Teacher Teasers - Identifying Goals of Behavior
You have seen an animal use a 'play dead' reflex, children have a similar reflex which may be referred to as a 'play stupid' reflex. Whenever they are asked to do something, which they feel is too difficult for them, and which might make them look foolish, they put on their play stupid reflex which excuses their inability to cope.
Refuse to accept student's displays of inability or inadequacy. Teachers scold, criticize, and humiliate such children but unwittingly fall for their means of evasion and, in the end, relieve the children of their responsibility. Criticism and ridicule contribute to the problem as they heighten children's negative evaluation of themselves. Students who despair of success, either wholly or partially, are discouraged children who have lost faith in their ability. A recognition of efforts, and acknowledgment of their achievement, rather than constant reminders of their general inadequacy is encouraged.
All children can learn and learn well. When children are not learning, determine the sources of their discouragement, remove them, and the children will begin to make progress. 'Withdrawal' children are discouraged, not stupid. They believe it and act accordingly. They need positive reassurance by teachers of their worth and ability so that they can begin to function usefully, constructively, and cooperatively.
A two part interactive Teacher Teaser may be found below. Part one looks at matching the student's goal with the student's feeling. Part two relate to finding out what the student's goal is.
Instructions:
Simply click on your choice from the options provided, feedback will be immediate.
Part 1. The following questions relate to matching the student's goal with the student's feeling.
John asks a string of questions and rarely waits for an answer before asking the next question.
Janet never seems to know what is expected of her, and rarely finishes her work.
Much to the delight of his peers, Tim pulls faces, contorts his mouth, and crosses his eyes.
When asked a question, Margaret colors slightly, drops her eyes, and fails to respond.
Part 2. The following questions relate to what you think the student's goal is.
'That will teach you a lesson.'
'It's no use. I just can't do maths.'
''You can't make me do anything.'
'I matter only if I can keep you busy with me.'
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