Transcript Disciplinary Measures of Public School Teachers for

Effective Disciplinary Measures
for Pupils with Behavior
Problems in the
Implementation of K to 12
Curriculum
MARIA IMELDA B. PADDAYUMAN
Toro Hills Elementary School
Quezon City
INTRODUCTION
BACKGROUND OF THE STUDY
Maintaining order in the classroom
where there are students with
behavior problems is a major
concern in delivery quality teaching
and learning.
Teachers should identify the behavior
problem and apply the most
appropriate disciplinary measures in
order not to impede learning.
STATEMENT OF THE PROBLEM
What are the observed behaviour
problems exhibited by children in the
public schools?
How often does the behaviour problem
occur based on disruptive effects?
What forms of discipline do public
school teachers utilize to address the
behavioural problems?
What forms of discipline are most
effective and less effective?
SIGNIFICANCE OF THE STUDY
These will help public school teachers
deal with even the most difficult
children in the classroom.
These will help build a strong teacherstudent relationship since the teacher
will utilize the most effective
techniques in handling the students
with behaviour problems.
Teachers can use the study results to
make an action plan on how to
handle misbehaviour in the
classrooms.
SIGNIFICANCE OF THE STUDY
These will enable teachers to look at the
various types of behaviour problems
and ways to deal with the problem
effectively.
 Administrators can use the study results
for learners with behaviour problems to
 implement programs and curriculum
writers to write curricula to address
problems in classroom management
and teaching special children.
Children with disruptive behaviours
who are the focus of this study will
be benefited.
Results will add new knowledge to
the field of special education
where learners with emotional and
behaviour problems belong
THEORETICAL AND
CONCEPTUAL FRAMEWORK
Teachers’ Form of Discipline
 lectures, threats, rewards, punishment,
comparisons, anger, criticism or reverse
psychology, corporal punishment, pinching,
spanking, commands, note to parents, and
eventually, sending a student with behaviour
problem to the principal’s office (Edwards
2004).
 To continue doing what does not work is
useless. Teachers may not be aware of the
consequences their discipline measures have
injected in the children’s mind (Koenig, 2000).
Related studies
Maniego (1997) identified the behavior problems
of intermediate pupils in Pulilan, Bulacan.
In class: behaviour problems such as
talking with seatmate, not doing their
assignments, not participating in the
discussions, mauling, quarrelling, coming
late, cheating and playing.
In school ground: they litter, tease, and
quarrel with others, noisy, use profane
language, gamble, play in the mud and
water, shout, climb over the fence and
escape.
remedial measures:
 Getting the interest of the child
 Supervising the child closely at work.
 Giving the child encouragement.
 Interviewing the pupils.
 Having conference with parents.
 Modelling the positive behaviours.
 Brief scolding with pupils.
Related Studies
Fabella (2001)- dealt about disciplinary problems
encountered by the teachers.
 More boys manifested disciplinary problems than girls.
 Both teachers and pupils were slightly affected with
these disciplinary problems.
 Elementary grade teachers occasionally met
disciplinary problems among boys and girls. Most boys
and girls manifested laziness and poor study habits with
no assignments, projects and reports.
 The remedial measures of common disciplinary
problems in school were from urgent to slightly urgent.
Modelling by examples, giving extra activities and
wholesome recreations and counselling were urgently
needed remedial measures.
Conceptual Framework
IDENTIFY
DISRUPTIVE
STUDENT
BEHAVIOR
TEACHERS USE
OF
DISCIPLINARY
TECHNIQUES
POSITIVE
CLASSROOM
BEHAVIOR
MANIFESTED
METHODOLOGY
Respondents
Public school teachers from Toro Hills
Elementary School
Only teachers who have 3 years and
more were included
Instruments
SURVEY QUESTIONNAIRE
 Observed behavior problems that occur in
the classroom.
 How disruptive are these behaviors, and the
disciplinary measures practiced by
teachers.
