This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
academic achievement of the college students in Jammu. The main objectives of the study were
(i) to highlight the present status of colleges in Jammu, (ii) to investigate the behaviour of the
college teachers in Jammu (iii) to examine the academic achievement of the college students as a
result of teacher’s behaviour (iv) to highlight the causes which affect academic achievement of
the college students (v) to sort out the relationship between the teacher’s behaviour and
academic achievement (vi) to recommend strategies for the improvement of teachers behaviour.
All the working college teachers along with the students of colleges were the population of this
study. A random sampling technique was used for selection of the sample. Public colleges were
included in the sample, further teachers and students from each college were also randomly
selected as the sample of the study. Two questionnaires, one for college teachers and other for
college students were developed for the collection of data. Collected data were tabulated
analyzed and interpreted in the light of objectives of the study by applying statistical tools of chisquare
and Pearson’s Product – Moment coefficient of correlation(r). The level of significance
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
A study of students perception of class room behavior of mathematics teachers.Alexander Decker
This study examined students' perceptions of mathematics teachers' classroom behavior in secondary schools in Jammu City, India. 171 students in grades 8-10 were surveyed about their teachers' teaching behaviors and personality dimensions using the Lamsal scale. Results showed that boys and girls had similar perceptions of their teachers' classroom behaviors and did not differ significantly in their ratings of teaching behaviors or personality dimensions. Overall, students were found to have a favorable perception of their mathematics teachers' classroom behaviors.
academic achievement of the college students in Jammu. The main objectives of the study were
(i) to highlight the present status of colleges in Jammu, (ii) to investigate the behaviour of the
college teachers in Jammu (iii) to examine the academic achievement of the college students as a
result of teacher’s behaviour (iv) to highlight the causes which affect academic achievement of
the college students (v) to sort out the relationship between the teacher’s behaviour and
academic achievement (vi) to recommend strategies for the improvement of teachers behaviour.
All the working college teachers along with the students of colleges were the population of this
study. A random sampling technique was used for selection of the sample. Public colleges were
included in the sample, further teachers and students from each college were also randomly
selected as the sample of the study. Two questionnaires, one for college teachers and other for
college students were developed for the collection of data. Collected data were tabulated
analyzed and interpreted in the light of objectives of the study by applying statistical tools of chisquare
and Pearson’s Product – Moment coefficient of correlation(r). The level of significance
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
A study of students perception of class room behavior of mathematics teachers.Alexander Decker
This study examined students' perceptions of mathematics teachers' classroom behavior in secondary schools in Jammu City, India. 171 students in grades 8-10 were surveyed about their teachers' teaching behaviors and personality dimensions using the Lamsal scale. Results showed that boys and girls had similar perceptions of their teachers' classroom behaviors and did not differ significantly in their ratings of teaching behaviors or personality dimensions. Overall, students were found to have a favorable perception of their mathematics teachers' classroom behaviors.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
This study examined the relationship between prospective teachers' strategies for coping with stress and their perceptions of student control. 267 prospective teachers completed scales measuring their ways of coping with stress and perceptions of student control. Correlation analysis found a negative relationship between helpless coping strategies and perceptions of supporting students, and a positive relationship between helpless coping and perceptions of a ruler attitude over students. Prospective teachers preferred helpless coping strategies and less authoritarian or ruler-like attitudes over students. This suggests they were not well prepared to cope with stress or manage classrooms professionally.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
The document summarizes a research paper that studied teachers' attitudes towards India's new continuous and comprehensive evaluation system (CCE) implemented in primary schools. Some key findings from the study included:
1) There was a significant difference found between the attitudes of para teachers and teachers, with teachers having a more positive attitude overall.
2) Male teachers were found to have a more positive attitude than female teachers towards the CCE system.
3) Many teachers, especially para teachers, lacked proper training on the CCE system and its implementation, and some teachers viewed aspects of the system like evaluating co-curricular activities as irrelevant or time-consuming.
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This study examined the relationship between teacher effectiveness and teacher stress among secondary school teachers in Mumbai, India. 1000 secondary school teachers were surveyed using a teacher effectiveness scale and a teacher stress inventory. The findings showed that less effective teachers experienced higher levels of stress than highly effective teachers. Female teachers also reported higher stress than male teachers, despite equal salaries and workloads. Additionally, the study found a negative correlation between teacher effectiveness and teacher stress - as teacher stress increased, teaching effectiveness decreased. The implications are that schools should take steps to reduce teacher stress, such as establishing reasonable workloads and encouraging a healthy academic environment, in order to support teacher effectiveness.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
Writing the review research(My Research Review ) Dabney Luangdabneyluang
This article surveys three approaches to improving school discipline: ecological approaches to classroom management, schoolwide positive behavioral supports, and social and emotional learning. It describes how classroom management focuses on improving student engagement and participation, while ecological approaches aim to strengthen classroom activities and foster student development. The article also discusses how schoolwide positive behavioral support and social emotional learning programs have been shown to reduce problematic behaviors. The implications are that the approaches studied, such as schoolwide positive behavioral supports and social emotional learning, could help improve school discipline by developing student self-discipline and establishing clear behavioral expectations.
CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERSshehazachary
This document is a thesis submitted by Seda Yaşar to the graduate school of METU in partial fulfillment of the requirements for a Master's degree in Educational Sciences. The thesis investigates the classroom management approaches of primary school teachers and whether their approaches are consistent with the constructivist curriculum. It includes an introduction outlining the background and purpose of the study, a literature review on classroom management approaches and relevant studies, and the methodology used which involved developing and piloting a questionnaire to collect data from 265 primary school teachers in Kastamonu, Turkey.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Management techniques of head teachers effectiveness in reducing behaviour pr...Alexander Decker
The document discusses a study that investigated management techniques used by primary school head teachers to reduce behavior problems. The study found that effective techniques included: explaining negative peer influences to parents during PTA meetings; exhibiting good leadership; providing teaching facilities; involving pupils in leadership; and encouraging effective communication. Out of 16 techniques studied, 12 were found to be effective in reducing behavior problems based on teacher responses. The implications are that creating a positive learning environment and strong school-home relationship can help reduce misbehavior.
Effects of Teachers Teaching Strategies and the Academic Performance at Grad...Brandon King Albito
This document describes a study that examines the relationship between teachers' teaching strategies and the academic performance of Grade 12 students at Magdalena Integrated National High School. The study will survey 30 Grade 12 students about their perceptions of how teaching strategies like visual aids, multimedia, competencies, and assessment affect their academic performance. The researcher will use a questionnaire to collect data and will analyze it using measures like mean, standard deviation, and Pearson correlation to determine if there is a significant relationship between teaching strategies and academic performance.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
This study examined the relationship between prospective teachers' strategies for coping with stress and their perceptions of student control. 267 prospective teachers completed scales measuring their ways of coping with stress and perceptions of student control. Correlation analysis found a negative relationship between helpless coping strategies and perceptions of supporting students, and a positive relationship between helpless coping and perceptions of a ruler attitude over students. Prospective teachers preferred helpless coping strategies and less authoritarian or ruler-like attitudes over students. This suggests they were not well prepared to cope with stress or manage classrooms professionally.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
The document summarizes a research paper that studied teachers' attitudes towards India's new continuous and comprehensive evaluation system (CCE) implemented in primary schools. Some key findings from the study included:
1) There was a significant difference found between the attitudes of para teachers and teachers, with teachers having a more positive attitude overall.
2) Male teachers were found to have a more positive attitude than female teachers towards the CCE system.
3) Many teachers, especially para teachers, lacked proper training on the CCE system and its implementation, and some teachers viewed aspects of the system like evaluating co-curricular activities as irrelevant or time-consuming.
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This study examined the relationship between teacher effectiveness and teacher stress among secondary school teachers in Mumbai, India. 1000 secondary school teachers were surveyed using a teacher effectiveness scale and a teacher stress inventory. The findings showed that less effective teachers experienced higher levels of stress than highly effective teachers. Female teachers also reported higher stress than male teachers, despite equal salaries and workloads. Additionally, the study found a negative correlation between teacher effectiveness and teacher stress - as teacher stress increased, teaching effectiveness decreased. The implications are that schools should take steps to reduce teacher stress, such as establishing reasonable workloads and encouraging a healthy academic environment, in order to support teacher effectiveness.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
Writing the review research(My Research Review ) Dabney Luangdabneyluang
This article surveys three approaches to improving school discipline: ecological approaches to classroom management, schoolwide positive behavioral supports, and social and emotional learning. It describes how classroom management focuses on improving student engagement and participation, while ecological approaches aim to strengthen classroom activities and foster student development. The article also discusses how schoolwide positive behavioral support and social emotional learning programs have been shown to reduce problematic behaviors. The implications are that the approaches studied, such as schoolwide positive behavioral supports and social emotional learning, could help improve school discipline by developing student self-discipline and establishing clear behavioral expectations.
CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERSshehazachary
This document is a thesis submitted by Seda Yaşar to the graduate school of METU in partial fulfillment of the requirements for a Master's degree in Educational Sciences. The thesis investigates the classroom management approaches of primary school teachers and whether their approaches are consistent with the constructivist curriculum. It includes an introduction outlining the background and purpose of the study, a literature review on classroom management approaches and relevant studies, and the methodology used which involved developing and piloting a questionnaire to collect data from 265 primary school teachers in Kastamonu, Turkey.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Management techniques of head teachers effectiveness in reducing behaviour pr...Alexander Decker
The document discusses a study that investigated management techniques used by primary school head teachers to reduce behavior problems. The study found that effective techniques included: explaining negative peer influences to parents during PTA meetings; exhibiting good leadership; providing teaching facilities; involving pupils in leadership; and encouraging effective communication. Out of 16 techniques studied, 12 were found to be effective in reducing behavior problems based on teacher responses. The implications are that creating a positive learning environment and strong school-home relationship can help reduce misbehavior.
Effects of Teachers Teaching Strategies and the Academic Performance at Grad...Brandon King Albito
This document describes a study that examines the relationship between teachers' teaching strategies and the academic performance of Grade 12 students at Magdalena Integrated National High School. The study will survey 30 Grade 12 students about their perceptions of how teaching strategies like visual aids, multimedia, competencies, and assessment affect their academic performance. The researcher will use a questionnaire to collect data and will analyze it using measures like mean, standard deviation, and Pearson correlation to determine if there is a significant relationship between teaching strategies and academic performance.
The document discusses the utility and process of evaluation in education. It notes that evaluation is useful for identifying student weaknesses, encouraging learning, and providing feedback. It also outlines Bloom's model of the evaluation process, which involves setting objectives, learning experiences, and measuring behavioral changes. The document then discusses diagnostic testing, its objectives of identifying difficulties, and characteristics like being measureable and not timed. It lists causes of student disinterest in science and strategies for remedial teaching, including adjusting methods based on intelligence levels. Finally, it emphasizes that combining diagnostic and remedial teaching can help students by addressing weaknesses.
This document discusses using action research as an instructional supervision approach to improve teaching practices in Ipil District. It found that some teachers were not engaging students or checking their understanding, resulting in low test scores. The research had teachers and school heads implement action research projects to address issues in their classrooms. It identified problems they encountered like time constraints and lack of support. To solve these challenges, teachers sought instructional support and applied lessons from supervisors. The research concluded that instructional supervision and collaboration on action research can strengthen teaching practices, especially for new teachers and school heads. It recommends continuing to use these approaches to promote best practices.
Teachers Perception And Openion Towards Innovativeand Existing Social Science...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
1. The document discusses action research and fundamental research, comparing their aims, scope, and characteristics.
2. Action research aims to solve practical problems through collaborative problem solving, while fundamental research develops new principles through systematic analysis.
3. The text provides steps for conducting action research, including identifying problems, developing hypotheses, collecting data, implementing solutions, and communicating results.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
This study examined the relationship between primary school teachers' views on pupil control ideologies and their classroom management styles. The researchers surveyed 200 randomly selected primary school teachers. They found that teachers predominantly used an authoritative classroom management style, encouraging student participation and communication. A moderate positive correlation was found between custodial pupil control ideologies and authoritarian classroom management styles. The study provides insight into how teachers' beliefs about student control relate to their approaches to managing the classroom.
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
This article summarizes a study that examined the relationship between primary school teachers' classroom management styles and views on pupil control. The study surveyed 200 randomly selected primary school teachers in Turkey. It found that teachers most commonly used an authoritative classroom management style, exercising reasonable control while encouraging student independence. A moderate positive correlation was found between custodial pupil control ideologies and authoritarian classroom management styles that rely more on restrictions and scolding. The study concluded that teachers with stronger custodial views tended to prefer more authoritarian styles for maintaining classroom rules.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
1. The document discusses a study that examined the levels, causes, and coping strategies for stress experienced by student teachers during their teaching practicum.
2. The study found that most student teachers experienced moderate stress from factors like heavy workloads, evaluations, classroom management difficulties, and lesson planning.
3. Common coping strategies included communicating with supervisors, talking with friends and family, and using self-management skills like planning lessons in advance.
Handling of behavior problems in children with special educational needs
(CSEN) in the classroom is urgent for the classroom’s conducive
atmosphere. Therefore, a review needs to be conducted to determine what
steps the teacher may take for coping purposes in handling the behavior
problems of CSEN, to determine the predictors for handling the behavior
problems of CSEN, to identify the analysis basis for determining teacher
predictors, and to figure out the effects of the behavior of CSEN based on
the predictors chosen by the teacher. A survey was conducted on 109
teachers of CSEN. This research used a Google Forms questionnaire
containing a list of statements to be chosen by teachers as instrument, and
analysis was carried out by computing the frequencies at which the teachers
chose the statements in percentage and by comparing teachers’ statements on
the way they handled behaviors. The results show that the teachers were
more inclined toward problem-focused coping (PFC), the predictor chosen
was intimacy control, the teacher directed the children to do a task at the
time a behaviour problem arose, and in choosing predictors, the teachers
would rather calm the children down and give them comfort, making the
children calmed.
