CLASSROOM BEHAVIOR MANAGEMENT

RELATED THEORIES
Behavior - reactions and actions to people, Behaviorism
events, environment - rooted in early 20th-century
Behavior is Influenced by: Age, psychology, posits that learning
Personality, Culture, Interaction, Home occurs when a new behavior pattern
Environment,Gender is established. Pioneers like John B.
Watson emphasized the
TYPES OF BEHAVIOR manifestation of new behaviors as
● Positive -cooperation, attention, evidence of learning, while Ivan
sharing Pavlov introduced classical
● Poor- talking off-task, tardiness conditioning, a process
● Anti-social- harmful actions like drug demonstrated by making dogs
use, bullying salivate at a bell’s sound. This
approach, however, has limitations
BEHAVIOR MANAGEMENT since it doesn’t always account for
- includes creating a positive entirely new learning.
environment for learning and uses
strategies that encourage positive Operant Conditioning
behavior having effective ways to - B.F. Skinner’s is a form of learning
deal with poor behavior. in which the motivation for a
behavior happens after the behavior
SIX PRINCIPLES OF BEHAVIOR is demonstrated. An animal or a
MANAGEMENT human receives a consequence
Principle 1: Negative consequences after performing a specific behavior.
sometimes change behavior, but they do not The consequence is either a
change attitude. reinforcer or a punisher
Principle 2: Only positive reinforcement
strategies produce long-term attitudinal Cognitivism
change. - A cognitivist approach from Jean
Principle 3: Negative consequences do not Piaget and Philip Kendall in which
improve the behavior of impulsive children students are encouraged to
and frequently increase the frequency and mentally process their behavior,
intensity of misbehavior. can be extremely effective. For
Principle 4: Cognitive control of behavior instance, with a student that has
can be learned through the use of become aggressive, getting them to
appropriate positive reinforcement systems. describe their poor behavior within
Principle 5: Positive reinforcement systems the class can greatly reduce
must be incremental in nature such that the aggression levels and make them
child can directly observe even small reflect on their actions
improvements in behavior.
Principle 6: You must always reinforce the
final compliance with adult authority no
matter how long it takes to get there.
Humanist Approach relationships and feel
- From Abraham Maslow, as quoted, connected to others.
“Unlike the behaviorists, humanistic ○ Power: The need for
psychologists believe that humans achievement, competence,
are not solely the product of their and recognition.
environment.” This involves ○ Freedom: The need for
understanding the root causes of autonomy and the ability to
poor behavior through the student’s make choices.
perspective, aiming to address the ○ Fun: The need for
issue in a mutually satisfactory enjoyment, pleasure, and
manner relaxation

Pragmatism ➔ Total Behavior

- As articulated by John Dewey, is an Glasser views behavior as
educational and philosophical comprising four interrelated
approach that prioritizes experience components:
and practical knowledge over fixed ➔ Acting: What a
truths or static principles. Dewey person does.
believed that learning should be ➔ Thinking: What a
rooted in real world experiences, person thinks.
and that thinking and doing are ➔ Feeling: The
intrinsically intertwined emotions
experienced.
Choice Theory ➔ Physiology: Bodily
- William Glasser, an influential responses or
American psychiatrist, developed reactions
Choice Theory, which posits that
almost all human behavior is chosen Social Learning Theory
and that we are driven by our - Albert Bandura posits that
internal needs to satisfy certain individuals learn not only through
basic requirements: survival, love personal experience but also by
and belonging, power, freedom, and observing the actions of others and
fun. In the context of education, he the consequences of those actions.
advocated for classroom Central to this theory is the concept
environments where students have a of observational learning or
say in their learning and feel a sense modeling, where behaviors are
of belonging and importance acquired or modified by watching
- Five Basic Needs according to others
William Glasser: - Bobo Doll Experiment
○ Survival: Basic physiological - During the 1960s, Albert Bandura
needs such as food, shelter, conducted a series of experiments
and safety. on observational learning,
○ Love and Belonging: The collectively known as the Bobo doll
need to form close experiments.
BEHAVIOR MANAGEMENT POLICY 7. Poor behavior choices. The behaviors
- a set of rules and explanations to students use in attempting to meet their
help teachers keep their classrooms needs are sometimes acceptable,
running smoothly sometimes not. In most cases, students
choose to behave as they do.
MISBEHAVIOR 8. Avoidance. No one likes to face failure,
- is behavior that violates class intimidation, ridicule, or other unpleasant
rules, demeans others, or is situations. One way to escape those things
otherwise incompatible with the legal is to avoid activities or places where they
or social norms of the society. Most might occur, or if that is not possible, simply
classroom misbehavior falls into two refuse to participate
categories— student 9. Egocentric personality. focus primarily
unwillingness to work as directed on themselves, believe they are superior to
and students’ causing others, and usually think they do little
unwarranted distractions. wrong.
10. Neurological-based behavior (NBB).
CAUSES OF MISBEHAVIOR A few students behave undesirably not
1. Unmet needs. Both in and out of the through intent or thoughtlessness but
classroom, students continually try to meet because their brains call forth behavior they
strongly felt needs for security, association, cannot fully control.
belonging, hope, dignity, power, enjoyment,
and competence. CLASSROOM DISCIPLINE
2. Thwarted desires. When students fail to Authorities no longer support coercive
get something they badly want, they may discipline, even though, except for
complain, become destructive, sulk, pout, or corporal punishment, it is still seen in a
act out great many classrooms. You are urged to
3. Expediency. Anticipate that all students take a different and more modern approach
will, on occasion, look for shortcuts to make —one in which you use organization,
their lives easier or more enjoyable. In doing communication, and personal influence
so, they will break rules and sometimes to foster and support proper behavior.
behave dishonestly. This newer approach to discipline employs
4. Urge to transgress. Many of us have a three major strategies, each of which
natural aversion to rules imposed by others, involves a number of specific tactics. The
and we seem to find it a challenge to break three strategies are:
them, despite knowing there is a chance 1. First, remove or limit the conditions
we’ll get caught or even harm ourselves or that tend to promote misbehavior.
others 2. Second, teach students how to behave
5. Temptation. Students regularly appropriately and support their efforts.
encounter objects, people, situations, and 3. Third, intervene helpfully when students
behaviors they find powerfully attractive. misbehave by directing them back to proper
6. Inappropriate habits. Inappropriate behavior.
habits are ingrained ways of behaving that
transgress expectations. established
standards and expectations.
Classroom Behavioral - Allows students to be themselves,
STRATEGIES AND INTERVENTION take risks, learn from mistakes.

