student behaviour essay

Students and Their Behaviors Expository Essay

Introduction, types of students, understanding and dealing with different behaviors, reference list.

Education is very vital and everybody should be given an opportunity to have access to it; it enables individuals to be critical thinkers and be in a better position to make enlightened decisions regarding various aspect of the world. The classroom setting is however faced with various challenges brought about by the diversity of the students involved. Different students exhibit different capabilities and behaviors posing a challenge to the teachers and other staffs involved in the provision of education.

A teacher should however try his or her best to ensure that all the students acquire quality education through the application of different teaching techniques aimed at facilitating the learning process. This paper will look into some of the behaviors in students, reasons for the behaviors, the appropriate education programs, and interventions that can be applied to deal with the behaviors.

There are different types of students depending on their behaviors or characteristics, for example, drop outs or hang outs are the students who start by being inconsistent in their school attendances and may only come for examinations then finally drop out of school if necessary measures are not taken.

They are more concerned with social issues than they are on academic matters and usually do not perform well in class. Another type is where the students are serious in academic work and at the same time balances with the social world and hence attain good grades. There are other students who dwell on the last minute and waste most of their school life only to have a lot of pressure sometimes before the examination.

There are also the nerd students who are usually very nice, perform well but are usually not social. Students can also be generally classified as hyperactive, passive-aggressive, and hostile aggressive among other categorizations. In this paper, Sara is a nerd student though with some emotional problems while Lupe falls under the drop out or hang out group (The Red and Black Archives, 2008).

Since there are different behaviors in students, it is important for teachers to understand and deal with them accordingly. Sara may be a bright student but her performance may be negatively affected by the withdrawal and lack of socialization behavior. Socialization is very essential as it lifts up a student’s self esteem and helps him or her deal with various situations.

A good way of dealing with this behavior is through appreciation and motivation by the teachers which works by raising the self esteem of the student and encouraging them to do better. Direct teaching of social problem solving, counseling, encouragement of group discussion and providing group formation opportunities among the students will also enhance socialization.

Lupe’s problem is more of a discipline-related than emotional problem. One way of dealing with her problem is peer oriented intervention where peers can be used to bring about positive improvement, for instance, association with those who do not miss class but take academic work seriously.

Another way is the involvement of parents where the parents are used to encourage the student to attend school regularly by showing them the importance of education and how performance is affected by attendance. Equipping Lupe with social problem solving skills is also essential as they help one resist bad peer influence, solve conflicts and most importantly cope with emotions and stress (Mishra, 2007).

Self esteem and emotional well being are essential in any student’s life as they help establish a sense of belonging, confidence, and self motivation that are necessary in the learning process especially in promoting good behavior and discipline.

Mishra, R.C. (2007). Classroom Behavior . New Delhi: APH Publishing.

The Red and Black Archives (2008). Three Types Of Students Roam Campus . Web.

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Strategies for Managing Challenging Student Behaviors

Student misbehavior has been particularly agonizing for teachers this year, but there are proactive steps educators can take to remedy it.

In the best of times, disruptive student behaviors are challenging to effectively act on. And now, this is compounded by our current reality: a traumatic time—during which many of us are just trying to hang on and stay in the profession—that has reduced our patience, taxed our energy, and increased our reactivity.

So maybe we can think differently about these behaviors. Maybe we can be proactive.

The first step in being proactive might be the easiest: identify challenging behaviors and their effects on the classroom. You know exactly what I’m talking about. Challenging behaviors can manifest academically: missing deadlines, plagiarism. They can manifest socially: side conversations, defiance. They can manifest emotionally: apathy, negativity. They can manifest quietly or loudly. And more often than not, they can manifest repeatedly.

These manifestations are exhausting—for you, for them, and for their peers.

Taking a Closer Look

While it can be easy to remain stuck in the first step of identification, to be proactive we must move to the second step of reflection. We must treat each behavior as both adaptive and communicative. This reflection is twofold: examining the student and ourselves.

Students act the way they do because it serves them in some capacity. How is their behavior serving them? What is driving their behavior? At times, this can be simple. Much more complicated is the task of examining ourselves as a responsible party in these exchanges. More often than not, I realize: Behaviors that challenge me mirror me .

Again, behaviors are both adaptive and communicative. How is my innate response to this student serving me? What is it about the behavior that grates on me so? What does my response communicate about me? Addressing student behaviors without this important step of reflection—of both parties—is short-sighted at best and ineffective at worst.

Displaying Curiosity and Humility

Once we have hypothesized underlying motives for the behaviors, as well as our own contributions, to be proactive we must approach the student about the behavior. The most important consideration in this regard is our intention. I use restorative practices as a frame, reminding myself that my ultimate goal is relationship. This means I approach students with curiosity and humility.

Curiosity allows for me to ask questions and listen rather than fix or criticize . Humility allows several benefits: One, I can let go of “proving the record” and instead build the relationship; two, I can speak with “I” language that demonstrates I also am taking responsibility; and three, it ensures that I am conversing with the student rather than coming at them.

As in any situation where a human feels threatened, a student backed into a corner with accusations rather than invited into a relationship through curiosity and humility will close up or act out.

