Classroom management : an insight into dealing with deviant behaviour in the classroom

Abstract

Dealing with deviant behaviour is a frustrating reality faced by many professionals in the education field. This research aims to shed light on proper class management skills and adequate interventions which should benefit the child manifesting deviant behaviour patterns so as to enhance the school learning experience. These behaviours also manifest themselves within the parameters of Oppositional and Defiance Disorder (ODD), Social, Emotional and Behavioural Difficulties (SEBD), Conduct Disorder (CD) and Attention Deficit and Hyperactivity Disorder (ADHD). The targeted cohort in this study were primary school teachers, who through their work can observe different attitudes and behaviours of children. For this reason, six semi-structured interviews were carried out and analysed through thematic analysis, where five themes inductively emerged. This research highlighted how the teachers interpret deviant behaviour together with feelings of helplessness and frustration they experience when attempting to reach our to such students and manage their challenging behaviours. They also talked about strategies they adopt to manage this behaviour, through understanding the students’ social backgrounds and intrapersonal states. Maintaining a positive classroom environment, and using behavioural interventions, along with adequate individualised support systems, provides a well-grounded foundation for managing deviant behaviour in the primary school classroom.