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A Study on the classroom behaviour Problems at secondary level.

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AMERICAN RESEARCH THOUGHTS Volume 1 │ Issue 1 │ November 2014
ISSN: 2392 – 876X Available online at: www.researchthoughts.us

A STUDY ON THE MANAGEMENT OF

CLASSROOM BEHAVIOUR PROBLEMS AT
SECONDARY LEVEL

Dr. G. N. Tiwari1, Heena Panwar2

1Reader, Amity Institute of Education, Amity University, Noida, UP.

2M.Ed., Amity Institute of Education, Amity University, Noida, UP.

Abstract: The teacher plays an important role in the process of education. In real classroom
situations, teachers come across numerous behaviour problems. The behaviour problem refers to
deviation from certain pre –set rules and regulations of the schools. The various behaviour problems in
the classroom can be enlisted as follows-bullying, fighting, teasing, stealing, truancy, disobedience
and insubordination, lying, cheating, lateness, rudeness, destructiveness, drug or alcohol addiction.
There are various factors that cause behaviour problems in the classroom such as mass media, school
or family. Classroom behaviour problems affect the teaching learning process as it influences teacher’s
ability and competence in handling the classroom environment. Present study is an empirical study
with a view to identify the behaviour problem of the students and to explore different techniques or
strategies that teacher employ to deal with such problems.

Key words: Classroom Management, Classroom Behaviour Problems, Teaching Learning

Process, Classroom Strategies, Teachers’ Perception

1. INTRODUCTION

Education is an ongoing process and plays a significant role in an individual’s life.

Education aims at developing all aspects of individual’s personality such as physical,
mental, social, spiritual, emotional and cultural so that he can contribute for the
development of his own self, his society and nation. The concept of education is
dynamic. As the society changes, the function of education also changes and thus
education is a continuous process. During the course of evolution, education conveyed
different meaning according to the needs and conditions prevailing in the society.

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Many thinkers, philosophers and educationists have tried to define education on

the basis of their experiences or philosophies. According to an Indian thinker and
educationist, Rabindranath Tagore,
Education is nothing short of the highest purpose of man- the fullest growth and
freedom of soul. To the child, the environment will provide an ever ready background
for its spontaneous activity, to the adolescent, it will be an object of scientific or artistic
curiosity; the adult will see in her the soil on which his country and his people grow, the
cultural and economic background of human existence.

According to a Western philosopher, John Dewey,

Education is the process of living through a common reconstruction of experiences. It is
the development of all those capacities in the individual which will enable him to
control his environment and fulfill his possibilities.

The teacher plays an important role in the process of education. Thus it is important
that pupil teachers are effectively trained so that they can facilitate students in the best
possible manner. For this purpose, various teacher training programmes have been
initiated in India and across world. The kind of training provided by these programmes
influences the kind of education being imparted at schools. The Yashpal Committee
Report (1993) on Learning without Burden noted
…inadequate programmes of teacher preparation lead to unsatisfactory quality of
learning in schools. …The content of the programme should be restructured to ensure its
relevance to the changing needs of school education. The emphasis in these programmes
should be on enabling the trainees to acquire the ability for self-learning and
independent thinking.

Seeing the seriousness of the matter, Indian government established a government body
known as National Council for Teacher Education (NCTE) in 1995 under National
Council for Teacher Education Act, 1993. It aims at maintaining the standards of teacher
education in India and thus leading to better future teachers. Teacher education
programmes focus on imparting pedagogical theory, teaching skills and professional
skills.
 Teaching skills encompasses training and practice in the different techniques,
approaches and strategies that would help the teachers to plan and impart
instructions, provide appropriate reinforcement and conduct effective

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assessment. It comprises of classroom management skills, development of

teaching learning material and communication skills.
 Pedagogical theory focuses on providing philosophical, sociological and
psychological basis of education. It also provides theoretical framework to the
pupil teachers to deal with various kind of problems that they might come across
in future.
 Professional skills emphasizes on the techniques, strategies and approaches that
would help pupil teachers to grow in the profession. It consists of soft skills,
counseling skills, interpersonal skills, computer skills, information retrieving and
management skills and above all lifelong learning skills.

