How the Primary & Secondary School Teachers Can Effectively Control Classroom Misbehavior - Research Paper Example

Education in the United States: Ways on How the Primary & Secondary School Teachers can Effectively Control Classroom Misbehavior The primary and secondary educational system in the United States is mostly composed of the public sector which is directly funded by the federal, state, and the local government. As reported by the National Center for Education Statistics, “an estimated amount of $489 billion will be spent to financially support the education of nearly 50 million students who are heading off to approximately 97,000 public elementary and secondary schools as of fall 2008” (ies, 2009). With student and teacher ratio of 15:3, public schools are expected to employ as much as 3.3 million teachers to ensure that each student will receive proper education (ies, 2009a). Despite the U.S. government financial support to increase the educational competency of the young Americans, Program for International Student Assessment (PISA) 2006 reported that the United States ranked way below the average in both Science and Mathematics as compared to other developed and developing countries around the world (ies, 2009b). Aiming to increase the educational standard in the United States, President George W. Bush implemented the “No Child Left Behind Act of 2001” which was publicly enforced back on January 8, 2002 (U.S. Department of Education, 2009). The target audiences for this matter are the key stakeholders behind the U.S. educational system which is primarily composed of the students, the parents, and the primary and secondary school teachers. As a common knowledge, the students’ misbehaviour in class could significantly affect the educational performance of the primary and secondary school students within the classroom setting. After briefly discussing the general facts on classroom management, the major factors that could possibly increase the students’ misbehaviour inside the classroom including: (1) the size of the classroom; (2) differences in learning capabilities of each student within the classroom; (3) Medical or Genetic Factors; (4) school teachers’ inability to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors: boredom in class or frustration in learning will be thoroughly discussed. Knowing the factors that triggers the students’ misbehaviour in class will enable the primary and secondary school teachers to have a better idea on how to effectively improve the students’ learning attitude in class. As a result, it is expected that improvements will be noticed in the overall educational performance among the primary and secondary school students. After presenting a literature review on factors that may increase the students’ misbehaviour inside the classroom, a research survey study will be conducted among the primary and secondary school teachers who are currently employed at (indicate the name of 3 primary & secondary schools). Basically, the result of the primary research study aims to measure how well the school teachers are capable of controlling students’ misbehaviour within the classroom setting. General Facts on Classroom Management and Effective Diciplinary Measures in Education Classroom management is all about the school teachers’ ability to cooperatively manage the educational resources, scheduling of class, educational environment, and the students’ role and behavior in learning. (Alberto & Troutman, 1986: 404) It is given that the students and school teachers have different way of perceiving disciplinary problems within the classroom. For this reason, it is very important for school teachers not to ignore students’ misconduct or negative behaviour in class (Evertson, 1985; Lovegrove et al., 1983). External factors such as the students’ family life experiences and friends outside school significantly affect the students’ behaviour. Therefore, the primary and secondary school teachers should be flexible in terms of being a proactive facilitator who has the ability to perceive the proper classroom management that could effectively discipline the students (Henson & Eller, 1999: 405). In line with this matter, school teachers should make the classroom rules clear among the students (Doyle, 1989; Gottfredson & Gottfredson, 1985). Significant Factors that May Increase the Students’ Misbehaviour inside the Classroom Classroom Size The size of the classroom is one of the most common factors that can contribute to the increase in the students’ misbehaviour inside the classroom such that a bigger class size of 40 students as compared with 25 students lowers down the quality of teaching-and-learning by 45% caused by a higher rate of misbehaviour (National Center for Policy Analysis, 2002a). Given the limited funds available to support the U.S. primary and secondary education, controlling the size of the classroom is never an easy task because of shortage in the number of available public school teachers (National Center for Policy Analysis, 2002b). Basically, the low salary offered to the public school teachers combined with the stress associated with handling many students within a classroom increases the problem related to the high turnover rate among the qualifed teachers. Differences in the Students’ Learning Capabilities within the Classroom Another factor that could increase the students’ misbehavior is the use of ineffective teaching and learning styles. (Daniels, 2008) Some