People tend to misbehave when they find themselves in circumstances that threaten their well-being. When they feel vulnerable, misunderstood, humiliated, or betrayed, they're inclined to act out. Families do it at the dinner table, educators do it in faculty meetings, and students do it in classrooms. Why, then, do teachers often view their students' misbehaviors purely as a problem? What if the real problem is the context around the misbehaving student--a context that includes the teacher? The author looks at five provocations that teachers commonly--although unintentionally--commit that incite student misbehavior: highlighting ability differences, overemphasizing grades, establishing vague norms, letting students choose their seats, and using tired scripts. If teachers listen to the signals that students send when they're distressed, if they understand the rationale behind their students' misbehavior, they'll be far better equipped to engage with their students and foster an environment in which students can learn. "Their pushback," the author writes, "can move us forward."