BEHAVIOR MANIFESTATIONS OF PUPILS USING MOTHER TONGUE IN THE CLASSROOM
Keywords:
cognitive, affective, psychomotor, behavior, mother tongueAbstract
The study aims to identify the behavior manifestations of pupils when using Mother Tongue in the classroom. The study uses descriptive survey and questionnaires as a tool in data gathering. The data yield the following findings:1) The use of mother tongue in the classroom makes pupils more active, participative and interactive. This is because they have a common tool to express their ideas, feelings, opinions and the like; 2) Pupils’ sense of classroom belonging is enhanced because they have the opportunity to participate meaningfully and to develop a foundation of mutual interest that leads to positive peer and teacher relations; 3) Pupils’ receptiveness is enhanced because lessons build on their comprehensive knowledge of their own language and culture.
The performance of pupils using Mother Tongue are manifested in the affective, psychomotor and cognitive behaviors. Based from the findings, the following are recommended: Teachers of the MTB-MLE must have varied instructional materials to be used in the classroom.
Teachers must have a continuous coordination with the parents. Since the language in school is also the language at home, parents could act as para-teachers to their own sons and daughters.
Pupils’ discipline in the classroom should not be neglected. Since pupils are expressive with their mother tongue, teachers should develop the critical thinking skills of the pupils by asking thought provoking questions and problem solving situations.
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