Developing Standards for Classroom Behaviours: Why do Students misbehave in the Classroom? SLOGAN: An open mind is a good place to start.

1. DEVELOPING STANDARDS
FOR CLASSROOM
BEHAVIOR…
1

2. BEAUTIFUL MINDS
An open mind is a good place to start
2

3.  ELİF ÇILDIR
 NEŞE BALIKÇI
 ZEYNEL ABİDİN ALAN
 AYŞE NUR UYMA
 MUSTAFA SARITAŞ
GROUP MEMBERS
AGE AVERAGE: 23.2 3

5. INTRODUCTION – ELİF ÇILDIR
THE INTRODUCTION IS STARTED WITH A QUESTION TO CLASS AS “THERE SHOULD BE RULES IN THE
SCHOOL? WHY?” THIS QUESTION MADE READY CLASS FOR THE TOPIC AND CREATE INTERACTION.
SOME KEYWORDS ARE WRITTEN ON THE BOARD. THE CLASS GENERALLY WAS AGREE TO BE
BEHAVIORAL NORMS BUT EMPHASIZED THEIR MISUSAGE. SOME CLASSMATES GAVE EXAMPLE HOW THE
RULES CONSTITUTED AND USED ARBITRARILY AND SO AUTHORITATIVELY.
AFTER THESE CONVERSATION AN ANSWER IS GIVEN TO THIS QUESTION IN THE PRESENTATION THERE
SHOULD BE BEHAVIORAL STANDARDS BECAUSE THEY HELPS TO CREATE SAFE CLIMATE IN WHICH
EVERYONE IS TREATED WITH DIGNITY AND IT IS HIGHLY RELATED TO STUDENTS’ LEARNING.
FURTHERMORE STUDENTS SHOULD LEARN THEIR RIGHTS AND RESPONSIBILITIES AS A CITIZEN AND
SCHOOL ENVIRONMENT IS THE BEST PLACE TO LEARN IT. BEFORE READING ABOUT THIS TOPIC WE
WOULD SAY THAT SCHOOL RULES SHOULD BE BASED ON BASIC HUMAN RIGHTS BUT I DID NOT
CONNECT THEM WITH RIGHTS AND RESPONSIBILITIES AS A CITIZEN BEFORE. IT DEVELOPED MY POINT
OF VIEW.
THEN THE QUESTION IS DISCUSSED IN THE PRESENTATION : “HOW CAN WE APPROACH BEHAVIORAL
STANDARDS AS TEACHERS?” WHILE DISCUSSING IT THE PRIOR DISCUSSION IN THE BEGINNING OF THE
PRESENTATION IS REFERRED AS IN ORDER TO AVOID THOSE ARBITRARY USAGE OF CLASSROOM RULES
THEY SHOULD BE DEVELOPED IN ACCORDANCE WITH STUDENTS’ PERSONAL AND ACADEMIC NEEDS.
SINCE DEVELOPING CLEAR, USEFUL BEHAVIOR STANDARDS AND INTERNALIZING THEM IS VERY
EFFECTIVE IN TEACHING AND LEARNING PROCESS THEY SHOULD HAVE A PLACE IN LEARNING
OBJECTIVES.
AS HAYAL KÖKSAL ALWAYS HIGHLIGHTED IN THE COURSES EMPATHY , LISTENING AND
UNDERSTANDING EACH OTHER ESSENTIAL PART OF O COMMUNITY. BEHAVIORAL STANDARDS ARE
ALSO EXAMINED IN THIS PERSPECTIVE AS PROVIDING GUIDELINES THAT HELP CHILDREN TO EXAMINE
THEIR BEHAVIORS, CONSIDERING ITS EFFECT OF OTHERS
WHILE WE WERE PREPARING THE PRESENTATION WE DISCUSSED THE EFFECTS OF OVEREMPHASIS ON
PUNISHMENT ON STUDENTS’ MORAL DEVELOPMENT AND DECIDED TO MENTION IT IN THE
PRESENTATION. FINALLY STEPS NEED TO BE TAKEN FOR DEVELOPING MEANINGFUL CLASSROOM
BEHAVIOR STANDARDS ARE EXAMINED.
5

