Classroom management practices and student disruptive behavior (original) (raw)
Related papers
Managing Classroom Disruptive Behaviour of
2015
Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniqu...
International Journal of Learning and Development, 2013
Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 237 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniques to control the classroom disruptive behaviour. However, the negative areas of the secondary school teachers in managing classroom disruptive behaviour are that they do not devise any rules and regulations of classroom management at the beginning of new session. Parents are not informed through letters about the disruptive behaviour of their children. Based on findings, it was strongly recommended that at the beginning of new session, classroom management norms, rules and regulations should be formulated and announced so that students may understand the conduct of a teacher. A special training programme regarding management of classroom disruptive behaviour should be launched to equip the existing teachers with modern techniques to manage classroom disruptive behavior properly.
Mediterranean Journal of Social Sciences, 2014
An important issue in the Albanian schools is the disruptive behaviour and the impact that teaching can have on it. This empirical study explores the relationship between interactive teaching in pairs and the pupils' disruptive behaviour. It basically aims to find out if interactive teaching in pairs is accompanied by a greater or smaller number of disruptive behaviour occurrences than direct teaching. The participants are the pupils of a third grade class of the "Naim Frashëri" school in Elbasan, Albania. The school and the class where the study was conducted were chosen by randomisation. The study consisted in measuring a disruptive behaviour during direct teaching, performing an intervention, and then measuring the behaviour during interactive teaching in pairs. The data on the disruptive behaviour were collected through direct observation and were analysed using SPSS. The results of the data analysis showed that interactive teaching in pairs (mean difference 2.26, sig .000; twotailed) is accompanied by less occurrences of disruptive behaviour than direct teaching. To have less disruptive behaviour teachers should change the teaching-they should use a variety of teaching strategies to involve all pupils and organise the class time in intervals of different activities to help pupils stay focused on the tasks.
Students’ and Professors’ Perception of Occurrence and Disturbance of Disruptive Classroom Behaviors
2016
Disruptive behavior could be defined as the behavior that interrupts the educational process and causes stress to teachers or other students. In this research an anonymous questionnaire containing 30 disruptive behaviors was given to a group of students (N=251) and professors (N=49) at the University of Applied Sciences VERN' (Zagreb, Croatia). Participants had to appraise: a) to what extent those behaviors occur in the classroom and b) how disturbing they are. Results have shown that disruptive behaviors occur to a moderate extent in general as well as that there are no significant differences in the perception of their occurrence among participants. However, professors find these behaviors significantly more disturbing. Within participant groups some gender and age differences were also found. Younger students and younger professors notice more disruptive behaviors. Furthermore, female students and female professors find these behaviors more disturbing, while female students also notice them more. Results and practical implications are discussed in relation to previous research.
2020
This is a collaborative action research design which focused on using classroom management as a strategy to curbing disruptive behaviours among 5th Grader learners at Ridge Experimental School in Akim-Oda in the Birim Central Municipality of the Eastern region of Ghana. Though the study appeared experimental and descriptive in nature, the concurrent mixed method research approach informed its direction. Questionnaires, interviews tests and observation were the primary data collection tools. Descriptive, interpretive and interaction process analyses were used to analyse all data gathered. Accidental and simple random sampling techniques were involved in the selection process. The study revealed personality disorder, economic and social factors, lack of interests in classroom lessons among others result in disruptiveness in school whereas creating a positive and engaging classroom atmosphere, ensuring appropriate seating arrangement, development of class routine chart and good choice ...
Teachers Classroom Management and Disciplinary Practices Towards Learners' Behavior
Psychology and Education: A Multidisciplinary Journal, 2024
This study examined the classroom management and disciplinary practices towards the learner's behavior of the teacher for the school year 2023-2024. The research focused on 130 teachers from Nunungan District and selected schools from Sultan Naga Dimaporo District. Employing a descriptive-correlational research design, the study aimed to identify the teachers' practices in terms of classroom management styles and disciplinary practices toward learners' behavior within the specific population during the first semester of the specified school year. The findings revealed that the teachers predominantly adopted an authoritative management style, emphasizing a genuine concern for learners' learning experiences. The study came to the conclusion that common misbehaviors were commonplace, including fighting, disruptive behavior, and attention-seeking. Occasionally, peer pressure, personal issues, and attention-seeking were the causes of misbehavior. Furthermore, only some facets of classroom management-like thorough planning and encouraging an honest conversation with students-showed a noteworthy favorable impact on students' behavior. Teachers had to prepare their classrooms because it had a good correlation with students' behavior. The respondents' age significantly influenced their classroom management style, and their civil status was found to be a key determinant of classroom management techniques. Being married had something to do with the respondent's classroom management because married respondent had their own experiences with managing their own children at home. Length of service had a significant effect on the classroom management style. It was often considered an important factor in determining a teacher's experience and expertise in classroom management.
Global Journal of Educational Research
This study was determined to investigate the influence of Classroom management strategies and pupil’s disruptive behaviour in Calabar Municipal, Cross River State, Nigeria. The sample for the study consisted of two hundred and forty (240) pupils who were randomly selected from primary five classes in all the fifteen (15) schools in the study area. The research adopted ex-post facto research design; data were collected using Pupils’ Classroom Management strategies and Disruptive Behaviour Questionaire. To guide the study, three research questions were raised and three research hypotheses proposed and tested at 0.05 levels of significance using Independent t-test and Pearson Product Moment Correlation Co-efficient analysis. From the analyzed data, results indicated that there was significant relationship in all the three variables of the classroom management in schools. In view of the findings above, it was revealed that poor or lack of classroom management can affect or bring about d...