CHAPTER 2

Review of Related Literature and Studies

Review of Related Literature

Behaviours affecting a Classroom

A recent blog made by Strang T. (2014) indicated that there are four common

types of students that a teacher/non-teaching person can see inside a classroom1, derived

from the book of McKeachie W. J. and Svinicki M. made in the same year. These types

of students are: the attention-seeking, discussion-dominating student; the inattentive

student; the unprepared student; and lastly, the uncivil and disrespectful student.2 From

term to term, one cant predict the specific behavioural issues a teacher need to address in

class. In some courses, a teacher may experience few disruptions or problems (in fact,

he/she may wish for more activity in class, in which case, he/she will want to seek

and draw students into participation and discussion). Other terms, it may seem as though

every student is devising a way to distract, disturb, disrespect, or otherwise cause

problems for the teacher and their fellow classmates. Though of course a teacher doesnt

want to assume that every student is a troublemaker at heart, its wise to be familiar

with ways to manage disruptions and other classroom behaviour issues before they occur.

According to Kowalski (2003), reports of problematic behaviours are on the rise

nationally, not only in the classroom but in society at large.3 A supportive statement

given by Boice (1998) states that some of these immature, irritating, or thoughtless

behaviours or classroom incivilities include: lateness or leaving early, inappropriate

mobile phone and laptop usage in class, side conversations, disregard for deadlines, grade

grubbing, sniping remarks, and cheating.

In addition to his statement, he asserts that these behaviours are not just

instructors pet peeves, but they also have real costs including: distracting other

students and instructor in class, reducing student participation, lowering students and

instructors motivation in or out of class, affecting fairness in grading, using instructor or

TA time productively, and feeling disrespected as a fellow learner or authority figure.4

A research article by Sun and Shek (2012) explains that student misbehaviours

such as disruptive talking, chronic avoidance of work, clowning, interfering with teaching

activities, harassing classmates, verbal insults, rudeness to teacher, defiance, and

hostility, ranging from infrequent to frequent, mild to severe, is a thorny issue in

everyday classroom. Teachers usually reported that these disturbing behaviours in the

classroom are intolerable and stress-provoking, and they had to spend a great deal of time

and energy to manage the classroom. Obviously, student misbehaviours retard the

smoothness and effectiveness of teaching and also impede the learning of the student and

his/her classmates. Moreover, research findings have shown that school misbehaviour not

only escalated with time but also lowered academic achievement and increased

delinquent behaviour. To lessen these immediate and gradual adverse effects of student

misbehaviours, it is of primary importance to identify what exactly are these behaviours

inside classroom.5
Correlation of Students Behaviour and Teachers Strategies

According to an article entitled Problem behaviour in the classroom, the title

itself is one of the most difficult aspects of a teacher's job. It interrupts their lesson plans,

tries their patience, interferes with the other childrens learning environment and leaves

many teachers feeling overwhelmed, helpless, and out of control. Children with sensory

processing disorders are often the most misunderstood, misguided and frustrating of the

challenging children.

The article asserts that without a deep understanding of the reasons behind the

behaviours these children exhibit, proper intervention and control within the classroom

may very well be impossible. Two of the most common problem behaviours in the

classroom teachers see are a childs lack of focus, and the inability to sit/stand for an

appropriate length of time to effectively learn. By analyzing, students behaviour is seen

to be hindering the strategies made by a teacher, it also prevents the teacher to teach more

efficiently for it is so time-consuming and annoyingly, disturbing in the mind of a

teacher.6

Responding to Misbehaviour

A contrasting opinion in accordance with the behaviour of students made by

Stronge J. H. states that the positive and negative behaviours exhibited by teachers

determine to a great extent their effectiveness in the classroom, and ultimately, the impact

they have on student achievement. Moreover, he stated that several specific

characteristics of teacher responsibilities and teacher behaviours contribute directly to

effective teaching.7
 A disentanglement or resolution derive from an article entitled Classroom

Management & Discipline on the website named Information Library (2011) states that

one of the most important things to keep in mind when responding to misbehaviour is to

address the behaviour as quickly as possible. When childrens behaviour goes off track,

they need immediate feedback from adults to help them break their momentum and get

back on track. Although this might sound obvious, adults often let small misbehaviours

go, waiting to address them until theyve escalated and are much more difficult to

reverse.

