- Developmental Issues in Chinese Adolescents
- Misbehavior in the philippine classroom pdf
- 1. Introduction
- Classroom Misbehavior in the Eyes of Students: A Qualitative Study
- The Scientific World Journal
- Filipino teacher’s wild classroom dance
- Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions
Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning.
Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable.
Developmental Issues in Chinese Adolescents
These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom.
The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations.
Implications for further research and classroom management are discussed. There are numerous studies examining the definitions and range of student misbehaviors. In the Caribbean contexts, student misbehaviors in classroom included those disruptive behavior which hampered teaching, and learning, such as classroom disconformity, verbal and physical hostility, defiance of authority, task avoidance, inappropriate use of school property, inconsiderate interpersonal relationships, over-reactions to normal situations, and technological related factors [ 5 ].
While classroom misbehavior is generally interpreted as disruptive and improper behavior that adversely affects the order, teaching, and learning in classroom, it is noteworthy that the range of student misbehavior varies across cultures [ 6 , 7 ]. Particularly, as respect for authority, conformity, and obedience are highly valued in the Chinese school context [ 8 ], some student behaviors would be considered as problematic or unacceptable in Chinese classroom but not elsewhere.
However, in contrast to the studies conducted in the Western cultural contexts, there have been very limited research findings on student misbehavior in the Chinese cultural contexts [ 9 , 10 ], particularly in Hong Kong [ 11 , 12 ]. Therefore, it is necessary to understand more about the definition and conception of student misbehavior in Hong Kong.
This need is particularly acute when we realize that adolescent behavior has changed tremendously with the advance in technology. Through the Internet, it does not take long to popularize certain misbehavior in young people. These findings suggest that classroom misbehaviors can be defined as those behaviors that involve rule breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning.
The findings also matched with the categorization of misbehavior as off-task, disruptive, and unruly behaviors [ 14 ]. Off-task behaviors like doing things irrelevant to the class learning, or daydreaming and sleeping, are regarded as classroom misbehaviors. These misbehaviors would become disruptive if their frequency and intensity escalated.
Similar to those obvious disruptive behaviors such as talking out of turn and out of seat, they impede teachers' teaching and students' learning.
Misbehavior in the philippine classroom pdf
Failing one's responsibility in handing homework on time and lacking respect to classmates and teachers by showing verbal and physical aggressiveness are definitely breaking the conventional rules and values in Chinese classroom.
However, it is doubtful whether behaviors considered as problematic, inappropriate, disturbing, or unruly in the eyes of teachers are necessarily shared by the students. One serious limitation of the research on student misbehavior is that most of the existing studies on school misbehavior were primarily based on teachers' perceptions and ratings, for example, [ 1 , 9 , 11 , 12 ]. However, it can be criticized that teachers usually have a dissimilar conception of school misbehavior with their students due to differences in social roles and values [ 16 ].
Moreover, teachers and students might have different degree of tolerance in judging whether a particular action is a misbehavior or not, or in rating the intensity of disruptiveness on the same misbehavior [ 17 ].
Hence, it is argued that findings simply based on teachers' responses might be partial or biased, and the perceptions of students should also be included.
Nevertheless, there is scant research studies investigating students' perceptions of classroom misbehavior [ 4 , 18 ]. Although a study was conducted in Hong Kong to examine misbehavior from the students' perspective [ 19 ], it focused on students' explanations of their school misbehavior and effective means to deal with student misbehavior.
However, it can be argued that any meaningful intervention would not be possible if students' conceptions and definitions of classroom misbehavior are not thoroughly examined before the intervention. Thus, the present study attempted to examine classroom misbehavior from the students' point of views, and to understand what are the most common, disruptive, and unacceptable misbehaviors in the eyes of students.
The overarching goal of this study was to examine classroom misbehavior from the perspective of students in junior secondary school settings in Hong Kong. In this study, classroom misbehavior was regarded as a kind of problem behavior [ 20 — 22 ].
It is a descriptive and exploratory qualitative research study which attempted to identify and categorize classroom misbehaviors reported by a group of Grade 7 to 9 students. By understanding the issue from the students' perspective, the present findings would contribute to the existing literature and shed light on teaching, discipline, or guidance work in the school context.
A qualitative research method was adopted in this study. This method can enrich our understanding of the problem area because most of the studies in this area are quantitative in nature.
By listening to the voices of the students, it is expected that the findings can help generate findings that cannot be adequately captured by those based on the teachers. A general qualitative study orientation i. Second, narratives of the students were focused upon. Third, individual interviews were conducted in nonartificial setting. As it is an exploratory study, a general qualitative orientation close to a postpositivistic tradition qualitative data collection with coding and thematic analyses was sufficient for this purpose.