Classroom management Reactive Strategies

- is when a teacher exhibits complete - It refers to the ways in which
control over their classroom through teachers respond to student
a series of strategies and techniques misbehavior. Though it occurs after
that encourage positive student the fact, it still involves thinking
behavior. carefully before taking action.

STRATEGY OR TECHNIQUE:
1. Using hand gestures to emphasize key
points during a lesson.
2. Implementing group discussions to
encourage peer learning. Peer Education
3. Demonstrating the correct way to hold a - is defined as a system of delivering
pencil while writing knowledge that improves social
learning and provides psychosocial
Classroom Behavioral support. Peer education is known as
-Effective teachers and beginning teachers sharing of information and
need to have a range of strategies for experiences among individuals with
encouraging good behavior and responding something in common
effectively to poor behavior.
-The practice of effective classroom Proactive Strategies: Peer Education
management turns your classroom into the Peer education has emerged as a
optimum learning environment for students proactive strategy in classroom
to engage with their studies and work to the management due to its ability to foster
best of their ability collaboration, engagement, and shared
responsibility among students
● PROACTIVE STRATEGIES - In a classroom setting, peer tutoring
● DISCIPLINARY can be used to proactively help
● USE OF SCHOOL students struggling with certain
INTERVENTIONS COUNSELING subjects. Rather than waiting for
students to fail and then providing
Proactive Strategies remediation, peer educators step in
- Management strategies are ones early to support learning, thus
which a teacher or school puts in reducing the need for later reactive
place to reduce the risk of behavior measures like grade recovery
problems and encourage good programs.
behavior.
- Proactive teaching simply means
that a teacher anticipates what will
happen and when, rather than
waiting for something to occur.
Theoretical Perspectives: Underpinning Sutherland Differentiation Association
the Concept of Peer Education Theory
- Sutherland differentiation
Social Learning Theory association theory which posits that
- that people observe behavior taking through interaction with others,
place and then go on to adopt individuals learn the values,
similar behavior. In the context of attitudes, techniques, and motives
peer education, youths will observe for behavior, positive or negative
the behavior of peer educators and
learn the behavior as well as
adopting that positive behavior.

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
Involved in peer education
- Effective management involves • Peers - someone who belongs to the
understanding the roles played by all same social group as another person or
participants in the classroom— group.
teachers, students, and even • Peer Educator – student who undergoes
parents. Each role comes with training to become a peer educator
specific expectations that influence • Peer Education Advisor – teachers
interactions and behaviors. trained in peer education who support peer
educators.
• Teachers are expected to maintain order,
facilitate learning, and support student PROACTIVE STRATEGIES: CONFLICT
development. RESOLUTION
• Students are expected to engage actively
in their learning and adhere to classroom CONFLICT RESOLUTION
rules. - constructive process for handling
emotion-laden disagreements.
- This process encourages assertive
communication and the expression
of feeling.
- solving conflicts without resorting to
shouting, fighting, sarcasm and
other harmful behaviors.
SOME SKILLS TO HELP RESOLVE to the environment around us. The
CONFLICT skills include the ability to
• Stay calm and keep the student calm communicate well with others, make
• Ask questions to obtain correct information good decisions that help bring
• Be assertive in what you want, why you benefits, solve problems and act
want it more responsibly. Some people
• Understanding it and state how you feel encounter problems in life because
• Decision-making they lack the life skills.
• Treat people with respect - Lacking life skills could lead to
• Listening attentively making wrong decision, or not
• Show Empathy communicating well with other
opposite sex
ASSERTIVE COMMUNICATION
- This model is about expressing your KEY LIFE SKILLS FOR YOUNG PEOPLE
feelings and needs and at the same ● Assertiveness, Decision Making and
time remain respectful of the other Communication
person and not saying or doing ● Empathy, Problem Solving and
hurtful things Negotiate Risk Behaviors
- Explain your feelings and the ● Resisting Peer Pressure,
feelings of others Self-Esteem, Self- Worth and Self-
- Make your request Confidence
- Ask how the other person feels
about the request 5 TYPES OF DISCIPLINARY OF
- Listen carefully to their answer
- Accept their agreement with thanks INTERVENTIONS

WIN-WIN
- a strategy used mostly when dealing
with adults in which you negotiate a
solution to their needs and yours
- A compromise can usually be
reached were both parties are
satisfied with the outcomes and their
needs are met 1. Teacher Reaction
- It involves a verbal and physical
PROACTIVE STRATEGIES LIFE SKILLS acknowledgement that provides a
- Life skills are important skills that a consequence for unacceptable
person should have in day-to-day life behavior. Making eye contact with a
in order to live a better and positive student, shaking your head, or
life style by meeting the daily having a private verbal reminder are
demands and challenges of our lives some consequences. Stating the
- They include attitudes and skills desired appropriate behavior and
related to living with ourselves, simply asking the student to stop
relating to other people and relating also fall under this category.
2. Tangible Recognition
- Many teachers, especially those in
the younger grades, have used
tangible recognition. A tangible item
can be a token, sticker, marble, or a
goal sheet. Tokens are most
effective when they are given for
positive behaviors and taken away
during negative behaviors.
Note: Explain the expectation with the
students before passing the tangible item to
students. Do not use the item to bribe or
coerce student behavior. ASSERTIVE DISCIPLINE
- It is a systematic approach to
3. Direct Cost classroom behavior management.
- Sometimes students have a tough Assertive discipline teacher effective
time accepting the expectations and ways of discouraging unwanted
need more of a direct cost. A direct behavior without alienating teachers
cost focuses more on the negative from students, and effective ways of
consequence. rewarding good behavior in order to
encourage students to do right every
4. Group Contingency time
- Involves everyone within the
classroom. As a class, everyone PRINCIPLES OF ASSERTIVE DISCIPLINE
must aim to conquer a classroom
goal. • The teacher is in control of the
class – well planned, well prepared
TWO TYPES OF GROUP and well trained
CONTINGENCIES • Have a classroom management
Interdependent Techniques plan
- “require every student in the group • Maximize teaching and learning to
to meet the behavioral criterion for reduce problem times
the group to earn credit” • Promote effective student learning
Dependent Techniques and friendly environment
- “require specific individuals... to • Reinforce positive student behavior
meet the behavioral criterion of the • Deal with negative behavior
group to earn credit” quickly, calmly, consistently and
- assertively
5. Home Contingency
- Making the student’s parents aware
of their positive and negative
behaviors.
USE OF SCHOOL COUNSELING - Counselors may be requested to
give input into discipline hearings but
What is School-Based Counseling? would only be able to give
- a professional activity, delivered by information with the consent of the
qualified practitioners in schools. student.
Counselors offer troubled and/or - Counselors cannot take part in
distressed children and young making decisions about sanctions,
people an opportunity to explore and or expulsion. They may, however,
understand their difficulties within a make recommendations.
relationship of agreed confidentiality
STAGES OF THE COUNSELING
Use of School-Based Counseling PROCESS
- School counselors are trained in Stage 1: (Initial disclosure) Relationship
basic counseling skills that they can building
use to support students who are - The counseling process begins with
experiencing personal or academic relationship building. This stage
problems and need emotional focuses on the counselor engaging
support. Counseling is a process of with the client to explore the issues
“helping people to help that directly affect them.
themselves”. Counseling relies on
counselors being non-judgmental, Stage 2: (In-depth exploration)
showing empathy, and maintaining - Problem assessment. The
confidentiality counselor carefully listens and draws
- School counselors can help students out information regarding the client’s
with poor behavior by supporting situation (life, work, home,
them with any underlying problems, education, etc.) and the reason they
such as family conflict, violent have engaged in counseling.
relationships, peer pressure. Information crucial to subsequent
- School counselors can help students stages of counseling includes
with poor behavior by supporting identifying triggers, timing,
them with any underlying problems, environmental factors, stress levels,
such as family conflict, violent and other contributing factors.
relationships, peer pressure. -
Counseling is not a sanction but Stage 3: (Commitment to action) Goal
rather a complimentary behavior setting
management strategy - Effective counseling relies on
- Due to the nature of the counseling setting appropriate and realistic
relationship, (empathy, non goals, building on the previous
judgmental and confidential) stages. The goals must be identified
counselors cannot be disciplinarians. and developed collaboratively, with
To do so would destroy the trust the the client committing to a set of
student has in the counselor and steps leading to a particular
make the counselor ineffective. outcome.
Stage 4: Counseling intervention
- This stage varies depending on the
counselor and the theories they are
familiar with, as well as the situation
the client faces. For example, a
behavioral approach may suggest
engaging in activities designed to
help the client alter their behavior.

