Internationalperspectivesondisciplineandbehaviour.

What are the major characteristics and contributors to social and behavioural
problems?

ExternalizedCharacteristics/Behaviours:
Noncomplianceorrefusaltocooperate
Inabilitytoadjusttoclassroomroutines
Physicalorverbalaggression
Destructiveorotherwisedisruptivebehaviour.
InternalizedCharacteristics:
Sociallywithdrawnoralienated
Depression,anxiety
Lowselfesteem
Feelingsofhelplessness
Frustrationwithlearning
Immaturity
Disciplineproblemswerestronglyassociatedwithlowerstudentachievement.
Manyassumeitssimplypovertythatproducesseriousdisciplinestruggles.Although
thesocioeconomicbackgroundofaschoolspopulationwasindeedrelatedtothelevel
ofchallengingstudentbehaviourswithinthatschool,wealsofoundthatthegreaterthe
differences among students backgrounds within a school, the higher the level of
disciplineproblems.
Schoollevelandcountryleveldifferencesinstudentstestscoreperformanceisalso
stronglyassociatedwithschooldiscipline.Countrieswithfewerdisciplineproblemsin
their schoolssuch as Japan and South Koreaconsistently score at the top of
internationalcomparisonsofstandardizedmathandscienceassessments.Nationswith
higherthanaverageschooldisciplineproblemssuchastheUnitedStates,Israel,and
Chileconsistentlyshowlowertestscoreperformancethanonewouldexpectgiven
theirlevelsofeconomicdevelopment.

Whatsortsofstrategiesmightateacherusetodealwiththesechallenges?Kiriaku
2007

Therearethreestrategies:
establishclearandconsistentschoolandclassroomrulesaboutthebehavioursthatare
acceptableandareunacceptable;
speaktothepupilinafirmandassertivemanner
;andmakesureallpupilsaregivenworktodoassoonaspossiblethatwillkeepthem
occupied.

Therearemorestrategiestodealwithmisbehaviour.
Trytogetthepupilreengagedindoingtheirschoolworkwithaslittlefussaspossible
Haveaconversationwiththepupilafterthelessoninwhichyoutrytocounselthepupil
towardsunderstandingwhydoingtheworkandnotmisbehavingisintheirbestinterests
Useyourauthoritativepresencetoguidepupiltowardsreengaginginthework.

Hereyouhavethetableifyouwanttocheckallthestrategies

Howispupildisciplineinterpreteddifferentlyindifferentcountries?Whatdoesit
meansforeducationalpractices?DEPENDERADELresultadosDECADAUNO
DELOSPAISESPISACOMPARAR

Israel:Israelischoolsvaluemaintainingordergradesforschoolconductappearon
reportcards,andstudentscanbeexpellediftheyfailtomaintaingoodconduct.When
parents of students around the world were asked to rank, which values were most
importanttoteachchildren,only15percentofIsraeliparentsratedobedience as
veryimportant,asmallerpercentagethanalmostanyothernation.Sixtyfourpercentof
Israeliteachersreportthattheyfeelillequippedtohandledisciplineproblemsandwant
moreauthority
South Korea: its the opposite. Because they have the, Confucian culture, its
emphasizeshierarchicalrelationshipsandvaluescollectiveneedsoverindividualones.
Acceptance of a teachers authority and respect for the classroom community flow
easilyfromConfucianthoughtandcouldleadtoamoreorderlyschoolenvironment.

USA:UnitedStateshadthehighestlevelsofschoolrelatedlitigation[peleas]

Canada,courtshavebeguntohearmoreschoolrightscases,butnomorethanahandful
ayear.IntheUnitedStatesinrecentyears,however,anaverageof70casesfocusedon
legalchallengestodisciplineinpublicschoolshavereachedtheappellateleveleach
year.FifteenpercentofU.S.publicschoolteachersand55percentofpublicschool
administratorsreportthattheyvebeenthreatenedwithalegalsuitoveraschoolrelated
matter.

Whatdoesitmeanthatschooldisciplineisshapedbythelegalandsocialcontextof
thecountry?

Itdependsonthedisciplineineachcountry.Ifthereareagoodschooldiscipline,there
willbeabettersocialandlegalcontext.

WhatseemstobedominantperspectiveonclassroommanagementItheNordic
countries?

moredialogueoriented
emphasizestheteacher's
relational,
communicative,&
didacticcompetencies.
Emphasisontheteacherpupilrelationship
"Good relationships between teachers and pupils are important for good class
management. A supportive teacher provides both emotional and academic support.
Giving academic support involves providing assistance during the learning process,
while emotional support has to do with the pupils social circumstances and with
creatingawarmandgoodpersonalrelationshipbetweenpupilandteacher"

Whatistherelationshipbetweendisciplineproblemsandschoolperformanceat
schoolandcountrylevel?
Gooddiscipline[nobehaviourproblems]meansgoodacademicresults[likeJapanorS.
Korea].
Behaviourproblemsmeansloweracademicsresults.

Whatdointernationalstudies[PISA]andotherfindingssayabouttheclassroom
environmentinNorway?

