paper published in Edulearn15

1. HANDLING THE TROUBLING KIDS IN CLASSROOM
ENVIRONMENT IN SCHOOLS
Dr. Sushma Singh1, Himani Priya2
1
Department of Education Delhi (Research scholar PhD Education) (INDIA)
2
Sargam India Electronics Private Limited (INDIA)
Proceedings of EDULEARN15 Conference ISBN: 978-84-606-8243-1
6th-8th July 2015, Barcelona, Spain
Abstract
The present Study explored the teaching strategies used by the teachers in dealing with the
troubling kids in schools. A questionnaire containing A, B and C parts was used to find out
the strategies, best strategies and their implications in the light of psychological theories.
Data was collected from 270 Trained Graduate Teachers (TGTs) of government schools of
Delhi India. Responses were depicted in form of tables and pie charts and conclusions were
drawn for best strategies, item analysis of the questionnaire was done on the basis of
statistical methods and found that ‘persuading’, ‘encourage to be normal’, ‘ask reason and
will give punishment accordingly’, ‘lessen his contribution in important activities’,
‘sometimes make stand on bench’, ;keeps him busy in other activities’, ‘call parents to
school’ were strategies used by the teachers in classroom in handling the troubling kids in the
schools. The findings of the present study demand that pre-service and in-service
programmes for teachers by trained counsellors and experts should be arranged. The finding
of the objective two are very encouraging that teachers at least think of ideal strategies. But
this is another thing that they should adopt a few of them, and have patience to implement
this in real classroom situation.
Keywords; troubling kids (Problem Children), teaching strategies, handling, counsellor,
questionnaire, classroom situation.
1 INTRODUCTION
In schools, teachers are faced with an overwhelming number of different problems in dealing
with students such as emotional outbreaks, learning and other work problems, problems
connected with ethical conduct, sex maladjustment, and problems resulting from physical
handicaps or environmental handicaps.

2. Out of all experiences that a teacher has in his school, the most important and confusing is the
presence of troubling kids in the school, which is a challenge to the whole teaching learning
process. Troubling behaviour is a major psychological hazard for teachers. There are usually
one or two children in most classrooms that have rather severe emotional and social
difficulties and who express their troubled feelings with some sort of problem behaviour.
Although they are only a small percentage of the total school population, they exert a
disturbing force far beyond their numbers.
Specific methods are needed to overcome the hindrance; the nature of the problem must be
established and understood. The teacher has to interpret in psychological terms the problem
as it appears in the classroom.
Behaviour in the classroom is the product of many different factors. These include the
personality, temperament and motivation of the pupils the effects of parents, home and
neighbourhood, the influence of the pupil’s friends, the collective attitude of the class, the
classroom skills of the teacher and the ethos of the school.
The classroom teacher’s role in the detection of the problem child is the most crucial.
Classroom teacher spends more clock hours with these children than do most of the other
types of educators. The classroom teacher has at his disposal; much more of a sampling of a
child’s behaviour than would the school counsellor or school psychologist who ‘audited’ a
classroom to look for behaviour problems.
Research seems to suggest that teachers can make good judgment about behaviour of the
child logically, the efficacy of teachers’ detections can be improved with special help, either
during the course of their academic training or through in services training with educators.
Teachers’ judgments of Emotional Disturbances were very much like the judgment of
Clinicians.
Classroom teacher must be ‘an astute psychological observer and tactician’
From beginning of the school system in society teachers faced problem behaviour students
and tried to deal with them through different ways like ignoring, punishing, neglecting,
beating, scolding, suspensions, detention and the like. But a few evidences are found that they
got success in bringing these children at normal level.

