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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

“The Impact of Student’s Behavior to Teacher’s Teaching Method”

Members:
Datuon, Nikaela Joshabelle
Ferrer, Lloyd Aaron
Macawadib, Socry
Mabiling, Christine Kaithe
Maranan, Justin
Rey, Jorgie Ann
Tobias, Yesha Erica
E11-I

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TABLE OF CONTENTS

Abstract

Chapter 1

● Introduction………………………………….. Pp. 04

● Background of the Study…………………….Pp. 05

● Statement of the Problem……………………Pp. 05

● Significance of the Study…………………….Pp. 06

● Conceptual Framework…………………….Pp.06

● Scope and Limitation of the Study……….…Pp.06

● Operational Definitions of Terms…………..Pp. 07

Chapter 2 Methodology

● Research Design…………………………….Pp. 08

● Data Collection Procedure…………………Pp. 08

● Sampling and Description of the Respondents…Pp. 08

● Data Analysis………………………………….Pp. 08

Chapter 3 Results and Discussions…………………..Pp. 09

Chapter 4 Conclusion and Recommendation……….Pp. 12

Appendices…………………………………………….Pp. 12

Reference………………………………………………Pp 29

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ABSTRACT

Purpose- This research aims to know if the students behavior does


affect the teacher's teaching method. For this purpose, the other
teachers will be educated of the techniques or strategies of how the
other teachers handle the situation professionally.
Approach- A Qualitative approach was chosen as the research method
for this study.The study took place at Jose Rizal University, First Semester. In
depth interviews are conducted personally and being audio recorded.
Findings- Based in all the information that we gathered from the
respondents, the student’s negative behavior has different effects on
them, but they have some strategies on how they handle the students
properly and help them change their negative behavior.
Research Limitations- This research will just be conducted inside the Jose
Rizal University Campus. Beyond that, just only 5% percent of the teachers
of JRU were being conducted of the interview.

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Chapter 1

INTRODUCTION

Education is one of the fundamental needs of our people that


contributes to our society for the greater good. The teacher-student
relationship are the crucial part for the success of both teachers and
students. As part of the classroom management, such relationships are
the most significant factor in determining a teacher's work as successful.
The influence of the teacher's behavior and the methods of teaching
plays an important role in the academic achievement of the students. A
teacher has to display exceptional empathy, persistence, diligence,
sincerity, research oriented, honesty, and flexibility as a person. It is on the
hands of the teacher how he or she manage to teach the students
appropriately and effectively.

The relationship between students and the teacher plays a large role
in the trajectory of a child's academic success and social development.
According to Peter Riddle, a 37 year old education expert and founder of
Empowered Learning Transformation Centers. “Positive relationships with
teachers become game changers for kids. As a 37-year learning
specialist, I have worked with thousands of children – many of whom are
initially stressed out A students, while others struggle for Bs and Cs. I have
worked with thousands of youngsters and adults with learning and
behavior disorders. The common thread with all of these people is that
emotional intelligence increases when individuals are challenged to
perform and function at their very best in the midst of a safe, structured
environment."

We, the researchers will conduct the a systematic investigation to determine


the effects of the students's behaviors especially, misconduct students to the teacher's
teaching method and performance inside the classroom. Teacher burnout is an illness that
drives passionate, sensitive educators out of the profession. The conditions may be
caused by attitudinal, emotional, or physical exhaustion due to the several problems they
encounter, which include classroom distractions, oversized classes, too much paper
works, domineering parents, insufficient salaries, violence, and assaults or problems with

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administrators or co-workers. Also, emotional problems may result from financial


problems, poor physical health, family relationships, or other personal problems.This
condition can have a tremendous impact not only on the teachers and students, but on the
school community and families as well. (Borderless Charity Inc., 2018). According to
Howard and Johnson, ten to twenty percent of teachers struggle with psychological
distress, with an added nine percent of them dealing with severe psychological grief.
Indeed, teacher burnout is an upsetting and frustrating experience. This is why about 30%
of teachers decide to leave the profession.

The study aims to know the thoughts of the teachers about having a
distracted student that might affect their teaching methods and
strategies. Specifically, the direct instruction. Direct instructions are the
general that refers to the traditional teaching strategy that relies on
explicit teaching through lectures and teacher-led demonstration. We,
the researchers want to know how teachers can handle those things such
as bad habits of the students, how it affects their everyday performance
in class.

Background of the Study

Nowadays, unmotivated educators and stress are continuously becoming a


common issue and one of the causes of declining performance of the teachers is troubles
in handling uninterested, disruptive students among the others (Borderless Charity Inc.,
2018). According to Matthew Lynch (2016), burned-out teachers bring negative effects,
such as increased absenteeism, and decline in classroom performance. They develop
lower tolerance for classroom disruptions, are less prepared for class, and are generally
less productive. As a result, burned-out teachers can have a negative influence on the
morale of new teachers.

