CHAPTER II

REVIEW OF THE LITERATURE

This chapter presents a review of literature related to behaviorism management. This

literature review presents the following information: definition of behaviorism, basic

assumptions of behaviorism, concepts and principles of behaviorism and the evolution of

behaviorism management and reasons why it emerged in online setting. And last is other

researches related to the study structures.

What is Behaviorism?

The dictionary meaning of behaviorism is a school of psychology that confines itself to

the study of observable and quantifiable aspects of behavior and excludes subjective phenomena,

such as emotions or motives, etc. In education, behaviorism is thought of as a form of classroom

management. Behaviorism often have both free and strict meanings. Behaviorism as free in

meaning is an attitude – a way of conceiving of empirical constraints on psychological state

attribution. While in strict meaning, behaviorism is a doctrine – way of doing psychological or

behavioral science itself. Behaviorism, also known as behavioral psychology, is a theory of

learning which states all behaviors are learned through interaction with the environment through

a process called ‘conditioning’. Thus, behavior is simply a response to environmental stimuli.

8
 Behaviorism continue to be relevant in today’s world of online education, implications

for online learning need to be determined so that successful practical applications can be

identified and implemented to positively affect learning. “Behaviorism was, and is, a moment

primarily in American psychology that rejected consciousness as psychology’s subject matter

and replaced it with behavior” (Leahey, 2000, p. 686).

As stated by Parkay and Hass (2000), behaviorism is primarily concerned with

observable and measurable aspects of human behavior. In defining behavior, behaviorist learning

theories emphasize changes in behavior that result from stimulus-response associations made by

the learner. Behavior is directed by stimuli. An individual selects one response instead of another

because of prior conditioning and psychological drives existing at the moment of the action.

In addition, behaviorists believed that “only observable, measurable, outward behavior is

worthy of scientific inquiry” (Bush, 2006, p. 14). Hence, their focus was on learning as affected

by changes in behavior. They concluded that given the right environmental influences, all

learners acquire identical understanding and that all students can learn.

In assuming that human behavior is learned, behaviorists also hold that all behaviors can

also be unlearned, and replaced by new behaviors; that is, when a behavior becomes

unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is

the rewarded response. The desired response must be rewarded in order for learning to take place

(Parkay & Hass, 2000).

John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are the two principal

originators of behaviorist approaches to learning. Watson believed that human behavior resulted

from specific stimuli that elicited certain responses. Watson's basic premise was that conclusions

9
about human development should be based on observation of overt behavior rather than

speculation about subconscious motives or latent cognitive processes. (Shaffer, 2000). The

Behavioral Learning Theory by Watson in 1913 was responsible for the movement towards

behaviorism and away from functionalism. This publication was a study of the relationship

between organisms and their environment (Overskeid, 2008).

The behaviorism of Watson and Skinner is based on a positivistic approach to science,

that is, a reductionist view in which all that can be addressed is the relation between sensory

stimuli and the unique corresponding response (Webb, 2007, p. 1086). According to Morrison,

Ross, and Kemp (2004), the behaviorist learning theory placed an emphasis on the effects of

external conditions such as rewards and punishments in determining future behaviors of students.

Using behaviorist theory in the classroom can be rewarding for both students and

teachers. Behavioral change occurs for a reason; students work for things that bring them

positive feelings, and for approval from people they admire. They change behaviors to satisfy the

desires they have learned to value. They generally avoid behaviors they associate with

unpleasantness and develop habitual behaviors from those that are repeated often (Parkhay &

Hass, 2000).

Behavior management is a process that guides people to change their actions within a

specific context. It is usually used to change negative behaviors and habits such as those that

occur in education and behavioral health. The process involves identifying the negative behavior,

raising awareness about alternative behaviors, changing the environment to reduce negative

behavior and offering positive reinforcement to encourage alternative behaviors (Wood, Tam, &

Witt, 2005).

10
 In the Rise of Behaviorism, Watson asserted that neither was effective as a science and

that the time had come for psychology to take its place as a legitimate natural science. It could do

so by discarding its long-standing concern with conscious mental functioning as a subject matter

and introspection as a method. In Watson’s view, mental life as traditionally conceived simply

did not exist. Rather, psychology should embrace behavior as its subject matter and rely on

experimental observation of that subject matter as its method. He called his viewpoint

behaviorism (Moore, 2011).

