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Background of The Study

This document provides background information on classroom management and addressing student misbehavior. It notes that the 9th grade year is critical for determining whether students will continue their education or drop out. Research shows 9th graders struggle the most academically and behaviorally. The document then discusses how misbehavior disrupts learning and outlines several approaches teachers can take to address misbehavior, including establishing clear rules/expectations, using "I" messages to explain how behavior affects the teacher, behavior modification, and restorative practices that encourage student responsibility. The purpose of this study is to observe 9th grade classes, identify common misbehaviors, and interview students and teachers to develop interventions.

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Rowena Jumao-as
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1K views2 pages

Background of The Study

This document provides background information on classroom management and addressing student misbehavior. It notes that the 9th grade year is critical for determining whether students will continue their education or drop out. Research shows 9th graders struggle the most academically and behaviorally. The document then discusses how misbehavior disrupts learning and outlines several approaches teachers can take to address misbehavior, including establishing clear rules/expectations, using "I" messages to explain how behavior affects the teacher, behavior modification, and restorative practices that encourage student responsibility. The purpose of this study is to observe 9th grade classes, identify common misbehaviors, and interview students and teachers to develop interventions.

Uploaded by

Rowena Jumao-as
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Background of the Study

Educators are increasingly focusing on the ninth grade as the year that determines
whether a young person will move on or drop out of school. According to research
published in the journal Education, ninth graders have the lowest grade point average,
the most missed classes, the majority of failing grades, and more misbehavior referrals
than any other high-school grade level. Ninth grade has increasingly become a
“bottleneck” for students:

“More and more of us are realizing that it’s the make or break year for many 14-
and 15-year-olds,” says Jon Zaff, director of the Center for Promise at Tufts University.
“It’s a time when the cognitive, emotional, and physical are all coming together. The
schools are likely new environments, and the students have more autonomy and more
homework.”

It is inevitable that all teachers will encounter some sort of misbehaviors.


Baúar (1999) claims all sorts of behaviors that thwart education are called as
unwanted behaviors. Their damaging effects are layers by layers ranging from
most destructive to the least destructive ones. Misbehaviors in the class ruin the class
atmosphere, the teaching process and prevent both students and teachers from
achieving their aims and lead to the problems in time management. Misbehaviors in the
class threatens both teachers and students. When students are disruptive and off-
task, learning ceases. When students ignore rules and challenge their teacher’s
authority, learning again takes a backseat. When students fight with one another
and create a hostile environment filled with fear and uneasiness, learning is the
last thing on anyone’s mind (Sternberg & Williams, 2002).Classroom management
refers to actions taken to create and maintain a learning environment conducive
to successful instruction -arranging the physical environment, establishing rules and
procedures, maintaining students’ attention to lessons and engagement in activities-
(Brophy, 2006). To create a classroom environment in which there are clear and
consistent rules and expectations, a necessary first step is to have the rules for the
classroom posted and clearly visible for all students (Trussell, 2008). A perfect
classroom management system does not exist. A class with no behavior problems can
by no means be assumed to be a well- managed class (Slavin, 1997).

This study looks at classroom management, manner, beliefs about classroom life
and moral and intellectual goals for students, and classroom behavior that directly
informs students of expectations for virtuous conduct and for sure to make interventions
in misbehaviors of grade 9 students in San Fernando National High School.
Classroom management has a history of abuse, authoritarianism and paradoxes
(Butchard, 1994). There are a lot of approaches and interventions to cope with
misbehaviors in the classroom, some of which are listed below:Gordon states that
before deciding on a course of action in response to a problem, a teacher must decide
who "owns the problem."If you own the problem, you must direct the student to solve
the problem. If the student owns the problem, however, your role becomes one of
providing a sympathetic ear and of helping the student find his or her own solutions.
When you own the problem and must therefore create a change in the student's
behavior, Gordon advocates use of a no-lose method to resolve the problem
(Sternberg & Williams, 2002). Handling student misbehavior is to use an “I”
message. An “I”message is a clear, direct, assertive statement about exactly what a
student did that constitutes misbehaving, how the misbehavior affects the teacher’s
ability to teach, and how the teacher feels about the misbehavior.

The behavior modification approach is little concerned with understanding the


underlying problem and its remote causes. Canter and Canter (1992), in a program
called Assertive Discipline; call this strategy the broken record. Teachers should decide
what they want the student to do, state this clearly to the student (statement of want),
and then repeat it until the student complies.

Assertive discipline giving a clear, firm, unhostile response to the student


misbehavior. When all previous steps have been ineffective in getting the student to
comply with a clearly stated and reasonable request, the final step is to pose a
choice to the student: Either comply or suffer the consequences (Slavin, 1997).
Restorative practices in schools include peer mediation, classroom circles to resolve
problems, and family group conferencing, all involving face-to-face resolution to
address the multiple impacts of a student's offending behavior. Those most
affected by it play an important role in resolving the incident. Restorative
practices place responsibility on students themselves, using a collaborative response
to wrongdoing. Students are encouraged to both give and ask for support and are
responsible for helping to address behavior in other students.

This study aims to help the School and the students by observing classes of the
grade IX students in San Fernando National High School and studying their
misbehaviors and be able to find interventions by interviewing students and teachers to
build interventions for this problem.

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