don’t get to decide whether we have challenging studentS in our classes, but we
can certainly decide how we respond to them.”
-Carol Ann Tomlinson, 2012
LEARNING OUTCOMES
After completing this part, the students are expected to do the following:
● define classroom behavior management and behavior management policy;
● identify the basic aspects of classroom management behaviors;
● describe classroom management strategies and policies;
● familiarize with different classroom management interventions;
● explain the different elements of behavior management policy;
● compare and contrast behavior management strategies for the classroom
TOPIC OUTLINE
The following are the main sections in this discussion:
● Classroom Behavior Management

o a. Behavior Management
o b. Behavior Management Policy
DISCUSSIONS
What is Classroom Behavior Management?

Classroom management is ways of organizing the resources, pupils, and helpers so that the
teaching and the learning can process in an efficient and safe manner. "Classroom management" refers to
the development of procedures that encourage positive conduct in the classroom. "Behavior management"
refers to tactics and systems designed to control and remove challenging habits that inhibit pupils from
excelling in school.
Classroom management refers to:
● Creating a safe and inclusive environment for students learning.
● It facilitates building a strong positive relationship with and among the learners.
● A strong classroom management paves way to understand the unique adolescent body
and mindset.
● A good classroom fosters good understanding of the multi- cultural and individual
differences within a classroom.
● A well-managed classroom promotes a love for learning and success.
● It presents engaging instructions to the learners.
● A well-managed classroom is consistent and fair for discipline.
● It has well-practiced routines and procedures to promote teaching & learning.
● A good classroom states simple and clear expectations for rules to be followed.
● It stages appropriate interventions to be undertaken for the students.
Why Classroom Management is important?
Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate.
Classroom management issues are of highest concern for beginning teachers.
What is Behavior Management?
Discipline vs. Punishment

Discipline = to teach – Healthy/safe behavior – Appropriate behavior – Respectful behavior
Punishment = suffering, pain, or loss that serves as retribution (per Merriam-Webster dictionary)
The Myths of Discipline

● Positive discipline means never saying “no” or correcting a child
● Positive discipline leads to bratty behavior
● TRUTH: positive discipline uses sound behavioral principles to change children’s

behavior
● Physical discipline is necessary to teach appropriate behavior

● TRUTH: multiple studies show physical discipline is associated with increases in
problem behavior
Behavioral Psychology 101

3 strategies to change behavior
● Positive reinforcement - Something rewarding/reinforcing happens/is given - and
increases the behavior that came right before
– Example – praising a child who shares a toy at class – and the child becomes more
likely to share over time
• = MOST powerful way to change behavior
• Reward/reinforcer has to be positive to the child
• NOTE: negative attention can be rewarding/ reinforcing especially as opposed to being
ignored
● Extinction - Something rewarding/reinforcing is removed – and decreases the behavior
that came right before
– Example – child is sent to time out for hitting, and becomes less likely to hit over time
• For young children, often the best reward/reinforcer to remove is your attention
(ignoring, time out)
• For older children, best reward/reinforcer to remove is the privilege they like best (cell
phone, media time, time with friends, etc.)
● Punishment - suffering, pain, or loss that serves as retribution
– Example – yelling at a child for throwing food or spanking a child for getting out of
their bed during naptime
• = LEAST effective strategy to change behavior
• Often leads to sneaky behavior, and resentment towards the parent/teacher
Behavior Management Strategies for Your Classroom
The goal of education is to mold young people into well-rounded individuals. That often includes
making sure that the teaching and learning process flows as smoothly as possible.
1. Maintain a Routine
⮚ Having a set routine is an important behavior management tool that helps to establish guidelines
and behavior expectations.
⮚ A routine ensures that students know what’s coming next, so you’ll spend less time giving out
instructions—freeing up time to do the real work.
⮚ Include the students in establishing a class schedule that works for everyone and give them
responsibility for some routine tasks.
2. Set Rules Together with Students
⮚ Just like a routine, rules help improve student behavior. However, if the classroom teachers set
the rules themselves, the class may reject them.
⮚ Have a guideline for how infractions will be dealt with. These guidelines help remove the feeling
of being punished, so students will know what to expect when they’re called out about their
behavior.
3. Create Stimulating Lessons
⮚ Imagine sitting through a meeting where the facilitator drones on for hours on end? You will
probably start fiddling with your keys or just zone out right in the middle of it.
⮚ That's exactly how students feel when lessons aren’t exciting. Monotonous classes are sure to
bring out the worst in your students. To get rid of bad behavior, make your class activities as
exciting and stimulating as possible.
4. Use Positive Language
⮚ Positive language makes the students feel respected, leading to better behavior.
⮚ Plus, positive language will encourage the kids to start speaking positively. For example, instead
of saying, “this work is too hard for me,” they will begin to say, “I can try my best.”
⮚ It's also important to keep your body language positive. Smile more and frown less often. Model
the behavior you want to see in your students. Studies have shown that students learn from the
language and behavior that educators display.
Some of the outcomes of positive language approaches include:
● A safe learning environment
● A sense of responsibility
● Self-discipline
● Self-motivation
5. Develop a Relationship with Your Students
⮚ Get to know your students individually. Take time to find out their interests and dislikes. If your
lessons are centered around what the learners like, you will find it easier to keep them engaged.
6. Adjust Your Scoring Methods
⮚ Use points to grade papers and give some rewards when a student reaches a specific number of
points. Treating scores like a fun game help motivate students to focus and improve their scores.
Behavior management in Education
Students who have problems with behavior affect the learning process vis-à-vis its goal.
Additionally, it changes the classroom dynamic due to
disruptive behavior.
Behavior management is having the effective ways
of dealing with poor behavior so that the students learned
from their mistake. Example of behavior is antisocial
behavior which is harmful and not acceptable in society
such as using drugs, alcohol and even bullying. While
some of problems face by the teacher in classroom is
uninterested students, disrespectful students. To solve
these problems, the roles of parents is vital in this
situation. encouraging parent to be involves in their child
issues is needed. To solve this the teachers can’t solve
this solely the support of parents and administration of
school is needed. To communicate properly with teachers
is needed for the betterment of students and class
disciplined.
Behavior is any action or function that can be objectively observed or measured in
response to controlled stimuli ( American Psychological Association). Management is the act or
art of managing, the conducting or supervising of something, such as a business. In this area, it’s
about managing the classroom and students' behavior to create a positive and systematic
classroom management. Therefore, Behavioral management is a technique for changing behavior
that emphasizes maintaining order. It focuses on molding and maintaining beneficial behaviors
while discouraging undesirable behaviors and is less severe than organized behavior
modification. This can be seen in the ways that teachers use rules, schedules, and consequences
to control student conduct in their classrooms.
The following classroom management interventions are designed to properly manage the
classroom:
Structure: Rules, visual schedules, job charts in the
classroom, desk organization, and the way you keep or
distribute resources are all examples of structure.
The structural basis of any behavior management
strategy should be holding your students accountable for
their actions. Systems for accountability can be created
using a variety of simple techniques such as: a behavior
chart for a classroom, sticker charts to manage breaks
and workflow, a token system This will also appear under reinforcement, but it creates a visual
way for students to account for completed work.
Reinforcement: Praise or a break will be used as reinforcement. It will be up to your students to
decide how you should reinforce their efforts. Some students will listen favorably to
supplemental reinforcements like compliments, privileges, and having their names listed on a
diploma or "honors" board. Some students may require more tangible support, like access to their
favorite hobbies or even food.
Behavior Management
Managing certain children's problematic behaviors is referred to as behavior management. To
determine which behaviors are posing the greatest
barriers to success in your classroom, it can be
good to perform some "triage." Is there a problem
with your classroom management strategy or with a
particular student?
In many instances, tackling a group of problematic
behaviors with a particular approach may help to
alleviate certain issues while also teaching the
replacement habit. It's crucial to address and
intervene with individual kids as well as group
difficulties. The replacement habit can be taught using a variety of different approaches.
Proactive and reactive interventions are required for behavior management.
Proactive approaches involve teaching the replacement, or desired behavior. Proactive
approaches involve creating lots of opportunities to use the replacement behaviors and
reinforcing them.
Reactive approaches involve creating consequences or punishment for the undesired behavior.
Even though the best way to create the behavior you desire is to reinforce the replacement
behavior, extinguishing a behavior is often not possible in a classroom setting. You need to
provide some negative consequences to avoid seeing peers adopt problem behaviors because
they only see the positive results of the behavior, whether it is tantrums or work refusal.
Behavior Management Policy

What is a Behavior Management Policy?
A behavior management policy can help you establish rules for student behavior.
Behavior Management Policies

If you have ever worked as a teacher or school administrator, you most likely already
know just how tough behavior management can be. Behavior problems in the classroom can be
frustrating, disruptive, and even dangerous. A behavior management policy, which outlines rules
as well as acceptable and non-acceptable conduct, can help you address and correct student
behavior.
Components of a Behavior Management Policy

There are five major components of a behavior management policy.
1. Mission Statement
One of the most important parts of creating a behavior
management policy is to make the goal of the policy perfectly
clear with a mission statement. The mission statement should
be included at the start of your written behavior management
policy. It should use specific language and examples to
explain why you have created the behavior management
policy. Statements like ''encourage good behavior'' are not as
effective as statements like ''ensure that students listen
carefully, follow instructions, and learn to the best of their
ability with minimal distraction.''
2. Expectations and Rules

The second component of the behavior management
policy is straightforward. List the rules and expectations you
have for your school or classroom. This can be a numbered
list or written rule or a series of pictures that explain the
rules. As with the mission statement, these rules should be as clear as possible. The goal here is
to prevent students from being surprised by your expectations for their behavior. An example of
a rule could be something as simple as 'Please make sure that you dispose of all gum before
coming into my class.'
3. Procedures
The procedures portion of your behavior management policy is like the rules and
expectations section. However, procedures are more like
instructions rather than rules. Procedures help to explain things
like 'how to get the teacher's attention' or 'how to exit the
classroom for lunch.' An example of a procedure might be
something like 'Line up quietly at the door and wait for the
teacher to open the door and dismiss the class.'
4. Consequences
The next component of your behavior management policy involves outlining
consequences for breaking the rules or violating procedures.
As we learned, consequences in the classroom are simply responses to a child's behavior
or action and they can be either positive or negative based on the student's behavior. Negative
consequences are responses to behaviors you don't want a student to repeat and are essentially
punishments.
5. Crisis Plan
A crisis plan is an action plan that is needed. for times when a student may be at risk of
harm to self or others. A child's crisis plan should be developed by individuals knowledgeable
about the child and include someone trained in mental health crisis response.
What Is a Behavior Management Policy?

● For teachers to keep their classroom running smoothly, they need a behavior management
policy.
● In the rules and expectations section, you will find the rules of the school of classroom.
Students are explained how to behave in certain situations, such as when they are leaving
class for lunch in the procedures section.
● According to the policy, the governing body/employer, the principal, the head of
department, the senior leaders, the teachers, support staff, pupils, parents, volunteers, and
visitors to the school are all responsible for specific responsibilities.
What Should a Behavior Management Policy Include?

The following strategies are included in this Behavior Management Policy:
● Maintain a positive school environment.
● Achieve personal best
● Promote effort.
What Is the Purpose of The Behavior Management Policy?
It is a monumental achievement to have a policy that addresses the issue of school

behavioral issues effectively. As a result of this policy, schools, parents/guardians, teachers, and
students are better able to improve student discipline and raise achievement.
What Is the Aim Behavior Management Policy?
Students will be able to understand and be accountable

for their own actions through this program, which aims to
develop greater responsibility for their behavior and reactions.
Students are also encouraged to develop awareness of and
acknowledge the implications of their actions and choices on
others.
Why Is Behavior Management Policy Important?
As a result of this policy, schools, parents/guardians,

teachers, and students are better able to improve student
discipline and raise achievement. The issues of poor behavior
need to be addressed and schools need to be supported to deal
with it effectively.
What Should a Behavior Policy Include?
Schools and Academies should set out what they will do if non-criminal bad behavior
occurs off-campus and if it is witnessed by a staff member or reported to the school, including
punishments that will be imposed on students.
Learning Activity 1: Groupings

Instructions:
● The class will be grouped into two by their teacher.
● Each group will have to choose a leader.
● The leader will need to pick between the two topics to be assigned by the teacher
[Proactive Approach and Reactive Approach] that the teacher will be given.
● After that, they need to choose how they will discuss or elaborate it in front of the class.
Ways to discuss or elaborate the picked topic:
● Talk show
● Reporting
● Short skirt
● Debate
● Song
● Poem
Learning Activity 2: Individual

Instructions:
Using 150-200 words, describe yourself on how you behave in a classroom as a student,
then, choose one of the two approaches that you will use to alter the disruptive behavior that you
possess.
The teacher will choose 3-5 students who will read and explain their work in the class.
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FORMATIVE ASSESSMENT 1
CLASSROOM BEHAVIOR MANAGEMENT: Vision Achievers
Name ____________________________________________ Score ___________
Student Number__________ Section ________Due Date __________Date Submitted ____________
Exercise 1. Apprehension
To comprehend the lesson regarding the “classroom behavior management”. Provide
your own views and opinions in response to the following questions.
1. What is the focus of “Classroom Behavior Management”?

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2. Kindly give some examples of how education aims to develop students into well-
rounded people.
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3. Choose a partner to draft a management policy that includes the mission statement,
your goals, expectations, and processes, as well as any necessary of your crisis plan.
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CLASSROOM BEHAVIOR MANAGEMENT: Groupthinks
Name ____________________________________________ Score ___________

CLASSROOM BEHAVIOR MANAGEMENT: Collaboration and Understanding

Exercise 1. The Brainiacs
The students will be grouped into five (5) to create a poster regarding the execution of the
strategies for behavior management in the classroom.
Exercise 2. So, what’s the difference?

Expound the differences between disciplines and punishments through citing an example
that happens inside the classroom.
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CLASSROOM BEHAVIOR MANAGEMENT: Self-Reflection
Name ____________________________________________ Score ___________
Exercise 1: Mirroring
Create an essay regarding the benefits of the behavior management in education in the
classrooms, indicate the ways to establish specific routine and set of techniques to sustain the
appropriate managing of behaviors.
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FORMATIVE ASSESSMENT RUBRICS AND CRITERIA

Formative assessment 2: Making of Poster
SUMMATIVE ASSESSMENT
Name ____________________________________________ Score ___________

CLASSROOM BEHAVIOR MANAGEMENT
Summative Assessment 1. Choose the word or phrase that best describes the statement.
Write the answer on the space provided.
1. _______________________ any action or function that can be objectively observed or measured in

response to controlled stimuli
a. Management
b. Behavior
c. Behavior Management
d. Classroom Management
2. _______________________ is having the effective ways of dealing with poor behavior so that the
students learned from their mistake.
a. Behavior Management
b. Classroom Management
c. Classroom Behavior Management
d. Management
3. ________________________ is the act or art of managing, the conducting or supervising of

something, such as a business.
a. Classroom Management
b. Behavior Management
c. Management
d. Behavior
4. ________________________ approaches involve creating lots of opportunities to use the

replacement behaviors and reinforcing them.
b. Proactive Approaches
c. Reactive Approaches
d. Classroom Management
5. ________________________ involve creating consequences or punishment for the undesired

behavior.
a. Reactive Approaches
c. Behavior Management
d. Proactive Approaches
6. ________________________ refers to the development of procedures that encourage positive

conduct in the classroom.
d. Classroom Behavior
7. _________________________ refers to tactics and systems designed to control and remove

challenging habits that inhibit pupils from excelling in school.
d. Classroom Behavior
8. Which of the statements are not included in what should a behavior management policy is?
a. Maintain a positive school environment.
b. Promote effort
c. Achieve personal best
d. Acknowledge the implications of their actions and choices on others
9. Some of the outcomes of positive language approaches which is not included:

a. A safe learning environment
b. A sense of responsibility
c. Self-reflection
d. Self-motivation
10. __________________ is something rewarding/reinforcing happens/is given - and increases the
behavior that came right before
a. Punishment
b. Extinction
c. Positive reinforcement
d. Behavior
Summative Assessment 2
Form a group of five members. Discuss meaning of classroom behavior
management. Write the summary of your discussion on the space provided below. Select
one member to present it in the class.
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With the same group. Construct a classroom rule that we could use in our class.
Write it on a bond paper. Select one member to present it in the class.
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Answer Key/Rubrics
Summative 1
1. B. Behavior
2. A. Behavior Management
3. C. Management
4. B. Proactive Approaches
5. A. Reactive Approaches
6. B. Classroom Management
7. A. Behavior Management
8. D. Acknowledge the implications of their actions and choices on others
9. C. Self-reflection
10. C. Positive reinforcement
Summative 2 and Summative 3 Rubrics/Criteria

Sources:
https://www.thoughtco.com/behavior-versus-classroom-management-3110739
https://www.merriam-webster.com/dictionary/management
https://www.alleydog.com/glossary/definition.php?term=Behavioral+Management
https://www.slideshare.net/edmond84/management-behavior-in-education
https://study.com/academy/lesson/what-is-a-behavior-management-policy.html
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.pacer.org/webinars/cmh/
Behavior-Intervention-or-Crisis-
Plans.pdf&ved=2ahUKEwjOqYzxg_H5AhXYmlYBHQz5Ap4QFnoECAwQBg&usg=AOvVaw2DcCx2
hvwhsDgcZPuNYFeP
https://www.kyinbridges.com/what-is-a-behaviour-management-policy/
CLASSROOM BEHAVIORAL STRATEGIES AND INTERVENTIONS
Proactive strategies, disciplinary interventions, and use of counseling
Learning Outcomes
At the end of the lesson, the students are expected to be able to:
● Define classroom behavioral strategies and interventions;
● Describe the strategies and interventions to deal properly with classroom behaviors;
● Express classroom techniques for addressing several issues;
● Explain the use of those strategies and interventions to emphasize the groundwork of social and
personal development; and
● Demonstrate classroom behavioral strategies and intervention through role playing.
Topic Outline
Following are the main sections in this discussion:
● Understanding Classroom Behavioral Strategies and Interventions

● Proactive Strategies (peer education, conflict resolution, teaching life skills)
● Disciplinary Interventions
● Use of Counseling
● Formative Assessments
● Summative Assessments
Understanding Classroom Behavioral Strategies and Interventions
Behavior management is a school-wide approach to creating an environment that encourages

positive behavior and reduces opportunities for misbehavior, with the opportunity to learn and change.
Behavior Management recognizes that there are sometimes underlying causes of student misbehavior,
such as: Lack of parental supervision and guidance, family and relationship problems, peer pressure,
illness and death in members' families, drug and alcohol abuse, and economic reasons. Difficulties
students need help with. A school-wide approach to behavior management includes student-centered
school policies, fair disciplining processes, classroom management, strategies for working with parents
and the community, praise and reward systems, engagement, and school effectiveness. Administration
advice and support as well can professionally trained teachers. Behavioral problems in the classroom
increase stress levels for teachers and students disrupt the flow of lessons, and conflict with learning goals
and processes. They also change the dynamics of the classroom as focus shifts from ongoing academic
tasks. Typically, one or two students are identifiable as "troublemakers" who sometimes act in ways that
aggravate management difficulties by encouraging each other and possibly others in the class to engage in
disruptive activities. The usual response to problematic behavior is to identify affected children as "the
problem," target them as the source of the "problem," and develop specific strategies to deal with their
inappropriate behavior. However, a classroom is an environment with its own ecology (Martella, Ronald
C. et al. (2011).
This includes the teacher, students and their relationships to one another, equipment, books, and a
variety of activities that interact to affect the behavior of the space's occupants. To complicate matters
further, both teachers and students bring experiences to the classroom and problems of the larger
ecosystems in which they function, Simple Targeted Interventions Individual children in the classroom
may not be able to resolve problem classroom behaviors. In fact, the focus on individuals can lead to the
investigation of systemic issues in student relationships, teacher leadership and teaching styles, the
curriculum, and the skills students need to access it (Cantor, Pamela et al. (2021).
The order in which activities are planned and a variety of other aspects of the classroom and
school ecology in general are ignored. It is also important to remember that children bring into school all
kinds of concerns, fears, reactions and behavior patterns that are established, allowed and supported
outside of the classroom. Therefore, focusing on one child as "the problem" can distract from careful
examination of the ecology of the classroom or school in general and the family and community
environment in which the school is located. (Cantor, Pamela et al. (2021).
Proactive Strategies: Peer Education, Conflict Resolution, Teaching Life Skills.
A teacher or school may implement proactive behavior management techniques to lower the
likelihood of behavioral issues and promote appropriate behavior. In essence, this is preparation for
appropriate behavior. The goal of a reactive behavior management method is to interrupt or diminish
incorrect behavior when it occurs while also assisting the student in improving.
The emphasis of this session is on proactive strategies and interventions.

