Mainly, various causes that contribute to misbehaviour

Mainly, teachers become frustrated when they fail to effectively
manage their classroom. Hence, the instructors and the learners can meet their
emotional needs and educational goals when instructors deal effectively with
student’s negative attitude and encourage the self-control of the learners,
since inappropriate behaviour and disruptions may inhibit student’s engagement
in the learning process. Besides, pupils can’t understand and learn the
concepts of the lesson in a chaotic poorly managed classroom. It is very essential,
to have a balance between teacher’s actions that provide adequate and clear
consequences for negative behaviour and her actions that recognize and reward
positive behaviour.                   According to Sally L.
Kuhlenschmidt and Lois E. Layne (  ), all
educational institutions have students engaged in disruptive behaviours that
hinder the students’ learning process.           For example, students may talk
inappropriately, sleep during class, and they may be late for class and even
leave early. Recently, some schools have reported more dangerous and
threatening misbehaviours, such as, stalking, physical or verbal attacks,
intimidation and hijacking classrooms. Usually, it is sufficient to define the
behaviour without inference, specify emotional responses, and appreciate the
impact of the behaviour’s consequences. Whenever a teacher understands the
various causes that contribute to misbehaviour in the classroom can help her to
select the most suitable solution. Besides that, Dreikurs , one of the three
humanistic discipline model, stated that good discipline recognizes that
students have needs and engage in behaviours that they believe can help them
meet their unmet needs. The role of teacher here is to aid students recognize
their goals and then help them to choose more appropriate behaviours to reach
their goals (Tauber, 2007).  In addition
to that, Dreikurs believes, as do other humanists, that if children feel that
they are getting their needs met, or who feel they are on a definite way to
meet their needs, are less likely to misbehave (Tauber, 2007).

teachers cannot decide what actions to take to stop the misbehaviour until they
identify which goal misbehaving students are seeking. Dreikurs had identified
four goals that describe the purpose of children’s misbehaviour. They include
from least to most serious, bids for attention, power struggle, revenge
seeking, and displays of inadequacy. So, in order teachers define which goal of
misbehaviour a student is seeking, Dreikurs described several different clues that
teachers can use to help them in identifying the student’s goal for
misbehaviour. These clues include the teachers’ feelings when a student
misbehaves, his/her response to the student’s misbehaviour, and the response of
the student to the teachers attempt at correcting the misbehaviour. For
instance, a teacher feels annoyed when a student makes a constant bid for
attention such as, clowning, showing off, and being late. However, teachers
feel their authority has been threatened when a child is engaged in a power
struggle, example, when they are disobedient, apathetic, and stubborn. Whereas,
feeling of hurt accompanies situations when a student is seeking revenge
especially when they become moody, delinquent, and personally abusive. Fiinally,
when a student is displaying helplessness or inadequacy, for instance, giving
up easily and unable to learn, then the teachers feel a sense of despair
(Tauber, 2007).  Therefore, once a
teacher defines the student’s goal of misbehaviour, she will easily provide an
adequate corrective consequence. For example, teachers must ignore a student’s
bid for attention where possible and provide attention to positive behaviour
when the student is not misbehaving. But if the misbehaviour becomes
threatening it cannot be ignored. Sometimes ignoring this type of misbehaviour
is ineffective, it may escalate to a more serious misbehaviour such as power
struggle, and from the other side, ignoring this misbehaviour will prevent the
student from reaching his goal and he will realize that if his work is done he
will receive the teacher’s attention. When the goal becomes power struggling,
teachers must neither ignore it, or fight back or give up. Just as it is
ineffective to ignore a student’s bid for attention, it is equally ineffective
to withdraw from a power struggle, instead the teacher must allow consequences
to take place. And it is very beneficial if the teacher gives the students the
opportunity to find a solution for their misbehaviour, this will give them the
opportunity to be the boss. But students sometimes won’t provide explanations
that lead to logical solutions. Hence, in this situation it is important not to
get into a power struggle with the student. In order to minimize the goal of
power struggle, the teacher should speak calmly with the student to describe
the problem as she see it, listen well to what the student has to tell the
teacher who in turn should openly accept his or her feelings and opinions, and
give “I” message to describe the effect of the misbehaviour including her
reactions to it, in a calm nonaccusatory manner. On the other hand, such
students can be given specific responsibilities such as lunch monitor, help
younger students, or take messages to the office, this will also provide them
with self-esteem and their negative behaviour will be transformed into a
positive and reproductive one. If the student misbehaviour is to seek revenge,
first of all the teacher must not retaliate or take it personally. Instead, she
has to acknowledge the misbehaviour, and then a sincere caring statements and
actions must be generated to prevent the student to continue seeking revenge. 

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