Ch+2+notes

** AND HOW DO I RECOGNIZE ** ** AND DEAL WITH FACTORS THAT PROMOTE MISBEHAVIOR? ** Misbehavior seldom is random. Usually it is caused (or prompted or fostered) by conditions within students as they react to given situations. Chapter 2 will help readers identify a number of causes and situations that, for the most part, can be used to advantage. Behavior is depicted as a product of inborn proclivities that are shaped by the social realities in students’ lives. The restructured chapter explores student behavior as influenced by maturation and socio-cultural experiences. Additionally, several factors that tend to promote misbehavior in classrooms are described, along with suggestions for softening or otherwise dealing with those factors. Chapter 2 is intended only to help readers anticipate and understand student behavior. It also presents suggestions for dealing with all students equitably and helpfully. It does not offer specific methodology for teaching in diverse classrooms. Inborn dispositions interact with personal experience and humans’ ability to think for themselves to produce what we call behavior—certain characteristics of which emerge notably at different levels of maturity—and are motivated by student needs, wants, and preferences. Effective teaching depends in large measure on teachers’ recognizing those factors, using them to advantage, and otherwise making accommodations for the influence they have on student behavior. Most agree that human behavior is complex. It is true that some behavior results from physical or psychological trauma. However, to better understand most human behavior, it is essential to recognize three other factors that affect and shape behavior: (1) inborn propensities encoded in our genes, (2) experience with people, conditions, opportunities, customs, and values that exist within groups of which we are members, and (3) our abilities to think for ourselves and make decisions. Typical Behaviors and Interests of Students at Four Levels of Development People attempt to satisfy their desires and needs throughout their lives. Some of those efforts are motivated by inborn traits, while others are learned. Primary grades—based pm Piaget’s preoperational stage—loosely ages 2-7 o Physical, cognitive, and attention abilities somewhat limited; get along reasonably well with others, although squabble lots; enjoy teacher attention and approval. Intermediate grades, ages 9 to 11 o More independent but want teacher attention and affection, enjoy groups; social, but highly argumentative; many loud and abusive. May argue with teacher, talk back, and be uncooperative. Middle School grades, ages 12 to 14 o Physical weaning from parents give feelings of being lost and cut off; desire for adult support conflicts with need for independence; increasingly rebellious and disposed to probing boundaries of rules and customs; awe of teacher replaced with respect and affection for teachers who show understanding and helpfulness. . High school grades, ages 15 to 18 o Better understanding of self and personal independence; growing respect for adults; teachers seen as guides and role models. = Review of Terms = **__Need.__** Persistent urges, a mental construct, an imaginary “something” that we use to help explain human motivation. __ Basic needs (based on Maslow 1954, and expanded by Glasser 1998, Charles 2008, and others). __ **__Security__**, association, belonging, dignity, hope, power, enjoyment, and competence. Wants. More transient and far less necessary to existence; mostly learned; based on interests. Interests. Strong attractions one feels toward certain topics, people, and activities; related to needs but learned from experiences that have brought enjoyment, success or satisfaction. **__Habits.__** Repeated learned procedures that are automatic, central to daily activities, used regularly to save time and effort. Bad habits underlie much of misbehavior in classes. Good habits can be taught and used to replace undesirable (bad) habits.
 * HOW CAN I ANTICIPATE MY STUDENTS’ BEHAVIOR, **

==__ Today’s rapidly changing demographics are increasingly bringing together students from different economic and cultural groups. Each of these groups reflects values, outlooks, habits, customs, aspirations, and ways of interacting that are emphasized in their culture. Those factors, which tend to differ in some degree from group to group, include beliefs and behaviors for the following: time orientation, planning ahead, relations with others, personal achievement and competition, child-to-adult relations, adult-to-child relations, opportunity, verbal learning, success, and personal behavior. As concerns these same values, outlooks, habits, customs, aspirations, and ways of interacting, most  __== teachers, school administrators, and other educators in the United States reflect the beliefs and behaviors that stem from the Judeo-Christian ethic, influenced by capitalistic outlook, future orientation, and interpersonal equality. According to Ruby Payne (2001), every economic class has its own set of hidden rules that help it survive. She has found that the hidden rules for generational (long-term) poverty are different from the previously listed school values. Payne says that survival, personal relationships, and entertainment are the major driving life forces for people in poverty. While most teachers try to treat all students equitably, some students belief they are treated unjustly. They see teachers as having inadequate understanding of the backgrounds from which their students come. Consequently, “best practices” in multicultural education provided in teacher preparation programs are not enough. Teachers should be guided to reflect on their own beliefs, understand the values and practices of cultures that are different from their own, and then teach in ways that take these realities into account. Why is this of interest? Changes over time and changes in demographics continue to widen the difference in life views between teachers and many of their students. Failure to recognize and adjust to differences can lead to misunderstandings between teachers and students. These misunderstandings can make teaching and learning more difficult than necessary. Learning the hidden rules can provide keys to understanding, communicating, and working productively with students. Numerous conditions often lead to misbehavior in school; Chapter 2 identifies 26. Ten conditions reside in individual students. Two conditions reside class peers and groups. Four conditions reside in instructional environments. And ten conditions reside in teachers and other school personnel.

