Assignment Cover Sheet: Imran Ali Tamer 18019647

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Imran Ali Tamer 18019647
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Unit name: PPLE Unit number: 102082
Tutorial group: N/A Tutorial day and time: Monday 4.30pm
Lecturer or Tutor name: Roberto Parada
ASSIGNMENT DETAILS
Report: Why do young people misbehave in school?
Title:
Length: 2,142 words Due date: 15th April, 2018 Date submitted: 12 th April 2018
Home campus (where you are enrolled): Kingswood
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Introduction
Misbehaviour is a common topic discussed within the education sector. It is an aspect of
teaching which affects the ability of educators to effectively manage a classroom and provide
students with a suitable education. When discussing this topic, it is important to define
misbehaviour and its certain attributes apparent within classroom settings. Misbehaviour is
the act of disruption to the teacher, fellow peers, as well as a lack of engagement with
classroom activities, which results in poor academic performance (Freiberg, Huzniec &
Templeton, 2009).
This report will examine and analyse literature on the issue of student misbehaviour in
school, identifying the forms of misbehaviour and why it occurs. It will also analyse data
gathered from interviews conducted on the topic, comparing and contrasting evaluations with
that of relevant literature and discuss implications for future teaching practices.
Literature Review
Cothran et al. (2009) have conducted research on the topic gaining an insight into the
perspectives of both students and teachers on why young people misbehave in school.
Teachers attribute misbehaviour to the children’s home environment. The are of the belief
that students who misbehave experience neglect and trouble at home with a lack of leadership
guiding them to respectful and acceptable behaviour (Cothran et al. 2009). This signifies the
teacher’s viewpoint that it is not their classroom management techniques but rather the
upbringing of the children which leads them to misbehave, deflecting any responsibility of
student behaviour.
However, they have identified the students need for attention as a reasoning for misbehaviour
as ‘kids act up because they are attention starved and if you yell at them you’re paying them
attention’ (Cothran et al. 2009). Students have identified a number of reasons their fellow
peers may resort to misbehaviour. Attention-seeking has been identified as a major reason
why students misbehave in the classroom. Being the ‘centre of attention’ acts as a ‘source of
power’ for the students, increasing their status amongst their peers as they aim to be popular
(Cothran et al. 2009). It has also been noted that students lack motivation when activities are
deemed to be ‘boring’ or they hold minimal value for the content being covered, resulting in
acts of disruption in an attempt to ‘have fun’ (Cothran et al. 2009).
Classroom environments are another aspect which may impact students’ behaviour in the
classroom. The teacher has a role to play in displaying leadership and guiding their students
to academic success. This can be achieved through supportive relationships where teachers
offer their students social, emotional and academic support creating a positive learning
environment (De Nobile, Lyons & Arthur-Kelly, 2017). Negative classroom environments
which offer minimal support, emphasise excessive control with increased workload and
pressure on students are likely to result in misbehaviour and a lack of social cohesion in the
classroom (De Nobile, Lyons & Arthur-Kelly, 2017).
Additionally, Yuan & Che (2012) further examine why young people misbehave in school.
They have proposed numerous explanations for the behaviour of students in the classroom.
As stated previously by (Cothran et al. 2009) students may misbehave in order to gain
attention from their peers and teacher. In addition, Yuan and Che (2012) have highlighted the
correlation between learning difficulties and misbehaviour. Children with learning difficulties
tend to be disinterested as the work as their lack of ability results in a low self-esteem. In
light of their difficulties these students have developed negative perceptions of school and
classwork increasing the likelihood of their misbehaviour in the classroom (Yuan & Che,
2012).
Student’s behaviour in the classroom is also a direct outcome of the teacher’s attitude and
approach in the classroom. Teachers who fail to maintain authority over the class, are thought
to be boring and are unprepared to teach, prompt misbehaviour in the classroom (Yuan &
Che, 2012). It is the role of the teacher to establish a positive learning environment where
students are aware of the teacher’s expectations and are provided with the necessary support
to meet their learning needs (De Nobile, Lyons & Arthur-Kelly, 2017). This emphasises the
importance of the classroom environment, as negative environments can result in students
forming negative perceptions about school and thus misbehave.
Analysis of Interviews
A sample of six interviewees was selected for the purpose of this study. The aim was to
gather their understanding and perceptions of why young people misbehave in school. The
sample comprised of three females and three males from the following categories: non-
teaching friends, teachers, pre-service teachers and parents. Of those categories three female
teachers were selected, one former teacher who specialised in primary education, a full-time
secondary teacher with a mathematics background and a casual secondary teacher with a
background in Business studies. These teachers were selected in order to gain an insight into
the views of teachers from varying teaching areas and backgrounds.
In addition, three males were also selected from the above categories, a pre-service teacher
with a background in PDHPE, a non-teaching friend who aspires to join the masters of
teaching program, and a parent who has completed all years of primary and secondary
schooling. These individuals were selected to gain an insight into the views of a current pre-
service teacher, someone who has aspirations to become a teacher and a former student who
is currently a parent, enabling a thorough analysis of a wide range of considerations on the
topic.
In order to gain an understanding of their views, the interview participants were asked to
define students who are well-behaved and on the other hand those who misbehave. Well-
behaved students have been defined as students who are engaged with their work, respectful,
do not disrupt their peers and follow instructions provided to them. Contrarily, misbehaving
students have been defined as students who don’t listen to the teacher, fail to complete their
work, disrupt their peers and display a lack of effort to engage with classroom activities.
The overarching topic of the study, misbehaviour in young people has given rise to
interesting discussions regarding categories of reasoning. The categories of reasoning were
divided into three sub-groups: situations which may lead to misbehaviour, the impact of
teachers on student behaviour as well as general motives behind misbehaviour in young
people. As discussed with all the participants there are classroom situations which can cause
students to misbehave. The most prominent situation is a lack of organisation on behalf of the
teacher. All participants expressed that students are likely to misbehave if the teacher is
unprepared and has not outlined clear expectations for their students as they tend to take
advantage of teachers who have a lack of control of the classroom (See Appendix 5). It has
also been noted that students seated in groups tend to misbehave, seating arrangements have
an impact on the way students behave as they feel in control and powerful in groups (See
Appendix 1 & 6).
Moreover, teachers also have an impact upon student behaviour in the classroom. The
classroom environment established by the teacher can result in misbehaviour. Negative
classroom environments where teachers only comment on student misbehaviour and fail to
praise well-behaved students, provide attention to misbehaving students (See Appendix 2).
This will result in these students continuing to misbehave to receive the attention. It has also
been discussed that teachers who have a lack of rapport with their students will often find
them misbehaving in the classroom. A relationship built upon respect and communication is
an important factor of student behaviour. The interviewees have also stated the importance of
an engaging lesson and providing students with clear instructions and expectations. Students
are more likely to behave when provided clear expectations, positive feedback and engaging
classroom activities.
Furthermore, interviewees also discussed their thoughts on student motives behind
misbehaviour. Students have been deemed more likely to misbehave when they are bored,
have difficulties understanding content and the seeking of attention and power (See Appendix
3). Boredom may be a result of a lack of engaging activities, the work may be too easy in the
case of high achieving students and students with learning difficulties will aim to have fun
and escape from the activity through misbehaviour. The interviewees were also of the opinion
that students who receive a lack of attention at home or come from neighbourhoods where
misbehaviour is common are more likely to misbehave in the classroom (See Appendix 4).
Analysis of data and literature evaluations

