ACTION RESERACH PROPOSAL
I will be doing my action research on the topic, ‘’How can I eliminate disruptive
behaviour by the student in the classroom?’’
Introduction
Disruptive behavior is usually found, when a student is uncooperative and prevents
themselves and other student in class from learning. A disruptive student would manage to grab a
teacher’s attention and prevent the teacher from giving the other children attention. Disturbances
for instance, holding side conversations in class and propping feet up on the backs of chairs
during lectures change the learning environment, making it difficult for teacher to teach and
students to learn. For students to learn effectively there needs to be consistency and order in the
classroom. Often new teachers like us do not know of ways on how to handle the ongoing
disruptive students, and this makes our job much harder to do. A teacher cannot begin to teach
without an acceptable level of classroom discipline.
It is important for me to understand disruptive classroom behavior because it will directly
interfere with the ability of my teaching or the ability of other students to benefit from the lesson
taught. Disruptive student behavior is harmful to the academic reason to both teacher and the
student, because it interfere with the learning process, slows down the ability of the teacher to
teach effectively.
For new teachers like us confronting a disruptive student can be an uncomfortable
experience and classroom management is the troublesome of teaching. To teach effectively, there
need to be consistency and order in the classroom.
Situational Analysis:
Country- Mountainous Bhutan is situated on the southeast slope of the Himalayas, bordered on
the north and east by Tibet and on the south and west and east by India. It has total area of
47,000 sq km and Population of 691,141 people.
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School- Darla is one of the gewog in Chukha Dzongkhag. It is located to the southwestern part of
Bhutan. Darla has different name such as Tala. People nowadays refer this place name as Tala.
Darla is a Middle Secondary School under the Ministry of Education (MoE). At present school
offers classes ranging from Pre-primary School to Class X.
Literature Review
My literature review is divided into three different sections ‘what is disruptive behaviour?’
‘What are the causes and effects of classroom disruptive behaviour?’ and ‘how can teacher
eliminate this kind of classroom disruption by the student?’
What is disruptive behaviour?
Disruption is a school-generated problem (McGuiness and Craggs 1986).
Frozen perceptions of students according to past behaviour (Molnar and Lindquist 1989)
Cooper (1996) defined disruptive behaviour as a child who deliberately makes a fuss in class and
prevents learning and behaviour that distracts a teacher and other pupils from learning.
According to Galloway, Ball, Blomfield and Seyd (1982), disruptive behaviour is defined as a
‘wide range of behaviour of any behaviour which appears problematic, inappropriate and
disturbing to teachers’
What are the causes and effects of classroom disruptive behaviour?
According to Pack report (1977) classroom disruption are cause by the flowering;

Early maturation

Teacher shortage

Raising the school leaving age

High staff turnover

Dislike of secondary provision

Teachers who can not cope
According to Ogilvy (1994) cause of classroom disruption are due to
1. Child
2. Home/Community
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3. School
According to Garner and Hill (1995), effects of classroom disruptive behaviour are;
 Prevents children’s participation in educational activities
 Isolates them from their peers
 Affects other pupils
 Reduces opportunities for involvement in ordinary community activities
 Excessive demands upon teachers, staff and resources
 Places the child or others in physical danger
 Makes future placement difficult
Reybekill (1998) asserted that pupils blamed individual teachers and their teaching styles.
Teachers blamed pupils and their upbringing and their families and peers. Ogilvy suggests that
we need to take into account many factors and the way they interact.
According to Barkley (1988) the disruptive student behaviour is due to key brain circuits
that do not develop.
Whalen and Henker (1991) individual interpret their medication as a reflection of a
continuous need for chemical assistance in order to sustain personal competence and control.
Negative effect on developing a sense of self converse argument – the drug provides a window
of opportunity.
Problem is that other ‘good’ students perceive the treatment of ‘bad’ students as unfair, in
that the ‘bad’ students seem to be getting rewarded for little effort. Conflict of needs of the
individual versus the need to be fair to all (Daniels et al 1999)
How can teacher eliminate this kind of classroom disruption by the student?’
Teacher must respond to the child at the level the child displays. Provide structures, level of
control, accept emotional behaviour, encouragement to move on. (Bennathan 1997)
Daniels et al (1999) – Emotional and Behavioral Difficulties in Mainstream Schools.
Good practice
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1. Good teaching – Matching teaching to learning style, having high expectations,
motivating students, offering support sensitively.
2. An appropriate curriculum that the students can access.
3. An effective behaviour policy: policies were written, known, and an emphasis on living
the policies.
4. Staff who are able to learn by their actions. Staff discussed concerns. Share ideas.
Reflect on what went wrong. Learn from previous situations. Develop effective
practices.
5. Key staff that understand the nature of emotional and behavioral difficulties.
Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of
"diagnostic thinking" when faced with incidents of student misbehavior. These procedures
include forming a first hunch, gathering facts, exploring hidden factors, taking action, and
remaining flexible.
Conducting a self-evaluation of teaching style and instructional practices, it may provide some
insight into whether the behavior is related to the disability or is classroom based. You may find
a classroom ecological inventory (Fuchs, Fernstrom, Scott, Fuchs, & Vandermeer, 1994)
The classroom ecological inventory could help you assess salient features of the learning
environment of your school or classroom. In such analysis, you can gather specific information
about the student, the behavior, and the environmental conditions and settings associated with
the behavior (Evans, Evans, & Gable, 1989).
The assessments can help you identify variables and events that are consistently present in those
situations (Dunlap et al., 1993; Foster-Johnson & Dunlap, 1993).
Frith & Armstrong (1986) Teachers have found many advantages in using self-monitoring
procedures: These procedures improve target behavior, stress the student's role in behavior
change, allow generalization to non-school environments, free teachers for other tasks, and teach
students responsibility and self-determination
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Methodology/methods
Action researchers may use a variety of research methods, both qualitative and quantitative. The
methods that I am going to use during my action research are observation and questionnaire.
Observation: from the first day itself, I will observe how the students behave in the classroom.
Observation in the classroom will enhance my data compilation. I will keep a record of students
misbehaving in the classroom.
Questionnaire: The questions will be close-ended and open-ended. The close-ended questions
will base on students view of disruptive behaviour in the classroom. Whereas open-ended
questions will be basically focus on the views from the students of reducing the disruptive
behaviour of the student.
Time schedule of Activity for Action Research
My action research work plan is presented in the table below.
weeks
Action Planning
Remarks
First week
The baseline data will be collected during this week. The
Second
week
Analysis of baseline data will be done. Then I will go for
Researcher observes the
records of student, who reveal their disruptive behavior in class thoroughly and keeps
the records.
the classroom, will be recorded in my personal dairy.
pre-data collection by distributing questionnaire to five
students randomly.
Third week
Prepare for the intervention and set the strategies for
improvement base on the baseline data and pre- data.
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Researcher observes the
class thoroughly and keeps
the records.
Fourth
week
I will implement intervention programme designed in the
previous week such as matching teaching to learning
style, motivating student, giving warning, and setting
classroom rules and being strict to those who misbehave
in the classroom.
fifth week
During this time, post data will be collected and the result
will be compared with the pre-data analysis. Post data
collected will be analyzed.
Six week
This week will be meant for final report writing.
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Researcher keeps the note
of students’ behaviour