DISRUPTIVE BEHAVIOR IN SCHOOL

A behaviour that is unacceptable to the teacher but it also

disrupts other children and the child himself.
Types:
-Conduct:may distract other students,they may be attention
seeking to be the center of attraction,calling out (student
answering a quest. without being asked or just shouting out
words),out of seat beahviour. The effects of these behaviours
include preventing other students from working on tasls , giving
the teacher a lot of unnecessary stress.
-Bullying:it can be verbal('calling people names) or
emotional(making someone feel bad about who the person is), or
physical.
-ADHD: being restless,getting easily distracted,shouting out
answers,having difficulty in following instruction,interrupting
other.Students with ADHD who want to learn might also find it
difficult to acquire new skills as they cant pay attention for long
enough to follow instructions.Causes of ADHD.
-Poor Teaching Style: The teachers may not show -withiness(they
dont know what is going on in each part of the classroom and
dont act upon the disruptive verbal and non-verbal behaviours),they may not be overlapping(they are failing to multi-task in the
class),-smoothness and momentum may be missing(they arent
sticking to objectives ),-they are not group-alerting(they are
failing to use random quest. so students have to be attentive,they are not providing stimulating seatwork.(Kounin)
Causes of Bullying
-Family Functioning: the ways families function on an emotional
level may be linked to whether a child bullies at school. Children
who reported that they did bully at school tended to report that

their family didnt appear to symphatise with them when they felt
sad.
-Parenting Styles:an authoritarian style of parenting is strongly
linked to bullying.This style of parenting sets out strict rules on
being obedient,respecting elder,If children fail to do any of these
they may be severly punished.One problem here is that the
authoritarian parents do not explain the rules. They may impose
high demands on their children but rarely respond to what
children feel they need in terms of support and guidance.
-Socioeconomic Status:children from disadvantaged family
backgrounds with a low ss were more likely to be bullies.
Effects of Bullying
-A longitudinal study suggested that 1/3 of bullies engage in
criminal behaviour after leaving school. Those who are bullied are
twice as likely to become depressed.(tttofi&farrington)
-Those who had experienced being bullied had higher levels of
anxiety,sleeping problems,and depression.
Preventive Strategies :
Used to stop the disruptive behaviour from happening in the first
place.
-Effective Discipline: Cotton(1990) found seven core idea how to
prevent disruptive behaviour by having an effective classroom
management:-a supportive headteacher(the headteacher needs
to care for students and show some informal behaviour towards
them when necessary),-clear rules( the rules and punishment for
disruptive behaviors must be very clear),-a warm climate(staff
must take personal interest in students and their
achievement,goals and give support),-delegation of
responsibility(shares with students the responsibility for
classroom management),-close ties with the local

community(parental involvement in the school with a solid flow of

info so that everyone know what is happening in the school),-high
behavioral expectation(the policy must have clearly high
standards of behavior that must be adhered to)
Corrective Strategies
Used as the disruptive behaviour is happening or just happened.
-Behaviour Modification: Presland(1989) outlines the main stages
of corrective behaviour modification:-define the problem(students
should know what the problem behaviors are),-measure the
problem(teachers may keep a 'count' of how often the disruptive
behavior is happening to make students fully aware of what they
are doing),-determine the antecedents and
consequences(teachers and students may discuss what could be
causing the disruptive behaviour.They need to identify potential
triggers for the disruptive behavior and see if anything is actually
reinforcing it).,-teachers need to find strategies through selective
reinforcement to reinforce the appropriate behavior and punish or
ignore the disruptive behavior.,-evaluation(teachers must monitor
how effective the programme is and change reinforces if
necessary).
-Self-Instructional Manual:the steps are :
-cognitive modeling(teachers must conduct tasks while 'talking
out loud'. This theory should allow students to focus on what
students to focus on what needs to be done,as not listening miss
out on vital info.
-co-working(target students are asked to repeat the task above
and also say out loud what they are doing.
-imitation(target students then reproduce the task but without
any help from teachers they still say out loud what they are doing.

-sub vocal performance with lip movement(target students speak

the task again while saying the instructions in their head but
moving their mouth as if they are saying the words.
-sub vocal performance with no lip movement.
This idea is that this teaches students that they can work quietly
without disrupting other students.It also shows them that they
can be successful at these tasks using this technique so they
begin to associate the talking through instructions to self with
success at a task.