INTRODUCTION

The essence of good classroom teaching is the ability to create an environment that first

can mobilize the learner to pursue the curriculum and then can maintain that mobilization, while

effectively facilitating learning. The process, of course, is meant not only to teach academics, but

to turn out good citizens. While many terms are used, this societal aim requires that a fundamental

focus of school improvement be on facilitating positive social and emotional development

learning.

Being directly responsible in the teaching- learning process, the researcher came up with

this action research proposal. The main goal is to initiate the proper discipline of Grade Three

pupils of Bukal Elementary School including classroom rules, management guidelines and

individual or group tasks every day.

Behavior problems clearly get in the way of all this. Misbehavior disrupts. In some forms,

such as bullying and intimidating others, it is hurtful. And, observing such behavior may disinhibit

others. Because of this, discipline and classroom management are daily topics at every school. A

better understanding of how the environment might cause problems and how focusing on changing

the environment might prevent problems is essential.

Stage 1: Define the inquiry

What is the socio- demographic profile of Grade Three pupils in Bukal Elementary School,

Tiaong, Quezon?
Table 1: Socio- Demographic Profile

Issue of Concern Male % Female % Total %

A. Gender 39 53% 34 47% 73 100%

B. Age

7 9 23% 10 29% 19 26%

8 24 62% 21 62% 45 62%

9 2 5% 3 9% 5 7%

10 4 10% 0 0 4 5%

Total 39 100% 34 100% 73 100%

C. Address

Urban 0 0 0 0 0 0

Rural 39 53% 34 47% 73 100%

Total 39 53% 34 47% 73 100%

D. Religion

Roman Catholic 37 95% 31 91% 68 93%

Iglesia ni Cristo 2 5% 3 9% 5 7%

Total 39 100% 34 100% 73 100%

E. Dwelling

Concrete/ 25 64% 20 59% 45 62%

Half- Concrete 9 23% 6 17% 15 20%

Wood 5 13% 8 24% 13 18%

100%
Total 39 34 100% 73 100%
 Table 1.A shows the number of Grade Three pupils. It reveals that 53% of them are male

and 47% are female which means that boys are more than the number of girls.

Table 1.B shows the age profile of the pupils. The pupils are aged 7-10. Thus, most of them

are 8 years old.

Table 1.C views that 100% of Grade Three pupils live in rural areas.

Table 1.D proves that 93% of the Grade Three pupils dominates Roman Catholic in terms

of religion and the rest of them dominates Iglesia ni Cristo with the percentage of 7%.

Table 1.E illustrates that most of the pupils live in concrete houses and it can be interpreted

based on the data that most of them belong to a can afford families and/or have financial means.

 The records and information were gathered through interviews, surveys, home visitation

and a review of pupil’s anecdotal records.

Stage 2: Describe the situation

Table 2: Common Behavior Problems of Grade Three Pupils

Common Behavior Problems Male % Female % Total %

A. Bullying 18 46% 12 35% 30 41%

B. Idleness 15 39% 11 32% 26 36%

C. Daydreaming 2 5% 8 24% 10 14%

D. Defiance 4 10% 3 9% 7 9%

Total 39 100% 34 100% 73 100%

 Table 2 illustrates the common behavior problems of Grade Three pupils. It indicates the

number of pupils with the corresponding misbehavior that they possess in the classroom.

Student misbehaviors such as disruptive talking, chronic avoidance of work, clowning,

interfering with teaching activities, harassing classmates, verbal insults, rudeness to teacher,

defiance, and hostility ranging from infrequent to frequent, mild to severe, is a thorny issue in

everyday classroom. Teachers usually reported that these disturbing behaviors in the classroom

are intolerable and stress-provoking, and they had to spend a great deal of time and energy to

manage the classroom. Obviously, student misbehaviors retard the smoothness and effectiveness

of teaching and impede the learning of the student and his/her classmates. Moreover, research

findings have shown that school misbehavior not only escalated with time but also lowered

academic achievement and increased delinquent behavior. To lessen these immediate and gradual

adverse effects of student misbehaviors, it is of primary importance to identify what exactly are

these behaviors inside classroom.

