So what do we mean by the word ‘behaviour’. Let’s dissect this a little more. To ‘behave’ is:
to act or function in a specified or usual way
to conduct one’s self in a specified way
to conduct oneself properly or as desired (e.g. cooperatively, socially)
So, therefore, ‘behaviour’ is the way or manner in which we ‘behave’.
The manner in which we behave is influenced by many variables and these variables often determine whether the behaviour is acceptable or not. It is during our childhood that we learn about ourselves and how to get along with others. If we have positive help from supportive adults we will:
learn to make friends
develop positive relationships
feel good about ourselves and learn and
understand how to behave in a myriad of circumstances and situations.
Behaviour functions as a form of communication.
"Behaviour involves words and actions that communicate need. “ (NSW Public Schools)
Students are not always conscious of what they are trying to communicate to us, however, it is what is occurring.
Examples:
A students fiddling around, spending time looking for pens and rulers and just not starting a task may be their way of communicating that they don’t know how to begin or find the task difficult.
Another student’s clowning around may be a way of asking for attention either from peers or the teacher.
Being disagreeable may be a communication that a student is simply tired and struggling to manage their thoughts and emotions .
It is up to education staff to observe student behaviour, to reflect on it and to try and understand what the behaviour may be saying.
This is not easy!!!
Let’s reflect on the motivation for children’s behaviour. What is the function of the behaviour, what is the behaviour telling you? Consider behaviour like a fine, quality wrapped chocolate:
The outside layer - the wrapper. This is the behaviour we see, for example, smiles, tears, stamping, skipping, biting, hitting, hugging, pushing, and laughing.
The middle layer – the outside chocolate. This the feeling that has motivated the behaviour, for example, happiness, frustration, anger, joy, irritability, fear, love, anxiety, contentment.
The core - the soft praline centre. This is the basic need that is the main driving force - what is trying to be communicated.
All behaviour is a result of feelings.
Inappropriate behaviour is a result of a basic need not being met and the feelings this evokes.
View this video TED talk from Peter Nelmes to find out more about working with students with challenging behaviours (54 minutes)