TSL3093 MANAGING THE

PRIMARY ESL CLASSROOM

PISMP TESL
SEMESTER 4

OBSERVING AND RECOGNIZING

PATTERNS
OF BEHAVIOUR

Patterns of Observable
Behaviour
Classrooms - complex social systems - teachers
and pupils interact in a variety of ways across
contexts.
Different individual needs, values & individual
ways of behaving, interacting and socializing
with one another during teaching-learning
activities.
Challenging for teachers to create effective
learning environments & at the same time to
recognize individual emotional needs and deal
with behavioural problems.

Patterns of Observable
Behaviour
Behaviour:
Charles (2002):
everything people do, good or bad, right or
wrong, helpful or useless, productive or
wasteful.
context-specific and may be communicated
or displayed through a combination of
attitudes, words and actions.

Patterns of Observable
Behaviour
Behaviour:
Charles (2002):
be expressed verbally and non-verbally.
being context-specific and situational.
shaped by ones values, expectations of
significant others as well as society.

Patterns of Observable
Behaviour
Pupils relationships with teachers, peers,
parents and school community shape their
interactions and responses to the situation
or environment.
Hence, the ways a pupil responds to
situations or environments reflect his/her
behaviour.
Thus, behaviour is social in nature and its
social norms determine what is considered
appropriate and inappropriate behaviour.

Patterns of Observable
Behaviour

Misbehaviour:

Charles (2002):
misbehaviour is regarded as behaviour that
is inappropriate in a situation or setting and
that it occurs and done willfully or
intentionally.

Gordon ( in Charles,2002):
misbehaviour as a specific action of the
child seen by the adult as producing an
undesirable consequence for the adult .

Patterns of Observable
Behaviour
Manning & Bucher (2013):
General descriptions of misbehaviour :
behaviour problems challenge all
teachers, regardless of the school, grade
level, or geographical location.
behaviour problem differ in frequency
and intensity, yet thay are similar in type.
Although some schools do not experience
any violence, all schools have some
pupils who generally goof off and disturb
others.
behaviour problems disturb teachers
and pupils, negatively affect the teaching
and learning process, and ultimately

Patterns of Observable
Behaviour
Types of misbehaviour:
Meyers (2003):
Overt misbehaviours are more open and
observable such as pupils talking during
lesson, kicking others, damage properties,
etc.
Covert misbehaviours are more passive
such as sleeping during lesson, arriving late
to class, acting bored and disengaged.

Patterns of Observable
Behaviour
Types of misbehaviour:
Charles (2002):
Aggression: physical and verbal attacks on
teachers, pupils, or property.
Immorality: acts contrary to accepted
morality, such as cheating, lying and
stealing.

Patterns of Observable
Behaviour
Types of misbehaviour:
Charles (2002):
Defiance of authority: refusal to do as the
teachers requests.
Class disruptions: talking loudly, calling out,
walking the room, clowning, tossing things.
Goofing off: fooling around, out of seat, not
doing assigned tasks, dawdling,
daydreaming.

Disruptive Behaviour
Types of misbehaviour:
Levin & Nolan (1991) - disruptive
behaviour as having the following
characteristics:

Interferes with the teaching act;

Interferes with the rights of others to learn;
Psychologically and physically unsafe; and
Destroys property.

Disruptive Behaviour

Disruptive Behaviour

Disruptive Behaviour
Types of misbehaviour:
Other patterns of disruptive behaviour which
have the same characteristics include:

wanders about classroom

fidgets in seat
shows disrespect for other peoples property
refuses to follow instructions
talks when teacher talks
threatens other pupils or teacher
throws objects in class

Disruptive Behaviour
Violent Behaviour:
World Health Organization (WHO) (1996) describes a person with violent behaviour
as having the following features:
Intentional use of force or power
Threatens against, attempts to harm or does
harm oneself, another person, a group or
community
A high likelihood to cause death, psychological
harm, maldevelopment and deprivation.

