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MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORSource: A Guidance Approach for the Encouraging Classroom 4th Ed By: Dan Gartrell, Ed.D.
LECTURER: Mary Grace S. Termulo, Ph.D.LECTURER: Mary Grace S. Termulo, Ph.D.
Contact me: +63917563774; Contact me: +63917563774; [email protected] @yahoo.com
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GUIDING QUESTIONS
What is inappropriate about the term misbehaviour?What is the concept of mistaken behaviour?What are relational patterns?What are the three levels of mistaken behaviour?What are key considerations in understanding mistaken
behaviour?How does the teacher communicate with parents about
mistaken behaviour?
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A. BEYOND MISBEHAVING
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
What is inappropriate about the term MISBEHAVIOUR?
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Common Paradigm of Misbehaviour(Gartrell, 2004, p.8)
A. BEYOND MISBEHAVING
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The Guidance Approach to Misbehaviour
A. BEYOND MISBEHAVING
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The Guidance Approach to Misbehaviour
A. BEYOND MISBEHAVING
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Guidance requires teachers to look at the conflicts that children have not as misbehaviour, but as mistaken behaviour.
Guidance requires teachers to look at the conflicts that children have not as misbehaviour, but as mistaken behaviour.
THE GUIDANCE APPROACHTHE GUIDANCE APPROACH
A. BEYOND MISBEHAVING
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A. BEYOND MISBEHAVING
What is inappropriate about the term MISBEHAVIOUR?
Misconception: young children know how to behave.
Focus on misbehaviour & label character.
A child internalize and act out negative messages.
Classrooms tend to be tension-filled.
Misconception: young children know how to behave.
Focus on misbehaviour & label character.
A child internalize and act out negative messages.
Classrooms tend to be tension-filled.
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B. THE CONCEPT OF MISTAKEN BEHAVOR
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
What is the concept of MISTAKEN BEHAVIOUR?
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B. THE CONCEPT OF MISTAKEN BEHAVIOUR
CLASSROOM CLASSROOM ANECDOTEANECDOTE
Inez & Hector were quarrelling over who would use a car on the block road they had built. The teacher went to the children & declared: “You children don’t know how to share the care properly, so I will put it away.” As the teacher walked off with the car, Inez sat down at the table & looked sad. Hector frowned at the teacher’s back & made a fist.
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B. THE CONCEPT OF MISTAKEN BEHAVIOUR
PROBLEM SOLVING
CONFLICT MANAGEMENTCONFLICT MANAGEMENT GUIDANCEGUIDANCE
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B. THE CONCEPT OF MISTAKEN BEHAVIOUR
Managing Strong Emotions
• Time• Modelling• Teaching by caring adult
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B. THE CONCEPT OF MISTAKEN BEHAVIOUR
What is the concept of MISTAKEN BEHAVIOUR?
Democratic life skills as difficult to learn.
Children are just beginning
Children make mistakes
Adult focus: problem, causes, & solutions
Democratic life skills as difficult to learn.
Children are just beginning
Children make mistakes
Adult focus: problem, causes, & solutions
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C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN
THE CLASSROOM
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
What are RELATIONAL PATTERNS?
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Levels of Relational Patterns in Children’s Social DevelopmentSteven D. Harlow (1975)
C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM
Most Immature
Most Mature
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Levels of Relational Patterns in Children’s Social DevelopmentSteven D. Harlow (1975)
C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM
Child’s Level of
Development
Challenge to the Teacher
Student’s Behaviour Teacher’s Response
Survival • Non-social
• Antisocial
Establish a positive adult-child relationship
Adjustment • Fearful of criticism
• Anxious to complete activities
Work hard to encourage progress
Encounter • Learn most effectively about themselves & the world
Maintain harmony in the classroom
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What are relational patterns?
It helps understanding of social development in classrooms.
Three relational patterns: surviving (extreme behaviour), adjusting (pleasing authority), & encountering (exploring).
There is challenge at each level for the teacher.Avoid labelling & assist children to progress.
It helps understanding of social development in classrooms.
Three relational patterns: surviving (extreme behaviour), adjusting (pleasing authority), & encountering (exploring).
There is challenge at each level for the teacher.Avoid labelling & assist children to progress.
C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
What are the LEVELS of mistaken behaviour?
