teachers' strategies

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL

TEACHERS� STRATEGY IN DEALING WITH STUDENTS� DISRUPTIVE BEHAVIOR

A Thesis Presented to The Faculty of the Graduate School Cagayan State University Sanchez Mira, Cagayan

In Partial Fulfillment Of the Requirement for the Degree Master of Arts In Educational Management

by

CLARENCE V. AGPULDO

MARCH 2010


APPROVAL SHEET

This thesis is title, �TEACHERS� STRATEGY IN DEALING WITH STUDENTS� DISRUPTIVE BEHAVIOR�, prepared and submitted by CLARENCE V. AGPULDO, in partial fulfillment of the requirement for the degree Master of Arts In Educational Management, is hereby recommended for oral examination.

SHELLA B. CACATIAN Ph.D.

Adviser

Approved by the Panel on Oral Examination with a grade of ________________

ROGER P. PEREZ, Ph.D.

Chairman

ELEUTERIO C. DE LEON, Ph.D LINA M. GARAN, DPA

Member Member

TOMASA C. IRINGAN, Ph.D EDITHA PAGULAYAN Ph.D.

Member Member

Accepted in partial fulfillment of the requirement for the degree of Master of Arts in Educational Management.

NARCITAS B. OUANO, Ph.D


Dean, Graduate School

DEDICATION

�A dream is a wish your heart makes;Have faith in your dreams that someday,A rainbow will come shining through,A dream that you wish will come true�

To my parents,Nestor J. Agpuldo and Precensia V.AgpuldoMy Sister Cherry Pie V. ApuldoMy brother Wendy V. Agpuldo, andThe woman, whom will be my wife.

I sincerely offer you this humble piece ofwork.

Cerlance


ACKNOWLEDGMENT

With grateful heart, the writer deeply acknowledges his indebtedness to the following who shared their time and effort in making this study a success;

Dr. Roger P. Perez, the CSU president and the chairman of the panel, for granting his permission to conduct this study in the campus.

Dr. Shella B. Cacatian, Adviser, for her substantial comments and suggestions;

Mrs. Anita L. Aguidan, for the statistical treatment of the data;

Dr. Susan R. Matipo, for her deep concern and valuable suggestions;

The teachers of the first year college students of CSU-SM who willingly served as his respondents;

Mr Freddie P. Masuli, Dean of the College of Information and Technology and the faculty members for all the words and wisdom and encouragement;

His loving mother, Precensia V. Agpuldo, his ever supporting father Nestor J. Agpuldo, his sister Cherry Pie V. Agpuldo, for their love and sacrifices;

Above all, the Almighty, for His blessings and guidance through all the days in the realization of this piece of work.

C.V.A.


TALE OF CONTENTS

Page

TITLE PAGE��............................................................................... i

APPROVAL SHEET��. ii

DEDICATION......................................................................................... iii

ACKNOWLEGDEMENT...................................................................... iv

TABLE OF CONTENTS........................................................................ v

LIST OF TABLES.................................................................................. vii

LIST OF FIGURES................................................................................ viii

CHAPTER 1 INTRODUCTION��.. 1 Background of the Study..................................................... 1 Conceptual Framework...................................................... 4 Research Paradigm............................................................. 5 Statement of the Problem................................................... 6 Research Hypothesis........................................................... 6 Significance of the Study.................................................... 7 Scope and Delimitation....................................................... 8 Definition of Terms............................................................. 9

2 REVIEW OF RELATED LITERATURE AND STUDIES�� 10 Classroom Management�� 10 Disruptive Behavior of the Students��.�.. 14 Causes of Disruptive Behaviors of the Students��.... 16 Teachers� Strategies��...... 17


3 RESEARCH METHOLOGY��. 30

Research Design��.�. 30 Locale of the Study��.....� 31 Respondents and Sampling Procedure��.....� 31 Research Instrument��.�. 32 Data Gathering Procedure��. 33 Statistical Treatment��.��. 33

. 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA��.. 35

Profile of Teachers��..� 35 Extent of Disruptive behaviors of the students��.... 38 Teachers� Strategies��.... 39 Relationship between the profile of the teaches And

the extent of disruptive behavior o the Students��.. 49

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS��..�. 50

Summary��...�� 50 Conclusions��..�.� 53 Recommendations��...�. 54

Literature Cited��.. 55

APENDICES��... 58 Questionnaire for the Teachers��. 58 Letter- Request to the CSU President�� 65 Letter- Request to the Campus Executive Office��. 66 Letter - Request to the Campus Deans��.. 67

Curriculum Vitae


LIST OF TABLES

Table Page

1. Distributions of respondents��. 32 2. Profile of the teachers��.... 37 3. Teachers strategies in dealing with students disruptive behavior��. 46 4. Extent of disruptive behavior of the students��. 39 5. Significant relationship of teachers profile and extend of disruptive behaviors of the students�� 49


LIST OF APPENDICES

Appendix Page

A. Questionnaire for Teachers��..��.. 58 B. Letter Request to the CSU President��...�.. 65 C. Letter- Request to the Campus Executive Officer��..��. 66 D. Letter - Request to the Campus Deans��.. 67


LIST OF FIGURES Figure Page

1. Paradigm showing the relationship between the independent and dependent variables�� 5


CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

�One really cannot teach effectively if the students do not behave� is a common expression of teachers. Teachers cannot begin to teach the content of a curriculum if the students are roaming around the room, shouting their answers during class discussions, pestering neighbors during seatwork or engaging in a short disruptive behavior. Disruptive behaviors of students in school are not a new problem. The difficulties, which arise from anti-social behavior by students, are widely known. What maybe less appreciated is the extent to which teachers are trying to deal with the various forms of disciplinary behavior.

Disruptive behaviors of the students are the most serious problems confronting educators today. Student�s misbehavior is one of the major obstacles in creating an


effective classroom �learning environment. With it, smooth flow of the learning process is affected, and if this is not corrected, this may lead to juvenile delinquency.

There are certain kinds of misbehavior among students that make teacher�s task more challenging. At times teachers cannot maintain order in the classroom effectively because of the disturbance created by misbehaving students. Teachers must be able to manage the students under them. No matter how intelligent they are, if they are unable to control the students, little learning will take place. They should not only take care of routine factors; but also maintain good discipline in their classes.

Effective classroom management doesn�t just happen. It is planned and purposeful. It begins at the start of the school year with a focus on prevention and organization. It continues with implementation of a plan for choosing rules and procedures in the classroom and strategies to teach and to maintain appropriate behavior and to manage inappropriate behavior.

Teachers should not only be knowledgeable to their subject they teach but also in handling students of different types. Effective teachers when confronting students with disruptive behaviors apply varied practices and techniques to cope with the numerous discipline dilemmas. Some observers argue that teachers should be more effective disciplinarians. Others agree that preventive discipline should be employed. Which is preferred is imperative that all teachers should possess a working knowledge of how to handle disruptive behavior inside the classroom.


In the Cagayan State University, Sanchez Mira Campus, several disruptive behaviors are noted from the students like yawning, giggling, cheating, shouting answers, pestering other students, clicking their ballpen, tapping the floor, using cell phones, day dreaming, murmuring and others. These behaviors are said to be the problems of teachers. Brophy (2005) pointed out that the causes of those problems could not be determined by mere intuition alone.

The researcher too, has confirmed that teachers encounter such behavior because students came from different family backgrounds with different culture and traditions.

It is within this premise that the researcher wants to undertake this study to find out the strategies of CSU-SM teachers in dealing with the disruptive behaviors of the first year college students and to come up with recommendations which could lessen, if not, totally eliminate these negative attitudes.


Conceptual Framework

The success of a teacher in implementing his lesson depends upon the management he or she uses in the classroom. An organized and well managed student will achieve success in learning. On the other hand a teacher can not teach well if the students are undisciplined.

The study views that the extents to which teachers encounter disruptive behaviors of the students vary among types of teachers. This theory confirms the study Pacheco(1999) that those teachers who are older and are married produce students who are more disciplined. Moreover teachers who are longer in the service and who experienced less stress in their family relations are more competent and more effective in disciplining students.

Nacated (2006) also found out that the profile of the teachers such as; age, sex, civil status, educational attainment, years in service significantly affect the student�s attitudes inside the classroom.


