AUTHOR/S: Myra P. Mirto, Randolph R. Reserva
KEYWORDS: PBS, Positive Behavior, Positive Behavior Support, Behavior Management
Both Counselors and teachers today face a formidable task of dealing with problems presented by the increasing rise in the number of students facing social, emotional, and behavioral challenges. And as school behavior inevitably translates to how students behave in the society, educators aren’t the only ones hard-pressed to address such issue. With aggressive and delinquent behaviors reaching critical proportions within (Safran and Oswald, 2003) and outside of school, parents, lawmakers and even students themselves find it necessary to come up with new and more effective methods. Such methods that encourage appropriate behaviors.
Positive Behavior support or PBS is a major initiative developed in the last ten years in order to refocus behavior management strategies from reactive, negative approaches into proactive, positive ones. Many schools nowadays are turning to PBS. It usually consists of a broad range of strategic interventions- both systematic and individualized- with the aim of achieving social and learning outcomes at the same time preventing bad behavior.
This study gave us an idea that every difficulty in settling the classroom down for the students to readily take in lessons for the day begins with inattention. Doing so would allow us to focus on helping children learn self-control, a process that is difficult but nevertheless rewarding. A process that will only work, as it seems, if we set character expectations as opposed to academic ones. Again, we learned in this study that expectations precede approaches; only if we learn to set expectations that are fundamentally directed towards character formation do we learn to work out approaches that inherently bring out positive character changes.
This paper owes its depth to the fact that character formation as it is – both the philosophy and the science of it an uncharted region where we ought to find the answers to the many mysteries of the learning environment and every dynamics that it encompasses. There still are a multitude of questions left unanswered, and more importantly, a multitude of answers already present. Those answers will only be use of however, if we learn to ask the right questions. But the questions outweigh the answers we’ve uncovered in the process of writing this paper, and they are there to remain. A good sign perhaps; the quest for understanding and establishing Ateneo de Davao Grade School’s own style when it comes to PBS doesn’t stop here. True enough a journey of a thousand steps begins with a single one. Questions will lead you to answers. And oftentimes, answers lead to more questions.
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