Positive Discipline in Everyday Teaching: Darcy Guy Y. Mañebo

POSITIVE
DISCIPLINE IN
EVERYDAY
TEACHING
PDET
Darcy Guy Y. Mañebo
Why do we need to impose Positive
Discipline in the schools?
THIS IS OUR small contribution

to the universal duty to protect
children.

four (4) main parts
– Corporal Punishment, its magnitude, and the legal basis for
prohibiting its practice in school.
– Positive Discipline Model or the PDET Building Block,
which identifies the key elements of the PDET approach.
– “Examples of Responding with Positive Discipline”.
– Note on the teachers’ well-being to support and help them
cope with stress.

What is
CORPORAL PUNISHMENT?
– defined in the United Nations
Committee on the Rights of the
Child General Comment No. 81
as any punishment in which
physical force is used and
intended to cause some degree
of pain or discomfort, however
Darcy Guy Y. Mañebo light.
Common Corporal Punishment
(Physical)
– Most involves hitting
(smacking, slapping,
spanking) children, with the
hand or with an implement
-- a whip, stick, belt, shoe,
wooden spoon, etc.
Common Corporal Punishment
(Physical)
– It can also involve, for example,
kicking, shaking or throwing children,
scratching, pinching, biting, pulling hair
or boxing ears, forcing children to stay
in uncomfortable positions, burning,
scolding or forced ingestion (for
example, washing children’s mouths out
with soap or forcing them to swallow
hot spices)
Non-Physical Forms
– punishment that
belittles, humiliates,
denigrates, scapegoats,
threatens, scares or
ridicules the child.
Magnitude and Effects of Corporal
Punishment
– 80% to 98% of children experience it
in their homes.
– In the Philippines, a study conducted
by Save the Children in 2005 revealed
that 85% of children have experienced
corporal punishment in their homes
and that the most common form is
spanking (65%).
Magnitude and Effects of
Corporal Punishment
– A majority of the children interviewed
for this study (82%) reported that they
had been hit on different parts of their
body.
– In 2011, about two in three parents of
children under 17 said they used
corporal punishment. Spanking the
bottom (52%) was the most prevalent
form of corporal punishment used.
Effects of Physical Punishment to
Children
– predicts negative outcomes throughout
childhood and into adulthood.
– It increases children’s risks for increased
aggression, increased delinquency and anti-
social behavior, physical injury and reports
to child welfare, poorer parent-child
relationships, and poorer mental health
(Gershoff, 2002).
– It is also associated with lower self-esteem
and poorer academic success.
Legal Basis for Prohibiting Corporal Punishment
and the Practice
of Positive Discipline
– The UN Convention on the Rights of the Child

requires that States Parties “shall take all
appropriate measures to protect the child from
all forms of violence (Article 19).
– States Parties are also required to “take all
appropriate measures to ensure that school
discipline is administered in a manner consistent
with the child’s human dignity and in conformity
with the present Convention. (Article 28(2)).”
Department of Education’s Policies
– Supports the prohibition of corporal

punishment and practice of positive
discipline in public and private
schools.
– DepEd Order No. 40 s. 2012, known as
“Policy and Guidelines on Protecting
Children In School From Abuse,
Violence, Exploitation, Discrimination,
Darcy Guy Y. Mañebo Bullying And Other Forms Of Abuse”.
Department Order 40, s.2012
– prohibits the use of

corporal punishment
and promotes the
use of Positive
Discipline
Department of Education’s Policies
– Other policy measures protecting children

