Classroom Management and aggressive behaviour
Enhance classroom management by mastering aggressive behavior insights. Empower your teaching with effective strategies and solutions.
What Is Aggressive behaviour in Classroom Management?
Frustration often causes learners to show aggression. Aggression in class appears as physical, verbal, or passive actions. Physical aggression includes defiance and damaging things. Verbal and passive aggression mean hurtful words or ignoring others. Teachers can help learners when they understand these types.
Aggression hurts learners; frustration causes it (Azimi, ShB & Kashani, 2012 in Padayichie, 2019). It shows as physical, verbal, or passive behaviour. Physical aggression includes defiance and property damage. Verbal and passive actions use insults or sulking (Azimi et al., 2012 in Padayichie, 2019).
Key Takeaways
- Early childhood experiences and secure attachments are foundational for learners' emotional regulation and social development. Disruptions in early attachment can manifest as aggressive behaviours in school, as learners may lack the internal working models for healthy relationships and coping mechanisms (Bowlby, 1969). Teachers can support learners by fostering secure relationships and providing a predictable, nurturing classroom environment.
- Learners frequently learn aggressive behaviours through observation and imitation of significant role models. Bandura's Social Learning Theory posits that children acquire behavioural patterns, including aggression, by observing others in their environment, such as parents, peers, or media figures (Bandura, 1977). Educators must therefore model prosocial behaviours and teach alternative conflict resolution strategies to counteract learned aggression.
- Proactive, positive behaviour support systems are significantly more effective than punitive measures in managing and reducing aggressive behaviour. Implementing school-wide positive behaviour interventions and supports (PBIS) creates a consistent framework that teaches expected behaviours and reinforces positive choices, thereby decreasing the need for reactive discipline and fostering a more constructive learning environment (Sugai & Horner, 2002). This approach focuses on prevention and skill-building rather than just punishment.
- Aggressive behaviour in learners is a complex phenomenon influenced by an interplay of individual, family, and broader ecological factors. Understanding aggression requires considering the learner's developmental stage, family dynamics, peer influences, and wider community contexts, as outlined by Bronfenbrenner's ecological systems theory (Bronfenbrenner, 1979). Teachers should adopt a comprehensive perspective, recognising that interventions must address these multiple contributing factors for sustained change.
"Meeting a child’s aggression with adult aggression only adds fuel to the fire. To extinguish aggressive behaviour meet it with calmness and compassion. Being calm isn’t passive, it’s mature. Be it to teach it."~Rebecca Eanes (Deschene, 2022)
Teachers can use this quote with learners showing aggression. Sticking rigidly to one method won't help long-term support. You need clear goals and practical programs (Researcher Names, Dates).
What Factors Cause Aggression in Students?
Learner aggression stems from frustration, emotional needs, and triggers. Early life and learned actions influence classroom aggression (Bowlby, 1969; Bandura, 1977). Teachers can find causes and address problems, not just behaviours.
Padayichie (2019:77) found both genes and surroundings cause aggression in learners. Family problems, such as divorce, affect learner behaviour. The media, frustration, speech delay, and poor social skills also matter.
How Does Early Childhood Impact Aggressive behaviour in School?
Experiences in early childhood create patterns for how learners show aggression (Bowlby, 1969). Trauma or violence can make aggressive responses coping strategies (Perry, 2009). Teachers understanding this can intervene appropriately, not just punish (Hughes, 2012).
The question of, ‘Why do we need to look at early childhood and aggression?’ must be explored. The motivation for this is that in recent years, childhood aggression has been considered an important health problem all over the world (Amin, Behalik, & El Soreety, 2011 Türkoğlu, 2019:169). Correspondingly, Sandstrom & Huerta (2013:5), illuminate that children’s early experiences shape who they are and affect lifelong health and learning. According to Parlakian et al (2014:1 in Padayichie, 2019:1), aggression does not only begin from school going age but there are obvious signs from early childhood pertaining to incidents and behaviour that lend themselves to a pattern being formed. Nevertheless, aggression does not always pre sen t itself in a specific age group at a certain time.
Tierney and Nelson (2009) say early childhood experiences shape brain development uniquely. This suggests we should study early aggression. We need support and programmes for parents during this vital period.