To encapsulate the framework of the study, the variables are shown in figure 1. The independent variables are the profile of the respondents in terms of age, sex, civil status, status of appointment educational attainment, number of years in service, and academic rank. The dependent variables are the incidence of disruptive behavior of the students and the strategies employed by the respondents in dealing with the disruptive behavior of the students

RESEARCH PARADIGM Independent Variables Dependent Variable

The profile of the respondents in terms of;

a. Age b. Sex c. Civil status d. Educational attainment e. Number of years in service f. Academic rank g. Status of appointment Extent of incidence of disruptive behaviors of the first year college students.


Figure 1. A paradigm showing the relationship between the independent and dependent variables.

Statement of the Problem

This study aimed to find out the teachers� strategies in dealing with students�

disruptive behaviors of the first year college students of CSU-SM.

Specifically, the researcher sought answers to the following questions;

1. What is the profile of the respondents in terms of; a. Age b. Sex c.Civil status d. Educational attainment e.Number of years in service f. Academic rank g. Status of appointment 2. What is the extent of incidence of the disruptive behaviors of the first year college students? 3. What are the strategies of CSU-SM teachers in dealing with the disruptive behavior of the first college students? 4. Is there a significant relationship between the teachers� profile and the extent of incidence of disruptive behavior of the first year college students? Research Hypothesis


1. There no significant relationship between the teachers� profile and the extent of incidence of disruptive behaviors of the first year college students. Significance of the Study

The researcher believes that the result of this study is indispensable to the following:

Teacher training institutions can integrate in one of its professional subjects,� Tips for the beginning teachers� based on the analysis of the findings of this study. In so doing, the pre-service education of prospective secondary teachers is enhanced. Teachers can also provide practice teacher with the classroom management tips on how to cope with the problem situations in the classroom.

The School Administrators can use the results of this research in planning orientation programs for newly employed teachers as well as planning in-service programs for those who may still encounter problems in the classroom which they have difficulty in coping with.


The prospective teachers, on the other hand, will be prepared for his teaching career. It can provide them with the in formations as to what strategies and methods to employ in case confronted with problems in the classroom.

.

The researchers will be endowed with necessary information in case they will venture similar studies in the future.

Scope and Delimitation of the Study

The study was delimited to the strategies of CSU-SM teachers in dealing with the disruptive behaviors of the college freshmen.

The profile of the respondents in terms of age, sex, civil status, educational attainment, number of years in service, academic rank and status of appointment was determined. The extent of incidence of disruptive behaviors of the students and the strategies of teachers in dealing with disruptive behaviors of the students was determined. Further, the relationship between the teachers� profile and the extent of incidence of the disruptive behaviors of the first year college was explained.

The respondents of the study were the teachers who are teaching college freshmen at the Cagayan State University at Sanchez Mira. This study was conducted from December 2009 to February 2010.


Definition of Terms Behavior refers to the attitude response by the students towards teaching and learning procedures. Disruptive behavior refers to the problem that negatively affects the continuous flow of the lesson; it is a negative problem that disturbs the teaching-learning process. Educational Attainment refers to the highest degree attained by the teachers which

could be doctoral, masteral or bachelor�s degree.

Sex refers to the gender of the respondents whether male or female.

Strategies refer to the process and techniques employed by the teachers in dealing with the disruptive behaviors of the students.

Years in Service refers to the length of time the teacher has served as a teacher.


CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the related literature and studies relevant to the research work. Review of related Literature The review of related literature includes (1.) Classroom management (2.) Disruptive behavior of the students (3.) Causes of disruptive behaviors of the

Classroom Management

Classroom management and discipline are the two important factors that have an influence upon the efficiency of the teaching and learning situations. Classroom management refers to the control of classroom activities. It is relatively confined to the more mechanical aspects of teaching activity. Classroom management assumes that its role is to save time and energy. Some of the things that a teacher should consider in planning classroom management are regulations on seating and attendance, the handling of instructional materials and equipment, and the control of activities during the class period. Further, the success of failure of teaching is determined often by the way the class is organized and managed. Unless the details of the classroom procedure are successfully worked out, much time will be wasted and little will be accomplished. Therefore, the teacher should thoroughly routinize the details of daily practice in


conducting class work. A well managed classroom will give the students rich opportunities for mental growth and development.

Good (2003) claimed that classroom management doesn�t just happen. Classes where students are highly involved in learning activities and which are free from disruptive and chronic misbehavior are not accidental. These exist because effective teachers have a very clear idea of the types of classroom condition and students� behavior that are needed for a good learning environment, and because those teachers work very hard to produce such behaviors and conditions.

Good(2003), defined classroom management as administration or direction of activities with special refines to such problems as discipline, democratize technique, use and care of supplies and reference materials, and physical feature of students. Classroom management includes operation and control activities. Unless classroom procedures are spelled out carefully, much time and energy will be wasted. A well manage class is reliably conducive to mental growth development. Learning becomes interesting and enjoyable under favorable working conditions. Unhygienic conditions on the other hand, affect the health as well as the learning of students. The teacher is likewise affected. She can teach effectively only when conditions around him are favorable. Further, pleasant surroundings induce good thought and inspire both teacher and students to do their best. Good classroom establishes an atmosphere, which permits activities to be carried on efficiently on time, with less efforts, and energies.


According to Brophy and Evertson (2005) there are five major factors on which effective classroom management is faced upon: (1)developing a solid understanding of students� personal and psychological and learning needs;(2)establishing positive teacher-students and peer relationships that help meet students� basic psychological needs;(3) using organizational and group management methods that maximize students� behavior; (4) implementing instructional methods that facilitate optimal learning by responding to the academic needs of individual studies; (5) employing a wide range of counseling and behavioral methods that involve students on examining and correcting their inappropriate behavior.

Callahan (1999) pointed out that classroom management is the process of organizing and conducting a class so that it is efficient and it results in maximum students� learning. To manage a class successfully, one needs to be careful in class, provide students with pleasant and supportive climate for learning, create interest and a desire to learn and achieve, establish control, avoid disciplinary disturbance, and in general, promote effective students� learning.

Evert (2003) recommended the following characteristics for the teacher to possess in order to manage his class well. (1) Self-analysis � the teacher must judge his own conduct. (2) Self-control � he must be able to restrain his emotions and impulses.

(3)Self-criticism � his good motto is �grow or go� (4) Self-confidence-he must believe


in himself and his work. (5)Self-control-he must grow intellectually, morally, socially, and professionally. (6) Self-rating- he must constantly evaluate himself and his work.

Sophier et al (2007), on the other hand, came up with six models of discipline namely; (1) behavior modifies systematically; (2) clips (cuts off) reward on the unproductive behavior; (3) identifies substitute and more productive behavior; (4) target this new behavior that starts out consistent and high in frequent, and gradually becomes variables and lower in frequency; (5) self-awareness Training: teachers read their own signal so that they know why they are getting angry, afraid, frustrated, or whatever else led to outburst or other unproductive behavior. Student can learn a lot of coping strategies they can plug in when these things are starting to happen. At the beginning, the teacher plays a very active, verbal and supportive role to the student that gradually diminishes as the students is helped toward greater autonomy with the system; (6) personal influences are based on strong mutual relations between the teacher and the students. The teacher works hard to build this relationship in certain specific ways. Teachers bring in enough of their outside-school life and accomplishments so as to earn some respect as a figure in the world, persons of some interest and significance beyond the immediate classroom environment. Teachers are firm with students when disruption occurs.

Wilson (2007) asserted that the effective classroom manager uses three types of control.(1) Preventive control is aimed at minimizing the onset of discipline problems,


which the teacher tries to anticipate through planning. Making predictions about what is likely to happen, given certain classroom activities, is an important element in the design and selection of preventive, measures.(2)Supportive control is aimed at helping the students before their behavior becomes a full Pledged problem. Teachers often stand in the vicinity of students who need to be aware of the students� presence to behave properly. Similarly, a teacher might use verbal or nonverbal cue to remind students to raise their hands before speaking or to remain in their seats. The cue is delivered just before such students behave contrary to the rules.(3)Corrective control seeks to discipline students who have not been faithful to the standard of good conduct. Teachers use corrective controls after the students have chosen to resist their influences or defy the rules. Because the students behavior is inappropriate and objectionable, the teachers apply punitive measure or, at a minimum, a warning to redirect the behavior. In this instance the teachers have to help the students regain control by making life momentarily unpleasant. When the students� behavior falls within the acceptable range, the teachers may revert to support supportive control measures.

