Negative Behavior of Teachers with Regard to High School Students in Classroom Settings
Baloglu, Nuri, Journal of Instructional Psychology
Good behavior is a necessary condition for effective teaching. There are few children who come to school without problems. Children's behavior at school appears to be strongly affected by within school factors. In this qualitative case study, the teachers' negative behavior with regard to the high school last year students in the classroom setting was defined. The population for this study consisted of 1100 eleventh grade students from three different general state high schools. These schools were selected at random at the beginning of 2007 academic year in Karsehir, Turkey. The sample consisted of 275 students (male 137& female138). The data were collected by means of unstructured interview method. Qualitative content analysis approach was used to analyse data. It was found that "behaving towards the students aggressively" was the most pointed out negative teacher behavior. "Speaking fast" in teaching, "threatening the students with low grades" and" making discrimination among the students" were the more often expressed negative teacher behaviors by the students.
Good behavior is a necessary condition for effective teaching and learning to take place, and an important outcome of education which society rightly expects. Society is expecting good order and good results from teachers, and will be increasingly impatient and lacking in understanding if we do not provide them. So looking hard at ourselves, our teaching, our institutions, our rituals and our effect on pupils are becoming obligatory rather than just advisable, as we seek to eradicate or prevent pupils' behaviour problems by various forms of intervention (Charlton & David, 1997:5).
Student misbehavior is one of the most frequently cited problems occurring in public schools today. In fact, teachers consider controlling student behavior to be both one of their greatest challenges and the greatest deficits in their training and skills. (Weigle, 1997).
Disruptive classroom behavior is a major factor contributing to teacher stress and discontent and significantly affects teachers' capacity to maintain a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000). Educators and psychologists in the 1970's emphasized the importance of student engagement and success in preventing the occurence of disruptive behavior in classrooms (Berliner, 1985; Brophy, 1979; Emer, Evertson, & Anderson, 1980; Evertson & Emer, 1982; Kounin, 1970; Rosenshin & Stevens 1986; Karadag & Oney, 2006). Throughout the past 20 years there has been a marked increase in the direct and indirect assessment and analysis of problem behavior in school settings to determine the function of disruptive behavior and to develop more targeted interventions based on these assessments (Lagland, Lewis & Sugai, 1998).
The Problem Behavior Checklist of Students are based on the resarch of Ronald L.Partin (1999). Part in makes a clear distinction between the noneffective and the most-effective teacher. His research on effective teachers suggests that they are in control of their classrooms, but not obsessed with the idea of control. Partin's resarch indicates that a necessary first step in establishing standards for acceptable behavior in a classroom is to set some norms or rules of conduct to manage student behavior. Motivation to comply with rules seems highest when they are stated positively and convey what you do want to happen rather than trying to list all the possible unacceptable behavior.
Discipline and classroom management is considered one of the most important but difficult and complex issues for teachers. There are few children who come to school without problems, and few schools succeed without helping children's problem solving (Clark,1998).
Currently, there is an increasing trend within education which focuses upon a more realistic and equitable perspective of the causes of pupil (mis) behavior in school. …