Abstract
This study describes students’ undesirable behavior and activities, finds the causes associated with those behaviors, and discusses the principles and strategies used by teachers to change the undesirable behavior of students in the classroom. The information for this study was captured through an online survey. For the survey, three open-ended questionnaires were developed and sent to the primary and pre-primary school teachers. The survey was limited to 10 school teachers from four districts (Kavre, Kathmandu, Chitwan, and Itahari) in Nepal. Data analysis and interpretation were done using descriptive, thematic, and narrative analysis.
In this study, few samples of the undesirable behavior of students were collected; however, all information is limited to the experiences of primary and pre-primary school teachers in Nepal.
Introduction
By birth, every individual has different qualities. Some are related to biological factors and some are related to environmental factors. In the case of the formation of children’s behavior, the environment plays a more crucial role than biological factors. According to behavioral theories, personality is a result of the interactions we have with our environment, while biological theories suggest that personality is largely inherited (Cherry, 2022).
Generally, children are born with some naughty and elvish behavior that is perfectly normal at a young age. Some are highly tempered and difficult to handle showing highly challenging behavior beyond their age and developmental stage which is undesirable and distracted from social and cultural norms.
Undesirable behavior is the actions, activities, or behavior, that are unintended and distracted from the norms and value system of our family, society, or any organization. Such activities and behaviors are unacceptable and always harmful to themselves and others. Objectionable behavior can lead to anxiety, depression, dishonesty, mistrust, conflict in relationships, and loss of trust from friends and family. The person with such behavior loses opportunities in the fields of jobs, education, and future development. Defining undesirable behaviorsin the classroom correctly is vital for changing and finally extinguishing these behaviors with appropriate strategies (Aydın, 2000 as cited in Teyfur 2015).
Behind the Scenes of Undesirable Behavior
There are so many causes associated with the undesirable behavior of children. These behaviors harm children’s overall well-being and development in the short-term and long-term. Moreover, such behavior not only hampers the minds and bodies of children but also personal and professional careers.
First, a homely/family environment of children: The behavior or nurturing style of parents, over/under protection, lack of communication with children, financial status, conflict between parents, pressuring and comparing children to others and neglecting behavior of parents, hamper the growth and development of children.
Second, relationships with peers: The behavior of children is directly influenced by their relationship with peer groups. Children often imitate the behavior of peers, whether the behavior is appropriate or not; they follow it knowingly or unknowingly and develop it as an attitude or habit.
Third, school environment: neglect of socio-emotional learning, discriminative environment of school, feeling neglected, inadequate learning and playing materials, lack of sports or extracurricular activities and playground, relevancy of content/ curriculum, lack of motivation, support, and the relationship between teacher and students are associated with the behavior of students. Undesirable behaviors in the classroom are classified in terms of their results as detrimental to academic activities, social relationships, physical equipment, and the environment (Öztürk; 2002 as cited in Teyfur, 2015).
Fourth, biological effects: Chronic illness and disabilities, physical health, hormonal changes, high temperament, imbalances in neurotransmitters like dopamine and serotonin, as well as depression and anxiety, can affect the behavior of students.
Fifth, it is related to the period of pregnancy: It is the foundation of physical, cognitive, emotional, and social growth. The period plays an important role in shaping the behavior as well as the overall development of children. The nutritional food for the mother, maternal lifestyle (happy or sad mood), feelings, surrounding environment, parents’ age, infections and diseases, and exposure play significant roles in the children’s behavior and attitude-building process.
Source: Physiodedia (Prowse, 2024)
Duzey & Caganaga, 2017,
The most important factor outside of the class is a student’s family life. Tolerant or oppressive household attitudes impact the student’s behaviors greatly. Another out-of-the-classroom factor is the environment in which the student resides. The environment is placed around the school and where students spend time after school. School’s atmosphere, location and social areas in which the student spends time after school have a huge impact on a student’s behavior.
whether the school is a democratic place, communication among parents, school, and teachers is also a determining factor in a student’s behavior. The most important elements within the classroom are the features of teachers and students. Personal traits of the teacher, their vocational knowledge, and classroom management capabilities as well as a student’s traits determine what the behaviors shall be.
