1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Discipline is a crucial aspect of any educational institution, influencing not

only the students’ conduct but also the overall learning environment. Disciplinary

approaches are used to outline what behavior is acceptable and what actions will

result in consequences. These play a critical role in promoting respect,

responsibility, and fairness among students. Ultimately, they are put in place to

support both the academic and personal growth of students, preparing them for

future success both in and out of school.

Just like any other schools, student discipline problems in San Agustin

Academy often stem from a combination of factors, including behavioral issues

and social challenges. Addressing these issues requires a holistic approach

involving teachers, parents, and counselors to help students overcome these

challenges and foster a more positive and respectful atmosphere. Maintaining a

balance between enforcing discipline and nurturing a positive school culture is

key to fostering academic success and personal growth among students. The
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effectiveness of various disciplinary methods used within the school has become

a subject of increasing interest, as it directly impacts not only the students’

conduct but also their motivation, engagement, and overall academic

performance. Understanding how these approaches influence student behavior

and learning outcomes is essential for refining existing policies and practices.

San Agustin Academy, like many schools, utilizes various disciplinary

methods, but the impact of these approaches on students’ behavior, motivation,

and academic achievement remains under-explored. By examining the

effectiveness of these strategies, this study seeks to provide insights into how

they align with the school’s educational goals and contribute to fostering a

conducive learning atmosphere. The findings could guide future policy decisions,

improve current disciplinary practices, and ensure that they meet the needs of

both students and educators.

Theoretical Background

This study is anchored by three theories namely: Assertive Discipline

Theory, Behavioral Learning Theory, and Social Learning Theory.

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Lee Canter’s Assertive Discipline Theory (1976) is based on the idea

that teachers and students have the right to teach and learn in a calm

environment that is free of disruption and misbehavior. Assertive discipline

emphasizes the role of the teacher. The teacher is supposed to be assertive and

take full control of the classroom. He or she does that by setting up specific

behavior rules, as well as the positive and negative consequences that would

result from students listening to or breaking the rules. These rules and

consequences are known and understood by the students. Assertive discipline

allows teachers to handle discipline problems with minimal disruption to the

lesson. With this, misbehavior is prevented before it occurs through clear

communication of expectations and consequences.

The Behavioral Learning Theory of B.F. Skinner (1953) asserts that

learning is a process of acquiring behaviors through conditioning, where

reinforcement and punishment shape students’ actions. This principle has

significantly influenced disciplinary policies by promoting structured approaches

that encourage positive behavior and discourage disruptive actions. Behaviorism

emphasizes that students learn through reinforcement and consequences,

meaning that well-designed disciplinary policies can guide behavior effectively.

Behaviorism’s focus on observable behavior and conditioning has shaped

modern disciplinary policies by emphasizing consistency, reinforcement, and

structured consequences. Schools apply these strategies to create a structured

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learning environment, promote positive behaviors, and minimize disruptions,

aligning with behaviorist principles to foster discipline and academic success.

Social Learning Theory of Albert Bandura (1977) is often described as

the ‘bridge’ between traditional learning theory (behaviorism) and the cognitive

approach. This is because it focuses on how mental (cognitive) factors are

involved in learning. The theory emphasizes the importance of observational

learning, where individuals acquire knowledge, skills, attitudes, and beliefs by

watching the actions of others and the consequences that follow, leading to the

modeling and adoption of observed behaviors. Albert Bandura’s social learning

theory suggests that people learn new behaviors by observing and imitating

others.

Disciplinary policies in educational or organizational settings are

significantly influenced by psychological theories of behavior. The application of

Social Learning Theory (Bandura), Behavioral Learning Theory (Skinner), and

Assertive Discipline (Canter) helps shape how discipline is approached, ensuring

that rules are enforced in a fair and constructive manner. Social Learning Theory

emphasizes that people learn by observing the behaviors of others, particularly

when they see those behaviors being reinforced or punished. It involves

modeling, imitation, and the vicarious learning of consequences. Moreover,

Behavioral Learning Theory is based on operant conditioning, where behavior is

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influenced by its consequences. Positive behaviors are reinforced (rewarded),

