ManagingJuniorClassroomMisbehavior
Introduction
Classroommisbehaviorhasahighfrequencyamongjuniorstudentsinparticular.Misbehaviorintheclassroomisfrustratingtoteachersanddistractingtostudents.Disruptivebehaviordecreaseslearning,attentionandfocusforallstudents.Itiscommonlybelievedthemostheadacheproblemforteachers.Classroommisbehaviormanagementplaysasignificantroleineffectivemanagement.Thisessaytriestoexploresomeideasforteacherstohandlejuniorclassroommisbehaviorthroughgivingageneraldescriptionofthemostcommonmisbehaviorhappenedinjuniorclassroomandanalyzingthemainreasonsforjuniorstudents’misbehavior.Manyexperiencededucatorssuggestthatpreventingmisbehaviorislessstressfulandmoreproductivethandiscipliningstudentsafterthenegativebehavioroccurs.Awell-managedclassroomhelpspreventmisbehaviorbyprovidingconsistency,clearexpectationsandpredictableroutines.Oncemisbehavioremergesinclassroom,someguidelinesareprovidedforteacherstohandleitproperly.Aclassroomwithminimalmisbehaviorhelpsateachertoensureapositiveeducationalenvironmentforallstudents.
1Definitionandclassificationofstudents’misbehavior
“Classroommisbehavioramongstudentsisoneissuethatbothparentsandeducatorsagreeisaproblem”(BonkeA.Omoteso&AdeolaSemudara).In1981,theNationalEducationalAssociationreportedthat“36percentofteacherssaidtheywouldnotgobacktoteachingiftheyhadtheopportunitytodecideagainduetonegativestudentattitudeanddiscipline.”
1.1Definitionofstudents’misbehavior
Misbehaviorisanactorcombinationofactionsbyanindividualthatunreasonablyinterfereswith,hinders,obstructs,orpreventstherightofotherstofreelyparticipateinitsactivity,program,orservice,includingbehaviorthatmaypreventfacultyandmembersfromcarryingouttheirprofessionalresponsibilities
Classroommisbehaviorhurtsstudentsandteachers.KayBurke,aneducationalconsultant,definesclassroommisbehaviorasanyinappropriatestudentbehavior.Shepointedoutthatstudentsmisbehaveinanattempttogaintherecognitionandacceptancetheywant.Burkeidentifiesdisruptiveclassroombehaviorfromsmalltolargeoccurrences.Suchasstudentstalkingwhentheteacheristalking,name-calling,fighting,arguing,throwingthings,gettingoutofseatsandeatingordrinkingarealldisruptivebehaviors.
1.2Classificationofstudents’misbehavior
Quayclassifiedchildproblembehaviorintofourgeneraldimensions:(1)ConductDisorder:Physicalandverbalaggressiveness,defiantbehavior,disruptivenessinclassroomsettings,andapervasiveattitudeofirresponsibilityandnegativity.(2)Anxiety-Withdrawal:Socialwithdraws,shyness,oversensitivity,ageneralpatternofretreatfromtheenvironment.(3)Immaturity:Passiveness,attentionproblems,daydreaming,preoccupation,anddelaysinemotionaldevelopment.(4）SocializedAggression:gangactivities,stealingingroups,truancyfromschool,andidentificationwithantisocial/delinquentsubstructure（Quay,1977）.LiuXi-lang(2003),HaiAnXianeducationbureaudeputydirector,ahighschoolsenior,saidclassroommisbehaviorcanbeclassifiedintotwotypes,thatisoutgoing-attackbehavior(e.g.abuseothers,jostling,andchasing)andintroverted-withdrawalbehavior（e.g.uncommunicative,timid,andisolated）.Fromtheperspectiveofanalyzingthereasonsofclassroommisbehavior,AngelaHallack,whohasaMasterofScienceinpsychologyfromNortheastLouisianaUniversity,putthestudents’misbehaviorintofourcategories,attention-seekingbehaviors,power-seekingbehaviors,confidence-seekingbehaviorsandrevenge-seekingbehaviors.
2Mostcommonmisbehaviorinjuniorclassroom
InTypesofMisbehaviorintheClassroom,DamonVerialfindsoutthatthereareshowingoff,pranks,noise,talking,playingwithobjectsarethemaintypesofmisbehaviorinclassroom.AccordingtothestudyofCharacteristicsoftheMentalQualityofAdolescentStudent,adolescencecanbedefinedasthetransitionalstageofdevelopmentbetweenchildhoodandfulladulthood,representingtheperiodoftimeduringwhichapersonisbiologicallyadultbutemotionallynotatfullmaturity.Majorphysiologic,cognitive,andbehavioralchangestakeplaceduringthisperiod(FengZhengzhi&ZhangDajun&FanHuaquan).Allkindsofmisbehaviorproblemsmayhappeninjuniorclassrooms.Amongthem,therearesomekindsofmisbehaviorwhichhappenfrequentlyinjuniorclassroom.Theseareinappropriatenoise,talking,showingoff,playingwithobjects,notfocusing,cheating,anddisobeying.