3. From the review of the related literature it was found that several research studies were
conducted related to problem children but only a few were conducted related to the teachers’
views and strategies to deal with problem students.
In spite of talking with problem students in school, it was felt that it is necessary to study how
these children handled by their teachers and what could be the probable impact on their
personality.
Proper dealing with the problem children is a major and important aspect of our education
system that is often ignored. So to study the strategies used by teachers in dealing with the
problem students and its suitability from the development points of view of the personality
was the major focus and need for the study.
2 OBJECTIVES
1. To study the strategies used by the teachers in the classroom situation as well as outside
the classroom in dealing with the problem students.
2. To identify the most suitable strategies from the viewpoint of the teachers in handling
the problem student.
3. To evaluate the effectiveness of the strategies used by the teachers in the light of
psychological theories and empirical evidences.
3 DELIMITATION
1. As the investigation was carried out in the government schools so it was confined Delhi
government schools only.
2. Sample was collected in the seminars of Trained Graduate Teachers (TGT’s) so the
study was limited to TGTs of class 6th
to 10th
standards only.
3. Primary and higher secondary levels were not included.
4 METHODOLOGY
In relation with the objectives of the present study, the data was collected from 270 TGTs of
government schools from 5 in-service training centres of State Council of Educational
Research and Training (SCERT). The procedure of data collection was undertaken in three
visits. During the first visit the coordinators were consulted and made aware about the
purpose of the study and permission was sought to meet teachers for collection of the data. In

4. the second visit teachers were requested to fill the questionnaire. And in the third visit used
questionnaires were collected for data processing.
5 ANALYSIS AND INTERPRETATION OF DATA
The present study was undertaken to identify the most suitable strategies from viewpoint of
teachers in handling the problem students. Effectiveness of the strategies used by teachers
was also evaluated in the light of psychological theories and empirical evidences.
For data of the study, a questionnaire was used. The questionnaire contained two aspects
related to the dealing with problem students in three parts.
1. Teachers actual practices in the classroom that teachers use in their classroom while
treating with problem students in different situations (Part A & C of the questionnaire)
2. Teachers’ suggested strategies which are the ideal strategies according to them, should
be used in classroom (Part B of the questionnaire)
3. Teachers’ actual practices in the classroom that teachers use in their classroom while
treating with the problem students who are average and high achievers (Part C of the
questionnaire).
Data were tabulated in terms of numbers of teachers giving a particular type of response and
percentages (%) of their responses were also calculated.
5.1 Part- A
Objective no.1; To study the strategies used by the teachers in classroom.
For attaining this objective teachers response to the items of part A of the questionnaire and
part C of the questionnaire were analyzed.
Responses on item no 1,2,3,4,5 regarding the objective no. 1 (part ‘A’ and Part ‘C’ of the
questionnaire) have been tabulated and in percentages of the teachers giving a particular
response were calculated.
All of the results have also been depicted through pie
diagram. Pie chart-(1) A

5. Fig.1. Showing percentages of teachers’ responses of item no. – 1 of part (A) {continuous
disruption in class room activities}
Pie chart-2-(A)
Fig.2. (Item –II of the
A part of the questionnaire- regular bullying and quarrelling)

6. Pie chart-3-(A)
Fig.3. (Item-III of the A part of the questionnaire –regular truancy from the
school)
Description
of item and
type of
strategy
suggested
by teachers.
Number and Percentages(%) of teachers giving
RANK ORDER
1 2 3 4 5 6
Item no 1
Misbehavior
with teacher
strategy:-
[1] Beating
[2] sending
outside the
1[0.37]
18[6.66]
9[3.33]
98[36.30]
61[22.59]
105[38.90]
156[57.92]
11[4.07]
-
-
-
43[15.92]
38[14.07]

7. Table no
1. Ideal
strategies
to deal
with the
students’
misbehaviour viewed by the teachers given in terms of rank order.
Pie chart-4-(A)
Fig.4. (Item no IV of A part of the questionnaire- Regular late coming to the school).
(Item no –1 of the part –B of the questionnaire& % of teachers is given in
brackets).
classroom
[3] treated
psychologic
ally
[4]Ignore
him
205[75.92]
45[16.66]
41[15.18]
85[31.48]
13[4.81]
51[18.88]
4[1.50]
55[20.37]
- 7[2.59]
34[12.60]

8. Pie chart - 1-(C)
Fig.5. (Item-1 of the C part of the questionnaire-regular truancy from the period).
Pie chart-2(C)
Fig.6. (Item no-II of C part of the questionnaire-Disruption by passing comments among
boys& girls).
2.59%(just ignore
it
)
0.37%(inform the
principal)
2.22%(inform the
parents)
94.81%(ask them
to be attentive in
the class)

