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Influence Of Negative Classroom Behaviour In Teachers Teaching Method
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1.2 Statement of the problem
One of the most difficult tasks for a
teacher is to maintain order in the classroom while still achieving
academic goals. Teachers' attitudes and ideals can play an equally
important role in the detection and production of behavior issues.
Instructors' tolerance levels for behavioral issues vary widely, and
it's not uncommon for two teachers at the same school to hold opposing
viewpoints on whether or not a student has a problem. This does not
imply that one is correct and the other is incorrect; rather, it
reflects the people' differing beliefs and attitudes, as well as their
differing expectations for their students' behavior (Upton, 1997). Due
to these issues, it is critical for instructors to maintain high levels
of discipline, even when the stress of teaching causes them to resort to
physical or verbal abuse to regulate classroom conduct.
When
confronted with pupils' misbehavior, many instructors feel defensive and
angered, and find it difficult to examine themselves and their
techniques and attitudes, sending a bad message to the learners who may
be pushed to act deviant. After reviewing a large amount of literature
on undesirable behaviors in classroom settings or classroom management,
it was discovered that many researchers had concentrated on the subject
of unwanted student behavior in the classroom, while there was a dearth
of literature on negative teacher behavior in the classroom. Thus it is
upon this background that this study seeks to influence of negative
classroom behaviour in teachers teaching method.
1.3 Objective of the study
The
broad objective of this study is to examine the influence of negative
classroom behaviour in teachers teaching method. Specifically, the study
seeks:
1. To examine the types of negative behavior exhibited by teachers during teaching-learning process
2. To explore factors that triggers teachers negative behavior during classroom instruction.
3. To determine if teachers’ negative behaviour would lead to a chaotic classroom management.
4. To ascertain if teacher’s negative behavior would impede the learning outcome.
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