This study was about the effectiveness of self-assessment checklist in addressing pupils’ misbehavior. It was conducted for thirty (30) school days to the Grade IV pupils from West Visayas State University-Integrated Laboratory School as participants. Among the total number of Grade IV pupils, six (6) pupils were chosen as the main participants by the teacher-adviser as the focus of this study. These participants took up the self-assessment checklist constructed through interview and class observations starting from November 23, 2015 to January 19, 2016. It consisted of one hundred fifty (150) different random misbehaviors divided into three (3) phases wherein the first (1st) phase indicated the misbehavior, the second (2nd) phase reflected the effect of the misbehavior in the pupils’ environment, and the third (3rd) phase revealed situations that may happen if the misbehavior will not be exercised. The misbehaviors in the self-assessment checklist were categorized into three (3) behavioral patterns, namely: Negativism, Aggressiveness and Destructivism. Data gathered were analyzed using frequency count and rank. The Wilcoxon Signed Rank Test was used to determine the significant difference between the pretest and posttest results. Findings showed that frequency of each misbehavior observed before the use of self-assessment checklist had lessened by small and large scale and others had disappeared after the use of self-assessment checklist. Comparison of the results of the pretest and the posttest, showed that the frequency of each misbehavior had lessened by small and large scale and others had completely disappeared. Based on this result, it can be concluded that the use of self-assessment is an effective strategy or tool in dealing with pupils’ misbehavior.