power-seeking behavior like attention seeking behavior, power-seeking is displayed in active and...

Power-Seeking Behavior

•Like attention seeking behavior, power-seeking is displayed in active and passive modes.•Power seeker’s message is: “Let’s fight”

Active Power Seeking

• Challenging authority: “You can’t make me do it.”

“Dr. Holley doesn’t make his class do the extra stuff, so I’m not going to do it either.”

• Making noise or drawing attention to themselves

Passive Power Seeking

StylesQuiet noncompliance

•Avoid obvious battle by smiling and say what teachers want to hear but then doing what they want to do.•Words say “I will” but actions say “I won’t”

Labels of Passive

Behavior

•Lazy•Forgetful•Short attention span•Underachieving•Listening problems

Lazy

•Student shows up without assignment and says, “Sorry, I was lazy. I’ll have it next time” instead of “I really didn’t feel like doing homework this weekend.”•Chosen behavior that we can work to change, especially after it has been identified as power seeking.

Forgetful

•“I forgot to do it” sounds better than “I refused to do it.”•Selective ‘forgetfulness’ Student can remember other, more pleasant, things like phone numbers and TV shows.

Short attention span

•Selective attention is chosen as reason for not concentrating in class, but the same student can play same video game for hours trying to win the game.

Underachieving

•Student decides how much work he/she will do and at what level he/she will achieve.•Student has capability of earning As while his/her average is C because he/she makes the choice in study habits.

Listening problems

•Hear what is said but choose not to listen—either to notes or assignments.•Again, the student is choosing not to hear what is needed and is displaying a form a passive power play.

Review

•What are the six common passive power plays? (Hint: five of them are labels)

•Bloom’s literal

Passive Power Seeking

vs.disability

•Key tipoff is selectivity•If student is capable of performing action when he/she selects independently but not when asked, you can be fairly sure you are dealing with a passive bid for power.•If you suspect a disability, be sure to make referral to support staff, beginning with guidance office.

Power-Seeking Behavior Clues

1. Our emotional pressure gauge rises to HOT; we feel angry, frustrated, and fearful of losing control

2. Our impulsive reaction is to regain control by fighting back with words.

3. Student’s response to correction is slow and reluctant compared to an attention seeker.

Responses

of power hungry students•Respond to correction s-l-o-w-l-y•Repeat the behavior one more time•Mumble under their breath—loud enough for us to know they are muttering but not loud enough to hear the exact words.

Principles of prevention

1. Allow voice and choice2. Grant legitimate power.

(What type of management style discussed in the 1st lesson would work to help prevent power struggles? *)

3. Delegate responsibility. (Give students a sense of ownership.)

*Bloom’s level of understanding

Revenge-seeking

behavior•Retaliation for real or imagined hurts•Could be a result of lost power struggle•Could be anger at parents, other teachers, administrators or peers

Revenge-seeking

behavior“I’ll get even”

1. Direct physical attacks (active)

2. Indirect physical attacks (active)

3. Psychological attacks (active)4. Violation of values (active)5. Withdrawal (passive)

Revenge-Seeking Behavior Clues

1. Our pressure gauge is is at the boiling point. We feel anger, frustration, hurt and dislike for student.

2. Our reaction is to strike back3. Students behavior usually

intensifies before it stops.

Guidelines for interventions for power and revenge

1. Build caring relationships. (Separate the deed from the doer.)

2. Deal with the moment. Avoid references to the past or the future.

3. Teach appropriate expressions of feeling. (Invite them to talk when they are upset.)

4. Be firm and friendly. “What you are doing must stop right now, but I still like you.”

4.Control negative emotions—anger, frustration, fear. Feel free to release negative emotions later—in private.

5. Avoid escalating the situation6. Discuss misbehavior later—avoids

emotionalism7. Allow students to save face

Assignment

• Role playing–Teacher behavior that escalates the situation–Teacher behavior that defuses the situation

Teacher behaviors to avoid• Raising voice• Yelling• Saying, “I’m the boss here”• Insisting on the last word• Using degrading or

embarrassing put-downs• Using sarcasm or humiliation• Attacking student’s character• Acting superior• Using physical force• Using sarcasm or humiliation• Attacking student’s character• Acting superior• Using physical force

• Source: Cooperative Discipline by Linda Albert

• Insisting teacher is right• Preaching• Making assumptions• Pleading or bribing• Generalizing about students

(“All you _________’s are the same way)

• Making unsubstantiated accusations

• Holding a grudge• Nagging• Throwing a temper tantrum• Mimicking the student• Making comparisons with

siblings, other students• Commanding, demanding,

dominating• Rewarding the student