The issue of supporting children with severe challenging behaviour has been an ongoing problem for Australian schools. Estimates of the problem vary considerably depending on stringency of criteria but prevalence rates in the range of 3% to 6% are commonly reported. One recent response to this problem in New South Wales has been to establish segregated schools servicing children with behaviour problem. Nevertheless, considering the reported prevalence rates, it is clear that the vast majority of children continue to be supported in regular classes.
The issue then becomes how can these children be supported in regular classes when their behaviours not only impede their learning but the learning of those around them.
It is important for the educators to ask why the student is misbehaving. There is always a purpose. Is it getting attention, power, revenge or feelings of failure? It's important to understand the purpose to readily support it. For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he/she is set up to experience success. Those seeking attention need to receive attention - catch them doing something good! Recognise it!
Avoid Power Struggles:
In a power struggle, nobody wins. Even if you do feel like you've won, you haven't because the chance of reoccurrence is great. Avoiding power struggles really comes down to exerting patience. When you show patience, you're modeling good behaviour; you ALWAYS want to model good behavior even when you are dealing with inappropriate student behaviors. Do you do this? A child's behavior is most often influence by your behavior, remember this. If you are hostel or mad when dealing - they too will be.
Do the Opposite of What They Expect:
When a child/student misbehaves, they often anticipate your response. Do the unexpected. For instance, when you see children playing with matches or playing in an area that is outside of the boundaries, they expect you to say "Stop", or "Get back inside the boundaries now!" However, try saying something like "You kids look too smart to be playing there" (or playing with matches). You'll quite surprise them. This is a little trick that works well most of the time. Say something positive first.
Find Something Positive:
For students or children who regularly misbehave, it can be very difficult to find something positive to say. Work at this, the more they receive attention for the positive things, the less apt they are to look for attention in a negative way. Go out of your way to find something positive to say to your chronic misbehaving students. Remember, these children often lack belief in their own ability. You need to help them see that they are capable.
Don't Be Bossy - This Too is Bad Modeling:
Bossiness usually ends up with students seeking revenge. Ask yourself, do you like being bossed around? Chances are that you don't. Neither do children. After all if you employ the strategies suggested here, you'll find that you won't need to be bossy. Always express a strong desire and strong interest to have a good relationship with the student/child.
Sense of Belonging:
When students or children don't feel that they belong, the result is usually the display of unacceptable behavior. Make sure the student has a strong sense of belonging. Praise the child's efforts to get along or work with others. Praise attempts to follow rules and adhere to routines.
Up, Down Then Up Again:
My favorite tip of all. When you're about to reprimand or punish a child. Bring them up first "Lately you've done so well, I've been so impressed with your behaviour' "Why today did you need to be involved with a 'hands on'". (Deal with the issue). Then end on "I know it won't happen again because you've been so good up until this moment. I have great faith in you." You may use different approaches but always remember: Bring them up, take them down, and bring them up!
In Summary:
Strive to create a positive tone. Research shows that the most important factor in student behavior and performance is the teacher/student relationship.
Students want teachers that:
The issue then becomes how can these children be supported in regular classes when their behaviours not only impede their learning but the learning of those around them.
It is important for the educators to ask why the student is misbehaving. There is always a purpose. Is it getting attention, power, revenge or feelings of failure? It's important to understand the purpose to readily support it. For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he/she is set up to experience success. Those seeking attention need to receive attention - catch them doing something good! Recognise it!
Avoid Power Struggles:
In a power struggle, nobody wins. Even if you do feel like you've won, you haven't because the chance of reoccurrence is great. Avoiding power struggles really comes down to exerting patience. When you show patience, you're modeling good behaviour; you ALWAYS want to model good behavior even when you are dealing with inappropriate student behaviors. Do you do this? A child's behavior is most often influence by your behavior, remember this. If you are hostel or mad when dealing - they too will be.
Do the Opposite of What They Expect:
When a child/student misbehaves, they often anticipate your response. Do the unexpected. For instance, when you see children playing with matches or playing in an area that is outside of the boundaries, they expect you to say "Stop", or "Get back inside the boundaries now!" However, try saying something like "You kids look too smart to be playing there" (or playing with matches). You'll quite surprise them. This is a little trick that works well most of the time. Say something positive first.
Find Something Positive:
For students or children who regularly misbehave, it can be very difficult to find something positive to say. Work at this, the more they receive attention for the positive things, the less apt they are to look for attention in a negative way. Go out of your way to find something positive to say to your chronic misbehaving students. Remember, these children often lack belief in their own ability. You need to help them see that they are capable.
Don't Be Bossy - This Too is Bad Modeling:
Bossiness usually ends up with students seeking revenge. Ask yourself, do you like being bossed around? Chances are that you don't. Neither do children. After all if you employ the strategies suggested here, you'll find that you won't need to be bossy. Always express a strong desire and strong interest to have a good relationship with the student/child.
Sense of Belonging:
When students or children don't feel that they belong, the result is usually the display of unacceptable behavior. Make sure the student has a strong sense of belonging. Praise the child's efforts to get along or work with others. Praise attempts to follow rules and adhere to routines.
Up, Down Then Up Again:
My favorite tip of all. When you're about to reprimand or punish a child. Bring them up first "Lately you've done so well, I've been so impressed with your behaviour' "Why today did you need to be involved with a 'hands on'". (Deal with the issue). Then end on "I know it won't happen again because you've been so good up until this moment. I have great faith in you." You may use different approaches but always remember: Bring them up, take them down, and bring them up!
In Summary:
Strive to create a positive tone. Research shows that the most important factor in student behavior and performance is the teacher/student relationship.
Students want teachers that:
- Respect them
- Care about them
- Listen to them
- Don't yell or shout
- Have a sense of humor
- Are in a good moods
- Let students give their opinions and their side/opinion
Bottom line: Good communication and respect between teacher and students works.
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