This study aims to identify factors that influence student behavior in educational contexts through a comprehensive mixed-methods analysis. The study will survey, observe, and interview students, educators, parents, and administrators to understand academic and non-academic influences on student conduct and develop strategies to improve outcomes. A diverse range of perspectives will be incorporated to holistically examine the issue.
Educational psychology is the systematic study of educational growth and development in children. It combines the fields of psychology and education. The key methods used to study educational psychology are introspection, observation, and the experimental method. Introspection involves self-observation of one's own mental states and processes. Observation involves observing the behavior and mental processes of others. The experimental method uses controlled experiments and the scientific method to study educational psychology.
This document provides an overview of educational psychology, including its meaning, nature, and scope. It defines educational psychology as the application of psychological principles to education, concerning the learning process, learner development, and teaching methods. The document outlines the key areas of focus in educational psychology, such as understanding the learner, learning process, learning situations, teaching situations, and evaluating learning performance. It also discusses topics like learning theories, individual differences, effective teaching strategies, and assessment techniques.
ASSIGNMENT # 01.pptx group #07(Education College Afzalpur)nimrafarooq019
This document contains an assignment submitted by a group of students for their 7th semester B.S.Ed program. The assignment contains 5 sections that discuss topics related to teaching students with special needs: 1) Applied Behavior Analysis, 2) Classroom Management, 3) Issues around Seclusion and Restraint, 4) Instructional Practices, and 5) Facilitating Social Membership and Relationships. Each section provides definitions and explanations of the topic.
This document provides an overview of the psychology of learning unit in an educational psychology course. It defines key terms like educational psychology and discusses the nature and scope of educational psychology. It also outlines three main methods used to study psychology of learning - introspection, observation, and the experimental method. Introspection involves self-observation of one's own mental processes. Observation involves observing the behavior of others. The experimental method uses controlled experiments to test hypotheses. This document serves as an introduction to the psychology of learning unit and the methods used to study it.
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Handling the troubling kids in classroom environment in schools
1. HANDLING THE TROUBLING KIDS IN CLASSROOM
ENVIRONMENT IN SCHOOLS
Dr. Sushma Singh1, Himani Priya2
1
Department of Education Delhi (Research scholar PhD Education) (INDIA)
2
Sargam India Electronics Private Limited (INDIA)
Proceedings of EDULEARN15 Conference ISBN: 978-84-606-8243-1
6th-8th July 2015, Barcelona, Spain
Abstract
The present Study explored the teaching strategies used by the teachers in dealing with the
troubling kids in schools. A questionnaire containing A, B and C parts was used to find out
the strategies, best strategies and their implications in the light of psychological theories.
Data was collected from 270 Trained Graduate Teachers (TGTs) of government schools of
Delhi India. Responses were depicted in form of tables and pie charts and conclusions were
drawn for best strategies, item analysis of the questionnaire was done on the basis of
statistical methods and found that ‘persuading’, ‘encourage to be normal’, ‘ask reason and
will give punishment accordingly’, ‘lessen his contribution in important activities’,
‘sometimes make stand on bench’, ;keeps him busy in other activities’, ‘call parents to
school’ were strategies used by the teachers in classroom in handling the troubling kids in the
schools. The findings of the present study demand that pre-service and in-service
programmes for teachers by trained counsellors and experts should be arranged. The finding
of the objective two are very encouraging that teachers at least think of ideal strategies. But
this is another thing that they should adopt a few of them, and have patience to implement
this in real classroom situation.
Keywords; troubling kids (Problem Children), teaching strategies, handling, counsellor,
questionnaire, classroom situation.
1 INTRODUCTION
In schools, teachers are faced with an overwhelming number of different problems in dealing
with students such as emotional outbreaks, learning and other work problems, problems
connected with ethical conduct, sex maladjustment, and problems resulting from physical
handicaps or environmental handicaps.
2. Out of all experiences that a teacher has in his school, the most important and confusing is the
presence of troubling kids in the school, which is a challenge to the whole teaching learning
process. Troubling behaviour is a major psychological hazard for teachers. There are usually
one or two children in most classrooms that have rather severe emotional and social
difficulties and who express their troubled feelings with some sort of problem behaviour.