Examining the data in light of literature on the topic, it is evident that misbehaviour is a
common issue of classroom practice. It has an impact on not only the misbehaving student,
but also their peers and their ability to learn and achieve academic success. Misbehaviour has
been universally defined as a form of disruption to the classroom where students display a
lack of engagement in classroom activities and fail to abide by rules and expectations set by
their teachers. Misbehaviour can be categorised into sub-topics synonymous with the
interview and literature findings: situations causing misbehaviour, the teacher’s impact on
student behaviour and student motives for misbehaving.
As outlined by Cothran et al (2009), teachers perceive young people’s misbehaviour to be a
result of external factors such as their home environment and a lack of attention provided to
them. Similarly, the interviewees have found that a student’s need for attention causes them
to disrupt the classroom in order to receive attention from their teacher and peers. This
emphasises the importance of a positive learning environment which can lead to well-
behaved sudents if praise and reward are provided to students through supportive
relationships (De Nobile, Lyons & Arthur-Kelly, 2017).
The interviewees have also expressed that a lack of organisation and negative teaching
environment have adverse effects on student behaviour. Students who have a perceived lack
of rapport with their teachers are more likely to misbehave and disengage with classroom
activities. This has also been attributed to a lack of clear expectations and teachers mainly
commenting on negative behaviour providing students with an opportunity to gain attention
through misbehaviour.
Yuan & Che (2012) have also identified learning difficulties as a motive behind student
misbehaviour. Students who have difficulties understanding and completing classroom
activities are more likely to misbehave to mask their insecurities. The issue of learning
difficulties was also discussed throughout the interviews, with students identified as being
bored due to these difficulties and engage in disruptive behaviour to relieve their state of
boredom.
Implications for future teaching practices

