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Chapter 1

THE PROBLEM

Background of the Study Teachers have the noblest task at hand. The future of this country and the generation that comprise it are on their hands. They are the ones who will mold to the students to become productive partners in development. They are the forefront in educating and teaching the youth under this direct change towards what is good, true and beautiful. Again, it is the teacher who molds and strengthens it with gladness, love and temperance. It is the teacher who can culture it with the balm of sympathy and kindness. Teachers are the forefront of the educational system. Their calling is for the development of important competencies that will contribute to their success to educate the youth. Thus, a teacher must possess the necessary attitude and competencies to effectively create a productive atmosphere of teaching learning process. Before the teachers enter the door towards another chapter of this life, they have to bear in mind that teaching is not just a profession but a mission. The true teacher is to satisfy the need of the youth on how to mold them and guide them through this cross and turns of life. The greatest challenge in the history of the Philippines educational system today is to cope up with the different disciplinary problems. School administrators, educational planners, educators and teachers excel their outmost efforts to meet those disciplines of the clienteles, the pupils or students. And of the most effective and efficient remedies is to study well and have a researched of those disciplinary problem of a student.

Discipline occupies the center stage in all learning activities, a classroom where good discipline prevail is most conducive to purposeful activities. On the other hand, improper behavior distracts and disrupts attention and procedure being undertaken. Because of the important role that studies behavior play in achieving learning objectives school sets its own policies regarding maintenance of appropriate discipline said policies would depend upon the concept of discipline they believe in the extent of the responsibilities willingly accepted by all. The home is a place where children are reared and received informal education. In this connection, it has been playing a major role in disciplining the children. On the other hand, the school has a major share in the tasks providing students with the kind of discipline they should have. Teachers have a strong influence upon students discipline achievement. The teacher must be aware about the pupils behavior because every individual is unique and his inborn talent is different from others. In the length of varying situations obtaining in the teaching profession the researcher believe that conducting a study on the Disciplinary Problems Encountered by Elementary Teachers in Bayambang Central School will be great help in addressing Elementary Teachers.

Statement of the Problem This study will seek to determine the disciplinary problems encountered by teachers of Bayambang Central School. Particularly, it will attempt to answer the following questions: 1. What is the personal profile of teachers at Bayambang Central School with regards to: a. Sex b. Age
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c. Length of Service? 2. What are the attitudinal problems of the pupils encountered by the teachers of Bayambang Central School in terms of: a. Violation of social standard i. Cheating ii. Lying iii. Stealing iv. Using foul language b. Illegal Behaviors i. Vandalism ii. Loitering c. Violating the rights of others i. Teasing ii. Bragging d. Physically dangerous behaviors i. Fighting ii. Pushing iii. Tripping iv. Throwing e. Disruptions to learning i. Laughing ii. Excessive talking iii. Unnecessary walking around the room

iv. Whistling 3. What are the causes of disciplinary problems encountered by the teachers of Bayambang Central School in terms of: a. Overcrowding b. Poor lighting c. Disorderly positioned fixtures d. Seating arrangement? 4. What are the common ways in dealing with the disciplinary problems in terms of: a. Verbal rein forcers b. Non verbal gestures c. Brief conference d. Awards merits e. Freedom of expression

Significance of the Study The result of the study is significant in knowing the problems encountered by the Kindergarten to Grade III teachers in Bayambang Central School during the school year 2010 2011 concerning pupils discipline. The result of the said study is significant to the following: 1. The future student teacher. This study would help the future student teachers gain valuable information and insight about the pupils behavior and classroom related problems. This study may serve as guidelines to help them prepare for their practice

teaching and to use good preventive management strategies on how to disciplined their pupils. 2. The cooperating teachers. This study could help cooperating teachers to have better ways of understanding, handling, and supervising the student teachers about those disciplinary problems during their class under Kindergarten to Grade III pupils. Through it findings they will be also a better position to provide the appropriate experience for the student teachers. 3. Cooperating officials. This study will also benefit the cooperating officials (Principal, Head Teachers, and Supervisor) to further strengthen their support to the cooperating teachers along pupils discipline in the classroom. 4. To other researchers. This study would help the other researchers to have a better knowledge or idea n what are the common disciplinary problems encountered by the teachers.

