Effective Teachers Enjoy Seeing The Development

Published Date: 02 Nov 2017

Chapter 2

Theoretical Framework

In this section of the project you will find several antecedents that are related with the topic of how to enhance classroom management through the teaching of values. It includes literature review and theories that contain classroom management, reading strategies and values. In additions, it also describes definitions of the terms.

2.1 Antecedents

Effective teachers enjoy seeing the development of their students in classroom and this development not only has to be related with cognitive areas but also in the improvement of the students’ social skills. Therefore, the researcher considers that a positive classroom management needs to be focus on teaching and not spending the time with disruptions in the classroom.

Nevertheless, it is necessary to work in the group teaching values that will help them behave appropriately. These values will be the key for their successful future lives as professionals. Thus, the use of stories that are part of the curriculum to follow in the school will be a tool to teach values during the year, to work on classroom management difficulties and to reach the goal that is to comprehend the stories and acquired English language.

In order to obtain a clear scenario of this project it is necessary to define each concept and make an analysis of the point of view from different authors and its theories. The three principal concepts will be values, classroom management and reading process. It is the researcher’ desire to put the concepts together in order to obtain a positive result that will be inculcate values in sixth grade at Saint John Vianney School and therefore to enhance classroom management. Also to benefit teachers at this school to have effective and successful lessons without being interrupted by misbehaviors.

First, it was mentioned before the definition of values in The Merriam- Webster Dictionary (2004) "Something as a principle or ideal intrinsically valuable or desirable, human rather than material", so it is important to understand this concept clearly because what it is important for a person might not be important for another. Nevertheless, every person in this world has his own concept or idea of what a value is because as human being we recognize the necessity to live in this world and in our society appropriately.

Randall Durante (2009) in his book mentioned that there are different types of values that can include personal, moral, spiritual, and cultural also he stated that women have different values than men. Also those values can be tangible or intangible. However the purposes of this study it is to focus on values that are intangible such as respect, honesty, responsibility and tolerance, those related to social, cultural, spiritual and moral conditions because these values will help our children to grow as healthy individuals that will take positive decisions in their future lives.

Second, Massey (2008), in his book On the Shoulders of Giants mentioned 33 ways to guide you to greatness. These are ways to become an effective human being in this problematic world. The researcher encounter this book fascinated since each chapter started with a different authors’ quote that will guide you through the book and teach you how to overcome obstacles in our lives. It also mentioned writers and philosophers that faced difficulties in their lives that with their own experiences they overcome with positive attitudes. For this reason they were called giants of life because they provided through those experiences new perspectives.

Read literature of this type it allows you to face those merciless situations that you could not even imagine. For example, people can struggle with financial problems, illness or fear and they do not know how to overcome those moments. They can feel overwhelmed and they cannot live their life in the fullest. As a result, a personal crisis might increase the suicide risk. Therefore young children should be educated in values since early years so they become stronger in their personality and self- esteem and by this way they can face social pressure, demands, and drugs secure on themselves.

Since the point of view of the researcher the principal source of values it is the word of God, as the principal author of all values existed. It was mentioned before that exist tangible and intangible values. In the Bible, the values mentioned are related to intangibles ones like integrity, love, and forgive. For instance, according to the bible King James Version (1988) some verses can be listed as follow to enhance values:

"Better is the poor that walketh in his integrity, than he that is perverse in his lips, and is a fool. (Proverbs 19:1) and "Be kind to one another, tenderhearted, forgiving one another, as God in Christ forgave you." (Ephesians 4:32). It is the heart of God that as human being we can have healthy relationships among others, also be compassionated we others’ needs.

According to Linda and Richard Eyre (2010), they asked informational questions such as why, where, who, how and when teach values. In the literature review, the researcher will go deeply in each question in order to analyze the answers of the authors. The intention of the book of Linda and Richard Eyre is to help children to develop a strong character, which help them to face difficulties in their lives. Also the book stated that it is not a religion book because we all are different, so people from different religion backgrounds or believes can feel comfortable reading the book.

All different types of values, personal values that refer to individual perspective, social values related to society, moral values focus on what are right and virtuous, or spiritual values. All together basic purpose is to help each individual to fulfill their goals, to develop strong and positive human beings. Therefore, teachers should teach values and incorporate then in the school activities. Of course, they need to know their students very well in order to apply values that will be more effective according to the students’ needs.

