Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
UNIVERSIDAD CASA GRANDE
MAESTRÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS
Learning Intervention Proposal Template
DISRUPTIVE BEHAVIOR IN MIDDLE SCHOOL CLASSROOMS: STRATEGIES FOR RESTORING
FOCUS AND ENGAGEMENT
STUDENT NAME 1: Orlando Javier Gallardo Garcés
STUDENT NAME 2: Denisse Marianela Loor Álava
STUDENT NAME 3: Ligia Monserrate Rodríguez Vélez
Student (Initials) Name: D, A, and L, P.
Instructor Name (any member of the group): Orlando Javier Gallardo Garcés
Guayaquil – Ecuador
2024
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
2. Introduction
Educational institutions are areas where all the members should practice the values to
comply with the pre-established rules of harmonious coexistence. However, one of the
hardest things teachers have to deal with is disruptive behaviors, which hinder both teaching
and learning. According to a study carried out by the University of Arkansas (2025),
disruptive behavior is any conduct that limits the capacity of teachers to keep the class on
track and prevents other students from learning effectively.
Allen (2023) states that some of the most common reasons for disruptive behavior are a
lack of cognitive flexibility and problem-solving skills, a lack of support for learning
differences, and struggling with emotional regulation skills to manage anxiety, stress, or
frustration. Additionally, public schools include other serious issues such as extreme
poverty, addictions, students who are pregnant at an early age, dysfunctional homes, family
conflicts, violence, and, in some cases, students involved in criminal gangs.
On the other hand, some challenges students could face in EFL scenarios, which lead to
low motivation or interest in proposed activities, are the fact that they do not have the
opportunities to use the target language in real-life situations outside the classrooms, due
to their surrounding environment in which they live. Also, the lack of technological resources
both at home and at the educational institutions that encourage them to consolidate their
knowledge on their own. Lack of support and motivation from parents or tutors at home is
another challenge that negatively affects students' second language acquisition, especially
when they fail to attach importance to it or recognize its usefulness in the student's
academic or professional life.
Constant disruption reduces teaching time, break lesson flow, and drain the teachers’
energy, all of which can hurt student progress. Keeping a harmonious environment in a
second language classroom is crucial for making learning time more productive and
ensuring that all students stay focused and engaged. This allows them to have more
opportunities to absorb vocabulary, grammar rules, and improve pronunciation.
Furthermore, another benefit of controlling disruptive behavior is that it promotes safe and
supportive atmosphere where students can reduce anxiety and nervousness, feeling more
confident to develop productive skills without fear of ridicule or distraction.
Maintaining respectful and focused behavior supports interaction between learners.
Based on Brown (2000), the interactive nature of communication is critical in the
development of communicative skills. In order to achieve a genuine interaction in the
classroom there must be a significant amount of pair work and group work, meaningful
communication and peer support. The objective of this learning intervention is to reduce
disruptive behavior and establish a positive, respectful, focused and engaging learning
environment that supports second language acquisition to stress importance of social
interaction and cooperative learning taking into consideration that language is developed by
promoting real interaction opportunities for students to communicate (Brown, 2000).
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
3. Literature Review
3.1 Background on Learner Difference
Disruptive behavior in the classroom refers to challenges or misbehaviors that interrupt
the teaching and learning process. Such behavior may originate from different factors,
which may include emotional struggles, ignored needs, or difficulties with social skills.
Some of the most common characteristics of this issue include talking out of turn,
refusing to follow instructions, interrupting lessons, and demonstrating aggressive or
defiant attitudes. Students can show disruptive behavior at different levels of intensity, but
at any stage this conducts have a significant impact within the academic progress and the
classroom environment. This situation makes crucial for educators the necessity to
identify and understand the causes of disruptive behavior in order to find out the most
suitable strategies that guarantees learning acquisition to all students.
To manage students’ behavior successfully, Goss et al. (2017) suggests the use of
proactive and respectful strategies. Some examples of these techniques are for example the
use of quiet signals like standing nearby, pausing, or using hand gestures to get them back
on track without interrupting the lesson. Another option could be reminding students some
of the rules but it a calm way. It is fundamental to use techniques that help students
understand the consequences of their actions and refocus on their learning.
