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. Page 1 of 6 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 Page 2 of 6 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 Page 3 of 6 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 Page 4 of 6 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. Page 5 of 6 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. Page 6 of 6 Researcher keeps the note of students’ behaviour