Four Kinds of Students What proportion of the following kinds of students are in the classes you teach?

2. Four Kinds of Students What proportion of the following kinds of students are in the classes you teach? A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum B. Managed within the class These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others C. Managed out of class These students cannot be managed as part of a group and need to be isolated, sent out or referred to others D. Not managed These students generally seem unmanageable no matter what is tried

3. Identify the two things you would probably be best at… Identify the two things you would probably be worst at… • Draw a Logo suitable for your school • Write and sing a “jingle” suitable for advertising your school • Write the text for an advertisement suitable for advertising your school • Identify in what ways attendance at your school might change an individual’s personal life • Prepare with others and perform a play which depicts an ex-student trying to convince a friend to attend your school • Devise a research plan showing how you would be able to work out which sort of person is most attracted to attending your school • Do a mime depicting what it’s like attending your school

4. Multiple Intelligences Children learn best in a variety of ways: • Verbal/Linguistic • Musical/Rhythmic • Logical/Mathematical • Visual/Spatial • Bodily/Kinesthetic • Intrapersonal • Naturalistic/Classification • Interpersonal • Existential

5. Multiple Intelligence An “Intelligence” is equivalent to a “set of talents” Multiple Intelligence is not about personality, will, morality, motivation or other psychological construct Learning Styles may vary by content area There is empirical support for 7 - 9 intelligences We do not all have the same kinds of minds Education needs to take differences into account, not ignore them • to develop desired talents • to approach subject matter in a variety of ways • to allow a number of ways of expressing understanding and competence

6. Example: XXXXXX SECONDARY SCHOOL - SEMESTER 2, 2001 Year 8: 207 students (40% girls, 60% boys) 18 students were nominated by a group of 4 Level Coordinators as: “destroying learning/teaching”

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15. In general, boys perform better with learning or assessment that is • Shorter (Extended) • Single concept (Multi concept) • Experiential (Reflective) • Action-based (Text based) • Structured (Unstructured) • Closed (Open ended) • Individual (Group based)

16. Passive learning, with extended verbal interaction and text based instruction from the teacher could be disengaging and discouraging groups of boys, especially in the early to middle high school years. As a result, these boys may display challenging behaviour.

17. Reasons for Misbehaviour Tension Reduction: The students needs to relieve a temporary state of frustration, anxiety, boredom, fear or excitement. This type of student tends to respond to aspects of the school environment, e.g. type of instruction, the way the teacher handles the misbehaviour.

18. D students - Reasons for Misbehaviour Need Satisfaction: The students needs to act disruptively to satisfy personal needs. This type of student tends to repeatedly disrupt regardless of variations in treatment.

19. Dreikurs’ Analysis • ‘Personality’ or ‘lifestyle’ is a result of a child’s view of his or her interactions with people, particularly family members, during the early years. • Children develop the qualities that they hope will enable them to achieve recognition in the family.

20. George’s older sister receives a lot of positive recognition because she is good at math's. • George concludes that he cannot be as good as Sue and decides not to compete by excelling at math's. • He falls behind in math's and as a result his teacher gives him ‘special attention’. • He doesn’t improve so his father is asked to assist George with homework. • George now gains his father’s full attention for an hour every night. If you were George, would you want to improve?

21. Belonging (or recognition) is the basic motivation for all individuals. Difficult students believe that by adopting unacceptable ways of behaving they will gain a place in the group and salvage a sense of importance. I belong if I am: • Funniest • Most in control • Smartest • Most looked after • Most powerful • Most approved of • Most hopeless • Best

22. Sources of Discouragement • Grading practices • Competitiveness in classrooms • Streaming • Emphasizing Deficiencies • Criticism • Comparison with others • Unreasonable expectations • Conditional acceptance

23. Theory of mistaken Goals Difficult students give up on their true goal – to be liked. In its place they adopt one or more “mistaken” goals. Goal 1: To be noticed X T Stop X Goal 2: To be boss X T Goal 3: To get even X !!!!! Goal 4: To be left alone

24. How to respond to “difficult” students (10%’s) • Fight your first impulse (try to understand that the student is hurting inside). • Encourage the student at every opportunity. • Separate the deed from the doer. Express a liking for the student while still applying logical consequences. • Show an awareness of some skill the student believes he or she is good at. If possible, set up a situation where you can observe the child being competent. • Have the child help you in a meaningful way. • Show some interest in something that interests the child.

25. How to respond to “difficult” students • Collect enough data to be confident of student’s mistaken goal • Make the student aware of his/her “mistaken” goals • Confront the student with the need to choose between his/her primary and mistaken goal • Inform the child (privately), during class, of the mistaken goal as he or she misbehaves • Modify the child’s curriculum (Usually more Kinesthetic – Visual - Rhythmic instruction)

27. Competence Usefulness Student Self-Esteem Belonging

28. Building a quality relationship with the more difficult students (for example, seeking their help) U=Tried the strategy and use it on a regular basis 71% S=Tried the strategy, it worked but I have stopped using it now 20% DW=Tried strategy, it didn’t work so I have stopped using it 3% DT=Didn’t try strategy 6% “so they feel important and recognised amongst their peers” “I collect the jigsaw dinosaur from child packets - a difficult student now collects them for me and we are mates. He now completes his work! “ “Works well. They seem to get the attention they need without having to find it by acting out”

29. Communicating to the more difficult students an awareness of their competencies and/or interests U=Tried the strategy and use it on a regular basis 81% S=Tried the strategy, it worked but I have stopped using it now 11% DW=Tried strategy, it didn’t work so I have stopped using it 1% DT=Didn’t try strategy 6% “to form some sort of bond. Gives us something to talk about in detention ” “works really well as students can see that they are good at things and just need to try other things” “It makes them feel good and they often can’t see the things that they are good at”

30. Trying to engage the more difficult students by adjusting curriculum delivery (eg. Including greater student interaction, movement, visuals) U=Tried the strategy and use it on a regular basis 79% S=Tried the strategy, it worked but I have stopped using it now 12% DW=Tried strategy, it didn’t work so I have stopped using it 4% DT=Didn’t try strategy 4% “if I make the curriculum exciting the difficult students are not so difficult” “finding areas where difficult students feel they can achieve positive results will make them feel better about their learning”, “different courses for different horses. Therefore I use lots of visual prompts, MI stuff, auditory - music, tactile/kinaesthetic, it works everyone learns differently”

31. Providing opportunities for difficult students to achieve success through altering the types of assessment U=Tried the strategy and use it on a regular basis 63% S=Tried the strategy, it worked but I have stopped using it now 10% DW=Tried strategy, it didn’t work so I have stopped using it 3% DT=Didn’t try strategy 22% “I have to cater for what they can achieve” “Difficult students usually have poor literacy skills, struggle to complete tasks so altering types of assessment helps them to stay focussed” “Students need initial success to build on further success”

32. Ms Megan Moore - Principal Marist Transition School (14/6/2004): “And even the most apparently aggressive, defiant, oppositional child has a heart that’s crying – crying for boundaries, crying for affirmation, crying for reassurance, crying for direction, crying for success.” “Building students’ self-esteem is one of the overriding objectives of the program, and developing students’ trust and giving them healthy doses of praise and affirmation are key aspects of the intervention.” “The students have to learn the parameters, they have to learn that the expectations are absolute and the consequences are non-emotive.”