Estudio de las conductas disruptivas en la escuela según la percepción docente

Abstract

The present study was conducted in a primary education institution in order to describe common and un common disruptive behavior sin the classroom, under the perception of teachers:their origin, frecuency of it, the regulations on the control of such behaviors and efficiency in solving cases. It was used a qualitative ethnographic analysis and a triangulation method, which allowed the collection of information through interviews, field notes, anecdotal records and legal documents of three schools. The information concluded that disruption, since the teacher perception, is due to the child ‘s inappropriate behaviors that hinder the normal development of activities in classes during the day , causing loss of time,lack of attention, disruption of school planning , poor academic performance . Its origin is associated to factors such as family dysfunction, weak transfer of values, child neglect, inadequate socialization, and pedagogical methodologies misuse. According to the typing of disruption, school rules and teacher’s perception classified them in serious and misdemeanors, among these: lack of discipline, the rudeness, the transgression of truth, distancing between children,verbal and physical aggression . Although the teacher knows the contents of the rules of procedure, the treatment of disruptive cases is unfavorable, because in most cases the administrative procedure is totally different of the internal rules of the school.