Helen ASOKAN

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Pedagogies for Positive Learning Environment- Assignment one

The purpose behind this research task is to aid teachers and pre-service teachers in
understanding why students misbehave at schools. This essay will look at the opinions of six
interviewees consisting of teachers, students, parents and pre-service teachers with evaluation
of current academic literature.

Appropriate behaviour is defined as conduct that is socially acceptable and the type that is
encouraged to create a positive learning environment (De Nobile, Lyons & Arthur-Kelly,
2017). In school, examples of misbehaviour include, disruptive talking, not doing work set by
the teacher, harassing classmates and teachers, verbal insults and antagonism (Sun & Shek,
2012). De Nobile et al. (2017) categorised them as; The Developmental category refers to
intellectual abilities of the students, for example, their cognitive ability, moral, social and
emotional development. The psychological category includes any disorders or any other
issues, for example, Attention deficit hyperactivity disorder (ADHD) or self- esteem
concerns. The environmental sources take into consideration the home life, ethnic
backgrounds and classroom climate. Sun and Shek (2012), illustrated that these behavioural
issues or violations impede on the positive teaching and learning process within the
classroom. Additional research suggests that inconsistent sleep patterns can be another cause
for problematic behaviour in students (Lin & Yi, 2014). The authors make explicit
connections with unhealthy sleep patterns to academic performance and overall emotional
well being. They do not, however, explain the reasons why the students might experience
sleeplessness. Alternatively, Peguero and Bracy (2014) investigate the school climate,
discipline system and teacher-student relationships as possible causes of misbehaviour. Their
research concluded that student discipline was the cause for misbehaviour and that it
eventually leads students to drop out of school. The authors stated that even though the
disciplinary actions were supposed to aid in correcting the behaviour, instead, may have
further aggravated the students. Demanet and Van Houtte (2012) bring to attention the idea of
teacher expectation and how they shape the educational success of their students. They
concluded that when the teacher has low expectations of their class, behavioural issues can be
expected. Demanet and Van Houtte (2012) clarify that low expectations can also identify that
teachers do not dedicate their time for their students. This will lead to a fragmented teacher-
student relationship, as mentioned by De Nobile et al. (2017), where a lack of support from
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either party can trigger student misbehaviour. McGrath and Van Bergen (2015) further
illustrates the idea of a good relationship by examining the positive and negative impacts of
teacher- student relationship. Their research shows that a positive relationship between the
teacher and their student can help to develop and promote the student’s academic, social and
emotional qualities. Further exploration suggests that the overall literature review points
towards the relationship between a teacher and a student as a preliminary cause for student
misbehaviour.

Supplementary research was carried out in the form of interviews where people of different
professional diversities were questioned on their thoughts on student misbehaviour. The
interviews were conducted in a professional manner as they were requested to read and sign a
consent form prior to the interview. They were conducted in private rooms, either at
university or in the participants’ offices. It was re-emphasised that their full names or any
personal details that may identify them will not be disclosed. The participants included three
males and three females. The interview was conducted in conversation style with the main
question “Why do young people misbehave in school?” headlining the discussion. The ages
of the interviewee’s ranged from sixteen to fifty- five.

ID and Gender Age Profession

M1 16 Student
M2 23 Pre service teacher at Western
Sydney University
M3 24 Civil Engineer (graduate)
F1 55 Secondary Teacher (English)

F2 44 Scientific Officer, Mother

F3 22 Pre Service Teacher.

Figure 1: Table depicting participants, their age and their profession.

Why do young people misbehave at school?

Four out of six participants bluntly stated “I feel like nobody can understand what’s going on
in their minds”. F1’s first response was the same as above and because she was a secondary
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teacher, one would think that she would have a better understanding of the kids in her classes.
However, she did go on to say that she had experienced misbehaviour in her classrooms due
to personal and familial issues, irritated with peers, not feeling well or are feeling sick and a
lack of connection and communication with peers and herself as well. She also stated that she
had dealt with students who just didn’t care about their education or future aspirations.

F3 and M2 had similar responses as pre service teachers but they also emphasized that
students aren’t stimulated enough and that they can get bored very easily. M2 specifically
mentioned the current education system and how inquiry based learning has become more
and more stressed in classrooms. Keeping students engaged has become a tough job for
teachers as they need to “constantly find fun new resources to get through the content”. F3
and M3 highlighted that modern disciplinary methods are now being considered a reward for
a delinquent. She expressed that “having them sit in detention for half an hour really doesn’t
do anything”. She also suggested that maybe “the kids can catch up in the work that they
missed in class or do something productive for the school, like cleaning the playground”.

Alternatively, M3 and F2 both had similar opinions where they said that it all “begins at
home”. F2 to stated that children are known to copy their parents and model their behaviour.
Being a parent herself, F2 said that she always makes sure that she doesn’t swear in front of
her kids or show distain towards their study. M1 was the wittiest one of the participants. As a
student, it was refreshing to get his side of the story. His main statements were “my science
teacher doesn’t know how to teach” referring to the same style of work that he gets given.
Another famous quote, “my English teacher is so monotone, we get really bored in her class”.
He had made sure that he wasn’t the one to blame.