Disruptive Behaviour
Based on research findings, patterns of
violence- related behaviour or warning
signs of violence include (Basch, 2011;
Manning & Butcher, 2013; Holtappels, 2000):
High tendency to be argumentative with
adults
Explosive temper tantrums
Verbal and physical aggression
Deliberately damage and destroy school
property
Physical and Mental Bullying

Disruptive Behaviour

Alcohol and/or drug use

Took something from others by force
Vulgarly insulted someone
Threw things at someone else
Brought weapons to school
Annoyed teachers and other pupils in the
classroom
Intolerance for differences
Low tolerance for frustration

Disruptive Behaviour
Research on the impact of violence in
the schools has confirmed that violencerelated behaviour has created an
enormous threat to (emotional, physical,
and spiritual) well being of pupils who
are not only victims of violence but also
perpetrators, that is, the person who
commit the violent acts (Chisholm &
Ward,2004).

Disruptive Behaviour
Non-Violent Behaviour:
Both violent and non-violent disruptive
behaviour have an adverse effect on the
quality of teaching and learning as well as
learning environment.
But, non-violent disruptive behaviour does not
lead to psychological harm to others and
crime or cause death.
Hence, managing non-violent disruptive
behaviour is different from managing violent
behaviour.

Disruptive Behaviour
Non-Violent Behaviour:
Managing non-violent behaviour is within
the responsible of teachers and school
(sometimes parents).
Managing violent behaviour involves
school administration, parents, outside
law enforcement agencies (police) and
outside professional assistance (nongovernment organizations) ( Levin &
Nolan, 1991).

Disruptive Behaviour
Effects of Disruptive Behaviours on ESL
Classroom:
The ultimate success of pupils will be heavily
dependent upon the success that is facilitated
in classrooms, where majority of their time is
spent (Moyles, 2009; Manning & Bucher,2013;
Charles, 2002; Levin & Nolan, 1991).
Hence, if the classroom is characterized by
disruptive behaviours, it will have an adverse
effect on pupils and teachers in terms of :

Disruptive Behaviour
Effects of Disruptive Behaviours on
ESL Classroom:
The ultimate success of pupils will be
heavily dependent upon the success
that is facilitated in classrooms, where
majority of their time is spent (Moyles,
2009; Manning & Bucher,2013; Charles,
2002; Levin & Nolan, 1991).

Disruptive Behaviour
Hence, if the classroom is characterized
by disruptive behaviours, it will have an
adverse effect on pupils and teachers in
terms of :
Teaching and Learning environment
Pupils Psychological safety
Future behaviour

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Individual
Self-Perception of academic competence
Bandura (1986) - a personal belief in self-efficacy
influences how much effort an individual will
invest and how long she or he will persevere
when facing the obstacles and even failures.
A combination of both, effort and failure - a
serious threat to self-worth.
Pupils with insubstantial or low academic selfesteem - reluctant to invest much effort in
academic tasks.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Individual
Self-Perception of academic competence
Research - a learning climate which strongly
highlights social comparison (e.g. comparing
ones ability with another pupil or class) is likely
to create anxieties among pupils. and threaten
their self-confidence.
They develop hatred and seek revenge against
teachers who they believed to be responsible for
the experience of failures and for making failures
public.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Social Recognition
Alberts principal teaching (in Charles,2002) pupils need to feel that they belong in the
classroom which suggests pupils must perceive
themselves to be important, worthwhile and
valued.
Some pupils misbehave because they want
recognition and acceptance.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Social Recognition
They misbehave under the mistaken believe that
the socially unacceptable behaviour will result in
the recognition they seek (Levin & Nolan,1991).
Disruptive behaviours (attention-seeking, powerseeking & revenge-seeking) are common
misbehaviour exhibited by pupils who seek
recognition and acknowledgement.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Social Recognition
Attention-seeking pupils ask irrelevant questions,
some continually ask for teachers approval or
assistance during lessons.
They behave in this way to seek teachers
attention, and to make others in the class notice
them, hence making them feel important and
belong in the classroom as others acknowledged
their presence.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Society
Social problems (drugs, rape, crime, road rage, child
abuse and teenage pregnancy) can have significant
effect on childrens view of the world and their
psycho-social development behaviour.
Because children develop behaviour patterns,
attitudes and values about social interaction at ages
between 3 and 11 years and it is claimed that during
these formative years, engagement and exposure to
inappropriate behaviours can create distorted views
of society and the acceptability of certain behaviours
(Cyntia,2003).

