Case Study

I.
Introduction
Classroom Management and Discipline plays a vital role in teaching-learning process

between a teacher and the students. However, disruption within the learning environment should
be managed effectively in order to facilitate an inspiring and encouraging learning environment
(Douglas, et al. 2016). The environment of elementary education has been changing over the
years. Teachers are spending more time on discipline than on classroom instructions due to an
increase in off task and poor behaviors. Furthermore, according to Jacobsen (2013) disruptive
behavior in the elementary school setting has become an increasing concern for educators, school
personnel, and mental health professionals. There is more time spent on discipline and
redirecting, which can impact the other students in the classroom. This case study specifies the
different disruptions happening inside in the everyday normal setting of primary education as
well as the teacher’s ability to manage or control a disruptive behavior in the class context.
Problematic behavior of students in the classroom causes destruction to the learning

environment, teacher’s concentration and adversely affects social and educational level of the
student (Acharya, et al. 2012). Moreover, the objective case of this study is the experiences of
teachers on students’ disruptive behaviors as well as the decision making of the teacher on how
to settle class disruption without interrupting other students. In order to achieve an excellent
learning environment for students to foster, develop and grow. Furthermore, effective classroom
management is generally based on the principle of establishing a positive classroom environment
encompassing effective teacher-student relationships. According to Doolard (2014), classroom
management concentrates on the responsibility of the teacher and relates the use of classroom
management strategies to multiple learning goals for students in order to avoid unnecessary
disruptive behavior that might occur during class instruction.
II. Related Literature
Prior, to the literature reviews, researches focus more on the different disruptive
behaviors of the students and the different strategies that utilize the teachers to cater certain
misbehavior of a student. The experiences of the teachers as well as their decision making of a
context were unquantified. According to Lopes, et al. (2017) classroom misbehavior is a major
source of classroom-wasted time and a situation that negatively interferes with students’
opportunity to learn. In Addition, disruptive behavior in classrooms is a significant challenge for
learning in schools and a risk factor for students’ academic achievement and a significant source
of teachers’ work‐related stress (Kiiski, et al. 2017). In this present generation, specifically in the
educational system of Philippines, teachers are now experiencing the difficulty to control and
discipline students due to the provided laws that protect the child from any abuse. This will add
to the burden and stress of each teacher during handling classroom management for they have to
think wisely and critically on how to discipline a child that will not go beyond to the limited
capacity of a teacher to deal a student’s behavior. Hence, this study aims to unfold the different
techniques and strategies of the teacher in their daily experiences on how to deal a disruptive
behavior done by their student in an everyday normal class setting.
1|Disruption: Classroom Management and Discipline

This paper aims to address and add a specific solution on how to prevent disruptive
behavior based on the different actual experiences and techniques applied of the Cebu Roosevelt
Memorial Colleges Elementary Teachers in Bogo City, Cebu.
III. Theoretical Background & Legal Bases
This study is being supported by different theories namely the Bronfenbrenner’s

Ecological Systems Theory, B.F Skinner’s Operant Conditioning Theory and Abraham
Maslow’s hierarchy of needs theory.
Ecological Systems Theory of Urie Brofrenbrenner presents child development within the
context of relationship systems that comprise the child’s environment. Furthermore,
Brofrenbrenner states that “Children need people in order to become human.” This statement
focuses on child’s behavioral development in terms of socializing with other people not just at
the microsystem which is the learner’s home but also the other existing systems such as the
mesosystem, exosystem, macrosystem and the chronosystem. In addition, teachers are also part
on molding a child’s character. Hence, Brofrenbrenner concluded that the child’s character or
personality is no longer Nature versus Nurture, but Nurturing Nature.
Operant Conditioning Theory of B.F Skinner is based upon the idea that learning is a
function of change in overt behavior. Changes in behavior are the result of an individual’s
response to events (stimuli) that occur in the environment. A response produces a consequence
such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-
Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The
distinctive characteristic of operant conditioning relative to previous forms of behaviorism
(e.g., connectionism, drive reduction) is that the organism can emit responses instead of only
eliciting response due to an external stimulus. Furthermore, stimuli and reinforcement (S-R) is a
great help for the teacher in dealing disruptive behavior. This also enables to control or manage
learners’ behavior.
Hierarchy of Needs Theory of Abraham Maslow postulates that motivation is defined as

the forces, drives, needs, tension states, or other mechanisms that starts and maintains voluntary
activity towards the achievement of personal goals (Adiele et.al 2013). Motivation is geared
towards increasing student’s efforts and performance. Moreover, Individual motives are usually
based on needs, thus, there are needs that give rise to wants which cause tension. These in turn
give rise to actions, which result in satisfaction. Motivation therefore is the direct result of needs,
desires and expectations which energies behavior. If there is a deficiency in what the individual
wants, expects or anticipates, tension is created, the individual then adopts certain behavior that
will lead not just to the reduction of tension, but also to the achievement of the expected desires.
Thus, teachers must find ways to motivate students based on their needs to prevent the
occurrence of disruptive behaviors inside the classroom.

