BEHAVIOR
MANAGEMENT STRATEGIES TO IMPROVE PERFORMANCE
IN
ENGLISH OF GRADE FOUR PUPILS WITH BEHAVIOR PROBLEMS
AT
PHILIPPINE
AND
LEARNING, AGUSAN CAMPUS
ETEEAP
Pogram
University
of the Visayas
Dr.
Evelyn R. Nada
INTRODUCTION
Rationale of
the Study
Teaching a number of diverse pupils in one
classroom has become an issue of concern for many educators. Teaching a group
of pupils with emotional or behavior problems is even more challenging on the
part of the teacher for nothing can be more frustrating in a classroom of 30 to
40 than have one or five children who exhibit negative or disruptive behavior.
Educators have long understood that
behavior or difficulties can keep pupils from functioning productively in
class. Hence, for learning to take place, understanding how children understand
their academic and social environment is very important. Learning about the pupils’ performance or
functioning in and outside the classroom is very necessary. Cochan-Smith (1995)
pointed out that personal knowledge of pupils will result in an effective and
responsive curriculum in the classroom.
Observing children allows teachers to
understand the pupils’ changes by considering their backgrounds, behaviors, and
interactions with others. By observing and interviewing children, teachers can
compile questions regarding the children’s learning and development during
academic or social situations. For example, a teacher may observe that a child
does not interact well with peers in the classroom or the child is always out
of seat when activity is given. A resulting question such as “How can we engage
the child in our activities or how can we keep him on task?” may be the source
of trying new and different approaches with the child. Teachers, then, analyze
classroom data to determine the success of their interventions. Teachers
analyze instructional strategies for effective classroom management and
behavior management compatible with the developmental characteristics of
children with emotional problems.
Schools
then, analyze best practices for effective classroom organization to minimize
disruptive behavior and increase learning. Schools according to Cochan-Smith
(1995) are expected to adjust classroom differences with disabilities by
changing factors in the school environment that may not favor the pupil’s
progress. Gartin et al. (2002 ) described it as
differentiated instruction that is “using strategies that address pupil
strengths, interests, skills, and readiness in flexible learning
environment.” In addition, Tomlinson
(2000) emphasized that teachers must possess a solid understanding of a
curriculum and its components to successfully differentiate instruction to meet
diverse needs.
Mather et al. (2001) stressed that the
effective use of behavioral and cognitive strategies in the classroom may
appear daunting even to experienced teachers. However, changing one’s behavior
and strategies is often the most efficient and effective means of improving all
types of classroom behaviors, both disruptive and non-disruptive. As pointed
out by Turbull (2001) through practice comes
proficiency. The building block of emotions and behavior likely contains the
largest and most diverse set of problems encountered in the classroom. By first
understanding these problems and seeing the world through the eyes of the
pupils and, by then developing and using a set of intervention strategies on a
regular basis, problems of emotions and behavior can be effectively managed and
changed in the classroom.
Indeed, the field of
education is continuously changing as well as research on areas such as
classroom management. Teachers need to continuously learn new strategies of
classroom management, as well as review of techniques in order to best serve an
ever-changing population of pupils, especially pupils with emotional problems.
The Philippine Normal
University in Agusan aimed to “give Filipinos training in the science of
teaching” and to provide a training ground for pupil-teachers, a laboratory
school for Grades I-VI. Although, pupils were admitted on a selected admission
undergoing entrance examination and interview, however, the process is not an
assurance of non-admission of pupils with emotional disorders. Many teachers
observed there were pupils who exhibited disrupted behaviors.
The researcher, being
a part of the faculty of the CTL was prompted to conduct the present study to
lessen off-task behavior of Grade Four pupils identified with behavior
problems.
Theoretical
Background
This study is anchored on the theory
developed by Ching-Ching N. (1998) that
without strong classroom management, it is very difficult for pupils to thrive
academically and socially in a non-stimulating environment. He added that
taking the time to improve upon one’s classroom management would result in
positive outcomes or academic performance for pupils with behavior problems.
