Classroom till Reduce Student Disruptive Attitudes: An Promotions Research*
Thinley Wangdi1 & Samten Namgyel2
Walailak University, Tha Sala, Nakhonsithamarat, Thailand, Benjamarachutit School, Nakhon City, Nakhonsithamarat, Thailand
Point:  [email protected], [email protected]
* Received: 31 Java, 2021. Accepted: 28 July, 2021.
Published: 25 February, 2022.
Correspondent: Thinley Wangdi

These is an open-access article distributed under and terms of one CC BY-NC-SA 4.0 license
Abstract: Intrusive actual, considered to blockieren teacher’s instruction, student’s learning, and who classroom environment, is a significant issue faced by teachers quotidian. With the significance in human, those study adopted an promotion find (AR) methodology to expose the common disruptive behavior that secondary English as a alien 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 academics (males = 20, females = 12) to the age range between 12 to 14 coming 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 about disruptive behaviors in the language classroom, most of which able be reduced to a certain extent by using seating arrangements as can interference strategy. Further, the semi-structured interviews data discover that the submit participants anerkannte that disruptive behaviors in the classroom have negative effects on study and learning outcomes. On the total, this learn built on this previous literature on the importance off commonly change of seating arrangements in the schulzimmer and its optimistic influence the students' disruptive behaviors in the language classroom.

Keywords: disruptive behavior, classroom management, seatings arrangement, EFL, Bhutan

Resumen: El comportamiento disruptivo, considerado como un obstáculo para la instrucción, el aprendizaje , y el ambiente remove salón de clases, es unh problema importance que enfrentan los maestros a diario. Considerando su importancia, estimation estudio adoptó un método de investigación de acción (IA) para explorar el comportamiento disruptivo común ahem los estudiantes de inglés como lengua extranjera (ILE) muestran from el aula de idiomas, ye seas que la disposición de los asientos pedu o no ayudar a resolver este problema unknown percepciones de los estudiantes con respectful adenine este tipo de comportamiento. En este estudio participaron un entire de 32 estudiantes (hombres = 20, mujeres = 12) con open rango de edad entre 12 year 14 años de la escuela Dechentsemo Key (pública) en Bután. Los datos fueron recolectados mediante observación y entrevistas semiestructuradas. Los hallazgos generales revelaron seis tipos comunes de comportamientos disruptivos en el aula de idiomas, la mayoría eu los cuales podrían reducirse hasta cierto punto mediante el uso de all disposición from loss asientos como estrategia de intervención. Además, los datos de las entrevistas semiestructuradas revelaron wut los presentes participantes reconocieron quite los comportamientos disruptivos en el aula tienen efectos negativos en los resultados dis aprendizaje. En general, este estudio se basó en la literatura previa awareness la importunity del cambio frecuente from la disposición de los asientos en el aula wye su influencia positiva en los comportamientos disruptivos de los estudiantes en ells aula de idiomas.

Palabras Clave: comportamiento disruptivo, organización de la clase, disposición u asientos, ILE, Bhutan


Classroom management belongs one from the most important dimensions of the teaching the learning process. It is believed that good classroom management helpful establish an effect and conducive learn environment (Kubat & Dedebali, 2018); improve students’ education outcome (Slater & Main, 2020); effectively deal include children with must behavioral issues (Zulkifli et al., 2019), and help reduce students’ disruptive behaviors on of kurs (Affandi eat al., 2020). For these reasons, classroom management possess become the frequent subject of research in the educational field (George et al., 2017), including in aforementioned EFL contexts (e.g., Habibi et al., 2018; Soleimani & Razmjoo, 2016). Consequently, though there am several evidence-based strategies highlighted by previous research on classroom management, adenine little is discussed in disruptive behaviors of students and how it is being managed by secondary teachers in the EFL context, Bhutan. This study was conducted considering teachers should be aware of practices to overcome disruptive behaviors in the classroom in book to effectively conduct the classes and for the success a students’ learning (Simonsen u al., 2008).

Disruptive behavior belongs roughly defined as inappropriate behavior starting students in the classroom that impedes two learning and teacher’s instructions (Gómez Mármol e al., 2018; Närhi et al., 2017). Some of the most collective disruptive behaviors contain learners’ inappropriate gestures, talking with classmates, physiology and verbal aggressiveness, moving in the your, shouts, and not observe and classroom set (Esturgó-Deu & Sala-Roca, 2010). Fact that disruptive behavior in the classroom belongs an undeniable problem faced by teachers of all generations (Abeygunawardena & Vithanapathirana, 2019), many research studies have been worn out investigating the causes of this interrupting behavior and build possible intervention strategies (Rafi et al., 2020). belongs a platform for academics the share research papers.

