Module-in-Ed-113.pdf

MODULE IN MANAGEMENT OF STUDENTS’ BEHAVIOR AND WELLNESS Prepared by: Mr. MICHAEL JOHN V. FRANCISCO, M.A.ED., LPT Faculty Member, College of Teacher Education 2023 *The author doe...

MODULE IN MANAGEMENT OF STUDENTS’ BEHAVIOR AND WELLNESS Prepared by: Mr. MICHAEL JOHN V. FRANCISCO, M.A.ED., LPT Faculty Member, College of Teacher Education 2023 *The author does not claim originality. The following is just a compilation of available works on each topic.  Module in Management of Students’ Behavior and Wellness Couse Details Course Title: Management of Students' Behavior and Wellness Course Code: Ed 113 Course Category: Professional Education Course Description: This course focuses on the management of students’ behavior and provides series of wellness activities which will cater students’ multiple intelligences and learning styles as it addresses timely issues concerning students’ attention and behavior. This course will prepare the students to be confident, skilled and knowledgeable in the area of behavior management and wellness education. This will help fulfill their ethical, social, legal, and professional responsibilities as future educators. Course Content Chapter 1: Classroom and Behavior Management a. Classroom Management b. Approaches to Classroom Management c. Behavior Management d. Behavior Management Plan e. Behavior Management Policy Chapter 2: Classroom Behavioral Strategies and Interventions a. Proactive and Reactive Behavior Management Strategy b. Intervention Strategies c. Behavior Intervention Plan d. Categories of Disciplinary Behaviors e. Assertive Discipline f. School-Based Counselling Chapter 3: Responding to Student Issues a. Dealing with Bullying b. Critical Incidents c. Child Protection d. Stress Management Chapter 4: Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom a. Wellness Education and Wellness Management b. The Whole Child Approach to Education Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 1  Module in Management of Students’ Behavior and Wellness Classroom and Behavior Management INTRODUCTION Classroom management is when a teacher exhibits complete control over their classroom through a series of strategies and techniques that encourage positive student behavior. Effective teachers and beginning teachers need to have a range of strategies for encouraging good behavior and responding effectively to poor behavior. The practice of effective classroom management turns your classroom into the optimum learning environment for students to engage with their studies and work to the best of their ability. EXPECTED LEARNING OUTCOMES 1. Differentiate classroom management and behavior management. 2. Identify approaches to classroom management and principles of behavior management. 3. Analyze the responsibilities of the stakeholders in the preparation and implementation of behavior management plan and policy. 4. Discuss the relationship between the promotion of positive student behavior and student learning. DEEPEN YOUR UNDERSTANDING Classroom Management Classroom management is a broad term that encompasses the preventative and responsive strategies teachers use to support and facilitate both academic and social/emotional learning in the classroom (Everston & Weinsten 2006, p. 4). Effective classroom management creates a learning environment in which students are encouraged to be engaged in lesson activities, motivated to learn and prosocial, and disengaged and disruptive behaviors that are detrimental to learning are calmly corrected (Sullivan et al. 2014). Classroom management is distinct from classroom discipline. Classroom discipline is the responsive actions taken by teachers with an aim to change student behaviors (Woolfolk Hoy & Weinstein 2006, p. 181). In recent years research about classroom management has highlighted the importance of preventative strategies, while also acknowledging that responsive strategies have their place in maintaining an environment conducive to learning. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 2  Module in Management of Students’ Behavior and Wellness Preventative classroom management strategies create positive environments that support students to engage in learning and prosocial behaviors. Preventative classroom management strategies increase the amount of time for instruction, minimize disruptions and reduce the amount of time teachers spend on responding to inappropriate behaviors (Skiba et al. 2016; Osher et al. 2010; Sugai & Horner 2008; Kern & Clemens 2007). Some researchers frame preventative strategies as teacher-orientated processes that provide predictability and consistency so students know what is expected of them and what to expect in the learning environment (for example, Conroy et al. 2008; Kern & Clemens 2007). Others frame preventative strategies as student-orientated processes that guide and support students’ development of social, emotional, and cognitive self-regulation skills (for example, Freiberg & Lamb 2009; Powell & Tod 2004). Effective preventative classroom management strategies include encouraging a positive social and emotional classroom climate, using structured instruction, using rules and routines, providing pre-corrections to remind students of expectations, and actively supervising the classroom to ensure all students are supported to stay engaged in learning. Responsive classroom management strategies address student behaviors that may impact their own and other students’ learning. Responsive classroom management strategies include effectively correcting inappropriate behaviors. Effectively correcting inappropriate behaviors supports students to re-engage in learning, minimizes distractions and maintains a positive classroom climate. Responsive classroom management strategies may also involve using praise and rewards to recognize appropriate student behaviors. Approaches to Classroom Management 1. The self-discipline approach is built on the premise that students can be trusted to reflect upon and regulate their behaviors to benefit themselves and others. Advocates for this democratic view of classroom management argue that teachers need to exhibit the dispositions of respect, realness, trust, acceptance, and empathy toward students so they can build and establish working teacher- student relationships. 2. Teachers who use the instructional approach to classroom management prevent most management problems by actively engaging students in high-interest lessons geared to meet their interests, needs, and abilities. Thus, students are motivated to attend class, positively participate in activities, and manage their own behavior. 