Running Head: Behavioral Issues

What Teaching/Coaching Styles Cause Behavioral Issues

Alliyah Beeks
Butler University

Author Note
Alliyah Beeks is a student at Butler University in Indianapolis, Indiana.
Contact information: abeeks@butler.edu

Running Head: Behavioral Issues

Abstract
This paper is about the different teaching styles/coaching styles that lead to behavioral
issues in classrooms and extracurricular activities. The research gathered for this topic
was made from interviews, literature reviews and observations from Shortridge High
School in Indianapolis, Indiana. From the information conducted, different teaching
styles, student teacher relationships, and identifying the problem can all be a factor to
behavioral problems in classrooms.
Keywords: Behavior, teaching styles

Running Head: Behavioral Issues

Introduction
As I have grown older, I have been volunteering at schools teaching dance and
assisting in cheerleading. That is what I loved to do while growing up so I have no
problem volunteering my time and passion into something other people are enjoying that
I use to participate in. Extracurricular activities are times for joining an organization you
love to do, make friends with people you may have never met, and to have fun. No one is
forced to participate in these activities; it is simply by choice. While volunteering, I
noticed how some of the girls would cause behavioral problems in practices. I did not
understand why they would misbehave in something they chose to be in. I was curious
about what caused them to act that way towards the coach. The girls being disrespectful
bothered me a lot because I feel as if everyone deserves respect and if there is ever a
problem someone has, it should be addressed privately. Thinking about that particular
idea made me think about behavioral problems in classrooms too. In high school, some
students in classes would act out rudely to a teacher and of course everyone would laugh
or the student would have an attitude with the teacher, which is very inappropriate, and
other students would instigate. I personally would not act that way towards a teacher but
those that do; I am curious why they behave that way in school and other activities. As
becoming a future educator/coach, I would like to limit behavioral problems that may
arise and possibly give advice to others reasons why these problems happen. We a lot of
times like to put the blame on the students for behavioral problems though sometimes
that may be true we forget take the time to evaluate ourselves and see if we are the
problem. There are many factors that can contribute to behavioral problems but I would

Running Head: Behavioral Issues

like start off with the educator first. Does different teaching styles/coaching
styles lead to behavioral issues?
Literature Review
Teaching Styles
Teachers may not be aware of their style of teaching and how it can affect their
students. If a students are constantly misbehaving in the classroom it may be because of
the teaching style they have chosen. Although there are many teaching styles, the main
ones are authority style, demonstrator style, facilitator, delegator, and hybrid. The
authority style is often called the lecture style. It is mostly teacher centered and the
lectures given manage to be lengthy. The only options students can do with this method
are take notes and absorb the information. The set up for this style is often in an
auditorium room with higher education disciplines. Subjects that would most likely be
taught with the authority style are history and anything else that involves memorizations,
dates, names, and key facts (Gill, 2015). The downside to this style is there is little or no
interaction with the teacher. The demonstrator style allows teachers demonstrate their
knowledge of expertise by having a variety of learning opportunities through lectures,
multimedia presentations, and demonstrations. This style can definitely help those who
are more of visual learner or needs examples after examples to for a check for
understanding (Gill, 2015). The demonstrator style is suitable for mathematics, music,
physical education and other subjects but is difficult to accommodate to individual needs
of students in large classrooms. The facilitator style is more of self-learning and helps
students develop critical thinking skills. It gives students opportunities to ask many
questions that will help develop skills that are necessary to find solutions to their

Running Head: Behavioral Issues

questions. This style is great for teaching science. A downside to this teaching method is
that the students are lead to learn by discovery than lecturing facts and test knowledge
(Gill, 2015). The delegator style, which is sometimes called group style, is used for
subjects that has debates, creative writing, and lab activities; basically anything that has
students working together in small groups. Delegator style puts the teacher in an observer
role while the students are able to combine their thoughts together to a common goal
(Gill, 2015). This style sometimes gears the teacher as a consultant rather an authority
figure, which could cause students to forget the respect of an older figure in the room and
might look at the teacher as a peer. The hybrid style is a teaching style that fuses a
teachers personality and interest with students needs and curriculum appropriate
methods (Gill, 2015). It is an unique styles that looks at students needs and make
adjustments in order for them to succeed but the hybrid style runs the risk of trying to
many things on students which could decrease their learning and may even cause the
teacher to become a push over because the teacher is lenient and open to different
strategies for their students to succeed.
Teacher-Student Relationships
Relationships between teachers and students are very important to have. The
relationship builds a connection that will either positively or negatively affects them in
the classroom. The times there are negative teacher student relationships is when there is
a young, inexperienced and immature teacher who is new to the profession (Pilgrim,
2014). This type of teacher tries to gain acceptance from students by being too friendly
and see their students as peers and give them too much latitude (Pilgrim, 2014). To
build a positive relationship, the teacher has to be more involved with the students

