w8 managing difficult behaviour w8

7/28/2019 w8 Managing Difficult Behaviour w8

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MANAGING DIFFICULT

BEHAVIOUR


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Introduction There are moments when in classrooms,

disruptions occur and things get out ofcontrol.

Problem behaviour can take many forms.

Paul Waddon and Sean McGovern listdisruptive talking, inaudible responses,sleeping in class, tardiness and poorattendance, failure to do homework,

cheating in tests and unwillingness tospeak in the target language ( Waddenand McGovern 1991).


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Introduction In some contexts, might add, behaviour

such as insolence to the teacher, insultingor bullying other students, damagingschool property, and refusing to acceptsanctions / punishments.

Indisciplineddepends on what countsas well-ordered or disciplined classroomfor the individual teacher. (Brown and

McIntyre 1993:44). Need to know why it occurs, how we canprevent it and what to do if it arises.


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WHY PROBLEMS OCCUR?

Can stem fr students reaction to

teachers behaviour / fr other factors,insideor outside :

1. The family experience with the familyhave a significant influence on theirattitudes to learning and to authority.

Indiscipline have been traced back to adifficult home situation.

Learning attitudes to English, to learning ingeneral can cause students to behaveproblematically.


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WHY PROBLEMS OCCUR? Children need positive attention and

support from their parents.

If there are not enough positive

interactions with parents , children may act

up in order to gain attention and controlover others.

Poverty, marital problems, learning

difficulties, and other stresses may leadchildren to act out.


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WHY PROBLEMS OCCUR?

2. Education previous learning

experiences affect students behaviour. Students are influenced by what went

before and their expectations of the

learning experience can be coloured byunpleasant memories or by what they

were allowed to get away with.


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WHY PROBLEMS OCCUR? 3. Self-esteem very important if effective

learning is to take place. May result fromteacher approval, fr students peers or asa result of success.

A lack of respect from teacher or peers orbeing asked to do something where theyare almost certainly bound to fail, canmake students feel frustrated and upset.

Disruptive behaviour becomes an option,impress peers and force teacher to takethem seriously.


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WHY PROBLEMS OCCUR?

4. Boredom If students lose interest in a

task or topic they are likely to misbehave.

When pairs or groups finish early and are

left unattended , boredom may lead to

disruption.

If topic / activity is inappropriate, students

sometimes show their lack of interest by

behaving badly.


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WHY PROBLEMS OCCUR?

5. External factors some external factors

may affect students behaviour too. If they

are tired, hungry, they will not be able to

concentrate. Classroom , too hot / too

cold ss being too relaxed / nervy.

Discomfort leads to disengagement. Noise

fr outside the classroom can impact badly

upon students concentration.


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WHY PROBLEMS OCCUR?

6. What teacher does a lot depends on

how we ( as teachers) behave in class,especially when problem behaviour first

takes place.

Ss whose selfesteem have beendamaged by the way we discipline them

are likely to be badly behaved in the

future.


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WHY PROBLEMS OCCUR? 7. Temperament some children are born

with the tendencies to be intense andnegative in their moods. Such

temperamental tendencies may set the

stage for difficult behaviours later on.


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WHY PROBLEMS OCCUR?

8. Learning difficulties Some problems

such as attentiondeficit / hyperactivity

disorder (ADHD), are often the result of

difficulties in the way certain areas of the

brain function.

Impulsivity and problems with self-control

can often cause problems at home, in

school or in other areas of a childs life.


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WHAT HAPPENS ? Difficult behaviours create problems for children

themselves as well as for those around them.

Difficult behaviours often include Temper tantrums

Physical aggression

Verbal aggression

Defiance

Irritability

Impulsivity

Restlessness Hyperactivity

Self-control problems


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WHAT HAPPENS ?

Difficult behaviours may also be

accompanied by signs of low self-esteem,

discouragement and sadness.

Some show these reactions quite

frequently and with intensity, causingsignificant problems for themselves and

others.


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HOW TO PREVENT? 1. Creating a code of conduct

let students know where they stand.

Establish a code of conduct.