Type of behavior management Strengths Examples
Proactive behavior
● Enhances current rules and ● School regulations are
management
practices. posted inside and outside of
the classroom.
● Places more emphasis on
good behavior than when it ● Written school regulations
occurs. with student input.
● Prepares for potential ● Putting easily distracted
outcomes and avoids them. pupils near to the teacher.
● Enables the team work ● Teachers should get regular
together continuing education on
student issues.
● Improves behavior by
reinforcing it. ● Teaching pupils’ life skills.
● Affords chances for ● Organized and overseen

education, teamwork, student social and
assistance, and harmony. recreational groups.
Reactive behavior
● A quick response is ● Laud excellent conduct.
management
required. Reduces the risk
● Raising of voice or pitch to
of future property or
student damage. halt a behavior
● Can serve as an illustration ● Relocating a pupil to a
for others. Instructions as location where they cannot
well as praise (e.g., "Well cause trouble.
done, you are listening
well") might be used. It
may transform a behavior ● Card for good or bad
into a teaching moment.
behavior sent home, or a
"What ought to you have
report.
done? Why? "Gives kid a
chance to accept ● Administering a
responsibility for their punishment, such as
behavior. picking up playground trash
● Relies on gaining control for 15 minutes after
someone drops documents
and calm! Etc
on the ground, as part of
counseling.
Peer Education
What is Peer Education?
Peer education is a program which

was developed in year 2006 by the
Population Education Project, CDAD to train students in sexual and reproductive health education. Then,
peer educators engage in unofficial educational activities with their fellow students. Sexual and
reproductive health is the main topic of this curriculum in schools. Peer educators are therefore young
individuals who educate other young people on topics including sex, relationships, family planning,
HIV/AIDS, and STIs. Peer education is predicated on the notion that since they have a common language,
young people listen to other young people. Initial peer education pilot programs were implemented in a
few schools in Central, NCD, Morobe, Madang, WHP, and ENB. All secondary schools in ENB now
provide peer education. Peer education will be spread around the nation in accordance with a strategy.
Who is involved in peer education?
● Peers - are people in the same social group as another individual or group. Peer groups can be
based on things like age, sex, occupation, culture, or other things.
● Peer Educator - student who completes training to work as a peer educator at their school.
● Peers Education Advisor - teachers with peer education training who assist peer educators.
● Population Education Project – provide initial training and course material.
Role of peer educator:
● Finish the five days of fundamental instruction while actively advancing their own abilities and
knowledge.
● Arrange for peer education outside of the classroom (e.g. film nights, one-to-one chats, small
group discussions)
● Inform their mentors and their other peer educators about these efforts.
● Bring up any difficulties or problems with advisors or school counselors.
● Maintain discretion.
● Assisting different peer educators
● Connect peers with programs, resources, and further assistance as required
Peer instructors ought to be:
● An excellent example of a responsible, healthy living who treats adults and peers with deference
and understanding
● Disseminate correct knowledge on sexual and reproductive health, gender equality, HIV/AIDS
and STIs, life skills, violence, and drugs and alcohol.
● An effective communicator, facilitator, and listener functions of peer education advisers as
teachers.
● Attend training and finish five days of fundamental instruction.
● Pick peer teachers
● Encourage and guide peer educators
● Compile peer educator reports and submit them to the DoE and school administration.
● Assist peer educators in evaluating and monitoring the program.
● Assist peer educators in connecting with resources and services
● Increase knowledge of the program and its advantages in the neighborhood and at the school.
● React calmly and sensibly to referrals and emergency circumstances.
● Maintain discretion.
Conflict Resolution
Conflict resolution is a
methodical approach to resolving conflict
that is emotionally charged. This
technique promotes forceful dialogue and
emotional expression, but it forbids the
traditional verbal brawl that prevents
conflict resolution and has a tendency to
be extremely damaging to relationships.
It focuses on resolving disputes without
turning to abusive language, physical
altercations, sarcasm, or other negative
behaviors.
Some skills to help resolve conflict
1. Stay calm and keep the student

calm
2. Be assertive in what you want, why you want it and state how you feel
3. Treat people with respect
4. Listening attentively
5. Showing empathy
6. Ask questions to obtain correct information
7. Understanding
8. Decision-making
9. Analyzing the problem
10. Separate the problem from the person
Assertive communication
This approach emphasizes communicating your wants and feelings while still showing respect for
the other person and refraining from damaging words or actions. To settle issues, aggressive
communication is beneficial.
a) Describe your emotions as well as the emotions of others.

● For example, "It pains me when..." Your buddies can't work because of your chatter.
b) Submit your demand

● “I would like it if you sat here close to me for this class”,
● ” Could you please...or "I would like it."
c) Requesting feedback from the other party

● "How do you feel about that?
● “Is it acceptable to you?”
● “What do you believe?”
d) Pay close attention to their response

e) Accept their agreement with thanks
● “Thanks for understanding – let’s get back to work”,
● “Great – I appreciate that”,
● “I’m happy you agree
Win-win
When interacting with grownups, this tactic is mostly employed to negotiate a compromise
between your requirements and theirs. Finding out what each party really wants is useful. When both
sides are happy with the results and have their requirements addressed, a compromise may typically be
struck. Because both sides benefit from this strategy, it is a win-win situation. For instance, dispute
between two pupils about who will be the group leader for a future school performance. One student
wants to head the group because he believes he is skilled at the job and is familiar with everyone. The
other student wants to lead the traditional dance; therefore she wants to take charge of the group. One
approach may be to divide the leader's responsibilities such that one student is in charge of the dancing
and the other is in control of the rest of the activities. Due to the fact that both pupils receive what they
desire, this situation is win-win. (Rechlicz, Jenny (2012)
Life Skills
Life skills are key life skills that
every individual should possess in order
to face the demands and obstacles of
everyday life and lead a better and more
pleasant existence. They comprise
behaviors and abilities connected to
relating to ourselves, relating to others,
and relating to our surroundings. The
abilities include the capacity for
effective interpersonal communication,
wise decision-making that results in
advantages, problem-solving, and more
responsible behavior. Because they lack
life skills, some people struggle in life.
Lack of life skills may result in making
poor decisions or ineffective
communication with people of the
opposite sex, which may lead to
engaging in unsafe sexual behavior and
contracting HIV.
International HIV/AIDS Alliance,

Preparing to Teach Sexuality and Life
Skills (2008)
Key life skills for young people
include
● Assertiveness
● Problem-solving
● Decision making
● Self esteem, self worth and

self confidence
● Communication
● Empathy
● Resisting peer pressure
● Negotiate risk behaviors
Teaching of life skills is part of the personal development curriculum.

Disciplinary Interventions
What are Disciplinary Interventions?
Disciplinary interventions are direct cost reactions of unacceptable types of behaviors. Lack of
discipline is the most significant issue facing the school today, according to the annual Gallup poll of the
public's perception of public schools (Rechlicz, Jenny (2012).
Four categories of disciplinary interventions:
1. Reinforcement
● The acknowledgment or reward of good behavior or the prompt cessation of bad
behavior.
2. Punishment
● Involves a negative consequence for an inappropriate behavior.
3. No immediate consequence
● Involve some sort of reminder when incorrect behavior seems to be about to occur but do
not involve immediate repercussions for inappropriate behavior.
4. Combine punishment and reinforcement

● Entailed giving praise or rewards for good behavior as well as imposing penalties for bad
behavior.
Five Types of Interventions
1) Teacher Reaction
2) Tangible Recognition
3) Direct cost
4) Group contingency
5) Home contingency
Teacher's Misbehaviors commonly observed by students
● Absenteeism
● Tardiness
● Keeping student’s overtime
● Early Dismissal
● straying from subject matter
● Being unprepared or unorganized
● Being late returning work
● Sarcasm and put-downs
● Verbal abuse
● Unreasonable and arbitrary rules
● Lack of response to student’s question
● Sexual Harassment
● Apathy toward students
● Unfair grading practices

● Negative personality
● Showing favoritism
Disciplinary Interventions and Strategies that a teacher could use in managing student’s behaviors:
1) Think Time
● A well-structured curriculum that has been
demonstrated to reduce disruptive behavior
in students while increasing engagement.
Basic Goals:
i. to ensure that students who engage in

inappropriate behavior face consistent
consequences across all teachers in the school
ii. provide feedback to students on their disruptive

behavior and allow for planning to avoid
unnecessary instances of such behavior
iii. to facilitate teachers and students to interrupt

negative social interactions and activate
positive stuff
2) Assertive Discipline
● Commonly used program based
on standard behavioral
management methodologies in
which misbehavior has specific
consequences. It is preferable to
balance positive and negative
consequences rather than just
negative consequences.
5 Steps to Implement Assertive Discipline
1 Create a discipline-friendly
environment.
2 Learn and develop assertiveness.

3 Establish boundaries and consequences.
4 Taking action on consequences.
5 Implement a system of positive reinforcement or consequences for good behavior
Action Step 1
Use specific techniques to acknowledge and reinforce acceptable behavior while also acknowledging and
penalizing unacceptable behavior.
A. Teacher Reaction
● Make eye contact
● Physical Signals
● Verbal reminders
● Restate desire behavior
B. Tangible Recognition
● token economies - provide focus on improving positive behaviors
● Cannot be used as a bribe
C. Direct Cost
● focus of negative consequences than positive consequences
● isolation time outs
● overcorrection
D. Group Contingency
● Apply to the entire group rather than individuals.
● The behavior must be met by every student in the group for everyone to receive credit.
● Dependent - requires a specific individual or small group to exhibit the desired behavior in order
for everyone to receive credit
E. Home Contingency
● Educating parents about their child's behavior.
● Preprinted notes with space for comments
● Face-to-face discussions with parents to establish positive and negative home consequences
Action Step 2
Establish clear boundaries for inappropriate behavior and an efficient system for recording it.
● simple way to involve the class in setting limits and expectations
● Once the boundaries have been established, devise a system for tracking student behavior (the
simpler the better!).
● Allow both the student and the teacher to keep track of behavior and compare it privately.
To summarize a healthy balance of negative consequences for unacceptable behavior and positive
consequences for proper behavior should be included in disciplinary interventions. Whatever approach
you take, establish behavioral limits and a record-keeping system that allows you to efficiently and
privately track individual behaviors.
Use of School Counseling
Students may exhibit problematic behaviors as a result of general academic challenges, health
issues, interpersonal or familial issues, adjustment or developmental problems (such as "immaturity" or
self-esteem issues), or other factors. These elements are uncontrollable, but teachers who believe they are
an influence in a student's behavior can absolutely direct that student to the proper support services, such
as school counseling. School counselors are trained in fundamental counseling techniques that they might
put to use when helping kids who are having emotional difficulties due to personal or academic issues.
The goal of counseling is to "help people to help themselves." Counselors must maintain confidentiality,
be nonjudgmental, and demonstrate empathy in order to provide effective counseling. Counselors at the
school can support misbehaving kids by addressing any underlying issues they may have, such as peer
pressure, violent relationships, or family conflicts. Counseling is not a sanction but rather a
complimentary behavior management strategy. A student who has struck another student, for instance,
would need to face consequences for breaking school rules, but they might also seek counseling to try to
understand why the behavior is occurring and to get help from the counselor. Due to the nature of the
counseling relationship, (empathy, non-judgmental and confidential) counselors cannot be disciplinarians.
To do so would destroy the trust the student has in the counselor and make the counselor ineffective.
Counselors may be requested to give input into discipline hearings but would only be able to give
information with the consent of the student. Counselors cannot take part in making decisions about
sanctions, or expulsion. They may, however, make recommendations. (Gachenia, L., & Mwenje, M.
(2020)
WHAT DO SCHOOL COUNSELORS

DO?
School counselors, also known as

guidance counselors, are initially primarily
responsible for facilitating career
development. Today, the role of a school
counselor is varied and can vary greatly,
depending on the requirements of each
state and each school.
Duties of the school counselor may

include:
● Provide guidance on
psychological and social issues
● Expert guidance
● Advice
● Early intervention
● Services for special needs

In addition, counselors often help students:
● Maintain academic standards and set goals for academic achievement.
● Develop organizational improvement skills, study habits and time management.
● Deal with personal problems that may affect schoolwork or relationships.
● Improve social skills.
● Coping with school or community-related violence, accidents, and trauma.
● Identify interests, strengths and abilities through assessment.
LEARNING ACTIVITIES
ACTIVITY 1 EXTEMPORANEOUS SPEECH
Title: FIND THE WAY
Scenario:
You are the newly elected president in the class and you are known as a comedian in your
classroom. Suddenly, a group in your class bullied one of your classmates and no one has ever tried to
stop them. As a leader in your class how are you going to resolve this kind of scenario?
Instruction:
Each one of the class will prepare him/ herself to perform extemporaneous speech and the teacher will
flash the names of the class in the digital wheel of names and whoever the arrow stops is the one who will
perform.
Criteria for Grading:
Preparation - 20%
Content - 50%
Presentation - 30%
ACTIVITY 2 ROLE PLAYING
Title: CreActing
Group the class into two groups. Create a classroom scenario that will show the importance and use of
school counseling. Each group will have a role play rubric for grading of the performance.
Name: ________________________________________________________ Score: _____________
Student Number: ____________Course: ___________Due Date: _______Date Submitted: ________
SPILL THE inTEAlligence
Make a graphic organizer where your thoughts will be written.
Part 1. Compare and Contrast Proactive and Reactive
Part 2. Differentiate the following by giving an example scenario:
• Peer Education,
• Conflict Resolution, and
• Teaching Life Skills.
PEER EDUCATION CONFLICT RESOLUTION TEACHING LIFE SKILLS
Name: ________________________________________________________ Score: _____________
Student Number: ____________ Course: ___________Due Date: _______Date Submitted: ________
Direction: Make a concept map that explains disciplinary intervention in incorporating classroom
behavioral strategies and intervention. Rubrics will be bases for grading system.
Name: ________________________________________________________ Score: _____________
Student Number: ____________Course: __________Due Date: _______Date Submitted: ________
Exercise 1: Make it SHORT, To live it LAST!
Direction: Answer each of the following questions composed only with two sentences. Write your
answers in the space provided.
1. Convey the meaning of counseling.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How important is discipline in your life?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Give concrete scenarios where classroom behavioral strategies and intervention usually
happened.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Name: ________________________________________________________ Score: ____________
Student Number: ___________Course: __________Due Date: _______Date Submitted: ________
Test I. Identification
Direction: Read the statements carefully. Write the correct answers on the space provided.
_______1.The steps teachers take to optimize learning by shaping their classroom environment, engaging
students in learning and minimizing inappropriate behavior.
_______2. The practice of managing behavior by using positive strategies that prevent disruptive
behavior before it occurs.
_______3. A methodical approach to resolving conflict that is emotionally charged.
_______4. Every individual should possess in order to face the demands and obstacles of everyday life
and lead a better and more pleasant existence.
_______5. Initially primarily responsible for facilitating career development.
Test II. Modified True or False

Write TRUE if the statement is correct, otherwise change the underlined word/s to make the whole
statement correct. Write your answer on the space provided. (2 points each).
__________1. Classroom routines are systematically taught, reinforced, and monitored within the
context of the classroom (e.g., turning in homework, requesting assistance).
__________2. Teaching of life skills is part of the personal development curriculum.
__________3. Punishment is the acknowledgment or reward of good behavior or the prompt cessation of
bad behavior.
__________4. Reinforcement involves a negative consequence for an inappropriate behavior.
__________5. Counseling is about creating strong relationships with your clients that will empower them
to obtain mental health and to fulfill their goals.
Test III. SHORT ANSWER

Essay. Answer the following questions.
1. What is the main purpose of counseling?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
2. Based on your understanding, how does behavior affect the classroom?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFERENCES:
I. Online Documents
Cantor, Pamela et al. (2021)” The Science of Learning and Development: Enhancing the Lives of All
Young People” Published by Routledge, https://books.google.com.ph/books?id=i-
QsEAAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Gachenia, L., & Mwenje, M. (2020), “Effectiveness of school counseling programs on academic
achievement of secondary school students in Kiambu County, Kenya”, International Journal of Education,
Psychology and Counseling (IJEPC), 5(35), 58–64. Retrieved June 21, 2021, from
http://dspace.pacuniversity.ac.ke:8080/xmlui/handle/123456789/2927
Martella, Ronald C. et al. (2011) “Comprehensive Behavior Management: Individualized, Classroom, and
Schoolwide Approaches” Published by SAGE Publications, https://books.google.com.ph/books?
id=B_l0AwAAQBAJ&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false
Rechlicz, Jenny (2012), “Disciplinary Intervention” https://prezi.com/8yifjn0zmngp/edu-351-chapter-3-

disciplinaryinterventions/?
frame=fb9ca1547bcdd62dde31f48128134af1ff9f6402&fbclid=IwAR3hZHY8LoakAp_skjPyUDUOgbcE
UAzH_XdI9__ADWUCikHGo8cNABTjdJU
TIP Facilitator’s Manual for Behavior Management Book (2009),

https://www.education.gov.pg/quicklinks/documents/edu-policies/TIP-Behaviour-Management.pdf
Tomlinson, Carol Ann (October 2012) “Rising to the Challenging Challenge of behavior”,
https://www.quotemaster.org/behavior+management
II. Graphics & Image
https://www.cdc.gov/healthyyouth/classroom-management/behavior_management.htm
https://www.teacher.org/blog/managing-student-behavior/
http://www.tmcsea.org/behavior-services.html
https://stemlearning.in/peer-to-peer-learning-in-schools-with-msc/
https://www.thebalancecareers.com/conflict-resolutions-skills-2063739
https://www.kidtimechristianacademy.com/post/2017/08/24/conscious-discipline
https://www.justdial.com/Khammam/Sri-Dharani-Counselling-Personality-Development-Training-
Centre-Opp-LLorry-Owners-Association-Function-Hall-Paloncha/9999P8742-8742-191226234006-
B1Y3_BZDET
https://jdha85.wordpress.com/assertive-discipline/features-of-the-model/
APPENDIX 1
ROLE- PLAY RUBRIC
Name: ____________________________________ Date: ______________
Activity: __________________________________ GROUP NO: ____________
Assessment done by: ___________________________________________________________
Criteria: Rating
Speech was clear with appropriate volume and infection. 5 4 3 2
Role was played in a convincing, consistent manner. 5 4 3 2

