How Can I Anticipate My Students’ Behavior and Deal with

Factors that Promote Misbehavior?

Chapter 2Kathy Tevelson

Andrew DuaCara Eisley

Rosita MaloneAlicia Villa

Four Levels of Development Typical Behavior

O Primary Grades (ages 5-8)O Ready to learn--Preoperational stage ( Jean Piaget)

Reason on impressions they obtain, not logicO At age 7, children begin to matureO 2nd grade-- students readily raise hands, stand in line, and wait patiently

O Intermediate Grades (ages 9-11)O Become more independent--still want attention/affection from teachersO Highly argumentative, loud ( same attitude toward teacher)O Group playO Recognize rules and rule enforcementO Understanding of right/wrong (still developing concept)

O Middle School Grades (ages 12-14)O Behavior is more diverseO Bodily changesO Crave adult support, yet want independence--causes many conflicts with adultsO Rebellious O Respect/affection for teachers (Teachers who show

understanding/helpfulness)O Thinking about thought

O High School Grades (ages 15-18)O Greater ability for deeper thinkingO Rules/laws seem unfair or irrelevantO See various points of viewO Toward end of high school--emotionally more stable

Basic NeedsO Abraham Maslow--Psychologist (1954)

O Certain basic needs of children O “lower-order” needs--survivalO “higher-order” needs--creativity

• Must reach “lower-order” needs first*

• Educators can help with basic needs by removing all threat in the classroom, promoting student involvement, and assign meaningful tasks

* Discuss desired behavior and certain needs that are the same for everyone in the class to your students*

Students Do Better When…O A friendly, interesting, helpful, supportive

teacherO Enjoyable classmate interactionO Learning interesting, worthwhile topicsO Opportunity for success and

accomplishmentO Attention to student’s accomplishments and

improvements

Try to Avoid…O Students sitting still for long periods of timeO Keeping quiet for long periods of timeO Solitary workO Confusion why a topic is being taughtO Students memorizing random facts for testsO Doing repetitive workO Students having little or no choice in

activities or assignmentsO Students not knowing how to improve

Teaching BeliefsO Stem from Judeo-Christian ethics; capitalistic

viewO Focus on:

O Time orientationO Relations with othersO Personal achievement and competitionO Opportunity/successO Personal behavior

O Personal beliefs/beliefs of students may conflict with expectations from schoolO Different cultures/traditions

Knowing Your Students O “Economically disadvantaged”--living in povertyHidden rules Poverty impedes student success in schoolInformal speech contrasts formal style of school and business

O Knowing student’s backgroundTeachers should be called on to reflect on their own beliefs--may have hidden prejudicesKeep family members informed about child’s performance

Personal/Environmental FactorsPromoting Misbehavior

O Unmet needsO Thwarted desiresO ExpediencyO Urge to transgressO TemptationO Inappropriate habitsO Poor behavior choicesO AvoidanceO Egocentric personalityO Neurological-based behavior (NBB)

* Chapter gives suggestions with each factor promoting misbehavior*

Causing Misbehavior Within Student Population

O Provocation- students creating misbehavior through teasing, petty annoyance, put-downs, and sarcastic remarks to other students

O Contagious group behavior-Peer pressure, resulting misbehavior in ways that are out of character if by themselves

Causing Misbehavior in Learning Environments

O Physical discomfort--restlessness caused by inappropriate temperature, lack of lighting, nonconducive workspaces or seating situations

O Tedium--fidgeting during direct instruction; especially if topic lacks interest

O Meaninglessness--working on topics students do not comprehend or in which they see no purpose

O Lack of stimulation--Topic/learning environment seems unattractive and is not stimulating

Teacher MisbehaviorO Poor habitsO Unfamiliarity with better techniquesO Presenting poor models of behaviorO Showing little interest in or appreciation for

studentsO Succumbing to personal frustrationO Reacting badly to provocationO Providing ineffective guidance and feedbackO Using ineffective personal communicationO Failure to plan proactivelyO Using coercion, threat, and punishment

Overall FeelingsO Chapter outlines key problems to

look at and changes that affect classroom learning and teaching

O Gives suggestions how to solve certain problems

Your TurnO You will receive a scenario that

incorporates one or multiple problems that affects misbehavior. Decide with your group how you will resolve the situation.

O Then, you will act out a quick scene!