So, I am an aspiring secondary teacher, and I have been reading many tips on classroom management (especially here on the forums- thanks for all of your posts). I came across this article, and as a newbie, I have never heard of the strategy of "admiring negative behaviors/attitudes". Here is an excerpt from the article: "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." http://www.amle.org/Publications/Mi...es/March2010/Article4/tabid/2149/Default.aspx What do you think of this strategy? Have you used it or something similar? What was the outcome? I am not sure what to think of it, so I was wondering what you experienced secondary teachers have to say about it.
I just read this article, too. I'm not a fan. Knowing my eighth graders, I think this would just give them more power. They would love the attention I'm giving them, and they wouldn't understand the fact that it's supposed to teach you to "use your powers for good". They would think that I'm literally praising them for being bad :/
I actually remember reading that article for my BTSA completion. I have to say it certainly is counter intuitive, but I can't say much on its effectiveness. I had one our two students who I admired their negative traits, and while it did somewhat help our relationship, I don't think it made a huge difference and it certainly didn't help their study habits or usage of their traits in a positive way... I think the same relationship building can be built by simply noticing things about them.
It's worked for me in high school, occasionally. I've found it works most with male students who are the ringleaders of the classroom. I usually ask for a meeting (usually pulling them out of their least fave class for about 20 min- with other teacher's ok, of course) and then "confide" in them about how much I need his help. I play on his "obvious leadership qualities" and talk about how the others all look to him for how to act. I explain how we need to keep this between us, but can he help me, blah blah blah. Isually it works, sometimes it doesn't. I've NEVER had it work with teenage girls, so I dont even try. I think the point is that every kid has something different that makes them tick. For one kid, a call home works wonders, for another it makes problems 10x worse. This is just another thing to try when you're looking for what makes that kid tick.
As I remember from the article, that's not really what they were talking about. However, I'm having trouble retrieving the article....grrr. Will repost once my computer decides to cooperate!
From the article: "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." I don't know if I could say that without sarcasm. I'm not saying it wouldn't work, I'm just saying it's not my personal style.
The way that the article words it is strange...but I think your example is what they're talking about. Seems like it could be a hit-or-miss strategy depending on your approach...as someone said, I'm afraid I may sound sarcastic or condescending.
I've done things sort like that - not with attitude, but with things like being too loud, or being a class clown. "I know you're really good at making your friends laugh but I need you to be a good friend to them and let them LEARN right now." That kind of thing. I've had positive responses with it.
The pull outs you guys are talking about do work for me, but short term. I've never had behavior change for the long run (more than a week or two).
Reframing is a technique therapists sometimes use with their clients. It can be very effective as long as it's used with thought and consideration. It's a form a behavior modification. I do use something like this with students, but I don't imply that I "admire their negative behaviors". Instead, I acknowledge and admire their strengths. If a student exhibited a particular negative behavior that I want to reframe, I would wait till I see the same behavior skill used in a positive way then praise that success. Another type of reframing I might do, is to sit with a student and discuss the behavior they are doing that is bringing about a negative consequence and figure out what they can do with that energy that will create a positive outcome. I just don't like the idea of "admiring negative behaviors". I do like the idea of admiring a student's strengths and helping them find ways to utilize them to offset their challenges.
Hm, I don't know about this 'admiring bad attitude'. I have learned from my master teacher how to tell a 'behavior problem' in private that he should really be careful with the things he does because he's a natural leader and others look up to him. He may not realize it, but they follow him and I need his help, because what he does, matters. This works wonders. But this doesn't mean I admired his negative attitude or behavior. I actually lied to him, gave him a compliment, made him believe in himself, that he was great at something, which benefited him and everyone else. I never once admired his behavior. There were a couple of kids who were pretty bad in my class, but at the same time they were very funny as well. I actually really got their humor, it wasn't about making jokes, but how they acted, etc. I honestly admired and enjoyed that part of their personality, and usually said things like 'you're a funny, funny guy', and I believe this did improve our relationship, and things got better. But I never once shown approval or admiration for bad behavior (in one's case cussing, off task, disruptions, even disrespect). So none of this had anything to do with what the article is talking about. I could not do any of that without sarcasm.
