A STUDY OF IMPORTANT OF COMMUNICATION AMONG MANAGEMENT AND TEACHERS AT SECONDARY SCHOOL
INTRODUCTION
Communication is a two way interactive process and its importance can be found in our professional as well as in our daily personal lives. We have intentionally taken a holistic approach which is The Institute of Learning and Teaching's (ILT) four 'outcomes' of the teaching act are: design and plan a course, teach and support learning in the discipline, assess teachers learning achievements, and contribute to the maintenance of teacher support systems in this study. It focuses on the person you are, of which your role as a teacher is a facet. Without taking the whole persona into consideration, it may not be possible to achieve the objective of improving one’s communication skills just as a upper management. This communication study is focused on the effective use and handling of communication situations, that upper management and teachers should find themselves in both professional and personal environments. This module focuses on communication processes and key elements. It specifically explores the linkages between perception, personality, and communication including non-verbal communication. The prime purpose is to remember the upper management to effectively use and interpret verbal and nonverbal communication and understand what communication styles and skills can be adopted for different persons so as to ensure effective communication and importantly.
1.1 BACKGROUND OF STUDY
Strategic integrated communication is fundamental in relationship building between these components to ensure that the organisation is viewed as cohesive (Ilse Niemann, 2005). Educational literature is replete concerning communication skills as a necessity for school leaders (Hall, 2000 , Norma Vanessa, 2008). As we know communication is the best way to learn and educate people as well. In other words, its does not necessary it comes from top managements or low managements. Effective principals, as detailed by the National Association of Elementary School Principals (NAESP), must demonstrate competency in all areas of communication, especially those of interpersonal communication skills. NAESP further iterates that principals influence teachers’ instruction through supervision and practices that require effective interpersonal communication skills ( Norma Vanessa, 2008). In other word, principal are the main role in schools to assist teachers in order to completing the task using right ways of communication skill. The premise that principals have an impact on the school remains constant in educational history (Heck & Hallinger, 1999, Norma Vanessa, 2008). For example, many studies throughout the years concerning school reform have identified the principal as a key player in the success of the school (Fullan 1985, 1991, Leithwood, 1992, Prestine, 1994, Day, 2000, Sergiovani, 2000, Mackey, 2006 ) explains that the principal influences the learning environment by articulating the vision and mission of the school.
Communication failures are an extremely common cause of inadvertent middle management harm in Malaysia. According to M Leonard . , et al (2004), effective communication and teamwork is essential for the delivery of high quality, safe teachers care. All too frequently, effective communication is situation or personality dependent. Additionally, lessons learned as to effective
techniques in achieving cultural change, evidence of improving the quality of the work environment, practice transfer strategies, critical success factors, and the evolving methods of demonstrating the benefit of such work are described. As we know top management plays a main role in any schools or institution so then they should be a great model so teachers can learn from them. Mackey (2006) explains that the principal influences the learning environment by articulating the vision and mission of the school. He argues that this plays a very important factor in teacher and student success since the vision and mission gives purpose and direction. Furthermore, Mackey reveals that the principal as an instructional leader influences teaching and learning by supporting researched based methods and using data to improve the curriculum or instructional strategies.
Before the 1980s, there were very few empirical studies conducted to study the effects of school leadership. There was a growing concern as to whether principals were making a difference in student achievement (Glassman & Heck, 1992, Norma Hessa, 2008). The important of communication towards management and teachers at school becoming serious when people around just ignore or didn't notice about it at all because all sort are connected each other.
Effective communication is one of the proficiency for principals defined also by the National Association of Elementary School Principals (NAESP). NAESP (1997) depicts the development of skills and behaviors needed by effective elementary principals. The other seven proficiency are leadership behavior, group processes, curriculum and instruction; assessment, organizational management; fiscal management, and political management. Effective principal’s interpersonal skills are evidenced by regarding teachers as peers and by sharing a common purpose (NAESP, 1997). It further states that effective principals inspire a sense of confidence, loyalty, trust, and respect (Norma Vessa, 2008). Communication is an ongoing process of making and reaffirming the social realities that make the organization (Birk and Burk 2000). The role of effective communication and positive climates is stressed as a primary mechanism for effective organizational improvement (Halawah, 2005).
1.2 STATEMENT OF PROBLEM
This study to find and investigate how important of communication among management and teachers at school. Thus this study focuses on leaders or management need to be a person who has skills in communication. According to (Norma Vessa, 2008) the literature has evidenced the importance and the necessity that leaders must possess interpersonal communication skills in an organization. Education literature is replete with the concept that an effective principal is the key figure in creating effective schools.
The National Association of Elementary School Principals (NAESP) has listed communication skills as one of the eight proficiency for effective elementary and secondary principals. It is well documented that the principal must keep the doors of communication open in order to foster good positive school climate for a successful school (Halawah, 2005). A positive climate involves interpersonal or people skills such as feedback, collaborations and shared decision-making. The principal of today must be able to lead a diverse workforce (Shim, 2003). An effective leader must be able to relate to people across cultures. As the literature has already revealed, the diverse workforce brings with it different perceptions, different value systems, and different languages to the workplace.
The issues appear when leaders or upper management having difficulties in delivery their messages towards middle management or teachers or vise versa but many definitions of the meaning of communication skill which is interpersonal communication have been developed. Interpersonal communication is used interchangeably with soft skills (Koen, 2005, Smaglik, 2004, & Lewis, 2007). They identified soft skills as the ability to communicate, team building and solving problems. These soft skills or interpersonal communication skills may be instrumental in opening doors to employment opportunities (Smaglik, 2004) even they are upper management. When soft skills are left unpracticed, even the most affluent leader is at risk of being derailed (Koen, 2005). Bennis (1999) uses the term people skills synonymous with interpersonal communication.
1.3 RESEARCH OBJECTIVE
The objective of this research are as follows :
1) to determine that management should use communication skill in-terms of giving any tasks to the teachers correctly and meaningful.
2) to examine teachers’ perceptions of principals’ interpersonal communication skills as they relate to teacher performance.
3) to identify that communication skill can helps management and teachers to completing the task given.
1.4 RESEARCH QUESTION
The following sub-questions will also guide the research:
1) Does communication skill while giving any task should be relevant?
2) How's teachers perception of principals interpersonal communication skill relate to teachers performance?
3) How's communication skills may helps management and teachers completing the tasks?
1.5 SIGNIFICANT OF STUDY
UPPER MANAGEMENT
While ending this research the upper management may analyse the finding to use and improve their leadership style in order to giving the teachers the tasks. The culmination of this research may become a credit to the upper management to reconstruct, review and rebuild what are the main issues in communications skill that can effects their schools. In addition it is important to upper management to maintain the comfortable of the teachers at their workplace.
TEACHERS
This study aspect that upper management would be understand what issue that the teachers facing and will exposed what are they problem among upper managements and them itself. An awareness from the upper management to the teachers might helps both parties.
SCHOOL
This research expected to helps school to increase the school achievement itself. In order to increasing the achievement in could come from the inner side so than the school become better day to day. Hence, all staff should be get together and had responsibility to the school performance itself.
1.6 LIMITATION OF STUDY
There are many types of communication that i need to choose. This research will mainly focus on the important of communication among management and teachers at school when the upper management had skill in communication. This research is limiting itself on the scenario to identify the communication style. Other than that, there are some limitation faces by researcher. This study relied upon the upper management communication skills. The upper management may be limited by their understanding of the scope of communication skill.
Further the limitation also about the population and respondent. This study was conducted at Sekolah Kebangsaan Seksyen 9 Shah Alam and Sekolah Kebangsaan Seksyen 7 Shah Alam. So I will be a limitation of lack of accurate finding because small volume of respondent. Normally each respondent will give different opinions.
Then, lack of experience. The researcher do not has enough experience to conduct this study. It is because this is first time that the researcher gets the opportunities to conduct this research. Many word and term that researcher is not familiar. For instance book, journal article and also internet that the researcher use to complete this research.
Lastly, cooperation from respondent. The researcher had faced a few difficulties in obtaining respondents cooperation. Some of respondent refuse to answer questionnaire given to them and did not give their full cooperation. There is also minor problem of which respondent when some of the respondent answers the questionnaire without knowing he requirement of the respondents.
Communication Skills
According to Hamid Rafiq Khattak, (2014), “Understanding” is the essence of communication. This only happens when there is an intention of understanding and being understood by those involved in a communication situation. Interaction with the purpose of sharing involves the exchange of the signs and symbols (i.e., words) In a given communicative context, the absence of them also still communicates the absence of the ‘ingredients’ of communication; the intention, the skills, or the presence of barriers. Communication takes place when we are supposedly at the same level of understanding and comprehension as other interlocutors. Communication is therefore not what is said whether verbally or non-verbally, but what is understood.
Upper of Management
It is very difficult to give a precise definition of the term ‘management’. Different scholars from different disciplines view and interpret management from their own angles. The economists consider management as a resource like land, labour, capital and organisation. The bureaucrats look upon it as a system of authority to achieve business goals. The sociologists consider managers as a part of the class elite in the society. The definitions by some of the leading management thinkers and practitioners are given below:
(i) Management consists in guiding human and physical resources into dynamic, hard-hitting organisation unit that attains its objectives to the satisfaction of those served and with a high degree of morale and sense of attainment on the part of those rendering the service. —Lawrence A. Appley (ii) Management is the coordination of all resources through the process of planning, organising, directing and controlling in order to attain stated objectives. —Henry L. Sisk.
