Why Does Tragic Behavior Occur In Some Situations And Not In Others?

Why does problematic behavior occur in some situations and not in others?
Some of the causes of disruptive or inattentive behavior are:
• Students are bored or frustrated with academic materials.
• Students see no relevance for work.
• Students may not understand behavioral expectations.
• Teachers send inconsistent expectations.
• Students may experience external problems.
• Teachers lack classroom awareness.

Looking at these selected causes I will consider why behavior problems occurred in some situations and not in others.
If the materials that students are given to be on-task with has not been aligned with learning objectives, students may feel inadequate and give up, leading to frustration. Understanding the task at hand requires the instruction to be clear and direct, and within their capabilities. Also, activities which are not well-structured and do not engage the interest of
the learner will quickly lose their attention and progressively lead to a problematic behavior (Edwards, 1993). Teachers who vary their instructional methods during a class session are able to stimulate the student’s minds reduce class disruption.
Students who perceive that the work has no importance in their life will not be motivated to comply.
When they are able to see the big picture of what they will be able to accomplish and connect a task to other skills they already know, they will be more enthusiastic. Teachers who are mindful of their audience will incorporate relevant aspects of the lives of their students into the content they are delivering so that student interest remains peaked and needs are fulfilled.
Behavioral expectations should be communicated clearly on the first day of school, reiterated and rehearsed. If rules and procedures have student input and are explained, rather than imposed, compliance is greater (Marzano, 2003). Unclear expectations leads to student confusion and frustration which often leads to disruptions. Expectations must be applied consistently so that students know that the teacher takes the rules seriously. Students will test teachers until the teacher reacts. Clear expectations with consistent consequences convince students that the expectations really do apply and the testing fades
away.
External problems that affect students in the classroom include family problems, poverty, poor parenting at home, lack of social skills, a physiological issue, and various cultural issues. Teachers who develop rapport with their students are able to understand the student’s perspective and provide the relevant support. For example, if a teacher is perceptive to the misbehaving student, they may be able to identify if the home environment accepts or allows a different behavior; hence, take appropriate behavior management strategies to modify the student’s dissonance.
Jacob Kounin (1970) identified the teacher characteristic called “withitness” which involves a keen awareness of disruptive behavior or potentially disruptive behavior and immediate attention to that behavior. Effective classroom managers were said to possess this skill which has also been akin to having eyes in the back of one’s head. Students are less likely to misbehave if they know that they are being monitored; research demonstrates that teacher proximity is inversely related to student misbehavior. Also, teachers who use redirection techniques and cues (verbal and non-verbal) are able to deal with potentially problematic behavior.
In conclusion,………………..