Linda Daniela, LU Latvia
Conditionsto observeclassroom discipline, Latvia context
Paper presented at the European Conference on Educational Research, University of Vienna, 28-30 September 2009
Abstract
The problems of students’ classroom discipline in Latvias’ schools have been topical already for a long time. The concept “discipline” is used by authors who investigate student behaviour problems (M.Balson, 1995; L.Canter, 1993; B.Coloroso, 2002; L.Dickson, 2001; R.Dreikurs, 1973; N.Eisenberg, 1989; N.L.Gage, D.C.Berliner, 1999; V.Glaser, 1998) and this concept is being connected with various conditions in educational environment that must be observed. Various theories explicate causes of the classroom discipline problems and possible solutions. The situation of Latvia is specific with the fact that not only environment generally has changed from authoritarian to democratic, but also the pedagogical one; still, the majority of teachers have obtained their education and the first educational experience in the authoritarian system. However, after the restoration of independence in Latvia, it was not much spoken about the classroom discipline in pedagogical environment due to the opinion that alongside with democratic educational environment discipline problems would disappear.
1. Problem
The situation in Latvia’s pedagogical environment has changed and students from the younger generation who have not faced the authoritarian system do not accept the requirements set by a teacher individually. These students want a supportive and understanding teacher, a creative educational environment and consideration for their interests; however, some problems may appear becauseadolescents do not want to take responsibility for their behaviour and learning action. In order to promote an individual to become a responsible person, as well as promote students’ learning achievements, such fundamental terms as “judiciousness”, “responsibility”, and “self- discipline” should be brought back in education system. The conditions that have to be observed in the educational environment henceforward are referred to the term “classroom discipline”, which embodies not only various conditions of a self-organised action (for example, coming to lessons on time), but also the conditions of mutual relations (polite behaviour) and the assertion of one’s rights. The classroom discipline should not be perceived as the requirements individually set by a teacher but as the bounds of a self-organised action resulting from the interaction between a teacher and students, which promote students to express their opinion creatively, learn successfully, and while having one’s rights to freedom, respect at the same time the rights of a teacher and other students to individuality, thus being aware that freedom embodies also responsibility. Consequently, the term “classroom discipline” is a self-regulated learning process in the environment in which certain social conventions and rules/norms are observed. The term “social conventions” substituted for the term “norms” has been introduced by I.Maslo, meaning social agreements, action conditions in the environment in which all the parties concerned are equally involved in accepting these agreements and equally responsible for their accomplishment. (Maslo, 2006)
The term „a self-regulated learning process” is understood as a learning process in which students are responsible for learning and learning results.(Zimmerman&Schunk, 2001)
Students expect a teacher to be supportive and understanding because adolescents do not accept authoritarian behaviour. A part of teachers are not ready to accept the demands of the new era and continue to behave authoritatively; a part of teachers, being aware that the demands of new era are shifting from teaching to learning, still are not ready to work with students and promote a self-regulated learning processand the classroom discipline. There is also a part of teachers who have an opinion that their only duty is to teach their subject, not going deeper into the matters of interaction between learning action and the classroom discipline. Whereas students expect a teacher to be honest, fair, supportive, and they are ready to criticise every action of a teacher, by expressing their attitude even in an unacceptable way. However, they are not ready to analyze their action and to take responsibility about their learning achievements and the classroom discipline. It proves that the problems of the classroom discipline exist, and that there is a necessity to search for possible solutions. Learning promotion of new generation cannot be successful if students are not able to perform a self-regulated learning process and do not observe social conventions, i.e., also the classroom discipline. Theories of the classroom discipline, which have been developed in foreign countries, are unpractical in Latvias’ educational environment due to the prior authoritarian system. That is why it is necessary to investigate the situation of Latvian pedagogical system; investigate subjects that promote a self-regulated learning process, and depending on the results, adequate solutions should be adjusted.
