INTRODUCTION

Behavior management is a whole school approachin creating an environment that will

promote positive behavior and reduce opportunities for poor behavior. It is also about responding to poor
behavior in a way that not only allows students to take responsibility for their behavior but provides them with
an opportunity to learn and change. It recognizes that sometimes there are underlying causes for poor student
behavior, like lack of supervision and parental guidance, family and relationship problems, peer pressure,
illness and death amongst family members, drug and alcohol abuse and economic hardship that students need
help to deal with.

Behavior - reactions and actions of an individual or group to other individuals or groups of people, events, or
the environment
Positive behavior includes cooperating, paying attention in class and sharing with classmates.
Poor student behavior includes talking when supposed to be working, and being late in class.
Antisocial behavior is a behavior that is harmful and not accepted in society, such as drug and alcohol use,
graffiti and bullying.
Research studies and evidence-based best practices have identified the following principles in relation to
students’ behavior.

• Behavior is learned and therefore can be unlearned.

• Each student is unique and therefore requires an individualized approach based on the purpose or function of
the student’s behavior.
• The first step of an intervention is to identify the purpose or function that the current behavior serves.
• Behavior is influenced by the type of reinforcements or other consequences received after the behavior
occurs.
• Teachers and school-based teams need observational data to determine the function of the behavior and the
effects of antecedents and consequences surrounding that behavior.
• Teachers and school-based teams need to understand the function of behavior in order to select appropriate
teaching strategies.
• Altering the setting or environment may improve student behavior.
• Data collection is the basis for initial decision making as well as for continuously monitoring the
programming.
• Teachers and school-based teams can enhance their competency and capacity for meeting the learning needs
of students with behavior disabilities by working through a process that consists of:
-understanding and observing behaviors
-implementing positive behavior supports
-matching appropriate teaching strategies to student needs.

Behavior management – whole school approach

- creating a positive environment for learning and uses strategies that encourage positive behavior in schools.
- range of strategies to reduce the chance of poor or antisocial behavior
- having effective ways to deal with poor behavior so that students can learn from their mistakes and at the
same time, take responsibility for wrong doing.
Six Principles of Behavior Management

Principle 1: Negative consequences sometimes change behavior, but they do not change attitude.
Principle 2: Only positive reinforcement strategies produce long-term attitudinal change.
 Principle 3: Negative consequences do not improve the behavior of impulsive children and
frequently increase the frequency and intensity of misbehavior.
Principle 4: Cognitive control of behavior can be learned through the use of appropriate
positive reinforcement systems.
Principle 5: Positive reinforcement systems must be incremental in nature such that the child
can directly observe even small improvements in behavior.
Principle 6: You must always reinforce the final compliance with adult authority no matter how
long it takes to get there.

behavior management plan - plan made up of procedures that are in place to hold students accountable for
their behavior
- not synonymous with discipline
- developed long before the first student walks through your door in August.
Discipline - one aspect of a behavior management plan.
To write your behavior management plan, there are a few simple steps to be followed:
1. Develop procedures –What is the procedure for turning in papers? Sharpening pencils? Going to the
bathroom? Lining up? Silent reading time? Think these through ahead of time, communicate the
procedure to your students, and, most importantly, practice the procedure with them several times.
2. Write rules – It helps if you write the rules with your students. Students consistently come up with
more rules than you could ever imagine on your own. However, it is best to have only a handful (4-5)
of rules. The rules students come up can often be sorted into the four or five major rules that you want
to have for your class. It also helps to state rules in a positive manner.
For example, “always walk in the hallways” instead of “no running” or “raise your hand and wait to be
called on” instead of “no talking out”.
3. Establish consequences – Students should be informed on day one of what the consequences are for
rules broken or procedures mishandled. This should also be clearly communicated to parents.
Consequences will depend on the grade level and school, but should include things like time out,
notes home, calls home, detention, etc.
4. Make time for praise and rewards – Students need to be recognized when they are doing something
right, especially those students that struggle with behavior. Catch them being good, reward them and
praise them for it, and it could make a huge difference in their behavior and how they respond to you.

