EERA, 2009. Vienna . Theory and Evidence in European Educational Research . Workshop 5.

1. EERA, 2009. Vienna. Theory and Evidence in European Educational Research. Workshop 5. PAPER: Climate of class room, axiological attitudes & teachers’ discipline styles. Salvador Peiró i Gregòri, Ph. D. University of Alicante (Spain). salvador.peiro@ua.es

2. THE PROBLEM OF LEARNING CLIMATE 1. There are several research about the undisciplined behavior of students (Bremberck, 1973, etc.). Those facts are distribuiting between: • primary education (Wheldall and Merrett, 1988) • secondary education (Houghton, Wheldall and Merrett, 1988). 2. The disciplinary problems within the educational environment are common in each and every area and subject that constitute the educational curriculum (Ishee, 2004). • Those converge with our researches since 2000. • The ODEC confirms our results (TALIS, 2009). See PEIRÓ, S. (2005); Peiró, EERA, 2007

3. STRUCTURAL CONSEQUENCES. 1. Then, teachersdon’t explane lessons, they become as careguivers, so students can’t learn. OCDE, 2009: 16% of the cases. 2. Wast of time & energy: In Valencian Autonomous Region,secondary education headmasters dedicate part of their time : • 50% to cases of vandalism (2004) and • 66,66% to provide assistance in peaceful-coexistence-related problems (2006).

4. CONSEQUENCES RESPECT THE STAFF 1. Those undisciplined behaviors of students often represent a source of professional stress, while simultaneously questioning the work performed by the teacher (Graham, 1992), generating distraction, concern 2. and even abandonment of the profession(Esteve, 2005; Fernández-Balboa, 1991). 3. This situation mainly affects morest on beginner-teachers(Borko, Lalik & Tomchin, 1987). 4. Bad behavior can destabilize students as much as teachers (Fernández-Balboa, 1991; Esteve, 2006), 5. and can easily lead to the emergence of feelings of disappointment among the teaching staff.

5. THAT CUTS THE SCHOOL’S EXPECTATIONS Democratic societiesneed citizens who not only look reflexively at the big topics arising inside their societies and can ‘manufacture’ their own opinion but also are aware, active members of those societies who know their rights and duties (Marco, 2002, 111-13). And they must be able to implement these.

6. How all thees problems concern with values,WHAT EDUCATIONALATTITUDES MUST TO IMPROVE?

7. CONFLICTINGS NON-CONFLICTING STUDENTS The cases of non-conflicting students would be on theextreme right side of the coordinate axis, the value being 0. Cfr. Peiró (EERA, 2003) & (2007) Los valores en la prevención de la indisciplina y violencia educacionales. Revista Miscelánea de Comillas, v 65, núm. 126; pp. 353-378.

8. RESULTS The diferences between the two groups are: a) Functionals, instrumentals, like tools: Punctuality (2,17) Order (1,79) Cure (2,02) b) Attiudes corresponding to the vertical relationship: Obedience (1,99) Respect (1,85) Generosity (1,89) c) And other as a linking between a) & b): responsebility (2,13). This means students are able to do exercices, rols, agreements, etc. Cfr. Peiró (EERA, 2003) & (2007) Los valores en la prevención de la indisciplina y violencia educacionales. Revista Miscelánea de Comillas, v 65, núm. 126; pp. 353-378.

9. 3. Discipline, values & styles of teachers.

10. STYLES OF INTERACTION IN CLASSROOMS. STYLE refers to… 1. Combination of methods (Hoyt & Lee, 2004). 2. Characteristic behaviors in the promotion of the learning (Conti, 1989). 3. Persistent behaviors not relative to the contents (Kaplan & Kies, 1995). 4. Relative behaviors to the philosophy of an educational one. It is more than behavior or method (Zinn, 1990). 5. They are not only systems of beliefs, also behaviors and necessities that the educational one exhibits in the classroom (Grasha, 1994).

11. MISTAKES ON TEACHING. 1. If the educational ones are more centered to maintain the discipline that for the teaching..., then they stop to be professors and caretakers become or vigilant, causing impoverishment of the learning. 2. When there is a tendency toward the collectivepunishment, as the students they come this as unjust; the consequence is that takes place a labeled of the professor: all that emanates of him is injustice. 3. Only to sanction it is caught with the hands in the mass to who perpetrates, without going to the roots of the wrong, it promotes an out of focus with relationship to the main educational objectives. 4. To blame those who go to be the leaders means just the opposite of that wanted: to reward and to ennoble the rebels, and that is what they sought. Zanten, Agnés van (2001) Déviance et Société. IES, París.

12. MISTAKES’ ARE DUE FOR... • The tendency to make what has been suffered as student (mimicry), copying their old teacher. • Such ways are also used because they demand less time. • Many times it happens that acts without meditating sufficiently, with reactive dispositions before that makes the student. • Another reason is the lack of professional self-criticism, by way of revising the designs and systems in a periodic way. (Heckhausen, 1972)

13. Main trend. It has been demonstrated the professors that… - promote a strong orientation to the task in their students • and help to adopt bigger certain reasons to be disciplined have a more orderly atmosphere in the class. This results corroborated by Cervelló, Jiménez, Villar, Fields and Santos-Rosa (2004), Jiménez (2004), Papaioannou and Kouli (1999), Spray and Wang (2001), Spray (2002), Vallerand, Gauvin and Halliwell (1986), as well as Zounhia, Hatziharistos and Emmanouel (2003).

14. Questions-Hypothesis. 1. Not all teachers solely develop one educational way in an educational institution; neither oneself in an evenly continuous way. 2. If studentsfail in some values, shall teachers commit mistakes respect values in their way of teaching? 3. Teaching must achieve rules and values with scientific contents.

