Conference Papers and Proceedings

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Browsing Conference Papers and Proceedings by Subject "Behaviour problems"

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    Curbing students' disruptive behaviours in Jamaican secondary schools
    (School of Education, UWI, St. Augustine, 2008) Ezenne, Austin
    In recent years, the media have been reporting an increase in students' disruptive behaviours in secondary schools in Jamaica. These disruptive behaviours are many and varied and are causing serious concerns to all stakeholders in education. Sometimes, teachers show an inability to control students entrusted to their care and, at times, teachers and school administrators contribute to students' disruptions through their own behaviours. Teachers may contribute to students' disruptions by inconsistent rule enforcement, teacher insensitivity, non-compliance with school disciplinary policies, and lack of classroom management skills. School administrators may also contribute to students' disruptions through poor communication and decision-making patterns, poor school-community relationships, and poor curriculum and instructional supervision. Students' disruptive behaviours cannot be totally eliminated in our schools, but since school discipline and safety are linked to students' achievement and security, schools must deal effectively with students' disruptions. Schooling will not be successful unless effective discipline is maintained in the school
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    Managing student discipline at the Curepe Junior Secondary School: A pilot research project
    (School of Education, UWI, St. Augustine, 2008) Gowrie, George
    This study is aimed at sensitizing teachers and other key stakeholders, with a view to helping students to manage and improve their discipline at the Curepe Junior Secondary School, using a school discipline model-the Behavioral Evaluation for Students and Teachers (B.E.S.T.) method. Student indiscipline in our schools is one of the major obstacles to effective teaching and learning. The problem has become so alarming that the Ministry of Education commissioned a team from the Centre for Criminology at The University of the West Indies, headed by Professor Deosaran, to identify the main types and causes of delinquent student behaviour in our schools and to develop a discipline model as a guide for teachers. Curepe Junior Secondary School was one of the schools in the sample that assisted the team in developing such a discipline model, which, so far, has not been tested. This study is therefore part of a larger study aimed at allowing students to take charge and manage their own discipline as they strive to cultivate a culture of peace and civility in their schools. This initial phase is a first step in sensitizing all stakeholders-teachers, students, parents, and the wider community-to the process of empowering students to manage their own affairs in the school, especially in the area of discipline
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    Prevalence estimates of special educational needs: A focus on emotional and behaviour disorders [PowerPoint presentation]
    (2013-06-24) Carrington-Blaides, Elna
    This study seeks to (a) provide accurate estimates of special education needs (SEN) in Trinidad and Tobago, with specific reference to emotional and behavioural disorders, by using up-to-date and relevant data; and (b) suggest some strategies for the resolution of data issues related to establishing up-to-date prevalence estimates of students with SEN. Data were collected from participants who were randomly selected form 23 primary schools throughout Trinidad and Tobago, and from informal interviews with stakeholders. The study is subdivided into five sections 1) early childhood, 2) primary, 3) secondary, 4) tertiary, and 5) special schools. Preliminary results suggest that Learning Disabilities are the most prevalent category of SEN. Other high incidence disabilities such as Emotional/Behavioural disorders and Attention Deficit Hyperactive Disorder (ADHD) are prevalent in schools, with a high percentage of comorbidity among various categories. Issues of definition, assessment, and culture impact up-to-date estimates of students with SEN. These findings are critical in the process of guiding relevant policy decisions for inclusive education