Mistaken behavior challenging behavior
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Using the guidance approach in understanding young students who present a challenge to the teacher.
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Mistaken behavior challenging behavior
- 1. MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR Source: 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; mgstermulo@yahoo.commgstermulo@yahoo.com
- 2. 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?
- 3. A. BEYOND MISBEHAVING MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What is inappropriate about the term MISBEHAVIOUR?
- 4. Common Paradigm of Misbehaviour (Gartrell, 2004, p.8) A. BEYOND MISBEHAVING
- 5. The Guidance Approach to Misbehaviour A. BEYOND MISBEHAVING
- 6. The Guidance Approach to Misbehaviour A. BEYOND MISBEHAVING
- 7. 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
- 8. 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.
- 9. B. THE CONCEPT OF MISTAKEN BEHAVOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What is the concept of MISTAKEN BEHAVIOUR?
- 10. B. THE CONCEPT OF MISTAKEN BEHAVIOUR CLASSROOMCLASSROOM 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.
- 11. B. THE CONCEPT OF MISTAKEN BEHAVIOUR PROBLEM SOLVING CONFLICT MANAGEMENTCONFLICT MANAGEMENT GUIDANCEGUIDANCE
- 12. B. THE CONCEPT OF MISTAKEN BEHAVIOUR Managing Strong Emotions • Time • Modelling • Teaching by caring adult
- 13. 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
- 14. C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are RELATIONAL PATTERNS?
- 15. Levels of Relational Patterns in Children’s Social Development Steven D. Harlow (1975) C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM Most Immature Most Mature
- 16. Levels of Relational Patterns in Children’s Social Development Steven 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
- 17. 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
- 18. D. THREE LEVELS OF MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are the LEVELS of mistaken behaviour?
- 19. D. THREE LEVELS OF MISTAKEN BEHAVIOR Response to Punishment
- 20. D. THREE LEVELS OF MISTAKEN BEHAVIOR Response to Guidance Approach
- 21. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Encountering Social Relations
- 22. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Adjustor Social Relations
- 23. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Survivor Social Relations
- 24. 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
- 25. 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
- 26. E. UNDERSTANDING MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are KEY CONSIDERATIONS in understanding the concept of mistaken behaviour?
- 27. Key Consideration 1: Mistaken Behaviour & Intentionality USE GUIDANCE TALK: Help all parties cool down enough to talk Ask 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 talk Ask 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
- 28. Key Consideration 2: Aggression & Mistaken Behaviour E. UNDERSTANDING MISTAKEN BEHAVIOR
- 29. Key Consideration 2: Aggression & Mistaken Behaviour E. UNDERSTANDING MISTAKEN BEHAVIOR Level of Social Relations Level of Mistaken Behaviour MANISFESTATIO N IN STUDENT TEACHER’S RESPONSE Encountering 1 Indirect, Instrumental Aggression Do not allow aggression Use negotiation Socially Influenced 2 Direct, Reactive Aggression D o not over-react Stay calm Keep discussion private with individual students If necessary, have a class meeting Unmet Needs 3 Direct Aggression Intervene to prevent harm Teach rather than punish Build trust with the child
- 30. Key Consideration 3: Mistaken & Challenging Behaviour E. UNDERSTANDING MISTAKEN BEHAVIOR
- 31. 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
- 32. F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR How does the teacher COMMUNICATE WITH PARENTS about mistaken behaviour?
- 33. PARENTS’ VIEW ON DISCIPLINE F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
- 34. COMMUNICATING WITH PARENTS F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
- 35. COMMUNICATING WITH PARENTS USE THE SANDWICH- CONFERENCE Complement Discuss Issue Complement F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR
- 36. 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.
- 37. MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR Source: 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; mgstermulo@yahoo.commgstermulo@yahoo.com
Notes de l'éditeur
- Misbehaviour implies wilful wrongdoing for which a child must be disciplines (punished). The term invites moral labelling of the child. After all, what kind of children misbehave? Children who are “naughty, “rowdy,” “mean,” “wilful,” or “not nice.” Although teacher who punish misbehaviour believe they are “shaming children into being good,” the result may be the opposite. Because of limited development and experience, children tend to internalize negative labels, see themselves as they are labelled, and react accordingly. (Gartrell, 2004, p.8)
- “Misbehaviour implies wilful wrongdoing for which a child must be disciplined (punished). The term invites moral labelling of the child. After all, what kind of children misbehave? Children who are ‘naughty,’ ‘rowdy,‘ ‘mean,’ ‘wilful,’ or ‘not nice.’ Although teachers who punish misbehaviour believe they are ‘shaming children into being good,’ the result may be the opposite. Because of limited development & experience, children tend to internalize negative labels, see themselves as they are labelled, & react accordingly.”
- THE TEACHER does not make value judgment of the child takes a more positive view of human nature. understands that only with the assistance of caring adults can children learn & grow in healthy ways.
- Young children are only at the beginning stages of developing their intrapersonal & interpersonal intelligences. Children have differing points of view that clash (property, territory, & privilege) Consider reasons for behaviour: Child-curriculum mismatch, “bad day” for the child, Serious trouble in the child’s life outside the school Decide how she can intervene to teach the child a more acceptable way to solve the problem. As children learn to solve social problems effectively, they will make mistakes.