Arguments and viewpoints expressed fit excellently. 5 4 3 2
Role Play was well prepared and organized. 5 4 3 2
Role Play captured and maintained audience interest. 5 4 3 2
COMMENT:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
APPENDIX 2
KEY TO CORRECTION
Part 1 (Answers may vary and accepts as long as it has connection to the corrections)
Differences
Proactive
● Controlling or creating a situation is being proactive, causing something to occur rather than
responding to it after it has already occurred.
Reactive
● One reacts to a circumstance rather than causing it or controlling it.
Similarities
● They both take action to solve a problem.
Part 2 (Answers may vary and accepts as long as it has connection to the corrections)
Peer Education Conflict Resolution Teaching Life Skills
Entails educating others by Method for two or more parties Refer to a group of core skills
imparting or exchanging health to amicably resolve a that can be learned through
knowledge, values, and behavior disagreement. For instance, a formal education and/or real-
to those who may have similar misunderstanding arises between world experience and that
social backgrounds or life you and a group member. You support individuals and groups
experiences. This method need to: in order to resolve this in successfully addressing issues
incorporates collaboration problem. (1) Determine the and challenges that arise often in
similar to discussion seminars to cause of the problem. What is daily life.
allow peers to argue the subject the issue at hand? (2) Find other
they have just learned about in a barriers by looking past the
group setting. It's usually conflict. (3) Establish a common
unstructured and made so that goal. (4) Think about how to
students can speak up whenever achieve the goal, and (5) draft a
they feel they have something contract.
significant to contribute.
APPENDIX 3
KEY TO CORRECTION
Exercise 1
Answers may vary and accepts as long as it has connection to the corrections
1. Through counseling, life matters. And it distinguishes everlasting learning experiences.
2. Discipline is important because it provides welfare. Also, it gives satisfaction to not overdrive the
limitation.
3. It usually happens during discussion where there are some students that neglect to listen and
understand the lesson topic. It is sometimes the reason why being an educator is exciting, to tame
and build a strong relationship to your students' growth and development.
APPENDIX 4
KEY TO CORRECTION
TEST 1
1. Classroom Management
2. Proactive classroom management
3. Conflict resolution
4. Life Skills
5. School counselor
TEST 2
1. TRUE
2. TRUE
3. Reinforcement
4. Punishment
5. TRUE
TEST 3
1) Through counseling, individuals are encouraged to think about their problems and thus come to a
greater understanding of the causes. As a result of this understanding people will, it is hoped,
commit themselves to taking action that will solve the problems. The kind of action taken will be
a person's own decision, although it may be guided, if necessary by the counselor.
2) A student's behavior can affect her ability to learn as well as other students' learning
environment. Students who behave disruptively by bullying other students, talking during lectures
or by requiring the teacher to interrupt lessons to discipline them can have a negative effect on an
entire classroom.
RESPONDING TO STUDENTS' ISSUES
Photo from: https://www.visitphilippines.org/about-philippines/education/
INTENDED LEARNING OUTCOMES:
● Discuss specific facts on how to deal with bullying
● Interpret critical incidents of students
● Apply knowledge about how child protection works
● Create something how to overcome stress management
TOPIC OUTLINE:
The following are the main sections in this discussion:

● Dealing with Bullying
● Critical Incidents
● Child Protection
● Stress Management
⮚ Learning Activities
⮚ Formative Assessments
⮚ Summative Assessments
DISCUSSION
A. DEALING WITH BULLYING
Photo from: https://businessmirror.com.ph/2019/09/26/online-bullying-remains-prevalent-in-the-

philippines-other-countries/
What Is Bullying?
When a person or group targets another individual, it is called bullying. People who bullies perceive as
outsiders may be made fun of.
What Are the Effects of Bullying?
People are frequently repeatedly targeted by bullies. Teens may become:
-experience anxiety, fear, tension, or depression
- having suicidal or self-harming ideas

-have issues with their academic assignments
-have issues with eating, sleep, mood, and energy
Photo from: https://www.verywellfamily.com/bullying-impact-4157338
What Kind of People Are Bullies?
Bullies can be male or female. Bullies include:
- Friendly and assertive. Bullies of this type may taunt you in public or
harm you physically.
- Silent and cunning. Bullies of this type may attempt to manipulate

covertly. They might launch a false rumor undercover to see what
happens.
- Falsely friendly. This kind of bully may pose as your friend to get information from you while doing
cruel things behind your back.
Photo from: https://why.do/why-do-bullies-bully-people/
What Can I Do?
If you're being bullied or know someone who is, there are several things you can do to stop it. One can:
- Tell a responsible adult.
- Disregard the bully and leave.
- Stride tall and with confidence.
- Avoid physical contact.
- Speak with the bully.
- Develop your confidence.
- Discuss it.
- Discover your real buddies.
- Speak out when you notice friends or others being bullied.
- Participate in the anti-violence or bullying initiatives at your school.

What doesn't work in stopping bullying
Bullying prevention techniques that DO NOT work include:
- Retaliation
- Bullying the bully
- Disregarding it and leaving.
- Just engaging in games with a different set of kids
- Keeping quiet about the issue.
What schools can do to prevent bullying
Bullying is most frequently expressed verbally, especially when it involves remarks about a
person's looks or sexuality (see homophobia advice sheet). We observe cyberbullying more frequently
(which is dealt with separately).
- One of the most effective ways to stop bullying is to create a school environment that is blatantly pro-
learning and in which everyone in the school community is given and communicates the message that
"violence is neither anticipated nor allowed here."
- The prevention of bullying must be a constant part of the educational process.
Be proactive
- Collaborative cultures do not develop accidentally. Planning and creation are required for them.
The main school values should be established, lived, and communicated by the school. The school's
organizational structures should be examined, and they should seek ways to strengthen the bonds between
faculty, parents, and students.
Reduce anonymous space
Bullying flourishes when there are no adults there to stop it. By decreasing the quantity of unowned,
anonymous space, schools where violence has been an issue improve.
- Reverting to the primary school approach of assigning specific instructors to specific classrooms has
been successful in secondary schools.
Determine the extent of bullying
Encourage anyone who is aware of bullying to come forward.
- Students and parents can alert the school to bullying by filling out surveys, drawing maps of the school,
conducting random bullying audits, and posting on websites.
Sensitize and involve the peer group
The majority of students want bullying to end, but they don't believe they can, and many have doubts
about whether their instructors can. Make sure the pupils are aware that bullying is not tolerated and that
any reports of it will result in appropriate action.
Have a good transition program
Less bullying occurs in schools that have a successful transition program for new pupils.
Develop resilience
Resilient students are far less likely to bully other students or become victims themselves.
What If I'm the Bully?
Some people use bullying as a coping mechanism for their own stress, rage, or frustration. Bullies can
possibly have been bullied themselves and now seek to use bullying to demonstrate their might.
If you've intimidated someone:
- Try discussing why you've turned into a bully with a trusted adult. Ask them for suggestions on how you
might improve.
- Consider what the victim of bullying could be feeling. Consider your feelings if you were the target.
Despite the fact that people differ from one another, it's crucial to treat everyone with respect.
What parents can do as a first step
- A parent's child's school is their most effective ally in the fight against bullying. Sadly, bullying occurs
in some form or another at every school. This means that staff members are trained on how to properly
deal with it and that it is recognized by all schools as a significant issue with detrimental effects.
- Parents should contact the school as soon as possible. You can talk to the school without getting your
child's permission. Children who are bullied naturally experience fear and worry that taking any action
would make the situation worse. They can attempt to dissuade you from speaking to the school. Making
the decision to speak with the school as a parent is the answer. Later, you may always tell your child what
action you have taken.
Things You Should Know
1. Deny the bully the satisfaction of getting you by turning your back on them and leaving. Pretend you
can't hear them.
2. Take a deep breath, gather your courage, and firmly say "no" to the bully.
3. Use non-emotional terms to describe the bully's behavior; this will help you speak without becoming
upset.
4. Use distraction strategies to divert your attention away from the bully so they can't see how you
actually feel.
5. Laugh it off to show the bully they can't control your emotions and deflect the aggressor with humor.
6. As much as you can, stay away from the bully; if they can't see you, they won't bully you.
7. Keep in close contact with your pals since bullies are less likely to target you if you're with them.
8. Inform a trusted adult about the bullying so they can support you in dealing with your bully. Report the
bullying to a higher authority.
9. Practice self-affirmation: Repeat positive statements to yourself to help you remember to be proud of
who you are.
10. Stay upbeat and resist the impulse to defame your tormentor or to lower yourself to their level.
11. Take control of your stress. Stress reduction techniques can help you feel less overwhelmed by
bullying.
12. Take a fresh look at the bully: Bullies are displeased individuals who vent their resentment on others.
13. Be an ally to others and assist them in dealing with their bullies to break the bullying cycle.
Be aware
At any given time, bullying impacts around 20% of the student body.
Although we lack precise data spanning many years, we think that
bullying was more common when the majority of parents were still in
school. We weren't as cognizant of bullying in the past as we are now.
Because of this, some parents can hold the false impression that bullying is largely unavoidable.
Fortunately, during the past few years, we have significantly improved our effectiveness in this area.
Photo from: https://www.vectorstock.com/royalty-free-vector/be-aware-rubber-stamp-vector-12390948

What schools can do to intervene in bullying incidents
The strategy and the method of shared concern are the two main research-based strategies employed for
stopping bullying in schools. The following techniques for addressing bullying events have been applied
successfully both in Australia and abroad.
● The no blame approach

The no blame strategy can be applied rapidly to groups of kids and involves them in empowering and
cheering on children who have been bullied at school.
● The method of shared concern

The shared concern method entails one-on-one discussions with each student who has been the target of
bullying, followed by follow-up until the problem has been remedied.
B. CRITICAL INCIDENTS
WHAT ARE CRITICAL INCIDENTS?
A critical incident is an event which is out of the range of normal experience and involves the
perception of a threat to life. Most people would be severely shaken by a critical incident but are likely to
recover from its impact with appropriate support. The World Health Organization (WHO) describes it as
an event that is sudden and unexpected. Examples of these incidents include line of duty deaths or serious
injury to operations personnel. By their nature, frontline staff such as those who work in the healthcare
sector, emergency, military, security, rescue, enforcement and others who operate in similar industries
within the private sector, are engaged in higher risk activities and are actively exposed to these stressors
in their line of work.
Analysis of critical incidents is one of the approaches of teacher professional development. A

critical incident is any unplanned event which takes place during a class. Teachers can analyze any of
their lessons and can make a particular event critical by reflecting on it. They then use the incidents for
future reference.
The International Critical Incident Stress Foundation (ICISF) defines a critical incident as a
“stressor event that has the potential to lead to a crisis response in many individuals. This is the stimulus
that sets the stage for a crisis response.” Critical incidents do not always involve the death of a student,
parent or faculty member. The most common critical incidents however include the serious illness or
death of someone in the school or extended school community. Other incidents might include natural
disasters such as a flood or ice storm that impacts the whole community as well as the school. Other
events might include suicides, terrorist shootings or public health threats such as pandemic flu.
Some examples of critical incidents affecting schools are as follows:
● The death of a member of the school community through sudden death, accident, terminal illness
or suicide.
● An accident involving pupils or staff on or off the school premises. An accident/tragedy in the
wider community.
● A physical attack on staff member(s) or student(s) or intrusion into the school.
● Serious damage to the school building through fire, flood, vandalism etc.
● The disappearance of a member of the school community.
THE IMPORTANCE OF A PLANNED RESPONSE
When a critical incident occurs, there is little time for reflective and inclusive decision making.
Just as schools have plans for fire drills, schools should also develop generic plans for responding to
critical incidents. Emergency procedures need to be practiced by staff, just as fire drills are practiced to
ensure that the school is ready to deal effectively with a critical incident.
GOALS FOR MANAGING CRITICAL INCIDENTS
Strategic planning is a key part of managing a response to a critical incident. At some level, a
school is always in either the planning or response phase of crisis management. The following items are
suggested behavioral health goals for a school community.
Planning Phase:
● Have a school or district-wide behavioral health response team in place

● Identify external community behavioral health resources and build relationships before the crisis
● Provide faculty awareness and training in the areas of the emergency response plan, critical
incident response roles and responsibilities, psychological first aid, and suicide
prevention/postvention
● Include behavioral health issues in school based exercises and drills
● Update faculty and community contact information regularly Response Phase:
● Ensure safety of students and staff
● Maintain stability of school operations
● Provide leadership, including planning and support for helpers
● Maintain consistency of information control
● Address the emotional needs of students, parents, faculty and staff
● Request assistance when internal school or district resources are overwhelmed or insufficient to
meet needs
● Promote sense of community within the school
● Collaborate with external resources as determined by ongoing assessment
● Continue to monitor the behavioral health needs of students and staff during the post-crisis period
NEEDS OF VARIOUS GROUPS
Following the impact of a critical incident, it is necessary to assess the needs, including behavioral health
needs, of specific groups. The response to this event should take into account these various needs as well
as the general goals defined above, so that school administrators have a structured framework at the time
of crisis from which to operate. By considering these needs in advance, chaos and spontaneous or
emotion-laden decisions may be avoided or minimized.
Common Needs of Everyone Affected:
● Information about the event

● Permission and a place to grieve, as necessary
● Emotional support Administrator Needs
● Information about the deceased or the incident
● System for contacting necessary crisis resources
● Strategy for responding to staff, student, parent, community & media requests
Faculty Needs:
● Information about the school’s response plan

● Preparation for student reactions
● Guidance in structuring the school activities
● Involvement in the identification of high-risk students
● Information about resources within the school and community
Student Needs:
● Information about the incident, as age appropriate

● Outreach, especially to those students most affected by the incident
● Information about resources within the school and community
Parent Needs:
● Knowledge about the safety of the children and Information about the school’s response
● Information on preparing for their children’s reactions and questions
● Opportunity to be of service in appropriate ways Community needs: (depending on the event)
● General information about how the school is managing the incident
● Opportunity to be of service in appropriate way
C. CHILD PROTECTION
Photo from: https://isshinternational.org/4121/showcase/child-protection-policy-enhances-safety-and-

security/
"Every child has the right to live free from violence, exploitation and abuse."
- UNICEF
Child protection refers to the actions taken by organizations such as Children's Services, law enforcement,
and health care providers to keep children safe from abuse and neglect. Child abuse can include physical,
emotional, sexual, exploitation, and grooming.
Children are subjected to subtle forms of violence, exploitation, and abuse. It occurs in every country, and
it occurs in places where children should be the most protected: their homes, schools, and online.
Physical, emotional, or sexual violence against children is all too common. And in many cases, children
suffer at the hands of the people they trust.
Children are especially vulnerable in humanitarian settings. During times of armed conflict, natural
disasters, and other emergencies, children may be forced to flee their homes, some separated from their
families and subjected to exploitation and abuse. They run the risk of getting hurt or dying. Armed forces
may seek to recruit them. Gender-based violence is on the rise, particularly among girls and women.
What is child abuse?
It is any act which inflicts physical or psychological injury, cruelty to or the neglect,
sexual abuse of, or which exploits, a child.
Photo from: https://yourdost.com/blog/2016/02/what-is-child-sexual-abuse-and-how-to-fight-it.html?

q=/blog/2016/02/what-is-child-sexual-abuse-and-how-to-fight-it.html&
What is child neglect?
It is failure of a parent or legal guardian to provide, for reasons other than poverty,
adequate food, clothing, shelter, basic education or medical care so as to seriously
endanger the physical, mental, social and emotional growth and development of the
child.
Photo from: https://www.wakecounseling.com/therapy-blog/child-emotional-neglect
What is child sexual abuse?
It is the employment, use, persuasion, inducement, enticement or coercion of

child to engage in, or assist another person to engage in sexual intercourse or
lasciviousness conduct or the molestation or prostitution of, or the commission of
incestuous acts, on, a child.
Photo from: https://www.claritycgc.org/child-sexual-abuse-3/
United Nations High Commissioner for Refugees

UNHCR protects children (people under the age of 18) by responding to their specific needs and the risks
they face. It protects and campaigns against all forms of discrimination; prevents and responds to abuse,
neglect, violence, and exploitation; provides immediate access to appropriate services; and provides long-
term solutions in the best interests of the child. Children's lives are devastated by forced displacement and
emergencies, and boys and girls are especially vulnerable due to their age and social status.
Photo from: https://www.im-portal.org/membership/members/united-nations-high-commissioner-for-

refugees-unhcr
DepEd Order No. 40, series 2012, or the "DepEd Child

Protection Policy," institutionalized zero tolerance against any
form of violence against the child and provided for the
establishment of a Child Protection Committee (CPC) in all
public and private schools.
Policy to provide special protection to children who are gravely

threatened or endangered by circumstances that interfere
with their normal development and over which they have no control, and to assist the responsible
agencies in their rehabilitation.
Photo from: https://issuu.com/deped.philippines/docs/depedcpp
Different forms of child abuse
Child abuse can take many different forms. Children are frequently subjected to multiple forms of abuse.
According to the Office of National Statistics, 44% of victims experienced multiple types of abuse. For
example, physical or sexual abuse is frequently followed by emotional abuse. The four major types of
abuse that require child protection are listed.
1. Physical abuse
It refers to the use of physical force against a child on purpose. This puts the
child's health, development, dignity, and survival at risk. Physical abuse
includes hitting, kicking, biting, burning, strangling, poisoning, and
suffocating, among other things. Some forms of physical abuse are common
in many countries in the name of discipline. Physical abuse can be fatal in
some cases.
Photo from: https://genes2teens.com/physical-abuse-of-children-the-long-term-effects-that-never-go-
away/
2. Sexual abuse
Sexual abuse is defined by WHO as the involvement of a child in sexual

activity that he or she does not fully comprehend and is unable to give
informed consent to; for which the child is unprepared; and anything else that
violates societal laws or social taboos.
Photo from: https://www.alestiklal.net/en/print/10525/C7
3. Emotional abuse
Emotional child abuse is also known as psychological child abuse. It is

characterized by a pattern of verbal and nonverbal behaviors that are harmful
to the child. It has a negative impact on a child's self-esteem and emotional
well-being. Emotional abuse consists of both verbal and emotional assault.
They are constantly subjected to humiliation, threats, and criticism. Children
are frequently isolated, ignored, or made to feel rejected by their abuser in this
type of abuse.
Photo from: https://www.rnceus.com/Child_abuse/emotional_abuse.html
According to WHO this type of abuse includes the following –
Restriction of movement
Belittling
Blaming
Threatening
Frightening
Discriminating
Other non-physical forms of rejection
Hostile treatment
4. Neglect
This is the most prevalent type of child abuse. Child neglect is defined as the failure to meet a child's
basic needs. Physical, emotional, medical, and educational requirements are all included. A child who has
been neglected may not receive the necessities. Food, shelter, affection, supervision, and education are
just a few examples.
Photo from: https://www.familyblawg.com/child-custody/signs-that-your-child-may-be-abused-or-

neglected-at-daycare/
D. STRESS MANAGEMENT
What Is Stress?
According to Maryville University, Stress is defined scientifically as a biological and

