Charissa A Alinsug Ped 105 INSTRUCTOR: MRS.

CELIA SAYSON

CASE STUDY

ON

BULLYING, ABSENTEEISM, MISBEHAVIOUR INSIDE THE CLASSROOM AND

TARDINESS

Submitted to:

Mrs. Celia M. Sayson

Instructor

In Partial Fulfillment

Of the Requirements in the Subject:

Ped 105 Guidance and Counseling

Submitted by:

Charissa A Alinsug

PEC I - Student

May 15, 2020

Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

Case study 1: Bullying

STATEMENT OF THE PROBLEM

School as a learming environment is not exempted with bullying. Students have experienced
physical and verbal forms of bullying even inside the campus which greatly affect their morale as
an individual, their motivation, and passion for learning. In the senior high school level, campus
bullying is still very rampant despite the expectation that at this stage, students are already
mature enough in terms of their attitudes and behaviors towards people around them.
Philippine Republic Act No. 10627 otherwise known as Anti bullying Act of 2013 defines bullying
as "any slanderous act or statement of accusation that causes the victim emotional distress like
directing foul language or profanity at the target, name-calling, tormenting and commenting
negatively on victim's looks, clothes, and body". Bullying has becomne a pervasive problem in
the United States. According to the National Center for Education Statistics, nearly a third of all
students aged 12- 18 reported having been bullied at school in 2007, some almost daily. Fifty-six
percent of students have personally witnessed some type of bullying at school. In the school
year 2008-2009, students ages, 128.0 percent of students ages 12 through 18, reported they
were bullied at school, and 6.0 percent, reported they were cyber-bullied anywhere whether on
or off school property (Siddiqui, 2018). In the Philippines, a survey conducted revealed that
bullying or abuse is experienced by one in two Filipino school children.

This was backed up with an Australian newspaper stating that 50 percent of Filipino students are
being bullied in school. Also, the students in the Philippines had led the record of different types
of bullying which include being made fun of or being called names, left out of activities by others
and made to do things the student did not want to (Ancho & Park, 2013). Davao City Health
Office also reported that bullying in school is a major concern since it exists in almost every
school there is in Davao City. This unwanted act is prevalent not only in private educational
institutions but also in public schools. The Office encouraged the Department of Education to
also look into their backyards and do what is necessary (Sumalinog, 2015). In the school where
the researcher is assigned, report of bullying incidence is very evident and alarming because of
its high frequency. Every week, a lot of cases are settled in the office of prefect of discipline and
guidance office. Worst cases are brought to the principal's office. I find it disturbing on the part
of the adviser and the concerned subject teacher every time that there are problems with
bullying which needed to be settled. Thus, this study was conducted in order to have a deeper
understanding about the experiences of students about bullying in the school and that
somehow it will soon be addressed. Besides, there is no existing study conducted in the Cluster
6 Tugbok Secondary Schools, Davao City.

PURPOSE OF THE STUDY

The purpose of this qualitative case study was to describe the campus bullying experiences of
senior high school students, their problems encountered, their emotional struggles, their coping
strategies and even their insights and realizations that would be useful in making interventions
in the future.

RESEARCH QUESTIONS

1. What are the campus bullying experiences of senior high school students?

2. What are the coping mechanisms of bullied senior

high school students?

3. What are the realizations and insights the students

learned?

SIGNIFICANCE OF THE STUDY

Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

This study explored the diferent experiences of bullying in the campus including its effects and
consequences to victims, their coping mechanisms and insights learned. The experiences of the
participants may serve as lessons to all students, teachers, parents and the entire community in
order to be aware of the negative effects of bullying to both the victims and bullies. The
measures could be possibly discovered which may minimize, if not eliminate, bullying inside the
school premises. Findings of this research could lead to a better understanding of campus
bullying that would encourage school administrators, advisers and subject teachers formulate
policies in addressing the said problem. Once bullying is carefully dealt with, students may be
motivated to learn and eventually academic standing would be improved.

Name-calling or Verbal Abuse.

