1 Impact of Students’ Negative Communicating Behavior to Teachers

2
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5 Bacani, Cristina S.
6 bacanicristina29@gmail.com
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8 Cahil, Alvine June P.
9 aceuspark@gmail.com
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11 Daluyen, Ma. Bernadethe P.
12 Daluyenbernadeth7@gmail.com
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14 Dela Cruz, Maureen Anne B.
15 maureenannedelacruz@gmail.com
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17 Dulawan, Britney Lauryn H.
18 lauryn.16dula1@gmail.com
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20 Gacad, Jeanette D.
21 jeannafairy@gmail.com
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23 Garcia, Richard Rhamil C.
24 richardrahmilc@yahoo.com
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26
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28 ABSTRACT
29
30 Students nowadays manifest disruptive and unacceptable behaviors on how they communicate with
31their teachers which may result to classroom impacts such as directly or indirectly affecting their teachers.
32This study aims to investigate how students’ negative communicating behavior creates an impact on
33teachers. Also, this study serves as an eye-opening instrument to the stakeholders and/or all parties
34involved. Ten and three teachers were interviewed as selections and validators respectively, since they are
35already subjected to experiencing such behaviors inside a classroom setting. The collected data are
36grouped and clustered together through cool and warm analysis. The major themes are specific observable
37impacts, emotions that address to these impacts, and lastly, description of overall teaching experience.
38The overarching finding was that students’ negative communicating behavior have caused impacts to
39teachers in positive and negative ways.
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50KEYWORDS: Students’ Negative Communicating Behavior, Impact, Teachers
 51 INTRODUCTION
52
53 "Students, parents, teachers, administrators, and other staff members believe that the crisis in school
54is directly linked to human relationship" (Poplin and Weeres, 1993).
55
56 A teacher refers to an educator, evaluator, or a person who is in charge in molding and imparting
57knowledge to the students with regard to their fields of specialization (Emilio and Molina, 2003).
58According to Derk (1974), teacher-student relationship is crucial for the success of both teachers and
59students. As a part of the classroom management, such relationships are the most significant factor in
60determining a teacher's work as successful because as Worwell and Stiwell (1981) stated, the
61development of positive relations with students is an important part of teaching skills (p. 225).
62
63 According to Esteban (2009), between students and teachers, the teachers have to play an essential
64role in building their good relationship. Rice (1984) claimed, "Teachers need to be like adolescents, to be
65able to relate to them as growing people who are becoming adults and to treat them with admiration and
66respect as individuals. The teachers who basically hate the youth, who are supercritical and rejecting of
67have no business in the classroom (p. 391)."
68
69 The concept of an individual in an ideal type of student-teacher relationship is one that involves good
70or excellent communication with the teachers and maintaining peer relations with the students that is not
71too emotionally close (Polino, 2000). According to Esteban (2009), student-teacher relationship implies a
72unique way of communicating each person's feelings and emotions with each other allowing the
73individuals to build a harmonious relationship. Teachers can establish a positive relationship with their
74students by communicating with them.
75
76 However it is unavoidable that a class may not have the ideal type of teacher-student relationship
77because according to Rice (1984), teachers are criticized to be unfair, play favorites, won't allow anyone
78to disagree or discuss, are not interested in their subject or to answer questions, are too strict, or have no
79control over the class at all by stakeholders (p. 34) which include students of their own. In the school
80situations, behavior of pupils is manifested in various forms. There are children who behave normally in
81accordance with established order, rules, and regulations. On the other hand, those who behave in many
82different ways other than what is expected of a normal child (Reyes, 2000). Students are affected by
83different experiences, beliefs, and attitudes that reflect negatively on their behavior which may be
84expressed through verbal means that results to them having different ways of building such relationships
85with each other, including their teachers (Bernard, 1989).
86
87 One example is in a study by Esteban entitled, "Student-Teacher Relationship and Academic
88Performance of Senior High School Students of Saint Louis High School of Balatoc, Inc." on 2009 as
89stated, from a personal communication with Ms. Analiza D. Talog, a former Filipino teacher of Saint
90Louis High School of Balatoc, Inc. In Benguet from 1997 to 2004, "One of the reasons why she decided
91to transfer to another Diocesan School is because she was threatened and harassed by a student whom she
92scolded because the student kept on calling her ‘Miss Favoritism'. According to her, this particular student
93is not really a bad boy. He was only motivated to threaten the teacher because his girlfriend dropped out
94in the middle of the school year due to embarrassment. This particular situation is a sign of disrespect
95through an unacceptable way of communicating with a teacher that had resulted to a direct effect on the
96teacher's perspective.