These programmes endeavor to equip the student teachers with various skills to make
teaching learning process effective. There are various components of effective teaching
such as teacher’s content knowledge, meaningful and relevant activities and teaching
learning aids, interaction between teachers and student, answering to students’ queries,
continuous evaluation of students’ performances, etc. But apart from effective teaching
skills, there are many other factors which contribute to classroom learning. One of these
factors is the behaviour of students in the classroom.
In real classroom situations, teachers come across numerous behaviour
problems. The behaviour problem refers to deviation from certain pre –set rules and
regulations of the schools. The various behaviour problems in the classroom can be
enlisted as follows-bullying, fighting, teasing, stealing, truancy, disobedience and
insubordination, lying, cheating, lateness, rudeness, destructiveness, drug or alcohol
addiction, etc. Some of them are described as follows:-

Stealing: It includes stealing any other students’ belongings or teachers’ or schools’

belongings.A number of factors could be responsible for such behaviour such as any
other family member being involved in stealing or may be the child is not satisfied with
what he /she possesses.
Truancy: It refers to staying away from school for no justifiable reason and
loitering or wandering. This leads to loss of valuable study time and may ultimately
lead to failure. Dissatisfaction with school rules or principles can lead to this.
Disobedience and Insubordination: This means being disobedient, rebelliousness,
sarcastic, etc., to teachers and school authorities. This is very common in higher grades.

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It may also lead tosuspension or dismissal from school. Rigid bonding between teachers
and pupils can cause disobedience.
Lying: Children lie to their class teachers to escape from situations which make them
uncomfortable in front of their friends. Sometimes parents also report cases of lying. A
rude teacher who gives physical punishment is likely to be lied to.
Fighting: Fighting can be over food or over a boyfriend or girlfriend. Pupils, who have
not been taught the value of respecting others, or living in harmony as a group, are
likely to fight.
Cheating: This includes cheating at examinations, tests and in many other school
activities.
Rudeness: This includes rudeness to teachers, prefects, and servants in the dining-hall,
watchmen, and others. Rudeness can be copied from people in the community. It is also
traceable to hereditary factors though it can be controlled.

There are various factors that cause behaviour problems in the classroom such as mass
media, school or family. The kind of language and gestures shown on TV shows has a
great impact on students and then they try to practice them in front of their classmates
or teachers which lead to disruption. During teenage group, students want to work
according to their own principles rather than following class rules set by teachers.
Students find difficulty in sticking to strict rules and regulations imposed on them and
thus generally break them. Thus school rules should be formulated by incorporating
suggestions from students as well. Also they usually tend to get into fights because of
the impulsive behaviour during teenage group. At times when teachers are not
competent enough to deliver content in the classroom, students stop taking interest in
listening to the teacher and tend to get busy in talks with other students. Family values
play an important role in emergence of behaviour problems. Sometimes students copy
the behaviour of their family members such as lying, stealing, using abusive language
etc.
Classroom behaviour problems affect the teaching learning process as it
influences teacher’s ability and competence in handling the classroom environment.
Thus it becomes essential for the teachers to focus on how to teach in the most
conducive environment which will lead to effective learning outcomes. This clearly
indicates that classroom management is one of the important components of teaching-
learning process.

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Classroom management focuses on three major components: content

management, conduct management, and covenant management.
 Content management includes managing materials, equipment, the movement
of people, and lessons that are part of a curriculum or program of studies.
 Conduct management refers to the set of procedural skills that teachers employ
in their attempt to address and resolve discipline problems in the classroom.
 Covenant management focuses on the classroom group as a social system that
has its own features that teachers have to take into account when managing
interpersonal relationships in the classroom.

Teachers employ various strategies and techniques to manage classroom situations.

Many educationists have identified ways to classroom management. According to
Baumrind (1971), there are four types of classroom management styles on the basis of
two dimensions: type of control exercised over students and degree of involvement of
teacher with students.
 The authoritative style is characterized by behavioural principles, high
expectations of appropriate behaviour from students. There is clarity about why
certain behaviors are acceptable and others not acceptable. There is cordial and
warm relationship between student-teacher.
 The authoritarian style tends to be characterized by numerous behavioural
regulations. So many restrictions are imposed on students. They do not have a
say in setting up rules for classroom management. The teacher is harsh and cold
and at times punishes students for breaking rules.
 The permissive style is characterized by a lack of involvement and the
environment is non-punitive. There are few demands on students and there is a
lot of freedom.
 The indulgent style presents an environment where there are no demands on the
student of any sort. They are actively supported in their efforts to seek their own
ends using any reasonable means.