(iii) Management is principally the task of planning, coordinating, motivating and controlling the efforts of others towards a specific objective. —James L. Lundy
(iv) Management is the art and science of organising and directing human efforts applied to control the forces and utilise the materials of nature for the benefit of man. —American Society of Mechanical Engineers
(v) Management is the creation and maintenance of an internal environment in an enterprise where individuals, working in groups, can perform efficiently and effectively towards the attainment of group goals. —Harold Koontz and Cyrill O’Donnell
Teachers
Based on Byran B. Korth , . et al, (2009), In today’s educational environment of accountability and emphasis on educational outcomes, the success of teacher education programs that prepare schoolteachers is measured by the achievement of the students in the classrooms of teacher education graduates (Cochran-Smith, 2005; Levine, 2006). Feiman-Nemser (2001) said, “If we want schools to produce more powerful lea rning on the part of [students], we have to offer more powerful learning opportunities to [preservice] teachers” (pp. 1013– 1014). In the end, it is expected that student learning and achievement are maximized by teachers who are better prepared and are provided enhanced professional development (Ridley, Hurwitz, Hackett, & Miller, 2005). In order to provide “more powerful learning opportunities” that lead to better-prepared teachers and improved student learning, many university teacher education programs and public schools have entered into educational partnerships. One of the primary purposes of these partnerships is to broaden the preparation of preservice teachers by providing quality field experiences (Bullough Jr., 2005; Ridley et al., 2005; Sands & Goodwin, 2005; Teitel, 2003), thus preparing teachers who are more qualified to move from university training to public school teaching positions. An important outcome of the field experience, made possible through the partnership, is that preserve teachers are placed in classroom settings to observe, practice, and develop teaching skills.
1.8 HYPOTHESIS
Predominantly, hypothesis persistently been used in qualitative research. Hypothesis that can be manifest or invalidate. It helps researcher to guess or estimate the connection between variables. For this investigation, the variables are important communication of management towards teachers and the important of communication teachers with managements as well.
Ho : There is a important of the communication among management and teachers at Sekolah Kebangsaan Seksyen 9 and Sekolah Kebangsaan Seksyen 7 Shah Alam.
H1 : There is not an important of the communication among management and teachers at Sekolah Kebangsaan Seksyen 9 and Sekolah Kebangsaan Seksyen 7 Shah Alam.
MY NEW PROPOSAL
A STUDY OF THE RELATIONSHIP BETWEEN MISBEHAVIOUR OF
THE CHILDREN AND THE CLASSROOM MANAGEMENT AT PRESCHOOL IN SECONDARY SCHOOL AT
SHAH ALAM
By
Ruzwani
Hanis Binti Abdullah
Master
in Education
Educational
Management and Leardership
A
Proposal Submitted to University Teknologi MARA
(UiTM)
Shah Alam
Faculty
of Education
CHAPTER 1
INTRODUCTION
1.1 Background
of Study
Throughout
the time in the school, a teacher plays an important role for developing the
children’s behaviour and their development. There are many ways for the
teachers to handle the young children to produce a quality product. Once the
parents send their children to the kindergarten, means that the
responsibilities are on us. During in the classroom, teacher is the head of the
classroom. The children’s behaviour will be showed on how the classroom
management will be handled.
A
key principle for young children education is that in order to be effective, a
young children curriculum should be carefully structured said that there should
be opportunities for children to engage in activities planned by adults and
also those that they plan or initiate themselves. Well-planned purposeful
activity and appropriate intervention by teachers will engage children in the
learning process. It is clearly said that if the teacher provides interesting
activity for the children, the children will stay focused on the teaching
learning process (Jason Swale, 2006)
Therefore,
the activity in the classroom should be based on the children development, the
age appropriateness and with opportunities for the children to develop their
own interests that they can adapt in their environment. This is because it is
not easy to handle the children behaviour. Each child has their own behaviour
that they showed and teacher need to aware to all their children in the
classroom. The activity that the teacher handled need to be appropriate with
the children’s behaviour. For example, if the children love to play, so the
teacher needs to provide activity that relates to play so that the children
will not lost focus towards the teaching learning.
The
positive behaviour that the children will show is based on how the teacher
manages the classroom. This is why it is important for the teacher to know the
roles of being a teacher. As what we know, for being a good role model for the
young teacher, they need to do what they say. For example, if the teacher said
it is wrong to litter rubbish in the classroom but the teacher throw the
rubbish everywhere. This shows that the teacher is not serious in what they
said and the children will follow what the teacher did. Then, the teacher need
to be creative in doing activity. Young children love hands on activity so why
don’t the teacher plan class activity using hands on method.
.
Teachers can also change the layout of the room and such changes may bring out
positive changes in children’s behaviour. Sometimes, teacher needs to leave
much more space for children to play and explore freely. Children should be
allowed to choose their own seats for table-based activities. Reinforcement is
also one of the methods to handle young children and to avoid young children
from disturbing others. Teacher can set up a rules in the classroom where the
good student without doing a misbehaviour, they will get a reinforcement from
the teacher.
Teachers
should learn how to handle and control the young children if their manners are
incorrect. There are many options that teacher can do rather than just giving
them negative reinforcement such as time out. “Thinking chair” can be helpful
strategy to encourage positive behaviour. The rationale behind using such a
strategy is based upon two assumptions where that all the children have a need
to feel liked and respected and all the children have the right to be taught
how to behave in such a way that they are liked and respected by other children
and adults (Jason Swale, 2006).
In
the other hand, nowadays preschool, it is not handled as what had been told by
the theorist and not all school applied on what in their mission and vision
said. I observed that the teachers just come to school just because of their
responsibilities in teaching the children but they didn’t take responsibilities
on the children’s development and behaviour. They are not using the proper
method in handling the young children. This is because why there are many cases
in our country about teacher and student misbehaviour. Teacher and student
relationship is very important to build up their confidence and trust to the
teacher. The children need to know that when they are in the school, the
teachers are the parents to them. The children is hundred percent under the
teacher’s responsibilities.
Furthermore,
the children like to do their own activity when the teacher is teaching. It
means that the children are not paying attention to what the teacher is
teaching in front. This means that the lesson that the teacher planned for them
are bored and not interest them at all. The behaviour of the children will be
shown based on how the teacher manages the classroom. The child can show their misbehaviour
when the child becomes bored or
frustrated at having to wait for too long, such as waiting for their turn at an
activity, waiting to listen to a story or waiting to line up to wash hands. In
other while, teacher didn’t bother about their feelings and emotions.
Next,
some other reasons in the real condition where are the children are tired in
doing the activity. Teachers like to give works that need more extra time so
that the children can do their own work and the teacher can feel relaxed for a
while. It is hard for the young children to stick with the same task that given
to them unless if the task interests them more. As my observation, some of the
children that are not behave because they are not sure what is expected of her
or does not know how to carry out an activity. This is because, teacher will
just show the children the sample in front of the classroom and they will leave
it to the children without any supervision. Some of the teacher will straight
away giving the answer on the whiteboard and asks the children to copy it in
front.
Then
the children have not had a turn at an activity he or she wishes to do.
Teachers nowadays love bias too much. They will call out the student that
always score in the academic or the student that give benefits to them. This is
one of the reason why the children love to do their own behaviour is because to
get attention from the teacher or care giver. Other than that, the child is
frustrated at being asked to stop an activity that they enjoying. The teacher
should know what their children’s interests are. When teacher plans activity
based on what the children like, the teacher need to plan it during the proper
time.
Sometimes,
the children are expected to carry out a particular activity sitting on a table
but many young children find extended periods of sitting at a table difficult.
It is because make them feel restricted, or simply feel the urge to keep moving
around. Young children don’t like to be in a statistic place. They like to move
around and feel free. This is why we like to see young children like to moving
around and disturb others. This is because they feel uncomfortable with the one
same place.
As
a conclusion, every child has their uniqueness and every children need to be
active during their time. This is to make sure that their development develops
well. Every children is misbehave, not some children but all children. It is
all about how the parent or teacher manages them. When we control them in wrong
way, they will act in a wrong manner but if we control them in the correct way,
the child will behave in manner.
1.2 Problem
Statement
The
main background of studies in the ideal condition is where there are many
positive ways that the teachers can handle misbehaviour children. The
children’s behaviour is depends on how the teachers handle their classroom.
Teacher needs to plan many activities that can relate to positive behaviour.
Young children love in trying new things and they like to explore the things
that they just knew. In school, the children will learn lot of things that they
just knew and as a teacher, we can’t put down their curiosity. Teacher plays an
important role to develop young children development and behaviour. They should
know the appropriateness for the children age and development.
Teachers
should be aware of their role in managing the classroom in order to modified
children’s behaviour. This is important because in school, children will learn
the positive lifestyle in behaviour, development and social emotional. Besides
giving the children attention in academic achievement, the teachers and society
need to be aware of the children development and behaviour. In the classroom,
teacher needs to know their children background and teach the children with the
appropriateness of their background. Not all children were born and living in
the same situation.
1.3
Research Question
There
are some questions along this research are going on such as:
i.
Why children misbehave?
ii.
What are the ways that the
teacher can do to control children’s misbehave in classroom?
iii.
How do the teachers manage
their classroom to modify children misbehavior?
1.4 Objectives
of Study
i. To
let the children aware of teacher’s attention to them. Children have their own
behavior that hard to explore why they are behaving that way. Their misbehavior
is the way they are expressing their feelings and emotions throughout the day
or something that are disturbing their mind. Young children need a lot of
attention from the adults and from the attention they will feel the love from
the person. Boredom is also one of the reasons why the children can misbehave
with their friends and teachers.
ii.
To develop their behavior in
the appropriate manner rather than giving punishment. Young children love doing
things that involve their interests. They will give full attention to the
activity if they really into it. Many ways can teacher do to avoid the children
are in misbehave. Teacher can call out their names in a day. That will show
that the teacher is not bias to the children and gives chances to the young
children to try. In addition, avoid giving the children same activity and in
the same situation. As we know that young children likes to explore and why the
teacher don’t gives them hands on activity. This will avoid the children to
disturb their friends. Teacher can also put rule in the classroom and who did a
good manner in the day of school hours, teacher will gives them reinforcement.
For children, reinforcement is a way for them to achieve so that they can show
to their parents and family.
iii.
To identify children
misbehavior and to develop their development in appropriate way. Classroom
management consists of strategies for assuring physical and psychological
safety in the classroom, techniques for changing student misbehaviors and
teaching self-discipline, methods of assuming an orderly progression of events
during the school day and instructional techniques that contribute to children’s
positive behaviors.
1.5 Significant
of Study
This
research is benefit for:
i.
