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Exploring the Infringing Behaviours of Students inside a 

University Classroom: 

A research study from the Teacher’s vantage point 

 
Rakhshinda Jabeen, Shaista Hassan Chashoo, Dr.Najmus Sarifa 

English Language Centre, College of Science King Khalid University, Abha , Saudi Arabia 

rwahla7@gmail.com, shaistachashoo@yahoo.com, najmus.sarifa@gmail.com  

 

Accepted: 

May 17th 2020 

reviewed:  

September 5th , 2020 

Published:  

November 20th 2020 

 

Abstract: The infringing behaviour of students is defined as a set of undesired and objectionable 

behaviour that hampers the flow of teaching-learning activities inside the classroom. The student's 

problematic behaviour is something related to the student's disposition and temperament. This 

research intends to investigate how university teachers perceive student’s misbehaviour and throws 

light on the underlying causes behind these undesired behavioural traits. This research is based on 

a descriptive survey. In this research, 50 teachers teaching undergraduate students in various 

departments of King Khalid University have participated. The authors have collected the data 

manually by filling two sets of a questionnaire. The result of the study shows: what are some 

common inappropriate behaviour that a teacher encounters, and why a student displays various 

types of misbehaviours? The findings of this study will help to develop the establishment of a well-

managed classroom. 

 

Keywords: classroom management, disrupting behaviour, infringing behaviour, misbehave,  

problematic behaviour.  

 

INTRODUCTION 

Undesirable behaviour is one of the attributes related to a student’s personality that 

influences both the class and the fellow students negatively. The students often show objectionable 

behavioural traits inside the classroom. These undesirable behaviours cause a disturbance inside 

the class and further hinder the learning process. It is not only annoying for the teachers but also 

creates a compromising situation for the learners that makes the whole learning environment 

irritating, exasperating, and tiresome. In such cases, the teachers need to be active and apply 

classroom management strategies that can affect student’s behaviour and improve the functioning 

of the class. Maintenance of discipline in the classroom is a challenging issue. If encouraged in 

classrooms, then students will learn more etiquette, politeness, and will acquire self-control. The 

most common behaviour problems and traits noted in the students are disobedience, rudeness, 

non-attentiveness, daydreaming, and at times rule-breaking activities like unpunctuality, not 

completing the tasks, and verbal aggression are also present. It is necessary to highlight that all the 

misconducts by the students are not always serious. The misbehaviours of students are mild to 

severe. The authors have included such mild to severe classroom behavioural items in this study. 

Talking to classmates and not completing homework are mild misconducts. Whereas showing 

mailto:rwahla7@gmail.com
mailto:shaistachashoo@yahoo.com
mailto:najmus.sarifa@gmail.com


 
 

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rudeness to the teacher and disturbing the classroom setting is counted as problem behaviours or 

disruptive behaviours. Sometimes the misbehaviours like bullying other students, verbal abuse and 

quarrelling with teachers are also noted inside the classroom. These are serious and challenging 

behaviours. Whatever type of misconduct is, it irritates the teacher, and the learning process slows 

down, and sometimes the learning outcomes are meeker. To overcome certain situations, the 

teachers need to be active, resourceful, and build a friendly student-teacher relationship to involve 

the learners in the learning process and guide them to work as a team. This study sets forward the 

teacher's observations on what are the common behavioural problems seen in university students 

and what are the possible causes behind it. The researchers have explored the teachers’ perspective 

in detail and further suggested some remedies to cope with student’s infringing behaviour inside 

the classroom.  

 

Problematic behaviours and its repercussion in the classroom – a review 

In an educational institution, a teacher needs to employ proper classroom management 

approaches to avoid undesired behaviours on the part of the students. Education is not only 

about bookish knowledge but also a mode for the students to restore positive behaviours. 

According to Özer, Bokurt, and Tuncay 1, Education focuses to reiterate unacceptable student’s 

behaviours and assist students to procure positive behaviours. So, to achieve such educational 

goals, it’s important to create an ideal learning environment, which a person can accomplish 

through the positive attitude shown by every member in the classroom.  

While discussing problematic behaviours, it is necessary to know what behaviour is and 

what underlies misbehaviour. Johnson 2 defines behaviour as the action, reaction, and function of 

a person directed by his or her motives. Aydin3 stressed that individual needs are the key to human 

behaviour. These needs form simulations to fulfil them, which further create motivation, and this 

motivation drives a person to show certain behavioural traits.  

