CHAPTER I

Introduction

The future educator now are facing an extraordinary challenge in

teaching, it is about handling children with different behavior manifestation

inside the classroom which can cause a problem in managing a classroom

especially pupils in primary level where we can found a numbers of children

with behavioral problem. The common problem brought by this situation is the

processes of knowing these problems in behavior manifested by the pupils and

what are the ways of addressing and controlling such behavior.

Behavior is the range of actions and mannerisms made by individuals,

organisms, system or artificial entities in conjunction with themselves on their

environment which includes the other systems or organisms around as well as

the physical environment. It is the response of the organism to various stimuli or

inputs.

Everyone knows the effects of behavioral problem to their students

inside the classroom, but the problem is what strategies can be employed in

order to control those students with behavioral problem to achieve an effective

and interactive teaching-learning process.

Behavioral problem can result from temporary stressors in child’s life; it

may cause a disturbance on their school and to their self, due to their

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inattentiveness in the discussion, playfulness, carelessness, and

boisterousness inside the classroom and even if in a simple uncomfortable

feeling from them may cause them to transfer in one seat to another. In order to

understand an emotional disturbance, we must be able to distinguish between

the students internalizing and externalizing behavior.

Externalizing behaviors are easily observable by others. The most

frequent problems occur when students exhibit externalizing behavior. A

student exhibiting these types of behaviors may lash out at others using

aggression, violence, defiant, nervousness and irritability, fearfulness, difficulty

in concentrating and negative self-talk. Internalizing behaviors are not always

as easy to observe. These negative behaviors are directed towards the “self”.

The students exhibiting these types of behaviors may hurt him or herself and

not lash out on others. These students are more likely to be rejected by same

age peers and adults. They are basically showing dishonesty as shown in lying

and cheating in examinations, timidity and shyness even among peers and

family, sensitiveness followed by crying, low voice inside the classroom,

disobedience and disrespect for authority, isolating himself from the rest of the

class, is often uncooperative and unfriendly.

These symptoms are just some of the characteristics of Filipino children,

and this research will help and guide us in knowing or identifying different kinds

of behavioral problem and also it will give us more idea on how to handle pupils

2
with such behaviors. This is known as one of the obstacles in creating an

effective classroom environment because it may lead to a problem in teaching

and learning process. And those students who disrupt their own academic

progress may lead to poor performance in school.

Punishing or scolding a child’s who does not possess intellectual skills

and misbehaving in certain situations unjustifiable. There are ways on how to

regulate the misbehavior and inattentiveness of a child not by punishing the

child but by supervising him/her towards his/her improvements on school.

In this study we will focus on the common behavioral problems

manifested among the primary grade pupils in Pili Capital College, Inc., the

effect of exhibited behavioral problem in the classroom management,

interventions that may be employed to improve classroom management and

control behavioral problem.

Statement of the Problem

This study aimed to determine how the behavior of the students affects the

academic performance and discussion in primary level in PCCI, especially this

study will help us to know:

1. What are the common behavioral problems manifested among the

primary grade pupils in PCCI?

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 2. What is the effect of exhibited behavioral problem in the classroom

management?

3. What strategic intervention made by the class adviser?

4. What strategic intervention may be employed to improve classroom

management and control behavioral problem?

Objectives of the Study

Generally, this study is all about the behavioral problems of grade 1-3

Pupils in PCCI and how it affects the classroom management. This study will

enable us to:

1. Identify the common behavioral problem manifested by pupils in

primary levels in Pili Capital College Inc.

2. Identify the numbers of pupils suffering from behavioral problems.

3. Determine the effects of behavioral problems in classroom

management.

4. Determine how the behavioral manifestation manage and control by

the teacher.

Scope and Delimitation

This study is limited to determine the effects of behavioral problem to the

students either he/she are manifesting an internalizing or externalizing behavior

inside the classroom and how it affects the classroom management in Pili

Capital College Inc. among pupils in Primary level at San Isidro Pili Camarines

Sur in school year 2018-2019.

4
 Definition of Terms

Behavioral Problem. symptomatic expression of emotional or

interpersonal maladjustment especially in children (as by nail-biting, enuresis,

negativism, or by overt hostile or antisocial acts)

Behavior modification technique. are interventions and strategic ways

of modifying behavioral problem in children used by the teacher.

Attention deficit. It is a condition in which someone (such as a child)

has problems with learning and behavior because of being unable to think

about or pay attention to things for very long.

Internalize behavior. Is the pupils negative behavior directed toward

him or her where they commits hurting him or herself and not lash out on

others.

Externalize behavior. Externalizing behaviors are easily observable by

others. The most frequent problems occur when students exhibit externalizing

behavior. A student exhibiting these types of behaviors may lash out at others

using aggression, violence, defiant, nervousness and irritability, fearfulness,

difficulty in concentrating and negative self-talk.

Love. Positive teaching solutions and practical classroom management.

Techniques for teachers, Educators and Administrators to save time and

energy…When students feel respected, appreciated and even loved by their

teachers, they are far more motivated and cause far fewer problem.

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 Strict. a strict, but fair teacher, encourages a serious learning

environment where students are held accountable for their learning and others’

learning. Performance is affected by teachers holding pupils accountable and

this translates into the best performance possible for pupils that want to learn.

Formal Discipline. According to this theory, education consists in

strengthening or developing the powers or faculties of the mind by exercising

them on difficult, abstract materials. For disciplinary purposes, the content of

school subjects was held to be of secondary importance. It was the mental

activity called forth by certain subjects which was considered efficacious for the

production of minds able to operate efficiently in any field. Transfer was

supposed to result from exercising and thus improving such mental faculties as

reason, will, memory, observation, and perception. School subjects were

valuable to the extent that they required the vigorous exercise of these faculties.

6
 CHAPTER II

Review of Related Literature and Studies

These sources include articles and case studies from the internet,

books, and other reading materials. This review of related literatures and

studies shall serve as foundation to fully understand and meaningfully interpret

the results of the ongoing study.

Foreign Literature

Classroom management is a term used by teachers to describe

the process of ensuring that classroom lessons run smoothly despite disruptive

behavior by possibly the most difficult aspect of teaching for many teachers;

indeed experiencing problems in this area causes some to leave teaching

altogether. In 1981, the US National Educational Association reported that 36%

of teachers said they were negative student attitudes and discipline (Wolfgang

& Glickman, 1986).

According to Moskowitz & Hayman (1976), once teacher lose

control of their classroom, it becomes increasing more difficult for them to

regain that control (Moskowitz & Hayman, 1976, p.283). , research from

Berliner (1998) and Broghy and Good (1986) also shows that the time that

teacher has to take to correct misbehavior caused by poor classroom

management skills results in a lower rate of academic engagement in the

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classroom (Berliner, 1998; Broghy and Good 1986). From the student’s

perspective, effective classroom management involves clear communication of

behavioral and academic expectations, as well as a cooperative learning

environment.

