SHAPING BEHAVIORS: EFFECTIVE BEHAVIOR MANAGEMENT STRATEGIES
OF TEACHERS IN MIDDLE SCHOOLS WITH DIVERSE STUDENT
POPULATIONS IN NAGALAND
______
By SUNNY AUGUSTINE, S.J.
______
A DISSERTATION
Submitted to the faculty of the Graduate School of the Creighton University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Department of Interdisciplinary Leadership ______
Omaha, NE September 20, 2014
Copyright 2014, Sunny Augustine, S.J.
This document is copyrighted material. Under copyright law, no part of this document may be reproduced without the expressed permission of the author. iii
Abstract
This grounded theory study explored the behavior management strategies of 24 middle school teachers who served diverse student populations at 12 schools in Dimapur and
Kohima, Nagaland in India. The researcher employed a qualitative interview and data gathering process, and transcribed and analyzed data through typological coding, question by question. This process led to the development of a grounded theory on effective behavior management strategies that included: (1) teacher-student relationships,
(2) teacher leadership, (3) effective instruction, (4) organizational culture, (5) parental involvement, and (6) modeling behaviors. The interpretive analysis of data revealed that teachers were most concerned about the cumulative effects of disruption caused by persistent, but individually trivial incidents of misbehavior. Teacher participants also expressed that: (1) students’ disruptive behaviors negatively affected instruction and learning; (2) teachers require ongoing supervision and instructional leadership to promote positive academic and behavioral outcomes; and (3) teachers look to the administration to help them establish a learning environment that supports positive behaviors. Based on the findings, the researcher recommends ongoing professional development programs that will enable teachers to prepare effective behavior management plans in order to establish good standards of student behavior.
Key words: Effective behavior management; positive behavior; behavior management strategies; classroom environment
iv
Dedication
This text is dedicated to the teachers of Nagaland – none more deserving – in gratitude for their service and for the extra mile they walk to educate and form the character of students. They play an important role in shaping the future of the state.
v
Acknowledgements
I would like to express my deepest gratitude to the Creighton Jesuits for their
endless support, encouragement, and guidance. Thank you for instilling in me the spirit
of Jesuit Magis.
It is with great appreciation and gratitude that I acknowledge Dr. Ishii-Jordan, my
committee chair, for her wisdom, leadership, and gentle guidance toward the dissertation.
I am forever grateful to Dr. Brock, my advisor and committee member, for her advice,
feedback, and assistance in the dissertation rubrics. My sincere thanks and appreciation
to Dr. Ponec and Dr. Dickel, my committee members, for their insights,
straightforwardness, and support that helped me gain a richer understanding of the dissertation process.
This text and the study it describes would not have been possible without the participation of the 24 teachers in Nagaland. I appreciate their candor and thoughtfulness that led to the insights in this dissertation. Others who deserve special thanks include the
12 school principals who welcomed me into their schools and permitted me to interview their teachers.
I am indebted to Dee Sledge for her computer help and review of my work. I want to thank reviewers Amy O’Reilly and Charles Kestermeier, S.J., for their helpful comments. I remain grateful to Dr. Isabelle Cherney, Program Chair, for her affection and encouragement.
Finally, I want to thank my parents and many of my loved ones for their interest in my work and prayers that kept me going.
vi
Table of Contents
Page
Abstract ...... iiiii
Dedication ...... iiv
Acknowledgements ...... v
Table of Contents ...... vii
List of Tables ...... xii
List of Figures ...... xiiii
CHAPTER ONE: INTRODUCTION ...... 1
Background ...... 1
Problem Statement ...... 5
Purpose Statement ...... 6
Research Questions ...... 7
Significance of the Study ...... 7
Urban Middle Schools in Nagaland ...... 9
Assumptions of the Study ...... 10
Limitations and Delimitations ...... 11
Definitions of the Key Terms ...... 13
Theoretical Framework ...... 17
Summary of the Chapter ...... 20
CHAPTER TWO: LITERATURE REVIEW ...... 21
Introduction ...... 21 vii
Demographics of Nagaland...... 21
Educational Development in Nagaland ...... 22
Educational Research in Nagaland ...... 23
Causes of Student Misbehavior ...... 26
Home and Society ...... 40
Individual Students ...... 27
School Environment...... 28
The Teacher ...... 29
Influencing Student Behavior ...... 30
Support in Behavior Management ...... 34
Behavior Management of Diverse Student Population ...... 36
Culturally Responsive Teaching ...... 38
Theoretical Framework for Selecting a Behavior Management Model ...... 38
Wolfgang and Glickman’s Schools of Thought...... 40
French and Raven’s Social Basis of Power ...... 41
A Behaviorist-Humanist Framework: Skinner and Rogers ...... 43
Lee and Marlene Canter on Assertive Discipline ...... 45
Rudolf Dreikurs’ Social Discipline Model ...... 47
William Glasser’s Reality Therapy and Choice Theory Model...... 48
Thomas Gordon’s Teacher Effectiveness Training Model ...... 50
Summary of the Chapter ...... 52
CHAPTER THREE: METHODOLOGY ...... 54
Introduction ...... 54 viii
Research Questions ...... 54
Method Rationale ...... 55
Qualitative Methodology ...... 56
Grounded Theory Approach ...... 58
Determining the Population ...... 60
Selection of Schools ...... 60
Selection of Participants ...... 62
Instrumentation ...... 66
Data Collection Procedures ...... 67
Data Analysis Plan ...... 70
Open Coding ...... 71
Axial Coding ...... 71
Selective Coding ...... 72
Memos...... 73
Theoretical Sampling ...... 73
Theoretical Saturation ...... 74
Validity ...... 74
Ethical Considerations ...... 75
Summary of the Chapter ...... 78
CHAPTER FOUR: FINDINGS ...... 79
Introduction ...... 79
Review of the Methodology...... 80
Data Analysis Procedures ...... 81 ix
Research Question One ...... 82
Research Question Two ...... 85
Research Question Three ...... 88
Research Question Four ...... 93
Teacher-Student Relationships ...... 93
Personal Care of Students (Cura personalis)...... 95
Counseling/Personal Conversation ...... 95
Engaging in Learning Activities (Pedagogy) ...... 96
Encouraging Success ...... 98
Positive Learning Environment ...... 99
Involving Parents ...... 100
High Expectations ...... 101
Modeling Appropriate Behavior ...... 102
Research Question Five ...... 103
School Administration ...... 103
School Faculty (Colleagues) ...... 105
Parental Support ...... 106
School Culture and Traditions ...... 107
School Organizations ...... 107
Research Question Six ...... 108
Summary of the Chapter ...... 111
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS ...... 113
Introduction ...... 113 x
Summary of the Study ...... 113
Summary of the Findings ...... 114
Effective Behavior Management Strategies...... 116
Recommendations ...... 119
School Structure and Culture ...... 120
Supervision and Instructional Leadership ...... 121
Proactive versus Reactive Strategies ...... 122
Parent-Teacher Conferences ...... 124
Teacher Support ...... 125
Teacher-Student Relationships ...... 130
Cultural Responsiveness ...... 131
Suggestions for Future Research ...... 133
Limitations of the Study...... 134
Whose Responsibility?...... 135
Summary of the Chapter ...... 135
References ...... 137
Appendix A. Consent Letter ...... 161
Appendix B. Behavior Management Checklist ...... 162
Appendix C. Interview Guide ...... 163
Appendix D. Letter of Introduction ...... 165
Appendix E. Consent Form...... 167
Appendix F. Interview Protocol ...... 170
xi
List of Tables
Page
Table 1. Nagaland University Educational Research Projects ...... 24
Table 2. Participants of Multiple In-depth Interviews ...... 65
Table 3. Participants of Focus Group Interviews...... 66
Table 4. Behavior Problems Experienced by the Participants of the Study ...... 82
Table 5. Impact of Disruptive Behavior ...... 86
Table 6. Causes of Student Disruptive Behavior ...... 89
Table 7. Teacher Support Systems ...... 103
Table 8. Behavior Management Strategies Specific to Diverse Student Populations ...... 109
Table 9. Record Keeping ...... Error! Bookmark not defined.
xii
List of Figures
Page
Figure 1. Map of India ...... 3
Figure 2. Map of Nagaland ...... 4
Figure 3. Wolfgang and Glickman’s Teacher Behavior Continuum ...... 40
Figure 4. The Social Basis of Power Framework ...... 41
Figure 5. Framework of Control, Manage, or Influence Continuum ...... 44
Figure 6. Behaviorist-Humanist Discipline Model Continuum ...... 44
Figure 7. Gordon’s Effectiveness Training Rectangle ...... 51
Figure 8. Composition of Interview Groups ...... 64
Figure 9. Composition of Participants ...... 64
Figure 10. Effective Behavior Management Strategies ...... 93
Figure 11. Effective Behavior Management Strategies ...... 117
Figure 12. A Framework for Effective Behavior Management ...... 119
Figure 13. Recommendations for Well-designed Strategies to Influence Student Behavior ..... 120
Running Head: SHAPING BEHAVIORS 1
CHAPTER ONE: INTRODUCTION
Background
The task of behavior management continues to surface as one of the most
challenging problems for teachers in schools. Regardless of the grade level, teachers
report that behavior management is one of the most disturbing aspects of teaching (Duke,
1976; Kulinna, Cothran, & Regualos, 2003). Students’ disruptive behaviors in
classrooms result in the reduction of teacher effectiveness (Hart, 2010), loss of
instructional time (Horenstein, Isaac, Seabert, & Davis, 2006), diminished student
engagement and productivity, a strain of teacher-student relationship (Charles, 2011), and
increased teacher and student frustration (Woodcock & Reupert, 2013). Public Agenda
(2004) conducted a study on behavior management in schools, and 77% of teachers
acknowledged that disruptive student behavior negatively impacted their ability to teach
effectively (Sebag, 2010). It is estimated that about 6% of students have behavior problems considered serious enough to warrant intervention (Clunies-Ross, Little, &
Kienhuis, 2008).
The ability to prevent and effectively manage students’ classroom behavior is an essential skill for teachers to acquire, as important contributors to student learning as well as teacher wellbeing (Ormrod, 2010). Shea and Bauer (2012) defined behavior management interventions as “those actions (and conscious inactions) teachers and parents engage in to enhance the probability that children, individually and in groups, will develop effective behaviors that are personally fulfilling, productive, and socially acceptable” (p. 6). This definition explains behavior management as that which SHAPING BEHAVIORS 2
encompasses the actions teachers and parents take to promote positive behavior in
schools and shape students’ character.
Behavior management in middle schools (classes/grades five to eight) is of
paramount importance to teachers owing to the fact that it is a period of accelerated
development (typically from ages 10 to 14 years) in late childhood to preadolescence.
Eichhorn (1966) called the young adolescents of this stage “transescents.” Usually, between the ages of eight and twelve years in girls and between nine and thirteen years in boys, there commences a sequence of changes that include increased height, body breadth, heart size, lung capacity, and muscular strength (Stevenson, 2002). This particular sequence of changes is unlike anything that has occurred before and unlike anything that comes afterward (Brown & Knowles, 2007; Klingele, 1979).
Transescence is a period of significant social and emotional transformation.
Young adolescents are seeking to identify their “place in the adult world” (Brown &
Knowles, 2007, p. 4) through the unique process of transitioning away from their familiar childish dependence towards a more adult-like sense of independence. Affectionately known as “the wonder years,” the arrival of puberty often brings emotional imbalance along with increased self-reflection and the testing of limits (Canter & Canter, 1995).
Transescence may trigger the beginning of a negative pattern in behavior and academics
(Brown & Knowles, 2007; McCarthy & Benally, 2003). The transformative intensity of early adolescence, along with factors relating to the cultural diversity among students, contributes to the challenges of teaching and learning (Stevenson, 2002). Given these circumstances, it follows that school personnel need to reconsider young adolescents’ SHAPING BEHAVIORS 3 needs and create a learning environment that contributes to positive behavior as well as academic achievement.
As the educational system in India has developed and changed over the years, due to government policies (National Policy on Education (NPE), 1968, 1986, 1992; Right to
Education Act (RTE) 2009, and Rights of Persons with Disabilities Bill, 2012), the nature of teaching and behavior management strategies of teachers also has undergone significant changes. The government of Nagaland, in northeast India (see Figure 1) implemented the Right to Education Act, 2009, (hereafter RTE) in 2011 in the state. The policy prohibited retention of students in any class and punishment of any sort: physical, mental, or emotional (Government of Nagaland School Education Department, 2011).
Punishment and retention had formed the main strategies for classroom discipline in
Nagaland schools. As a result of these education policies, behavior management has become a high priority for teachers at every level of education.
Northeast India
Nagaland
Figure 1. Map of India. SHAPING BEHAVIORS 4
There are many systemic and local factors that contribute to the challenges of behavior management in Nagaland. Most schools in Kohima and Dimapur (see Figure
2), the two major cities where this study was conducted, have diverse student populations which consist of Naga tribal and non-tribal students (refer to the Definition of Terms).
Not only must teachers know their content and have appropriate pedagogy, they must also create a positive classroom climate suitable for student learning that meets the needs of highly active and diverse learners. Simultaneously, teachers need to develop positive relationships with, on average, 60+ students in every classroom each day who experience personal, social, cognitive, and developmental challenges of early adolescence.
Dimapur
Kohima
Figure 2. Map of Nagaland. So far, no studies have been conducted on behavior management in schools in
Nagaland to minimize the impact of inappropriate student behavior or to train teachers with effective strategies to manage student behavior. There are teachers, however, who, through their experience, have developed personalized systems of behavior management that promote students’ positive behaviors. This study was aimed at identifying the strategies such teachers use to influence student behavior in Nagaland. Educational SHAPING BEHAVIORS 5
literature interchangeably employs the terms classroom management, behavior
management, and discipline (Charles, 2011; Woodcock & Reupert, 2013). In this study,
the term “behavior management” is used to denote classroom management with the intent
of influencing students’ behavior in classrooms and shaping their character.
Problem Statement
Teachers worry that inappropriate student behavior in classrooms interferes with
their ability to teach and children’s ability to learn (Charles, 2008; Meany-Walen,
Bratton, & Kottman, 2014). Seidman (2005) described classroom disruption as a
“learning killer” (p. 45). Every time a student misbehaves in the classroom, the time and
effort that it takes to address his or her behavior takes away from the actual time teachers
have to teach (Horenstein et al., 2006; Marzano, Marzano, & Pickering, 2003). Student behaviors that disrupt the learning environment have a rippling effect, influencing the disruptive individual, fellow students, the school, and subsequently, near communities
(Freiberg, Huzinec, & Templeton, 2009). Disruptive behaviors also cause teachers to feel less effective (Sebag, 2010), while experiencing increased stress and frustration
(Seidman, 2005). When teachers face continual pressure to raise student achievement, researchers posit that behavior management is the single most important factor influencing student learning (Clement, 2010).
Disruptive student behaviors have implications beyond the learning environment.
When teachers repeatedly face disruptive behaviors, they are more likely to become disheartened, burned out, and leave the profession (Hastings & Bham, 2003; Manning &
Bucher, 2005; Sayeski & Brown, 2011). Several studies have shown that inappropriate student behavior can affect both teachers’ abilities to give meaningful instruction, as well SHAPING BEHAVIORS 6
as their mental health (DeVoe, Peter, Kaufman, Miller, Noonan, & Snyder, 2004;
Fleming, Haggerty, Catalano, Harachi, Mazza, & Gruman, 2005). The teacher is the
single most important factor affecting student achievement (Marzano et al., 2003). Thus, student inappropriate behavior hurts not only the teacher, but the learning process for others as well.
Purpose Statement
The purpose of this grounded theory study was to identify the effective behavior
management strategies that experienced teachers employed in middle schools in
Nagaland. This research was significant because it explored the behavior management strategies that were effective in culturally diverse middle schools in Nagaland. Using a qualitative grounded theory design, the study aimed at eliciting teachers’ shared experiences in addressing behaviors deemed inappropriate and intended to develop a framework of behavior management strategies that will help teachers create a positive school climate and promote student achievement.
There has been no research in Nagaland attempting to understand and connect teachers’ perceptions concerning the causes of student disruptive behavior and which strategies are effective to improve classroom behavior. The most common technique for improving school behavior and student achievement has been providing teachers with more training in behavior management (Boyd, Grossman, Lankford, Loeb, & Wyckoff,
2009; Milner & Tenore, 2010). However, often teachers attribute insufficient school structure and parental support as the causes of student misbehavior (Ainscow & Wes,
2006; Hastings & Bham, 2003). This study sought to understand the behavior problems, SHAPING BEHAVIORS 7
their impact on teachers, students, and school, and identify strategies that teachers deem
effective in culturally diverse middle schools in Nagaland.
Research Questions
The overarching research question was: What are the effective behavior management strategies that experienced teachers use to influence student behavior in
culturally diverse middle schools in Nagaland? In addition to the central question, the study also explored subquestions that contribute to gaining a fuller understanding of effective behavior management techniques and practices in schools. They are as follows:
1. What behavior problems do teachers experience in middle schools in Nagaland?
2. How do students’ disruptive behaviors affect teaching and learning in the
classroom?
3. Why do students misbehave in classrooms?
4. What intervention strategies used by teachers are effective in addressing
disruptive behavior?
5. What support do teachers receive to address disruptive behavior in the classroom?
6. What behavior management strategies might be specific to a diverse student
population in the classroom?
Significance of the Study
This study was significant for several reasons. First, the gravity of student misbehavior in middle schools in Nagaland makes the study both urgent and essential for educators. The study answers the call of educators in Nagaland for research focused on middle school level behavior management. Disruptive behaviors such as talking out of turn, student restlessness, tardiness, inattentiveness, disrespecting others, and off-task SHAPING BEHAVIORS 8
behaviors have been acknowledged as growing problems in middle schools (Kaplan,
Gheen, & Midgley, 2002).
Second, the study attempted to garner the most effective behavior management
strategies employed by experienced teachers in diverse middle schools in Kohima and
Dimapur that will help teachers achieve the dual purpose of creating a positive learning
environment and helping build student character. Research-based and teacher-friendly behavior management strategies that may be readily applied in classrooms will enhance teachers’ competencies necessary for effective classroom leadership, classroom
organization, and interactive teaching.
Third, this research explored intervention strategies to assist teachers in training in
behavior management techniques. The effective strategies of experienced teachers
provide concrete ways to influence student behavior. Besides, there is a wealth of
literature on behavior management strategies such as the use of proactive strategies,
partnership with parents, and differentiating instructions, that are appropriate for both
beginners and experienced school teachers. This study integrated the expertise on
effective behavior management strategies that the participants of the study identified and
those found in literature to help teachers develop an effective behavior management plan
for their classrooms.
Furthermore, the study can assist educators in the formulation of professional
development programs, planning and development of effective classroom procedures to
promote an orderly and productive learning environment for all students regardless of
ability or age groups, advancement of instructional leadership, and generation of topics
for future research in education in Nagaland. SHAPING BEHAVIORS 9
Urban Middle Schools in Nagaland
The study was conducted in schools located in two major cities, Kohima and
Dimapur in Nagaland. The investigation was centered on schools in these cities because
they have the most diverse student populations in the state. People migrate to the cities
with the prospect of job opportunities and better facilities for education, business,
communication, and health. Non-tribals from neighboring states migrate to these cities to
satisfy labor needs and to improve their economic status. The increasing ethnic, cultural,
linguistic, and religious diversities in the cities contribute to new behavior problems in
schools.
Studies show that behavior problems are much more widespread in urban schools
although student misbehavior is certainly not unique to urban schools (Freiberg et al.,
2009). The complex urban environment with high density of population, economic
inequalities, cultural heterogeneity, and concentration of immigrants increases the
seriousness of behavior problems. (Bohanon et al., 2006) pointed out three distinct factors that challenge the implementation of behavior improvement programs in urban schools. First, students have a more difficult quality of life. Factors that contribute to a more difficult quality of life may include absentee parents, lack of parental control, disparity in economic resources, lack of community connectedness, and living in high- crime areas. Second, the implementation issues include large classroom sizes, high poverty rates, language issues, and limited resources. Third, urban schools have higher heterogeneous student populations. These correlate with a greater likelihood of increased student behavior problems. SHAPING BEHAVIORS 10
The challenges of behavior management in middle schools are overwhelming because young adolescents are in serious life transitions from late childhood to early adolescence (Brown & Knowles, 2007). Developmental changes of a physical, emotional, social, and intellectual nature are highly pronounced at this stage such that transients’ behaviors are at times unpredictable. Alienation during early adolescence is typical (Woody, La Voie, & Epps, 1992). As parents and guardians see the dependence of childhood slip away and the pressures for independence get underway, they often expect teachers to influence their children’s lives in ways they cannot do by themselves
(Stevenson, 2002). Several Naga parents send their middle school children to boarding schools with the hope of their children learning appropriate social behavior.
Assumptions of the Study
The following assumptions guided the study:
1. In choosing a sample, the researcher assumed that the sample was representative
of the population.
2. It was assumed that the participants of the study would be open and honest in
divulging their classroom experiences regarding students’ behavior issues.
3. This qualitative study was context bound and the meaning of the participants’
views was embedded in their experiences.
4. The researcher would be unbiased. He was aware of the risks of reading into the
meaning of the data and of selectively focusing on the findings which would fit
into the insights that he had already constructed. However, the researcher would
consciously bracket his perceptions and closely follow the data collected from the
participants. SHAPING BEHAVIORS 11
5. The literature reviewed and the terms and constructs employed were Western,
mostly American. It is assumed that research-based behavior management
models and insights on human nature and learning are relevant in the context of
this study.
6. This study was shaped by the convergence of behavior management and
culturally and linguistically diverse middle schools—two aspects of the teaching
which are critical areas of concern for teachers.
7. The ability to effectively manage and influence students’ behavior is an essential
skill for teachers to acquire, which is a significant contributor to student learning
and teacher wellbeing.
Limitations and Delimitations
Limitations are potential weaknesses in the study and are out of the researcher’s control, for instance, the use of purposive sample, as opposed to a random sample which limits the study’s generalizability. However, the limitations have diminished influence on this study outcome as measures are taken to address them. Delimitations include the explicit understanding of what the study will not cover such as the problem choice, purpose statement, the population, and research methodology.
1. The strength of qualitative research is in the validity of findings based on the
participants’ information (Creswell, 2009). This study explored the effective
behavior management strategies that experienced teachers employed in diverse
middle schools in Nagaland. The study largely depended on the participants’
candid divulgence of information. SHAPING BEHAVIORS 12
2. The principal/headmaster and colleagues of the schools purposefully selected the
participants for the interviews based on their effectiveness in behavior
management, communication skills, and teaching. It is possible that the principal
and faculty may have selected teachers who were available and open to be
interviewed rather than those the study sought.
3. The researcher employed purposive sampling to select participants. As a
nonrandom sampling method, purposive sampling limits the ability to generalize
from a sample to a population on the basis of a single research study (Johnson &
Christensen, 2008). It was not practical to obtain a random sample of people from
the potential participants who already met the researcher’s specified criteria.
4. The researcher did not believe that the teachers were reluctant to share
information openly regarding their behavior management strategies and classroom
problems; however, it was possible that they shared more than what they actually
did in classrooms to create a good impression about themselves.
5. The study was conducted only in two main cities, Kohima and Dimapur in
Nagaland, with a sample of 12 teachers for multiple in-depth interviews and 12
other teachers for focus group interviews, selected from well-regarded and large
class-size schools.
6. The researcher did not conduct pilot studies to test the effectiveness of the
interview questions.
7. This study took place in the context of Nagaland which included a range of
culturally and racially diverse students. The literature referred to in the study
consisted of the Western, mostly American, perspective because there were SHAPING BEHAVIORS 13
inadequate culturally relevant and research-based materials available on education
in Nagaland. Therefore, the terms and constructs used to elucidate and
conceptualize behavior management vary significantly.
8. The researcher’s perceptions, reasoning, and judgments may have had an
influence on the study, especially in the selection, analysis, and interpretation of
data.
