Classroom-Based Management Strategy for Grade V Pupils with Disruptive Behavior at Resplandor Elementary School

Abstract

INTRODUCTION

This research attempted to characterize the behaved pupils from the misbehaved ones during classroom instruction. Moreover, it tried to compare both pupils under investigation. The research end goal is to prepare an action plan to manage pupils' disruptive behaviors of Grade V pupils at Resplandor Elementary School during the School Year 2016-2017. This study aims to maintain, if not promote, more desirable behavior among the behaved pupils, and to eliminate disruptive behaviors among misbehaved pupils.

METHODS

The study compared the characteristics of the behaved pupils from the misbehaved ones during classroom instruction. The study used the causal-comparative research design to characterize the existing conditions relative to the behavior of the intermediate pupils. Personal, social, and academic characteristics of pupils were used as factors including their family orientation. This study did not use sampling design since the number of the respondent is 27. Questionnaire-checklist and interview were used in gathering data at Resplandor Elementary School.

RESULTS

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 ability to do things. They did not perceive themselves to be a successful professional someday, thus they did not aspire to get high grades and finish their studies. Behaved pupils perceived themselves as sociable individuals contrary to their counterparts. Behave pupils had very good relations with their peers. The level of activeness of the behaved pupils in co-curricular activities was greater than the misbehaved pupils. Behaved pupils have a very good level of values at home compared to the misbehaved pupils. Being quarrelsome and talkative were the most predominant traits the misbehaved pupils had.

DISCUSSIONS

There were no observable disruptive behaviors among behaved pupils during classroom instructions. Pupils who behaved in class differ in self-concept as compared to their counterpart. In terms of outlook in life, behaved pupils have a more positive view of life. In terms of aspirations, behaved pupils had ambitions and a definite focus in mind. At home, behaved pupils were proud of their families and loved them and that they behaved in class to maintain their good family relationship. The behaved pupils also showed better scholastic ability and more active membership in school organizations.