while negative behaviors are discouraged (punished). In Addition, Assertive

Discipline Theory is based on the idea that teachers or authority figures should

be firm, consistent, and positive in their approach to discipline. It involves setting

clear expectations for behavior, providing consequences for misbehavior, and

maintaining authority without being harsh or passive

Legal Bases

Based on UNSDG Goal #4 - Ensure inclusive and equitable quality

education and promote lifelong learning and opportunities for all, quality

education is a fundamental right that empowers individuals and promotes

sustainable development, driving social and economic progress for all. It aims to

ensure inclusive and equitable quality education and promote lifelong learning

opportunities for all. The goal recognizes education as a fundamental human

right and an essential element for achieving sustainable development. It focuses

on improving access to quality education, ensuring that all people, regardless of

background, gender, or economic status, can receive education that empowers

them to succeed and contribute to their societies

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Universal Declaration of Human Rights (UDHR) – Article 26

This declaration emphasizes the right to education, which includes the

right to receive an education in an environment conductive to learning.

Classroom discipline is essential for upholding this right.

International Covenant on Economic, Social, Cultural Rights (ICESCR) –

Article 13 emphasizes the right to education, while also implying the need

for a supportive environment. Proper discipline is crucial to ensuring that

education is not hindered by disruptive behavior. Classroom discipline should

ensure respect for these rights while promoting an environment where students

can learn and grow.

1987 Philippine Constitution – Article XIV, Section 1

This section states that “the State shall protect and promote the right of all

citizens to quality education at all levels.” Classroom discipline is necessary to

maintain a learning environment that ensures this right.

Republic Act No. 7610 - Special Protection of Children Against Abuse,

Exploitation, and Discrimination Act

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This law provides protection for children from abuse, neglect, and

exploitation. Classroom discipline should be conducted in a manner that

protects the dignity of the child and ensures that no form of corporal punishment

or humiliation is inflicted.

DepEd Order No. 40, s. 2012- Child Protection Policy

This policy provides specific guidelines on how to handle disciplinary

measures in schools. It ensures that discipline is enforced with the child’s rights

in mind, particularly protecting them from any form of physical of psychological

abuse.

In conclusion, disciplinary policies in education must align with national

and international legal frameworks to ensure that classroom discipline promotes

quality education, protects students' rights and dignity, and fosters an

environment conducive to learning. The legal bases mentioned—such as the

Universal Declaration of Human Rights (UDHR), Sustainable Development Goal

4 (SDG 4), the Philippine Constitution, and various education laws—serve as

guidelines for shaping effective and humane disciplinary policies. These legal

bases ensure that disciplinary policies in education promote a safe and

structured learning environment, uphold students' rights while maintaining order,

prohibit harmful and degrading punishments, encourage positive reinforcement

and corrective measures over punitive approaches.

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Review of Related Literature

Disciplinary approaches in education are strategies and methods

employed by teachers and schools to manage student behavior, promote positive

conduct, and maintain a conducive learning environment.

The book of Sprick (2013), Discipline in the Secondary Classroom: A

Positive Approach to Behavior Management (3 rd ed) emphasizes a proactive and

structured strategies to create a positive learning environment. The book's main

goal is to give teachers the tools they need to better control student conduct and

boost motivation so they can spend more time teaching and helping students

succeed. It emphasizes prevention, teamwork, and the straightforward teaching

of behavioral norms in a proactive, upbeat, and educational manner. By planning

their classes and using insightful data to improve management techniques, a

proactive approach encourages teachers to avoid behavioral problems. Teachers

can establish a more stable and favorable learning environment by foreseeing

and resolving possible issues early. The book's method of classroom

management might offer insightful analysis and a solid starting point for future

studies on San Agustin Academy's disciplinary procedures. The book's approach

emphasizes how crucial it is to avoid behavioral problems by using relevant data

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and efficiently organizing the classroom. To reduce disturbances and preserve

order, this idea might be applied to San Agustin Academy's disciplinary

procedures by suggesting frameworks that prioritize early intervention and data-

driven decision-making. The focus on positivity in fostering cooperative

connections with students and giving insightful feedback raises the possibility

that San Agustin Academy would gain by implementing procedures that place a

high value on positive teacher-student communication. Respect and trust can be

developed in a positive setting, which will enhance student conduct and

academic achievement in general.

