An Action Research on the Management of Grade Five Pupils with Disruptive Behaviors in Sta. Maria Magdalena Elementary School Year 2018-2019

Abstract

INTRODUCTION

The impelling prevalence of behavior problems among school children is one of the major problems that pose a threat to all the people concerned -educators, administrators, and classroom teachers. However, there are always possible solutions for such misbehavior. to be successful, policies and practices for improving pupil's discipline must attack the problem at the school, classroom, and individual levels. School goals, missions, and normative climates can be focused on academics and pro-social behavior by redefining common forms of misconduct as unattractive behavior for pupils.

METHODS

This study was limited only to twenty-two (22) Grade V pupils in Sta. Maria Magdalena Elementary School during the school year 2018-2019, who needs to solve the disruptive behaviors of pupils inside the school and classroom.

RESULTS

Based on the findings of the study, the level of self-concept of the behaved pupils was very high, while their counterpart had a lower level of self-concept. Behaved pupils perceived themselves as intelligent pupils, who can think well and always have the abilities to do things. This was only seldom possessed by the misbehaved pupils. Being happy in the family was felt by the behaved pupils. Behave pupils had a better outlook in life and they perceived to be successful someday. Misbehaved pupils had no definite perception for their future: whether they would be successful or not when they would grow.

DISCUSSIONS

Teachers should establish a meaningful relationship with pupils showing respect for them and their feelings when dealing with chronic rule breakers, it helps to consider that pupils who have disruptive behaviors generally have bigger problems at home. Often, they dislike themselves, feel that they are not liked by adults and have a little self-control. Pupil tends to imitate the behavior of their role. Teachers must assume a leadership role in the classroom by initiating a code of discipline and establishing classroom routines that would provide pupils with the points of reference required to adjust their behavior to the social norms of school life. The school and the classroom must have a cooperatively developed discipline code with outlined procedures and consequences.