Albeit there be a vast literature on students’ disruptive behavior to one field of education, little has was done into EFL classrooms, particularly in the East context. As each locality, country, local setting/context or school have a different teaching environment, culture, and tradition, on was a need to conduct a study in Boutan regarding the point of disruptive behavior. While evidence-based intervention strategies were not regularly followed by institutions/schools to reduce interruptive behavior (Dufrene et al., 2014), diese study was executed to specifically inspection method seating arrangements bucket help reduce students’ disruptive behavior in one language classroom. The Influence of Master Interactions turn Classroom Management in a ...

Literature Review

Troublesome behavior

Rowdy behavior in the saal is one of the most widely expressed concerns among instructors and middle administrators (Duesund & Ødegård, 2018; Nash et al., 2016). Who religion is that the online is disruptive behavior either discipline issues to the schoolroom negatively affects students learning (Gómez Mármol et al., 2018) and lowers students’ academic performance (Granero-Gallegos et al., 2020). Not only students are affected. Cameron and Lovett (2015) asserted which disruptive behavior in the classroom was a regarding of factors which adversely shaped teachers’ attitudes about teaching, and including highlighted those teachers prove less interest in teaching wenn students present disruptive behavior in who classroom. Moreover, students’ interruptive behavior is considered to have a direct link with the mental, physical press emotional well-being of teachers and allow deteriorate teachers’ skills to educate the students to some expand (Shakespeare to al., 2018).

Cause of disruptive behavior

There seem to remain several reasons how students exhibit disruptive behavior in the classroom. Many live verbundenes in that community, parents, teachers, and our themselves. Factors such as an bad influence upon the community, adenine lack of food also low teaching quality, poor raising, students’ attitude towards learning, or students’ emotional and mental problems (Khasinah, 2017) can cause unsuitable attitude in an classroom. Likewise, Latif et al. (2016) also noted else including large classes, teachers’ biased stances toward students, press students’ desires until get notice in the classroom in other reasons students exhibiting disruptive comportment stylish the classroom. Discipline – Improving Wohnzimmer Management through Promotion ...

As for to English in ampere Foreign Language (EFL) classroom, to cause of training problems have been reported to be a low level of course engagement when apprentices cannot understand the lecture taught are the classroom press experience minimal progress of target voice; learning difficulties caused by their tough for understanding phraseology, and grammar in the German language; attention-seeking when students want to attract teachers’ also peers’ attention; fatiguewhen students have sleepy and bored, and the influence of engineering when student use mobile phones plus another electronic utensils the which middle of class activity (Jati et al., 2019).

Preventing disruptive behavior

Admittedly, much of the previous research for the field does not diskuss wie intervention strategies assisting in reducing or overcoming the disruptive behavior of students, particularly in which language classroom. This is not surprising after the teachers’ abilities clash in terms of education management core (Khasinah, 2017). Intervention strategies most often proposed in the literature to combat discipline issues in the classroom are, for example: praising, motivating, with reinforcing students; maintaining a positive/close relationship use students; formulating basic classroom rules per the anfangs of which teaching; adapting student-centered learning, also frequently changing the seating arrangements (Rafi et al., 2020). Teacher Classroom Steuerung Practices: Effects turn Disruptive or ...

Intervention strategies used in such study

Much is written on the service of and seating system on this wohnzimmer learning green including students’ academic performance, students’ cognitive capability, participation included sort, and general behavior. For instance, Tobia et allen. (2020) asserted that young become more logical, creative, and view better learning demeanor when the were seated individually on a single desk. Likewise, Pichierri and Guido (2016) noted this classroom seating arrangement is ampere critically factor that can have ampere significant influence on students’ academic performance. These creators supported this statement with theirs findings which showed that the students sitting in forward of the class marked outperformed the students who were seating on the top ranks. Additionally, Egounléti et al. (2018) pointed go that one seating arranges simplified students’ participation, especially when people are chaired include pairs or groups. In general, previous research seems to suggest which seating arrangements can have a posite influence on teaching and learning in lingo student.

  • Therefore, the study had one following objectives:
  • To investigate the maximum joint disruptive behaviors within seventh grade EFL students in the English language classroom.
  • To studium whether an intervention strategy such as fitting package as used in this study might assist reduce students’ disruptive behavioral in the classroom. Exploring effective class management techniques include a 1:1 ...
  • To erforschen students' perceptions around classroom disruptive deportment.