According to Kauffman (1993) managing
pupils’ behavior has always been a demanding task, but it has become much more
exacting during the past decade. He explained that when teachers are not
successful in helping pupils learn and enjoy school, the reason is likely to
be, in large measure the difficulty they experience in managing classroom. Many
teachers who become discouraged feel “burned-out” or leave the profession and
attribute their unhappiness in teaching to their difficulty in managing pupils’
behavior. What experienced teachers tell people in the field, what they read
and what they see in schools - a very reliable indicator - tell them that
disruption, aggression, disinterest in school, social withdrawal, and other
forms of undesirable behavior are increasingly common in nearly all schools.
Without effective strategies for dealing with unacceptable and troublesome behavior,
teachers are unlikely to have a career in teaching, and even less likely to
enjoy and be successful in their chosen profession. Furthermore, pupils are
more unlikely to learn what they should when their teachers are unhappy and
feel defeated. Hence, understanding how to respond to behavioral concerns and
being responsive to each child begin with understanding of problem behavior and
how one can prevent it from occurring through effective classroom behavior
management strategies.
There are various definitions of what
management consists of. Brophy (1996) defines classroom management as actions
taken to create and maintain a learning environment conducive to successful
instruction — arranging the physical environment of the classroom, establishing
rules and procedures, maintaining attention to lesson and engagement in
academic activities. On the other hand, Burden (1995) defines it as actions and
strategies teachers use to maintain order. Duke and Meckel (1980) define it as
the procedures needed to establish and maintain an environment in which
instruction and learning can occur. Classroom rules, routines, and order play
an important part in the classroom management.
These definitions may vary in
how they are worded, but they still emphasize the major themes of classroom
management. All of these mean maintaining order, positive learning environment,
and establishing rules and routines. Pupils in a classroom that uses
successfully classroom management know how the class is run, and they are
stimulated in an academic and social manner.
The
study of Delgado (2001) revealed that in most classrooms, the majority of
pupils’ misbehavior are interruptions, off-task
behavior, and disruptive physical movements. The most common disruptive
behaviors are verbal interruptions (talking, humming, laughing, calling out,
whispering, etc.), off-task behaviors (daydreaming, sleeping, combing hair,
playing with something, doodling, physical sitting on the desk or on two legs
of chair, throwing paper, etc.) and disrespect toward teachers and pupils
(arguing, teasing, and talking back) The so-called surface behaviors are
present in every classroom in every school almost every day. He added that no
matter how much time and energy the teacher directs toward prevention these
behaviors do not totally disappear and to some extent are an ever-present,
continuing fact of life for all teachers so that managing classroom behavior is
of prime importance to effect learning.
Behavior
Management Strategies Classroom
seating Fiddle
stuff Response
cost Self-selected
reward Individual
schedule Daily
compliment Self-monitoring Masking
tape strips
Figure 1. The Theoretical Framework
------------------------------------------------
THE PROBLEM
Statement
of the Problem
The purpose of the research was to determine the performance in English of
children with behavior problems in Grade Four at the Philippine Normal
University, Center for Teaching and Learning, Agusan Campus during the School
Year 2006-2007. Specifically the
study sought to answer the following sub-problems:
1.
What were the common
behavior problems exhibited by Grade Four pupils at PNU-CTL as perceived by the teachers?
2.
What observed
behaviors were exhibited by Grade Four pupils with behavior problems along the following
specific instructional activities:
transition;
large group
discussion/work;
small group work;
independent work;
paper-pencil test;
worksheet/workbook;
read aloud;
silent reading; and
instructional game?
3.
Was there a significant difference
in the number of off-task behavior of children
with behavior problems when:
3.1 not
using behavior management strategies, and
3.2 using behavior
management strategies?
4.
Was there a
significant difference between the performance of pupils with behavior problems given with behavior management strategies and
the performance of regular pupils of
the same academic level not given any behavior management strategies?
5.
