Chapter II
REVIEW OF RELATED LITERATURE AND STUDY
TEACHERS ON PUPIL’S CLASSROOM BEHAVIOR
According to Terrance M. Scott. (2016). Teaching Behavior: Managing
Classroom Through Effective Instruction. United States of America: SAGE Publications
Asia-Pacific Pte.Ltd. Singapore 049483. Classroom management is a term used by
teachers to describe the process of ensuring that classroom lessons run smoothly
despite disruptive behavior of students/pupils. Teaching provides an impact on
probability, and the selection of high-probability teaching behaviors must be seen as a
sacred responsibility. It is possibly the most difficult aspect of teaching for many
teachers. The teacher who does not adjust teaching in relation to student behavior
suffers very poor probabilities for future success.
Management of child’s behavior in the classroom (Discipline); refers to
approaches to managing students’ behavior till learning occur in an effective
environment. Managing discipline in the classroom is an important component of
classroom management. Learning will not meet in an environment where behavior is out
of control. According to Moskowitz & hayman (1976) once a teacher loses control of
their classroom, it becomes increasingly more difficult for them to regain that control.
(Terrance M. Scott 2017) However, one should not confuse responsibility in this sense
with fault. Pupil’s misbehaviors are not the fault of the teacher. However, misbehaviors
do create a responsibility for a teacher to adjust teaching. Also, research from Berliner
(1988) and Brophy & Good (1986) shows that time that teacher has to take correct
misbehavior caused by poor classroom management skills result in a lower rate of
academic engagement in the classroom. From the teacher’s perspectives, effective
classroom management involves clear communication of behavioral and academic
expectations, as well as a cooperative learning environment. Since, effective teaching
involves teacher-facilated actions that maximized the probability of student success.
Classroom management is closely linked to issues of motivation, discipline and
respect. Methodologies remain a matter of passionate debate amongst teachers;
approaches vary depending on the beliefs a teacher holds regarding educational
psychology. A large part of traditional classroom management involves behavior
modification, although many teachers see using behavioral approaches alone as overly
simplistic. Many teachers establish rules and procedures at the beginning of the school
year.
According to Gootman (2010), rules give student concrete direction to ensure
that our expectation becomes a reality (Gootma,M.E.,2010). They also try to be
consistent in enforcing these rules and procedures. Many would also argue for positive
consequences when rules are followed and negative consequences when rules are
broken. There are newer perspectives on classroom management that attempt to be
holistic. One example is affirmation teaching, which attempts to guide students towards
success by helping them see how their effort pays off in the classroom. It relies upon
creating an environment where students are successful as a result of their own efforts.
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REFLECTIVE INQUIRY OF TEACHERS
According to Laraib Nasir Jalbani (2014). The Impact of Effective Teaching
Strategies on Academic Performance and Learning Outcome. Karachi, Pakistan: GRIN
Verlag, United States. Agreeing to Alton-Lee, these days on of the major roles of the
teachers is to ensure that the content delivered has achieved the learning objective,
which can be considered a key challenge. The teachers should align their professional
experiences with their teachings practices and pedagogies in order to benefit the
learner.
Teachers also need to undergo professional and personal development to benefit
both the pupils and themselves as well and there is always a room for improvement and
innovation for the teachers to adapt as per the requirement. But, ironically it is a fact that
the teachers hardly get any time to reflect on their daily practices, leading to
improvement or they are unaware of this process and it is out of question for them.
When they would reflect upon them engage them in examining their own
theories of teaching practices. The teachers who are willing for professional
development in this area are able to deliver even complex and complicated content
effectively, helping the students generate their interest and eagerness for more
opportunities of learning in a conducive environment, making all the individuals feel that
they are being provided a quality education by all the means so that they are ahead in
education industry.
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TEACHERS ENGAGEMENT IN CLASSROOM INSTRUCTION
According to Terrance M. Scott, Regina G, Hirn & Justin T. Cooper (2017).
Teacher and Students Behaviors Keys to Success in Classroom Instruction. Lanham,
Maryland: Rowman & Littlefield Publishing Group, Inc. Facilitating observations were
more likely to have teachers engaging in effective instructional practices. To have
higher rates of effective instructional behaviors and children that were more engaged
and less disruptive when the government is more appealing, perhaps effective
instruction produces higher rates of success among both teachers and the learners.
Rather, it should reinforce the fact that multiple modalities are generally preferable
effective teaching involves providing the learner with sufficient information. And to say
that teachers are skilled at motivating and further supports the value of counseling
interventions for learners in the domain of social-emotional development.
