Dilemma Commentary:

All areas of well-being, incorporating cognitive, spiritual, physical,

emotional and social is fundamental for individuals, with strong
connections between well-being and learning (Warren, Koen, &
Burrows, 2011; Saltzman, & Goldin, 2008), with Brownlee, Rawana &
MacArthur stating that schools play a significant role in addressing
childrens mental health needs (2012). During the time of my
dilemma before I started this topic, I knew that my students mental
health was lacking as he felt physically sick when he felt inadequate
in class. However I didnt know whether this behaviour could be
categorised, triggered, managed or effectively solved. Throughout
this topic my understanding has greatly changed, with the following
article a reflection of this knowledge developed, showcasing how
positive strategies could engage all students and promote a
psychology of success.

Shindler uses Levels of Classroom Behavioural Problems to identify

negative identity patterns, to then succeed with managing
challenging student behaviour (2010, p.272-273). In this case the
child from my dilemma Lee fit into the Level IIB category. Students
exhibit dysfunctional behaviour on a regular basis, having
developed a pattern of negative identity and an almost habitual
inappropriate behavioural cycle. An example of this in the classroom
was Lee refusing to do work he didnt think he was capable of and
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then disrupting others at his table. Robinson & Ricord Griesemer

state it is important to recognise the difference between a students
conscious choice and something strongly influencing his or her
behaviour of which he/she is unconscious and does not seem to be
entirely choosing (2006). Most concerning in this dilemma was Lees
deeply conditioned pattern of feeling inadequate at tasks, enough to
cause him to feel like he was going to be sick and as an ego
defence his refusal to participate at certain subject areas. He also
seemed to have a need for continual attention and support by his
Teacher, all behaviours he didnt entirely seem to be choosing.
Shindler has categorised Negative Identities with Lee portraying
actions characterising the Failure, helplessness, or self-sabotage
category. This portray students ego that says its easier to quit than
to deal with the pain of losing, with external reinforcement triggered
by comparison others, externalised locus of control and distorted
reality (Shindler,2010, p. 281). Shindler suggests that what stands
between a student and functional behaviour is the teachers ability
to help the student recognise and become conscious of the
dysfunctional conditioning within him/herself, and an intentional,
proactive, and positive mind-set are required to succeed with Level
IIB problems.

One of the biggest problems in my dilemma was taking effective

action in meeting this behavioural challenge, so that I could
facilitate functional behaviour and a more positive climate for this
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student. Shindler has developed steps for teachers and these

include acknowledging that I as the teacher have the ability to
change the pattern and that I dont portray disappointment towards
the students instead reinforcing that I like the student and believe
they can do better. As Lee could be categorised using the helpless
pattern student, Shindler suggests making a sincere approach to
find students interests and that as a Teacher I get his world, a
profound impact can be made when the teacher has a willingness to
narrow the gap between student-teacher. Incorporating this interest
into subject areas can result in engaging work to invest students in
tasks. Incorporating projects create a more concrete sense of
achievement, focusing on process and effort builds an internal locus
of control and incorporating problem-solving tasks reinforces that
success is a result of investment. Schindler suggests the
implementation of sound and functional contracts that include
logical consequences and the implementation of action steps for
cases in which students choose to violate their agreement to the
contract (Shindler, 2010, p.271). In the dilemma Lee had a
behavioural contract made by the Teacher, however I feel like if Lee
had more of an opportunity to talk about his behaviour and
consequences of negative behaviour, that he creates and signs, he
would feel more ownership and enthusiasm towards it. Using the
contract as more of a support tool towards anticipated benefits,
rather than focusing on punishment, can create a positive climate
towards behavioural change.
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In similar case studies to my dilemma, Brownlee, Rawana &