Disruptive behavior of the students

Generally, disruptive behavior interferes with the instructor�s ability to conduct the class, or the ability of other students to profit from the instruction.


Disruptive behavior is a problem that negatively affects faculty, students, and university/college administration. Disruptive behavior plays a critical role in the success or failure of faculty teaching careers (Robert, 1998). Faculty well-being, comfort, and satisfaction can be directly affected by the disruptive behavior of students. Faculty may become disillusioned and even dread teaching (Meyers, 2003). Classroom disruption contributes to additional faculty stress, discontent, and eventual burnout (Marussette, 2001). Instructor concentration is negatively affected, so time and energy may be devoted to planning coping (survival) strategies rather than focusing on lecture material. As a result, a hostile learning environment is created (Gim, 2006).

The most recent report on violence statistics in the workplace from 1993-1999 issued by the Bureau of Justice Statistics of the U.S. Department of Justice, records 41,600 reported incidents of violence directed against college/university instructors (Sopier, 2007). However, the statistics did not allow one to distinguish the number of assaults against faculty perpetrated by students from those perpetrated by co-workers or others. Furthermore, it is estimated that approximately 20 percent of students display active resistance to learning (Meyers, 2003).

Gibson (2004) suggested some typical behavior problems that a teacher should be able to recognize and deal with. These are: (1) The unsociable, withdrawal child. The child tends to be shy, secretive, unhappy and suffering of feeling of insecurity and


adequacy. He may daydream excessively and refuse to mix with other children. Although he may cause no trouble or inconvenience, he may need as much assistance as the aggressive, anti-social students. This type of child can become schizophrenic if nothing is done to check his behavior, although not all shy children of course become psychotic. But they usually develop socially ineffective and unhappy adults. (2) The aggressive. The child who is aggressive is generally hostile, disobedient, volatile, and disruptive. Because of his violent temper, he may threaten to attack others including his teachers, verbally or physically. He may engage or participate in anti-social and criminal behavior like stealing, fighting, using deadly weapons, sometimes vandalism, and arson. Such behaviors may occur in the content of group activity, especially among adolescents. These children usually have parents who are unaffectionate and rejecting, often socially deviant themselves. The parents frequently have low expectations of their children, lack supervision of their children, threaten them and are inconsistent in their discipline. The resulting conflict and dissatisfaction with parents may lead to an aggressive behavior. (3) The lazy child. The child tends to lie if he has no interest in the school activities, which are directed towards the environment of certain goals.

Causes of Disruptive Behavior

Robertson et. Al (2003), in his study, identified five main causes of disruptive behavior. These are: (1) Immediate pat off. Here the motive is simple and uncomplicated. If a student talks, it is because he or she has something to say that will


wait. If he or she runs in the corridor, it is because there is hurry. The act itself is quite acceptable, but it is done at the wrong time, in the wrong context, so far as the teacher is concerned. (2)Attention seeking device. The purpose of the disruptive behavior can put the students in the limelight and keep them as the center of attraction-by the teachers and the students.(3)Excitement in an effort to alleviate the frustration and boredom of life in the classroom, the students can search for excitement by interfering with the progress of the lesson, causing episodes that break the tedium of class routine.

(4)Malicious teasing. By purposely provoking a confrontation with the teacher or by subjecting the teacher to subtle forms of ridicule, students can gain excitement in the eyes of their peers. This can elevate the status of the students by challenging the authority of the teacher.(5)Avoiding work. Students can avoid the hardship of doing work by passive resistance, but they can also engage in disruptive behavior that creates incidents and subsequently affects the ends needs of the class. Teachers� strategies in dealing with disruptive behavior of students

The following are strategies for dealing with problem students, sometimes called� difficult students� based on the experiences of the teachers. Although generally developed for high school students, the strategies apply to most school setting and year levels: (1) accentuate their positive qualities; (2) be confident; take charge of the situation, and don�t give up in front of the students; (3) be yourself since these students


can recognize and take offense at such decent; (4) provide structure since many of these students lack inner control and are restless and impulsive; (5) explain your rules and routines so students understand them. Be sure your explanations are brief; otherwise, you lose your effectiveness and you appear to be defensive and preaching; (6) communicate positive expectations that you expect the students to learn in your required academic work; (7) rely on motivation, and not on your powers to maintain order; an interesting lesson can keep students on task; (8) keep calm and keep students calm, especially when conditions become tense or upsetting. It may be necessary to delay action until after classes, when emotion has been reduces; (9) seize up the situation, and be aware of undercurrent of behaviors, since these students are seizing you up and are now manipulator of their environment; (10) anticipate behavior; being able to judge what will happen if you or a student decides on a course of action that may allow you to curtail many problems; (11) expect, but don�t accept misbehavior. Learn to cope with misbehavior, but don�t get upset or feel inadequate about it.

According to Mueller (2004), discipline means preparing boys and girls for life in democratic society. He further state that the purpose of discipline is to help the individual to acquire knowledge, habits, interest, and ideal, which are designed for the well being of himself and his fellows, and that discipline is a matter of education. Classroom discipline seeks to bring about desirable behavior on the part of all students.


Gim and Michalis (2006) said that good discipline implies obedience on the part of every student to classroom rules and regulations with the aim of achieving success in learning. Ability to secure good discipline is one of the qualities of a good teacher. In fact, psychological studies have revealed that a poor discipline is one of the causes of failure in teaching. The teacher should not only take care of the routine factors; he has also to maintain good discipline in his class to achieve good classroom management. To reiterate this, Good (2003) defined discipline as the process of redirecting immediate wishes., impulses, desires or interest for the sake of an ideal, or for the purpose of gaining more effective, dependable action. Discipline becomes an important factor in the development of education. It implies systematic training of the physical, moral and social capabilities of the students. In common parlance, discipline is understood in terms of punishment, control through obedience, and orderly behavior and self-direction.

Gregorio (2000) offered some suggestions that can minimize if not totally eliminate cheating in schools. These are as follows. (1)Publicize as widely as possible school policies on cheating, including penalties ranging from suspension to dismissal.(2)Give essay question in an examination or contrast of two variables, or comment or reaction to an event.(3)Proctors must be present during the entire period of an examination. They should position themselves in strategic places to see everybody in the room and to be seen by every examinee.(4)During an examination, all books, and other materials

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which might contain coded information should be kept away from the examinee.(5)If an examiner leave for any reason he should be accompanied and prevented from talking to anyone about the examination.(6)Suppliers of blue books or other pamphlets on which answers are written should be requested to print on the covers of their product, an abstract of the policy cheating.

Melvin Keens (2000) gave some pointers to teachers when they locate a troublemaker who is deliberately provoking a situation :(1)At the end of the period talk to him privately. Let him know by the tone of your voice and your manner that you have no intention of tolerating his nonsense.(2)Change his seat to anyone directly in front of you. If he shows the slightest indication of getting out of line, speak to him in a low voice, as if you were his confidential friend warning of the trouble ahead. This technique often works magic, especially with younger teenagers. (3)Make out a special disciplinary card that you keep in your files for future references. Let the class as well as the trouble maker know that you are keeping a record. A formal, careful written complaints is frequently a strong deterrent to future outburst.(4)Immediately send the troublemaker to your department office. Take the precaution to write a special pass in ink. Put the line when the pass is issued and request that the time be noted when the students arrive in the office. The youngster is to wait there until the end of the period when you can go thresh the matter out with him. The procedure has an advantage of getting out the troublemaker of your classroom so that you may proceed with your


lesson.(5)If school regulations do not permit you to send him to the department office, keep him in your room, but let him stand rear away from supporting walls or desks. Give gesture that he is not considered a part of your class until disciplinary measures have been taken. A variation of this technique is to let him stand in the hall outside your room. Often however, supervisors who feel that a students especially if misbehaving, should be under a teacher�s observation.(6) Inform the guidance counselor. Be careful to give him an exact account. If possible arrange a meeting with him, the troublemaker, and yourself. (7)Go to your subject supervisor. Usually he has the experience to be of definite help. Of course be explicit in your charges. (8)Telephone to parent; if there is no phone, and your supervisor doesn�t object, write a letter with a full account asking the parents to see you in school to discuss the matter stating the time when you have a free period. Cooperation of the home is important in disciplinary matters. (10)Contact the supervisor who is in charge of discipline. Be specific; give the exact details of your complaint. The completeness of your report is important because when the parents come to school, the discipline supervisor will have your version at hand. You cannot expect him to support if your file has inaccurate reports.

