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EERA, 2009. Vienna. Theory and Evidence in Theory and Evidence in

European Educational ResearchEuropean Educational Research. Workshop 5.

PAPER:

Climate of class room, axiological attitudes & teachers’ discipline styles.

Salvador Peiró i Gregòri, Ph. D.

University of Alicante (Spain).

salvador.peiro@ua.es

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THE PROBLEM OF LEARNING CLIMATE

1. There are several research about the undisciplined behavior of students (Bremberck, 1973, etc.). Those facts are distribuiting between:– primary education (Wheldall and Merrett, 1988) – secondary education (Houghton, Wheldall and

Merrett, 1988). 2. The disciplinary problems within the educational

environment are common in each and every area and subject that constitute the educational curriculum (Ishee, 2004).

• Those converge with our researches since 2000.• The ODEC confirms our results (TALIS, 2009).

See PEIRÓ, S. (2005); Peiró, EERA, 2007

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STRUCTURAL CONSEQUENCES.

1. Then, teachers don’t explane lessons, they become as careguivers, so students can’t learn. OCDE, 2009: 16% of the cases.

2. Wast of time & energy: In Valencian Autonomous Region, secondary education headmasters dedicate part of their time : – 50% to cases of vandalism (2004) and – 66,66% to provide assistance in peaceful-

coexistence-related problems (2006).

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CONSEQUENCES RESPECT THE STAFF

1. Those undisciplined behaviors of students often represent a source of professional stress, while simultaneously questioning the work performed by the teacher (Graham, 1992), generating distraction, concern

2. and even abandonment of the profession (Esteve, 2005; Fernández-Balboa, 1991).

3. This situation mainly affects morest on beginner-teachers (Borko, Lalik & Tomchin, 1987).

4. Bad behavior can destabilize students as much as teachers (Fernández-Balboa, 1991; Esteve, 2006),

5. and can easily lead to the emergence of feelings of disappointment among the teaching staff.

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THAT CUTS THE SCHOOL’S EXPECTATIONS

Democratic societies need citizens who not only look reflexively at the big topics arising inside their societies and can ‘manufacture’ their own opinion but also are aware, active members of those societies who know their rights and duties (Marco, 2002, 111-13). And they must be able to implement these.

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How all thees problems How all thees problems concern with values,concern with values,

WHAT EDUCATIONALWHAT EDUCATIONAL

ATTITUDES MUST TO IMPROVEATTITUDES MUST TO IMPROVE??

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.

DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE

1,03

1,33

1,48

1,89

1,85

1,4

1,15

1,02

1,27

1,25

2,02

1,54

1,99

1,47

0,88

0,76

1,45

1,783

2,17

2,13

0 0,5 1 1,5 2 2,5

CHEERS

OPTIMISM

FRIENDSHIP

GENEROSITY

RESPECT

SOCIALITY

TOLERANCE

BEAUTY

AUDACITY

PRUDENCE

CARE

EFFICIENCY

OBEDIENCE

PERSEVERANCE

FAITH

STRENGTH

INTIMACY

ORDER

PUNCTUALITY

RESPONSIBILITY

.

DIFFERENCE AMONG AVERAGES: 2003 TO 2005 ALICANTE

1,03

1,33

1,48

1,89

1,85

1,4

1,15

1,02

1,27

1,25

2,02

1,54

1,99

1,47

0,88

0,76

1,45

1,783

2,17

2,13

0 0,5 1 1,5 2 2,5

CHEERS

OPTIMISM

FRIENDSHIP

GENEROSITY

RESPECT

SOCIALITY

TOLERANCE

BEAUTY

AUDACITY

PRUDENCE

CARE

EFFICIENCY

OBEDIENCE

PERSEVERANCE

FAITH

STRENGTH

INTIMACY

ORDER

PUNCTUALITY

RESPONSIBILITY

The cases of non-conflicting students would be on theextreme right side of the coordinate axis, the value being 0. Cfr. Peiró (EERA, 2003) & (2007) Los valores en la prevención de la indisciplina y violencia educacionales. Revista Miscelánea de Comillas, v 65, núm. 126; pp. 353-378.

