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Sunday, March 26, 2017

Disruptive Behavior- 15 Chapter 4 Misbehavior



THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

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Tabel 15 Misbehavior
Statement
Mean
QD
1.   The pupils talks while I am talking or instructing other pupil.
4.37
HDB
2.   The pupil raises questions or calls my attention which interfere my presentation.
3.81
DB
3.   The pupil often creates excessive noise with papers, books, bags, that often catches the attention of everybody.
4.16
DB
4.    During group activities, the pupil is participating but usually encountered arguments of his her group mates.
4.21
HDB
5.    The pupil borrowed things of her his classmates without asking proper permission.
4.00
DB
6.    The pupil is using is her/his classmates and misplaced or loss it.
3.88
DB
7.    The pupil ignores my direct and indirect instruction such as “Don’t drag your chairs please", or “Please go out the room after the other".
4.12
DB
8.    The pupil often his/her classmates are complaining about him.
4.33
HDB
9. When I requested the class to do something, he moves so quickly or abruptly that makes some in the class uncomfortable of his/her abrupt moves.
4.40
HDB
10.    When I asked the pupil with regards to his subject matters I have just explained he/ she just remain silent or answered me out of topic that made the class amused and or sometimes wonder.
4.33
HDB
11.    The pupil made jokes out of the silence just like during examinations when everyone was concentrating.
4.09
DB
12.   The pupil was doing the ringing of cellphones during class hours.
2.98
MDB
13.   The pupil put his bags or books on her chairs coupled with pressure to create sounds or uncontrollable noise.
3.98
DB
14.     The entrance of this pupil in the room usually the sites of his classmates due to the noise of his/her shoes and others.
3.84
DB
15.    When I leave the class for a while, I returned that she/he is there running around and or other acts that disturbed his/her classmates.
4.47
HDB
16.   When I give instruction, just like saying "Class, please keep quiet" the pupil answered back that made all his/her classmates laughed or wonder.
4.12
DB
17.  The pupil usually talks louder to be heard by everybody.

4.47
HDB
Mean of Misbehavior
4.09
DB
Note:
Scale
Range Interval
Qualitative Description
5
4:21-5:00
Highly Disruptive Behavior (HDB)
4
3:41-4:20
Disruptive Behavior (DB)
3
2:61-3:40
Moderately Disruptive Behavior (MDB)
2
1:81-2:60
Less Disruptive Behavior (LDB)
1
1:00-1:80
Never Occurred (NO)

            Misbehaviorof children in Cabanglasan District causes disturbances in the classroom and makes it difficult for children to enjoy the educational process. Dr. Rudolf Dreikurs, an educator and psychiatrist, came up with a theory that claimed all students who misbehaved did so for self-serving purposes. There types of misbehaviour at school:
-       Seeking Attention
            According to Dreikurs, 90 percent of all misbehavior is done to get attention. Being the center of attention is a common desire for students, some more than others. Acting out by making fun of others, swearing, talking out of turn or simply being uncooperative are a few ways students looking for more of the spotlight may misbehave.
-       Desire for Power
            Some students who misbehave are expressing a desire for more control in the classroom, and acting inappropriately makes them feel powerful. These students are not content to go along with the general plan and make it known they want things their way. Signs of a power-seeking student include constant arguing and a refusal to follow basic rules intended for everyone.
        -     Looking for Revenge
            Some children lash out in the classroom as a response to hurt feelings they experience. By misbehaving, they feel they are getting back at those responsible, whether it involves the students, the teacher or both. Students who misbehave as a motive for revenge may enjoy acting cruelly or even violently towards others. Revenge seekers are likely to perform bullying acts, such as shoving and excessive teasing.
         -     Lack of Self-Confidence
            A general fear of failure occurs when a children feels he cannot possibly live up to any expectations. These students misbehave as a way to avoid participating in anything that may lead to failure. Although the child may seem completely confident with school-related activities outside of the classroom, he acts incapable of functioning in a learning environment.
-       Physiological Factors
            Children who were misbehaving may have some kind of temporary malady contributing to their attitude. For instance, a child who is overly tired, sick, hungry or simply the victim of a sudden change in routine may demonstrate troubling classroom behavior.
-       Classroom Environment
            A classroom not designed for optimal learning may contribute to a student who refuses to behave. Poor seating arrangements, extreme temperatures or a high noise level are all distracting elements in a classroom that ultimately hinder the learning experience. The atmosphere in classrooms like these will result in behavior issues.
         -     Problems with Curriculum
            Some children may not feel challenged enough to behave properly. If the information taught is not appropriate for the learning abilities of an individual, they may mentally withdraw out of boredom or frustration, resulting in behavior problems. Additionally, a particular teacher's instruction style may cause conflicts with a student, disrupting the learning process.
            Table 15 shows that pupils were talking very loud to be heard by everybody (X=4.47) that made them highly disrupted behaviour as well as when the teacher leave  the class and returned to class that the child was running around and or other acts that disturbed his/her classmates .  These may be deduced for the majority of the respondents were came from large and poor family  where parents were busy looking for earning a living and no enough or quality time for the children which usually leaves the younger siblings to the elder brothers or sisters and no time for the children to be taught a good behaviour.

1.            Which among the factors associated with disruptive behavior affecting most the school performance of the pupils.


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