Creating Behavioral Development to Control the Impulses at Elementary School level
Course Code: 8613
Theme: Children’s socio emotional development
Sub-Theme:Controlling Impulses
Topic: “Creating Behavioral Development to Control the Impulses at Elementary School Level”
Area Background:
In general the structure of school was huge and lovely. The school had lovely playground and parks. Streets are better in condition. The peoples of the area additionally helped me in my research. Generally speaking the environment of school was great, better for learning and secure for children.
Participants Background:
The participants of study were secondary (8th) grade children and their parents who were present in I selected secondary (8th) grade children and their parents which are considered in total 40 in members.
The interest for children in this research led to their keenness for the questionnaire.
Creating Behavioral Development to Control the Impulses at Elementary School Level
Socio-economic status:
The reason for this research was the “Creating Behavioral Development to Control the Impulses ”. Financial status measures families and network’s remaining in connection to society. SES can be comprehensively characterized as a person’s and network’s entrance to money related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get to personal satisfaction at individual, family, network and national level. Financial contrasts, for example, well being and nourishment status, home condition that give access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low SES associates with lower instructive accomplishment, neediness, and weakness, at last influence our general public, Inequities in well being conveyance, asset circulation, and personal satisfaction. In this research, by and large financial status of present area of Charsadda is monetarily not all that good.
Creating Behavioral Development to Control the Impulses at Elementary School Level
Occupation of the Parents:
Parents with the high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation because of precariousness and budgetary issues can’t give satisfactory present day offices to upgrade their kid’s instruction. The control of the Parents from area chose in this research is normal. A part of the Parents are not monetarily so great. The children who Parents with government employment are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction.
Earning trends of the Parents:
Parents with lofty occupation give important offices expected to the upgrade of their kids training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from the Parents with high renowned occupation. They face a great deal of difficulties both at home and area, which block them from taking an interest completely in classroom research, and result in poor scholarly execution.
Literacy Rate:
In 2019, Charsadda’s literacy rate of 46% for females was noticeably lower than the 69% for males; rural literacy was 49% compared to 74% in urban Charsadda has several research and educational institutions, both public and private.
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your home / institution.
During pandemic situation, all parents and children staying at their home all time. I see children playing in front of their houses but most of parents use Games & application and activities for their children to keep them at home. After talking some parents I decided to choose the following research problem:“Creating Behavioral Development to Control the Impulses at Elementary School Level”.
This study aimed to examine the conceptions of Charsadda’s student mis behaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers’ perspective.
Creating Behavioral Development to Control the Impulses at Elementary School Level
Active participation in the learning process is more effective in a learning environment that emulates a real-world learning environment. In a traditional teaching and learning environment, only little learning is taking place in the classroom even though there appears to be an active shift of information. Studies have also clearly established that the role of the teacher alone is able to crush or nurture a student’s participation in the learning process. Hence, it is necessary to bring about a two-way transfer of knowledge between students and teachers as it requires optimum students’ participation.
A teacher plays an important role in providing an engaging teaching and learning environment. A teacher’s performance towards his or her teaching assumes an important influence on the quality of an educational program, and eventually on the competence of graduates. Function of the teacher alone is able to flourish or crush the outcome of students’ participation in the teaching and learning process. In the traditional teaching and learning environment, teacher normally dominated the classroom instruction while students passively receive the knowledge conveyed by the teacher.
Lack of students’ participation in a traditional teaching and learning environment. Conventional teaching and learning process was criticized for the inadequate awareness in encouraging teamwork and development of skills of enquiry. Traditional teaching and learning environment, students are spoon-fed with information from textbook materials.
Hence, it was an absolute necessity for students to take the dominant role in the teaching and learning process.
As a conclusion, this topic highlights on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. Specifically, some characteristics of a teacher as grounded in the constructivism theory of learning are established. For instance, teachers are encouraged to guide students to critically reflect on knowledge they acquire and to encourage teamwork among students.
Q.2. What was your discussion with your colleague/friend/senior teacher or supervisor regarding the problem?
Discussion with colleagues/friends/supervisor:
Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to explore the “Creating Behavioral Development to Control the Impulses at Elementary School Level” during this death-trap situation. I discussed with my colleagues/friends/supervisor for better understanding of the problem and alternate solutions.
