Session

1:
Introduction to Positive
Discipline
Introductions
Objectiv
es
• General Objective
• To support teachers in developing the skills and confidence to
use
Positive Discipline in their interactions with their learners every
day.
• Specific Objectives
At the end of the series, participants will be able to:
• Understand that violence is a significant barrier
to a child’s learning
• Use Positive Discipline to support children’s learning
• Share key actions to help parents support their
children’s learning
Group
agreements
 Talk about the Experience of
Teaching 1

The experience of
•teaching
Joy • Frustration
• Satisfaction • Loss of
• Pride control
• Sense of • Fatigue
accomplishment • Anger
Summing
up
• Teachers have felt both positive
and negative feelings about their
experiences, particularly in the
context of the COVID-19 Pandemic.
• We will draw on the positive
experiences to motivate us
and strengthen our resolve
towards delivering quality
education and positive change
in working with learners.
Why
Positive
Discipline
?
• The National Baseline Study on
Violence (2016) against children has
found that 80% of the 3,866 boys and
girls aged 13- 24 years had
experienced some form of violence in
their lifetime.

• LGBT children experience

significantly more physical,
emotional, and sexual violence than
other children.

• The Study was not able to gather data

on the prevalence of violence
experienced by children with
 Corporal
Punishment
is the most common form of violence experienced by
children.
It is also called physical and humiliating punishment.
“Corporal” or “physical” punishment is any punishment in which
physical force is used and intended to cause some degree of pain
or discomfort, however light… In the view of the Committee,
corporal punishment is invariably degrading.

Committee on the Rights of the Child General Comment No. 8:

The right of the child to protection from corporal punishment and
other cruel or degrading forms of punishment
Hitting, slapping, Pinching, pulling hair
Hitting with objects
smacking or ears

Forced standing or Forced

kneeling ingestion
• Violence also includes words
or actions that shame,
embarrass, threaten, or scare
children.
• These are
emotional
punishments.

• Physical punishments are

actions that hurt the body. It
always has emotional impacts
that are at least as strong as
the physical impact.
• Emotional punishments are
Sham Ange Humiliatio
e r n

Fear Hatred Resentment

What do children
say?
“ Masakit po talaga. Hanggang paglaki ko nasa damdamin
ko ‘yon. Hanggang ngayon galit na galit pa rin ako sa tatay at

“
nanay ko.”

Masakit po. Nakatatak na po sa puso

ko.”

“ When I made a mistake, he threw a book at

me. my classmate asked a question, Sir kicked him
And then,
repeatedly.
Because of these experiences, I think less of myself.”
 • Higher levels of
aggression and anxiety
Physical and emotional • Lower self-esteem and risk
violence children have of developing depressive
serious consequences symptoms
to children’s well – • Intergenerational violence
being
Reference: The Systematic Review of Literature
on the Drivers of Violence against Children (2016)
Factors that push adults to commit physical,
psychological, and sexual violence in the home
are:
• Acceptance and justification of the use of corporal punishment
or violent discipline

• Gender inequality – norms that maintain unequal

power relationships between genders

• Financial stress

• Alcohol/substance misuse
Summing
up
• We were raised to believe that it is
right and just to punish children for
bad behavior and mistakes.
• We were raised to fear that not
punishing children will lead to a
bad outcome.
• We know now, that VIOLENCE HURTS
CHILDREN NOW and harms their
future prospects.
 But there is
hope…
• But we can change our beliefs
and our behavior to end this
kind of violence against children.

• In the 2009 National Study on

Violence in Schools, a significant
number of children 60% - 70% of
6,931 elementary and high school
students have indicated having
been talked to in private or
receiving counselling when they did
something wrong.
E-Net Philippines’ Positive Discipline work with
teachers in 3 QC public schools QC and 1 private
school in Marikina:

• In 2018, learners reported that teachers tend to use both

punishment and non-violent discipline.

• In 2019, 30% of elementary pupils and 70% of high school

students have reported that their teachers are practicing
positive discipline instead of punishment.
• This gives us hope that while
changing social norms that
accept corporal punishment of
children and gender inequality
can be difficult, gradual change
can happen.

• Eventually we can learn to use

a non-violent and problem-
solving approach in responding
to challenges instead of using
punishment
 Education in the context of COVID-19
pandemic
• Teachers are expected to deliver
education through a blended
approach using modules delivered
online, in print, or radio/television

• Limited or no face-to-face contact

with learners

• Increased coordination with learner’s

parents or caregivers
 Do Teachers still need to learn Positive
Discipline?
• Violence against children still happens in
the home, particularly physical and
emotional punishment

• Violence in the form of punishment can

disrupt children’s learning

• Teachers have a very important role in

helping parents support their
children’s education without using
punishment
 Is Positive Discipline still Relevant
for Teachers?
• Through Positive Discipline, we can
establish and provide a safe
learning environment for learners.

