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Connecting Challenging Behaviors to Early Childhood Development Theories,…
Connecting Challenging Behaviors to Early Childhood Development Theories
Challenging behavior
Bored/Not Following Directions
By Whitney
Students are not performing well in class
When students are bored, it also followed by a drop in test scores, grades, and late submissions of assignments and homework. A student lacking interest in your class is less likely to be active and involved in the activities you give them. They do it half-heartedly which negatively affects their performance. They participate but only because they are obligated to do it, which makes it more difficult for them to absorb and understand what you are trying to teach them
Teacher Solution
To help your students perform better, why not try some activities that will challenge them? If you are handling a large class, create a group activity or a class debate where your students can work with their peers and integrate the things they’ve learned as a team. For one-on-one lessons, you could make the activities more personalized and you can focus on material and topics related to their hobbies, interests, or profession.
Sudden change in behavior
The best way for you to know if your student is bored is to observe his/her behavior. Chances are, if your student used to be active in your previous lessons and you start to notice significant changes, they’re starting to become disinterested and bored. A bored student is usually lethargic and disengaged in class and as mentioned above, this behavior can negatively affect their performance.
Teacher Solution
Once you notice the sudden change in behavior, you should be able to adapt to the situation. Students get bored easily when they have to listen for hours and they don’t get the chance to participate. Make sure that you allow your student to participate and use all four skills in class. Engage them in discussions by presenting controversial topics to the class, relate grammar exercises to real life situations, and use alternative materials like magazines, newspapers or online tools.
Students lack focus
Unenthusiastic students will sometimes find it difficult to pay attention. In fact, they will just be pretending to listen, when in actuality they aren’t; they are physically present but mentally absent. Aside from these obvious traits there are other ways for you to notice if your student lacks interest.
Teacher Solution
If you notice that your student just can’t and won’t concentrate during class, you can have a talk after the lesson and ask if there is anything bothering them. There are cases where students have personal problems which can be a big factor in why they can’t concentrate on the lesson.
Boredom and Misbehavior
Misbehavior causes disturbances in the classroom and makes it difficult for students to enjoy the educational process
Four possible motives for misbehavior
Remember that boredom, should it prevail, is never an excuse for rudeness or misbehavior
Seeking Attention
Being the center of attention is a common desire for students, some more than others. Acting out by making fun of others, swearing, talking out of turn or simply being uncooperative are a few ways students looking for more of the spotlight may misbehave.
Desire for Power
Some students who misbehave are expressing a desire for more control in the classroom, and acting inappropriately makes them feel powerful. These students are not content to go along with the general plan and make it known they want things their way. Signs of a power-seeking student include constant arguing and a refusal to follow basic rules intended for everyone.
Lack of Self-Confidence
A general fear of failure occurs when a student feels he cannot possibly live up to any expectations. These students misbehave as a way to avoid participating in anything that may lead to failure. Although the child may seem completely confident with school-related activities outside of the classroom, he acts incapable of functioning in a learning environment.
Problems with Curriculum
Some students may not feel challenged enough to behave properly. If the information taught is not appropriate for the learning abilities of an individual, she may mentally withdraw out of boredom or frustration, resulting in behavior problems. Additionally, a particular teacher's instruction style may cause conflicts with a student, disrupting the learning process.
John Watson and Behaviorism Theory
Appropriate Responses
Behaviorism
According to Watson, was the science of observable behavior. Only behavior that could be observed, recorded and measured was of any real value for the study of humans or animals.
Appropriate Responses
Law of Readiness
This law says that the learner must be prepared mentally and emotionally for learning to take place effectively. In this regard, the teacher will always try to assess the mental or emotional state of the student and respond to it.
Law of operant conditioning
This law states that the feelings of the learner during the learning process are very important and that positive reinforcement encourages the learner to repeat a particular behaviour. Motivation, both intrinsic and extrinsic are important for learning to take place.
Watson is best known for taking his theory of behaviorism and applying it to child development. He believed strongly that a child's environment is the factor that shapes behaviors over their genetic makeup or natural temperament.