Classroom management is closely linked to issues of motivation,

discipline and respect. Methodologies remain a matter of passionate debate

among teachers; approaches very depending on the beliefs a teacher holds

regarding educational psychology.

Early childhood behavioral problems are often difficult to define,

since many behavioral issues are part of the normal childhood development

process. Keenan and Wakschlag explain that “preschool-age children come to

mental health clinics for services, manifest serious and sometimes, manifest

serious and sometimes harmful behavior and demonstrate impaired functioning

as a result of behavioral and emotional problems” (2002). Don’t quote this-

paraphrase according to the DSM-lV, young children with problem behaviors

are placed in the category of disruptive behavior disorders. Descriptive behavior

disorders include two sub-categories, composed of including defiant disorder

and conduct disorder (Keenan & Wakschlag, 2002).

Local Literature

Psychiatry deals with the study, diagnosis, prevention and cure of

unnecessary manifestation, which includes cognitive, behavioral, affective and

Misbehaviors. Psychologist treatment is a combination of formal discipline and

theoretic application which includes guiding, counseling and other proven

8
techniques that can prevent such behaviors. Research in psychiatry is focused

on the development of new treatments, improvement of clinical outcomes and

identification of various methods to help students and families cope with the

burdens of mental health conditions.

Psychology became an accepted science in the latter part of the

nineteenth century and was defined as the science of consciousness.

“Behaviorism was, and is, a moment primarily in American psychology that

rejected consciousness as psychology’s subject matter and replaced it with

behavior” (Leahey, 2000, p. 686). Behaviorism was rooted in the 1880s and

continues to evolve in the twentieth-first century and beyond. Although

behaviorism has been intensely studied, behaviorists continue to have difficulty

agreeing on a definition for behaviorism and identifying who were the true

behaviorists (Mills, 1998). The publication of The Behavioral Learning Theory

by Watson in 1913 was responsible for the movement towards behaviorism and

away from functionalism. This publication was a study of the relationship

between organisms and their environment (Overskeid, 2008). Watson used

Pavlov’s findings on animal responses to stimuli as a basis for his work. For

example,

Pavlov rang a bell when his dog was going to be fed. The ringing of the

bell caused Pavlov’s dog to salivate, because the dog had been conditioned to

feed at this time. This behavior resulted in Pavlov asserting that canines had

been conditioned to respond to external stimuli. Hence, Pavlov believed that

humans could also be conditioned to respond to similar stimuli. In support of his

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beliefs, Pavlov demonstrated how a different musical tone, which has never

been paired with receiving food, could elicit similar behavior in humans

(Thomas, 1997). Watson mirrored Pavlov’s research findings in his conditioning

experiment with a young child who he conditioned to fear a white rabbit by

repeatedly pairing it with the loud clang of a metal bar. The child’s conditioned

fear of a white rabbit was so ingrained in his behavior that he became fearful of

E-Leader Manila 2012 other white furry objects such as a Santa mask and

Watson's white hair (Watson & Rayner, 1920). Although most psychologists

have agreed that psychology is the study of human behavior, the only scientists

that consider themselves behaviorists today are those who are followers of

Skinner (Leahey, 2000). Skinner based much of his work on the study of

Watson’s former research. Skinner also did extensive research with animals,

notably rats and pigeons, and invented the famous Skinner box, in which a rat

learns to press a lever in order to receive food. Consequently, every time the rat

pushed the lever, the rat obtained food, which reinforced the behavior. “The

behaviorism of Watson and Skinner is based on a positivistic approach to

science, that is, a reductionist view in which all that can be addressed is the

relation between sensory stimuli and the unique corresponding response”

(Webb, 2007, p. 1086). However, Skinner eventually came to the realization

that human beings go beyond just responding to the environment. He found that

they also react to the environment based on prior experiences (Skinner, 1974).

Rotfeld (2007) suggested that “psychologists ‘invented’ behaviorism itself as a

basis for theoretical explanations, prediction, and testing” (p. 376). From its

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inception, the term behaviorism provided a “direction for social science research

that would allow control and measurement of all relevant variables by ignoring

human thought or cognition” (p. 376). Therefore, behaviorists were not

interested in what might occur in people's minds; they were only interested in

behavioral responses. As a result, these responses were measured in relation

to test stimuli. In other words, behaviorists saw this as a way for them to be

viewed as scientific in the same way as the hard sciences of chemistry or

physics are viewed. By narrowing their focus, the behaviorists provided for

greater use of statistical analysis of experimental results. Their goal was to

achieve a greater use of scientific methods for developing stronger theories. E-

Leader Manila 2012 Skinner (as cited by Gregory, 1987) stated that the mind

and mental processes are "metaphors and fictions," and that "behavior” is a

function of the “biology” of the organism. Skinner expressed no interest in

understanding how the human mind functioned. He was a behaviorist in the

strictest sense as was John Watson. Both Skinner and Watson were only

concerned with how behavior is affected by external forces. Skinner believed

that everything human beings do is controlled by their experience. Therefore,

the "mind" (not the brain) had nothing to do with how people behaved.

Furthermore, thoughts, feelings, intentions, mental processes, and so forth

have no bearing on what humans do. Skinner was known for making audacious

statements in keeping with Watson's tradition of being provocative and

controversial to gain people’s attention (WGHB, 1998). The history of

behaviorism in educational technology can be found in a teaching machine

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constructed by Skinner in 1958. Skinner’s teaching machine was a rote-and-drill

machine where individual instruction was presented in the form of a book; the

machine housed, displayed, and presented programmed instruction. This

teaching machine can be viewed as a form of early technology which can be

compared to today’s basic educational software. An example of how the

Teaching Machine was used is described by Skinner (1958) as follows: “In

using the device the student refers to a numbered item in a multiple-choice test.

He presses the button corresponding to his first choice of answer. If he is right,

the device moves on to the next item; if he is wrong, the error is tallied, and he

must continue to make choices until he is right” (p. 971). Though basic, it is

easy to see the similarity between the teaching machine and many of today’s

educational software programs. Like the teaching machine, computer software

designed for students help to reinforce student behavior. Skinner’s early work

and findings with the teaching machine can be applied to modern day computer

programs, they are fundamentally the E-Leader Manila 2012 same. Skinner’s

teaching machine provides a connection to today’s digital world which can be

generalized and described as the roots of behaviorism.

Related studies

Sun, M., Carlson, R. (1977) studied 197 children with behavior disorders.

An attempt was made to correlate diagnoses between child rearing methods

and family Socio Economic Status CSES -the Hallings). Unsocial aggressive

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reaction was most common diagnosis C56.4/0 and it was chiefly related to

hostile-permissive child rearing methods and found most commonly in SES III

Families. Over anxious reaction was found in SES I families. Result indicates

that SES of the family is a factor in the expression of symptoms in behavior

disorder, rather than particular child rearing methods.

