Improving behaviour in the disruptive classroom
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Authors
Quintero, Martha De La Cruz
Issue Date
2019
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: The study was conducted by a middle school English teacher in Sayula, Jalisco, Mexico, working with a second-grade class of 35 students aged 12-13. The classroom was characterized by frequent misbehaviour, particularly at the start and end of lessons, causing frustration for the teacher and hindering teaching effectiveness.
Aims: The project aimed to reduce disruptive behaviour and create a more conducive learning environment. Specific objectives included identifying when and why misbehaviour occurred, evaluating the effectiveness of current disciplinary methods, and addressing students' attitudes towards classroom behaviour.
Methods: Data collection involved a six-week exploratory phase using video journals, peer observations, and student questionnaires. These methods captured perspectives on when disruptions occurred, how discipline was managed, and students' awareness of and attitudes toward their behaviour. After analysing the findings, the teacher implemented interventions involving student-created rules and positive reinforcement over a four-week period.
Findings: Misbehaviour was most frequent at the beginning and end of lessons. Students largely acknowledged their disruptive behaviour but lacked awareness of appropriate conduct. Initial discipline strategies, including punishment and reprimands, were ineffective. Interventions, such as collaboratively creating classroom rules and reinforcing positive behaviour, led to notable improvements. Peer observations and student feedback highlighted increased orderliness, punctuality, and engagement. Students perceived the teacher's encouragement and praise positively, citing specific comments that motivated them.
Implications: The study highlights the potential of student-cantered approaches, such as involving learners in rule-making and fostering a positive classroom atmosphere through consistent reinforcement. Other educators might consider exploring how these strategies could be adapted to improve behaviour and classroom dynamics in their contexts.
Aims: The project aimed to reduce disruptive behaviour and create a more conducive learning environment. Specific objectives included identifying when and why misbehaviour occurred, evaluating the effectiveness of current disciplinary methods, and addressing students' attitudes towards classroom behaviour.
Methods: Data collection involved a six-week exploratory phase using video journals, peer observations, and student questionnaires. These methods captured perspectives on when disruptions occurred, how discipline was managed, and students' awareness of and attitudes toward their behaviour. After analysing the findings, the teacher implemented interventions involving student-created rules and positive reinforcement over a four-week period.
Findings: Misbehaviour was most frequent at the beginning and end of lessons. Students largely acknowledged their disruptive behaviour but lacked awareness of appropriate conduct. Initial discipline strategies, including punishment and reprimands, were ineffective. Interventions, such as collaboratively creating classroom rules and reinforcing positive behaviour, led to notable improvements. Peer observations and student feedback highlighted increased orderliness, punctuality, and engagement. Students perceived the teacher's encouragement and praise positively, citing specific comments that motivated them.
Implications: The study highlights the potential of student-cantered approaches, such as involving learners in rule-making and fostering a positive classroom atmosphere through consistent reinforcement. Other educators might consider exploring how these strategies could be adapted to improve behaviour and classroom dynamics in their contexts.
Description
Keywords (free text)
english as a foreign language , classroom management , student behavior , positive reinforcement , student engagement , collaborative learning , middle school , exploratory action research