CREED
I solemnly pledge myself before God and to the presence of this assembly, that we may serve humanity with fidelity, honor and objective of the Radiologic Technology profession to the best of one’s ability and render service without any mental reservations to the practice of Radiologic Technology.
Chapter
1
Title
“The
Effects of Teachers’ Expectancies to the School
Performance
of the Students”
Persons’ place in the society is
largely influenced of matter how he or she treated by others (Elaiza Doolittle,
1989). If we treat people positively, they are more likely to respond in a
positive way (Brophy, 1886). Much of what we think f our “self” is defined by
the ways that people respond us (Good, 1994).
Students’ intellectual development
is largely corresponds of what people expect and how those expectations are
communicated (Rosenthal/Jacobson). For some students it may work beneficial but
for some did not. It may lead to a fundamental error in which their behavior is
attributed to personal characteristics rather than to situational factors.
Teachers’ expectancies are normal
and when they are based in accurate data and are flexible, they may constitute
a functional set of attitudes and beliefs for teachers. When students act
actively, teacher tends to respond in a positive way. Teacher tends to create a
warmer socio-emotional climate for students they believe are brighter, they
nod, smile, make eye contact and generally more supportive and friendlier with
those students. By contrast, students who are judged lower in ability are given
fewer opportunities and less difficult materials to learn and their
academically related interactions with teacher are less frequent.
With these scenarios, Pygmalion
Effect (Rosenthal et.al.1968) is likely to arise, where teachers convey
expectations based on inappropriate and unreliable sources. There are two kinds
of Pygmalion Effects; the Self- Fulfilling Prophecy and the Self- Sustaining
Prophecy. Self- fulfilling Prophecy works in two ways ;( 1.) Teachers form an expectation
to students, (2.) students also forms an expectation to teachers. This occurs
when the false definition of a situation evokes a new behavior which makes the
original false conception come true. In addition, the Self- fulfilling Prophecy
is the most dramatic type of Pygmalion Effects because they involve changes in
student behavior.
Self- Sustaining Prophecy on the
other side occurs when students were put limitations in their learning and
self- concept development. For Self- sustaining prophecy to occur it is only
necessary that the teacher engage in behaviors that maintain students and
teachers form low expectations.
In summary, self- fulfilling
prophecy brings about changes in student performance while self- sustaining
prophecy prevents change.
Teachers’ expectations about students’
learning can have profound implications on what students actually learn.
Expectations affect the content and pace of the curriculum and the organization
of instruction and evaluation. Instructional interactions with individual
students and many subtle and not so subtle messages that affect students’ own
expectations for learning and behaviors stem from teachers’ expectations.
These
expectations may be one of the most influential factors in determining student
motivation (Bakash, 1984). When teachers have more positive expectations
regarding student academic performance, they are more likely to induce superior
levels of performance among their students. Research has also attempted to
identify the processes through which teachers’ expectations are translated into
student academic performance (Baksh, 1984).
Regardless
of the process, however, teacher expectations can and do affect students’
achievement and attitudes (Baksh, 1984). Students who embrace the high
expectations of teachers demonstrate this internalization of high expectancy in
self-reports. These students state that their teacher’s expectations are quite
reasonable because “the only way to get ahead is to study and do well in
your school work” (p.341). In addition, these students internalize these
expectations, stating that all students must be more accepting of the teacher’s
high expectations and that “students are expected to give their best and
if that is what they give them it is appreciated by everyone else in school.
Either consciously or unconsciously, teachers often behave
differently toward students based on the beliefs and assumptions they have
about them. For example, studies have found that teachers engage in affirming
nonverbal behaviors such as smiling, leaning toward, and making eye contact
with students more frequently when they believe they are dealing with
high-ability students than when they believe they are interacting with
“slow” students (Jerry Bamburg 1994).
Students
who are perceived to be low in ability may also be given fewer opportunities to
learn new material, asked less stimulating questions, given briefer and less
informative feedback, praised less frequently for success, called on less
frequently, and given less time to respond than students who are considered
high in ability (Kathleen Cotton 1989).
In
addition, instructional content is sometimes “dumbed-down” for
students considered to be low in ability. Students in low groups and tracks are
usually offered “less exciting instruction, less emphasis on meaning and
conceptualization, and more rote drill and practice activities” than those
in high or heterogeneous groups and classes (Cotton).
Chapter
2
Alternatives
I.
Since
there are four factors teachers use to convey expectations, (1.) climate, (2.)
the feedback, (3.( the input and (4.) output, these can be better controlled
only if the teacher is aware that the factors are operating in the first place.
II.
Teachers
should not label students based upon such characteristics such as body build,
gender, race, ethnicity, given name, attractiveness, dialect and socio-
economic level, this may create a false definition and conception on the
student’s personality.
