I have never met a person who is unable to tell numerous instances in school or university in which s/he was either intentionally or through ignorance was insulted, degraded, or emotionally assaulted. These memories are the often the basis of long-term simmering anger, hostility, or outright hatred.
These can cause what is called by Martin Seligman, “learned helplessness." The person believes s/he is powerless against a person, others, or groups that prey on her/him. or abuse their authority like a parent, sibling, or teacher. S/He develops a victim mentality and responds from that position. This can be a temporary or a permanent condition that can affect a person for a lifetime and colors the effectiveness of his relationships.
What makes this sad is that these events are preventable. The main offenders (or victims) can be noticed as early as preschool. This group more than likely have genetic or physiological problems that could be handled through proper medication and therapy. The others who show up later are usually caused through family, neighborhood, or societal events that foster antisocial behavior in them.
These behaviors can and should first try to be modified in the schools and families. Later they need to be dealt with through other social institutions such as police, probation, or social services - not in the schools! It takes knowledge, will, and courage to do it.
The Virginia Tech catastrophe is an obvious result of not heeding the indicators early in the life of the “helpless" who then strike out to feel “in control." All humans have times when they have felt helpless, but most have more times when they are to various degrees in control of their lives and so do not need to act out antisocially or destructively.
When you listen to a student you instantly make a generalization, an assumption about whether this is a REAL injustice, a ploy for attention, or a delusion, which to you is a false belief with little evidence of injustice. To him it is not delusional, but real and you need to listened to him.
Teachers would tell me that they don’t have time to find out which it is or do anything about it. You may think it’s due to NCLB, which has worsened it and given teachers a legitimate reason not to take the time, but I have seen this attitude since 1958! And it’s not just the high school teachers who are content-oriented, but even primary teachers. They believe it is their job to teach skills and content and “good," read socialized, docile behavior should be taught at home and in the churches.
New teachers often go into shock when their idealized image of a class is destroyed as they try to teach specific skills and content without dealing with the emotional needs and problems of students who don’t want to learn what is being offered, don’t see any use for it, have problems in learning, or are coping with serious situational problems that make learning their times tables irrelevant.
I find the idea of keeping any 20 to 40 humans constantly ENGAGED and attentive hour after hour for six or more hours every day totally ludicrous. To expect the youngest ones to do so, I find impossible and downright CRUEL!
In order to do so, the administrators and teachers are forced into using increasingly coercive measures. This is done using exactly the same philosophy and psychological techniques that B.F.Skinner used in conditioning pigeons to play ping pong. It does work! The question is - what are the negative effects of it on humans? Two effects are either outright defiance, which is usually dealt with or simmering anger and hatred that isn’t faced and can conclude with volence. The latter also has many indicators, but they are ignored.
I used coercion too because it is impossible to keep a teaching job without “controlling" the students. I used raw fear, physical force (one swat on the butt), and emotional intimidation. I also believed, as many do now, that “persuasion" was superior. I rewarded “good" behavior by compliments on everything they did and said, gave stars, elevated their grades, and generally was their “friend."
This worked because I did so many fun things with them that are missing today. I played various sports with them during recesses, lunch, and after school. Daily or frequently I had music, art, physical education, drama, dancing, and I read to them.
Most importantly, from 1961 I began to develop individualized instruction so that I made time to be with, to interact with each student so I knew who he was and what his abilities and dreams were. (I’ll be explaining how in later topics.)
I finally created a system in which I managed to teach any class the basic skills and mandated curriculum content in the context of SHARED POWER. I still used coercion and persuasion at times with the class or specific students, but more and more we NEGOTIATED compromises so that they had increasing power and control of what they did and when they did it each day.
This gave me the time to respond to any immediate crisis, but more critical is that I planned activities that dealt with the issues that concerned them. We discussed and dealt with our feelings about racism, sexism, physiological differences, family problems, and our deepest fears of death and being insignificant.
I ignored PC thinking (to the detriment of my career and advancement) and honestly shared what I believed. and felt. I always gave the reasons for and explained other viewpoints to give balance. This allowed them to tell their previously forbidden thoughts and we found our common humanity. This built incredible trust and rapport and I knew those who were and would be more dangerous to themselves and to others others. Most of those I helped, but some I couldn’t help in the context of a classroom. (My Satellights program is one way to get them off campus, but still work with them.)
Many that I referred were given no further help and some ended up in jails or mental institutions. I had an advantage since I was a psychologist and a teacher, but my books explain how any teacher or parent can be more effective.
Teachers need more training to be better listeners and observers and to document their observations. Each student should have an electronic portfolio that demonstrates what they have learned, but also their writings and behaviors. If this is done the Cho’s in schools will have been spotted by someone. Help will be offered early enough to end his feelings of helplessness and to, deal with the real injustices done to him before they become delusinal and dangerous.
» left by Mohan from India (1 year 172 days ago.)
Inaction on the part of administrators has a direct bearing on disclosures in any organisation. A teacher can be expected to only teach and teach well without discrimination. No sooner any ugly incident happens on the campus, people rush to advise and deliver sermons on the duties of teachers. Student behavior inside the class is generally different from that outside the class. No college can afford to employ detectives to check on students. Nobody can conclude a dull student may one day turn into a criminal or a threat to society. On the other hand it is better to spot students who misbehave with others, have bad habits, use foul language etc. They are the ones who will make a Cho to turn into a terrorist. Respond to this comment
» left by Avis Ward(8,248) Avis Ward (1 year 168 days ago.)
Dr. Rose, you've written an excellent article. You did not cast blame but offered insight to the skills a teacher should have as an educator. I agree with those who said parenting isn't an educator's responsibility but a desire for personal excellence always demands going above and beyond our job descriptions. You maintained controlled and used techniques that worked. You made friends, had fun and made the students know you cared and they mattered. I am not an educator but have been on the preferred substitute teacher's list because the students requested me. What you've written about is exactly what I did. I haven't a degree in Psychology but I have a heart that cares about others. I will pass your article on to others and at least recommend your books. If they can be used in my organization, you will hear from someone. Thank you for an incredible read and perspective. Respond to this comment
Was this article helpful to you? Leave a Public Comment or
Question:
This Article has been viewed 89
times.
Article added to SearchWarp.com on Sunday, April 22, 2007 View other articles written by Robert Rose(163)
If you found this article interesting, you may want to check out:
Disclaimer: All information on this site is provided for informational purposes only! By no means is any
information presented herein intended to substitute for the advice provided to you by any health care or other professional
or organization.