9. Besides the viewpoints of teachers, there was neither an enquiry into the cultural
upbringing of the participants nor how their personal beliefs influenced classroom
behavior. Additional research is needed to examine the cultural value system of
teachers and how that correlates to the strategies they adopt to manage student
behavior.
Definitions of the Key Terms
In this study, the terms “classroom management,” “behavior management,” and
“classroom discipline” are used interchangeably. Because student behavior and classroom management are all-encompassing entities that affect all aspects of students’
education, the study draws upon a variety of resources to formulate a cogent description
of the current situation of behavior management in schools.
1. Classroom management / classroom discipline / behavior management: Shea
& Bauer (2012) explained behavior management as all that teachers and parents
do to enhance the probability that students, individually and in groups, will
develop effective behaviors that are personally fulfilling, productive, and socially
acceptable. The goals of behavior management are to create a positive classroom
atmosphere that enhances student learning (Levin & Nolan, 2010) and to shape SHAPING BEHAVIORS 14
students’ character to be socially responsible persons in an increasingly pluralistic
society.
2. Culturally responsive: Purposeful response to the needs of culturally and
ethnically diverse students through the use of student-centered pedagogy, along
with ethnically and culturally relevant curriculum (Brown, 2004). Cultural
competence is defined as “the knowledge, behaviors, dispositions, and policies in
a system, organization, or individual to interact effectively with other cultural
groups” (Hansuvadha & Slater, 2012, p. 1).
3. Diverse student population in Nagaland: Students who are from ethnically,
culturally, and linguistically diverse backgrounds. They belong to the 15 major
tribes in Nagaland and to other communities that hold tribal or non-tribal
community status from Nagaland or outside the state.
4. Grade and class: The term, “class” refers to the level at which a student is
studying in school. This is the same as the term “grade” in schools in the United
States. “Grade” is used as an evaluation rating of a student’s performance and is
usually based on test scores (e.g., Kate’s grades in the test are high).
5. Instructional strategies: The processes one uses to give a learner an opportunity
to learn through analysis, creativeness, and critical thinking (Marzano, 2007).
The nine strategies identified by the McREL researchers are listed below in order
of effect with the largest first: (1) Identifying similarities and differences, (2)
summarizing and note taking, (3) reinforcing effort and providing recognition, (4)
homework and practice, (5) nonlinguistic representations, (6) cooperative
learning, (7) setting objectives and providing feedback, (8) generating and testing SHAPING BEHAVIORS 15
hypotheses, (9) questions, cues, and advance organizers (Marzano, Marzano, &
Pickering, 2003). In this paper instructional strategies mean all of these and any
other that teachers identify to be effective in teaching and learning.
6. Middle school students: Students of classes (grades) five to eight. Middle
school students are generally between 10 and 14 years old and so are in their late
childhood and early adolescence. Brown & Knowles (2007) addressed them as
“young adolescents” (p. 2) and the term “transescence” (Eichhorn, 1966, p. 3) was
applied to their stage of development.
7. Misbehavior: Any disruptive behavior that (a) interferes with the teaching act;
(b) interferes with the rights of others to learn; (c) is psychologically or physically
unsafe; or (d) destroys property (Levin & Nolan, 2010).
8. Northeast India: The term northeast does not refer to the direction that lies
between the north and the east but to the seven states in north-eastern India that
are seen as one compact unit. The term is used in a manner similar to the use of
the term “Midwest” in the U.S. The northeast is comprised of the states of
Arunachal Pradesh, Assam, Meghalaya, Manipur, Nagaland, Sikhim, and Tripura.
9. Positive and safe learning environment: the goal of behavior management is to
maintain a positive, productive learning environment, which is relatively free of
behavior problems, so that learning takes place (Pickett & Fraser, 2010). A
positive and safe learning environment is one that emphasizes cooperation,
collaboration, and peaceful existence, and is one that is free from threats of
psychological or physical harm that is, an environment that reflects caring and SHAPING BEHAVIORS 16
concern for all students (Manning, 2000, as cited in Hester, Gable, & Manning,
2003).
10. Positive behavior support: A term that refers to the application of positive
behavioral interventions and systems to achieve socially important behavior
change (Trussell, 2008; U.S. Department of Education, 2000).
11. Roman numerals: Roman numerals such as I, II, III, …., are used to indicate
classes one to twelve. They are synonymous with 1, 2, and 3.
12. School culture: The shared ethos, values, traditions, beliefs, policies, and norms
within a school that can be shaped, enhanced, and maintained by the school
principal, teachers, and management (Hinde, 2004).
13. Student-centered classroom: A classroom where teaching is catered to
individual student needs, depending on the student’s strengths and limitations. In
a student-centered classroom, teachers foster student-teacher and student-student
interactions for teaching and learning (Levin & Nolan 2010).
14. Teachers as professionals: Teachers who possess specialized knowledge in
pedagogy, cognitive psychology, and child development (Levin & Nolan, 2010),
who have the competencies necessary for effective classroom leadership, content
organization, behavior management strategies, instructional pedagogy, and
classroom interaction (Barrow, 2007).
15. Tribe: In the case of the Nagas the term “tribe” is used more in an ethnic and
cultural sense rather than as a sociological category. This is because of certain
sociological prerequisites that they do and do not fulfil. The Nagaland
government lists 15 major Naga tribes (Nagaland Basic Facts, 2013). SHAPING BEHAVIORS 17
Theoretical Framework
This study employed the conceptual frameworks of attribution theory and self-
fulfilling prophecy. Heider (1958) proposed the attribution theory to explain how people
perceive behavior in others and eventually attribute meaning to those behaviors observed
in other people. Attribution theory asserts that people seek to understand the causes of
specific events, and it is the interpretation of an event that is most significant, rather than
an event itself (Riley & Ungerleider, 2012). The attributes an individual uses to explain
event outcomes will often reflect the attitudes an individual holds (Weiner, 1984, as cited
in Riley & Ungerleider, 2012). Teachers’ beliefs about the causes of student misbehavior
might be influenced by what they have observed and experienced in their classrooms, as
well as their educational backgrounds, values, and cultural beliefs (Erbas, Turan, Aslan,
& Dunlap, 2010). As a result, it is important to view the study through a lens that
incorporates those contexts from which teachers provide their interview responses.
Heider’s (1958) research led him to understand how people perceive interactions
between each other. He explained that people analyze their interactions with others, and
practice at least some amateur form of psychology. This amateur form of psychology
was described as naive psychology. Heider (1958) asserted that every person acts and
reacts like a naive psychologist and makes reasonable explanations for his or her
behaviors and feelings. This study explored how teachers’ “naive psychology” explained student behavior.
Weiner (1974) further extended the meaning of the attribution theory developed by Heider (1958) to include how perceptions of other people are formed. The researcher was interested in understanding the attributable causes that teachers give for why students SHAPING BEHAVIORS 18
misbehave; the attributable causes as to why teachers may or may not be getting enough
support from schools with managing student behavior; and the attributable causes as to
why their school has or has not created adequate support systems for teachers to
effectively manage student behavior.
Attribution theory helps to explain not only what the teachers are saying, but also
how they are answering their questions, such as their tone and body language. The
reason is that attribution theory predicts that if someone perceives he or she is responsible
for a negative event, this inference will elicit feelings of anger and aggressiveness in his
or her responses. In contrast, perceived non-responsibility could be linked to feelings of sympathy and less aggression (Graham, Weiner, Cobb, & Henderson, 2001). Therefore, observing and understanding when teachers become emotional and aggressive and less aggressive may provide some indication as what is going on them. Teacher responses suggest as to what the teachers believe is the cause for the presence of student behavior problems.
The basis of teachers’ attributions, especially when the circumstances they deal with are stressful, is not grounded in factual evidence but in their perceptions.
Furthermore, there is a tendency to attribute other people’s behavior to dispositions (such as their personality traits, attitudes, or abilities) and their own behavior to circumstances
(Macfarlane, 2003). In addition, the presence of problem behaviors can affect teachers’
behavior. It was observed that teachers spend less time interacting with and teaching
students with problem behaviors, resulting in lower student outcomes and increased
teacher stress (Erbas et al., 2010). SHAPING BEHAVIORS 19
Heider (1958) observed that attribution reflection for incidents is more likely to take place after a negative event has occurred. Since classroom misbehavior is defined as any purposeful action that interrupts the teacher’s teaching (Charles, 2009), it can be considered a negative event. Each of the negative actions that a teacher has faced in dealing with misbehavior has contributed to the formation of his or her mental framework through attribution theory (Macfarlane, 2003). More importantly, once someone has made his or her initial attributions to a person or event, it is very hard to change those attributions (Anderson, Lepper, & Ross, 1980). In other words, it is all the more imperative to understand what teachers attribute the various aspects of misbehavior to because these attributions are likely to remain fixed all through the duration of the teacher’s teaching career.
Teachers’ expectations come into play in their responses to student behavior. In
The Self-Fulfilling Prophecy, Merton (1948) alluded to how expectations potentially shape and maintain ethnic and racial discrimination. For instance, teachers are at risk of discriminating against students if they form false perceptions that tribal or non-tribal students are inferior in education or undisciplined. Merton’s (1948) understanding inspired the researcher to consider the influence of arbitrary factors, such as whether the student is tribal or nontribal, local or nonlocal, with teacher expectations and students’ performance outcomes. Studies suggest teachers’ stereotypes regarding gender, ethnic group membership, and socio-economic status may lead to lowered expectations that could trigger self-fulfilling prophecies or perceptual biases that potentially influence students’ behavioral responses and academic success (Riley & Ungerleider, 2012). SHAPING BEHAVIORS 20
Summary of the Chapter
Student misbehavior in schools compels teachers to examine and develop effective strategies to influence positive student behavior. Classroom misbehavior affects teachers’ ability to create a positive and safe learning environment. Furthermore, student behavior problems may lead to teachers’ low morale, a decline in school culture, diminished academic performance, and higher teacher attrition rates. Studies show that student misbehaviors are more pronounced in urban schools. The purpose of this study was to identify the effective behavior management strategies that experienced teachers
employed in middle schools with diverse student populations in Nagaland. There is
currently a shortage of available research in Nagaland that explores how teachers directly
experience classroom behavior problems and what strategies they employ are effective to
influence positive student behavior. The study was conducted with the theoretical
framework of attribution theory and self-fulfilling prophecy.
SHAPING BEHAVIORS 21
CHAPTER TWO: LITERATURE REVIEW
Introduction
The complex issues of behavior management in culturally diverse and urban
middle schools require multi-pronged strategies. Teachers need to have a deeper
understanding of student behavior problems and develop a systematic theoretical
framework with a repertoire of interventions and instructional strategies to influence
student behaviors. Literature on behavior management recommends providing engaging
instruction, effective management styles, and appropriate learning environments to influence student behavior (Weinstein, Tomlinson-Clarke, & Curran, 2004). This
literature review provides a brief summary of the demographics and the educational
research in Nagaland. It explores the causes of misbehavior, cultural responsiveness in
teaching, and the literature on behavior management. In addition, it presents four
behavior management models of renowned psychologists and educators that provide a
framework for developing effective behavior management strategies.
Demographics of Nagaland
The state of Nagaland came into existence on December 1, 1963, as the 16th state
in the Indian Union. The state capital is Kohima, and the largest city is Dimapur.
Nagaland has an area of 16,579 square kms (Sen, 1987) with a population of 1,980,602
according to the 2011 census (Nagaland Basic Facts 2013, 2013). The topography of
Nagaland features high hills, sharp ridges, and deep, narrow gorges (Geography of
Nagaland, 2013; Venhu, 2005).
The people of Nagaland are called Nagas (Aosenba, 2001). The Nagas are tribal
people who belong to the Mongoloid racial stock (Aosenba, 2001), a group racially and SHAPING BEHAVIORS 22
culturally distinct from other tribal groups living in northeast India (D’Souza, 2001). The official publications list 15 major tribes (Nagaland Basic Facts 2013, 2013) and several sub-tribes (Shukla & Zetsuvi, 2010). The Nagas speak about sixty different dialects of the Sino-Tibetan language family (Tribes of Nagaland, n.d.; Venuh, 2005). “Nagamese” an Assamese pidgin developed for trade with the plains, is the common lingo in the state.
However, English is the official state language and the language of academics.
Educational Development in Nagaland
The Naga dormitories, known as “Morungs” (Shukla & Zetsuvi, 2010, p. 23), served as non-formal education centers for young boys upon adolescence until formal education system was established. Although the beginning of formal education can be traced back to the efforts of the British rulers, it took roots in Nagaland only after the arrival of the Christian missionaries in the latter part of the nineteenth century (Bareh,
1970; Singh, 2008). They started the schools with the goals of laying the foundation for education in Nagaland and spreading the Christian faith among the Nagas. Education in
Nagaland has made phenomenal progress since it became a state in 1963: the literacy rate was only 17.90% in the 1961 census but had risen to 61.65% in the 1991 census
(National Council for Teacher Education, 2010). The rate rose to 80.11% in 2011
(Nagaland Basic Facts, 2013).
The Nagaland education system follows the National 10+2+3 pattern. The first ten years and the next two years of school education are conducted by the School
Education Department (SED). The SED consists of the Directorate of School Education
(DSE), the State Council of Educational Research and Training (SCERT), and the SHAPING BEHAVIORS 23
Nagaland Board of School Education (NBSE). The Nagaland University conducts the
degree, masters, and doctoral programs.
The academic structure of school education includes the following five stages: (1)
pre-primary stage, which includes Kindergarten A and B; (2) primary school stage, which
includes four years of education from classes I to IV; (3) middle school education, which
includes classes V to VIII; (4) high school education, which includes classes IX and X;
and (5) higher secondary school education, which includes classes XI and XII (National
Council for Teacher Education, 2010).
Educational Research in Nagaland
Research on education in Nagaland has been conducted in three universities in
northeast India: North Eastern Hill University (NEHU), in Shillong, Nagaland
University, and the University of Assam, in Guwahati. Records show that there have
been 18 research projects completed at the Nagaland University on education in
Nagaland as of 2008 (see Table 1); another 26 are in progress (Liegise & Zeliang, 2008).
However, none of the researchers have published results and no study has been done on behavior management.
SHAPING BEHAVIORS 24
Table 1 Nagaland University Educational Research Projects
Serial No. Areas of Research No. of Studies Completed No. of Published Projects 1. Special education studies 04 0
2. Socio-cultural studies 03 0
3. Test constriction 02 0
4. Environmental education studies 02 0
5. Status studies 02 0
6. Psychological studies 02 0
7. Teacher education 01 0
8. Historical/development studies 01 0
9. Science education 01 0
Total 18 0
Note: The table presents the list of 18 educational research studies under nine areas.
Ao (1992) identified the lack of pre-service and in-service preparation and training of teachers in Nagaland, in her doctoral research on the development of teacher education in Nagaland since India’s independence in 1947. The study showed that
Nagaland had the lowest percentage of trained teachers in India. Tali (1984) stated that only 41% of teachers in Nagaland were working on a permanent basis, and the rest were ad hoc teachers. The study identified some of the reasons for the apathetic attitude of teachers towards the teaching profession as a lack of student interest in studies, inadequate parental support, absence of supervision of teacher performance, the issue of favoritism, inadequate teaching aids and facilities, low pay, and the low status accorded to teachers. Nokrenchila (2005) conducted a research on primary and elementary SHAPING BEHAVIORS 25
teachers in Nagaland. Of the sample of teachers she surveyed, 57% male and 42.44%
female teachers were still untrained with no teaching degree, although some of them had
attended short-term training and refresher courses.
A study of the problems faced by primary school teachers in Nagaland by Shylla
(1985) found that at least ten factors contributed to teacher problems. Chief among these
were the use of English, a foreign language, as the medium of instruction, teacher quality,
and problems including complacency and false hopes, inadequate school facilities and
amenities, a lack of supervision, problems with the curriculum, and the social
environment. In a study that analyzed the teaching method of mathematics in high
schools in Nagaland, Dev (1979) pointed out that teaching was ineffective because of the
improper teaching methods. He recommended training of teachers in instructional
pedagogy. Momin (2010) urged teachers to develop communication skills, collaborative
negation skills, and life skills in the wake of increasing violence in schools.
Shukla (2004), in Teacher Education in Nagaland: Problems and Issues, focused
on the status of teacher education at various levels in Nagaland. Of the issues highlighted
in the book, the following points deserve attention: (a) the need for improved pre-service
teacher program and training of in-service untrained teachers, (b) improvement in the
standard of teacher education and the skills of teacher educators, (c) the teacher’s own
code of conduct of professional ethics, and (d) the teacher’s competency. Surprisingly,
40% of teacher educators at the B.Ed level did not have a B.Ed degree (Shukla, 2004, p.
24). It is estimated that about 50% of government school teachers and above 60% of
private school teachers in Nagaland were untrained (Kesiezie, 2009). Kilemsungla
(1994), in her study on teacher education, indicated that in 1992, after 37 years of SHAPING BEHAVIORS 26 initiating teacher education institutions, only 32.84% of the teachers were trained. It was found that only 29% of middle school teachers and 14% of primary level teachers were trained.
Causes of Student Misbehavior
Most transescents misbehave in classrooms at some time or another (Brown &
Knowles, 2007). Some students will stop misbehaving if they receive teacher directives and learn the consequences intended to discourage the behavior from happening again, but others will continue to engage in misbehavior that challenges a good classroom learning environment. Student misbehavior has its origin early in the lives of children
(Crimmins, Farrell, Smith, & Bailey, 2007). The origins of student classroom misbehavior fall into four broad categories: causes that originate at home and in society, in individual students, in schools, and in teachers (Oliva & Pawlas, 2004).
Home and Society
Studies indicate that children deprived of basic facilities during childhood, including restrictions on play activities, a lack of parental guidance, inadequate care at home, and a poor relationship with parents and siblings, can have an adverse effect on children’s social and emotional development (Taylor, 2004). Taylor (2004) reiterated that children need a healthy family environment of support and love to acquire important skills for becoming socially and emotionally balanced. Charles (2011) confirmed the study findings that children from impoverished environments tend to disobey teachers and elders, talk out of turn in classrooms, leave their seats, use inappropriate language, and become disrespectful. Disruptive behaviors in early childhood tend to get stabilized SHAPING BEHAVIORS 27
in later years, leading to the development of more problematic behaviors, such as
bullying, drug abuse, and violence (Meany-Walen et al., 2014).
The social climate of the city and community that surrounds each school has a
profound impact on students. Children in their young age imitate the behavior of their
peers and elders. They do so with the intention of gaining recognition and acceptance
(Levin & Nolan, 2010). Adler and Dreikurs believed that behavior is goal directed and has the purpose of gaining recognition and acceptance (Dreikurs, Cassel, & Ferguson,
2004). When socially accepted behaviors fail to produce recognition and acceptance, students choose to misbehave in the mistaken belief that socially unacceptable behaviors will produce the recognition they seek (Charles, 2011). The cities of Dimapur and
Kohima suffer from violence and crime due to the ills of drugs, alcohol, terrorism,
political corruption, and unemployment (Nagaland, 2014). Levin and Nolan (2010)
highlighted the negative impact of social media, which frequently depicts violence, sex,
and murder, that students become vulnerable to disruptive behaviors.
Individual Students
Oliva and Pawlas (2004) claimed that “of all the physical factors that contribute to
disciplinary problems, the most common and most obvious is the child’s stage of growth
and development” (p. 170). Often 10–14 year olds are in a transitional age and search for
their identity. They struggle to understand what really matters to them. They have
difficulty in the handling of concepts and the ability to solve problems. According to
Oliva and Pawlas (2004) consider sitting still, paying attention for a longer period of
time, taking turns in speaking, and getting along with others are 10–14 year olds’
functions of growth and development. SHAPING BEHAVIORS 28
Researchers believe that the transition to middle school is particularly challenging
(Stevenson, 2002). This is due to the timing of the transition with the onset of
adolescence and a developmental mismatch between young adolescents’ needs and the
middle school environment (Brown & Knowles, 2007). Working with young adolescents
is challenging and complex because they undergo a period of intense physical, cognitive,
and psychological change (Rice & Dolgin, 2005). They feel the urge to transgress rules
and regulations and display inappropriate behavior that violates the established standards
and expectations, such as shirking assignments, being discourteous, and teasing others
(Charles, 2008). One of the reasons for students to enter into power conflicts with teachers is low self-esteem (Malmgren, Trezek, & Paul, 2005). The display of power
provides them with a sense of significance and competence.
School environment influences student behavior. Physical discomfort,
meaninglessness, tedium, and lack of stimulation breed misbehavior (Charles, 2008).
Students lose concentration and begin to fidget when they have to pay close attention in
an activity for a long period of time. Crowded classrooms promote disruptive behaviors because of the discomfort students face (McGill, Teer, Rye, & Hughes, 2003). Similarly, large class size limits teachers’ ability to attend to students’ individual needs (Mueller,
2013). It is important for teachers to understand that noise, temperature, lighting, and seating can make students restless (Trussell, 2008).
School Environment
Behavior arises in context and classroom climate contributes to positive student behavior (Crimmins et al., 2007). Erikson’s (1959) research confirmed that environments characterized by mistrust, doubt, and feelings of inferiority, are factors that inhibit the SHAPING BEHAVIORS 29
development of mature individuals (as cited in Taylor, 2004). Unlike schools in
suburban areas, urban schools have a unique set of challenges. Thus, teachers in urban
schools face more difficulties in addressing behavioral issues and implementing effective
behavior programs than in suburban schools (Knoster, Anderson, Carr, Dunlap, &
Horner, 2003).
Each school possesses a culture of its own created by the school’s goals, mission, and leadership (Glickman, Gordon, & Ross-Gordon, 2014). Some schools set high standards and motivate the faculty, staff, and students to live up to them, which promotes a healthy school climate. The school climate, also referred to as “ethos” or “spirit,” influences students’ behavior (Oliva & Pawlas, 2004). The presence of a positive, healthy school climate considerably reduces students’ indiscipline tendencies (Sayeski &
Brown, 2011).
The Teacher
Studies suggest that among the factors that influence effective teaching and student achievement, the most important is teachers’ actions in the classroom (Djigic &
Stojiljkovic, 2011; Marzano & Marzano, 2003). Students love some teachers, while they
complain about other teachers. Charles (2008) identified five types of teacher behaviors
that promote student misbehavior: “inducing fearfulness, denigrating students, being
demanding and abrasive, presenting poor models of behavior, and not making classes
interesting and worthwhile” (p. 28). Students tend to be reticent, fearful of being scolded
or embarrassed, and will likely develop negative attitudes toward teachers and even the
school, if they have unpleasant experiences from the hands of teachers (Charles, 2008). SHAPING BEHAVIORS 30
Teachers’ lecture and “chalk and talk” methods of instruction often encourage
disciplinary problems (Oliva & Pawlas, 2004). Inadequately specified objectives,
ineffective presentations, and unsuitable materials promote student behavior problems.
“Within the classroom, the main impediment to learning by doing is not doing” (Jones,
Jones, & Jones, 2007, p. 2). Students engage in activities that disrupt classroom teaching when teachers fail to engage students in learning activities.
Teachers’ personal characteristics of cura personalis (care of the entire person), democratic attitudes, consistency, and wide interests have transforming effects on student behaviors (Hester et al., 2003). Good teachers understand students’ problems, are willing to help them, and offer a variety of activities in the classroom (Bondy & Ross, 2008).
Teachers’ leadership styles, such as democratic, autocratic, collaborative, and teacher- directed, influence the classroom climate (Djigic & Stojiljkovic, 2011). Middle school students who were interviewed by Cushman and Rogers (2008) said “show us that you like us and find us interesting” (p. 65).
Influencing Student Behavior
Effective behavior strategies foster students’ positive behavior. Successful
teachers identify appropriate instructional strategies, design and present curriculum, and
use management strategies successfully (Marzano, 2003). In his meta-analysis, Marzano
(2003) asserted that effective teaching and learning cannot occur in a poorly managed classroom. Without a clear framework of rules and procedures, chaos rules and disorder becomes the standard. Absence of appropriate behavior management reduces teacher effectiveness, bringing stress to educators and students alike (Marzano, 2003). Effective teachers in urban settings exhibit assertiveness by consistently communicating explicit SHAPING BEHAVIORS 31
student expectations regarding behavior and academic requirements (Brown, 2003).
