آراء المعلم والطلاب تجاه السلوك العدوانی في إدارة الصف فی مستوى الكلية

Shano  A. Ahmed; Ameera  M. Abdullah

doi:10.31185/eduj.Vol2.Iss44.2381

Authors

Shano A. Ahmed College of Basic Education/ Salahaddin University
Ameera M. Abdullah College of Basic Education/ Salahaddin University

DOI:

https://doi.org/10.31185/eduj.Vol2.Iss44.2381

Keywords:

Disruptive behavior definitions, Types and causes of disruptive behavior, strategies to reduce disruptive behavior

Abstract

The current research in education is focusing on exploring various reforming ideas about classroom management. Therefore, dealing with disruptive and challenging behavior in the classroom is of significant concern to teachers. The behaviors generally identified in this research ,as of most concern to college teachers include non-compliance ,not -listening ,poor concentration ,inattention ,constant talking with classmates, disturbing others and arguing when reprimand and coming late is the most frequent student misbehavior type reported by teachers, using cell phones in the class, and preventing others from engaging in classroom activities. Teachers have also identified students' lack of motivation and task avoidance as frequent misbehavior. These behaviors can obviously interfere with lecture delivery and reduce student-learning opportunities.

Moreover, disruptive behaviors are common in higher education classrooms. When they occur, teachers have options for dealing with each situation in the process of teaching and learning. Ultimately, the preferred goals of the educators and teachers are to end the distraction and to have the disruptive students continue their civil participation and progress in class.

The main purpose of this research is to make a comparison between the perceptions of university teachers and students about the causes of students’ disruptive behavior, and investigating the current practice of behavior modification techniques in classroom by the university teachers. Two different questionnaires are designed in order to achieve the main research objective, and for checking the attitude of university teachers regarding the use of behavior modification strategies in classroom, a questionnaire is developed about behavior modification strategies, in this regard, 100 senior students and 50 university teachers from different departments are selected randomly at Basic Education College/Salahaddin University. Additionally, this research is an effort to find answer to a number of questions related to students’ disruptive behavior; teachers’ and students’ perspectives toward factors of disruptive behavior, and the difference between their perspectives about the causes of students’ disruptive behavior.

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