disciplinary problems and problematic behaviour

7/27/2019 Disciplinary Problems and Problematic Behaviour

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Disciplinary Problems and

Problematic Behaviour

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Table of Contents

The concept of misbehavior

Types of Behavior Problems

The causes of force Factors that influence the disciplinary and

behavior problems

Implications on teaching and learning Ways in coping with problematic behavior

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The concept of misbehavior

Consistently exhibited behaviour which in a

long-term can cause an adverse effect in the

development of pupils' learning and prevents

them from actively involved in or outside the

classroom

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DEFINITION OF MISBEHAVIOUR

Abnormal behavior

Behavior contrary to the values and social

norms

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Problematic Behaviour

Kindsvatter (1978) - problematic behavior ormisconduct.

Feldhusen (1978), disruption of the smooth

implementation of the teaching process Emmer and colleagues (2000) - interfere with

teaching and learning of some students for aperiod of time.

Shrigley (1979) - any behavior that interferes withteaching or are not safe in term of physical orpsychological is defined as destructive behavior .

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Concept of Problematic Behaviour

Disrupted by the following aspects:

1. social interaction

2. Communication (verbal and nonverbal)

- Difficult to express their own desires3. Interests and Activities

- Like to make repetitive strange movements

4. Problems doing activities that involve finemotor or gross sensory / physical movement

- Become too active or too slow

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The types of problematic behavior

MINOR - does not require teachers to take

serious disciplinary action / correctional

action

MAJOR - including minor delinquent behaviors

in term of its frequency and the amount of

disruption on other pupils' learning

CHRONIC - need counseling / behaviormodification techniques

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Classification of problematic behavior

(1)

Internal Behavioral problems.

External Behavioral Problems.

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Tingkahlaku masalah

dalaman

Tingkahlaku masalah

luaran

Kebimbangan, perasaan takut Mengingkar arahan

Sedih, murung Menentang

Bersikap apetatik (tidak mempedulikan) Agresif

Suka menyendiri, penarikan diri Argumentatif (suka berhujah)

Kecenderungan menyalahi diri sendiri,

perasaan serba salah

Tidak mempercayai, kecenderungan

menyalahi orang lain

Perasaan rendah diri Destruktif

Malu, terlalu sensitif Menipu, mencuri

Keasyikan pemikiran tentang sesuatu

perkara

Sukar mengawal diri dan cemburu

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Classification of Problematic Behavior

(2)

Positive Problematic Behaviour- proactive- smart intelligent

- fast learner- curious

Negative Problematic behavior- obstructing- Disturbing (disruptive)- Anti social (Destructive)

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TYPES OF

NEGATIVEPROBLEMATIC

BEHAVIOR

DISRUPTIVE

DESTRUCTIVE

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OBSTRUCTING


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OBSTRUCTING (1)

WORRY/ANXIETY - always feel scared, worried

react, no self-confidence.

Too Dependence - either for help or

assistance from others especially parents or

someone close to him, spoilt, not

independent

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OBSTRUCTING (2)

Withdrawal - ashame to show ability, hesitant

to give an opinion or idea, not sure on own

abilities, often assume people are better than

him

Isolation - does not like to hang out or to

communicate with friends, humility is too

high, feeling ashamed of friends

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Disruptive Behavior

involve behaviors that are readily seen such as

temper tantrums, physical aggression such as

attacking other children, excessive

argumentativeness, stealing, and other forms

of defiance or resistance to authority.

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Disruptive Behavior

Problematic behavior which are criminal in

nature. In a school, it is more focused on the

disciplinary problems

Hostility - like to fightVandalism - like vandalizing public property

such as wall scribbling, breaking things - toilet

flushing device, chairs or tables in theclassroom, etching or scribbling on table.

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Clique - have relationships with people who

have the same temperament or habits but

more of a bad behavior

Gang/group - setting up a specific group

within the school, the group feared by other

students, bullying or intimidating otherstudents, immoral activities

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MISBEHAVIOR IN THE CLASSROOM

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KURANG MEMBERI

PERHATIANMurid tidak mendengar apabila guru mengajar dan tidak

fokus semasa P & P dijalankan

Kanak-kanak bersifat impulsif dan sering

mengganggu perbualan, aktiviti atau menyatakan

sesuatu tanpa berfikir.

