Effective Strategies for Managing Disruptive Behavior in the Classroom

This essay addresses the critical issue of managing disruptive behavior in the classroom, highlighting its negative impact on student learning and the overall educational environment. It explores various strategies for preventing and addressing disruptive behaviors, including proactive classroom management techniques, fostering a positive classroom community, and implementing active learning approaches. The essay provides a critical literature review, examining research on the effectiveness of different interventions, such as communication and organization, peer-to-peer education, and feedback mechanisms. It also discusses conflict reduction strategies, ethical misconduct, and the importance of immediate and consistent responses to disruptive behaviors. Ultimately, the essay emphasizes the need for educators to create a civil and engaging classroom atmosphere to minimize disruptions and promote effective learning. The conclusion summarizes the various ways of disruptive behavior in the classroom.

Running head: MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM
Managing disruptive behaviour in the classroom

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 2
Table of Contents
Articulation of the research problem...........................................................................................................3
Critical literature review on managing disruptive behavior in the classroom..............................................3
Conclusion...................................................................................................................................................6
References...................................................................................................................................................7

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 3
Articulation of the research problem
The learning procedure for another student can be influenced while one or more students behave
in a disruptive way. Along with this, constant interruptions can obstruct the focus. A student is
more forced for waiting while the behavior is identified or they are unfocused by the attempt of
the disruptive student to notice. It can create lower grades as well as behavioral concerns with
other students and with the student who may create interruption. Peers may tend to have a vital
impact over each other and when one student is disruptive then it can motivate similar behavior
in other classmates who may not have had a problem otherwise (Korpershoek et. al., 2016).
The university motivates all instructors for striving for free as well as open interaction within the
class. But, for the student, learning is more effective hence; the classroom should maintain a civil
atmosphere, free from disruption, harassment and intimidation, and violence. Moreover, when
disruptive behavior creates, and then a number of university faculty members suggest to
identifying it instantly (Wolff, Jarodzka, & Boshuizen, 2017).These suggestions are listened to
the concern of student, assess the circumstances, as well as remain calm. It is also recommended
that the university should provide a clear firm response that is consistent with responses provided
by the teacher to other students. The data found in this resource will support to prepare for these
moments before they take place (Caldarella Williams Jolstead & Wills, 2017).
Critical literature review on managing disruptive behavior in the classroom
Managing disruptive behavior in the classroom
According to Pas Cash O'Brennan Debnam & Bradshaw (2015), the most significant method for
declining the disruptive behavior in the classroom is to prevent its initial incidence by significant
classroom management, principally communication and organization. Classes, where students
are encouraged to engage in peer to peer education, may tend to have some examples of

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 4
unethical conduct and rudeness. When a sense related to the classroom as a community of
learning is developed, and thenstudents perform more accountability for their learning as well as
keep more responsible towards behavior for each other. In this research, quantitative research
methodology was used to understand the research issues.
In opposed to this, Szulevicz Mai Marsico & Vaalsiner (2016) evaluated that inattentive behavior
like reading non-course associated materials, sleeping and having sidebar communications was
addressed to be more general in the lecture routes as well as less regular in classrooms with
communicative teaching like active learning tools along with, discussions. The small set of work
even in the large classes can decline the inattentive behavior as well as favorably influence the
learning. Implementing active learning approaches are required advanced preparation on part of
the instructor in order to thoughtfully create as well as implements the feasible practices for
keeping the student engaged within a group. In this research, mixed research methodology was
used to understand the research issues.
As per the view of Simón & Alonso-Tapia (2016), the company should seek feedback from
students. Along with this, instructors seek the feedback of student about the class and their
learning facilitates the opportunity to the student for thinking regarding their learning. These
instructors can utilize to enhance their teaching in a tangible manner. In this research,
quantitative research methodology was used to understand the research issues.
On the other side, Veldman et al. (2017) stated that instructors can offer the opportunities for
plus/delta and assessment of another classroom as well as makes sure the content delivery and
effective instruction. In the context of plus/delta tool, a student can ask to anonymously react to
different questions such as what is helping them to learn within the classroom, what they are
performing to learn content, what can be enhanced within the classroom to support their learning

