Effects of learner disruptive behaviour on teaching and learning in Intermediate Phase schools in Vhembe East District, Limpopo Province

Abstract

This study assessed the nature and effects of learner disruptive behaviour among nine intermediate phase learners at three schools of Vhembe East District in Limpopo Province. The main objective of the study was to explore the effects of learner disruptive behaviour on educational activities in the Intermediate Phase. This study was motivated by the realisation that disruptive behaviour in the educational field has been on the increase, and this study explored types, factors, and effects of disruptive behaviour on teaching and learning. The study used face-to-face interviews with 12 teachers from three schools and observations on nine sampled disruptive learners, their behaviour in class, achievement, and attendance registers to gather data. The findings indicate that learners’ disruptive behaviour include, any form of ill-discipline and naughty behaviour that occur in the classroom, which affect the classroom process of learning, including the teacher and other learners. Disruptive behaviour included disrespect, threats of violence, bulling, attention seeking, late coming, making noise, swearing, disturbing others, fighting, and moving from one desk to the other, aggression, unacceptable behaviour and refusing to take instructions from the teachers. To handle learners showing disruptive behaviour, teachers used methods such as isolating in the classroom or reprimanding them. The teachers indicated that it is difficult to handle disruptive learners because most of these learners repeated the same behaviour after being corrected and even punished. The most common observation from the study was that disrupters usually underperformed and were not interested in class activities. From the study findings, it is recommended that novice teachers must be workshopped by the school management teams (SMT) on identification and handling learners who disrupt classroom activities. Teachers should have clear classroom rules to direct learners. Further, SMTs should come up with strategies for more parental involvement.