Misbehavior - Chapter 1 5
Misbehavior - Chapter 1 5
Misbehavior - Chapter 1 5
CHAPTER I
INTRODUCTION
and continues to be the major cause for concern among educators, teachers,
efforts to reduce it. They noted that in many schools misbehavior interferes with
teaching, stifles learning, produces great stress, leads to poor class morale and
causes more teachers to fail achieve their target than does any other factor
(Kulinna, et al, 2010; Charles, 2008). Obviously, student misbehaviors retard the
smoothness and effectiveness of teaching and impede the learning of the student
and his/her classmates. Moreover, research findings have shown that school
misbehavior not only escalated with time but also lowered academic
identify what exactly are these behaviors inside classroom. Students tended to
and even disrupting teachers' teaching and other students' learning. Among
various misbehaviors, talking out of turn and disrespecting teacher were seen as
because they disturbed teaching and learning, and violated the values of respect,
2
students found it fun, no punishment for such misbehaviors, or teachers were not
authoritative enough in controlling the situation (Sun & Shek, 2012). However,
one of the primary responsibilities of the teachers is to help the students to learn.
they are challenged daily to create and maintain a positive, productive classroom
Similarly, in Oman, Italian students’ main concern was that other students
were talking in class and that lecturers did not seem to manage the behavior
study (Douglas et al, 2016). In most school across Kenya there is increase in
misbehaviors due to main challenges that faces student. Some of the factors that
seeking, calling out, out-of-seat); immaturity and verbal and physical aggression
less academic engaged time, and the students in disruptive classrooms stand in
instructions in the class (Kenyaplex, 2015). Thus, according to Bayhan & Dalgic
constant talking with classmates, verbal hostility towards peers and teacher,
indifference to study subject during classes, damaging school stuff, and coming
late are the most frequent student misbehavior types reported by teachers.
found out that the common classroom misbehavior such as not submitting
garnered from the respondents. Interactive games are found to be the most
(ESP) subject maintains the intervention program with the goal to change,
reinvent, and elevate attitude towards excellence students that are risk in
al., 2017).
they are bored or not interested to the certain topic and influence by their
bullying, fighting, defiance and lying, can start out small but escalate into more
serious problems if not dealt with properly. This behavior problems are distraction
We conducted this research because it’s suitable and useful for all
students to be guided and, have good interaction with other. It helps to lessen
their misbehaviors in classroom. This study is timely and vital in addressing the
need for a program that will reinforce positive discipline in the classroom. This
study teaches young students and pupils to become responsible, respectful and
misbehaviors?
5
This study was limited only to randomly selected teachers and students of
Holy Cross of Magsaysay, Inc. The respondents looked into were the class
president and adviser of each classroom due to their relation and expertise of the
Theoretical Lens
The study is anchored with the proposition of Dunst & Kassow (2004),
over time. Second, this repetition, over time, will lead to the desired behavior
becoming a habit. What this means in real terms is that an object’s behavior over
time can be predicted on the basis of its previous experiences. Things that have
provided it pleasure will be pursued; things that provide it pain will be avoided.
consequences. The social vision of Skinner was based on the idea that the
other words, if a person had a history of parental neglect, this would explain the
patient’s interest in community or a cynicism toward the family, the school, and
6
history of what has been provided or deprived from the person’ experiences
could be ascertained.
perceptions of safety and support, children can become less engaged in school,
less eager to learn, and less able to focus attention on learning. Indeed, trusting
adrenocortical (HPA) axis activation and elevated cortisol levels. In turn, these
problem have been linked with behavioral inhibition and reticence and may
have directly tested whether ATL are an important pathway through which
for the students where people that specializes on such subjects may be invited
school’s guidance counselor in dealing with the students, particularly those with
behavioral problems. Findings can be used as basis and guide in the counseling
process.
To the Teachers. If there are people inside the school that can best give
because they have direct supervision over them. This study aimed to open the
minds of the teachers that both the agreeable and disagreeable students must be
regarding the students’ misbehavior will provide them with better and appropriate
To the Students. The results would provide the students with valuable
information that could be used as basis for improving their own learning skills and
attitudes. Findings of the study may be able to give the student a clearer
dealing with teachers, school administrators, peers and school task, thus,
enabling them to understand and better resolve the behavioral problems he/she
may have.
able to use the findings of the study in obtaining a deeper understanding on how
To the Future Researchers. Finally, the future researchers can also gain
insights from the result of this study. They could use this as reference material for
Definition of Terms
For better clarification and understanding of the terms related to this study,
CHAPTER II
Presented in this section are readings from the related literature, different
books, journals, articles, and internet of different authors relevant to the present
research work. The researchers focus on the behavior of students inside the
classroom.
