how to handle disruptive students.pptx

Mastered the content that
you’ve to teach
How to handle a disruptive student
King Saud University
College of Education
Department of Curriculum and Instruction
Major TESOL
Presented By:
Areej Aldaej

Characteristics of effective teacher
Types of knowledge
The importance of mastering the content
Main principles of teacher mastering the content
Tips in preparing the content before the class
How can a teacher achieve mastery of the subject
content 1

If you could hire
a teacher/tutor for a
member of your family,
what charcterstics would
you look for?
2

Knowledge
competence
Efficient
planning
Classroom
management
skills
Diverse
teaching
methods
Understand
the diversity
of students
within
classroom
(Muir, 2008)
3
Use multiple
assessment
methods

Teachers’ knowledge about
the subject matter to be
taught.
(Koehler & Mishra, 2009)
Teacher’s knowledge about
the subject being taught
and how to teach it.
Teacher’s knowledge about
the methods, practices, and
processes for teaching and
learning.
5

1. It increases the teacher’s ability to use content knowledge to access different
representations, as well as different methods for solving problems that may arise
during instruction.
2. It includes the ability of teachers to direct students to make connections
between subjects’ topics as well as helping them to see the connectedness of
different representations for those same topics.
3. It includes the ability of teachers to understand where and why students make
errors and are prepared with alternative explanations and models.
(Ball, Hill, & Bass, 2005) 7

The teacher’s knowledge about the methods,
practices, and processes for teaching and learning
with technology to achieve the desired outputs.
8
(Koehler, Mishra & Cain, 2013)

The mastery of subject content by a
teacher greatly determines the
quality of teaching and subsequent
learning.
9

The importance of mastering
the content
01
02
03
04
Understanding of subject content by a
teacher implies that the teachers are able
to grasp the main points.
Mastery of the content by teachers means that they
can simplify the topic into main points which can
easily be understood by learners.
The teacher will be able to correct any
misconceptions of knowledge.
Mastering the content influences the learners
understanding of the subjects they learn, their
performance and the eventual attainment of
national goals.
(Ngugi & Thinguri, 2014)
10

the content
05
06
07
08
Mastery of the content by the teacher
helps them to impart knowledge
effectively and confidently.
It enables the teachers to arrange the selected
materials in a good sequence and in preparing
a lesson plan effectively.
It empowers the teacher with knowledge for
critical thinking and the capacity to help
their learners to grasp the appropriate
knowledge, skills, attitudes and values.
The teachers’ mastery of the content
affects the subject content delivery and
the understanding of the learners.
11

the content
09
10
11
Mastery of the subject content not only
influences teacher’s ability to teach but
also evaluation of learners.
The objective of teaching cannot be
achieved if the teacher doesn’t understand
the subject content, he/she is teaching.
Teachers’ mastery of content shape
their practice, the kinds of questions
they ask, the ideas they reinforce, and
the sorts of tasks they assign.
12

Teachers should know and understand the content they teach.
Main principles of teacher mastering the content would
be:
(Smithers & Robinson, 2005; Mwanasiti, 2019) 14
Content knowledge has a very important role to play because high-quality teaching rests on
teachers understanding the subject content they are teaching.
content
goals
structure quantity sources activities

Teachers should know how to teach the content to students.
Main principles of teacher mastering the content would be:
(Smithers & Robinson, 2005; Mwanasiti, 2019) 15
Teacher’s selecting of worthwhile learning activities, giving helpful explanations, asking productive
questions, evaluating students' learning, and selecting appropriate methods that effectively deliver
the content which facilitate students’ learning.

As a teacher, how do
you prepare the content
of your subject before
class?
16

Tips in preparing the content before the class
Tip 1
Tip 2
Tip 3
Tip 4
Tip 5
Identify the
prerequisite
knowledge of
students and
how to use
them.
Identify
central
concepts and
their
relationship
to one
another.
Know what
content to
include and
what to
leave out.
Apply
appropriate
strategies
and
activities.
Tip 6
(Fink, 2013) 17

How can a teacher achieve mastery
of the subject content:
19
 Enrolling in training programs for self
development and to become proficient in
his/her job.
 Teachers stay informed and updated of
knowledge and of evolving trends and
development in their area of expertise.

Kamamia, Ngugi and Thinguri (2014) argued
that comprehensive understanding of the
subject
content and familiarization of the syllabus
enables teachers to teach the required content,
using
the right teaching and learning materials and
teaching methodology.
20

To sum up, a teacher with a mastery of the content s/he
teaches:
 gives quality teaching and can change the learners’ environment by creating an
interesting lesson and avoid misconception.
 imparts the right skills of communication, collaboration, critical thinking and creativity
that are based on the three learning domains of cognitive, affective and psychomotor.
 affects the students’ academic performance positively.
 raises the teachers’ capability to teach unlike teachers teaching without mastery of
the content to be taught.
23

The better the teacher understands the subject content, the better
mastery the teacher achieves and the better the influence on academic
achievements of the students.
( Akpan, Essien & Obot, 2008)
24

How to handle a
disruptive student
Areej Aldaej

25
Definition of student's Disruptive behavior
Types of disruptive students
Causes of disruptive behaviour in classroom
Classroom management definition
Preventing disruptive behaviour in classroom
Handling disruptive students
Case study

Student's Disruptive behavior Definition
26
Kyriacoua and Martín (2010) viewed
student disruptive behavior as “any
behavior by pupils which interferes
with the smooth running of a lesson”
(p. 415).