The researchers aim to know the effects of students' behaviors especially negative
behaviors to the teacher's teaching method and performance. Additionally, the ways on
how they cope up with students with negative behaviors. Teacher’s emotions must not be
ignored, they need to feel validated in their work so that they can continue educating our
youth to the best of their ability.

Statement of the Problem

The researchers aim to answer these following questions:

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1. What are the behavioral indicators of students?


2. What is the common behavior of the students that teachers
encountered?
3. What policies might effectively limit classroom distractions?
4. What are the negative effects that you attain or get for having
students negative behavior?
5. Do you think those problems personally?
6. Is your attitude also affected because of those students?
7. How do you effectively cope up with the different types of
behavior?

Conceptual Framework

Significance of the Study


The results of the study will be of great benefit to the following:
Students. The results will provide the students with some knowledge
on teacher's teaching method. It will give the students a realization about
their behavior and the impact of that to the teacher's teaching method. It
is useful to both the student and the people around them.
Teachers. The results would guide the teachers on what to do with
the students that has a good or bad behavior. The teachers would be
able to understand on why some students are having those behavior

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when it comes to their teaching method. At the end of this study teachers
would finally know what they do to handle the students behavior.
Parents. Like the teachers, the parents too will understand why their
children are having good or bad behavior. The given data would help
them formulate some preventive measures to help their children change
their behavior. The findings would also help them to support their children
from doing bad things.
Future Researchers. They can get here some information and
evidence that can defend their study.

Scope and Limitations of the Study

This study focuses on the effects of students that has negative


behavior to the teacher’s teaching method. The data collection will be
conducted to 5% of the total population of teachers of Jose Rizal
University Senior High School, year 2019-2020 who will represent the
population. This study will not cover other problems that are not consider
as one of the problems of the teachers for having students that has
negative behavior. The other teachers which do not fall as part of the 5%
are not within the scope of this research. This study would be done
through conducting a research interview with the the teachers. By their
strategy the researcher will be able to know the effects of having a
student that has bad behavior to the teachers.

Conceptual Definition of Terms

Behavior-the way in which one acts or conducts oneself.


Behavioral indicator- it is a observable behavior that indicates the
presence of the particular competency.
Burnout- it is physical or mental collapse caused by overwork.
Education- is a process of learning.
Impact- the act of the one object that is forced into the another.
Policies- a principle of action adopted or proposed by a individual.
Struggle- having difficulty handling in situation.
Student- it is a person who wants to learn in school.
Teacher- a person who teach the students about education.
Teaching method- it is a method of a teacher on how they will teach the
students.

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Chapter 2
METHODOLOGY
Research Design

A qualitative approach was chosen as the research method for this


study. The process of research involves empirical work being carried out
with the collection of data. Qualitative research involves a process known
as induction, whereby data is collected relating to a specific area of
study and from this data the researcher constructs different concepts and
theories. A qualitative approach was considered more relevant to
undertake this research as it allowed greater capacity to gain more
depth and meaning based on a teachers teaching experiences along
with their beliefs and feelings opposed to a quantitative approach which
is more structured, broader in scale and more numerically based.

Data Collection Procedure

Data collection took place in September 2019 at Jose Rizal University.


For the purposes of this research, in depth interviews were used. In depth
interviews are personal and unstructured interviews, whose aim is to
identify participants emotions, feelings, and opinions regarding a
particular research subject. The main advantage of personal interviews is
that they involve personal and direct contact between interviewers and
interviewees, as well as eliminate non-response rates, but interviewers
need to have developed the necessary skills to successfully carry an
interview (Fisher, 2005, Wilson, 2003).

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Sampling and Description of Respondents

The method of purposive sampling was used to develop the sample


of the research. According to this method, which belongs to the category
of non-probability sampling techniques, sample members are selected on
the basis of their knowledge, relationships and expertise regarding a
research subject (Freedman et al., 2007). The respondents of our study
are the selected teachers of Jose Rizal University. They are the ones who
have enough knowledge to answer the problems posed in our study. They
answered the questionnaire that we gave to them which supplies the
information that we need. They are the ones we need because they have
encountered different types of behaviors of the students and they are the
ones who utilizes their different teaching strategies to cope up with the
students who have negative and positive behaviors. We need at least 5
teachers to become our respondents in our study.

Data Analysis

Once the data was transcribed, it was then coded, analysed,


interpreted and verified. The process of transcribing the interviews can
help the researcher to gain more understanding of the subject from
repeatedly listening to and reading the transcribed interviews. Coding the
data began once all the data was fully transcribed. The codes applied
are keywords which are used to categorise or organize text and are
considered an essential part of qualitative research. The next stage
involved interpreting the data by identifying any recurring themes
throughout and highlighting any similarities and differences in the data.
The final stage involved data verification, this process involves a process
of checking validity of understanding by rechecking the transcripts and
codes again.