Kimberly D. Tanner. (2017). Structure Matters: Twenty-One Teaching Strategies
to Promote Student Engagement and Cultivate Classroom Equity. Retrieved on
February 13, 2020 from https://doi.org/10.1187/cbe.13-06-0115. Teachers can structure
environments with the intention of maximizing student learning, prior to the experience
and attitude that motivates towards the material being learned and relative participation
in the learning environment are all thought to be key variables in promoting learning
ideas. Strategies affiliated with equitable teaching goals in building an inclusive and fair
classroom community and monitoring behavior to cultivate divergent thinking.
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LEARNERS BEHAVIOR IN THE CLASSROOM
According to Elizabeth Saunders (2016) Working With Challenging Behavior.
Journal of Working with Challenging Behavior Conasta 65 presentation July 2016. The
literature identifies a variety of generally interrelated factors which contribute to the
development and maintenance of challenging behaviors is complex and multifaceted.
Undeniably, the most significant factor is operant conditioning and reinforcement as it
interacts by observing a pupil’s behavior in the ecological context of its precedent and
consequence, a greater understanding of both its purpose and how it is being reinforced
can be gained which allows to be made to intervene and support the pupils (Brown &
Conroy, 2011). A fundamental shift in attitudes and values and this too can be fostered
through increased professional development and support coming from teachers and
schools. (Alter et al., 2013;Ling & Mak,2011; Michail,2011). In many different settings
then it is appropriate to make cautious generalizations (Goh & Bambara, 2012).
Peterson and Skiba (2001) hypothesize that comfortable and supportive feelings
would support effective and efficient learning and teaching as well as positive student
behaviors and attitudes, and on the contrary, negative feelings such as concern, fear,
frustration, and loneliness would negatively affect learning and behavior. Students
should learn to self-monitor themselves, manage their time, set goals, and self-evaluate
through the reinforcement of the teacher(s) (Otero, 91). Students can be taught to
maintain appropriate behaviors and techniques that can be used to future their overall
education goal (Otero, 92).
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The students in a classroom become the star of the show by gaining attention of
their peers and the teacher, but also gaining an escape (Bernier, 46). Students don’t
always act out for attention. Students can act out to escape the question they are on, an
upcoming turn in reading, or are simply in need of a break. Negatively reinforcing the
unwanted behavior generally demonstrates a pattern of escape for those looking for a
break from the task at hand (Bernier, 46). Destructive behavior that is negatively
reinforced can lead to an increase in socially inappropriate. Therefore, it is crucial to
students and our teaching behavior to see the positive effects positive reinforcement
has on our students’ academic and social success in and out of our classroom walls.
Students use these teaching moments to learn not only classroom content but socially
as well. Students are able to pick up on gestures from their teachers and their peers
during social activities. When a student feels a genuine connection with a teacher or
other student they provide quality feedback to those who will listen (Fromme, 893)
Allowing students to interact with their peers constructively and encouraging genuine
communication is one way to hold student attention levels and to keep motivation levels
up (Otero, 92).
When a child experiences positive reinforcement, there is often a greater
willingness to exhibit positive behavior. Students who are encouraged to learn and
allowed the chance to show off their learned skills through their preferred outlets are
more willing to develop future thinking and organizing skills, and of course continue their
learning (Malala, 576). Hands down people, not just students, perform better in life
when they are asked to do something that they enjoy (Malala, 563).
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DISCIPLINARY MEASURES
According to Nicholas Odoyo Simba, John Odwar Agak & Eric K. Kabuka (2016).
Impact of Discipline on Academic Performance of’ Pupils in Primary Schools. Journal of
Education and Practice. 2016. Retrieved on February 11, 2020 from
https://files.eric.ed.gov>fullt...PDF . Discipline is an important component of human
behavior and assert that without it an organization cannot function towards the
achievement of its goals (Ouma, Simatwa ,& Serem, 2013) in the context of a school
system, a disciplined student is that student whose behaviors , actions and inactions
conform to the predetermined rules and regulations of the school (Ali, Dada , Isiaka &
Salmon, 2014) however discipline ideally means more than adhering to rules and
regulations and entails the learner’s ability to discern.
Discipline is widely acknowledge to be essential for creating positive school
climate but the literature reveals that student indiscipline is experienced in schools
globally and it can be seen as any action considered to be wrong and not generally
accepted as proper in a set up or society (Omote, Thinguri, & Moenga, 2015) Research
shows that various discipline exist among primary school pupils which undermined the
social bonds that undergird positive outcomes to promote the display of appropriate
behavior in schools most specially inside the classroom that creates a safe and orderly
environment conducive to learning for pupils who conform to school rules.
Many teachers engage their students in establishing overall classroom rules and
procedures. Although there are, some common overall rules that elementary and
secondary teachers should establish, depending on the age and grade level of
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students/pupils. In addition to broad rules for conduct, many teachers also set rules for
more specific behaviors.
