Project CARE: A Proactive Approach in Handling Discipline Problems of Grade Two Learners

Abstract

INTRODUCTION

Classroom management is an essential teaching skill. Teachers cannot teach and students cannot learn in a classroom plagued with disruptions. Using classroom management to control students' behavior is by far one of the most challenging tasks that teachers have. There are times, teachers are definitely unaware of what is going on in their students' home lives, which oftentimes is the reason for the students' undesirable behavior in school. Likewise, as students grow up, they have to deal with avariety of social and emotional changes that may result in the disruption of their behavior (Janelle Cox). This had been a usual situation for some of the learners of Buna Cerca Elementary School. Project CARE (Controlled Actions for a Rightful Education): A Proactive Approach in Handling Discipline Problems of Grade Two Learners was introduced to reduce the existing number of pupils with behavioral problems using the proactive approach.

METHODS

Project CARE: A Proactive Approach in Handling Discipline Problems of Grade Two Learners employed mixed methods of research utilized qualitative surveys and group discussions. The study aimed to reduce the number of pupils with behavioral problems from 17.50% or 10 out of 57 Grade Two pupils to 8.77% or 5 out of 57Grade Two pupils of Buna Cerca Elementary School from July until January S.Y. 2018-2019. The interventions used by the Grade Two teachers included the following: (1) modeling the value of respecting others, (2) isolation of the seat of the disruptive pupil, (3) changing the teaching methods, (4) utilization of home-school communication, and (5) structured routines and clear reinforcements.

RESULTS

Results showed that even if there is still a little percentage of Grade Two pupils remained with behavioral problems after the conduct of the study, yet it was reduced to a difference of 8.73% from the original target of 17.50% or 10 out of 57 Grade Two pupils to 8.77% or 5 out of 57 Grade Two pupils.

DISCUSSIONS

The intervention used in the study such as: modeling the value of respecting others, isolation of the seat of the disruptive pupil, changing the teaching methods, utilization of home-school communication, and structured routines and clear reinforcements helped teachers, pupils, and parents in the success of the study. Continuous implementation of the program is suggested.