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The habit of not following
directions is a recurring problem in all school levels today. Pavlov (2003) holds the position that students
will only follow directions when they are positively stimulated to do a certain
task. If said students weren’t given a stimulus
or a negative stimulus, then he/she will not be motivated accomplish to task as
there isn’t any instant gratification. Additionally, Pavlov (2003) also advocated
that classical conditioning is a reflexive or automatic type of learning in
which a stimulus acquires the capacity to evoke a response that was originally
activated by another stimulus. The reputation of a certain direction will lead
to a student finally obeying them without any questions nor hesitation.

Children
and adolescents regularly ignore directions given to by the teacher, which
leads to repetitive questioning of directions. For example, Sy et. al., (2014) holds the position that it is
important to vary the instructions delivered and the instructional context to
ensure that instruction following comes under stimulus control of the
instructions. Students will be more attentive if the way of explaining
directions is altered. Braun’s theory of feedback
loops said that if the effect of the feedback loop is positive, they don’t seek
homeostasis, rather they move organisms or systems away from homeostasis,
seeking to intensify or change certain processes.

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Being
inattentive while the teacher is speaking is connected with the habit of not
following directions. Additionally, Sy et. al., (2014)
argue that if instruction following, as it is typically measured, becomes a
reinforcer for the instruction giver, that person might inadvertently begin to
deliver instructions associated with higher levels of instruction following and
less problem behavior. Young (2010) stated that metacognition does not
affect the ability of the student to by
think aloud and stimulated recall
was not significantly or meaningfully related to school achievement.

At
an early age, children who do not follow directions are not only a risk of
punishment for not listening, they are also likely to develop not following
directions into a full-blown habit. Pavlov (2003) holds the position that
students will only follow directions when they are positively stimulated to do
a certain task. Students will only do certain tasks when there is instant
gratification at the end. Velta (2003) stated that the ability to follow
directions also depends on the behavior and nature of the class. If the
students are rowdy and uncontrollable, they will be less likely to listen and
follow the given instructions.

The
inability to follow directions is now a major problem in school communities all
around the Philippines whether public or private it is now seen as a
habit/culture that needs to be broken. Sy et. al., (2014) advocate that if
instruction following, as it is typically measured, becomes a reinforcer for
the instruction giver, that person might inadvertently begin to deliver
instructions associated with higher levels of instruction following and less
problem behavior.  Additionally, Velta
(2003) observed that teachers are the main disciplinaries in the classroom and
they also serve as the medium of delivering the instructions. The student’s ability
to understand and preform the instructions depends also on the teacher and
whether he or she can assert their authority in giving instructions.

 

There
is a need to investigate on the potential ways of breaking the habit of not
following directions to be used in all school communities in the Philippines.
Additionally, Sy et al. (2014) commented that it is important to vary the
instructions delivered and the instructional context to ensure that instruction
following comes under stimulus control of the instructions. Students will be
more attentive if the way of explaining directions is altered. The Department
of Education (DepEd 2015) asserts that following instructions is a basic
requirement to be taught in all schools as it reveals the student’s ability to
pass or fail when following a given set of instructions. The Child Mind
Institute (n.d.) states that giving students clear, specific and direct
instructions can lead to them understanding and preforming the instruction
clearly. 

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