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CHAPTER 3
RESULTS AND DISCUSSIONS

● What are the behavioral indicators of the students?

The respondents state some behavioral indicators that they observed


in their students and these are the attendance, attention span,
competitive attitude, preparedness and that their behaviors can be easily
influenced by other factors.

2 out of 5 respondents said that the behavioral indicators of the students


are the attendance whether they are absent or present inside the
classroom.
3 out of 5 respondents said the attention span of the students.
1 out of 5 respondents observed competitive attitude as a positive
behavioral indicator of the student.
1 out of 5 respondents answered the preparedness of the students and
lastly
1 out of 5 respondents said that the behavioral indicators of the student
is that their behaviors can be influenced by other factors.

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● What is the common behavior of the students?

In conducting the interview the respondents answered that the


common behaviors of the students that they have encountered are
inattention, unpreparedness, tardiness, dishonesty, absences, being noisy
and disobedience.

4 out of 5 respondents, they've encountered inattention of the students.


1 out of 5 respondents mentioned that students are unprepared.
2 out of 5 respondents answered tardiness.
2 out of 5 respondents answered the absences of the students.
1 out of 5 respondents mentioned dishonesty of the students.
1 out of 5 respondents states that the common behavior of the students
are being noisy.
1 out of 5 respondents said disobedience of the students.

● What policies might effectively limit classroom distractions?

The policies that might effectively limit classroom distraction are


implementing set of rules and regulations, working on classroom
procedures and management skills.

4 out of 5 respondents, the policies that may affect the limit of


classroom distraction is giving a set of rules and regulations inside the
classroom.
1 out of 5 respondents said working on classroom procedures and
management skills.

● What are the negative effects that teachers can get for having a
students with negative behavior?

1 out of 5 respondents, observed low academic performance and


declining relationship between their peers and family.
4 out of 5 respondents did not gave their statements regarding to the
effects that they have for having a students with a negative behavior,
however they gave their experienced scenarios in the classrooms on how
to deal with their students who have negative behaviors

● Do you think those problems personally?

4 out of 5 respondents answered no, they do not think those problems


personally.

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1 out of 5 respondents answered yes.

● Is your attitude also affected because of those students?

3 out of 5 respondent answered yes, because according to them as a


human being you should know how to adapt to your student's behavior to
have an effective interaction in between. As a teacher you need to
establish your own emotions and set limitations to be able to neutralize
situations that might happen because its either the teacher is the one that
will be affected or the students.
1 out of 5 respondents answered no, she is not affected because she
don't take it seriously and will just give negative comments but surely after
that it will be forgotten as long as the students won't do it again.
1 out of 5 respondent answered in both ways yes and no, because
according to her its either she is the one who have an attitude problem or
vice versa and also because she also reflect why the child did that kind of
mistake.

● How do you effectively cope up with the different types of


behavior?

The respondents responded different ways on how they effectively cope


up with the different types of behavior of the students: understanding and
updating yourself of what is the trend, setting the rules inside the
classroom, using signage, talking to the students in a nice way, applying
some psychological theories in teaching, and reaching out to them.

1 out of 5 respondents said that understanding and updating yourself of


what is the trend can effectively cope up with different types of behavior
of the students.
1 out of 5 respondents answered that by setting the rules she can
effectively cope up.
1 out 5 respondents mentioned using signage and talking them in a nice
way.
1 out of 5 respondents applied some psychological theories to help her
to understand the attitudes of different types of individuals in order for her
to cope up with different behaviors.
1 out of 5 respondents said that reaching out to her students can she
effectively cope up with the different behaviors of the students.

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Chapter 4
Conclusions and Recommendation

Conclusions

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The aim of this research was to determine the effects of students' behaviors to the
teacher's teaching method and performance inside the classroom. The foregoing chapters
examined how the negative behaviors of the students impact on psychological well-being,
attitude and performance of the teachers. The policies that might effectively limit
classroom distractions are also determined. In addition, the coping mechanisms which
teachers utilize in order to cope with troubled and misconduct of students were examined.
The research questions were examined through a qualitative approach in the form of
interviews. The use of interviews allowed for more in-depth insight into the teaching
experiences of the teachers to be discussed in an open and candid manner, which made
the interpretation and analysis of the findings more meaningful. Finally, an interpretation
of the findings obtained was provided.

The importance of the schools and universities to understand the effects of having
disruptive class and the negative behaviors of the students to the teacher's teaching
methods and performance are crucial so that those who are not personally affected by
these understand and appreciate the consequences of it on the individual. This study
highlighted that the impact of students' behaviors was felt by all teachers, but its impact
was noticeably differently between participants, with both negative and positive
outcomes.