Student Misbehavior
today. Discipline problems, morality issues and ‘gangsters’ cases are increase.
having the most problematic and negative effect of on society. It is also an issue
that both parents and educators cannot fully understand. According to their
study, there are ten misbehavior problems that often occur in the school; school
cheating, threaten other students, stealing, roughly with other students, rude,
classroom. It can take various forms, for example, talking to others without
permission or even bullying. Yet, in each case, educators must find ways of
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resolving these problems (Ivy panda, 2018). There are a variety of ways a
student might behave in a disruptive manner. Some are minor and often easily
off. Excessive talking with other students during class or passing notes is another
type of disruptive behavior which can affect the entire class by making the
teacher difficult to hear or forcing the teacher to interrupt the lesson in order to
stop the chatter. Another type of disruptive behavior occurs when a student
over a grade or a general dislike of that teacher. This type of behavior can evolve
into verbal or physical threats to the teacher or other students. Less obvious
disruptive behaviors include lateness, sleeping in class, and bringing in and using
different behavior pattern of children. According to Dreikurs (2004) there are four
reasons why children misbehave: (a) to get attention, (b) power, (c) revenge, or
(d) to make their parents feel inadequate. Attention seeking children are verbose
and expose more. They are confident to ask questions and often show off to gain
others attention. Power seeking children feel that they are liberal to do anything
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they want to do and no one can dictate them for anything which they don’t want
to. They prefer lying, and are short-tempered. Revenge seeking children
children are those who receive constant criticism from parents and peers. They
think that they are worthless. However, 7 reasons identified for the causes of
curious to know; want independent life; feeling threatened or afraid; feeling bad
Poor Parenting. Before a child joins school he/she usually has a well-
developed behavior acquired from home and its environment. Most children are
lucky enough to be brought up feeling valued and loved by our parents, but sadly
this is not always the case. If a child feels starved of attention and care from its
parents, this can lead to some very negative consequences. For example, the
child may not have been able to learn the usual rules about which behaviors are
socially acceptable and which are not, leading to disruptive behaviors. Such
students cause a lot of problems to the teacher and entire class leading to
prolonged arguments and fighting in class. Another possibility is that the child
may also begin to seek the attention that they desire in other areas, such as in
the classroom. In order to attract attention, they may display disruptive behaviors.
Another cause of misbehavior may come from overprotective parents who do not
the child is brought up from. Children who are brought up in environment where
there is a lot of violence and drug use tend to acquire the same behavior. Most of
this students get involve with drug peddlers and who supply the same drugs to
other students. Their behavior may be influenced by what they see in their
be due to poor teaching methods by the teachers. One of the first things that a
teacher has to think if a student is disrupting the class is "is it me?" Even the
most disruptive students will sit for hours on computer games or other hobbies
that they enjoy, so maybe it's just that the lessons aren't interesting enough
(Kenyaplex, 2015).
students. Children coming from poverty stricken family tend to exhibit disruptive
behavior and they rarely concentrate in class. They are mostly challenged since
they spend most of their time to think where they can get the next meal to keep
them going. Furthermore, children from poor family tend to steal things from
other students such as book and food for them to sell. This causes disturbance in
the class making them learning difficulty for other children (Kenyaplex, 2015).
teachers towards the students matters a lot for effective teaching to take place.
Most students notice when the teachers do not show acceptance and
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understanding towards their needs and challenges. This may cause friction
between the teachers and students in class. Most students may rebel against the
teacher through making noise and avoiding their class. Students may also not
share their challenges with the administration with in time may cause strikes and
teacher in the same class and term may cause unrest in the class. Schools that
change class teachers for specific subject every time may make students loose
confident in the subject. Different teachers come with different mode of teaching
and understanding their students. The students also have their way of
understanding specific teacher. This balance gets easily disturbed when the
administration keeps on changing subject teacher for the students. The students
may find it hard understanding new teachers which may cause distress and
etc.). The condition for most schools lack basic facilities such as lack of lighting,
ventilation and desks. Students are made to share desks and books, which in
most cases causes fighting between the students. Lack of ventilation and proper
lighting may make students uncomfortable and uneasy which may result into bad
of the students is affected by many factors in the school. Children who are
abused by their parents tend to have psychological problem and withdraw from
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the rest of the students. This may cause the students to be violent and cause
Many beginning teachers are not adequately prepared to deal with disruptive
student behavior. Though they are prepared to use instructional strategies and to
make sure that all students excel academically. In fact, some first-time teachers
have naïve expectations about their students and how they will behave in class.