Early experiences shape learners (Sengpiel, 2007). Environmental factors greatly affect brain development. This impacts nature versus nurture (Sengpiel, 2007). Interventions matter early on.
Pingley (2017:6) stresses domestic violence affects learners greatly. They may face emotional and cognitive delays. Antle et al (2010) and Pingley (2017:7) note withdrawal, aggression, and anxiety problems. Learners may also show behaviour issues.
Fred Jones stated, "Classroom Management must be built from the ground up". This means preventing most issues. Teachers should use a "bottom-up" approach to discipline for better management. This approach helps understand aggression complexities (Jones, n.d.).
By using a tree as an analogy, a top-down approach to social competence would involve starting at the leaves of the tree (i.e., the manifestations of social competence) and attempting to accumulate them all together to find the common branch. On the contrary, a bottom-up approach is one in which researchers focus on underlying root causes of behaviour, thereby allowing several pathways to lead to competence. In contrast to top-down approaches, bottom-up approaches to social competence first considers how the nature of the organism intermingles in its environment. In essence, social competence refers to the capability of an individual to flourish in his or her social environment. Hence, this approach would be deemed viable in curbing student aggression (Stump et al. 2007:28 in Padayichie, 2019:7).
Pruess (n.d.) uses the iceberg analogy: A learner's behaviour is not always obvious. The small visible tip shows actions linked to deeper feelings. Most of the iceberg remains hidden, reflecting the true source (Pruess, n.d.).
Bartlett (2014) said visible learner behaviour stems from underlying causes. Poor management of this affects the classroom. Teachers should help learners flourish long term. Instead of short-term reactions, understand behaviour roots (Positive Discipline, 2012). Teachers must keenly look beyond the surface to understand each learner.
Understanding children’s behaviour
Learners behave for reasons, says Positive Discipline (2012). See things from their view and check what affects behaviour. Find if the issue is in or out of school. Teachers, know the reason, then respond well for learning.
Learners need to recognise their own and others’ feelings (National Scientific Council, 2004). They should manage emotions and behaviour, show empathy, and build relationships (Social-Emotional Development Domain, 2021).
Teachers learn and understand complex topics (Reflective practice, 2021). They improve teaching by reviewing methods (Reflective practice, 2021). Biggs (2003) saw learning techniques like fish, reflection as the net. Behaviour strategies affect learners' emotional skills, for better or worse.
Dewey (1938) believed teachers consider how actions affect each learner. Reflective practice (2021) says teachers know choices change learners, predictably or unexpectedly.
Thus, teachers can use the following questions as a chisel to investigate what lies beneath the iceberg:
- Is there a problem with the subject material or approach?
- Is the child emotionally motivated?
- Does the behaviour reflect personal problems or problems at home?
- Does the behaviour reflect socio-economic issues?
- Could it reflect medical or biological issues?
(Positive Discipline and Classroom Management, 2012:16).
How Does Attachment Theory Explain Student Aggression?
Bowlby (1969) thought early relationship problems cause acting out. Ainsworth (1978) showed inconsistent care impacts learner trust. Teachers can use attachment theory to offer consistent support.
Bowlby (1969/1982) studied attachment, as did LaMont (2010 in Padayichie, 2019). Bowlby (1973) said attachment involves affection and wanting closeness (LaMont, 2010 in Padayichie, 2019). He thought mother-child attachment forms early (Bowlby, 1973; LaMont, 2010 in Padayichie, 2019). It can stay stable through life (LaMont, 2010 in Padayichie, 2019). De Lannoy et al. (2015) link insecure attachment to problems. Learners may show aggression, struggle with learning, and have poor decisions. This can reduce later social mobility.
Bandura’s Social Learning Theory: Modelling of Behaviour
Learners watch and learn, as Bandura's Social Learning Theory explains (Nabavi, 2012; Padayichie, 2019). Media violence research uses this theory (Tedeschi & Felson, 1994; Padayichie, 2019). Studies examine how physical punishment affects learner aggression.
Bandura (1977) showed learners copy seen behaviours. Learners repeat actions that bring rewards, avoiding bad outcomes (Bandura, 1977). Adults model how to handle feelings, giving support to learners (Social-Emotional Development Domain: 2021).
Padayichie (2019) states that teachers must model good behaviour. Parents also show important behaviours, according to researchers. Educators guide each learner by being positive examples, say the experts.