Murid mudah mengalih perhatiannya dan sukar

menyiapkan tugasan.

PENDIAM

Murid ini tidak melibatkan diri dalam aktiviti perbincangan

kelas, tidak menyumbangkan dan bertukar idea.

SENSITIF Murid ini sukar ditegur dan mudah merajuk

Sentiasa memerlukan peneguhan dan sokongan

MENIPU

Murid ini mempunyai kecenderungan untuk tidak

bercakap benar

HIPERAKTIF

PENDIAM

SENSITIF

MENIPU10/20/2013


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Characteristics of problematic students

Difficulty in learning as intellectually shown,

sensory and health factors.

Difficulty in establishing interaction with

teachers and friends.

Abnormal behavior in common situations.

Show behavior that is associated with fear.

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CAUSES OF MISBEHAVIOR

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STUDENTS TEACHER

physiology needs

different skills level

peer influence

Media trying new styles

bored with T&L technique

planning

delivery techniques

communication skills

leadership styles confidence

dedication and profesionalism

CAUSES (1)

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STUDENTS

BACKGROUND SCHOOL

family background

relationship

Socio-economy

health

Rules

Emnities/infrastructure

T&L environment

Teacher-student relationship


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Inherit attributes or behavior problems;

- Biochemical imbalance in a person,

neurological problems or injury to the central

nervous system.

Behavioral factors;

- Failure to learn to adapt behavior.

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Sociological factors:

- Labeling of individual based on background

and cultural influences of a community.

Changes in the family;

- Example: the birth of a new brother, divorce

or new step-parents.

The mass media;

- The stories of violent and obscenity.

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Students arent able to concentrate on T & L. Interaction between teachers and other

students affected.

R & D process can not take place smoothly.

Learning outcomes are not achieved.

Affect cognitive development,

physical and social students.

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Classroom Control - Classroom Rules / School

Reinforcing Technique - Positive / Negative

Guidance and Counseling Techniques of effective T & L

Action Research

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Any attempt to discipline students in theclassroom for him/her be aware of the error

or misconduct he/she had shown.

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Management of students to ensure T & L can

be executed in a systematic and effective

manner.

Management of student behavior in the

classroom to achieve maximum learning.

Manage the positive and effective relationship

between teacher and student in T & L are

effective.

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Canter model of Assertive Discipline

Logical Consequences Model (Dreikurs)

Cluster/Group Management Model (Kounin) William Glasser Reality (Therapy Model)

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Enforcement

Reinforcement and acceptance of pupils

Rights of students and teachers in themanagement of the c/room

Give appropriate reinforcement - Teacher

assertiveness

Corrective Action Hierarchy Canter (pls. refer)

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Identifying the cause of misconduct

Pupils and teachers in charge of the c/room -

Belongingness

Provide stimulation and encouragement not

fines/punitive

Teachers have effective communication skills

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Monitoring and supervision is essential

Teachers need to have the skills withitness,

and perform actions overlapping, ripple effect

to manage BD.

Momentum is very important lessons.

Smoothness and performance in R & D is

important

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Control theory of behavior - both

psychological and physiological

Combine concepts in clinical management

behavior and c/room contextual.

Counseling techniques to explore the desires

of one self and self reflection

Detect the reality of the behavior

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pastoral Care

Guidance and Counseling

Behaviour Modification Techniques

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Pastoral care generally applied to the practice

of looking after the personal and social well

being of children under the care of a teacher.

It can encompass a wide variety of issuesincluding health, social and moral education,

behavior management and emotional

support. Pastoral care relate to listening, supporting,

encouraging and befriending.

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Guidance given to students to identify their

abilities and weaknesses in order to achieve

their ambition.

Counseling given to students to achieve life

goals that are realistic based on potential.

