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Pre-Service Teaching Portfolio by Loreto- Chapter 4 (Action Research)
 

Pre-Service Teaching Portfolio by Loreto- Chapter 4 (Action Research)

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    Pre-Service Teaching Portfolio by Loreto- Chapter 4 (Action Research) Pre-Service Teaching Portfolio by Loreto- Chapter 4 (Action Research) Document Transcript

    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE i Camiling, Tarlac INSTITUTE OF EDUCATION“The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE ii Camiling, Tarlac INSTITUTE OF EDUCATION THE USE OF DESIRABLE STRATEGIES TO AT LEAST LESSEN INATTENTIVENESS OF GRADE II-1 PUPILS IN ENGLISH SUBJECT IN STA. IGNACIA NORTH CENTRAL ELEMENTARY SCHOOL FOR THE YEAR 2011-2012In partial Fulfilment of the Requirements in Practice Teaching for the Degree of Bachelor of Elementary Education By LORETO C. MORALES March 2012 “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE iii Camiling, Tarlac INSTITUTE OF EDUCATIONI. INTRODUCTION Inattentiveness is one of the common disciplinary problems of a pupil that allteachers encounter nowadays. No matter how well managed a learning environmentis, pupils will occasionally misbehave. Since, it is part of disciplinary problem,teacher can control their behaviour. Teachers must be ready to deal with them withutmost care and consideration. Discipline occupies the centre stage in all learningactivities. There are pupils who make distraction inside the classroom roaming aroundthe classroom while the teacher is discussing. Despite this problem that teachersencounters, the teacher will need to be patient. This factor may cause disciplinary problems. It should be easy to solvedisciplinary problems if causes of misbehaviour are properly diagnosed, studied andattended to. A classroom where good discipline prevails is most conducive to purposefulactivities and teachers should deal with it immediately. At this moment, we have tomake solutions and prevent this problem in learning. A. Statement of the problem This action research is a study about the inattentiveness of the Grade II- 1 pupils in English subject at Sta. Ignacia North Central Elementary School SY 2011-2012. Specifically, the following problems were investigated. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE iv Camiling, Tarlac INSTITUTE OF EDUCATION 1. What are the possible solutions of Grade II-1 pupils in attentiveness in English subject? 2. What is the effect of desirable strategies on the inattentiveness of Grade II-1 pupils? 3. How can this disciplinary problem using desirable strategies be minimized? B. Hypothesis If desirable strategies will be employed to the Grade II-1 pupils then their inattentiveness in English subject will be eliminated.II. PLAN OF ACTION A. Research Design The researcher made use of observation and experiences of student- teachers in dealing with the pupils in the classroom during their internship. Class record was used as a source of data. B. Subject of the Study The subjects of the study are the Grade II-1 pupils of Sta. Ignacia North Central Elementary School for the School Year 2011-2012. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE v Camiling, Tarlac INSTITUTE OF EDUCATION C. Location of the Study The study was conducted in Sta. Ignacia North Central Elementary School.Matrix of Action Plan EXPECTED TIME PROBLEM ACTIVITIES OUTPUT/ FRAME RESULTS 1. Establish Daily Nurture a sense of Routine ownership and - sing a rhyme community in the - recite a poem classroom 2. Popsicle sticks and Be alert in Inattentiveness of name strategy answering Grade II-1 pupils questions of the of Sta. Ignacia December 05, teacher. 2011- North Central 3. Employ different Every lesson will Elementary February 02, variety of activities be motivated 2012 School. and proper motivation where pupils behave well 4. Facilitate games as an Be participative in exercise rather than group paper and pencil strategyD. Data Gathering Instruments “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE vi Camiling, Tarlac INSTITUTE OF EDUCATION The researcher made use of the class record, observations and criteria for inattentiveness where the data on the pupil’s inattentiveness in employing activities and games, establishing daily routine and habits before, during and after discussion answering, questions by calling their names using popsicle sticks with their names and recorded before and after the intervention and strategies are employed.E. Data Gathering Procedures The needed data to determine the inattentiveness of Grade II-1 pupils were gathered through the observation and by using class record for the month of December 05, 2011 to February 02, 2012.F. Statistical Tool The recorded observation in the whole research period were analysed, interpreted and presented in a table. Frequency counts and the corresponding percentages were used to answer the specific problems of the study.III. EXPERIMENTATION The researcher designed a table in order to know if the pupils are consideredinattentive in their English subject or not specifically in their English subject. Thistable was composed of different criteria or causes of being inattentiveness during theclass discussion. