Disciplinary Practices of Sabang National High School Teachers in Solving Behavior-Related Problems of Grade VII Students

Abstract

INTRODUCTION

To meet the goal of the study, the personal profile of the learners was made known which includes their age, gender, number of siblings in families, and the income where the family expenses were derived. This explored the usual behavior-related problems committed by Grade VII students. The disciplinary practices that the teachers are utilizing considering classroom norms and policies, school rules and regulations. Finally, measures to enrich the disciplinary practices of teachers in dealing with behavior-related problems of Grade VII students in Sabang National High School was proposed.

METHODS

This study employed a descriptive-exploratory research approach to meet the purpose of the researcher on exploring the disciplinary practices of teachers with behavior-related problems of Grade VII students in the locale given.

RESULTS

Findings gathered on the profile of Grade VII students: As to age, there were 24 students who belonged to a 13 -14 age bracket constituted of 60.00% in the highest rank. 15 students in 11 -12 age brackets occupied 37.50% in the second rank. One (1) grade seven students belonged to a 15 -16 age group on the third rank.

In line with gender, 21 out of 40 respondents were female constituted 52.50%. The males numbered 19 and occupied 47.50%.In line with siblings in the family, there was 1 student belonged to 9 -10 bracket. There were 7 respondents with 7 -8 brackets. There were 16 respondents has 5 -6 children. Twelve (12) respondents had 3 -4 children and 4 respondents had 1 -2 children in the family.

Fishing was the main source of income with a frequency of 27 and a percentage of 67.50%. Next was farming with a frequency of 7 and a percentage of 17.50%. Construction work got a frequency of 6.

Bullying, cheating, and skipping from classes were leading among the behavior-related problems of grade seven students. Destroying of school properties, dropping out, improper use of cellphone, and vandalism were found to be sometimes committed by them.

To preserve the norms and policies inside the classroom, teachers were always practicing the prohibition of the use of a cellphone. Submitting a letter of explanation to the teacher for the offenses done was found as often practiced. In case a more serious offense takes place, the teacher called for parents' conference. Extending community service was sometimes practiced. For situations with severe offenses where the studies are at stake, the giving of failed grades was rarely practiced.

To address these offenses, practicing positive parenting was always done by calling for parents' or guardians conference. Addressing problem behavior were found as often practiced. They also gave conflict resolution strategies to respond to these misdemeanors committed. Using quality communications and applying non-harsh inductive discipline were mostly practiced by the teachers.

DISCUSSIONS

The following conclusions were formulated based on the findings: Knowing the students' entails reinventing ways of responding to their misbehavior and formulating measures to deal with their commonalities and differences. The practices of teachers in dealing with the problem-related behaviors of students create a mutually respectful relationship. In designing measures to enrich the disciplinary practices of teachers exploring for better means of molding more behaved learners is reaped.