Pedagogy for Positive Learning Environments

Assessment One – 2000 Word Report

The education system is one of variety and diversity. The wide range of classroom

behaviour stretches and adapts depending on the individual. Many ideas of

classroom behaviour can be discovered through research. Interviews are a type of

research that were carried out to discover reasons why young people misbehave in

school. By reviewing the literature of adolescent development, behaviour and

behaviour management, the findings from the interviews can be compared and

contrasted with the literature topics. This leads to deeper thinking and evaluation of

why young people misbehave. Teaching practice and methods can be better

understood through personal awareness. This paper will be divided into four

sections: 1) Review of research and theoretical literature of adolescent development,

behaviour and behaviour management, 2) Description of interviewees and interview

process, 3) Comparing and contrasting interviewee opinions, and 4) Analysis of

personal understanding of student behaviour issues. A deep understanding of

adolescent development, behaviour and behaviour management can be achieved by

reviewing research and theoretical literature.

Section One:

Research and theoretical literature assists in the understanding of developing

adolescents, behaviour and the management of behaviour. Adolescent cognitive,

social and biological development are areas that partake in the world of the

adolescent. According to Piaget’s theory, adolescents have the ability to think

logically and abstractly. The adolescents are perceived to have the skills to formulate

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hypotheses, and test these systematically (Arnett, 2013). As Arnett (2013) explain,

adolescents also commence major biological changes. These changes range from

primary sex characteristics (production of eggs and sperm and development of the

sex organs), and secondary sex characteristics (outer body physical changes, not

directly relating to reproduction).

The behaviour of the adolescent often affects the skill level and educational

motivation of the student (Segal, 2008). Segal (2008) suggests that continuous

misbehaviour could lead to future criminal behaviour, drug use, violence and

aggression. Segal (2008) stated that boys have overall lower educational levels.

Although Segal has conducted detailed research material, the research was limited

to boys in year eight. This causes generalisations across all adolescents when the

results and conclusions can only be drawn from the boys from the eighth grade.

Behavioural approaches are ones of observation (Nobile, Lyons, & Arthur-Kelly,

2017). This textbook assesses the multiple ways in which a teacher can use

observation to better understand the influences in the adolescent’s environment.

Nobile, Lyons and Arthur-Kelly (2017) state that “to understand what is causing and

maintaining inappropriate behaviour, you must observe it in its context to identify its

antecedent/s (situation that precedes behaviour) and consequence/s (occurs as a

result of behaviour)”. The approach begins with research tools of observation and

questioning are used to collect data of behaviour. A discipline plan and class rules

can be implemented to assist in behaviour management (Nobile, Lyons, & Arthur-

Kelly, 2017). Each intervention has a purpose. Nobile, Lyons, and Arthur-Kelly

(2017) provide a varying list of interventions and a summary of purposes for each.

Behavioural interventions will not only change the behaviour of the student, but in

good hopes will sustain the positive behaviour.

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Section Two:

Six interviews were carried out in order to collect data. The participants are diverse

in background, gender and age. Below is a brief description of the interviewees.

Person A is nineteen-year-old non-teaching individual. Person B is a fifty-five (55)

year old parent. Person C is a twenty-three (23) year old non-teaching participant.

Person D is a parent at the age of forty-nine (49). Person E is of twenty years of age

and a pre-service teacher and Person F is a current teacher at the age of fifty-six

(56).

Below is a brief description of the interview process:

Step One: Information sheets were organised and printed. Information sheets

describing the details of the interviews were printed and given to the participants to

read over.

Step Two: Consent forms were organised for the participants to read over, sign and

date. Consent forms described in great detail the purpose and terms of the interview.

Step Three: The learning guide was checked to confirm any outstanding stages or

relevant information that needed to be communicated with participant.

Step Four: Participant note sheets were organised. This sheet had divided sections

for: the type of participant (non-teaching, parent etc.), Name (Person A, B etc.),

Gender (Male or female), notes and quotes areas.

Step Five: The interview was carried out for six participants. Notes were

documented. Open questions were asked (depending on answers given) as to what

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reasons the participant could give for a particular point, idea or statement for deeper

understanding.