Another strategy given on the same article states that the responsive classroom

approach to responding to misbehaviour is most effective when children know in advance

what to expect from their teachers. Its important for the teacher to let children know that

at one point or another, everyone makes behaviour mistakes and needs support to get

back on track, and thats okayjust as it is okay to make mistakes when learning

academic skills. Its also important for the teacher to convey the belief that students can

and will learn to choose positive behaviours, and that his/her responses to their mistakes

will help them do so.

In the Responsive Classroom approach to discipline, the overarching goal is to

keep the focus on learning, while maintaining a classroom that is physically and

emotionally safe for all. To achieve this, responses to misbehaviours should: Stop the

misbehaviour and re-establish positive behaviour as quickly as possible, maintain

childrens dignity, develop childrens self-control and self-regulation skills, help children

recognize and fix any harm caused by their mistakes, and lastly, demonstrate that rules

help make the classroom a safe place where all can learn. In classrooms where this
approach is used, adults respond quickly, firmly, and respectfully when children

misbehave. Minor problems are addressed before behaviour gets out of control. Children

are held accountable for their behaviour, with adults guiding their learning so they can

make better choices next time.8

Review of Related Studies

A recent study made by Legson, et al.9 focuses on factors affecting the behaviour

of first year students of DComC. The study depicted some common behaviour of students

and further deduced (base from the data of the study obtained) that these common

behaviours are just frequently observed on students. On the compromised data analysis,

the study indicated that such misbehaviours are just half of what affects the learning of

students. Furthermore, students agreed to have programs on health services, counselling,

and psychological services.

Elvira, et al.10 conducted a study about High Risk Behaviours among Adolescent

High School Students. The study under girds the correlation of socio-demographic profile

of high school students together with their possible High Risk Behaviours. Aside from

those, the study also sought the reasons why these students (if ever they have such high

risk behaviour) have those kinds of manner. Vis-a-vis to their aim, they also

recommended that strategic interventions should be done to deal with high risk

behaviours among adolescent high school students.

A study that focuses on a particular type of behaviour was done by Gargaro11. The

study was entitled Teachers' Attitudes, Bias, and Perceptions Pertaining to Students with

AD/HD and Effects on the Teacher/Student Relationship which recommends that:

School district personnel should provide more training and education in the area of

AD/HD for general education teachers; A school must have psychologists to provide

more support for the general education teachers; And lastly, in the area of teacher's

perceptions, attitudes, and biases of students with AD/HD, more research is needed.

Another study that focuses on a particular type of behaviour was done by

Holleque12. The study was entitled Cheating Behaviours of College Students which

aims to determine the proportion of college students who cheated when allowed to

correct their own examinations, to determine factors associated with cheating behaviour

among freshman college students, and to determine the proportion of college students

who would admit to cheating. The result of the study found out that Forty-three percent

of the students cheated. Although no significant difference existed between the

proportions of males and females who cheated, 50 percent of the males cheated compared

to 38.3 percent of the females. It is seen that students at the lower end of the grade scale

tended to cheat more than those at the upper end of the grade scale. Hence, the

researchers concluded that students were more likely to cheat, and according to their

findings, it is a result of perceived importance of grades to parents than importance of

grades to themselves.

Ruiz13 made a study about the use of Student Response Systems in connection

with the behavioural engagement by middle school students in Mathematics. The study

tests the validation of using SRS on teaching whereby students are freely to answer

anonymously to their teachers. Statistical results given by the study indicated that the

SRS did not affect students behavioural engagement. Instead, students reported that the
SRS did provide more opportunities for doing math, participation, collaboration between

peers, and immediate feedback.

Dealing with these behaviours, Zondi14 researched, probed and made a study

about managing classroom behaviour problems in secondary schools. The study indicated

that in establishing and maintaining the teaching-learning process, there are five teaching

strategies for managing classroom behaviour, these are: planning lessons / units;

presenting clear classroom activities; ensuring learner success and challenge; maintaining

momentum and smoothness; and, gaining and holding attention.