3.2. Key Theories and Models
3.2.1 The Behaviorism Theory developed by B.F. Skinner suggests that behavior can
be shaped and modified through reinforcement and consequences. It means, individuals
learn how to behave based on what happens after their actions. If they receive a reward after
a good behavior, they are more likely to do it again. On the other hand, if it leads to a
consequence, they are less likely to repeat it. So, behaviour can be changed by using
rewards and consequences. For a long time, behaviorism has been practiced in the
classrooms using rewards such as prais, or stickers to manage disruptive actions. Anyway,
recently studies have criticized these types of activities for focusing only on external
behaviour without addressing students' thoughts, emotions, or motivations.
3.2.2 Social Learning Theory by psychologist Albert Bandura proposes that people
acquire knowledge and learn how to behave from observing and imitating others. This theory
emphasizes the importance of social influence suggesting that people can learn by
watching others, especially when those behaviors are reinforced. For Bandura, people not
only learn when getting rewards but also from modeling others. It is important to mentions
that even though people learn something by observing they cand decide if use it or imitate
it. This means they might choose not to act on what they learned depending on their beliefs,
values or the situation. This theory shows that learning is not just about actions but also
about how we think and what we see around us.
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
3.3 Previous Research Findings
3.3.1 Study 1. A significant study by Pianta and Hamre (2001) examined the impact
of teacher-student relationships on student behavior and academic engagement. Their
research highlights how emotional support in the classroom can reduce disruptive
behaviors, especially in younger learners. This suggests that affective factors, such as trust
and emotional connection, play a crucial role in shaping student behavior and indirectly
support second language acquisition by fostering a more stable and supportive learning
environment.
3.3.1.1 Study 1 Detail 1. Pianta and Hamre (2001) found that students with close and
positive relationships with their teachers were less likely to display off-task or aggressive
behaviors. These students also demonstrated increased participation and willingness to
engage in classroom tasks, which is essential in language learning where interaction is key.
3.3.1.2 Study 1 Detail 2. This finding suggests a need for interventions that train
teachers in social-emotional classroom strategies, particularly in multilingual settings,
where anxiety and insecurity can negatively impact language acquisition.
3.3.2 Study 2. A more recent study by Poulou et al. (2020) investigated how teacher
emotional intelligence and classroom climate relate to disruptive student behavior. Their
findings show that teachers with high emotional awareness and regulation skills can create
a more respectful and calmer classroom environment, leading to fewer behavioral issues.
These insights underscore the importance of teacher self-regulation and emotional
competence, particularly in classrooms where language learners may face challenges with
behavioral and academic adjustment.
3.3.2.1 Study 2 Detail 1. Teachers with strong emotional intelligence guarantees an
environment of mutual respect fostering the cooperation and creating a supporting
atmosphere that reduces stress, anxiety and nervousness. All these aspects increase
students´ confidence specially on the development of speaking skill.
3.3.2.2 Study 2 Detail 2. Students tend to show fewer moments of disruptive
conduct when they feel understood and valued by a teacher that is emotionally aware of
their learners. Emotional intelligence allows teachers to anticipate challenges, recognize
behavioral triggers, and adapt their educational activities and strategies to meet students'
needs.
4. Intervention Design
4.1. Target Population:
This intervention is aimed at high school students between the ages of twelve and
fourteen whose behavior interfere the acquisition of language due to disruptive actions they
show within the teaching learning process. Some factors that may have influence in
disruptive behavior are that these students face difficulty managing their emotions,
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
spending most of their time in confined spaces, such as traditional classrooms, without
exposure to broader or more varied environments, learners who belong to families with low
economic incomes, have limited access to technology that allows them to enhance their
knowledge and skills, and lack opportunities to use English outside of classrooms because
of the environment in which they live. Additionally, there is a high rate of student dropout,
largely due to a lack of information and poor guidance in building life plans. All of these
factors lead to disruptive behavior in English classes, as students show a lack of interest or
motivation, resulting in low learning outcomes and poor development of English language
skills in private and public institutions.
4.2. Learning Objectives:
General Objective: To design and implement a plan that includes interactive and
collaborative strategies for students from private and public institutions whose disruptive
behavior delays the language acquisition, in order to improve their speaking skills based on
the best methods.
4.2.1. Specifics Objective:
1. To identify the main causes of disruptive behavior affecting English language
acquisition through the application of surveys and teacher observations.
2. To perform some interactive and collaborative speaking strategies targeting students
with low speaking performance in educational institutions from Ecuador.
