102082 PEDAGOGY FOR POSITIVE LEARNING ENVIRONMENTS

JADE CUNNINGHAM 17999508

ASSESSMENT ONE 1H 2018

‘Why do young people misbehave in school?’

Understanding the reasons why young people misbehave in school is shaped by

the attitudes and beliefs held by individuals as defined by theoretical literature, research

and experiences. It is important for teaching practice and pedagogy to understand the

developmental, psychological and environmental reasons for adolescents’ misbehaviour

(De Nobile, Lyons & Arthur-Kelly, 2017). Understanding the definition of student

misbehaviour is important for a conceptual understanding of the issue. Although defining

student misbehaviour can have many meanings, at its simplest form misbehaving in the

context of a classroom can be understood as a behaviour that interferes with the learning

of an individual, and/or other students (Beaman, Wheldall & Kemp, as cited in De Nobile,

Lyons & Arthur-Kelly, 2017). Inappropriate behaviour disrupts both the teaching and

learning processes within the classroom. This essay will incorporate personal opinion and

academic perspectives on why students misbehave, to establish an understanding and

awareness of the impact misbehaviour has on teaching practice. Engaging in literature and

research studies provides a basis for an understanding of adolescent development and

behaviour management. The personal opinions of members of society have varying

opinions developed by personal experience of why misbehaviour occurs in the classroom.

Educational research and theoretical literature has aimed to establish an

understanding of why students misbehave. There is no singular reason for misbehaviour

in the classroom, rather a combination of developmental, psychological and

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environmental factors that influence the behaviour of students. It must be recognised that

in educational research all teachers and students possess their own theoretical

perspective and experiences that have shaped their perceptions for the reasoning behind

misbehaviour (Lyons, Arthur-Kelly & Ford, 2015). Little (2005) highlights each year group

in high school present varying problem behaviours and reasons for this misbehaviour. The

following literature synthesis provides a contemporary understanding of the common

themes representing why students misbehave in school.

Firstly, developmental factors have a significant role in why young people

misbehave, as during secondary schooling adolescents are facing many cognitive, social

and moral developments that can impact their behaviour (De Nobile, Lyons & Arthur-Kelly,

2017). Puberty and cognitive development has a significant role in developing the

functioning of an adolescents emotions, mental processing and social development

(Warren & Yu, 2015; Arnett, 2014). The contemporary research of teachers’ perceptions

of young people misbehaviour have shared the identification of cognitive processes that

are responsible for off-task behaviours such as a lack of attention, aggression and

attitudes as factors for misbehaviour (Crawshaw, 2015; Van Uden, Ritzen & Pieters, 2013).

Understanding the development of adolescents cognitive, social, physical and emotion

processes is a critical consideration for understanding misbehaviour as throughout high

school young people are facing changes chemically, physically and mentally.

Secondly, the impact of psychological factors is a common theme within research

and literature as a reason why young people misbehave. The developmental impact on

adolescents flows into the effects mental health, self-esteem and disability can have on

behaviour. Largely educational research such as that conducted by Cothran, Kulinna and

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Garrahy (2009) identifies the need for attention or peer approval as reason for young

people misbehaviour. A deeper understanding into the impact of self-esteem and mental

health can be inferred in many examples as an interrelationship with seeking peers

approval or attention. Research into misbehaviour often presents gaps, with the deeper

meaning behind the common categories unexplored. Psychological factors for

misbehaviour in schools can largely be impacted by the environmental context of

students.

Lastly, environmental factors are the final theme that will be addressed as an

attributed factor for young people’s misbehaviour. The learning environment of a student

is powerful for behaviour management. Along with the classroom environment, the

school community, teacher attitudes, home life and cultural norms operate and impact

upon young people. The environment for learning and the teachers’ attitudes towards an

individual has been identified by students as a reason why they misbehave (Cothran,

Kulinna & Garrahy, 2009). Students can sense a teacher’s attitude and expectations for

the class impacting the classroom climate (De Nobile, Lyons & Arthur-Kelly, 2017).

Students’ behaviours are reflective of the attitudes and expectations they are given,

impacting on the teacher-student relationship. The environment students experience at

home, school and in the classroom has significant influence on their why they behave a

certain way.

