Rudi Atheer Yacoub

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102082:
Pedagogy for Positive Learning Environments

Assessment Task 1:

Why do Students Misbehave?

Student behaviour and how to effectively manage it within classroom environments has long

been focus of many educational researchers. When asking the interviewees involved in this

research (Which will be discussed further) to define what they believed misbehaviour referred

to, a general consensus demonstrated that misbehaviour was defined as a set of undesired

actions which detract from learning.

This opinion is shared widely within educational research, where misbehaviour is viewed as

anything which diverts students from active engagement and effective learning. This may be

as severe as misconduct to disciplinary rules set by the school or inappropriate or disturbing

acts within classroom setting (Stewart, Bond, Chang, Fielding, Deeds & Westrick, 1998).

Özben (2010) states in his article that misbehaviour possesses the ability to negatively impact

the classroom atmosphere, the teaching process and prevent both teachers and students from

achieving their aims. Sternberg & Williams (2002) further add to this by writing when students

demonstrate disruptive and off task behaviour, learning ceases. Similarly, when students ignore

rules and teacher instructions, learning takes a backseat and where hostile environments exist,

learning becomes the last thing on anyone’s mind.

This research paper will aim to provide relevant qualitative data from interviews conduct in

relation to the purpose of this essay, to focus specifically on the factors which contribute to

why students misbehave at school.

Interview Protocols:

This report will comprise of six interviews conducted in adherence to the ethic protocols set

out by Western Sydney University. Complying with these protocols, it is important to note that

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all participants directly involved will remain anonymous, with only their age, gender and

relation to the subject matter being identified (See Table 1). Each interviewee was given a

consent form which they all read and signed to allow the researcher to use information gather

to complete this report. The actual interviews were conducted in a face to face setting either at

the home of the interviewee or a mutually suitable location (please note both pre-service were

interviewed together during class breaks). The interviews involved four general open-ended

questions about behaviour within schools. These four questions which formed the basis of this

research, however the interview was in a conservational style process. The questions included:

1. How would you define misbehaviour?

2. What do you think causes students to misbehave?
3. Did you ever misbehave in school? Why?
4. Do you think the reasons why students misbehave has changed overtime?

The demographic of the conducted research was diverse, with an equal balance of gendered

opinions in the results (three male interviewees & three female interviewees). The ages of the

participants were variant, with the youngest being 18 and the eldest interviewees being 55. This

provided differing generational opinions to the results, which was interesting to compare and

contrast. Both the balanced gender ratio and the variant ages were completed intentionally on

behalf of the researchers as a means of avoiding bias on the basis of favorability of gendered

or aged opinions.

Table 1:

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Synthesis of Results:

Through the conservations which occurred with the participants of this research, the qualitative

data which was collected was compiled using thematic content analysis to give a synthesis to

what was primarily raised by participants. The concept of thematic analysis refers to identifying

and recording recurring themes or patterns within collected data (Daly, Kellehear & Gliksman,

2001). The results collected from the interviews demonstrated three recurring themes which

contribute to student misbehaviour, which have been broken down into three categories,

including:

Student misbehaviour as a by-product of underlying issues

Perhaps the most occurring theme or idea raised in the interviews across all demographics

involved was that misbehaviour was a product of a deeper issue which teachers or school

executives may not be aware off. interviewee participant A (NSW Teacher) stated that

misbehaviour is “calling out cry to teachers that something is not working within the

classroom”, whether that may be the content being learnt or a deeper underlying issue.

Participant B & C (Preservice teachers) expressed similar views, stating that misbehaviour may

be a resort for some students who not have the tools to effectively communicate any issues they

are experiencing inside or outside the classroom. Some of the other consistent responses

include:

- “Peers, societal norms, life outside of school which could include aspects like abuse,

instability at home” (Participant D, Non-teaching friend).

- “Students could misbehave because they find the work they are doing too hard, so they

are not interested in what they are doing. Or on the other hand it might be too easy for

them” (Participant E, Parent).