Welding, G., (1977) studied German preschools children and identified

them by using interview and a checklist. 13% of the 1,372 children aged 3 to 7

years having behavior problems including 16*/« of the 702 boys and 9% of the

670 girls. Most common disturbances were sensitiveness, aggressiveness other

affective problems, social withdrawal, hyperactivity, psychomotor disturbances

and speech disorder. Psychosomatic disorders eating problems were

uncommon. The problem of boys included destructiveness, impulsiveness and

related problems. The problems of girls were excessive inhibition such as

submissiveness, shyness and thumb sucking. Center,

D. B., (1981) tested 33 children ranging age from 5 to 12 years old On

the Referral checklist and development representative objective rating farm.

They .•56 tested the assumption that there is a close relationship between

presenting behavior problem and developmental deficits by running a stepwise,

backward multiple-regression analysis of scores obtained from data. Analyses

failed to support that 2 classes of variables are related.

Crowther, J. H. , Bond, L. A. & Rolf, J. E. CiVSl) studied 58S children,

320 boys and 269 girls aged 2 to 5 years. The Vermont behavior checklist was

13
used. The boys showed high frequencies of destructive behavior and disruptive

behavior at 3 years P < .04 and p < .32 respectively refusing to do things when

asked having trouble coping with frustration at 3 years P < .03 and p < .01 and

at 4 years P < .05 and p < .02 displaying high activity levels and picking fights

with others at 5 years P < .0001 and p < .02. Boys were rated as having

difficulty working and playing well with others at 4 years p < .02, larger

percentage of girls were rated as speaking in soft voice compared to other

children. The severity of these behavior distinguishing between a behavior of

early childhood and a behavior disorder. More than 20 *A of the males aged 2

to 4 and females aged P. were rated as very high activity level, 20 */• of the

males were seen as inattentive and demanding adult attention.

Lie Gee, R., Silva, P. A., & Williams, B. (1983) investigated the

characteristics of children identified as having behavior problems by parents

and teachers. Ss were 57 492 boys, 459 girls aged 7 years. Results indicate

that differential association between those background characteristics and

problems behavior whether the parent, the teacher or both perceived a

problems. Findings pointed out, the need for a careful description of children

with behavior problems based on the reports of parent.

Thompson, R. J. (1985) studied behavior problem in childhood. Findings

are organized around basic question regarding frequency of behavior problem

in the normal population. The last decade has seen a substantial increase in

broad-band, narrow-band types of behavior problems and the frequencies of

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these in normal children and those with 50 medical, mental and developmental

problems.

Mc Gee, P., et al., (1986) examined the relationship between reading

disability and behavior problems, parents and teachers reported for behavior

problems at ages 5, 7, 9 and 11 years for three groups of boys. Out of that, 18

with specific reading retarded, 22 general reading backward and 436 with no

specific reading disability. Both groups of reading disabled, boys were reported

as having more behavior problem and problems increased during their early

school years. Teachers perceived them as more aggressive and hyperactive.

Thus results suggest that behavior problem predate reading disability, while

reading failure further exacerbates the existing behavior problem.

Wang, Y., Shen, Y„, Gu, B. J. et al., C1989) evaluated 2,432 primary

school children aged 7 to 14 years at urban areas of Beijing, China. Children's

questionnaire (Putter) was used. The frequency for behavioral problems such

as antisocial behavior 7.4% whereas 0.62*/* for behavior. Antisocial behavior

was dominant in boys, while neurotic behavior was common in girls. The

frequency of behavioral problems varied significantly with different social

condition such as family structure, parent involvement in child's teaching and

the way they were brought up. There was significantly difference between

problems evaluated by parents at home and those observed by teachers in

school. 59 In this section we have seen general behavior problems in

institutions and schools set up. It seems that the problems of hyperactivity and

15
aggression are the most common among all. Other associated problems /

disorders are Ci) Speech disorder, (ii> Anxiety behavior, Ci.i.O Social withdrawl,

Civ) Antisocial behavior, Cv) Neurotic behavior Cvi) Destructive and disruptive

behavior and Cvii) Physical disability. Out of these antisocial behavior,

destructiveness, disruptiveness and impulsivity were found to be more common

in boys whereas girls were more shy, submissive, thumb sucking and also

showed neurotic behavior.

Wang, Y., Shen, Y., et al., C1989) found that a behavior problem has

significant difference at home arid school. The methods used were mostly rating

by parents’ teachers and interviews. The various scales used were as follows s

(i) Vermont Behavior Checklist, til!) Conners – Teacher Rating Scale, Ciii)

Children's Behavior Questionnaire, Civ) Referral form checklist and

developmental representative objective rating form and (v> Family Socio-

Economic Status CHollings). These studies have been for the sake of

convenience, categorised into two different areas v.iz. Ci:> Hyperactivity with

and without conduct disorder and i!2) Aggressive conduct disorder. 60 CD

Hyperactivity with and without conduct disorder Virkkunen, M. & Nuutila, A.,

C197&) studied 53 children under age of 14 years, who met the criteria for

aggressive conduct disorder, namely, marked physical aggressiveness and

disobedience together with destructiveness or cruelty, lasting for at least a year.

For this study, scale of aggressiveness, egocentricity, reactivity and antisocial

behavior were constructed. Result showed that 34 hoys C74JO were

hyperactive and 12 were not, whereas 12 girls divided evenly on level of

16
activity. 30 boys C6550 were antisocial and 16 were not. The corresponding no.

of girls were seven (505O and five. The no„ of 11 boys were with aggressive

conduct disorder, whereas 48*A of male subject had risk of developing

antisocial personality. Skrezyna, J„ (1978) compound the behavior of 180

hyperactive children with 183 normal children. Factors discussed were the

child's level, motor ability, school performance and parental attitudes toward

school and their child rearing practice. The hyperactive children showed a

developmental lag, poorer class achievement and also more misbehavior in

class.

Theoretical Framework

Lev Vygotsky Scaffolding Theory

Introduction

'Okay, class, today we're going to solve equations. Here we go. Who can

tell me the answer of this equation: 3x = 12? No one? Come on, guys. Fine; I

guess I'll just stand up here all day until you answer.'

Yikes! Mrs. Green has no clue how to guide her students through this

problem! She has assumed all of them know the steps to solving an equation

and is not making any attempt to assist. Let's see if we can't help Mrs. Green

use some concepts of cognitive development according to Lev Vygotsky.

Zone of Proximal Development and Scaffolding

17
 The psychologist Vygotsky developed a theory of cognitive development

that focused on the role of culture in the development of higher mental

functions. Several concepts arose from that theory that is important to

classroom learning. This lesson will focus on two concepts: zone of proximal

development and scaffolding. The zone of proximal development, commonly

referred to as ZPD, is an important principle of Vygotsky's work. ZPD is defined

as the range of tasks that a child can perform with the help and guidance of

others but cannot yet perform independently. Within the zone of proximal

development there are two levels. First we have the actual development level.