Recommendations

In the light of foregoing conclusions the researchers recommended the following:

1. In addressing the challenge of having troubled students or misconduct in class the


teachers may utilize their methods or strategies. The strategies are describe below:
a) Establishing trust between students and teachers.
b) Establishing good communication between parents, students and teachers.
c) Implementing set of rules and regulations inside the classroom.

2. Schools and universities must implement seminars, trainings and counselling for the
teachers on how they will effectively manage burnouts, misconduct of students and the
different types of behaviors of students inside the classroom and how they will
effectively cope up.
3. And further research must be conducted for the improvement of this study.

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APPENDICES

A. Guideline Questions
1.What is your name?
2. How old are you?
3. What subject are you teaching?
3. What are the behavioral indicators of students?
5. What is the common behavior of the students that you’ve
encountered?
6. What policies might effectively limit classroom distractions?
7. What are the negative effects that you attain or get for having students
with negative behavior?
8. Do you think those problems personally?
9. Is your attitude also affected because of those students?
10. How do you effectively cope up with the different types of behavior?

B. Photos

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C . Transcription of Interview

1.What is your name?


“My name is Roberto Layague Jr.”
-Mr.Roberto Layague Jr.

"My name is Maria Cecilia Rollon".


-Ms. Ma. Cecilia Rollon

“I'm Mrs. Nieves B. Abad, formerly teaching... you know that College of
Nursing? I teach there since 2003 up to 2010 of the third year level College
of Nursing. Then after that, so I went to UK then back here again. I reapply
at the College of Nursing but unfortunately they have a very few number
of nursing enrollees so luckily, the HR give me a ring so now I'm here at
Senior High.”
-Mrs. Nieves Abad

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“I'm Mary Grace C. Jimenez”


-Ms. Mary Grace C. Jimenez

“Ms. Oxima”
-Ms. Oxima

2. How old are you?

“I'm 30 years old”


-Mr.Roberto Layague Jr.

“ I'm 21 years old.”


-Ms. Ma. Cecilia Rollon

-------------------------
“ I'm 21 years old.”
-Ms. Mary Grace C. Jimenez

(She doesn't want to tell her age)


-Ms. Oxima

3. What subject are you teaching?


“I teach Mathematics”
-Mr.Roberto Layague Jr.

"I am currently teaching Biology.”


-Ms. Ma. Cecilia Rollon

“Okay, I teach Science and Biology”


-Mrs. Nieves Abad

“I'm teaching Philosophy and Understanding Culture and Politics. Grade


12 under LSS Department.”
-Ms. Mary Grace C. Jimenez

“Oral Communication”
-Ms. Oxima

4. What are the behavioral indicator of the students?

"I think i will go in attention span and on their preparedness."

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-Mr.Roberto Layague Jr.

"So for the behavioral indicators, I think the first one is attendance if the
student is always tardy or absent that has a negative implication on its
academic performance. On the contrary, if the student is always present
he/she might have higher chance for having high grades or having high
academic performance. So same with participation and the attention of
the student, if the student is like mentally present he/she will have higher
academic performance whereas if the student is physically present but
you can notice that the student is mentally absent his focus is wandering
around the classroom maybe the student has a behavioral problem. And
also for the last thing, for the behavioral indicator, if the student is
organize not only with his/her things but also with the thoughts he/she has.
So that is also a positive indicator of the behavior of the student for me."
-Ms. Ma. Cecilia Rollon

"Okay, the behavioral indicators it could be mix with positive and


negative and actually your years is different from mine. At my age... I
don't know... you know the technology and you are very lucky, you know
the technology right now. And you have different behavior that we
should adapt easily, they should cope. so some of the bad indicators... I
think I would not say bad, maybe negative? negative indicators, maybe
some of you, just some I'm not making it in general, so some maybe
influence by other people, by other mates and others they could be
influenced but in a positive way so maybe it's up to a person. You know
for them to have a... what do you called it? personal growth and
development especially their attitude, their behavior."
-Mrs. Nieves Abad

"They have this competitive attitude and then at the same time if you... if
you were not that close to them you don't have the proximity level to
them, there's some students who will just do some actions in which it is not
right to do so. For instance, the "feeling close" system that...yes feeling
close system is good but once the student is a... he's not doing his work or
her work that means she's doing the "palakasan" system in which that is
not good for his standing sort of that."
-Ms. Mary Grace C. Jimenez

"First example that I notice is when they are taking notes during discussion,
good indicator that they are interested in your topic or they are interested
in your class. They have the visual to pass and when the most important

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thing is when they attend in your class in time and they are not doing
absences too."
-Ms. Oxima

5. What is the common behavior of the students that you've


encountered?

"In attention and coming in school unprepared."


-Mr.Roberto Layague Jr.

