Discussing the methods/models for preventing student misbehavior in this time, I will use a short illustration as an analogy from the international chess game with application to minimizing misbehaviors during my experienced in teaching-learning. In short, as we thought we know about the international chess game, then, most of the professional international chess game player that has been called as Grand Master of International Chess, may know into a realization about there is a form of strategies in such models that can be used to positioning each of chess token on the board, which later called as an opening or middlegame or endgame, but we do know there’s no such a method we can use in the international chess by any kind of players to always winning the game without any loses in each of the player records, also we do know each strategy involves a commonsense approach that most teachers are well aware of but sometimes forget to emphasize (Mark & Christine Boynton, 2015). With that simple illustration in mind, we should know now, even though the classroom is not a chessboard, and the teaching-learning is not an international chess game, but the analogy as the hidden practical philosophy from the international chess game can be applied neither in the teaching-learning process and/or in the form of structuring the application to such a form in which teaching-learning can indirectly support on minimizing the misbehaviors on the study to be more efficient and effective as how the international chess game has shown us, even though it may have a tiny bit of misbehavior in practice. Furthermore, to minimize this misbehavior in such a form especially in teaching-learning, the educator and learner should know the components and/or the sampling of misbehaviors, so they won’t repeat. Misbehavior’ that can happen not only in the physical form called bullying or cheating, also misbehavior in the intellectual form called plagiarism. The misbehavior to the knowledge may need more than just a shred of evidence to be proven, unlike, in physical bullying, we can identify it easily by recognizing the thing that we can see or hear. Because, as an educator, we know about neither form of this misbehavior’ that happened always interrupting the teaching-learning process in such away. Moreover, this reflection has been made for me to understand the roots of this misbehavior and the reaction of the practitioner of teaching-learning in education for minimizing student misbehavior.
However, as much as we know about the international chess game then this also brings us to as many as we don’t know what the proper term should be used instead of we do know what the common term that been used in the international chess game. This illustration also gives us an analogy that in Education as much as our learners know about the purpose of coming to school for study, but not as many as our educational practitioner, that I called, know about the proper purpose of education itself, except the teaching in a form of teacher to teach subject to the student, and managing in a form teacher teach, administration staff work to monitor teacher. Because of that unclear situations, these misbehaviors exist in the school community due to the misunderstanding between parties that existed in the educational institute. Perhaps more study of this illustration can be more developed in the study of Philosophy of Education as each of us the practitioner of education that is working in any form at the educational institutions need to know it for the administration staff to develop the effectively practical and efficiently useful schoolwide rules. Also, in this practice as the educator that got involved directly with the students, called teacher, need to be more understanding on his/her teaching philosophy that ideally connecting with his/her classroom rules, which can be shown and reminded to students either in purposely or purposely during the teaching-learning. But, for now, we will not develop more this paragraph till my further article on Educational Philosophy itself and Learning Theory.
Therefore, with the current topic, we know known our temporary chess tokens and chess component to form our methods/models on creating a plan as we are predicting our token movement in the chessboard before the game begins, which to minimizing this misbehavior as we try to minimize our blunder movement in the international chess game. Those chess tokens and chess components which we currently have, up to this point, from our reading since section 01 up to now, should not be different from others teacher, but as a practitioner, we make it different in our way on applying it, like the chess player applying their plan to the chess token on the chessboard. More example of those tokens like each teacher has their own choice of a crucial component to building positive classroom management as we have in our article from Section 01, which in my case, I have chosen for Time in form of schedule, Space in form of classroom design, and Wave in form of communication, in which are a crucial token in process of teaching-learning, that taken from seven key elements for effective classroom management by Silvia Cini (2017), especially with the high schooler students. If Section 01 on this topic is the chess token, then Section 02 is a chess component in form of methods that we want to apply as a practitioner of education, in the model of discipline as we describe it in our article from Section 02 of this topic, which to build the positive classroom management, on my writing, I decided to have a creative discipline model, and of course, this component only can be effectively efficient with a support component by Section 03 on our classroom Rules and Procedure to help our classroom being in the track, especially during teaching-learning, as a result in Section 05 of our References, we know it now there are an options to which strategies that good to be applied since each strategy involves a commonsense approach that most teachers are well aware of but sometimes forget to emphasize (Mark & Christine Boynton, 2005). Also, the other easily non-recognize component from the use of physical space to giving comfort and friendly educative positive classroom management get reminded by Section 04 on efficiency and effectiveness to physical space to help the teaching-learning process. Now, in which I don’t know which section will be in this article, we need the last fundamental support component, which is the wave, in terms of communication, the way of us to communicate the rules, and procedures to help our students understandably and willing to do it with their nature also to not let them fall into a temptation trap of misbehavior. The form of communication plays an important indirect role, like in international chess, how will we build a synergy connection between one token to another token, in order each token get protected in any possible way. In education, how will we have spoken out loud the important term, should we use a lieutenant intonation of command to introduce the important term, or should we use a calm mother intonation of command to introduce the important term.
