Excerpt Why Do Young People Misbehave

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Why do young people misbehave?
Assignment 1 PPLE
Hannah Anthony
*skipped Introduction*
Literature Review
The question of whether this is knowable is valid. Depending on the approach or
theory one uses, that will then determine the principle of why a student would be disruptive
or misbehave (Slee, 2015). Results show that schools with teachers who believe students
are less teachable are more likely to behave poorly (general strain theory) (Demanent &
Houtte, 2012), whereas other results show that teachers might have a better understanding
of why students misbehave than students themselves (Johnson et. al, 2018). Whether it is
teacher expectations (or lack thereof) (Demanent & Houtte), absence of individualised
student attention and/or academic skill deficiency (Johnson et. al, 2018), distraction of
mobile phones (though research shows that is of little concern for teachers in recent years)
(O’Bannon, Waters, Lubke, Cady & Rearden, 2017), unhealthy sleep practices that
contribute to issues in puberty and education (Lin & Yi, 2014), or disengagement – Cothran
et. al (2009) concludes that no one is really taking ownership of why students misbehave
and, therefore, it cannot be concluded as to why until this is solved.
The Interview Process
Participants of various ages and occupations were chosen to partake in the interview
of asking the question, “Why do young people misbehave?” Each participant is listed as
follows:
F1: Age 51, first year teacher at secondary school in Western Sydney
F2: Age 23, pre-service teacher

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F3: Age 46, Events Coordinator, parent
F4: Age 17, secondary school student
M1: Age 47, 25 year teacher at secondary school in Western Sydney
M2: Age 24, University student
M3: Age 27, Registered Nurse
These participants were all asked the same question to begin. I listened, took notes, and
probed if they needed a push to continue explaining their ideas on the subject, not allowing
any of my personal biases to be known. Each participant answered truthfully, but seemed to
be unsure of any obvious reasons as to why students would misbehave. Once all interviews
were conducted, I tallied each specific reason participants gave to see any common answers
or themes, as well as outliers.
…BODY….
My teaching practice
In the interview process, I agreed the most with F3 when she said that we could change the
world if we get to the bottom of the “why” in misbehaviour, that there is always a reason to
student misconduct. She explained that, “the pressure we put on kids at school is difficult on
them . . . we don’t give enough room for teens to explore the possibility of who they are and
what makes them who they are.” I believe she nailed it in determining “the why,” and I
hope to have this kind of mindset in my own personal teaching practice. Yes, education and
content is important, but it is also important for students to feel valued and supported.
Whilst they experience adolescent growth and development, I would hope that they feel
their teacher views them as teachable and dependable, and are given outcomes that are
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achievable with high expectations regardless of background, gender, or socioeconomic
status.
Lastly, M1 was insightful in giving examples in how he manages student
misbehaviour in the classroom. Though he did not explain much about the “why,” he gave
some tips on managing it in a way that is relaxed and used with humour. When students
muck up and disrupt the class by talking, he says things like, “Sorry, my apologies, you must
be talking about something important. Let me know when you are finished.” Then he
continues with his lesson. While this might come across as brash, it is a humorous, useful
tool that helps students to refocus without embarrassing them too harshly (Lewis, Romi &
Roache, 2012). I may adopt this example in my teaching strategies.
Finding the underlying source of student misbehaviour is important, and until this is
solved, teachers should focus on building strong teacher-student relationships, as discussed
previously (Demanent & Houtte, 2012). This is to help teachers get a better idea as to why
students behave the way they do. Practical methods for building these relationship include
using reasonable expectations to control the classroom, humour to refocus the students and
recognising that there may be many underlying reasons that may cause students to behave
in a certain way. With these methods, I will strive for a positive classroom culture for
students to feel supported and valued. This may not “save the world” like M3 suggested,
but it is a good place to start.

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EXTRACT

Why do young people misbehave?

The question of whether this is knowable is valid. Depending on the approach or

and, therefore, it cannot be concluded as to why until this is solved.

The Interview Process

F2: Age 23, pre-service teacher

F3: Age 46, Events Coordinator, parent

F4: Age 17, secondary school student

M1: Age 47, 25 year teacher at secondary school in Western Sydney

M2: Age 24, University student

M3: Age 27, Registered Nurse

or themes, as well as outliers.

achievable with high expectations regardless of background, gender, or socioeconomic

Lastly, M1 was insightful in giving examples in how he manages student

Roache, 2012). I may adopt this example in my teaching strategies.

solved, teachers should focus on building strong teacher-student relationships, as discussed

but it is a good place to start.

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