CONFLICTINGS NON-CONFLICTING STUDENTS

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RESULTS

The diferences between the two groups are:

a) Functionals, instrumentals, like tools:Punctuality (2,17) Order (1,79) Cure (2,02)

b) Attiudes corresponding to the vertical relationship:Obedience (1,99) Respect (1,85) Generosity (1,89)

c) And other as a linking between a) & b): responsebility (2,13). This means students are able to do exercices, rols, agreements, etc.

Cfr. Peiró (EERA, 2003) & (2007) Los valores en la prevención de la indisciplina y violencia educacionales. Revista Miscelánea de Comillas, v 65, núm. 126; pp. 353-378.

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3. Discipline, values & styles of teachers.

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STYLES OF INTERACTION IN CLASSROOMS.

STYLE refers to… 1. Combination of methods (Hoyt & Lee, 2004). 2. Characteristic behaviors in the promotion of the

learning (Conti, 1989). 3. Persistent behaviors not relative to the contents

(Kaplan & Kies, 1995).

4. Relative behaviors to the philosophy of an educational one. It is more than behavior or method (Zinn, 1990).

5. They are not only systems of beliefs, also behaviors and necessities that the educational one exhibits in the classroom (Grasha, 1994).

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MISTAKES ON TEACHING.1. If the educational ones are more centered to maintain

the discipline that for the teaching..., then they stop to be professors and caretakers become or vigilant, causing impoverishment of the learning.

2. When there is a tendency toward the collective punishment, as the students they come this as unjust; the consequence is that takes place a labeled of the professor: all that emanates of him is injustice.

3. Only to sanction it is caught with the hands in the mass to who perpetrates, without going to the roots of the wrong, it promotes an out of focus with relationship to the main educational objectives.

4. To blame those who go to be the leaders means just the opposite of that wanted: to reward and to ennoble the rebels, and that is what they sought.

Zanten, Agnés van (2001) Déviance et Société. IES, París.

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MISTAKES’ ARE DUE FOR...

1. The tendency to make what has been suffered as student (mimicry), copying their old teacher.

2. Such ways are also used because they demand less time.

3. Many times it happens that acts without meditating sufficiently, with reactive dispositions before that makes the student.

4. Another reason is the lack of professional self-criticism, by way of revising the designs and systems in a periodic way.

(Heckhausen, 1972)

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Main trend.

It has been demonstrated the professors that…

- promote a strong orientation to the task in their students

- and help to adopt bigger certain reasons to be disciplined

have a more orderly atmosphere in the class. This results corroborated by Cervelló, Jiménez, Villar, Fields and Santos-Rosa (2004), Jiménez (2004), Papaioannou and Kouli (1999), Spray and Wang (2001), Spray (2002), Vallerand, Gauvin and Halliwell (1986), as well as Zounhia, Hatziharistos and Emmanouel (2003).

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Questions-Hypothesis.

1. Not all teachers solely develop one educational way in an educational institution; neither oneself in an evenly continuous way.

2. If students fail in some values, shall teachers commit mistakes respect values in their way of teaching?

3. Teaching must achieve rules and values with scientific contents.

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TEACHER'S MODELS

We find with Grasha (1994) the following types: - expert, - formalized authority, - personnel influence, - facilitator - and delegation of functions and tasks. Such they are correlative to the proposal of Tomal (1998),

who mentions the - supporter, - negotiator, - compromising, - negligent - and demanding.

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RELATIONSHIP BETWEEN DISCIPLINARY

EDUCATIONAL STYLE WITH THE VALUES.

BACKERHelp. Harmony. Hesitance. Strict. Evasive. Empathy. Assertiveness

COMPROMISERModerate. Confused. Pacter. Not firm. Not creative. Cherche tranquility.

NEGLIGENTD’ont make any concerning discipline (rules & values). Avoiding problems. Ignoring students. Uninterested. Apathetic. Displeased. Not labourer.

CONTROLLERUntolerance. Authoritarian. Threatening. Apologizes. Normer.

NEGOCIATORRules & surveillance. Optimistic. Empathy. Assertiveness. Organizator. Tutorship. Excelence. Responsible. Commited. Collaborator.

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EMPIRICAL APPROACH

• Toil: Lickert questionaire• Web site as a data-base• You can see both in…

http://violencia.dste.ua.es When you put intro on “convivencia”;after, you write as a kay p_estudio this

word is reserved only for researchers and you.

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THE CALCULATION OF THE STOCKING RELATIVE APPARENT TWO PREDOMINANT STYLES:

A) The morest are: the backer (78,86%) and the negotiator (71,8%).