Building Connections

After I have reflected and approached the student, the real work begins. This is where my integrity and trustworthiness as a teacher is tested—and rightfully so—by students demonstrating challenging behaviors. Did I really mean what I said about wanting to take responsibility, understand the student, and build a meaningful relationship with them? To walk the talk, the next step in being proactive, here are some practices to connect with students.

Survey students with academic and nonacademic questions: Use the surveys for one-on-one conversations, fun class trivia games, grouping and seating arrangements, sport and club attendance, etc. But most important, use the survey data! Students who are surveyed without ever having that data shared with them and acted upon are just guinea pigs.

Observe more, and talk less: Notice where students demonstrate different behaviors than they do in your class. Watch students interact in peer groups. The biggest mistake we can make when dealing with challenging behaviors is seeing the student who demonstrates them in a vacuum.

Partner with students: The majority of my most successful connections with students have begun with an opening like this: “X, I gotta say, I am really just not feeling like we are vibing lately. I feel like I’m letting you down and that you’re always upset with me. Did I do something to offend you? I really would like to make this right.” Few students, yes even those who display the most challenging behaviors, can resist being truly heard and respected. Explicitly partnering with students to do the repair work, the relationship work, is where the magic happens.

Compliment students: Sometimes a light comment about cool new shoes is the only positive message that a student receives in a day. Compliments communicate to students that they are seen.

Support students: While sometimes the root cause of challenging behaviors lies beyond an educator’s purview, often it is related to some personal struggle with the content. Clear and consistent expectations, easy-to-follow directions, chunked instruction, continued check-ins, just-right scaffolding and differentiation… best pedagogical practices such as these mitigate the worst behaviors.

Elevate students: Often, students act out in order to earn attention. Offering students who display challenging behaviors leadership opportunities in class is a way to reframe their peer influence from class clown to class champion.

Collaborate for students on their behalf: Ask other teachers about how the students are doing in their classes, what effective strategies they’re using, how they’ve connected with the students. Frame these conversations always as proactive and solution-forward—not gripe sessions.

Celebrating Successes

The final step in being proactive when dealing with difficult behaviors is the most important: monitor, adapt, and celebrate. Making progress with students who are displaying challenging behaviors is never one and done. Rather, just as relationship implies, it’s an ongoing dialogue. Pay attention to what’s working and what’s not working. Check in with the student about their perceptions. Celebrate the tiniest of victories. Be willing to admit when something is ineffective and make necessary changes. Commit to the long haul and trust the process.

Some of my favorite memories are when students who struggled during their first year in high school come up to me a few years later to joke about, “Remember when…?” Being proactive, even when we’re tired, allows for these moments of connection and joy. And that makes it all worthwhile.

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IELTS Task 2 Band 9 Sample Essay- Student Behaviour

Here is a sample band 9 task 2 essay on the topic of student behaviour.

In many countries schools have severe problems with student behaviour.

What do you think are the causes of this?

What solutions can you suggest?

In numerous nations, educational institutions face serious difficulties with their pupils’ conduct. This essay will suggest that poor parenting is the root cause of this phenomenon and submit that a public awareness campaign is the most viable solution, followed by a reasoned conclusion.

The principal cause of poor discipline in schools is poor discipline at home. Many mothers and fathers either do not have the time or skills to teach their youngsters the value of manners and respecting authority. This results in many young people not listening to their teachers, being rude and actively rebelling against rules and regulations. For example, a recent study by Cambridge University found that 1 in 3 teenagers would refuse to comply with a rule if they didn’t agree with it, compared to just 1 in 8 in a similar study in 1990.

The most practical solution to this problem is a government-sponsored awareness campaign. An effective advertising campaign could warn of the dangers of misbehaviour and, hopefully, raise awareness amongst the public.  For example, the United Kingdom recently lobbied their citizens to teach their children about the importance of respecting teachers, which resulted in a dramatic improvement.

In summary, widespread negative behaviour in the classroom has been caused by caregivers not instilling the values of deference and civility in their offspring; however, this can be tackled through a public education programme that promotes these values. It is also recommended that people should attend parenting classes before their child starts kindergarten.

I hope you found this post useful. I also have a complete lesson on IELTS problem solution essays that you might find useful.

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Managing Student Behavior in the Modern Classroom

Imagine teaching a class of second graders. Although most of the students do what you ask them to do, there’s often one student who has a hard time behaving appropriately. Whether the individual is launching spitballs at classmates or hiding your whiteboard erasers, this student’s seemingly unrelenting passion to find newer, more innovative ways to cause chaos has you at your wits’ end. Instead of sticking to your lesson plan, you spend a lot of time and energy trying to get everyone back on track. It’s exhausting, and it puts the learning environment at risk.

A number of factors can lead to poor student behavior. Students who have problems at home or whose parents are going through a divorce, for example, may be experiencing depression or stress. Childhood stress can lead to mood swings, declines in attentiveness, and impulsive behavior, all of which can be disruptive to the classroom.

Students who lack self-esteem may misbehave in an effort to resist participating in an activity that could lead to failure. For instance, if students think they’ll perform poorly on a test, they may go out of their way to avoid the test altogether.

Physiological factors, including being hungry, tired, or sick, may also lead to disruptive classroom behavior. In this case, children may be inattentive, cranky, or otherwise difficult, which may cause problems with their teachers or classmates.

