Behavioural Difficulties : Behavioral Difficulties

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention”

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Children may face behavioural difficulties such as aggression. This could affect their speech because they may express how they feel through the aggression and not by using speech. Their speech may become poor as a result. Their language they use may not be correct and their communication maybe poor or no existent. Emotional difficulties could include going through a family breakup or grievance. The child may become withdrawn and upset. Children going through this may not want to communicate with people in turn becoming mute. This would have a negative effect on their speech. Social difficulties could include poor housing, lack of friendships and living in poverty. This would affect the child’s SLC because they may not get the socialisation

Including students with additional needs such as Doug in a regular classroom requires a specific change in teaching behaviours. Research conducted this year revealed that the relationship between a teacher and students underpins the importance of fostering a students belonging with disabilities (Crouch, R., Keys, C. B., & McMahon, S. D. 2014). On many occasions Doug should have been treated and catered for differently not only by his peers but especially by his teacher as his rights are protected by the Disability and Discrimination Act 1992 (DDA). The Act directly address the area of

When working with children who have behavioural difficulties it is important that practitioners work in partnership with the child’s parents as they are they are the child 's first educator and they know the child best. “Parents are ‘children 's first and most enduring educators ' ( curriculum guidance for the foundation stage, QCA 2000, making partnership with parents and carers essential if early years practitioners are to plan effectively for a child’s learning” (http://nurseryworld.co.uk/). This could be done by the practitioner arranging meetings with the child 's parents as they will help practitioners to gain a better understanding of what methods the parents use at home in order to manage the child 's behaviour. Also in the setting

“Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces.” (Cowley, 2006, p172)

My professional practice setting, during the previous OFSTED inspection dated 2013 was deemed “GOOD” for the behaviour and safety of pupils (appendix 1). During Physical Education lessons I interact with single gender groups across the whole school. Through my interactions with pupils I would consider that pupils come from a good social and moral background, with a high percentage of these students being Muslim. Being Muslin and worshiping at Mosque they are required to be respectful and behave in an appropriate manor when they are being lead in prayer. These traditional values are then evident in the way they conduct themselves in school. During my time at the school I have changed my job role. Firstly I was a teaching assistant for an individual child with BESD and Autism. I then had to make the transition to be the main classroom teacher. This change had implications which I needed to overcome. Aggressive and threatening behaviour isn’t something I have come across in school, without exception. Having had discussions with colleagues from different faculties, this is evident across whole-school. With this in mind my predominant area of focus for behaviour management will be low level disruption and the strategies I have put in place to discourage this particular behaviour. In addition to this I will also analyse the strategies used for the very small number of students that cause further disruption on a consistent basis across whole school and the actions/interventions

The student eventually becomes frustrated with the individuals whose intellectual disability is not a factor in their ability to comply with requested services. Through the working relationship and history, the student has with an individual coupled with knowledge related to mental health diagnoses, the student will be able to understand how the behavior and the diagnoses co-mingle. Behavior is a form of communication. Behaviors do not happen for no reason. When an individual who is normally not resistant to services becomes resistant it is a warning to the student that further investigation is warranted. This change in behavior suggest that either the individual has experienced a negative event that is not known to others or there is a medical concern that needs to be further

All behaviour happens for a reason and challenging behaviour is no different. Behaviour takes many forms whether that’s hurting themselves or others and may take a serious impact of an individual’s daily life. It has often been temporarily dealt with temporary solutions and short time fixes and normally doesn’t address the reason as to why the behaviour is happening and what the meaning behind the actions are. The National Health Service presented that a large number of people with learning disabilities are being largely medicated without clinical

The determination of challenging behaviors consists of various resolutions to most effectively with challenging behaviors. The behavioral criteria are for, “adults should first ask several key questions: …[by] being consistent with our expectations and reactions to children’s challenging behaviors…[or] our behavioral exceptions and the activities provided to children developmentally appropriate” (Dunlap, 2009, p. 392). Common childhood problems are even dealt over whether inappropriate than appropriate behaviors stress to be paid more attention. Several management techniques for management involves reinforcement, redirection, time out, extinction, and punishment. Ultimately, adults possess the duty to adequately state particular directions

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‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.