Researcher: Florentina M. Espiritu Division: Batangas District: Taysan School: Bilogo National High School ______________________________________________________________________ ______________________________________ ________________________________ POSITIVE DISCIPLINE: AN APPROACH INPUT FROM SCHOOL TO SCHOOL PARTNERSHIP TO MINIMIZE BEHAVIORAL ISSUES OF STUDENTS IN BILOGO NATIONAL NATIONAL HIGH SCHOOL
I.
Content and Rationale
Positive Discipline is an approach to teaching that helps children succeed, gives them the information they need to learn, and supports their development. It respects children’s rights to healthy development, protection from violence, and active
participation in their learning. Positive discipline contrasts with negative discipline. Negative discipline may involve angry, destructive, or violent responses to inappropriate behavior. In the terms used by psychology research, positive discipline uses the full range of reinforcement and punishment options: The Department of Education has issued Department Order 40, s.2012, which prohibits the use of corporal punishment and promotes the use of Positive Discipline. Positive School Discipline is a comprehensive approach that uses discipline to teach rather than punish and, as a result, helps students succeed and thrive in school. Schools that take this approach promote positive student behavior while preventing negative and risky behaviors. It is integrated into the policies, programs, and practices of a school and is applied system wide in the classroom, school, and community to create a safe, supportive learning environment for all students.
Likewise, students particularly those with chronic or serious behavior problems, is a long-standing challenge for educators. They must balance the needs of the school community and those of the individual student. At the heart of this challenge is the use of supportive disciplinary practices.
Discipline was brought up due to
misbehaving students. Students misbehave because of the lack of engagement and stimulation, a rigid definition of acceptable behaviors and lack of attention and love. Increasing numbers of students demonstrate inappropriate and unsafe behavior
at
school . According to Epstein (2008), there is a clear relationship between academic performance and student behavior. Bilogo National High School, as a learning institution has been bombarded with
the behavioral problem of the students. Indeed, it has greatly been one of the
major concerns of the school. Furthermore, many efforts and programs had been initiated, yet the issue remained unsolved. With this alarming concern, the school has adopted the best practices of San Isidro National High School ( Leader School) gained from School to School Partnership Program to improve the learning process. Some of the other benefits of Positive discipline which was acquired from the
leader
school
include
skill
and
perceptual
watchfulness,
reinforcing
the
communication skills, solving the problems outside the classroom, concentrating on the solution rather than punishment, helping teachers by other teachers, and providing encouragement sessions for positive approaches to students with behavioral issues. The present study aims to provide Positive discipline approach through a plan of action including activities or programs in support to the learning process to the
students of Bilogo National High School by identifying students’ usual behavioral problems . II.
Review of Related Literature
Positive Discipline teaches parents, educators, students and community members the skills necessary to create healthy interpersonal connections in an environment where each person’s contribution has meaning, is valued, and
expected. School discipline refers to instruction, rules, policies or practices that are intended to manage student behavior at the classroom and school levels. Positive approaches to school discipline have been promoted as more effective alternatives to harsh (e.g., corporal punishment) and exclusionary discipline (e.g., out of school suspension) which remove students from their regular educational setting or program. Positive approaches emphasize strengthening the capacity of both school staff and students to establish and maintain safe, healthy and supportive school climates to reduce and prevent inappropriate and disruptive student behavior. A review
shows that authors have a lot to say about positive relationships with
students. Thompson (1998) says, “The most powerful weapon availab le to
secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement
that we all can recall classes in which we did not try very hard because we didn't like our teachers.