2.1Talking
Teenagersneverhaveenoughtimetotalk!Theyreallyaresocialcreatureswhoneedtoconnectwithoneanother.Theyhavetheabilitytotalkincessantly.Itiscommonforteacherstofindstudentstalkingatimpropertimes.Chattingwithfriendsortalkingoutofturndisruptsclassroom.Activityandexcitementfromoutsideofclasscarriesovertotheclassroom.Otherstudentsmaynottotallybeawaretheyaretalkingoutofturn.
Quicklyanddecisivelyaddressingatalkercanstopthesituation.Creatinganewseatingchartseparatesthetwomosttalkativestudents.Speakingtochattystudentsindividuallysometimeshelpsaswell.Anothersolutiontothisproblemistosuddenlyraiseyourvoiceandstatethatsilenceisrequiredwhiletheteacherisspeaking.Iftherearestudentshonestlyinterestedinthematerialathand,youalsocantryloweringyourvoicetoinviteclassmatestourgethetalkingstudentstocease.
2.2Name-calling
Mostadultscanrememberspecificnamesthattheyenduredaschildren,whetherthenegativenamesrelatedtotheirrealnamesortheirappearances.Insomecases,thisconcerncanbeovercomebycounselingtheoffendingstudent.Studentswhooftencallothersnamesaresometimesfrustratedwithoutknowinghowtoproperlyexpressemotions.Manytimes,thesestudentsharborlowself-esteem.
2.3Fighting
Fightingissomethingthatboysfeelnatural,orevenfun.Often,theydonotseethedifferencebetweenplayfightingandrealfighting,soteachersshouldtreatthemboththesame.Tohandlethisproblem,youcouldasktheclasstocomeupwithotheralternativestofighting.Ifsomedamageiseverdoneinafight,havetheoffendingpartycorrecttheproblem,e.g.,holdingtheiceonthebump,mendingatornshirtwithaneedleandthread,orcleaningupanymessthatoccurred.Sometimesfightinghappensbetweenbestfriends.Ifthisisthecase,youcanputthembothonrestrictionfromoneanotherforoneweek.Ontheotherhand,iftheyarenotfriends,youcouldrequirethattheyworktogetheronaprojectfortwodays.
Ifitisareoccurringoffensewithonechildattackingmultiplestudents,theteacherneedtoinvolveadministratorsandparentsinordertocomeupwithappropriateactions.Thestudentmayneedtostaywithyouoranotheradultduringbreaktimeorbepostedatanassignedplace.
2.4Inappropriatenoises
Sometimesduringclass,whentheteacherisspeakingorwhentheclassisquietlyworking,astudentmaymakeanoisetointerrupttheclass.Suchnoisesmaybeanimalsounds,fartimitationsorloudtapping.
Onemethodofdealingwiththisproblemistourgetheclasstobesilentandcontinuewiththetaskathand.Ifthenoisecontinues,threateningthestudent-ortheentireclassifyoucannotidentifythetroublemaker--withstayingafterclasscanbeeffective.
2.5Showingoff
Teenagersattachimportancetohowtheirpeersevaluatethem.Beingso,manystudentswillshowoffinclass,doingalmostanythingtomaketheirclassmateslaugh.Thistypeofmisbehaviorincludessuchactionsasmakingfaces,droppingobjectsonpurpose,throwingthingsandintentionallyprovokingtheteacher.Thebestreactiontoshowingoffistosimplyignoreit.
2.6Playingwithobjects
Studentsmaybecomedistractedinclassbyplayingwiththeirpersonalbelongings.Suchitemsasmusicplayersorgamesmayenticestudentstoredirecttheirattentionawayfromtheteacher.Thebestpolicyfordealingwiththistypeofmisbehavioristoclarifytostudentsthatpersonalbelongingsarenotallowedintheclassroom.Confiscatingsuchitemsuntiltheendofclassisamethodofdealingwiththisproblemintheeventthatstudentsdonotfollowyourpolicy.
2.7Notfocusing
Daydreaming,notworkingandignoringclassdiscussionsarecommonstudents’misbehaviorinaclassroom.Sometimesstudentsareunsureofwhatishappeninginclass,sotheyactouttoavoidtheembarrassmentofaskingorlookingconfused.