The informants were 18 junior secondary school students from three schools, with each school admitting students having low, medium, or high academic competencies. In each school, six students one boy and one girl in Grade 7, Grade 8, and Grade 9 were randomly selected by their teachers and they were invited to join an individual interview on a voluntary basis. The informants comprised nine boys and nine girls, with a mean age of Also, recruitment of students from schools with different academic abilities and gender could ensure that a wide range of experiences would be examined.
Written consent from the school principals and the informants, as well as passive parental consent from the student informants, were obtained prior to data collection.
At the beginning of each interview, anonymity and confidentiality of the study were clearly explained to the informants.
A self-constructed semi-structured interview guide was used for each individual interview. In the interview guide, questions and prompts were used to explore the informants' perceptions of students' problem behaviors and teachers' management strategies in the classroom and school contexts.
They were invited to use real-life examples to further illustrate their views. Each interview was conducted by two trained interviewers in Cantonese the mother tongue of both the interviewers and interviewees. The interviews were audio-taped with informants' prior consent and transcribed in verbatim after the interviews.
As many open-ended questions were covered in the interview guide, only data related to the following questions were analyzed in this paper.
Interested readers can write to the first author to obtain the full list of interview questions. In the classroom, what student problem behaviors are there?
Please list out as many as possible and describe them. Please illustrate. The data were analyzed by general qualitative analyses techniques [ 23 ], in which codes and categories of misbehavior were inductively derived from the data. The first author further checked and carried out second-level coding and categorization, in which similar codes were grouped to reflect higher-order categories of themes.
The coding and categorization were finalized with consensus among the coders, and agreed by another colleague with a Bachelor degree in psychology and professional counseling training. The researchers were aware of their possible biases in their conceptions of student misbehavior because they had worked in the education field for some time. Therefore, checking procedures were carried out to look at the consistency in the coding process without the involvement of the authors.
Both intra- and interrater reliability on the coding were calculated to ensure the credibility of the findings.
Intrarater reliability tests were conducted by the two coders independently, whereas interrater reliability tests were conducted by two colleagues one has a Master degree and several years of teaching experience and one has a Bachelor degree independently.
In each reliability test, 20 raw responses were randomly selected for each rater to code without referring to the original codes. To enhance the quality of the research, audit trails were developed and data analyses processes were systematically documented.
Table 1 summarizes the categorization of responses based on students' perceptions of problem behaviors inside classroom reported by 18 student informants. The responses could be classified into 19 main categories and six of them could further be divided into subcategories.
Classroom Misbehavior in the Eyes of Students: A Qualitative Study
This kind of calling out, as well as asking nonsense questions without teacher permission, were regarded as disturbing. As mentioned by Student B It will affect the learning environment. The class is often distracted by this kind of noise. Also the noise will largely affect each student psychologically.
I mean student may be annoyed by the noise.
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They will become more agitated, easy to lose their temper and becomes inattentive in class. Student B10 described:. Your friend may sit far away from you at the diagonal corner. You have to speak out loudly in order to let your friend hear you.
Then, other students will hear you and all of them will laugh together. Student C10 explained:. If they chat very loudly or do not listen to the teacher, they and other students will miss some new knowledge.
It was perceived as unacceptable when the misbehavior becomes so noisy and uncontrollable that it adversely affects other students' learning.
Student A10 revealed :. But the point is you chat louder and louder despite being asked to stop. Behaviors that were disrespectful to teachers, such as disobedience, refusing to follow instructions, rudeness, talking back, arguing with teacher, offending, or attacking teachers, were reported as an obvious problem behavior in the classroom.
Student B08 described how students used some subtle ways to offend their teachers:. Sometimes they do not treat their teacher as a person. On the other hand, some students would attack teachers directly. Student A06 recalled:. It is because the teacher does not know how to scold the students. Arguing with teachers could disrupt teaching and learning because it was time consuming.
Students liked to do something unrelated to classroom learning, such as doing homework of other subjects, dealing with personal stuff, having irrelevant drawing, or using mobile phone.
Filipino teacher’s wild classroom dance
Moreover, these problem behaviors would become more serious and spread over if without proper teacher control. Some students also considered that both of these behaviors would affect classroom teaching and learning. As two students described:. Student A Student might feel bad and even threatening when there was hostility.
Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions
As shown in Table 1 , there were other problem behaviors reported by the informants. The present study attempted to examine classroom misbehaviors perceived by junior secondary school students in Hong Kong. The present findings showed that many of the misbehavior categories are similar to those reported in the studies conducted in the Western and Chinese cultural contexts [ 1 , 9 , 11 ], and they are consistent with those reported by teachers and students as well [ 4 , 13 ].