3. The desist approach to classroom management gives the teacher full responsibility for regulating the classroom. The teacher establishes and enforces a set of specific rules to control student behavior in the classroom. Because the desist approach models of classroom management give teachers power to deal forcefully and quickly with misbehavior, they can be viewed as power systems. This approach probably is the most widely used classroom management strategy in today’s schools Behavior Behavior is the reactions and actions of an individual or group to other individuals or groups of people, events, or the environment. It is influenced by many things like age, personality, interactions with others, culture, home environment and gender. Student behavior is the way children and young people behave at school. In schools, there is often positive student behavior, poor student behavior and anti-social student behavior. 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. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 3  Module in Management of Students’ Behavior and Wellness 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. Activity: Case Study Directions: Read the case below. After that, complete the table. Jeff came from a family of seven. His mother was a quiet woman. His father was very demanding and aggressive. Jeff was often aggressive towards other students in class. The teacher had warned him on several occasions and even sent him to the head teacher. Jeff often took pencils and books from other students. The teacher though Jeff was a bit of a bully. One day, Jeff punched another student who refused to buy him an ice block. The next day, the student’s father came to school demanding Jeff be suspended. Poor/Antisocial Behavior Causes Possible Consequence 1. 2. How Can Behavior Affect Academics? 1. Students who behave disruptively by bullying other students, talking during lectures or by requiring the teacher to interrupt lessons to discipline them can have a negative effect on an entire classroom. A 2010 study published in "American Economic Journal: Applied Economics" found that disruptive students can lower the test scores and academic achievement of an entire classroom. Teachers who have disruptive students in their classroom may have to spend additional time on behavioral management, reducing the time the teachers spend teaching. 2. Students with poor impulse control have more difficulty motivating themselves to study, do homework and listen in class. This can decrease their ability to excel academically, even when they perform well on IQ and achievement tests. Wang and Aamodt emphasize that rule-setting and teaching frustration tolerance play critical roles in helping children develop impulse control. 3. Student motivation can determine whether a student studies or does her homework, whether she seeks additional help when she needs it and how carefully she listens in class. A 2006 paper published in "Annual Review of Psychology" emphasized the role that student motivation plays in learning and found that unmotivated students tend to perform more poorly. 4. Learning disorders and mental health problems such as attention deficit disorder, dyslexia, autism and oppositional defiant disorder can dramatically affect student behavior. Students with oppositional defiant disorder, for example, struggle to accept authority and may frequently defy Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 4  Module in Management of Students’ Behavior and Wellness teachers and parents, according to "Child Psychology." Students who need mental health interventions, occupational therapy or psychoactive drugs may behave poorly in class even when teachers have excellent classroom control. This can affect these students' ability to learn, and students with some disorders may be unable to achieve good grades in typical classrooms. Behavior Management Behavior management is a whole school approach. It includes creating a positive environment for learning and uses strategies that encourage positive behavior in schools. It also involves a range of strategies to reduce the chance of poor or antisocial behavior. Behavior Management is also about 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. It also 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. 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 A behavior management plan is a plan made up of procedures that are in place to hold students accountable for their behavior, encourage positive behavior, and to eliminate scolding or lecturing, which is rarely, if ever, effective in changing behavior. A behavior management plan is not synonymous with discipline. Discipline is one aspect of a behavior management plan. A behavior management plan is developed long before the first student walks through your door in August. A good behavior management plan will consist of procedures, rules, and consequences. Students must be made aware of these from the beginning of the school year. In some cases, the students can help you develop these. When they contribute to the development of the plan, they feel more ownership and are far more likely to comply. 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”. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 5  Module in Management of Students’ Behavior and Wellness 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. Activity: Developing Rules Directions: Read and analyze the guidelines below. After that, create your own four classroom rules based on it. 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 A 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 Discipline comes from the 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. Effective discipline ensures there is a sense of order amongst students and school are safe places where learning can take place without interference. School rules and behavior management policies are part of discipline. Often when people talk about discipline, they really mean ‘punishment’ which is one method to enforce discipline by negative or harmful means. Punishment Punishment is when a negative and unpleasant consequence is given to an individual so that they will not repeat the same behavior again. Often punishments are ineffective and even harmful because they based using fear and discomfort as a strategy to control students and do not provide an opportunity for the student to learn alternative behavior. Corporal punishment (using physical force against a student) is not permitted by the Department of Education. Counselling Counselling is a process that helps people to cope with issues and reach decisions affecting their lives. It involves the 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, character, values or life circumstances. It does not involve giving advice or making judgements. People usually seek counselling when they are experiencing distress, change or when there has been a crisis. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 6  Module in Management of Students’ Behavior and Wellness 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. Activity: Behavior Management Policy Analysis Directions: Search for a Behavior Management Policy of a particular school. Analyze its components and identify the roles of the internal and external stakeholders on it. Your analysis paper must contain the following parts: Introduction, Discussion and Conclusion. CHECK YOUR UNDERSTANDING True or False Directions: Write T if the statement is correct and F if it is wrong. 