First of all, I explained that Teaching in a class is already challenging, let alone getting your students’ attention and keeping them engaged. But things can be even more difficult when you have to handle bad student behavior. The bad news is that you cannot control how your students behave. And more often than not, when you try to restrict your students, you might feel helpless and frustrated. But the good news is that you can influence them through evidence-based strategies and make them change their own behavior.
Discussion with colleague:
My one colleague said that When students behave well in the classroom, you are more likely to enjoy teaching, and all of the students will no doubt benefit from the class. To handle troublesome student behavior properly, it helps if you understand why it exists. By knowing the root cause of the behavior, you can learn how to interact with them positively.
Creating Behavioral Development to Control the Impulses at Elementary School Level
Discussion with supervisor:
my supervisor expressed that A student who is acting up may have family problems at home. For instance, their parents may have separated or divorced, or the family may be having financial difficulties and are likely to move to another place.
Discussion with friends:
One of my friend expressed that As an educator, what can you do?As much as you like to help, you really cannot get into their personal lives. The best thing you can do is identify the root causes of their troublesome student behavior and then create systems that promote self-awareness and self-control. You may also use your class to talk about real-life examples of how acting out in class is not the solution to any problem. Encourage your students to open up to their confidants, and explain how acting out can have negative effects.
Discussion with Teachers:
As indicated by my friend Ali that If one kid shows bad student behavior, it’s best to talk to him privately instead of calling him out in front of the class. Doing so can only result in the kid feeling resentful, embarrassed, and angry. And when that happens, he may likely misbehave more in your class. Talking to your student privately to know the reason behind their behavior is the best thing to do. Remember, as we discussed earlier, there are many reasons why a student misbehaves. They could be having family problems or other personal issues. When you understand your student’s behavior, it allows you to adjust your behavior towards them and your teaching methods.
My Opinion:
According tome Bring difficult students close to you.This can be challenging, especially in the school environment. In the classroom setting, noisemakers usually sit at the back of the classroom. You can sit them somewhere near your desk to deter them from making noise.
Q.3. What did you find about the problem in the existing literature (books / articles / websites)?
Roblyer, Edwards and Havriluk (1997) points out that the learning process as well as the product of the learning process is more productive in an active learning environment rather than the traditional learning environment. Roblyer et al. (1997) further defines the traditional method as an approach that obliges students to submissively grasp and regurgitate information as and when conveyed by the teacher. Indeed, the traditional approach is more teacher-centered as the teacher is viewed by the students as the only source of information.
Creating Behavioral Development to Control the Impulses at Elementary School Level
In a traditional teaching and learning environment, only little learning is taking place in the classroom even though there appears to be an active shift of information. Thus, students thrive in an active, student-centered learning environment because it emulates a real-world learning environment.
Hence, it is necessary to bring about a two-way transfer of knowledge as it requires optimum students’ participation.
Duch, Groh and Allen (2001, p. 4) also mention that in a traditional learning environment, the teaching and learning processes were usually…
“… content-driven, emphasizing abstract concepts over concrete examples and application rarely challenge students to perform at higher cognitive levels of understanding. This didactic instruction reinforces in students a naïve view of learning in which the teacher is responsible for delivering content and the students are the passive receivers of knowledge.”
From the views addressed above, it is evident that participation in a student-centered learning environment is necessary and acts as the underpinning in bringing about active learning. Ertmer and Newby (1993) establish the meaning of learning as a continuous developmental process in which one constructs an individual understanding of the environment through specific experiences and interactions with the surrounding. Savery and Duffy (1995) also indicated that learning is a process which is a result of interacting with the environment. To be more specific, Santrock (2001) defines learning as a “… relatively permanent change in behavior that occurs through experience” (p. 238). Ormrod (2000) also states that learning may be viewed as a relatively permanent change in mental associations due to experience.
Thus, theorists and educationists came to a standpoint that one will not be able to completely comprehend the learning process and value the outcome of the learning process without bringing into context the notion of the behavioral change as well as the cognitive change. Given the increasing importance of this notion in constructing a functioning learner-centered environment, hence it was suggested the cognitive theory of learning to compensate and complement for the shortfall of the behavioral approach. In context on the correlation between experience, learning and learning theories, Tan, Parsons, Hinson and Sardo-Brown (2003) assert that learning theories makes clear how one is steered towards learning, a relative yet undeviating process, through experience.