The data analysed through the interview process in light of literature has highlighted the
importance of student engagement and positive learning environments in teaching practice.
Engagement is an important aspect of a student’s educational outcomes. Behaviours of
engagement include attending class, following the teacher’s instructions and completing tasks
assigned in and out of class (Finn & Zimmer, 2012). This sheds light on the issue of
misbehaviour which can lead to at-risk factors such as school failure and an increase in rates
of school drop out amongst students.
Positive Behaviour Support (PBS) has been identified as an effective approach to preventing
misbehaviour in the classroom. It involves predicting negative behaviours which may occur,
developing rules, expectations and physical arrangements (e.g. seating arrangements) to
avoid those behaviours, implementing the devised strategies and meaningful reflection on the
impact of these strategies on student behaviour to enhance the classroom environment (Scott
et al. 2007). Considering the emphasis of a positive classroom environment in literature and
the collected data in this report, PBS can sufficiently meet the learning and behavioural needs
of the students and build rapport through supportive relationships.
This also underlines the importance of establishing a strong classroom culture for optimal
learning and development (De Nobile, Lyons & Arthur-Kelly, 2017). Teachers need to build
an environment which promotes belonging and acceptance of all learners with precise
expectations of classroom practice. It is also important to develop a classroom ethos of
commonly shared values about learning and behaviour, enabling students to feel a sense of
empowerment through involvement in classroom development (De Nobile, Lyons & Arthur-
Kelly, 2017). Negotiating rules and guidelines of behaviour with the students facilitates
meaningful reflection on how students should behave and the consequences of misbehaviour.
Routines and procedures should also be implemented guiding student behaviour through
classroom activities (De Nobile, Lyons & Arthur-Kelly, 2017).
Conclusion
Misbehaviour is a common topic of discussion within educational literature. It has been
defined as an act of disobedience and disruption to the classroom environment, impacting the
learning and development of all students in the classroom. Understanding why students
misbehave is a vital process in developing a positive classroom environment and culture.
Analysis of literature and interview data has identified classroom management, student-
teacher relationships, learning difficulties, external factors (e.g. home environment) and the
students’ need for attention as the main causes of negative behaviour. Hence, the
development of supportive and positive relationships, classroom environment and culture will
enable teachers to effectively manage student behaviour and enhance their academic
achievement and learning outcomes.
Appendix: Interview Data
Appendix 1: Former Teacher (Female)

Interview Topic: Why do students misbehave in the classroom?
Students misbehaving in class is an important topic of discussion. It has a huge impact

on a teacher’s ability to make sure everyone is learning and engaged in the class
content.
Firstly, I was just wondering what characteristics you think well behaved students
should have?
Look interested, stimulated, ask lots of questions, do their work, not disruptive, happy to be
there
Going back to your previous statement, students who don’t fit into the above category
are the ones who ‘misbehave’.
What does misbehaviour mean to you? Are there any characteristics or actions that you
feel are associated with misbehaviour?
Talking over others, distracting other students, making remarks to make others laugh,
generally disruptive, not doing their work, bullying other
What has framed your perceptions around what defines misbehaviour?