SCHOOL ENVIRONMENT
Schools needs to create safe and secure environment that are orderly and allow
learning to happen. School discipline should be about building respectful relationships
and educating students about how, why and when certain behavior are appropriate.
This will support students to become successful, independent learners and citizens.
This educational approach is supported by classroom management and school
discipline research which says school should focus on relational aspects of schooling
based on respect, caring and dignity. Schools should also make sure their approach to
discipline is learning-oriented and seeks to develop self-regulation and trust. The most
persistent question in the field of school facility planning relates to that of the
relationship between the built environments and the performance and behavior
however, state that the built environment does have a discernible influence upon the
process of teaching and learning. Social processes in educational environments have
become more important since students are supposed to be co-producers in the learning
process where they contribute actively to producing knowledge. The learning
environment becomes swap space, stimulating and thoughtful, both for learners and for
teachers (Duarte 2003). A learning space is always generated and organized by an
educational agent for one or more students. This educational agent intentionally plans a
set of activities, actions and forms of intervention aimed at achieving the objective of
learning by students. Definitely, the design of a learning space based on the recognition
of its social dimension allows students to handle the socialization positively.
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BULLYING AT SCHOOLS
According to Frederick Rivara & Suzanee Le Menestrel.(2016) Preventing
Bullying Through Science, Policy and Practices Washington DC: The National
Academies Press. Bullying has been tolerated by many as a rite of passage among
children and adolescents. Schools are intended to be safe places for students to learn
and grow, yet it is virtually impossible for students to obtain either of these goals when
they are faced with daily humiliation, isolation, or issues with personal safety. Victims of
bullies are generally children who are on the bottom of the social ladder.
They tend to be minorities, children with special needs, from families with lower
socio-economic status, have few friends, are smaller in stature, or physically
uncoordinated. Most victims of bullies are generally passive. These bullying behaviors
impact an individual's education and personal mental health in negative ways and they
affect both the victim of bullying and the bully both.
They feel the negative effects of being both the bully and the victim at the same
time. This is the most isolated situation and therefore requires and intervention. On one
hand, the sensationalism of school violence has very much been needed to wake up
generations of educators, parents, and students to say that the behaviors leading to this
violence are not okay in schools. While this violence is a real threat that schools have
been facing and educators do need to be aware of it, prepared for it, and actively
working towards ending it; the fear of school violence should not be the sole reason that
schools need to watch more closely for bullying behaviors.
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FOUL LANGUAGE
According to Jovana Daljevic. (2014) Verbal Bullying in Schools. Journal of
Verbal Abuse. 2014 https://novakdjokovicfoundation.org/verbal-bullying-in-schools//.
Verbal bullying is the common type of aggression and manipulative violence in schools.
The impact of verbal aggression and abuse tends to be discounted and marginalized in
our culture. It’s clear that humans have long intuited that there’s a connection between
physical and emotional pain; that is reflected in our language .This only lessens an
already impaired ability to manage negative emotion and self-soothe and appropriate
intervention measures against a child which result in or is likely to result in psychological
harm or suffering, or other abuses including threats of such acts , assault, coercion,
harassment or arbitrary deprivation of liberty and Among other effects, verbal abuse can
undermined child’s self-esteem, damage his ability to trust and form relationships.
According to (Ross, 2002) the problem with this definition is that this can become
a very blurred line of intent versus perception and the power differential that was
experienced. (Harris & Hathorn 2006) but became more verbal bullying in the senior
years and was usually because of their victim’s physical weakness and social
connections. Recognizing that these children who have been labeled bullies are most
likely victims of bullying and the long-term effects for victims of bullying are social
problems and self-esteem problems.
As well is an important factor for more effective interventions for their behaviors.
Verbal abuse can destroy already shattered confidence of these pupils and make them
more insecure referring to kids who are different in some way, words can have
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tremendous power, greater than we could ever imagine and kids that are verbally
abusive they are highly skilled experts in social situations, using subtle, indirect
methods of interactions with others organizing groups of followers who will do their dirty
work leaving them blameless. This may display extreme anti-social like mocking or
taunting can instantly crash all the ideas, wishes and aspirations of the child who has no
self-confidence. And these behaviors do not fear negative consequences making any
type of intervention or counseling very difficult and ineffective. Moreover, children with
special needs frequently experience rejection and mean things by their peers. It is very
important to teach children to accept differences and demonstrate empathy towards
their peers.
