Slides 07-08-2015 - disruptive behaviour in overcrowded classes

Ricardo Domingos Bembele

MANAGING DISCIPLINE PROBLEMS IN LARGE CLASSES in Grade 11 - Case Study at Vila Nova Secondary School –

Chimoio Town.

Universidade PedagógicaChimoio

2015

Chapter I - Introduction

Background of the studyThe present study focuses on discipline problems in large classes especially in grade 11 at Vila Nova Secondary School in Chimoio town.

It is believed that with this paper, teachers, and school administrators, and education officials will be helpful on effectively managing students discipline problems.

It provides with non-violent ways to deal with behavioural challenges positively and pro-actively.

Statement of the Problem

Teaching large classes is a challenge, as it requires some additional skills mainly on discipline management along the teaching and learning process.

Classrooms in many parts of Mozambique may contain around 60 or 100 students.

How can effectively teachers manage the discipline problems in the large classes for effective learning in (grade 11 at Vila Nova Secondary School)?

Research Question

GeneralHow can teachers develop positive discipline in a large

class for effective learning in large classes (in grade 11 at Vila Nova Secondary School)?

SpecificWhat are the possible major causes of discipline

problems in large classes?How does teachers’ behaviour affect the behaviour of

the students during English lessons? Is there any technique to make a large class fell small? How can individual problems be faced in large classes?

Objectives of the StudyGeneralTo identify and suggest the positive discipline techniques

for effective learning in large classes at Vila-Nova Secondary School (Chimoio town).

SpecificTo find ways of overcoming discipline problems in

Mozambican Secondary Schools and at Vila Nova Secondary School in particular;

To find out the major causes of discipline problems in large classes;

To find out the ways that the school director employs in solving discipline problems.

CHAPTER II – RELATED LITERATURE Large ClassAccording to Hayes (1997), "There can be no quantitative definition of

what constitutes a "large" class, as perceptions of this will vary from context to context".

Discipline ProblemsLau (2003) refers to discipline problems that behaviour which interferes

with the teaching, violating the right of other students to learn, and sometimes makes them feel psychologically uncomfortable and physically unsafe.

Causes of Discipline ProblemsHammer (1991) points three possible reasons of discipline problem, as

follow:The teacher; The students and; The institution.

Action in case of indiscipline

Stop the class: Hammer (1991), suggest that teacher should stop lessons as a clear indication to all the students that something is wrong.

Reseating: An effective way of controlling a student who is behaving badly is to make the student sit in a different place immediately (Hammer, 1991).

Change the activity: There is a need in a part of the teacher to change the activity because if the majority are getting out of control, it might be a sign that the current activity is boring. There is recommended a quick writing or reading activity.

After the class: it is advised when one student is continually giving trouble, the teacher should take that student to one side after the class is over. It will be necessary to explain to the student why the behaviour is anti-social.

CHAPTER III – METHODOLOGY Research DesignThere was applied a qualitative approach. The Research PopulationThe target population of this research was all the teachers of English

language in grade 11, dayshift. The study included the directors of dayshift (the director and

pedagogic director), and all the students (five CSS and also five CNM classes, corresponding to ten classes, grade 11).

Sample and Sampling ProcedureAs a sample of this study, there was involved forty (40) students; one

(1) school director and four (4) teachers. The total number of the research participants involved was of forty five (45).

Methodology cont. Data collection instruments Questionnaires – The questionnaires were based on open

and closed -ended questions for the teachers and closed-ended ones for the students.

Observation – The observation aimed to see how students behave during English lessons, how teachers reacted when there was a disruption taking place, what strategies and techniques applied by teachers in order to solve and overcome such problems.

Interview – With this activity, the researcher aimed to understand how the school headmaster and others helped the teachers when there are discipline problems that the teachers do not manage to deal with.

CHAPTER IV – PRESENTATION AND DISCUSSION OF RESULTS

Presentation and discussion of data from students’ Questionnaire

1. The first question wanted to know if the students liked the way how their English teacher presented his lessons.

o Kane and Harms (2005) say that one of the basic elements for a successful teaching is to create comfortable and safe zones for learning.

o If the teacher manages to create such environment, at least extrinsic motivation will be there as the starting point for teaching and learning process without any kind of disturbance in the class.

Boys Girls Sub-total Total

Yes 20% 7,5% 27.5%

100%No 7,5% 15% 22,5%

Sometimes 30% 20% 50%

Cont…

2) Does your teacher use visual aids, games and songs in the classroom when needed?

