managing behaviour and classroom

8/7/2019 MANAGING BEHAVIOUR AND CLASSROOM

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-There are 2 students whispering togetherduring the history lesson. The teacher aware

of that and walks slowly towards the

students but still continuing the with thelesson and without looking at the students.Later, the students stop chatting and begin

to pat attention to the lesson.


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-The teachers roles in the classroom:

- There are two functions that seemdominant; the first is concerned with the

content of education or the subject matter tobe learned and the second is concerned with

the process of instruction , or how thestudents learn, their attitudes to learning, theresources and technology needed to support

learning and the context which it occurs.


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Defining classroom management:

For general community, the classroommanagement is all about discipline and controlling

disruptive students.Actually, classroom management is certainlyconcerned with behaviour, but it can also be

defined more broadly as involving the planning,

organisation and control of learners, the learningprocess and the classroom environment to create

and maintain an effective learning experience.


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-The teachers role in this setting is complex, which

must be managed successfully if learning is to occur.- Doyle (1986) suggested that teacher face the

following two main instructional tasks:

a teaching goal that must be achieved;

opportunities for students to learn, instructionalstrategies and classroom organisation, motivation

for students

a problem space that must be managed;

encompassing the set of participants or learners, thelearning activities that are the focus of the lesson,

available materials and resources and a physicalspace.


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-There are some students laughing at John whenhe answers the question at the beginning of the

lesson because the answer is quite funny. Theteacher become very angry and after that everyonegiggles whenever that teacher ask John a question.

-What can a teacher do to stop this behaviour?


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- In most classroom, students behaviour is generallyappropriate and does not present a challenge to

the teacher but there are also a few children whoseat times inappropriate or a nuisance.

- Thus, teacher needs to develop better strategies forcoping with particular students or to find some

other solution.- An important element of the classroom

management process concerns the range ofbehaviours that may be present in a particular

group of students, and the identification andimplementation of appropriate strategies forhandling these behaviours.


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Behaviour management in effective schools andclassrooms

y The problems in discipline and behaviourmanagement did not appear to be major barriers

to school effectiveness and improvement.y From researched done, only 12% referred to the

need for an effective school to have anenvironment that was safe and congenial.

y

Studies of school effectiveness suggested that animportant component of discipline consists of asystem of rewards and punishments, with anemphasis on praise and rewards.


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Defining and identifying disruptive and disturbedbehaviour

yAll school systems have policies that addressdifficulties associated with inappropriate

behaviour- that is, behaviour that interferes with astudents own learning and/or disrupts the class-inschool settings.

y Such policies usually set out general guidelines forstudent management, welfare and discipline.

y Doyle (1986) used the term problematic to refer toany behaviour perceived as inappropriate for agiven activity.


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y Problematic behaviour tend to occur most oftenduring passive activities such as silent reading andseated work.

y Such behaviours are less likely to occur during smallgroup and whole-class activities where the studentsreceive a higher level of teacher attention compared

with that received during the solitary work onindividual tasks.

y The disruptive behaviour is any behaviour that appearsproblematic in the context of a given activity or to a

certain teacher.


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y Such behaviour may range from daydreaming andmild interruptions, to unnecessary and excessivemovement.

y Other disruptive behaviours are:

- Shouting - Flicking paper

- Swearing -P

ut feet on desk- Fighting - Flying paper plane

- Sleeping - Excessive

- Talking/Chatting movement

- Moving around - Drowsiness


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The influence of home and school

y

The schools influence was less significant than thehomes in the relation to student behaviour andachievement.

y The home is still seen as crucial- primarily in

relation to providing a secure base for social,emotional and intellectual development.

y Parents expectation.

y Studies of school effectiveness, shows thatchildrens behaviour at school, as well as theirexamination results and attendance are influencedby social background and by the heredity and

home environment.


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Classroom environment factorsy Multidemensionality: The wide range of players and events that

are present in a classroom.- develop strategies for addressing the wide of ability levels.

y Simultaneity: Many different things happen at the same time ina classroom.

