(Unfinished) Research Paper

Dealing with the Students with Disruptive Behavior as Perceived by Highschool Teachersof St. Anne College Lucena Inc.SY. 2011-2012

An Undergraduate Research submitted in partial fulfillment of the requirements for the subject
ENGLISH IV

Presented to the Faculty of the
BASIC EDUCATION DEPARTMENT
St. Anne College Lucena Incorporated

by:
Claudine Therese M. Egamino
Janelle Angelica P. Rejano John Dominique N. Braga
Jhonniel R. Traqueña March 2012
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Everyday policies in school can have devastating effects on the education process. For instance, consider the ramification of the fictional scenarios that follows. Disruptive students are in every classroom across nation. Teachers are constantly searching for assistance, guidance, ideas, suggestions and relief from this challenge. It is discouraging, yet teachers must remember that they are the source of hope for many of these children and the person who plays a most important role in their lives. A teacher’s word and action can affect a child forever. Disruptive students are the source of many problems at the high school level. Not only does their presence make it difficult for others to learn, but disruptive students create poor working conditions for teacher. And poor working conditions causes many teachers, including many good ones, to burn out leave teaching for another professions. There students and faculty each have responsibility for maintaining an appropriate learning environment. The purpose of this study is to clarify what constitutes disruptive behavior in the academic setting; and what actions faculty and relevant administrators may take in response to disruptive conduct. (Moyer & Dardig, 1978)

Sharing Challenges It’s generally unprofessional to share frustrations about individual students with other teachers who may be influenced toward that person in the future. This doesn’t mean you can’t consult with others. Just choose your confidants carefully. One safe place is in the Continuing Education forum. It’s a great place to share problems, stories, and solutions. (Deb Peterson, 2000) Kids with behavior problems can spiral out of control if they are not identified and supported. Teachers need to look out for symptoms of disruptive behavior issues and establish classroom strategies for dealing with the bad behavior of their students. They must also communicate these behavior problems to parents, who may or may not be aware of the conduct issues at school.
Disruptive Behavior Symptoms Learn to tell the difference between defiant behavior in students and a truly severe behavior disorder. This will dictate what interventions and actions should be taken in the classroom. Defiant behavior that can be somewhat disruptive in the classroom include temper tantrums, being argumentative, disregard for the rules, annoying others, falsely placing blame on classmates, being frequently irritable or angry and being vindictive.
A severe behavior disorder, sometimes called a conduct disorder, will be much more serious and problematic than simple defiant behavior. Conduct disorder can be identified in a child who is verbally or physically aggressive toward other classmates,
Saving Questions for later It’s always a good idea to address questions of any kind when they occur because curiosity provides fabulous teaching moments, but sometimes it just isn’t appropriate to get off track. Many teachers use a flip chart or white board as a holding place for such questions to ensure they’re not forgotten. Call your holding place something appropriate to your topic. I’ve seen parking lots and flower pots. Be creative. When a question being held is eventually answered, mark it off the list.
Managing Mild Disruptions Unless you’ve got a completely obnoxious student in your classroom, changes are good that disruptions, when they do occur, will be fairly mild, calling for mild management. We’re talking about disruptions like chatting in the back of the room, texting, or someone who is argumentative or disrespectful.
Try one, or more, if necessary, of the following tactics:
Make eye contact with the disruptive person
Remind the group of the agreed-upon norms
Move toward the disruptive person
Stand directly in front of the person
Be silent and wait for the disruption end
Acknowledge the input, put it in your “parking lot” if appropriate, and go on
“You may be right…”
“Thanks for your comment…”
“How about if we park that comment and come back to it later…”
Ask for help from the group
“What does everyone else think?”
Rearrange the seating if you think it will help
Call for a break
Handling Persistent Disruptions
For more serious problems, or if the disruption persists:
Speak with the person privately
Confront the behavior, not the person
Speak for yourself only, not the class
Seek to understand the reason for the disruption
Ask the person to recommend a solution
Review your expectations of classroom behavior if necessary
Try to get agreement on expect norms
Explain any consequences of continued disruptions
Respect the contributions of others
Be open to new ideas
Resolve differences calmly
Stay on topic

Statement of the problem
The main idea of the study is to identify the causes of disruptive behavior among high school students of St. Anne College Lucena, Inc. Basic Education Department, during school year 2011 – 2012. Furthermore, this study will also determine the proper ways on dealing with students with such conditions.
1. What is the demographic profile in term of:
1.1Teachers
1.1.1 Age?
1.1.2 Gender?
1.1.3 No. of years teaching?

2. What are the causes of disruptive behavior among students? 3. How do teachers attend to the students with disruptive behavior?

Assumption The school performance of a student with disruptive behavior can affect their academic performance like getting low grades, not understanding the lesson, not participating and there is no cooperation with other students. Disruptive Behavior Disorders involve consistent patterns of behaviors that “break the rules.” At other times, when young people are routinely very, very oppositional and defiant of authority, a mental health disorder may be identified. Many teachers find it difficult to handle and to react skillfully to habitually disruptive students, which is understandable when we take into consideration that most teachers feel they lack adequate training in the prevention and intervention tools they need to stop recurrent behavior problems.

Significance and Validity This study was designed to determine the ways on dealing with the students with disruptive behavior of St. Anne College Lucena, Inc.-Basic Education Department SY 2011-2012. The result of the study will be basis for a proposed intervention program. The outcome of this study is beneficial to the following:
To the students, this study will help them to be more conscious with their behavior and eventually find a solution to those.

To the teachers, this study will help them to know how they will handle their students with disruptive behavior. Additionally, this will inform them on how to attend on such situation.

