TEACHING STRATEGIES TO ADDRESS ONLINE BEHAVIORAL PROBLEMS OF

GRADE 1 PUPILS: A CLASSROOM-BASED ACTION RESEARCH

Mrs. Ma. Alona Galendez

Mrs. Juditha Casiño
Ms. Mary Lawrenze Visande
Edmundo B. Daguimol II
Keziah Lee J. Taboclaon
Lyndelle Obsioma
Pherlhu Christianne B. Bisuña

ABSTRACT

How to manage the behavioral problems in an online classroom in the elementary level
has been a growing concern since the learning modality has shifted from face-to-face to
online learning. There are several studies that focus on the disruptive behaviors that
occur in the online classroom and there has been a few of a classroom-based action
research that focuses on addressing the behavioral problems that occur in an online
classroom especially in the lower grades. This study utilized a qualitative method using
the RPAO (Reflect, Plan, Action, & Observation) model of Kemmis and McTaggart
(1998). This study aimed to find different online teaching strategies that address the
behavioral problems of Grade 1 pupils at Lourdes College Integrated Basic Education
Department. Some online behavioral problems in grade 1 pupils, which the researchers
reflected based on the pre-observation of the researchers. Results show that the grade
1 pupils have online behavioral problems like being impatient, playing with the
microphone, sleepy and unresponsive as well to teachers. The researchers made a
model to address these existing behavioral problems - pre observation, reflection,
identify appropriate online teaching strategies, implementation of teaching strategies
and a post observation. The researcher made a checklist used to analyze these
strategies to address the online behavioral problems in online classrooms. Upon the
implementation of the teaching strategies, it shows positive online behavior of the
learners. It was concluded that gamification, educational videos, implementing
classroom rules, solving problems-realistic situations, and eye catching Powerpoint
presentations were indeed the online teaching strategies that address behavioral
problems during an online class of the grade 1 pupils. With the use of these strategies,
the teachers can effectively deliver the instruction with less destruction from the pupil’s
disruptive behaviors. Pupils will not be destructed by the rowdy behaviors of other
pupils, they will enjoy learning and will be motivated to learn.

Keywords: teaching, strategies, behavioral, problems, online

 INTRODUCTION

The present situation has significantly impacted today's educational system,

given protocols and safety measures during the pandemic, schools are forced to shift
from physical to online learning. It is an educational process which takes place over the
Internet as a form of distance education. Distance education became ubiquitous as a
result of the COVID-19 pandemic during 2020. Because of these circumstances, online
teaching and learning had an indispensable role in early childhood education programs,
even though debates continue on whether or not it is beneficial for young children to be
exposed extensively to Information and Communication Technology (Kim, 2020). Due to
the crisis brought on by the outbreak of COVID-19, the phenomena of distant learning
arose. Several schools have switched their mode of teaching to online learning as their
major method of continuing education. In today's education, facilitating an online class
demands a teacher to develop teaching strategies that would not just enhance student’s
participation but also their behavior. The abrupt transition from physical to online class
was unsettling for everyone, it presented a tremendous challenge for teachers to be
efficient and innovative. As the demand for online classes has increased, the need to
further enrich the strategies has also expanded.

During this period of uncertainty, students were forced to devote their time and
energy to being in front of a screen for their online class. According to the Education
World Wide (2022) spending time in front of a screen is something that parents want to
reduce in their children’s habits. Yet online classes require such screen time to properly
fulfill its purpose. It demands so much time for the pupils to finish one class which is
somehow dragging. Children aged 6-7 years old have a normal attention span of 12 - 21
minutes only (Ward, 2020). With that being said, if the duration of classes is more than
what is considered normal amount of time for grade 1 pupils, then their behavior
towards the class will also be affected. Loss of motivation, self-discipline and the need
to study are some of the biggest problems children face (Michelle, 2021). Given such
problems, teachers are challenged on how to minimize screen time while maximizing
student interactions and to also implement some teaching strategies that are
appropriate to address behavioral problems in the class.

