Methods Used by Elementary Teachers in Managing Misbehavior in the Classroom Essay

IntroductionIn todays society, teachers at all grade levels nervus a growing number of scholars whose port challenges the success of daily classroom instruction. Managing mis demeanor in the classroom remains one of the persistent difficulties of teaching. Whether it is in the elementary or secondary and tertiary education, the management of the schooling-age chelas conduct remains to be a vital dowry of the daily equation of strong teaching. A large part of everything bookmans do in school is ge atomic number 18d toward forming good habits and discipline waterfall right in line with this. Discipline is concerned with the emergence of internal behavior that enables the assimilators to manage themselves. any school is required by our political relation to maintain discipline and to issue disciplinary rules for strict compliance. They ar designed to develop among pupils the highest standard of decency, morality and good behavior. If theres no discipline early, therell li kely be no discipline as an adult, which affects job performance, family relations, among other aspects of a students life.The tendency of discipline is to set limits restricting certain behaviors or lieus that are seen as harmful or going against school policies, educational norms, school traditions, among others. Concrete, reasonable and fair discipline is the foundation of an effective and competent institution. Fortunately, teachers usually are able to rely on these disciplinary rules and standard strategies for deliverying classroom misdeed, either singly or with the support of colleagues, and they are able to find a successful solution to the problem provided these t playactics may still fail to produce the desired outcome because of the varying degrees of differences in the attitude of teachers and students and other societal factors. While there curb been gains in terms of schools responses and strong programs and policies substantiate already been made to lessen th e point of misbehaving, and improve the behavior of the students, such efforts have non been enough to cater to this rapidly growing number of cases. On the other hand, while these set of strategies are in place, enforcement remains weak.Challenges still remain in terms of translating these rules into concrete and doable actions that impart address the underlying cause that bring about misbehavior in schools. It is therefore imperative to develop a stronger and encompassing platform on treating this phenomenon that includes a widearray of possible intervening factors, animate opportunities and limitations. Teachers must(prenominal) be able to work within school guidelines, connect with the students and communicate these difficulties with parents for effective teaching outflank takes place in a classroom with few disruptions for misbehavior. Moreover, the government, the school, the parents, and the children themselves should share responsibilities. This paper is therefore addressed to concerned professionals, agencies, and the frequent school administrators and teachers who are presently working hard in alignment towards eliminating the negative make of misbehavior from public schools such as Catbalogan I Central Elementary School to other public and private institutions in the whole country. Statement of the ProblemNowadays, Filipino teachers face the spread of behavioral problems that scupper the educational system in most schools. These problems have direct influence on the learning address and the overall teaching/learning d easy. Thus, much than and more posers of strategies are utilized by schools to combat the increase problems. To deliberately rank the most effective means to overcome misbehavior on a more grassroots and intrinsic spectrum as vital and basic as public elementary schools, the study entrust explain and analyze the different strategies that have facilitated Catbalogan 1 Elementary School teachers in dealing with the mi sbehavior of signifier 5 and 6 students and how effective have they been in managing misbehavior in the classroom during the school year 2013-2014. Research Questions1. What are the general theories explaining the occurrence of misbehavior among children in general? * Why do students misbehave?* What are the indicators of misbehavior?* When and how could we assess if the student is already misbehaving? * Compare respondents sexual climax to classroom management with Dreikurss arise and determine which of Dreikurss approaches were incorporated into the respondents approach. How do they incorporate them? *2. What basic proper standards of behavior does the teacher implement in addition to the existing school behavior policies and programs in dealing with students misbehavior?3. Which of these disciplinary methods, techniques and strategies is the most effective in the reduction and prevention of misbehavior of students in class?Thesis StatementThe seek intends to study the adminis tration of discipline towards misbehavior cases in Grade 5 and 6 classes of Catbalogan 1 Central Elementary School. The study affirms that the management of existing policies and strategies used by the teachers in dealing with the problem of misbehavior still face greater challenge that it remains wanting(predicate) in the implementation because these rules and their consequences are not equally and consistently enforced. A comprehensive school behavior policy program is indispensable in meeting the needs of each school in contain down misbehavior towards effective teaching and withal in providing a po hinge uponive learning experience for children.Hypotheses1. The strategies that get out be utilized greatly depend on the ability of the teachers to provide a comprehensive set of the proper standards of behavior or a behavior policy in the class. 2. Societal factors have a signifi screwt effect in properly addressing the issues of misbehavior in the classroom. 