Although many disruptive behaviors are minor (e.g., talking, being out of seat
instruction and with other students’ ability to learn. Regardless of the nature of
academic achievement for the disruptive student and his or her classmates,
According to Ford (2013) another way that disruptive students might hurt
exposed to poor behavior by their peers may be more likely to engage in such
a peer is doing the same. A less extreme factor is the effect of a distracting
if a student does not join the disruptive behavior, one or both may be distracted
teacher's ability to teach effectively. The behaviors require large amounts of the
teacher's time and attention. The teacher must stop the lesson or discussion to
address the behavior, and this takes away from the valuable time needed to
instruct the rest of the class. If the disruptive behavior is threatening, it may
challenge the teacher's authority and can create tension in the classroom, which
Issues for Students. The learning process for other students is affected
interruptions can interfere with focus. Students are forced to wait while the
attempts to be noticed. This can result in lower grades and behavioral issues with
other students as well as with the student who is causing the interruption. Peers
tend to have a significant influence over each other, and if one student is
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disruptive, it may encourage similar behavior in other classmates who might not
Negative Impact on the School. Often schools must focus time and
students. This takes away from the educational mandate of most schools, which
Teachers are often not equipped to deal with some types of extreme disruptive
behaviors, and as a result, the student is either sent out of class or the school
must enlist the aid of outside professionals to try to intervene. This takes
resources and funding, which could be better used to improve the educational
problem affects the whole classroom. Behavior problems can distract other
students from learning and require teachers to spend previous instruction time on
constantly exposed to violence at home will tend to act the same manner at
school. Secondly, there are 7 reasons identified for the causes of misbehavior
among students which include lack of attention; imitating others; curious to know;
want independent life; feeling threatened or afraid; feeling bad about themselves
and when they are tired, hungry or sick. Lastly, school environment plays a vital
provide instruction and with other students’ ability to learn. Regardless of the
nature of the disruptive behavior, it often results in lost instructional time, lowered
academic achievement for the disruptive student and his or her classmates,
teacher attrition.
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CHAPTER III
METHODOLOGY
research locale, the research participants, the research instruments, the data
collection, the data analysis, the trustworthiness and authenticity, the role of the
Research Design
The major methodological framework that was utilized in this research was
forms of intervention to address this situation. Thus, this utilized qualitative tool in
gathering data particularly the in-depth interview and focus group discussion.
Research Participants
of Magsaysay Inc. During the in-depth interview who were determined using
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purposive sampling technique. The criteria for the identification of the participants
were the following: (1) able to know the common misbehavior of student, (2) able
to know the cause and effects of student in the classroom setting, (3) prefer to
SCO President, and nine advisers in Holy Cross of Magsaysay Inc. during the
Focus Group Discussion (FGD). The participants were the Principal, Guidance
Research Instruments
This study made use of two types of research instrument, namely; In-
depth Interview (IDI) Questionnaire and Focus Group Discussion (FGD) Guide
address students’ misbehavior. The FGD Guide Questions were presented using
PowerPoint presentation.
experts. The first draft of the research instruments was submitted to the research
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presentation with the corrections to be included and integrated. The final copies
were submitted to panel of experts for refinement. The final revision was made
Data Collection
Before gathering the data, a letter of approval to conduct the study was
sent to the School Director of Holy Cross of Magsaysay Inc., Sr. Marife F.
of gathering data.
Discussion (FGD) using the Guide Questions to determine the possible forms of
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Also, before the conduct of the In-depth Interview (IDI) and Focus Group
participants as to with the purpose of the data collection, and that, each one of
them shall had undergone this process. Because the nature of the study was
potentially and highly confidential for the participants involved, their names were
hidden, instead pseudonyms with their participant ID were used, to conceal their
true identity.
smartphone for voice and video recording. This was to make certain that
everything which was transpired during the data collection was obtained. The
voice or video recording of the IDI and FGD were done after consent and
cooperation was sought from the participants. Right after the IDI and FGD, the
going to the setting of the study and meeting the research participants. These
Data Analysis
analysis utilizing Miles and Huberman Framework. This type of data analysis was
23
considered appropriate for the present study. There are three main components
of the said framework: data reduction, data display, and drawing and verifying
data, and describing details and implications leading to themes), memoing (or
writing and gathering written notes of thoughts and ideas and links about
Before qualitative data analysis took place, the researcher transferred first
all of the recorded data to the computer. After the transfer, the researchers made
the transcripts. The researchers ensured that all transcribed data from the IDI
and FGD were recorded in its original form. All Bisayan, Tagalog and English
statements, words and utterances were recorded verbatim. This was to ensure
that all recorded data for analysis were kept original and authentic.
