1.0 INTRODUCTION

Discussing about physical and psychosocial environment concept of a classroom

Learning environment is a major aspect in the teaching and learning process and is

crucial to determine pupils’ learning. Learning environment stimulates pupils’

engagement in the learning process and influences their behavior. Besides that, it also

assists in the development of pupils’ skill and cognitive abilities. Learning environment is

also defined as the social context, psychological and pedagogical which can affecting

learning, achievement and attitudes of the pupils.

Two major components of the learning environment are physical component and

psychosocial component (Fraser, 1994; Kilgour, 2006). Physical component includes all

physical aspects such as classrooms, teaching material and learning facilities, both

inside and outside the classroom. While psychosocial component is related to the

interaction that occurs between pupils and pupils, pupils with teachers and pupils with

the environment. Both of these components complement each other in creating and

shaping the learning environment and affect the learning process that occur in it.

1.1 Classroom Management and classroom misbehaviours

Classroom management is a term used by teachers to describe the process of ensuring

that classroom lessons run smoothly despite disruptive behavior by pupils. The term also

implies the prevention of disruptive behavior. According to Moskowitz & Hayman (1976),

once a teacher loses control of their classroom, it becomes increasingly more difficult for

them to regain that control. Also, research from Berliner (1988) and Brophy & Good

(1986) shows that the time a teacher has to take to correct misbehavior caused by poor

classroom management skills results in a lower rate of academic engagement in the

classroom. From pupils’ perspective, effective classroom management involves clear

communication of behavioral and academic expectations as well as a cooperative

learning environment.

In addition, classroom management is an important element of teachers’ overall

leadership role and it can be separated from other aspect of teaching. Teacher need to

plan and conduct the lesson of the subject and interesting activities for pupils, develop

basic skill and others. All these aspect are important to maintain its progress in

classroom as it can build a positive learning environment to engage pupils in learning.

So, it also can minimize behavioral problems and can avoid disruption in lessons.

Even though teacher put a lot of efforts in managing the classroom effectively, some

behavioral or disciplinary problems still occur among the pupils as they want to get

attention from teacher. So, as a good teacher, we must have some knowledge and skills

in order to control and solve those kinds of problems. As we know, discipline model is

most suitable model to practice as to reduce the uneasiness of beginning teacher. There

are five discipline models such as behavior modification by Skinner, Assertive discipline

model by Canter, Logical Consequences by Dreikurs, Group Management by Kounin

and lastly reality therapy by Glasser.

All these discipline models are important to practice in classroom as teacher need to

promote and maintain positive learning environment in which pupils can learn effectively

and efficiently without any obstruction of behavioral problems occur. Teacher can play

their roles in managing classroom for pupils who misbehave by applying these selected

discipline models.

2.0 The role of a teacher in managing a classroom for pupils who misbehave.

2.1 Teacher as Social Skills/Behavior Counselor, Role Model and

Motivator {Behavior Modification (Skinner)}

Teacher plays a very important part in everyone’s lives. The main role that teacher

focusing on is to be a good role model and motivator to everyone especially to

their pupils. To be a good role model and motivator, teacher can apply the Behavior

Modification in the classroom. B.F was an interesting psychologist who founded

behaviorism and made important contributions to learning theory and principles of

behavior modification. This modification model consists of restructuring the

environment so that undesired behavior is eliminated.

Behavior is shaped by its consequences, by what happens to the individual

immediately afterward. Teachers should use this model in the class as it helps

in shaping pupils behavior by conducting the class in positive manner.

Behavior Modification Model is based on the reinforcement of desired behavior

being exhibited. The simplest example of positive reinforcement is when a pupil

shows good response and good behavior in the classroom during teaching and

learning process, a teacher will reward them with praise. This is one of a simple

example of positive reinforcement that can be used in this model. Apart from praise,

there are also other different ways to implement positive reinforcement as giving a

tangible reinforcement or rewards such as stickers to put on a chart or tokens to be

turned in for a prize. The positive reinforcement will motivate pupils in changing and

improving their behavior as they can control their behavior.