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The teacher-student relationship

Secondly, another major conservation point within the interviews was that of the teacher-

student relationship and how that comes into play when discussing student behaviour within

the classroom. Participant D (Non-teaching friend) strongly elaborated on this idea, by stating

that “Some students don’t like being given instructions or told what to do by somebody they

don’t like”. When further probed regarding if they had ever misbehaved in class, during their

time at school Participant D affirmable stated, “Yes, I did, because I hated most teachers I

had”. Furthermore, Participant F (Parent) added to this idea through original perspective of

schooling within a different country and time period, stating, “Going to school in the 70s, was

all about hitting students as it was still allowed, many kids really did not like their teachers

and sought to make their lives even harder by giving them a tough time”. These responses

express that how a teacher interacts with students and manage their classrooms play a

fundamental role in student behaviour.

Some of the other consistent responses include:

- “Developing interpersonal relationships with students is perhaps the most important

objective for any teacher. Even simply knowing a student’s name can make a massive

behavioural difference” (Participant A, NSW Teacher).

The rise of technology

When initially asked do you think the reasons why students misbehave has changed overtime?

many of the interviewees did not have a response at first, however when further probed by

being asked if they believed technology played a role in student misbehaving, this widen the

responses which were received all alluding to the fact that while the rise of technology has

allowed for greater advancement in learning and access for mention, it has also provided a

window for students to disengage within the classroom. Participant A (NSW teacher) stated

that they have seen the tremendous impact on student learning when incorporated effectively

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into classroom work, however she acknowledges how much easier it has become for students

to disconnect because they all have access to technology in their pockets. As a student within

the digital era, Participant D completely agreed to with this idea stating, “Yeah it made it very

easy, you just had to hide your phone and make sure you didn’t get caught”.

Participant B (Pre-service teacher) also raised the issue of technology as a tool for misconduct

of rules, through the increase of cyber-bullying and online harassment, “Outside the classroom,

the rise of online bullying shows how technology is impacting student behaviour”. Finally,

Participant E & F both discussed generational differences from when they were in school,

stating they did not have mobile phones to distract them and both agreed that it definitely has

made it easier to misbehave.

Discussion:

The themes which were significantly brought up during the interview process are also concepts

which have been thoroughly examined and researched within an Educational discourse.

The idea that misbehaviour is rooted in deeper issues is discussed, Nobile, Lyons & Arthur-

Kelly’s (2017) book, which identifies and categorize these issues into three origins including,

Developmental which refers to the intellectual abilities, moral reasoning and social skills of

children/adolescents. This refers back to some of the responses of the interviews which

identified issues of work stimulation (work is to hard or to easy), peers/social influence or a

lack of ability to communicate issues which plays into moral reasoning.

The psychological factors refer to cognitive issues which are usually a result of

birth/development such as learning disorders or traumatic events like abuse (Nobile et. Al,

2017). Psychological factors can impact students in ways such as academic performance,

motivation levels, interest in school and relationships with peers and students. This all can

translate as misbehaviour within the classroom and may often be overlooked or undiagnosed

(Victor, 2014). The interviewees identified some of these issues such as abuse and cognitive

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issues with work, however there was no mention of implicit psychological factors which are

diagnosable such as learning disorders. Finally, Nobile et. Al (2017) identify environmental

factors such as home environments, socioeconomic status, religion, culture and school policies

as another origin for misbehaviour. Aside from Participant E who mentioned instability at

home as a factor as to why students misbehave, the remaining interviewees did not discuss or

raise any issues directly associated with environmental factors.

Teacher-student relationship and how that impacts behaviour was another key factor which

was brought up within the interviews conduct. Teachers who develop positive relationships

with their students enable for positive classroom management which promotes safety, security

and effective scaffolding to promote social and academic skills which within a long-term

trajectory will carry through from school into employment (Baker, Grant & Morlock, 2008:

O’Connor, Dearing & Collins, 2011). The learning environment formed by teacher-student

relationships plays a significant role in developing a student’s motivation to learn, maintain

student interest and active engagement in learning (Maulana, Opdenakker, Stroet & Bosker,

2013). When this relationship is disconnected, whether that may be with one student or the

whole class, student behaviour will largely be impacted, resulting in resistant to class rules and

procedures, and create a block in communication where they will neither trust teachers nor

listen to what they have to say if there is a lack of respect and rapport (Boynton & Boynton,

2005). This is largely reflected in the response given by Participant D, where being told to do

something by someone you do not like can usual cause conflict. In his response, Participant F

reflects on how corporal punishment affected classroom environments and student’s overall

relationship with their teachers.