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE vii Camiling, Tarlac INSTITUTE OF EDUCATION In order to solve and minimize the inattentiveness encountered in Englishsubject with the Grade II-1 pupils during his internship in Sta. Ignacia North CentralElementary School, the following desirable strategies or methods were implemented: A. Establish Daily Routine and Habits Routine should merely and in setting before the pupils’ opportunities for educational experiences. The researcher used desirable strategies or methods to at least lessen inattentiveness of pupils. One of the desirable strategies used is establishing daily routine and habits. First, the student teacher provides a body exercise to his pupils which is something new to them. After the simple exercise, the researcher asked them to raise their hands and shake it for a second then he put the 1-2-3-4 strategy (1- take your seat, 2- hands on your desk, 3-zip your mouth and 4-eyes on the board). Then, the researcher call one pupil to lead the prayer and next is their attendance, they just tell their number if she/he is present while for the absences, the next to him/her says “absent Sir”! Then, checking of assignment was follows. Routinizing some classroom activities is part of good management such as changes of seating arrangement if they are talking excessively or interrupting their seatmates, responding to bell to economized time. It is therefore exceedingly important for the teacher to determine what classroom activities should be routinized and made into habits. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE viii Camiling, Tarlac INSTITUTE OF EDUCATIONB. Popsicle stick- and -Name Strategy For the part of the presentation, discussion and evaluation , the popsicle stick-and-name strategy was implemented. The researcher used two colours of popsicle sticks which are the blue for the boys and yellow for the girls with their name in the popsicle sticks. The researcher asked questions then by using the popsicle stick-and name-strategy, he picked one stick to answer the question. This strategy helps them to become alert in answering questions.C. Employing Different Variety of Activities and Proper Motivation The researcher kept everybody busy with wholesome activities such as reciting rhymes/poems as a motivation. Then, he gave individual and group activities throughout the lesson. The researcher motivated them to study well and expected that every lesson is motivated where his pupils behave well.D. Facilitating Games It’s better to put them in authentic tasks than paper-and-pencil tests. The researcher provided lot of games that can get their attention. On the first day, the pre-service teacher provided a puzzle game and he called it “Triple P” or “Possessive Pronoun Puzzle”, both boys and girls are participated in the said games. Same as on the next day, this game is called “High Five” wherein the two participants appeared their hand to the researcher in answering questions using a strip of paper. On another day, two games were used, these are the “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE ix Camiling, Tarlac INSTITUTE OF EDUCATION “Action Race” and “Charades”. These games are talking about action words. And the last game for the intervention was the “Line A B C”, this game is like “Pera O Bayong”, the participants chose only one answer to the given question and line to the letter of their corresponding answers.IV. RESULTS AND DISCUSSION Before the intervention, the pre-service teacher observed that majority of hispupils are inattentive while the teacher is discussing. He realized that the problem heencountered in two weeks of observation existed. That’s why the researcher suggestssome solutions to the identified problem and then the interventions were planned.These interventions planned by the researcher are by using desirable strategies to atleast lessen inattentiveness of Grade II-1 pupils of Sta. Ignacia North CentralElementary School. From January to February, these interventions were implemented for theGrade II-1 pupils of Sta. Ignacia North Central Elementary School. Inattentiveness of Grade II-1 Pupils in English subject of Sta. Ignacia North Central Elementary School Before the Interventions Based on the observations recorded by the researcher, the table shows theinattentiveness of Grade II-1 pupils of Sta. Ignacia North Central Elementary School. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE x Camiling, Tarlac INSTITUTE OF EDUCATIONTable 1: Inattentiveness of Grade II-1 Pupils in English subject at Santa Ignacia North Central Elementary School before the Interventions. CAUSES OF MALE (29) FEMALE TOTAL (59) INATTENTIVENESS (30) Problems Encountered Total Freq. Total Freq. Freq. %1. Fidget with hands or feet or 6 4 10 16.95 % squirm in seat2. Fail to give close attention 2 1 3 5.08 %3. Talk excessively 12 9 21 35.60 %4. Don’t listen when spoken to 1 3 4 6.78 % directly5. Interrupt on others 3 5 5 13.56 %6. avoid or dislike to engage in 2 0 2 3.39 % work7. Don’t follow instructions and 3.39 % fail to finish work 0 2 2TOTAL 26 24 50 84.75 % Table 1 shows that 26 or 89.66 % of male were inattentive while 24 or 80 %of female were inattentive during the demonstration in the English subject. This further shows that 50 or 84.75 % of the Grade II-1 pupils wereinattentive in English subject. Thus the researcher should use interventions to lesseninattentiveness. Effects