Abstract
School today lays emphasis on developing skills which should ensure for children solid integration into society. Discipline is one of the skills which must be underlain in school. An efficient approach of discipline teaches students to assume responsibility and self-discipline. However, there have always been children who, for various reasons, break the discipline rules. Practice in school has shown that the factors that contribute to disruptive behaviour are connected to continuous changes in the social environment, curriculum idiosyncrasies, individual differences, the teacher-student relationship,the teacher’s act in classroom, the relationships among children in classroom / school, antipathy towards school, the need for social recognition, social isolation, impulsive behaviour, affective transfer, aggression in classroom / school, anxiety, absence of academic success, boredom, etc.Our paper limits the research to a series of causes of students’ disruptive behaviour in primary school and gymnasium specific to the Romanian educational context. The data gathered provides information on the perspectives of teachers regarding the most relevant causes that affect discipline in classrooms. Their acknowledgement may be of help as it diminishes the time, the energy and the stress required to deal with inappropriate behaviour displayed by selecting efficient strategies to counterbalance it beforehand.
Highlights
School has a decisive role in developing the socializing skills of students, that is why teachers, as educational agents, should use various strategies to promote learning and good behaviour
Relying on specific literature and school practice, this paper focuses on a series of relevant causes that determine disruptive behaviour in students, all in strict reference to the Romanian educational environment
Significant differences were registered for seven items (p
Summary
School has a decisive role in developing the socializing skills of students, that is why teachers, as educational agents, should use various strategies to promote learning and good behaviour. Daily practice shows that one of the current challenges teachers have to deal with is the problem of discipline in the classroom. In order for teachers to influence most effectively, shape or improve the conduct of students, they should become familiarised with the possible causes that may generate disruption in students’ behaviour. Relying on specific literature and school practice, this paper focuses on a series of relevant causes that determine disruptive behaviour in students, all in strict reference to the Romanian educational environment
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