BCP Social Sciences & Humanities ECSS 2022 
Volume 19 (2022)  
 

613 

Applying behaviorist theory to solve the "classroom clown" 
problem 

Xiaoman Lu 
Department of Psychology, Shandong Normal University, Jinan, 250358, China 

shinelxm2001@163.com 

Abstract. Classroom clowns refer to those students whose performance is exaggerated and disturbs 
the classroom order. Their negative performance even becomes more serious under the criticism of 
the teachers and becomes a difficult problem in classroom teaching. This paper analyzes the 
reasons for the behavior of the clowns in the classroom by using the behaviorism theory in 
psychology and puts forward effective solutions. 

Keywords: Classroom clown; Behaviorist theory; Cause analysis; Solution. 

1. Question 
Many teachers will find such a class of students: they have average grades, but they actively 

participate in whatever questions the teacher asks, regardless of whether the answers are correct, and 
they especially like to interrupt the teacher's class, sometimes even making a fool of themselves in 
the classroom, making everyone laugh. 

If the teacher criticizes, they often not only do not show guilt but also seem a little excited. When 
criticized, they promise to be good, but when they return to the classroom, they are back to their old 
ways. There is a foreign term for this type of student: "classroom clown". 

So, why are these students willing to be "classroom clowns" and how should teachers deal with 
these students? 

2. Cause Analysis 
2.1 Attract the attention of teachers and classmates 

It is human nature to desire the attention of others (David et al., 2002), and many studies have 
shown that most disruptive behaviors in elementary and middle school are caused by students' desire 
to attract the attention of teachers and classmates (Liu, 2013). The behavior of "classroom clowns", 
who actively participate in class regardless of whether the answers are correct or not, especially like 
to interrupt in class, deliberately make a fool of themselves to make everyone laugh, and get excited 
instead of feeling guilty after being criticized, reflects their desire for attention from others, and the 
underlying reasons for this desire include extroverted personality and family factors. The underlying 
reasons for this desire for attention include extraversion and family factors. However, according to 
Skinner's operant conditioning theory, the teacher's criticism and the students' laughter acted as 
reinforcers (S) to strengthen the disruptive behaviors (R) of the classroom clown, which increased 
the frequency of the disruptive behaviors of the classroom clown. 

2.2 Psychological characteristics of "classroom clowns" with low self-esteem 
According to cognitive dissonance theory, when there is an inconsistency between an individual's 

attitude and behavior, it can lead to psychological tension, and the individual will use cognitive or 
behavioral changes to try to reach a new balance in order to eliminate the tension. The "classroom 
clown" is likely indifferent to the teacher's reminders or criticisms because he or she uses low self-
esteem to reconcile his or her disruptive behavior with his or her guilt-free attitude of "I'm just like 
that, what can you do?" (Qiu, 2015). In this way, on the one hand, the teacher's criticism or classmates' 
laughter serves as reinforcement to satisfy their need for attention and reinforces classroom disruptive 



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behavior; on the other hand, classroom clowns view classroom disruptive behavior as effective 
operant behavior. 

2.3 The role of models 
According to Bandura's social learning theory, the abnormal behavior of "classroom clowns" is 

likely to have been acquired by observing other students successfully gaining attention from others 
with similar disruptive behaviors. 

3. Solution 
3.1 Establish classroom discipline rules 

Before correcting the behavior of "classroom clowns," it is important for the teacher to show 
students head-on what is right and what is wrong, and to establish appropriate rewards and sanctions. 

3.2 Use of operant conditioning principle of action 
3.2.1 Fading 

According to Skinner's operant conditioning principle, any response that follows a reinforcing 
stimulus has a tendency to recur; if no reinforcement is given after the behavior occurs, the behavior 
will gradually fade away. The need for attention is satisfied by the teacher's criticism or the laughter 
of classmates as reinforcement, leading the "classroom clown" to perceive the disruptive behavior as 
valid operant behavior, thus reinforcing the disruptive behavior. Therefore, teachers can find students 
who frequently laugh at classroom clowns and negotiate with them not to give them any 
reinforcement or to ignore their words or actions when they are deliberately acting out in order to 
subdue their disruptive behavior. 
3.2.2 Punishment 

