What Does Conduct Have To Do With It?
The need to be understood, heard, appreciated, and acknowledges goes as far back as babyhood. A baby learns early on how to get attention by crying. Once that first cry has been tended to, the child now has a new comprehension that crying brings comfort, attention, and love. This behavior, later, turns into temper tantrums, misbehavior, and defiance.
We learn that attention is attention no matter how we receive it, whether it is with good or bad conduct. It makes no difference as long as the attention is on us. Unbeknownst to most parents, we ignore good conduct and pay too much attention to the bad. This situation also happens at school.
The well-behaved student is seldom rewarded for being a role model or appreciated for their commitment to shine as an overall good student; not just grades, but mannerism, politeness, and consideration to their fellow students, teachers, and the school. They become the invisible kids.
The focus is too often on the student that is out of line, not listening, and not doing as told. This student becomes the disruptive student and is blamed for distracting the class, slowing down the lesson, and taking away valuable learning time from the “good” students. The frustrated teacher entertains the disruptive students but creates fear, uncertainty, and withdrawal from the rest of the class.
A situation that teaches that you should be seen and not heard is not conducive to interaction, curiosity, flexibility, and individualism. We are telling students that they are not to have a voice of their own, or an opinion, or to be a willing participant in their own education formation and decision.
The Need For Independence.
The only way for a student to fall in love with learning is to engage them to the extent that they want to learn, want to understand, and want to figure some of it out on their own. The need for independence of a child also starts at a very early age. Once a baby learns that it can walk on its own device they refuse to be carried or have their hands held.
They want to continue experimenting on how this walking thing really works. Once they have mastered walking, they go straight into a sprint. This ongoing, “I can do it” mindset becomes the new factor in their personal development. Once they can take pride in learning something new and mastering it, they can then take personal responsibility for their accomplishments.
Feeling accomplished is a feeling that comes from deep within us and surges like a flame from our solar plexus throughout our entire body. We feel exhilarated, energetic, and alive. For the rest of our lives, we will continue to seek that feeling of euphoria that only happens when we pursue our goals and achieve the results we worked towards and attain.
- The Youth needs to know, understand and be able to navigate life; at home, school, and within society.
- They should know what choices they have and how to make decisions that will help them achieve their goals and desires.
- They must understand their responsibility to themselves, their family, community, and the world at large.
- They should know how to conduct themselves in their daily life to reach their full potential.
- Achieve their ultimate goal is achieving happiness, health, and a fulfilled lifestyle.
- They should feel prepared to follow their true path and desires.
- They should have a guideline to help them pursue their professional trajectory.
- Guiding them to have a big picture thinking of how to solve the day-to-day issues without becoming overwhelmed, confused, depressed, and stagnant with fear, doubt, and insecurity.
- How to live a balanced life, how to communicate with others, and how to establish their lives for growth, expansion, and an ongoing appetite for learning.
- Have an understanding that their daily choices affect each outcome in their future.
- Preparing the youth for a life of prosperity abundance, happiness, wellbeing, contentment, self-love, and peace.
- Guiding them to be the leaders and true contributors of a better future for all.