Disruptive Behaviour
Reasons for Disruptive Behaviour:
School Environment
Meaningful learning will take place when the
learning environment facilitates pupils to engage
fully with the range of opportunities available to
them.
When pupils are not engaged in classroom, they
are less likely to benefit from instruction and
more likely to disrupt the teacher or other pupils.
In many cases, pupils display disruptive
behaviour in classroom as a reaction to poor
teaching or a de-motivating environment.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Physio-Psychological Needs
Motivation
Schools failure to meet pupils physiological
needs has also been cited as one of the factors
that contribute to disruptive behaviour. ie. Sleep,
food, air, water, reproduction etc
From the perspective of Maslows hierachy of
individual needs, pupil motivation can
significantly influence the learning environment.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Physio-Psychological Needs
Motivation
When learning is effectively facilitated and pupils
are able to successfully demonstrate understanding
of new knowledge and skills which they have
learned in class, they feel positive about themselves
and are motivated to learn.
This positive feelings about themselves will lead to
the development of self-esteem and self-respect
which subsequently will further motivate pupils to
learn and stay focus on the lesson, hence reducing
off-task behaviours in class.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Physio-Psychological Needs
Lack of sense of belonging
Pupils who exhibit behavioural problems are more
likely to be rejected by peers.
The rejection factor can escalate their already
diminished sense of belonging.
Moreover, pupils who are rejected by peer group
will often form bonds with others with similar
behavioural problems to form their own peer
group or gang.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Physio-Psychological Needs
Physical and psychological safety
Schools which have high rates of behavioural
problems does not only threaten the physical
and psychological safety of pupils but also
influence pupils who observe it to act in similar
harmful ways.
This can encourage initiation or maintenance of
anti social behaviour, thus perpetuating a viscious
cycle.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Physio-Psychological Needs
Physical and psychological safety
Being a victim of any form of violent acts or
harassment can also affect pupils emotional
well-being , academic achievement, feeling
unsafe at school and lower connectedness with
school.
They may feel isolated, withdrawn and insecure
which may result in development of fear and
resentment. Fear and resentment repressed over
a long period may lead to hostility.

Disruptive Behaviour
Reasons for Disruptive Behaviour:
Home Environment
Children learn from seeing, say things they have
heard, copy things they have seen and learn
actions and attitudes from others.
Home environment has great influence on
childrens psychological and moral development.
Manning & Bucher (2013; p.8) - when pupils
see violent and aggressive behaviours at home ,
they might begin to consider such behaviours as
acceptable methods of dealing with problems.

Disruptive Behaviour
Managing Disruptive Behaviour :
Fundamental to the understanding of behaviour
problems is recognition that there is no one method
or strategy to manage disruptive behaviour.
Important for schools and teachers to have an
accurate picture of the nature and prevalence of
behaviour that interfere with teaching and learning.
Once the disruptive behaviour has been identified
and clarified, it is important for teachers to consider
causes for the disruptive behaviours before
selecting and adopting strategies to prevent the
behavioural problems from escalating.

Disruptive Behaviour
Managing Disruptive Behaviour :
Strategies to prevent and manage
disruptive behaviours include:
Engage pupils academically and socially
Set and maintain clear and concise
classroom rules and procedures
Set clearly defined learning goals/objectives
Verbal Recognition
Develop an acknowledgement system

Disruptive Behaviour
Managing Disruptive Behaviour :
Strategies to prevent and manage
disruptive behaviours include:
Do a perception check
Develop weekly progress report
Pupil-teacher conference

Non-Disruptive Behaviour
Minor irritants are merely
motivational problems but if these
behaviours are prolonged, repetitive,
persistent and spread they may
become disruptive ( Charles, 2002;
Levin & Nolan, 1991).
Examples:
refuse to turn in homework
are not prepared for class

Non-Disruptive Behaviour
daydreaming, doodling and looking out
the window
spend a lot of time looking through own
things, desk, book , etc
say they are getting to the task or are
working on something but they are not.
quietly draw pictures on a piece of paper
while lesson is being presented
talk during a transition between activities

 What is violent behaviour?

How can you address violent
behaviour in the classroom?
Discuss ways on how to develop,
monitor and maintain positive
behaviours in an ESL classroom.