Abstract
Background:
This thesis is a part of the pilot project “Disquietness in Schools”. The project is led by Professor Liv Duesund. The thesis is a case study where the aim is to identify characteristics of disruptive behavior of two pupils during class. The behaviors that are focused on in this study are ranged as the highest frequent behavior in schools today. Based on the observations we found it relevant to elaborate on environmental factors that may be influencing to the behavior.
Research problem:
In accordance with a qualitative approach, we choose to have an exploring focus to the phenomena that was to be studied. Therefore we formulated our research problem after the observations were made, and on the basis of our data material.
What characterizes the disruptive behaviour of two pupils during class?
In order to answer our main research problem, we have developed three research questions that we consider to cover its components.
- What characterizes the pupils` disruptive behavior?
- What characterizes the reactions the pupils receive for their disruptive behavior during class?
- In which situations do the pupils behave disruptive / not disruptive?
Methodology:
We used a pre-structured design that was required by us to implement by the pilot project “Disquietness in Schools”. We conducted qualitative observations along with the use of a pre-structured observation form. Five observations of each of the two target pupils were conducted in this study. We chose three observations of each Informant to include in our analysis. We categorized our findings to best analyze and interpret our results. These categories are constructed based on our observations.
Results:
Our results show that what mostly characterized the disruptive behavior of both Informants were sitting physically calm on own chair, disrupting either themselves with non subject related activities or other peers by approaching them verbally. The non subject related activities that the Informants were disrupting themselves with was mainly apparently day dreaming, playing with pencil, calculator etc, or drawing. This behavior leads to less learning for both of the pupils. On task behavior was represented only to a lesser extent compared to off-task.
When it comes to the reactions the Informants received for the disruptive behavior we found a tendency to ignorance of the disruptive behavior, both from the teachers and the peers. As long as the behavior did not seem to interfere with the teaching situation or the other pupils` right to learn, the behavior was in most cases ignored. We did not find this reaction to be effective. Punitive reactions were also commonly used as a consequent to the disruptive behavior. The punitive reactions most commonly used against the pupils in our study were detention, being moved out of the situation and being sent out of class to be dealt with by special education teachers. The punitive reactions to the behavior did not decrease the behavior. We saw a tendency to continuance when the behavior was met with punitive reactions.
Verbal feedback was another approach our Informants received as a consequence for their disruptive behavior. Results of the feedback differed according to how the reaction was given. In situations where the pupils were called out in front of the class the behavior had a tendency to continue. In situations where the pupil was approached by the teacher in a calm and orderly matter the behavior stopped for a short period of time. Nonverbal communication was rarely used as a reaction. The few times this approach was used it seemed effective.
The organization and structure of the classroom were other key aspects in our findings. In two of the three classes observed the pupils were arranged in a group setting. Our Informants had in these situations trouble getting started on their tasks and were easily distracted by peers. The structure in the classes we observed was characterized by what we describe as loose. We interpreted that the pupils in several situations found this loose structure of the classroom as confusing and their behavior came as a reaction to this.