The transcripts were printed with wide margins on both sides and with
enough spaces in-between sentences for coding and memoing purposes. The
researchers needed to double check the printed transcripts by going over them
while listening to the voice recorder. This was to ensure that everything that was
transpired in the data gathering had been recorded. After this, the data analysis
began.
First, in the data reduction, the mass of qualitative data that the
researchers obtained from the IDI and FGD was reduced and organized, for
example coding and discarding irrelevant data. At this stage, the researchers
tried and discarded all irrelevant information, but did ensure that he have access
24
conclusions from the mass of data, it was displayed in the form of graphical
conclusions were then verified, that is their validity was examined through
Moreover, all throughout the analysis, the researchers went back to the
stands for In-depth Interview - Key Informant and FGD for Focus Group
Discussion – Participant. Each participant was assigned to the type number for
or major theme and branch code or sub-theme was done by the researcher.
Coding was done while doing memoing, drawing and verifying conclusions all at
analysis along with coding and drawing and verifying conclusions is likely to
happen concurrently with them. During the whole duration of the analysis of
25
information, the researcher made use of multi-colored sticky notes for easy
identification of codes.
With the intention of making the research more credible, the researchers
made use of two methods of gathering the data: In-depth Interview (IDI) and
triangulation since the analysis of data was conducted by all the researchers
research to strengthen the design and to increase the ability to interpret the
findings (Denzin, 1970). This method ensured the validity of the results of the
study particularly the major and sub-themes extracted from the conducted in-
depth interview and focus group discussion. Hence, making this research
researcher made sure that the whole duration of the discussion was recorded
and all important responses of the participants were taken into account using
transcribing and presenting the language data as well as describing each of the
participants. Detailed account of each was evident in the entire study. With these
reasons, future researchers could use the research to unravel new discoveries
received a complete copy of the transcripts of the IDI and FGD to be conducted.
The participants were assured by the researchers that they could review the
transcripts and make necessary changes if there is a need to. Through this, the
three core principles accepted in research ethics was attained, namely the
Guest & Namey, 2005). It was assumed then that the participants did not have
any misgivings with regard to the data gathered and transcribed, given that there
all throughout the analysis and presentation of the findings of the data; hence
pseudonyms with their participant IDs were employed prior to the study.
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Lastly, auditing of the obtained data was established through the use of
was coded in order to be easily accessed for reviewing purposes. These codes
coded responses. The entire transcriptions were kept as part of the researchers’
In summary, in gathering the data for this research, the researchers made
use of the IDI and FGD. The researchers attained triangulation. Comprehensive
description of data gathering, data analysis and data presentation and discussion
participants for review and comments. Lastly, an audit trail was established. All
of these were done in order to achieve the validity and reliability of the study.
process. The purpose of this study is to find out student misbehaviors in the
classroom setting; study the strategies of the teachers to cope with them and
suggest some ideas. The result of the data analysis indicates what sort of
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teaching experience.
interviewers during the in-depth interview, and facilitators during the focus group
transcriber, encoder, coder and interpreter. All those roles were performed by the
Ethical Considerations
In the conduct of this study especially before the data were gathered,
ethical issues and considerations were dealt. The researchers ensured the
risks and measures to mitigate these risks (including physical, psychological and
social economic. Likewise, with the result of this study, the researchers were able
setting.
someone else’s work as her own. In the same manner, fabrication was also
manuscript. In the same, falsification was also taken into consideration in which
of interest (COI) wherein no trace of COI, wherein there was no set of conditions
Moreover, deceit was also avoided in which evidence that the benefit of
location in which the data were collected. When getting written permission, the
Inc. to give the permission to be sought and that the activities were organized
well in advance.
CHAPTER IV
This chapter discusses about the results attained from our interview.
These were clustered into three namely; Common Misbehavior of the Students
inside the Classroom, Effect of Misbehavior in Teaching and Learning and Forms
the themes that emerged from our in-depth interview (IDI) and Focus Group
misbehavior of students inside the classroom and how it affect the teaching and
problem.