6. LITERATURE REVIEW – ZEYNEL ABIDIN ALAN
IT IS VERY CLEAR THAT VIOLENT CRIMES COMMITTED BY THE YOUTH GENERATIONS ARE INCREASING DAY BY DAY ON STREETS,
IN HOUSE AND EVEN IN THE SCHOOLS. SO, MANY TEACHERS AND STUDENTS REPORTED THAT THEY WERE LESS EAGER TO GO TO
SCHOOL BECAUSE OF INCREASING VIOLENCE AND DISRUPTIVE BEHAVIORS. THERE IS NO DOUBT THAT SCHOOLS INCLUDING IT'S
PRINCIPALS, TEACHERS AND PARENTS OF STUDENTS SHOULD DEAL WITH IT AND BE IN A COOPERATION. IN ADDITION TO EXTREME
ACTS OF VIOLENCE, SCHOOLS AND CLASSROOMS WERE FREQUENTLY DISTURBED BY LESS SEVERE FORMS OF DISRUPTIVE
BEHAVIOR SUCH AS OFF-TASK, DEFIANCE, NONCOMPLIANCE, HARASSMENT, AND INTIMIDATION.
FIRST STEP TO OVERCOME THIS PROBLEM WAS TAKEN IN 1993. COLVIN, KAMEENUI AND SUGAI SUGGESTED PROJECT PREPARE
WHICH IS AN INSTRUCTION-BASED PROGRAM DESIGNED TO INCREASE THE POSITIVE SOCIAL BEHAVIOR OF STUDENTS. THIS
PROGRAM FOR ESTABLISHING, TEACHING, AND REINFORCING SCHOOL-WIDE RULES AND STANDARDS AIMED TO TEACH STUDENTS
THE RULES AND STANDARDS IN MUCH THE SAME WAY AS TEACHING FUNDAMENTAL ACADEMIC SKILLS. IN THIS PROJECT,
STUDENTS LEARN THEIR CONSTITUTIONAL RIGHTS CONSIST OF THREE FOUNDATIONAL PRINCIPLES.
FREEDOM: STUDENTS ARE ABLE TO BE THEMSELVES AND HAVE THE RIGHT TO EXPRESS THEMSELVES THROUGH THEIR BEHAVIOR
AND OPINIONS.
JUSTICE: STUDENTS HAVE A RIGHT TO SCHOOL RULES AND CONSEQUENCES THAT ARE FAIR TO EVERYONE.
QUESTION TO THE CLASS: WHAT DOES IT MEAN EQUALITY IN EDUCATION?
EQUALITY: IT MEANS MEETING THE INDIVIDUAL NEEDS OF EVERY STUDENT IN ORDER TO GIVE EACH A CHANCE TO SUCCEED IN
SCHOOL.
THEN STUDENTS LEARN THEIR RESPONSIBILITIES
TREAT ALL PERSONAL OR PUBLIC PROPERTY WITH RESPECT
TAKE RESPONSIBILITY FOR LEARNING: TEACHERS HAVE THE RIGHTS TO SELECT INSTRUCTIONAL MATERIALS, ASSESS STUDENT
LEARNING, ASK THAT STUDENTS BE ON TIME.
ACT IN A SAFE AND HEALTHY WAY: CLEAR AND PUBLISHED GUIDELINES ABOUT THE PHYSICAL HEALTH AND SAFETY AT SCHOOL
ARE ESSENTIAL TO ENSURE A SAFE AND SECURE LEARNING ENVIRONMENT.
RESPECT THE RIGHTS AND NEEDS OF OTHERS: THEY ALLOW INPUT FROM STUDENTS ABOUT THEIR NEEDS AND DESIRES AND
FROM EDUCATORS ABOUT THEIR EDUCATIONAL METHODS AND STRATEGIES.
ALL THE RESPONSIBILITIES AND FOUNDATIONAL PRINCIPLES SHOULD BE WITHIN THE FRAMEWORK OF RIGHT TIME, RIGHT PLACE
AND APPROPRIATE MANNER.
ESTABLISHING, TEACHING, AND REINFORCING RULES AND STANDARDS NOT ONLY DECREASED FORMAL OFFICE DISCIPLINARY
REFERRALS, IT ALSO INCREASED POSITIVE STUDENT-STUDENT AND STUDENT-ADULT SOCIAL EXCHANGES AND THE ACADEMIC
PERFORMANCE, SCHOOL SURVIVAL SKILLS, AND SOCIAL ADJUSTMENT OF A GROUP OF STUDENTS WHO EXHIBITED HIGH RATES OF
DISRUPTIVE BEHAVIOR.
BASED ON THE WORK OF PATTERSON (1982), NELSON (1996) HYPOTHESIZED THAT SOME RESPONSES TO DISRUPTIVE BEHAVIOR
USED BY TEACHERS
(E.G., TURNING OF CARDS, CHECKS AFTER NAMES, REPEATED WARNINGS AND REPRIMANDS) MIGHT ACTUALLY PROMOTE AND
ACCELERATE DISRUPTIVE BEHAVIOR.
6