• Teachers can model to parents how

to interact with their children at
home.

• Teachers are in a position to recognize

potential situations of violence in the
home and refer this to those who can
help.
Mahalaga pa rin, kahit na hindi natin nakikita araw-
araw ang mga learner natin, maramdaman nila
yung Warmth na pwede nating ibigay sa kanila.

– Kindergarten Teacher, Project 6 Elementary School

 What is
Positive
Discipline?
 Positive Discipline 1

Poll

PD Di PD
or
(Positive (Not Positive
Discipline) Discipline)
 What is Positive Discipline in Everyday Teaching
(PDET)?

It is a positive, rights-based
approach that helps guide
teachers in creating and
maintaining a learning
environment where all children
are respected and are
successful learners.
 Positive Discipline in Everyday Teaching has
its
strong foundation on children’s rights

• The UN Convention on the Rights of the Child was signed by

193 member countries of the United Nations.
• It exists to protect all children and ensure they grow up in the
most optimal environment.
Karapatang
Pambata
Alam Nyo
Ba?
 What does the UNCRC say about the Role of
Parents?
The UNCRC standards can only be met if parents’ needs are met.
Parents are to be supported to be able to provide for children’s basic
needs:

• Article 5: Government will respect the responsibilities, rights, and

duties of parents and caregivers to care for their children.

• Article 18: Parents have the primary responsibility for upbringing

and development of the child and supported by the government.
• These articles indicate that
children’s rights are recognized
alongside the rights of adults.

• Fulfilling the rights of children

should not prevent adults
from enjoying their own
rights.

• Fulfilling adult’s human rights

should not prevent children from
enjoying and exercising their
rights.
• Through this Positive Discipline web series, the
Department of Education through the Teacher
Education Council Secretariat is providing support to
teachers to transition from punishment to a non-
violent and problem – solving approach.

• By practicing Positive Discipline in their interactions

with learners, teachers are able to protect children
from violence, in line with the Department of
Education’s Child Protection Policy.
 Positive Discipline fulfills children’s
rights:

Access to Protection from

quality discrimination
education

Protection from all Participation in

forms of mental their own learning
and physical
violence
 Children develop better when there
is:
1. Warmth 2. Structure
• Physical security • Guidance
• Emotional security • Informati
Positive Discipline also on
• Trusting relationships
based on Research on
Child Development
Effective Teachers have:
and Effective Teaching
• Knowledge of how children learn and develop
• Ability to regulate their emotions
• Confidence in their skills
“Discipline”
comes from the Latin word,
disciplinare
meaning: to teach, to educate
 Positive Discipline
in Everyday
Teaching
Effective discipline is positive
and constructive.
It involves setting goals for learning and
finding constructive solutions to
challenging situations.
Positive discipline supports teaching
and education.
It builds learners’ self-confidence and
instils a love of learning that can last a
lifetime
Positive Discipline is Positive Discipline
not… is…
• Permissiveness • Long-term solutions that develop
learner’s own self-discipline
• Letting learners do
• Clear and consistent communication
whatever they want
• Based on fairness and knowing
• About having no rules, limits your learners
or expectations • Building a mutually
• About short-term reactions respectful relationship
• Alternative punishments to • Building children’s skills and
slapping, hitting, and confidence
shaming • Teaching children respect for
other
people’s feelings
• Teaching life-long skills and fostering
a love of learning
  Long-term solutions that develop learner’s
own self-discipline
 Clear and consistent communication
Based on fairness and knowing your
Positive Discipline learners
is…  Building a mutually respectful
relationship
 Building children’s skills and
confidence
 Teaching children respect for other
people’s
feelings
Teaching life-long skills and fostering a love
 Behaviour
Positive
Managemen
tFocus: Discipline
Focus:
Obedience Understanding
A constructive approach to
obstacles, challenges and
frustrations

Knowledge of the
materials

The right tools

A clear plan
 Problem
Solving The approach to
obstacles,
Recognizing individual challenges and
differences frustrations
Knowing the
materials
Understanding child
The PDET

development
Model

Providing Providing The

Warmth Structure tools

Setting long-term
goals The plan
Session Evaluation
https://tinyurl.com/PDETeval1
“I did then what
I knew how to do. Now
what I know better, I
do better.”
- Maya
Angelou
Positive Discipline
in Everyday
Teaching:
A Primer for Filipino
Teachers