Some of them could not help getting distracted or just did not understand what the teacher expected. Schools are now doing their best to improve their teaching strategies and the main reason why is because “no two kids are alike, not in their behavior, in their potential to learn, or in the way they will respond to a particular instructional approach” (Smith). With the education system doing their part to help kids instead of stamping them as a bad kid and disregarding them in the class room a better understanding of what a bad kid is not has come to life. The rest of society needs to jump on the wagon and redefine the term bad kid to a kid that knows the bad they are doing not one who does
Misbehavior, a traditional discipline word commonly was usually used to label the bad behavior of the child who needed to be punished for it. Mistaken behavior, however, is viewed as something that should be corrected through teaching not punishing. Misbehavior made by children tend to internalize negative labels on them. In contrast, mistaken behavior is used to describe the conflicts that children have during learning new skills, and it guide them to solve them and learn from it. The biggest difference between misbehavior and mistaken behavior is how the teacher look at it because guidance requires teachers not to see conflicts as misbehavior, but as mistaken behavior.
Marion (2011) defines challenging behavior as a stimulus that a child reacts poorly to, that in turn challenges the child’s parents or teachers to guide them in a positive manner. Current research indicates that children who have significant challenging behavior will have problems in school. They have issues with social skills, emotional control and language development. These insufficiencies contribute to the lack of skills to succeed in basic academic tasks such as reading (Coi, 1996). Traits that are often attributed to children who exhibit these traits are hyperactivity, inattentiveness and disruptive.
Failure to follow the rules leads to the punishment by parents and parents usually do not explain the reasoning behind the rules. Authoritarian parenting impacts not only on the current relationship between the parents and child but it also brings the long-term effect on emotional development of child towards the adulthood (Miller, 2010). According to Williams (2009), the authoritarian parenting style can lead to greater social withdrawal in children with low behavioral impulse and greater acting out behavior in children with high behavioral impulse. The externalization of anti-social behavior in children is linked with authoritarian parenting style as a result of low parental warmth, inconsistency and harsh discipline towards the children (Ehrensaft , Wassrman, Greenwald, , Miller, & Davies, 2003). According to studies (Asher 2006), the largest percentages 46% of parents or guardians of juveniles for felony offenses are identified most closely with an authoritarian style of parenting.
Children don’t know how to act when they are being mistreated by their authority. It can confuse the child when the person that is supposed to care for them and love them says just the opposite. The more negative comments the child hears, the more they believe them to be true and the more the child is damaged. Some parents may display more acts leaning towards active emotional abuse and some may lean more towards passive but none of the parents fully understand what affect they are really having on their
The children see failure as not being as smart as everyone tells them they are or simply stating the wrong answer to a question the teacher asks (Lahey). From creating this fear of failing comes the hatred of learning. Kids are beginning to learn that “mistakes are something to avoid” and as a result you have students who “are afraid to take risks, to be creative, [and] to be wrong” because they associate being wrong as being a failure (Tugend). Kids understand that mistakes will happen, and from these mistakes you should learn, but are being taught to try to avoid mistakes because it is too big of a risk for their grades and also other students and parent’s views of them. For example, in high-school students have the choice to take general, honors, or advanced placement classes.
Therefore; is disciplining the children the same as positive guidance? This review will consider these questions using literature from articles and research in early childhood education and special education. Teachers struggle when dealing with challenging behaviour especially when a child refused to listen but not only that they throw themselves on the ground, kicking and screaming. Bishop and Baird (2007) explain challenging behaviour from the children’s point of view as their way of communicating that something is not right with their experience using pain or distress. In addition, children with no self control, maturity, less understanding and don’t know how to express emotions appropriately or tiredness respond through challenging behaviour (Flicker & Hoffman, 2002).
In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again. Children do not act out because they are “bad.” They act out in the hopes of receiving some kind of response or reward. In the past, children who acted out were classified as “bad kids” therefore were isolated or punished and often wound up slipping through the cracks of the educational system. Recently, some teachers have been attempting to help the behaviorally challenged child.
For these students, the goal is the same, but they can not effectively learn without the help of educators. Learning disabilities alter how these students learn; therefore, the outcome changes. It becomes one of failure and frustration. The student with the disability fails, and educators become frustrated and discouraged. Learning Disabilities (LD) are hidden (obscure) disabilities that affect many people.
This inconsistency results in the child not being able to feel secure in the relationship (Boag, 2014). Children who are unable to develop secure relationships are taught that they cannot rely on people, and are therefore insecure in their interpersonal relationships. Cognitive theorists see personality disorders as developing from adaptive behaviors that they have formed that are considered over or underdeveloped in general society (Sampson, McCubbin, and Tyrer, 2006). In this theory people with BPD develop adaptive behaviors, often to inconsistent behaviors of parents (Reinecke & Ehrenreich, 2005). These adaptive behaviors are considered maladaptive, because they work to counteract the inconsistent behaviors of the caregiver, but do not work when the person tries to use them in their everyday life.