Thrive 18 - The use of functional analysis to understand why students use vulgarities

Three-stage of functional analysis include (1) Events that trigger the (2) thoughts or emotions that resulted in the behaviour (in the use of vulgarities) and subsequences (3) consequences that follow.

This can be used by teachers to help students understand what is the trigger and how it can be regulated to prevent such behaviour and be very clear of the immediate consequences that follow and the immediate response. For example. A student may be asked to form into a group to discuss a topic and he felt that he is "out of place" in the group. Having the expectation that he had to deliver by the teacher, he became anxious and started to use vulgarities (not directed to anyone). If there is no response from the teacher, the students will not see that it is an issue. When the teacher use consistently, "this word does not belong here", the students can be trained to respond "I am sorry". Then, disciplinary actions should not be taken but discussion on the trigger and how to manage it should be performed instead. However, the frequency was to be recorded to track if the student improving in terms of his capacity to regulate and build an effective filter between the mind and the mouth.


In my observation, there may not be triggering event, it could be a coping mechanism that the students have under certain situations  or the show of power when with other friends.

Comments

  1. wenminMarch 14, 2022 at 5:47 PM

    Agree that such instances should be flagged without meting out formal punishments.

    I like the idea of building a filter between the mind and the mouth -- basically, students should be reminded to monitor their language use, and this process must be accepted by them as reasonable.

    ReplyDelete

Post a Comment

Popular posts from this blog

2024 Thrive 3 - Self-evaluation of sketching using pen

First lesson with 2I (80-min) 20 pax (10 boys & 10 girls) - The use of Ideo video as a resource to test current students' design capability through reflection was not carried out. It is more of checking for understanding rather than facilitating self-reflecting as a class community. If I were to do it again, how can self-assessment be better embedded in the activity and facilitated? How to design a worksheet that embeds self-assessment? You see what we draw so we can improve our drawing - use a pen not pencil. In my research in 2018, it appears that student improves their sketching faster when they sketch with a pen. Why? they can't erase. They dare to explore  (1) Diagnostic assessment of sketching. Students at this age can identify if their observation sketch is accurate. When they are directed to evaluate their first attempt of sketching from observation using rules (isometric or perspective rule). All followed my instructions to improve. However, a 3 uses correction ta...
Read more

My reflection with AI about the STEM project

 I have just completed a STEM workshop with my students. I would like to reflect about this workshop to any of you. ChatGPT That sounds great, Joon Yong! How did the workshop go? What activities did you and your students work on, and what were some key moments or challenges you encountered? 4o We are working on building a chair using a cardboard. The requirement is to be able to withstand three kilos of weight, and also have a leg that is 15 cm long. However, based on my knowledge about knowledge building, I decided for them to make a wheelchair that the humans can sit on. ChatGPT It sounds like you extended the challenge to make it more engaging and relevant. How did your students respond to the new requirement of designing a wheelchair? Did they come up with any innovative ideas or encounter any specific difficulties? 4o Indeed, the outcome surprises us. Everyone is game to attempt, and all the groups have come up with a real-size chat at the end of the day. ChatGPT That's impres...
Read more