Stage 5: Evaluation, termination, or

referral
- Termination may not seem like a
stage, but the art of ending the
counseling is critical. Drawing
counseling to a close must be
planned well in advance to ensure a
positive conclusion is reached while
avoiding anger, sadness, or anxiety
(Fragkiadaki & Strauss, 2012).
GROUP 3 Cyberbullying
RESPONDING TO STUDENT ISSUES - This involves the use of technology
to harass, threaten, embarrass, or
BULLYING target another person.
- used to describe behavior that is not - Involves bullying using digital
actually bullying - not all verbal or technology
physical aggression - Unflattering images or messages
- Bullying is deliberate - Online attacks
- Involves a misuse of power in a
relationship
- Usually not a one - off HOW TO IDENTIFY CYBER BULLYING
- it is repeated involves behavior that
can cause harm ● Changes in personality.
- one-off fight or argument not liking ● Appearing more lonely or distressed.
someone or single act of social ● Unexpected changes in their
rejection one-off acts of meanness friendship groups.
or spite ● Less interaction with other students
- insolated incidents of aggression, at school.
intimidation or violence ● Possible peer rejection.
- sexist or racist and theft ● Decline in their school work.
● Excessive sleepiness or lack of
3 ROLES OF BULLYING focus in the classroom and in other
The Initiators - often bully their fellow activities.
students ● Higher levels of absenteeism.
The Targets - victim/ bullied by the initiator ● Increased negative self-perception.
The bystanders - witness ● Decline in physical health.
● Suicidal thoughts
Different Types of Bullying
Physical bullying EFFECTS OF CYBERBULLYING
- This involves hurting someone, or Low self-esteem - Stress - Anxiety -
damaging or stealing their Lost interest - Depression -.Suicide.
belongings.
- mean or rude hand gestures LAWS FOR CYBERBULLYING
- being made afraid of being hurt ➔ Cybercrime Prevention Act of 2012
- stealing or damaging possessions (Republic Act No. 10175)
➔ Anti-Photo and Video Voyeurism Act
Verbal bullying of 2009 (Republic Act No. 9995)
- This involves saying or writing mean ➔ Republic Act No. 7610, also known
things. as the Special Protection of Children
- Being sarcastic in a hurtful way Against Abuse, Exploitation, and
- offensive comments, insults or jokes Discrimination Act
- mean comments about someone's
body or physical characteristics
- threatening to cause harm
Ways to Address Bullying 6. Be firm and consistent.
Here’s a look at 10 different ways you can - Teachers should stay firm and
address bullying and help promote a safe, consistent on their anti-bullying
nurturing school environment: stance in classrooms. Drifting from
the original stance can show
1. Make a list. students that you may not have
- list of what type of behavior (verbal, been serious about the stance on
physical, etc.) is appropriate and not bullying, which can encourage
appropriate should be made in the inappropriate behavior. Make sure
classroom. that teachers and administrators are
2. Encourage feedback. all aligned on this very important
- After informing students about what issue so that there’s consistency
type of behavior isn’t appropriate, across the board.
encourage students to come to 7. Stop bullying right away.
school authorities with issues that - If there is an incident of bullying
teachers maybe unaware of. occurring, it should be stopped
3. Involve parents. immediately. Gather the evidence
- Tell your students’ parents that associated with the incident and
bullying won’t be tolerated. If your then address the issue with those
students are reported to have been involved to ensure that it doesn’t
engaging in inappropriate behavior, happen again. Schools should be
contact the parents and inform them. encouraged to install disciplinary
It’s good to have parents as allies in measures and restorative justice
terms of combating bullying in your methods to ensure that change
classroom. occurs.
4. Monitor hallways or social media 8. Hold assemblies.
platforms. - Educating a class on the detrimental
- Social media platforms are a whole effects of bullying is one thing, but
different place that is often holding an assembly to discuss such
unsupervised. Between class effects can be enlightening for the
periods, roam the halls and watch entire school. Consider hosting a
out for inappropriate behavior. After special guest speaker to help get the
class, social media platforms can point across. If a school has a
also be visited for possible online theater department, consider asking
bullying. them to write and act out a play that
5. Show films/videos involves bullying and the
- show your class appropriate consequences associated with it.
films/videos that demonstrate the 9. Be supportive.
dire effects that bullying can have on - victims of bullying should be
students. Sometimes such films can supported and those who bullies
serve as a wake-up call to how others should not be ignored.
detrimental bullying can be. Bullying can impact a variety of
people involved and many times it’s
the bullies themselves. Offering
 support can help get to the root of CRITICAL INCIDENTS
the problem. Many bullies have often
experienced some form of violence CRITICAL INCIDENTS IN SCHOOL
or trauma and while that does not SETTING
excuse their behavior in any way, it - A critical incident or emergency is an
can help shed light on additional event which teachers, students and
issues that need to be addressed. parents are not prepared for that
may cause disruptions to a school's
Don’t ignore it. Don’t pretend like bullying daily routine, creating danger or risk
doesn’t occur and take a “what I don’t know and causes a situation where they
won’t hurt me” approach. Bullying is a real feel unsafe, vulnerable and under
and serious issue and not addressing it at stress or being traumatized
all isn’t a healthy way to deal with it.
Instead, make an effort to focus on it and be TYPES OF CRITICAL INCIDENTS
proactive. Natural Disasters
- extreme environmental events, such
Key Elements of an Effective Bullying as earthquakes, floods, hurricanes,
Prevention Approach and wildfires, that cause significant
- Bullying prevention material needs damage and disruption. They pose
to be provided in multiple ways (e.g., serious risks to lives, infrastructure,