Refocusstudentsiftheystarttowander,beforethesituationworsens.Clarifyclassroomexpectationsandre-explainthecurrentproject''sgoalsandinstructions.Askhimtorepeatbackwhatyoujustsaid.Thiswillallowtheteachertocorrectanymisunderstandings.Ifastudentpersistentlycannotfocus,besureamoreserious,underlyingproblemdoesexist.
2.8Cheating
Cheatingisanothercommonmisbehavior.Studentspassnotes,copydirectlyoffpapers,andplagiarizeapeer''sassignment.Theseareallseriousoffenses,andmustbedealtwithontwolevels.One,cheatinghurtsthecheaterbecausesheisnotlearningthematerial.Additionally,cheatingjeopardizesthepositiveatmosphereintheclassroom.
Teachersmustproactivelyexplaintheproblemswithcheatingsostudentsunderstandtherulesandseriousconsequences.Reviewrulesarenecessarythroughouttheschoolyear.Ifappropriate,incorporatelessonsaboutcheatingintoteachingunits.
2.9 Disobeying
Studentsmaypurposelyignorerequeststoputbooksorsuppliesawayordisregardsafetyrules.Astudentmayalsobegintoarguewithhisteacheraboutherrequests.Ateachermustaddressdisobediencequickly,orthebandwagoneffectwillinfluenceotherstudents.Keepcalmanddonotyell.Redirectthestudentand,ifnecessary,removehimfromthesituationsohecancalmdown.
3Themainreasonsforstudents’misbehavior
Misbehaviorcausesdisturbancesintheclassroomandmakesitdifficultforstudentstoenjoytheeducationalprocess.AscitedinBestPracticeinMotivationandManagementintheClassroom,Dr.RudolfDreikurs,arenownededucatorandpsychiatrist,cameupwithatheorythatclaimedallstudentswhomisbehavedtoachieveself-servinggoals.Thistheorylistedfourpossiblemotivesformisbehavior.Itusuallyinclude:gettingattention,seekingpower,takingrevengeandavoidingfailure.Inadditiontothesecauses,thereareotherfactorsthatmayresultinastudentwhorefusestoactappropriately.Generallyspeaking,themainreasonsforjuniorstudents’behaviorareseekingattention,desireforpower,lookingforrevenge,lackofself-confidence,physiologicalfactors,classroomenvironment,andproblemswithcurriculum.
Seekingattention
AccordingtoDreikurs,90percentofallmisbehaviorisdonetogetattention.Beingthecenterofattentionisacommondesireforstudents,somemorethanothers.Actingoutbymakingfunofothers,swearing,talkingoutofturnorsimplybeinguncooperativeareafewwaysstudentsmaymisbehavewhenlookingformoreofthespotlight.
Desireforpower
Somestudentswhomisbehaveareexpressingadesireformorecontrolintheclassroom,andactinginappropriatelymakesthemfeelpowerful.Thesestudentsarenotcontenttogoalongwiththegeneralplanandtheywantthingstobethewaytheylike.Signsofapower-seekingstudentincludeconstantarguingandarefusaltofollowbasicrulesintendedforeveryone
3.3Lookingforrevenge
Somechildrenlashoutintheclassroomasaresponsetohurtfeelingstheyexperience.Bymisbehaving,theyfeeltheyaregettingbackatthoseresponsible,whetheritinvolvesthestudents,theteacherorboth.Studentswhomisbehaveasamotiveforrevengemayenjoyactingcruellyorevenviolentlytowardsothers.Revengeseekersarelikelytoperformbullyingacts,suchasshovingandexcessiveteasing.
3.4Lackofself-confidence
Ageneralfearoffailureoccurswhenastudentfeelshecannotpossiblyliveuptoanyexpectations.Thesestudentsmisbehaveasawaytoavoidparticipatinginanythingthatmayleadtofailure.Althoughthechildmayseemcompletelyconfidentwithschool-relatedactivitiesoutsideoftheclassroom,heactsincapableoffunctioninginalearningenvironment.
3.5Physiologicalfactors
Studentswhoaremisbehavingmayhavesomekindoftemporarymaladycontributingtotheirattitude.Forinstance,achildwhoisoverlytired,sick,andhungryorsimplythevictimofasuddenchangeinroutinemaydemonstratetroublingclassroombehavior.
3.6Classroomenvironment
Aclassroomnotdesignedforoptimallearningmaycontributetoastudentwhorefusestolearnandtendtomisbehave.Poorseatingarrangements,extremetemperaturesorahighnoiselevelarealldistractingelementsinaclassroomthatultimatelyhinderthelearningexperience.Theatmosphereinclassroomslikethesewillresultinbehaviorissues.
