ERIC Number: ED497586
Record Type: Non-Journal
Publication Date: 2007-Aug
Reference Count: 0
Understanding and Managing Student Hostility
Keener, Sally; Leaman, David R.
National Middle School Association (NJ3), Middle Ground v11 n1 p22-23 Aug 2007
Conscientious educators grapple with the challenge of teaching all students, including emotionally troubled, high risk students. The general expectation is that teachers should know how to reach and teach every student--even the most irritating and obstinate child. To do that, teachers must be able to identify basic psychological factors of emotionally troubled children and choose actions that help solve problems rather than make conflicts worse. Keener and Leaman discuss emotional dysregulation, a mental-health term applied to people who have trouble managing their emotions in a way that is considered "normal." Such students have difficulty exhibiting and maintaining appropriate classroom behavior, which in turn hinders their learning capacity. Often, anger is the overt expression of a deeper emotion that the student feels, but does not recognize or is not able to verbalize. It is easier for students to show anger than to express these deeper emotions, which may be hurt, fear, helplessness (inadequacy), and guilt. When something in the classroom taps into one of these four emotions, the student who lacks emotional regulation skills is likely to exhibit anger. Understanding the whys of student behavior will help teachers shed preconceived notions that the misbehaving child is purposefully acting inappropriately to irritate or humiliate the teacher and derail the classroom. Understanding causes will help educators respond with strategies that will both manage the situation and best serve the student.
Descriptors: Student Behavior, Teachers, Anxiety, High Risk Students, Psychological Patterns, Emotional Intelligence, Interpersonal Competence, Access to Education, Emotional Problems, Behavior Problems, Coping, Fear, Goal Orientation, Success
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Publication Type: Journal Articles; Reports - Descriptive
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