Managing Behavior in the Classroom - Essay Example

MANAGING BEHAVIOUR IN ROOM xxxxx :xxxxx School: xxxxx xxxxx Due xxxxx Good behavior and discipline are keyfoundations of good education. Without an Orderly atmosphere, effective teaching and learning cannot take place. Department for Education (1994a) Introduction Education is a compulsory element for all the children aged 5 to 16 and it is considered a joint responsibility of parents as well as of the education authorities to ensure this. It is generally expected in the United Kingdom that a child will attend school for their formal education. However, this is not mandatory for every family. For this reason, a small number of children is given educated at home, and authorities are satisfied as this is sufficient on the basic level (Cameron, 1998). There are many kinds of schools that are running all over the United Kingdom. Few of them are private or public schools that are attended by minority of the children. Other than this, there are schools that are operated by charities and the children’s fee is paid by local authorities. (Cameron, 1998) Due to the range of types of pupil that are enrolled in schools all over the state it becomes difficult to adopt a specific strategy for all of them. Therefore, the class behaviour has become a challenge for the administration. The challenging behaviour of the students in the class is considered the most stressful part of the teaching. It is the one and only aspect of school life that most likely becomes a challenge for most of the teachers. The fact to be considered is that great teaching is all about the relationship that is built between a teacher and a student. This means there is no magical formula that can transform the poor behaviour of the class into a class that holds a proper decorum and sophistication. However, if the management improves this problem then there would be widespread benefits not only on small scale, for schools and colleges, but also on the massive level i.e. the society. Identification of a range of behaviours within the classroom The problematic behaviour in the classroom affects a very wide variety of people. It also varies in a wide range from threatening the security and attainments of the other students to the source of stress for staff as well. Some of the behavioural problems can be unhealthy for the learning experience for a particular person of the group. Also, there are few misbehaviour types that the professionals have to go through while teaching post graduate students. For instance, attention-seeking behaviour is the type in which students usually interrupt others while speaking. Another misconduct type is the inappropriate conversations that include topics like alcohol, drugs, and sex etc. The next type is defiance in which students tend to challenge the authority by not refusing or not complying with their commands. Other than this, inappropriate behavior includes heckling which is very common in classrooms with students speaking other than their own turn, and sloppy attitude. The most important classroom behavioural problem is the lack of social skills in which the individual is not willing to work on team with others. This problem is mostly seen with overseas citizens who are new and have not adjusted with the environment and the teaching strategies yet. (Cameron,2005) The last problematic behaviour is the disruptive behaviour which includes any kind of behaviour that appears problematic, disturbin,g or inappropriate to teachers. These behaviours are further broken down as (i) aggressive behaviour which includes hitting, kicking, pushing and the use of abusive language; (ii) physically disruptive behaviour in which smashing, damaging or defacing of the objects is included, and which incorporates throwing objects as well as physically annoying other pupils; (iii) socially disruptive behaviour, in which screaming and exhibiting temper is included; (iv) authority-challenging behaviour in which the pupils refuse to carry out requests, demonstrate defiant verbal and nonverbal behaviour and use derogatory language and (v) self disruptive behaviour which is not disruptive to the teacher or other pupils but it interferes with the pupil’s own academic attainments, it comprises of daydreaming and activities like reading comics and books other than that specific subject (Cameron, 1998). These disruptive behaviours have been a long standing problem in the classroom atmosphere but now due to the media focus on individual pupil and the highly sensitive issue of their image and the expectations of parents has highlighted the issue in the United Kingdom. However, this type of behaviour is seen at a very early age in children, and if it is not controlled properly on the basic level, it develops and causes significant problems for the post 16 colleges where the students are expected to show immense discipline (Cameron, 1998). An analysis of some of the underlying causes of behavioural difficulty Before we try to understand what makes a child behave in a difficult way, we have to consider the factors that are playing an important part in their lives and have actually influenced their behaviour. The everyday aspects have great influence on the class conducting behaviour. The main factors that are affecting the children’s behaviour in their overall development includes re-marriage of the parents, birth of a new child, starting or moving school, and child abuse etc. The factors that can influence a student studying in post 16 collage includes divorce, drugs addiction, unemployment, as well as the effects of child abuse.