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Concept Paper Title: DEVELOPMENT OF ELEMENTARY STUDENTS DISCIPLINE AND BEHAVIOR FOR THE CLASSROOM ADJUSTMENT Basis of the Study Behavior issues in the classroom make both the instructor and the students more stressed, impede learning, and clash with both learning goals and learning processes. According to Alderman (2018), as the focus of attention turns from the academic work at hand to the diversions supplied by disruptive behaviors, they also alter the dynamics of the classroom. Usually, one or two students stand out as "issues," and sometimes, they behave in ways that make management challenges worse by stirring up disruptive behavior in one another and potentially in other students as well (Harris, 2019). When children engage in problematic behavior, the typical reaction is to label them as "the issue," concentrate on them as a source of "trouble," and develop measures expressly to address their improper behavior. However, in the article of Kleinman (2021), a classroom is a place with its own ecology, comprising the instructor, the students, and their interactions with one another, as well as the furniture, the books, and a variety of activities, all of which interact to affect how the people who occupy the space behave. The fact that both the instructor and the students bring experiences and problems from the larger ecological systems in which they live and work—such as the rest of the school community, the home, family/whanau, community, and the broader world— complicates matters even more (Noell, 2019). It's possible that focusing interventions just on a single student in the classroom won't genuinely resolve a behavior issue. In fact, focusing on individuals may cause one to neglect looking at systemic issues in teacher-student relationships, the teacher's management and teaching methods, the
curriculum and the skills needed by students to access it, the sequencing of activities, and a wide range of other aspects of the classroom and larger school ecology. Additionally, according to Gillat (2020), it is important to keep in mind that children carry a variety of worries, apprehensions, responses, and behavioral patterns that have been formed, authorized, and encouraged outside of the actual classroom with them to school. Targeting a kid as "the problem" may thus draw focus away from a detailed analysis of the ecology of the classroom, the ecology of the larger school, and the home and community surroundings within which the school is located. Children may learn to act differently if proper and wanted behaviors are signaled, encouraged, and supported in every particular situation (Sugai, 2019). This means that appropriate and desired behaviors must also be evaluated against the context of the environment in which they occur. Motivation of the Study Strategies to manage or change behavior in schools can involve school-wide, classroom-based, or individual child-focused interventions. The use of antecedent and contingency management strategies by classroom teachers to create supportive and effective learning environments that reduce disruptive behaviors and reward engagement, and achievement has been shown to be effective over the past 44 years. Discipline and behavior are essential elements in keeping pupils in school on track and safe. Making good judgments and maintaining attention on their academics are made easier for kids by effective school discipline and behavior procedures. While conduct and discipline in school are crucial for assisting children in making significant academic improvements, many schools fall short in this area (What Is the Importance of Discipline in School? 2021).
Specifically, it seeks to answer the following questions.
- What is the demographic profile of the respondents in terms of. a. Age b. Sex c. Years in service d. Assigned grade level
- What are the methods and strategies that may be used in the development of elementary students’ discipline and behavior?
- Is there a significant relationship between the methods and strategies that may be used in the development of elementary students’ discipline and behavior in the classroom adjustment? Methods This portion offers an overview about the research method and procedures employed in this study. Specifically, it discusses the Research Method, Research Environment, Respondents of the Study, Data Gathering Procedure, Data Gathering Instrument and Statistical Treatment. Research Design The researcher employs a quantitative type of methodology. Quantitative research is the process of collecting and analyzing numerical data. It can be used to find patterns and averages, make predictions, test causal relationships, and generalize results to wider populations (BHANDARI, 2020). On the other hand, Descriptive- Developmental Method is a useful mode of inquiry to know what is happening or to explain a phenomenon where people have conflicting beliefs about what is happening (Church, 2010).
Population and Locale of the Study The study will be conducted in Mintal Elementary School Presented below is the site map of the above-mentioned setting. (Put a map of the locale of the study) Sampling involves the study of a few representative units of the whole. In this study, to have maximum representation and consistency, the researcher adopted the census method. The chance of sampling error will be reduced by considering the population itself. The subjects of the study will be the 35 Elementary Students in the Mintal Elementary School Data Gathering Procedure After refining and finalizing the research instrument developed purposely for this study, a permit to administer them will be secured from the _________________________. Eventually, the research instrument will be administered using a google form. It is the best option for collecting the needed data
consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, 271-284. Gillat, A., & Sulzer-Azaroff, B. (2020). Promoting principals’ managerial involvement in instructional improvement. Journal of Applied Behavior Analysis, 27, 115-
What is the Importance of Discipline in School? (2021, May 25). Riverside Military Academy. Retrieved September 27, 2022, from https://www.riversidemilitary.com/news-detail?pk=1421991#: %7E:text=Discipline%20in%20the%20classroom%20helps,work%20as%20a %20top%20priority. Johansen, A., Little, S. G., & Akin-Little, A. (2019). An examination of New Zealand teachers’ attributions and perceptions of behaviour, classroom management and the level of formal teacher training received in behaviour management. Kairaranga, 12(2), 3-12.
