Disruptive and violent behaviour portrayed by students is that behaviour that leads to disturbances, interference or leads to the prevention of the routine work, activities or functions that are carried out by the other students or the school’s organs. In most cases, when students are not engaged in learning activities or other activities in the school community, these activities may be as a result of violent or disruptive behaviour. Involving the students in the school community will ensure that the students do not have much wasteful time which will make them engage desire to participate in disruptive behaviour. Students will be focused on learning activities since they are motivated to learn, there will be proper learning conditions that will ensure that the students do not engage in violent behaviour (Adelman & Taylor, 2008). Since the environment developed will be conducive to learning, students will be able to learn effectively. Each student will efficiently learn this is because there will be no student who will be engaging in disruptive activities and there will also be no students who will be disrupted during their learning periods.
To ensure that disruptive behaviour is controlled, the following principles will help. The first principle is the development of classroom rules; each student will be required to follow the rules. When students follow the rules as needed, disruptive behaviour will be minimised. The challenge that this principle face are ensuring that each student understands the rules and works obeys them (Blair et al., 2018). Another principle is that a class schedule needs to be developed. This will ensure that each student knows what should be done and at what time. The challenge that faces this principle is the development of a class schedule that is efficient. There should also be enough physical space in class. This will reduce the run-ins that the students have. The primary challenge is the design of classrooms and the high number of students in schools. Beginning and ending routines also needs to be developed. It will allow students to understand the flow of events in the school. Making the students to properly understand these routines. The classroom management plan also needs to be developed. This will allow the classroom to be appropriately managed, however, growing efficient and effective methods could be challenging.
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References
Tyler, P. M., White, S. F., Thompson, R. W., & Blair, R. J. R. (2018). Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools. Developmental neuropsychology, 1-26.
Adelman, H. S., & Taylor, L. L. (2008). Rebuilding for learning: Addressing barriers to learning and teaching, and re-engaging students. Scholastic.