Involving parents in the education of children increases the effectiveness of teachers’ attempts to students’ classroom behavior.
Behavior management refers to teacher activities that promote positive student behavior (Friend & Bursuck, 2012). It includes the establishment of classroom rules with consistent consequences, and the monitoring of student behavior. Classroom rules form the first step in creating a learning environment based on preventive measures. They are brief, specific, and worded positively (Charles, 2011; Darch & Kame’enui, 2004). The rules should be clarified with students so that they are understood. In addition to having clear expectations, teachers also need to communicate their expectations to a set of consistent consequences (Friend & Bursuck, 2012). Besides, teachers need to monitor student behaviors in order to help them follow the expectations and dispense consequences fairly and consistently.
Pickett and Fraser (2010) emphasized the need for creating a positive school environment to engage students in learning activities and minimize off-task behavior. A positive school environment is characterized by cooperation, respect, trust, collaboration, and friendly existence (Friend & Bursuck, 2012). It reflects caring and concern for all students and that contributes to positive behavior as well as academic achievement.
Pickett and Fraser (2010) suggested that teachers incorporate the following five steps to improve their classroom environment: (a) assess the actual environment as perceived by students, (b) provide feedback to teachers on students’ responses, (c) reflect and discuss students’ responses to make decisions, (d) introduce interventions, and (e) reassess the SHAPING BEHAVIORS 32
actual environment to determine whether students perceive their classroom environment
to be positive.
Hogan and Prater (1993) identified the importance of students developing self-
management and self-monitoring skills in behavior management. This relates to students
being able to self-evaluate, reinforce, and manage their own behavior issues. Self-
monitoring skills can improve students’ self-awareness, whereby they are able to correct inappropriate behaviors and make improvements (Prater, 1994). If students are taught to self-manage their behavior, that would reduce teacher stress and better relationships between students and teachers. Students will be able to modify their own behavior through self-management interventions for appropriate behavior (Mooney, Uhing, Reid,
& Epstein, 2005). Self-management of behavior is more effective and sustaining than teacher directed discipline measures.
Shea and Bauer (2012) stressed the role of reinforcement in behavior management. Individual behavior is influenced by what occurs immediately before
(antecedent) and after (consequences) the action. According to Shea and Bauer (2012) the consequences of behavior are reinforcers. O’Donnell, Reeve, and Smith (2012) and
Peacock, Ervin, Daly, and Merrell (2010) encouraged teachers to use positive reinforcers to shape and strengthen socially acceptable behaviors. Positive reinforcers help reduce problem behaviors and improve student attention (Goldstein & Brooks, 2007). Negative reinforcements, on the other hand, eliminate inappropriate behaviors and help modify them. Behaviorists encourage teachers to use reinforcements in a systematic manner to modify behavior (Alberto & Troutman, 1982). SHAPING BEHAVIORS 33
Educators understand that behavior problems disrupt teaching and student
learning. Teachers can use effective instructional strategies to manage student behavior
and enhance student learning. Merrill (2012) listed five categories of instructional
activities that promote effective, efficient, and engaging learning: demonstration,
application, problem-centered, activation, and integration. Demonstration includes
exploring and repeating the teaching points which help them develop mnemonic devices.
Application consists of performing the complete task. In problem-centered instruction,
the teacher presents content events into problem-solving events for students to work on and learn. Activation is aimed at student involvement and integration is aimed at practice. Bost and Riccomini (2006) identified 10 research validated principles for effective instruction. They are active engagement, providing experience of success, content coverage and opportunity to learn, grouping for instruction, scaffolded instruction, addressing forms of knowledge, organizing and activating knowledge, teaching strategically, making instruction explicit, and teaching sameness. Effective instruction is a research-based strategy to increase students’ academic engagement which reduces disruptive behavior.
Levin and Nolan (2010) presented behavior management from the perspective of teachers as professionals who are vested with the responsibility of teaching. They emphasized that, as professionals, teachers should influence student behavior by their instructional pedagogy and quality intervention strategies. They ascribed to an Adlerian psychology that upholds students’ conscious choice to behave. Levin and Nolan (2010) are of the opinion that teachers cannot control student behavior, but can influence it through appropriate responses to student behavior. They contended that school SHAPING BEHAVIORS 34
professionals’ failure to address behavior problems that disrupt the learning environments
deprive the learning not only of the students who disrupt teaching, but also of other
students who want to learn in peaceful environments. Teachers cannot control a child’s
life at home. However, they are able to influence students’ behaviors and create a culture
that promotes positive behaviors in the classroom (Hester et al., 2003).
Teachers are significant players in shaping students’ school experiences and
behavior. Way (2011) identified the association between student perceptions of teacher-
student relations and discipline-related outcomes. Her study showed that in schools where students perceive positive and caring teacher-student relations, there were fewer suspension rates. Besides, students feel safer in a caring environment. A study conducted by Payne, Gottfredson, and Gottfredson (2003) indicated that students who develop positive relationships with teachers cultivate responsible behavior habits (as cited in Way, 2011). In her study focusing on teacher influence, the students who believed their teachers cared about them and respected them, enjoyed school and had lower incidents of disruptive behavior. In addition, a recent study examining the relationship between student beliefs about teachers and the likelihood of suspension found that students who believed that their teachers held high expectations for them had significantly lower school suspensions (Way, 2011).
Support in Behavior Management
Teaching involves collaboration. Teachers require the collaboration of parents,
administrators, and colleagues to effectively teach and manage the classroom
environment and student behavior. Research supports the potential of parental
involvement for improving student behavior and academic achievements (Hornby, 2011). SHAPING BEHAVIORS 35
Parental involvement, according to Hornby (2011), is a key variable in achieving better
educational outcomes. Parental support includes visiting the school, meeting with
teachers, inquiring about children’s education, supervising children’s work, and attending
parent-teacher conferences. Effective parental involvement contributes to better parent-
teacher relationships, school climate, and teacher morale (Hornby, 2011). Parent-teacher
conferences, parent-teacher relationships, and parental involvement are important when
developing interventions aimed at reducing disruptive behavior and enhancing teacher
engagement (O’Brennan, Bradshaw, & Furlong, 2014). Teachers should involve parents
in students’ behavioral issues in the classroom, which can serve as an intervention
strategy for behavior management.
Student behavior in schools evolves within the context of their educational
environment (Beal, Ausiello, & Perrin, 2001). School climate and environment influence
student behavior and academic performance. School administration and school policies
play a significant role in creating the school climate and culture that promote student
achievement and behavior. School administrators not only deal with academics and
general administration of the school but also with school life, which is composed of
values, character, behaviors, and attitude (Muhammad, Hussan, Aijaz Ahmed, 2011).
Tickle, Chang, and Kim (2011) examined the effect of administrative support on
teachers’ job satisfaction and desire to continue teaching. The study found that
administrative support was the most significant predictor of teachers’ job satisfaction.
This study also identified that administrative support strongly influences teaching experience and student behavior. The study found that more than three-fourths of the
departing teachers left due to student disruptive behavior and lack of support from school SHAPING BEHAVIORS 36
administration (Tickle et al, 2011). The study concluded that effective school leadership
facilitates in offering individualized teacher support and developing a collaborative
school culture.
Sparks (2004) discussed the benefits of teachers engaging in conversion of educational issues, instructional practices, and behavior management strategies with their colleagues. Such discussions help the professional learning community to establish and promote a supportive environment. The benefits of supportive, collegial interactions include continuous improvements in teaching and building relationships among colleagues. Sparks (2011) was interested in teachers’ professional development that contributes to their innovative solutions to student problems and supports their initiatives.
Teachers must be aware of the benefits associated with getting the support of parents and administrators to develop effective intervention strategies.
Behavior Management of Diverse Student Population
Culture is the way persons live in their home environments. Banks (2004) argued that teachers who are conscious of multicultural education will respect and promote students’ values and beliefs in their classrooms, which enables teachers to employ appropriate behavior strategies. It is beneficial for educators to become knowledgeable about their students’ cultures and environments. Students’ learning styles have an impact on what and how teachers teach. Naga students learn better when they are involved.
They enjoy storytelling, jokes, and wordplay which interaction and involvement.
D’Souza (2006) described Naga students as kinesthetic and visual learners. Visual learners learn best through sight and prefer using images, pictures, colors, and maps to organize information and communicate with others (Dryden & Vos, 2005). Visual SHAPING BEHAVIORS 37
learning styles have helped Naga students to develop exceptional photographic
memories. Understanding of the cultural influences on students prepares teachers how to
reach, teach, and discipline students from diverse communities.
Behavioral problems occur when teachers do not know or understand that
students’ behavior is reflective of their culture (Banks, 2004). Wong and Wong (2004)
suggested several strategies for establishing expectations for behaviors, developing caring
classrooms, and using appropriate interventions for behavior problems. Teachers in
classrooms with diverse students have several responsibilities that include making
instructional accommodations, engaging students in teaching practices that promote
visual and auditory learning, and creating positive classroom environments that address
students’ individual needs (Bondy, Ross, Gallingane, & Hambacher, 2007). If teachers
and principals model attitudes of fairness and consider possible underpinnings of
behaviors traditionally seen as disruptive, they will be able to appreciate diversities and influence appropriate student behavior (Milner & Tenore, 2010). Learning students’ names and pronouncing them correctly indicate teachers’ respect for students. When teachers mispronounce students’ names, they internalize that teachers do not care about their personal, cultural, or familial identities (Hansuvadha & Slater, 2012).
Teachers need to understand students’ cultural differences in communication, learning styles, social interaction, and ways of responding to appreciate students’
uniqueness and respond to their learning needs. There are times when teachers from other cultures often misread their students’ frankness as disrespectful (Milner & Tenore,
2010). Naga students are frank in their relationship with teachers and prefer to work in groups (D’Souza, 2006). The researcher’s experiences confirm that teachers who SHAPING BEHAVIORS 38 encourage cooperative learning receive better student participation and experience fewer student disruptions in classrooms. Scherff (2005) highlighted the power of students’ language (mother tongue) to help teachers develop better relationships with students and to influence students’ behavior.
In a diverse student classroom, behavior management problems arise due to differences between teachers’ perceptions of classroom environment and how students behave at school (Milner & Tenore, 2010). Gay (2002) emphasized that teachers being sensitive to cultural diversity has direct implications for teaching, learning, and behavior management. Students’ cultures influence their values, traditions, communication, learning styles, contributions, and relational patterns (Villegas & Lucas, 2002).
Awareness of cultural diversities offers teachers strategies that provide all students with an equal opportunity to learn and respond to students’ behavior in culturally appropriate ways.
Culturally Responsive Teaching
Several researchers in the field of culturally responsive teaching have called for the use of effective behavior management strategies with diverse populations of learners
(Delpit, 1995; Gay, 2002; Weinstein et al., 2004). Gay (2002) argued that when knowledge and skills are transmitted within students’ lived experiences they are more personally meaningful and are easily learned. While working with diverse student populations, leading by example and modeling attitudes that promote cultural diversity help build trust in students (Hansuvadha & Slater, 2012). Friend and Bursuck (2012) suggested a collaborative leadership style that includes shared responsibility, group decision making, and community building to appreciate and encourage the presence of SHAPING BEHAVIORS 39
diverse learners in the classroom. Group activities help close the cultural gap. Most
Naga students enjoy working in groups. Milner and Tenore (2010) stressed the importance of fairness in treating all students equally in the classroom. Teacher fairness is an essential element for developing culturally responsive classrooms.
Richardson (2000) observed that one of the biggest challenges facing the education system in the 21st century is teaching students from urban and diverse learning environments. In a diverse learning environment it is essential to prepare teachers and school principals to use positive and proactive behavior management techniques which
motivate students and encourage their involvement (Hough, 2011). Multi-cultural
education encourages democratic ideals which appeal to and motivate students with
varying needs (Banks, 2004). A one-size-fits-all curriculum, teaching pedagogy, and
assessment strategies are generally ineffective with a diverse student population (Levin &
Nolan, 2010). Culturally responsive teaching promotes students’ academic achievements
because there exists a harmonious relationship between instructional styles and students’
culturally-based interpretation of the instruction (Villegas & Lucas, 2007).
Theoretical Framework for Selecting a Behavior Management Model
Behavior management models provide teachers the understanding they need to
choose the appropriate strategies for their classrooms. Teachers in Nagaland need to
balance behavior management practices with a sound theory in order to be effective in the
use of the strategies. Individual models are better understood when viewed in
comparison to one another. The behavior management model that teachers select should
be consistent with their beliefs about how they should interact with students (Tauber, SHAPING BEHAVIORS 40
2007). The model that they believe in will form the basis for their behavior management system
Each of the behavior management models in this section is categorized in a hierarchical order of management models. The specific frameworks discussed include those developed by Wolfgang and Glickman, French and Raven, and Skinner and Rogers
(Tauber, 2007). These frameworks provide the theory behind each of the behavior management models presented.
Wolfgang and Glickman’s Schools of Thought
Teachers differ in their beliefs on how students should learn and what behavior management models are effective in their classrooms. Glickman and Wolfgang identified three schools of thought (see Figure 3) along a teacher-student control continuum
(Glickman & Tamashiro, 1980). They are interventionist, interactionist, and noninterventionist.
Interventionist Interactionist Noninterventionist
Figure 3. Wolfgang and Glickman’s Teacher Behavior Continuum. The interventionist model of behavior management is drawn from the principles of experimental psychologists who believe that human action is conditioned. Individuals can be conditioned to behave through the application of positive or negative reinforcements. The behaviorists believe that students’ misbehavior is the result of inadequate reinforcements of rewards and punishments (O’Donnell et al., 2012). The noninterventionist model of behavior management is inspired by the philosophies of humanism and psychoanalysis (Milhollan & Forisha, 1972). The proponents of noninterventionist model believe that students are capable of controlling their own SHAPING BEHAVIORS 41
destiny and have the inherent capacity to solve their own problems. The role of teachers
is to provide a supportive and facilitating environment for students to develop appropriate
social behavior (Glickman & Tamashiro, 1980). The interactionist model of behavior
management emphasizes the importance of resolving student behavior issues
democratically (Djigic & Stojiljkovic, 2011).
French and Raven’s Social Basis of Power
According to Mintzberg (1983), the best known framework for examining social power is the typology of power bases developed by French and Raven. This typology consists of power bases that a teacher need to know and can use to influence students’ beliefs, attitudes, or behaviors (Erchul, Raven, & Whichard, 2001). French and Raven
(1960) identified five different types of power (see Figure 4) that teachers as social agents may use to influence student behavior (Tauber, 2007).
Referent Expert Legitimate Reward Coercive Power Power Power Power Power
Figure 4. The Social Basis of Power Framework. The five teacher power bases are listed in a hierarchical order, beginning with
those that will help students to have control over their own behavior and proceeding to
those that increase teacher control (Tauber, 2007).
Referent power. When a teacher has referent power, students behave as the
teacher wishes, because they respect and are attracted to the teacher personally. Erchul
and Raven (1997) stated that “referent power grows from mutual identification” (p. 147).
Teachers’ positive feedback, extra time and attention, and sincere display of interest in
students’ ideas, activities, and learning indicate that the teacher likes the students. SHAPING BEHAVIORS 42
Expert power. This is the power of professional competence. Levin and Nolan
(2010) advocate teacher’s expert power, because the teacher is knowledgeable and an authority in the field. Behavior problems may not occur in the teacher’s classroom, because students are engaged in learning. Students respect the teacher’s professional competence. Kern (2010) says that expert teaching challenges students to achieve higher goals. Studies by Rosenthal and Jacobson (1968) demonstrated that students strive to live up to the high expectations that teachers frequently communicate to them and thus create a positive self-fulfilling prophecy.
Legitimate power. A teacher’s legitimate power influences students to behave appropriately, because the teacher has the legal and formal authority to maintain appropriate behavior in the classroom (Levin & Nolan, 2010). Erchul and Raven (1997) called legitimate power “position power” (p. 145). Teachers, by their very position, are invested with certain powers to ensure appropriate student behavior. However, Levin and
Nolan (2010) argued that the present day students are less likely to be influenced by teachers’ legitimate power as of the past as a result of the societal changes, such as, the influence of social media, violence, life-styles, and lack of role models.
Reward power. Teachers exert power over students because teachers are in a position to give or withhold desired rewards (Tauber, 2007). Teachers may reward students with oral or written praise, gold stars, free time, and good-news notes to parents
(Levin & Nolan, 2010). Reward power is seen in reinforcement, stimulus, incentive, and cueing. Although it can be considered to regard rewards to get agreement as a more humanistic approach than one based on punishments, these approaches are far more similar than different (Kohn, 1996). SHAPING BEHAVIORS 43
Coercive power. Teachers use coercive power to influence student behavior.
Students allow teachers to control their behavior because students perceive teachers to be
in a position to impose punishments (Kohn, 1996). Tauber (2007) is of the opinion that students respond to punishments by rebelling, retaliating, lying, cheating, conforming, and withdrawing from learning. These coping mechanisms are outward signs of the students’ anger, frustration, and fear. Therefore, the use of coercive power fails to influence student behavior positively.
A Behaviorist-Humanist Framework: Skinner and Rogers
Skinner (1956) and Rogers (1969) addressed the fundamental issue of how humans learn (as cited in Tauber, 2007). Their views are helpful in understanding and formulating strategies for behavior management in schools. However, their theories of how human beings learn represent opposing positions in the behaviorist-humanist continuum (Lindgren, 1980). Skinner’s behavioristic views hold that human beings learn because of the consequences that follow their actions. Skinner (1986) argued that teachers cannot abrogate their responsibility to control the consequences of student behavior. Rogers, on the other hand, possesses a humanistic view on education. In
Freedom to Learn (1969), Rogers advocated self-directed learning wherein students become self-disciplined. Humanists propagate that learning should occur through reflection on personal experience (Kramlinger & Huberty, 1990). Gordon’s Teacher
Effectiveness Training (T.E.T.) reflects Rogers’ views of self-discipline.
The researcher analyzed four behavior management models developed by prominent educators. These models fall under the framework of control, manage, and SHAPING BEHAVIORS 44 influence categories of behavior management (Lewis, 1997, as cited in Tauber, 2007)
(see Figure 5).
Control Manage Influence
Figure 5. Framework of Control, Manage, or Influence Continuum. The knowledge of discipline models or approaches is significant for teachers in
Nagaland because behavior management in the state largely consists of the traditional method of reward and punishment. The present teachers learned the method they practice from their own teachers who used the same method. Not only is the method of reward and punishment disrespectful, but the effectiveness of it is short-lived. In fact, often times this system of managing behavior can have the exact opposite effect on student behavior (Charles, 2011). Modern approaches to behavior management focus on prevention rather than cure. The approaches followed should match with the best professional practices that will maximize student learning and enhance appropriate student behavior. These models of behavior management are presented with the intention of providing information and techniques for teachers to develop their own behavior management plans appropriate for their classrooms (see Figure 6).
Control Influence
Skinnerian View Rogerian View
Lee and Rudolf William Thomas Marlene Dreikurs Glasser Gordon Canter
Figure 6. Behaviorist-Humanist Discipline Model Continuum. SHAPING BEHAVIORS 45
Lee and Marlene Canter on Assertive Discipline
Lee Canter and Marlene Canter are well-known for their research in the field of
education. The Canters taught the assertive discipline model that holds the underlying principle that “teachers have a right to teach and the students have a right to learn”
(Tauber, 2007, p. 96). The assertive discipline model proposes teachers to use coercive and reward powers to control student behavior (Djigic & Stojiljkovic, 2012). This model falls on the behaviorists’ view of discipline (Tauber, 2007). The emphasis of the model is on control of students’ behavior.
Canter (1989) developed positive assertive discipline, a take-charge approach to behavior management. Assertive discipline emphasized teaching students how to behave.
Teachers need to establish clear rules for the classroom, communicate those rules to students, and teach students how to follow them. Canter (1989) explained that “children should be told exactly what adults expect of them, as well as what will happen if they don’t do what they’re told” (Kohn, 2006, p. 2). For Canter (1989), the key to assertive discipline is observing students being good and supporting them when they behave appropriately.
Canter (1989) underlined the importance of teachers developing a behavior management plan for them. Teachers should apply the same consequences on a consistent basis to students who disrupt the classroom. Parents should be informed of classroom expectations and the consequences when students choose to misbehave
(Canter, 1996). Teachers should maintain a record of student misbehavior in order to enforce the behavior management plan. Canter (1996) suggested that a behavior management plan should include a maximum of five consequences for misbehavior. The SHAPING BEHAVIORS 46
consequences must be organized in a hierarchy of severity of teacher-supplied consequences to match the degrees of student behavior. The implementation of the plan should be only after it is approved by the school. The plan should be shared with the students, sent home to parents, then signed and returned to school (Tauber, 2007). Canter
(1989) insisted that the consequences should be appropriate for students’ grade levels.
In order for assertive discipline to be effective, Canter (1989) recommended a three-step cycle of discipline system. First, teachers must instruct students the expected behavior in the classroom. By establishing routines and disciplinary strategies teachers communicate the expected behavior. Teachers, then, need to model the expected behavior and ask students to repeat the directions. Teachers may engage students in activities to ensure that students clearly understand the instructions. Second, teachers must reinforce the expected behavior. Reinforcing the expected behavior when students follow it motivates them to repeat it. Canter emphasized “catching students being good” and providing feedback and reinforcement (Malmgren, Trezek, & Paul, 2005, p. 36). He recommended that teachers reinforce students’ positive behavior. Third, teachers should resort to negative consequences specified in their discipline plan only if students continue to misbehave even after the expected behavior is reinforced.
Canter’s assertive discipline model includes a combination of behavioral
psychology and traditional authoritarianism (McDaniel, 1986, as cited in Tauber, 2007).
Behaviorists, like the Canters, believe in a win-lose world (Wolfgang, 1999). If one
believes that the classroom should be a model of democracy and that students should take
responsibility for their own behavior, then the assertive model does not fit in with one’s
philosophy of education. SHAPING BEHAVIORS 47
Rudolf Dreikurs’ Social Discipline Model
Dreikurs developed the social discipline model of behavior management based on
Alfred Adler’s notion that students’ misbehavior is the consequence of their unfulfilled
needs (Malmgren et al., 2005). Dreikurs believed that every student desires and needs social recognition. When the needs for social recognition are unmet, students misbehave with the mistaken goals to fulfil the needs. For Dreikurs human problems are interpersonal and they can be solved by human interaction and sharing responsibilities.
The society has a significant role in helping individuals to grow as social persons. The
social discipline model encourages teachers to use referent and legitimate powers to
influence student behavior (Tauber, 2007).
Dreikurs (1968) in Psychology in the Classroom emphasized that human beings
are social beings and their actions are purposive and directed toward a goal. He placed a
strong emphasis on recognizing students’ basic needs and responding to them. Therefore,
his social model of behavior management is located within the interactionist philosophy
(Trumble & Thurston, 1976). Dreikurs (1968) argued that students, as social beings,
want to be recognized and respected. They resort to disruptive means when they are
unable to achieve their goals through socially acceptable means (Pinto, 2013).
Misbehavior represented a misguided attempt to feel significant and that students who
disrupt in classrooms and misbehave are mostly discouraged (Kohn, 2006). Teachers
who identify students’ goals of misbehaving respond effectively in managing student
behavior. Dreikurs identified four goals that described the purpose of students’ misbehavior: (a) bids for attention, (b) power struggles, (c) revenge seeking, and (d) helplessness (Nakamura, 2000; Wolfgang, 1999). SHAPING BEHAVIORS 48
Teachers need to help students recognize the relationship between their actions
and the results of those actions, which Dreikurs understood as consequences (Dreikurs,
Grunwald, & Pepper, 1998). Dreikurs categorized consequences into three: natural,
logical, and contrived. Natural consequences are the effects that naturally occur from one’s behaviors (Nakamura, 2000). On the other hand, teachers supply logical
consequences appropriate and clearly related to one’s misbehavior. Dreikurs (1968)
advocated for the application of logical consequences which have a clear connection to the misbehavior. He presented logical consequences as alternatives to punishments when students misbehave. Contrived consequences do not have a clear logical connection between the misbehavior and the consequences. Therefore, contrived consequences should not be used in classrooms because they cause resentment and hatred (Wolfgang,
1999).