In other words, learning theories adopts a systemic account of the numerous standpoint in which theorist perceives how one is changed, or rather learn, by his or her experience. From this statement emerges a mutual understanding between educationists and educational psychologists on how a learning theory supports a particular learning process in a particular learning environment, although Tan et al. (2003) testify that there are still differing notions on the specific details of “how”, “when”, and “how best”.
According to Tan et al. (2003), most of the times, learning takes place unintentionally and that one may not even realize it. This scenario is usually frequent when one is not engaged in a formal learning environment or a particular subject matter. Second, learning may or may not address any specific observable change in attitude although one has undergone a learning process. In the case where learning is unintentional, unobservable change may be perceived as customary.
However, in the case where learning is intentional, realization may hit only when one is engaged in scenario which requires the particular skills of the learning process. This particular scenario is called the principle of contiguity, and the concept of “learning via association or contiguous learning” (Tan et al., 2003, p. 202). Third, there are different types and degrees of learning. For instance, learning may consist of a simple, mechanistic task (e.g., instincts or reflexes) to a more complex and organized task (e.g., solving a quadratic equation).
As a conclusion of this topic, attention is focused on the need to create an active, studentcentered learning environment in which students could actively participate in the teaching and learning process. Numerous studies have indicated that students involves enthusiastically in a learning environment that replicates a real-world learning environment. Moreover, traditional learning environment places the student in a passive role that only allows them to unreceptively absorb and regurgitate information.
Teachers as Facilitators in the Teaching and Learning Process
A teacher plays an important role in providing an engaging teaching and learning environment. Dolmans, Wolfhagen, Schmidt and Van der Vleuten (1994) argues that a teacher’s performance towards his or her teaching assumes an important influence on the quality of an educational program, and eventually on the competence of graduates. In a similar point of argument, Albanese (2004) asserts that the function of the teacher alone is able to flourish or crush the outcome of students’ participation in the teaching and learning process. In the traditional teaching and learning environment, teacher normally dominated the classroom instruction while students passively receive the knowledge conveyed by the teacher.
Boud and Feletti (1991) also points out to the lack of students’ participation in a traditional teaching and learning environment. Boud and Feletti (1991) asserts that conventional teaching and learning process was criticized for the inadequate awareness in encouraging teamwork and development of skills of enquiry. Normala Othman and Maimunah Abdul Kadir (2004) also points out that in the traditional teaching and learning environment, students are spoon-fed with information from textbook materials.
Hence, it was an absolute necessity for students to take the dominant role in the teaching and learning process. Ng (2005) argues that optimal students’ participation in the teaching and learning process is imperative to ensure the students are able to effectively practice self-regulated learning strategies. In order to achieve these skills and qualities, it is imperative for the students to have more time for reflection of what they have studied, for deliberate reflective reading, for assimilating the best of the original literature in each field. Given these circumstances, teachers should encourage student centered learning rather than teacher-centered teaching.
The shift in the teacher’s role from a dominant information feeder to a facilitator offers, as Normala Othman and Maimunah Abdul Kadir (2004, p.4) puts it, create “many unique opportunities for teachers to build relationships with students as teachers may fill the varied roles of coach, facilitator, and co-learner”. Moreover, a healthy student-teacher interaction weighs profoundly in a learning process, and is seen as a major scaffolding of knowledge for the learner. Hendry, Ryan and Harris (2003) further argue that some teachers were too dominant in their teaching. A teacher being too dominant in his or her teaching may trigger tension and conflict in a group which may eventually lead to lack of commitment, cynicism and/ or student truancy. On the other hand, if the teacher is too submissive, then the students as well as the learning process might also come to a halt.
As Charlin, Mann and Hansen (1998, p. 324) establishes,
“Learning that occurs in a meaningful context will also be more easily retrieved than that which is acquired in isolation. The similarity between the context for learning and the context of future application facilitates the transfer of knowledge. However, many different contexts must be experienced in learning to build a fund of connected, usable knowledge.”