curriculum, policies, parent and communities.
information) and co ordinate with Violence and Threats
other existing programs - include bullying, which involves
repeated aggressive behavior
targeting individuals, and active
shooter situations, where individuals
use firearms to inflict harm, creating
immediate danger and requiring
urgent response measures.
Health Emergencies
- falls on stairs or floors, can result in
injuries requiring immediate
attention. Quick response is
essential to ensure student safety
and provide first aid until further help
arrives.
Cyber Incidents
- Cyberbullying in schools involves the
use of digital platforms to harass,
intimidate, or embarrass students
IMMEDIATE RESPONSES When responding to a critical incident
● Assessment of the situation - teacher should:
Quickly evaluate the nature and ● Stay calm and in control
severity of the incident. ● Try to think clearly.
● Activation of Emergency Plan- ● Stop to assess the situation and
Follow pre established emergency decide who is at risk and what help
protocols. is required.
● Communication- Inform staff, ● Protect yourself and other students
students, and parents about the first. Decide if emergency services
incident. are needed (police, fire, ambulance)
● Safety Measure - Secure the area, ● Send a reliable, sensible person for
implement lockdowns if necessary help with clear instructions.
● Support for Affected Individuals - ● Teachers who are trained in first aid
Provide immediate psychological should help any injured person on
support to those in distress. the scene. Control and reassure any
● Coordination with Authorities - crowds and make sure they are not
Collaborate with local law in the way of danger
enforcement and emergency ● Keep appropriate people informed of
services. progress on the situation. This may
● Documentation - Record all actions mean contacting parents.
taken and observations during the ● Be available to speak to any
incident assisting personnel, i.e. police.
● Write an incident report to assist
LONG-TERM RESPONSES further investigation.
● Recovery Planning - Develop ● Arrange for debriefing of victims,
strategies for physical and emotional witnesses, and others if necessary
recovery. Evaluation of the
Incident- Analyze what happened CHILD PROTECTION
and the effectiveness of the Child abuse involves the physical or
response. emotional mistreatment of children, leading
● Communication Follow-Up - to problems in behavior and learning. In the
Provide ongoing updates to the Philippines, the Department of Education's
school community. Child Protection Policy (DepEd Order No.
● Training and Drills - Regular 40, s. 2012) aims to protect children from
training for staff and students on abuse, exploitation, and bullying. It
emergency protocols mandates a zero-tolerance approach and
● Counseling Services - Implement guides schools in handling such cases,
support programs for affected promoting the safety and well being of
students and staff. students
● Policy Review and Improvement -
Revise emergency plans based on The Department of Education (DepEd), in
lessons learned collaboration with its partners and
stakeholders, shall ensure that all schools
are:
 ● conducive to the education of physical or mental health, education,
children, moral or social emotional
● prioritizing the best interest of the development
child in all decisions and actions
involving children THERE ARE TWO (2) MAIN FORMS OF
CHILD EXPLOITATION THAT ARE
Teachers and learning facilitators especially RECOGNIZED:
in learning centers are their substitute
parents, and are expected to discharge their ● Sexual Exploitation refers to the
functions and duties with this in mind. abuse of a position of vulnerability,
differential power, or trust, for sexual
DEPED CHILD PROTECTION POLICY purposes.
In this connection, the Family Code
empowers the school, its administrators and ● Economic Exploitation refers to
teachers, or the individual, entity or the use of the child in work or other
institution engaged in child-care to exercise activities for the benefit of others.
the special parental authority and Economic exploitation involves a
responsibility over the child, while under certain gain or profit through the
their supervision, instruction or custody. production, distribution and
consumption of goods and services.
DEFINING IMPORTANT TERMS This includes, but is not limited to,
1. CHILD PROTECTION illegal child labor, as defined in RA
- refers to programs, services, 9231
procedures and structures that are
intended to prevent and respond to 5. “Violence against children committed
abuse, neglect, exploitation, in schools”
discrimination and violence. - refers to a single act or a series of
2. CHILD ABUSE acts committed by school
- refers to the maltreatment of a child, administrators, academic and
whether habitual or not . non-academic personnel against a
3. Discrimination against children child, which result in or is likely to
- refers to exclusion or discrimination result in physical, sexual,
based on factors like age, ethnicity, psychological harm or suffering, or
sex, sexual orientation, gender other abuses including threats of
identity, language, religion, political such acts, battery, assault, coercion,
beliefs, national origin, property, harassment or arbitrary deprivation
health status, and disability of liberty.
4. “Child exploitation” It includes, but is NOT limited to, the
- refers to the use of children for following acts: Physical Violence Sexual
someone else’s advantage, Violence Psychological Violence
gratification or profit often resulting
in unjust, cruel and harmful
treatment of the child. These
activities disrupt the child’s normal
6. “Bullying or Peer Abuse” IV. PROTECTIVE AND REMEDIAL
- refers to willful aggressive behavior MEASURES TO ADDRESS CHILD
that is directed towards a particular ABUSE, EXPLOITATION, VIOLENCE,
victim who may be out-numbered, DISCRIMINATION, BULLYING AND
younger, weak, with disability, less OTHER ACTS OF ABUSE
confident, or otherwise vulnerable
Procedures in Handling Bullying
7. “Corporal Punishment” Incidents in Schools.
- refers to a kind of punishment or (1) The child and the parents or guardians
penalty imposed for an alleged or must be informed of the complaint in writing:
actual offense, which is carried out (2) The child shall be given the opportunity