It is when someone, who is a bully, uses insulting or demeaning language to mock, embarrass or
insult another person (Robichaud, 2017). The participants experienced teasing and name-calling
which causes them distress and undermines their feelings of security. Marcia (2016) supported
this by emphasizing that the every time someone is verbally abused, and diminishes their spirit.
Verbal abuse can take place anywhere from the playground to the workplace, home to the
street and nobody is immune from encountering it. Shetgiri (2013) cited physical bullying and
verbal bullying as direct forms and relational bullying as an indirect mode. Physical bullying may
include hitting, pushing, kicking. hocking, and Verbal bullying includes name-calling,
threatening., taunting, malicious teasing, and psychological intimidation using words and the
like. Besides, stealing, destroying things of others and making faces or offensive actions are
other forms of bullying. The relational type of bullying includes gossiping, slandering, sabotage,
and convincing peers to xclude victims (Ferguson, Miguel, Kilburn & Sanchez, 2007).

Physical Bullying.

This type of bullying may take many forms: hitting. pushing, tripping, slapping, spitting, stealing
or destroying possessions, including books, clothing, or lunch money. Besides, physical bullying
is a serious problem, affecting not only the bully and the victim, but also the other students who
witness the bullying. Parents, teachers, and other concerned adults and young people should be
aware of what a physical bully is and some of the qways to handle it (Bullying Statistics, 2018).

Social Discrimination.

This happens when students felt discriminated during class group activities, making of projects
and performance tasks to be done collaboratively. Bittencourt, Ganzo de Castro, Alves, Palazzo,
Monteiro, Vieira, and Freddo (2009) highlighted that in the school environment, discrimination
employees, family members and students, all of whom can be discriminatory agents. When this
occurs among students, the discriminated adolescent is not the only victim; the aggressor is also
a victim, often feeling insecure and having social relationshipP problems. In addition to the
aggressor and the victim, there are the witnesses to this situation, who remain silent as they are
afraid to become the next victim and, for this reason, also turn into aggressors at times. can
involve teachers.

TREATMENT PLAN

Coping Mechanisms of Bullied Senior High School Students. In spite of the campus bullying
experiences encountered by the participants, they were able to stand and believe in themselves
that they can cope with their trials and difficulties. Presented in Table 2 are the coping
mechanisms of bullied students.

Passivity. Victims of bullying preferred to ignore bullies, negative remarks and insensitive words.
Bullying Statistics (2017) shared an advice to cope with bullying by ignoring the bully: This is
difficult, but if you can shrug off insults and provide no reaction, there is a chance that
eventually the bully will move on to someone who provides a more interesting and responsive
target. Remain civil: Do not resort to rudeness yourself. Many bullies lose interest if you do not
sink to their level. Also, if you act rudely and aggressively yourself, confrontation, which could
add physical hurts to the emotional.
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

Optimism and Perseverance. persistent in life, participants were able to cope with bullying.
Gordon (2017) stated that positive thinking impacts a person's ability to cope with bullying.
Instead of dwelling on the negative aspects and messages from bullying, optimistic people tend
to cope with the situation in much more productive and positive ways.

Peer-support System. Victims were able to cope bullying with the support of close friends,
advice from parents and teachers. Smith, Ananiadou, & Cowie (2003) clearly said that peer-
support system helps reduce school bullying. This method includes: cooperative group work in
the classroom circle time in which the class addresses relationship issues, including anger,
fighting, and bullying; circle of friends who provide support team of peers to work with a
vulnerable student; befriending, in which a student or students are assigned to "be with" or
"befriend" a peer; Schoolwatch, a program in which students elect a committee of peers who
propose and implement anti-bullying activities. Furthermore, Cowie (2011) emphasized that the
adoption of peer support within a school can create opportunities for students to be proactive
in challenging bullying when they observe it. Peer support can play a part in this process by
monitoring social interaction during break times to support individuals who are being targeted
and to be vigilant in reporting abusive behavior. Peer support schemes take account of the
power of emotionally sensitive individuals to use their own and others' emotional states to
prevent problems and find solutions to bullying and abuse Likewise, some schools sought to
promote peer support as a proactive approach to countering bullying. Arguably students who
are supported by others are less likely to be bullied. Buddy programs were therefore employed
in some schools in which older students were linked with younger, more vulnerable students to
whom they offered suppot. Peer mediation was also encouraged in some schools. As a proactive
measure it provides an opportunity for students to be assisted in resolving minor problems or
conflicts before they escalated into more serious affairs involving bullying. Peer mediation was
supported by 15 of the 26 schools, but of these only 7 indicated that they provided special
training (Rigby & Johnson, 2016).

