Disruptive Students Research Articles

‘For the first time in my career, I exploded’: a situational approach to emotional deviance in ‘difficult’ PE teaching context

ABSTRACT Compensatory education policies aim to reduce the impact of inequalities on students’ engagement and performance at school. Nevertheless, this context is composed of mostly disadvantaged children who live with adversity and poverty. These difficulties are likely to be very testing for teachers’ emotions. Since the 2000s, teachers’ emotional labor has been the subject of a significant number of studies. A number of them have focused on physical education (PE), based on the idea that this school subject is particularly challenging for teachers’ emotions. However, we do not know what happens when teachers fail to regulate their emotions. Based on a situational approach to emotional labor, the present study aimed to analyze critical incidents in which teachers’ emotional deviance can be seen (i.e. when the emotions felt and expressed are at odds with the display rules). The study was conducted in collaboration with 22 PE teachers working in ‘difficult’ context. At every break in the school year, each teacher wrote about one critical incident (110 in total) and accepted to take part in an interview at the end of the year. An inductive data analysis made it possible to identify six cases of emotional deviance (5.5%), represented, in the present article, by portrait vignettes based on creative nonfiction. Each of them presents an enacted form of emotional deviance: (1) Ranting and seeking revenge on a disruptive student; (2) Exhibiting impulsive verbal violence towards a disruptive student; (3) Violently excluding a disruptive student; (4) Withdrawing and disengaging from disruptive students; (5) Involving the class as witnesses to a student’s misbehavior; (6) Breaking the rule of secularism to promote a student’s engagement. Three main highlights are therefore discussed: (1) Altercation with students is the main inducer of emotional deviance; (2) Emotional deviance results from negative emotions of varying intensity; (3) Emotional deviance takes various enacted forms as a last resort.

Disruption Management Interacts with Positive and Negative Emotions in the Classroom: Results from a Simulation-Based Study

The conduct of teachers, especially in handling disruptions, significantly impacts the comfort of students. This research investigates the correlation between preservice teachers’ effectiveness in terms of managing disruptions and the emotions experienced by both engaged and disruptive students. In an experimental simulation, we crafted a classroom scenario wherein preservice teachers engaged in handling severe disruptions over a 10-min period. During the simulation, other preservice teachers assumed the roles of either engaged or disruptive students, following specific behaviour guidelines. Afterwards, the student role players completed questionnaires to gauge their perceptions of positive and negative emotions, as well as to assess the effectiveness of the teacher’s management of disruptions. Notably, interaction effects were observed between preservice teachers’ disruption management strategies and the students’ roles (either engaged or disruptive) on their emotional responses. When preservice teachers effectively managed the classroom during the simulation, those acting as engaged students reported higher levels of positive emotions and fewer negative emotions. In contrast, when classroom management was ineffective, participants portraying disruptive students experienced more positive emotions and fewer negative emotions. The educational implications of these results are considered and discussed.

Black Sheep as Tragic Hero: How Disruptive Students Resist the Oppression and Why They Fail to Liberate?

Within the educational landscapes, there exists a prevailing dichotomy. On one side stand the obedient students, absorbing knowledge from their teachers unconditionally, and on the other side stand their non-compliant counterparts who are prone to disrupt the prescribed order, labeled as the black sheep of the academic flock. In education, obedience and conformity are celebrated, while noncompliance is stigmatized. Researchers often focus on strategies to control disruptive behavior, perpetuating teacher-centered approaches that maintain power imbalances. However, disruptive behavior is not just defiance. It's a response to an oppressive educational paradigm. This study delves into the narrative of these disruptive students, exploring their resistance to an educational system with intrinsic oppressive nature and the obstacles they encounter in their pursuit of liberation. The theoretical framework of this study is mainly constructed upon Freires critical pedagogy theory and literature on power dynamics to examine power dynamics in education settings and to understand students resistant behavior and why it fails to provoke change.

Identifying teachers’ reactive strategies towards disruptive behavior in classrooms

In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive students. This indicates that teachers seldom apply collectively oriented strategies towards disruptive behavior and that disruptive behavior is mainly interpreted as an individual phenomenon although it impairs the learning of the class.

Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan

This study describes teachers’ perspectives on disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. Using an ecological model, this paper describes interviews with 26 teachers working in early childhood education. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems at home prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms. Teachers are minimally qualified and have few teaching-learning materials at their disposal. Fear of violence is another factor. These factors do not support the behavioral development of young children. The three major circles (home, school, society) that comprise a child’s ecology are inadequate, which leads to classroom disruption, lack of motivation, and poor behavior that endangers the continuation of education.

