1. MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR Source: A Guidance Approach for the Encouraging Classroom 4 th Ed By: Dan Gartrell, Ed.D. LECTURER: Mary Grace S. Termulo, Ph.D. Contact me: +63917563774; mgstermulo@yahoo.com mgstermulo@yahoo.com LECTURER: Mary Grace S. Termulo, Ph.D. Contact me: +63917563774; mgstermulo@yahoo.com mgstermulo@yahoo.com

2. 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?  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?

3. A. BEYOND MISBEHAVING MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What is inappropriate about the term MISBEHAVIOUR?

4. Common Paradigm of Misbehaviour (Gartrell, 2004, p.8) Wilful Wrongdoing of the Child Punishment of the Child Labelling of the Child Child Internalizes the Label Child Acts Accordingly A. BEYOND MISBEHAVING

5. The Guidance Approach to Misbehaviour A. BEYOND MISBEHAVING Teacher No Value Judgement Positive View of Human Nature Need for Assistance of Caring Adult

6. The Guidance Approach to Misbehaviour CONSIDERATIONS Stage Intra- personal Inter- personal Conflict PropertyTerritoryPrivilege Reasons Mismatch “Bad Day” Serious Trouble Task Teach Problem Solving A. BEYOND MISBEHAVING

7. Guidance requires teachers to look at the conflicts that children have not as misbehaviour, but as mistaken behaviour. THE GUIDANCE APPROACH A. BEYOND MISBEHAVING

8. 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.

9. B. THE CONCEPT OF MISTAKEN BEHAVOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What is the concept of MISTAKEN BEHAVIOUR?

10. B. THE CONCEPT OF MISTAKEN BEHAVIOUR CLASSROOM ANECDOTE 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.

11. B. THE CONCEPT OF MISTAKEN BEHAVIOUR PROBLEM SOLVING CONFLICT MANAGEMENT ConflictShameLearning GUIDANCE ConflictTeachPunish

12. B. THE CONCEPT OF MISTAKEN BEHAVIOUR Managing Strong Emotions Stimulus Know Right Do Wrong Time Modelling Teaching by caring adult

13. 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

14. C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are RELATIONAL PATTERNS?

15. Levels of Relational Patterns in Children’s Social Development Steven D. Harlow (1975) Survival Adjustment Encountering C. RELATIONAL PATTERNS: A MODEL OF SOCIAL DEVELOPMENT IN THE CLASSROOM Most ImmatureMost Mature

16. Levels of Relational Patterns in Children’s Social Development Steven 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 BehaviourTeacher’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

17. 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

18. D. THREE LEVELS OF MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are the LEVELS of mistaken behaviour?

19. D. THREE LEVELS OF MISTAKEN BEHAVIOR Response to Punishment Adopt Defensive Behaviours Unmet Emotional Needs Withdrawal from Situation React with Overt / Covert Hostility or Show Anxiety

20. D. THREE LEVELS OF MISTAKEN BEHAVIOR Response to Guidance Approach Keep Trying Continue Learning Develop Healthy Self- concept Achieve Full Personal Development

21. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Experimentation Socially Influenced Strong Needs Encountering Social Relations

22. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Experimentation Socially Influenced Strong Needs Adjustor Social Relations

23. D. THREE LEVELS OF MISTAKEN BEHAVIOR Levels of Mistaken Behaviour Experimentation Socially Influenced Strong Needs Survivor Social Relations

24. Levels of Mistaken Behaviour Level of Mistaken Behaviour Level of Social Development Child’s MotivationTeacher’s Response ExperimentationEncounteringDesire 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 AdjustingDesire to please & identify with significant others. Recognize that learning has already occurred Change the course of learning Strong NeedsSurvivingInability to cope with problems resulting from health conditions & life experiences. D. THREE LEVELS OF MISTAKEN BEHAVIOR

25. 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

26. E. UNDERSTANDING MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR What are KEY CONSIDERATIONS in understanding the concept of mistaken behaviour?

27. Key Consideration 1: Mistaken Behaviour & Intentionality USE GUIDANCE TALK:  Help all parties cool down enough to talk  Ask 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 talk  Ask 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

28. Key Consideration 2: Aggression & Mistaken Behaviour AggressionExpression Direct: Hostile Physical Acts Indirect: Bullying & Ostracism Uses Instrumental: To Achieve an Objective Reactive: Anger at Unmet Objective E. UNDERSTANDING MISTAKEN BEHAVIOR

29. Key Consideration 2: Aggression & Mistaken Behaviour E. UNDERSTANDING MISTAKEN BEHAVIOR Level of Social Relations Level of Mistaken Behaviour MANISFESTATIO N IN STUDENT TEACHER’S RESPONSE Encountering1Indirect, Instrumental Aggression Do not allow aggression Use negotiation Socially Influenced 2Direct, Reactive Aggression D o not over-react Stay calm Keep discussion private with individual students If necessary, have a class meeting Unmet Needs3Direct Aggression Intervene to prevent harm Teach rather than punish Build trust with the child

30. Key Consideration 3: Mistaken & Challenging Behaviour Challenging Behaviour CausesExpressionsResponses Level Three Mistaken Behaviour CausesExpressionsResponses E. UNDERSTANDING MISTAKEN BEHAVIOR

31. 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

32. F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR How does the teacher COMMUNICATE WITH PARENTS about mistaken behaviour?

33. PARENTS’ VIEW ON DISCIPLINE Discipline Social Background Religious Beliefs Culture F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

34. COMMUNICATING WITH PARENTS Parents’ View of Children Positive Work Together for Child’s Learning Negative Explain Concept of Mistaken Behaviour F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

35. COMMUNICATING WITH PARENTS USE THE SANDWICH- CONFERENCE  Complement  Discuss Issue  Complement USE THE SANDWICH- CONFERENCE  Complement  Discuss Issue  Complement F. COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR

36. 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.  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.

37. MISTAKEN BEHAVIOR / CHALLENGING BEHAVIOR Source: A Guidance Approach for the Encouraging Classroom 4 th Ed By: Dan Gartrell, Ed.D. LECTURER: Mary Grace S. Termulo, Ph.D. Contact me: +63917563774; mgstermulo@yahoo.com mgstermulo@yahoo.com LECTURER: Mary Grace S. Termulo, Ph.D. Contact me: +63917563774; mgstermulo@yahoo.com mgstermulo@yahoo.com