1. Teachers can use corporal punishment on students if no other methods worked. 2. Poorly managed schools usually have poor student behavior. 3. Expelling students is a useful behavior management strategy. 4. It is helpful for students to help write a school behavior management policy. 5. Every school should have a behavior management policy. Essay Directions: Answer the following questions briefly. 1. What is the relationship between classroom management, behavior management and academic achievement? 2. What three practices can you do as a teacher to promote positive behavior amongst students? 3. What makes a teacher a good role model of positive behavior for his/her students? Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 7  Module in Management of Students’ Behavior and Wellness Behavior Observation Directions: Complete several observations in various classrooms at different grade levels. Analyze the effectiveness of the classroom management approaches using the following prompts: a. What are the classroom rules? b. How are these rules enforced? c. Do students appear to assume responsibility for their own behaviors? How do you know? d. How do teachers’ words and actions impact students’ behavioral choices? LEARNING RESOURCES Alberta (n.d.), Understanding student behavior. Available at https://www.learnalberta.ca/content/inspb1/html/4_understandingindividual.html Centre for Education Statistics and Evaluation (2020), Classroom management - creating and maintaining positive learning environments, NSW Department of Education, cese.nsw.gov.au Chapter 3: Managing the classroom environment. Available at https://www.sagepub.com/sites/default/files/upm-binaries/39273_3.pdf Cowing, B. (2017). What is a behavior management policy? Available at https://study.com/academy/lesson/what-is-a-behavior-management-policy.html Department of Education (2009). Teacher in-service behavior management- Facilitator’s manual. Available at https://www.education.gov.pg/TISER/documents/resources/behaviour/behaviour- management-tip-2009.pdf McDonald, L. (2020). What is a behavior management plan in the classroom? Available at https://www.graduateprogram.org/2020/01/what-is-a-behavior-management-plan-in-the- classroom/ Papua New Guinea Department of Education (2014). Behavior management policy for the national education system of papua new guinea. Available at chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2Fw bgfiles.worldbank.org%2Fdocuments%2Fhdn%2Fed%2Fsaber%2Fsupporting_doc%2FE AP%2FPapua%2520New%2520Guinea%2FSAA%2FDoE_2009_Behaviour_Manageme nt_Policy.pdf&clen=1102326&chunk=true Shea, T. & Bauer, A. (2014). Behavior management a practical approach for educators. Retrieved from z-lib.org. Sulivan (2015). Behavior policy. Available at https://www.sulivanprimaryschool.co.uk/about- us/behaviour-policy/ Thompson, V. (n.d.). How can behavior affect academics for students? Available at chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2Fja no.us%2Fngms%2Fsupport%2FHow%2520Can%2520Behavior%2520Affect%2520Aca demics%2520for%2520Students_%2520_%2520Everyday%2520Life%2520- %2520Global%2520Post.pdf&clen=202445&chunk=true Walker, R. (2021). Six principles of behavior management. Available at https://education.wm.edu/centers/ttac/resources/articles/challengebehav/sixprinciplebeha v/index.php Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 8  Module in Management of Students’ Behavior and Wellness Classroom Behavioral Strategies and Interventions INTRODUCTION When a student’s behavior impacts their classmates’ and their own learning, a teacher must formulate specific behavior strategies and interventions that can help resolve challenges while supporting the student. Behavior intervention plans are unique to a student’s needs, but they all aim to teach new skills and replace interfering behaviors with appropriate alternatives. EXPECTED LEARNING OUTCOMES 1. Identify behavioral strategies and interventions that can be used in the classroom. 2. Prepare a behavior intervention plan. 3. Describe disciplinary interventions in addressing poor behavior. 4. Explain how counselling is a complimentary strategy for responding to poor behavior. DEEPEN YOUR UNDERSTANDING Proactive and Reactive Behavior Management Strategy Proactive behavior management strategies are ones which a teacher or school puts in place to reduce the risk of behavior problems and encourage good behavior. This is essentially planning for good behavior. A reactive behavior management strategy is one which is used when there is an incidence of inappropriate behavior and which seeks to stop or reduce that behavior and help the student to improve. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 9  Module in Management of Students’ Behavior and Wellness Peer Education Peer education is an approach to health promotion in which community members and or groups are supported to promote health-enhancing change among their peers. Peer education is the teaching or sharing of health information, values, and behavior in educating others who may share similar social backgrounds, geographical settings, age or life experiences. It is argued that rather than health professionals educating members of the public, the idea behind peer education is that ordinary lay people are in the best position to encourage healthy behavior to others of a similar age, background, and social circumstances. It is supported by the adage ‘send a thief to catch a thief’. It is evident that peer education has become a popular prevention strategy in the broad field of HIV prevention especially in developing countries and among special groups like adolescents, sex workers, injecting drug users, and members of the LGBTQAI community. Peer education is also associated with efforts to prevent tobacco, alcohol, and other drug use among young people. Peer educators can be effective role models for young adolescents by promoting healthy behavior and serving as an accessible and approachable health education resource among the youths’ networks. According to Advocates for Youths, peer education draws on the credibility of young Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 10  Module in Management of Students’ Behavior and Wellness people among their peers, leverages the power of role modelling, and provides flexibility in meeting the diverse needs of other youths. Theoretical Perspectives Underpinning the Concept of Peer Education 1. The first theoretical underpinning is Albert Bandura social learning theory which claims that modelling is an important component of the learning process. It is based on the notion that people observe behavior taking place and then go on to adopt similar behavior. In the context of peer education, youths will observe the behavior of peer educators and learn the behavior as well as adopting that positive behavior. 