This document discusses personhood development, spiritual growth, and managing student behavior problems. It defines personhood as the sum of one's goals, values, personality, and skills. Spiritual growth involves developing self-identity and meaningful relationships. Psychological growth occurs through adapting to stressors. Student misbehavior can stem from emotional, social, peer, home, and learning issues. Common problems include absenteeism, bullying, and disruption. Teachers should use rewards, feedback, and behavior contracts to modify conduct.
This document discusses personhood development, spiritual growth, and managing student behavior problems. It defines personhood as the sum of one's goals, values, personality, and skills. Spiritual growth involves developing self-identity and meaningful relationships. Psychological growth occurs through adapting to stressors. Student misbehavior can stem from emotional, social, peer, home, and learning issues. Common problems include absenteeism, bullying, and disruption. Teachers should use rewards, feedback, and behavior contracts to modify conduct.
This document discusses personhood development, spiritual growth, and managing student behavior problems. It defines personhood as the sum of one's goals, values, personality, and skills. Spiritual growth involves developing self-identity and meaningful relationships. Psychological growth occurs through adapting to stressors. Student misbehavior can stem from emotional, social, peer, home, and learning issues. Common problems include absenteeism, bullying, and disruption. Teachers should use rewards, feedback, and behavior contracts to modify conduct.
This document discusses personhood development, spiritual growth, and managing student behavior problems. It defines personhood as the sum of one's goals, values, personality, and skills. Spiritual growth involves developing self-identity and meaningful relationships. Psychological growth occurs through adapting to stressors. Student misbehavior can stem from emotional, social, peer, home, and learning issues. Common problems include absenteeism, bullying, and disruption. Teachers should use rewards, feedback, and behavior contracts to modify conduct.
Personhood Development Spiritual Growth SELF-DEVELOPMENT
● Personhood - A spiritually mature person actively - Sum-total of the goals,values, rules you live honors all beings and recognizes we are Strategies for Self-Development by, your personality, character, knowledge all interconnected, diverse and unique. 1. Role Modeling Activities and skills - Spiritual growth is “the process of - Knowing and learning about people - The main goal of education should be to developing self-identity, nurturing who have personal characteristics, raise children to be very high quality people meaningful relationships with others life experiences, or interests similar and who have developed their KSAs, to and/or with a higher power, communing to our own. BECOME THE BEST PERSON THEY with nature, and recognizing 2. Affirmations and Gratitude COULD BE. transcendence and unity.” Activities - ARISTOTLE defined this unity called - Practicing the use of positive “man” as a “rational animal” (intellect and Psychological and Spiritual Growth statements and gratitude reflections will) - To be able to go inside and find our 3. Self-assessment Activities - ST. THOMAS. Self-knowledge is comfort within, one has to understand the - Useful in assessing our current dependent on our experience of the world psychological and spiritual blocks that strengths and challenges in order to around us (objects in our environment) “The keep one from recognizing one’s True gain insights into the best strategies things that we love tell us what we are” Nature and having one’s own personal for reaching goals spiritual practice. 4. Introspection Aim of Personhood development: - Self-observation and reporting of 1. A person is responsible for they become Key factors related to Spiritual Growth conscious inner thoughts, desires 2. A person can select what they put in our a. Halaga (Worth). Good behavior and sensations. “contemplation of heads (physical acts-kilos, basic one’s self’ 3. A person can control whom they become tendencies-hilig, habit-gawi) 5. Visualization 4. A person have the ability to become Transcendence, Relatedness to wilder world, - Imagining your best self or ideal motivated and committed to self-development Ethical living situation and setting goals for b. Asal (Good Manners). reaching that state. II. Psychological and Spiritual Growth - Relational standard or kapwa. 