97
98 Reyes (2000) stated in her study entitled: “Behavioral Problems of Senior Students in La Union
99National High School, San Fernando City”
100“’The youth is the hope of the fatherland!’ says Rizal. But how could this be if behavioral problems are
101eating them up in school...? Looking back at the accomplishments of the forebears and heroes, many
102sacrificed their lives so the young of today could become an epitome of decent and profitable youth of
103tomorrow. But the young nowadays are no longer the dream of the old in terms of behavior and attitude.”
104
105 Student misbehaviors such as disruptive talking, chronic avoidance of work, clowning, interfering
106with teaching activities, harassing classmates, verbal insults, rudeness to teacher, defiance, and hostility,
107ranging from infrequent to frequent, mild to severe, is a thorny issue in everyday classroom. Teachers
108usually reported that these disturbing behaviors in the classroom are intolerable and stress-provoking, and
109they had to spend a great deal of time and energy to manage the classroom. Obviously, student
110misbehaviors retard the smoothness and effectiveness of teaching and also impede the learning of the
111student and his/her classmates. Nevertheless, a particular behavior is viewed as problematic may not
112necessarily be rule breaking, but inappropriate or disturbing in the classroom setting. For instance,
113daydreaming in class, not completing homework, talking in class, lesson disruption, bullying, and
114rudeness to the teacher are named as “problem behaviors”, “behavior problems,” or “disruptive
115behaviors”. These behaviors referred to “an activity that causes distress for teachers, interrupts the
116learning process and that leads teachers to make continual comments to the student”, or “the myriad
117activities which disrupt and impede the teaching-learning process,” (Sun and Shek, 2011).
118
119
120 As used in this study, this so-called negative behavior through an unacceptable way of
121communicating refers to the experience of the research -- students' negative communicating behavior. In
122an article entitled, "Negatives of Disrupting Behavior in the Classroom," students' negative
123communicating behavior are disturbances or disruptive manner of students in communicating with their
124teachers that directly or indirectly interfere with the teachers' ability to instruct.
125
126 Esteban (2009) also emphasized in his study:
127 "The youth nowadays need guidance. They are not born with self-control; they need to acquire
128 it. They need help in structuring their behavior in accordance with conditions, situations, and
129 regulations which are all new to them. They learn some of these through direct interaction with
130 other individuals but the great deal of it they learn best through the experiences and sympathetic
131 help of their parents as well as their teachers."
132
133 The study sought to find out how or in what ways does students' negative communicating behavior
134impacts the teachers of Baguio City National High School. Previous related researches focused more on
135how the behavior of teachers has a significant effect on the academic performance of students or to the
136students themselves. However, this study is concentrated and will only be extended to how teachers are
137affected by the students' negative behavior on a specific category which is in terms of communication.
138
139 It is evident that as times changes, many factors have already influenced the perspective of the youth
140or students toward communicating with others. These include social media, changes in family lifestyles,
141social status, a feeling of superiority, and the actual interaction or verbal and nonverbal communication
142with other people. However, inside a classroom, there are more to these factors. One is the indistinctive or
143unclear boundary between the authority of a teacher and his/her students. Some students feel too
144comfortable with their teachers that they take it as a reason for them to say anything whenever they want,
145such as cracking jokes and taking advantage of their rights as students regarding freedom of speech,
146unaware whether their jokes or statements and arguments are offensive and rude or not, especially to their
147teacher. In other cases, students also take advantage of their teachers' consideration and patience when it
148comes to their academic activities and performances that they tend to take control of their course or
149subject by pleading and/or dictating their teacher what they are supposed and not supposed to do.
150Grandstanding or showing off in classes are also inevitable in classes where some students claim
151superiority over their teachers in terms of intellectual abilities. And lastly, unnecessary noise from the
152class may also have a negative effect to stakeholders including other students, the teachers, and the class
153itself, especially during discussion.