"So first is tardiness and absences so that one is one of the most negative
behavior for me because if your absent or if your tardy you have a lower
chance of participating in class, next is dishonesty, I've encountered a lot
of student who are dishonest because of different factors mainly pressure
from academics and I don't think that should be the case".
-Ms. Ma. Cecilia Rollon

"The most common?... the most common behavior that I encounter...


the... what do you called it? the... I cannot express it in a... it's more on the
surroundings, the environment... the noise environment, that's the first
thing. So the students are not... some... some students are not behaving
well but some I could observe that they are listening or they know where
to stand but others, they don't mind the person in front of them."
-Mrs. Nieves Abad

"Honestly, it depends on... on a... on a background of a student and even


to the session as well and then it conveys an age because that age that
we have it is relates to the maturity level of the child. I can say I've teach
kinder before. I know their behavioral actions must be tamed at its
maximum unlike in senior high you can tame them... at least you can
tame them thrice like you criticize them or... honestly, I'm a kind of
teacher in which I'm using the reverse psychology so when you say
reverse psychology I'm not... I'm not scolding them that "Stop doing this,
stop doing that" I'm not that kind of person so I'm doing like "alright louder"
or either "alright, if you punch it, punch stronger" or "alright, cheat again
so that you will have a broken neck" sort of that and then they will stop."
-Ms. Mary Grace C. Jimenez

"First is their attentiveness, if they really like the subject and the lesson. Next
is negative they are late and absent, i'm sorry guys but that's really what I
notice in the behavior of my students."

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-Ms. Oxima

6. What policies might limit classroom distractions?

"I think that I will be working on classroom procedures and I will be


working as well with some management skills so if there are procedures
and there will be a lot of things that might happen so there should be a
very good management skill of a teacher."
-Mr.Roberto Layague Jr.

"Rather than what policies I think we should have a clearer set of rules, a
clearer set of policies as well as the way we implement them, because
no matter what rule you have, if you have a strong implementation of
those rule you will have better turn out in return of behavior".
-Ms. Ma. Cecilia Rollon

"The policies... maybe... that the... me as a teacher, I should be consistent


in giving rules that's why before I start, I'm always... start a prayer
everyday and I always make sure the chair are in proper alignment and
always telling you to pick those... to do the CLAYGO even though we're
not saying the CLAYGO even though we don't... let's say we don't have
the club, it should start within ours within ourselves because it reflects your
behavior."
-Mrs. Nieves Abad

"First of all we must set rules from the very first day and then the teacher
and the students must have this palabra de honor or their word of honor,
do their part we all know that it takes two to tango right? that if the
student does not want to do their requirements or comply their
requirements of course they already know the consequence instead of
doing argumentum ad hominem that they will blame the teacher, "It's
ma'am's fault, it's sir's fault, he or she is useless because he or she didn't
remind me". Well, the teacher gave his or her all to his or her. Aside from
setting rules not all times the teachers must be strict to his students or to
her students so you must try to ask them how are you and then if they
voice out or vent out some of their personals it's okay to listen and that will
help the child to feel better and then at the same time not just to feel
better we're establishing not just the authority the harmonious relationship
as well so i'm after about that so if you're going to see some of my
students once they were walking along the hallway they can talk to me
anytime once i go out to the faculty."

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-Ms. Mary Grace C. Jimenez

"I feel like it depends on the teacher that is teaching inside the
classroom, that she/he can give rules and regulations inside the
classroom. Now they can have points in this situation, let's say that
absences and noisy students they will be given some points if they are
absences, and noisy then it will be deducted on their grades."
-Ms. Oxima

7. What are the negative effects that you attain or get for having
students with negative behavior?

"For me, I accept that there will be negative behavior in the classroom,
however you need to set the rules or set standards so that things will have
consequences on it, so its something like an objective point where you
accept that there will be something that might happen that is not on the
plan. However, there should also a plan on it on how to manage the
negative behavior or negative things that might happen in the
classroom."
-Mr.Roberto Layague Jr.

"So of course, first of which most evident is their low academic


performance, second is there relation with their peers as well as their
classmates it is also declining because of that problem and lastly the
severe of all I think is the bare is becoming detach from their personal
relationships like their family."
-Ms. Ma. Cecilia Rollon

"For me at first, I would just stare or what do you call ... just keep quite or I
don't take it seriously but I should give some ways in order for them to stop
what they are doing those... you know what I mean, noise environment."
-Mrs. Nieves Abad

"Regarding to their negative behavior I have this strong defense


mechanism to them in which the reverse psychology, instead of
controlling them or to stop them, I'm doing that the " alright do what you
want I have no control of you, you're old enough" at the same time I
became neutral to them I said to them "All right then, if I lost care, I will not
hold your class anymore". That's the kind of things I said to them because I
cannot hurt the child I don't have the right to get physical contact to the
child. Nothing, It's forbidden for I can be sued for that. You can comment
or I just think "Do I really need to talk to you?" "How am I going to adjust for