3.7Problemswithcurriculum
Somestudentsmaynotfeelchallengedenoughtobehaveproperly.Iftheinformationbeingtaughtisnotappropriateforthelearningabilitiesofanindividual,shemaymentallywithdrawoutofboredomorfrustration,resultinginbehaviorproblems.Additionally,aparticularteacher''sinstructionstylemaycauseconflictswithastudent,disruptingthelearningprocess.
4Waystopreventstudents’misbehavior
Beforefocusingonhowteacherscanreacttocommonstudentmisbehavior,teachersmaywanttoconsiderpreventativemeasures,suchasteachingstudentshowtoresolveconflictsbythemselves.Focusingonconflictresolutionintheclassroomlinksstudentstotheconceptsofdemocracy,citizenship,contributingtowardamorepeacefulworld,cooperativelearning,andmulticulturalexperiences,reducingpersonalprejudice,socialjustice,findingalternativestoviolence,andusingcriticalthinkingtosolveproblems(Girard,1995).Infact,researchshowsthatthetypicalresponseofwaitingformisbehaviorandthepunishingitismuchlesssuccessfulatchangingandcontrollingbehaviorproblemsthanplanningforpreventionofdisciplineproblemsandcreatingmoreproductivelearningenvironmentsinschoolsonthewhole(Gushee,1984).
4.1Beingpreparedandconfident
Whenyou''reunprepared,youleaveyourselfopenfordisaster.Thisistrueinanysituation,andespeciallytruewhenitcomestoclassroommanagement.Havematerialsandlessonsreadytogoatalltimes.Havegamesandactivitiesreadythatcanbedonewhenyoufinishlessonsearlyorwhenstudentsfinishassignmentswithtimeleftontheclock.Theless"unplannedtime"youhave,themorestructuredyourclassroomwillbe.
Teachersneedtobeconfidentandfirm.Itisbelievedthatoncetheteacherbehavesunconfidentintheclassroomthestudentsmaytendtochallengetheteacherasmuchaspossible.Theauthorityoftheteacherwillbedamagedandit’shardtore-establishit.Itisimportantforteacherstobehaveconfidentlyandfirmly.Inthisway,thestudentswillshowrespectandneedtothinktwicebeforehe/shetrytomisbehaveintheclassroom.
4.2Establishingstandards,rules,andprocedures
Whenmorethantwopeoplegatherinoneplace---whetheritisinahomeoronaschool—structureisneeded.Andthefoundationsofthatstructurearestandards,rules,andprocedures.Establishingstandards,rules,andproceduresisnecessaryandeffectiveinpreventingmisbehaviors,especiallyusefulatthebeginningoftheschoolterm.
4.2.1Standards,rules,andprocedures?
Standards,rules,andproceduresaredifferent,buteachoftheseisneeded.Theyareusednottocontrolstudents,buttoteachthem.Managementdecisionsaredrivenbyconcernsaboutinstruction,notconcernsaboutcontrol.Awell-disciplinedpersonisonewhodoestherightthingwithoutrules,andourgoalistoteachself-discipline.Standards,rules,andproceduresteachstudentswhattheyneedtolearntofunctionsuccessfullyinaclassroomcommunity.
Standards
Behaviorstandardssetbytheteachersthemselves,telluswhatstudentsshouldknowandbeabletodowithintheareaofbehaviormanagement.“Theyspecifytheresponsibilitiesthatstudentshavetothemselves,totheirfellowstudents,totheclassroom,andtotheschool.Behavioralstandardsdefineclearlytheexpectationsthatwehaveforourstudentsintermsofskillsinleadership,citizenship,independence,autonomy,initiative,cooperation,responsibility,andself-discipline.Behavioralstandardsarethesupportsystemforteachingandlearning.Theymustbecongruentwiththecontentstandardsandtheinstructionalmodelsofteachers”(JanFisher).
Rules
Rulesareabsolute.Theycannotbenegotiated.Theymustbefollowedwithprecision.Rulesareforsafetyandhealthissues,thingsaboutwhichtherecanbenoargument.Someexamplesofrulesare:theremustbeabsolutesilenceduringafiredrill;studentsmuststandcompletelybehindthelinewhilewaitingtheirturntoswing;inanearthquakedrill,youmustwalkquicklyandquietlytoourplaceontheplayground.
Procedures
Proceduresaredifferent.Theyareaccustomedwayofgettingthingsdone.Theyaretheroutinesthatarenecessaryfortheoperationoftheclassroom.Procedures,unlikestandardsorrules,arelimitedtojustonebehavior,andtheychangeaccordingtoneed.Proceduresarewhatmakestandardsandrulesoperational.