This study is being supported by different existing laws as well namely the Emerging
Legal Issues related to Classroom Management, the Law and Discipline in the Classroom and
Batas Pambansa Bilang 232 “Education Act of 1982”.
Emerging Legal Issues related to Classroom Management focuses on the hope of

anticipating potential sources of tension between courts and schools, they have identified several
emerging legal issues related to classroom management. Moreover, whenever disruptive
behavior severely threatens the physical and emotional well-being of the teacher or other
children in the class, the disruptive child should be removed from the class. Hence, the low
profile of classroom of Jacob Kounin’s Antiseptic Bouncing is applicable in this context. This
type of classroom management is not against any laws instead it has been proven to be legal to
let the disruptive child removed out from the classroom for the welfare of the teacher as well as
the remaining students inside the classroom.
The Law and Discipline in the Classroom states that School Boards of Education
recognizes that any society must establish rules and regulations in order to insure the safety and
welfare of its members. School Boards further recognize that a system is a society who has a
mission to educate its members so that they may become productive participants in our society.
The success of any set of rules depends upon all members being aware of the rules, and then
enforcing those rules using a consistent and fair procedure. The procedure being one in which
recognizes the individual rights of the member as well as his or her obligations to society.
Therefore, to accomplish this end, Boards of Education have established a certain approved
policy. Furthermore, the disruptive manner can and does lead to students and teachers getting
hurt that’s why Disciplinary Laws now exist.
Batas Pambansa Bilang 232 “Education Act of 1982” mentioned the different rights
regarding the parents, students and teachers. Classroom management and peaceful learning
environment are also specified in this law. One of the duties and responsibilities of a student is to
promote and maintain peace and tranquility of the school by observing the rules of discipline,
and by efforts to attain harmonious relationship with fellow students, the teaching and academic
staff and other school personnel. In the other hand, teachers are also given rights that the teachers
shall be deemed persons in authority when in discharge of lawful duties and responsibilities and
shall, therefore, be accorded due respect and protection. Hence, teachers have the authority to
impose discipline and classroom management for those learners who are causing disruption of
classes, but must also take consideration that managing student’s disruptive behavior may not be
too much or against the right of the learners.

To further emphasize the theories and laws, below is a framework that shows the
relationship of the theories related to the existing laws.
Theoretical Framework Legal Bases

(Classroom Management)
Emerging Legal Issues related

Urie Bronfenbrenner to Classroom Management
The Law and Discipline

B.F Skinner in the Classroom
Batas Pambansa Bilang 232

Abraham Maslow
"Education Act of 1982"
Peaceful Learning Environment

(Student Disruptive Behavior Classroom Free)
IV. Methods
This study is applying the qualitative method wherein verbal description is concerned.
Moreover, teachers are given situations to which they have to decide between the given options
to how they will cater and manage a disruptive behavior. Then, they will answer it based on their
experiences and have to justify their decision with full honesty. The scoring of this method is
based on the number of responses corresponding to its percentage. Furthermore, the method
being utilized in this study is purely phenomenology in order to notice on how aware and how
teacher’s consciousness will prevail.
Surveys are also utilized in this study in order to collect numeral data as well. Hence, this
study will also utilize a quantitative method in order, to achieve the common and less disruptive
behaviors of the students occurring in the normal setting of the classroom as well as the different
effective strategies that they can contribute to come up with the most effective one in preventing
class disruptions.
The respondents of this case study are the twelve elementary teachers of Cebu Roosevelt
Memorial Colleges Inc. in Bogo City, Cebu, since the experiences of the teachers in handling

class disruption are being analyzed. The following table below indicates the profiling of the
teacher and the grade level or subject which they are in charge:
Nursery Ms. Christy Fernan Grade 4 Ms. Yeddah Cueva

K1 Ms. Alora Tulod Grade 5 Ms. Lovely Gelig
K2 Ms. Jhullie Rupal Grade 6 Ms. Irish Wilyn Dosdos
Grade 1 Ms. Roselee Ortega TLE Ms. Generey Ytumay
Grade 2 Ms. Janet Tamosa Computer Ms. Angel Eliot
Grade 3 Ms. Lorgee Pepito Science MS. Patcris Moncada
To get the appropriate data, the instrument used is the Survey Sheet paired by a
questionnaire with an open ended question. Additionally, 3 useful strategies are being asked by
each teacher, in order to collate all the effective strategies to come up with the most effective
strategy that can be utilized by other teachers in the future if ever they will also experience with
the same scenario that these elementary teachers have surpassed.
V. Findings & Discussion
This section presents the results of the data gathered vis-à-vis the Classroom
Management and Discipline done by the teacher in handling class disruptions. The significant
classroom disruptive behaviors are being described. Subsequently, teacher’s strategy and ability
to have decision-making are also mentioned. Available data on the effective strategies of
teacher’s disciplinary action and classroom management are also presented.
Table A: Student’s Disruptive Behavior in the Classroom Survey
Nursery- G1-G3 G4-G6 Sci Comp TLE Total

