Chapter 1

This chapter is about the problem and its background, statement of the problem, related theories,

significance of the study and scope and limitation

I. Introduction

This chapter will discuss the components of your classroom management that are

of a more corrective nature – those methods by which you will assert your authority and

apply consequences when a student does not meet your high expectations for behavior.

Sometimes, due to a variety of factors ranging from the teacher’s lesson pacing to how a

classmate goaded them in the hallway, a student will choose to break a rule and receive

the consequence. Other times, the student won’t act out in frustration or pain but will

still disrupt their own or the class’s learning – for example by rhythmically tapping her

pencil and humming during silent independent work, or by passing a noteto her friend

two rows over. In both cases, you must respond to these disruptions in order to maintain

the classroom community and culture that you have worked relentlessly to build.

We worry about what child will become tomorrow, yet we forget that he is someone

today. (Tauscher, 2006).For many teachers, dealing with student’s misbehavior in the

classroom takes up a considerable portion of teaching time, which in turn affects the quality

of students learning experience. Surveys have generally indicated that behavior problems

have becoming progressively more important to schools (Long,2000). All children have

different patterns of behaviors. Their responses to different situations are unpredictable, since

parents are very close to children, they know few attributes of their children.
 Children behave violently at one time or another. Generally misbehavior is described as

“an action of the child which interferes with his or her learning of either academic material or

appropriate social behavior”. (Hummel& Deltz,1978:p8).The aim of this paper is to discuss

how to deal with the student’s misbehavior in the classroom.

II. Statement of the Problem

According to Watson and Swin (2011), the behaviors that are visibly harmful to

human or to environment are coined as misbehavior. However, thoughts or feelings

should not be defined as misbehavior. Many researchers have identified various

contributing factors towards different behavior pattern of children. There are four reasons

why children misbehave: (a) to get attention (b) power (c) revenge, or (d) to make their

parents feel inadequate the specific phenomena was focused in this study was causes of

misbehavior among High School students. Following are the central research questions of

the study (1) what are the causes of students misbehaviors and (2) suggest the way of

control behavior problems among students.

III. Related Theories/Topics

It will be important to reflect regularly on your students’ behavior and the root

causes of that behavior. This reflection not only helps prevent you from taking the misbe-

havior personally, becoming emotionally affected yourself and responding recklessly, but

it also sheds light on steps you should take to adjust your approach to prevent misbehav-
 ior in the future. To that end, educator Linda Albert has developed a classroom manage-

ment philosophy called Cooperative Discipline to help teachers differentiate their re-

sponse to student misbehavior, depending on the source of the problem. In her book, Al-

bert outlines four causes of misbehavior:

(1) Attention-seeking

(2) Power-seeking

(3) Revenge-seeking

(4) Avoidance of failure

IV. Significance of the Study

The significance of the study is about the different approaches of

the teacher in dealing with the misbehaviors of the students. Since teachers are responsible

in discipline the students, those approaches/ways in handling them may affect the student

misbehaviors why they still continue or why they change the way they behave in school.

V. Scope and Limitation

This study is done to determine the teachers approach towards student’s misbehavior

as perceived by the students fromUbihan High School. We conducted a survey with the

twenty students from Grade Seven in order to have basis that will support on howteacher

approaches the students with their misbehavior. We considered the vicinities within the

school campus and nearby places in creating the questions included in the survey. The survey

is mainly composed of fifteen situations that directly specify the kind of approach or

response hat teachers might done everyday with encountering students misbehaviors.
 Chapter 2

Theoretical Framework

This includes relevant studies and related theories related to the problem or content of the

research.

I. Relevant Theories

Problem-behavior theory is a systematic, multivariate, social-psychological

conceptual framework derived initially from the basic concepts of value and expectation

in Rotter's (1954, 1982) social learning theory and from Merton's (1957) concept of

anomie. The fundamental premise of the theory, all behavior is the result of person-

environment interaction, reflects a "field theory" perspective in social science (Lewin,

1951). Problem behavior is behavior that is socially defined as a problem, as a source of

concern, or as undesirable by the social and/or legal norms of conventional society and its

institutions of authority; it is behavior that usually elicits some form of social control

response, whether minimal, such as a statement of disapproval, or extreme, such as

incarceration. The earliest formulation of what later came to be known as problem-

behavior theory was developed in the early 1960s to guide a comprehensive study of

alcohol abuse and other problem behaviors in a small, tri-ethnic community in

southwestern Colorado (Jessor, Graves, Hanson, and Jessor, 1968). After its initial

application in the Tri-Ethnic Research Project, the framework was revised in the late

1960s for a longitudinal study of the socialization of problem behavior among secondary

school students and college students (see Jessor&Jessor, 1977), and it is this version of

the theory that is most widely known and cited.

