Introduction
In the development of children, problems often occur in the form of deviations from generally accepted social age expectations. Difficulties arise because of the possibility of achieving school-educational standards of success and socially established norms of behaviour and communication. Accordingly, students with these problems create a challenging environment that needs to be controlled by the teacher. Thus, it is essential to establish the methods that educators use and make recommendations to enhance their performance.
Effects of Educators and the Environment on Children’s Behaviour
The nature of this influence determines both changes and interactions in a specific range of signs of psychological features that form behaviour. Determination of such signs will not only allow to clarify the trends of the behavioural culture of modern children in different conditions of upbringing (Hyde et al., 2017). At the same time, it will make it possible to develop adequate psychological and pedagogical tools for preventing and correcting undesirable manifestations in the behavioural component of children’s development. Both biological and social psychological factors influence the behavioural manifestations of children (Hyde et al., 2017). Specifically, it is the features of family upbringing, the informality of relationships with other children, and conditions of the educational process in an institution for children.
The children’s group plays a significant role in the development of the student. The child finds that his comrades are engaged in the same work, trying to do everything no worse than the other children, and receives their approval or condemnation. At the beginning of learning, relationships with each other are manifested mainly in imitation. However, gradually they develop mutual aid and mutual demandingness. The value of the teacher’s assessment is supplemented by the opinion of comrades, with whom the child begins to count more and more (Ashman, 2014). Mental properties affecting the behaviour of the schoolchild are formed under the influence of family. The child spends most of his time communicating with his parents, brothers, and sisters. Therefore, the family has a tremendous impact on the formation of his personality (Slee, 2012). Most important is the personal example of the people around the child, and above all, the authority of the parents. In a harmonious family where all members demonstrate love and care for each other, children form positive behaviour.
Communication with the teacher at school is the primary one for younger students. The child at this age is highly emotionally dependent on the teacher. Children compensate for the lack of positive emotions from the teacher by communicating with their neighbour at the desk or someone else (Ashman, 2014). When children acquire new knowledge by listening to stories read by the teacher, they absorb not only information but also the adult’s evaluation of it and their emotional reactions. In this way, the teacher’s authority is essential in shaping children’s behaviour.
Some Facts about Children’s Behaviour: Children with Destructive Behaviour
A destructive behaviour pattern has a number of characteristics, specifically, it causes most people to have a negative, negative evaluation and does not conform to social norms. It is detrimental to the individual and the people around them and acts as a response to a non-standard situation (Hyde et al., 2017). Such behaviour develops due to the absence of social adaptation and has its individual features. Lack of motivation, inadequacy, maladaptation, autism, and lack of effectiveness form the basis of the destructive behaviour pattern. It is essential to understand that any behaviour pattern is established and developed in childhood. At the age of 4 or 5, the child assimilates information that will shape their relationships with others (Hyde et al., 2017). A complete family whose members show care and attention to each other has a beneficial effect on the formation of the child’s psyche and lays constructive behavioural foundations. Thus, children who have not received a competent upbringing, love, and warmth are at risk.
Children with Attention Deficit and Hyperactivity Disorder
Attention Deficit and Hyperactivity Disorder syndrome is a developmental disorder of the nervous system. The syndrome can enhance the likelihood of other mental disorders and poorly affect socialization (Duchesne, 2021). The key symptoms of this disorder are impaired self-control and self-regulation, which are due to biological features of the brain and cause problems in regulating behaviour, attention, emotions, and impulses. It is important to note that children with this disorder are usually characterized by inattention, absent-mindedness, and inability to concentrate.
Their behaviour is characterized by impulsiveness and unvarying mobility. Teachers can identify the problem in children because of subsequent behavioural manifestations (Duchesne, 2021). A high requirement for movement, an inability to sit in a chair for an entire lesson, and an inability to concentrate on what the child is not interested in. At the same time, it is challenging for the child to postpone gratification. As a result, it is needed immediately, and therefore it is more difficult for the child to learn (Shepherd & Eaton, 1997). The combination of attention deficit, hyperactivity, and impulsivity can be highly different, which is why a child with ADHD should be observed for at least a week before adjusting the learning process.
Description of The Videos
EDCHAT. (2013). Ignoring disruptive behaviour [Video]. YouTube. Web.
