Problem Identification
Behavior challenges in the classroom.
This central classroom problem encompasses various disruptive behaviors impacting the learning environment (Hew et al.,2021). It signals a need to delve deeper into specific causes for a more effective resolution.
Causes Identification
In the book, “monitors the Quality of Student Learning” by Richard J (1998), he identifies that several behavioral challenges are critical in the classroom.
The first is students being and having disruptive behavior. Students exhibiting loud and disruptive behavior can disrupt the concentration of their peers and hinder the learning process. This problem affects the classrooms at a higher rate, at 83.3%. The second challenge is the excessive talking in the classrooms. The challenge affects the classrooms at 33.3%, which is relatively high. Using cell phones is another crucial challenge affecting the classrooms. 66.7% are considered to be using cell phones in classrooms, which is quite a large number. This leads to a lack of engagement in the classrooms.
Making noises and tapping on the desk is another critical challenge in the classroom. Noise and tapping are distractions, making it difficult for other students to concentrate on their work. The survey shows that 33.3% of the students experience this challenge. Bullying is another critical challenge since it creates a hostile environment that impedes learning and personal development. 50% of the students claim to experience this challenge in school. Making fun of others is another challenge that affects some students in school. 16.7% of the students claim to be affected by emotional well-being and classroom cohesion by this challenge.
Getting out of a seat without permission is a challenge that affects 16.7% of classroom students. Frequent movement without permission disrupts the class flow and can lead to a lack of order and control. Students not following class rules undermines the structure necessary for an effective learning environment, where 66.7% claim to be affected by this challenge. Another challenge in classrooms is that eating in class can be disruptive, which causes distractions and potential cleanliness issues, where 33% of the students claimed to cause this. Insubordination is another issue that challenges the authority of teachers and can escalate into more significant behavior issues. It affects the classrooms at a rate of 66.7%, posing a significant issue.
Cause Analysis Process
Brainstorming for Cause Activity
Several 6th-grade teachers held a meeting to discuss the causes of these challenges, where they collectively shared their observations and experiences. The meeting contributed diverse perspectives on the root causes of behavior challenges.
FISHBONE DIAGRAM
Priorities Activity
Collecting rankings and calculated averages for each will be the priority activity. The data will be collected, including the team’s prioritized causes, focusing on those deemed most impactful based on collective insights.
Summary of the Cause Analysis Process
Descriptive of the Setting
The cause analysis process took place in a virtual meeting with members of the 6th-grade teacher team, which assisted the members in identifying the causes of these classroom problems. The virtual setting allowed for collaborative brainstorming and discussions regarding the behavior challenges in the classroom, which could assist the members in making decisions.
Cause Discussion
Excessive talking.
Excessive talking is one of the leading causes of classroom challenges, as 3,3.3% of the students claim to be widely affected by these challenges. The cause analysis held by the teachers concluded that addressing excessive talking could significantly improve the overall learning environment.
Insights from the Fishbone Diagram Process
The diagram above visually represents the interrelated causes contributing to behavior challenges. The visual diagram helps to understand the class dynamics and the policies of the same. Identifying priorities through rankings and averages facilitated a focused approach, which allowed the team to hone in on the most critical factors contributing to the problem (Onyishi & Sefotho, 2020).
Implications
The main emphasis on excessive talking highlights its critical role in classroom practices. When this challenge is addressed well, teachers believe they can help solve classroom dynamics (Tadesse et al.,2020). When the challenge is solved, student engagement and concentration and a more conducive learning atmosphere will be improved. Addressing excessive talking is seen as a means to enhance teacher effectiveness in delivering lessons.
Next Steps
Teachers should come up with a strategy implementation, which will help solve these challenges in classes and also teach the students the most efficient way to communicate to avoid being disrespectful to others. The teachers will also be required to have continuous monitoring of the students and regularly assess the effectiveness of implemented strategies through teacher observations, student feedback, and relevant metrics.(Wahyuningsih & Afandi, 2020).
In conclusion, the cause analysis process identified excessive talking as a critical cause of behavior challenges. By focusing on this specific cause, the team aims to bring about positive changes in the learning environment and overall classroom practices. The following steps involve a targeted and continuous effort to implement strategies, monitor progress, and support teachers in addressing and mitigating excessive talking in the classroom.
References
Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393.
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education. International Journal of Higher Education, 9(6), 136-150.
Richardson, J. (1998, February/March). Continuous improvement, monitoring the quality of student learning.
Tadesse, T., Gillies, R. M., & Manathunga, C. (2020). Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?. International Journal of Educational Research, 99, 101509.
Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967-977.
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