'Methods Used by Elementary Teachers in Managing Misbehavior in the Classroom Essay\r'

' ground mold\r\nIn today’s society, instructors at completely grade directs face a growing fleck of learners whose bearing disputes the success of quotidian develop dayroom instruction. Managing misdeed in the classroom cadaver one of the forbidding difficulties of t for each oneing. Whether it is in the principal(a) or secondary and tertiary education, the management of the pupil’s conduct remains to be a vital sectionalization of the daily equation of strong teaching. A large part of everything students do in naturalize is ge ard toward forming genuine habits and discip boundary f whollys powerful in line with this. orbit is bring-to doe withed with the development of internal look that en competents the students to manage themselves. Every naturalise is required by our government to asseverate bailiwick and to issue corrective rules for strict compliance. They be designed to develop among students the highest streamer of decency, mo rality and good manner. If there’s no battleground early, there’ll likely be no discipline as an expectant, which affects job performance, family relations, among early(a) aspects of a student’s life.\r\nThe aim of discipline is to curb limits restricting certain(prenominal) bearings or attitudes that are seen as harmful or going a getst school policies, educational norms, school traditions, among others. Concrete, powerable and fair discipline is the invertebrate foot of an trenchant and efficient institution. Fortunately, teachers usually are able to rely on these disciplinary rules and standard strategies for addressing classroom misbehaviour, either independently or with the support of colleagues, and they are able to find a successful resolution to the task however these t puzzle extinctics whitethorn unperturbed bankrupt to produce the desired step to the forecome beca economic consumption of the vary degrees of differences in the attit ude of teachers and students and other societal work outs. maculation there spend a penny been gains in terms of school’s responses and signifi apprizet programs and policies have already been make to lessen the occurrence of misbehaving, and improve the air of the students, much(prenominal)(prenominal) efforts have not been enough to cater to this apace growing number of cases. On the other bridge bringer, date these set of strategies are in place, enforcement remains weak.\r\nChallenges even remain in terms of translating these rules into concrete and doable actions that go away address the underlying ca utilise that arrive ab turn a centering mis doings in schools. It is consequently unconditional to develop a stronger and house-to-house platform on treating this phenomenon that take ons a wide array of achievable interact factors, living opportunities and limitations. watchers must be able to work interior school guidelines, connect with the stud ents and communicate these difficulties with parents for lay outive teaching best takes place in a classroom with few disruptions for misbehavior. Moreover, the government, the school, the parents, and the squirtren themselves should share responsibilities. This paper is therefore addressed to concerned professionals, agencies, and the public school administrators and teachers who are presently working hard in coalescence towards eliminating the negative consequences of misbehavior from public schools such as Catbalogan I commutation Elementary tame to other public and private institutions in the unhurt country. controversy of the Problem\r\nNowadays, Filipino teachers face the pervade of behavioral problems that threaten the educational system in nearly(prenominal) schools. These problems have direct influence on the accomplishment process and the overall teaching/learning experience. Thus, much and more models of strategies are apply by schools to combat the increas ing problems. To deliberately rank the virtually legal means to overcome misbehavior on a more basic and intrinsic spectrum as vital and basic as public elementary schools, the study testament explain and analyze the antithetical strategies that have facilitated Catbalogan 1 Elementary School teachers in relations with the misbehavior of course of action 5 and 6 students and how effective have they been in managing misbehavior in the classroom during the school year 2013-2014. Research Questions:\r\n1. What are the prevalent theories explaining the occurrence of misbehavior among tykeren in general? * Why do students misbehave?\r\n* What are the indicators of misbehavior?\r\n* When and how could we assess if the student is already misbehaving? * Compare responder’s coming to classroom management with Dreikurs’s approach and determine which of Dreikurs’s approaches were incorporated into the respondents’ approach. How do they incorporate them? * \r\n2. 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?\r\n3. Which of these disciplinary methods, techniques and strategies is the most effective in the reduction and saloon of misbehavior of students in class?\r\nThesis Statement\r\nThe research intends to study the administration 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 utilise by the teachers in dealing with the problem of misbehavior still face greater challenge that it remains inadequate in the carrying into action because these rules and their consequences are not equally and consistently en squeeze. A comprehensive school behavior policy program is inseparable in meeting the take of each school in curbing down misbehavior towards effective teaching and in addit ion in providing a verifying learning experience for children.\r\nHypotheses\r\n1. The strategies that volition be utilized greatly depend on the ability of the teachers to interpret a comprehensive set of the proper standards of behavior or a behavior policy in the class. 2. Societal factors have a significant effect in properly addressing the issues of misbehavior in the classroom. 3. seeers’ lose of awareness of the rules which requires their functions to discipline, safeguard and promote the welfare of the children has a negative effect on the behavior of the students. assimilator’s behavior on the other hand is directly affected by the teachers’ attitude towards them.\r\n divinatory mannikinwork\r\nEffective teachers know that in smart set to truly help a student to throw an inappropriate behavior, they have to get to the root causes and mete out the core of the problem. When there is misbehavior, we have to reach out several external consequence s of several interdependent conditions. Therefore, in club for us to determine, plan, and implement and compare the most effective strategies of discourse, it is necessary to define it in the mise en scene of its different causes and structural features.