In contrast of positive reinforcement, negative reinforcement is also popular among

teachers in school in shaping pupils desired behavior. Teachers usually use this

kind of reinforcement in making sure that pupils have good discipline. According to

Raymond G.Miltenberger in his book entitle Behavior Modification: Principle and

Procedure, negative reinforcement is known as punishment which is the

consequences of negative behavior done by pupils that help in changing their

behavior from bad to good slowly and indirectly through punishment. For example,

when pupils do not finish their homework several times, teacher should punish

them by asking them to finish their homework during recess time. The result of

this punishment the pupils will change their behavior and will not repeat the same

thing in future as they want to go for recess. As noted earlier, it proves that positive

and negative reinforcement are equally important as it is used for maintaining or

increase the occurrence of desired pupils’ behavior.

Teacher can manage the misbehavior of pupils by implementing this model in

the classroom through communicate his or her rule to the pupils since the

first day he or she enter the class. This is because the teacher should tell his or

her pupils of what he or she wants from the pupils and knowing what pupils wants in

their class through their response. It is teacher’s behavior to providing pupils with

guidance and information to teach them the correct behavior required. Teacher can

use stories and role playing as the easiest way in teaching actions such an

asking permission to leave a seat. When pupils follow rules, teacher should

praise or reward them by telling them that they did a great job. But if the pupils do

not follow the rules, give one warning. If the rule is broken again, then the

consequences are implemented. The teacher should remember that they should not

shout or react to the pupils’ undesirable behavior. Teacher must give a reason for

why the consequence is being implemented. For example, when a pupil always

make noise in the class during the teaching and learning process and did not care

about the warning, the teacher can implement the consequences of pupils’ behavior

by telling him or her to clean the class with the reason of pupils’ behavior which is

always make noise in the class. This will only work with consistency and follow

through from the parents, and consistency of reward and consequence.

Reinforcement is consequence that strengthens behavior. Punishments are

consequences that weaken behavior. Teacher can manage and change pupils’

behaviors by the consequence of classroom behavior. To manage behavior through

consequences, teacher can use the multi-step process which has four steps. The

first one is the problem must be defined, usually by count or description. Second,

design a way to change the behavior. Third, identify an effective reinforcement and

lastly apply the reinforcement consistently to shape or change behavior. A teacher

can plant positive behavior by introduce, teach, and reinforce through a

reward system. Inappropriate behaviors are dejected by not rewarding them and

by teaching consequences. This will helps the pupils realize their mistakes and

learn that acting out is not acceptable.

2.2 Teacher as Behavioral Coach, Mentor, Guide and Instructor {Reality

therapy (Glasser)}

Moreover, teacher also plays an important role as a good guider in managing

behavior of pupils. This role of the teacher can be implemented by using Reality

therapy model (RT) which is an approach to psychotherapy and counseling. Reality

therapy is method of counseling which teaches people how to direct their own lives,

make more efficient choices, and how to develop the strength to handle the

stresses and problems of life. Frequently, teachers need to make sure that pupils

will make good behavioral and they also can be a responsible person who

able to satisfy their needs in the real world. In other words, teacher should

guide pupils towards reality. Pupils must acknowledge their behavior, and they

should make value judgments regarding that behavior. For example, when

disruption occurs, instead of asking why pupils are behaving like that, teachers will

ask pupils, “What are you doing?”. The stress is put on the ‘you’ so that there is no

misunderstanding as to who is responsible. This question is followed up with

queries such as ‘Is the behavior against the rules?” or “Is this behavior helping you

or this class?”. If the misbehavior persists, the teacher has to see the pupils

privately in order to design a commitment for change. If the original plan proves

inadequate, the teacher and pupils have to re-examine, renew, or revise the plan. If

the disruptions continue, the consequences should become progressively more

severe where teacher should take action by doing a principle conference and

parent conference.