Running Head: Behavioral Issues

(Pedersen, 2015). It is best to continue to build the relationship at an early stage even if
the relationship seems to be going downhill (Pedersen, 2015). When students are failing
in school, close teacher-student relationships are even more important (Frelin, 2015). In a
study on students at risks in academics, Johnson argues that by focusing actively on
small and repeated actions in order to relate and connect with students at a micro level,
teachers can make a difference in the lives of their students (Frelin, 2015). The students
trust in the teacher is another creation for a positive teacher-student relationship (Frelin,
2015). Having trusting relationships with adults are important for students well being
and health (Frelin, 2015). Studies argue that students share and put an end to knowledge
based on their own vulnerability into account (Frelin, 2015). With that being said, trust
is required in order to get positive or negative results from a student.
Address the Situation
Identify the problem of the student. Simply ignoring the situation and talking about it to
others does not help the problem at all. The problem needs to be addressed appropriately.
One-way to find out what the problem is to conduct a functional behavioral assessment
(FBA). The FBA looks at terms of what the behavior accomplishes for the indivudal
child, rather then the effects of the behavior of others (Blader, Nissen, Fleiss, Kurtz,
2000). This assessment aims to define the behavior specifically, determine the aspects of
the environment of the situation, and identify what the consequences maintain the
behavior. The first step is to identify the problem in specifics, objective and measurable
terms, gather information that enables the formulation of valid hypothesis, and
understand the child in the context of a broader environment that helps determine the
behaviors function (Blader, Nissen, Fleiss, Kurtz, 2000). Once these steps are

Running Head: Behavioral Issues

completed, an interview shall be conducted with the other colleagues to talk about
concerns of the childs behavior and talk about the concerns associated with it. Next
would be to review the students record to see if there is a visible pattern of how their
grades are other class, attendance issues, peer responses, and changes in schools. After
that has been done, it good to interview with the parent to discuss the problems going on
at school and see if there are any parallels to things happening at home (Blader, Nissen,
Fleiss, Kurtz, 2000). Although the guardian is getting interviewed it is still important for
the teacher to talk to the child as well to tell he or she what the purpose of the interview is
with the parent because the teacher should want to put together how things should go
better at the school (Blader, Nissen, Fleiss, Kurtz, 2000). Planning interventions can
impact the behavior by changing the environment. Because the student gets up and walk
around a classroom when it comes to individual work does not mean the student would
do the same in another class. The interventions are about what is influencing the behavior
or what is triggering it. The goals of the interventions are to make problem behaviors
irrelevant, inefficient, and ineffective compared to a replacement behavior (Blader,
Nissen, Fleiss, Kurtz, 2000). Irrelevant, in this context, means changing the problem
behavior so it can no longer have a purpose and become irrelevant. Inefficient is referring
to the replacement behavior. It fulfills the same function faster and with less effort
(Blader, Nissen, Fleiss, Kurtz, 2000). Ineffective means changing the consequences that
follows the behavior of the student (Blader, Nissen, Fleiss, Kurtz, 2000).
Data Collection
The raw data I collected was from observations made at Shortridge High School. I
was not able to get much collection due to the specific content area I am studying for my

Running Head: Behavioral Issues

major but I was able to talk to a few people at the school and was able to observe one
classroom. The one classroom I was able to observe was a Physical Education class. This
one source has given me a lot of information that explains why such behaviors happen in
the classroom. I have other data that a teacher had given me. She told me how she deals
with behavior in the classroom and how limits the behavior. One other topic I want to
touch on for a moment is the community service organization, Pro(ACT), that is at
Shortridge High School. There are a few things discussed with this organization that is
linked to behavior.
Findings
Teaching Styles/Building Relationships/Identifying the Problem
Observing the physical education class at Shortridge was a wake up call for me.
From everything I have been learning in college was the opposite in the physical
education class. No I am not saying the teacher was horrible at his job but he was not
using the best teaching strategy for his personality, which explains the results of the
students actions towards the class. In the class, they were playing a game called line
soccer where the majority of students were up against the wall standing on a line while 46 people were out in the middle of the floor playing soccer. The goal of the game was for
the students to shoot the ball at the wall to score but the people against the wall had to
defend their team by blocking the ball. The problem with the game is there is not
maximum participation with the students. When I walked into the class to observe, I did
not start observing from the beginning of the class but from the middle of it. I do not
know what instructions he had given before but I do know once someone scored he will
call out the next individuals to play. What made me question his teaching strategy was

