DISRUPTIVE BEHAVIOR AFFECTS

CLASSROOM MANAGEMENT

A Research Proposal Presented to

Dr. Alvin V. Nuqui

Graduate Studies

Dean

In Partial fulfillment of the Requirements for the subject Research Design and Methods

in Educational Management leading to the

Degree of Master of Arts in Education

Jovy O. Ilagan

December 2018
 Chapter 1

The Problem and Its Background

Introduction

Disruptive behavior continues to be the most consistently discussed problem in schools.

Misbehaving learners and disciplinary problems are a disproportionate and intractable part of

every teacher's experience of teaching. Teachers are becoming increasingly distressed about

disciplinary problems in schools, as corporal punishment has been outlawed by legislation, such

as the Republic Act 7610: The Child Protection Policy (Republic of the Philippines 2007). Some

sectors of society will react positively, claiming that the said legislation affirms human dignity,

but others will be expressed concern, contending that there are no viable alternatives to

corporal punishment. Naong (2007:283) maintains that abolition of corporal punishment in

schools will left a gap which cannot be filled and that it will lead to all kinds of disciplinary

problems in schools.

Disruptive behaviors in classrooms pose a significant challenge for learning in schools

and are, at the same time, a risk factor for students’ academic achievement and a major source

for work-related stress among teachers. ( Narhi, Vesa, Kiisi, Tiina, Peitso, Satu, Savolainen 2003).

Teachers are spending more time on discipline than on classroom instructions due to an

increase in off task and poor behaviors (Rosenberg and Jackman, 2003).

Disruptive behavior can waste a great deal of teaching time in the classroom, leading to

feelings of frustration in teachers and an increase in academic failure among pupils. Prior
research indicates that intervening in these kinds of behaviors improves the classroom

atmosphere and facilitates the learning process. (Ruiz-Olivares, Rosario Pino, M. Jose, Herruzo,

Javier 2010). It states that the most difficult dilemma facing elementary schools is “troubled”

behavior. (White Algozzine, Audette, Marr, Ellis, 2001). There will has been an

increasing desire for understanding disruptive behavior in elementary classrooms (Bru,

2009; McCarthy, Lambert, O’Donnell, & Melendres, 2009; and Finn, Pannozzo, &

Voelkl, 1995) and how teachers respond to children who interfere with the classroom

environment (Dyrness, 2006). Disruptive behavior in the classroom takes away attention

from other students (Finn, Pannozzo, & Voelkl, 1995), impairs the classroom learning

environment (Bru, 2009), and increases teacher burnout rate (McCarthy, Lambert,

O’Donnell, & Melendres, 2009).

In light of the above, a project will undertake to achieve a threefold aim: firstly to

identify the various types of disruptive behaviour that occur most often among Foundation

Phase learners; Secondly, to find out from teachers what the causes are of disruptive behaviour

amongst Foundation Phase learners; and thirdly to suggest strategies that Foundation Phase

teachers can direct towards managing disruptive behaviour.

 Statement of the Problem

The major issue of the study is to assess the causes of the disruptive behavior in San

Gabriel Elementary School and their effects in the classroom management. Specifically, this

study seek to answer the following questions:

1. What are the causes of disruptive behavior in San Gabriel Elementary School?

1.1 Poor Parenting

1.2 Peer pressure (Bad influences on a student’s local community)

1.3 Poor teaching

1.4 Poverty

1.5 Teachers’ negative attitude towards student

1.6 Repeating change in subject teacher

1.7 Repeating the same class for students

2. What are the types of disruptive behaviors affect students in the classroom?

2.1 Conduct

2.2 Bullying

2.3 Immaturity

3. How does the poor classroom management affects disruptive behavior?

 DISRUPTIVE BEHAVIOR AFFECTS

CLASSROOM MANAGEMENT

A Research Proposal Presented to

Dr. Alvin V. Nuqui

Graduate Studies

Dean

In Partial fulfillment of the Requirements for the subject Research Design and Methods

in Educational Management leading to the

Degree of Master of Arts in Education

Jovy O. Ilagan

December 2018
 Chapter I: The Problem and Its Background

Introduction............................................................................................................................. 1

Significance of the Study.......................................................................................................... 3

Theoretical/Conceptual

Framework............................................................................................................................... 4

Statement of the Problem....................................................................................................... 5

Hypothesis of the Study........................................................................................................... 6

Definition of Terms.................................................................................................................. 7

Scope and Delimitation of the Study...................................................................................... 10

 Chapter 1

The Problem and Its Background

Introduction

Disruptive behavior continues to be the most consistently discussed problem in schools.

Misbehaving learners and disciplinary problems are a disproportionate and intractable part of

every teacher's experience of teaching. Teachers are becoming increasingly distressed about

disciplinary problems in schools, as corporal punishment has been outlawed by legislation, such

as the Republic Act 7610: The Child Protection Policy (Republic of the Philippines 2007). Some

sectors of society have reacted positively, claiming that the said legislation affirms human

dignity, but others have expressed concern, contending that there are no viable alternatives to

corporal punishment. Naong (2007:283) maintains that abolition of corporal punishment in

schools has left a gap which cannot be filled and that it has led to all kinds of disciplinary

problems in schools.

