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42FACTORS WHICH INFLUENCE THE STUDENTS'
BEHAVIOR IN THE CLASSROOM
1 "2 "l Jumaboev M.A. , Nabijonov J.B. , Hakimova Sh.A.
1Jumaboev Mukhammadaziz Akmaljohn o 'g 'li - Student;
Nabijonov Jakhongir Bakhtiyor o 'g 'li - Student;
Hakimova Shokhsanam Akramjohn qizi - Student, ACCOUNTING AND A UDITDEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the main factors which influence the students' behavior in the classroom. The authors of the article discuss different issues as social climate, seat arrangement, relationship between students which cause misbehavior. The authors suggest some effective ways to solve the target problem.
Keywords: social climate, environment, cultural, seat arrangement, classroom, misbehavior, advocate, educational, display, atmosphere.
Typically a classroom consists of a group of individuals who work together in an enclosed room space over a period of time. Numerous methodologists agree that a place plays an important role in 'encoding the cultural and social understanding of the behaviour and actions appropriate to an environment' [1, p.p. 16-19]. In this view, the classroom is a social and pedagogical entity. It is the place where a structure of social interactions develops and evolves, where a number of events happen and influence students' behaviour. In other words classroom environment involves more than the interaction between teacher, learners, and learning materials or activities: 'they are social as well as educational actions which will be conducted in a real-world setting which is characterised by a number of pragmatic and attitudinal factors' [2, p.p. 17-20]. Classroom size, light, furniture, classroom design, equipment constitute pragmatic factors.
The layout of the classroom with the pragmatic factors inclusively is supposedly designed in a way that supports social climate in the classroom and teaching/learning process. While there probably is an infinite number of ways of arranging a classroom, three are most common: traditional (three or four straight rows), horseshoe (semi-circular rows), and modular (a small-scale design).
The particular seating arrangement determines as the teaching method as the students' behavior. The traditional straight-row arrangement which is predominating in most educational settings is designed for information delivery methodology. It places the primary interaction focus on the teacher and minimizes studentstudent communication. With regard to the horseshoe arrangement, it would be the best if both student-student and student-teacher interactions are important to the learning in the class. Classes such as those enhance problem solving discussion and increase ego involvement of most students. The modular arrangement is advocated for classes in which student-student interaction is most important. If groups are formed in the class, this arrangement permits maximum interaction among students within a group while minimizing the interference of one group with another. This arrangement is also recommended for classes which require that the teacher work closely with individuals or groups rather than primarily with the class as a whole.
Location within the seating arrangement implicitly verifies patterns of behavior and student-student, students-teacher relationship. The classroom patterns involve traditions, set of beliefs and recipes for both teachers and students 'in the sense that there are tacit understandings about what sort of behavior is acceptable' [3, p.p. 213-219]. The straight-row arrangement requires highly motivated students who demonstrate respect and obedience towards the teacher. In the horseshoe arrangement teacher and students share the focus, and students are supposed to demonstrate mutual respect and tolerant behavior towards the teacher and each other. In modular arrangement the focus is shifted towards students. The behavior within a group is more complex as every student with his/her specific character may take
active position. Thus every student may exhibit as verbal as emotional behavior and bring some alteration into relationship and social climate over a span of time.
The term 'social climate' refers to the emotional atmosphere present in the classroom. Classroom climate can range from a non-threatening, supportive, free atmosphere, to classrooms where hostility, frustration, tension, and anxiety dominate all relationships.
In social and psychological studies the key factor is the assumption that the emotional atmosphere, or 'climate', in which a group works, exerts a directive influence on behaviour and people's relationship. In classroom situations where conditions of good climate exist, there is opportunity for students to express themselves freely; moreover, they work more cohesive as a social group. Group cohesiveness determines to a high degree the development of cognition of its members. This idea is traced in various learning theories, such as Vygotsky's theory of social development, Bandura's social learning theory, Johnson and Johnson's theory of cooperative learning.
Psychological studies of group behaviour have found that individuals behave differently in groups than they do when they are alone. 'All groups posses a power to influence and establish their own norms of behaviour and attitudes within their community' [4, p.p.45-60]. What is more all groups tend to make members conform to these norms and values approved by the group. The values established by the group can vary in extremes. A group may display an atmosphere in which the members feel free because of prevailing kindness and friendliness. In another group, an atmosphere of suspicion, jealousy, or high competitiveness may exist. The kind of pressure that operates to influence individual behaviour can be overt and subtle. It can range from mild teasing to strong ridicule if the group member fails to conform. But an observer should take into account that a classroom group does not always give overt evidence of being a cohesive unity. Sometimes a quarrel over an incident that happened during the play period does not indicate the class group is not friendly, or a vigorous disagreement over group work
shows a lack of solidarity. That is why every situation should be treated and reflected within a specific context.
In order to solve the target problem classroom observation is suggested by many methodologists. Observation in the language classroom is treated either as a research procedure for in-service professional development or as a learning tool for pre-service teachers. Techniques of observation are not themselves new: they have been used in scientific research for studying the behaviour of men for different reasons. One could treat observation as a familiar and natural phenomenon that does not need any definition. The characteristic features of observation as a scientific method we can define as there should be a limited amount of information to be collected; the data should be recorded systematically and analysed over a period of time; the data should be congruent with the aims; the observation session must be planned; and, finally, the observation and analysis must be objective.
References
1. Day R.R. Teacher observation in second language teacher education. In second language teacher education, ed. J.C. Richards and D. Nunan. New York, Cambridge, 1990. P.p. 16-19
2. Gebhard J.G. Seeing teaching differently: the teacher as observer. The language teacher, London. 1991. P.p. 17-20.
3. Good T.L. and Brophy J.E. Looking into classrooms. London, 1987. P.p. 213-219.
4. Nunan D. Action research in the language classrooms. Cambridge University Press., 1990. P.p. 45-76.
