1. UNDERSTANDING WHY CHILDREN MISBEHAVE CHAPTER 3

2. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update  The Humanistic Perspective 1)personal growth 2)freedom to choose 3) being sensitive to others Carl Rogers (1902-1987) Abraham Maslow (1908-1970)

3. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Being (growth) Needs DeficiencyNeeds

4. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update tthe self-actualized individual: An ability to perceive reality accurately Independence, spontaneity, and creativity Treating others with unconditional positive regard An outlook that emphasizes problem-solving Enjoyment of life A good sense of humor Self- Actualization

5. 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 

6. LABELS  The Agitator The Agitator  The Alibier The Alibier  The Angel The Angel  The Angry The Angry  The Animal The Animal  The Apathetic The Apathetic  The Apple Polisher The Apple Polisher  The Arrogant The Arrogant  The Attention Demander The Attention Demander  The Authority Pusher The Authority Pusher  The Blabbermouth The Blabbermouth  The Blurter The Blurter  The Bully The Bully  The Cheater The Cheater  The Chiseler The Chiseler  The Class Clown The Class Clown  The Clique The Clique  The Complainer The Complainer  The Con Artist The Con Artist  The Crier (Who Claims Foul) The Crier (Who Claims Foul)  The Rebel The Rebel  The Repeater The Repeater  The Rude The Rude  Satisfied with Second Place Satisfied with Second Place  The Scrapper The Scrapper  The Selfish The Selfish  The Shadow The Shadow  The Show-Off The Show-Off  The Shy The Shy  The Sidetracker The Sidetracker  The Skipper The Skipper  The Sleeper The Sleeper  The Smart Aleck The Smart Aleck  The Smartmouth The Smartmouth  The Sneak The Sneak  The Snob The Snob  The Snoop The Snoop

7. 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

8. 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

9. 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

10. The School “Environment” : School as a microcosm Poverty exists because large population uneducated (1900s) We Must make sure the students are learning for 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

11. 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)

13. IndividualFamilyCommunitySociety

14. 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

15. 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

16. Jean Piaget – Cognitive Development 1896 - 1980

17. Kohlberg’s Moral Development 1927-1987

18. 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

19. 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

20. 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.

21. 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.

22. Not being able to teach The students are interviewed at the end of the school year and say that Ms. Cook: 1) Gave unclear explanations 2) Kept repeating understood material 3) Wrote things on the board but never explained them and her board work was sloppy 4) Would say, “we already did this” when asked for help 5) Did not involve the class and only called on the same people 6) Always use two new cards 7) Either gave the answers to the homework or didn’t go over it, so no one had to do it