Teachers´ identification factors hyperactivity, impulsiveness and agression of pupils´ disrputive behaviour at primary level and the strategies of working with them.

Disruptive behavior is a behavior that is unusual, uncommon and it's different than expected. It usually lasts a long time and it is reflected in various fields. It is a failure to comply with instructions, lack of respect for others, rudeness, mischief, aggression and other behavior such as self-harm, harming others, theft, bullying, etc. (Vec, 2009). Bregant says that behavior is normal for a certain age and the children usually outgrow it. For example, excessive activity of a certain age or lack of attention to the younger pupils. On the other hand, there is the behavior that needs "special treatment" and further professional assistance, adjusted strategies and practices that these individuals can follow the curriculum and are involved in the social network of the school. Special treatment is also needed for pupils who are hyperactive, impulsive or aggressive due to biological factors, which means that the behavior is a consequence of congenital factors or genetic predispositions, CNS disorders and psychoses. In this thesis I present some approaches to work with such pupils. Classroom teachers can incorporate them into lessons. Those are: psychomotor therapy, behavioral therapy, a method of creative movement, control of aggression with games and guidelines for the adaptation of instruction. I wanted to get an insight into how classroom teachers cope with such disruptive behavior so I did a survey with open-type questionnaire. Fundamental objective of the survey was to determine whether classroom teachers identify the biological causes and which strategies are most suitable and effective with hyperactive, impulsive and aggressive pupils, where the causes for this behavior are biological. Participants in my study recognizes the biological causes by exploring with the help of a conversation with pupils and parents, working with school counselors or by observation of the pupil. In general they use fewer different methods as expected. They use especially conversation, isolation of disruptive pupil and a variety of relaxation techniques and methods of moderation. According to the results we could recommend more training and reading additional professional literature so classroom teachers will use more diverse strategies with pupils with such disruptive behavior