Within an ideal learning environment, effective learning is thought to have an array of

positive outcomes for both teacher and for the students. Historically, schools have
been associated with behavioural trends and throughout recent years it has
consistently been nominated one of many leading problems that schools have been
challenged with. These misbehaviours within young people may include negative
attitudes towards learning, disrespect, failure to engage, excessive sociability and
problematic participation, and general disruptions among others (Johnson, Goldman
& Claus, 2018). Considering this, it is crucial to understand ‘Why young people
misbehave in school?’ as it will improve classroom management techniques and
strategies. Regarding misbehaviour with students, this report will undertake multiple
literature findings in the field of adolescent development, behaviour and behaviour
management and how the interviews including parents, teachers, pre-service
teachers, and non-teaching friends compare to the findings. To add, the following
findings will also suggest implications for praxis including personal awareness and
teaching practices as a pre-service teacher and include classroom management
tools to improve teacher practice in relation to student behaviours.

Section One
Cothran, Kulinna and Garrahy (2009) state that a key critical teaching skill and
concern for educators is effective classroom, and as that has been the focus of
research, educators have understood what occurs within a classroom. Regarding
misbehaviours, students seek attention which involves misbehaviours of getting the
‘teachers’ attention so the teacher doesn’t forget about them’ (Donnetta, 2009, p.
14). To understand seeking attention behaviours, choice theory explains the need of
relationship, acknowledgement, or respect from teachers outlines a key role in how
individuals desire a required basic need, to which humans need to feel satisfied, and
if these are not met students may feel the need to act on these absences (Britzman,
2011). Teachers perspectives of ‘seeking attention’ in relation to students suggested
that it was also linked to poor home lives as ‘they don’t get it at home’ (Brizman,
2011, p. 63). Peretti, Clark & Johnson (2001) also suggested that links between
parental rejection and seeking attention behaviours occur due to distorts and
devalue of their self-concept. These students attempt to gain these needs through
acceptance and social relationships through a variety of attention seeking
behaviours including disruption, apathy, student clowning, needless talk, aggression
and defiance of authority. Additionally, within seeking attention and parental link,
Johnson, Goldman & Claus (2018) claimed that student misbehaviours arise from
poor role modelling from parents, as such a contributing factor of misbehaviour due
to inappropriate levels of active role within a student’s life. Link between questions
on misbehaviour is linked to seeking attention for desired needs, as such it is crucial
to implement an inclusive environment and communication strategies as an active
reciprocal process to contribute to a solution.
Another finding as to ‘why students misbehave’ relates to external factors including
bad teacher-student relationships which can be a reason as to why a student may
misbehave. This theme relates to students’ actions regarding ‘ineffective teaching’
and ineffective relationships (Johnson, Goldman & Claus, 2018). In addition, these
concepts are indicative of poor classroom management or low expectations within a
classroom and as a teacher, holding unrealistic, overdemanding ideas on classroom
management, student learning can hinder teacher effectiveness and the ability to
connect and build on student relationships, and thus leading to student
misbehaviours (Nucci, 2002).This suggest that students may not feel challenged or
connected to behave adequately, the content information may be inappropriately
taught for diverse learning which can result in being mentally withdrawn due to
cognitive ability, boredom or frustration within the learning material or teaching
management skills (Nucci, 2002). Furthermore, the importance of teacher-student
relationship is outlined within Split, Koomen and Thijs (2011) as the article suggest
that teacher-student conflict and low expectations result in undermining students and
encourage feelings of helplessness and contribute to negatively to student stress
and negative emotions, thus resulting in student misbehaving in low expectation
environments. Attribution theory suggest teachers will make attributions when
positive outcomes occur but reject the responsibility for negative outcomes, as such
it is crucial to implement positive relationship and acknowledgements when dealing
with students.

Another factor as to ‘why students misbehave’ can be shown between

misbehaviours and the effects of insufficient sleep. Within adolescent years, on
average, adolescents do not obtain sufficient sleep on school days and in general
(Roberts, Roberts & Chen, 2001). Lin and Yi (2014) found that unhealthy sleep
practices and inadequate amounts affects student’s academic performance,
concentration and enhance misconduct behaviours within a classroom. Although the
direct effects of unhealthy sleep practices ties with conduct problems with
adolescence, Killgore, Kamimor and Balkin (2010) found that unhealthy sleep
practices related to cognitive functioning including their emotional imbalances and
wellbeing, thus relating to negative emotional reactions and low levels of emotional
control within the classroom, thus misbehaviours of aggression and anger are
heightened.