students intentionally misbehave in class as a way of showing that they are not interested in learning a particular subject. In line with this matter, it is possible that the teacher failed to activate the students’ curiosity with regards to the importance of a subject. In general, each student within the classroom has their own learning capabilities such that normal students have a higher learning capabilities as compared with students with learning difficulties. There is a strong possibility for some students with learning difficulties to feel de-motivated in learning because of continuously receiving failing marks in school activities. (Gettinger, 1988) To narrow down the learning capabilities of these students, the primary and secondary school teachers should develop and implement a more personalized teaching approach for students with special needs (Qualifications and Curriculum Authority, 2007). For instance, the school teacher may develop a different set of learning assessment tools that are designed based on the expected learning capacity of students with learning difficulties (Department for Children, Schools and Families, 2008). Medical or Genetic Factors Some students within the classroom may have a unique genetic characteristic that could result to behavioural problems within the classroom. (Rising & Rayner, 1998) It is possible for some students to suffer from genetic factors that makes them experience dyslexia, cerebral palsy or congenital disorders which could affect the students’ central or peripheral nervous system. In some cases, there are also students who were born with attention-deficit hyperactivity disorder (ADHD). This type of genetical disorder may hinder the child’s mental and learning development. Likewise, medical disorders related to asthma, epilepsy or eczema could also trigger behavioural problems among other students. Students with learning difficulties have specific needs related to cognitive problems, physical or sensory impairments, behavioral abnormalities or emotional difficulties. For this reason, the school teacher must be able to clearly identify the specific needs of the students in order for them to effectively remove the students’ learning barriers. For example: the school teacher should be able to understand the main causes that can affect the emotional burden of a student. In the process of learning more about the main causes of the students’ behavioral problem, it will be easier for the teacher to develop a more effective strategy on how to motivate the student to pay more attention in class instead of continuously showing inappropriate behaviour during class hours. School Teachers’ Failure to Develop an Outstanding Classroom Environment that will Increase the Students’ Curiosity in Learning The students’ lack of interest on a subject matter can motivate them in distracting other students in class. To prevent this type of students from disrupting other students, it becomes a challenge for the school teacher to attract all the students’ attention by developing a classroom environment that could increase the students’ curiosity in learning. In line with this matter, several research studies have shown that increasing the students’ curiosity on a particular subject matter is very much associated to the increase in the students’ academic performance (Hidi & Renninger, 2006; Simpkins, Davis-Kean, & Eccles, 2006; Mitchell, 1993). Basically, the school teachers can take advantage of using the students’ curiosity in enaging the students to actively particpate in class activities (Hidi & Renninger, 2006). For example: school teachers can use computer animation when teaching the students with math or science subjects. Since colorful animation easily attract the attention of the students, school teachers could easily take the opportunity to increase the students’ interest in learning (Linn et al., 2006; Barron, 2000). Other Factors: Boredom in Class or Frustration in Learning Other factors such as students’ boredom in class or frustration in learning could result from the teachers’ inability to provide a good learning experience to students. As explained by Daniels (2008), students’ boredom in class could be a result of poor physical arrangement within the classroom setting such that students with poor eye sight may not be able to see the illustrations on the blackboard; and poor teaching techniques related to inadibility of the teachers’ voice or failure of the teacher to develop an interesting and appropriate curriculum that could increase the students’ curiosity. Research Method A total of 100 research survey questionnaires will be distributed to the primary and secondary school teachers who are currently employed at (insert name of 3 primary & secondary schools). To enable the researcher to gather a more accurate result, a combination of quantitative and qualitative research questions will be used in this study. (See Appendix I – Quantitative and Qualitative Research Survey Questionnaire on page 11) Research Findings and Analysis Majority of the research participants belong to the age bracket of 25 to 35 years old. Eighty-two percent of the research respondents are female who teaches subjects like mathematics (42%), science (29%), and English (21%) among others. All of the respondents revealed that they have encountered classroom misbehaviour. (See Appendix II – Summary of Quantitative Research Survey Result on page 12) When asked about the possible factors that they