Student classroom misbehavior : an exploratory study based on teachers' perceptions

Tan Lei Shek, R.C.F. Sun

Research output: Journal article publicationJournal articleAcademic researchpeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)49-58
Number of pages10
JournalInternational journal of child health and human development
Volume6
Issue number1
Publication statusPublished - 2013

Keywords

  • Student problem behavior
  • Classroom misbehavior
  • Teachers' perception
  • Chinese classroom
  • Hong Kong

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