III.
Avoid
forming predictions about how much a student can make and do not over or under
estimate students’ capacity for it may lead to students internalize the beliefs
teachers have for their ability.
IV.
Avoid
practicing favoritism towards selected students, it may ruins the trust you
have from your students and may create impressions of unfairness and
untrustworthiness.
V.
For
the students who are perceived incapable of making progress and are believed cannot improve their
performance no matter how much effort they will put forth, prove that you can
be an active student they want you to be. Challenge yourself to interact with
the class to change and erase the negative perceptions. After all, it’s not too
late to change.
Chapter 3
Conclusions
I.
Ones’
expectations about one person can eventually lead that person to behave and achieve
in ways that confirm those expectations.
II.
Teachers’
expectations do play a significant role in determining well and how much
students learn. These expectations probably does not affect students’ IQ, but
on the students’ achievements or performance.
III.
Teachers
with high expectations to students make more statements in the classroom than
teachers with low- expectations teachers.
IV.
Body
build, gender, race, ethnicity, given name, attractiveness, dialect and socio-
economic level of the students are irrelevant and are inappropriate sources to
be used as basis in conveying expectations. These create biases and lower
students’ self- esteem.
V.
Only
the students themselves can change the expectations have from their teachers as
to what they will respond to each situation and at the same time on how they
will react on the teachers’ act of conveying expectations.
Chapter
4
Recommendations
I.
Have
a regular forum with the students to formally share them your formulated
expectations and at the same time acknowledge those students who have greater
achievements in ways that it will not seem unfair to others. Encourage and
motivate also students who have slow academic improvements.
II.
Training
on the part of the teachers which will help them change their thinking and
behavior.
III.
Assessment
from the school staff members to those teachers who create unfair atmosphere to
students and convey inappropriate expectancies.
IV.
For
the school, formulate more effective policies and programs and continue to
provide facilities and services for the students’ development with regards to
the student- teacher relationship, in this means school will serve as
appropriate institution for students’ training and other intervention.
V.
For
the students, take your teachers’ expectations as a challenge to fulfill and
not an abuse. This is not a reason to be intimidated. Instead a reason to be
competitive.
Choose one
recommendation and relate it
To the Effective
Communication.
“Have a regular forum with the students
to formally share them your formulated expectations and at the same time
acknowledge those students who have greater achievements in ways that it will
not seem unfair to others. Encourage and motivate also students who have slow
academic improvements.”
This is significantly related to the
application of an Effective Communication, as it implies forum is a type of
discussion where students and a teacher are spontaneously exchanging ideas and
views. Even a single word that your ears will missed will create gaps and
biases from the true meaning and we will not arrive into the understanding of
the whole situation.
The role of communication in
conducting a forum is to make sure that the message from the sender will be
received correctly by the receiver. In this case, effective communication
enables the teacher to make her students understand her expectations and at the
same time the teacher would understand why students act and behave in such
ways. Like f or an instance, the teacher is trying to monopolize the entire
discussion and she never lets her students interrupt her nor let them express
their ideas, communication then is not effective. Communication should be a
two- way process where both parties are sender and receiver and there is a mutual
exchange of thoughts and information. And when an effective communication is
employed, probably the purpose will be attained and for sure at the end of the
forum, things to be settle will be fixed, conflicts will be resolved and
various other results.
Toward this end, effective
communication plays an important role in minimizing the effects of teachers’
expectations to students’ performance as well as develops self- esteem and
social development.
Bibliography
Babad,
E.& Taylor, P.J. (1992). Transparency of Teacher Expectancies Across
Language, Cultural Boundaries. Journal of Educational Research 86.
120-125.
Baksh,
I. & Martin, W. (1984). Teacher Expectation and the Student Perspective. The
Clearing House 57. 341-342.
Baron,
R.M., Tom, D.Y.H., & Cooper, H.M. (1985). Social Class, Race and Teacher
Expectations. In J. Dusek (Ed.), Teacher Expectancies, (pp. 251-270).
Hillsdale, NJ: Lawrence Erlbaum Associates.
Brophy,
J.E. (1983). Research on the Self-Fulfilling Prophecy and Teacher Expectations.
Journal Of Educational Psychology 75, 631-661.
Brohpy,
J.E. & Good, T.L. (1974). Teacher-Student Relationships: Causes and
Consequences. New York, NY: Holt, Rinehard, and Winston.
Bruner,
J. (1996). The Culture of Education. Cambridge, MA: Harvard University
Press.
Cotton,
K. & Wikelund, K. (1989). Expectations and Student Outcomes. School
Improvement Research Series. http://www.nwrel.org/scpd/sirs/4/cu7.html
Cooper,
H. & Good, T. (1984). Pygmalion Grows Up. New York, NY:
Longman:.
