Graduate Graduate Diploma inDiploma inLearning & Learning & TeachingTeaching

11th February, 200711th February, 2007

Session 3, SundaySession 3, Sunday

►One Theory for Understanding One Theory for Understanding Student Behaviour Student Behaviour

►Building Relationships Based Building Relationships Based Around this UnderstandingAround this Understanding

OutlineOutline►Understanding Student BehaviourUnderstanding Student Behaviour

Individual psychologyIndividual psychology Purposes of classroom misbehaviourPurposes of classroom misbehaviour Identifying the goals of classroom Identifying the goals of classroom

misbehaviourmisbehaviour Misbehaviour and its sourcesMisbehaviour and its sources Encouraging studentsEncouraging students Consequences v PunishmentsConsequences v Punishments

Why do teachers need a Why do teachers need a theory of behaviour?theory of behaviour?

To help select approaches relating to To help select approaches relating to student motivationstudent motivation

To help select approaches to To help select approaches to behaviour change in studentsbehaviour change in students

To help them understand their own To help them understand their own behaviourbehaviour

Principles of Individual Principles of Individual PsychologyPsychology

►Four principles through which teachers Four principles through which teachers may understand student behaviourmay understand student behaviour Belonging is the basic motivationBelonging is the basic motivation All behaviour has a purposeAll behaviour has a purpose Lifestyle is unique and unifiedLifestyle is unique and unified Loss of confidence results in Loss of confidence results in

behaviour problemsbehaviour problems

Belonging is the Basic Belonging is the Basic MotivationMotivation

► Humans need to belong to social Humans need to belong to social groupsgroups

► Children seek behaviours which will Children seek behaviours which will gain them recognition and belonginggain them recognition and belonging

► Behaviour can only be understood in its Behaviour can only be understood in its social contextsocial context

All Behaviour has a PurposeAll Behaviour has a Purpose

► No behaviour is random – there is No behaviour is random – there is always a goal consistent with seeking always a goal consistent with seeking to belongto belong

► The key to modifying behaviour is to The key to modifying behaviour is to identify its purposeidentify its purpose

► Behaviour will only change when Behaviour will only change when “better” alternatives exist“better” alternatives exist

Lifestyle is Unique and Lifestyle is Unique and UnifiedUnified

►All people have their own All people have their own characteristic way of behavingcharacteristic way of behaving

►Different people respond in Different people respond in different ways to similar different ways to similar experiencesexperiences

►A person’s private logic becomes A person’s private logic becomes their “reality”their “reality”

Loss of Confidence leads to Loss of Confidence leads to Behaviour ProblemsBehaviour Problems

►Schooling confirms many children’s Schooling confirms many children’s view of themselves as inadequateview of themselves as inadequate

►Both peers and teachers can be Both peers and teachers can be sources of discouragementsources of discouragement

►These children believe they can’t These children believe they can’t “belong” through positive “belong” through positive behaviours, so they turn to behaviours, so they turn to problematic behavioursproblematic behaviours

Purposes of Classroom Purposes of Classroom MisbehaviourMisbehaviour

►Dreikurs – all unsatisfactory Dreikurs – all unsatisfactory behaviour is directed towards one behaviour is directed towards one of four goalsof four goals Attracting attentionAttracting attention Demonstrating powerDemonstrating power Seeking revengeSeeking revenge Escaping by withdrawalEscaping by withdrawal

Attracting AttentionAttracting Attention► AttackingAttacking

ClownClown NuisanceNuisance Smart AlecSmart Alec Show offShow off Walking “?”Walking “?”

► DefendingDefending LazinessLaziness AnxiousAnxious UntidinessUntidiness Over pleasantOver pleasant FrivolousFrivolous

Demonstrating PowerDemonstrating Power► AttackingAttacking

ArguingArguing DefianceDefiance BullyingBullying Temper tantrumsTemper tantrums ContradictionContradiction

► DefendingDefending Unco-operativeUnco-operative DawdlingDawdling StubbornnessStubbornness Non-complianceNon-compliance ForgetfulnessForgetfulness

Seeking RevengeSeeking Revenge► AttackingAttacking

StealingStealing ViciousnessViciousness DestructivenessDestructiveness ViolenceViolence DelinquencyDelinquency

► DefendingDefending SullennessSullenness MoodinessMoodiness MorosenessMoroseness Passive hatePassive hate Refusal to Refusal to

participateparticipate

Escaping by WithdrawalEscaping by Withdrawal

► DefendingDefending StupidStupid IdleIdle IncapableIncapable HopelessHopeless JuvenileJuvenile Solitary Solitary

activitiesactivities

Identifying the Goals of Identifying the Goals of MisbehaviourMisbehaviour

►Two ways of identifying which of the Two ways of identifying which of the four mistaken goals is being soughtfour mistaken goals is being sought

