CORRECTIVE ACTIONS ROUTINE:Sources of Disturbance in Class

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To manage a class, it is essential to understand its ecology, to communicate effectively with students, whether accommodate individual differences, using proven teaching methods and knowledge skillfully prevent problems. Teachers must demonstrate the following skills to effectively manage a group of students: developing learning objectives, use effective teaching strategies, provide guidance and clear explanations, communicate expectations behaviorally, strengthen appropriate behavior, show enthusiasm and encouragement, and serve as a model. But according Zabel and Zabel (1995), these practices do not solve everything. Even experienced teachers face behaviors that interfere with the smooth running of the class. Any group can be disturbed by certain behaviors. Gordon (1976), inappropriate behavior (misbehaviors) is a concept that adults defined as “a specific action of a youth who has undesirable consequences for the adult”

THE DISTURBANCE SOURCES

Archambault and Chouinard (1996) present a typology of behavior problems that is drawn from a study of McCaslin and Brophy (1992). They are:

– Students demonstrating a failure syndrome;

– Perfectionists students;

– The low achievers or sold;

– The weak students;

– The hostile or aggressive students;

– Passive and aggressive students;

– The provocative pupils;

– Hyperactive students;

– Inattentive students easily distracted;

– Immature students;

– Students rejected by their peers;

– Shy and withdrawn students.

They also discussed the reasons behind the operation or classroom behavior problems; here they are:

– The student does not know what to do. This may be because the information about the required behavior is not clear enough;

– He does not know how. Merely tell the student what to do does not guarantee that it will know how to do it. So you have to teach him appropriate strategies;

– He does not know why he has to do what is proposed. Indeed, it often happens that this information is not clear enough;

– The learning activity is too difficult. With all this activity, the student sees his expectations of success, perception of competence and motivation decrease;

– The learning activity is too easy. It leads students to believe that it is not useful for learning or interesting because it does not ask him to challenge;

– He does not understand and is exceeded by matter. When activities are still too difficult, the student comes to feel frustrated and abandoned. Eventually, he will come to avoid learning activity that reminds him of his failures;

– The learning activity is not interesting. The commitment of the student is based on the value it places on the activity;

– The learning activity is not significant. This happens if the student can not create links between the learning activity and previous knowledge;

– Thus he receives attention from the teacher. Several disruptive behaviors are maintained simply because the teacher reacts to it (for attention).

– Thus he receives attention from peers. Same process with peers;

– Interventions to stop unwanted behaviors are most punitive in nature time. Punitive interventions have limited influence on the behavior of the student and cause side effects.

Without denying the factors external to the school, it must be recognized that it is the factors inherent in the operation of the class the teacher has taken, and it can most influence student behavior.

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