THE METHODS/MODELS FOR PREVENTING STUDENT MISBEHAVIOUR IN THE CLASS ROOM ENVIRONMENT

 

With the changing attitudes toward the use of punishment-based disciplinary procedures, schools have looked for alternative models of student discipline. These models were and are aimed at developing and maintaining appropriate student behavior. The authors of these models try to describe why they work. Unfortunately, many of them have overlooked some important fundamentals; that is, they ignore the effects on students and fail to use scientific, functionally based definitions in their models. Following are brief descriptions of some of the various behavior management models used in schools. Table 1.1 provides a sample of the most commonly used models.

Model Key Aspects Assertive Discipline Teachers have the right to determine the environmental structure, rules, and routines that will facilitate learning. Teachers have the right to insist that students conform to their standards. Teachers should prepare a discipline plan in advance, including statements of their expectations, rules, and routines and the type of discipline method to be used if and when students misbehave. Students do not have the right to interfere with others’ learning. When students do not behave in a manner consistent with teacher expectations, teachers can respond in one of three ways: nonassertively by surrendering to their students, hostilely by showing anger, or assertively by calmly insisting and assuming that students will fulfill these expectations. Students choose to misbehave, and teachers should not accept their excuses for such misbehavior. Teachers should use positive and negative consequences to convince students that it is to their benefit to behave appropriately. Teachers should not feel bad if forced to use harshly negative consequences when necessary because students want teachers to help them control themselves. Teachers have the right to ask for help from parents and school administrators when handling student misbehavior. Logical Consequences Inappropriate behavior is motivated by unconscious needs, e.g., to gain attention, exercise power, exact revenge, or display inadequacy. If the motive for attention is satisfied, inappropriate behavior associated with other motives will not be manifested. Students can learn to understand their own motives and eliminate misbehavior by having teachers help them explore why they behave as they do. Table 1.1 Sample of Models Used in Schools Chapter 1 Behavior Management Models ❖ 7 Model Key Aspects Presenting students with a choice offers a sufficient basis on which they can learn to be responsible. Students react to life based on their birth order. We learn through our interaction with our environment. Within this interaction, our behaviors are exposed to natural, arbitrary, and logical consequences. Natural consequences are usually the most effective form of negative consequences. If we cannot rely on natural consequences under all circumstances, we can use arbitrary or logical consequences. When teachers have the option of using arbitrary or logical consequences, logical consequences should be chosen because students behave more appropriately when they suffer the logical consequences for their misbehavior. Reality Therapy Students are self-regulating and can learn to manage their own behavior. Students learn responsible behavior by examining a full range of consequences for their behavior and by making value judgments about their behavior and its consequences. Student behavior consists of an effort to satisfy personal needs for survival, belonging and love, power, freedom, and fun. Students have a unique way of satisfying their own needs. Students cannot be forced to change what they believe about how best to satisfy their needs. There must be a warm, supportive classroom environment where students can complete quality work and feel good about themselves. Students should be asked to do only useful work, to do the best they can, and to evaluate their own work to improve upon it. Rules should be developed in the classroom. Teachers should establish a level of mutual respect with the students. Coercion should never be used in schools to control student behavior. If coercion is used, mistrust will prevail. Love and Logic Each student’s self-concept is always a prime consideration. Students should always be left feeling as if they have some control. An equal balance of consequences and empathy should replace punishment whenever possible. Students should be required to do more thinking than the adults do. There are three types of teaching and parenting styles: helicopters, drill sergeants, and consultants. Teachers should focus on being consultants to their students. Adults should set firm limits in loving ways without anger, lectures, or threats. When students cause a problem, teachers should hand it back in loving ways. (Continued) 8 ❖ Part I Introduction to Behavior Management Model Key Aspects Ginott Student behavior can be improved if teachers interact with students more effectively, treating them with understanding, kindness, and respect. Positive communication by teachers improves the self-concept of students, which produces better classroom discipline. Congruent communication should be used because students cannot think right if they do not feel right. Students can learn to be responsible and autonomous. Accepting and clarifying the feelings of students will improve their classroom behavior. The improper use of praise encourages student dependency on teachers. Punishment encourages student misconduct. Insulting students causes them to rebel. Promoting cooperation increases good discipline. Teachers can improve their relationships with students by ending their language of rejection and using a language of acceptance, inviting students to cooperate rather than demanding that a behavior occur, providing acceptance and acknowledgment for student behavior, conferring dignity upon the students, expressing anger with “I messages” versus “you messages,” using succinct language rather than overtalking, and providing appreciative praise that describes student behavior rather than ability. Teachers need to model self-discipline to show their students how to deal with problems. Kounin Negative or positive moves by teachers toward students radiate out (the ripple effect) and influence others. Students need to be controlled by their teachers. Control can be improved by increasing the clarity and firmness of desists (i.e., remarks intended to stop misbehavior). Teachers can improve control by displaying “withitness” (i.e., being aware of what is going on around them). Teachers should use “momentum” by beginning lessons immediately after the start of class, keeping lessons moving with little downtime, bringing the lessons to a close, and making efficient transitions from one lesson to another. Teachers should achieve “smoothness” in a lesson by removing undue interference or changes that disrupt the students. Teachers can use group alerting by gaining students’ attention to inform them of what is expected. Students should be made active learners by asking them to answer questions, to demonstrate concepts, or to explain how something is done. Teachers can control or have an influence over several activities at once by using “overlapping.” Students are more successful when teachers make lessons interesting, avoiding “satiation” (i.e., when students are bored or frustrated, they tend to become less than interested in a topic). Lessons and seatwork should be enjoyable yet challenging. Table 1.1 (Continued) Chapter 1 Behavior Management Models ❖ 9 Model Key Aspects When students have been appropriately identified as problem students and when the teachers’ moves are properly timed, greater control of student behavior is possible. Jones Children need to be controlled to behave properly. Teachers can achieve control through nonverbal cues and movements calculated to bring them physically closer and closer to the students. Parents and administrators can be used to gain control over student behaviors. Teachers should demonstrate skill clusters including body language and easy-toimplement group-based incentive systems that are tied to academic content using “Grandma’s rule.” Student seating should be organized so that students are easy to reach. Teachers should use graphic reminders that provide examples and instructions, quickly praise students for doing something correctly, and give straightforward suggestions that will get students going and leaving immediately. Teachers should utilize good classroom structure, limit setting, responsibility training, and backup systems. Character Education Character education promotes core ethical and performance values. Students learn to understand, care about, and act upon these core ethical and performance values. Programs should encompass all aspects of the school culture. Teachers should foster a caring school community. Students should be given opportunities for moral action. Character education supports academic achievement. Programs focus on the intrinsic motivation of students. Whole-staff involvement is key. Positive leadership of staff and students is essential. Parents and community members should be involved. Results are assessed and improvements are made.

