Zachary Ryan

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Assignment 1

Section One:

Many theories have been used to explain why students misbehave. Although the literature
covers a range of influences on student misbehavior, this review will focus on three main
themes that have emerged in the literature reviewed. These themes are an ecological
approach, teacher expectations, teacher-student relationships and student engagement.
While the literature may present these themes in a variety of contexts, this review will
primarily focus on student behaviour.

First, it is important to establish what student misbehaviour is. Sullivan, Johnson, Owens
and Conway (2014) investigate the extent to which student behaviour is a concern for
school teachers. This is an Australian study utilising a web-based questionnaire to
investigate the teacher perspective regarding student behaviour in their classes. A twenty-
year research focused on student behaviour difficulties, consistently found that most
behaviours teachers find difficult are relatively minor, but high in frequency (Sullivan et al,
2014). Crawshaw (2015) provides a similar study in the review of International literature
over a thirty-year period, finding the same conclusion. Consequently, this study focuses on
highly frequent but minor infractions as student misbehaviour.

Sullivan et al (2014) study found when a student misbehaves, teachers typically localise
responsibility with the student rather than considering other contributing factors. The study
draws on an ecological approach to explain student behaviour. This is a broader approach
that encompasses the student, teacher, physical settings and curriculum. Sullivan et al
(2014) maintains that student behaviour is the result of an interaction between all the
elements of this ecosystem. Demanet and Van Houtte (2012) support this ecological
perspective by demonstrating the strong influence teachers expectations can have on
student behaviour. This study incorporates social theories including the Pygmalion effect
and the Affect-Effect theory to hypothesise, low teacher expectations lead to higher rates
of student misbehaviour. The Pygmalion effect is the variances in teacher expectations of
each students performance and subsequently, the teachers differential treatment of
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students correlating to said expectation. Similarly, the Affect-Effect theory involves
teachers tendency to better teach and be more pleasant to the students for whom they
hold more favourable expectations. Students from a low socio-economic background (SES)
or school are particularly at risk of low teacher expectations (Demanet & Van Houtte, 2012)


Similarly to teacher expectations, Mcgrath and Van Bergen (2015) literature review suggests
students from low SES backgrounds and schools are at greater risk of experiencing negative
teacher-student relationships. Congruently, these negative teacher-student relationships
also correlate with increased student misbehaviour. Similarly to high expectations, this
study found positive teacher-student relationships can deter students who are likely to
misbehave including low SES. Research suggests teacher expectations and teacher-student
relationships are closely related in their strong and correlating influence on student
behaviour (Gallagher, 2013; Lewthwaite et al, 2015). Futhermore, Roorda, Koomen, Spilt
and Oort (2011) found positive teacher-student relationships and high expectations are
important to foster student engagement.

Adelman and Taylor (2012) define three types of student engagement, this study will focus
on Behavioural engagement which draws on the idea of student participation in the
classroom. The importance of student engagement is evident in the results of student
disengagement including boredom and misbehavior (Adelman & Taylor, 2012). Sullivan et al
(2014) concurs, expressing the strong prevalence of student disengagement and suggesting
teachers rather than students are responsible for suppressing student disengagement.
Maguire, Ball and Braun (2010) continue this argument, suggesting inadequacies of the
curriculum, inappropriate pedagogy or student marginalisation may be the reason for
student disengagement. Given that many students demonstrate disengaged behaviours,
educators should consider other aspects of schooling that foster student engagement
(Sullivan et al, 2014). Van Uden, Ritzen and Pieters (2014) found interpersonal teacher
behavior such as teacher-student relationships to be the important predictor of of student
engagement. Additionally, Shernoff, Csikszentmihalyi, Schneider and Shernoff (2014) found
students reported increased engagement when the challenge of the task and their skills
were high and in balance and the instruction was relevant.
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Section Two:

The following interviews were conducted utilising strict ethical protocol maintaining
interviewee anonymity and utilising a private space. Interviewees were informed prior to
the interview that there will be minimal prompting and to do their best at expanding on
their answers. This technique was used to minimise the interviewer imposing any
preconceived notions on the participants. It should be noted on several occasions
interviewer prompting was necessary and the interviewee was asked to expand on their
answer. No notions were suggested or implied.

Interviewees were questioned In your opinion, why do young people misbehave in school?

Interviewee Age Gender Relation/Occupation
M1 28 Male Non-teaching friend
M2 27 Male Teacher
M3 25 Male Pre-service teacher
F1 24 Female Teacher
F2 52 Female Parent
F3 24 Female Pre-service teacher

Equal numbers of male and females were interviewed to avoid possible gender biases.
However, the age ranges between 24-28 with one outlier aged 52. The limitations of this
range may impact the results, favouring a young perspective. However, several articles
reviewed recorded consistent results over up the three decades. This may suggest the
results would not differ according to a persons age within three decades. The technique
Repetition was utilised to discover key themes from the research (Ryan & Bernard, 2003).
This involves the occurrence and reoccurrence of particular words/ideas in the conducted
interviews. The constitution of a theme through the frequency of repetitions was then
decided by the researcher (Vaismoradi, Jones, Turunen & Snelgrove, 2016). Each response
was read and summarised to find the most common responses to the research questions.
These commonalities were noted and the key themes between participants were found.
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Note: All interviewees mentioned boredom as a reason for student misbehaviour, this paper
aims to look at what is causing student boredom such as Relevance and Cognitive ability.