Guidelines
State positively Example: Follow directions the first time they are given.
Nonexample: Do not argue when asked to do something.
Use simple, specific Example: Talk in a whisper when working with a partner.
terms Nonexample: Maintain a reasonable vocal level when working
with a peer.
Make measurable and Example: Go straight to your seat when you enter the classroom.
observable Nonexample: Come to the classroom ready to work.
Ensure that they convey Example: Keep your hands to yourself.
expected behavior Nonexample: Be a good citizen.

Behavior Management Policy - outlines rules as well as acceptable and non-acceptable conduct that can
help to address and correct student behavior.
- It consists of mission statement, expectations and rules, procedures,
consequences, and crisis plan.
Discipline - word ‘disciple’ which means ‘to instruct’
- School discipline is about teaching children the rules of acceptable behavior, and helping them to
understand what is expected of them in their society.
- sense of order amongst students and school are safe places where learning can take place without
interference.
Punishment - negative and unpleasant consequence is given to an individual
Often punishments are ineffective and even harmful because they based using fear and discomfort
Corporal punishment (using physical force against a student) is not permitted by the Department
of Education.
Counselling - process that helps people to cope with issues and reach decisions affecting their lives.
- counsellor talking with a person (client) in a way that helps that person explore their problems, understand
the contributing factors and identify ways to change or improve their behavior
Guiding Principles of Behavior Management Policy

Principle 1: Right to education

Principle 2: Right to respect, equality and fairness
Principle 3: Right to a safe learning environment
Principle 4: Right to good quality education
Principle 5: Right to fair and consistent rules
Principle 6: Right to a school behavior management policy
Principle 7: Right to access counselling and referral services
Principle 8: Best practice and cooperation
Principle 9: Personal responsibility

Responsibilities of the Stakeholders in Behavior Management Policy

1. It is the responsibility of the Principal/Head teacher/Master teacher to implement the school behavior
policy consistently throughout the school, and to report to higher authorities, when requested, on the
effectiveness of the policy.
2. It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and
that their classes behave in a responsible manner during lesson time.
3. Support staff should provide a positive model of behavior and ensure high expectations are made explicit
to the children. They should inform class teachers of any inappropriate behavior.
4. Parents are expected to adhere to the policy and support the actions of the school.

Classroom management is when a teacher exhibits complete control over their classroom through a series of
strategies and techniques that encourage positive student behavior

Proactive behavior management strategies - teacher or school puts in place to reduce the risk of behavior
problems and encourage good behavior. This is essentially
planning for good behavior.
reactive behavior management strategy - used when there is an incidence of inappropriate behavior and
which seeks to stop or reduce that behavior and help the student to
improve.
Peer education - approach to health promotion in which community members and or groups are supported to
promote health-enhancing change among their peers.
- teaching or sharing of health information, values, and behavior in educating others
Theoretical Perspectives Underpinning the Concept of Peer Education

1. Albert Bandura social learning theory

- claims that modelling is an important component of the learning process.
- people observe behavior taking place and then go on to adopt similar behavior.
2. role theory by Sarbin and Allen (1968) - concept of social roles and role expectations where peer
educators will adapt to the role expectations of a tutor and behave appropriately as tutors and then develop
a deeper understanding and commitment to the role of a tutor.
3. Sutherland differentiation association theory which posits that through interaction with others, individuals
learn the values, attitudes, techniques, and motives for behavior, positive or negative.
Who is involved in peer education?

1. Peers - someone who belongs to the same social group as another person or group. The peer group may be
based on age, sex, job, culture or other factors.
2. Peer Educator – student who undergoes training to become a peer educator in their school
3. Peer Education Advisor – teachers trained in peer education who support peer educators.
Conflict Resolution

- constructive process for handling emotion-laden disagreements.

