CC BY
11
Научни трудове на Съюза на учените в България-Пловдив Серия A. Обществени науки, изкуство и култура, том I., Съюз на учените сесия 31 октомври - 1 ноември 2014 Scientific research of the Union of Scientists in Bulgaria-Plovdiv, seriesA. Public sciences, art and culture, Vol. I., Union of Scientists, ISSN 1311-9400, Session 31 October - 1 November 2014.
REDUCTION OF BED BEHAVIOR Voglushe Kurteshi1, Kemajl Kurteshi2
1Didactic Center, Gjilan , Kosovo 2Department of Biology, Faculty of Natyral Science, University of Prishtina,
Kosovo
Abstract
In this investigation we present changes which happened in education, respectively in daily interactions between teachers and pupils. Exceptionally attitudes of pupils and teachers about reduction of bed behavior in classrooms.
We done a questionare with pupils and teachers about, bed behavior, noise in classrooms, at elementary schools .
According to our investigation, we can conclude that bed behavior, noise are present in our schools. As joint conclude : to reduce bed behavior, noise, to create a positive clime in classrooms must to increase the cooperation between parents and teachers, pupils - teachers
Key words: bed, behavior, reduce, pupils, schools.
Introdcution
The culture of the classroom in Gjilani, Kosovo, is not homogenous, and expectations for classroom conduct can vary greatly, but they are all informed by the same basic academic values. Pupils from other cultures who don't share the same values might not understand implicit expectations for classroom behaviors (http://www.specialed.us/).
All children, including children without disabilities, sometimes have behaviors that get in the way of their own learning or that of their classmates. Children with disabilities, like all children, sometimes make bad choices, do things that break the rules or act in a way that may directly result from problems associated with their disability. For many children with disabilities, it makes sense to use the regular classroom rules and consequences to help teach appropriate behavior. However, for some children, this is not enough.
If a child's behavior keeps interrupting his or her own learning, or the learning of other children, schools and parents can work together to make changes. If the district or parents think a child might behave in a way that interrupts learning, they can work together to make plans to prevent or avoid the behavior and to help the child learn other ways of acting. Documenting behavior is an important step in helping to problem solve and coming up with positive solutions for the student (http://www.specialed.us/).
Pupils are being allowed to run wild with a "total disregard of school rules" because of a lack of proper discipline in the home, it was claimed.
Half of teachers said behaviour - particularly low-level disruption - had worsened in the last two years.
The biggest problems cited by teachers included children failing to pay attention, showing disrespect, using mobile phones in class and hurling verbal abuse at adults.
In many cases, staff said pupils were "very aware of their rights" and unafraid to challenge adult authority.
Mary Bousted, ATL general secretary, blamed a lack of good parenting, claiming that middle-class children were just as likely to misbehave as those from poor families.
"A minority of pupils are very aware of their rights, have a total disregard of school rules and are rather less aware of their responsibility for their own learning and how to show respect to staff and other students," she said.
"This can apply as much to over-indulged middle-class children as those from challenging families. It is not surprising to see that poor behaviour is often attributed to problems at home." http://www.telegraph.co.uk/education/educationnews/9173533/Bad-behaviour-in-schools-fuelled-by-over-indulgent-parents.html
The study found that 33 per cent of teachers had been forced to deal with pupil violence since September 2011 - up from a quarter who responded to the survey two years ago.
Of those, some 28 per cent said violence was directed at them and 29 per cent reported intervening to stop children attacking a fellow staff member.
According to figures, almost half of teachers said behaviour had worsened over the last two years while almost six-in-10 claimed standards had deteriorated over a five-year period.
The study found that low-level disruption was the biggest problem in schools, with 87 per cent of teachers regularly forced to deal with children who fail to pay attention, 85 per cent confronting pupils showing disrespect and 63 per cent being on the receiving end of verbal assaults.
A lack of parental support was among the main reasons for declining behaviour standards, teachers said.
If classroom behaviour management is an important skill-set that teachers should have, it
could be expected that a body of educational research would exist that revealed how teachers are best prepared in this area. Jones (2006) reviewed the literature on what course content would best prepare pre-service teachers in classroom management and reported criticism of the limited amount of coursework, a lack of consensus on what should be in a management course, and faults in preparation in this area.
References
Brophy, J. (2006a). Observational research on generic aspects of classroom teaching. In P. A. Alexander & P.H. Winne (Eds.),Handbook of educational psychology (2nd edition) (pp. 755780). Mahwah, NJ: Lawrence Erlbaum.
Brophy, J. (2006b). History of research on classroom management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-46). Mahwah, NJ: Lawrence Erlbaum Associates.
Burke, M.D., Ayres, K., & Hagan-Burke, S. (2004). Preventing school-based antisocial behaviors with school-wide positive behavioral support. Journal of Early and Intensive Behavior Intervention, 1 (1), 66-74.
Dreikurs, R. (1968). Psychology in the classroom (2nd ed.). New York: Harper & Row. Edmunds, A.L., & Edmunds, G.A. (2010). Educational psychology: Applications in Canadian
classrooms. Don Mills, ON: Oxford University Press.
Fallona, C., & Richardson, V. (2006). Classroom management as a moral activity. In C.M. Evertson & C.S. Weinstein (Eds.),Handbook of classroom management: Research, practice, and contemporary issues (pp. 1041-1062). Mahwah, NJ: Lawrence Erlbaum Associates.
Jones (2006) . Inclusieve pedagogy in early years. London , Routledge.
Lane, K., Falk, K., & Wehby, J. (2006). Classroom management in special education classrooms and resource rooms. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 439-460). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Lewis, T.J., Newcomer, L.L., Trussell, R., & Richter, M. (2006). Schoolwide positive behavior support: Building systems to develop and maintain appropriate social behavior. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 833-854). Mahwah, NJ: Lawrence Erlbaum Associates.
Mayer, G.R. (2001). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28(4), 467-478.
Morine-Dershimer, G. (2006). Classroom management and classroom discourse. In C.M. Evertson & C.S. Weinstein (Eds.),Handbook of classroom management: Research, practice and contemporary issues (pp. 127-156). Mahwah, NJ: Lawrence Erlbaum Associates.
Scott, T.M., Gagnon, J.C., & Nelson, C.M. (2008). School-wide systems of positive behaviour support: A framework for reducing school crime and violence. Journal of Behavior Analysis of Offender and Victim: Treatment and Prevention, 1(3), 259-272.
Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, W., Wickham, D., Ruef, M., &
Wilcox, B. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Washington, DC: OSEP Center of Positive Behavioral Interventions and Support.
