Pedagogy for positive learning environments: Assessment 1

Misbehavior often referred to as disruptive behaviour negatively influences the

overall classroom environment, interfering with students leaning environment

(Supaporn, Dodds & Griffin, 2003). Student misbehavior can create an atmosphere

that reduces engagement and participation of students within the class. Disruptions

caused by students misbehavior, reduces learning time for all students (Supaporn et

al. 2003). This paper attempts to further examine the factors that may contribute to

young peoples misbehavior in school. Six participants (four females, two males) were

involved in the interview process, utilizing their responses alongside current literature

to justify misbehavior amongst young people in school.

Section one

Bronfenbrenner’s Ecological systems theory (1992) formulated that child

development is “influenced by the dynamic between multiple levels of a person’s

environment” (Waters, Cross, Runions, 2009, p. 519). For the purpose of this paper,

it is important to consider the relationship between people within the school, student’s

family/home environment, the classroom environment and the influence of the

greater community (Waters, Cross, Runions, 2009). In the ecological model, the

classroom is seen as an ecosystem, whereby the classroom environment, attitudes

of a teacher, pedagogical practices and student factors are interacting with one

another. Creating a classroom condition that fosters student engagement can result

in a decline of unproductive behaviour (misbehavior) (Sullivan, Johnson, Owens,

Conway, 2014). The key principle is that student’s misbehavior does not exist in

isolation but rather is a result of the interactions between all aspects of the persons

environment, removing the responsibility on the child alone (Sullivan, et al. 2014).

Understanding student’s misbehavior through this lens allows for a more

comprehensive understanding on student disengagement