Indeed, behaviorism continue to be relevant in today's world of online education and it

had shown different explanation in managing students online and even in the classroom setting.

The influence of the American psychology’s subject matter was replaced by behavior instead of

consciousness. It is essential for teachers to have a background study about behavior

management, since it was thought as a form of classroom management that will guide them to

identify behaviors in education. Thus, the primary concern of teachers in this present situation is

to normalize the implications of behaviorism for online learning. For the reason that, managing

an online class is a struggle and it affects the teaching method of teachers, besides only

observable and measurable aspects of students is considered to determine practical applications.

So it is important for teachers to agree that all behaviors can be unlearned and at the same time

can be replaced by new behaviors, in which if it becomes unacceptable then there comes an

acceptable one. As well as to understand the vital key element in this theory of learning, the

rewarded response. As behaviorism management set an emphasis on the effects of external

conditions such as rewards and punishments in determining future behaviors of students. And

with that the change of behavior occurs in education for a reason, since psychology takes its

place as authentic discipline.

11
Basic Assumptions of Behaviorism

These assumptions focus on the following: the role of the teacher, the nature of learning,

and the generality of the learning processes and instructional procedures.

The Role of the Teacher

Disrespect for rules and procedures, wandering around the room, talking out of turn,

passive engagement in the classroom, disruption of classmates’ work and moving the furniture in

the classroom, are just some of a wide range of behaviors referred by teachers as classroom

misbehavior (Briesch, Briesch, & Chafouleas, 2015). According to Sutherland and Oswald

(2005), teacher behavior management is theorized to influence children’s behavior through

reinforcement. Teachers are often confronted with disruptive behaviors in the classroom

environment. Most disruptive behaviors they have to deal with are relatively trivial, such as

talking out of turn, non-attending, disobedience, and being off-task (Arbuckle & Little 2004). It

is possible to avoid many of children’s disruptive behaviors by relatively simple teacher

management techniques, such as providing children with positive attention when they engage in

appropriate behavior (Weyandt, 2006). In sum, teachers seem to be part of a chain of events, in

which their behavior management is linked to classroom behaviors of children. These behaviors,

in turn, may be predictive for children’s future behavioral development.

The Nature of Learning

12
 Learning is frequently defined as a change in behavior due to experience. It is a function

of building associations between the occasion upon which the behavior occurs (stimulus events),

the behavior itself (response events) and the result (consequences). These preceding events must

occur closely in time so that a bond is formed, which is called the principle of contiguity (Olson

& Hergenhanh, 2013). It is the construction of functional relationships, based on the

contingencies of reinforcement, under which the learning takes place. It is this functionality that

is the essence of selection. Stimulus control develops as a result of continuous pairing with

consequences (functions). All components of this three-part contingency (i.e., functional

relationship) must be observable and measurable to ensure the scientific verification that learning

(i.e., a change of behavior) has occurred.

The Generality of Learning Principles.

All animals, including humans obey universal laws of behavior. All habits are formed

from conditioned reflexes in methodological behaviorism. All learning is a result of the

experienced consequences of the organism’s behavior, in selectionist behaviorism. While

Skinner does acknowledge species-specific behavior (e.g., adaptive mechanism, differences in

sensory equipment, effector systems, reactions to different reinforcers), he stands by the fact that

the basic processes that promote or inhibit learning are universal to all organisms.

To sum it all, people’s basic assumptions about the way the world works is an important

construct for understanding human behavior. This includes knowledge structures that exist in

long-term memory, guide information processing in several domains, generate behavior, form

social perceptions, and guide social interactions. One of the basic assumptions of behaviorism is

the part of the teacher to influence the behaviors of students through support. This is very

important, since teachers can feasibly avoid disruptive behaviors of students by providing them

13
positive attention. Teachers seem to be part of the cause and effect that linked behavior

management to classroom behaviors of students. Considering the nature of learning is frequently

the change of behaviour due to experience. For instance, the quarantine days of children or

students has a big impact in learning online. Due to the experience of being locked up in the

house the behavior changes and the function of learning builds relation between the time upon

which the behavior occurs. In the generality of learning principles, all learning is a result of the

experienced consequences of the organism’s behavior.