Harmer (1991)
pointed out that
disruptive behavior is
not confined to only
one age group.
27

28
What types of
disruptive students
have you faced during
your teaching career?

Ali (2013), stated that forms of
disruptive behavior fall into one of
three categories behavior by the
student individually, behavior
interacting with other students, and
behavior interacting with the
teacher.
29

01 02 03
The back-row
distractor
The
nonparticipants
The over exuberant
Acts of
aggression
(Richards & Renandya, 2002)
05
04
Immoral acts
30

06 07 08 10
09
Defiance of
authority
Off-task behaviors
Noisy students
(Cruickshank, Jenkins & Metcalf, 2009; Richards & Farrel, 2011)
Arrivals and
departures
Over
inattentiveness.
31

Sun and Shek (2012) reported that daydreaming,
lack of attentiveness, playing with personal items
and talking out of turn were the most common
behavioural problems in secondary level foreign
language classrooms.
32

01 02 03 04
Defiance of
authority Noisy students
(Ko & Rosen, 2010; Posner, 2016)
Logging in and
out
33
The
nonparticipants

34
‘Disruptive behaviour of
students is often caused by
teachers’.

C a u s e s o f
d i s r u p t i v e
B e h a v i o r
i n c l a s s r o o m
35

Teachers themselves can be a major factor
affecting the behavior of students together
with the students and institutions (Harmer,
1991)
36
Poor quality
teaching
Teachers’ negative
attitude towards
students
lack of motivation
from teacher
Lack of strategies
Teachers
(Ghazi et al., 2013)

37
Students
Students’
growth &
development
Students’
psycho-social
problems
Students´
background
Students’
demotivation

Kerdikoshvili (2012) claimed that there is a close relationship between
student learning, motivation to learn the language, and classroom
management. Where there is demotivation, student behaviour in the
classroom will also be affected.
38

Inconsistent
parents
39
Uncaring
parents
Over-protective
parents
Parents

Ghazi et al. (2013) added other factors that may cause
disruptive behaviour in classroom such as:
Bad influences of
a local community
40

It is often referred to as a “wide variety of skills and techniques that
teachers use to keep students organized, orderly focused, attentive on
task, and academically productive during a class”. (Abbott, 2014, p. 72)
Doyle (1986, p. 14) also argues that “classroom management is certainly
concerned with behaviour, but it can also be defined more broadly as
involving the planning, organization and control of learners, the learning
process and the classroom environment to create and maintain an
effective learning experience”.
41

(Marsh, 2008)
Creating a positive
classroom climate
Building
a relationship
Students
Parents
43

It is a kind of learning contract created
on the first day of English class that can
be a written form that, if needed, is
spelled out, or just unspoken
rearrangement. (Khasinah, 2017: 84)
Harmer (1991) promotes that a code of
conduct involves teachers and students
to design what behaviors are allowed and
which are not permitted in classroom.
Making a code of
conduct.
44

01
02
03
Careful
planning
Creating
clear
instructions
Keeping in
touch
Ur (1996) and Harmer (1991) suggests five
main preventive ways:
04
Giving
interesting
classes
05
Using
positive
reinforcement
and
encourageme
nt
45

How did you deal
with disruptive
students in your
class?
46

Handling disruptive
students
47

48
(Cruickshank, Jenkins & Metcalf, 2009; Ur, 1996)
 Deciding to what extent the intervention will interfere or disrupt the class activities.
 Basing how to intervene on the nature and severity of the disruption, the doers, and the
time it occurred.
 Selecting ways of communicating the disruption to the misbehavers gently and
respectfully.
Main principles of Handling disruptive students in classroom:
 Some measurements need to be acted out immediately.
 Stopping the class and handling things that get out of hand first before restart teaching.
 Avoid personal conflict with the students and forget the bad behavior soon after they are
withheld.
 Never use threats but be consistent to put penalty into practice.