Aydin4 said student's misbehaviours are the ones that hamper teaching and learning 

activities in class and influence it negatively. While talking about student’s problematic behaviours 

Sun and Shek5  mentioned that problem behaviours are the behaviours that include rule-breaking, 

defying the implied norms or beliefs, being unsuitable in classroom environments, and distressing 

teaching and learning. Problematic behaviours while educating students in the classroom are a 

crucial problem as it not only affects teaching and learning but also stresses the teachers. “Students 

misbehaviours retard the smoothness and effectiveness of teaching and also impede the learning 

of the student and his/her classmates”. Arbuckle and Little6  referred misbehaviour to: “an activity 

that causes distress for teachers, interrupts the learning process and that leads teachers to make 

 
1 BAYRAM ÖZER, Necati Bozkurt, and Abdulkadir Tuncay, “İstenmeyen Öğrenci Davranışları ve 

Öğretmenlerin Kullandıkları Başa Çıkma Stratejileri,” Turkish Journal of Educational Studies 1, no. 2 (2014). 
2 Stephen E Johnson, “Behavioural Safety Theory: Understanding the Theoretical Foundation,” Journal of 

Professional Safety 48, no. 10 (2003): 39–44. 
3 Ayhan AYDIN, “Sınıf Yönetimi,” Ankara: Anı Yayıncılık (1998). 
4 Ibid. 
5 Rachel C F Sun and Daniel T L Shek, “Student Classroom Misbehavior: An Exploratory Study Based on 

Teachers’ Perceptions,” TheScientificWorldJournal 2012 (2012): 208907, https://pubmed.ncbi.nlm.nih.gov/22919297. 
6 Christie Arbuckle and Emma Little, “Teachers’ Perceptions and Management of Disruptive Classroom 

Behaviour during the Middle Years (Years Five to Nine).,” Australian Journal of Educational & Developmental Psychology 4 
(2004): 59–70. 



 
 

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continual comments to the students”. Kyriacou and Martin 7 defined student misbehaviour as “any 

behaviour by pupils which interferes with the smooth running of a lesson”. Finn et al8 commented 

that student’s misbehaviours are the ones that mess-up the teaching and learning process or hinder 

the organized functioning of the class. 

Misbehaviour inside a classroom is something unavoidable. There are different reasons as 

to why a student misbehaves. Aydin9   stated that different students with variegated characters may 

show problematic behaviours for various reasons. Bull and Solity10 said that a student’s 

misbehaviour is the outcome of some past experiences inside or outside the classroom. Stephens 

and Crawley11  pointed out that at times the students misbehave not because of his or her identities 

but because of the teacher’s attitude towards the students. Sometimes indistinct classroom rules 

or an unbalanced classroom atmosphere also adds to student’s misbehaviour. A university 

classroom constitutes a diverse group with students from different family settings and socio-

economic environments; sometimes this diversity gives rise to undesired behaviours inside the 

class.  

 It is a big challenge for a teacher to maintain a well-managed classroom. Classroom 

management is a key feature for generating effective teaching and learning process. As Harmer 12 

mentioned, that the productiveness of the teacher and his/ her guidance relies on how effectively 

a classroom is managed. 

In this research, the authors have provided a set of recommendations to manage the 

classroom disrupting behaviours. The researchers in the past have also presented many models to 

help teachers in creating positive behaviours inside the classrooms. A famous model that is 

highlighted by researchers is socialization model. It indicates that the teachers have to be caring 

and socializing with the students like their families do13.  

 

METHODS 

This study is based on a descriptive survey and there are two parts of this survey 

questionnaire. First part of the questionnaire focuses on some common problematic behaviours 

of students which almost all the University teachers face inside the classroom. The second part of 

the survey investigates the common causes behind the disruptive behaviour of the students. 

Majority of the University teachers favoured the existence of some factors behind these 

challenging behaviours of students. The items in both parts of this study are intended to measure 

the perspective of the University teachers, who belong to the different specialties but every day 

they face few infringing students inside their classrooms. These students behave differently and 

 
7 Chris Kyriacou and José Luis Ortega Martín, “Beginning Secondary School Teachers’ Perceptions of Pupil 

Misbehaviour in Spain,” Teacher Development 14, no. 4 (2010): 415–426, 
http://dx.doi.org/10.1080/13664530.2010.533481. 

8 Jeremy D Finn, Reva M Fish, and Leslie A Scott, “Educational Sequelae of High School Misbehavior,” The 
Journal of Educational Research 101, no. 5 (2008): 259–274, http://dx.doi.org/10.3200/joer.101.5.259-274. 