Definition of Terms 1. Classroom management an integral part of the teaching process. It suggests providing a classroom environment that is conducive to learning, such as appropriate time scheduling for various activities and an orderly placement of furnitures and instructional materials. 2. Discipline it is controlled behavior. It constitutes the next important concern of teachers as part of good management.

3. Disciplinary Problem these are some cases inside the classroom which may encountered by teachers. This is cause by unfavorable learning conditions that impinge on the learners abilities, needs and interests. 4. Behavior it is a way on how an individual behaved in an orderly manner. 5. Attitudes these are values which an individual posses. It is a way on how he/she acts on a particular situation. These are traits or a behavior of an individual. 6. Cheating to break the rules in a game, examination, or contest, in an attempt to gain an unfair advantage. 7. Lying the act of not telling the truth. 8. Stealing taking something unlawfully or taking something that belongs to somebody else, illegally or without the owners permission. 9. Foul Language saying bad words or inappropriate words to their classmates, playmates and others. 10. Vandalism illegally writing or deliberately defacing on the desk, chairs, walls, and the like. 11. Loitering to stand, wait and stay longer in a particular place where classesis still going on. 12. Teasing making fun of somebody, either playfully or maliciously. Deliberately annoying or irritating a classmate or any person. 13. Bragging boastful stating or talking with so much pride about an achievement or possession. 14. Fighting using violent physical means such as blows with fist to overcome somebody. 15. Tripping an action causing somebody to stumble and get angry.

16. Throwing to propel something through the air to catch someones attention or surprise someone. 17. Fixtures an object with a fixed position and location. 18. Verbal Rein Forcers encourage good behavior and discourage bad tendencies. 19. Non Verbal Gestures frown or a hard look to dissuade them from mischiefs.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This portion of the study presents the related literature and studies. The related literature and studies gave insights and directions that are needed in the formulation of the conceptual framework.

RELATED LITERATURE

Local Literatures Discipline has been defined as training in proper conduct and action. It means to educate, train, and bring children under control. The purpose of discipline is to provide a set of guidelines, reasons, and values for self- discipline and the means to achieve it. It is important for parents to form the concept that discipline is a positive aspect of bringing up children. That is a process of developing positive behaviour and social values which will enable the child to harmoniously adapt to life in society. Punishment is one aspect of discipline. It may be either physical or psychological. Timing, severity, emotional context, consistency and age are some practical guidelines that will help to make punishment more effective. Reasoning and reinforcement are more effective than punishment alone. Reinforcement of positive behaviour is extremely effective. Encourage, cooperation, helpfulness, and praise

even in the achievement. Non-verbal expressions such as tone of voice, gestures, and attitude of sincerity are important, too. Discipline is one of the greatest concerns of the administrators down to the teachers-in charge and classroom teachers. Discipline in school is a function of the administration. The administrator sets the pattern for the social relations in a school, so it is his duty to interpret the meaning of discipline in education. The changing concepts of the nature of discipline are closely bound with the changes in education and culture. The children select from their environment those experiences which suites their purposes and interests and which are accepted by them to put into practice. It is the role of the teacher to guide the development and satisfaction of the purposes and to help the children grow in their ability and norm for the achievement of the worthwhile and constructive goals. Teachers are the parents of the children in schools and an expected to find ways and means to solve the distinguishable disciplinary problems so as to mold the children into better human beings. In school, the teacher, like your parents earlier needs to establish rapport with her students, meaning, good values between her and your class, in order for her teaching to be effective. Somehow she has to establish that she likes her pupils, that she enjoys teaching you, that you will profit from the time you spend together. Effective teachers seldom experience problems with disruptive student behaviour. For the most, pain, effective teacher have few discipline problems, largely because the way they manage the classroom creates an environment and a learning experience for youngsters that keeps a student focused on the proper business of schools. If there are any tricks to successful discipline, they consist mostly of being successful in helping students learn the subject for which