psychological reaction to difficult situations in our lives. We've all had that anxious feeling, that sense of
an impending deadline that causes our thoughts to narrow and our heart rate to rise.
Stress can be beneficial at times because it allows us to focus and complete tasks efficiently.
However, if we are stressed too frequently, the biological response begins to affect our bodies.
Meanwhile, chronic stress can make us more vulnerable to psychological conditions such as anxiety
disorders or depression.
Types of Stress
It is crucial to understand that not all stress is the same. Knowing the different types of stress can
help you understand when it can help you and when it can hurt you during your college career. The
American Psychological Association identifies three kinds of stress:
● Acute Stress
When we think of stress or stressful situations, we usually think of acute
stress. Acute stress occurs when we are confronted with a stressful situation,
such as the day before an important paper is due or during final exam week.
In small doses, it can help us focus and push through to the other side,
where our stress will be
● Chronic Stress
Chronic stress is the type of stress that we are all concerned about. While
acute stress is felt in relatively short bursts and can help people focus on
an issue or work hard on a difficult problem, chronic stress grinds down
on people who have problems that do not have quick solutions. Chronic
stress, if left unresolved, can lead to death by suicide, heart attack, or
other illnesses. A student who is dealing with financial difficulties at
school may experience chronic stress.
● Episodic Stress
Similarly to acute stress, episodic stress manifests itself in response to
particularly stressful situations. Those who suffer from episodic stress, on the
other hand, appear to face stressful situations regularly, experiencing one
episode of stress after another. While someone who faces a difficult academic
challenge on a regular basis may be said to be experiencing acute stress,
someone who constantly puts off assignments until the last minute or fails to
study for tests will most likely be experiencing episodic stress.
Stress Symptoms
Although most of us know stress as a kind of feeling that we get in certain situations, it actually manifests
in a variety of symptoms across the body and mind.
Physical Symptoms of Stress
- Fatigue
- Digestive issues
- Trouble sleeping
- Pain in your chest
- Muscle pain or tension
- Headache
-
Emotional Symptoms of Stress
- Depression or sadness
- Irritability
- Restlessness
- Anxiety
-
Behavioral Symptoms of Stress
- Emotional outbursts
- Decreased social activity
- Using drugs or drinking
- Eating too much or too little
- Getting less physical activity
Cognitive Symptoms of Stress
- Inability to focus
- Feeling worried constantly
- Losing sense of organization
- Constantly wakeful and alert, even when tired
What Are the Common Causes of Student Stress?
It is obvious that students meet different situations that provide stress. Every student responds to
stressors in different ways, but some situations are almost always stressful. Another study found that
much of high school students' stress originates from school and activities, and that this chronic stress can
persist into college years and lead to academic disengagement and mental health problems.
Common Sources of Student Stress include:
- School
- Homework
- Extracurricular activities
- Social challenges
- Transitions (e.g., graduating, moving out, living independently)
- Relationships
- Pressure to succeed
- Work
Stress Management
Stress management is an effective method for dealing with the stressors that people face
throughout their lives. The term "stress management" refers to a variety of strategies and techniques for
dealing with stress. The meaning of stress management is to lessen the negative effects of stress and to
improve a person's physical and mental well-being. Self-care, managing one's response to stress, and
making changes to one's life when in a stressful situation are all examples of stress management
(Langford, 2022).
Stress Management Techniques
The ability to manage stress is really an important issue when it comes to the topic of stress. Due
to this, the Canadian Clinic Community Health Center has laid down some stress relieving techniques
which can help a lot, especially for students.
Below there are some techniques and methods that can help reduce stress:
Relaxation means treating and relaxing all stress centers in the body and gradually checking
mechanisms that may lead to stress, thereby reaching
complete relaxation both inside and outside the body.
In this process, all the muscles, internal organs, and
joints of the body, as well as the emotions and the
mind should become relaxed. In the beginning,
relaxation should be a conscious effort, though in the
end all parts of the body, including the mind, should
be naturally relaxed. Stress could be an issue that will
cause illness in the body and also the mind. When stress appears in any part of the body, the natural
function of that part of the body may be impaired, and a state of the disorder may gradually develop.
When this state reaches a certain level, the disease will be the result. Thus, removing stress will mean
eradicating the supply of some illnesses. These are a few relaxation strategies that assist students to
evoke the relaxation response and reduce stress, such as Breath focus, Body scan, Guided Imagery,
Mindfulness meditation, Yoga, Tai chi, Repetitive prayer, exercise, Music, and Art therapy.
A technique that may facilitate the management of stress is meditation. It cultivates mindfulness
and it can be particularly effective at reducing stress, anxiety, depression, and other negative emotions.
Mindfulness is the quality of being fully engaged in the present moment, without overthinking or
analyzing the experience. Instead of worrying about the longer term or home in the past, Mindfulness
meditation switches the main target on what's happening without delay. Mindfulness meditation is not up
to partitioning out. It takes an endeavor to keep up your concentration and to bring it back to this moment
once your mind wanders otherwise you begin to flake out. However, with regular practice, mindfulness
strengthens the areas of the brain associated with joy and relaxation. Mindfulness provides a potentially
powerful remedy to the common causes of daily stress like time pressure, distraction, agitation, and
interpersonal conflicts. The ways in which to
meditate will embody Guided meditation, Mantra
meditation, Mindfulness meditation, and
Transcendental meditation.
Another method, which is easy to

practice, is deep breathing: It releases tension
from the body and clears the mind, improving
both physical and mental wellness. We tend to
breathe shallowly or perhaps hold our breath
once we are feeling anxious. Typically we tend to not even be conscious of it. Shallow breathing limits
your oxygen intake and adds any stress to your body. Breathing exercises can help to reduce this stress.
The key to deep respiration is to breathe deeply from the abdomen, obtaining the maximum amount of air
attainable into your lungs. After you take deep breaths from the abdomen, rather than shallow breaths
from your upper chest, you inhale more oxygen. The additional oxygen you get, the less tense, short of
breath, and anxious you are feeling. This type of respiration is termed “diaphragmatic breathing”. It
means to breathe from the depths of your abdomen, instead of from your chest.
● Diaphragmatic Breathing: diaphragmatic breathing, or abdominal or belly or deep breathing is

marked by the expansion of the abdomen rather than the chest when breathing. It involves fully
partaking the abdomen, abdominal muscles, and diaphragm when respiration. This implies
actively pulling the diaphragm down with every inward breath. During this method,
diaphragmatic breathing helps the lungs fill a lot of efficiently. It should also
promote a sense of calm or relaxation. Diaphragmatic breathing is also a useful
add-on treatment for individuals with anxiety or respiratory conditions like
COPD or respiratory illness. However, it is not an efficient standalone treatment
for these conditions.
The Power Breath: stands straight with your arms by your sides. Inhale deeply
and fully, filling yourself with the breath to the most capacity. Hold your breath for half a
minute. Then exhale powerfully through the mouth along with your lips like a pipe. As
you exhale through the mouth, draw your lower abdomen in tightly, squeezing the breath
out. When you have completed the exhalation, inhale tightly, exhale, and relax for a moment. This breath
will be performed up to seven times. The power of breath supercharges the body-mind. It saturates your
entire system with prana (Prana is the Indian word for the energy of the breath). It develops mental
clarity, purifies the blood, and builds robust, powerful lungs.
The Jacobson technique of progressive muscle relaxation is very easy and works well to come
down from high-level stress. Combined with yogistic breathing it is very effective. Jacobson’s relaxation
technique could be a variety of medical aid that focuses on tightening and relaxing specific muscle groups
in sequence. It’s also known as progressive relaxation therapy. By concentrating on specific areas and
tensing and relaxing them, you'll become more conscious of your body and physical sensations. The
physical component involves the tensing and relaxing of muscle groups over the legs, abdomen, chest,
arms, and face. In a sequential pattern, with eyes closed, the tension of the individual is placed in a given
muscle group purposefully for approximately 10 seconds and
then releases for 20 seconds before continuing with the next
muscle group. The mental component needs that the
individual focuses on the distinction between the feelings of
tension and relaxation. With observation, the patient learns
the way to effectively relax during a short amount of time.
Individual "appraisal" of potentially stressful events

and stressors, as well as available coping methods, determine
whether biological reactions occur and impair the subject or not. We all respond to stress differently and
require different coping mechanisms due to "subjectivity" (genetics, prior experiences). In addition to
"physiological methods," "mental techniques" are also necessary:
“Instrumental” management of stress:
We need competencies in the subjects we have to learn; that means, we must learn to learn. We
need further social competencies (mutual support etc.); self-management competencies (planning,
organizing, preparation for exams in time, establishing a good working place, ...). Very important, but the
most difficult one is mental management of stress: accepting reality, self-control (accepting your own
limits, for instance, to ask, whether the steps are too high), critical analysis of one’s own appraisals (am I
really a loser?), comparison of all achievements, change of thinking (exams as challenges, not as threats),
self-affirmations (I will succeed, I am well prepared, etc ...).
What Can Teachers Do?
According to the American Psychological Association (2021), teachers play an important part in
creating and maintaining healthy environments for students to learn and grow. Avoiding students who
exhibit signs of stress does nothing to help them. Teachers play an important role in guiding students
suffering from excessive stress to professionals in the building who can be of assistance. Teachers can
help students who are expressing stress by providing emotional support, promoting positive peer
relationships, and connecting students with other professionals in the school who may be helpful
resources.
DO DON’T
Listen, express understanding and (if Avoid or ignore the student, express
applicable) concern, and offer assistance.
For example, "I notice you seem a bit displeasure, or pass judgment.
stressed (or worried or distracted) lately,". Is
there anything I can assist you with? ”
Provide students with coping strategies. A Send the student away immediately (for
"peace area" in your classroom where instance, to the principal's office).
students can quietly reflect or participate in
calming activities can be beneficial. Tactile
activities may interest younger students
(e.g., Zen Garden, calming jar, Buddha
Board, blowing a pinwheel). Writing in a
journal or meditating may be beneficial for
older students.
Speak with the student in private (but with Address or share the student’s behavior
the door open if you are in physical space). publicly.
Remind students that you care about their Ignore or avoid both the student and the
academic and social success. For example, problem.
"I care about you, and I know the great work
you're capable of," but be careful not to
exacerbate their stress if it appears to be
related to academic performance.
Consult with colleagues who work closely Gossip about the student’s behavior.
with the student. This may provide a more
complete picture of the problem and aid in
determining whether the behaviors persist in
other classes, between classes, or during
extracurricular activities.
Continue to monitor the student. If they Assume that if the stress-based behaviors
continue to exhibit stress-related behaviors diminish or appear to have disappeared, that
for an extended period of time, or if the they might not return or be retriggered.
behaviors reappear after displaying to have
abated, consult with the school counselor
concerning introducing stronger support
resource opportunities.
Refer Students To Further Help If Needed.
● Review your school policy for seeking student support.

● Contact school counselors, psychologists, social workers and other personnel with any questions,
suggestions, concerns, or resources.
LEARNING ACTIVITIES:
Learning Activity 1: I-RESPONSE!
Directions: Form a group with 6 members and discuss the different types, things to consider, and effects
of bullying. After discussing, create a simple 3-5 minutes skit showing what a person should do if he/she
encountered a bully. The skit is graded by a criteria presented below:
Criteria:
Message and Content- 40%
Story- 30%
Creativity- 15%
Overall Performance- 15%
Total- 100%
Learning Activity 2: Think. Write. Make Sense.
Directions: On a one bond paper, draw a picture of a thing which you think symbolizes a student who is
being a victim of different issues and how he faced it. After drawing, write a word, phrase or a sentence
explaining the whole drawing.
Ex.
“Growing”
Name: Score:
Sr-code: Date:
Exercise 1: Stick-Note Storm
Directions: Each student will write down their thoughts and understanding about the topic. As many as
they can think of - one idea per sticky note - and stick it to the center of the board. Create one or two
sentences in identifying the main point of the lecture.
“Responding to Students Issues”
Exercise 2: Think-Pair-Share
Directions: Find a partner. Share your thoughts and make an infographics that represent your
understanding in your chosen critical incidents and ways to address it. Everyone will have the opportunity
to utilize their gadgets and prefer online applications to do the activity.
Exercise 3: Word of the Wise
Directions: What are some “ wise words” you think need to be shared about today’s lesson?
Name: Score:
Sr-Code: Date:
Exercise 1: World of ParaDICE!
Directions: There is a prepared dice. Each student will roll a dice with a corresponding number on each
side. Each number has a wheel of words. Whatever number and words that were picked by the students,
they will explain it for one minute like they are having an Impromptu Speech. The speech is provided by
a criteria presented below:
Words that can be assigned:
Bullying
Protection
Student’s Journey
Roles of Teachers
Incidents
Protection
Policy Making
Child Protection Policy
Roles of Parents
Discrimination
Stress Management
Resilience
Action
Abuse
Negligence
Family
CRITERIA PERCENTAGE
Content and Message 40%
Relevance to the Topic 35%
Delivery and Impact 25%
Total 100%
Exercise 2: Student with Vision!
Directions: On a bond paper, write a brief statement about what you see to every school institution if
student issues diminish or lessen. Also, create a slogan as a campaign to stop bullying and other student
issues.
SUMMATIVE ASSESSMENT 1
Name: ___________________ Score:____________
Student Number: _______________ Course: _______ Date Submitted: _________
Bullying
1. It is a form of aggressive behaviour in which someone intentionally and repeatedly causes

another person injury or discomfort.
a. Bullies
b. Sufferer
c. Bullying
d. Victim
2. Resilient students are far less likely to bully other students or become victims themselves.
a. Have a good transition program
b. Sensitize and involve the peer group
c. Be proactive
d. Develop resilience
3. What doesn't work in stopping bullying

a. Keeping quiet about the issue.
b. Responsible and kind
c. Silent and cunning
d. Falsely friendly
4. What Are the Effects of Bullying?

a. They might launch a false rumor undercover to see what happens.
b. Experience anxiety, fear, tension, or depression having suicidal or self-harming ideas
c. Participate in the anti-violence or bullying initiatives at your school
d. Engaging in games with a different set of kids
5. What Kind of People Are Bullies? Which of the following statement is not belong?
a. Friendly and assertive
b. Responsible and kind
c. Silent and cunning
d. Falsely friendly
Critical Incidents
1. It is an event which is out of the range of normal experience and involves the perception of a
threat to life.
a. Critical Incidents
b. Bullying
c. Stress Management
d. Child Protection
2. Which of the following statements is not belong to Planning Phase?

a. Update faculty and community contact information regularly Response Phase:
b. Ensure safety of students and staff
c. Maintain stability of school operations
d. Information about the event
3. Common Needs of Everyone Affected:

a. Preparation for student reactions
b. Information about the incident, as age appropriate
c. Emotional support Administrator Needs
d. Knowledge about the safety of the children and Information about the school’s response
4. Student Needs:
5. Faculty Needs:
Child Protection
1. It refers to the actions taken by organizations such as Children's Services, law enforcement,
and health care providers to keep children safe from abuse and neglect.
b. Bullying
d. Child Protection
2. It is any act which inflicts physical or psychological injury, cruelty to or the neglect, sexual
abuse of, or which exploits, a child.
a. Bullies
b. Child Abuse
c. Bullying
d. Victim
3. What is child sexual abuse?
a. It is the employment, use, persuasion, inducement, enticement or coercion of child to engage in,
or assist another person to engage in sexual intercourse.
b. It is failure of a parent or legal guardian to provide, for reasons other than poverty, adequate
food, clothing, shelter, basic education or medical care
c. It is any act which inflicts physical or psychological injury, cruelty to or the neglect, sexual
abuse of, or which exploits, a child.
d. It refers to the use of physical force against a child on purpose
4. These are the different forms of child abuse, which in not included?
a. Physical abuse
b. Sexual abuse
c. Material Abuse
d. Neglect
5. It protects and campaigns against all forms of discrimination; prevents and responds to
abuse, neglect, violence, and exploitation.
a. United Nations High Commissioner for Refugees
b. DepEd Order No. 40, series 2012, or the "DepEd Child Protection Policy
c. Child Protection
d. Defend mechanism
Stress Management
1. This is an effective method for dealing with the stressors that people face throughout their
lives.
b. Bullying
d. Child Protection
2. Which of the following Stress Symptoms is not belong?

a. Physical Symptoms of Stress
b. Financial Symptoms of Stress
c. Emotional Symptoms of Stress
d. Cognitive Symptoms of Stress
3. These are the common sources of student stress, which is not included?
a. School
b. Homework
c. Extracurricular activities
d. Healthy relationship
4. In this process, all the muscles, internal organs, and joints of the body, as well as the
emotions and the mind should become relaxed.
a. Relaxation
b. Meditation
c. Deep breathing
d. The Power Breath
5. This technique could be a variety of medical aid that focuses on tightening and relaxing
specific muscle groups in sequence.
a. Jackson technique of progressive muscle relaxation
b. Jacobson technique of progressive muscle relaxation
c. Jayson technique of progressive muscle relaxation
d. Jake technique of progressive muscle relaxation
Name: ___________________ Score:____________
Student Number: _______________ Course: _______ Date Submitted: _________
SUMMATIVE ASSESSMENT 2: AMPLIFY-APPLY!
Directions: The class will be divided into six (6) groups. Each group will create feasible solutions to
some of the Student issues based on the recent discussion. You will demonstrate the issues and highlight
solutions using a creative Presentation. The presentation is graded by the criteria presented below:
● Bullying
● Critical Incidents
● Child Abuse
● Stress
Criteria:
CRITERIA POINTS
CONTENT 30 POINTS
PRESENTATION 20 POINTS
CREATIVITY 20 POINTS
ORGANIZATION 15 POINTS
TEAMWORK 15 POINTS
TOTAL:
References:
A Dealing with Bullying
Styzek, K. & Carreau, G. (2022). How to Deal With Bullies. Chicago Public Schools.
https://www.wikihow.com/Deal-With-Bullies
Gavin, M. (2019). Dealing With Bullying.
https://kidshealth.org/en/teens/bullies.html#thelou
Victoria State Government (2020). Dealing with bullying.
https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/adviced
ealingwithbullying.aspx
https://lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Superal, V. (2016). Child Protection Policy.
https://www.slideshare.net/vickysuperal/dep-ed-order-number-40-series-of-20
12
B. Critical Incidents
WHO. (2022). What are Critical Incidents?
https://www.workpositive.ie/information/whatarecriticalincidents
DBHRT. (2019). Responding to Critical Incidents in Schools.
https://schoolsafetyresources.nh.gov/wp-content/uploads/2019/02/Responding
-to-Critical-Incidents-in-Schools-Behavioral-Health-Plan-Jan-2019.pdf?
fbclid=IwAR3fSjhI9iNTlwms4yUYynnW5MxfsYyZcCOoO4WnD4wi2iyYZCJqToJ_xIs
C. Child Protection
UNICEF. Child protection
https://www.unicef.org/child-protection?fbclid=IwAR2g2Eq1sxSUWWe8AX
pki3w5jmZLmO9DPLHmt8CoTVA8mWtm34pRxfY6X_U
DOJ. (2018). Child Protection Program.
https://www.doj.gov.ph/child-protection-program.html?fbclid=IwAR3xQxCJ9
5OlP6jrVNZnQrrWpZoveIpHQpNlvclFUoWe0aEjtSKv7Eqvp0Q
UNHCR Child Protection - https://emergency.unhcr.org/entry/43381/child-protection?

fbclid=IwAR1FF1dQWcEEFE5NF4SN02L1m14yFoUv1m32DS7txznMEDREkfuywyJ5vC4
DepEd Order No. 40, series 2012 “DepEd Child Protection Policy” -
https://www.deped.gov.ph/2018/12/21/statement-on-prevention-of-bullying-in-public-and-private-
schools/?fbclid=IwAR3Q0AgjiiEamkdBXWppUFGN8JgPYcQwDN9n5opOC6yU0z5WAvrD2-CXdbA
Training Express. (2021). CHILD PROTECTION: HOW TO RECOGNIZE THE
SIGNS OF CHILD ABUSE.
https://www.trainingexpress.org.uk/child-protection/
D. Stress Management
Scott, E. (2022). Top 10 Stress Management Techniques for Students.
https://www.verywellmind.com/top-school-stress-relievers-for-students-31451
79
Maryville university. Stress in College Students: Recognize, Understand, and Relieve School Stress.
https://online.maryville.edu/blog/stress-in-college-students-recognize-understa
nd-and-relieve-school-stress/
Kassymova, K., Kosherbayeva, N., & Sangilbayev, S. (2018). Stress management techniques for
students.
https://www.atlantis-press.com/proceedings/ictppfms-18/25902973
AMERICAN PSYCHOLOGICAL ASSOCIATION. (2021). STUDENTS EXPERIENCE STRESS.
https://www.apa.org/ed/schools/primer/stress-health-primer.pdf
Johnson, J. (2020). What to know about diaphragmatic breathing.
https://www.medicalnewstoday.com/articles/diaphragmatic-breathing
Goldman, R. (2020). What is Jacobson's Relaxation Technique?
https://www.healthline.com/health/what-is-jacobson-relaxation-technique#take
away
Pictures:
https://www.atlantis-press.com/proceedings/ictppfms-18/25902973?
fbclid=IwAR0xS2dWKfs4Mka0Ys5oHIrJqAWn9GRBAW5RucW3FZcATIM_fnOk3_WyGMM
https://www.visitphilippines.org/about-philippines/education/
https://businessmirror.com.ph/2019/09/26/online-bullying-remains-prevalent-in-the-philippines-other-
countries/
https://www.verywellfamily.com/bullying-impact-4157338
https://why.do/why-do-bullies-bully-people/
https://www.vectorstock.com/royalty-free-vector/be-aware-rubber-stamp-vector-12390948
https://isshinternational.org/4121/showcase/child-protection-policy-enhances-safety-and-security/
https://yourdost.com/blog/2016/02/what-is-child-sexual-abuse-and-how-to-fight-it.html?q=/blog/
2016/02/what-is-child -sexual-abuse-and-how-to-fight-it.html&
https://www.wakecounseling.com/therapy-blog/child-emotional-neglect
https://www.claritycgc.org/child-sexual-abuse-3/
https://www.im-portal.org/membership/members/united-nations-high-commissioner-for-refugees-unhcr
https://issuu.com/deped.philippines/docs/depedcpp
https://genes2teens.com/physical-abuse-of-children-the-long-term-effects-that-never-go-away/
https://www.alestiklal.net/en/print/10525/C7
https://www.rnceus.com/Child_abuse/emotional_abuse.html
https://www.familyblawg.com/child-custody/signs-that-your-child-may-be-abused-or-neglected-at-
daycare/
APPENDIX
1. C 11. D
2. D 12. B
3. A 13. A
4. B 14. C
5. B 15. A
6. A 16. C
7. D 17. B
8. C 18. D
9. B 19. A
10. A 20. B
MANAGEMENT OF STUDENTS' BEHAVIOR AND WELLNESS

