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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

TEACHERS’ TEACHING METHOD AND THE INFLUENCE OF NEGATIVE CLASSROOM BEHAVIOR

’ TEACHING METHODS AND THE OF NEGATIVE CLASSROOM BEHAVIOR

 

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Teachers are at the heart of global education since they are responsible for students’ mental, physical, and moral growth in all educational institutions around the world (Paula, M., 1996). The most significant role in the educational process is that of the instructor. They are meant to display constructive behavior as role models while they strengthen and grow the human mind through education.

Good behavior is a requirement for effective teaching and learning, as well as an important educational outcome that society justifiably expects. The interaction between the individual and the environment, which includes physiological, physical, and psychological factors, results in behavior (Alexander, 2000). Evans and colleagues (1989).

This interaction of components has been generally endorsed by educational psychologists (Cochran-Smith, 2003), and it is clearly illustrated in the learner-centered model of instruction (Lambert & McCombs, 1998). One of the most frequently cited difficulties in today’s public schools is student misconduct. In fact, teachers consider student behavior regulation to be one of their most challenging challenges, as well as one of their most severe training and skill shortages (Weigle, 1997).

Disruptive classroom behavior is a major source of stress and discontent among instructors, and it has a considerable impact on teachers’ capacity to maintain a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000).

Historically, in the 1970s, educators and psychologists emphasized the importance of student participation and achievement in preventing disruptive behavior in the classroom. Over the last 20 years, there has been a considerable growth in the direct and indirect assessment and of problem behavior in educational settings to understand the function of disruptive conduct and build more targeted interventions based on these assessments (Lagland, Lewis & Sugai, 1998).

Partin distinguishes clearly between incompetent and highly effective teachers. According to his research, effective teachers are in charge of their courses but are not obsessed with the concept of control. According to Partin’s research, developing norms or rules of conduct to guide student behavior is an important first step in establishing standards for acceptable behavior in the classroom.

Instead of attempting to detail all possible forbidden activities, it appears that the most successful way to persuade individuals to follow rules is to define them positively and explain what you want to happen. As a result, discipline and classroom management are two of the most important, yet difficult and complex, considerations for instructors.

Notably, the primary purpose of teachers in the classroom is to aid students in learning. In a chaotic environment, learning is tough. As a result, we are continuously challenged to create and sustain a joyful, productive learning environment. On any given day, this could be a difficult task. In our efforts to address this issue, we frequently make mistakes in classroom behavior control.

According to Lawrence and Steadman, many teachers are naturally hesitant to admit that the causes of their students’ misbehavior may be found as frequently in their teaching as in the students’ incapacity or failure to learn (1984).

Steadman, on the other hand, believes that the most effective technique for dealing with behavior difficulties is to try to prevent them from arising in the first place, and subsequently to limit their incidence. As a result, if teachers continue to exhibit negative stress-related behavior, it may have an impact on her teaching technique and the learning outcome.

 

1.2 blem description

ing order in the classroom while meeting academic goals is one of the most difficult responsibilities for a teacher. Teachers’ attitudes and beliefs can also play a role in the discovery and generation of behavior problems. Tolerance levels for behavioral difficulties vary greatly across instructors, and it’s not uncommon for two professors at the same school to hold opposite views on whether or not a student has a problem.

This does not indicate that one is correct and the other is erroneous; rather, it shows the people’s diverse ideas and attitudes, as well as their differing expectations for the behavior of their students (Upton, 1997). Because of these concerns, instructors must maintain high levels of discipline, even when the stress of teaching forces them to resort to physical or verbal abuse to control classroom behavior.

When challenged with their students’ misconduct, many teachers become defensive and angry, making it difficult to assess themselves, their practices, and attitudes, giving a negative message to the students who may be pushed to act deviantly.

