Undesired Behaviors Faced in Classroom by Physics Teachers in High Schools

Abstract views: 210 / PDF downloads: 111


  • Adem Bayar Amasya University
  • James H. Kerns University of Missouri-Columbia


Undesired behaviors, Physics teachers, Classroom management


The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work in different high schools in Amasya, Turkey. Then, the researchers have carried out open-ended interviews with teachers. Each interview lasted around 40 minutes, was recorded and transcribed. After analyzing the collected data, the researchers have found that teachers define undesired behaviors if the behavior 1) inhibited students’ learning 2) distracted the students’ attention 3) destroyed the students’ motivation and 4) reduced students’ desire to study. Furthermore, teachers have declared that because of following reasons, students demonstrate the undesirable behaviors. These are; lack of motivation, hopelessness to learn, hopelessness to be successful, lack of ready for topic, and prejudice to physics. Teachers have also mentioned that there might be some strategies to overcome the undesired behaviors in the classroom. These are; planned ignoring, signal interference, proximity control, using humor to defuse tension, removing distracting objects, changing student places, and time out. The findings of this study show that there exist undesirable behaviors in physics classes. Unless these determined behaviors have been removed, teaching and motivating of students will be more difficult for physics teachers and it negatively affects students’ learning and academic success. In this regard, the researchers have following recommendations: 1) classroom management lessons at the pre-service education level should be taught more efficiently 2) some professional development activities regarding classroom management should be offered for physics teachers 3) physics teachers should be encouraged to collaborate with psychologists, counselors, and guidance specialists to overcome and address undesirable behaviors in classroom 4) school administration should engage parents and collaborate with them by organizing periodical meetings and 5) school administration should arrange some social activities for students in school such as basketball tournament, soccer tournament, theatre, and etc.


Arends, R.I. (1997). Classroom instruction and management. The McGraw–Hill Companies. St. Louis, Missouri.

Basar, H. (1999). Sınıf yönetimi. İstanbul: Milli Eğitim Basımevi. (In Turkish)

Besdok, D. (2007). Ortaöğretim öğretmenlerinin sınıf yönetiminde karsılastıkları istenmeyen öğrenci davranıslarını önleyebilme yeterliklerinin değerlendirilmesi. (The evaluation of the secondary school teachers preventing ability of unexpected student behaviors – a case study in Kayseri), Kayseri: Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Yayınlanmamıs Yüksek Lisans Tezi. (In Turkish)

Brophy, J. (1987) Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40-48.

Charles, C.M. (1992). Building classroom discipline: From models to practice. (4th Ed.). London: Longman.

Crowe, S. Cresswell, K., Robertson, A., Huby, G., Avery, A. & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(100), 1-9.

Dada, E.D. & Okunade, H.F. (2014). Classroom undesirable behaviours and strategies used for controlling them among primary school teachers, Kuwait Chapter of Arabian Journal of Business and Management Review, 3(9), 51-57.

Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Englewood Cliffs, NJ: Prentice- Hall.

Epnachin, B.C., Townsend, B. & Stoddard, K. (1994). Constructive classroom management: Strategies for creating positive learning environments. Brooks/Cole Publishing Company, Pacific Grove, California.

Evertson. C.M. & Emmer, E.T. (2009). Classroom management for elementary teachers. New Jersey: Pearson Education, Inc.

Girmen, P., Anılan, H., Sentürk, Đ. & Öztürk, A. (2006). Reaction of primary teacher towards unwanted student behaviors. Manas Journal of Social Studies, 8(15), 235-244.

Grigg, R. (2010). Becoming an outstanding primary school teacher. England: Pearson Education Limited.

Güleç, S. & Balçik, E.G. (2011). Undesirable behaviors elementary school classroom Teachers encounter in the classroom and their reasons. Bulgarian Journal of Science and Education Policy, 5(2), 163-177.

Hung, C.L. & Fan, C.C. (2014). Perceived classroom management and student learning motivation in social studies of Taiwan junior high school students. European Journal of Research in Social Sciences, 2(3), 40-51.

Johnson, J., Halocha, J. & Chater, M. (2007). Developing Teaching Skills in the Primary School. England: Open University Press.

Kitishat, A.R. & Al-Friehat, H.M. (2013).Undesirable behavior in class: Reasons and solutions. Research Journal of Science & IT Management, 2(5), 37-42.

Korkmaz, I. (2007). İstenmeyen davranısların önlenmesi, (Ed: Kaya, Z.), Sınıf yönetimi (Classroom management), 7. Baskı, Ankara: PegemA Yayıncılık. (In Turkish)

Kuhlenschmidt, S.L. & Layne, L.E. (1999). Strategies for dealing with difficult behavior. New Directions for Teaching and Learning, 77, 45-57.

Lichtman, M. (2013). Qualitative Research in Education: A User’s Guide (3rd Ed.). Thousand Oaks, CA: Sage Publications Inc.

Merriam, S.B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass.

Mertens, D.M. (2009). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods (3rd Ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Patten, M.L. (2010). Proposing Empirical Research: A Guide to the Fundamentals. Glendale, CA: Pyrczak Publishing.

Rancifer, J.L. (1993). Effective classroom management: A teaching strategy for a maturing profession. Paper presented at the annual conference of the Southeastern Regional Association of Teacher Educators (40th, Nashville, TN, October 27-30, 1993).

Reinke, W.M., Lewis-Palmer, T. & Merrell, K. (2008). The classroom check-up: A class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315-332.

Reinke, W.M., Sprick, R. & Knight, J. (2009). Coaching classroom management. In J. Knight (Ed.). Coaching: Approaches and perspectives (pp. 91-112). Thousand Oaks, CA: Corwin Press.

Starr, L. (2008). Promoting Effective Classroom Management: In front of the Class. Retrieved from http://www.nea.org/classmanagement/

Taylor, S J. & Bogdan, R. (1998). Introduction to Qualitative Research (3rd Ed.). New York, NY: Wiley.

Wiseman, D. & Hunt, G. (2008). Best Practice in Motivation and Management in the Classroom. (2nd Ed.). Springfield, IL: Charles C Thomas Publisher.

Yin, R.K. (1984). Case Study Research: Design and Methods. Newbury Park: Sage Publications.

Yücel, C., Karatas, E., Sengil Akar, S., Demirhan, G., & Binici, U. (2012). Sınıf yönetimini etkileyen etmenler. (Ed: Sarpkaya, R.) Sınıf yönetimi (Classroom management), 2. Baskı, Ankara: Anı yayıncılık. (In Turkish)




How to Cite

Bayar, A., & Kerns, J. H. (2015). Undesired Behaviors Faced in Classroom by Physics Teachers in High Schools. International Journal of Physics and Chemistry Education, 7(1), 37–45. Retrieved from https://ijpce.org/index.php/IJPCE/article/view/45