MacArthur have found that a strengths-based approach has been
beneficial when working with children who have behavioural issues,
which perhaps stem from self-esteem issues (2012). Using a
strengths wall in the classroom had a positive impact on children
reminding them on how they are positively recognised by their
teachers and peers, with this approach changing how students
perceived themselves. This approach also promotes transferring
strengths, in turn developing a life skill of resilience. This
perspective also aligns educations with parents and families, so that
working together using strengths to address behavioural issues
was facilitated (Brownlee, Rawana & MacArthur, 2012; Burrows
2014).
Self-esteem, achievement psychology, intrinsic motivation,
movement psychology, and success psychology all characterised by
similar fundamental concepts, that all lead to academic success.
Dweck suggests that future success is not determined by current
levels of talent or achievement, but a result of the cognitive
strategies an individual uses towards tasks (2000;2006), and uses
three factors to promote a success psychology. Dweck goes on to
explain how students have two views of intelligence fixed and
growth orientation. The first term describes people who believe
their intelligence is set, they are either smart or not, seeking tasks
that they are good at and avoiding others. Whereas the latter
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describes students who view intelligence as something that can be

grown overtime, as a learning investment. I believe in my dilemma
Lee viewed intelligence as fixed avoiding and quickly giving up on
tasks he thought was his weakness handwriting and English, but
being eager to show his knowledge in areas such as cars and to
show his strengths in playing basketball. So how could I as a teacher
help Lee to develop a growth orientated mind-set in the classroom?
Shindler suggests focusing on process, effort and encouraging
students to take risks and make mistakes. Shindler suggests
teachers also recognise what they assess, what teachers assess on
a daily basis defines the classrooms concept of success (2012,
p.131,132). Finally teachers should also help students stay in the
moment. This is a tool I believe would be particularly beneficial for
Lee, where the teacher encourages the student to focus on what
theyre doing and to enjoy the process, instead of focusing on past
failures. Dweck second factor a sense of belonging and
acceptance can be promoted in the classroom, with classroom
belonging and the sense of self and peer acceptance having been
shown to promote higher achievement (Dembrowsky 1990; Rhoades
& McCabe, 1992; Washinawotok, 1993). Lee didnt seem to have
many friends in the classroom, which may be lowering his perceived
self and peer acceptance. At times when he is talking to his peers,
he does seem more relaxed and stays in the classroom without
feeling sick for longer. Shindler suggests rotating assigning groups
so that students learn to rely on all members of their class, having
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zero tolerance for put-downs and using tasks where

interdependence are unavoidable (2012, p.134). The third factor of
success Dweck uses is an internal locus of control. An internal locus
describes students who feel like their destiny is in their hands
opposed to an external locus where students feel as if life happens
to them. Students with internal locus of control have been found to
have higher self-esteem, and consequently higher levels of
achievement (Shindler, 2012, p.136). In the classroom promoting
LOC involves giving students choices over that which affects them,
clear concrete specific assessment targets, giving students voice
and ownership of the classroom with the use of social contracts,
expectations and consequences.

This dilemma challenged me, as I realised I didnt have enough

research-based knowledge, and effective pedagogies and strategies
that could help the student in my placement class. However my
thinking and confidence has now changed throughout this topic. I
have learnt both about myself and about teaching strategies for
positive psychology.
I have learnt that as a teacher, my actions in everyday classroom
life is the biggest lesson I will teach my student, with how I act in
the classroom showcasing what I believe in, more than what I say.
The most important part of teaching is first and foremost developing
a relationship with students, that is respectful, open and
fundamentally caring for them. I have learnt that students will only
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learn when their basic needs are being met, and that as a teacher it
is my responsibility to facilitate a psychology of success classroom.
In regard to my dilemma I have broadened my knowledge on
negative identities and how these are developed and reinforced by
triggers, and become deeply conditioned patterns. I have also learnt
from Dwecks factors of success psychology about how growthorientated mindsets, caring classroom environments, and an
Internal Locus of Control, can also condition more positive
behavioural patterns. Similar strength-based approach strategies
showcasing how these provide evidence of their usefulness in the
classroom.

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References:
Burrows, L. (2014). Getting on the wave length in EDUC 3620:
Relationships for Learning, on 22 October 2014.

Brownlee,K., Rawana, E., & MacArthur, J. (2012). Implementation of

a strengths-based approach to teaching in elementary schools.
Journal of teaching and learning, 8(1).

Dweck. (2000) p.129

Dweck (2006) p. 129

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Robinson & Ricord Griesemer. (2006) (p. 273)

Saltzman, A., & Goldin, P. (2008). Acceptance & mindfulness
treatments for children & adolescents: a practitioner's guide.
Context Press, Reno.
Shindler, 2010.
Warren, J., Koen, S., & Burrows, L. (2011). Mental health and
wellbeing: educational perspectives. Shannon Research Press,
Adelaide.
(Dembrowsky 1990; Rhoades & McCabe, 1992; Washinawotok,
1993) *Shindler

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