According to Skinner's operant conditioning principle, the presentation of aversive stimuli or the 
elimination of pleasant stimuli can diminish behavior. Because direct, severe criticism in class may 
act as a reinforcer for the disruptive behavior of the "classroom clown," the teacher can conduct 
individual conversations outside of class. During the conversation, the teacher may impose 
appropriate punishments based on the initial punishment rules, such as helping to clean up the class 
or writing a review. 
3.2.3 Reinforcement of correct behavior 

According to Skinner's operant conditioning principle, the presentation of a pleasant stimulus or 
the elimination of an aversive stimulus can lead to enhanced behavior. According to the initial reward 
rules, the "classroom clown" is praised and rewarded if he or she complies with classroom discipline. 
At the same time, according to the reinforcement principle, a continuous approach strategy can be 
adopted and each correct behavior can be reinforced in the early stages of behavior modification (e.g., 
praise for keeping the correct behavior for 15 minutes at first) and gradually shifted to intermittent 
reinforcement as the correct behavior grows stronger. 

3.3 Using social learning theory 
3.3.1 Provide positive role models for "classroom clowns" 

According to Bandura's social learning theory, an observer is reinforced when he or she sees a role 
model being reinforced. Accordingly, the "classroom clown" can be repositioned in the classroom 
next to the disciplined classmates, so that he or she can see the disciplined classmates receiving 
positive attention for correct behavior, and then listen to the observational learning alternative to 
reinforce the correct behavior. At the same time, this method of seating transfer also reduces the 
amount of false reinforcement given by surrounding students to the disruptive behavior of the 
classroom clown. 



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3.3.2 Provide negative role model examples for "classroom clowns" 
Observing or listening to the behavior of role models increases the speed of learning and avoids 

experiencing negative consequences of the behavior. The "classroom clown" can be introduced to 
cases where students who also disrupt the classroom are punished so that they can correct their 
behavior through alternative learning. 
3.3.3 Increase the self-esteem of "classroom clowns" 

According to cognitive dissonance theory, when there is an inconsistency between an individual's 
attitude and behavior, it leads to psychological tension, and the individual tries to achieve a new 
balance by changing cognition or behavior in order to eliminate the tension. The reason why 
"classroom clowns" remain indifferent even after teachers remind or criticize them is probably 
because they use low self-esteem to reconcile with their disruptive behavior. Therefore, on the one 
hand, classroom clowns can be counseled to help them reverse the misconception that disruptive 
behavior in the classroom is an effective manipulative behavior to gain the attention of others and to 
help them improve their self-esteem through communication and guidance. On the other hand, the 
"classroom clown" can be assigned a suitable role in the classroom, such as disciplinarian or teacher's 
assistant, to satisfy his or her sense of classroom participation and strong attention-seeking needs, and 
at the same time, put him or her in a high self-esteem position that is not consistent with his or her 
original behavior, so that his or her self-esteem can be enhanced, and after his or her self-esteem is 
enhanced, he or she can change his or her original self-esteem in order to eliminate cognitive 
dissonance and change the original misbehavior. 

References 
[1] David, Yan Li. (2002) . Classroom Management Skills. East China Normal University Press. 
[2] Liu, Yanhui. (2013). A narrative study of elementary school students' classroom disruptive 

behavior(Unpublished doctorial dissertation). Shandong Normal University.  
[3] Qiu, Xiao. (2015). Some psychological strategies for coping with "classroom clowning". Reference for 

Teaching Secondary School Politics, 4(2), 26-28. 


	1. Question
	2. Cause Analysis
	2.1 Attract the attention of teachers and classmates
	2.2 Psychological characteristics of "classroom clowns" with low self-esteem
	2.3 The role of models

	3. Solution
	3.1 Establish classroom discipline rules
	3.2 Use of operant conditioning principle of action
	3.2.1 Fading
	3.2.2 Punishment
	3.2.3 Reinforcement of correct behavior

	3.3 Using social learning theory
	3.3.1 Provide positive role models for "classroom clowns"
	3.3.2 Provide negative role model examples for "classroom clowns"
	3.3.3 Increase the self-esteem of "classroom clowns"


	References