This should remind us how important it is to have strong, positive relationships with our students. Kohn (1996) goes a step further, saying, “Children
are more likely to be respectful when important adults in their lives respect them. and according to Zehm and Kottler (1993), students will never trust us or open themselves up to hear what we have to say unless they sense that we value and respect them. This study clearly shows that young people do better when they perceive both firmness and kindness from their parents. Children who rate their parents as authoritative (both responsive and demanding) engage significantly less in socially risky behaviors. (Aquilino, 2001; Baumrind, 1991; Jackson et al., 1998; Radziszewska et al 1996; Simons-Morton et al, 2001 Canter (1992) related the key to Assertive Discipline is catching students being good, recognizing and supporting them when they behave appropriately, and letting them know it is appreciated, day in and day out. He stated it is imperative that classroom teachers have a systematic discipline plan that explains exactly what will happen when students choose to misbehave. An effective discipline plan is applied fairly to all students. The teacher gives specific directions for each classroom situation. Canter suggested that a discipline plan includes a maximum of five consequences for misbehavior, but teachers must choose consequences with which they are comfortable. Teachers must provide positive reinforcement for appropriate and ontask behavior and disciplinary consequences for disruptive or continually off-task behavior. In an earlier work, Canter (1989) stated administrators need to understand that Assertive Discipline is not a negative practice, but it could be misused by
negative teachers. Additionally, he reported that administrators should mentor teachers, and staff developers should coach negative teachers in the use of positive reinforcement. Still other studies identifying risk and protective factors demonstrate that
the behaviors and concepts promoted by Positive Discipline are
completely in III.
line with what we now know works for the young people in school.
Research Questions:
The researchers indented to answer the following research questions: 1. What are the usual behavioral issues/ problems of the students in Bilogo National High School? 2. How could positive discipline be used to resolve behavioral issues in Bilogo National High School? 3. What program/s or plan of action may be proposed to minimize behavioral problems in school? IV.
Scope and Limitation
This study focused on Positive Discipline and such behavioral problems being encountered by the teacher in the learning environment. The study was also dependent on the ability of participants to be familiar with and be aware of school discipline needs and current school discipline practices. In addition to this, a limitation of this study is that parent participants, especially, might have been embarrassed to admit their lack of knowledge about specifics regarding school discipline practices and they might have been hesitant to speculate.
Moreover teachers and administrator might assume they could perceived failures by acknowledging that discipline problems existed in their classrooms or schools. These factors may have influenced responses and therefore skewed the results of this study. Generally The study was based upon answers given to open-ended interview questions through oral responses as well as survey questionnaires assumed that
and
it was
the participants were thoughtful, forthright, and honest in providing
accurate data. V.
Methodology and Research Design
This study utilized the descriptive type of research. The main purposes of this type of research are to describe, explain, and validate findings. The researchers prepared the questionnaire themselves. This was then distributed to the target respondents. After they were answered by the students and the teachers results were tallied and interpreted to determine the students’ usual behavioral
issues and its
reasons, as well as the role or used of positive discipline in resolving behavioral issues of students.
VI.
Workplan
Activity Gathering Literature Formulating objectives Analyzing and drafting literature Drafting the Introduction Identifying research design and methodology Drafting and validation of questionnaire Distribution and retrieval of questionnaire Tallying and interpretation of responses Drafting results and discussion Drawing conclusions and writing recommendation Finalizing the introduction, review of related literature, results and discussion, bibliography Drafting the Implementation Guidelines Encoding and polishing the entire paper and peer validation of the implementation Guidelines Submission of the research
VII.
Duration From October 16, 2016 October 19, 2016 October 21, 2016
To October 18, 2016 October 20, 2016 October 23, 2016
October 24, 2016 October 27, 2016
October 26, 2016 October 28, 2016
October 29, 2016
October 30, 2016
November 3, 2016
November 4, 2016
November 5, 2016
November 7, 2016
November 8, 2016
November 10, 2016
November 18, 2016
November 20, 2016
November 21, 2016
November 23, 2016
November 27, 2016
November 29 2016
December 2, 2016
December 4, 2016
December 7, 2016
Results and Discussion
This part of the research presents the findings. The researcher sought the help of 12 subject teachers and 12 students in Bilogo National High School as respondents for this study . 1.
What are the usual behavioral issues/ problems of the students in Bilogo National High School?
The study sought 4 male and 8 female teachers of different subjects in Bilogo National High School as respondents of the study. Table 1 shows the frequencies of each of behavioral problems of the students in Bilogo National High School with their corresponding percentage and rank. Table 1 Behavioral Problems Behavioral Problems of high school students 1. Cutting classes 2. Absenteeism and tardiness 3. No assignments or projects 4. Violation of rules (such as vandalism)
Frequency 5 2
Percentage 41.67 16.67
Rank 3.5 3.5
2
16.67
1
3
25
2
Results from the table shows that cutting classes was incorporated by 5 or 41.67 percent . This was followed by 25 percent of the 12 respondents wherein they encountered students who violate the school rules. While, absenteeism and not doing of assignments and projects was incorporated by 2 or 16.67 percent of the respondents. A study of the result shows that the most usual behavioral problem or issues of the students in Bilogo National High School having its high percentage was cutting classes. On the other hand, lesser number of the students who are not doing their assignments and projects as well as absenteeism/ tardiness can be observed in the said institution. Table 1.1 shows the reasons of the most usual behavioral problem of students in Bilogo National High School with their corresponding frequency, percentage and rank. The researcher chose 12 respondents as well among the students.
