CHAPTER 2

Review of Related Literature

Foreign Literature

The behavior of the student, or students, which causes

problems in the classroom, is identified. These behaviors
include refusing to follow directions, running away, acting out
with shouting and throwing materials around, arguing with
the teacher, refusal to participate in the classroom activity,
altercations with other student, and various aspects of acting-
out behavior. The behaviors can be rated as low level, which
interrupt instruction to a small extent, such as two or three
students engaging in side talk while the teacher is explaining
something. The teacher may or may not interrupt the
explanation to address these students to secure their
attention. The behavior can also be more serious, such as a
student who refuses to come to class and is running up and
down the hallway banging on doors. In this case, the teacher
has to stop instruction to address this student, and it may be
quite some time before instruction can resume. Typically the
student problem behaviour is described in terms of observable
features regarding what the student actually does and says.
The assumption is the problem behavior serves a
purpose, or multiple purposes, for the student exhibiting the
behaviors, Some critical questions to ask are, “What does the
student gain or avoid from this behavior?” “What happens as
a result of the behavior?” “What changes occur either short
term or long term when the behavior occurs?”.
 In general, by exhibiting the problem behavior,
something changes in the particular setting that serves the
student in some predictable way. Perhaps the simplest and
most comprehensive way to look at the effects of problem
behavior is to use the long-standing framework of positive and
negative reinforcement. Positive reinforcement refers to those
effects where the student obtains something that is desirable
or preferred following the behavior, For example , the student
who steals an object gains something he or she wants for free.
Another student who talks out in class secures the attention
of the teacher. By obtaining something desirable, the student
is reinforced and is more likely to exhibit the same behavior
again to obtain these outcomes. Negative reinforcement, on
the other hand, is defined in terms of the effects where
something aversive or undesirable is removed from the
student.
Student misbehaviors such as discruptive talking,
chronic avoidance of work, clowning, interfering with teaching
activities, harassing classmates, verbal insults, rudeness to
teacher, defiance, and hostility, ranging from infrequent to
frequent, mild to severe, is a thorny issue in everyday
classroom. Teachers usually reported that these disturbing
behaviors in the classroom are in tolerable and stress
provoking, and they had to spend a great deal of time and
energy to manage the classroom. Obviously, student
misbehaviors retard the smoothness and effectiveness of
teaching and also impede the learning of the student and his
/her classmates. Moreover, research findings have shown that
school misbehavior not only escalated with time but also
lowered academic achievement and increased delinquent
behaviour. To lessen these immediate and gradual adverse
effects of student misbehaviors, it is of primary importance to
identify what exactly are these behaviors inside classroom.
Local Literature

Social learning theory seemingly explains many of our

behaviors. The way we talk and walk - Our gestures - may
have been learned from the models that we have been exposed
to. No wonder children talk like their parents and resemble
those of their parents. Friends, too, behave similarly. The
social learning theory points out the crucial influence to
television, radio, movies, and other forms of mass media which
are fertile sources of models for children.They also reminds
teachers, especially of the lower grades, that they play a very
important role as models to their pupils.
Human being learn form the models they are exposed to.
Children who often see aggressive behavior display more
aggressive behavior than those who are not exposed to such
behavior. Furthermore, studies show that the age, sex, and
status of subjects are also crucial factors. Imitation involves
copying the behavior of the model one is exposed to. High
status models tend to be imitated more often. Oftentimes, the
model’s similarity to the subject is an important factor in the
imitation process.
In social or observational, Bandura emphasized four
subprocesses; namely, attention, retention, motoric
reproduction, and reinforcement. For any observational
learning to occur, the model stimulus must be attended. What
has been observed must be retained if the model’s behavior is
to exert influence even after a period time. Imitation follows
only if the individual had motoric reproduction or actually
imitated the behavior of the model. The last reinforcement is
internal rather than external. In this Banduras states the
reinforcement is a motivational factor rather than
strengthening factor.
Related Literature

All too often, test scores and other standardized

procedures are used to tracks students’ ability, skill level, and
knowledge of educational material. The overreliance on tests
scores, both school and individual, has the effect of
stigmatizing students who do not test well and reinforces
stereotypes that might be addressed if educators focused more
on teaching and learning rather than learning outcomes
derived from test scores. Too much testing and not enough
teaching well not eliminate the achievement gap. School
systems that purport to take into account the diversity of their
student in terms of standardized tests, educational materials,
pedagogy, and content are “antithetical to diversity because it
suggests that all students live and operate in homogeneous
environments with equality of opportunity afforded to them,”
it is often the case, however that students are placed in
tracking groups (Based on testing) as a means of tailoring
lesson plans for different types of learners.
However, many minority students are vastly
overrepresented in lower educational track programs. In
addition, minority students are often inadvertently placed into
lower track programs because teachers and administrators
have lower expectations for minority students. Such low
expectations can be viewed as a form of institutional racism
and racial segregation. And once minority students are placed
in lower track programs or schools, they tend to have less-
qualified teachers, less-challenging curriculum, and fewer
opportunities to advance into higher track programs.
 Many teachers argue that among African American
students, achievement disparities exist primarily because of
students’ lack of motivation to learn, failure to attend classes,
lack of preparation for school, inability to focus in class,
participation in street culture, or failure to behave
appropriately in class further hindering their success are
parents who cultivate inappropriate values that are
inconsistent with those of the school. Path of at-risk students:
limited success in school to potential dropouts, poor academic
achievers to low self-esteem, impulsive behavior to
problematic relationships, adversities, addictions etc.. to
hinder success in school, repeated personal failures to
reinforce hopelessness.
Disproportionate number of males and minocrities are
labelled at-risk, Many at-risk students come from homes
where school policies are not understood and/or
unappreciated, Research indicates students from such
environments will frequently create situations that place home
and school at odds with each other, This home school
disconnection is the formula for failure that encourages
students to, Many at-risk students attend large or
departmentalized schools, where they receive daily instruction
from several different teachers, Research indicates students
in such schools tend to feel more alienated from their teachers
and peers, The feeling of alienation often leads to discipline
problems.
At-risk students thrive better when they can make an
immediate, real-world connection, as they are often limited in
their long-range thingking. One way teachers can learn more
about their students is to engage them in classroom
discussion about current events. When teachers learn how
their students feel about current events, the foundation is laid
for making a deeper, more personal connection.
 Teachers should strive to drill down the engagement from
large group, to small group, to individual engagements as a
best practice to create open dialogue with their students. The
reasons why the students has a lack of respect and disobey
the following rules of the school/classroom are the following:
The first one is heavy pressure from school and parents; The
second one is doubts about their own ability which might have
originated from the doubts about not having suitable personal
characteristics of being a student, the inadequacy of the
things their learned, the knowledge, experience and skills, and
the lack It challenges the students and it can be the effect of
being naughty and the disobedience of the student.
 References

Beach C., (2014);At Risk Students Transforming Students

Behavior <https://books.google.com.ph/books?isbn=1475807082>
Colvin G., et al (2009);Managing Non-compliance and
Defiance in the Classroom
<https://books.google.com.ph/books?isbn=145227245X>

Dr. Bustos A., et al (1999); Introduction to Psychology

<https://books.google.com.ph/books?isbn=9715740219>