This document discusses misbehaviors in the classroom and behavior modification. It defines misbehaviors as actions that compete with instruction and draw attention away from learning. Four types of misbehaviors are described: attention-getting behaviors, power-seeking behaviors, revenge behaviors, and displays of inadequacy. The document also outlines strategies for behavior modification, including identifying the target behavior, understanding the context of the behavior, and knowing what reinforces individual students. The overall purpose is to help teachers change disruptive behaviors and attain a constructive learning environment.

1. Misbehavior in the Classroom
& Behavior Modification
Prepared by:
Mr. Orlando A. Pistan
Psychology Instructor

2. Question:
How would you define a
misbehavior in the
classroom?

3. Misbehavior in the
Classroom
An action is considered
misbehavior when the
consequences compete with
instructional situation.
If the student’s action
compete for attention and
have the potential to draw
other students away from the
learning task at hand, then the
behavior is a misbehavior.

4. Misbehavior in the
Classroom
Attention-getting Behaviors
Power-seeking Behavior
Revenge Behavior
Display of inadequacy
Behavior

5. Misbehavior in the
Classroom
Attention-getting Behaviors
Power-seeking Behavior
Revenge Behavior
Display of inadequacy
Behavior

6. Attention-Getting
Behaviors
Luis is waving her hand wildly
and declaring he knows the
answer while another student
is trying to answer a question.
Miguel manages to make a
grand entrance to the
classroom by pushing a couple
of students on the way to his
desk.

7. Attention-Getting
Behaviors
 Most common form of distraction in the classroom
 Attention-getting is a way of finding themselves in the classroom for
discouraged students.
 Only when they are noticed do they feel accepted.
 Being reprimanded triggers to get more attention
 Verbal reprimands, loss of privileges, and various forms of retribution
 Induce think-twice-before-you-act mentality
 Teachers can also ignore these behaviors with the help of the class
 Give the student some non-academic ways to be helpful
 The student can experience achievement through responsible
participation in the class

8. Power-Seeking Behaviors
When Mario is asked to get his
book and start to work, he
refuses and sits glaring at the
teacher.
Marissa tries to prove she is
wiser than her teacher. She
gets great satisfaction from
asking questions the teacher
cannot answer. She also
declares that the seatwork
and projects are worthless.

9. Power-Seeking Behaviors
 Envy of the teacher’s popularity or authority
 Present in academically-able students
 Lead to argument or battle over power between the teacher and the
student
 Annoys the teacher and may lead him to exchange words in front of the
class
 Delegate the student in a responsibility
 Convert responsibility to recognition
 Make the student a leader
 The once shaky sense of self-esteem being protested will be turned to a
secure one.

10. Revenge Behaviors
Ms. Cruz is very well known for
her foul language. Mario has a
foul tongue too. After 3
consecutive admonitions, Ms.
Cruz gets a taste of both.

11. Revenge Behaviors
Aim to discredit and hurt the teacher
Tempting teachers to return hurt with hurt
Escalating problem gives discomfort to one another
Return maliciousness with kindness
Return quarrelsomeness with understanding
Return antagonism with cordiality
A desperate student needs help.

12. Display of Inadequacy
Behaviors
Myra spends most of her time
staring out the windows or
daydreaming during classes.
When Arvie was called to
share his opinion in the class,
he responded with “I don’t
know, I don’t understand.”

13. Display of Inadequacy
Behaviors
Physically present, psychologically absent
Passive resistance as a way to express dissatisfaction,
discontent and defiance
Do not create disruptions, but do not cooperates
Build steady relationship with the student
Give them sense of achievement
Motivate them
Experience of success will enhance their self-esteem

14. Behavior Modification
Applied behavior analysis
involves a systematic
performance based method of
studying and changing socially
important behavior. This is
also called behavioral
technique.

15. Behavior Modification
Know your target
Know the circumstances
surrounding the behavior
Know your students so that
you know what reinforces
them.

16. Know your target.
Identify what behavior you
want to change.
Specify precisely what you
would like to change and what
you want them to become.
Of course, behavior change
does not change quickly but
gradually.

17. Know the circumstances
surrounding the behavior.
When maladaptive behaviors
occurs, try to discover what
happened immediately
preceding and following it.
A – Antecedent
B – Behavior
C - Consequences

18. Know the circumstances
surrounding the behavior.
Try this problem:
Clint is very prone with
cheating during quizzes
and exams. Despite his
teacher’s warnings, he
still cheats.
Know the A, B, C

19. Know your students so that you
know what reinforces them.
The goal of the teacher is to
gradually reduce external
reinforcement and increase
self-control.
Thoughtfully used, behavior
modification techniques can
help teachers attain
constructive classroom
atmosphere.

20. Misbehavior in the Classroom
& Behavior Modification
Thank you for paying
attention.