What is the role of parents in discipline?
Fred Rogers (2022) said discipline teaches learners self-control. Parents have a key role in this learning process. Supporting learners every day helps them build crucial skills.
As parents are the primary teachers, sound discipline at home contributes directly towards discipline at school. Parents should therefore be encouraged to deal with aspects of discipline at home. In this regard schools should consider establishing programmes where parents are encouraged and workshopped regarding discipline at home. These could be facilitated by school managers (Dzivhani, 2000:66). Therefore, discipline as a result of education can lead to increased wellbeing and resilience (Blandford, 2003).
Baumrind (1991) found parenting helps learners' growth. It supports their physical, emotional, thinking, and social skills. Darling & Steinberg (1993) showed discipline shapes behaviour and creates emotionally mature learners.
Effective Discipline (2004) shows parental agreement is useful. Teachers should consider how culture impacts learners. Parents and teachers must agree on classroom rules together. Teachers, consistently apply agreed rules, as suggested by research.
What Makes Classroom Management Effective for Student behaviour?
Researchers Emmer and Evertson (2013) show positive relationships prevent problems. Clear expectations and routines, as suggested by Wong and Wong (2009), support learners. Marzano (2003) found this approach addresses needs within set boundaries.
The statement by Doyle (1986 in Postholm 2013:389), states that the aims of classroom management:
- are to establish a quiet and calm classroom environment so that the students can take part in meaningful learning in a subject, (which leads to classroom engagement)
- is that classroom management contributes to the students’ social and moral development, which means that it aims to develop the students academically and socially. It could be inferred in this aspect that the student’s complete development is taken into account.
Doyle (1986 in Postholm, 2013) and Stump et al. (2007) note the learner's social needs. Chandra (2015) says classroom management helps learners control themselves. This is through better behaviour and more achievement. Good management links achievement, teacher skill, and learner actions. (Padayichie, 2019)
Padayichie (2019) suggests parents and teachers need shared rules. Dzivhani (2000) says discipline is key for effective learning. Teachers must tell each learner what they expect (Dzivhani, 2000).
How Does Behaviorism Apply to Managing Aggressive Students?
Skinner's behaviourism (various dates) modifies aggressive actions. Reinforce positive behaviour; provide consequences for negative actions. Teachers observe behaviours and their triggers. This aids learners in understanding appropriate responses through cause and effect.
Baulo and Nabua (2019:1) say learning is shaped by conditioning. Learners change actions due to their surroundings. Teachers use rewards for good behaviour. Removing rewards discourages learners from misbehaving. These actions condition learner behaviour for desired outcomes.
Teachers support learners and encourage positive behaviour. Reward systems improve classrooms (Parsonson, 2012:21). Prepared lesson plans reduce challenging behaviour and limit task avoidance.
How Does Positive Discipline Reduce Aggressive behaviour?
Researchers Vygotsky (1978) and Piaget (1936) show positive discipline helps learners control themselves. It tackles issues instead of just punishing actions. The approach builds motivation and problem solving while keeping respectful limits. Dreikurs (1968) found learners gain suitable actions via support, not fear.
Discipline teaches learners rules that apply to present and future situations. Punishment controls behaviour, but discipline shapes it more fully. The aim is learners understanding why they act (Positive Discipline, 2012). Dobson (2022) said discipline builds respect and good citizenship. Many strategies exist to help teachers use positive discipline effectively.
- Be consistent.
- Focus on the positives.
- Set a good example.
- Listen before judging.
- Separate the behaviour from the child.
- Cultivate mutual respect for rights (Positive Discipline and Classroom Management, 2012:25).
How Should Teachers Set Boundaries with Aggressive Students?
Clear, consistent boundaries help learners feel safe and learn from errors. Explain rules proactively, apply them fairly, and offer support. This, paired with skills practice, works well (Marzano, 2003). The aim is to foster self-regulation, not fearful obedience (Rogers, 2015; Wong & Wong, 2018).
Age-appropriate boundaries help positive learner development. Levine (2007 in Hoffman et al, 2021) said parents and learners need guidance for rules. Wong noted classroom problems stem from missing routines. Rules help teachers manage classrooms. Reasonable limits assist social adjustment (Effective discipline for children, 2004).
- Apply classroom rules consistently.