9 AYDIN, “Sınıf Yönetimi.” 
10 Shirley Bull, Phillip Feldman, and Jonathan Solity, “Classroom Management” (Routledge, 2013), 

http://dx.doi.org/10.4324/9781315002439. 
11 Paul Stephens and Tim Crawley, Becoming an Effective Teacher (Nelson Thornes, 1994). 
12 W Joellen, “The Historical Evolution of Theories and Conceptual Models for Nursing,” Rie (1988). 
13 J Wilkinson and M Meiers, “Managing Student Behaviour in the Classroom,” last modified 2007, accessed 

November 30, 2020, 
https://www.researchgate.net/publication/44296277_Managing_student_behaviour_in_the_classroom. 



 
 

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are noticed by the class teachers. Secondly, the items in the second half of the questionnaire 

measure the teacher’s point of view in finding out the reasons for such behaviours. 

 

Sampling and tools 

This research article is based on the survey opinions of the teachers of King Khalid 

University, teaching undergraduate level, belonging to different departments (Business 

Administration and Management, Computer Science, English, Arabic, Chemistry, Physics, 

Mathematics, and Islamic Studies) and diverse nationalities. The total number of participants is 50, 

and a simple random sampling technique is used to collect the data. The questionnaire is filled 

manually by each instructor, and it proves the authenticity and originality of the data. The 

participants got sufficient time to crosscheck and confirm their opinions professionally. 

 

Procedure: 

The data intended to analyze has used a Likert scale. There are five Likert response items 

(strongly disagree, disagree, I don’t know, strongly agree, and agree). The first part of the 

questionnaire is measuring the University teacher’s opinions in detecting some intricate and 

baffling behaviour inside their classrooms. The Likert scale data is analyzed in MS Excel shown in 

table 1. The percentage of each response item is present in table1. After analysis, the results are 

presented in the form of a graph (Figure 1), to demonstrate the percentages of each response. 

The second part of the questionnaire also measures the opinions of the University teachers, who 

agreed to the provided reasons for the student’s incongruous behaviours. In this part, there are 

also five Likert response items (strongly disagree, disagree, I don’t know, strongly agree, and agree). 

The data obtained for this part of the questionnaire is also analyzed in MS Excel shown in table 2. 

The percentage of each response item is also highlighted in table 2. 

 

RESULTS AND DISCUSSION 

The objective of the authors is to prove that almost all University instructors face some 

challenging behaviours of the students inside their classrooms. These troublesome behaviours 

affect the teachers, and they wish to find the reasons behind it. There may be various psychological 

and social reasons for the student’s complex behaviours inside the classroom. The authors have 

tried to gather the opinion of the participants on some basic reasons behind these behaviours of 

the students.  

 

Table: 1- What are some problematic and challenging behaviours faced by you in the University 

classroom 

Response Items Total 

Strongly 

disagree 

(%) 

Disagr

ee (%) 

I don't 

know 

(%) 

Strongly 

agree 

(%) 

Agree 

(%) 

Total 

(%) 

1- Coming late or 

leaving early 50 4% 4% 4% 68% 20% 100% 



 
 

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     Table: 1. Some Problematic Challenging behaviours in the classroom 

In the above table 1, most of the respondents found “Cheating” as the challenge inside the 

classroom i.e. strongly agrees (90%). The second major issue that the respondents highlighted is 

“Drowsiness and making face” i.e. agree (78%). Then 76% of the respondents agreed that students 

“sitting with legs on chairs” also pose a challenge to the instructors. 74% of the respondents found 

the students “staring and indifferent” in the classroom. “Cell phone usage during the lecture” by 

the students also caused a problem to the instructors and they strongly agreed (70%) to it. Another 

vexing attitude is “coming late or leaving early” is also strongly agreed by 68% of the respondents. 

Sometimes “sniping remarks” from the side of the students also cause trouble for the teachers and 

62% of the respondents have agreed to it. Another 58% of the respondents have disliked the “side 

conversations” by the students inside the classroom. “Disregard of deadlines” and “interrupting 

the lectures rudely” is also chosen as the major problematic behaviours of the students inside the 

class.  

In table 1, the range (percentage) strongly disagrees and disagree lies between 0%-

10percent, which is very low. The range of neutral or “I don’t know” responses lies between 0%-

4percent, which is very low. So, it is clear that the ten items mentioned in table 1, are considered 

as problematic and challenging in the opinion of the respondents. The respondents have either 

strongly agreed or agreed to them. 

