Behavior of Students in line with the Teacher’s Strategies 1

The Behavior of NDC Junior High Students in line with

Teacher’s Strategies

Mark Carangan
Jason Lopena
Angelo Vilo
Angelo Bulangis
Nur Basir Dalundong
Omar Agar
Prince Solaiman

Senior High School Department

Notre Dame of Cotabato
Cotabato city

October 2018
Behavior of Students in line with the Teacher’s Strategies 2

Chapter II

Introduction

Teachers have their own kind of teaching strategies in class. Some of them are already common

but others make twists and have it very unique. Some are good enough but need to enhance more

of their teaching skills. As their students and as their listeners, we are being affected to what they

are showing us in front. Each of us could have different reactions and have many ways of

responding to them. Just like the teachers, each individual has their own way of expressing

themselves. They correspond to what they feel, think, and to their environment.

To cite, the school have teachers that have effective and not effective techniques in teaching on

their subject, their goal is to make the students listen to them, but seems like others cannot. The

teachers tend to innovate their styles and are trying to contain humor, it is to make their

discussion interesting. Some of their changes just make the situation work. For instance, Notre

Dame of Cotabato Institute’s teachers used techniques that might help the students in their

academic excellence but the students were being disappointed and have seem the opposite one. It

will greatly affect their participation in class. Because of these aspects, a problem and a question

was risen. How do students of Notre Dame of Cotabato Institute behaved in line with the

teacher’s styles of teaching in class?

The relationship between teacher’s assessment of students and the student’s actual behavior in

the classroom find the relationship between the descriptions that teachers gave of their students

and the behavior that these students exhibited. Teachers were asked to select from their

classrooms boy and girl pair whom they would label as “best, average, and least well-behaved.”
Behavior of Students in line with the Teacher’s Strategies 3

The problem covers a wide range of population, the answers or data collected by the researchers

will serve as solution of this problem. Assessment should reveal how students behave in different

types of teacher and different strategies of teaching. The researchers are aiming to know the

student perspectives unto their teachers as they talk and teach in front. In other cases, it will also

aid the teachers with their shortenings and to change what is need to be changed. This step will

bring an effective interaction between the students and the teachers.

After the research was conducted, this will benefit the students to improve their performance in

class and to the teachers to develop their teaching strategies in teaching industry. The students

may confess their problems in terms with their teacher’s teaching technique so that their teachers

may change, develop and have change in their teaching style which will result to improved

student’s performance in achievement examinations and a positive impact on school

effectiveness.

Statement of the Problem

It sought to answer the following questions:

1. What are the demographic profile of the participants?

2. How do the students behave on the lacking of professional skills shown by the

teacher?

3. How do students cope with the difficulty of understanding their lessons?

4. In what particular personality do the students belong? (Introvert or Extrovert)

5. Why do some students beat the odds of having difficulty despite the teacher’s lacking

performance while others experience poor outcomes such as having failing grades?
Behavior of Students in line with the Teacher’s Strategies 4

Significance of the Study

We researchers defined classroom misbehaviors as behaviors which are disruptive to classroom

order and cause trouble to teachers such as making nonverbal noise, disobedience, talking out of

turn idleness/slowness, non-punctuality, hindering others, physical aggression, untidiness, out of

seat and verbal abuse. Classroom misbehavior is generally interpreted as improper behavior that

adversely affects the order, teaching and learning in the classroom, it is noteworthy that the range

of student’s misbehavior varies across cultures. It will benefit not just the students as well as the

teachers to develop and enhance their skills to improve the performance and will result to a better

outcome.

Scope and Delimitation of the Study

This study will benefit only the junior high students of Notre Dame of Cotabato, the study will

include the school’s teaching staff and students to monitor the performance of the students

involved, if there is any change of results of their grades if the teaching methods are altered. The

data for this study shall be gathered from participants of the junior year and shall be asked to

respond to the given questions prepared. Researchers shall record the responses and this will be

written in the research papers

Behavior of Students in line with the Teacher’s Strategies 5

Chapter II

Review of Related Literature

According to Field (1996) this part will give a survey of the writing on the theme of

building solid relational associations with understudies furthermore, the impact that has on the

learning condition. The viewpoints of an assortment of orders will be talked about from an

authentic perspective to current reasoning on this theme. Truth be told, the falling standard of

scholarly accomplishment is inferable from educators’ very own verbal fortification procedure

and level of instruction. Poor scholastic execution of understudies is intelligent of the state of

mind of a few instructors to their activity, portrayed by conduct, for example, poor

thoughtfulness regarding exercises, being late for work, obnoxious remarks about understudies

execution and poor showing strategies. What’s more, instructing procedures that have more

grounded spotlight on proof based and understudy focused learning improve scholastic execution

and clinical capability of understudies.