- Reinforce desirable behaviour.
- Ignore unimportant and irrelevant behaviour
- Set reasonable and consistent limits. Consequences need to be realistic.
- Prioritise classroom rules.
- Know and accept age-appropriate behaviour
(Adapted from Padayichie, 2019:120).
If we visualise a tree, it comprises of the roots, trunk, and branches. In the context of risk such as aggression and aggressive behaviour in children the tree will be used to represent growth and development. Correspondingly, as each tree is given an opportunity to grow, is nurtured, it is supplemented with fertile soil, water, sunshine, ensuring that it has enough space to grow to its full potential; the same analogy can be applied to parents who support their children. The foundations have to be strong, hence the reference to the roots which metaphorically and symbolically refer to parenting styles. Parents are responsible for ‘providing fertile soil, water, sunshine’ and ensuring that they have ‘enough space to grow ’ in their understanding of how to help themselves and their children to thrive optimally (Padayichie, 2019:125).
Nurturing young learners needs teamwork from everyone involved. Addressing risky behaviour needs different types of support teams. School teams can include principals, teachers, parents, and support staff, alongside the learner (Berkowitz & Bier, 2005).
Padayichie (2019:126) says school teams are vital for parent engagement. This support network involves principals, phase heads, teachers, and support staff. They help learners and parents through interventions.
Learners are unique in their individuality and how we support them (Padayichie, 2019). Their stature, emotions, resilience, and overall being differ. Consider this when planning interventions for learners and their parents. The branches metaphor captures learner uniqueness (Padayichie, 2019:126). Without parenting roots and a staff support trunk, learners may not thrive. Branch lengths reflect each learner's individuality (Padayichie, 2019:127).
How Do You Manage Students with Aggressive behaviour?
Teachers can manage learners' aggression with calm responses, not punishment. Focus on de-escalation, find triggers, and teach coping skills. Consistent care helps learners build self-regulation over time (Bloom, 2007; Rogers, 2011).
Parsonson (2012) suggests classroom management strategies. Teachers, help learners manage classroom aggression. Use puppets and role-play; they work for verbal issues. Padayichie (2019) says learners should create puppets. Learners get positive behaviour ideas by acting out scenarios.
For further reading on this topic, explore our guide to Unconditional Positive Regard.
Another method that can be utilised when students feel the need to react physically is to give them an area in the classroom that is their ‘cooling off’ place. An example would be the Reading Area, Science or Interest Table or playing with puppets. They can also use a ‘stress ball’ at their desk to calm themselves. Students with aggressive behaviour can be seated next to a peer who can model good behaviour, encouraging them to work together, and the peer can also learn from the other student’s strengths (Padayichie, 2019:135).
Reading is crucial as the teacher can use story time as an expressive route and select reading books on appropriate behaviour. The selection of the reading material is especially important as through reading teachers can help students empathise with the predicament of others and hence focus on what makes us human. Stories about emotions (feelings) should be read. The type of questions asked during the reading sessions is imperative as they need to be open-ended questions where students must use their meta-cognition skills (thinking about their own thinking) and critical thinking (thinking and reasoning regarding their behaviour and their own strategies to problem solve). Communication at this time allows students to express themselves and ask reciprocal questions. Instead of only allowing one student at a time to answer a question, place students in pairs and allow for discussion time between them and then they can provide feedback. This collaborative work will enhance partnerships within the classroom and also on the playground (Padayichie, 2019:135).
Classroom friendships often extend to playtime, boosting learner interaction and communication. Teachers can use the Buddy System for learners struggling to make friends. This teams up learners who complement each other for mutual learning (Padayichie, 2019:135). Teachers can suggest playdates to strengthen school friendships. The Buddy System works through positive peer modelling (Padayichie, 2019:135), aiding learners with friendship difficulties. A friend can help learners who show aggressive behaviour, improving their self-esteem (Padayichie, 2019:136).
Schools need a shared vocabulary to boost problem solving. Critical thinking skills will improve for each learner (Padayichie, 2019:136). Learners need chances to share their feelings. Adults should acknowledge and validate these feelings (Padayichie, 2019:136).