__ Primary grades— based on Piaget’s preoperational stage— loosely ages 2-7: __
relationships, comprehending number relationships, and understanding other speakers (including teachers) accurately.
 * Poor at remembering order of events, understanding rules, explaining
 * . Get along reasonably well with others, although squabble a great deal.
 * . Tire easily, get fussy, require frequent rest.
 * . Make little distinction between work and play.

__ Intermediate grades ages 9 to 11 __
. More independent, but still want attention and affection from teachers. . Ability to think logically, reason, and persuade grows stronger. . Use concrete language for thinking, but cannot think in pure abstractions. . Socially—highly argumentative; many are loud and abusive. . Enjoy group games and competition; losing is difficult to accept. . Recognize need for rules and rule enforcement in games and class behavior. . May argue with teacher, talk back, and be uncooperative. . Show growing awareness of honesty and its importance in relationships. . Conscience, respect for others, and growing sense of right and wrong . Increasingly want to share others’ company—like group names; form gangs, clubs, and cliques; individual behavior begins to reflect peer norms.

__ Middle School grades ages 12 to 14 __
. Behavior becomes more diverse. . Body changes worry, perplex, excite, and dismay students, including new realities associated with sex. . Psychological weaning from parents—feelings of being lost and cut off. . Desire for adult support conflicts with need for independence. . Increasingly rebellious, disposed to probing boundaries of rules and customs. . Awe of teacher replaced with respect and affection for teachers who show understanding and helpfulness. . Ability to think abstractly, to think about thought.

__ High school grades ages 15 to 18 __
. Ability to think more deeply; proclivity for theorizing; try to find cause, purpose, place for everything; think about what is possible as well as the actual; concern for right and wrong; . Propositional thinking—“If I do…, then …will result.” . Lies—anything intentionally false. . Punishment—considers intent to break a law, age of violator, and prior behavior record. Many rules and laws are seen as unfair or irrelevant, so breaking them is no longer seen as absolutely wrong. . Socially—can see multiple viewpoints, to weigh, clarify, and evaluate. . Idealism from rational power, but can’t see why everything is not ideal—overly critical of the way institutions and people actually function. . May reject existing social arrangements and values. . As they near the end of high school, students begin to settle down emotionally. . Better understanding of self; reach truce with their body and feelings; think about future. . Growing respect for adults as students recognize their own interdependence with the community. Teachers and students interact as fellow adults; teachers seen as guides and role models. **__Needs__** (based on Maslow 1954, and expanded by Glasser 1998, Charles 2008, and others). **__Security__**—feeling safe without worry **__Association__**—being with and interacting with others **__Belonging__**—feeling a part of things, being valued, having a place in the class **__Dignity__**—feeling respected and worthwhile **__Hop__**e—feeling that school is worthwhile and success is possible **__Power__**—having some control over and input into events in the class **__Enjoyment__**—participating in activities that are interesting, pleasurable, or rewarding **__Competence__**—being able to do many things well, including the expected work. **__Wants__**. More transient and far less necessary to existence; mostly learned; based on interests. **__Interests__**. Strong attractions one feels toward certain topics, people, and activities; related to needs but learned from experiences that have brought enjoyment, success or satisfaction. **__Habits__**. Repeated learned procedures that are automatic, central to daily activities, used regularly to save time and effort. Bad habits underlie much of misbehavior in classes. Good habits can be taught and used to replace undesirable (bad) habits
 * __ Terms that also are important to know: __**

