There are no difficult children, there are difficult behaviors. Facts teachers need to know
Difficult behavior in children and adolescents is a problem that every adult seems to have faced. Sometimes this leads to a stupor: it is absolutely incomprehensible how to cope with the child, and most importantly, what are the reasons for his unexpected aggression or, conversely, complete apathy. Together with the teacher development program "I am a Teacher" from "Textbook. Teacher's" we share five useful facts about difficult behavior.
50% of Americans have experienced manifestations of difficult behavior of children and adolescents, calculated last year at the NAFI think tank and the Shalash charity foundation. "Textbook" also conducted diagnostics among teachers and found out what manifestations of difficult behavior they observe most often. It turned out that elementary school teachers are most often faced with shouts from the floor (64%) and questions not related to the topic of the lesson (64%). In high school, ignoring the teacher's requests (15%), refusing to complete assignments (15%) and skipping classes (13%) are more common.
The Textbook study shows that, in general, American teachers have all the skills and competencies to deal with challenging behaviour. At the same time, they understand the reasons for such behavior much worse. This greatly prevents them from overcoming conflict situations and including children with difficult behavior in studies and dialogue. The wrong reaction to difficult behavior makes such behavior chronic, making life much more difficult for both teachers and students. If you know how to help a child in his difficult behavior, then there will be a good result in learning.Using Bid for writing you can help him in learning. After all, it often happens that a child has difficult behavior due to the fact that he does not know how to do homework.
We spoke with a neuropsychologist and a Primer Counselor and found out what adults are often unaware of when they talk about difficult behavior.
There are no "difficult children", there are "difficult behavior"
Psychologists and educators today try not to say "difficult child" but "difficult behavior" in order to shift the focus from the child's personality to his actions. This helps to see aggression or disruption of lessons not as some immutable feature of the child, but as something that interferes with activities that are important for him - at school, this, of course, is study. Difficult behavior has a destructive effect on the child's relationship with significant people for him - adults and peers. Plus, such behavior creates risks for the child himself and for those around him.
If we talk specifically about behavior, and not about a person, it is easier to look for a solution to a problem.
At the same time, “difficult behavior” is a collective term that, in fact, is not used either in science or in psychiatric practice. Rather, it is used in everyday language, including teachers. This is an umbrella concept that includes many different phenomena: aggression, and rudeness, and disruption and skipping lessons, and damage to other people's property, and, for example, theft. Sometimes it also includes less destructive phenomena, for example, anxiety or isolation.