or inflicted, for the purpose of to answer the complaint in writing, with the
discipline, training or control, by a assistance of the parents or guardian;
teacher, school administrator and an (3) The decision of the school head must be
adult in writing, stating the facts and the reasons
for the decision;
8. “Positive and Non-Violent Discipline of (4) The decision of the school head may be
Children” appealed, as provided in existing rules of
● is a way of thinking and a holistic, the Department
constructive and pro active approach
to teaching that helps children Implementation of Non-punitive
develop appropriate thinking and Measures
behavior in the short and long term - Depending on the gravity of the
and fosters self-discipline. bullying committed by any pupil,
● It is based on the fundamental student or learner, the school may
principle that children are full human impose other non-punitive
beings with basic human rights. measures, in lieu of punitive
● Positive discipline begins with measures, in accordance with the
setting the long-term goals or principles of Positive and
impacts that teachers want to have Non-Violent Discipline.
on their students’ adult lives
Other acts of violence or abuse
- Other serious acts of violence or
abuse committed by a pupil, student
or learner upon another pupil,
student or learner of the same
school, shall, and whenever
appropriate, be dealt with in
accordance with the provisions of
Republic Act 9344 and its
Implementing Rules and Regulations
IV. PROTECTIVE AND REMEDIAL ● Implementing specific parenting
MEASURES TO ADDRESS CHILD orientation sessions with parents
ABUSE, EXPLOITATION, VIOLENCE, and caregivers and other activities;
DISCRIMINATION, BULLYING AND ● Implementing school activities or
OTHER ACTS OF ABUSE events that raise awareness on
children’s rights, corporal
Capacity Building of School Officials, punishment and positive discipline
Personnel, Parents and Students ● Encouraging and supporting
- All public and private elementary student-led initiatives to raise
and secondary schools shall build awareness on children’s rights,
the capacities of school personnel, corporal punishment and positive
pupils, students and learners, discipline; and
parents and guardians to understand ● Setting up child-friendly mechanisms
and deal with child abuse, for obtaining children’s views and
exploitation, violence and participation in the formulation,
discrimination cases, bullying and monitoring and assessment of
peer violence by conducting school rules and policies related to
sessions, trainings and seminars on student discipline
positive peer relationships and
enhancement of social and STRESS MANAGEMENT
emotional competence.
Stress
The Programs that are Intended to - Physical reaction to a person's
Promote Positive and Non-Violent emotions. Both positive events (e.g.,
Discipline include, but are NOT limited an upcoming wedding) and negative
to, the following: events (e.g., the loss of a loved one)
● Integration of education sessions on can cause stress. People experience
corporal punishment and positive stress in different ways and for
discipline in the initiatives of the different reasons
Parent Teachers Associations
(PTAs); Types of stress:
● Capacity-building programs for ● Distress - overwhelmed, oppressed,
school administrators, teachers and or out of control
non-academic personnel focused on ● Eustress - “good stress”; positive
children’s rights, child development view of an event or situation
and positive and nonviolent
approaches in teaching and 3 Forms:
classroom management ● Acute Stress - day-to-day stressors
● Encouraging and supporting the Example: waking up late running to
formation and initiatives of support class receiving a bad grade activity
groups among teaching and deadlines
non-teaching staff, and parents and ● Episodic Acute Stress - multiple
caregivers; times over an extended period.
Common Symptoms: frequently
 experience migraines and 2. Give students work in their Zone of
headaches Proximal Development
● Chronic Acute Stress - someone 3. Make learning relevant and
experiences acute stress multiple feedback specific, useful and easy to
times over an extended period. understand
Examples: degree-seekers 4. Have clear learning goals that
struggling academically students can articulate in student
friendly language
Most students experience significant 5. Create a schedule that supports
amounts of stress, and this stress can take students
a significant toll on health, happiness, and 6. Promote a growth mindset and
grades. Some students are experiencing healthy ‘self-talk’ and metacognition
significant levels of chronic stress, and that
they feel their levels of stress generally Role of teachers in supporting students’
exceed their ability to cope effectively. Some mental health and well-being
can feel overwhelmed, depressed, or sad Teachers have the power to create a safe
because of it. Stress can affect and inclusive classroom culture that
health-related behaviors like sleep patterns, nurtures students' mental health. By
diet, and exercise as well, taking a larger toll fostering a sense of belonging and
emotional safety, students feel more
STRESS MANAGEMENT comfortable seeking support and sharing
Use of specific techniques, strategies, or their struggles. Building strong
programs—such as relaxation training, teacher-student relationships based on trust
anticipation of stress reactions, and and empathy is essential for promoting
breathing techniques—for dealing with mental well-being.
stress-inducing situations and the state of
being stressed Establish clear expectations
➔ By setting clear expectations for
Stress Management Techniques behavior and respect, teachers
- Get enough sleep create a structured and predictable
- -Practice progressive muscle environment where students feel
relaxation secure
- Visualize Promote inclusivity
- Exercise regularly ➔ Embrace diversity and foster a
- Listen to music culture of acceptance and respect
- Get organized for all students. Encourage students
- Take calming breaths to appreciate and celebrate their
- Eat a healthy diet differences, creating an inclusive
atmosphere
Stress Management Techniques Encourage open communication
6 Simple Ways to Reduce Student Stress ➔ Create opportunities for students to
in The Classroom express their thoughts, concerns,