Concepts and Principles of Behaviorism

Behavioral hypothesis has contributed a few critical concepts and standards. Three

major types of behavior, respondent learning, operant learning, and observational learning. Each

of these models relies on the building associations—the simplest unit that is learned—under the

conditions of contiguity and repetition.

Behavioral learning theories view learning as change in rate or frequency of occurrence,

or form of behavior or response which occurs primarily as a function of environmental factors

(Chunk, 2012). Discrimination is the act of reacting differently to distinctive stimuli, such as

stopping at a red light while driving through a green traffic light. Generalization is the act of

reacting within the same way to similar stimuli, specifically, to those stimuli not present at time

of training. For example, students generate classroom behavior rules based on past encounters

and expectations in classroom settings, the individual endeavors to apply what is as of now

known to environment. In essence, discrimination and generalization are inversely related,

crucial processes that facilitate adaptation and enable transfer to new environments.

14
 Respondent Learning (Methodological Behaviorism). Involuntary actions, called

respondents, are entrained using the classical conditioning techniques of Ivan Pavlov. In classical

conditioning, an organism learns to respond to a stimulus that once prompted no response.

Classical conditioning is a very powerful tool for entraining basic physiological responses, and

emotive responses since the learning is paired with reflexive, inborn associations. According to a

study on attitude towards statistics, in United States of America with undergraduate students of

psychology, phobia has negative effect on students’ attitudes (Winquist & Carlos, 2014).

Behaviors such as test anxiety and “school phobia” are maladaptive behaviors that are regularly

entrained without intent. But in our evolutionary past, the potential for having test anxiety were

important concerns, and therefore humans still evolutionarily prepared to learn associations

(LoBue & DeLoache, 2010).

According to Driscoll
(2000:16), one major
contribution of behaviourism to
education is the use of the 'drill
and practice methodology'
during the instructional process.
The

15
central principle in this
teaching methodology is that
the teacher presents the
stimulus to the
learners and what is expected
from the learners is to respond
to it through constant practic
Operant Conditioning (Selectionist or Radical Behaviorism). Skinner believed that

operant behavior ought to involve a response that can easily be repeated, such as pressing a lever,

for rats, or pecking an illuminated disk for pigeons. The rate of such behavior was thought to be

important as a measure of response strength (Killeen & Hall, 2001). Operant conditioning is

based on a single, simple principle: There is a functional and interconnected relationship between

the stimuli that preceded a response (antecedents), the stimuli that follow a response

(consequences), and the response (operant) itself. Acquisition of behavior is viewed as resulting

from these three-term or three-component contingent or functional relationships. Whereas there

are continuously possibilities in effect which are beyond the teacher’s control, it is the role of the

educator to control the environment so that the major contingent relationships are in line with the

educational goal at hand.

Observational Learning. By using the basic concepts and principles of operant learning,

and the basic definition that learning is a change of behavior brought by experience, we learn by

16
watching others and then imitating or modeling, what they do or say. The individuals performing

the imitated behavior are called models. This imitative learning involves a specific type of

neuron, called a mirror neuron (Hickock, 2010). According to Lefrancois (2012), there are

several ways that observational learning can occur: you learn a new response. However, when

animals were put in settings (e.g., cages) that were identical to the modeling animals and the

observers watched the models perform the behavior and receive the reinforcement, the observers

did learn the target behavior, often responding correctly on the first trial.

