This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, or any images; Any rental, lease, or lending of the program. Chapter 2 Understanding Students’ Basic Psychological Needs

Copyright © Allyn & Bacon 2007 Why Do Students Misbehave? Environmental Poor home environment? Poor attitude? Lack of parental support? Biological Lower than average I.Q.? Medical or emotional problems?

Copyright © Allyn & Bacon 2007 Personal Needs Theory  Maslow  Dreikurs  Glasser  Coopersmith

Copyright © Allyn & Bacon 2007 Maslow’s Hierarchy of Needs  Self-actualization  Self-respect  Belongingness and affection  Safety and security  Physiological needs

Copyright © Allyn & Bacon 2007 Adlerian Models Dreikurs’ four goals of misbehavior     Attention     Fear of Failure or inadequacy     Power     Revenge

Copyright © Allyn & Bacon 2007 Topper’s goals of misbehavior Attention Avoidance/Escape Control Revenge Self-regulation/Coping Play

Copyright © Allyn & Bacon 2007 Glasser  Five basic needs  To survive and reproduce  To belong and love  To gain power  To be free, and  To have fun

Copyright © Allyn & Bacon 2007 Coopersmith In order to possess high self-esteem students need to experience Significance-a sense of being valued Competence-ability to perform a socially valued task Power-ability to control one’s environment

Copyright © Allyn & Bacon 2007 Human Developmental Theories

Copyright © Allyn & Bacon 2007 Erikson 8 stages of psychosocial development-6 of which occur during school age years trust vs. mistrust autonomy vs. self doubt initiative vs. guilt industry vs. inferiority identity vs. identity confusion

Copyright © Allyn & Bacon 2007 Influence of the students’ age on teacher belief and actions Elementary teachers tend to be liberal progressives who develop close relationships with their students Secondary teachers are more authoritarian/traditionalists who form more distant relationships. Both are developmentally appropriate

Copyright © Allyn & Bacon 2007 Social Factors Theory  Elkind-Looked at patterns of social interactions  Lipsitz-Examined the needs of adolescents  Seligman-Examined student’s views on behavior

Copyright © Allyn & Bacon 2007 Elkind Three basic contracts between adults and children Responsibility-freedom Achievement-support Loyalty-commitment

Copyright © Allyn & Bacon 2007 Lipsitz Adolescence needs include: The need for diversity The need for opportunities for self-exploration and self- definition The need for meaningful participation in school and community The need for positive social interaction with peers and adults The need for physical activity The need for competence and achievement The need for structure and clear limits

Copyright © Allyn & Bacon 2007 Seligman Three key factors that influence how students view causes of behavior: 1. 1.Permanence 2. 2.Pervasiveness, and 3. 3.Personalization

Copyright © Allyn & Bacon Developmental Assets External Support Empowerment Boundaries and expectations Boundaries and expectations Constructive use of time Constructive use of time Internal Commitment to learning Positive values Social competencies Social competencies Positive identity Positive identity

Copyright © Allyn & Bacon 2007 Students At-Risk School climate fails to provide cultural models and/or culturally insensitive curriculum Instructional approach and environment incongruent with how students’ learn. Limited English proficiency makes learning difficult Student have special needs or disabilities Limited external support Lacks sense of how school will positively impact future success

Copyright © Allyn & Bacon 2007 Socio-cultural theories Banks: students of color are more field dependent and group oriented Gay: teachers, materials and environments that work well for Anglo students do now work for ethnic minorities Igoa: importance of validating and supporting the of origin of culture

Copyright © Allyn & Bacon 2007 Issues of Order, Caring and Power Safe environment Supportive learning environments Knowing and valuing students and relationships Creating a community of care Power equals opportunity to teach values not control

Copyright © Allyn & Bacon 2007 Role of Community in Meeting Student Needs Barth: must build a culture of community within schools Sergiovanni: rebuilding community is at heart of good schools Noguera: communities that value students reduces violence

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, or any images; Any rental, lease, or lending of the program. End of Chapter 2