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DON’T DO’S
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Mistake #2 Ask, “Why did you do that?” Assess the Behavior Directly to
Determine its Function
Mistake #3 When an Approach Isn’t Try Another Way
Working, Try Harder
Mistake #4 Violating the Principles of Follow the Guidelines for
Good Classroom Rules Classroom Rules
Mistake #5 Treating All Misbehaviors as Treat Some Behaviors as Can’ t
“Won’t Dos” Dos
Mistake #10 Viewing Ourselves as the Only Include Students, Parents, and
Classroom Manager Others in Management Efforts
Mistake #11 Missing the Link Between Use Academic Instruction as a
Instruction Behavior Management Tool
and Behavior
Mistake #12 Taking Student Behavior Too Take Student Misbehavior
Personally Professionally, Not Personally
From this article, we can conclude two main reasons for student misbehaviour as; (a)
for students to get something such as attention or gain possession of something or
(b) students are trying to to avoid something like schoolwork, teacher requests etc.
Examining on an international scale is research conducted by Crawshaw (2015) in
his article ‘Secondary school teachers’ perceptions of student misbehaviour: A
review of international research, 1983 to 2013’. This literature comprises studies
from various countries including Australia, Greece, Malta, Jordan, United States of
America and United Kingdom. It outlines that teachers commonly categorise
misbehaviours as either ‘serious’ or ‘high frequency’. Serious student misbehaviour
included stealing or vandalism whereas high frequency misbehaviours comprised of
students talking out of turn or similar. In regards to why students misbehave at
school, the only theory that was suggested in this paper was that students who
misbehaved were a result of the transition from primary to secondary school. It was
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suggested that going from one teacher with consistent management strategies to
high school with multiple teachers and varied strategies were the cause.
Demanet, J., & Van Houtte, M. (2012) released two papers in 2012, both proposing
theories about the questions why students misbehave in school. The first was that
student’s feelings of bonging with the teacher, peers and school, or the lack of, were
related to school misconduct. The second article hypothesised towards the teacher’s
attitudes and effort having an affect on students behaviour. Results support this, that
in schools where the teachers expectations were low and lacking support, students
self reported higher levels of misconduct at school.
Interview Process
In preparation for the interviews, an information sheet and consent form was
distributed to each interviewee containing details about the interview topic,
confidentiality, data collection and their rights to withdraw. If the interviewees agree
to comply, they are required to sign off so that the interview can commence.
Interviews were conducted in a one on one setting, structured more like an open
conversation rather than question and answer. Occasional notes were taken where
needed to assist generate the report but no recording devices were used. In line with
confidentiality, interviewees names are kept anonymous and referred to as
interviewee A, B, C, D, E or F. Interviewees were chosen as they fit the report
criteria, below is a brief description about each interviewee:
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Interview Findings
From responses gathered from the interviews, a number of common themes
emerged. These included teachers’ perceptions of students, problems at home,
learning difficulties, peer influences, mental disorders such as attention deficit
hyperactivity disorder (ADHD).
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adjusting to structure at school as at home they can do whatever they want”. A study
by Sheldon & Epstein (2002) suggested that particular parenting styles, parental
monitoring, levels of conflict within the home and disciplinary approaches are all
factors which could link to student behaviour.
Peer influences relates to seeking attention from other students to possibly gain
approval or impress them. Three of our interviewees mentioned this as a common
theme, with interviewee F recollecting this on a personal level at school where they
used to ’egg on’ friends to do something for a laugh, or the other way round.
Interviewee B shared that this attention seeking could be as a result of bullying and
trying to show off to look funny. Interviewee A also responded with “trying to be cool
or in the popular group.”
It is insightful to compare and contrast the opinions of six different people in regards
to their perceptions of student misbehaviour in school. Exploring current literature
allows for a deeper evaluation on this topic and allows us to highlight how these link
to interview responses.
From interview responses and current literature, it can be concluded that being
proactive and preventing behaviours before they happen is the most successful
method of behaviour management as well as focussing on teaching appropriate
behaviours rather than eliminating negative ones. As well as this, management
systems should be flexible and adaptable enough to meet the changing needs of the
classroom. Collaboration of students, teachers and parents is needed to effectively
address student behaviour management.
Students act out for many reasons and as a future teacher it is vital to have
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awareness and a deep understanding of possible factors influencing this
misbehaviour. Having this deeper awareness and understanding allows teachers to
gain experience and address a wider range of student needs. As supported by
research, it would be wrong to assume that all students are attention seeking so it
is the role of a teacher to delve deeper and ensure there is no underlying problems
hat need addresing. Creating a safe and supportive learning environment makes a
great difference to the education and schooling experience of a student, especially
if they are feeling isolated and/or alone at school and home. It is integral as future
teachers to evaluate all factors when addressing students behaviours and not just
take each action with a grain of salt.
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References
Barbetta, P., Norona, K., & Bicard, D. (2005). Classroom Behavior Management: A
Dozen Common Mistakes and What to Do Instead. Preventing School Failure:
Alternative Education For Children And Youth, 49(3), 11-19. http://dx.doi.org/
10.3200/psfl.49.3.11-19
Demanet, J., & Van Houtte, M. (2012). School Belonging and School Misconduct:
The Differing Role of Teacher and Peer Attachment. Journal Of Youth And
Adolescence, 41(4), 499-514. http://dx.doi.org/10.1007/s10964-011-9674-2
Demanet, J., & Van Houtte, M. (2012). Teachers' attitudes and students' opposition.
School misconduct as a reaction to teachers' diminished effort and affect. Teaching
And Teacher Education, 28(6), 860-869. http://dx.doi.org/10.1016/j.tate.2012.03.008
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