B) The negligent ones are less, but there are them in a fourth part of teachers (25,6%).

C) The controler and the compromising ones usually locate in half of the options, with 50,56% and a 44,26, respectively.

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71,8

25,16

44,26

50,56

78,86

0 10 20 30 40 50 60 70 80

BACKER

NEGLIGENT

COMPROMISER

CONTROLLER

NEGOCIATER

Teachers' styles to manage thepeaceful-coexistencial climate in class-room.

Province of Alicante (Spain), 2008-09.

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The factorial analysis shows twoThe factorial analysis shows twooutstanding: negociater & backer.outstanding: negociater & backer.

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OF SUCH DATA, YOU CAN CONCLUDE THAT THERE IS NOT A PURE STYLE.

1. The sum of the percentages of the stocking is not equivalent to 100%, it’s much more.

2. That which indicates, teachers refer elections in diverse models.

3. That is to say that each professor is not only different and it doesn't act in pure state, but rather one varies as the progress of the educational process, the circumstances, etc., and this is of common sense.

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3. A way of discussion

& conclusion.

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THE SIMPLE EDUCATIONAL MODEL.

Indiscipline & Violence

Mediation, empathy…

There are REDUCTION

Punishment, rules…

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IT WILL BE NECESSARY TO BREAK THE CYCLE IT WILL BE NECESSARY TO BREAK THE CYCLE OF SCHOLARS VIOLENCE AND CONFLICTOF SCHOLARS VIOLENCE AND CONFLICT

CRISIS OF VALUES

by Style’s teaching

1Imbalance of quality factors of education.

2

Innatentive > disruption > indiscipline > violence.3

Atack against

the dignity

4

Anger, rager…irascible, vindictive...

5

New acts of agression: bigger conflict

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CONCLUSIONS

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1. Before that classification mentioned above, it is necessary to avoid politic attitudes.

2. From outline democratic versus authoritarian, it is necessary to reflect inside the last one and to deepen in it.

3. The school climate is intimately related with the ethos of the centre, since it generates a syntality that motivates toward a modus faciendi.

4. If the educational institution does not promote peaceful-coexistence attitudes and values, it fails both to improve the pro-social climate at school and to prepare students for their future civic life.

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5. The integration of values, skills and alive attitudes can be made in the teacher’s style of disciplining. This is because each model bears consequences in the academic, social and human values achievements.

6. Even, each model of disciplinate & teaching one can show diverse ways, according to situations.

7. As each pedagogic pattern it is not innate, the achievement and the maintenance of pedagogic skills implies interest, reflection and effort… consequently, it is advisable that each teacher meditates on each one of their styles, analyze pros and versus, being in charge of some weekly hours to acquire the most convenient with the PEC and make an effort to be upgraded (to be trained).

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COMPLEMENT OFEMPIRICAL

METHODOLOGY.

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HOW VALUES DISCRIMINATE BETWEEN

MISBEHAVIOUR

IN SCHOOLS?

A case study.

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SCHOLAR CYCLES

% STUDIE’S KIND FOR YEAR

0,00%

20,00%

40,00%

60,00%

2003 2004 2005

Infantil

Primaria

ESO

Bachiller

COU

FP

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% KIND OF CENTRES FOR YEAR

77,84%83,11%

70,87%

14,37% 16,89%

28,16%

7,78%0,00% 0,97%

-10,00%

10,00%

30,00%

50,00%

70,00%

90,00%

2003 2004 2005

Estatal

Concertado

Privado

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REPRESENTATIVE SAMPLES?

• We did not use representative samples, etc. but took advantage of the opportunity to deal with these topics, which provoke resistance on the part of the interested parties and administrations.

(Polit, Hungler, 1995).

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% Tipo de Usuario por Años

0,00%

20,00%

40,00%

60,00%

80,00%

2003 2004 2005

TEACHERS

STUDENTS

BOS OF STUDIES

Tutor

FATHER

MATHER

HEAD MASTER

TEACHERS INQUIRIED %

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THERE’S USED THE CV TO INDUCE DATA.

PaginaWEB

Cuestionariosusuario 1

Cuestionariosusuario N

Base de datos

Extración cuest.

