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Object of the course work:
process of managing behavior.
Subject of the course paper:
to analyse importance of behavior
management in the classroom and to give strategies for managing behaviors.
The aim of research:
to determine the importance and advantages of
behavior management while giving the most important points in students’
learning.
Tasks of course paper:
•
to analyze the understanding challenging behaviour and teacher
perceptions;
•
to identify teacher perceptions regarding challenging behaviours;
•
to examine the role of school in supporting teachers to manage students’
behaviours;
•
to analyze issues, importance of teacher student relationships and its effect
on behavior.
Methods of the research:
comparative method and descriptive method are
used in this research.
Theoretical value of research: the results of this research will be used to
do
other course works, articles, dissertations, books or scientific materials related
to classroom management.
Practical value of research:
to utilize this model by teachers at schools,
colleges, universities and courses practically while teaching English as an
innovational method
Structure of course work:
it includes introduction, two main chapters,
conclusion, rezyume and list of used literature.
5
CHAPTER I DEFINITION OF BEHAVIOR MANAGEMENT AND
TEACHERS’ PERCEPTION
1.1 Understanding challenging behaviors and teacher’ perceptions
Challenging behavior is a hugely contested and problematic term. A
definition of what constitutes challenging behavior depends upon the context in
which it occurs and how it is perceived by teachers.
1
In attempting to understand
why some student behaviors are classified as ‘challenging’ it is important also to
understand how teachers perceive behaviors. Some types of behavior will
challenge some teachers in a way that they do not challenge others. 10 For
example, some teachers will be able to manage or tolerate levels of disruption to
their lessons, which others cannot. Some behaviors are regarded as ‘good’ in some
contexts but ‘bad’ in others.
For example, a child who runs enthusiastically around the running track on
sports day, never pausing for breath, will be regarded, in this context as having
done well and is likely to be rewarded. If the same child exhibits the same
behavior in the corridor of the school, then they are likely to be punished for it. It
is not necessarily the behavior that challenges, rather the circumstances in which
the behavior happens which make it challenging and that again depends on how
the behavior is perceived within that context or by individuals within that context.
One teacher might be amused by the athlete who runs just as fast in the
corridor as they do on the running track and deal with them in a less punitive way
than another teacher, who may be appalled by the same behavior.
2
That is why it
is important to explore what behaviors teachers perceive to be challenging and
why. Common definitions regarding challenging behaviors the term challenging
behavior has generated several definitions which allow educators and others to
attach labels to individuals who demonstrate unacceptable behaviors. Challenging
behavior as a label for unacceptable conduct is not a diagnosis and not a special
1
Hill and Hawk. Making a difference in the classroom: Effective teaching in low decile, multicultural schools.
- Wellington, New Zealand., 2000, P.45
2
Hinds D. Research instruments. The complete guide to practitioner research, 2000, pp 41-54.
6
education condition, although it may accompany several special education
conditions such as Attention Deficit Disorder .
Behavioral difficulties are another label for unacceptable conduct
suggested by the New Zealand Government Special Education “2000” policy
proposing that challenging behavior is that which, “jeopardizes the physical safety
of the student or others; threatens to cause or causes significant property damage;
and severely limits 11 the student’s access to ordinary settings and interferes with
social acceptance, sense of personal well- being and their educational
performance”.
3
Special Education (2000) is a policy set up by the Ministry of
Education, New Zealand to help provide support for students who have special
educational needs. The central theme of the policy is to develop a fair system to
ensure students receive appropriate support wherever they may be and according
to their level of need. Special Education 2000 policy continues to remain in place
at the present time. The label behavioral difficulties as adopted by New Zealand
special education professionals is a term assigned to those students who have
special educational and medical needs and who may exhibit undesirable behaviors
because of these needs.
Walker, Ramsey, and Gresham (2004) refer to challenging behavior as
‘antisocial behavior’ which may range from hostility or aggression to minor
annoying defiance. They suggest that antisocial behavior is perhaps the most
destructive behavior pattern that children and youths can adopt, one that sets them
up for lifetime of sadness, disappointment and failure also indicate that pro social
behavior as opposed to antisocial behavior is that which refers to cooperative,
positive and mutually acceptable forms of social behavior.
4
Galloway, Ball,
Bloomfield, and Seyd (1982) suggest that challenging behavior can also
incorporate ‘disruptive behavior’. They state that, a wide range of behavior may
be regarded as disruptive. For the present purposes, disruptive behavior is defined
3
Gill S. Building a sense of connectedness. Education Horizons, 2006.
4
Walker. Walker, Ramsey. E and Gresham F. Antisocial behavior in school: Evidenced-based practices (2nd
ed.). - Belmont Wadsworth/Thompson., 2004.
7
as any behavior which appears problematic, inappropriate and disturbing to
teachers Disruptive behavior is a term used in the 1970s by educationalists and
was applied to unacceptable behavior that was of high intensity such as physical
aggression when compared to behavior that was low level such as defiance.
5
Limitations in defining behavior There is clearly a debate around which
behavior in the classroom or at school is identified as challenging, by whom it is
identified, and from whom it is exhibited. Behavior is relative to a context, be it
social, environmental, cultural, or historical
6
and to variations in contexts and
variations in explanations
7
, suggesting that learning and behavior is both socially
and culturally acquired. Behavior can be perceived as unacceptable in one setting
and be quite acceptable in another setting.
8
The social setting in one environment
may allow for acceptable behavior which may not be acceptable in another, e.g.
loud shouting at a rugby match or physical aggression (in a boxing ring), would
not be tolerated at a church service or in a school classroom. There are different
expectations regarding behavior in different settings
9
and some may overlap.
However, people usually behave in accordance with contextual social
expectations. Failure to adhere to the rules and expectations lends itself to
becoming unacceptable by the community that sets the rules and expectations.
The perpetrator of the unacceptable behavior will therefore have difficulties with
“fitting in” or “belonging 13 to” the community. Not “fitting in” or “belonging
to” could have far reaching serious consequences for the person who exhibits the
challenging behavior.
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