29%ofNorwegianpupilsreportednoise&disorderinmostoralllessons
(PISA,2012)

33%ofpupilsreportedthattheteacher"often"or"always"hastousealotof
timetogettheclassundercontrol(PupilSurvey,2011)
InNorway,theproblemofbullyinginschoolshasreceivedagreatdealofattention,and
awholeschoolapproachtotacklingantisocialandaggressivebehaviourisemphasised
intwonational,antischoolbullyinginterventions.
In2002,13%ofstudentsreportedthattheywereregularlybullied(Olweus2002),
while4%reportedbeingbullied2to3timespermonthin2014(Wendelborg,2015)
In2012almost7percentofpupilsrespondedthattheywerebullied23timesamonth
ormore(NDET,2014)
onlyfourper1000schoolsreportednobullyingoveraperiodofthreeyears(NDET,
2012).
POVERTY:

Therearetwoconsistentfindingswithregardtotherelationshipbetweenpoverty
andeducation.Whatarethey?

Socioeconomic status, SES, is an important factor in determining educational

outcomes,aswellasaccesstoeducation.
Educationstronglyaffectseconomicoutcomes.Inotherwords,andeconomicresearch
hasshownthateducationstronglyaffectsearnings.

What is the association between parental education and their childd school
achievement?

Measuresassociatedwithcognitiveattainmentatage3(Sammonsetal.1999):
frequencywithwhichparentsreadtochild
atleast2xperday=mostimpact
howoftenchildrenaretakentolibrary
frequent playing with letters/numbers these things remained significant even after
takingintoaccountparentseducationallevel
3yearoldswhosefatherswereinprofessionalormanagerialworkhadhigherscoreson
testsofcognitiveattainmentthanthoseinunskilled/manualwork
fathers occupations were strongly associated with reading and mathematics
achievementatage7
childrenwithparentswithhigherlevelsofeducationscorehigheronmathematicsin
nationalassessmentsintheUKatgrades8and12

Povertyisstronglycorrelatedwitharangeofhomebackgroundvariables,including
parentaleducation,whichalsoinfluencechildrenseducationaloutcomes.Thusitmay
bedifficulttoseparatetheseinfluencesandtoknowtheextenttowhichtheeducationof
poorchildrenisbeingheldbackbytoofewfinancialresourcesratherthanotherhome
backgroundfactors.
Moststudiesdonotseparatelydistinguishtheeffectsofparentaleducation,financial
resources,andotherhomebackgroundfactors.Thusitisnotclearwhetherthereisalso
asocioeconomic10EducationPolicySeries10gradientforchildrenofparentswitha
similar education (that is, if higher parental incomes always improve educational
outcomesforgivenlevelsofparentaleducation).Inotherwords,itisnotclearexactly
whattheimpactoffinancialresourcesis,separatefromotherfactors.
Moreover,theyoftenhavelimitedparentalsupport,afactorthatisstrengthenedwhen
theirparentsalsofeelexcluded.Poorparentscansometimesprovidelittlesupportat
home,orsupporttoschools;thereareoftenfewbooksathome;homeconditionsfor
doing homework may be bad; children are poorly motivated to do well at school
because they do not perceive the benefits of it, and so forth. Parental involvement
appearstomakeagreaterdifferencetoperformanceinsomesituationsthandifferences
betweenschools,andparentalprogrammesmaybringsomebenefits(Raffoetal.,2007,
p.15).Becausepoorparentstypicallyhavelessaffluentsocialnetworks,thisreduces
thefuturebenefitsofadditionaleducationforpoorchildren,astheyarelesslikelytobe
abletoobtaingoodjobs.

What is somewhat unique about the relationship between income and school
achievementintheNordiccountriescomparedtootherindustrializednations?

In general, the correlation between family background and reading achievement is

relativelyweakintheNordiccountriesrelativetotheaverageintheOECD(Kjrnsli&
Roe2010).Theweakcorrelationbetweenthefinancialsituationathomeandreading
achievementisoneofthemostcharacteristictraitsoftheNordiccountries"

Howdowedefinesocialclass?Whatdifficultiesdoweencounterinmakingthis
definitions?

Social class,which theydefine as"a social context that individualsinhabit in

enduringandpervasivewaysovertime"isafundamentallensthroughwhichwesee
ourselvesand others. Because lower ranking people have fewer resourcesand
opportunitiesthan those of relativelyhigh rank, theytend to believe that external,
uncontrollablesocialforcesandothers'powerhavecorrespondinglygreaterinfluence
over their lives. Successfor them, therefore, dependson how well theycan "read,"
relyonandhelpoutothers,thepsychologists'theoryholds.
Difficulties:
oftendifficulttodefine/usedinterchangeably
complicationofloneparentfamilies
employmentcanvarybyfactorsnotrelatedtoparentaleducation
changesinsocialnormsandtypesofemployment

Howdowedefinepoverty?Relativevsabsolute

Poverty is not simply the absence of financial resources. Poverty is the lack of
capabilitytofunctioneffectivelyinsociety(AmartyaSen).

Absolute poverty the absence of adequate resources hampers learning in

developingcountriesthroughpoornutrition,health,homecircumstances(lackofbooks,
lightingorplacestodohomework)andparentaleducation.
Primarilyindevelopingpoorcountriesandacommonindicator:percentlivingon1
dollarperday.

Whilethe relativepoverty perspectiveemphasizesexclusionfromthemainstreamin

richcountries,whichcanreducethemotivationoftherelativelypoorandtheirabilityto
gainfullbenefitsfromeducation.
Extra:relativepovertyisseenaspovertythatispartlydeterminedbythesocietyin
whichapersonlives.SomeonewhomaynotberegardedaspoorinBangladeshmay
(withthesamefinancialresources)beconsideredaspoorinSweden.
relativepovertyresultsinexclusionfromthemainstreamofeconomicandsociallife:
lackofeducation
poorskills&conditions(e.g.,language,financialplanning,healthyhabits)
limitedaccessto"mainstream"socialactivities