What Target Knows About Human Behavior That Teachers Don't - But Absolutely Should

What if improving student behavior doesn't require new rules, but a new concept? Specifically, a behavioral science concept. Here's what I mean...

Have you ever seen a student who seems like two totally different people? A student who goes into Classroom A and is disruptive, disengaged, and apathetic about learning. Then turns around and goes into Classroom B, alert, attentive, and engaged. Almost like they're a completely different person.

Surprisingly, the reason is pretty simple to explain. But here's the interesting part: we as adults do the same thing. It just shows up differently. Let me explain...

A lot of people love to shop at Target. Like, a lot. But Target is more expensive than Walmart. In fact, a recent report from Business Insider showed that the same exact products at Walmart can be up to 20-30% less expensive than at Target. And this isn't a secret. Most people know Walmart costs less but still opt for Target. But why?

There are several behavioral science principles that explain this, but for this example, let's focus on something called context dependency. Meaning, what or who is around a person heavily influences how they feel, which in turn influences how they behave. Said another way...

Environment dictates behavior.

And this, my friends, is where we go wrong in education. During a recent workshop, I was explaining to teachers and leaders that many struggle with behavior management because, in our profession, we're taught to teach with logic. However, students respond and engage based on emotion.

Context dependency explains why someone goes into Target intending to buy toothpaste but comes out $250 later with a cart full of items they hadn't planned on purchasing. Target is masterful at creating a pleasurable experience, which influences patrons to spend more time in the store and, therefore, more money.

This also explains why a student will be disruptive and apathetic in one classroom but alert, attentive, and engaged in another. In the latter classroom—the context of which includes teacher attitude, relationship dynamics, as well as a sense of instructional meaning and psychological comfort—that same student is much more likely to exhibit positive behaviors. Because, say it with me…

Environment dictates behavior.

One of the glaring flaws in our profession is how we're taught to manage behavior. As mentioned, many of the strategies we learn are tactics rooted in logic. Meanwhile, students move and behave based on emotion—how they feel. Just like us.

Whether it's spending more money at Target or behaving like two different people, much of human behavior is highly illogical because we often do things that seem against our own interest. However, when you understand this, you can take these same principles that might work against you and use them in ways that work for you.

So, when we aim to improve classroom management, considering specific principles of human behavior—like context dependency—causes us to ask different questions. From there, when we make the necessary adjustments in proactive or even responsive behavior management, decreases in student resistance and increases in compliance are practically inevitable.

And even better...

This isn't something that requires waiting until the next set of students at the beginning of the year. These adjustments can be made now.

So, what have we learned?

When we see students who are disengaged, apathetic, even disruptive, consider context dependency and ask some different questions. Because once again, say it with me:

Environment dictates behavior.