154
155 This study may be of great significance to teachers themselves in order for them to be more
156transparent with their feelings, emotions, and perspectives in times in order to lessen the impacts that may
157directly or indirectly affect their profession as instructors and also, in order for them to come up with
158plans on how they can internally address these problems properly. The results of this study may also be
159beneficial to students as a basis for them to reflect on their own behavior and understand how these affect
160their teachers. In addition, this can also serve as an eye-opening instrument for students to realize how
161their negative communicating behavior affect their second parents. It can also benefit to the institution
162and the school administrators in order for the administration to address and design strategies and methods
163that will help solve and if possible, eradicate (if possible) the problem and all other related concerns about
164their students' negative communicating behavior towards its teachers. And lastly, results may also benefit
165future researchers who are interested in using this study as a platform for conducting a more complex and
166wider in scope in-depth study related or similar to this research study.
167
168
169 METHODOLOGY
170
171 In conducting the study, the researchers have created a research design which will serve as a
172blueprint or basically, a plan for the selection of an appropriate paradigm to be followed, subjects to be
173studied, collection of data, locale of the study, and the research questions which are of significance to the
174methodology of the research study. According to Beiger and Gerlac (1996), as cited by Esteban (2009),
175the research design enables the researcher to develop a set of methods and procedures that lead him to
176answer the research problems with a high degree of confidence.
177
178 Phenomenology is a research methodology which has its roots in philosophy focusing on the lived
179experience of individuals. Phenomenological researchers are interested in the nature or meaning of
180something, their questions are about essence and not about appearance. Comparable to hermeneutical
181analysis, the researcher tries to enter into the other person’s perspective and experience. In addition, there
182is a strong emphasis on the researcher’s personal experience of the research process itself. In this type of
183research method, data are collected through a variety of means: observation, interviews, focus groups,
184diaries, videotape and written descriptions by subjects. During the process of analysis, the researcher
185reflects upon his or her own preconceptions about the data grasping the experiential world of the research
186participant. Transcripts are coded in considerable detail, with the focus shifting back and forth from the
187point of views of the participant to the researcher’s interpretation of the meaning of these. Analysis is
188largely inductive and ‘bottom-up’ and not guided by a priori formulated hypotheses (Marelli, n.d.).
189
190Selection and Study Site
191
192 This research is of qualitative approach which is why the researchers have used purposive sampling
193that is by definition, the use of the researcher's good judgment and an appropriate strategy in selecting the
194subjects who will comprise the sample and who will meet best the purposes of the study (Ardales, 2008).
195Under the scope of this study, the focus group targeted to be the source of both the selection and
196validators of the study, comprised of teachers, particularly high school teachers from both senior and
197junior high school from Baguio City National High School, located at Governor Pack Road, Baguio City.
198
199 As a part of the agreement between the researchers and their central person also known to be the
200principal of the school who is responsible for recommending approval, the teachers will provide their
201contact information and schedule (date, time, and place) of preference prior to the conduct of the
202interview in order for the researchers to stay in touch and share updates with each other.
203
204 The primary and secondary selections will compose of 10 and 3 teachers respectively. In the view of
205Creswell (2011) in relation to sample size is that normally within qualitative research, it is typical “to
206study a few individuals or a few cases” (pg. 209). Guest, Bunce, and Johnson (2006) propose that
207saturation ( A phenomenon that refers to when a researcher is no longer learning very much from each
208subsequent interview, observation, etc.) often occurs around 12 participants in homogeneous groups.
209Consequently, 15 as a minimum for most qualitative interview studies works very well when the
210participants are homogeneous. Homogeneous means a particular “position” or level (Latham, 2013). The
211selection will also be verified based on the qualifications that they are Licensure Exam for Teachers
212(LET) passers and bonafide instructors from the said school. The selection and validators will, however,
213be identified whether they already have enough experience in the profession through the number of years
214in teaching.
215
216Data Gathering Tool
217
218 The researchers constructed an aide-memoire in gathering the data from the selections' perceptions
219regarding the impacts of student's negative communicating behavior on them as teachers. According to
220the United Nations World Food Programme’s Office of Evaluation, an aide-memoire generally refers to a
221document that is produced to summarize key findings and important recommendations of an evaluation.