2. The second theoretical underpinning for peer education concept is the role theory by Sarbin and Allen (1968) which is based on the 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. The third theoretical perspective on peer education is 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 Conflict resolution is a constructive process for handling emotion-laden disagreements. This process 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. It is about 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”. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 11  Module in Management of Students’ Behavior and Wellness 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. Some people encounter problems in life because they lack the life skills. Lacking life skills could lead to making wrong decision, or not communicating well with other opposite sex. 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 Activity: Mind Map Directions: Make a mind map of all the proactive activities and strategies that can be used in the classroom and in the school. Make sure to include the following details: Name of strategy: Key points: How does it promote positive student behavior? When is it appropriate to use? 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. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 12  Module in Management of Students’ Behavior and Wellness 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. Behavior Intervention Plan A Behavior Intervention Plan (BIP) takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior. A BIP may include ways to change the environment to help prevent the behavior from starting in the first place, provide positive reinforcement to promote good behavior, employ planned ignoring to avoid reinforcing bad behavior, and provide support needed so that the student will not be driven to act out due to frustration or fatigue. It is a formal document that outlines the following: Target behaviors Specific goals that are measurable Intervention description of how it will be done When the intervention starts and how often it will be done Method of evaluation Persons responsible for each part of the intervention and evaluation Data from evaluation Activity: Document Analysis. Directions: Click the link: Behavior Intervention Plans (BIP) for Your Students (verywellfamily.com). From the Sample Behavior Intervention Plans, choose one and identify the target behaviors, goals, and the intervention. 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 Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 13  Module in Management of Students’ Behavior and Wellness 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 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. However, not all students who show poor behavior require counselling. Due to the nature of the counselling relationship, (empathy, non-judgmental and confidential) counsellors cannot be disciplinarians. To do so would destroy the trust the student has in the counsellor and make the counsellor ineffective. Counsellors may be requested to give input into discipline hearings but would only be able to give information with the consent of the student. Counsellors cannot take part in making decisions about sanctions, or expulsion. They may however, make recommendations. Activity: Guidelines on Counseling and Referral System of Learners for S.Y. 2020-2021 Directions: Search the DepEd Memorandum DM-OUCI-2021-055. Explain the counseling and referral services of the Department. Your paper must contain the following parts: Introduction, Discussion and Conclusion. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 14  Module in Management of Students’ Behavior and Wellness CHECK YOUR UNDERSTANDING Behavior Intervention Planning Directions: Based on your experience/observation inside a classroom, formulate a behavior intervention plan. Essay Directions: Answer the following questions briefly. 1. What is the difference between Proactive and Reactive Behavior Management Strategy? Which one is better to support positive behavior and to lessen/solve poor/antisocial behavior? 2. Why do teachers use assertive discipline in the class instead of corporal punishment? 3. How does a school counsellor help promote positive behavior? 4. Why can’t a school counsellor make disciplinary decisions? LEARNING RESOURCES British Association for Counselling and Psychotherapy (2015). School counselling for all. Available at chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fw ww.bacp.co.uk%2Fmedia%2F2127%2Fbacp-school-based-counselling-for-all-briefing- dec15.pdf&clen=1031742 Department of Education (2021). MEMORANDUM DM-OUCI-2021· 055. Available at chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2Fw ww.deped-nv.com.ph%2Fmemou_files%2F20210316080517am1615881917%2F2021- 03- 16%2520Guidelines%2520on%2520the%2520Counseling%2520and%2520Referral%25 20System%2520of.pdf&clen=1729857&chunk=true Department of Education (2009). Teacher In-Service Behavior Management- Facilitator’s Manual. Available at https://www.education.gov.pg/TISER/documents/resources/behaviour/behaviour- management-tip-2009.pdf Disciplinary Interventions. Available at https://studylib.net/doc/9391572/disciplinary- interventions George, V. (2019). Take Control- Intervention Strategies Examples. Available at https://msgeorgesclass.com/2019/09/05/take-control-of-your-class-using-disciplinary- interventions/ Mauro, T. (2020). Behavior intervention plans for your students. Retrieved from https://www.verywellfamily.com/what-is-a-behavior-intervention-plan-3105186 Musungwini, E. (2020). Peer education as a strategy to promote positive behavior change among adolescents: Evidence or fallacy? Available at https://www.africaevidencenetwork.org/en/learning-space/article/62/ Shea, T. & Bauer, A. (2014). Behavior management a practical approach for educators. Retrieved from z-lib.org. Spencer, B. (2018). The Impact of Effective Classroom Management. Available at https://blog.teamsatchel.com/the-impact-of-effective-classroommanagement#components Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 15  Module in Management of Students’ Behavior and Wellness Responding to Student Issues INTRODUCTION Perhaps the most difficult task for a teacher is assessing a classroom behavioral issue in order to diagnose an appropriate response. Not all situations will be obvious as threats to the safety of you or others, nor will all minor distractions necessarily go away on their own. The difference between a disruption and danger can be difficult to judge in the moment but you can prepare yourself for making such an assessment and reacting in a measured way. EXPECTED LEARNING OUTCOMES 1. Plan a response to incidences of bullying in a school. 2. Discuss and evaluate effective strategies for responding to critical incidents. 3. Outline strategies for teachers and schools to respond to suspected abuse, rape, and other child protection issues. 