Dreikurs’ (1968) social discipline model was significantly influenced by the psychology of Alfred Adler, who offered a theory of behavior that is goal-directed.
Dreikurs argued that a desire to belong and build relationships is a basic human yearning.
He explained that students’ misbehavior is a misguided attempt to seek attention and feel significant (Dreikurs et al., 1998). He goes beyond the behaviorists’ approach of controlling student behavior to influencing student behavior through socially acceptable means of applying appropriate logical consequences.
William Glasser’s Reality Therapy and Choice Theory Model
Glasser’s (1969) reality therapy and choice theory model of behavior management focused on confronting and dealing with inappropriate behaviors of the present rather than of the past. The core of the reality therapy is that, “regardless of what has happened SHAPING BEHAVIORS 49
to us in our lives, we can choose present and future behaviors that are likely to help us
meet our needs more effectively” (Tauber, 2007, p. 174). Glasser believed that teachers
cannot control student behavior, but only influence it. He encouraged teachers to use
their legitimate and expert powers in motivating and influencing students and meeting
their needs. He advocated the promotion of intrinsic motivation in learners and a
humanistic approach to influence student behavior.
Glasser (1969) in Schools without Failure emphasized identifying problem
behavior, involving students in the process of finding solutions, and avoiding
punishment. He asserted that behavior management strategies will succeed if students
perceive school as a significant place in their lives. Students will accept shared
responsibility for their behavior if they perceive the school as an important place in their
lives (Charles, 2011). Glasser (1992) asked teachers to move from “coercive boss- managing to noncoercive lead-managing” (p. 691) that assists students to perceive school as a welcome place. Securing student involvement in problem solution is the first step in reality therapy, for which teachers need to be more personal with students (Tauber,
2007).
Glasser and Gough (1987) explained that human behavior and misbehavior are their best attempts to satisfy needs. Maslow’s (1968) research on human needs revealed that an individual will experience frustration and lack of motivation which lead to misbehavior, if his or her needs are not met. Glasser (1988) encouraged schools to create a positive environment that addresses need satisfaction in order to eliminate behavior problems. If schools do not provide students with socially acceptable ways of meeting SHAPING BEHAVIORS 50
their needs, students will recourse to misbehavior with the mistaken notion of meeting
their needs.
Glasser’s choice theory emphasized that teachers cannot force students to behave,
but can help to choose socially acceptable behavior. Teachers’ role is to influence
students to choose by presenting a strong connection between what students are asked to
do and what they believe to be worth doing (Lawrence, Vachon, Leake, & Leake, 2001).
Glasser believed that one can only control one’s own behavior. When one controls oneself, one is using choice theory (Onedera & Greenwalt, 2007). Glasser (1988) encouraged teachers to understand that they have the power and obligation to help students make appropriate behavior choices.
Thomas Gordon’s Teacher Effectiveness Training Model
Gordon’s (1974) Teacher Effectiveness Training (T.E.T.) is a well-established model of behavior management. It is based on the Rogerian view of self-discipline in schools (Wolfgang, 1999). He emphasized the importance of teaching students to manage their own behavior rather than have teachers control it. Gordon highlighted the value of intrinsic motivators and urged parents and teachers to use nonjudgmental active listening and nonaccusatory “I-Messages” while talking to students about problem behaviors (Malmgren et al., 2005). Gordon (1974) believed that teachers cannot control student behavior, only influence it. Like other humanists, he underlined the importance of the power of relationship. He said, “If you solve the relationship problem, you solve the misbehavior problem” (Tauber, 2007, p. 199). SHAPING BEHAVIORS 51
T.E.T. is a communication model for teachers to promote students in self-
discipline (Malmgren et al., 2005). This model (see Figure 7) describes the process of
communication between two people (Wolfgang, 1999).
Student OWNS Active listening the problem
Students’ behaviors cause problems Acceptable for them behaviors NO PROBLEM Students’ behaviors cause problems for AREA no one
Teacher OWNS I-Message
the problem Students’ behaviors cause problems for teachers Unacceptable
behaviors We OWN the
problem No-lose method
Conflict of needs Conflict Resolution
Figure 7. Gordon’s Effectiveness Training Rectangle. According to Gordon (1974) there are two interpersonal communication problems
that regularly occur in classrooms: how to respond when the student owns a problem and
how to respond when the teacher owns a problem. When students own the problem, the
behavior is acceptable to the teacher because it does not interfere with the teacher
meeting his/her needs (Gordon, 1989; Tauber, 2007). When the teacher owns the
problem, it is not acceptable to him/her because it interferes with the teacher meeting
his/her needs (Gordon, 1989). In the no-problem area the behaviors of students cause no
problem for the teacher or the students. Skills are required to resolve problems when the
needs of the teacher and students conflict (Gordon, 1989). SHAPING BEHAVIORS 52
In the T.E.T. model an acceptable student behavior does not interfere with the
teacher meeting his/her needs. Such a situation does not require a responding skill,
because neither the teacher nor students experience any problem. Gordon (1989) says
maximum student learning takes place in this situation. The goal of the T.E.T. model is to enlarge the no problem area (Tauber, 2007). Despite good intentions, teachers may respond with what Gordon calls potential roadblocks to communication, such as threatening, criticizing, and ridiculing (Bear, 1999). When roadblocks happen, Gordon
(1989) suggests active listening and I-messages, as alternatives to roadblocks in communication, to improve communication between students and the teacher. I- messages concentrate only on the teacher. They tell how “I” am being affected and how
“I” feel (Tauber, 2007). It is likely that students resist you-messages, but I-messages
have greater acceptability (Taylor, 2004).
The idea behind T.E.T. model is relationship. Teachers’ skills in implementing
the model are crucial to its effectiveness in promoting self-discipline. Gordon’s T.E.T.
model gives control of classroom behavior to students. Teachers may bring about a win-
win situation in classrooms by combining the benefits of active listening and I-messages.
Establishing and maintaining relationships through mutual communication is basic to the
T.E.T. model of behavior management. “If you solve the relationship problem, you solve the misbehavior problem,” asserts Gordon (Tauber, 2007, p. 216).
Summary of the Chapter
This chapter presents a review of literature related to students’ disruptive behaviors and teachers’ strategies to influence student behavior. Educators have long understood that behavior problems kept students from performing productively in the SHAPING BEHAVIORS 53
classroom. They understand that students cannot be forced to learn appropriate behavior,
but can only be influenced to behave. Studies show that attempting to control student
behavior will create fear and discourage students from developing a positive self-
discipline (Levin & Nolan, 2010). The goal of helping students develop a positive self-
discipline is to go beyond the approaches of controlling and managing to influencing
student behavior. This chapter presented an overview of the demography and research on
education in Nagaland, analyzed the causes of student misbehavior, and discussed the
cultural responsiveness in teaching. In addition, the chapter illustrated four behavior management models of renowned psychologists and educationists to provide a framework for developing effective behavior management strategies. Teachers often manage student behavior through a smorgasbord approach, a little bit of Canter, Dreikurs,
Glasser, and Gordon, which is ineffective in achieving the best results.
SHAPING BEHAVIORS 54
CHAPTER THREE: METHODOLOGY
Introduction
The purpose of this qualitative study was to explore the behavior management strategies that teachers identified to be effective in managing student behavior in middle schools in Nagaland. The researcher interviewed 24 teachers from 12 urban schools in
Kohima and Dimapur which have diverse student populations in the state. Grounded theory was chosen for the study methodology to generate a theory from the data collected which explained the behavior management strategies that teachers believed to be effective. Grounded theory research is a qualitative approach for developing theory that is grounded in data, systematically gathered and analyzed (Strauss & Corbin, 1994, as cited in Johnson & Christensen, 2008).
The study was interpretive, as it aspired to portray the research participants’ viewpoints, thoughts, feelings, and experiences as accurately as possible. In this chapter, the researcher discussed the rationale for choosing qualitative methodology, explained grounded theory approach, and built a holistic picture to report the selection of participants, data collection process, data analysis, and validity issues.
Research Questions
The main research question was, “What are the effective behavior management strategies of teachers in middle schools with a diverse student population?” The main research question led to the generation of the following research questions.
1. What behavior problems do teachers experience in middle schools in Nagaland?
2. How do students’ disruptive behaviors affect teaching and learning in classrooms?
3. Why do students misbehave in classrooms? SHAPING BEHAVIORS 55
4. What intervention strategies used by teachers are effective in addressing
disruptive behaviors?
5. What support do teachers receive from school administration, colleagues, and
parents to address disruptive behaviors in classrooms?
6. What behavior management strategies might be specific to a diverse student
population in classrooms?
Method Rationale
The question, “What are the effective behavior management strategies teachers use to influence student behavior in diverse middle schools in Nagaland?” is complex.
Besides understanding teachers’ behavior management in the classroom, other themes that intertwine in the answer include student diversity in classrooms, the influence of
Naga culture in teaching, the nature of the local educational system, the psychology of middle school students, and the school environment in Nagaland. The study addresses a complex social problem which requires the researcher to interact with teachers in their specific social settings and understand their lived experiences of the problem. Corbin and
Strauss (2008) explain that qualitative methodology allows the researcher to explore the
inner experiences of participants, to determine how meanings are formed through and in
culture, and to discover rather than to test variables.
The researcher has given careful consideration to choosing the grounded theory
design that has the sensitivity and flexibility to explore the many themes that intersect in
the answer to the research problem. Qualitative research is of specific relevance to the
study of social sciences owing to the plurality of human experience (Flick, 2002) and that
the phenomena is difficult to interpret in quantitative terms due to its dynamic nature SHAPING BEHAVIORS 56
(Gerring, 2012). Creswell (2008) and McNabb (2008) explicate that qualitative methodology is more suitable for the study of complex social realities. Besides, qualitative tools of interviews and observation are designed to lead the researcher to deeply understand the way teachers think, feel, and respond to students’ behavior.
Qualitative Methodology
Clark and Creswell (2010) defined qualitative research as
a type of research in which the researcher studies a problem that calls for an
exploration; relies on the views of participants; asks broad, general questions;
collects data consisting largely of words (or text) from participants; describes and
analyzes these words for themes; and conducts the inquiry in a subjective and
reflexive manner. (p. 66)
This study lends itself to a qualitative design because it allows the researcher to explore the ways in which teachers handle classroom behavior, since no two behavior infractions are identical. Further, face-to-face interviews with teachers enable the researcher to understand their viewpoints, feelings, and experiences and the meanings they attach to these experiences. Unlike quantitative research that relies on the collection of numerical data, qualitative research allows the researcher to understand people’s experiences in words and helps him or her to interpret them (Firestone, 1987).
The study concerns teaching-learning processes—what teachers do, how students learn and behave, and how teachers help students to learn—which are contained in the field of enquiry of educational psychology (O’Donnell et al., 2012). The enquiry on teachers’ collective experience on classroom disruption and their behavior management strategies is most suited for a qualitative design because qualitative research is pragmatic SHAPING BEHAVIORS 57 and grounded in the lived experiences of people (Marshall & Rossman, 1999). If one asks a qualitative question, then one should use a qualitative method to get relevant and appropriate answers (Giorgi, 2009).
Qualitative research provides the researcher with the flexibility of multiple methods of enquiry to interpret meaning from the phenomena in a naturalistic setting
(Denzin & Lincoln, 1994; Hatch, 2002). This study seeks to understand human behavior in a natural setting rather than in a laboratory setting. The researcher chose a qualitative research framework because of its flexibility, variety of data collection techniques, and analysis methods (Clark & Creswell, 2010; Marshall & Rossman, 1999). Using interviews to collect data and analyzing them qualitatively, the researcher was able to interpret teachers’ experiences in classrooms spontaneously.
Topics for qualitative study should be located within the natural world of the research subjects (Van Maanen, Dabbs, & Faulkner, 1982). Teaching is influenced by the specific context of the classroom in which teachers teach. Teachers feel confident to express themselves in a narrative format such as in stories, rather than in philosophical reflection. The researcher recorded not only what he saw, but also the participants’ interpretations of their interactions (McNabb, 2008). Having been a teacher for several years, the researcher was an insider in the study and was able to more fully understand teachers’ feelings and classroom experiences. Van Maanen et al., (1982) argued that when selecting a study, a qualitative researcher may take the perspective of an insider or an outsider. Glaser and Strauss (1967) said, “Of course, the researcher does not approach reality as a tabula rasa,” but “must have a perspective that will help him [or her] see relevant data and abstract significant categories from his [or her] scrutiny of the data” (p. SHAPING BEHAVIORS 58
3). An insider’s stance motivated the researcher to enter into the world of teachers,
understand their views, and interpret their views embedded in their actions and language.
In this study, the researcher not only asked interview questions, but also observed
and recorded body language, voice intonation, and any other non-verbal communication
that, he believed, helped to reveal how the participant felt about the issue. Follow-up questions and probes were used to maintain and even encourage emergent ideas to arise during the interview process. Finally, the researcher interpreted the information in a way that was respectful, ethical, and accurate. The researcher analyzed teachers’ shared experiences with the objective of developing effective strategies from the data to influence student behavior. Findings generated from this process are grounded in the data generated from the experiences of teachers. Therefore, the grounded theory design is appropriate for its analysis.
Grounded Theory Approach
Creswell (2008) defined grounded theory approach as “a systematic, qualitative procedure used to generate a theory that explains, at a broad conceptual level, a process, an action, or an interaction about a substantive topic” (p. 432). According to Strauss and
Corbin (1998), the grounded theory approach has the primary objective of developing theory out of the information gathered regarding social phenomena that are “grounded” in a systematic analysis of data (Lingard, Albert, & Levinson, 2008). Grounded theory is appropriate when the study of social interactions or experiences intends to explain a process, not to test or verify an existing theory (Creswell, 2008). Qualitative researchers
do not test hypotheses. In grounded theory approach, the theory emerges through the
process of a close and careful analysis of the data (LaRossa, 2005). Proponents of SHAPING BEHAVIORS 59 grounded theory assert that it promotes theorizing in ways that alternative methods do not promote (Strauss & Corbin, 1998). Unlike other qualitative approaches, that are expressly descriptive in their intent (e.g., phenomenological analysis), grounded theory methods are purposefully explanatory (Baker, Wuest, & Stem, 1992).
Phenomenological study describes the meaning of the lived experiences of a phenomenon of several individuals. The basic purpose of phenomenology is to reduce individual experiences with a phenomenon (Creswell, 2007; Van Manen, 1990). In this study, the researcher collected data from teachers who experienced disruptive student behavior with the intent to move beyond a description to generate a theory of the strategies proven to be effective in managing disruptive behaviors. One of the advantages of using grounded theory was that it offered flexibility to the researcher. He was free to design and re-design procedures in response to the emerging data and circumstances.
The data analysis in this grounded theory study involved a three-phase process.
The researcher began the process with open coding to categorize the preliminary information gathered from the participants (Creswell, 2007). Open coding allowed him to identify the core phenomenon of the study. The other categories created around the core phenomenon contributed to the finding of the causal conditions for the phenomenon to occur. The open coding enabled the researcher to proceed to axial coding, the second phase. The purpose of axial coding was to begin the process of reassembling data fractured during the open coding (Strauss & Corbin, 1998). The final phase was selective coding which was the process of integrating and refining categories that described the interrelationship of themes in the model (Creswell, 2007). SHAPING BEHAVIORS 60
Determining the Population
The identification of schools and the process of selecting informants for the study were of primary importance. Qualitative data collection consists of gathering information from a small number of individuals or sites to develop an in-depth exploration of phenomenon (Creswell, 2008). In order to identify the behavioral issues and teachers’ effective management strategies in middle schools in Nagaland, the selection of the sites and participants had to be intentional, as opposed to random, to best assist the researcher in understanding the phenomenon. The process implied selecting participants based on the likelihood of their providing rich data (Gay & Airasian, 2000), by illustrating features or processes that concern the study (Silverman, 2001), and on the likelihood of their facilitating “the expansion of the developing theory” (Bogdan & Biklen, 1998, p. 65).
Selection of Schools
The process of data collection began with the selection of schools to recruit teachers. Qualitative sampling is purposeful sampling (Creswell, 2008; Patton, 2002).
The researcher intentionally recruited participants from schools that met certain criteria
(LeCompte & Preissle, 1993). First, the schools were either middle schools or those that had middle school grade levels. This was because the study was on middle school teachers’ behavior management strategies. Most schools in Nagaland have classes
(grades) one to ten.
Second, the schools had a large class size of 40 or more students in each class.
The reason for this criterion was that behavior management in a large class size is far more challenging than in a small class size. The average class size in most reputed schools in the state is 50 or more students. SHAPING BEHAVIORS 61
Third, the schools required a diverse student population from several tribal and
non-tribal students. One of the goals of the study was to identify common disruptions in diverse student population classrooms and teachers’ effective behavior management strategies in such classrooms.
Fourth, the selected schools were known for their high quality in academic
performance and strong administrative leadership. Such schools employ experienced
teachers who are “information rich” (Patton, 2002, p. 169). Teachers in these schools
were expected to be knowledgeable of behavior management and able to articulate what
they experience in classrooms, their strategies to minimize disruptive behavior, and those
strategies’ effects.
There were other considerations that played a role in the selection of schools. The
researcher wanted a representation of both government (public) schools and schools under private management to get a wider picture of classroom disruptions and teacher management strategies. Among the privately managed schools, priority was given to schools with local leadership because the schools owned and managed by Nagas have administrators and teachers who are culturally adept. These considerations provided multiple perspectives to represent the complexity of classroom environments in
Nagaland. This maximal variation sampling is a purposeful sampling strategy aimed at selecting sites that differ on some characteristics (Creswell, 2008).
Schools in Kohima and Dimapur, the two major cities in Nagaland, fulfilled the criteria for selection of sites. In order to identify the schools that met the criteria, the researcher consulted Nagaland education department officials who provided information regarding the standard of schools. The researcher also consulted school administrators to SHAPING BEHAVIORS 62
get popular opinions about quality schools in these cities. Based on their suggestions six
schools in Kohima and six schools in Dimapur were selected. A total of 12 schools
participated in the study; two were government-run schools and ten were privately managed schools. The government-run schools are required to admit any student who seeks admission. The privately-managed schools are strict with admissions and disciplinary measures. The researcher believed that views of teachers of both government and private schools will help get a wider picture of the behavior problems in urban Nagaland schools and behavior management strategies. The researcher then personally contacted the principals of the respective schools, explained the purpose and procedures of the study, and requested them to identify three teachers from each selected school to participate in the study. The researcher requested a letter of consent (Appendix
A) from the principal.
Selection of Participants
Gaining access to individual participants involved several steps. Once the schools were identified, permission was sought from Creighton University Institutional Review
Board (IRB). The researcher submitted a proposal to the IRB that detailed the procedures of the study, research questions, and the participants involved in the study. The IRB conducted an expedited review based on the fact that the participants were adult teachers who would be interviewed in their respective schools.
The researcher used homogeneous sampling to identify participants. According to Creswell (2007) the more diverse the characteristics of the individual participants, the more difficult it would be for the researcher to find common experiences. The principal and teachers of the twelve schools recommended one teacher from each school for SHAPING BEHAVIORS 63
multiple in-depth interviews who met the following criteria: (a) a minimum of three years
teaching experience; (b) skillful in behavior management; and (c) the ability to articulate
the strategies they employ. Thus, 12 teachers were identified for in-depth interviews that
lasted for about one hour. The principal and teachers in collaboration selected the participants who were qualified for the interviews.
In addition to the 12 teachers selected for multiple in-depth interviews, 12 other teachers from the same schools were recommended for focus group interviews, using the same selection procedure. These 12 teachers formed three focus groups with four members each. The researcher had a personal conversation with each of the participants to brief him or her about the study, his or her role in the study, and to obtain his or her consent.
Of the 24 teachers interviewed, 12 were chosen for multiple in-depth interviews and 12 were chosen for focus-group interviews. The pool of 24 teachers consisted of 15 women and nine men; 16 belonged to eight different tribes, and eight from non-tribal communities. The teachers for in-depth multiple interviews had an average of 12 years of service and the teachers for focus group interviews had an average of nine years of service. Six of the teachers came from rural areas and 18 of them came from urban areas.
Figures 8 and 9 display these demographics. SHAPING BEHAVIORS 64
Composition of Interview Groups
Total participants 24
Avg. yrs. of service 9 12
Non-tribal 3 Focus group interviews 5
In-depth interviews Tribal 9 7
Men 4 5
Women 8 7
0 5 10 15 20 25 30
Figure 8. Composition of Interview Groups.
Composition of Participants
15 Women 18 Men
Tribal 9 6 Non-Tribal
Rural 8 16 Urban
Figure 9. Composition of Participants. SHAPING BEHAVIORS 65
On tables 2 and 3 are presented the anonymous names of the participants of in-
depth multiple interviews and focus group interviews with the names of the schools they
serve, the location of the schools, participants’ qualifications, years of service, and
classes they teach.
Table 2 Participants of Multiple In-depth Interviews
Participants Schools Sites Qualification Years of Classes Service Taught
Solo Higher Secondary School Kohima M.A 5 8
Don Higher Secondary School Kohima B.A 15 7,8
Rose Higher Secondary School Kohima B.A 4 7, 8
Robert High School Kohima B.A 15 5,6,7
Mono Higher Secondary School Kohima Under 22 4,5,6 Graduate
Avon Higher Secondary School Kohima B.A, B.Ed 15 8
Lawrence Higher Secondary School Dimapur B.Sc, B.Ed 16 8
Mahung Higher Secondary School Dimapur P.U, TTC 44 6,7,8
Kevi Higher Secondary School Dimapur B.A 10 5,6
Paul Higher Secondary School Dimapur M.A 14 7,8
Asha High School Dimapur B.A 20 7,8
Vinolia Higher Secondary School Dimapur B.Sc, 4 7,8
SHAPING BEHAVIORS 66
Table 3
Participants of Focus Group Interviews
Participants Schools Sites Qualification Years of Classes service taught
Sony Higher Secondary School Kohima M.A, B.Ed 8 6,7
Blesse Higher Secondary School Kohima M.Sc, B.Ed 3 7,8
Neila High School Kohima B.A 9 7, 8
Mary High School Kohima M.A 16 7,8
Epio Higher Secondary School Kohima B.A 6 5,6
Esui Higher Secondary School Kohima B.A B.Ed 4 8
Alice Higher Secondary School Kohima B.A, B.Ed 8 8
Vitus Higher Secondary School Kohima B.A 6 6,7,8
Liza Higher Secondary School Dimapur B.A 27 5,6,7
Elou Higher Secondary School Dimapur B.Sc 18 7,8
Alini Higher Secondary School Dimapur B.A 6 7,8
Mike Higher Secondary School Dimapur M.A 5 8
Instrumentation
Instrumentation for data collection consisted of the development of a behavior
management strategy checklist (Appendix B) and an open-ended interview guide
(Appendix C). The researcher modified the instruments to suit the interviews. The in-
depth multiple interviews with 12 teachers formed the centerpiece of the data collection
process. One-on-one in-depth and focus group interviews are effective qualitative data
collection processes to obtain participants’ experiences, thoughts, beliefs, reasoning, SHAPING BEHAVIORS 67
feelings, and motivations (Johnson & Christensen, 2008). The interview questions
consisted of general, standardized open-ended questions to allow the participants to share
their views relatively unconstrained by the researcher’s perspective (McNabb, 2008).
Multiple interviews over a period of time were used in effective ways to allow teachers to
reflect on and talk about their teaching. The interview guide for the in-depth interviews of the teachers was formed by a review of the relevant literature.
There were three focus group interviews with four participants in each. The same set of questions used for in-depth interviews were used for the focus group interviews.
