Evaluation and Identifying Solutions to Address Classroom Disruptive Behavior

Literature Review
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Literature Review
Disruptive behaviour in the classroom causes disruption not only to teaching but learning process in the classrooms. A number of reasons why students perform poorly and one of the reasons that has been identified is this disruptive behaviour. A number of scholars have attempted to explore this issue and how it can be addressed to create an environment that promotes effective learning. However, it has proved to be challenging in implementing some of the recommended interventions. Because of this, an evidence-based practice is required to develop an effective intervention. Therefore, a review of the available literature is necessary to evaluate the available interventions and identify areas where they need to be improved.
In the article “Managing and Correcting Defiant Behavior Through Music”, Lohmeyer (2017), provides an alternative to how teachers can help students with disruptive behaviour overcome it. Lohmeyer suggests that music can help students learn new behaviors without using the monotonous daily terms such as “stop it” and “quiet” which have proved to be ineffective. The author suggests teachers should prepare students for music using nonverbal sequences such as silence, eye contact, visible breath focusing on the task at hand. Lohmeyer asserts that these techniques enable the teacher to meet the students at their level and sequentially bringing them to a level where they can enter the classroom effectively. This technique challenges students to figure out what their roles are and activates their imagination and abandons any defiant behaviour. Another strategy suggested by Lohmeyer is constructing behaviour with scene imagery. In this technique, teachers are required to create an imagery scene at the beginning of the class to provide students with a shared terminology. This can be done by starting the class with a book that is familiar to all students. Another strategy suggested by Lohmeyer is teaching students to achieve effortful control by forecasting a certain privilege to students to demonstrate certain behaviour. The authors also suggests that encouraging collaboration activities will help teachers provide the needed change to reach disruptive students since it destroys the social isolation chain that disruptive students experience while in school. The suggestions provided by Lohmeyer (2017) provides a good basis for an evidence-based model to address disruptive behaviour in the classroom
Jacobsen (2013), conducted a study to explore teachers’ perceptions of disruptive behaviour, sources and the available interventions. The study also explored whether there was a variance of the behaviour among students with different mental health disorders. Seven elementary school teachers participated in the study and the data was collected through qualitative semi-structured interviews. The teachers’ experience of teaching varied from seven months to four years. The collected data was transcribed into a Word Document after whi...