K2
Calling out 2 - 1 1 1 - 5
Racial slur - - - - - - -
Talking when supposed to listen 3 3 3 1 1 1 12
Texting - - - - - - -
Tapping pencil 2 2 - - 1 - 5
Refusing to do work 2 1 2 1 - 1 7
“This is boring.” 1 - 2 - - 1 4
“I’m not working with him” 2 3 2 1 - 8
Not prepared to work 1 - 1 1 - - 3
Copying during a test - 1 2 - - 3
Not working in group work 2 2 2 1 - - 7
“Why do you always pick on me.” 1 - - - - - 1
Getting up and walking around 3 3 2 1 - 1 10
Chewing gum - - - - - - -
Running in hall 3 1 - 1 - - 5
Yelling in hall 2 1 - 1 - - 4
Inappropriate T-shirt - - 1 - - - 1
“Metal mouth” - 1 - - - 1 2

“Fuck you” (to teacher) - - - - - - -
“He was talking too.” 2 1 1 - - - 4
Doing math homework in English - - 1 1 1 1 4
Class
Coming late 2 2 3 1 - - 8
“What a stupid answer.” - - - - - - -
Not trying on a test 1 1 1 - 1 - 4
Forgetting homework - 3 2 1 1 1 8
Table A shows that the top commonly disruptive behaviors that the teachers have
experienced inside the classroom is when the students are “Talking when supposed to listen”,
followed by Getting up and walking around in the classroom and the 3rd rank of disruptive
behaviors of the students is when the student will refuse to work with a partner, coming late in
classes and forgetting their homework. In contrary to the surveyed result, there are also 5
behaviors that are not that disruptive in a class. The first one is, not prepared to work in any tasks
and sometimes copying during tests. Followed by having a “metal mouth” this is when students
tend to hurt other student through verbal abuse. In addition, “Why do you always pick on me.”
and wearing Inappropriate T-shirt has the lowest number of teachers who agreed that this
behavior is disruptive. Furthermore, this result specifies that the common problem that the
teachers are experiencing everyday inside a normal setting classroom context is a lack of
student’s discipline to respect and listen to the teacher specifically during delivery of instruction.
Case B: Teacher’s Decision-Making on handling Student’s Disruptive Behavior in the

Classroom
B.1. Case 1. A student of yours suddenly went outside the classroom without your permission.
Will you chase your student outside to let him/her go back to the classroom? Or will you tend to
stay for the remaining 44 students of yours who were listening to your discussion?
Responses:
Teacher Christy (Nursery Adviser)

I would stay in the classroom and continue on my discussion. However, I have an
assistant teacher to address that kind of problem. I would just ask her to chase the student who
went outside.
Teacher Alora (Kindergarten 1 Adviser)

Things happen too fast. For me, if I am in the scenario to choose which is more
dangerous between outside or inside the classroom. Of course, it would be the outside of the
classroom. When a student went out without asking permission, I should call or chase him.
However, if he is in the good hands like he is with his guardian when he went outside. Then, I
can now be able to continue my discussion with the remaining students.
Teacher Jhullie (Kindergarten 2 Adviser)

As a kindergarten teacher, I always prioritize the safety of my students. I would chase my
student outside to let him/her go back to the classroom. As we all know, outside the classroom is

not safe anymore. For the remaining students, I already know how to make them quiet if I’m not
around in the classroom. It is very important for a teacher to know your students well.
Teacher Rose (Grade 1 Adviser)

I will stay in the classroom. I always consider the welfare of the majority. However, I will
still have to attend to isolated behavioral issues.
Teacher Janet (Grade 2 Adviser)

I will stay for my remaining students and continue my discussion.
Teacher Lorgee (Grade 3 Adviser)

I would call my student and ask him why he went outside. If the reason is acceptable, I
will let him go and continue my discussion. If not, I will tell him/her to go back inside the
classroom.
Teacher Yeddah (Grade 4 Adviser)

Using a serious tone, making it clear to a student that leaving the classroom without my
permission is not allowed and I’ll explain to him/her that I don’t want anything happen to
him/her. I will bring the student back immediately and giver her minimal attention.
Teacher Lovely (Grade 5 Adviser)

Which is more dangerous, outside or inside the class? For me, it would be outside the
class. In this case, I will chase or call my student who went outside without my permission to
check what he/she is doing either it is safe or not.
Teacher Irish (Grade 6 Adviser)

