I Learned Chapter 2 of The Power of Guidance

Chapter 2- Misbehavior or Mistaken Behavior?

I learned from this chapter the distinction between misbehavior and mistaken behavior.
Misbehavior carries a moral judgement about the behavior and about the child. Mistaken behavior
reminds us that the child is learning, that we are learning, and that the learning process involves
mistakes. The chapter takes a firm stance in offering these concepts not just as different terms for the
same notion, but as very different things altogether. Im inclined to agree with the chapter.
Misbehavior most often leads to punishment rather than positive, constructive discipline and
guidance, which has negative effects on the dynamic, the classroom, and the child. It causes us to
label children as good or bad, making the bad child the unsolvable problem and ending the process.
Mistaken behavior leads to understanding, guidance, problem solving.
The chapter puts forth three levels of mistaken behavior (p 14-16):
3. Strong-Nees Mistaken Behavior: motivated by an inability to cope
with problems resulting from health conditions and life experiences,
a child enters into a survivor mode.
2. Socially Influenced Mistaken Behavior: motivated by a desire to
please and identify with significant others, a child enters an adjustor
mode.
1. Experimentation Mistaken Behavior: motivated by a desire to
explore the environment and engage in relationships and activities, a
child enters an encounterer mode.
The chapter goes on to clarify that behaviors can appear similar but differ in motivation and therefore
level. Its necessary for teachers to be very observant and careful to categorize them appropriately.
The most important thing I gleaned from this chapter was regarding intentionality.
Misbehavior is often attributed to intentional acts, while only accidents are considered mistaken
behavior. Mistaken behaviors include both accidents and intentional behaviors. Even if you want to
call it all misbehavior, it includes both accidents and intentional behaviors. One of my favorite
statements from the chapter was, Even the mistaken behavior of aggression is a non-verbal request
for assistance, not a situation requiring punishment. I often find myself telling or reminding people
that children havent learned how to communicate and express themselves or to meet their own
needs, which often results in non-verbal attempts to communicate, which, in turn, often manifests as
a mistaken behavior. One of the closing statements of the chapter was, A premise in the use of
guidance is that even willful acts that are done on purpose still constitute mistaken behavior. (17)
The best part of the chapter is the final sentence: The adult who is able to approach children as
worthwhile individuals who make mistakes is in a philosophically strong position to assist them with
healthy personal and social development. (17)