Teachers need to keep in mind that they are very important part in the life of their students; the role of the teacher is to guide their students in the right way. This is a very challenging role and teacher should take this challenge with confidence. Henry Henry Adams points out that "A teacher affects eternity; he can never tell where his influence stops" ( Benshea, 2002, pag.3)

The other concept mentioned in this study is classroom management and how this can be positive or negative in the classroom environment. The definition of this concept was took by Hue (2008) as it was mentioned in chapter 1 "Classroom management is concerned not just with discipline and students behavior but, in a wider sense, can be considered a means by which the broader purposes of classroom life can be achieved" ( pag. 5).

Many teachers feel overwhelmed by this concept because they relate the concept to misbehavior in the classroom. Nevertheless, like Hue indicated it is not only discipline it also has to be with timing and other characteristics in teachers such as empathy, positivism, and love for what they do. During the observation process the researcher identified some steps the teachers followed to create a positive classroom environment. For example, rules in the classroom like ask for permission to talk or to stand up and also teachers supervising their students while they are working individually or in groups. Besides the researcher observed teachers’ way to communicate the topic, their gestures, methodology, and their organizations as well.

One theory revised in this chapter is Behaviorism by Skinner since he is consider one of the most important and recognized psychologist. His theory is the Skinner’s Behavioral Management. According to Skinner (1985) a human being can change his or her environment for better or worse. The researcher wants to experiment through the teaching of values in the stories in Reading class, the final behavior in the students and therefore if there will be a positive change in the classroom environment.

Besides some other books about classroom management will be taken into consideration to analyze strategies proposed by those authors, books like: How to Becoming an Effective Classroom Manager by Canters and Practical Application of Classroom Management Theories into Strategies by George Taylor.

In the reading literacy there are aspects that need to be taken into consideration. It is important that children enjoy reading in English as target language, so teachers should take activities carefully in order to have a successful class. Sometimes they do not like to read in front of their classmates because they feel shy, so he or she can be affected by its reading skills. Another factor it is that they do not encounter the topic interest or they do not even understands vocabulary.

Teachers at Saint Johnn Vianney have to use a specific book: Reading Paths by Richmond Publishing as a part of the curriculum and sometimes the stories are not attractive for the students for this reason teachers should be creative and choose carefully activities that catch students’ attention. Also focus on providing a comfortable environment, and if it necessary to have a dictionary to understand some words that are new for them.

In the literature review section will be analyze the steps of comprehension in reading and other strategies to enjoy Reading classes and to have appropriate level of comprehension and skill in the students of sixth grade.

2.2 Literature Review

This section is the result of hours of research about relevant information about values and different point of views, reading strategies and effective classroom management methods. The purpose of the researcher is to put the concepts together in order to enhance classroom management at Saint John Vianney School through the teaching of values and the same time being focus in the acquisition of English as a second language through stories.

2.2.1 The Roots of English

In this study a brief review of English’ roots it is fundamental because as a student of English each detail of the career is consider important in order to acquired the knowledge and handle even basic information for future references.

English language is a combination of several dialects of Germany and Indo – European that it is group of languages that include French, Greek, Hindi, Latin and others. English language was brought to Britain by Germanic speakers also known as Anglo-Saxon in the mid-5th century and after the invasion to Britain. There were influenced of Celtics, the language of Celtic church and Latin by the Roman church. The mixing of early languages is known as Old English.

Old English varied a lot from modern English that even native English speakers consider it unintelligible. In order to understand old English it is necessary to study it as another language. Furthermore, as any other language old English has suffered modifications during the history. Those changes were made phonological, syntactic and morphological.

Middle English period started in 11th century to the late 15th century, it was a period influenced by the Norman Conquest. The noble people such as kings and queens used to spoke Anglo Norman a dialect of French language while common people continued used English as their language. During this period a big change occurred in grammar and in vocabulary as well besides the sound of spelling was influenced by Norman speakers.

Early Modern English period started in 15th to 17th century, it also known as a period of huge changes. Increased literacy, appeared the Great Vowel Shift that consisted in changes in English pronunciation by Jespersen a well know Danish linguistic. In addition, it was the time of the poet William Shakespeare and the first dictionary was published.

