MANAGING LEARNERS BEHAVIOUR: A CALL ON TEACHERSUSE OF POSITIVE MODIFICATION STRATEGIES

Abstract

This study explored into teachers use of positive modification approachesin managing learners classroom behaviour. This was a descriptive survey design (qualitative)that employeda 5-point Likert-type scale for data collection. Respondents comprised of 327 pubic Junior High School teachers in the Western North region. A multi-stage sampling procedure was used for the selection of samples. Data were analysed using descriptive and inferential statistics. Data from the study showed that majority of teachers had inadequate knowledge on using positive modification strategies in managing learners behaviour.Tangible strategies such as earning of incentives like toffee and rewards emerged as the most frequently used behaviour modification strategies in managing the classroom.The study also found no significant gender difference with regard to the use of positive modification strategies in classroom management. The study further established that behaviour modification techniques positively influences the learning environment as well as the learner.It was recommended that teachers unions in collaboration with Ghana Education Service should organize sensitisation programs through educational fora and symposiums to encourage teachers embrace positive modification strategies as classroom management tools. Also, intermittent refresher coursesought to be organized to help educatorsupdate their knowledge on the use of positive modification strategies in managing learners behaviour. This possibly will aidthem to effectively manage learners behaviour in the classroom.