Introduction
In the work of a teacher, a significant place is occupied by the ability to interact with different types of behavior of students. The strategies described in this essay are effective methods for interacting with challenging behavior. By applying appropriate techniques and knowledge, the teacher will be able not only to stop the student’s inappropriate behavior but to do so gradually.
Strategies
Specific praise is the first strategy to be considered in the context of the student’s challenging behavior. Praise is crucial because it establishes communication between the student and the teacher, where the first feels that his actions and efforts become visible (Radley & Dart, 2019). As an example of the implementation of this strategy, the teacher can give the student more opportunity and time to rest while underlining his specific learning achievements.
The choice-making strategy implies the possibility for the student to choose one of several directions to solve a particular question or task. This approach helps create a child’s perception that they are a full-fledged person and that they are given a choice. An example is the ability of a student to determine the sequence of actions required to solve a problem.
Effective group contingencies are one of the most effective strategies for improving challenging behavior. The main advantage of this method is the student’s socialization and involvement in the overall process of solving a specific task. The Nordic experience is worth considering as an example of such a strategy. In Danish schools, for example, there is a strong emphasis on teaching students to work in teams and groups. It increases not only the social indicators but the performance of each student.
Contingent instructions are a verbal strategy that the teacher uses to stop the student’s challenging behavior. Usually, the words Stop and Start can be used to deliver this strategy (Riffel & Eggleston, 2019). A unique feature of the strategy is a competent stop of the student’s incorrect behavior to hide the teacher’s intentions. However, when communicating verbally with a group of students that have introduced challenging behavior, you can use specific praise.
The time-Out strategy focuses on giving students a break after the teacher has noticed inappropriate behavior. For example, during recreation, students can walk around the school, watch a short video, or freely communicate with each other. In addition, the teacher can actively participate in time-out and suggest a topic unrelated to the lesson’s subject, which could be discussed with students.
Individuals With Disabilities
Using the strategies mentioned above, it is possible for the teacher to increase human socialization with disabilities significantly. Most approaches focus on specific activities related to group or class work. It will make it easier for a student with disabilities to adapt to the learning environment, as they will be fully involved in the process on an equal basis with other students.
Cautions related to using each strategy
A significant adverse effect that may arise from a specific praise strategy is the student’s addiction to incentives. In the future, this trend may result in the student needing to do the assignments with a reward. Too much freedom for students to make decisions using a choice-making strategy may lead to curriculum failures (Radley & Dart, 2019). The teacher should be actively involved in creating quality communication between members of each group when using the Effective group contingencies strategy. Students’ negative attitudes towards each other during the task can lead to severe consequences. If the teacher is unfamiliar with the contingent instructions strategy, the student can guess that his behavior is undesirable, which will only worsen the situation. Time-Out can have negative consequences if the teacher makes the students’ involvement in the recreation process too large. As a result, students will not want to return to the educational material.
The decision-making process
Depending on the degree and features of the manifestation of inappropriate behavior on the part of the student, the teacher should choose the appropriate strategy for the application. An attentive teacher who communicates actively with their students daily will know the features of each of them (Riffel & Eggleston, 2019). Therefore, strategies should be based on the development of specific actions according to the pupil’s character.
Conclusion
In conclusion, it is important to stress that the strategies mentioned above have both positive and negative effects on the behavior of pupils. However, if properly applied, the teacher will significantly improve students’ performance and reduce the manifestation of inappropriate classroom behaviors.
References
Radley, K. C., & Dart, E. H. (2019). Handbook of behavioral interventions in schools: Multi-tiered systems of support. Oxford Uni. Press.
Riffel, L. A., & Eggleston, J. R. (2019). Free or low-cost reinforcers for appropriate behavior. Lulu.