Step Six: Notes were analysed, categorised and subcategorised. Similarities,

differences and interesting points/reasons were drawn. Results ready to structure

and draw upon for an essay.

Noted are three general areas of study: the similarities, the differences and

interesting insights. These categories hold subcategories: reasons for young people

misbehaviour in schools, characteristics of a well-behaved and misbehaved student,

background student attributes of participant, and how to change misbehaving

behaviours.

The main findings were completely different to predicted results. Majority of the

participants (four) participants classified themselves as a ‘misbehaving student’.

Another major finding showed depending on the participant’s educational

environment and experience, affected their answer to changing the ways of a

misbehaving student. For example, Person B did not have strong family values or

positive family influence. This resulted in Person B saying that they believe young

people should be educated on how to parent correctly to stop future generations

from being uncontrolled in the classroom environment. However; Person F (current

teacher) has a step by step process in handling misbehaving students containing

best getting to know the student, personal conversation and behaviour policies.

Participants from diverse backgrounds allowed room for diverse answers; this was

the most interesting finding of all.

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Section Three:

Person A, B, C and D all mentioned that parents and family have a heavy influence

on how misbehaving students behave in the classroom. Person B (parent)

emphasised that a child’s upbringing is the main influence for a young person’s

misbehaviour in school. Due to the experience of Person B not having a strong

family background or family support, Person B claims that family caused failure in

her education. She believes that her lack of guidance led to her distracting and

uninterested nature in all classroom environments. However, Person F (current

teacher) claims that poor teaching, and class content leads to student misbehaviour.

Person F believes the main reason for classroom misbehaviour is a result of either

too easy or too hard class content. She claims that if students are not challenged,

their interest will turn to boredom, and if the work is too hard, they will act out to

distract themselves from learning. “I used to be extra naughty, especially when I

didn’t understand the work…instead of asking questions I would choose to

misbehave” – Peron C. He feels that when the class content was too hard, he would

feel too ashamed to ask the teacher for guidance as being educated was ‘uncool’.

Person C believes the public-school system is one of obtaining a ‘cool’ school status.

He wanted to impress his friends and would often join the students who misbehaved

to avoid “physical fights aimed at me [him]”.

Jean Piaget theory consists of defined areas of cognitive development. These stages

of cognitive development are: The Sensorimotor stage, the Preoperational Stage, the

Concrete Operations Stage and Formal Operations Stage (Ojose, 2008). Each stage

has a set of cognitive functions and varying levels of thinking. The period of

Adolescence is between the ages twelve and eighteen years of age (Arnett, 2013).

This means, according to Piaget, the cognitive stage for adolescents are found in the

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formal operations stage (a detailed explanation of each stage can be found in

Ojose’s work). Therefore, adolescent students would be aware of the terms ‘well-

behaved’, ‘respectful’ and ‘initiative’. However, many critiques of Piaget’s work

involve the underestimation of children and adolescent cognitive ability (Ojose,

2008). As the adolescent cognitively develops, the individuals require diverse needs.

If teachers lower the expectations of the adolescents, the student may grow bored in

class (as Person F has previously stated).

When asked why students misbehave, Person D (parent) hesitated before

answering: “teachers aren’t strict enough”. Person D blamed the teachers for letting

the student misbehave four or more times before addressing the issue. Person D

knew more about what a misbehaving student is like (their concept of a misbehaving

student) compared to a well-behaved student. For example, he answered that

misbehaving students throws papers behind the teacher’s back, talks, is disruptive

and does not study. Complimenting this idea of disruption and distraction, is Person

E (pre-service teacher). Person E stated that misbehaving students distract the class

(and themselves) by making unnecessary noises, talking, laughing and moving

around the class. Both responses demonstrate a sense of learning time being taken

away from all students to manage the misbehaving individual.

Segal (2008) suggests that setting educational targets for the student is an approach

to better plan for adolescent behaviour. Segal (2008) suggests that adolescent

development is a time of distinct cognitive sensitivity. During this time of

development, adolescent guidance is desired from mentoring and motivation

programs. Segal’s research (2008) focuses on the antisocial and delinquent

behaviour of adolescent, and discovering ways to minimise or prevent such

behaviour. Tardiness, distractions, disruptiveness, incomplete homework and

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absenteeism are areas that variably influence adolescent behaviour (Segal, 2008).