 How often and how effective are these
measures were data elicited by the
questionnaire.
Procedures
 PILOT TESTING
 HAND CARRIED QUESTIONAIRES
 INTERVIEW
Statistical Analysis
Use of cross-tabulations, frequencies,
and percentages.
These statistical procedures were
carried out using the Statistical
Package for Social Sciences (SPSS)
RESULTS
Results
1.What are the observed behavior problems exhibited by children
in the public schools?
Observed Behavior Problems
Disruption: Loud talking, yelling or
inappropriate noise during class time,
complaining constantly.
Verbal intimidation: Teasing, ridiculing, or
name calling.
Frequency
Very Often
Often
Aggressive verbal intimidation: Threatening or
bullying.
Seldom
Passive Aggressive Behavior: Refusing to
cooperate or follow instruction.
Seldom
Damaging\Taking personal property, Pushing,
grabbing, hitting or kicking.
Seldom
Threatening with a weapon.
Never observed
Results
2. How often does the behavior problem occur based on
disruptive effects?
Observed Behavior Problems
Disruptive
Effect
Disruption: Loud talking, yelling or
inappropriate noise during class time,
complaining constantly.
Very Disruptive
Verbal intimidation: Teasing, ridiculing, or
name calling.
Very Disruptive
Aggressive verbal intimidation: Threatening or
bullying.
Very Disruptive
Passive Aggressive Behavior: Refusing to
cooperate or follow instruction.
Very Disruptive
Damaging\Taking personal property, Pushing,
grabbing, hitting or kicking.
Very Disruptive
Threatening with a weapon.
Not at all
disruptive
Results
3. What forms of discipline do public school teachers utilize to
address the behavior problems?
Disciplinary Measures
Commands, praises, awards
Touch shoulder, quiet signal, note to
parents
Frequency
Very Often
Often
Whisper
Quiet Often
Incentives, time-outs, referral to
guidance, scolding, threat
Sometimes
Corporal punishment, sending to the
principal’s office
Never
Results
4. What forms of discipline are most effective and less effective?
Disciplinary Measures
Effectiveness
Praise and touch shoulder
Very Effective
Corporal punishment
Less Effective
SUMMARY, CONCLUSION AND
RECOMMENDATION
Conclusions
From the results of the study, it can be
concluded that the behavior problems observed by
teachers are:
1. disruption like loud talking, yelling or
inappropriate noise during class time and
complaining constantly.
2. verbal intimidation like teasing, ridiculing
or name calling,
3. pushing, grabbing, hitting or kicking
someone.
4. taking or damaging personal property
5. threatening or bullying and,
6. refusing to cooperate or follow instruction.
 Disciplinary measures such as praises, the
quiet signal, note to parents and touch
shoulder are very often utilized by
teachers.
 At times, teachers also use scolding and
commands.
 Majority of the teachers sometimes refer
the student with behavior problems to the
guidance counselor or the principal.
 The giving of awards, incentives and timeout were seldom use. Majority of the
teachers never used corporal punishment
and threat
Recommendations
Teachers should inform and involve the
students in developing class rules.
Students should be expected to keep to
the rules, be praised for doing so and be
made aware of the consequences of
breaking them. The rules should be
applied firmly, fairly and consistently.
The teachers with the help of the parents
should work cooperatively to be able to
come up with a good action plan to
minimize behavior problem.
 Parents must have a common understanding
of what constitutes expected and
acceptable behavior in the classroom.
 Administrators should come up with in
service training for teachers which will tackle
behavior modification and discipline
approaches so that teachers would become
aware of the most appropriate techniques
that they should use in teaching a student
with behavior problem.
Effective Disciplinary Measures
for Pupils with Behavior
Problems in the
Implementation of K to 12
Curriculum
MARIA IMELDA B. PADDAYUMAN
Toro Hills Elementary School
Quezon City