Which in turn resulted in the capturing of the House and Senate for the first time in forty years by Republicans. Brilliant indeed.
And at least when a Democrat was president the House and Senate Republicans remembered their principles.
The Manipulators...(K ROVE & GW BUSH)
I. BEHAVIOR:
Specific attitudes and actions of this child at home and/or at school.
Uses people.
Tries to get others to do his/her work.
Very persuasive.
Likely to be articulate.
Has leadership skills.
Often tricks people into doing something for him/her. Will use any means to manipulate others, including guilt, false compliments, and a pretense of caring.
Never admits to being at fault. Tries to place blame on others.
Rather than perceive the reality of the situation, believes that he/she is more intelligent and clever than others. In truth, has a false sense of superiority.
Not truthful.
Wants his/her way, and will do anything to get it.
II. EFFECTS:
How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation.
Others feel duped.
Teacher and classmates are often embarrassed.
Teacher becomes angry.
Teacher may tend to label this student as deceptive and untruthful, and respond accordingly.
Teacher may carry a grudge into every aspect of his/her relationship with this student.
Teacher may not realize the power this student holds and the impact he/she has on classmates.
An atmosphere of distrust and guardednes is created.
III. ACTIONS:
Identify causes of misbehavior.
Pinpoint student needs being revealed.
Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behavior.
Primary cause of misbehavior:
Power: The need for power causes this student to use people, and to feel a sense of accomplishment when he/she is successful.
Primary need being revealed:
Escape from Pain: Rather than be open and honest with people and take the chance of rejection, this student escapes the pain of rejection by manipulating others.
Secondary needs being revealed:
Status: This student wants to know he/she counts. The teacher must find positive ways for the student to count in the classroom.
Autonomy: This student manipulates in order to gain assurance of being his/her own boss, and of the ability to get others to do what he/she wants. Some positive way to demonstrate leadership is needed. This student will change the behavior if he/she finds’ something better.
Move closer to the student personally. This is the first step in getting the student to change his/her behavior.
Position yourself to counsel the manipulator privately.
Remember, this student will not listen to you unless he/she respects you. With respect, the student may do what you ask—even if he/she really doesn’t think you’re right.
Keep in mind that this student doesn’t see—or doesn’t want to see—what he/she is doing. Admitting what he/she is doing is even more difficult. Herein lies a clue to curtailing the behavior.
First, talk to the student gently regarding the fact that he/she is not learning how to do things. Talk about others getting ahead of—and outgrowing—him/her.
Also, talk to the student firmly about the fact that he/she is using people—and using them up. Let the student know that you don’t believe in using people.
Above all, talk about honesty. The manipulator is not being honest with him/herself or with others.
Make sure that doing for him/herself works for the student; otherwise, he/she will revert to manipulating. With counseling regarding healthy and honest leadership, this student will begin to change, but it will take time because he/she is lazy—and manipulation has worked so well. b Never pull away. Position yourself to counsel this student continuously.
Be firm, but take great care not to be dictatorial. All children need firmness and limits. However, they don’t need domination, and they will fight teacher domination overtly or behind the scenes. Students don’t learn anything from teacher domination—except perhaps to try to outwit the teacher. Efforts to teach acceptable behavior must promote self-discipline, which will eventually enable students to behave without constant supervision.
Don’t use bribes or promises to achieve control or ward off discipline problems. Such techniques may offer short-term relief, but are a sure way to create long-term problems.
Allowing students five minutes extra at lunch or recess, or promising no test or a class party if their deportment is without incident, only sets the stage for future problems and disrespect. Students will soon pick up the same techniques and apply them in their own lives to use people.
Remember, if you don’t care about this student, you are manipulating him/her.
IV. MISTAKES:
Common misjudgments and errors in managing the child which may perpetuate or intensify the problem.
Failing to realize that some kids are willing to be manipulated by this student.
Believing he/she is never on the giving end.
Trying to manipulate the student.
Getting angry.
Displaying sarcasm or vindictiveness.
Rejecting this student or saying we want nothing to do with him/her.
Failing to mold and develop his/her leadership skills.