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 making valuable contributions. A child who misbehaves, on the other hand,

will defy the needs of the group situation in order to maintain social status.

Whichever of the aforementioned goals he chooses to employ, the child believes that

this is the only way he can function within the group dynamic successfully. Dreikurs

states that "his goal may occasionally vary with the circumstances: 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.

Methods of Research

This includes the methods mechanics, methods technique, related studies and conceptual

framework, research instrument and data gathering process in getting the answers in the problem.

I. Methods Mechanic

This chapter will discuss the method of research to be used, the respondents of the

study, the sampling technique, the instrument to be used, the validation of the instrument

used, the administration of the instrument and the statistical treatment of the data that will be

gathered.

1.1 Methods/Technique

This study will use the descriptive approach.  This descriptive type of research will

utilize interview, observation and questionnaires in the study. This study will determine

how the teacher’s approaches affect the in the misbehaviors of the students from Ubihan

High School. Specifically, the study will describe the different types of approach given by

the teachers into the misbehaviors of the students. The primary source of data will come

from the researcher-made survey questionnaire which will be given to the respondents. The

respondents of this study will be a group of twenty students in grade seven

factors affecting learners’ motivation.

I.2 Related Studies/Conceptual Framework

This study is based upon the dynamic model of educational effectiveness

(Creemers&Kyriakidis, 2008; Creemers&Reezigt, 1996) and bioecological models of

child development(Bronfenbrenner& Morris, 1998), which highlight the importance of

understanding howproximal experiences and reciprocal interactions in classroom

settings contribute to differencesin academic achievement. According to these

conceptual models, children’s characteristics andbehaviors affect the classrooms in

which they learn, as well as their experiences within thesecontexts (Creemers&Reezigt,

1996). In turn, children’s learning environments, as well as thebehavioral characteristics

of other children within them, produce proximal processes andinteractions that drive

learning (Bronfenbrenner& Morris, 1998). Specifically, the behavioralcharacteristics of

classmates may affect an individual child’s achievement-related behaviors, theamount,

structure, and type of instruction the child receives, and the child’s academic outcomes.

I.3 Research Instrument

To determine the teachers approach to the students misbehaviors, the researcher came

up with a survey questionnaire which will be given to the intended respondents.

The survey questionnaire is composed of the different possible approach or response

that the teacher might use in teaching. The answer guide is made up of 3 choices which

are;always, sometimes, never. These questions and answer format will lead the researcher
to come up with the always approach given by the teacher thus the researchers could

identify it’s cause and the possible solutions.

I.4 Data Gathering Procedures

Before the study was conducted, an approval to perform the study and distribute

questionnaires was obtained. The respondents were informed about the concepts of the

study being done and consents were received. The respondents were selected representing

the student embodiment ofUbihan High School. They were informed that the purpose of

the study was to know their teachers approach to them with their misbehaviors. After

gathering the questionnaires that will be distributed to the respondents the researchers will

tally and tabulate all the relevant ideas to come up with an answer to which are the

approaches or responses given by the teacher in his students with their misbehavior.
 Chapter 4

Presentation and Analysis of Data

Introduction

This chapter focuses on the presentation and analysis of data obtained from the research

survey. The respondents are grade eight students from UbihanHigh School and the survey was

held last September 29, 2014. The respondents belong to the pilot section. The researcher will

present the data that has been gathered throughout the survey. Data Analysis will also be

discussed using tables.

Before collecting the information the researcher asked for permission to collect the data

from the authorities.. The authorities agreed and told the researcher to go and ask for permission

from the respondents themselves. They did get their consent before collecting the data, they

responded positively, the researcher introduced herself to the respondents, she then explained the

purpose of the research, and thereafter she started to collect the information.

The Respondents

The sample of the respondents age were between 12-13 years old but most of them was

12 years old (60%) and (40%) were 13 years old.

Graph 1 Total Tally of Respondents Answers

Never
50%
Sometimes
30%

Always
Sometimes
Never

Always
20%

This table shows the total tally of each area of choices, 50 % of Grade 7 students say that

their teacher never use punishment or corporal punishments with his students.