Modern English period started in the 17th century to current days. The impact of the Industrial Revolution and technology helped the English language to develop and create more words and phrases. The only different between American English and British English consist in pronunciation. According to Crystal, British and U.S.A are the two countries with major varieties of the language and about 400 million people spoke it. (Hogg and Denison, 2006).

Theories of a Second Language Acquisition

Schumann, explained the Acculturation Model theory consisted in the process of adaption to a new culture and language, the successful of this theory remains in if the learners (L1) view the target language group (L2) as equals and both groups can have a friendly relationship. ( Saraswati, 2004, pag. 35). Immigrants should consider this theory as positive and apply it to their lives. Of course it is not an easy thing to do when your environment it is so different from the one you are used to. Besides the environment, language, people, job everything is different, so as Schuman indicated it is a process and the successful is to have a positive attitude and take advantage of the experience.

Accommodation theory by Giles and Byrne it is similar to the Acculturation Model but the views in each group L1 and L2 are constantly changing. Both groups try to use different ways of communication could be verbal or non- verbal like gesture in order to accommodate, interact and understand each other of course motivation is essential. ( Saraswati, 2004, pag. 36). Sometimes this accommodation period is easy to reach because in the case of English and Spanish there are some similarities within the language, and if you do not understand a word you try it to explain it with gestures or body language in order to communicate your ideas. However, when the language it so different from your native language in the case of Spanish versus Japanese it will be a little harder to understand ideas and the accommodation process can take a longer period of time.

Discourse theory by Hatch indicates that the learners discover the potential of the language by participating in communication; it flows in the structures of conversation. The main principals structures are: follows a natural route and the native speakers adjust their conversation to help non- native to understand them. ( Saraswati, 2004, pag. 36). This theory can be very useful, especially when native speaker help the non- native to understand the language by adjust their conversation with an easy vocabulary, a modulation of their tone of voice, and even with a slow pronunciation.

The Monitor Model theory by Krashen, it is also known as input hypothesis. It main characteristic consist that a learner` s learned system acts as a monitor, this means that the learned system is used to review the conversation. Also this theory indicates that students need to have time to correct themselves, teachers should supervise students` conversations and help them only when necessary. ( Saraswati, 2004, pag. 36). The objective of the theory consist that the students can identify and correct their own mistakes. They will be monitoring their own conversation and be aware of errors to be corrected or if it necessary ask for help to the teacher.

Differences between approaches and methods

These terms sometimes are difficult to understand, especially in order to understand their differences. For this reason, it is important to define each term and have a clear understanding of the concepts. First, an approach it does not contain procedures it can be related to the theory of the second language acquisition described above. Also an approach it is known with the name of assumption.

Method is like a plan to present the language material and an approach should be selected in order to obtain results. The linguistic Edward Anthony identified these three levels of organization called: approach, method and techniques. He defined each term as follow:

"An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught…"

"Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the select approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods".

"A technique is implementation – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well" (Richards and Rodgers, 2001, pag. 19)

In summary, these concepts can be understood as techniques teachers will use in classroom as strategies to accomplish the main objective of her or his designed plan but this plan cannot be reaching without a method based on a specific approach. According to Anthony´s model approach is the level in which beliefs about language are specified , method is the level in which theory is put into practice, and techniques is the level in which procedures are described. (Richards and Rodgers, 2001, pag. 19).

Structural Methods

In this category it can be mentioned Grammar-translation method and Audio – lingual method as an eclectic approach because we can find a combination of different aspects, some its characteristics are: learning a specific language is not only required to learn the word but also the syntax, the vocabulary it shown in a list that is graded, it follow the order of listening, speaking and writing and also follow a sentence pattern. In the case of Grammar translation method it main focus is to help students in grammar and improve vocabulary to memorize it. Nowadays, this method is less used by teachers but it is still a method that can be taken into consideration since grammar is the back bone of language. Also in order to communicative in a clearly and effective way grammar cannot be left out.

Audio-lingual method, it was first called oral method and it was developed in U.S.A during World War II due to the necessity of the government to have people who can speak different languages fluently. This method has the basic structure a dialogue in the target language, that had to be memorized by the learners, the teacher help to review the dialogue, and then there were questions in the target language that should be answered by the students applying the knowledge they have in the L2 language.