CONCLUDING REMARKS

Campus bullying is prevalent in every school, specifically, inside the classroom. Teachers and
students can be both victims and bullies; hence, it is a serious problem to address on. Classroom
as a learning environment is not exempted from bullying, in fact, simple cases of it happen in
the classroom. Bullying, if ignored, may create emotional and psychological effects on the part
of the students. Hence, there is a big challenge on making a concrete intervention program
which may help address problems on campus bullying.

Case Study 2: Absenteeism

STATEMENT OF THE PROBLEM

Establishment of many engineering colleges has created a wide opportunity to many students
aspiring to become engineers. Many parents pressurize their children to become engineers
neither assessing nor allowing them to choose between available courses, 85 suitable to their
interests and ability. Students have to appear for EAMCET (Engineering Agriculture Medicine
Common Entrance Test), equivalent to SAT (Scholastic Assessment Test), to get admission into
engineering, agricultural and medical coleges. Special coaching Institutions, which are interested
in making quick money, organize coaching classes in a residential mode and subject students to
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

restless reading rather than studying and understanding the concepts. An inexplicable stress
therefore develops in the minds of students till such time they secure admission into
engineering colleges. Students and parents view engineering education as a means of getting a
job to make money but fail to understand the importance of knowledge and its application in
building overall character, leadership and skills.

Once admission into an Engineering College is secured, both the students and parents relax, as
they think that obtaining the degree and a good job are assured. Adolescence in its natural way
makes one long for a carefree life in an atmosphere totally different and far away from the care
and control of parents. Different courses, new college environment may sometimes make it
difficult for the students to get adapted to the engineering curriculum. Students consequently
fail to develop the right aptitude for engineering education. Absenteeism can be one convenient
way to escape from the rigid/rigorous engineering curriculum. Neither the students have an
interest to fit into the engineering system nor do their parents check whether their ward is
attending the classes or not.

So there is a necessity to conduct a study, which will throw light on the causes of student
absenteeism. Student absenteeism is always a concern in educational institutes as the learning
of students is directly related to it. Silverstein 12006] expressed that these days; professors are
witnessing a spurt in absenteeism as an unintended consequence of adopting technologies
originally envisioned as learning aids. It attains more importance in Colleges and Institutions
offering professional courses like engineering, medicine, etc. This concern is always discussed in
academic circles, but scientific studies are very few. An attempt is made here to probe the issue
in a scientific way and to obtain some common and generally applicable solutions. Director of
health services 2005), in his study at the University of Pittsburgh, concluded that Penalties for
absenteeism depend upon the policy and discretion of the professor, as outlined in the course
syllabus. This study is concentrated on the absenteeism of students in engineering colleges.

The aims of the work are

* to identily what experts feel the causes for student absenteeism in engineering colleges,

* to evolve a common practicable solution to curb absenteeism among various alternate

solutions recommended by the experts.

* to evaluate the alternatives proposed by the experts with identified criteria and to
recommend the feasible and improved solutions to the absenteeism problem and

* to demonstrate the use of AHP(the new method, SVM) in management of Educational

Institutions.

TREATMENT PLAN

Counseling:

A student who has certain domestic problems, who lacks self- motivation, motivation from
teachers/parents or who has difficulty in changing from regional language to English, who has
bad company or who is undisciplined or who is involved in some political/communal activities
need counseling.

Infrastructure:

Good infrastructure like well-equipped labs, good library facilities are to be provided. classrooms
need to have proper ventilation. Frequent ill health ike common fevers, headaches etc., can be
cured with some first aid and medical facilities.