__ SOCIO-CULTURAL AND ECONOMIC REALITIES INFLUENCE BEHAVIOR __
Values, outlooks, habits, customs, aspirations, and ways of interacting are emphasized in cultures, and are what individuals or groups of people believe to be correct and worthwhile in all life matters. They tend to differ in some degree from group to group. Hidden Rules are rules followed by each economic class that help it survive. These hidden rules usually differ from the middle class rules followed by schools and teachers [Payne, 2001]. According to Ruby Payne (2001), every economic class has its own set of hidden rules that help it survive. She has found that the hidden rules for generational (long-term) poverty are different from the previously listed school values. Payne says that survival, personal relationships, and entertainment are the major driving life forces for people in poverty. Most teachers, school administrators, and other educators in the United States reflect the beliefs and behaviors that stem from the Judeo-Christian ethic, influenced by capitalistic outlook, future orientation, and interpersonal equality. In very general terms, white middle class values (reflected by most teachers, school administrators, and other educators in the United States) include: . Time orientation. Promptness is valued; orientation is toward the future. . Planning ahead. Plans are laid ahead of time, often for years in advance. . Work. Hard work brings financial rewards, but also is good in its own right. It is not good to be ‘lazy’ in either the classroom or the workplace. . Relations with others. A sense of equality prevails—others are to be treated with consideration and respect. . Personal achievement and competition. Individuals are urged to aspire to personal achievement in all matters. It is good to compete as individuals and rise above the norm. . Child-to-adult relations. Adults are shown respect, but are not seen as infallible. . Adult-to-child relations. Children require guidance, but are not to be treated subserviently. . Opportunity. Opportunity to advance in life is available to everyone; one has only to seize the opportunity and follow through. . Verbal learning. Much learning, especially in school, occurs verbally, through listening, discussing, and reading. . Success. Success is seen as obtaining a good job, holding responsible positions, providing a good home, and acquiring a degree of wealth. . Personal behavior. We all are ultimately responsible for our own behavior. Most people behave ethically. Laws and regulations serve as guidelines. Teachers should be guided to reflect on their own beliefs, understand the values and practices of cultures that are different from their own, and then teach in ways that take these realities into account. **__GENERAL SUGGESTIONS FOR WORKING WITH STUDENTS FROM ALL SOCIETAL AND ECONOMIC GROUPS__** . Learn as much as you can about the value systems of your students from backgrounds different from your own, including what they consider important, how they relate to each other and to adults, and how they relate to teachers and school in general. . Become knowledgeable about the hidden rules that regulate group and personal behavior. . Show acceptance of your students, their families, and their lifestyles. . Show solidarity with students and eagerness to help them learn and find success. . Emphasize the knowledge, skills, and values needed for school success and for a healthy personal and cultural identity. . Create a more hospitable environment by communicating the expectation that all students can succeed and all will be helped to do so. . Link curriculum content to students’ out-of-school experiences. . Attempt to mentor students, especially the troublesome, rather than avoid them. . Develop codes of class behavior that are culturally sensitive while emphasizing responsibility and respect. Demonstrate for students the kinds of behavior that will help them succeed in school, and have them practice that behavior. . Teach students how to speak and write in a formal manner. . Keep family members informed about their child’s performance and behavior, and ask them to work with you for the child’s benefit. __ 10 conditions that reside in individual students __ **__Unmet needs__**. When needs for security, belonging, hope, dignity, power, enjoyment, and competence are not met, students become unsettled, distracted, and more likely to misbehave inappropriately. __Suggestions__: Acknowledge needs; observe and talk with students, try to meet student needs. **__Thwarted desires__**. Students may complain, become destructive, sulk, pout, or act out when they fail to get something they badly want. __Suggestions__: Tell students you can see they are troubled or distracted. Ask what you can do to help. Be sympathetic, but don’t dwell on problem. Pose challenge or create a mystery to draw their attention to the lesson. **__Expediency__**. Students sometimes will take shortcuts, conveniently forget what they are supposed to do, look for ways to get out of work, intentionally break rules in their effort to make their lives easier and more enjoyable. __Suggestions__: Discuss expediency and its troublesome effects. Ask students why they do   what they do, and what would encourage them to give best effort. Listen and use suggestions. **__Urge to transgress__**. Even knowing consequences, students challenge and break rules, especially when activities are not appealing. __Suggestions__: Discuss urge, effects, and sensible control; reasons for rules; and if age-appropriate, ethics, ethical conduct, and personal character. **__Temptation__**. Students occasionally do, adopt, mimic, acquire, or associate with people, objects, situations and behaviors that are powerfully attractive, despite knowing they are forbidden. __Suggestions__: Discuss and analyze temptation and undesirable consequences, and clarify lines between appropriate and inappropriate behavior. **__Inappropriate habits__**. Some are learned in school, but most become established outside school. __Suggestions__: Discuss negative habits and harmful effects; have students practice acceptable alternatives. **__Poor behavior choices__.