Although they are only a small percentage of the total school population, they exert a
disturbing force far beyond their numbers.
Specific methods are needed to overcome the hindrance; the nature of the problem must be
established and understood. The teacher has to interpret in psychological terms the problem
as it appears in the classroom.
Behaviour in the classroom is the product of many different factors. These include the
personality, temperament and motivation of the pupils the effects of parents, home and
neighbourhood, the influence of the pupil’s friends, the collective attitude of the class, the
classroom skills of the teacher and the ethos of the school.
The classroom teacher’s role in the detection of the problem child is the most crucial.
Classroom teacher spends more clock hours with these children than do most of the other
types of educators. The classroom teacher has at his disposal; much more of a sampling of a
child’s behaviour than would the school counsellor or school psychologist who ‘audited’ a
classroom to look for behaviour problems.
Research seems to suggest that teachers can make good judgment about behaviour of the
child logically, the efficacy of teachers’ detections can be improved with special help, either
during the course of their academic training or through in services training with educators.
Teachers’ judgments of Emotional Disturbances were very much like the judgment of
Clinicians.
Classroom teacher must be ‘an astute psychological observer and tactician’
From beginning of the school system in society teachers faced problem behaviour students
and tried to deal with them through different ways like ignoring, punishing, neglecting,
beating, scolding, suspensions, detention and the like. But a few evidences are found that they
got success in bringing these children at normal level.
3. From the review of the related literature it was found that several research studies were
conducted related to problem children but only a few were conducted related to the teachers’
views and strategies to deal with problem students.
In spite of talking with problem students in school, it was felt that it is necessary to study how
these children handled by their teachers and what could be the probable impact on their
personality.
Proper dealing with the problem children is a major and important aspect of our education
system that is often ignored. So to study the strategies used by teachers in dealing with the
problem students and its suitability from the development points of view of the personality
was the major focus and need for the study.
2 OBJECTIVES
1. To study the strategies used by the teachers in the classroom situation as well as outside
the classroom in dealing with the problem students.
2. To identify the most suitable strategies from the viewpoint of the teachers in handling
the problem student.
3. To evaluate the effectiveness of the strategies used by the teachers in the light of
psychological theories and empirical evidences.
3 DELIMITATION
1. As the investigation was carried out in the government schools so it was confined Delhi
government schools only.
2. Sample was collected in the seminars of Trained Graduate Teachers (TGT’s) so the
study was limited to TGTs of class 6th
to 10th
standards only.
3. Primary and higher secondary levels were not included.
4 METHODOLOGY
In relation with the objectives of the present study, the data was collected from 270 TGTs of
government schools from 5 in-service training centres of State Council of Educational
Research and Training (SCERT). The procedure of data collection was undertaken in three
visits. During the first visit the coordinators were consulted and made aware about the
purpose of the study and permission was sought to meet teachers for collection of the data. In
4. the second visit teachers were requested to fill the questionnaire. And in the third visit used
questionnaires were collected for data processing.
5 ANALYSIS AND INTERPRETATION OF DATA
The present study was undertaken to identify the most suitable strategies from viewpoint of
teachers in handling the problem students. Effectiveness of the strategies used by teachers
was also evaluated in the light of psychological theories and empirical evidences.
For data of the study, a questionnaire was used. The questionnaire contained two aspects
related to the dealing with problem students in three parts.
1. Teachers actual practices in the classroom that teachers use in their classroom while
treating with problem students in different situations (Part A & C of the questionnaire)
2. Teachers’ suggested strategies which are the ideal strategies according to them, should
be used in classroom (Part B of the questionnaire)
3. Teachers’ actual practices in the classroom that teachers use in their classroom while
treating with the problem students who are average and high achievers (Part C of the
questionnaire).
Data were tabulated in terms of numbers of teachers giving a particular type of response and
percentages (%) of their responses were also calculated.
5.1 Part- A
Objective no.1; To study the strategies used by the teachers in classroom.
For attaining this objective teachers response to the items of part A of the questionnaire and
part C of the questionnaire were analyzed.
Responses on item no 1,2,3,4,5 regarding the objective no. 1 (part ‘A’ and Part ‘C’ of the
questionnaire) have been tabulated and in percentages of the teachers giving a particular
response were calculated.
All of the results have also been depicted through pie
diagram. Pie chart-(1) A
5. Fig.1. Showing percentages of teachers’ responses of item no. – 1 of part (A) {continuous
disruption in class room activities}
Pie chart-2-(A)
Fig.2. (Item –II of the
A part of the questionnaire- regular bullying and quarrelling)
6. Pie chart-3-(A)
Fig.3. (Item-III of the A part of the questionnaire –regular truancy from the
school)
Description
of item and
type of
strategy
suggested
by teachers.