Section Two
All interviewees were required to read and sign the consent form before the
interviews were conducted. The involved interviews were conducted in libraries and
prior to commencing, it was noted that the individual’s identity would not be disclosed
within any work for privacy matters. The candidates of the interviewees included:
M1 Male - 35 years, Retail worker (Parent)
M2 Male – 30 years, Secondary educator (Teacher)
M3 Male – 24 years, Pre-service teacher
F1 Female – 21 years, Student nurse (Friend)
F2 Female – 25 years, Secondary educator (Teacher)
F3 Female – 29 years, HR coordinator (Friend).
Once interviews were completed, all interviewee’s answers were then categorised by
underlying themes of seeking attention, curriculum, teacher-student relationship, and
poor patterns of sleep. These themes were categorised by several ways including
reading their answers to each question and allowing each participant to categorise
their answers under appropriate themes and subheadings. These themes were
gathered by previous knowledge and research prior to conducting interviews as a
start as well as creating various others during the interview based on frequency of
answers by interviewees.
The most common responses from the interviewees were underlying themes of
attention seeking to which participants either linked with low self-esteem, bullying
and home-related issues. M1 a parent, stated that “As I was younger, my problems
at home transitioned to me being disruptive in class, that made me feel angry at
school.” When asked to go in detail of attention seeking, M2 a pre-service teacher,
believed that “they seek attention as a underlying problem of self-esteem issues,
they don’t feel comfortable with themselves”. Meanwhile, F2 experiences within a
classroom suggested that “attention seeking in some cases linked with their self-
confidence, they try to do it because they want to feel noticed and feel good”.
Another common theme found within interviews was connection between teacher
and student relationships. This theme contained ideas of connecting and build
relationship towards students. These ideas were identified through answers from
certain interviewees such as F3 a friend, who thought “teachers who did not care or
did not connect to students, I feel the students reciprocated that same energy”, and
F1 a friend who also suggested that “I misbehaved only when we had a casual or a
teacher I did not know.”
The final theme that emerged from the interviews was sleep, most interviewees
believed that irregular sleep patterns or lack of sleep connected to student
misbehaviour. M2 believed “students sometimes prioritise their social aspects over
their needs of rest” thus leading to them being” sleep deprived” and disruptive within
the classroom environment. M1 believed that sleep affects student’s concentration
and cognitive and mental ability to stay “focused” which results in them being
disruptive and aggressive within a classroom.
Section Three
From literature findings, seeking attention is key theme as to why young people tend
to misbehave. As suggested through the understanding of theoretical literature
including choice theory, understanding that young people misbehave due to a lack of
a basic needs is a factor as they act upon the needs they desire. Through a deeper
understanding, these behaviours of seeking attention could be related to many
factors including home related issues with family, peers, low confidence and self-
esteem issues. Similarly, in some answer’s interviewees had similar responses to
the literature however they failed to understand that these issues were evident due
to the lack of needs either the students or themselves were experiencing that led to
disruption, apathy, needless talk, aggression and defiance of authority.
As mentioned earlier, student’s misbehaviour is more likely present when teacher-
student relationships are linked to ineffective management skills, low expectations
and poor connection resulting in frustration, boredom and being mentally withdrawn
with either the teacher or the learning material (Split, 2014). The findings are clear on
teacher-student relationships as a key component for positive behaviours with young
people within the classroom is critical as it builds effective communication and
promotes equity within the classroom. Another skill is knowing students and
responding to their needs. This is also found within the responses of F1 as she
suggested that misbehaviour occurred when they “did not know the teacher.”
However, apart from F3, answers did not suggest the importance of teacher
expectations nor the importance of relationship contribution on student behaviour
and teacher management skills.
Understanding that during adolescent years it is common for young people to
experience insufficient sleep during school days and the weekends (Roberts et al,
2001). As this is the case, it is understood that unhealthy amounts of sleep result in
student performance, concentration and ties into misconduct and negative
behaviours within the classroom (Lin & Yi, 2014). Responses of the interviews also
tied into this theme of sleep as an important factor into young people’s lives and the
relation of misbehaviour within the classroom as M1 believed it affected their
concentration and cognitive ability to stay focused which resulted them in being
disruptive and displayed aggressive behaviours within the classroom.

Section Four
By analysing both literature findings and results from the interviews, it has allowed
for a greater insight and understanding towards behaviour management and many
factors that affect adolescent behaviours. Student seeking is a consistent feature
within the findings and results as to why students misbehave, this may include
students clowning and bullying others for attention that may include myself, however
from new perspectives, this may not necessarily mean that they are acting in a bad
manner purposely. Young people seek attention, association and connectedness to
peers, adults and people they are surrounded by. By understanding choice theory
and techniques of behaviour management skills to further investigate these problems
it has come to my understanding that humans have basic needs that need to fulfill,
by seeking attention, I understand that there could be an underlying problem of the
individual that they are not receiving in result of them misbehaving. Understanding
this, I would do this by creating an inclusive class environment that encourages them
to be involved within the activities in various ways that allow positive teacher
attention towards those students. I would also create a positive environment for
these students by greeting them or discussing things that interest them or what they
dislike. I would also create a positive environment that creates expectations for
positive behaviours such as being on task and not disrupting students. These
methods could apply to a whole school process that can target students for various
achievements and in different ways. This could create a high expectation
environment for all students by creating a positive learning environment that is
inclusive and engaging.

As Gillespie (2002) recognised inherent qualities of teacher-student relationship

included caring, knowing, trust and mutual respect result in a classroom where
students were affirmed and supported to achieve their best, it is to my understanding
that building a relationship with students and getting to know them is an important
factor to enhance engagement and minimise misbehaviour. To achieve this, I will be
more engaging with students and their lives, talk to students and understand their
perceptions and expectations within class, building mutual respect, recognising when
there are negative outcomes and focusing on guidance and care through ideas that
young people’s behaviour is governed by their needs. Understanding that having
rigid, unrealistic beliefs on students may lead to unpleasing experiences within the
classroom. Due to this, having time to reflect on control vs care strategies when
dealing with students will be critical in the relationships we build. This could also be
implemented when regarding sleep. As sleep is understood to affect academic
performance, concentration and behaviours (Lin & Yi, 2014) it is crucial for to deal
with this as this factor into misbehaviour within the class. In order to collaborate and
teach students who may feel tired, I could also implement routines that allow
students to stretch, be active and create engaging material that allow students to
participate in.

In conclusion, it is understood that within learning environments, students may have

many reasons as to why they misbehave, including internal and external factors. By
understanding theoretical literature on adolescent development, behaviour and
behaviour management and the relation to interview findings, adjustments for
teaching practise based on seeking attention, teacher-student relationships and
sleep has altered my decisions as a pre-service teacher and continue to further
develop personal awareness and improve teaching practice as a future teacher.
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