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Gyanendra Tiwari
Amity University
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Abstract: The teacher plays an important role in the process of education. In real classroom
situations, teachers come across numerous behaviour problems. The behaviour problem refers to
deviation from certain pre set rules and regulations of the schools. The various behaviour problems in
the classroom can be enlisted as follows-bullying, fighting, teasing, stealing, truancy, disobedience
and insubordination, lying, cheating, lateness, rudeness, destructiveness, drug or alcohol addiction.
There are various factors that cause behaviour problems in the classroom such as mass media, school
or family. Classroom behaviour problems affect the teaching learning process as it influences teachers
ability and competence in handling the classroom environment. Present study is an empirical study
with a view to identify the behaviour problem of the students and to explore different techniques or
strategies that teacher employ to deal with such problems.
Key words: Classroom Management, Classroom Behaviour Problems, Teaching Learning
Process, Classroom Strategies, Teachers Perception
1. INTRODUCTION
Education is an ongoing process and plays a significant role in an individuals life.
Education aims at developing all aspects of individuals personality such as physical,
mental, social, spiritual, emotional and cultural so that he can contribute for the
development of his own self, his society and nation. The concept of education is
dynamic. As the society changes, the function of education also changes and thus
education is a continuous process. During the course of evolution, education conveyed
different meaning according to the needs and conditions prevailing in the society.
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The teacher plays an important role in the process of education. Thus it is important
that pupil teachers are effectively trained so that they can facilitate students in the best
possible manner. For this purpose, various teacher training programmes have been
initiated in India and across world. The kind of training provided by these programmes
influences the kind of education being imparted at schools. The Yashpal Committee
Report (1993) on Learning without Burden noted
inadequate programmes of teacher preparation lead to unsatisfactory quality of
learning in schools. The content of the programme should be restructured to ensure its
relevance to the changing needs of school education. The emphasis in these programmes
should be on enabling the trainees to acquire the ability for self-learning and
independent thinking.
Seeing the seriousness of the matter, Indian government established a government body
known as National Council for Teacher Education (NCTE) in 1995 under National
Council for Teacher Education Act, 1993. It aims at maintaining the standards of teacher
education in India and thus leading to better future teachers. Teacher education
programmes focus on imparting pedagogical theory, teaching skills and professional
skills.
provide
appropriate
reinforcement
and
conduct
effective
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These programmes endeavor to equip the student teachers with various skills to make
teaching learning process effective. There are various components of effective teaching
such as teachers content knowledge, meaningful and relevant activities and teaching
learning aids, interaction between teachers and student, answering to students queries,
continuous evaluation of students performances, etc. But apart from effective teaching
skills, there are many other factors which contribute to classroom learning. One of these
factors is the behaviour of students in the classroom.
In real classroom situations, teachers come across numerous behaviour
problems. The behaviour problem refers to deviation from certain pre set rules and
regulations of the schools. The various behaviour problems in the classroom can be
enlisted as follows-bullying, fighting, teasing, stealing, truancy, disobedience and
insubordination, lying, cheating, lateness, rudeness, destructiveness, drug or alcohol
addiction, etc. Some of them are described as follows:Stealing: It includes stealing any other students belongings or teachers or schools
belongings.A number of factors could be responsible for such behaviour such as any
other family member being involved in stealing or may be the child is not satisfied with
what he /she possesses.
Truancy: It refers to staying away from school for no justifiable
reason
and
loitering or wandering. This leads to loss of valuable study time and may ultimately
lead to failure. Dissatisfaction with school rules or principles can lead to this.
Disobedience and Insubordination: This means being disobedient, rebelliousness,
sarcastic, etc., to teachers and school authorities. This is very common in higher grades.
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It may also lead tosuspension or dismissal from school. Rigid bonding between teachers
and pupils can cause disobedience.
Lying: Children lie to their class teachers to escape from situations which make them
uncomfortable in front of their friends. Sometimes parents also report cases of lying. A
rude teacher who gives physical punishment is likely to be lied to.
Fighting: Fighting can be over food or over a boyfriend or girlfriend. Pupils, who have
not been taught the value of respecting others, or living in harmony as a group, are
likely to fight.