The Role of an Effective Teacher in Managing Disruptive Students: A Case Study of The Chorus

This study utilizes a case study analysis to examine the portrayal of an effective teacher in the movie The Chorus. Drawing upon established literature on effective teaching practices and effective teachers, a self-developed conceptual framework is utilized to investigate the character of Mathieu and his management of disruptive students. The study seeks to identify the qualities exhibited by Mathieu that align with those of an effective teacher and explores the key behaviors he employs to positively transform the disruptive students. Findings indicate that Mathieu demonstrates fairness, respect, and patience as dominant personal traits of an effective teacher. Additionally, the study highlights the importance of subject matter mastery, balancing instructional complexity and maximizing instructional time, reflective practices, promoting student motivation, and effectively balancing classroom discipline and engagement in achieving effectiveness in teaching. These findings contribute to the understanding of effective teaching practices and provide insights for educators in contemporary societies to manage disruptive students.

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ professional vision. This mixed-methods eye-tracking study aimed to compare pre-service teachers’ visual attention to information relevant for classroom management in one of three instructional conditions. Participants viewed two classroom videos and clicked a button whenever they identified situations relevant to classroom management in the videos. They got either (1) a specific task instruction before video viewing (n = 45), (2) attention-guiding prompts during video viewing (n = 45), or (3) a general task instruction (n = 45) before video viewing as a control group. We expected a specific task instruction and prompts to better guide participants’ visual attention compared to a general task instruction before video viewing because both experimental conditions contained informational cues to focus on specific dimensions of classroom management. As both a specific task and prompts were assumed to activate cognitive schemata, resulting in knowledge-based processing of visual information, we expected the specific task instruction to have a similar attention-guiding effect as prompts during video viewing. Measurements were conducted on an outcome level (mouse clicks) and on a process level (eye tracking). Findings confirmed our hypotheses on an outcome level and in part on a process level regarding participants’ gaze relational index. Nevertheless, in a disruptive classroom situation, participants of the prompting condition showed better attentional performance than participants of the other conditions regarding a higher number of fixation and a shorter time to first fixation on disruptive students. Further qualitative analyses revealed that, when observing classroom videos without instructional guidance, pre-service teachers were less likely to identify disruptive situations in the video and more likely to attend to other situations of classroom management concerning the teachers’ action. We discuss advantages of both attention-guiding instructions for pre-service teacher education in terms of the economy of implementation and the salience of situations.

Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences

IntroductionThe ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom.MethodsThe study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability.ResultsThe finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories.ConclusionsParticipants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students’ misbehaviors by creating a safe and healthy climate to nurture effective learning by students.

The Direct and Spillover Effects of a Nationwide Socioemotional Learning Program for Disruptive Students

Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.

Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents' academic achievement.

The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (N-student = 558; N-classroom = 41; Mage = 12.83; age range = 10-16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (N-student = 1,302; N-classroom = 64; Mage = 13.00; age range = 10-16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Teachers’ Strategies to Handle Disruptive Students in Freedom Writers Movie

The objective of this research was to find out the teachers’ strategies to handle disruptive students in Freedom Writers movie. This research used descriptive qualitative research. The source of data in this research is obtained from the movie “Freedom Writers”. The instrument of this research is the researcher herself. In collecting the data, the researcher used an analysis document. The data sources documented in this study is in the form of the content in the Freedom Writers movie. Techniques of data analysis are: watching the movie repeatedly, noting the strategies that the teacher did and, categorizing the data by using Harmer ‘s theory (2001) and by Hue & Lie (2008) . The finding showed that the teacher applied verbal strategies that proposed by Hue & Lie (2008), from six verbal strategies, the teacher used two strategies namely boosting interest, and calling on students, besides that, the teacher also applied two strategies that proposed by Harmer (2001), they are talk to individual and use activities. with this research hopefully it can provide an overview how to deal with disruptive students in the classroom.

