Characteristics of Avoidance-of-Failure Behavior

If you could choose to be any Bible character, who would you choose to be, and WHY?? Prayer-- 3 Song-- 5

Classroom Scenario There is James. He is a well-behaved student slumped over in the back of the classroom. He hasn’t once looked at the words written on the board by the teacher. When asked why he isn’t copying the words in his notebook like the other students, James avoids eye contact with the teacher, shrugs his shoulders, and slinks down farther in his seat.

 The teachers worries about James. He never responds to her questions in class or to her kind remarks between classes. His cumulative folder indicates he has the ability to learn English well, but his poor classwork and incomplete homework present a contrary picture.

 The teacher would like to help James someday! But with so many rowdy and disorderly students to worry about, she is relieved that at least James doesn’t add to the disturbance.

Students like James don’t cause as much trouble as those who are seeking attention, power, or revenge. They tend to observe school rules and requirements. The problem is that they seldom interact with teachers and peers. They usually remain isolated in the classroom, halls, and lunchroom.

Don’t mistake a student’s temporary withdrawal for avoidance-of-failure behavior. Sometimes a student needs to withdraw temporarily, to look within and re-group forces. Withdrawal becomes a problem when the student consistently engages in such behavior over a period of time, in ways that impede academic and social development.

Active Avoidance-of-Failure Behavior Frustration Tantrum: Student loses control when the pressure to succeed becomes too intense.

Passive Avoidance-of-Failure Behavior Student procrastinates, fails to complete projects, develops temporary incapacity, or assumes behaviors that resemble a learning disability.

Teacher Response to Behavior Feelings: Professional concern. Action Impulse: Prescriptive or resigned to failure.

Student Response to Intervention Response Style: Dependent Response Action: Continues to do nothing

Origins of Behavior Rule of the red pencil Unreasonable expectations of parents and teachers Student’s belief that only perfectionism is acceptable Star mentality Emphasis on competition in the classroom

Silver Lining Student may want to succeed if he or she can be assured of not making mistakes and of achieving some status. For some severely discouraged students, there is no silver lining.

Principles of Prevention Encourage student to change self- perception from “I can’t” to “I can.” Help end student’s social isolation by drawing the student into congenial relationships with us and other students.