I’d rather stay with my remaining students and continue our discussion. I can’t take the
risk of leaving my 44 students just to chase the one who went out. I will just also tell the student
to ask permission next time.
Teacher Patcris (Science Teacher)

I’ll not gamble the learning opportunity of my 44 students over the only one who is
misbehaving. However, I will keep the students on task like group activities/seatwork and advise
the one outside to get inside the classroom.
Teacher Angel (Computer Teacher)

What I would do is to stay inside the classroom and continue my discussion. Once the
student comes back, I will ask him the reason why he went out without permission.
Teacher Generey (TLE Teacher)

I will stay in the classroom for my 44 remaining students because for me, I will not leave
my students just for that one disrespectful student. I will not take risk the 44 for the other one.
To further collate all the responses gathered above, below is a pie graph showing the
percentage of their responses between the 2 given options.

Case 1 Responses
41.66%
58.33%
Chase my student outside to let him/her go back in the classroom

Remain inside the classroom with my 44 students & continue my discussion
Analysis of Responses: Case 1.
Based on the data gathered shown from the pie graph above, there are 5 teachers choose
the option 1 with a percentage of 41.66% while the remaining 7 teachers choose the option 2
with a percentage of 58.33%. This implies that majority of the teachers in CRMC elementary
department prefer to stay and continue the discussion with the remaining 44 students even if one
of their students went outside the classroom without asking permission. Furthermore, the unified
response they had was that they can’t take risk or afford to sacrifice the on-going learning
process of the 44 students just to cater one student who has a disruptive behavior. In the other
hand, teachers who choose the 1st option to chase the student who went outside are those pre-
elementary teachers who are handling classes with the toddlers because it is much risky to ignore
a student who went outside for it is much dangerous outside compare in the inside environment
of the classroom.
B.2. Case 2. You are discussing an important topic when Student A raises his/her hand and
suddenly started talking and sharing to the whole class about his/her experience yesterday with
his/ her family even if it is out of the topic. How will you stop him/her? Will you directly
continue your discussion and just ignore the learner? Or will you acknowledge him/her to
continue his/her sharing after your whole discussion of the topic?
Responses:

I would acknowledge him/her to share his/her experiences but if it is out of the topic. I
would tell or advise him/her that we would talk about it after the class and encourage the whole
class to share their experiences based on the topic given for an active class interaction.

Let the child express what’s on his/her mind. Let the classroom be their avenue of
opening up themselves. Since, we have this freedom of expression, so we should acknowledge

our students thoughts or ideas even if it is not out of the topic but be sure that you’re already
done discussing your lesson.

As a kindergarten teacher, I already knew that this is always happening inside my
classroom. I prefer not to disappoint my students and let them share their experiences to their
classmates.
Acknowledging learners’ experiences is somehow making them feel that they are
important since they are listened to.

I will stop him or her first and tell the student that we are on our important discussion in
order for them to learn in a nicest way and for the student not to get offended.

Choice 2 is the best thing to do because it will not disrupt my discussion. This will
encourage the child to story tell for it merely shows that I am willing to listen.

It is important to know how to recognize students’ learning styles and know how to teach
each type. I will acknowledge him or her to continue his/her to continue sharing because I want
my student to feel intrinsically motivated and also encourage him/her to get back on track to our
important topic.

I will acknowledge him or her to continue sharing his/her experiences after the whole
discussion of the topic to give the student the psychological climate that he/she deserves. It is our
job to give a caring atmosphere to our students that allow them to express themselves and feel
being accepted and not rejected.

I won’t allow his or her to share stories which are out of the topic during the discussion,
for the other students will also continue sharing about the out of topic stories, and it will tend to
disrupt the discussion. I will not ignore the learner but encourage them to share it after the
whole discussion of the topic.

Students are always encouraged to participate in various learning experiences whether
or not they relate to the topic. However, as far as the necessity of topic’s relevance is concerned,
talks shall be monitored and controlled. Encourage the student to share his out-of-topic story
after the class without sacrificing his freedom of expression.

I would acknowledge what he talks to the class and ask him to continue his sharing after
I will finish my discussion.

Acknowledge the student of course, so that he or she would feel welcome and won’t be
discouraged.
Case 2 Responses
0.00%
100.00%
Directly continue the discussion and ignore the learner

Acknowledge him/her to continue his/her sharing after the whole class discussion
In the Case 2 data gathered, all of the elementary teachers respondents agreed on the
second option which is to acknowledge the learner who wanted to share his or her life’s
experiences because they believed in the ability of the child to express his or her leaning ability
through verbal interactions and it is also a way to let the student feel comfortable with the
teacher. They don’t agree on the first option because it destroys the process of building rapport
towards the learners. However they added, to prevent disrupting the whole class, the teachers’
strategy is to let the learner share his/her experiences after the whole discussion of a certain
topic.
B.3. Case 3. You are having a group activity in your class. You noticed one group who were just
chit-chatting loudly instead of doing the assigned task for them and tend to disturb the other
groups who were working with the task. How will you manage the behavior of this group? Will
you get their attention by direct appealing to them and tell the whole class that they are not doing
the assigned task? Or will you use the proximity control by going nearer to the misbehaving
group to let them notice you presence and let them aware that you know what they are doing?
10 | D i s r u p t i o n : C l a s s r o o m M a n a g e m e n t a n d D i s c i p l i n e
Responses:

I would use proximity control to prevent the disruptive behavior of the group and to make
sure that they are on task and nor disrupting others.