Number and Percentages(%) of teachers giving
RANK ORDER
1 2 3 4 5 6
Item no 1
Misbehavior
with teacher
strategy:-
[1] Beating
[2] sending
outside the
1[0.37]
18[6.66]
9[3.33]
98[36.30]
61[22.59]
105[38.90]
156[57.92]
11[4.07]
-
-
-
43[15.92]
38[14.07]
7. Table no
1. Ideal
strategies
to deal
with the
students’
misbehaviour viewed by the teachers given in terms of rank order.
Pie chart-4-(A)
Fig.4. (Item no IV of A part of the questionnaire- Regular late coming to the school).
(Item no –1 of the part –B of the questionnaire& % of teachers is given in
brackets).
classroom
[3] treated
psychologic
ally
[4]Ignore
him
205[75.92]
45[16.66]
41[15.18]
85[31.48]
13[4.81]
51[18.88]
4[1.50]
55[20.37]
- 7[2.59]
34[12.60]
8. Pie chart - 1-(C)
Fig.5. (Item-1 of the C part of the questionnaire-regular truancy from the period).
Pie chart-2(C)
Fig.6. (Item no-II of C part of the questionnaire-Disruption by passing comments among
boys& girls).
2.59%(just ignore
it
)
0.37%(inform the
principal)
2.22%(inform the
parents)
94.81%(ask them
to be attentive in
the class)
9. Analysis of open ended question
In order to invite variety in responses and to have more flexibility in responses, last questions
of all the parts A, B, were framed as open ended.
Investigator analysed the content of response given by each teacher and common responses
were considered for drawing the conclusion. Through this item a situation was presented and
their reactions were sought. A thorough content analysis of the responses given by 270
teachers was summarized.
In brief, from the responses it was analysed that common view of teachers about this kind of
behaviour was that firstly a problem student in this case should be persuaded. And if he/she
again repeats this, they give him punishment through other students, or give him/her such
punishment like scolding’s, sending outside the classroom, make him/her stand on bench etc.
Lastly, they complaint to principal and inform parents also.
5.2 PART- B
Objective no.; 2 To identify the most suitable strategies from the view point of teachers in
handling the problem students.
In order to identify the most suitable and ideal strategies from the view point of teachers,
some typical hypothetical situations were framed and a set of strategies were suggested. The
teachers were asked in the section (B) of the questionnaire to give the rank to each strategy.
Mode of analysis:-- to attain this objective responses given by the teachers on item no
I,II,III,IV,V of the part B of the questionnaire were analysed.
In this section of questionnaire, the teachers were required to first real out the problem
created by the student or misbehaviour and then go through the set of strategies. If a
particular strategy they considered the best among all strategies, then they were asked to give
1st
rank. Then last rank as 4th
, 5th
in the same case was to be given the last preferred strategy,
viewed by a particular teacher.
For calculation of percentages, the number of teachers giving 1st rank, 2nd
rank, 3rd
rank, 4th
rank,5th rank and 6th
for no answer added and then the percentages were calculated.(Please
refer Table No 1B,2B,3B,4B,5B.
Analysis of open ended question:
10. This item of the B part of the questionnaire has the open ended question. As it is mentioned
earlier that in this part ideal strategies from the view point of teachers were taken up.
Common and ideal views of teachers regarding this item are that firstly child should be
persuaded. They suggested that such students should be given responsible tasks in school and
participation in community activities.
Most of the teachers expressed that problem student should be handled with affection and
love but if he repeats the same behaviour again and again he should be definitely punished
through- slapping, Insulting, punishment in prayer, suspension, scolding, giving warning and
sending him outside the classroom.
From the summary of the teachers’ responses, it is noticed that although most of the teachers
were in favour of attending problem student affectionately they did not deny punishing such
students. According to some of the teachers punishment and coercive strategies should also
be the part of dealing so that they could realize their mistakes, misbehaviour with teachers
and other students. Some teachers indicated that they give punishment and beat students at
their first mistake so that he would not repeat his mistake again.
5.3 PART-C
Objective no.; 3 To evaluate the effectiveness of the strategies used by the teachers in the
light of psychological theories and empirical evidence.
This part of the questionnaire was design to know teachers’ strategies in dealing with students
who are average or high achievers.
