Teacher Trainees’ Strategies for Managing the Behaviours of Students with Special Needs

Abstract

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.

Junior High School Novice Teachers' Self-Efficacy in Managing Students' Challenging Behaviour in Indonesia

“…In addition, a previous study found that teachers' sense of self-efficacy can be influenced by the preparation that they receive when developing their skills and knowledge [8,9]. Therefore, this research further examined the influence of a teacher's professional learning on their self-efficacy.…”

“…Successful classroom management can effectively minimise student misconduct and intervene with negative student behaviour when it happens [8,21]. In classroom behaviour management, teachers are involved in several tasks, such as managing students' activities, creating a productive environment, and employing effective techniques to address students' challenging behaviour [22].…”

“…The professional learning on students' behaviour and management should be given to teachers at the earliest opportunity as the earlier the program, the more influential the teachers are in preventing the challenging behaviour [8]. Indonesia's universities are also obligated to provide academic coursework for their teachers on methods, strategies, knowledge and theory that can be used to establish and support an effective learning process [23].…”

“…Gebbie et al [19] accentuate that proper teacher training can increase a teacher's self-efficacy, especially in managing challenging behaviour, as it provides the four sources of efficacy. Thus, the training given to teachers should prepare them with different strategies to be applied in actual situations [8,9,14], becoming less controlling and provide more autonomy.…”

Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs: A scoping review

“…Such concerns arise from the assumption that individualized instruction (e.g., small group instruction by learning support assistants) for students with special needs distracts students not in need of additional support (Rose & Coles, 2002). There are also concerns about noise related to disruptive behaviour of students with emotional and behavioural difficulties in inclusive education classrooms (Ali et al, 2014). Self-stimulating sounds (e.g., humming) from autistic students educated in inclusive classrooms can also be perceived as annoying by other students (Wood, 2020).…”