Involvement of parents:
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

Parents need to check their wards' attendance to the classes, their performance in the
examinations regularly. Parents can motivate their wards to the maximum extent and see that,
they are not involved in a bad company, or their involvement in political/communal activities.

Making lecture more attractive:

Certain factors like disturbances outside the class room, lack of interest for engineering
education, distractions like movies/drugs or other attractions, involvement in poitical/
communal activities can be curbed by making lecture more attractive.

Curriculum revision/better evaluation:

Certain factors like evaluation system can be changed by better evaluation techniques that can
be adopted by Universities. Curriculum has to be revised regularly so that students can
participate in workshops, seminars or conferences. Punishments/awards for attendance Giving
awards for good attendance can motivate the student. By giving punishments from the
beginning of the academic year for poor attendance, factors like lack of responsibility of the
student; participation in co-curricular/extra curicular/cultural activities can be reduced to some
extent.

Peer pressure:

Certain factors like influence of bad company, indiscipline, distractions like movies/drugs or
other attractions can be either reduced increased by peer pressure. Also, student's involvement
in Communal/Political activities can be reduced if peer pressure is exerted positively.

RECOMMENDATION

From the above study is that Involvement of parents is the first preferred alternative followed
by Counseling, Peer Pressure, Punishment /Awards for attendance, Making Lecture more
attractive. The least preferred alternative is Curriculum revision/ better evaluation. absenteeism
among students of engineering colleges can be curbed if Parents are involved. Boloz and Lincoln
[1983] have studied absenteeism in schools and suggested involvement of parents and more
frequent meetings with them by teachers. Hence the absenteeism among students of
engineering colleges can be curbed if

Parents ere involved. Boloz and Lincoln |1983) have studied absentecism in schools and
suggested involvement of parents and more frequent meetings with them by teachers.

Case study 3: Misbehaviour inside the classroom

STATEMENT OF THE PROBLEM

On her first day as a school teacher, teacher Lyn was so excited to meet her new class. Wheb
she arrive they were just smiling in silence. Suddenly, one of the student threw a lizard at her to
frighten her. Her face turned pale, but She had to be calm even though she was very afraid.
Teacher Lyn told them that she was not afraid with that lizard. She started the lesson by
introducing herself, but the class did not listen to her. She was angry but stayed silent. At that
time, she did not know what she should do. Then, she decided to ignore their action. Teacher
lyn just taught materials beyond the chemistry curriculum. That she had to finish her teaching
material. She did not even care whether they understand or not, she just wanted to get out of
that class. Until she finished her lesson, they still talked to each other. It was her worst time as a
new teacher.

BACKGROUND HISTORY

The story above is one of the worst experiences teacher can encounter during class. Being able
to teach at STM, Senior Technical High School (STM) is an occupational high school, which trains
students (mostly male- skills necessary) to become mechanics and electricians. Many STM
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

school had reputation as not-so-good schools due to many problems such as students' low
academic achievements and misbehaviors. Some of STM students are drug dependents. They
were also involved in brawling schools, which often led them to injury and had problems with
the police. with students from other teacher Lyn had experiences as a first timer to teach at STM
for two years. The exciting experiences such as they threw a lizard that tremendously frightened
her at the first time, shape her to be a reflective and creative teacher. She had to face the class,
which was very noisy. They did not sit on their chairs. They ran around like kindergarten
students and threw "ball papers" at each other. Furthermore, they were bored, sleepy, and
unable to concentrate when taught her many meaningful reflective teaching. Because, then she
did some improvement in teaching strategies and personal approach with her students.
Therefore, the purpose of this study is to investigate the teacher competences to deal
misbehaviour as a case study at STM, especially for the beginning teacher. It also informs the
pedagogical universities to prepare their students to cope with those problems with students'.

