External Physical Causes
The environment of the class itself may be a mismatch for certain students, and a simple change of the environment can reduce or eliminate problems for them. The most obvious variable is the degree of structure in the class (Colarusso & Green, 1973). High-structure environments leave students less choice in what activities to do when, with whom, and where in the room. Low- structure environments (which may nevertheless be highly planned and highly organized) have more student movement and more flexibility in who does what and when, since students are making more choices and are more in charge of their personal schedules.
For some students, the predictability and organization of a highly structured classroom environment represents a haven of comfort and security from an otherwise outside world (or home life) of uncertainty or chaos. A classroom in which daily schedules are published and adhered to, reasonable rules and routines are established and followed, supplies are orderly and accessible, and personal space (desk, locker, cubby, and so on) is assigned and controlled by them can render school a welcome environment for some students, fulfilling the basic human need to feel in control in ways they don’t experience elsewhere.
A student may be behaving in ways that are consistent with their own culture (racial, ethnic, or socioeconomic) but considered inappropriate in the school culture.
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PART TWO | MANAGEMENT | DISCIPLINE
In addition to structure, other environmental variables that might influence behavior include the amount and kind of auditory and visual stimulation in a classroom. Some people can completely tune out ambient noise, and others are highly sensitive to and distracted by it. This is also the case regarding the visual environment. The type or amount of lighting in the room can be a factor interfering with or supporting concentration for some students. Learning style experts (Dunn et al., 1995) highlight temperature and seating arrangements as additional variables that can affect learners. A room too hot or cold leads to physical discomfort that interferes with concentration. Thus there are a num- ber of environmental factors that might affect student behavior.
In Teacher Effectiveness Training (2003), Gordon and Burch have some useful checklists for other ways to modify the environment. When considering how to improve students’ behavior, teachers should also look at the appropriateness of the environments. They need to weigh how much these environments may be contributing to (rather than reducing) problems. The goal is to arrange them so that they do not play to students’ weaknesses and trigger disruptive behaviors.