Dusek,
J.B. (1985). Teacher Expectancies. Lawrence Erlbaum Associates:
Hillsdale, NJ.
Good, T.L. (1987). Two Decades of Research on
Teacher Expectations: Findings and Future Directions. Journal of Teacher
Education 38. 32-47.
Good, T.L. & Findley, M.J. (1985). Sex
Role Expectations and Achievement. In J. Dusek (Ed.), Teacher Expectancies,
(pp. 271-300). Hillsdale, NJ: Lawrence Erlbaum Associates.
Jussim,
L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher Expectations. In
Brophy (Ed.), Advances in Research on Teaching: Expectations in the
Classroom, (pp. 148). Greenwich, CT: JAI Press.
Jussim,
L. (1991). Grades May Reflect More Than Performance: Comment on Wentzel (1989).
.Journal Of Educational Psychology 83 (1). 153-155.
Mitman,
A. L. (1985). Teachers’ Differential Behavior Toward Higher and Lower Achieving
Students and Its Relation to Selected Teacher Characteristics.” Journal
Of Educational Psychology 77 (2). 149-161.
Mros,
M. (1990). A Description of the Causal Attributions Made to Perceived
Teaching Behavior Across Three Elementary Physical Education Contexts.
Doctoral
Dissertation.
Greensboro, NC.
Muller,
C., Katz, S.R., Dance, L.J. (1999). Investing in Teaching and Learning:
Dynamics of the Teacher-Student Relationship from Each Actor’s Perspective. Urban
Education 34. 292-337.
Ormrod,
J.E. (1999). Human Learning (3rd Edition). Columbus, OH:
Prentice-Hall.
Peterson,
P.L. & Barger, S.A. (1985). Attribution Theory and Teacher Expectancy. In
J. Dusek (Ed.), Teacher expectancies, (pp. 159-184). Lawrence Erlbaum
Associates: Hillsdale, NJ.
Pintrich,
P. & Schunk, D. (1994). Motivation in Education: Theory, Research and
Applications. Columbus, OH: Prentice Hall.
Rosenthal,
R. (1994). Interpersonal expectancy effects: A 30-year perspective. Current
Directions in Psychological Science, 3, 176-179.
Chapter I
Title
“Why Students Hate their Teachers”
Most students don’t
hate teachers. In fact, many students like their teachers a lot. A lot depends
on what sort of school you are attending and the attitude of both staff and students.
It depends on your age groups, aims, experiences with education as to how an
individual feels about teachers. Individual teachers and the selection of
subjects are also very important.
Depending n age and
what the educational experience has been like so far can influence people a
lot. Some students don’t want to be in school and resent the establishment and
institution, in these cases no matter what was an offer wouldn’t be right.
It is an inevitable
situation in the classroom that students did not like their teachers so as the
teacher did not also like their students. Teachers are sometimes misinterpreted
by the students the same thing that students are also sometimes misinterpreted
by the teachers. Teachers have been students too. They are just human beings
with a qualification and a skill and are doing their best to help students get
an education which will help them go out into this world with a better chance
of succeeding. It’s give and take process on both sides that helps make
learning worthwhile. If students have serious issue with a particular teacher
it might be worth having a word wit ha student representative or another
teacher to see if the issue can be resolve.
There are several
reasons why students hate their teachers. One of the main reasons is because
the teacher is making the class very difficult and is not making much effort to
help the students. When teacher makes the learning materials difficult and they
do not help the students, the students will turn against the teacher and think
that the teacher does not want to help them.
Another reason that a student may hate his/ her
teacher is that, the teacher is mean to them. Some teachers do not understand
students and will not give them the benefits of the doubts in many situations. Teachers
do not always trust students and this creates a lot of bad feelings and
impressions between the students and the teacher.
The students really do
not hate the teacher as a person. They hate the actions that the teacher is or
not doing inside the classroom. On the other hand, no one likes to come right
out and say it, but teachers do not necessarily like all their students. In
fact there are some students they positively hate. Likewise teachers do not
dislike the students as a person, instead by his actions and responses in a
certain situation. When this situation will prevail, do not allow this to go on
for a long time for this will create conflict which will then difficult to
resolve.
Chapter II
Alternatives
1.
Capitalize
on students’ existing needs. They may learn best when incentives for learning
in the classroom satisfy their own motives. Work for a common good and avoid
creating unfair classroom atmosphere.
2.
Design learning materials appropriate to their technical
level. This will help students set achievable goals for their selves.
3.
Do not deprive students of having a high grades, if
they perform well and show great interest in learning, why give them the grade
they deserve. After all, it’s your privilege you can reward to students who
deserved. With this condition, students will develop self- reliance and will
focus on their continued improvement, not just on their grades but to their
whole performance and behavior.