Developing concepts and standards of behaviorism is very significant for teachers and for

pre service teachers in order for them to assess learning as change in form of behaviour or

response that occurs mostly as a function of environmental factors. To consider such situation

where a student can generate classroom behaviour rules established on past encounters and an

anticipation in classroom setting gives the students’ value to apply what is as now known to

environment. Since there are three major types of behavior and sometimes being misapprehend

by few individuals, it’s also important to distinguish the differences of the three. One major

contribution of behaviourism to education is the use of practice methodology during the

instructional process or the respondent learning. The fundamental principle to consider in this

teaching methodology is that teacher presents the stimulus to the students and what is expected

from the students is to respond to it through constant practice. Operant conditioning is basically

based on particular principle that has a functional an interconnected relationship between the

stimuli that is followed by a response, the stimuli that follow a response, and the response itself,

which is believed to be significant as a measure of response strength. It is important also that we

consider to learn by watching others or we call it observational learning. By using the basic

17
concepts and principles of observational learning several ways can occur and by that occurrence

you learn a new response.

Evolution of Behavior Management

A classroom environment ought to partake maintaining order. Behavior Management

operates a systematic way to devise appropriate behavior. Behavior Management started in a

physical environment or classroom setting until it was applied in online environment. As the

modernization and technology is developing so is the educational system. Therefore, the

evolution of Behavior Management is acknowledged. Behavior Management can build a positive

learning relationship and student learn effectively when they are motivated essentially (Oxley,

2015). Lavay (2019) stated that connectedness will help build students in all aspects. As the

evolution of the educational sector, managing behavior is desired to meet in an effective way.

Educational factor of organizing and maintaining the management of the learners’ behavior that

equates to positivity. Ishould have a systematic approach to maintain teachers’ goals and

organization from classroom to online learning, educational sectors are introduced for

improvements of various approaches and technologies (Oliver and Reschly, 2007; Hiltz &

Turoff, 2005).

Classroom Behavior Management. Managing behavior in a classroom is to create

systems that have positive behavior in a classroom. Classroom behavior management assist the

establishment of self-control of the learner to a positive achievement and behavior (Chandra,

2015). The aims in the classroom behavior management is to boost the morale and social state of

the students. According to Ashraf, withitness of the teachers are prior in a classroom behavior

management. Thus, controls the behaviors without disrupting the learning activity and

supervising the misbehavior in a classroom setting. Sun and Shek (2012) stated that the

18
misbehaviors of students are needed to be identified in a classroom for teachers to create

interventions. The interventions guide the teacher appropriate usage of its purpose and assist to

not mislead to a negative outcome. Thus, Classroom Behavior Management are used to create

positive and functional learning environments [ CITATION DrB12 \l 1033 ] . In which, this result to

the application of operant conditioning (Skinner, 1953), through reinforcement to have relevant

behaviors. Barbetta, Norona and Bicard (2005) stated that implementing a behavior management

plan can create a comprehensive, developing and effective strategies. It is ruled by rewards based

on it positive impact in the learning environment rather than punishment (Barakat, 2014). It is

important to differentiate the positive and negative reinforcement. The reinforcing environment

motivates the student to change behavior that will able to exhibit the appropriate behaviors of the

learner. Intrinsic motivation is emphasized in addressing misbehavior (Adelman & Taylor,

2015). This aims to develop it motivational disposition and patterns of misbehavior.

Online Classroom Behavior Management. Education are transformative when

synthesizing information can weigh its significant perspectives and various inquires (Sun &

Chen, 2016). Online Classes or distance learning the newest and modern form of learning.

According to Stern, virtual learning is pedagogical shift of teaching and learning. Approaches in

online learning are essential to be active not passive to the students learning experiences. The

engagement of student learning with subject matter are required to interact with virtually (Loeb,

2020). However, due to the lack of physical contact, students may have negative attitude towards

online learning. According to Smidt, Bunk, McGrory, Li, & Gatenby (2014), lack of motivation

are one notion that can lead to a difficulty in handling online learning. Managing behaviors get in

the way of teaching in many ways teachers are opt to implement positive behavior management

(Morin, n.d). Morever, behavior management are extended to the homes of every student.

19
Conducive learning is taught and natured by their parents that are possibly challenging

(American Psychological Association, 2020).

The evolution of Behavior Management is significant for teachers both in a classroom

setting and online environment, even if the world is evolving more on modernization, behavior

management is still acknowledged.