Running Head: Behavioral Issues

some of the girls behavior in the class. A few of the girls would not participate in the
game. They would stand in the middle of the floor not moving their feet, have side
conversations with their friends, or pull out their phones and start using them. The teacher
did not say anything to them about it but maybe it is because it is a repeated behavior
every class. Looking at the different teaching styles, this teacher would more likely fit the
hybrid style. I say this because the definition of the hybrid style is that it fuses a
teachers personality and interest with students needs and curriculum appropriate
methods. It is an unique styles that looks at students needs and make adjustments in
order for them to succeed (Gill, 2015). This style runs the risk of the teacher being a
push over and the students may feel this way because the teacher seems to be more
lenient with material.
One day the vice principal came in to talk to us but she also teachers a class. A
question as asked to her about how she handles disciplinary actions in her classroom. She
was talked about building relationships with the students is key to limiting behavioral
problems. Every morning she would speak to each child directly as students pass by and
when they enter her classroom. If she ever does have a behavioral problem in the
classroom, she would either tell the student to walk around the school to cool off or she
would take the student out in the hallway to identify what and why the student is
behaving that way. She knows when her students are not learning because they become
rebellious. Since the classes are long at Shortridge, she tries to break the class up by
having different activities to keep them engaged because she knows that students
behavior changes when the environments tends to stay the same. Overall, she does not
have many problems and a lot of times teachers come to her for advice.

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I interviewed the cheerleading coach back at home and asked how she handles
behavioral problems and what does she think is the cause. Coach Liz said that she
believes there is a ringleader in every setting. The person who acts out and others follow
their lead but once the ringleader is not present, the other girls behaving appropriately. In
one situation she did not like how the ringleader was reacting so she pulled her to the
side one day after practice to talk to her behavior. She wanted to know what the reasons
were. Coach Liz simply found out that the girl was basically trying to impress the other
girls. My mom simply gave her advice. Coach Liz does not believe in confronting the
person on the spot, she believes in pulling them to side, addressing the problem and take
it form there. Whatever the situation is, she will address it appropriately and talk to
whomever she needs to make the situation better.
Conclusion
The information presented will definitely affect me in the future. As I said before,
I do plan to be either a dance or cheerleading coach and I do need to know what style of
teaching will affect girls participating in the activity. Even though the teaching styles
presented were for more so teacher teaching education, they can be applied to a coach as
well. I see these teaching styles really being useful to dance. I will be useful because
teaching dances does not always mean the coach teaching the dance. Sometimes coaches
let the dancers themselves teach a dance, which could mean the coach is using a hybrid
style by adjusting to the needs of the dancers. A coach could only make up the dances and
no one else, which can be similar to the authority style because it is teacher centered.
There are so many ways how these teaching styles can be connected to coaching styles.
One thing in common with both teaching and coaching is building the relationships with

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the students. I would have to make sure that I am getting to know the dancers and give
them respect. I have to show that I care for every single person so no one would feel left
out. I know that I will probably be coaching at a young age so I have to make sure I am
clear of the boundaries and dont address the girls as my peers. Any negative relationship
I see with an individual, I will make sure to address the situation so they can I can earn
that trust for them. Lastly, any behavioral problems must be identified. Seek the problem
and the answer shall be found. Talking to the student about concerns and what to do to
help with build the relationship between the student and coach and help resolve problems
so they will not reoccur again. Not only will identifying the problem be useful for teacher
and coaches, but for any workplace.

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Resources
Gill, Eric. (2015, January 15). What Is Your Teaching Style? 5 Effective Teaching
Methods For Your Classroom. Retrieved from http://education.cuportland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/
Pilgrim, Trevor. (2014, May 6). Negative Teacher-Student Relationships. Retrieved from
https://eduflow.wordpress.com/2014/05/06/negative-teacher-student-relationships/
Pedersen, T. (2015). Disadvantaged Students Benefit from Strong Relationship with
Teacher. Psych Central. Retrieved from
http://psychcentral.com/news/2012/10/12/disadvantaged-students-benefit-from-strongrelationship-with-teacher/45992.html
Frelin, A. (2015). Relational underpinnings and professionality - a case study of a
teacher's practices involving students with experiences of school failure. School
Psychology International, 589-604.
Blader, Joseph, Ph.D, Nissen, Susan Ph.D, Fleiss, Karen Ph.D, Kurtz, S. M. Steven.
(2000). Functional Behavioral Assessments and Intervention Plans Program Handbook.
Ervin, RA, Radford, PM, Bertsch, K, Piper, AL, Ehrhardt, KE & Poling, A (2001) A descriptive analysis and critique of the empirical literature on school-based functional
assess- ment. School Psychology Review. 30, 193-210
Rohenstein H. Alan. (2009, December). How to Identify and Manage Problem Behaviors.
Retrieved from https://psnet.ahrq.gov/perspectives/perspective/82
Jones,VernonF.,andLouiseJones.ResponsibleClassroomDiscipline.Boston:Allyn
andBacon,Inc.,1981.95215.

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