What is Misbehaviour?

Bennett and Smilanich identify a list of 36 ways in which students misbehave. Among the list are call outs, talking back, rocking in a chair, doing the opposite of what is asked, and shooting spit balls. The extent to which this list of 36 misbehaviours (in addition, to misbehaviours not listed) are demonstrated in the classroom strictly depends on the ability of the teacher to set rules and expectations that are clear and realistic for the specific group of students. If a teacher fails to spend the first couple of weeks or month of the school year outlining the rules and allowing students to practice appropriate, desired behaviour (for example, quietly forming a line at the door), it is more likely that students will demonstrate misbehaviour throughout the rest of the year. I really think that allowing students to practice good behaviour is a crucial step because they will be able to note the differences between desired and undesired behaviour which will provide them with guidelines to follow.

The important thing to understand about misbehaviour is that students are generally misbehaving due to the fact that their needs are not being met. Whether students are misbehaving because they are seeking attention, power, revenge, or they are assuming a disability, teachers need to demonstrate understanding and be able to implement individual lessons or activities that will help these students meet their needs in a positive way. Some teachers may not consider the fact that their misbehaving students' needs are not being met; therefore, it is unlikely that they will see a change in their students' behaviour, without identifying and addressing their students' unmet needs. This may be easier said than done; however, it is important that teachers address the unmet needs of their students to the best of their ability in order to provide all of their students with the best environment for learning.