CLEANING RESPONSIBILITIES
According to Neyla Zannia. (2016) Cultivate Cleaning Habits at School.
https://www.theonlinecitizen.com/2016/12/12//. The learning from schools can be
transferred to the home environment. Students/Pupils have everyday responsibilities
both in school and at home to do these chores. With this constant practice both in
school and at home, students learn pro-social behaviors and cultivate good life habits.
Students in all schools will be involved in and help each other in the daily cleaning of
their school environment, hoping that the students would have a sense of responsibility
and care for their own space and for shared spaces.
Teachers can also help create a healthy school environment by minimizing
clutter within their classroom. This assures that the space can be cleaned thoroughly
and efficiently. For example, play an important role in promoting and maintaining a
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clean and healthy classroom. One of the most important steps teachers can take is to
encourage and provide opportunities for frequent and effective hand washing.
Learners , on the other hand, are the primary customers of the school and should
understand how they can maintain an environmentally friendly and healthy building for
themselves. Can also bring external perspective to cleaning team at their schools. they
can assist in community efforts and supporting efforts to reduce cleaning products that
are being brought in from outside of school. This not only helps avoid
miscommunication, but it also attracts additional resources and expertise. Finally,
school nurses can be helpful in monitoring and recognizing trend reported illness. This
monitoring may warn environmental problems, also, the school nurse can be an
important advocate to teach people about proper hygiene and the relationship between
green cleaning and better student health and performance.
Everyone plays a role in maintaining a healthy environment- students, teachers
and administrator. In order to promote stewardship and demonstrate a school’s
commitment to thinking globally and acting locally it should implement a green cleaning
program. The goal is to promote environmental community that takes personal
responsibility for the both school environment and global environment. A well-designed
green cleaning program will help the children stay healthy and learn, protect the health
of custodial staff, increase the life span of facilities, and preserve the environment.
Since many facility cleaning professionals most likely already have an
established green cleaning program, they know that everyone has a voice. However,
everyone also has a responsibility to make sure green cleaning program succeeds. But
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the responsibility for the success of a green cleaning program does not lie solely upon
the shoulder of custodial staff. The idea of sharing responsibility for building cleanliness
can be challenging for many schools, but it can also make the cleaning program more
successful. Such good life-habits hopes to cultivate among the youth with its move to
have all schools involve their students in the daily cleaning of the school environment.
CLASSROOM ROUTINE
According to Gloria Lodato Wilson. (2015). Revisiting: Classroom Routines.
Journal of the Department of Supervision and Curriculum Development
https://www.researchgate.net//. Teachers attempt to individualize instruction and offer
intense instruction to students achieving below their peers by using the Alternative, or
Back Table, model of teaching, in which teachers adapt or modify the planned class
lesson for a small, seemingly homogeneous group of students needing extra support. If
teacher is planning to look at activities they routinely employ and to develop specific
procedures for these routines they might dramatically increase the effectiveness of their
instruction by making this the first step in their teaching and could cultivate the skills and
the thinking needed to develop and execute learning activities that include all pupils.
In the revised routine, more learners can be involved in discussions, the teachers
can more readily assess the understanding of the students, and the co-teachers can
customize and revise instruction as needed and by looking carefully at classroom
routines, teachers can move toward more efficient and effective teaching. The process
of reflecting on particular routines enables teachers to identify problems with routine
tasks and adjust accordingly to the peers of its students and in each of these revised
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routines. When teachers commit to reflecting on and revamping one routine at a time,
they create significant teaching and learning opportunities and this change makes an
exponential difference in the behavior of the learners.
PUPILS TO TEACHERS
According to Ridwan Maulana,Michelle Helms-Lorenz & Wim Van deGrift.
(2015). Pupils Perceptions of Teaching Behavior. International Journal of Education
Research. https://www.sciencedirect.com/science/article/pii// . Teachers teaching
behavior is a significant predictor of pupils controlled and autonomous motivation. On
the other hand Knowledge of pupils’ perceptions of a good teacher is important from at
least two stand- points. Firstly, this knowledge helps teachers in their practice. Such
knowledge gives teachers a clearer picture of pupil expectations and can, if seen as
relevant, guide teachers’ behaviors in the classroom. Secondly, and more important,
perceptions are the individual’s private interpretation of interaction.
Knowledge of pupil perceptions therefore allows others into the world of pupils’
realities - realities which are frequently the source of their beliefs, and in turn, their
behaviors. The first aspect is work related, and has to do with the teacher’s competence
to teach. Good teachers must explain well, have strong control over the lesson content
and behavior of the class, and be well organized. The second aspect is relational
between teacher and pupils. The good teacher is helpful, understanding, and patient it
is relational between teacher and pupils. Relational qualities include understanding,
patience, humility, encouragement (of all pupils) to participate, praise, and controlling
behavior democratically (Woods, 1976).
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