Disruptive behaviour in the Foundation Phase of schooling

Marais, Petro; Meier, Corinne

doi:10.15700/saje.v30n1a315

Cited by 41 publications

(63 citation statements)

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“…Some other features that the children exhibited, according to teachers, were impulsive noise‐making and sometimes possessiveness about their property or teachers. These characteristics are typical of those reported in the literature (Heward, ; DCSF, ; Marais and Meier, ) as common in children with SEBD.…”

Section: Resultssupporting

confidence: 85%

“…A number of teachers were of the opinion that disruptive behaviour in school is the result of poor parental care. Marais and Meier () indicated that disruptive behaviour is deeply embedded within beliefs and values of the family. Possibly the children in this school exhibit disruptive behaviour such as bullying, pushing and grabbing because of a lack of parental care and adult role models in the family.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers identified how some children appeared to be shy, quiet and frustrated because their first language is not English and they are not able to express themselves. Most of the teachers had the view that the media (television, computer and video games) inspires learners to emulate what they see and this can have a negative impact on the behaviour and temperament of the learners, which they carry with them to school (Marais and Meier, ). These environmental influences appeared to provide a focus for all, with the exception of one teacher who said that the child under discussion hay have attention deficit hyperactivity disorder (ADHD), which she related to genetic factors (Koundourou, ).…”

Section: Resultsmentioning

confidence: 99%

“…Yelling makes young children very anxious; according to her, the softer and quieter the teacher is, the quieter and calmer the children will be. Marais and Meier (, p. 54) say that ‘neutralizing attention‐seeking behaviour, perhaps by a simple change of tone of voice or statements and extended commands to the whole class can be effective’. When children were upset and frustrated, three teachers used a listening‐with‐patience approach to calm the children.…”

Section: Strategies That Have Worked For the Teachersmentioning

confidence: 99%

See 3 more Smart Citations

Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre‐primary school

D'Souza¹,

Jament²

2015

Support for Learning

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This article reports a study conducted on children's social, emotional and behavioural difficulties (SEBD) in a single pre-primary school in Bangalore, with the objective of developing a behaviour management policy for use by teachers. Limited evidence is available in the Indian literature in the area of SEBD and it remains important to know how the teachers address behaviour in their classrooms and what proposals they have for the provision of effective support for these children in schools. Eight teachers who had expressed concerns about children's SEBD were selected for the study. Questionnaires and semi-structured interviews were used to gather data from these teachers. The first part of the study was focused upon the teachers' understanding of the concept of SEBD and the characteristics associated with this label that they encounter in the classroom. Further attempts were made to explore teachers' strategies and 'solutions' to meet such difficulties in their classrooms.

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Section: Resultssupporting

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Strategies That Have Worked For the Teachersmentioning

confidence: 99%

See 2 more Smart Citations

Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre‐primary school

D'Souza¹,

Jament²

2015

Support for Learning

View full text Add to dashboard Cite

show abstract

“…This includes keeping classroom rules positive and brief. Once rules are set educators should enforce them rigorously [12]. Having classroom rules enables the student to understand what kind of behaviour is expected from them and if these rules are distributed in print this will reinforce the understanding of students [13].…”

Section: Measures Used To Monitor and Manage Violent Behaviour Among mentioning

confidence: 99%

Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe

Gudyanga

Matamba²

2015

IJSEDU

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The research was set to determine management practices of students' violent behaviour in an urban secondary school in Zimbabwe. The visual participatory methodology was used. Drawings and focus group discussions were the focal methods employed to generate data from 15 conveniently sampled participants over a period of two weeks. Involvement of parents, police, heads of schools and the perpetrators of violence were noted as violence reduction management practices. The school must adopt transparent and holistic approach where stakeholders including communities must engage with one another in an endeavour to eliminate violence. It was concluded that violence in schools can be eliminated.

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Disruptive Behavior and Vulnerability in Zimbabwean Rural Ecologies: Sustainable-Transformative Approach

Lunga

Chidakwa

2023

SDGs in Africa and the Middle East Region

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Disruptive behaviour in the Foundation Phase of schooling

Cited by 41 publications

References 0 publications

Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre‐primary school

Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre‐primary school

Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe

Disruptive Behavior and Vulnerability in Zimbabwean Rural Ecologies: Sustainable-Transformative Approach

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