I think defining misbehavior can be rather complicated. For me, misbehavior is not just a particular behaviour; rather, it is a specific context where there is a particular behavior. For example, my beliefs are that a classroom should be a setting where students have the freedom to share ideas and learn from one another. I feel that open-discussion and chatter in a classroom is music to my ears. However, I also feel that there are particular situations where the teacher needs to talk/ instruct and, during those times, I expect students to show respect and listen. Often, students will talk during this time, disregarding the teacher's instructions, and disrupt others. This could be considered a misbehaviour- the student is not not acting in an appropriate manner for that particular situation. So, while talking out in class is often welcomed and encouraged, it becomes a misbehaviour when it occurs in a different situation where the teacher has communicated this beforehand.
So, I think misbehaviour has a lot to do with differing situations, environments, and people. As we grow older, we come to learn the appropriate behaviours for each setting. In a classroom, I think these differences in expected behaviour are logical ones and often reflect the teachings of manners and respect. However, I feel it is important for the teacher to make these expectations clear to students first, before labelling a student's behaviour as a misbehaviour. When I first started my practicum, I recall some students who used to shout out the answer or immediately start talking when they wanted to. In my mind, I couldn't help but assume these students were "misbehaving" and contributing to the slight chaos of the classroom. Soon I realized their teacher, who they were used to, permitted this open talk. While I may not fully agree with her way of doing things, she had made these behaviurs permissible in her class. The students felt they were doing nothing wrong-and weren't in my eyes. But, I soon had to create rules that worked for me. I made it clear that I expected hands up, unless I instructed students to openly discuss (and often did). This way, I was able to give every one an opportunity to share their ideas, but in a way that worked for me. So, students soon learned that misbehaving meant differnt things to me than their other teacher.
My point is this: the definition of misbehaviour is often heavily based on the rules set out by some sort of authority figure. Different rules equal different definitions of misbehaviour. Overall, though, my goal in dealing with misbehavior was always the same: in handling student behaviors, I always made clear to the students that it was the behaviour itself I disliked and not the actual student.
I am curious...how does misbehaviour mean varying things to you? In other words, do you agree that a particular behaviour is okayin one situation, but not another? And misbehaving involves acting in a manner deemed inappropriate for that particular situation?
1 comment:
Hi Chelsy: I was very drawn to your well-written and thought-provoking post and kept coming back to it. "It is a specific context where there is a particular behaviour.." which ties in so beautifully with, "...it is the behaviour itself I disliked and not the actual student." How critical that is, to keep one's emotion at bay and as Lorna mentioned, be able to predict our own potential reaction. Maybe that is where it is meaningful to understand our own personality types. I think on how I reacted impatiently with a student who late to class in my grade 6 short practicum. This was the 2nd day in a row. I can be a stickler for the rules and I pounced on this boy (at least not publicly, as the others were in French - MY SA was insistent that no-one was late for French and had to get there before morning attendance).
My SA stepped in and I discovered quickly thereafter that the boy's mom was very ill in hospital and his aunt was driving him to school. I felt terrible and apologized to him, which he graciously accepted. My SA really reinforced with me to discover the underlying reason before reacting, even though it was her insistence about getting to French class on time was part of the reason why I was irritated with the boy initially. Hence each situation is unique.
Regarding your question, "In other words, do you agree that a particular behaviour is okay in one situation, but not another?" I think that very clear guidelines must be drawn in this regard. If I am training a dog, I don't change my command from "come" to "here" or "sit down" when I mean "sit". While childen aren't dogs, they are very attuned to what is fair and what isn't. Now in saying that, there is room to be flexible as long as the students understand the guidelines what is acceptable and what isn't. On a personal level, I don't like my kids to eat in the playroom, but will make exceptions such as a party, or a hockey game.
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