Additionally, the study of Zondi14 stated that managing classroom behaviour

wasnt only about plan, it also involves Body Language. The study asserts that body

language as non-verbal communication is one strategy that the teacher can use to

eliminate unacceptable behaviour. Techniques that the teacher can use to reduce

disruptive behaviour and keep the lesson flowing are suggested on the study as follows:

eye contact, physical proximity, bearing, and gestures.

A dissertation research made by Dodge15 encircles to disseminate ways on

managing school behaviour. The study recommends that further investigation into data

collection processes that lead to improved behavioural outcomes for students be

conducted. Consistent data collection, supported by a systemic procedure to analyse that

data, is paramount to increase the effectiveness of any behaviour support program. As

schools continue to face challenges associated with providing adequate behavioural

supports for students, building capacity with teaching and administrative staff is

recommended, so that a continuum of behavioural supports could be provided to meet the

diverse behavioural needs of buildings, schools, and districts.

 Andreason16 conducted a study about Educational Strategies for improving

students behaviour. The results of the study revealed that the teachers with 6 years

teaching experience uses a significant higher extend positive strategies and negative

consequences in order to manage the students misbehaviour as compared to those with 2

years teaching experience. The teachers with 6 years teaching experience display stronger

humanistic control beliefs than those with 2 years teaching experiences and pre-service

teachers. Furthermore, the study concluded that those teachers that are already long in

their service are much better on coping up with misbehaving students.

A recent study made by Obias, et al.17 found out that there are eight common

methodologies used by the teachers in a particular school of Daraga. These

methodologies are identified as follows: Homeroom PTA, Academic Club, Scouting,

Athletics, Pupil Government, Future Home Makers Club and Future Farmers Club. The

study also found out that the most common difficulties met by the majority of the teacher

respondents are: inadequacy of funds to spend, class disruption, lack of time, and

inadequate materials and equipments.

A study conducted by Sarical18 states that the profile of classroom teachers are

relative to their functions as guidance counsellors whereas, the study depicted that there

are limitations and extent of their functions as a guidance counsellor as well. The study

also divulged the problems of teachers whichever a drawback to their teaching or not, the

reasons why parents refuse to see guidance workers for their children, and why pupils

refrain from consulting guidance workers in the school about their problems.

Gablinske19 made a case study about student-teacher relationships and its effect on

student learning. The study divulged four primary categories emerged with supporting
elements that were critical components of each category. These four primary categories

represent an interpersonal framework for the learning environment and its relativity with

the student-teacher relationship. As a result of interviews and other investigations, the

study revealed these four categories as follows: Classroom Climate, Classroom Layout

with Purposeful Design Contextual, Teacher Interaction Behaviours, and Delivering

Instruction.

Another study related to teacher-student interaction was made by Nugent20. The

study depicted that there were five subscale scores, which did show statistically

significant differences. Leadership, Uncertain, Student Freedom/Responsibility inside a

classroom were statistically significant at a p <0.05, which implies that teacher perceived

(rated themselves higher than what students reported): their leadership-related

interactions were more apparent than what the students reported; their uncertainty-related

interactions were more apparent than what the students reported; their interactions where

they provided students with more freedom of choice or responsibilities were more

apparent than what the students reported.

Additionally, the subscales of Strict, and Helping/Friendly were highly significant

at (p <0.01), which implies that teachers perceived: Their strict nature or practices were

more apparent than what the students reported and their helping or friendly interactions

were more apparent than what the students reported.

Miller21 disseminated The Influence of Teachers Caring Behaviour on High

School Students Behaviour and Grades. Based upon the tables in Chapter IV of the study,

one finds the following significant results from this study. Behaviours 8 (My teacher

enforces the same rules for all students) and 11 (My teacher recognizes me for extra-
curricular achievement) are significant based on behaviour grades. There is also a very

strong correlation between average caring and each of the five factors (Anxiety,

Listening, Reward, Friend and Criticism). In addition, Behaviours 5 (My teacher greets

me when I enter the room), 14 (My teacher provides an orderly classroom), 18 (My

teacher teaches students at their ability level), 2 1 (My teacher asks students for their

opinions), and 23 (My teacher gives students clues when they don't understand or

respond) are significant based on academic grades. Finally, the study found out that the

most affecting factor for academic grades is Anxiety.

