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Managing Disruptive Behaviour in The Class: January 2018

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61 views5 pages

Managing Disruptive Behaviour in The Class: January 2018

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Aisha Azman
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© © All Rights Reserved
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Managing Disruptive Behaviour in the Class

Preprint · January 2018


DOI: 10.13140/RG.2.2.12406.45121

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Managing Disruptive Behaviour in the Class
Muhammad Zuhri Fakhruddin
Bachelor Degree Student of English Department
Universitas Muhammadiyah Sidoarjo [AY. 2018-2019]

Corresponding e-mail:
[email protected]

A. Introduction

Interaction between teacher and students is significantly influential toward the


sustainability of learning activity. Both are expected to show adequate behaviour in order
to build good relationship so that the process of knowledge transferring can run smoothly.
But, real condition in the practical life may be so different and problematic. Teachers
must adjust him/her self to various characters and behaviour from numbers of students.
Positive or negative behaviours must be followed up by wise decision and attitude.
Student negative behaviour toward teachers’ personality or the running activity is
theoretically known as disruptive behaviour. This topic has been included in the domain
of classroom management and being studied by practitioners, pre-service teachers and
other responsible stakeholders. Researches were conducted here and there to expose
disruptive behaviour in different setting and context. Scenarios, strategies and practical
decision had also proceeded by practitioners and being recorded to be evaluated,
analysed, criticized and developed.
The ultimate goal of studying disruptive behaviour is to provide comprehensive
point of views toward the occurrence of the behaviour, so that a wise and adequate
decision or treatment can be given. Whatever it is, as a teacher, we must still expect that
students’ behaviour can be changed to be better and better, for the sake of bright future.
There will be no good teacher expecting failure for students. In this paper, the author will
provide brief literature review on disruptive behaviour. In accordance with this
background, our problem statements in this paper will be: [1] what is the definition of
disruptive behaviour?; [2] what are reasons of disruptive behaviour?; [3] what are
strategies/treatments which can be used to deal with disruptive behaviour?

B. Literature Review

Definition

Genuinely, the term ‘disruptive behaviour’ has a wide range to be defined shortly.
Because it contains various types of disrupting action, doer categories, causes, excuses
and the most important, who are being disrupted? It is also depending on the values hold
by the society. But, it becomes more complicated when it occurs in plural society which
school values can be different with family values. In his thesis, Stavnes (2014) cited that
behaviour in school can be generally categorized into; [1] externalized and [2]
internalized behaviour. Externalized refers to aggressiveness and overactive. Student with
externalized behaviour may intrude other students, teachers and the ongoing learning
activity. In the other side, internalized refers to a profile of showing difficulties or
introvert which usually can be manifested in fear, worry or complaint. Commonly, the
impact of this internalized behaviour is society withdrawal. Levin & Nolan (1996) chosen
to define the concept of disruptive behaviour through four rubrics; [1] interfering activity
of teaching and learning; [2] intruding rights of other students; [3] psychologically and
physically unsafe and; [4] causing destruction of property. Stadler (2017) elaborated a
range of children disruptive behaviour, and divided it into: [1] disruptive behaviour in the
classroom (small scope); [2] disruptive behaviour categorized as disorders; and [3]
disruptive behaviour turning in to criminality.
Another point of view comes from the concept of expected behaviour. So that the
definition of disruptive behaviour is simply the reverse of what is expected by teachers or
students in the class. In other popular term, disruptive behaviour is also knows as
incivility. Feldman (2001) described it as every single action intrudes harmonies and
positive learning atmosphere in the classroom. However, in specific case, what is
considered as disruptive can’t be merely condemned. It refers to the dealing with student
with special needs. Since the latest policy of Indonesian minister of Education give
allocation for student with special needs to join regular class.

