A MODEL OF CLASSROOM MANAGEMENT STRATEGIES

FOR
PRIMARY SCHOOL STUDENTS’ SOCIAL SKILLS DEVELOPMENT
IN BANGKOK

(Your full name)

MAHIDOL UNIVERSITY. BANGKOK

 Abstract

This study seeks to validate the hypothesis that classroom management is a

sphere of Thai primary education that can be improved if primary school classroom
teachers give their young pupils frequent, consistent exposure to appropriate types of
nurturing that will both inspire and augment potential for early childhood social skills
development. It is easier to equip students who are competent at academic performance
with the social skills necessary for success, both in education and life (Cohen, 2006; Elias,
2003; Elias, Zins, Graczyk, & Weissberg, 2003; Kohn, 2008; and Matula, 2004). Research
was conducted at three types of primary schools in Bangkok, Thailand: demonstration
schools, public schools and private schools. Three steps were taken in obtaining samples
from the target population of primary students and teachers under the supervision of the
OHEC, OBEC and OPEC in Bangkok and a simplified sampling size formula created by
Yamane (1967, as cited in Israel, 1992) was used as a foundation from which to calculate
the total number of 3,681 sample primary students (grades 4-6) derived from the target
population of 11,824 primary students (grades 4-6). Results showed that proper activities
need to be introduced to enhance classroom teachers’ five unique core caring habits of
open-minded, promoting, uplifting, supporting and encouraging that would in turn enhance
particularly grade 4, 5, and 6 students’ social skills in the aspects of peer relations, self-
management, academics, compliance and assertion respectively and in academic
excellence.
 A MODEL OF CLASSROOM MANAGEMENT STRATEGIES
FOR
PRIMARY SCHOOL STUDENTS’ SOCIAL SKILLS DEVELOPMENT
IN BANGKOK

