MISBEHAVIOR IN CLASSROOMS

ANNA LEE A. LAMPA

One of the greatest struggles most teachers face everyday is dealing with misbehaving children. But, first, how is misbehaviour defined in a classroom setup?

Classroom climate and environment play a very crucial part on how the learners behave. Poor seating arrangement, extreme hot temperature and noise level in and surrounding the classroom are but just few of the superficial reasons of misbehaviour. Superficial because there are more underlying causes of this problem.

Beyond these physical bases of misconduct is physiological root. Students who are misbehaving may have some kind of temporary malady contributing to their attitude. For instance, a child who is overly tired, sick, hungry or simply the victim of a sudden change in routine may demonstrate troubling classroom behavior.

More surprising and sometimes disturbing are the psychological justifications of these misbehaving. Oftentimes, these are manifested as desire for power, seeking attention, looking for revenge, lack of self-confidence and even unhealed trauma. Though underlying causes such as these can most frequently be rooted back to family, still the school seemingly becomes an exhaust fan where these children release their longing for answers and remedy.

At the end these all, misbehaviour is a “blinking warning” that the learner is in need. Indeed, the school is an extension of thelearner’s home. A little mistake in the teacher’s actions can make or break him/ her. A little change in the perception of this misbehavior can make a great difference. The school or teacher has to adjust in the midst of all these because the LEARNER is IN NEED.

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The author is Teacher III at San Pedro Saug Elem. School, Lubao West District