Teacher
Many
references that teacher can take in handling the young children in the
classroom. Young children are depending on the teacher. If their teacher is
showing them the good manner, they will do it the same. They will behave and
always in a positive manner. But if their teacher always said to do good manner
but the teacher them self never put a good role model to the children. From
this study, teacher can initiate a new activity for the children in the
classroom. This is to avoid the children from feeling bored doing the same
thing. Teacher also can create activity that involve outdoor where the children
need to explore their world. Outdoor activity is interesting for the children
because they can use their senses rather than doing worksheet and coloring. Creative
is one of the characteristics of a teacher besides responsibility. There is a
way to give punishment to young children. Beating and shouting is not the
proper way to control the children misbehavior. We need to control them by
giving them thinking and will not going to do that again such as take back
their reinforcement or the “thinking chair”.
ii.
Parent
It is important for the
parent to aware of their children’s behavior. Parents-teacher relationship is
very important to get positive behavior. When the teacher taught them at
school, the parents should do what is similar that they had did and usually did
at school. The parent will be aware with the school activity and will make it
as a practice.
iii. Children
When
the teacher guides the children in the classroom in a proper way, the children
will be able to follow the positive behaviour that the teacher taught them in
the school. Young children need to get the valuable development and behaviour
so that they will manage themselves from the beginning. It is easier to teach
young children since they are young. This is because they are still learning
and still accepting the new things in their life.
1.6 Definition
of Concept
Misbehavior is the action or manner
that are inappropriate and classroom management is the how the classroom been
organize. The definition of classroom misbehavior is where the behavior that
the children is doing while the teaching learning process is having in front of
the class. It is also related with the roles of the teacher on how to handle
the children in the classroom. This is
because each of the children has their own behavior.
1.7
Limitation of Study
There
will be some problems while doing this study, such as:
i.
Time
Limited
time and rushing with the date line.
ii.
Data
It
will hard to find data because not all school receive visitor easily.
iii.
Resources
Hard to find
resources and not enough references
iv.
Respondent
It is hard to get
respondent that giving answer truly and good cooperation.
CHAPTER
2
LITERATURE
REVIEW
2.1 Young Children Misbehaviour
a) Definition
of Behavior
According
to Rimm& Masters, 1974, the term behaviour is defined broadly by many who
study behaviour and behaviour management. Behaviour may refer to both covert
responses such as feelings and emotions and overt responses such as tantrums
and aggression. Behaviourists are largely concerned with overt responses or behaviours
that are observable and measurable. These are the behaviour that teachers and
parents are able to observe and target for change (Thomas J. Zirpoli, 2007).
The behaviour can be in many forms
such as unconditional reflexes or purposeful intent; some behaviour is learned
by imitation. Furthermore, the term of behaviour can also be defined as simple
as body movement and also involving the integration of much behaviour. As we
know, young children love to imitate and they learn lot by looking what
happened in their environment.
Usually, young children will develop
their behaviour from their parents. The children will followed what the parents
are doing. If the parents are caring and loving, so the child will be a loving
and caring person but if the parent is hot tempered and speak aloud, the child
will definitely showed their behaviour same as their parents. When they are in
the school environment, the teacher is the big role to handle the children’s behaviour.
The teacher need to make sure that the children is still paying attention to
the learning.
b) Definition
of Misbehavior
Generally,
the definition of misbehavior is the actions of someone who is behaving wrongly
while misbehavior in classroom can be defined as behaviors which are disruptive
to classroom order and cause trouble to teachers, such as making nonverbal
noise, disobedience, talking out of turn, idleness/slowness, no punctuality,
hindering others and many more. There are also said that student misbehave when
they either did what they are not supposed to do or did not do what they were
supposed to do, ranging from fooling around as mild misbehavior to fighting as
severe misbehavior. In the other hand, there are also some researcher said that
student misbehavior in classroom included those disruptive behavior which hampered
teaching, and learning, such as classroom disconformities, verbal and physical
hostility, defiance of authority, task avoidance, inappropriate use of school
property, inconsiderate interpersonal relationships, over-reactions to normal
situations, and technological related factors (Rachel C. F. Sun and Daniel T.
L. Shek, 2012)
These
findings can suggest that classroom misbehaviors can be defined as those
behaviors that involve rule breaking, violating the implicit norms or
expectations, being inappropriate in the classroom settings and upsetting
teaching and learning. It also can be categorized that misbehavior as off task,
disruptive, and unruly behaviors.
c) Types
of Misbehavior
There
are some types of misbehavior children that they usually did in the classroom
which are talking out of turn, disrespecting teacher, doing something in
private, out of seat and sleeping, verbal aggression and physical aggression,
playing in fun, failure in submitting works or task given, no attentiveness,
nonverbal communication, making noise, isolating classmates, copying homework,
forget to bring textbook or other materials, disturbing other classmates,
copying homework, isolating classmates, and many more. There are many others
more that the children are misbehaving in the classroom where sometimes teacher
is having difficulties in handling them (Rachel C. F. Sun and Daniel T. L.
Shek, 2012).
Usually
talked out of turn such as do not put up their hands before answering questions
and shout the answer out. This kind of calling out, as well as asking nonsense
questions without teacher permission, were call it as disturbing. Some noise
from the other student can make other student that are focusing on the learning
can affect their attention to the teacher and paying attention to the noise.
Furthermore, the most disruptions noise in the classroom is the conversation
among the students. When the teacher is teaching, students at the back are
talking to each other. Sometimes they are not too excessive, but sometimes they
talk too loudly until others can hardly hear what they are talking about. If
they are talking too loudly or do not listen to the teacher, the other student
will miss some knowledge that teacher teach in front of the classroom.
Behaviors
that are disrespectful to teachers, such as disobedience, refusing to follow
instructions, rudeness, talking back, arguing with teacher, offending, or
attacking teachers were reported as an obvious problem in the classroom.
Arguing with teachers could disrupt teaching and learning because it was time
consuming. Teacher need a lot of time when it comes to teaching process where
teacher need to explain in details about the topic but if students keep arguing
with teacher it will waste a lot of time there and make the lesson postponed.
Students
like to do something unrelated to the classroom learning such as keep going to
the toilet, play with other things, looking out of the window, disturbing
friends, keep drinking water and more. Out of seat is also one of the favorite
in young children. They are an active learner where they hardly seated quietly
in one place. Sleeping is also were the other problem behaviors in the
classroom. Moreover, this behavior can also consider as misbehavior that can
affect the teaching learning process. This is where the teacher will busy
focusing on them rather than the teaching process.
Verbal
aggression including attacking classmates, quarrelling with classmates, teasing
classmates, gossiping and physical aggression including striking, attacking,
pushing classmates, and destroying things are the misbehavior that happened in
classroom. Student might feel bad and even threatening when there was
hostility.
d) Factors
of Misbehavior Among Preschoolers
There
are some reasons why children are misbehaved. First, the child is looking for
attention from the teacher. This can said that the teacher never give attention
to him or her or can said that the teacher never call his or her a name in a
day. The young children felt that the teacher had ignored them. Somewhere, the
child feels that when they are doing the attention seeker behaviour, the
teacher will give full attention to them. They are doing this because at home,
when they are doing their “attitude”, they will get what they want from their
parent and family.
Albert Bandura (1977) had stated that behaviour
is learned from the environment through the process of observational learning.
Children are observing the people surround them behaving in various ways. In
society, children have been influenced by many role models such as parent,
families, siblings, neighbourhoods, peers, teachers and also Medias. Children
will start to observe and doing the behaviour that they had observed. At the
young ages, they can’t think which is good and which one consider bad attitude.
As they know, it is fun doing it and nobody had scolded them. It is important
to show to them the positive behaviour and should warn them if their attitude
is not appropriate (M. Lee Manning and Katherine T. Butcher, 2007).
Young children will start to show
their misbehaved when they are frustrated or revenge to the other person. They
will start to do this misbehaviour when there didn’t get the attention from the
teacher or parent. They find that being mean, vicious and violent is the other
way that they will get the attention. Young children will seek revenge through
their peers.
Next when the child are lack of
self-confidence can be one of the reason on why they are not behave towards the
environment. The children that have this behaviour, they will set in their mind
that they are a failure. They think that they can’t do anything in the
classroom and the teacher even never give them chances to try doing activity in
the classroom. Because of their lack of self-confidence in their self they felt
that they can use that reason for not participating in the class activity. When
they supposed to do their work, they play and look for distractions instead.
Then they will make excuses said that “I can’t do it”.
Boredom may also be a problem.
Sometimes, a class has a child that is advanced in any academic subjects
compared to the other children. Maybe the child has reached the point where
they apparently feels preschool rules no longer apply to them. The teacher may
have difficulty keeping them engaged, while providing activities that involve
the other children in the class, without singling them out. This type of
children may be very sociable and is constantly trying to get others to break
the rules.
We can see that nowadays children
like to rebel. They had been ask to do what they need to do, what they need to
wear, what they need to eat and so on based on what their parent ask them. So,
because of that situation the children felt that they don’t have their own
decision to make based on what they interest. Sometimes, we need to follow what
the children wants and give them choices to choose. This is to make the
children independent and freely can do what they want but with parent’s
supervision. Maria Montessori had stated that give the children opportunity to
do what they want and not to overprotect.
e) Characteristic
of Child Misbehavior
The
big reason for the children for being misbehave is to seek attention from the
surrounding. The characteristic that they can show is where they think what
they did is funny. For them, what they are doing is to make others paying
attention to them and for others to enjoyed the behaviour that they are doing.
They felt that what they are doing is one of the entertainments for others to
laugh and smile for them (John Rosemond, 2009).
Sometimes, young children like to
take advantages satisfaction out of upsetting adults. Young children are quite
naughty when in the other hand they like to see the adults shouting and yelling
to them. They feel very satisfied once the adult are angry to them. This is
because they know that the adult are aware of them. They just want the adults
to communicate and taking good care to them without ignoring them. Nowadays
young children they have their own tactic or strategies to make the adults
aware of them. They will make something until the adult are shouting to them
(John Rosemond, 2009).