9. Analysis of open ended question
In order to invite variety in responses and to have more flexibility in responses, last questions
of all the parts A, B, were framed as open ended.
Investigator analysed the content of response given by each teacher and common responses
were considered for drawing the conclusion. Through this item a situation was presented and
their reactions were sought. A thorough content analysis of the responses given by 270
teachers was summarized.
In brief, from the responses it was analysed that common view of teachers about this kind of
behaviour was that firstly a problem student in this case should be persuaded. And if he/she
again repeats this, they give him punishment through other students, or give him/her such
punishment like scolding’s, sending outside the classroom, make him/her stand on bench etc.
Lastly, they complaint to principal and inform parents also.
5.2 PART- B
Objective no.; 2 To identify the most suitable strategies from the view point of teachers in
handling the problem students.
In order to identify the most suitable and ideal strategies from the view point of teachers,
some typical hypothetical situations were framed and a set of strategies were suggested. The
teachers were asked in the section (B) of the questionnaire to give the rank to each strategy.
Mode of analysis:-- to attain this objective responses given by the teachers on item no
I,II,III,IV,V of the part B of the questionnaire were analysed.
In this section of questionnaire, the teachers were required to first real out the problem
created by the student or misbehaviour and then go through the set of strategies. If a
particular strategy they considered the best among all strategies, then they were asked to give
1st
rank. Then last rank as 4th
, 5th
in the same case was to be given the last preferred strategy,
viewed by a particular teacher.
For calculation of percentages, the number of teachers giving 1st rank, 2nd
rank, 3rd
rank, 4th
rank,5th rank and 6th
for no answer added and then the percentages were calculated.(Please
refer Table No 1B,2B,3B,4B,5B.
Analysis of open ended question:

10. This item of the B part of the questionnaire has the open ended question. As it is mentioned
earlier that in this part ideal strategies from the view point of teachers were taken up.
Common and ideal views of teachers regarding this item are that firstly child should be
persuaded. They suggested that such students should be given responsible tasks in school and
participation in community activities.
Most of the teachers expressed that problem student should be handled with affection and
love but if he repeats the same behaviour again and again he should be definitely punished
through- slapping, Insulting, punishment in prayer, suspension, scolding, giving warning and
sending him outside the classroom.
From the summary of the teachers’ responses, it is noticed that although most of the teachers
were in favour of attending problem student affectionately they did not deny punishing such
students. According to some of the teachers punishment and coercive strategies should also
be the part of dealing so that they could realize their mistakes, misbehaviour with teachers
and other students. Some teachers indicated that they give punishment and beat students at
their first mistake so that he would not repeat his mistake again.
5.3 PART-C
Objective no.; 3 To evaluate the effectiveness of the strategies used by the teachers in the
light of psychological theories and empirical evidence.
This part of the questionnaire was design to know teachers’ strategies in dealing with students
who are average or high achievers.
As far as analysis of third objective is considered, the analysis and close scrutiny of the
results of this study, It is evident that most of the teachers are in favour of using certain
strategies which are based upon humanistic/psychological approach. But in some cases the
teachers using strategy need critical examination for example scolding the students. Some
eminent psychologists have also expressed their views in support of this concept. According
to Carl (1959) self-concept of an
Individual determines his/her adjustment in the society. A negative self-concept is the
outcome of low self-esteem. Low self-esteem has also been found to be positively correlated
with poor performance or poor achievement in the classroom. So development of high self-
esteem in a child is of the vital importance for the developmental point of view of the
personality. The foundation of the personality is laid down during the childhood (i.e. at the

