University Teachers’ Strategies in Dealing with Disruptive Classroom Behaviours in Nepal

Parmeshor Baral, Kabita Khadka
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Abstract

Unwanted behaviours of students that impede the normal functioning of the classroom has become a centre of concern of the majority of the teachers and university teachers are also no exception to this matter. This paper is an attempt to explore teachers’ approaches and strategies in dealing with “disruptive” behaviour in Nepalese university classrooms. Using non-random sampling, 15 university teachers who have more than five years of teaching experience in the corresponding fields were chosen as the participants of the study. The tools for data collection were an open-ended questionnaire and a semi structured interview and they were administered following all ethical considerations. The study, based on Dreikurs’s mistaken model for classroom management (1968), found that teachers divided teachers’ talking time (TTT) and students’ talking time (STT), minimized their talking time, played an instrumental role in not allowing students to divert the academic discussion into non-academic ones. Then, the teachers and students collectively formulated dos and don’ts before the semester began and whenever there was a disruption in most of the contexts, those rules and regulations were acknowledged and stopped students from monopolizing classroom discussion.
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尼泊尔大学教师处理破坏性课堂行为的策略
学生的不良行为阻碍了课堂的正常运作,已成为广大教师关注的焦点,大学教师也不例外。本文试图探讨教师在尼泊尔大学课堂上处理“破坏性”行为的方法和策略。采用非随机抽样的方法,选取15名在相应领域具有5年以上教学经验的大学教师作为研究对象。数据收集的工具是开放式问卷和半结构化访谈,并遵循所有伦理考虑进行管理。该研究基于Dreikurs(1968)错误的课堂管理模型,发现教师将教师的谈话时间(TTT)和学生的谈话时间(STT)分开,尽量减少他们的谈话时间,在不允许学生将学术讨论转移到非学术讨论中发挥了重要作用。然后,在学期开始之前,老师和学生共同制定了应该做和不应该做的事情,每当在大多数情况下出现中断时,这些规则和规定都会得到承认,并阻止学生垄断课堂讨论。
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