222However, the term also refers to a document which outlines the key points of meetings during the
223planning process for an evaluation. Aide-memoires are typically succinct but contain a large amount of
224information that can be easily disseminated to and discussed with stakeholders. The aide-memoire is
225composed of two major parts. First is the preamble which is a letter to the selection, stating the names of
226the researchers, the school they represent, the title of their study along with a brief discussion of its
227background, and a message requesting permission for the conduct of the study. For the second part of the
228aide-memoire, the actual research instrument will be given that is separated into three: the profile of the
229selection including his/her name, age, sex, date, and place of birth, contact number, grade level of the
230students they are currently handling, and their number of years in teaching; the preferred schedule of the
231conduct of their interview, particularly the date, time, and place; and the constructed guide questions,
232along with brief explanation of the answers sought, that were made based on the working or operating
233definition of the three main elements in the study -- students' negative communicating behavior
234(experience), impact (layer), and teachers (focus group) and the a priori codes set by the researchers in
235order to enumerate keywords and other significant related words and/or phrases for easier understanding.
236
237 The a priori codes used that are related to the statement of the problem, "In what ways does students'
238negative communicating behavior impact the teachers of Baguio City National High School," are as
239follows:
240
241Students' Negative Communicating Behavior - Rudeness, grandstanding, noise and excessive
242 talking, challenging authority, threats, and demanding or complaining too much;
243
244Impact- to have a strong effect on someone or something; and
245
246Teachers - Less experienced teachers with 0-10 years in the profession, more experienced
247 teachers with more than 10 years in the profession.
248
249 As constructed from the a priori codes, the guide questions are the following: 1) What are the
250impacts of rudeness, grandstanding, noise and excessive talking, challenging authority, threats, and too
251many demands and complaints of students to you as a teacher? 2) How do these impacts trouble or affect
252your sense of responsibility in the profession? And 3) How can you assess or describe your teaching
253experience with such impacts? Since the answers sought are essay type in form in order to obtain as much
254data as needed, questions are open-ended.
255
256 Lastly, obtained data were recorded using notes, a digital or DSLR camera for video footage, and a
257mobile phone for voice record to make sure that answers are stored in complete detail. Video editors were
258also used to trim and/or edit the footage.
259
260Data Gathering Procedure
261
262 Prior to the conduct of the one-on-one interview with the selection and validators, the researchers
263first prepared the necessary communication letters addressed to Mr. Leonardo T. Zambrano, the Officer-
264in-Charge of Baguio City National High School where the selections are from and where the study was
265conducted and to the teachers who were chosen to be the selection. The letters were signed by Mr. Ariel
266O. Narito, the researchers' Research teacher, Ms. Beverly Granadosin, the Research Coordinator and Mr.
267Ronaldo L. Pontanosa, the University of the Cordilleras - Senior High School Academic Director, for
268recommending approvals as permission to push through with the study. In preparation for the actual
269interview, the researchers prepared the aide-memoire as the data gathering tool that contains the profile,
270including their contact for the researchers to keep in touch, the preferred setting of the interview so that
271the researchers are guided with the right time and place to conduct the interview, and the guide questions
272with a short discussion on what are the answers sought from the selection for the selections'
273enlightenment.
274
275 Aside from this, the recording tools were also prepared. The researchers brought the recording
276devices that were assigned to them. Meanwhile, a specific task was given to each of the researchers so
277each of them performed a specific role for the interview. There will be a researcher assigned to handle the
278camera to take the video footage, one took care of the audio/voice record, another took notes, one was
279assigned to direct and check the time, another made sure that there were be no distractions nor disruptions
280during the interview, and the remaining two were assigned to be the interviewers. In addition to such
281preparations, the researchers will also prepare a gift, pastry on a package, to be specific, as an expression
282of their gratitude for the selection’s participation and cooperation.
283
284 After all permission (communication) letters were signed and distributed to the important people
285involved, the pre-interview approach of the selection and interview immediately took place During the
286pre-approach, this is where the researchers introduce their selves, share necessary information and
287background about the study and its purpose, explain how the process of the interview will take place,
288agree upon the schedule of the interview, and somehow bond with each other in order for the selection
289and the researchers to be comfortable with each other prior to the set interview session.
