Richard D. Solomon, Ph.D.'s Blog – January 2010 Archive (4)

For many years teachers and researchers have been studying the complex problem of understanding student misbehavior in school. There is an increasing body of evidence (*Solomon & Solomon, 2008) that suggests a student’s disruptive behavior is related to three key classroom variables or conditions:



1. The negative thoughts and feelings that dwell within the student. (e.g. I’m having a miserable day, and I’m going to make certain that everyone else in class has a miserable day as… Continue

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach*



The interpersonal approach, the third dimension to understanding student disruptive behavior suggests that many youngsters naturally acquire anti-social and irresponsible behavior through rewarded peer socialization. Many of these youngsters do not have positive role models in their daily life to imitate. Therefore, the interpersonal approach advocates that… Continue

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*



The intrapersonal approach, the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of… Continue

Dimension One: The Group and Community Building Approach to Understanding Student Disruptive Behavior*



Many of our public and private schools are under siege with our students and teachers fearing for their safety and security. It seems each day we learn about new acts of violence, vandalism, sexual harassment and drug dealing that are occurring within some of our public and private educational institutions. In response to this new form of domestic school terrorism, some of… Continue