Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/34676
Title: Student classroom misbehavior : an exploratory study based on teachers' perceptions
Authors: Shek, DTL 
Sun, RCF
Keywords: Student problem behavior
Classroom misbehavior
Teachers' perception
Chinese classroom
Hong Kong
Issue Date: 2013
Publisher: Nova Science Publishers
Source: International journal of child health and human development, 2013, v. 6, no. 1, p. 49-58 How to cite?
Journal: International journal of child health and human development
Abstract: This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive and unacceptable student problem behaviors from teachers’ perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.
URI: http://hdl.handle.net/10397/34676
ISSN: 1939-5965
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

Page view(s)

11
Last Week
0
Last month
Checked on Feb 26, 2017

Google ScholarTM

Check



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.