Improving classroom behaviour (original) (raw)
Managing student behaviour in the classroom
2008
This edition of the Research Digest summarises some key research studies that suggest answers to questions such as: How important is behaviour management in effective teaching and learning? Does good behaviour management lead to improved learning ...
Recent research on troublesome classroom behaviour
2009
A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature ('talking out of turn' behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
Variations in teacher and pupil behaviours in Year 5 classes
2006
The Effective Preschool and Primary Education Project 3-11 (EPPE 3-11) involves a number of components of "Tiers" of research. Tier 1 involves the analysis of primary school effectiveness across all primary schools in England using value added approaches (Melhuish et al, 2006). Tier 2 focuses on following up the academic and social/behavioural progress of children in the original preschool sample across Key Stage 2 of primary education (age 7 to 11 years). In the original EPPE research children were tracked from age 3 years to the end of Key Stage 1, at aged 7 years plus (see Appendix O for the full range of EPPE Technical Papers). Tier 3 focuses on variations in classroom practice during Key Stage 2 focusing on Year 5 classes. It involves a sample of 125 schools and classes from among the 850 plus schools in which the EPPE children were located. This is the first paper in a series reporting on the classroom observations component of the study Tier3). It presents results of the analysis and comparison of classroom observations conducted in Year 5 classes in 125 primary schools during the spring and summer terms of 2004 and 2005. The paper provides a description of the sample of schools and details of the two observation instruments used. Interest centres on the extent to which the instruments identify variation between classes in different aspects of teachers' practice and in children's observed responses. In addition, analyses are described that explore the associations between several Ofsted measures of overall school quality and effectiveness ('improvement', 'teaching and learning'), and the observed measures of teachers' behaviour and children's responses. Further analyses also linking classrooms observations to value added indicators of school effectiveness derived from the Tier 1 component of the research using national assessment data are also described.
APPENDIX B1: CHILD BEHAVIOUR SURVEY (TEACHER FORM
A survey of 96 Australian primary and secondary school teachers was carried out based on a stratified random sample. The study aimed to determine Middle Years teachers' perceptions and management of disruptive classroom behaviour. Variables such as gender, teacher confidence and experience, supports, specific disruptive student behaviours, and behaviour management strategies were examined. The results showed that teachers' main concerns were related to distractibility, student on-task behaviour, and adherence to classroom rules. In relation to classroom management, no significant differences were identified between the management strategies employed by primary and secondary school teachers. However, differences were identified in the management strategies teachers used to manage the behaviour of male and female students. In relation to disruptive student behaviour, an increase in reports of aggressive male behaviour was observed from primary to secondary school.
Behaviour Modification as An Effective Technique in Classroom Teaching
Research on Humanities and Social Sciences, 2020
This study investigated of teachers' perception of the use of behaviour modification techniques in reducing truancy among primary school pupils in the Onitsha Education zone, Anambra State, Nigeria. Secondly, the study also examined the effectiveness of the various behaviour modification strategies employed by teachers in checking truancy in Onitsha Education Zone. The study used qualitative research methodology such as focus group discussion, key informant interview and questionnaire to elicit information from the respondents. The study population of the study was primary school teachers in the zone. A sample size of 250 respondents was selected. The teachers were randomly selected from 10 public primary schools. In each of the ten selected schools, (15 female and 10 male respondents were selected as samples making it 100. The stratified random sampling technique was used to select the respondents from different strata. The study used descriptive statistics for hypotheses testing. The results from our findings reveal that there is no significant difference in mean score of male and female teachers' perception in use of behaviour modification techniques in the classroom. This connotes that the respondents have positive reactions to behaviour modification techniques in the study area. In addition, empirical analysis from our findings reveals further that commending a truant who starts attending lessons will make him/her to improve, promising a truant a pen any day he comes to school will encourage him/her to come often. That is, by implication, the study found significant negative relationship between material and non-material motivations and behaviour modification among primary school pupils in the study area. This indicates the effectiveness of the behaviour modification techniques in the study areas. Based on the results of our findings, this study recommends that the government through the ministry of education both at the federal, state and local levels should liaise with school authorities, Non-governmental organizations and relevant stakeholders to organize seminars and workshops to educate teachers on the appropriate use of behaviour modification techniques in order to revamp the system and structure of education in Nigeria.
2006
secondary schools, while more recently Arbuckle and Little (2004) and Little (2005) have reported the types of classroom behaviour Victorian middle years and secondary teachers find troublesome. Infantino and Little (2005) have recently added the students' perspectives of classroom behaviour problems, and Conway, Tierney, and Schofield (1990) and Stuart (1994) have reported some findings from New South Wales (see Chapter 2). One major aim of the present research is to add to the relevant Australian classroom data.