Dealing with relationship among students and teachers, a study made by Yiu22

stated that close student-teacher relations correlate positively with students academic,

behavioural, and social competences. The study hypothesized that student-teacher

relational (STR) closeness scores would be higher for girls than for boys, for students of

higher SES, and for students not in the ESOL program. Students who demonstrate higher

engagement and lower levels of externalizing and internalizing behaviours are predicted

to obtain higher STR closeness ratings on average. Students of minority racial status are

predicted to receive lower STR closeness ratings than their non-minority peers, on

average. Finally, students with lower achievement are predicted to be rated lower on

closeness.

In a classroom, teachers are not only the factor that affects the relationship of

learning to the students. A recent study done by McGarth23 depicted some effects of

student discipline on school climate in a school using positive interventions. The study

examined negative behaviours (discipline issues) and school climate in a school using the

behaviour modification system PBIS. The data suggests that at NMS (Northwestern
Middle Schools) an increase of discipline referrals did not have a significant impact on

school climate. The study suggests that schools should not depend on improving

discipline alone to improve school climate. While discipline is important, the data

suggests other mechanisms (or a combination of mechanisms) may have greater impact

overall school climate. More research could be done to better identify specific

mechanism (or a combination of mechanism such as discipline and safety, or discipline

and quality of the building and materials) that impact school climate the greatest so that

schools can best utilize their ever shrinking resources.

Thompson24 depicted some effects of teaching Character Education on Students

Behaviour. In the study, Thompson made an observation, probed and investigated the

students of the school in East Tennessee. The results shown that character education

program appeared to be well integrated into the curriculum at this school and was the

basis for classroom management and rules. Responsibility and respect were the two most

prevalent changes in behaviour identified by the teachers, a claim supported by the parent

interviews. Another change identified was that some of the students had improved their

attitude toward school or were happier. Although this is not specifically a behaviour, it

does contribute to how a child behaves and is worth noting. Of the 10 students in the

study, 5 stated the teacher was an influencing factor in how they behaved. When asked

specifically why they changed their behaviour, four gave credit to the teacher and four

gave credit to some aspect of the character education program. In contrast, the teachers

unanimously credited the character education program, to some degree, in affecting how

the students behaved, whereas the parents all mentioned the teacher as being one of the

primary factors. Finally, the disciplinary records indicated improved behaviour for 7 of
the 10 students in the study. The other three had no record of referral for disciplinary

reasons. However, the records indicate that referrals to the office increased once the

student left this school.

Making the students feel at ease and active in a class is difficult, thats why some

teachers are making their own strategies to grasp their attention. A study made by

Baranek25 distinguished the effect of rewards and motivation on student achievement.

Based on the conducted research from review of related literature, the study given several

conclusions. First, intrinsic motivation is an essential quality for students to possess in

order to learn to their fullest potential. Second, the use of extrinsic motivators and

rewards in school undermine a student's developing intrinsic motivation, and have a

negative effect on learning for all students including those with learning disabilities.

However, the extrinsic rewards should not be thrown out entirely. They should be used

sparingly, and with a specific purpose in mind. The use of extrinsic rewards should be

gradually decreased as student motivation and learning increases. Fourth, the

development of intrinsic motivation in students involves planning for every aspect of the

classroom and school environment. Planning for motivation should be a part of every

lesson and activity. Also, promoting intrinsic motivation in students is an ongoing

activity, and one that never stops. Attention to motivational characteristics should take

place during the entire year, not in just one unit. Last, when assembling the collection of

strategies, the same words came up over and over again as essential to promoting

intrinsic motivation. The words choice, decision-making, individualized instruction, and

setting goals should become permanent parts of a teacher's vocabulary and lesson

planning.
 Diedrich26 made a study about motivating students using positive reinforcement.

The study suggests that a focused, organized, and detailed behaviour management plan

that consistently utilizes positive reinforcement can influence students' behaviours in a

desired manner. This was demonstrated by an overall improvement in students' behaviour

as their use of manners increased as the need for prompting to use these manners

decreased. Research also shows that this type of positive effect is applicable to other

behaviours and settings.