Table 1.1 Reasons of most usual behavioral problem of students in Bilogo National High School Reasons
Frequency
Percentage
Rank
1. The student have difficulty managing his time, balancing school work and social life.
3
25
1.5
2. The student enjoy playing computer games.
0
0
6
3. The student are being pressured by their peers to cut classes and engage in activities outside the school.
0
0
6
4. Students are bored and are looking for something new.
3
25
1.5
5. Students are seeking attention.
2
16.67
3.5
6.When the parents are working, students has to take care of younger siblings
0
0
6
7. There is a peer pressure to skip to school.
0
0
6
8. The student are pressured by peers to join activities away from school work such as drinking, smoking, etc.
1
8.33
5
9. Students were influenced by peers to engage in this behavior. (violations of rules)
2
16.67
3.5
10. The project may not be suited to student’s capability.
0
0
6
As shown in Table 1.1, the common reasons of most behavioral problems of students in Bilogo National High School that acquire the highest frequency value are both students who have difficulty managing his/her time, balancing school work and social life students are bored and looking for new activities was incorporated by 3 or 25 percent of the respondents. Next on rank, are students seeking attention who were influenced by peers to engage in this behavior (violations of rules) by 2 or 16.67 percent of the respondents. Lowest on rank are students who enjoyed playing computer games, in addition the students are being pressured by their peers to cut classes and engage in
activities outside the school, when the parents are working, students has to take care of younger siblings, and there is a peer pressure to skip to school. An analysis of the results shows that most students misbehave because of the following reason, students who have difficulty managing their time, balancing school work and social life and students got bored and are looking for new activities that will make their stay in class somewhat enjoyable. 2.
Positive Discipline could be used to resolve behavioral issues among students Table 2
Positive Discipline could be used to resolve behavioral issues by..
Frequency
Percentage
Rank
Positive discipline can make the school safer.
1
8.33
4.5
8.33 Reducing student’s alienation
1
4.5
Improving students behavior and performance in class
5
41.67
1
Provide appropriate education
3
25
2
Appropriately implement rights and respect to students
2
16.67
3
As revealed in the table positive discipline could be used to resolve behavioral issues among the 12 respondents 41.67% believe that positive discipline can improve students behavior and performances in school it was observed by the teachers in a simple way like praising students. Positive discipline could also provide appropriate education for all thus positive solutions with 25% being 2 nd in rank, address student needs, environmental conditions, teacher interactions and matching students with curriculum.
Meanwhile Appropriate implementation of rights and respect to students having 16.67% believe to be the source of students dramatic improvements resulting to positive outcomes. On the other hand, 8.33% of the respondents emphasized that positive discipline can reduce or lessen student’s alienation through ‘’schools -within- a school’’ and other
peer relationships, especially in large settings. Furthermore, opportunities to forge relationships with caring teachers, coupled with engaging curriculum , prevent discipline problems, thus positive discipline can make the school safer since they both have the same rank with 8.33% as well, teachers believe that it can make the school safe in a certain way. Moreover, positive discipline
emphasize the importance of making positive
changes in the child's environment in order to improve the child's behavior as well as resolving behavioral issues that continuously hampering the learning process. Students with behavioral problems must have a strong support of parents , peers and of teachers. Indeed those students who committed series of behavioral issues such as absenteeism, cutting classes, disobeying rules and regulations, could be the clientele of Positive Discipline an Approach to Minimize behavioral issues in school. Being under this program could greatly help the students in accessing education despite the circumstances they have.
3
. Proposed Plan of Action for Positive Discipline Implementation An Approach to Minimize Behavioral Issues of Students in Bilogo National High School
Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas District of Taysan Bilogo National High School
I.