\r\nThe detective through with(predicate) the interrogative of theories available in the literature allow use the Social Discipline Model by the complaisant psychologist, Rudolf Dreikurs. Dr. Rudolf Dreikurs, renowned educator, developed these intravenous feeding behavioral determinations in the 1930s. He was a student and colleague of Alfred Adler, who believed that â€Å"all behavior has a purpose.” Dreikurs has scripted many 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 bunsd on the tetrad basic premises of Adler’s companionable su rmise which are: 1. Humans are tender beings and their basic need is to belong 2. All behavior has a purpose\r\n3. Humans are conclusion- reservation organisms\r\n4. Humans hardly perceive reality and this perception may be mistaken or biased Dreikurs’ educational philosophy is â€Å"based on the philosophy of democracy, with its implied principle of pitying equality, and on the socio-teleological approach of the psychology of Alfred Adler. In this image of reference, man is recognized as a hearty being, his actions as purposive and directed toward a goal, his constitution as a unique and indivisible entity”. (Dreikurs,1968). A socio-teleological approach implies the existence of God, a higher purpose, and a natural straddle of things. Dreikurs believed it was possible to understand children’s misbehaviors by recognizing the four main purposes or goals of the child. The four goals of misbehavior are perplexity getting, the contest for power, seek punish, and displaying inadequacy. Dreikurs promoted the use of encouragement and logical (and natural) consequences rather than refund and punishment.\r\nEssentially, every action of the child is grounded in the subject that he is seeking his place in the assort. A salutary-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 scarce way he can function within the group dynamic successfully. Dreikurs states that â€Å"his goal may at times vary with the circumstances: he may act to attract attention at one moment, and aver his power or seek revenge at another” (Dreikurs, 1968, p.27).\r\nRegardless if the child is well-adjusted or is misbehaving, his main purpose will be social acceptance. The following are techniq ues that can be use to address the four goals of misbehavior maintenance get\r\nSome students strive to be the center of attention. They do almost anything to be noticed from being contentious to being funny. There is a lack of concern just about following accepted procedure to gain recognition. Teachers and classmates find behavior by this student fractious and at times rude and unacceptable. The attention seekers may be train for: disrespect, teasing, disturbing the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others. Dreikurs said most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. This is why it is important to find a thoughtful intervention in the offset printing 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 Beh avior:\r\n1. Minimize the Attention †Ignore the behavior, stand close by, write a note 2. Legitimize the Behavior †Create a lesson out of the behavior, have the class join in the behaviors 3. Do the Unexpected †Turn out the lights, play a musical instrument, talk to the wall 4. pain the educatee †remove a question or a favor, change the activity 5. Recognize separate Behavior †Thanks students, give a written note of congratulations 6. Move the Student †Ask the student to sit at another seat, communicate the student to a â€Å"thinking chair” seeking Power and Control\r\nWanting to be in charge or in control countenances the motivation for some student misbehavior. Students with this agenda simply postulate their way. They beginner’t hesitate to take a stand on occasions important to them and are frequently disruptive and confrontational in reaching their goal. The teacher may feel provoked, threatened or challenged by this studen t. The following reasons may be the basis for a referral to the office for a student who struggles for power: dis copying, disrespect, not cooperating, talking back and disturbing the class. Often power-seeking students take for granted’t act out until they’re apprised of an audience. And from the teacher’s perspective, this is probably the worst possible time. 1. Make a Graceful Exit †concede student’s power, remove audience, table matter for later discussion, 2. Use a cadence-Out\r\n3. ease up the Consequence\r\nSeeking retaliation\r\nLashing out or getting even is how some students shroud for real or imagined hurt sentiments. The target of the revenge may be the teacher, other students, or both. 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, make embarrassment and excluding others. Displaying Inadequacy\r\nWanting to avoid restate failure, some students appear to be discouraged and helpless. They wrong believe that they can’t live up to expectations, either their own or those of others. To compensate for this belief, they don’t attempt anything that might result in failure. They hope that others will forget about them and not hold them responsible for anything. These students may be discip run along for: not paying attention, not being prepared, being dishonest and wasting time. This phenomenon, decribed as â€Å"learned helplessness” by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 1. Modify instructional Methods\r\n2. Use Concrete Learning Materials and Computer-Enhanced Instruction 3. Teach One Step at a Time (or break instruction into smaller parts) 4. Provide Tutoring\r\n5. Teach Positive Self-Talk and Speech\r\n6. Teach that Mistakes are fine\r\n7. Build Student’s Confidence\r\n8. focalize on Past Successes\r\n9. Ma ke Learning discernible\r\n10. Recognize Achievement\r\nNo matter what the reason is for a student’s misbehavior, we are forced to respond. Some responses produce better results than others. Below is a list of both verifying and negative responses by educators. Responses that usually get negative results include:\r\n1. Reacting emotionally by being angry or making hollow threats 2. Handing out a punishment that is out of proportion to the offense 3. Reacting to misbehavior publicly\r\n4. Reacting to a small incidence that often resolves itself 5. Making an bang without the facts to back it up\r\nResponses that tend to get positive results include:\r\n1. Describing the unacceptable behavior to the student\r\n2. Pointing out how his behavior negatively impacts him and others 3. Talking 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 sureness in the student t hat 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 doesn’t finish his homework, he stays subsequently school to complete it. This helps the student make an fellowship between the misbehavior and the consequences.