Students with mental health challenges, such as anxiety disorder, may also act out in the classroom. They may throw tantrums, avoid certain activities, or melt down in response to the slightest criticism. Educators need to be mindful of this because students’ behavior in school may not be consistent with their behavior at home. This is especially important in the event a teacher finds it necessary to schedule a call with a student’s parent or guardian.

Disruptive student behavior isn’t limited to the physical classroom setting. Those who teach in an online environment may find that students who consider the subject matter too difficult become unmotivated, which can lead them to turn in assignments late or incomplete. Furthermore, students who aren’t emotionally invested in the course because they’re uninterested in the subject matter may fail to complete their coursework altogether.

Disruptive behavior in the classroom can stem from a variety of causes, but teachers have several potential solutions and tactics for managing student behavior.

Set the Expectations for Student Behavior

One key tactic for managing student behavior is setting behavior standards for the classroom. EducationWorld guest contributor Linda Dusenbury, PhD, an expert in evidence-based strategies designed to promote student motivation, suggests that establishing ground rules for classroom behavior can help maintain a positive environment. The best way to achieve this is to involve students in the rule-setting process, without allowing them to control it, as this clarifies that the teacher is in charge.

“Because students help develop the rules, they own them,” Dusenbury explains. “When students understand that the rules are their statements about what they expect of each other—not just what their teacher expects of them—they become more courteous, and they are more ready to participate in learning together.” Thus, teachers who invite students to participate in the rule-setting process may find they spend less time correcting disruptive behavior.

Stay Sensitive to Mental Health Challenges

Another important part of addressing disruptive classroom behavior is understanding the role of students’ mental health. Educators need to be aware that symptoms of depression and undiagnosed anxiety disorders can often manifest in the classroom. According to the Association for Children’s Mental Health (ACMH), “Children’s mental health can affect young people in a variety of ways to varying degrees in the school environment. One child’s symptoms may be really hard to manage at school, while another child with the same condition may not have much difficulty.” For example, some students with undiagnosed attention-deficit/hyperactivity disorder (ADHD) exhibit a range of symptoms, including hyperactivity, difficulty paying attention, and impulsivity. Consequently, educators need to remember that different behaviors can be symptoms of broader mental health challenges. Typically, schools offer guidelines and professional development opportunities to keep this issue in the forefront, but students with such problems can be overlooked.

Educators who are informed by their school administrators or suspect that a student is suffering from a mental health issue are encouraged to be proactive in working with both the student’s parents and the school to ensure the student’s challenges are addressed. A teacher’s responsibility is not to diagnose or treat a possible disorder but to speak out if a student is exhibiting troubling behaviors.

Praise and Reinforce Positive Behavior

Another way teachers can be effective in managing student behavior is rewarding positive acts, such as completing homework, listening attentively, and being respectful toward others. Children respond to positive reinforcement and learn to model their behavior accordingly. The success of this methodology is well documented in the field. Consider the following account in an ACSD blog post written by former K-12 educator Kasie Longoria. “When I was a classroom teacher, I always had a system where students could earn ‘paychecks’ each week for positive behaviors—and it worked amazingly well. I never once had classroom management issues or discipline problems, and I never sent students to the office, because they were so excited about earning rewards.” Other teachers have experienced similar success. In an interview with the Child Mind Institute, veteran educator Meirelys Ruiz says using positive reinforcement with her students had a tremendous effect. In addition to improving individual students’ behavior, positive reinforcement methods improved classroom behavior as a whole. “After a month or two months of using it consistently, you really see a huge change,” she explains. Although behavior incentives may not correct all negative student behavior, teachers who learn to recognize and reward positive acts may find themselves spending less time reprimanding negative ones.

Discover How an Advanced Degree Can Help You Be a More Effective Teacher

One of the best ways to become a more effective teacher is to attain an advanced degree, such as the Online Master of Arts in Teaching (MAT) or Online Master of Education in Education Policy and Leadership (MEd) from American University (AU). Upon earning an online master’s degree from the AU School of Education, graduates often find they’ve gained a broader understanding of how to manage student behavior.

The coursework is designed to equip teachers with the skills and knowledge they need to provide in-class and online students with the high-quality education they deserve. Learn how the Online Master of Arts in Teaching or Online Master of Education in Education Policy and Leadership at American University can help you grow in your career.

The Current State of Teacher Burnout in America

5 Ways Policy Makers Can Improve the Quality of Education

Guide to Problem-Solving Activities for Kids

ACSD, “A More Compassionate Philosophy on Student Behavior”

Association for Children’s Mental Health, Problems at School

Centers for Disease Control and Prevention, Children’s Mental Health

Child Mind Institute, “Breaking the Behavior Code”

Child Mind Institute, “Improving Behavior in the Classroom”

Education World, “Set Positive Behavior Expectations”

Project IDEAL, “Developing Classroom Expectations”

Scholastic, “25 Sure-Fire Strategies for Handling Difficult Students”

Turnaround for Children, “Practice Shift: Rewarding Positive Behavior”

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Implementing student behaviour supports in schools – consistency is key

While Australia has many students who meet behavioural expectations in classrooms and school environments, Australian teachers and students report disruptive behaviour as a challenge. Four out of 10 (43%) of Australian students surveyed reported that their classrooms were noisy and disruptive, well above the average of 33% of OECD countries (Thomson et al., 2017).

