Reasons For Revenge In School

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The third reason is revenge. These students are the ones who often get sent to the principal’s office for being violent, threatening other students and teachers, lying or blaming others. It is important to note that this behavior is not often the primary tactic, a student will seek revenge after other forms of negative behavior didn’t get their needs met. This type of student feels so unloved (often beginning in their home life) that they feel the only way to get a reaction is through a painful one (1).
Children who fall under the revenge category usually find their place among the students by being disliked and even hated. It may be said that failure has made them give up trying for attention or power and they set out to get even. A feeling
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They genuinely believe that they are not intelligent; therefore, they don’t feel they have the tools needed to operate well in the classroom. They frustrate teachers because they are often capable of handling their schoolwork successfully, but they do not. Children who feel inadequate may use excuses such as, “I just couldn’t do the homework”; or “I am dumb,” are a cop-outs, but in reality, these students actually feel like they just can’t succeed in school. These types of children use inability, real or assumed, to get out of participating often due to lack of self-confidence (McDougall, D. and Zuna, N., 2004). The way that the Two-by-Ten relationship strategy can benefit these students is by offering them expectations alongside positive affirmation which will build their confidence. During the ten consecutive days, the teacher and student will have the opportunity to get to know each other better in a one-on-one setting. The student will start to feel cared for and from here the teacher can show them that he or she believes in them. The student will be more receptive to the expectations if the teacher offers affirming words showing the student that it is believed that they are intelligent and have the potential to meet the expectations set out by the teacher. Once this is understood, the once disrespectful child will start to realize that there is no more need for low self-confidence …show more content…
He documented a variety of student disturbances including the times when students were both in and out of their seats and the different types of unwanted student behavior. After a variety of observations, Wlodkowski came up with the Two-by-Ten strategy. His findings were striking; there was an 85% improvement in individual student behavior. Along with this, he found that the behavior of all the other students in class improved as well (Watson, 2014).
Many teachers throughout the United States and Canada have utilized this targeted relationship building tool and found similar results. Their worst student became a partner in the class when they created a special connection with the disruptive student. Allen Mendler, another author of ASCD stated that, The Two-by-Ten is “one of the most powerful relationship-changing strategies I know.” Some people may say that it seems illogical to give the students who clearly deserve the strictest consequence the most attention, but the fact is that these are actually the children who most need a affirmative and personal relationship with the teacher (McKibbin, S. 2015). One teacher in San Jose who uses the Two-by-Ten strategy said, “Not only does it help with the toughest students, but also it helps the teachers remember their humanity as they attempt to survive and thrive in the classroom” (Helker, W., & Ray, D. ,

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