1. Create learning spaces that promote and emotions. Actively listen to their
creativity perspectives and validate their
 feelings, creating a safe space for PREVALENCE OF SUBSTANCE ABUSE
open dialogue. 2019 National Household Survey on the
Incorporate mindfulness practices: Patterns and Trends of Drug Abuse
➔ Introduce mindfulness exercises, ★ Approximately 4.7 million Filipinos
such as deep breathing or short (ages 10 to 69) have used illegal
guided meditation, to help students drugs (about 1,67 million current
manage stress and develop drug users)
self-awareness. ★ Younger individuals (teenagers and
young adults): preference for
OTHER ISSUES marijuana and party drugs
Substance Abuse and Social Media ★ Older age groups: tendency towards
Influence alcohol and prescription drugs
★ Inhalants were among the
Common substance abused by students substances experimented with by
Alcohol >> beer >> spirits like rum, gin, 1.1% of the population aged 10 to 69
vodka Global Adult Tobacco Survey (GATS) 2015
Nicotine >> cigarettes >> e-cigarettes 23.8% of adults aged 15 years and older in
(vape) the Philippines were current smokers
Inhalants and solvents >> glue (rubber ★ 8.3% of adolescents (13-15)
cements) >> paint thinners reported current cigarette use
Prescription Drugs >> opioids >> ★ 9.9% of students in secondary
stimulants schools reported using e cigarettes
Illicit Drugs >> cocaine >> marijuana >> ★ 29% of Filipino adolescents (13-15)
shabu >> ecstasy are consuming alcohol (Global
School Based Student Health
FACTORS CONTRIBUTING TO Survey (GSHS))
SUBSTANCE ABUSE
SOCIAL IMPACT OF SUBSTANCE ABUSE IN
● Peer Pressure STUDENTS’ BEHAVIOR AND WELLNESS
● Desire for Social Acceptance
● Means to cope with stress 01 PHYSICAL HEALTH
PSYCHOLOGICAL - Respiratory Problem,
● Emotional Challenges Cardio-vascular diseases, Liver
● Mental Health Issues damage
● Lack of coping mechanism 02 EMOTIONAL AND MENTAL HEALTH -
ENVIRONMENTAL - Anxiety and Depression, Mood
● Family Background Swings, Irritability, and Emotional
● Curiosity and Experimentation Instability
● Easy access to various substances 03 BEHAVIORAL IMPACT
- Aggression, Withdrawal from social
activities, Risky Behavior, Disruption
of social relationships
04 ACADEMIC IMPACT INTEGRATION TO
- Decline in academic performance, EDUCATION/CURRICULUM
Increased absenteeism, Disruption - Deped Order No. 12 s. 2009
of Learning Strengthening the National Drug
Education Program (NDEP) in
Collaborative approaches to dealing with Schools
complex student issues - DepEd Order No. 30, s. 2018
- REPUBLIC ACT Comprehensive Preventive Drug Education Program
Dangerous Drugs Act of 2002 (RA Policy for Curriculum and Instruction
9165) - Deped Memorandum No. 200 s.
- Tobacco Regulation Act of 2003 (RA 2016 Strengthening the National
9211) Drug Education Program (NDEP) in
- (RA 7624) Integration of Drug Schools
Prevention and Control in the - Deped Memorandum No. 245 s.
Intermediate and Secondary 2010 Work conference on the
Curricula as well as in the National Drug Education Programs
Non-Formal, Informal, and
Indigenous Learning Systems PEER GROUPS AND COUNCILS
- DepEd Memorandum No. 200, s.
DRUG-FREE SCHOOL ZONES - 2016 and DDB Board Regulation
- DepEd Order No. 48, s. 2016 Policy No. 5 s. 2007 Barkada Kontra Droga
and Guidelines on Comprehensive (BKD)
Tobacco Control Policy - Senate Bill No. 2215 Anti-Drug
- Deped Order no. 40 s. 2012 DepEd Abuse Councils (ADAC)
Child Protection Policy
- DepEd Order No. 80, s. 2009 EXTRA-CURRICULAR AND SPORTS
Revised General Guidelines on ENGAGEMENT POLICY
Random Drug Testing of High - Sports, arts, and cultural clubs
School Students provide students with positive
- Deped Order no. 40 s. 2017 alternatives to substance use.
Guidelines for the Conduct of - School-organized events like youth
Random Drug-Testing in Public and camps, team building activities, and
Private Secondary Schools leadership workshops that
- Deped Order No. 37 s. 2017 emphasize drug free living.
Department of Education Drug-Free
Workplace GUIDANCE AND COUNSELING
- DepEd Order No. 32, s. 2017 POLICIES
Department of Education Drug Free - Confidential counseling sessions for
Workplace Committee students displaying behavioral
changes or early signs of substance
use
- Family involvement in the counseling
process to ensure a supportive
home environment.
 ● Impact of social media on student’ s
PARENTAL INVOLVEMENT AND behavior and wellness
COMMUNITY OUTREACH POLICIES ● Community Building and Support
Regular parent-teacher meetings that ● Entertainment Purposes
include discussions on drug prevention ● Awareness and Advocacy
● School-community collaborations for
outreach programs NEGATIVE INFLUENCE ON STUDENTS’
● Barangay Drug Clearing Programs BEHAVIOR AND WELLNESS
● Collaboration with health ➢ Physical Health - Sedentary
professionals, social workers, and Lifestyle, Disrupted Sleep Patterns &
local authorities Eye Strain and Posture Problems
➢ Emotional And Mental Health-
ROLE OF EDUCATORS IN PROMOTING Anxiety and Depression,
NO SUBSTANCE ABUSE Cyberbullying & Body image issue
➔ Education and Awareness ➢ Behavioral Impact - Reduced
➔ Creating a supportive and healthy face-to-face social interactions,
behavior Risky online behaviors & Online
➔ Identifying at risk students Addiction
➔ Collaboration with parents and ➢ Academic Impact - Distraction
community during school hours, Decline in
➔ Advocacy and policy influence academic performance,
Procrastination
Social Media Influence Collaborative
Approaches in Dealing with Substance COLLABORATIVE APPROACHES TO
Abuse DEAL WITH COMPLEX STUDENT
ISSUES
FACTORS CONTRIBUTING TO SOCIAL ➢ Literacy Integration - Media
MEDIA INFLUENCE Literacy & Digital Literacy
- Social - Peer Comparison, Desire ➢ Digital Detox Programs - Screen
for Validation, Influence of Social Free Zones & Time management
Media Influencers strategies
- Psychological - Low of self-esteem ➢ Cyber Safety Campaigns -
or need for approval, Fear Of Republic Act No. 10175 –
Missing Out (FOMO), Escapism or Cybercrime Prevention Act
stress relief & Anti-Bullying and online safety
- Environmental - Access to the seminars
Internet and mobile devices, ➢ Extra-curricular And Guidance
Constant exposure to Social Media Programs - Offline Activities, School
& Family or peer encouragement Events Collaboration with parent