Six participants were interviewed to gain an understanding of the varying

perceptions people hold in regards to why young people misbehave in school. The

interviews were conducted in a private and quiet space. Ethical considerations were made

in the interview process, with each participant given adequate time to read the participant

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information sheet, ask any questions and sign the provided consent form before the

commencement of the interview. Participants were aware their responses would be

noted and that they would be de-identified. The participants were equally balanced with

three females and three males interviewed. The age, occupation and schooling experience

of the six interviewees varied to gather a holistic understanding of themes. Participants

were selected from the categories of parents, teachers, pre-service teachers and non-

teaching friends. A description of the interview participants are as follows:

F1- Female, 23: Year 3-4 Primary School Teacher, in first year of full time teaching

F2- Female, 23: Business and Communication University Student

F3- Female, 59: Retired Mother

M1- Male, 22: I.T Junior Engineer

M2- Male, 23: History and Geography Pre-service Teaching Student

M3- Male, 60: Workshop Foreman and Father

Each interview asked the question ‘in your opinion, why do young people misbehave in

school?’, with follow up questions depending on individuals responses, to draw detail

from the initial response.

The six interviews presented similar and contrasting ideas surrounding

misbehaviour. A common theme identified by all six participants was that the content

being delivered to students is a reason for student misbehaviour. M1, M2 and F3

mentioned that content can be ‘boring’, M3 questioned content relevance, and F1 and F2

identified that modes of content delivery will affect student engagement and behaviour.

Four of the six interviews identified in varying way that teacher instruction is a reason why

young people misbehave. M2 highlighted that “if students don’t know how to complete a

task, they won’t do it”. This is a valuable perspective of why students may misbehave

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towards teacher instruction. A theme presented by M3 and F3, both of a similar age,

identified a lack of discipline as a reason for misbehaviour, when reflecting upon their

experiences at school. Both participants drew upon the media and its portrayal of youth

having a lack of discipline in school. One major theme presented across the six interviews

is the central focus of students and teacher, with no interview mentioning the classroom

environment as a factor for misbehaviour. The interview findings presented both similar

and differing understandings and reasons why young people misbehave in school.

Reflecting on the synthesis of contemporary literature and the findings of six

interviews demonstrated similar and different perspectives of why young people

misbehave in school. In contrast to literature, interviewees made little reference in

regards to developmental factors influencing behaviour. Only F1 mentioned age and

maturity as a reason for misbehaviour. As a primary school teacher, F1 reflected on her

experience of misbehaviour in a composite classroom, with an identifiable difference

between the maturity and behaviour of students when given an independent task. The

identification of age and maturity can be linked to the cognitive development of an

adolescent as identified by De Nobile, Lyons and Arthur-Kelly (2017). In a classroom, each

student will be of a varying age and maturity, influenced by which stage of cognitive

development that adolescent will be experiencing (De Nobile, Lyons & Arthur-Kelly, 2017).

This will contribute to a young person’s social and moral development, influencing their

behaviour in the classroom.

Largely the interview responses that focused upon students reflected the

literature review theme of psychological factors for young people’s behaviour. M1, M2

and F2 identified peer pressure and peer influence as a reason for misbehaviour. Both M1

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and M2 reflected on their schooling experience and identified the pressure of young males

to behave in a certain way. Students in Cothran, Kulinna and Garrahy (2009) research

study identified social pressures as a significant influence on their misbehaviour.

Comparing the responses of the interview findings and literature identifies that the

psychological need of adolescents to ‘fit it’ and gain peer approval has a significant effect

on their behaviour in school (Cothran, Kulinna & Garrahy, 2009). In contrast to literature,

no interview identified mental health or disability as a reason for student misbehaviour.

When questioned about possible hidden psychological factors as a cause for student

misbehaviour only M2 and F1 commented that they understood that mental health could

play a role in misbehaviour, though had focused most responses from a teacher

perspective, rather than student centred reasoning for misbehaviour.

Environmental factors were highlighted throughout literature as a significant

influence on young people’s misbehaviour. Both Cothran, Kulinna and Garrahy (2009) and

De Nobile, Lyons and Arthur-Kelly (2017) demonstrated the influence home life, classroom

environment, teacher attitudes and cultural norms have on young people’s behaviour. In

contrast to the synthesis of literature, interviewees largely focused the teacher as being

the influence of environmental factors, with only two of the six interviews identifying

outside factors operating to disrupt the classroom. Teacher attitudes towards content and

instruction was highlighted by F1 saying “young people will notice a teacher’s outwards

enthusiasm towards that day”. This demonstrates that a teacher’s attitude towards

content and their students will reflect their behaviour in the classroom setting (De Nobile,

Lyons & Arthur-Kelly, 2017). M3 and F3 identification of a lack of discipline and

consequences for student misbehaviour can be attributed to school policy and todays

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cultural norms. M3 reflected on his schooling experience mentioning the threat of

corporal punishment largely shaping his behaviour during schooling. It is important is

considered the changing cultural norms throughout Australia’s education history and the

varying school policies towards consequences as a preventative for misbehaviour. Student

misbehaviour in school is influenced by environmental factors.

