Part2thesis

Part2thesis

• 1.
  We are livingin an era of change and challenge in a society which is presently enveloped by striking and inspiring discoveries. One of these discoveries is classroom management skills wherein teachers’ competencies are much desired to fashion because it is the professional landscape of the learner’s personalities. Education, therefore must equip the learners with the ability in the proper use of classrooms and materials as far as their aptitudes and capabilities warrant. The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes. Although sound behavior management does not guarantee effective instruction, it establishes environmental context that makes good instruction possible. Reciprocally, highly effective instruction reduces, but does not eliminate, classroom behavior problems (Emmer and Stough, 2001)/ A significant body of research also attests to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in teaching careers (Ingersoll & Smith, 2003). Chap.1 1.introduction 2. statement of the problem 3.significance of the study 4.scope and delimination of the study. chap2.theoretical frame work relevant theories ,definition of terms and related laws,related studies,coceptual framework-input -process-output chapt.3 methods of research chapt.4 presentation ,analysis ,and interpretation data .Presentation of finding .data from school survey- discussion of reslts 4 last conclusion@ recommendation..
• 2.
  Definition of Terms Inorder to provide a comprehensive framework of the materials incorporated in this study the following definitions of terms are presented. A principle-defines the positive attitude and expectations for long-term behavioral growth. A procedure-a specific activity by students and/or teachers that is directed at accomplishing something related to the rule. A rule-is developed from a guiding principle, is short-term in nature, and defines a general standard for observable behavior to support the principle. Classroom management-a systematic instructional process used by teachers to guide students toward successful rule compliance in the classroom, on the job, and in the community. Obedience-based models of discipline-uses punishments as deterrents, then creates fear that something bad will happen when rules are broken, and provide rewards for doing what is expected. Responsibility-based models of discipline-requires teaching students the skills of decision making and providing opportunities to see appropriate behaviors in action from good role models. Conclusions Behavioral theorists, such as B. F. Skinner, have devoted their time and energy into researching behavior, and how we can motivate and condition children's learning. Many others have influenced how behavior can be modified for optimal learning. The history of child psychology and development has assisted teachers in learning the stages a child experience from birth to adulthood. These important aspects of growth and development have assisted the evolution of education and behavior management in the classroom. Out of all the studies and research that have been conducted in our past, new and successful classroom management approaches have developed. Of the five approaches that were researched in this study, it was found that each approach was unique in its own right. Each had solid goals and objectives. Each had substantial research data to support its theories and ideas. Some classroom approaches were not appropriate for every grade level. The 1-2- 3 Magic (Phelan, 1995) approach was more appropriate for preschool through eighth grades. There was no information found for management at the high school level for this approach. This approach did describe techniques that could be applied at home as well as at school. Having the same behavior management techniques at home and at school would be advantageous to the child who needed strong consistency. On the other hand, Student Peer Mediation was appropriate for older students. This approach also had unique techniques such as students helping other students. It allowed older students gain 41 skills in conflict and resolution. This approach gave teachers more opportunities to teach
• 3.
