Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/6073
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Title: Student classroom misbehavior : an exploratory study based on teachers' perceptions
Authors: Sun, RCF
Shek, DTL 
Issue Date: 2012
Source: The scientific world journal, 2012, v. 2012, 208907, p. 1-8
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.
Keywords: Disruptive behavior
High school
Student attitude
Publisher: Hindawi Publishing Corporation
Journal: The scientific world journal 
ISSN: 2356-6140
EISSN: 1537-744X
DOI: 10.1100/2012/208907
Rights: Copyright © 2012 Rachel C. F. Sun and Daniel T. L. Shek. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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