There are various classroom management theories that explain the reasons for
student misbehaviour in school (Lyons, Ford & Slee, 2014). Goal centered theory
states that students misbehave for social recognition, whereas Choice Theory
argues that students misbehave, as they are not having their basic needs of
belonging, power, freedom and fun being met. Cognitive behavioural theory
argues that students are in charge of their own self-management skills to the
point of being behaviourally independent (Lyons, Ford & Slee, 2014).
102082 PPLE Assignment 1 18575907
In general, the reasons for student misbehaviour differ for students, teachers,
parents and communities (Baron, 1990). One key difference is that teachers often
attribute misbehaviour within the classroom to unknown or home factors,
whereas students claim they misbehave due to a lack of attention or
understanding of classroom content (Cothran, Kulinna & Garrahy, 2009). This is
backed up by Choice Theory, which states that students misbehave because their
needs are not being met. According to Cothran, Kulinna & Garrahy (2009),
neither group is willing to own the problem of student misbehaviour, and until
then, it cannot and will not be solved. Further, teachers and the general public
tend to blame the disciplinary actions taking place at home, whereas students
put the blame onto all others, including peers, teachers and parents (Baron,
1990). Teachers leaned towards blaming parent related sources whereas
students claimed, lack of teacher control and misbehaviour never punished to
be significant reasons for their misbehaviour within schools (Baron, 1990).
Khoo & Oakes (2003) argue that students misbehave to deal with negative
academic comparisons between students. Students often view schools and
classrooms as a place where social comparison is high and encouraged (Goethals
& Darley, 1987 as cited in Khoo & Oakes, 2003). Consequently, the risk of
academic failure, failure to attain what is required or being embarrassed in front
of peers can lead to anger, resentment or loss of interest and motivation. Feeling
inadequate can lead to the student removing him or herself from the
circumstances that feed into these feelings, where they are no longer engaged or
learning. This further ties in with Choice Theory, as students have an innate need
for belonging.
Further, Crawshaw (2015) argues that the transition into the secondary school
setting is a reason for high rates of misbehaviour among high school students.
This involves an adjustment to different settings, whereby students have
different teachers for different subjects and have a period-based day. Secondary
schools also tend to be larger, more impersonal and more teacher-centered, in
comparison to primary schools (Crawshaw, 2015).
102082 PPLE Assignment 1 18575907
The interviews for this research paper were undertaken by having discussions
with six people, both male and female, one-on-one, about their thoughts on why
they believe students misbehave in school. There was an element of rapport
between the interviewer and each of the interviewees, which is crucial when
conducting qualitative research interviews (Ullman, 2015). The interviewees
included a male teacher, male parent and male non-teacher as well as two female
pre-service teachers and one female non-parent. Participants were selected
carefully, to ensure a fair representation of ages, whereby participants were aged
from late 20s to early 60s. The interviewees for this investigation were:
There were four underlying themes most relevant to the context of student
misbehaviour within the school and classroom that were revealed during the
interviews. These were:
Lack of respect for teachers and school settings, was regarded as a key reason for
student misbehaviour. Interviewees referred to a lack of respect for authority and
the parents attitude towards teachers and schools, which is often mirrored by
their child. Interviewee A claimed parents do not back up the teacher when a
child comes home and complains about something, parents blame the teacher
and interviewee B argued older students do not respect authority.
Throughout most of the interviews, there was a key focus on learning difficulties
as a main contributor for student misbehaviour. It was common for interviewees
to suggest that genuine learning difficulties, such as dyslexia or dyspraxia, cause
students to misbehave, as they cannot do the work, and misbehaving works to
take their focus off their lack of understanding. According to interviewee E when
students with learning difficulties are not receiving additional support from
school or home, they have the potential to act out within the classroom.