Rationale:
The Department of Education (Dep Ed) continuously working out to diminish country’s problem in behavioral issues that hampered the
learning process of the students. With the school adherence on pursuing quality education the school drafted a Proposal Plan of Action to address such dilemmas in behavioral issues. A. Specific Objectives
The Proposed Plan of Action for Positive Discipline Implementation an Approach Address to Behavioral Issues, aims to achieve the following:
Minimize usual behavioral issues of the students
Strengthen teacher- student’s relationship through positive discipline.
Improve access to education
Assists students whom are deprived of education because of unwanted behavior among the teachers and peers.
B. Main Features of School’s Positive Discipline Implementation
Monitor students’ progress
Provide Positive Reinforcements
Updating methods in teaching
Build mutually respect for students and vis-à-vis
Give hand for Positive Discipline in everyday teaching
C. Target Learners of School’s Positive Discipline Implementation
Students who are having behavioral issues such as violating school rules, absenteeism, and cutting classes.
VIII.
Summary of Findings, Conclusions and Recommendations
After the analysis of the research the following conclusions were drawn: 1.
The result shows that the most usual behavioral problem or issues of the students in Bilogo National High School having its high percentage was cutting classes. While the result for the reasons of behavioral issues stated that students have difficulty managing their time, balancing school work and social life; students got bored and are looking for new activities that will make their stay in class somewhat enjoyable.
2. Positive discipline is an important tool in resolving behavioral problems of the students, it implements significant effects and durable impact
on student’s behavior to uplift their performance in school. It also touch the affective domain of the learners.
3. The proposed plan of action for the implementation of an Approach to Positive Discipline could be utilized to minimize usual behavioral issues. On the other hand, the researcher would also like to recommend the following based on findings and conclusion: 1. Heighten powerful and positive interaction
among students can
lessen the students tendency to misbehave in school especially in class. 2. Educating students with regards to their behavior would be of great help to have access in learning. 3. The school may adopt the proposed action plan to minimize behavioral issues that can affect students’ learning; Enhancement of
the proposed Plan of Action should be done to ensure its effectiveness.
IX.
Action Plan A. Proposed Plan of Action for Positive Discipline Implementation An Approach to Minimize Behavioral Issues of Students in Bilogo National High School Areas of Objectives Concern
Activities
Student’s Behavioral Development
Monitor Students progress daily
Student’s Behavioral Development
Identify student’s causes of cutting classes Fit students’ interest in learning
Providing Advisers individual Teachers checklist for Students students Parents progress Advisers Teachers Home Students Visitation Parents
Student’s Behavioral Development Student’s Behavioral Development Student’s Behavioral Development
X.
Build mutually respectful relationships Increase students competence & confidence
Persons Involved
Update Pedagogies thru INSET
Teachers Students Principal
Ibahagi Mo Pakikinggan Ko
Guidance Counselor Students Teachers Guidance Counselor Students Teachers
Positive Discipline Everyday Teaching
in
Target Date
Success Indicator
JuneMarch 2017
Complete checklist of students progress
JuneMarch 2017 ( Quarterly) October 2017
Compilation of Home Visitation form, agreement & pictures Lessen cutting classes, absenteeism, failing grades Teaching nonviolence, empathy and self-respect Competent & Confident students Accomplishment Report
JuneMarch 2017
JuneMarch 2017
Policy Note
Class advisers are expected to provide a narrative report to monitor the proposed activities.
The Guidance Counselor thru the help of class advisers will act as one of the main facilitators of various activities.
Result must be evaluated by the principal
XI.
References
DU Preez, P ., & Roux, C. (2010)
Maintaining Positive Discipline in Multicultural
Schools. South African Journal of Education Vol. 1 pp. 13-23 Mcrarr, D., Lechtenbergerr, D.& Wang E. ( 2012) The Effect of School Wide Positive Behavioral Supports on Children . Preventing school failure, Vol. 56, issue 1, pp. 1-7 Mcvitte, J. (2007) . What is positive discipline? The positive discipline associate (a 5013 nonprofit corporation) www. Posdis.org. Grusec, J.E., & Goodnow, J.J ( 1994) . The Impact of Parental Discipline Methods on the Child Internalization of Values.
