Disruptive behavior, considered to hinder teacher’s instruction, student’s learning, and the classroom environment, is a significant problem faced by teachers daily. With this significance in mind, this study adopted an action research (AR) method to explore the common disruptive behavior that secondary English as a foreign language (EFL) students exhibit in the language classroom, whether or not seating arrangements can help solve this issue and students’ perceptions
regarding this type of behavior. A total of 32 students (males = 20, females = 12) with the age range between 12 to 14 from Dechentsemo Central (public) School in Bhutan participated in this study. Data were collected using observation and semi-structured interviews. The overall findings revealed six common types of disruptive behaviors in the language classroom, most of which could be reduced to a certain extent by using seating arrangements as an intervention strategy. Further, the semi-structured interviews data revealed that the present participants acknowledged that disruptive behaviors in the classroom have negative effects on learning and learning outcomes. On the whole, this study built on the previous literature on the importance of frequent change of seating arrangements in the classroom and its positive influence on students' disruptive behaviors in the language classroom.
Activity: Classroom Behavior Contract
Objective: To engage students in the process of establishing and committing to a set of behavioral expectations that promote a positive learning environment.
Materials needed: Large chart paper or whiteboard, markers, individual behavior contract templates, and pens.
Steps:
- Prepare the space: Set up the chart paper or whiteboard in a visible area of the classroom where all students can see and contribute.
- Introduce the activity: Explain the purpose of the activity to the students, emphasizing the importance of creating a positive and respectful learning environment.
- Brainstorm expectations: Invite students to suggest behavioral expectations they believe are important for a productive classroom environment. Write these suggestions on the chart paper or whiteboard. Encourage students to think about expectations related to respect, cooperation, communication, and responsibility.
- Group discussion: Once all suggestions have been gathered, facilitate a group discussion to refine and prioritize the expectations. Ensure that all students have an opportunity to share their thoughts and opinions.
- Finalize the contract: As a class, agree on a final set of expectations (usually around 5-10) that everyone will commit to following. Write these expectations clearly and concisely on the chart paper or whiteboard.
- Individual commitment: Provide each student with a behavior contract template that includes the finalized expectations. Have students read through the contract, sign it, and return it to you. Keep these signed contracts as a record of each student's commitment.
- Display and review: Post the finalized expectations in a visible area of the classroom and regularly review them as a reminder to students. Encourage students to hold themselves and each other accountable for adhering to the established expectations.
This activity not only helps establish clear expectations for behavior but also involves students in the process, increasing their sense of ownership and responsibility for maintaining a positive classroom environment.
Benefits for teachers:
- Improved classroom management
- Increased student engagement and participation
- Reduced stress and frustration related to disruptive behavior
- Enhanced teacher-student relationships
- More effective use of instructional time
- Greater job satisfaction
Benefits for students:
- Clear understanding of behavioral expectations
- Increased sense of responsibility and accountability
- Improved focus and attentiveness in class
- Enhanced learning outcomes and academic performance
- Stronger peer relationships and collaboration
- Development of self-regulation and conflict resolution skills