Robert (1999) also gave some ideas for motivating students such as : (1) Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teacher should spend more time explaining why we teach what we do, and why the


topic or approach or activity is important and interesting and worthwhile. In the process, some of the teacher�s enthusiasm will be transmitted to the students, who will have more time explaining exactly what is expected on assignment or activities. Students who are uncertain about what to do will seldom perform well. (2) Reward. Extrinsic motivators in the form of rewards can help students who do not yet have powerful intrinsic motivation learn. Rather than criticizing unwanted behavior or answers, reward correct behavior and answers. Remember that adults and children alike continue or repeat behavior that is rewarded. The rewards can be small and configured to the level of the students. Small children can be given a balloon, a piece of gum, or a set of crayons/ even at the college level. Many professors at various colleges give books, lunches, certificates, exemptions from final exams, verbal praises and so on for good performance. Even something as apparently �childish� as a good job� stamp or sticker can encourage students to perform at a higher level. And the important point is that extrinsic motivators can, over a brief period of time, produce intrinsic motivation. Everyone likes the feeling of accomplishment and recognition; rewards for good work produce those good feelings. (3) Care. Students respond with interest and motivation to teachers who appear to be human and caring. Teachers can help produce these feelings by sharing parts of themselves with students, especially little stories of problem and mistakes they made. Such personalizing of the student and teacher relationship helps students see teachers as approachable human beings and not a as aloof authority


figures. Young people are also quite insecure, and they secretly welcome the admission by adults that insecurity and error are common to everyone. Students will attend to an adult who appears to be a �real person� who had problems as a youth and survive them.

(4) Have students participate. One of the major keys to motivate is the active involvement of students in their own learning. Standing in front of them and lecturing to them is thus a relatively poor method of teaching. it is better to get students involved in activities, group problem solving exercises, helping to decide what to do and the best way to do it, helping the teacher, working with each other, or in some other way getting physically involved in the lesson. A lesson about nature, for example, would be more effective walking outdoors than looking at pictures.(5) Teach inductively. It has been said that presenting conclusions first and then providing examples robs students of the joy of discovery by beginning with examples, evidence, stories, and so forth and arriving at conclusions later. You can maintain interest and increase motivation, as well as teach the skills of analysis and synthesis. Remember that the parable method of making a point has some significant historical precedent.(6)Satisfy student�s needs. Attending to need satisfaction is a primarily method of keeping students interest and happiness. Student�s basic needs have been identified as survival, love, power, fun, and freedom. Attempting to the need for power could be as simple as following students to choose from among two or three things to do two or three paper topics, two or three activities, choosing between writing an extra paper and taking final exam etc. Many


students have a need to have fun in active ways in other words; they need to be noisy and excited. Rather than always avoiding or suppressing these needs, design an education activity that fulfills them. Students will be much more committed to a learning activity that has value for them. They will, in fact, put up with substantial immediate unpleasantness and do amazing amounts of hard work if they are convinced with that what they are learning ultimately meets their needs.(7)Make learning visual. Even before young people were reared in a video environment, it was recognized that memory is often connected with visual images. In the middle ages people who memorized the bible or Homer sometime walk around inside a cathedral and mentally attach certain passage to objects inside, so that remembering the image of a column or statue would provide the needed stimulus to remember the next hundred lines of text. Similarly, we can provide better learning by attaching images to the ideas we want to convey. Use drawing, diagram, pictures, charts, graphs, bulleted list. Even three dimensional objects can brought to class to help students anchor the idea to an image. It is very helpful to begin a class session or a series of classes with a conceptual diagram of the relationship of all the components in the class so that at a glance students can apprehend contexts for all the learning they will be doing. These will enable them to develop a mental framework or feeling system that will help them to learn better and remember more. (8)Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.

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That is, people remember better when the learning is accompanied by strong emotion. If you can make something fun, exciting, happy, loving, or perhaps a bit frightening, students will learn more readily and the learning will last much longer. Emotions can be created by classroom attitude, by doing something an unexpected or outrageous, by praise, and by many other means. (9)Remember that energy sells. Think about this problem for a minute: why would many students rather see Rambo, Robocop, Friday the 13th, or another movie like that done one on the life of Christ? Why is rock music more popular than classical music or music elevator music? Why is evil often seen as more interesting than good? The answer is connected with the way good and evil are portrayed. Unfortunately, evil usually has high energy on each side while good is seen as passive and boring. We�ve been trap by the idea that �bad people do; good people don�t; good is passive, resistant, and reactionary, while evil is proactive, energetic, and creative.

Evert et. Al. (1999) suggested 12 ways that could help the teacher prevent occurrence of problem situations. These are (1) be organized. (2)be Definite. (3)be natural. (4)act your age. (5)be consistent and fair. (6)avoid argument. . (7)avoid temper fits. (8) develop set values. (9)do not threaten. (10)avoid humiliating pupils if possible. (11)give students responsibility if they can handle it. (12)do not rush to give absolution.

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Review of Related Studies

Causes of Disruptive Behavior of the Students

Bugay (2001) concluded, as results of examining hundreds of juvenile delinquents for the juvenile Court of Cook Country, Illinois, that the major cause of teenagers� aggression and violence is family disorganization, especially, broken homes and absent fathers. Those teenagers, who had engaged in burglaries and mugging were not poor, nor were they merely looking for thrills. They were primarily interested in money to support their expensive consumer�s habit like their appetite for junk foods, movies, attractive clothes, among others. The school can help these young people but peer-group resistance often thwarts attempt.

In the Philippines, according to Dunuan (2000), et.al, students with problem behavior normally experience much feeling of anxiety, insecurity, inferiority, hostility, guilt, and alienation. Among the more common causes of problem behavior and are sources of such feeling are: (1) conflicts moral standards as values are in the home and


community; (2) over protection from failure and frustration; (3) unstable home conditions or broken homes; (4) rejection by parents; (5) unfair treatment and excessive punishment; (6) autocratic controls and inconsistent discipline; (7) very high and unrealistic expectation; (8) unfavorable comparison with others; (9) lack of sympathy and understanding in times of trial, stress or crisis; (10) poverty, unemployment of parents and socio-economic status.

Pacheco (1999) found out the causes of the behavioral problems. These are: (1) social and environmental factors; (2) stemming from the home; (3) psychological and physical factors; (4) the school teacher factors

Her findings also showed that majority of the teachers used desirable positive or relevant disciplinary measures.

According to Dunuan (2000) disruptive behaviors are (1) Students related, i.e., Students do not think of the future, and contented only with passing mark. (2) School and teacher-related i.e.,, bad influences of classmates, and school authorities and not understanding for the welfare of students. (3) Home related i.e., Parents are busy earning for a living that they cannot attend to their children and their school activities

(4) Community related i.e., Many liquor stores near the school and there are chances of earning pocket money. Similarly, behavioral problem of students of Tadian Schools of Arts and Trades were studied by Nacated (2006). The top behavioral problems as noted by him were:

xxxvi


inattentiveness, absenteeism, and truancy while the top three behavioral problems as perceived by the students were: disobedience, gambling, and inattentiveness. Further in the same study the causes of misbehavior as perceived by the teachers were: influence of peers, environmental factor and inadequate school facilities, heavy home choirs and poverty.

Disruptive Behavior of the Students

Bgugay (2001),identified that the common characteristics of Filipino children with behavioral problems are the following: (1) dishonesty as shown in lying and cheating in examination; (2) timidity or shyness even among peers and family; (3) sensitiveness followed by crying; (4) quarrelsomeness shown in teaser and bullying classmates; (5) restlessness or inattentiveness; (6) disobedience and disrespect for authority; (7.) tardiness and absenteeism with no valid reason; (8) unnecessary giggling, talking, swearing, and using vulgar word often. (10) Low voice in the classroom but loud in the halls and corridors; (11) isolating him from the rest of the class.