4. Identify and explain stress management techniques for students. DEEPEN YOUR UNDERSTANDING Defining 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. What is Not Bullying? Bullying is a word often used to describe behavior that is not actually bullying — not all verbal or physical aggression is bullying. For example: Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 16  Module in Management of Students’ Behavior and Wellness 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 Bullying incidents generally involve three different roles: initiators (those doing the bullying), targets (those being bullied), and bystanders (those who witness the bullying). The terms 'initiator' and 'target' are used to refer to bullying behavior. This is in preference to 'bully' and 'victim' as these terms tend to label individuals. 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 and when the peer group colludes by not challenging the initiator or reporting the bullying to staff. Bullying can be rewarding, increasing the initiator's social status while lowering the social status of their target. The culture of a school will strongly influence the extent to which this occurs. 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) Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 17  Module in Management of Students’ Behavior and Wellness  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 four 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 Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 18  Module in Management of Students’ Behavior and Wellness 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 Cyberbullying is bullying (social and verbal bullying and physical threats) that uses digital technology in some way. Although cyberbullying shares some of the same elements as ‘traditional’ bullying, bullying using technology can be more complex and harder to deal with. For example, an unflattering picture or rude message can be quickly spread across the internet. The element of repetition which is seen in offline bullying is compounded by the material reaching a much wider audience and having a more lasting effect than the original poster may have intended. Being able to attack someone online and still remain anonymous creates an imbalance of power regardless of age, physical strength or social status. So does better access to (or ability to use) technology. Cyberbullying can involve 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. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 19  Module in Management of Students’ Behavior and Wellness 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? Activity: Designing anti-bullying materials Directions: Design a poster containing relevant information about bullying and how to respond to it. Managing Critical Incidents A critical incident or emergency is an 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, vulnerable and under stress or being traumatized. When a critical incident or an emergency occurs in the school, teachers have a duty to respond. Some responses may be immediate and others may be delayed. Since there are different kinds of incidents or emergencies, different strategies are required to manage them 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 Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 20  Module in Management of Students’ Behavior and Wellness 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 Activity: Effective or not? Directions: Read the following scenarios and decide if the strategy was effective. Explain your answer. DepEd Child Protection Policy The 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, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities, and legislative bodies, consistent with the principle of First Call for Children, as enunciated in the CRC. Teachers and learning facilitators especially in learning centers are their substitute parents, and are expected to discharge their functions and duties with this in mind. In this connection, the Family Code empowers the school, its administrators and teachers, or the individual, entity or institution engaged in child care to exercise the special parental authority and responsibility over the child, while under their supervision, instruction or custody. The Department recognizes that cases of abuse may arise as a result of the difficult situations faced by teachers and other officials within and outside school. DepEd has adopted the policy to provide special protection to children who are gravely threatened or endangered by circumstances which affect their normal development and over which they have no control, and to assist the concerned agencies in their rehabilitation. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 21  Module in Management of Students’ Behavior and Wellness Furthermore, the Department aims to ensure such special protection from all forms of abuse and exploitation and care as is necessary for the child’s well-being, taking into account the primary rights and duties of parents, legal guardians, or other individuals who are legally responsible and exercise custody over the child. DepEd recognizes the participatory rights of the child in the formulation and implementation of policies, and in all proceedings affecting them, whether they be victims or aggressors, either directly, or through a representative. Accordingly, the Department reiterates a zero-tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 22  Module in Management of Students’ Behavior and Wellness 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 such as age, ethnicity, sex, sexual orientation and gender identity, language, religion, political or other opinion, national or social origin, property, birth, being infected or affected by Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (AIDS), being pregnant, being a child in conflict with the law, being a child with disability or other status or condition, and which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise by all persons, on an equal footing, of all rights and freedoms. 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. These activities disrupt the child’s normal physical or mental health, education, moral or social emotional development. It covers situations of manipulation, misuse, abuse, victimization, oppression or ill- treatment. There are 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, which result in or is likely to result in physical, sexual, psychological harm or suffering, or other abuses including threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to, the following acts: Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 23  Module in Management of Students’ Behavior and Wellness Physical violence refers to acts that inflict bodily or physical harm. It includes assigning children to perform tasks which are hazardous to their physical well- being. 