As the evolution of the educational sector, managing behavior is desired to meet in an effective
way. Educational factor of organizing and maintaining the management of the learners' behavior
that equates to positivity. Managing behavior in a classroom is to create systems that have
positive behavior in a classroom. Classroom behavior management assist the establishment of
self-control of the learner to a positive achievement and behavior. The aims in the classroom
behavior management is to boost the morale and social state of the students. According to
Ashraf, withitness of the teachers are prior in a classroom behavior management. Sun and Shek
stated that the misbehaviors of students are needed to be identified in a classroom for teachers
to create interventions. Thus, Classroom Behavior Management are used to create positive and
functional learning environments. Managing behaviors get in the way of teaching in many ways
teachers are opt to implement positive behavior management. Morever, behavior management
are extended to the homes of every student.

Environmental Influence of Behavior Management

Learning are influence by social interaction it connotes the idea of social structure that

either promotes or limits it student’s behavior. Cantero, Mira, and López-Chao (2016) describes

learning space influences behavior of the students this can foster the creativity and connection

with peers for having this environmental influence. Therefore, environmental influences the

physical, human, social and cultural circumstances this generate the full meaning of its learning

experience. In contrast, to distance learning there are no physical environment of a classroom

setting and no social interactions being withheld by the students. Virtual Learning or distance

learning has its limited access of physical and social interaction which are concerned by both of

the teachers and parents (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Cavanuagh et.

Al added that distance learning shows less progress than those who are in convential schools
20
mostly in listening and speaking. Equal delivery and progress are meditated in the progressing

that the effect of the environment can build the students social status as physically and

academically. Moreover, environmental influence should be observing both in physical and

virtual for student to develop its psychological development. Moreover, Warfield (2016)

describes that physical environment can encourage the learners’ willingness to learn. This

environment has psychological impact if the environment is positive and negative. That the

positivity can equate to students’ eagerness and motivation to learn.

The influence of the environment would give an impact in behavior management

Psychological Impact to Behavior Management

As the world authorities seem to focus on the infectious aspect of the pandemic, a rise has

been observed in mental health disorders (Brooks et al., 2020; Holmes et al., 2020). Indeed,

during this ongoing health crisis, those affected by emotional, behavioral and psychiatric

disorders tend to be more numerous than those affected by COVID-19. As a matter of fact, the

fear of contracting COVID-19 seems not to be as high as concerns about the psychological and

social impact of the pandemic, as reported in a United Kingdom survey (Mental health Covid-19,

2020). Particular groups appear to be at higher risk for this kind of mental health impact,

including frontline healthcare workers, the elderly, children, college students, the LGBTQ+

community, homeless individuals and those in economic vulnerability, rural community,

foreigners and psychiatric patients (Holmes et al., 2020; Khan et al., 2020; Salerno et al.,

2020; Wood et al., 2020).

For quality indicators of a higher education enterprise, there should be a set of values and

principles that accounts for the expressed needs of its stakeholders, particularly the students

21
(Ludeman, Osfield, Hidalgo, Oste, & Wang, 2009). Schools need to strengthen its medical

services and student support services so that constant monitoring and implementation of health

practices are followed within the vicinity and beyond the academe. Due to global trends of the

pandemic, higher education needs to prioritize the academic, career counselling, and even the

medical services and programs that should be accessible to the students in the university and

even through online means. In fact, mental health needs in the universities have gained

significant attention (McBride, Van Orman, Wera, & Leino, 2010) due to the increasing number

of mental disorders among college students (Dalky & Gharaibeh, 2018).

Free virtual services such as medical counselling, mental health teleconferencing, and

other related online health services from medical staff representatives and professional health

experts such as psychologists and guidance counselors should be readily accessible for the

students even outside the centers (Hinderaker, 2013). A study (McBride, Van Orman, Wera, &

Leino, 2010) reported having the highest offerings on primary care services (98%) along with

health promotion (90%) under a range of health services. The online care services would

expedite the assessments and provide adequate services for better outcomes of the students to

seek treatment and engagement (Pedrelli et al., 2015).