Similarly, Pacheco�s study on the behavior of high school students in Baguio Central University presented the following behavioral problems: (1) feeling of inferiority; (2) aggressive behavior; (3) withdrawing behavior; (4) non-compliance behavior; (5) delinquent related behavior

xxxvii


Dunuan (2000) said that there are behaviors of students, which teachers would like to change and modify. Some of these are food-dragging, tardiness, absenteeism, fighting with the other students, teasing others, leaving the room without permission, daydreaming, bullying, and ruddiness. The problems mentioned were the same problems, which were included in the study.

Specific examples of disciplinary problems reflected in Lepanto National High School are absenteeism, cutting classes, and use of abusive language, gambling, drinking liquor, and abuse of prohibited drugs that make them prone to violence.

From the above mentioned researches and reviews, the researcher witness vibrant attention on national issues on the state of education in our country. If colleges and universities are to fulfill their roles as preparers of scientifically oriented citizens, some major changes will be necessary and the roles played by professors, instructors, and university administrators will have to be re-defined. The people involved in this undertaking should face own limitations and take up initiatives with respect to professional development. Similarly existing programs will have to be revived precedent vigor, university level pedagogical practices will have to be critiqued and updated, and their roles and practices to be re-examined and re-defined.

Thus, the literature cited will help the researcher a lot to gain more depth and insight into this study, furthermore, this study can later on help validate the findings can serve as a guide in coming out with the theoretical framework and the questionnaires to

xxxvii i


be used in this study. Moreover, the researcher will be helped in the formulation of the specific research problems, in the selection of the research methodology and in the construction of the data gathering tool.

CHAPTER III METHODS AND PROCEDURES

This chapter presents the methods of investigations used by the researcher. It includes the research design, locale of the study, the respondents and sampling procedures, the research instrument, data gathering procedure and analysis of data.

Research Design

The research study made used of the descriptive comparative correlated method since it simply described the profile of the respondents in terms of age, sex, civil status, academic rank, status of appointment, and years of service. The extent of incidence of disruptive behaviors of the students and the strategies of teachers in dealing with disruptive behaviors of the students was determined. Further, the relationship between the teachers� profile and the extent of incidence of the disruptive behaviors of the college freshmen was explained.

xxxix


Locale of the Study

This study was conducted at the Cagayan State University at Sanchez Mira. The school is situated in a 6.9 hectare lot along Maharlika Highway, Centro 02, Sanchez Mira Cagayan. It offers courses that include Doctor of Philosophy in Educational Management, Master of Arts in Educational management, Master in Public Administration, Bachelor in Secondary Education majors in Biological Science, English, and Mathematics, Bachelor of Elementary Education, Bs in Information Technology, Bachelor of Science in Agriculture majors in Animal Science and Crop Science, BS in Hospitality Industry Management, BS in Criminology, BS in Police Administration, BS in Business Administration major in Management Accounting and a Science High School.

Respondents and Sampling Procedure

The respondents of this study were the CSU-SM teachers who are teaching the first year college students this school year 2009-2010. Total or complete enumeration was used in this study considering their small number.


The distribution of respondents is shown in table 1.0

Table 1. Distribution of respondents by department.

College/Department Number of Teachers in the first year College of Education 6 College of Agriculture 8 College of Information Technology 9 College of Arts and Sciences 17 Department of Technology 3 Total 43

Research Instrument

The main instrument which was used in the study is the questionnaire. The questionnaire is composed of three parts. The first part concerns the profile of the respondents in terms of age, sex, civil status, academic rank, status of appointment, number years in service and educational attainment. The second part describes the extent of incidence of the disruptive behavior that is being experienced by the CSU-SM teachers in the classroom. The third part is the strategies employed by the CSU-SM teachers in dealing with the disruptive behavior of the students.


Data Gathering Procedure

The researcher sought the approval of the University President to conduct the study at the Cagayan State University at Sanchez Mira. Then a similar letter request was sought from the Campus Executive Officer, the campus deans, and the respondents. Upon approval the researcher personally distributed and retrieved the questionnaire. This gave the researcher a chance to guide the respondents in accomplishing the test.

Statistical Treatment

The formula used by the researcher varies according to the different problems in the study.

Frequency counts and percentage distribution were used to describe the profile of the respondents. Ranking was used to describe the strategies employed by the teachers in dealing with the disruptive behaviors of the first year college students. Weighted mean was used to explain the extent of the incidence of disruptive behavior of the first year college students.


The chi-square was used to determine the significant relationship between the teachers� profile and the extent of incidence of disruptive behavior of the first year college students.

The five points scale was used in describing the result of this study and it is

interpreted as follows; Scale Range of Mean Descriptive Value 5 4.21-5.0 Always 4 3.41-4.20 Often 3 2.61-3.40 Sometimes 2 1.81-2.60 Seldom 1 1.0-1.80 Never


Chapter IV PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter covers the presentation, interpretation and analysis of data gathered. Profile of Teachers

Table 2 presents the profile of the teaches of the Cagayan State University, Sanchez Mira, who are teaching the college freshmen in terms of age, sex, civil status, status of appointment, academic rank, highest educational attainment, and number of years in the service.

Of the 43 respondents, 22 or 51.2 percent belong to the age bracket of 29 and below, 9 or 20.9 percent are aged 40-49, 8 or 18.6 percent are 50 years old and above, and 4 or 9.3 percent belong to 30-39 age bracket. This means that the respondents are relatively young.

As regards sex, 23 or 53.5 percent are females and 20 or 46.5 percent are males. This shows that most of the respondents are females. It implies that teaching is more attractive to females than males.


In terms of civil status, 22 or 51.2 percent are married and 21 or 48.8 are single. This shows that instructors teaching in the first year are dominated by married ones.

As to status of appointment, there are 19 or 44.2 percent of the respondents who are permanent in their work and 24 or 55.8 percent are part timers or lecturers. Consideration is due to the fact that there were new courses offered in the campus which resulted to tremendous increase in enrollment; hence, the school hired more part time instructors to teach the students.

As regards to the academic rank, 24 or 55.8 percent are part timers / lecturers, 7 or 16.3 percent of the teachers are in the instructor level, 8 or 18.6 percent are assistant professors, 3 0r 7.0 percent are associate professors and 1 or 2.3 is a professor. The data shows that there are more part timers/ lecturers who are teaching the first year college students than the permanent teachers.

The data on educational attainment shows that majority or 21 or 48.8 percent of the respondents are BS graduates. Twelve or 27.9 are MA graduates. And 10 or

23.3 are PhD graduates. The number of BS graduates which outnumbered the MA and PhD is due to the fact that most of the instructors are new in the service and have not finished their post graduate studies.


The length of service reveals that 26 or 60.5 percent have been in the service

for less than 9 years, 9 or 20.9 percent have served for 20-29 years, 5 or 11 percent

have stayed in the service from 10-19 years, and 3 or 7. O percent have spent 30 years

and above in the service. This manifested that the respondents do not have enough

experiences yet to the context of classroom activities.

Table 2. Profile of the teachers

: Frequency ( N= 43 ) : Percentage Age 29 � below 22 51.2 30 � 39 4 9. 3 40 � 49 9 20.9 50 � above 8 18.6

-------------------------------------------------------------------------------------------------Sex Male 23 53.5 Female 20 46.5

-----------------------------------------------------------------------------------------------------------Civil Status Single 21 48.8 Married 22 51.2

----------------------------------------------------------------------------------------------------------Status of Appointment Permanent 19 44.2 Part Timer or Lecturer 24 55.8

-----------------------------------------------------------------------------------------------------------Academic Rank Part Time/ Lecturer 24 55.8 Instructor 7 16.3 Assistant Professor 8 18.6 Associate Professor 3 7.0 Professor 1 2.3

-----------------------------------------------------------------------------------------------------------Highest Educational Attainment


BS Graduate 21 48.8 MA Graduate 12 27.9 PhD Graduate 10 23.3

-----------------------------------------------------------------------------------------------------------Number of Years in the Service Less than 10 26 60.5 10-19 5 11.6 20-29 9 20.9 30-above 3 7.0

Extent of Incidence of Disruptive Behaviors

Table 3 reveals the extent of incidence of the disruptive behaviors of the while having classes

The behaviors which are rated as � Sometimes� are the following; tardiness, cheating, talking during class discussion, giggling, inattentiveness, refusing to recite, frequent absences with mean ranging from 2.78 to 3.35. The behaviors which are rated as �Seldom�; are cheating during class discussions , drawing caricature during classes, leaving without permission, rudeness, drowsiness, and daydreaming with these corresponding means 2.05, 1.88, 2.14, 2.23, 2.19, and 2.0. The behaviors that are rated as �Never� are the following; reading comics, passing letter to another, stealing, destroying school properties with means of 1.25, 1.79, 1.35, and 1.72, respectively. The overall weighted mean of the incidence of the disruptive behavior of the students of 2.35 means that the listed disruptive behaviors of the students are seldom done in the school during class discussions. This is because the students are


given orientation about the school policies and students� conduct before the class starts. Whereby, sanctions and punishments are emphasized to them which make them afraid to do such in the classroom

.