After that, the teacher review all grammar and provide explanation to the students , then the students have to apply those concepts in the proper way noticed the grammar structures such as verbs, adjective and so on. Finally it was necessary to review vocabulary in a dictionary in the L1 language to clarify concepts. Reading the dialogue was also necessary to check pronunciation by the teacher. This method worked with small groups and also used books to fill out exercises. However, Audio- lingual method it is not used a lot anymore but it is still used in some text because of the attacks received by the American linguistic and philosopher Noam Chomsky known as the "father of modern linguistic". ( Saraswati, 2004, pag. 67).

Functional Methods

Communicative approach it gives us a strong and a weak version. This is for example, that in the strong version learners must to use English language to obtain the knowledge they need to learn, while in the weak version the students learn the English first and then they use it to communicate. In other words in the strong version students are forced to speak in English even if they struggle in order to communicate their thoughts, while in the other case they have to learn little by little and after the process of acquisition they try to produce what they learned.

Total Physical Response (TPR)

It was developed by James Asher. This professor indicated that language is learned by physical activity. The teacher can say a specific command and then the students imitate the commands by role plays using their bodies. It means that the oral part it was taught first then the writing part. ( Saraswati, 2004, pag. 71). In the explanation of this method the professor Asher stated that this process is similar to the acquisition of the language by babies. It said that the babies received commands by their parents, even though, they cannot respond with verbal language they do what they parents ask them to do. It is a long process but in the way they are having an internalization process. On the other hand, teachers can take advantage of this method because at the beginning of the course some students feel shy to speak in other language. This method is very useful while the student get familiar with the rest of the class so during this period they can respond to the teacher physically to show comprehension of the language. Furthermore, it is method that does not need a lot of space to be practice and it is appropriate for those students who like to be active.

Total Physical Response (TPR) Storytelling

This method was develop by Blaine Ray and it follows the same characteristics of total physical response method but with the difference the author used stories in third person of singular , he believed that using third person the class would be more interesting for the students. Teacher read and act stories, or let students to read it and after that the teachers start to ask question about the story to measure comprehension of the target language. According to Henninger, (2007) storytelling is "an art… recreating literature – taken the printed words in a book and giving them live" (pag.4). This method is very effective in reading classes since the teacher can be very active, dynamic and also creative to recreate stories in a fascinated way for the students and during this process the students will take knowledge of the target language.

The Silent Way

In this approach invented by Gattegno the main objective was the teacher remain in silent while the students produced and participated as much as they can. This mean the students were responsible for the development of the language and not the teacher. The teacher should not model the language but instead should be a supervisor in order to guide their students only if necessary. As cited by Gattegno "The teacher works with the students and the students work on the language".

This approach it is similar to Audiolingualism but the difference it is based on the organization of the activities The students have more responsibility and the freedom to speak, ask and answer questions in the classroom without being interrupted by the teacher at least it is necessary. ( Saraswati, 2004, pag. 71).

Suggestopedia

The Bulgarian psychiatrist Lozanov believed in the principles of Suggestology it was a science that studied the human brain and its power to tolerate pain. Lozanov in his studies used suggestion instead of anesthesia for surgery and he realized that through this technique the patients did not feel pain. In the acquisition of English this method can be used by teachers to help students to remove their fears from their brains and after that have a better performance of the language. ( Saraswati, 2004, pag. 72). The beginners in the process of a second language acquisition most of the time feel fear to be exposed to a new language because they do not want to make mistakes. The suggestopedia method should be used by teacher to help their student to forget about this feeling of fear and enjoy their class. Of course it takes time and the teachers need to be self-confidence and make students feel confident as well.

There many other methods in English for example, Direct Method which do not use the native language at all and it is against the Translation Method that is based on teaching the language through translation believing that it is an easy way to learn.

2.2.2 Reading

According to Chapman and King, (2003) there are three levels of comprehension in reading known as the terms online, between the lines and beyond the lines. The first term online refers to a literal comprehension, this means that the students is able to identify main ideas, characters, cause and effect and details from the story. In this level the teacher should make explicit questions to identify if the students understand or not the story. In the second level that is read between lines it is related to inferential comprehension, the author indicates that the student cannot find the answers in the story but instead he or she needs to understand the material in order to provide appropriate answers. Besides the teachers need to develop question in such way to verify inferential comprehension. Finally the last level is beyond the lines or evaluative comprehension at this point the student will be able to make judgments and use critical thinking.