As far as analysis of third objective is considered, the analysis and close scrutiny of the
results of this study, It is evident that most of the teachers are in favour of using certain
strategies which are based upon humanistic/psychological approach. But in some cases the
teachers using strategy need critical examination for example scolding the students. Some
eminent psychologists have also expressed their views in support of this concept. According
to Carl (1959) self-concept of an
Individual determines his/her adjustment in the society. A negative self-concept is the
outcome of low self-esteem. Low self-esteem has also been found to be positively correlated
with poor performance or poor achievement in the classroom. So development of high self-
esteem in a child is of the vital importance for the developmental point of view of the
personality. The foundation of the personality is laid down during the childhood (i.e. at the
11. school level) humanistic psychologists’ Abraham Maslow’ has also emphasized the concept
of ‘self-esteem’ in his ’need theory’ of the hierarchy of need. According to him in every self-
actualizing personality there is a hierarchy of need priorities. These are degrees of
psychological health in which one must successfully achieve the first degree in order to go to
the second stage. Self-esteem need is one of them. A feeling of being recognized for same
type of endeavour is the soul of this need. So while treating with a ‘problem child’ it should
be kept in mind that his self-esteem would not be distorted as a result of harsh treatment by
teachers.
Anne Roe (1964) in his theory of early determinants of vocational choice has also pointed out
that child rearing practices help shape an individual’s personality and further influence his
career choice. This is based on only the treatment which the children have been given by its
parents and other caretakers like teacher.
So as a result of harsh/ coercive treatment, a child develops inferiority complex. It is very
harmful for his/her healthy development of personality. Hence harsh treatment as scolding,
beating. Slapping, punishment in prayer, sending child outside the classroom. May have far
reaching damaging effect on the students various aspects of life in future. Famous
psychologists like Freud, Erikson, Adler and Piaget pointed out that foundation of personality
is laid down during childhood.
Hence the strategies adopted by the sample of this study are in conformity or in agreement to
the widely accepted psychological/behavioral theories of the personality development
6 FINDINGS
Following are some of the major findings of the study.
6.1 PART-A
1. Findings regarding the strategies used by the teachers in dealing with problem of
misbehaving in the class, stealing of books etc., continuously talking and damaging the
classroom material are:-
Would not say anything. Ask him/her to go out of the class. Encourage him/her to be
normal. Handle him/her psychologically/ counselling. To beat/scold him/here to punish
him/her. Let him/her do. Ask the child not to do such things. Tell him or her about the
consequences of such behaviour. To inform the parents. Give the examples of bad
12. effects of such loss of study. Do not give him/her attendance. Ask him/her to stand on
bench. Convince him/her with love.
a) Most of the teachers 82.59% use ‘Handle them psychologically as a strategy while
dealing with problem students in case of continuous disruption in the classroom
activities.
b) If these students are found to be involved in bullying or having quarrelling with
other students, 65.18% of teacher would ‘persuade them’ to correct their behavior.
c) To deal with’ truancy’ 64.07% teachers ‘give examples of bad effects of such loss
of studies’ as a strategy in modifying the behavior of these children.
d) In case of ‘late coming’ 250 out of 270 ‘attend them with love’.
6.2 PART-B
2. Finding related to the following best strategies suggested by the teachers:-
Should be beaten. Should be sent out of the class. Treated psychologically. Ignore
his/her activities. To intimate the parents. Should be slapped. Should be punished in
front of the class. Attending affectionately. To warn him/her. 10. Ask money from the
parents.. To complaint to the Principal. By teaching him/her good morals.
(b) In the second part of the questionnaire ideal strategies from the view point of teachers
were asked in the manner of ranking order. Most of the teachers in this part suggested
and ranked the strategy - ‘attend them affectionately’ as first rank.
(c) Second part of the questionnaire reveals that although most of the teachers gave first
rank to attend them psychologically 75.72%, some gave second rank to counsel them,
68.14% teachers gave the option of attend them affectionately.
6.3 PART-C
3. Findings of this part to deal with students who are average scorer or high achiever.
activities of these students are different from the others such as truancy from the period,
passing comment by the students on each other, bringing mobile phones,
overconfidence and bring slam books or magazines in the class room and strategies
used to amend their activities are:-
Ask them to stay in the class. Don’t bother. Complaint against them to the principal.
Let them do. Ask them to be attentive in the class. Inform the parents. Just ignore it.
13. Share their mobile phones with them. Take away their mobile phones.10. As the not
bring the phones/slam books.. Make the lesson interesting so that they keep silence.
