Professional Documents
Culture Documents
TEACHER SIDE
Thus, many question poses. Does this discipline problems start from the
school? However, how about the parent and family role? What actions that
the stakeholder has take to overcome this situation? Perhaps the basis and
solution of the problem occur if we are able to make reflection. We need to
look back for the purpose of the education. The only purpose of education is
to teach a student how to live his life-by developing his mind and equipping
him to deal with reality (Ayn, R: n.d.). In this case, all descendants are
responsible to give education to the student (parents, teacher, and
stakeholder). Moreover, in the formal education, teachers are responsible to
educate their students’, not just teach them although nothing is more
frustrating for teachers than the daunting task of teaching students who
can’t, don’t, or won’t even try to learn, cooperate, follow procedures, or
behave. It causes more teachers to fail. Therefore, the teacher also must
competences to deal with their students’ misbehaviour. Most research
studied students’ misbehaviour state that relationship between teacher
beliefs and competence with students’ behaviour (Ulerick & Tobin 1989;
Brophy, 1988; Doyle, 1986 as cited in Weinstein, 1996). Furthermore, a
recent survey show found that “disruptive student behaviour to be a major
learning inhibitor (Seidman, 2005). In this situation, most teachers have to
prevent and cope with those problems.
In some condition, teachers themselves are the factor for the students’
misbehaviour. Many teachers enter this profession as the last choice and
they don’t have pure interest in teaching (K.Shoba a/p C. Karuppaya, 2007:
39-40). Whether their students well behave or not, that is not important for
them. Moreover, there are some teachers that don’t prevent the
misbehaviour because they want be popular among the student Besides,
Kyriacou, 1997, (as cited in Mulholland, 2003: 880) claim that it is difficult for
beginning teacher not only to apply theory into practice but also to develop
new perspective. In this case, teacher must be able to determine the
appropriate method or strategy in handle different students with different
abilities. Furthermore, according to Mackler (2005: 2) “a false assumption
that there is theory-pure, untainted and rationally perfect-and there is life-
messy, unpredictable, and in need of repair.” However, that false assumption
has to overturn. Teachers have to use their creativeness to shape the
wonderful theory into practice. However, the common problem is “when
behaviour problems arise, teachers often avoids creative instructional
approaches because they have to deal with increased misbehaviours”
(Manning & Bucher, 2007: 6). Therefore, they have to prepare their skills,
especially in classroom management, teaching strategies, and personal
approaches.
In any community, including a group of people in a classroom, there is a
standard of behaviour that permits the group to function according to its
avowed purpose. Therefore, discipline is a process for classroom members to
affect, monitor, control and cope with the behaviour of its members-not all
behaviours-just those that affect the avowed purpose. And to control or
manage behaviour in the classroom, the teacher must be responsible for
control, to have an authoritarian, unilateral set of rules that reflects the
teacher's needs and expectations. For many teachers, discipline means
managing behaviour problems or classroom control (Page, B.: 2008a). It is
equated with obedience or ‘minding’ the teacher and it is used to deal with
‘how to get kids to shut up, sit down, pay attention, follow directions, and at
least act interested.’ Classroom management is strategies to support
teaching and learning process, which are controlling misbehaviour and
effective teaching (Manning & Bucher, 2007: 4). In general, classroom
management is important, especially to convince students’ behave. In
addition, according to Wang, Haertel, & Walbergs, 1993 as cited in Kullina,
Cothran, & Requalos (2006: 39), “classroom management had the largest
effect on student achievement. This implies that good classroom discipline
means that the socio-emotional condition prevailed in the class is conducive
and harmonious. Classroom management is not a discrete activity but a
combination of various processes that occur in the dynamism of the learning
classroom.
But, since this factors that are currently driving them are the same ones
necessary for making a change, students cannot be expected to initiate that
change on their own. Students need a responsible adult to intercede and
advice, but they are reluctant to take advice or counsel from anyone they
don’t trust, they don’t like, or who has already failed to help them. Since
these problem students see teachers on a daily basis, it is imperative that a
good student-teacher relationship be established before students can be
helped to improve and begin to take responsibility for their behaviour and
success. One of the first and most important ways of doing this is by forming
a good relationship and creating a strong image with your students.
Therefore, as a teacher one must first establish a positive, nurturing and non
threatening climate in classroom (Siti Salina Ghazali et al. 2006: 69). Give
each student a reputation to hold and show how each of them is a valuable
person in the classroom community who has something to contribute. As
examples, teacher can use a strategy to be closer with students by learning
their slang words, chat, and hang around with them in the canteen. Besides,
teacher also has to remember their students’ entire name. Even though,
sometimes, it is very difficult for teachers, but this approach will help them.
REFERENCES
Abd. Rahim, Abd Rashid (1999). Professionalisme Motivasi Pengurusan Bilik
darjah. Kuala Lumpur: Utusan publication & Distributors Sdn. Bhd.
Siti Salina Ghazali, Gurnam Kaur Sidhu, Harrini Md Nor, Jamiah Baba, Lee Lai
Fong, Shahanum Md Shah. (2006) Teaching practice: a guide for teacher
trainers and trainees. Kuala Lumpur: McGraw-Hill.
Wieinstein, C.S. (1996). Secondary classroom management: Lesson from
research and practice. New York: McGraw Hill.