Table 3.
Teachers’ strategies in coping with students’ disruptive behaviors
| Author | Subtheme | Conflict management strategies | ||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Abry, 2017 | YUSOFF, 2016 | Rad, 2016 | Tran, 2015 | Sun, 2015 | Rahimi, 2015 | Sulivan, 2014 | Farmer, 2014 | Harshner, 2014, | McClowry, 2013 | Azad, 2013 | Ghazi, 2013 | Yuan, 2012 | Parsonson, 2012 | Ronan, 2011 | Clark, 2011 | Sun, 2011 | McClowry, 2010 | Yoncalik, 2010 | Beaty-O’Ferrall, 2010 | Hubbell, 2010 | Clark, 2009 | Nordstrom, 2009 | Clark, 2008 | Simonsen, 2008 | Clark, 2007 | Meyers, 2006 | Kulinna, 2006 | Lewis, 2005 | Giallo, 2003 | Tantleff-Dunn, 2002 | ||
| * | * | * | Unity of teachers in classroom management | Cooperative and problem solving strategies | ||||||||||||||||||||||||||||
| * | * | * | * | * | * | * | * | * | * | * | * | * | Effective mutual communication | |||||||||||||||||||
| * | * | Clarity of the teacher and student's talks | ||||||||||||||||||||||||||||||
| * | * | Attention to the physical space of the classroom (color of walls and ventilation) | ||||||||||||||||||||||||||||||
| * | * | * | * | * | * | * | Setting rules and a disciplinary framework at the beginning of teaching | |||||||||||||||||||||||||
| * | * | Clarity of expectations in designing lesson plan | ||||||||||||||||||||||||||||||
| * | * | * | * | * | * | * | * | * | * | Mutual interaction with students to correct their negative behaviors | ||||||||||||||||||||||
| * | * | * | * | * | * | * | Training the teachers to cope with students’ disruptive behavior | |||||||||||||||||||||||||
| * | * | * | * | Creating respectful educational environments | ||||||||||||||||||||||||||||
| * | * | * | * | * | * | * | Recognizing emotional challenges, and physical problems of students | |||||||||||||||||||||||||
| * | * | * | * | * | * | * | Recognizing emotional challenges, and physical problems of students | |||||||||||||||||||||||||
| * | * | * | Reinforcing sympathy among students | |||||||||||||||||||||||||||||
| * | * | * | * | * | * | * | * | Using different teaching methods | ||||||||||||||||||||||||
| * | * | * | * | Presenting appealing educational content | ||||||||||||||||||||||||||||
| * | * | * | U-shape arrangement of classroom | |||||||||||||||||||||||||||||
| * | * | * | Promoting the sense of responsibility and strengthening it in students | |||||||||||||||||||||||||||||
| * | * | Using an intermediary to diagnose a problem | ||||||||||||||||||||||||||||||
| * | Teacher’s preparation for teaching | |||||||||||||||||||||||||||||||
| * | * | Proper assessment of students | ||||||||||||||||||||||||||||||
| * | * | * | * | * | * | Encouraging student participation | ||||||||||||||||||||||||||
| * | * | Considering cultural differences | ||||||||||||||||||||||||||||||
| * | * | * | * | Making time | ||||||||||||||||||||||||||||
| * | Ignoring the questions ruining | Avoidance strategies | ||||||||||||||||||||||||||||||
| * | * | * | Avoiding reaction against disruptive behaviors | |||||||||||||||||||||||||||||
| * | Using humiliating practices and ignoring students | |||||||||||||||||||||||||||||||
| * | * | * | Administrative measures and disciplinary procedures | Punishment strategies | ||||||||||||||||||||||||||||
| * | Removing students from classroom | |||||||||||||||||||||||||||||||
| * | Limiting the student’s activity | |||||||||||||||||||||||||||||||
| * | * | Underestimating students | ||||||||||||||||||||||||||||||
| * | Humiliating students | |||||||||||||||||||||||||||||||
| * | * | Teachers’ meaningful and angry looks at students | ||||||||||||||||||||||||||||||
| * | * | * | Teacher’s anger | |||||||||||||||||||||||||||||
| Teachers’ prejudice | ||||||||||||||||||||||||||||||||