As teachers, we constantly need to ensure that our students are learning the correct values but on the other hand we were taught not to judge a person based just on his/her behaviours.
However, if a person did something wrong once, twice and over again - that behaviour would become a habit. With one bad habit, the person picked up another and then another, soon these bad habits would form the person’s character.
How should we approach behavioural issues?
According to Kerry Patterson in the book: Crucial confrontation …, there is a systematic approach – think CPR.
- C: The first time you encounter the bad behaviour, talk about the Content. Eg “You were late from class and missed the important part of the lesson. …”
- P: The next time, talk about Pattern. Pattern issues acknowledge that problems have histories and histories make a difference. Eg “This is the second time you were late from class. You agreed it would not happen again and I am concerned that I cannot count on you to keep your promise. …”
- R: Future occurrences of the problem have an impact on Relationships. The focus is now on us. The attention has shifted from disappointing performance to the effect on the relationship. “Ah Meng, I don’t like how this is affecting how our relationship as teacher and student. I am afraid that I may not be able to trust you to follow through on your commitments. …”
By communicating the correct issue and not going back to the same content over and over again, the authors believe that our performance will improve.
Let us give it a try!
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