One of the toughest problems faced by teachers is how to maintain order inside the classroom. Discipline and behavior problems are serious, pervasive and are compromising student learning. If students don’t focus on the lessons inside the classroom they will not be able to acquire the knowledge being transferred by the teachers. Even though only a handful of trouble makers cause most disciplinary problems, the tyranny of the few leads to a distracting and disrespectful atmosphere. Nowadays behaved students are more likely to be influenced by the misbehaved ones. Different factors may affect this kind of behavior. One is mass media, the students’ environment and their families. Teachers in particular complain about the growing willingness of some students and parents to challenge teacher judgment and threaten legal action. With this kind of culture in the educational system, teachers often must operate in a culture of challenge and second guessing that is affecting their ability to teach and maintain order. There are some instances wherein students are quick to remind them that they have rights or that their parents can sue. And worse teachers have reported that they have been accused of unfairly disciplining a student.
For teachers, it is very important first and foremost to lay down the rules and regulations inside the classroom on the first day of class. Students may also be asked what kind of classroom they want to have the whole school year. Let the students think of punishments that is appropriate for their misbehaviours. Teachers must be firm in his/her decisions. The support of the parents and the guardians are also very important in addressing misbehaviours.
Here are some strategies that will help the teachers in addressing the mentioned problem:
- Observe and record
It can be useful to conduct classroom observations that focus on a pupil’s behaviour and that enable the teacher to better understand the individual.
- ‘A, B, C’ observation
- Analyse
- Respond
- Prioritise
- A: antecedent – what happened to spark the unwanted behaviour (e.g. was it another pupil, a task that was too difficult, or a negative comment from the teacher?)
- B: behaviour – describe the resulting response (eg lashing out, sulking, refusal to cooperate)
- C: consequences – what happened afterwards (eg a warning or reprimand from the teacher, loss of a house point, moving into the ‘red zone’, another child getting upset) and how this affected subsequent working.
Use the information collected above to determine:
- what triggers unwanted behaviour
- what that behaviour looks like
- what works best in preventing/addressing it.
An important part of this process is talking to the child and gaining an understanding of their perspective.
With careful thought, positive action may be taken straight away and can prove to be effective.
There will often be more than one aspect of a child’s behaviour that needs modifying, but it’s important to prioritise. Address one or two aspects at a time.
A behaviour plan, with SMART (specific, measurable, achievable, realistic, time-limited) targets can be drawn up with the child (and their parents/carers), and perhaps monitored by the teacher.
Teachers are often said to be creative. We are not only facilitators of learning but we play a great part in shaping our students to be good citizens of our country.
By: Bryan B. Buenaventura | T-I | Cabcaben Elementary School