Therefore, the teacher should play the role of a mediator conveying and digesting information from one situation to another. Steinert (2004) stresses that student appreciates a teacher that is able to relate, expand and digest the present situation into other situations. Therefore, it is evident that a teacher who fails to be equipped with the appropriate skills in delivering information might actually disrupt the entire teaching and learning process. Thus, as Margetson (1994) suggests, the chief task the teacher is to assume is to make certain that the students make progress towards digesting the aim of the subject content as they identify what is needed to be learned, and establish how they will organize themselves to pursue the learning in preparation for the next lesson.
In a student-centered learning environment, teachers were encouraged to question, probe, encourage critical reflection (Margetson, 1994), provide necessary and adequate information, abstain from harsh feedback, and become fellow learners (Aspy, Aspy & Quinby, 1993). Moreover, teachers should also establish an environment that puts students at ease to voice his or her opinion and not get penalize for the ‘wrong answer’ or succumb to ridicule by their peers. For instance, the trainer should create an environment where students may make mistakes or to simply admit not knowing the answer (Mierson & Freiert, 2004).
Review of literature also strongly suggests for teachers to advance practices of peer learning in a student-centered learning environment. Peer learning were often the preferred choice as it is normally perceived as a complement to the repertoire of instructional activities. Peer learning is also an essential strategy in effectively practicing self-regulated learning strategies (Pintrich, Smith, Garcia & McKeachie, 1991). Boud (2001) characterizes peer learning as a reciprocal learning activity that benefits both the participants and acquiring shared knowledge, ideas and experience. Sampson and Cohen (2001a, b) asserts that individual instructors believe that peer learning frequents the students’ occurrence of learning as it allows them to share information and experiences with their peers as well as developing the skills to acquiring information. Boud (2001) further stated that mutual learning assumes much weight in the learning process given that the vital skills of effectively learning from each other were needed in life and work. In the following, Boud (2001) brings to attention some of the potential learning outcomes of peer learning: (i) working with others, (ii) critical enquiry and reflection, (iii) communication and articulation of knowledge, understanding and skills, (iv) managing learning and how to learn, (v) self and peer assessment, and (vi) self-directed learning.
Santrock (2001) also managed to bring into discussion some, though not limited to, of the characteristics and role of teachers in an active learning environment. First, teachers should adapt their instruction as accordingly to the developmental levels of the students. Teachers were suggested to monitor students’ learning cautiously as each student receives, analyze, assess and reflect information at various levels. For instance, the Bloom’s Taxonomy provides for an excellent alternative to manage and monitor students’ learning. For instance, teachers are encouraged construct learning objectives based on the six levels of knowledge, understanding, application, analysis, synthesis and evaluation.
Second, teachers should pay attention to individual differences in learning. This is especially true when each student is unique and he or she comprehends information at different pace and ease. Taking into account these individual differences, teachers must take the initiative to engage them in active learning. Santrock (2001) further mentioned that teachers play various roles in bridging the students and the learning process. Evidently, meaningful learning does not only takes place in the classroom but more importantly includes and reflects on the students’ experiences. Third, teachers must constantly assess their students as an integral dimension of the teaching and learning process. For instance, teachers must analyze the students’ perception of their expected learning outcome and compare it to the learning objectives outlined in the course structure.
As a conclusion, this topic highlights on the important role a teacher shoulders in shifting students from a passive role to an active role in a teaching and learning process. Specifically, some characteristics of a teacher as grounded in the constructivism theory of learning are established. For instance, teachers are encouraged to guide students to critically reflect on knowledge they acquire and to encourage teamwork among students.
Q.4. What were the major variables / construct of your project? Give definitions / description from literature. (05 marks)(What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?)
Key Terms in the Project/Major variables:
A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:
Impulse Action
The notion of impulsive action is often used but rarely specified. It refers to an action that is elicited by the appraisal of a perceived or thought-of object, event, or state of the world as pleasant or unpleasant, or as beneficial or harmful, and which action is apt to influence that object, event, or state of the world.
Respect:
Respect as “a person’s attitude towards other people, in whom he/she sees a reason that, in itself, justifies a degree of attention and a type of behavior that in return engenders in the target a feeling of being appreciated in importance and worth as a person”.
Behavior
Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.