This is the upper limit of tasks one can perform independently. The second level

is the level of potential development. This is the upper limit of tasks that one

can perform with the assistance of a more competent individual.

Vygotsky viewed the zone of proximal development as the area where

the most sensitive instruction or guidance should occur. This would allow the

child to develop skills to use on his or her own to develop higher mental

functions. Scaffolding is the second concept of focus. Scaffolding is directly

related to zone of proximal development in that it is the support mechanism that

helps a learner successfully perform a task within his or her ZPD. Typically, this

process is completed by a more competent individual supporting the learning of

a less competent individual. So, for example, there could be a teacher assisting

a student, or a higher-level peer assisting a younger peer. To understand this

concept better, let's think about how scaffolding is used in the construction of a

home. The scaffold is an external structure that provides support for the

18
workers until the house itself is strong enough to support them. As the home

gains stability, the scaffold becomes less necessary and is gradually removed.

Giving clues on how to solve an equation is an example of scaffolding.

Scaffolding is applied similarly in the classroom. First, the teacher should

provide clues about how to proceed through the problem. As the child becomes

capable of solving the problem without support, the teacher gradually removes

these clues. This process is referred to as fading

Classical conditioning by Ivan Pavlov

Ivan Pavlov (1849-1936) was a Russian scientist interested in studying

how digestion works in mammals. He observed and recorded information about

dogs and their digestive process. As part of his work, he began to study what

triggers dogs to salivate. It should have been an easy study: mammals produce

saliva to help them break down food, so the dogs should have simply began

drooling when presented with food. But what Pavlov discovered when he

observed the dogs was that drooling had a much more far-reaching effect than

he ever thought: it paved the way for a new theory about behavior and a new

way to study humans.

Classical Conditioning

The people who fed Pavlov's dogs wore lab coats. Pavlov noticed that

the dogs began to drool whenever they saw lab coats, even if there was no food

in sight. Pavlov wondered why the dogs salivated at lab coats, and not just at

19
food. He ran a study in which he rang a bell every time he fed the dogs. Pretty

soon, just ringing a bell made the dogs salivate.

Pavlov said the dogs were demonstrating classical conditioning. He

summed it up like this: there's a neutral stimulus (the bell), which by itself will

not produce a response, like salivation. There's also a non-neutral or

unconditioned stimulus (the food), which will produce an unconditioned

response (salivation). But if you present the neutral stimulus and the

unconditioned stimulus together, eventually the dog will learn to associate the

two. After a while, the neutral stimulus by itself will produce the same response

as the unconditioned stimulus, like the dogs drooling when they heard the bell.

This is called a conditioned response. Think of an unconditioned response as

completely natural and a conditioned response as something that we learn.

The Theory of formal Discipline by Edward Lee Thorndike

According to this theory, education consists in strengthening or

developing the powers or faculties of the mind by exercising them on difficult,

abstract materials. For disciplinary purposes, the content of school subjects was

held to be of secondary importance. It was the mental activity called forth by

certain subjects which was considered efficacious for the production of minds

able to operate efficiently in any field. Transfer was supposed to result from

exercising and thus improving such mental faculties as reason, will, memory,

observation, and perception. School subjects were valuable to the extent that

they required the vigorous exercise of these faculties.

20
 Formal discipline did not originate as a full-grown theory at any one time

or in any one place, but its roots go back at least to the time of the ancient

Greeks. Plato foreshadows the theory in his Republic when he discusses the

education of the rulers of the ideal state. According to Plato, the rulers are to be

philosophers, men who know true being, who can contemplate reality –the

abstract, the ideal – and thus arrive at a knowledge of the Good, which is

attainable only through a pure act of the intellect. To prepare for this higher

learning, their minds first had to be elevated above the world of shadows, where

they were dependent upon and deceived by senses. For the purpose of this

mental elevation, the study of mathematics was indispensable.

Schedules of Reinforcement

Continuous reinforcement is the original scenario: Every time that the rat

does the behavior (such as pedal-pushing), he gets a food pellet.

The fixed ratio schedule was the first one Skinner discovered: If the rat

presses the pedal three times, say, he gets goodies. Or five times. Or twenty

times. Or “x” times. There is a fixed ratio between behaviors and reinforcers: 3

to 1, 5 to 1, 20 to 1, etc.

The fixed interval schedule uses a timing device of some sort. If the rat

presses the bar at least once during a particular stretch of time (say 20

21
seconds), then he gets goodie. If he fails to do so, he doesn’t get goodie. But

even if he hits that bar a hundred times during that 20 seconds, he still only gets

one goodie! One strange thing that happens is that the rats tend to “pace”

themselves: They slow down the rate of their behavior right after reinforcement,

and speed up when the time for it gets close. Skinner also looked at variable

schedules. Variable ratio means you change the “x” each time -- first it takes 3

presses to get goodie, then 10, then 1, then 7 and so on. Variable interval

means you keep changing the time period -- first 20 seconds, then 5, then 35,

then 10 and so on. With the variable interval schedule, the rats no longer

“pace” themselves, because they can no longer establish a “rhythm” between

behavior and reward. Most importantly, these schedules are very resistant to

extinction. It makes sense, if you think about it. If you haven’t gotten a reinforce

for a while, well, it could just be that you are at a particularly “bad” ratio or

interval, just one more bar press, maybe this’ll be the one time you get

reinforced.

Shaping

A question Skinner had to deal with was how we get to more complex

sorts of behaviors. He responded with the idea of shaping, or “the method of

successive approximations.” Basically, it involves first reinforcing a behavior

only vaguely similar to the one desired. Once that is established, you look out

for variations that come a little closer to what you want, and so on, until you

22
have the animal performing a behavior that would never show up in ordinary

life. Skinner and his students have been quite successful in teaching simple

animals to do some quite extraordinary things.

Theoretical framework

Scaffolding theory
By: Lev Vygotsky

Behavioral
Problems

Theory of formal Discipline Classical conditioning

By: Edward Lee thorndike theory
By: Ivan Pavlov

23
Conceptual Framework

Input. Presents the two categories of behavioral problem, the

internalizing and externalizing behavior which show the types of behavior

manifested by pupils in different ways. The way a person accept self as

different from others, that involve shyness, loneliness and insecurity for others

are known as internalizing behavior. These pupils commit hurting him or herself.

While pupils exhibiting aggression, violence, defiant and stubborn behavior are

said to be Externalizing behavior, these behavior may happen violently or

suddenly.

