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Date Posted: 20:14:35 01/31/07 Wed
Author: Kelly Folsom
Subject: Article from 1-25/Behaviorism

After reviewing the article included on the CD from last week I began grappling with one of the solutions to help teens transition into adulthood. The article suggests setting clear boundries of what is negotiable and what is non-negotiable. Many of the students I work with seem to think everything is negotiable (uniforms, homework, what we do in class, their grade, etc.). I think this is healthy in many ways. They are questioning the status quo and authority...pushing for change developing a voice. However, they are not always adept at knowing when negotiating is acceptable and when it is not.

One of my jobs as a teacher is to set those boundries, and help students become better at being engaged in these actions.

I believe that adolescents have probably challenged the status quo and their parents throughout history (rock-and-roll, OH MY) and have encouraged many changes. Perhaps we challenge things more today because of things like Vietnam and Watergate or simply things in our own lives?

Questions I am still grappling with:
Where and how does this behavior develop (parents, friends, teachers, society, Woodward and Bernstein, a combination of everything?)? What motivates these actions (a desire for less work? self interest, delay, need for attention, desire for power, leadership?) Is it more of a positive or a negative act?

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Replies:

[> Re: Article from 1-25/Behaviorism -- Nick Pellegrin, 21:27:34 01/31/07 Wed

I wanted to comment on Kelly's comments. I too find that my students and players always want to question me. It often seems as though nothing is unquestionable to them. However, I do believe some things have been made clear to them. For instance, cursing or disrespect in the classroom. It often seems that what I say is less important than how passionate I seem to display my emotions about the subject. They do not question something that I really "deliver" (i.e. the word "stupid" is not tolerated in my class...they get it).
What I worry about/ponder is that it seems as though this direct questioning of the authority figure has increased since my high school days (5 years). I too wonder what the biggest factor to their questioning is...I'd venture a guess at how the adults in their everday lives handle situations and authority. I think they copy this...I've noticed this from parent-teacher conferences.


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[> Re: Article from 1-25/Behaviorism -- Evelyn Moore, 21:40:23 01/31/07 Wed

REGARDING YOUR QUESTIONS
>
>Questions I am still grappling with:
>Where and how does this behavior develop (parents,
>friends, teachers, society, Woodward and Bernstein, a
>combination of everything?)?

Do you not believe that Woodard and Bernstien werein search of truth? Students today are not interested in truth as they are interested in self fullfilment. Even the flower children has a mission or a purpose behind the their maddness.

What motivates these
>actions (a desire for less work? self interest, delay,
>need for attention, desire for power, leadership?) Is
>it more of a positive or a negative act?

In times past there were struggles against what was right and what was wrong. Today there is on the struggle, when you ask the youth today, what was the purpose behind their action all you get is a stare or a shrug. Today's youth are not able to articulate the "WHY" of their actions.


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