THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT
Disruptive behavior of children is the common problem encountered by the teachers inside the classroom. Most of the time this will hamper the smooth flow of the teaching and learning process. This complex and troubling issue needs to be carefully understood by the parents, teachers, and other adults. Children as young as in the elementary schools can show disruptive behavior. Parents and other adults who have children with such behavior were alarmed; however, they often hope that the young child will “grow out of it.” Disrupted behavior in a child at any age always needs to be addressed seriously. It should not be quickly dismissed as “just a phase they’re going through!” (Rynders, 2006,p 216).
Numerous research studies have concluded that a complex interaction or combination of factors associated with disruptive behavior leads the child and young adolescents to exhibit extreme disruptive behavior in the future if not given much attention earlier. Research studies have shown that these disruptive behaviors can be reduced or even prevented in school, depending on the efforts exerted by the pupil, teachers, and school administrators in improving their school facilities and policies. Most importantly, efforts should be directed by the parents by decreasing or eliminating exposure of children to violence at home and in the community. This is the usual reason why a certain pupil exhibits some sort of disruptive behavior. (Fernandez, 2003, p 108).
Various researchers have introduced different character curricula in an effort to improve the negative behavior. A NBCT interviewees was quoted stating “if we want children to practice good character traits in school, we must teach children what is acceptable versus unacceptable behavior” (Brannon, 2008).
Instructional strategies that were implemented throughout the schools being surveyed were taught through modeling, discussion, role-playing activities and cooperative learning. There was also a focus on the notion that these strategies should be practiced at home in addition to the classroom, mainly because adults in a child’s life, whether he may be a teacher or a family member served as role models for children.
Rynders (2006) and Barton, Richard and Wenglinsky (1998) addressed an instructional method called “Character Counts!”, developed by the Josephson Institute of Ethics stated that. “If children internalize the right values, and their actions are informed by those values, they will become responsible citizens in the school hall and school room, as they will in the community as a whole”.
(Barton et al., 1998, p. 35). The program known as the six pillars of character are presented: trustworthiness, respect, responsibility, fairness, caring, and citizenship. According to the “Character Counts!” website, a school in Montcalm County, Michigan has seen a decline in discipline referrals over two years (Rynders, 2006, p.216). Once children learn about character and how to develop it within, they want to become better individuals.
The Cabanglasan District Teachers are aware of the disrupted behaviors shown by some of the Grade IV & V pupils wherein they showed a wide range of behaviors such as: explosive temper tantrums, physical aggression, fighting, threats or attempts to hurt others (including homicidal thoughts), cruelty toward animals, taunting and teasing to physical assaults and destruction of property. Whenever disruptive behavior occurs at school, whether in the form of physical assault or emotional abuse, the learning process is disrupted, not only for the children directly involved but for teachers and children bystanders (Daniel L.4 Smallwood . . .)
Many of the factors causing disruptive behavior disorders happen very early in a Childs’ life. It is important to recognize and act on the problems as early as possible. The Treatment that has shown the best results is a combination of: specialized skills training, behavior therapies to teach young people how to control and express feeling in a healthy ways and coordination of services with the young person’s school and other involved agencies. Kazdin AE. Research design in clinical psychology 4th ed. Boston: Allyn& Bacon; 2003.
The government introduced and formulates acts to protect child rights and Department of Social Worker and Development (DSWD) is the lead agency to look into this. The“PantawidPamilyangPilino Program (4Ps)”, is one of these where in the government will not just share the financial support to the children but it educates the parents as well on how to care, understand and protect their children. In spite of all these, some children are still exposed to some factors either at home and in the community that triggers them to have disrupted behavior which affected their school performance.
This study, did not only focused on the performance of the pupils’ having disruptive behavior to measure how far the factors associated with disruptive behavior affects the school performance of the Grade IV & V pupils in Cabanglasan District.
To continue click the following parts of Chapter 1:
Chapter 1 (Disruptive Behavior) –Introduction;
Chapter 1 (Disruptive Behavior) – Conceptual Framework;
Chapter 1 (Disruptive Behavior) – Schematic Diagram;
Chapter 1 (Disruptive Behavior) – Statement of the Problem;
Chapter 1 (Disruptive Behavior) – Null Hypothesis;
Chapter 1 (Disruptive Behavior) – Significance of the Study;
Chapter 1 (Disruptive Behavior) – Scope & Delimitation & Operational Definitions of Terms
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