Aguilar (2012) stress that visual elements are, in this way, a very good “reason” in order to motivate students to interact with the foreign language because they can clearly “see” the language in use by means of meaningful elements which call their attention and, at the same time, motivate them to use the language in different ways.

Yes No Sometimes Total Of the Respondents

0%

40%

80%

120%

0.0%

57.5%

7.5%

100.0%

5.0%27.5%

2.5%5.0%

85.0%

10.0%

Graph 01:Does your teacher use visual aids, games and songs in the classroom when needed?

Presentation and discussion of data from students’ Questionnaire cont.

3) Does your teacher vary daily classroom activities?

Harmer (1998) points out that there is a need of surprise and variety in the lesson because if the students regularly do the same task, they end up probably get bored, but if there are a number of different tasks with a selection of different topics, the students are much more likely to remain interested.

Boys Girls Sub-total Total

Vary 20% 10% 30%

100%Do not vary 37,5% 15% 52%

Vary

sometimes7,5% 10% 17%

Presentation and discussion of data from the teachers’ questionnaire

1. How many years have you been teaching and dealing with discipline problems and what are the possible causes of such problems in the classroom?

Teacher A, With four (4) years of experience, teaching English language at Vila Nova Secondary School, indicated as possible cause of discipline problems “Classrooms composed of large number of students, (discipline problems are also larger)”.

Teacher B, with 8 years of experience, pointed out Lack of proximity with the students while teaching as the possible cause of discipline problems.

The remaining two pointed out the fact of Keeping students concentrated without break and Monotonous teaching.

Cont…

2: Do you have your learner’s personal profile?All the teachers provided the same answer which, confirmed

that they do have their students’ personal profile.

In large classes, teachers need an effective way to learn about their students’ lives outside of the classroom so if learning problems arise, they can help the student as much as possible, Caroline (2006).

Cont…

3) What strategies do you apply to meet individual discipline problems?

The answers provided by some teachers stressed the following techniques:

Punitive techniques; Replacement techniques; Accentuate the positive.If a child's behaviour is unacceptable suggest appropriate

alternatives “positive substitutes” rather than focusing negative attention on the inappropriate behavior.

Cont…

3) Is there any strategy to make large classes feel small?

The teachers answered differently but with the same intention

to say that large class would never feels small in such, but

teacher can establish a respect in the classroom that would

in somehow make it a comfortable place to be working on.

Caroline (2006) says that, there is of course a possibility of

making a large class feels small simply by treating it

accordingly through.

Presentation and discussion of data from the

classrooms observations

Teachers presentationAll the observed teachers were dressed accordingly;Teachers motivated their students as a way to get them

concentrated to learn; Students Involvement: Some of the teacher did not involve their students, they were only

concentrated on writing on the black board;Some teachers showed a lack of preparation for the lessons and

that they had problems in presenting what was to be taught.

Cont… Positive Aspects noted in the field: All the teachers observed were well presented in terms of

teacher wearing code; The capability of some teachers observed to keep the

environment of teaching and learning process well prepared and conditioned for effectiveness of daily activity;

Negative Aspects noted in the field: There was noticed that some of the teachers do not talk while

writing on the board, the researcher consider it a bad attitude as teacher in the teaching field;

Great party of the observed teachers showed problems in using proper strategies in case of discipline problems.

Presentation of data from School director Interview

Summary of the findings got from interview

The S. director considered the fact of adopting Positive

Discipline Principles which does not differ considerably from

those mentioned by Caroline (2006) as fallow:

Respect the child’s dignity;

Develop pro-social behaviour, self-discipline, and character;

Maximize the child’s active participation;

Assure fairness (equity and non-discrimination) and justice;

etc.

CHAPTER V – CONCLUSION AND SUGGESTIONSIt was concluded that Discipline Problems result from many

aspects involved in a teaching process, such as: Inadequate teaching strategies; Teacher’s attitude while teaching; Students themselves towards English language; etc.

There is a need of applying strategies and techniques in accordance with the level or kind of discipline problem.

There is a need for educators to show and make understand what is expected from them, because children often behave inappropriately because they do not know what is expected of them.

It could be concluded from data of the teachers’ questionnaire that most of them are not experienced enough to tackle with discipline problems.

Suggestions and recommendationsTo the teachers Sense of responsibility; Take things seriously; Involve and motivate students to learn; keep one well-informed in some linguistic aspects like:

vocabulary, grammar, and proficiency on uttering words;

To the students Responsibility in their learning; Develop good practices;

Thank for the attention!Obrigado!

[email protected]

The End!!!