Furthermore, they are behaving in
that way so that they will get what they want. Its again back to attention
seeker. They are behaving to get attention so that the adult will give anything
that they want. Children will start tantrum when somebody didn’t promise their
wish. When once they are not behaved and they get what they want when they are
in tantrum mood, they will repeat it again in the same behaviour to get their
wishes. They felt when they are doing that their wishes come true (John
Rosemond, 2009).
Children will start rebelling
against authority when it gives them the sense of power. These children usually
feel defeated if they do as they are told. Most commonly, they truly feel that
when they rebel, the adult will follow what they want rather than they follow
what the adult want. They will be happier when doing that (John Rosemond, 2009).
They discover that they are
controlling certain people and situations by misbehaving. It means that they
can threaten the person if the person is not listening to them. This can also
be called as bullies. When they are in misbehave, they feel that they can control
the situation and able to show that they have the power in handling their
peers. This is because there are a lot of bullying cases in school. Sometimes,
children can be unpredictable. When we scold them, they will be more
misbehaving. It just then they want the soft spoken and full of attention to
them (John Rosemond, 2009)
f) Effectiveness
Reinforcement and Misbehavior
Skinner
believed in the use of positive reinforcement to establish, reinforce, and
maintain a desired behaviour. Many educators use rewards in the classroom to
manage student behaviour. Based on Skinner experiment, he noted that proper and
immediate reinforcement strengthens the interest that appropriate behaviour
will reoccur. He also found that behaviour can be shaped by providing a reinforcing
stimulus just after a desired behaviour happens. Although constant
reinforcement might be necessary to establish behaviour, occasional or
intermittent reinforcement can be used to maintain a desired behaviour once it
is established. That is called the process of positive reinforcement. In
contrast, Skinner also researched the power of negative reinforcement, or the
removal of something undesirable, in order to stimulate a desired behaviour (M.
Lee Manning and Katherine T. Bucher, 2007).
Skinner placed punishment and
motivation in unique perspective. He felt that when punish a person for
undesirable behaviour, we place the responsibility on him or her to learn
proper behaviour. Then, the person can receive credit for behaving in a desired
manner. Instead, Skinner thought we should teach proper behaviour and offer
positive reinforcement. Besides giving
them punishment and scold them, it just make the children more misbehave. They
will repeat doing the same time in the other time. Teacher can use the positive
and negative reinforcement for teaching the young children (M. Lee Manning and
Katherine T. Bucher, 2007).
There
are two types of reinforcement which is positive reinforcement and negative
reinforcement. Thus, teachers attempt to shape the young children behaviour by
determining the behaviours they want and by selecting appropriate reinforces
that help students learn to repeat appropriate behaviours. As reinforcement
occurs, the young children repeating the behaviour will increases. There are
ways for giving them the reinforcement. For example, we can give them a sticker
for them to collect. Let’s say if they didn’t do any misbehaviour, they will
get a sticker and need to paste on their own board individually. Young children
love that kind of thing and they will be very excited when they get the
sticker. In the other way that teacher can do is praising them when they did
good behaviour. For example, “Good Job”, “Clever Girl”, “You Go Boy” and many
more.
The
other best way to teach children about positive behaviour is for a teacher to
employ what Thomas Gordon (1989) called empathic understanding in which a
teacher learns about individual children and each one’s specific needs,
interests, and abilities. Gordon also believes in the effectiveness of rewards
and punishments. Also, he believes teachers need to insist upon children
engaging self-discipline. Rather than yelling, screaming, and punishing
children, teachers must realize that they cannot accept responsibility for
someone else’s behaviour (M. Lee Manning and Katherine T. Bucher, 2007).
In
providing good behaviour in young children, teachers can improve children behaviour
by increasing the use of children ideas in instructional interactions. When
giving children group work, they can interact with their friends about the task
and instructional from teacher. From this activity, young children able to
develop creative ideas but the topic that teacher gives them need to be one of
the young children interests. They will try to forget other thing and focus to
what teacher gives them. Teacher can use more discussion and dialogue with
children. They will feel that their teacher giving each of them attention and
cares about them. Discussion is one of the methods that makes the young
children shares their stories and experience (M. Lee Manning and Katherine T.
Bucher, 2007).
Moreover,
behaviour contracts are meant to help teachers with particular children who
have hard time following rules. Of course, teacher can always make our own behaviour
contracts that pertain directly to the children that the teacher is working
with. The contracts can be helpful when teacher is dealing with a child who
just can’t stay on task, is unable to raise his or her hand, or does not
complete in-class assignments. Those contracts help to modify a children’s
learning and provide one more layer of structure for them to be successful
within the classroom (Steve Springer, Brandy Alexander and Kimberly Persiani,
2012).
The
contract is a weekly behaviour contract. The card can be sent home at the end
of the five days. Each time the student demonstrates the desired behaviour, a
positive mark is given. it can be used with star stickers, stamps, or a Bingo
inker. Both contracts work well with the children receiving some type of reward
for getting all positives or mostly positives. This behavioural contract is
more for behaviour modification.
2.2
Classroom Management in Preschool
a)
Definition of Classroom Management
Classroom
management means how the teacher works, how the class works, how the teacher
and children work together, and how teaching and learning happen. For children,
classroom management means having some control in how the class operates and
understanding clearly the way the teacher and children are to interact with
each other. For both teachers and children, classroom management is not a
condition but a process. (Karen Bosch, 2006)
Classroom management consist of
strategies for assuring physical and psychological safety in the classroom, the
techniques for changing children misbehaviours and for teaching
self-discipline, methods of assuring an orderly progression of events during
the school day and instructional techniques that will be contribute to positive
behaviour.
According to Fredric Jones, he
believes that classroom management procedures must be positive. They must be
gentle, affirm the student, set limits, and build cooperation in the absence of
forcing. There are four groups of fundamental skills of classroom management which
are developing classroom structures, including rules, procedures, and physical
arrangements, remaining calm and using body language to set limits, teaching
children cooperation and responsibility and providing backup systems. The time
and its allocation are important resources for teachers. (M. Lee Manning and
Katherine T. Bucher, 2007, p.129)
Thus, Jones focuses not only on the
management of behaviour but also on emotions, self- esteem, values, and
relationship building, which are, to Jones the true goals of the classroom
management systems.
b)
Components of a Classroom Management
The
purpose of the classroom management plan is to put, literally, and
figuratively, the tools for classroom management in teacher’s hands. There are
four primary components of the classroom management plan are classroom
organization, instruction, evaluation, and professional development (Karen
Bosch, 2006, p.6).
The first component of the classroom
management is organized to support teacher instruction and children learning.
Effective room layout will be guided by attention to three elements which is
visibility, accessibility and lack of distractibility. These three elements
need to pay attention to get an effective layout for children’s comfort in
their own classroom. The physical environment should make the children enjoy
coming to school. The room should bright and welcoming, with children work
displayed on the walls and bulletin boards. The most important thing is where
the children should feel safe in there.
The other aspect of classroom
organization is the formulated policies, rules, incentives, consequences,
established routines, and procedures that fall under the heading of classroom
operation. The most important teachers need to make sure that the classroom
environment is relevant, age appropriate, inviting, fun, desired, and readily
chosen over the consequences. Teachers
need to think carefully about the play area in the classroom because children
need a lot of space for their “play time”.
The second component of the
classroom management plan is instructions. It has two parts which is lesson and
effective teaching practices. Classroom management and instruction need to work
together to enhance the teaching and learning processes. This is where it will
help the teacher to plan and write lesson plan as it offers a kind of checklist
to make sure they have included all the important elements to teach the young
children. The lesson that teacher plans need to be chosen on children’s needs,
interests, prior knowledge and their abilities.
Classroom management can also
include the effective teaching practices by the teacher. It includes positive behaviour,
relationship with their peers, fostering children social skills, developing
preventive and supportive discipline strategies, problem solving, decision
making and children self-control. When teacher support the children’s interests
and behaviour, they will learn more and behave better in classrooms that meet
their basic needs, and many more.
With the help of the classroom
management plan, and it’s clear outline to grading scheme, children not only
come to understand the grading process and procedures and they also feel they
have some effect on their grades. Lastly, professional development activities
is the fourth component of the classroom management plan are planned
opportunities to think about the teaching in general and, recall specific
lesson, or think about how to help an individual children. Teachers can monitor
their teaching and classroom management to learn more about what they really
like as teacher, how they teach, manage, and interact with the young children.
c)
Characteristics of Classroom Management
The
characteristics of classroom management, first is the setting up. Before the
young children enter their classroom, teacher need to make sure that the
classroom is like the second home for them. Teacher need to ensure what young
children like the most. For a young children, they like something that are colourful,
happy mood, full of toys and cartoons characters and many more. Besides that,
teacher can change the setting up of the classroom based on the monthly or
weekly theme that had planned. Young children like something that surprising
them. Make them surprised every day and it will make the children more excited
and full of curiosity coming to the school.
In
the other hand, rules are one of the important things that should have in the
classroom. This is also one of the ways to prevent misbehaviour in the
classroom. The first day of school, teacher should remind them about the rules
in the classroom. Provide them with the behavioural chart or anything that make
the children aware and scared to do bad manner in the classroom. Teacher can
also change the chart based on the behavioural that the children make. This is
one of the parts that the teacher can make anecdotal records and inform their
parents about their behaviour.
Without
a teacher, the classroom will not be complete. A role of a teacher in the
classroom is one of the main characteristics in classroom management. Everybody
in the classroom is depending to the teacher in front of the class. Actually
being a teacher in the classroom give a big responsibilities for them to handle
the young children that are difference and unique. They need to creative in
planning activities for the children that need to involve each one of them in the
classroom. Besides that, they need to be fun and active. Teacher is like a
clown. They can make the children happy all the time with what they are doing.
Teacher needs to make sure that all their students are active learner every
each single day. A teacher is the second mother in the school so; they need to
entertain the children all the time. Lastly, a teacher needs to give and
receive lots of love to them and from them.