As the authors above indicate that readers have the right to comprehend what they read "When I understand what a word means – I can use it to understand scenes. When I do not know what the words say – I unlock the meaning in my own way. When I do not understand. I search for clues close at hand". (Chapman and King, 2003, pag. 139).

Therefore, the students need to be exposed with texts, during this process they will obtain information and at the same time acquire skills. On the other hand teachers should provide an appropriate environment to take advantage of reading classes. For example space, order in the classroom, light, fresh air and of course an interesting book. This sometime is difficult due to the school requires to following a specific book as a part of the curriculum , in this case it will be necessary for teacher to be creative and dynamic making reading classes a fascinated moment.

The researcher could not change the book for this project; instead analyze the stories in the book called Reading Paths by Richmond Publishing level 6. This book contains 8 units but due to the limitation of the time only two stories were discussed with the students. Each reading lesson in the book has activities to develop oral language, also a key vocabulary to analyze it before reading and predictions. In addition is divided according to the students need such as beginner, intermediate and advanced groups.

The names of the two first stories are: The Roller Coaster Expert which is about a boy in a new school and the difficulties he faced the first days of classes. The researcher took advantage of this story to fulfill the objective of this project that is to enhance classroom management through values, so after the reading of the story the whole group discussed values that can be found within the story such as tolerance and friendship. The name of the other story is Time to Help Out and it also has a time to help students to find their talents and share them with others. As the characters of the story, the students also felt motivated to help others and discovered they have values that help them to grow as human beings.

Therefore, the researcher’s purpose was achieved; it does not matter if the stories were not about values as the main topic. At the end of stories the teachers can have a debriefing with their students and inculcate values in their lives.

Fundamental Strategies and Skills that Build Reading Comprehension

According to Cripe and Vetter (2011), the specific strategies to comprehend reading are predicting, context clues, inferencing, visualizing, and making connections. The predicting strategy is to help students to be aware of the reading and more attentive. The teachers can provide pictures of the story or just to see the cover in order for the students to guess what are they going to read.

The context clues strategy can be used by the teacher in order to keep students alert of new words and find the meaning while at the same time students are increasing vocabulary. For example, in this strategy an activity could be a sentence given with an underlined word, and then the students need to guess the meaning, after take out some clues within the sentence and at the end check dictionary definition.

In the inferencing strategy, the process could be difficult and it could take more time but at the end the students feel proud to discover what is going to happen in the story using prior knowledge.

Visualizing is the capacity to create pictures in the mind about the story, this make the reading process easier and comprehension possible. Finally, making connection strategy can help students to make personal connection with the text, this mean that they sometimes think in a way to be related with characters in the story in one way or another.

Second language acquisition readers have difficulties to understand the stories because vocabulary is unfamiliar and they feel overwhelmed. At this point students need to use some word attack strategies such as: picture clues for example if a picture or any object might help the student to understand the sentence, look for chunk in the words , this chunks could be prefixes, suffixes or base words to finally discover the meaning of the word. Other attack is to connect a word you know, the student should think in a word that is similar to the unfamiliar word and then make a comparison.

Sometime it is necessary to read the sentence more than once because this can help students to understand better the context. This can be mixed by the attack of prior knowledge , for example use information that the student already know about the topic and make a relationship with the book or paragraph they are reading. These strategies will help the students to understand and comprehend what they read and it does not matter the unfamiliar words or paragraphs keep reading. For sure the students will feel very proud of the results and the improvement of their knowledge will be finally a success. (www. Readinga-z.com, 2013)

2.2.3 Values

The objective of the researcher applying values in the stories is to help students to think about their misbehavior and decide to change for positive results. When values are inculcated to our students they will be conscious of their attitudes and therefore an effective classroom management will be taken place.

In the antecedents part the definition of values were clarify and also it was indicated that there different types of values according to the point of view of Professor Randall Durante in his book. He mentioned personal, moral, spiritual and cultural values and also he proposed a compilation of activities to enhance values in the participants. Some of those activities were used in the students of sixth grade at Saint John Vianney School to achieve to goal of the researcher. The purpose of this study was to focus on those intangibles values that will help students to become effective human beings in society.

According to Venkataiah (1998), there are four views of the nature of values . These views are: The Interested Theory and it is also identifying as realistic theory which is subjective and indicates that values depends on the person’s interest. Then, the Existence Theory or Idealistic states that values exist independently in their own right or interest. After that, the Experimental or Pragmatic Theory said that if values give happiness in the present will give more in the future. Finally, the Part-Whole Theory indicates that in order to realize and enjoy value everything needs to be together and cannot be separate it.

