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A Key to Classroom Management:Teacher Reflection

Assoc.Prof.Dr.Fehmi Sendan Instr.Dönercan Dönük

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Teacher Education, Training and Development

To Widdowson (1997), teacher training is the implicationthat teachers are to be given specific instruction in practicaltechniques to cope with predictable events while teachereducation is problem-oriented, with the implication of abroader intellectual awareness of theoretical principlesunderlying particular practices (1997: 121).

Wallace (1991) highlights the distinction stating thattraining or education is something which can be presentedor managed by others; whereas, development is somethingthat can be done only by and for oneself (1991:3).

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The Background of the Research The background of the research is based on personal

communications with the novice teachers who sometimes askfor a course of action in cases of classroom management. Theproblems these teachers encountered were the true indicators ofthe lack of classroom experience, and their solutions served asthe contextualized knowledge that normally do not take place inbooks. As Nunan (1996) states, the novice teacher tries to makesense of the real world by reconsidering and reformulatingthese problems to avoid the new comers.

The participants of this research are fifty novice teacherscurrently employed at schools. The majority of them have beenengaged in the profession for at least one year, and are alreadyfamiliar with the conditions of classroom settings in detail.

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This study aims to throw light upon the fact that thereis a discrepancy between the curriculum of LTEprograms, and the real classroom application. Thereality is that the novice teacher is faced withclassroom management problems, for the coursesrelated to classroom management do not exactly meetthe needs of the novice teacher.

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However rich the theoretical knowledge in terms of theteacher reflection may be, the decontextualized behaviorcliché the teacher is asked to mold into does not alwaysmatch with the real context. They cannot go any furtherthan prescribing solutions:

‘If in doubt, ask for advice from more experiencedteachers. The problem may be a common one for which asolution exists.’ (Gover & Walters, 1983)

‘The teacher should try to understand or analyze thephysiological, physical or psychosocial factors that maycontribute to misbehavior’. ‘You can evaluate severity ofthe misbehavior by factors such as appropriateness,magnitude, intent etc’. (Burden, 1999:15)

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Method

The study relies on two research tools:

• A scale consisting of the items to identify the explicitbeliefs of the participants in terms of classroommanagement as well as alternative scale for triangulationpurposes.

• An open-ended questionnaire which gives hypotheticalclassroom management situations that ask the participantshow they would react, and when (either during, or afterthe incident).

Both tools of research have been developed based on thedata elicited from the participants by means of an opinionsheet.

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Data analysis

The qualitative data have been analyzed using thecontent analysis procedures, and as categories ofanalysis, using the teacher paradigms established bythe researchers, which are based on the paradigms setby Roth (1991) and Wallace (1991).

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• Reflective-Practitioner

• Process-oriented

• Cognitivist

• Bottom up practitioner

• Active giver

• Creative

• Reflective

• Problem solver

Traditional-Craft

• Product-oriented

• Behavioristic

• Top-down operator

• Passive taker

• Imitative

• Impulsive

• Solution user

Two Teacher Paradigms

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.I think a teacher should ignore the potential individualdifferences while teaching.

The teacher disagrees with the given idea in theattitude scale.

You have got a student who is a constant source ofdisturbance for you and the class members. While youare teaching something important, he/ she pulls the hairof the girl at the front, and she squeaks. All the childrenare distracted, and the lesson is violated

Preliminary Findings

I would punish the student with a harsh word oraction (as it can be seen the teacher’s espousedtheory and theory in-use do not coincide).

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I think a teacher should let the students discover

themselves and realize that they are unique.

The teacher agrees with the given item in thescale.

I would want him to write all the notes again.

You want your students to keep their notebooksneatly, but a teenage boy shows a messynotebook to you rather rudely.

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“When someone is asked how he would behaveunder certain circumstances, the answer he usuallygives is his espoused theory of action for thatsituation. This is the theory of action to which he givesallegiance, and which, upon request, he communicatesto others. However, the theory that actually governshis actions is his theory-in-use”(Argyris&Schön,1974; p: 7).

In parallel with the argument above, the espousedtheory of the teacher is in conflict with the theory-in-use.

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The teacher, though novice, can create original means ofmanagement if given the chance:

You want your students to keep their notebooks neatly, but ateenage boy shows a messy notebook to you rather rudely.

I would hang a paper on the bulletin board in the class so thateverybody can see the marks and I would write the students’names on that paper, and would give high marks to thosewhose notebooks are really neat.

I would deal with the problem on the spot and would say ‘Isthis the notebook you think looks suitable for someone likeyou’. ‘I would expect a neater notebook from you… I’m sureyou will be more careful about that from now on… Whatabout showing me your notebook again a week later?’

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The novice teacher asks for external sources tosettle the problems in the class. The teachers askfor help from the school administration:

You are writing on the board. Upon finishing, you seea noisy group at the back of the class throwing piecesof chalk at each other. You stare at them, but they donot care.

I would deal with the problem on the spot, I cannotignore such behavior. I cannot tolerate that. I wouldimmediately react, not physically, of course. But Iwould certainly report it to the principal and thediscipline committee.