the teacher is responsible, the key to the effective handling of the disparate situations is to recognize quickly the basic difference in the characteristics of each, then to take the measure appropriate to the specific situation (Albrecht, 1982). Behavioral problems among pupils affect classroom management and discipline. It is also a hindrance to achieve effective teaching and learning. The behavioral problems always committed by some pupils were: speaking bad words, inattentiveness, unmanageable transferring from one seat to another. Quarrelling with classmates, telling lies, cheating, dishonesty, irresponsibility and disobedience were seldom committed. Boorishness, laziness and frequent absenteeism were not committed by the pupils. Generally, pupils are polite and industrious. (Junio, 2006) PSU Bayambang Faculty Journal The work of education and training should commence from the babyhood of the child, for then the mind is the most impressionable and the lessons given are remembered. Children should be virtually trained at home and in school from cradle to maturity. They should be trained with great care. Self- control must be cultivated and leave its impression on the minds and hearts of the children. Stimulate weak traits and repress wrong ones. These evil traits of character bring great unhappiness to the children. Scolding and nagging never help at all. Harsh angry words do not sound heavenly to the listener; instead they stir up the worst feelings. And to all molders of youth, are you a teacher or a mother have extra care not to make unnecessary requirements to exhibit your own authority before others. A well- managed classroom will give the pupils rich opportunities for mental growth and development. Good classroom discipline produces favorable working conditions conducive to good learning and makes school work enjoyable and interesting.

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One aspect of the teachers role under this concept of discipline is to help children get practice self- control and to develop standards of individual values and activities that will be earned in regardless of whether the teacher or parent or someone else on authority or not. The real purpose of modern discipline in school is to guide social development and adjustment. The problems of classroom discipline are problems for guidance and for education, not for coercion and punishment. And of course, the kind of guidance we give depends on what the teacher wants to produce. The modern concept of discipline is based on a rationale approach. This is mere compliance, subordinate to understanding. The pupils must be made understand why certain modes of behaviour are to be followed to question the reasonableness of things to have the habits of finding out about things and to make up their own minds. They must grow up as people who have had much practice in planning for the welfare of themselves and their communities. Here is the modern concept of discipline which is based on the following democratic principles (Gregorio, 1986): 1. Discipline which recognizes dignity and rights of every human being, rather than discipline attained through humiliation. 2. Discipline based on devotion to humanitarian principles ad ideals such as freedom, justice and equality for all rather than discipline based on a narrower or more egoistic affiliation. 3. Discipline which develops self- direction, self- discipline rather than discipline based on compulsion and obedience. 4. Discipline based on understanding of the goal in view rather than discipline based on high authority.
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One great task of the teacher is to understand and accept principles of democratic discipline. However, understanding and accepting the principles of democratic discipline does not mean that all disciplinary problems are solved, or will disappear.

Foreign Studies Student misbehavior is not unique to specific schools; rather, there are certain identifiable patterns of misbehavior that have been categorized and recorded in the existing literature on school discipline. For example, two exploratory studies were conducted by Tobin, Sugai and Colvin (1996) that attempted to describe chronic discipline problems as recorded in referrals to the principal. Chronic student misbehavior was said to comprise two basic categories: (1) violent behaviors consisting of such disruptive activities as fighting, vandalism and harassment; and (2) nonviolent misbehaviors such as in-class disruption, skipping class, and insubordination. After reviewing the problems, Tobin et. al (1996) concluded that examination of school discipline. Discipline Problems of African-American Males According to Lindholm (1987), African-American children have a higher incidence of behavior problems (both in school and in general) than do white children, and these problems are particularly acute among African-American males. These conclusions were based on a comparison of 614 black and 1,162 white children's scores on the Behavior Problem Checklist. In terms of problematic behavior in school, Grant (1985) reports that African-American males are somewhat more susceptible to problems concerning discipline than most other student groups. In her study, Grant observed six desegregated first grade classrooms in predominantly

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white working-class communities near a large Midwestern city. Twenty percent of the 139 students in the observed classrooms were African-American males.