The combination of literature and empirical research, as supported by the

perspectives of interview participants has provided a holistic understanding of

misbehaviour and its causes. The implication of a personal awareness of factors causing

misbehaviour shapes a personal understanding of student behaviour (De Nobile, Lyons &

Arthur-Kelly, 2017). It is important for a teacher to recognise the underlying reasons for

misbehaviour in order to best support the student and their learning. In the classroom,

having a personal awareness of your own attitudes towards the content and your students

is important to create a positive classroom environment. An implication of a personal

awareness of factors influencing young people’s misbehaviour allows for self-reflection of

your own enthusiasm and instruction given to your students. An understanding of the

development of an adolescent and their cognitive, social and emotional behaviours is

important for building supportive relationships with your students. Creating a supportive

learning environment for students centred upon a personal awareness of misbehaviour

influences is an important conclusion to draw from literature and research.

A developed understanding of themes of student misbehaviour allow for an

improved teaching practice and pedagogy. An awareness of reasons for student

misbehaviour informs teaching practice, allowing modifications to be made to enhance

the classroom learning experience. Students’ behaviour can largely be shaped by the

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classroom environment and modes of learning. Reflective practices such as being aware

of the types of resources used, methods of content delivery and the interests of students

is an important teaching strategy to enhance student engagement and behaviour (Little,

2005; Van Uden, Ritzen & Pieters, 2013). As peers have been demonstrated to have

significant influence on adolescent behaviour in the classroom, influencing off-task

behaviours such as a lack of attention to instructions or calling out, it is important to

address these types of behaviours within your teaching practice (De Nobile, Lyons &

Arthur-Kelly, 2017). Developing class rules and expectations with the students provides

accountability and influence in their learning. This strategy is important to support

students behaviour and learning in a way that facilitates peer interconnections. Inclusive

teaching practice should allow students to be involved in how they will learn and in what

way to encourage motivation and engagement in learning, encouraging on-task

behaviours. The implication of an awareness of student behaviour allows teachers to

develop strategies for individual classes to support positive learning and social behaviours.

The synthesis of literature and interview data provide an informed understanding

of the implications of young people’s misbehaviour on teaching practice. The use of a

literature review demonstrates the themes of developmental, psychological and

environmental factors influencing the behaviour of students at school. Understanding

different perceptions of why student misbehave using interview data collection provides

an awareness of behaviour and its influences through personal experience. Contextual

factors have a large role in shaping personal perspectives of young people’s behaviour.

Comparing and contrasting findings of literature and research identify similarities and

differences in the contemporary landscape of schools. An awareness of factors for

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misbehaviour informs both a personal and professional understanding of adolescents in

the classroom. Application of pedagogical strategies will support the learning and

development of students during their schooling experience. It is important for teachers to

have an informed and contemporary understanding of why students misbehave in order

to support them both personally and academically.

Word Count- 2 158.

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Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). Pearson Education
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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

Crawshaw, M. (2015). Secondary school teachers' perceptions of student misbehaviour: A

review of international research 1983 to 2013. Australian Journal of Education, 59(3),
293-311. doi: 10.1177/0004944115607539

De Nobile, J., Lyons, G. & Arthur-Kelly, M. (2017). Positive learning environments: creating
and maintaining productive classrooms. Victoria, Cengage Learning Australia.

Little, E. (2005). Secondary school teachers' perceptions of students' problem behaviours.

Educational Psychology, 25(4), 369-377. doi: 10.1080/01443410500041516

Lyons, G., Arthur-Kelly, M., & Ford, M. (2015). The Lyford Model of Classroom Management:
Authentication through Continuing 'Reflections from the Field'. Creative Education, 6,
2063-2076. doi: 10.4236/ce.2015.619211

Warren, D. & Yu, M. (2015). Pubertal status and emotional, school and social functioning.
Australian Institute of Family Studies. Retrieved from
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Van Uden, J., Ritzen, H., & Pieters, J. (2013). I think I can engage my students: Teachers'
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