Self-belonging
is one of the thing that need to provide in the children themselves. They need
to make the classroom as theirs so that they love their classroom and they feel
safe in there. The materials in the classroom need to be appropriate for their
ages and development. Teacher must make sure that the children able to reach
and get the materials easily. The numbers of materials that had provided in the
classroom need to be enough. This is to make sure that the children are not
fighting because of the same toys that they want to play. It also can develop
the misbehaviour in the classroom.
d)
Manage the Classroom to
Modify Children’s Misbehavior
It
is not easy to teach and handling a young children but for guiding them to be
in a positive manner it still can be taught. There are many creative ways that
can be teaching to the young children about classroom management. For example,
classroom rules, classroom behavior ideas, classroom behavior chart, classroom
incentives, and awards certificates. (Steve Springer, Brandy Alexander and Kimberly
Persiani, 2012)
Classroom
rules are a necessity. Keeping them clear, concise, and comprehensive is
important. As a great first-day activity, children can collectively establish
their classroom rules, which will give them ownership of their classroom. This
in turns creates an understanding of what is expected and clear expectations.
Children are more likely to follow what they are established than what they are
told. Teacher can guide the children to establish a set of fundamental rules
that work for the teacher and children. State the rule with positive wording to
emphasize the “Do’s” and avoid the “Don’ts”.
It
always helps to use some type of behavior system in the classroom. Children
like structure. This behavior system can be designed specifically for the
classroom. The different methods used to promote excellent behavior will make
your job easier. The type of behavior method is how it works and the rules that
are applied can be left up to the imagination. Teacher can make the behavior
program as positive as possible, include rewards should always be the goal and
even if the reward is good grades, a note home, or free time on the computer.
Classroom
incentives give children goals to achieve. It can be serving as a motivation
for the entire class or individual children. For incentives goals to work,
teacher needs to provide clear expectations and follow through on them.
Incentives goals encourage teamwork and cooperation within the class.
Individually, these goals can keep a child focused on behavior or an academic
goal. It is important to make each goal realistic and to know your children.
Teacher need to be aware when they need to be encouraged or possibly rewarded.
Be flexible, and allow them to know success.
Lastly,
award certificates are an easy and excellent way to motivate and recognize children
performance. Planning out what and when teacher will present awards is
important; not only for consistency but so teacher don’t get overwhelmed.
Making them a part of the program will give parents and guardians something to
motivate their child to work towards. Teacher can give them as weekly, monthly,
quarterly, every trimester and also annually.
As a
conclusion, there is a relationship between behavior and the classroom
management. Both of it is important to develop a well-being children in the future.
Teacher play important role in handling the misbehavior of children in the
classroom management. Rather then they screaming and yelling, giving
punishment, there are other initiatives that can be done towards the young
children.
CHAPTER
3
METHODOLOGY
In
this study, the design using correlation methods will be used to study the
relationship between misbehavior and classroom management of the kindergarten
in urban area. Correlation method research involves quantitative approach which
looking at variable in relation to another. The research question will be
answered using quantitative data. Quantitative data will be used to assess
students behavior in the classroom management selected. Statistical Package for
the Social Sciences (SPSS) will be used to measure the relationship between the
variables. The quantitative data will be analyzed statistically using of
descriptive analysis and t-test measures. Surveys will be used to measure the
student’s behaviors as well as based on the classroom management. The
researcher will going to computed correlation coefficient. The entire test will
be computed through the use of SPSS.
Setting Participants
Fraenkel
and Wallen (2012) stated that, it is often the few members of the group are
studies when we want to know about certain group of people then come up with
some conclusion about the larger group of which they are a part. Choosing is an
appropriate sampling design and size will benefit the researcher to draw
conclusion that would generalize to the population of interest. The target
population of the study will be on the teachers of preschoolers in urban area
in district of Shah Alam, Selangor. Thus, this study will take place in urban
area of secondary school in district of Shah Alam.
Population and Sampling
There
are 6 secondary school proposed to be involved. The number of the teachers is
approximately 215 teachers. The value will be obtained based on Krejcie &
Morgan (1970) in identifying the sample size. For this study, sample size will
be 140 and involves teachers of secondary school in urban area of Shah Alam,
Selangor. They will be purposely chosen.
This
study will involve simple random sampling. According to Frankel and Wallen
(2012) a simple random sampling is one which each and every members of the
population has an equal and independence chance of being selected. This means
that only chance determines whether a person is or is not selected for the
sample. To achieve the sample of the study, researcher will go to all six
schools. The participants in the study will be all teachers who teach secondary
and preschool students and will be randomly selected from the list name of the
teachers in the school.
Instruments
Data
will be collected by a researcher from the questionnaires also from the
observation by the researcher to the teachers. Questionnaires were used as the
main instrument of study.
Reliability and Validity of Measurement
The
reliability test of the questionnaires will not perform as the questionnaires
will be adopted from the past research. For this study, two variables will be
tested, misbehaviour of the children and the classroom management. The
measurements will be obtained from 140 respondents. Items with the high factor
and no cross loading greater than 0.7 will be retained. In addition, two
analyses will be access which includes the scale reliability for it
items-to-total correlation and Cronbach’s alpha for determining the internal
consistency of the measurement scale.
There
will be several steps taken to ensure the validity of the outcomes. These
include consultations with an expert in questionnaire designs. The expert will be
academicians in UiTM. The questionnaires will be distributed to all part one
students of EDU705.
LATEST RESEARCH PROPOSAL
A STUDY OF THE RELATIONSHIP BETWEEN MISBEHAVIOUR OF
THE CHILDREN AND THE CLASSROOM MANAGEMENT AT PRESCHOOL IN SECONDARY SCHOOL AT
SHAH ALAM
By
Ruzwani
Hanis Binti Abdullah
Master
in Education
Educational
Management and Leardership
A
Proposal Submitted to University Teknologi MARA
(UiTM)
Shah Alam
Faculty
of Education
CHAPTER 1
INTRODUCTION
1.1 Background
of Study
Throughout
the time in the school, a teacher plays an important role for developing the
children’s behaviour and their development. There are many ways for the
teachers to handle the young children to produce a quality product. Once the
parents send their children to the kindergarten, means that the
responsibilities are on us. During in the classroom, teacher is the head of the
classroom. The children’s behaviour will be showed on how the classroom
management will be handled.
A
key principle for young children education is that in order to be effective, a
young children curriculum should be carefully structured said that there should
be opportunities for children to engage in activities planned by adults and
also those that they plan or initiate themselves. Well-planned purposeful
activity and appropriate intervention by teachers will engage children in the
learning process. It is clearly said that if the teacher provides interesting
activity for the children, the children will stay focused on the teaching
learning process (Jason Swale, 2006)
Therefore,
the activity in the classroom should be based on the children development, the
age appropriateness and with opportunities for the children to develop their
own interests that they can adapt in their environment. This is because it is
not easy to handle the children behaviour. Each child has their own behaviour
that they showed and teacher need to aware to all their children in the
classroom. The activity that the teacher handled need to be appropriate with
the children’s behaviour. For example, if the children love to play, so the
teacher needs to provide activity that relates to play so that the children
will not lost focus towards the teaching learning.
The
positive behaviour that the children will show is based on how the teacher
manages the classroom. This is why it is important for the teacher to know the
roles of being a teacher. As what we know, for being a good role model for the
young teacher, they need to do what they say. For example, if the teacher said
it is wrong to litter rubbish in the classroom but the teacher throw the
rubbish everywhere. This shows that the teacher is not serious in what they
said and the children will follow what the teacher did. Then, the teacher need
to be creative in doing activity. Young children love hands on activity so why
don’t the teacher plan class activity using hands on method.
.
Teachers can also change the layout of the room and such changes may bring out
positive changes in children’s behaviour. Sometimes, teacher needs to leave
much more space for children to play and explore freely. Children should be
allowed to choose their own seats for table-based activities. Reinforcement is
also one of the methods to handle young children and to avoid young children
from disturbing others. Teacher can set up a rules in the classroom where the
good student without doing a misbehaviour, they will get a reinforcement from
the teacher.
Teachers
should learn how to handle and control the young children if their manners are
incorrect. There are many options that teacher can do rather than just giving
them negative reinforcement such as time out. “Thinking chair” can be helpful
strategy to encourage positive behaviour. The rationale behind using such a
strategy is based upon two assumptions where that all the children have a need
to feel liked and respected and all the children have the right to be taught
how to behave in such a way that they are liked and respected by other children
and adults (Jason Swale, 2006).
In
the other hand, nowadays preschool, it is not handled as what had been told by
the theorist and not all school applied on what in their mission and vision
said. I observed that the teachers just come to school just because of their
responsibilities in teaching the children but they didn’t take responsibilities
on the children’s development and behaviour. They are not using the proper
method in handling the young children. This is because why there are many cases
in our country about teacher and student misbehaviour. Teacher and student
relationship is very important to build up their confidence and trust to the
teacher. The children need to know that when they are in the school, the
teachers are the parents to them. The children is hundred percent under the
teacher’s responsibilities.
Furthermore,
the children like to do their own activity when the teacher is teaching. It
means that the children are not paying attention to what the teacher is
teaching in front. This means that the lesson that the teacher planned for them
are bored and not interest them at all. The behaviour of the children will be
shown based on how the teacher manages the classroom. The child can show their misbehaviour
when the child becomes bored or
frustrated at having to wait for too long, such as waiting for their turn at an
activity, waiting to listen to a story or waiting to line up to wash hands. In
other while, teacher didn’t bother about their feelings and emotions.
Next,
some other reasons in the real condition where are the children are tired in
doing the activity. Teachers like to give works that need more extra time so
that the children can do their own work and the teacher can feel relaxed for a
while. It is hard for the young children to stick with the same task that given
to them unless if the task interests them more. As my observation, some of the
children that are not behave because they are not sure what is expected of her
or does not know how to carry out an activity. This is because, teacher will
just show the children the sample in front of the classroom and they will leave
it to the children without any supervision. Some of the teacher will straight
away giving the answer on the whiteboard and asks the children to copy it in
front.