Grant's observations consisted of: (1) teachers' (three black and three white) pass satisfied with the school's interpersonal environment; (3) preferred avoidance or aggressive strategies for solving problems; (4) relied less on school personnel for solving conflicts; and (5) were less satisfied with the school's mechanism for controlling students. Pharr and Barbarin stated that pattern of these findings clearly demonstrated that the nonsuspended students demonstrated a better fit with the school environment. It was also concluded that findings suggested a possible solution. This solution is for educators to understand that some aspects of the school environment may pose difficulties for students of diverse cultural backgrounds. It is recommended that educators first determine precisely what these factors are and then make adjustments to minimize poor fits between suspended students and school expectations. According to Dandy (1990), other factors that have been postulated to be causally related to behavior problems among African-American children in general and African-American males in particular include:(1) cultural determinism; (2) attitudes of resistance and antagonism on the part of white teachers and counselors; (3) lack of information on the part of non-white teachers and counselors; Johns, Carr and Hoots (1995) insinuated that there was a need for new disciplinary techniques that focused on teaching acceptable alternative behaviors rather than punishing unacceptable ones. The discipline techniques should move away from the old concept that discipline must punish rather than teach. Discipline should be focused on ways that assist

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students in developing appropriate choices and in resolving conflict in a productive and nonviolent manner.

RELATED STUDIES

Local Studies Catabay, et.al (2005) conducted a study on the PSU BEE student teachers on the disciplinary problems they encountered. With regards to pupils-related problems unsnappy in passing test papers, books and notebooks; cheating during exam and interrupting other pupils when one is reciting are the top 3 disciplinary problems they encountered. And in terms of class related disciplinary problem seating arrangement are not followed; rooms are not well lighted and ventilation of the room are the top three disciplinary problems they encountered. Dr. Junio, Ed. D. investigated on the intermediate pupils of PSU-KD Elementary Laboratory School. In her study she found out that the behavioral problems always committed by the six pupils were: speaking bad words, inattentiveness, unmanageable transferring from one seat to another. Quarreling with classmates, telling lies, cheating, dishonesty, irresponsibility and disobedience were seldom committed. Boorishness, laziness, frequent absenteeism and laziness were not committed by the pupils. Generally the pupils are polite and industrious.

Foreign Studies According to Bobby Coles, discipline is something that is a necessary evil, and in the preschool classroom, it is difficult to gauge. The parameters are tough to manipulate, and children are used to behaving in certain ways before they arrive in your classroom. To exact a
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correct measure of discipline, always make certain to react in the same manner under each circumstance. Children learn what they live, so it is imperative to handle situations appropriately. According to Charles Moore, polls show that discipline is the number one concern of parents school-aged children. Very often the issue is the chief concern of new teachers and future teachers. In fact, discipline should be the concern of everyone involved in education. Teaching is not effective if a major portion of the class period or school day must be spent disciplining students rather than helping them to learn. Almost all education researchers have agreed that without good classroom management skills, a positive, healthy learning environment cannot exist, and without such an environment it is extremely difficult for students to progress toward some stated learning goals. According to James E. Albrecht, effective teachers seldom experience problems with disruptive student behavior. For the most part, effective teachers have few discipline problems, largely because the way they manage their classrooms creates an environment a learning experience for youngsters that keep students focused on the proper business of schools. If there are any tricks to successful discipline, they consist mostly of being successful in helping students learn the subject for which the teacher is responsible. Effective instructors have few discipline problems, not because they are good disciplinarians, but because they are good teachers. But no classroom, no teacher is immune from occasional behavior problems. Effective teachers consistently do at least two things when confronted by a potentially disruptive situation, these are the same things many marginal teachers do not do.

