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Hyperactivity In Classroom

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Recommended: Implication of hyperactivity in classroom learning

However, Villar (2011) highlighted Owen Villar understanding about hyperactivity, he quoted that “hyperactivity is defined as an inability to sit for long periods of time, especially when the task requires the child to sit down. Roaming around without purpose, restlessness, fidgeting, climbing or running inappropriately, talking excessively, and shifting their attention from one activity to another within a few minutes are common signs of hyperactivity.”
Fine (2012) quoted Cruikshank’s comments, states that: Hyperactive children by reason of their concomitant learning and management problems constitute one of the most perplexing issues to teachers and administrators and indeed to emotionally normal children within the school (Cruikshank, 1967). …show more content…

Diedrich (2010) cited in her study that the area of behavior interventions in classrooms receives more attention than many other aspects of schooling (Witzel and Mercer, 2003). Witzel and Mercer (2003) pointed out that classroom management is one of the most common problems facing teachers because troublesome students take up valuable learning time (Dierich, 2010).
Orpilla (2013) points out also in her study that teachers are behavioral models for their pupils, consequently, much of their own personalities. Their relationships with pupils can be helped or hindered by characteristics of their personalities. This in turn will affect the kind of behavior children engage in. These situations imply that there are possible behavioral problems that exist and which are to be guarded while learning inside the classroom is in process.
Without intervention, these negative behaviors can persist and appear to be fairly stable over time which can hinder their proper growth and …show more content…

A teacher’s teaching style plays a part in student success. This study may serve as a stimulus for educators to create and to make novel innovations on instructional methods and materials for appropriate teaching strategies specifically for the hyperactivity of pupils. School Administrators. Classroom management based on awareness of children’s hyperactivity leads to improved classroom environments for all children. The findings in the study can serve as an additional guide to principals and school heads in their management and supervision. The result of this study could serve to improve programs for school advancement. The study can help promote a thorough consideration of the relationships of the variables in this research in enhancing a positive learning atmosphere. Teacher Education Institutions. Teacher education institutions can use the result of the study to consider the relevance of education students’ hyperactivity in their professional education subjects like in the principles of teaching. It may serve also as a consideration for a more thorough inclusion of the topics on hyperactivity of pupils, teaching styles, and learning styles in the

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While all children and young people must understand and follow the rules, it is important that adults at school consider that all children are different and that some could need additional support in following these rules. Children with certain behaviour challenges could need more regular reminders of what is expected from them and may also benefit from extra incentives for good behaviour, such as reward charts. If extra rewards systems are put into place in a classroom to encourage positive behaviour then it must be ensured that this is maintained and that the child or young person understands that good choices equal rewards and positive attention. Students are more likely make good choices with an understanding that there is always a consequence for negative behaviour and so it is crucial that the behaviour management is well managed and consistent. Students could take the opportunity to push boundaries if they believe they may not receive a consequence for a bad choice and this could have a poor effect on their development and learning.

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Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.

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Throughout this essay I will be explaining how a behaviour policy supports teachers and how it can also create an effective learning environment. I will also be highlighting any issues which could potentially arise from the use of a behaviour policy. A behaviour policy is guidance for members of staff within a school on how to deal with different behaviours, and sets out the expectations of behaviour for all children at the school. If a behaviour policy is written well it will support the formation of an effective learning environment. An effective learning environment for young children is an environment in which all children feel able to express themselves freely, allowing them to learn effectively.

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