290
291 Each of the selections and validators was interviewed separately and privately in their preferred place
292and schedule. Some of them were interviewed in their offices, others were interviewed inside their
293classrooms after dismissal, and the others selected another place for a weekend interview. Before each
294session started, all recording devices were set up: the camera on a person’s eye view was set on a closeup
295shot to the interviewee. After which, a rundown of the questions and answers was spontaneously
296conducted by the researchers with all devices rolling or recording in order to set a comfortable
297atmosphere for both parties. The devices will roll continuously until the end of the session with no
298disruptions to keep the flow of the interview.
299
300 All the interview sessions took more or less 30 minutes, ranging from an average time of 25 minutes
301as a minimum to 35 minutes, maximum (for extra time alloted for the selections’ convenience and other
302purposes). All of the sessions were declared by the researchers as a success due to the completion of
303objectives and a smooth overall flow of the interview sessions, which means that there were no
304distractions nor disruptions and everything ended well, organized and kept under good interview
305atmosphere. After each session, the interviewees were thanked by the researchers and were given their
306prepared token of gratitude and picture taking was done afterward for further formalities.
307
308Treatment of Data
309
310 In this study, data gathered will be examined and analyzed using the Repertory Grid, an instrument
311designed to capture the dimensions and structure of personal meaning. Its aim is to describe the ways in
312which people give meaning to their experience in their own terms. It is not so much a test in the
313conventional sense of the word as a structured interview designed to make those constructs with which
314persons organize their world more explicit. The way in which people get to know and interpret their
315milieu and understanding of their selves and others is guided by an implicit theory which is the result of
316conclusions drawn from their experiences. The repertory grid, in its many forms, is a method used to
317explore the structure and content of these implicit theories/personal meanings through which the
318selections perceive and act in their day-to-day existence. It is underpinned by the personal construct
319theory developed by George Kelly, first published in 1955 (Bannister and Fransella, 1986).
320
321 In addition to this, Repertory Grid is used to construct and observe both cool and warm analysis
322which was also presented in the study. It is an interviewing method for eliciting people’s ideas or opinions
323about some aspect of reality, expressed in their own personal terminology. Its aim is to describe the ways
324in which people give meaning to their experience in their own terms. Cool analysis is the identification of
325the significant statement and verbalization of each selection. This is the basis of warm analysis. Warm
326analysis stage is the stage wherein it will formulate and the themes will evolve (Lincoln and Guba, as
327cited in the de Guzman and Tan, 2007).
328
329
330 FINDINGS AND DISCUSSIONS
331
332 In this chapter, the findings of the data analysis are presented. Data were collected and
333processed in response to the problems posed in Chapter 1 of this study. The findings relate to the
334research questions that guided the study. Data were analyzed to identify and describe the impacts
335of students' negative communicating behavior to teachers and to determine the proper approach
336in addressing these behaviors. For better understanding, the findings were presented using a
337simulacrum and further discussed.
338
339Simulacrum
340
341 Under the findings of the research, the simulacrum is used to show the relation of the guide questions
342in the aid memoire to the statement of the problem and to further discuss the answers during the
343interview. The Simulacrum shows the statement of the problem: "In what ways does students’ negative
344communicating behavior impact the teachers of Baguio City National High School?” It contains the three
345renamed themes that are based from the interview questions which are used in the aide memoire which
346guided the participants of the study. First are the impacts of rudeness, grand standing, noise, excessive
347talking, challenging authority, threats, and too many demands and complains of students. Second is how
348these impacts trouble or affect the sense of responsibility in the profession. And lastly, how does the
349teacher asses or describe his teaching experience with such impacts.
350
351
352
353 Figure 1: The Impacts of Students’ Negative Communicating Behavior to Teachers of Baguio City National
354 High School.
355
356
357 FINDINGS
358
359 The researchers found out that students’ negative communicating behavior have caused
360impacts to teachers in positive and negative ways. It stimulates the teachers to think better
361approaches on what to do regarding their students’ behavior and challenges them in their
362profession despite of considering it as tiring and hard task. On the other hand, it gives disruption
363to the class giving teachers different emotions and leaving them stressed.