Impact of social media on student’s

behavior and wellness
● Global Connectivity
● Access to Information and Education
 change behavior, but they do not change
GROUP 1 - CLASSROOM attitude.
BEHAVIOR MANAGEMENT d. Principle 4: Cognitive control of behavior
can be learned through positive
1.This refers to the reactions reinforcement.
and actions to people, events,
and the environment 5. Josh, an honor student, received an
a. Response almost perfect score on his periodical test.
b. Attitude He complained to his teacher, insisting he
c. Behavior deserved a perfect score. When his request
d. Thinking was denied, he sulked and acted out. What
cause of misbehavior is Josh displaying?
2. Allan has been late to his a. Thwarted Desires
morning class for the third time b. Expediency
in a row. He knows he should c. Avoidance
wake up early but continues to d. Unmet Needs
stay up late playing mobile
games. What kind of behavior 6. Mrs. Castro assigned her students to write
is Allan exhibiting? a reflective essay. April immediately used
a. Poor ChatGPT to do the task for her to make
b. Positive things easier. What cause of misbehavior is
c. Anti-social April displaying?
d. Desirable a. Unmet Needs
b. Thwarted Desires
3. Why is it important to create c. Expediency
a positive environment for d. Urge to Transgress
learning?
a. It increases the likelihood of 7. Consider a classroom where a student
compliance with rules. frequently disrupts lessons. Which of the
b. It fosters better student following strategies aligns best with the
engagement and motivation. Humanist Approach to address this
c. It allows teachers to exert behavior?
more control over students. a. Implement a strict disciplinary policy to
d. It minimizes the need for penalize disruptions.
any behavioral management. b. Provide a reward system for students who
do not disrupt.
4. Which principle emphasizes c. Ignore the behavior in hopes that it will
that negative consequences resolve itself over time.
do not change a child's d. Conduct a one-on-one conversation to
attitude?
8. The following are examples of coercive
a. Principle 2: Only positive discipline EXCEPT:
reinforcement strategies a. Yelling at students to maintain control
produce long-term attitudinal b. Giving students extra homework as
change. punishment
b. Principle 3: Negative c. Speaking to students privately about their
consequences do not improve behavior.
behavior of impulsive children. d. Threatening to take away privileges
c. Principle 1: Negative
consequences sometimes 9. How can implementing Choice Theory in a
classroom impact student b. Implement a classroom policy with the
motivation and engagement? student that outlines expectations and
a. Students may feel more consequences.
empowered and take greater c. Raise your voice to assert authority and
ownership of their learning, demand compliance from the student.
leading to increased motivation d. Send the student to the principal's office
and engagement. without any prior discussion.
b. Students might become
confused due to too many 12. According to B.F. Skinner's theory of
choices and disengage from Operant Conditioning, how is behavior
learning learned?
altogether. a. A behavior is repeated because it
c. Students will focus solely on happens by chance.
their personal interests, b. A behavior is performed and then followed
neglecting the curriculum. by a consequence that either reinforces or
d. Students will be less likely to punishes it.
participate if they have to c. A behavior is learned through observing
make their own choices. others and imitating them.
d. A behavior is demonstrated first, and then
10. Sarah notices that her the motivation for that behavior disappears.
friend Mark has started
studying diligently after seeing 13. In the cognitivist approach by Jean
his older brother rewarded for Piaget and Philip Kendall, how is student
good grades. According to behavior
social learning theory, what is improved?
the most likely reason for a. By giving immediate rewards for good
Mark's behavior change? behavior.
a. He is inherently more b. By encouraging students to mentally
intelligent than before. process and reflect on their actions.
b. He wants to imitate his c. By punishing students for aggressive
brother's success. behavior.
c. He has discovered a new d. By allowing students to observe and
study technique. imitate others' behavior.
d. He feels pressured by
teachers and parents. 14. What is one of the primary reasons
students might engage in misbehavior
11.You are a teacher, and a related to temptation?
student in your class frequently a. They are unaware that their actions are
disrupts lessons by talking out inappropriate.
of turn and not following b. They do not understand school rules.
instructions. Despite having a c. They want to impress their teachers.
private conversation with the d. They find certain objects, people, or
student, the behavior hasn't behaviors powerfully attractive.
improved. According to your
school's behavior management 15. How can teachers help students address
policy, what should you do inappropriate habits like profanity or
next to address the issue? disrespectful behavior?
a. Ignore the behavior during a. Punishing them immediately for such
class to avoid embarrassing behaviors
the student. b. Ignoring the behavior and focusing on
academics decreases behavior the same with the
c. Showing students how to negative reinforcement.
behave appropriately and C. No, because negative reinforcement
discussing school means adding a stimulus to decrease a
expectations. behavior and punishment means removing a
desirable stimulus to decrease a behavior.
GROUP 2 – CLASSROOM D. No, because even when it is negative
BEHAVIORAL STRATEGIES reinforcement, it always increases a
AND INTERVENTIONS behavior while the punishment always
decreases a behavior.
1. A group of friends is
pressuring a student to skip 5. You notice two students arguing over a
class and join them in hanging group project in class. One student starts to
out. The raise their voice, and the other responds with
student wants to decline but sarcasm. What is the most constructive way
also maintain their friendship. to handle this situation?
Which life skill should the A. Let them continue until they settle it on
student use to handle this their own.
situation effectively? B. Join in the argument to help them get their
A. Self-esteem points across.
B. Empathy C. Encourage both students to express their
C. Assertiveness feelings calmly and find a solution together
D. Problem-solving D. Separate the students immediately and
tell them not to talk to each other anymore.
2. During a group project, a
student feels their ideas are 6. What distinguishes a win-win strategy
being overlooked, causing from a compromise?
frustration. They want to A. A win-win strategy seeks a solution that
express their concerns without fully satisfies both parties, while a
creating conflict. What life skill compromise may leave both parties partially
would best help them navigate unsatisfied.
this situation? B. A compromise guarantees that both
A. Decision making parties get everything they want, while a win-
B. Communication win does not.
C. Negotiating risk behaviors C. A win-win strategy results in one person
D. Resisting peer pressure winning completely, while a compromise
always involves concessions from both
3. It means that the desirable sides.
stimulus is added to increase D. A win-win strategy is only used in
the behavior. business, whereas a compromise is used in
A. Reinforcement all conflicts.
B. Punishment
C. Positive Reinforcement 7. Teacher Pat is a school counselor working
D. Positive Punishment with a student who has been experiencing
low self-esteem and poor academic
4.Is negative reinforcement performance. The student mentions being
and punishment the same? bullied by peers. Which approach would best
A. Yes, because they both give help the student develop resilience and
students a punishment. improve academically?
B. Yes, because punishment A. Focus only on academic tutoring to
improve grades, ignoring the inappropriate behavior, aiming to stop or
bullying aspect. reduce it in that specific moment. Which type
B. Help the student develop of behavior management strategy did
coping mechanisms for Teacher A use?
bullying while also offering A. Proactive
academic B. Reactive
support and positive self- C. Interactive
esteem building strategies. D. Preventive
C. Advise the student to ignore
the bullying and focus solely 10. Teacher Rubilyn, the adviser of 10-
on improving their behavior in Honesty, aims to use a proactive strategy in
class. her advisory class for behavior management
D. Focus on punishing the throughout the academic year. Which is the
bullies while leaving academic best proactive strategy for Teacher Rubilyn
issues to the teachers. to employ?

