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Strategies to minimise the effects of challenging behaviour
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Fields, Merritt, and Fields believe that if children are asked to complete activities that are not appropriate for their level of development or understanding then children may display challenging behaviours (2014). If teachers use the children’s interests and relevant experiences when they plan their teaching it ensures that what the children are taught is engaging, relevant, and meaningful, leading to less challenging behaviours (National Quality Standard, 2013).
A caring community will allow for the child to have many opportunities to collaborate with others and be autonomous. A caring community is an important aspect to preventing challenging behaviour, as children with a sense of connection to school are less likely to develop problem behaviours such as misconduct and rebellious behaviour, and develop their social skills and cooperative behaviour (Schaps, Battistich, & Solomon, 2004). According to Kaiser and Rasminsky, a caring community involves caring relationships between the teacher and child, teacher and group, teacher and families, and child with other children. For a classroom to be a caring community, it must meet the psychological needs of a child, which are autonomy, belonging, and competence (2016). It is essential to develop a caring setting with a sense of belonging to support positive
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By having positive relationships with teachers, children develop the ability to acknowledge, respect, and understand the feelings of others, which leads to less behaviour issues (Department of Education, Employment and Workplace Relations [DEEWR], 2009). Webster-Stratton agrees that positive adult-child relationships that are built on caring, understanding, and trust will facilitate the cooperation and motivation of children and increase positive outcomes at school (Webster-Stratton,
Moreover, the children who can effectively explore early social situations in school show signs of improvement begin and keep on benefitting from their social information and experience as they advance through primary and middle schools. The studies proposed that teacher-pupil relationships assume a critical part in affecting youthful children's social and enthusiastic advancement (Rudasill & Reio, 2010). In addition, children who had a safe relationship with their preschool and kindergarten teachers showed great associate communications and positive relationships with teachers and companions in primary
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
A family is referred to me because the parents have been using excessive punishment with their son and daughter. Whenever their children misbehave at school or at home the father beats them with a belt all over their legs and back and the mother does not beat them with a belt or other objects but she will slap them in the face if they are out of line or she will refuse to let them eat for a whole day if they do not do their chores or if they have a temper tantrum. The parents are wanting to change and find better ways to punish their children when they misbehave because they are at risk for losing their children to Child Protective Services if they do not change their forms of punishment. Both the Mother and Father were raised in a household where their parents used excessive punishment and they do not know any other way to punish their children. They also have no knowledge of the fact that they can change the behaviors of their children in a positive way by using the appropriate forms of extinction, punishments and reinforcements. I would then define, explain and give examples of extinction, punishment and negative reinforcement to the parents to make sure that this excessive punishments does not happen again. I would ask the parents what some of the triggers are and discipline problems that they are experiencing from their children to cause them to resort to using excessive punishments. I would then use those behavior problems such as temper tantrums and the children not doing their daily chores without being told to do so to be able to come up with an action plan to try and help the parents change those negative behaviors in their children in a positive way.
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them.
Because the beliefs, education and cultures of people vary so much, along with the age of the child, methods of child discipline vary widely. The topic of child discipline involves a wide range of fields such as parenting, behavioural analysis, developmental psychology, social work and various religious perspectives. Advances in the understanding of parenting have provided a background of theoretical understanding and practical understanding of the effectiveness of parenting methods.
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
The principles of relationship building with children are to make clear key points as understanding is the key aim of most communication. A good way to achieve this is to get the children to repeat back to you they key points you have made. In addition to this being considerate and trying to take into account what situations children maybe experiencing outside of school that could cause them to become stressed to even act out. Also being able to listen to what children are saying and being respectful by promoting the type of behaviour that shows courtesy and respect.
Lauren Ball EDUC 6482 Comprehensive Research Project Addressing Children’s Behavior Issues Parents and teachers work with children and students daily to guide them in being the best they can be! At times, these children and students can present challenging behaviors in which some parents and teachers may need some assistance or advice. With the collaboration of parents and teachers, we can work together to solve these behavior issues and effectively raise and educate respectful and responsible children. The first behavior that remains difficult for parents and teachers is bullying.
Social and emotional learning is defined by Zins, Bloodworth, Weissberg and Walberg (2004, p. 4) as ‘the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviours.’ Schools need to reflect and help in the social and emotional development of children to meet the expectations within their community. By integrating thinking, feeling and behaving it is possible to achieve these important life tasks.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.
During this semester in the course human development and learning, the class has been learning about a range of ways that children develop and learn. This also develops the understanding of the human growth process in terms of different learning styles and what teaching strategies can be used. Learning about a child’s learning in primary school is vital in being able to successfully develop a range of strategies to benefit both student and teachers learning. Communication strategies to support learning, strategies to support inclusive student participation and engagement in learning, and organisation of the classroom and providing directions to learners managing challenging behaviour are all significantly important to uphold in
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.
...child’s life play a huge role in their education but if a child can’t socialise with others, what then? Who they associate with and what happens around them, affects their learning. If something were to happen at home, it will be shown in their behaviour at school. If good or bad events happen to a student outside of school, then the child will express certain behaviour while at school. If something were to happen during their breaks that also, will affect the students learning. However this isn’t always the case. During my placement, I had a student who had a lot of troubles at home with family problems. He would act out aggressively, showing a very negative attitude at home but once he enters the classroom, you would never know what he is going through as he is always bright and always willing to learn. School can act as an escape from their problems in which
There are different environments within the school setting, all of which can have a huge effect on the children’s ability to, and not to, learn, grow and develop. It is important that all these environments are under constant development so that the children in the school may get the most out of their primary education before they proceed into high school. The school environments can be developed using different strategies which will have different effects on each child in the school. Therefore it is important that one cultural group does not get favoured more than the other. Three of the environments that I have seen in the primary school I have been attending (Berowra Public School – BPS) are: the social-emotional environment, developing positive learning relationships and building positive self esteem (Susan Groundwater-Smith, 2011).