In his study Venkataiah indicates that the classification of the values consists in the dominant desire in man. When he refers to the word dominant it means persistent and at same time something that gives happiness and pleasure. On the other hand, he mentioned the importance of teaching values at school. He stated (1998) "Value education means inculcating in the children a sense of humanism, a deep concern for the well- being of others and the nation". (pag.2). He claimed that our future society is in the classrooms and value education is not related to imposition but the capacity to change a diseased mind of young children into healthy mind.

In addition, Venkataiah argued that sadly our education system has proved to be deficient because it does not take time in teaching values. It is necessary to remember that students come from different backgrounds and most of them from dysfunctional families. They are affected physiologically and emotionally, therefore, teachers cannot ignore the fact that teaching of any value is a powerful strategy to affect positively the lives of our students. For this reason, as this author recommended values could be integrated in different subjects in the school program, there is not a special technique of values, they can be included in a natural way. It requires commitment by the teacher and desire to help the students in order to make the difference. In summary, as it was mentioned in chapter one, the contrary only becomes a detriment to all of society in which no one respect for one other.

According to Venkataiah (1998), some strategies that teacher could adopt in teaching values are:

1. Direct value education: The author mentioned that there are textbooks related to values. This is a traditional approach that can be religious or not.

2.Incidental approach: The students are exposed to different situations that affect their lives , this situations or we can called them problems can occurs at home or at the school , so it is an opportunity to give a proper advice and to teach values.

3. Routine co-curricular activities approach: The author suggested that participation in games could be an opportunity to give instructions related to values.

4. Indirect- curricular: Teachers can take advantage of their books of different subjects and apply some situations and enhance values. A small discussion or even a role play can be used to clarify specific values.

5. Personal example: Venkataiah stated that there is not higher and most effective method than by personal example. Students will be positive affected by the example of their teachers.

On the other hand, the authors Linda and Richard Eyre (2010), asked informational questions such as why, where, who, how, and when values should be teach. They recommended that the reason why it is important to live with values is to prove that is the best route to happiness and be productive in society. The author indicated that the appropriate moment to teach values is at all ages; the only consideration is to give a different emphasis according to different ages.

Another question is the place "where" values are taught and the best answer is in home. In consequence it answers the other question that is "who" and as a result indicates that parents are the one who has to be examples for their children. The author stated that parents need to choose which values to teach and what to teach. Besides they recommend applying different values to each month of the year. For example in January the value of honesty will discuss with the children, and then February will be focus on courage on so on.

Teacher can used this strategy in their students by using each week of the year or every other week instead month to cover a bigger list of values. The author stated that parents are the one who has to be examples in their children but sometimes this is not a reality because children belong to dysfunctional families. Therefore, teachers should take the position of the one who gives the example to the students and this is not an easy job but for sure will affects children´ s eternity.

The researcher read some quotes from a book named Great Quotes to Inspire Great Teacher and wanted to share them in this study. According to benShea (2002), "Actions don’t speak louder than words. They shout". (pag. 16). This means that as teacher we need to be an example to follow and the best way to accomplish this goal is by the teachers’ actions. Other remarkable quotes of this book are:

Albert Einstein cited "try not to become a man of success, but rather try to become a man of value". ( benShea, 2002, pag. 3).

Dan Zandra stated "There has never been another you. With no effort on your part you were born to be something very special and set apart. What are you going to do in appreciation of that gift is a decision only you can make" ( benShea, 2002, pag. 5).

Ron Disney said "When your values are clear to you, making decisions becomes easier" ( benShea, 2002, pag. 6).

In summary, many authors, philosophers, teachers, and most of all the source of every value known which is God. All of them took time to talk and teach about this topic because they considered human kind progression will be developed appropriate only if they take appropriate choices and decisions.

2.2.4 Classroom management

According to Skinner (1985) he believed in positive and negative reinforcements, this means that if the students received a positive comment or even a reward for the appropriate behavior they will continue to behave in that way. Negative reinforcement, on the contrary it could be used to discourage inappropriate behavior in the students. It is not a punishment because this can cause negative response by the students but instead help them to develop an assertive discipline.

