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Kathy Tevelson Andrew Dua Cara Eisley Rosita Malone Alicia Villa

How Can I Anticipate My Students’ Behavior and Deal with Factors that Promote Misbehavior? Chapter 2. Kathy Tevelson Andrew Dua Cara Eisley Rosita Malone Alicia Villa. Four Levels of Development Typical Behavior. Primary Grades (ages 5-8)

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Kathy Tevelson Andrew Dua Cara Eisley Rosita Malone Alicia Villa

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  1. How Can I Anticipate My Students’ Behavior and Deal with Factors that Promote Misbehavior?Chapter 2 Kathy Tevelson Andrew Dua Cara Eisley Rosita Malone Alicia Villa

  2. Four Levels of Development Typical Behavior • Primary Grades (ages 5-8) • Ready to learn--Preoperational stage ( Jean Piaget) Reason on impressions they obtain, not logic • At age 7, children begin to mature • 2nd grade-- students readily raise hands, stand in line, and wait patiently • Intermediate Grades (ages 9-11) • Become more independent--still want attention/affection from teachers • Highly argumentative, loud ( same attitude toward teacher) • Group play • Recognize rules and rule enforcement • Understanding of right/wrong (still developing concept)

  3. Middle School Grades (ages 12-14) • Behavior is more diverse • Bodily changes • Crave adult support, yet want independence--causes many conflicts with adults • Rebellious • Respect/affection for teachers (Teachers who show understanding/helpfulness) • Thinking about thought • High School Grades (ages 15-18) • Greater ability for deeper thinking • Rules/laws seem unfair or irrelevant • See various points of view • Toward end of high school--emotionally more stable

  4. Basic Needs • Abraham Maslow--Psychologist (1954) • Certain basic needs of children • “lower-order” needs--survival • “higher-order” needs--creativity • Must reach “lower-order” needs first* • Educators can help with basic needs by removing all threat in the classroom, promoting student involvement, and assign meaningful tasks * Discuss desired behavior and certain needs that are the same for everyone in the class to your students*

  5. Students Do Better When… • A friendly, interesting, helpful, supportive teacher • Enjoyable classmate interaction • Learning interesting, worthwhile topics • Opportunity for success and accomplishment • Attention to student’s accomplishments and improvements

  6. Try to Avoid… • Students sitting still for long periods of time • Keeping quiet for long periods of time • Solitary work • Confusion why a topic is being taught • Students memorizing random facts for tests • Doing repetitive work • Students having little or no choice in activitiesor assignments • Students not knowing how to improve

  7. Teaching Beliefs • Stem from Judeo-Christian ethics; capitalistic view • Focus on: • Time orientation • Relations with others • Personal achievement and competition • Opportunity/success • Personal behavior • Personal beliefs/beliefs of students may conflict with expectations from school • Different cultures/traditions

  8. Knowing Your Students • “Economically disadvantaged”--living in poverty Hidden rules Poverty impedes student success in school Informal speech contrasts formal style of school and business • Knowing student’s background Teachers should be called on to reflect on their own beliefs--may have hidden prejudices Keep family members informed about child’s performance

  9. Personal/Environmental FactorsPromoting Misbehavior • Unmet needs • Thwarted desires • Expediency • Urge to transgress • Temptation • Inappropriate habits • Poor behavior choices • Avoidance • Egocentric personality • Neurological-based behavior (NBB) * Chapter gives suggestions with each factor promoting misbehavior*

  10. Causing Misbehavior Within Student Population • Provocation- students creating misbehavior through teasing, petty annoyance, put-downs, and sarcastic remarks to other students • Contagious group behavior-Peer pressure, resulting misbehavior in ways that are out of character if by themselves

  11. Causing Misbehavior in Learning Environments • Physical discomfort--restlessness caused by inappropriate temperature, lack of lighting, nonconducive workspaces or seating situations • Tedium--fidgeting during direct instruction; especially if topic lacks interest • Meaninglessness--working on topics students do not comprehend or in which they see no purpose • Lack of stimulation--Topic/learning environment seems unattractive and is not stimulating

  12. Teacher Misbehavior • Poor habits • Unfamiliarity with better techniques • Presenting poor models of behavior • Showing little interest in or appreciation for students • Succumbing to personal frustration • Reacting badly to provocation • Providing ineffective guidance and feedback • Using ineffective personal communication • Failure to plan proactively • Using coercion, threat, and punishment

  13. Overall Feelings • Chapter outlines key problems to look at and changes that affect classroom learning and teaching • Gives suggestions how to solve certain problems

  14. Your Turn • You will receive a scenario that incorporates one or multiple problems that affects misbehavior. Decide with your group how you will resolve the situation. • Then, you will act out a quick scene!

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