There is a need for schools to have consistent and clear approaches to behaviour that set and maintain behaviour expectations in lessons and throughout the school environment.

‘Behaviour’ can mean a range of ways students can act in school – including disruptive behaviours, prosocial behaviours, and learning behaviours – any behaviour that supports learning such as paying attention to the teacher or persevering with a difficult task.

Many interconnected factors influence behaviour, so behaviour supports are often used in conjunction with other strategies to support students’ overall learning, wellbeing and engagement.

A growing body of research evidence (Moore et al., 2019), alongside the recent experiences of teachers, school leaders and students (Hepburn et al., 2021; Longmuir et al., 2022), highlights the need to ensure all Australian schools have the most appropriate resources, and can use those resources effectively, when it comes to supporting behaviour.

Evidence for Learning’s (E4L) new Guidance Report, Effective behaviour supports in schools , distils 6 key recommendations from a global systematic review and input from Australian researchers and educators into the features of effective behaviour supports in Australian schools.

These 6 recommendations fall into 3 distinct categories. The first category ‘ proactive’ contains recommendations that aim to prevent misbehaviour occurring through clear and predictable routines, strong relationships and school-wide norms. The second category ‘ responsive’ includes guidance on appropriate and effective approaches for individual students who need further support. The final category is about ‘ implementation’ .

Figure 1. The 6 recommendations from Effective Behaviour Supports for Schools (Evidence for Learning, 2023)

This article focuses on implementation as something that can make (or break) any approach, program, or initiative, especially whole-school behaviour approaches.

Consistency is key when implementing an approach to behaviour. Even the best planned approach can be swiftly derailed by poor implementation. Decades of research into implementation quality indicates that no matter how good an approach or program is, it will have marginal impact if not implemented properly (Dix et al., 2012; Durlak & DuPre, 2008; Evidence for Learning, 2019)

To better understand how this recommendation is enacted, we spoke with 2 Australian school leaders – Tom Cain (Assistant Principal at Monterey Secondary College) and Karina Stocker (Instructional Coach at Docklands Primary School) – who shared their insights and experience of supporting students to meet expected behaviours in their schools.

Tom and Karina have identified a range of common implementation challenges related to behaviour supports and how they have addressed these challenges in their settings. These implementation challenges and tips are summarised in Table 1.

Table 1. Common challenges and implementation tips for overcoming them

In exploring any approach to behaviour in a school setting, school leaders should consider the school context – including size, stage of schooling, student needs, staffing and resources available – to identify potential implementation challenges and inform choices about how to implement behaviour approaches. Continuous monitoring of staff buy-in and how closely the behaviour approaches are being followed can help inform decisions about whether to adjust implementation activities. For example, if routines are not consistently observed across classrooms, additional coaching may be required.

No matter the approach, time is needed to embed the approach, often years. Implementation of whole-school programs can be slower and take more sustained coordination to see a change. Implementing such changes will require longer-term planning and monitoring. When assessing the success of a school-wide behaviour initiative, school leaders should consider:

• The aims of the approach
• The realistic rate and scale of change expected
• Anticipated pressure points: times or situations when maintaining the change may become difficult.

Ultimately, an effective approach to implementation of behaviour supports will lead to whole-school improvement that, if sustained, future students and their families will benefit from.

Dix, K. L., Slee, P. T., Lawson, M. J., & Keeves, J. P. (2012). Implementation quality of whole‐school mental health promotion and students’ academic performance. Child and adolescent mental health , 17 (1), 45-51. https://doi.org/10.1111/j.1475-3588.2011.00608.x

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology , 41 , 327-350. https://doi.org/10.1007/s10464-008-9165-0

Evidence for Learning. (2019). Putting Evidence to Work: A school's Guide to Implementation . Evidence for Learning. Available from: https://evidenceforlearning.org.au/education-evidence/guidance-reports/putting-evidence-to-work-a-schools-guide-to-implementation

Evidence for Learning. (2023). Guidance report: Effective behaviour supports in schools. Evidence for Learning. Available from: https://evidenceforlearning.org.au/education-evidence/guidance-reports/putting-evidence-to-work-a-schools-guide-to-implementation#nav-download-additional-tools

Hepburn, L., Beamish, W., & Alston-Knox, C. L. (2021). Classroom management practices commonly used by secondary school teachers: results from a Queensland survey. Australian Educational Researcher , 48 (3), 485-505. https://doi.org/10.1007/s13384-020-00402-y/

Ho, P., & Dix, K. (2020. November 4). Implementing evidence-based strategies to improve student wellbeing. Teacher magazine. https://www.teachermagazine.com/au_en/articles/implementing-evidence-based-strategies-to-improve-student-wellbeing

Longmuir, F., Gallo Cordoba, B., Phillips, M., Allen, K.-A., & Moharami, M. (2022). Australian Teachers’ Perceptions of their Work in 2022 (Version 1). Monash University. https://doi.org/10.26180/21212891.v1

Moore, D., Benham-Clarke, S., Kenchington, R., Boyle, C., Ford, T., Hayes, R., & Rogers, M. (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation.

