Misbehabiour: A great challenge for teachers to deal with

Name: Corbaln Raquel Instructors Name: Andrea Vega Class: 4th year Subject: Taller Focalizado III Institution: Year: 2013

Instituto Superior de Formacin Docente N 1

Introduction
As part of the required course in Taller Focalizado III, I am to conduct and submit a research project in order to gain experience in how to implement research. The title I have selected for my research is MISBEHAVIOUUR: a great challenge for teachers to deal with My reasons for selecting this topic are many. Firstly, it is a general problem that is present in everyday life at school. Secondly, Misbehaviour is often seen as a threat to carry out a successful lesson, because it usually interrupts and doesnt let a teacher to achieve successfully his/her goal. Furthermore, It is an issue that is sometimes overlooked by teachers and as a result bad behaviour students continue to behave in the same way as far as he/she is at school. My project will seek to discover some strategies and try to show and offer tools to overcome this problem.

1)-Problem identification:
Misbehaviour is an important issue that teachers have to deal with every day scholar situations. One of the most common and disruptive problem behaviour is talking out of turn, followed by no attentiveness, daydreaming, and idleness. However, the most unacceptable problem behaviour was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. Usually teachers perceive student problem behaviours as those behaviours involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.

2-Preliminary investigation:
The problem arose from the very beginning as I started the lesson. I said hello to students and I notice that some of them just looked at me in a bad way and they even bothered to return my salute. When I ask some of them to respond to the questions because we were studying what is it? and What are they? They were reluctant to participate.

3-Hypothesis:
One of the reasons why bad behaviour is present in the classroom is due to a lack of encouragement on students. A vast percentage of teachers just use books in English lessons and they dont prepare their lessons in advance. What is more they do not even find out their students interests so as to adopt their lessons to students needs. And as a result, their lessons turn out to be boring lessons.

4) Action plan:
Strategies for Responding to Misbehavior One of the most important things to keep in mind when responding to misbehavior is to address the behavior as quickly as possible. When children's behavior goes off track, they need immediate feedback from adults to help them break their momentum and get back on track. Although this might sound obvious, adults often let small misbehaviors go, waiting to address them until they've escalated and are much more difficult to reverse. Three response strategies that are especially effective when used before misbehavior escalates (and that also meet the other goals named above) are visual and verbal cues, increased teacher proximity, and logical consequences.

A-Visual and Verbal Cues Once teachers have modeled expected behaviors and given children opportunities for practice, a visual or verbal cue will often stop misbehavior and help a child get back on track. Simply looking briefly into a child's eyes can powerfully send the message that "I know you know how to do this; now lets see you do it." Other examples of visual cues are a writing gesture for "This is writing workshop; get to work" or a finger against your lips for "Remember, silent lips when someone is sharing." B-Increased Teacher Proximity Sometimes all that's needed to reestablish positive behavior is for the teacher to move next to a child. C-Logical Consequences Logical consequences are another strategy that teachers can use to stop misbehavior while helping children see and take responsibility for the effects of their actions. Logical consequences differ from punishment in that, unlike punishment, logical consequences are relevant (directly related to the misbehavior), realistic (something the child can reasonably be expected to do and that the teacher can manage with a reasonable amount of effort), and respectful (communicated kindly and focused on the misbehavior, not the child's character or personality).

5-Objectives:

Stop the misbehavior and reestablish positive behavior as quickly as possible. Maintain children's dignity. Develop childrens self-control and self-regulation skills. Help children recognize and fix any harm caused by their mistakes. Demonstrate that rules help to make the classroom a safe place where all can learn.

Literature Review
All teachers have to deal with student misbehaviors on a daily basis. No matter how carefully we teach positive behavior, students will still sometimes misbehave. They'll forget the rules, their impulses will win out over their self-control, or they'll just need to test where the limits are. As they learn to negotiate social expectations, children test limits, get carried away, forget, and make mistakes. In fact, having these experiencesand seeing how adults respond to themis one way children learn about how to behave. Just as when we teach academics, we can use students' behavioral mistakes as opportunities for learning. To do this well, however, we adults must hold on to empathy for the child who misbehaves while holding her accountable. We also need to respond to misbehavior in ways that show all of our students that we will keep them safe and see to it that classroom rules are observed. Mentioning that teachers need to respond to misbehavior in ways that show all of our students that we will keep them safe and see to it that classroom rules are observed, One of the most completed and relevant approach which could be useful for teachers to deal with this problem is The Responsive Classroom approach This approach helps teachers achieve 21st century effectiveness by offering research-based teaching tools in three crucial, interrelated domains: 1.Engaging Academics Lessons, assignments, and activities are active and interactive, appropriately challenging, purposeful, and connected to students' interests. The result: Children have higher levels of motivation, skill mastery, creativity, critical thinking, and problem-solving abilities, for example: Giving clear directions, asking open-ended questions, pacing lessons appropriately, offering meaningful learning choices, giving high-quality feedback. 2-Effective Management Teachers establish and teach behavior expectations, manage schedules, and organize physical spaces in ways that enable students to work with autonomy and focus. When children make behavior mistakes, teachers respond in non-punitive ways that quickly and respectfully help them resume their learning. Some ways of being successful at this domain is: Developing meaningful rules that connect to children's learning goals, establishing efficient routines that allow for student autonomy, intervening before behavior goes off track, responding to misbehavior clearly, calmly, and respectfully.