Stage 3: Collect evaluative data and analyze it

The Graphical Representation of the Common Behavior Problems of Grade Three pupils

in Bukal Elementary School, Tiaong, Quezon

Common Behavior Problems

80
70
60
50
40 30
30 26
18 15
20 12 11 10 7
8
10 2 4 46%
39%5%10% 3 35%
32%
24%9% 41%
36%
14%9%
0
Male % Female % Total %

A. Bullying B. Idleness C. Daydreaming D. Defiance Total

 The most common and disruptive problem behavior was bullying, followed by idleness,

daydreaming, and defiance. The findings revealed that teachers perceived student problem

behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations,

being inappropriate in the classroom settings and upsetting teaching and learning, which mainly

required intervention from teachers. When there are explicit rules and regulations in school and

classroom, violation of these is apparently a “misbehavior or misconduct or discipline problem.”

Nevertheless, a particular behavior is viewed as problematic may not necessarily be rule breaking,

but inappropriate or disturbing in the classroom setting. For instance, daydreaming in class, not

completing homework, talking in class, lesson disruption, bullying, and rudeness to the teacher are

named as “problem behaviors” or “disruptive behaviors”. These behaviors referred to “an activity

that causes distress for teachers, interrupts the learning process and that leads teachers to make

continual comments to the student”, or “the myriad activities which disrupt and impede the

teaching-learning process”. Noting that school misconduct is one of the manifests of the problem

behavior syndrome, the term “problem behavior” was used to refer to all externalizing behaviors

that violate explicit rules or implicit norms, disturb the classroom order, and irritate the process of

teaching and learning in this study.

Stage 4: Review the evaluative data and look for contradictions

Reward systems are a key component to any successful behavioral support program. An

important part of rewards is to keep the various rewards fresh, that is, don’t allow students to get

burnt out or bored with the rewards. Teachers need to make sure they are rewarding students

randomly for appropriate behaviors. Students should not know when rewards are coming. Positive

social interactions and unexpected rewards may not work initially, but produce better long-term
behavior outcomes. Rewards must be given to all students who are demonstrating the appropriate

behaviors or following school wide expectations, not simply the targeted students or intensive

behavior students. Rewards or motivators do not always have to cost money which is something

that too many people assume. Some examples of external motivators could include visible rewards,

opportunities to perform for praise or evaluation, food, contest, fun time and self-esteem boosters.

However, external extrinsic motivators should be used wisely and in moderation. The ultimate

goal is for each student to develop an intrinsic reward system. By allowing students to learn to

develop an intrinsic reward system, they are also developing pride in accomplishments for

themselves.

Stage 5: Tackle a contradiction by introducing a change

Once teachers set expectations, are consistent with consequences, and agree to positively

reinforce the good behaviors teachers will begin to see changes in the students’ behaviors. The

classrooms will be full of students’ learning instead of the office being filled with students awaiting

their consequences. Teachers will have more time to make meaningful lessons addressing more of

the needs of their students giving them the best education possible. Student attendance rates should

also begin to increase once students and teachers make positive relationships with one another.

Academic performances will also increase due to the increase in students’ attendance, the students’

connections with teachers and the increased amount of classroom instruction. The teacher must

always be in control setting all the rules and expectations not asking or seeking students input. The

rewards will change throughout the year. However, the system itself should stay the same unless

adjustments are needed. A suggestion box should be set up for the teachers and students to
continually provide feedback access in order to help the team improve on any weaknesses the

program might have.

Stage 6: Monitor the change

After reading various articles and journals, the researcher sees the importance of

implementing some sort of behavioral support system within their school. The key components

that must be within the support system are consistency of expectations and consequences, teachers

and administrators willing to put extra time into creating a strong system, teachers with an open-

mind about trying various programs and having a rewards system in place. Implementing a

behavioral program takes time and is not something that is going to have great results instantly. If

the teachers will decide to invest some time and energy into implementing a behavioral program

not only will the students benefit but the teachers’ will as well. If all teachers are willing to try and

work towards a successful implementation, there should be a huge improvement within students’

behavior and the school environment. Teachers will find they have more time to teach their

curriculum. Administrators will have more time to positively interact with students, due to the

decrease in office discipline referrals. Students will find they enjoy coming to school more.
ACTION RESEARCH PROPOSAL FOR GRADE THREE PUPILS OF BUKAL
ELEMENTARY SCHOOL IN TIAONG, QUEZON

A Participatory Action Research Proposal

Submitted to the
The Faculty of the Graduate School
San Pablo Colleges
San Pablo City

In Partial Fulfillment
Of the requirements for the
Action Research (Educ 204)

By:
ARLENE L. MANIGBAS
May 2017