\\DROBO-FS\QuickDrops\JB\PPTX NG\Droplets\LightingOverlay.png Droplets-HD-Title-R1d.png
ANALYSIS AND INTERPRETATION OF EDUCATIONAL SITUATIONS IN SCHOOLS
SPRING 2024

\\DROBO-FS\QuickDrops\JB\PPTX NG\Droplets\LightingOverlay.png Droplets-HD-Content-R1d.png
THREE DEFINITIONS OF INAPPROPRIATE BEHAVIOUR
•“ANY ACTIVITY THAT INTERFERES SIGNIFICANTLY WITH A PUPIL’S OWN LEARNING, OTHER PUPILS’ LEARNING
AND TEACHER’S ABILITY TO OPERATE EFFECTIVELY” MERRETT AND WHELDALL (1986, P. 88)
•“ANY ACTION BY STUDENTS THAT THREATENS TO DISRUPT THE ACTIVITY FLOW OR PULL THE CLASS TOWARD AN
ALTERNATIVE PROGRAM OF ACTION” DOYLE (1990, P 115)
•“BEHAVIOUR THAT SERIOUSLY INTERFERES WITH THE TEACHING PROCESS, AND/OR SERIOUSLY UPSETS THE NORMAL
RUNNING OF THE CLASSROOM” LAWRENCE ET AL. (1983, P. 83)

\\DROBO-FS\QuickDrops\JB\PPTX NG\Droplets\LightingOverlay.png Droplets-HD-Content-R1d.png
Inattention— daydreaming, looking out the window, drawing, thinking about things that have nothing
to do with to the lesson.
Apathy— a general disinclination to participate, sulking, or not caring, not wanting to try or to
do well
Needless talk— students chatting during instructional time about things unrelated to the lesson
Moving about the room— getting up and moving about without permission, congregating in parts of the
room
Annoying others— provoking, teasing, picking at, and calling names.
Disruption— shouting out during the instruction, talking and laughing inappropriately, causing
“accidents.”
Lying— falsifying statements to get one’s way or to get others in trouble.
Stealing— taking things that belong to others.
Cheating— being academically dishonest or duplicitous in their dealings with others
Sexual harassment— making others uncomfortable through touching, sex-related language, or sexual
innuendo
Aggression and fighting— showing hostility toward classmates, threatening them, shoving, pinching,
wrestling, hitting
Malicious mischief— doing damage intentionally to school property or the belongings of others
Defiance of authority— talking back to the teacher, refusing to do as the teacher requests

\\DROBO-FS\QuickDrops\JB\PPTX NG\Droplets\LightingOverlay.png Droplets-HD-Content-R1d.png
WHY DO CHILDREN MISBEHAVE?
•1. CHILDREN MISBEHAVE TO GAIN ATTENTION. WHEN CHILDREN MISBEHAVE IN THIS WAY, THEY’RE TRYING TO
FEEL SIGNIFICANT AND ESTABLISH A SENSE OF BELONGING BY DRAWING ATTENTION TO THEMSELVES. (“YOU
HAVEN’T BEEN PAYING ENOUGH ATTENTION TO ME! I WANT YOU TO NOTICE ME AND CARE ABOUT ME!”)
•2. CHILDREN MISBEHAVE TO ACHIEVE POWER. HERE CHILDREN ARE TRYING TO FEEL IMPORTANT AND CONNECTED
TO OTHERS BY ASSERTING THEMSELVES IN A STRONG WAY. (“I CAN DO WHAT I WANT, WHERE I WANT, WHEN I
WANT! SO THERE!)
•3. CHILDREN MISBEHAVE TO SEEK REVENGE. HERE, CHILDREN WANT COMPENSATION FOR THE HURT OF FEELING
DEPRIVED OF IMPORTANCE OR A SENSE OF BELONGING. (“SO YOU DON’T THINK I MATTER MUCH, DO YOU? WELL,
I’LL SHOW YOU A THING OR TWO!”)
•4. CHILDREN MISBEHAVE FOR THEY ASSUMED AN ATTITUDE OF INADEQUACY. IN THIS CASE, CHILDREN ARE
REACTING TO A PERCEIVED LOSS OF IMPORTANCE BY SIMPLY GIVING UP. (“NOTHING I DO MAKES ANY DIFFERENCE
TO YOU! WELL, YOU CAN JUST FORGET ABOUT IT! I’M NOT DOING ANYTHING ANYMORE!”)
•

\\DROBO-FS\QuickDrops\JB\PPTX NG\Droplets\LightingOverlay.png Droplets-HD-Content-R1d.png
HOW TO DEAL WITH IT?
•WHEN THE ISSUE IS ATTENTION, YOU MIGHT IGNORE THE BEHAVIOR OR DO SOMETHING UNEXPECTED (SING A
FUNNY SONG IN RESPONSE TO A CHILD’S ATTENTION-GETTING WHINING).
•IF THE UNDERLYING MOTIVE IS POWER, THEN YOU MIGHT NEED A COOLING-OFF PERIOD FOLLOWED BY A
PROBLEM-SOLVING SESSION TO RESOLVE THE STRUGGLE.
•IF YOUR PUPIL SEEKS REVENGE, THEN CURBING THE URGE TO RETALIATE AND WELCOMING COOPERATION MIGHT BE
WAYS YOU COULD HANDLE THE PROBLEM.
•IF YOUR PUPIL MISBEHAVES BECAUSE OF FEELINGS OF INADEQUACY, THEN TEACHING HER/HIM SKILLS IN THE
AREA OF PERCEIVED INADEQUACY, AS WELL AS SETTING UP OPPORTUNITIES FOR HER/HIM TO EXPERIENCE
SUCCESS, CAN GO A LONG WAY TOWARD MOVING HER/HIM IN A MORE POSITIVE DIRECTION.
•