Experience from teaching
Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

misbehaviour is common amongst both boys and girls?
Misbehaviour most common amongst boys. Boys are more easily distracted and find it
difficult to concentrate.
Do you feel there are situations which may encourage students to misbehave?
Grouping, seating students in groups, when the work is boring.
Can the teacher affect the way students behave in the classroom?
Yes. Attention given to students, negative reinforcement, feedback, setting realistic goals.
Do you believe there are certain reasons why students would misbehave? (e.g. attention
seeking, disengagement, lack of understanding of class content, the urge to do whatever
they want, intent on breaking rules etc).
Usually they are not getting attention at home, seeking it in the classroom. Work is hard, and
they are not understanding it. Unmotivated cause the work isn’t interesting to them. They
don’t see the value in doing their work.
What impact do you think misbehaviour has on the student themselves and their peers
in the classroom?
They don’t learn, stop others from learning. They develop a pattern of misbehaving, thriving
off the attention. They become labelled as the ‘class clown’.
Finally, do you have any thoughts on how misbehaviour can be managed and what
would you do to manage a situation which involved misbehaviour in the classroom?
Teacher pays a major role in classroom management and management of behaviour. Steps to
manage include:
 Positive reinforcement
 Keep lessons at their level
 Tap into their interests
 Try meet individual needs in the classroom
 Student centred learning
 Don’t’ want to be controlling Nazi in the classroom. Ignore silly behaviour where
possible unless its disruptive to other students to avoid giving them the attention they
want
 Don’t put yourself in a win-lose situation
Appendix 2: Full-time Secondary Teacher (Female)

content.
should have? Well behaved students generally are well engaged with the content and are
happy students. However, more importantly, they have an excellent rapport with the teacher.
These students often are able to work independently, understand the purpose of the work, and
have their own set of goals and expectations. These students are often intrinsically motivated,
are respectful and polite. They have good support from teachers, friends and parents and
don’t see value in misbehaviour.
feel are associated with misbehaviour? Misbehaviour is not following the expected set of
instructions and behaviours. Misbehaviour is often characterised by:
 Not listening to the teacher
 Talking excessively and/or needlessly
 Being out of their seat
 Throwing things around the room
 Swinging on their chair
 Inappropriate language and comments
 Inappropriate volume of speech
 Incomplete work
 Lack of effort and overall attention to the content
 Violent behaviour
What has framed your perceptions around what defines misbehaviour? Being a teacher
and observing students in different classrooms, with different teachers, in different
environments and at different schools, often misbehaviour can be quite subjective and comes
back to what the expectations are of the teacher and the school culture. However, ultimately
any behaviour that interferes with the overall teaching and learning in the classroom in
misbehaviour.
misbehaviour is common amongst both boys and girls? Unfortunately, yes, it is attributed
more to boys, however it is equally common amongst both genders. We assume boys
misbehave more, but often it isn’t the case and its more so depends on the student and not so
much their gender.
Do you feel there are situations which may encourage students to misbehave? Yes, most
definitely. Some include:
 An unorganised environment or teacher (the teacher sets the mood and will determine
the type of lesson the students will have, so students feed off the teacher’s mood and
respond accordingly)
 Lack of clear expectations (if students don’t know what is exactly expected of them
and what they should or shouldn’t be doing, then without rules to follow, students will
do as they please and this can result in misbehaviour)
 a lack of rapport with teachers (if students don’t respect the teacher, feel they can
connect with the teacher, don’t feel valued or respected in the classroom, then often
they will misbehave)
 classroom environment (a negative environment will result in negative behaviour, for
if the teacher only comments on the misbehaviour and brings attention to it, students
will continue to misbehave to get that attention. But if the teacher focusing on a
positive learning environment, full of praise and positive reinforcement, then students
will act accordingly knowing the positive behaviour will elicit a response from the
teacher, getting them the attention that they crave, as opposed to the negative
behaviour)
 an inability to connect with content (so not understanding the work so they can’t do it,
as a result they misbehave to seek attention, cover up with inability to do the work,
and out of boredom).
 Work is too easy can also result in higher ability students misbehaving as they are
bored and not occupied with an appropriately challenging activity
Can the teacher affect the way students behave in the classroom? As mentioned above,
the teachers’ mood, rapport with students, organisation and response to behaviour most
definitely affects student’s behaviour. If a teacher has good rapport, students respect the
teacher and will behave for that teacher. They feel valued and respected, for this is how you
develop that rapport, and hence they will behave.
Teachers should model good behaviour and ensure students feel valued and have dignity in
the classroom. The use of communication and teachers wanting to understand the reasons
behind the misbehaviour shows warmth, and students feel valued. This supports autonomy,
because it allows for acceptance and encouragement of individuality by allowing them to
gradually take greater control of their lives.
they want, intent on breaking rules etc). Yes, mainly to seek attention, seek power and
avoid failure.
in the classroom? It causes a disorganised classroom environment, where often the teacher
is dealing with the misbehaviour which takes time away from teaching and learning. Students
miss out on content, and this results in holes in their understanding, which then has a
snowball effect. They can’t engage with content, they perform poorly in assessments, and this
all reinforces the idea that they can’t do the work, which eventually results in them no longer
trying. Often it can create tension among peers who don’t want to misbehave and want to
engage with content. But it can also motivate some peers to also misbehave or give up, as
they feel it is futile to try and listen and learn, for it is too difficult in the environment of
misbehaviour.
 It is important to have clear goals and expectations
 Try managing misbehaviour without external assistance to avoid undermining your
authority. Although, you should be aware when external assistance is appropriate.
 Punishment system: verbal warning, private chat with the student (communicate with
them on why they are misbehaving etc), allow them to re-join the class. If
misbehaviour continues send a letter home, detention.
 Positive reinforcement, supportive relationships, positive learning environment.
 Engaging lesson
 Develop Rapport with students
Appendix 3: Casual Secondary Teacher (Female)

