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ABSTRACT

This study is focusing the effects of teachers reprimands to the academic performance
of grade 9 students of Kawit National High School. And to know if the Teachers
reprimand is one of the reason why the students have a poor academic performance.
According to the students teachers reprimands is normal in the class. Reprimands are
used by their teachers to reduce their misbehaviour. And it can't affect their academic
performance.
There are students who tried cutting their classes and did not participate in the class
after scolded by their teachers. But the teachers made actions immediately by
counselling the students then calling the attention of their parents to make a follow-up.
So their grades will never be affected.

In addition, the teachers will never scold the students without reasons. And remember
teachers are our second parents, they also teach us a good manners and right
conduct.INTRODUCTION

What is teachers reprimands and why they need to scold their students?

A Teachers reprimand is a verbal technique that is used to reduce inappropriate


behavior of the students. Broadly defined, reprimands include any attempt to decrease
behavior through verbal means, such as talking, lecturing, pleading, yelling, reasoning,
or threatening. The verbal reprimand is the most frequently used and method of
classroom discipline. If used properly, a verbal reprimand can be a punishment
technique that is useful for decreasing inappropriate behavior. A reprimand can be a
punishment to a student if it is considered unpleasant and reduces the behavior being
reprimanded. There are several advantages to using reprimands in the classroom. The
most obvious is that they are simple. They have also been shown to be effective when
used properly. Specifically, they have been shown to be more effective in promoting on
task behavior than positive encouragement alone. Another advantage is that they can
be administered immediately.

Relative to other forms of discipline, reprimands are not the most powerful punishment.
Teachers tend to rely on them because they are relatively easy to administer. However,
teachers are at risk of falling into the "reinforcement trap." that is, reprimands may
temporarily turn off a students negative behavior but be ineffective in reducing the
frequency in which the negative behavior is displayed in the long run.
Observations indicate that students who were identified to exhibit problem behaviors
consistently receive high amounts of negative attention and disapproval from their
teachers (graden, et al., 1983; lago-delello, 1998; russell & lin, 1977; van acker, et al.,
1996; wehby, et al., 1995). For example, in an australian study published in 1977,
russell and lin examined one seventh grade teachers interactions with students
identified to be the 10 worst behaved and the 10 best behaved students in the class.
When compared to students in the best behaved group, students who were identified to
be the worst behaved received significantly more attention (both positive and negative
verbal and nonverbal responses), with negative responses being significantly higher
than 6 positive responses. The students rated as having poor classroom behavior
exhibited more inappropriate behaviors such as gross motor behaviors, disturbance of
others property, and verbalizations. Graden et al. (1983) reported similar differences in
the way a sample of 10 third and fourth grade teachers responded to students identified
as exhibiting problem behaviors. On average, teachers in this study spent significantly

more time engaging in disapproval responses directed toward students who were rated
by their teachers to have low behavioral competence when compared to their
disapproval responses to students with moderate and high behavioral competence.
Teachers delivery of approval was not significantly different across level of behavioral
competence. Standard deviations were not included in summative data for either of
these two studies (graden; russell & lin, 1977); conclusions about the variability of
teacher responses across teachers cannot be inferred.

METHODOLOGY

In order to know the situation and the feelings of the students after scolded by their
teacher/s and what they did after whether they did not participate in the class or cutting
classes we made investigation or survey . We started in grade 9 section crimson, then
lilac, lavender and lastly yellow we choose only 29 students in both sections and 20
students to the remaining two sections. We also investigate the teachers (twenty)
because they are the one who scold the students. We gave them

research questionnaires, by putting a check in the box for their answers to every
question.
The researchers formulated questions that were applicable to junior high school

students and could be easily understood by them. The researchers made various
researches before finalizing the survey. Various researches on books and the internet
were done to provide information regarding this respect. All answers to the
questionnaires were tabulated, analyzed and evaluated to come up with valid
conclusions.

Result
The study claims that the teachers reprimands cant affect academic performance of
grade 9 students of Kawit National High School.

Forty-nine(49)
QUESTIONS

Grade 9 students
RESULTS

Have you ever been scolded by your


teacher?
If yes, what did you feel?

Maowaw ka kung kasab-an ka sa imo


teacher?

YES

NO

99%

1%

SAD

Happy

Depressed

71%

0%

29%

YES

NO

99%

1%

CUTTING CLASSES

0%

MO SULOD /DLI NA

96%

MAGPADADLOG

If yes, what you do?

Does it have a big effect to you and to


your grades?

DROP

2%

NOT PARTICIPATING

2%

YES

NO

52%

48%

Twenty (20) teachers


QUESTIONS
Have you ever tried to scold your

RESULTS

YES

NO

student/s?

100%

ISTORYAHON/SUTIAN

BALIKASON

0%

90%

0%

IF YES, IN WHAT WAY?


YAW-YAWAN

Have you ever been tried that your


student/s dropping out, not participating
and cut their classes after you scolded
him/her/them?

DISCUSSION

10%

Yes

No

8%

92%

The result of the survey done by the grade 9 students, there are 99% of 49 students
have experienced teachers reprimands, and most of the students felt sad and
embarrassed but they still respect, listen and follow their teachers. There are also
students (2% of 49) who are not participating and dropping out after scolded by their
teacher. But 52% of the 49 students are said teachers reprimand doesnt have a big
effect for their grades. So in other words majority of the grade 9 students agree that
teachers reprimands cant affect their academic performance. And the students
consider that teachers reprimands are lessons for them.
We investigated twenty teachers and all of them tried to scold their students, because of
their inappropriate behavior. Ninety percent of the teachers talked the students if they
commit misbehaviour, but some of the teachers used yaw-yaw or threatening if they
cant control their anger. There are students who cut their classes, not participating and
etcetera after scolded by their teachers. The intervention did by the teachers of the
cases like that, they counselling first the students, then calling the attention of the
parents by sending a letter.

Conclusion

Through proper examinations, it was revealed that a reprimand is used by the teachers
to reduce the impropriate behavior of the students not embarrassed them to the class.
Scolding is the way to discipline the students such as talking, lecturing, pleading, yelling,
reasoning, or threatening so the students learned from their mistakes, now a days it is
normal in students life. The teachers have lots of responsibilities, their family and their
job, thats why sometimes they cant control their anger to the students. For the students
Teachers reprimand they considered it as a lessons, the students still following
teachers commands and participating in the class, even sometimes they felt sad and
depressed to their teachers. They put in their minds that teachers never scold the
students without serious reasons.
Therefore: the conclusion made by the researchers the Teachers reprimands cant
affect the academic performance of the students specifically the Grade 9 students of
Kawit National High School.

Citation

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long and short reprimands on children's off-task behavior in the classroom.
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the classroom: Acomparison of encouragement and reprimands. Journal of Abnormal
Child Psychology, 15(2), 153-163.
Futtersak, M.W. (1988). The effects of consistently strong and increasingly strong
reprimands in the classroom. Unpublished doctoral dissertation, State University of New
York at Stony Brook.
Kazdin, A.E. (1989). Behavior modification in applied settings (4th ed.) Pacific Grove,
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Rosen, L.A., O'Leary, S.G., Joyce, S.A., Conway, G., Pfiffner, L.J. (1984). The
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White, M.A. (1975). Natural rates of teacher approval and disapproval in the classroo.
Journal of Applied Behavior Analysis, 15, 65-83.

Martens, B.K., & Meller, P.J. (1990). The application of behavioral principles to
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