The low academic achievement as well as undeveloped social skills of Thai students
are pushing educators and parents to demand progressive education reforms that improve
academic performance and help ascertain social success (Barnard, 2004). To achieve these
important goals, primary school administrators in Bangkok, overseen by the Ministry of
Education under a two-tier education management system supervised by various Governmental
bodies must develop classroom management strategies based on progressive theoretical
approaches to empower students to succeed in both academic performance and in terms of the
development of their social skills.
Research postulates that classroom management is enhanced by teacher use of the
seven caring habits, that is to say: support, encouragement, listening, acceptance, trust, respect
and negotiation (Glasser, 2007). Use of such seven caring habits will stimulate and reinforce
early childhood development of the five social skills, i.e., peer relations, self-management,
academics, compliance, and assertion; each having been identified as a social skill key for
successful presentation and future social interactions (Caldarella & Merrell, 1997). In addition to
implementation of the above mentioned caring habits, development of social skills in Bangkok
primary students also depends upon an array of external factors. In 2002, the Thai education
system was reformed to increase efficiency by order of The National Education Act (ONEC,
2002). School administrators were to be held responsible for design of academic, administrative,
and classroom management policies, and teachers were to be held responsible for teaching
approaches and implementation of classroom management practices based on policies decreed
by administrators.
Institutional support for early childhood social skills development, teacher
commitment, likeability and trust, parental involvement and home environment also contribute to
student development of the five social skills. Apart from policy factors at school, social
environment and culture should also be considered before implementing social skills
development programs (Taylor & Dymnicki, 2007). Anderson and Minke (2007) cited
McWayne, Hampton, Fantuzzo, Cohen, and Sekino (2004) as finding that parental involvement
can also improve the social skills development.
From the 1930’s to the present, behavioral researchers and classroom management
theorists have created new theories with the ensuing implementation to encourage positive
student behaviors and maintain order in the classroom. Research has recently been undertaken to
identify and understand skills teachers use to engage students and limit classroom disruption
(Kaliska, 2002). In the 1950’s William Glasser began research on ‘personal choice’ as the cause
of good or bad student behavior (Kaliska, 2002); and later, in 1996, he developed Choice Theory
from earlier work with Control Theory. He noted that students choose behavior that helps them
meet five basic needs: survival, love and belonging, power and achievement, freedom and ability
to make choices, and fun and enjoying work (Erwin, 2003). Glasser also suggested that students
can, by making better choices, eliminate inappropriate behavior and practice effective self-
management (Tassell, 2011). Glasser’s Choice Theory helps teachers teach concepts such as trust
building, making connections with responsible choices, taking decisions, talking together,
acquiring knowledge, getting along, and caring and respecting one another to help students
eliminate inappropriate behaviors and assist them with attempts to meet those aforementioned
five basic needs.
There are several classroom management theorists and behavioral researchers,
namely Kohn (2008), Dreikurs (as cited in Evans, 1997), Canter (1978), Wilson and Corpus
(2001), and Erwin (2003). All these noted researchers supported the classroom management
approach studied by Glasser in 2007, who claimed that the individual specific attributes of the
seven caring habits: supporting, encouraging, listening, accepting, trusting, respecting and
negotiating can be used to enhance students’ learning and development in five social skills, i.e.
peer relations, self-management, academics, compliance and assertion as studied by Caldarella
and Merrell in 1997. Research findings related to these two major areas postulated that caring
habits are closely and significantly correlated to social skills development. As stated by Elias
(2003) and Kress et al. (2004), caring habits have a great influence on academic and social skills
development.
The relative sparse research on classroom management strategies in Bangkok has left
room for further research. This study seeks to validate the hypothesis that classroom
management is a sphere of Thai primary education that can be improved if primary school
classroom teachers give their young pupils frequent, consistent exposure to appropriate types of
nurturing that will both inspire and augment potential for early childhood social skills
development. It would be easier to equip students who are competent at academic performance
with the social skills necessary for success, both in education and life (Kohn, 2008; Cohen, 2006;
Matula, 2004; Elias, Zins, Graczyk, & Weissberg, 2003; and Elias, 2003).
Academic success at Bangkok’s primary schools is at present, solely defined as the
passing of exams that permits entry to prestigious secondary schools. Primary school classroom
management policies and practices underscore rote-learning as the singular method of teaching
answers to standardized tests. According to research, overemphasis on test scores in primary
education can actually retard academic performance going forward, and diminish the potential
for students to be active participants in society, whether in the West or in Thailand (Cohen,
2006). Mahakuntha, Ratanaphon, Tansiri, Namwong, Duangkamnerd, Dao, and Chinaksorn
(2012), pointed out that “more emphasis on academic contents than on Thai youths’ balanced
character and performance was one of the four key failure factors” (p. 120).
Thai primary students exhibit poor academic performance in comparison to their
peers in both developed and developing countries; with low rankings in both standardized
international tests and national O-Net tests organized by the National Institute of Educational
Testing Service (Saiyasombut, 2012). And according to the World Economic Forum’s Report
on Global Competitiveness in 2013-2014, Pitsuwan (2013) concluded that Thailand’s higher
education attainments are abnormally low compared to other ASEAN Member States because
Thai students are not taught to think critically and solve problems independently. The quality of
Thailand’s educational framework was ranked 78th, and its system of primary education was
ranked 86th among 145 countries surveyed (World Economic Forum [WEF], 2013).
Amongst the 10 ASEAN Member States, Thailand’s educational system framework
and primary education quality were ranked 8th and 7th, respectively, (Onwimon, 2013). These are
serious matters that require a national strategy to reverse a downward spiral of low academic
attainment. Pitsuwan (2013), also confirmed that Thailand was ranked 53rd (ahead only of
Libya), among 54 countries surveyed for English proficiency in 2012.
In order to achieve higher academic rankings among ASEAN Member States,
Pitsuwan (2013) states that, “English could be an answer to Thai educational malaise because
English is the working language of ASEAN, but Thai youth are lagging behind in this
increasingly important tool of communication in ASEAN” (pp. 3-4). To excel at subjects taught
in English and interact with ‘native speakers’ and foreigners who use English as their lingua
franca during their stay in Thailand, Thai primary students need both improved academic skills
and social skills that instill confidence. Furthermore, as revealed by Matula in 2004, schools that
include social skills development in curricula the students also perform better academically. A
growing body of evidence also indicates that mastery of social skills can foster academic
achievement and help schools and pupils reach hitherto unmet goals (Committee for Children
2003; CASEL 2004, as cited in Matula, 2004).
Therefore, the current study helps to understand the underlying problems facing
educators in encouraging change in the academic achievements of Thai students and the
development of their social skills and how to overcome these problems and achieve positive
change in the Primary Schools in Bangkok.