Guidelinesforeffectivestandards,rules,andprocedures
Thepurposeforhavingstandards,rules,andproceduresistoteachstudentsappropriatebehavior.Thefirststepistoestablishthemaccordingtocertainguidelines,sotheywilleffectivelyteachstudentswhatthestudentsneedtolearnwithoutanynegativesideeffects.Therearethreeguidelinesforestablishingeffectivestandards,rules,andprocedures:Theymustbeclear,reasonable,andenforceable.
1.Standards,Rules,andProceduresmustbeclear
Thisisthemostimportantruleforestablishingrules.Arulemustbestatedsoclearlyandtaughtsowellthatthoseaffectedunderstandwhatbehaviorisexpected.Themajorwaytodothisisbystatingtherulespositively,tellingthestudentswhattodo,ratherthanwhatnottodo.Therule“Don’trun”doesnothelpstudentsknowwhattheyaresupposedtodo.Therearemanywaystogetfromoneplacetoanotherwithoutrunning.Hopping,skipping,jumping,andwalkingbackwardsareafewthosecometomind.And,eachofthesewillbeconsideredandimplementedbyonestudentoranother!Ifteacherswantstudentstowalkslowly,thentheprocedureis“Walkslowly”.Ifteacherswantthemtowalkquickly,thentheprocedureis“Walkquickly.”Teachersshouldtellthemexplicitlywhattheywantstudentstodo.Teacherscannotexpectstudentstodowhattheycannotunderstand.
Clarityisonereasontostaterulespositively.Anotheristoavoidgivingstudentsanyideasthattheydonotalreadyhave.Clarityiseverythingwhenitcomestostandards,rules,andprocedures!
2.Standards,rules,andproceduresmustbereasonable
Firstly,thestudentsmustbeabletodowhatyouareaskinghimtodo.Astandardthatsays,“Everyonewillwriteincursivewriting,”isnotreasonableuntileverychildcandoit.Ifchildrencannotdowhatisrequired,thenteachersteachittothem.Childrencannotbeheldaccountablewhattheyareunabletodo.
Secondly,astandard,rule,orprocedureisunreasonableifyoudon’tneedit.Ifonlyonechildiseatingthebeansthatyouputoutascountersinthemathcenter,teachersdonotneedtoestablishandteacharuletotheclass.Itwillonlycallattentiontothisactivity,sootherswilltryit.Sometimes,itisbettertowaittoseeifteachersneedastandardbeforehe/sheestablishandteachit.Itisfoundthatiftherestroomwasnotmentionedpublicly,buthandledonaone-to-onebasisofneed,thebathroomproblemwasvirtuallyeliminated.Thesignificantlearninghereisifateacherhasaruleforsomething,everyonewilltryit.Teachersjustmightwanttowaittoseeifasituationemergesthatrequiresaprocedure.Ifitdoesn’t,don’tbringitup.
Thirdly,standard,ruleorproceduremustnotrunagainsthumannature.“Arulethatsays,‘Everychildmustsitupstraight,’isdoomedtofailure.Thisisarulethatseemstobeattemptingtochangethebasicnatureofthechild,somethingweprobablydon’twanttoengagein.Furthermore,thereisnoreasontohavesucharule.Thereisevidencefromthelearningstylesresearchthatmanychildrenlearnbetterbylyingonthefloor”(Carbo,Dunn&Dunn,1986).Rememberthatstandards,rules,andproceduresshouldonlybeestablishedbecausetheyhelpstudentslearnbetter.
Finally,astandard,ruleorproceduremustnottakemoreresourcesthanyoucanaffordtousetoenforceit.Ifittakeseveryounceofenergyyouhavetoenforce,thentheruleisnotreasonable.Ateacheroncehadherstudentssittingingroupsoffour.Itwasdifficult,ifnotimpossible,forthemtositfacingeachotherwithoutgigglingorbeingdistractedbywhattheirtablematesweredoingorsaying.Shewasspendingmostofthedaytryingtogettheirattention.
3.Standards,Rules,orproceduresmustbeenforceable
Thisbasicallymeansthattherulemakercanmakeithappen.Ifthestandardstatesthat“Allstudentswillbeintheirseatsby8:15a.m.,”butthebusdoesn’tarriveuntil8:20a.m.,thestandardisunenforceable.Getridofit.Ateacherwhohasastandardthateverystudentshareshisorherstorywiththeclasswillhavedifficultyenforcingitonaveryshychild.Goodrulemakersknowtherearesomethingsthatcannotbeenforcedbystandards,rules,orprocedures,andsotheyavoidhavingsuchrules.