The teacher should act as a facilitator who assists pupils to become

responsible and productive classroom members. Instead of punishing pupils,

teacher should continually stress pupil’s responsibility for their own

behavioral choices. Specifically, reality therapy model is built in order to satisfy

one or more of four basic needs. Glasser identifies these basic needs as love, fun,

power and control and freedom. Every people in this world need love in their life.

Pupils who are young children are the most sensitive creature in the world that

needs care and love from people around them. Even though, pupils have freedom

to choose their action, teacher need to control it by guiding and giving

appropriate amount of freedom in order to control them from misbehave.

Teacher also should be more caring and loving towards the pupils to make

them feel secure and comfortable. Fun is another basic need that fulfills one’s

feeling. Pupils loves things that fun. They want both fun and learning to combine so

it will make them happy. As a teacher, they need to prepare an interesting

lesson in order to attract pupils’ attention in the teaching and learning

process and the most important thing is making the teaching and learning

process if fun. This will make the pupils to concentrate in lesson and misbehaving

problem can be control. Through all the basic needs, we know that all the basic

needs must be equally satisfy pupils.

According to Glasser, when a pupils misbehaves, the teacher should use 5 steps of

discipline. The first step is teacher must help pupil identify their inappropriate

behavior and the most important things is do not accept excuses. Teacher

should not ask excuses by asking pupils why they behave as they do but must ask

questions to the misbehaved pupil to identify what they have done to cause

problems. The teacher should deal with the present, not with the past. Second,

teacher need to help pupils identify various consequences if pupils’

inappropriate behavior continues. Third, teacher should let the pupils to make

value judgments about his or her behavior and its consequences. After the

consequences have been identified, pupils are asked to decide whether he or she

wants the consequences to occur or not or whether he or she judges the behavior

to be inappropriate or not. The next step is teacher need to help pupils create

plans to eliminate inappropriate behavior. Because when pupils accept their

behavior is inappropriate, they will avoid consequences associated with it, a plan

can be created to overcome the problem. The pupils should formulate a specific

strategy for eliminating his or her misbehavior and the last step is teacher should

help pupils stick to his plan of suffer the consequences if he or she fails to do

so. Sometimes pupils make a commitment not to misbehave and are

unmanageable anyway. These pupils should be cycled again through the steps of

Reality Therapy. They may also be required to suffer the consequences they have

already identified.

If pupils refuse to cooperate with reasonable classroom expectations, or if they

break the rules they have previously agreed to accept, they may be candidates for

isolation from the class. When pupils are threatening to the educational process, it

is appropriate to exclude them. First they should be isolated from the class but

within the classroom. But if they continue to misbehave, then will be isolate from the

class and out of the classroom. They are expected to stay in isolation only as long

as it takes to produce a workable plan for returning to the classroom. During time

out, teacher should direct pupils to create a written plan that they believe will

solve their discipline problems. The purpose of requiring a written plan is to help

pupils to achieve a greater sense of commitment. The plan becomes contract

between the teacher and the pupils. From this reality therapy, teacher can guide

pupils on how to direct their own life, make more effective decision and able

to handle the problems of life.

2.3 Teacher as a controller {Assertive Discipline (Canter)}

Teacher also should play the role of controller which takes complete charge

of the class, what students do, what they say and how they say it. First and

foremost, teachers need to gain the respect and attention of their class. During the

first week of school, be firm and set rules that you will stick to throughout the rest of

the year. Teacher can apply another discipline model for classroom management

which is assertive discipline by Lee Canter to gain pupils’ attention. When the

teacher use assertive model in managing the classroom, the teacher have

own authority to establish the rules that clearly define the limits of acceptable

and unacceptable pupils’ behavior, teacher teach these rules to the pupils and

teacher should ask for assistance from parent and school administration to support

in handling the behavior of pupils. According to Canter, as the teacher have the

rights to make sure their teaching process flow smoothly without any disruptions

misbehavior from pupils. Teachers also want the best for their pupils to gain the

knowledge and to obey the rules as to behave properly in classroom. In addition,

pupils have the rights to learn in a calm, orderly classroom. Behavior of pupils is the

important element as the teacher must to make sure that behaviors do not bring

any problems and negative effect to other pupils. To get successful for this goal,

teacher must react assertively in their teaching process. Teacher must give firm,

clear, concise direction to pupil who is in need of outside guidance to help

them behave appropriately.