of Using Interventions to Lessen Inattentiveness “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE xi Camiling, Tarlac INSTITUTE OF EDUCATION of Grade II-1 Pupils in English Subject Table 2 presents the effects of using desirable strategies as his interventionsto lessen inattentive ness of Grade II-1 pupils in English Subject of Santa IgnaciaNorth Elementary SchoolTable 2: Effects After Using Interventions to Lessen Inattentiveness of Grade II-1 Pupils in English Subject at Santa Ignacia North Elementary School. STRATEGIES/ MALE (29) FEMALE (30) TOTAL PROBLEM ACTIVITIES (50) ENCOUNTERED Freq. % Freq. % Freq. % Establishing Daily I Routine and Habits 22 75.86% 23 76.67% 45 76.26% N A Popsicle sticks- T and-Name 20 68.97% 23 76.67% 43 72.88% T Strategy E N Employing 36 T Different Variety 25 86.21% 11 36.67% 61.02% I of Activities and V Proper Motivation E 57.63% N Facilitating Games 23 79.31% 11 36.67% 34 E S 22.5 77.5 % 17 56.67% 39.5 S TOTAL 66.95% Table 2 shows the effects of using desirable strategies in minimizinginattentiveness of the pupils. It also shows that after these interventions, the numberof pupils who were inattentive decrease through the series of observation andtallying on table sheets. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE xii Camiling, Tarlac INSTITUTE OF EDUCATION Using daily routine and habits, the table simply shows that 22 or 75.86 % ofmale were inattentive while 23 0r 76.67 % of female were inattentive. Thus, it showsthat 45 or 76.26 % of Grade II-1 pupils were inattentive in English subject by usingthis strategy. Therefore, the total frequency before has been decreased. Using popsicle sticks-and-name strategy, it shows that 20 or 68.97 % ofmale were inattentive while 23 or 76.67 % of female were inattentive in the Englishsubject. Generally, 43 or 72,88 % of Grade II-1 pupils were inattentive. It shows thatwhen the teacher used this strategy, the number of inattentive pupils were decreased. Using the different variety of activities and proper motivation, the tableshows that 25 or 86.21 % of male were inattentive while 11 or 36.67 % of femalewere inattentive. This further shows that 36 or 61.02 % of Grade II-1 pupils wereinattentive in English subject by using this strategy. It means that the strategy usedwas suitable to at least lessen inattentiveness of the pupils. Using the games strategy, it shows that 23 or 79.31 % of male wereinattentive while 11 or 36.67 % of female were inattentive in English subject. Thetable implies that 34 or 57.63 % of Grade II-1 pupils were inattentive. The strategyused is highly effective because from (table 1) 50 or 84.75 % decrease to (table 2)34 or 57.63 % of inattentive pupils in English subject.Evaluation “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE xiii Camiling, Tarlac INSTITUTE OF EDUCATION This goes to show that there is a significant decrease in the inattentiveness ofthe Grade II-1 pupils using the desirable strategies. Before the pupils’ inattentiveness is 50 or 84.75 % of Grade II-1 pupils.Through the combined desirable strategies, 39.5 or 66.95 % of Grade II-1 pupilswere inattentive in English subject. It means that after applying these desirablestrategies, the pupils’ inattentiveness were successfully minimized.V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions Based on the results of this study, the following conclusions were drawn: 1. The most common causes of inattentiveness that teachers observed from the pupils are talking excessively, squirm in seat or restlessness inside the classroom, interrupting on others, don’t listen when spoken to directly, fail to finish work, avoid to engage in work and fail to give close attention to details. 2. These disciplinary problem can be lessened by using the desirable strategies by the teacher to his/her pupils. 3. Noisiness and restlessness inside the classroom is the main causes of inattentiveness of pupils inside the classroom. 4. In lesson proper, majority of the class have difficulty awaiting turn in answering questions although the researcher used the popsicle stick-and-name strategy. “The Home of Bright and Disciplined Future Teachers”
    • Republic of the Philippines TARLAC COLLEGE OF AGRICULTURE xiv Camiling, Tarlac INSTITUTE OF EDUCATION 5. By establishing daily routine and habits, most of the class participated especially for the part of exercise and in reciting rhymes and poems.B. Recommendations Based on the findings gathered, the researchers recommend the following: 1. The teacher should provide routines and that routine should frequently prescribed by means of rules. These rules should be raised by the pupils themselves so that they will responsible for their behavior. 2. The teacher should provide appropriate activities and games for the pupils to avoid boredom and loss of interest. Activities and games based on the pupils’ experiences and interests should be introduced. 3. The teacher should use variety of teaching strategies that can catch students’ interests. 4. The teacher should call on the pupils whose attention tend to wonder off.VI. BIBLIOGRAPHY • Gawat, Jocelyn F., Pre-Service Teaching Portfolio, 2010 • http://gifted kids.about.com/od/schoolissues/gt/inattentiveness.html • http://www.thefreedictionary.com/inattentiveness “The Home of Bright and Disciplined Future Teachers”