Learning:
Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010, p.3). The change in the learner may happen at the level of knowledge, attitude or behavior. As a result of learning, learners come to see concepts, ideas, and/or the world differently.
Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences.
Education:
Educationiiswhatipushesiusitoiachieveiourigoals,ifeelimoreifulfillediandiimproveiourioveralliqualityiofilife. iUnderstandingiandidevelopingiyouriEducationicanihelpiyouitoitakeicontroliofimanyiotheriaspectsiofiyourilife.
Pandemic Condition
A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.
Q.5 What did you want to achieve in this research project?
Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.
Objective / purpose of the study;
- To explore the effects of behaviour on education system in terms of controlling impulses.
- To examine the children behaviour during classes.
- To investigate the possible causes of bed behaviour of students
- To give some suggestions on how to minimize the barriers faced by education system.
- To promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses .
- To innovate in a way of team work in terms of coexistence and respect towards the others to control Impulses.
- -To create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school.
following questions were analyzed in this research.
Critical Questions:
- What are the effects of behaviour on education system?
- Discuss the children behaviour during classes ?
- What are the possible causes of bed behaviour of students?
- To give some suggestions on how to minimize the barriers faced by education system ?
- How you can promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses?
- To innovate in a way of team work in terms of coexistence and respect towards the others ?
- How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school ?
Q.6 Who were the participants in your project?
In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in secondary (8th) level of Charsadd However, in this questionnaire, forty (40) children, taking a related course, were selected in a Charsadda located in Charsadda as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in secondary (8th) level. The peer reading strategies was developed on the basis of a series of research regarding “Creating Behavioral Development to Control the Impulses at Elementary School Level” and improvement for secondary (8th) children. This curriculum purported to develop “Creating Behavioral Development to Control the Impulses at Elementary School Level”among the children of secondary (8th) level.
Q.7 How did you try to solve the problem?
Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. Classroom action research was separated into two cycles; they were cycle I and cycle II and each cycle contained of four interrelated activities, specifically: Planning, Action, Observation and Reflection. It was crucial to reminder that early reflection was normally used in a classroom action study. Plan is prospective to action, action is deliberate and controlled, observation is responsive, reflection is evaluation to make it apparent, and the design of present classroom action study would be described as follows. In the present study,I collected data based on following steps.
Method of the Study :
The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was the “ Creating Behavioral Development to Control the Impulses at Elementary School Level”on students learning and achievement. I used Questionnaires, interviews, field notes and observations to collect the data needed to provide the information and insight necessary to answer my research requirements.
Population:
The entire group from which a sample is chosen is known as the population. All the students of grade 8th who were enrolled in was population of my study. It was quite convenient for me, being a resident to accumulate quality data from the chosen city and school.
Sample:
Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. I sampled grade 8th students enrolled in for this study.
Sample Size:
The numbers of observation included in a sample is called size of sample. I selected 35 students of grade 8th for action research-based study.
Research instrument:
Interview schedule is referred to formal meeting between the respondent and the interviewer. In this technique a number of questions were designed according to the requirement and relevancy of researcher being conducted. I prepared questionnaire to attain study objectives.
Collection of Data:
The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. I collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. I used Quantitative method to get important and meticulous information through questionnaire consisting only close ended questions relative to my research objectives.
Q.8. What kind of instrument was used to collect the data? How was the instrument developed?(For example: observation, rating scale, interview, student work, portfolio, test, etc.)
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research
Quantitative data contains Closed ended information such as that found on attitude positive behavior and performance instruments. In this study the children have been given a questionnaire to find out the developing of educational apps uses through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction made between open ended and closed ended questions an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Questionnaire:
I developed the questionnaire to obtain data on“Creating Behavioral Development to Control the Impulses at Elementary School Level”at grade 8th. Questionnaires are a convenient way of collecting data from a large number of individuals.
Critical Questions:
- What are the effects of behaviour on education system?
- Discuss the children behaviour during classes ?
- What are the possible causes of bed behaviour of students?
- To give some suggestions on how to minimize the barriers faced by education system ?
- How you can promote the value of respect as the basis of human coexistence during the teaching and learning process to control Impulses ?
- To innovate in a way of team work in terms of coexistence and respect towards the others ?
- How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school ?
