Jonash is a cheerful and happy-go-lucky boy at school, especially inside
his classroom, since he always smiles and laughs. Sometimes when i am
discussing in front i saw him looking at me, i don’t know if he is really listening but
most of the time he just talk to his classmates. I also saw him not sitting in his
proper seat and roaming around the classroom. He doesn't like to be absent from
the class since his house is at the front of the school. Sometimes he is very
participative and attentive, but sometimes he doesn't seem to care about the
lesson. One time, while I was talking in front of him about basketball, he told me
that we didn't need to discuss it since he already knew everything about it. I told
him that if he really knew about it, our quiz for the next day would be so easy for
him that he needed it to be perfect. He just smiled as usual. The day of our quiz
arrived, and I really observed and watched him out. As I was counting on them to
pass the quiz, I asked him if the quiz was easy and if he was perfect. He just
smiled at me and said, "Ambot lang cher." He is a typical student boy who loves
not to listen and to be stubborn to his teachers, always talking to his classmates
or annoying his classmates, especially Andrea. They always fight and say harsh
words to each other. Sometimes they also touch and destroy each other's things.
But one thing Jonash did that I liked was when Lyka, one of his classmates, was
looking for her tumbler because she thought someone had hidden it from her. At
first, I just ignored it, but then I saw Jonash helping Lyka look for her tumbler,
which is not common for a normal, stubborn boy. When they saw the tumbler,
Jonash voluntarily got it for her since she couldn't reach it, but he also couldn't
reach it but insisted on getting it for her. Therefore, I conclude that he likes her.
there is also a day when we have a quiz and I saw him with two papers, I just
ignored it thinking that it is his spare paper, but then I realized that he wrote the
name of his classmate and he is the one that answers his quiz, I immediately ask
him why did he do that and he just smiled at me like its just normal for him. And
with that, I conclude that he is helpful, but not in a nice way, since that classmate
of his will just rely on him every time we have a quiz.
Managing behavior is one of the many difficulties of classroom
management. There are numerous things teachers may do to increase students'
motivation to concentrate and behave properly in the classroom, and prevention
methods are vital. But teachers need to know how to step in when children
misbehave and nothing else works. According to Burden, Paul R. Classroom
Management, the goal of interfering is to "stop disruptive actions and return
students back to academic activities" rather than to punish. Understanding
situational assistance, using mild and moderate actions to misbehavior, and
dealing with persistent or difficult misbehavior, including bullying, are all
necessary for effective intervention. There are several strategies that I believe
will help me to accomplish these goals in my classroom. First and foremost, I
shall do more to catch students interest. I will do this by becoming more
enthusiastic when instructing, integrating more kinesthetic exercises, and giving
students more opportunity to engage. Second, I will be more adaptable and will
modify the lesson as needed. Every teacher has noticed that students grow
bored with what they are studying at times.Third, I will give silent signals and
quiet corrections to him. I will quickly and quietly bend down and whisper to the
student what I would like him to do and the consequences he will receive if he
doesn’t meet that expectation, then move away. If he still does not meet this
expectation, the next step is the consequence.
Since the intervention was stated, the result is still ongoing.