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澳洲论文:学生破坏性行为研究

论文作者:jessica论文属性:学期论文 termpaper登出时间:2014-12-15编辑:jessica点击率:20411

论文字数:8719论文编号:org201412081919447220语种:英语 English地区:中国价格:免费论文

关键词:破坏性行为行为研究澳洲论文

摘要:公立学校的学生行为对学效的影响,尤其是破坏性的行为所占比重,年龄越低,破坏性行为似乎越明显。那么学校的纪律又会起到什么作用呢?

澳洲论文:学生破坏性行为研究

在厄特利国家,公立学校的暴力及自律问题的有关数据表明在学校的孩子及青少年的侵略性及暴力性的行为日益增长。 学校的纪律也是防止学生行为问题的关键,教育组织的学者们试图通过研究来解决问题,然后执行各种解决方案。教育机构更频繁的发生一些破坏性行为。破坏性行为会打乱课堂持续,从而也对学生有很大的负面影响。有行为问题的学生会使课堂上最有耐力的老师失去耐心。来自于麻烦的家庭的孩子总是把反社会的行为特征带到学校。他们的破坏性,侵略性,及目中无人的行为浪费了教学时间,扰乱了别的学生学习的进程。危害到别的学生的安全。

了解学生在安全又秩序的教室里会表现更好这一特点是老师需要学习并努力维护并不断参考的重要概念。然而普通的教育课堂陶氏总是把纪律作为提升的重要话题。研究表明调查的老师中,他们学生中五分之一有破坏性行为,二十分之一有攻击性的行为,那些早期就有行为问题的孩子往往很大程度上会导致学校的失败。


Disruptive behaviors


According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of Educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, & Gresham, 2003).

Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references...... (Christensen, Marchant, & Young, 2004; Horner, Sugai, Lewis-Palmer, & Todd, 2001; Utley,Kozleski, Smith, & Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden & Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers & Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age.
 

Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, i论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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