Misbehavior & Discipline

Gary is a new student to Ms. Adams fifth grade classroom. He appears uninterested in what is going on. He has already shown aggressive behavior towards other students, and Ms. Adams feels threatened by his "I'm in charge" attitude and refusal to work. After studying the information on "mistaken goals," explain the 'mistaken goal' Gary is demonstrating and tell what the teacher could do to assist Gary in developing a sense of belonging to the class.

Explain the student’s mistaken goal and how I came to that conclusion.

Gary is demonstrating the mistaken goal of power. I came to that conclusion by picking up on key behavioral words in the given hypothetical situation. For example, the student appears uninterested in what’s going on, a sign that he is not seeking others’ attention. Instead, Gary is refusing to work, which is the classic sign of a student who is seeking power. Gary is aggressive towards other students and not withdrawing, which is the mistaken goal of inadequacy. Nor is Gary being revengeful by defacing property, cheating or spreading rumors. The final clue as to Gary’s mistaken goal of power is how the teacher feels. Ms. Adams feels threatened by his “I’m in charge” attitude. A teacher’s response can also help identify the student’s mistaken goal. Clearly, Gary’s mistaken goal is seeking for power.

Tell how the teacher should confront the mistaken goal.

As teacher, I would begin a discussion with the student in a non-threatening manner. It would help demonstrate to the student that I am calm and unprovoked and able to deal with his negative behavior. I would completely avoid a power struggle or intimidation. To help the student begin to acknowledge, identify and change his mistaken goal, I would begin with a question, such as, “Could it be you are trying to prove that you don’t have to do anything you don’t want to do?” This could be the start of a discussion on how the student can begin to gain control over his own negative behaviors. 

Once the student is aware of and acknowledges his negative behaviors, I would help him replace his negative habits with positive opportunities. For example, I would assign him to positions of responsibility in the classroom, and I would invite him to assist in making classroom decisions.

To help Gary further develop self control, I would proceed with several more tools. First, I would identify how the student learns. Is he auditory, visual or kinesthetic? Once that is identified, I would help keep him on task with assignments and instruction that appeal to his learning style. I would also ask the student to take an interest inventory to learn what motivates him. Is he motivated externally (with grades, praise and rewards) or intrinsically (such as charting his own progress)? Finally, I would incorporate preventative and supportive discipline techniques, as listed below.

Here are some preventative discipline techniques.

• Provide worthwhile, relevant and enjoyable curriculum, that involves all types of learners
• Vary the structure of instruction - individual, partner and group
• Rehearse procedures as needed and repeat expectations
• Model courtesy, manners and helpfulness

Here are some supportive discipline techniques.

• Develop positive non-verbal cues such as eye contact with a smile or a thumbs up
• Position yourself in closer proximity to the disruptive student
• Utilize “I” messages such as “I like the way Rachel is working quietly.”
• Use a sense of humor whenever possible
• Show interest in a student’s work with questions, positive comments or helpful suggestions

If all else fails, I would enforce corrective discipline such as immediately stopping the disruptive behavior and applying consistent consequences. Ultimately, a sense of belonging comes from within. The goal is to have the student monitor his own emotions and behaviors.