Include students own opinions in the code.

produce a chart which says, As your teacher / alearner I expect ,As your teacher/ a learner, I

will This document can be put up on the class

noticeboard for all to see. Students are to abide

by the rules and norms which they themselvesagreed to.


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HOW TO PREVENT? 2. Teachers behaviour may sometimes

be the cause of disruptive events, so theway we teach and the relationship with

students , can help to prevent problem

behaviour. Maintaining ss interest and relating to

them in appropriate ways is the key.

i) interest and enthusiastic--- ss who are interested & enthusiastic

do not generally show problem behaviour.


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HOW TO PREVENT? --plan classes with flexibility & variety. Engage

ss in reading & listening text before giving

detailed work,introduce topics relevant to the ss.

Ss can be engaged by Ts energy & enthusiasm.

ii) Professionalism ss generally respect

teachers who show that they know what they aredoing.

-- evidence: invested time in thinking about &

planning our lessons.

Professionalism means practising what we

preach.


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HOW TO PREVENT?

iii) Rapport btw Ts & Ss listen to what

they say with interest, look at them when

we talk to them, respond equally to ss

infront and at the back of the class.


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WHAT TO DO? SOME GENERAL GUIDELINES.

1. Act immediately.the longer the behaviour is left unchecked, the more

difficult it is to deal with.

=>immediate action=> stop taking, pausing& looking at

the ss in question. Sometimes requires strongeraction.

2. Focus on the behaviour not the ss.

do not humiliate an uncooperative ss. It is thebehaviour that matters ,not the ss

character.Treat the individual fairly, notoverracting, nor making light of the disruption.


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WHAT TO DO?

3. Take things forward.

think carefully before we respond. better tobe positive than negative. More effectivefor teacher to say Lets do this than

Do not do that Taking things forward is better thanstopping them.

In extreme cases, change the activity inorder to take out the steam from thesituation.


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WHAT TO DO?

Other ways => reseat ss. Separate themin an effective way, ss will calm down and

the problem behaviour dies away.


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WHAT TO DO?

4. Reprimand in private appropriate todiscuss their behaviour in private, and talk

about how to improve it.

Eye-contact is important when dealing with

individuals in class.

Dealing with indiscipline is often a matter

of pastoral care, helping ss to recognise

the problem behaviour and start to find a

way towards changing it.


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WHAT TO DO? 5. Keep calm. Teachers who shout to assert

authority appear to be losing control.

Shouting raises the level of overall noise in theclassroom.

More effective to approach the ss who is

disruptive and speak more quietly. Teachers have reported the benefits of restoring

order and/ or silence by either speaking veryquietly to the class as a wholeso that ss have

to stop talking in order to hear what is going onor by raising a hand , having previously agreedwith ss that they are expected to do so.


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WHAT TO DO?

6. Use colleagues & the institution consult

our colleagues, asking them for guidance.

When problem going beyond control,

speak to coordinators, director of studies /

principals.


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WHAT TO DO?

7. Remove the disruptive ss from their

audience and give them time to calmdown.

8. Quickly try to calm the situation and

then at a later stage reflect on what hasgone wrong. give instructions clearly and

dont give in to poor behaviour.

9. Never take out your temper on yourstudents.step back and stay cool.


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WHAT TO DO?

10. Think about why the problem has arisen and

check to see if you are part of it. 11. Do your homework and if there are students

with a discipline problem, know who they are .

Know how they act and what process and

procedures have been used successfully in the

past.

12.Pick up on signals quickly. Actions like

throwing things or scraping their chair areindicators that something is wrong, deal with it.


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WHAT TO DO? 13. Examples ofbehaviour management

schemes.Use one that works for you. Eg :

stars chart, Rewarding good behaviour

does work.

14. Try reasoning and explanations when

talking to older children and teenagers.

15. Use punishment less often than positive

feedback.


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WHAT TO DO?

16. Time out or short term removal of a

privilege are helpful forms of behaviourmanagement.

17. Psychological help is needed when

childrens behaviour problems arefrequent, intense and cause significant

difficulties for themselves and others.


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CONCLUSION

All children are unique. They all have

special needs that differ with age, family,cultural values and life experiences.

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