CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

According to Fitria (2012) Students differentiate their teachers according

to their way of implementing rules in the classroom. There are strict teachers who

are very tough on students and lenient teachers who can tolerate their student’s

faults.

Fitria stated that every learners has their own and different perspective.

The students way of measuring if the teacher is a "Strict" or "Terror" is based on

the rules that their implementing inside the classroom and how they teach the

learners. Some of them are very strict when they are teaching and some of them

are the opposite of it which is lenient teachers that even though the students are

wrong, they still tolerate them. Students nowadays don't want someone who will

guide them and wants to have a freedom to freely express themselves.

It is also stated that there are two impacts of having a terror teacher, the

positive and the negative. In the positive impacts, the class may be well

organized and the teachers will be able to control and to change the attitude of

the students. For the negative impacts, the learner's self esteem may be

decrease because of a strong feeling of being afraid. In that case, the ability of

the students inside the classroom is based on how the teachers will approach

them.
 If the students will be like this every day, their grades will fail. Hence, the

terror teachers who have a strict attitude will urge them to focus on their study

and started to change. This manner of being a strict teacher will produce a gap

between the teachers and the students. But some of them think that the

easygoing and lenient teacher can also be an effective way of teaching.

But it is not. Because easy going teacher do not find what the students

need to develop while the terror teacher would know more precisely what

students really need because they are focus on their students.

According to trefzger (2014) In “Good Teaching as Vulnerable Teaching”

(The Teaching Professor, December 2012), Rob Dornsife of Creighton

University invites us to embrace the uncertainties teachers encounter. The article

prompted me to invite colleagues also to embrace being strict when the

conditions warrant it.

It stated that teachers should be strict in terms of teaching strategy

because some of the learners are not paying attention to the teacher’s discussion

and few of them have their own businesses. Doing things that is unrelated to the

discussion.

In that case, Trefzger proposed that teachers must be closed in being a

terror teacher so that the learners would be able to be attentive and participate to

the class discussion. It is not just a student who is having a hard time to have a

better relationship to their teachers but also the teachers feel the same way.
 Teachers, according to Stronge (2014) are the representatives of both

their content areas and their schools. How teacher present themselves makes an

impression on administrators, colleagues, parents, and students. Often a student

links the preference for a particular subject to a teacher and the way the subject

was taught.

Teachers who show enthusiasm and competence for a content area may

transfer those feelings to the students. If the teacher’s strategies in teaching are

fearsome, the students may not easily adapt the lesson because of strong feeling

of being afraid that can affect a person the way they think. Even the personality

of a teacher can be transfer to the learners.

That's why it is important to analyze what kind of teacher the learners

have. Because if the teacher is terror, maybe some of the students will not be

able to enhance their self esteem more because they are afraid. But when the

teacher is approachable, the students will not be shy to ask for the help of the

teacher.

According to Ipathigo (2010) a serious and strict teacher is more effective

than the humor and easy going teachers. Nowadays, the teaching methods of

teachers are more and more attentions than before. Some people think that

teachers with serious and strict attitude to teach their students would have good

effects on studying than teachers with humor and easygoing.

It was stated above that having strict teacher is more effective because

according to Iphatigo, students have a tendency to be lazy more often. They

always want an easy way on how they are going to finish their homework without

so much suffering.

If the students will be like this every day, their grades will fail. Hence, the

terror teachers who have a strict attitude will urge them to focus on their study

and started to change. This manner of being a strict teacher will produce a gap

between the teachers and the students. But some of them think that the

easygoing and lenient teacher can also be an effective way of teaching.

But it is not. Because easy going teacher do not find what the students

need to develop while the terror teacher would know more precisely what

students really need because they are focus on their students.

According to Patrick Possel, et al (2012) teacher support plays an

important role in students' overall well-being. For instance, students who feel

supported by their teachers are more likely to also feel safe and relaxed in class

than their peers who reported feeling unsupported. Students who perceive their

teachers as supportive also tend to report better psychological adjustments,

more positive affect and life satisfaction and less self-consciousness while in

school.

The teacher’s characteristics are important if the teacher supported their

students, the learners will feel safe and be able to think properly. They will not

feel so stress. But if the teachers are some kind of a terror teacher, the learners

will not be encouraged to study hard and be attentive.