in school are DepEd Order No. 55, s. 2013
which supports the implementation of
Republic Act No. 10627, known as the Anti-
Bullying Act of 2013; and
– DepEd Order No. 18, s. 2015 or the
Guidelines and Procedures on the
Management of Children-At-Risk and
Darcy Guy Y. Mañebo Children in Conflict with the Law.
Positive Discipline in Everyday
Teaching (PDET)
– Effective discipline is positive
and constructive.
– Schools should respect
children’s developmental levels,
their rights to dignity and
physical integrity, and their right
to participate fully in their
Darcy Guy Y. Mañebo learning.
What is Positive Discipline?
– This is an approach to teaching that
helps children succeed, gives them the
information they need to learn, and
supports their development.
– It respects children’s rights to healthy
development, protection from violence,
and active participation in their
learning.
What is Positive Discipline?
– About finding long term solutions that
develop students’ own self-discipline;
– Clear and consistent communication;
– Consistent reinforcement of your
expectations, rules and limits;
– Based on knowing your students and
being fair;
Positive Discipline is:
– Aimed at building a mutually respectful
relationship with your students;
– Teaching students life-long skills and fostering
their love of learning;
– Teaching courtesy, non-violence, empathy, self
respect, and respect for others and their rights;
and
– Increasing students’ competence and
confidence to handle academic challenges and
Darcy Guy Y. Mañebo difficult situations.
Positive Discipline is not:
– Permissiveness;
– Letting students do whatever they
want;
– Having no rules, limits or
expectations;
– Short-term reactions; or
– Alternative punishment to slapping,
Darcy Guy Y. Mañebo hitting and shaming.
Positive Discipline in Everyday
Teaching Approach
– is based on sound
pedagogical
principles and
practice.
– Holistic: It applies not only to
students’ behavior, but to all aspects
of their learning and social
interactions;
– Strength-based: It identifies and
builds on the students’ strengths;
– Constructive: It is aimed at
strengthening students’ self-esteem
and confidence;
– Inclusive: It recognizes and respects the
diversity of all students;
– Pro-active: It identifies the roots of
behavioral and learning difficulties and
implements strategies to promote success
and avoid conflict; and
– Participatory: It engages students in the
learning process and in the school
community.
PDET BUILDING BLOCK
(MODEL)
Problem Solving
Recognizing Individual Differences
Understanding Child Development
Providing warmth Providing Structure
Setting Long-Term goals

Child Rights Principles Pedagogical Principles

KEY ELEMENTS OF PDET
(STEPS)
– IDENTIFYING LONG-TERM GOALS
as their teacher, consider what kind of
people you want your students to
become, and to use everyday
interactions with them in school to
teach the values and skills that they
will need to become strong and
compassionate adults.
(STEPS)
– PROVIDING WARMTH
WARMTH is creating school and classroom
environments that ensure your students feel
physically and emotionally safe.
Examples of showing warmth are listening

to them, showing them respect even when
they make mistakes, encouraging them
especially when they are having difficulties
and looking at things from their point of view.
(STEPS)
– PROVIDING STRUCTURE
STRUCTURE is the information students need in
order to succeed academically and behaviorally
Examples of providing structure are providing

opportunities to fix their mistakes in a way that
helps them to learn, hearing their point of view,
controlling your anger, teaching them about the
effects of their actions on other people, involving
them in setting rules, explaining the reasons for
rules, and being a good role model to them.
(STEPS)
– UNDERSTANDING CHILD DEVELOPMENT
Students change as they grow and

it is important that teachers
recognize that their expectations and
ways of teaching should also change
as the students’ ways of thinking,
needs, and interests change.
(STEPS)
– IDENTIFYING INDIVIDUAL DIFFERENCES
While all children go through the same
stages of development, children are not
all alike. They come from different homes
and cultural environment and have
different personalities, talents,
temperaments and abilities, which all
affect their behavior and performance in
Darcy Guy Y. Mañebo school.
PROBLEM SOLVING WITH
POSITIVE DISCIPLE
– The possibility of conflict between students and
teachers is always present. But by
implementing the PDET model, you can use
conflict as an opportunity to teach students
how to manage their emotions and resolve
conflict without hurting others physically or
emotionally.
Before you respond:
– 1. Think about all the possible reasons for the

