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Promoting positive discipline in the classroom

By Angelo Villanueva
Man’s Breakthrough
November 30, 2019

“Opposites attract: when one parent is kind and the other is firm, it is interesting to note that two people with these opposing philosophies often get married”, Jane Nelsen.

Teachers recognize that positive discipline and school’s rules and regulations are considered as part of the school community and may be used in a classroom setting to increase the performance of the students.

E-Net Philippines in cooperation with the Department of Education and save the children was presented Positive Discipline in Everyday Teaching: A Primer for Filipino Teacher. This primer was intended to assist teachers to apply a positive discipline approach in classroom management. It provides practical tips on how to resolve common classroom problems between teachers and learners and among learners in a positive way.

Positive discipline is an approach to teaching that helps students succeed, gives them the information they need to learn, and supports their development. It respects student’s right to healthy development, protection from violence, and active participation in their learning. It is not about permissiveness. Letting students do whatever they want, or having no rules, limits, or expectation. Also, it’s about long-term solutions that develop students’ self-discipline and their life-long learning. It is about clear and consistent communication, and consistent reinforcement of expectations, rules, and limits. However, it is about teaching non-violence, empathy, self-respect, human rights, and respect for others (Durrant, 2010).

Through the continuing efforts of the Department of Education together with their partners and stakeholders, the DepEd Child Protection Policy should be properly observed and implemented, this policy concentrate on zero tolerance for any act of violence against student in school, including corporal punishment (DepEd Order No. 40, s. 2012).

Teachers play a vital role in shaping the lives of their students. The kind of treatment they received in school may cause a long-lasting psychological effect on them, whether it could a positive or negative effect. Therefore, the teacher should perform their duties with full responsiveness to the values of their acts on the lives of the student.

In connection to this, the school as a peace zone should provide a good learning environment for formal, moral and emotional growth for the students (DepEd Order 44 s 2005).

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According to Section I, Chapter III, Part IV of 2000 DECS Service Manual, school shall uphold discipline inside the school premises when students were engaged in activities authorized by the school. As stated in paragraph 2, Section 6.2, Rule VI from Rules and Regulations of RA 9155 as cited in DepEd Order No. 1, s. 2003, the school principal shall have authority, accountability, and responsibility for making surroundings within the school which is conducive to the teaching and learning process. Thus, school administrators and teachers shall have the right to enforce appropriate and sensible disciplinary measures in case of minor offenses or infractions of good discipline.

The researchers have observed that the teachers and the students find it difficult to follow the guidelines provided by the Department of Education. Teachers may be too lean that they not impose the school’s rules and regulation to students and if they do what kind of intervention they crafted in order to help the students to change his behavior under positive discipline, do the learner plays a role and is the classroom setting is well set for the positive discipline to occur and implementation of the school’s rules and regulation.

Positive Discipline is an approach to teaching that supports students to become successful, provides them the information they which is essential to learning and supports their progress. It respects children’s rights to healthy development, protection from violence, and active participation in their learning (Durrant, 2010).

The result of my study which focused on promoting positive discipline conducted in 2019. Participants were familiar with positive discipline and the school’s rules and regulations. The teachers’ sources of knowledge and update about positive discipline and school’s rules and regulation were handbooks, continuing education, colleagues and media however some of the teachers viewed that their source of knowledge were modification of positive discipline and school’s rules and regulation. The learners’ sources were teacher, handbook, school memorandum, and the internet. The students’ main source in updating themselves on positive discipline and school’s rules and regulations is the teacher. Therefore, the teacher should equip themselves with the knowledge and updated concept of positive discipline and the school’s rules and regulations.

Also, the teacher as part of the classroom environment, his classroom management and the classroom’s orderliness and cleanliness were needed in order to have an ambiance of positive discipline and good setting for the school’s rules and regulation to be implemented by the teacher to their students however some students stated that their class discipline needed to be improved.

Both teachers and student participants agreed that students should be role models of positive discipline and the school’s rules and regulation, students should be obedient and be involved in the class. Both teachers and students interact well by any means to apply positive discipline and the school’s rules and regulations. They also stressed the importance of collaboration with other teachers and school administration in employing positive discipline and school rules and regulations in the classroom where the students played a very important role.

Therefore, it is recommended that parents work together with their child and should also have intensified training in positive discipline since they are the one to teach values and discipline at home, while teachers should reinforce values in school since they are the source of knowledge of students in terms of positive discipline and school’s rules and regulation; teachers should strengthen their classroom management as they are part of the classroom setting for positive discipline and school’s rules and regulation as perceived by the participants. They should provide intervention to students as they play an important role in positive discipline and school’s rules and regulations, they should also undergo training to completely grasp the concept of discipline for their future. Additionally, School Administrators should provide training and conferences where teachers and students interact and discuss positive discipline and school rules and regulations. Teachers should intensify cooperation and collaboration.

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