Frequency Child Observation

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).

Self-regulation can be said to be processes and activities that enable children to respond suitably to their environment (Florez, 2011). Toddlers with better self-regulation skills are able to translate their experiences into information for regulating their thoughts, emotions and behaviors. As demonstrated, the advantage in self-regulation skills persist even through to adulthood (APA). The skills help them to show restraint and better decision making in tough situations or otherwise which makes them less likely to have behavioral problems in preschool.

As a parent or care giver you may have noticed that one or more of the children in your care display behaviours and temperaments that are somewhat different to others. This may be particularly evident when they participate in creative activities, do school work, play sports or even during their daily routines. They may seem hesitant and nervous to try new tasks and become upset when their attempts are less successful than they expected. They may seem a little ‘perfectionistic’.

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

The second type is the hyperactive-impulsive type. Instead of being unable to focus, these children will be unable to sit still. They will fidget or squirm whenever they are forced to remain in one place and often have problems with the volume of their voice. They always want to play and like to yell and scream as they do.

Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?

Self-regulation contributes to accomplishments in task performance, job success, and daily communications with family, friends, and other service members. Self-regulation provides the capacity and capability to alter actions, whether they are good or bad. It allows an individual to show feelings in a constructive way when dealing with others, instead of acting impulsively. The most significant meaning of self-regulation is the capacity to stop impulses from generating behavior that is negative or counterproductive to an individual’s goals or

| * Playing alongside other children and copying their actions * Temper tantrums if they are frustrated

In the afternoon of March 10th, I observed Child X within the presence of his parents, his two siblings and his aunt (my girlfriend). Child X has two siblings that are both in the middle childhood stage, but I choose to focus primarily on Child X for the length of the observation. The observation that was conducted took place within Child X’s home, specifically inside the living room, and lasted for a period of about an hour and a half. Child X is three years old, and his two siblings are ten and twelve.

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

I obtained the observed frequency table numbers above by having people take a survey I created. I then organized them into sections depending on what age and movie genre people have marked off. For example, I had 81 of the 216 people I surveyed that were 17 or younger. I did the same with the other age groups. After this I took each age pile and separated that into different smaller piles based on the movie genre that was marked. I had 16 piles in the end and the results are in the observed frequency table

students ability to learn is how well the teacher manages the classroom. A well managed

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable

The cultivation of self-regulation has critical implications on a child’s functioning in social situations. Effortful control in self-regulation encourages positive relationships between child and caregivers as it affects the child’s capability to adhere to parental expectations (Kochanska, Coy, & Murray, 2001). High levels of effortful control have been found to be associated with fewer behavioural complications, lesser aggression and lower degree of psychopathology such as depression (Tangney, Baumeister, & Boone, 2004). It is related to increased degrees of empathy, social competencies, prosocial behaviours, conscience and positive