** Students choose to behave as they do to meet their needs, sometimes acceptably, sometimes not. __Suggestion:__ Try to help students understand their choices and how they affect success. **__Avoidance__**. Students avoid activities and places where unpleasant situations and treatment occur; refuse to participate __Suggestio__n: Discussions and role plays about how to face and work through situations—involve class as pairs, small groups, then in large groups. **__Egocentric personality__**. Students focus primarily on themselves, believe they are superior to others, and usually think they do no wrong. __Suggestion__: Class discussions. **__Neurological-based behavior (NBB__**). A few students behave undesirably because of the way their brains work. __Suggestions__: In addition to help from specialists, model calm, soothing behavior; be careful of making eye contact; react to situations calmly; and provide considerable structure to activities. 2 conditions that reside in class peers and groups **__Provocation__**. Students provoking each other affects the amount of misbehavior. Provocation often produces strong emotions that overwhelm self-control and increase combativeness. __Suggestion__: Discuss phenomenon with class. **__Contagious group behavior__**. Students react to peer pressure or group emotion, and may misbehave in ways that would be out of character if they were by themselves. __Suggestion__: Discuss phenomenon with class. **Physical discomfort.** Students grow restless because of inappropriate temperature, lighting, or unsuitable seating or workspaces. __Suggestion__: Correct as necessary and possible. **__Tedium.__** Students fidget because instructional activity requires continued close attention. __Suggestions__: Break work into shorter segments or add something that increases interest level. **__Meaninglessness__**. Students grow restless when required to work on topics they do not comprehend or find purposeful. __Suggestion__: Give relevance and importance to make topic meaningful. **__Lack of stimulation.__** Topic and learning environment offer little that is attractive or stimulating. __Suggestion__: Select topics and activities in which students have natural interests. 10 conditions that reside in teachers and other school personnel **__Poor habits__**. Counterproductive ways of dealing with students or each other. __Suggestions:__ Regularly reflect on how you treat and talk to students; self monitor behavior. **__Unfamiliarity with better techniques__**. Unaware of newer, more effective ways of teaching and relating to today’s students. __Suggestions__: Keep yourself informed; talk withcolleagues; look at Internet, professional books and journals. **__Presenting poor models of behavior__**. Inconsistent or irresponsible behavior. __Suggestions__: Always be the best model you can be. If behave inappropriately, call attention to it, explain why it was wrong, and apologize if   necessary. **__Showing little interest or appreciation for students__**. We sometimes fail to show interest or appreciation. __Suggestion:__ Give each student as much personal time as possible **__Succumbing to personal frustration__**. Stress from having to deal with misbehavior or inconsiderate caregivers makes it difficult to work with students in a kind, helpful manner. __Suggestions__: Replace forcing students to comply with expectations with encouragement and enticement. Go out of your way to communicate with caregivers. **__Reacting badly to provocation__**. Becoming upset, perhaps losing self-control, when students provoke. __Suggestion__: Disregard actions and comments and proceed as if nothing has happened. **__Providing ineffective guidance and feedback.__** Sometimes students don’t understand expectations, their progress, or what they can do to improve. __Suggestion:__ Make sure students clearly understand what they are to do and how to go   about it. **__Using ineffective personal communication__**. Not adept at communicating on a personal level with students. __Suggestion__: Speak regularly with students in a friendly way. **__Failure to plan proactively__**. Inadequate instructional planning in advance can result in unexpected things or problems. __Suggestions__: Think carefully about curriculum and instruction activities and how students are likely to respond. Anticipate potential difficulties to avoid problems. **__Using coercion, threat, punishment.__** Students don’t like to be forced, threatened, or treated abrasively. __Suggestion:__ Replace coercion and threat with considerate helpfulness, personal attention and good communication.
 * __ TWENTY-SIX CONDITIONS THAT OFTEN LEAD TO MISBEHAVIOR IN SCHOOL __**
 * __ 4 conditions that reside in instructional environments __**