Social Behavior and How it Affects Learning?

CAPACITY BUILDING ON SOCIAL BEHAVIOUR

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PAPER PRESENTED BY:

 Sulaiman Abdullahi Albaji

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GREAT HEIGHTS ACADEMY  KADO ESTATE ABUJA

INTRODUCTION

People’s understanding of what constitutes social and anti-social behaviour (ASB) is determined by a series of factors. As a result, what may be considered anti-social behaviour to one person can be seen as acceptable behaviour to another? The subjective nature of the concept makes it difficult to coin up a single definition. In a nut shell, anti-social behaviour means:

Acting in a manner that causes or is likely to cause harassment, alarm or distress to one or more persons (as the defendant(s)) While social behaviour is the otherwise.’

Cameron (1998) reviews classifications of problematic pupil behaviour in schools, and of strategies and techniques employed to address these behaviours. As part of this, he proposes a grouping of anti-social behaviour into five categories:

§  aggressive behaviour (e.g. hitting, pulling hair, kicking, pushing, using abusive language); 

§  Physically disruptive behaviour (e.g. smashing, damaging or defacing objects, throwing objects, physically annoying other pupils);

§  Socially disruptive behaviour (e.g. screaming, running away, exhibiting temper tantrums);

§  Authority-challenging behaviour (e.g. refusing to carry out requests, exhibiting defiant verbal and non-verbal behaviour, using pejorative language); 

§  Self-disruptive behaviour (e.g. daydreaming, reading under the desk).

NB

It is important to note the HATE theory

LITERATURE REVIEW ON SOCIAL BEHAVIOUR AS RELATED TO ACADEMIC PERFORMANCE OF PUPILS

Research indicates that children who display disruptive behaviour in school receive less positive feedback from teachers, spend less time on tasks, and receive less instruction. They lose opportunities to learn from their classmates in group- learning activities and receive less encouragement from their peers. Finally, children who are disliked by their teachers and peers grow to dislike school and eventually have lower school attendance (Raver, 2002). 

Science has established a compelling link between social/emotional development and behavior and school success (Raver, 2002; Zins, Bloodworth, Weissberg, & Walberg, 2004).

Research has demonstrated the link between social competence and positive intellectual outcomes as well as the link between antisocial conduct and poor academic performance (Zins et al., 2004).

Programs that have a focus on social skills have been shown to have improved outcomes related to drop out and attendance, grade retention, and special education referrals. They also have improved grades, test scores, and reading, math, and writing skills (Zins etal., 2004).

CONSEQUENCIES OF ANTI-SOCIAL BEHAVIOUR IN CLASSROOM

Misbehaviour by some pupils may impact negatively on the classroom environment, and consequently lead to a loss of teaching time.

 Reasons are:

·       Students don’t listen to what the teacher says.

·       There is noise and disorder.

·       The teacher has to wait a long time for students to quieten down. 

·       Students cannot work well.

·       Students don’t start working for a long time after the lesson begins.

IDENTIFIED SOCIAL SKILLS AS ESSENTIAL FOR ACADEMIC SUCCESS

·       Getting along with others (parents, teachers, and peers)

·       Following directions

·       Identifying and regulating one’s emotions and behaviour

·       Thinking of appropriate solutions to conflict

·       Persisting on task

·       Engaging in social conversation and cooperative play 

·       Correctly interpreting other’s behaviour and emotions

·       Feeling good about one self and others.

THE ROLE OF SCHOOLS IN IMPROVING BEHAVIOUR

The direct involvement of parents with their child’s school (e.g. through meetings with teachers or volunteering in school) has also been shown to be positively related to pupil behaviour (Pomerantz et al, 2007). 

a.    School climate

It has to do with the shared beliefs, values and attitudes that shape interactions between students, teachers and administrators.

b.    Overall approach to school discipline- Proactive measures/ Reactive measures

c.     Pupils’ attitudes towards school rules and discipline 

Too much and strict rule have negative impact on bahaviours.

d.    In-school provision for pupil behaviour management    

There are some examples of other strategies that might be adopted at the school-level to improve pupil behaviour:

• Rewards.

 • Seating arrangements.                                                                             

  • Support staff.

• Class size.

• School uniform.

e.    Specific punishments or sanctions

(Burns, 1978; Houghton, Merrett and Wheldall, 1988 in Infantino and Little, 2005) report that sanctions which restrict a pupil’s activities in school, such as detentions, are successful as a deterrent for reducing disruptive behaviour. 

f.       Working with parents

Six factors that can impact upon the success of school-parent working are:

• treating parents/guardians as partners and not blaming them for poor behaviour

 • informing parents about their children’s successes as well as about unacceptable behaviour.  

 • discuss with parents the school’s concerns and agree a common way of working to help pupils make improvements to their behaviour.

• establish the best way of communicating with parents and provide regular feedback on progress being made

• share values and expectations with pupils, parents and staff

• ensure parents and guardians hear from the school when their children are doing well so that the first contact is positive

THE ROLE OF TEACHERS IN PROMOTING GOOD BEHAVIOUR

a.    Teachers’ use of powers to discipline

These powers include:

• The power to discipline pupils even when they are not at school, in uniform, or in the charge of a member of staff.

• A specific legal power to impose detention outside school hours (including at weekends and on non-teaching days), regardless of parental consent.

• The power to confiscate, retain or dispose of a pupil’s property as a punishment (legislation protects school staff from liability for damage to, or loss of, any confiscated items); and

• The power to search without consent of the child for weapons and stolen items etc.

b.    Classroom management - Proactive strategies/ Reactive strategies

c.     Teacher-pupil relationships

SUGGESTIONS TO INCREASE SCHOOL READINESS IN YOUNG CHILDREN

1.    Policy – Federal and state policies need to reflect the importance of these foundational skills by removing barriers and providing incentives and resources to communities and programs:

a.     to improve the overall quality of early care settings

b.    to support families so that they are able to promote positive relationships and social competence in their infants and young children

c.     to prevent problem behaviour by addressing social and educational factors that put children at risk for challenging behaviour

d.    to provide effective services and interventions to address social/emotional problems and challenging behaviour when they occur. 

2.    Public Awareness – Federal, state, and local governments and community agencies need to raise the visibility of importance of social competence in school success.

3.    Knowledge and Skills – Early care and education--- professionals need training and on-site technical assistance for:

a.     Promoting social skills (e.g., identifying and regulating emotions, playing cooperatively, following directions, getting along with others, persisting with tasks, problem solving, etc.)

b.    Preventing problem behaviour (through classroom arrangements, individualizing to children’s’ interests and abilities, etc.)

c.     Providing effective intervention strategies when needed (e.g. positive behavior support, peer mediated strategies, etc.)

CONCLUSION

The refining of a child’s social behaviour rests heavily on the parents, teacher and the pupil’s shoulders. As such, it is a tripod task. All other agents are mere subordinates. Therefore, teachers and parents must patiently work hand in gloves to maintain social behavioural stability in the young generation.