Key theme 1 Relevance
M1 suggested a lack of relevance is causing students to become bored and misbehave. M1
states Students are becoming bored with classes that they are there because they have to
be, not because it will help their future. Similar to M1, F1s teaching experience has noted
strong interest in subjects such as sex and puberty which are immediately relevant, less so
in others. In addition, M3 stated student disinterest in particular classes can lead to
misbehaviour.

Key theme 2 Cognitive ability
M2, M3 and F2 all suggest that students may be frustrated or bored a result of work that is
too easy or too challenging. F3 agreed on students becoming bored due to easy or hard
school work, focusing the blame on the teachers poor pedagogical strategy to foster
engagement.

Key theme 3 Teacher-student relationship
F3, F1 and M3 suggested a negative relationship with the teacher will result in students
misbehavior. F1 gives an example, overhearing students on entering the classroom Should
we be nice to her this lesson? demonstrating the fickle nature of her teacher-student
relationship with those particular students.

Key theme 4 Home environment / Attention seeking
These themes have been combined as neither home environment or attention seeking were
recorded individually. Participants M2, M3, F1, F3 and F2 state attention seeking may be a
result of a lack of attention in their home environment. Home environment examples used
were low SES, divorce and busy. F2 goes on to mentioned the possibility of peer pressure,
however this was not supported by any other participants.



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Section Three:

The first key theme relates to the relevance. Several interviewees comment on students
disinterest in class tasks leading to boredom and misbehaviour. Sullivan et al (2014) details
the ecological approach to student misbehaviour which requires teachers and researchers
to utilise a broader perspective that encompasses the student, teacher, physical settings
and curriculum. In comparing the interview participants responses and Maguire, Ball and
Braun (2010) suggestion of curriculum inadequacies, there may be scope for curriculum
amendments and teacher pedagogy to inspire relevant education for students. Thus
fostering student engagement and reducing misbehavior (Shernoff et al, 2014; Adelman &
Taylor, 2012).

The second key theme relates to students cognitive ability. Multiple interviewees suggest
class work may be too challenging or too easy for students, resulting in misbehaviour.
Participant F1 proposes that student misbehaviour is at the fault of the teachers poor
pedagogical strategy. Similarly to relevance, Sullivan et al (2014) ecological perspective
can be implemented, listing the teacher as a potential cause of this behaviour. Shernoff et al
(2014) suggests students engagement increases when tasks are challenging but appropriate
to students skill level. This research however, does not detail a process to discover
students skill level. The Affect-Effect theory suggests high teacher expectations may
foster stronger teacher-student interaction, resulting in a positive teacher-student
relationship and presumably more personalised and appropriate tasks for each student
(Demanet & Van Houtte, 2012; Mcgrath & Van Bergen, 2015).

Key theme three relates to teacher-student relationships. Various participants suggested a
negative relationship with the teacher will result in students misbehaviour. It is noted that
only teacher or pre-services teacher participants suggested the impact of teacher-student
relationships on student misbehaviour. This is likely a product of research required in
studying the teaching profession. In reviewing Mcgrath and Van Bergen (2015) study, the
participants were correct in their assumptions. However, it was not stated that if teacher-
student relationships are positive students are less likely to misbehave in class (Mcgrath &
Van Bergen, 2015).
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Key theme four involves students attention seeking and home environment. Although there
is little research reviewed that specifically relates to this theme, some assumptions can be
made. Participants suggest student attention seeking may be a result of a lack of attention
in their home environment. Sullivan et al (2014) ecological view includes the component
physical setting which may relate to a students home environment and should be consider
when evaluating students misbehaviour. Subjects F2, M2 and M3 also suggest student being
low SES as the result of their poor home environment. It should be noted these participants
are teachers or pre-service teachers in their 20s which may relate on a recent focus on low
SES students in the field and work to improve the validity of their input. Presuming the
student is from a low SES background and taking an ecological view of students attention
seeking behaviour. Research suggests that teachers will have lower expectations and
provide less support to this particular student (Demanet & Van Houtte, 2012), resulting in a
negative teacher-student relationship, disengagement and misbehaviour (Mcgrath & Van
Bergen, 2015; Adelman & Taylor, 2012).

