Disruptive behaviors in classrooms pose a significant challenge for learning in schools

and are, at the same time, a risk factor for students’ academic achievement and a major source

for work-related stress among teachers. ( Narhi, Vesa, Kiisi, Tiina, Peitso, Satu, Savolainen 2003).

Teachers are spending more time on discipline than on classroom instructions due to an

increase in off task and poor behaviors (Rosenberg and Jackman, 2003).

Disruptive behavior can waste a great deal of teaching time in the classroom, leading to

feelings of frustration in teachers and an increase in academic failure among pupils. Prior
research indicates that intervening in these kinds of behaviors improves the classroom

atmosphere and facilitates the learning process. (Ruiz-Olivares, Rosario Pino, M. Jose, Herruzo,

Javier 2010). It has been stated that the most difficult dilemma facing elementary schools is

“troubled” behavior. (White Algozzine, Audette, Marr, Ellis, 2001). There has been an

increasing desire for understanding disruptive behavior in elementary classrooms (Bru,

2009; McCarthy, Lambert, O’Donnell, & Melendres, 2009; and Finn, Pannozzo, &

Voelkl, 1995) and how teachers respond to children who interfere with the classroom

environment (Dyrness, 2006). Disruptive behavior in the classroom takes away attention

from other students (Finn, Pannozzo, & Voelkl, 1995), impairs the classroom learning

environment (Bru, 2009), and increases teacher burnout rate (McCarthy, Lambert,

O’Donnell, & Melendres, 2009).

In light of the above, a project was undertaken to achieve a threefold aim: firstly to

identify the various types of disruptive behaviour that occur most often among Foundation

Phase learners; Secondly, to find out from teachers what the causes are of disruptive behaviour

amongst Foundation Phase learners; and thirdly to suggest strategies that Foundation Phase

teachers can direct towards managing disruptive behaviour.

 Significance of the Study

This study is deemed significant to the following:

Pupils/Learners. The result of the study can benefit the learners to improve their

behavior in the learning development inside the classroom. How they behave, deal with the

other peers, and follows teacher’s instruction inside the classroom.

Teachers. The teacher will understand and will become knowledgeable in the different

types of behavior, causes of disruptive behavior, the interventions and techniques applicable in

the teaching learning process and in managing classroom behavior.

Parents. The parents will understand the misbehavior of their child. They will become

aware on their child attitude, how they handled problem, and give importance of what is

important to their child.

School. This study will be beneficial to the administrators that will lead them to be

aware in the different types and causes of disruptive behavior of the pupils.

Theoretical/Conceptual Framework

This study postulates that teaching methods and pupils behavior can significantly affects

the classroom management.

Classroom Pupils'
Management Behavior
Style
 Figure 1. Conceptual Model of the Study

Disruptive behavior can waste a great deal of teaching time in the classroom, leading to

feelings of frustration in teachers and an increase in academic failure among pupils. Prior

research indicates that intervening in these kinds of behaviors improves the classroom

atmosphere and facilitates the learning process. With this in mind, the aims of this article are to

be more knowledgeable to (a) reduce the incidence of disruptive behaviors such as standing up

without the teacher’s permission, shouting, fighting, and interrupting the teacher or a fellow

classmate. These behaviors hinder the teaching–learning process, as they contribute to

distraction and lack of performance in students, in turn creating a feeling of tiredness and a lack

of efficacy among teachers (Babyak, Luze, & Kamps, 2000; Tingstrom, 1994; Tingstrom Sterling-

Turner, & Wilczynski, 2006; Van Lier et al., 2004). Disruptive behavior is understood as the

children’s attempting to harm, verbally negate, or not pay attention in the completion of a task

assigned by their parents, teacher, or another adult authority figure (Boelter, Wacker, Call,

Ringdohl, & Kopelman, 2007). There are several procedures documented in the literature to

reduce disruptive behaviors that occur in excess: extinction, differential reinforcement,

response cost, time out, satiation, overcorrection, and so forth, along with procedures that use

aversive stimulation (Herruzo, Luciano, & Pino, 2001; Martin & Pear, 2007). These techniques,

both in isolation and in conjunction, offer a wide range of advantages, although there are also

problems depending on the context in which they are used, such as the cost of usage, the

preparation and training required for the people who apply them, and so forth.
 Statement of the Problem

The major issue of the study is to assess the causes of the disruptive behavior in San

Gabriel Elementary School and their effects in the classroom management. Specifically, this

study sought to answer the following questions:

4. What are the causes of disruptive behavior in San Gabriel Elementary School?

4.1 Poor Parenting

4.2 Peer pressure (Bad influences on a student’s local community)

4.3 Poor teaching

4.4 Poverty

4.5 Teachers’ negative attitude towards student

4.6 Repeating change in subject teacher

4.7 Repeating the same class for students

5. What are the types of disruptive behaviors affect students in the classroom?

5.1 Conduct

5.2 Bullying

5.3 Immaturity

6. How does the poor classroom management affects disruptive behavior?

Hypothesis of the Study

The following hypotheses were asked at .05 level of significance.