The Ministry of Education and Culture of the Republic of Indonesia estimates that 34.5

percent of students are unable to access online education. Significant efforts are being made by

governments and educational institutions at all levels to find practical solutions in online learning

amid the COVID-19 outbreak. This action helps parents to accompany their child's education at

home and at least reduce parents' concerns about the quality of online learning. A study shows

that when students are not at school, for example, holidays or study at home, they are physically

22
less active and have a longer time to use mobile phones, and so their use will also feel saturated,

even with severe, mild stress (Brazendale et al., 2017).

The burden of online lecture tasks is one of the contributing factors to students' stress

levels, which requires them to use online media that they have just learned and must immediately

understand. This is reinforced by research that found that public health emergencies can have

many psychological effects on students, which can be expressed in the form of anxiety, fear, and

anxiety (Sharp & Theiler, 2018).

Based on Mulawarman University policy on March 18, 2020, which calls for all lecture

activities to be carried out online, research is needed on the impact of online learning and

solutive efforts in overcoming effects as part of research recommendations. This research is

essential because in uncertain and uncertain situations when this outbreak will end, social-

psychological scientific research is needed to help find progressive steps in providing

psychological welfare for affected communities, not only positive victims of COVID-19 but the

community in general, in this study, especially students.

This pandemic carries not only the risk of death from a viral infection but also

psychological stress for people throughout the world (Xiao, 2020). Continuous dissemination,

strict isolation measures, and online learning problems at all levels of education are expected to

affect mental health, including students. A study was conducted on the psychological effects of

the COVID-19 epidemic on students in China, carried out quantitatively, with 7,143 respondents

filling out a questionnaire (Cao et al., 2020). So far, there has been no detailed research on the

psychological impact of students in implementing online learning during a pandemic outbreak.

23
 The current circumstances are unique; unlike normal digital learning situations, as some

might argue, it is more accurately crisis learning (Pace, Pettit, & Barker, 2020). There is a

stronger need for academic organizations to improve their curriculum and the usage of new

instructional methods and strategies should be of utmost significance (Toquero, 2020).

Educational institutions are also the focal points of social activities and interactions. If

educational activities are suspended, many children and young people will miss social interaction

based activities that are necessary for growth and learning. Students should continue to learn,

particularly underprivileged children and young adults, both of whom are impacted by schools’

suspension, so this is a huge issue to be tackled. While short term closure of academic

institutions as a consequence of emergencies is not recent, the global scope and pace of present-

day educational instability are sadly unparalleled and, if sustained, may inflict psychological

distress and misery at various levels (McCarthy, 2020).

To sum up all, during this ongoing health crisis, those affected by emotional, behavioral

and psychiatric disorders tend to be more numerous than those affected by COVID-19. There is a

set of values and principles explained to articulate the needs of its stakeholders.

Other related studies outside the Philippines conclude that “with increasing pressures

placed on schools, administrators, and teachers regarding pupil achievement, pupil behaviour is

increasingly under the spotlight” (Ofsted, 2011). Sternberg & Williams (2002) suggest that

pupils are coming to school with less school readiness, pre-academic and behavioural skills. In a

study, over 50% of UK teachers polled reported discontentment and concern about the amount of

disruptive behaviour in their classroom, yet they lacked the knowledge of classroom behaviour

management theories and strategies to address and improve behaviour.

24
 Challenging behaviour in schools is a major reason for stress among teachers, and the

ability to manage pupils in a classroom is a critical factor in any educational setting (MacBeath

et al, 2004). Even though a classroom free of disruptive behaviour does not ensure academic

gains, order is generally a prerequisite for effective instruction. Teaching and learning time is

lost to all pupils if teachers cannot adequately deal with behaviour in the classroom.

Due to this issue, teachers as the role model have to learn the skills in managing the

learning environment so that it will become conducive to the targeted students. In the Ron Clark

movie, Mr. Ron Clark has created a conducive learning environment where he has make sure

that all of the students are facing him and are listening to him while the class was going. This

then ensures that all the students are able to grasp what he is trying to present and in this case,

the ground rules of the class. Moreover, his introduction of the ground rules to the class is also a

way of managing the students’ behaviour in order for the learning environment be further

compatible with the students in it [ CITATION Bro05 \l 2057 ].