According to Mathers (1995) theories of teaching and learning have long emphasized the

important role teacher’s play in supporting students’ development in areas beyond their meaning

pedagogue ability. For example Pianta and Hamre (2009), their conceptualization of elation-

caliber teaching, describe a set of emotional supports and organizational proficiency that are

equally important to learners as teacher’s instructional performing. They posit that, by providing

“emotional support and a predictable, consistent, and prophylactic device environment”, teachers

can help students become more self-reliant, motivated to learn, and willing to take risks. Further,

by modelling strong organizational and management body structure, educator can help bod
Behavior of Students in line with the Teacher’s Strategies 6

students’ own cognition to self-regulate. Content-specific views of teaching also highlight the

importance of teacher behavior that develop students’ attitudes and behavior in ways that may

not directly impact test scores. As to the (Lampert, 2001) in math, researchers and paid

organizations wealthy person advocated for pedagogy practices that fault finding reasoning and

difficulty determination around trustworthy tasks. Others wealthy person acanthus to teachers

all-important office of non-industrial students self-effectiveness and depreciative their

psychological state in math.

According to Burden (1995) classroom management is a term used by teachers to

describe the process of ensuring that classroom lessons run smoothly despite disruptive by

students. The term also implies the prevention of disruptive behavior. It is possible that the most

difficult aspect of teaching for many teachers; indeed experience problems in this are causes

some to leave teaching altogether. Once a teacher loses control of their classroom, it becomes

increasingly more difficult for them to regain that control. It shows that the time that teachers ha

to take to correct misbehavior caused by poor classroom management skills results in a lower

rate of academic engagement in the classroom. From the student’s perspective, effective

classroom management involves clear communication of behavioral and academic expectations,

as well as cooperative learning environment.

According to Doyle (1986) one of the most recurring and the most “frustrating problem”

that the schools are having with their students nowadays is tardiness. It creates problems, not just

to the students but also to the teachers. It also states that while having “occasional tardy” isn’t a
Behavior of Students in line with the Teacher’s Strategies 7

big deal, unfailing tardiness is and it gives students problems including being ill-prepared for the

job market. Being present and on time in going to school are big factors on the “success and

behavior” of the students. Thus, it is a lot important to value time and practice being on time

while being a student.

According to Farrington (2012) many researchers have discussed the different factors that

affect the students’ academic performance. These are internal and external classroom factors and

these factors strongly affect the students’ performance. Internal classroom factors includes

student’s competence in English, class schedules, class size, English text book etc. External

classroom factors include extracurricular activities, family problems, work and financial, social

and other problems. It tells that other studies shows that students’ performance depends on many

factors such as learning facilities, gender and age differences that can affect student performance.

The most important factor with positive effect on students’ performance is Parental Involvement.

According to Khetarpal (2005) the meaning of class in the dictionary is member or body

of persons with common characteristics, or in like circumstances, or with common purpose. A

class is meeting place of a group of students for instruction and learning. In our world today,

management in class or in other situation is taken as a serious applied social science. In class

there is a process, a process of optimizing the use of four or five resources namely, persons,

money, material, information and time for achieving some predetermined goals of an

organization. On a certain general consideration, all managers in their stations of work perform

the same main functions such as forecast, plan, organize, direct and control.
Behavior of Students in line with the Teacher’s Strategies 8

According to Piante and Hamre (2009) the training procedure impact understudies

learning through, the instructive embraced instructional method approach. Ideally, the class

condition thought to from one perspective guarantee students of genuine educating being

conveyed out, while on the other, it is ought to determine educators of real getting the hang of

happening. In addition, the expectation to learn and adapt is increased when a student thinks

more like a teacher, and the teacher, a student. In a contention displayed by extending a students’

propelled thought design prepare for enhance classroom execution, consequently promising them

to deliver inventive and contrasting thought that accompany their novel information and

aptitudes set.