364
365SPECIFIC OBSERVABLE IMPACTS
366
367 There was 100% response rate to the questions asked to the interviewees. They all have had the same
368experiences and reactions about students’ negative communicating behaviour:
369
370 Disrespecting teachers appeared to be an attitude, but the teachers could concretely describe some
371 behaviours. For instance, a teacher mentioned that refusing to follow instructions was a
372 disobedient and disrespectful behaviour which based on teachers’ experiences, are found
373 “stressful”.
374
375 “Students’ negative communicating behaviour has a stressful impact. First, they create
376 disruption in class. Second, it is degrading and lastly, it can lead teachers not to be motivated.”
377 (Mr. D. A.)
378
379 Disruptions” caused by students’ negative communicating behaviour make teachers demotivated.
380 It causes too much troubles in their professions.
381
382 “The impacts of rudeness, grandstanding, noise and excessive talking, challenging authority,
383 threats and too many complaints and demands from students to her is it serves as disruption of
384 the lessons and there is actually a maximum tolerance to her as a teacher.” (Mr. D. C.)
385
386
387EMOTIONS THAT ADDRESS TO THESE IMPACTS
388
389 Based on the answer of the interviewees, as a teacher, students’ negative communicating behaviour
390impeded their sense of responsibility to perform well in their chosen profession.
391
392 Because of student’s negative communicating before, teachers are being affected. Their potentials
393 they have are being lessened, so they are facing a lot of “missed responsibilities”.
394
395 “If the majority of the class would be exhibiting those kind of attitudes he will skip some of
396 their class hours just for them to realize and to give them a taste of consequences of their actions
397 and by doing it he realized that the real effect to him is that sometimes he missed his
398 responsibilities. (Mr. D.A)
399
400 Students nowadays need a better approach from their teachers for them to establish a good quality
401 of relationship and bond.
402
403 “Whenever she experiences students' negative communicating behaviour she gets annoyed and
404 at the same time challenged because she believes that the behaviour of class depends on the
405 teacher's competency to handle her class. This impacts affects her in an effective and positive
406 way that she reflects deeply to know what are her shortcomings and what better approach should
407 she adapt so that she could improve her strategies by observing and knowing more about her
408 students and also to make her lessons more interesting and relatable for her students, in short,
409 improve herself as a teacher.” (Ms. R. C.)
410
411 Teachers’ “emotions” are being gradually affected by their students’ negative communicating
412 behaviour towards them. But because of these emotions, they were able to decide on things.
413
414 “Sometimes you get angry whether you show it or not what it does is that you sometimes say
415 something that you don’t really mean and then students take it seriously but since it’s just a
416 coming from a burst of emotion it is not something that you should take it seriously.” (Mr. S.C.)
417
418
419DESCRIPTION OF OVERALL TEACHING EXPERIENCE
420
421 The teachers who encountered students’ negative communicating behaviour assessed their teaching
422experience as challenging:
423
424 “The impact of this rudeness and grandstanding noise of the students was actually a challenge
425 because you as a teacher will be the one to find ways to help lessen this negative communicating
426 behaviour of students and also to motivate these students.” (Ms. P. D.)
427
428 For a teacher, they have the duty to impart knowledge to their students, but somehow because of
429 students’ negative communicating behaviour, the duty of a teacher will get more complicated and
430 it is considered a “tiring” responsibility.
431
432 “Teaching is becoming more challenging on how to upgrade her lesson to be relatable because
433 of these certain behaviours. Her everyday life as a teacher dealing with these impacts are very
434 challenging that sometimes she just want to give up, dealing with it was stressful, difficult, and
435 tiring.” (Ms. F. M.)
436
437 Teaching is one of the most challenging profession. It is a “hard task” for teachers, but they still
438 use to live with it, just because it was their passion and they were born to teach and to impart
439 knowledge to everyone.
440
441 “Students having rudeness, grandstanding, noise, excessive talking threats and too many
442 demands and complaints and actually a challenge and very hard task. (Ms. L. E.)
443
444
445 DISCUSSION
446
447 Students’ negative communicating behavior such as rudeness, grandstanding, noise,
448excessive talking, challenging authority, threats, demanding and complaining too much impact
449their teachers and are manifested in three ways: Specific observable effects, emotions that
450address to these impacts and their overall teaching experience.