Table 3. Extend of incidence of disruptive behavior. Disruptive Behavior : Weighted Mean : Descriptive Value

Tardiness 3.35 Cheating 2.93 Eating during discussions 2.05 Talking during class discussion 3.28 Giggling 2.78 Drawing caricature during classes 1.88 Reading comics 1.35 Passing letter to another 1.79 Leaving the room without permission 2.14 Stealing 1.35 Rudeness or impoliteness 2.23 Drowsiness 2.19 Destroying school properties 1.72 Inattentiveness 2.88 Refusing to Recite 3.27 Frequent absences 2.79 Day Dreaming 2.00

Sometimes Sometimes Seldom Sometimes Sometimes Seldom Never Never Seldom Never Seldom Seldom Never Sometimes Sometimes Sometimes Seldom

Weighted Mean 2.35 Seldom

Teachers� Strategies in Dealing with Students� Disruptive Behaviors

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Table 4 presents the strategies used by the teachers in dealing with the disruptive behaviors of the students.

In addressing students who are coming in late in the classroom, the teachers mostly �punished late comers� with a weighted mean of 2.09. Ranked second is to �ask for an explanation then give warning� with a weighted mean of 2.72 and ranked third is to �send the student to the deans� office� with a weighed mean of 3.07. This findings implies that the teachers are following the right protocol in solving problems inside the classroom whereby, teachers must have to solve whatever problems they may encounter in their classroom first, before bringing it to the deans� office and to the guidance office if the problem cannot be solved inside the classroom.

As regards students who are cheating during examinations, the most commonly used strategy by the teachers is �to confiscate the paper� with a weighted mean of 1.58 because confiscating immediately upon finding out the student is cheating, the action is immediately controlled. Ranked second is to �mark name in the record with cheating� with a weighted mean of 2.53. Ranked third is to �mark the paper with cheating� with a weighted mean of 2.72, and ranked fourth is to �give failure grades� with a weighted mean of 3.16. This is to cut the negative behavior done by the student and for the students not to imitate it. According to Evert (2003) pointed out that if you cheat in school now, you�ll find it easier to cheat in other situations later in life even perhaps in your closest personal relationship.


As to students who are eating during class discussion, the number one ranked strategy is to �remind the students of the no eating rule� with a weighted mean of

1.58. This is because in every classroom there are rules and regulations that are well emphasized before the school year started. As pointed out by Ebreo (1992) in a well defined, safe and structured classroom, many conflicts and inappropriate behaviors are prevented because the students know what the boundaries are. The strategy is followed by � tell the student to keep the food�, with a mean of 2.53, then �scold the student� with a mean of 2.72. For the students who are talking while the discussion is going on, the strategy used by the teachers which is ranked number one is to �call the attention of the students to recite� with a weighted mean of 1.72. This is stop what they are talking about and directed them to listen in the discussion. Ranked number two is to �rearrange the seating arrangement� with a mean of 1.98. And ranked number three is to �stop the lecture and scold� with a mean of 2.65.

In dealing with students who are giggling during class discussion, the best strategy used by the teachers is to �stop the lesson� with a weighted mean of 2.09. This is followed by the strategy, �ask for an explanation of the lesson� with a mean of

2.19. Next is to �scold the student� and last is to �ask the student to stand in front�.


This is proven by Wilson (2007) that a long dramatic pause in your lecture when students are chatting to each other is effective.

For the students who are drawing caricature during class discussion, the most effective strategy used is to �confiscate the caricature� with a weighted mean of 1.91. Ranked second is to �ask the student to draw on the board� with a weighted mean of

2.44. Ranked third is to �scold the student� with a weighted mean of 2.58. And ranked fourth is to �punish the student� with a weighted mean of 3.19. This is to stop what they are doing and get back their attention because according to Marusette (2001 )it is better to stop the negative attitude right away for it is hard to undo when it is already a habit. To prevent students who are reading comics and other reading materials during class discussions, the best strategy used by the teachers is to � confiscate what they are reading� with a weighted mean of 2.16 . Ranked second is �scold� with a mean of 2.26. Ranked third is �tear the material in front� with a weighted mean of

3.28. Ranked fourth is �make student to seat in front of the class� with a mean of 2.37. This will stop him from what he is doing and in that way the other students will not be disturbed. Though being strict is not much liked by the students but the result is overwhelming for the reason that it will not interrupt the flow of the discussion and for the student to be directed to listen.


Likewise in passing letter to another during class discussion, the teacher�s best strategy to stop the negative behavior of the students is to �confiscate the letter� with a weighted mean of 2.16. Ranked second is� teacher reads the notes aloud� with a weighted mean of 2.3. Ranked third is to �scold the student� with a weighted mean of

2.44. Ranked fourth is to �make the student to read the notes in front� with a weighted mean of 3.14. This will stop him from what he is doing and in that way the other students will not be disturbed. As regards student who leaves the room without permission, the strategy that is ranked number one is to �threaten the student not to permit him to go out again� with a weighted mean of 1.84. Ranked second is to �send the students to the office� with a weighted mean of 2.33. And ranked third is to �write the parents� with a weighted mean of 2.4. This is to reprimand students not to do the action again.

With regards to students who are �stealing�, send the students to the dean�s office with a weighted mean of 2.05 is ranked number one because if the student students are not sent to the office, they might do it again and it may become a habit. Moreover, the students are afraid to the Deans and higher persons like the guidance counselor because they are one of the authorities of the school.

In terms of avoiding �rudeness and impoliteness� of the students in the classroom�, the best strategy used by teachers is to �give lecture on courtesy �with a weighted mean of 1.35. This is followed by �shouting at students� with a mean of 2.7.


Then �tell the student to ask for apology�. This is because as an educator, one should be patient, and understanding in using procedures and strategies in eliminating or reducing negative behaviors and that is to teach an alternative behaviors that communicates the same message, but it is in a positive form of communication.

In handling students who are sleepy, the best strategy used by the teachers is to �give jokes�, with a weighted mean of 1.88. Ranked second is �raise voice� with a weighted mean of 2.42; ranked third is to �give a set of exercises� with a weighted mean of 2.79 and ranked fourth is to �ignore the matter�, with a mean of 2.95. Boredom is one of the major causes of disciplinary problems in the classroom and so teachers must have to do something in order to curtail the unlikely behavior of the students .They must employ motivation techniques for the students to be directed and to get their attention.

In dealing with students who destroys school properties, ranked first is to� ask the student to repair the damaged one� with a weighted mean of 1.86. Ranked second �ignore the matter� having a mean of 2.86. Next is �give lecture on respect to others property� with a weighted mean of 2.79 and ranked fourth is to �scold the student� with a weighted mean of 2.86. This is because it is stated in the student manual that there is a corresponding punishment or sanctions for every student�s misbehavior. And that case students are afraid to do so.