Hence, this action research aims to identify Online Teaching Strategies which
best address the online behavioral problems of Grade 1 Pupils. Such as educational
videos, games, quiz applications, whiteboard/jam board, problem-solving, establishing
classroom guidelines, and lastly, using PowerPoint presentations with colorful, eye-
catching pictures and gifs are suitable for the young learners.

Theoretical Framework

Many educators are having difficulty managing the undesirable behavior that
occurred in their classrooms. The present modality of the educational system brought a
lot of hard work to educators to manage the behaviors of the students while learning
online. Switching from physical to online learning became an abrupt change not just to
the educational system but to the students' way of learning. Generally, the education
system seems unprepared and may have unpredictable consequences during and
beyond the crisis (Bozkurt & Sharma, 2020). Educators are finding online teaching
strategies that can address behavioral problems of the grade 1 online classroom.

This study is anchored to the Technology Acceptance Model (Davis, 1989). It has
been one of the most influential models of technology acceptance, with two primary
factors influencing an individual’s intention to use new technology: perceived ease of
use and perceived usefulness. When students perceive online learning is not that
serious, they will be unlikely to want to adapt this new mode of learning, and as a result,
showing disruptive behavior in the class. While students who perceive online learning
providing great opportunities in learning will be more likely to want to learn how to
maximize this modality.

Another theoretical concept that supports this study is the Conditions of Learning
Theory of Gagne’s (1985). Gagne created a nine-step process which is the events of
instruction that correlate to and address the conditions of learning. The nine events of
instructions are the following:
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide “learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job

Statement of the Problem:

The main purpose of this study is to identify the appropriate teaching strategies that
address behavioral problems in the Grade 1 online classroom.

Specifically, this study aimed to seek answers to the following:

1. What are the online behavioral problems of the pupils?

2. How to address these behavioral problems?
3. What are the teaching strategies to address these problems?
4. What are the responses of the grade 1 pupils on the teaching strategies used?

Limitation of the Study

The study focuses its attention on the teaching strategies to address the online
behavioral problems of Grade 1 pupils at Lourdes College Integrated Basic Education
Department of Cagayan de Oro City. Researchers did a pre-observation to the following
subjects of the Grade 1 classes: Science, Araling Panlipunan, English, Christian Living
and Computer with a purpose of finding teaching strategies to address the behavioral
problems occurring in the grade 1 online classroom. The post-observation was done
through implementing the identified teaching strategies in teaching the different subjects
of the grade 1 pupils.

METHODOLOGY

The study was conducted using an action research approach, making use of data
gathering from observations. Adopting the RPAO (Reflect, Plan, Act and Observe)
model of Kemmis and McTaggart (1998) to analyze the practices based on the collected
data in order to introduce improvements in the relevant practices. The researchers
made use of a qualitative method as observations in the online class were utilized. The
final observation of the researcher was guided with a researchers-made checklist that
served as the instrument in assessing and evaluating the teaching strategies
implemented in the grade 1 online classroom to address behavioral problems.

The said observation was divided into five subjects: Science, English, Computer,
Christian Living, and Araling Panlipunan. These were observed by assigning each
researcher to different subjects. After the observation duration period, reports were
made and reflected. Checklist was used as an instrument by the researcher to assess
whether a particular strategy addresses the behavioral problems in the online classroom
of the Grade 1 pupils.The data was coded to transform collected observations into
meaningful and cohesive categories.