Common problems exhibited by the pupils inside and during the class

will be presented in this section, the effects of these behaviors to classroom

discussion or teaching and learning process. Also, This will indicate how pupils

move or act differently to others, like nonstop talking with their seatmates,

hurting other and transferring from one seat to another, having a very short time

of paying attention in listening the lesson discussion.

Process. Discuss the strategic intervention made by the class

adviser to adjust in different situation caused by the destructive behavior of the

pupils inside the classroom. This section will show what kind of punishments

and care to be employed in house and school. There are types of punishment,

the formal discipline and the punishment. Also it will show the role of the

parents in helping their children.

24
 Output. In this section, we will observe the result of used intervention

by the teacher, is it effective or not, and the effect of these to the classroom

management and teaching and learning process.

25
 Figure 2.Conceptual Framework

Intervention used in
terms of
Results of the used
Externalize behaviour
strategic intervention
and
employed to improve
Behavioural problem: Internalize behaviour
classroom
Externalizing and
management and
internalizing behaviour
control behavioral
Classical conditioning
problem
Scaffolding

Formal discipline

26
 CHAPTER III

Methodology

This chapter describes and discusses how the researchers will gather the

necessary data and information that will be used in the entire study. It describes

who will be respondent and focus of the research. This also shows the

procedure of data collection and instruments used, these chapters also discuss

the type of research, research method, and the research locale where the study

will be conducted.

Research Design

This research used case studies to determine the disruptive behavior or the

pupils and their behavior modification. The researcher followed several steps to

determine and establish the baseline data after identifying the disruptive

behavior displayed by the pupil. A contract was made by the researcher with

the pupils together with parents or guardian since said pupils were still of minor

age. The assistance of the parents or guardian was solicited so that they can

monitor or supervise their pupils whether there were improvements in the child’s

behavior at the end of the research.

The researcher noted the changes in the behavior of the pupils who were

validated by their teachers, classmates and parents/ guardians. The analysis

and interpretation of the data presented complete discussion of each case of

the pupil involved and incorporated in the conclusions and recommendation.

27
 Focus Group Discussion (FGD)

The data of this research were collected using an unstructured interview and

naturalistic observation. An unstructured interview or non-directive interview is

an interview where questions are not prearranged. Naturalistic observation is a

research tool in which a subject is observed in its natural learning environment

without any manipulation by the observer.

Research locale and Participants (Respondents of the Study)

The study was located at Pili Capital College Inc., San Isidro Pili

Camarines Sur. The focus is to gather data about the primary level Grade 1 to 3

pupil’s behavior such as their works, characteristics and manifestations inside

the classroom during class hour.

The (PCCI) Piili Capital College Incorporated is composed of Primary,

Secondary, and Tertiary level. Overall, grade 1-3 are composed of 46 pupils, 6

of them are confirmed by their teacher and parents that manifesting internalized

and externalized, In relations with our study: The Behavioral problems of

Primary level pupils and its effect to their learning. A primary level pupil have

the rising number of children suffering and expressing misbehavior inside the

classroom nor do they have the latest and updated approach in term of

techniques, Methodology and Strategies.

The intended respondents may include; Teacher, Parent with selected

pupils who can help with the completion of the study.

28
 Data Gathering Procedure

The data for this research were collected using unstructured interview.

The survey was created using suitable questions modified from related

research and individual questions formed by the researcher. The survey is

comprised 10 questions intended to be answered by the respondents (teacher

and parents) which were related to the Behavioral Problems of Primary level

(grade 1 to 3) Pupils and its effect to their academic performance.

29
 CHAPTER IV

Result and Discussion

In this Chapter, the results and discussion of the study will be presented.

The data gathered by the researchers will be presented descriptively with some

pictures as evidence. The first part will discuss the expected behaviorism

manifestation: Externalize and internalize. Followed by the teachers observation

and intervention used in controlling such behavior. At last, the conclusions and

recommendation of the researchers will be presented.

Behavioral manifested

Externalize Behavior

1. Transferring from one seat to another.

Plate 1.Pupil sitting to his classmate’s seat

It

was observed and discovered that the pupil’s behavior and attention are easily

affected by the following factors: 1. Being far from their friends, 2.

Uncomfortable feeling, 3. being an attention seeker. These factors may also

affect the classroom discussion and management.

30
 2. Nonstop talking

Plate.2 Pupil talking with his seatmates

This behavioral problem was observed and discovered that the nonstop

talking behavior of the pupils are affected by the following: 1. Exciting thoughts,

2. Unexplainable feelings 3. Intentions 4. Mental processes. These may cause

a disturbance to their seatmates and classroom management.

Skinner believes that everything human beings do is controlled by their

experience. Therefore the “mind” (not the brain) had nothing to do with how

people behaved. Furthermore, thoughts, feelings, intentions, mental processes,

and so forth have no bearings on what humans do.

3. Bullying

31
 Plate.3 Pupil showing authority among his classmates

This behavioral problem was observed and discovered that the bullying

is one of the most major problem that we encounter nowadays particularly

inside the classroom and this behavior are affected by the following; 1. Feeling

of Authority 2. Personal Intention 3. Attention Seeker. These problems may

also affect their classroom management and the behavior of the bullied pupils.

Plate.4 Situation inside the classroom

Classroom management is the first thing ruined by the pupil’s

misbehavior. Classroom structure may be destroyed and tables/chairs may be

rumbled due to pupils attitudes and behavior inside the classroom. It may cause

a big disturbance and changes in the teaching and learning process. The

32
progress and development of the morale values of the pupils will remain the

same if the teacher won’t do any strategic intervention.

Focused Group Discussion

Focused group discussion is basically an interview done with a group

who has knowledge on particular subject but have divergent views. The basic

purpose is to illicit/draw their answers recorded thru a facilitator. Ideal number

of participants would be 3 with their answers written descriptively. Focused

group interview should last no more than 2 hours.

Plate.5 Teacher 1 Edna Frongoso

The teachers and researcher conversation:

Did you observe some behavioral problems with your pupils? “yes sir! As

always, digdi talaga sa grade one ang mga aking arug kayan sir. What kind of

33
behavior did you observe? “Digdi ka sir makakailing ning aking bigla na lang

makurahaw, nangkukulog kan kaklase maparapasaway tapos malaog mayong

gamit na dara. Who among of your pupils mostly expressed those behaviors?

Uhm si Enzo ang noted ko na may arug kayan na ugali, Si enzo lang po maam?

Si Carlo kasi sir nagpapasaway pero nasasabihan unlike Enzo. Is the pupil’s

behavior causes disturbance to your classroom management? Ah opo Sir , yan

talaga ang unang nasisira, ang classroom management. May mga time sir na

mauubos ang oras mo kakasaway lang. kaya wala kang mapapala kung

hahayaan mo lang, kailangan mong gumawa at mag isip ng mag isip ng mga

strategies para maayos ang pupils misbehavior.