11. school level) humanistic psychologists’ Abraham Maslow’ has also emphasized the concept
of ‘self-esteem’ in his ’need theory’ of the hierarchy of need. According to him in every self-
actualizing personality there is a hierarchy of need priorities. These are degrees of
psychological health in which one must successfully achieve the first degree in order to go to
the second stage. Self-esteem need is one of them. A feeling of being recognized for same
type of endeavour is the soul of this need. So while treating with a ‘problem child’ it should
be kept in mind that his self-esteem would not be distorted as a result of harsh treatment by
teachers.
Anne Roe (1964) in his theory of early determinants of vocational choice has also pointed out
that child rearing practices help shape an individual’s personality and further influence his
career choice. This is based on only the treatment which the children have been given by its
parents and other caretakers like teacher.
So as a result of harsh/ coercive treatment, a child develops inferiority complex. It is very
harmful for his/her healthy development of personality. Hence harsh treatment as scolding,
beating. Slapping, punishment in prayer, sending child outside the classroom. May have far
reaching damaging effect on the students various aspects of life in future. Famous
psychologists like Freud, Erikson, Adler and Piaget pointed out that foundation of personality
is laid down during childhood.
Hence the strategies adopted by the sample of this study are in conformity or in agreement to
the widely accepted psychological/behavioral theories of the personality development
6 FINDINGS
Following are some of the major findings of the study.
6.1 PART-A
1. Findings regarding the strategies used by the teachers in dealing with problem of
misbehaving in the class, stealing of books etc., continuously talking and damaging the
classroom material are:-
Would not say anything. Ask him/her to go out of the class. Encourage him/her to be
normal. Handle him/her psychologically/ counselling. To beat/scold him/here to punish
him/her. Let him/her do. Ask the child not to do such things. Tell him or her about the
consequences of such behaviour. To inform the parents. Give the examples of bad

12. effects of such loss of study. Do not give him/her attendance. Ask him/her to stand on
bench. Convince him/her with love.
a) Most of the teachers 82.59% use ‘Handle them psychologically as a strategy while
dealing with problem students in case of continuous disruption in the classroom
activities.
b) If these students are found to be involved in bullying or having quarrelling with
other students, 65.18% of teacher would ‘persuade them’ to correct their behavior.
c) To deal with’ truancy’ 64.07% teachers ‘give examples of bad effects of such loss
of studies’ as a strategy in modifying the behavior of these children.
d) In case of ‘late coming’ 250 out of 270 ‘attend them with love’.
6.2 PART-B
2. Finding related to the following best strategies suggested by the teachers:-
Should be beaten. Should be sent out of the class. Treated psychologically. Ignore
his/her activities. To intimate the parents. Should be slapped. Should be punished in
front of the class. Attending affectionately. To warn him/her. 10. Ask money from the
parents.. To complaint to the Principal. By teaching him/her good morals.
(b) In the second part of the questionnaire ideal strategies from the view point of teachers
were asked in the manner of ranking order. Most of the teachers in this part suggested
and ranked the strategy - ‘attend them affectionately’ as first rank.
(c) Second part of the questionnaire reveals that although most of the teachers gave first
rank to attend them psychologically 75.72%, some gave second rank to counsel them,
68.14% teachers gave the option of attend them affectionately.
6.3 PART-C
3. Findings of this part to deal with students who are average scorer or high achiever.
activities of these students are different from the others such as truancy from the period,
passing comment by the students on each other, bringing mobile phones,
overconfidence and bring slam books or magazines in the class room and strategies
used to amend their activities are:-
Ask them to stay in the class. Don’t bother. Complaint against them to the principal.
Let them do. Ask them to be attentive in the class. Inform the parents. Just ignore it.

13. Share their mobile phones with them. Take away their mobile phones.10. As the not
bring the phones/slam books.. Make the lesson interesting so that they keep silence.
You will tell him to be quiet.13. Beat him/her.
a) About the truancy from the period 92.22% teachers suggested the strategy ’Ask
them to stay in the class’.
b) For the Disruption by passing comments among girls and boys 94.81% teachers
suggested to ask them to be attentive in the class.
c) 65.92% teachers preferred to ask students not to bring the mobile phones in the
class while 32.96% gave the option to take away their mobile phones.
d) In case of disruption due to over confidence 92.96% teachers were of the view that
teacher should make the lesson so interesting that they keep problem students
silence in the class.
e) For disruption due to the slam book or other cheap literature 73.70% teachers
suggested that the slam book or the magazine should be taken away from them
while 19.62% teachers were in the favour that parents should be informed about
the activities.
4. The analysis of the open ended questions was also done separately by taking common
views of the teachers. It reveals that although most of the teachers adopted or suggested
strategies of – attending affectionately or persuading they did not deny to punishment
and scolding also side by side. They expressed that if a child repeats the problem again
and again, they give him punishment.
5. According to some of the teachers coercive strategies should also be the part of dealing
so that child could realize his/her mistake, and misbehaviour with teachers and other
students. Some teachers told that they give punishment and beat student at their first
mistake so that he/she would not repeat his mistake again.
6. The analysis of the impact of strategies on students’ personality development has also
been done in the light of psychological theories. It reveals that harsh or coercive
treatment like scolding , call parents in the school, insulting, demanding the money
from the parents, using abusive language of giving child punishment through other
students are not suitable strategies as they may tarnish and distort the self-image of the
child. A negative self-image has been found to be correlated with the poor achievement.