RESULTS AND DISCUSSION

1. What are the online behavioral problems of the pupils?

Table 1.0 Coding of data from pre-observation report

Theme Category Code

Online Behavioral Seeks unnecessary Impatient

Problems attention
Playing the microphone

No interest in learning Sleepy

Unresponsive to teacher
 Table 1 shows some online behavioral problems in grade 1 pupils, which the
researchers reflected in the first category based on the pre-observation of the
researchers. The pupils seek unnecessary attention, such as being impatient in the
class because they want to be recognized from time to time. Based on the observation
report, “some pupils appeal to be an attention-seeker…sometimes, they just turn on
their microphone and make unnecessary noise.” This shows that they are playing with
their microphones and making inappropriate noises or saying something in the class
that is not related to the lesson, which would distract the class discussions. Another
category shows no interest in learning, which appears that some pupils are sleepy
during the lesson. Most especially when the teacher is playing videos which are longer
than their attention span. They show boredom which results in being unresponsive to
the teacher when asked because their focus is not present and they don’t understand
the class discussion anymore. This observation was supported by Ward, 2020 “It
demands so much time for the pupils to finish one class which is somehow dragging.
Children aged 6-7 years old have a normal attention span of 12 - 21 minutes only.”

2. How to address these behavioral problems?

Figure 1.0 Researcher Made Model

The figure above shows how the researchers planned to address the existing
problem using a researcher-made model. Pre-observation was done to closely look at
the behaviors of the grade one (1) pupils during the class. The researchers observed
grade one (1) online classes in five (5) different subjects — Science, English, Computer,
Christian Living, and Araling Panlipunan. The observation was done for 1 hour and 20
minutes depending if the class is scheduled for the day. The researchers reflected on
these observations and through this, the researchers identified and discussed online
behavioral problems in the class. The researchers listed down online teaching
strategies to address these problems. Then, the researchers implemented the different
online strategies for the different subjects of the grade 1 pupils. The researchers then
had a post observation to assess if the new or different teaching strategies were helpful
in addressing the identified online behavioral problems. Then analyzed these strategies
with the use of a checklist made by the researchers as an instrument in addressing the
behavioral problems in the grade 1 classroom.

3. What are the teaching strategies to address these problems?

Table 2.0 Online Teaching Strategies Checklist

 The grade 1 pupils are:

Online
Teaching responsive to interactive engaged following listens
Strategies the teacher classroom well
rules
 1. Gamification ✔ ✔ ✔ ✔ ✔

2. Educational ✔ ✔ ✔ ✔ ✔
videos (action
songs)

3. Implementing ✔ ✔ ✔ ✔ ✔
classroom rules

4. Solving ✔ ✔ ✔ ✔ ✔
problems-
realistic
situations

5. Eye catching ✔ ✔ ✔ ✔ ✔
Powerpoint
presentations

6. Jamboard ✔ ✔ ✔ ✔ ✔

7. Quizzes ✔ ✔ ✔ ✔ ✔
applications

The table above shows the identified teaching strategies used by the
researchers to address the behavioral problems in Grade 1 online classrooms. The
researchers observe that games help students to be more interactive and more
engaged in the lesson. Playing games is a great way to hold their behavior. ‘ As young
as they are, games will always give a thrilling feeling to them and smiles are
immediately painted on their faces’ emphasized by the observer. It also increases pupil
engagement in the online courses with a greater degree of knowledge retention.

The researchers also observed that using educational videos the students
listened well and were responsive to the teacher. ‘In playing the videos, most especially
action songs they are too excited about it for most of them are turning on their camera
and following the dance steps’ With this, their behavior is positive because it makes
them move and pay close attention to what they’re watching. Based on Feaver’s action
research (2019) songs were found to be an effective tool to use to teach children in
early childhood to teach emotional literacy. It can lighten their mood and bring them to a
full attention until the song ends. Effective use of video as an educational tool is
enhanced when instructors consider three elements: how to manage cognitive load of
the video; how to maximize student engagement with the video; and how to promote
active learning from the video (Brame, 2017)

As observed by the researchers, all of the classes have a strong implementation

of online classroom rules. As a result, pupils followed the rules and guidelines of the
online classroom. Before they move on to the proper discussion, the teacher made sure
that the guidelines are well established to have a better learning experience. One of the
guidelines is to click the raise hand button if they have something to say or if they want
to answer the questions. And when they are not called by the teacher, they should
remain muted to maintain order during the learning process. It was observed that
constant reminders of the classroom rules before the class began made them more
aware of what is and is not appropriate behavior in class.

