Opinion

WHY STUDENTS MISBEHAVE AND WHAT THE TEACHER CAN DO ABOUT IT

WHY STUDENTS MISBEHAVE AND WHAT THE TEACHER CAN DO ABOUT IT

To answer the question why students misbehave requires the teacher’s introspection.  Perhaps, he misses the need to look at the class as a cohort of different individuals with unique personalities, family backgrounds, personal experiences, capabilities and wishes. True, it is not an easy task for teachers to look at each child‘s concern but I believe a keener observation of their behavior may do good for a few if not everyone in the class.

The student’s goal when he comes to class is always based on his beliefs which may sometimes be faulty.  It is the teacher’s very important role to redirect the misbehavior and encourage positive goals among his students.  Let’s look at the four goals of misbehavior.

ATTENTION.  If the student believes that he belongs only when he is noticed or served, he will seek attention which annoys his teacher who in turn will remind or coax him. In effect, the student stops misbehavior temporarily but later resumes same behavior or seeks attention in another way.  What the teacher can do is to recognize that reminders and warnings only reinforce the goal of misbehavior. Instead, he should give attention in unexpected ways and notice positive behavior.

POWER. The student believes he belongs when he’s in control or when he’s proving that no one can make him do anything. He seeks power which will provoke his teacher to get angry. His teacher might give in, or fight power with power. The result, he intensifies power struggle or submits with rude compliance. What the teacher can do is to withdraw from the conflict. Instead, help student to use power constructively by enlisting his help.

REVENGE. This goal makes the student believe he belongs only when he hurts others and gets even; worse, that he can’t be liked.  He goes out his way to take revenge which hurt his teacher who in turn retaliates, gets even. He expectedly seeks further revenge. What the teacher can do is to avoid punishment, retaliation, and feeling hurt. He should build a trusting relationship instead.

DISPLAY OF INADEQUACY.  The fourth goal makes the student believe he belongs only when he succeeds in convincing others that he is unable and weak. He manifests helplessness deliberately which makes his teacher feel despairing, hopeless, and discouraged and eventually agrees that nothing can be done and gives up. Consequently, the student shows no improvement.  What the teacher can do is to be aware of the student’s deep discouragement. Instead of giving up, showing pity and criticizing, encourage all positive efforts.

It is my hope that these notes I have shared which I gathered from the many resources provided by the Congregational Schools-System Development (CS-SD) Program in Manila Cathedral School with Mr. Feliciano Jimenez back in 1997, will serve its purpose.  I intend to continue sharing the four goals of positive behavior in the next issue.

(This column welcomes teachers who would like to contribute stories about hand-on experiences in teaching.  Submit your stories to editor-in-chief@lagunatimes.net)

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