Method
Participants
Research was conducted at three types of primary schools in Bangkok, Thailand:
demonstration schools, public schools, and private schools. The sample population is primary
teachers and students (grades 4-6 Thai language instruction) overseen by three offices: OHEC,
OBEC and OPEC under the supervision of the Ministry of Education (MOE) in Thailand. The
target population randomly selected as representatives has equal probability of being randomly
selected (Frerichs, 2008).
Criteria for random sampling are listed below:
1) Schools under supervision of the OHEC, OBEC and OPEC are randomly selected to
represent populations of the OHEC, OBEC and OPEC primary schools in central
metropolitan Bangkok.
2) Minimum number of 250 students enrolled per school is required. This number will
return sufficient data at each grade level, thus reducing the risk of insufficient data
from smaller classes.
3) Central metropolitan Bangkok primary school locations are known to have highly
competitive enrollment standards.
 4) Accessibility of data after random sampling process completion (Frerichs, 2008) at
schools from the same target population.

Using these criteria, a total of 1,793 primary teachers and a total of 11,824 primary students were
selected from the database available on the MOE’s website, as of November 22, 2012, for
random sampling and data was collated by questionnaires, in-depth interviews and classroom
observations.

Materials and procedures

Questionnaires
The design of the two main questionnaires used in this study is based on the studies of Caldarella
and Merrell (1997) and Glasser (2007). The studies of Caldarella and Merrell and Glasser were
adapted to collect data from Appendix A questionnaires rated by classroom teachers in order to
measure their actual use of the seven caring habits and to collect data from Appendix B
questionnaires rated by students in order to measure their desired use of the seven caring habits
in contrast with that of classroom teachers actual use affecting their five social skills.
In-depth interviews
In-depth interviews were conducted with classroom and ancillary teachers based on
any differences in the responses to each pair of questions in the “actual” column in Appendix A
questionnaires and the “actual” column in Appendix B questionnaires. The in-depth interviews
were held after the completion of surveys, cross-comparisons and primary data analysis because
questions regarding classroom teachers’ actual use and students’ perception of classroom
teachers’ actual practice of seven caring habits are similar.
Under the premise of the cross-comparison methodology, the differential mean ( X )
of classroom teachers’ responses and students’ responses was calculated using the formula: (
X students  X teachers
X 100) as the criteria for interview questions formulation as presented
X teachers
below:
 1. Where there is the differential mean ( X ) between students’ and classroom teachers’
responses to questions in Appendix A and B questionnaires of more than -20% and
less than 20% or represented as
X students  X teachers
(-20% < [ X 100] < 20%), the students’ responses are
X teachers
acceptable.
X students  X teachers
Where the X is less than or equal to -20% ([ X 100] ≤ -20%), or more
X teachers
X students  X teachers
than or equal to 20% ([ X 100] ≥ 20%), the student responses are not
X teachers
acceptable; however, they are verified by asking classroom and ancillary teachers formulated
interview questions that are similar or related to the paired questions with significantly different
responses.
Classroom observations
Classroom teachers’ actual use and students’ development of five social skills were
observed and noted in an adapted Naturalistic Behavioral Observation (NBO) format which is
the most ecologically valid method of observing and analyzing student behavior in a natural
(classroom) setting (Elliott & Gresham, 1987, as cited in Merrell, 2001). The Event Recording
Approach (ERA) was adapted to determine which practice is lacking in the use of seven caring
habits and the consequent development of five social skills in order to cross-check responses
given by classroom teachers and students in Appendix A and B questionnaires respectively.
Within the tenets of the observational approach to data collection, there was no
influence attempted in relation to the classroom teachers’ use of seven caring habits whilst they
were under observation. Rather, they were encouraged to teach classes in their usual way so that
observation could be carried out without hindering or influencing the classroom teachers’ ability
to create a positive rapport with their students which could then help to initiate the process of
developing five social skills in their students (Caldarella & Merrell, 1997). With this approach,
students were motivated and supported by classroom teachers’ use of seven caring habits
(Glasser’s study in 2007).
 Results
The findings in this study are divided into two: general and research objectives.

Real reliability indices. The real reliability indices were calculated from returned Appendix A
and B questionnaires rated by a sample of 18 out of 18 classroom teachers and a sample of 654
out of 664 primary students, equivalent to 100% and 98% respectively at the OHEC, OBEC, and
OPEC schools using Cronbach’s Alpha Coefficient. The findings are listed in Table 26 below.