- encourages assertive communication and the expression of feeling, but it does not permit that typical
verbal free-for-all which blocks the resolution of conflict which tends to be very destructive of
relationships.
- solving conflicts without resorting to shouting, fighting, sarcasm and other harmful behaviors.
1. Some skills to help resolve conflict
• Stay calm and keep the student calm
• Ask questions to obtain correct information
• Be assertive in what you want, why you
• Understanding want it and state how you feel
• Decision-making
• Treat people with respect
• Analyzing the problem
• Listening attentively
• Separate the problem from the person
• Showing empathy

2 Assertive communication
This model is about expressing your feelings and needs and at the same time remain respectful of the
other person and not saying or doing hurtful things. It is helpful to use assertive communication to
resolve problems.
• Explain your feelings and the feelings of others
“I feel frustrated/unhappy/hurt when….”, “It hurts me when…”. Your talking is stopping your friends
from working”.
• Make your request “I would like you to…”, “Could you please…”, “I would like it better if you...”
• Ask how the other person feels about the request
“How do you feel about that?”, “Is that ok with you?”, “What do you think?”
• Listen carefully to their answer
• Accept their agreement with thanks “Thanks for understanding – let’s get back to work”, “Great – I
appreciate that”

3. Win-win
This is a strategy used mostly when dealing with adults in which you negotiate a solution to their needs
and yours. It is useful to identify what both parties actually want. A compromise can usually be reached
were both parties are satisfied with the outcomes and their needs are met. This is a win-win approach
because both parties win.

Life Skills

- Life skills are important skills that a person should have in day-to-day life in order to live a better and
positive life style by meeting the daily demands and challenges of our lives. They include attitudes and
skills related to living with ourselves, relating to other people and relating to the environment around us.
The skills include the ability to communicate with well with others, make good decisions that help bring
benefits, solve problems and act more responsibly.
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
Five Types of Intervention Strategies

According to Marzano, there are five types of interventions: teacher reaction, tangible recognition, direct
cost, group contingency, and home contingency.
1. A teacher’s reaction involves a verbal and physical acknowledgment that provides a
consequence for unacceptable behavior. Making eye contact with a student, shaking your head, or
having a private verbal reminder are some of the consequences. Stating the desired appropriate behavior
and simply asking the student to stop also fall under this category.
Stimulus cueing is a prevention action that cues the inappropriate behavior before it begins.
2. Many teachers, especially those in the younger grades, have used tangible recognition. A
tangible item can be a token, ticket, marble, or a goal sheet. Tokens are most effective when they are
given for positive behaviors and taken away during negative behaviors. Explain the expectation with the
students before passing the tangible item to students. Do not use the item to bribe or coerce student
behavior.
3. Sometimes students have a tough time accepting the expectations and need more of a direct
cost. A direct cost focuses more on the negative consequence.
4. Group contingency involves everyone within the classroom. As a class, everyone must aim to
conquer a classroom goal. There are two types of group contingencies, interdependent and dependent.
• Interdependent techniques “require every student in the group to meet the behavioral criterion for the
group to earn credit”. One example is raising the hand in the class. If everyone raised their hand, the
class would earn group recognition.
• Dependent techniques “require specific individuals…to meet the behavioral criterion of the group to
earn credit”. Using the dependent techniques can involve one student or a small group of students and
provides more peer pressure. An example of this is the
“Pressure Points.” If every student cleans up after class, the whole class earns “pressure points” that can
be used for no homework passes, postponing a test, etc.
5. A home contingency is making the student’s parents aware of their positive and negative
behaviors. This is a strategy that many teachers use because it can produce quick, powerful results.
Teachers can send home premade notes or make a quick phone call.

Four Categories of Disciplinary Behaviors

1. Reinforcement–recognition or reward for positive behavior or for the timely cessation of negative
behavior.
2. Punishment –some type of negative consequences for inappropriate behavior.
3. No immediate consequence –no immediate consequences for inappropriate behavior but involves
some type of reminder of inappropriate behavior.
4. Combined punishment and reinforcement–recognition or reward for appropriate behavior in
conjunction with consequences for inappropriate behavior.