There are majorly three approaches to classroom management which are as follows:-

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 The Self-Discipline Approach

The self-discipline approach is built on the premise that students can be trusted to
evaluate and change their actions so that their behaviours are beneficial and
appropriate to everyone. This democratic approach views classroom management as a
function of the teacher’s ability to establish working teacher-student relationships
recognizes students’ dignity, and exhibit realness, trust, acceptance, and empathy.
 The Instructional Approach
The premise that forms the basis for the instructional approach to classroom
management is that well-planned and well-implemented instruction will prevent most
classroom problems. The assumption is that students will not engage in disruptive
behavior when well-planned and well-implemented lessons engage students in the
learning process with activities that meet their interests, needs, and abilities.
 The Desist Approach
The desist approach to classroom management gives the teacher full responsibility for
regulating the classroom. The teacher enforces a set of specific rules to control student
behavior in the classroom. Because the desist approach models of classroom
management give teachers power to deal forcefully and quickly with misbehavior, they
can be viewed as power systems. The desist approach probably is the most widely used
strategy in today’s schools.

2. SIGNIFICANCE OF THE STUDY

The key factor for effective teaching learning process is proper management of
classroom practices. A teacher uses different strategies to manage the students’
behaviour. It is evident from previous studies that teachers used Interventionist
(teacher-centered) approach rather than Preventive-constructive (student-centered)
approach for classroom management in high school (Duman, Gelisli and Cetin, 2002).
The study conducted by S.P. Sinha (1992) revealed that Public school teachers used
more of reward and punishment technique to manage classroom behaviour of primary
students as compared to Corporation school teachers. Another study conducted by
Terzi (2001) indicated that older teachers have more tendency to use authoritarian
classroom management style than the younger ones.
Many studies have been conducted on classroom management of primary school
students but less number of researches have focused on secondary school students.

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From the researches on the classroom management of secondary school students, it

seems that the researchers have emphasized on either management strategies or the
perception of teachers about classroom management. But no reported study in Indian
context have been found which takes into account both the perspectives viz.
management strategies and perception of teachers in secondary school.
The study also hopes to give teachers a theoretical foundation behind the
management of classroom behaviour problems. This aims at enabling teachers to apply
the strategies. In essence, it is a way for teachers to identify effective classroom
management procedures and use them in order to minimize disruptive behaviour
problems in the classrooms. The control over disruptive behaviour will lead to effective
teaching learning process.

2.1 Objectives
•To identify the types of behaviour problems of students prevalent in secondary
school.
•To study the teachers’ perception about classroom management in secondary
school.
•To identify the techniques or strategies that teachers employ to deal with
behaviour problems.

2.2 Research Questions

RQ1 What are the types of behaviour problems prevalent in secondary school?
RQ2 What are secondary school teachers’ perceptions on classroom
management?
RQ3 What are the techniques or strategies used by secondary school teachers to
deal with behaviour problems?
RQ4 What preventive measures can be suggested to teachers to deal with
behaviour problems?

3. METHODOLOGY

3.1 Sample
In the present study, the sample was selected through Purposive non-probability
sampling method in which the sample is selected by some arbitrary method because it

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is known to be representative of total population, or it is known that it will produce

well matched groups. The sample of the study includes 40 students (22 boys and 18
girls) of 9th grade and 5 teachers (3 male and 2 female) from a Government Co-ed
Secondary school of South Delhi.