However, classroom management it is not only related to discipline but also as strategies or method teachers can use to have a positive classroom environment. There are some points to take into consideration such as organize lesson plan, rules, time, space and even teachers’ body language. All these aspects together help the professional to obtain a successful teaching. The researcher asked some of the teachers at the school to define the term and they provided different answers. For example, some said: it is related to discipline, others to organization and others to friendship between students and teachers. In order to obtain a deep concept all those answers should be taken into consideration as part of an effective classroom management.

This is an extensive topic and there are a lot of concepts, theories, and opinions given by different authors. First it is necessary to review these works related to classroom management, misbehavior and discipline to have a clear understanding of the definitions and how to apply strategies in a real scenario at school.

B. F. Skinner is one of the most cited authors about the concept of behaviorism due to his works and experiments to see reaction through stimulus and response. According to Skinner (1988) a person performs an action and through this the environment can change positive or negative, because any action you performed it has consequences. This mean it does not matter what you do could be wrong or right at the end you will obtain a result that will affect your life.

In this context teachers can learn from this theory to develop a plan and advice students that if they behave appropriately they will have reward. The rewards can be anything teachers consider it will be something interest for the students to get. For example, be teacher for one or two hours, received a positive message in his or her notebook or even have free time. Educators should observe their students first to determine their interests but if the students have negative behavior as a result they will have a negative consequence.

Other concept is discipline and can be explain when a group of students is together, in order to work in the right way the professional in charge of the group should set rules to obtain the positive environment expected. Only if you obtain a positive discipline you will get successful results in you task assigned.

According to Bear (2010), " Traditionally , discipline has referred to (a) the management of student behavior , with an emphasis on the use of teacher centered strategies and techniques , both punitive and positive, and (b) the development of self discipline , with an emphasis on the use of student centered strategies" (pag.2)

This means that discipline can be defined in two approaches, the first is related to techniques to controls students` behavior and the second one is developing self-discipline which means to have self control of actions. The students should learn how to control their emotions and be more responsible of their actions.

It is important to understand that the reason of misbehavior most of the time comes from the students’ own environments. They demand attention that they do not have in their nuclear families and in the way they do is through speak or stand up without permission and some other negative actions.

Nowadays, an important number of families are dysfunctional; this means that the problems faced by these families are affecting the children with their self-esteem and as a result negative behaviors. They learn by observing and imitating if the members use bad language they act in the same way. Also depends on the age of the children they will have different types of behavior if they are little most of the time they misbehave because they feel hungry or unconformable , or sometimes as a sign of growing they want be independent and behave in a strange way. It is important that the teachers identify these causes so they can respond in an effective way and have successful classes.

According to Taylor (2004) not only families are the reason of misbehavior but also the school. He indicates that school should assume the responsibility in some of these problems because sometimes their professionals do not plan appropriately their lessons. (pag 1). The plans lessons should be design in such of way that the educator takes into consideration all children needs. The intervention of teachers at early ages is very effective and they will help students to handle their frustration in a proper way.

Payne (1998), stated that children from impoverish background have the following behaviors characteristics: "1. Laughs when discipline; is disrespectful to the teacher; 2. Argues loudly with the teacher; 3. Responds angrily; 4. Uses inappropriate or vulgar comments; 5. Fights to survive or uses verbal with other students; 6. Hands are always in someone else; 7. Can`t follow directions; 8. Is extremely disorganized; 9. Talks incessantly; 10. Cheats or steals. (Taylor, 2004, pag.3). By knowing all those characteristic teachers can work in effective strategies to develop positive classroom environments.

Curwin and Mendler (2003) stated that discipline should involved students, teachers, and the classroom environment. All these together interact in daily basis so it is necessary to apply as the author said discipline with dignity. They provided in their book 12 steps to follow as guide for teachers in order to ensure the success when disruption occurs. (pag.21)

1. Let students know what your need, and ask them what they need from you. It is a common practice to only give instructions of what you as a teacher needs. But according to the author a teacher who really cares about students will ask then also what they need.

2. Differentiate instruction based on student´s strengths. Sometimes students misbehave because they do not understand teacher´s explanation about the subject, so it is important and necessary to adapt or even change the teaching style to fulfill students´ needs. On the other hand, students feel the subject material easy it is necessary to increase the challenge in order to avoid misbehavior.