To the future researcher, this study will provide additional information and new details on such challenging topic as disruptive behavior.

CHAPTER 2
REVIEW OF RELATED LITERATURE and STUDIES
Chapter is focus on the related literature and studies relevant to the present research. Related literature and researches include in this part are deemed significant to the findings of the present study.
PART I
CONCEPTUAL LITERATURE
Establishing Norms
Setting classroom norm at the very beginning of a class is one of the best methods of classrooms management. Hang a flip chart or poster, or dedicate a section of white board if you have the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because you can involve students in the construction of the list on the first day and in that way get buy-in. Start with a few of your own expectations and ask the group for additional suggestion. When you all agree on how you want the classroom to be managed. Disruptions are minimal.
Your list of norms may look something like this:
Start and end on time
Turn off or silence cell phones
Save testing for breaks

Destroys school property, lies and steals or otherwise seriously breaks rules and laws that are designed to protect them or others. (Karen Plumley, 2010).

PART II
RESEARCH LITERATURE
A survey of 96 Australian primary and secondary school teachers was carried out based on a stratified random sample. The study aimed to determine Middle Years teachers; perceptions and management of disruptive classroom behavior. Variables such as gender, teacher confidence and experience, supports, specific disruptive student behaviors, and behavior managements strategies were examined. The results showed that teachers’ main concerns were related to distractibility, student on-task behavior, and adherence to classroom rules. In relation to classroom management, no significant differences were identified between the management strategies employed by primary and secondary school teachers used to manage the behavior of male and female students. In relation to disruptive behavior, an increase in reports of aggressive male behavior was observed from primary to secondary school.

The issues of classroom management and disruptive student behavior are of continuing interest to individuals within the fields of psychology and education. Students’ classroom behavior has been examined from perspectives such as the most frequent disruptive behavior, the most troublesome disruptive behavior and the behaviors of most concern to teachers (Haroun & O’Hanlon, 1997a; 1997a; Houghton, Wheldall and Merrett, 1998; Martin, Linfoot, & Stephenson, 1999; Stephenson, Martin, & Linfoot 2000; Whendall, 1991). In turn, this has lead researchers to investigate teachers’ management strategies and perceived control in classroom (Lewis, 1999; Malone, Bonitz, & Rickett, 1998; Martin et al. 1999; Stephenson et al. 2000). Until recently the majority of this research has been conducted outside Australia. Furthermore, research into disruptive classroom behavior has either focused on the early of school (prep to year four) or on secondary school. Little research has focused on the middle years of schooling (year’s five to nine) and the transition period from year six to year seven.

SYNTHESIS
The study presented in this chapter justifies the cause and how to deal with the student’s with disruptive behavior. According to Kathleen McKinney, cross chair in the Scholarship of Teaching and Learning and Professor and Sociology Illinois State University (1999). They concern about students’ reactions and negative comments or scores on student evaluations as result of these types of situations is often an issue for faculty. Overall these situations will probably not have a major impact on your evaluations. In addition, the fact that you have tried to address these situations and the disruptive students should further reduce any negative effects. Discussing the problem openly with students may also help. Beyond that, you should consider including materials with your student evaluations to your DEFSC if you feel the disruptive behavior or your responses to it negatively affected your evaluations. You can write a letter expressing your view of the situation and what you did. You can ask that a colleague talk with some of your students (who felt you did handle things well or did the best that was possible in the Situation). You can submit other documentation (besides student evaluations) for you teaching (teaching portfolio, peer observation, copies of syllabi and assignments, evidence of teaching service or faculty development in teaching, papers on teaching published or presented...). Finally, if you discussed the problem with your chair and colleagues earlier, they will have a context in which to place the student evaluations.

CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH DESIGN The descriptive design was chosen to determine the causes of learning disability. The researchers give some ideas the topic and other plan was done by the researchers.
RESEARCH METHOD The researchers used the survey method to know the perception or opinion of the students of St.Anne College Lucena Inc The surveys can be useful when a researcher wants to collect data a phenomenon that cannot be directly observed.
SAMPLING
The researchers used purposive sampling to avoid conflicts in the study itself. In non-random sampling that is not the case. Indeed one of the main artistic criticisms of non-random sampling is because it’s non-random, bias is almost certainly introduce
RESEARCH LOCALE The researchers conducted their study at St.Anne College Lucena Inc .Diversion Road, Brgy. Gulang-Gulang, Lucena City
RESPONDENTS
The respondents were composed of student’s from St.Anne College Lucena Inc It is consists of 30 students.
DATA GATHERING
The questionnaire is used for gathering the needed data. These was divided into 30 students. The data gathered were tallied, analyzed and tabulated. They were presented in tables with corresponding data analysis.
INSTRUMENTATION AND ADMINISTRATION The study used a test to gather responses among the students of St.Anne College Lucena Inc S.Y 2011-2012. The researchers conducted a questionnaire to those students. The questionnaire is composed of only one part. It consisted of to the related to the demographic profile of the respondents.
Statistical Treatment In order to measure the causes of learning disability of selected students, the following statistical method was used. Formula to get the percentage % = f(100) N
Wherein:
% stands for perfect equivalent F is symbol used to indicate frequency N is the total population
Formula to get the weighted man:
WM = ∑WV ∑f
Wherein:
WM stands for weighted man ∑WV is the summation of weighted value ∑f is for the summation of the frequencies
With the following:
Descriptors Description Allotted Weighted points
SA Strongly Agree 4
A Agree 3
SD Strongly disagree 2
D Disagree 1