student’s behaviour. Consider the child's state of
development and individuality. List as many
reasons as you can why a child would behave
this way and then think about which of those
reasons might explain this child’s behaviour in
this situation.
– 2. Remember your long-term goals.
Think about the characteristics that
you hope your students will develop.
What kind of long-term impacts do you
hope to have on your students.
– 3. Provide warmth. Think about how you
can ensure that the student feel safe and
respected as you solve this problem. What
are some ways that you could provide
warmth or support?
– 4. Provide structure. Think of what the student
needs to understand about the situation and
how you will engage him or her in finding
solutions to the problem. What are some ways
that you could provide guidance and
information?
– 5. Respond with positive discipline. Once
you have thought through the problem,
you can now respond in a positive way to
resolve it. Involve the student in thinking
about and finding solutions to challenges
and difficulties.
STEPS IN PROVIDING
POSITIVE DISCIPLINE
– 1. What do you think could be the possible reasons why
a child of this age might behave this way:
– 2. Now remember your long-term goals.
– 3. In this situation, how can you show warmth?
– 4. In this situation, how can you provide structure?
– 5. Responding with Positive Discipline.
Examples of Responding with
Positive Discipline
– CONTINUOUS CRYING
“A boy in your Kindergarten class has been

crying, screaming, and clinging to his mother
every morning whenever he drops him off. You
feel this is disrupting the class and taking much
of your time and attention.”
How could you find a solution to this problem that does not
harm the child?
Step 1: What are all of the possible reason/s
why a child of this age might
behave this way?
Some reasons could be:

– It is his first time being separated from his
parents.
– He has difficulty adapting to new situations/
surroundings.
– He has a very intense response to new
situations and events.
Step 1-What are all of the possible reason/s why
a child of this age might behave this way?
– He doesn’t know when his mother will return.

– He was left behind in a store once, and is now
very afraid of being alone.
– He has difficulty managing his emotions.
– He is afraid of the teacher because someone told
him that children are hit at school.
Darcy Guy Y. Mañebo – The teacher looks like someone he is afraid of.
Step 2: Now remember your
long-term goals.
 You want the child to feel safe and happy in a
learning environment.
 You want the child to gradually become more
comfortable in new environments.
 You want the child to gradually become
independent and able to manage stress on his own.
 You want the child to gradually learn how to
Darcy Guy Y. Mañebo manage
Step 3:In this situation, how can
you show warmth?
– Remember that entering school is a huge
transition and a tremendous challenge for
children.
– Recognize the child’s anxiety and stress,
and show empathy.
– Show him that you care about his feelings.
Step 4:In this situation, how can you
provide structure?
– Tell him about the activities he will do at school
today.
– Ask him what he likes to do and show him how he
can do that in your classroom.
– Assure him that his mom will come back for him
after school.
– Introduce him to one other student who would be
Darcy Guy Y. Mañebo supportive.
Step 5:Responding with Positive
Discipline
By putting all of the previous
steps together, you will generate a
response that will ensure that the
child feels safe and will help him
understand more about the
GRABBING OTHERS’ BELONGINGS
(TOYS, THINGS, FOOD, ETC.)
“ While you are conducting

activities in your kindergarten
class, one of your pupils
approaches you and complains
about her classmate who grabbed
Darcy Guy Y. Mañebo her pencil and took her crayons
Step 1:What do you think could be the possible
reason/s why a child might behave this way?
– Some reasons could be:

– The child doesn’t really understand the idea
of personal property yet.
– The child might not fully understand the
effects of her behavior on other children.
– The child may not know how to approach
another child to borrow things or ask for
– The child may think that acting

like this is playing.
– The child may be seeking
attention.
– The child may want to initiate
Darcy Guy Y. Mañebo socialization with a classmate but
Step 2: Now, remember your
long-term goals.
– You want the child to be able
to respect others’ belongings.
– You want the child to be able
to learn to share and to
cooperate with others.
Step 3: In this situation, how can
you show warmth?
– Understand that children at this age
do not understand the concept of
ownership and the need to ask and
wait for permission.
– Speak to the child with a gentle,
reassuring voice.
Step 4: In this situation, how can you
provide structure?
– Explain and establish the rules

