The capability of describing their own set of behavioral expectations must be maintained by every school, so there is no particular set of behaviors that can be perceived as challenging universally. However, grounds for expulsion and suspension must be set commonly in all schools. Whereas, for some teachers and in some schools, the challenging behavior can be perceived generally as the behavior that interferes with the learning or the safety of the student or other students or maybe the one which interferes with the safety of the staff of the school.
Some of the examples of challenging behavior involve inappropriate social behavior, unsafe and/or violent behavior, disruptive behavior, and withdrawn behavior. The inappropriate social behaviors can involve inappropriate masturbation or touching, being over-affectionate, stealing, or inappropriate conversations. The unsafe and/or violent behaviors may involve smashing fixtures/furniture or any other school’s equipment, running away, fighting, punching, biting, kicking, or headbanging. The disruptive behaviors may involve refusal of following the classroom and schools’ instructions effectively, screaming, swearing, tantrums, speaking loudly in the classroom or being out of the classroom seat without any purpose. The withdrawn behaviors may involve hand flapping, social isolation, truancy, school phobia, anxiety, staring, rocking or shyness.
It is also important to note that student behavior in the classrooms is mostly influenced by various factors. These factors can eventually lead to both bad and good classroom behaviors. One of the factors can be the behavior of teachers, for example, over-reliance on rewards or punishments, over-reaction to misbehavior, or disorganized or boring lessons. The factors can also include issues related to classroom organization like obliviousness to cultural differences, ineffective materials or inconstant routines. Environmental factors may also be involved, for instance, the seating arrangements of the classroom or the level of noise in the classroom.
Other factors may also include student group dynamics, like, hostility or student apathy or cliques, or teasing and bullying. Cultural factors may also be involved like the ‘sorry businesses of the Koorie Community. Last but least, historical factors may also be included such as traumatic experiences of government agencies and school. Along with factors, it is also important for teachers to understand the role played by behavioral triggers that result in bad and good classroom behaviors. As specific behaviors can be promoted by triggers which are mostly referred to as events or actions. Teachers can deliberately use some triggers to correct classroom behaviors of students. For instance, signals may often be used by teachers to draw the attention of students or prefer to stay quiet to trigger the students to exhibit expected good attentive behavior.
However, the challenging or bad behavior may also be exhibited by some students due to some events or actions in the classroom used as the triggers. For example, for students experiencing learning difficulties, one of the effective triggers that can be used is asking students to place their books away and pull out a piece of paper so that writing exercise can be started. Those students who may be unable to do it may show that they are dealing with struggling behaviors and require additional attention by the teachers.
Moreover, classroom behavior also depends upon the environment of the classroom and the capabilities of the individual student. For instance, the noisy and large classroom may often influence students to exhibit bad classroom behavior, whereas, a quiet, attentive and small classroom of students may encourage them to display good behavior. It is also important to consider that one of the critical factors of any response to the challenging behavior of any student is the identification of the trigger that may be suitable for that particular student. When triggers are found, school staff and teachers may be able to encourage good classroom behavior.