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Unformatted text preview: each goal is connected to a
different emotional response.
The value of identifying student’s goal for their misbehavior is that you
are better prepared to know how to respond. For example, if you know the student
has a power goal, then you realize that the student is going to try to engage you in
a struggle for power. You can minimize these attempts by staying calm in the face
of provocative behavior, providing the student with choices, and by helping the
student find constructive ways to be in control. This is how Arturo Romero works
with power students in his junior high music class.
• “When a student tells me he won’t do what I have asked, I like to give
them clear choices, but in a courteous manner. For example, ‘you may
do this now with me, or later in detention.’ When students tell me they
don’t want to do either, I remind them that that is not one of their
choices. I calmly repeat the choice, and tell them that if they cannot
decide, I will have to decide. It doesn’t always work, but it does
sometimes.” Although, there are specific interventions for each of...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08