Table: 2-Why do you think some students behave badly in the University?   

Response Items Total 

Strongly 

disagree 

(%) 

Disagree 

(%) 

I don't 

know 

(%) 

Strongly 

agree 

(%) 

Agree 

(%) 

Total 

(%) 

2- Cell phone 

usage in class 

during lecture 50 6% 0% 2% 70% 22% 100% 

3- Side 

conversations 50 6% 2% 4% 30% 58% 100% 

4- Disregard for 

deadlines 50 4% 2% 0% 46% 48% 100% 

5- Sniping 

remarks 50 4% 0% 4% 30% 62% 100% 

6- Cheating 50 4% 0% 0% 90% 6% 100% 

7- Sitting with 

their legs on 

chairs 50 4% 2% 0% 18% 76% 100% 

8- Drowsiness and 

making faces 50 4% 2% 0% 16% 78% 100% 

9- Staring and 

indifference 50 4% 2% 0% 20% 74% 100% 

10-Interrupting 

the lecture rudely 50 4% 10% 0% 42% 44% 100% 



 
 

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1- Do not like the 

teacher 50 2% 8% 0% 12% 78% 100% 

2- Get bad results 

in exam 50 4% 2% 2% 14% 78% 100% 

3- Angry about 

something 50 4% 2% 10% 14% 70% 100% 

4- Get bad 

comments in class 

assessments 50 4% 4% 0% 10% 82% 100% 

5- Hang around 

with others who 

misbehave 50 4% 4% 18% 10% 64% 100% 

6- Showing off in 

front of peers 50 2% 2% 22% 8% 66% 100% 

7- Having 

problems at home 50 2% 0% 4% 14% 78% 100% 

8- Don’t like 

university 50 2% 10% 46% 4% 34% 100% 

9- Find the 

assessments 

challenging 50 2% 0% 30% 4% 64% 100% 

10- Teachers 

ignore them 50 2% 14% 8% 2% 72% 100% 

11- Boring or lack 

of motivation in 

lectures 50 8% 0% 0% 4% 88% 100% 

12- Feeling 

detached to a 

subject 50 2% 8% 4% 6% 80% 100% 

Table: 2.Reasons of student’s problematic behaviours 

In the above table 2, the respondents have given their opinion on the provided causes of 

the student’s problematic behaviours inside the classroom. The majority of the participants have 

agreed (88%) on the very important and most commented issue that is “boredom and lack of 

motivation in lectures”. The second reason for the incongruous behaviour of the students is 

“getting bad comments in-class assessments” i.e. agreed by 82% of the respondents. Thirdly, 

another reason for the student’s complex behaviour is: “feeling detached to the subject” i.e. agreed 

by 80% of the respondents. It’s wonderful to know that 78% of the respondents have agreed on 

three major psychological causes behind the bad behaviour of the students. These three causes 

are: they don’t like the teacher (it may be in any respect like personality, teaching style, behaviour, 

etc.), “get bad results in an exam” and “have problems at home”. It is apparent in Table 1 that 

66% and 64% of the respondents have agreed on the reason for “showing off in front of the 

peers”, “hanging around with others who misbehave”, and “finding the assessment challenging”, 

respectively. 



 
 

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The range of strongly disagree and disagree lies between 0%-14%, which is not remarkable 

as compared to the percentage of those respondents who agreed to the provided items. In this 

table, few things are notable, that the respondents have logically chosen the response “I don’t 

know” where they are not clear to judge the given item.  

It is also apparent that in table 2, the percentages have increased gradually from left to right 

column. The objective of the authors is to take the opinion of the participants in favour of some 

main factors causing the baffling and complex behaviours of the students inside the classroom. 

This objective is achieved and proved by the respondents by agreeing to all the provided items.  

 

Disciplinary actions recommended to the University teachers 

Almost all University teachers face continuously interrupting and misbehaving students, 

during their lectures. These behaviours are specific to some students, and they continue such 

disruptions in the classroom for a long time. There is another situation that the teachers have to 

face, suddenly a student disrupts and disturbs the teaching process. So, both long terms planning 

and prompt management are needed to solve such issues.  