“The Whole Child Approach to Education (With Lesson Planning)”
INTENDED LEARNING OUTCOMES
After completing this topic, the students should be able to:
● Identify the tenets of the Whole Child Approach.
● Explain how teachers can implement the Whole Child Approach
● Write a lesson plan integrating the Whole Child Approach
TOPIC OUTLINE
Following are the main sections in this topic:
● What is a Whole Child Approach?
● The tenets of the Whole Child Approach
● Learning Activities
● Formative Assessments
● Summative Assessments
DISCUSSION
What is a Whole Child Approach?
To fully educate students for college, careers, and citizenship in the twenty-first century, a new
approach to education is required. A whole child approach to education, according to research, practice,
and common sense, will develop and prepare students for the challenges and opportunities of today and
tomorrow by addressing students' comprehensive needs through the shared responsibility of students,
families, schools, and communities.
All educators want to do a better job for their students, their families, and the community.
Whether it's education, school environment, leadership, family engagement, or any of the other
difficulties that educators encounter on a daily basis, all educators require tools to assist them in
improving their actions and techniques. A whole-child strategy that assures each student's health, safety,
engagement, support, and challenge sets the bar for comprehensive, long-term school improvement and
student success.
The Whole Child Initiative, launched in 2007, aims to shift the emphasis about education away
from narrowly defined academic achievement and toward long-term development and success of children.
ASCD's project assists educators, families, community members, and legislators in moving from a vision
of teaching the whole child to long-term, collaborative action. Whole Child Partner organizations from
the education, arts, and health, policy, and community sectors are joining ASCD in this project.
The Tenets of the Whole Child Approach

A. Healthy
Research confirms that students do better in school when they are emotionally and physically
healthy. They miss fewer classes, are less likely to engage in risky or antisocial behavior, concentrate
more, and achieve higher test scores. Unfortunately, too many students go to class in less than optimal
health (WCA, 2020).
According to ASCD (2020), schools and communities that are dedicated to educating the whole
child foster an environment that encourages the study and practice of healthy lifestyles. This encompasses
healthy school lunches, recess on a regular basis, physical and health education, school counseling, and
intramural sports. Schools and communities work together to improve children's and families' access to
health care.
It is critical to enlighten students on the importance of making healthy choices such as eating the
right foods, abstinence from drugs and alcohol, exercising regularly, and so on. A healthy body can
contribute to a healthy mind.
Every student enters school in good health and learns about practicing a healthy lifestyle.
1. Our school culture promotes and strengthens each student's health and well-being.
2. By addressing the physical, mental, emotional, and social dimensions of health, our school health
education curriculum and instruction sustain and solidify each student's health and well-being.
3. By addressing lifetime fitness knowledge, attitudes, behaviors, and skills, our school physical
education schedule, curriculum, and instruction support and reinforce each student's health and
well-being.
4. Our school facilities and environment support and reinforce each student's and staff member's
health and well-being.
5. Our school cares about the health and well-being of all of its employees.
6. Our school works with parents and the local community to foster each student's health and well-
being.
7. Our school incorporates health and wellness into its daily activities, professional development,
curriculum, and assessment practices.
8. Our school establishes attainable goals for student and staff health based on accurate data and
sound science.
9. Our school makes health, mental health, and dental services available to students and staff.
10. In routine food services as well as special programming and events for students and staff, our
school supports, promotes, and reinforces healthy eating patterns and food safety.
B. Safe
Each student learns in a physically and emotionally safe environment for both students and
adults.
Physical Safety
To establish a secure learning environment, physical safety entails the protection of all
stakeholders, such as families, caregivers, students, school staff, and the community, from violence, theft,
and exposure to weapons and threats (ASCD, 2020).
DepEd Order No. 64, s. 2017
Ensure the comfort and safety of the would-be occupants of the school buildings and a well-
designed school building, that considers ergonomics, anthropometries, thermal comfort, illumination,
ventilation, acoustics, color, and compliance with the law, contributes to improved student performance,
and makes a lasting impression on the community with regard to importance of education.
Examples:
1. Our school building, grounds, playground equipment, and vehicles are all stable and satisfy all
safety and environmental standards.
2. Our school's physical plant is appealing, structurally sound, and free of defects. It has good
internal (hallways) and external (pedestrian, bicycle, and motor vehicle) traffic flow, including
for those with special needs.
3. A balanced classroom environment such as the design, lightning, spaces, and other aspects inside
the classroom.
Emotional Safety
Emotional safety throughout schools refers to a student's sense of safety in expressing their
emotions at school.
Child Protection (DepEd Order No. 40, s. 2012)
Refers to programs, services, procedures, and structures that are intended to prevent and respond
to abuse, neglect, exploitation, discrimination, and violence.
Examples:
1. Our students ought to feel safe and confident as they convey themselves and take on new
challenges.
2. Our students are motivated to learn because they feel valued, respected, and cared for.
3. Putting strict anti-bullying policies in place, as well as various conflict resolution strategies and
safe reporting procedures.
C. Engaged
Engage, or engagement is an essential
part of learning. Based on the definition of the
Cambridge dictionary, is to interest someone in
something and keep them thinking about it.
Hence, in education, it is student engagement that
tackles the level of attention, curiosity, interest,
and passion of the students in the learning
process. According to researchers at the
University of Michigan, if the students are bored,
dispassionate, and uninterested, or what we call
disengaged, learning suffers (Weimer, 2016). It
can also be seen in how stakeholders, such as
school administrators and teachers, involve
students in the development of programs and
learning opportunities, as well as in the
governance and decision-making processes at
their institution and civic life in their community.
There are several ways to discuss or address student engagement according to Great School
Partnership (2016), including intellectual, emotional, behavioral, physical, social, and cultural
engagement:
1. Intellectual engagement: Teachers can give students more leeway in terms of what subjects they
must study and how they present it. They have complete control over how they present their assigned
topic. It will encourage them to participate and may pique their interest. Through the development of
authentic tasks, teachers can help students improve their critical and creative thinking, teamwork,
negotiation, decision-making, synthesis, and problem-solving skills.
2. Emotional engagement includes affective factors such as enjoyment, support, belonging, and
attitudes toward teachers, peers, learning, and school in general (Watt, 2004). Teachers can discern
students' emotional engagement by observing how they actively engage in discussions and ask questions.
Emotional engagement can be increased by creating a student-centered learning environment and
cultivating positive relationships. It all starts with relationships and progresses to student-centered
learning practice. This level of involvement must be deliberately developed, taught, and tracked over
time.
3. Behavioral engagement: Students perform the tasks assigned to them in class. They adhere to the
rules and norms and exhibit perseverance, concentration, and attention. They have the ability to ask
questions and take part in discussions. Teachers can establish routines in the classroom, use consistent
cues, or assign student roles to help students stay on task or engaged during a class to encourage more
conducive learning behaviors. For example, the teacher may ask students to lead certain activities on a
rotating basis by breaking the class up into small groups or forming a circle for a group discussion. By
incorporating variation into their classroom routines, teachers can minimize the monotony and potential
disengagement that can take place when students sit in the same seat, doing similar tasks, for extended
periods of time. Self-efficacy is another important lesson that teachers can impart.
4. Physical engagement: is important for keeping students engaged because it involves physical
activity that can boost learning interest rather than traditional classroom discussion that includes Socratic
method teachers may ask students to stand in front of the class and demonstrate. To mitigate antsy,
fidgety, or distracted behaviors, teachers may also introduce short periods of physical activity or quick
exercises, particularly during the elementary years.
5. Social engagement: It refers to the interaction of students with their peers, teachers, staff, and
other students. It improves students' socialization and confidence. It will be accomplished through
discussion forums, extra - curricular activities, interview debates, and public presentations of their work.
6. Cultural engagement: Our culture is intertwined with our identity. It includes everything, from
the food we eat to the artwork we like to how we learn. To engage students in the learning process,
teachers must intentionally deliver culturally appropriate lessons. To practice culturally responsive
teaching, you must first comprehend your students and the issues they face. Understanding and knowing
their background will assist you in developing a pedagogical approach that will capture the learners'
attention. Because they are personalized, culturally relevant lessons are engaging. Lessons that are
tailored to students' experiences and needs are more likely to engage them. Students are more enthusiastic
about learning when they can make connections between their work and their daily lives.
D. Supported
Support is the significant power that the institutions
must have; the school, staff, students, parents and the whole
community must embody it in order to have a good overall
successful experience at school (Brito, 2015). One of the
roles of school is to help their communities to understand
what various services are obtainable for their child. The
school assists every family in order to understand what
benefits may be offered by the school for their child’s
learning. They also teach them on how to advocate for them,
and welcomes parent involvement in their child's learning
and development. The school succor children through
developing and enhancing vocabulary and skills, which is
imperative on identifying and expressing their emotions
effectively. In order to receive individualized attention and
support, the school personalizes the learning of the children. Other schools personalized learning
including the flexible use of time and scheduling to meet academic and social goals for each student.
Cardona (2021) explains that in order to improve students’ academic performance, “support” will
help to avert a host of negative consequences, including isolation, violent behavior, dropping out of
school, and suicide. The center to a supportive school who help children for their development are the
teachers, administrators, and other solicitous adults who take a personal interest in each student and in the
triumph of every student. The students need to be able to trust their teacher. They should be encouraged
to contribute to overall progress or development of the classroom. The students should feel positive and
accepted within the classroom by the teacher and the other students. The school and communities are
perpetrated to edify the whole child and connect students with caring adults throughout a student’s school
sphere through a heterogeneity of positive relationships. These relationships fortify academic
achievement and social, civic, ethical and emotional progress.
To ensure that each student is healthy, safe, engaged, supported, and challenged, we must ask
questions and examine evidence related to implementation on a regular basis. The indicator of a whole
child approach provided by the Association for Supervision and Curriculum Development serves as a
guide for continuous school and community improvement and as a concept of exactly what a whole child
approach to education absolutely requires.
ASCD went a step further in 2012, cross-referencing the five Whole Child Tenets and their
indicators with the key components of an effective school improvement process. These elements are as
follows:
School Climate & Culture
Students who enter school feel safe, engaged, and connected, and they see school as a place
where they are able to gain knowledge and make a significant contribution to their surroundings. They
obtain coordinated and continuous support to help them improve their social and emotional skills and
positive character traits.
Curriculum & Instruction
Through evidence-based, relevant, differentiated instructional pedagogy and a comprehensive
curriculum, students develop critical-thinking and reasoning skills, problem-solving competencies,
technology proficiency, and content knowledge.
Community & Family
Families, members of the community and organizations, and educators work together to make
shared decisions, actions, and outcomes that benefit children.
Leadership
Leaders serve as innovators, influencers, learners, and instructional guides in order to ensure that
school policies and practices sustain a whole-child approach.
Professional Development & Capacity
Staff demonstrate the knowledge, skills, and dispositions required to prepare each child for long-
term success. They are aided by differentiated, job-embedded professional development.
Assessment
Assessment is diverse and timely, and it is used to adjust teaching-learning activities to maximize
student progress in all fields while also producing constructive, useful data for decision making.
Aligning the tenets and indicators to these key components of efficient school process
improvement institutionalized the integration of a whole child approach into the school's systems and
policies, taking a whole school approach to effectual school improvement rather than a piecemeal
approach. The whole child framework is then embedded in the school improvement process, becoming an
integral part of what the school does in addition to the policies, structures, and processes that are
developed in the future.
Guide for Continual School and Community Improvement
COMPONENT
INDICATOR School Curriculum

Community PD &
Climate & & Leadership Assessment
& Family Capacity
Culture Instruction
1. Our school personalizes
learning, including the flexible use
of time and scheduling to meet
academic and social goals for each
student.
2. Our teachers use a range of
diagnostic, formative, and
summative assessment tasks to
monitor student progress, provide
timely feedback, and adjust
teaching-learning activities to
maximize student progress.
3. Our school ensures that adult-
student relationships support and
encourage each student’s academic
and personal growth.
4. Each student has access to
school counselors and other
structured academic, social, and
emotional support systems
5. Our school staff understands
and makes curricular,
instructional, and school
improvement decisions based on
child and adolescent development
and student performance
information.
6. Our school personnel welcome
and include all families as partners
in their children’s education and
significant members of the school
community.
7. Our school uses a variety of
methods across languages and
cultures to communicate with all
families and community members
about the school’s vision, mission,
goals, activities and opportunities
for students.
8. Our school helps families
understand available services,
advocate for their children’s needs,
and support their children’s
learning.
9. Every member of our school
staff is well qualified and properly
credentialed.
10. All adults who interact with

students both within the school
and through extracurricular, co-
curricular, and community-based
experiences teach and model
prosocial behavior.
Source: www.wholechildeducation.org
The ASCD also provides comprehensive data and scientific proof studies to point out the
importance of whole child education. Students who are healthy and safe achieve higher levels of
academic achievement, as illustrated in Figure 1.2. Furthermore, when students are academically
engaged, supported by their schools and teachers, and challenged by their academic programs, they
are more likely to excel.
Figure 1.2 Making the Case for the Whole Child Education
Source: Association for Supervision and Curriculum Development1
E. Challenged
What is Education for Challenges?
According to Homer (2015), assessment strategies can be modified to encourage students to give
their all. These assessments can be creative and enjoyable for students. Students should be motivated to
demonstrate their knowledge in a creative and fruitful manner.
The whole child approach to learning necessitates modifying the educational experience as well
as the classroom environment so that students' social emotional learning is addressed and enhanced,
resulting in a future of confident and holistically developed students.
What is the Importance of Challenges in School?
● Challenge is at the heart of the growth mindset; without it, students are unable to take risks, learn
to fail, and figure out how to get back up.
● It is the responsibility of all schools to provide work that challenges all of their students. Students
who have to put in little effort to succeed in school are being severely underserved.
● They are not only denied intellectual development, but they are also not required to develop study
habits, planning skills, or a good work ethic because they do not require them to be successful.
F. Sustainability
What is Education for Sustainability according to Australian Curriculum, Assessment and Reporting
Authority (2015)
1. Education for Sustainability (EfS) is an educational approach that aims to instill in students,
schools, and communities the values and motivation to take measures for sustainability -
throughout their personal lives, in their societies, and on a worldwide scale, currently and in the
future.
2. Education for Sustainability (EfS) aims to raise awareness and knowledge about sustainability
issues, as well as to develop students and schools capable of thinking critically, innovating, and
providing solutions for more sustainable ways of life.
What is the Importance of Sustainability in School? (Sustainability — Whole Child Education, 2015).
● Collaboration, coordination, and integration are used by schools implementing a whole child
approach to ensure that the approach is feasible within the community.
● To ensure the long-term success of the whole child approach, schools use collaboration,
coordination, and integration. From professional development to the school master schedule to
community partnerships, policies and practices must reflect the central effort to ensure that each
child is healthy, safe, engaged, supported, and challenged. True school improvement is difficult.
It's not about a single zealous leader. It is not about "fixing" teachers or parents or parenting. It's
not about being poor. It isn't about the money. It's also not about having high standards. It's about
them all, and more. Only a whole-child approach that integrates curriculum and instruction,
school climate and structures, professional development, and student learning can truly ensure
that every child, in every school, in every community, is equipped for protracted success in
higher education, career, and civic life.
Why should I/We teach sustainability?
The Australian Curriculum, Assessment and Reporting Authority (2015) explains that
students can benefit from sustainability education that is enjoyable, engaging, and empowering. It
enables them to accept responsibility for their actions and share their vision for a more
sustainable future. It allows them to improve knowledge, skills, values, and action motivations,
allowing them to preserve their own well-being - as well as the well-being of their community
and the planet - in an increasingly intertwined world.
LEARNING ACTIVITIES
Learning Activity 1: WE CAN PROVIDE
Direction: Form a group of four or five people and discuss what key elements that communities, schools,
and teachers need to provide in order to develop a whole child, or a child who is healthy, knowledgeable,
motivated, and engaged. The class may utilize bullet points to list the essential characteristics that they
believe communities, schools, and instructors can provide.
Communities
Provide:
School
Provide
Teachers
Provide:
Learning Activity 2: I AM CONNECTED

Direction: Choose a word in a box and incorporate that word in the concept of education. Write it on a
piece of paper. Follow the KISS format.
HEALTHY ENGAGED
SUPPORTED
SAFETY CHALLENGED
SUSTAINABILITY
Name:______________________________ Score:________
Student Number:___________ Course:____________ Date Submitted:_____________
Exercise 1: Think-Pair-Share
Find a partner. Share your thoughts and make a graphic organizer that represents your understanding
about the topic. Create one or two sentences in identifying the main point of the lecture.
______________________________________________________________________________
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Exercise 2: Concept Map

Create a concept map that demonstrates your understanding about the six tenets of the whole child
education. Let your classmate grade your work.
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_____________________________________________________________________________________
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Exercise 3: Exit Slip

Write a simple reflection of 100-150 words that includes 3 big ideas from what you have learned, 2
insights, and 1 question that you still have in mind about the lesson.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Name:______________________________ Score:________
Student Number:___________ Course:____________ Date Submitted:________________
Direction: Answer the subsequent questions concisely, do the following task according to its specific
directions that is needed to accomplish.
Exercise no. 1. Word Journal: Prop Up Your Word!
Direction: You are tasked to choose a one word that will summarize the entire lesson that we have
discussed. Write the chosen word vertically on one lengthwise bond paper, then compose a concise
statement of one or two paragraphs explaining why you chose that particular word to summarize the
entire lesson.
Exercise no. 2. Sum it Up!

