Adolescence and disruptions

1. Disruptions in
the classrooms
Teaching and
Learning Materials
VP-8
Assessment
• Students should complete a page of their teaching report based on the topic that includes
references.
• Have completed the classroom management tasks
• Submit a seating arrangement plan and discussion
• Classroom discussion/ debate on differentiation at TTC
• Completed class/Padlet work

2. We will be discussing
1. What problems occur in the classroom
2.What to do if they happen
3.How to prevent them
Classroom management
The term refers to the wide variety of skills and
techniques that teachers use to keep students
organized, orderly, focused, attentive, on task,
and academically productive during a class.
When classroom-management strategies are
executed effectively, teachers minimize the
behaviors that impede learning for both
individual students and groups of students,
while maximizing the behaviors that facilitate or
enhance learning.
http://edglossary.org/classroom-management/

3. How disruptive have you been at TTC?
o Very disruptive
o A little disruptive
o Acceptable
o Well-behaved
o Perfect student
I have been a Well-behaved.
because my age is not the age of adolescence.

4. • Make a list of common disruptions (problems)
LATE TO CLASS
AVOIDING WORK
ANGRY OUTBURSTS
TAKING THINKS
NOISY
What does the term disruptive mean?
A badly-behaved child can have a disruptive influence on the rest of the class.
What does the term disruptive mean to teachers and studying at TTC?
A student disruptive another student and becomes a lack of focus on the classroom.
In class
disruptions
Reference:
Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers. Upper
Saddle River, NJ: Pearson Prentice Hall.

5. How to deal with disruptive students
1. If a student is disruptive during clas, I give extra homework, without further
discussion.
2. I don’t want to impose any rules on my students.
3. The classroom must be quiet in order for students to learn.
4. If a student turns in late homework/ assignment, I will fail him.
5. I don’t want to shout/ punish the students because it may hurt their feelings.
6. I will always try to explain the reasons behind my rules and decisions.
• Select which ones you agree/ disagree with and why.
I AGREE I DISAGREE
1. If a student is disruptive during class, I give extra
homework, without further discussion.
Because to improve his behavior next time.
3. The classroom must be quiet in order for students
to learn.
Because the information is well deliver to students.
5. I don’t want to shout/ punish the students
because it may hurt their feelings.
6. I will always try to explain the reasons behind my
rules and decisions.
2. I don’t want to impose any rules on my students.
Because chaos will occur within the classroom.
4. If a student turns in late homework/ assignment, I
will fail him.

6. CLASS DISCUSSION
• How you would deal with the following classroom issues:
Why do you
agree/ disagree?
When a student is inattentive, rowdy, or
challenging, it distracts others. As you’re
teaching, move toward the student while
continuing to talk to the class as a whole. Most
students will not continue being disruptive if you
stand near them as you’re teaching. You can also
try making friendly eye contact with the student.
I will talk to him about the reason for the late and
if he repeat it again, I will make it absent for an
hour
First I know what a student problem, second I will
tell him will lose many grades if you don't bring it
next time
The first time I tell him to make your phone in
silent and if he used the mobile again I will take
the mobile and I give him the end of the lecture
Minor classroom
disturbances
Being late for
class
No pen, book or
other classroom
materials
Using mobile
phones in class

7. Techniques to overcome classroom challenges
Which ones would you use?
Keep students
busy with
classroom
activities
Make few
and
reasonable
demands
Accept
reasonable
excuses
Make sure
students
understand
what you
want
Praise the
students
Expectation
level should
meet ability
level

8. CLASSROOM DESIGN
“The way we set up our classroom (seating arrangement, posters on the walls, whiteboard
arrangement) will benefit students and their ability to learn.” (Flagg, 2016)
• Which seating arrangement would you choose? Why?
I will choose (E) because good design and this is design for do a group work and This works on
cooperation and exchange of information among students and also develops student skills.
A
B
C
D
E
F
CLASSROOM TASK
Set up a mini- classroom. Then highlight the reasons behind the set up
and why it would limit classroom disruptions.

9. TASK
Highlight the main classroom disruptions at TTC/ KSA.
• What methods work best at TTC in solving issues
Teachers should use modern methods of explanation so students can enjoy the lecture.
Teachers should be close to students and friends, and this increases respect between them and
the student and also the student does not feel nervous or anxious at the time of the lecture.
• What techniques will you use to control your class
Walk Around.
When a student is inattentive, rowdy, or challenging, it distracts others. As you’re teaching, move
toward the student while continuing to talk to the class as a whole. Most students will not continue
being disruptive if you stand near them as you’re teaching. You can also try making friendly eye
contact with the student.
Understand Your Students.
Get to know each student as an individual. Build relationships with them based on trust and
understanding. Be sure to let your compassion for each student reflect through your behavior
• Why is good classroom management vital for successful teaching and learning?
Because the most important component of classroom management is relationships. The
relationships with my students start at the door when I shake their hand and greet them with a
smile (regardless of what misbehaviors might have happened the day before). Those relationships
are strengthened, for example, when I use a student’s name and actively praise him or her. Those
relationships are solidified when I spend individual time with each student to get to know them and
then use that knowledge to create personal learning opportunities.
➢ Your work should include a minimum of 2 references.
➢
Emmer, Edmund T., and Laura M. Stough. "Classroom management: A critical part of
educational psychology, with implications for teacher education." Educational psychologist36.2
(2001): 103-112.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational
psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112.