UNDERSTANDING WHY CHILDREN MISBEHAVE CHAPTER 3. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition,

UNDERSTANDING WHY CHILDREN MISBEHAVECHAPTER 3

© 2006 The McGraw-Hill Companies,

Inc. All rights

reserved. Santrock,

Educational Psychology,

Second Edition,

Classroom Update

The Humanistic Perspective 1)personal growth2)freedom to choose3) being sensitive to others

Carl Rogers(1902-1987)

Abraham Maslow(1908-1970)

© 2006 The McGraw-Hill Companies,

Inc. All rights

reserved. Santrock,

Educational Psychology,

Second Edition,

Classroom Update

Being (growth)Being (growth)NeedsNeeds

DeficiencyDeficiencyNeedsNeeds

© 2006 The McGraw-Hill Companies,

Inc. All rights

reserved. Santrock,

Educational Psychology,

Second Edition,

Classroom Update

the self-actualized individual:An ability to perceive reality accuratelyIndependence, spontaneity, and creativity

Treating others with unconditional positive regard

An outlook that emphasizes problem-solving

Enjoyment of lifeA good sense of humor

Self- Actualization

Labels Labels Labels ….. Reflective of dominant culture and larger society’s

definition of ‘normal’ Most are Externally Imposed

The Bad: People see the label not the person

The Good: Exceptionality labels in school indicate need and directs support, provides information to professionals

We Need to remember: Person first, exceptionality second

LABELS The Agitator The Alibier The Angel The Angry The Animal The Apathetic The Apple Polisher The Arrogant The Attention Demander The Authority Pusher The Blabbermouth The Blurter The Bully The Cheater The Chiseler The Class Clown The Clique The Complainer The Con Artist The Crier (Who Claims Foul)

The Rebel The Repeater The Rude Satisfied with Second Place The Scrapper The Selfish The Shadow The Show-Off The Shy The Sidetracker The Skipper The Sleeper The Smart Aleck The Smartmouth The Sneak The Snob The Snoop

However ... Students intrinsically want to learn and teachers still want to teach

Take into consideration the Affective Domain when Planning

Rich Tasks

Consistency and Follow-Through

Provide Structure

Be Honest

Create ownership in the Classroom

See Person first

Proactive Classroom Necessities which will decrease

management issues

And which the

Teacher can control

Person first, exceptionality second

The behavioural child

The learning disabled child

He’s developmentally delayed

She’s intellectually challenged

The hearing impaired child

A child with behavioural concerns

A child who has a learning disability

He has a developmental delay

She has an intellectual challenge

A child with a hearing impairment

If you ask me what to do

about a kid being “off-task” –

one of our favourite buzzwords

– my first response is going to

be, “what’s the task?”

- Alfie Kohn

The School “Environment”: School as a microcosmPoverty exists because large population uneducated (1900s)

We Must make sure the students are learningfor the Good of our Community (1950s)Children can’t get Resources (late 60’s)

Children can’t think (mid 70’s)Children don’t have Basics (early 80’s)

Child development is being ignored (late 80’s)We Have a Crisis in Education (mid 90’s)

2000’s ?????Schools based on white middle-class culture – old rules

Societal / Cultural Changes: What is missing on the playground? Computers & Internet (Entertain, Attention span

& Physical) New Role Models & Role of Television The Control Tactic of Fear Media Influence Violence - real & ficticous

Schools are microcosms

Shifts in family structure (single families and divorce)

Wealth Culture and race

(Ebonics, ESL) Advances in technology Societal changes

(different role models, less guidelines, different parental attitudes and expectations regarding education)

Individual

Family Community

Society

Have Things Really Changed?Argument One: “I remember when I was in school …” “The good ol’ days” Back to the basics….

FACT: There have always been behavior problems in school

This is because of: a) the normal development of children b) high number of same age individuals

together

Teachers must:

Not expect students to think and behave the way they did years ago

Not demand respect from students based on title or position

Jean Piaget – Cognitive Development

1896 - 1980

Kohlberg’s Moral Development

1927-1987

Normal Dev. Changes

Growth in independence Decline in traditional ideology Increase in relativistic morality Increase in peer orientation Increase in modeling problem

behaviors

Disruptive Behavior

Instructional Competence

Expert power – the social authority and respect the teacher receives because she possesses special knowledge and expertise

The ability to explain and clarify

Not being able to teach

Ms. Cook loves mathematics and enjoys working with young people, which she often does in camp and youth organizations. After graduating with a B. S. Degree in mathematics, she goes on to earn a master’s degree in mathematics and become certified to teach at the secondary level. She obtains a teaching position at a progressive suburban junior high school.

Not being able to teach

Ms. Cook conscientiously plans for all of our algebra and geometry classes and knows the material thoroughly. Within a few months, however, her classes are characterized by significant discipline problems. Most of her students are out of their seats, talking, throwing paper, and calling out jokes. They come in unprepared and, in a few instances, openly confront Ms. Cook’s procedures and competence. Even though she is given assistance, supervision, and support from the administration, Ms. Cook decides not to return for a second year of teaching.

Not being able to teach

The students are interviewed at the end of the school year and say that Ms. Cook:

1) Gave unclear explanations2) Kept repeating understood material3) Wrote things on the board but never explained them

and her board work was sloppy4) Would say, “we already did this” when asked for help5) Did not involve the class and only called on the same

people6) Always use two new cards7) Either gave the answers to the homework or didn’t

go over it, so no one had to do it