It depends on the situation, there were times that I’m going to get their attentions
directly, But most of the times, I used proximity control for them to know what they’re doing the
whole time.

Choice 2 is my way in catching their attention. My presence is enough for them to
behave.

It is important to use low-profile management techniques so that the whole class activity
will not be interrupted to avoid punishing the whole class in isolated behavior issues.

I will use the proximity control and I will ask some questions related to their activity so
that their attention will focus again on the said tasked.

Choice 2. By using this technique, it will gradually minimize their misbehavior. If
misbehavior still exists, I would call out their attention immediately.

Choice 2. I always use this kind of strategy in a misbehaving group because I want them
to know that I am aware of what they are doing so my students will continue their group activity
and feel a sense of responsibility.

I will use the proximity control since 5th graders have already known the feeling of being
ashamed in front of the crowd. Let your presence be the authority.

I will use the proximity control because I know it is an effective strategy to control the
students. I think it is also not advisable to tell the class that they are not doing the task for it will
also disrupt the focus of the other group.

Proximity control is one of the most important techniques for behavior management
especially when employing group activity in a large number of class. This serves as their initial
warning that the teacher is paying attention to their misdemeanor and misbehavior without
condemning and reprimanding them in the public.
I will go near (proximity control) to the misbehaving group because they we’re just the
only students who did not do the assigned task, and I will warned them. If they wouldn’t care my
presence, I will give them another task so they won’t disturb others.

I will go near (proximity control) to them and will ask them what are they talking about
cause maybe it’s all about their assigned task. And I will also ask them to minimize their voice
for there are other groups that are working.
Case 3 Responses
0.00%
100.00%
Get their attention through direct appealing Use the proximity control
The pie graph shown above specifies that the 12 CRMC elementary teachers choose the
2nd option which is to use the classroom management of Jacob Kounin which is the proximity
control. They explained that even if it is a low profile of classroom management it is still
effective to stop a disruptive behavior of the students. Furthermore, they prefer to go near the
misbehaving group of students rather than to use the direct appeal which will inform the whole
class and will worsen the disruption of their class.
B.4. Case 4. You notice one of your students’ everytime you let him or her copy certain
information from the board that he/she will always refuse writing it in his/her notebook and have
a tendency to misbehave and disturb other classmates. How will you cope with this kind of
behavior? Will you ask the learner what is his/her concerns why he/she always refuses to write?
Or will you inform his/her parents this kind of behavior because it is already frequently
happening in your class?
Responses:

I would ask the learner what his/her problems/concerns. Maybe he/she has a different
learning style and I would use that to encourage him/her to do the assigned task and ask him/her
not to disturb others or else I would sit beside him or her and we are going to talk about
something that makes him or her happy while he/she is writing.

I will consider the factors the factors why he always refuses to write. I will also consider
the Multiple Intelligence of Howard Gardner. It maybe because of my strategies, methods or
techniques being used in teaching that somehow affects his or her interest in writing. Since
parent- teacher relationship is very important, then I will always communicate with the parents
or tell them about their child’s performance so that they will be informed and can make
interventions to do at home.

I prefer to have a deeper relationship with my students for them to open what’s inside
their heart and mind. I always make them feel that I’m just always here to listen to them.

Teachers should always make sure that certain issues about student. Behaviors showed
be attended first by the teacher. It is necessary to fix it on the teacher’s end and if it cannot be
done after the teacher’s intervention, that will be the time that parents’ intervention is needed.

I will ask him/her first if he don’t have any pen or paper for him/her to write, and if
he/she answers yes, then I ask again why he refuse to write.

Choice 2. In this case, most of my pupils would say they are only tired. If this happens
frequently I would inform the parents so that they can help me with this problem. And also, to
know the activities done by the child at home that causes him/her to be tired.

Keeping parents informed is my responsibility as their teacher. Since, it’s frequently
happening, parents should know that kind of behavior so that parents will be aware and they can
also make some actions to discipline their child because they know their child more than I do.
I will ask the learners what his/her concerns why he/she always refuses to write. As a
teacher, it is our job to know our students problem especially in school maybe it keeps, on
happening because you haven’t figured it out the problem and hasn’t given a solution. If things
don’t work and it needs the involvement of the parents them it’s the time to call their attention.

