course outline. For example, they change dates and assignments without any warning or reason, are often behind schedule, do not follow guidelines stated on a syllabus, and assign books, materials, and readings but never refer to them. 5.
An indolent teacher is often late in returning work to students. He or she is late in returning papers, projects, assignments, tests, exams, and exercises. They often forget to bring in graded papers and projects.
6.
Lastly, an indolent teacher is often guilty of information underload. They are too easy, do not give enough content to satisfy student needs, seem to skim the content surface, give light and easy assignments.
In conclusion, the three primary misbehavior categories are incompetence, offensiveness, and indolence. A teacher must have a high number of these characteristics to be considered a real misbehavior problem in the system. There could also be other misbehaviors that teachers display that impact student learning such as keeping students overtime, early dismissal, unresponsiveness to students’ needs, inaccessibility to students outside of class, not giving students extra help, not answering students’ questions outside of class, and giving exams which do not relate to the content or reading. Before we label anyone a "misbehavior problem" let's be sure they have a number of the above misbehaviors. Usually good teachers will realize when they are becoming misbehavior problems and correct the situation, and poor teachers often don't realize they are misbehavior problems.
Implications for the Educational System Again, misbehaving teachers are not usually the norms. Even some very fine teachers have found themselves occasionally using some of the misbehaviors discussed earlier. While the categories range from being absent to the use of poor grammar, the "most frequently cited misbehavior types are (1) sarcasm and putdowns, (2) being absent, (3) strays from subject, (4) unfair testing and, (5) boring lectures" (Kearney, et al., 1991, p. 321). While it usually takes a number of the above misbehaviors in order to label a teacher a misbehavior problem, occasionally one teacher could engage in one type of misbehavior to an extreme. For example, if a teacher was constantly sarcastic, critical, and hurtful to a student, we would consider this abusive and a form of teacher misbehavior. Students will fail to learn as much from a teacher who displays incompetence than from a teacher who is competent. Teachers' misbehaviors which represent incompetence
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