3. To evaluate the improvement in students' speaking skills and classroom behavior
through assessments tools, aiming for the increase in active participation and oral
performance by the end of the implementation of the plan.
4.3. Instructional Strategies:
People naturally act looking for reward that will be obtained as a result of the way they
behave. Brown (2000) posits that the best rewards come from intrinsic motivation within the
learner as conducts emerges from students’ necessity, desires and wants. However; some
teenagers do not have this internal motivation and because of this they tend to present
misbehavior in classrooms. Therefore, teachers need to apply the appropriate methods to
create respectful environments and help students keep motivated and confident to
communicate using the target language.
4.3.1. Positive reinforcement: Skinner (1957) has given a perspective claiming
that language is a set of verbal habits, and as other human attitudes, language acquisition
is a result of habit formation through stimulus–response patterns, incorporating the use of
positive feedback such as verbal praise, interactive games, public recognition and
celebration of milestones.
4.3.2. Collaborative learning: this method refers to getting students take an active
and participative role in the learning process working collaboratively with other members
achieve a specific goal, promoting interaction while maintaining a calm and respectful
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
environment. Some activities may include role-plays, project-based learning, peer
feedback, jigsaw reading and listening, among others.
4.3.3. Problem- solving tasks: according to Brown (2000), these tools require
students involve on specific problems to resolve in a cooperative way allowing each
member the opportunity to show their abilities to get to the goal.
4.3.4. Gamification: these kinds of tools proposed by Whitton (2014), stablishes
that games permit people to know the world, interact in it, and have an adequate behavior.
Teachers need to align the games to their language goals to promote a powerful learning
experience.
4.3.5. Routine relaxation breaks: Krashen (2013), expresses that relaxation
breaks help lower the affective filter, creating a more receptive mental state for language
acquisition. Some examples of this method include deep breathing exercises, walking
around the nature, relaxation body movements, reflective activities; or listening to songs to
improve their mood. All of these strategies promote positive student behavior and foster an
open attitude toward learning.
4.4. Resources and Materials:
Some of the resources and materials that could be used to carry out the intervention are
the following:
• Printed classroom rules and posters
• Visual aids and vocabulary flashcards
• Worksheets for reflection and emotional vocabulary
• Simple board games
• Outdoor natural areas for relaxation periods
• Relaxing audio songs
• Technological tools such as: speakers, projector, computer and cellphones
• Assessment tools: surveys, questionnaire and checklists.
4.5. Implementation Plan:
Table 1 Timeline for the Implementation Plan
Activities Resources Timeline Responsible Indicators
Design and Printed surveys Week 1 Teachers Number of valid
apply student responses
behavior
surveys.
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
Conduct Observation Week 1 Teachers Observations
teacher checklists, reports
interviews and interview
observations. guides
Analyze data to Data analysis Week 2 Project team Report of
identify tools causes of
common students’
behavior misbehavior
issues.
Develop a set Lesson plans, Week 3 Project team Number of
of interactive activity strategies
and templates, implemented
collaborative materials
speaking
activities.
Implement Classroom Week 4 Project team Frequency of
activities with materials, implementation
selected worksheets,
groups of audio devices
students.
Apply pre- and Assessment Week 5 Project team Increase in
post- speaking rubrics, rubric scores
assessments recorders
tools.
Observe and Observation Week 6 Project team Reduction in
document checklists disruptive
behavior incidents
changes during
sessions.
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
Analyze data Rubric scores, Week 7 Project team Final
and write final survey data, improvement
report on teacher logs report
progress and
impact.
5. Theoretical Justification
Krashen’s Affective Filter Hypothesis (2013) provides a theorical framework for
understanding how reducing anxiety and stress helps learners to be more receptive to the
target language input. Within this approach, making relaxation breaks strategy allows them
to increase oxygen flow to their brains, reset students’ body and mind and promote the
concentration and mutual respect among classmates.
Albulescu et al. (2022) analyzed a series of studies on relaxation breaks and concluded
that microbreaks lead to a recovered system. This means that individuals will have more
energy, less fatigue, and better performance on some tasks. Teachers can apply these
activities to enhance students’ cognitive function and achieve better predisposition and
behavior.