  because many ofthe disruptions could be settled outside of the classroom. There were several classroom management approaches that could be geared toward all grade levels, or used as a school-wide program. The Discipline with Dignity approach offered essential skills and strategies to handle anger and disruptive behavior in the classroom. The main objective was to treat the student fairly, but on an individual basis. The program also strongly encouraged students to learn self-discipline and responsibility. The Assertive Discipline approach (Canter, 1976) could easily be recommended as a school-wide program as well as an individual classroom management program. The rules could be consistent inside and outside of the classroom. For example, the rule of: follow the directions of the adult could pertain to the classroom as well as recess on the playground. This program had an interesting practice of having objectives for both the teacher and the child. White et al. (2001) demonstrated that this approach was very effective as a school-wide program. Its special features included unified support by all faculty members and administrators. This was a rare, but welcomed technique for making all parties including students, staff, and administrators responsible for the success (or failure) of the school-wide behavior management. The development of knowledge was found to be crucial in creating well-designed classroom rules. Teachers are still at a great disadvantage because professional training often overlooks the issue of classroom management skills. Yet, teachers are expected to create, implement, and maintain high standards for these skills. Teachers need to be organized, efficient, highly motivating educators. They also need to obtain knowledge 42 from the wide spectrum of categories including principles, rules, procedures, time management and inclusion of students with disabilities. The steps for planning an effective classroom management concept revealed one overall objective. That objective was to provide a cooperative and productive learning environment for all students. After rules have been established it is important to remember what the student needs to do in order to follow the rules successfully. Communication is and always will be the key to success! Recommendations The following recommendations are made to help the educator analyze critical information about classroom management techniques and practices. It is the researcher's hope that these recommendations may assist in reading and reviewing a variety of classroom management approaches. It is also the researcher's hope that the educator gain appropriate knowledge about the wide spectrum of criteria needed to select and create well-designed rules for an effective classroom management concept. Therefore, the following recommendations are given: * Communicate high expectations to students. * Use active listening skills. * Look for what is positive in a student's work. * Nurture student self-esteem. * Create rules that will accommodate all students, including students with handicaps or disabilities. · Provide positive reinforcement. · Deliver clear expectations. 43 * Model effective leadership.
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  * Be consistentin handling consequences. · Be fair. * Always respect student's feelings. * Avoid sarcasm, put-downs, and ridicule. * Believe that students are competent. * Be open to all points of view. · Be sincere. * Listen without judging. *Make parents allies. * Model the behavior you want. * State classroom rules in positive terms. * Always encourage children to do their best. * Keep parent-teacher lines of communication open at all times. · Keep children safe. · Belief in yourself as a fine educator. * Try new approaches. * Wait for appropriate response time. * Set clear, concise goal for instruction. * Give students choices to develop positive self-worth. * Get to know your students. *· Start your day off with a positive ritual. ------------------------------------------------------------------------------------------------------------ There are four categories of disciplinary behaviors identified by Stage and Quiroz, they are: (1) reinforcement, (2) punishment, (3) no immediate consequences, and (4) combined punishment and reinforcement. Rules have to be clear and preferably with no room for misinterpretation. The level of appropriateness for disciplinary action must be in conjunction with the behaviour. Therefore, it is significant to match the consequence to the seriousness of the infractions. Rule: Keep your hands to yourself; no hitting and fighting with your classmates. Reason: Students are not encouraged to be physical with their classmates as well as their inclination to use their hands to provoke or disturb their classmates as they move in or out of class. This is to reduce the possibility of incidences of fights breaking out from such silly actions. Most fights normally begin from innocent light pushes and slaps, which eventually turn into nasty and violent fights.