3. Teachers lack of ken of the rules which requires their functions to discipline, caution and promote the welfare of the children has a negative effect on the behavior of the students. Students behavior on the other hand is directly affected by the teachers attitude towards them.Theoretical manikin effectual teachers know that in order to truly help a student to change an inappropriate behavior, they have to get to the root causes and consider the core of the problem. When there is misbehavior, we have to stress out several outside consequences of several interdependent conditions. Therefore, in order for us to identify, plan, and implement and compare the most effective strategies of interpellation, it is obligatory to define it inthe context of its different causes and structural features.The look intoer through the examination of theories available in the literature will use the Social Discipline Model by the friendly psychologist, Rudolf Dreikurs. Dr. Rudolf Dreikurs, renowned educator, positive these cardinal behavioral goals in the 1930s. He was a student and colleague of Alfred Adler, who believed that all behavior has a resolve. Dreikurs has written galore(postnominal) articles and books on student behavior and much of his work can be purchased on the internet. His theories on behavior have had an enormous impact on the raising of children and classroom management models. His model is based on the quadruplet basic premises of Adlers amicable theory which are 1. worldly concern are social cosmoss and their basic motivation is to belong 2. All behavior has a purpose3. creation are decision- make organisms4. Humans only perceive reality and this perception may be mistaken or biased Dreikurs educational philosophy is based on the philosophy of democracy, with its implied principle of human equality, and on the socio-teleological approach of the psychology of Alfred Adler. In this frame of remarkence, man is recognized as a social being, his actions as goal -directed and directed toward a goal, his reputation as a unique and indivisible entity. (Dreikurs,1968). A socio-teleological approach implies the human race of God, a higher purpose, and a natural order of things. Dreikurs believed it was possible to understand childrens misbehaviors by recognizing the four main purposes or goals of the child. The four goals of misbehavior are attention acquiring, the contest for power, seek revenge, and displaying inadequacy. Dreikurs promoted the use of rise and logical (and natural) consequences rather than reward and punishment.Essentially, every action of the child is grounded in the idea that he is seeking his place in the group. A well-adjusted child will conform to the requirements of the group by fashioning valuable contributions. A child who misbehaves, on the other hand, will defy the needs of the group event in order to maintain social status. Whichever of the aforementioned goals he chooses to employ, the child believes that thi s is the only way he can function within the group dynamic successfully. Dreikurs states that his goal may occasionally vary with the share he may act to attract attention at one moment, and assert his power or seek revenge at another (Dreikurs, 1968, p.27).Regardless if the child is well-adjusted or is misbehaving, his main purpose will be social acceptance. The side by side(p) are techniques that can be used to address the four goals of misbehavior Attention gettingSome students strive to be the center of attention. They do almost anything to be noticed from being argumentative to being funny. There is a lack of concern about following accepted procedure to gain recognition. Teachers and classmates find behavior by this student annoying and at clock rude and unacceptable. The attention seekers may be disciplined for disrespect, teasing, disturbing the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others. Dreikurs said most students sta rt misbehaving by seeking attention, and when this fails, they move on to more involved goal-seeking behaviors, such as power. This is why it is important to find a thoughtful intervention in the prime(prenominal) phase of misbehavior attention seeking. (http//www.metu.edu.tr) Dreikurs believed that over 90% of all misbehavior is for attention. Technique towards attention Getting Behavior1. Minimize the Attention Ignore the behavior, stand close by, write a note 2. allow the Behavior Create a lesson out of the behavior, have the class join in the behaviors 3. Do the out of the blue(predicate) Turn out the lights, play a musical instrument, talk to the wall 4. Distract the Student take aim a question or a favor, change the activity 5. Recognize Appropriate Behavior give thanks students, give a written note of congratulations 6. Move the Student Ask the student to sit at another seat, send the student to a thinking chair Seeking Power and lockWanting to be in charge or in control provides the motivation for some student misbehavior. Students with this agenda simply want their way. They dont hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. The teacher may tang provoked, threatened or challenged by this student. The following reasons may be the basis for a referral to the office for a student who struggles for power disobeying, disrespect, not cooperating, talking back anddisturbing the class. Often power-seeking students dont act out until theyre assured of an audience. And from the teachers perspective, this is probably the worst possible time. 1. Make a Graceful Exit Acknowledge students power, remove audience, table matter for later discussion, 2. practice session a Time-Out3. Apply the ConsequenceSeeking RevengeLashing out or getting even is how some students compensate for real or imagined hurt feelings. The target of the revenge may be the teacher, other students, or two. Revenge may come in the form of a physical and/or psychological attack. Bullies often use revenge as their excuse for shoving or pushing, teasing, causing embarrassment and excluding others. Displaying inadequatenessWanting to avoid repeated failure, some students appear to be discouraged and helpless. They falsely believe that they cant live up to expectations, either their own or those of others. To compensate for this belief, they dont try out anything that might result in failure. They hope that others will forget about them and not hold them obligated for anything. These students may be disciplined for not paying attention, not being prepared, being dishonest and atrophy time. This phenomenon, decribed as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not ornament their trounce efforts. 