 

Issues that need prompt action by the Teachers and strategies to overcome 

Sometimes during the teaching process, two students start chatting, this is possible to 

spread to six students. Rudeness by one student can eventually become rudeness by several. In this 

case, prompt action is required. Delaying a response from a teacher is inappropriate in such a 

situation. There are a variety of responses and actions that a teacher can adopt for sudden 

interruptions. The authors have recommended some possible actions here but none are effective 

all of the time. It depends on the teacher’s wisdom and alertness to choose proper disciplinary 

action on the misconduct of the students. 

a. Ignoring Misbehaviours 

This technique works sometimes. For example, a student stays silent and well behaved 

throughout the class and suddenly he/she whispers to the neighbouring student. The teacher 

should ignore this. As long as such action doesn’t bother others, ignoring it is wise enough. 

In another example, if a student changes the seat, pushes the chair, passes a remark in a low 

tone, starts staring around, and should also be ignored by the teacher until it disrupts the other 

students. If these behaviours become frequent and more students start doing this, the teachers 

need to think about some serious disciplinary action on it. 

b.  Gesturing nonverbally 

Only a gesture, using eye contact or body language without speaking may also help to 

control the disturbing behaviours of the students. For example, if a student interrupts the 

class by using a loud voice, raising a hand, or even standing in the class, can be just stopped 

by a glance or hand movement, etc. Sometimes if few students start to chat, secretly check 

their cell phones or cheat from the next student, the teacher moving closer to that student or 

gesturing with the hand can stop him /her. A risk of relying on nonverbal cues is that some 

students may not understand their meaning or may ignore them. In this situation, the teacher 

needs to think of another disciplinary action. 

 

c. Praising positive behaviours 



 
 

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This technique, of praising good and positive behaviours inside the classroom, will inspire 

the rudely behaving students. The teachers should praise more instead of scolding the 

students. This will attract other students to behave well, to gain attention and appreciation. 

The teachers can also offer positive rewards (like giving break time, allowing to party etc.) to 

maintain interest and civility inside the classroom. This technique is similar to the “Ripple 

Effect”. The technique is mentioned by Kounin14, he described that you can correct the 

behaviour of one student by influencing others. 

d. Maintain a good relationship with the students 

A teacher in modern and progressive age is only a facilitator in the learning process, not 

a frowning, scolding dictator. The teachers should maintain a good relationship with the 

students. For this purpose, instead of standing on the rostrum, the teacher should walk inside 

the class, instruct the students in their class work, pass encouraging remarks to the keen and 

hardworking students, etc. This gesture will gain respect, and the students will start loving the 

teacher. Once this healthy and friendly relationship develops, the infringing behaviours will 

stop. 

 

Long term planning and disciplinary actions with strategies to implement 

Sometimes, the students persistently misconduct inside the classroom, the teachers need 

some strategies that are more active and assertive. First of all, the teacher needs to identify the root 

cause of the student’s continuous misconduct. Secondly, the teacher needs to remind the students 

of the classroom rules and expectations, without being harsh. 

A carefully planned first meeting, clear syllabus, and relating to students on a personal basis 

can help establish a positive atmosphere and avoid problems that may arise from confusion about 

guidelines for classroom behaviour15 . 

The first task of the teacher is to explore the problems that cause a student to behave 

weirdly inside the classroom. There are various factors that the authors have included in the 

research questionnaire also. There may be personal or family problems, health problems 

adjustment issues, and academic difficulties, etc. In every campus the supportive services are 

available, and such students can be referred to the appropriate committees to solve these issues.  

As far as the teachers are concerned, they may use the following long-term strategies to minimize 

the disruption inside the classroom. 

a. Decrease Anonymity 

In large classes, the teachers face a variety of disrupting and challenging behaviours. They 

should try several strategies to build a connection with students. For example, teachers should 

learn the names of the students and use them often. Just make them realize that they are in 

your list of preferences. 

Another thing is that during and after class, try making small one-on-one talk with the 

students, especially with those who show any misconduct in the classroom. The teachers 

should use their office hours in the best possible way. Increase their interaction with the 

 
14 Jacob S Kounin, “Discipline and Group Management in Classrooms.” (1970). 
15 Mary Dean Sorcinelli, “Promoting Civility in Large Classes,” Engaging large classes: Strategies and techniques for 

college faculty 44 (2002): 57. 



 
 

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students during office hours, especially in the starting weeks of the semester. Assure the 

students that you are always there to help them in difficult lectures. 

b. Give and take the feedback and encourage learning 

Some student’s incivilities are due to the instructor’s incivilities. The teachers should not 

stay aloof from the students. The teachers should provide quick feedback after each 

assessment or assignment. Taking student’s feedback is also important. A class representative 

can provide the student’s feedback and their concerns to the teacher. This strategy is helpful 

and creates an environment of mutual interaction and trust between the teacher and the 

student.  