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The teachers ask for help from families:

You are writing on the board. Upon finishing, yousee a noisy group at the back of the class throwingpieces of chalk at each other. You look at them, butthey do not care.

I would not let a problem get so serious, but in thissituation, I would want the students to inform theirparents about that event and would ask the parentsto visit the school.

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The teachers ask for help from otherdisciplines:

One of the students in your class is older than theothers, and forces the others to obey him. Youwarn him off a few times, but he does not seemto care for this.

I would deal with the problem on the spot. If hebehaved this way, and if he kept bullying theother students, I’m afraid I would send him to thecounseling service.

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The teachers resort to threats:

You want your students to keep their notebooksneatly, but a teenage boy shows a messy notebookto you rather rudely.

I would deal with the problem on the spot, and tellhim that I won’t evaluate his notebook. Unless hebrings me a neat notebook, he will get a low mark.

© EAQUALS 2009If the teacher has some reflection over the process, shecan obtain a good sketch of the situation:

Despite reminding the school rules, you see a studentchewing a gum in the class, also making bubbles.

‘I experienced a similar occasion with one of my students.She was constantly chewing gum and ignoring the rules.One day, she did the same thing in my lesson, whichrequired a great deal of concentration. She both distractedme and the other students. So, I warned her non-verbally.Then, I told her to stop chewing the gum. She apologizedfor it when we gave a break. However, I could have gotcloser to her, and touched her asking to take out the gum.This could have also helped me in that situation without alack of concentration.’

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The novice teacher is undecided whether to

• resort to an external authority support

• suppress feelings

• be strict

The novice teacher considers the experience,which she yet lacks, as a significant teachercompetency.

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IMPLICATIONS ANDCONCLUSION

The research has its implications for theteachers who consider teaching as a life long,constructivist profession:

• Teacher reflection in broader terms will serveas a key for many classroom applications, forit will free the teacher of dependency onsome other authority to find solutions fordaily problems.

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• Schön and Arygris et.al., (1985) argue that the mosteffective method of developing in the profession isthrough the ability to reflect on one’s ownprofessional practice, which assumes that trainees canbe “coached” in this ability. Such “reflectivepractitioners” will be able to continue to develop theirprofessional expertise by using theory mediatedwithin their ongoing practice.

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• Most teachers are aware of the teacher reflection, butit is not multilayered as Loughran (1996) suggests. Inaddition, in terms of reflection, many teachers seemto undervalue reflection on action, which will enablethem to produce long lasting and effective solutions.

• The curriculum of ITE and INSET should be basedon some other courses that will invest on the teacheras a self agent. School practice lessons need toinclude such issues in terms of teacher roles and thereflection of these roles in the school environment.

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The LTE programs cannot prepare the teachers forthe real life, contextual teaching practiceswithout the support of teaching practice at schools.

The unpredictability of the classroom practice(Nunan,1996) unfolds another picture before thenovice teacher.

The novice is in need of the experience which isconsidered as an important plus for the teachercompetency.

The courses related to classroom management do notmeet the needs, for they remain in theory.

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BECAUSE, The novice teacher’s espoused theory might not realize as

the theory-in-use.

The novice teacher may not be aware of the underlyingbeliefs that might change the route of attitudes.

The novice might need a confrontation to develop anawareness of the espoused theory and the theory-in-use.

This confrontation could be made by challenging thetrainees so as to mirror to them that there is a conflictbetween the espoused theory and the theory-in use.

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To trigger a more conscious self image as a result ofmirroring , a reflective practice is necessary.

Novice, or candidate, the teacher should be allowed toevaluate the self.

This evaluation can be done through a reflection on:

• micro teaching classes in contextual environments,

• peer evaluation,

• mentor evaluation,

• self monitoring

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REFERENCES1. Argyris, C. & Schön, D.(1974). Theory into practice, San Francisco Jossey-

Bass.2. Burden, P, Evertson, Emmer Et. C, Worsham Me. (2000). Classroom

Management For Secondary Teachers, Ally And Bacon Fifth Edition3. Chaudron, Craig. (1988). Second Language Classrooms, Cambridge University

Press4. Gower, R. Walters, S. (1983). Teaching Practice Handbook, Heinemann

Educational Books Ltd5. Furlong, J., Maynard. T. (1995). Mentoring Student Teachers: The Growth Of

Professional Knowledge, Routledge6. Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice- Hall7. Nunan, David. (1999). Second Language Teaching& Learning, Heinle& Heinle

Publishers8. Richards, C. Jack. (1998). Beyond Training. Cambridge University Press9. Roberts, Jon. (1998). Language Teacher Education, Printed by Anthony Rowe

Ltd., Eatsbourne10. Loaghrun, J., Russell, T.( 1997). Teaching About Teaching, Routledge11. Schön, D.A. (1983) . The Reflective Practitioner: How Professionals Think in

Action, London: Temple Smith.12. Widdowson, H.G. (1990). Aspects Of Language Teaching, Oxford University

Press13. Zeichner, Kennett M. (1983). Alternative Paradigms Of Teacher Education,

May-June Volume Number 3/3