4.
Seek feedback from the students with regards to
your teaching performance whether it introduce learning or else obstructs
learning. Negative feedbacks are very powerful and can encourage a teacher to
become aware of her deficiencies as a teacher and will motivate her self to
come up with a good performance.
5.
Show interest and enthusiasm in teaching. Do not
always act as their teacher and being superior to them. They will still be
respecting you as a person even if you will be a part of their peers. Give
yourself a chance to mingle with your students so as to develop open
communication.
Chapter III
Conclusions
1.
Motivating students by capitalizing in their
existing needs and in other various ways will increase students’ performance
including their grades and other learning related experiences. Students tend to
give impressions you as a generous and considerate teacher.
2.
Appropriate learning materials contribute to the
students’ level of motivation and will develop high spirit of interest and
sense of competence.
3.
Giving students an optimum grades enables them to
recognize their selves and their achievement as well. This is an indicator for
the students that their good performance is given an appropriate response by
their teacher.
4.
Feedbacks from the students play a vital role. This
enables the teacher to recognize her ways and behaviors ineffective to her
students and develop some ways appropriate to them. Feedbacks determine
students’ gains and verify understanding.
5.
Having an acquaintance with the students will
develop an open communication between parties and will help eliminate the
feeling of shyness and help build mutual social relationship.
Chapter IV
Recommendations
1.
As a teacher, be aware of your teaching
performance, evaluate the learning acquired by the students and always seek
feedbacks.
2.
Strengthen students’ motivation; avoid creating
intense competition among students and when possible, let students have some
say in choosing what will be studied. In these conditions, students will
recognize their selves as priority and are more comfortable having no
competition and interference.
3.
Vary your teaching methods. Variety awakens
students’ involvement and motivation .Break the routine by incorporating a
variety of teaching activities and methods in your class; role playing,
debates, brain storming, discussions, demonstrations, case studies, audiovisual
representations, guest speaker and small group discussions.
4.
For students, be open minded, stop pointing fingers
to your teacher whenever there is a conflict or problem; instead have a heart-
to- heart talk with your teacher in a private place in a nice way to arrive
recognition about what happened.
5.
Orientation on the part of the teachers to make
them aware of rules and regulations of the school, students’ rights and their
limitations as practicing professionals.
Choose one recommendation and relate it
To the Effective Communication.
“Orientation
on the part of the teachers to make them aware of the rules and regulations of
the school, students’ rights and their limitations as practicing
professionals.”
This recommendation is highly related to the
application of an Effective Communication. Teachers’ orientation in the first
place is a pre- requisite in exercising ones’ profession. This process involves
informing and evaluating every professional about teaching skills, classroom
management, communication skills, evaluation of learning and personal qualities
and expertise as a teacher. This aims to make teachers aware and fully
understand their duties and accountabilities. So to make them aware, effective
communication should be employed to aid in arriving good outcomes. With the
absence of good communication process, misunderstanding and misinterpretation
is most likely to happen, whereas when it is characterized by good
communication skills, understanding and grasp of correct information are
probably its end results.
This
only implies that Effective Communication skill is highly important in terms of
developing mutual relationship between teachers and students.
This claims a big part in solving conflicts and
misunderstanding, which when allowed going on will worsen the situation and can
typically create confusion, doubts and uncertainties. Therefore, knowledge
about the application of an effective communication is of great help in keeping
classroom as an integral part of teaching and learning.
To
end with, it is still important that a teacher possesses good qualities such as
understanding, love, patience and sympathy to address certain conflict inside the
classroom.
Bibliography
Chapter 1
Title
“Effect of
Teachers’ Bullying towards Students”
This study examines the abuse of power over
students by teachers- bullying- that have serious academic and social
consequences. The focus of this case study is on the area of abusive behavior
that has received virtually no attention- when teachers bully students.
Bullying by teachers is defined as a pattern of conduct rooted in a power
differential that threatens harms, humiliates, induces fear and causes students
substantial emotional distress. This is an abuse of power that tends to be
chronic and often is expressed in a public manner. It is a form of humiliation
that generates attention while it degrades a student in front of others. In
effect, the bullying can be a public degradation ceremony in which the victims’
capabilities are debased and his/ her identity is ridiculed.
Teachers who bully feel
their abusive conduct is justified and will claim provocation by their targets.
They often will disguise their behavior as motivation or as an appropriate part
of the instruction. They also disguise abuse as an appropriate disciplinary
response to unacceptable behavior of the students. Students; however is
subjected to deliberate humiliation that can never serve a legitimate
educational purpose. Students who are bullied by teachers typically experience confusion,
anger, fear, self- doubts and profound concerns about their academic and social
competencies.