Table 26
Real Reliability Indices of Appendix A and B questionnaires
Peer Self- On
Questionnaires Academics Compliance Assertion
Relations management Average
Appendix A
0.771 0.712 0.766 0.679 0.718 0.729
(Actual Use)
Appendix B
0.807 0.792 0.825 0.827 0.834 0.817
(Desired Use)
Appendix B
0.827 0.804 0.833 0.828 0.845 0.827
(Actual Use)

As can be interpreted from Table 26, the Cronbach reliability index of the
actual use, 0.729, in Appendix A questionnaires is considered acceptable, whereas the
indices of the actual use, 0.827, and the desired use, 0.817, in Appendix B questionnaires
are deemed good according to George and Mallery (2003, as cited in Gliem & Gliem,
2003, p. 87).
Observations. The frequency of the implementation of the seven caring habits
of the classroom teachers and the five social skills of students in grade 4-6 levels at the
OHEC, OBEC and OPEC schools was observed and tallied on a one-count-for-one-skill-
exhibition basis as displayed in Table 27 below.
 Table 27
Frequency of Actual Seven Caring Habits and Actual Five Social Skills Observed in
Class
Seven Caring OHEC OBEC OPEC
No. Habits/Five
G4 G5 G6 Total G4 G5 G6 Total G4 G5 G6 Total
Social Skills
1. Supporting 3 111 107 221 4 31 21 56 53 52 108 213
2. Encouraging 10 111 134 255 2 32 26 60 47 51 108 206
3. Listening 27 2 28 57 3 10 9 22 21 20 2 43
4. Accepting 4 - 28 32 - 7 11 18 4 5 3 12
5. Trusting 6 47 73 126 1 9 10 20 3 111 60 174
6. Respecting 37 1 36 74 1 11 9 21 11 2 2 15
7. Listening 3 - 37 40 - 19 13 32 8 1 - 9
Total 805 Total 229 Total 672
Note. OHEC = the Office of the Higher Education Commission.
OBEC = the Office of the Basic Education Commission.
OPEC = the Office of the Private Education Commission.
G = Grade

As can be interpreted from the classroom teachers’ actual use of seven caring habits observed in
the three sampled schools as illustrated in Table 27, the OHEC school outperformed the OBEC
school in seven caring habits and the OPEC school in six caring habits, except for trusting habit.

In-depth interviews. The in-depth interviews were conducted at the OHEC, OBEC and OPEC
schools. 42 out of 45 grades 4-6 classroom and ancillary teachers (equivalent to 93.33%) were
asked related questions with a focus on “what”, “how”, and “how often”. The objective of
conducting the in-depth interviews is to cross-check students’ responses to “actual” use of seven
caring habits by classroom teachers in Appendix B questionnaires with those of classroom
teachers to “actual” use in Appendix A questionnaires.
Illustrated below in Tables 28-30 show only the mean differentials greater or less than 20%
which can be interpreted that the responses given by classroom teachers and students are
significantly different, thereby conducting the in-depth interviews to verify students’ responses.
If the student responses were proven true, their responses remained unchanged and were finally
used to compare with their own responses to “desired” use of seven caring habits by classroom
teachers in Appendix B questionnaires in order to find significant gaps. And if not, the
classroom teacher responses to “actual” use in Appendix A questionnaires would replace those
of students to “actual” use in Appendix B questionnaires in order to find the significant gaps
between the desired use and the actual use. Then these significantly proven gaps could be
utilized to generate the model of classroom management strategies.

In conclusion, the results of this study provide some fascinating insights into classroom
management theories and how it is being implemented in Primary Schools in Bangkok and how
this affects the academic achievement and social development of the students studying there.
Development of a viable theoretical model for administrators which include rubrics to inspire
and augment student development of social skill dimensions with which administrators and
classroom teachers can incorporate both academic proficiencies and student social skills
development into their pupils’ success as Whole Children (Elias, 2003; Kohn, 2008; Matula,
2004); and meet the challenges posed by globalization: Thailand’s 10th (2002-2016) Educational
Plan and Direction for the Globalization (ONEC, 2002); and effect smooth ASEAN-AEC
integration in 2015. This research and other research to follow will contribute to the development
of Primary School Education in Bangkok and further on into adulthood for the students studying
in Bangkok and the mixed results of this study suggest that we have much more to learn about
Classroom Management Strategy.