Another important theory supporting this intervention is Vygotsky’s Sociocultural Theory
(1978), which holds that learning takes place most effectively when learners are working
collaboratively with their peers. In this context, the regulation of students’ emotions can
increase their engagement and develop a more respectful learning environment between
teachers and pupils. Additionally, this approach provides higher mental functioning and
fosters deeper learning experiences through significant social interactions, especially
promoting speaking skills.
Behavioral learning is another theory proposed by Skinner (1957) which provides a strong
framework. When students receive positive reinforcement, they are more likely to
accomplish all the activities proposed by the instructor. Nevertheless, if students
experience punishers or unpleasant consequences, they may feel bored and unmotivated,
which can lead to disruptive behavior.
Based on Slavin (2015), Jean Piaget’s Theory of Cognitive Development contributes to this
intervention since it emphasizes the active engagement, specially with games, to foster
students’ logical thinking and abstract reasoning. Additionally, understanding the rules’
existence in a game gives learners direction on each task and minimizes disputes between
them.
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
Finally, a study conducted by Cerovac and Keane (2025) reinforces this proposal as it
analyzes the differences in students’ abilities to approach and undertake hands-on
problem-solving tasks of varying complexity, individually and collaboratively. This study
shows that students can develop problem-solving skills through interactive tasks and trial
and error activities.
6. Evaluation of the Intervention
To measure the effectiveness of the intervention to reduce disruptive behavior and
improve student’s participation in the development of linguistic skills, there will be used
both quantitative and qualitative methods. These quantitative tools will include pre- and
post-intervention tests, which will be evaluated using a standardized rubric. It will also be
used a checklist to record information gathered from classroom observations. This will
allow us identify the frequency of disruptions, analyzing changes in students' motivation and
concentration, and analyzing their participation in activities proposed by the teacher.
Additionally, it is also planned to apply a survey with open-ended and closed-ended
questions to elicit more in-depth responses and explore participants' perceptions, opinions,
and experiences.
As a qualitative evaluation method, will be established and administered a list of
questions through an interview with teachers. This will be done to understand their
perceptions of changes in students' behavior and performance, as well as to examine their
emotional state during the intervention. By implementing this approach, we will obtain
relevant information on the effectiveness of the implemented strategies. All of these
instruments will allow us to collect measurable data on students' progress in English
language acquisition and behavioral improvements.
7. Conclusion
To conclude, this investigation suggests that the use of interactive and collaborative
strategies can play a key role in reducing disruptive behaviors and enhancing productive
language skills, particularly speaking and writing, in Ecuadorian EFL educational contexts.
Through the integration of student surveys and teacher observations, the study will identify
the main behavioral issues affecting classroom dynamics. In response, a series of engaging,
student-centered activities will be applied, focusing on communication, emotional
regulation, and peer collaboration. Besides, the study emphasizes nature as a way for
students to relax from time to time rather than being in large classes. Some studies suggest
that students exposed outside the classroom to relaxing conditions may reduce stress and
behavioral issues. Rooted in communicative and constructivist methodologies, the
intervention will emphasize social interaction, emotional well-being, and supportive
routines. These discoveries will offer valuable guidance for educators seeking to build
flexible, inclusive learning spaces. Future research should explore the long-term effects of
these strategies, the role of emotional intelligence, and how digital tools and teacher
training can support broader language skill expansion.
Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros
con Mención Enseñanza de inglés – Induction P3 2024
8. References
Albulescu, P., Macsinga, I., Rusu, A., Sulea, C., Bodnaru, A., Tulbure, BT. (2022). Give me a
break!" A systematic review and meta-analysis on the efficacy of micro-breaks for
increasing well-being and performance. PLoS ONE 17(8): e0272460.
https://doi.org/10.1371/journal.pone.0272460
Allen, K. (2023). How to handle disruptive behavior in the classroom. Slumberkins.
Retrieved August 22, 2025, from https://slumberkins.com/blogs/slumberkins-
educator-blog/disruptive-behavior-in-the-classroom
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https://www.bfskinner.org
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy
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and Design Education, 35, 61-81. https://doi.org/10.1007/s10798-024-09906-5
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disruptive-behaviours-aa.pdf
Krashen, S. D. (2013). Second Language Acquisition. Theory, Applications and Some
Conjectures. Cambridge University Press.
Kretchmar, J. (2024). Social learning theory. EBSCO Research Starters. Retrieved May 28,
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University of Arkansas. (2025). Disruptive behavior. Student Accountability. Retrieved May
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