ASSESSMENT OF THE CASE

Based on her previous experiences, as a new teacher she had expectations that her students
would have well behaved, even though she realized that most senior high school students do
not like chemistry. In university, her lecturers taught her teaching methods, evaluation, and
class management. She also had a field teaching experience in the good reputation school,
which has mix class and well-behaved students. According to Schlosser & Balzano (2002), the
field- teaching experienceis a powerful motivator for beginning teacher. However, she was still
shock because when she graduated, she had misbehavior students, all of them were boys, and
they did not like chemistry. It like she jump up from wonderful world to messy world, theory to
practice. Kyriacou, 1997, (as cited in Mulholland, 2003, p. 880) claim that it is difficult for
beginning teacher not only to apply theory into practice but also to develop new perspective.
Furthermore, according to Mackler (2005, p.2) "a false assumption that there is theory- pure,
untainted and rationally perfect-and there is life-messy, unpredictable, and in need of repair."

However, that false assumption has to overturn. Teachers have to use their creativeness to
shape the wonderful theory into practice. However, the common problem is "when behaviour
problems arise, teachers often

approaches because they have to deal with increased misbehaviors" (Manning & Bucher, 2007,
p.6). Therefore, they have to prepare their skills, especialy in classroom management. Teacher
lyns' experience on this case study motivated her to change her classroom management,
knowledge on applied approaches avoid creative instructional teaching subject, and strategies,
personal approaches.

TREATMENT PLAN

a. Classroom Management

Classroom management is strategies to support teaching and learning process, which are
controlling misbehaviour and effective teaching (Manning & Bucher, 2007, Pp.4). In general,
classroom management is important, especially to convince students' behave. In addition,
according to Wang, Haertel, & Walbergs, 1993 as cited in Kullina, Cothran, & Requalos (2006,
p.39), "classroom management had the largest effect on student achievement. Furthermore,
one model of classroom management is assertive discipline Malmgren, Trezek, & Paul, 2005,
p.36) which is developed by Lee Canter in 1970. Eventhough, it focuses on behaviour control
through sometimes it works for conduct students' positive behaviour control through reward
and punishment, but sometimes it works to conduct students' positive behaviour.

However, negative reinforcement such as physical punishmernts do not work. In her case,, she
gave her students physical punishment, punished them for running around yard because found
stones in their bag. They make use of stones to fight with other students. She was very angry
with them, but the punishment did not work becauseother teacher already did even more
punishments. Although they were given punishments, they would still brawl with other
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

students. Sometimes, they hid the stones in the rubbish bin outside the school. They were very
clever and careful to hide something they could use as weapons to fight. Another day, during
her class, some of them were very noisy. It was a common perception that noisy class because
of students misbehaviour is the effect of teacher incompetence (Amada, 1994 as cited in
Seidman, 2005 p.44). Then, she reminded them but they went on talking. Teacher lyn asked
them to leave the class, she hope that they will be deterred, but it did not happen. They went to
canteen to eat and chat again. She learned that the punishments were no longer work for them.
They are used to endure punishments from other teachers. Classroom management relates to
prevent from students' misbehaviour. Therefore, teachers have to manage it appropriately. In
her experiences, establish the rules and rewards are effective to conduct positive classroom
environment (Wong and Wong 1998 as cited in Ackerman, 2006, p.39). Because they used to
receive the punishments, which did not influence them anymore, positive reinforcements will be
more effective. According to Acerman (2006, p.40), "effective teachers employ more positive
reinforcements than negative ones."

b. Teaching Strategies

Teaching strategy is one important factor to create statisfactory learning environment for the
students. A research of "'student satisfaction and retention found that instructional
effectiveness was the top predictors of overall student statisfaction (Polinsky, 2003 as cited in
Seidman, 2005 p. 45). Students' statisfaction relates to their motivation to study. However, as a
beginning teacher, she did a mistake which was she just taught her students with "speech"
method. They are bored with the material. They told her that they did not like chemistry
because it was very difficult for them. At that moment, she just thought about how to finish the
syllabus considering the high qload of chemistry curriculum. Teacher lyn just wanted to share
qthe material so that they can pass the examination. The other mistake was she used complex
language that they did not understand. Furthermore, she did not use the analogy, the examples
to make it simple. She was also too serious she never told a story, a joke or everything to let
them stay relax. The last mistake was that she always arranged difficult questions for their
curriculum that they have to achieve and it was very difficult for them to achieve those
competencies. This condition influences them to feel inadequency in academic achievement,
which contributes to students' misbehaviour (Acerman, 2006, p.41). Of course, the low exam
scores did not help to raise their morale.

