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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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