Direction: Analyze the key components of an effective school improvement process, write your own
interpretation about it based on your own understanding.
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________
Name:______________________________ Score:________
Student Number:___________ Course:____________ Date Submitted:_____________

Summative Assessment 1. Choose the best answer that describes the statements below.
Write the answer on the space provided.
1. ____________ aims to develop students, schools and communities with the values and the motivation
to take action.
A. engaged C. sustainability
B. supported D. healthy
2. _____________Ensure the comfort and safety of the would-be occupants of the school buildings.
A. DepEd Order No. 64, s. 2017 C. DepEd Order No. 64, s. 2018
B. DepEd Order No. 65, s. 2017 D. DepEd Order No. 65, s. 2017
3. ____________ it is the essential part of learning.
A. supported C. challenged
B. engaged D. healthy
4. ___________ affective factors of engagement, including enjoyment, support, belonging and attitudes
towards teachers, peers, learning and school in general.
A. Social engagement C. Cultural engagement
B. Intellectual engagement D. Emotional engagement
5. ___________ requires one to modify the educational experience and the classroom environment so that
the social emotional learning of the students is addressed and enhanced.
A. Cultural engagement C. The whole child approach
B. Sustainability D. None of them
6.____________ refers to how safe a student feels in expressing their emotions in school.
A. emotional approach C. sustainability
B. Social engagement D. Emotional safety
7. ____________Engagement may be discussed or addressed on the following except.
A. Intellectual C. emotional
B. behavioral D. safety
8. ____________ refers to programs, services, procedures, and structures that are intended to prevent and
respond to abuse, neglect, exploitation, discrimination, and violence.
A. Child protection (DepEd Order No. 40, s. 2012)
B. Child protection (DepEd Order No. 41, s. 2011)
C. Child protection (DepEd Order No. 43, s. 2010)
D. Child protection (R. A No. 40, s. 2012)
9. ____________ It is one of the Importance of Challenges in School
A. growth mindset
B. students should feel secure and confident
C. reinforces the health and well-being
D. All of the above
10. __________ It will help to avert a host of negative consequences, including isolation, violent
behavior, dropping out of school, and suicide.
A. engage C. support
B. safety D. healthy
Name:______________________________ Score:________
Student Number:___________ Course:____________ Date Submitted:________________
Direction: Form a group of three and discuss the Whole Child Approach to Education in your own
words. Write the summary of your discussion on the space provided below. Select one member to present
it in the class.
THE WHOLE CHILD APPROACH TO EDUCATION

Healthy, Safe, Engaged, Supported, Challenged, Sustainability
Healthy
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________________________________________________________________
Safe
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Engaged
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________________________________________________________________
Supported
_____________________________________________________________________________
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Challenged
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________
Sustainability
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________
REFERENCES
Australian Curriculum, Assessment and Reporting Authority. (2015).What is Education for

Sustainability? | Getting Started with Sustainability in Schools. Getting Started with
Sustainability in Schools |. Retrieved September 21, 2022, from
https://sustainabilityinschools.edu.au/what-is-efsASCD. (2020). ASCD. Supported. Retrieved
September 13, 2022, from
https://library.ascd.org/m/549590d76f13c01e/original/WC_Tenets_Supported.pdf
Bauer, R., & Westmoreland, H. (2019, November). What is Whole Child Education? National PTA.
Retrieved September 13, 2022, from
https://www.pta.org/docs/default-source/files/cfe/2019/what-is-whole-child-education.pdf
Brito, E. (2015). Supported — Whole Child Education. Whole Child Education. Retrieved September 13,
2022, from http://www.wholechildeducation.org/about/supported/
Cardona, M. (2021). Supporting Child and Student Social, Emotional, Behavioral, and Mental Health
Needs (PDF). Department of Education. Retrieved September 21, 2022, from
https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-
mental-health.pdf
Great School Partnership. (2016, February 18). Student Engagement Definition. The Glossary of
Education Reform -. Retrieved September 21, 2022, from https://www.edglossary.org/student-
engagement/
Homer. (2015). YouTube. Retrieved September 13, 2022, from

https://k12teacherstaffdevelopment.com/tlb/what-is-the-whole-child-approach/?
fbclid=IwAR3xlFEDcjAMHdwOPM4QtLUDGcILtg8RHwQ-uNYCJgZy8BIUo27p8gUlOww
The Importance of Challenge. (2011). Mindset for Accomplishment. Retrieved September 13, 2022, from
http://mindset4accomplishment.weebly.com/the-importance-of-challenge.html
National Center on Safe Supportive Learning Environments. (2020). Physical Safety | National Center on
Safe Supportive Learning Environments (NCSSLE). National Center on Safe Supportive
Learning Environments. Retrieved September 13, 2022, from
https://safesupportivelearning.ed.gov/topic-research/safety/physical-safety
Slade, S. (2013, January 12). A whole child approach to student success. ResearchGate.
https://www.researchgate.net/publication/287320346_A_whole_child_approach_to_student_succ
ess
Supported — Whole Child Education. (2015). Whole Child Education. Retrieved September 13, 2022,
from http://www.wholechildeducation.org/about/supported/
Sustainability — Whole Child Education. (2015). Whole Child Education. Retrieved September 13, 2022,
from http://www.wholechildeducation.org/about/sustainability.html
WCA. (2020). Supported. Retrieved September 13, 2022, from

https://library.ascd.org/m/549590d76f13c01e/original/WC_Tenets_Supported.pdf (2022).
Retrieved 2022, from
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ess
Weimer (2016). What Does Student Engagement Look Like? Faculty Focus. Retrieved September 13,
2022, from https://www.facultyfocus.com/articles/teaching-and-learning/student-engagement-
look-like/
APPENDIX
1. C 6. D
2. A 7. D
3. B 8. A
4. D 9. A
5. C 10. C
Rubric for Written Activities:
Source: https://www.thoughtco.com/essay-rubric-2081367
TEACHING THE WHOLE STUDENT: INTEGRATING WELLNESS
EDUCATION INTO THE ACADEMIC CLASSROOM
(Photo Source: Wilfrid Laurier University, 2022)
LEARNING OUTCOMES
● define wellness education,
● identify the five dimensions of wellness,
● provide examples of wellness management in the academic classrooms,
● explain the importance of wellness education, and
● examine the framework for K to 12 Physical and Health Education
TOPIC OUTLINE
Following are the main sections in the discussion:
● Wellness education and wellness management
● What is wellness education?
● Five Dimensions of wellness
● Wellness Management
● Importance of wellness education
● Framework for K to 12 education
● Conceptual Framework for K to 12 Physical Education
● Conceptual Framework for K to 12 Health Education

o Formative Assessments
o Summative Assessments
DISCUSSIONS
What is Wellness Education?
Education is not solely focused on disseminating

academic knowledge to the students nor is it
effective only inside the four corners of their
classrooms. As one of their catalysts of learning,
learners’ well-being should be observed to
ensure that there are no barriers to the teaching-
learning process. Align with this, the findings of
the study of Stanton, et al. (2016) revealed that
learning experiences are associated with
students’ well-being and the ability to learn and
succeed within the learning environment. As a
result, course planning is essential to ensure that
Photo Source: Crosswalk.com the students are provided more learning
opportunities not just on highly regarded subjects but how good care of their wellness and health can
significantly impact their lives. Consequently, wellness education is vital in fostering a positive learning
climate.
According to the Department of Education in West Virginia (DoE, 2018), wellness education
boosts the learners' health and physical literacy derived from well-informed conceptions about wellness.
As its domain, health and physical education nurture students' objective to live actively and productively.
As a result, it will provide focus and motivate them to deliver their best in any aspect of their lives. To
further comprehend what wellness education is, here are its two components:
● Health education is regarded as activities that aim to educate individuals on the core causes of
health/illness and that individual's level or risk linked with their lifestyle behavior (Raingruber,
2016). As its outcome, health literacy
serves as an indicator of efficacious
health education as students understand
how to apply the knowledge they've
gained to themselves and as a tool to
educate people about health-related
concepts. It can be observed through
behavioral change that promotes an active
and healthy lifestyle.
● Physical education assists children in
developing their motor skills, knowledge,
and values for healthy living, physical ability, sportsmanship, and emotional stability with
systematic and sequential K–12
standards-based instruction (Department of Education in Photo
West Virginia [DoE], 2018).
Source: newsinfo.inquirer.net
In the Philippines, aside from promulgated in the K-12 curriculum for health and education, Nestle
Philippines Inc. joined the Department of Education in
the pursuit of promoting wellness and a healthy lifestyle
to Filipino youth through their Nestle Wellness Campus
(NWC) program. The goal of NWC is to educate
teachers, parents, and children on how physical activities
and proper nutrition can combat malnutrition. In
response to this, they disseminate nutrition education
materials and facilitate activities like "dancercise" in
inter-school and inter-regional competitions utilizing the
organization's music about wellness education. It started
Photo Source: Nestle Philippines, Inc. in 2013 and continuously operating even at the height of
Covid-19 pandemic via online learning. On the other hand, the comprehensive information about the
Conceptual Framework for K to 12 Wellness Education in the Philippines can be found on the last
subtopic of the discussion part.
Five Dimensions of Wellness
In order to cater Wellness Education into academic classrooms, the educators and learners should
be aware to the five dimensions of wellness as provided by Alberta Education (2009) and are stated as
follows:
Emotional
Wellness
Intellectual Spiritual
Wellness Wellness
Figure 1.1 Five Dimensions of Wellness
1. Emotional wellness involves constructively recognizing, comprehending, regulating, and healthily

expressing thoughts and emotions.
2. Intellectual wellness constitutes the application of the mind's analytical and creative faculties.
3. Physical wellness entails healthy growth, development, nutrition, and personal care. It also includes
the ability, enthusiasm, and confidence to perform effectively and efficiently in a variety of tasks.
4. Social wellness is the ability to interact optimistically with other individuals and is influenced by a
wide range of factors, such as how people communicate, form and maintain relationships and perceive the
treatment of others.
5. Spiritual wellness encompasses cognition of one’s values and beliefs leading to a sense of meaning or
purpose and a relationship with the community.
As advised by Goss (2011), the skills and learning techniques employed by 21st century students
should be taken into account while designing wellness curriculum and disciplines. Furthermore, learners
have to be driven and deeply engaged in the learning materials, methodologies, contexts, interactions, and
targets in order to understand and draw personal value from Wellness ideas. In this matter, the
aforementioned wellness dimensions should be highly acquainted with by educators to facilitate a
conducive learning environment where students feel safe and motivated to learn in class without
sacrificing their well-being.
Wellness Management
In response to the notion that Wellness Education is not limited within the learning environment
and can be self-regulated, Johnson et al. (2019) suggested six strategies on how educators and students
can manage to attain the teaching and learning goals by integrating and promoting wellness:
1. Illustrate how intellectual works are beneficial in practice. It can be done by forming group
presentations that strive to apply the science of wellness practices, which gives them the freedom to cater
their strength and promotes camaraderie. Individually, the students are required to have written
homework about their position in an argument derived with pieces of evidence from reliable references
with their recommendations and solutions that will be presented in the next session.
2. Incorporate into the course curriculum the pursuits for personal development. The students’ task is
to create a personal wellness goal during the first two consecutive weeks; they will share it with their
peers and instructors periodically. The lists are subject to revision according to the learners' preferences;
the instructor will regularly monitor their progress. In this manner, the students will feel appreciated and
empowered by the support system of their peers and instructor.
3. Build community. In order to achieve the goal, team-building exercises may be facilitated. Writing
classes, for instance, encourage a collective sense of duty for the group's intellectual development as well
as the harmonious relationship of the students. Students may create committees to work on
extracurricular tasks like creating a class t-shirt or incorporating wellness constructs into activities in
residence halls, dining facilities, and at campus events. Additionally, students can work in small groups to
create a gratitude letters/cards for the honorable guest speakers. The concluding, simplistic exercise may
be repeated a few times to nurture both learning and community at the same time. The students
may discuss what to include in the note, they could also explain the lessons they learned from the
presenter.
4. Acknowledge the impact of students' feelings and emotions on their academic growth and
performance. It is possible to cultivate the routine of arriving early for class and trying to engage pupils
in conversation regarding life (students and teacher) beyond the school setting. As suggested by the
findings of Lang (2016) study, reminiscing about the instructor's personal experiences can aid students
become motivated in life. Inquiring about students' interests outside of class encapsulates inclusiveness
and enthusiasm in what they are sharing in the classroom. Such casual consultation may be succeeded by
a more organized discussion where each student communicates something on their mind (Parks, 2017). In
addition, the class may begin with a quick breathing exercise and consider taking a break amid the lesson
to replenish mindfulness. The activities mentioned above are a form of emotional decluttering in
preparation for delving into deep intellectual work. The non-academic and recreational campus practices
(for instance, boathouse yoga, peer-led barre, and pilates classes) may be used to equip students with
social skills and physical fitness. Outside of class, spending time with fellow students has the potential to
significantly contribute to the development of social connections and support for behavioral change.
5. Consider the impact of students' physical state on classroom performance and academic
achievement. Recognizing that individual attentiveness is finite and considering that most of the energy
of the children with sedentary lifestyle can be easily drained, 1- to 5-minute activity intervals into the
lesson may be regulated. It allows students to relax, modify their posture, and notice the bodily changes
(e.g., increased blood flow, heart rate, and oxygen levels) leads to greater concentration. After the
physical break, students will be more engaged, which will resulted in more active discussion. The breaks
also provide an opportunity for students to organize a stretch or fitness period at least once throughout the
semester.
6. Students may be asked to reflect on their daily habits on a frequent basis by completing weekly
wellness questionnaires. They can anonymously share some of these reflections as well as a portion of
the data that the students reported on a regular basis. Students will feel encouraged as a result of the fact
that they produced findings worthy of investigation, and addressing these facts improves student survey
participation.
Importance of Wellness Education
In the era of digitalization, people are often dependent on technology-driven work, particularly
the younger generations, which can stimulate a sedentary lifestyle. It was heightened by the Covid-19
pandemic as strict measures including lockdowns were implemented to minimize the spread of the virus
by implementing distance learning with the use of online platforms (Luciano, et al., 2020). Furthermore,
it can be seen as a threat to their health if not used in moderation not just in their physical aspect, but in
all dimensions of wellness. In this matter, educators and parents must encourage their children to possess
a balanced and healthy lifestyle as well as allow them to express themselves efficiently that can boost
their eagerness to learn and overall well-being (Spink, et al., 2008).
Integrating Wellness Education in academic classrooms can contribute to assessing the learners'
needs and learning gaps that uplift educators and institutions to create a comprehensive plan to improve
the curriculum and unleash students' potential to contribute to their community. Moreover, wellness
education supplies opportunities for autonomous learning as it can be self-regulated by following reliable
references from the Internet aside from what has been acquired from wellness construct (Goss, 2011). As
a result, they will learn to assess and critically analyze the sources of information and create good
decisions when it comes to the behaviors and habits they need to overcome and practice which can benefit
them in the long run.
Learners will acquire cooperative skills, teamwork, and confidence through physical activities
guided by physical education, which will eventually provide them more knowledge from their
experiences and allow them recognize their potential beyond the classroom.(Department of Education
[DepEd], 2016).
Conceptual Framework for K to 12 Wellness Education
Physical Education
The components of physical literacy are motor, movement, and activity-specific skills (Longmuir, et
al., 2015).
The physical development and strengthening of a child's bones, muscles, and capacity to move
about and feel his or her environment is known as motor development. According to Gonzalez, et al.
(2019), there are two types of motor development in children which are fine motor and gross motor.
Small motions made with the hands, wrists, fingers, feet, toes, lips, and tongue are referred to as fine
motor abilities. Gross motor abilities are the motor growth of the muscles that allow infants to sit, crawl,
and later walk, run, leap, and skip.
The association between physical motions made by humans and mental ability or brain activity is
known as the psychomotor domain, sometimes known as the kinesthetic domain. This entails body
motions, coordination, the application of motor skill sets, and reflex acts. Movement is crucial in physical
education because it's a must
PhotoforSource:
everything you accomplish.
Department of EducationPhysical activity improves numerous other
(Philippines)
aspects of health and fitness, including aerobic capacity, muscle and bone strength, flexibility, insulin
sensitivity, and lipid profiles; and lowers stress, anxiety, and depression (W & Cook, 2013).
The "what," "why," and "how" of the movement are taught to the students in the early grades.
Developing more mature movement patterns and motor abilities in a wide range of fitness, sports, and
dance activities to especially boost the understanding of the "why" of the movement is how this is
accomplished fitness standards. In order to plan, set objectives, monitor, and assess their participation in
physical activities (exercise, sports, and dance), learners build on these knowledge and abilities (Johnson,
et al, 2019). They have, indeed, incorporated this into their individual lives. This suggests the delivery of
continuing and engaging in physical activity allows learners to practice, generate, apply, and assess the
information, understanding, and skills needed to maintain and improve their own fitness and health as
well as the fitness and health of others. Additionally, the curriculum permits an inclusive method that
recognizes and values the wide spectrum of learners; as a result, the program considers their
requirements, assets, and capacities. In order to guarantee that all students have equal chances and options
in physical education, the curriculum places a strong emphasis on understanding the "what," "how," and
"why" of physical activity movement. It puts a lot of emphasis on helping students understand how their
bodies react, change, and adapt to physical activity. As a result of knowing what needs to be done and
actually doing it, this will help the learner become self-regulated and self-directed. If the learners are
equally confident in influencing their peers, family, local community, and ultimately society, they will
also be more successful. Every one of these is a 21st century K–12 PE Curriculum aims for students to
build 21st century abilities.
Health Education
Photo Source: Department of Education (Philippines)
The Filipino learner will receive assistance from the Kindergarten to Grade 12 ("K to 12") Health
curriculum in achieving, maintaining, and promoting lifelong health and wellness. The program's
educational opportunities give pupils the chance to increase their health literacy skills and improve their
general welfare. From kindergarten through grade 10, health education emphasizes the social, moral,
spiritual, physical, mental, and emotional facets of holistic health. In order to maintain and improve
personal, family, community, and global health, it enables the learners to acquire the fundamental
knowledge, attitudes, and skills required to promote good nutrition, prevent and control diseases, prevent
substance misuse and abuse, reduce health-related risk behaviors, and prevent and control injuries.
Health education places an emphasis on the growth of healthy attitudes and pertinent skills in
order to reach a high standard of living. As a result, the elementary grade levels expressly show that they
are focused on skill development. In the meantime, a thorough body of knowledge is offered in the higher
year levels to act as a base for forming positive health attitudes, habits, and practices. The adoption of
developmentally appropriate learner-centered teaching strategies by the instructor is strongly advocated in
order to assist the development of health literacy competences. Included on this is scaffolding on
incorporating scenarios and resources that are sensitive to cultural differences; drawing on student
experience and past knowledge; using life skills and value-based strategies, particularly when talking
about touchy subjects like substance abuse and sexuality, the arts, and music can be used to convey health
messages, engage students in meaningful games and cooperative learning activities, and encourage them
to use their creativity (McLeod, et al., 2003). Additionally, it is suggested that the teacher use
differentiated education to meet the varying needs and abilities of the students.
Wellness Education Learning Activity 1: Think, Pair, and Share

Discuss the following questions in groups of five. After responding to the questions below, put your own
words in a summary of the key points. A member of the group should be chosen to provide the synopsis
to the class. This should be done by the time limit your teacher has set for this activity.
1. What is Wellness Education? How can it be integrated into academic classrooms?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are the five dimensions of wellness? How important is wellness education to you as a
student?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Write the synopsis of your answer in the space provided, and present it in your class.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Wellness Education Learning Activity 2: GRWM (Get Ready With ME)

Write a script describing how you get yourself ready in the morning, pretend that you are invited by
vogue to share how you prep yourself as you start the day and how essential it is in your daily routine.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name ____________________________________________ Score ___________
Student Number_______ Course ________Due Date _______Date Submitted _______
WELLNESS EDUCATION AND WELLNESS MANAGEMENT

Exercise 1. Fill me up!
Directions: Recall the lessons on wellness education and wellness management and the five (5)
dimensions of wellness needed to support the development of the whole child that plays an essential role
in nurturing students in their pursuit of a healthy, joyful, and active life. Then answer the following
questions using your own words by group. Be creative in your presentation.
1. Define Wellness Education and provide scenario(s) on how it can be integrated into academic
classrooms. (Group 1 & 2)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Label the columns below with five (5) dimensions of wellness. Then list down activities you can
think of for each skill. Write a minimum of five (5) activities for each column. (Group 3)
Dimensions of Wellness Activities

3. How do you describe the wellness education and wellness management in your previous school?
(Group 4 & 6)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rubrics
CATEGORY GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 6
Content
Presentation
Creativity
Group Work
Time Limit
*Each group will get its own points. From 5 to 10 points, 5 is the lowest, and 10 is the highest
score.
Name ____________________________________________ Score ___________
FRAMEWORK FOR K TO 12 WELLNESS EDUCATION
Exercise 1. Fact or Bluff

Directions: Read the statements below and answer them individually in your notebook. Write
FACT if the statement is TRUE and write BLUFF if the statement is FALSE and change the underlined
word/s to make the whole statement true. In this activity, you must think critically for today's lesson.
1. Wellness is a balanced state of emotional, intellectual, physical, social, and spiritual well-being
that enables students to reach their full potential in the school community.
2. Acquiring the knowledge, skills, and attitudes necessary to develop healthy habits for life is a
critical component of student management.
3. Students needed to be well in every sense of the classroom —emotionally, intellectually,
physically, socially, and spiritually.
4. Government ministries, schools, families, and communities work collaboratively to create and
maintain a culture of behavior in school communities.
5. Personal wellness occurs with commitment to lifestyle choices based on healthy attitudes and
actions.
6. Enhancing student wellness involves a disunity effort among students, teachers, administrators,
parents, and community members.
7. The mandatory wellness courses are only up to grade 10.
8. Wellness dimensions integrated across all K–12 subject areas.
9. K-12 wellness education diagram includes the health and physical education programs of study
10. Wellness-related courses from other areas that provide students with opportunities to gain in-
depth knowledge and apply their skills in specific wellness-related topic areas are to help build
capacity for health promotion in the community.
Exercise 2. Concept Map

Directions: Individually, using a concept map. Give any five (5) components of the framework
for K-12 Physical Education or Health Education.
Framework
for K-12
Physical
Education
Name ____________________________________________ Score ___________
Exercise 1. Personal Reflections

Directions: Reflect on your accomplishments as well as the challenges you faced in our recent
activities and answer the questions below. After writing the evaluation of your thoughts and experiences
in your notebook, share the ideas with the class.
1. What was your task, the ultimate goal, or the outcome for the activity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are some important concepts and ideas that you discovered? Learned? Why are they
important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How did you solve the task? Did you reach your goal? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What changes would you make if you had to do it again. Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name ____________________________________________ Score ___________