c. Knowledge on Applied Subject

Knowledge on applied subject helps teacher to deliver the subject effectively which increase
students' attention (Mc Intosh, Herman, Sanford, Mc Graw, & Florence, 2004, p.33). On her
experiences, she used knowledge related to her students' major subject on engines and
electricity, for example, she told them about electroplating process in the "car frame." She used
simple electrolyte solution to show them how the process works. She used rings and pens with
silver solution. Later, she knew that some of them used principal of electroplating process for
working. They told her that they were more interested because chemistry is close with their life.
Sometimes, they came to her after class just to ask about something related to chemistry, such
as the dangerous of smoking and chemical compound in drugs. Teacher lyn was very happy that
they show their interest to study.

d. Personal Approaches

Another important strategy to dealing with students misbehaviour is personal approaches.

Building good teacher-student relationship will assist teacher to cope with students'
misbehaviour (Acerman, 2006, p.41). Most reseach studies find that good relationship between
teacher and students lead to successful behaviour management. Teachers have to "show
respect respect for each student dignity" to create positive classroom environment ( Abrams,
2005, p.41). Even though, sometimes, it is very difficult for techers, especially beginning teacher,
but this approaches will help them. Based on her experiences at STM, she use a strategy to be
closer with them by learning their slang words, chat, and hang around with them in the canteen.
became more concerned with naughty and lazy students. Teacher lyn also tried to remember
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

her students' entire name. They were surprised that she could remember 160 students' name
that she taught for 2 weeks. However, she still had problems with her students who used drugs.
They still slept in the classroom under drugs influence. They were not conscious about their
action. It was a big problem for her.

RECOMMENDATION

Teachers, especially beginning teachers who fact the students' misbehaviour will find their job
as a stressful. However, their conscious of the problems will help them to be a creative teacher
to create the improvement and solve the problems. As beginning teachers,, management
classroom is more important than their cognitive skills to cope with students misbehaviour.
However, to solve this problems, integrated solution are needed, there are not only teachers'
management, teaching strategies, knowledge on the applied subject, but also the role of
pedagogical university which prepare their students to be teachers.

Case study 4: Tardiness

STATEMENT OF THE PROBLEM

Punctuality is the state of being prompt. Being punctual is one of the key personal
characteristics that is taught to everyone since childhood. The "Most Punctual" recognition in
nursery or kindergarten classes proves this. Being punctual is a concern that is common to all
levels of schooling primary, secondary and tertiary--but becomes more serious and critical for
tertiary students. In elementary and high school, the time of reporting to school is fixed and
students are expected to conform to this. There is a strict observance in adhering to appointed
school time. Students are on the horizon of avoiding discipline reports and report card records.
In college, however, coming to classes on time becomes a recurring and serious concern aligned
with attending classes and obtaining passing grades. Being always present in class and getting to
school on time are two of the crucial determining factors of a student. One factor that dictates
the quality of performance of a student is his punctuality. That is either getting to school on time
or being tardy. The problem of tardiness among college students had accumulated from
tolerable to habitual state. Thus, this may have a significant impact on their pertormances.

SURVEY EFFECT AND BEHAVIOR

There had been some theories that pointed out that tardiness is caused by the personality of a
person. Psychological theorists considered some personality traits, including low self-esteem
and anxiety, as triggering factors of tardiness. Also mentioned that while some theorists
considered tardiness as an inborn quality since our being early or late is partially biologically
determined. Other experts also believed that some people are chronically tardy for the reason
that they consciously and unconsciously get good things from it. Also, other factors of
punctuality are affected by lifestyle and environment. In this study, 200 students of the College
of Engincering of PUP Manila who are enrolled in the current semester were surveyed. The
survey was random and did not favor gender preference, age and class standing.
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