REFERENCES
Bolito, C. M. (n.d.). How do I know if my students are Bored?: The Teacher's HANDBOOK: Listen & learn. Retrieved February 14, 2021, from
https://www.listenandlearn.org/the-teachers-handbook/how-do-i-know-if-my-students-are-bored/
E. (2019). WATSON theory of learning. Retrieved February 14, 2021, from
https://steemit.com/psychology/@elmanuel/watson-theory-of-learning
Gilles, G. (n.d.). Study.com. Retrieved February 14, 2021, from
https://study.com/academy/lesson/john-watson-and-behaviorism-theory-lesson-quiz.html
Seth-Livingstone. (2017, November 22). Causes and cures for classroom boredom. Retrieved February 14, 2021, from
https://www.learningliftoff.com/causes-and-cures-for-classroom-boredom/#:~:text=%E2%80%9CWhen%20students%20get%20bored%2C%20their,Boredom%20equals%20misbehavior.%20.%20.%20.&text=If%20your%20student%20is%20bored,to%20know%20that%20as%20well
Talkative
(Definition: They find it easy to strike up a conversation, unlike others who may be shy. Being talkative is associated with being friendly. Talkative people can also be described as chatty, garrulous, loquacious, talky, and likely to talk your ear off.)
Redirecting Talkative Students
Solution 1: Use proximity to attempt to quiet the student first.
Simply stand near the talking student to get them to quiet down. Without interrupting your instruction, move near the talker, continuing to talk. You may even place your hand on their desk or on their shoulder to gain their attention
Solution 2: Keep your tone professional when addressing the talkative student.
Don’t show your irritation or raise your voice, as it undermines your authority. Instead, stay calm and assert yourself.
Solution 3: Call the name(s) of the student or students who are talking.
This is to get their attention so that you can address the talking. Give them a chance to stop talking before you tell them why you called on them or ask them a question
Solution 4: Pause to signal that you need their attention.
Without a pause, the students may hear their names but not what you said afterwards. This is especially true if they weren’t paying attention. Pausing for their attention will eliminate the back-and-forth that can happen if they don’t understand right away
Solution 5: Redirect the student to the desired behavior.
Remind them of the classroom expectations that they agreed to. Depending on their age, you could remind them of a specific rule or your classroom quieting technique. What’s important is that you direct their attention to the positive behavior that you expect to see from them
Keep your focus on the main issue at hand, such as your need for everyone’s attention so that you can teach. Don’t get distracted by other issues, such as the student’s tone or the excuses the student gives for talking.
For elementary students, you could remind them of your quiet down statement. Say, “Katie, we’re in ‘Hocus Pocus, Everyone Focus’ mode right now.”
For middle or high school students, you could remind them of the classroom expectations. You could say, "In this classroom, we respect others when they are speaking by listening."
At the college or university level, you could remind the student why they are there. Say, "I'm providing you the information you need to be successful, so it's important that you listen."
Solution 6: Say thank you and move on.
This signals to the student that the issue is closed and not open for debate. Don't wait for the student to give a response, as that wastes more time and opens the door for the student to create a distraction. You are thanking them for their positive behavior, which shows that you expect it to happen
Solution 7: Move the student’s seat if the issue persists.
For persistent talkers, moving their seat can help. This is especially true if the student is sitting close to a friend. Move them next to someone they don’t know well, then tell the student that they can earn back their old seat if they follow expectations for a period of time.
Theory Support
Piaget's cognitive development: Children are active and motivated learner
Thorndike and the Law of Effect: If a particular behaviour is followed by a desirable consequence or a reward, that behaviour is more likely to happen again in the future.
Handling a Student Who Dominates Discussion
Solution 1: Talk to the student in private.
You don’t want to discourage the student’s desire to learn, but you do need them to share the floor with others. Let them know that you appreciate their participation, but ask them to let others share the floor. You could even make a deal with them to give others a chance to speak
For elementary or middle school students, you might ask them to count to a number in their head before answering a question. You could say, "It's wonderful that you know all of the answers, but let's give the others a chance, too. Why don't you count to 10 before you raise your hand."
Solution 2: Ask the student for suggestions on how to include others.
Tell them that they are exhibiting good qualities as a student. Let them give you suggestions on how you could loop in the rest of the class. Even if their suggestions won’t work, this will keep them motivated in your class while still reducing the unwanted behavior
Solution 3: Let the student direct a discussion or activity
This is a great way to encourage higher-level learning, and it allows the student to showcase their knowledge while keeping everyone else involved. You can then act as a facilitator to guide the lesson, with small interventions as needed.
For younger students, help them lead a brief activity, such as a small puppet show.