Q.9. What were the findings and conclusion? (Provide instruments and analysis as appendix)
Appendix
Scale
1.Often 2. Sometimes 3. Never
| Sr.
No. |
Indicators | Often | Sometimes | Never |
| 1 | To explore the effects of behaviour on education system and how it can be control.
|
65% | 0 | 35% |
| 2 | To examine the children behaviour during class .
|
35% | 55% | 10% |
| 3 | To investigate the possible causes of bed behaviour of students during class .
|
50% | 40% | 10% |
| 4 | To give some suggestions on how to minimize the barriers faced by education system . | 45% | 50% | 5.0 |
Major Findings :
1) 65% of the students admitted that children behaviour during classes not good witch disturbing the process of learning. First of all, I explained that Teaching in a class is already challenging, let alone getting your students’ attention and keeping them engaged. But things can be even more difficult when you have to handle bad student behavior. The bad news is that you cannot control how your students behave. And more often than not, when you try to restrict your students, you might feel helpless and frustrated. But the good news is that you can influence them through evidence-based strategies and make them change their own behavior.
2) More than half 55% of the students admitted that student misbehaviors in classroom and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers’ perspective. Twelve individual interviews with teachers were conducted. A list of student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by non attentiveness , daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression.
3) 50% of the students admitted that As much as you like to help, you really cannot get into their personal lives. The best thing you can do is identify the root causes of their troublesome student behavior and then create systems that promote self-awareness and self-control.
4) More than half 55% of the students admitted that According to them Bring difficult students close to you.This can be challenging, especially in the classroom environment. In the classroom setting, noisemakers usually sit at the back of the classroom. You can sit them somewhere near your desk to deter them from making noise. In your virtual classroom, ask each student to turn on their cameras so you can see them. Encourage your students to use the chat box feature not as an instant messaging but a place where they can ask questions so that you won’t get distracted during lectures.
Conclusion :
Very often complicated reforms are required in order to alter existing structures in schools and make a change for the students. Even more so, we are happy to find that a small measure like respecting one’s students (which we should, but cannot always, take for granted) has an effect on students’ performance. Many teachers today are faced with a school reality that requires them to not only engage in behaviors of a teacher but also in those of a friend, parent, or social worker. It is, therefore, not surprising that some teachers feel overwhelmed and do not always treat their students with respect. We would, thus, like to make an argument for integrating the findings on respect and performance into teacher’s education. There, it would be fruitful to discuss not only the relationship between perceived respect and performance but also the complex findings regarding cultural diversity in the classroom and its implication for teachers and teaching. Teachers should be prepared for the multifaceted environment that a classroom can be and should know about (differences in) their students’ needs. This would not only make teacher-student interactions easier and less conflict-ridden but most probably also result in better classroom atmospheres and learning environments. We are aware that creating useful teaching programs suitable for a diverse student population is a challenge since today’s school reality provides many obstacles in the form of over-sized classes, overwhelmed parents and a lack of support for teachers, to name only a few. However, although statistics show that we live in a culturally diverse environment, integration and cultural understanding are not implicit. It may not be easy to change this but if we are serious about wanting to try, re-thinking some of the established educational practices would be a good start. Respect in all its variations is a powerful concept that can help in the process.
Recommendations:
Based on findings and conclusions, I made the following recommendations:
These problems and challenges can be resolved by several remedial measures at individual as well as institutional level.
Careful plan for misbehaviour of students is no doubt very crucial to both students’ and teachers for academic success. This is because reinforce students understanding. Teachers should therefore plan for misbehaviour of students.