- The complexity of teaching democratic life skills leads some adults to those misconception that young children know how to behave; they just choose “misbehaviour.” When conflicts occur, teachers who focus on misbehaviour tend to label the child’s character & attempt to shame the child into better behaviour. Because of lack of development & experience, a child may internalize the negative message & act out even more. Classrooms where teachers dwell on misbehaviour tend to be tension-filled & become negative learning environments for all in the class.
- The teacher was punishing the children for mistaken behaviour instead of teaching them how to solve their problem. The likely message for the children is that they are incapable of playing together, solving their problems, using school materials, & meeting the teacher’s expectations.
- CONFLICT MANAGEMENT Teaches children that conflicts are not a source of shame, but experiences from which important life lessons need to be learned. GUIDANCE Teaching children how to solve their problems rather than punishing children for having problems they cannot solve.
- WRONG: Children know how to behave & that mistaken behaviour is the result of a wilful decision to do “wrong.” CORRECT (Corso, 2003): The decision to act out or defy is made because the child does not yet have the cognitive & emotional resources necessary for more appropriate response. Children gain these resources over time through modelling & teaching by caring adults.
- Teachers who use guidance see democratic life skills as difficult to learn, & they recognize that children are just at the beginning stages of democratic learning these skills. In the process of learning life skills, children, like all of us, make mistakes. These teachers recognize that the decision to act out or defy is because the child does not yet have the cognitive & emotional resources for more mature responses. The concept of mistaken behaviour frees the adult from the emotional baggage of value judgment about the chid & allows the adult to focus fully on the problem, its causes, & its solutions.
- Building from the work of the developmental and self psychologist Steven D. Harlow has contributed a system for understanding children’s social development in the classroom.
- SURVIVAL: The child resorts to extreme behaviours & may act out as a means of protection from perceived harm. ADJUSTMENT: The child has a primary motive of desiring to please others, especially those in authority. ENCOUNTERING: The child is less concerned with security & approval & more occupied with exploring new ideas, materials & experiences.
- How should a teacher respond? Teachers need to avoid labelling children by relational pattern. Teachers need to assist children to progress through the differing patterns across the range of classroom experiences they share.
- Steven D. Harlow has developed a system for understanding social development in the classroom, which he calls relational patterns. The three relational patterns Harlow identifies are surviving, adjusting, & encountering. Because of a perception that the environment is a dangerous place, the child at the survival level resort to extreme behaviours & may act out as a means of protection from perceived harm. A child at the adjustor level has a primary motive of desiring to please others, especially those in authority. A child a the encountering level is less concerned with security & approval & more occupied with exploring new ideas, materials, & experiences. In general, the teacher needs to avoid labelling children by relational pattern & assist children to progress through the differing patterns across the rage of classroom experiences. Children at each level of social relationship pose particular challenge for the teacher.
- Mistaken behaviour results from attempts by inexperienced, developmentally young children to interact with a complicated, increasingly impersonal world.
- Adults help children toward healthy development if they regard mistaken behaviour as an opportunity to teach and to learn, and if they realize that we all, including adults make mistakes.
- EXPERIMENTATION MISTAKEN BEHAVIOR – This happens when the child reacts in curiosity or involvement. RESULTING FROM INVOLVEMENT: At lunch in a classroom, 3-year-old Rodney said to the teacher, “Gimme the bread.” With a serious look, the teacher responded, “What are the magic words, Rodney?” Not hesitating for a moment, Rodney raised his arms, spread his fingers & changed, “Abracadabra!” Smiling about the response, the teacher passed the bread. She commented, “Those are great magic words, but the magic words for the table are ‘please’ & ‘thank you,’ OK?” Rodney nodded, took the bread & said, “Thank you, please.” RESULTING FROM CURIOSITY A teacher passed by a child in the back of the room apparently talking to herself & grinning. He enjoyed having Karen in the classroom for her enthusiasm & spontaneity. A few minutes later Karen approached him & said with the same grin, “Shit, teacher.” Realizing the child had been involved in her own word recognition activity, he kneeled down, had a smile, & responded, “Some words bother people, Karen, & this is one of them. You keep learning your words though; that’s important in kindergarten, but not that one, OK?” He looked her in the eye and she complained a bit, but nodded. He did not hear Karen use that word again.