4.2.3Reinforcement
OnewellknowncontemporarybehavioristisB.F.Skinner.Skinner(1953)postulatedtheoperantconditioningistheprocessthroughwhichhumanbehaviorisshaped.Newresearchfindingssuggestwaysinwhichreinforcementcanbeevenmoreeffectivethanitwaspreviously.Physiological,behavioral,social,andcognitivepsychologiesarenowblendedtomakereinforcementthetooltomaintainandstrengthenproductivebehaviorandtoweakenunproductivebehavior(reinforcement).Thegoalofreinforcementistodevelopdesirablebehaviorratherthantocontrolmisbehavior.Theemphasis,wheremisbehavioroccurs,isonpressuringtochange,notonexactingretribution(JereBrophy(1988,P12)).
Praiseorrewardthestudentswhentheymeetyourexpectations.AccordingtoWiseman(1995)，therewardorpraiseshouldbemeaningful,specificandimmediate.Praiseorrewardmakesastudentfeelintrinsicallygood.Itmakeshe/herwanttodotherightthingagainandagainsothatshecanfeelproudofherbehaviorsagainandagain.Thatisoneofthebiggestmotivatorsforacooperativeclassroomcommunity.Praisingthestudentswillalsohelpthemtofeelsafeandhappyinyourclassroom,therefore,italsohelpstocreateagoodclassroomenvironment.
Establishingrulesandprinciplessetsthestageforaclassroomclimatethatinvitestheteacherandstudentstobecomeacommunityoflearners.However,eventhoughtheruleshavebeenintroduced,discussed,orvotedupondoesn’tmeantheywillbefollowed.Ifstudentsviolatetherules,theymustassumeresponsibilityandmakeamendsfortheirinappropriatebehavior.(Gootman1997)classifiedstudentsmisbehaviorconsequencesintofourcategories.Thefirstcategoryisrestorationorrestitution—studentshavetofixorreplacepropertyorcleanupsomethingtheydid(cleanoffadesk,cafeteriatable,etc.).Thesecondcategoryiscomposure—whenstudentsgetoutofcontrol,theygotoatime—outareatorestoretheircomposure.Thethirdcategoryisrestriction—whenstudentsabuseaprivilege,liketimeatthecomputer,theyarenotallowedtousethecomputerforsometime.Thefourthcategoryisreflection—thestudentisaskedtoreflectontheproblemandfigureouthowtopreventitfromoccurringagain
Consequencesshouldrelatedirectlytotheruleviolationandseemmorelogicalandfairthanpunishment.Forexample,ifastudentdrawspicturesondesk,thelogicalconsequencewouldbetohavethestudentsstayinduringrecessorafterclassandcleanoffthedesk.
Keepingallstudentsontasks
Inanyclassroom,therewillbestudentswhofindalmostanythingmoreinterestingthansubjectathand.Thesechildrenmaynotseetherelevanceofthelesson,theymightbebored,ortheymayhaveanxietyabouttheworkorothersituationsintheirlives.Thiscanbeverychallengingwhenteachersfeelconstantpressuretoproducegoodlearnersandraisetestscores.Whileitmaybeunrealistictoexpecteveryteachertohaveeverystudentworkingtofullpotentialeverysecondoftheday,teacherswillexplorevariousstrategiesnecessaryforkeepingmorestudentsontaskformoreoftheinstructionaltime.
4.3.1Startingwithwell-plannedlessons
Howteachercanpullstudentstobeactivelyengagedanddotaskduringinstructionaltime?Thestartingplaceforthisdiscussionhastobetheteacher’splanningandpreparation.Researchisclearthatthemosteffectiveteachersminimizewastedtimeandmaximizethetimethatstudentsareactivelyengagedinlearning(Echevarria,Vogt,andShort,2004).Onceateacherhasgotgoodlessonplanning,theteachermayfindthatstudentsarenaturallyworkingonmoretaskssimplybecausethereisnotimetobeengagedinotheractivities.
4.3.2Clearinstructions
Manyoff-taskanddisruptivebehaviorsarisewhenstudentsdonothaveacoherentsenseofdirectioninclassroomactivities.Ambiguousdirectivesarefrustratingforbothstudentsandteachersandleadtofeelingsoffailureandpurposelessness.Withoutclearinstructions,itisonlynaturalthatstudentswilldriftawayfromactivitiesandengageinoff-taskbehaviorssuchastalking.LaurenPlatt,a2010graduateofSaintJohn’sUniversitywithaMasterofScienceinadolescenteducation,saidconciseinstructionsandclearexpectationsarethecornerstoneofeffectiveclassroommanagementandsuccessfullearningactivities.