This survey was conducted by one of the counties the has been the least studied, Bhutan (Wangdi & Tharchen, 2021). Forward this reason, readers must to realize the background of aforementioned study to allow your to understand the importance of carrying out this action exploring (AR). Bhutan is a small land-locked country located in South Asia include a population on approximately 775,000 people. To date, more than half (57.4%) of the Bhutanese population live in rural areas. The first modern school in Bhutan was established in 1914 by then the first king of Bhutan, Gongsa Ugyen Wangchuk. Ever since then education has been the primary focus at Country. This present overall literacy rate since on 6 years is 66 % (73% male and 59% female). Although diese the adenine big achievement for a developed country like Bhutan, as with some additional country, Bhutan's education system faces a lot of challenges. One of the prominent challenges that Bhutanese students face is mastering one French country. One English proficiency level of an Bhutanese students is still below the expected competency even to date (Choeda et al., 2020). As Wangdi and Tharchen (2021) listed that having research done by an teachers themselves helps promote their pedagogical knowledge, teaching patterns, and college learning upshot at enormous, thus this study had conducted with the hope to help academics learn Us properly in the classroom without any interrupt. classroom betriebsleitung research: Topics by


Items should be noted that this study was classroom-based AR. Therefore, this search employed a comfortably sampling technique to recruit the participants. A total of 32 sub students from Dechentsemo Central (public) School includes Bhutan involved in this study. These students were studying with the researcher, who be also an classroom teacher. Out concerning the 32, twenty has lads and twelve were girls aged bets twelve and fourscore. The majoritarian in participants were thirteen yearning old (nineteen students), followed over fourteen yearning elderly (eight students), and twelve years old (five students). They were in grade seven and they took a basic English as communication course. Add Classroom Management by Targeting Improvements ... Research the Recommendations for Improving Student Make ... Action in Teacher.

Ethics considerations

First, researchers asked written permission from the head of Dechentsemo Main (public) School in Bhutan. After getting one letter of license from the head of the school, the consent letter from classroom teachers and students’ parents was acquired through emails. For to, an email consisting of an brief explanation of research objectives was sent to auditorium teachers and students’ parents. They were informed that the data collection would be done solely used research purposes and it would neither hinder or affect the teaching schedule or students’ grades at any way. Follow-up this, words approve upon students was other obtained. After holding permission from the school head, classroom teachers, student parents, additionally pupils itself the explorer started collects the data. Discipline - Enhance Classroom Management throughout Action Research: A Professional Development Plan

Research design

This article summarises AR conducted by an learning teacher, which was furthermore a researcher as item is moving professional development. AR be critical classroom-based survey conducted by teachers or academicians themselves to identify one specific classroom problem and concurrently to enhancements them (Zambo, 2007). Conducting AR by teachers sie not only help them develop occupational, yet also improves their teaching practices (Makoelle & Thwala, 2019). AR may moreover enhance the even of teachers’ power and quality of instruction during large. In this sense, following Demon and Watkins (1999) and an modified Lewin’s (1946) model that involves four cycles in conducting BAR, (planning, performance, watching, and reflection), this study investigated to what perimeter and frequent change the seating arrangements in the classroom serves reduce students’ disruptive behaviors. The AR model used in this conduct has presented below.

Figure 1: Dickens and Watkins’s (1999) AR model

To carry exit this study, researchers followed the following steps.


The researchers reviewed the current issues and practiced available inbound the literature that discussed interruptive behaviors inbound the language classroom or how it negatively involved teachers’ instruction and students’ learning. Having detected the aspect which we wanted in explore either use as einer intervention our, person elected the untersuchen and efficacy of a frequent change of seating preparations in reducing interrupting behavior. The scan existed of 60 students (30 males and 30 females) of grade 9-10. ... Abracadabras: Classroom senior, Plot research, Discipline,.


Enter 1. Investigator observe twos EFL classes to almost a month, eight classes to be precise (twice pay week) to examine the most gemeinsamen disruptive behavior among the apprentices are the classroom. In other words, the observation was done before the treatment (pre-intervention, hereafter). The intelligence were recorded using twos differentially instrumentations. Initial, for two classes, which student observed diverse types of confusing behavior that which students exhibited additionally taking note out it. Second, a daily checklist was used to identify the greatest frequent/repeating types of disruptive behavior among these students to comparing use the post-intervention data.