Additionally the study asserted that a comparison of the pre and post reward

system data shows that the number of learning resource periods in which no prompts

were required for students to use appropriate manners doubled after the reward system

was implemented. During these specific learning resource periods, students did not

display any behaviours that required prompting to utilize appropriate manners. This

finding indicates that when teachers are able to eliminate the number of disruptive,

undesired behaviours in their classrooms more quality time can be devoted to student

learning. This correlates with the current research on behaviour management systems that

incorporate positive reinforcement. Studies show that as students' desired behaviours

improve their on-task behaviours increase, which often leads to an improvement in

teacher instruction and student achievement.

Synthesis of the State of the Art

This study aims not only to distinguish students behaviour, but it also undergirds

or envelops on how to address negative behaviours through interventional strategies.

Informations which are related to the study were gathered and discussed along on this
chapter. Hence, the researchers together with their review of related literature and studies

provided some insights about the study by the help of these background informations.

The reviewed foreign literature of Strang, Kowalski, Sun and Shek gave an

essential part on this study. Since their works had elaborated some students behaviour

where the study based its focus, they became a complementary source of information in

order for the researchers to finish their research.

Another literature that has also given the study some vital information was

entitled Problem Behaviour in the Classroom. The article shown not only what these

students inflicts on their teacher, but also what teachers affect their students.

Responding to misbehaviours, Stronge and a website named Information Library

gave the researchers some pondering basis on how should this study give or recommend

an interventional strategy in order to cope up with these misbehaving students. According

to Stronge positive and negative behaviours exhibited by teachers determine to a great

extent their effectiveness in the classroom, and ultimately, the impact they have on

student achievement. Instead of students, teachers are pointed out to be the greatest factor

for students prosperity rather than the students deeds.

A neutral opinion from an article entitled Classroom Management & Discipline

mentioned that one of the most important things to keep in mind when responding to

misbehaviour is to address the behaviour as quickly as possible. Sun and Shek stated that

in order to lessen these immediate and gradual adverse effects of student misbehaviours,

it is of primary importance to identify what exactly are these behaviours inside

classroom. In connection of Sun and Sheks idea, an article on the website entitled
Information Library depicts that approach to responding to misbehaviour is most

effective when children know in advance what to expect from their teachers.

The local studies conducted by Legson and Elvira which are also related to the

foreign study of Gargaro and Holleque are found similar to this present study since they

also focused on distinguishing Behaviours. However, the study of Gargaro and Holleque

only focuses on a particular type of behaviour. While Legson and Elviras study did focus

on the behaviours that are observable only on one type of classroom.

Again, some foreign studies were conducted similarly to some local studies

regarding with Addressing Students Behaviour. Ruizs study focused on developing a

response system. Studies of Gablinske, Nugent, and Miller did focus on student-teacher

relationship. On the other hand, studies by Zondi, Dodge, Adreason and local studies by

Obias and Sarical did focus on finding ways or methodologies on managing students

behaviour. While, the studies of Yiu, McGarth, Thompson, Baranek, and Diedrich did

only focus on a particular way of addressing these behaviours.

These studies were similar to this current research. However, there are still gaps

on their studies which can be filled here on this present study. Analysing their studies,

none of them has compiled all other studies which are related on Students Behaviour and

given a high accuracy of such behaviour exist on a classroom (which can be proved by

the data analysis whereby the study envelops heterogeneous groups of students) together

with giving an interventional strategy to address these behaviours.

Gap Bridge of the Study

Regardless of the country where the study was conducted, it will be a complement

to fill the gaps of previous local and foreign studies whereby Students Behaviour was

discussed. As compared with the number of literature and studies about Students

Behaviour presented here in Chapter 2, it is a hallmark to compile all of these works and

provide a more accurate or precise study about what behaviours are actually observed on

students inside a classroom. Since it encompasses on investigating not only one, but

myriad of heterogeneous students, this study proved its accurateness and genuineness.