50
(Cruickshank, Jenkins & Metcalf, 2009)
Intervention strategies to handle disruptive students:
Extinction
Mild
desists Reprimands Time-out Reseating
Changing the
activities
Assigning
responsibility &
leadership
Active
learning Referral

51
(Castelo, 2020)
Tips for Handling Disruptive Online Students
1. Set expectation from the very first
communication.
2. Test the technology beforehand.
3. Emphasize Engagement.
4. Create connections with small-group
sessions.
5. Have Strong Communication Channels.
6. Set rules on how students can participate
during the class.

scenario
• Deena is a first-year high school student.
• She learnt English abroad.
• She disagrees with everything you say.
• She interrupts class with meaningless
questions.
• She writes other subject notes while you are
teaching.
How would you handle Deena?
52

Cruickshank, Jenkins, and Metcalf (2009), claimed that there
is no foolproof strategies in correcting misbehavior and no
single discipline technique is considered able to solve
various types of disruptive behaviors.
53

Emre Debreli and
Inara Ishanova
in (2019)
Cogent
Education
English
preparatory
schools of
three
universities in
Northern
Cyprus
Qualitative
This study was
conducted by Journal Setting Method
Foreign language classroom management: Types of student misbehaviour
and strategies adapted by the teachers in handling disruptive behaviour.
55

1- To explore the types of student misbehaviour encountered by
EFL teachers in the classroom.
2- To explore the strategies they use to avoid student misbehaviour.
3- To investigate whether their proposed strategies actually
correspond with their actions.
Aim of the
study:
and strategies adapted by the teachers in handling disruptive behaviour
56

The research
questions:
(1) What kinds of student misbehaviour types do EFL teachers perceive
they face in the classroom?
(2) What kinds of classroom management strategies do EFL teachers
prefer when responding to student misbehavior?
3) Do EFL teachers’ preferred classroom management strategies to
respond to student misbehaviour correspond with their actions in the
classroom?
57

44 foreign language
teachers of English
(32 females and 12
males) ranged from
23 to 44 years of
age.
Semi-structured
interviews and
naturalistic
observations.
Interviews were conducted
over a five-week period and
lasted 28–36 minutes.
Teachers’ classrooms were
subsequently observed for a
period of approximately nine
weeks.
Samp
le
Instrument
s
Procedure
58

Research Q (1) What kinds of student misbehaviour types do EFL
teachers perceive they face in the classroom?
59

Research Q (2) What kinds of classroom management strategies do
EFL teachers prefer when responding to student misbehavior?
60

Research Q (3) Do EFL teachers’ preferred classroom management
strategies to respond to student misbehaviour correspond with their
actions in the classroom?
Analysis of the observation data revealed that that teachers on
some occasions were unable to execute their proposed
strategies to challenge disruptive behaviour and most often
they did not react to the disruptive behaviour occurring in their
classrooms.
61

The result
The findings illustrate different types of student misbehaviour in foreign language
classrooms and teachers’ preferred strategies to handle student misbehaviour. It
is also reported that teachers often fail to follow through with their proposed
strategies when dealing with disruptive behaviour.
62

To sum up:
 Disruptive behavior in the classroom can negatively affect the classroom
environment as well as the educational experience of students.
 Teachers should know what disruptive behavior is, its types and causes to enable
them to deal with problems occurred in their classroom or to take preventive
actions to keep their students well-behaved during the class.
 Teachers should always have a plan or certain strategies they rely on to handle a
disruptive student.
 Besides classroom management, methodology, and lesson planning, students’
motivation can be potential control of teachers to hinder disruptive atmosphere in
their classroom. 63

It can be said that the suitable strategies for addressing
student's misbehaviour within the classroom are to be
aware of it completely, think about it carefully, and deal the
problem with intelligence.
Conclusion
64
(Shamnadh & Anzari, 2019)

References
 Akpan, O. E., Essien, E. E., & Obot, M. M. I. (2008). Teachers’ level of mastery of subject matter and students’
academic achievement in Social Studies in Cross River State. West African Journal of Educational Research, 11(1-2)11-
17.
 Ali. (2013). Students Disruptive Behavior in the Classroom. Dealing with student Disruptive Behavior in the Classroom
– A Case Example of the coordination between Faculty and assistant Dean for Academics. Issues in Informing Science
and Information Technology, 10.
 Abbott, S. (2014). The glossary of education reform. Passion in Education. Retrieved from
http://edglossary.org/hiddencurriculum
 Castelo, M. (2020). Here’s What to Know About Moving Classroom Management Online. EdTec. Retrieved February
23, 2021 from https://edtechmagazine.com/k12/article/2020/07/heres-what-know-about-moving-classroom-management-
online-perfcon
 Charles, C. M. (2007). Preventing misbehavior: Taking proactive steps to prevent the occurrence of misbehavior in the
classroom. Retrieved from
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 Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2009). The act of teaching. New York: McGraw-Hill. 65

References
 Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to
teach third grade and how can we decide? American Educator, 29(1),14-46.
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strategies adapted by the teachers in handling disruptive behaviour. Cogent Education, 6(1), 1-21.
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 Harmer, J. (1991). The practice of English language teaching. London: Longman.
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References
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Education, and Humanities, 4(2), 79-89.
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Issues in Technology and Teacher Education, 9(1), 60–70.
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67

 Marsh, C. (2008). Becoming a teacher: knowledge, skills, and issues. Australia: Pearson.
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 Shamnadh, M., & Anzari, A. (2019). Misbehavior of School Students in Classrooms-Main Causes and Effective
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