6. Coping skills Psychological Growth - Emotional standard or damdamin - Teaching students coping and - Psychological growth is associated with the - Moral standard/honor or dangal relaxation strategies need to accommodate a major stressor and Care and concerns for other, Social may be experienced as transformative. relationship, Increasing Complexity Growth is best understood as a systemic c. Diwa (Spirit). Inner force process of actively learning and adapting to Responsibility, Autonomy and individuation new ways to constructively function following a crisis (Tedeschi and Calhoun, 2004; Ungar, 2018) III. Management of Behavior Problems ● Non-compliance to school Center for Learning Disabilities (NCLD) requirements has conducted extensive research on this 1. Behavior. Any action or reaction toward ● Violating school rules topic ("The State of Learning Disabilities: internal/external stimuli ● Low Self-Esteem Understanding the 1 in 5"). 2. Behavior Management. Systematic and planned procedure and strategies aimed at Goals of Student Misbehavior 5. Teacher student relationship teaching and encouraging individuals to 1. Social and Emotional Factors - Research by Hamre, B. K., & Pianta, R. C. display appropriate and adaptive behaviors - Emotional problems can contribute to (2001) demonstrated that positive 3. Behavior Modification. Application of misbehavior. A study by Roorda, D. L., teacher-student relationships are associated learning principles to modify or alter Koomen, H. M. Y., Spilt, J. L., & Oort, F. with lower levels of disruptive behavior behavior, especially maladaptive behavior J. (2011) found that emotional problems in 4. Maladaptive behavior. Any behavior that is students were associated with disruptive 6. Cultural and socioeconomic detrimental to one’s judgment, well-being, or behavior in the classroom ("The Influence factors survival of Affective Teacher–Student - Socioeconomic status and cultural Relationships on Students' School background can be linked to student Engagement and Achievement: A misbehavior. The book "Savage Meta-Analytic Approach"). Inequalities" by Jonathan Kozol explores disparities in education based on 2. Peer pressure socioeconomic factors. - The influence of peer pressure on student misbehavior in schools. Research by Dr. 7. Attention-seeking behavior Roman in 2011, Results showed a - Attention seeking behavior is anything that significant positive relationship between a student does to deliberately draw peer pressure and adolescent misbehavior attention to themselves may be from in schools. his/her peer group or teachers in the classrooms. Being the center of attention is 3. Home environment a common desire for students, some more Common Student Behavior Problem in - A challenging home environment can than others. Acting out by making fun of Classroom contribute to misbehavior. Research by others, swearing, talking out of turn or ● Absenteeism Sutherland, K. S., & Oswald, D. P. (2005) simply being uncooperative are a few ways ● Bullying (verbal, physical, highlighted the impact of family factors on of students misbehaving in the psychological) students' behavior classroom,seeking others' ● Use of vulgar language attention.(Shamnadh, 2019) ● Dishonesty 4. Learning disabilities ● Disruptive behavior (e.g. - Students with learning disabilities may offensive/unrespectful comments or struggle academically, leading to behaviors) frustration and misbehavior.The National 8. Special needs Specific Strategies and Techniques for - Special needs can also be an important factor in Teacher misbehavior in classrooms. If a student is 1. Direct reward struggling with the work he is assigned or in 2. Report card the learning process, and the teacher does not 3. Corrective feedback manage to make it accessible, there is a high 4. Behavior contact chance that the students may tend to misbehave 5. Token economies in the class.
Goals of student Misbehavior
a. Power. - Student misbehaves in order to feel in control and powerful in class or school b. Revenge - Student misbehaves in order to revenge as a response to unpleasant experience c. Attention - A student misbehaves to get attention of teachers, parents, or other students d. Avoiding failures - Student misbehave to avoid a situation or experience that they think may lead to failure
How students age 12-17 learn
- They are able to connect what they are trying to learn with what they already know or have experienced - The subject matter is personally meaningful for them and thus motivates them to spend time and effort on it - Tasks are challenging, novel and relevant to their lives - Allowed to discuss and work with others - They are given guidance and feedback - Given multiple opportunities to demonstrate understanding and apply knowledge