Presentation of the gathered data

Table 1Item Analysis of the Data in Percentage

items always Sometimes never

2 1 14 5

3 0 0 20

4 0 15 5
5 0 4 16
6 0 0 20
7 0 17 3
8 0 17 3

9 0 20 0

10 2 5 13

11 8 7 5

12 11 7 1

13 3 15 2

14 13 5 2

15 1 18 1

This table represents the total number of the students who chose always, sometimes and

never to the question in the survey questionnaire. In this table it shows the percentage of each

answered by the respondents based on what they see and conducted in the classroom. This table

also shows how the respondents agrees on their choices.

Table 3 Presentation of the questions and the gathered data

Bulacan State University

College of Education

City of MalolosBulacan

Name:___________________________________

Name of School:___________________________
Yr. & Sec.:________________________________

Teacher’s approach towards students’ misbehaviors.Put a check if your teacher do the

following actions depending on how many times he/she doing it in the class.

1- ALWAYS 2- SOMETIMES 3- NEVER

1 2 3

1. Teacher always shouts when the class is noisy. 10% 90% 0%

2. Teacher punishes students when do something wrong. 5% 70% 25%

5%

3. Teacher uses bad words when one of the class do something 0% 0% 100%
0%
unnecessary.

4. Teacher mentions the name of the student when he/she was 0% 75% 25%

not listening.

5. Teacher throws chalk or other solid things if one of the 0% 20% 80%

students is not listening.

7. Teacher gives a corporal punishment if the student are not 0% 85% 15%

reading the given selection.

8. Teacher kindly approaches students who are not paying 0% 85% 15%

attention.

9. Teacher makes the student as an example in his lesson if he 0% 100% 0%

misbehaves.

10. Teacher shows respect to his student even they are 10% 25% 65%

misbehaving.

11. Teacher delegates responsibilities to the students to catch 40% 35% 25%

their attention.

12. Teacher fosters friendship and builds confidence to the 60% 35% 5%

students.

13. Teacher uses gestures or signals to stop the misbehavior of 15% 75% 10%

the students,

14. Teacher uses sudden silence until the disruption cease. 65% 25% 10%
 15. Teacher uses ” a post -a-note “ to recognize the misbehavior. 5% 90% 5%

In this table it shows that some approach of teachers are not applicable or not

implemented inside the classroom to stop misbehaviors of the students.

Chapter 5
 Summary, Interpretation and Recommendation

Summary

That shows that teachers effective approach towards students misbehaviors of Ubihan

High School is that they do not use corporal punishment.

These are the ways we found out how teachers deal with misbehaviors in Ubihan high

school. Teachers need to respond to minor disruptions that prevent the misbehaving student, and

perhaps his or her classmates, from learning. It might respond to these often unintentional

interruptions by using one or more of the following techniques: proximity, individual signals, the

“post-it” note, physical cues, touch, ignoring, silence, and the “we are not amused look,” among

others. But as the research is ongoing we found out that they are not good in handling the

students misbehaviors. There are some ways that may not seem applicable in the classroom.Its

just only short silence when the class become very noisy. Consider that the teacher might have

done something to incite a student to act inappropriately. Perhaps a student is bored and is

causing a disruption because of a poor lesson planning, or maybe the student is angry and

causing a disturbance because of a sarcastic remark the teacher made.

Interpretation

It shows what the students choose on the questionnaire and helps to determine the approaches

that the teacher do inside the classroom.

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

always sometimes never

Teacher foster friendship between his/her students to decrease the level of misbehavior,

she uses gesture signals, sudden silence and delegates responsibilities to his/her students.

Recommendation

Teacher should communicate to the student that his or her choice to violate the

rules represents a perhaps unwitting choice to accept the consequences for breaking those rules,

and that the ultimate consequence of misbehavior is interrupted learning, consider that the

student may need special support in learning to control his or her behavior or express feelings;

your student may be trying to fulfill needs that he or she does not know how to handle otherwise:

the need for attention, power, revenge or an avoidance of failure. Consequences may help to the

students to realize that the way they behave in class may affect their learning and the classroom.
 Bulacan State University

City of Malolos, Bulacan

College of Education

EFFECTIVE APPROACHES TOWARDS STUDENTS

In partial fulfillment of the subject, Developmental Reading, for the Third year
year,first semester, in Bachelor of Secondary Education Major in English

Researchers

John Michael Termulo

Joana Marie Villarico

Instructor:

Ma’am Avelina Aquino

Date of submission:

October 2014
 BIBLIOGRAPHY

http://teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch4_2011.pdf

http://dese.mo.gov/sites/default/files/Hanover-Research-Student-Surveys.pdf

http://d-scholarship.pitt.edu/9062/1/Castle_2011.pdf