Restricted Access Thesis
This study explores teachers' experiences with and perceptions of disruptive behavior in adult English as a Second Language students. Fifty-three survey responses were collected from teachers. In addition, interviews were conducted with five teachers regarding their experiences with six students who exhibited disruptive behavior in a variety of settings. A number of tentative conclusions were drawn from the results. First, teachers of adult ESL students have little training to deal with such behavior, even though minor infractions are very common. Second, teachers point to several possible reasons for disruptive behavior including-but not limited to-students' minimal experience with formal schooling, stressors outside the classroom and Post-traumatic Stress Disorder or brain injury. They also perceive culture to be an important contributing factor. Finally, teachers perceive themselves to be effective in dealing with disruptive behavior and think that taking steps to prevent it is important.
Boyle, Meghan M, "Teacher perspectives and responses to disruptive behavior in adult English as a second language classes" (2013). School of Education Student Capstones and Dissertations. 522.