The Teachers’ Perceptions toward Students’ Disruptive Behaviors in the EFL Classroom at Primary Schools
Abstract
This research describes students’ disruptive behaviors that occur in EFL classes, especially at primary schools. The objectives of the research are to find out (1) students’ disruptive behaviors that teachers perceive to be challenging at primary schools, (2) teachers’ perceptions about the causes of students’ disruptive behaviors at primary schools in Parepare, and (3) the effective ways to manage students’ disruptive behaviors at primary schools in Parepare. This research employed a descriptive qualitative research design. The participants of this research were English teachers at primary schools in Parepare. There were 10 English teachers from 10 primary schools in Parepare who were taken as informants in this research. The research findings show that (1) there are six categories of students’ disruptive behaviors that teachers perceive to be challenging in English classroom activities at primary schools. Those are saboteurs, non-participant students, physical aggression, bullying, over-exuberant students, and daydreaming;(2) it is also found that there are four causes of students’ disruptive behaviors in the EFL classrooms. Those are uncaring parents, level of the lesson, students’ psychological problems, cultural and linguistic barriers;(3) two effective ways applied by the teachers in the English classroom are encouragement from the teacher and development of a flexible teaching style. Some of the teachers also added that the effective ways that they applied were seating arrangement and student grouping.
Downloads
References
Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2003.11.004
Brikmane, K. (2013). Todays Teacher and it Skills: Latvias’ Experience in the Professional Development of Teachers’ it Skills. Edulearn13: 5th International Conference on Education and New Learning Technologies.
Gay, L. R. (1996). Educational Research: Competencies for Analysis and Application (5th ed.). In New Jersey:Prentice-Hall.
Harmer, J. (2004). Review: Methodology in Language Teaching: an Anthology of Current Practice. ELT Journal. https://doi.org/10.1093/elt/58.1.80
Haroun, R., & O’Hanlon, C. (1997). Teachers’ perceptions of discipline problems in a jordanian secondary school. Pastoral Care in Education. https://doi.org/10.1111/1468-0122.00053
Hoff, K. E., & DuPaul, G. J. (1998). Reducing Disruptive Behavior in General Education Classrooms: The Use of Self-Management Strategies. School Psychology Review. https://doi.org/10.1080/02796015.1998.12085916
Howard, S., & Johnson, B. (2004). Resilient teachers: resisting stress and burnout. Social Psychology of Education, 7(4), 399–420. https://doi.org/10.1007/s11218-004-0975-0
Khasinah, S. (2017). MANAGING DISRUPTIVE BEHAVIOR OF STUDENTS IN LANGUAGE CLASSROOM. Englisia Journal. https://doi.org/10.22373/ej.v4i2.1661
Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviours. Educational Psychology. https://doi.org/10.1080/01443410500041516
Mansor, A. N., Eng, W. K., Rasul, M. S., Mohd Hamzah, M. I., & Hamid, A. H. A. (2012). Effective classroom management. International Education Studies. https://doi.org/10.5539/ies.v5n5p35
Marshall, L. E., & Marshall, W. L. (2011). Empathy and antisocial behaviour. Journal of Forensic Psychiatry and Psychology. https://doi.org/10.1080/14789949.2011.617544
Niklas, F., Cohrssen, C., & Tayler, C. (2016). Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2016.1155147
Patton, M. Q. (2002). Qualitative Reseach & Evaluation Method 3rd Edition. In Qualitative Inquiry.
Pickett, L., & Fraser, B. (2010). Creating and Assessing Positive Classroom Learning Environments. Childhood Education. https://doi.org/10.1080/00094056.2010.10521418
Rehman Ghazi, S., Shahzada, G., Tariq, M., & Qayum Khan, A. (2013). Types and Causes of Students’ Disruptive Behavior in Classroom at Secondary Level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research. https://doi.org/10.12691/education-1-9-1
Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal. https://doi.org/10.1100/2012/208907
Thornbury, S. (2011). Language teaching methodology. In The Routledge Handbook of Applied Linguistics. https://doi.org/10.4324/9780203835654
Unlu V (2017) Managing disruptive behaviour in the classroom. World of Better Learning. Available at http://www.cambridge.org/elt/blog/2017/12/11/managing-disruptive-behaviour-in-the-classroom
VanDamme, E. (2012). Identification and Prevention of Bullying in Schools. Northern Michigan University Graduate Studies Office.
Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning. https://doi.org/10.1111/j.1467-9604.2008.00375.x
Weizheng, Z. (2019). Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective. English Language Teaching. https://doi.org/10.5539/elt.v12n12p99
Wheldall, K., & Merrett, F. (1988). Which Classroom Behaviours do Primary School Teachers say they find most Troublesome? Educational Review. https://doi.org/10.1080/0013191880400102