Local Literature

According to Social Scientist (2012) a grumpy teacher who constantly makes a

fuss about everything defective in our educational system – from the dilapidated

conditions of schools, meager pay, up to unruly, inattentive students – breeds a

generation of students that are contemptuous towards studying and positive thinking.

While there are students who are mature enough not to be dragged down by a

terror teacher’s daily sermons, such acts can be demeaning and demoralizing to many

students who come from poor backgrounds and challenging mental capabilities.

Terror teacher is one of the evidences of a traditional teacher-centered education

which still dominates on educational system in the Philippines. Nobody likes a terror

teacher because they give major impacts to the learner's academic performances. It

also stated that the students will not be able to enhance and to improve their self

esteem if the teacher use them a fearsome tactics.

According to Rorein (2016) most of the students are afraid of the terror teacher

because of the way they teach, act and speak. But somehow they should not counted

all of them.

Most of the time, when they heard the word terror, the first thing that comes up to

their mind is creepy or bad. But some of them counted as an effective learning system.

When a child is afraid they will do their best to be good at the eye of that terror teacher.

That was still according to Rorein. The more the teacher is terror the more the students

will be challenged and do their best to achieved their goals.

 The teachers' role as a second parent is to educate children not only in subjects

like English or mathematics but also educate them in all aspects of life such as proper

courtesy and manners. While the teachers have the right to reprimand their students, it's

almost considered a sin for a teacher to lay their hands on their students, as well as

verbally attack them (Failon ngayon,2016)

As the second parents, the teachers should help the learners to be educated in

all aspects such as giving a proper respect to anyone. Teachers have a right to

reprimand their students but some of them already reached their limit to the point that

they are whipping the students to give them lesson. But, not all the terror teachers ate

huts like the mentioned above, some of the terrors give a lesson in a nice way but in a

more disciplinary method.

According to Rey Steven Eriga (2012) teachers describe as the person who help

and nurture their students. But in the present, the teachers who supposed to be the

guides of the students and role models suddenly change and insult some students that

is not that matured enough to handle themselves.

Eriga also stated that they shall not make any negative comments to their

students. According to him there is a grouped of students who support a pep rally of

their cheerleaders but the teachers called it "paporma" and "pasikat". Now, some of

them visualize the terror teacher as the bullied who drag the students down. But it is

not. Maybe this article has a more negative information but based on Eriga, he sees the

terror or strict teacher as the teacher with full of challenges that can make you stronger

than you are.

 According to Mary Joy Garospe (2013) it is a natural scenario for the students to

encounter terror professors or teachers once in a while. We feel doomed every time

they enter to take a step in classroom. The big question for the students is how they are

going to deal with terror teacher.

Based on the statement above, it says that in order to achieve have a good

relationship to the strict teachers. Students must do their assignments and pay attention

to the class discussion to avoid making the terror teacher mad, learners should always

think about the positive impacts of having a terror teacher.

If they continue to think that way, students will be used of it and they will not be

afraid of their terror teacher. Even the teachers sometimes may be strict, making you

ashamed and giving sarcastic advices, the will still help you to boost self confidence.

Foreign Studies

Based from the study of Tisome T. Nugent (2009) Suggested uses for the study

included the development of workshops for educators and administrators that may have

a positive effect on the proven significance of the teacher-student relationship problem.

The study is about how do the teachers and the student’s interactions affect the

learning experience of the learners. In this study there are positive and negative

relations and motivation between students and teachers.

Based from the study of Patrick Possel, et.al (2012) teacher support plays an

important role in students' overall well-being. For instance, students who feel supported

by their teachers are more likely to also feel safe and relaxed in class than their peers

who reported feeling unsupported. Students who perceive their teachers as supportive
also tend to report better psychological adjustments, more positive affect and life

satisfaction and less self-consciousness while in school.

The teacher’s characteristics are important. If the teacher supported their

students, the learners will feel safe and be able to think properly. They will not feel

stress. But if the teachers are some kind of a terror teacher, the learners will not be

encouraged to study hard and be attentive.

