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The teachers acknowledge that the other disruptive behaviors propagates the destruction of the school property therefore computer-based management results in the upstaging of the security of the school properties. This eminent vandalism is prominent in the cases where the students would like to have money selling the school properties.
The teachers separately attribute the poor morals of the students to inexperience and the ignorance of the students. Involving of computer-based programs in the student behavior management clears the doubt in the effectiveness of the management of the issues entailed. The perspective to the approach assists in the enhancement of the Developmental period of the basis of the Phase learner. They view the approach to increase the contact between the teacher and the student in the countering of the trends emergent in the process. They attribute the computer approach to the advancement in the mastery of the life skills for the students. Since the computer programs have various categorical classifications, the teachers claim that they are suitable for ages of the students. However, the approaches in the bolder students require more caution (Spiegler & Guevremont, 2010). They contend that the programs may not have the predicted influence in determining the character of the student in any one way. They concur with the ordinary criticism that the computer-based program is wholly ineffective in the absence of well-trained personnel on the management of the computer issues.
They acknowledge the daunting challenge of the implementing the system in the school denoting the financial burden it may expose the parents. The teachers are not in the opposition of the project but they claim the school would still need a recruiting of the professional well versed in the behavioral modes of the behavior control. They insist that the influence of the parents is very important in the process of the behavior regulation amongst the students (Spiegler & Guevremont, 2010). The teachers claim that the role of the parents is not replaceable by either the computers or the teachers. The teachers acknowledge that the effective approach is determinable by the parental time allocation for their children. The teachers face numerous challenges and unruly students may view them as mere haters
How did the students respond to the computer-based program? Qualitative
The computer-based program had several effects to the response of the students in that some of the students monopolized the class discussions. These led to lack of participation by the other students where contribution on learning dwelled on a certain number of students. They dominated the class discussions by contributing to almost all or any topic that was raise by the teacher. Getting a wide aspect of ideas on various topics was a tremendous problem in that the ideas were coming from the same students. There is a wider probability of getting diverse thoughts on the program if the students are contributing fully. This has a negative influence the program and it influences the results of the program at the end of the whole exercise. The other students begin to feel like they are not part of the team and this leads to loss of focus (O'Donnell & Smith, 2011).
The feeling of isolation can lead to distress by the students and annoyance in accordance to the disruptive behavior. The class in the end will not have the chance to explore a wide field in their learning process. By having a whole classroom take part in the learning process, it gives the teacher, a chance to get different aspects about the thoughts and ideas of the students concerning the topics of interest raised in the class. The various perspectives by the students hence make the learning process far much appealing. By engaging all students in the topics of discussion, the teacher builds the moral of the entire classroom. Those students that felt isolated do not have to feel neglected anymore. Therefore, by implementing the computer program there is an immense loss of diverse opinions on the topics of discussion in a classroom that puts the entire learning process to risk.
Another effect of placing this computer-based program to practice in a classroom is apathy. This is whereby one has students lacking an interest in the program, and they eventually become less interested. There are students who time after time sleep in the classroom and they do this since they are less interested in the program put forward for learning (O'Donnell & Smith, 2011). This kind of attitude is highly regarded as disrespectful and if not monitored it may lead to poor performance by the students. There are certain rules that need enforcing to smoothen the learning process for better performance at the end of the learning session and have the students participate fully. When these students show, less interest or concern it implies that the learning session is of less importance to them.
It is the teacher's duty to make sure that students take part in all proceedings in the classroom by implementing rules and regulations that restrict them from doing things that are diverting their concentration in the classroom. Hence, the students should not have the will to choose what they get to do in during the sessions. Their response to this computer program might have been negative, but the students need guidance by their teacher in making certain decisions make the program a success. Let the students see the value of having this program in place and they will corporate maximal. The students may have shown a lack of concern during the program, but the teacher on the other hand, has the power to change what will help students. The disruptive behavior by the students is something that can revolutionize from how they think of it to something that is of value to their learning (O'Donnell & Smith, 2011).
Chaos is another out come from the implementing of the computer program. This is evident by the murmuring of the students during the learning program. The tendency of interrupting the teacher during learning spreads from one student too others. This leads to lack of focus and inappropriate behavior by the students that put the learning process at risk. The students noticed other unauthorized behaviors in the session of the program that reduced the level of concentration. Failure by the teacher to manage this disruptive may lead to spreading of the attitude to other students who were focus or other interfere with their learning. If the behavior is uncontrolled, then it will spread and become uncontrollable for the teacher. This will lead to plenty of disadvantages during the implantation of the computer-based program (O'Donnell & Smith, 2011).
The best way to manage the idea of chaos is by taking note of students that take part in the learning process positively then rewarding them to create competition among the entire classroom. This will build the morale of the students who had little or no interest to put an effort in taking part on the program to win a price at the end of the program. The chaos is manageable though they spread exceptionally fast and that is an immensely significant problem for the effectiveness of the program.
The environment has to be appropriate for the program to be successful. There are students with anger issues and cannot control it thus creating an unsafe environment for the program. This is considered unsafe for the progress since it causes harm to the students and their learning. These students may release their anger to fellow classmates or the teacher as well which brings distress to the classroom environment. It is thus the teacher's responsibility to ensure that the students have an appropriate environment for the program. The program brought about tension in the classroom between the teacher and the students since they were both involve in the success of the program (O'Donnell & Smith, 2011).
What impact does the computer-based program have on disruptive behavior and the student's academic achievement (Sub-question) Quantitative?
Using computer- based program in class is sometimes disruptive and affects the academic achievement of many students. Students may tend to adopt disruptive behavior in cases where they intend to use the computers for other purposes rather than the intended purpose by the teacher. This program has many disruptive qualities for students as they use computers attain academic value, which is not the reason many of these students do not apply with their computers in their free time. A computer- based program can affect a student's academics either positively or negatively depending on how best the student applies the program.
In the changing world, we are living in today the computer is the main source of information for many researches, and educational studies. Computer- based programs provide students with academic information, which supports their academic achievement. In a classroom with computers, the teacher can easily ask the students to look for extra references in case they do not have…[continue]
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