►1. By how the behaviour makes you 1. By how the behaviour makes you feelfeel

►2. By how the student responds to 2. By how the student responds to your your correction of the behaviourcorrection of the behaviour

By how the behaviour makes By how the behaviour makes you feelyou feel

► Irritated, impatient, Irritated, impatient, annoyedannoyed AttentionAttention

► Provoked, angered, Provoked, angered, under challengeunder challenge PowerPower

► Deeply hurtDeeply hurt RevengeRevenge

► Hopeless, Hopeless, despairing, despairing, inadequateinadequate EscapeEscape

By response to correctionBy response to correction

► Students seeking Students seeking attentionattention respond respond to correction byto correction by Stopping Stopping

(temporarily)(temporarily)

► Students seeking Students seeking powerpower respond to respond to correction bycorrection by ContinuingContinuing

► Students seeking Students seeking revengerevenge respond to respond to correction bycorrection by Escalating verbal, Escalating verbal,

physical violencephysical violence► Students seeking Students seeking

escape escape respond to respond to correction bycorrection by Disinterested Disinterested

martyrdommartyrdom

So What if you Understand So What if you Understand Behaviour?Behaviour?

► Basic motivation is to Basic motivation is to belongbelong: all behaviour : all behaviour has has purposepurpose

► Inappropriate purposes: Inappropriate purposes: attention, power, attention, power, revenge, escaperevenge, escape

► Children turn to disturbing ways of Children turn to disturbing ways of belonging when they are discouraged from belonging when they are discouraged from feeling confidence that positive behaviours feeling confidence that positive behaviours will produce belongingwill produce belonging

► Behaviour can only be changed if it Behaviour can only be changed if it doesn’t doesn’t achieve its purposeachieve its purpose

► Teachers respond effectively by Teachers respond effectively by ignoring ignoring their first impulsetheir first impulse

Building Relationships by Building Relationships by Encouraging StudentsEncouraging Students

► Teachers encourage students by:Teachers encourage students by: Accepting students as they are nowAccepting students as they are now Show faith in students’ ability to learnShow faith in students’ ability to learn Acknowledge genuine improvement/effortAcknowledge genuine improvement/effort Building on strengths to develop skills Building on strengths to develop skills

sequentiallysequentially Promote genuine social integration and Promote genuine social integration and

belonging in the classroom groupbelonging in the classroom group Helping students learn from mistakes, Helping students learn from mistakes,

rather than avoid themrather than avoid them

Building relationships by Building relationships by Encouraging StudentsEncouraging Students

► Language use is important:Language use is important:

You do a good job of …You do a good job of … Everyone makes some contributionEveryone makes some contribution

You have improved in …You have improved in … Acknowledge progressAcknowledge progress

We like you, but not what you did when …We like you, but not what you did when … Separate child and actionSeparate child and action

You can help us by …You can help us by … Feeling useful is importantFeeling useful is important

I understand how you feel, but you can do …I understand how you feel, but you can do … Empathy, not sympathy; Confidence not doubtEmpathy, not sympathy; Confidence not doubt

Using Consequences Instead Using Consequences Instead of Punishmentof Punishment

►PunishmentPunishment Teacher decides that the student has Teacher decides that the student has

done wrong and decides to apply a done wrong and decides to apply a sanction/penaltysanction/penalty

►ConsequenceConsequence Students choose behaviours, each of Students choose behaviours, each of

which have logical consequences which have logical consequences which follow automatically as a resultwhich follow automatically as a result

Consequences and Consequences and PunishmentsPunishments

► PunishmentPunishment

1.1. Teachers Teachers responsible for responsible for student behaviourstudent behaviour

2.2. Teachers know Teachers know what is best for what is best for studentsstudents

3.3. Concerned with Concerned with retaliating for the retaliating for the pastpast

4.4. Expresses power Expresses power of teacher’s of teacher’s authorityauthority

► ConsequenceConsequence

1.1. Students Students responsible for responsible for own behaviourown behaviour

2.2. Students can Students can make their make their own decisionsown decisions

3.3. Concerned Concerned with the with the presentpresent

4.4. Expresses Expresses reality of the reality of the situationsituation

Consequences and Consequences and PunishmentsPunishments

► PunishmentPunishment

1.1. Arbitrary Arbitrary connection connection between action between action and consequencesand consequences

2.2. Involves moral Involves moral judgmentsjudgments

3.3. Anger and Anger and resentment part resentment part of the processof the process

► ConsequenceConsequence

1.1. Logical connection Logical connection between action between action and its and its consequencesconsequences

2.2. No moral No moral judgmentsjudgments

3.3. Relationship is Relationship is friendly despite friendly despite consequenceconsequence