content.
should have?
A well-behaved student is one that is respectful to both the teacher and their fellow peers.
They should respect another students’ right to learn by not disrupting them, distracting them
or preventing them from being able to learn to their fullest potential. They aid in creating an
optimum learning environment by being engaged in the classroom through listening,
contributing and enquiring. They support fellow peers and are polite to them. A well-behaved
student also respects and abides by the classroom and school rules.
Misbehaviour can take many different forms. It can be overt and obvious, such as a student
being loud, talkative, disruptive and disobedient. It can also be discreet, such as not doing the
work that is expected of the student, not paying attention or not completing their work in a
satisfactory manner. It is also behaviour that has a negative impact on the student, other
students in the classroom and the learning environment.

My school experience and what was expected of me as a student. I went to a selective school
where there were high standards expected of students and any misbehaviour was not
tolerated. Teachers were very strict in their enforcement of school rules. Even talking briefly
without a teacher’s permission could result in detention.
My university education- masters of teaching has also helped to frame my perception of
what misbehaviour encompasses and how it manifests in the classroom

In my experience, misbehaviour is common amongst both girls and boys.
A teacher can create situations where students are more likely to misbehave, such as when
they aren’t sufficiently prepared for the lesson and don’t create tasks suited to the variety of
learners in the classroom, or if the work is not engaging enough and causes students to lose
interest.
I’ve also found that students may be more unsettled and likely to misbehave towards the end
of the school day when they may have less energy and concentration (especially that last
class on a Friday afternoon!).
As stated above, if a teacher does not use the right teaching methods and pedagogical
techniques to keep students engaged and on-task, then it makes room for misbehaviour to
occur because they may become bored with the work, or find the work too difficult or too
easy to complete and so they may lose interest.
Behaviour problems are often reduced if the teacher can establish positive rapport with the
students. Communication is also key. If students find a teacher approachable, fair and just in
the classroom, they will gain respect for that teacher. They are less likely to display negative
and disruptive behaviour if there is a relationship built on trust and respect.
It is also important to know the school discipline policy and follow the process to ensure
consistency. Following through with consequences makes it clear to students that the
consequences will be enforced. The policy supports the teachers by outlining the steps involved
and creating a paper trail for documentation.
Misbehaviour issues usually arise when students can’t connect with the work, are bored, find
the work too academically demanding, or seek attention/power by changing the class
dynamic. Students who find the work too challenging try to avoid displaying their inadequacy
in front of peers by resorting to attention-seeking behaviour to protect their sense of self.
Knowing the reason behind the disruptive behaviour is crucial to choosing the right strategy
to deal with it. For instance, if the misbehaviour is attention seeking, sometimes ignoring it
can cause the student to stop. However, if it’s because the student finds the work too difficult
or boring, you can address the issue through pedagogical methods such as scaffolding,
differentiating content or selecting activities that spark interest.
in the classroom?
If it is not managed well it can greatly impact the quality of teaching and learning that occurs
in the classroom, not just for the misbehaving student but for the rest of the class as well. If
not managed well by the teacher, it may give other students the idea that misbehaviour is
somewhat acceptable or easy to get away with and cause more students to misbehave. This
can diminish the teachers’ authority and ability to settle the students.
Students who misbehave in the classroom hinder the goals of the Student Welfare Policy as
they disrupt the positive climate of the classroom and diminish students’ ability to learn without
disruption from unruly behaviour (NSW Department of Education, 1996). There are negative
consequences for the individual as well; if its becomes an ongoing issue it can affect their
learning over a long period, particularly if they are missing class due to suspensions.
Through building relationships based on trust and respect, teachers can create a safe and
positive classroom environment where welfare issues such as misbehaviour are reduced or
well-managed. They are more likely to be able to have a positive impact on the misbehaving
student and resolve the issue if they have a good rapport with the student. In managing
misbehaviour, it is extremely important to work as a team and work closely with welfare
team and parents to resolve behaviour issues.
Appendix 4: Pre-Service Teacher (Male)