3-Positive Community Every child feels safe, valued, and fully included in the learning community; teacher and students share a common purpose as well as routines and traditions that form a comforting underpinning for their days; and a sense of joy envelops hard work. In such a climate, children can take the risks necessary for learning. It is most effective when children know in advance what to expect from their teachers. It's important for the teacher to let children know that at one point or another, everyone makes behavior mistakes and needs support to get back on track, and that's okayjust as it's okay to make mistakes when learning academic skills. It's also important for the teacher to convey the belief that students can and will learn to choose positive behaviors, and that her responses to their mistakes will help them do so. Choice of words, along with a friendly, matter-of-fact tone and a few specific examples, will help get this message across. For example, when talking about responses to misbehavior, a teacher might say: We're all working on following our classroom rules, but we all make mistakes sometimes. In our class, when you don't follow a rule, it's my job to help you get back on track, fix any problems you caused, and learn to follow the rule next time. So, for example, if you forget our rule about staying safe and start running and knock down someone's block tower, I might tell you to help them rebuild . . . Or, with older students: If I see that you are about to break a rule, I may use a signal to help you realize that you are getting out of control. It's not a big deal; it just means you need to check your behavior and get back on track. For instance, I might put my finger on my lips to remind you to be quiet, or I may just say your name and give you a look if I think you know what to do. If I give you a signal like that, I'm giving you a chance to correct your mistake quickly and quietly, without disrupting anyone else's learning. Another step to follow is: Knowing Which Strategy to Use. Knowing which strategy to use, and whether more than one strategy is needed, is a skill that comes with practice and depends upon the teacher's knowledge of the children she's teaching. One child who's talking when she shouldn't may need only a cue to correct herself. Another child may need a logical consequence for the same behavior. Or the same child may need a cue on one day and a logical consequence on another. Some questions to consider: Which strategy will stop the misbehavior

and restore positive behavior as quickly, simply, and kindly as possible? Which strategy will maintain safety and order for everyone? Which one will help the child develop understanding and self-control? Whichever strategies are chosen, it's important to remember to use them early, just as misbehavior begins. Doing so will prevent problems from mushrooming or becoming entrenched.

Methodology
1- Class Description: It is a public school located in the center of the city. There are 40 students in the classroom and the majority of students were boys. There were only 12 girls. The majority of boys participate eagerly in the lesson but as always they start to discuss or speak interrupting the lesson. All the girls were reliant to speak or do the activities. While I observed the lesson I notice that the teacher was the only person who spoke the whole lesson. The students just did the written activities on the book. Another important thing was that when students started to talk and laugh of each other, the teacher didnt set limits so as the discussion could end. All the girls were using their cellphones and sending text messages. 2- Research design: Research is a general term which covers all kinds of studies designed to find responses to worthwhile questions by means of a systematic and scientific approach. There two kinds of research: A-Qualitative research: its an uncontrolled and subjective observation. It requires personal involvement of the researcher; it is process oriented, interpreting the specific and understanding actions.

B-Action research: is carried out by practitioners (teacher), it is

collaborative and its aim is to achieve a change. Its also situational i.e. its of a specific context. This is the appropriate methods because teachers can make changes by applying it in the studied context. 3- Data collection: a-classroom maps, b-teacher's journal, c-observation, d-student's activities, e-photographs.

1-

Outcome of action plan

It was possible to change students bad behaviour with encouragement and involvedness in the lessons. Through the following lessons, they had been participating eagerly and doing the activities with joy and respecting one to another. 2-

Conclusion

Responding to misbehavior is one of the most challenging aspects of teaching. Even the most experienced teachers make mistakes. But just as we allow students to make mistakes, we must allow ourselves to make them, too. And then, just as we do with students, we must allow ourselves to try again without judgment, in the spirit of learning to do it better next time.

References www.responsiveclassroom.org/article
http://www.ncbi.nlm.nih.gov/pmc/articles Wikipidia: What is research.

APPENDIX Introduction -----------------------------------------------------------------------1 Problem Identification--------------------------------------------------------------2 Hypothesis--------------------------------------------------------------------------3 Literature review---------------------------------------------------------------4 a 7 Methodology-----------------------------------------------------------------------8 Outcome of action plan------------------------------------------------------------9 References------------------------------------------------------------------------- 10

Samples a-Classroom map: There were 39 students in the classroom. On the left, there were two rows of twelve students who were all girls. And on the right, there were three rows of boys students. The bad behavior students were located mainly on the right side and all the girls were reluctant to participate. b-Observation: I observed students before I taught them. And I noticed that there was much more teacher participation than students participation. Students just worked on the book and they never practice speaking or oral part on the lesson. The teacher only indicated the exercises to be done and then she just checked them. Students got bored quickly and rapidly lost attention. They began to use their cellphones and misbehave in the lesson. c-Students activities: Look at the pictures. Ask: WHAT IS IT?/WHAT ARE THEY?. Then answer.

1A: ? B:

2A:? B:

d-Photographs