After reviewing a large amount of literature on undesirable behaviors in classroom settings or classroom management, it was discovered that many researchers had focused on unwanted student behavior in the classroom, while there was a scarcity of literature on negative teacher behavior in the classroom. As a result, this study tries to investigate the impact of negative classroom behavior on teachers’ teaching methods.

1.3 Purpose of the research

The overarching goal of this study is to investigate the impact of poor classroom behavior on teachers’ instructional methods. The study specifically intends to:

To investigate the many sorts of negative behavior displayed by teachers during the teaching-learning process.
To investigate the elements that cause instructors’ negative behavior in the classroom.
To see if instructors’ bad behavior would result in a chaotic classroom management.
To determine whether the teacher’s negative behavior would affect learning outcomes.
1.4 of Research

HO1: Negative behavior by teachers does not result in chaotic classroom management.

HO2: The unpleasant behavior of the teacher has no effect on the learning outcome.

1.5 Importance of the research

The study’s findings will be useful to teachers and school authorities. It will inform teachers on the proper classroom management techniques to use during instruction, as well as how to comport themselves in order to create a disciplined environment conducive to attaining the desired learning aim. Finally, the study would add empirically to the body of current literature and serve as a reference tool for students or other researchers who might desire to conduct similar research.

1.6 The scope of the research

This study’s scope borders on The overarching goal of this study is to investigate the impact of poor classroom behavior on teachers’ instructional methods. It will investigate the elements that cause instructors’ poor behavior in the classroom. It will establish whether instructors’ bad behavior will result in chaotic classroom management and whether teachers’ negative behavior will hamper learning outcomes. The study, however, is limited to teachers at a few secondary schools in Lagos State.

1.7 The study’s limitations

The researchers encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and collecting data, which is why the researcher resorted to a limited sample size.

Furthermore, the researcher will do this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, so the findings cannot be generalized to other schools outside of Lagos State. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 Definitions of terminology

Student Misbehavior: Student misbehavior is described as an activity or interaction by a student that disturbs or distracts the flow of learning processes. That is, any inappropriate activity in the classroom might be classified as student misbehavior.

Negative conduct of the teacher: Negative behavior of the teacher displays the instructor’s harsh behavior toward the students. More specifically, “speaking quickly” in class, “threatening pupils with bad grades,” and “discriminating against students” were the most often mentioned negative teacher actions by students.

REFERENCE

P. A. Alexander (2000). Towards an academic development model: schooling and knowledge acquisition 29 (28-33), nal Researcher.

J. E. Brophy (1979). nal Leadership, 37(3), pp. 33-38.

M. Cochran-Smith (2003). Teaching quality is important. 95-98 in the Journal of Teacher n. Cohn, M. (1987). To work as a teacher. Random House, New York.

E. Hawe, B. Tuck, R. Manthei, V. Adair, and D. Moore (2000). Primary school teachers in New Zealand report high levels of job satisfaction and low levels of stress. The New Zealand Journal of nal Studies, volume 35, pages 193-205.

N. M. Lambert and B. L. McCombs (1998) Introduction. Learner-centered schools and classrooms as a school reform direction, in N. M. Lambert and B. L. McCombs (Eds. ), How kids learn: transforming schools via learner-centered education (Washington, American Psychological Association), 1-15.

Sugai, G., Lewis-Palmer, T., and Langland, S. (1998). An instructional strategy to teaching respect in the classroom. Journal of Behavioral n, vol. 8, pp. 245-262.

Ronald.L. Partin, Classroom Teachers Survival Guide: Strategies, ment Techniques, and Reproducibles for New and Experienced Teachers, . The Center for Applied Research is located in West Nyack, New York.

G. Upton (1997). Understanding the dynamics of emotional and behavioral issues. Misbehavior ment in Schools Charlton T. and K. David edited the piece. Routledge, London, Second Edition

Positive behavior support as a methodology for achieving educational inclusion, Weigle, K.L. Journal of the Association for People with Severe Disabilities, 22, 36-47.

 

 

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