Form versus Function of Behavior

Disruptive Behavior in the classroom takes on many forms. However, in order to effectively manage the classroom we must move beyond the form of a student’s behavior to discover the “function” of the behavior. This is possible when we begin to view all behavior as a type of communication. Teachers need to learn a new language. Behaviors speak loudly. For example, a student may refuse to work and put her head down on the desk instead. What is she trying to say?

1.  “I am mad at you and I don’t like this work and you can go to ____ !”

2.      “I was not able to get much sleep last night because my parents were fighting and I had to take care of my little sisters.”  

3.      “I really don’t understand the curriculum and you are not helping me in a way that I understand.”

4.      “Just a few moments ago I got in trouble in the hall and the Principal is probably going to come for me in a few minutes anyway.”

5.      “Nobody thinks I am smart and they are right. There is no use in trying. I will just fail again.”

6.      “Nobody ever pays attention to me when I am being good. I only get people’s attention when I get in trouble.”

7.      “I am sick and tired of people always ordering me around. I want to be the one in charge.”

8.      “You called my mom and told her what a problem I have been in class. I’ll show you how big of a problem I can be.”

9.      “My mom had to go back in the hospital again and I don’t have my medication at home anymore.”

10.  Fill in the blank…. The list can go on and on.

In all of these cases is the student really behaving “inappropriately”?  This begs the question; “who determines “appropriate”? Is it possible at times that we mistakenly identify behavior as inappropriate when the student is genuinely demonstrating effective coping strategies? Perhaps we need to begin to seek a better understanding of the problem behavior before we spring into action. When teachers react to problem behavior we typically focus on the student’s “misbehavior” and seek compliance to our demands. Therefore, teachers (at times) wind up escalating the problem behavior rather than assisting in the problem solving process.

We function from a problem oriented point of view when we deliver task demands to students who display disruptive behavior. We rightfully want the behavior to stop so that we can go about our business of teaching. If the behavior does stop it will likely reoccur if we don’t get to the root of the problem, thus causing future disruptions. We have to move from problem oriented to solution oriented thinking.

Solution oriented thinking leads us toward a problem solving methodology. It allows us to manage student behavior within the natural context of the classroom and will place the focus of our interaction on the function of the behavior, rather that on the form. Here is a novel ideal; when a student is becoming disruptive in the classroom, who is the person with the problem? Surly the individual student has a problem, those around him have a problem, and the teacher has a problem. Therefore, if the classroom is truly equipped to deal with problems they are less likely to occur. 

Example:

Teacher’s Point of View

The rest of the class files in from the cafeteria and everyone is present. After taking the lunch count and putting the essential questions on the board along with today’s schedule you go to your desk to retrieve your Science text. Following the announcements you instruct the class to take out their Science homework. Most of the students begin to take out their books and papers from last night. Sally tells Judy that she needs to get her homework out. Judy shouts at the top of her lungs, “Shut up and leave me alone!” she then shoves her book from the top of her desk into the cabinets causing a loud bang.

Judy’s Point of View

Judy comes to school and is having a bad day. Her brother woke her up late this morning and told her she was going to be late for school. She had to leave the house in a hurry and was not able to brush her hair well enough. Her clothes are a mess and she is hungry. She gets to school and runs into the bathroom to look in the mirror and several girls tease her. She goes to the cafeteria and is in trouble with the monitor because she did not ask permission to go to the restroom. When she comes to your classroom her head is down and she has been crying.  She sits in her desk and waits for the day to begin. Following the announcements you instruct the class to take out their homework. Judy puts her book on her desk but suddenly realizes that she left her homework on the kitchen table at home. Sally, who is just trying to help, tells her to take out her homework. She yells at Sally. “Shut up and leave me alone!” she shoves her book from her desk and it hits the cabinet.

The time is 8:03.

What are you going to do? 

What is the form of the disruptive behavior?  Yelling out and throwing the book off the desk.

What are we in control of?

Who does the behavior impact?

What good will it do to send her out of your classroom?

What is Judy trying to tell us?

Can I assist the class in learning better coping skills through this incident?

Looking at the situation from a problem oriented point of view, we have a job to do and she is causing a major disruption. She has acted out to the point of needing to be punished and she is not going to stay in this class and act in that way. I am sending her out in an effort to continue my instruction of the class. She will have to learn that you don’t get to act that way when you are upset. She will be in the office for verbally abusing another student and abusing school property.

Punishment – the addition of, or the removal of, a stimulus condition following a behavior that results if the reduction of that behavior in the future.

Looking at the situation from a solution oriented point of view, we have a job to do and she is causing a major disruption. Her disruption has affected the entire class and I am responsible for their instruction and safety. Their instruction also includes problem solving and social skills. The classroom culture that I hope to establish is to promote problem solving and positive communication. I talk about care and empathy, now I have to demonstrate it. What is this behavior about? What is Judy’s problem? How can I help her? I will get the rest of the class to look over their homework together while I talk with Judy privately about her behavior. What is the problem and what is she willing to do differently to solve her problem?

A caring classroom is characterized by both physical and emotional safety.  An emotionally safe environment is one which is free from ridicule and disrespect. Is the scenario above an opportunity to demonstrate that my classroom is a place where it’s okay to experience life’s problems? Is it possible that a child in school could demonstrate “inappropriate behavior” and learn valuable lessons about problem solving as a result? I was recently speaking to an elementary school staff when this question came up. “How can I be expected to put aside my teaching in order to help every time someone has a problem?” I just about came out of my skin with enthusiasm when I responded; “you must realize that you are still teaching, it’s just a different subject for a few moments.”  It is true that social skills and problem are no longer a part of our standards in most cases. However, we must teach these, “life skills” within the context of our daily experience. You also capture much more “instructional time” in the future once the students in your care learn the self-management skills necessary to solve their own problems in more acceptable ways.