1. Modify Instructional Methods2. Use Concrete Learning Materials and Com tack togetherer-Enhanced Instruction 3. Teach One yard at a Time (or break instruction into smaller parts) 4. Provide Tutoring5. Teach incontrovertible Self-Talk and nomenclature6. Teach that Mistakes are Okay7. Build Students Confidence8. Focus on last(prenominal) Successes9. Make Learning Tangible10. Recognize AchievementNo matter what the reason is for a students misbehavior, we are forced to respond. Some responses produce better results than others. Below is a list of both positive and negative responses by educators. Responses that usually get negative results include1. Reacting emotionally by being angry or making hollow threats 2. Handing out a punishment that is out of proportion to the detestation 3. Reacting to misbehavior publicly4. Reacting to a small incidence that often resolves itself 5. Making an accusation without the facts to back it upResponses that tend to get positive results include1. Describing the unacceptable behavior to the student2. Pointing out how his behavior negatively impacts him and others 3. T alking with the students about what could have been a better behavior choice and why 4. Asking the student to write a goal that will help him improve his actions 5. Showing confidence in the student that his behavior goals are achievable 6. Positively reinforcing behavior that relates to student goals Dreikurs believes the best way to correct misbehavior is with logical consequences. For example, if a student doesnt finish his homework, he stays after school to have sex it. This helps the student make an association between the misbehavior and the consequences.The environmental-sociological-cultural are those theories that see the primary contributing factors to misbehavior from the immediate environment, society, or culture. Balanon also classified this model as the environment factor which includes physical, social, cultural and scotch factors. This includes 1) environmental stress model, 2) social learning model 3) social-psychological and 4) psychosocial systems. (Rodriguez, 2 006) The family systems approach by Peter Reder, Duncan Sylvia, and Gray Moira, which put significance in the kinship between family and others as relevant to the problem and analysis. It provided a framework that focuses in interpersonal, group, and institutional functioning. It is said that the concept of circularity in the systemic model emphasizes mutual influence between two or more people and the role and meaning that each person has for others must be modified and their relationship renegotiated.Family systems focus on patterns of interaction within families with particular emphasis on communion and a psychological role adopted by family members and the view of casualty is circular involving family members. According to Rozsbaszky in Understanding the Misbehavior of Children Through the Theory and Research on Ego Development,(1980) , the theory of ego development by Jane Loevinger is a major theory of personality. According to the theory, it is a major determinant of persona lity characteristics in each individual whether child or adult is his or her level of ego development. Some personality characteristics are believed to be manifestations of an individuals ego level. Personality characteristics may actually be markers or milestone traits for a particular ego level. As the child matures, he or she passes through the ceaseless sequence of stages of ego development, each greater cognitive and interpersonal complexity than the preceding stages.FIGURE 1 Conceptual Framework of the StudyConceptual Framework ExplainedThe figure shows a base frame which contains the respondents and the research environment which this study will be conducted. The respondents of this study are the Grade V and VI teachers of CAtbalogan I Elementary School. At the top of the base frame is a bigger frame which contains the variates as well as the process by which this study will be conducted. The study will determine the relationship shown by the double headed arrow connecting the two frames, between the Teachers Profile, Students Profile, kinsfolk Profile as to size and performance, Government Intervention, Support Groups, Family Values, Behavior of teachers towards students, behavior of students towards teachers other societal, psychological, economic, environment factors shown by the box at the right of the bigger frame, and the strategies and techniques of Grade V and VI teachers in dealing with misbehavior among students with existing school behavioral policy and legislation and programs on misbehavior shown by the box at the left inside the bigger frame. The result of this study and the corresponding recommendations made, seen as the third frame, will servicing as basis for the desired result shown in the uppermost broken lined sphere which is Positive Classromm Environment and successful and effective teaching and improved well-being of students.The desired effect depends on the unconditional variables which are strategies andtechniques used by Teacher-respondents, existing school behavioral policies and implementing laws regarding misbehavior. Effective implementation of these strategies and policies in schools with the cooperation and intervention of societal factors such as the family as the primary unit of society, close is the