Research Proposal

1. Disruptive Behavior In The Classroom
Disruptive behavior is a particular problem of many schools, especially when you
have too many students per classroom. Thus, the ability of teachers to prevent or
address disruptive behavior becomes really important in the context of education.
In teacher preparation programs, greater emphasis needs to be placed on
preparing both general and special educators to be competent and efficient at
managing today’s classrooms with their diverse range of learners. This approach
means not only giving teachers the intellectual understanding of the issues
involved but also ensuring that they have ample opportunity for guided practice and
feedback in implementing both preventive and corrective behavior management
strategies.
 Throughout the observation process at The Liceo Nacional School; Grade:
11-2 J.M, it was evident that some students were disruptive in the English
class due to a problem of motivation.
There was no interest in bringing over an English dictionary to the class.
So usually activities were very disorganized because the students had to
create groups of many students, generating problems with discipline,
generating problems with discipline.
Most of the times the students were not paying attention to teacher’s
instructions when carrying out group activities, for that reason they had
some trouble to finish the assigned activity on time and delivering the
corresponding report to the teacher.
Checklist designed to measure disruptive behavior according to the observation
(+) It was noticed during the observation process.
(-) It was not evidenced during the observation process.
a. Talking or texting on mobile telephone (+)
b. Talking without permission (+)
c. Eating and drinking or smoking in class (+)
d. Out of seat (+)
e. Brushing hair (-)
f. Make-up(-)
g. Passing notes (+)
h. Shouting (+)
i. Throwing objects (ex: Paper Airplanes) (-)
j. Chewing Gum (+)
k. Swearing(-)
l. Singing(-)
m. Attacking other pupils or the teacher (-)

2. From the results found during the observation process we may identify two
potential causes:
a. Providing instruction at student-appropriate levels is particularly important;
when students are presented with information and materials beyond their
current skill level, they become frustrated and may engage in behaviors that
avoid engagement in the lesson.
b. Likewise, if the instructional level of the materials is too easy for students,
they may engage in inappropriate behaviors out of boredom and lack of
challenge.
Those were key aspects during the observation process, in a 41 student-room,
there were students that showed an upper level and had no problems on dealing
with the material and instructions provided from the teacher but there were some
others that were shy, overshadowed and were not able to participate in class at all.
 So that, we can say it is definitely true that students who are actively
engaged and provided with frequent opportunities to respond to academic
tasks are less disruptive and demonstrate improved academic skills.
Now we will see in a deeper way the aspects that are overlooked during the
development of the class observed:
1. On The Part of The Students: Some students may require more
opportunities for practice and review, lower reading-level texts, books on
cd’s, or small group instruction.
2. On The Part of The Teacher: Effective classroom management requires a
comprehensive approach that may include the following:
a. Structuring the school and classroom environment.
b. Actively supervising student engagement.
c. Implementing classroom rules and routines.
d. Enacting procedures that encourage appropriate behavior.
e. Collecting and using data to monitor student behavior and improve
class.
Now that we have seen all the variables involved in the process, we can define our
problem is related with classroom management and the question is:
How to motivate students to learn English in a context where there is extremely
lack of motivation on the subject and disruptive students that prevent the normal
development of the learning process?
Carlos Alberto Comas Salazar
051350162009
Research Seminar 1