Assertive Discipline
Assertive Discipline is a systematic approach to classroom behavior management. Assertive discipline
teaches effective ways of discouraging unwanted behavior without alienating teachers from students, and
effective ways of rewarding good behavior in order to encourage students to do right every time.
Principles of Assertive Discipline

• The teacher is in control of the class – well planned, well prepared and well trained
• Have a classroom management plan
• Maximize teaching and learning to reduce problem times
• Promote effective student learning and friendly environment
• Reinforce positive student behavior
• Deal with negative behavior quickly, calmly, consistently and assertively
Three Classroom Behavior Management Styles

Teachers can be identified as using one of three classroom behavior management approaches to handle
student disruptive behavior:

1. Aggressive: Teachers who have an aggressive style use an angry tone of voice, can be abusive,
are authoritarian, use name calling and labelling when confronted with student misbehavior, uses high
amounts of fear and inappropriate praise
2. Passive: Teachers in this category speak in small voices, give, inconsistent messages, threaten
without following through on threats, give up, usually ignore poor behavior when confronted with
student misbehavior, use the students to control the class
3. Assertive
• Proactive assertive strategies: Teacher is engaged in simple and few positive rules, procedures and
plans, seating plan, rewards system, consistent sanctions, scanning the room, well planned lessons, small
group sizes, not leaving students unattended
• Reactive assertive strategies: Teacher is calm, firm voice, distraction or redirection, highlighting
positive behavior, assertive use of body language, eye contact etc, use of questions, focusing on the
behavior not the student, quick response, cool judgement

School-Based Counselling

School-based counselling is a professional activity, delivered by qualified practitioners in schools.

Counsellors offer troubled and/or distressed children and young people an opportunity to explore and
understand their difficulties within a relationship of agreed confidentiality.

Use of School-Based Counselling

Some students behave poorly because they have personal problems. Since 2000, the Department of
Education, through the Guidance Branch has been training teachers to take on the role of volunteer
school counsellors. At the end of 2009, around 520 school counsellors have been trained.

School counsellors are trained in basic counselling skills that they can use to support students who are
experiencing personal or academic problems and need emotional support. Counselling is a process of
“helping people to help themselves”. Counselling relies on counsellors being non-judgmental, showing
empathy, and maintaining confidentiality.

School counsellors can help students with poor behavior by supporting them with any underlying
problems, such as family conflict, violent relationships, peer pressure. Counselling is not a sanction but
rather a complimentary behavior management strategy. For example, a student who is a bully and has
punched another student would require a sanction for breaking school rules but they may also see the
counsellor to try understand why the bullying behavior is happening and to help the student to try and
change.

Bullying

Whether bullying is physical, verbal, or social (relational), four widely-accepted factors can be used to
identify it:
• Bullying is deliberate - harming another person intentionally
• Bullying involves a misuse of power in a relationship
• Bullying is usually not a one-off - it is repeated, or has the potential to be repeated over time
• Bullying involves behavior that can cause harm - it is not a normal part of growing up.
 Bullying can happen anywhere, in person or online (cyberbullying), at any time, and can be verbal,
physical or social (relational). It can be obvious or hidden.
Bullying is a word often used to describe behavior that is not actually bullying — not all verbal or
physical aggression is bullying. For example:
• a one-off fight or argument, or difference of opinion between friends where there is no power
imbalance and they can sort it out between themselves
• not liking someone or a single act of social rejection
• one-off acts of meanness or spite
• isolated incidents of aggression, intimidation or violence
• using sexist or racist terms but doesn’t mean to cause harm
• theft: taking someone else’s things once is theft but not necessarily bullying.

Bullying Roles
• Initiators- Students who bully others often do so to gain status and recognition from their peers. Their
bullying behavior is reinforced when they intimidate their targets
• Targets- Students of all ages can be at relatively greater risk of being bullied (that is, being targets) for
a whole host of reasons, including:
▪ being unassertive or withdrawn (for example, isolated students with low self-esteem)
▪ differing from the majority culture of a school in terms of ethnicity, cultural or religious background,
sexual orientation, gender identity, or socio-economic status; having a disability, special education
needs or mental health issues
▪ academic achievement (being perceived as a high or low achiever)
▪ having recently transitioned into a school (through natural progression through schools, changing to a
new school because of behavioral issues at a previous school, or moving to the area from another city
or country).
• Bystanders- They are the students who witness bullying. They can be powerful influencers — how they
react can either encourage or inhibit those who bully others. There are three main types of bystander:
▪ followers (assistants) - do not initiate, but take an active role in the bullying behavior
▪ supporters (reinforcers) - do not actively attack the target, but give positive feedback to the initiator,
providing an audience by laughing and making other encouraging gestures
▪ defenders - dislike the bullying and try to help the target by intervening, getting teacher support (using
safe telling) or providing direct support to the target
▪ outsiders - stay away, do not taking sides with anyone or become actively involved, but allow the
bullying to continue by their 'silent approval'.

