Improving Discipline of Grade Three Pupils of Rosa G. Acuna Memorial Elementary School

Abstract

INTRODUCTION

Many educators and parents are gravely concerned about discipline and danger in school environments. Classroom settings are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning. These issues had brought a great impact to pupils who have behaved well throughout the school year as well as to teachers who always seek remedies in this kind of classroom disruptions. Although most of the time speculation arises, we cannot blame the teachers for it was once said that, 0-6 years of the children's life were spent at home.

METHODS

This action research conducted from September to January 2019. The respondents of the study were the grade three pupils consisting of 23 boys and 22 girls and their parents. The researchers made use of the checklist/survey to find out the number of misbehaviors of grade three pupils. An individual pupil interview and parent survey were employed to determine how pupils feel about inappropriate behavior in school.

RESULTS

Analysis of data reveals that the possible causes of misbehavior of the pupils are as follows: less parental involvement, social media, and violence in society. A review of solution strategies resulted in the selection of children's literature, teaching techniques, a curriculum that allow pupils to participate in activities that emphasize conflict resolution. Data indicated improved pupil interpersonal behavior, enhanced pupil self-esteem, increased teacher instructional time, and improved overall classroom climate. The result of an observation/behavioral checklist, the number of pupil discipline referrals and the result of parent surveys provide evidence for the problem.

DISCUSSIONS

To assess the effect of the intervention, weekly themes, and class meetings were implemented in pupils' weekly schedules. The resulting sixteen-week intervention consisted of (1) reading children's literature relating to children's problems and using puppets to dramatize the literature; and (2) implementing the Violence Prevention Program, a conflict-resolution and social-skills curriculum using lessons, stories and discussion, role-playing, and take-home activities; (3) a program to build motivation, confidence, effort, responsibility, initiative, teamwork, problem-solving, caring, perseverance, and common sense.