To what extent did the behavior
management strategies used among Grade Four
pupils with behavior problems reduce off task behavior in terms of:
classroom seating;
fiddle stuff;
response cost;
self-selected reward;
individual schedule;
daily compliment;
self-monitoring;
masking tape strips
Hypotheses
HO1: There was no significant difference in the
number of off-task behavior of children with behavior problems when:
not using behavior management strategies;
and
using
behavior management strategies.
HO2: There
was no significant difference between the performance
of pupils with behavior problems given with behavior management strategies with
the performance of regular pupils of the same academic level not given any
behavior management strategies.
RESEARCH
METHODOLOGY AND PROCEDURES
Research Method
This
study used the descriptive method using the case study conducted under the
naturalistic participant observation technique. The study also used the process
documentation technique to record the observations of the teacher as basis of
her analysis of the data, reflection, and insights.
Research Environment
The Philippine Normal
University in Agusan was opened in 1968 which aimed to “give Filipinos training
in the science of teaching.” To provide a training ground for pupil-teachers, a
laboratory school for Grades I-VI was established which was later known as
Philippine Normal University Center for Teaching and Learning (PNU CTL). Pupils
were admitted on a selected admission undergoing entrance examination and
interview. However, the process is not an assurance of non-admission of pupils
with behavior problems. As observed by teachers, there were pupils who
manifested misbehaviors.
Research Participants
The participants of the study were the
five identified children with behavior problems in Grade Four at the Philippine
Normal University, Center for Teaching and Learning, Agusan Campus enrolled
during the School Year 2006-2007. The
pupils in Grade Four were screened to identify
the manifestation of behavior problems. This was done in consultation
with the observations and feedbacks of the class adviser, classroom and subject
teachers, parents and siblings of the participants, and referrals from the
guidance counselor.
Research Instruments
Child Behavioral
Checklist. This checklist, taken from Achenbach (1991), is a
list of academic or behavioral skills the child exhibits. The teacher, the
adviser and the guidance counselor rate pupil behaviors. A letter of request
asking the class adviser, subject teachers, school guidance counselor to rate
the subjects was given.
For
the behavior problems committed by the pupils, the scale based on the Likert scale was used:
always, often, sometimes, seldom and never.
Behavioral Observations
Techniques. One of the most frequently used
behavioral assessment methods was direct behavioral observation. Behaviors may
be observed for frequency, duration or intensity. To ensure objectivity of the
observations gathered, the researcher employed five trained SPED Para teachers
(pupil - teachers) working with the researcher and worked for the behavioral
observations done every English 4 class period in Grade Four, and recorded all
events, frequency of occurrence of the target behaviors (e.g. off-task,
talk-out, non-compliant, out-of-seat, etc.). The following methods and
techniques were used:
Anecdotal Recording. Behavioral intervention strategies are based on a clear understanding of
why a behavior occurs. One behavioral observation technique that enabled the
teacher in identifying the exact behavior, antecedent event, and reinforcing
event or consequence of the children with behavior problem in English Grade
Four class, is called anecdotal recording. In the study, the teacher observed
the five pupils with behavior problems and wrote down everything that occurred
during their English 4 class subject.
Event
Recording. The observer recorded the frequency of a
target behavior (e.g. off-task, talk-out, non-compliant, out-of-seat, etc.),
exhibited by the five children; it was also called frequency counting.
Time Sampling.
The teacher identified the target behaviors
namely: talk-out, out-of-seat,
non-compliant, and off-task then recorded pupil’s activity for a time period.
Interval
Recording. The teacher sampled a behavior
intermittently for very brief periods of time. The teacher used this to observe
frequently occurring behaviors.
Interview.
The teacher conducted interview both formal and informal to augment the
gathered data and elicited essential information like about the parents’ work,
number of siblings in the family, and the like.
Research
Procedure
The first step in the intervention of
behavior problems in English 4 class was the identification of the target
behavior (off-task). Once the exact behavior or behaviors were identified,
systematic observation began. In the study, off-task behavior among children
with behavior problems in English Grade Four class was recorded in establishing
a baseline data, which was later used in monitoring the pupils’ progress
following intervention in the 5th-28th sessions.