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
Response to Punishment
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
Response to Guidance Approach
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
Levels of Mistaken Behaviour
Encountering Social
Relations
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
Levels of Mistaken Behaviour
Adjustor Social
Relations
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
Levels of Mistaken Behaviour Survivor Social
Relations
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Levels of Mistaken Behaviour
Level of Mistaken Behaviour
Level of Social Development
Child’s Motivation Teacher’s Response
Experimentation Encountering Desire to explore the environment & engage in relationships & activities.
• Understand that the child is trying to learn.
• Use sense of humour.• Avoid over-reaction
Socially Influenced
Adjusting Desire to please & identify with significant others.
• Recognize that learning has already occurred
• Change the course of learning
Strong Needs Surviving Inability to cope with problems resulting from health conditions & life experiences.
D. THREE LEVELS OF MISTAKEN BEHAVIOR
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D. THREE LEVELS OF MISTAKEN BEHAVIOR
What are the levels of mistaken behaviour?
Levels of mistaken behaviour relational patterns
Level One: Experimentation encountering
Level Two: Socially influenced adjusting
Level Three: Strong needs surviving
Levels of mistaken behaviour relational patterns
Level One: Experimentation encountering
Level Two: Socially influenced adjusting
Level Three: Strong needs surviving
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E. UNDERSTANDING MISTAKEN BEHAVIOR
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
What are KEY CONSIDERATIONS in understanding the concept of mistaken behaviour?
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Key Consideration 1:Mistaken Behaviour & Intentionality
USE GUIDANCE TALK:Help all parties cool down enough to talkAsk the children to each tell their side & work for agreement
on what happened.Encourage the children to come up with possible solutions.Guide the children to select a solution that all can life with.Facilitate & monitor the resolution process.
USE GUIDANCE TALK:Help all parties cool down enough to talkAsk the children to each tell their side & work for agreement
on what happened.Encourage the children to come up with possible solutions.Guide the children to select a solution that all can life with.Facilitate & monitor the resolution process.
E. UNDERSTANDING MISTAKEN BEHAVIOR
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Key Consideration 2: Aggression & Mistaken Behaviour
E. UNDERSTANDING MISTAKEN BEHAVIOR
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Key Consideration 2: Aggression & Mistaken Behaviour
E. UNDERSTANDING MISTAKEN BEHAVIOR
Level of Social Relations
Level of Mistaken Behaviour
MANISFESTATION IN STUDENT TEACHER’S RESPONSE
Encountering 1 Indirect, Instrumental Aggression
Do not allow aggressionUse negotiation
Socially Influenced
2 Direct, Reactive Aggression
D o not over-reactStay calmKeep discussion private with individual studentsIf necessary, have a class meeting
Unmet Needs 3 Direct Aggression
Intervene to prevent harmTeach rather than punishBuild trust with the child
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Key Consideration 3:Mistaken & Challenging Behaviour
E. UNDERSTANDING MISTAKEN BEHAVIOR
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What are key considerations in understanding the concept of mistaken behaviour?
Can be & often is done on purpose.Young children make errors in judgment & act on the
basis of feelings.Aggression can be at any level of mistaken
behaviour. It can be expressed directly or indirectly
Used as a strategy or reactive
Goal is to enable them to grow toward mental health.
Can be & often is done on purpose.Young children make errors in judgment & act on the
basis of feelings.Aggression can be at any level of mistaken
behaviour. It can be expressed directly or indirectly
Used as a strategy or reactive
Goal is to enable them to grow toward mental health.
E. UNDERSTANDING MISTAKEN BEHAVIOR
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F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR
How does the teacher COMMUNICATE WITH PARENTS about mistaken behaviour?
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PARENTS’ VIEW ON DISCIPLINE
F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
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COMMUNICATING WITH PARENTS
F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
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COMMUNICATING WITH PARENTS
USE THE SANDWICH-CONFERENCE
Complement
Discuss Issue
Complement
F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
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How does the teacher communicate with parents about mistaken behaviour?
F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
For social, religious, & cultural reasons, parents’ view about their children & the subject of disciple vary greatly.
In communicating with parents, the teacher first seeks to understand how t he parent view the child.
Parents who see their children positively generally accept the concept of mistaken behaviour & its three levels.
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MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORSource: A Guidance Approach for the Encouraging Classroom 4th Ed By: Dan Gartrell, Ed.D.
LECTURER: Mary Grace S. Termulo, Ph.D.LECTURER: Mary Grace S. Termulo, Ph.D.
Contact me: +63917563774; Contact me: +63917563774; [email protected] @yahoo.com