Impact of the Teaching Techniques on the Distruptive Behaviour

Abstract

The disruptive behaviour of students and the impact that the teaching techniques may have on it are an important issued for the Albanian school. One of the techniques that has new the tendency to be used in the Albanian education is the Respond Cards (RC) Technique. This technique offers students plenty of opportunities to interact when they are learning a new material, or when repeating a material learned before. It also enables teachers to assess the understanding of each student, react instantly and adapt the lesson and the class to the circumstances. The goal of this study is to assess the impact that using the RCs Technique in the class of Knowledge on the Nature will have on the students’ disrupting behaviour. The RCs Technique was used in combination with the Single-Student Responding (SSR) Technique through an ABAB type design. Five students of the fourth grade in the “Ali Agjah” school in Elbasan, Albania were the sample for the data collection. The disruptive behaviour was measured during SSRs and RCs, by partial intervals’ recording in the observation of each student in each session. Results showed that when RCs were used the average number of intervals with disruptive behaviour fell by 5.4 and that there were no differences between genders. It is not only productive, but also essential and indispensable to implement effective instructing techniques such as RCs, which highly evaluate the active responses of the students. Teachers must deal with disruptive behaviour, but they also should see deep in their teaching techniques.

DOI: 10.5901/mjss.2015.v6n2s1p69