Reasons

In school context, disruptive behaviour can be influenced by some internal factors


(Rossouw, 2003), such as: [1] ratio of male-female educators in the school; [2] the
number students initiating disruptive behaviour; [3] number of students in the class; [4]
the absence of teachers; [5] low respect of human dignity; [6] inadequate legislation and
policy; and [7] implementation of outcome-based (ignoring the process) education. It is
also influenced by some external factors (Rossouw, 2003), such as: [1] incorporative
value application in family (parents); [2] previous traumatic experience; [3] lack of care
in home across socio-economic background; [4] bad relation with specific educators; [5]
gained impact from the society lack of discipline and [6] parents lack of responsibility
and tolerance. More specific, Bru (2005) elaborated factors -which cause disruptive
behaviour in the class- are related to: [1] cognitive competence; [2] relevancy of
schoolwork; [3] contrastive believe against school management; and [4] pursuit of peer
approval. Despite various discoveries of these causes and factors, it must be believed that
every case has its own points of view which must be seen comprehensively without easy
generalization or stereotyping.

Strategies to deal with disruptive behaviour

Kuhlenschmidt & Layne (1999) generated step by step approach to deal with
disruptive behaviour as follows: [1] describing the problem as clear as possible (through
questioning about the kind of misbehaviour, situation, time, preceding case, condition
during and after misbehaviour, people involved, state of harmfulness, feeling etc). This
effort of clarification must be done with the doer and other students. [2] understanding
reasons (such as physical cause, emotional challenges, environmental factors); [3]
modifying instructor and students behaviour. Ali & Gracey (2013) can be dealt through
[1] making written policies; [2] empowering teachers (faculties) role; [3] building good
and effective conflict management; [4] managing good coordination between
stakeholders. Since the occurrence of disruptive behaviour is not restricted only in young
learner, but it also happening in the higher education level, these strategies can also be
adjusted to the case and situation. The most important point over explained steps is that to
deal with disruptive behaviour wise approach must be used. Discovery of the truth must
be placed before any king of emotional and personal act.

C. Conclusion

Disruptive behaviour is an act of unfulfilling what is expected to be constructive


inside the classroom and during the learning activity. It has a wide range and categories
and being influenced with internal and external factors inside the school. To deal with
disruptive behaviour, stakeholders must consider the wide range scope of what so called
‘misbehave’, analysing it in detail with effort to seek the truth. Despite any strategies and
approach, generalizing and stereotyping must be avoided because it may only lead into
worst condition. Surely, as a teacher we won’t the disruptive behaviour comes and break
the conducive situation in the class. Thus, the goal of studying disruptive behaviour is not
to merely terminate it, but to solve it with transparency and justice approach. There will
be no good teacher expecting failure for the students.

Acknowledgment
This paper is genuinely a final project of Classroom Management subject, under the
supervision of Mr. Sugiono, M.Pd. I deliver my highest gratitude for him as the official
lecturer of related subject in English Department, Universitas Muhammadiyah Sidoarjo. I
also confess many lacks in this paper, so that any critique, advice, suggestion and
constructive input are really welcome.
References

Ali, Azad & Gracey, Dorothy. (2013). Dealing with Student Disruptive Behavior in the
Classroom – A Case Example of the Coordination between Faculty and Assistant
Dean for Academics. Issues in Informing Science and Information Technology Vol. 10, 2013
Kuhlenschmidt, Sally L & Layne, Lois E (1999) Strategies for dealing with difficult
behaviour. New directions for teaching and learning No. 77, Spring 1999 © Jossey-
Bass Publishers
Bru, Edver. (2005). Factors associated with disruptive behaviour in the classroom.
University of Stavanger, Norway
Stavnes, Ragna Lil. (2014). Disruptive behaviour in school: disruptive behaviour as physical
movement. Thesis, Institutt of spesialpedagogikk, Universitetet I Oslo.
Levin J & Nolan JF 1996. Principals of classroom management: a professional decision-
making model. London: Allyn & Bacon.
Feldman, L.(2001). Classroom civility is another of our instructor responsibilities.
College Teaching, 49, 137-3.
Stadler, Sophia. (2017). Child disruptive behaviour problems, problem perception and help-
seeking behaviour. Dissertation for Master in Social Network, Faculty of
Humanities, University of Cape Town.
Rossouw, J.P. 2003. Learner discipline in South African public schools – a qualitative study.
Koers. 68(4):413-435. Available: SA ePublication Journal Collection [2015, January
27]

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