Disruptive behavior of the students in English medium preschool: exploring the classroom management practices and challenges

Abstract

Disruptive behaviours among Preschooler are becoming more frequent in the classroom and obstruct the teaching-learning process. It has become a growing concern for teachers, parents and school authorities. Longer time takes on discipline and readdressing the students, impacting the students' social and academic outcomes and other students in the classroom as well. The key reason for this study was to investigate teachers' classroom management procedure dealing with disruptive students. Moreover, I sought to identify the challenges that teachers face managing disruptive students. The qualitative research approach was applied in the study. Preschool Teachers and students were observed throughout the classroom activities. Data was gathered through observation checklists, and the semi-structured interview guide was applied to interview the teachers and coordinators. The data analyzation and coding was completed followed by the themes; Classroom management practices of the teachers to deal with students' disruptive behaviors at preschool & Challenges that the teachers face in managing the Preschoolers' disruptive behavior. The findings suggest a variety of techniques of classroom behavioral management applied to handle disruptive students. Purposive sitting arrangements, movements between transitions, using verbal code, promoting alternative writing techniques, positive reinforcement, applying non-punitive approaches found through observation. Specifically, findings highlight various challenges like rigid lesson planning, parents' noncooperation, teachers' educational background lack of professional training, less disciplinary measures. The study constructed substantial information that has practical implications for improving disruptive behavior management practices for the teachers, school management and policymakers.