Classroom Discipline Awareness among Grade IV Pupils and Its Impact on Learning Outcomes

Abstract

INTRODUCTION

Classroom discipline is an integral part of effective teaching-learning process. In order for a teacher to effectively conduct or deliver a lesson during class, proper behavior by the students must be observed. Classroom discipline has long been taught in the undergraduate course or during pre-service teacher education. It is incorporated in the courses which an aspiring teacher must successfully complete before graduation (CHED, 2004).

METHODS

All the 36 pupils of Grade 4 were observed during different classes. Their misbehaviors during these classes were recorded using a checklist. The data gathered were tabulated and presented using bar graphs. The frequency of each observed misbehavior is recorded beside the scores they obtained from the formative assessment. The two data were then compared.

RESULTS

This part presents the results of data gathering conducted. The first part includes the results from class observations undertaken while the second part showcases the results from surveys and interviews conducted with the respondents. Based on the data shown above, it can be said that behavior during Filipino class has an impact on the achievement of learners which can be measured through formative assessments. The achievement of learners however, cannot be directly predicted by the number of misbehaviors observed during the class. The scattered scores and observed misbehaviors signify that a learner, however misbehaving, may be also able to show learning.

DISCUSSIONS

To keep learners reminded of the disciplinary procedures inside the classroom, it would be helpful to use preliminary activities that would allow them to exercise discipline such as the flag ceremony. It would also help to use rewards but slowly remove it from the system so that learners would get used to obeying rules without any conditions.