of behavior right at the
beginning of the school year.
The children themselves should
participate in identifying the
provide structure?
– Help the children understand that if they
want to borrow something from their
classmate, asking permission is a good
way to build a relationship.
– Explain and perhaps role play what the
other child might feel if one does not share
Darcy Guy Y. Mañebo and if one takes things without permission.
Step 5: Responding with Positive
– Do not punish. Instead of scoldingDiscipline
and
humiliating the child in front of her classmates,
talk to her privately. In a calm voice, express
understanding, care and concern.
– Explain the value of asking and waiting for
permission to use other children’s things.
Explore the child’s ideas of how to have fun
Discipline
– Try Role Playing during playtime
to teach your pupils about
sharing with others. Then, it
would also be good to remind the
class about the rules of sharing
DISRUPTIVE BEHAVIOR
(TALKING IN CLASS)
“You are teaching the class and you
notice a noisy group of boys and
girls at the back near the window.
They keep talking and laughing
during the lesson. The noise disrupts
Darcy Guy Y. Mañebo the class and you find it difficult to
Step 1: What do you think could be the possible

❏ The children may not understand the
lesson so they ask each other about the
topic.
❏ One of their classmates may have
shared a joke and the others cannot
The children may have seen something

outside the classroom that caught their
interest.
❏ The children may be getting bored with
the lesson.

❏ The children may be talking about
long-term goals.
You want the children to be to able show respect
by listening when someone is talking.
❏ You want the children to be able to set
priorities.
❏ You want the children to be aware of the effect
of their actions on others.
❏ You want the children to love learning and
you show warmth?
Understand that some children can be easily
distracted.
❏ Understand that they have different interests
and learning styles; some learn faster through
discussions, while some learn better through
activities.
❏ Understand that children may not always be
provide structure?
 Ask them calmly what is happening. Let

the children share what they were talking
and laughing about.
❏ Tell them that you and the other pupils are
distracted by noise.
❏ Remind them about the rules they have set.
provide structure?
❏ Remind them that conversations about

other topics may be done between
classes and during recess time.
❏ Provide interactive discussions or
activities so everyone can participate.
Discipline
– Do not throw the eraser or chalk,
shame, or shout at the children in
front of their classmates. Instead,
control your anger and ask them
in a calm voice what is going on.
Discipline
– You may also ask them if they have
questions about the lesson.
– Explain to them that noise can
distract your teaching and thinking
process, and that it is also distracting
Darcy Guy Y. Mañebo to their classmates.
Discipline
– Remind them about the rules on
listening and that they were part of
creating those rules for the class.
– You may also introduce innovative
teaching methods where interaction is
possible such as role-playing, dance or
Darcy Guy Y. Mañebo action songs so everyone can
FIGHTING
“You have a group activity for your
Grade 2 pupils. Your pupils alerted you
to the fact that two of their boy
classmates in one group were fighting.
You found out that the fight started with
the pupils teasing each other. They made
Darcy Guy Y. Mañebo each other angry and then started

❏ Children may not be aware of how their
words and actions affect others.
 Children may not know how to respond
in a non-violent way when they are
offended.
❏ Children may be sensitive and may easily