After the interviews were processed, there were some similarity in the answers between the
participants. They had mentioned lack of communication and stimulation, boredom in class,
ineffective disciplinary actions, personal and familial issues. In comparison with the literature
review, some aspects have been proven common and some were not mentioned. Both
methods of researching the question “why do young people misbehave in school?”, brought
out answers to relations to either biological, educational and cognitive reasons. The most
common idea from the literature review was the lack of relationship between the student and
teacher, as reviewed by De Nobile et al. (2017) and McGrath and Van Bergen (2015). This
can be related to lack of communication as stated by F1 and when compared to De Nobile et
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al. (2017), who strongly put forward communication as the fundamental aspect in building a
good relationship with the students. Similarly, communication can also be the main reason
for students’ lack of stimulation, as mentioned by both F3 and M2. M2 stated that “Students
often get bored when presented with repetitive work” but there is only so much a teacher can
do to get them to do work in class. In contrast, McGrath and Van Bergen (2015) and
Demanet and Van Houtte (2012) consider the role of the teacher in the classroom. Their set
expectations and level of commitment to their class can show that they are dedicated to
providing the students with fun and exciting activities. M1 disputed that he wants to
participate but some teachers just pick on the littlest things. He strongly argues that some
teachers can be condescending and belittling towards the students. Other than his word, the
literature above does not explore rude teachers as the cause for student misbehaviour. F1
contends that no matter what kind of fun activities she prepares for her class or is joking
around with the class; some students just think that they can do what they want, because “all
they are going to get is a detention”. Which begs to question what F3 and M3 emphasized in
their answers. Giving a detention is “like giving them a holiday; stay back and do nothing”.
Peguero and Bracy (2014) hypothesized that students who have been disciplined are more
inclined to drop out. Dropping out maybe the last resort to some students but it can show
evidence of student misbehaviour. The authors could have mentioned another way of
disciplining the students other than detention. M3 and F3 had an it all starts at home point of
view, where they state that the responsibility of misbehaviour can be due to familial or
personal issues that arise at home. Most of the literature above didn’t really go into much
detail about the psychological well being of students due to problems at home. Although, Lin
and Yi (2014), explored the idea of sleeplessness as the cause for misbehaviour. Even though
they did not mention why they do not get enough sleep, it can be assumed that adolescents
could just be going through a troubled time at home or even school however, it is not evident
from the literature. It is clear that there are several pieces for student misbehaviour, however,
the teachers and students must be able to work together in order to accomplish a positive
learning environment.

As a young teacher, going into practice for the first time, I believe it is important to know the
basis of adolescent development. It is vital to understand that they are going through many
changes in their lives; physical and psychological. One of the main points I will take away
from above is communication. De Nobile et al. (2017) explicitly state that communication is
an integral part of creating a positive learning environment. Communication does not just
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mean creating a good rapport with students; it also allows for feedback. Appreciating the
work students do and providing corrective criticism in class is a good way to maintain a good
classroom climate. If a student seems to be off task, simply guiding them back with a
questions or a quiet tap on the desk can provide the students room to correct their behaviour
instead of yelling at them or giving out detention in front of the class (Banks, 2014). Banks
(2014) also states that setting the expectations from the beginning can help to reinforce the
rules and regulations. Healey (2005) initiates the idea of inquiry based learning where he
suggests that student be involved in most aspects of the teaching and learning process. I do
believe that its important to let students participate in the decisions made in the classroom
however; it is important to let them know that I am the teacher and not lose control. This will
set the expectation in my classroom and will not leave room for misbehaviour as mentioned
by Demanet and Van Houtte (2012). Demanet and Van Houtte (2012) further stated that the
teacher’s behaviour will determine nature of the classroom. As M1 explicitly stated that his
teachers were condescending towards the students, I should be aware of my own mannerism
when I am with my class. One should not look down at a student that way as that can
evidently cause fraction within a positive classroom climate. Learning to read students can
also help with good practice because it will help manage the situation and provide the student
with the support that they need. For example, if I notice that the student is off task and is not
paying attention, instead of calling them out in front of the class, having a talk with them
after class and recommending support or counselling can help the student and my growth as a
teacher. I should use these opportunities in a positive way and let them know that their
relationship with me is important and that I value them as a good student. This can provide
me with the support I need for students as M1 to respect and value me as a good teacher.
While implementing a positive learning experience and managing good classroom behaviour
can take some time, it is important to let students see that I value the profession and that I am
always ready to show commitment.

The literature review and the interviews provide a great insight to the many explanations as to
why students misbehave. Understanding the reasons behind student misbehaviour is vital as it
shows the value of the pledge taken by teachers to provide and maintain a positive learning
environment.
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References

Banks, T. (2014). Creating positive learning environments: Antecedent strategies for

managing the classroom environment and student behaviour. Creative Education, 5, 519-524.

De Nobile, J., Lyons, G., & Arthur- Kelly, M. (2017). Positive Learning Environments:
Creating and Maintaining Productive Classrooms (1st ed.). South Melbourne, Australia:
Cengage Learning Australia.

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. Doi: 10.1016/j.tate.2012.03.008

Ezinga, M.A.J., Weerman, F.M., Westenberg, P.M., & Bijleveld, C.C.J.H. (2008). Early
adolescence and delinquency: levels of psychological development and self-control as an
explanation of misbehaviour and delinquency. Psychology, Crime & Law, 14(4), 339-356.
Doi: 10.1080/10683160701770070

Peguero, A. A., & Bracy, N. L. (2014). School order, Justice, and Education: Climate,
Discipline Practices and Dropping out. Journal of Research on Adolescence, 25(3), 412-426.
Doi: 10.1111/jora.12138

Pratt, T.C., & Cullen, F.T. (2000). The empirical status of Gottfredson and Hirschi’s general
theory of crime: A meta analysis. Criminology, 38, 931-964.

Sun, R. C. F., & Shek, D.T.L. (2012). Student classroom misbehaviour: An exploratory study
based on Teacher’s Perceptions. The Scientific World Journal, 2012(208907). Doi:
doi:10.1100/2012/208907