In the video “Ignoring Disruptive Behaviour,” the teacher attempts to interest the children in different sounds spoken by herself and musical instruments. The children with disruptive behaviour do not want to answer the teacher’s closed-ended questions and become immersed in themselves (EDCHAT, 2013). The negative side of this video is that the teacher keeps asking these questions when he sees that the children are not responding to them. Thus, because of the long presentation of the musical instrument, the children lose focus and interest in it. Although the teacher chose the tactic of sharing information among the children (EDCHAT, 2013). This is correct because children are better able to absorb information from counterparts and friends and listen more attentively. The teacher’s problem is that when the teacher allowed the students to work independently, the instructor perceived their behaviour as harmful (EDCHAT, 2013). Consequently, the teacher lost control in the classroom, and the children began to do what they wanted.
EDCHAT. (2012). ADHD in the mainstream [Video]. YouTube. Web.
In the ADHD in the Mainstream video, every child in the classroom needs to be approached through the broad spectrum of ADHD. For example, there are dyslexic and autistic children in the classroom (EDCHAT, 2012). Teachers have difficulty controlling children’s behaviour when they throw things, turn away, talk, and are unwilling to absorb new information. Therefore, the teacher created a visual timetable and maps on the desks to help the children absorb essential information—these aids children in focusing and feeling confident when they forget their tasks (EDCHAT, 2012). At the same time, when the children do mechanical work functions, they lose concentration and attention. Accordingly, the teacher creates rest areas on the mats and again tries to control the children (EDCHAT, 2012). Thus, children are tense even while resting and lock themselves in or ignore the teacher. In addition, when students answer the questions incorrectly, there is a risk of developing low self-esteem, which may manifest itself in a desire to hide and not participate in the tasks (EDCHAT, 2012). The video uses a system of punishment and rewards for student behaviour.
Points of View and Approaches
Notably, in the video “Ignoring Disruptive Behaviour,” the teacher successfully used music therapy techniques and engaged the students in the classroom. When the children guessed the sounds, they felt capable of performing the tasks and were motivated to work further (EDCHAT, 2013). To consolidate the effect, the teacher could not yet use the method of praise and reward for the more active students. Moreover, the instructor should limit behaviour that disrupts the discourse in the classroom (Cangelosi, 2013). When students observe that the teacher focuses a lot of attention on a child who wants to leave the classroom, try to achieve attention in this way.
The teacher did not establish clear expectations for the students in the video, but the instructor indicated that she expected them to answer. Then she continued asking closed-ended questions, which the children did not want to answer. This method can only be used after the expectations of the students have been clarified (Cangelosi, 2013). This is because the children will feel they are part of the game and will not ignore the teacher. It is significant to mention that in the video “Ignoring Disruptive Behaviour,” the teacher allowed the children to work on their own (EDCHAT, 2013). However, due to the peculiarities related to their condition, they did not follow the expectations of the instructions, and their behaviour became chaotic. In order to apply this strategy, it is essential to learn to accept such an experiment calmly and use it to verify the level of students’ adaptation to society and learning.
It is significant to emphasize that to teach children with ADHD, the teacher needs to identify and build on the child’s strengths. In addition, it is essential for every child to hear praise and to know that they are appreciated. Children with ADHD are less likely to receive positive feedback because of their behavioural characteristics. The instructor should identify strengths, such as an interest in creative subjects or, conversely, the basic sciences (Gordon, 2014). Strengths can be used to build quality communication with the student because ADHD children learn from encouragement rather than punishment. This approach was not used in the video, but the teacher used a punishment and reward system that is similar enough.
Furthermore, in “the ADHD in the Mainstream video”, the instructor has created an appropriate learning space and relaxation area. Accordingly, there should be no excessive objects in the classroom that distract the child, and the environment is not drastically changed for the students to adjust to (EDCHAT, 2012). At the same time, the teacher used the idea that mobility in the classroom is permitted. It is challenging for hyperactive children to be at a desk for 45 minutes, but no child could benefit from a short movement during class (Kohn, 2010). The teacher’s mistake was that the teacher did not focus on the children’s desires when moving into the movement zone.
To enhance the child’s engagement and activity, it is better to provide a moving task: wiping the blackboard or bringing something from another class or the library. This way, the student will satisfy their need for movement, receive praise, and be more engaged. The teacher in “the ADHD in the Mainstream” video did not have a structured and balanced lesson plan (EDCHAT, 2012). The teacher might write a program at the beginning of the lesson that the class will repeat the material for the first ten minutes, then listen to the instructor and work independently in a notebook (Arthur, 2017). The plan focuses the child with ADHD on the tasks and makes it easier to move from one activity to the next, with which students often have difficulties.