Bullying by teachers
produces a hostile climate that is indefensible on academic grounds; it
undermines learning and the ability of students to fulfill academic
requirements. The threat of harm in bullying by teachers tends to be non-
physical but nevertheless pervasive and more powerful. More over, the bullying
conducts send a message that threatens others in the community and that
produces a loss of faith in the fairness of the academic institution. Students
often feel emotionally distraught and fearful with no place to turn for help. They
tend to remain silent and avoid to complaint to avoid being targeted
themselves.
Failure to have in place a
means to redress a legitimate grievance related to behavior that creates a
hostile environment for learning enhances a school’s liability. In effect, if a
discriminatory hostile environment exist in the classroom and the school
officials have been given appropriate notice but failed to act, then the school
risks both compensatory and punitive damages.
Bullying is an
abusive behavior by one or more students against a victim or victims. It is a
worldwide problem that can have negative effects on the general school climate
and on the right of students to learn in a safe environment without having to
feel fear. It can be a direct attack—teasing, taunting, threatening, stalking,
name-calling, hitting, coercion, and stealing—or more subtle through malicious
gossiping, spreading rumors, and intentional exclusion. Both result in victims
becoming socially rejected and isolated. Whether the bullying is direct or
indirect, the key component of bullying is physical or psychological
intimidation that occurs repeatedly over time to create an ongoing pattern of
harassment and abuse.
Clearly, ignoring bullying has
serious, even deadly consequences. We must start now to address it more
vigorously in our schools. These horrific acts of school violence can have a
positive effect if we use them as a platform for social change. They are a grim
reminder that acts of harassment, bullying, bigotry, and racism can no longer
be ignored. Bullying is even more obnoxious of a problem in the church school
environment than in public institutions, as it undermines everything that
Christians are supposed to stand for as models of Christ’s love for even
“the least of these my brethren.”
So, teachers, be alert—look out for
those shy and sensitive students who may need your encouragement and
sensitivity. They need you to help them learn how to lower their risk of
victimization. And don’t forget the bullies—they, too, are crying out for your
help!
Chapter 2
Alternatives
1. Design appropriate disciplinary actions to students in ways that does
not abuse, harm, or threat. They might feel humiliated and discriminated when
applied with abusive disciplinary responses.
2. As soon as teachers’ bullying is experienced, immediately seek the
guidance of the school or the institution to address your concerns.
3. To the administration, create appropriate policies to ameliorate the
problem of bullying to protect students’ reputation, well- being and learning
climate they seek to nurture.
4. School should provide opportunities for students whose allegations are
substantiated to withdraw from a class without penalty or to complete the
subject under the direction of another qualified teacher. No reference to the
withdrawal should be included on the student’s report card.
5. Schools’ Human Resource Development should be very careful in hiring for
a teacher to be employed. They should make sure that the applicants are
technically expert in his/ her profession, aware of ethics and jurisprudence
and always seek approval from his/ her previous school.
Chapter 3
Conclusion
1. Bullying is a violation and abuse and not an effective disciplinary
action. Students will fell being harmed and penalized, thus they tend to make
absences to avoid it.
2. An action of the school with regards to teachers’ bullying is of great
help for the students and it will help to eliminate this misconduct as soon as
possible.
3. School policies are very important in an institution for it serve as guideline
and basis for teachers’ conduct and at the same time a basis in tracking of
complaints when one violates it.
4. Giving students the freedom to choose his/ her teacher may help them
avoid from teachers’ bullying and this is an effective way to preventing from
bullying.
5. Orienting the teachers from the very beginning is a helpful way of
knowing their ethical values suitable to the environment; the school.
Chapter 4
Recommendations
1. Every school should have a clear statement in its policy and its code of
professional ethics that specifies bullying behaviors as inappropriate,
unprofessional and worthy of sanction. Such a statement could parallel the
institution’s sexual harassment policy with comparable adjudication procedures
and due process considerations.
2. Each school should develop guidelines for the tracking of complaints
against teachers who are alleged to bully students. Evidence may include the
number of grievances filed and other letters of complaint over time. It may
also include the students’ evaluation of teachers as evidence. Course
evaluation allows students the opportunity to identify bullying behaviors by
teachers.
3. Orientation of new students and of new teachers that would include
information about bullying as violation of policy and hence an “actionable”
offense.
4.
Encourage
students to engage in extra curricular activities. Participation
in these activities can counteract the feelings of loneliness and isolation
that are common among many victims. When vulnerable students are empowered with
confidence building skills, they are less likely to allow themselves to be
victimized. Sports teams, drama groups, clubs, and debate teams are few
examples of the fields they engage on.
5.