The final underlying theme that became evident throughout the interviews is
home or family circumstances. Many argued that dysfunctional relationships at
home tend to affect behaviour within the classroom. It was common to suggest
that what goes on at home is mirrored in the classroom, and many students
misbehave as a cry for help. Interviewee C suggests, personal pressures, such as
102082 PPLE Assignment 1 18575907
dysfunctional families, can be imitated within the classroom. Due to the high
prevalence of this theme, it is clear that teachers have a duty and responsibility
to attempt to understand each students individual circumstances and build a
positive relationship with them.
One of the common themes throughout both the interviews and the academic
literature is the belief that students misbehave as a result of external factors, for
example, home or family life. This ties in with student-teacher relationships and
how positive learning environments and relationships can lead to better
classroom management and behaviour. If teachers have a positive relationship
with students, they can begin to understand their external environment and the
potential reasons for their misbehaviour. For teachers, the problem of student
misbehaviour cannot change until they start to address the problem, and
knowing their students and how they learn is a good starting point. Based on
these findings in both the literature and interviews, it is crucial for teachers to
contact parents and carers as a behaviour management strategy (Kulinna, 2008).
There were themes present in the academic literature that did not come up
within the interviews, and vice versa. For example, in the interviews, it was
evident that interviewees viewed lack of respect for the teacher and school
setting as a particularly important reason for misbehaviour in schools, whereas
this was not discussed in the literature. Further, in the academic literature, it was
argued that students misbehave because they view schools as competitive
102082 PPLE Assignment 1 18575907
environments and when they do not meet these expectations, they choose not to
engage in the classroom. While these themes were different and did not overlap,
they still suggest potential reasons for student misbehaviour and they should be
taken into account when considering classroom and pedagogical teaching
strategies.
Based on the findings in the academic literature and the interviews, there are
very clear and explicit implications for my future teaching practice. These are
linked to Choice Theory, whereby my responsibility as a teacher is to create a
positive environment where individual students needs are met (Lyons, Ford &
Slee, 2014). Firstly, I will make it a priority and a personal goal to ensure I know
my students and how they learn. While being assertive, having clear expectations
and a positive learning environment is important, it is also important for me to
have rapport with each one of my students and build positive relationships. I will
do this through communicating positive expectations, treating all students
equitably, reassuring students that they have the ability to do well and correcting
students in a constructive way (Boynton & Boynton, 2017). This is especially
important for a mathematics classroom, where many students experience
anxiety and lack of confidence. I will also differentiate my teaching instruction as
to accommodate for all learning styles, to ensure all students remain on task, are
engaged and understand the academic content.
learn from their past practices and determine what can be done differently in the
future to achieve their teaching and learning objectives (Stngu, 2012). In terms
of behavioural management, it will be used to analyse what worked, what did not
and what could be done differently next time to reduce student misbehaviour
and promote learning.
Reference List
102082 PPLE Assignment 1 18575907
Baron, M.A. (1990). Whos to Blame for Misbehavior in Our Schools? The Clearing
House, 63(7), 333 334.
Cothran, D.J., Kulinna, P.H. & Garrahy, D.A. (2009). Attributions for and
consequences of student misbehavior. Physical Education and Sport Pedagogy,
14(2), 155 167.
Fish, R.M., Finn, K.V. & Finn, J.D. (2011). The Problems Public Schools Face: High
School Misbehaviour in 1990 and 2002. Education Research and Perspectives,
38(1), 59 80.
Khoo, A.C.E. & Oakes, P.J. (2003). School misbehaviour as a coping strategy for
negative social comparison and academic failure. Social Psychology of Education,
6(4), 255 281.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive
learning environments (4th ed.). South Melbourne, Australia: Cengage
Stngu, M.M. (2012). Reflexive practice in teacher education: facts and trends.
Procedia: Social and Behavioral Sciences, 33, 617 621.
Ullman, J. (Comp.). (2015). Applying educational research: How to read, do, and
use research to solve problems of practice (Custom ed.). Sydney, Australia:
Pearson.