Students Should Not Be A Classroom

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Student behaviour can be understood differently. When addressing behaviour, it is rather important we remember that the definitions of behaviour are variable and may tend to be influenced by subjective factors. As in what one may identify as inappropriate behaviour or challenging behaviour may depend heavily on, who initiates the behaviour, when it occurs and the perspective from which it is viewed. Ideally behaviour is student and situation dependent. It is rather a requirement that we align our expectations for a student’s behaviour to the unique circumstances of the student. For example, the expectations for a student who is unaware of the inappropriateness of a specific behaviour would be different

When a student is misbehaving the educator needs to work out who ‘owns’ the problem. If the problem is interfering with the teaching or students learning it is a teacher owned problem. If it is not it is a student owned problem. These problems may be as simple as their friends are not talking to them anymore to problems at home. Educators need to actively listen to their students when it is a student owned problem to resolve the issue.

On ‘Educating Essex’ I have witnessed many negative things that show teenagers in a bad way, such as students walking across a table, pupils on mobile phones, swearing at each other and teachers,

One of the greatest challenges teachers can face in their professional career is a student who appears combative and misbehaves regularly. Generally there is an underlying cause of their outbursts and if the teacher is not observant enough the student may be labeled as a “bad kid.” Students misbehave for many different reasons, during my school career I have seen classmates who believe it is unpopular to be smart and therefore make an effort to be the disruptor and ensure other students take note. One other glaring similarity is that many of the troublesome students have a hard life outside of school, like their parents are divorced, impoverished or simply they do not receive enough attention. These and other factors can lead to students acting out during the school day. Yet in many ways teachers are unable or unwilling to discipline students. Like in the New York Times article How Mrs. Grady Transformed Olly Neal, where the teacher admits she would practice being mean in the mirror. Some people are simply incapable of being mean and perhaps that was what made Mrs. Grady a terrific teacher in the first place. I have heard it said by teachers that one way to earn students respect and ensure they behave is to not smile until Thanksgiving. (To me that is comedic, I cannot fathom how not smiling could help but some teachers I have talked to swear by it, so to each their own). Considering teachers are the gatekeepers to society some like Emile Durkheim would argue that schools

“Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces.” (Cowley, 2006, p172)

As a result of classrooms being “nosier and more disruptive” with teachers spending more time in attaining a level of control and waiting for students to begin working and listening to their instructions, compared to higher ranked countries like Japan, Australia was placed 34th out of 65 countries (para. 3). Sadly, Donnelly uses the older findings from the 1997 Australian Council for Educational Research report to highlight that this is an ongoing problem rather than an emerging one where “Australia ranks among the top handful of countries” due to large numbers of “badly behaved students and poorly managed classrooms” (para. 7). Dixon (2014) explains a point that Donnelly alludes to; saying that more often than not teachers find themselves answering “yes” to whether here in Australia we have a cultural problem with student behaviour (pg. 37). A limiting aspect of the article is that it provides no information as to why poor behaviour is occurring, leaving the reader to formulate their own possibilities to answer for student actions. Is it because teachers are failing to provide students with engaging and inclusive lessons or refusing to build relationships with their

Behavoural problems amongst students, appears to be an ongoing issue faced by many classroom teachers, which creates significant barriers to academic and social success. This essay will outline some of the factors that underpin the focus child’s challenging behavours and will discuss how a functional approach may be utlised to effectively address and manage these behaviours.

This study aimed to build up knowledge in relation on how classroom misbehaviour influences children’s during elementary school, above and away from individual externalizing behaviours. This research will also consider whether the differences in approaches to learning (ATL) by teachers’ instructional practices the pathways through which class misconduct relates to individual children’s accomplishment (Melissa H. Castle, M.S.2011)

The things being taught in school are not always what need to be taught in order for the student to succeed in life. The long math problems and odd questions and classes taken do not always help us figure out the more important things people need to learn. Taxes and the classes that students would most likely use in the career they wish to pursue are not always the classes taken or things taught in school. Teachers should not always assign the most difficult or most outrageous problems in order to teach us problem solving skill but teach us things we will actually use in everyday life. Students should be taught the “basic” skills, that students still do not know how to do, that will be used throughout their entire life.

Schools may not always be a good fit for some students and we need to focus on what is wrong with the student or what is wrong with the policies and practices. Lastly we need not group all students together. Students who are suffering with physical or emotional problems that relate to not attending school do not always work well with other students with similar characteristics. Also, motivation is different for all students and we need to figure what is motivating for some students as well as others.

The teacher was most likely disappointed, saddened and distressed with the children’s behaviour, this is shown when the teacher describes the children as “noisy, crabby, offensive, skulking, smoking, drugging and whingeing” this suggests that the teacher wasn’t prepared for this sort of “behaviour” which is significant as teenagers are normally

College have limited guidelines students have to obey. With less rules the students fulfilled their needs to do things they'll never do at home. For instance, students can go to limited parties, they have no curfew, and maybe try drugs. In fact, they have their own choice to make. Additionally, students can adopt to not going to class, leaving their dorm late at night, or just hanging with the wring crowed. Parents are not there to hold their kids hands. First year students are not used to having freedom; having someone telling them what to do. Students attend to take advantage of that

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.