Minimizing the Disruptive Behavior of Grade 11 Senior High School Students Using CAFÉ Signal Whistle Codes

Abstract

INTRODUCTION

This research aimed to minimize the disruptive behaviors of Grade 11 senior high school students through the use of CAFÉsignal whistle codes (Calmness, one long whistle blast, Attentiveness, a succession of short sharp blasts, focus, a succession of long blasts and execution, one short whistle blast). This study is anchored on Behaviorism theory of Ivan Pavlov where the classical conditioning occurs using whistle codes.

METHODS

The researcher used the descriptive research design using standard survey questionnaires such as Teachers-Students' Problem Behavior Checklist, Diagnostic Structured Interview, and Behavior Intervention Rating Scale. This research was conducted to 154 Grade 11 senior high school students and 13 senior high school teachers of CalauagNational High School. They were selected using complete enumeration.

RESULTS

The results revealed that 76.92 % of teachers encountered the following themes of disruptive behavior namely: Talking out of turn, disrespecting teacher, doing something in private, verbal aggression, out of the seat, and other misbehaviors (sleeping, habitual failure in submitting a task, isolating classmates). From the given themes, it was shown that talking out of turn (2.72%), doing something in private (2.91 %), verbal aggression (2.78%) and out of seat (2.77 %) are serious problems while disrespecting teacher (2.5 %) and other misbehaviors (2.54%) are not serious problems. Based on the existing disruptive behavior problems, the researcher applied the CAFÉsignal whistle codes during the instruction. After the application, the results of the Students' Behavior Intervention Rating Scale showed that the said whistle codes are effective (4.37 %), acceptable (4.30 %), and efficient (4.33 %) in minimizing the disruptive behaviors of learners.

DISCUSSIONS

The results of the action research have proven the effectiveness of CAFÉsignal whistle codes in minimizing the disruptive behavior of learners, thus it can be used by other teachers who have the same problems in misbehaved students in the class.