How Teachers can Meet the Challenges of Sizable Classes and Student Disruptive Behavior

Mezrigui, Youssef

doi:10.5901/jesr.2015.v5n2p107

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…However, despite its high importance [45], the limitation of space is a critical issue in public schools [46], and this hinders the efforts made to meet the physical needs of the students in Pakistan [8]. Furthermore, an overcrowded classroom triggers academic and behavioral challenges [47], which interfere with the pedagogical practices [48] and cause low teacher-student interactions [49]. Large class size also affects students' learning, safety and well-being.…”

Section: Learning Materials and Spacementioning

confidence: 99%

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Alam

Ashraf

Tsegay

et al. 2022

IJERPH

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Lookin through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

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Section: Learning Materials and Spacementioning

confidence: 99%

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Alam

Ashraf

Tsegay

et al. 2022

IJERPH

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“…These strategies, however, require teachers to plan well and focus on activities that capture the attention of learners, to engage them and encourage them to participate genuinely. A group work approach is considered to be sustainable for learning in overcrowded classrooms (Asodike & Onyeike 2016;Marais 2016;Mezrigui 2015). Despite group work being seen as a 'convenient' teaching method, it creates spaces in which learners become passive recipients of knowledge (Mtika 2011), with minimum individual learner support being the order of the day (Du Plessis 2020).…”

Section: Strategies Teachers Adopt In Managing Overcrowded Classroomsmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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The thesis of this volume is that the fields of scholarly enquiry of education -internationally as well as in South Africa in particular -despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work, this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research conducted in other social sciences, much less at par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in education internationally have till very recently and in South Africa still eschew discussion as to the packaging or structuring of knowledge produced by education research. The book consists of chapters all containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers to empirical research, the latter both quantitative (survey research) and qualitative. In the concluding parts of the book, three main objectives are tabled as to how to proceed to produce rigorous, relevant and structured research. The first is that a unified theory of education should take education as it appears in the world, as its prime object of research, rather than attempt to construct a theory of education deduced from theories extant in cognate social sciences or humanities, such as sociology, psychology or philosophy. Secondly, a theory of education should have a normative superstructure, and in this regard, the creed of human rights is suggested as a place to look for such a normative superstructure. Even in the miniscule amount of research abroad recently devoted to the structuring of education knowledge, scholars have contended with an analysis of existing practices in packaging education knowledge in different national settings, and have refrained from assessing these, much less made suggestions as to how to proceed to the construction of a theoretical edifice superseding national boundaries. Thirdly, in construction of a comprehensive theory of education, scholarship should carefully negotiate the field of tension between striving towards the scientific ideal of universally valid statements and reflecting the specificities of different contexts. In this regard, the tools and expertise of scholars in the field of comparative and international education are highlighted as a valuable resource. In bringing into the spotlight of scholarly investigation the need to bring rigour, relevance and above all structure in the production of knowledge of education, the book offers original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. The book is a scholarly book, aimed at scholars of education, with a message as to how they can raise the state of scholarship in education.

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“…Smith and Smith (2016) explained that unruly behaviour of high school students and rampant cases of violence have led to exodus of urban school teachers to rural schools. A single act of unruly behaviour can have a lasting impact on student learning (Mezrigui, 2015). Ali, and Gracey (2013) noted that improved teacher-student relationship is important for building a noise-free classroom learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Deviant Behaviour in Secondary School and its Impact on Students’ Learning

Asiyai

2019

Journal of Educational and Social Research

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Students come to school to acquire knowledge, skills, positive behaviour and values for good citizenship. Students learning become more effective and meaningful when the classroom and school environment is calm and devoid of distractions. This study examined deviant behaviour in schools and how it impacts on students’ learning The study drew its sample from a population of public secondary schools in Edo State, Nigeria. The sample comprised 500 teachers selected through random sampling techniques from twenty secondary schools in the state. The questionnaire was the instrument for data collection from the respondents. Descriptive statistics were employed in the analysis of data. The findings revealed that deviant behaviour was prevalent in urban and rural schools but was more prevalent in urban schools than in rural schools. The findings further revealed that the extent of prevalent of deviant behaviour in large schools was more than in small schools. Deviant behaviour severely impacted on students’ learning. The study concluded by recommending the adoption of appointing two principals to head large schools. Principals of large schools should employ collaboration with school management team to effectively combat deviant behaviours.

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How Teachers can Meet the Challenges of Sizable Classes and Student Disruptive Behavior

Cited by 3 publications

References 11 publications

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Building a vision for social justice praxis for teacher education through service-learning

Deviant Behaviour in Secondary School and its Impact on Students’ Learning

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