consider to be significant in affecting the students’ misbehaviour inside the classroom, respondents revealed that boredom in class / frustration in learning (22%), teachers’ inability to develop good learning environment (21%), classroom size (20%), differences in students’ learning capabilities (20%), and medical / genetic factors (17%) are among the common causes of classroom misbehaviour. In order to effectively control classroom misbehaviour, 73% and 27% of the research participants revealed that the use of corporal punishment / disciplinary measures and rewards are effective techniques in controlling the students’ behaviour respectively. In general, there are many ways wherein school teachers could effectively teach and control the students’ behavior. In line with this matter, several research studies show that punishment and rewards can be used as an effective way of modifying the students’ misbehaviour (Docking, 1982). However, several studies show that excessive punishment such as public punishment (Elliot, 1986) used in improving the students’ misbehavior is ineffective (Lovegrove et al., 1983). Based on the study of Doyle (1989), corporal punishment is considered as ineffective method of disciplining the students. Even though several studies show that corporal punishment could be effective in reducing students’ misbehaviour (Docking, 1982), a more recent study shows that the use of corporal punishment is not correcting the students’ misbehaviour but the person himself (Henson & Eller, 1999: 419 - 420). In line with this matter, Gottfredson (1989) explained that the use of classroom discipline is not very effective since it could embarrass the student in front of his/her classmates. As a result, the student may suffer from lower self-esteem, permanent emotional and physical damage which could eventually lead the student to withdraw from attending the class. In order to positively control the students in class, school teachers have the option to apply effective teaching techniques like: (1) encourage the students to participate in shaping the classroom environment; and (2) establishing the practice of a self-disciplined inspired learning environment which continuously promote the importance of postive student behaviour. Basically, allowing the students to actively participate in class activities indirectly give them the sense of belonging and importance as a responsible student. When asked whether or not the students’ parents should actively participate in controlling classroom misbehavior, majority with 86% of the respondents revealed that parents should collaborate with the school teachers in order to minimize students’ misbehavior in class. Based on the qualitative research survey result, parents should play a crucial role in managing students’ behavior in class simply because parents are also responsible in moulding the learning attitude of their children. Likewise, it is possible for some children to show classroom misbehavior due to familial problems. Parenting plays a crucial role in establishing a child’s behavioral pattern. Basically, the kind of disciplinary measures used by the parents negatively affect the child’s self-confidence level causing them to practice the different stages of ‘mistaken goals’. For instance, some parents choose physical abuse as a method of disciplining the child without even bothering to explain the reason behind the physical punishment. As the child reaches school age, he/she end up developing a bullying tactics in class in order to receive more attention from his/her classmates. The use of rewards and punishment is less advisable today since punishing a child could only result to a temporary correction on a child’s behavior. Based on the child’s behavior at school, a home-based reinforcement or punishment could be in the form of sanctions such as the loss of priviledge for television or computer time (Leach & Bryne, 1986). Contrary to the use of punishment and rewards method, the application of natural and logical consequences could enable children to learn to become responsible for their own behavior (Sykes, 2007). Conclusion Despite the U.S. government’s full financial support in extending high standard education for the primary and secondary students, students’ misbehaviour in class could negatively affect the students’ educational performance. As a way of minimizing students’ misbehaviour in class, primary and secondary school teachers should collaborate with the students’ parents whenever necessary. Primary and secondary school teachers should be aware of the different factors that could trigger students’ misbehaviour in class. Becoming aware of these factors will make it easier on the part of the school teachers to develop and implement new strategies that could directly address the main problem behind the act of misbehaviour inside the classroom. *** End *** Appendix I – Quantitative and Qualitative Research Survey Questionnaire Gender: ___ Male; ___ Female Age: ___ 25 – 30 y/o; ___ 31 – 35 y/o; ___ 36 – 40 y/o; ___ 41 – 45 y/o; ___46 – 50 y/o; ___ 50 y/o & above Subject: ___ Mathematics; ___ Science; ___ English; ___ Others: Pls. specify _______________________________________ 1. Have you ever encounter classroom misbehaviour among the students? ___ Yes; ___ No If yes, please proceed to the following questions. 