Abstract

A learning environment is a social one, and as a social environment, it impacts what learners retain, how they form ideas, and what connections are made and lost. This qualitative research aims to explore student perceptions and experiences of classroom incivility to provide a foundation for the development of strategies to understand what constitutes classroom incivility that can help minimize its dangers while maximizing the teaching and learning opportunities it presents. Such assimilation was completed through a one-on-one interview to discover the different acuities and how they comprehend them. After conducting the said interviews, it has been established that everyone has their fixed limitations. These have emerged all-throughout the interview proper with the use of comparative and narrative techniques to evaluate each response. Students were mindful of the behaviors they have shown and considered them as an impairment in the learning progression. The results show signs of self-awareness in the regularity of explicit uncivil behaviors which is why this research has an advanced apprehension that for one to fully understand the broader context of incivility, one must be capable of examining the environment and its students' agendas. These findings may help unveil the transformation and development of social networks and relationships.