B.

Ed BAS
Teaching Practice Booklet
EPC 1901

Observation Task 3
Managing Student Behavior
Objective: To gain insights into how teachers manage student behavior.
References
Moon Ch. 4
Arends Ch. 5
Kyriacou ch 4, p59 63 (Essential Teaching Skills)
Kyriacou ch 6 Discipline
Ayers & Gray
http://www.elizabethholmes.co.uk/a22.html
Procedure
You will need 2 checklists
Types of misbehavior
Student Involvement
Before the Observation
Student teachers familiarize themselves with the checklists. They are
encouraged to trial the observation using a video/ or in class.
Two sessions are needed for the observation.
Observation Session 1: Student misbehavior
In the first checklist, tick any type of misbehaviour observed every 10
minutes. You may note many or no types of misbehaviour for every 10
minute segment.
Do this for 40 minutes. (4 columns)
Identify the main type of interaction during each segment; whole-class,
children working alone, in pairs, in groups. Only one choice is ticked for
each 10-minute segment.
Indicate what the teachers response was when misbehaviour was
noted.
Observation Session 2: Student Involvement
In order to supplement this picture with information about individual
children, you will then observe children one by one.
You will concentrate on a child for 3 minutes before moving to the next
child and eventually cover 10 children in one session.
You make 2 decisions; whether the child is high, medium or low, in
terms of application on task, and whether the child is not misbehaving,
or is mildly or seriously deviant during that time.

B.Ed BAS
Teaching Practice Booklet
EPC 1901
After the observation
Data collection
Clearly organize your table etc.
Data Analysis
Answer the following focus questions.
Reflective Statement
Write your reflective statement based on the suggested format.
Focus questions on data collected
Student misbehavior: Describe what happened in the first class. What types
of misbehavior did you observe? When did these happen? How did the
teacher respond? What were the most effective strategies used? What were
the least effective strategies?
The teacher explains the object for students which was project about comparing
between past and present in the UAE. However, there were a group of students were
fighting because they need the same topic and the teacher said that each group should
has one topic. Additionally, my MST took the group of the students and she said for
them say apologize to each other, but students were not care about the teacher. Then
she said for them I will give each one a zero out of five in this project and your groups
will be the losers group. Moreover, when they hear that they will be the loser they start
to decide to choose another topic for their projects, so the loser group strategies were
affected more than apologise.
Student involvement: Choose 2 children from your second observation and
describe their level of involvement and deviancy. Was there a correlation (link
or relationship) between involvement and behavior?
I have seen that there is a relationship between the students involvement and their
deviancy level. Furthermore, I have seen that Abdullah Mohammed is an excellent
student in the class, he has a high involvement participating in the class. Moreover, he
is a quiet student. However, Ali Al Bukaiti is a weak student in the class, he keeps on

B.Ed BAS
Teaching Practice Booklet
EPC 1901
disturbing the class. For example, I have realised that while I was helping the other
groups he was running around the groups without doing the activity with the groups.
Additionally, when I ask him to explain what he has doing on this activity, but he kept
on moving around the groups without being attention to me.
Use your observations and readings to discuss the factors that can contribute
to a childs misbehavior?
There are many factors that contribute to childs misbehaviour such as; TV programs,
bad friends, parents have the most role on this issue. As Kurt mentioned that what
children see and experience in the home is what their normal is, so if he saw that his
parents have a bad behaviour that will effect on his behaviour also.
Use your observations and readings to discuss some effective strategies for
dealing with misbehavior? (illness, egocentric, attention seeking,
stubbornness, learning or behavioral problems, negative peer influence,
strategies inappropriate for age/interests of students)

I have seen my MST using the groups racing strategy to deal with the misbehavior
students in the class. In my point of view, using this strategy can be a solution for
behaving students in the classroom. Also, it can minimize students misbehavior.
(Kyriacou, 2007)p.84
What abilities, attitudes and traits do you think an ideal teacher should have?
How can this influence the management and atmosphere of a class?
I think teachers should be a good role for her students. She should be kind, flexible
with her students. Moreover, her personality should show her students that she accepts
only the behave students, so that will manage and teach the students how to talk in a
respectful way with their teachers.

B.Ed BAS
Teaching Practice Booklet
EPC 1901
CHECKLIST ONE Types of misbehavior
10 mins

Type of misbehavior

20 mins

Noisy

Inappropriate movement

30 mins

40 mins

Inappropriate use of material

Damage to material

Taking something without permission

Physical aggression

Defiance

Refusal

G/P

W/G

Type of interaction
Order to
start.

Child name Child name. Time

out.
Child
involve
reprimanded Order to
child/childr
stop.
en in task

Teachers response

Types of interaction symbols

Whole class
Children working alone
Pair work
Group work
Other:

W
I
P
G

B.Ed BAS
Teaching Practice Booklet
EPC 1901
Teachers responses may include.
order to stop

child named

child reprimanded

involve child/children in task move towards child/children touch

humour
time out
praise/encouragement

Other

CHECKLIST TWO
Involvement level
CHILD
Ali

Low

high

none

Abdullah
Mohammed

Fazaa

Khalid

mild

Mayed
Saud

medium

Deviancy level

Jassem

Ahmad

Ibrahim

Salem

serious

B.Ed BAS
Teaching Practice Booklet
EPC 1901

References: Kurt,E. (n.d.) 8 Reasons Why Children Misbehave With Solutions!. Retrieved on 23rd.
November. 2015. Retrieved from http://www.lifehack.org/articles/featured/8-reasonswhy-children-misbehave-with-solutions.html
Kyriacou, C. (2007).Essential Teaching Skills. [Third Edition]. Cheltenham: Stanley
Thornes