So many ideas have been discussed and opinions expressed. It really feels as though any addition is just rehashing someone else's thoughts, but here goes:
At it's most basic level, misbehaviour is any sort of behaviour that has been deemed unacceptable. Now that is a ridiculously simple description, since as most of us will probably agree, 'unacceptable behaviour' is, for the most part, subjective. Obviously violence and derogatory comments are clear cut examples of misbehaviour, but what about sitting on desks, calling out of turn, running instead of walking, talking when the teacher is talking, etc, etc, etc? All of these actions may be a sign of misbehaviour to one teacher, but not necessarily to another.
I guess one must determine what misbehaviour is before they can ask the more important question of 'why do students misbehave?' There are many reasons for this, and our Classroom Management textbook does a good job of laying out potential reasons and the escalating levels depending on how the behaviour is dealt with.
I misbehaved all the time as a student. As long as I can remember. That said, I was a straight A student in elementary school and while my grades slipped in high school, I was an IB and Honors student. But still I misbehaved. Early on I believe my misbehaving was about boredom. School was very easy and I would lose focus easy. I would finish an assignment or answer the question, and then there would be nothing to do but talk or annoy people while I waited for them to finish or for the teacher to move on to the next question. Later on though I think I can honestly say that it became about attention. I liked making people laugh or being the one in trouble for saying what others might have been thinking but wouldn't say. So for someone like me, it would be pretty easy to deal with my misbehaviour. To begin with, get me involved. If the task is easy, get me helping others who are struggling or give me something advanced to try. As for attention, give me a voice. Change up the dynamics of the class regularly as opposed to the old school 'talking head'. If I get to voice my opinion to the class or amongst a group, or be put into groups and have my energy focussed on the task at hand, I`m much less likely to feel the need to call out or make a rude comment.
I believe these elements are at the heart of misbehaviour. Boredom and lack of attention or not having a voice cause one to look for action or fight for attention, both of which can be detrimental to the classroom environment. Then, depending on how the teacher responds, the student can feel that either their cries for attention worked, so they will continue, or now they are not only bored but embaressed and angry at the teacher, so the misbehaviour escalates.
Students are going to misbehave. Sometimes there is nothing one can do to prevent it. But quite often if the teacher looks at his/her own actions/reactions, and how they are managing and giving voice to the class, they will find the answer to a lot of the 'misbehaviour.
3 comments:
Hi James.
Thanks for sharing this, especially the personal disclosure of your own "misbehaviour".
I think boredom is a HUGE topic that, again, does not get the acknowledgment it deserves among teachers.
Why?
My guess is the issue of student boredom is ignored because behind it lurks a problem teachers really fear: the 'bell curve' of class ability. I think this one may be largely a systemic problem and thus, it cannot be entirely solved without radical reform.
How can teachers who already feel overworked to provide stimulating curriculum, be expected to additionally provide for the two extreme ends of the spectrum simultaneously?
On one end there are students with great struggles who rightly need and deserve near one-on-one teacher attention to keep up to grade level in some subjects.
On the other end there are students like yourself, finished early and BORED. But how can a teacher add additional challenging and engaging curriculum tailored to this advanced group, while also being present for the teaching time needed by a struggling group?
I think, simply, we need to have a higher teacher-student ratio to meet the needs of these 'extreme' groups adequately. This is not under our control however, so we (or I) tend to neglect the advanced students in favour of the struggling students (it's a shame).
In the meantime.
I like your suggestion for student led activities and peer support. Teaching kids to teach is a great idea!
I hope to do a lot of this. IN my classroom I also fantasize about having monthly "parent-as-teacher" events, where I teach parents how to teach their kids, or help them along in their educational journeys.
Teachers are professionals, but we dont have to keep all our tricks up our sleeves. If a healthy classroom community develops who knows? Parents might even become those second, third, and fourth volunteer teachers we could use in our classroom!
Anyway thanks for the thought provoking entry.
-Mark
James, and Mark
So well said! And I'd only add that after the first few people have their say, there is little to add.
I agree with James, and can relate to his misbehavior in class. I especially liked the comments about the teachers reactions and actions as being the determining factor to how far the misbehavior can go. Its important to remember that not all kids will behave all the time, in fact, they are going to slip up frequently, as we all do as adults. I can't tell you how often I've been yelled at because somebody perceived my actions as social misbehavior. To me, they were totally acceptable, and since I'm an adult I therefore have the judgement to say so, right?
When I was in high school I constantly fell asleep and had trouble paying attention in class. I was lucky, in that my history teachers [through the years] have all been great about it. I am a terrible history student, but its not like I was doing it on purpose. The teacher did the right thing and only barely acknowledged it so as not to embarrass me too much. What would have happened if they had reacted poorly and yelled or sent me out? It would have escalated because I would have kept falling asleep, and they would have kept freaking out until I was suspended for "misbehavior."
Luckily I'm a good, nice student overall, and its easy to see I'm not doing it on purpose.
As far as advanced students go, it is all about being prepared for them. They will have to learn to work independently if they want to work ahead, or they'll have to help others who are struggling. I was blessed to have a gifted student in my 405 practicum. He was regularly a week or more ahead of where I was with the rest of the class. It was impossible to keep him busy for more than half a class. What a challenge! But, I linked him with my upper level [I had a 9/10 split class] and when he was done he helped others and learned what the grade 10's were up to as well. He said he would take photography the next year because of me. [bragging! but it was a 405 highlight]
As for one on one attention and having more teachers in the class: Yes, its incredibly hard to be everyone everywhere all the time. So don't be. Be the best you are, and have students take responsibility for the class. Your high achievers will love some responsibility and recognition for going above and beyond, and then you can do what you do best. Its easier said than done, but it works.
I really think that misbehavior is just a symptom of larger problems either in the class or from outside sources, and should never be taken personally but only as a symptom or sign. Treat the disease, and the symptoms disappear.
-Patrick
Great discussion!
Getting to know why you are perceived as the bad guy is really important.
To begin to verbalize what you feel and start listening (to yourself and others) in a non-threatening environment begins with little steps.
If it attention (or power) that is the impetus for the disruption, being aware of that and thinking about how you feel receiving other types of attention is a start....little by little, step by step.
It is reflection and time to think, learning new vocabulary, and listening differently to yourself and people around you. I am talking about both teacher and student.
Lorna
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