1. Chapter 2 – Nature of Behavioural Problems
1. When does behaviour become a problem?
What is a working definition of a behaviour
problem in a classroom?
2. What is the magnitude of the problem
behavior in Canadian classrooms?
3. What is the impact of misbehavior on both
students and teachers?

2. Defining a Behavioural Problem – p.25
When teachers use generic language like –
“lazy”, “rude”, “aggressive”, “unmotivated”,
“belligerent”, “inconsiderate” to describe
students - their thoughts “attribute” to their
behaviour towards students.
Attribution Theory (Weiner, 1980) tells us that
our thoughts guide our feelings, which in turn
guide our behaviour.
How effective is a negative teacher reaction
or judgment in effecting a postive change in
student behaviour? – Is a negative reaction
better than no reaction?

3. Defining a Behavioural Problem
Does behaviour lead thinking or does
thinking lead behaviour?
So if we change the way we behave do
we change the way we think?
So if we change the way we think can
we change the way we behave?

4. Behavioral Scenarios 6
Compare scenarios (p. 27-28)
* Is there a behavioural problem?
* If there is a behavioural problem,
who is exhibiting it?
* Does the behaviour require
discipline or intervention?

5. Definition of a Behavioural Problem –
A definition that recognizes the multifaceted
nature of a behavioural problem:
“A behavioural problem is a behaviour
that:
(1) interferes with the teaching act,
(2) interferes with the rights of others to
learn.
(3) is psychologically or physically
unsafe,
(4) destroys property.”

6. Beyond the Definition –
Motivational Problems
Student behaviours like: not
handing in homework, not
prepared for class,
daydreaming fall outside the
“definition”
Why?

7. Dealing with Motivational Problems
Motivational Problems can be a result of:
• low levels of self confidence
• Low expectations of potential success
• Loss of autonomy
• Achievement anxiety or
• Fears related to success or failure

8. Extent and impact of behavioural issues
in Canadian schools
Levels of satisfaction with the “education
system” vary across Canada, however 40%
(1999) of Canadians surveyed had concerns
about discipline/violence in the public school
system.
What might be the results for the private school
system? Why?
Some of the reasons given for teachers leaving
the profession early are student behaviour or
the working environment.

9. Common Classroom Behaviours
Excessive talking
Failure to do assignments
Disrespect
Lateness
Why is it so hard to overcome these?

10. Bullying – a growing concern
Bullying refers to:
the physical and/or psychological abuse
of power by peers (usually children
against other children) and can be either
verbal or physical, and direct (face to
face) or indirect (gossip, cell phone
messages,exclusion, shunning, text
messages, internet sites etc.)
What is the impact of bullying?

11. Impact of Disruptive Behavior (DB) on
Teaching and Learning
Level of
Interference = type + frequency + duration
in teaching of DB of DB of DB
& learning
In a 40 week school year – 1000 minutes/22
periods or 1/9 of the year is spent on off task
behaviour.

12. The Ripple Effect
• The Ripple Effect results when disruptive
behaviour becomes contagious and draws
in other students – there is a “percolating”
effect.
• Students can learn and subsequently
model off-task behaviours from other
students.
• What might be some factors that
contribute to the ripple effect?

13. Teacher’s are Emotionally Vulnerable
to Disruptive Behaviour
When the hours spent to create interesting,
motivating, fun and meaningful lessons are
undermined by disinterested, off-task students,
teachers can become discouraged and burnt
out.
20% - 25% of teachers leave within 5 years
In urban settings close to 50% leave in just 3
years

14. Danger of focusing on the “negative”
Just focusing on negative behaviour can
reinforce it and opportunities for students to
learn more appropriate behaviours can be
missed.
Disruptive behaviour evolves over time
and it will take to make positive changes –
small steps with a high success ratio.
Behavioural standards need to be realistic
and universal to the entire class.

15. Spinning out of control!
As discipline problems escalate,
teachers can adopt a “ laissez-faire”
attitude.
As escalation continues a “get even”
attitude leads to revengeful behaviours
on the part of the teacher which can
limit their ability to assist students learn
– power struggles can place a teacher
in a no-win situation.

16. The fallout!
Stress related to classroom
management is one of the most
influential factors in failure among
novice teachers.
Seasoned teachers report that
students who continually misbehave
are the primary cause of job stress – “If
it weren’t for the students this would be
a great place to work!”