Perceptions of Children and Their Behaviour
Teachers working with students with behavioural issues due to various factors need to learn appropriate responses to students’ actions and words. One option for teachers is to be annoyed and attempt to demonstrate their only correct behaviour model to learners (Porter, 2020a). When children do not follow teachers’ lead, they become angry and question students’ behaviour as wrong. Consequently, this does not facilitate communication and learning in the classroom. Another option is when the teacher perceives children’s challenging behaviour as a manifestation of their diseases and special needs and accordingly attempts to correct it (Porter, 2020a). The teachers’ reaction, in this case, is based on the notion that the students’ negative behaviour is a way of expressing emotions and moods rather than a desire to provoke the instructor into a conflict. Hence, the teacher adapts the lessons according to the student’s needs, which provides for the fulfillment and assimilation of the school program.
The Strategies for the Teacher
Educators need to address their own negative emotions. When a student demonstrates aggressive behaviour, the teacher may have negative feelings, but they do not need to be shown to the learners (McLachlan et al., 2018). This is because the aggressive student seeks out the teacher’s negative behaviour to justify their actions. Similarly, the teacher may use a strategy to avoid amplifying the situation’s tension. For example, it is unnecessary to shout, raise the voice, use sarcasm, or emphasize one’s rightness (McLachlan et al., 2018). The teacher can use listening techniques when responding to a student’s negative behaviour. Both active and passive listening techniques may be appropriate depending on the situation. Active listening means showing interest in the child and asking clarifying questions and phrases (Porter, 2020b). However, if the child is in solid emotional excitement, it is possible to use the technique of passive listening, after reaching the highest point, the child’s negative emotions will decrease.
Maintenance of a Relationship with a Child in a Difficult Situation
Even if students do not follow established rules of behaviour for the teacher, it is essential to attempt to establish communication with them. The teacher can use the strategy of rewarding good behaviour and increasing children’s activity in class (Sullivan et al., 2014). In this way, a mutual benefit will arise between the learners and the instructor, which will encourage the learners to follow the teacher’s instructions. In order for students to internalize the type of positive behaviour, the teacher must use a day plan strategy (Curtis, 2013). Therefore, the children will become accustomed to a specific schedule and teacher behaviour each day, enabling them to feel a sense of confidence. As a result, the teacher will be capable of maintaining the desired relationships in the classroom.
Suggestions for Strategies
Establishing a consistent order of daily activities and a certain order of items in the environment is essential. This is imperative in order that children feel in control of the situation and do not become constantly stressed. With the same purpose, limitations and expectations should be clearly expressed (Curtis & Carter, 2014). Such instructions are preferably provided just before performing an activity. Moreover, to encourage students, it is possible to create a system of rewards for good behaviour or the correct performance of some tasks. Such a system can be a scoring scale or a star program that ultimately involves receiving a reward (McDonald, 2019). Accordingly, these strategies will enable the educator to control children’ behaviour in a challenging environment.
Conclusion
Therefore, teachers can use strategies to enhance children’s behaviour in a challenging environment. However, it is essential to establish a trusting relationship and become familiar with basic information about specific student problems. This will ensure that the instructor perceives negative behaviour as a manifestation of certain issues rather than deliberate student behaviours. The teacher’s primary objective in a challenging environment is to create an environment for students to develop and promote their adaptation to the rules of society.
References
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Ashman, A. (2014). Education for inclusion and diversity. Pearson Australia.
Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students’ cooperation. John Wiley & Sons.
Curtis, D., & Carter, M. (2014). Designs for living and learning: Transforming early childhood environments. Redleaf Press.
Curtis, D. (2013). Reflecting in communities of practice: A workbook for early childhood educators. Redleaf Press.
Duchesne, S. (2021). Educational psychology for learning and teaching. Cengage Learning Australia.
EDCHAT. (2012). ADHD in the mainstream [Video]. YouTube. Web.
EDCHAT. (2013). Ignoring disruptive behaviour [Video]. YouTube. Web.
Gordon, L. (2014). Classroom management: creating positive learning environments. Cengage Learning.
Hyde, M., Carpenter, L., & Conway, R. N. (2017). Diversity, inclusion and engagement. Oxford University Press.
Kohn, A. (2010). How to create nonreaders: Reflections on motivation, learning, and sharing power. The English Journal, 100(1), 16-22.
McDonald, T. (2019). Classroom management: Engaging students in learning. Oxford University Press.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
Porter, L. (2020a). A Comprehensive Guide to Classroom Management: Facilitating engagement and learning in schools. Routledge.
Porter, L. (2020b). Young children’s behaviour: Guidance approaches for early childhood educators. Routledge.
Shepherd, W., & Eaton, J. (1997). Creating environments that intrigue and delight children and adults. Child Care Information Exchange, 9, 42-47.
Slee, P. T. (2012). Child, adolescent and family development. Cambridge University Press.
Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6), 43-56.