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 5
and what they can enhance to gain their retention and understanding of content course. Along
with this, the instructor can synthesize the data, share with the student in the class, and creates
feasible adjustments to enhance the learning atmospheres and teaching. In this research,
quantitative research methodology was used to understand the research issues.
Responding to Disruptive Behavior
In the view of Coombes Chan Allen and Foxcroft (2016), classroom disruption can be highly
classified as ethical misconduct and might be impaired by mental health challenge. The uncivil
conduct is highly observed through instructors and students involve students arriving late,
actively surfing the web for non-course associated data. A teacher should address the behavior
immediately. Both students, as well as faculties, are ignoring the classroom impoliteness is not
an effective tool to react about classroom rudeness; hence it should be identified immediately
while it is hostile and confront the student in private regarding the careless conflict. Quantitative
research methodology was used to understand the research issues.
As per the view of Wolff Jarodzka & Boshuizen (2017), the sort of response unavoidably will
vary as per the observed attitude. A student can be provided quizzes because of the beginning of
class to make sure the readiness of the classroom. Active learning tool like one-minute papers
and think paper can refocus the student on the topic at hand. While cheating is perceived on
homework then a reminder of academic integrity approaches to whole class can be feasible.
When a student is detected cheating on an exam, then the instructor can select to take away the
exam promptly and assign the grade of 0. In this research, quantitative research methodology
was used to understand the research issues.
In opposed to this, Szulevicz Mai Marsico & Vaalsiner (2016) stated that teacher should utilize
the conflict reduction strategies. It can permit the instructor as well as student to create the long

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 6
term strategy that is mutually acceptable. While teacher is discussing issues, then it should
address the issue, emphasize the impact on classroom atmosphere as well as acknowledge the
emotion of student while repeating their perception of the issue. The teacher can support the
student for thinking through alternative when discussing the conflict of groups. In this research,
quantitative research methodology was used to understand the research issues.
Conclusion
It can be concluded that there are different ways of disruptive behaviour in the classroom. These
ways are Active learning tool and conflict reduction strategies. It can be summarized that
instructors can focus on the feedback of student with respect to class and their learning provides
the opportunity to the student for thinking about their learning. According to assessment of
literature review, a research will ask from scholars about the research question ‘how to mange
disruptive behaviour in the classroom’.

MANAGING DISRUPTIVE BEHAVIOR IN THE CLASSROOM 7
References
Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2017). Managing student behavior in
an elementary school music classroom: A study of class-wide function-related intervention
teams. Update: Applications of Research in Music Education, 35(3), 23-30. DOI:
10.1177/8755123315626229
Coombes, L., Chan, G., Allen, D., & Foxcroft, D. R. (2016). Mixed‐methods evaluation of the
good behavior game in English primary schools. Journal of community & applied social
psychology, 26(5), 369-387. DOI: 10.1002/casp.2268
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis
of the effects of classroom management strategies and classroom management programs on
students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational
Research, 86(3), 643-680. DOI: 10.3102/0034654315626799
Pas, E. T., Cash, A. H., O'Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of
classroom behavior in high schools: Associations with teacher behavior management
strategies and classroom composition. Journal of School Psychology, 53(2), 137-148. DOI:
http://dx.doi.org/10.1016/j.jsp.2014.12.005
Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption
management climate on behaviour and satisfaction with teacher. Revista de
Psicodidáctica, 21(1), 65-86. DOI: 10.1387/RevPsicodidact.13202
Szulevicz, T., Mai, E. R., Marsico, G., & Vaalsiner, J. (2016). When disruptive behavior meets
outcome-based education. Psihologija, 49(4), 447-468. DOI: 10.2298/PSI1604447S
Veldman, I., Admiraal, W., Mainhard, T., Wubbels, T., & Van Tartwijk, J. (2017). Measuring
teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations,

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classroom management efficacy and age. Social Psychology of Education, 20(2), 411-426.
DOI: 10.1007/s11218-017-9374-1
Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2017). See and tell: Differences between expert
and novice teachers’ interpretations of problematic classroom management events. Teaching
and Teacher Education, 66, 295-308.Doi: http://dx.doi.org/10.1016/j.tate.2017.04.015