SR - Code__________ Section ________ Date Submitted ____________
Summative Assessment 1. Read the questions carefully. Write WM if the statement

corresponds to Wellness Management and write WE if the statement is defined as Wellness
Education. (2 points each).
_______1. The process of assisting people or students in pursuing well-being in all areas of a person's
life, including emotional, intellectual, physical, social, and spiritual.
_______2. It talks about how to promote the idea that the mind and body are intimately connected,
entwined, and enriched by physical activity and health-related experiences in students’ lives.
_______3. It incorporates the needs and priorities of students living and learning in the 21 st century.
_______4. It responds to the diverse demands of a changing world to provide students with a higher
quality of life through joyful emotional, intellectual, physical, social, and spiritual exercise and sports
experiences.
_______5. It is a curriculum that integrates fitness and health promotion practices with the students'
numerous academic areas.
Modified True or False. Write TRUE if the statement is correct, otherwise change the
underlined word/s to make the whole statement correct. Write your answer on the space
provided. (2 points each).
__________1. Physical wellness is the ability, motivation and confidence to move effectively and
efficiently in a variety of situations, and the healthy growth, development, nutrition and care of the body
__________2. Intellectual wellness is acknowledging, understanding, managing and expressing thoughts

and feelings in a constructive manner.
__________3. Social wellness is an understanding of one’s own values and beliefs leading to a sense of
meaning or purpose and a relationship to the community.
__________4. Emotional wellness is the development and the critical and creative use of the mind to its
fullest potential.
__________5. Spiritual wellness is relating positively to others and is influenced by many factors
including how individuals communicate, establish and maintain relationships, are treated by others and
interpret that treatment.
Essay. Answer the following questions.
1. What is the difference between wellness and personal wellness? Make it short and concise.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Based on your understanding, what is the importance of Wellness Education?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Picture Analysis. Analyze the image below and elaborate the conceptual framework for K
to 12 Health Education. Differentiate the 3 structures of the K–12 Wellness Education
diagram.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFERENCES:
A. Books
Cummiskey, M., & Cleland, F. E. (2022). Elementary school wellness education : an integrated
approach to teaching the whole child. Human Kinetics. Retrieved from
https://books.google.com.ph/books?
hl=en&lr=&id=fDl2EAAAQBAJ&oi=fnd&pg=PP1&dq=wellness+education&ots=4BehTVbf76
&sig=IXWslqRPkuhy5GhpMwJjKom7YOI&redir_esc=y#v=onepage&q=wellness
%20education&f=false
McLeod, J., Fisher, J., & Hoover, G. (2003). The Key Elements of Classroom Management:
Managing Time and Space, Student Behavior, and Instructional Strategies. In Google Books.
ASCD. Retrieved from https://books.google.com.ph/books?
hl=en&lr=&id=u2MkUhG8slAC&oi=fnd&pg=PR5&dq=Mcleod
Raingruber, Bonnie. (2016). Contemporary Health Promotion In Nursing Practice. In Google Books (pp.
3–6). Jones & Bartlett Publishers. Retrieved from https://books.google.com.ph/books?id=G-
7PDAAAQBAJ&printsec=copyright&source=gbs_pub_info_r#v=onepage&q&f=false
B. Journals
Gonzalez, S. L., Alvarez, V., & Nelson, E. L. (2019). Do Gross and Fine Motor Skills Differentially
Contribute to Language Outcomes? A Systematic Review. Frontiers in Psychology, 10(2670).
Retrieved from https://doi.org/10.3389/fpsyg.2019.02670
Goss, H. (2011). School of Human Movement Studies Institute of Health and Biomedical Innovation
Wellness education: An integrated theoretical framework for fostering Transformative Learning
(QUT Ref No 3904H). Retrieved from
https://eprints.qut.edu.au/41842/1/Halima_Goss_Thesis.pdf
Johnson, J., Bauman, C., & Pociask, S. (2019). Teaching the Whole Student: Integrating Wellness
Education into the Academic Classroom. Student Success, 10(3), 92–103. Retrieved from
https://doi.org/10.5204/ssj.v10i3.1418
Lang, J. M. (2016). Small teaching. Everyday lessons from the science of learning. Journal of Applied
Learning & Teaching, 1(1). Retrieved from https://doi.org/10.37074/jalt.2018.1.1.9
Longmuir, P. E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W., & Tremblay, M. S.
(2015). The Canadian Assessment of Physical Literacy: methods for children in grades 4 to 6 (8
to 12 years). BMC Public Health, 15(1). Retrieved from https://doi.org/10.1186/s12889-015-
2106-6
Luciano, F., Cenacchi, V., Vegro, V., & Pavei, G. (2020). COVID-19 lockdown: Physical
activity, Sedentary Behaviour and Sleep in Italian Medicine Students. European Journal of Sport
Science, 21(10), 1–22. Retrieved from https://doi.org/10.1080/17461391.2020.1842910
Parks, M. (2017, September). Simple strategies to develop rapport with students and build a positive
classroom environment. National Teaching and Learning Forum, 26(5). Retrieved from
https://doi.org/10.1002/ntlf.30122
Spink, K. S., Strachan, S. M., & Odnokon, P. (2008). Parental physical activity as a moderator of
the parental social influence – child physical activity relationship: A social control approach.
Social Influence, 3(3), 189–201. Retrieved from https://doi.org/10.1080/15534510802280819
Stanton, A., Zandvliet, D., Dhaliwal, R., Black, T., & Services, C. (2016). Higher Education Studies.
Canadian Center of Science and Education, 6(3). Retrieved from
https://doi.org/10.5539/hes.v6n3p90
C. Others
Kindergarten to Grade 12 Wellness Education FRAMEWORK FOR. (2009). In Alberta education.

Retrieved from https://education.alberta.ca/media/160218/framework_kto12well.pdf
K to 12 Curriculum Guide PHYSICAL EDUCATION (Grade 1 to Grade 10). (2016). In

deped.gov.ph. Department of Education (DepEd). Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2019/01/PE-CG.pdf
Wellness Education Philosophy and Rationale. (2017). In Alberta education. Retrieved from
https://www.abcee.org/sites/default/files/Subject%20Introduction%20Wellness.pdf
West Virginia College. (2018). WEST VIRGINIA COLLEGE-AND CAREER-READINESS

STANDARDS FOR WELLNESS EDUCATION (2520.5). Retrieved from https://wvde.us/wp-
content/uploads/2018/11/WVCCRS-WELLNESS-EDUCATION-2520.5.pdf
W, H., & Cook, H. D. (2013, October 30). Physical Activity and Physical Education:
Relationship to Growth, Development, and Health. Nih.gov; National Academies Press (US).
Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK201497/
APPENDIX (Key to Correction)
FORMATIVE ASSESSMENT
Formative Assessment 1
Exercise 1. Fill me up!
1. Group 1 & 2
● By placing a strengths-based focus on the development of the complete child, wellness education
plays an important role in supporting students in their goal of a healthy, happy, and active life.
When we talk about wellness education, we're talking about how to promote the idea that the
mind and body are intimately connected, entwined, and enriched by physical activity and health-
related experiences in students' lives. It is a top goal for educators worldwide to encourage the
healthy development of every student and provide every student with the opportunity to realize
their full potential while the wellness management is the process of assisting people or students in
pursuing well-being in all areas of a person's life, including emotional, intellectual, physical,
social, and spiritual, is referred to as wellness management. It responds to the diverse demands of
a changing world to provide students with a higher quality of life through joyful emotional,
intellectual, physical, social, and spiritual exercise and sports experiences. It is a curriculum that
integrates fitness and health promotion practices with the students' numerous academic areas.
2. Group 3
Dimensions of Wellness Activities
1. Emotional Art activities like drawings and paintings,

reviewing current events, using quote of the
day, and listening to music or movies to
critique.
2. Intellectual Crossword Puzzles, making essays, reading

books, magazines, and newspapers, attend
webinars or workshops, and watch educational
shows.
3. Physical Do exercise like walking, running, and yoga,

Dancing, Gardening,
4. Social Joining a school club or organization like

school newspaper, music groups, student
councils, Theater, and Debates
5. Spiritual Listening to spiritual music, Planting or

Gardening, Yoga, Reading Bible verse(s), and
praying.
3. Group 4 & 6
● Group 4 and 6 will creatively demonstrate the wellness education and wellness management in
their previous school collaboratively.
Exercise 1. Two corners
1. FACT
2. BLUFF - wellness
3. BLUFF - world
4. BLUFF - wellness
5. FACT
6. BLUFF - coordinated effort
7. BLUFF - 12
8. FACT
9. FACT
10. FACT
Exercise 2. Concept Map
Activity-
Based
Develop-
Inclusive mentally
Framework
Appropriate
for K-12
Physical
Education
Standard-
Integrated based
Exercise 1. Personal Reflections
1. I gave my best and engaging in activities is my top priority. My goal is being modified by
engaging in the activities we do. They assist me in developing my ability to engage with others,
overcome obstacles, and prevent shyness. They also help me to enhance my behavior, social
integration, and performance in the task.
2. The important concepts and ideas that I discovered are how to improve physical and mental
health outcomes. One must practice good habits on a regular basis. I also learn the significance of
wellness by doing these activities that help to lower stress, experience good social interactions,
and reach optimum wellness by making easy, and healthy choices every day.
3. By enjoying the task, because I believe that when you like what you do, you can easily learn it,
and the important thing is that you enjoy what you do. I believe I have reached my goal of
learning the importance of wellness in education. It is not just about physical activities; it is all
about extending our basic knowledge and skills. I learn about personal wellness and acquire the
leadership skills to help build capacity for health promotion in the community. I am ready to
become a leader who will provide prevention programs and recreation services and build healthy,
active communities.
4. If I had to do it again, I would make changes to my healthy lifestyle choices and ensure that I am
flexible in my approach to personal and social responsibility to improve my knowledge and
understanding of the balance of wellness dimensions and how I can be fully integrated into other
areas of my education and daily life.
1. WM
2. WE
3. WE
4. WM
5. WM
1. TRUE
2. Emotional Wellness
3. Spiritual Wellness
4. Intellectual Wellness
5. Social Wellness
1. Wellness is a balanced state of emotional, intellectual, physical, social, and spiritual well-being that
enables students to reach their full potential in the school community. Personal wellness occurs with
commitment to lifestyle choices based on healthy attitudes and actions.
2. Promoting the healthy development of all students, as well as enabling all students to reach their
potential. Students’ health and well-being contribute to their ability to learn in all disciplines, including
health and physical education, and that learning in turn, contributes to their overall well-being.
The Kindergarten to Grade 12 ("K to 12") Health curriculum will help the Filipino student
achieve, maintain, and promote lifelong health and wellbeing. The program's educational options provide
students the ability to improve their overall well-being and their health literacy. Health education focuses
on the social, moral, spiritual, physical, mental, and emotional components of holistic health from
Kindergarten to Grade 10.
The development of healthy attitudes and useful skills is emphasized in health education as a
means of achieving a good level of life. The primary grade levels explicitly demonstrate their
concentration on skill development as a result. In the meanwhile, a comprehensive body of information is
provided at the higher year levels to serve as a foundation for developing wholesome attitudes, routines,
and behaviors. To support the development of health literacy competencies, the teacher is strongly
encouraged to use learner-centered teaching practices that are developmentally appropriate.
STAKEHOLDERS' INVOLVEMENT IN LEARNERS' RESILIENCY AND WELLBEING:
IMPORTANCE, BARRIERS, AND BENEFITS
Courtesy: Consultation Manager via Google Images
LEARNING OUTCOMES
Students who successfully complete this subject will be able to:
 understand what is stakeholders, well-being and resilience,

 analyze stakeholders’ involvement learner's resiliency and well-being,
 evaluate the importance, benefits, and barriers in improving learners' well-being and resilience in
school.
TOPIC OUTLINE
Following are the main section on this topic:
 What are Stakeholders, Well-Being, and Resilience?

 Learner’s Resiliency and Well-Being:
o Importance,
o Benefits and
o Barriers
 Learning Activities:
o Learning Activity 1: QUIZpicable Me
o Learning Activity 2: Pass the Message
o Learning Activity 3: Brainwriting
 Formative Assessment
o Formative Assessment 1
o Formative Assessment 2
o Formative Assessment 3:
 Summative Assessment
What is stakeholders, well-being and resilience?
Do you immediately visualize "stakeholders" in education when you hear the word? What
emotion does the word elicit? Who are stakeholders in the first place, and why do they matter to learners?
Anyone who is invested in the success of the school and its pupils is referred to as a
"stakeholder." They are the ones who have a vested interest in a school's or educational system's
performance and have a "stake"
in it. Therefore, stakeholders are
"any person or group that has the
potential to influence or be
influenced by the actions,
choices, policies, practices, or
goals of the business" (Freeman,
1984).
There are both internal

and external stakeholders in
education. People who are
directly involved with the school or educational system, such as parents, teachers, students, school
administrators, and school board members, are considered internal stakeholders. The people who are
indirectly touched, such as government officials, are considered external stakeholders. A strong
community can be created through a solid education, hence the community as a whole has a stake in its
educational system. Local schools shape the citizens who make up society through educating future
workers, company owners, and civic leaders.
One thing we can likely agree on is that stakeholders in education are people and we know people
are the heart of the education system.
There are more aspects of good

health than just the absence of
disease. In order to construct a
holistic approach to health that
addresses both physical and
psychological conditions, a
focus on wellbeing and
Image by: Julia Bushueva
resilience-building are
necessary.
According to the World Health Organization, wellbeing is "the state in which a person recognizes
his or her own potential, is able to manage typical life stresses, can work well, and can contribute to his or
her own community." Positivity about oneself and self-esteem are necessary for wellbeing.
Health and happiness are also experiences of well-being. It involves both physical and mental
well-being, emotional and physical security, and a sense of community, purpose, accomplishment, and
success. It is a wide concept that encompasses a variety of mental and physical skills. There are
supposedly five main categories of well-being:
• Emotional well-being – the ability to be resilient, manage one’s emotions and generate emotions that
lead to good feelings
• Physical well-being – the ability to improve the functioning of one’s body through healthy eating and
good exercise habits
• Social well-being – the ability to communicate, develop meaningful relationships with others and
create one’s own emotional support network
• Workplace well-being – the ability to pursue one’s own interests, beliefs and values in order to gain
meaning and happiness in life and professional enrichment.
• Societal well-being – the ability to participate in an active community or culture. Overall well-
being depends on all these types of functioning to an extent.
Being resilient refers to the capacity to deal with and adjust to novel circumstances, which is
strongly tied to wellbeing. Being resilient and feeling well-adjusted allows one to approach others and
circumstances with assurance and optimism, which is crucial for young people given the significant
changes that occur as they enter puberty and adulthood.
Learner's Resiliency and Well Being
Graphics from: HR Grapeveine (https://www.hrgrapevine.com/content/article/workhuman-2022-05-13-assessing-the-mental-resilience-of-your-employees)
The Intermediate Outcome #4, for the Pillar on Learners’ Resiliency and Well-Being concludes
that Learners are resilient and know their rights and have the life skills to protect themselves and claim
their education-related rights from DepEd and other duty-bearers to promote learners’ well-being, even as
they are aware of their responsibilities as individuals and as members of society.
DepEd, as a duty bearer, has a legal obligation under the Philippine Constitution, national laws,
national commitments, international law, and international commitments to respect, protect, fulfill, and
promote a wide range of interdependent children's and learners' rights, not only to accessible and quality
education but also rights in education. It includes the right against discrimination, right to health, right to
participation or the right of a child capable of forming an opinion to have one’s views heard and seriously
considered in accordance with his/her age and maturity, right to religion, right to rest and play, and right
to protection against all forms of violence, which are categorized within the three inter-dependent
dimensions of rights-based education: the right to access to education, the right to quality education, and
the right to respect in the learning environment, which encompasses the right to respect for identity, right
to respect for integrity, and right to respect for participation. With a rights-based education framework
and approach, DepEd acknowledges that all the rights of the child to and in basic education are
interdependent and indispensable and must be realized. Thus, it is necessary to uphold children's and
learners' interdependent rights in three interconnected dimensions: the right to access to education, the
right to quality education, and the right to respect in the learning environment, which includes the right to
respect for identity and non-discrimination, the right to bodily and mental integrity and protection against
physical and psychological violence, and the right of children to participate in matters affecting the
environment.
Child protection, which covers

bullying and child abuse and
exploitation, is one of the rights of
children and learners falling under the
right to protection and under the right
to respect in the learning environment
under the three dimensions of rights-
based education. The physical and
mental health of children are also
paramount concerns for the
Department. Child participation is also
important through student governance
and learner consultations. Inclusion and nondiscrimination are also essential in
Google Images: https://www.united-school.jp/child-protection--safeguarding.html
education. All of these rights to and in education are inalienable, interconnected, and indivisible, and they
should therefore pervade all levels of basic education in the Philippines. As one of the government
agencies that primarily serve children and youth, the Department is in a unique position to advance
children's and youth's rights not only in basic education but also in government by advocating for a more
child- and youth-centered approach to governance, in which the child's and youth's best interests are the
paramount consideration in matters affecting them. Learner rights will be unequivocally prioritized in all
aspects of planning, development, implementation, monitoring, and evaluation of all projects, programs
and activities of Department of Education.
The ability of a system, community, or society exposed to hazards to resist, absorb,

accommodate, adapt to, transform, and recover from the effects of a hazard in a timely and efficient
manner, including through the preservation and restoration of its essential basic structures and functions
through risk management, according to the United Nations Office for Disaster Risk Reduction (UNDRR).
At the personal level, resilience is the ability to thrive in a pressing situation. First, policies, programs,
and projects must be in place to protect DepEd learners and personnel from various natural and human-
induced hazards. Individuals alone cannot address these issues; systems, facilities, and services are
required to create an environment conducive to positive and effective response. Second, individuals need
to be in the proper physical, emotional, and mental state to be able to respond favorably to these hazards.
The Department provides all the necessary protection and opportunities and empowers individuals to
reduce risks and build their resilience. Third, Education for Sustainable Development (ESD) should also
be a framework whereby principles, values and practices of sustainable development are integrated into
all aspects of education and learning, encouraging changes in behavior towards a more sustainable future
in terms of environmental integrity, economic viability and a just society.
Importance
Wellbeing and resilience are important in both preventing the onset of and potentially lessening
the severity of existing mental health problems. Wellbeing and resilience are critical for developing
effective problem-solving skills, establishing and maintaining interpersonal relationships, and setting
realistic goals, all of which improve an individual's ability to perform and contribute meaningfully in
daily life.
Each educational stakeholder plays a distinct role in increasing learners' resilience and well-
being. As what stated According to NCCE (1987) “the degree of parent and community interest in high
quality education is the critical factor in the impact of the school environment on the achievement and
educational aspirations of students”. Stakeholder participation in learner resilience and well-being is
essential. They play a larger role in the decision-making process, and having a positive outcome allows
them to access more ideas and have a broader understanding of the decision made. Active participation of
stakeholders in school activities, programs, and projects will result in a successful learning and teaching
outcome.
To create effective education systems and learning environments, all stakeholders must
collaborate and thus connect in meaningful ways. The successful collaboration among all stakeholders is
necessary because it can result in a successful teaching and learning outcome. DepEd Order no.32, s.2020
or the Engagement of Service of Learning Support Aides to Reinforce the Implementation of the Basic
Education Learning Continuity Plan in Time of COVID-19 Pandemic is one of the examples where we
can notice that our education system also gives stakeholders a way to connect to our education system.
This DepEd order shall guide all DepEd officers and school, as well as other stakeholders in the
recruitment, section, and engagement of Learning Support Aides in all public elementary and secondary
school, including the senior high schools, in school year (SY) 2020- 2021.
To further understand the important rights that a learner should have, DepEd Orders were listed as
follows;
 DepEd Order No.031. s.2022 or the Child Right Policy: Adopting The Right-Based Education
Framework in Philippine Basic Education.
 DepEd Order No.40 or the DepEd Child Protection Policy
 DepEd Order No.003, s.2021 or the creation of the child Protection Unit and the Child Right in
Education Desk in the Department of Education
 DepEd Order no.32, s.2020 or the Engagement of Service of Learning Support Aides to
Reinforce the Implementation of the Basic Education Learning Continuity Plan in Time of
COVID-19 Pandemic
Benefits
Since it has many facets, enhancing students' well-being and resilience in schools necessitates a
whole-school strategy that involves parents and teachers working together with other stakeholders.
Helping students feel that they are each known and cherished as an individual in their own right and that
school life has meaning and purpose for them is the first step in addressing student well-being at school.
This can be done in a number of subtle ways, the combination of which can have a significant impact on
the well-being and resilience of the learners; these includes:
Class discussions: Talking about overcoming failure, tragedies, and the negative impact of
experiences is one way to help students realize that failure is not the end of the world. Students can share
personal experiences and describe how they dealt with situations and outcomes in such discussions, which
gives them a window into their own and their peers' lives.
Self-evaluation and sharing: Learners can participate in activities to assess their strengths and
weaknesses and talk about how to strengthen the former and overcome the latter. They are able to
evaluate their triumphs and failings and discuss how they were able to succeed or what caused them to
fail. Through this process, learners are able to see beyond themselves and gain knowledge from both their
own experiences and those of others.
Emotional regulation and flexibility: learners need to understand their bodies, their tendencies,
and how these things can impact their mindset or mood. When taught to control their emotions and
express them in a way that permits conflict to be resolved, they develop the flexibility needed to deal with
life's challenges.
Coping with failure: Discussions concerning failure, its effects, and how it is perceived are crucial
because they will aid in the development of coping mechanisms, prevent self-blame, and foster a positive
outlook and realistic assessment of their circumstances. Teaching flexible thinking, which exposes the
mind to life's variety of possibilities, can result in a shift in attitude. Additionally, this will guarantee that
kids don't lose heart.
Cooperation and new experiences: Through projects that necessitate the sharing of information
and skills for the project to succeed, students should be taught to learn the art of collaborating with others.
Furthermore, they can be encouraged to pursue new interests, adventures, and exploratory experiences in
order to advance their knowledge and abilities.
As learners go through each stage of the learning process, teaching them how to handle crises helps
them build resilience and gradually acquire life skills. Only each person can develop resilience in their
own individual way. The process is continual, and when learners succeed in overcoming minor obstacles,
they will gain the ability to handle more complicated challenges.
In conclusion, through this strategies they can create a safe and supportive environment, provide
consistent guidelines for behaviors, promote positive attitudes and give opportunities’ for goal setting,
success, failure and reflection.
Barriers
What are the challenges?