Behavior management strategies of students in the classroom
Undesirable behaviors are one of the most important problems of teachers (Van & Wheby 2000). It is the responsibility of teachers to find new strategies for solving these problems (Kellam et al., 1994) The prevention of problematic behaviors is related to discipline. Effective discipline methods are very important in achieving academic success and a safe learning environment (Luiselli et al., 2005). Problematic behaviors may occur throughout life. The important thing is that both the parents and the school know how to solve these problematic behaviors. There are several management strategies for teaching proper behavior. It is believed that when these strategies are applied, undesirable behaviors will diminish or completely disappear (Teyfur, 2015).
Teachers who apply effective classroom management strategies may be considered more successful in solving their students’ discipline problems. According to Ağaoğlu 2002, Classroom management strategies of teachers have a significant place in a healthy learning-teaching process, academic development of children, improving their social success and gaining life skills of children (Teyfur, 2015). The following strategies may be applied for displacing undesirable student behaviors with desirable ones and correcting them: understanding the problem, ignoring, warning, making changes during the lesson, giving responsibilities, talking to the student, communicating with the school management, communicating with parents and punishing (Başar, 2003).
The study about different types of activities in the classroom, that are not preferred by the teachers and peer group, the sources of fostering such behavior, and some principles of solutions to undesirable behavior is significant in the case of preschool and school-age children. It is the age of foundation of behavior and attitude that influences the whole life of students. For preschool children, school is the first formal and secure place for behavior formation after the family. The problem focused in this research was what sort of undesirable behaviors students develop at preprimary and primary school and which strategies teachers apply to change them.
The researcher has surveyed the following questions to get more information from school teachers
- What types of undesirable behaviors do you face in the classroom and outside the classroom?
- In your experiences, what may be the causes of undesirable behavior of pre/primary school children?
- Are there any strategies you followed to change the behavior of children?
Some Theories for Behavior Modifications Techniques
Cognitive Development Theory, BF Skinner
Behavior analysis is a key component of Skinner’s theory of positive reinforcement. By analyzing the behavior of individuals, Skinner believed that it was possible to identify the positive reinforcers that would lead to increased occurrence of that behavior. (Main, 2023)
Positive reinforcement: In the classroom, teachers can use positive reinforcement to increase the likelihood of desirable behaviors. For instance, praising a student for their active participation in the class can encourage them to continue participating.
Negative Reinforcement: Negative reinforcement involves the removal of an unpleasant stimulus to increase a behavior. For example, if students complete their homework on time, they might be exempt from a less desirable task. This strategy can motivate students to engage in positive behaviors to avoid negative outcomes. (Main, 2023).
Attachment theory, John Bowlby (1907-1990)
The theory focuses on the relationship and bond between parents and children. According to Bowlby, if separation from the primary caregiver occurs during the critical period and there is no adequate substitute emotional care, the child will suffer from deprivation. This will lead to irreversible long-term consequences in the child’s intellectual, social, and emotional development (McLeod, 2024).
John Bowlby (1944) believed that the infant’s and mother’s relationship during the first five years of life was crucial to socialization. Bowlby also argued that the lack of emotional care could lead to affectionless psychopathy.
Albert Bandura’s Social Learning Theories: Albert Bandura’s social learning theory is a psychological theory that explains how people learn new behaviors through observation and imitation of others. Albert Bandura’s social learning theory suggests that people learn new behaviors by observing and imitating others.
The theory emphasizes the importance of observational learning, where individuals acquire knowledge, skills, attitudes, and beliefs by watching the actions of others and the consequences that follow, leading to the modeling and adoption of observed behaviors (McLeod, 2024).
Methodology
To solve the research problem and research questions as well as for data collection, data analysis, and interpretation a mixed research method was used. A total of 10 teachers were randomly selected from different parts of Nepal (Kavre 2, Kathmandu 4, Chitwan 2, Itahari 2) to answer the semi-structured questionnaire. A survey questionnaire was shared online (WhatsApp, Viber, and messenger) and collected in-depth and comprehensive data. Regarding their educational background, most of the participants had completed a bachelor’s degree and engaged in the teaching profession.
