DISTRUPTIVE BEHAVIOUR (DRAFT)

By :
AMALINA
LOQMAN
COREEN

DISTRUPTIVE BEHAVIOUR :
CHATTING DURING LESSON

Situation :
Tan is a very talkative boy. He always talks
with his friends during the lesson. This is
because he is overconfident that he doesnt
listen to the teacher when she is teaching. He
always has something to say regardless of the
topic discussed.

Causes :
Seek attention from the teacher
Auditory learning style

Solutions. (Dreikurs Theory of Democratic

Teaching logical consequences)
The teacher makes Tan talk in front of the

class. For example the teacher stops Tan from

talking by interrupting his conversation and
calling him to talk in front of the class.
Question back what the teacher said.
According to Charles, 2014 this method is
promotes a vital element to educating which
teaches students to learn through mistakes.

DISTRUPTIVE BEHAVIOUR :
CREATING EXCESSIVE NOISE IN THE CLASS

Situation:
Sujindra likes to move around the class. When
the teacher asks him to stay in his place, he
starts making noise using the things around
him. For example, crumpling paper, tapping
with the table, tapping with the pen and
rocking his chair.

Causes :
Kinaesthetic learning style
The lesson is not interesting
Less attention from the teacher

Solution. (Kounins Theory of Instructional

Management ripple effect)
Using other student to change the behavior of

Sujindra.
In front of the Sujindra, praise the students that
did not make noise. So that, Sujindra will also
seek the recognition/ praise.
What a teacher does to control childrens
behavior affects the children who watch as well
as the children who are corrected. Kounin &
Gump (1958)

DISTRUPTIVE BEHAVIOUR :
STUDENT NOT PARTICIPATING IN CLASS

Situation:
Maria is a passive student. She rarely involves in
group discussion. For example not contributing to
the group. Always falls asleep in her class and does
not respond to anything the teacher says.

Causes :
Lesson does not suite with his cognitive

capability
Teaching style is not interesting for Maria

Solution. (Krashen Affective Filter Theory)

Teacher identify Marias problem from three

perspectives ; motivation, self-confidence, anxiety.

Teacher changes the teaching style and
classroom environment to attract Marias attention.
Low level of anxiety, confidence and a risk taking
capacity gives language learning a positive
impact. (Sears, 1998)
Based on Piagets theory of cognitive learning.
Maria should be taught according to her cognitive
ability. (Mok Soon Sang, 2006)