The research conducted by Segal (2008) claims that boys have lower levels of

educational accomplishment. Good student behaviour is a desired attribute in

classrooms. Segal’s (2008) discovered key findings that classroom behaviour

related to family background characteristics. Person A believes that parents have the

strongest influence over young people. She continued to hilariously say “I would

know, I did [studied]childhood.”

When asked how behaviour of a misbehaving student can be changed, various

answers arose. Five out of six participants associated the terms ‘disruptive’ or

‘distractive’ with a misbehaving student. Person A said she didn’t care how the

teacher deals with misbehaving students as “once a kid is disruptive, there’s nothing

a teacher can do about it. Person C stated that children need to transfer to private

schools for a better education. He stated this as he felt his education was not held of

importance to his teaches and perhaps a private school could offer him teacher

interest in his education. Person D heavily reinforced consequences for students. He

felt that once a student was made of as an example, classroom behavioural issues

would decrease. However, Cothran, Kuinna and Garrahy (2009) students are

bothered when the student interrupts the learning of the class, and therefore; the

teacher punishes everyone as a whole (e.g. staying in at lunch).

Section Four:

I believe my teaching practice should be one that assists the needs of all students in

the classroom. I know I struggle with dealing with misbehaving students and let them

get away with more than they should. This occurs, I believe, because I do not

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understand why they are acting the way they are. At school, I was not a bad student.

I did my work and kept to myself. I despised those who thought school was a joke

and said that “15 is halfway to 30! I want to have fun!” In school, I tried my best and

when I did not know what the class content meant, I would ask for further help or for

some guidance. When dealing with students, I should take note of those who do not

participate and follow up to see if they understand what activities need to be

completed. Diverse ways of assessment can be adapted. These adaptions include

informal assessment (open questions about the content being taught) and peer

brainstorming of specific topics.

For me to understand behaviour issues, I believe I need to research or sit and watch

a current teacher in the field. In this environment, I can watch and later apply to my

own classroom. I could also have a mentor watch me teach and provide feedback at

the end of the class. Understanding my weaknesses is a key to unlocking my areas

of improvement. Learning behavioural interventions would definitely be a useful tool

for teaching. If I can plan how to deal with bad behaviour, I can learn ways to help

better assist the student in need. Say if Johnny is misbehaving by yelling out or

rocking on their chair, I can ask Johnny to go outside. When he is outside, I can talk

to him personally, asking if there is anything going on that I could help him with, ask

if he understands the class content or if he is just overexcited from post-lunch

energy. Depending on how severe the situation is, depends on the level of action

that would need to be taken.

Additionally, I need to watch how to adapt my teaching to benefit the misbehaving

students. Perhaps if I give them smaller tasks to complete, or more time to complete

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the tasks, the class will be an easier learning environment. After analysing the

results of the interviews, I realised everyone has different concepts of what ‘behaved’

is and what ‘misbehaving’ is. I need to consider the background of each student

when addressing their behaviour and understand that their environment, upbringing

and their personal characteristics influence how they are in classroom environments.

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 APA References

Arnett, J. J. (2013). Adolescence and Emerging Adulthood: A Cultural Approach.

Boston: Pearson Education, Inc.

Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2009). Attributions for and

consequences of student misbehavior. Physical Education & Sport Pedagogy,

14(2), 155-167. doi:10.1080/17408980701712148

Nobile, J. D., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments:

Creating and Maintaining Productive classrooms (1st ed.). South Melbourne,

Vic.: Cengage Learning.

Ojose, B. (2008). Applying Piaget’s Theory of Cognitive Development to

Mathematics Instruction. The Mathematics Educator, 18(1), 26-30. Retrieved

August 18, 2017, from http://files.eric.ed.gov/fulltext/EJ841568.pdf

Segal, C. (2008). Classroom Behavior. The University of Wisconsin Press, 43(4),

783-814. Retrieved August 17, 2017, from

http://www.jstor.org/stable/40057371

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