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, such as but not limited to intimidation, harassment, stalking, damage to property, public ridicule or humiliation, deduction or threat of deduction from grade or merit as a form of punishment, and repeated verbal abuse. 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, which is carried out or inflicted, for the purpose of discipline, training or control, by a teacher, school administrator, an adult, or any other child who has been given or has assumed authority or responsibility for punishment or discipline. 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. It is based on the fundamental principle that children are full human beings with basic human rights. Positive discipline begins with setting the long-term goals or impacts that teachers want to have on their students’ adult lives, and using everyday situations and challenges as opportunities to teach life-long skills and values to students. 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; Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 24  Module in Management of Students’ Behavior and Wellness 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. Activity: Case Study Directions: Choose one scenario and answer the following questions. Has the child been hurt? What signs or symptoms are there that the child has or is going to be hurt? Does the child need immediate medical attention? How long has this situation being going on for? Is at risk of being hurt in future? When will the child will be hurt again? By who? Who else is in the child’s life that is contributing to the hurt? Who else is in the child’s life that can help the child stop the hurt? What are the possible consequences (positive and negative) for the child if you intervene? Is this child in need of “special protection”? What Is Stress? Stress is a physical reaction to a person's emotions. Both positive events (e.g., an upcoming wedding) and negative events (e.g., the loss of a loved one) can cause stress. When you feel an emotion that triggers stress, your adrenal gland releases cortisol -- the hormone responsible for the 'flight-or-fight' response. In a dangerous situation, this response can save your life. However, too much cortisol can have a long-term, negative impact on your metabolic rate, memory formation, and blood sugar regulation. Stress can take one of three forms. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 25  Module in Management of Students’ Behavior and Wellness 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 CHECK YOUR UNDERSTANDING Essay Directions: Answer the following questions briefly. 1. What three things you could do in your school to decrease bullying behavior? 2. How can you use the child protection policy to manage students’ behavior and wellness, as well as to protect yourself as a teacher? 3. How will you prevent the occurrence of critical incidents in your classroom? 4. What three things you could do to manage students’ stress? Venn Diagram Directions: Compare and contrast the following using the Venn diagram 1. Traditional Bullying VS Cyberbullying 2. Initiator VS Target 3. Child Abuse VS Child Exploitation 4. Acute Stress VS Chronic Stress LEARNING RESOURCES Broderick, T. (2022). A Student’s Guide to Managing Stress. Available at https://www.bestcolleges.com/resources/balancing-stress/ Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 26  Module in Management of Students’ Behavior and Wellness Bullying-Free NZ (2022). School Leaders: Responding to bullying incidents. Available at https://www.bullyingfree.nz/responding-to-bullying/school-leaders-responding-to- bullying-incidents/ Bullying-Free NZ (2022). What is bullying? Available at https://www.bullyingfree.nz/about- bullying/what-is-bullying/ Bullying-Free NZ (2022). Different types of bullying. Available at https://www.bullyingfree.nz/about-bullying/different-types-of-bullying/ Bullying-Free NZ (2022). Cyberbullying. Available at https://www.bullyingfree.nz/about- bullying/cyberbullying/ Bullying-Free NZ (2022). Who is involved? Available at https://www.bullyingfree.nz/about- bullying/who-is-involved/ Bullying-Free NZ (2022). A Whole-school approach to bullying prevention. Available at https://www.bullyingfree.nz/preventing-bullying/a-whole-school-approach-to-bullying- prevention/ Department of Education (2009). Teacher In-Service Behavior Management- Facilitator’s Manual. Available at https://www.education.gov.pg/TISER/documents/resources/behaviour/behaviour- management-tip-2009.pdf Llego, M.A. (2012). What You Need to Know About DepEd Child Protection Policy. Available at https://www.teacherph.com/deped-child-protection-policy/ TeachThought Staff (n.d.). 6 Simple Ways to Reduce Student Stress in The Classroom. Available at https://www.teachthought.com/pedagogy/5-easy-ways-to-reduce-student-stress-in-the- classroom/ Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 27  Module in Management of Students’ Behavior and Wellness Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom INTRODUCTION Education and wellbeing are intertwined dimensions, an important mission of any educational system is to ensure that students are healthy and able to learn.1 Children spend most of their lifetime in classroom and that’s why school can be the natural setting for promoting their health. By working everyday with pupils, teachers have a crucial role in positively influencing their global development and equipping them with the knowledge, attitudes, and skills needed to protect and maintain their healthy habits for the entire life (Pulimeno, et al., 2020). EXPECTED LEARNING OUTCOMES 1. Explain wellness education and wellness management. 2. Suggest ways to incorporate wellness education in the classroom. 3. Identify and discuss the tenets of the whole child approach. 4. Write a lesson plan integrating the whole child approach. DEEPEN YOUR UNDERSTANDING Wellness Wellness is not merely the absence of disease or infirmity. It is not a passive or static state but rather a dynamic and conscious development of the whole self. Wellness is associated with intentions, choices, and actions leading toward an optimal state of well-being so that instead of surviving, you're thriving. Wellness is commonly viewed as having seven dimensions: mental, physical, social, financial, spiritual, environmental, and vocational. 1. Mental Wellness Mental wellness includes all aspects of mental health, emotional state and well-being, as well as how they interact. In turn, your mental wellness influences how you think, feel, and behave in your daily life. Mental wellness affects each dimension in turn and includes coping with the normal difficulties of life. Topics may include anxiety, mood, emotions, stress management, self-care, suicide prevention, and supporting others with lived experience. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 28  Module in Management of Students’ Behavior and Wellness Strategies to enhance mental wellness: Practice mindfulness: the mental state achieved by focusing your awareness on the present moment, instead of mentally rehashing the past or imagining the future. Use relaxation and self-care strategies that work for you. Seek support from family, friends, community, and/or a professional. Exercise regularly, eat well, and get enough sleep. Express feelings and emotions effectively, and practice positive self-talk. 2. Physical Wellness Physical wellness includes a variety of healthy behaviors including exercise, proper nutrition, healthy sleeping, sexual health and substance use. Physical wellness involves learning about disease and harm prevention, and developing healthy habits that will enable to you to live a longer, happier life. Topics may include active living, substance use, healthy habits and routines, nutrition, healthy sleep, and sexual health. Strategies to enhance physical wellness: Make regular exercise a part of your life, aiming to get at least 150 minutes of moderate aerobic activity every week. Eat more fresh food options, instead of processed food, including 5-10 servings of fruits and vegetables per day. Take a break while studying to go for a brief walk. Educate yourself on the risks of all substances, including alcohol and cannabis. Get adequate sleep (7-8 hours per night). 3. Social Wellness Social wellness is how we interact with our community and those around us. It includes healthy relationships, consent, communication skills and support systems. It is also about building a support system of family, friends, peers, and professionals. Topics may include healthy transitions, isolation, consent and healthy relationships, communication skills, and adjustment to change. Strategies to enhance social wellness: Balance social and personal time. Be open-minded to new experiences and people. Observe others and ask questions to gain a better understanding of unfamiliar cultures and customs. Seek out opportunities and be willing to meet new people and do new things (e.g. join a club or organization, play a team sport, volunteers, etc.). Volunteer on campus or in the community. 4. Financial Wellness Financial wellness is how our finances contribute to our overall wellness. It is the healthy relationship between your goals and your financial obligations. When someone is struggling financially, all aspects of their wellness are affected. Topics may include building a budget, meal planning, and healthy living on a budget. Strategies to enhance financial wellness: Use cash instead of debit or credit to avoid spending more than you anticipate. Practice self-care that does not cost a lot of money (hiking, potlucks, games nights, etc.). Save money by cooking your own meals, less eating out. Create a weekly budget for things like food, entertainment, and money to put away. Make use of scholarships and grant applications. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 29  Module in Management of Students’ Behavior and Wellness 5. Spiritual Wellness Spiritual wellness involves our set of beliefs, principles, and values that help give direction to our lives. It is seeking meaning and purpose in our everyday lives, which ultimately encourages wellness. Topics may include compassion, morals, values, spirituality, meditation, beliefs, gratitude, self-understanding, and being at peace with nature. Strategies to enhance spiritual wellness: Grow your relationships with others by spending quality time with loved ones. Connect with nature – go for a walk-in nature and practice mindfulness. Take time for quiet reflection or prayer. Explore faith services in the local community. Have an open discussion about values with friends, partner, or family members. 6. Vocational Wellness Vocational wellness involves preparing and using our skills and talents in order to gain purpose, happiness and a fulfilled life. Vocational wellness is about expanding knowledge and focuses on self-development and self-discovery. It is also about seeking opportunities that are personally meaningful and rewarding for you, based on your values, interests, and beliefs. Topics may include goal setting, time management, academics, study habits, skills, and interests. Strategies to enhance vocational wellness: Gain a variety of experiences to expand your learning. Manage your time to maintain your wellness and life balance. Get to know what strategies work for you, and recognize where you need assistance. Volunteer in new experiences to narrow down what your interests are and what type of work you want to be doing. Try not to compare your path to others; everyone’s path is different. 7. Environmental Wellness Environmental wellness is how your environment positively affects your wellness. It includes incorporating nature in your life to feel a sense of peace and wellness. Topics may include sustainable wellness, nature/forest therapy, and the impact of your surroundings on your wellness. Strategies to enhance environmental wellness: Walk, ride a bike, or take the bus whenever you can instead of driving a car. Eat locally produced food. Engage in healthy physical activity in nature when you can by walking in parks, going for hikes, studying outside, etc. Protect yourself from environmental hazards such as loud noise, pollution, second hand smoke, and ultraviolet radiation. Maintain a clean and organized living space. Wellness Education Wellness education is a process that facilitates healthy, sustainable behavior change. It draws on the principles of positive psychology, motivational interviewing and goal-setting. As an individual learns to listen to their inner wisdom and identify their values, that individual can transform goals into action and enhance well-being. Wellness education promotes wellness concepts that build the foundation for health literacy and an appreciation for lifelong physical fitness. Students will learn to adopt healthy behaviors. This is a life-long process of enhancing the components of health education (physical, intellectual, Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 30  Module in Management of Students’ Behavior and Wellness emotional, social, spiritual and environmental), physical education (movement forms, motor skill development, and fitness) and physical activity, an important factor in brain development and learning. Wellness Management Wellness management is a term that can refer to different practices and programs that aim to improve the health and well-being of individuals or groups. It can cover various dimensions of wellness, such as physical, mental, emotional, occupational, social, and spiritual. It can involve collaboration with professionals, coping with symptoms, preventing illness, designing and implementing policies, and facilitating recovery. It can be offered by fitness centers, clinical services, corporations, or individual providers. Activity: Document Analysis Directions: Search for the “DepEd Wellness Check Series”. Discuss how DepEd incorporate wellness in its program. Identify as well the dimensions of wellness being address by the DepEd wellness check series. The Whole Child Approach to