Creación ficheros EXCEL

vía SPLUS

• Tablas

• Gráficas

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% CONFIDENCE

• In general, the procedures and the statistical techniques used are considered reliable with an error of 5 per cent; or trustly level 95%.

• Student’s t-test indicates certain variability; there is not homogenization either.

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IN ABSTRACT…

• Calculating differences for the accumulated mean and adding up the results of 2003, 2004 and 2005…

• Results the next figure…

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NON-CONFLICTING STUDENTS

2,50

3,50

4,50

Alegría

Optimism

o

Amistad

Genero

sidad

Respeto

Social

idad

Tolera

ncia

Armon

ía-B

elleza Pud

or

Audac

ia

Prude

ncia

Cuidad

o

Eficac

ia

Obedie

ncia

Perse

vera

ncia

Fe

Forta

leza

Intim

idad

Orden

Puntu

alidad

Respons

abilid

ad

NORMALES - 2003 NORMALES - 2004 NORMALES - 2005

UNDISCIPLINED STUDENTS

1,50

2,50

3,50

Alegría

Optimism

o

Amistad

Genero

sidad

Respeto

Social

idad

Tolera

ncia

Armon

ía-B

elleza Pud

or

Audac

ia

Prude

ncia

Cuidad

o

Eficac

ia

Obedie

ncia

Perse

vera

ncia

Fe

Forta

leza

Intim

idad

Orden

Puntu

alidad

Respons

abilid

ad

CONFLICTIVOS - 2003 CONFLICTIVOS - 2004 CONFLICTIVOS - 2005

El indicador de las posiciones está con relación a la media (= 3).

4,5

3,5

2,5

1,5

2,5

3,5

Lickert scale 1…5

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COMENTARIES ON THE FIGURE

1. The figure offers two sections: – the upper one located above Likert’s average (more

than 3, on a scale between 1 and 5) and– the lower one, where averages are situated below 3

2. What really matters is not the attitudes as such but whether there is a real difference regarding those attitudes between one group of students and the other.

3. The absence of a certain level in the values can also cause a negative climate.

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Feithful of axiological

attituds NON-CONFLICTING UNDISCIPLINED

AVERAGE

T’ E STUDENT (P)

AVERAGE

T ‘ STUDENT (P)

2004

2005

2004

2005

HAPPINESS 4,05 3,83 0,02 2,20 2,70 0,00

OPTIMISM 4,06 3,81 0,00 2,10 2,54 0,00

FRIENDSHIP 3,97 3,74 0,03 1,89 2,29 0,00

GENEROSITY 4,26 4,17 0,32 1,77 2,18 0,00

RESPECT 4,18 4,02 0,03 1,74 2,14 0,00

SOCIALITY 4,13 3,97 0,03 1,90 2,30 0,00

TOLERANCE 4,12 3,96 0,11 1,96 2,64 0,00

HARMONY 4,00 3,90 0,32 2,78 3,04 0,04

MODESTY 4,14 4,04 0,31 2,39 2,49 0,45

AUDACY 3,77 3,75 0,81 2,71 2,51 0,18

PRUDENCE 4,12 3,72 0,00 1,88 2,26 0,00

CARE 4,33 4,14 0,05 1,73 2,15 0,00

EFFECTIVENESS 3,70 3,81 0,37 2,16 2,27 0,40

OBEDIENCE 4,38 4,23 0,12 1,84 2,33 0,00

PERSEVERANCE 4,10 3,93 0,02 2,04 2,17 0,13

FEITH 3,90 3,58 0,01 2,08 2,54 0,00

STRONGHOLD 3,86 3,80 0,40 2,39 2,54 0,11

INTIMACY 4,06 3,82 0,03 1,98 2,22 0,04

ORDER 4,07 4,07 0,96 1,87 2,26 0,00

PUNCTUALITY 4,40 4,33 0,47 1,89 2,09 0,10

RESPONSIBILITY 4,33 4,18 0,11 1,77 1,92 0,15

MILDNESS 4,06 3,55 0,00 1,69 2,01 0,00

NATURALNESS 4,15 4,10 0,66 2,77 2,62 0,27

SINCERIDTY 3,83 3,89 0,59 2,98 2,96 0,89

t means there are a variability emong educational centres.

(This statements are according with

Researches of

Olweus, 1993; Withney & Smith, 1994;

Debarbieux, 1999, y Blaya, 2001)

t’t’ Student