1. Problem Behaviours
 Minor: Calling out, distracting or disrupting
 Frequency and amount of disruption
determines how bad the behaviour is
 Major: aggression, violence, bullying – not as
common
 According to students they are a cry for help,
but are usually met with hostility
 Becomes a cycle of provocation
 Disagreement about what to do – teachers
need to end the cycle and act professionally
Types of Interventions – Three theoretical frameworks
1. Interventonalist (Behaviourist)– children’s learning and behaviour is learned, so it can
be unlearnt.
Usually teachers are in control and firm, but supportive. They develop a plan to respond to
behaviour that is calm, rational and helps them to avoid emotional responses that may be
inconsistent.
 Establish rules
 Give Supportive Feedback – “Catch them when
they’re good”
 Correct – strict enforcement of rules and
consequences
2. Interactionalist (Cognitivist)– children’s
behaviour is a mix of predisposed genetic and learned
traits.
They believe that misbehaviour is student trying to achieve a goal.
Students typically have 4 reasons for acting the way they do.

2. 1. Want attention
When teacher responds behaviour is re-enforced. A form of behaviourist
conditioning
2. Want power
Student will put up a challenge, seeking to win. If they win, thy might learn that this
can make them feel good. Normally the teacher will put up a fight because if one
student challenges them, more are likely to do so. If the teacher wins, the student
will normally seek a rematch
3. Want revenge
Will normally feel offended and react badly, encouraging a desire for revenge
4. Feel inadequate
If the teacher does praise and encourage the student might give up
Responses:
Praise and encouragement
 Catch the student doing something good so positive behaviour is re-
enforced. Give them positive attention through encouragement.
 Ensure they don’t give up by showing them you believe they are capable
(industry vs. inferiority stage).
Use “I” messages

3.  Don’t make it about the student, so that they don’t feel a loss of power or
offended, making them seek power or revenge
Base Responses on…
Natural consequences – outcomes that occur without inference
If the student forgets his pen and cannot write, he will have no notes and must borrow some. Not
rescuing and creating dependency, which harms self-sufficiency.
Logical consequences – outcomes are designed to influence behaviour
Students take 5 minutes of my class time talking, so I take 5 minutes of their recess for teaching
with the hope that they talk less in class and more at recess
3. Non-interventionist (Humanist) –
children should learn and behave naturally
and can control their own behaviour and
make choices. Students need to take
responsibility for their own actions.
Teachers as Leaders
 Guide students and should model
the proper behaviour
 Encourage students to think about
and evaluate their behaviour in
relation to their goals and make
choices
Rights and Responsibilities – self control
 Every one has the right to feel safe,
be treated with dignity and respect,
to teach and learn
 Responsibilities are more specific
obligations
 Teachers should use the least
intrusive way to respond to misbehaviour
Considerations
The model used depends on the personality and the development of the student. Mature students
would probably be able to function with a non-interventionist model. This would presume a good
deal of development and a well balance curriculum and student teacher relationship. It is most
likely that there would be examples of all three models in a class and that the teacher would have
to make a decision about what they are seeing the best response.