4.3.3Reducingtransitiontime
Transitionaltimeisthetimeittakestochangefromoneactivitytoanother.Thestudentsmaybechangingfromteacher-ledtimetogroupworkorindependenttasks.Theymaybemovingfromonecentertoanothercenter.Transitionaltimeisacommontimeforbehaviorproblems,especiallyiftheproperproceduresarenottaught,established,practiced,andfrequentlyenforced.DanielleHill,whohastrainedinneuro-linguisticprogrammingandholdsaBachelorofArtsincomparativeliteratureandliterarytranslationfromBrownUniversity,introducedfourideasfortransitionplaninIdeasforTransitionPlanintheClassroom.Oneofthemissettingdailyroutines.Atpointsofthedaywhenyouwillregularlytransitionfromoneactivitytoanother,teachstudentstoexpectastandard,routineactivity.Forexample,uponenteringtheclassroomatthestartoftheday,afterrecessorafteranenrichmentactivity,youmighthavethestudentssilentlyreadandfollowinstructionsyou''vewrittenontheboard.Thismayserveasalead-intoalesson;forexample,theinstructionssimplytellthestudentswhattheyneedtotakeoutoftheirdeskstoprepareforthenextlesson.Thepredictablestructurewillhelpdisorganizedstudentsfocusonthenextactivity.
4.4Creatingacaringclassroomenvironment
Teachers’effectivenesstocreateapositivelearningenvironment,whichisvitalforstudents’achievement,playsanimportantroleinshapingstudents’goodquality.JereBrophy(1999)definesclassroommanagementas“creatingandmaintainingalearningenvironmentthatsupportsinstructionandincreasedstudentachievement”Thefirststepistoestablishapositiveclassroomclimatebasedonmutualtrust,respect,andcaring.Thefoundationofthatclimateistherelationshipsthatareestablishedbetweentheteacherandstudentsandamongthestudents.Studentslikeschoolbetterandhavehighacademicachievementwhenrelationshipsarepositive(Jones&Jones,2000).Nothingmotivatespeoplemorethanfreewill.Thesameistrueforstudents.Often,studentswillmeetyourexpectationsforbehavioriftheyhaveasenseofownershipintheclassroomcommunity.Studentsneedtoplayanactiveroleinthedecision-makingprocess,teachersneedtoworkwithstructurethecurriculumtomeettheirneedsandinterests,andtheenvironmentneedstosupportchildren’sdesiretodiscovernewideasandtheirloveoflearning.
5Sixguidelinestohandlemisbehaviors
Preventativewaysaregoodthingbecausetheyultimatelyhelpteachersdeveloptheskillsnecessarytobesuccessfulinmanagingjuniorstudents’misbehavior.Itisinevitablethatteacherswillmeetdifferentchallengingscenariosintheirteachingcareerbecauseitisnatureofchildrentotestthelimits.Newkindsofstudents’misbehavioremergethroughtime.Youhavetorealizethatthereisnooneperfectanswertosituationsthatcanoccurintheeducationenvironment.Butthereissomeusefulguidelineforteacherstohandlejuniormisbehavior.
5.1Developingstructure
Ifyouarehavingseriousinterruptioninyourclass,youaregoingtoneedwell-thought-outstructure.Themoreyouareabletocreateandmaintainstructureinyourclassroom,thefewerpotentialproblemsyouwillhave.Youshouldmakepreventativeplansofactionforcommonproblems.Inthisway,whenmisbehaviorshappen,youwillnoticethemandbeabletotakecareofthemimmediately.Structuredoesn’tmeanrigidity.Rather,astructuredapproachisoneinwhichstudentsknowexactlywhatisexpectedofthem,whichbehaviorsareacceptableorunacceptable,whattheconsequencesareforeachbehavior.Oncestudentsarefamiliarwithteacher’sroutine,theproblemswillonlyarisewhenchangesaremadetothatroutine.Thisgivesawell-plannedteachermuchmorecontrolinhis/heroverallclassroommanagement.
5.2Negotiating
Considernegotiatingwithastrugglingstudent.Thisisoftenanunwelcomewordtoteachers,butitcanreallyworkwithcertainstudents.Givestudentsguidelinesandthenletthemchoosewhattodo.Sometimesteachersmayneedtoadjustsomeoftheirexpectationsandnegotiatewiththeirstudentstoreachcommonunderstandings,suchaswhenandhowassignmentsneedtobedone.Whenstudentshavetheopportunitytoexpresstheirvoicesinclassroomprocesses,theyshareindecisionmakingandtheconstructionofknowledgebeinglearned.Givingsomecontroltostudentsinthelearningprocessandtheproceduralroutineoftheclasscandeterproblem.Inaddition,itcanvalidatetheiractiverolesintheirownlearningjourneys.