Academic Performance
Assessment. One method of assessing a pupil’s
current level of academic functioning was through assessment of collection of
pupil’s school activities, teacher-made test results, including
curriculum-based assignments, results of an informal reading inventory with
miscues noted and analyzed. These provided a holistic view of the pupils’
strengths and weaknesses in determining if there existed a significant
difference in the pupil’s academic performance when given remediation.
In the selection of pairing between the
target pupil and a typical class peer, Rhode et. al.,
(1992) suggested to match the target pupil with a same sex peer. In the study,
the researcher based the pairing through the result of the PNU-CTL Multi Level
Program. The Multi Level Program was specifically designed to identify pupils’
levels particularly in two areas, English and Mathematics. In determining
pupils’ competence along the curriculum goals and objectives, teacher-developed
tests, direct observation and checklists were used for assessment. The
principal, class adviser, evaluation team-teachers, and school guidance
counselor decided for the pupil’s level, based on the result of the assessment.
Through the list given by the coordinator
of the Multi Level program, the researcher was able to pick up five
pupils (peer) belonging to the same
level (academic level) with the target pupils (pupils with behavior problems)
whose results in their performance in English
4 which covered sessions 5th
-28th (table 8) were recorded and compared
to see if there existed a significant difference in the performance in English
of pupils with behavior problems given with remediation compared to the
performance of their peer without remediation.
Rubric Performance Assessment. In the assessment of performance in English of these pupils with
behavior problems, the researcher made
use of rubrics. The Rubric was an authentic assessment tool particularly useful
in assessing criteria which were complex and subjective like sentence/paragraph
writing, reading and oral presentation, which was conducted during
instructional activities in Grade Four English class. The use of rubric of
performance, allowed the researcher to be more objective and consistent in
giving of points/scores.
Statistical
Treatment of Data
Statistical analyses were conducted with
the aid of statistic software, SPSS (Statistical Products, Solutions and
Services) Version 2. This study used the following statistical treatment:
The
information gathered from the Child Behavioral Checklist, and observations was
tallied and summarized. The behavior problems with the highest frequency of
occurrence were considered to be the common behavior problems exhibited in
English by the Grade Four pupils as perceived by their teachers. While observed
behaviors in specific instructional activities (small group, transition,
paper-pencil activity, etc.) were considered as:
Number of frequency of
occurrence Classification
0 No
behavior
1-5 Low
rates of behavior
6-10 Persistent
behavior
The
observation was recorded at ten-minute intervals (for a total of 90 intervals).
The computed means (X) were used in answering problems number 1 and 2 which
determined the common behavior problems in English Grade Four class with behavior
problems; and identified the observed persistent behaviors exhibited by these
pupils with behavior problems.
The t-test was used to answer problem number 3
in determining the significant difference in the number of off-task behavior
between the pupils who were not using any behavior management strategies and
the pupils who were using behavior management strategies.
Z-test
was used to determine if there was significant difference between the
performance of pupils with behavior problems given with behavior management
strategies with regular pupils of the same academic level and not given any
behavior management strategies.
In determining if there existed
significant difference among the means
of the eight treatments (classroom seating, fiddle stuff, response cost,
self-selected rewards, individual schedule, daily compliment, self-monitoring, and masking tape strips),
F-test ANOVA was conducted. To further determine which groups differed from the others, the
Duncan Multiple Ranges Test (DMRT) was conducted.
INPUTS PROCESSES OUTPUTS
Figure 2. The Flow of Research
-------------------------------------
FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
Findings
The
common behavior problems were teasing /bullying, less interest in the lesson, laziness
and slovenliness, unnecessary noisiness, troublesome/destructiveness,
stubbornness/ rebelliousness, restlessness/excusing oneself to go out and
playfulness.
The
common behaviors often observed by the teachers were
quarrelling/fighting, uncooperativeness in
group activities, easily gave up when the answer was wrong, boastfulness/demanding, failure to submit
assignments and projects, disobedience, inhibitions to recite in class,
disrespectful, teasing the opposite sex, like touching another’s sensitive parts,
peeping, domineering , shyness to relate
to teachers and other pupils/ lack of self-confidence, irritable and does not help in the classroom.