Then
the children have not had a turn at an activity he or she wishes to do.
Teachers nowadays love bias too much. They will call out the student that
always score in the academic or the student that give benefits to them. This is
one of the reason why the children love to do their own behaviour is because to
get attention from the teacher or care giver. Other than that, the child is
frustrated at being asked to stop an activity that they enjoying. The teacher
should know what their children’s interests are. When teacher plans activity
based on what the children like, the teacher need to plan it during the proper
time.
Sometimes,
the children are expected to carry out a particular activity sitting on a table
but many young children find extended periods of sitting at a table difficult.
It is because make them feel restricted, or simply feel the urge to keep moving
around. Young children don’t like to be in a statistic place. They like to move
around and feel free. This is why we like to see young children like to moving
around and disturb others. This is because they feel uncomfortable with the one
same place.
As
a conclusion, every child has their uniqueness and every children need to be
active during their time. This is to make sure that their development develops
well. Every children is misbehave, not some children but all children. It is
all about how the parent or teacher manages them. When we control them in wrong
way, they will act in a wrong manner but if we control them in the correct way,
the child will behave in manner.
1.2 Problem
Statement
The
main background of studies in the ideal condition is where there are many
positive ways that the teachers can handle misbehaviour children. The
children’s behaviour is depends on how the teachers handle their classroom.
Teacher needs to plan many activities that can relate to positive behaviour.
Young children love in trying new things and they like to explore the things
that they just knew. In school, the children will learn lot of things that they
just knew and as a teacher, we can’t put down their curiosity. Teacher plays an
important role to develop young children development and behaviour. They should
know the appropriateness for the children age and development.
Teachers
should be aware of their role in managing the classroom in order to modified
children’s behaviour. This is important because in school, children will learn
the positive lifestyle in behaviour, development and social emotional. Besides
giving the children attention in academic achievement, the teachers and society
need to be aware of the children development and behaviour. In the classroom,
teacher needs to know their children background and teach the children with the
appropriateness of their background. Not all children were born and living in
the same situation.
1.3
Research Question
There
are some questions along this research are going on such as:
i.
Why children misbehave?
ii.
What are the ways that the
teacher can do to control children’s misbehave in classroom?
iii.
How do the teachers manage
their classroom to modify children misbehavior?
1.4 Objectives
of Study
i. To
let the children aware of teacher’s attention to them. Children have their own
behavior that hard to explore why they are behaving that way. Their misbehavior
is the way they are expressing their feelings and emotions throughout the day
or something that are disturbing their mind. Young children need a lot of
attention from the adults and from the attention they will feel the love from
the person. Boredom is also one of the reasons why the children can misbehave
with their friends and teachers.
ii.
To develop their behavior in
the appropriate manner rather than giving punishment. Young children love doing
things that involve their interests. They will give full attention to the
activity if they really into it. Many ways can teacher do to avoid the children
are in misbehave. Teacher can call out their names in a day. That will show
that the teacher is not bias to the children and gives chances to the young
children to try. In addition, avoid giving the children same activity and in
the same situation. As we know that young children likes to explore and why the
teacher don’t gives them hands on activity. This will avoid the children to
disturb their friends. Teacher can also put rule in the classroom and who did a
good manner in the day of school hours, teacher will gives them reinforcement.
For children, reinforcement is a way for them to achieve so that they can show
to their parents and family.
iii.
To identify children
misbehavior and to develop their development in appropriate way. Classroom
management consists of strategies for assuring physical and psychological
safety in the classroom, techniques for changing student misbehaviors and
teaching self-discipline, methods of assuming an orderly progression of events
during the school day and instructional techniques that contribute to children’s
positive behaviors.
1.5 Significant
of Study
This
research is benefit for:
i.
Teacher
Many
references that teacher can take in handling the young children in the
classroom. Young children are depending on the teacher. If their teacher is
showing them the good manner, they will do it the same. They will behave and
always in a positive manner. But if their teacher always said to do good manner
but the teacher them self never put a good role model to the children. From
this study, teacher can initiate a new activity for the children in the
classroom. This is to avoid the children from feeling bored doing the same
thing. Teacher also can create activity that involve outdoor where the children
need to explore their world. Outdoor activity is interesting for the children
because they can use their senses rather than doing worksheet and coloring. Creative
is one of the characteristics of a teacher besides responsibility. There is a
way to give punishment to young children. Beating and shouting is not the
proper way to control the children misbehavior. We need to control them by
giving them thinking and will not going to do that again such as take back
their reinforcement or the “thinking chair”.
ii.
Parent
It is important for the
parent to aware of their children’s behavior. Parents-teacher relationship is
very important to get positive behavior. When the teacher taught them at
school, the parents should do what is similar that they had did and usually did
at school. The parent will be aware with the school activity and will make it
as a practice.
iii. Children
When
the teacher guides the children in the classroom in a proper way, the children
will be able to follow the positive behaviour that the teacher taught them in
the school. Young children need to get the valuable development and behaviour
so that they will manage themselves from the beginning. It is easier to teach
young children since they are young. This is because they are still learning
and still accepting the new things in their life.
1.6 Definition
of Concept
Misbehavior is the action or manner
that are inappropriate and classroom management is the how the classroom been
organize. The definition of classroom misbehavior is where the behavior that
the children is doing while the teaching learning process is having in front of
the class. It is also related with the roles of the teacher on how to handle
the children in the classroom. This is
because each of the children has their own behavior.
1.7
Limitation of Study
There
will be some problems while doing this study, such as:
i.
Time
Limited
time and rushing with the date line.
ii.
Data
It
will hard to find data because not all school receive visitor easily.
iii.
Resources
Hard to find
resources and not enough references
iv.
Respondent
It is hard to get
respondent that giving answer truly and good cooperation.
CHAPTER
2
LITERATURE
REVIEW
2.1 Young Children Misbehaviour
a) Definition
of Behavior
According
to Rimm& Masters, 1974, the term behaviour is defined broadly by many who
study behaviour and behaviour management. Behaviour may refer to both covert
responses such as feelings and emotions and overt responses such as tantrums
and aggression. Behaviourists are largely concerned with overt responses or behaviours
that are observable and measurable. These are the behaviour that teachers and
parents are able to observe and target for change (Thomas J. Zirpoli, 2007).
The behaviour can be in many forms
such as unconditional reflexes or purposeful intent; some behaviour is learned
by imitation. Furthermore, the term of behaviour can also be defined as simple
as body movement and also involving the integration of much behaviour. As we
know, young children love to imitate and they learn lot by looking what
happened in their environment.
Usually, young children will develop
their behaviour from their parents. The children will followed what the parents
are doing. If the parents are caring and loving, so the child will be a loving
and caring person but if the parent is hot tempered and speak aloud, the child
will definitely showed their behaviour same as their parents. When they are in
the school environment, the teacher is the big role to handle the children’s behaviour.
The teacher need to make sure that the children is still paying attention to
the learning.
b) Definition
of Misbehavior
Generally,
the definition of misbehavior is the actions of someone who is behaving wrongly
while misbehavior in classroom can be defined as behaviors which are disruptive
to classroom order and cause trouble to teachers, such as making nonverbal
noise, disobedience, talking out of turn, idleness/slowness, no punctuality,
hindering others and many more. There are also said that student misbehave when
they either did what they are not supposed to do or did not do what they were
supposed to do, ranging from fooling around as mild misbehavior to fighting as
severe misbehavior. In the other hand, there are also some researcher said that
student misbehavior in classroom included those disruptive behavior which hampered
teaching, and learning, such as classroom disconformities, verbal and physical
hostility, defiance of authority, task avoidance, inappropriate use of school
property, inconsiderate interpersonal relationships, over-reactions to normal
situations, and technological related factors (Rachel C. F. Sun and Daniel T.
L. Shek, 2012)
These
findings can suggest that classroom misbehaviors can be defined as those
behaviors that involve rule breaking, violating the implicit norms or
expectations, being inappropriate in the classroom settings and upsetting
teaching and learning. It also can be categorized that misbehavior as off task,
disruptive, and unruly behaviors.
c) Types
of Misbehavior
There
are some types of misbehavior children that they usually did in the classroom
which are talking out of turn, disrespecting teacher, doing something in
private, out of seat and sleeping, verbal aggression and physical aggression,
playing in fun, failure in submitting works or task given, no attentiveness,
nonverbal communication, making noise, isolating classmates, copying homework,
forget to bring textbook or other materials, disturbing other classmates,
copying homework, isolating classmates, and many more. There are many others
more that the children are misbehaving in the classroom where sometimes teacher
is having difficulties in handling them (Rachel C. F. Sun and Daniel T. L.
Shek, 2012).
Usually
talked out of turn such as do not put up their hands before answering questions
and shout the answer out. This kind of calling out, as well as asking nonsense
questions without teacher permission, were call it as disturbing. Some noise
from the other student can make other student that are focusing on the learning
can affect their attention to the teacher and paying attention to the noise.
Furthermore, the most disruptions noise in the classroom is the conversation
among the students. When the teacher is teaching, students at the back are
talking to each other. Sometimes they are not too excessive, but sometimes they
talk too loudly until others can hardly hear what they are talking about. If
they are talking too loudly or do not listen to the teacher, the other student
will miss some knowledge that teacher teach in front of the classroom.
Behaviors
that are disrespectful to teachers, such as disobedience, refusing to follow
instructions, rudeness, talking back, arguing with teacher, offending, or
attacking teachers were reported as an obvious problem in the classroom.
Arguing with teachers could disrupt teaching and learning because it was time
consuming. Teacher need a lot of time when it comes to teaching process where
teacher need to explain in details about the topic but if students keep arguing
with teacher it will waste a lot of time there and make the lesson postponed.
Students
like to do something unrelated to the classroom learning such as keep going to
the toilet, play with other things, looking out of the window, disturbing
friends, keep drinking water and more. Out of seat is also one of the favorite
in young children. They are an active learner where they hardly seated quietly
in one place. Sleeping is also were the other problem behaviors in the
classroom. Moreover, this behavior can also consider as misbehavior that can
affect the teaching learning process. This is where the teacher will busy
focusing on them rather than the teaching process.
