Grade Six Pupils Classroom Misbehavior Affecting Academic Performance as Basis for Classroom Management Interventions

Abstract

INTRODUCTION

This research aimed to examine the conceptions of elementary pupils' misbehavior in classroom and identified the most common disruptive and acceptable pupil problem behaviors from teachers' perspectives which have proven as a cause of loss of attention and interest, and disturbances in the classroom which hinder learning.

METHODS

Descriptive and exploratory qualitative research was used. A self-constructed semi-structured interview guide was used for each individual interview. The interviewees were asked to define "problem behaviors" based on their own understanding and interpretation.

RESULTS

The 12 teachers revealed that pupils' behavior hindered the flow of the lesson and disturbed the peace in the classroom. The most frequently encountered misbehavior by teachers were disturbing the flow of the lessons, making noise disobeying the rules, damaging classroom property, dealing with other things, fighting, asking irrelevant questions, easily getting angry, making harsh jokes, talking without permission and talking with friends or seatmates.

DISCUSSIONS

The results show that teachers should make themselves aware of the importance of classroom management and its effects on pupils' success.