Schoeffel, S. & Rosenbrock, M. (2022, October 24). Doing fewer things, better: The case for de-implementation. Teacher magazine. https://www.teachermagazine.com/au_en/articles/doing-fewer-things-better-the-case-for-de-implementation

Thomson, S., De Bortoli, L., & Underwood, C. (2017). PISA 2015: Reporting Australia's results. Australian Council for Educational Research (ACER). https://research.acer.edu.au/ozpisa/22

If you are a school leader looking to implement a new or adapted approach to behaviour in your school, consider the following questions:

• Can you identify potential implementation challenges that may arise in your setting, and do you have a plan to anticipate and/or respond to them?
• Is it feasible for this approach to be implemented? Is now the right time to implement the approach?
• Is there a sense of shared responsibility among staff and ideally students too, or is this new approach going to feel ‘done to’ the school community by leadership?
• Are those in the wider school community (beyond the leadership team and teachers) involved?
• Has ongoing professional learning – in both classroom management strategies and school-wide approaches aligned with your approach – been planned for school staff, including teaching assistants, office staff and everyone else who interacts with students?
• What impact will you expect to see in school if this approach to behaviour is successful? When would you expect to see an impact? How will this be measured?

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Bad Behaviour in Schools [IELTS Task 2]

Posted by David S. Wills | Oct 29, 2022 | Model Essays | 0

Today, I want to show you a sample band 9 answer for an IELTS writing task 2 question about bad student behaviour. This is an interesting topic and I’m sure people will have various opinions on it, but I want to give you some guidance to help maximise your chances of writing a great essay.

Analysing the Question

Here is the question that we will look at today:

In many countries, schools have serious problems with student behaviour. What do you think are the causes of this? What solutions can you suggest?

As you can see, this is a two-part question on the topic of education . It is not particularly hard to analyse. You only really have to do two things:

• Explain why bad behaviour in schools is now a problem.
• Suggest solutions to this problem.

You don’t have to do anything else, but you must cover both of these ideas in your essay.

Planning your Answer

You do not need to be an expert in education to answer this question, but you should present some intelligent ideas. You can learn about how to generate good ideas for task 2 questions here .

Try to group your ideas into two parts, so that you can more effectively structure your essay:

You can see that I have put five ideas into each category, but I would not actually write all five ideas in my essay. Remember, you should aim to write about 260-300 words .

It is important to choose only one or two of the best ideas and then expand them. This is important for making an organised and developed essay. That will help improve your score for Coherence and Cohesion and Task Response.

Here’s how I will structure my answer:

Now let’s look at my essay

Sample Band 9 Answer

In many parts of the world, student discipline is becoming a major issue that teachers, parents, and school administrators have to deal with. This essay will first look at the reasons why this is happening, and then explore solutions for it.

The primary reason for this increase in bad behaviour is the lack of respect for teachers in western society since the late twentieth century, which is partly due to the emphasis placed upon personal freedoms and individual rights. With massive cultural upheaval, the role of a teacher has diminished, and school pupils can run amok. Nowadays, teachers are powerless to stop their students from misbehaving in the classroom, and what is worse is that they are afraid of the consequences of being firm in their disciplinary procedures. When teachers are deemed to be too strict, parents will complain and it is possible that the teacher could lose their job. 

In order to solve this, great changes will need to be made. For a start, a teacher’s authority needs to be established, and this means making changes that reduce the likelihood of their position being questioned. From misbehaving pupils to unreasonable parents, there needs to be support for the teacher from above. This sort of institutional help has been missing for decades as education becomes more of a service industry wherein “the customer” is always right. Schools need to implement firm but fair rules that all pupils must abide by and there should be equally firm but fair punishments meted out accordingly. 

In conclusion, discipline problems are now common in many schools, and that is because teachers are no longer given the respect they are due. Schools and government authorities need to work to reinforce the importance of respecting teachers.

Notes on the Answer

Here’s some useful education vocabulary from my essay:

• school administrators
• cultural upheaval
• misbehaving
• disciplinary procedures
• institutional help
• implement… rules

You can read another sample essay about education here . You can also Google “education” and then read stories from newspapers around the world to get new ideas and language about this important IELTS topic .

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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Essay on Behavior in Class for IELTS – Writing Task 2

Updated On Nov 17, 2023

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IELTS is one of the English language evaluation exams that millions of candidates take in order to migrate to an English-speaking country. This reflects the importance of the language on a global scale. As a result, the problem/cause and solution essay, a part of Writing Task 2 of the IELTS, is discussed here with an outline and vocabulary that will help you to prepare.

Learn some ways to achieve a band score of 8 for Writing Task 2 and check out this speaking skills essay for IELTS given below.

You should spend not more than 40 minutes on this task.

You should write at least 250 words.

In many countries, schools have severe problems with student behavior. What do you think are the causes of this? What solutions can you suggest?

Problem/Cause & Solution Essay

Introduction

• In many countries, the manner in which students conduct themselves in schools is quite distressing.
• There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents.
• In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

Paragraph 1: Reasons/Causes of severe issues with student behavior.

Paragraph 2: Solutions to reduce this behavior.

Clearly restate the points covered in the essay.