7. SURVEY ON BEHAVIOR STANDARD – NEŞE BALIKÇI – AYŞENUR UYMA
THE SURVEY AIMS TO EXAMINE WHY SOME STUDENTS HAVE DIFFICULTY IN OBEY THE CLASS RULES.
THE 50 STUDENTS AND 25 TEACHERS PARTICIPATED IN SURVEY ON BEHAVIOR STANDARDS.
THE LIMITATIONS OF THE SURVEY ARE THE NUMBER OF STUDENTS THAT WE REACH, THE NUMBER
OF TEACHERS THAT WE REACH, AND THE LACK OF SAMPLE DIVERSITY.
THE SURVEY QUESTIONS FOR STUDENTS ARE ABOUT STUDENT BEHAVIOR IS MANAGED TO ENABLE
LEARNING, STUDENTS IN THE CLASSROOM FEEL CARED FOR, STUDENTS RECEIVE SUPPORT AND
SCAFFOLDING, AND STUDENTS EXPERIENCE A CHALLENGING WORK ENVIRONMENT. THE DATUM
OBTAINED FROM THE SURVEY REFLECT THAT STUDENTS ARE NOT INVOLVED IN THE PROCESS OF
DEVELOPING CLASSROOM STANDARDS, NOT AWARE OF WHY CLASSROOM RULES AND PROCEDURES
ARE NECESSARY, AND DO NOT KNOW THEIR RIGHTS AND ANOTHER'S. ADDITIVELY, THE PUNISHMENT
IS EFFECTIVE METHOD FOR THEIR PEERS MISBEHAVING IN THEIR OPINION.
THE BEHAVIOR STANDARDS TEACHERS SURVEY IS TO EXAMINE THE INFLUENCES OF TEACHERS
ATTITUDES ON DEVELOPING AND IMPLEMENTING THE CLASSROOM RULES AND PROCEDURES. IN
COMPLIANCE WITH THE ASSUMPTION, THE RESULTS OF THE SURVEY REFLECT TEACHERS'
IGNORANCE OF THE ISSUE AND MISMANAGE THE PROCESS. ALMOST ALL PARTICIPANT TEACHERS
FIND UNNECESSARY THAT THE RULES AND PROCEDURES ARE TAUGHT STUDENTS AND STUDENTS'
PARTICIPATION IN DEVELOPING STANDARD PROCESS. ALSO THEY FIND THE PUNISHMENT EFFECTIVE
METHOD FOR STUDENTS TO OBEY THE STANDARDS.
ALTHOUGH THE RESULTS OF SURVEY ARE VALUABLE FOR MANY ASPECTS, IT IS HARD TO
REPRESENT TO THE AUDIENCE. THE REASON IS THE LANGUAGE OF THE SURVEY QUESTIONS THAT
IS USED NEGATIVE LANGUAGE. IT MAKES HARDER TO UNDERSTAND AND EXPLAIN THE RESULTS.
CONSEQUENTLY, THE LANGUAGE OF THE STATEMENT IS FIXED BY TAKING INTO CONSIDERATION THE
DEFICIENCY. 7

8. CONTENTS
Survey Results
Suggestions
References
Thanks
8
Gantt Card
Brainstorm
Problem
Fishbone
Matrix Diagram
Literature Review