To deal with students who are in attentive in the classroom, ranked first is to �call the students� attention� with a weighted mean of 1.93. Ranked second is to �let the student repeat the lesson� with a weighted mean of 2.07. Ranked third is �ignore the matter� with a mean of 2.93 and ranked fourth is �get irritated� with a mean of

3.12. Since the college students are already old enough, they are ashamed of their peers when their attention is called for misbehavior.. Doing such is the best strategy because as per observation if a teacher will humiliate student in front of the class, the action is becomes worse. As to handle students who refuse to recite during class discussion, ranked one is to �give them a quiz� with a weighted mean of 2.26. Ranked two is to �scold the class� with a weighted mean of 2.28. Ranked third is to �lecture the students on the importance of cooperation� with a mean of 2.63. Ranked fourth is to �give a study period �with a mean of 2.88. This is attributed to individual differences. Generally, there are students who are hesitant to talk in front of their classmates. Giving a quiz is very effective strategy to let the students participate in class discussion because quizzes have more percentage in grading system than in recitation and that case, students are required to comply with because they are afraid to fail in their classes.

In dealing with students with frequent absences, first ranked is to �talk to the students after class� with a weighted mean of 1.53. Ranked second is �warn on the possibility of failure� with a mean of 1.95. Ranked third is �require an admission


slip� with a mean of 2.51. Talking to a student in a nice way can change the negative behavior into a positive attitude. This confirms the finding of Robertson (2003) that misbehavior should be handled with appropriate consequences that is by having a one-on-one talk. This way the students find it more acceptable than scolding him in public.

And to handle students who are day dreaming during discussion, ranked first is to �call the student to repeat the last word of the teacher� with a weighted mean of

1.37. This is to get the attention of the student and to let the student not to do the same again. Ranked second is to �ignore the matter� with a mean of 2.28. Ranked third is �scold the student� with a mean of 2.35. Table 4 presents the strategies used by the teachers in dealing with disruptive behaviors of the students. Table 4.0 Strategies of teacher in dealing with student�s disruptive behavior.

Strategies

Weighted Mean

Rank

1. Tardiness Send the student to the principal�s 3 office

3.07 Ask for an explanation then give 2 warning.

2.72 Punished latecomers. 2.09

1

2. Cheatinglvi

CA AYAN STATE UNIVERSITY GRADUATE SCHOOLGGGive failing grades.

3.16

4 Mark paper with cheating.

2.72

3 Confiscate the paper.

1.58

1 Mark name in the record.

2.53

2

3. Eating during class discussion Send student out. 3.16

4 Scold.

2.72

3 Remind the student of the �no eating

1 rule�

1.58 Tell the student to keep the food. 2.53

2

4. Talking during class discussionStop the lecture and scold. 2.65

3 Rearrange seating arrangement

1.98

2 Call to recite

1.72

1

5. GigglingAsk the student to stand in front 3.37

4 Scold.

2.35

3 Stop the lesson.

2.09 1 Ask for an explanation of the lesson.

2.19 2

6. Drawing caricature during classesAsk the student to draw on the board.

2.44 2 Confiscate caricature

1.91 1 Punish

3.19 4 Scold.

2.58 3

7. Reading: comics and other materials Tear the material in front of the class

3.28 3 Confiscate

2.16 1 Make the student to seat in front.

2.37 4 Scold.

2.26 2

8. Passing letter to anotherMake student to read the notes in 4 front.

3.14 Scold 2.44 3 Confiscate

2.16 1 Teacher read the notes aloud.

2.3

2

9. Leaving the room without permissionThreaten not to permit student to go

1 out again.

1.84 Send the student to the office. 2.33 2 Write the parents.

2.4 3

10.StealingReprimand.

2.95 4


Sign

Significant relationship between the teachers� profile and the extent of incidence of the disruptive behavior of the first year college students

Table 6 reveals that the extent of the incidence of the disruptive behavior of the first year college students is not affected by the profile of the respondents. Hence, the hypothesis, there is no significant relationship between the teachers� profile and the extent of incidence of disruptive behavior of the first year college students is accepted. This is proven by the r-values which are less than the probability values of each of the profile variables.


Profile ::r-value : Probability : Remarks

Age -.153 .326 NS Sex -.113 .470 NS Civil Status -.106 .497 NS Status of Appointment -.033 .832 NS Academic Rank -.097 .534 NS Educational Attainment -.087 .579 NS Years in the Service -.185 .234 NS

Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study generally assessed the teachers� strategies in dealing with students� disruptive behaviors of the first year college of CSU-SM. It looked into the profile of the teachers in terms of age, sex, civil status, status of appointment, academic rank,


educational attainment, and number of years in the service. Also the disruptive behaviors of the first year college students of CSU-SM, Likewise, the extent of their disruptive behavior and the relationship between the teachers profile and the extent of the incidence of disruptive behavior of the college freshmen were determined.

The data were elicited from 43 teachers through the use of questionnaires. Analysis of the data included frequency counts, means, percentages, and ranking.

The study came out of the following findings.

Most likely equal in numbers of female and male are the respondents of the study. Most of the teachers are age of 21-29, also nearly equal in the numbers of married and single who are teaching the first year college students, but majority of the teachers are part timer or lecturer in the status of their appointment and academic rank having a less than ten years teaching in the service . On the other hand, most of the teachers are MA or PhD graduates.

The following behaviors of the students have been considered by the teachers to be disruptive in their classes; these problems are arranged according to the extent of incidence in the classroom. Tardiness, cheating, talking during class discussion, giggling, inattentiveness, refusing to recite and frequent absences are �sometimes� encountered. Eating during classes, drawing caricatures, leaving the room without permission, rudeness, drowsiness, and day dreaming are considered �Seldom� done by the students inside the classroom. Reading comics, passing letter to another,


stealing, destroying school properties are �Never� done by the students in the school. Nevertheless, the listed disruptive behaviors of the students of CSU-SM, is �Seldom� done.

For the strategies used by the teachers in dealing with disruptive behaviors of the students. The following strategies were ranked as one, �send the student to the office. For tardiness and stealing, �confiscate the paper�. For cheating, �remind the students of �no eating rule� for eating during class discussion, �Call to recite� for students who talks during class discussion. �stop the lesson� for student who are giggling while discussion, �confiscate caricature� for students who are drawing caricature during class discussion, like reading other materials, also to those who are passing letter to another,� threaten the student not to permit to go out� for those who leaves the room without permission, �give a lecture on courtesy� for students who are impolite, �give jokes� if the students get drowsy, � ask the student to repair the damage done�, if someone destroys school properties, �call student attention� if the students are not listening, �give a quiz� if the students refuse to recite, � talk to the student after class� if one is getting frequent absences, and �call the student to repeat his last word�, if someone is day dreaming while discussion.

The extent of the incidence of disruptive behaviors of the first college students has no significant relationship to the teachers� profile in terms of age, sex, civil status, status of appointment, academic rank, and numbers of years in the service.


CONCLUSION

Based on the above findings the following conclusions are drawn.

The respondents� profile in terms of age, sex, civil status, status of appointment, academic rank, and numbers of years in the service is not significantly related to the extent of the incidence of disruptive behaviors of the first college students.

Disciplinary actions are instituted for conduct by the students in the class.


The teachers of the first year college students are using diverse strategies in handling disruptive behaviors of the students inside the classroom.

Recommendations

Based on the findings and conclusions of the study, the researcher offers

recommendations addressed to the school administrators and to the new entrants

tertiary educators.

1. A seminar or a workshop on how to handle problem situation in the classroom, and who among the personnel maybe consulted for some problem situations should be conducted as part of the orientation of the newly employed teachers.


2. Guidance counselors should be invited to give a talk to beginning teachers on manifestations of behavioral problem among adolescent; and discuss possible strategies to employ in order not to aggravate the behavioral problem and what type of behavioral problems need to be referred to the guidance office. The guidance counselor should be consulted in the event that they cannot understand why their students are behaving unsociably acceptable manner in the classroom. 3. Parents-teachers meeting should be regulatory conducted to discuss problem situations encountered by the teachers in their classes so that preventive strategies are discussed together both by the parents and teachers. As such, even parents are involved in reinforcing the schools preventive strategies at home. 4. Teachers should discuss with their students their expectations on themselves and also to their teacher in their classes, hence, encouraging open lines of communications. LITERATURE CITED Books Brophy and Evertson. 2005. Classroom teaching skills. Boston. D.C. Heat and Company. Callahan, Joseph F. 1999. Teaching in the Middle and Secondary school. New York. McMillan Publishing Comapany. Evert, Joseph E. 2003. The excellent teacher. Tennessee. Joseph Evert Publishing Company.