The teacher needs to promote active learning to present himself/herself as a role model. 

The teacher should enter the class on time, with full preparation and confidence. This strategy 

will involve the students in the classroom, will motivate them, and reduce infringing 

behaviours. The involvement and engagement of learners in the process further promote a 

better learning environment. 

Several other classroom strategies can help university teachers to create a smooth and 

well-behaved atmosphere in the classroom.  

 

CONCLUSION  

It is vivid that the students do not behave badly without any reason. The participants in 

this study have agreed on the common behavioural issues in the classrooms. Despite belonging to 

different departments, the participants have faced some common behavioural problems inside the 

classrooms. This point is arguable in the sense that regardless of the subjects under study, some 

students show misconduct in the classroom. It further opens up the discussion that there are some 

outside factors as well as inside factors responsible for disrupting behaviours. These factors or 

reasons may arouse immediately inside the classroom and maybe continuously piling up for a long 

time. To build up a classroom free from any disruption and annoying situation, the teachers should 

come forward and take necessary precautions to avoid the student’s misconduct and if such a 

situation arises in the class, devise effective plans of management. 

Finally, the authors would recommend exploring the reasons for the misconduct of the 

students, which will show the direction to take the relevant disciplinary actions. It is also notable 

that in some institutions, the management, the environment, work overload, and monotonous 

teaching methodologies are also contributing to the undesirable behaviours of the students. The 

institutions, departmental heads, relevant disciplinary committees, and the class teachers all need 

to address such behavioural issues collectively.  

 

REFERENCES  

Arbuckle, Christie, and Emma Little. “Teachers’ Perceptions and Management of Disruptive 
Classroom Behaviour during the Middle Years (Years Five to Nine).” Australian Journal of 
Educational & Developmental Psychology 4 (2004): 59–70. 

AYDIN, Ayhan. “Sınıf Yönetimi.” Ankara: Anı Yayıncılık (1998). 
Bull, Shirley, Phillip Feldman, and Jonathan Solity. “Classroom Management.” Routledge, 2013. 

http://dx.doi.org/10.4324/9781315002439. 
Finn, Jeremy D, Reva M Fish, and Leslie A Scott. “Educational Sequelae of High School 

Misbehavior.” The Journal of Educational Research 101, no. 5 (2008): 259–274. 



 
 

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zzzzzz z 

http://dx.doi.org/10.3200/joer.101.5.259-274. 
Joellen, W. “The Historical Evolution of Theories and Conceptual Models for Nursing.” Rie 

(1988). 
Johnson, Stephen E. “Behavioural Safety Theory: Understanding the Theoretical Foundation.” 

Journal of Professional Safety 48, no. 10 (2003): 39–44. 
Kounin, Jacob S. “Discipline and Group Management in Classrooms.” (1970). 
Kyriacou, Chris, and José Luis Ortega Martín. “Beginning Secondary School Teachers’ Perceptions 

of Pupil Misbehaviour in Spain.” Teacher Development 14, no. 4 (2010): 415–426. 
http://dx.doi.org/10.1080/13664530.2010.533481. 

ÖZER, BAYRAM, Necati Bozkurt, and Abdulkadir Tuncay. “İstenmeyen Öğrenci Davranışları 
ve Öğretmenlerin Kullandıkları Başa Çıkma Stratejileri.” Turkish Journal of Educational Studies 
1, no. 2 (2014). 

Sorcinelli, Mary Dean. “Promoting Civility in Large Classes.” Engaging large classes: Strategies and 
techniques for college faculty 44 (2002): 57. 

Stephens, Paul, and Tim Crawley. Becoming an Effective Teacher. Nelson Thornes, 1994. 
Sun, Rachel C F, and Daniel T L Shek. “Student Classroom Misbehavior: An Exploratory Study 

Based on Teachers’ Perceptions.” TheScientificWorldJournal 2012 (2012): 208907. 
https://pubmed.ncbi.nlm.nih.gov/22919297. 

Wilkinson, J, and M Meiers. “Managing Student Behaviour in the Classroom.” Last modified 2007. 
Accessed November 30, 2020. 
https://www.researchgate.net/publication/44296277_Managing_student_behaviour_in_th
e_classroom. 

 