9. GANTT CARD
9
TASKS 22.10.15 25.10.15 27.10.15 30.10.15 1.11.1
5
2.11.15 3.11.15
PLAN
Topic Selection
Determination
of the targets
Literature
reviews
Identifying
targets
COLLECT
Survey data
Interview data
ANALYZE
Causes of
problem
Survey data
Interview data
Self
assessment
SHARE PPT
presentation
EXPECTEDOBSERVED

10. WHY SHOULD WE ESTABLISH BEHAVIORAL
STANDARDS?
 There are 2 primary reasons educators
must establish and monitor behavioral
standards:
10

11. WHY SHOULD WE ESTABLISH
BEHAVIORAL STANDARDS?
1. Student learning is dramatically related to the
creation of safe climate in which everyone is
treated with dignity
2. Students benefit from learning about their rights
as citizen and seeing their right and their dignity
are upheld and fostered in the school environment
11

12. WHY SHOULD WE ESTABLISH
BEHAVIORAL STANDARDS
Clarity
Continuity
Safety
Security
12

13. WHY SHOULD WE ESTABLISH
BEHAVIORAL STANDARDS
Without these factors:
 students are not free to be spontaneous
 take risks,
 learn from their mistakes
 become actively involved in learning process.
13

14. WHY SHOULD WE ESTABLISH
BEHAVIORAL STANDARDS?
 Robert Sylwerster (2000): suggests that we should
see classroom being an independent organism
that requires students be provided with initial
structure and support and then to gradually
become more independent and autonomous
14

15. HOW CAN WE APPROACH BEHAVIORAL
STANDARDS?
Should be developed in conjunction with
 learning objectives
 meet students’ personal and academic needs.
15

16. HOW CAN WE APPROACH BEHAVIORAL
STANDARDS?
 It is needed to be approached in a manner similar
to academic skills.
 effective teachers do more than post rules or
present procedures.
Teachers work with students to ensure that they
understand and can demonstrate rules and
procedures.
16

17. HOW CAN WE APPROACH BEHAVIORAL
STANDARDS?
Reseacrh clearly indicates that (Emmer, Evertson
&Anderson, 1980) effective classroom managers at
both elementary and junior high school level spend
time teaching students classroom rules and
procedures.
17

18. HOW CAN WE APPROACH BEHAVIORAL
STANDARDS?
 Rules:
written rules which are either posted in the
classroom or given a copy to students or copied by
student into their notebooks
 Procedures:
as “expectations for behavior. They usually
apply to a specific activity and they usually are
directed at accomplishing, rather than forbidding the
behavior. 18

19. HOW CAN WE APPROACH BEHAVIORAL
STANDARDS?
 Behavioral standars provide guidelines that help
children examine their behaviors, considering its
effect of others. (emphaty)
19

20.  Overemphasis on punishment often obscures the
issue of motivation and attitude and limits the child’s
attention to the immediate negative consequences of
behavior.
 This pressure tends to limit thoughtful consideration.
 In real sense : punishment orientation does not help
children develop a higher, more socially valuable
level of morality.
20

21. THERE ARE FOUR STEPS FOR
DEVELOPING GENERAL BEHAVIOR
STANDARS
1. Discussing the value of Rules
2. Developing a list
3. Getting a commitment
4. Monitoring and Reviewing Classroom Rules
21

22. fairness
peer
power
punishment
ignorance
acceptance
acceptance
clarity
parent
teacher
student
reward
conflict
involvement
discpline
BEHAVIOUR
STANDARDS
fairness
rules
objectivity
educational goals
consistency
clarity
authority
rejection
naughty
22

23. PROBLEM:
WHY DO STUDENTS MISBEHAVE IN
THE CLASSROOM ???
23

24. Parents
Teacher
Student Learning Environment
Wrong parenting style
Lack of Self-Control
Misdirection of forming
classroom behavior standards
Unfair application of rules
Lack of training
Inconsistency btw learning goals and rules
Conflicted rules btw classroom
settings and school
Poor classroom direction skills
Ignoring
Characteristics
Special Conditions
24
Why do students
misbehave ?

25. 25

26. 26

27. LITERATURE REVIEW
27

28. 28
 Violent crimes committed by youth have significantly increased .
 Many students and teachers reported that they were less eager to
go to school because of violent and disruptive behavior.
 In addition to extreme acts of violence, schools and classrooms
were frequently disturbed by less severe forms of disruptive
behavior such as off-task, defiance, noncompliance,harassment,
and intimidation
(Elam, Rose, & Gallup, 1994;Lowry, Sleet, Duncan, Powell, &
Kolbe,1995; Sautter, 1995).

