Zoom-in Solutions for Classroom Behaviour interferences among intermediate Pupils of Julian A. Pastor Memorial Elementary School

Abstract

INTRODUCTION

Classroom behavior interference has been a part and parcel of the educational system. It has received psychological innovation throughout the years that affects the learning development. With the teaching and learning endeavor, the school continuously and positively exhaust all resources to mold each pupil intellectually and morally. Given much weight on behavior supervision, the teachers seek to find solution to manage these behavior problems to advance the pupils' academic progress. Hence, the study sought to identify the degree of seriousness of classroom behavior interferences commonly observed among pupils and zoom-in solutions to address these academic interferences.

METHODS

The study utilized descriptive research design with researcher-constructed questionnaire as data gathering instrument. It involved thirty elementary teachers from Julian A. Pastor Memorial Elementary School, school year 2018-2019. Weighted mean and composite mean were used to statistically treat the data.

RESULTS

Disruptive behavior, withdrawing and disrespect to authority are considered moderately serious classroom behavior interferences. As indicated in the pertinent data, these behavior interferences are namely absenteeism, inattentiveness and not following assigned tasks such as projects and assignments. As educational measures, the teachers always accomplish zoom-in solution to disruptive behaviors such as giving interesting lesson, methodology, activities and visual instructional materials. Data also revealed that teachers applied zoom-n solutions for withdrawing behaviors such as providing simple activities and easy assignments and giving commendations afterwards. For disrespect for rules and authority, variation of activities and making the pupils realize the importance of courteousness are relevant behavioral solutions.

DISCUSSIONS

Zooming in solution for classroom behavior entails identifying the degree of seriousness for classroom managers. Once identified, countermeasures for disruptive, withdrawing and disrespect for rules and authority would be carefully planned. The study continuously supports the notion of positive effects of giving due recognition to the pupils thus teachers should carefully plan to generously provide commendations to students' behavior. Variation of activities and passage of responsibilities are recommended. Child psychology and classroom management training is suggested to equip the teachers in dealing classroom behavior interferences.