Key words: the classroom discipline, condition to observe classroom discipline
The aim of the research: To analyse what factors influence observing conditions of classroom discipline
2. Research methodology
In order to solve the research question Qualitative-quantitative research (Tashakkori, Teddlie, 2003; Mayring, Huber, Gurtler, 2007) was conducted in various schools in Riga that included the following stages: 1) focus group discussions with students and teachers; 2) primary and secondary qualitative and quantitative data processing; 3) data analysis and interpretation. The sampling of research about adolescents’classroom discipline has been made based on the principles of Cluster sampling, and using survey, 127 (33% of sampling’s volume) students learning in the 7th form, 146 (37, 8% of sampling’s volume) teachers who work with 7th form students and 112 (29, 1% of sampling’s volume) parents of students from the 7th form from various schools in Riga were polled, not considering the language of instruction or the curriculum of these schools. In the research respondents could arrangetheir answers from 0 – “always” to 5 – “never”. The questionnaire was anonymous and all respondents could express their opinions freely, and this fact positively influenced the validation of the research. In addition to the survey, lesson monitoring was performed, in order to analyse students and teacher action. During the research 22 classroom disciplines criteria were developed which were split into 6 levels. From 0 – no classroom discipline problems to 5 – the particular problem is strongly present. The developed criteria are included into the poll questionnaires and observation form. Based on them classroom discipline manifestations were analysed in different lessons. The developed criteria are included both in the poll questionnaires and the classroom observation charts. Based on them the students’ classroom disciplines manifestations in different classes were analysed. Simultaneously with the students’ action observationthe teachers’ activity observation was done. The teachers’ activities were analysed based on V. Glaser’s’ reality therapy theory. And based on the tactics stated for the teachers’ actions in the theory some classroom discipline stimulating action criteria on the teachers behalf were developed. According to these criteria teachers’ actions were analysed in 5 levels. From 0 – the teachers’ actions completely correspondthe tactics to secure a positive classroom discipline by V. Glaser; to 4 – the teachers’ activities do not correspond the tactics to secure a positive classroom discipline.Observations of the educational process took place in a particular school during 26 lessons.
Quantitative data processing was done implementing SPSS 15.0 data processing software. Qualitative data processing –was done implementing Excel software.
Primary data analysis was done implementing descriptive statistics (analysis of frequencies, central tendency, variability, crosstabs, skewness). Secondary data processing was done implementing the methods used for test reliability (Cronbach’s Alpha test). Taking into account the exact sample, non-parametric statistical methods were used (Spearman’s rank correlation coefficient, Kolmogorov-Smirnov Z test), etc.
3. Findings of the research
3.1. The factors in the learning process that influenceclassroom discipline positively
When working with students, it is important to encourage them to learn and acquire those skills which will help them to learn and behave like a successful student. When shifting from teaching to learning, it is important to promote a self-regulated learning process, which in its turn, would promote learning achievements.
H. Gudjon (Gudjon, 1998) has said that teachers have two functions: the first – to teach the intended content of syllabus, making sure that every student acquires the entire necessary curriculum and promote the formation of positive attitude towards a particular subject and to learning process generally. In contemporary pedagogical environment teacher’s function – to teach – should be changed to actions that promote learning. The second function – to ensure order,based on the requirements and rules of a school, as well as react to unacceptable behaviour, int.al. infringements of the classroom discipline. However, nowadays there are serious restrictions of teacher’s authority; for example, a teacher must control without controlling, must stop without braking, and must defend without supporting. When ensuring the classroom discipline, a teacher has to promote a self-regulated learning process, keeping to social conventions. Nevertheless, the reality in pedagogical environment of schools has created such situations when teachers, being afraid to overstep the limits of discipline students’and by using the authoritarian work methods, which are not acceptable at democratic schools, and along with a wish to keep to a certain order at the classroom, get confused and their action or inaction causes problems of the classroom discipline.