- SOCIALLY INFLUENCED MISTAKEN BEHAVIOR – This happens when the child is reinforced in an action, sometimes unintentionally, by others important to them. RESULTING FROM FAMILY INFLUENCE Every so often Matt’s dad got quite upset at home, especially when his handyman efforts went wrong. When dad got upset, he swore. In kindergarten, when Matt spilled too much glue on his paper one day, he used an expression quite familiar to him, “Damn it to Hell!” The teacher heard the commend & saw what happened. She quietly told Matt that she didn’t blame him for getting upset. The teacher said that next time, he could use other words that don’t bother people at school like “I’m upset I spilled my glue,” then come to her for help. RESULTING FROM PEER INFLUENCE Charlie had just progressed from crutches to a new leg brace. Several children noticed that the brace squeaked. By the end of the day, they were laughing among themselves about “Squeaky leg, Charlie.”” The next day the teacher talked with Charlie & a class meeting announced that he something to show everyone. With a grin, Charlie pulled up his pant leg & announced, “Look, guys, I got a new leg brace. It squeaks some, but it works pretty good.” With that he invited the children to come over & look at the brace close-up. He flexed his leg for them & made the brace squeak. The teacher then explained about Charlie’s leg brace & how well he could walk with it. The children were impressed; the name-calling stopped. The following day the teacher was absent. When she returned, the substitute called & reported, “I must tell you what happened yesterday. Just as I walked in the door, 3 children came up to me & said that Charlie has new leg brace. They said it squeaks, but he gets around on it “really good.”
- STRONG NEEDS MISTAKEN BEHAVIOR – This happens when the child reacts to difficulty and pain in their lives that are beyond their capacity to understand and cope with.
- The levels of mistaken behaviour correspond to the three relational patterns. Level One is experimentation mistaken behaviour, which corresponds to the relational pattern of encountering. Children show Level One mistaken behaviour through curiosity & involvement. With Level One mistaken behaviour, the teacher avoids overreaction but educates to more appropriate alternatives for problems solving. Level Two is socially influenced or learned mistaken behaviour. Children show Level Two mistaken behaviour when they are influenced toward an inappropriate act by significant others, either peers, media figures or adults. With Level Two, the teacher acts in a firm but friendly manner to reinforce limits, raise consciousness levels, & each alternative behaviours. Level Three is strong needs mistaken behaviour. Continuing serious mistaken behaviour is caused by strong unmet needs that the child cannot cope with & understand. The source of unmet needs might be health conditions that are untreated, emotional suffering from experiences whether at home or school, or a combination of the two. To deal with strong needs mistaken behaviour, the teacher takes a multistep approach allow comprehensive guidance.
- Mistaken behaviour can be & often done on purpose Young children make errors in judgment & act on the basis of feelings. Children can show aggression at any level of mistaken behaviour. Aggression at Level Three is most serious. PREMISE OF THE GUIDANCE APPROACH: Even “wilful acts” that are done “on purpose” still constitute mistaken behaviour. The Adult should always operate from the position of “all guidance, all the time.”
- Children can show aggression at any level of mistaken behaviour. Aggression at Level Three is most serious. Aggression a behaviour that is aimed at harming or injuring others Always challenging Challenging behaviour Isn’t always aggressive Sometimes disruptive or anti-social or annoying
- CHALLENGING BEHAVIOUR: It interferes with children’s learning, development & success at play; It is harmful to the child, other children, or adults It puts a child at high risk for later social problems & school failure. The goal with children who have frequent conflicts is not just to rid them of challenging behaviour, but to provide resources & teach skills that enable the to grow toward mental health.
- Mistaken behaviour can be & often is done on purpose. Without the brain development & experience to manage conflicts, young children make errors in judgment & act on the basis of feelings. Intentional acts are still mistaken behaviour made at the beginning of a long life social-emotional learning process. Children can show aggression at any level of mistaken behaviour. Aggression is most serous, though, when it is at Level Three & is the symptom of deep unmet needs. Aggression can be expressed directly, in hostile physical accts; or indirectly, thorough bullying & ostracism. Two uses of aggression are instrumental, a strategy to achieve an objective; & reactive, anger at an encroachment or an objective not met. The causes, expressions, & response to challenging behaviour & Level Tree, strong unmet needs behaviour are the same. Teachers who think in terms of mistaken behaviour have the benefit of seeing Level Three mistaken behaviour on a continuum with Level One mistaken behaviour, reflecting increasing degrees of mental health. The goal with children who have frequent conflicts is not just to rid them of challenging behaviour, but to provide resources & teach skills that enable them to grow toward mental health.
- After 5 weeks in school, a 2nd-Grade teacher noted the following pattern in a child’s behaviour. During the middle of the week, Wendy showed an interest in activities & cooperated easily with fellow students & the teacher. By Friday, however, Wendy was less able to concentrate, avoided contacts with other students & “lashed out” at the teacher, Usually, Wendy was not fully back into the swing of things until Tuesday of the following week, remaining aloof & “gloomy” The teacher contacted the mother who disclosed that she & Wendy's father had separated. Until a divorce was finalized, Wendy was living with her mother during the week & with the father on weekends in a new environment. Fortunately, in this case, the mother expressed confidence that the father was caring appropriate for Wendy. The teacher hypothesized that the separation & the transition from one hoe to the next were affecting her. The teacher encouraged each parent to help Wendy understand the situation & to assist her during the transitions. For the teacher’s part, he became less judgmental about Wendy’s behaviour, did relationship building with her during non-crisis times, & worked to support Wendy during times of greatest need. Over a few weeks, Wendy bean to adjust & he became more attentive & responsive at the beginning & end of the week. Her mistaken behaviour decreased.
- 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. Whether the teacher uses the term or not, she needs to convey to parents that children, like all of us, make mistakes. The teacher & parent just need to work together to help the child learn form mistake tat might be made.