Having been able to listen to the participants, we found out the common
misbehavior inside the classroom. Using the in-depth interview, these are the
opinions about everything and or we’re not ashamed to express it. They may
stop talking in responds to the teacher’s request but after a few minutes, they will
talk again. Talking to classmates may become contagious. If students see that
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their classmates are allowed to talk to, they may start to talk. As a result, it
disrupts your classroom activities and impede your ability to teach a lesson.
According to KI004, KI005, and KI007 most of students are talking during
or often discussion most especially if the topic is not interesting and entertaining.
However, according to KI0014 and KI0016 they stated that students’ talk
during discussion due to their environment and they used to talk with their
classmates/seatmates.
Students who are talking too much is like an infectious disease and even
the generally timid children get emboldened over a period of time turn talkative
making the whole class noisy. Students who interrupt class and talk out of turn
create distraction that impedes the flow and effectiveness of even the best-
did not study their lesson, fear of failing and always using gadgets and they didn’t
listen during class discussion. It just a waste of time, or they did not understand
the discussion.
According to KI001, KI002, KI007, and KI008 the reason why students
cheat it is because of laziness in studying.
“Kay gusto gud na sila nga ma highest score og
makaapas sa among rank ug sa ilahang pagkatapulan
maong ga cheat sila. (KI001)
(They want to get highest score and belong to the
honor students and due to their laziness, they cheat.)
stated that students cheat because of not studying and want to achieve high
grades.
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For most students, the truth is that they cheat because they did not do the
work required to obtain the grade they wish to have. As many explained in their
answers, laziness, lack of preparation, poor time management, poor study habits,
bad teaching, all contribute to the perceived need to cheat (Littlefield, 2016).
teachers, and other adults don’t always see it, they may not understand how
According to KI001, KI002, K1003, and KI007 they stated that bullying is
just for fun and it is normal for showing love to their classmate/schoolmate.
34
But, According to KI0010, KI0011, KI0014, and KI0016 student bully their
co-student because they think they are not matured enough and they are also
victim of bullying. Maybe they have personal problem at home and they can only
express it by hurting others feelings to make them relieve, laugh and smile.
children at all school levels. This include being shouted at and being cursed,
ridiculed, teased or humiliated. Bullies are often people who have been bullied or
abused themselves. Sometimes they are experienced life situations they cannot
cope with, that leave them feeling helpless and out of control (Corpuz, 2011).
Sleeping at Class. No matter how much sleep you get at night, it’s natural
According to KI003, and KI004, they sleep during discussion because they
did their project and assignment but other said they just have fun playing online
negative impact on learning outcomes. But not only does a student who
consistently arriving late to school establish bad punctuality habits, their tardiness
According to KI003, KI004, and KI009 most of the participants stated that
they are late at school because of excessive use of cellphone which may cause
“Ma – late sila kay layo man ilang balay tapos dugay
mo mata kay dugay matulog inig kagabie”. (KI009)
(They arrive late because their house is far from
school and they wake up late because they sleep late
at night.)
But, according to KI0010 and KI0012, that they are late because they help
first their parent before going to school, while others are not afraid to be late
and academic activities. Teachers are frustrated when late students disrupt
instruction, often requiring re-teaching of what they have missed. Tardy behavior
can also negatively affect the overall classroom environment. Nakpodia and
Going late to bed and waking up late next morning are the most common.
first source to consider is the behavior of the adults in this child’s life. Children
who aren’t treated with respect have no model for respectful behavior.
teachers are rampant for many students. There are some students still showing
respect to the teacher but most students nowadays are so disrespectful. They did
stupid thing and backbite the teacher that can hurt teacher’s feelings.
your elders and people in authority. In the school setting, that includes all
material and make sure they understand it. They don’t deserve to deal with rude
students that try to make their lives difficult. As students, we don’t learn in a
negative environment. Students are at school to learn, not to hear their fellow
Having been able to listen to the participants, we found out the common
misbehavior inside the classroom. Using an in-depth interview, these are the
confidence and social skill, Out of focus and Attention, and Not gaining
Knowledge.
serious issue that should be addressed in order to find the right solutions. If this
is not looked into, such child will have to face the effect of poor academic
performance which includes gloomy future, youth that are unemployable, etc.
39
According to KI001 and KI004 the main reason why student got poor
student got low grades due of their behavior and excessive use of social media.
problems that faces by students as well as teachers. This problem has many
causes and it has educational, and social dimensions. However, the students'
environment.
According to KI006 and KI008 bullying is the reason why student loss
his/her confidence.
But according to KI0010 and KI0012, most of them stated that bullying
may result to the victims of losing their self-confidence and social interaction with
others.