Now, each method/model that existed unto preventing or minimizing student misbehavior mostly related to us as a teacher and our strategy on keep communicate it without keeping mentioned with the student regarding their misbehavior. Throughout ordering may work to some kind of students but will be better to give a challenging student with an option, has been stated by Haim Ginott (2012) on teacher can being strict once it comes to undesirable behavior, and teacher can be permissive once it comes to desires or feelings and wishes. This led to me back in 2007, the first year of me to become a legal teacher, a school has put me in surely challenging classes, with each individual surely unique in their ways and personality like the chess tokens, especially like the Bishop Token on the chessboard, even though look similar but they are in their line with no possibility to change their color. Then the methods that I came up with is the trial-and-error models that I have used in 2007, with a total of 10 students, after the method that has Pacer (2018) stated as Listen-Talk-Support, this takes me nearly eleven days at that time for figuring out each root of the student’s misbehavior that lead me to enable another model for helping them back into track of learning, and of course this with support of education tokens and component, that I applied at that time, one of those components like becoming a rule and procedure that I have shared in my Section 06 of this article.
Like in the international chess game, in each game we have different methods and models that we want to try to find an effectively efficient way of our game. Then, form the changeable methods/models of classroom management that can be useful to prevent in such of minimizing student misbehavior, in my personal experience, this answer will be based on the pattern that looks similarly applicable in theory. Those strategies in no particular order, are:
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Based on Green, Mays, and Jolivette (2011) called as “Choice Making: by allowing student preference” which support by Martin (2003) as stated “Goal Setting: Get a Commitment”, to get a student back on a task which decreases misbehavior (Sutherland, Alder, & Gunther, 2003) in terms of giving such a motivation throughout an opportunity to choose how student want to carry out their learning and measurable outcome of their goal. Like we see it now in Student-Center Based Learning.
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Based on Monitoring Strategies from Mark and Christine Boynton (2015), in which the Three “Make or Break” Times in terms of a teacher should do everything possible to create and maintain a structured and orderly environment by being a teacher during the class time and being something else that can be respected after the class time, an example like a brother/sister for them. Like we see it now in Research-Based Learning.
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The use of Logical consequences as stated by Hue Ming-tak and Li Wai-shing (2008), which teachers should distinguish natural, logical, and arbitrary consequences and not confuse them with punishment. In terms of not letting learners feel pressure with the consequences and make learner realize on catching up the missing classes on behave of their initiative like in the Project-Based Learning, but this situation based on student thought on catching up.
An example like while I am in China the misbehavior is more like the action of sharing their answers in regards to having a good grade in whatever way they tried to do, or like sharing their homework answer before graded in order of their culture to help each other and not to be too proud. On the other hand, like in Indonesia, misbehavior classes exist because the students practically like to give an intuitive question to the topic they are learning, they need a model on real-life application from what they learned can be useful in some ways. Therefore, according to our reading assignment, the first method I will choose from the model from Wolfgang & Glickman (1986), which also mentioned in Mark & Christine Boynton (2005) the method of approach is the Relationship Strategies to help us, educators on knowing about the roots of the issues like what makes the students behave in the misbehavior form. Then lastly based on the monitoring strategies idea by Mark and Christine Boynton (2015), I can use a method categorized by Bear (1995) about the treatment models in a form of therapy if needed.
In the end, in our reading assignment, we know it knows about a reason behind so many variants from of strategies that deriving from the models that have been discovered throughout research in quantitative and qualitative from the topic of psychology to the application in education. Because there are different views on misbehaviors, especially on minimalizing and preventing the misbehavior in each location, then the best method/model will be a synergy and a harmony between the learner, and educational practitioner to the track of learning. After all, like Linda Albert ever stated, “Students won’t always remember what we teach them, but they will never forget how we treat them”.
References:
01. Baker, K., McCallum, K., McGibbon, M., Steves, N., & Zirpolo, J. (n.d.). Cooperative discipline model Linda Albert. Retrieved from https://vrogersmanagementprofile.weebly.com/uploads/1/3/8/3/13836263/linda_albert_summary_3_pages.pdf
02. Bear, G. G. (in press). Developing self-discipline and preventing and correcting misbehavior. Published by: Boston: Allyn & Bacon.
03. Boynton, M. & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems. Published by: Association for Supervision & Curriculum Development.
04. Cini, S. (2017). Seven Key Elements for Effective Classroom Management. Retrieved from https://classroom.synonym.com/seven-elements-effective-classroom-management-6562940.html
05. Ginott, Haim. posted September 17, 2012. Haim Ginott 7: Ginott talks about communicating with children. YouTube. [Video]. Retrieved from https://youtu.be/sMo80A_AAEw [Accessed on March 4, 2021]
06. Hue, M., & Li, W. (2008). Classroom management: Creating a positive learning environment. Published by: Hong Kong University Press.
07. Pacer (2018). Ways to be there as an adult- Episode 17. Retrieved from: http://www.pacer.org/bullying/video/player.asp?video=113
08. Wright, Jim (2015). Effective Behavioral Intervention. Retrieved from: https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/ABA_5_Antecedent_Strategies.pdf [Accessed on March 4, 2021]