Finally, in relation to the concept of misbehaviour and technology, an extensive amount of

research shares the same opinion to that the interviewees; technology has become a tool for

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enabling deeper research and learning, providing innumerable possibilities for growth,

academic support and knowledge (Tynes, 2007). On the flip side, technology and electronic

devices also provides greater opportunities for disconnection/disengagement to occur. Sun &

Shek (2012) write that electronic devices are multifunctional and audio-visually stimulating

which creates a temptation amongst students to surf the internet, listen to music, text message

or play games during class, which promotes off-task behaviour which is not relevant to

classroom learning (unless teacher has instructed students to search the web on a particular

topic). In relation to the idea of cyber-bullying which was brought up by Participant B,

O’Connell, Pepler, & Craig (1999) write that this kind of behaviour places both the bully and

the victimized at risk of emotional, social and psychiatric problems which may persist into

adulthood.

The ideas which have been presented throughout this research are extremely relevant and

insightful for implementing into effective teaching practices. Understanding that behaviour is

a complicated subject, which does not have a toolbox solution is extremely vital. As the

research demonstrated, behaviour is underlined by issues which are more than just simply

students choosing to not follow instructions. As teachers, I believe we should not take all acts

of misbehaviour as a personal attack and reflect on what could causing the issue instead on

fixating on the act of misbehaviour itself, whether it be disengagement, disruptive or

misconduct behaviour. Similarly, the idea of effective teacher-student relationship and how

that plays into promoting behaviour within the classroom is one I deeply attest too. I believe it

is vital that teachers actively seek to develop an understanding of the students in their classroom

and foster interpersonal, yet professional relationship with students. I believe this promotes

more effective communication and understanding with learning environments. Finally, I

strongly agree with the implementation of technology as a tool for learning during class,

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however concise protocols must be established for the correct use of electronic devices and

when they are to be used in class.

To conclude, in order to effectively seek to implement strategies to combat behavioural issues

within the classroom, it is vital first for teachers and perspective teachers to immerse

themselves in research which aims to ask why misbehaviour occurs. It is only through

understanding why something occurs that appropriate methods and actions can be developed

in order to benefit the needs of everyone involved.

Final word count: 2106

Reference List:

Baker, J., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a
developmental context for children with internalizing or externalizing behaviour
problems. School Psychology Quarterly, 23(1), 3-15.

Boynton, M., & Boynton, C. (2005). The Educator's Guide to Preventing and Solving
Discipline Problems. Alexandria, VA: Association for Supervision and Curriculum
Development.

Daly, J., Kellehear, A., & Gliksman, M. (2001). The Public Health Researcher: A
Methodological Guide. New York, NY: Oxford University Press.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments:
Creating and Maintaining Productive Classrooms. South Melbourne, Victoria: Cengage
Learning Australia.

Maulana, R., Opdenakker, M., Stroet, K., & Bosker, R. (2013). Changes in Teachers’
Involvement Versus Rejection and Links with Academic Motivation During the First Year
of Secondary Education: A Multilevel Growth Curve Analysis. Journal of Youth and
Adolescence, 42(9), 1348-1371.

O'Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: insights and
challenges for intervention. Journal of Adolescence, 22(4), 437-452.

O'Connor, E., Dearing, E., & Collin, B. (2011). Teacher-Child Relationship and Behaviour
Problem Trajectories in Elementary School. American Educational Research
Journal, 48(1), 120-162.

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Özben, Ş. (2010). Teachers’ strategies to cope with student misbehaviour. Procedia -

Social and Behavioural Sciences, 2(2), 587-594.

Sternberg, R., & Williams, W. (2010). Educational Psychology. Upper Saddle River, N.J:
Pearson Education.

Stewart, S., Bond, M., Chang, C., Fielding, R., Deeds, O., & Westrick, J. (1998). Parent and
Adolescent Contributors to Teenage Misconduct in Western and Asian High School
Students in Hong Kong. International Journal of Behavioural Development, 22(4), 847-
869.

Sun, R., & Shek, D. (2012). Student Classroom Misbehaviour: An Exploratory Study Based
on Teachers' Perceptions. The Scientific World Journal, 1-8.

Tynes, B. (2007). Role taking in online "classrooms": What adolescents are learning about
race and ethnicity. Developmental Psychology, 43(6), 1312-1320.

Victor, J. (2014). Psychological Problems in School Children. The Progressive Teacher.

Retrieved 6 April 2018, from http://www.progressiveteacher.in/psychological-problems-
in-school-children/