JAYSON D.

GARGARITANO BSED ENGLISH 2A

Behavioral Problem in Students

I. Introduction

At school, behavioral issues disrupt classes and annoy other students. These worries

frequently overwhelm teachers, especially newcomers, and some regard them as the

most difficult aspect of their job. Children with behavioral issues require extra attention,

putting a strain on teachers and slowing the delivery and completion of instruction. This

issue is also visible in the behavioral checklist when I interview one of the teachers in

Elementary at Talitay E/S.

Learning disabled children may be disruptive in the classroom. These conditions are

known as attention deficit disorder (ADD), autism, or dyslexia. Most students with

learning disabilities require a personalized education plan that is tailored to their specific

needs. Medication is given to many students with learning disabilities to help them

focus. On rare occasions, students forget their medication and act out in class.

Sometimes it is difficult for even the most knowledgeable professional to identify ADHD

from normal child behavior (Cohen, 2003). For instance, ADHD children can usually

concentrate on activities they enjoy. However, when tasks are either boring or repetitive,

they have trouble maintaining focus. Cohen observed that some students with ADHD

are hyperactive while other ADHD students are not overly active; instead, they are

inattentive, appearing to their teachers and other professionals as being spacey and
unmotivated. Each year in every classroom across the United States millions of report

cards are sent to parents. In the space allotted for teachers' comments many of them

read that the student is inattentive and unmotivated. In reality however, not every child

with those descriptions has ADHD, making it difficult for teachers and sometimes even

parents to identify which children have the disorder and which children may be a bit

slower than their peers in cognitive development (Centers for Disease Control, 2012).

II. Methodology

The interview was conducted in the house of the teacher, at Brgy. San Pablo,
Tacurong City, Sultan Kudarat Philippines. The interviewee is a Grade 5
Elementary teacher at Talitatay Buluan Elementary School.

The Interviewer uses a questionnaire as a primary source of data that’s guide

the interviewer during the interview, A questionnaire is provided by the subject
teacher this questionnaire uses to gathering the data from the interviewee.

III. Results

Datu Ali is eleven years old. Both of his parents are teachers. It is important to
mention his faith because some of his difficulties stem from teasing (bullying)
from other students about the customs of his faith. In addition to his religious
differences, Datu Ali was diagnosed with attention deficit/hyperactivity
disorder (ADHD). He is regarded as a troublemaker at school. His teacher,
Mr. Ayosep, describes him as a "bright" young man who is easily distracted
and unable to concentrate on his studies
IV. Conclusion

Base of the interviewee and also the data in the checklist Datu Ali is Grade 5
Elementary students at Talitay Buluan Elementary School, Datu Ali has
Disabilities, attention deficit/hyperactivity disorder (ADHD) . Datu Ali is
participating in activities during his class even he has disabilities, Datu also easily
adjusts to varied situations but also easily frustrated when he challenges or he
encounter difficulties.
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