SCHOOL CASELET

BACKGROUNDER
Mark is a Grade IV pupil of a public school in Sampaloc, Manila. Belonging in a
squatter’s village located only a stone’s throw away from the school, Mark is described
by most of the teachers and his classmates as “pasaway”, hopeless case or hard –
headed. One time, while the teacher was away, he bullied one of his classmates and hit
him right in the eye without an eyelash. My attention was called since I was adjacent to
their room and that most often than not pupils looked to me for succor in every
misbehaving encounter especially in the classroom. Seeing now that fellow being hurt
after that punch, I became furious and irritated that I reprimanded Mark by pinching his
cheek. But instead of being apologetic to his classmate, his negative behavior seem to
escalate the more that he responded with a stern look. With such a reaction, I knew
beforehand that the typical discipline technique I used did not make any good in the
process. Finding myself in the most frustrating and annoying situation, I hurriedly called
his adviser’s attention.

PROBLEMS AND ISSUES

Mark’s adviser and all his teachers in other subjects said the same thing about
him. They said they have gotten used of his negative behavior. The child is more often
than not spiteful or vindictive. He often loses his temper easily. He argues with adults and
he refuses to comply with his teachers’ rules and requests. He blames others for his
mistakes or misbehaviors. He’s resentful and frequently angry. He annoys others
deliberately. He’s so touchy, and difficult to approach just like when I rebuked his
wrongdoing.
But there was one thing I learned which challenge me to get more connected with
the boy. His parents are both incarcerated due to stealing. He together with his 10 – year
old sister lives with his Lola. The Lola is an ambulant vendor in Quiapo and she often
goes home late – just in time when the kids are already asleep. With that every day turn
of events, I couldn’t help wanting to help the boy.

SOLUTIONS
Knowing at first that managing Mark’s type of behavior could be very difficult and
frustrating for the teachers in his grades, I convened with the teachers and told them
right away that Mark need our help – that his misbehavior requires a different approach
since it affects his learning ability. I told the teachers that they should do away with any
punitive discipline. The technique simply does not work with Mark who exhibits
oppositional tendencies. They should also warn their pupils not to provoke Mark. They
should be aware and sensitive of Mark’s temperament, the teachers would have
gradually been able to improve their ability to deal with them and their discipline.
Whenever possible, pupils like Mark should be offered choices and most of all, there’s a
dire needed to provide them with a child – friendly environment.
ANALYSIS
As my personal way of helping the child, I asked Ms. Tan, his adviser, to regularly
hand in her lesson plan and other forms to me (as her master teacher in charge) through
Mark. Because of this, we learned to get along so well. I have known his good side little
by little. Sometimes, we would go home together in the afternoon. I would even invite
him for lunch and it was great that he responded once to my request. I let him feel that
he has a good big brother or father in me. Two months after, his grades become very
satisfactory and his relationship with his classmates has tremendously improved.
His teachers told me an anecdote or a story.
Because of the improvement he’s been manifesting in class, the teachers would
always ask who his inspiration is or was, and he would usually reply with a smile, “I found
a father and inspiration in Mr. Malano.”

SUMMARY
Misbehavior in children may be attributed to many factors. It may be some sort of
disorder that when undiagnosed or mistreated, they become very aggressive or
impulsive.
Depression in children is often missed because irritability and hostility is more
common than sadness. Occasionally, their irritability manifests as rage. Children with
conduct disorder, if not totally treated, will remain impulsive, disillusioned, oppositional
and frustrated – traits that can clearly worsen behavior.
Since school, work and relationships require a great deal of cognitive skills, those
with deficits are more likely to be aggressive because of their lack of coping skills and
verbal skills, i.e they “talk” with their fists or acts, because they are unable to express
their feelings. In school, teachers would be first and foremost aware and sensitive to the
needs and temperaments of their pupils or students before everything becomes really a
hopeless case.
Assignment in Transformational Leadership

Topic: SCHOOL CASELET

Submitted to: Dr. Enrico G. Jocson

Prepared and Submitted by:

Lynsie J. Forneloza
MAED A & S