The grade 1 pupils are also active when given realistic situations and problems to
be solved. They listened well, were more engaged and interactive with the teachers as
well as with their classmates. According to the observers’ report, in their AP class,
almost all of them had difficulty speaking in Filipino and could barely understand the
teacher when using the said language. This affects their behavior towards the class.
However, when there’s a situation where they could relate to themselves, their focus
went back to the class. Strengthening and nurturing these problem-solving skills also
helps children cope with challenges as they become adults. This will help develop the
pupil’s independence, allowing for them to grow into confident, responsible adults.
Another is using eye-catching PowerPoint presentations. Colorful presentation is one of
the strategies and was used by the teachers that made pupils interactive, engaged and
listen attentively. It is one of the very important ingredients to a successful discussion
that the Powerpoint presentation is not dull because the tendency is pupils will get
bored and they will start to stand and out of their place while in the middle of a
discussion. According to the study of Ravi et.al. (2020) the use of images, animations,
videos, and sounds attracts the attention of students. Most of them are drawn to listen
to the class and behave accordingly.

The researchers also observed that using jamboard and quizzes applications as
strategies to address behavioral problems are not appropriate to the level and age of
the pupils. The majority of them cannot yet manipulate the computer on their own and
they needed guidance from the adults at home. Through observation, the researchers
assessed the above strategies implemented in the classroom with the five good
behaviors, such as: responsive to the teacher, interactive, engaged, following classroom
rules, and listening well. Teaching strategies that have 4-5 checks were considered to
be the strategies that can address the behavioral problems of the grade 1 pupils. And
less than four checks were not considered as the best strategy to be employed in the
grade 1 online class.

4. What are the responses of the grade 1 pupils on the teaching strategies used?

Table 3.0 Coding of data from post-observation result

Theme Category Code

Online Positive Behavior Following classroom rules Patient

Respectful

Dress Appropriately

Willingness to learn Excited

Attentive

The table presented above shows some of the positive online behavior of the
grade 1 pupil after the teaching strategies are employed. With strong implementation of
classroom rules during online classes of grade 1 pupils, they follow the rules by being
patient while waiting to be acknowledged when they click the raise hand button. They
also appear respectful toward their classmates and teachers without interrupting or
playing with their microphones. When they are strictly reprimanded, they wear
appropriate attire in attending an online class. Pupils have shown willingness to learn a
new lesson by expressing excitement in the class discussion. It shows that they enter
the class before the time and are attentive by participating in the ongoing discussion.
According to the observation report, "when the teacher plays an action song video, they
are excited and attentive. There are no distracting noises and everyone is participating".
This shows the improvement of the pupils' behavior from the pre-observation and the
action implemented.

CONCLUSION AND RECOMMENDATION

Based from the findings of the study, the researchers hereby offer the following
conclusions:

The following identified teaching strategies: gamification, educational videos,

implementing classroom rules, solving problems-realistic situations, and eye catching
Powerpoint presentations were indeed the online teaching strategies that address
behavioral problems during an online class of the grade 1 pupils. The researchers also
found out that jamboard and quizzes applications are not appropriate for the age of the
grade 1 pupils since they still need to be guided by their parents in using the computer.

With the use of the online strategies the teachers can effectively deliver the
instruction with less destruction from the pupil’s disruptive behaviors. The pupils also
will not be destructed by the rowdy behaviors of other pupils, they will enjoy learning
and will be motivated to learn. This was evident by observing the different classes of the
grade 1 pupils during the implementation of the identified strategies. It confirms that
these teaching strategies address online behavioral problems of grade 1 pupils and will
also make them focus on learning.