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  Consequences: Negative approach(punishment): students found to infringe this rule would be required to make use of their hands to do more productive activities, such as, picking up litter in the school compound and cleaning up the classroom for a week. Rule: Respecting other people’s property; treat it as if it’s your own . Students are expected to respect other people’s belongings. This includes the properties of the school. They should not destroy the property of others. Reason: Students must learn not to abuse other people’s property. Defacing and destroying is an unhealthy habit as well as outright disrespect for others and authority. Consequences: Negative approach: Students who break this rule will have to volunteer to help the horticultural club with the gardening process as well as the Operations Manager with simple maintenance of the properties in the school for the month. They will also be enrolled in the corrective-work- order squad and assigned duties for a month. Rule: Coming back to class immediately after Mother Tongue lesson. Students are expected to be back in their class for their subsequent lesson and seated with their books for that lesson no more than 5 minutes after the Mother Tongue lesson. Reason: Students must learn to be responsible for their movement and take ownership of their role as dutiful students by moving for their next lesson in an efficient manner. The longer they take to get back to class for lesson, the lesser time they have for the subsequent lesson and they would be loitering and disturbing other classes’ lessons. Consequences: Combine no immediate consequence, punishment and reinforcement: Students who are later than 5 minutes are given a verbal warning up to the third time. After which, the student would be required to attend detention (on the 3rd and 4th time being late) for 1 hour and, subsequently, 2 hours of detention for the 5th time late onwards. The student’s late coming is a distraction to the lesson. However, if any students who are ready and have their books out for the next lesson will be given early recess (on Friday) of 5 - 10 minutes if they are behaving in this consistently favourable manner for the whole week. Rule: Moving off in an orderly fashion for CPA lesson at the computer lab. When students are getting ready to go to the computer lab, they have to first get up from their seats and push it in silently and slowly walk out of class and form a single line with no movement. Reason: Students must learn to be responsible for their individual action and behaviour. They should also understand how their action can affect the other classes’ lessons. Their rowdiness and inability to follow instructions is a bad influence and should not be condoned. Consequences: Punishment (corrective) followed by negative punishment: If these students push the chairs in loudly, dash out of class, unable to form a single line but one that is haphazard and
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  rowdy. the teacherwill require the students to return to class silently, be seated quietly, review their behaviour and then try the earlier procedure of lining up in a single file and quietly again. If the class persistently behave in the undesirable manner for the next 2 subsequent CPA lesson, then the students will have to practice this routine for 30 minutes after school hours according to the number of time they fail to move off in an orderly fashion to the computer lab. Rule: Visiting inappropriate websites. Reason: Students must learn to be responsible for their own action and learn the importance of behaving in an appropriate manner that encourages high level of moral and ethical values. Incident: Students are in the computer lab during their regular CPA lesson. One of the students who is sitting at the far back is surfing an inappropriate website. Another student happens to pass by and saw the site the former was viewing and hollers out “Teacher, A is watching an XX site!” Consequences: Negative consequence (removal): The student has violated one of school’s key values which breaches its mission of being morally upright. Therefore, the student will have his privilege of using the computer taken away from him. He will be assigned a partner who would work on the computer while he watches his partner work on the computer for the next three lessons. And, he will have to be placed in the front where the teacher can see his entire computer screen for at least one term. How would you motivate your students in your class for effective learning to take place? The Motivated Student Motivation is crucial for effective learning and this develops from an understanding of the learning process. This process relates to the complete learning experience which includes: the learner’s preference, expectations placed on the learner, the task, the teaching process, learning strategies, the resources and the learning environment: opportunities for exploratory learning, and provision of a stimulating and supporting environment that embraces even failures. It is clear here that in order to cultivate motivated students, there are a series of processes that are needed to be taken into consideration to enable a student-centred learning environment. Education advances have been focusing on curriculum and instruction, the what and how of teaching. Far less attention and focus has been paid to the who of teaching. Therefore, equally, if not, more importantly the areas that should be developed include the intrinsic ways to create motivated students. Here are some ways: a) Teach routines, rituals, procedures and structure to help students internalise and polish their repertoire of essential skill sets. b) Create realistic expectations – set goals that are challenging yet achievable. Break difficult subject matter into doable parts to make it achievable so that students see progressive in themselves.
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  c) Teach studentsto consciously self-evaluate so as to encourage them to unlock their enthusiasm for learning. The students will be encouraged to evaluate the effectiveness of their actions, and can then plan accordingly with regards to their educational needs. d) Help students discover the power of their internal motivation so as to create a positive self- image and capability and boost their self-efficacy: the willingness and ability in themselves to achieve success. e) Teach the students about the components of behaviour: overt action, feelings, thoughts, and physiological. They need to understand that these components work in concert; therefore changing any one necessarily affects the others. As such, students should learn to control and manage these components of behaviour. f) Minimise use of coercion and accept failure to be a critical part of the learning process and as opportunities to breed subsequence successes. e a productive learning environment.