(Lee, 2009) After divorce, 50% of the men and women of the United Kingdom remarry within five years of their separation. Under this situation the child experiences an overwhelming feeling because in the new family he is not certain about his new position. As a result of this insecurity the child feels strong resentment towards the new parent. On the other hand, the new parent also finds it difficult to take care of someone else’s child. The distance between them builds up and the child eventually takes the new parent as his opponent who has snatched his actual parent from him. (Lee, 2009) In the young age with the arrival of the new baby in the house some children find it difficult to share the love, and feelings of jealousy, rejection and insecurity attacks them against the new arrival. The sense of being neglected eventually forces them to have behavioural change inside and outside their homes. However, since parents are usually busy with their new child so they do not see the small but highly affecting changes in their child’s personality. In schools, however, it well noticed when the child happens to behave disruptively in order to gain attention. (Lee, 2009) The other factor that determines change in child’s behaviour is moving school. This means that the child has to leave his friends and known surroundings and is now supposed to adjust in a totally different atmosphere. In such a situation if the child does not like the new environment, he purposely develops an irritating behaviour in the class. They have this misconception that if they will not produce good reputation in this new school they will be transferred back. In contrast, they are not transferred back but they develop this habit of creating disturbance in the class. (Lee, 2009) The last but not the least factor that affects the child’s behaviour in school includes child abuse. If a child is abused by a respected member of the family then he or she does not talk about their experiences with anyone. They keep it within themselves and this eventually turns into frustration, as a result of which they try to misbehave in schools as well as in family (Lee, 2009). If the child has not discussed his abuse issue with his parents or someone close, then the glimpse of it can be seen in them when they reache higher studies. The student has developed the psychology of a disruptive person and they develop the concept of not being understood by others. With this mind-set they try to be understood in the world on the basis of unacceptable behaviour. In the post 16 colleges many of the students are independent and they have to bear all their expenses themselves. A big resentment can be developed in them if they are unemployed and the money is tight. The struggle to live up their life and managing the tough criteria of the study can make the behaviour of the student in class disruptive. Moreover, students who are affected from drugs have difficulty in cause and effect since the class can share any social problem irrespective to the students back-ground. Such sharing can cause serious problems for them to manage themselves in the class. The other reason that can cause problem in the class may include their short-temperedness. Due to this behaviour they can get engaged in numerous fights and destroy the class’s behaviour. The last reason that can cause the behaviour in a post 16 college student is the effect of divorce or separation. The rate of divorces and separation is exceptionally high in the United Kingdom. Young couples have started living with each other in a very early age and due to some undefined reasons, if they separate, then this can cause very harsh impact on either one or both of the individuals. The impact of this can be seen on their student life as it becomes difficult to hold the frustration within them (Lee, 2009). Other than this few of the problems that are seen by the overseas university students are the language problems; since English is not their first language so they have to cope with difficulty of the course offered as well as with the challenging language. These are few of the reasons that can be changing the student’s behaviour in the schools and universities. Many of them leave a short term impact on the psychology of the students, however, if they are not dealt properly then this can have long devastating effects on their lives as well as on the society. The impact of behaviour on learners The type of behaviour in which the students make excess of noise in the form of background chatter, talking about their own agendas and talking over the teacher, does not produce an effective learning environment because in such environments the amount of time that was supposed to be given for the delivering of