get angry or irritated.
❏ Children may not know how to handle or
manage their anger properly.
❏ Children’s reaction to situations may be
very intense.
long-term goals.
You want children to be able to manage
and handle their anger properly.
❏ You want children to know how to
resolve conflicts without using violence.
❏ You want children to be aware of the
effect of their words and actions on others.
you show warmth?
Understand that at this age, children may not
know how to manage or handle anger
effectively.
❏ Understand that children may not know how
to resolve conflicts in a non-violent way.
❏ Remember that some children may come
Darcy Guy Y. Mañebo from violent homes and their exposure to this
you show warmth?
❏ Understand that children are not trying to
annoy you or challenge your authority.
❏ Understand children’s diverse
temperaments.
❏ Make sure that everyone is safe from injury
or if injured, that they are sent to the school
clinic for treatment.
Step 4- In this situation, how can you
provide structure?
Talk to the children immediately. Listen
to each child’s explanation about what
happened. Ask what the fight was about.
❏ Remind the children about classroom
rules.
❏ Remind them about the effects of their
Discipline
– Instead of shouting and getting angry,
blaming others or having your pupils
standing outside the room, call them calmly
and talk to them separately.
– Let each child explain what happened form
his/her own perspective.
–
Darcy Guy Y. Mañebo Ask them about how their behavior affected
Discipline
– Ask them what can be done next
time to prevent such fights from
occurring and remind them that
in whatever situation, hitting or
hurting others will not help
Discipline
– You can then ask the children for ideas on
what they can do now to resolve the
situation.
– In case a fight between and among pupils
results to serious physical injuries or death,
teachers and school administrators can refer
Darcy Guy Y. Mañebo to the various DepEd issuances10 for proper
DEPED ISSUANCES
Procedures in Handling Bullying Incidents in Schools
(Section 10, DepEd Order No. 55, s. 2013)
Principle of Restorative Justice (Section 15, DepEd Order
No. 18, s. 2015)
Procedure in the Management of Children-at-Risk
(Section 16, DepEd Order No. 18, s. 2015)
Procedure in Managing Children in Conflict with the
Law (Section 17, DepEd order No. 18, s. 2015)
RUDENESS
“You noticed that one of your
pupils/students has low grades in most of
her subjects. You decide to talk to her first
before talking to her parents or guardians.
When you were talking to her about her
grades, she started talking back at you and
answering your queries in what you felt
❏ The child may not actually be attempting to
be rude. It’s just that her usual manner of
speaking may be misinterpreted as rudeness by
others.
 The child may have a very intense reaction to
Darcy Guy Y. Mañebo the information given. She may be scared
❏ The child is not yet able to

handle and respond appropriately
when given feedback.
❏ The child may be frustrated
because she could not explain
long-term goals.
You want the child to know how to

control and manage anger or intense
feelings.
❏ You want the child to be able to
communicate using constructive language
in any situation.
you show warmth?
Understand that she is not being

disrespectful nor challenging your
authority.
❏ Do not pre-judge. Understand that
sometimes children answer rudely
Darcy Guy Y. Mañebo because they could not manage their
provide structure?
Control your anger and handle

the situation accordingly.
❏ Tell the child how you feel
when he talks back at you in a
rude tone or use rude language.
provide structure?
❏ Start your sentence with “I feel...”

when talking about the effect of her
behavior on you.
❏ Remind the child about the class
rules. Tell the child that you want to help
Discipline
– Instead of getting angry and punishing
the child, calm down and manage your
anger.
– Tell the child, “I feel disrespected when
you spoke rudely to me.”
Darcy Guy Y. Mañebo – Mention the exact word that offended
Discipline
– Acknowledge the child’s feelings of
anger, frustration, and fear about the
possible consequences of having
low grades.
– Assure her that you want to help her
Darcy Guy Y. Mañebo succeed. Listen to the child’s
Discipline
– Ask her what she thinks she should
do to resolve this issue. Allow the
child to analyze the issues and
propose solutions. Help the child
evaluate the solutions to identify
Darcy Guy Y. Mañebo which is best for her.
NO ASSIGNMENTS OR
PROJECTS
“A graduating high school student in your
advisory class is in danger of failing. He
has several projects in different subjects
that he could not submit. There are also
projects that he was not able to do. When
you asked him why this is so, he said that
Darcy Guy Y. Mañebo he is always running out of time to do the
Some reasons could be:

 The student may have low persistence level.
The student may have difficulty managing his
time, balancing school work and social life.
The student may be pressured by peers to join
activities away from school work such as
drinking, smoking, etc.
long-term goals
– You want the student to be able to manage time and
balance school work and social life.
– You want the student to set priorities.
– You want the student to keep trying even if the
projects may be difficult.
– You want the student to ask for help when he has
difficulties.
Darcy Guy Y. Mañebo– You want the student to become a competent person.
you show warmth?
– Talk to the student in private.