In the Assertive Discipline Classroom, the teacher is in full high control of the

class in firm but positive manner and no pupil has the right to disrupt it in any

way. It is assumed that pupils are capable of proper behavior, and choose to break

rules and misbehave (Charles, 2008). Teacher should stress positive

reinforcement for good behavior and consequences for misbehavior. Teacher

also need to create positive relationship between teacher and pupils as to

pupils compliance in following the rules that stated by the teacher. If there

have no good relations between pupils, teachers will expose to the misbehavior of

pupils as maybe teacher cannot control temper and address the pupil in abusive

way. Second, teacher can create and teach a discipline plan with 4-5 rules and

specific consequences. Teacher also can implement positive consequences to

reinforce good behavior and positive punishment to remove the misbehavior

of pupils. Teacher cannot give the bad punishment to the pupils as this action will

lead that misbehavior become worst and another problem will occur too.

2.4 Teacher as a prompter and assessor {Logical Consequences (Dreikurs)}

In addition, a teacher also should play the role of prompter and assessor. The

role of a prompter is to encourage pupils while assessor gives teachers an

opportunity to correct behavior. In order to play the roles in classroom, teacher can

apply The Logical Consequences Model which was established by Rudolf Dreikurs.

According to Dreikurs, pupils that always create behavior problem in classroom are

motivated by they want to gain attention, exercise power, exact revenge or to

display inadequacy. If the need of pupils is satisfied, they will stop their misbehavior

in classroom. The Logical Consequences Model is all about setting up a democratic

classroom, instead of autocratic classroom where the teacher dominates, punishes,

criticize and imposes ideas. For a democratic classroom to be successful there

needs to be equality, cooperation, mutual respect, flexible curriculum, and

encouragement of creative thinking.

Dreikurs explained briefly about four main motives for inappropriate misbehave

of pupils:

2.4.1 First, sometimes when pupils feel they are isolated by other pupils or teacher,

they will think to create something that can make teacher give full attention

towards their misbehavior. Normally, this attention seeking is always

happened in classroom as the pupils actively provokes or annoys their

teacher in many ways that teacher cannot ignored it. They will use different

ways to gain attention such as they disturb other friends by calling name

many times, tapping a pencil on the desk, talking to other friend and other

misbehavior that can disrupt teaching and learning process in classroom.

These misbehavior will also make teacher feel become annoyed and irritated.

So, the teacher cannot ignore those kinds of problem because that

problematic pupil will continue their misbehavior until teacher give special

attention to them. Teacher must know and ask the problems that pupils

face and teacher should create situation where pupils may find

legitimate ways to satisfy their need for attention (Balson, 1992).

2.4.2 Second motive that pupils always do as to create discipline problem is

power struggle. This motive happened when the pupils feel not satisfied with

seeking attention as teacher ignored their misbehavior. According to

Dreikurs, many disciplinary problems happened because of the pupils create

power struggle with their teacher in classroom. When the power struggle

happened, it will lead to another conflict that becomes worst. Teacher

should know how to control that situation as teacher needs to maintain

positive learning environment in classroom. Example of conflict that will

occur such pupils will not give cooperation and disobedient towards teacher.

They will refuse to complete their homework given by teacher, refuse to clean

up the room, continue with disruptive behaviors, and others conflict that can

make teacher lost temper and cannot think rationally when they want to

punish pupils. So, teacher should be composed and deal with the

problem in a trusting and caring way. Teacher also needs to make the

pupils know their motive and help the pupils to explore why they

behaved in that way. So, the pupils will realize that their misbehavior is not

giving good benefits for them.