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In the introduction of his 1986 literature review of classroom management, Walter Doyle contends, "Classroom teaching has two major task structures organized around the problems of (a) learning and (b) order". Wickman (1938) investigated the seriousness of behavior problems in elementary schools and learned that teachers most often reported problems that involved disruptions in the classroom or violations of the teachers expectations regarding school works and standards of conduct. The most often cited problem behaviors were stubbornness, disorderliness, irresponsibility untruthfulness, and disobedience. After extensive research, Goodland (1984) rank ordered top 3 problems of elementary schools as students misbehavior, size of school or classes, and lack of parents interest. But when he asked a grouped of elementary principals to list the biggest problem in their schools they mentioned; proper student diagnosis and placement; scheduling pull-out programs involving working parents; single parents; and apathetic parents; successfully implementing special education program and sure enough discipline. A similar investigation showed little change, (Stoceffer and Owen, 1955). Teachers were mostly concerned about infractions of rules and classroom routines or similar forms of classroom behavior. In 1983, Baer Goodale and Brown took a figured different approach. Teachers of grade four, five and six were asked. Teachers responses were grouped into six categories: 1.) violation of social standards, 2.) illegal behaviors, 3.) Physically dangerous behavior, 4.) violating the rights of others, 5.) disruptions to learning, and 6.) challenging the teachers authority.

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Synthesis of the Study

According to Dr. Bobby Coles, discipline is something that is a necessary evil, and in the preschool classroom, it is difficult to gauge. This study focuses on the disciplinary problems encountered by the teachers inside the classroom. The study of Catabay et.al focuses on the disciplinary problems encountered by the BEE Student Teachers of Pangasinan State University, Bayambang Campus. This study investigated on the disciplinary problems encountered by the teachers of Bayambang Central School. This is to see the difference between the behavior and attitudes of the pupils in laboratory and public school. According to James E. Albrecht, effective teachers seldom experience problems with disruptive student behavior. This study wants to attest his study that, the teachers length of service affects the pupils attitudes and behaviors

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Conceptual Framework

This investigation determined the disciplinary problems encountered by teachers I of Bayambang Central School

Teachers Profile: a. Sex b. Age c. Length of Service

Disciplinary Problems Encountered by the teachers of Bayambang Central School a. Violation of social standard b. Illegal Behaviors c. Violating the rights of others d. Physically dangerous behaviors e. Disruptions to learning f. Challenging the teachers authority

Figure 1. Paradigm of the Elementary Teachers Profile and the Problems They Met.

A paradigm showing the profile of the subject. The personal profile refers to the age, sex, and length in service. The identified disciplinary problems encountered by the teachers which are pupil related disciplinary problems and classroom.

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Chapter 3

RESEARCH METHODOLOGY

This chapter of the study deals on the method of research used, the subject considered, the instrument used and the statistical treatment of data employed.

Research Design The descriptive survey method of research with the questionnaire check-list as the chief data gathering instrument was used in this study. This method access and analyzed the disciplinary problems encountered by the teacher of Bayambang Central School. This study aimed to identify and to deal with the disciplinary problems of pupils. The teachers were asked to check the choices in the questionnaire whether it is always, seldom and never.

Subject of the Study The subjects in this study are the Pupils in Primary years of Bayambang Central School for the School Year 2010-2011. They were selected by the use of simple random sampling. The said number of the samples was determined through the use of the shown formula. The formula is: N N= 1 + ne
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Data Gathering Instruments A questionnaire check-list was used in gathering data on the effectiveness on the strategies and techniques in dealing to the disciplinary problem of pupils. The researchers considered the strategies and techniques suggested by the Elementary teachers of Bayambang Central School, as well as the strategies and techniques employed by the researchers to come up with the questionnaire checklist.