The
observed persistent behaviors exhibited by the pupils with behavior problems
during transition period, students with behavior problems showed persistent
non-compliant behavior. Talk-out behavior was also exhibited during transition
but of low rate.
It was
also observed that in large group discussion/work, these pupils were always out
of seat. They kept on moving around the room, moving toward their classmates’
chairs, and talk-out with a classmate and showed non-compliant to teacher’s
instruction.
In
small group lecture/work, within one week observation, pupils showed no
persistent behavior problems or if there was any, only of low rates. This implies
that pupils in Grade Four with behavior problems can go well in using this
strategy.
Engaging
independent work to children with behavior problem was quite difficult. The
pupils showed persistent off-task and non-compliant behaviors during individual
activities. They cannot manage themselves to work on assigned task.
Giving Paper-Pencil activity to children with behavior
problem is even more difficult for these types of children who do not like to
write. It is observed that during the
activity, these children are always moving out from their seats or if not, they
did not comply with what is asked from them.
For
children with behavior problems, having worksheet/workbook activities are too
difficult to handle. These children are
less interested to answer worksheets. They are too lazy to finish the assigned
task. They are always out-of-seat. They tend to feel tired and bored if placed for extended periods of time.
During
Read Aloud,
it is observed that children listened attentively and
participated in class discussion. But if they were the ones called to do the
oral reading, they showed negative response when asked to stand in front or do
the Read Aloud.
Silent
Instructional
game activities to children with behavior problem showed no negative
behavior. This implies that children
participated actively in the activities conducted.
The
average number of off-task behaviors
for pupils who were not using behavior management strategies was 62.1; while
those who were using behavior management strategies was 26.37.
The mean
performance of pupils with behavior problems was 85.57; while their peer
counterpart was 83. 42.
Self-selected
reward and response cost were the best strategies as they have the lowest
means. On the other hand, strategies that were less effective were fiddle stuff
and classroom seating.
Conclusions
Children with behavior problems usually
achieve low academic performance due to their inability to sustain on task
behavior.
The behavior modification strategies such
as response cost and self selected reward were effective in reducing
off-task behavior paving the way for
the improvement in English performance.
The teacher’s use of classroom
accommodation/modification/adaptation such as modified instructional techniques
to provide differentiated instruction and materials to meet students’
individual need; assign peer buddies, peer tutors or cross-age tutors; provide
alternative ways of completing assignments; adapt how the student can respond to instruction so
that instead of answering questions in writing, allowing a verbal response;
help limit unnecessary classroom disruptions and increase pupils’ classroom
participation.
Reinforcers and punishments proved to be
effective to modify pupils’ misbehaviors. Modeling is a powerful tool to
develop in pupils’ good behavior. All of these reinforce the Behavior
Management Strategies in increasing English performance through reduction of
off-task behavior.
Recommendations
Based
on the findings and conclusions, the following are recommended:
Diagnostic
tools to identify the behavior problems of pupils at the Philippine Normal
University Center for Teaching and Learning, Agusan Campus should be conducted
in order to address the needs of these children with special needs.
The
school should explore the need for strategies and support systems to address
any behavior that may impede the learning of the child with the disability or
the learning of his or her peers.
Individualized
Educational Plan (IEP) should be provided for this type of children with
behavior problems. The IEP may also include psychological or counseling
services with the growing recognition that families, as well as their children,
need support, respite care, intensive case management and multi-agency
treatment plan.
A
team composed of administrators; school guidance counselor, classroom adviser,
subject teachers, and parents should be organized to compose the IEP team and
shall formulate a functional behavioral assessment plan to collect data for
developing a behavior intervention plan.
The
participation, support and cooperation of parents, teachers, and administrators
are highly encouraged in the successful implementation of a behavior
intervention program.
School personnel and family as members of IEP team, should work together closely in collaboratively
developing comprehensive management and instructional plans for students with
behavior problems.
