The overall purpose of this study was to identify teachers' views about types and causes of students' undesirable behaviours and the techniques they use to cope up with. This study is qualitative in nature, and in the pattern of a holistic multiple case study. To identify the schools, the researchers used convenience sampling technique. The work group was determined using maximum variable sampling. As a result, the working group consisted of four participants from Turkish school and four from Ethiopian school. The data were collected be a semi-structured questionnaire interviewing the participants face to face. The data were analysed by the help of computer program called Nvivo using content analysis technique. The observed behaviours common to both schools were being late, cheating, not doing the given tasks, talking without permission during the lesson, hyperactivity and lack of attention, complaining about their teacher to family, not paying attention to personal hygiene and being rude. On the other hand, In Ethiopia, attaching nickname to friends, picking up and leaving the class in the middle of lesson, eating and drinking at the wrong time, insulting and not sitting properly; in Turkey producing a variety of excuses and complaints, silence, selfishness, naughtiness, swearing, lack of interest in cultural activities and theatre play, smoking

The aim of this research is to point out views of teachers working at Turkish schools in England about misbehaviours of students’ in Turkish lessons. The research has been carried out in accordance with the phenomenological design of qualitative research designs, descriptive analysis technique was used for data analysis. The research has been carried out with 23 teachers chosen by basing maximum variety sampling at schools in England. Data has been gathered with semi-structured interview form prepared by taking advantage of body of literature and expert opinion by researcher. According to teachers, the most misbehaviour is “talking out of turn” in lessons. Misbehaviours such as “playing with personal stuff”, “not being interested in lesson/not listening” follow this misbehaviour. Majority of teachers have stated that they have got training about solutions of misbehaviours and they find themselves proficient. It has been determined that problems resulting from “family” and “circle of...

Discipline plays an important role in the success of every learner and is considered as a crucial part of the educational process. Undesirable behaviors in the classroom should be interrupted to ensure a smooth flow during the educational process. This study aimed to identify the undesirable pupils’ behaviors in the academic classroom of Oyan Elementary School. This paper, determines best practices of teachers of all content areas and grade levels to address misbehavior among elementary school pupils in the school where the researcher is presently engaged. The results of the study has shown that majority of the intermediate pupils observed were female aged 12-13. The intermediate pupils’ academic performance in communication Arts-English, Mathematics, EPP and HKS were found to below average while they had an average performance in Communication Arts-Filipino. The pupils’ undesirable behaviors were found by the teachers as sometimes manifested due to the ineffective practices used by teachers in meeting pupils with undesirable behavior. On the basis of the findings and conclusions, the school administrators are recommended to update teachers along the lines of meeting pupils with problems, the effective styles used and the possible outcomes so that there could be behavior modification among the pupils exhibiting behavior problem. Teachers may equip themselves with the necessary traits of being a guidance counselor through attending seminars related to guidance and counseling. Home visitations may be done by the teachers to afford a workable atmosphere between teachers and parents regarding pupils’ attitudes. Periodic evaluation on the degree of accomplishment of teachers as to behavior modification implementation may be undertaken.

One of the greatest concerns of teachers, administrators, and parents is the issue of problem behavior at school. In fact, providing a safe, positive and supportive classroom environment allowing students ample opportunities to learn and grow is a top concern for every caring teacher. The objective of this research is to investigate the different common aspects of students' disciplinary problems in Moroccan EFL high school classrooms. More specifically, this article aims at examining the various types and causes of classroom misbehavior as well as the strategies Moroccan teachers use to cope with it. The study involved 69 Moroccan high school teachers and 240 high school students who were selected on the basis of convenient sampling. The qualitative and quantitative data obtained from teachers and students through questionnaires, interviews and classroom observations were analyzed by triangulation. The descriptive analysis yielded the following findings. First, minor disciplinary issues are the most common types of disruptive behavior faced by Moroccan EFL high school teachers. Second, family problems, negative attitudes towards school and teacher behavior are the main causes of student misbehavior. The findings also suggest a number of effective ways for teachers to deal with diverse types of disciplinary problems. The study ends up with some pedagogical implications and suggestions for further research addressing the issue of problem behavior.

Student misbehavior is one of the most common problems affecting schools around the world. The main objectives of this study were to identify common and unacceptable misbehaviors of secondary school students and the reasons behind student misbehaviors from Sri Lankan teachers' point of view. A qualitative research study was conducted with twelve Sri Lankan secondary school teachers. The findings of the research study revealed that current secondary school students do not respect teachers, show more self-centered behaviors and engage in more problematic behaviors in school which are harmful for themselves as well as for the others, compared to the students that the teachers have taught and been with 10-15 years ago. A list of 17 student classroom misbehaviors and a list of 07 school based student misbehaviors were generated. The highly reported student classroom misbehaviors were disrespecting teachers, engaging in irrelevant tasks during lessons and verbal aggression. The highly reported school based misbehaviors were disrespecting school authority figures, unnecessary involvement with dangerous drugs and developing and supporting inappropriate and harmful relationships. The participants' responses on the reasons behind student misbehavior were simplified into five main sources: family, education system, teachers, students and society. The findings of the study will be useful to improve the Sri Lankan education system to create well behaving individuals to the society, as so far there has not been sufficient studies addressing this issue. The research study reveals that there is a great need for making some changes in the current education system to change the stressful atmosphere in schools and successfully promote students' physical, cognitive, personal, social, emotional, moral and spiritual development to reduce and prevent negative behavioral issues of students.

ABSTRACT High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or interact with them. It is also a great responsibility of the teacher in school to have positive approach towards students. If not there are possibilities in change of behaviour among students & leads to several problems. For example, frequent episodes of fighting, scholastic backwardness, substance abuse; antisocial or institutional activities, destructive behaviour and change in attitude in students are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. This research paper’s aim is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its impact to bring positive as well as negative behaviour change in the students. The study has reported that students are often facing emotional problems by the negative approach of the teachers. It is recommended that to create awareness among teachers in the school for the smooth handling the children with the positive approaches. 50 high school students; 25 girls and 25 boys were taken and interview schedule is used. Both the primary and secondary methods are used and the study is descriptive in nature. Keywords: Students, Teachers, Behaviour, Adolescents, School and Relationship