The consequences of exclusionary discipline on school dropout: Evidence from Chile

Disciplinary sanctions are a commonly available tool in school systems to punish disruptive students. While these tools are aimed at deterring misbehavior, they exclude offenders to restore discipline in the classroom at the potential cost of inflicting a harm on sanctioned students. In this paper, we study the effect of being expelled from school (expulsions are those sanctions in which students are forced to leave their school and look for another one to re-enroll) on the probability of dropping out using longitudinal data from Chile. We find that sanctioned students are 4.8 percentage points more likely to drop out than non- sanctioned students. The consequences of expulsions are particularly harmful for students in public schools, men, retained students, and those meeting the legal working age. Also, immediately expelling a student –as opposed to expelling at the end of the school year– increases the baseline probability of dropout by three times. These costs of exclusionary discipline are not offset by clear gains in academic performance of expelled students’ classmates. Taken together, these results call for alternative methods to improve school discipline and strengthen support policies to minimize the harm of expulsions.

Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions

ABSTRACT Classroom management and coping with disruptions are a primary source of stress for teachers. However, very little is known about teachers’ considerations when facing daily disruptions in their classes. To bridge this gap, seventy-one K-12 teachers were asked to recall such an incident and describe five alternate responses they considered. Did they respond emotionally or were they able to stay calm and adopt a problem-focused approach? Did they focus on the individual, the group, or both? Did they consider immediate or medium-to-long-term actions? Despite their stress, most teachers were able to adopt a problem-focused approach and refrain from expressing their anger towards disruptive students. They mostly directed their actions towards the interfering student and preferred short-term measures. An algorithm is proposed to illustrate their decision-making process and discuss its benefits for adhering to practical and social considerations.

Types and Characteristics of Classroom Disruption and Disruptive Students: Participant Observation in Middle School Classrooms

Types and Characteristics of Classroom Disruption and Disruptive Students: Participant Observation in Middle School Classrooms

Female teacher's perceptions of African-American male elementary school students who misbehave: a narrative inquiry

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover perceptions female teachers harbor toward misbehaving African-American elementary school males. The study incorporated a narrative inquiry to investigate perceptions female teachers have toward African-American male elementary school students. The research project involved a purposeful sample of eight female elementary teachers, four African-American teachers and four Caucasian teachers from one public school district in the southeastern United States. The female teachers reflected on their lived experiences and perceptions derived from experiences and encounters they have with African-American elementary school males. Data collection from the study occurred through individual responses from a survey and follow-up telephone interviews. From teacher's descriptions of perceived successes and failures, coded commonalities in reports, labeled themes, conclusions, and recommendations resulted from data collection and analysis. The findings revealed some African-American male elementary school students misbehave in the classroom and others do not. The term “misbehave” is based upon the experiences and type of interactions and exchanges teachers had with African-American male students in the classroom and African-American males outside the school environment. Gender, culture, and language may factor in creating effective teacherstudent interactions to enable better relationships and student outcomes.

Disruptive Peers in the Classroom and Students’ Academic Outcomes: Evidence and Mechanisms

In this study, we estimate the negative spillovers of children from troubled families linked to alcoholic fathers, on the academic performance of other students in China. Specifically, we identify the causal effects of disruptive peers by exploiting the random assignment of students to classrooms and using within school-grade variation in the proportion of children from families with alcoholic fathers in junior secondary schools. Our results show that children from families with alcoholic fathers significantly decrease the test scores of their peers. An examination of the underlying mechanisms suggests that disruptive peers increase misbehavior in the classroom. Moreover, a higher proportion of disruptive students in a class decreases peers’ time spent on homework assigned by teachers, implying that disruptive peers may impact teachers’ pedagogical practices and impede the learning of their peers.

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link between teachers' valence appraisals (i.e., how positive or negative an event was) and emotions in response to the event (i.e., enjoyment, anger, anxiety, self-, and other-related emotions). It was expected that teachers would be more emotionally reactive to events involving students whom they perceived as more disruptive in the past. Study 1 (N = 218 teachers) examined one teacher-selected relevant event of a workday with an individual student. Study 2 (N = 37 teachers) examined multiple events collected through daily diaries across the school year regarding two target students (N = 77) varying in perceived disruptive behavior. Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.

The Direct and Spillover Effects of a Mental Health Program for Disruptive Students.

Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.

Data-driven decision-making in creating class rosters

PurposeThis article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.Design/methodology/approachA literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.FindingsFindings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.Practical implicationsGiven the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.Originality/valueThis article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.

DIFFERENT STUDENT GROUPINGS AND SEATING ARRANGEMENTS

This article expresses the role of the different student groupings and their advantages and disadvantages. There are some ideas for how teachers might consider arranging students for group work. Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviors that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioral outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi-circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behavior during individual tasks when they are seated in rows, with disruptive students benefiting the most.