3.2 Tools
In the present study, three self-constructed tools were used, which are:
A. Questionnaire
B. Observation Checklist
C. Interview

A. QUESTIONNAIRE
The ultimate aim of this tool is to study the teachers’ perception about classroom
management in secondary school. It also helps to identify the techniques or strategies
that teachers employ to deal with behaviour problems. There are 30 items for which the
response can be expressed by making tick on agree, disagree or uncertain. The items
basically are directed towards the following:
 Notion of teachers about behaviour problems and their possible causes.
 Perception about setting class rules to manage behaviour problems
 Perception about corporal punishment to manage behaviour problems
 Strategies used by the teacher to manage behaviour problems
 Role of in service training to manage behaviour problems

B. OBSERVATION CHECKLIST
The ultimate aim of this tool is to observe the types of behaviour problems of students
prevalent in secondary school and also to observe the techniques or strategies that
teachers employ to deal with behaviour problems. There are 21 items of behaviour
problems and 18 items of the strategies used by teacher to deal with behaviour
problems. The items basically are directed towards the following:
 Behaviour problems of the students inside the classroom settings
 It does not focus on behaviour problems that are severe and required
psychological assessment and intervention.
 Approach followed by the teacher to manage behaviour problems in the
classroom- self-discipline, instructional or desist.

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C. INTERVIEW
The aim of this tool to know about the types of behaviour problems of students
experienced by teachers ,their perception about classroom management and the
techniques or strategies that teachers employ to deal with behaviour problems. The
interview consists of 9 open ended items in total. The items basically are directed
towards the following:
 Notion of teachers about behaviour problems and their possible causes.
 Impact of behaviour problems on the teaching learning process
 Role of in service training to manage behaviour problems
 Role and responsibility of a teacher in managing behaviour problems
 Importance of setting class rules for effective classroom management
 Approach used by the teacher to deal with behaviour problems
 Strategies used by the teacher to manage behaviour problems
 Most effective strategy for classroom management of behaviour problems

3.3 Validity and Reliability of the Tools

The validation process of developed tools was done systematically.
1. The researcher identified various components for the relevant tools.
2. Items were developed with reference to the components.
3. The tools were circulated among experts for their comments and suggestions.
4. The suggestion given by experts was incorporated in the respective tools.
5. Some items were changed, some items were rephrased and some repositioned.

The method of triangulation was used in establishing reliability of the tools like.
1. Interview for secondary school teachers.
2. Questionnaire for secondary school teachers.
3. Classroom observation checklist.

The triangulation method involved the following process:

(i) Observation of empirical data from many angles by using the technique of
interview, observation and experiences of the cases.
(ii) Cross checking of the data gathered through various techniques.
(iii) By asking parallel questions to ascertain clear response.
(iv) Frequent observations

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3.4 Procedures of Data Collection

For the collection of data, the Government Co-ed Secondary School in South Delhi was
approached through prior formal permission letter from the Head of the institution. The
purpose of the study was explained thoroughly and the requirements were set forth.
After the approval from school, data was collected. A sample of five 9 th class teachers
was located and the self-constructed questionnaire and interview were administered.
The same 5 teacher were observed (non-participant) in the classroom setting for 5 days
through the self-constructed checklist.

3.5 Analysis and Interpretation

For the present study, researcher has used qualitative technique of analysis. The
objective in the analysis of qualitative data, gathered by a wide variety of methods and
techniques, is holistic perspective and studying real world situations as they unfold
naturally, non-manipulatively and unobtrusively with openness to whatever emerges
without predetermined constraints on outcomes. Keeping this objective in view the
analysis of qualitative data means studying the organized material in order to discover
inherent facts. These data are studied from as many angles as possible to explore the
new facts or to interpret already known existing facts.
The qualitative data was collected through the administration of the tools, on
selected sample, in the raw form. This raw data was tabulated, organized, analysed and
interpreted for drawing sound conclusions and valid generalizations.
The analysis of the data is done according to the research questions of the study.
Each research question consists of the analysis and interpretations of the items of the
different tools being used in the study.

RQ1: What are the types of behaviour problems prevalent in secondary school?