– Show concern to the student
regarding his performance in
school.
– Provide support and guidance,
provide structure?
– Provide clear instructions about how to do the
projects.
– Ask the student about possible time-saving
strategies that can be used to complete the
projects.
– Provide information about the importance of
completing projects.
– Instead of telling students that Discipline
they will
fail the subject if they don’t comply with
the requirements, show support and
concern for the student.
– Ask him if he needs help in doing the
project. Negotiate with him on how he
Darcy Guy Y. Mañebo can make up for the assignments and
Discipline
– Ask his suggestions on the best possible way to
accomplish the task. The student may need to
be shown how learning, projects and
assignments may actually improve his work
prospects. Relate the student’s special skills to
what he is learning in class.
Darcy Guy Y. Mañebo– Encourage students to help each other in
CUTTING CLASSES
“You are checking the attendance when you notice
two of your students are absent. You ask their
classmates where they are and learn that they were
actually present in their first period class. When you
ask their classmates and friends further, you find out
that they cut classes not just in your subject but also
in other subjects. According to their classmates,
Darcy Guy Y. Mañebo they are playing computer games outside the
Step : What do you think could be the possible
reason/s why children might behave that way?
 The students are bored with the lessons and
with their teacher’s way of teaching.
The students are having difficulties in
understanding the lessons and they want to
avoid embarrassment if they can’t answer
the teacher’s questions.
Step : What do you think could be the possible
reason/s why children might behave that way?
The students are being pressured

by their peers to cut classes and
engage in activities outside the
school.
 The students enjoy playing
long-term goals.
 You want your students to be able to express
their difficulties about school/ lessons
appropriately.
 You want your students to be able to resist peer
pressure.
 You want your students to be able to set their
Darcy Guy Y. Mañebopriorities
you show warmth?
– Understand that students have different interests and
learning styles. You can make or integrate new and
different teaching methods. You can also make the
discussions more participatory where everyone can
express their opinion.
– Understand that at this age, socialization and having
peer groups are very important for them.
– Understand that this is the age of challenging
you show structure?
– Manage your anger. Talk to the students

privately and calmly.
– Explain how their absence can affect
their understanding of the lessons in
your class and their general
performance in school.
you show structure?
– Ask the students why they are cutting
classes. Listen to each student’s response
and explanation.
– Provide support if they have difficulties in
understanding the lesson.
– Encourage them to set aside time for
Darcy Guy Y. Mañebo attending classes and doing school work and
you show structure?
– Ask the students for possible

solutions to the problems they have
identified.
– If necessary, ask the assistance of
their parents in monitoring their
Discipline
– Instead of punishing the students with
suspension or assigning unrealistic tasks,
talk to them privately and express your
concern.
– Remind them that cutting classes will affect
their performance in class and their future.
Darcy Guy Y. Mañebo Find out if they are having difficulties on the
– Review the way you teach your lessonsDiscipline
and consider
updating your methodology to fit the interests of your
students.
– If you think it would help, you may talk to their
parents about the students’ behavior and seek their
support in monitoring their children and encouraging
them to stop cutting classes.
–
Darcy Guy Y. Mañebo Remind them and the whole class about the rules
ABSENTEEISM OR
TARDINESS
“You are checking your
advisory class record and
you notice that one of your
female students is

– The student may be sick.
– When the parents are working, the student
has to take care of younger siblings.
– The student may be suffering from bullying
and she does not want to go to school.
– There is peer pressure to skip school.

– The student is having difficulties in class
because the teaching methods used do not fit
her learning style.
– The student was not able to complete the
assignments due on those days and is
Darcy Guy Y. Mañebo embarrass to show up empty handed.
long-term goals.
– You want the student to be able to seek help

if she is experiencing difficulties such as
bullying.
– You want the student to be able to resist
peer pressure and set priorities.
– You want her to be a responsible student.
you show warmth?
– Through caring gestures and conversations,
show the students that she is important to
you.
– Understand that at this age, socialization is
very important to students.
– Talk to the student calmly and privately and
Darcy Guy Y. Mañebo let her explain why she is frequently absent.
provide structure?
– Provide proper monitoring of the child.