Since this is frequently happening and he or she did not listen to my instruction everytime
I try to encourage him or her write, copy those information on the board, I will already tell his
or her parents about that behavior. Maybe the student has problems at home.

If certain misbehavior is frequently observed, it’s already alarming and parental
intervention is of utmost necessity. Calling the attention of the parents may also lessen the
problem since education is a shared responsibility. Students’ behavior may differ in classroom
and home. When parents are informed, pupils also become more vigilant that their parents are
part of the disciplinary mechanism.

I will ask the learner why he won’t copy the writings on the board for maybe he don’t
know how to use the pencil or don’t know how to write. Then, I can help him with that.

I will ask the learner first and if he or she won’t open up his or her concerns, that’s the
time that I will inform his/her parents, for them to know the behavior of their child/children.
Case 4 Responses
33.33%
66.66%
Ask the learner what his/her concerns why he/she always refuses to write
Inform the learner's parents since it is frequently happening
The data presented above implies that there are 8 teachers who answered option 1 with a
percentage of 66.66 % while there are 4 teachers who answered the 2nd option. Majority of the
teachers prefer to confront the learner’s problem why he or she will not participate in the task
rather than calling the attention of the learner’s parents. They emphasized that they wanted to
build a connection with their learners, and that they have to address the situation first before
telling the concerned matter to the child’s parents. However, the remaining teachers who choose
the 2nd option elucidated that it is better to inform the parents if the certain behavior of the
learner is already frequently happening so that the parents can also intervene with the problem.
In addition, there will be a great connection between the teacher and the parents of the learner to
resolve a certain issue of the student.
B.5. Case 5. Your smooth discussion was interrupted by 2 of your students fighting physically
and verbally with each other that drove the attention of the whole class to them. How will you
cater this situation? Continue the discussion even if the two are still fighting with each other?
Stop your discussion, give an activity for the whole class and call the attention of both students
so that you can settle the situation directly? Or will you stop the discussion for a while and lead
them both to the guidance counselor so that the argument will be settled by the guidance
counselor and you can continue your discussion to the remaining students in the class?
Responses:

I would stop my discussion for a while and I would ask my assistant teacher to continue
the discussion or facilitate the activity given, and with that I can settle the situation directly and
ask both students what is the reason behind the fight. I would not lead them to the guidance
counselor as I can fix this minor problem because one of the roles of a teacher is a Guidance
Counselor

If the fight leads to a major problem and cannot be settled by the teacher with the
involved parties then that’s the time that you’re going to surrender them to the Guidance
Counselor to have disciplinary actions. Be sure that both parents are informed about the
problem. And then continue the discussion to the remaining students.

I will listen to their sides and think of an intervention about it. It’s better to talk to them
heartily.

Choice 3. I will lead my learners to the Guidance Counselor to avoid class disruption.

I will guide them to the guidance office and I continue my discussion to my remaining
students.
I would rather send them to the guidance counselor if I can’t make them stop. I would
also prefer to send them there so that they will be guided accordingly.

I am very assertive when breaking up fights. This is what I usually do, I will give an
activity for the whole class and call the attention of both students so that they can give me their
versions of what happened and help them resolve their conflicts.

I will give activity to the remaining students and I will call the two students to have a
private talk so that I will be able to know the root of the problem and how it started and if the
problem is beyond my control that will be the time I will bring them to the guidance counselor.

It would be better if I’ll let the guidance counselor settle the fight between the two
students and go back to the classroom and continue the discussion. This will prevent (any)
another fight to happen.

Guidance Counselor has the primary role of coming up to a settlement. Whenever serious
fight occurs in the midst of discussion as to avoid prejudice as far as learning of the students is
concerned especially those who attentively participate on the discussion.

I will first ask them why it happened and after that I will send them to the guidance
counselor for advices and settlement. Then, I will go back to my class and continue my
discussion.

Stop my discussion, call their attention and settle things out. If I can’t settle the situation
on my own then I will lead both students to the guidance counselor to help me settle the
argument.
percentage of their responses of the given 3 options of a certain context.
Case 5 Responses
0.00%
41.66%
58.33%
Continue the discussion even if the 2 learners are still fighting

Stop the discussion, give an activity and settle the situation directly
Stop the discussion and lead both learners to the guidance counselor
In this case, there are 3 options to be chosen by the teachers. The info or data gathered in
this context is that there are no teachers who choose the option 1 because they don’t want to
ignore a certain disruptive behavior specifically that the 2 learners are fighting with each other.
However, there are 5 teachers with a percentage of 41.66 % who choose the 2nd option that they
will be in charge to attend to and resolve the situation. Moreover, they added as well that the role
of the teacher is not just in teaching but is also a guidance counselor. The 3rd option had the
largest amount of teachers who agreed in this decision. There are 7 teachers who chose the 3rd
option because they strongly believed that it is the role of the guidance counselor to address the
problem and in order for them to continue their class discussion. Hence, they prefer to guide
those 2 learners who were disrupting the class towards the guidance counselor’s office in order
for the teacher to cater and continue the discussion to the remaining students. These are those
teachers who favor the majority rather than the minority.
Strategies C: Teacher’s Techniques and Strategies used in Handling or Preventing Student’s