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you?" We engage on a heart to heart talk. "Do you have problems aside
from your acads? like, I'm not tormenting you, I gave reviewer, I teach, we
study diligently, I gave all you want” something like that. But on my worst
scenarios that I have encountered while teaching, I've encountered a
younger than me who harass me face to face. I experienced sexual
harassment so at that point I know I'm a woman that like, you're not
wearing two-piece to teach inside the classroom right? As my defense
mechanism to that I report that student and then I promised to myself that
not because I'm the educated one or a teacher of course first of all, I must
not tolerate the negative actions or very offensive actions of my students I
must correct it as soon as possible. So aside from criticizing his actions
even I tried to changed his ideology or his ideas because there's a saying
respect is earned or you need to work to gain it but there's also a respect
that he didn't ask but you must give so that's what I gave to the child
because it's really worse of what happened that time but it didn't
happened in this school it happened at my former work, there is a time
the child masturbate in my class so that is the worst, one of the worst
scenarios happened in my teaching experience so I tried to change his
thinking so he's okay now he has a job, a teacher also, he's trying to
educate the young minds and he say sorry to me and then he changed
his treatment about women."
-Ms. Mary Grace C. Jimenez

"Anything although, what to call it, you are trying your.... I mean you have
long patience but there are points that your communication is not that
effective anymore, because of something that the student did... Let's say
that the student promised that he will retrieve or he promised that he will
do it now but there's nothing happened."
-Ms. Oxima

8. Do you think those problems personally?

"Yes, but now no, when you age and when you go along in the service
of teaching at first you will take it personally however, if you go and time is
speeding, knowing your work it is not turning out personally however,
being a teacher everything is always personal however, there are things
on the teacher that practices that you will take it objectively, but it will
always personal however, it is on objective by the time."
-Mr.Roberto Layague Jr.

"I don’t really take those problem because as a professional, what


happens in the classroom always just stay in the classroom and your

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

personal affairs are different from those of your affairs that is happening in
your workplace or in job."
-Ms. Ma. Cecilia Rollon

"No. I don't take it personally because I told you from the start I don't want
to get stress, always put a smile on your face but not all the time we are
always laughing but we should put it in a right way because there's a
time for joke, there's a time for listening."
-Mrs. Nieves Abad

"Honestly, no I'm a type of person in which I put a lot of barriers, if barrier


one to ten or four minimum like that, and then I'm a kind of person who's
keep on laughing to the problem, I'm like that, if we're together we could
be laughing in tandem, while in discussion even though not in discussion in
work because life is lonely then you have to take it personally so what are
we going to do but to laugh at it instead right? That's why my students
cannot identify whether I'm angry or still happy. That's in my case because
I really don't like taking it personally, I need to take it professionally. If i take
the problem professionally I can cope up or I can augment a scarcity. For
instance, scarcity in myself or a certain I can fix some problems related to
any fields where I belong like that, maybe in my job, maybe in my study
and then to my friends, having relationship to other people like that."
-Ms. Mary Grace C. Jimenez

"Personally yes, I think there's a factor already that's why my student is like
that. There is a factor on the teacher that's why the student is like that. It is
personal because you need to understand each other then you must
have an input so that the troubled student must have a clearer set of view
of why he or she is still living."
-Ms. Oxima

9. Is your attitude also affected because of those students?

"Definitely, human is sometimes like adaptive on what is on the


environment however, as a teacher you need to take control of it
however, there are the times that your attitude would be an effect
what’s going on in the environment in the classroom."
-Mr.Roberto Layague Jr.

"Well, technically in the short term or upon happening of those behaviors


of course your attitude will be affected a little bit but as I think as a

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

teacher you need to establish your emotions well in the classroom as well
as neutralize your self when in comes of those situation."
-Ms. Ma. Cecilia Rollon

"For me... I won't take it seriously I would rather... after giving some
negative comments or let say I'll get mad at you and then after that, it's
nothing now as long as you will not do it again whatever because I know
your... your years or generation is different from us so sometimes I do some
jokes."
-Mrs. Nieves Abad

“Yes, the students teach me to be number one, neutral and then at the
same time I must set some limitations for them because they said “It's not
good for the person abuses” when there’s no rules and boundaries the
children will abuse and also my students taught me to bear because
regardless of their beautiful faces they’re smiling in front of you
saying...greeting you “Good morning ma'am, Good morning sir” but
behind those I know there’s pain, I know they’re suffering the problem. I
know to myself that I’m not perfect so I do is as much as I can understand
I will understand. I’m a type of person whose not imposing authorities, my
authorities that much so will happen that it looks like we have small age
gap like we’re intimate company like that, like that but my students really
thought me how to bear, how to understand and to be patient like that."
-Ms. Mary Grace C. Jimenez