Based from the conclusions of the study, the following are hereby recommended:

1. The Basic Education Department may utilize the strategies that are identified in
this study as appropriate to address the existing problem in online class.
2. Parents should sit beside their child in order to guide them in their online class
and to also look after their behavior during their class. Parents are vital partners
in education, where they contribute to classroom behavior management. The
engagement of varied strategies recognizes the social regards as counterpart for
positive behavior among pupils. Closer supervision must be inclusive at all
causes.
3. In order to come up with improvements to existing phenomena, teachers may do
the same as the model specified by the researchers.
4. Future researchers may conduct in-depth studies on this category to further
improve this study. It may include a broader scope, use other available teaching
strategies and observe it for a more extended time.

REFERENCES:

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APPENDIX A

PRE- OBSERVATION REPORT

1. The teacher is consistent in her implementation of classroom management. In

terms of how she manages herself to ensure order and discipline in her class, I
must say it’s immaculate. Her voice is calm, respectful, and polite which is
essential in teaching Christian living. Whenever her students tend to forget to
follow the rules, she just simply and carefully reminds them of the things that they
should do. In her classes with grade 1 pupils, some appeal to be an attention-
seeker. Whenever the teacher posed some questions, he would click the raise
hand button, and once recognized, he would just tell his teacher that he didn't
know the answer. Sometimes, he just turns on his microphone and makes
unnecessary noise. Despite having this kind of behavior, she remained still and
serene. Managing herself as a teacher contributes to the order and well–being of
her class.
2. These are some of the effective classroom management strategies in her class.
Modeling to the students how to act in different situations, most especially in CL
classes. She usually presents realistic situations where her pupils get to think
about what might be their response to the given situation. Establishing classroom
guidelines, which improves student behavior. They reprimand each other now,
whenever one of their classmates is not following the rules. She also refrains
from punishing the entire class whenever there’s inappropriate behavior. Instead,
she addresses this behavior quickly as swiftly as she can to keep good
governance in her class.
3. She continuously engages the pupils in the discussion by using inquiry-based
learning. She poses more than 5 thought-provoking questions in every class and
these questions are in level, there are factual, conceptual, evaluation, and
reflective levels of questions. During this process, she would provide acceptance
feedback and expand the answer of her pupil. In her explanation, she would
include follow-up questions connecting to the main question.
4. Two of the strategies that she constantly utilizes are warm-up activities and
gamification. Before her class starts, she usually uses videos of kid songs with
dance moves. Most of the students loved it, they moved with exaggeration and
were full of energy. But some are not dancing at all, they’re just observing their
classmates. Towards the end of the class, she prepared a quiz game on
 quizizz.com, which allows students to have a fun and meaningful assessment of
their learnings.
5. In one of her classes in MAPEH which is a Music class for grade 1, I observed
that she made use of the Kodaly Method. It is a way of developing musical skills
and teaching musical concepts beginning in very young children. It uses a variety
of rhythmic movements, such as walking, marching, and clapping. Since the topic
is rhythmic patterns, to effectively reinforce the concept, the Kodaly method was
being used.
6. The teacher is also using various reacting techniques, which made her class
more efficient. She gives appropriate and sincere praise to her pupils by saying
“very good” whenever the pupils get the question right. Whenever the pupil
doesn’t have an answer, she redirects the question to other pupils. She also
reprimands misbehavior or those who are not following the rules. Lastly, she
encourages her pupils to ask questions and tries to answer them with facts and
with conviction.
7. The teacher made use of the deductive teaching method where she usually
begins with the preliminary activities like asking the students how are they doing,
did they eat their breakfast already, or have they taken their vitamins. Then
followed by the rules and generalization. It ends with experience, details, and
examples.