The journal, School Discipline: It’s Impacts as Perceived by Basic

Education Learners by Friales, Wilter, et al (2023) explores how school discipline

is perceived by students in basic education, examining its effect on their

psychological well-being and academic experience. It examined the impact of

school discipline at Notre Dame of Marbel University-Integrated Basic Education

Department (NDMU-IBED), focusing on its effects on students' behavior,

confidence, and relationships with teachers, advisers, and parents. It was

indicated that the effects of discipline on kids vary according to their

developmental stages. Relationships with parents have a big impact on

elementary school kids' discipline, and junior high school students show

comparable trends. Nonetheless, at every level, punishment had a significant

influence on students' behavior. There are disciplinary methods which are

effective, but it also pointed out areas that needed work, especially in
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strengthening student connections. These provide guidance for improving the

school's prefecting program to establish a more structured and encouraging

atmosphere that tackles behavior. In addition, it provides useful insights that can

be applied to our study on San Agustin Academy's disciplinary policies.

Both literatures have the same purpose of researching how school

discipline influences students' growth, behaviour, and relationships within the

educational community. While punishment has a substantial impact on student

behaviour, factors such as social ties among learners require additional attention.

These may inspire San Agustin Academy to consider whether its disciplinary

techniques promote not only compliance and academic attention, but also good

social interactions among pupils.

Review of Related Studies

In related studies on disciplinary approaches, researchers have

consistently explored the impact of various methods on student behavior,

academic performance, and overall school climate.

The study “Discipline as Timeless Component of the Educational Process

(Karaoulas, A. 2024) has been perceived differently across various epochs and
 11

cultures, yet it has always been deemed essential for educational success. In

modern educational systems, the focus has shifted from strict, often punitive

measures to supportive and self-regulated approaches that foster and promote

student autonomy. Besides the historical evolution, discussions on the

effectiveness of various disciplinary strategies and their long-term impacts on

students are also examined. It is argued that a flexible and respectful approach

that considers the individual needs of students can enhance the effectiveness of

disciplinary measures. It has been shown that school discipline extends beyond

mere rule enforcement; rather, it functions as a conduit for fostering a conducive

learning atmosphere where students feel secure and are provided with essential

support, Moreover, disciplinary approaches in education are strategies and

methods employed by teachers and schools to manage student behavior,

promote positive conduct, and maintain a conducive learning environment. These

approaches range from traditional punitive methods to more modern, proactive,

and supportive techniques that emphasize positive reinforcement, clear

expectations, and restorative practices. The goal is to ensure that discipline

fosters student growth, accountability, and respect while minimizing disruptions to

the learning process.

In the other hand, “School Discipline in Philippine Schools: The

Problematic System” by Perez. Peter (2014), enables school officials to maintain

discipline both within and outside the school grounds during authorized activities.

Teachers and administrators may implement fair disciplinary measures for minor
 12

offences, but they must refrain from adopting harsh or degrading sanctions. The

standards, which were reinforced by DECS 2000, expressly prohibit bodily

punishment, such as slapping, pushing, or assigning humiliating duties as

punishment. Other prohibited behaviors include mocking, the use of derogatory

language that undermines a student's self-esteem, and the permanent removal of

personal belongings. These constraints ensure that disciplinary actions are

appropriate and courteous, fostering a supportive and safe educational

environment for kids while effectively preserving school order and discipline. In

connection, this study helps this research by emphasizing that these regulations

establish the legal foundation for how discipline should be maintained inside the

school, ensuring that teachers and administrators use their authority

appropriately. San Agustin Academy's rules should be consistent with these

principles by implementing fair and appropriate disciplinary measures while

avoiding corporal punishment or actions that violate students' dignity.

Understanding these national guidelines allows us to determine whether the

academy's disciplinary policies produce a safe and respectful learning

environment, ensure educational standards are met, and promote student

development.

The findings of this study emphasize the importance of positive and

supportive disciplinary approaches in shaping a student's educational

experience. Approaches that focus on respectful communication, clarity of

expectations, and consistent consequences are perceived more favorably by

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students, leading to better emotional regulation and improved academic

outcomes. Conversely, overly harsh or punitive measures may negatively affect

students' attitudes toward school and increase anxiety or resentment, hindering

their ability to engage productively in the learning process. These approaches not

only address misbehavior but also promote positive relationships and a

supportive learning environment. As students perceive these methods as more

fair and empowering, they are more likely to engage in learning and develop

better social and emotional skills.

