Strategies for Challenging Behaviours in the Classroom
Strategies for Challenging Behaviours in the Classroom
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Dealing with and/or managing challenging behaviour in the classroom remains one of the biggest struggles for teachers and can cause anxiety.
And with good reason: if you fail to keep control of a class, enabling the challenging behaviour, can negatively affect the other class students' learning, and your lessons. As classrooms become more inclusive, the learning and behavioural needs of the classroom become more diverse. Now, more than ever, teachers need to be equipped with effective, practical and evidence-based practices for classroom behaviour management.
Manage & Prevent
Manage & Prevent
Behaviour management is important because it creates an appropriate environment for learning to take place.
It ensures clear boundaries which enable children to develop positive behaviour and follow established classroom norms.
It's even better to get ahead of it with preventative methods wherever possible.
According to Rafferty and Hellemans (Sept. 2020), it is important to consider not only the academic struggles that students with learning difficulties face but also the potential adaptive skill deficits that may contribute to their learning and behavioural profile. In laymen's terms: the behaviour is merely a symptom of the the child's unresolved issue, and can lead you in the right direction to solving it, if you delve deeper into the root cause/s.
Let's talk about
Let's talk about
Tommy
Tommy
The Challenging Behaviours
Struggles with paying attention and to focus
Doesn't engage or complete tasks
Struggles with fine motor skills: write/colour
Struggles with Literacy: reading basic words
Unable to sit in his seat
Interferes with the lesson
Distracts other students
How challenging behaviours affect Tommy
Affect participation and academics: Disengaged, unable to follow along and don't know how to do the activities, i.e. learning stops or is interrupted. As such, Tommy begins to struggle in developmentally appropriate tasks.
Affect self-esteem: His low academics and performance, or inability to understand or knowledge on tasks can create negative feelings, which can translate into negative behaviour
How challenging behaviours impact the class:
It's disruptive and distracting of learning - to both the class and the students
It takes extra time and energy to manage
Addressing the behaviour
Addressing the behaviour
First consider the age of the students and their developmental capabilities. You could follow strategies that align with Watson and Behaviourism, however, that theory considers learners as passive recipients in the learning process, and that would require a teacher to then manipulate the environment to shape their behaviour. This is not something I would recommend for long-term success. Personally, I use Positive Discipline strategies and techniques, but for the purpose of this blog post, I will reference the Law of Effect in my ideas to support Tommy and redirect his behaviour in more positive, productive and learning conducive ways.
Challenging behaviours can be addressed by using the basic principles of reward and punishment, with more focus on the former. This, 'Thorndike's Law of Effect' states, "those behavioural responses that are more closely followed by a satisfactory result were most likely to become established patterns and to reoccur in response to the same stimulus". To address challenging behaviour, consider potential contributing factors, and the ways to do so. Consider if the student/s has learning difficulties or giftedness; or the impact of their home environment, i.e. a new baby and the possible lack of attention - their "normal", shifted.
Alternatively, students could lack ownership over the content being taught or the types of learning activities engaged in, or be unable to see the relevance.
Student emotions may also be a factor in that they feel anxious, or discomfort (tired, hungry, unwell, etc.) or perhaps they do not recognise the role of effect in achieving tasks. They could have poor problem solving skills, gaps in learning, or lack self-confidence.
Or they may have additional excess energy they weren't able to adequately release during outdoor/play time, or they could just be bored.
Tommy's behaviour can be addressed with consistent routine, class rules/norms, and positive reinforcement. Provide him with a visual schedule to help follow along the routine and participate as the other students do. Utilise a reward chart and incorporate his interests as the reward, and punishment (to take away) to reinforce the desired behaviour. Track the behaviour and use techniques or activities to get ahead of his behaviour, adding in set talks throughout the routine to remind him of what's expected and keep him focused. Speak to his parents and see if they are experiencing similar behaviour at home, or if they have any suggestions, and/or provide them with as well - e.g. each or both parents set aside one-on-one time with Tommy a few times a week, without the baby. Lastly, focus on the good he does and praise it with specifics every time, and consider ignoring the negative (with scolding or correction) - for home and school.
According to an article by Abain School, it's important to have 'function-based' goals, i.e. focusing on the functions of the behaviours you want to reduce (or increase) and less on the form (what it looks like) because this will get you progress.