However, the focus group interviews were challenging because each participant in the group waited for others to share their experiences and strategies first. Combined with the focus group interviews, an attempt was made to help teachers interact with their colleagues and reflect on their own experiences and behavior management strategies.
The researcher wanted the participants of the study to reflect and learn from each other’s experiences and behavior management strategies.
Data Collection Procedures
The data collection process involved a series of interrelated procedures. The first important step in the process was to find sites and participants to gain access to and establish rapport with participants so that they would provide good data (Creswell, 2007).
The research inquiry into “the effective behavior management strategies of teachers in middle schools in Nagaland” required identifying schools that employ experienced teachers who are effective in behavior management. The criteria for sampling directly reflected the purpose of the study (Merriam, 2009). Thus, the researcher employed a SHAPING BEHAVIORS 68
“criterion-based selection” to determine six schools in Kohima and another six in
Dimapur (LeCompte & Preissle, 1993, p. 69).
The most appropriate sampling strategy in qualitative research is non- probabilistic, and the most common form of this is purposeful (Patton, 2002). Purposeful sampling is based on the assumption that the investigator wants to discover and understand insights and therefore, necessitates a sample from which the most can be learned (Merriam, 2009). After identifying the sites, the researcher focused on selecting the participants. Strauss and Corbin (1998) stressed the importance of having informants with a wide range of views and experiences. Patton (2002) emphasized that participants should be information rich, and Creswell (2008) underscored the importance of participants’ ability to articulate their experiences.
The study employed multiple in-depth interviews (until saturation of data) with 12 teachers and three focus group interviews with four teachers each in a group. Protocol demanded that the researcher meet the principal first. During the meetings with teachers, the researcher gave the letter of introduction, the consent form, and interview protocol
(Appendices D, E, F) and finalized the interview dates, times, and locations. The researcher started interviews by thanking teachers for their generosity and openness to participate in the important study. Informed consent was achieved by providing the participants with the consent form, which articulated the intent of the research, participants’ rights, and the researcher’s contact information.
Interview questions were semi-structured in an open-ended format (Creswell,
2008; Johnson & Christensen, 2008). These questions explored teachers’ experiences of disruptive behaviors and the effective intervention strategies they have used in SHAPING BEHAVIORS 69
classrooms. Creswell (2013) noted that researchers conduct qualitative studies with
open-ended questions so that themes will develop from data.
The researcher interviewed each participant through multiple in-depth interviews independently, after explaining the interview procedure. Permission was sought to record the conversation using a digital audio recorder. Teachers, as well as principals, preferred the interviews to be conducted in their own schools. The researcher used the same open- ended questions for focus group interviews, which also lasted about one hour. All interviews were transcribed verbatim, and participants received a printed copy to verify their views and check the transcript for accuracy.
An interview protocol (Appendix D) was used when interviewing the participants to ensure uniformity in the general questions. The researcher maintained an interview guide (Appendix F) to assist in the interview (Johnson & Christensen, 2008). However, while an interview protocol was used to ask each question, unscripted follow-up questions were asked to gain further clarification on the meanings of words or concepts expounded by the teachers. This format allowed the researcher to respond to the situation at hand, to the emerging worldview of the respondent.
During the course of the in-depth interviews, the researcher appropriated points from the participants’ responses and used them as cues for further questioning. As the study progressed, the researcher asked questions, based on the previous interviews. Thus, later interviews were built upon the previous interviews and took the discussions to a new and deeper level (Creswell, 2008). Gradually, it became possible to recognize certain significant themes that were emerging from the conversations and refocus the follow-up conversations on those themes. SHAPING BEHAVIORS 70
The flexibility of in-depth interviews made them particularly beneficial to the
study. In-depth interviews offered the researcher greater freedom to probe the factors
that the participants mentioned that required explanation. Thus, it became possible to
amass a wealth of meaningful and description-rich data (Patton, 2002).
Qualitative research takes place in the participants’ natural setting. Teachers were
interviewed in the place of their choice, mostly in their own schools, in a quiet
environment. During the study, the researcher observed the body language, voice
intonation, and any other non-verbal communication that indicated how the participant
felt about the issue.
Data Analysis Plan
Qualitative data analysis is primarily “inductive and comparative” (Merriam,
2008, p. 175). Thus, the researcher drew heavily from the constant comparative method of data analysis first proposed by Glasser and Strauss (1987) as the means for developing grounded theory.
The study data were analyzed using the grounded theory design developed by
Strauss and Corbin (1998). Corbin & Strauss (2008) explained that “analysis involves
what is commonly termed coding, taking raw data and raising it to a conceptual level” (p.
66). The researcher divided data coding into the three phases that Strauss and Corbin
(1998) suggested; open coding, axial coding, and selective coding. The researcher began
the data analysis with open coding after he completed the verbatim transcript of each
interview. SHAPING BEHAVIORS 71
Open Coding
Strauss and Corbin (1998) described open coding as a procedure wherein "the data are broken down into discrete parts, closely examined, compared for similarities and differences, and questions are asked about the phenomena reflected in the data" (p. 102).
Open coding is the analytic process by which concepts are identified and developed
(Flick, 2002).
A close reading of the transcript helped the researcher to develop a deeper
understanding of the text and this resulted in the conceptualization of data. The
researcher used “lean coding” (Creswell, 2008, p. 252), wherein he assigned a few codes
that form broad themes in order to arrive at categories. Categories are similar codes
aggregated to form a major idea in the database (Creswell, 2007). In keeping with the
grounded theory design, the researcher began the open coding process by creating codes
around any piece of data in which the participant seemed to have strong opinions. Strong
opinions included anything that the participant either talked about by raising or lowering
his or her voice or seemed to reflect on for a few seconds before responding. The
researcher also coded pieces of data wherein the participant used descriptive language to
express his or her thoughts.
Axial Coding
The next step was to refine and differentiate the units resulting from open coding
to form categories. From the several categories that were created, the researcher selected
those that were most promising for further elaboration. Axial coding is “the process of
relating subcategories to a category” (Strauss & Corbin, 1990, p. 114). It consisted of
intense analysis of one category at a time. The axial categories clarified the relations SHAPING BEHAVIORS 72
between student disruptive behavior and teachers’ strategies. The categories that were
created included 1) common behavior problems, 2) impact of misbehavior, 3) causes of
misbehavior, 4) the most effective teacher strategies, 5) teacher support in behavior
management, and 6) cultural responsiveness. Using thematic hand coding, the researcher
evaluated all teacher responses in each main category of the table in order to identify
recurring terms and overarching themes.
Selective Coding
Selective coding is a continuation of the axial coding at a higher level of
abstraction. At this stage of data analysis the researcher puts the finishing touches on the
grounded theory for the current research (Johnson & Christenson, 2008). Selective
coding aims at elaborating the core category around which the other themes could be
grouped and by which they are integrated (Flick, 2002). Selective coding, which is the
third level of analysis, led the researcher to make inferences, finalize the themes, and develop theory. From the themes identified, the researcher classified strategies that were effective in managing student behavior in classrooms. Grouping the data according to the coding paradigm and synthesizing the categories enabled the researcher to pinpoint the strategies that were effective. Finally, the categories were placed in thematic order to develop logical and coherent arguments in relation to the emergent theory. Based on these content analyses, the behavior management strategies that teachers perceived to be the most effective in diverse middle school environments were identified and summarized. SHAPING BEHAVIORS 73
Memos
During the process of coding and continuous comparison, the researcher wrote memos to identify possible patterns in and between codes. The preliminary reports or memos were used for the thematic development of codes (Creswell, 2007). Corbin and
Strauss (2008) explained that writing memos forces a researcher to think about the data, and it is in thinking, that analysis occurs. Memos assisted the researcher to think about how the data fit together and to articulate patterns and emerging links between codes.
Theoretical Sampling
The researcher had multiple interviews with teachers for in-depth interviews. As data were being collected, transcription and analysis began at the same time. The data analysis led to generation of concepts or themes and more questions. Theoretical sampling, as a method of data collection, is based on themes derived from data. The purpose of theoretical sampling is to collect data from places and people that will maximize opportunities to develop themes (Corbin & Strauss, 2008).
Theoretical sampling began after the first analytic session and continued throughout the research process. The analysis of transcripts and views from other interviews raised issues that needed further exploration. The additional data were used to confirm and add to the emerging concepts as well as identify gaps in the data analysis.
This circular process of data collection leading to analysis and analysis leading to the generation of concepts continued until the research reached the point of saturation
(Corbin & Strauss, 2008). SHAPING BEHAVIORS 74
Theoretical Saturation
The researcher continued data collection until new data did not shed any further
light on the issue under investigation. Similarly, the researcher continued data analysis
until he found no new descriptive codes, categories, or themes were emerging (Corbin &
Strauss, 2008). In grounded theory method, the theoretical saturation process demands that analysis continue until dominant emerging patterns become saturated. The grounded
theorist completes analyzing the data when theoretical saturation occurs (Johnson &
Christensen, 2008). Grounded theory encourages the researcher to illustrate the theory by
integrating the examples from the data that are supported by relevant literature (Engward,
2013). The researcher used saturation as a guiding principle during the data collection
and analysis to end data collection and analysis.
Validity
Validity is defined as how accurately the account represents participants’ realities
of the social phenomena (Schwandt, 1997, as cited in Creswell & Miller, 2000).
Hammersley (1987) stated that a research account may be considered valid if “it
represents accurately those features of the phenomena that it is intended to describe,
explain, or theorize” (p. 67). Validity in qualitative research refers to “a checking out of
interpretations with participants and against data” (Corbin & Strauss, 2008, p. 48).
Procedures for validity include those strategies researchers use to establish the credibility
of their study. To ensure that this study was credible, the researcher repeatedly reviewed
the constructs, categories, explanations, and interpretations.
The question of credibility, both internal and external, was of utmost concern to
the researcher. To ensure internal credibility the researcher drew correct cause-and-effect SHAPING BEHAVIORS 75 inferences from the sample to the population, such as participant attrition, selection bias, and maturation of participants (Creswell, 2013). For objectivity (external credibility), the researcher ensured that the information obtained was accurately transcribed and analyzed through the process of member checking, reporting of disconfirming evidence, and asking a third party to examine the data.
To ensure validity and reliability, the researcher audiotaped interviews, transcribed the audiotapes, and asked the interviewees to review the transcripts for any discrepancies (Creswell, 2007). The transcripts, audiotapes, and data analysis notes were made available upon committee members’ requests. Creswell and Miller (2000) asserted that validity of a qualitative study depends on how actively the participants are involved in assessing whether the interpretations accurately represent them.
Member checking, another validity procedure, is described as “the most crucial technique for establishing credibility” (Lincoln & Guba, 1985, p. 314). It consists of taking data and interpretations back to the participants in the study to confirm the credibility of the information and narrative account (Creswell & Miller, 2000). Attempts were made to have the in-depth interviewees confirm the analysis of the researcher. Most participants responded with, “we trust you of what you have written.”
Ethical Considerations
Qualitative research poses unique ethical challenges in terms of informed consent, recruiting participants, gaining access to diverse communities, confidentiality, interpretation, and ownership of knowledge generated. An intense interaction between an interviewer and a participant is a prerequisite to facilitating the participant’s ability to access and describe his or her lived experience. In qualitative designs, it is often SHAPING BEHAVIORS 76
necessary for researchers to maintain communication and follow-up with the study
participants for a significant period of time. When researchers connect with culturally
diverse communities that may represent varied worldviews, the ethical challenges are
heightened (Ponterotto, 2010).
In order for the study to be reliable and amply objective, the researcher followed
prescribed criteria in selection of schools for the data collection. The selected control
schools were known for their strong administrative leadership for discipline and a record
of good academic performance. The researcher requested permission from school principals to interview their school’s teachers. He presented a composite picture of the purpose of the study, its methods, the responsibility of participants, procedures, issues involved, and the possible outcomes (Creswell, 2013; Merriam, 2009).
The participants of the research were adults, and their participation was voluntary.
They also had the option to withdraw from participating in the study at any time. The study did not involve minors and/or high-risk populations (Creswell, 2008). The management and faculty of the respective schools together identified the participants, who fulfilled the criteria of the study sample. The researcher personally met the participants, discussed the modalities of the interviews, and made an appointment for the interview according to the participants’ convenient times and locations (Creswell, 2008).
The participants were given a copy of the consent form they signed, which explained the details of the study and provided contact information for the IRB. The study was carried out with the permission of the Creighton University campus-based Institutional Review
Board (IRB) committee. SHAPING BEHAVIORS 77
Creswell (2008) explains that in qualitative research one must be careful to help the participants feel safe and protected. The researcher made efforts to treat the participants with respect and sincerity. As the researcher discussed student behaviors and teacher responses, he ensured participants’ anonymity and confidentiality. He informed the participants that the data would be aggregated, the identifiable information redacted and coded in such a way to maintain anonymity (Creswell, 2007). Anonymous names would be used for the purpose of analysis and reporting.
The researcher was conscious not to compromise the relationships that any participant had with his or her employer or coworkers or jeopardize his or her sphere of influence. The researcher respected the grounds and people of the schools he visited for the study. As a visitor, he introduced himself at the office and explained the purpose for his visit (Merriam, 2009). He took necessary pictures with the participants’ permission.
If a picture was taken inadvertently and was not needed for documentation, he permanently removed it from his digital camera.
Creswell (2013) noted that qualitative research must in some way “give back” to the site in return for the gathering of data (p. 58). In an attempt to reciprocate, the study findings will be made available to the schools that participated in the study. The accuracy of the data is paramount in qualitative research (Roberts, 2010). In order to ensure the accuracy of the data and maintain ethical standards, the researcher employed several validation strategies, including making available the original transcripts for an audit of the coding of data.
The researcher developed a rubric to analyze the coded data. The rubric was designed to include both negative and positive results (McNabb, 2008). This design was SHAPING BEHAVIORS 78
useful in helping the researcher maintain objectivity. In addition, APA style was used to
avoid discriminatory or biased language in the reporting and discussing of findings.
Summary of the Chapter
The third chapter discussed the study design developed to explore the behavior management strategies that teachers found effective to address student disruptive behavior in Nagaland middle schools. The chapter presented the research questions and provided the rationale for choosing grounded theory research for the study. The appropriateness of methods, selection of schools and teachers for interview, instrumentation, data collection procedures, data analysis plan, assumptions, validity of the study, and ethical considerations were discussed at length. Creswell (2008) suggested that qualitative researchers should document detailed procedures and processes of their data analysis strategies to ensure validity and reliability. The researcher provided transcripts and requested participants to review the transcribed interviews to check for accuracy.
SHAPING BEHAVIORS 79
CHAPTER FOUR: FINDINGS
Introduction
The purpose of the study was to identify middle school teachers’ behavior
management strategies that are effective with diverse student populations in Nagaland.
The data are presented categorically according to the research questions. The strategies
described refer to techniques that the participants have intentionally employed in order to
facilitate students’ learning and behavior. Many of the strategies that the participants of
the study identified to be effective in influencing student behavior are consistent in
literature on behavior management. Each teacher informant developed a repertoire of
strategies to address the complexities of a class of diverse learners. From their many
years of experience, the teacher informants acquired knowledge and insights into
effective behavior management strategies.
The researcher described three strategies in detail which came up repeatedly in the
interviews and appeared to be significant to the participants, namely, teacher-student
relationship, personal conversation with students, and involvement of students in classroom activities. These strategies seem to stem from the strong self-held teacher beliefs, as elders in the community vested with the responsibility of shaping young students’ characters. Theories of attribution of Heider (1958) and the self-fulfilling prophecy of Merton (1948) are alluded to in the findings, although not in detail.
Teachers’ perceptions, attitudes, and expectations of student behavior influence teachers’ classroom strategies. SHAPING BEHAVIORS 80
Review of the Methodology
This grounded theory research was undertaken to identify strategies teachers employ to achieve good standards of classroom behavior in middle schools in Nagaland.
Qualitative research relies primarily on the collection of qualitative data in words and
pictures by conducting interviews or making observation (Johnson & Christenson, 2008).
The researcher collected data by interviewing participants using a set of open-ended
questions. Twenty-four teachers were interviewed who teach in middle level classes in
Dimapur and Kohima from 12 schools that have a diverse student population. Of the 24
teachers interviewed, 12 teachers participated in the one-on-one multiple in-depth interviews and the other 12 teachers formed three groups of four persons each for focus group interviews. The data gathered were analyzed using the grounded theory research design. The inquiry on teachers’ collective experiences with classroom disruptions and their behavior management strategies lends itself to a qualitative design, because, according to McNabb (2008), an interpretive study of qualitative design allows the researcher to study the central phenomena in depth through a process of dialogue and interpret them in the light of qualitative data analysis procedure.
The researcher chose the grounded theory methodology to enable him to
“discover theory from data” (Glasser & Strauss, as cited in Johnson & Christensen, 2008, p. 410) those behavior management strategies that middle school teachers in Nagaland use to effectively influence student behavior. The procedures for developing the theory included collecting primarily interview data, developing and relating categories of information, and composing a model that portrays the general explanation (Clark &
Creswell, 2010). The theory is thus inductively derived based on the data. Strauss and SHAPING BEHAVIORS 81
Corbin (1990) explained that one does not begin with a theory and then prove it. Rather, one begins with data collection, analysis, and as the theory is being developed, additional data are collected and analyzed to further clarify, develop, and validate the theory.
Grounded theory qualitative research methodology was appropriate for this study to understand the way teachers think and feel and to develop strategies that are effective to influence student behavior from the analysis of the data collected.
Data Analysis Procedures
The data from interviews were transcribed from audio tapes to Microsoft Word and analyzed by reading through the transcripts several times and writing memos. The content of the memos included notes on emerging concepts, themes, and thoughts, which led to answering the central research question: What are the effective behavior management strategies that experienced teachers use to influence student behavior in culturally diverse middle schools in Nagaland? The data were organized based on the research questions’ outcomes whereby data were interpreted to understand the experiences and strategies recounted by the participants (Corbin & Strauss, 2008; Denzin,
1998).
The coding process involved developing a master list of codes and assigning category names. As new codes developed during coding, they were added to the master list with a brief description of the code. By identifying the categories in the data, the researcher was able to focus on the themes and relationships the categories have with the participants’ experiences (Creswell, 2008). It was essential that data were coded for the emergence of the outcomes that could aid in establishing an effective intervention model. SHAPING BEHAVIORS 82
The researcher employed an interpretive process to explain the meaning of the participants’ experiences.
Research Question One
The question, What behavior problems do you experience in your classroom? elicited responses from 24 teachers from 12 different schools with diverse student populations. Teachers responded consistently that they experienced disruptive student behavior in their classrooms on almost every day in varying degrees. Teachers were most concerned about the cumulative effects of disruptions caused by persistent, but individually trivial incidents of misbehavior. The results of the analysis of the most common classroom behavior problems fell into three different themes (see Table 4).
Table 4 Behavior Problems Experienced by the Participants of the Study
Serious Behavior Problems Disruptive Behavior Problems Trivial Behavior Problems
Bullying Talking out of turn Inattentiveness
Violence Calling out Lack of motivation
Vandalism Passing notes to friends Day dreaming
Defiance of authority Kicking the neighboring students Making faces
Aggressiveness Throwing papers at others Non-submission of assignments
Disobedience Playing with pens and books
Defying school rules Looking out the windows
Laughing Hairstyles & uniforms that do not conform to school code
Teachers described disruptive behavior as any student activity that disturbed or interfered with teaching and learning in classrooms. The most common classroom SHAPING BEHAVIORS 83
disruptive behaviors that all participants confronted were talking out of turn, calling out,
passing notes, restlessness, disobedience, playing with pens and books, kicking the
neighboring students, defying school rules, and laughing. Talking out of turn was clearly
identified by teachers as the classroom behavior of most concern and the most frequently
occurring. The participants considered inattentiveness, looking out the windows,
daydreaming, making faces, tattooing faces and hands with stickers, chewing gums, non-
submission of assignments, and getting distracted with trivial things as misbehaviors.
Teachers argued that such behaviors interfered with teaching and learning because these
behaviors distract students from giving their full attention in class.
Don, Avon, Paul, Sony, and Mary strongly believe that lack of student motivation
and interest in learning are serious behavior problems that teachers in Nagaland need to
address. Student distractions and inattentiveness add to teachers’ workload of spending
more time on teaching and reteaching distracted students. Avon said, “such behaviors
take away our energy and leave us frustrated.” Students who refuse to turn in homework,
who are not prepared for class, or who daydream do so due to lack of motivation and
personal problems. Their low levels of self-confidence, low expectations for success, or lack of interest in academics increase teachers’ efforts to teach. Teachers purported that, although motivational problems may not disrupt classroom activities, they interfere with students’ learning and compel teachers to intervene to enhance learning. According to
Paul, “in a classroom with 60+ students, teachers struggle to teach, complete the syllabus, and attend to the behavior problems.”
Asha and eight other teachers considered violations of dress codes and hairstyles the two most distracting student behaviors in recent years. Fashion is catching up with SHAPING BEHAVIORS 84
more boys and girls, that they modify their school uniform pants, skirts, and shirts to make them tighter and shorter. Hipster long pants, colored hair, and spiky hair are not permitted in schools. Yet, Asha said, “more students risk fines and other punishments and continue to defy school rules.” Students become preoccupied with styles and lose concentration in studies.
Eleven teachers acknowledged one or more of the serious behavior problems that occur less frequently or occasionally. The serious behavior problems include bullying, violence, and vandalism. Bullying, said Mono, “is an attempt of some students to control other weaker or new students.” The bullies ask the victims to do bullies’ homework, pay canteen expenses, and buy gifts and food. The bullies threaten the victims with consequences if the victims report such events to teachers, school authorities, other
students, and parents. Paul emphasized that while bullying rarely happened in the
classroom the victims were distraught and were unable to participate in classroom
activities. Thus, bullying interferes with the right of the victims to learn in a
psychologically and physically safe environment. Asha was quick to point out that the
victims feel insecure and take the backseat in classroom activities, because they feel
threatened.
Violence in the classroom takes the form of students talking back to teachers and
challenging them. Quarrels between students are more common than between teachers
and students. Mahung commented that violence, depending on its gravity, destroys the
trust and cooperation of persons involved. It generates feelings of anger and revenge.
Lawrence fears that some of these quarrels may escalate and go beyond the quarreling
students to their parents and to the community. He cited two examples of quarrels among SHAPING BEHAVIORS 85 students that escalated to their parents and community. Such cases in the past have damaged the image of the school. In addition, students’ attention was diverted from learning activities to settling issues. In both of Lawrence’s examples, it took weeks to re- create a peaceful environment in the school.
Vandalism by defacing and destroying school property usually occurs as retaliation to school authorities and teachers for some behavior that make the students feel unhappy and helpless. These behavior problems potentially harm students and interfere with the disruptive students’ and other students’ right to learn. Teachers’ intervention on behavior problems further takes way the time meant for teaching and learning.
Mono and Vinolia distinguished boys’ and girls’ disruptive behaviors. Girls’ disruptive behaviors primarily involve talking, non-submission of assignments, passing written messages, laughing, and gossiping. Boys display more aggressive behaviors such as intentional talking, defiance of authority, and acting bored and disengaged. Boys initiate fights with girls and show aggressiveness. Students at times bring their fights to the classroom and continue verbal fighting when the teacher turns to the blackboard.
Research Question Two
The research question: How does students’ disruptive behavior affect teaching and learning in classrooms? examined the effects of student disruptive behavior on teachers. Teachers feel the effects of students’ disruptive behavior on teaching and learning in multiple ways. Table 5 presents teachers’ beliefs about the effects of students’ disruptive behavior.
SHAPING BEHAVIORS 86
Table 5 Impact of Disruptive Behavior
Loss of teaching time
Discontinuity in teaching and teacher thought patterns
Strain in relationship between teachers and students
Emotional disconnect between teachers and disruptive students
Discouragement that leads to “who-cares” attitude
Negative impact on teacher effectiveness and career longevity
Ripple effect – onlooking students are encouraged to misbehave
Seventeen teachers stated that the most pervasive effect of disruptive student behavior is the loss of teaching time. They explained the time they spend addressing disruptive behavior problems is time taken away from instruction. Instead of spending time on instruction, teachers spend much of their time attempting to manage student behavior in classrooms. “Less teaching time equates with less learning,” said Robert. In other words, disruptive, off-task behavior takes time away from teaching and learning.
