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Shaping Behaviors: Effective Behavior Management Strategies

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Shaping Behaviors: Effective Behavior Management Strategies 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 ..................................................................................................................................
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