A disruptive student is the rowdy or naughty student who tries to break the classroom rules through his misbehavior.
Ex:
He may chat during the teacher's lesson presentation, move from his
seat, quarrel with his mate next to him, make noise, cheat answers
during exams and so on.
He is the student who always gets into troubles
with his teachers or with his friends inside the classroom because of
not respecting the classroom rules.
What is meant by disruptive?
A disruptive student is the rowdy or naughty student who tries to break the classroom rules through his misbehavior.
Ex:
He may chat during the teacher's lesson presentation, move from his
seat, quarrel with his mate next to him, make noise, cheat answers
during exams and so on.
He is the student who always gets into troubles
with his teachers or with his friends inside the classroom because of
not respecting the classroom rules.
The problem:
This problem may arise out of:
1-The physical arrangement of the classroom.
2-Boredom.
3-Frustration.
4-Lack of interest.
5-Trasitional periods.
6-Lack of awareness.
7-No eye-contact.
8-Group work size.
9-Group work composition.
10-Limitted planning time.
11-Cultural and linguistic barriers.
12-Lack of access to equipment, materials and
resources.
How to handle disruptive learners in class:
Learners
often comment on how they hate being told what to do and given orders.
Empowering questions and expectations force them to make a decision
about their own behavior that holds them accountable to it.
When a student is being disruptive and talking while you are talking,
instead of yelling, “Stop talking,” simply say, “I think you are really
amazing and funny, but I would really appreciate it if you could respect
me and your classmates enough to not talk while I am talking.
How to handle disruptive learners in class:
Learners
often comment on how they hate being told what to do and given orders.
Empowering questions and expectations force them to make a decision
about their own behavior that holds them accountable to it.
When a student is being disruptive and talking while you are talking,
instead of yelling, “Stop talking,” simply say, “I think you are really
amazing and funny, but I would really appreciate it if you could respect
me and your classmates enough to not talk while I am talking.
If
the problem continues, then new conditions arise. At the next
infraction, in the same tone of voice, say, “We agreed that we would
respect each others, so I am going to need you to decide if you would
like to stop talking while I am talking or choose to stay for
detention?”
By giving students choices, they feel empowered to make their own
decisions. They do not always choose the right one, and this is not the
end all for dealing with all disruptive students, but it is a good place
to start.
A strategy steps to handle that misbehavior:
I advise the teacher to follow the steps below:
1- Be patient, smile and calm down.
2-Disgnose the learner's misbehavior.
3-Develp
a strategy to handle it in terms of creating an educational
situation
that relates to the lesson that is being explained.
4-Implement it.
5- Reflect and evaluate it.
Assertive behavior:
Teachers display assertive behavior in the classroom when they:
1-Use assertive body language by maintaining an erect posture,
2-Use an appropriate tone of voice, speaking clearly and deliberately
in a
pitch that is slightly but not greatly elevated from normal
classroom
speech.
3-Persist until students respond with the appropriate behavior.
Steps of another strategy
1-Defining the target behavior.
2-Determine if the misbehavior out of disability or it is classroom
based. Vary your communication styles to address intelligence and different cultured learners inside your class.
3-Defining the desired behavior.
4-Developing the data-collection system
5-Teaching the students how to use the self management system.
6-Implementing the system through teaching your learners
the method of:
Self-instruction,
self-recording,
self-monitoring
self-reinforcement,
self-evaluation,
and self-punishment.
7-Evaluating the effectiveness of the system.
8-Identifying functional reinforcement and fading the use of the self-
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