"My Job Is To Teach, Not To Discipline" " I Have To Complete The Curriculum, I Don't Have Time For Positive Discipline"

“My job is to teach, not to
discipline”
“ I have to complete the
curriculum, I don’t have
time for positive
discipline”
POSITIVE DISCIPLINE
Positive Discipline
• Positive discipline is an approach to
teaching that helps children succeed,
gives them information they need to learn,
and support their development. It respects
children’s rights to healthy development,
protection from violence, and active
participation in their learning.
• The Department of Education has issued
Dep. Ed. Order # 40,s 2012, which
prohibits the use of corporal punishment
and promotes the use of Positive
PART 1: CORPORAL
• PUNISHMENT
CORPORAL PUNISHMENT is defined in the United
Nations Committee on the Rights of the Child
General Comment No.8 as any punishment in which
physical force is used and intended to cause some
degree of pain or discomfort, however light. Most
involves hitting ( smacking, slapping, spanking)
children, with hand or with an implement---a whip,
stick, belt, shoe, wooden spoon, etc. 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
). The Committee believes that corporal punishment
PART 1: CORPORAL
• There arePUNISHMENT
also non-physical forms of
punishment that cruel and degrading and are
thus incompatible with the Convention.
Examples are punishment that belittles,
• In
humiliates denigrates,
the Philippines, we aimscapegoats, threatens
to put an end to the
scares or ridicules
practice the child.
of corporal punishment and other
humiliating and degrading forms of punishment.
MAGNITUDE AND EFFECTS OF CORPORAL
PUNISHMENT
• Of the forms of violence experienced by children globally,
corporal punishment is the common children experience it
in their home. 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
the most common form is spanking.
• Over the past 30 years , numerous studies have been
conducted globally effects of physical punishment of
children. They have consistently demonstrated that
physical punishment 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. It is also associated with lower
self-esteem and poorer academic success.
PART 2: POSITIVE
DISCIPLINE IN EVERYDAY
TEACHING (PDET)
• Effective discipline is positive and constructive. It
involves setting goals for learning, and finding
constructive solutions to challenging situations.
School should respect children’s development
levels, their rights to dignity and physical
integrity, and their right to participate fully in their
learning.
Positive Discipline is:
• 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 statements and being fair;
• 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;
• Increasing students’ competence to handle academic
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, hitting and
shaming.
The Positive Discipline in Everyday Teaching
Approach is based on sound pedagogical
principles and practice. Positive Discipline is:
• 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’ self-esteem 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
• PARTICIPATORY : It engages students in the
learning process and in the school community.
PART 3: EXAMPLES OF
RESPONDING WITH POSITIVE
DISCIPLINE
• Positive discipline is practiced everyday and not
only when problems occur. We use problem
solving when we are facing challenging
situations in the classroom. Let us look at some
common classroom situations and explore
possible ways of responding using the Positive
Discipline. It is important to note that every
situation is different and that teachers need to
consider each situation and follow each step.
Each step will help teachers respond with
Positive Discipline.
CONTINUOUS CRYING
• A boy in your Kindergarten class has been

crying, screaming and clinging to his
mother every morning whatever 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?
• It is his first time being separated from his parents.
• He has difficulty adapting to new situations/
surroundings
• He has very intense response to new situations and
events.
• He is scared of the new surroundings.
• He doesn’t know when his mother will return.
• He was left behind in a store once and is 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.
• 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 environment.
• 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 manage his feelings.
STEP 3 : In this situation, how can you
show warmth?
• Remember that entering school is huge
transition and tremendous challenge for
children for children.
• Recognize the child’s anxiety and stress,
and show empathy.
• Show him that you care about his feelings.
• Speak to him using a calm and soothing
voice
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 how
he can do that in in your classroom
• Assure him that his mom will come back for
him after school
• Introduce him to one other student who
would be supportive.
• Ask the child what would help him feel more
comfortable.
STEP 5 : Responding with Positive
Discipline
• By putting all of the previous steps together,
you will generate a response that the child feels
safe and will ensure that the child feels safe and
will help him understand more about the
situation. Positive Discipline is about problem
solving, so you may try several different ways
of providing warmth and structure before you
find the response that actually addresses the
problem as the child sees it. Successful
problem solving requires us to see the situation
through the child’s eyes.
Other problems inside the classroom:
• Grabbing other’s belongings ( toys, things, food
etc.)
• The child could not control toilet needs
• Disruptive Behavior ( noisy, laughing during the
lesson )
• Fighting
• Rudeness
• No assignments or projects
• Absenteeism or Tardiness
• Violation of rules
PART 4: CONCLUSION
• The discussion of the various situations 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 relationships with young
people. It may seem more difficult to you right now,
but it will help make your interactions with pupils more
respectful and caring, and in the longer term that
investment will provide a happier and calmer
classroom and school environment. It is a continuous
learning process for both teachers and pupils. It
requires commitment and adherence to the rights of
the child to be taught and treated with respect while in
Now you are ready to apply the
principles of Positive Discipline.
As the saying goes :
“NOW THAT YOU KNOW
BETTER, YOU DO
BETTER ‘

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What is positive discipline and how does it differ from corporal punishment?

What are some common challenges faced in classrooms?

“My job is to teach, not to

• A boy in your Kindergarten class has been

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