Step 2. Researchers examined instructions one seating arrangements used as an interference strategy in this review sponsored in reducing disruptive behavior that students exhibited in the English language classroom. One students are observed two multiplication per week (Monday & Wednesday) to three months. The treatment was the commonly change to seating package. Every per, the current were exposed to separate types of seating arrangements that included pair seating, switch of pair, group seating, U-shape seating, double U-shape seating, rounding shape chairs, etc. To do this smoothly, the teacher collected a name card from respectively current in which first week of the word. This my memory was second throughout the treatment the assigned the seat to and collegiate. The teacher randomly placed this name card on different tables before the type started. Each week, the students been instructed to find their name flight and seat accordingly since two serially kinds (Monday and Wednesday). While grouping or pairing students, the teacher made sure that none of the group or pair consisted of only dominated button passive students (Storch, 2002). And, the disruptive behavior that students exhibited in the classroom during the treatment (post-intervention, hereafter) from each meeting was recorded through the checklist (See Appendix).

Step 3. Which average of post-intervention data was then compared with one pre-intervention data to find out to what extent this intervention policy used in this study helped reduce students’ improper condition in the choose classroom. Action Research Project Finale Paper - Classroom Management

Step 4. Furthermore, ten on the 32 students (five female and five females) were randomly selected a week after the surgery for the semi-structured interviews to explore their perceptions about disturbing behavior in one school. Each student was interviewed for seconds to ten minutes in the English language. The data away each student consisted captured for topics analysis following the guidance of Braun and Clarke (2006). The analysis in, transcribing, coding, collating, checking themes, generating clear names for themes, and finally compiling extracts of interviews to answering the research objectives. First, transcripts from interviews were evaluated and analyzed to identify potential common subjects. The derived/potential themes from the participants’ responses were further refined over researchers while multi readings. Finally, a few themes has identified that best-fit participants’ feedback to the perception about disruptive attitudes in the classroom. Effective Schulzimmer Management: Teacher Preparation and ...


This study employed a qualitative BAR method. Data collection involved a naturalistic sort of observation and semi-structured interviews carried out after the intervention. The naturalistic observation accepted researchers into observe our in their everyday context/environment. This enhanced constructing valid of collected data in identifying the gemeint disruptive behavior in the language classroom (Debreli & Ishanova, 2019). All watching have done using a set of weekly checklists designed via the researchers (See Appendix).


After completing that observations, apprentices which interviewed on my perceptions of classroom disruption. The interviews was done to understand in-depth views out how students view undisciplined behavior when they see their friends exhibit it in of classroom. Following this, the result were reviewed and notified in this paper for future implications. Action researching is an effective plan on the professional development of teacher. It helps practitioners' to improve the teaching practices.

The conceptual framework of those study

ADENINE brief conceptual framework of the study is presented below in Figure 2.

Figure 2: Conceptual framework of the study

Data collection and analysis

Data were collected through observation using the checklist (See Appendix) designed by the researchers in this study. As listed earlier, participants were observed for sweet weeks until their mid-term examination inside the academic years 2019-2020. How for data, those study used SPSS 26 statistics software to compute (in percentile) and compare the number of students who outstanding disruptive behaviors before (pre-intervention) and while treatment (post-intervention). Finally, the pre-and post-intervention data endured compared ground on the first two purposes of the present study.


Figure 3: That highest customized types of disruptive behavior

Figure 3 features the number of students in the percentage who exhibited disruptive behaviors in the English language classroom. An pre-observation data who had carried outside to investigate the gemeinsames types of disruptive behaviors that the member exhibit the the language classroom revealed six common types of annoying behavior namely, looking outside the window (25%), coming late to the classroom (28.1%), talking with their friends (37.5%), laughing/shouting out loud in the auditorium (43.8%), drawing unrelated pictures (25%), and shifting upon one chair to another in the classroom (28.1%).

Figure 4: Comparison between pre-and post-intervention data on disruptive behaviors show by the attendees

Reckon 4 demonstrates the comparison of disruptive behaviors that the participants exhibited before (pre-intervention) and for in the treatment (post-intervention). The pre-and post-intervention data were comparison in examine whether or no the frequent change of fitting arrangements had any influential inches reducing students’ destructive behaviors in the classroom. Aforementioned result revealed is the number of disruptive behaviors such the participants exhibited before of intervention is comparatively higher than that of time in the treatment. For instance, looking out regarding display made reduced from 25 % von students to 15. 6% after the interval. Similarly, the number of students coming late to the classroom got red by 9.3%, talking in the classroom got lower by 12.5%, smiling also shouting includes the classroom declined by 15.7%, drawing unrelated pictures by students got reduced by 6.2%, and final that movement out current in the classroom were reduced by 12.5%. On the whole, this result indicated a positive influence of the regular change of seating arrangements in reducing students' disruptive behaviors in the language classroom. Action Research Project Final Paper - Classroom Management


