The Importance of Teacher’s Part in the Disruptive Behavior in the Classroom

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The Importance of Teacher’s Part
In the Disruptive Behavior
In the Classroom

Prepared by
Aclan, Olga
Enriquez, Zarah Mae
Salazar, Aprilyn

Prepared to:
Mrs. Rose Mae Ann LUmanglas
Instructress
Table of Contents
I. Introduction
a. Statement of the Problem
b. Significance of the Study
II. Body
a. Conceptual Literature
b. Research Literature
III. Summary and Recommendation
IV. Bibliography
a. Books
b. Journals
c. Unpublished Materials
d. Web Resources

I. Introduction
Disruptive behavior can be defined as any behavior that disturbs, interferes with, disrupts, or prevents any normal operations and functions. It is the most common reasons children are referred for mental health practitioners for possible treatment. However many children with oppositional defiant disorder or conduct disorder are found to have neurologically related symptoms over time, the primary problem is behavior. Study has known both biological and environmental causes for disruptive behavior disorders. Young people most at risk for oppositional defiant and conduct disorders are those who have low birth weight, neurological damage or attention deficit. For treating this disorder used behavior therapies to teach young people how to control and express feelings in healthy ways and coordination of services with the young person’s school and other involved agencies. Disruptive behavior disorder, characterized by aggression, noncompliance, and negative emotionality, remain a mental health priority. Parents require an arsenal of coping strategies to lessen the behavioral problems at home.

Children attend school to become educated members of society, capable of making informed decisions and increasing future career possibilities. However, some children have difficulty adjusting to the classroom environment and act out with disruptive behaviors. Disruptive classroom behaviors not only detract from a child's education experience, but may also lead to social isolation. Understanding the types of disruptive classroom behaviors, and the possible causes and solutions, may help to solve a child's behavior problems, and reduce the likelihood that he will suffer from social isolation. One teacher considers disruptive, another teacher may not. No set criteria or definition exists to determine which behavior qualifies as disruptive. However, some behaviors generally qualify as unacceptable no matter which teacher runs the classroom. Disruptive classroom behaviors include aggressive behaviors, defiant behaviors, social disruptions and emotional disturbances. Aggressive behaviors include intimidating peers, engaging in physical altercations or damaging property. Defiant behaviors include blatant and sometimes vocal disregard of rules, as well as devaluing the teacher's expertise and judgment. Examples of social disruptions include interrupting discussions with off-topic information, engaging in private conversations or passing notes during instructional time. Emotional disturbances are temper tantrums.

A chronic pattern of disruptive behavior may indicate a mental health disorder. Possible disorders indicated by such behavior include attention deficit hyperactivity disorder, also known as ADHD, and oppositional defiant disorder. ADHD, characterized by an inability to pay attention and impulsive behaviors, often causes behavioral problems in class. The symptoms of ADHD clash with the expectations of the classroom environment. Children with ADHD may talk out of turn, have difficulty staying seated and find it challenging to maintain focus during instructional time. Children with oppositional defiant disorder exhibit behaviors of negativity, defiance, disobedience and hostility toward authority figures. These symptoms may lead to problems in school, temper tantrums, aggressiveness toward peers and other disruptive classroom behaviors.

Different factors may cause a student’s disruptive behavior and these...
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