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Journals

Brown .Jim et.at. 1999. �School Dscipline�. The Educational Digest, December 2001 Bustos, Norman. 2006. Maintaining discipline through conduct management. Phoenix Education, January 1999 Cagnaan, Emilla M. Discpline as end and as means. The Modern Teacher, January 1991. Ebreo, Ben M.� Four students face Arson Raps�. Philippine Daily Inquirer,

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Unpublished thesis

Bugay, Efrosenia. 2001. �Study of juvenile delinquency in Bario Obrero, Tondo Manila�. Unpublished Master�s Thesis. University of Manila, Manila.

Dunuan, Nelin W.2000. �Behavioral problem of students in Bugias-Loo-Industrial School. Unpublished Master�s Thesis. Baguio Central University, Baguio City.

Nacated, Gregorio. 2006. �Behavioral Problem of Student of Tadian School Arts


and Trade�. Unpublished Master�s Thesis. Baguio Central University, Baguio City.

Pacheco, Florence. 1999. �The behaviour problems of High School students in Baguio Central University�. Unpublished Master�s Thesis. Baguio Central University, Baguio City.

Internet

http://www/pacificnet.net/`mandel/classroom management.html

http://www.bsu.edu /web/mboram/portfolio/classroomplan.html http:/www.calstatela.edu./faculty/jshindl/cm/caroldunnCMP.html http:/www.virtual.sal.com

Appendix Questionnaires

Part I: Personal Profile

Direction: Please answer all the items below by simply checking the appropriate box that corresponds to your honest answer or supply the needed information called for.


1. Age as of last birthday: _______________ 2. Sex ( ) Male ( ) Female 3. Civil Status ( ) single ( ) married 4. Status of Appointment ( ) Regular ( ) Lecturer/Part Time 5. Academic Rank ( ) Lecturer/ part time ( ) Instructor ( ) Assistant Professor ( ) Associate Professor ( ) Professor 6. Educational Attainment ( ) Doctoral Degree ( ) Masteral Degree ( ) Bachelor�s Degree 7. Years in Service:__________________ ( ) 1-9 years ( ) 10 � 19 years ( ) 20-29 years ( ) 30 - above Part III: The extent of the disruptive behavior

Below are some of the disruptive behaviors of the students. Please answer the following as sincerely as you can. Your answer shall not be in any way taken against you. Please indicate the extent of the problem by putting a check mark on the appropriate column. 5- Always


4- Often 3- Sometimes 2- Seldom 1- Never

5 4 3 2 1 Tardiness Cheating Eating during class discussions Talking during class discussion Giggling Drawing caricature during classes Reading comics Passing letter to another Leaving the room without permission Stealing Rudeness or impoliteness Drowsiness Destroying school properties Inattentiveness Refusing to recite Frequent absences Day dreaming

Part IV: Strategies used by the Teachers

Below are the strategies which you may have employed when you encountered problem on the disruptive behaviors of the first year college students in your classes. Please rank them from the best strategy to the least strategy that is being experienced by you inside the classroom. Make sure that the strategy you numbered as one will be the best strategy. Please answer the following as sincere as you are.

Problems Rank Strategies Tardiness . Send the student to the dean�s office. . Ask for an explanation then give warning.

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. Punished latecomers.

. Others, please specify Cheating . Give failing grades. . Mark paper with cheating. . Confiscate the paper. . Mark name in the record. . Others, please specify Eating during class discussion . Send student out. . Scold. . Remind the student of the �no eating rule� . Tell the student to keep the food. . Others, please specify Talking during class discussion . Stop the lecture and scold. . Rearrange seating arrangement . Call to recite . Others, please specify Giggling . Ask the student to stand in front. . Scold. . Stop the lesson. . Ask for an explanation of the lesson. . Others, please specify Drawing caricature during classes . Ask the student to draw on the board. . Confiscate caricature. . Punish. . Scold. . Others, please specify Reading: comics and other materials . Tear the material in front of the class. . Confiscate. . Make the student to seat in front. . Scold. . Others please specify. Passing letter to another . Make student to read the notes in front. . Scold. . Confiscate. . Teacher reads the notes aloud. . Others, please specify. Leaving the room without . Threaten not to permit student to go out


permission again. . Send the student to the office. . Write the parents. . Ignore the matter. . Others, please specify. Stealing . Reprimand. . Send the student to the office. . Advise the student to return. . Ignore the matter. . Others, please specify Rudeness/ impoliteness . Shout at student. . Give a lecture on courtesy. . Tell student to ask for apology. . Ignore the matter. . Others, please specify Drowsiness . Give a set of exercise. . Give jokes. . Raise voice. . Ignore the matter. . Others, please specify Destroying school properties . Give a lecture on respect to others property. . Ask the student to repair the damage done. . Scold. . Ignore the matter. . Others, please specify Inattentiveness . Call student�s attention. . Make the student to repeat the lesson. . Get irritated. . Ignore the matter. . Others, please specify Refusing to recite . Give a quiz. . Scold. . Give a study period. . Lecture the student on the importance of


cooperation. . Others, please specify Frequent absences . Require an admission slip. . Talk to the student after class . Warn on the possibility of failure. . Others, please specify Day dreaming . Scold the student. . Call the student to repeat his last word. . Ignore the matter.

Letter �Request to the Campus Executive Officer

Republic of the Philippines Cagayan State University

Sanchez Mira, Cagayan December 8, 2010

Dr. Lina M. Garan

Campus Executive Officer Sanchez Mira, Cagayan

Madam:

I, Clarence V. Agpuldo, am conducting a research study titled, �Teachers� Strategies in Dealing with Students� Disruptive Behaviors.� in partial fulfillment of the requirements for the degree Master of Arts in Educational Management.

In this regard, may I be granted permission from your good office to administer the prepared questionnaire and gather data from the teachers who are teaching the first year level? I know that you share with me the enthusiasm and interest in helping promote the cause of my research and knowledge.

Any assistance given to me shall be highly appreciated.

Very truly yours,

CLARENCE V. AGPULDO

Researcher Noted:

SHELLA B. CACATIAN, Ph.D.


Adviser

NARCITA B. OUANO, Ph.D

Dean, College of Teacher Education

Approved:

LINA M. GARAN, DPA

Campus execurive Officer

Letter-Request to the College Deans Republic of the Philippines Cagayan State University

Sanchez Mira, Cagayan

December 8, 2010

Dr. NARCITAS B. OUANO Campus Dean, College of Education Cagayan State University


Madam:

I, Clarence V. Agpuldo, am conducting a research study entitled, �Teachers� Strategies in Dealing with Students� Disruptive Behaviors.� in partial fulfillment of the requirements for the degree Master of Arts in Educational Management.

In this regard, may I be granted permission from your good office to administer the prepared set of questionnaire and gather data from the teachers who are teaching the first year level? I know that you share with me the enthusiasm and interest in helping promote the cause of my research and knowledge.

Any assistance given to me shall be highly appreciated.

Very truly yours,

CLARENCE V. AGPULDO


Researcher Noted:

SHELLA B. CACATIAN, Ph.D.

Adviser

Approved:

NARCITA B. OUANO, Ph.D

Dean, College of Teacher Education

Letter- Request to the Respondents

Republic of the Philippines Cagayan State University


December 8, 2010

Dear respondents:

I, Clarence V. Agpuldo, am conducting a research study entitled, �Teachers� Strategies in Dealing with Students� Disruptive Behaviors.� in partial fulfillment of the requirements for the degree Master of Arts in Educational Management.

I am earnestly soliciting your cooperation in filling up the questionnaires. Rest assured that all your answers will be treated confidentially. Thank you very much.

CALRENCE V. AGPULDO

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Researcher

CURRICULUM VITAE

Name: CLARENCE V. AGPULDO Civil Status: Single Sex: Male Birth Date: July 5, 1985 Birth Place: Dona Loreta, Pudtol, Apayao Schools Attended:

Elementary: Capannikian Elementary School

Pudtol, Apayo Secondary: Santo Rosario High School Pudtol, Apayo

Tertiary: Saint Luis University Baguio City


Graduate: Cagayan State University Sanchez, Mira

Teaching Experiences:

Santo Rosario High School, Pudtol, Apayao

June 2007- May 2008

Cagayan State University, Sanchez mira

June 2008-present

teachers' strategies

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