15. TEACHER'S MODELS We find with Grasha (1994) the following types: • expert, • formalized authority, • personnel influence, • facilitator • and delegation of functions and tasks. Such they are correlative to the proposal of Tomal (1998), who mentions the - supporter, - negotiator, - compromising, - negligent - and demanding.

16. RELATIONSHIP BETWEEN DISCIPLINARY EDUCATIONAL STYLE WITH THE VALUES.

17. EMPIRICAL APPROACH • Toil: Lickert questionaire • Web site as a data-base • You can see both in… http://violencia.dste.ua.es When you put intro on “convivencia”; after, you write as a kay p_estudio this word is reserved only for researchers and you.

18. THE CALCULATION OF THE STOCKING RELATIVE APPARENT TWO PREDOMINANT STYLES: A) The morest are: the backer (78,86%) and the negotiator (71,8%). B) The negligent ones are less, but there are them in a fourth part of teachers (25,6%). C) The controler and the compromising ones usually locate in half of the options, with 50,56% and a 44,26, respectively.

19. Teachers' styles to manage the peaceful-coexistencial climate in class-room. 78,86 NEGOCIATER 50,56 CONTROLLER 44,26 COMPROMISER 25,16 NEGLIGENT 71,8 BACKER 0 10 20 30 40 50 60 70 80 Province of Alicante (Spain), 2008-09.

20. The factorial analysis shows twooutstanding: negociater & backer.

21. OF SUCH DATA, YOU CAN CONCLUDE THAT THERE IS NOT A PURE STYLE. 1. The sum of the percentages of the stocking is not equivalent to 100%, it’s much more. 2. That which indicates, teachers refer elections in diverse models. 3. That is to say that each professor is not only different and it doesn't act in pure state, but rather one varies as the progress of the educational process, the circumstances, etc., and this is of common sense.

22. 3. A way of discussion & conclusion.

23. THE SIMPLE EDUCATIONAL MODEL. Punishment, rules… Indiscipline & Violence Mediation, empathy… There are REDUCTION

24. IT WILL BE NECESSARY TO BREAK THE CYCLE OF SCHOLARS VIOLENCE AND CONFLICT 4 5 Atack against the dignity Anger, rager… irascible, vindictive... Innatentive > disruption > indiscipline > violence. 3 6 New acts of agression: bigger conflict 1 2 CRISIS OF VALUES by Style’s teaching Imbalance of quality factors of education.

25. CONCLUSIONS

26. Before that classification mentioned above, it is necessary to avoid politic attitudes. • From outline democratic versus authoritarian, it is necessary to reflect inside the last one and to deepen in it. • The school climate is intimately related with the ethos of the centre, since it generates a syntality that motivates toward a modus faciendi. • If the educational institution does not promote peaceful-coexistence attitudes and values, it fails both to improve the pro-social climate at school and to prepare students for their future civic life.

27. 5. The integration of values, skills and alive attitudes can be made in the teacher’s style of disciplining. This is because each model bears consequences in the academic, social and human values achievements. 6. Even, each model of disciplinate & teaching one can show diverse ways, according to situations. 7. As each pedagogic pattern it is not innate, the achievement and the maintenance of pedagogic skills implies interest, reflection and effort… consequently, it is advisable that each teacher meditates on each one of their styles, analyze pros and versus, being in charge of some weekly hours to acquire the most convenient with the PEC and make an effort to be upgraded (to be trained).

28. COMPLEMENT OFEMPIRICALMETHODOLOGY.

29. HOW VALUES DISCRIMINATE BETWEEN MISBEHAVIOUR IN SCHOOLS?A case study.

30. % STUDIE’S KIND FOR YEAR 60,00% Infantil Primaria 40,00% ESO Bachiller COU 20,00% FP 0,00% 2003 2004 2005 SCHOLAR CYCLES

31. 90,00% 83,11% 77,84% 70,87% 70,00% Estatal 50,00% Concertado 30,00% Privado 28,16% 16,89% 14,37% 10,00% 7,78% 0,97% 0,00% -10,00% 2003 2004 2005 % KIND OF CENTRES FOR YEAR

32. REPRESENTATIVE SAMPLES? • We did not use representative samples, etc. but took advantage of the opportunity to deal with these topics, which provoke resistance on the part of the interested parties and administrations. (Polit, Hungler, 1995).

33. TEACHERS INQUIRIED % % Tipo de Usuario por Años 80,00% 60,00% TEACHERS STUDENTS BOS OF STUDIES 40,00% Tutor FATHER MATHER HEAD MASTER 20,00% 0,00% 2003 2004 2005

34. THERE’S USED THE CV TO INDUCE DATA.

35. % CONFIDENCE • In general, the procedures and the statistical techniques used are considered reliable with an error of 5 per cent; or trustly level 95%. • Student’s t-test indicates certain variability; there is not homogenization either.

36. IN ABSTRACT… • Calculating differences for the accumulated mean and adding up the results of 2003, 2004 and 2005… • Results the next figure…

37. Lickert scale 1…5 4,5 3,5 2,5 3,5 2,5 1,5

38. COMENTARIES ON THE FIGURE 1. The figure offers two sections: • the upper one located above Likert’s average (more than 3, on a scale between 1 and 5) and • the lower one, where averages are situated below 3 2. What really matters is not the attitudes as such but whether there is a real difference regarding those attitudes between one group of students and the other. 3. The absence of a certain level in the values can also cause a negative climate.

39. Feithful of axiological attituds t’ Student t means there are avariability emong educational centres. (This statements are according with Researches of Olweus, 1993; Withney & Smith, 1994; Debarbieux, 1999, y Blaya, 2001)