Influence Of Negative Classroom Behaviour In Teachers Teaching Method
Influence Of Negative Classroom Behaviour In Teachers Teaching Method
Abstract
This study was carried out to examine the influence of negative classroom behaviour in teachers teaching method using some selected secondary schools in Lagos State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers in four(4) selected secondary schools in Lagos State. In determining the sample size, the researcher conveniently selected 56 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypothesis were tested using Chi-square statistical tool, SPSS v23. The result of the findings reveals that teachers’ negative behaviour does lead to a chaotic classroom management. The study also revealed that teacher’s negative behavior does have any effect on the learning outcome. Therefore, it is recommended that efforts should be made by all stakeholder in the education enterprise to reduce to the barest minimum (if not totally eradicated) the occurrence of undesirable behaviours in the classroom. Both experienced and newly employed teachers should be trained on effective strategies for controlling classroom undesirable behaviours so that their decision on the choice of strategy is not just based on impulse. This is essentially important at the pre-service teacher education stage. And opportunities should also be provided for stakeholders’ forum in order to discuss the issue of undesirable behaviours in children as this will enhance home – school collaboration in checking the menace of undesirable behaviours in schools.
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:
- To examine the types of negative behavior exhibited by teachers during teaching-learning process
- To explore factors that triggers teachers negative behavior during classroom instruction.
- To determine if teachers’ negative behaviour would lead to a chaotic classroom management.
- 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.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the influence of negative classroom behaviour in teachers teaching method using some selected secondary schools in Lagos State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on the influence of negative classroom behaviour in teachers teaching method using some selected secondary schools in Lagos State as a case study. The study is was specifically set to; examine the types of negative behavior exhibited by teachers during teaching-learning process, explore factors that triggers teachers negative behavior during classroom instruction, 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 adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent are teachers in four(4) selected secondary schools in Lagos State.
5.3 Conclusions
In the light of the analysis carried out, the following conclusions were drawn.
- Teachers’ negative behaviour does lead to a chaotic classroom management.
- Teacher’s negative behavior does have any effect on the learning outcome.
5.4 Recommendation
The following recommendations were proffered with respect to the findings of the study;
- Efforts should be made by all stakeholder in the education enterprise to reduce to the barest minimum (if not totally eradicated) the occurrence of undesirable behaviours in the classroom. Both experienced and newly employed teachers should be trained on effective strategies for controlling classroom undesirable behaviours so that their decision on the choice of strategy is not just based on impulse. This is essentially important at the pre-service teacher education stage.
- Substantial content of behaviour management strategies should be taught at the pre-service teacher education level.
- Opportunities should also be provided for stakeholders’ forum in order to discuss the issue of undesirable behaviours in children as this will enhance home – school collaboration in checking the menace of undesirable behaviours in schools.
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Frequently Asked Questions
How do teachers affect student attitudes and behaviors?
Attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors.
How do teachers’ attitudes affect students’ interest in science?
Michael Papadimitriou, a 20-year veteran teacher of high school science, observed in an interview with Education World that teachers’ attitudes can shape high school students’ interest more than teaching strategies or even the content itself. This is especially true for girls, who are often discouraged from science by society’s expectations.
What are the disadvantages of being a teacher?
Teachers who use humiliation or sarcasm can leave a child feeling belittled. Discipline by fear and intimidation can be harmful to the student’s future success. Teachers who are harsh in their display of authority or are indifferent toward their students or lessons can leave a lingering feeling of negativity with the student.
How important is teacher attitude in literacy development?
The study concluded that teacher attitude is one of the most important aspects of developing literacy in junior high and high school students. Negative teacher attitudes can also damage students’ psychological well being.
