ESTABLISHING ROUTINES AND THE USED OF VARIOUS FORM

OF ARTS AS TEACHING STRATEGIES AS AN INTERVENTION

TO ADDRESSED THE INATTENTION INSIDE THE

CLASSROOM FROM KINDERGARTEN

TO GRADE I PUPILS

An Action Research Proposal Submitted to the

Faculty of the College of Education

Tarlac Agricultural University

MARIA CHRISANTA GOMEZ FELICIANO

JENNIFER ROBLES OBCENA

December 2017
 ACKNOWLEDGEMENT

Nothing is more rewarding than having achieved the goal of ones struggle in the

chosen Profession. A piece of work would not be possible without the effort, help,

valuable support of people who shared their knowledge, time, assistance, encouragement,

and love in the preparation and completion of this work. We wish to extend our heartfelt

gratitude to the following who in one way or another inside our internship a success

through their valuable support and assistance in our long journey and struggles.

To our Almighty God, who guides and give us strength and comfort face our

difficulties throughout our studies who made all thing possible.

To our Institute Dean Arnold Lorenzo, for allowing us to render our practice

teaching for the completion of our course.

To Dr. Analyn Dianne Perez Silverio our Student Teaching Supervisor for her

excellent and untiring guidance which really our internship a success.

To Mrs. Nancy De Leon, the Principal of Sta. Maria Elementary School, for

allowing us to undergo observation and conduct our student teaching in the school, thank

you for untiring assistane, kind administration, supervision, and hospitality which made

our stay very fruitful and memorable.

 To our thoughtful and ever-caring cooperating teacher Mrs. Antonia M. Facun and

Mrs. Emelyn G. Castillo for their valuable eternal guidance, supervision, pieces of

advices and untiring support they have given to us that made our internship a success.

To Our Beloved Parents, thank you for their guidance, support financially and

morally during our years of study.

To our Co-Interns, Rustan, Judith, Jessa, Jose Marie and Joan for sharing their

knowledge and the bubbling moments they’ve shared.

Furthermore, we wish to extend our profound thanks for the teaching force of Sta.

Maria Elementary School for their unselfish help and guidance and pieces of advice that

served as our guide for the future.

To Kindergarten and Grade 1 pupils who played an important role during our

internship. Thank you “mga ubbing” for your kindness and cooperation.

INTRODUCTIONS
 We all know that children are known to be active and unique, so they are different

to each other. Students have different learning style and different types of personality so

that, many students misbehave during classes. Due to the need to study, many students

spend most of their time inside the school. In school, a person may encounter different

kinds of students with different types of personality. Thus, many circumstances happen as

the students’ faces their day with another lesson to learn. Students’ misbehaviors in class,

such as disruptive talking, avoidance from school works, interfering with teaching

activities, harassing classmates, verbal insults, and rudeness to teacher, ranging from

infrequent to frequent and mild to severe, are huge issues to deal with in a typical

classroom.

“Routines are the backbone of daily classroom life. They facilitate teaching and

learning…. Routines don't just make your life easier, they save valuable classroom time.

And what’s a most important, efficient routine make it easier for students to learn and

achieve more." When routines and procedures are carefully taught, modeled, and

established in the classroom, children know what’s expected of them and how to do

certain things on their own. Having these predictable patterns in place allows teachers to

spend more time in meaningful instruction.

(http://www.creating/classroom/routines/procedures_scholastic.com.html).
 Routines help to minimize behavioral challenges in the classroom and they are key

to a well- managed and organized classroom. Children enjoy routines that are easy to

understand and easy to accomplish, yet flexible enough to alter if circumstances change.

Research shows that most behavioral problems result from lack of consistent classroom

routines.

http://learning.gov.wales/docs/learningwales/publications/140822-behaviour-

management-handbook-for-primary-schools-en.pdf

Before establishing specific procedures or routines, it is necessary to have a

discussion with students about their importance. During this discussion, you should be

able to talk about the rationale behind various routines. When possible, invite students to

create procedures with you. This process can nurture a sense of ownership and

community in your classroom. In establishing procedures or routines, it is important to:

(a) Ensure that students understand the reason for the routine. (b) Clarify the procedure

through modeling. (c) Allow students opportunities to practice the routine through

rehearsal. (d) Try not to overwhelm students by teaching too many routines at once. (e)

Remember that it will probably be necessary to revisit this process as you see the need.

http://www.learnc.org/lp/pages/735

Establishing effective classroom routines early in the school year helps keep your

classroom running smoothly and ensures that no time is wasted while students wonder

what they should be doing during times of transition. Classroom routines can be
established for many activities, including entering the classroom in the morning,

transitioning between activities and preparing to leave the classroom. The basic

procedure for establishing solids routines remains the same regardless of the routine

procedure that you are teaching your students. (a) Explain the routine to your class. (b)

Model your expectation. (c) Have students practice the routine. (d) Implement the routine

in your day. (e) Review your routine as necessary.

http://www.ehow.com/

Art integration is the tool we need in education to help as preserved the innate

creativity of a child. Children come to as bursting at the seams with energy, creativity,

and the desire to learn. English author and art education advocate Sir Ken Robinson, is

famous for saying that we actually teach creativity out of children. His TED talk on

“How is Schools Kill Creativity” is exceptional.