Plate.6 Teacher 2 Chailou Volante

Did you observe some behavioral problems with your pupils? Hindi

masyado, walo lang kasi sila dito sa grade two kaya madaling imanage pero

may makikita ka ditong batang babae na di matigil tigil sa kakasalita, kwento ng

34
kwento, madalas din syang sumigaw ng malakas may isa pa pala dito na di

makapagstay sa isang lugar lang, tayo ng tayo then madalas lumabas What

kind of behavior did you observe? Yun lang naman, nonstop talking. Who

among of your pupils mostly expressed those behaviors? Si Nicole at si Miguel.

Is the pupil’s behavior causes disturbance to your classroom management? Ah

Oo, madalas nga matigil discussion dahil bigla bigla na lang yan magtatanong

nang dinaman di naman connected sa topic, tapos susundan nay an ng kwento.

Pagpinagsabihan mo titigil tapos magsasalita nanaman ulit, Uhm si Miguel po

ma’am? Ganun din po, mas malala nga si Miguel dahil yinayaya niya pa yung

iba na lumabas.

Plate.7 teacher 3 John Jomark Balderama

35
Did you observe some behavioral problems with your pupils? I What kind of

behavior did you observe? I have here a bully pupils na mahilig mangrabong

sa mga kaklase, maray man sya sa klase kaso kahyper kaya noted ko sya na

pasaway. Who among of your pupils mostly expressed those behaviors? Si

Dave man lang po, ta the rest, sarong sabi lang nagpupundo na dawa

pasaway. Is the behavior of the pupils’ causes’ disturbance to your classroom

management? Ay pirme nayan sir lalo na pagnagleleson ako tapos bigla na

lang tinotopak yan, kaya an advice ko saindo ma’am/sir sa una pa lang ipailing

mo na an authorithy, na between pupils and teacher, it must have always an

authority para mahandle mo ng maayos ang klase mo. Kan una pa lang kaya

sir/maam nailing ko na yan na may pasaway then he keep transferring from one

sit to another para makipag istoryawan sa mga seatmate niya, pinabayaan ko

lang ta nag aalangan pa ko kaso nanoticed ko na habang naghahaloy nag

aabuso.

Intervention employed by the teacher

This part focuses on the implication of the strategic intervention made by

the teacher according to his or her observation in Pili, Capital College Inc.

36
Elementary level (Grade 1 -3). The theories and processes include Love, Strict,

Love with Strict and Formal discipline.

Plate.8 Display of good manners and right conduct

What interventions or strategies you mostly applied to manage and

control your pupils behavior? Teacher 1 said that,”paglaog mo pa lang sa

classroom dapat masabi nira na dapat keep quiet na, sit properly dahil anjan na

si maam” pano nyo maam magagawa, kailangan po bang maging strikto at

takutin sila? “no sir, di natin kailangan magsermon sa kanila dahil masasaktan

lang natin sila, So paano po maam? Simple lang sir, pagnaglesson ka ipakita

mong seryoso ka or pagnagalit ka wag kang ngingiti para makuaha mo ang

tiwala nila. Dahil there are times na kailangan malaman na pagseryoso ka

magbehave sila then pagnagbibiruan okay lang magtawanan. Sabi ko nga

dapat alam nila kung kailan pwedeng magbiro at kailan hindi dapat” What else

po maam? Keep your classroom well manage and lessons friendly, make sure

na May mga nakapost ka sa wall na mga rules or mga display about good

manners and right conduct.

37
 Plate.9 Wall display

Every classroom must be clean and environment friendly for the comfort of the

pupils, It will help the pupils to be more attentive and active because they feel

comfortable. Are these strategies effective? Yes because the physical

environment of the classroom can improve the learning environment and

prevent behavior problems before they occur. Structuring the learning

environment to create a nurturing environment it is essential for both teacher

and student.Showing too much love for pupils may result for you to be abused

by them. Authoritative teaching may help us to be respected and followed,

Avoid corporal punishment like hitting and pinching may lower their moral

behavior, apply Formal discipline theory, where we give mental activity for

example giving task for a couple of time, setting them as the leader of the group

to mold their confidence and to be a good follower.

(E.L Thorndikes) It was the mental activity called forth by certain subjects

which was considered efficacious for the production of minds able to operate

efficiently in any field. Transfer was supposed to result from exercising and thus

38
improving such mental faculties as reason, will, memory, observation, and

perception. School subjects were valuable to the extent that they required the

vigorous exercise of these faculties.

Plate.10 Wall display

What interventions or strategies you mostly applied to manage and

control your pupils behavior? Teacher 2 said “kailangan kong maging strikto

ma’am/ sir kasi kung malambot ka sa estudyante aabusuhin ka at hindi ka nila

irerespeto at hindi yan sayo makikinig during discussion. Tulad ng estudyante

kong si Nicole pag grabi na ang pasaway niyan. Sabihan mo lang yan

makikiniog yan sayo, Is these strategies effective? Yes sir, kaya mas madali

silang imanage, pero iba strategy ang kailangan ni Miguel, napapasunod ko sya

pag linalambing. Just don’t ever forget to appreciate their effort.

(Shaping) A question Skinner had to deal with was how we get to more

complex sorts of behaviors. He responded with the idea of shaping, or “the

method of successive approximations.” Basically, it involves first reinforcing a

behavior only vaguely similar to the one desired Teacher 3 answered the

question: What interventions or strategies you mostly applied to manage and

control your pupils behavior? Actually sir/maam wala naman talagang best

strategies for children, dahil everyday nag iiba ang mood nila katulad ng

behavior nila, so anytime time dapat ready ka sa gagamitin mong strategy, pero

ako ang madalas kong ipakita sa kanila ay ang love and pagiging strict ko sa

kanila, Paano po yun sir? Simple lang, kailangan mo lang ipaliwanang and

39
ipaalala sa kanila na strikto ka sa kanila dahil love mo sila, so that kahit

mapagsabihan mo sila, hindi sila magagalit dahil alam nilang love mo sila. Kaya

kahit sabihin nating ako ang may pinakamaraming estudyante im so proud to

say na napapasunod ko sila. Then also advice ko lang sir and maam dapat

always modulated ang voice niyo para ang attention ng mga bata ay nasayo.

(Ivan Pavlov)To prepare for this higher learning, their minds first had to

be elevated above the world of shadows, where they were dependent upon and

deceived by senses. For the purpose of this mental elevation, the study of

mathematics was indispensable.

Focus Group Discussion (FGD)

Focused group discussion is basically an interview done with a group

who has knowledge on particular subject but have divergent views. The basic

purpose is to illicit/draw their answers recorded thru a facilitator. Ideal number

of participants would be from 5-8 with their answers written descriptively.

Focused group interview should last no more than 2 hours.

Introductory:

 What are the common behavioral problems manifested among the

primary grade pupils in PCCI?

 What is the effect of exhibited behavioral problem in the classroom

management?

