Zakłócanie przebiegu lekcji – różnorodność i sytuacyjna zmienność

Abstract

: The phenomenon of disruptive behaviour in the classroom is complex and mul-tidimensional when examined closely. This article focuses on the various forms of student disruptive behaviour in the classroom and how they can be perceived. It shows how each conceptualization of the phenomenon places different demands on the teacher. The paper also aims to highlight teaching decisions about issues such as the choice of learning tasks and the organizational structure of classes. These can have a real impact on minimizing disruptions in the classroom. This paper collects empirical evidence to show that the way children participate can change at different points in the lesson and that all children may be more likely to misbehave under certain circumstances.