lectures was utilized in class management (Bromfield, 2006). The inappropriate conversation makes the victim get involved heavily in the subject and as a result his concentration is divided; though it does not affect the studying environment of the class but it does change the student’s own attitude towards the studies. The social skill problem that the international students face results in less interaction with the rest of the class as well as less learning from the group discussions that take place other than the classroom. Less interaction with the native students can cause complex in the individual which cannot be catered without healthy interaction (Cameron, 2005). A critical appraisal of the management practices that operate within a professional setting A number of learning strategies are available to help students to take more responsibility for their own learning and enhance the process of teaching for leaning. Few of the techniques include lecture, active learning, critical learning as well as discussion. The first strategy that should be worked upon is the deliverance of lecture. It can be effective when used with active learning and other teaching strategies. For the working of this strategy the instructor must use the stimulating visual aids so that the students start taking more interest and participate in classroom discussions. (Cameron, 2005) Learning environments are defined as those environments that allow students to talk and reflect their point of views; this can approach the content of course through many helpful exercises like stimulations, case studies, and many others like this. These activities can be very helpful in memorizing the lessons effectively. The next strategy is to have critical thinking of the topic with the students. With this technique a student can develop organizing, analyzing, integrating as well as evaluation in themselves. In addition to above techniques, discussions can create a very interactive environment in which the student can express his or her ideas and learn in a better manner. Discussions can enable the student to become exposed to new ideas that are articulated by their peers or instructors (Cameron, 2005). If the teaching strategies are effective than it can lead to effective learning in classrooms and can build a better learning environment. For this reason there has to be a number of teaching techniques and class management practices that should be combined together so that the disruptive behaviour of the adult students, like ignoring the teachers and not working on their instructions as well as disturbing the decorum of the class in any other manner. The involvement of students in the class activities can even reduce the use of mobile phones during the lectures. Discussion of potential areas for development Since learning in a class is a process that takes place between the students and teachers, so if the former is a little week then it becomes the duty of the latter to develop such a healthy environment that the young students cannot distract themselves. The lesson of the teacher should run smoothly and the seating arrangements of the class should be according to the lesson. If it requires group discussion, than it must be in a circle rather than in rows. The correction of misbehaviour must not go over to the extent that it disturbs the class more than the original disturbance. If there is a potential of some misconduct in the class, the teacher or class manager should move backward and forward to lookout any emerging problem. On the post graduate level, the local students must take the initiative to make international students comfortable in the new environment and help them adjust in the unknown scenarios. They should welcome them irrespective to the colour, race or religious and social background. For students that have English as their second language must have 0 credits English fluency courses so that they can easily cope with the rest of the class. For teachers, they should keep such special students in focus and give particular attention to them without making it much obvious for the rest of the class. Current legislation and government policy Educational system in United Kingdom has been characterized as a national system that is administrated locally. In the near years, central government has been more effective in controlling the educational system, for this there is always a potential tension as the educational reforms that are espoused by one level of the government may be very forcefully resisted on the other level. Despite many of the problems, the legislation has covered majority of the issues on which schools are most likely to face any legal challenges in regards to their disciplinary authority. However, the legislation does not cover measures such as good behaviour and good relationship because these issues are unchallengeable. Keeping this scenario in mind it has introduced an Act that specifies the powers that a teacher and other authorised school staff can enforce for disciplinary penalties. (teachernet, 2009) The Act of 2006 regarding Education and Inspections has brought in new clear-cut legal powers for schools when they