To attain this research question the following objective was framed:

Objective 1: To identify the types of behaviour problems of students prevalent in
secondary school.
The observation checklist and interview were administered to find answer to the above
mentioned research question. According to the interview, the behaviour problems
experienced by secondary school teachers are as follows:-

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Figure 1 Showing the types of behaviour problems experienced by secondary school teachers

INTERPRETATION AND DISCUSSION

The figure 1 exhibits that talking (37%) is the most common behaviour problem
experienced by secondary school teachers whereas the most common behaviour
problem observed was truancy. This difference could be because teachers are not
willing to share that students are interested in entering class. Shouting (27%) is another
problem which is usually experienced by secondary school teachers. This depends upon
the perception of teachers about shouting. They might consider interaction or
discussion among students over a topic to be disturbing which is very common in the
teaching learning process. Inattentiveness, arguing and fighting are some other
behaviour problems experienced by them. Students’ lack of patience and attack over
their ego often leads to fights in these children.
According to observation checklist, the observed behaviour problems are as
follows:-

Figure 2 Showing the types of behaviour problems observed in secondary class

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INTERPRETATION AND DISCUSSION

The figure 2 reveals that truancy (17%) is the most common behaviour problem in the
secondary school classes apart from inattentiveness, abusive language and talking
which scored 14%. This may be because students are not satisfied with the pedagogy
being followed by secondary school teachers and that is why students are not willing to
go to school. Even if they are physically present in the class, they are not able to focus in
the class. Another behaviour problem which is usually observed is lateness (10%),
arguing (7%), fighting (7%) and playing games (7%) are also some of the behaviour
problems observed in the class. Arguing, fighting and playing gamescould be the
impact of media and the gaming sites. Other behaviour problems which are less in
frequency are lying (4%), wandering (3%) in the class and asking irrelevant questions
(3%) at the time of teaching.

RQ 2: What are secondary school teachers’ perceptions on classroom management?

To attain this research question the following objective was framed:

Objective 2: To study the teachers’ perception about classroom management in
secondary school.
After administering tools such as interview and questionnaire, it was clear that
teachers perceive classroom management as conducting classroom activities in a
smooth manner for effective teaching learning process. Teachers consider classroom
management as an important component of classroom teaching.Teachers consider their
role as that of setting up rules and procedures to be followed by all students, acting as a
role model, imparting moral education to students and ensuring that students perform
tasks as expected of them.Teachers believe that activity based learning and group
activities often lead to behaviour problems in the class. Teachers perceive behaviour
problems as any form of behaviour affecting the teaching learning process.

RQ 3: What are the techniques or strategies used by secondary school teachers to deal
with behaviour problems?

To achieve the above research question the following objective was framed:

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Objective 3:To identify the techniques or strategies that teachers employ to deal with
behaviour problems.
The researcher administered questionnaire, observation checklist and interview to find
answer to the above mentioned research question. The findings as per the observation
checklist are as follows:-

Figure 3 Showing strategies used by teachers to manage behaviour problems

INTERPRETATION AND DISCUSSION

The figure 3 shows that staring at children (16%) and asking questions to inattentive
students (16%) are the most commonly used strategies by the secondary school
teachers. Both these strategies are effective in making students alert and attentive in the
classroom. Teachers stare disruptive students in order to make them aware that he/she
is keeping an eye on their behaviour. Shouting (12%) is another very commonly used
strategy by the teachers. They portray their authority by being louder than them so that
they fear to attempt any disruptive practice in the classroom. Sometimes, teachers use
physical punishment (8%), seating arrangement (8%) or remind students of the class
rules (8%) to manage disruptions in the class. There are teachers who don’t have control
over their actions and use physical form of punishment to control disruptions in the
class. At times, teachers make disruptive students sit on the front desks so that it
becomes easy for the teachers to keep a check on students’ behaviour. Teachers remind

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students of the class rules so that students can stop themselves from doing anything
against the class rules. At times, teachers use positive reinforcement (4%) to inculcate
positive behaviour in students by praising them for their good behaviour. Other
strategy which is usually used by the teacher is constantly moving in the classroom
(4%). This helps in keeping an eye on each and every student and thus students will be
more alert and focused while studying. Some teachers appoint monitors (4%) to control
disruptions in the class as teachers find it difficult to keep a check on each and every
student’s behaviour. Clear instructions (4%) by teachers can prevent disruption in the
class. This may be because students at times don’t understand teachers’ instructions and
are therefore clueless about how to proceed. This results in chaos in the class. Planning
lesson plan according to time (4%) serves as an effective way to avoid any disruption in
the class. This may be because children often cause disruption when they are not
engaged in any work and therefore, efforts should be made by teachers to keep students
occupied in work by designing some extra worksheets for them. Effective time
management by teachers leaves no time for the student to indulge in any form of
disruption and thus class can be conducted in a smooth manner. Teachers encourage
students to raise hands to answer (4%) as all students answering at the same time leads
to chaos in the class. And lastly, teachers sometimes threaten students by the name of
principal (4%) to prevent behaviour problems in the class. This may be because they
want to develop the fear of authority among students and then using it as a strategy to
control and regulate their behaviour. Also students comply to them to avoid any form
of punishment from the authority.