F. Jackson (Jackson, 1998) has suggested that one of the first arts that a child should acquire is an art to harmonize his/her desires with other people’s desires. Soon after a baby is born, he/she meets with one of the world’s main characteristics – the authority of adults. Later at school a part of adult authority is passed over to teachers, who are the next important people in a child’s life. That is why alongside with changes in educational paradigm, a teacher should change his/her teaching style, which would be aimed at learning together with students, not teaching them;promoting a self-regulated learning process, not giving just oral instructions in the learning process and the classroom discipline, which embodies the observance of social conventions obtained by mutual agreement, not the discipline individually set by a teacher, which, in its turn, requires the observance of certain norms.Teachers should be prepared to work with students who promoteclassroom discipline problems; however, in reality practice is far from theory. Some teachers do not demand that particular conditions of the classroom discipline, what should be observed, as they are afraid of students’ reaction, while other teachers simply do not know how to do it. Unfortunately, every teacher encounters classroom discipline problems and the best strategies to promote the classroom discipline are not so effective or their efficiency is awhile because a teacher cannot use them in practice, or chooses inappropriate methods, admits L. Dixon (Dixon, 2001). This is due to the fact that the classroom discipline is a part of a self-regulated learning process, and thus by organising a learning process, which would promote new generation learning achievements accordingly to contemporary pedagogical paradigm, a great part of classroom discipline problems would be solved.
3.2. Conditions to observe classroom discipline
Beginning the research about adolescents’classroom discipline, the pedagogical literature about reasons that promote positive classroom discipline and the reasons that cause classroom discipline problems were analysed. After theoretical literature analysis, discussions with students and teachers and after accomplishing pilot-survey, five conditions why the classroom discipline is observed are put forward:
-a teacher makes sure that all of the students keep to the classroomdiscipline
-a teacher is being respected;
-students consider it an interesting lesson;
-other students require discipline to be followed;
-the following of the classroomdiscipline is necessary for thestudents to be able to learn better.
six conditions why the classroom discipline is not observed:
-students do not like the teacher;
-students do not like the subject;
-students feel bored during the lesson;
-some students join those who do not follow the classroom discipline;
-students cannot control their emotions;
-in a family, there are no rules which had to be followed;
-teachers have no agreed demands amongst themselves.
During the research about adolescentclassroom discipline students’ (see Table 1) and teachers’(see Table 2) answers about the reasons which promote the classroom discipline were analysed and the data obtained indicates that students consider conditions “teachers do not allow students not to observeclassroom discipline” and “it is necessary for students to be able to learn better” as the most significant, by choosing the assessment – “often”. It means that students analyse their own and teacher’s actions. As the most insignificant condition students consider the condition “other students require to observe discipline”, by choosing the assessment – “rarely”. It indicates the differences between the theories of the classroom discipline in Latvian pedagogical environment and foreign countries, wherethe influence of other students is highly estimated. It also proves the necessity of detailed research, which would help not only to realize the causes of classroom discipline problems, but also the possible solutions in Latvian pedagogical environment.
Table 1
Students: conditions to observeclassroom discipline
Mean / Median / Std. Deviation / Variancea teacher does not allow students not to observeclassroom discipline / 1,54 / 1,00 / ,833 / ,695
a teacher is being respected / 1,69 / 2,00 / 1,059 / 1,122
students consider it an interesting lesson / 1,61 / 2,00 / 1,024 / 1,048
other students require to observe discipline / 2,60 / 3,00 / ,962 / ,925
it is necessary for students to be able to learn better / 1,62 / 1,00 / ,890 / ,793
However, teachers consider almost all reasons, which were presented in the questionnaire about the conditions which promote observance of classroom discipline, by choosing the assessment – “often.” As the less significant condition teachers’ consider “other students require to observe discipline”, by choosing the assessment – “sometimes”, and it corresponds to students’answers, who also consider it as less significant condition.