APPENDIX B

POST- OBSERVATION REPORT

SCIENCE

During my observation in the Grade 1 Science class, the kids were energetic and at
the same time immensely eager to learn something new. Almost the majority of them
will turn on their camera when the class begins as they are reminded of the classroom
rules. The teacher will begin the class with their classroom rules like prayer and then
checking attendance. The kids became attentive as they were waiting for their names to
be called. Aside from that, the teacher will have motivation like dancing and they will get
up from their chairs and participate in dancing. It is somewhat like a reminder for them
of the transition that this is another class and that they need to stretch and prepare
themselves because it’s already Science. A quick review also of the past lesson is an
effective strategy to recall ideas and fully get the attention of the class. It is also a great
way to make connections with the new lesson that they are about to learn. Sometimes,
the kids are unpredictable so the teacher would always prepare something like
presenting videos related to the topic for them to stay focused because they knew right
after they could ask questions or the teacher would ask questions based on the video.
The videos also were made for the kids and the animations are all cartoons so they are
very attentive and will stop moving around in their study area. It’s very important also
that the teacher used a video that uses words or terms that children can understand.
Colorful presentation is one of the best strategies and was used by the teacher to help
children to concentrate and listen attentively. It is one of the very important ingredients
to a successful discussion if the Powerpoint presentation is colorful and eye-catching so
they will not get bored because dull presentations can make the class boring. The
teacher also posts questions to awaken their curiosity and they will have an interactive
session where children can share ideas and understanding of the lesson. Some of the
example questions are: Do animals have the same needs based on the picture
presented on the slides and or what have they discovered from the video they have
watched? Grade 1 students are not that easy to handle especially now in this new
modality. That is why using the appropriate online strategies helped manage and lessen
the undesirable behaviors of the children. The strategies mentioned above were
observed and used by the teacher in the Grade 1 Science class and those are
appropriate strategies that facilitate positive behaviors during an online class.

ENGLISH

1. The teacher turned off the chat in the in-call messages during her discussion,
and I find it effective because the pupils could not type anything that might
distract the class. Even when it’s not yet turned off when I read the chats of the
pupils, I am happy that they are typing feedback and what they have learned or
responding to the teachers’ lesson. Most of the time, she will only turn on the
chat if they have an activity that everyone can answer in the chat box.
2. Not all pupils are turning on their cameras. Maybe due to internet connection, but
they are all participating and listening to the teacher during the class discussion.
Especially when the teacher calls their name, they are willing to answer the
questions given, and it is evident that they are also ready to learn.
 3. Uses PowerPoint presentations that would engage the learning of the pupils.
Appropriate pictures are also present for representation and more profound
understanding and concise information and examples. The teacher also puts a
few questions on it, and if she can see that the pupils are ready, she will proceed
to the next activity.
4. After the discussion, the teachers’ activity is through an online game where they
will answer what they have learned. Everyone is joining the game, which is very
good because they love it. The teacher recognizes everybody’s score in the end
and ensures that everyone has answered and had fun.

COMPUTER

1. Not everyone is turning on their camera – Just like the high school or college
students some pupils do not turn on their camera even if their teacher is
encouraging them to. I believe that it could be for two reasons. One, maybe they
have a slow internet connection and two, they do not like to turn on their camera.
2. Uses YouTube and PowerPoint presentation – During the time that I observed
the class, the teacher used YouTube as APK (activating prior knowledge). After
that, she asked the pupils some thoughts from the YouTube Video. PowerPoint
presentation on the other hand was used for the discussion proper.
3. Raise Hand Button - Some pupils do not use the raise hand button if there are
any questions/concerns. Pupils do answer in chorus, especially those who really
participate in the class and the ones who turn on their cameras. There are pupils
who use the raise hand button but when recognized by the teacher and ask for
participation or answer, they put it on the in-call messages.
4. Regardless of how they answer, in chorus or using the raise hand button most of
them are participative even if they turned off their camera or those who put their
answers in the in-call messages. The Teacher as well gives opportunities to
everyone to speak or answer, especially those who participate by raising their
hands or unmuting their microphones.