RQ4What preventive measures can be suggested to teachers to deal with behaviour

problems?

After questioning, interviewing and observing teachers in their classroom about the
classroom management of behaviour problems, teachers can adopt the following
measures in order to prevent behaviour problems in the classroom :-
a) Begin class on time. Require learners to be in their seats at the ring of the bell and
they should stop talking.
b) Set up procedures for beginning your class. Establish a routine or activity that will
occupy learners for the first few minutes (e.g. four to five minutes).

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c) Set up procedures for dismissing the class. Require learners to be quietly seated in
their seats to prevent them from rushing out when they leave.
d) Stop misbehaviour immediately. Direct nonverbal and verbal cues to the
offender(s). Inform and remind learners of procedures and rules in a clear, assertive and
unhostile manner.
e) Make the rules clear. State the expected behaviour by displaying class rules on chart
paper so that students know what kind of behaviour is unacceptable.
f) Make transitions between activities quick and orderly. Give clear instructions on
what learners should do and how they should do it. That is, learners must know exactly
what they are expected to do, when and how.
g) Direct your talk to the class and not to the chalkboard. Scan the classroom as you
talk to learners so as to monitor what goes-on rather than not facing them.
h) Be polite to students and reinforce their politeness. Communicate your
expectations of the learners to ensure cooperation. Avoid being sarcastic.
i) Be firm and consistent. Give learners a warning when they have transgressed and
follow through with consequences of breaking the rule. Do not compromise on rules
that have been broken. Apply consequences across the board without concessions.
j) Providing positive reinforcement. Praise students for following the class rules.
k) Be with-it. Show learners your awareness of what goes on in the classroom. Monitor
and move around your classroom. Avoid concentrating on one section of the classroom.
1) Use nonverbal signals. Nonverbal cues and body language are important ways of
executing disciplinary action without the attention or knowledge of the others.
m) Be helpful, not hurtful. Encourage the display of good behaviours by your learners
and guide them toward self-discipline.
n) Plan well. Plan classroom lessons, activities, and routines thoroughly with clear cut
objectives. This should be done well in advance to avoid unnecessary confusion, delays,
and disruptions.
0) Always set a good example. Be exemplary to your learners and be a good role model.
p) Counselling students. Teachers can counsel students on the affects of disruptive
behaviour in the classroom. This would make students aware of the consequences of
the disruptive behaviour and would thus prevent students from practicing them.

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4. RESULT AND DISCUSSION

4.1 Types Of Behaviour Problems In Secondary School Students

The first research question of the study was to explore the behaviour problems in
secondary school students. To seek answer to this, the researcher developed a
questionnaire and an interview.
The current study reveals that Truancy is the most common behaviour problem
in the government secondary school. This may be because students are not satisfied
with the pedagogy being followed by secondary school teachers and that is why
students are not willing to come to school Apart from this, shouting, students talking
and fighting among themselves and use of abusive language are also some of the major
behaviour problems that need to be seriously addressed by the school.
The studies referring to the types of behaviour problems are being discussed as
follows. JyotiPrakash, A.K.Mitra and H.R.A. Prabhu (2010) conducted a study on 50
children of age 6-14 years attending government school to assess for behaviour
problems. Most common behaviour problems in these subjects were “cannot sit still,
restless, hyperactive” shown by 62% of the subjects. Female children had behaviour
problems like “too concerned with neatness or cleanliness”, “self-conscious or easily
embarrassed” and “feels she has to be perfect” whereas male children had behaviour
problems like “does not feel guilty after misbehaving”, cannot concentrate” and
“restless”. The analysis of pattern of distribution of behaviour problems in the subjects
revealed them to be more of externalizing ones. Female children had more of
internalizing behaviour problems.
Anees Ahmad, Nazam Khalique and Zulfi Khan(2007) conducted a study to
estimate the prevalence of emotional and behavioural problems of adolescents (10-19
years). According to the results of the study, the prevalence of both behavioural and
emotional problems was 17.9%. Behavioural problems (educational difficulties,
substance abuse and conduct disorders) were more prevalent in adolescents as
compared to emotional problems (depression and anxiety).
The study by Hamdallah (2005) aimed to recognize major general problems
which teachers faced were: to maintain students’ attention and involvement in learning
process, the ability of the teacher to prevent and stop unwanted behaviour, and the
cooperation of teachers and school administration to develop a number of school rules
which control students’ behaviors in the classroom and the school and to find the