Teachers feel the constraints of time when teaching a syllabus-bound curriculum to 60 or more students in a classroom.
Seven teachers, including Don, Mono, and Rose, mentioned that when they teach, they not only teach what the textbooks give, but they also incorporate additional information from other sources. Don said, “When my teaching is disrupted, I lose connection with the other teaching points. Besides, classroom disruptions break the continuity of my thought patterns, and it takes time for me to get back to the same teaching points.” Asha added, “Students find it hard to concentrate on the teaching points SHAPING BEHAVIORS 87 when disruptions occur during teaching. They lose their interest also when concentration is diverted.”
When students exhibit disruptive behaviors, the critical relationship between teachers and students may be damaged or strained. Vinolia explained that repeated student disruptions in the classroom drain teachers emotionally and result in a disconnect between teachers and the disruptive students. It is likely that teachers tend to avoid or pay less attention to the disruptive students, which worsens the relationship between them. Alice said, “I lose interest in meeting and helping disruptive students.” Teachers who take so much care to prepare additional teaching materials to make their teaching interesting feel more dejected when disruptions occur. Solo questioned, “Why should I spend my energy on those students who do not value my teaching efforts?” Teachers, then, begin to develop a “who cares?” attitude which overrides their motivation to assist students in learning. Neila talked about the stress teachers experience when they frequently faced disruptive student behavior, which affected teachers’ performance and physical and emotional well-being.
In every classroom, there are students who are eager to learn. Students who are interested in learning are deprived of their right to learn when teachers have to spend time managing behavior problems. They are distracted when teachers spend time scolding or addressing disruptive behaviors. Their concentration on schoolwork is diverted, and they lose interest in engaging in serious learning activities. Asha gave the example when a student makes an unusual sound of a dog barking, it becomes a distraction, both for teachers and students. Mike stated that the silly responses of disruptive students carry away the seriousness of teaching. SHAPING BEHAVIORS 88
Student misbehavior has a negative impact on teacher effectiveness and career longevity. Several participants in the study said that they are passionate about their profession. They put in long hours to prepare lessons, hoping that their teaching will be interesting and motivating. When such efforts are met with disruptions in the classroom, teachers lose heart and begin to develop negative attitudes. Kevi affirmed that her personal feelings influence her classroom behavior. She said it is possible that teachers become indifferent to misbehaving students.
Sony referred to what is considered the “ripple effect” of disruptive behavior of students. Within the classroom and school context, student behaviors that disrupt the learning environment have a rippling effect, influencing the disruptive student, his or her classmates, and the school. Students learn misbehavior from observing misbehavior in other students. She explained, “The off-task behavior of friends draws those around to also being off-task.” Mono said students of classes five and six learn the banned styles of hair and dress from the seniors. The observational learning is accelerated when the onlooking students notice the attention the disruptive students gain from both the teacher and the classmates. Teachers’ harsh responses to disruptive behavior may cause student anxieties, which leads to additional disruptive behaviors from students.
Research Question Three
The research question: Why do students misbehave in classrooms? explored the reasons for student misbehavior in classrooms. The question is significant to teachers, because the strategies they develop to influence student behavior should be addressing the actual causes of classroom disruptions. Table 6 illustrates the causes of student disruptive behavior expressed by the teachers. SHAPING BEHAVIORS 89
Table 6 Causes of Student Disruptive Behavior
Absence of parental care Lack of guidance and counseling
Unsupportive home environment Language problems in a multi-lingual society
Intrusive teacher behavior Students developmental challenges
Ineffective pedagogy Large class size
Negative school and classroom environment Negative influence of media and society
Restrictive government policies Lack of good role models
The participants identified that home environment and parental care greatly influence children’s behavior. Fourteen teachers identified unsupportive home environment and absence of parental care as important causes of student misbehavior.
Liza was concerned about children who come from families wherein parents are separated or indulge in alcohol and substance abuse. Their children stay with either of the parents or with relatives. These children lack parental care, attention, and guidance.
There are some other students who come from affluent families wherein their parents provide them with excess money than required. “Money spoils them; they tend to be disobedient,” said Paul. He said students’ behavior and character reflect their families and home environment.
Six teachers named teacher behavior as an important determinant of student behavior. Personality clashes between the teacher and students promote misbehavior in classrooms. It is likely that students develop certain likes and dislikes caused by their upbringing and personality. Asha, Rose, and Robert admitted that some of their behaviors irritate students. Mike was concerned about teachers’ inadequate skills and SHAPING BEHAVIORS 90
professional competence to handle behavioral problems. Robert said, “Some teachers are
excessively demanding, and students find the demands unreasonable.” He added that
when teachers pay more attention to studious students and those who sit on the front
benches, other students are encouraged to misbehave. He was sad that sometimes
teachers scold and punish students without knowing students’ personal and family
problems, which can escalate students’ misbehavior. Teachers earn respect by their
professional competence and personal care and not so much by their position, he
concluded.
Seven teachers were of the opinion that students become restless, bored, and disengaged when classroom instruction is unclear or ineffective. They explained that engaging pedagogy motivates students to give more attention to teaching. Slow learners struggle to understand teaching if instruction is unclear. The findings of Jacob Kounin, an educational psychologist, on student behavior revealed that student behavior depended not so much on what teachers did when misbehavior occurred, but on how they presented lessons (Charles, 2011). In fact, teachers’ age-old “chalk and talk” pedagogy is a serious impediment to student motivation and an encouragement for misbehavior. Presenting lessons that students find engaging is effective in influencing student behavior.
Several teachers expressed concern about the challenging environment in which the young adolescents’ grow up. Today, a growing population of students undergoes stressful situations at home, in school, and in society. Mono and Epio named indiscreet use of technology in communication, unrealistic expectations for student success, violence in society, love relationships, and personal problems as factors that contribute to student misbehavior. Many students are restless in classrooms due to personal and family SHAPING BEHAVIORS 91
problems. Alini argued that some teachers are unaware of the stressful situations that
students experience. She said teachers demand high academic performance without
understanding students’ physical, psychological, and emotional needs. Thomson (2002)
echoed teachers’ observations that middle school students are confronted with early
adolescence, and counselors should address students’ personal, emotional, social, and
educational topics.
Mike pointed out that Nagas are part of a multi-cultural and multi-lingual society.
In schools, students are taught in English, a foreign language. They have difficulty understanding concepts in English that have no equivalence in their mother tongue. Solo and Sony face a unique problem in government schools where subjects are taught in their home villages both in students’ mother tongue and English in their own villages in the primary level. When students move to cities and to higher class levels, teaching is in
English, because students and teachers come from several tribal and non-tribal communities who speak different languages. Unable to understand teaching in English, students are disengaged from the classroom activities. They, thus, engage in disruptive activities.
Sony and Paul blamed large class sizes for increased disruptive behavior. When students sit, one touching another with no space for body movements, they tend to push, pull, stretch, talk, and pass messages. Liza said, “I am unable to pay individual attention to every student in a classroom of 60 or more students.” Observable indicators of teacher quality reinforce this finding that class size influences student learning, because it directly affects the degree to which the teacher can respond to individual students (Arum
& Velez, 2012; Barrett & Toma, 2013). SHAPING BEHAVIORS 92
Alini explained that students are continuously exposed to the influence of media which highlights fashion and violence. They want to try out fashionable clothes, sport the latest hairstyle, and talk in manners presented in media. Asha remarked “children no longer grow up in a society that provides them with a consistent set of guidelines and expectations with appropriate social behavior.” Stevenson (2002) stated that with the exposure to social changes, the direct influence of parents and school has begun to wane.
The changes in society affect the middle schoolers as they themselves are in a period of transition.
Several teachers believe that the recent Right to Education (RTE) Act (2011) encourages students to misbehave. Avon complained that “RTE really bites the hands of teachers when it comes to behavior management.” Blesse mentioned that government school teachers relied on the traditional behavior management strategies to promote student discipline. She said, “The RTE has taken away the very methods we relied on to control misbehavior.” In the past, teachers sent disruptive students out of the classroom or asked them to stand up and complete the class assignments. The RTE regulations have made these measures illegal, said Sony. If any student has not grasped the lesson, teachers are expected to reteach the same lesson either during class hours or at other times. Teachers have problems with reteaching during class hours, because such repetition is boring for bright students. The extra time taken to reteach after school hours takes away teachers’ time for their families and personal lives. According to this policy, teaching and promoting students to the next class are teachers’ responsibilities. SHAPING BEHAVIORS 93
Research Question Four
The research question: What intervention strategies that teachers use are effective in addressing disruptive behavior? explored the strategies that are effective in managing student behavior. This research question directly focused on the problem of the study.
Nine themes emerged from the final selective coding and they are presented in Figure 10.
The teacher strategies are listed in a hierarchical order, beginning with the most effective.
The findings indicate that the participants have a general consensus on the main strategies
they employed. Some strategies are the initiatives of a lesser number of participants.
Teacher-Student Relationships
Personal Care
Personal Conversation
Learning Activities
Encouraging Success
Positive Learning Enviornment
Effective Strategies Strategies Effective Involving Parents
High Expectations
Modeling Behaviors
Figure 10. Effective Behavior Management Strategies. Teacher-Student Relationships
It is the power of teacher-student relationships that teachers found to be the most effective strategy to influence student behavior. Eighteen teachers believe that positive and warm teacher-student relationships serve important support functions for young SHAPING BEHAVIORS 94
adolescents in their attempts to adjust to the school environment. The relationship
operates as a strong correlate of school adjustment difficulties, including misbehavior and
negative school attitudes. It is likely that students who love their school, teachers, and
classroom peers will cooperate with them. Vitus said teacher-student conflict is often
associated with poor interpersonal relationships, students’ dislike of schools, school avoidance, and lack of participation in the classroom activities. Speaking on the power of relationship Don said, “I have good relationship with students which earns me their approval.”
Teachers’ affective and personal gestures mean much to students. Asha said, “All the barriers are broken with a smile. A feeling of ah ha is there in that smile.” She said,
“A simple smile can settle many behavior problems.” Feelings of loneliness as well as
negative attitudes towards school are common in students who display needs of closeness
with teachers (Beaty-O’Ferrall et al., 2010). Teachers have their own unique ways of
developing relationships with students. Don, Robert, Vitus, and Lawrence visit students
at home, especially when students are sick or have been absent for a few days. Some
spend time conversing with students after school hours, which is effective in building
teacher-student relationships. Don, Robert, and Mono communicated that they value
student relationship and want it to be mutual. Vitus said, “I crack jokes and share lighter
moments with students to break the monotony of teaching.” The participants of the study
observed that students who develop a good relationship with teachers have lower levels
of behavior problems. Jennings and Greenberg (2009) highlighted the importance of
teachers’ social and emotional competence in the development and maintenance of
supportive teacher-student relationships and effective behavior management. SHAPING BEHAVIORS 95
Personal Care of Students (Cura personalis)
Teachers identified personal care of students (cura personalis), as the second most effective strategy to influence student behavior. Students behave respectfully in the context of a caring relationship. Elou and Don believed in caring for the whole person
(body, mind, and spirit). They said when they encouraged students’ performances, appreciated students’ services, visited students’ homes when they were sick or absent from school, prayed with students, and met parents to communicate students’ success, they were caring for the whole person. Don said, “Whenever a student is sick or absent for some reason I make it a point to visit the student at home.” Several students come from homes that are not friendly and caring, said Avon. When teachers care for students, a unique relationship of respect and appreciation is developed that minimizes student misbehavior.
Seven teachers stressed the importance of praying for and with students and advising students to develop good character. Speaking about prayer, Alice said,
“Retreats and morning chapel hours are sacred times because prayer touches students’ hearts.” Epio advised students to bring packed lunch, bottled water, and handkerchiefs for personal hygiene. He also asked them to avoid the use of harmful substances. These pieces of advice were well-received. Mono, Don, and Mahung said their care for the weak students win them the respect of the whole class.
Counseling/Personal Conversation
The third most effective strategy to address misbehavior of students was counseling or personal conversation with misbehaving students. Teachers are not professional counselors, but they spend time with students in personal conversation in SHAPING BEHAVIORS 96
schools. “I feel kids need someone to listen and understand them,” said Vitus. Robert
regrets that several parents have no time for their children’s academic, personal,
emotional, social, and spiritual needs. He said that “there are students who come from
neighborhoods with violence, substance abuse, alcohol, and physical abuse. They need
someone to speak to.” Robert said he greets students in the hallways and asks them about
their interests. Teachers reported that students who teachers personally talk to seldom
disrupt teaching.
Teachers’ personal conversations with disruptive students revealed the distressing
emotional and behavioral problems students suffer due to unsupportive families. Studies
show that without intervention, disruptive behaviors in childhood show a high degree of
stability over time, often leading to a host of serious problems across the student’s life,
including antisocial behavior, violence, and juvenile delinquency (Patricia, Jennings &
Greenberg, 2009). Teachers’ personal conversation is effective in meeting students’
social, emotional, behavioral, and academic needs. Lawrence said his personal meetings
provided opportunities for him to come to know and express his affection to students who
seek attention in the classroom.
Engaging in Learning Activities (Pedagogy)
Engaging students actively in learning activities saved teachers from spending
time managing students’ talking, idleness, and off-task behavior. Mono mentioned that
“disengaged students are distracted, passive, and give up easily when challenged.” When
Don and Vinolia engaged students in classroom activities and provided leadership roles there was an overwhelming difference in students’ cooperation that reduced behavioral problems in classrooms. Sixteen participants in the study stressed that student SHAPING BEHAVIORS 97
engagement in classroom activities was an effective strategy to encourage student
cooperation.
Don said that successful student engagement in learning activities depends on teachers’ interpersonal and instructional style. Four teachers reported that they engaged students in discussions on what was expected in the classroom at the beginning of the academic year and during the course of the year, as required. They discussed classroom
procedures, teacher and student expectations, classroom behavior, higher goals, and
involvement in learning activities. Vinolia and Mono said they gave autonomy to
students in classroom work in groups, but with explicit directions to keep students on
task.
Mike, Mary, and Don employed questioning as an instruction method that worked
effectively for engaging students in learning activities. They asked questions to engage
students and elicit thinking and responses on the subject under discussion. Some teachers
encouraged students to ask questions and teachers either answered or redirected the
questions to other students. Several teachers expressed their opinion that students were
shy and lacked confidence to ask questions and answer questions. According to Don
“questioning forces students to pay attention to classes, respond to questions, and stay
involved in classroom activities.”
Rose engaged students in classroom activities by giving leadership roles in
discipline, cleanliness, class competitions, and other responsibilities. Rose observed that the students who took up the leadership roles displayed responsible behavior. Vinolia
experimented with assigning simple topics to eighth graders to teach to the whole class
and the teacher supplemented relevant points if required. She said, “This experiment has SHAPING BEHAVIORS 98 been very effective to involve students in the classroom.” There were parents who reported that their children were seen sitting long hours preparing for classes. Don narrated the example of another teacher encouraging students to care for the environment through recycling projects, cleaning and beautifying the school campus, and planting trees. These strategies provided leadership roles to engage students in learning activities which contributed to students’ self-discipline.
Encouraging Success
Eleven teachers strongly recommended that encouraging students motivate them to behave. One of the serious problems that teachers faced in classrooms was students’ lack of motivation to learn. Paul said some students confessed that they came to school to fulfill their parents’ wishes. Such students were easily distracted and inclined to talk, draw, or scribble on notebooks, play with writing materials, and ignore the assignments.
Robert wants teachers to encourage students. Robert said, “Every child is good at something and every child is talented. It is important to let students know that they are talented.” He continued, “Oh! You can sing; you can be a good organizer; you can be good leader. Even if their parents scold them, at least the teachers should appreciate them.” Encouraging students to excel in character or learning gives them the attention and recognition they deserve and encourages them to involve themselves in classroom activities and be responsible in behavior.
Teachers listed several ways of encouraging students. Don and Mono provided students with interesting additional information on the topic under discussion and talked to students about success, good performance, and value of life in order to motivate them.
Lawrence quoted Mother Teresa, saying, “Kind words are short and easy to speak, but SHAPING BEHAVIORS 99
their echoes are truly endless.” He received positive responses from students when
encouraged. Teachers explained that not all students are academically bright, but every
child is talented in some areas. Recognizing students’ gifts and appreciating them in
public encourages them to respond well to teaching. Speaking about public
encouragement, Robert said, “I make it a point to let the students know their
achievements and good efforts. I acknowledge students’ good performances in the
classroom. I try to influence them by communicating the opportunities for their bright
future.”
Positive Learning Environment
Nine teachers insisted that a positive learning environment in schools was essential to influence student behavior. Teachers regard a positive school disciplinary climate as central to behavior management and school effectiveness. Paul said student
misbehaviors such as peer absenteeism, cutting classes, fighting, and threatening teachers
were largely associated with bad school climate. Mike and Paul identified administration
of school discipline in terms of the particular disciplinary forms and procedures as having
an impact on student behavior. The institutional practices of admissions, transfers,
expulsions, and corporal punishments have direct effects on school environment and
student behavior.
Arum and Velez (2012) underlined two elements in forming appropriate student
behavior and learning environments in schools. First, administrators’ and teachers’
actions to maintain school order— that is, student behavior as administrative regulation,
or social control—set the parameters within which student attitudes, behaviors, and
subcultures in schools are expressed. Second is the peer environment, which students SHAPING BEHAVIORS 100
themselves manifest in their behaviors, norms, and values to maintain school order. A
school’s disciplinary environment thus can be conceptualized as a product of the actions
of teachers and administrators, the cultural beliefs and behaviors of students, and the
interactions between students and educators that shape the school’s organizational
culture.
Involving Parents
Seven teachers received encouraging responses from students when parents
involved in the education of their children. Parents are the greatest influence in their
children’s lives. Lawrence said, “Parents are their children’s first and most enduring
teachers.” So, forming partnerships with parents is effective in managing student
behavior. Eight teachers emphasized the importance of establishing a parent-teacher
partnership to inculcate appropriate behavior in students. Kevi’s statement, “Parental
involvement provides us better support from home,” aptly summarized teachers’
sentiments on parental involvement in students’ behavior. Virtually all parents think of
their children as their most precious possessions. They expect teachers to hold their sons
and daughters central in teachers’ thoughts, despite the fact that there may be 50 or 60 students in the class. “This is hard,” said Neila.
Some parents, mostly the more formally educated, become involved in their children’s education and behavior problems. Several others visit the school or meet the principal or teachers when they are called. Some parental responses indicate, said Mary, that their involvement in their children’s education is limited to sending children to school, paying the tuition, and attending school functions. Such responses are challenges teachers face in involving parents in their children’s behavior problems. However, most SHAPING BEHAVIORS 101
participants of the study believe that students’ behavior in classrooms significantly
improves if parents visit the school and meet with teachers. Children whose parents visit
the school and meet with teachers generally perform well academically and behave
responsibly. Don said, “The very fact that children know their parents are in
communication with teachers, challenges them to behave.”
High Expectations
Six teachers spoke of the advantages of communicating high expectations for
students’ academic performance and behavior. The six of them found that students strive
to live up to the great expectations teachers have for their academic performance and
character. Teachers said they want their students to be the best in the school. Vitus
wrote inspiring quotations on the blackboard to communicate his high expectations for
his students’ success. Teachers were confident that the simple psychology of high
expectations for students’ performance would yield high dividends in terms of students’
appropriate behavior. Robert said, “High expectations convey the belief that students
have the ability to succeed.”
“I want this to be successful and I know you can complete this activity,” Mono
said to students after she explained the step-by-step procedure for a group test review activity. “You can do this,” spoke Kevi encouragingly. When belief in students’ abilities is communicated, students tend to stand up to the expectations. The misbehaving students were looking for ways to express themselves, remarked Neila. Teachers’ higher
expectations challenge students to become involved in learning activities and live up to
teachers’ expectations. SHAPING BEHAVIORS 102
Modeling Appropriate Behavior
Young adolescents imitate what they see in significant people in their lives. Vitus
emphasized the significance of teachers modeling appropriate behaviors such as being
polite and respectful. He said, “Teachers need to be consistent and specific in guidance
and impartial when dealing with students.” Vitus and Don noticed changes in student behaviors when teachers modeled appropriate behaviors. Studies support the belief that a teacher’s self-modeling substantially reduces disruptive classroom behavior in students aged 10 to 13 years (Possell, Kehle, Mcloughlin, & Bray, 1999). Young adolescents
need role models to learn appropriate behavior. Asha and Avon gave the examples of
their own children in middle schools who imitate their teachers’ appropriate and
inappropriate behaviors at home. Students observe teachers in classrooms and personal
life as well.
Three teachers identified some of their former strategies as counterproductive for
influencing student behavior. Asha, Liza, and Mike noted that physical punishment,
picking on students, being too strict, shouting and insulting, embarrassing students in the
classroom, and asking students to write impositions unreasonable number of times for
some misbehavior do not correspond to teachers’ image as caring teachers. These
strategies generate feelings of hate and revenge. Such punishments harm students
emotionally and psychologically. Vitus said, “teachers should avoid being omniscient
and proud.”
SHAPING BEHAVIORS 103
Research Question Five
The research question: What support do teachers receive to address disruptive behavior in classrooms? explored the support teachers received to influence student behavior. Education is a collaborative work, and teachers at all levels, veterans as well as beginners, need support to impart all-around education to students. The participants of the study, in general, appreciated the efforts of the school administration, colleagues, parents, and students for the assistance they have received in setting good standards for student behavior. Table 7 illustrates the five major support systems that teachers identified.
Table 7 Teacher Support Systems
School administration
School faculty
Parental support
School culture and traditions
School organizations
School Administration
The school administration—principal, vice-principal, and board members— command respect by the very virtue of their office. They help teachers in behavior management in the school. However, for the most part, teachers are expected to create a positive learning environment in the classroom and handle day-today student behavior problems. The principal assists teachers in managing student behaviors that are beyond their control. Students are supplied with school diaries that explain policies on expected SHAPING BEHAVIORS 104
student behavior in schools and consequences for indulging in inappropriate behavior.
The school policies provide teachers with the authority to take actions against
misbehaving students. Schools organize orientation and teacher in-service programs that focus on innovative instructional strategies and behavior management. Teachers may refer frequent misbehaving students to the principal or prefect of discipline. The usual disciplinary measures include, said Avon, “the principal talking to the misbehaving students, reprimanding them, imposing fines, calling parents, suspending them from school activities, and even dismissing them from the school.” The fear of meeting the principal with misbehavior issues prevents students from engaging in disruptive behaviors.
Although the school administration supports teachers with disciplinary measures, teachers, as masters of the classroom, are expected to develop the skills to address the day-to-day behavior problems on their own. Don reported that any behavior issue that is beyond the control of teachers, especially violence, manhandling of teachers, and those that warrant the intervention of parents, should be reported to the office. Vitus said, “My principal visits classrooms occasionally and talks to students, and the occasional presence of the principal deter students from misbehaving.” Robert wanted the principal to visit his classroom from time-to-time, but that rarely happened.
Three teachers were concerned about certain school policies that promoted misbehavior in classrooms. Paul was concerned about a large class of 50+ or 60+ students in a classroom and admitting students without proper interviews to check their past records. Students who were admitted to school in the in the middle of the academic year had difficulty adjusting to the school system. Paul remarked, “One rotten potato SHAPING BEHAVIORS 105 spoils the entire basket of potatoes.” Sony said there has been an increase in referrals in the school in the recent years. Sony asserted that several of these students need professional help to adjust to new schools. However, most schools do not have a professional counselor. Solo and Mahung pointed out the need for audio-visual facilities to make teaching interesting. Vitus and Robert wanted schools to provide opportunities to take students out of the classroom in order to strengthen teacher-student relationship, which would encourage appropriate student behavior.