THEORIES LEGAL BASES

 Assertive Discipline  Republic Act No. 7610 - Special

Lee Canter (1976) Protection of Children Against
Abuse, Exploitation, and
Discrimination Act
 Behavioral Learning Theory
Skinner, B.F (1953)  Universal Declaration of Human
Rights (UDHR) – Article 26

 1987 Philippine Constitution –

 Social Learning Theory. Article XIV, Section 1
Bandura, A. (1977).
 DepEd Order No. 40, s. 2012-
Child Protection Policy

INPUT

THE STATEMENT OF THE

PROBLEM

Figure 1. The Research

PROCESS
Flow
Statistical Treatment

 Percentage
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THE PROBLEM

Statement of the Problem

The main thrust of the study is to determine the effectiveness of teachers’

disciplinary approaches to students’ discipline problems in San Agustin Academy

S.Y. 2024 – 2025.

Specifically, it sought to answer the following questions:

1.) What is the demographic profile of the respondents in terms of:

1.1. Gender

1.2. Grade Level

2.) What is the most frequently used disciplinary approaches of teachers at San

Agustin Academy?

3.) What is the perceived effectiveness of different disciplinary approaches in

resolving students discipline problems as reported by teachers in San Agustin

Academy?

4.) Is there a significant difference in student behavior improvement among

different disciplinary methods?

5.) What possible action plan can be proposed out of the findings of the study?
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STATEMENT OF NULL HYPOTHESES

There is no significant difference in the disciplinary approaches used by

teachers and their years of experience.

There is no significant difference in the disciplinary approaches used by

teachers and their gender.

SIGNIFICANCE OF THE STUDY

The researchers believes that the groups who are concerned will benefit

from this study, specifically are the following:

The Teachers. This study can help teachers to devise other disciplinary

approaches that can benefit both the students and teachers. This may also help

teachers increase their awareness concerning the students’ actions.

The Students. This study may offer students valuable knowledge of the

disciplinary policies of the school, this will also help the students to be more

attentive of their behavior inside the school.

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The School Administrators. The product of this study will be beneficial to

the administration due to the problems cause by lack of discipline, which may

also help them formulate ideas concerning discipline.

Future Researchers. This study will serve as a vessel of the foundation

of the researcher who wish to diversify this study.

The Researchers. This study can help the researchers enrich their

comprehension regarding discipline. This will also help broaden the researchers

approach towards discipline.

RESEARCH METHODOLOGY

Design

The researchers utilize the quantitative design and the survey method

which involves gathering data with the use of survey questionnaires. This method

was used to find more about the effectiveness of disciplinary approaches of

teachers towards students’ disciplinary problems in the school.

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Environment

This study is conducted in San Agustin Academy, beside the St. Agustin

Church at Poblacion, Panglao, Bohol. This institution is run by the Diocese of

Tagbilaran-BACS-Bohol Association of Catholic Schools.

Figure 1. San Agustin Academy

Respondents

All teachers in San Agustin Academy are selected to be the respondents

of this study. There are a total of 26 teachers in the school where there are (4)

males and (22) females.

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Instruments

The instrument used in this study is a self-made survey questionnaire. The

questionnaire is the main tool for gathering data from the respondents of the

study and is consisted of two (2) parts. Part I is the Demographic profile of the

respondents, and Part II is the Effectiveness of Disciplinary Approaches. The

questionnaire is composed of (13) items in total.

Data Gathering Procedures

The researchers asked for permission to conduct the study by sending a

letter to the school principal. After the request had been approved, the

researchers will conduct a survey to the respondents with the self-made

questionnaire stating how they address discipline problems. The respondents

help the researchers find out more about the effectiveness of disciplinary

approaches in San Agustin Academy.

Ethical Considerations

This study adheres to the ethical principles, ensuring voluntary

participation through consent. Participants’ privacy is safeguarded by concealing

and securely storing gathered data. The study follows institutional guidelines and

has received approval from the schools’ administrators. No harm or coercion is

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involved, and participants may withdraw at any time if we the researcher fail to

anonymize the data gathered.