Validation of the Instrument The instrument that used in gathering checklist type is questionnaire. It considered of four parts. Part I, gathered information about the respondents. Part II, determined the disciplinary problems encountered by the teachers of Bayambang Central School. Part III, determined the causes of the disciplinary problems theyve encountered. Part IV, determined the common ways used in dealing with the disciplinary problems theyve encountered. Each level of effectiveness of the strategies and techniques answered by the respondents will be tallied. Frequency count and averaged weighted point will be utilized.

Data Gathering Procedures The researchers asked permission from the Principal of Bayambang Central School before administering the questionnaire to the respondents. The researchers personally administered the questionnaires to the respondents. During the administration of the questionnaires, the researchers explained to the teachers the objectives of the study and they were given enough time to answer the information needed. After gathering the data, the researchers tallied and interpreted the data.
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BIBLIOGRAPHY

A. Books Bilbao, Purita P., The Teaching Profession. 2006. Lorimar Publishing Co., Inc. Kelly, James L., The Successful Teacher. 1982. The Athenaeum Press, Inc. Manila, Philippines.

B. Journal Cordovan, J. G. 1992. The Virtue of Discipline The Modern Teacher. Naungayan, Emilio C. The Modern Concept of Classroom Discipline In Teaching The Modern Teacher.

Ojerio, Eli C. 1992. The Art of Disciplining the Child The Modern Teacher. Paloma, N. E. 2001. Guidelines Towards a More Effective Discipline The Modern Teacher. Tabuloc, Francisco T. 2001. How Can Disciplinary Problems in the School Be Solved The Modern Teacher

C. Electronic Sources http://www.lotsofessays.com/viewpaper/1701691.html http://scholar.lid.vt.edu/theses/available/etd-12182002-234412/unrestricted/shumate.PDF http://cnx.org/content/m14625/latest/

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APPENDIX A

LETTER TO RESPONDENTS

Dear Respondents: We, the BEE Pre-school Education Majors enrolled at Pangasinan State University Bayambang Pangasinan are conducting an undergraduate thesis entitled DISCIPLINARY PROBLEMS ENCOUNTERED BY THE TEACHERS OF BAYAMBANG CENTRAL SCHOOL. In this regard, we would like to solicit you responses through the questionnaires herein. Your participation in the study by conserving the questionnaire is vital. Without it, the study will not be as complete as it should be. We are hopeful that you may allot a little of your quality time in giving in and answering questions. Please feel assured that your anonymity and the information you will give will be treated with the confidentiality. Thank you for your consideration.

Sincerely yours, Roeliza M. Benitez Mea Kimberly B. Garcia Vanessa A. Junio Divina Angela S. Magalong Sarah N. Mendez Anne Christine S. Mercado Gerleen P. Santiago Gretchen P. Tadeo Researchers

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APPENDIX B

LETTER REQUESTING PERMISSION TO ADMINISTER THE QUESTIONNAIRE

Republic of the Philippines Pangasinan State University Bayambang Campus Bayambang, Pangasinan

Mrs. Erlinda de Guzman Principal Bayambang Central School Maam: We, the BEE II-3 Students of Pangasinan State University, Bayambang Campus, Bayambang Pangasinan, are currently working on a study which involves the DISCIPLINARY PROBLEMS ENCOUNTERED BY THE TEACHERS OF BAYAMBANG CENTRAL SCHOOL. In this connection may we request permission from your good office to allow us to administer questionnaire to some of the teachers of Bayambang Central School. We sincerely assured that the data gathered will be treated confidentially and will not in any discredit the good name of your school. Thank you very much for your immediate and favorable response regarding the above request.