You may conduct home visits and talk
to her parents or guardians.
– Remind the student about the school
rules.
Darcy Guy Y. Mañebo – Explain the effects of her behavior on
provide structure?
– Provide ideas on how to manage time and
set priorities.
– Consider the student’s learning style and use
activities suited to her learning preference
such as music, dance, physical activity, or
interactive discussion where the student and
Darcy Guy Y. Mañebo the rest of the class can participate
Discipline
– Instead of embarrassing her for
always being absent, talk to the
student calmly and privately and ask
why she is frequently absent. Listen
to her explanation and explain the
Darcy Guy Y. Mañebo effects of her behavior on her school
–Discipline
Remind her of the class rules and provide tips on
how she can manage her time and set priorities.
Remind her about the importance of education.
– Enhance your teaching methods. Give students
more activities suitable to their learning styles,
talents, and interests. Lead discussions where
they can share their opinion, feel that they
Darcy Guy Y. Mañebo belong and that they are important
Conclusion
– Various situations mentioned is aimed at
providing guidance to teachers in problem-
solving using Positive Discipline to common
classroom challenges.
– Practicing Positive Discipline involves a
thoughtful and holistic approach to your
Conclusion
– It is a continuous learning process
for both teachers and students.
– It requires commitment and
adherence to the rights of the child
to be taught and treated with respect
“NOW THAT YOU KNOW
BETTER,
YOU DO BETTER.”
Our temperaments also affect our behavior in the
classroom. Teacher-student relationships are strongly
affected by the match between the student’s and the
teacher’s temperaments. It is very important for us to
think of our own temperament to be able to consider
how we can adjust our expectations, meet our
students’
needs, and find ways of resolving conflict
BETTER,
YOU DO BETTER.”
The Northern Illinois College of Education
(NIUCEDU) has published methods of stress
management for teachers. These methods
recommend a simple ABC stress management model
where the person:
 first acknowledges the stress;
second modifies his/her behavior; and
BETTER,
YOU DO BETTER.”
A widely recognized proactive stress management
method is :
to maintain a healthy physical state through regular
exercise, a nutritious diet and good sleep.
Another well-recognized proactive method of
combating stress is to maintain a strong mental
state: intellectually, emotionally and spiritually.
BETTER,
YOU DO BETTER.”
Also, establishing clear
classroom expectations can
alleviate many of the stressors
existing in a classroom between
the teacher and students.
United nations Committee on the Rights of the
Child,
General Comment no. 8 on the Convention on the
Rights of the Child
“ ... There is no ambiguity: ‘All forms of
physical or mental violence’ does not leave
room for any level of legalized violence
against children. Corporal punishment and
other cruel or degrading forms of punishment
are forms of violence and the State must take
all appropriate legislative, administrative,

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Darcy Guy Y. Mañebo

Darcy Guy Y. Mañebo

– The UN Convention on the Rights of the Child

– Supports the prohibition of corporal

– prohibits the use of

– Other policy measures protecting children

Setting Long-Term goals

Darcy Guy Y. Mañebo

Examples of showing warmth are listening

Examples of providing structure are providing

Students change as they grow and

– 1. Think about all the possible reasons for the

“A boy in your Kindergarten class has been

Some reasons could be:

– He doesn’t know when his mother will return.

“ While you are conducting

– Some reasons could be:

– The child may think that acting

– Explain and establish the rules

– Some reasons could be:

The children may have seen something

Darcy Guy Y. Mañebo

 Ask them calmly what is happening. Let

❏ Remind them that conversations about

– Some reasons could be:

❏ Children may be sensitive and may easily

❏ The child is not yet able to

You want the child to know how to

Understand that she is not being

Control your anger and handle

❏ Start your sentence with “I feel...”

Some reasons could be:

– Talk to the student in private.

The students are being pressured

– Manage your anger. Talk to the students

– Ask the students for possible

– Some reasons could be:

– There is peer pressure to skip school.

– You want the student to be able to seek help

– Provide proper monitoring of the child.

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