University of Pittsburgh



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Reducing Classroom Disruptions

What:

Classroom teachers are frequently overwhelmed by students who engage in minor kinds of misbehavior which disrupt the flow of classroom activities and interfere with learning (Bellanca & Fogarty, 1991).

Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time (Cotton, 1990).

Today, classrooms are filled with children from an increasing variety of cultural and economic backgrounds as well as different ability levels (Mulroy & Eddinger, 2003). Teachers have taken on the responsibility of teaching a variety of students who are on different academic levels.

The 1997 amendment to IDEA takes these behaviors and academic responsibilities one step further. Under IDEA, students with disabilities are entitled to “access, “participation”, and “progress” in the general curriculum (Pugach & Warger, 2001). The education team must address behaviors that are impeding the learning of these students.

Data has shown that teachers who take a proactive approach in addressing classroom disruptions are more successful than those who simply punish the behavior (Cotton, 1990). Nevertheless, the use of reprimands, detention, suspension, expulsion and loss of privileges remain the most common responses to disruptive behavior. They also are among the least effective (Short, 1989).

This newsletter will address flexible grouping as a proactive strategy to reduce classroom disruptions.

So What:

Functional behavioral helps us understand the underlying motivation, which may be to escape, avoid, or obtain something. All behaviors have a function. Understanding the function of the disruptive behavior is the key to developing strategies to support that student (Kerr & Nelson, 2006)

Over lunch two teachers were discussing how their lessons are consistently plagues with minor types of classroom disruptions.

Teacher A, “ By the time I get the students calmed down and on task, half of the period is almost over.”

Teacher B, “I never signed up to be a babysitter. How can anyone expect us to teach in these conditions? The students have absolutely no respect.”

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Tracy Kaufman

According to Kerr & Nelson (2006) “Research clearly links curriculum and instruction variables to challenging behaviors. Students who display challenging and disruptive behaviors often perform at lower academic levels than their peers.”(p. 169) Understanding this will help you create interventions that support students who may be acting out to serve this function. One function of disruptive behavior might be to escape or avoid a task that may be too difficult. Flexible grouping is a strategy that you can incorporate into your classroom instruction to address this problem.

Flexible Grouping is differentiating instructional strategy that groups students in a variety of ways. This grouping can be arranged according to task, ability level, motivational level, learning style, interest, or can be done randomly (Valentino, 2000). The grouping is consistently changing according to specific goals, activities, and individual need.

Flexible grouping allows students to experience working collaboratively with other students from a varying backgrounds and different abilities. These experiences can increase social skills and develop a sense of confidence in their own abilities (Valentino, 2000).

One study focused on the impact of flexible grouping on student learning during a period of time in a high-needs school. The study tracked non-transient, below-goal elementary students on multiple literacy assessments during a 5-year flexible grouping implementation.

Results showed that the percentage of students attaining mastery increased in 16 of 19 over-time comparisons. Increases in the percentage of students at mastery ranged from 10% to 57%. The percentage of teachers using flexible grouping on a weekly basis increased from 25% to 95% during the same 5-year period. Teachers attributed the impact of flexible grouping to:

(a) focused instruction related to particular learning needs;

(b) the ability to keep student attention focused on the instructional task, and (c) increased student confidence.

The results support the use of flexible grouping to improve student learning for below-goal students without the potentially negative effects of ability grouping (Castle, Deniz, & Tortora, 2005).

A second research project sought to increase students’ time on task by decreasing the frequency of disruptive behaviors. Interventions included organizing flexible groups according multiple intelligences. Post-intervention data indicated that the students increased their awareness of appropriate classroom behaviors and improved social interactions with peers. There was also a decrease in the number of behavioral disruptions per a day (Baugous & Bendery, 2000).

“All behaviors have a function. Understanding the function of the disruptive behavior is the key to developing strategies to decrease that behavior.”

So What

Through flexible grouping, the learning of personal and social responsibility can be developed. Research has proven that flexible grouping can be an effective method for teaching social skills (Bellanca & Fogarty, 1991).

Another study found that by introducing social skills training and conflict resolution as an intervention strategy, there was a significant decrease in disruptive behaviors and off task behaviors in the classroom (Frydendall, LeWald, Walls, & Zarring, 2001).

A longitudinal study on the effects of cluster grouping by achievement level found an overall increase of more students being identified as high achieving. In addition, achievement scores within the school had increased (Gentry, 1999).

Now What

Now you know why students may participate in disruptive behaviors and what flexible grouping is. Here are some tips to implement flexible grouping into your classroom.

• Flexible grouping is not stagnant. Rearrange groups on a frequent basis.

• Determine key concepts and learning goals. For example, outline what you feel are the most important things that each group member should know after the session.

• Determine if you want the groups to be student-led or teacher-led.

• Provide specific expectations and rules before each grouping session.

• Provide students with a checklist of expectations. For example, these can be created in the form of a self monitoring checklist or whole group checklist.

• Determine which grouping option you want to implement: whole class, small group, or individual.

• The teacher should be actively engaged in the learning process at all times, providing feedback on a regular basis.

• Exclusive use of one type of grouping often leads to problems in the classroom. Make sure you use a variety of flexible grouping options.

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“There was a significant decrease in disruptive behaviors.”

Bellanca, J.,& Fogarty, R.(1991). Blueprint for thinking in the cooperative

classroom.Arlington Heights, Il. IRI/Skylight Training and Publishing.

Baugous, K., Bendery, Shelly(2000). Decreasing the amount of

classroom disruptions in order to increase the amount of time on task in elementary students.[Doctoral Dissertation]. Saint Xavier University. Retrieved February 12, 2008, from ERIC research data base.

Castle, S., Deniz, C., Baker, C.B., Tortora, M. (2005). Flexible grouping

and Student Learning in a High Needs School. Education and Urban Society, 37(2), 139-150. Retrieved February 12, 2008, from Eric Research Data Base.

Cotton, K. (1990). Schoolwide and Classroom Discipline. School Improvement

Research Series, 9. Retrived February 12, 2008, from



Frydendall, P., Lewald, K., Walls, J., Zarring, E.(2001). Decreasing

disruptive behaviors through social skills instruction. [Master of Arts Action Research Project]. Saint Xavier University and Skylight Professional Development Field-Based Masters program. Retrieved, February 12, 2008, from Eric research Data Base.

Gentry, M.L.(1999). Promoting Student Achievement and Exemplary

Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. The National Research Center on the Gifted and Talented. Retrieved, February 12, 2008, from Eric Research Data Base

Kerr, M.M. & Nelson, C.M. (2006) Strategies for addressing behavior problems

in the classroom, 5th Edition. Columbus, Ohio: Charles E. Merrill Publishing Company

Mulroy, H.,&Eddinger, K.(2003). Differentiation and literacy. Paper

presented at the Institute on Inclusive Education, Rochester.

Pugach, M., Warger, C.L.(July/August 2001). Curriculum matters: raising

expectations for students with disabilities. Remedial and Special Education, 22(4), 194-196. Retrieved, February 12, 2008, from ERIC research data base.

Short, P.M., Short, R.J. (spring 1989). Teacher beliefs, perceptions of behavior

problems, intervention preferences. Journal of Social Studies Research, 13(2), 28-33. Retrieved February 22, 2008, from ERIC research data base.

Valentino, C.(2000). Flexible grouping. Retrieved February 12, 2008

from,

Websites on Flexible Grouping



This website provides strategy ideas and sample lesson plans to incorporate flexible grouping to differentiate content, process, and product



This website provides charts and guides that assist in organizing types of flexible groups



This website provided a template for creating a lesson plan that incorporates flexible grouping

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