"Attitude yes, there's two reasons its either I will learn from him or there is an
attitude that I must remove from my personality because those kids I don't
always take it really seriously the blame on the child. No of course, I also
reflect why the child did this it’s either I have mistake also so, both ways, I
mean positive and negative I have something to change in myself, I also
have something to add on myself. I extend my patience or I lessen being
talkative when it comes to the child."
-Ms. Oxima

10. How do you effectively cope up with the different types of behavior?

"Coping up means understanding and updating yourself of what is the


trend of, not only the trend but it’s really going on of what type of students
you have and knowing that they are all learners, I think that’s primarily the
best thing that I could share is that knowing who are the learner and
knowing what are your capabilities."

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

-Mr.Roberto Layague Jr.

"So again going back to the last question that you asked I think its more
on set of rules that you establish on the first day of your meeting as well as
the attitude and the way that you talk to the students so I think that helps
me the most in coping with those behavioral problems that I have
encounter."
-Ms. Ma. Cecilia Rollon

"To me it depends so if, let's say if they are noisy so I would try to make
some signs just to stop them, talk to them in a nice way so that they
would be able to know if they're doing wrong or what...what's wrong,
what's right."
-Mrs. Nieves Abad

"I can effectively cope up to different behaviors because I try to study


different, different theories of different psychologist and then regarding to
their study base from my observation everything is evident it depend, it
may vary to different societies or organizations where, where that
individual came from. It’s like I learned from what I study like Sigmund
Freud, Edward Tolman, Eric Erikson people like them even though they’re
dead or they study psychology it made me realize that some of the
thoughts and actions of the person their behavior it reflects on their
behavior and then it could be it may rely on a, it can rely under
subconscious manner or conscious that made him do that or maybe he’s
shocked right? You have that fight or flight response that how did he do
that right? There’s a shocking time example “Im not going to say that
what kind of person is this he doesn’t know how to bear so stupid right?
I’m not going to say that but it’s like there’s a stimulus or stimuli that
triggers my reaction to you that it’s not really you but I’ve said it” so by
means of that since I was educated to some psychological theories I’m
thankful because it helps me to understand different individuals and even
the facial features once you’ve seen the facial features of a person I think
you’ll already know the attitude of that person including their impulses etc
like that. That’s how it taught me that’s how I learned from my teaching
experience.”
-Ms. Mary Grace C. Jimenez

"First is what even though they're a lot I'm trying my best to know everyone
and the group they belong at least I can reach out to them to the point
that they will feel that they're valued inside the classroom and inside the
subject or inside the university."

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

-Ms. Oxima

D. Resume

Lloyd Aaron C Ferrer


21 V Cruz St, Brgy. Sta.Lucia, San Juan City
09561742845
lloydaaron.ferrer@gmail.com

PERSONAL INFORMATION
Nickname: : Aaron
Age: : 17
Date of Birth: : February 06, 2002
Place of Birth: : San Juan City
Gender: : Male
Citizenship: : Filipino
Religion : Iglesia Ni Cristo
Civil Status : Single
Parents’ Name : Irene Ferrer
Raymond Ferrer

ACHIEVEMENTS:
Production Designer of the year- 2018
Production Designer, Isang Siglo: Taas Noo Rizaliano
My Classmate My Hero- 2018
1st runner Up Volleyball Men’s -Intramurals 2018

26
JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

EDUCATIONAL BACKGROUND
Primary : Kabayanan Elementary School
201 I Francisco St.San Juan City
SY: 2008-2015
Secondary :
Jose Rizal University 80 Shaw Blvd.
Mandaluyong City
SY: 2015- Present
CHARACTER REFERENCES:

Mrs. Rosemarie E. Atendido Dr. Margie U. Alcaide


Grade 9-D Adviser Grade 10-F Adviser
Science Department English Department

JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

Christine Kaithe M. Mabiling


7004 Jasmin St.Guadalupe Viejo Makati City
09954337386
kaithemabiling28@gmail.com

PERSONAL INFORMATION:
Nickname: : katcha
Age: : 18
Date of birth: : September 28 2001
Place of birth: : Alitagtag, Batangas
Gender: : Female
Citizenship: : Filipino
Religion: : Catholic
Civil Status: : Single
Parents' Name: : Edwin Mabiling
Riza Mabiling

ACHIEVEMENTS:
Best Discipline Section (M12-C) 2019

27
JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

Most Active in Math

EDUCATIONAL BACKGROUND:
Primary: Guadalupe Viejo Elementary School
2010-2014
Secondary: Jose Rizal University
2014-present

AFFILIATIONS:

CHARACTER REFERENCES:

MR. Albert S. Tomarce MR. Jay-R S. Rafael


Supervisor/Technician Senior High School Teacher
Nissan Kuwait, Middle East Jose Rizal University
+96569975980 093993292857

Yesha Erica S. Tobias


1534 int 16 felix st. Sta Ana Manila
yeshatobias@gmail.com

PERSONAL INFORMATION:
Nickname: : Yesha
Age: : 16
Date of birth: : September 21 2003
Place of Birth: : Manila
Gender: : Female
Citizenship: : Filipino
Religion: : Methodist
Civil Status: : Single
Parents Name:: : Elizabeth S. Tobias
Cesar P. Tobias

EDUCATIONAL BACKGROUND

Primary:
Fernando Ma. Guerrero Elementary School
2009-2015
Secondary:
Jose Rizal University
2015-2019
Achievements
Moving up

28
JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

2nd Runner Up, Speech Choir 2017


Production Designer, Isang Siglo: Taas Noo Rizaliano

CHARACTER REFERENCES

Mrs. Rosemarie Atendido Dr.Margie U. Alcaide


Grade 9-D Adviser Grade 10-F Adviser
Science Department English Department

Nikaela Joshabelle T. Datuon


4886 Int7 San Lorenzo Ruiz St.
Old Sta. Mesa Manila
09978947214
nikaeladatuon24@gmail.com

PERSONAL INFORMATION:
Nickname: :
Nikay/Nika/Belle
Age: : 16
Date of birth: : June 24, 2003
Place of Birth: : Sta. Mesa Manila
Gender: : Female
Citizenship: : Filipino
Religion: : Catholic
Civil Status: : Single
Parents Name: : Noemi T. Datuon
Jose A. Datuon
EDUCATIONAL BACKGROUND
Primary:
Regina Apostolorum Academy
4700 Valenzuela St. Sta. Mesa Manila
2011-2015
Secondary: Regina Apostolorum Academy
4700 Valenzuela St. Sta. Mesa Manila

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

2015-2019
ACHIEVEMENTS:
With High Honor 2018
Sci-Math Quizbee Champ 2018
Nutriquiz Champ 2018
Scrabble Champ 2018
Eco-fashionista 2nd place 2018
Diorama making 1st place 2018
Buwan ng wika cooking contest 1st place 2018

CHARACTER REFERENCES

Ms. Jane Villanueva Ms. Cyra Mae Baybay


Grade 10 Adviser Grade 11 Adviser

Jorgie Ann R. Rey


1914 Minadano Ave. Mindoro Cor.
Sampaloc, Manila
09996761920
jorgieannrey@gmail.com

PERSONAL INFORMATION:
Nickname: : Jorg
Age: : 16
Date of birth: : January 4, 2003
Place of Birth: : Poblacion, Cajidiocan, Romblon
Gender: : Female
Citizenship: : Filipino
Religion: : Roman Catholic
Civil Status: : Single
Parents Name: : Dolores R. Rey
Montanio R. Rey Sr.

EDUCATIONAL BACKGROUND
Primary: Cajidiocan Central Elemenatry School
Poblacion, Cajidiocan, Romblon
2009-2015
Secondary: Cajidiocan National High School
Poblacion, Cajidiocan, Romblon
2015-2019
ACHIEVEMENTS:
With Honor 2019

30
JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

Champion District School Press Conference Feature Writing English


Category 2018
5th Place Division School Press Conference Feature Writing English
Category 2018
Best in SIP 2019

CHARACTER REFERENCES

Mrs. Glenda Rojas


Gr. 10-SSC Platinum Adviser Science Department

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JOSÉ RIZAL UNIVERSITY SENIOR HIGH SCHOOL

REFERENCES

Borderless Charity Inc. (2018, March 30) The Impact of Teacher Burnout and What We
Can Do About It. Retrieved from https://medium.com/@TheCharity/the-impact-of-
teacher-burnout-and-what-we-can-do-about-it-4ffadd64417c

Sparks, S. D.(2017, June 7). How teachers’ stress affects students: A research
roundup.Retrieved from http://www.edweek.org/tm/articles/2017/06/07/how-teachers-
stress-affects-students-a-research.html

Lynch, M. (2016, June 6). Ask an expert: The effects of teacher burnout. Retrieved from
http://www.theedadvocate.org/ask-dr-lynch-the-effects-of-teacher-burnout/

McCarthy, C. & Fitchett, P. (2016, Aug. 18). We must deal with teacher stress to save the
profession. Retrieved from https://news.utexas.edu/2016/08/18/we-must-deal-with-
teacher-stress-to-save-the-profession

Gonzales R. (2016, July 13) The Impact and Importance of Positive Student- Teacher
Relationship Retrieved from https://www.eltcenters.com/eltc-blog/2016/7/13/the-
impact-and-importance-of-positive-student-teacher-relationships

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