CHRISTIAN LIVING, ARALING PANLIPUNAN AND SCIENCE

1. In their Christian Living Class, I observe that when there is an educational video
being played by the teacher, they are listening and quite attentive because when
the video goes lags, they immediately turn on their microphone just to inform the
teacher about the connection problem. They are also able to answer the
questions relative to the video; almost half of the class clicked the raise hand
button to answer. Some may not raise their hand but when you try to ask them,
they are actually able as well to answer. In playing the videos, most especially
action songs they are a bit too excited about it for most of them are turning on
their camera and following the dance steps. With this, their behavior is positive
because it makes them move and pay close to what they’re watching. However,
there are videos that make them feel bored which can also affect their behavior.
When they get bored, they sometimes chat about unnecessary comments in the
in-call messages and turn on their microphone just to make a sound.
2. Playing games in AP and Science was also a great way to hold their behavior. As
young as they are, games will always give a thrilling feeling to them. By just
mentioning that they’re going to play a game, smiles are immediately painted on
their faces. For example, in a game for the topic sound energy titled “That
picture sounds familiar” – a picture of one of the scenes in a Disney movie will be
flashed and they are going to guess the lines that the character said in the given
scene. Just like in the scene where Elsa is singing “let it go”, they will say those
lines based on what they heard. During the process of doing the game, not only
half but almost all of the students clicked the raise hand button showing how they
wanted to answer. I have observed how it makes their eyes spark and their fist
clench every time they get it right and get a star from the teacher.
3. The grade 1 pupils are also active when given realistic situations and problems to
be solved. In their AP class, almost all of them had difficulty speaking in Filipino
and could barely understand the teacher when using the said language. With
this, it affects their behavior towards the class however when there’s a situation
where they could relate to themselves, their focus is back on the class. Just like
in one of the topics of AP which is about the school, the situations are when they
are still allowed to go to the school. There are probing questions being asked
 which invite the grade 1 pupils to take part in the discussion. Questions that will
allow them to share their experiences during the face-to-face class. Through this,
it enables them to think of an answer to such problems. Though they’re having a
hard time speaking the language, seeing them trying to converse using such is a
manifestation that they want to be involved in the discussion and they want to
respond to the teacher. Another observation I have during their science class is
that they feel more excited if they have something to do not virtually but
physically. Just like in sound energy, part of the discussion is to allow them to get
something from their house that produces sound. After the instruction, they
excitedly rummaged through their house and were able to find a guitar, water
bottle, comb, scissors, two stones, and a plastic cup. With these materials, they
were asked whether the object can be produced and did a demonstration on their
own. In this way, they are learning by doing and are able to touch real objects
which improves their learning experience.
4. All of the classes aforementioned have a strong implementation of online
classroom guidelines and rules. Before the discussion happens, the teacher
made sure that the guidelines are established well to have a better learning
experience. The teacher always reminds the pupils of the guidelines that the
pupils should follow during the class discussion. One of the guidelines is to click
the raise hand button if they have something to say and if they want to answer
the questions. When they are not called by the teacher, they should remain
muted to maintain order during the learning process. I have observed that
repetition of the things they have to do during their class, made them more aware
of their own behavior as well as of the others. They even reprimand their
classmates when some are not following the instructions, saying that they should
mute their microphone when the teacher is still talking and requesting to close
the in-call messages because they are chatting unrelated comments. Since the
guidelines and rule are being laid out to them, they are now conscious enough to
observe each other’s behavior.
5. In an online class, visualization is pretty much as demanding as it was before for
a reason that having good visuals catches students’ attention and will draw their
focus on the discussion. In their classes, I have observed that when they see the
colorful presentation and cute GIF images, they seem to act as if they like what
they are seeing. Take for example if the animated elements like objects, animals,
and people are in the presentation, it somehow eludes them as the presentation
looks aesthetically pleasing to their eyes. However, it does not drastically help
the pupils hold their behavior when it comes to answering in chorus. They still do
it sometimes but the teachers’ ability to counter it is highly comme. ndable.