Respectfully Yours, Roeliza M. Benitez Mea Kimberly B. Garcia Vanessa A. Junio Divina Angela S. Magalong Sarah N. Mendez Anne Christine S. Mercado Gerleen P. Santiago Gretchen P. Tadeo Researchers
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APPENDIX C

PROFILE OF THE ELEMENTARY TEACHERS OF BAYAMBANG CENTRAL SCHOOL

Direction: Please supply the information needed on the space provided.

PERSONAL PROFILE: 1. Name: (Optional) 2. Age: 3. Sex: 4. Length of service: (Please put a check)

0 5 years 6 10 years 11 15 years 16 years and above

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APPENDIX D

QUESTIONNAIRE/ CHECKLIST ON THE DISCIPLINARY PROBLEMS ENCOUNTERED BY THE TEACHERS OF BAYAMBANG CENTRAL SCHOOL

Direction: Listed below are possible attitudinal problems of the pupils you encountered in your teaching. Considering the degree indicated below, please put a check mark in the difficulties you encountered. The following will guide you in your responses: Always (1) frequently experience; that is you encounter it everyday Seldom (2) sometimes; that is you encounter once in a while Never (3) not experience at all Attitudinal Problems A. Violation of Social Standards i. Cheating ii. Lying iii. Stealing iv. Using foul language B. Illegal Behaviours i. Vandalism ii. Loitering C. Violating the rights of others i. Teasing ii. Verbal Harassment iii. Bragging D. Physically dangerous behaviours i. Fighting
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DEGREE Always (1) Seldom (2) Never (3)

Always (1)

Seldom (2)

Never (3)

Always (1)

Seldom (2)

Never (3)

Always (1)

Seldom (2)

Never (3)

ii. Pushing iii. Tripping iv. Throwing E. Disruptions to learning i. Laughing ii. Excessive talking iii. Unnecessary walking around the room iv. Whistling Always (1) Seldom (2) Never (3)

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APPENDIX E

QUESTIONNAIRE/ CHECKLIST ON THE CAUSES OF DISCIPLINARY PROBLEMS ENCOUNTERED BY THE TEACHERS OF BAYAMBANG CENTRAL SCHOOL

Direction: Listed below are possible disciplinary problems you encounter in your teaching. Please put a check mark in the causes you encountered.

DEGREE Causes Of Disciplinary Problems a. Overcrowding b. Poor lighting c. Disorderly positioned fixtures d. Seating arrangement Always (1) Seldom (2) Never (3)

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APPENDIX F

QUESTIONNAIRE/ CHECKLIST ON THE COMMON WAYS IN DEALING WITH DISCIPLINARY PROBLEMS ENCOUNTERED BY THE TEACHERS OF BAYAMBANG CENTRAL SCHOOL

Direction: Listed below are the common ways in dealing with disciplinary problems. Please put a check mark in the ways that you use.

Common Ways in Dealing with Disciplinary Problems a. Use verbal rein forcers that encourage good behaviour. b. Use non-verbal gestures. c. A private one-on-one brief conference. d. Award merits for good behaviour and demerits for inconsistencies and lapses. e. Allow students the freedom to express or explain feelings f. Show friendliness, patience and sympathy g. Acquaint the pupils well with the rules and regulations of the school h. Make firm suggestions and decisions i. Teach and observe Character Education in all the subjects in and out of the school j. Encourage them to participate in a co-curricular activities like scouting, athletics, etc. k. Let the pupils report anybody who commits misbehaviour. l. Be a model of good behaviour I words and in deeds. m. Have a misbehaving pupils relate a story. n. Make the lesson interesting by the use of visual aids.

DEGREE Always (1) Seldom (2) Never (3)

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o. Keep the pupils busy and give assignments for which they are responsible. p. Guide the pupils interest properly. q. Let pupils feel that you have the trust and confidence in them r. Provide the school with playing apparatuses and equipment, athletic equipment and enough space for playing.