MEANING OF SOCIAL DIVERSITY

Social diversity is a characteristic of a population that is defined in a particular territory by caste, class, religion and employment pattern. That differs greatly from social hierarchy, where society is separated into many levels of dominance. Social diversity is all the ways in which individuals are separated from each other within a common society. Racial diversity can be characterised by race, diet, faith, vocabulary, tastes and desires.

By "ethnic plurality," we mean the conviviality of various social classes in a geopolitical environment or, in simplified words, the division of society into groups. Such words like "plurality," "multiculturalism," "social difference etc.

SOCIAL DIVERSITY IN INDIA

The highest and most plural civilization in the world was perhaps considered for India. Its diversity is based on regional, demographic, historical, political, socio-cultural and economic foundations. It manifested its social diversity in different ways such as languages, religions, tribalities and castes.

There are three kinds of social distinctions which require special attention:

1.      Gender, 2. Religion and 3. Castes.

 

CONCLUSION

Student behavior is one of the most critical concerns in schools today. We are faced with misbehavior in our schools on a daily basis and need effective methods of preventing and responding to misbehavior. Several methods have been advocated over the years. It is important for teachers to be familiar with these models given their frequent use in schools. Unfortunately, few of these methods have demonstrated their effectiveness scientifically. We continue to use ineffective management methods even in the face of evidence that they do not work as claimed or that those claims have not been validated. Fortunately, we know what does and does not work. Several of the positive aspects of the models covered were highlighted and are integrated throughout this textbook. However, there are several conceptual issues regarding the causes of the behavior change that results from the implementation of certain models or programs (e.g., selfconcept). Character education holds some promise as a school reform model but needs a considerable amount of research showing the effects of each program. Fortunately, Epstein et al. (2008) made five recommendations to help teachers deal with behavior management issues. These five recommendations are based on a review of the scientific research literature and should be considered by teachers. The recommendations made by Epstein et al. are consistent with the one model that has been shown over the years to be highly effective in dealing with behavior issues. The behavioral model is a scientifically based model that is grounded in applied behavior analysis (ABA) and has seven general characteristics that make it highly effective. It is critical that teachers become knowledgeable about ABA and skilled at implementing its principles if effective behavior management is going to take place in the schools. Unfortunately, there are several misconceptions with regard to ABA. The intrinsic versus extrinsic reward debate is probably a waste of time, given there is no agreed-on definition of intrinsic reinforcement and there is a lack of evidence demonstrating its effects. Also, the issue of control is not a serious concern when one realizes that the form of control discussed in ABA is the same as the control exerted on an automobile driver using the highway (e.g., do not exceed the speed limit, keep to the right except to pass, wear a seatbelt). Contrary to critics’ statements, control in ABA does not refer to “brainwashing” or involve a violation of one’s personal rights. Given that ABA is such a powerful technology, strict ethical behavior must be demonstrated when applying it. The Association for Behavior Analysis has position statements that should be followed. Our students have the right to effective behavioral treatment and a right to an effective education.

 

References

Bhagat , R.B. (2008) “ Assessing the Measurement of Internal Migration in India”, Asian and Pacific Migration Journal, Vol. 17, No. 1, pp. 91-102.

Bhagat, R.B., S. Mohanty (2008) “Trend and Pattern of Urbanisation in India: A Demographic Assessment” paper presented in the Annual Meeting of Population Association

of America, April 16-19, 2008, New Orleans, USA.