Solution 4: Designate an object that a student must be holding in order to speak
If all else fails, you could use the “talking stick” strategy for your classroom. In order to talk, the student must be holding a special item that grants you the right to speak. This way, you must hand the student the special object before they can answer a question. Otherwise, they’re speaking out of turn.
Theory Support
According to Vygotsky, speech begins as a means of communication and socializing and later becomes a tool of thinking. His research led to the identification of four major stages of speech development
Maintaining a Quiet Classroom
Solution 1: Set clear classroom expectations.
Students should know your classroom rules as soon as the semester begins. You should display 3-5 classroom rules in your room, for which there are clear consequences for violating. Students should be taught the consequences when they’re taught the rules.
Solution 2: Meet your students at the door every day before class.
Greet the students by name. Try to acknowledge something about the students as they walk in, such as the print on their shirt, a new hairstyle, or a new pair of glasses. This helps the students feel acknowledged, which gets them on your side.
Solution 3: Set aside time to allow students to talk.
Students need to talk, and it also helps them learn. However, you need their talking to be strategic for what they’re learning. Build talk time into your day so that students can talk about what they’re learning. It’s also good to have time for chitchat, such as right before the bell, just before lunch, or just after lunch.
Solution 4: Use call and response to get students’ attention.
This is a common way for teachers to get the class' attention. The students are taught a phrase to listen for. When they hear it, they call out the response and quiet down.
Solution 5: Use a sound signal, such as a bell or rainstick.
This works better for younger children. Teach them that when they hear the sound, they should get quiet
Solution 6: Reward students for meeting expectations.
Dole out plenty of praise, and, when appropriate, actual rewards like bonus points or classroom store points. This encourages the students to comply with your expectations so that everyone is able to learn.
Theory Support
Piaget's cognitive development: Knowledge is the interaction between the individual and the environment
Vygotsky's Social Interaction in Learners with Autism by Amira
Autism Symptoms and Signs
Inappropriate Social Interaction
Intense Focus on One Topic
Flat or Monotonous Speech
Lack of Empathy
Delay in Learning to Speak
Lack of Understanding Social Cues
Deficits in Language Comprehension
Learning Disability or Difficulty
Behavioral Disturbances
Not Engaging in Play With Peers
Avoidance of Eye Contact or Poor Eye Contact
Problems With Two-Way Conversation
Abnormal Tone of Voice
Repeating Words or Phrases
Abnormal Body Posturing or Facial Expressions
Repetitive Movements
Social Withdrawal
Autism Treatments
Joint Attention Therapy
Medication Treatment
Educational and School-Based Therapies
Nutritional Therapy
Early Intervention
Occupational Therapy
Cognitive Behavior Therapy
Parent-Mediated Therapy
Behavioral Management Therapy
Physical Therapy
Social Skills Training
Speech-Language Therapy
The Sociocultural approach to learning was first applied by Lev S Vygotsky and his colleagues in 1920 in Russia.
The theory is based on the concept that human activities happen in a cultural context.
Sociocultural theory considers development as a socially mediated process that is different in various cultures.
The theory claims that social interaction is a source of learning and has an impact on the individuals’ cognitive development. According to him, development takes place under the impact of the education
Disability is a huge barrier for children in order develop, so a child with special needs demands various methods of teaching and learning.
Ways to help ASD learners overcome social interaction difficulties:
Maintaining Eye Contact
Using Pictures
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Back By Back
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Initiating Communication
Talking
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Using Object And Body
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Using Picture
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Reciprocity Communication
Role Play
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Comic Strip
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Positive Reinforcement
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Talking
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Sharing Pleasure
Using Picture
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Drawing
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Understanding the Concept of Personal Space
Smileys
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Accordance with the Social Rules
Checklist
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One Step Before
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References
https://www.medicinenet.com/autism_symptoms_and_signs/symptoms.htm
https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments
https://core.ac.uk/download/pdf/95665696.pdf
References
1.
https://study.com/academy/lesson/lev-vygotskys-theory-of-cognitive-development.html
2.
https://study.com/academy/lesson/john-watson-and-behaviorism-theory-lesson-quiz.html
3.ean Piaget: Cognitive Development
https://study.com/academy/lesson/piagets-theory-of-cognitive-development.html
4.B.F. Skinner: Operant Conditioning
https://study.com/academy/lesson/operant-conditioning-in-the-classroom-definition-and-examples.html