Cheating: This includes cheating at examinations, tests and in many other school
activities.
Rudeness: This includes rudeness to teachers, prefects, and servants in the dining-hall,
watchmen, and others. Rudeness can be copied from people in the community. It is also
traceable to hereditary factors though it can be controlled.
There are various factors that cause behaviour problems in the classroom such as mass
media, school or family. The kind of language and gestures shown on TV shows has a
great impact on students and then they try to practice them in front of their classmates
or teachers which lead to disruption. During teenage group, students want to work
according to their own principles rather than following class rules set by teachers.
Students find difficulty in sticking to strict rules and regulations imposed on them and
thus generally break them. Thus school rules should be formulated by incorporating
suggestions from students as well. Also they usually tend to get into fights because of
the impulsive behaviour during teenage group. At times when teachers are not
competent enough to deliver content in the classroom, students stop taking interest in
listening to the teacher and tend to get busy in talks with other students. Family values
play an important role in emergence of behaviour problems. Sometimes students copy
the behaviour of their family members such as lying, stealing, using abusive language
etc.
Classroom behaviour problems affect the teaching learning process as it
influences teachers ability and competence in handling the classroom environment.
Thus it becomes essential for the teachers to focus on how to teach in the most
conducive environment which will lead to effective learning outcomes. This clearly
indicates that classroom management is one of the important components of teachinglearning process.
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Classroom
management
focuses
on
three
major
components:
content
Conduct management refers to the set of procedural skills that teachers employ
in their attempt to address and resolve discipline problems in the classroom.
The indulgent style presents an environment where there are no demands on the
student of any sort. They are actively supported in their efforts to seek their own
ends using any reasonable means.
There are majorly three approaches to classroom management which are as follows:-
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The self-discipline approach is built on the premise that students can be trusted to
evaluate and change their actions so that their behaviours are beneficial and
appropriate to everyone. This democratic approach views classroom management as a
function of the teachers ability to establish working teacher-student relationships
recognizes students dignity, and exhibit realness, trust, acceptance, and empathy.
The premise that forms the basis for the instructional approach to classroom
management is that well-planned and well-implemented instruction will prevent most
classroom problems. The assumption is that students will not engage in disruptive
behavior when well-planned and well-implemented lessons engage students in the
learning process with activities that meet their interests, needs, and abilities.
The desist approach to classroom management gives the teacher full responsibility for
regulating the classroom. The teacher enforces a set of specific rules to control student
behavior in the classroom. Because the desist approach models of classroom
management give teachers power to deal forcefully and quickly with misbehavior, they
can be viewed as power systems. The desist approach probably is the most widely used
strategy in todays schools.
2. SIGNIFICANCE OF THE STUDY
The key factor for effective teaching learning process is proper management of
classroom practices. A teacher uses different strategies to manage the students
behaviour. It is evident from previous studies that teachers used Interventionist
(teacher-centered) approach rather than Preventive-constructive (student-centered)
approach for classroom management in high school (Duman, Gelisli and Cetin, 2002).
The study conducted by S.P. Sinha (1992) revealed that Public school teachers used
more of reward and punishment technique to manage classroom behaviour of primary
students as compared to Corporation school teachers. Another study conducted by
Terzi (2001) indicated that older teachers have more tendency to use authoritarian
classroom management style than the younger ones.
Many studies have been conducted on classroom management of primary school
students but less number of researches have focused on secondary school students.
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What
are
secondary
school
teachers
perceptions
on
classroom
management?
RQ3 What are the techniques or strategies used by secondary school teachers to
deal with behaviour problems?
RQ4 What preventive measures can be suggested to teachers to deal with
behaviour problems?
3. METHODOLOGY
3.1 Sample
In the present study, the sample was selected through Purposive non-probability
sampling method in which the sample is selected by some arbitrary method because it
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B. OBSERVATION CHECKLIST
The ultimate aim of this tool is to observe the types of behaviour problems of students
prevalent in secondary school and also to observe the techniques or strategies that
teachers employ to deal with behaviour problems. There are 21 items of behaviour
problems and 18 items of the strategies used by teacher to deal with behaviour
problems. The items basically are directed towards the following:
It does not focus on behaviour problems that are severe and required
psychological assessment and intervention.