content.
should have?
Well-behaved students are those who pay attention to the classwork as well as asking
questions when they don’t understand what is being taught. They should work hard and be
involved in all activities to achieve success. Well-behaved students should be leaders in order
to motivate other students.
Misbehaviour is when students disrupt others from their learning by behaving badly in order
to get their needs met. Students misbehaving can be caused by:
• Poor instructional practices
• Poor physical environment
• Physiological factors
• Seeking attention
• Peer pressure in order to impress others

Disrupting the learning needs of others by interfering with teaching activities, harassing
classmates, verbal insults, being rude to teachers.

I think misbehaviour is common amongst boys and girls. It’s the people around them and the
learning environment that makes them want to misbehave.
• When students are bored or do not understand the content in class they may misbehave by
seeking attention from others.
• Peer pressure: they want to impress others.
• Students may not feel challenged enough with the work given so they become frustrated.
Yes, they can, teachers need to build positive learning environments in order to meet the
learning needs of all students.
• If students have lack of understanding to the class content they become frustrated which
leads to them misbehaving in class.
• They want to have control of the classroom
• Seeking attention
• Classroom environment: high noise levels can distract the classroom.
• Coming from a neighbourhood where misbehaviour is common.
• Having mental health issues
in the classroom?
It impacts their academic success for themselves and their peers.
- Peer pressure can influence others to misbehave.
- Students becoming distracted from the lesson.
- I would have activities set out to meet the learning needs of all students. Have extended
activities in order to enhance the learning needs of gifted and talented students
- Make sure the physical environment of the class is designed well to eliminate noise and
extreme temperatures.
- Get to know students well so they feel supported.
Appendix 5: Non-Teaching Friend (Male)

content.
should have?
Well behaved students should be engaging in class, focused on the information being
presented by the teacher. By being focused on the what the teacher is saying the student will
by default would be well behaved.
Well behaved students are also aware of the students around them and try not to disturb them
in anyway, this ensures that both them and the rest of the students are able to focus and hence
maximise learning.
To me, misbehaviour is any action which causes disruption and hence causes the focus of
oneself or others to be broken and hence unsettled. Characteristics such as lack of focus, loud
chatter during a presentation will result in disruptions and hence cause the classroom to be
unsettled and hinder the learning of the entire class.

Both from misbehaving in class in the earlier years of high school, as well as experiencing
the disruption from other students misbehaving.
First-hand experience during tutoring sessions, towards the end of the session the student
begins to lose focus and are more likely to misbehave.

I don’t think it can be seen as mainly attributed to a specific gender, however have been
described to have a lower attention span and tend to lose focus.
Personally, when a teacher is less controlling or ‘strict’ for a lack of a better word, the
students tend to take advantage of that leniency. Also, when a class or session has less
structure the children tend to lose focus.
As I mentioned above to a certain extent yes. The class environment does tend to dictate how
the student will act, and the teacher is a crucial in ensuring an engaging and structured
classroom environment.
I believe that student mainly tend to act out in class due to disengagement (lack of focus or
boredom) and a lack of understanding of what is being taught. However, students do also
misbehave in order to receive attention from other class mates or parents.
in the classroom?
Misbehaviour inhibits the student’s ability to focus and hence grasp the concepts that are
being portrayed in class. The students tend to become disruptive and hence cause the entire
class to loss focus and hence hinder the teacher’s ability to teach and the rest of the students
to learn
I think there must be repercussions that are severe enough to warrant a change in the
student’s attitude in the classroom. However, I think the concept of suspensions are a
hindrance rather than a solution. For some students a suspension is a forced holiday, for
other all the students suspended it results in the students missing out on critical information
being taught on those days.
Appendix 6: Parent (Male)