Different Types of Bullying

1. Physical bullying
This involves hurting someone, or damaging or stealing their belongings. It includes:
• hitting, kicking, pinching, spitting, biting
• tripping, shoving or intimidating another person
• mean or rude hand gestures
• touching another person when they don't want you to
• being made afraid of being hurt
• stealing or damaging possessions
2. Verbal bullying
This involves saying or writing mean things. It includes:
• name calling
• teasing someone in a hurtful way
• making fun of someone
• being sarcastic in a hurtful way
• offensive comments, insults or jokes about someone and their family because of their race, culture,
religion, disability or sexuality
• mean comments about someone's body or physical characteristics such as their weight or height
• hurtful comments about the way someone looks or behaves
• inappropriate sexual comments
• taunting
• threatening to cause harm
3. Social bullying
This involves hurting someone's relationships or reputation. It includes:
• ignoring or leaving someone out on purpose
• telling others not to be friends with someone
• spreading rumors about someone
• destroying relationships and friendships
• embarrassing someone in public
• sharing information or images that will have a harmful effect on the other person
• telling lies or stories about someone to make others not like them.

Cyberbullying

- (social and verbal bullying and physical threats) that uses digital technology in some way.
- bullying using technology can be more complex and harder to deal with.
- people who have never met in real life and who have no social connections.
Key Elements of an Effective Bullying Prevention Approach

▪ Bullying prevention that is a permanent part of the school environment, not a temporary remedial
program
▪ Strategies and practices that are comprehensive and embedded, not fragmented or
‘added-on’
▪ Information on the nature and dynamics of bullying that is easy to understand for the whole-school
community, who all respond effectively when they see or experience bullying
▪ Bullying prevention material needs to be provided in multiple ways (e.g., curriculum, policies, parent
information) and co-ordinate with other existing programs
▪ Approaches that have a positive effect on students and on the school climate, and go beyond the
problem of bullying.

Common and Avoidable Misdirection in Bullying Prevention

▪ Zero tolerance and disciplinary measures (i.e., school suspensions and expulsions)
▪ Expecting students to solve bullying problems by themselves
▪ Telling students to avoid social media as a way of avoiding cyberbullying
▪ Providing one-off activities (i.e., one-shot assemblies or a short motivational speech)
▪ Pulling a few bits and pieces from a program, or small, piecemeal and uncoordinated approaches
▪ Dealing with individual students who are bullying or being bullied – everyone needs to be involved in
bullying prevention.

Responding to Bullying Incidents

A school’s bullying prevention policies and procedures should describe how the school will respond to
all reports of bullying, including serious incidents. The policy and procedures should describe:
• discipline approaches, including escalation processes
• how the school will respond to cyberbullying
• how the school will communicate with students and parents about bullying incidents process for
managing complaints when the school will involve other agencies
• how the school will respond to bullying that takes place outside of school premises, but is affecting
students' wellbeing at school.

