Re: Katie

Dear Amy,


                It seems that you have a diverse range of students in your class when it comes to classroom behaviour. As teachers we need to understand the ways in which our students may differ and how these differences can affect their willingness and/or their ability to conform to acceptable classroom behaviour (Konza, Grainger & Bradshaw, 2006) particularly Katie. It appears that she is a student who likes to take over during group work as well as control the everyday on goings of the classroom as well as yourself and your teaching of the class.  Don’t panic, we at Project BEAM have drawn upon the works of Rudolph Dreikurs to address your concerns of Katie’s misbehavior in the classroom and at school. 

Dreikurs developed his ideas of behaviour from Alfred Adler who believed that everyone has the basic need to belong and that all behaviour can be interpreted as trying to meet this need (Hall & Lindzay, 1970). In other words behaviour must be understood in a social context (Konza, et al., 2006). You must understand why Katie does what she does, to be able to determine the problem, and the appropriate solution. Dreikurs (1968) believed that misbehavior was not aimless but directed at achieving the goals of either:

-          Attention: occurs when a student feels that the recognition that they deserve is not being given. This type of behaviour is achieved through annoying or disruptive behaviours.

-          Power: occurs when a student believes that importance is derived when in control of a situation or others. This type of behaviour is displayed through arguing, being unco-operative, defiant, stubborn, rebellious, contradicts, challenges the teacher or others.

-          Revenge: occurs when a student feels that by hurting others emotionally or physically that they are important. This type of behaviour is displayed through stealing, being cruel (bullying), destructive and violent as well as being moody or refusing to participate.

-          Withdrawn/Helplessness: occurs when a student feels helpless and without academic, physical or emotional skills or abilities. This type of behaviour is displayed when a student puts minimal or no effort into their school work.

                                                                                   (Konza, et al., 2006)

 We at Project BEAM believe that Katie is a student trying to achieve her goal of power within the classroom. In the case of Katie it seems that when she is asked to work co-operatively with others or asked to stop continues on with what she is doing giving us the impression that she wants you to engage in a power struggle with her. If she argues with you, sulks, refuses or provokes you consistently she is defiantly seeking power. Having a student who behaves like this will certainly make you feel threatened, embarrassed or angry as it is seen as an attack on your position of authority (Konza, et al., 2006). We at Project BEAM have come across a few of these students in our profession and have put together a number of strategies that will enable you to manage Katie’s misbehavior.

-          Refuse to participate and engage in power struggles but rather
      withdraw from the conflict.

-          Reinforce rules and expectations and let the consequences of students’
      behaviour occur.

-          Use reminders, time out.
-          Calmly deliver negative consequences, do not model revenge
      behaviours.

-          Win their cooperation by enlisting their help – give her a specific role or
      responsibility.


For more information relating to classroom management and behavioural strategies refer to our response titled classroom management. We also advise you to get a copy of Classroom Management: a survival guide by Deslea Konza, Jessica Grainger and Keith Bradshaw as it is a valuable tool for any teacher. It is full of tips, ideas, information and guidelines for using strategies to address behaviour and for managing the stress that can accompany teaching students with widely varying needs (Konza, et al., 2006).

We at Project BEAM hope that the above will help you work with Katie in managing her behaviour for your sake and the other pupils in the classroom. Be proactive with her and not reactive and remember that students are not born with bad behaviours and it is up to you as a classroom teacher to develop your skills in behaviour management so that you are able to enhance quality of school life and reduce problem behaviour.

Yours Sincerely,
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Project BEAM