content.
should have?
I think they should be listening to the teacher, doing their work and not disrupting the class
Kids that misbehave are the ones that are loud, talk in class, disrupt the teacher and distract
other students. Misbehaving is not following the rules that the teacher makes.

Probably seeing my children and the way they behave. My time as a student as well has
allowed me to see how kids behave in class too.

My school was segregated so it was only a boys class. But I would think that boys would
misbehave more often having that pack mentality.
Like I said before about the pack mentality, I think boys feel powerful when in groups with
their mates and want to impress them. If the teacher isn’t strict enough on the students, they
might feel that and start mucking around.
Definitely. They need to set their rules and expectations from the start. I think if the students
know they won’t get away with acting up they probably won’t want to be the ones
embarrassed by the teacher. If the teacher is organised, and isn’t mean so people hate them
but is firm enough to control the class it should work well.
With the boys I have realised they want to be the popular one in the group. They feed off that.
Having the attention some boys love it. Yeah, I think some boys who don’t understand the
work might muck around out of frustration, but they probably can be helped if the teacher
notices.
in the classroom?
It has a follow-on effect. You get a couple students misbehaving and it just ruins the
classroom system. Everyone loses focus, stops doing their work and the teacher has to deal
with it. Boys get annoyed and might get angry or might laugh instead and join in. It affects
everyone in the class not just the person who is mucking around.
 Class structure is important
 Rules and expectations guide behaviour
 Have a set punishment system so students now there are defined consequences for
misbehaving
 Rewards and praise well-behaved students. Attention seekers will behave for positive
attention
References
Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2009). Attributions for and consequences of
student misbehaviour. Physical Education and Sport Pedagogy, 14(2), 155-167. doi:
10.1080/17408980701712148
De Nobile, J., Lyons, G., & Arthur-Kelly, M., (2017). Positive Learning Environments:
Creating and Maintaining Productive Classrooms. South Melbourne, Australia:
Cengage.
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter?.
Handbook of research on student engagement, 97-131. doi 10.1007/978-1-4614-
2018-7_5
Freiberg, H., Huzinec, C., & Templeton, S. (2009). Classroom Managementa Pathway to
Student Achievement: A Study of Fourteen InnerCity Elementary Schools. The
Elementary School Journal, 110(1), 63-80. doi:10.1086/598843
Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behaviour
support in the classroom: Facilitating behaviourally inclusive learning environments.
International Journal of Behavioural Consultation and Therapy, 3(2), 223-235. doi:
10.1037/h0100800
Yuan, X., & Che, L. (2012). How to deal with student misbehaviour in the
classroom? Journal of Educational and Developmental Psychology, 2(1), 143-150.
doi:10.5539/jedp.v2n1p143

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Analysis of data and literature evaluations

Implications for future teaching practices

Appendix 1: Former Teacher (Female)

Students misbehaving in class is an important topic of discussion. It has a huge impact

What has framed your perceptions around what defines misbehaviour?

Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

Interview Topic: Why do students misbehave in the classroom?

Students misbehaving in class is an important topic of discussion. It has a huge impact

Interview Topic: Why do students misbehave in the classroom?

What has framed your perceptions around what defines misbehaviour?

Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

Interview Topic: Why do students misbehave in the classroom?

Students misbehaving in class is an important topic of discussion. It has a huge impact

What has framed your perceptions around what defines misbehaviour?

Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

Interview Topic: Why do students misbehave in the classroom?

Students misbehaving in class is an important topic of discussion. It has a huge impact

What has framed your perceptions around what defines misbehaviour?

Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

Students misbehaving in class is an important topic of discussion. It has a huge impact

What has framed your perceptions around what defines misbehaviour?

Do you think misbehaviour is mainly attributed to a certain gender? Or do you think

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