Other than the issues stated in the movie, the current problems that most teacher face

during the teaching and learning sessions are issues such as lack of attention or focus during

classes. This issue has a lot of causes one of which is simply because the students are too tired to

gain focus and the other includes the lack of interest in the overall lesson presented by the

teacher [ CITATION Hak15 \l 2057 ].

Notwithstanding the importance of effective behaviour management training, many

student and beginning primary teachers report feeling inadequately trained to deal with student

misbehaviour (Atici, 2007). It is not only the student teachers who believe that they are

inadequately trained in this area. Over 300 senior teachers who worked with beginning teachers

25
reported that beginning teachers were inadequately prepared in behaviour management (Louden

& Rohl, 2006).

There have been several documented approaches to train student teachers in behaviour

management and in particular, to encourage reflection about behaviour management, including

the use of journals (Stoughton, 2007), vignettes (Bromfield, 2006) and via supervisors or

mentors in schools (Rathel, Drasgow & Christle, 2008). The most substantial way that student

teachers are trained in behaviour management is through experience, vis-à-vis their school

practicum or placement. These experiences tend to be grounded in the belief that teachers learn

about teaching “by teaching and from teaching” (Myers & Simpson, 1998, p. 58).

In addition to chemical imbalances that students face while growing and learning,

students are also influenced by music, television, the internet, older siblings and friends.

The article “How Early Intervention Can Reduce Behavior – and Win Back Teaching” (2004)

accounts that 17% of teachers claimed to lose 4 or more instructional hours per week because of

disruptive behaviors. In urban areas, that percentage is considerably higher (Walker,

Ramsey, Gresham 2004). If these students had more time on task or were able to learn

without as many distractions, student achievement could increase significantly.

Nonetheless, it was a reminder of the lack of resources in academic institutions and the

social marginalization of students, where insufficient access and availability of the internet and

the lack of latest technology affected organizational responsiveness and students' capacity to

participate in digital learning (Zhong, 2020). Lack of proper interaction with instructors is

another major concern associated with online learning. Additionally, concerns regarding any

content of the online course are usually discussed with the relevant course instructor by e-mail,

which requires response time (Zhong, 2020). Virtual classes cannot be of interest to students who

26
are tactile learners. Conventional classroom socialization is another major missing in online

learning. Students only communicate with their fellows digitally and never see fellow students in

person, and thus the real-time sharing of ideas, knowledge and information is partially missing

from the digital learning world (Britt, 2006).

As a teacher, there are always challenges and obstacles to be faced in the teaching career

especially involving the selection of a conducive learning environment and problematic

behavioural management. In relation to the choosing of a conducive learning environment,

teachers also have to account on the fact that not all students are made the same and different

individual may have different preferences and behaviour problems. It is a big challenge for

teachers to focus on the student’s behaviour in an online setting since it was reported that

teachers’ concern is about theories and strategies to address the problem. As well as, in teaching

and learning issues one of which includes the lack of interest or attention. It’s important also to

consider that this problem causes stress and gives critical factor in this new normal. The role of

the teacher is to model students’ skills like implementing rules in online setting so then it will

make the learning environment of students more conducive, especially now. This is very

important because teachers know it from the experience and these tends that teachers learn about

teaching.

References:

1. Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher Preparation and
Professional Development. TQ Connection Issue Paper. National comprehensive center for teacher
quality.

2. Chandra, S. (2015). Classroom management for effective teaching. International Journal of Education

3. Cantero, J. M. M., Mira, R. G., & López-Chao3, V. (2016). Influence of physical learning environment in
student’s behavior and social relations. The Anthropologist, 25(3), 249-253.

27
4. Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of distance
education on K-12 student outcomes: A meta-analysis. Learning Point Associates/North Central Regional
Educational Laboratory (NCREL).

5. Warfield, K. (2016, May 5). How Surroundings Affect Students’ Learning. Retrieved from Character
Exchange: https://exchange.character.org/how-surroundings-affect-students-learning/

6. Brooks S. K., Webster R. K., Smith L. E., Woodland L., Wessely S., Greenberg N., et al. (2020). The
psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet 395 912–
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