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    PDET - Session2 - Identifying Long Term Goals

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    Emma Ducante
    The document discusses setting long-term goals for learners. It notes that short-term stress situations are common in classrooms and teachers' reactions are often punitive. However, long-term goals are the impacts teachers want to have on learners' adult lives. Every short-term challenge is an opportunity to work towards these long-term goals, such as becoming respectful, disciplined, and confident individuals. The document emphasizes that punishment does not help achieve long-term goals and instead interferes with them. It provides suggestions for handling stress, supporting parents, and reflecting on the values teachers want to impart.

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    PDET - Session2 - Identifying Long Term Goals

    Uploaded by

    Emma Ducante
    731 views36 pages
    The document discusses setting long-term goals for learners. It notes that short-term stress situations are common in classrooms and teachers' reactions are often punitive. However, long-term goals are the impacts teachers want to have on learners' adult lives. Every short-term challenge is an opportunity to work towards these long-term goals, such as becoming respectful, disciplined, and confident individuals. The document emphasizes that punishment does not help achieve long-term goals and instead interferes with them. It provides suggestions for handling stress, supporting parents, and reflecting on the values teachers want to impart.

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    PDET_session2_identifying-long-term-goals (1)

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    The document discusses setting long-term goals for learners. It notes that short-term stress situations are common in classrooms and teachers' reactions are often punitive. However, long-term goals are the impacts teachers want to have on learners' adult lives. Every short-term challenge is an opportunity to work towards these long-term goals, such as becoming respectful, disciplined, and confident individuals. The document emphasizes that punishment does not help achieve long-term goals and instead interferes with them. It provides suggestions for handling stress, supporting parents, and reflecting on the values teachers want to impart.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    731 views36 pages

    PDET - Session2 - Identifying Long Term Goals

    Uploaded by

    Emma Ducante
    The document discusses setting long-term goals for learners. It notes that short-term stress situations are common in classrooms and teachers' reactions are often punitive. However, long-term goals are the impacts teachers want to have on learners' adult lives. Every short-term challenge is an opportunity to work towards these long-term goals, such as becoming respectful, disciplined, and confident individuals. The document emphasizes that punishment does not help achieve long-term goals and instead interferes with them. It provides suggestions for handling stress, supporting parents, and reflecting on the values teachers want to impart.

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    You are on page 1of 36

    Session

    2:
    Identifying long-term
    goals
    Proble
    m The approach to
    Solving obstacles,
    challenges and
    Recognizing frustrations
    individual
    Knowing the
    differences
    materials
    The PDET

    Understanding
    child
    Model

    development
    The
    Providin Providin tools
    g g
    Warmth Structure
    The plan
    Setting long-
    term goals
    Setting long-
    The
    term goals plan
    You are delayed in delivering your planned lessons
    last week. Your principal expects you to catch up
    to meet your performance targets. It is Monday
    and your Grade 2 learners are happy and excited
    to start the new week. They are cheerfully
    chatting to each other online about what
    happened to them over the weekend. You want to
    start the class immediately so you can catch up to
    your delayed lesson plan.

    What do you want your learner to do right now?


    2
    These
    are
    short-
    term
    goals.
    You inform your learners that you will now start the
    class and you ask them to settle down to listen.
    However, your learners continue to chat not only on
    video but also in the chat box. You really need to start
    now so that you can cover the topics that were
    delayed to meet your performance target.

    You begin to feel that you’re losing control of your


    temper.

    3
    1. What is happening to your
    body?

    2. What is happening to your


    voice?

    3. What are you feeling


    emotionally?
    4
    Typical Stress
    Responses
    • shouting • making the student stand
    • threatening in the corner
    • sending students out of • criticizing
    the room • taking things away
    • calling the students names • hitting or other
    physical punishments
    The STRESS
    Response
    It’s all in the
    brain
    Thinking,
    reasoning centers

    Emotional
    centers
    Hand
    model of
    the brain
    It’s all in the
    brain

    Emotional Brain
    Thinking brain Responds impulsively
    Responds when stress is high
    thoughtfully when
    stress is low
    What
    happens to
    the child?
    Child
    Behavior