Responding to Cyberbullying Incidents

• School policies should clearly state what steps will to address incidents of cyberbullying, including
through social media.
• Schools may have specific procedures in place to handle cyberbullying incidents, but the same
principles should apply in responding to any kind of bullying.
• Schools should support the target to build coping strategies and resilience.
• Staff can legally confiscate a device (phone or tablet) or an electronic item (such as a text or photo) if
they believe it's likely to:
endanger the physical or mental safety of others negatively affect the learning
environment.
• If schools want offensive online material removed, they should: first identify the person responsible
(if possible) and ask them to take down the material request a provider (for example, Facebook) to
remove the page using their 'reporting' options
Managing Bullying Incidents: Issues to Consider

• Have we considered alternatives to formal discipline when bullying happens in our school?
• When do we use disciplinary procedures, are they part of a more comprehensive response?
• Do our processes support both the targets and initiators of bullying and make sure they get the support
they need?
• Do we have good links with our school community officer? Are they aware of our policies and
processes around bullying?

critical incident or emergency - event which teachers, students and parents are not prepared for that may
cause disruptions to a school’s daily routine, creating danger or risk and
causes a situation where they feel unsafe
When responding to critical incident, teachers should:
• Stay calm and in control
• Try to think clearly
• Stop to assess the situation and decide who is at risk and what help is required
• Protect yourself and other students first
• Decide if emergency services are needed (police, fire, ambulance)
• Send a reliable, sensible person for help with clear instructions
• Teachers who are trained in first aid should help any injured person on the scene
• Control and reassure any crowds and make sure they are not in the way of danger • Keep appropriate
people informed of progress on the situation. This may mean contacting parents
• Be available to speak to any assisting personnel, i.e. police
• Write an incident report to assist further investigation
• Arrange for debriefing of victims, witnesses and others if necessary

DepEd Child Protection Policy

- Department of Education (DepEd), in collaboration with its partners and stakeholders, shall ensure
that all schools are conducive to the education of children. The best interest of the child shall be the
paramount consideration in all decisions and actions involving children
- provide special protection to children who are gravely threatened or endangered by circumstances
- ensure such special protection from all forms of abuse and exploitation and care
Some Important Terms in the DepEd Child Protection Policy

1. “Child” – refers to any person below eighteen (18) years of age or those over but are unable to fully
take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or condition; (RA 7610). For purposes of this
Department Order, the term also includes pupils or students who may be eighteen (18) years of age or
older but are in school.
2. “Children in School” – refers to bona fide pupils, students or learners who are enrolled in the basic
education system, whether regular, irregular, transferee or repeater, including those who have been
temporarily out of school, who are in the school or learning centers premises or participating in
school-sanctioned activities.
3. “Child Protection” – refers to programs, services, procedures and structures that are intended to
prevent and respond to abuse, neglect, exploitation, discrimination and violence.
4. “Child Abuse” – refers to the maltreatment of a child, whether habitual or not, which includes any of
the following:
• psychological or physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;
• any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of a
child as a human being;
 • unreasonable deprivation of the child’s basic needs for survival, such as food and shelter; or
• failure to immediately give medical treatment to an injured child resulting in serious impairment of
his or her growth and development or in the child’s permanent incapacity or death (Sec. 3 [b], RA
7610).
5. “Discrimination against children” – refers to an act of exclusion, distinction, restriction or preference
which is based on any ground
6. “Child exploitation” – refers to the use of children for someone else’s advantage, gratification or
profit often resulting in an unjust, cruel and harmful treatment of the child.
two (2) main forms of child exploitation that are recognized:
• Sexual exploitation – refers to the abuse of a position of vulnerability, differential power, or trust,
for sexual purposes. It includes, but it is not limited
to forcing a child to participate in prostitution or the production of pornographic materials, as a result
of being subjected to a threat, deception, coercion, abduction, force, abuse of authority, debt
bondage, fraud or through abuse of a victim’s vulnerability.
• Economic exploitation – refers to the use of the child in work or other activities for the benefit of
others. Economic exploitation involves a certain gain or profit through the production, distribution
and consumption of goods and services. This includes, but is not limited to, illegal child labor, as
defined in RA 9231.
7. “Violence against children committed in schools” – refers to a single act or a series of acts committed
by school administrators, academic and non-academic personnel against a child
• Physical violence refers to acts that inflict bodily or physical harm. It includes assigning children
to perform tasks which are hazardous to their physical wellbeing.
• Sexual violence refers to acts that are sexual in nature. It includes, but is not limited to:
▪ rape, sexual harassment, acts of lasciviousness, making demeaning and sexually suggestive
remarks, physically attacking the sexual parts of the victim’s body;
▪ forcing the child to watch obscene publications and indecent shows or forcing the child to do
indecent sexual acts and/or to engage or be involved in, the creation or distribution of such
films, indecent publication or material; and
▪ acts causing or attempting to cause the child to engage in any sexual activity by force, threat of
force, physical or other harm or threat of physical or other harm or coercion, or through
inducements, gifts or favors.
• Psychological violence refers to acts or omissions causing or likely to cause mental or emotional
suffering of the child
• Other acts of violence of a physical, sexual or psychological nature that are prejudicial to the best
interest of the child.
8. “Bullying or Peer Abuse” – refers to willful aggressive behavior that is directed, towards a particular
victim who may be out-numbered, younger, weak, with disability, less confident, or otherwise
vulnerable.
9. “Corporal Punishment” – refers to a kind of punishment or penalty imposed for an alleged or actual
offense
10. “Positive and Non-Violent Discipline of Children” -is a way of thinking and a holistic, constructive
and pro-active approach to teaching that helps children develop appropriate thinking and behavior in
the short and long-term and fosters self-discipline