C. INTERVIEW
The aim of this tool to know about the types of behaviour problems of students
experienced by teachers ,their perception about classroom management and the
techniques or strategies that teachers employ to deal with behaviour problems. The
interview consists of 9 open ended items in total. The items basically are directed
towards the following:
2.
3.
The tools were circulated among experts for their comments and suggestions.
4.
5.
Some items were changed, some items were rephrased and some repositioned.
The method of triangulation was used in establishing reliability of the tools like.
1.
2.
3.
(iii)
(iv)
Frequent observations
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Figure 1 Showing the types of behaviour problems experienced by secondary school teachers
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Objective 3:To identify the techniques or strategies that teachers employ to deal with
behaviour problems.
The researcher administered questionnaire, observation checklist and interview to find
answer to the above mentioned research question. The findings as per the observation
checklist are as follows:-
students of the class rules so that students can stop themselves from doing anything
against the class rules. At times, teachers use positive reinforcement (4%) to inculcate
positive behaviour in students by praising them for their good behaviour. Other
strategy which is usually used by the teacher is constantly moving in the classroom
(4%). This helps in keeping an eye on each and every student and thus students will be
more alert and focused while studying. Some teachers appoint monitors (4%) to control
disruptions in the class as teachers find it difficult to keep a check on each and every
students behaviour. Clear instructions (4%) by teachers can prevent disruption in the
class. This may be because students at times dont understand teachers instructions and
are therefore clueless about how to proceed. This results in chaos in the class. Planning
lesson plan according to time (4%) serves as an effective way to avoid any disruption in
the class. This may be because children often cause disruption when they are not
engaged in any work and therefore, efforts should be made by teachers to keep students
occupied in work by designing some extra worksheets for them. Effective time
management by teachers leaves no time for the student to indulge in any form of
disruption and thus class can be conducted in a smooth manner. Teachers encourage
students to raise hands to answer (4%) as all students answering at the same time leads
to chaos in the class. And lastly, teachers sometimes threaten students by the name of
principal (4%) to prevent behaviour problems in the class. This may be because they
want to develop the fear of authority among students and then using it as a strategy to
control and regulate their behaviour. Also students comply to them to avoid any form
of punishment from the authority.
RQ4What preventive measures can be suggested to teachers to deal with behaviour
problems?
After questioning, interviewing and observing teachers in their classroom about the
classroom management of behaviour problems, teachers can adopt the following
measures in order to prevent behaviour problems in the classroom :a) Begin class on time. Require learners to be in their seats at the ring of the bell and
they should stop talking.
b) Set up procedures for beginning your class. Establish a routine or activity that will
occupy learners for the first few minutes (e.g. four to five minutes).
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c) Set up procedures for dismissing the class. Require learners to be quietly seated in
their seats to prevent them from rushing out when they leave.
d) Stop misbehaviour immediately. Direct nonverbal and verbal cues to the
offender(s). Inform and remind learners of procedures and rules in a clear, assertive and
unhostile manner.
e) Make the rules clear. State the expected behaviour by displaying class rules on chart
paper so that students know what kind of behaviour is unacceptable.
f) Make transitions between activities quick and orderly. Give clear instructions on
what learners should do and how they should do it. That is, learners must know exactly
what they are expected to do, when and how.
g) Direct your talk to the class and not to the chalkboard. Scan the classroom as you
talk to learners so as to monitor what goes-on rather than not facing them.
h) Be polite to students and reinforce their politeness. Communicate your
expectations of the learners to ensure cooperation. Avoid being sarcastic.
i) Be firm and consistent. Give learners a warning when they have transgressed and
follow through with consequences of breaking the rule. Do not compromise on rules
that have been broken. Apply consequences across the board without concessions.
j) Providing positive reinforcement. Praise students for following the class rules.
k) Be with-it. Show learners your awareness of what goes on in the classroom. Monitor
and move around your classroom. Avoid concentrating on one section of the classroom.