Resulting from the survey, the following is the breakdown of factors that affect a student's
punctuality. These are to be considered in developing an action plan to address unpunctuality.

a. Distance of home to school

b. Waking up late

c. Playing around before school

d. Checking on social networking sites

e. No interest on the subject

f. Others: Traffic, Delayed arrival of train, Bathroom users

HISTORY

Even in prehistoric days when human beings were still into hunting for a living, a member of the
tribe was probably late at some point. The concept of time was not exactly what it is today, but
punctuality is not exactly a modern phenomenon. This makes tardiness a very old and ecurrent
problem. Teachers have policies on student tardiness that vary Just as much as teaching
methods do, with some caring mightily about punctuality. If a teacher enters the class early, this
will prevent trouble some students from carrying out their disturbances. This is good because
the teacher will immediately go ahead with the day's lesson without the need to focus on
maintaining order and discipline.

ASSESSMENT

Of the 200 sample students, 128 students or 64% come to class late. Only the remaining 36% do
are said to be punctual. In this regard, the frequency of students coming to school late is.

RECOMMENDATION

There are three areas to be considered in addressing to tardiness: students, teachers and
school. According to the theory of Behaviorism, any human act or behavior can be explained
without having to study internal and mental processes and consciousness. All human behavior,
furthermore, is caused by external stimuli. Likewise, the problem regarding punctuality of
students can be traced and addressed through certain factors. There is a clear link between poor
punctuality behavior at school and lower academic achievement. One of the most important
aspects of school is that it is organized and scheduled.

Students must depend on the structure of the day and they must know where they have to be
and when. Routines must be in place precisely to help them focus on learning. Tardiness,
however, disrupts the routine that a student must be used to. Colleges and universities impose
rules on tardiness. For instance, occurrence of two tardiness is cquivalent to one absence, and
three absences is equivalent to a failing grade. If observed, tardiness has various effects on a
student's performance. Reasons for being late in class differ especially for the punctually
challenged students depending on their personalities. The present focus is addressing the issue
on punetuality by identifying the factors that affect punctuality of students and developing a
firm action plan. Due to the fact that tardiness has been giving negative effects on students, an
essential thing to do is to identify the factors or causes of punctuality problems and develop a
firm, consistent and functional framework that addresses tardiness.
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON

Reflection

Bullying, absenteeism, misbehaviour inside the classroom and tardiness are major problem in
every school. First is bullying, approximately 25 percent of students between the ages of 12 and
18 report being bullied at school. In addition, bullying is a social phenomenon that often occurs
in the presence of a peer audience, so most students have been involved in bullying as
bystanders. Therefore, it is important for the teachers to be intentional about addressing
bullying at school. To address bullying at school, teacher as a counselor first have to be able to
identify it. The literature defines bullying as intentional, unwanted and aggressive behavior that
is often repeated in relationships with a perceived power differential.

Absenteeism in school is the habit of staying away from school without providinga genuine or
any reason for not attending classes. Absenteeism is a truant behavior that negatively affects
the performance among students. As a teacher must follow up a students absenteeism and can
be remedied by providing adequate co-curricular activities to students. It could be curbed by
creating of clubs and societies to keep students busy when they are out of class. Schools should
strive to have up to date learning facilities like libraries as well as sporting facilities to make
students enhance student retention.

Misbehaviour inside the classroom is a very challenging situation that can a teacher may
encounter during her class discussion. Identifying the problem that causes their misbehavior and
planning for the treatment plan like classroom management, teaching strategies etc. can help us
teacher to handle this kind of situation. After studying the problem I was scared to encounter
the same thing happened to the teacher but the same time motivated to improve my
knowlegde and skills like teacher lyn did.

Tardiness may cause several factors, teacher must find way to motivate her/his students to
come and be present in school. It is not an easy job to do but with love and understanding
nothing is impossible. Whatever the best solution to these situation may be, school
counselors/teachers will be most capable of finding it by keeping all windows of communication
constantly open.
Charissa A Alinsug Ped 105 INSTRUCTOR: MRS. CELIA SAYSON