The arts allow the students to be expressive in their perspective and understanding

of academic subject matter (Mason, Steedly and Thorman, 2008). Arts integration

involves the whole child. Students become immersed intellectually, emotionally,

physically and therefore rigously in the learning experience (Lynch, 2007). They learn to

make choices that help them express their understanding of content and to learn interact

appropriately with their peers. Arts integration supports all types of learners and makes

academic content accessible. Regardless of learning style or intelligence, students are

able to interpret content in ways that are meaningful to them making the experience
inclusive for all involved (Lynch, 2007). Children who have an environment in which to

express themselves through art and play will likely be happy in school and develop

positive attitudes to what goes on their (Bhrion, 2007). Piaget, 1962 (as cited by Bhroin,

2007) says that self-expression through art or play is important for the child cognitive,

social and emotional development. Educationally, the child is empowered to

communicate experiences ideas in a gratifying way, developing self- expression and

communication skills. Through the arts, student can discover appropriate means to

communicate arrange of emotions. Students with disabilities can access the process of

creating art as a way to share information about themselves and their perceptions of the

world (Mason et al., 2008).

Statement of the Problem

This study will be conducted to find out the effectiveness of the established

routines and the used of various form of arts as teaching strategies as an intervention to

addressed the inattention inside the classroom in the Sta. Maria Elementary School from

Kindergarten to Grade 1 pupils.

Specifically, this study aims to study the following questions:

 1. What are the possible effects of establishing routines and various forms of arts

as teaching strategies in addressing the pupil’s inattention behavior inside the classroom?

Hypothesis of the Study

The following statement shows the null hypothesis:

1. If routines will be strictly implemented in classes, then inattentive among pupils will

be addressed.

2. If various forms of arts will be applied as teaching strategies, then inattentiveness

among pupils will be addressed.

METHODOLOGY
 This portion presents the methods and procedures that will use in the study.

Research Design

The study will utilize the instructional materials development research design
which consists of the following:

1. Determine what arts activity will be establishing.

2. Search for related studies. The related studies are important in this study to
gather and collect information.
3. Construct an Evaluation Sheet. This evaluation sheet is important part in this
study to see the effectiveness and usability of the conducted various form of
arts and routines.
4. Ask experts to evaluate the conduct various form of arts activity and
routines using the attached evaluation sheet. This arts activity will evaluate
by the cooperating teacher in Kindergarten and Grade 1 using the attached
evaluation sheet to see if the establish arts activity is effective in the behavior
of the pupils inside the classroom.

Locale of the Study

The action research was done at Sta. Maria Elementary School during practice
teaching, second semester, S.Y. 2017-2018.

Evaluators of Arts Activity

The evaluation of the establish various form of arts activity and routines will be
done by the cooperating teacher in Kindergarten and Grade 1.

Data Gathering Procedure

 The researcher obtains permission to conduct the study from the principal and
cooperating teacher in Sta. Maria Elementary School.

The established various form of arts activity and routines in the classroom was
presented to the cooperating teacher for evaluation using Checklist.

Data Gathering Instrument

There is only one instrument that will use in gathering data. The Checklist is used
to evaluate the established various form of arts activity and routines for Kindergarten to
Grade 1 pupils.
 Action Plan

Time Frame in Kindergarten

Time Objectives Procedure Materials

January 23, 2018 Making mosaic  Mosaic 1. Dried leaves

using dried 1. Distribute the number 2. Number
leaves. pattern. pattern of 10
2. Cut the dried leaves 3. Glue
into small pieces.
3. Sprinkle it to the
pattern.
January 24, 2018  Play Dough
Making clay 1. Distribute the clay.
molding numeral 2. Write number pattern. Play Dough
3. Mold numeral 10 out of
play dough.
4. Paste the clay on the
bond paper.
January 25, 2018  Coloring
1. Write the random 1. Paper and
Color the number numbers written on the pencil
10 board in your paper. 2. Crayons
2. Color all the number 10
 Paper Tearing
January 26, 2018 1. Bring out a piece of
paper. Paper, crayons, glue/
Make number 10 2. Follow the instructions paste.
given by the teacher.
3. Make number 10
numeral out of piece of
paper by tearing the
paper.
January 29, 2018  Drawing
1. Let the learners draw Paper and pencil
Draw 10 tress ten trees on their paper. Crayons
2. Color the ten tress
appropriately.
January 30, 2018  Collage
Writing numeral 1. Let the learners practice
10. writing the big numeral Magazine, bond
10 on the bond paper as paper, scissor, glue/
their pattern. paste
2. Then, the learners cut
the magazines into
small pieces.
3. Sprinkle it to the
pattern.
 Popsicle stick
February 01, 1. The learners will be
2018 divided into 3 groups.
To form number 2. They will make number Popsicle stick
sentence in sentence of subtraction
subtraction. as many as they can.
3. The group who has the
most number sentence
is the winner.
 Paper Cutting
February 07, 1. The learners will
2018 answer the subtraction
To subtract given on the board.
quantities up to 2. The learners answered Paper, scissor,
10. the subtraction by crayons and glue/
drawing any objects paste
and they cut it using
scissor.
3. Then, paste the cut
objects on your paper,
color it if you want.
 Cotton Art
1. The teacher distributes
February 13, worksheets to the
2018 To count animals learners.
by 2’s Worksheets, cotton,
2. The learners will count
(multiplication) glue and crayon
the number of animals.
3. Then, after counting the
animals, give the
correct number of
 animals by using
cotton. Put your answer
on the big animal.
 Paper Folding
1. The teacher will
February 14, demonstrate to the
2018 To count by 3’s learners in how to make
animal by folding the Paper
paper.
2. Then, the learners will
follow the teacher while
folding the paper.
3. The learners will make
by 3’s animals by
folding the paper.
4. Then, the learners will
count how many
animals did they make.