Disruptive behavior of the student is the main causes in the interruptions inside the

classroom.
 Definition of Terms

To further understand the study, some terminologies were given conceptual and/ or

operational definitions.

Types of disruptive behavior

1. Conduct

Conduct disruptive behaviors are ones that involve students acting against the

usual norms or rules of society (or the classroom). Examples might include: Distracting

others, Attention-seeking, Calling out in class, Being out of their seat.

2. Bullying

Bullying is a specific type of conduct disorder. It is defined as: "an unwanted,

aggressive behavior among school aged children that involves a real or perceived power

imbalance.

3. Immaturity

Immaturity refers to a child having not reached the correct level of maturation to

be able to display the behaviors required by the class. For example, the child could lack

the attention span to concentrate on the teacher for long periods, or the capability to

understand instructions given.

Causes of disruptive behavior in school

1. Poor Parenting

Before a child joins school he/she usually has a well developed behavior acquired from
home and it’s environ. Most children are lucky enough to be brought up feeling valued and

loved by our parents, but sadly this is not always the case. If a child feels starved of attention

and care from its parents, this can lead to some very negative consequences. For example, the

child may not have been able to learn the usual rules about which behaviors are socially

acceptable and which are not, leading to disruptive behaviors. Such students cause a lot of

problems to the teacher and entire class leading to prolonged arguments and fighting in class.

Another possibility is that the child may also begin to seek the attention that they desire in

other areas, such as in the classroom. In order to attract attention, they may display disruptive

behaviors. Another cause of misbehavior may come from overprotective parents who do not

anything incase their children’s do something wrong (Bear, 2005).

2. Peer pressure (Bad influences on a student’s local community)

Another cause of children's misbehavior comes from local community or where the child

is brought up from. Children who are brought up in environment where there is a lot of

violence and drug use tend to acquire the same behavior. Most of this students get involve with

drug peddlers and who supply the same drugs to other students. Their behavior may be

influenced by what they see in their community and environment.

3. Poor teaching

Another cause of bad behavior by students in class may be due to poor teaching methods

by the teachers. One of the first things that a teacher has to think if a student is disrupting the

class is "is it me?" Even the most disruptive students will sit for hours on computer games or
other hobbies that they enjoy, so maybe it's just that the lessons aren't interesting enough.

4. Poverty

Poverty has been cited as a source of disruptive behavior in students. Children coming

from poverty stricken family tend to exhibit disruptive behavior and they rarely concentrate in

class. They are mostly challenged since they spend most of their time to think where they can

get the next meal to keep them going. Furthermore, children from poor family tend to steal

things from other students such as book and food for them to sell. This causes disturbance in

the class making them learning difficulty for other children (Rosen, 2005).

5. Teachers’ negative attitude towards student

The attitude of the teachers towards the students matters a lot for effective teaching to

take place. Most students notice when the teachers do not show acceptance and

understanding towards their needs and challenges. This may cause friction between the

teachers and students in class. Most students may rebel against the teacher through making

noise and avoiding their class. Students may also not share their challenges with the

administration with in time may cause strikes and school unrest.

6. Repeating change in subject teacher

Constant change of subject teacher in the same class and term may cause unrest in the

class. Schools that change class teachers for specific subject every time may make students

loose confident in the subject. Different teachers come with different mode of teaching and
understanding their students. The students also have their way of understanding specific

teacher. This balance gets easily disturbed when the administration keeps on changing subject

teacher for the students. The students may find it hard understanding new teachers which may

cause distress and interference of the class.

7. Repeating the same class for students

Making students repeat same class may cause the students to have disruptive behavior.

Students who repeat the same class may easily disturb other students causing problem in class.

Students should not be made to repeat same classes.

8. Classroom poor conditions (lack of Lighting, ventilation, sounds etc.)

The condition for most schools lack basic facilities such as lack of lighting, ventilation and

desks. Students are made to share desks and books, which in most cases causes fighting

between the students. Lack of ventilation and proper lighting may make students

uncomfortable and uneasy which may result into bad behaviors in class.

Scope and Delimitation of the Study

The focus of the study was to assessment of the different behavioral problems

encountered during class hours in San Gabriel Elementary School.

The independent variable of the study is the classroom management was assessed in

terms of their environment, the arrangement and appearance of the classroom which
promotes learning for the students, the availability of basic facilities such as books, chairs,

lightning, ventilation and sounds.

Meanwhile, pupils’ behavior (dependent variable) was assessed in terms of monitoring

different behavior dealing with their group or peer. Cooperation, involvement in the school

activities, manner of talking, and attitude towards oneself.