2. What are the significant factors that you consider to affect the students’ misbehaviour inside the classroom? (Please check as many as necessary) ___ classroom size; ___ differences in students’ learning capabilities ___ medical / genetic factors; ___ boredom in class or frustration in learning ___ teachers’ inability to develop inviting classroom environment 3. What kind of technique do you use in controlling the students’ behaviour? ___ corporal punishment / disciplinary measures (in-school suspension or subject the student to attend the school’s guidance & support, etc.) ___ reward (giving verbal praise to students who actively participate in class, etc.) ___ others. (please specify) __________________________________________ 4. Do you think that school teachers should encourage the students’ parents to participate in controlling classroom misbehaviour? Why and why not? __________ ________________________________________________________________ __________________________________________________________________ _________________________________________________________________ ___________________________________________________________________ ________________________________________________________________ ________________________________________________________________ __________________________________________________________________ ________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ________________________________________________________________ ________________________________________________________________ *** Thank You! *** Appendix II – Summary of Quantitative Research Survey Result Demographic / Research Survey Questions Frequency Percentage (%) Gender: Male Female 18 82 18 82 Age: 25 – 30 y/o 31 – 35 y/o 36 – 40 y/o 41 – 45 y/o 46 – 50 y/o 51 y/o and above 41 27 7 12 5 8 41 27 7 12 5 8 Subject Handled Mathematics Science English Others (P.E., Music, Geography, Arts) 42 29 21 8 42 29 21 8 Have you ever encounter classroom misbehaviour among the students? Yes No 100 - 100 What are the significant factors that you consider to affect the students’ misbehaviour inside the classroom? Classroom size Medical / genetic factors (ADHD) Teacher’s inability to develop good classroom environment Differences in students’ learning capabilities Boredom in class / frustration in learning 87 75 95 91 98 20 17 21 20 22 What kind of technique do you use in controlling the students’ behaviour? Corporal punishment / disciplinary measures Rewards Others 73 27 - 73 27 - Do you think that school teachers should encourage the students’ parents to participate in controlling classroom misbehaviour? Yes No 86 14 86 14 Appendix III – Summary of Qualitative Research Survey Result Do you think that school teachers should encourage the students’ parents to participate in controlling classroom misbehaviour? Yes Parents should have a direct influence over the child’s attitude in learning The students’ parents play a huge role in molding the child’s perception with regards to the importance of education. Learning process does not stop within the four corners of the classroom. Children learn the basic knowledge at home. Thus, it is the parents who are responsible in developing their children’s mental capabilities. The child’s mother should continuously teach the child the importance of education. It is not good to rely only on school teachers. Each student should be responsible in studying what they have learned in class at home. Some students listen more to their parents than the school teachers. It is the duty of the school teachers to teach the students but it is also a part of the parents’ responsibility to instil a positive learning attitude among their children. Parents and school teachers’ collaboration in developing a strategy to control the child’s behaviour can be more effective than relying on the school teachers alone. Some children who longs for their parents’ attention may show some behavioural problems in class. Letting the parents know about this matter could effectively solve some of the children’s misbehaviour in class. Disciplining a child does not end inside the classroom. Study shows that active collaboration between the parents and school teachers is more effective in managing students’ misbehaviour in class. Parents should somehow take charge in disciplining their children. Parents especially the mother in general knows how to deal with their own child rather than the school teachers. Note: Qualitative results from 14 out of 86 respondents who strongly agree that parents should participate in controlling classroom misbehaviour. No It is the duty and responsibility of the school teachers and school administrators to discipline students who misbehave in class. An effective teacher should be able to control their students’ behaviour inside the class. It is not proper for the school teachers to pass on a huge part of their responsibility to the students’ parents. Parents send their children to school to let the school teachers teach and motivate them to learn inside the classroom. If the students’ parents need to participate in disciplining the students inside the classroom, then our school’s disciplinarian and counselling department will be entirely useless. Students’ parents are busy at work which is part of the reason why they are sending their children to school. Effective teacher should be able to effectively manage students’ misbehaviour. Note: Qualitative results from 7 out of 14 respondents who do not agree that parents should participate in controlling classroom misbehaviour. 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