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Challenging Behaviours in The ECE Classroom and Responses According to…
Challenging Behaviours in The ECE Classroom and Responses According to Behavioural Theories
DISRUPTIVE BEHAVIOUR DURING ACTIVITY TIME
Identify why the student is behaving in a disruptive way during activity time. Acting out during activity time could be a sign that the work is not suitable for the student because it is too high a level or the student feels overwhelmed by the requirements of the activity. It could also be a sign that the student is unable or find difficulty in expressing their feelings or does not want to ask for help.
We can try to counter this by following a few steps.
Provide additional instructional time with the students(s) when the other students are completing their work to help them understand what is being taught.
Kounins
determined that for a class to succeed it must be managed carefully. He said that both the lesson and teaching methods must be suitably planned to ensure that the students are stimulated but also motivated.
During instructional time is the lesson suitably structured to ensure that all students are being reached?
Ensure that the activity is at a suitable level for the student and that the student clearly knows what is expected of them. Make sure that the work within the class is differentiated to ensure that all students can succeed.
Bruner
(influenced by Vygotsky) proposed the concept of scaffolding whereby students need to be supported adequately as they learn. We need to make sure that we provide enough support for all of our students.
If possible, provide additional support by sitting with the student during the activity time. Alternatively, they can they be assigned a “buddy” to help them with their task. The buddy could be another student at a similar level – they could be asked to work together to complete the activity.
If there are some students who finish their work quickly they could be asked to be a ‘little teacher” and to help that student with their work.
Bandura
's Social Learning Theory posits that people learn from one another via observation, imitation and modelling. Allowing students to teach students can hopefully encourage good behaviour within the class.
To prevent the student from feeling overwhelmed by the activity it could be broken down into smaller chunks that should be completed one by one. This could be as simple as cutting the page up so the questions are answered separately and then handed to the teacher when completed. The next question/section could then be given to the student.
Dreikurs
believed that mutual respect is a key element to student motivation. He proposed that all humans have a primary need to belong to a social group in which they have value and to which they can contribute. He suggested that when students cannot achieve a sense of belonging (for example being unable to complete their work whilst their peers can) they will instead aim for "mistaken goals". these goals include attention, power, revenge and inadequacy.
BITING, HITTING, PHYSICAL VIOLENCE DURING ACTIVITY OR PLAY TIME
Identify the timing of the occurrences and try to identify triggers
Speak with the parents/caregiver to identify if the behaviour is displayed outside of school too.
Albert Bandura's Social Learning Theory: Learning via observation, imitation and modelling
Provide consequences for physical violence and positively reinforce when the child controls themselves
Burrhus Frederic Skinner's operant conditioning theory
Introduce children to how they can control their emotions and acceptable ways to express themselves
Jerome Bruner's Spiral Curriculum
EMOTIONAL AND BEHAVIORAL DISORDERS IN CLASS
CHARACTERISTICS
Children with an emotional disability get difficulties building or maintain satisfactory relationships with other peers and teachers in the classroom.
Children with emotional and behavior disorders express inappropriate behaviors or feelings in normal situations. They are often in the mood of depression.
Children who are emotionally challenged have an inability to learn academic subjects that require children to share their thoughts and reflections.
TEACHING STRATEGIES FOR HANDLING EBD CHILDREN IN AN INCLUSIVE CLASSROOM
Keep classroom rules simple and clear.
EBD children get difficulties following directions and focusing on the class activities. To avoid this, a teacher need to make classroom simples and clear. According to
Ivan Pavlov's classical conditional theory
, a teacher can make visual cues to encourage children to pay attention in class. For example, the teacher claps out a pattern, children repeat the pattern while paying attention to the lesson.
Reward positive behaviors.
Try to celebrate when children show good behaviors in the classroom. Giving positive feedback and rewards motivate them to behave and do well in the classroom.
This strategy is related to
John Watson's theory, Behaviorism
. He said that all behaviors are learned through events and situations within the environment. Through the celebration and rewards, teachers can discipline children for improper behavior. BUT it shouldn't be overused.
Use motivational strategies.
Children with EBD have a lot of negative experiences in school. Therefore, they don't have lots of desire or motivation to try to succeed in school. To avoid disruptive behaviors, teachers need to praise children's good efforts consistently. This is related to
B.F. Skinner's operant conditioning theory
. One of the ways to reinforce a behavior is through praise. This can give children motivation for learning and maximize their potentials.
SOCIAL COMMUNICATION ISSUES
Some children have trouble communicating with others and we need to identify what the underlying reason for this is.
Teaching Strategies we can implement to improve the child's social skills
Encourage the child with social cues throughout the day to encourage them to communicate in appropriate ways
Ivan Pavlov's classical conditional theory
When the child interacts with others positively praise them and identify the behaviour you are praising. When others are interacting nearby the child praising other children for their positive social interactions can also give the child a role model to follow.
Burrhus Frederic Skinner's operant conditioning theory
Try to pair the child with a more competent other who can scaffold their social interactions with others and themself.
Jerome Bruner's Scaffolding: Help from competent others
Albert Bandura's Social Learning Theory: Learning via observation, imitation and modelling
Investigate the child's background and living situation and ensure that all their basic and psychological needs are met so they can start learning.
Abraham Maslow's hierarchy of needs