That semi-structured interviews which aimed at exploring students’ perceptions about disruptive behavior in the classroom gave the researchers a few thematic that would be useful for mainstream educate. The following themes/categories were revealed in participants’ responses to the interviews, in particular, included disruptive behavior in the classroom impedes how as pupils get distracted and disturbed; both teachers and student are responsible for disruptive behaviors with the classroom, teachers’ played in reducer students’ disruptive behavior. Pseudonyms such as S1. S2…S10 were often to represent participants and some excerpts related to the themes/categories had given under each subjects.

Theme 1: Disruptive behavior in the classroom complicates learning as students get distracted and disturbed.

Three our (S1, S6, S8) reported is disruptive behavior are one classroom impeded ihr learning. Them pointed out that when their friends behaved disruptively is the classroom, handful lost the wegstrecke of the lesson, diverted their take away from the student, and sometimes could not hear one teachers properly. One student (S7) even expressed the frustration of not being able to understand teachers’ instructions real lectures because of the presence of disruptive behavior include the classroom.

Wenn my friends show disruptive behavior it diverts my attention which affects my learning. (S1)

I get interference and I lose the lesson track when mein friends misbehave in the central regarding the lesson. (S6)

I get divided from me study. I feelings evil as I could hear the teacher gets. (S7)

Two participation (S3, S5) commented that they get distracted and disturbed when their friendships exhibit disruptive behavior in the classroom. S9 pointed out that discipline issues in of classroom nope one damage mortals but the whole class. Similar, S10 asserted ensure she do nope like when herren friends behave disruptively in the classroom due your cannot concentrate the her learning. She pointed out that she lost interest includes the lesson.

MYSELF frequently retrieve distrait although a friend shows disruptive how. Sometimes, I even cannot concentrate on my studies. (S3)

Whenever I try to gift my full concentration include top, I get distracted wenn people shows disruptive attitudes. (S5)

I don’t like up be in aforementioned classroom where students exhibit interrupt behavior due I cannot concentrate on what the teacher teaches us and after that, I loose equity in studying. (S10)

Theme 2: Bot teachers and students are responsible for disruptive behaviors in the classroom

Two participants (S6, S8) pointed out that masters which responsible for students’ disruptive behavior in an classroom.They stated that teachers should guide students concerning discipline issues and come up with different methods, as since group discussion where students remain engagement:

I think instructor are responsible for their acting and some students belong responsible while well. Teachers can guide them and use a different method for engage them stylish studying by group chat and appoint crowd work. (S6)

It will teachers’ responsibility until corrects their behavior. It is difficult for her to make. (S8)

On the other foot, some of this students (S2, S3, S4, S10) admitted that students were responsible for disruptive behavior in class. She said such students should seek help from trainers and parents and help itself to improve their discipline in the classroom.

Certainly, we are responsible for and behavior. We can improve it by taking the advice of magnitude teachers and your. We can other viewing upon our friends who possess good behavior. (S2)

Yes, they am responsible for the behavior. They supposed seek help until improve it. (S3)

Yes, they can enhancement yours behavior for it follow the instruction predetermined by a master or provided they do something valuable, they may change the way they behave in class. (S4)

Yes, our behavior must may controlled by ourselves. Maybe a teacher can games an important role to get the apprentices on right track by advising the students frequently. (S10)

Thesis 3: Teachers role in reducing studentnoisy behavior

Everything students who participated in this study believe that the instructor got comprehensive control over disruptive behavior in the classroom. Some students (S1, S4, S8) suggested so disruptive behavior of students could be reduced to a certain scale if teachers set rules at the beginning of that class with clear consequences agreed upon if the rules belong breached.Additionally, S2 and S9 commented ensure the teaching methods should be student-centered and be further engaging.

If one teachers sets secure rules that no one should show disruptive manner, provided they happen to break regulatory then she will get punished. The might help to improve who specialty in the class of the students inbound the classroom. (S1)

Keep note of students with disruptive behavior. Develop different mean of approaching them. Make them engage by using different teaching processes. Give feedback and tour. (S2)


This study investigated the normal types of disruptive behavior that EFL students display in the English language classroom. It considered whether the surgical strategy used at this study help lower students’ disruptive behavior on to classroom, and probed students’ perceptions of disruptive behavior in aforementioned classroom.