1) Use nonverbal signals. Nonverbal cues and body language are important ways of
executing disciplinary action without the attention or knowledge of the others.
m) Be helpful, not hurtful. Encourage the display of good behaviours by your learners
and guide them toward self-discipline.
n) Plan well. Plan classroom lessons, activities, and routines thoroughly with clear cut
objectives. This should be done well in advance to avoid unnecessary confusion, delays,
and disruptions.
0) Always set a good example. Be exemplary to your learners and be a good role model.
p) Counselling students. Teachers can counsel students on the affects of disruptive
behaviour in the classroom. This would make students aware of the consequences of
the disruptive behaviour and would thus prevent students from practicing them.
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physical environment which is suitable for learning to take place, and developing
positive relationship between teachers and school administration.
After overviewing the researches, it is clear that behaviour problems are
increasing in schools and affect the teaching learning process. Thus, efforts should be
made by the schools to find the cause of these problems so that they can be dealt
appropriately. The insights into the causes would help teachers to formulate strategies
to cope up with behavioural problems which would then result in effecting teaching
learning process.
4.2 Perception Of Secondary School Teachers On Classroom Management
The second research question of the study was to know about perception of secondary
school teachers on classroom management. The researcher administered tools such as
questionnaire, interview and observation checklist to seek answer to this.
According to the present study, teachers perceive classroom management as
conducting classroom activities in a smooth manner for effective teaching learning
process. Teachers consider classroom management as an important component of
classroom teaching. Maintaining order, preventing misbehaviours and creating
conducive teaching-learning environments were paramount to teachers in explaining
what classroom management involved. They consider involvement of students as an
important feature of framing effective class rules. Teachers believe that activity based
learning and group work often leads to behaviour problems in the class.Teachers
consider their role as that of setting up rules and procedures to be followed by all
students, acting as a role model, imparting moral education to students and ensuring
that students perform tasks as expected of them This showed that teachers practised
more of authoritative style which is characterized by behavioural principles, high
expectations of appropriate behaviour from students. There is clarity about why certain
behaviors are acceptable and others not acceptable. There is cordial and warm
relationship between student-teacher.
In contrast to this, a study by Terzi (2001) indicated that teachers older than 51
years old have more tendency to have an authoritarian classroom management style
than the younger ones. An authoritarian style of classroom management is
characterized by numerous behavioural regulations. So many restrictions are imposed
on students. They do not have a say in setting up rules for classroom management. The
teacher is harsh and cold and at times punishes students for breaking rules. Another
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study by Shin (2004) showed that there were statistically significant cross-cultural
differences in teachers instructional and behavioral management styles.
From the discussion it is evident that age, culture and inservice trainings
programmes contribute in building
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Workshops and seminars need to be organised for teachers. This should involve
experts in the field of classroom management who will present talks and
activities that depict practical classroom environments. The workshops and
seminars should involve more participation and discussion about teachers'
experiences and how they handle their classroom predicaments.
Teachers are recommended to plan their lesson plans according to the time. Time
management can be used as an effective way to prevent behaviour problems in
the class. Children often cause disruption when they are not engaged in any
work and therefore, efforts should be made by teachers to keep students
occupied in work by designing some extra worksheets for them. Effective time
management by teachers leaves no time for the student to indulge in any form of
disruption and thus class be conducted in a smooth manner.
Teachers are advised to use simple and clear instructions to prevent disruption in
the class. At times, students dont understand teachers instructions and are
therefore clueless about how to proceed. This results in chaos in the class.
Teachers should avoid using statements having ambiguous meanings. This can
result in confusion among students.
Teachers are advised to execute their task in a professional way. They should be
well prepared before they go to class in order to avoid creating opportunities for
misbehaviours.
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Parents should attend workshops so that they are aware of different behaviour
problems and they dont misjudge their child for some other disease. This would
help in creating awareness among parents about behaviour problems.
Parents should also attend counseling sessions with the counselor or a special
educator so that get better understanding about different types of behaviour
problems and can learn strategies and preventive measures to deal with such
problems.
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