| Often teachers think they're getting nowhere when | | | | he's still trying to assert his control over the adults. |
| dealing with a child's bad behaviour. The correct | | | | However, this is at a much lower level of unacceptable |
| behaviour management strategies are being used and | | | | behaviour. A recent example saw him being a |
| some success is evident -- but then another problem | | | | nuisance in class and he was removed. Before the |
| crops up. The child starts showing a different level of | | | | teachers started using effective behaviour |
| unacceptable behaviour! | | | | management strategies this would have led to a major |
| When faced with this it can lead teachers (and | | | | tantrum and mayhem. His improved behaviour meant |
| parents dealing with similar problems in the home) to | | | | that he did as he was told by the teacher and left the |
| believe they're failing and the strategies aren't working | | | | classroom without a problem. |
| and it's not worth continuing. Their thoughts are | | | | So what happened? |
| understandable but wrong. | | | | The teacher told him to sit on a chair which he did. Not |
| An example may clarify this... | | | | long ago they wouldn't have got him anywhere near |
| An 8 year old boy's behaviour in school had been | | | | the chair, never mind sitting on it and staying there! But, |
| totally appalling since he started school - it was also | | | | in an attempt to assert control he started to make silly |
| replicated at home. He'd been the centre of his | | | | noises -- but didn't move from the chair. When he was |
| mother's universe at home -- treated like royalty with | | | | told to stop making the noises he did so, but only |
| no demands to behave in acceptably. Little wonder | | | | briefly. He then started again but louder. What did he |
| he's grown up thinking he should be totally in control of | | | | do this for? It was simply to remind the adults that he |
| every situation! | | | | could still try and exert some control over the situation. |
| His behaviour led exclusions from school and a referral | | | | Of course this is very immature behaviour... It's also |
| to a behaviour unit. He still attends his mainstream | | | | pointless! But at this stage of his behaviour changing it's |
| school in the afternoons. At the behaviour unit his | | | | a necessary stage for him to go through. Trying to be |
| behaviour has improved. He remains very egocentric | | | | in control is still important to him - he's been used to |
| but doesn't present any real problems. This is because | | | | behaving like this for too long for him to change totally |
| at the unit the behaviour isn't allowed to become | | | | in such a short time. His present behaviour is nowhere |
| unacceptable because of the use of effective | | | | near the previous levels but exceedingly annoying and |
| behaviour management strategies. Situations are dealt | | | | frustrating to those dealing with it. |
| with immediately at a very low level and not allowed | | | | The danger is that it's so easy for teachers (or |
| to escalate. | | | | parents) to think at this point that they're getting |
| Previously his behaviour in school was disgraceful with | | | | nowhere and the strategies aren't working, but they |
| daily violence to adults and children. Adult instructions | | | | are. You have to be consistent and persistent! |
| were defied -- he was rude and confrontational every | | | | So, what should they do about this lower level |
| hour of every day! It was all extremely wearing and | | | | behaviour? The teacher should tell him there will be a |
| very unpleasant for his teachers! It's not surprising | | | | consequence if he makes one more noise -- and |
| when teachers say that they're relieved when some | | | | make sure he understands that she means it. |
| kids are away from school because they're sick! | | | | A consequence should be implemented even if it |
| Unprofessional to be sure, but very understandable... | | | | means being inconvenienced. It's an unfortunate fact |
| How is he at school now? In fact, he's a lot better with | | | | that effective behaviour management quite often |
| no violence or aggression. In class now he actually sits | | | | means you being inconvenienced in the short term. |
| and works without the previous levels of disruption. He | | | | However, if you don't deal with problem behaviour you'll |
| still can't be trusted around the other children because | | | | waste far more of your time in the long term - and |
| he pushes and nips them when he thinks nobody's | | | | you won't see any improvements in behaviour either!! |
| watching him. What a charmer... | | | | A lose, lose situation... Do it properly and it works! |
| The head teacher and teachers in his school have | | | | So, don't think you're not succeeding. You often have |
| been great to work with as they've listened and taken | | | | to look back weeks or even months to realise how |
| advice. They've done their best to put the advice into | | | | much progress you've made. It's vital that you keep |
| action and that's why they've seen improvements in | | | | using the strategies -- they work! |
| the child's behaviour. They've made good progress in | | | | It's important to remember that it's so much better not |
| taking control away from this child and asserting their | | | | to allow the bad behaviour to become established in |
| authority. Is he happy about it? No of course he isn't | | | | the first place -- that's where the real skill and success |
| but he's got to learn to accept the new regime! | | | | lies! |
| So, back to the reason for this article... | | | | Anyone can learn to manage children's behaviour - it |
| This boy's behaviour has changed for the better but | | | | really isn't difficult... |