Data Collection: To collect data, a semi-structured questionnaire was developed by the researcher and tested on the peer group. In the first step of the data collection process, the researcher built rapport with the participants individually and discussed the phenomena that they were facing in everyday life in schools and classrooms. Second, asked the question in discussion mood, captured the thematic data from participants, and took a note. Third, expressed gratitude for sharing the experiences/feelings that were fruitful towards fulfilling the purpose of the researcher.
Reliability and Validity: The reliability and validity in mixed methods research require maintaining consistency and trustworthiness by establishing clear protocols, reflexivity of researcher, pilot studies, and validating findings with participants. In this study, validity was ensured by collecting in-depth, comprehensive, and authentic experiences from teachers, triangulation of data and methodology, and enriching descriptions of findings.
Data Analysis: Under the scope of mixed research, a descriptive, thematic, and narrative method was used for data analysis. In the first steps, the data received from participants were converted into understandable and usable form and summarized and interpreted accordingly based on theme or research questions. For the live experience of the teachers, some summarized quotes/statements were used without paraphrasing making clear and easy to understand the view and feelings about the undesirable behavior of children and solution techniques.
The Findings discussion and conclusion of the Research
The Findings
Based on the data received from participants, the undesirable behavior of children was divided into the following category
Disruptive and hyperactive behavior: talking during the class without permission, engaging in off-task activities (singing, playing, drawing, walking everywhere, climbing, running)
Aggressive and emotional outbursts: crying, hitting, pinching, kicking, touching, pocking, knocking, shocking, stealing, lying
Withdrawn and defiant behavior: avoid friends and participation with friends in any activities (learning/playing, singing dancing), oppositional attitudes, not following instruction rules
Attention seeking and academic misconduct: exaggerating behavior to seek the attention of teachers, copying others’ work and making their own, refusing classwork/homework, testing, and cheating others.
| Categorization of behaviors | Undesirable activities in the classroom | Total respondent (%) |
| Disruptive and hyperactive behavior | talking during the class without permission, engaging in off-task activities like singing, dancing, playing, drawing, walking everywhere, quarreling, climbing, running | 8 (80%) |
| Aggressive and emotional outbursts | crying, hitting, pinching, spitting, kicking, touching, pushing, pocking, knocking, shocking, stealing, lying, stubborn, and rampant Thieving school toys friends’ toys, and belongings, use of vulgar words | 10 (100%) |
| Withdrawn and defiant behavior | Poor concentration does not like to play together, doesn’t like to participate with next groups, is lonely, and is engaged in self-directed activities. Even they do not like to touch and use their belongings from other friends. Do not follow the rules of the classroom, in waiting cue, standing straight without moving their body and eyes | 5 (50%) |
| Attention-seeking and academic misconduct | Few students always seek attention during classwork, playing/eating time, exaggerate the other’s attitude, cheat and copy others’ work and make their own, refuse classwork/homework, and testing, and bully others. | 4 (40%) |
Some quotes from teachers
“When parents are presented in the school, children show more tantrums, even they don’t listen to others”
“Certain percent of students are greedy to take the belongings of others and sometimes they captured the food from others if they like”
“Around 50 to 60 percent of children have to lack about respecting others and love to the friends”
In response of certain causes of undesirable behavior of students are explained below
| Reasons | Responses from respondents | Total (%) |
| Family | They might have copied behavior from elders in the family, Ignorance of the family, negative attitude of family members, parents’ relationship, parenting style, lack of emotional bonding within the family, love, and affection from parents, well communication between parents and children, over caring and under caring from parents | 10 (100%) |
| Schools | Copied behaviors from peers, relationship with teachers, discriminate attitude of teachers and peers, (those who are disability and excluded from society), workload and pressure from teachers, | 9 (90%) |
| Others | From social media, TV, cartoon, movie, drama, biological disorders, autism, ADHD, economic status, responsive care during pregnancy time | 6 (60%) |
Some Quotes from participants: “In the government school most of the children come from lower economic backgrounds and there is always quarrel between parents at home, the children from those families have undesirable behavior” In my experience
“The parents who have busy schedules, and can’t spend time with their children at home. There is a lack of bonding and love with each other. Therefore, children from those parents show unaccepted behavior”
Mitigation techniques for undesirable behavior of children
Based on the discussion with teachers about the mitigation strategies for undesirable behavior in the classroom the following data has been captured and explained accordingly.