- Be aware of what is happening at every level, including that ofindividual students, small groups and the class as a whole.

y Immediacy: The speed at which events in a classroom unfold.

- Manage time at both micro and macro levels.

- Give immediate feedback during face-to-face interaction.

y Unpredictability: Carefully planned classroom activities do notalways proceed as planned.

- Be flexible and respond appropriately when the unexpectedoccurs.


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y Publicness: Many people, often students, witnesswhat teachers do, or learn about a teachers actionsfrom witnesses.

- Be aware that what you do and say is observedand may be discussed outside the classroom.

y

History: Class groups continue to meet regularlyover extended periods of time.

- Consider the effect of accumulated memories ofprevious experiences when developing plans for

classroom activities.


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Implications for Educators

Managing behaviour in the classrroom

Be prepared

Be organised

Develop a classroom-management plan

Be guided by your personal philosophy of teaching and learning

Know your students

Know how your school operates

Be aware of the power relations in your classroom

Be positive

Be enthusiastic


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The interventionist teachery Guided by the view that childrens development is an

outcome of external factors.y Frederic H.Jones (1987) emphasizes the need for teachers

to maintain firm control through the following four aspectsof classroom organisation:

# Limit setting through body language:

- set limits on students behaviour that are simple,practical and once mastered, easy to use.

- responses to disruption should be physical, using bodylanguage, and employ a minimal number of words.

- the ultimate effect of this aspects is to reduce theteachers workload.


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# Responsibility training:

- to impliment and that ensures students will do anything the

teacher requires at any time, with almost no effort on the partof the teachers.

- providing incentives through a group reward, throughpreferred activity time, or through periods of free or play time.

- the teacher is in control and students learn to conform and tocomplete required tasks.

# Back-up system:

- a set of hierarchically ordered penalties for misbehaviour,ranging from a simple warning given privately to an individual,to a conference with the student, parent and as a last resort,suspension or expulsion.


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#Classroom structure:

- encompasses the rules that are established in classrooms,daily routines and the way classroom furniture is organised.

- This instruction should begin at the start of a school yearand be retaught periodically during the year.

- include the plan for arranging desks so as to allow the

teacher space to move around the classroom.


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The interactive teacher

y Sees childrens development as a product of interaction

between internal and external factors.y Alfred Adler (1930), RudolfDreikurs (1968) and Maurice Balson

(1992) exemplify theorists who emphasised the role of theschool in preparing students to live in a democratic societythrough the sharing of power between teachers and students.

y Dreikurs argued that behaviour is always purposeful anddirected towards social goals such as gaining status, attractingattention and achieving a sense of belonging throughmembership of a social group.

y Misbehaviour is perceived to be caused by mistake goals andmisperception that lead to distortions in their relationship withothers.

y Teacher needs to look not at the actual behaviour but at the

students underlying motives.


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-Understanding student misbehaviour

y Childrens misbehaviour is generally motivated by four

possible hierarchically organised goals:- Gain attention: using any means, both active and passive,

constructive and destructive.

- Overcome feelings of inferiority: real or imagined, by

exercising power and control to become model studentsthrough exaggerated conscientiousness or by competinghard to gain praise and recognition.

- Exact revenge: attempting to overcome feelings of

unequal status and lack of attention by doing somethingnuisance.

- Display feelings of inadequacy and failure: becomingdiscouraged, avoiding participation in group activities.


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The non-interventionist teacher

y

Allow the process of development to occur naturally.y William Glasser (1992) and William Rogers (1998) make

the model of classroom management and discipline inwhich power is shared more equally between teacher andstudents than in the interventionist and interactive

approaches with greater weight on students roles andresponsibilities.

y The focus is on teachers helping students to become moreresponsible for their own behaviour, leading to students

increased social acceptance and enhanced status amongpeers.

managing behaviour and classroom

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