DISRUPTIVE BEHAVIOURS 1.

Unmet needs In the classroom, ss continually try to meet needs related to security, belonging, hope, dignity, power, enjoyment & competence. 2. Thwarted desires When ss fail to get something they want badly, they may complain, become disruptive, sulk, pout or act out. 3. Expediency Students always look for ways to make their lives easier & more enjoyable. They take shortcuts, conveniently forget what they are supposed to do, look for ways to get out of work & intentionally break rules. 4. Urge to transgress Students frequently succumb to the urge to transgress rules & regulations often knowing that they may get caught or even harm themselves or others (e.g. cheat, take shortcuts. Tell lies, break class rules, annoy others) 5. Temptation Students regularly encounter objects, situations, behaviours & people they find powerfully attractive (evident in association with music & lyrics, desirable objects, ways of speaking, styles of clothing, lifestyles, personal grooming & cheating on tests & assignments). They tend to occasionally do, adopt, acquire, or associate with them although forbidden to do so. 6. Inappropriate habits They are ingrained ways of behaving that violate established standards & expectations (e.g. using profanity, being discourteous, calling others names, shirking assignments). These are usually habits learned at school but most become established in the home or community. 7. Poor behaviour choices Behaviours students exhibit in attempting to meet their needs are sometimes acceptable, sometimes not. Levels of acceptability may not be clear to students. (e.g. A student seeking attention may annoy others that they avoid them, a student seeking an increased sense of power may refuse to do what the teacher asks) 8. Avoidance None of us like to face failure, intimidation, ridicule, or other unpleasant situations & treatment; hence we are inclined to avoid these situations. However, these situations are often unavoidable in school. 9. Egocentric personality These kind of students believe they are superior to others & think they do little wrong. 10. Neurological-based behaviour (NBB) A few ss behave undesirably not through intent or thoughtlessness but because their brains function in ways that lead to behaviour that is largely

RECOMMENDED ACTIONS

outside their control. These ss do not respond well, or at all, to normal discipline tactics (e.g. learning disabilities, attention-deficit hyperactivity disorder (ADHD), sensory-processing disorder, fetal alcohol spectrum disorder & autism spectrum disorder). 11. Provocation Some students like to provoke each other through petty annoyance, putdowns, sarcastic remarks & aggression or bullying. 12. Contagious group behaviour Students often succumb to peer pressure or get caught up in group emotion & as a result, misbehave in ways that would be out of character if they were by themselves (e.g. trying to look cool among group members by bullying others). 13. Physical discomfort Students often become restless when made uncomfortable by inappropriate noise, temperature, lighting, seating or work spaces. 14. Tedium Students begin to fidget after a time when an instructional activity/topic is not appealing. 15. Meaningless Students grow restless when required to work at topics they do not comprehend or for which they see no purpose. 16. Lack of simulation The topic & learning environment provide little that is attractive or otherwise stimulating. Students take no interest in the lesson.