PRAISE for Students with Behavioral Challenges

Indiscipline causes and management practices in EFL classrooms of greek state primary schools

“…More specifically, indiscipline is unacceptable (Bergin and Bergin 1999) and inappropriate behaviour (Porter 2006), and a dissent (Clark 1998). It is equal to disobedience (Bergin and Bergin 1999), and "disruptive behavior" (Maxwell 1987;Türnüklü and Galton 2001), "deviant" or "challenging" behaviour (ibid), and "behavioral problem/problematic behavior" (Ackerman 2006;Bibou-Nakou et al 2000;Gibbs and Gardiner 2008;Mavropoulou and Padeliadu 2002). Strictly in light of TEFL classroom experience, it is equal to noise (Carless 2002), and problematic behaviour and "negative class participation" (Wadden and McGovern 1991: 119).…”

“…In the educational literature (e.g. Ackerman 2006;Anderson and Spaulding 2007;Scarpazi 2007), patterns of learner misbehaviour are presented like pupil overactivity, disrespect, noncompliance, off-task behaviour, talking out of turn, loud talking, arguing, threatening, fighting, incomplete assignments, little attendance, sloppy work, and cheating. Regarding the Greek education, Matsagouras (1999) indicatively mentions "learner reaction to what is taught and to the teacher" as one kind of indiscipline; nevertheless, this can be seen as too general and as embracing orderly pupil behaviour too, which can facilitate lesson processes (e.g.…”

“…In light of my teaching experience, and of the literature on the management of misbehaviour (e.g. Ackerman 2006;Anderson and Spaulding 2007;Bergin and Bergin 1999;Laws and Davies 2000;Partin et al 2010;Porter 2006;Read 2005), practices for dealing with indiscipline can be called "universal" in Anderson and Spaulding"s sense (2007: 21), i.e. approaches that can be employed for all the learners in a classroom, and that can successfully decrease various misbehaviours there while also reinforcing learner academic success.…”