The Importance of Paying Attention in Class

Introduction

This research is based on the disruptive behavior created by students of secondary class during the teaching-learning process. As a teacher of primary school, the researcher had also experienced some problematic behavior and attitudes of students during the teaching process. The importance of paying attention in class is evident, as students sometimes do not pay attention and disturb other students as well who want to learn. The researcher has used punishment as a technique to control the disruptive behavior of students and to ensure a positive learning environment. However, the research observed that scolding and punishing students are resulting in an increase in disruptive behavior. It becomes a habit for students, and the teacher as a role model, if shouts, yells, or punishes the students, and in the future, students might imitate the same. For instance, if the teacher shouts at a student for talking during the lecture, that student might shout the same way with their parents or siblings at home.

Teaching methodology matters when it comes to students paying attention in class or taking interest in learning but students nowadays are habitual of not paying attention in class and being absent mentally. Thus, to distract students from such activities most of the teacher uses punishment as a tool to control students’ behaviour (Haider, Iqbal, Iqbal, & Jabeen, 2015). Punishment has a negative impact on student’s academic performance. It may stop a particular behaviour for some time. But using a positive way to control a behaviour such as reinforcement which will help the students to learn and change their behaviour (Elbla, 2012). Effective education process depends on learning behaviour of the students which is a challenge for today’s teachers. Therefore, the researcher in this study has used social skills as a technique to minimize disruptive behaviour of secondary class students by learning several rules to respect other, by learning how to work collaboratively, and by learning how to participate in classroom discussion in order to create positive learning environment.

Issue of Lack of Attention in Class

Disruptive behaviours are occurring more frequently in educational institutes. It is merely a disobedient behaviour of student as well as disturbing the normal routine of the classroom. Even a single student disturbs the whole class so much that neither the student who creates disruption nor the other students sitting next to him/her can learn. Students with behavioural problems may strain even the most competent classroom teacher. Wastes teaching time, disrupts the learning process of other students, threatens the safety of others, disobeying classroom rules, disrespecting colleagues and teachers, leaving seats and talking without permission, all such behaviours leads to failure for the teacher of achieving timely education goals (Ali, Ambreen, Aslam, Hussain, & Suleman, 2013).

The environment plays a very important role in an individual personal growth. A healthy environment creates a perfect individual while the environment that is less healthy will produce problematic society. Over the past few decades, students' discipline and behavioural problems often occur (Hoffman, Hutchinson, & Reiss, 2009). Most of the teachers find it difficult to manage disruptive behaviour in classroom. It is moderately difficult for them to use effective techniques to prevent the development of classroom discipline issues (Lewis, 2001). In order to create positive learning environment and to avoid traditional ways of controlling disruptive behaviour in classroom. This study focuses on positive ways to minimize students’ disruptive behaviour in classroom by using social and cooperative skills through several interventions.

Rationale of Research

Many researches has revealed that there are several methods to sustain classroom discipline. Researchers believed that teachers must set a clear expectations for students behaviour and apply a variety rewards for good or positive behaviour as well as punishments for problematic behaviour (Charles & Senter, 2005). As mentioned above punishment affects the academic performance of students, it will not help student to change their behaviour (Elbla, 2012). This study has also avoid punishing students of grade seven in order to create conducive environment for students.

Furthermore, Vitto (2003) argues that discipline can be attained by student self regulation which is facilitated by using techniques such as negotiating, discussing and contracting. In this regard, the reseacher has applied a technique called as yellow and red cards. In this yellow cards are used as an alert or last option to be save from red card which is a penalty card. not attending break in the school ground, cannot participate in classroom discussion are used as penalties for students and to avoid getting penalties students followed social skills rules of the class. This technique was used in order to give opportunity to students to self regulate their behaviour in the classroom and try to manage and change it. But does this works everytime? This question was raising while the researcher observed few students were taking advantage in negotiating and discussing and keeps on ignoring the set rules.

The other researches favours the team work, whereby the team of students takes responsibility of students to ensure positive behaviour of all it members (Hosseini & Rahimi, 2011). The question arises here is does all students know how to work as a team? What if students have no friends in their group, what is the possibility that those students will take responsibility of each other? This may create possibility of conflicts among groups. In this study, the researcher has taught students social and cooperative skills which will help them to work as team. If students know the rules and if they want to complete their task on time then, students will work collaboratively with their team members. Thus, to ensure students use the rules in the classroom, group activities were planned by the researcher and grouping was done by giving numbers each student. The researcher visited each group and assigned the task to them. Students without any complaints started their work and they assigned task to each member so that everyone in group gets opportunity to work. It was also observed by the researcher that while working in group few members started talking loudly and other members reminds them about the rules.

To avoid punishments, unhealthy classroom environment and ensuring positive behaviour os students. The present study, therefore, aimed to explore numerous social skills strategies in order to create a positive learning environment and to minimize disruptive behaviour in secondary class of private school in Karachi.

Research Setting

The following research was conducted in an English medium private school of Karachi, Pakistan located in Clifton. In this school teachers and students are from mixed culture background and students represent a range of socio economic statuses that is there is a combination of middle and elite classes.

Seventh-grade of girls were selected for the research and through observations it was been found that English language is being used as the medium of instruction by all the teachers other than the subject Urdu. Subject teachers like, English, mathematics and science were teaching in English and students were expected to speak in English while participating in class discussion. Therefore, students of this school are fluent in speaking English language. Researcher also observed that students while working in groups or within pairs communicates in Urdu with each other.

Several facilities are provided by this private school which leads to self-grooming and personal development of the students and makes them active learner for life. For promoting reading school have a facility of library where students are allowed to issue books of their choice for reading. Computer classes was also part of learning course which will help students in future to operate computer devices. Different co-curricular are being designed by the school such as art and activity classes which are also part of the school syllabus. In art class, students learn to draw, paint and sketch. While in activity class teacher conducts an activity and students participate and sometimes students brings up an activity for their colleagues.

Sports facilities are also provided by the school for students, which include, football, swimming, throw ball, cricket and badminton. Students play all these mentioned sports in a ground next to school building but for swimming school has booked a swimming club for the students where they go and learn swimming. All these games classes helps students to stay fit and have a break from learning subject. Also each year school arrange a competition in collaboration with different schools through which winner gets sports scholarship as well.

Works Cited

1. Ali, S. N., Ambreen, S., Aslam, S., Hussain, M., & Suleman, A. (2013). Students’ Behaviour Problems: A Review of Literature. International Journal of Academic Research in Progressive Education and Development, 2(4), 139-146.
2. Charles, C. M., & Senter, G. W. (2005). Elementary Classroom Management. Pearson.
3. Elbla, A. (2012). The Impact of Using Punishment as a Strategy to Control Students' Behavior. Educational Research International, 1(1), 19-29.
4. Haider, H., Iqbal, S., Iqbal, N., & Jabeen, A. (2015). A Comparative Study of Students’ Behavior in Government and Private Schools at Secondary Level. Bulletin of Education and Research, 37(2), 39-51.
5. Hoffman, B., Hutchinson, D., & Reiss, M. (2009). World War II and the American Home Front: A National Historic Landmarks Theme Study. National Park Service.
6. Hosseini, S. B., & Rahimi, A. (2011). The Role of Team Teaching on Classroom Discipline and Students’ Behavior. Procedia-Social and Behavioral Sciences, 15, 3143-3148.
7. Malcolm Atkin. (n.d.). Evolution of Photography. Retrieved from https://www.ephotozine.com/article/the-evolution-of-photography-5020
8. Vitto, J. M. (2003). Discipline in the Secondary Classroom: A Positive Approach to Behavior Management. Pearson.