Paul and Don suggested the need for more interactive sessions with resourceful persons on topics relating to self-discipline. They also stressed the importance of the use of technology in classrooms to motivate the tech-savvy students. Mike is of the opinion that the lecturing method throughout the year can be uninteresting in this digital age.
Technology friendly teaching would motivate students to learn and behave.
School Faculty (Colleagues)
Twelve teachers acknowledged receiving faculty support in managing student behavior. Asha’s school had a system of assigning teachers to different clubs that dealt with the environment, science, literary, arts, and so on. The teachers of the clubs worked as a team and supported one another in school work. They discussed school problems during the meetings. “We felt the support of each other by our sharing of the experiences,” remarked Asha. Rose’s words summed up the sentiments of most teachers:
“My colleagues enquire about my class activities, class problems, and workload. I can share with them my problems, and they are very helpful. Their suggestions help me deal with difficult cases.” SHAPING BEHAVIORS 106
Neila divulged that the experience of teachers in classrooms can be isolating and
the amount of work that goes in to preparing five or six classes a day and meeting about
200 students a day with different needs can be straining. Teachers’ attention, energy, and focus are constantly in the classroom. Paul was positive about the opportunities to converse with colleagues, which provided teachers occasions to generate fresh perspectives on behavior management. Teachers enjoy a lunch break with their colleagues to converse and learn the traditions and practices of the school. Sitting down with colleagues involved listening and reflecting. “It is all about relationships,” said
Solo.
Parental Support
Teachers admitted that it was much easier to partner with parents to address behavior problems if a good rapport with them was established by the school. Schools permit teachers to call parents of disruptive students for meetings. Mono said about 25% of parents come to meet with her, if called. Vinolia said most parents appreciated her initiatives and expressed gratitude for discussing children’s behavior problems with the parents. In general, teachers found discussing students’ behavior problems with parents to be effective in influencing student behavior.
Vinolia, Asha, Avon, Robert, and Mahung had experiences with two negative types of parental responses: parental avoidance and neglect of repeated teacher requests to discuss children’s inappropriate behaviors. Rose and Avon spoke of parents taking the sides of their children and accusing teachers of unnecessarily creating problems for their children. A dangerous trend that Paul pointed out was that of rich parents sending their children to school with excess money, which several children spend on stimulant drugs. SHAPING BEHAVIORS 107
Those parents seldom acknowledge their children’s misbehaviors rather they allege that teachers are the problem. Children of such parents tend to show defiance and engage in disruptions.
School Culture and Traditions
Robert discussed the power of school culture on behavior management. “Ours is a Christian school,” he said, “and we are intentional in our communication of Christian values to our students.” The school traditions of chapel hours, prayer songs, service programs, and respect for others have a strong influence on student behavior. At a deeper level, schools improve discipline by fostering a shared system of norms, values, and traditions (Peterson & Deal, 2002). Strong positive school cultures are built over time by leaders and teachers who encourage and reinforce school values and traditions. Schools that have strong traditions of character formation and discipline reinforce their positive strength on students. Strong school traditions support teachers in behavior management.
Don expressed his gratitude toward the collective keepers of the traditions and values of the school who transmit the schools’ traditions to the newly appointed teachers and students. Their stories about the school keep the values and traditions alive. Epio appreciated the school celebration of Teachers’ Day, Parents’ Day, School Day, and students’ birthdays. He said these rich traditions communicate the values of respect and appreciation for persons and promote discipline and character in students.
School Organizations
Six participants of the study underscored the positive impact of school organizations and activities on students’ behavior. Teachers named organizations such as
Scout, Guide, National Cadet Corps (NCC), Eco club, Music club, and Peace Channel as SHAPING BEHAVIORS 108
positive influences on student behavior. Don, the scout master of his school, pointed out
that even the naughtiest boys changed their behavior when they joined the scout. They
were totally reformed. Their loyalty to the group encouraged them to be on their best
behavior and discouraged them from doing anything that would bring a bad name to their
group. Such attitudes unconsciously and consciously act to shape students’ character.
Organizational activities have the capacity to promote students’ appropriate behavior.
Naga students involve in organizations because organizations provide students
opportunities to interact with other classmates. Involving in organizations empower
students to take more responsibility for their individual, small group, and whole-class
behavior.
Lawrence singled out the influence of the Peace Channel organization in
promoting peace in students and society. The Peace Channel members greet one another
with peace and the word peace touches the hearts of students. Peace Channel stresses the
importance of character formation and respectful behavior. Similarly, NCC, Scout,
Guide, and other clubs emphasize self-discipline and desirable social behavior in their
members. Activities such as weekly assemblies, retreats, orientation camps, and career
guidance talks motivate students to be goal-oriented and excel in their studies. Teachers believe that motivated students are more focused and generally do not participate in disruptive activities.
Research Question Six
The research question: What behavior management strategies might be specific to a diverse student population in classrooms? explored teachers’ behavior management strategies that were specific to a diverse student population in classrooms. As mentioned SHAPING BEHAVIORS 109
earlier, students in Dimapur and Kohima form a heterogeneous group of linguistic,
cultural, and ethnic diversities. Studies show that a diverse classroom environment
significantly influences students’ learning and behavior (Cole, 2008). In classrooms with
diverse student population, teachers need to pay special attention to students’ social-
emotional development because inadequate social-emotional development leads to disruptive behaviors such as hitting, fighting, teasing, hyperactivity, and refusing to comply with requests (Friend & Bursuck, 2012). Table 8 illustrates the behavior
management strategies teachers employ that are specific to a diverse student population.
Table 8 Behavior Management Strategies Specific to Diverse Student Populations
Appreciating student performances
Making students comfortable in classrooms
Differentiating instructions
The participants of the study were unaware of the needs of students in a diverse
classroom. Most teachers initially responded to the question saying they wanted to be
impartial and treat all students equally. They feared that attending to the individual needs
of students can be misinterpreted as partiality. Rose, Avon, Kevi, Mahung, Solo, and
Asha had no specific strategies to manage students from differing cultural backgrounds.
However, they were conscious of students’ learning and language difficulties, students
from unfavorable homes and social environments, and the needs of new students. In
order to help these students they retaught, gave extra time for slow learners in their class
assignments, accompanied the new students to help them to adjust to the school SHAPING BEHAVIORS 110 environment, and gave more opportunities to read and write for those who had language difficulties.
Vitus, Alice, Robert, Epio, and Mono spoke of appreciating students’ performances, making students comfortable in classrooms, and differentiating instructions to meet students’ diverse needs. Vitus teaches in a school where the majority of students belong to one tribe, and the rest from several other communities. For him, appreciation of students’ performance was a sign of respect for every student in his class.
He made it a point to appreciate his students’ simple efforts. For Alice, calling her students by their names was a sign of appreciation and respect. Robert and Mono stressed the need for making students comfortable in the classroom to ensure students’ attention and cooperation. Alice made conscious efforts to enter her classroom with a smile and to wait for all students to be seated prior to teaching. Epio gave some time during the class for students to ask questions to understand their diverse needs. Alice said she applied the same yardstick for all students while addressing learning and behavior issues.
Vinolia and Mono were conscious of providing several learning opportunities to minimize students’ learning difficulties. Their differentiated instruction methods included (a) writing down the teaching points on the blackboard and teaching from the blackboard to enable students to see and hear what is taught, (b) saving the teaching points on the blackboard until the completion of the class in order to help the slow learners, (c) giving choices for assignments and exams to help diverse learners apply their learning and skills, and (d) reviewing the teaching materials to help students remember teaching points until learning is established. SHAPING BEHAVIORS 111
Several teachers did not initiate strategies for behavior management for diverse
student populations in their classrooms, fearing that such responses could be interpreted
as favoritism. Teachers were conscious to be seen unbiased in addressing individual
students’ needs and avoided differentiating individual person’s needs based on linguistic
or cultural backgrounds.
Summary of the Chapter
The findings of the study support a growing body of evidence that behavior management is a concern to educators. Teachers are concerned about the most common disruptive behaviors, which include talking out of turn, off-task behavior, restlessness, inattentiveness, lack of motivation to learn and the most extreme forms of behavior, such as bullying, violence, and aggression. Teachers were most concerned about the cumulative effects of disruptions caused by persistent, but individually trivial, incidents of misbehavior.
The study identified nine strategies that are effective in managing student behavior. They include: teacher-student relationships, personal care of students (cura personalis), personal conversation with students, engaging students in classroom activities, encouraging success, creating positive learning environment, involving parents in students’ learning, high expectations, and modeling appropriate behavior. References to these strategies appear in the literature on behavior management. However, the study showed that teachers do not have a consistent set of procedures or rules to address student disruptive behavior.
The participants recognize that effective behavior management strategies are influenced by the school culture and climate, home and parents, social environment, SHAPING BEHAVIORS 112 teacher behavior, and instructional pedagogies. Although teachers individually adopt certain strategies to influence student behaviors, schools need to develop systematic behavior management plans and offer professional development programs for all teachers. The findings suggest that teachers are not prepared to address students’ disruptive behaviors in the context of classroom diversity.
SHAPING BEHAVIORS 113
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
Introduction
This qualitative research study was to identify the effective behavior management
strategies of middle school teachers who served diverse student populations at two cities,
Kohima and Dimapur. More specifically, the study explored student disruptive behaviors
that teachers faced, how the disruptive behaviors affected teachers, what teachers
believed to be the causes of student disruptions, the support teachers received from their
schools in managing student behavior, and teachers’ specific strategies to manage
behavior problems of diverse student populations in classrooms. The relationships
between the effective behavior management strategies revealed in this study and the
dominant literature on effective behavior management strategies were also explored. A
summary of the study, key findings in relation to the research questions, grounded theory,
recommendations on certain key issues in behavior management for teachers in
Nagaland, and suggestions for future research are also included in this chapter.
Summary of the Study
Behavior management continues to be a serious concern for educators and parents, especially in urban and diverse learning environments. Addressing student disruptive behaviors is critical because such behaviors not only confront teachers, schools, and society with serious challenges, but also have an adverse impact on students
themselves. Learning includes not only the memorization of facts and the development
of skills in reading, writing, math, science, and social studies but also the inculcation of
appropriate social behavior. The purpose of the study was to identify the effective SHAPING BEHAVIORS 114
behavior management strategies that experienced teachers employ to influence student
behavior in middle schools in Nagaland.
Studies indicate that effective behavior management is the result of a combination
of several teacher strategies such as mastery of content knowledge, pedagogical skills,
management of time, organization of individual and group interactions, use of proactive
behavior management strategies, and good rapport with students (Darch & Kame’enui,
2004; Marzano et al., 2003). Classrooms with diverse students in culture, language, and
abilities challenge teachers to identify effective pedagogical approaches that are
respectful of the differences.
The researcher utilized the qualitative grounded theory approach to explore six research questions. The researcher interviewed 24 teacher participants, of whom 12 were chosen for multiple in-depth interviews and 12 were chosen for focus group interviews.
The audio recorded data were transcribed and analyzed using the grounded theory design by means of open coding, axial coding, and selective coding. The analysis of the data using grounded theory design allowed the researcher to identify the effective strategies that participants used to manage student behavior.
Summary of the Findings
The researcher identified several disruptive behaviors that teachers faced in classrooms in Nagaland. Talking out of turn and hindering other students by calling out names, throwing papers, passing messages, laughing, and making faces were identified by teachers as the classroom behaviors of most concern and most frequently occurring.
Other behaviors identified as troublesome included disobedience, inattentiveness, idleness/slowness, day dreaming, breaking rules, aggression, and defiance of authority. SHAPING BEHAVIORS 115
Teachers were most concerned about the cumulative effects of trivial disruptions caused by continued incidents of misbehavior.
The research revealed that student misbehavior affects teacher stress, well-being, and confidence, and it negatively impacts student learning time and academic achievements. The teachers reported that they spent a considerable amount of time on behavior management for relatively minor forms of student misbehaviors. It appeared that difficulty in establishing and maintaining behavior effectively is a significant factor in student disengagement.
The study identified several factors that promote student misbehavior. Prominent among them include unfavorable home environment, lack of parental care, ineffective pedagogy, lack of guidance and counseling, developmental challenges, large class size, and negative influence of media. Of the factors that cause student misbehavior, teacher attitudes and dealing with students can become counterproductive to stimulating appropriate student behavior. In addition, government policies also put heavy demands on teacher time and resources. When challenging student behavior encroaches on instruction, teachers and students are placed in a frustrating situation.
The findings suggest that behavior management is most effective when teachers build good relationships with students, care for individual students, invite students for personal conversation, engage students in learning activities, encourage students, create conducive learning environments in classroom, involve parents in their children’s education, communicate high expectations, and model appropriate behavior in and outside the classroom. SHAPING BEHAVIORS 116
Behavior management is significant in the middle school years when students are
more likely to experience declines in academic motivation and self-esteem (Anderman,
Maeher, & Midgley, 1999). One of the keys to effective behavior management is the development of a quality relationship between the teacher and students in classrooms. In a meta-analysis of more than 100 studies, Marzano et al. (2003), reported that teachers who had quality relationships with students experienced 31% fewer discipline problems over a year’s time than did teachers who failed to develop respectful relationships.
Beaty-O’Ferrall et al. (2010) asserted that effective behavior managers do not treat all students the same. They employ different strategies with different types of students. Teachers with effective behavior management skills are aware of high-needs students and have a repertoire of specific techniques to meet them (Marzano, et al.,
2003). In a diverse classroom, teachers’ attitude of care matters. One of the participants identified teachers’ caring attitudes as an effective management strategy in diverse classrooms. The teacher attitude of being child-centered can be communicated to students by the ways teachers care for students.
Effective Behavior Management Strategies
The grounded theory that emerged from this study was titled Effective Behavior
Management Strategies. The effective strategies include: (a) teacher-student relationships, (b) teacher leadership, (c) effective instruction, (d) organizational culture,
(e) parental involvement, and (f) modeling behaviors. The hexagon redials (see Figure
11) demonstrate the components of the process that relates to the central theme of effective behavior management strategies. SHAPING BEHAVIORS 117
Teacher- Student Relationships
Modeling Teacher Behaviors Leadership
Effective Behavior Management Strategies
Parental Effective Involvement Instruction
Organizational Culture
Figure 11. Effective Behavior Management Strategies. Effective teachers in behavior management demonstrate a strong ability to build relationships with their students. The literature on behavior management, combined with this study, has persuaded the researcher that the one most critical piece of the effective behavior management strategy is building relationships.
Teacher leadership is critical in creating a positive classroom environment to promote appropriate student behavior. Leadership is required in the organization of classroom structures and in challenging students for excellence. Effective teachers create a collaborative classroom structure and encourage students for higher performance. They are able to pass on their own ambition for student success by nurturing the ambitions of each student. Teacher leadership is a key to creative motivating students for higher quality behavior.
The participants of the study believe that behavior management is intertwined with effective instruction. Professional teachers influence student behavior by engaging SHAPING BEHAVIORS 118 students in learning activities and authentic instruction. They engage students in learning activities with a variety of techniques such as individual work, group work, questioning, student teaching, and project work. Authentic instruction emphasizes deep knowledge, clear explanations, reflective questions, and value beyond school (Glickman, Gordon, &
Ross-Gordon, 2014).
Organizational culture refers to the school environment, the shared vision, core values, social relationships, and support among administrators, faculty, and students. The core values that are central to respectful behavior are trust, collaboration, teamwork, and commitment. Gray & Streshly (2008) placed the major responsibility of creating a positive organizational culture on the school leadership. Student behavior is highly influenced by the culture of discipline demonstrated by the school principal, faculty, staff, and senior students.
Parents are the greatest influence in their children’s lives. Teachers recognize the power and the critical importance of partnering with parents in fostering appropriate student behavior in classrooms and the formation of student character.
The participants of the study underlined the necessity of modeling behavior to foster appropriate student behavior in Nagaland where elders are respected as role- models. Gootman (2008) viewed teacher modeling as nonintrusive and least restrictive behaviors that can have a lifelong positive influence on students’ character. Studies show that teacher modeling can be effectively employed to promote students’ personal and social skills, academic competencies, and to treat emotional problems (Possell et al.,
1999). SHAPING BEHAVIORS 119
These strategies that are effective in influencing student behavior are presented in a theoretical framework for effective behavior management (see Figure 12).
Teacher-Student Relationships Modeling Behavior Teacher Leadership Care of persons, personal Cultural responsiveness, conversation, attentive Collaborative classroom respecting individual listening structure, encouraging differences success, communicating expectations
Effective Behavior Partnership with Parents Management Effective Instruction Strategies Teacher-parent Professional competence, conferences, involving student involvement in parents in school learning activities, activities creating value beyond Organizational Culture
School leadership, core values, school climate,
school support
Figure 12. A Framework for Effective Behavior Management. Recommendations
This study demonstrated that trying to address a school’s classroom behavior problems will take much more than a shift in logistical procedures. Any effective school- wide behavioral program should incorporate not only the logistical procedures of behavior management, but also must include other factors such as school leadership, classroom environment, school culture, teacher attitudes and skills, and instructional pedagogy.
This study identified several behavior management strategies that experienced middle school teachers employed in schools with diverse student populations in Kohima and Dimapur. However, the strategies identified may be inadequate to generalize in SHAPING BEHAVIORS 120
similar school environments because some of the important strategies, which the
literature suggests, are not identified in the study. Literature suggested a systematic
behavior management plan which includes proactive strategies. In the absence of such a
plan, these strategies may be inadequate to effectively influence student behavior in a
sustained manner. Consequently, the researcher includes recommendations to assist new
and experienced teachers to develop their own well-designed rules and strategies to influence student behavior (see Figure 13).
Figure 13. Recommendations for Well-designed Strategies to Influence Student Behavior. School Structure and Culture
The majority of the teachers in the study believed that in order for changes to happen with their school behavior management systems, there needs to be a change in how decisions are made. Parents, teachers, administrators, and students all need to be part of the process. The teachers’ sentiments are confirmed by Shea and Bauer (2012) who explained that a school structure of collaborative decision making and dialogue promotes trust, respect, and mutual support among the stakeholders. School structures SHAPING BEHAVIORS 121
act as catalysts for how staff developments and school-wide discipline programs can be designed. Hoy and Hoy (2006) likewise suggested that good school culture is the key to successful implementation of behavior management policies. When a school demonstrates characteristics of a collaborative culture, there are fewer referrals, increased attendance rates, higher teacher morale, and better relationships between teachers and students (Gray & Streshly, 2008).
Each school has cultural characteristics of its own, based on the school structure,
the teachers and students, and community it serves. The school culture is shaped by its
mission, values, traditions, structures, and norms. A positive school culture promotes the
meeting of principals and teachers on a regular basis, invites shared decision-making, and
work closely with students (Hoy & Hoy, 2006). Vitus, one of the participants of the
study said, “Ours is a Christian school and we have the responsibility to help our students
to form good character.” A collegial culture encourages teachers to take collective
responsibility for helping their colleagues to become better teachers. Teachers believe
that the prevalence of Christian values in schools motivate students to behave
appropriately. Teachers consider that to stand for the values of the school is “a cause
beyond oneself,” a shared vision of the school (Glickman et al., 2014, p. 35).
Supervision and Instructional Leadership
Most participants of the study received some form of support in behavior management in their school, such as the principal talking to misbehaving students, discussing students’ behavior problems with their parents, organizing orientation programs at the beginning of the academic year, and making occasional rounds in the school corridors and classrooms. However, none of the teachers spoke of receiving any SHAPING BEHAVIORS 122 assistance in instructional effectiveness or suggestions for behavior management.
Principals did not observe teachers’ lessons, or give feedback, or organize professional development programs. Teachers can teach only what they know. This statement applies to knowledge both of student population and subject matter. The participants of the study did not have opportunities for developing skills in addressing diversity and teaching diverse student populations. Novice and expert teachers benefit from instructional supervision and assistance for the enhancement of teaching and learning.
School principals are primarily instructional leaders. Therefore, they need to observe teachers’ lessons, give feedback, offer training in skill development, and provide leadership based on the mission and goals of schools. Principals are responsible for creating a positive school environment with an emphasis on academic excellence, leadership, work culture, cura personalis, and discipline. Glickman et al. (2014) listed four categories of characteristics that create a positive learning climate in schools: safe environment, moral tone, relationships, and sense of empowerment. These promote the physical and emotional safety, acceptance, and support for work and learning of teachers and students.
Proactive versus Reactive Strategies
From a behavioral perspective, the management procedures needed to reduce student misbehavior fall into two broad categories: proactive strategies and reactive strategies (Wilks, 1996, as cited in Clunies-Ross et al., 2008). Proactive strategies are those behaviors that teachers use in order to lessen the likelihood of students engaging in inappropriate behavior, and involve changing the situations that might escalate problems
(Little, Hudson & Wilks, 2002). Proactive strategies are a preventative and positive SHAPING BEHAVIORS 123
approach to behavior management. In contrast, reactive strategies are teacher responses
that happen after students’ inappropriate behavior (Little et al., 2002). Reactive
discipline strategies are essentially remedial in nature. Proactive behavior management
strategies rely on the establishment of classroom rules as a means of preventing problem
behavior (Darch & Kame’enui, 2004). Studies indicate that the use of proactive
techniques increases student learning and on-task behavior while reactive strategies are
less effective in managing student behavior (Clunies-Ross et al., 2008).
None of the study participants spoke of the systematic use of proactive techniques in behavior management; rather they practiced reactive strategies as consequences which did not help eliminate behavior problems. The repeated use of reactive strategies often met with disapproval from students and hampered the relationships that contributed to creating a positive learning environment (Darch & Kame’enui, 2004). Teachers require assistance in employing proactive strategies that increase student learning and on-task behavior and discontinuing reactive strategies that are ineffective in managing misbehavior. When the principal abandons teachers to deal with student misbehavior alone without providing adequate in-service training, problems such as, mishandling of student behavior issues and teacher frustration can occur.
Proactive behavior management is based on organizing the classroom in ways that create a positive, physical, and emotional environment. Evertson and Emmer (2009) argue that, “giving students a clear set of expectations for what is appropriate is a major step toward establishing a positive classroom environment” (p. 21). Proactive teachers establish routines, lessons, and disciplinary strategies that teach students self-control.
When students take more responsibility for their behavior, teachers need not have to SHAPING BEHAVIORS 124
spend much time correcting misbehavior (Darch & Kame’enui, 2004). Traditional
classroom management focuses on punishing the misbehaving students and introducing a
reward system to encourage good behavior. Although this approach may be helpful
under some circumstances, it does not promote self-discipline and character. Teachers need to teach students who have not learned the behaviors that are expected of them.
Systematic classroom procedures guide students learn appropriate behavior (Erdigan et al., 2010).
Parent-Teacher Conferences
Studies show that when parents get involved in their child’s school and school work, students respond appropriately and learn better (Hoover-Dempsey & Sandler,
1997). Peters (2012) stated that when parents involve in their child’s education at school and communicate their expectations for the child’s future careers, he or she strives to meet the expectations. Although the participants of the study wished to involve parents in the education of their child, teachers had mixed experiences of support and blame when parents were called to discuss the student’s academic progress and behavior.
Teachers require guidance in organizing parent-teacher conferences in order for the meetings to be productive and effective.
Parent-teacher conferences bring parents into the educational environment of their children. It can open the way to additional cooperation and understanding between the parents and school and build rapport and friendship between parents and teachers.
Teachers can make the conference enjoyable for parents by making parents feel welcomed and by giving parents a comfortable waiting area where they will be able to see the work of their children displayed on the walls (Stevens & Tollafield, 2003). SHAPING BEHAVIORS 125
Effective parent-teacher conferences require teacher preparation; teachers should have the facts about student performance ready, establish a cooperative atmosphere, and begin with a positive and encouraging comment. Kroth and Edge (2007) suggested four categories of information to which the teacher should pay particular attention: the child’s social, academic, intellectual, and physical growth and development. Teachers should begin each conference by introducing herself/himself, shaking hands, and smiling. These courtesies set a professional tone to the meeting. In arranging parent conferences, teachers need assistance in how to contact and meet parents, design a reporting system, establish a relationship, and dismiss the conference (Kroth & Edge, 2007). Sometimes, it is helpful to have a three-way conference with the parent, the student, and the teacher.
