INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOUR IN TEACHERS TEACHING METHOD

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INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOUR IN TEACHERS TEACHING METHOD

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Teachers are the center of global education since they are responsible for the mental, physical, and moral development of students at all educational institutions across the world (Paula, M., 1996). The instructor plays the most important role in the educational process. As role models, they are expected to model positive behavior as they improve and grow the human intellect through schooling. Good conduct is a prerequisite for effective teaching and learning, as well as an important educational result that society rightfully demands. Behaviour is the consequence of the interaction between the individual and the environment, which includes physiological, physical, and psychological elements (Alexander, 2000). (Evans et al, 1989).

Educational psychologists have widely endorsed this interaction of components (Cochran-Smith, 2003), and it is vividly depicted in the learner-centered model of instruction (Lambert & McCombs, 1998). Student misconduct is one of the most commonly reported issues in today’s public schools. In fact, instructors regard regulating student conduct to be one of their most difficult difficulties as well as one of their most significant training and skill gaps (Weigle, 1997). Disruptive classroom behavior is a major source of teacher stress and dissatisfaction, and it has a significant impact on teachers’ ability to keep a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000).

Historically, in the 1970s, educators and psychologists stressed the significance of student involvement and achievement in reducing disruptive conduct in the classroom. There has been a significant increase in the direct and indirect assessment and analysis of problem behavior in school settings over the last 20 years in order to determine the function of disruptive behavior and develop more targeted interventions based on these assessments (Lagland, Lewis & Sugai, 1998). Partin clearly distinguishes between ineffective and highly effective teachers. Effective instructors, according to his studies, are in charge of their classes but not consumed with the concept of control. According to Partin’s research, creating certain norms or rules of conduct to govern student behavior is a vital first step in setting standards for acceptable behavior in a classroom. Rather than trying to describe all of the conceivable prohibited behaviors, it appears that the most effective way to motivate people to follow rules is to articulate them positively and explain what you want to happen. As a result, one of the most essential, yet tough and complex concerns for instructors is discipline and classroom management.

Notably, the major role of teachers is to assist pupils in learning in the classroom. Learning is difficult to achieve in a chaotic setting. As a result, we are constantly pushed to develop and maintain a happy, productive learning environment. This might be a difficult task on any given day. We find ourselves making frequent classroom behavior management blunders in our attempts to meet this issue. Many instructors are naturally hesitant to recognize that the causes for their students’ misbehavior may be found as often in their teaching as in the pupils’ incompetence or failure to learn, according to Lawrence and Steadman (1984). however, Steadman asserts that the most efficient strategy to deal with behavior issues is to attempt to prevent them from emerging in the first place, and then to reduce their occurrence.Therefore if teachers keep portraying negative behavior triggered by stress this might impact her teaching method and learning outcome may not be achieved.

1.2 Statement of the problem

One of the most difficult tasks for a teacher is to maintain order in the classroom while still achieving academic goals. Teachers’ attitudes and ideals can play an equally important role in the detection and production of behavior issues. Instructors’ tolerance levels for behavioral issues vary widely, and it’s not uncommon for two teachers at the same school to hold opposing viewpoints on whether or not a student has a problem. This does not imply that one is correct and the other is incorrect; rather, it reflects the people’ differing beliefs and attitudes, as well as their differing expectations for their students’ behavior (Upton, 1997). Due to these issues, it is critical for instructors to maintain high levels of discipline, even when the stress of teaching causes them to resort to physical or verbal abuse to regulate classroom conduct.

When confronted with pupils’ misbehavior, many instructors feel defensive and angered, and find it difficult to examine themselves and their techniques and attitudes, sending a bad message to the learners who may be pushed to act deviant. After reviewing a large amount of literature on undesirable behaviors in classroom settings or classroom management, it was discovered that many researchers had concentrated on the subject of unwanted student behavior in the classroom, while there was a dearth of literature on negative teacher behavior in the classroom. Thus it is upon this background that this study seeks to influence of negative classroom behaviour in teachers teaching method.

1.3       Objective of the study

The broad objective of this study is to examine the  influence of negative classroom behaviour in teachers teaching method. Specifically, the study seeks:

1. To examine the types of negative behavior exhibited by teachers during teaching-learning process

2. To explore factors that triggers teachers negative behavior during classroom instruction.

3. To determine if teachers’ negative behaviour would lead to a chaotic classroom management.

4. To ascertain  if teacher’s negative behavior would impede the learning outcome.

1.4       Research Hypothesis

HO1: Teachers’ negative behaviour does not lead to a chaotic classroom management.

HO2: Teacher’s negative behavior does not have any effect on  the learning outcome

1.5       Significance of the study

Findings from the study will be relevant to teachers and school administrators. It will enlighten the teachers on the appropriate classroom management skills to utilize during instruction and the need to comport themselves in other to maintain a disciplined atmosphere suitable to achieving the set learning objective.Finally, the study would contribute empirically to the body of existing literature and it would serve as a reference source to students or other researchers who might want to carry out their research on the similar topic.

1.6       Scope of the study

The scope of this study borders on The broad objective of this study is to examine the  influence of negative classroom behaviour in teachers teaching method.  It will explore factors that triggers teachers negative behavior during classroom instruction. It will determine if teachers’ negative behaviour would lead to a chaotic classroom management and  ascertain  if teacher’s negative behavior would impede the learning outcome. The study is however delimited  teachers in selected secondary schools in Lagos State.

1.7       Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited  as few respondent were selected to answer the research instrument hence cannot be generalize to other schools outside Lagos State. However, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8       Definition of terms

Student Misbehavior: Student misbehavior can be defined as a student’s action or interaction that disrupts or distracts the flow of the learning processes. That is any behavior that is inappropriate in the classroom can be termed as students’ misbehavior.

Teacher Negative behavior: Teacher’s negative behavior depicts instructors behavior towards the students aggressively. More so, “Speaking fast” in teaching, “threatening the students with low grades” and “making discrimination among the students” were the more often expressed negative teacher behaviors by the students.

REFERENCE

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Alexander, P. A. (2000). Toward a model of academic development: schooling and the acquisition of knowledge. Educational Researcher, 29, 28-33.

Brophy, J. E. (1979). Teacher behavior and student learning. Educational Leadership, 37, 33-38.

Cochran-Smith, M. (2003) Teaching quality matters. Journal of Teacher Education, 54, 95-98. Cohn, M. (1987). To be a teacher. Newyork: Random Hause.

Hawe, E., Tuck, B., Manthei, R., Adair, V., & Moore, D. (2000). Job satisfaction and stress in New Zealand primary teachers. New Zealand Journal of Educational Studies, 35, 193-205.

Lambert, N. M. & McCombs, B. L. (1998) Introduction. Learner-centered schools and classrooms as a direction for school reform, in: N. M. Lambert & B. L. McCombs (Eds) How students learn: reforming schools through learner-centered education (Washington, American Psychological Association), 1-15.

Langland, S., Lewis-Palmer, T., & Sugai, G. (1998). Teaching respect in the classroom: An instructional approach. Journal of Behavioral Education, 8, 245-262

Partin, Ronald.L. (1999) Classroom teachers survival guide: Practical strategies, management techniques, and reproducibles for new and experienced teachers. West Nyack, NY: The Center for Applied Research.

Upton G. (1997) Understanding interaction the dynamics of emotional and behavioural difficulties. Managing Misbehaviour In Schools. Editors: Charlton T & K.David. Second Edition, London: Routledge

Weigle, K.L. (1997) Positive behvior support as a model for promoting educational inclusion. Journal of the Association For Persons with Severe Handicaps, 22,36-47

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