Last week on my inquiry blog I discussed how SEL self-regulation techniques are a fantastic way to improve disruptive behaviour within the classroom. This week I want to take a step backwards and introduce what exactly ‘disruptive behaviour’ is, what it looks like in the classroom, and why it is such an important topic of study for both future and current educators.
The online Farlex Medical Dictionary defines disruptive behaviour as “a group of mental disorders of children and adolescents consisting of behaviour that violates social norms and is disruptive, often distressing others more than it does the person with the disorder. It includes conduct disorder and oppositional defiant disorder and is classified with attention-deficit/hyperactivity disorder” (2016). Although the above disorders are without a doubt linked to some cases of disruptive behaviour in the classroom, I think it is important to note that not all instances of disruptive behaviour are linked to a mental disorder. In fact, the majority of literature and research around disruptive behaviour in the classroom reflects a much broader and inclusive definition then that of the dictionary. For example, the education department at Clayton State University in Georgia defines disruptive behaviour as being any behaviour that hampers the ability of instructors to teach and students to learn. Alongside this definition, they also provide a list of common examples of disruptive behaviour within the classroom. This list is inclusive of, but not exclusive to:
- Eating in class
- Monopolizing classroom discussions
- Failing to respect the rights of other students to express their viewpoints
- Talking when the instructor or others are speaking
- Constant questions or interruptions which interfere with the instructor’s presentation
- Overt inattentiveness
- Creating excessive noise in the classroom
- Entering the class late or leaving early
- Use of cell phones in the classroom
- Inordinate or inappropriate demands for time or attention
- Poor personal hygiene (e.g., noticeably offensive body odor)
- Refusal to comply with direction
- Use of profanity or pejorative language
- Verbal abuse of instructor or other students (e.g., taunting, badgering, intimidation)
- Harassment of instructor or other students
- Threats to harm oneself or others
- Physical violence
Although some of these examples may be indicative of, or already in line with a properly diagnosed disruptive behavioural disorder, many are not. Thus, when examining disruptive behaviour in the classroom, I think it is extremely important to understand that not all disruptive behaviour is indicative of a mental disorder.
Why is disruptive behaviour in the classroom such an important area of study? Many studies show that disruptive behaviour, and proper management of these disruptive behaviours, are some of the biggest and most persistence problems facing educators in schools today. In fact, special-education professor Dr. M. Rosenberg and research associate L. Jackman, both of whom have conducted extensive research on disruptive behaviour and behaviour management in schools, maintain that disruptive behaviour in the classroom is the most troubling issue facing schools (2003). Additionally, their research has shown that many teachers spend as much time responding to disruptive behaviour within the classroom as they do teaching (Rosenberg & Jackman, 2003). As a result of my own experiences in the classroom, I can also attest to these findings. Disruptive behaviour in elementary school classrooms is a massive problem that needs to be examined further. Not only has current research shown that instances of disruptive behaviour in the classroom are on the rise, but it has also revealed that disruptive behaviour negatively impacts the individual exhibiting the behaviour, the teacher, and the entire classroom of students.
In a recent research paper outlining different educators’ experiences with disruptive behaviour in the classroom, author Kari Jacobsen discusses the huge increase in disruptive classroom behaviour over the recent years. Additionally, she discusses how this huge influx of disruptive behaviour has been proven to both negatively impact other students within the classroom and impair the classroom learning environment (Jacobsen, 2013). Although Jacobsen’s research recognizes the negative impact that disruptive behaviour can have on the entire classroom, she maintains that disruptive behaviour tendencies are most troublesome to the individual exhibiting the behaviour (2013). Some of the most common troublesome outcomes for the individual include low grades and higher school drop-out rates (Jacobsen, 2013). Thus, the importance of educators being able to detect and appropriately handle different situations of disruptive behaviour in the classroom is essential. For many children their teacher is the adult they see most often throughout the day; hence, this is why it is so important for educators to both educate themselves and understand the source of a child’s disruptive behaviour as they are often the first source of detection and early intervention in mental health disorders (Jacobsen, 2013).
References
Jacobsen, Kari. (2013). Educators’ Experiences with Disruptive Behavior in the Classroom: Master of Social Work Clinical Research Papers.
Rosenberg, M., Michael S Rosenberg, & Lori A Jackman. (2003). Intervention in school and clinic: Development, implementation, and sustainability of comprehensive school-wide behavior management systems Pro-Ed, 39(1), 10-21.
http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf
There are many good points raised by the readings and I’m hoping some of the topics covered in the session on classroom management and EPSE 3111 will add to knowledge and understanding of the complexity of this topic. There is also an element of student engagement that plays into this topic – when students are fully engaged in learning then they are less disruptive. How to plan for student engagement is a important component of engaging with this topic.