Verbal
aggression including attacking classmates, quarrelling with classmates, teasing
classmates, gossiping and physical aggression including striking, attacking,
pushing classmates, and destroying things are the misbehavior that happened in
classroom. Student might feel bad and even threatening when there was
hostility.
d) Factors
of Misbehavior Among Preschoolers
There
are some reasons why children are misbehaved. First, the child is looking for
attention from the teacher. This can said that the teacher never give attention
to him or her or can said that the teacher never call his or her a name in a
day. The young children felt that the teacher had ignored them. Somewhere, the
child feels that when they are doing the attention seeker behaviour, the
teacher will give full attention to them. They are doing this because at home,
when they are doing their “attitude”, they will get what they want from their
parent and family.
Albert Bandura (1977) had stated that behaviour
is learned from the environment through the process of observational learning.
Children are observing the people surround them behaving in various ways. In
society, children have been influenced by many role models such as parent,
families, siblings, neighbourhoods, peers, teachers and also Medias. Children
will start to observe and doing the behaviour that they had observed. At the
young ages, they can’t think which is good and which one consider bad attitude.
As they know, it is fun doing it and nobody had scolded them. It is important
to show to them the positive behaviour and should warn them if their attitude
is not appropriate (M. Lee Manning and Katherine T. Butcher, 2007).
Young children will start to show
their misbehaved when they are frustrated or revenge to the other person. They
will start to do this misbehaviour when there didn’t get the attention from the
teacher or parent. They find that being mean, vicious and violent is the other
way that they will get the attention. Young children will seek revenge through
their peers.
Next when the child are lack of
self-confidence can be one of the reason on why they are not behave towards the
environment. The children that have this behaviour, they will set in their mind
that they are a failure. They think that they can’t do anything in the
classroom and the teacher even never give them chances to try doing activity in
the classroom. Because of their lack of self-confidence in their self they felt
that they can use that reason for not participating in the class activity. When
they supposed to do their work, they play and look for distractions instead.
Then they will make excuses said that “I can’t do it”.
Boredom may also be a problem.
Sometimes, a class has a child that is advanced in any academic subjects
compared to the other children. Maybe the child has reached the point where
they apparently feels preschool rules no longer apply to them. The teacher may
have difficulty keeping them engaged, while providing activities that involve
the other children in the class, without singling them out. This type of
children may be very sociable and is constantly trying to get others to break
the rules.
We can see that nowadays children
like to rebel. They had been ask to do what they need to do, what they need to
wear, what they need to eat and so on based on what their parent ask them. So,
because of that situation the children felt that they don’t have their own
decision to make based on what they interest. Sometimes, we need to follow what
the children wants and give them choices to choose. This is to make the
children independent and freely can do what they want but with parent’s
supervision. Maria Montessori had stated that give the children opportunity to
do what they want and not to overprotect.
e) Characteristic
of Child Misbehavior
The
big reason for the children for being misbehave is to seek attention from the
surrounding. The characteristic that they can show is where they think what
they did is funny. For them, what they are doing is to make others paying
attention to them and for others to enjoyed the behaviour that they are doing.
They felt that what they are doing is one of the entertainments for others to
laugh and smile for them (John Rosemond, 2009).
Sometimes, young children like to
take advantages satisfaction out of upsetting adults. Young children are quite
naughty when in the other hand they like to see the adults shouting and yelling
to them. They feel very satisfied once the adult are angry to them. This is
because they know that the adult are aware of them. They just want the adults
to communicate and taking good care to them without ignoring them. Nowadays
young children they have their own tactic or strategies to make the adults
aware of them. They will make something until the adult are shouting to them
(John Rosemond, 2009).
Furthermore, they are behaving in
that way so that they will get what they want. Its again back to attention
seeker. They are behaving to get attention so that the adult will give anything
that they want. Children will start tantrum when somebody didn’t promise their
wish. When once they are not behaved and they get what they want when they are
in tantrum mood, they will repeat it again in the same behaviour to get their
wishes. They felt when they are doing that their wishes come true (John
Rosemond, 2009).
Children will start rebelling
against authority when it gives them the sense of power. These children usually
feel defeated if they do as they are told. Most commonly, they truly feel that
when they rebel, the adult will follow what they want rather than they follow
what the adult want. They will be happier when doing that (John Rosemond, 2009).
They discover that they are
controlling certain people and situations by misbehaving. It means that they
can threaten the person if the person is not listening to them. This can also
be called as bullies. When they are in misbehave, they feel that they can control
the situation and able to show that they have the power in handling their
peers. This is because there are a lot of bullying cases in school. Sometimes,
children can be unpredictable. When we scold them, they will be more
misbehaving. It just then they want the soft spoken and full of attention to
them (John Rosemond, 2009)
f) Effectiveness
Reinforcement and Misbehavior
Skinner
believed in the use of positive reinforcement to establish, reinforce, and
maintain a desired behaviour. Many educators use rewards in the classroom to
manage student behaviour. Based on Skinner experiment, he noted that proper and
immediate reinforcement strengthens the interest that appropriate behaviour
will reoccur. He also found that behaviour can be shaped by providing a
reinforcing stimulus just after a desired behaviour happens. Although constant
reinforcement might be necessary to establish behaviour, occasional or
intermittent reinforcement can be used to maintain a desired behaviour once it
is established. That is called the process of positive reinforcement. In
contrast, Skinner also researched the power of negative reinforcement, or the
removal of something undesirable, in order to stimulate a desired behaviour (M.
Lee Manning and Katherine T. Bucher, 2007).
Skinner placed punishment and
motivation in unique perspective. He felt that when punish a person for
undesirable behaviour, we place the responsibility on him or her to learn
proper behaviour. Then, the person can receive credit for behaving in a desired
manner. Instead, Skinner thought we should teach proper behaviour and offer
positive reinforcement. Besides giving
them punishment and scold them, it just make the children more misbehave. They
will repeat doing the same time in the other time. Teacher can use the positive
and negative reinforcement for teaching the young children (M. Lee Manning and
Katherine T. Bucher, 2007).
There
are two types of reinforcement which is positive reinforcement and negative
reinforcement. Thus, teachers attempt to shape the young children behaviour by
determining the behaviours they want and by selecting appropriate reinforces
that help students learn to repeat appropriate behaviours. As reinforcement
occurs, the young children repeating the behaviour will increases. There are
ways for giving them the reinforcement. For example, we can give them a sticker
for them to collect. Let’s say if they didn’t do any misbehaviour, they will
get a sticker and need to paste on their own board individually. Young children
love that kind of thing and they will be very excited when they get the
sticker. In the other way that teacher can do is praising them when they did
good behaviour. For example, “Good Job”, “Clever Girl”, “You Go Boy” and many
more.
The
other best way to teach children about positive behaviour is for a teacher to
employ what Thomas Gordon (1989) called empathic understanding in which a
teacher learns about individual children and each one’s specific needs,
interests, and abilities. Gordon also believes in the effectiveness of rewards
and punishments. Also, he believes teachers need to insist upon children
engaging self-discipline. Rather than yelling, screaming, and punishing
children, teachers must realize that they cannot accept responsibility for
someone else’s behaviour (M. Lee Manning and Katherine T. Bucher, 2007).
In
providing good behaviour in young children, teachers can improve children behaviour
by increasing the use of children ideas in instructional interactions. When
giving children group work, they can interact with their friends about the task
and instructional from teacher. From this activity, young children able to
develop creative ideas but the topic that teacher gives them need to be one of
the young children interests. They will try to forget other thing and focus to
what teacher gives them. Teacher can use more discussion and dialogue with
children. They will feel that their teacher giving each of them attention and
cares about them. Discussion is one of the methods that makes the young children
shares their stories and experience (M. Lee Manning and Katherine T. Bucher,
2007).
Moreover,
behaviour contracts are meant to help teachers with particular children who
have hard time following rules. Of course, teacher can always make our own behaviour
contracts that pertain directly to the children that the teacher is working
with. The contracts can be helpful when teacher is dealing with a child who
just can’t stay on task, is unable to raise his or her hand, or does not
complete in-class assignments. Those contracts help to modify a children’s
learning and provide one more layer of structure for them to be successful
within the classroom (Steve Springer, Brandy Alexander and Kimberly Persiani,
2012).
The
contract is a weekly behaviour contract. The card can be sent home at the end
of the five days. Each time the student demonstrates the desired behaviour, a
positive mark is given. It can be used with star stickers, stamps, or a Bingo
inker. Both contracts work well with the children receiving some type of reward
for getting all positives or mostly positives. This behavioural contract is
more for behaviour modification.
2.2
Classroom Management in Preschool
a)
Definition of Classroom Management
Classroom
management means how the teacher works, how the class works, how the teacher
and children work together, and how teaching and learning happen. For children,
classroom management means having some control in how the class operates and
understanding clearly the way the teacher and children are to interact with
each other. For both teachers and children, classroom management is not a
condition but a process. (Karen Bosch, 2006)
Classroom management consist of
strategies for assuring physical and psychological safety in the classroom, the
techniques for changing children misbehaviours and for teaching
self-discipline, methods of assuring an orderly progression of events during
the school day and instructional techniques that will be contribute to positive
behaviour.
According to Fredric Jones, he
believes that classroom management procedures must be positive. They must be
gentle, affirm the student, set limits, and build cooperation in the absence of
forcing. There are four groups of fundamental skills of classroom management
which are developing classroom structures, including rules, procedures, and
physical arrangements, remaining calm and using body language to set limits, teaching
children cooperation and responsibility and providing backup systems. The time
and its allocation are important resources for teachers. (M. Lee Manning and Katherine
T. Bucher, 2007)
Thus, Jones focuses not only on the
management of behaviour but also on emotions, self- esteem, values, and
relationship building, which are, to Jones the true goals of the classroom
management systems.
b)
Components of a Classroom Management
The
purpose of the classroom management plan is to put, literally, and figuratively,
the tools for classroom management in teacher’s hands. There are four primary
components of the classroom management plan are classroom organization,
instruction, evaluation, and professional development (Karen Bosch, 2006).
