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85THE CAUSES OF STUDENTS' MISBEHAVIOUR
IN THE CLASSROOM
1 "2 "l Shohobiddinova D.P. , Usmonov D.I. , Habijonov S.K.
1Shohobiddinova Durdonabonu Po 'latjohn qizi - Student;
Usmonov DilshodbekIlhamadjohn o'g'li - Student;
Habijonov Salohiddin Rahramonjon ogli - Student, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the causes of students' misbehaviour in the classroom. The authors of the article discuss the main sources of students' misbehaviour in the classroom and suggest some ways of solving the target problem. Keywords: misbehaviour, solve, classroom, sources, students, teachers, society, actions, ignored, attention-seeking, discouraged.
In order to solve the students' behavioural problems in the classroom, it is essential to discuss the causes first - just where does it come from? Some social scientists argue that students' misbehaviour has less to do with the characteristics of students and more to do with the behaviour of teachers [1, p.p. 45-56]. It is true that students' behaviour can be provoked by teachers' actions, but it is not the whole reason. Most of the causes of students' misbehaviour in the classroom can be traced back to three main sources: the students, the teachers and society.
As pointed out by Cooper, the need to gain and hold the attention of others appears to be a general human characteristic. Some students try to gain the attention of others, such as parents or teachers, by being natural and friendly when they grow up in positive environments; on the other hand, some students find they can gain the attention of others by anti-social behaviour (e.g., being impatient or angry) rather than by social behaviour [2, p.p. 67-89].
It cannot be denied that there is a strong association between learning difficulties and behaviour problems. Kyriacou argues that "the most common trigger for students' misbehaviour seems
to be encountering learning difficulties which threaten the student's self-esteem" [3, p.p. 78-86]. It is not difficult to find that students who have some behaviour problems often have low levels of basic academic skills.
It is easy to understand that people tend to do their best at the things in which they are successful, and normally lose their interest in those things where even though they make their efforts, thus fail constantly. When students find themselves performing well in the classroom and get praise and rewards from the teacher frequently, they will have a positive feeling about studying and themselves and will be willing to work hard and cooperate with teachers. On the other hand, the students who have difficulties with their work will be probably unsatisfied with themselves and will have a negative feeling about studying and the classroom work. Constant failures of attainment will definitely threaten their self-esteem; they easily doubt their ability to master the new work. Being unable to manage any formal work in the classroom, they might easily turn their efforts to other activities, such as talking with other students, which would be called disruptive behaviour in the classroom.
The association of learning difficulties and misbehaviour might make the students' long-term development of literacy get worse. On one hand, learning difficulties, which might originally be from students finding lessons boring and losing interest in them, is one of the main causes of student behaviour problems in the classroom. On the other hand, early behaviour problems that prevent students from being involved with studying will limit their progress with literacy skills.
There is some truth in the assertion that students' misbehaviour in the classroom is a reaction to the teachers' behaviour towards them, which is "unacceptable" to the students; in another words, teachers' actions can provoke students' misbehaviour. Kyriacou highlighted four types of teacher behaviour which students particularly felt "provoked" them into misbehaviour.
These are:
• teachers who are boring;
• teachers who could not teach;
• teachers whose discipline was weak;
• teachers who made unfair comparisons [3, p.p. 78-86].
These suggested some of the common reasons for student
misbehaviour that are linked to the teachers' actions, which can be simply classified into three reasons that can lead to students' bad behaviour in the classroom. These are: the teacher's authority, the teacher's ability to exercise the necessary classroom control and the teacher's personality.
"An essential aspect of effective teaching is the need for a teacher to establish and maintain authority over the organisation and management of students' learning" [3, p.p.78-86]. In order to control discipline of the classroom, a teacher must try to make his authority be accepted by the students. A positive friendship must be built upon the respect of the students. At the beginning, when introducing oneself to students, friendliness can be seen as a sign of weakness, and a teacher can easily lose the respect of his/her students. In this situation, misbehaviour in the classroom seems unavoidable. The right way is trying to build a positive relationship after a teacher's authority has been accepted by his students.
Fontana gives six issues which influence the degree to which a teacher is able to exercise the necessary class control [4, p.p. 27-35].
These are:
• physical appearance
• voice
• the way in which the teacher presents the lesson
• lesson preparing and organization
• the way in which teacher talk to students
• the way in which threats, rewards and punishments
In addition to these factors, a teacher's authority and the ability to exercise the necessary classroom control, a teacher's personality characteristics also play an important role in the classroom control that definitely influence the student behaviour in the classroom. A teacher who is kind, warm and judges the students' behaviour fairly can easily earn the respect from the students, and build a positive relationship with the students. Otherwise, a teacher's unfair or impropriate action can provoke student misbehaviour because as Kyriacou points out, students' misbehaviour is in large measure an
attempt to maintain their sense of self-dignity in the circumstance that confront them [3, p.p. 78-86].
Many studies have shown that students are sensitive to how teachers behave to them, and it is easy to see how some students may see their own misbehaviour simply as a fair and legitimate reaction to the teacher's teaching. Kyriacou suggests that "all teachers need to be aware of how their behaviour can serve to hinder rather than facilitate good discipline in the classroom" [3, p.p. 78-86]. All in all, the appropriate steps for dealing with students' misbehaviour in the classroom are: understand it completely, think about it carefully and deal with it intelligently. The quality of the teaching and learning progress can be assured when students' misbehaviour can be controlled effectively.
References
1. Stephens P. & Crawley T. Becoming an Effective Teacher. Cambridge, 1994. Pp. 45-56.
2. Cooper P., Smith C. & Upton G. Emotional and Behavioural Difficulties. London: Routledge, 1994. P.p. 67-89.
3. Kyriacou C. Effective Teaching in Schoos. (2nd ed.). Cheltenham: Nelson Thornes, 1997. P.p. 78-86.
4. Fontana D. Managing Classroom Behaviour. (2nd ed.). London: Routledge, 1995. P.p. 27-35.
