Introduction
Sabornie (2010) expressed that students’ behaviour in the classroom is of major concern and interest to educators across all grade levels. The author further explained that even school personnel endorsed the view that classroom behavioural management is an imperative part of their work, especially now that children are becoming more challenging and difficult to educate. Sun and Shek (2012) shared a similar view by highlighting the fact that disruptive behaviour does not just increase over time, but also significantly affect academic achievement and increase delinquent behaviour.
What is Disruptive Behaviour?
Miltenberger (2012) postulated that behaviour is what people do and say. An emotion must be accompanied with an appropriate …show more content…
The authors highlighted that disruptive behaviours within the classroom include disruptive talking, chronic avoidance of work, rudeness to teacher, hostility, harassing classmates, defiance, verbal insult, clowning, and interfering with teaching activities. Therefore, methods must be implemented to curtail this behaviour if teaching is to be effective. Todras (2007) explained that depending on the setting or situation in which a particular behaviour occurs, it can be deemed misbehaviour. This is so, because the disruptive behaviour of students for the most part is intentional, they are aware that their actions are …show more content…
According to the author, power seekers tend to display all the behaviours thatmanifest in the attention seekers along with talking back. They display their behaviour when they are certain of an audience. Their attitude of taking a stand for what is important to them can be threating to teachers and students alike. On the other hand, the revengeful students are not afraid to lash out or get even with teachers or other students if they feel or imagine they were hurt by them. The revenger may cause attack physically or psychologically. These behaviours may be seen in bullies as they may shove, push, or embarrass others. Dreikurs (n.d.) further expressed that students who are plagued with a history of repeated failure may give up on themselves resulting in them not attempting anything that might risk them failing again. They display behaviours like not paying attention, not being prepared, dishonesty and time wasting.
The Canadian Education Association (1996) suggested that the manifestation of disruptive behaviours in our classrooms is expected. However, it has escalated to levels where it demands serious attention. It has ascended to heights where teaching has become a high risk profession. Ways and means are now needed to support teachers and equip them with additional skills to deal with the high levels of disruptive behaviours in the classroom. To intercept misbehaviour,
Sabornie (2010) expressed that students’ behaviour in the classroom is of major concern and interest to educators across all grade levels. The author further explained that even school personnel endorsed the view that classroom behavioural management is an imperative part of their work, especially now that children are becoming more challenging and difficult to educate. Sun and Shek (2012) shared a similar view by highlighting the fact that disruptive behaviour does not just increase over time, but also significantly affect academic achievement and increase delinquent behaviour.
What is Disruptive Behaviour?
Miltenberger (2012) postulated that behaviour is what people do and say. An emotion must be accompanied with an appropriate …show more content…
The authors highlighted that disruptive behaviours within the classroom include disruptive talking, chronic avoidance of work, rudeness to teacher, hostility, harassing classmates, defiance, verbal insult, clowning, and interfering with teaching activities. Therefore, methods must be implemented to curtail this behaviour if teaching is to be effective. Todras (2007) explained that depending on the setting or situation in which a particular behaviour occurs, it can be deemed misbehaviour. This is so, because the disruptive behaviour of students for the most part is intentional, they are aware that their actions are …show more content…
According to the author, power seekers tend to display all the behaviours thatmanifest in the attention seekers along with talking back. They display their behaviour when they are certain of an audience. Their attitude of taking a stand for what is important to them can be threating to teachers and students alike. On the other hand, the revengeful students are not afraid to lash out or get even with teachers or other students if they feel or imagine they were hurt by them. The revenger may cause attack physically or psychologically. These behaviours may be seen in bullies as they may shove, push, or embarrass others. Dreikurs (n.d.) further expressed that students who are plagued with a history of repeated failure may give up on themselves resulting in them not attempting anything that might risk them failing again. They display behaviours like not paying attention, not being prepared, dishonesty and time wasting.
The Canadian Education Association (1996) suggested that the manifestation of disruptive behaviours in our classrooms is expected. However, it has escalated to levels where it demands serious attention. It has ascended to heights where teaching has become a high risk profession. Ways and means are now needed to support teachers and equip them with additional skills to deal with the high levels of disruptive behaviours in the classroom. To intercept misbehaviour,