Based from the study of Yasseen, Bassam M. Bany (2010) the primary education

is understood as a basic stage education, which is either self contained phase or which

forms a part of a larger cycle of formal education. Children during the elementary school

period learn to develop respect for others. They learn how to work and play with others.

The main factor that could affect students learning is through teaching.

The study of Yasseen is all about the good impacts of education and the

teachers teaching methods. It says that Education is important to every learner because

it helps them to nourish their knowledge and to maintain to have a good respect and

morality. In able to develop all of that the teaching strategy of the teacher is important

because as what Yasseen Basan says, "Learning is through teaching". Therefore to

achieve the learning, the teacher must have a good a strategy on how they are going to

their students.

Teaching behavior has important implications for students' emotional well being

(Patrick Possel 2012). Some suggest students' perceptions of teaching behaviors are

limited.
 It stated that the teaching behavior of the teachers affects how the learners will

adapt the knowledge and how the teacher does will cooperate to their students. The

learners understanding are based on how the teacher will act and behave while they are

teaching. In the result of the study, it is stated that teaching behaviors has the positive

and negative impacts in the students.

Based from the study of Leanne Dalley-Trim (2012) to his paper draws

specifically upon student observations and perceptions of English teachers’

performances, these offer valuable insights for all teachers – teachers of all subjects

and across all sectors of education.

Drawing upon student interview data – and signaling researcher observations on

occasion – it identifies key themes pertaining to the performances of the teachers.

Specifically, it addresses the students’ perceptions of the qualities or characteristics of

their teachers, and the sets of practices employed by the teachers; and the students’

views of the types of learning activities with which – and the classroom contexts within

which – they were expected to engage.

This study is about the students’ observations and perceptions of teacher

“Performances” in the classroom. It identifies those performances of the teacher

deemed by students to be effective and ineffective. It says that some of the

performances of the teacher on the way they teach somehow effective and sometimes

ineffective. Just like the terror teacher, some students consider the terror teacher as the

teacher who controlled and command students in a coercive power and in their

perception the teacher like that is not a better teacher. But some of them are not seeing
the terror teacher like that, they visualize it as a teacher who has a power to make the

students more knowledgeable and educated.

LOCAL STUDIES

Based on the study of Rachel C. F. Sun (2012) the most common and disruptive

problem behavior was talking out of turn, followed by no attentiveness, daydreaming,

and idleness. The most unacceptable problem behavior was disrespecting teachers in

terms of disobedience and rudeness, followed by talking out of turn and verbal

aggression. The findings revealed that teachers perceived student problem behaviors

as those behaviors involving rule-breaking, violating the implicit norms or expectations,

being inappropriate in the classroom settings and upsetting teaching and learning,

which mainly required intervention from teachers.

It is stated that the student’s misbehavior affects the teacher and interfering the

teaching activities. The destructing and disturbing behavior of the students are

intolerable that may cause of restriction of the teachers to the students. Some teachers

become a terror teacher when they are teaching because of this misbehavior of the

students. They use coercive power to make the students obey them. The research

findings shows that school misbehavior re not just wasting the time of the teachers and

learners but also lowered the academic performances of the students.

Based from the study of Ma.Alicia Bustos-Orosa (2008) the quest for good

teaching has been an unending inquiry in the academe. Perhaps the interest in good

teaching is strengthened by the prevalent assumption that a good teacher makes good
students. However, the complexity of the teaching learning process and the

unpredictable nature of classroom dynamics often hinder good teaching. Teacher

beliefs and conceptions about good teaching were explored among Filipino teachers

from private schools and universities situated in different provinces throughout the

country.

Teacher respondents from elementary, high school and college levels (N=272)

were asked to respond to an open-ended questionnaire for the study from which

qualitative research data were gathered. Qualitative analysis of the data was conducted

by identifying dominant emergent thematic categories and related core ideas. The study

concludes that Filipino teachers’ constructs of the nature of good teaching involve

personality-based trait dispositions and teaching competence-based dispositions.

This study is about inquiring into Filipino teachers conceptions in good teachers’

conceptions in good teaching. It says that good teaching of the teachers is now fosses

by the Filipino teacher. If this will continue to grow the teachers would not be able to use

or to be a terror or burden to teach their student easily.