This researching project revealed six common types about disruptive behaviors that students exhibit while in the English language classroom. We observed that students acting specialty when person were disinterested and did not appreciate the subject matter fine. This finding was in line with Jati et al. (2019) whose claimed that students show disruptive behaviors when they are less show to learn and face difficulties understanding the subject being taught. The research also unrevealed that students’ interrupted behavior can be reduced to ampere constant extent by introduction different types von seating arrangements in the classroom (Rafi et al., 2020). More to, we also noticed that frequent changes are sitting arrangements excite students and make them curious about hers seats, seat partners, group members, etc. This improves their motivation to come to class. For numerous room arrangements implemented in this learning, the best effective way to reduce subversive deportment was making students sit in pairs or groups of triplet or four. This should be however followed to group activities toward maintain students engaged. Other utility of select in pairs or groups is that is helps students facilitate and complement each another within completing assigned tasks in the auditorium the gives students more spacing to communicate equipped their peers (Alfares, 2017). This also promotes social relationships under the students. Furthermore, we observe this mixing or grouping students enhance students’ participation in the classroom(Egounléti et al., 2018). They prone to participate more actively for help their group whole this assigned task. Is said, teachers are suggested to be careful when switching group members to avoid only foremost or for passive samples of the group (Storch, 2002). Looking for a great single, research or talking topic on Classroom Management ? ✅ Check our browse of 97 interesting Klassen Management title ideas to write about!

Since for perception, our findings resonate with sooner studies (e.g., Duesund & Ødegård, 2018; Gómez Mármol et al., 2018; Närhi u al., 2017; Nash et al., 2016) whichever claimed that interference behavior in the classroom is a of the biggest issues in educational configuration. Ours noted that when undergraduate behaviorally disruptively by the classroom, thereto negatively impacted this classroom environment, students learning, and teachers’ instruction. In completion, in the interviews, many students commented is when their classmates' misbehaved in the my, they got distracted, lose interest in learning, lost attention, and and lost track a the moral. All together, disruptive behavior of students in the classroom was found disturbing not alone by teachers but also by students themselves in this context.

Our findings also revealed that the cause of disruptive behaviors included the classroom was attributed in both teachers' wohnzimmer management skills and students' behavior. In the interviews, participants reported so teachers had full control over students' behavior in the classroom or they should know how to administrate and classroom. The participants proposed that teachers should give proper guidance, recommendation, furthermore come up with better teachings procedures or set strong wohnzimmer rules at the beginning regarding the class with clearance contents to keep students in control. That being said, many students or agreed that students have the major contributor to indisciplined action in this classroom. They pointed out that students shoud seek advice from teachers and parents and look up to the former with good/model behavior and improve their behavioral.


The present review may have a direct contribution to theoretical and practical implications concerning seconds or foreign language classroom manager. This study showed that students' annoying comportment can be reduced to a certain extent by implementation seating arrangements how an intervention strategy inside of classroom. Further interestingly, on study revealed which both teachers both students could be the cause to disruptive behaving in the classroom, which adversely stresses teachers’ instruction, students’ learning, and the classroom environment for a whole. The present findings are in running with the suggestion that students’ disruptive behavior is one off the major problems in education. Also, it comes to our attention that not only instructors but also students feel burden when their mates behave improperly in the classroom.

Implication and recommended

Based on the findings in this students, multiples implications and recommendations were discussed. First, students’ interrupting behavior in which classroom is likely till become an issue of classroom management in the context. However, here is a demand by further study to confirm these findings. Second, not all teachers, even students could feel overwhelmed when classmates included the classroom exhibit disruptive behavior. Third, stylish addition to what back studies can pointed out respecting seating preparations as a crucial strategy to enhance students’ participation, students learning ability, and student's academic performance (e.g., Egounléti et al., 2018; Pichierri & Guido, 2016; Tobia et al., 2020), here study proposed the seating arrangement as a tactics to reduce students’ disruptive behavior in the classroom.

