Reducing Disruptive Behavior in the Classroom of Grade 3 Learners

Disruptive behavior challenges learning and teaching in classrooms. This research explores how different seating arrangements affect grade 3 students' disruptive behaviors. Using social learning theory and Dickens and Watkins's Action Research model (Planning, Action, Observation, Reflection), the seven-week study includes a pre-intervention phase, four weeks of varied seating, and post-intervention unstructured interviews. Behavior checklists show a significant drop in distractions, while off-task behaviors change sporadically. Interviews reveal student perceptions of disruptive behavior and seating impacts. Findings highlight the need for tailored classroom strategies, recommending individualized approaches, ongoing professional development, technology policies, and continuous monitoring. This study offers valuable insights for managing classroom disruptions effectively.