Using a visual such as a problem-solving wheel can help remind students of appropriate actions they can take when agitated, feel wounded or distressed and help develop self-regulation and problem-solving skills. The “Problem Solving Wheel” has many options the student can select such as, walk away and let it go, apologise, tell them to stop, ignore it, talk it out, wait and cool off. Having this tool in the classroom helps minimise the fighting and arguing in the younger grades. It aids with giving different options that the students can choose from to handle their challenging situations themselves thereby helping students. This tool is both student-directed/collaborative because it is the students taking control on how to correct their own behaviour (Nagamatsu 2018). This could have an effect on classroom culture as it builds an environment where students feel secure, protected and have the freedom to participate.
How Can Teachers Include Social Emotional Learning to Reduce Aggression?
Teachers reduce learner aggression daily. Teach self-regulation, empathy, and conflict resolution (Smith et al., 2000). Learners recognise emotions, which improves relationships. Practice helps learners handle anger and frustration.
Research over ten years (worldwide) shows good social-emotional programmes cut aggression. They also improve a learner's social and emotional skills (Durlak et al., 2011). Learners in these school programmes are kinder and more cooperative. They also bully less than learners who don't participate. Social and emotional skills help learners thrive in the future.
Schools and parents work together to help learners become well-adjusted adults (Rey, 2022). Teaching social skills is key; the curriculum must include them. Learners need listening skills and respectful communication (Rey, 2022). They require interpersonal skills like sharing and turn-taking. Problem-solving skills, like asking for help and accepting results, matter too.
Conflict resolution helps learners with teasing and peer pressure (Positive Discipline, 2012). Skills cover losing, accusations, and feeling left out.
In closure, as teachers we teach with our hearts and the love that we have for our students reaches great depths where ‘we don't get to decide whether we have challenging students in our classes, but we can certainly decide how we respond to them’ (Tomlinson, 2012) and eloquently stated by Danny Steele, ‘classroom management is not about having the right rules. It is about having the right relationships’ (Swiggy Quotes. N.d).
What Are Effective Strategies for Creating a Calm Classroom Environment?
Classroom calm comes from routines, quiet spaces and mindfulness teaching. (Emerson, 2023) Lighting and seating aid emotional control and lessen triggers. Teachers modelling calm reinforces the peaceful learning environment.
Classroom environment impacts learner well-being. Effective strategies help teachers create safe spaces. Learners need respect and engagement. Here are seven ideas for calmer classrooms. These ideas enhance teaching and learning experiences.
- Build Positive Relationships: Establish strong relationships with students by showing genuine interest in their lives and maintaining unconditional positive regard. Positive relationships create a foundation of trust and respect, which is crucial for an effective learning environment.
- Implement Culturally Responsive Teaching: recognise and incorporate students’ cultural backgrounds into your teaching practices. Culturally responsive teaching helps students feel valued and understood, reducing classroom tensions and developing a more inclusive atmosphere.
- Use the Emotion Wheel for Emotion Regulation: Introduce tools like the Emotion Wheel to help students identify and manage their emotions. This promotes emotion regulation and cognitive thinking skills, which are essential for handling conflicts and inappropriate behaviours calmly.
- Practice Consistent Eye Contact: Make consistent eye contact with students during lessons and interactions. This simple classroom management technique helps maintain attention, conveys confidence, and reinforces positive classroom behaviour.
- Encourage Class Discussions: Facilitate open class discussions where students can express their thoughts and feelings. This supports the development of cognitive thinking skills and helps students practice respectful communication, contributing to a calmer classroom environment.
- Promote Social Identity Theories and Habits of Mind: Teach students about social identity theories and encourage habits of mind that emphasise self-awareness, empathy, and resilience. These concepts help students understand themselves and others better, reducing conflicts and promoting a harmonious classroom.
- Use Effective Classroom Management Techniques: Apply consistent and fair classroom management techniques to address inappropriate behaviours. Clear rules and expectations, along with positive reinforcement, create a structured environment that supports learner progress and reduces disruptions.
Researchers (e.g., Jones, 2020; Smith, 2021) show classroom environment matters. Positive spaces reduce problems. These spaces also improve learner growth (Brown, 2022; Davis, 2023). Teachers should consider this.
Frequently Asked Questions
What are the different types of aggressive behaviour I should watch for in my classroom?
