ABSTRACT
This action research study, conducted in a Grade 11 HUMSS section at Lian Senior School, explores behavior problems among students and the effects of implementing Project GUIDE (Genuine Understanding Effectiveness and Inclusivity for Discipline Effectiveness) on the classroom atmosphere. Sampling involved the entire class of 133 students, adopting a convenience sampling method for practicality. Data was collected through classroom observations, surveys, interviews, and focus groups to address the research questions.
The research findings revealed that the most common behavior problems included inattentiveness, talking out of turn, disruptive behavior, incomplete assignments, and defiance. Underlying reasons for these issues were identified as a lack of engagement, unmet emotional needs, a lack of classroom structure, peer influence, and learning disabilities or special needs. The implementation of Project GUIDE exhibited perceived positive impacts such as an improved classroom environment, enhanced student behavior, increased inclusivity, better relationships, and potential academic benefits. However, challenges included resistance to change, uneven implementation, and unintended consequences.
Recommendations include tailoring interventions, providing teacher professional development, emphasizing Social and Emotional Learning, strengthening consistency and structure, and continuously monitoring and evaluating Project GUIDE. These insights and recommendations offer valuable guidance for educators, administrators, and policymakers in fostering a more conducive and inclusive classroom environment for all students.
Keywords: classroom management, behaviour, inclusivity
INTRODUCTION
Context and Rationale
The researcher is currently faced with the challenge of managing a Grade 11 – HUMSS section at Lian Senior High School, where 10 out of the 133 students consistently exhibit disruptive behavior. This issue of classroom misbehavior not only disrupts the learning environment but also hampers the overall quality of education. This context necessitates a comprehensive examination and solution through the proposed action research study, "Reinforcing Positive Discipline in Classroom Management through Project GUIDE (Genuine Understanding Effectiveness and Inclusivity for Discipline Effectiveness)."
The problem at hand is of utmost significance as it has a substantial impact on the teaching and learning process. Disruptive behavior among students leads to reduced instructional time, creates a negative atmosphere within the classroom, and affects the academic and socio-emotional development of both the misbehaving students and their peers. The current strategies employed have proven to be inadequate in addressing this problem, prompting the need for a research-based approach.
Extensive literature reviews and related studies reveal that effective classroom management is critical for creating an inclusive and conducive learning environment. A wealth of research underscores the importance of positive discipline techniques in reducing disruptive behavior and fostering a more harmonious classroom setting. Various theories, such as Bandura's Social Learning Theory, suggest that students learn appropriate behavior through observation and reinforcement. Furthermore, policies and guidelines within the education sector emphasize the significance of maintaining a disciplined yet inclusive classroom environment.
The proposed study is essential as it seeks to address a persistent issue in the teaching profession and classroom management, offering a unique approach to enhancing discipline effectiveness. The researcher aims to implement Project GUIDE, which focuses on developing a deeper understanding of students' needs, employing effective discipline strategies, and promoting inclusivity. This action research study aims to integrate these components into classroom management, with the ultimate goal of reducing disruptive behavior among the identified 10 students.
The importance of this study extends beyond the confines of the classroom. It has the potential to benefit the education industry by offering a practical framework for teachers to improve classroom management. By reinforcing positive discipline and inclusivity, educators can create an environment that is conducive to learning and personal growth, which ultimately contributes to a better educational experience for all students.
According to the study of Burden (2020), the potential contribution of this research lies in its ability to provide insights into the practical application of positive discipline strategies and inclusivity in real-world classroom settings. It offers a model for teachers to implement and adapt, promoting a more effective and inclusive approach to classroom management. Additionally, it may shed light on the broader implications of adopting similar strategies in other educational contexts, such as the impact on student academic performance and socio-emotional development.
In conclusion, the researcher's action research study, "Reinforcing Positive Discipline in Classroom Management through Project GUIDE," is motivated by the pressing need to address disruptive behavior in the Grade 11 – HUMSS section at Lian Senior High School. This issue is of great significance due to its adverse effects on the teaching and learning process. The proposed research not only aligns with related studies and educational policies but also has the potential to benefit the education industry by offering practical solutions to improve classroom management. Through this research, the researcher aims to provide valuable insights, contribute to the field of education, and ultimately create a more conducive learning environment for all students.
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