Session 2:
Identifying long-term goals
Problem
Solving The approach to obstacles,
challenges and frustrations
The PDET Model
Recognizing individual
differences
Knowing the materials
Understanding child
development
Providing Providing
The tools
Warmth Structure
Setting long-term
The plan
goals
Setting long-term
The plan
goals
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 in
• threatening the corner
• sending students out of the • criticizing
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 thoughtfully when stress is high
when stress is low
What happens
to the child?
Child Behavior
Stress Teacher Response
Lets Play Bingo!
5
RATE YOUR STRESS LEVEL 6
Level 1 Level 2 Level 3 Level 4 Level 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 for • Disciplined & responsible
others • Goal-directed
• Can make wise decisions • Analytical
• Kind, & able to form healthy • Independent learner
relationships
• Honest
• Confident & has a solid 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