Statistical Treatment

The gathered data are analyzed and interpreted using the following

formula:

Percentage. To determine the profile of the respondents, the simple percentage

was used with the formula below.

f
Formula: P= ×100
n

Where:

P = percentage is equal to f over n multiplied by 100

F = frequency of the respondents

N = total number of respondents

Weighted Mean. For the analysis and interpretation of the weighing portion

problem, the weighted mean formula will be used.

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Formula:

ΣFX
WM=
N

Where:

WM = Weighted Mean

∑ = Summation

N = Number of items

ONE-WAY ANOVA. (“analysis of variance”) to compare the means of three or

more independent groups to determine if there is a statistically significant

difference between the corresponding population means.

Formula:

Between−Groups Variance M S B
F= =
Within Group Variance M Sw

s sB
Between-group variance (Mean Square Between, MS_B) : M s B=
ⅆfB

k
Sum of Squares Between (SS_B): S S B =∑ ni ( x i−x )
2

i=1

 Degrees of Freedom Between (df_B): ⅆ f B=k−1

SSw
Within-group variance (Mean Square Within, MS_W): MSw=
ⅆfw
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k ni
Sum of Squares Within (SS_W): s s w =∑ ∑ ( x ij−x i )
2

i =1 j=1

 Degrees of Freedom Within (df_W): ⅆ f w =N−k

Total Sum of Squares (SS_T): s s T =s s B + s s w

 Degrees of Freedom Total (df_T): ⅆ f T =N −1

where:
k = Number of groups
ni = Sample size of group i
x i = Mean of group i
x = Overall mean (grand mean)
x ij= Individual observation in group i
N = Total number of observations
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OPERATIONAL DEFINITION OF TERMS

Discipline. The practice of teachers that follows a certain laws and codes

of behavior in San Agustin Academy, and punishments are what awaits those

who disobeys those laws and codes of behavior.

Disciplinary Approaches. Multiple discipline methods, theories, and

principles used by teachers in San Agustin Academy to focus on academic

discipline.

Education. The transmission of knowledge, skills, and character traits and

manifests in various forms. which also requires discipline.

Student. A person that is devoted in studying and learning in San Agustin

Academy to increase one’s vocabulary in language and knowledge of the world

from professional teachers.

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Teacher. The person that implements the laws and codes of behavior in

San Agustin Academy and expects students to follow them to avoid unnecessary

behavior from students.

REFERENCES

Bandura, A. (1977). Albert Bandura’s social learning theory. Simply Psychology.

https://www.simplypsychology.org/bandura

Dabneyluang. (2014). The effectiveness of the approach to discipline in schools.

Slideshare, a Scribd company.

https://www.slideshare.net/slideshow/questionnaire-35291144/35291144

Friales, W. C., Cuevas, N., Apolinario, B. B., Alo, L. V., Tajo, W. R., & Pescuela, J.

F. (n.d.). School discipline: Its impact as perceived by the basic education

learners. Psychology and Education: A Multidisciplinary Journal.

ResearchGate.

https://www.researchgate.net/publication/375866626_SCHOOL_DISCIP

LINE_ITS_IMPACT_AS_PERCEIVED

Karaoulas, A. (2024). Discipline as a timeless component of the educational

process. International Journal of Research in Education, Humanities

and Commerce,5(5),September.https://ijrehc.com/uploads2024/ijrehc05_128.pdf
 24

Canter, L. (1976). Assertive discipline. Student Learning Development &

Behavior Management for the SLMS Fall 2012. Retrieved from

https://leecanter.weebly.com

Perez, P. (2014, May 29). School discipline in Philippine schools: The

problematic system.EDUPETER2000.

https://edupeter2000.wordpress.com/2014/05/29/school-discipline-in-

philippine

Republic of the Philippines. (2001, August 11). Republic Act No. 9155: An act

instituting a framework of governance for basic education, establishing

authority and accountability, renaming the Department of Education, Culture

and Sports as the Department of Education, and for other purposes

(Sections 1-5).TheLAWPHILProject.