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Sample Answer 1

In many countries, the manner in which students conduct themselves in school is quite distressing . There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents . In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

To begin with, children lack proper awareness of the diversions around them due to a lack of adult supervision. For example, since most parents are working professionals who do not have the time to educate their children on the good and bad, these young people crave attention and easily go astray . Additionally, unbridled access to social media and video games exposes them to violent activities that are imitated by them to stand out among their mates. Further, excessive pressure created due to academic competition and societal comparisons forces some students to act out. For instance, students either go into depression due to demotivation or become vicious towards classmates who are better than them. Therefore, these factors, coupled with unhealthy lifestyles and peer pressure, tend to make students unruly , which is reflected in their etiquette at school.

There are several measures that can be taken by the elders to manage the misconduct of students at school and at home. Firstly, parents, irrespective of their busy schedules, should take time to look after their wards. For instance, spouses should divide their chores among themselves and interact with the children before bedtime, and occasionally, make them feel special through various activities. Secondly, involving grandparents in the upbringing of the child can give both company and help them to learn from each other. Thirdly, teachers should be careful not to compare the students, as each child has unique capabilities and may not achieve the same thing. Lastly, both family members and teachers should control access to the internet or cruel games that might affect the child’s psyche .

To sum up, guardians or parents should motivate the students for their efforts and take care of their surroundings so that external influences or bad lifestyle do not affect their demeanor and make them ill-tempered.

Looking for a detailed guide on IELTS Writing Task 2? Check here !

Important Vocabulary Used in the Essay on Behavior in Class 

• Distressing (adjective)

Meaning: upsetting or worrying

Eg: The workload was quite distressing for me today.

• Alarming (adjective)

Meaning: causing worry or fear

Eg: The way the sea levels are increasing is alarming for us.

• Adolescent (noun)

Meaning: a young person who is developing into an adult

Eg: Parents should guide adolescents properly.

• Crave (verb)

Meaning: to have a very strong feeling of wanting something

Eg: The baby craves for the mother’s touch.

• Astray (adverb)

Meaning: away from the correct path or way of doing something

Eg: The stranger led us astray from the main road.

• Unbridled (adjective)

Meaning: not controlled or limited

Eg: The young boy became arrogant due to the unbridled attention he received from his parents.

• Unruly (adjective)

Meaning: difficult to control or manage

Eg: His unruly behavior at the party caught everyone’s attention.

• Etiquette (noun)

Meaning: the set of rules or customs that control accepted behavior in particular social groups or social situations

Eg: Please maintain the table etiquette properly.

• Psyche (noun)

Meaning: the mind, or the deepest thoughts, feelings, or beliefs of a person or group

Eg: Freudian study deals with the human psyche.

• Demeanor (noun)

Meaning: a way of looking and behaving

Eg: Her calm demeanor attracts everyone.

Sample Answer 2

In numerous nations, the behavior of students within educational institutions is a cause for concern. Multiple factors have contributed to the emergence of disorderly behavior among young individuals, particularly adolescents. In the subsequent sections, I will delve into the underlying reasons and potential remedies to address this matter.

One significant cause of behavioral issues in schools is the breakdown of the traditional family structure. With more families facing single-parent households or both parents working long hours, children may lack the necessary guidance and supervision. This can result in a lack of discipline and a decline in values taught within the home. Furthermore, economic challenges can lead to financial stress, which often trickles down to affect a child’s emotional well-being. Moreover, the influence of media and technology cannot be underestimated. The constant exposure to violent or inappropriate content desensitizes students to aggressive behavior, making them more prone to acting out inappropriately. Additionally, social media platforms can exacerbate conflicts among students, leading to disruptions within the school setting.

To address these issues, schools should prioritize fostering a strong sense of community. Implementing mentorship programs and involving parents in their child’s education can create a support system that reinforces positive behavior. Schools can also provide workshops and resources to help parents develop effective discipline strategies at home. Furthermore, it is imperative to incorporate media literacy into the curriculum. In addition, schools should promote extracurricular activities that encourage teamwork, leadership, and conflict resolution skills. These activities not only provide an outlet for pent-up energy but also instill values that promote positive behavior.

In conclusion, the severe problems with student behavior in schools stem from a combination of factors. However, by facilitating a sense of community, teaching media literacy, and providing opportunities for positive engagement, schools can work towards creating a more conducive learning environment for all students.

Important Vocabulary Used in the Essay on Behavior in Class

• Disorderly (Adjective)

Meaning: It describes something that is chaotic, messy, or not well-organized.

Eg: The disorderly classroom made it challenging for the teacher to conduct the lesson effectively.

• Trickles Down (Verb phrase)

Meaning: It refers to a process in which something, often wealth or information, gradually passes or spreads from a higher level to a lower level.

Eg: In some economic systems, the idea is that when wealth trickles down from the rich to the poor, it benefits everyone in society.

• Desensitizes (verb)

Meaning: To make less sensitive or responsive to something.

Eg: The continuous exposure to violent movies desensitizes children to real-life aggression.

• Exacerbate (verb)

Meaning: To make a problem, bad situation, or negative feeling worse.

Eg: Adding fuel to the fire will only exacerbate the conflicts among students.

