CHARLENE MAE ABRIOL, T-III
LOURDES ALUBIJID NATIONAL HIGH SCHOOL
“Excuse me Ma’am, may I go out”.
Seems familiar? Yes, of course. This is just one of the common lines that students use in order for them not to be reprimanded by the teacher in leaving the class while the discussion is still going on.
How about students who get out of their seats without permission?
Can the teacher could just intervene the moment the student stood up and say, “Where are you going? Sit down”!
Students leaving classes frequently with unreasonable excuses is a problem faced by educators today. Students tend to go out to drink water, use the comfort room, take a phone call and sometimes go to the canteen. These behavioral problems may appear as a result of: inappropriate skills which students learn, choosing inappropriate time for learning, and the restricted learning opportunities offered to students. The school behavioral problems are to be considered the most dangerous ones, which are also faced by the components of the educational process (teachers, principals, parents, and supervisors). These are the matters that may threaten the educational process. Effective teaching and learning cannot take place in a poorly managed classroom.Research shows that the time a teacher has to take to correct misbehavior results in a lower rate of academic engagement in the classroom. However, there is truth to the broken- windows theory of police work: if small transgressions go unchecked, larger problems will arise. In order for teachers to successfully have an orderly classroom environment with minimum disruption to bring behavior, under control is needed. There must be a carefully planned technique system of procedures, rules, and routines that creates an atmosphere to learn. The teacher is the key variable in the classroom.
A careful examination of students’ classroom behaviors can reveal that they are influenced by forces and pressures inside and outside the classroom.Teachers have to understand exactly what misbehavior is. The teacher has to not bring an extensive amount of attention to the disruption in the classroom. Such as yelling or singling out a specific student due to negative behavior. This will hinder the classrooms academic work. The teacher can successfully stop misbehavior privately by walking up to the student and speaking to them in a low voice about acceptable behavior. The students must be informed of classroom rules at the beginning of the class for them to have a guide on how to behave appropriately as determined by the rules.
Student’s common habitual acts of leaving their classes frequently vary on different factors beyond their excuses. They frequently leave the classroom; in between classes, end of their class in every subject, and during vacancies regardless the presence of their teacher inside the classroom. These common factors of students’ reasons in leaving out were: drinking water, self-comforting and going to the school canteen with or without varied reasons. These identified habit of students had lead teachers to utilize classroom management which help minimize student’s nasty behaviors.
Skinner, 2000 assumed in his learning theory that the best way to modify behavior was to modify the environment. He is not in favor of using punishment in school, or as a behavioral modification technique in general for he found it ineffective. Instead, he emphasized for the frequent use of reinforcement to modify and influence student behavior.
Therefore, disciplinary actions for student’s behavior and excuses in leaving classes frequently can be primarily reliable to the teachers control since they are the key in designing vital rules in the learning setting to avoid increasing rate of this behavioral issue in the school. In addition, teachers are the one responsible for the development of student’s achievement within learning setting.