Encourage
students to have peer involvement. This approach focuses on changing
the social context in which bullying occurs, rather than concentrating on the
bully or the victim. Exposure to other people’s pain helps students learn to
face their struggles together. Children who have been bullied are more likely
to seek help from their fellow classmates than from teachers.
Choose
one recommendation and relate it to the Effective Communication
“Orientation
of new students and of new teachers that would include information about
bullying as violation of policy and hence an “actionable” offense.”
This recommendation is highly related
prior to the application of Effective Communication skills. This aims to inform
the students and teachers about bullying as a violation of policy and degrades
one’s dignity. In order to attain this goal effective communication skills
should be employed. In an orientation, teachers and students has to fully
understand the policies that will govern their conducts as practicing
professionals. The more they understand, the more they will apply it in
exercising their profession. Orientation if not employed with good
communication process will create misinterpretation and biases, therefore can
affect your behavior. On the other hand, orientation employed with good
communication skills will result to teachers and students’ awareness at the
same time, obedience on the policies.
Orientation may include training and
even seminars to be able to come up with good results. Teachers are given the
chance to freely ask clarifications when statements seem vague. That is why
effective communication is very important because sometimes teachers do not get
a chance to raise clarifications because of time constraints, afraid to
interrupt the speaker and various other reasons.
These
instances are the most common reasons why teachers left the room with big
question mark in their minds. As a result, teachers tend to internalize their
doubts and uncertainties.
Bullying is a serious violation anyone
should not ignore. Orientation is a very good way of informing the students and
teachers on how to respond with bullying and on how to take early response to
it.
Orientation claims a vital role for
teachers and students’ awareness as to prevent the act of bullying.
Bibliography
Davis, S. (2004).Schools where
everyone belongs: Practical Strategies for Reducing
Bullying. Champaign, IL: Research Press
Garbarino, J. and Delara, E.
(2002). And words can Hurt forever. New York: Free
Press.
Olweus, D., Limber, S., &
Mihalic, S. Blueprint for violence prevention: Bullying
Prevention Program. Denver, Co: C & M Press
Nadya
Labi, Rita Healy, Marc Hequet, and Collette McKenna-Parker, “Let
Bullies Beware,” Time 157:13
(April 2, 2001), p. 46.
Anne
McDermott, “An Angry Young Man,” The Associated Press. Cable
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Tonya R.
Nansel, Mary Over peck, Ramani S. Oilla, W. June Ruan, Bruce
Simmons-Morton, and Peter Scheidt,
“Bullying Behaviors among U.S. Youth:
Prevalence
and Association with Psychosocial Adjustment,” Journal of the American
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Jerome
Kagan and Susan B. Gall, eds., Gale Encyclopedia of Childhood
W
Roberts, Allen Horn, and Victor Battistich, “Assessing Students’ and Teachers’ Sense of the School as a Caring
Community.” Presented at the
Annual Meeting of the American Educational Research Association,
April 18-22, 1995, in San Francisco,
California. Cited in Victor Battistich
and Allen Horn, “The Relationship
Between Students’ Sense of Their
School as a Community and Their Involvement in Problem
Behaviors,” American Journal of Public Health 87:12 (December 1997), n.p.
Eric
Schaps and Catherine Lewis, “Building Classroom Communities,” Thrust
for Educational Leadership 27:1 (1997), pp. 14-19.
Chapter
1
Title
“The
Effects of Lacking Classroom Management
to
Students’ Performance”
The ability of teachers to organize classrooms and manage
the behavior of their students is critical to achieving positive educational
outcomes. Although sound behavior management does
not guarantee effective instruction, it establishes the environmental context
that makes good instruction possible. Reciprocally, highly effective
instruction reduces, but does not eliminate, classroom behavior problems (Emmer
& Stough, 2001).
A
significant body of research also attests to the fact that organization and
behavior management competencies significantly
influence the persistence of new teachers in teaching careers (Ingersoll &
Smith, 2003). New teachers typically express concerns about lacking effective means to handle the significant
disruptive behavior of students (Browers & Tomic, 2000). Teachers who have
problems with behavior management and classroom discipline
are frequently ineffective in the classroom c,
and they often report high levels of stress and symptoms of burnout (Berliner,
1986; Browers & Tomic, 2000; Espin & Yell, 1994). Disruptive classroom
behavior is a significant reason why teachers leave the profession (Ingersoll
& Smith, 2003).
The
inability of teachers to effectively manage classroom behavior often
contributes to the low achievement of at-risk students and to their excessive
referrals for special education (Donovan & Cross, 2002; Harrell, Leavell,
van Tassel, & McKee, 2004). These effects
are exacerbated by the current pattern of teacher distribution, which reveals a
disproportionate assignment of less qualified and less experienced teachers to
classrooms with economically disadvantaged children (Clotfelter, Ladd, &
Vigdor, 2005; Clotfelter, Ladd, Vigdor, & Wheeler, 2007; Peske &
Haycock, 2006). Thus, many of the least capable teachers begin their careers
teaching the most challenging students—with the predictable result being low
student achievement.