29. 29
PROJECT PREPARE
 Proactive, Responsive, Empirical, and Proactive Alternatives
in Regular Education
 An instruction-based program designed to increase the
positive social behavior of students.
 This program for establishing, teaching, and reinforcing
schoolwide rules and standards aimed to teach students the
rules and standards in much the same way as teaching
fundamental academic skills.
Colvin, Kameenui, and Sugai (1993)

30. Students learn their constitutional rights consist of three
foundational principles.
 Freedom : Students are able to be themselves and have the right
to express themselves through their behavior and opinions.
 Justice : Students have a right to school rules and consequences
that are fair to everyone.
 Equality : It means meeting the individual needs of every student
in order to give each a chance to succeed in school.
Gathercoal, Forrest, Judicious Discipline, 6th Edition, Caddo Gap
Press, San Francisco, CA, 2001
30

31. RESPONSIBILITIES
 Treat All Property with Respect: Student usually have no problems
with rules and decisions that deal with personal or public property.
 Take Responsibility for Learning: based on professional knowledge
and experience and are designed to help students learn.
 Act in a Safe and Healthy Way: Clear and published guidelines about
the physical health and safety at school are essential to ensure a safe
and secure learning environment.
 Respect the Rights and Needs of Others : They allow input from
students about their needs and desires from educators about their
educational methods and strategies
31

32. Gathercoal, Forrest, Judicious Discipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001
32

33.  Establishing, teaching, and reinforcing rules and standarts not
only decreased formal office disciplinary referrals, it also
increased positive student-student and student-adult social
exchanges and the academic performance, school survival skills,
and social adjustment of a group of students who exhibited high
rates of disruptive behavior.
 Based on the work of Patterson (1982), Nelson (1996)
hypothesized that some responses to disruptive behavior used by
teachers (e.g., turning of cards, checks after names, repeated
warnings and reprimands) might actually promote and accelerate
disruptive behavior.
Gathercoal, Forrest, Judicious Discipline, 6th Edition,
Caddo Gap Press, San Francisco, CA, 2001
33

34. Survey On Behavıor Standard
The number of students: 50
The number of teachers: 25
Let have a look at the survey!
34

35. WHY DO SOME STUDENTS HAVE DIFFICULTY IN
OBEY THE CLASS RULES?
35

36. 1.THEY DO NOT LIKE THE TEACHER.
Definitely
don’t agree
34%
Do not agree
17%
Do not know
21%
Sometimes
agree
21%
Definitely
agree
7%
36

37. 2. THE TEACHERS GENERALLY FOCUS ON
THEIR NEGATIVE ATTITUDE.
Definitely
don’t agree
36%
Do not agree
32%
Do not know
18%
Sometimes
agree
7%
Definitely
agree
7%
37

38. 3. THE TEACHER CAN NOT CONTROL THEM.
Definitely
don’t agree
36%
Do not agree
30%
Do not know
17%
Sometimes
agree
10%
Definitely
agree
7%
38

39. 4. THE TEACHER DOES NOT LISTEN TO THEIR
SIDE OF THE STORY.
Definitely
don’t agree
50%
Do not agree
17%
Do not know
17%
Sometimes
agree
10%
Definitely
agree
6%
39

40. 5. THEY DO NOT HAVE INFORMATION ABOUT
THEIR RESPONSIBILITY.
Definitely
don’t agree
34%
Do not agree
17%
Do not know
14%
Sometimes
agree
28%
Definitely
agree
7%
40

41. 6. THEY DO NOT HAVE INFORMATION ABOUT
THE RIGHTS OF OTHERS.
Definitely
don’t agree
31%
Do not agree
16%
Do not know
28%
Sometimes
agree
19%
Definitely
agree
6%
41

42. 7. THEY ARE NOT INVOLVED IN THE PROCESS
OF CONSTRUCTION OF RULES.
Definitely
don’t agree
32%
Do not agree
18%
Do not know
29%
Sometimes
agree
14%
Definitely
agree
7%
42