(Drageset, 2004), which is a distressing feeling that arises when one’s social
symptoms in this disorder and it causes problems with the child's performance in
school.
According to KI004, KI006, and KI008 they stated that students cannot
focus during class lecture because they are doing their project, performance task
and assignment in the school. Others said that they are just influenced by their
classmates to talk with them and also they get bored during discussion, that’s
student is out of focus in class lectures and also lack of interest during the
discussion.
According to Weimer (2014) most teachers daily confront the reality that
student attention wanders in class. They can be seen nodding off, sleeping,
43
gazing distractedly at some point other than the front of the room, or working on
something for another class. It’s a problem, and one that teachers often find hard
not to take personally. Many students have trouble paying attention in class as
class or having a tough time completing homework assignment, focus issues can
students have low grades lead to the student to fail. This might also lead to poor
According to KI004 and KI008, they stated that student is not gaining
knowledge because they kept on talking to their classmates and sleep during
class hour.
But according to KI0010 and KI0013 they stated that late students are the
one who are not gaining knowledge because they miss lot of lessons instead of
44
listening to the discussion they will prefer to talk to their classmates that cause
class disruption.
“Kani man gong late kay pag abot nila kay sila ang
magdala ug saba, samok ug sig pangutana sa
discussion ug magdala ug chika sa naminaw ug
tarung”. (KI0013)
(When those late students arrived they tend to
create noise, they always ask questions about the
previous discussion and they also disturb those
students who are listening well in the discussion.)
However, according to KI003 and KI005, they stated that whether they
misbehave sometimes they don’t neglect their grades as well as their learnings.
They strive hard to get high grades. Also, KI0011 and KI0013 stated that during
discussion they prefer to focus to those students who have passion to learn not
knowledge of their studies that could make both the student and the teacher
found out the different forms of intervention that can be done to address
student’s misbehavior.
technique that are used to keep students organized, orderly, focused, and
2010).
catch the attention of a person and a key to control the behaviors of the student.
Also, it may serves to the teachers as an opportunity to teach their student well
to respond with reactance and misconduct. However, this technique’s use has
management have been the use of rewards to motivate and teach students to
Counseling. To facilitate and give advices that will improve and develop
the behavior of the students. Counseling will help to boost the student emotional
you will give also advices. The only thing you need
to do is to listen in order for them to trust you.)
counselors are not disciplinarians but should be a resource for school personnel
of students and create situation and offers opportunities that call for good
situation.
The term “school activities “applies to a wide range of skill based games,
The school activity also serves to infuse fun into learning as well as the ability to
CHAPTER V
of the study. Conclusion are grounded from the results of the data gathered.
Implications are given to improve the service offered by the institution as well as
to give benefits for the concerned individuals with regard to this study.
Summary
Although this is a challenge for certain teachers, with enough practice, you will
find there are solutions to misbehavior in even the most difficult students. The
purpose of this study is to examine the most common disruptive behavior inside
situation.
teacher. These common themes emerged during our in-depth interview that
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disrupts students’ attention and negatively impacts the learning environment and
themes: low academic of the students, lack of social skill, out of focus, and not
gaining knowledge. It was also found out that those misbehaviors contribute
negative response to students and they affect the student’s achievement and
to help our students learn because it is difficult for learning to take place in
chaotic environments. All teachers have the same set strategies to follow that will
help students perform better without having them to deal many obstacles where
Conclusion
different kind of misbehavior that students have; and to look for solution to those
students who misbehave are affecting the learning process of themselves and
their classmate; and that is why having an action plan to know what to do, to
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prevent or to solve this kind of problems are very important thing for the teachers
In the light of the findings and conclusion of the study, the following
students and teach them how to lessen and control their behaviors. They should
promote meaningful activities for all students because this is the usual process of
counselling for them to be able to give guidance and advice for these are very
Parents should always look their children and give guidance and love.
consistent and use punishment to control the behavior of their children, strict but
positive. They must give importance of proper conduct and also they must have a
54
understand that the young today is more in need of proper direction because
negative effect that will destroy their understanding and perception in life.
agitation, take a deep breath and try to handle the situation as calmly as
classroom to check on students’ progress and give quiet suggestions in the event
Students, should need to help each other, and understand one’s situation
for this will surely contribute a big factor of preventing disruptive behavior and to
improve our learning skills. We must always seek guidance to our parents and
should control our behaviors because it will contribute negative effect to us.
and find ways to prevent it to make students realized how their behavior in school
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