What? But why?

Application and Exercises Question 2 from Allen F. Repko’s “Introduction to Interdisciplinary Studies. Details about Textbook Here!

When I was in elementary school, there was a student in my class named Connor. He was always jumping around on the desks, interrupting the teachers, and sometimes he would even just get up and leave. All six years that I was in school with him, he had the same behavior. And throughout the years, many people had completely different ways of looking at why he acted this way.

First, there is the perspective of the teacher. Throughout the years, my teacher would constantly try to punish him or stop him from continuing with his behavior. When he wouldn’t, she would send him to the principal, and let the rest of the class know that he was a “misbehaving child.” And that was constantly the norm of the classes I had with Connor. He would act up, and the teacher would send him away.

Once Connor has started getting older, about third grade probably, he started meeting with our guidance counselor every week. Now although I was very young at the time and did not know this for myself, I can imagine that she and Connor talked each week about his actions and why he made them. The guidance counselor (or any other therapist/doctor in a similar situation) could have possibly seen his behavior as far deeper than the teacher had seen.

Now, who was right? The teacher? The guidance counselor? Unfortunately for me, Connor moved school right after the fifth grade, so whether or not his behavior changed and why, I do not know. But, I do know that every person that came in contact with him had a completely different thought as to why he might be acting that way. It is important to notice all of these different perspective, and hopefully by seeing as many as possible, it will be easier to find a positive outcome.

What do you think? Share in the comments below!


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