Education: Ensuring each child, in each school, in each community is healthy, safe, engaged, supported, and challenged. The whole child approach claims that students learn best in an environment where teachers consider their academic progress and overall development, including their cognitive skills, identity, and mental, social, and emotional health. The whole child approach encourages teachers to: Tailor daily activities to meet a child’s basic physical and emotional needs (e.g., exercise, emotional connection, healthy food) Create learning opportunities and outcomes that are relevant to a child by considering the child’s individual identity, strengths, and areas for improvement Acknowledge a child’s cultural background, home environment, and family dynamic and how it affects their learning and development Partner with families for all areas of the child’s development Whole Child Tenets 1. Healthy: Each student enters school healthy and learns about and practices a healthy lifestyle. Research confirms that students do better in school when they are emotionally and physically healthy. They miss fewer classes, are less likely to engage in risky or antisocial behavior, concentrate more, and achieve higher test scores. Unfortunately, too many students go to class in less-than-optimal health. Schools and communities committed to educating the whole child create an environment that promotes the learning and practice of healthy lifestyles. This includes healthy menus at school, regular recess, physical and health education, school counseling, and intramural programs. Schools and communities collaborate to increase access to health care for children and their families 2. Safe: Each student learns in an environment that is physically and emotionally safe for students and adults. Feeling safe at school translates into higher academic achievement, increased student well- being, and greater engagement. Children who don't feel safe can't concentrate on their studies, don't connect with their classmates, or don't go to school at all. Schools and communities committed to educating the whole child work together to ensure the physical, social, emotional, and academic safety and security of students and adults. They consistently assess comprehensive safety issues to foster effective conditions for learning. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 31  Module in Management of Students’ Behavior and Wellness 3. Engaged: Each student is actively engaged in learning and is connected to the school and broader community. To learn at their best, students must be engaged and motivated. Substantial research shows that students who feel both valued by adults and a part of their schools perform better academically and also have more positive social attitudes, values, and behavior. Plus, they are less likely to engage in drug use, violence, or sexual activity. After-school programs can promote academic achievement, but their success requires targeted investment, stakeholder commitments, focused academic support, quality programming, and a process of continual improvement. Schools and communities committed to educating the whole child engage students in the learning process and provide opportunities that connect them to the community. Students who are engaged and connected to their schools demonstrate increased academic achievement, attendance rates, and participation in activities. 4. Supported: Each student has access to personalized learning and is supported by qualified, caring adults. In addition to improving students' academic performance, research shows that supportive schools also help prevent a host of negative consequences, including isolation, violent behavior, dropping out of school, and suicide. Central to a supportive school are teachers, administrators, and other caring adults who take a personal interest in each student and in the success of each student. School and communities committed to educating the whole child connect students with caring adults throughout a student's school career through a variety of positive relationships. These relationships reinforce academic achievement and social, civic, ethical, and emotional development. 5. Challenged: Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment. To succeed in college, other postsecondary education, and the workplace, students need higher-level thinking, communications, and problem-solving skills as well as knowledge of the world and its people. These are all products of a curriculum that challenges students to work harder as they investigate a wide range of real-world subjects. What's more, our high school graduates who pursue college must be adequately prepared, yet too many are taking remedial courses, which raises deep concerns about the value of their high school diplomas. Students engage in a broad spectrum of activities in and out of the classroom. Districts and communities committed to educating the whole child work together to prepare young people for success in higher education, employment, and civic life by providing meaningful learning experiences and opportunities to demonstrate achievement. Activity: Document Analysis Directions: Search for a sample lesson plan integrating the whole child approach. Identify the activities/mechanisms that shows the application of the five tenets. CHECK YOUR UNDERSTANDING Lesson Planning Directions: Write a lesson plan integrating the concept of wellness education and the whole child approach. Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 32  Module in Management of Students’ Behavior and Wellness Essay Directions: Answer the following questions briefly. 1. What is the relationship between wellness education and wellness management? 2. How will you integrate wellness education in teaching your area of specialization? 3. How will you ensure the well-being of your students inside and outside of the classroom? 4. How will you apply the whole child approach in teaching your area of specialization? 5. How will the five tenets of the whole child approach can contribute in the academic success of the students? LEARNING RESOURCES BrightWheel (2023). The whole child approach in early childhood education. Retrieved from https://mybrightwheel.com/blog/whole-child-approach Johnson, J. (2019). Teaching the whole student: Integrating wellness education into the academic classroom. Retrieved from https://studentsuccessjournal.org/ Life Care Wellness (n.d.). Wellness education. Retrieved from What Is Wellness Education? Helps You Make Positive Change (life-care-wellness.com) The ASCD Whole Child Approach to Education. Retrieved from https://www.ascd.org/whole- child The Whole Child Approach to Education. Retrieved from https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/wholechild/WC-One- Pager.pdf West Virginia Department of Education (2023). Wellness Education. Retrieved from Wellness Education - West Virginia Department of Education (wvde.us) Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 33