Managing Disruptive Behavior in Primary Education
Controlling Disruptive Behavior in Sixth Grade
How would you keep disruptive students in the sixth level of Primary Education under control? This document proposes measures to manage disruptive students in the sixth grade. First, this issue will be framed within the current legal context. Second, the impact of this problem on English lessons will be discussed. After that, different processes and specific measures that teachers should adopt to reduce this issue in class will be proposed. Next, the importance of having a secure and comfortable environment in English lessons will be reviewed. Finally, the main ideas will be summarized.
Legal Framework
This issue is based on The Organic Law 2/2006 of Education, 3rd May; the Organic Law 8/2013, 9th December, for the Improvement in Educational Quality; the Royal Decree 126/2014, 28th February; and in Castilla y León the Order EDU/519/2014, 17th of June, and the Decree 51/2007. These establish the framework for coexistence and discipline in educational centers in the autonomous region of Castilla y León. All schools must plan and manage the relationship between the agents of the educational community to favor the integral development of the person, the acquisition of adequate behaviors to coexist better, prevent and create positive attitudes towards others, and solve conflicts through dialogue.
The teacher’s work in the classroom must contribute to strengthening respect for human rights and basic liberties, and for all the values which prepare students to play a responsible role in a free and democratic society. These seem to be the best general guidelines to follow when we want to maintain discipline in class.
Psychological Problems and Disruptive Behavior
The teacher who is interested in fostering classroom learning can’t ignore the psychological problems of his students. A disruptive child disrupts his own education and the education of others. This student may be an extrovert dependent on an audience, and he could be behind or at grade level academically. The attitudes will range from talking out of turn or disobedience and aggression to impoliteness, walking around the class, noise-making, and interfering with the work of other children.
There are some factors that lead to problems of discipline, such as lack of student motivation, a sense that teaching strategies do not correspond to student interests and abilities, or the power and authority of the teacher, among others.
Establishing Rules and Preventive Measures
It is important that some rules of behavior are established for effective classroom management. But although the teacher is ultimately responsible for establishing the rules of behavior in the classroom, it is advisable to negotiate these with the students.
On the other hand, the best way to maintain discipline is to apply preventive measures wherever possible. Very few outbreaks occur spontaneously; they are always the result of an accumulation of tension which, if the symptoms had been recognized and measures had been taken in time, would not have led to confrontation.
Some preventive measures include having eye contact and a facial expression which shows that the teacher is aware of what is happening, or standing near the student who is behaving badly.
Assessing the Problem and Addressing Bullying
Once the problem has been identified, it is important to assess it, avoiding irritable comments or brusque reactions, since verbal violence will simply generate resentment. The teacher has to decide whether to deal with the individual at the expense of the others or to remove the individual for the good of the whole. In specific cases of bullying, teachers should meet with the parents.
Activities for English Lessons
In English lessons, we can provide our students with a great number of activities that deal with disruptive behavior. For example, we can present the topic with a reading comprehension in which they can realize the situation proposed. Then, in small groups, they can reflect on the text and share their opinions. Finally, a whole-class debate can be proposed with different questions like:
- What is the text about?
- Who are the main characters?
- What happens to the characters?
- How is he feeling?
- Do you think that is good behavior in class? Why not?
- What solutions can we propose?
- Can you identify any of these acts in the class? Which ones?
This way, we will guide the children to reflect and think about the dilemma, following a flipped classroom approach.
Positive Aspects of These Activities
The positive aspects of these activities are that students will acquire a communicative competence through reading and through dialogue, using cooperative learning to reinforce a significant way of learning. That means that students must work by themselves with the information and then, they must adapt this information to the required context.
Conclusion
To sum up, the earlier a child’s problems are recognized and treated, the greater the chance of solving them before they become a fixed part of the youngster’s personality. So, the teacher must offer their students a guide to reflect and direct their capacities to solve their problems and to create positive attitudes.
Bibliography
- BREWSTER, J., ELLIS, G., and GIRARD, D. (2002). The Primary English Teacher’s Guide, New Edition.
- COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
- EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics.
- GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
- HARMER, J. (2008). The Practice of English Language Teaching. London: Longman, (4th ed.).
- NUNAN, D. (2010): Language Teaching Methodology. University Press.
Webpages
http://www.primaryresources.co.uk/english/english.htm
http://www.firstschoolyears.com/
http://www.english4kids.com/
http://learnenglishkids.britishcouncil.org/
http://www.childrenstory.com/tales/
http://bbc.co.uk/cbeebies