 What strategic intervention made by the class adviser?

 What strategic intervention may be employed to improve classroom

management and control behavioral problem?

40
 Probing:
 Did you observe some behavioral problems with your pupils?

 What kind of behavior did you observe?

 Who among of your pupils mostly expressed those behaviors?

 Is the behavior of the pupils’ causes’ disturbance to your classroom

management?

 What interventions or strategies you mostly applied to manage and

control your pupils’ behavior?
 Are these strategies effective?
Exit Question:
 Can we get some advised from you on how can we cope-up with
behavioral problems as a future educator.

CHAPTER V

Summary
(No Summary)

Findings
1. After the data gathering we’re treated, the researchers found out that the

primary level of PCCI has a low numbers of pupils with behavioral problem,

namely the following bullying, Nonstop talking, Transferring from one seat to

another.

41
 2. After the data gathering we’ve treated, the research findings the pupils

who exhibit behavior problem invariably require attention, because a pupils

misbehavior may ruin the classroom discussion and disturbance to their

classmates.

Authority inside the classroom must be employed, and applicable classroom

structuring must be secured. Give mental activities or task for them to do as

formal discipline in order for them to participate actively in the class.

Conclusions

1.As a researcher we therefore conclude that scaffolding, classical

conditioning and formal discipline are the most effective process of shaping and

conditioning the pupils behavior, as it show in our study. It must be employed

earlier.

2.Good classroom management is more than just being strict or

authoritarian and it is more than simply being organized. If we want to have

classroom run smoothly as well – oiled learning machine, we have to set up

structured learning environment in which certain behaviors are promoted and

others are discouraged. While the strategies being used by the teacher that

giving activities to the pupils will make them more responsible participative and

cooperative person.

Recommendations

42
 1.Teachers/ Class advisers must have the ability to create a solid rule that

carry out the spirit of the classroom. Pupils support these rules. They are even

encouraged and given the words to support others in the classroom when they

are not followed.

2.Teachers must also consult with parents about whether they see similar

behavior at home. We recommended that teachers also carefully occurs,

including how they react, how other students react, and the consequences that

may be reinforcing the behavior. Teachers must agree together to invest time

and attention in monitoring behaviors.

3.The teachers recommend to create and /or make well organized

classroom environment that will nurture the three learning domains of the pupils

who has behavioral problem and employ behavior conditioning and scaffolding

to shape personality.

CHAPTER VI

Bibliography

A. BOOKS

Note: Used standard format for citing references based from the handout format
I distributed to your class)

Adams, J.A. Human memory.(N.Y. McGraw-Hill 1967)

Allport G. Becoming:Basic consideration for a Psychology of Personality. (New

Haven, Conn: Yale University Press 1955)

43
Bandura, D.P. and Walters, R.H. Adolescent Aggression. (New York: Ronald
Press 1959)

Woody, Robert H. Behavioral Problem Children In the Schools. ( New York :

Appleton Century Crofts 1969)

Smith Karl & Williams M. Smith. The Behavior of Man. Introduction to

Psychology. (New York: Henry, Holt & Co. Inc.c1958)

Goodman, M.E. Race Awareness In Young Children. 2nd ed.( New York: Collier
Books 1964)

Heathers, E. Emotional Dependencies and Independence in a Physical Threat

Situation. Child Development 1953

Hull C.L. Principles of Behavior. (New York: Appleton Century Crofts 1943)

Teachers’ strategies to cope with student misbehavior

https://www.researchgate.net/publication/
248607104_Teachers’_strategies_to_cope_with_student_misbehavior

Article B; Students classroom misbehavior; An Exploratory Study Based on

Teachers’ perception

https://www.hindawi.com/journals/tswj/2012/208907/

Students classroom misbehavior; An Exploratory Study Based on Teachers’

perception

https://www.hindawi.com/journals/tswj/2012/208907/

Appendices
Project Proposal

BEHAVIORAL PROBLEMS: IT’S EFFECT IN CLASSROOM MANAGEMENT

IN PRIMARY LEVEL IN PILI CAPITAL COLLEGE, INC.

44
I- TITLE: BEHAVIORAL PROBLEMS: IT’S EFFECT IN
CLASSROOM MANAGEMENT IN PRIMARY LEVEL IN
PILI CAPITAL COLLEGE, INC.

II- PROPONENT: NOEL B. DAGTA

JACQUELINE JOSE WRIGHT
RACHELLE NIEBRES
BEED-IV, Teachers Education
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

III- LOCATION: Pili Capital College, Inc.

San Isidro, Pili, Camarines Sur

IV- TIME FRAME: November 12, - January 11, 2019

V- COOPERATING PERSONS:

DR. ESTELITO R. CLEMENTE

Dean of Teacher Education Department
Pili Capital College Incorporated
San Isidro Pili Camarines Sur

JOAN P. MENDONES
Elementary School Principal
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

EDNA FRONGOSO
Grade I Teacher
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

CHAILOU VOLANTE
Grade II Teacher
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

45
 JOHN JOMARK BALDERAMA
Grade III Teacher
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

VI- RATIONALE

Knowing the problems in behavior manifestation of the pupils is the great

role of the teachers. They are committed to make different strategic intervention

in order to achieve the educational objectives of every teacher. Different

Psychological theories are highly applicable in these situations.

(Ivan Pavlov) To prepare for this higher learning, their minds first had to

be elevated above the world of shadows, where they were dependent upon and

deceived by senses.

VII- DESCRIPTION OF THE PROJECT

The future educator now are facing an extraordinary challenge in

teaching, it is about handling children with different behavior manifestation

inside the classroom which can cause a problem in managing a classroom

especially pupils in primary level where we can found a numbers of children

with behavioral problem. The present study proposes learning strategies

generally named as “World of shadow” basically originated from the theory of

scaffolding that tells about the parents and teacher as the observer of the pupils

behavioral manifestation. This World of shadow will lead them into to the

effective help and guidance they may apply to those pupils that cannot yet work

independently as they know the real problem in the pupil’s behavior.

46
A. Objectives

Generally, this study is all about the behavioral problems of grade 1-3

Pupils in PCCI and how it affects the classroom management. This study will

enable us to:

A. Identify the common behavioral problem manifested by pupils in primary

levels in Pili Capital College Inc.

B. Identify the numbers of pupils suffering from behavioral problems.

C. Determine the effects of behavioral problems in classroom management.

D. Determine how the behavioral manifestation manage and control by the

teacher.

B. Methodology

This chapter describes and discusses how the researchers will gather

the necessary data and information that will be used in the entire study. It

describes who will be respondent and focus of the research. This also shows

the procedure of data collection and instruments used; these chapters also

discuss the type of research, research method, and the research locale where

the study will be conducted.