3. Listen to what students are thinking and feeling. The authors recommend that active listening is a powerful technique to avoid disruptions in the class. Sometimes teachers do not put attention to the students and ignore their suggestions, nevertheless, teachers also can learn from their students by only listen to their worries or problems.

4. Use humor. Teachers should take difficult situation with wisdom. It is necessary to clarify that teachers do not have to make jokes about the students but could use jokes as a method to handle problems is a proper way.

5. Vary your style of presentation. They explained that older children put attention by 15 minutes and younger children by 10 minutes maximum, so it is necessary to teach in those periods of time and then use other strategies such as discussions, activities with small groups or any other to avoid disruption in the classroom.

6. Offer Choices. It is a teachers’ job to help students to make positive decisions. If they come to you with a problem, you can give suggestions on how they can face those problems but at the end they need to learn to take decisions by themselves.

7. Refuse to accept excuses, and stop making them yourself. If teachers allow students present excuses every time they fail, they will not be responsible of their decisions. On the other hand, it is very important that teachers keep what they promise because if not, they will not be an example to follow.

8. Legitimize misbehavior that you cannot stop. The authors suggested that if some misbehavior cannot be stop, so teachers should find way to legitimize it. This means that they need to work in activities that can be use when misbehavior arises. Of course, creativity is the key because it is not about what students want to do but instead turn misbehavior in positive actions.

9. Use variety of ways to communicate with children. Other forms of communication could be a smile, a polite gesture, or a positive message. In addition, a hug or handshake can very effective especially with those children that have dysfunctional families but keep in mind to be very careful with physical contact with their students because it can be misunderstood.

10. Be responsible for yourself, and allow children to take responsibility for themselves. Teachers of course are the example to follow; they need to accomplish their tasks appropriately because the students are expecting the best of them. In the same way students need to complete their task or obligations satisfactorily.

11. Realize that you will not reach every child, but act as if you can. The authors indicate that sometimes students will fail in school even in their own life but teachers should work with optimism and as hard as they can to help these students to succeed.

12. Start fresh every day. This is a very wise advice, it is important to let aside negative circumstances that already happened and keep on going on new opportunities to do work in the best way we could.

To sum up, classroom management deals not only with misbehavior but also with creative ways to plan and develop each lesson. Teachers should keep in mind the every students are different and they need to be treated in a different way because what it works for one students it does not work for other. The goal of the teachers is know and understand their students very well in order to handle each situation appropriately.

2.3 The researcher’s investigation question was focused in how to enhance classroom management through the teaching of values in reading class. In order to clarify the relationship among these concepts it was necessary to define each term separately. First, in order to develop reading skills, the strategies mentioned by Cripe such as predicting, context clues , inferencing, visualizing and making connections and also the three levels of comprehension written by Chapman and King known as online, between lines and beyond lines should be follow with an appropriate classroom environment, for example comfortable space, quite place, and lighting.

Besides the strategies mentioned above, the process of the acquisition of the second language will be taken place. Therefore, values will be an effective and necessary resource to use among the students, especially those intangible values to help students become effective and positive human beings in society.

For that reason, some of the strategies proposed by Venkataiah are used in the development of this study. For instance, use textbooks related to values, take advantage of incident approach, indirect curricular, and of course personal example.

In addition keep in mind "Wh" questions proposed by Linda and Richard Eyre, that indicate why, where, who, how, and when values should be teach. Values should be teach and start in homes; nevertheless, it is an opportunity that teachers have to help those dysfunctional and non-dysfunctional families to encounter purpose in their lives. As cited by Venkataiah (1998), "Education without vision is waste; education without value is crime; education without mission is life burden" ( pag. 12). Teachers know that they not only have to teach a specific subject in their career but also to take every opportunity to make the difference in students’ lives. The teacher’s role could be a hard work to do, a lot material to prepared, books to read, plans to do even during weekends but something is true, teacher should love what they do in order to transmit a warm environment to their students.

There is a big responsibility in this profession; if the teachers are effective the students will be effective, if the teachers are negative, the students will be negative too. Teachers are an example to follow, they should show respect in order to receive it and of course educate students in values to reap values.

The convenient strategies of reading skills and values will be developing the desired classroom environment. Teachers should follow suggestions or techniques proposed by authors in order to control misbehavior in their classroom which is necessary to keep updated. But after all, as Curwin and Mendler called their book discipline with dignity is the key of success.