Understanding Students Basic Psychological Needs

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Understanding Students Basic Psychological Needs

• Chapter 2

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Why do children misbehave?

• Poor attitude/ poor home environment?
  Lower-than-average IQ? Lack of parental support
  for school? Medical or emotional problems?
• Out of teacher control?
• NO

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Theoretical Perspectives

• Misbehavior is a response to children not having
  their basic needs met within the environment in
  which the misbehavior occurs
• Thus the teacher has control and responsibility

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Theoretical Perspectives

• Students need to be taught social and work skills
• Should not be isolated
• Create multiple opportunities for students to
  develop needed skills

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Mazlows Basic Personal Needs

• Safety, belongingness, love, respect and
  self-esteem
• Many students are entering schools mistrusting
  adults because of neglect, poverty, abuse,
  divorce, drugs, rejection

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What do kids need?

• Friends who care for you and you for them
• Fun and challenging things to do
• Having choices and learning how to make them
• A chance to master skills needed to pursue a
  dream, for self-advocacy, and cultural
  interdependence
• Physical well-being
• Status and a cool reputation
• Unconditional love, someone who will always be
  their advocate
• Chance to make a difference in someones life

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Students Basic Needs

• See p. 40, Figure 2.1

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What kids need

• Reading skills can determine social readiness
  skills
• Life experiences determine level of social skills
• Special programs for at-risk students
• Class sizes, school sizes

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Theorists

• Personal needs theories
• Human development theories
• Recent developmental theories
• Social factors theories
• Brain Research
• See p. 53-54, Figure 2.2

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What are the 7 major areas in which students at
risk experience major social or emotional skill
deficits?

• 1. history of poor adult-child relationships
  with accompanying need for positive, supportive
  relationships
• 2. a limited sense of personal self-efficacy or
  power and the associated need to experience this
  by better understanding the learning process and
  developing a sense of personal responsibility and
  power.
• 3. A tendency to focus on external factors that
  influence their behavior and the need to learn to
  accept responsibility for their behavior and to
  see how they can control their own learning and
  behavior

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What are the 7 major areas in which students at
risk experience major social or emotional skill
deficits?

• 4. Low self-esteem, especially related to such
  school behaviors as achievement and peer
  friendships, and the need to develop and validate
  a positive self-esteem through positive social
  interactions and school success
• 5. A poorly developed sense of social
  cognitionan inability to understand others
  feelings or points of view and take this into
  account when making decisions and the need to
  learn to understand others responses and to work
  cooperatively with others.

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What are the 7 major areas in which students at
risk experience major social or emotional skill
deficits?

• 6. Poor problem-solving skills and the need to
  develop these skills as a means to enhance
  self-efficacy and self-esteem as well as to
  develop an important lifelong skill
• 7. difficulties with learning caused by either
  limited educational experience, limited language
  proficiency skills, or both

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What are the 7 major areas in which students at
risk experience major social or emotional skill
deficits?

• Poverty, racism, sexism, recent immigration,
  family dysfunction , substance abuse,
  developmental backgrounds
• Hispanic Americans and African Americans being
  distanced from mainstream America
• White students are more competitive and
  independent (anti group work)

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Affective Teacher Behaviors

• Teachers interpretations of student behavior may
  be influenced by their own cultural and personal
  histories

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Create classroom and school environments that
meet the following criteria

• Create personally supportive and engaging
  environments (communities of support)
• Provide diversified instruction that meaningfully
  and actively engages students, enabling all
  students to utilize their preferred learning
  styles
• Involve students in crating and learning social
  roles and relationships within the school context
• Utilize problem solving and conflict management
  as the central theme in dealing with behavior
  problems
• Teach students strategies for setting goals and
  monitoring their own behavior

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The Issues of Order, Caring, and Power

• Not beneficent tyranny
• Create a safe, ordered environment
• Know and value students
• Create student and community involvement
• Establish a routine and ritual in class
  procedures
• Students must learn proper behavior and take
  responsibility for consistent behavior
• Build a foundation of mutual trust and respect
• What happens when a caring teacher is absent and
  his/her class is taken by a substitute? Why does
  this happen?
• Pause and Consider pp. 64, 2.8

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The Central Role of Community in Meeting
Students Needs

• School and classrooma community of support
• Adult caring and support are essential
  ingredients for students who live much of their
  lives with limited support
• Community building must become the heart of any
  school improvement effort
• Support studentsinfluencing students
  motivation, attendance, achievement, behavior and
  futures
• Read case study on p. 66

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Methods for discovering students personal needs

• How can you find out the students personal
  needs?
• Examine what theories and associated research
  results say about those needs (know what the
  needs are)
• Ask students what they need in order to feel
  comfortable and able to learn (see p. 69-70,
  Figure 2.3)
• Systematic observation (monitoring students
  behavior at different times and during various
  activities)

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