Q.10. Summary of the Project (05 marks)(What and how was the research conducted – main objective, process and findings)
Research studies are being conducted in order to provide results that will help with social, professional and the purpose of this action research will be a common knowledge that when teachers are seen upholding sound professional conduct, it creates a high level of public confidence and trust in the teaching profession. The data was collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Qualitative / Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. When conducting a research study involving young children, it is vital that the children are protected and treated fairly. In order to ensure that is the case in this study, all participants in the study are referred to by “Children.” No personal information, such as addresses, is included in the study. In order to make sure that all children are treated fairly, all children received the interventions implemented. The quantitative findings suggest that using home study for self-motivations to directly teach children strategies to solve study problems does have a significant effect on their ability to solve problems. During the intervention period there were many behavioral issues that took place in the home, many times preventing the interventions from happening. Also, the academic schedule of the school impacted the implementation of the interventions. There were many half day/professional days that caused the interventions to be cut from the daily schedule. In addition, the fourth grade team at the school implemented a new study curriculum right before the interventions began. Initially, this new implementation should not have caused any issues with the interventions. However, it was decided that more time needed to be devoted to the Walk to Study program and the new curriculum. This caused the intervention time to be cut from the daily schedule. Also, as stated previously in this paper, there was a chance that the new curriculum influenced the children’ studying abilities, thus creating inflated results. For most of the tools administered, the teacher gave them to the children. This might have affected the results of the data because the teacher presence might have had different effects on the children. The children might have felt that they needed to answer a certain way.
Objective/purpose of the study
- To explore the effects of behaviour on education system in term of controlling impulses.
- To examine the children behaviour in classroom.
- To investigate the possible causes of bed behaviour of students .
- To give some suggestions on how to minimize the barriers faced by education system due to covid-19 pandemic.
- To promote the value of respect as the basis of human coexistence during the teaching and learning process .
- To innovate in a way of team work in terms of coexistence and respect towards the others.
- To create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school.
- How do you feel about this practice? What have you learnt?
Feeling about this Practice/Action Research
I used a classroom action research method, which is a research through self-reflection strategy. This method has characteristics of active participation and collaboration of education practitioners to improve student achievement and teacher performance, and solve classroom problems. This action research provides me a structured process for customizing research findings, enabling me to solve problems using this method within own classrooms, schools, or districts. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.
Self-Reflection :
Self-reflection is like looking into a mirror and describing what you see. It is a way of assessing ways of working and how study observed. Reflecting and composing a piece of self-reflective writing is becoming an increasingly important element to any form of study or learning. Self-reflection helps to build emotional self-awareness. I called on students by name and used information about them (from the information sheets they filled out during the first-class period) in the examples I gave Unfortunately, I spent so much time on the presentation stage of the lesson that we had to rush through the other activities. The closure of educational institutions due to preventive measures against the spread of COVID-19 has affected the education, well-being, and functioning of all parties involved and benefiting from educational systems in the world. While the process of shifting learning to a remote or online format has already become part of many educational institutions in different parts of the world, a number of factors( behaviour) related to the quality of educational institutions, teachers, parents and students, in conjunction with changes to their emotional states are assumed to be contributing factors that may affect the quality of learning, teacher performance, student knowledge and skills. According to the findings of this study, the new circumstances created due to the spread of COVID-19, including changes in education, have caused a number of concerns among students, parents, and teachers in my city.
Q.12. What has it added to your professional skills as a teacher?
Action research is a form of research that is authentic and meaningful to the teacher researcher because it is conducted by the teacher in his/her own classroom space. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. The action research progression is interactive; it is not a passive process, as teacher-researchers are active constructors of knowledge. This action research helped me to maintain classroom management through effective discipline practices for effective writing skills. I learnt that good behaviour in Educational activities associated with high academic performance during or academic achievements . From this practice I’m able to assess the problem in my class. Now I can identify, process and solve the problem through scientific way which results better than previous which was beating about bush. As teachers construct new knowledge while linking prior knowledge, learning occurs. This research provides me with data from my own experiences and my own students. This is the meaningful evidence that I need to be able to tell other stories. I strongly believed that there is no better way to communicate your story than to stand up in front of my peers and share the journey of action research. This study added my professional skills as trainee teacher that sharing useful strategies with students and provide them examples enhance their English skills. I will give assignments to students that offer appropriate practice with feedback. Writing is a complex skill which most students actually need in order to successfully go through college. Because everything is based on writing during academic years, a student who possesses good writing skills will automatically do better at everything, including exams, essays, assignments, and so on. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. For example, you can emphasize the importance of creating clear and concise outlines before they start writing. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in school. Even though one cannot improve their skills without working hard and having a desire to make progress, a teacher can definitely get involved and make huge differences concerning this matter. I will follow these tips, for improvements in my student’s mind-set to use good behaviour for effective learning.
Q.13. List the works you cited in your project (follow the APA manual – 6th Edition).
References
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[18] Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6 (1), pp. 719.
