SCHOOL CASELET

BACKGROUNDER

Mark is a Grade IV pupil of a public school in Sampaloc, Manila. Belonging in a squatter’s village located
only a stone’s throw away from the school, Mark is described by most of the teachers and his classmates
as “pasaway”, hopeless case or hard-headed. One time, while the teacher was away, he bullied one of
his classmates and hit him right in the eye without batting an eyelash. My attention was called since I
was adjacent to their room and that most often than not pupils looked to me for succour in every
misbehaving encounter especially in the classroom. Seeing how that fellow being hurt after that punch, I
became furious and irritated that I reprimanded Mark by pinching his cheek. But instead of being
apologetic to his classmate, his negative behaviour seemed to escalate the more that he responded with
a stern look. With such a reaction, I knew beforehand that the typical discipline technique I used did not
make any good in the process. Finding myself in the most frustrating and annoying situation, I hurriedly
called his adviser’s attention.

PROBLEMS AND ISSUES

Mark’s adviser and all his teachers in other subjects said the same thing about him. They said they
have gotten used of his negative behaviour. The child is more often than not spiteful or vindictive. He
often loses his temper easily. He argues with adults and he refuses to comply with his teachers’ rules and
requests. He blames others for his mistakes or misbehaviours. He’s resentful and frequently angry. He
annoys others deliberately. He’s so touchy, and difficult to approach just like when I rebuked his
wrongdoing.

But there was one thing I learned which challenged me to get more connected with the boy. His
parents are both incarcerated due to stealing. He together with his 10-year old sister lives with his Lola.
The Lola is an ambulant vendor in Quiapo and she often goes home late – just in time when the kids are
already asleep. With that everyday turn of events, I couldn’t help wanting to help the boy.

SOLUTIONS

Knowing at first that managing Mark’s type of behaviour could be very difficult and frustrating for
the teachers in his grade, I convened with the teachers and told them right away that Mark needs our
help – that his misbehaviour requires a different approach since it affects his learning ability. I told the
teachers that they should do away with any punitive discipline. The technique simply does not work with
Mark who exhibits oppositional tendencies. They should also warn their pupils not to provoke Mark.
They should be aware of their pupils’ temperament. Had they been more aware and sensitive of Mark’s
temperament, the teachers would have gradually been able to improve their ability to deal with them
and their discipline. Whenever possible, pupils like Mark should be offered choices and most of all,
there’s a dire need to provide them with a child-friendly environment.

ANALYSIS
 As my personal way of helping the child, I asked Ms. Tan, his adviser, to regularly hand in her
lesson plan and other forms to me (as her master teacher in charge) through Mark. Because of this, we
learned to get along so well. I have known his good side little by little. Sometimes, we would go home
together in the afternoon. I would even invite him for lunch and it was great that he responded once to
my request. I let him feel that he has a big brother or father in me. Two months after, his grades become
very satisfactory and his relationship with his classmates has tremendously improved.

His teachers told me an anecdote or a story.

Because of the improvement he’s been manifesting in class, the teachers would always ask who his
inspiration is or was, and he would usually reply with a smile, “I found a father and inspiration in Mr.
Malano.”

SUMMARY

Misbehavior in children may be attributed to many factors. It may be some sort of disorder that
when undiagnosed or mistreated, they become very aggressive or impulsive.

Depression in children is often missed because irritability and hostility is more common than
sadness. Occasionally, their irritability manifests as rage. Children with conduct disorder, if not totally
treated, will remain impulsive, disillusioned, oppositional and frustrated – traits that can clearly worsen
behaviour.

Since school, work and relationships require a great deal of cognitive skills, those with deficits are
more likely to be aggressive because of their lack of coping skills and verbal skills, i.e. they “talk” with
their fists or acts, because they are unable to express their feelings. In school, teachers should be first
and foremost aware and sensitive to the needs and temperaments of their pupils or students before
everything becomes really a hopeless case.