Table 2
Teachers: conditionstoobserve classroom discipline
Mean / Median / Std. Deviation / Variancea teacher does not allow students not to observeclassroom discipline / 1,03 / 1,00 / ,714 / ,510
a teacher is being respected / ,95 / 1,00 / ,708 / ,501
students consider it an interesting lesson / ,86 / 1,00 / ,606 / ,367
Other students require to observe discipline / 1,63 / 2,00 / ,761 / ,579
it is necessary for students to be able to learn better / 1,32 / 1,00 / ,960 / ,921
When analysing the condition, which promotes observance ofclassroom discipline, Spearman’s rho correlation analysis was used because the data obtained has not been divided parametrically and the results (see Table 3) show that the condition “a teacher does not allow students not to observeclassroom discipline” correlates significantly with the condition “a teacher is being respected” – 0,240, which in its turn correlates with the condition “students consider it an interesting lesson” – 0,317. Other conditions have not been analysed, as there is no correlation between them.
Table 3
Students – conditions to observeclassroom discipline (correlation)
Spearman’s rho / a teacher does not allow students not to observeclassroom discipline / a teacher is being respected / students consider it an interesting lessona teacher does not allow students not to observeclassroom discipline / 1,000 / ,240(**) / ,148
a teacher is being respected / ,240(**) / 1,000 / ,317(**)
students consider it an interesting lesson / ,148 / ,317(**) / 1,000
** Correlation is significant at the 0.01 level (2-tailed).
When analysing correlations about the conditions which promote followingclassroom discipline, by considering teacher answers (see Table 4) it can be concluded that the condition “a teacher does not allow students not toobserveclassroom discipline” correlates significantly with “a teacher is being respected” – 0,240 and “students consider it an interesting lesson” – 0,231, which in its turn correlates with the condition “a teacher is being respected” – 0,413. The data obtained allows to conclude that if a teacher makes the learning process interesting, then students respect the teacher, and thus consider that a teacher does not allow students not to observeclassroom discipline. Consequently, if a teacher arouses students’interest inthe learning process, also the self-regulated learning process is promoted, as well as the observance ofclassroom discipline. By lesson monitoring, which was made during the research about adolescents’classroom discipline, it can be concluded that basically students’ interest is aroused by cooperating with the teacher in choosing learning methods in agreement on rules which should be observed during the learning process, as well as about the expected results and criteria of evaluation.
Table 4
Teachers - conditions to observeclassroom discipline (correlation)
Spearman’s rho / a teacher does not allow students not toobserveclassroom discipline / a teacher is being respected / students consider it an interesting lessona teacher does not allow students not toobserveclassroom discipline / 1,000 / ,240(**) / ,231(**)
a teacher is being respected / ,240(**) / 1,000 / ,413(**)
students consider it an interesting lesson / ,231(**) / ,413(**) / 1,000
** Correlation is significant at the 0.01 level (2-tailed).
In the course of the research, when analysing the conditions which cause classroom discipline problems, teachers’ and students’ answers were analysed separately because the obtained data differs. Students (see Table 5) have chosen the assessment “sometimes” for all conditions; however, they have chosen the same assessment by common assent for the condition “students do not like the subject” because its standard deviation is 0,649 and dispersion 0,421, which is the smallest assessment.
Table 5
Students– reasons of classroom discipline problems
Mean / Median / Std. Deviation / Variance / Skewness / Std. Error of SkewnessStudents do not like the teacher / 2,22 / 2,00 / ,758 / ,574 / ,388 / ,216
Students do not like the subject / 2,01 / 2,00 / ,649 / ,421 / ,170 / ,215
Students feel bored during the lesson / 2,02 / 2,00 / ,657 / ,432 / -,016 / ,216
Some students join those who do not observe it / 1,81 / 2,00 / ,998 / ,996 / ,612 / ,223
Students cannot control their emotions / 1,91 / 2,00 / ,883 / ,780 / -,043 / ,222
there have not been any rules in a family, which have to be observed / 2,40 / 2,00 / 1,078 / 1,161 / -,115 / ,228
teachers have no agreed demands among themselves / 2,04 / 2,00 / ,982 / ,964 / ,024 / ,223
Teachers (See Table 6), similarly like students, have chosen the assessment “sometimes” for the majority of conditions which cause classroom discipline problems. As the most significant they consider the condition “there are no rules in the family, which have to be observed”, by choosing the assessment – “often”.