A Possible Module for Teaching About Disruptive Behaviour

So what is the answer to these multifarious problems identified in the simple words ‘disruptive behaviour’? Which theorists should trainees or practitioners follow? Should they believe in Kohn or Kounin, use intrinsic motivation procedures, be managerial facilitators or become more draconian? Be more like Fred Jones or Harry Wong? With the growing complexity, problematic and stressful nature of many issues concerning vulnerable or even aggressive learners, should teachers be using therapy models or behavioural rewards and punishments? As we have seen, causes of ‘bad behaviour’ may not be easily determined. There might be socio-economic, biological or gender issues or differences in ethnicity that might impact on group or cultural atmospheres or identities in classrooms. There might be an oppositional culture between the teacher and students, assumptions about class difference. Wars in other parts of the world could be replicated in the classrooms of England. On the other hand, the teacher and student can come from the same culture or background, but this can also be a source of dislike, resentment, self-hate or even contempt. As has been reiterated throughout, it is not easy to legislate or pre-determine why difficulties happen. Although practical solutions have been discussed, the underlying attitude has been to examine the complex nature of these challenging situations, view different sets of recommendations and try to unravel the key elements that have emerged in each area of research undertaken.