5.3Dealingwithproblemsquickly
Anotherthingtokeepinmindistodealwithproblemsquickly,usingasfewwordsaspossible.Itisimperativetodealwithproblemspromptly,withminimalinstructiontimelost(Wong＆Wong,1998).Trainyourstudentstorecognizeonewordasacode.Saying“focus”isaquickwaytotellachildtostopdaydreamingandgettowork.Someteacherswillcreateaclassroommantra,andthestudentswillknowthatiftheteacherpointssilentlytoit,theyaretoreaditsilently.Ifastudenthasareoccurringproblem,teacherscanmakearunningtallyontheboardorprivatelyinadesignatedplacesoonlyhe/shecanseeexactlyhowmanytimesthisproblemoccurs.
5.4Usingdirectlanguage
Itisbesttousedirectlanguagewhenresolvingproblems.Tellyourstudentsexactlywhatyouwant,usingspecificmentionofthebehavioryouwanttoseeorthebehavioryoudonotwanttosee.Don’trelyon“knockthatoff”or“cutthatout.”It’sbettertosay,“putyoursharpenerawayandreadthechapter.”Alsoremembertoputapositivefocusondirectiveswheneveryoucan.Finishupbysaying,“Youareimportanttous,”or“IvalueyoureducationandIwantyoutolearnwhatyouneedtoknow.”
5.5Knowingthebottomline
Allteachersneedtoknowwheretheydrawthelinebetweenworkingwithastudentanddecidingthatthestudenthasmisbehavedenough.Theteachershouldbeawareofschoolpolicyandhaveaplanforwhentocalltheparents,whentosendastudenttotheprincipal,orevenwhentocallthepolice.Remember,abottomlineisjustthat.Itisforseriousoffenses.Teachersshouldneverthreatentheseactionsunlesstheyarereadyandwillingtofollowthrough.
5.6Followingup
Finally,followupontheproblem.Onceacrisishaspassed,makeapointoftalkingtotheoffendingstudentduringtheday.Ifpossible,expresssomethingpositivebutmakeaconnection,evenifitisneutral.Witheveryproblem,itisimportanttokeepalog.Thiswillhelpateacherifproblemsinvolvemorepartiesinthefuture.Iftheproblemisveryserious,theteachershouldmakesuretheadministrationknowswhathappenedandwhathe/shedid.Whencallingthechild’sparents,teachersneedtokeepthevoiceasnoconfrontationalaspossible.Teacherscanstartoutwithsomethinglike,“Iwantedtoletyouknowaboutanincidentthathappenedatschooltoday.”Iftheteacherandtheparentcomeupwithanyfutureplansforthestudent,itisimportanttocontinuetocommunicateanyfurtherdevelopments,positiveornegative.Honestandfrequentcommunicationbetweenteachersandparentshelpensurethattherearenobigsurpriseslaterintheyear.
Conclusion
Misbehaviorisoneofthemainproblemsinjuniorclassroommanagement.Withouteffectivestrategiestomanageclassroommisbehaviorteachersareunabletodeliverthecurriculumeffectivelyandstudentscannotbefullyengagedinlearning.Inthispaper,somestrategiesaresuggestedbyfiguringoutthemostcommonmisbehaviorinjuniorclassandanalyzingthemainreasonsforstudents’misbehavior.First,thispaperintroducesthedefinitionofmisbehaviorandsometypesofclassificationofclassroommisbehavior.Inthesecondsection,itrevealsthemostcommonmisbehaviorinjuniorclassroom.Inthethirdsection,itanalyzesthemainreasonsofstudents’misbehavior.Thefourthsectionprovidessomepreventivewaysforteacherstohandleclassroommisbehavior.Inthefinalsection,thispapersuggestssixguidelinestogetstudents’misbehaviorundercontrol.Whiledifferentmisbehaviorsituationmayoccurindifferentclassroomsatdifferenttime,thesepreventivestrategiesandguidelinesmayhelpformiddleschoolteachersespeciallynewteacherstohandleclassroommisbehaviorandcreateagoodlearningenvironmentforstudents.
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RudolfDreikurs(February8,1897,Vienna–May25,1972,Chicago)wasanAmericanpsychiatristandeducatorwhodevelopedpsychologistAlfredAdler''ssystemofindividualpsychologyintoapragmaticmethodforunderstandingthepurposesofreprehensiblebehaviorinchildrenandforstimulatingcooperativebehaviorwithoutpunishmentorreward.
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