Disruptive Behavior in the Classroom
The teachers have provided their different strategies. However, below is the table of the 4
major techniques and strategies that they consider as an effective way to deal disruptive
behaviors based on their experiences.
Table B: Teacher’s Common Techniques and Strategies used in Handling or Preventing

Student’s Disruptive Behavior in the Classroom
Low profile classroom management 8 Interactive Discussion 4

by Jacob Kounin
Set Classroom Rules 6 Model Ideal Behavior 3
The table above shows the gathered information from the 12 teachers of CRMC
elementary department. These are the common Techniques and Strategies they commonly use to
prevent or handle students’ disruptive behaviors in the class. This also implies that Jacob
Kounin’s Classroom Management Technique is useful to minimize disruptive behaviors. This is
followed with a strategy of setting classroom rules, interactive discussion and model ideal
behavior. This data verified that the role of the teacher is also accountable to the possible
situations that will happen inside the classroom. Hence, teachers must have strategies and
techniques since they are responsible to handle any disruptive behavior to prevent disrupting the
whole class. The Classroom Management Technique and Strategies that you are utilizing will
define on how effective you are as a teacher and a manager in your own class.
VI. Conclusion & Recommendation
The common occurrence of disruptive behavior of the students happening in the

classroom were talking when supposed to listen, getting up and walking around and refusing to
work with a pair. This study reveals effectiveness of teacher’s classroom management will lead
to a peaceful learning environment. Furthermore, decision-making of the teacher plays an
important role in handling classroom disruptions in their every teacher life’s context inside a
normal setting of classroom. In addition, decision-making of the teachers are commonly
influence by their own teaching philosophies and the type of teacher they are practicing. This
case study helps researchers to notice that every teacher had different perspective in handling
students’ disruptive behaviors inside the classroom. Moreover, the common strategy and
technique that the teachers in CRMC utilized is the Jacob Kounin’s Classroom Management
Model, they concluded that this low profile classroom management will help to address directly
those students who have disruptive behaviors in their everyday normal setting in the classroom.
In the other hand, classroom rules were also proven to minimize or prevent the occurrence of
disruptive behavior inside the class for it gives a guide as well as awareness of the students
during class instruction and any other activities done in the classroom. However, strategies and
techniques differ on the teacher’s perspective and personality. Since students’ disruptive
behaviors will always occur in the classroom, this paper will be a contribution for further
investigation or researches regarding on the causes of disruptive behavior as well as the different
techniques and strategies used by the teacher based on teacher’s personality and personal
philosophy. This will be also a turning point for the teachers to be more aware on those
disruptive behaviors happening inside the classroom and to practice the critical and best way to
address a specific dilemma in handling student’s misbehavior in order to achieve a safe and
peaceful learning environment.
VII. References
Acharya.A., Gokhale. V.A., Deepa.J. (2012). Student’s Response and Behavior in the Classroom
Environment. International Journal for Cross-Disciplinary Subjects in Education
(IJCDSE). Special Issue Vol. 2. Page 926. Retrieved From https://infonomics-
society.org/wp-content/uploads/ijcdse/published-papers/special-issue-volume-2-
2012/Students-Response-and-Behavior-in-the-Classroom-Environment.pdf. On March
26, 2019.
Adiele E.E. & Abraham, Nath. M. (2013). Achievement of Abraham Maslow’s Needs Hierarchy
Theory among Teachers: Implications for Human Resource Management in The
Secondary School System in Rivers State. Vol. 2. No. 1. Page 140. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1157714.pdf. On April 2, 2019.
Bilbao.P., Corpus.B., Llaganas.A., Salandanan.G.92015). The Teaching Profession 3rd Edition.
Lorimar Publishing Inc. Page 204-214. Retrieved from the book. On April 2, 2019.
Borabo.H.G., Corpuz.B., Lucas M.R., Lucido.R. (2010). Child and Adolescent Development (
Looking at Learners at Different Life Stages).Lorimar Publishing Inc. Page 114-117.
Retrieved from the book. On April 2, 2019.
Duke.D.,Donmeyer.R., Farman. G., (2018). Emerging Legal Issues Related to Classroom
Management. Phi Delta Kappan .Vol. 60, No. 4. Page 305. Retrieved from
https://www.jstor.org/stable/20299349?seq=1#page_scan_tab_contents. On April 2,
2019.
Douglas.A., Douglas.J., & Moyes.D. (2016). The Impact of Disruptive Behavior in the
Classroom: the Student Perspective. Educationn Excellence. Page 1. Retrieved from
https://www.researchgate.net/publication/309390995_The_Impact_of_Disruptive_Behavi
or_in_the_Classroom_the_student_perspective. On March 26, 2019.
Jacobsen.K.(2013).Educators’ Experiences with Disruptive Behavior in the Classroom.
Retrieved from Sophia, the St. Catherine University repository website:
https://sophia.stkate.edu/msw_papers/199. On March 26, 2019.
Kazak.A.E. (2019). The Journal for the Experimental Analysis of Behavior (JEAB) and
the Journal of Applied Behavior Analysis. Page 503-515. Retrieved from
https://www.instructionaldesign.org/theories/operant-conditioning/. On April 2, 2019
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014). Effective
Classroom management strategies and classroom management programs for educational :
A meta-analysis of the effects of classroom management strategies and classroom
management programs on students’academic, behavioural, emotional, and motivational
outcomes. Page 9. Retrieved from
https://www.rug.nl/research/portal/files/15665813/PDF_GION_rapport_Effective_Classr
oom_Management.pdf. On March 26, 2019
Lopes.J., Oliviera.C., Martin.N., Saas.D., Silva.E. (2017). Teacher’s Classroom Management
Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th-Grade
Students. Electronic Journal of Research in Educational Psychology, 15(3, 467-
490.ISSN: 1696-2095. 2017. no. 43. Retrieved from
http://dx.doi.org/10.14204/ejrep.43.17075. On March 26, 2019.
Wilson.R.(2018). The Law and Discipline in the Classroom. Yale-New Haven Teachers Institute.
Retrieved from http://teachersinstitute.yale.edu/curriculum/units/1992/1/92.01.10.x.html.
On April 2, 2019.
VIII. Appendices