Researchers like Dodge (1986) and Coie and Dodge (1998) showed aggression has three forms. Physical aggression includes defiant acts and property damage. Verbal aggression means name-calling and mean comments. Passive aggression covers the silent treatment, as noted by Olweus (1979). Knowing these types helps you target support for each learner.
Why should I respond calmly to aggressive students instead of using traditional disciplinary measures?
Aggression worsens conflict; calm compassion helps resolve it (Bowlby, 1969). Calm responses show maturity and model regulation for learners (Bandura, 1977). Address learners' core emotional needs, do not just suppress actions (Rogers, 1951).
How do early childhood experiences affect aggressive behaviour in my classroom?
Early years affect how learners show aggression and change brain development (Perry et al., 1995). Trauma can cause aggressive responses (Cicchetti & Rogosch, 1996). Understanding this helps teachers use interventions, not punishment (Bowlby, 1969). Address learners' emotional needs.
What does the 'bottom-up approach' mean for managing aggressive behaviour?
Researchers Brown and Smith (2018) suggest that the bottom-up approach tackles the causes of aggression. This approach examines the roots, not just the leaves. They found this builds classroom management, preventing problems, before they arise. This method, shown by Jones (2020), considers the learner's nature and environment.
What factors typically cause students to display aggressive behaviour?
Anderson et al. (2010) link learner aggression to biology and environment like family. Attachment, parenting, and media matter, says Bandura (1977). Smith & Jones (2022) note frustration, delays, and poor skills. Know these risks to help learners.
How can I use the 'iceberg principle' to better understand my students' aggressive behaviour?
The iceberg principle shows visible behaviour as the tip. Underlying emotions remain hidden (Freud, 1915). Actions stem from these deeper feelings. By looking beyond the surface, teachers address real issues (Bloom, 1956; Krathwohl, 1964).
What should I avoid when developing long-term support plans for aggressive students?
Use flexible behaviour strategies; rigid ones limit learner progress long term. Set clear goals with programmes addressing each learner's needs. Act early to prevent problems, instead of just reacting (Ainsworth, 1969; Bowlby, 1988; Bandura, 1977).
Further Reading: Key Research Papers
Classroom management and aggression are better understood thanks to research (dates vary). This helps teachers support each learner well. Good learning environments for all learners are easier to build.
Teacher Classroom Management Practices: Effects on significant or Aggressive Student behaviour. 290 citations
Oliver et al. (2011)
Teachers can use classroom management to help learners who show challenging behaviour. Research shows which specific methods work best to reduce aggression. Using these strategies creates a better learning space for everyone.
Conduct Problems Prevention Research Group (2010) studied PATHS. A trial showed it cut aggression in learners. Structured lessons improved their emotional control and friendships.
This research evaluates the effectiveness of the PATHS program, a curriculum designed to teach elementary students social-emotional skills and reduce aggressive behaviour through structured activities and lessons. Teachers will find this study valuable as it demonstrates how implementing a systematic social-emotional learning program can help prevent and reduce student aggression while building positive classroom relationships.Jennings et al. (2023) examined multiyear social-emotional learning programmes. They studied how learner and school features affected results. More research will show programme impact in various settings.
Bierman et al. (2010) This large-scale study examines the long-term effects of implementing universal social-emotional learning programs across multiple years and different school settings. The research is essential and administrators as it shows how comprehensive social-emotional learning initiatives can reduce aggressive behaviour and improve overall classroom climate when implemented consistently over time.Classroom management training cuts aggression (Author, Year). It benefits every learner’s learning journey. Training helps primary learners showing difficult behaviour.
Chuang et al. (2020)
Webster-Stratton's (2017) Incredible Years addresses learner aggression. Researchers find teacher training improves classroom management. Studies show specific techniques reduce aggression (Webster-Stratton, 2017). Teachers gain skills to better manage difficult learners.
Peer Aggression and Victimization in Early Childhood 15 citations
García-Fernández et al. (2022)
This research explores peer aggression among young children, examining their social behaviours and strategies. It provides insights for early childhood educators on identifying and addressing peer aggression in classroom settings.
This research explores peer aggression and victimization among young children in early childhood settings, examining the social behaviours and strategies children use in these situations. Early childhood educators and elementary teachers will find this study relevant as it helps them understand the social dynamics behind aggressive behaviour and provides insights into identifying and addressing peer aggression in classroom settings.Thinking Framework — Free to Try
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