Protective factors, such as a supportive family and community can minimise the impact of risk factors. Social-ecological systems theory represented in the diagram below is useful to describe the factors influencing student behaviour and wellbeing. Individual characteristics such as age, sex, personality, temperament, mental health, physical health and learning and support needs interact with factors in the environment.
For example, how individuals respond to stress means that some people are more sensitive to their environments, regardless of whether those environments are supportive or not. The presence of certain hormones can also affect the way we initiate and sustain social interactions, which in turn impacts on our social behaviours and attachment.
Multiple factors can influence our motivation and emotional regulation, which affects things like optimism and perseverance. These biological differences influence the development of our personality and our temperament, and our ability to develop resilience.
Peers, teachers and family have a major influence on development. Environments that do not directly involve the student can still impact them. Family links with social service agencies, government departments and health providers can all influence student learning and development. Cultural, political and economic factors can also influence student learning and development.
For example, state and national policies and legislation, can influence education, such as:. Triggers are actions or events that play a role in prompting particular behaviours. Triggers can be used deliberately by teachers to prompt correct student behaviour. For example, if a teacher wants students to listen, he or she will generally call for their attention sometimes using a signal and wait for them to be quiet, thereby triggering the desired attentive behaviour.
Sometimes actions or events in the classroom may be a trigger for some students to exhibit challenging behaviour. Whether or not a particular action or event is a trigger for challenging behaviour will depend on the individual student and the environment or setting in which it takes place. The instruction above might produce very different behaviour if it is shouted in a large, noisy classroom rather than made in calm voice to a small, attentive and quiet group of students.
A crucial element of any response to a student's challenging behaviours is identifying the triggers for that particular student. Abstract Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure.
The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected.
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. Helping students develop coping strategies to deal their frustrations and subsequent anger or other emotional responses is a big part of developing better impulse control in the classroom and at home.
The recent development of online coursework has wrought some unintended consequences in the classroom. Behavioral disengagement, such as ceasing to participate in an online classroom activity, can be associated with lower academic performance in both the short- and long-term. Disengaged students in online learning environments who "game the system" — or bypass online learning activities by clicking through exercises — tend to have worse academic outcomes than both engaged and off-task students.
Students with ODD, for example, struggle to accept authority and may frequently defy teachers and parents. Students who need mental health interventions, occupational therapy or psychoactive drugs may behave poorly in class even when teachers have excellent classroom control. These mental health interventions can affect the affected student's ability to learn because they are not able to actively participate in the classroom.
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