You will tell him to be quiet.13. Beat him/her.
a) About the truancy from the period 92.22% teachers suggested the strategy ’Ask
them to stay in the class’.
b) For the Disruption by passing comments among girls and boys 94.81% teachers
suggested to ask them to be attentive in the class.
c) 65.92% teachers preferred to ask students not to bring the mobile phones in the
class while 32.96% gave the option to take away their mobile phones.
d) In case of disruption due to over confidence 92.96% teachers were of the view that
teacher should make the lesson so interesting that they keep problem students
silence in the class.
e) For disruption due to the slam book or other cheap literature 73.70% teachers
suggested that the slam book or the magazine should be taken away from them
while 19.62% teachers were in the favour that parents should be informed about
the activities.
4. The analysis of the open ended questions was also done separately by taking common
views of the teachers. It reveals that although most of the teachers adopted or suggested
strategies of – attending affectionately or persuading they did not deny to punishment
and scolding also side by side. They expressed that if a child repeats the problem again
and again, they give him punishment.
5. According to some of the teachers coercive strategies should also be the part of dealing
so that child could realize his/her mistake, and misbehaviour with teachers and other
students. Some teachers told that they give punishment and beat student at their first
mistake so that he/she would not repeat his mistake again.
6. The analysis of the impact of strategies on students’ personality development has also
been done in the light of psychological theories. It reveals that harsh or coercive
treatment like scolding , call parents in the school, insulting, demanding the money
from the parents, using abusive language of giving child punishment through other
students are not suitable strategies as they may tarnish and distort the self-image of the
child. A negative self-image has been found to be correlated with the poor achievement.
14. 7 EDUCATIONAL IMPLICATION
Children in any country are the foundation of the society, as they are considered to be the
future leaders of the society in various fields. Education is the only means and instrument
which gives direction to them to become a good citizen and make them capable to lead a
respectful life.
But the presence of problem children in schools indicates that there is some weakness in
education system, which is unable to handle them.
The main purpose of this study was to study and identify the strategies adopted by teachers in
dealing with problem students and to evaluate their effectiveness in the light of psychological
theories and empirical evidences. It is keenly felt that school level is very important period in
a child’s life as it is also the formative period of their life in which the foundation of their
personality is laid down. This happens as a result of kind treatment they got from their elders
especially from teachers, because teacher influences a child more than parents, and he is the
only person who modifies and gives shape to a child’s personality.
Presence of problem children in schools indicate that somewhere child is not feeling well and
as protest or to show his anger towards that undesirable treatment or thing he is producing
behaviour problems.
From some of the findings of the study it is noticed that teachers are using undesirable
strategies like- ignoring, beating, scolding, suspension, sending outside the classroom etc.
which are harmful for the child’s self-esteem.
Alfred Adler in his theory of personality repeatedly emphasized that infancy and early
childhood are the formative years, the period when one’s basic style of living is established.
The nature of one’s own style of life depends upon interaction in childhood. These early
experiences are paramount in the formation of life style. He found that if a person’s earliest
memory is unpleasant-his or her life style is likely to be marked by the pervasive and
fatalistic attitude.
So quarrelling, stealing, bullying, teasing, rebellion against authority, delinquency, truancy
etc. all can be traced back to the thwarting of the basic motive of self-recognition or what
calls Adler ‘the urge to feel superior’. So it is clear that through presenting this type of
behaviour a child wants to attract the teacher or can be said want recognition. So dealing with
such a child and adopting proper strategies, a teacher should recognize his/her self-esteem.
15. Although teachers in the present study mentioned attending affectionately but they did not
deny giving punishment. Some of them also accepted that they give punishment to a student
at his first mistake, so that he/she would not repeat it again. While expressing their views in
open ended questions some teachers indicated that if a student creates some problem they
allow other students punish him/her in the presence of the whole class, this is a very
dangerous sigh which indicates that these students are not being treated like human being but
like animals.
This is also very harmful for their personality development and further interest in their studies
and also adversely influences their academic achievement. To get a problem student punished
by other students not only develops inferiority complex in him but further influence his
performance in school and interpersonal relations with peer group, teacher and family
members.
Strategies used like scolding, using abusive language, insulting are an alarming sign for our
education system, which demands immediate attention.
This study has message for teachers and educators. Investigator feels that too much or excess
of love or excess of harsh treatment both are harmful for such children. A middle way should
be adopted like- they should be told about their mistakes but not in front of others, because a
small child also possesses his own self respect and dignity.
The findings of the present study demand that pre-service and in-service programmes for
teachers by trained counsellors and experts should be arranged as this is the limitation of the
present study that teachers gave their ideal views but few responses appears to be realistic. So
their observation should also be used for future planning to deal with such students. The
findings of the study regarding objective no 2 are very encouraging that teachers at least think
of ideal strategies but this is another thing that they adopt a few of them, and have patience to
implement this in real classroom situation.
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