In
addition to inappropriate assignment, inadequate preparation and inadequate
professional development are other major contributing factors to the classroom
management problems faced by new teachers.
Although the importance of effective classroom organization
and behavior management is widely acknowledged
by educators, many new teachers report inadequate training and little
assistance from colleagues and supervisors in establishing positive and
productive classroom environments (Baker,
2005; Siebert, 2005). Teacher educators insist that their preparation programs
teach classroom organization and behavior management skills,
but the indication is that such skills are not taught thoroughly or with
adequate supervision in a real classroom context (Siebert, 2005). The absence
of supervised experience and professional development in the critical
competencies of classroom management organization and behavior management significantly reduces the effectiveness of many
teachers, especially new teachers (Berliner, 1986; Espin & Yell, 1994).
The
ability of teachers to organize classrooms and manage the behavior of their
students is critical to positive educational outcomes. Comprehensive teacher
preparation and professional development in effective classroom organization and behavior management
is therefore needed to improve outcomes for students in general and special education. Teacher
preparation programs should provide both special education and general
education teacher candidates with coursework and guided practice with
feedback on instructional approaches to classroom management.
Highly effective instruction does not completely eliminate problem behavior,
but it will reduce such behavior by encouraging higher rates of academic
engagement and on-task behavior. Also, highly effective instruction makes classroom
organization and behavior management significantly easier.
Teacher preparation programs and school
systems also should address the
challenges facing new teachers in creating a positive classroom
context. This goal can be accomplished by providing content and supervised
experience related to the components of classroom management outlined in the
Classroom
Organization and Behavior Management Innovation Configuration.
Effective
classroom management requires a comprehensive
approach, including structuring the school and classroom environment, employing
active supervision of student engagement, implementing classroom rules and routines,
enacting procedures to encourage appropriate behavior, using behavior reduction
strategies, and collecting and using data to monitor student behavior and
modifying classroom
management procedures as needed. Ongoing professional development should
be created to assist educators with establishing school wide behavior systems. School
wide behavioral support is the framework for prevention and the foundation for
effective classroom
organization and management.
When the school context is positive and predictable, implementing classroom-level
behavior support becomes easier and practices are more likely to be sustained
(Sugai & Horner, 2006). Use of the Classroom Organization and Behavior Management Innovation
Configuration can provide teacher preparation programs and school systems with identifiable gaps
in content knowledge and application of the major components of classroom
management.
Chapter 2
Alternatives
1.
Be Prepared. Have all materials ready and organized ahead of time. The
quickest way to lose control of a class is to spend couple o minutes trying to
find the stuffs and etc.and to put your notes in the right order, or to spend
time talking to your co-teachers discussing or arguing about which order to do
things in or which activity to cut when time runs short. Students will perceive
this as evidence of your lack of control and authority, and this will open you
up for challenge. All decisions and contingency plans should be made ahead of
time so that a quick look or comment between you sets alternative plans in
motion.
2.
Make
sure activities and materials are at the appropriate level for your students. A sure-fire way to lose control of a class is to present
materials or activities that are at an inappropriate level for the students. If
materials are too difficult, students will become frustrated, and may choose to
act out rather than face failure at a task that is portrayed as being fun,
interesting, and easy. If materials are too easy, students become bored and
will begin to spoof on you or make fun of the activities. You should pay
careful attention to how students respond to the level of the materials and
activities presented. After each session, spend some time discussing students’
reactions among yourselves. Talk with the teacher and ask him or her whether
the level of the activities seems appropriate, and ask for recommendations on
how to create a better fit with the class members’ abilities. The lessons in
this curriculum should serve as a guideline for you, but you should adapt the
activities to fit your class, making them more complex and sophisticated or
simpler and more concrete, depending on the needs of your students.
3.
Identify
ahead of time the activities or topics that might elicit problems. Some of the topics and activities in the Peace by PEACE
program can create feelings of discomfort among young adolescents. The
silliness and acting out seen during these activities should be recognized as
manifestations of this anxiety and discomfort. Be especially attuned to this
kind of reaction, and, if it happens, calmly acknowledge that talking about the
body and sex makes us all a little nervous (be sure not to say “Makes you
nervous,” or you may get a defensive reaction). Tell students that this is
normal, back off the topic, or make it a little more clinical for a moment to
allow students time to re‑group, then move on with the lesson.
4.