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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Roeliza M. Benitez Rui, Aiza #168 Malacanang San Carlos City, Pangasinan December 02, 1992 San Carlos City, Pangasinan 18 Female Single Filipino Roman Catholic Mr. Rolando B. Benitez Mrs. Elsa M. Benitez

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

St. Charles Academy

2009

Elementary

Malacanang Elementary School

2005

Philosophy in life: When you cant have what you want, start wanting what you have.
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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Mea Kimberly B. Garcia Mea Palisoc, Bautista, Pangasinan August 25, 1992 Bautista 18 Female Single Filipino Jehovahs Witness Mr. Bonifacio Reyes Garcia Mrs. Thelma Barrogo Garcia

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayambang Campus

2009 to present

Secondary

Bautista National High School

2009

Elementary

Bautista Central School

2005

Philosophy in life: Seek God first and everything will be added unto you.

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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Vanessa A. Junio Vaneng, Confucia #154 Tambac, Bayambang, Pangasinan March 3, 1992 Tambac, Bayambang, Pangasinan 19 Female Single Filipino Roman Catholic Danilo A. Junio Vergieta A. Junio

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

Bayambang National High School

2009

Elementary

Tambac Elementary School

2005

Philosophy in life: Do good, avoid evil.

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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Divina Angela S. Magalong Vine #295 Telbang Bayambang, Pangasinan February 27,1993 Telbang Bayambang, Pangsinan 18 Female Single Filipino Salvation Army Fernando R. Magalong Imelda S. Magalong

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayambang Campus

2009 to present

Secondary

Bayambang National High School

2009

Elementary

Bayambang Central School

2005

Philosophy in life: You can show your love for God by showing your love for others.

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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Sarah N. Mendez Inday Sitio Potrido, Balayang Alaminos City, Pangasinan October 10, 1992 Alaminos City, Pangasinan 18 Female Single Filipino Roman Catholic Mr. Pedro M. Mendez Mrs. Natividad N. Mendez

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

Alaminos City National high School

2009

Elementary

Balayang Elementary School

2005

Philosophy in life: You see things; and you say 'Why?' But I dream things that never were; and I say 'Why not?'
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CURRICULUM VITAE

III.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Ann Christine S. Mercado Ann #087 Langiran Bayambang, Pangasinan December 31, 1992 San Carlos City, Pangasinan 18 Female Single Filipino Born Again Christian Mr. Carlos B. Mercado Mrs. Amalia D. Mercado

IV.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

Basista National High School

2009

Elementary

Basista Central School

2005

Philosophy in life: Dont always say that theres still time because theres also a concept of too late.
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CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Gerleen P. Santiago Gerl, Gowhleen, Len-Len #71 Libsong East, Lingayen, Pangasinan June 16, 1993 Lingayen, Pangasinan 17 Female Single Filipino Jehovahs Witness Mr. Noel J. Santiago Mrs. Grace P. Santiago

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

Pangasinan National High School

2009

Elementary

Libsong Elementary School

2005

Philosophy in life: If possible, as far as it depends upon you, be peaceable with all men.
36

CURRICULUM VITAE

I.

PERSONAL INFORMATION

Name N- name Address Date of Birth Place of Birth Age Sex Civil status Citizenship Religion Father Mother

: : : : : : : : : : : :

Gretchen P. Tadeo Buweech, Cheng, Breech #110 Pocal-Pocal, Alaminos City, Pangasinan November 20, 1992 Alaminos City, Pangasinan 18 Female Single Filipino Roman Catholic Mr. Faustino C. Tadeo Mrs. Angela P. Tadeo

II.

EDUCATIONAL ATTAINMENT: School Year Graduated

Tertiary

Pangasinan State University Bayamabang Campus

2009 to present

Secondary

Alaminos City National high School

2009

Elementary

Popantay Elementary School

2005

Philosophy in life: If you cant have the best of everything; be the best in everything you have.
37

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