C. Program of Activities

The researcher followed several steps to determine and establish the

baseline data after identifying the disruptive behavior displayed by the pupil. A

47
contract was made by the researcher with the pupils together with parents or

guardian since said pupils were still of minor age. The assistance of the parents

or guardian was solicited so that they can monitor or supervise their pupils

whether there were improvements in the child’s behavior at the end of the

research.

Focus Group Discussion (FGD)

The data of this research were collected using an unstructured interview and

naturalistic observation. An unstructured interview or non-directive interview is

an interview where questions are not prearranged. Naturalistic observation is a

research tool in which a subject is observed in its natural learning environment

without any manipulation by the observer.

VIII- MONITORING AND EVALUATION

A. Pre-implementation

1. Preparation of project proposal

2. Seeking approval

3. Information dissemination Focused Group Discussion

B. Actual Implementation

1. Active participation of the primary level teacher in the focused

group discussion conducted.

2. Draft the questionnaire for the respondents

48
C. Post Implementation

1. Administer the questionnaires to the respondents

2. Determine the results to allow provisions for the continuity of

utilization of the learning activities.

Prepared by:

NOEL B. DAGTA
JACQUELINE JOSE WRIGHT
RACHELLE NIEBRES
Researchers

Noted:

DR. ESTELITO R. CLEMENTE

Dean of Teacher Education Department
Pili Capital College Incorporated
San Isidro Pili Camarines Sur

JOAN P. MENDONES
Elementary School Principal I
Pili Capital College, Inc.
San Isidro, Pili, Camarines Sur

QUESTIONNAIRE

49
Focus group discussion (FGD)

Focused group discussion is basically an interview done with a group

who has knowledge on particular subject but have divergent views. The basic
purpose is to illicit/draw their answers recorded thru a facilitator. Ideal number
of participants would be from 5-8 with their answers written descriptively.
Focused group interview should last no more than 2 hours.
Introductory:

 What are the common behavioral problems manifested among the

primary grade pupils in PCCI?

 What is the effect of exhibited behavioral problem in the classroom

management?

 What strategic intervention made by the class adviser?

 What strategic intervention may be employed to improve classroom

management and control behavioral problem?
Probing:
 Did you observe some behavioral problems with your pupils?

 What kind of behavior did you observe?

 Who among of your pupils mostly expressed those behaviors?

 Is the behavior of the pupils’ causes’ disturbance to your classroom

management?

 What interventions or strategies you mostly applied to manage and

control your pupils’ behavior?
 Are these strategies effective?
Exit Question:
 Can we get some advised from you on how we can cope-up with
behavioral problems as future educators?
Findings
3. After the data gathering we’re treated, the researchers found out that the

primary level of PCCI has a low numbers of pupils with behavioral

50
 problem, namely the following bullying, Nonstop talking, Transferring

from one seat to another.

4. After the data gathering we’ve treated, the research findings the pupils

who exhibit behavior problem invariably require attention, because a

pupils misbehavior may ruin the classroom discussion and disturbance to

their classmates.

5. Authority inside the classroom must be employed, and applicable

classroom structuring must be secured

Give mental activities or task for them to do as formal discipline in order

for them to participate actively in the class.

51
Noel B. Dagta
Zone Itaas, Agdangan
Baao, Camarines Sur
09267800631

PERSONAL INFORMATION

Age : 21 years old

Sex : Male
Date of Birth : September 16, 1998
Place of Birth : Agdangan, Baao, Camarines Sur
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Single
Name of Father : Romulo M. Dagta (Deseased)
Name of Mother : Nelly B. Dagta
Occupation : Housewife

SPECIAL SKILLS
5. Hardworking
6. Self-motivation
7. Good in decision making
8. Can Work Under Pressure

EDUCATIONAL BACKGROUND

Collegiate : Pili Capital College Incorporated

San Isidro Pili, Camaries Sur
Bachelor of Elementary Education
2018-2019
Secondary : Agdangan National High School
Agdangan, Baao, Camarines Sur
2014-2015
Primary : Agdangan Elementary School
Agdangan, Baao, Camarines Sur
2010-2011

52
TRAININGS AND SEMINARS ATTENDED

5. Seminar on Gender-Based Violence against Women and

Children and risk Reduction management
Department of Agriculture Training Hall
San Agustin Pili, Camarines Sur
November 30, 2015

53
JACQUELINE JOSE WRIGHT
Sentro St., La Medalla
Baao, Camarines Sur, 351
Email: [email protected]
Contact no. 09267446955

SPECIAL SKILLS
9. Hardworking
10. Self-motivated
11. Good in decision making
12. Can Work Under Pressure

PERSONAL INFORMATION

Age : 19 years old

Sex : Female
Date of Birth : July 13, 1999
Place of Birth : La Medalla, Baao, Camarines Sur
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Single
Name of Father : Jose R. Intia
Occupation : Retard Police man
Name of Mother : Jacqueline Wright (deceased)

SPECIAL SKILLS
13. Hardworking
14. Self-motivated
15. Good in decision making
16. Can Work Under Pressure

EDUCATIONAL BACKGROUND

Collegiate : Pili Capital College Incorporated

San Isidro Pili, Camaries Sur
Bachelor of Elementary Education
2018-2019
Secondary : Baao National High School
Sta. Cruz, Baao, Camarines Sur
2014-2015
Primary : La Medalla Elementary School
La Medalla, Baao, Camarines Sur

54
 2010-2011

TRAININGS AND SEMINARS ATTENDED

6. Seminar on Gender-Based Violence against Women and

Children and risk Reduction management
Department of Agriculture Training Hall
San Agustin Pili, Camarines Sur
November 30, 2015

RACHELLE R. NIEBRES
Zone 2 Brgy. La Victoria
Bula, Camarines Sur, 351
Contact no. 09069278261

55
PERSONAL INFORMATION

Age : 24 years old

Sex : Female
Date of Birth : April 28, 1995
Place of Birth : La Victoria, Bula, Camarines Sur
Religion : Iglesia Ni Cristo
Nationality : Filipino
Civil Status : Single
Name of Father : Boanerjes Y. Niebres
Occupation : Carpenter
Name of Mother : Esperanza R. Niebres
(deceased)

SPECIAL SKILLS
17. Hardworking
18. Self-motivated
19. Good in decision making
20. Can Work Under Pressure

EDUCATIONAL BACKGROUND

Collegiate : Pili Capital College Incorporated

San Isidro Pili, Camaries Sur
Bachelor of Elementary Education
2018-2019
Secondary : La Victoria High School
La Victoria BUla, Camarines Sur
2010-2011
Primary : La Victoria Elementary
La Victoria, Baao, Camarines Sur
2006-2007

TRAININGS AND SEMINARS ATTENDED

7. Seminar on Gender-Based Violence against Women

and Children and risk Reduction management
Department of Agriculture Training Hall
San Agustin Pili, Camarines Sur
November 30, 2015

56
57