Preventive Measures to Address Child Abuse, Exploitation, Violence, Discrimination and Bullying and
Other Acts of Abuse based on DepEd Child Protection Policy

Section 11. Capacity Building of School Officials, Personnel, Parents and Students- All public and
private elementary and secondary schools shall build the capacities of school personnel, pupils,
students and learners, parents and guardians to understand and deal with child abuse, exploitation,
violence and discrimination cases, bullying and peer violence by conducting sessions, trainings and
seminars on positive peer relationships and enhancement of social and emotional competence.
 The programs that are intended to promote Positive and Non-Violent Discipline include, but are not
limited to, the following:
• Integration of education sessions on corporal punishment and positive discipline in the initiatives of
the Parent-Teachers Associations (PTAs);
• Capacity-building programs for school administrators, teachers and non-academic personnel focused
on children’s rights, child development and positive and nonviolent approaches in teaching and
classroom management, to enable them to incorporate positive discipline messages in parent-teacher
conferences and family counseling, and integrate messages on children’s rights and corporal
punishment in classroom discussions;
• Encouraging and supporting the formation and initiatives of support groups among teaching and non-
teaching staff, and parents and caregivers;
• Implementing specific parenting orientation sessions with parents and caregivers and other activities;
• Implementing school activities or events that raise awareness on children’s rights, corporal
punishment and positive discipline, fostering the active involvement of and providing venues for
bringing together parents, families and children;
• Encouraging and supporting student-led initiatives to raise awareness on children’s rights, corporal
punishment and positive discipline; and
• Setting up child-friendly mechanisms for obtaining children’s views and participation in the
formulation, monitoring and assessment of school rules and policies related to student discipline.

Stress is a physical reaction to a person's emotions

• As the most common stress form, acute stress occurs due to day-to-day stressors, such as waking
up late, running to class, or receiving a bad grade. Fortunately, most acute stress fades quickly and
has little mental or physical impact.
• As its name suggests, episodic acute stress develops when someone experiences acute stress
multiple times over an extended period. Common symptoms that college students experience
include migraines and tension headaches.
• Chronic acute stress happens when someone cannot avoid a long-term stressful situation. For
example, degree-seekers struggling academically in a course that their major requires for
graduation. This stress can lead to weight gain, sleep deprivation, and anxiety in college students.

Stress Management

Stress management is the use of specific techniques, strategies, or programs—such as relaxation training,
anticipation of stress reactions, and breathing techniques—for dealing with stress-inducing situations
and the state of being stressed.

6 Simple Ways to Reduce Student Stress in The Classroom

1. Create learning spaces that promote creativity

2. Give students work in their Zone of Proximal Development
3. Make learning relevant and feedback specific, useful, and easy to understand
4. Have clear learning goals that students can articulate in student-friendly language
5. Create a schedule that supports students
6. Promote a growth mindset and healthy ‘self-talk’ and metacognition