Consider what you as the teacher can do to help them learn by finding a replacement behaviour which is better for them to get their needs met in both their natural and expanded environment.
This will also positively help your classes move along more smoothly. Rewards and punishment affect the learning of students with habits being formed as a result of repetition - the wrong habits can be modified and the good habits can be strengthened.
However, applying rewards or punishment does require you know your students because not every learner benefits from in-class participation or harsh consequences. Thus, as teachers, we must learn the nuances for those requiring "deeper recognition and a lighter touch".
Setting Goals for Tommy
Setting Goals for Tommy
Goals for Tommy (and other student's with similar challenging behaviour) include motivation and support to improve:
Classroom Skills
To be able to follow instructions
On task behaviour, to engage and participate during classes, as well as remain seated and not move around unnecessarily
Socio-emotional Learning
Self control: To not interrupt, disrupt or distract themselves and others from learning
Cooperation: (Consider pair or group activities) To work with others in class activities, rather than distract them
Academic skills
Improve fine motor skills
Improve Literacy skills
Maintain Logic and Math skills
Teacher/Parent collaboration: Provide small pockets of time for individual attention
Allocate time for teacher-learner 1 to 1 or 2 to 1 during a week schedule
Allocate time for parent-child 1 to 1 or 2 (parents) to 1 during a week/end schedule: With reluctant parents, this could be guised with allocating home academic activities, i.e reading time (before bed), colouring, tracing, block building and counting for Math
Offering Incentives
Offering Incentives
Respond calmly and use positive language
Praise good behaviour (while ignoring negative behaviour)
Consider a classroom reward chart
Create a visual schedule (for young children to follow)
Include brain breaks
Incorporate movement or dance and music
Incorporate materials and learning activities based on student interest
Engage in regular parent communication and collaboration
With Positive Discipline (PD) and Positive Guidance, educators reinforce and teach good behaviours while eliminating unwanted behaviours. Those "challenging" behaviours are weaned out with or without harming the child verbally or physically. PD promotes self-control, teach responsibility and help them make thoughtful choices. The use of the 'Law and Effect' theory's techniques can be utilised similarly by activating positive reinforcement in ways that ensure the student's needs are being met, and the undesired behaviours are no longer the learner's 'go-to' based on the negative reinforcement practice.
To add to incentives, this Psyche For Schools article provides 5 useful strategies, as well provides insight by detailing the 'functions' behind the behaviour to help educators be more objective, and focus on eliminating the behaviour while meeting the student's needs, rather than punishment. Pinar Aksoy's research report provides an in-depth analysis on behavioural approaches under behaviourism and the definitive effects they have on behaviour modification, which are good considerations.
Family Communication: The Plan and the Progress
Family Communication: The Plan and the Progress
Communicate your student's ongoing progress and the support you're providing to your student's parents. It is important to garner and harness two-way communication - keep open and transparent communication channels - and raise concerns as they arise in objective and informative ways. Ensure that parents feel valuable in the process of their child's learning too!
Discuss learner needs and how they can be supported at home and at school, and which similar strategies/activities can be used for reinforcement. Be realistic with this, and keep a POSITIVE attitude.
Don't: make assumptions
Do: be open
Do: ask questions, and
Do: Listen to understand
Rafferty and Hellemans (2020) maintain that "strong classroom behaviour management skills are essential to creating positive, safe and productive learning environments". Explaining that teachers can become agents for meaningful and lasting behaviour change in their classrooms by adopting the principles of Positive Teaching with a primary focus on the 'Law of Effect', and most importantly, looking into the function behind a student’s challenging behaviour. The aim remains the same: Have your student/s succeed in the classroom
The aim remains the same: Have your student/s SUCCEED in the classroom.
The aim remains the same: Have your student/s SUCCEED in the classroom.
References
https://www.britannica.com/science/Thorndikes-law-of-effect
http://www.edugyan.in/2017/03/edward-lee-thorndike-theory-of-learning.html
https://extension.missouri.edu/publications/gh6119
https://abainschool.com/iep-behavior-goals/
https://www.himama.com/blog/challenging-behavior-in-toddlers/
https://study.com/learn/lesson/what-is-thorndikes-law-of-effect.html
http://www.vkmaheshwari.com/WP/?p=543
https://www.psych4schools.com.au/free-resources/unmotivated-disengaged/
https://www.oregonlive.com/kiddo/2013/11/when_preschoolers_act_out_tips.html
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