educational system, the variety of social networks, get alongs as important factors to attain an improved system on managing misbehavior in schools. However, this would also be measured among other intervening factors such as the profile of teachers, students and the class as to size and performance, government interventions, support groups, the values of the family of students, the behavior of teachers towards the class, the behavior of student towards teachers and other societal, psychological, economic, and environment setbacks. They include the complexity of social relationships with kin, neighbors, and friends, who may be sources of stress as well as support, and who may fail to reduce mi sbehavior even when they are trying to be emotionally supportive. Consequently above relationships of the boxes inside the bigger frame, a desired outcome is total awareness of Effective Methods towards Successful Management of Students Misbehavior in Catbalogan 1 thus will result to positive classroom environment and improved well being of the students. consequence OF THE STUDYThe study is intended to study the occurrence of misbehavior among students, its causes and the many ways to lessen its occurrence through professional responses and strategies implemented. It also represents the active struggles of teachers in dealing with the problems of behavior towards their students. The researcher hopes that this study will serve school principals to identify the behavioral problems that faced teachers in the classroom, in order to find solutions to decline the effect of these problems on the level of teacher participation and student achievement. It also serves the educational admini strations specifically the segment of Education (DepEd) to make decision to face the classroom problems through teacher training programs and useful laws. They will also know whether a certain program has already attained certain objectives. To the teachers, it will serve as a useful guide in understanding the students attitude and the many causes of misbehavior.Consequently, they will gain insights on which of the severalstrategies is the most effective in eradicating problems of behavior among students. They could also attain from the study through expanding their ways of improving their methods by the recommendations brought about by this study. For the students, they will increase awareness of the need to follow the standards imposed by the teachers and adapt their behaviors accordingly to the standards of proper discipline. The school administrators will also benefit from the study through acquiring ideas thus being able to lobby for policy adjustments in order to improve the current behavior policy of the school. For future researchers, this will provide a radical and comprehensive literature for them to be able to conduct similar studies and furthermore inspire the readers to do more studies of an all encompassing discipline such as teaching and the effects of a new framework in solving misbehavior and other academic problems which are much challenging and worth experimenting. circumstance and LimitationsThis study will determine the effective strategies used by Grade 5 and 6 Teachers of Catbalogan I Central Elementary Schools in dealing with the problem of misbehavior using the descriptive cross sectioned design approach. The respondents are the Grade 5 and 6 teachers in Catbalogan I Central Elementary School, Catbalogan City. descriptive as well as inferential statistical tools will be used in this study.This research paper is consisted of 7 parts. The first part covered the overview, objectives of the study, the methodology, frameworks applicable and review of related literature. The next part assessed the complexity of misbehavior in the classroom and the root causes root causes and effects of misbehavior. The third part examined the existing conventional strategies, theories and practices management such as Dreikurss approach, which are commonly used by a majority of schools in dealing with misbehavior in comparison torespondents approach in the classroom. The next chapter tackled on the set of policies and programs of the Catbalogan I central Elementary School and is subsequently followed by the chapter on the best strategies the respondents perceive to be the most effective.The next partwas delved on the analysis of findings by presentation of the find out gathered from the questionnaires and relevant information from Catbalogan I Central Elementary School and finally followed by the stocky of findings, conclusion and recommendation.DEFINITION OF TERMSFor better understanding, the following terms are hereby defined co nceptually and operationally.BEHAVIORIt is the way a person behaves or acts conducts manners. In this study behavior mostly refer to the perception, attitude and general feeling and well being of an individualDISCIPLINEIt is imparting knowledge and skill, in other words to teach. Discipline is used by teachers or parents to teach their children about expectations, guidelines and principles. Children need to be given regular discipline to be taught right from wrong and to be maintained safe naturalise DISCIPLINEIt is the system of rules, punishments, and behavioral strategies appropriate to the regulation of children or adolescents and the maintenance of order in schools. Its aim is to control the students actions and behaviorMISBEHAVIORMisbehavior is a deliberate action, contrary to adult rules when a child fully understands those rules, and has the capacity to obey them mentally, emotionally, and physically. (http//www.4cforkids.org/wp-content/uploads/2009/07/misbehavior_poster.pdf )SCHOOL behavioural POLICYIt is the general principles and standards of behavior expected of pupils at the school and how that standard will be achieved, the school rules, any disciplinary penalties for breaking the rules and rewards for good behavior.BEHAVIORAL STRATEGIESStrategies can help a teacher to manage behavior in a classroom