Based from the study of Clarita De Leon-Carillo (2007) Premised on the belief

that students who enter teacher education programs bring with them a schema of

teaching which serves as reference points for understanding new experiences this study

explored Filipino pre‐service teachers' preconceptions on teacher roles through a

metaphorical lens, with 125 sophomore and junior students from a comprehensive

university in the Philippines as its subjects. 

 The cited study tells about the purpose of new programs or techniques of

teaching. In that case if they are going to apply being strict or terror teacher, the

students will not be focused on the class discussion. She also conducts a research to

know what should be the roles of the teachers.

Based from the study of Daniel T. L. Shek et al. (2010) Among various

misbehaviors, talking out of turn and disrespecting teacher were seen as the most

disruptive and unacceptable. These misbehaviors were unacceptable because they

disturbed teaching and learning, and violated the values of respect, conformity, and

obedience in the teacher-student relationship within the classroom. 

The cited study used interview, investigation and etc. The class room

misbehaviors in the eyes of the students. Study revealed that the students tended to

misbehaviors in classroom. Misbehavior is refers to wrong behavior, habits or routine.

The misbehavior of the students has great impacts to their teachers to be disrespecting

them.

Based from the study of Bernardo (2013) the study explored the culturally

inclusive behavior of Filipino teachers using information culled from interviews of six

Filipino teachers in international schools on their perception of international education,

and how it translates into their pedagogy.

The cited study revealed that the behavior of the teachers is one of the factors

that can affect the students especially the foreign students. The behaviors of the

teachers are a challenged to their students because they become terror so that the
perceptions of the International Education are teachers become terror because of

establishment of new education.

BIBLIOGRAPHY

A. Books

James H. Stronge Section II: “Teacher Responsibilities and Teacher Behaviors”2014.

B. Journals, Articles and Magazines

Rorein, “Terror Teacher”,2016

The Social Scientist, “Nobody Likes A Terror Teacher” 2012.

FAILON NGAYON, “Terror teachers” 2012.

Rachel C. F. Sun, “Student Classroom Misbehavior: An Exploratory Study Based on

Teachers' Perceptions” 2010.

Rey Steven Eriga, “When the teachers become the bullies” 2012.

Mary Joy Gorospe, “How To Deal with Terror Teachers” 2013.

Joseph W. Trefzger, “Advice for teachers dare to be strict” 2014.

C. Published/Unpublished

Tisome T. Nugent, “The Impact Of Teacher-Student Interaction On Student Motivation

And Achievement” (2009)

Nastiti Fatria Being a Strict Teacher Is It Good or Bad, 2008

Joseph W. Trefzger PhD Illinois State University.;” Advice for Teachers: Dare to Be
Strict” 2014.

Patrick Possel, Kathleen Moritz Rudasill,  Jill L. Adelson,  DonT.Wooldridge, 

eStephanie Winkeljohn Black,  “Teaching behaviour and well-being in students :
development and concurrent validity of an instrument to measure student-reported
teaching behaviour”. 2013

Yasseen, Bassam M. Bany, “The Effect of Teachers' Behavior on Students' Behavior in

the Classroom” 2010.

Ma.Alicia Bustos-Orosa, “Inquiring into Filipino Teachers’ Conceptions of Good

Teaching: A Qualitative Research Study” 2008.

Clarita De Leon-Carillo, “Filipino Pre-Service Education Students' Preconceptions of

Teacher Roles Viewed through a Metaphorical Lens” 2007.

Daniel T. L. Shek & Rachel C. F. Sun, “Student Classroom Misbehavior: An Exploratory

Study Based on Teachers' Perceptions” 2010.

Bernardo, Maria Aurora Correa; Malakolunthu, Suseela, “Culturally-Inclusive Behavior

of Filipino Teachers in International Schools in the Philippines: Perspectives of
International Education in a Developing Country” 2013.

Ipathigo; A serious and strict teacher is more effective than with humor and
easygoing?,2010

Pössel, Patrick; Rudasill, Kathleen Moritz; Adelson, Jill L; Bjerg, Annie C; Wooldridge,
“Teaching Behavior and Well-Being in Students: Development and Concurrent
Validity of an Instrument to Measure Student-Reported Teaching Behavior” 2013.
D. Internet

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1373&context=ajte