2.4.3 Third motive is exacting revenge. This motive will occur when the pupils feel

that they are unfairly treated by the teacher as teacher asks them to stop that

misbehavior. The pupil will think another way to seek revenge against their

teacher, friends and other people around them. Usually, they exact revenge

by stealing things, violence, and destruction of property (Balson, 1992).

These kind of problematic pupils do not care about their punishment as they

only want to feel satisfied to gain attention from people around them

especially their teacher. They also can exhibit their revenge by sullen,

morose, moody or depressed. Pupils who misbehave like that, it will make

difficulty in cooperating with their group because they will only disrupt other

pupils to learn. If teacher face this situation in classroom, teacher need to

understand and assist the pupils concerned in a caring manner.

Teacher also needs to ensure other pupils in the class do not isolate the

problematic pupils.

2.4.4 Fourth motive is the pupils are displaying inadequacy in classroom. It

means that, when the pupils feel they cannot gain any attention from teacher,

they will decide to isolate themselves from other people. The pupil will avoid

in participating any activity group, avoiding mixing other friends, and avoiding

any kind of public display such as presentation of their work in front of class.

They act misbehaving like that as they want to be left alone and have nothing

asked or expected for other people. So, they try to achieve that situation by

displaying inadequacy.

According to Dreikurs, teacher must have higher degree of autonomy and

responsible towards their pupils by making them understand the

consequences of their misbehavior. When the pupils know and understand their

motive, discipline problems will be at minimum level. This logical consequences

model can use in classroom as it can correct the misbehavior of pupils. The main

key of logical consequences is pupils should be given a choice to know and

understand their misbehavior and be forced to behave as directed.

3.0 Conclusion

In conclusion, behavior and classroom control must be handled properly by the

teacher. It is also essential for the pupils to understand that for every action that

they did will produce consequences that they have to be responsible with. It is only

the matter of positive and negative consequences. It is the teacher’s job to assist

pupils to learn what we call self-reflection and self-discipline. This is the only way

teacher could implement in pupils so that they will be responsible towards

themselves for doing that particular action. Whether the discipline actions are

successful could be measured based on how teacher could produce the desired

behavioral, which means the positive result. Therefore, we could see that the

connection between the pupils’ behavior is highly dependent on effective teaching

and discipline done by the teacher.

As a teacher, we hold a lot of responsible need to be done with successful objective

or aims. Besides, teacher also always face many problems that occur at school

especially in classroom. Teacher needs to think critically and always to analyze any

approaches in how to ensure teaching process flow effectively and efficient, how to

create good environment of the classroom, how to manage the behavior of pupils

and others. For example, teacher can monitor pupils carefully and frequently so that

misbehavior is detected early before it involves many pupils or becomes a serious

disruption. Other than that, moving close to the offending pupil or pupils, making

eye contact and giving a nonverbal signal to stop the offensive behavior. If the

teacher can handle and solve the entire problem occur, teacher can create positive

and conducive learning environment.

So, discipline models are important to practice in classroom as teacher need to

promote and maintain positive learning environment in which pupils can learn

effectively and efficiently without any obstruction of behavioral problems occur.

Teacher can play their roles in managing classroom for pupils who misbehave by

applying these selected discipline models.

REFERENCE

Andrius, J . (2013). The Skinner Model of Discipline. Retrieved March 31, 2015, from Teacher Matters Advancing Knowledge for Teachers: http://www.teachermatters.com

Bose, D. (2000). Behavior Modification Techniques. Retrieved March 29, 2015, from Buzzle: http://www.buzzle.com

Lorinda. (2012, January). Positive Reinforcement and Behavior Modification. Retrieved April 3, 2015, from Lorinda-Character Education: http://www.lorinda-charactereducation.com

Miltenberger, R.G. (2001). Behavior Modification: Principle and Procedures. United State: Wardsworth Cengage Learning.

Myint Swee Khine, A. Q. (2005). Classroom Management Facilitating Teaching and Learning. Singapore: Pearson Education South Asia.

Balson, M.(1992). Understanding Classroom Behavior. Hawthorn, Victoria: A C E R.