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 or misconduct. Feldhusen (1978), disruption of the smooth implementation of the teaching process Emmer and colleagues (2000) - interfere with teaching and learning of some students for a period of time. Shrigley (1979) - any behavior that interferes with teaching or are not safe in term of physical or psychological 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 desires 3. Interests and Activities - Like to make repetitive strange movements 4. Problems doing activities that involve fine motor 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 / behavior modification techniques
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Classification of problematic behavior (1)

Internal Behavioral problems. External Behavioral Problems.

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Tingkahlaku masalah dalaman

Kebimbangan, perasaan takut Sedih, murung Bersikap apetatik (tidak mempedulikan) Suka menyendiri, penarikan diri Kecenderungan menyalahi diri sendiri, perasaan serba salah Perasaan rendah diri Malu, terlalu sensitif Keasyikan pemikiran tentang sesuatu perkara
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Tingkahlaku masalah luaran

Mengingkar arahan Menentang Agresif Argumentatif (suka berhujah) Tidak mempercayai, kecenderungan menyalahi orang lain Destruktif Menipu, mencuri Sukar mengawal diri dan cemburu

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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OBSTRUCTING

DISRUPTIVE

TYPES OF NEGATIVE PROBLEMATIC BEHAVIOR

DESTRUCTIVE

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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 fight Vandalism - like vandalizing public property such as wall scribbling, breaking things - toilet flushing device, chairs or tables in the classroom, 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 other students, immoral activities

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MISBEHAVIOR IN THE CLASSROOM

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KURANG MEMBERI PERHATIAN

Murid 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. Murid ini tidak melibatkan diri dalam aktiviti perbincangan kelas, tidak menyumbangkan dan bertukar idea.

HIPERAKTIF

PENDIAM

SENSITIF PENDIAM

SENSITIF

Murid ini sukar ditegur dan mudah merajuk Sentiasa memerlukan peneguhan dan sokongan

MENIPU MENIPU
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Murid ini mempunyai kecenderungan untuk tidak bercakap benar

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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CAUSES (1)
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

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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 the classroom 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 the management 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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Identify the problematic behavior of pupils Determine goals desired behavior Choose the right strategy applying strategy Modify and change strategy (not successful) Application of new strategy systematically

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Test-Based Method Non-Test Method - observation - interview - Research methods Case Study documentation
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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 issues including 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 and development 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

There are five categories of activities that can be addressed with behavior modification techniques: Stop inappropriate behavior Develop a new behavior Strengthen a behavior Maintain an established behavior Modify emotional behavior
Adapted from: Krumboltz, J., & Krumboltz, H. (1972). Changing children's behavior. New York: Prentice-Hall.

1. Reinforcement theory - positive / negative Structured behavior modification system: - System behavior contract - Token system 2. Reverse Pshychology 3. Shaping 4. Modelling 5. 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."

Shaping modifies behavior by reinforcing behaviors that progressive 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 first letter 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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a process of mutual consent, agreeing to abide by certain rules and to accept duties to protect one another from violence, fraud, or negligence. A social contract is an agreement negotiated 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 to protect 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

Modeling can:

initiate behavior teach new task influence response rate teach emotional responses

Modeling is effective to teach and encourage good behavior through observation.

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

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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