• Fostering (Noun)

Meaning: It refers to the act of nurturing, promoting, or encouraging the growth or development of something.

Eg: The fostering of creativity in schools is essential for students’ overall development.

• Mentorship (Noun)

Meaning: The guidance and support provided by a mentor, usually a more experienced or knowledgeable person.

Eg: The mentorship program pairs experienced teachers with new educators to offer guidance and support.

• Imperative (Adjective)

Meaning: It signifies something that is crucial, necessary, or of utmost importance.

Eg: It is imperative that we address the environmental challenges facing our planet to ensure a sustainable future.

• Pent-Up (Adjective)

Meaning: It describes emotions or energy that has been suppressed, restrained, or held back for a period.

Eg: After a long day of work, she had a pent-up desire to relax and unwind by taking a long walk in the park.

• Conducive (adjective)

Meaning: Making a certain situation or outcome likely or possible.

Eg: A peaceful and inclusive classroom environment is conducive to effective learning.

Also, check:

• Academic IELTS Writing Task 2 Topic (In September 2015) & Band 9.0 Essay
• Academic IELTS Writing Task 2 Topic ( In January 2016) & Band 9 Model Essay.
• Academic IELTS Writing Task 2 Topic (In July 2015) & Band 9.0 Argumentative Essay
• Academic IELTS Writing Task 2 Topic: Architecture & History – Sample Essay
• Academic IELTS Writing Task 2 Topic: Environment & Sample Essay
• Academic IELTS Writing Task 2 Topic: Economic Growth With Model Essay

Practice IELTS Writing Task 2 based on Essay types

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24 Effective Behavior Reflection Sheets For Students

August 30, 2023 //  by  Lauren Du Plessis

Crafting a compassionate classroom is about more than managing student behavior, it’s about fostering an environment where your students can learn from their actions, embrace responsibility, and cultivate emotional intelligence. Ultimately, this journey begins with understanding and reflection. Dive into our collection of meticulously curated behavior reflection sheets, each designed to empower your students to think, feel, and make choices that contribute positively to your classroom environment and beyond. Get ready to transform your teaching approach and inspire your students on their path to self-improvement with these resources!

1. What Happened Reflection Sheet

Let’s unlock the doors to understanding! Guide your students in pondering their actions and reactions. What led them down a certain path? This reflection sheet brings empathy and responsibility to life- culminating in a transformative journey that takes place within the very heart of your classroom.

Learn More: Pinterest

2. “Feelings Map” Reflection

Feelings, feelings everywhere! Help your students navigate their emotions  after any event by having them draw a map of their feelings. Let them get creative with this visual project, which will help them increase emotional literacy and regulation.

Learn More: Reward Charts

3. Behavior Consequences Sheet

Have you ever considered the impact of your actions? Ask your students to dig deep into their behaviours and think about how what they do affects themselves and others. 

Learn More: Laura Candler

4. My Behavior Plan Worksheet

Time to shape future success! With this worksheet, encourage your students to outline a robust behaviour improvement plan. To do so, have them write down concrete goals to improve their future actions. This activity is more than just planning; it’s about taking ownership and making a genuine commitment to positive change. 

Learn More: Have Fun Teaching

5. Behavior Journal Reflection

Open the doors to daily discovery! This behaviour journal reflection invites your students to engage in a self-dialogue. Have them check in with themselves as a good daily kick-off to your lessons by encouraging them to explore a variety of topics, ranging from their emotional well-being to their openness. The options are endless!

Learn More: Twinkl

6. Self-Evaluation Reflection Sheet

Guide your students in evaluating their behavior by taking a good look at who they are. Pondering, exploring, and growing – that’s what this activity is all about! Watch them bloom and flourish as they take stock of their lives in uncharted ways. 

Learn More: Squarehead Teachers

7. Peer Impact Reflection Sheet

Encourage your learners to be a positive addition to your classroom community by reviewing their impact with a peer impact reflection sheet. This sheet will help them see how their actions affect others and consider ways in which they can be more empathetic in the classroom. 

8. Goal Setting Reflection

Goals: Whether big or small, we all need them! With this tool, your students can set, strive, and achieve. Ask them to write down specific goals and detail how they plan to accomplish them.

Learn More: TPT

9. Time-Out Reflection Sheet

Time-outs aren’t just for toddlers or sports teams – a pause for personal growth can be beneficial to your students as well!! Encourage them to reflect and grow by taking a moment or two to sit in solitude.

10. Behavior Chain Sheet

Invite your learners to dive into the causes of their behavior by completing a behavior chain sheet. With this exercise, they’re offered an opportunity to deeply explore their triggers and reactions. Be sure to encourage them to be understanding and compassionate with themselves and others as they take time to reflect.  

11. Teacher-Student Conference Sheet

Bridging gaps and building connections is what this sheet is all about! Foster dialogue between yourself and your students to nurture trust and rapport. Ask your students to reflect on their interactions with you, and how both of you can be more understanding of one another moving forward. 

Learn More: Ninja Plans

12. Making Amends Reflection Sheet

Apologies can heal, and so can forgiveness. This reflection sheet helps your students make amends and embrace reconciliation. Ask them to put themselves in their peers’ shoes to understand why their classmates may have acted in a certain way. Empathy, humanity, and compassion take center stage here!

