Answer:
same as explanation
Step-by-step explanation:
At first glance, this approach would seem to violate all that we know about behavior modification, but it is based on a well established area of research called “positive psychology” (Seligman, 1999). This approach looks upon negative student behavior as a skill he or she has been practicing and refining for many years. Most of these skills have their beginning in the student’s family life. In the case of a manipulative female teen, for example, being manipulative might have been the only or best way of getting her needs met in her family. It is to be entirely expected that she would bring these same skills to school in an effort to meet her needs there as well.
Rather than engage in a power struggle with such a student, a teacher should acknowledge the skill that the student has worked so hard to develop—and then redirect it. Give her credit for all of the years she has practiced the skill. This will also lead to an increase in the student’s perceived empathy from the teacher. After acknowledging the skill, reframe the skill and then redirect it. It is important that this skill be applied with sincerity. Any hint of sarcasm could lead to further alienation between the student and the teacher.
Let us extend the example of a manipulative, young adolescent girl. She is engaged in a behavior that, in all likelihood, annoys both adults and her peers. However, there is a skill that may be present in the girl that can be reframed as the “ability to influence people.” Rather than address the girl’s manipulations as such, mention to her, “I have noticed that you have the ability to influence people, is that true?” She will probably reply with something like, “What do you mean?” The teacher can respond by saying, “Well, I have noticed that you can get people to do what you want them to do. Am I wrong?” It would help if the teacher used specific examples. At this point, the student will likely look at the teacher somewhat suspiciously and smile, saying, “Well that’s true sometimes, I guess.” The teacher can then respond, saying, “You have a valuable skill there. If you used it in other ways, you may find more successful ways of getting your needs met. This skill could be valuable in certain careers, such as corporate management, sales, or even counseling.” The young adolescent is usually quite surprised to hear something that she has previously been criticized for now being admired and looked upon as something potentially valuable.
Another example of the application of this approach would be the case of a young adolescent who consistently displays the infamous “bad attitude.” Quite at variance with the usual characterization of the bad attitude, we look at it as a skill that is often practiced and has a particular goal. The goal is to display and announce defiance and, to a certain degree, independence. Instead of fighting the attitude, punishing it, or even ridiculing it, try admiring it, putting aside any disgust or exasperation. “Wow,” the teacher might say, “You sure do have an impressive attitude. It is very well constructed, and I can tell you have been working on it for years.” One’s first thought on reading this might be to conclude that such an approach is simply crazy. However, a large percentage of young adolescents respond to this tactic with a smile and a greater willingness to continue the discussion. Admiration is extremely rare in the lives of young adolescents, and we dare say, much rarer than love. To receive it from an adult is precious indeed, and it often inspires immediate loyalty and respect toward a teacher. When communicated genuinely and honestly, it also increases the level of perceived empathy from an adult.
Disruptive behaviors, when displayed by a student who takes charge in his or her own way, can sometimes be reframed as great leadership skills. The teacher can ask the student to use those abilities to help lead the class. In the case of the disruptive class clown, the reframe would be along the lines of admiring the student, then reframing the clown act as natural comedic skill. A possible redirect could consist of a challenge to the student to use that skill in a creative way and in an appropriate setting that can be set up by the teacher according to the personality of the student.