WELLINGTON, March 28 (Xinhua) -- Disruptive behavior in New Zealand's classrooms is a rapidly growing problem, and is getting in the way of learning, new research said on Thursday.
Disruptive classroom behavior has been a significant and persistent issue in New Zealand over the last 20 years, which is amongst the worst in the Organization for Economic Cooperation and Development (OECD), said Ruth Shinoda, head of New Zealand Education Review Office (ERO)'s Education Evaluation Center.
"But we also know it is getting worse, with over half of teachers saying all types of disruptive behavior had become worse in the last two years," Shinoda said.
According to the ERO research, a quarter of principals of the schools evaluated said they are seeing students physically harm others, and damage or take property at least every day.
Three-quarters of teachers report disruptive behavior is impacting on students' progress as students in better behaved classes have higher achievement, the research showed.
It is also preventing schools improving attendance, with two-thirds of teachers say it is having a large impact on students' enjoyment of school, which is key to attendance, according to the ERO.
Shinoda called for efforts to prevent and tackle behavior problems early, saying students who are stood down, suspended or excluded are at greater risk of not succeeding in education and having worse outcomes as an adult.
Half of teachers said classroom behavior has a large impact on their intention to stay in the profession, the research showed.
Regarding disruptive behavior management, less than half of new teachers said they could manage behaviors in the classroom, it said, adding that when teachers and principals seek support and expert advice, it is difficult to access.
To support schools, the ERO has produced an evidence-based good practice guide with practical actions which schools can take, and which captures the great approaches teachers are already adopting, Shinoda said, adding that parents play a key role too.
She called for a national approach to manage behavior in schools and more support for teachers. ■