14. 7 EDUCATIONAL IMPLICATION
Children in any country are the foundation of the society, as they are considered to be the
future leaders of the society in various fields. Education is the only means and instrument
which gives direction to them to become a good citizen and make them capable to lead a
respectful life.
But the presence of problem children in schools indicates that there is some weakness in
education system, which is unable to handle them.
The main purpose of this study was to study and identify the strategies adopted by teachers in
dealing with problem students and to evaluate their effectiveness in the light of psychological
theories and empirical evidences. It is keenly felt that school level is very important period in
a child’s life as it is also the formative period of their life in which the foundation of their
personality is laid down. This happens as a result of kind treatment they got from their elders
especially from teachers, because teacher influences a child more than parents, and he is the
only person who modifies and gives shape to a child’s personality.
Presence of problem children in schools indicate that somewhere child is not feeling well and
as protest or to show his anger towards that undesirable treatment or thing he is producing
behaviour problems.
From some of the findings of the study it is noticed that teachers are using undesirable
strategies like- ignoring, beating, scolding, suspension, sending outside the classroom etc.
which are harmful for the child’s self-esteem.
Alfred Adler in his theory of personality repeatedly emphasized that infancy and early
childhood are the formative years, the period when one’s basic style of living is established.
The nature of one’s own style of life depends upon interaction in childhood. These early
experiences are paramount in the formation of life style. He found that if a person’s earliest
memory is unpleasant-his or her life style is likely to be marked by the pervasive and
fatalistic attitude.
So quarrelling, stealing, bullying, teasing, rebellion against authority, delinquency, truancy
etc. all can be traced back to the thwarting of the basic motive of self-recognition or what
calls Adler ‘the urge to feel superior’. So it is clear that through presenting this type of
behaviour a child wants to attract the teacher or can be said want recognition. So dealing with
such a child and adopting proper strategies, a teacher should recognize his/her self-esteem.

15. Although teachers in the present study mentioned attending affectionately but they did not
deny giving punishment. Some of them also accepted that they give punishment to a student
at his first mistake, so that he/she would not repeat it again. While expressing their views in
open ended questions some teachers indicated that if a student creates some problem they
allow other students punish him/her in the presence of the whole class, this is a very
dangerous sigh which indicates that these students are not being treated like human being but
like animals.
This is also very harmful for their personality development and further interest in their studies
and also adversely influences their academic achievement. To get a problem student punished
by other students not only develops inferiority complex in him but further influence his
performance in school and interpersonal relations with peer group, teacher and family
members.
Strategies used like scolding, using abusive language, insulting are an alarming sign for our
education system, which demands immediate attention.
This study has message for teachers and educators. Investigator feels that too much or excess
of love or excess of harsh treatment both are harmful for such children. A middle way should
be adopted like- they should be told about their mistakes but not in front of others, because a
small child also possesses his own self respect and dignity.
The findings of the present study demand that pre-service and in-service programmes for
teachers by trained counsellors and experts should be arranged as this is the limitation of the
present study that teachers gave their ideal views but few responses appears to be realistic. So
their observation should also be used for future planning to deal with such students. The
findings of the study regarding objective no 2 are very encouraging that teachers at least think
of ideal strategies but this is another thing that they adopt a few of them, and have patience to
implement this in real classroom situation.
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