According to Levin and Nolan, misbehaviour is behaviour which
- interferes with the teaching act
- interferes with the rights of others to learn
- is psychologically or physically unsafe
- destroys property
Levin & Nolan’s definition provides the basis for a less personalised, more task-related view of what counts as pupil misbehaviour.
According to Professor Jeff Sugarman, he says that compare to other children, the children from single-parent-family are more likely to do something in negative way in order to gain the attention from others. You can read it as a way of “self-expression,” or abreaction; but not “misbehaviour”.
I agree with his opinion that doing something in different way does not mean the misbehaviour. It is hard to define the term of misbehaviour, and I think it all depends on the situation and the class, since one group of students may be different from another set. Also, it is up to a teacher’s personality; some teachers may consider a behaviour right while others do not agree with.
Children are children, they are not adults. They are like a piece of paper, white, without colors. They are innocent, they only do the things they like, and it is children’s natural. As a teacher, we have been taught that we should teach student the proper behaviour, right moral value and good manner. However, what is the “right”?
My friend told me that “see this world through a child’s eyes, so everything makes sense.” I think I will share this sentence here with everybody, so all nonsense makes sense.....:)
3 comments:
I love your quote! It is a philosophy I live by ... to always honour your child within. = )
Concerning what you brought up about Jeff Sugarman's thoughts:
This reminds me of the idea of relation in education. Relation, in educational terms, is seen as the connections someone, be that students or teachers, in their life that effect that way in which they learn and interact with others. Thus, each person’s reception to different topics, events, and other people is sequentially affected by this primary established and inherited interactions. The most common of these is the way in which children have interacted and experienced their life with parents. Depending on rules within their household, students may show more adverse or accepting attitudes to the way classrooms are run under conflicting or similar rules. Just something interesting to consider in terms of attempting to come up with an environment which fosters the best learning experiences for students depending on the way in which they relate to the events at hand as a result of their past.
I liked the comparison Sugarman gives between single-parent families to other families (note I did not say normal). If I am at at a school with a high number of kids from these families, for student success I have to structure the strategies in my lessons for this situation. Chapter 9 in B and S give evidence of the value of co-operative learning.
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