Beruflich Dokumente
Kultur Dokumente
Section 1
While the articles used in this research agree that young people misbehave in
school, it is crucial to realise the physical and theoretical reasons why they
which interferes with the smooth running of a lesson” (Kyriacou & Ortega-
Martin, 2009. pg. 416). It is a problem that has been documented by Sullivan,
Johnson, Owens & Conway (2014) as mostly minor issues which happen
frequently, including idleness, hindering others from learning, and the main
Although these behaviours are described as minor, they can have serious
create significant issues for teachers stress levels and retention (Clunies-Ross,
These issues are explored in the study conducted by McGrath and Van Bergen
over the past three decades, McGrath and Van Bergen (2014) principally
connects a child to their main caregiver, which can determine later emerging
can lead to reduced success in life (McGrath and Van Bergen, 2014). This
Similarly, Kyriacou & Ortega-Martin (2009) note that the most common cause
was due to parents not instilling ‘pro-school values’ (p.g 423), leading to a lack
of respect towards the teacher and education system, thus causing students to
included ‘attachment theory’ in their report, they emphasize the impact that
On the other hand, Sullivan et al. (2014), discuss a study that investigates the
management, to which they put forward the concept that classroom ecology is
control over student behaviour than previously insinuated. Their results link the
physical environment, curriculum and pedagogy as having a major impact on
concepts will be used as a basis for evaluating the views of the interviewees in
section 2.
Section 2
Interviews were conducted on both male and female participants from various
backgrounds over a one week period in order to identify opinions on the causes
which outlined the purpose and code of conduct. Each interview lasted
approximately 20 minutes and were initiated with the question “In your
The most common theme that emerged from the interviews was the
school context.
good behaviour, and spoke less about disciplinary action for negative
boredom. Almost all participants suggested students become bored due to non-
on the table etc. Several of the participants acknowledged that many students
don’t value education because they don’t understand the purpose of the task
future.
strongly believed students who came from families that were involved in their
being involved in extra curricular activities. Family socio economic status was
parents.
Section 3
education. That said, the interview findings and literature review in section 1
cause of student misbehaviour is due to the individual students basic needs not
varying categories.
misbehaviour. They put forward the notion that a students upbringing and
early life relationships directly affects their behaviour and relationships within
This concept of ‘belonging’ was also reflected in the interview findings, in which
which they believed stemmed from a students upbringing and family influence,
aswell as the age and maturity level of the student. Several of the interviewees
believed that a negative or limited association between family and school could
Kyriacou & Ortega-Martin (2009) affirm this idea in their article, inwhich they
discuss the impact family influence has on student values towards school and
behaviour in class.
fun. This theory further establishes McGrath and Van Bergens (2014) idea that
world aligns with the class environment. Students emotional need to share
al., 2017).
In contrast, Sullivan et al. (2014) discuss the impact classroom ecology has on
student behaviour, putting forth the notion that the teacher is infact central to
underlying emotional needs. The idea that ineffective lesson planning and poor
and overall attitude was a key factor. The interviewees emphasised that a
That said, both Sullivan et al. (2014) and the interviewees also acknowledge
This concept aligns with Choice Theory in a sense that it depicts teachers as
the opportunity to make appropriate choices about how they will behave (De
Although the literature and interview findings reveal contrasting elements, the
Section 4
The conclusions drawn from the interview findings and research articles
prevention and intervention of behavioural issues are likely to satisfy the needs
believe the counseling strategy ‘Reality Therapy’ which was created from the
research on Choice Theory (De Nobal et al., 2017), will help to improve the
relationships between teacher and student, which will in turn minimise student
misbehaviour in school. This can be achieved using the five step approach
the student, but instead asks ‘what has made them upset, or what they are
trying to achieve’. This initial reaction will also assist the students perception of
teacher warmth, trust and low degree of conflict (Jong, Mainhard, Van Tartwijk,
Once the need is apparent, the student is prompted to discuss what they are
their inappropriate behaviour and establishes grounds for self-efficacy (Jong et.
al, 2013).
The student is asked if his/her actions are helping or hurting the situation. If the
student becomes defiant at this stage the teacher should maintain a non-
231. 2017).
Students are prompted to brainstorm alternative actions that they could have
taken including pros and cons. This step encourages students self-efficacy,
giving them a sense of control and achievement (Jong et. al, 2013).
Teacher leads student through a process of decision making for future actions
important for pre-service teachers, like myself, who are not as familiar with
A risk factor towards these implications would be the heavy reliance and
student will be more willing to interact with the teacher and create meaningful
De Nobal, J., Lyons, G., & Arthur Kelly, M. (2017). Positive Learning
Cenage
Jong, R., Mainhard, T., Van Tartwijk, J., Veldman, L., Verloop, N., & Wubbels, T.,
org.ezproxy.uws.edu.au/10.111/bjep.1202
Kyriacou, C., and Ortega Martin, J.L. (2009). Beginning secondary school
http://dx.doi.org.ezproxy.uws.edu.au/10.1080/13664530.2010.533481
McGrath, K. F., & Van Bergen, P. (2015). Who, when, why and to what end?
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of
org.ezproxy.uws.edu.au/10.1080/01443410802206700
Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or
http://dx.doi.org/10.14221/ajte.2014v39n6.6