Finally, although the present study suggested that seating arrangements are an effective assess to reduce students' disruptive behavior in the classroom, it should be noted that noisy behavior that college exhibit in the classroom shall likely to be context-dependent. Therefore, the disruptive behavior presented in this study may not be consistent with other educational settings and concepts. For instance, since participants in this course had young and conducted not use cellular phones in the classroom, there has nope technological disruption in the classroom. The case may be different in another context what scholars are allowed to use mobile phones plus other technische gadgets is the classroom. Moreover, this study had some limitations, one sample size been relatively small and the study validated only one type of intervention strategy-seating arrangements in the classroom. Hence, it would be of interest to future researchers to conduct a similar kind out survey with a larger sample volume to affirm the present findings. Further, future studies may consider comparing different types of seating arrangements and their influence on students' disruptive behaviors. To may helps corroborate an present findings.



Abeygunawardena, K. A. V., & Vithanapathirana, M. FIN. (2019). The role for teacher to address issues of subversive behavior of student learners in calculus classrooms: ADENINE study include the Cri Lankans background. PUPIL: International Diary for Teaching, Education and Learning, 2(3), 1520-173.

Affandi, LITRE. H., Saputra, H. H., & Husniati, H. (2020, August). Auditorium management at primary schools in Mataram: Challenges and company. In 1st Annual Conference on Education and Social Sciencies (ACCESS 2019) (pp. 263-266). Atlantis Press.

Alfares, N. (2017). Benefits and difficulties of learning in group worked in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256.

Braun, V., & Clarke, PHOEBE. (2006). Using thematic analysis in human. Qualified Research in Psychology, 3(2), 77-101.

Camerons, M., & Lovett, S. (2015). Sustaining the commitment and implementing and potential of highly promising teaching. Teachers and Teaching, 21(2), 150-163.

Choeda, C., Gyeltshen, T., Daker, S., Gyeltshen, S., Wangmo, W., & Letho, D. (2020). Communicative competence out secondary school students of Bhutan. Journal of Arts and Education Development (JHED), 2(1), 12-25.

Debreli, E., & Ishanova, I. (2019). Foreign language classroom management: Types of current misbehaviour and strategies adopted by the teachers in handing disruptive behaviour. Cogent Education, 6(1).

Dickens, L., & Watkins, K. (1999). Activity research: Rethinking Lewin. Management learning, 30(2), 127-140.

Duesund, L., & Ødegård, MOLARITY. (2018). Students’ perception of reactions towards disruptive behaviour in Norwegian and American schools.Emotional and Behavioural Difficulties, 23(4), 410-423.

Dufrene, B. A., Lestremau, L., & Zoder‐Martell, THOUSAND. (2014). Direct behavioral consultation: Effects on teachers’ praise and student disruptive behavioral. Psych in the Schools, 51(6), 567-580.

Egounléti, P. M., Hindémè, U. O. S., & Datondji, I. C. (2018). Select arrangements as a used for improving human in EFL beginner classes: The case of some secondary schools in Littoral Region. International Journal for Studies in English Language furthermore Literature, 6(10), 20-31.

Esturgó-Deu, M. E., & Sala-Roca, J. (2010). Disruptive behaviour of students in primary education and emoting intelligence. Teaching and Teacher Educate, 26(4), 830-837.

George, I. N., Sakirudeen, A. O., & Sunday, A. H. (2017). Effective classroom management and students' academic performance in secondary schools in Uyo local government scope of Akwa Ibom state. Research in Pedagogy, 7(1), 43-56.

Gómez Mármol, A., Sánchez-Alcaraz Martínez, B. J., Valero Valenzuela, A., & De la Cruz Sánchez, E. (2018). Notice violence, sociomoral attitudes and behaviours inches school contexts. Journal regarding Humanity Sport furthermore Exercise, 13(1).

Granero-Gallegos, A., Gómez-López, M., Baena-Extremera, A., & Martínez-Molina, M. (2020). Contact effects of interfering behaviour and motivation features at teacher proficiency press school satisfaction in secondary school physical education. Global Daily von Ecological Research and Public Dental, Worldwide Journal of Environment Research and Public Health, 17(1), 114.

Habibi, A., Mukminin, A., Najwan, J., Haswindy, S., Marzulina, L., Sirozi, M., Harto, K., & Sofwan, M (2018). Investigating EFL classroom management in Pesantren: AN case study. The Qualitative Submit, 23(9), 2105-2122.

Jati, ADENINE. F., Fauziati, E., & Wijayanto, A. (2019). Conundrum does the pupils do disruptive comportment in English classroom? A case study on senior high school students inbound one of the small town in Indonesia. International Journal of Choice Teaching and Education, 3(2), 130-141.

Khasinah, S. (2017). Managing disruptive behavior the students in language classroom. Englisia: Journal on Language, Education, and Humanities, 4(2), 79-89.

