In an ever increasing number in many secondary schools in our country, many students are entering schools without the basic values that have built this country. Factors connecting this situation include peer influence, parents’ lack of guidance and even lack of teachers’ modeling of values education in some cases.  Depressing reports in the newspaper that the minors are the suspects and culprits in different crimes.  In the school, cases of cheating, absenteeism, tardiness, lack of self-discipline and lackluster approach in school works are common. 

            It is true that the educational system of the Philippines is challenged by a plethora of problems many of which tend to reflect societal ills, plus of course books, classrooms and teachers’ shortage.  The greatest of these concerns is self-discipline among students.  Public schools educators have reported that there is a visible increase in the presence of physical violence, distressing and concomitant student indifference.  Joining educators in the belief that discipline problems are of paramount importance is the general public, which has ranked it as the third largest problem facing public schools, superseded only by a lack of proper financial support and drug abuse. Throughout history, our Constitution and educational system have had two primary goals: to educate people intellectuallyand to teach them to be morally good. The educators believe that students had a need for valueseducation because the people must develop democratic virtues.. These virtues included respect for individual rights, respect for law, participation in public life voluntarily, and a concern for the common good of the country.  Character education remained a part of public education in the Philippines

            During the last decade, this trend of neglecting to teach character education has changed with the introduction of Values Education Program by the Department of Education (DepEd).       Educators are now talking about the importance of character and personsl integrity.  Dramatically, when value clarification, moral dilemma, discussions and decision-making processes replaced the traditional emphasis on learning right from wrong and acting right, these programs failed to distinguish between the personal preferences of students and true moral values.  Today, with the increased problems that the society faces, more traditional character education is becoming common place in public schools.

             I believe that as a Values Education teacher, maintaining Values Education in the curriculum will lessen maladapted behavior of students.  Classrooms with high levels of disruptive behavior or aggressive behavior place children at-risk for more serious behavior problems. Disruptive behavior in schools has been a source of concern forschool teachers for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management especially new teachers who typically express concerns about effective means to handle disruptive behavior.

            Teachers who have significant problems with behavior management and classroom discipline often report high levels of stress and symptoms of burnout and are frequently ineffective. The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving both positive educational outcomes for students and teacher retention. Kauffman (2006) explained that effective classroom management is also related to prevention efforts. Children’s behavior is shaped by the social context of the environment during the developmental process. Many behavioral disorders begin with or are made worse through behavioral processes such as modeling, reinforcement, extinction, and punishment

             Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests         Furthermore, attempts to control disruptive behaviors cost considerable teachers’ time at the expense of academic instruction. Teachers must really analyze the connection between Values Education and Classroom Management.

           

Reference:

 

www.campbellcollaboration.org

By: Marey E. Cezar | Teacher I | Bataan National High School