451
452 Disrespecting teachers appeared to be an attitude, but the teachers could concretely describe some
453behaviours. For instance, a teacher mentioned that refusing to follow instructions was a disobedient and
454disrespectful behaviour which based on teachers’ experiences, are found “stressful”; and disruptions
455caused by students’ negative communicating behaviour make teachers demotivated. It causes too much
456troubles in their professions.
457
458 Based on the answer of the interviewees, as a teacher, students’ negative communicating behaviour
459impeded their sense of responsibility to perform well in their chosen profession. Because of student’s
460negative communicating before, teachers are being affected. Their potentials they have are being
461lessened, so they are facing a lot of “missed responsibilities”. Students nowadays need a better approach
462from their teachers for them to establish a good quality of relationship and bond. Teachers’ “emotions” are
463being gradually affected by their students’ negative communicating behaviour towards them. But because
464of these emotions, they were able to decide on things.
465
466 The teachers who encountered students’ negative communicating behaviour assessed their teaching
467experience as challenging. Because of student’s negative communicating before, teachers are being
468affected. Their potentials they have are being lessened, so they are facing a lot of “missed
469responsibilities”. Teaching is one of the most challenging profession. It is a “hard task” for
470teachers, but they still use to live with it, just because it was their passion and they were born to
471teach and to impart knowledge to everyone.
472
473
474 CONCLUSION
475
476 Students’ negative communicating behavior toward their teachers is common and evident in different
477ways. The study discovered the different impacts of students’ negative communicating behavior towards
478teachers. The following conclusions are drawn based on the findings summarized in the section before as
479obtained from the findings. Student misbehaviors is prevalent among a considerably larger proportion of
480students in Baguio City National High School. The findings warrant that most of the misbehavior
481observed are those disrupting the teaching-learning process and the students’ academic achievement.
482
483 Student misbehavior has also multiple impacts. By way of negatively affecting the teachers, it is
484found to be the number one source of their stress and gives them hard time to perform their job well. In
485school environment, it is found to impede the performance of students hence deterring the level of
486academic achievements.
487
488 In addition, aside from those negative impacts, these behaviors of students also serves as motivation
489for teachers to have better approach dealing with their students misbehaviors being challenging and hard
490task these misbehaviors also leads to ineffective teaching and learning, having missed responsibilities and
491sudden burst-out of emotions. Overall, it is all about how teachers manage their students wisely and at the
492same time, how teachers develop their selves from their students.
493
494
495 RECOMMENDATION
496
497 Based on all the findings and results, background, and the conclusions of the study as presented in
498the previous chapters, the researchers recommend the following:
499
500
501 This study should be, though not compulsory, shared and briefly but substantially discussed by
502 teachers to their students in order for them to be conscious of their actions especially when
503 communicating to their teachers;
504
505 Teachers may also use this study as a basis for creating their strategic measures on maintaining good
506 classroom management;
507
508 School administrators and other Education-related institutions may use the study to further explore or
509 conduct more methods in proving and strengthening the theory and to help in the counseling and
510 guidance of their teachers and students;
511
512 Future researchers who are interested in conducting studies similar to this may use this as a
513 reference. However, improvement on the technicalities of the paper is advised. More theories
514 supporting and contradicting this study should also be presented, and the use of quantitative
515 approach is very much necessary.
516
517
518References:
519
520Ardales, V. B. (2008). Basic concepts and methods in research (Third ed.). Ermita, Manila:
521 Educational Publishing House.
522
523Ariola, M. M. (2006). Principles and methods of research (First ed.) Sampaloc, Manila: Rex Book Store,
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525
526Bannister, D. & Fransella, F. (1986). Inquiring man: The psychology of personal constructs (3rd ed.).
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528
529Compas, E. P. (2000). Problems of faculty members about students. (Unpublished undergraduate thesis).
530 University of the Cordilleras, Baguio City, Philippines.
531
532Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and
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534
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538
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542
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552
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555of-disruptive-behavior-in-the-classroom.
556https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Haim_Ginott
557https://en.m.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Haim_Ginott
558https://study.com/academy/lesson/ginotts-congruent-communication-theory-in-classrooms.html
559
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564
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567
568United Nations World Food Programme. (n.d.). Monitoring & Evaluation Guidelines: How to manage an
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