Sunday, March 26, 2017

Disruptive Behavior - 14 Chapter 4 Tardiness and Laziness


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Table 14

Table 14  Persistent Tardiness & Laziness
1.    The pupil came to class late where everyone in the class will turn their heads for his/her entrance.
2.    The pupil usually did not make assignments at home.
3.    The pupil passed her/his assignments/projects late.
4.    The pupil will submit only her/his assignments when kept reminded or else never submit anymore.
5.    When I asked the pupil why not able to pass his/her assignments or projects, he/she just keep silent or answering me that he forgot or some other reasons.
6.   The pupil sometimes caught sleeping.
7.   The pupil will ask permission to go home early or just leave early without asking permission.

Mean of Persistent Tardiness & Laziness
Range Interval
Qualitative Description
Highly Disruptive Behavior (HDB)
Disruptive Behavior (DB)
Moderately Disruptive Behavior (MDB)
Less Disruptive Behavior (LDB)
Never Occurred (NO)
The persistent Tardiness and Laziness of grade four and five pupils were
summarized in Table 14.  The social experience has a powerful impact on a
child's feelings about school and his ability to be academically successful. When
a child continuously shows up late to class, other students are distracted.
Attention is drawn away from the teacher or assignment and toward the child
who has just arrived. Over time, classmates may begin to criticize this child,
affecting how he feels about himself in school. During adolescence, children are
especially conscious of fitting in and being accepted by peers. If child is
repeatedly tardy, may become a target or outcast over time, and negative peer
interactions can hurt his ability to concentrate on learning. According to the
Encyclopedia of Children's Health, children with steady friendships throughout
the school year enjoy school more, and children who can make new friends tend
to perform better academically.
Low Achievement - “Perform Well”, a non profit policy research and educational
organization, reports that frequent tardiness is associated with lower grades and
lower scores on standardized tests. It is also linked to low graduation rates. In
addition, students who are routinely late at the elementary and middle school
levels are more likely to fail in high school -- or even drop out. In many
classrooms, particularly at the elementary level, morning routines are critical to
daily lessons. Warm-up activities may introduce topics that will be learned later in
the day, or review work offers students an opportunity to review previously
learned skills.
Responsibility - Part of child's education is learning to be responsible. The school
experience teaches children how to meet expectations. They learn to follow schedules, obey rules, complete assignments and keep track of their materials.
 Learning responsibility in school is a precursor to functioning in the working
world, as noted by William Kirby in his 2010 Dayton Daily News article "School
Attendance Tied to Academic Success." Attendance is one of the ways children
show they can meet their obligations. In many cases, a child's attendance
depends on parents' ability to help the child be on time. Parents can teach their
kids organizational techniques that will help them get out of the house faster,
such as packing their bags and laying out their clothes the night before school.
But parents who drive their children must also remember to be punctual and
responsible. After all, the primary model werethe parents to their children..
            Self-Confidence - The child may feel that a failure in everything and that
being lazy eliminates the risk of further failure.
            Primary Needs Being Revealed that causes the child of being Lazy were
Hunger and escape of pain; such that in hunger, the physical needs of this child
may be contributing to the problem. Hunger and thirst will probably worsen this
child's behaviour. While escape in pain made the child lazy is a way to escape
pain of family or school problems. Secondary Needs Being Revealed were
gregariousness, status and power; in gregariousness made the child's exclusion
from social groups could be a reason for laziness, power - this child may feel that
being lazy is a form of power over adults. The power need should be met through
achievement and status by making the child feel that he or she is a worthwhile
person in the eyes of peers and adults.
            Table 14 shows that there has a highly disruptive behaviour when the
pupilwas asked  why not able to pass his/her assignments or projects, the pupil
usually keep silent or answering the teachersthat he forgot or some other
reasons (X=4.60). Here again,  there has a highly disruptive behaviour when the
pupil has also passed the assignments or his projects it was then late (X=4.53).
May be because the pupil was late of submitting for the fact that he did his
assignmentsupon arriving at  school and lazy enough to make assignments at
home (X=4.51) which made him again having a highly disrupted behaviour on
submitting his assignments only when reminded and or never submit anymore
(X=4.42).The overall mean of Persistent Tardiness and Laziness on pupils of
grade 4 and 5 pupils were highly disrupted behaviour (X=4.32) for the fact that all
the grounds that a child would be become lazy and usually prone to tardiness
were there present to child’s environment and existence.   This can be deduced
for the fact that the educational attainments of parents were majority elementary
graduatesas shown in table 4 and 5.  Children couldn’t make their assignments
at home for parents were unable to assist them because of limited knowledge
especially to the new curriculum that being introduced by the Dep-Ed.  Aside
from limited knowledge of parents, majority of the children were came from large
family where their parents would be busy on earning a living to feed and to make
both ends meet and the mothers too were busy rearing the younger siblings and
no enough time for elder children.  They had no other time anymore for the
assignments and extracurricular activities of children at school. The children that
have highly disruptive behaviour on Tardiness and Laziness has poor
performance at school as it shows in table 8 which has an overall mean of 78and having a “poor” rating.

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