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physical environment which is suitable for learning to take place, and developing
positive relationship between teachers and school administration.
After overviewing the researches, it is clear that behaviour problems are
increasing in schools and affect the teaching learning process. Thus, efforts should be
made by the schools to find the cause of these problems so that they can be dealt
appropriately. The insights into the causes would help teachers to formulate strategies
to cope up with behavioural problems which would then result in effecting teaching
learning process.

4.2 Perception Of Secondary School Teachers On Classroom Management

The second research question of the study was to know about perception of secondary
school teachers on classroom management. The researcher administered tools such as
questionnaire, interview and observation checklist to seek answer to this.
According to the present study, teachers perceive classroom management as
conducting classroom activities in a smooth manner for effective teaching learning
process. Teachers consider classroom management as an important component of
classroom teaching. Maintaining order, preventing misbehaviours and creating
conducive teaching-learning environments were paramount to teachers in explaining
what classroom management involved. They consider involvement of students as an
important feature of framing effective class rules. Teachers believe that activity based
learning and group work often leads to behaviour problems in the class.Teachers
consider their role as that of setting up rules and procedures to be followed by all
students, acting as a role model, imparting moral education to students and ensuring
that students perform tasks as expected of them This showed that teachers practised
more of authoritative style which is characterized by behavioural principles, high
expectations of appropriate behaviour from students. There is clarity about why certain
behaviors are acceptable and others not acceptable. There is cordial and warm
relationship between student-teacher.
In contrast to this, a study by Terzi (2001) indicated that teachers older than 51
years old have more tendency to have an authoritarian classroom management style
than the younger ones. An authoritarian style of classroom management is
characterized by numerous behavioural regulations. So many restrictions are imposed
on students. They do not have a say in setting up rules for classroom management. The
teacher is harsh and cold and at times punishes students for breaking rules. Another

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study by Shin (2004) showed that there were statistically significant cross-cultural
differences in teachers’ instructional and behavioral management styles.
From the discussion it is evident that age, culture and inservice trainings
programmes contribute in building a teacher’s perception about classroom
management. Teachers who have received formal training on classroom managemnent
have a better understanding about the management of behavioural problems in the
classroom.

4.3 Strategies Used By Secondary School Teachers To Manage Behavioural Problems

The third research question of the study was to know about the strategies employed by
secondary school teachers to manage behavioural problems. The researcher
administered tools such as questionnaire, interview and observation checklist to seek
answer to this.
From the present study, it is evident that staring at children and asking questions
to inattentive students are the most commonly used strategies by the secondary school
teachers. Both these strategies are effective in making students alert and attentive in the
classroom. Teachers stare disruptive students in order to make them aware that he/she
is keeping an eye on their behaviour. Shouting is another very commonly used strategy
by the teachers. They portray their authority by being louder than them so that they fear
to attempt any disruptive practice in the classroom. Teachers are aware that they are not
permitted to use any form of punishment to control students’ behaviour but still few of
them threaten students, slap them or shout at them. These features are similar to what
desist approach to classroom management supports.The desist approach to classroom
management gives the teacher full responsibility for regulating the classroom. The
teacher enforces a set of specific rules to control student behavior in the classroom.
Because the desist approach models of classroom management give teachers power to
deal forcefully and quickly with misbehavior, they can be viewed as power systems.
Similar results were found in studies conducted by Duman, Gelisli and Cetin
(2002).The results indicated that the teachers used Interventionist approach (teacher-
centered) rather than Preventive-Constructive (student-centered) approach, and they
acted differently according to the classroom and major, and they adopted different
classroom management approaches according to the high school. The study conducted
by S.P. Sinha (1992) revealed that Public school teachers used more of reward and

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punishment technique to manage classroom behaviour of primary students as

compared to Corporation school teachers.

