 |
Misbehavior presents a discipline challenge for the classroom teacher. Students can disrupt lessons, distract the teacher and each other, and intimidate teachers and peers, short-circuiting the learning process for themselves and classmates.
Charles defines misbehavior as “intentional behavior that runscontrary to class agreements”; it can be characterized as benign disruption, withdrawal from learning, immorality and indecency, or hostile confrontation (138-39). |
Charles lists specific reasons for student misbehavior (139-40):
- Pushing the limits
- Mimicking each other
- Showing intense curiosity
- Craving attention
- Wanting power
- Feeling bored or frustrated
- Acting out a bad mood
- Reacting when dignity is threatened
- Bringing outside disagreements into the classroom
- Manifesting an egocentric personality
Teacher behaviors
|
Teachers can bring into the classroom specific behaviors that set a negative tone. An autocratic stance; a need to exert control over students; and a tired, auto-pilot approach to teaching sow seeds for student misbehaviors. Teacher misbehaviors include:
|
 |
|
Charles suggests that teachers become aware of these tendencies and work to take a more positive tack. He proposes that teachers learn to prevent misbehavior, create a dynamic classroom, and involve students as partners in decision-making. |
|