| Techniques | Response from the participants | Total (%) |
| Close support/observation, | Required positive reinforcement when they did a good job, created a joyful environment in the class, did not care about their minor mistake, Promoted the rights of children, appreciated small and good habit, reinforced imitation of good behavior | 7 (70%) |
| Positive reinforcement/ Environment/model behavior | Required positive reinforcement when they did a good job, created a joyful environment in the class, did not care about their minor mistake, Promoted the rights of children, appreciated small and good habits, reinforced imitation of good behavior | 5 (50%) |
| Understand the root cause/ show empathy | Make emotional and lovely bonding among all children, listen to them and their problem, do not judge them, just understand their problem before the treatment, trust building, and feel them they are safe and secure and diagnose the problem and support them accordingly, through individual counseling, group counseling | 3 (30%) |
In this table, 70% of teachers followed the close support and observation techniques to improve the undesirable behavior of the children. A total of 50% of teachers used Positive reinforcement and modeling behavior strategies where, good behavior of children was rewarded with praise, privileges, or appreciation. As a reward, some points or coins are given to repeat the same type of behavior from children. A total of 30% of teachers used the strategies of understanding the root cause and showing empathy for the mitigation of disruptive behavioral problems. These principles and strategies aim to guide children positively and nurture their emotional and social development while addressing undesirable behaviors.
Discussion and conclusion
After reviewing some literature, the majority of studies were focused on the undesirable behavior of children within the classroom. In the study, most of the common attributes have been experienced by the teachers. They reported different types of unwanted behavior in children which are categorized into four areas. First, disruptive and hyperactive behavior, second, aggressive and emotional outbursts, third, withdrawn and defiant behavior and attention seeking and academic misconduct behavior of children. Regarding the factors, associated with undesirable behavior and strategies to change the behavior, the studied literature was matched with the findings of this research. According to Duzey & Caganaga, 2017, the most important factor outside of the class is a student’s family life. Regarding the factor associated with undesirable behavior, the attachment theory of John Bowlby explained the infant’s and mother’s emotional bonding or relationship during the first five years of life was crucial to socialization, the lack of emotional care could lead to affectionless psychopathy.
Prowse, 2024, stated that the factors affecting behavioral problems were closely related to the environment of family, school, and others, where children can expose their negative attitude.
In terms of behavioral change strategies, most teachers use the techniques of close support and observation of students which is highly used in the preschool of Nepal. As discussed in B. F Skinner’s positive reinforcement theory, only 50% of teachers applied this theory to behavior modification in the classroom. Some experiences of teachers are related to Albert Bandura’s social learning theory. In this theory, children learn new behaviors by observing and imitating others.
Only 30% of teachers were able to understand the root cause and show empathy for the diagnosis of the problem before using the technique to improve the behavioral problems of students in the classroom.
Conclusion
Solving the problems related to undesirable behavior is not a cup of tea for all teachers. Generally, there are some common undesirable attributes of children between the ages of 3 to 8 years. There are several factors are associated with the undesirable behavior. In response received from the teachers, the homely environment or parenting style plays a key role in nurturing the behavior of children, where children are born and grow with family. The parenting style or family exposure plays a significant role in building the architecture of mind of the children. Behind undesirable behavior in students, parents play a significant role. They are exploiting their children by comparing them to others, over-caring, under-caring about educational progress, putting more pressure on tasks, lack of communication and emotional bonding at home, and mistrusting the behavior of parents.
A number of teachers used observation and close support techniques for the management of the undesirable behavior of students in the class. In this technique, teachers build rapport with students and support them closely by developing trust and a secure environment in the classroom.
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