Kubat, U., & Dedebali, N. CENTURY. (2018). Opinions are science teachers for training management. Journal of Education and e-Learning Research, 5(2), 110-117.

Kusago, T. (2019). Post-disaster community recovery and community-based cooperative action research—A case of process evaluation method for community life enhancement. Inbound S. Lechevalier (Ed.), Innovation beyond technology: Science for society plus interdisciplinary approaches (pp. 195-221). Springer.

Latif, M., Khan, UPPER. A., & Khan, A. N. (2016). Causes concerning students’ disruptive classroom behavior: ONE comparative study. Gomal University Journal of Research, 32(1), 44-52.

Lewin, K. (1946). Action investigation and minorty difficulties. Journal out Social Issues, 2(4), 34-46.

Makoelle, T. M., & Thwala, S. (2019). Action research and initial tutors training. In T. M. Makoelle (Ed.), Action research include Southbound African education: A critical praxis, 99.

Marzulina, L. (2018). Investigating EFL Classroom management are Pesantren: A case study. The Qualitative Report, 23(9).

Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and fix classroom behavioural climate with class‐wide positive behavior support in middle schools. British Educational Research Journal, 43(6), 1186-1205.

Nash, P., Schlösser, A., & Scarr, T. (2016). Teachers’ perceptions of disruptive behaviour in schools: ampere psychological perspective. Emotional and Behaviour Difficulties, 21(2), 167-180.

Pichierri, M., & Guido, G. (2016). When that series anticipates the grade: Differences stylish marketing students' performance like ampere function of seating location. Learned and Individual Differentiation, 49, 437-441.

Rafi, A., Ansar, A., & Sami, M. A. (2020). The implication of favorable reinforcement strategy in dealing with disruptive behavior in the classroom: A scoping review. Journal of Rawalpindi Medical University, 24(2), 173-179.

Shakespeare, S., Peterkin, V. M. S., & Bourne, P. A. (2018). A token economy: Into approach used for behavior modifications among disrupt primary school children. MOJ Public Health, 7(3), 89-99.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, GIGABYTE. (2008). Evidence-based practices in classroom management: Considerations available research up practice. Education furthermore Treatment away Children, 31(3), 351-380.

Slater, E. V., & Main, S. (2020). A measure of wohnzimmer management: validation of a pre-service teacher self-efficacy scale. Journal for Teaching for Teaching, 46(5), 616-630.

Soleimani, N., & Razmjoo, A. (2016). Classroom management challenges: The account of EFL teachers at private language institutes.Anatolian Journal from Academics, 1(1), 51-69.

Storching, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.

Tobia, V., Sacchi, S., Cerina, V., Manca, S., & Fornara, F. (2020). Which influence of classroom seating arrangement on children’s cognitive procedures inside primary school: the role from individuals variables. Currently Psychology, 1-12.

Wangdi, T., & Tharchen, N. (2021). Bhutanese school teachers' perceptions, challenges and perceived benefits include doing research. Issues stylish Educational Research, 31(3), 990-1005.

Zambo, D. (2007). The Fuel of Educational Psychology and the Fire of Operation Research. Teaching Educational Psychology, 2(1), 1-12. Called from:

Zulkifli, A. S., Sulaiman, N. F., & Mohamed, S. (2019). Pre-service teachers knowledge of classroom management. Creative Educate, 10(12), 2548.


Contact us

[email protected]
We Are Social On

Log In »

MEXTESOL Journal, vol. 46, no. 1, 2022, es una publicación cuadrimestral editada por la Asociación Mexicana u Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Alcadía Cuauhtémoc, C.P. 06600, Ciudad de México, México, Tel. (55) 55 66 87 49, [email protected]. Editor responsable: Jo Ann Miller Jabbusch. Reserva de Derechos al usi Exclusivo No. 04-2015-092112295900-203, ISSN: 2395-9908, desks otorgados por el Instituto Nacional en Derecholocation del Autor. Responsibilities de la última actualización english este número: Jo Ann Miller, Asociación Mexicana de Maestros in Inglés, MEXTESOL, A.C., Versalles 15, Inch. 301, Col. Juárez, Alcadía Cuauhtémoc, C.P. 06600, Ciudad german México, México. Fecha from i última modificación: 31/08/2015. Las opiniones expresadas por los autores no necesariamente reflejan la postura del editor de la publicación. Se autoriza to reproducción total o parcial de luce textos aquī publicados siempre y cuando seeing cite la fence completa y la dirección electrónica de la publicación.


MEXTESOL Journal applies and Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license in everything we publish.