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Challenging Behaviours - Coggle Diagram

- - - - Reinforce Positive Behavior - Switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior. Look for and reward positive behavior by creating a reward system. The student may get a reward every time he/she models a positive behavior.
        
        Pavlov Classical Conditioning is present in this strategy as the defiant child responds to action negatively, that is, the child’s classical conditioning process. Adding a positive reinforcement as a positive stimulus becomes the unconditional stimulus that creates a pattern of behavior. Later on, the child associates the positive behavior with the positive stimulus (praise or reward), and the new pattern becomes a norm. The unconditional stimulus triggers a conditioned response, which is basically a learned response.
        
        Another theory that supports this strategy is Thorndike’s law of effect. The law is essentially saying that “rewarded behavior is more likely to occur again than unrewarded behavior, which essentially means that a behavior will occur if it is followed by a satisfying effect and is less likely to occur if followed by an unsatisfying event.”
        
        Model and Praise Positive Behavior - Model the desired behavior and praise another student that is displaying the desired behavior in front of the defiant child.
        
        This strategy is supported by John Watson’s Behaviorism Theory which states that all behaviors are learned through interaction with the environment through a process called conditioning. Behaviors are learned through the interactions with the teacher and other students. Pairing the defiant student with other students that model the correct behavior can help correct the unwanted behavior.
        
        Determine the cause of the behavior
        
        Understanding the cause of the behavior will help in establishing a plan to address the challenges. Jean Piaget’s theory of Cognitive Development helps in the development of this strategy as it helps the teacher understand the developmental stages of the child to better understand the cause of the behavioral issue. There are situations in which a student is not developmentally ready for certain social scenarios.
        
        Make personal connections - Building a connection with them will help get to the root of the behavior.
        
        Lev Vygotsky's theories express the importance of social interactions to make meaning of cultural values, beliefs, and problem-solving strategies.
- - - - **Approprate Responses** according to Behavioural Theories
        
        Peer Coaching or group work or role modeling Peer work or group work or role modeling is a great way to help students learn from each other. Students connected can observe and learn, helping each other along the way. The child who is aggressive works with the child who demonstrates the right behavior and gets positive reinforcement to observe and learn to behave like his or her peers.
        
        the theory that supports this strategy is Bandura's Social Learning theory and it talks about how children learn observing others .
        
        *Self-efficacy):*Role-playing and .small-group meetings are used to brainstorm and practice strategies that will Role-playing and small-group meetings are used to brainstorm and practice strategies that will increase the probability of success and, therefore, confidence. the probability of success and, therefore, confidence:
        
        Connected with Bandura's Social cognitive theory.
        
        Acknowledging appropriate behaviour and responding to chanllenging behaviour :Providing children with specific, positive feedback helps them learn what appropriate behavior looks like. Verbally commending appropriate behavior as it occurs is an essential tool for classroom management, but teachers can create opportunities for more formal recognition of positive behavior.
        
        Skinner in his theory of operant conditioning. In positive reinforcement, a response or behavior is strengthened by rewards, leading to the repetition of desired behavior. The reward is a reinforcing stimulus
        
        Meet basic needs:Unmet basic needs like food, sleep, warmth, water also cause aggressive behavior in the classroom. Teachers need to ensure that children get time to have food, schedule nap time, and observe how they feel when they come to school. The teacher needs to create a safe and trustworthy environment where children feel safe to communicate with adults and friends; It creates a calmer classroom
        
        Maslow's Physiological need include food water, sleep and warmth. With Maslow these fundamental needs should be met in order children do not behave aggressively and do not struggle to meet their full potential.
- - - - :check: Distraction
        Once a tantrum starts, it is best to redirect the child's attention towards something else. The goal is to calm down the child.
        :forbidden: Addressing the source of the tantrum may only prolong it.
        when the child is under a high level of stress, it is unlikely to listen and reason.
        
        :forbidden: Do not fight it when it happens, but address it after when the child is calm.
        Tantrums are normal in children between the ages mentioned before as they are learning how to speak causing them to struggle how to communicate feelings and wants (Piaget, 4 stages of Cognitive Development)
      - :check: Removal from the situation
        Take the child to a calm space. An area where the child is safe to cope with his emotions.
        Do not leave the child alone, but give him some space to calm down.
        
        Albert Bandura- Theory of Social Learning.
        Children learn through observation. Removing the child from the situation when is getting out of control will show other kids that tantrums are not acceptable.
        
        Pavlov - Classical conditioning
        Remove the stimulus that is generating this response. The tantrum will take longer if the trigger is still around them.
      - :check:Stay calm
        Be tender but assertive at the same time keeping a calm voice when talking to the child and acting deliberately and slowly.
        
        Vygotsky - Theory of Cognitive Development in Social Relationships
        Even though children will eventually overcome tantrums as they grow and develop, it is important to address them after they happen. Your role as a facilitator and mentor in the classroom is to help every child to learn the necessary skills that will help them achieve their full potential. They will learn from you, their environment, and peers *
        
        Erikson and the 8 Stages of Psychosocial Development
        Children between the ages of 1-4 are going through the first three stages of Psychosocial Development. They become more independent and try to get things done by themselves.
        Avoid trying to control them and instead listen to their need and guide them in the process of making decisions.
        
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        B.F. Skinner - Operant Condionong
        
        Be consistent and calm in your approach.
        Avoid giving you student what they want to stop a tantrum as this action could be a reinforcement for such behavior.
        Do not punish the child for having a tantrum. Instead, ensure they know that there will be consequences for hurting others or breaking the classroom rules. Use your classroom rules as your core.
        
        e.g During the tantrum the child thrashes about and makes a mess in one of the learning corners. When the child is calm and after talking about proper ways to express big feelings, he or she must clean the mess before going back to their friends.
  - - - Effect
        :explode:
        
        Crying
        Rolling on the floor
        Shouting
        Screaming
        Thrashing about
        Throwing things
        Stomping their feet
        Stiff their limbs
        Holding their breath
        Running away
        Having an aggressive behavior