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(E) Copyright: The NSW Department of Education, Sydney, 1987
Free for copying by non-profit educational institutions.


Understanding the roles and directing the characters...

goals of misbehaviour and how to respond


Behaviour is purposeful and goal directed.

"Children compete for uniqueness. If they can't attain uniqueness in socially constructive ways they will seek to attain it in other ways."
(l)Bishop, B.: Mutual Respect Psychology. Armidale University Press, Armidale, 1980.

When students do not achieve self worth and belonging by obeying the rules and expectations of society, they choose other behaviours to attain these goals.

Index

Goals of Misbehaviour

Recognising the Student's Goals

How do I respond?



GOALS OF MISBEHAVIOUR



Dr. Rudolph Dreikurs describes four goals of misbehaviour:

1. Attention Seeking.
The student feels he or she only belongs as long as the teacher is prepared to pay attention to them. Attention seekers dread being ignored.

"Just as 1 get the lesson underway I hear animal noises from Simone, or then she taps her pen, and when I ask her to stop .she'.s fine for a while and then she starts calling out questions for me to answer. She is so annoying I'd like to.........."

"Justin is always wanting me to notice that he is first finished, best in class at drawing, good at maths, - he is always angling for praise.. his behaviour is more time consuming than that of the rest of the class."

2. Power Struggle.
The student who displays this behaviour only feels worthwhile if she or he is being boss and controlling everybody. He or feels, "I prove my importance by refusing to do anything you want."

"When 1 asked Ricardo to hand in his book he just stood there and said, "No, I don't have to, you can't make me."

'Juanita is always the last in line and dawdles into class. Whenever l ask her to hurry she just smiles and goes even slower. '


3. Revenge Seeker.
This student feel the only of attaining a social position is to be disliked. He or she has been unsuccessful in gaining attention or demonstrating power and therefore tries to hurt others as he or she feel hurt. In order to be recognised he or she provokes hostility.

"When I told David how smart he looked today he just snarled, 'Who are you crawling to!'!"

'Sandra always looks and talks as if she feels the whole world is on her back. Whatever I try has no effect - she just gives me a look of hate."

4. Display Real or Alleged Inadequacy.
Students displaying inadequacy see themselves as incompetent. They are deeply discouraged, and no longer hope for any success or recognition in school. Their sole purpose is to avoid further hurt, humiliation or frustration. They hide behind "lack of ability" so that their real or imagined deficiency will not be obvious.

"'I've tried everything possible to help Miguel understand that concept but he just won't give it a go I give up "

Recognising the Student's Goals


There are two reliable indicators to help teachers recognise the our goals of misbehaviour:

1. The way we immediately react to the behaviour gives us the most reliable clue as to the purpose of the behaviour:

If we feel annoyed because the student doe not respond to our reminding, pointing out, coaxing or nagging, the goal. is probably ATTENTION SEEKING;

If we feel threatened or challenged in our position the goal is probably POWER;

If we feel defeated and hurt by the student the goal is probably REVENGE;

If we feel utterly hopeless and have tried everything without success - 'I give up' - the goal is probably INADEQUACY.

2. The second indication of the child's goal will show itself in the manner in which the student responds to our reprimand.

If the student responds to our reprimand and stops the behaviour, the we know he or she wanted attention. The behaviour may, however, start again, trying for additional attention.

When the student continues the behaviour, in spite of being reprimanded., he or she is usually seeking power. He or she may even intensify the behaviour.

If a student becomes angry and abusive when reprimanded, she or he feels unjustly accused and wants to get revenge.

When a student does nothing-and just sits, after being reprimanded , she or he is usually operating out of a real or imagined inadequacy goal.

Discussing the goal

Students are often unaware of the purpose of their behaviour. There is no point in asking, Why do you annoy me so often?' The student is unaware of "Why". Teacher needs to have a private discussion with the student to try to disclose the goal.

This procedure can be used when talking" with the student:

Do you know why you .....? Wait for an answer, but it usually won't eventuate .
2. I would like to tell you what I think.
3. Could it Be that ...
ATTENTION SEEKING
1. You want to keep me busy with you?
2. You want me to notice you more?
3. You want to keep the group busy with you?
POWER STRUGGLE
l. You want to be the boss? You want to he in charge?
2. You want to show me that you can do what you want You want to show me that I can't stop you ?
3. You want to do what you want when you want?
You want to show me that no-one can stop you?
REVENGE SEEKER
1. You want to punish me?
2. You want to show me how it feels?
3. You want to make me suffer? .
4. You want to hurt me and the students in the class? '
INADEQUACY
1. You feel you can't do anything?
2. You are afraid to fail?
3. 'Do you feel like you don't know the answer and don't want other people to know?.
4 You want me to stop asking you to do it?.

DON'T confront the student with an accusation. "YOU DO IT TO GET ATTENTION"
"Could it be.....?'" is not an accusation.

Balsom M. Understanding Classroom BehaviourACER. Hawthorne, Vic.1982

H O W DO I RESPOND?



Attention Seeker

1. Discuss the goal with the student.

2. "Catch 'em being good." Ignore as much inappropriate behaviour as possible

3. Make a plan or contract that involves the student receiving recognition from teacher, class, principal or parent as the reward.

4. Have a clear discussion about "Why some people like to interrupt or disturb classes." Use third person rather than focusing on any particular Student.

5. Use logical consequences.

Power Struggle

1. Disclose the goal.

2. DO NOT "buy into" the power struggle. There is no point in challenging a teacher who won't bite.

3 Say to the student, "Are you trying to tell me I can't make you do anything? You're right I can't. I can't make you do it but do you have the right to interrupt the rest of the class from learning? Discuss the situation to come to an agreement in which the student (decides to co-operate.

4. Encouragement works well here - look for opportunities to encourage cooperation.

5. Do the unexpected. 'Take the wind out of his sails. Do the exact opposite to what the student thinks you'll do.

6. Use humour- NOT sarcasm.

7. Logical consequences won't work without a discussion on responsibilities.

8. Have a group discussion on Responsibilities and Expectations.

Revenge

1. Disclose the goal.

2. Do not retaliate.

3. Discuss the times the student provokes others but more importantly talk about the good qualities he or she can use to make others like him or her.

Have a group discussion on "What are the good things about students in the class'' .
lnadequacy

Disclose the goal.

Find activities in which the student can succeed and gradually increase the difficulty of the task. 'No fail' programming.

Help the student to realise that, without trying and maybe failing, she or he will never know his or her true potential.

REMEMBER: Analyse what you first feel like doing, and consider doing the exact opposite .

The student's behaviour is usually not aimed at you as an individual, but rather at the system or the world. It is an attempt to belong and find self-worth.

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This page was last updated 25 July 1996

Enquiries/Comments to: mteach.IT@alex.edfac.usyd.edu.au