Teaching with awareness: The hidden effects of trauma on learning. Clearing House, 82(3), 119-123. Sutherland, K. S., Conroy, M., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach.
Often, their education is disrupted by family violence and they start having problems concentrating at school and with truancy. Most are underachievers as a result of low self-esteem which leads to low participation in class or other school activities (Children's Services Plan). Children of family violence also have many interpersonal problems. They usually assume the victim role. Weak and unhealthy relationships are frequent in adults that grew up in violent homes.
Divorce also hurts a child’s academic achievement. Children whose parents divorce generally have poorer scores on tests and a higher dropout rate. (3) Children react differently yet similarly in divorce. Every child caught up in the distress of divorce has a hard time coping with it and imagining their life without a parent. Their anxiety levels peak as they feel they are going to be abandoned.
Psychology in the Schools, 37(2), 149-156. Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: a class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School of Psychology Review, 37(3), 315-332. Wheatley, R., et al.
(Hunter, 2012). Statistics show that 10% of students who drop out of school do so because they have experienced repeated bullying at school (Hunter, 2012). Prior research indicates that bullying causes students to disengage in school (Hoover & Oliver, 1996). Bullying often causes students to become angry and hurt, and experience low self-esteem and even depression (Banks, 1997). Many students experience problems with academic performance, interpersonal relationships and physical and mental health as a result of bullying (O’Brennan, Bradshaw, & Sawyer, 2009).
ADHD is most commonly treated with medication, classroom behavior interventions and parent training (Barkley & Mash, 2009). Main behavioral concerns ADHD comes along with many behavioral concerns. The disorder-related syndromes are associated with a variety of problems, including cognitive deficits, poor academic performance, and impairment in social functioning (Chiao-Ling, Yu-Kai, Yuan-Shuo, Chia-Hao, Chung-Ju, & Tsung-Min, 2013). Cara is disorganized and losing her homework which is affecting her grades. She is often blurting out in class and is very fidgety which tends to annoy her classmates.
The damages can cause achy muscles, headaches, and trouble sleeping. These victims are suffering and have not had justice they deserve. These damages can be a hindrance on their life today, and the years to come. The physical damages bullying can cause are evident. Students everyday miss school due to bullying.
Many children come to school with behavior problems that impede their learning and disrupt the learning of other children. As early as preschool as many as twenty-five percent of children demonstrate problematic behaviors which place them at risk for future negative school experiences (Conroy, Sutherland, Haydon, Stormont, Harmon, 2009). These children exhibit aggression, defiance, bullying of others, poor work habits, and acting out in class. Many teachers feel frustrated as they spend the majority of their classroom management time on the same few children each day. Researchers (Conroy, Sutherland, Haydon, Stormont, Harmon, 2009) suggest that around 70% of behavior management time is spent on the same 20% of student.
Social, educational, and physical changes can put a lot of stress on middle and high school students, which is why these years are usually regarded as the worst for students. It is not uncommon for students to lack the motivation that is necessary in order to succeed in school. Students spend the majority of their lives in school, so if they do not have the desire to succeed, then they are putting their futures in jeopardy. During these years, students begin to shape their new identities, which will continue to form as they become adults. It is normal for adolescents to experience confusion and rebel against the norms of society, which is something that middle school and high school teachers should expect.
According to Sontag (2009) being able to explain how students learn take teachers is a critical step that an educator must make in order to be able to help students learn. By understanding the mechanism involved in the transfer of information from the lesson to the student, teachers would be able to modify the learning environment and their own teaching ... ... middle of paper ... ...al psychology in context: readings for future teachers. Sage Publications, 44. Sontag, M. (2009). A Learning Theory for 21st-Century Students.