Additionally, the purpose of this study wasnt only to distinguish these

behaviours, but also, it aims to provide Behavioural Intervention Strategies (BIS) which

will go through proper validation.

Theoretical Framework

Inside a classroom, behaviour plays a vital role in terms of education. Although it

is essential to know what behaviours are, and to be able to know how to deal with these

disruptive ones. We must also know how to respond and strengthen these positive

behaviours.

The researchers based the study from Skinners Theory of Operative

Conditioning. According to him, behavior which is reinforced tends to be repeated or

strengthened while behaviour which is not reinforced tends to die-out or weakened. As an

example, Skinner placed a rat in what so called the Skinners box for experiment. As the

rat moves around, it accidentally pressed a bar, and as a result, food pellets were

propelled from a tube. And, while strolling in his cage, whenever the rat passes through a
certain side of the box, he gets shock by stepping on the sides electric gird. In a

relatively short period of time, the rat "learns" to press the bar whenever the rat wants

food, and the rat learned that whenever he steps on the side of the box, he gets shock by

an electric gird. Skinner says that these actions shown by the rat leads to his principles of

operant conditioning whereby stated that A behavior followed by a reinforcing stimulus

results in an increased probability of that behavior occurring in the future and A

behavior followed by an aversive stimulus results in a decreased probability of the

behavior occurring in the future which he classified as reinforcers and punishers. Aside

from these operants, Skinner believed that there is a third one, which he said the Neutral

Operants. He stated that these operants are responses that neither increase nor decrease

the probability of a behavior being repeated.27 By analyzing his theory, the study sees that

a behavior will increase its probability to occur when it is reinforced (good behavior) and

decreases when it is supported with aversive stimuli (bad behavior). Moreover, the study

will seek for these operants to come up with a compromised and valid Behavioral

Intervention Strategies (BIS) which will be beneficial on students and teachers at the

same time.

In order to show a clearer concept about this framework, a paradigm is illustrated

in Figure 1.
 BEHAVIOUR

OPERATIVE BEHAVIOURAL
CONDITIONING INTERVENTION
STRATEGIES

REINFORCERS
Responses that increases the
probability of a behaviour being
repeated.

PUNISHERS
Responses that decreases the
likelihood of a behaviour being
repeated.

NEUTRAL OPERANTS
Responses that neither increases nor
decreases the probability of a
behaviour being repeated.

Figure 1. Theoretical Paradigm

Conceptual Framework

The main purpose of this study that focuses on Addressing Students Behaviour

through Teachers Teaching Strategies is to improve learners performance, distinguish

particular instances and effects of misbehaviours whereby learning progress is hindered,

and to find ways on how teachers should react upon such situations that involves

misbehaviours. For the study to have a desirable and accurate answer, several processes

are performed to confirm its validity. The concept of the study intended to discern the

students behaviour, entails with determining its effects and to recommend a Behavioural

Intervention Strategies from experts.

In order to show or discuss a clearer concept about the studys framework, a

conceptual paradigm is shown in Figure 2.

 Addressing Students Behaviour through

Teachers Teaching Strategies

I. Identifying Students Behaviour

Interview

Survey

Observation

II. Impact on Academic Performance

III. Strategies to Address Misbehaviours

Recommendations

Comprehension of Students Behaviour,

Causes and Effects

Improved Academic Performance

Behaviour Consciousness

Active and Well-bred Person of a Community

Figure 1. Conceptual Paradigm

 Definition of Terms

In order to make the study more understandable, the researchers elaborated some

unfamiliar terms, acronyms, or words as follows:

High Risk Behaviours. Behaviours that negatively affects a person;

Behaviours which naturally causes negative effects upon the person who

possesses it.

Socio-demographic Profile. The basis of census, details that includes age,

sex, occupation, status, etc.

AD/HD. This is an acronym for Attention-Deficit Hyperactivity Disorder,

a disorder whereby someone shows annoying behaviour especially in a classroom.

Cheating. An act of copying, duplicating or replicating ones work or

answers, this usually occurs inside a classroom.

Student Response Systems. A technology used to receive information,

data or response from the students whereby these students answers were

automatically and statistically counted with anonymity.