According to Derk (1974) relationship between teacher and a student are crucial for the

success of both teachers and students. As part of classroom management, relationships is a

significant factor to determine the success of the work of the teacher. The influence of teacher’s

behavior plays an important role in the academic achievement of students. A teacher has to

display characteristics for the students to be able to cope with the attitudes shown by the teacher.

Teachers also need to be thoughtful in the way in which they react to students’ comments.
 Behavior of Students in line with the Teacher’s Strategies 9

Theoretical Framework

“Teacher-student relationships, like all human relationships in groups, are reciprocal. This fact,

however, has somehow escaped many educational researchers and practitioners. Few seem to

recognize, for example, that when one says that a teacher “lost control” of the class, it is but the

reverse side of the proposition that some student or students gained control. The prevalent

tendency is to assume that teachers act and students respond. While dominance and

subordination may indeed be inherent in the role of teacher and student respectively, it seems an

overs implication to consider that the student role is entirely passive.” (Phillip C. Schlechty &

Helen E. Atwood, 2009)

IPO Model

INPUT OUTPUT
Attitude showed by the Some teachers will know
teacher the outcomes of their
Not effective teaching PROCESS teaching strategies to the
skills students
Getting data among Higher Grades
Being rude
related literatures
Low grades Higher Conduct grade
Finding well-supported
Less participation in Adjustment not just to
theories
class the teachers but also to
Live Interview the students
Low conduct grade
Disobedience to the Evident obedience to the
teacher teacher
Impoliteness Active participation in
class
Behavior of Students in line with the Teacher’s Strategies 10

Chapter III

Methodology

In this chapter, the research design, participants of the study, locale of the study, data

gathering procedure and ethical considerations were discussed.

Research Design

The study’s title is “The Behavior of NDC Junior High Students in line with Teacher’s

Strategies” is a phenomenological study that gathers information from the students of Notre

Dame of Cotabato. It aims to know if the strategies of some teacher’s affect the behavior shown

by their students. This study use phenomenological study since the behavior of one individual is

a kind of human experience but in a purpose of school matters.

Participants of the Study

The participants of the study will be coming from the Junior High day-shift NDC

Students. The researchers will randomly pick three to five students in Honor’s Class of grades 8,

9 and 10 and three students of each Grade 7 sections and other regular sections in other grade

levels. Homeroom and Conduct grades of these randomly selected students will be identified.

The students who will be picked in each sections of each grade level will be identified if their

behavior in classrooms is based on the teacher’s strategies. A total minimum of 93 and a

maximum of 99 participants will be involved in this study.

Behavior of Students in line with the Teacher’s Strategies 11

Locale of the Study

The location of the study is in Notre Dame of Cotabato where the participants is enrolled

in School Year 2018-2019. And those participants will be the Junior High Students who will be

randomly picked. These participant’s performances in class will be identified and we researchers

want to know if these good and bad performances is based on the strategy shown by their

teachers in their own respective fields.

Data Gathering Procedure

The participants will answer certain questions coming from the live interview that has

been conducted by the researchers. The researchers decided to conduct a live interview so that

the researcher’s participants will be able to express their feelings and give their personal insights

without hesitating because of the built rapport and comfortable manner between conversations of

the participant and the researcher.

Ethical Considerations

The researchers will ensure the honesty of the results presented by the participants the

researchers will also ensure the confidentiality of the information of students and teachers

involve in the study. The study aims to provide information that may help the students and

teachers how they will be responsible persons. The researchers will be open to criticisms and

new ideas from the public. The researchers will consider these ethics to come up in a correct,

accurate and reliable results.

Behavior of Students in line with the Teacher’s Strategies 12

Live Interview

1.) Can we conduct an interview about our study?

2.) Demographic Profile:

a. Name (Nickname)

b. Age

c. Grade Level

d. Conduct Grade

e. Highest Grade (Subject)

f. Lowest Grade (Subject)

3.) In what kind of teachers you are being

a. Active?

b. Sleepy?

c. Noisy?

d. Attentive?

e. Behave?

4.) How do you behave outside the classroom?

5.) In what kind of peers do you belong?

6.) How would you feel if you’re being

a. Scolded?

b. Complemented?

7.) How’s your relationship with your teachers?

8.) Any message for you subject teachers?

Behavior of Students in line with the Teacher’s Strategies 13

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