Further
study on the causes of behavior problems to provide information in the existing
behavior problems and their possible remedies may be recommended to future
researchers.
RESEARCH
OUTPUT: THE INDIVIDUALIZED EDUCATION PLAN
Rationale
The
Individualized Education Plan (IEP) is the "road map" to the child's
education. It is both a process and a
product. Specific steps lead to the
development of the document. The process
is as important as the product. It
begins with conducting tests and assessments, and then knowledgeable school
personnel and parents meet to determine whether the student needs special
education services. The development of
an IEP requires thinking through the priorities for the child deeply and
carefully. The process concludes with a
lengthy document, an individualized educational plan. The plan is designed to address the individual
strengths and weaknesses of the student.
But equally important, the IEP is the avenue by which parents become
equal partners in educational decisions about their child. By planning together, parents and
professionals develop, monitor and evaluate a program that benefits the child.
Basically, individualized instruction is instruction that considers the needs
of the students. Ideally, the students would control the pace at which they
progress through instruction and the materials they use would be suited to
their cognitive skills and learning styles (Gagne et al., 1992).These plans
provide evidence that there were alternatives to traditional instruction
available. Because they involved self-directed as well as teacher-led
instruction, these plans provided support for the continued development of
well-designed materials and instruction.
The
Individualized Education Plan (IEP) gives parents a "voice" in their
child's education. By working together,
parents and professionals develop a program that benefits the child. Much of the responsibility for the child's
education falls on the parents. Parents
are the experts regarding their child and are equal partners throughout the evaluation
and IEP process. It is up to them to
help develop, evaluate and monitor the IEP.
The
IEP is also a written plan that addresses the child's special needs and
abilities. A team composed of administrators, school guidance counselor, classroom
adviser, subject teachers, and parents organized together and formulated a functional
behavioral assessment plan to collect data for developing a behavior
intervention plan. The plan should not be exactly like anyone else's. Even though other children may have the same
disability, all children have unique needs and abilities. It should be tailored
on the individual needs of the child.
PROPOSED INDIVIDUAL EDUCATION PLAN
Name of Child: Pupil
4 Area(s) of Focus
Gender/
Age : Male (11) A. Academic Skill
Date Prepared:
________ English 4: Sessions 5 and 6
Prepared
by: ________ B. Emotional/Behavior
Target Behavior: off-task
Targets to Be Achieved |
Strategies/
Resources |
Classroom Modification/Accommodation/ Adaptation |
Evaluation/Review |
1. To increase ones vocabulary through reading
structural analysis of words with C as /k/ and /s/ 2. Use possessive nouns in a sentence. 3. Sequence events develop one ‘s talent through
self-actualization 4. Reduce Off-Task behavior |
1. Contest on completing puzzle. 2. Pronunciation drill on /s/ or /k/ for C 3. Supervised seatwork Collaborative talk 4. Story mapping for sequencing of events 5. Acting out completed dialogue 6. Fiddle Stuff/Finger Feeler |
1. Adapt the goals or outcome
expectations while using the same materials (e.g.) utilize instructional game
to encourage pupil with behavior problem maximum participation. 2. Provide different instruction and
materials to meet pupil’s individual goals 3. Increase the amount of personal
assistance with a specific learner (peer buddies) 4. Provide tactile learners with
something to keep their hands busy while the teacher is discussing. |
1. Achieved 75 %
of work 2. Pupil 4 showed noncompliance to the KWL strategy but when
the puzzle was given, he began to show
interest and participated actively in the discussion. 3. Increasing pupil personal assistance
or peer support help pupil with attention difficulty succeed in his academic
activities. While pupil 4 writes, and his peer or partner dictates, both of
them learn. |
Pupil Contribution Practice reading words with /s/ or /k/ for C. Read as often as possible. Follow instruction and participate in class discussion. |
Parental Involvement Check homework. Make sure the words sent home are practiced. Encourage Pupil 4 to speak in class. Maintain home/school reading practice |
Review Date: |
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