Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

Shen, Jiliang; Zhang, Na; Zhang, Caiyun; Caldarella, Paul; Richardson, Michael J.; Shatzer, Ryan H.

doi:10.1080/01443410802654909

Cited by 45 publications

(38 citation statements)

References 19 publications

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“…Teachers usually reported that these disturbing behaviors in the classroom are intolerable [2] and stress-provoking [3], and they had to spend a great deal of time and energy to manage the classroom [4, 5]. Obviously, student misbehaviors retard the smoothness and effectiveness of teaching and also impede the learning of the student and his/her classmates.…”

Section: Introductionmentioning

confidence: 99%

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

Sun

Shek

2012

The Scientific World Journal

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This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.

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Section: Introductionmentioning

confidence: 99%

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

Sun

Shek

2012

The Scientific World Journal

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“…In particular, they have low acceptance from their teachers (Jin et al, 2010), and behaviors such as inattention, talking out of the turn, and disrupting others are seen to have negative influences on classroom discipline (Ding, Li, Li, & Kulm, 2008;Shen et al, 2009). These perspectives are associated with a cultural belief that Chinese students are expected to be disciplined autonomously and work hard in school (Xie & Wang, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Preliminary Multiple Case Report of Neurocognitive Training for Children With AD/HD in China

Jiang

Johnstone

2015

Sage Open

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This preliminary multiple case study examined the behavioral outcomes of neurocognitive training on children with attentiondeficit/hyperactivity disorder (AD/HD) in China, as well as parent acceptance of the treatment. The training approach targeted working memory, impulse control, and attention/relaxation (via brain electrical activity). Outcome measures included overt behavior as rated by parents and teachers, AD/HD symptom frequency, and parent opinion/feedback. Training was completed by five individuals and delivered via a themed computer game with electroencephalogram (EEG) input via a wireless, single-channel, dry-sensor, portable measurement device. The objective (i.e., training outcomes and EEG) and subjective (i.e., parent ratings/feedback and teacher ratings) data suggested that use of the neurocognitive training resulted in reduced AD/HD behaviors and improvement in socially meaningful outcomes. The parents expressed satisfaction with the training procedure and outcomes. It is concluded that the innovative neurocognitive training approach is effective for improving behavior and reducing symptoms of AD/HD for children in China.

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“…Intervention in the classroom is therefore necessary in order to reduce and eliminate disruptive classroom behavior and the associated effects it has on teachers and students. Disruptive behaviors are often initially minor in nature, therefore interventions based on the principles of reinforcement and punishment have been found to be appropriate and effective, as a teacher can encourage a student to spend more time engaging in academic activities and less time behaving inappropriately (Little et al, 2002;Merrett & Tang, 1994;Wilks, 1996in Shen et al, 2009). Furthermore, Sun"s (2015) study in Hong Kong reveals that there are eight strategies that can be used to manage students" behavior in classroom activity in which seven of those are more effective: rules-setting, hinting, directive statements, punishment, after class talk, relationship building, and instructional engagement.…”

Section: Introductionmentioning

confidence: 99%

MANAGING DISRUPTIVE BEHAVIOUR OF PRIMARY STUDENTS IN THE EFL CONTEXT (Mengatasi Perilaku Mengganggu yang Dilakukan oleh Siswa Sekolah Dasar dalam Konteks Pembelajaran Bahasa Inggris)

Azizah

Rejeki

Prihandoko

2019

SURBET

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Not all students are well motivated in the classroom activities. Some students often show disruptive behaviors that influence the teacher in conducting learning process. In particular case, there is special issue regarding behavioral problems in elementary school such as talking without permission and disturbing other friends while studying in class. Accordingly, this study aims at discerning behavior interruptions found in English teaching class. Moreover, it also describes the classification of students" disruptive behaviors and explores teachers" actions in order to overcome those behaviors. In this research, depth-interview with the English teacher, classroom observation and documentation were used to collect the data for two perceived classes and interactive model was used to analyze the data. Each class has been chosen based on specific characteristics for being observed. Though the study reported that there were several disruptive behaviors exhibited by primary school students, it could be classified as non-violence behavior since no one was injured by physical force. It seems possibly categorized as normal behavior by considering the students" age and level in school. In the EFL context, students will be more focus and motivated if they are studying in comfortable class because students are required to master several skills of English. Comfortable class will lead them to comfortable learning. Henceforth, it was suggested that teacher should have adequate knowledge of the students" psychology based on their age in order to give the proper strategies to control disruptive behaviors in the classroom. AbstrakTidak semua siswa termotivasi dalam kegiatan pembelajaran di kelas. Beberapa siswa sering menunjukkan perilaku mengganggu yang memengaruhi guru dalam mengajar. Dalam kasus penelitian ini, isu yang berkaitan dengan perilaku mengganggu yang terjadi di sebuah sekolah dasar misalnya mengobrol dan mengganggu siswa lain saat jam pelajaran. Selain itu, artikel ini bertujuan untuk mengklasifikasi perilaku mengganggu siswa dan mengeksplor tindakan guru dalam mengatasi perilaku siswa tersebut. Dalam penelitian ini, wawancara mendalam dengan guru bahasa Inggris, observasi kelas, dan dokumentasi digunakan sebagai teknik pengumpulan data dari dua kelas yang diteliti dan model interaktif digunakan sebagai teknik dalam menganalisis data. Setiap kelas dipilih berdasarkan karakteristik tertentu. Walaupun penelitian ini menemukan bahwa terdapat beberapa perilaku mengganggu yang dilakukan oleh siswa sekolah dasar, perilaku tersebut masih dapat diklasifikasi ke dalam perilaku tanpa-kekerasan karena tidak ada satu pun siswa yang tersakiti secara fisik. Sebaliknya, hal tersebut diklasifikasikan ke dalam perilaku mengganggu yang wajar dengan mempertimbangkan umur dan level siswa. Dalam konteks English as Foreign Language, siswa akan menjadi lebih fokus dan

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Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

Cited by 45 publications

References 19 publications

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

A Preliminary Multiple Case Report of Neurocognitive Training for Children With AD/HD in China

MANAGING DISRUPTIVE BEHAVIOUR OF PRIMARY STUDENTS IN THE EFL CONTEXT (Mengatasi Perilaku Mengganggu yang Dilakukan oleh Siswa Sekolah Dasar dalam Konteks Pembelajaran Bahasa Inggris)

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