4.4 Ways to Prevent Behaviour Problems

The fourth research question of the study was to suggest the ways to secondary school
teachers to prevent behavioural problems. The researcher administered tools such as
questionnaire, interview and observation checklist to seek answer to this.
The present study supports that time management and simple and clear
instructions by teacher are effective ways to prevent disruption in the class. Other ways
could be by setting procedures to begin and dismiss the class, reminding students about
class rules, using nonverbal signals flexible planning of lesson plans, etc.Children often
cause disruption when they are not engaged in any work and therefore, efforts should
be made by teachers to keep students occupied in work by designing some extra
worksheets for them. Effective time management by teachers leaves no time for the
student to indulge in any form of disruption and thus class be conducted in a smooth
manner. At times, students don’t understand teachers’ instructions and are therefore
clueless about how to proceed. This results in chaos in the class.

5. EDUCATIONAL IMPLICATIONS

The present study has following implications for different shareholders in the process of
education.

5.1 For Policy Makers

 Teacher education curricula should incorporate classroom management modules
in the syllabi. Classroom management should be introduced as early as the first
year of study so that when student teachers go for their practice teaching they
have background knowledge on how to manage the classroom. Student teachers
cannot be expected to manage their classrooms until classroom management is
adequately covered in their curriculum. For this purpose, students should be
trained to utilize management strategies during their internship period.
 In service training for already qualified teachers is essential in this regard
because these teachers manage their classrooms through intuition and what they
think is the best approach to deal with unique problems. It is important that

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teachers receive theoretical background knowledge on how to manage

classrooms and also to engage in discussions with other teachers and experts in
the field. Simulated classroom scenarios are important in this regard.

5.2 For Principal

 Workshops and seminars need to be organised for teachers. This should involve
experts in the field of classroom management who will present talks and
activities that depict practical classroom environments. The workshops and
seminars should involve more participation and discussion about teachers'
experiences and how they handle their classroom predicaments.
 Every school is recommended to appoint at least one counsellor so that children
with severe behaviour problems can be dealt in an effective manner and proper
care can be taken care of such children.

5.3 For Teachers

 Teachers are recommended to plan their lesson plans according to the time. Time
management can be used as an effective way to prevent behaviour problems in
the class. Children often cause disruption when they are not engaged in any
work and therefore, efforts should be made by teachers to keep students
occupied in work by designing some extra worksheets for them. Effective time
management by teachers leaves no time for the student to indulge in any form of
disruption and thus class be conducted in a smooth manner.
 Teachers are advised to use simple and clear instructions to prevent disruption in
the class. At times, students don’t understand teacher’s instructions and are
therefore clueless about how to proceed. This results in chaos in the class.
Teachers should avoid using statements having ambiguous meanings. This can
result in confusion among students.
 Teachers are advised to execute their task in a professional way. They should be
well prepared before they go to class in order to avoid creating opportunities for
misbehaviours.
 Teachers can conduct action research on behaviour problems to know more
about the causes of behaviour problems and therefore can come up with new
ways to deal with behaviour problems.

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 Teachers are advised to implement the learned strategies to manage behaviour

problems in the classroom rather than shouting.

5.4 For Parents and Students

 Parents should attend workshops so that they are aware of different behaviour
problems and they don’t misjudge their child for some other disease. This would
help in creating awareness among parents about behaviour problems.
 Parents should also attend counseling sessions with the counselor or a special
educator so that get better understanding about different types of behaviour
problems and can learn strategies and preventive measures to deal with such
problems.
 A counseling session can be organized for students to understand the
consequences of behaviour problems on their personality, academic achievement
and many other aspects. This would help reduce the occurrence of behaviour
problems in the school.

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