G & C is a service of instructions and problem

solving

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The principles

Ethics in the G & C

Skills

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G& C to all students

Voluntary guidance

Guidance with skills and professional attitude

Guidance collaboratively with the school

Pupils are responsible for their growth anddevelopment

Open-minded

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Respect students and no element of

discrimination

Confidentiality to build trust among students

and teachers

Responsible for actions taken (decisions)

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give attention

Active listening

empathize

Ask questions (5W1H)

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Behavior Modification Techniques

Develop a new behavior Strengthen a behavior

Maintain an established behavior

Stop inappropriate behavior

Modify emotional behavior

Adapted from: Krumboltz, J., & Krumboltz, H. (1972). Changing children's

behavior. New York: Prentice-Hall.

There are five categories of activities that can be

addressed with behavior modification techniques:


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1. Reinforcement theory - positive / negative

Structured behavior modification system:

- System behavior contract

- Token system2. Reverse Pshychology

3. Shaping

4. Modelling5. Self control

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Reverse psychology is mind games used to confused

others into giving you what you want. Often,specifically with children, you might ask them to do

one thing and they will do the other. This opposite

activity usually occurs because you have heightened

their curiosity.

a method of getting another person to do

what one wants by pretending not to want it or to wan

t something else or something more. "Since you are not going to clean your room, I have

no choice but to go in there and clean it myself."


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Shaping modifies behavior byreinforcing behaviors

thatprogressive approximate the target behavior

(operant response).

For example, to teach a child to write his or her first

name, you initially give praise for writing the firstletter correctly. After the child has mastered that

first step, letter-by-letter you give praise until the

entire name is correctly written.

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http://www.psychology.uiowa.edu/faculty/wasserman/glossary/reinforcement.htmlhttp://www.psychology.uiowa.edu/faculty/wasserman/glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/faculty/wasserman/glossary/opresponse.htmlhttp://www.psychology.uiowa.edu/faculty/wasserman/glossary/reinforcement.html


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a process of mutual consent, agreeing to abide by certain

rules and to accept duties to protect one another fromviolence, fraud, or negligence.

A social contract is an agreementnegotiated between

students and teacher which states classroom principles,

rules, and consequences for classroom behavior. Contracts are different from traditional classroom rules in

that students are involved in designing them, they ensure

clarity of rules, include consequences and not punishments,

allow for change with class needs, have safeguards toprotect the dignity of students, and increase communication

.

(Curwin & Mendler, 1988)

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modeling is learning through observation of

others

modeling influenced by observation of

consequences

also called social, observational, and imitative

learning

Bandura (1977) showed modeling influenced

aggression- Bobo


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Modeling can: initiate behavior

teach new task

influence response rate

teach emotional responses

Modeling is effective to teach andencourage good behavior through

observation.


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Tokens can function as money exchange for

preferred or fun activities

Principles of Token System usage:

- Identify the specific behavior given token

- Using a token that can be easily searched

- Choosing reinforcement / reward

appropriate through tokens collected- set the time to give the token and token

exchanged with rewards

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self-management

cognitive modification

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Students who maintain self-control ability, will

not show unwanted behavior .

Aspects of self-control:

- Refrain from any desired

- Delaying reward or reward

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Depending on the effort and motivation Self-management strategies:

- self-monitors

- strengthening oneself with reinforcement- promising

- stimulus control

Practice strategies must be consistent.

The basic idea of self-management is the

evaluation and 'intervention' behavior change

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Determine the behaviour to be

modified/changed

Collect data

Follow up action for improvement

Assess progress / achievement


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The method uses the concept of self-direction

to change behavior through self-thought and

speech.

Focus on cognitive restructuring.

An experience compared to individuals

interpreting of their behaviour .

And interaction and human behavior do not

occur without the existence of feelings and

thoughts.

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Help students change negative behavior and thus

facilitate the process of teaching and learning

It improves performance and achievements as well

as the effectiveness of student learning activities

It can form a positive behavior in terms of physical,emotional, mental and social

Through self modify it enhances self-motivation and

self-discipline

Through internal modeling process or accustoming, it

can form a knowledgeable student, loves to read and

honorable

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Parent Relations

Influence of Peers

Classroom Environment

Development of problem students

Misconduct is UNPREDICTABLE

#Causes and ways to overcome these barriers

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Personal Assessment

Device

Prevention techniques Corrective Action

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