https://lawphil.net/statutes/repacts/ra2001/ra_9155_2001.html

Department of Economic and Social Affairs. (n.d.). Sustainable Development

Goal 4: Quality education. United Nations. https://sdgs.un.org/goal

Skinner, B. F. (1953). Behavioral learning theory. MEDIUM.

https://sarahganly1.medium.com/b-f-skinners-theories-on-discipline-in-the-

classroomf
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APPENDIX

SURVEY QUESTIONNAIRE

This survey studies the effectiveness of disciplinary approaches of

teachers in San Agustin Academy. Your cooperation in filling this questionnaire is

highly appreciated. All answer would remain confidential and would strictly be

used for academic purposes. Thank you.

PART A: Demographic Profile.

Direction: Please mark an (X) for your answers in the box provided

1. Gender

Male: Female:

2. Grade level:

PART B. Assertive Discipline

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Direction: Please read each statement carefully and indicate how often it applies

to you by placing a check (✔) in the corresponding box. Use the scale below as

your guide:

4 – Always 3 – Sometimes 2 – Rarely 1 – Never

No. Assertive Discipline Approaches 4 3 2 1

Teachers set clear, firm, and consistent
1 classroom rules to ensure students understand
expectations
They use direct and confident communication to
2 address misbehavior without being aggressive or
passive
Positive reinforcement, such as praise and
3 rewards, is used to encourage good behavior
and motivation.
Teachers apply consequences for rule-breaking
4 immediately and consistently to maintain
discipline.
They establish a structured learning environment
5
where students feel safe and respected.
Teachers take control of the classroom while
6
treating students with fairness and dignity.
They provide students with clear choices, helping
7
them take responsibility for their actions.
Classroom expectations and rules are reinforced
8
regularly to promote discipline and accountability.
Teachers involve parents in the disciplinary
9 process to create consistency between school
and home.
They balance firmness with care, ensuring
10 students learn self-discipline while maintaining a
positive teacher-student relationship.

PART C: Behavioral Modification

 27

Direction: Please read each statement carefully and indicate how often it applies
to you by placing a check (✔) in the corresponding box. Use the scale below as
your guide:

4 – Always 2 – Rarely

3 – Sometimes 1 – Never

No. Behavioral Modification Approaches 4 3 2 1

Teachers establish clear rules and
1 behavioral expectations at the start of the
school year
Recognizing and rewarding good behavior
2
to encourage its repetition.
Allowing students to experience the natural
3 results of their actions to promote
accountability.
Encouraging students to repair harm and
4
rebuild relationships after conflicts.
Using written agreements between the
5 teacher and student to outline behavior
expectations and consequences
Providing students with a temporary break
6
to reflect on their behavior.
Teachers address misbehavior directly but
7
respectfully, ensuring clarity and fairness.
Involving students in decision-making
8 processes to foster respect and
responsibility.
Encouraging peers to hold one another
9
accountable in a respectful way.
Providing emotional and academic support
10 to students with recurring behavior
challenges.

PART D: PROGRESSIVE DISCIPLINE

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Direction: Please read each statement carefully and indicate how often it applies
to you by placing a check (✔) in the corresponding box. Use the scale below as
your guide:

4 – Always 2 – Rarely

3 – Sometimes 1 – Never

NO
Progressive Discipline Approaches 4 3 2 1
.
Encouraging students to reflect on their
1 actions, take responsibility, and repair harm
through discussions or agreements.
Engaging students in discussions about
2 their behavior and working together to find
constructive solutions.
Implementing proactive strategies to teach
3 and reinforce appropriate behaviors rather
than focusing on punishment.
Encouraging students to write or talk about
4 their behavior and develop strategies for
improvement.
Adjusting disciplinary approaches based
on individual student needs, backgrounds,
5
and circumstances.

Privately discussing behavior concerns with

6 students to understand the root causes and
find solutions together.
Applying consequences that are directly
7 related to the misbehavior, helping students
learn from their actions.
Training students to help mediate conflicts
8 among their peers in a fair and respectful
manner.
Collaborating with families and community
9 resources to support student behavior and
development.
Teaching students emotional regulation,
10 empathy, and interpersonal skills to foster
better decision-making and behavior.