MARC details
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06110nam a2200313 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20210730132338.0 |
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210316b ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
CvSU Main Campus Library |
| 041 0# - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
371.1024 |
| Item number |
P42 2017 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| 9 (RLIN) |
5146 |
| Personal name |
Peroy, John Mark G. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
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| Title |
Implication of the implementation of positive discipline among the students from selected elementary schools in Tanza, Cavite / |
| Statement of responsibility, etc. |
by John Mark G. Peroy |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Indang, Cavite : |
| Name of publisher, distributor, etc. |
Cavite State University- Main Campus, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
55 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm. |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| 500 ## - GENERAL NOTE |
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| General note |
Thesis (Bachelor of Science in Social Work) Cavite State University. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 508 ## - CREATION/PRODUCTION CREDITS NOTE |
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| College and Department |
College of Arts and Sciences (CAS), Department of Social Sciences and Humanities |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
PEROY, JOHN MARK G. Implication of the Implementation of Positive Discipline among the Students from selected Elementary School in Tanza, Cavite. Undergraduate Thesis. Bachelor of Science in Social Work. Cavite State University, Indang, Cavite. December 2017. Adviser: Renato Adalpen, MA<br/> <br/>The study is about the Implication of the Implementation of Positive Discipline among the students from selected elementary schools in Tanza, Cavite. Specifically, this study aimed to: identify the profile of the teachers implementing positive discipline in terms of age, gender, specialization and year of teaching; identify the most usual forms of positive discipline; determined the impact of positive discipline in terms of study habit, relationship with classmates and academic performance of the students; identify the observed impact of positive discipline of the teachers in terms of study habit, relationship with classmate and academic performance; and determined the possible social work intervention programs to be implemented. <br/><br/>Based on the findings, the following conclusion were drawn: the most youngest among seven (7) participants teachers is twenty three (23) years old while the oldest is fifty four (54) years old. While, in gender distribution among the 7 participant teachers are four (4) of them are female while three (3) are male. In their specializations they are teaching Social Science, Science, General Subject, English and Filipino subjects. However, the most experienced in teaching is 20 years while lest is 3 year in teaching. The identified forms of discipline in this study are Kind and Firm at the same time (Respectful and encouraging), Helps children feel a sense of Belonging and Significance (Connection); Effective Long-Term (Punishment works short term, but has negative long-term results); Teaches valuable Social and Life Skills for good character (Respect, concern for others, problem-solving, accountability, contribution, cooperation); Invites children to discover how Capable they are and to use their personal power in constructive ways, Develop Appropriate Limits (helping children to understand that there are boundaries, or limits, on behaviors); Communicate Your Expectation Clearly to Children (Influence children by stating expectation for desired behavior.); Give Reason for Rules and Limits (give reasons along with rules and limits so that children understand why they are expected to do something); Change Something About a Situation (should expect children to begin to control themselves as they get older); Ignore Behavior; When It is Appropriate to Do So (realize how important it is for them to recognize, encourage, and reinforce certain behavior); Increase options Available to the Child (changing situation to prevent or stop undesirable behavior); Good Limits are Stated Firmly, Positively and with <br/>Respect (Acknowledge their responsibility to treat with dignity and respect, especially when they are setting or maintaining limits) and Good Limits Protects Children Health and safety (warned recently about the spread of disease in group setting for children). The determined impact of positive discipline to the students in study habits was interpret as effective in this part the study habits of the students were tested. While the impact of positive discipline in relationship with classmates is also interpreted as effective and the impact of positive discipline in academic performance was interpreted as average. <br/><br/>However, the observed impacts of the teachers of positive discipline to the students in study habits are different they observe that students with a individual differences, multiple intelligence, readiness to learn, encouragement, peer teaching and goal oriented this observed impact of positive discipline are identify by the teachers. In relationship with classmates teacher indicates that students are struggle in study through the following observed, peer influence, social development and emotional development. And the observed from academic performance were identified through self-awareness on the study, encouragement of themselves, compassion and prioritizing. <br/><br/>Lastly, the researcher identifies the different problems of the teacher who implement positive discipline. Commonly, the teachers identify that the most common problem that they encountered from the students was the lack of coordination of parents with their child which is very important part. As a student they need follow up coming from their parents. However, as a possible social work intervention for this kind of situation, the social worker must coordinate to the government agency and to the non-government agency to advocate the Positive Discipline in every day teaching. This kind of advocacy introduces the importance of the follow up teaching to the student's especially in their houses.<br/> |
| 541 ## - IMMEDIATE SOURCE OF ACQUISITION NOTE |
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| Method of acquisition |
Submitted to the University Library |
| Date of acquisition |
July 02, 2018 |
| Accession number |
T-7294 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| 9 (RLIN) |
723 |
| Topical term or geographic name entry element |
School discipline |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| 9 (RLIN) |
722 |
| Topical term or geographic name entry element |
Classroom management |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) |
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| 9 (RLIN) |
2268 |
| Course or Program |
Bachelor of Science in Social Work |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Agdalpen, Renato T. |
| 9 (RLIN) |
2266 |
| Relator term |
adviser |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Theses / Manuscripts |