Learn More: Kid Pointz

13. Behavior Reflection Using Painting

Art and emotions blend in this colorful approach to understanding behavior. Break out your art supplies and have your students craft a painting that reflects how they felt or what they did in a specific scenario. Then, have everyone share their pieces! This creative approach may help reluctant students express feelings they otherwise might not have known how to express! 

Learn More: Kinder Art

14. Positive Behavior Reflection

Shine a light on positivity with this thought-provoking task! Celebrate and encourage the good things that your students do by asking them to spend time reflecting on them. If they struggle, step in to help them recognize the good and build on it; encouraging a culture of positive actions amongst your learners. 

Learn More: Social Emotional Workshop

15. My Behavior and Learning Sheet

With this sheet, your students can explore how learning and behavior influence each other. Encourage them to think of behaviors that positively impact their ability to learn and behaviors that could still use some improvement. Connecting life and learning in a harmonious dance, this activity acts as a delightful classroom tool that’s sure to have a tangible impact on your lessons. 

Learn More: Laugh Eat Learn

16. Respect Reflection Sheet

Honor and respect are two important foundational elements of any classroom environment.  Engage your students in understanding respect’s true meaning by asking them to reflect on what it means to them, and how they use it in their day-to-day lives. This sheet is perfect for nurturing self-esteem and encouraging your kiddos to consider their values. 

Learn More: Printable Word Searches

17. Behavior and Emotions Sheet

Unlock the world of feelings by bringing in a sheet that connects emotions with actions; shaping emotionally intelligent students. As your learners embark on a journey that’s sure to bring them closer to themselves, prompt them to consider how their emotions influence their day-to-day decision-making. 

18. My Impulse Control Sheet

Teaching mindfulness has never been easier! Guide your students to take a moment to pause before they react using this impulse control sheet. Have them practice staying calm and collected by considering their options before taking action. Their future selves will thank you!

19. Learning from Mistakes Reflection

Mistakes are meant to be embraced! Help your kiddos transform their errors into milestones by asking them to reflect on the mistakes they’ve made, and considering how they can ensure that they don’t happen again. Make sure to include themes of resilience in this activity, and let them know that with experience comes wisdom! 

Learn More: TeacherVision

20. Taking Responsibility Reflection

Accountability is the main focus of this reflective tool. Lead your students towards responsible learning by encouraging them to consider how their actions have direct consequences. 

21. Calm Down Reflection Sheet

In a world that is increasingly stressful, it’s important to have the ability to stay calm! Help your students learn this skill with a sheet that has them reflect on ways to relax during high-stress situations. Encourage mindfulness, breathing exercises, and self-reflection to help them explore and manage these feelings.  

22. Behavior Change Contract

Take your goal-setting sheet one step further and create a behavior change contract for your students. Let them commit to betterment by signing a piece of paper detailing what they will do to improve themselves within your classroom. Ensure they’re active participants in creating the contracts, and join them on the journey by signing it as well! 

Learn More: Scribd

23. My Choices Reflection Sheet

Choose your own adventure! With a choices reflection sheet, you can walk your kiddos through a series of decisions and detail how they often lead to different end results. Provide them with intriguing paths, full of twists and turns, and see how they start to connect the dots of their own choice patterns! 

24. Weekly Behavior Reflection Sheet

Encourage Your students to celebrate their improvements on a longer time scale by taking time to reflect on their weekly behavior. Point out patterns, and foster interest in their continual growth by using this exercise as a chronicle of your students’ improvement, and as a roadmap to their future success. Feel free to share with their parents at the end of the year! 

Home — Essay Samples — Education — Teacher-Student Relationships — Teacher-Student Relationship: the Role of Behaviour Management

Teacher-student Relationship: The Role of Behaviour Management

• Categories: Teacher Teacher-Student Relationships

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Words: 2887 |

15 min read

Published: Aug 14, 2023

Words: 2887 | Pages: 6 | 15 min read

Table of contents

The role of school leadership in behaviour management strategies, the power of positive reinforcement in classroom behaviour management, finding the role of teacher-student relationships and emotional intelligence in behaviour management.

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Ielts essay # 505 - schools have severe problems with student behaviour, ielts writing task 2/ ielts essay:, in many countries, schools have severe problems with student behaviour. what do you think are the causes of this what solutions can you suggest.

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Essay on Good Behaviour in English For Students

We are sharing an Essay on Good Behaviour in English for students and children in 100, 150, and 200 words.

Essay on Good Behaviour in English

Good behaviour is the biggest wealth of a person. Good behaviour earns a person high status in society as well as success in all spheres. A person with good conduct has a calm mind and he is also able to accomplish all his tasks well.

The primary characteristics of an honest person are honesty, non-violence, faith in God, love and respect for fellow beings. Lord Rama was a virtuous person. He greeted everyone with love and respect. But Ravana earned a bad name when he kidnapped Sita.

Virtuous people never do anything wrong and thus, they are not afraid of anything. They keep themselves in good company and good atmosphere. They prove their words through their deeds.

A virtuous student is one who has the qualities of hard work, soft speech, love, respect for elders and friendly behaviour. By inculcating these values we make a place for ourselves amongst our friends and elders. We stay happy and it also improves our work quality.

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