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Section Four:

A reoccurring topic in this study is student engagement. I believe relevance, pedagogy,
teacher expectations and student-teacher relationships are interrelated methods that can
be used by teachers to engage students in education and dissuade misbehavior. These
methods will be utilised to improve my teaching praxis.

Several participants referred to boredom, attention seeking and frustration as forms of
misbehaviour that students exhibit. Adelman and Taylor (2012) make clear when a student
becomes disengaged is when misbehaviour occurs. A clear solution is for educators to
consider all aspects of schooling to maintain student engagement (Sullivan et al, 2014).
Maguire et al (2010) suggests inadequacies in the curriculum and teaching pedagogy can be
the cause for a lack of relevance for students in class. Additionally, further studies make
clear the success of relevant instruction and positive teacher-student relationships in
increasing student engagement (Roorda et al, 2011; Shernoff et al, 2014; Van Uden, Ritzen
& Pieters, 2014). Therefore, two implications for improving my teaching praxis are
curriculum adjustments and improved pedagogy. As the curriculum cannot be immediately
remedied, it would be prudent to determine what areas of the curriculum lack relevance to
students and provide recommendations for improving those curriculum components. An
example of a time and cost efficient method that may be undertaken as a whole-school
approach is the use of student questionnaires to articulate specific areas for improvement.
Secondly, an immediate implication for my future teaching praxis is the location and
utilisation of engaging pedagogical strategies that cater to diverse student learners. This can
be done over my entire career through continuous research and classroom trials.







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Multiple participants commented on the influence of a teacher-student relationship. High
teacher expectations and a positive teacher-student relationship will foster student
engagement (Van Uden, Ritzen & Pieters, 2014; Roorda et al, 2011). However, theories such
as Affect-Effect and the Pymgalion effect, make evident biases that may occur when some
students are perceived as stronger or weaker performers, particularly students from a low
SES (Demanet & Van Houtte, 2012). Therefore, a third implication for my teacher praxis is to
further research techniques for applying high expectations to all students and reflective
techniques to ensure I remain free of bias. If I am able to maintain high expectations for
students, I will foster positive teacher-student relationships and improve student
engagement (Demanet & Van Houtte, 2012). Additionally, the stronger relationship with
students will enable less restricted interaction and increase my knowledge of students
ability (Mcgrath & Van Bergen, 2015). This will allow me to create relevant and appropriate
tasks that cater to each student and utilise the suitable pedagogy to maintain an engaging
lesson.

This study has made clear the various aspects that are to be examined when evaluating
student behavior. I intend to apply these three implications in my teaching praxis, which I
believe will improve student engagement and ultimately reduce student misbehavior.
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REFERENCES

Adelman, H. S., & Taylor, L. (2012). Student engagement and disengagement: an intrinsic
motivation perspective and a mental health concern. Mental Health Promotion in
Schools. Benthem Science, Sharjah, UAE.


Crawshaw, M. (2015). "Secondary school teachers perceptions of student misbehaviour: A
review of international research, 1983 to 2013." Australian Journal of Education
59(3): 293-311.


Demanet, J. and M. Van Houtte (2012). "Teachers' attitudes and students' opposition.
School misconduct as a reaction to teachers' diminished effort and affect." Teaching
and Teacher Education 28(6): 860-869.

Gallagher, E. (2013). The effects of teacher-student relationships: Social and academic
outcomes of low-income middle and high school students. Retrieved from:
steinhardt. nyu. edu/opus/issues/2013/fall/gallagher.



Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., La n, G.,
Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of Difference:
What Aboriginal Students and eir Parents in North Queensland Say About Teaching
and their Learning. Australian Journal of Teacher Education, 40(5). h
p://dx.doi.org/10.14221/ajte.2015v40n5.8

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Maguire, M., Ball, S., & Braun, A. (2010). Behaviour, classroom management and student
control: enacting policy in the English secondary school. International Studies in
Sociology of Education, 20(2), 153 - 170.
http://dx.doi.org/10.1080/09620214.2010.503066


McGrath, K. F. and P. Van Bergen (2015). "Who, when, why and to what end? Students at
risk of negative studentteacher relationships and their outcomes." Educational
Research Review 14: 1-17.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective
teacherstudent relationships on students school engagement and achievement: A
meta-analytic approach. Review of educational research, 81(4), 493-529.


Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field methods, 15(1),
85-109.


Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student
engagement in high school classrooms from the perspective of flow theory.
In Applications of Flow in Human Development and Education (pp. 475-494). Springer
Netherlands.


Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them?
Teachers Views of Unproductive Student Behaviours in the Classroom. Australian
Journal of Teacher Education, 39(6). http://dx.doi.org/10.14221/ajte.2014v39n6.6



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Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in
qualitative content analysis and thematic analysis. Journal of Nursing Education and
Practice, 6(5), 100.

Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher
beliefs and interpersonal teacher behavior in fostering student engagement in
vocational education. Teaching and Teacher Education, 37, 21-32.