In any classroom, it’s common for students to display behaviors that disrupt the learning environment. As teachers, it’s important to distinguish between mistaken behavior and misbehavior, and to address each type of behavior differently. In this blog post, we’ll explore the differences between these two types of behaviors and provide strategies for teaching desired behavior.
Mistaken Behavior vs. Misbehavior
Mistaken behavior is a term coined by educator and author Barbara Coloroso. According to Coloroso, mistaken behavior is a behavior that a child displays because they don’t know a better way to get their needs met. The behavior is often unintentional and is not intended to harm others.
On the other hand, misbehavior is a behavior that is intended to harm or disrupt the learning environment. Misbehavior is often a conscious choice made by the student and may be used to gain attention or control in the classroom.
It’s important for teachers to distinguish between mistaken behavior and misbehavior because they require different approaches to address them. Mistaken behavior should be addressed through teaching, while misbehavior requires discipline.
| Type of Behavior | Mistaken Behavior Example | Misbehavior Example |
|---|---|---|
| Talking out of turn | Child blurts out answer without raising hand | Child talks back to teacher after being asked to stop talking |
| Non-compliance | Child forgets to bring homework to class | Child refuses to complete assigned work |
| Disrespect | Child interrupts teacher while speaking | Child insults or belittles another student |
| Inattention | Child daydreams or gazes out the window | Child purposely distracts others and disrupts the class |
| Disorganization | Child loses or forgets materials needed for class | Child intentionally hides or destroys materials |
This chart demonstrates how mistaken behavior is often a result of a child’s lack of knowledge or skills, while misbehavior is a result of a child intentionally choosing to break a rule or disregard expectations. It’s important for teachers to recognize the difference between the two types of behavior and respond accordingly. When a child displays mistaken behavior, it’s an opportunity for the teacher to teach and reinforce desired behavior. When a child displays misbehavior, it’s important for the teacher to address the behavior and follow through with appropriate consequences.
Understanding Functions of Behavior
According to the theory of Positive Behavior Support (PBS), the functions of misbehavior are:
- Attention-seeking: Some students misbehave to gain attention, even if it’s negative attention, from their teacher or peers. These students may feel neglected, ignored or undervalued, and they seek attention as a way of getting noticed.
- Power/Control: Some students may misbehave to gain power or control over a situation, person or group. These students may feel powerless, frustrated or angry, and they use misbehavior as a way of asserting their authority.
- Revenge/Retribution: Sometimes a student seeks to harm others as a way of retaliating against perceived mistreatment or perceived injustice. This type of behavior is often characterized by anger, resentment, and a desire for revenge or retribution.
- Inadequacy/Avoidance: Some students may try to avoid or escape from certain activities, subjects or social interactions that they perceive as difficult, unpleasant, or beyond their abilities. They may feel overwhelmed, anxious or incompetent, and misbehaving allows them to remove themselves from the situation.
- Sensory Stimulation: Some students may engage in misbehavior as a way of seeking out sensory stimulation. These students may find it difficult to regulate their own behavior or may have difficulty processing sensory input.
- Access to Tangible Items: Some students may misbehave to gain access to tangible items, such as toys, books or electronic devices. These students may have difficulty waiting their turn or asking for permission, and they misbehave as a way of getting what they want.
Examples of Mistaken Behavior
Here are some examples of misbehavior categorized by the five functions of misbehavior:
1. Attention-seeking:
- Calling out without raising hand
- Interrupting during instruction
- Making noises during quiet activities
- Engaging in off-topic conversations during class
2. Power and control:
- Refusing to follow directions
- Arguing with the teacher or other students
- Defying rules and routines
- Acting aggressively towards peers or teachers
3. Revenge or retribution:
- Retaliating against others who have caused perceived harm or hurt
- Damaging or stealing property
- Spreading rumors or gossip about others
4. Inadequacy or avoidance:
- Avoiding or procrastinating on tasks
- Refusing to participate in group activities
- Excessive daydreaming or zoning out during instruction
- Refusing to try new things or take risks
5. Sensory or physiological stimulation:
- Fidgeting or squirming in seat
- Tapping or drumming with hands or feet
- Moving around the classroom excessively
- Seeking tactile or sensory stimulation through objects or materials
6. Access to tangible items:
- Stealing a classmate’s pencil or eraser
- Interrupting class with requests for a specific material
- Throwing a tantrum when told they cannot access a certain toy or object
- Taking a book or game from a classmate or out of the classroom without permission
It’s worth noting that these behaviors can be complex and may serve more than one function at a time. Additionally, it’s important to approach these behaviors with empathy and an understanding that they may be an attempt to communicate an underlying need or struggle. Understanding the function of a student’s misbehavior can help teachers to address the underlying cause of the behavior and teach the desired behavior instead. By identifying the function of a student’s misbehavior, teachers can develop strategies and interventions that are tailored to the specific needs of the student, and are more likely to be effective in promoting positive behavior.
Teaching Desired Behavior
Teaching desired behavior involves explicitly teaching students the appropriate way to behave in the classroom. By teaching desired behavior, teachers can help students replace mistaken behavior with positive behavior. Here are some strategies that teachers can use to teach desired behavior in their classroom:
Create a Positive Classroom Environment
A positive classroom environment can go a long way in promoting positive behavior. Teachers should create a welcoming classroom environment where students feel safe, respected, and valued. When students feel that they are part of a supportive community, they are more likely to display positive behavior.
Be Clear About Expectations
Teachers should be clear about their expectations for behavior in the classroom. This includes rules, routines, and procedures. Rules should be clearly stated and easy to understand. Teachers should also explain the consequences of breaking rules so that students understand the importance of following them.
Use Positive Reinforcement
Positive reinforcement is a powerful tool for promoting positive behavior. Teachers should look for opportunities to praise and recognize students when they display positive behavior. This can include verbal praise, stickers, or other forms of positive reinforcement. When students feel that their positive behavior is recognized, they are more likely to continue displaying it.
Model Desired Behavior
Teachers should model the behavior they want to see in their students. When teachers model positive behavior, they show students what is expected of them. For example, if a teacher wants their students to raise their hand before speaking, the teacher should do the same. By modeling desired behavior, teachers can help students learn by example.
Use Role Play and Scenarios
Role play and scenarios can be a powerful tool for teaching desired behavior. Teachers can use role play to show students how to respond to certain situations in the classroom. For example, a teacher can create a role play where a student is upset and show students how to respond with empathy and understanding. By practicing desired behavior, students are more likely to use it in real-life situations.
Provide Feedback and Corrections
Teachers should provide feedback and corrections when students display mistaken behavior. This can include pointing out the behavior and explaining why it is not appropriate. Teachers should also provide students with alternative behaviors that they can use in the future. By providing feedback and corrections, teachers can help students learn from their mistakes and make better choices in the future.
Use Restitution
Restitution is a way of repairing the harm caused by mistaken behavior. When a student displays mistaken behavior, the teacher can ask the student to do something to make things right. For example, if a student breaks a pencil, they can be asked to fix it or replace it. By using restitution, students learn that their actions have consequences and that they can take responsibility for their behavior.
