Paladaptive Behavior Analysis

More often than not, power struggles between students' and teachers' often escalate into ugly scenes. For instance, a student is told to complete a math worksheet after a mini lesson. The student is caught chatting with other students and given two reminders to focus. However student ignores the teacher's instruction and keeps chatting or refuses to get any work done. Then the teacher gives a third reminder and tells the student that s/he may have to go to the principal's office to serve a detention during recess. Then the student yells at the teacher "I am not going anywhere, I hate you..." Next, the teacher responds by taking a disciplinary measure. Unfortunately, the well ordered, safe and peaceful learning environment the teacher was
Most worrisome, is the fact that the disciplinary measures taken are ineffective at addressing the student's behavioral challenge.I view challenging/maladaptive behavior(s) as a form of meaningful communication from the student to the teacher, to create a more effective instructional or environmental intervention to suit his/her learning needs. Hence, my philosophy towards managing such behavior, is to presume competence in every student and give students the agency to problem solve without issuing autocratic directives. I do
I will rather manage maladaptive behavior using Collaborative Problem Solving (CPS). In the mentioned scenario, I will approach the student and say, "Student X, I am noticing you are not working on the math task; what's up?" When student responds with his/her reason for not working, I will restate the reason to be sure I heard correctly, show empathy towards the difficulty experienced by the student and invite the student to problem solve. Then I will facilitate a discussion that gives the student the agency to come up with solutions to resolve 'the problem.' I may say "So when you find out you are in a fix what are some things you can do? What are you ideas towards solving the problem?" Summarily, CPS entails that I work collaboratively with 'erring' student(s) to define and identify the problem that has led to the display of misbehavior. Next, student(s) and I