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I.

Classroom Management and Discipline plays a vital role in teaching-learning process

Problematic behavior of students in the classroom causes destruction to the learning

II. Related Literature

1|Disruption: Classroom Management and Discipline

III. Theoretical Background & Legal Bases

This study is being supported by different theories namely the Bronfenbrenner’s

Hierarchy of Needs Theory of Abraham Maslow postulates that motivation is defined as

2|Disruption: Classroom Management and Discipline

Emerging Legal Issues related to Classroom Management focuses on the hope of

3|Disruption: Classroom Management and Discipline

Theoretical Framework Legal Bases

Emerging Legal Issues related

The Law and Discipline

Batas Pambansa Bilang 232

Peaceful Learning Environment

4|Disruption: Classroom Management and Discipline

Nursery Ms. Christy Fernan Grade 4 Ms. Yeddah Cueva

V. Findings & Discussion

Table A: Student’s Disruptive Behavior in the Classroom Survey

Nursery- G1-G3 G4-G6 Sci Comp TLE Total

5|Disruption: Classroom Management and Discipline

Case B: Teacher’s Decision-Making on handling Student’s Disruptive Behavior in the

Teacher Christy (Nursery Adviser)

Teacher Alora (Kindergarten 1 Adviser)

Teacher Jhullie (Kindergarten 2 Adviser)

6|Disruption: Classroom Management and Discipline

Teacher Rose (Grade 1 Adviser)

Teacher Janet (Grade 2 Adviser)

Teacher Lorgee (Grade 3 Adviser)

Teacher Yeddah (Grade 4 Adviser)

Teacher Lovely (Grade 5 Adviser)

Teacher Irish (Grade 6 Adviser)

Teacher Patcris (Science Teacher)

Teacher Angel (Computer Teacher)

Teacher Generey (TLE Teacher)

7|Disruption: Classroom Management and Discipline

Chase my student outside to let him/her go back in the classroom

Analysis of Responses: Case 1.

Teacher Christy (Nursery Adviser)

Teacher Alora (Kindergarten 1 Adviser)

8|Disruption: Classroom Management and Discipline

Teacher Jhullie (Kindergarten 2 Adviser)

Teacher Janet (Grade 2 Adviser)

Teacher Lorgee (Grade 3 Adviser)

Teacher Yeddah (Grade 4 Adviser)

Teacher Lovely (Grade 5 Adviser)

Teacher Irish (Grade 6 Adviser)

Teacher Patcris (Science Teacher)

Teacher Angel (Computer Teacher)

9|Disruption: Classroom Management and Discipline

Directly continue the discussion and ignore the learner

Analysis of Responses: Case 2.

Teacher Christy (Nursery Adviser)

Teacher Alora (Kindergarten 1 Adviser)

Teacher Jhullie (Kindergarten 2 Adviser)

Teacher Rose (Grade 1 Adviser)

Teacher Janet (Grade 2 Adviser)

Teacher Lorgee (Grade 3 Adviser)

Teacher Yeddah (Grade 4 Adviser)

Teacher Lovely (Grade 5 Adviser)

Teacher Irish (Grade 6 Adviser)

Teacher Patcris (Science Teacher)