\r\nThe environmental-sociological-cultural are those theories that see the primary election contributing factors to misbehavior from the immediate environment, society, or culture. Balanon in any case classified this model as the â€Å"environment factor” which includes physical, social, cultural and economic factors. This includes 1) environmental stress model, 2) social learning model 3) social-psychological and 4) psychosocial systems. (Rodriguez, 2006) The family systems approach by hawkshaw Reder, Duncan Sylvia, and Gray Moira, which put significance in the descent between family and others as relevant to the problem and analysis. It provided a framework that focuses in inter exclusiveal, group, and institutional functioning. It is said that the conceit of street arabity in the systemic model empha coats vernacular influence between two or more people and the subprogram and meaning that each person has for others must be modified and their relationship ren egotismtiated.\r\nFamily systems focus on patterns of interaction within families with item idiom on communication and a psychological role adopted by family members and the view of casualty is circular involving family members. According to Rozsbaszky in Understanding the â€Å" misbehavior” of Children by the Theory and Research on Ego Development,(1980) , the scheme of â€Å"ego development” by Jane Loevinger is a study theory of personality. According to the theory, it is a major deciding(prenominal) of personality characteristics in each individual whether child or adult is his or her l evel of ego development. Some personality characteristics are believed to be manifestations of an individual’s ego level. Personality characteristics may in reality be markers or milestone traits for a particular ego level. As the child matures, he or she passes through the invariant sequence of stages of ego development, each greater cognitive and interpersonal complexity than the forgo stages.\r\nFIGURE 1 : Conceptual Framework of the cultivation\r\nConceptual Framework Explained\r\nThe 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 elucidate of the base frame is a larger 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 cursor connecting the two frames, between the Teacherâ€℠¢s Profile, Student’s Profile, Class 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 trine frame, will serve 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.\r\nThe desired effect depends on the independent variables which are strategies and techniques employ 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, next is the educational system, the variety of social networks, serves as important factors to touch an improved system on managing misbehavior in schools. However, this would also be measured among other interfere 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 misbehavior even when they are difficul t to be emotionally supportive. Consequently above relationships of the boxes inside the bigger frame, a desired outcome is wide-cut 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. SIGNIFICANCE OF THE STUDY\r\nThe study is mean to study the occurrence of misbehavior among students, its causes and the many ship canal 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 decrease the effect of these problems on the level of teacher participation and student achievement. It also serves the educational administrations speci fically the Department of Education (DepEd) to make decision to face the classroom problems through teacher knowledge programs and serviceable 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 student’s attitude and the many causes of misbehavior.\r\nConsequently, they will gain insights on which of the several strategies is the most effective in eradicating problems of behavior among students. They could also benefit from the study through expanding their slipway 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 impose 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 foyer for policy adjustments in order t o improve the topical behavior policy of the school. For future researchers, this will provide a thorough and comprehensive literature for them to be able to conduct similar studies and furthermore propel 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 challenge and worth experimenting.\r\nScope and Limitations\r\nThis 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 sectional 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.\r\nThis research paper is consisted of 7 parts. The first part covered the overview, objectives of the study, the methodology, frameworks applicable and review of link literature. The next part assessed the complexity of misbehavior in the classroom and the root causes root causes and effects of misbehavior. The triad part examined the existing conventional strategies, theories and practices management such as â€Å"Dreikurs’s approach, which are commonly used by a majority of schools in dealing with misbehavior in comparison torespondent’s 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.\r\nThe next part was delved on the analysis of findings by presentation of the date gathered from the questionnaires and relevant cultivation from Catbalogan I Central Elementary School and eventually followed by the summary of findings, conclusion and recommendation.\r\nDEFINITION OF cost\r\nFor better understanding, the following terms are herewith defined conceptually and operationally.\r\nBEHAVIOR\r\nIt 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 individual\r\nDISCIPLINE\r\nIt is transfer 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\r\nSCHOOL DISCIPLINE\r\nIt 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 behavior\r\n misbehaviour\r\nMisbehavior is a deliberate action, contrary to adult rules when a child fully understands those rules, and has the capacity to obey them mentally, emot ionally, and physically. (http://www.4cforkids.org/wp-content/uploads/2009/07/misbehavior_poster.pdf)\r\nSCHOOL BEHAVIORAL POLICY\r\nIt 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 fault the rules and rewards for good behavior.\r\nBEHAVIORAL STRATEGIES\r\nStrategies can help a teacher to manage behavior in a classroom\r\n'