The first component of the classroom
management is organized to support teacher instruction and children learning.
Effective room layout will be guided by attention to three elements which is
visibility, accessibility and lack of distractibility. These three elements
need to pay attention to get an effective layout for children’s comfort in
their own classroom. The physical environment should make the children enjoy
coming to school. The room should bright and welcoming, with children work
displayed on the walls and bulletin boards. The most important thing is where
the children should feel safe in there.
The other aspect of classroom
organization is the formulated policies, rules, incentives, consequences,
established routines, and procedures that fall under the heading of classroom
operation. The most important teachers need to make sure that the classroom
environment is relevant, age appropriate, inviting, fun, desired, and readily
chosen over the consequences. Teachers
need to think carefully about the play area in the classroom because children
need a lot of space for their “play time”.
The second component of the
classroom management plan is instructions. It has two parts which is lesson and
effective teaching practices. Classroom management and instruction need to work
together to enhance the teaching and learning processes. This is where it will
help the teacher to plan and write lesson plan as it offers a kind of checklist
to make sure they have included all the important elements to teach the young
children. The lesson that teacher plans need to be chosen on children’s needs,
interests, prior knowledge and their abilities.
Classroom management can also
include the effective teaching practices by the teacher. It includes positive behaviour,
relationship with their peers, fostering children social skills, developing
preventive and supportive discipline strategies, problem solving, decision
making and children self-control. When teacher support the children’s interests
and behaviour, they will learn more and behave better in classrooms that meet
their basic needs, and many more.
With the help of the classroom
management plan, and its clear outline to grading scheme, children not only
come to understand the grading process and procedures and they also feel they
have some effect on their grades. Lastly, professional development activities
is the fourth component of the classroom management plan are planned
opportunities to think about the teaching in general and, recall specific
lesson, or think about how to help an individual children. Teachers can monitor
their teaching and classroom management to learn more about what they really
like as teacher, how they teach, manage, and interact with the young children.
c)
Characteristics of Classroom Management
The
characteristics of classroom management, first is the setting up. Before the
young children enter their classroom, teacher need to make sure that the
classroom is like the second home for them. Teacher need to ensure what young
children like the most. For a young children, they like something that are colourful,
happy mood, full of toys and cartoons characters and many more. Besides that,
teacher can change the setting up of the classroom based on the monthly or
weekly theme that had planned. Young children like something that surprising
them. Make them surprised every day and it will make the children more excited
and full of curiosity coming to the school.
In
the other hand, rules are one of the important things that should have in the
classroom. This is also one of the ways to prevent misbehaviour in the
classroom. The first day of school, teacher should remind them about the rules
in the classroom. Provide them with the behavioural chart or anything that make
the children aware and scared to do bad manner in the classroom. Teacher can
also change the chart based on the behavioural that the children make. This is
one of the parts that the teacher can make anecdotal records and inform their
parents about their behaviour.
Without
a teacher, the classroom will not be complete. A role of a teacher in the
classroom is one of the main characteristics in classroom management. Everybody
in the classroom is depending to the teacher in front of the class. Actually
being a teacher in the classroom give a big responsibilities for them to handle
the young children that are difference and unique. They need to creative in
planning activities for the children that need to involve each one of them in
the classroom. Besides that, they need to be fun and active. Teacher is like a
clown. They can make the children happy all the time with what they are doing.
Teacher needs to make sure that all their students are active learner every
each single day. A teacher is the second mother in the school so; they need to
entertain the children all the time. Lastly, a teacher needs to give and
receive lots of love to them and from them.
Self-belonging
is one of the thing that need to provide in the children themselves. They need
to make the classroom as theirs so that they love their classroom and they feel
safe in there. The materials in the classroom need to be appropriate for their
ages and development. Teacher must make sure that the children able to reach
and get the materials easily. The numbers of materials that had provided in the
classroom need to be enough. This is to make sure that the children are not
fighting because of the same toys that they want to play. It also can develop
the misbehaviour in the classroom.
d)
Manage the Classroom to
Modify Children’s Misbehavior
It
is not easy to teach and handling a young children but for guiding them to be
in a positive manner it still can be taught. There are many creative ways that
can be teaching to the young children about classroom management. For example,
classroom rules, classroom behavior ideas, classroom behavior chart, classroom
incentives, and awards certificates. (Steve Springer, Brandy Alexander and Kimberly
Persiani, 2012)
Classroom
rules are a necessity. Keeping them clear, concise, and comprehensive is
important. As a great first-day activity, children can collectively establish
their classroom rules, which will give them ownership of their classroom. This
in turns creates an understanding of what is expected and clear expectations.
Children are more likely to follow what they are established than what they are
told. Teacher can guide the children to establish a set of fundamental rules
that work for the teacher and children. State the rule with positive wording to
emphasize the “Do’s” and avoid the “Don’ts”.
It
always helps to use some type of behavior system in the classroom. Children
like structure. This behavior system can be designed specifically for the
classroom. The different methods used to promote excellent behavior will make
your job easier. The type of behavior method is how it works and the rules that
are applied can be left up to the imagination. Teacher can make the behavior
program as positive as possible, include rewards should always be the goal and
even if the reward is good grades, a note home, or free time on the computer.
Classroom
incentives give children goals to achieve. It can be serving as a motivation
for the entire class or individual children. For incentives goals to work,
teacher needs to provide clear expectations and follow through on them.
Incentives goals encourage teamwork and cooperation within the class.
Individually, these goals can keep a child focused on behavior or an academic
goal. It is important to make each goal realistic and to know your children.
Teacher need to be aware when they need to be encouraged or possibly rewarded.
Be flexible, and allow them to know success.
Lastly,
award certificates are an easy and excellent way to motivate and recognize
children performance. Planning out what and when teacher will present awards is
important; not only for consistency but so teacher don’t get overwhelmed.
Making them a part of the program will give parents and guardians something to
motivate their child to work towards. Teacher can give them as weekly, monthly,
quarterly, every trimester and also annually.
As a
conclusion, there is a relationship between behavior and the classroom
management. Both of it is important to develop a well-being children in the
future. Teacher play important role in handling the misbehavior of children in
the classroom management. Rather then they screaming and yelling, giving
punishment, there are other initiatives that can be done towards the young
children.
There
are many theories that founded such Maria Montessori that stress on do not
control our children but let them be independent. Although, Skinner also focus
on children need to be reinforce by two types. But the theoretical framework
for this study is from Albert Bandura (1977) the ones who believe in behavioral
and environment connected each other. So then misbehavior of the children will
leading to their environment which are their surrounding especially of the
classroom management. Therefore children were very easy in copying others
especially their teachers went they at school. The connected between
misbehavior and classroom management is when classroom management is not for
student-centered to the children to socialized among them, the children will
misbehave and uncomfortable that will lead them to break the rules that teacher
made by the only teacher-centered rules. The two variables of this study are
connected each other by using Bandura theories that behavioral of the children
based on what they imitate on their environment and social life.
CHAPTER
3
METHODOLOGY
In
this study, the design using correlation methods will be used to study the
relationship between misbehavior and classroom management of the preschool in
urban area. Correlation method research involves quantitative approach which
looking at variable in relation to another. The research question will be
answered using quantitative data. Quantitative data will be used to assess
students behavior in the classroom management selected. Statistical Package for
the Social Sciences (SPSS) will be used to measure the relationship between the
variables. The quantitative data will be analyzed statistically using of
descriptive analysis. Surveys will be used to measure the student’s behaviors
as well as based on the classroom management. The researcher will going to
computed correlation coefficient. The entire test will be computed through the
use of SPSS.
Setting Participants
Fraenkel
and Wallen (2012) stated that, it is often the few members of the group are
studies when we want to know about certain group of people then come up with
some conclusion about the larger group of which they are a part. Choosing is an
appropriate sampling design and size will benefit the researcher to draw
conclusion that would generalize to the population of interest. The target
population of the study will be on the teachers of preschoolers in urban area
in district of Shah Alam, Selangor. Thus, this study will take place in urban
area of secondary school in district of Shah Alam. The misbehaviour of the
children would using questionnaire and having scale and to measure classroom
management as well using observation checklist and having scale to know the
outcomes of the result of study.
Population and Sampling
There
are 6 secondary school proposed to be involved. The number of the teachers is
approximately 215 teachers. The value will be obtained based on Krejcie &
Morgan (1970) in identifying the sample size. For this study, sample size will
be 140 and involves teachers of secondary school in urban area of Shah Alam,
Selangor. They will be purposely chosen.
This
study will involve simple random sampling. According to Frankel and Wallen
(2012) a simple random sampling is one which each and every members of the
population has an equal and independence chance of being selected. This means
that only chance determines whether a person is or is not selected for the
sample. To achieve the sample of the study, researcher will go to all six
schools. The participants in the study will be all teachers who teach secondary
and preschool students and will be randomly selected from the list name of the
teachers in the school.
Instruments
Data
will be collected by a researcher from the questionnaires also from the
observation by the researcher to the teachers. Questionnaires were used as the
main instrument of study.
The
questionnaire of the behavioural in the classroom were adopted by American
Teacher Strategies, it is consist of 3 items with a five point Likert scale
while the observation checklist questionnaire were adopted by Curriculum
Teacher Guided.
Reliability and Validity of Measurement
The
reliability test of the questionnaires will not perform as the questionnaires
will be adopted from the past research. For this study, two variables will be
tested, misbehaviour of the children and the classroom management. The
measurements will be obtained from 140 respondents. Items with the high factor
and no cross loading greater than 0.7 will be retained. In addition, two
analyses will be access which includes the scale reliability for it
items-to-total correlation and Cronbach’s alpha for determining the internal
consistency of the measurement scale.
There
will be several steps taken to ensure the validity of the outcomes. These
include consultations with an expert in questionnaire designs. The expert will be
academicians in UiTM. The questionnaires will be distributed to all part one
students of EDU705.
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