MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORSource: 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

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?

A. BEYOND MISBEHAVING

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

What is inappropriate about the term MISBEHAVIOUR?

Common Paradigm of Misbehaviour(Gartrell, 2004, p.8)

A. BEYOND MISBEHAVING

The Guidance Approach to Misbehaviour

A. BEYOND MISBEHAVING

The Guidance Approach to Misbehaviour

A. BEYOND MISBEHAVING

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

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.

B. THE CONCEPT OF MISTAKEN BEHAVOR

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

What is the concept of MISTAKEN BEHAVIOUR?

B. THE CONCEPT OF MISTAKEN BEHAVIOUR

CLASSROOM CLASSROOM 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.

B. THE CONCEPT OF MISTAKEN BEHAVIOUR

PROBLEM SOLVING

CONFLICT MANAGEMENTCONFLICT MANAGEMENT GUIDANCEGUIDANCE

B. THE CONCEPT OF MISTAKEN BEHAVIOUR

Managing Strong Emotions

• Time• Modelling• Teaching by caring adult

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

C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN

THE CLASSROOM

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

What are RELATIONAL PATTERNS?

Levels of Relational Patterns in Children’s Social DevelopmentSteven D. Harlow (1975)

C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM

Most Immature

Most Mature

Levels of Relational Patterns in Children’s Social DevelopmentSteven 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

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

D. THREE LEVELS OF MISTAKEN BEHAVIOR

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

What are the LEVELS of mistaken behaviour?

D. THREE LEVELS OF MISTAKEN BEHAVIOR

Response to Punishment

D. THREE LEVELS OF MISTAKEN BEHAVIOR

Response to Guidance Approach

D. THREE LEVELS OF MISTAKEN BEHAVIOR

Levels of Mistaken Behaviour

Encountering Social

Relations

D. THREE LEVELS OF MISTAKEN BEHAVIOR

Levels of Mistaken Behaviour

Adjustor Social

Relations

D. THREE LEVELS OF MISTAKEN BEHAVIOR

Levels of Mistaken Behaviour Survivor Social

Relations

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

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

E. UNDERSTANDING MISTAKEN BEHAVIOR

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

What are KEY CONSIDERATIONS in understanding the concept of mistaken behaviour?

Key Consideration 1:Mistaken Behaviour & Intentionality

USE GUIDANCE TALK:Help all parties cool down enough to talkAsk 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 talkAsk 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

Key Consideration 2: Aggression & Mistaken Behaviour

E. UNDERSTANDING MISTAKEN BEHAVIOR

Key Consideration 2: Aggression & Mistaken Behaviour

E. UNDERSTANDING MISTAKEN BEHAVIOR

Level of Social Relations

Level of Mistaken Behaviour

MANISFESTATION IN STUDENT TEACHER’S RESPONSE

Encountering 1 Indirect, Instrumental Aggression

Do not allow aggressionUse negotiation

Socially Influenced

2 Direct, Reactive Aggression

D o not over-reactStay calmKeep discussion private with individual studentsIf necessary, have a class meeting

Unmet Needs 3 Direct Aggression

Intervene to prevent harmTeach rather than punishBuild trust with the child

Key Consideration 3:Mistaken & Challenging Behaviour

E. UNDERSTANDING MISTAKEN BEHAVIOR

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

F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORMISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR

How does the teacher COMMUNICATE WITH PARENTS about mistaken behaviour?

PARENTS’ VIEW ON DISCIPLINE

F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

COMMUNICATING WITH PARENTS

F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

COMMUNICATING WITH PARENTS

USE THE SANDWICH-CONFERENCE

Complement

Discuss Issue

Complement

F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

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.

MISTAKEN BEHAVIOR / CHALLENGING BEHAVIORSource: 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