HOW CAN I ANTICIPATE MY STUDENTS’ BEHAVIOR,

1. HOW CAN I ANTICIPATE MY STUDENTS’ BEHAVIOR, AND HOW DO I RECOGNIZE AND DEAL WITH FACTORS THAT PROMOTE MISBEHAVIOR?

2. 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. • 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.

3. 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. • It is true that some behavior results from physical or psychological trauma. • 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.

4. Typical Behaviors and Interests of Students at Four Levels of Development • Primary grades—based pm Piaget’s preoperational stage—loosely ages 2-7 -Physical, cognitive, and attention abilities somewhat limited; get along reasonably well • with others, although squabble lots; enjoy teacher attention and approval.

5. Typical Behaviors and Interests of Students at Four Levels of Development Intermediate grades, ages 9 to 11 • 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. • uncooperative. • Better understanding of self and personal independence; growing respect for adults; • teachers seen as guides and role models

6. 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.

7. Socio-cultural and economic realities that influence behavior • Today’s rapidly changing demographics are increasingly bringing together students from differenteconomic 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.

8. 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.

9. 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.

10. 26 conditions that lead to misbehavior • 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.

11. Typical Behaviors and Interests of Students at Four Levels of Development Primary grades— based on Piaget’s preoperational stage— loosely ages 2-7: • Poor at remembering order of events, understanding rules, explaining • relationships, comprehending number relationships, and understanding other • speakers (including teachers) accurately. • . 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.

12. Typical Behaviors and Interests of Students at Four Levels of Development • 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.

13. Typical Behaviors and Interests of Students at Four Levels of Development 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.

14. Typical Behaviors and Interests of Students at Four Levels of Development • 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.

15. Terms that also are important to know: • 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 • Hope—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.

16. 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

17. 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 • 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.

18. Cont…. • Demonstrate for students the kinds of behavior that will help them succeed in school • 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.

19. TWENTY-SIX CONDITIONS THAT OFTEN LEAD TO MISBEHAVIOR IN SCHOOL • 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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 • Suggestion: Discussions and role plays about how to face and work through situations—involve class as pairs, small groups, then in large groups.

26. 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

27. 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.

28. 4 conditions that reside in instructional environments 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.

29. 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

30. 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.

31. 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

32. 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.

33. 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 andinstruction 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.