8. A student frequently misses A. Use a point system where students earn

school due to family points for following instructions, completing
responsibilities, which affects tasks on time, and showing good behavior.
their academic performance. B. Design interactive, student-centered
As a school counselor, how lesson plans to keep students engaged.
would you collaborate with the C. Establish clear classroom behavior rules
family and school staff to and explain them to the students on the first
create an effective support day, using visual charts to reinforce the rules
plan for the student? throughout the year.
A. Encourage the student to D. Be reactive at all times, as it disciplines
take online classes to manage students effectively throughout the academic
both school and family year.
responsibilities without
involving the family or staff. 11. Which of the following theoretical
B. Create a plan that perspectives do not support the concept of
addresses the student's peer education?
academic needs without A. Social Learning Theory
involving the family, as family B. Operant Conditioning
matters are personal. C. Role Theory
C. Work with the family and D. Sutherland Differentiation Association
school staff to develop a Theory
flexible schedule that allows
the student to manage both 12. A student is struggling academically and
academic and family personally, often feeling overwhelmed with
obligations. both schoolwork and family issues. As a
D. Recommend the student school counselor, how would you prioritize
focus solely on family and address this situation to ensure the
responsibilities until their student's overall well-being?
situation A. Provide academic support first, then refer
improves. the student to external resources for
personal issues.
9. Teacher A employed a B. Focus on resolving personal issues first,
behavior management strategy as they may be affecting the student's
in response to an instance of academic performance.
C. Schedule separate sessions physical acknowledgement used to address
for academic and personal misbehavior?
issues without prioritizing one A. Sending the student to the principal’s
over the other. office
D. Recommend the student B. Shaking your head and making eye
take time off from school to contact with the student
handle personal challenges. C. Ignoring the student’s behavior
D. Giving the student a reward for good
13. A school counselor notices behavior
a pattern of disruptive behavior
in a student during class but GROUP 3- RESPONDING TO STUDENT
sees that the student excels in ISSUES DEALING WITH BULLYING
extracurricular activities. How
can the counselor best use this 1.During recess, Kai and Rain briefly argue
observation to support the over using the volleyball court but agree to
student's personal and take
academic growth? turns. Later, Rain jokes about Kai's volleyball
A. Focus solely on improving skills, which Kai shrugs off. Jana reports the
classroom behavior through incident to a teacher, claiming Rain is
discipline and counseling. bullying Kai. Based on the situation, does
B. Encourage the student to Rain's behavior towards Kai fit the definition
dedicate more time to of bullying?
extracurricular activities and
disregard A. Yes, because Rain made a joke about
classroom behavior. Kai.
C. Integrate the student's B. No, because they had a mutual
strengths in extracurricular disagreement without power imbalance.
activities to create strategies C. Yes, because Rain embarrassed Kai in
that improve behavior in the front of others.
classroom. D. No, because Kai did not feel upset after
D. Recommend the student the joke.
drop extracurricular activities
to focus on academic 2. Which law requires all elementary and
behavior. secondary schools to adopt policies in
preventing and addressing the acts of
14. What is the primary goal of bullying in their institutions?
a disciplinary intervention? A. RA 10627
A. To punish students for bad B. RA 10672
behavior C. RA 10175
B. To remove students from D. RA 10157
the classroom
C. To guide students in 3. How should schools respond to bullying
understanding the that takes place outside school premises but
consequences of their actions affects students' wellbeing at school?
and improve behavior A. Dismiss it as not their concern
D. To intimidate students into B. Investigate and provide support to the
following the rules affected student, ensuring a safe
environment
15. Which of the following is an C. Allow students to handle it without any
example of a verbal and school intervention
D. Report only if it involves and violence?
physical violence A. Child advocacy
B. Child welfare
4. A student creates a fake C. Child protection
facebook account in the name D. Child rights
of other student, posting hurtful
comments and sharing 8. Which of the following situations best
embarrassing photos without illustrates child exploitation?
her consent. What type of a. Child works in a family business after
bullying does this example school to help his father
represent? b. Child trains rigorously in a competitive
A. Social Bullying sports league, needing to meet performance
B. Cyberbullying standards
C. Verbal Bullying c. Child tutoring older students voluntarily
D. Online Harassment d. Child forced to work long hours in market

CRITICAL INCIDENTS 9. According to DepEd Child Protection

5. While teaching, a strong Policy, which of the following statement is
earthquake suddenly strikes, NOT part of the procedures for handling
causing the classroom to bullying incidents in schools?
shake and students to panic. A. The child and parents must be informed of
As a teacher, what is your first the complaint in writing
action to effectively manage B. The child must answer the complaint
this situation? verbally.
C. The school head's decision must be in
A. Call emergency services writing with facts and reasons.
immediately. D. The decision may be appealed according
B. Stay calm and in control to existing rules.
C. Evacuate all students
immediately to the nearest 10. During class, Peter is being noisy and
exit. repeatedly disrupts the lesson. As a result,
D. Start taking attendance to the teacher decides that she must stay in the
account for all students. classroom during their recess. Is this an
example of corporal punishment?
6. Which of the following is
considered as an example of A. Yes, because it involves depriving him of
less frequent critical incidents? basic needs as a consequence.
A. Floods B. Yes, because it could affect Peter's
B. Death in the family of a emotional well-being.
student or teacher C. No, because there was no physical harm
C. Petty crime or force involved.
D. Broken arm and cuts D. No, because it is a disciplinary action
rather than physical punishment.
CHILD PROTECTION
7. Which term refers to STRESS MANAGEMENT
programs, services, 11. As a teacher, you are looking to
procedures, and structures implement effective strategies to reduce
that are intended to prevent student stress in your classroom. Which of
and respond to abuse, neglect, the following strategies should you avoid?
exploitation, discrimination, A. Creating learning spaces that encourage
creativity.
B. Assigning work that is 14. As a school head, you received reports
outside of the students' Zone of students using substances outside of
of Proximal Development. school during class hours. What action
c. Providing feedback that is should you take?
specific, useful, and easy for A. Discuss it with staff but take no further
students to understand. action since it happens off school grounds.
D. Promoting a growth mindset B. Investigate reports and gather
and encouraging healthy self- information from reliable sources about the
talk. situation
C. Immediately expel all students involved.
12. Which of the following D. Ignore the reports, as they do not affect
scenarios is an example of the school environment.
chronic acute stress?
A. Receiving bad grade on a 15.What is significant impact of social media
test on student's social skills?
B. Waking up late for class A. It enhances face-to-face communication
c. Struggling academically in a abilities.
required course for graduation B. It promotes deeper friendships and
D. Experiencing a migraine connections
due to a long day c. It may lead to a decline in interpersonal
skills due to reduce in-person interactions.
12. Which of the following D. It has no measurable effect on social
scenarios is an example of skills
chronic acute stress?
A. Receiving bad grade on a
test
B. Waking up late for class
c. Struggling academically in a
required course for graduation
D. Experiencing a migraine
due to a long day

OTHER ISSUES
(SUBSTANCE ABUSE AND
SOCIAL MEDIA INFLUENCE)
13. Which of the following
statements is NOT true about
substance abuse?

A. It exclusively refers to
misuse of illegal drugs.
B. It can lead to serious health
consequences
c. It can have effects on an
individual's relationships and
employment
D. It is characterized by a
compulsive need to seek and
use substance