Body Language. A non-verbal way of communication to express ones

thought, emotion, or idea through hand gestures and other bodily movements.

Guidance Counsellors. People who are trained and expected to discipline

or make the students to be good through counselling by making them reflect own

their own deeds.

 STR. An acronym for student-teacher relationship. Shows relativity of

students to their teacher and vice versa.

PBIS. An acronym for Problematic Behaviour Intervention and Strategy.

A way of addressing ones misbehaviour.

Character Education. A subject that focuses on teaching good morals,

attitudes, manners, and behaviours upon students.

Positive Reinforcement. Ways which are good to address ones problem

or disorder.

BMS. An acronym for Behaviour Management System. An interventional

strategy to manage ones negative or positive behaviour.

 NOTES

1
Strang T. 2014. Engagement and Motivation, Student Engagement. Four Types
of Students You May See in Your Classroom. https://blog.cengage.com/top_blog/four-
types-of-students-you-may-see-in-your-classroom/Four Types of Students You May See
in Your Classroom

2
McKeachie, Wilbert J. Marilla Svinicki. 2014. McKeachies Teaching
Tips: Strategies, Research, and Theory for College and University Teachers, 14th
ed. Belmont, CA: Wadsworth, Cengage Learning.

3
Kowalski R. M. 2003. Complaining, teasing, and other annoying behaviors. New
Haven, CT: Yale University Press. Found on an article Student Classroom Misbehavior:
An Exploratory Study Based on Teachers' Perceptions. Carnegie Mellon University
https://www.cmu.edu/teaching/designteach/teach/problemstudent.html

4
Boice, R. 1998. "Classroom incivilities." In K. A. Feldman & M. B. Paulson
(Eds.), Teaching and learning in the college classroom (2nd ed.) (347-369). Needham
Heights, MA: Simon & Schuster Custom Pub. Found at
https://www.cmu.edu/teaching/designteach/teach/problemstudent.html

5
Rachel C. F. Sun and Daniel T. L. Shek 2012. Student Classroom Misbehavior:
An Exploratory Study Based on Teachers' Perceptions.
https://www.hindawi.com/journals/tswj/2012/208907/The Scientific World Journal &
http://dx.doi.org/10.1100/2012/208907 (ARTICLE)

6
Problem Behavior In The Classroom: Dealing With Children And Sensory
Processing Disorders At School http://www.sensory-processing-disorder.com/problem-
behavior-in-the-classroom.html

7
James H. Stronge. Section II: Teacher Responsibilities and Teacher Behaviors.
http://www.ascd.org/publications/books/105156/chapters/Section-II@-Teacher-
Responsibilities-and-Teacher-Behaviors.aspxQualities of Effective Teachers, 2nd Edition

8
Responding to Misbehaviour. October 2011 Information Library.
https://www.responsiveclassroom.org/responding-to-misbehavior/
 9
Evelyn V. Legson, et al., Factors affecting the behaviour of first year Block 1
Students of Daraga Community College A.Y. 2016-2017 (Unpublished Research Paper,
Daraga Community College, Daraga, March 2017).

Genzon Agustin A. Elvira, High Risk Behaviours among adolescent high

10

School Student in Legazpi City, Albay (Unpublished Masters Thesis, Daraga

Community College, Daraga, 2015)

11
Danielle Gargaro, Teachers' Attitudes, Bias, and Perceptions Pertaining to
Students with AD/HD and Effects on the Teacher/Student Relationship (Masters
Thesis, The Graduate School University of Wisconsin-StoutMenomonie, WI, December
2009). http://www2.uwstout.edu/content/lib/thesis/2009/2009gargarod.pdf

12
Kathryn Louise Holleque, Cheating behaviors of college students (Doctoral
Thesis, Montana State University, Bozeman, Montana, March 1982).
http://scholarworks.montana.edu/xmlui/bitstream/handle/1/3620/31762001062684.pdf?se
quence=1

Callie L. Ruiz, Student Response Systems and Behavioural Engagement in

13

Middle School Mathematics Students (Masters Thesis, California State University,

Chico, Spring 2011).
https://csuchico-dspace.calstate.edu/bitstream/handle/10211.4/334/thesis-
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