    Stress Teacher Response


    Lets Play
    Bingo! 5
    RATE YOUR STRESS 6

    LEVEL

    Level Level Level Level Level


    1 2 3 4 5
    Reconnecting your Thinking and Emotional
    Brain
    What do you do to calm down and bring your stress levels
    down?
     Deep breathing
     Movement
    • Are the easiest and quickest way of self-regulation.
    • We can teach these strategies to our pupils so that we can co
    –
    regulate with them.
    Reconnecting your
    Thinking and Emotional
    Brain
    • Panandaliang Humpay
    • Morning Meditation on Stress and
    Anxiety
    • Triangle Breathing
    • Smell the flowers
    • Cool your soup
    • Five finger breathing 7
    Summing
    up
    • The stress response is automatic but we can learn to regulate it
    with practice
    • When we are able to self-regulate, we are then able to teach
    our learners to self-regulate
    • We all have to live with stress and teaching is stressful, but we
    can learn ways to manage it and keep our thinking brains in
    charge
    • This is what Positive Discipline is all about.
    The years
    pass…

    Now
    imagine…
    • Your learners are all grown up.
    • They are 25 years old now.

    • Your school is hosting


    a reunion.
    • Many of your former
    students plan to attend.

    • Take a moment to imagine


    what your students will look
    like at that age.
    Imagine

    • What kind of person do you


    hope your learners will
    become?

    • What kind of memories do you


    hope they would have of you?
    8
    What kind of people do we want learners to
    become?
    • Respectful and has empathy • Disciplined &
    for others responsible
    • Can make wise decisions • Goal-directed
    • Kind, & able to form • Analytical
    healthy relationships • Independent learner
    • Confident & has a solid • Honest
    self- esteem
    • Has faith
    Will physical and humiliating
    punishment help in achieving
    these goals?

    NO
    !
    Setting long-term
    goals
    • Situations of short-term stress are common in class, and
    teachers’
    reactions to these are often harsh and punitive.

    • Long-term goals are the impacts that teachers want to have in


    their
    learners’ adult lives.

    • Every short-term challenge is an opportunity to work towards


    your long-term goals.
    What do we
    do?
    • Reflect on the values and life skills you want to teach children

    • Make day-to-day problem situations an occasion for teaching


    these values and life skills

    • Model these values and life skills (respect, taking


    responsibility, wisdom, handling conflict, empathy) to
    children
    "Inclusive education is the core principle of the K to 12
    Basic Education Program. This promotes the right of
    every Filipino to quality, equitable, culture-based and
    complete basic education. Through inclusive
    education, all Filipinos will realize their full potential
    and contribute meaningfully to building the nation.”
    “The goal of the K-12 curriculum is for all learners to
    have access to quality and relevant education. In
    effect, all learners have the opportunity to become
    well- rounded, happy, and smart individuals who are
    confident to pursue their chosen paths.”
    Summing
    up…
    • Long-term goals you have mentioned as well as the DepEd
    goals are the actual goals as teachers

    • Short term stress reactions such as punishment interferes


    with the achievement of long-term goals
    Support for
    parents
    • Establish a good relationship with
    the parents of your learners

    • Talk to them about what positive


    characteristics they want to teach their
    children so you can work toward the
    same goal.

    • Assure them that it is not necessary


    for them to be highly educated to
    support their children’s education at
    home.
    Support for
    parents
    • Talk to them about what they are already doing; acknowledge
    what they are already doing right

    • Encourage them to be patient with their children; they can


    also experience stress and worry like adults.

    • If they are feeling stressed, it is better to calm down first before


    talking to your child

    • Punishment will not help children do better in school


    Session Evaluation
    https://tinyurl.com/PDETeval2
    Homework
    :
    1. Monitor your stress level daily – before lunch. Rate your stress
    level.
    2. Perform at least one stress management activity per day if
    your stress level is 2 or more.
    3. Which stress management method works better for you,
    deep breathing or movement?

    9
    “I did then what
    I knew how to do. Now
    what I know better, I
    do better.”
    - Maya
    Angelou
    Good Luck!
    For support, you can
    contact:
    Wilma Bañaga:
    Wilma.Banaga@savethechildren.org Jerly
    Villanada: Jerly.Villanada@savethechildren.org
    PDET Facilitators

    facebook.com/groups/IPracticePositiveDiscipline

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