RESULTS AND DISCUSSION

This portion of the study presents the discussion and interpretation of results gathered.

Table 1. Behavior of Kindergarten in Arts activity

ATTENTIVE WEIGHTED MEAN VERBAL DESCRIPTION

BEHAVIOR
1. Students listen very 2.55 Most of the time
well.
2. Students follow the 2.36 Sometimes
instruction/
direction.
3. Students openly 2.64 Most of the time
asked about the
 clarification of the
activity.
4. Students do their 2.36 Sometimes
activity
independently
5. Students enjoy their 2.55
work activity.
6. Students collaborate 2.45 Sometimes
with their classmate
while doing the
activity.
7. Student take pride 2.36 Sometimes
or are proud of their
work/ activity
8. Students willingly 2.73 Most of the time
participated in class
activities.
9. Students are doing 1.82 Not all
their activity
properly or neat.

10. Students behave 2.55 Most of the time

while doing the
activity.
11. Passing of papers 2.55 Most of the time
are done properly.
Overall Weighted Mean: 2.45

The table shows that attentive behavior of the students is significance with each
other. Under the category of number 8, got the most weighted mean of 2.73 which means
students are willingly participated in doing the activity, followed by number 3 got the
weighted mean of 2.64 where students are openly asked clarifications of the activity, and
number 9 got the least weighted mean of 1.82 which means not all students doing their
work properly/ neat. The overall weighted mean is 2.45 which means students sometimes
doing their activity well.

According to Lynch (2007) said arts integration involves the whole child. Students
become immersed intellectually, emotionally, physically and therefore rigously in the
learning experience. They learn to make choices that help them express their
understanding of content and to learn interact appropriately with their peers. Arts
integration supports all types of learners and makes academic content accessible.
Regardless of learning style or intelligence, students are able to interpret content in ways
that are meaningful to them making the experience inclusive for all involved.

Table 2. Behavior of Grade 1 pupils in arts activity

ATTENTIVE BEHAVIOR WEIGHTED MEAN VERBAL DESCRIPTION

1. Students listen very 2.45 Sometimes
well.
2. Students follow the 2.27 Sometimes
instruction/
direction.
3. Students openly 2.64 Most of the time
asked about the
clarification of the
activity.
4. Students do their 2.55 Most of the time
activity
independently
5. Students enjoy their 2.55 Most of the time
work activity.
6. Students collaborate 2.45 Sometimes
with their classmate
while doing the
activity.
7. Student take pride or 2.64 Most of the time
are proud of their
work/ activity
8. Students willingly 2.36 Sometimes
participated in class
activities.
9. Students are doing 1.73 Not all
their activity
properly or neat.
10. Students behave 2 Sometimes
while doing the
activity.
11. Passing of papers are 2.27 Sometimes
 done properly.
Overall Weighted Mean= 2.36

Results revealed the attentive behavior of Grade 1 pupils ,

CONCLUSION AND RECOMMENDATION

This chapter presents the summary findings, conclusions and recommendations in the
results of attentive behavior of the Kindergarten and Grade 1 pupils during the lesson/
activity.

Based on the findings, the following conclusions were drawn:

CONCLUSION

1. The disciplinary problems of Kindergarten and Grade 1 pupils are inattentiveness

noisiness.
2. The used of positive comments and giving of chips to the students are effective in
minimizing the disciplinary problems of the pupils.
RECOMMENDATION

Evaluating the Implemented Solutions

After applying all the solutions and the strategies of implemented to the disciplinary
problems in the classroom that were taken on, I found out some of these are effective to
combat the disciplinary action of the pupil in the classroom and as a researcher finding
helped them to solve some disciplinary problems.

1. Involved the students in planning the learning experiences for them to feel the
belongingness.
2. Give positive comments (very good, okay, nice answer etc.)
3. Prepare for work carefully and colorful Instructional Materials

Other recommendations and suggestions to implement the disciplinary

problems of the pupils in order to minimize it and these are the following:
1. Keeps the students always busy and make responsible to their task that they
assigned to them.
2. Call on pupils that is not participative/ doing some things.
3. Make an interesting activities form them to catch their attention and all of
them will be participating.
4. Learn to come with students and laugh with them.
5. Know the names of your students and have their seat plans for the
(participative and non-participative).