One of the challenges of trying to promote young people’s well-being in school is the multi-
faceted nature of well-being. There are a number of different types of well-being, all of which need to be
promoted to some extent to create an overall sense of well-being in a person. So, it is not possible to
improve students’ well-being at school through single interventions or activities. Rather it requires the
development of a ‘culture’ of well-being throughout the whole school and the active involvement of the
whole staff, teaching and non-teaching, which can be difficult to achieve.
The promotion of well-being may sometimes appear to conflict with other school priorities, such
as academic standards. Unreasonably high expectations, a regime of constant testing or an over-emphasis
on the importance of academic performance may actually undermine student well-being. In many cases
schools do not have the freedom to make the changes to school life which might most benefit student
well-being. They may have little control, for example, over formal examinations and tests, the content of
curricula, the length of the school day or the physical school environment. Nor have schools control over
the many out-of-school influences on student well-being. What happens in the home and the family, local
communities or social media can have as much, if not more, influence on student well-being as anything
in school.
What are the barriers in the involvement of the stakeholders in learner’s resiliency and well-being?
Resources – Lack of resources is one of the reasons why most of the interventions are delayed and
mostly cannot be implemented. For example, in order to promote a conducive learning environment a
much more funds are needed.
Regulatory/Organizational factors – The people behind the objective of promoting resiliency and
wellness of the students is hindered due to lack of leadership, decision making lapses and establishing
plans.
Human Resources – Most schools lacks man power and good training to help the learners achieve their
well-being holistically. For example, is not having a licensed guidance counselors that might help
students cope up with their situations.
Situation- The situation an area experiences be it natural or in whatever reasons might affect the
promotion and realization of well-being and resiliency of the learners. Given the situation of the
pandemic, it is inevitable to force the stakeholder to contribute fully in promoting student’s resiliency and
well-being as if they we’re also affected by the situation.
Personal factors – As it is vital to consider the right of an individual to their lives. Considering the
personal experiences of someone like for examples family dynamics, stressors, inclusivity, work-life
integration etc. It might affect their ability to perform their responsibility as stakeholders.
Finally, there are numerous challenges for stakeholders involved in the promotion of learner well-
being and resilience. A variety of factors may influence their motivation, causing them to lose sight of the
real issue and fail to meet their goals for student well
Learning Activity 1: Group Activity
Direction: The class will be divided into four (4) groups and answer the following. Provide a two pieces
of bond paper and a ballpen or marker to make a concept map and table. Assigned two (2) members
from the group to present their output.
A. Give at least five (5) cumulative effect of which can have a very powerful influence on students’
sense of well- being.
Cumulative Effect of Which

Can Have a Very Powerful
Influence on Students’
Sense of Well- Being
B. List down inside the table what are the ways in which stakeholders can help build students’
resilience and explain briefly.
Ways in which Stakeholders can Help Build Students’ Resilience
1.
2.
3.
4.
5.
Learning Activity 2: Individual Activity
Directions: Answer the following questions on a piece of paper.
1. Differentiate internal and external stakeholder.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What is the importance of well- being and resilience? What is the role of stakeholder in
education?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Enumerate the three (3) DepEd Orders wherein you will understand the important rights that a
learner should have.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Learning Activity 3: Individual Activity
Directions: Each number stated the definition of the five (5) major types of well- being. Choose the
answer of the following definition inside the box and write it on space before the number.
Social Well- Being Emotional Well- Being
Workplace Well- Being Societal Well- Being
_______________1. The ability to participate in an active community or culture.

_______________2. The ability to improve the functioning of one’s body through healthy eating and
good exercise habits.
________________3. The ability to communicate, develop meaningful relationships with others and
create one’s own emotional support network.
________________4. The ability to be resilient, manage one’s emotions and generate emotions that
lead to good feelings.
_______________5. The ability to pursue one’s own interests, beliefs and values in order to gain
meaning and happiness in life and professional enrichment.
Name: _____________________________________________________ Date: _________________
Year/Section: ____________________ Student Number: _____________ Score: ____________
STAKEHOLDERS, WELL-BEING AND RESILIENCE
Exercise 1: SHARE YOUR THOUGHTS!
Give at least 7-8 sentences that best describe the word stakeholders, well-being and resilience.
Explain your answer base on your own understanding and opinion. Write your answer on the space
below.
_________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________.
Exercise 2: COMPARE AND CONTRAST
Use the below Venn Diagram to compare and contrast the stakeholders and well-being in
education.
Name: ___________________________________________ Date: _________________
LEARNERS RESILIENCY AND WELL-BEING
Exercise 1: WATCH IT!
Watch the informative video about Resilience https://youtu.be/sKpBJjsZ7EE. After watching the
video make a reflection on what you feel and understand about it. Write your answer in the box below.
Exercise 2: CONNECT YOUR LIFE!
On your own understanding, write one or two DepEd Orders that connected to the learner’s
resiliency and well-being. After that write proof or evidence that support your answer and at the lower
part of the paper the student will explain this order, why they chose it and relate it on their own
experiences. Write your answer in a one whole sheet of short bond paper.
Rubrics
4 3 2 1
Content -exceptionally -clear topic which -contains topic but -lacks clarify and
clear and focus on maintains a inconsistent focus. focus.
the topic. consistent focus
from beginning to -explanations tend -missing a
-strong and rich end. to summarize summarize
supporting details more. explanation
are provided -specific details are
provided
-a meaningful
explanation about -a clear conclusion
the topic. about the topic.
Evidence -gives clear and -outline supporting -give a weak claim -there is no claims
accurate claims but may that support the that support the
supporting claims overlook not argument. argument. There is
in support of the important details. no evidence.
argument.
Grammar and -no errors in -makes 1-2 errors -makes 3-4 error in -makes more than
Spelling grammar or in grammar or grammar or 4 error in grammar
spelling that spelling that spelling that or spelling that
distract the reader distract the distract the distract readers
from the content. readers from the readers from the from the content.
content. content.
Adding Personality -seems to be -seems to be -relates some of -not tried to

writing from heart drawing from his knowledge and transform the
and own knowledge and experiences. information in a
experiences. experiences. personal way.
Name: ____________________________________________ Date: _________________
IMPORTANCE, BENEFITS AND BARRIERS
Exercise 1: WRITE,WRITE.WRITE!
Using the column below write the importance, benefits and barriers in improving the learner’s well-
being and resilience in school.
IMPORTANCE BENEFITS BARRIERS

STAKEHOLDERS, WELL-BEING AND RESILIENCE
Exercise 1: SHARE YOUR THOUGHTS!
Possible Answer:
Stakeholders refers to anyone who has interest and invested in the welfare of the school and its
students. They are the one who has a “stake” or vested interest in the success of a school or educational
system. Therefore, stakeholders are “any individual or group who can affect or is affected by the actions,
decisions, policies, practices, or goals of the organization. Wellbeing as “the state in which an individual
realizes his or her own abilities, can cope with normal stresses of life, can work productively, and is able
to make a contribution to his or her own community” while Resilience, which is directly related to
wellbeing, is about having the ability to cope with and adapt to new situations. Having a sense of
resilience and positive wellbeing enables a person to approach other people and situations with
confidence and optimism, which is especially important for young people given the enormous changes
that occur with the transition into adolescence and adulthood.
Exercise 2: COMPARE AND CONTRAST
Possible Answer:
STAKEHOLDERS IN EDUCATION WELL-BEING IN EDUCATION
Stakeholders in education include Well-being is a state in which

both Internal and External pupils can develop their
Stakeholder. The Internal Stakeholder to enable potential, learn and play
are those who are directly involved in children and creatively.
the school or education system such
young
as parents, teachers, students, school
administrators, and school board
people to
achieve their Concretely, well-being at school
members. The External Stakeholder
means feeling safe, valued and
are those people who are indirectly full potential.
respected being actively and
impacted like government official.
meaningfully engaged in
Community is a stakeholder in its
academic and social activities
education system because a good
having positive self-esteem, self-
efficacy and a sense of
autonomy. Promoting the
wellbeing of our children and
young people is a shared
community responsibility and is
everybody’s business.
LEARNERS RESILIENCY AND WELL-BEING
Exercise 1: WATCH IT!
Possible Answer:
There's no better foundation for success than the ability to bounce back from
failure.
That is why, when it comes to the word 'resilience', we don't just teach your
children how to read, spell or define it.
We teach them to embody it.

Exercise 2: CONNECT YOUR LIFE!
Possible Answer:
DEPARTMENT ORDER N O. 40, S. 2012 “CHILD PROTECTION POLICY”
• DepEd shall ensure that schools are a safe place for the education of children. The best interest of the
child shall be the paramount consideration in all decisions and actions involving children.
• DepEd’s zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying
and other forms of abuse
We all agree that protecting children should be a priority for all communities, which is why a child
protection policy was created. Children all throughout the world are abused, exploited, and subjected to
physical, sexual, and psychological abuse. Many people are coerced into exploitative jobs, including
sexual exploitation for profit. Children are more susceptible to being exploited and abused for a variety
of reasons, such as disabilities or being abandoned, relocated, homeless, or orphaned. Children are
more prone to encounter exploitation and abuse during emergencies and disasters because they are cut
off from the parents and other caregivers who would ordinarily shield them from such harm. I
experienced being bullied others but because of this policy it stops and I never experience being bullied
anymore.
IMPORTANCE, BENEFITS AND BARRIERS
Exercise 1: WRITE, WRITE.WRITE!
Possible Answer:
IMPORTANCE BENEFITS BARRIERS
Wellbeing and resilience are important providing opportunities for all Human Resources – Most schools
in preventing the onset of mental members of the school lack manpower and good training to
health problems as well as potentially community to participate in
help the learners achieve their
lessening the severity of existing meaningful decision-making in
mental health problems. school. wellbeing holistically. For example, is
not having a licensed guidance
counselors that might help students
come up with their situations.
Wellbeing and resilience are vital to developing a welcoming Resources – Lack of resources is one
developing efficient problem-solving environment where everyone at of the reasons why most of the
school can feel supported and
skills, building and maintaining interventions are delayed and mostly
safe through access to
interpersonal relationships and meaningful activities cannot be implemented. For
realistic goal setting, all of which example, in order to promote a
greatly enhance an individual’s ability conducive learning environment a
to perform and contribute much more funds are needed.
meaningfully to daily life.
They play a larger role in decision- integrating democratic Regulatory/Organizational factors –

making process and having a positive citizenship and education for The people behind the objective of
outcome to access to more ideas and intercultural understanding into promoting resiliency and wellness of
broader awareness of the different school subjects and
the students is hindered due to lack
decision made. extra-curricular activities
of leadership, decision making lapses
and establishing plans.
Stakeholders’ active participation Situation- The situation an area

in school activities, programs and experiences be it natural or in
whatever reasons might affect the
projects will result to a successful
promotion and realization of
learning and teaching outcome. wellbeing and resiliency of the
learners. Given the situation of the
pandemic, it is inevitable to force the
stakeholder to contribute fully to
promoting student’s resiliency and
well-being as if they we’re also
affected by the situation
Personal factors – As it is vital to

consider the right of an individual to
their lives. Considering the personal
experiences of someone like for
examples family dynamics, stressors,
inclusivity, work-life integration etc.
It might affect their ability to
perform their responsibility as
stakeholders.
SUMMATIVE TEST
Name: ____________________________________________ Date: ___________

Sr Code: __________ Score: __________
UNDERSTANDING STAKEHOLDERS, WELL-BEING, AND RESILIENCE
Summative Assessment 1. Write TRUE if the statement is correct and FALSE if not. Write the answer
on the space provided.
________ 1. Stakeholders are any individual or group who can affect or is affected by the organization's
actions, decisions, policies, practices, or goals.
________ 2. Physical well-being is the ability to be resilient, manage one’s emotions, and generate
emotions that lead to good feelings.
________ 3. Well-being is the state in which an individual realizes his or her own abilities, can cope with
normal stresses of life, can work productively, and is able to make a contribution to his or her own
community.
________ 4. Resilience is about having the ability to cope with and adapt to new situations.
________ 5. Societal well-being is the ability to participate in an active community or culture.
________ 6. The external stakeholder is those who are directly involved in the school or education
system such as parents, teachers, students, school administrators, and school board members.
________ 7. Emotional well-being is the ability to improve the functioning of one’s body through healthy
eating and good exercise habits.
________ 8. Social well-being is the ability to communicate, develop meaningful relationships with
others, and create one’s emotional support network
________ 9. Having a sense of resilience and positive well-being enables a person to approach other
people and situations without confidence and optimism.
________ 10. Well-being is also the experience of sickness and sadness.
Summative Assessment 2.
Create a group with six members. Explain the role of each stakeholder in learners’
resiliency and well-being using a concept map. Select one member to present it to the
class.
Summative Assessment 3.
In the same group, summarize the importance, benefits, and barriers of learners’ resiliency and well-
being. Write the summary of your discussion in the space provided below. Select two members to
present it in the class.
_____________________________________________________________________________________
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eferences
https://us.corwinom/sites/default/files/upm-assets/9061_book_item_9061.pdf
https://www.gov.ph/wp-content/uploads/2020/10/DO_s2020_032-1-1.pdf
https://www2.gov/programs/readingfirst/support/stakeholderlores.pdf
https://naturalpod.com/the-importance-of-stakeholders-when-it-comes-to-creating-successful-learning-
outcomes/
https://studybay.com/blog/importance-of-stakeholders-in-curriculum/
https://www.thehindu.com/education/what-is-resilience-and-how-can-students-develop-it/
article35115016.ece/amp/
https://givingcompass.org/article/the-importance-of-various-stakeholders-in-education
https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/improving-well-being-at-school
https://schools.au.reachout.com/articles/wellbeing-and-resilience
https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf
https://alapan1es.com/2022/06/29/deped-order-31-s-2022/
The Author
Dr. Ronel Mondragon Sapungan holds a Doctor of Philosophy major in Educational
Management. He is an English language specialist and has taught Foreign Languages
for many years in both international and local arenas. He also taught in international
schools in Jeddah, Kingdom of Saudi Arabia where he also learned Arabic and
intercultural communication. His teaching stint in the international university in the
Kingdom of Bahrain for many years has honed his pedagogical skill in teaching
English and Foreign Language courses among Arab and non-Arab students. He has
published a book in Spanish, Vamos Aprender Espańol The Easy Way to Learn
Spanish (2017). His two self-help books, Life’s Dozen of Magic (2018) and Stamp
Your Life and Job with Excellence (2019) have earned him respect among his fellow
writers, columnists, researchers, book authors, teachers, and students. He has been
inspired to write column articles for the newspaper, academic worktext books, self-
help books, and scholarly research. He is a full-time instructor of Research, Business
Communication, Foreign Language, Literature of the World, and Purposive
Communication at Batangas State University The National Engineering University JPLP-Malvar. He had been
awarded the most outstanding school paper adviser as the fruit of his labor in scholastic journalism. He is also a
lecturer of scholarly research and campus journalism in the region. His research papers and education-related
research articles have been published in various refereed international publications and were presented at
international conferences, colloquiums, and fora. He is active as a research reviewer, editor, adviser, and consultant.
He is a perennial resource speaker on Campus Journalism, Action Research, Teacher Professionalism, Course,
Curriculum and Instructional Material Development, and Professional Development in the region complementing
the suite of his qualifications. Currently, his writing focuses on his column in Weekly Frontpage, self-help books,
and the three other books of the series in English for specific purposes, namely: Purposive Communication for
Business, Purposive Communication for Engineering and Technology, and Purposive Communication for Education
and Social Sciences.

Management Behavior A Learning Module

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Contents

Input 11 Wellness education and wellness management

Input 11 Wellness education and wellness management

● define classroom behavior management and behavior management policy;

● identify the basic aspects of classroom management behaviors;

● describe classroom management strategies and policies;

● familiarize with different classroom management interventions;

● explain the different elements of behavior management policy;

● compare and contrast behavior management strategies for the classroom

● Classroom Behavior Management

What is Classroom Behavior Management?

● It presents engaging instructions to the learners.

● A well-managed classroom is consistent and fair for discipline.

● It has well-practiced routines and procedures to promote teaching & learning.

● It stages appropriate interventions to be undertaken for the students.

Why Classroom Management is important?

What is Behavior Management?

Discipline vs. Punishment

The Myths of Discipline

● Positive discipline leads to bratty behavior

● TRUTH: positive discipline uses sound behavioral principles to change children’s

● Physical discipline is necessary to teach appropriate behavior

Behavioral Psychology 101

Behavior Management Strategies for Your Classroom

2. Set Rules Together with Students

3. Create Stimulating Lessons

4. Use Positive Language

Some of the outcomes of positive language approaches include:

● A safe learning environment

5. Develop a Relationship with Your Students

6. Adjust Your Scoring Methods

Behavior Management Policy

Behavior Management Policies

Components of a Behavior Management Policy

2. Expectations and Rules

What Is a Behavior Management Policy?

What Should a Behavior Management Policy Include?

● Achieve personal best

What Is the Purpose of The Behavior Management Policy?

It is a monumental achievement to have a policy that addresses the issue of school

Students will be able to understand and be accountable

Why Is Behavior Management Policy Important?

As a result of this policy, schools, parents/guardians,

What Should a Behavior Policy Include?

Learning Activity 1: Groupings

● Each group will have to choose a leader.

Learning Activity 2: Individual

1. What is the focus of “Classroom Behavior Management”?

Name ____________________________________________ Score ___________

CLASSROOM BEHAVIOR MANAGEMENT: Collaboration and Understanding

Exercise 2. So, what’s the difference?

FORMATIVE ASSESSMENT RUBRICS AND CRITERIA

Name ____________________________________________ Score ___________

CLASSROOM BEHAVIOR MANAGEMENT

1. _______________________ any action or function that can be objectively observed or measured in

3. ________________________ is the act or art of managing, the conducting or supervising of

4. ________________________ approaches involve creating lots of opportunities to use the

5. ________________________ involve creating consequences or punishment for the undesired

Name __________________________________ Score _

Name __________________________________ Score _