Similarity of Interpersonal Behaviour in Career Counselling

Schedin, Gunnar

doi:10.1007/s10775-005-2125-4

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…The current result is in line with a past study where a direct link was found between guidance and positive behaviour enhancement [42] among pupils in Hong Kong, and a quantitative study of the relationship between positive action and positive reaction among students in Sweden [43]. Although guidance appears to have a positive impact on the classroom environment [44], another study revealed that many teachers face challenges in integrating guidance and addressing pupils' aggressive behaviour. In Malaysia, the Ministry of Education issued an official circular in 1985 to form the guidance committee as a way to promote positive behaviour among pupils in school.…”

Section: Discussionsupporting

confidence: 91%

Observations of Strategies Used by Secondary School Teachers in Physical Classrooms to Promote Positive Behaviour

et al. 2022

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Difficult behaviour in pupils poses a challenge to teachers. Although teachers have been trained to implement various pedagogical strategies, teachers’ spontaneous actions in classrooms may affect pupils’ behaviour. Indeed, teachers may face difficulties in making decisions regarding pupils’ behaviour in the classroom. Therefore, we carried out 12 observations in two schools in Malaysia to analyse a pattern of teachers’ initiatives to promote positive behaviour and discourage negative behaviour in classrooms. The study was carried in two urban national secondary schools located in the capital city of Malaysia, Kuala Lumpur. We observed pupils’ behaviour in response to strategies used by teachers for carrying out teaching and learning in the first ten minutes of the lessons. All 12 lessons were video-recorded, then analysed by three coders by looking at the frequency of the following targeted behaviours (using a checklist): teachers’ action: encouragement, praise, and guidance; pupils’ behaviour: attentive, uninvolved, initiative, and disruptive; teachers’ response: positive and ignore. The data gathered were analysed using an event-based analysis technique. The results indicate that teachers were more likely to guide pupils in lessons. There was less encouragement and praise used in the classroom. A clear pattern from this study is that pupils were more likely to pay attention when a teacher responded to their action positively. The data also show that ignoring pupils’ negative behaviour increases such behaviour (uninvolved and disruptive). The implications of the study suggest that there should be intensive training to increase teachers’ skills in managing pupils’ behaviour in the classroom. A specific module is suggested to be designed and implemented.

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Section: Discussionsupporting

confidence: 91%