43. 8. THEY DO NOT LIKE THE WORK IN SCHOOL.
Definitely
don’t agree
40%
Do not agree
23%
Do not know
20%
Sometimes
agree
10%
Definitely
agree
7%
43

44. 9. THEY FIND THE SCHOOL WORK
CHALLENGING.
Definitely
don’t agree
33%
Do not agree
19%
Do not know
15%
Sometimes
agree
26%
Definitely
agree
7%
44

45. 45

46. 46

47. 47

48. 48

49. 49

50. 1. ARE THE RULES LISTED IN THE FORM OF
POSITIVE STATEMENTS?
29%
71%
0%
YES SOMETIMES NO
50

51. 2. CAN EVERY STUDENT LIST THESE RULES
FROM MEMORY?
12%
63%
25%
YES SOMETIMES NO
51

52. 3. ARE THE RULES CLEARLY DISPLAYED IN
YOUR ROOM?
12%
63%
25%
YES SOMETIMES NO
52

53. 4. ARE STUDENTS INOLVED IN DEVELOPING
THE RULES?
40%
40%
20%
YES SOMETIMES NO
53

54. 5. DOES EACH STUDENT MAKE A CLEAR
COMMITMENT TO FOLLOW THESE RULES?
29%
50%
21%
YES SOMETIMES NO
54

55. 6. DO YOU DISCUSS THESE RULES
FREQUENTLY WHEN THEY ARE FIRST
DEVELOPED?
37%
36%
27%
YES SOMETIMES NO
55

56. 7. DO YOU REVIEW THE RULES EVERY
THREE WEEKS?
25%
25%
50%
YES SOMETIMES NO
56

57. 8. DO STUDENTS CLEARLY UNDERSTAND
YOUR APPROACH TO HANDLING RULE
VIOLATIONS?
37%
50%
13%
YES SOMETIMES NO
57

58. 9. DO YOU TEACH STUDENTS THE
IMPORTANT PROCEDURES RELATED TO
CLASSROOM ACTIVITIES?
91%
9%
0%
YES SOMETIMES NO
58

59. 10. DO YOU TEACH STUDENTS THE MAJOR
PROCEDURES RELATED TO BEHAVIORS OUTSIDE
THE CLASSROOM?
28%
43%
29%
YES SOMETIMES NO
59

60. 11. WHEN STUDENTS FAIL TO FOLLOW A
PROCEDURE, DO YOU IMMEDIATELY RETEACH
THE PROCEDURE?
50%
37%
13%
YES SOMETIMES NO
60

61. 12. DOES EVERY PARENT KNOW THE
CLASSROOM RULES THAT APPLY IN YOUR
CLASS?
44%
6%
50%
YES SOMETIMES NO
61

62. 13. DOES EVERY PARENT KNOW YOUR
METHODS OF HANDLING DISCIPLINE
PROBLEMS?
12%
25%
63%
YES SOMETIMES NO
62

63. 63

64. 64

65. 65

66. 66

67. SUGGESTIONS:
1)Develop behavior standards and communicate with
students by using them.
2)Evaluate how behavior standards are perceived by
students.
3)Evaluate the effectiveness of behavior standards.
4)Effective consultation and guidance system should
be available in the school.
5)Do not use punishment too much when you notice a
violation of rules.
6)Try to use positive language.
7)Play games to teach classroom rules to students. 67

68. LIMITATIONS:
● The number of students that we reach
● The number of teachers that we reach
● The diversity of our sample questions
68

69. 69
REFERENCES :
• Gathercoal, Forrest, Judicious Discipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001
• Colvin, G., Kameenui, E., & Sugai, G. (1993). Reconceptualizing behavior management
and schoolwide discipline in general education. Education and Treatment
of Children, 16, 361-381.
• Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit
disruptive behavior. Journal of Emotional and Behavioral Disorders, 4(3), 147-161.
• Elam, Rose, & Gallup, 1994;Lowry, Sleet, Duncan, Powell, & Kolbe,1995; Sautter, 1995
• Köksal, İmece Halkaları Eğitimi

70. 70
THANK YOU FOR YOUR ATTENTION.

71. 71
SPECIAL THANKS TO DR. HAYAL KÖKSAL