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In addition to peer influence there are also various other reasons why students may
misbehave in the classroom, specifically adolescence. Research has expressed that a
positive teacher-student relationship may be the foundation of preventing
misbehaviour in the classroom as well as promoting engagement and achievement
(Greene, 2011, p.26; Koutrouba, 2013, p.2; Sun & Shek, 2011, p.7). Misbehaviour
may be a response to the teachers inability to satisfy the basic needs of students such
as belonging, love, self-worth, freedom, fun and survival (Sun & Shek, 2011, p.7).
Another contributing factor to the reasons students misbehave is the unfair treatment
teachers may give in placing higher expectations on higher achieving students and
inadequately catering to the various diverse needs of students, including individuals
that may obtain a leaning disability or behavioural disorder (Greene, 2011, p.26). The
expectations parents have on their children and the expectations students have on
themselves may also be a factor in the reasons why students choose to behave or
misbehave (Goard, See, & Davies, 2012, p.27-42).
There were six individuals who where interviewed for this assessment, which were
asked a series of questions based on why they think students misbehave. The
participants consisted of: Person A is a 24 year-old-female with a background in
health; Person B is a 31 year-old female who is a teacher and a mother; Person C is a
22 year-old male who is a pre-service teacher; Person D is a 17 year-old female who
is about to undertake the HSC; Person E is a 21 year-old father who is also a preservice teacher; Person F is a 17 year-old male who is about to undertake the HSC.
Half of these participants are male and the other half is female, two participants are
currently in high school, two are parents, two are pre-service teachers, one is a teacher
and another has a background in allied health. The participants were selected for the
diversity in their backgrounds and the valuable insight they bring to the research
being undertaken.
Furthermore when participants were asked why they believed students misbehaved
they all agreed that there were various reasons including biological, psychological,
Five of the six participants reported having a teacher and/or parents as a role model.
Therefore teachers and parents obtain a role in the misbehaviour of students. The
behavioural and academic expectations of teachers have a strong impact on student
learning (Tsiplakides & Keramida, 2010, p.22). These expectations are communicated
to students as some teachers may subconsciously offer more learning opportunities to
excelling students and thus have a negative impact on some students and promote
misbehaviour (Tsiplakides & Keramida, 2010, p.22). Students who are not treated
equally are very well attuned to the behavioural cues from teachers, as these
students also experience a lack of warmth and support (Tsiplakides & Keramida,
2010, p.22). Students tend to be reasonably accurate in perceiving the extent
teachers favour students over others through the expectations communicated
(Hanover Research, 2012, p. 2).
Parents were also identified as role models for four of six participants. There was a
consensus that parents were respected and admired for various reasons including:
modeling working hard and perseverance, communicating high expectations and
providing emotional as well as social support. This is of significance as family
conflict and poor relationships with family members are associated with misbehaviour
(Elias & Noordin, 2011, p.426). Gorard, See and Davies (2012) also reported that
parental expectations are linked to the academic success of their children, with the
expectation of parents potentially framing their childrens expectations. As such, the
parents of the four participants appear to have framed the participants expectations in
valuing working hard, persevering and achieving. Furthermore all participants
understood that students misbehave for a variety of reasons and expressed patience
and understanding for such individuals.
References
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Arnett, J. J. (2013). Adolescence and emerging adulthood (5th e.d.). Essex: Pearson.
Elias, H., & Noordin, N. (2011). The influence of parents in adolescents misbehavior.
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Engel, G. (1977). The need for a new medical model: A challenge for biomedical
science. Science, 196(4286), 126-129. Retrieved from http://www.sciencemag.org/
Gorard, S., See, B. H., & Davies, P. (2012). The impact of attitudes and aspirations
on educational attainment and participation. York: Joseph Rowntree Foundation.
Greene, R. W. (2011, October). Collaborative problem solving can transform school
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Hanover Research. (2012). High expectations and student success. (Report: No. 12).
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Koutrouba, K. (2013). Student misbehaviour in secondary education: Greek teachers
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Individual differences in boys and girls timing and tempo of puberty: Modeling
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