Teaching a class with one or several disruptive students is not only a challenge for the teacher, but also a threat to the well-being of the class. It is imperative that the behavior be modified in order to create a positive and comfortable classroom environment where learning can ensue. By implementing a few simple tactics with the disruptive student, you can address negative behavior and regain control of the classroom (Platt, 2014).  If a pupil finds the work to be easy, he tends to get bored.  Diversifying a lesson plan to include supplementary activities to challenge pupils that find the work to be easy, and retain activities that support struggling learners is what Platt added.

In the study of Wilson and Lipsey (2007) a positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes.  The most common and most effective approaches were universal programs and targeted programs for selected/indicated children.  The mean effect sizes for these types of programs represent a decrease in aggressive/disruptive behavior that is likely to be of practical significance to schools.  Multicomponent comprehensive programs did not show significant effects and those for special schools or classrooms were marginal.  Different treatment modalities (e.g. behavioral, cognitive, social skills) produced largely similar effects.  Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior.

Disruptive behavior on the classroom may be a result of a classroom with too much free time (Lynn, 2014).  This is true to those pupils who are considered “fast” in learning the lesson.  Lynn further stated that engaging the children mentally through challenging drills may help the disruptive children stay engaged with the rest of the class.

            In Gillispie’s (2005) Action Research Project on the effects of early intervention on the defiant behavior of students using a social skill curriculum, behaviors improved during the intervention period however many students reverted to previous behavior during the time without intervention.

            Wille (2002) stated in her study that children with ADHD may be affected by a variety of distracting, impulsive, and inattentive symptoms.Such disruptive behaviors may impede the student learning and instructions.Wille further stated that it is imperative to implement effective classroom interventions to decrease such disruptive behaviors.  

References:

Gillispie, Patricia M.(May 2005).  

Goldratt, Eliyahu M. (October 2013

Hollowell, Karen. (October 2013

Lynn, Diane. (March 2014

Platt, Lauren. (March 2014

Research Method. October 2013

Stott, Dave. (October 2013

Tyson, Bennet. (October 2013

Wille, Jessica R.  (August 2002

Wilson, PhD., Sandra Jo and Lipsey,

PhD., Mark W.  (2007)