are particularly dealing with the discipline and behaviour of pupils. This includes promoting high-quality behaviour and programme of recognition and reward and the effective dealing with negative behaviour (EIA, 2006). This act clearly outlines the authorities that can impose the punishments and the circumstances under which the issue has to be taken to the higher authority. However, the policy of the schools must be to promote good behaviour by the sanctions and punishment, it is not only to discourage the bad one. This act is applicable to all schools in England and Wales. (ALT, 2010) The Act sets clear rules as to who can be given detention and what must be the underlying circumstances. It also states about the notices that should be given to the parents. However, maintained schools can impose detentions even without the consent of the parents, if the detentions are reasonable and are imposed by the head or the authorised teacher (OPSI, 2006). Another policy, learner discipline, is being implemented in the United Kingdom. This policy does not only deal with the sanctions but it also provides a framework for discipline in the colleges. It also provides room for discussion on where the behaviour falls short of the required standard. The policy specifically promotes the positive behaviour of various legislations: that includes bullying, harassment, and victimisation on the basis of disability, gender, age, sexual orientation or religion and belief. In this way it tries to spread equality on the cultural level (Fowler, 2008). Conclusion Educating children about behaviours on a small level is a responsibility of the parents as well as of the educating authorities. However, if these two sections fail to develop high quality behaviour in children at a younger age, then later this causes problems for the individual as well as for the society. The misbehaviour that is done by the individuals at university level varies from low level disturbance like using cell phones in the class to high level disturbance like attempt to harassments to the teachers as well as to peers. These behaviours can be controlled by sanctions like informing parents to expulsion from the university. However, government is trying to make certain polices through which they can control the effect of misbehaviour in the class. REFERENCES ALT The Education Union. (2010). Managing Behaviour. Assessed on 15th March 2010. http://www.atl.org.uk/help-and-advice/classroom-behaviour/managing-behaviour.asp ALT the education Union.(2010). Sanction and Discipline. Assessed on 15th March 2010 http://www.atl.org.uk/help-and-advice/classroom-behaviour/sanctions-and-discipline.asp Bromfield.C. (2006) Teacher Training and Behaviour. PGCE Secondary Trainee Teachers & Effective Behaviour Management: an Evaluation and Commentary. Assessed on 15th March 2010 http://wwHYPERLINK "http://www.ttrb.ac.uk/attachments/6f67698f-190f-4576-82d0-49a5c4a5ddb0.pdf"wHYPERLINK "http://www.ttrb.ac.uk/attachments/6f67698f-190f-4576-82d0-49a5c4a5ddb0.pdf".ttrb.ac.uk/attachments/6f67698HYPERLINK "http://www.ttrb.ac.uk/attachments/6f67698f-190f-4576-82d0-49a5c4a5ddb0.pdf"fHYPERLINK "http://www.ttrb.ac.uk/attachments/6f67698f-190f-4576-82d0-49a5c4a5ddb0.pdf"-190f-4576-82d0-49a5c4a5ddb0.pdf Cameron R.J.(1998). Educational and Child Psychology. School Discipline in the United Kingdom: Promoting Classroom Behaviour Which Encourages Effective Teaching and Learning .Assessed on 15th March 2010 http://wwHYPERLINK "http://www.bps.org.uk/downloadfile.cfm?file_uuid=3B16EAF7-1143-DFD0-7EAC-A390FB3731E2&ext=pdf"wHYPERLINK "http://www.bps.org.uk/downloadfile.cfm?file_uuid=3B16EAF7-1143-DFD0-7EAC-A390FB3731E2&ext=pdf".bps.org.uk/downloadfile.cfm?file_uuid=3B16EAF7-1143-DFD0-7EAC-A390FB3731E2HYPERLINK "http://www.bps.org.uk/downloadfile.cfm?file_uuid=3B16EAF7-1143-DFD0-7EAC-A390FB3731E2&ext=pdf"&HYPERLINK "http://www.bps.org.uk/downloadfile.cfm?file_uuid=3B16EAF7-1143-DFD0-7EAC-A390FB3731E2&ext=pdf"ext=pdf#page=42 Fowler.A. (2008). Equality Impact Assessment. Learner Discipline. Assessed on 15th March 2010 http://www.forthvalley.ac.uk/assets/0000/1326/HYPERLINK "http://www.forthvalley.ac.uk/assets/0000/1326/learner_discipline_EQIA.pdf"lHYPERLINK "http://www.forthvalley.ac.uk/assets/0000/1326/learner_discipline_EQIA.pdf"earner_discipline_EQIA.pdf Lee. A (2009). Factors Influencing Children’s Behaviour. Assessed on 15th March 2010 http://www.howto.co.uk/family/childminding/factors_influencing_children_s_behaviour/ Office of Public Sector Information.EIA.(8th November 2006) Education Function of Local Authority. Assessed on 15th March 2010 http://www.opsi.gov.uk/acts/acts2006/ukpga_20060040_en_2#pt1-l1g1 Office of Public Sector Information. (8th November 2006) Assessed on 15th March 2010 http://www.opsi.gov.uk/acts/acts2006/ukpga_20060040_en_1 Cameron. F. Daniel. (March 2005) SCHOOL PROGRAMS BEHAVIORAL ISSUES TOOLKIT Assessed on 15th March 2010 http://cyfar.cas.psu.edu/PDFs/Behavioral_Toolkit_YET.pdf Teachernet. (2009). Alternative Provision and Pupil Referral Units: Guidance and Legislation. Assessed on 15th March 2010. http://www.teachernet.gov.uk/wholeschool/behaviour/altprov/guidance/ Read More