In today’s society, teachers at all grade levels face a growing number of students whose behavior challenges the success of daily classroom instruction. Managing misbehavior in the classroom remains one of the persistent difficulties of teaching. Whether it is in the elementary or secondary and tertiary education, the management of the pupil’s conduct remains to be a vital part of the daily equation of effective teaching. A large part of everything students do in school is geared toward forming good habits and discipline falls right in line with this. Discipline is concerned with the development of internal behavior that enables the students to manage themselves. Every school is required by our government to maintain discipline and to issue disciplinary rules for strict compliance. They are designed to develop among students the highest standard of decency, morality and good behavior. If there's no discipline early, there'll likely be no discipline as an adult, which affects job performance, family relations, among other aspects of a student’s life. The aim of discipline is to set limits restricting certain behaviors or attitudes that are seen as harmful or going against school policies, educational norms, school traditions, among others. Concrete, reasonable and fair discipline is the foundation of an effective and efficient institution. Fortunately, teachers usually are able to rely on these disciplinary rules and standard strategies for addressing classroom misbehavior, either independently or with the support of colleagues, and they are able to find a successful solution to the problem however these tactics may still fail to produce the desired outcome because of the varying degrees of differences in the attitude of teachers and students and other societal factors. While there have been gains in terms of school’s responses and significant programs and policies have already been made to lessen the occurrence of misbehaving, and improve the behavior of the students, such efforts have not been enough to cater to this rapidly growing number of cases. On the other hand, while these set of strategies are in place, enforcement remains weak. Challenges still remain in terms of translating these rules into concrete and doable actions that will address the underlying cause that bring about misbehavior in schools. It is therefore imperative to develop a stronger and comprehensive platform on treating this phenomenon that includes a wide array of possible intervening factors, existing opportunities and limitations. Teachers must be able to work within school guidelines, connect with the students and communicate these difficulties with parents for effective teaching best takes place in a classroom with few disruptions for misbehavior. Moreover, the government, the school, the parents, and the children themselves should share responsibilities. This paper is therefore addressed to concerned professionals, agencies, and the public school administrators and teachers who are presently working hard in alignment towards eliminating the negative effects of misbehavior from public schools such as Catbalogan I Central Elementary School to other public and private institutions in the whole country. Statement of the Problem
Nowadays, Filipino teachers face the spread of behavioral problems that threaten the educational system in most schools. These problems have direct influence on the learning process and the overall teaching/learning experience. Thus, more and more models of strategies are utilized by schools to combat the increasing problems. To deliberately rank the most effective means to overcome misbehavior on a more basic and intrinsic spectrum as vital and basic as public elementary schools, the study will explain and analyze the different strategies that have facilitated Catbalogan 1 Elementary School teachers in dealing with the misbehavior of Grade 5 and 6 students and how effective have they been in managing...
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