Abstract
The disruptive behaviour of students and the impact that the teaching techniques may have on it are an important issued for the Albanian school. One of the techniques that has new the tendency to be used in the Albanian education is the Respond Cards (RC) Technique. This technique offers students plenty of opportunities to interact when they are learning a new material, or when repeating a material learned before. It also enables teachers to assess the understanding of each student, react instantly and adapt the lesson and the class to the circumstances. The goal of this study is to assess the impact that using the RCs Technique in the class of Knowledge on the Nature will have on the students’ disrupting behaviour. The RCs Technique was used in combination with the Single-Student Responding (SSR) Technique through an ABAB type design. Five students of the fourth grade in the “Ali Agjah” school in Elbasan, Albania were the sample for the data collection. The disruptive behaviour was measured during SSRs and RCs, by partial intervals’ recording in the observation of each student in each session. Results showed that when RCs were used the average number of intervals with disruptive behaviour fell by 5.4 and that there were no differences between genders. It is not only productive, but also essential and indispensable to implement effective instructing techniques such as RCs, which highly evaluate the active responses of the students. Teachers must deal with disruptive behaviour, but they also should see deep in their teaching techniques. DOI: 10.5901/mjss.2015.v6n2s1p69
Highlights
The overall problems caused by disruptive behaviour are highlighted in the studies of Steed and Lawrence (1988), Gray and Richer (1988), Sentelle (2003), Jung e Boman (2003), Hunter-Love (2008), Hofstadter-Duke (2011) Todras (2007) and many others, and they are present in the Albanian education system too
Data on intervals of disrupting behaviour for each student (Table 2) show that: Student 1 reduced by 6.1 the average number of intervals with disrupting behaviour when passing from SSR1 session (M = 7.3) to RC1 (M = 1.2), and an even greater reduction (6.7) when passing from SSR2 (M = 8.7) to RC2 (M = 2.0)
Student 2 reduced by 7 the average number of intervals with disrupting behaviour when passing from SSR1 session (M = 7.5) to RC1 (M = 0.5)
Summary
The overall problems caused by disruptive behaviour are highlighted in the studies of Steed and Lawrence (1988), Gray and Richer (1988), Sentelle (2003), Jung e Boman (2003), Hunter-Love (2008), Hofstadter-Duke (2011) Todras (2007) and many others, and they are present in the Albanian education system too. More than half of Albanian teachers complain about the problematic behaviour of students (Tamo & Karaj, 2007). The students’ disrupting behaviour and the impact that the teaching techniques may have on it are an important issued for the Albanian school. One of the techniques that has the new tendency to be used in the Albanian education is the Respond Cards (RC) Technique. This technique offers students plenty of opportunities to interact when they are learning a new material, or when repeating a material learned before (Randolph, 2007; Sutherland et al, 2002). RCs are reusable tables which allow all students to independently answer questions of the teacher (Cavanaugh et al, 1996; Gardner et al, 1994)
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