Be
respectful and treat students as responsible, mature individuals. This seems a bit cliché, but it really works. Assume that
your students will cooperate and treat them according to this assumption. They
will pick up on your view of them and will likely behave in accordance with it.
5.
Know the
class rules and pre-specified consequences. If
students are accustomed to following class rules—and facing certain
consequences if they do not—make sure you know and enforce these rules in as
much the same way as the teacher as possible. If you use a system that has already been developed, you will spend
less time defining your own limits and more time interacting with students
around course content.
Chapter 3
Conclusions
1.
A planned, sequential, orderly flow of classroom
discussion can provide students an enough time for learning, increases their
opportunity to acquire knowledge and arouse their interest to listen
considering that they cannot create noise because of the sequential flow.
2.
Instructional materials logically related to skill
development at students’ level will provide frequent opportunities for students
to respond in such a way that they are enjoying and learning as well.
3.
Being aware of what might be the reactions and
responses to a certain topic will enable the teacher to formulate alternatives
and solutions in order to compensate and make them understand the points that
the topic is going to imply and to ensure that the nature and quality of
student interaction is positive.
4.
Respecting the rights and status of every students
and conveying good expectations from them can create a feeling of worthiness
responsibility and self- esteem which will then develop a mutual relationship.
5.
Developing rules you are willing to enforce and
maintaining the consistency of application of consequences will define your
authority as a teacher.
Chapter 4
Recommendations
1. Addressing
Classroom Management by targeting Improvements in Teaching preparation and
Professional Development. Ongoing professional
development in classroom
management is essential for all teachers but especially important for new
teachers. Effectively managing the classroom is much more difficult for
new teachers, who may not have received sufficient training and who may be
assigned to classes with a large percentage of at-risk students. Overwhelmed by
the needs and often unexpectedly disruptive behaviors of their students, these
new teachers often are more reactive and more likely to respond to a student’s
inappropriate behavior by removing the student from instruction. Thus, students
who already are at risk for poor academic and behavioral outcomes receive less
instruction, and they fall further behind; subsequently, their minor behavioral
problems escalate and they are more likely to be inappropriately referred for
special education services.
2.
Effective Classroom
structuring. This may includes creating a physical arrangement that eases traffic flow,
minimizes distractions, and provides teachers with good access to students in
order to respond to their questions and better control behavior. Making
efficient use of classroom time, including
transitions between various classroom activities.
.Ensuring that the nature and quality of student interactions is positive. For
example, students may be expected to interact with one another during
cooperative learning activities but not during independent work at their seats
(Paine et al., 1983).
3. Training
on effective classroom
management to teachers would helpfully lift their technical expertise and would
provide a tool outlining effective classroom management strategies to highlight
the level of awareness in classroom preparation.
4.
Partnerships with professional
development schools, education resource centers, or institutions of higher
education are all ways that school systems can access resources and support.
With the combined efforts of all stakeholders, the appropriate policies,
incentives, and practices can be put into place. This approach will ensure that
teachers can acquire the knowledge and skills necessary to manage classrooms
effectively, thereby maximizing learning opportunities for all students,
preventing disruptive behavior, and responding appropriately to the
inappropriate behavior that inevitably will occur. Improving
teacher quality through effective classroom organization and behavior
management is an important step in improving
outcomes in general and special education for all students.
5.
Evaluate teaching performance by
conducting surveys among students and always seek for feedback. This approach
is of great help so as to assess teachers’ performance.
Choose
one recommendation and relate it to the Effective Communication
”Training
on effective classroom
management to teachers would helpfully lift their technical expertise and would
provide a tool outlining effective classroom management strategies to highlight
the level of awareness in classroom preparation.”
Training on Effective Classroom
Management gives preservice in developing teacher’s adequate
conceptualization of the critical content—not as discrete skills, but as a
complete approach to management. For example, videotapes of classroom
situations may provide a medium for discussion and analysis of classroom
management applications (Emmer & Stough, 2001).”
This approach means not only giving pre service to teachers on the intellectual
understanding on the classroom management but also ensuring that they have
ample opportunity for guided practice and
feedback in implementing both preventive and corrective behavior management strategies.
The role of effective communication
process in this scenario is to provide a wide array of understanding of the
strategies and management techniques provided by the speaker and medium he is
using. It is used to provide emphasis on the programs need to be placed in
order to be competent and efficient in managing classroom. Teachers tend to
form lots of questions when they do not really grasp the information, whereas when
they absorbed almost of the information, they tend to internalize its
application. Communication really implies to be very important in various
instances where the objective is for awareness, understanding and learning.
When the school is able to assess the
teachers through cooperative learning activities, classroom management
application becomes significantly easier. Orientation may not be the best way
to aid teachers in classroom management but at least it provides assistance and
assessment for educators to employ effective classroom structuring programs.
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