The goal of the conference is to involve parents in the education of their children.
Parents who are active participants in their children’s education promote children’s social, emotional, and academic growth (Robinson & Harris, 2014).
Teacher Support
In the study, several teachers felt supported in their efforts to manage student behavior, although the support was limited to the principal settling behavioral issues when something happened and providing opportunities for teachers to converse with colleagues about what works for behavior management. These steps did not provide teachers with the knowledge and skills to develop an effective behavior management plan to address behavior issues. According to Freiberg (2002) new teachers are often limited in their repertoire of instructional strategies. They are not taught how to establish the positive, organized learning environment necessary for them to teach and for students to learn. Teachers require knowledge and skills to develop an effective behavior SHAPING BEHAVIORS 126 management plan. Levin and Nolan (2010) explained that a good behavior management plan combines both classroom structure and instructional leadership.
Classroom structure. Classroom structure refers to the daily activities and how they are organized (Skinner, Zimmer-Gembeck, & Connell, 1998). It includes the information that teachers provide to students regarding classroom expectations and how students should achieve the goals of education. The structure that teachers provide is comprised of establishing order and introducing procedures. This will enable teachers to minimize student misbehavior (Brophy, 2006, as cited in Jang & Reeve, 2010). By establishing clear classroom structure, teachers communicate expectations regarding students’ behavior. Structuring a classroom involves creating a positive classroom environment, establishing classroom procedures and rules, and developing consequences
(Jones et al., 2007).
Classroom procedures and rules. Classroom procedures describe how classroom activities are conducted Marzano et al., 2003). They state expectations for specific behaviors, such as, taking attendance, classroom procedures for teaching, transitions and interruptions, group work, seatwork, and interactions between teacher and students (Hoy & Hoy, 2006). Effective procedures are positive expectations which include students raising hands before speaking, respecting other students in the classroom, and submitting school works on time. Wong and Wong (2004) recommended teachers to remind students when agreed upon classroom procedures are not honored.
Effective teachers spend time on teaching students to follow classroom procedures. The general procedures for middle school could be regarding bringing learning materials to class, being in the assigned seat, being polite to others, and SHAPING BEHAVIORS 127 respecting others’ property (Sprick, 2006). It is desirable to explain the simple instructions concerning note taking, listening to others before speaking, paying attention during instruction, participating in classroom activities, and behavior when classroom assignments have been completed.
Classroom rules are the dos and don’ts of classroom life and they focus on appropriate behavior (Levin & Nolan, 2010). The proper time to establish classroom rules is on the first day of school. Teachers should prepare a basic framework of rules and consequences and incorporate students’ suggestions to make the final set of rules
(Wong & Wong, 2004). A collaborative approach to the preparation of classroom rules fosters student cooperation and ownership. Students will be encouraged to abide by the rules when they see the need of rules and are attainable (Wong & Wong, 2004). Teachers must teach the specific behaviors associated with the rule prior to its implementation.
The following are five general rules that cover many specifics:
1. Be in your assigned seat and ready to work when the bell rings.
2. Bring required books and materials to every class, unless told otherwise by the
teacher.
3. Listen when someone is speaking and raise your hand before speaking.
4. Turn assignments in on time.
5. Show respect for others, school, and property.
Development of consequences. The development of appropriate consequences is important because the type of consequences applied will determine the interest students have in following rules. It is a proactive strategy to behavior management. Making a list of corrective consequences for misbehaviors in the beginning stage prepares students as SHAPING BEHAVIORS 128 what to expect if they violate rules. Effective teachers plan for correction to be instructional (Nakamura, 2000). Correction strategies may include teacher eye contact with the misbehaving student, proximity, gentle verbal reprimand, conversation with the student, detention, family contact, and office referrals (Sprick, 2006). Dreikurs (1964) recommended the use of logical consequences that are rationally related to the behavior because they place the responsibility for appropriate behavior on the student. Canter
(1996) suggested a hierarchy of severity of teacher-supplied consequences to match the degrees of student behavior (see Table 9).
Table 9 Record Keeping
Misbehavior Consequences
First time Name on the board (Warning)
Second time One check (15 minutes after school)
Third time Two checks (Student works on an extra project)
Fourth time Three checks (Student calls parents)
Fifth time Fourth check (Student goes to the principal)
Teachers must abstain from employing any violent physical punishments such as hitting or pulling; psychological punishments such as shouting, ridicule, or threats; or punishments such as huge impositions or writing some assignments unreasonable times, because such punishments are proven ineffective (Charles, 2011; Levin & Nolan, 2010).
Punishments may cause shame and discouragement that instead of making changes in their behavior, students develop antagonistic feelings towards teachers. SHAPING BEHAVIORS 129
Instructional leadership. The teacher participants identified the importance of
effective instruction in behavior management. Don discovered that incorporating
additional information in his teaching motivated students to pay more attention in class.
Paul said, “One who has mastery over the subject matter does not need many
management strategies, except love of the subject and love of students.” Three teacher
participants were aware that mastery of the subject and pedagogy put them at the helm of
instructional leadership.
Teachers who approach behavior management as a process of establishing and maintaining effective learning environments prove to be more successful (Darch &
Kame’enui, 2004). Professional teachers influence student behavior by their best
teaching practices. Effective classroom instruction includes engaging students in learning
activities, setting high expectations, and employing authentic instruction. These indicate
that the teacher has done everything possible to prevent classroom disruptions (Levin &
Nolan, 2010).
Engaging students in learning activities. The participants of the study identified
engaging students in learning activities as an effective technique to get students’
attention. Of all the instructional techniques teachers possess to engage students in
learning activities, questioning is the most resourceful (Lemov, 2010). Questions activate
student engagement. Teachers should call on students to participate and answer
questions regardless of whether they have raised their hands or not. These calls help
teachers to distribute work around the room more fully and more confidently. Marzano
(2007) recommended random calling on students to drive interest and motivation in
learning and direct off-task students to a more positive behavior. SHAPING BEHAVIORS 130
Setting high expectations. It is said that students live up to or down to the teacher’s level of expectations for them (Lemov, 2010). Students are at best comes when teachers express high academic and behavioral expectations. In a famous study entitled
Pygmalion in the Classroom, Rosenthal and Jacobson (1968) examined the effect of teacher expectations on student achievement. The study confirmed that students expect high performance of themselves to endorse teachers’ perception of them. Teachers’ communication of high expectations for student achievement and behavior is likely to bring about increased positive behaviors. If a teacher believes that a particular student can succeed, the teacher will behave in ways that support that student’s success. Key ways that teachers communicate expectations to their students include their affective tone and quality of interactions with students (Marzano & Brown, 2009).
Teacher-Student Relationships
The participants of the study identified teacher-student relationships as the most effective strategy to influence student behavior. The quality of relationships that teachers have with their students is a keystone of effective behavior management and a necessary condition for effective teaching. Disruptive behaviors occur with a breakdown in teacher-student relationships, when teachers establish a “we-they” stance with students.
Marzano and Brown (2009) recommended two types of behaviors for teachers to promote
and sustain healthy and positive relationships with all their students: (1) communicating
appropriate levels of concern and cooperation within the classroom and (2)
communicating appropriate levels of guidance and control to support the learning
process. The communication of teachers’ concern and cooperation should ensure that
students perceive the teacher as being interested in them. This perception can be fostered SHAPING BEHAVIORS 131
by personally knowing students and their experiences, interests, and personal goals. A teacher may use interest surveys and opinion questionnaires to get student information.
Individual teacher-student conferences and parent-teacher conferences are other sources of information about students (Gootman, 2008).
Cultural Responsiveness
The urban schools in Nagaland serve diverse student populations from several tribes and non-tribal students. Interviews with teachers led the researcher to conclude
that the needs of large number of students in classrooms and workload of teaching
overwhelm teachers that they are unable to pay attention to the unique needs of diverse
students. However, teachers cannot ignore the needs of diverse student populations, with
differences in culture, language, abilities, and socio-economic status in their classrooms.
Diverse students bring a several experiences and perspectives to school. For some
students lessons are a challenge not because they don’t have the necessary skills or
knowledge, but because they are not comfortable. It is a fact that no single approach to
education works for all. Pinto (2013) suggests that to address student diversities in
classrooms, cultural responsiveness is an approach to education that crosses cultures to
engage learners by incorporating ways of being, knowing, and doing.
Cultural responsive education recognizes the importance of including students’
cultural references in learning (Hansuvadha, & Slater, 2012). Culturally responsive ways
of managing classroom environments encourage teachers to develop personal
relationships with students, communicate high expectations, engage students in learning
activities, and respect individual differences (Bondy et al., 2007). Culturally responsive
behavior management strategies require creating safe and productive environments. By SHAPING BEHAVIORS 132
using diverse teaching strategies and attitudes of care, teachers can create a welcoming
classroom environment and thus influence positive student behavior.
School principals, Andy and Phil in Nagaland, purported that teachers’ personal
care for students as the key strategy for behavior management in diverse classrooms.
Meeting, talking, and paying attention to students in need are the strategies that shape
student behavior not only for classroom discipline, but for training students in character
formation. Students perceive the care they experience. Teachers need not explain it.
Teachers can comfortably establish individual care as the norm for behavior management
in a diverse classroom.
Individualized attention is a challenge for teachers in large classrooms. Phil, a high school principal, said that individualized attention was, first and foremost, a matter of teacher attitudes. The teacher attitude of being child-centered can be easily
communicated to students by the way teachers care for students. He continued to say that
a caring attitude of teachers was the most effective strategy for behavior management in
diverse classrooms. Students know whether teachers care for all students in the class by
the way teachers give time for all students to answer questions, follow up on the answers,
and wait on the completion of classwork. These simple gestures communicate teachers’
attitude of care for students.
The skill of teaching and guiding goes beyond mastery over a subject to student-
centered leadership (Gay, 2002). Basic to student-centered leadership is respect for all students. Shone, a high school principal in Nagaland, considers giving individual attention to student needs as the hallmark of respect for diversity. Knowing the needs of individual students and attending to them is not to be understood as partiality or SHAPING BEHAVIORS 133
favoritism. He said the process of adopting differentiated instruction in classrooms to meet the diverse needs of 60+ students begins by getting to know the students. A diverse strategy involves consideration of the differences of individuals and adoption of ways to respect and meet those differences. Pinto (2013) reminded teachers that the purpose of
behavior management in diverse classrooms should be not only to establish an orderly
environment, but also to enhance students’ social and moral growth.
Suggestions for Future Research
This study focused on understanding how teachers experienced classroom
behavior problems in middle schools with a diverse student population and discovering
what teacher strategies were effective in managing behavior problems. While the
findings of the study may help to understand the extent of teachers’ experiences of
student behavior and the strategies experienced teachers employ to rectify misbehavior,
more research is needed with a larger sample of participants in order to understand this
complex topic and develop general effective strategies.
Another suggestion for research would be to conduct a similar study that
incorporates the points of view of principals, students, and parents. It may be helpful to
understand their perceptions of disruptive behavior and the effectiveness of teacher
strategies in a similar grounded theory study in order to compare and contrast the
viewpoints. This will help heighten principals and students’ understanding of the
severity of the behavior problems and determine how principals can participate in
assisting teachers with students’ behavior problems. Such a study would give a more
complete picture of the situation and initiate better collaboration in finding solutions. SHAPING BEHAVIORS 134
Additional investigations are encouraged using a behavior management strategy
observation checklist which would allow for multiple interpretations of teacher behaviors
and identification of effective behavior management strategies. Future research should also continue exploration into practices of effective teachers, placing more emphasis on instructional strategies, professional development plans, classroom structure, proactive
behavior management strategies, and collaboration. In addition, further investigation is
required into the linkage between behavior management strategies and student
achievement.
Another study could be conducted selecting teachers from several cities to
uncover possible differences in the behavior problems faced and the strategies employed.
The researcher selected 24 teachers for this study from urban schools in only two cities.
He selected teachers from urban schools because urban schools have more behavior
problems than suburban schools (Weiner, 2003); however, it may be possible that
teachers from other city schools are facing many similar problems, and may be
employing different behavior management strategies.
Limitations of the Study
The study findings in the fourth chapter are mostly the analysis of the data
collected from teachers in Nagaland for whom English is a foreign language. On several
occasions the researcher quoted teachers’ own words, some of which are in non-standard
American English. There are several words that required translations to express logically
and correctly.
The researcher did not quantify the interview data with classroom observations.
Therefore, it is difficult to know if the extent of students’ behavior problems were real, or SHAPING BEHAVIORS 135
if the participants were being overly-indulgent. Besides, having student behavior problems often connotes possessing poor management skills, and hence being a weak teacher. Thus, it is possible that some teachers may not have divulged the extent of the behavior problems them face in classrooms.
Whose Responsibility?
This study exposes the fact that teachers lack a systematic behavior management plan and require support systems to help with student behavior. A systematic behavior management plan requires the principals to assist teachers in their needs and take up
supervision and instructional leadership in developing a plan based on individual
teachers’ vision and skills. Teachers in Nagaland require support and guidance in
developing culturally suitable behavior management plans for a diverse student
population. In order to improve the overall behavior culture of a school, all stakeholders:
principals, teachers, parents, and students will have to collaborate. It requires dedication
on the part of principals and administrators to develop a school culture that promotes
discipline.
Summary of the Chapter
The goal of this chapter was to present a summary of the study. An overview of the literature showed that the purpose of behavior management is to teach students social skills they need for success both in and out of school. Social skills instruction involves more than students obeying classroom rules. Teachers want students to follow classroom rules, but, most importantly, they want students to develop self-discipline and be accountable for their behavior. The findings establish that the most important part of behavior management is creating a good rapport with the students, encouraging them to SHAPING BEHAVIORS 136 succeed, and setting high expectations for them. This chapter further offers several recommendations based on the study and current literature on behavior management strategies. The findings of the study point to the fact that the participants of the study practice certain behavior management strategies that work in their schools. However, they do not have a research-based behavior management plan to influence student behavior. The researcher, recognizing the importance of providing research-based techniques in the development of a behavior management plan, has included an outline to help teachers develop effective behavior management strategies. Finally, suggestions are made for future research on behavior management in classrooms.
SHAPING BEHAVIORS 137
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Appendix A
Consent Letter
To, Sunny Augustine S.J., Creighton University, Omaha, NE, USA.
In response to your request to interview teachers as part of your research study,
“Shaping Behaviors: Effective Behavior Management Strategies of Teachers of Middle
School with Diverse Student Populations in Nagaland,” I am happy to invite you to
………….. School, Kohima/Dimapur, to interact with the teachers. Upon your arrival,
please contact the school office for more details.
The following three teachers are selected to assist you with in-depth interviews
and focus group interviews.
1. Name - Class. - Phone No# (for in-depth multiple interviews)
2. Name - Class. - Phone No # (focus group interview)
3. Name - Class. - Phone No # (focus group interview)
The school management extends full cooperation and support to your study.
Regards,
School seal
Signature
Name
Designation seal
SHAPING BEHAVIORS 162
Appendix B
Behavior Management Checklist
The purpose of this checklist is to determine the extent to which effective behavior management practices are used in classrooms.
Sl. No General behavior management practices In place = Partially = Not = Classroom organization Assignments are posted clearly Directions for activities are clearly communicated Time is well planned, leaving little downtime Classroom procedures Specific student behaviors are identified and communicated Classroom rules are established and reviewed Expectations are clearly stated in positive terms Managing consequences Positive consequences are identified and reviewed There are opportunities for individual, group, and whole class reinforcers There is a system for issuing an office referral Behavioral considerations Positive reinforcement is used Teacher uses the skill of stimulus variation Teacher prompts for expected student behavior Instructional strategies Purpose for the lesson is clearly stated Strategies are used that capture and maintain student interest Teacher uses whole group, small group, independent work effectively Questioning is used Feedback is given Classroom environment Teacher has a friendly, positive attitude Respectful, humorous, non-threatening environment is provided SHAPING BEHAVIORS 163
Appendix C
Interview Guide
Checklist:
1. Secure an appropriate place for the interview (prefer the interviewee’s classroom)
2. Tape recorder and batteries
3. Consent forms
Protocol:
1. Give a brief explanation of the study and purpose of the interview.
The purpose of this study is to explore middle school teachers’ effective behavior management strategies. The study explores the behavior problems teachers face in classrooms, how behavior problems affect teaching and learning, the support teachers receive in managing behavior, and the specific behavior management strategies used for a diverse student population.
2. Remind the interviewee that the interview will be recorded, and he/she may stop the interview at any time. The interview may take about one hour.
3. Explain to the interviewees that their identities will be kept anonymous. Explain that the records and transcripts will be used for my doctoral study at Creighton University, and will be preserved for three and half years as per the University IRB requirements.
4. Ask if there are any questions.
Notes to self:
1. Introduce myself first.
2. Ask if the interviewee is ready or not.
3. Do not forget to ask clarifying and probing questions.
4. Thank the interviewees for their time and patience, and for being a part of my study. SHAPING BEHAVIORS 164
Interview Questions:
1. What behavior problems do you face in your classroom?
2. How does students’ disruptive behavior affect teaching and learning in your
classroom?
3. Why do students misbehave in classrooms?
4. What intervention strategies do you use that are effective in addressing disruptive
behavior?
5. What support do you receive (from school principal, colleagues, and parents) to
address disruptive behavior in your classroom?
6. What behavior management strategies might be specific to a diverse student
population in your classroom?
SHAPING BEHAVIORS 165
Appendix D
Letter of Introduction
My name is Sunny Augustine, and I am pursuing a doctoral degree at Creighton
University in Omaha, USA. My study is titled, Shaping Behaviors: Effective Behavior
Management Strategies of Teachers in Middle Schools with Diverse Student Populations in Nagaland. The behavior of students in schools appears to be a perennial concern to educators. The goal of this study is to identify the strategies for effective behavior management.
This study includes in-depth interviews with 12 teachers from six schools in
Dimapur and six in Kohima who have three or more years of teaching experience, especially in classes of 40 students or more. The study also includes three focus group interviews with four teachers per group. I request the management and faculty of the respective schools to select teachers for interviews who are effective in behavior management and are information-rich.
I hope that you will assist me in this study by recommending three of your teachers, one for multiple in-depth interviews and two for focus group interviews. When identified, I shall contact the teachers and make an appointment with them that does not interfere with the school activities. I wish to conduct the interviews of Kohima teachers from July 12 - 30, 2013 and Dimapur teachers from August 1-18, 2013.
Thank you for your cooperation
Sincerely,
Sunny Augustine My contact: SHAPING BEHAVIORS 166
Address : St Paul Institute of Education, Phesama, Nagaland, 797 001 Phone : Kohima: xxx xxx; Guwahati : xxx xxxx e-mail :xxx xxx
SHAPING BEHAVIORS 167
Appendix E
Consent Form Creighton University Research Informed Consent
This research study entitled “Shaping Behaviors: Effective Behavior Management Strategies of Teachers in Middle Schools with a Diverse Student Population in Nagaland” is conducted by Sunny Augustine of Creighton University. This study includes 10-12 teachers for in-depth multiple interviews and 12 teachers for focus group interviews, who teach in six schools in Kohima and six schools in Dimapur. When you consent to participate in the study, you are consenting to the following: 1. I understand that the research study investigates the effective behavior management strategies of experienced teachers in diverse middle schools in Nagaland. 2. I understand that the study involves in-depth interviews with selected teachers and three focus group interviews with 12 other teachers, each lasting about one hour. 3. I understand that the interviews will be recorded and transcribed. 4. I am aware that my anonymity and the confidentiality of the information I provide will be maintained by the researcher. 5. I understand that the recording of the interviews and the transcripts will be stored securely for a period of three years and three months as per Creighton University rules. 6. I am aware that the study presents no (physical or professional) risk and that my participation is voluntary. 7. I am aware that I can withdraw from the study at any time, and the researcher will destroy the information I have offered under the same standards of anonymity and confidentiality. 8. I understand I cannot expect any compensation for my participation in the study.
All of my questions about this study have been answered to my satisfaction. I understand that if I have additional questions concerning the project, I can contact the researcher at 09402495553 while he is India or at 402-280-3048 in the USA. Additional information about my rights as a research participant can be obtained from Creighton University’s Office of Research Compliance at 402-280-3364.
Name of person giving consent: ______Signature of the person giving consent Date: SHAPING BEHAVIORS 168
______Signature of researcher Date: Creighton University Research Informed Consent
Protocol Title: Shaping Behaviors: Effective Behavior Management Strategies of Teachers in Middle Schools with Diverse Student Populations in Nagaland Protocol Number: 13-16766 Principal Investigator’s Name: Sunny Augustine Department: Interdisciplinary Doctor of Education in Leadership Investigator’s Address: Creighton University, Jesuit Community, 2500 California Plaza, Omaha, NE - 68178, USA Telephone Number: 402-280-3048 OR 09402495553 (in India). The challenge of influencing student behavior consumes a significant amount of teacher’s class time and energy each day. The behavior problems increase the number of teachers seeking professional help to manage their classes. The goal of this study is to investigate the effective strategies that experienced teachers use to influence student behavior in class. The study employs in-depth, multiple interviews with 12 teachers and three focus group interviews with 12 other teachers, each lasting about one hour, from 12 schools in Dimapur and Kohima. The administration and faculty of the respective schools select teachers for the interviews who are effective in behavior management and are information-rich. Participation in the study is voluntary. There are no physical or professional risks involved by participating in the study. There are no significant benefits to participating in the study except for the joy of contributing to the study. No compensation for participating in the study is to be expected. The interview records will be kept confidential. However, the records that identify you and this consent form signed by you may be looked at by the Creighton University Institutional Review Board (IRB) and other internal departments that provide support and oversight at Creighton University. The investigator may present the research findings at professional meetings or publish the results of this research study in relevant journals. However, your name, address, and any other identifying information will be kept anonymous. SHAPING BEHAVIORS 169
The interviews will be recorded and transcribed. The recordings of the interviews and the transcripts will be stored securely for a period of three years and three months.
My signature below indicates that all my questions have been answered. I agree to participate in the project as described above.
Print Name of Subject
______Signature of Subject Date Signed
The Creighton University Institutional Review Board (IRB) offers you an opportunity (anonymously if you so choose) to discuss problems, concerns, and questions; obtain information; or offer input about this project with an IRB administrator who is not associated with this particular research project. You may contact the Institutional Review Board by phone at (402) 280-2126; by mail at the letter to the Institutional Review Board, Creighton University, 2500 California Plaza, Omaha, NE 68178; or by email at [email protected].
A copy of this form has been given to me. ______Subject’s Initials
I have discussed with this subject the procedure(s) described above, I believe he/she understands the contents of the consent document and is competent to give legally effective and informed consent.
______Signature of Responsible Investigator Date Signed
SHAPING BEHAVIORS 170
Appendix F
Interview Protocol
I begin interviews by thanking teachers for participating in the study and
reminding them of the procedures for the interviews and the consent details. I remind
teachers that they are free to skip any questions they feel uncomfortable answering. I let
teachers know that follow-up questions will be asked if additional clarification is
required. I ask their permission to audiotape the interview using an electronic recording
device. I also inform them that they are free to stop the interview at any time or decline
multiple interviews, in the case of in-depth interviews. I ask their opinions if they have
any objection in my use of their identities in the dissertation. I tell them that I will not ask
any sensitive information that may reveal their identity.
Interview Questions:
1. Tell me about your background as an educator: length of experience, recognition or
awards received, qualifications, school you work at, and any other pertinent
information that you would like to share about being a teacher.
2. What student disruptive behavior do you face in your classroom?
3. How does students’ disruptive behavior affect teaching and learning in your
classroom?
4. Why do students misbehave in classrooms?
5. What intervention strategies do you use that are effective in addressing disruptive
behavior?
6. What support do you receive (from school administration and parents) to address
disruptive behavior in your classroom? SHAPING BEHAVIORS 171
7. What behavior management strategies might be specific to a diverse student
population in your classroom?