Source:https://www.edutopia.org/
Childhood misbehavior can stem from various causes, including developmental factors, especially during adolescence when challenging authority is common. Teacher training programs often emphasize strict discipline over addressing underlying causes of misbehavior, potentially limiting long-term effectiveness in managing student conduct.
1: Responding to surface-level behavior (and not the underlying reasons): Misbehavior in students can stem from different underlying reasons, and addressing it requires understanding these causes rather than reacting reflexively. A 2010 study highlights that a strategy effective for one student might worsen behavior in another. Teachers should observe patterns surrounding the misbehavior—such as triggers and contexts—to determine students’ goals. For example, one student might misbehave due to stress at home, while another seeks peer attention. By identifying these motivations, teachers can respond more effectively and supportively.
2: Assuming it’s not an academic issue: Cynicism about student misbehavior is common, but it often arises from genuine academic struggles. A 2018 study revealed that 20% of misbehavior can be linked to academic deficits, such as not understanding an assignment or finding it too difficult. In these cases, misbehavior serves as an outlet for student frustration, highlighting the need to address academic challenges to reduce disruptive behavior.
3: Confronting every minor infraction: Inexperienced teachers may feel compelled to address all misbehavior, but focusing on minor disruptions can actually lead to more issues over time. A 2016 study found that negative attention, like calling out off-task behavior, can make students feel disconnected and exacerbate misbehavior. This creates a cycle of negative reinforcement, where reprimanded students may withdraw rather than refocus. Instead, teachers should emphasize positive behaviors, such as completing work on time, and use nonverbal cues like looks or hand signals to encourage attention.
4: Using time-out corners: Using corner time as punishment can lead to shame and embarrassment, harming the teacher-student relationship and undermining trust, according to a 2019 study. This approach can negatively impact students’ self-esteem, as they grapple with social pressures. In contrast, Fall-Hamilton Elementary in Nashville employs “peace corners” as a supportive space for all students to calm down and reflect. Unlike time-out corners, peace corners carry no stigma and allow students to self-manage their emotions. They feature activities to help develop self-regulation skills, promoting healthier responses to frustration and anger.
5: Writing Names and Other Public shaming: Publicly identifying disruptive students, such as posting detention lists or tracking behavior on classroom boards, can be harmful and counterproductive, according to a 2019 study. These shaming practices do not effectively deter misbehavior and may exacerbate issues. Instead, researchers suggest that teachers should address students privately, encouraging reflection on their actions and fostering a sense of responsibility for their behavior.
6: Expecting compliance: Expecting compliance from students without investing in emotional connections is counterproductive; many will rebel or engage in power struggles. A 2014 study emphasizes that effective classroom management relies on building trust and empathy rather than controlling behavior. Teachers should adopt proactive strategies, such as greeting students positively, fostering relationships, co-creating classroom norms, and maintaining an active presence, to help students develop the social and emotional skills necessary for self-regulation.
7: Not checking your biases: Research shows that teachers often perceive students of color as less capable and more aggressive than White students, leading to inconsistent application of rules that erodes trust. For instance, a 2019 study found that Black students receive fewer warnings before facing disciplinary action compared to their White peers. This perceived unfairness contributes to a “trust gap,” as highlighted in a 2017 study, where increased awareness of racial bias among African American students correlated with diminished trust in schools. This distrust not only results in more disciplinary issues but also reduces students’ interest in college applications.
In conclusion, to address disciplinary bias, teachers should recognize their implicit biases and regularly review their disciplinary actions for potential improvements. However, reform should not rest solely on teachers. In light of recent protests for racial justice, schools must critically examine their policies for systemic racism and work to reform them.
Image Source: https://www.edutopia.org